AP European History Ms. Lisa Helfrich Needed materials and supplies for summer reading assignments:

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1 AP European History Ms. Lisa Helfrich Needed materials and supplies for summer reading assignments: A History of Western Society by John McKay 11 th edition for AP ISBN All Quiet on the Western Front By Erich Maria Remarque ISBN Ordinary Men: Reserve Police Battalion 101 and the Final Solution in Poland By Christopher Browning ISBN spiral bound notebook (Ordinary Men Journal Assignment) Assignments: You must complete activities 1, 2, 3, and 5. Activity 4 is optional for extra credit. 1. Read and take notes for chapter 11 (pages ) in A History of Western Society. I will collect this work the first day of class. 1. Complete page Chapter 11 page 354 study questions. Identifying Key Terms (create flashcards) Review the Main Ideas (Answer in complete sentences) 2. Read All Quiet on the Western Front 1. Available online for FREE: n_front.pdf 3. Complete the attached All Quiet on the Western Front Study Guide 1. Access the study guide online: 2. Complete pages 1-24 of the study guide. Answer in complete sentences. 3. You should print out the study guide and answer the questions directly. I will be collecting the study guide the second week of class when you return to school in August. 4. Create flashcards for the vocabulary building section of the study guide. 4. (EXTRA CREDIT--OPTIONAL)Read and ANNOTATE Ordinary Men: Reserve Police Battalion 101 and the Final Solution in Poland AND complete a two paged journal response for each of the chapter reading assignments below: You responses can be handwritten or typed (single space). I will collect this work the second week of class. STUDENTS WHO ELECT TO COMPLETE THIS READING AND JOURNAL ASSIGNMENT WILL RECEIVE A 10% BONUS ON THEIR FIRST TEST FOR THE SEMESTER! 1. Assignment 1 Ordinary Men, Chapter Assignment 2 Ordinary Men, Chapter Assignment 3 Ordinary Men, Chapter Assignment 4 Ordinary Men, Chapter Assignment 5 Ordinary Men, Chapter Assignment 6 Ordinary Men, Chapter Complete each of the attached maps. The first map is circa 1500 CE Western Europe; the second map is circa 1800 CE Western Europe; the third map is circa 1950 CE Western Europe. You need to know where each of the listed geographical regions is located for each of the time periods represented in the maps. You should also be able to discuss the changes that occurred over the centuries. You will be tested on each of the map on the third day of class.

2 Spain France England Italy Papal States Turkish Empire Poland Hungary Adriatic Sea Rhone River North Sea Baltic Sea Ireland Saxony Vienna Germany Lithuania Russian Em. Persian Empire Elbe River Low Countries Warsaw Cologne Loire River

3 Waterloo Confederation of the Rhine Switzerland Austrian Empire Prussia English Channel Portugal Madrid Berlin Venice Strait of Gibraltar Westphalia Moscow St Petersburg

4 East Germany West Germany Berlin Czechoslovakia Poland Hungary Romania Yugoslavia Bulgaria Albania Austria Munich Switzerland Belgium Amsterdam Geneva Danube River Verdun London USSR Countries of NATO Warsaw Pact Neutral Zone Russian Zone British Zone U.S Zone French Zone

5 Name Summer Homework AP U.S. History Textbook America s History, 8 th Edition, 2014 (For the AP Course) Bedford St. Martin s The following assignments are due the first day of class. 1. Be able to successfully label each state on a blank map of the United States. 2. Identify, define, and explain each of the nine Historical Thinking Skills. These nine skills can be found in the textbook on pages xxxviii (preface 38) xli (preface 41). 3. Thoroughly read pages xxxviii (38) li (51). 4. Read Chapter 1. Thoroughly identify and explain the Key Concepts and Events, Key People, and answer the Review Questions on page Complete the Concept Outline for Period 1 ( ). Follow the directions of the outline and complete it thoroughly.

