APUSH Summer Assignment

Transcription

1 APUSH Summer Assignment Welcome to APUSH! Students are expected to go above and beyond normal textbook reading assignments and learn to explore primary source documents, novels, short stories, poetry and film as sources of information about the history of our country. Your summer assignment will involve two of these; reading a Nonfiction American history book, and viewing a movie that depict various time periods in American history. Please understand, as you view a movie the main purpose is for entertainment, therefore Hollywood producers and directors often take liberties and stretch the historical facts. Part I American History Nonfiction Book 1. You are to choose a nonfiction book on American history, (below is a suggested list, you are not bound by this, you can choose any reputable nonfiction book on American history. ) Your local library is a fantastic source for finding some of the books on the list. You can borrow the book, download from your local library on a Kindle or Ipad. You are not required to buy any of these books. Local libraries and the Fox Lane High School library are excellent sources. If you want, you can purchase a book. 2. We will conduct a book club talk addressing the questions below during the first 3 days of school (9/5, 9/6, 9/7) You are permitted to bring notes to the Book Club discussion. 3. As you read the book, consider how the contents, story, event, or topic fits the following themes of American history. Identity: How have various identities, cultures, and values been preserved or changed during American history? Is gender, class, race or ethnic identity prominent themes in your book? Work, exchange, and technology: Does agriculture, commerce, labor, and/or manufacturing concerns emerge? Peopling: Assess how ideas, beliefs, traditions, technologies, religions, gender roles, that migrants/immigrants brought with them and the impact these factors had on American history. Politics and Power: Assess the debate over the role of the state in society and its potential agent for change. Evaluate the evolution of tensions between liberty and authority in American history. America in the World: Identify how America emerged and developed as a world power. Evaluate how various actors ( people, states, organizations, and companies) influenced the development of American and world economies. Environment and Geography: Evaluate how the environment, geography and climate both shaped and constrained human actions. Assess or interpret how man attempted to manage and or exploit natural and man-made environments. Ideas, beliefs, and culture: Evaluate the interactions between beliefs and communities, economic values, and political movements, including attempts to change American society. 4. Each student in class will be expected to share their thoughts and interpretations with the rest of the class during our Book Club days. Also during the year, you will be called upon as an expert to enrich the curriculum.

2 5. Suggested Books: (Title, (Author), brief description) The Warmth of Other Suns: The Epic Story of America s Great Migration (Wilkerson) Founding Brothers (Ellis), Study of America s Founding Fathers. The Quartet (Ellis) Washington, John Jay, Hamilton and Madison John Adams (McCullough) The Autobiography of Malcolm X (Malcolm X) Washington: A Life (Chernow) Empire of Liberty: (Wood) The American Revolution Mayflower: A Story of Courage, Community and War. (Philbrick) The challenges facing the Pilgrims. A Shovel of Stars: The Making of the American West present. (Morgan) American Sphinx: The Character of Thomas Jefferson (Ellis) Nothing Like it in the World: The Men Who Built the Transcontinental Railroad (Ambrose) The Men Who United the States (Winchester) Engineering accomplishments throughout US history. Undaunted Courage (Ambrose) The Adventure of Lewis and Clark Johnstown Flood (McCullough) 1889 Flood in Pennsylvania The Greater Journey: Americans in Paris (McCullough) The Paths Between the Seas (McCullough) Building of the Panama Canal American Lion: Andrew Jackson in the White House (Meacham) Narrative of the Life of Frederick Douglass ( Douglass) The Big Burn: Teddy Roosevelt and the Fire that Saved America (Egan) 1910 Fire in American Mid-West. The Worst Hard Time (Egan) The Dust Bowl Destiny of the Republic (Millard) The assassination of James Garfield. The River of Doubt: Teddy Roosevelt s Darkest Journey (Millard) TR getting lost in the Amazon River basin for 9 months after his presidency. Triangle: The Fire That Changed America (Drehle) Devil and the White City (Larson) The Chicago World s Fair of 1893 and a mass murderer. Thunderstruck (Larson) The development of wireless radio technology and a murderer. In the Garden of the Beasts (Larson) An American Ambassador in Berlin in late 1930 s. Isaac s Storm (Larson) The Galveston Hurricane of 1900 and development of weather service. Children s Blizzard (Laskin) Blizzard of 1888 that hit the Upper Midwest of the United States. Blood and Thunder (Sides) Kit Carson and the American Southwest Ghost Soldiers (Sides) American Prisoners of War in the Philippines during WW II Hellhound on his Trail: The Stalking of of Martin Luther King Jr. and the International Hunt for his Killer. (Sides) In the Kingdom of Ice (Sides) The adventure to find the North Pole by ship during the late 19th century. Manhunt: (Swanson) The search for John Wilkes Booth The Inventor and the Tycoon (Ball) Railroads and trying to develop moving pictures during the late 19th century. The Feminine Mystique (Friedan) The beginning of the feminist movement.

3 Part II History Based Movies 1. You are to CHOOSE ONE of the movies below and watch it before the first day of school, 9/2/15 2. As you watch the movie, be sure to view it through an analytical lens looking to see how the movie relates to the American History Themes listed above. Take notes on how the movie relates to the themes. 3. Each student is expected to share and discuss how the movie they watched addresses the themes. Try to evaluate the accuracy of the film; what questions do you have about the artistic liberties the director might or might not have taken? Last of the Mohicans 1776 The Alamo The Conspirator Lincoln Glory Gone With the Wind Dances With Wolves Wyatt Earp Flyboys Inherit the Wind Cinderella Man O Brother Where Art Thou Pearl Harbor Red Tails Good Night, and Good Luck Forrest Gump All The President s Men Frost/Nixon Thirteen Days The Manchurian Candidate 42 The Help Ghosts of Mississippi The Butler A Birth of a Nation The Great Escape The Longest Day Its A Wonderful Life Mr Smith Goes to Washington Good Luck and Enjoy. Any Questions please contact any of the teachers below. Mr. Broggy wbroggy0113@bcsdny.org Ms. Luhman mluhman3289@bcsdny.org Mr. Nemecek mnemecek1776@bcsdny.org Mr. Violante cviolante1835@bcsdny.org

4 Part III Affirmation Statement: Please submit this sheet, signed by you and a parent, on the first day of school. Student Affirmation I state and truthfully affirm that I have read a United States History book, and viewed one of the films listed above. I understand that I will be a willing and active participant in the Book Club Discussions the first few days of school. I also acknowledge that I will act as an expert on the topic when covering the topic in the curriculum. I acknowledge what AP means and will strive to meet these expectations. Name Signature Book Title Date Started Date Completed Movie Parent Affirmation I affirm that my child read the book and viewed the movie listed above. I will also help and encourage my child to meet the expectations listed below. Name Signature APUSH Student Expectations AP in APUSH Stands for Advanced Placement Always Present Always Prepared Always Participating

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