6 APUSH 2016 Name College Board Concept Outline: Period 1: 1491 to 1607 Directions: The Concept Outline below presents the required concepts and topics that students need to understand for the APUSH test. The statements in the outline focus on large-scale historical processes and major developments. Our course has focused on specific and significant historical evidence from the past that illustrate each of these developments and processes. Complete each table on the outline below by choosing two specific examples of relevant historical evidence that illustrate the concepts in greater detail. You may choose from among the ones provided OR provide one of your own. Define or describe the example and explain its significance to the thesis statement directly above the box. Key Concept 1.1 As native populations migrated and settled across the vast expanse of North America over time, they developed distinct and increasingly complex societies by adapting to and transforming their diverse environments. I. Different native societies adapted to and transformed their environments through innovations in agriculture, resource use, and social structure. A. The spread of maize cultivation from present-day Mexico northward into the present-day American Southwest and beyond supported economic development, settlement, advanced irrigation, and social diversification among societies. Examples: Pueblo, Navaho (Navajo) Pueblo Navajo B. Societies responded to the aridity of the Great Basin and the grasslands of the western Great Plains by developing largely mobile lifestyles. Examples: Sioux, Apache

7 C. In the Northeast, the Mississippi River Valley, and along the Atlantic seaboard some societies developed mixed agricultural and hunter gatherer economies that favored the development of permanent villages. Examples: Iroquois Confederacy of the Northeast; Creek, Chocktaw, or Cherokee of the Southeast D. Societies in the Northwest and present-day California supported themselves by hunting and gathering, and in some areas developed settled communities supported by the vast resources of the ocean. Examples: Chinook, Nez Perce, Shoshone

8 Key Concept 1.2 Contact among Europeans, Native Americans, and Africans resulted in the Columbian Exchange and significant social, cultural, and political changes on both sides of the Atlantic Ocean. I. European expansion into the Western Hemisphere generated intense social, religious, political and economic competition and changes within European societies. A. European nations efforts to explore and conquer the New World stemmed from a search for new sources of wealth, economic and military competition, and a desire to spread Christianity. Examples: 3 Gs : Gold, God, and Glory, founding of St. Augustine (1565), Northwest Passage, Roanoke Island B. The Columbian Exchange brought new crops to Europe from the Americas, stimulating European population growth, and new sources of mineral wealth, which facilitated the European shift from feudalism to capitalism. Examples: Introduction of corn, potatoes, and tomatoes to Europe, growth of European nation-states

9 C. Improvements in maritime technology and more organized methods for conducting international trade, such as joint-stock companies, helped drive changes to economies in Europe and the Americas. Examples: Caravel, sextant, joint-stock trading company II. The Columbian Exchange and development of the Spanish Empire in the Western Hemisphere resulted in extensive demographic, economic, and social changes. A. Spanish exploration and conquest were accompanied and furthered by widespread deadly epidemics that devastated native populations and by the introduction of crops and animals not found in the Americas. Examples: Spread of smallpox; European introduction of horses, rice, wheat, and oxen to the New World; bison hunting on the Great Plains

10 B. In the encomienda system, Spanish colonial economies marshaled Native American labor to support plantation-based agriculture and extract precious metals and other resources. Examples: Sugar plantations, silver mines, Black Legend C. European traders partnered with some African groups who practiced slavery to forcibly extract slave labor for the Americas. The Spanish imported enslaved Africans to labor in plantation agriculture and mining. Examples: Line of Demarcation, Middle Passage D. The Spanish developed a caste system that incorporated, and carefully defined the status of, the diverse population of Europeans, Africans, and Native Americans in their empire. Examples: Mestizo, Zambo, mulatto

11 III. In their interactions, Europeans and Native Americans asserted divergent worldviews regarding issues such as religion, gender roles, family, land use, and power. A. Mutual misunderstandings between Europeans and Native Americans often defined the early years of interaction and trade as each group sought to make sense of the other. Over time, Europeans and Native Americans adopted some useful aspects of each other s culture. Examples: African religious traditions combined with Christian traditions, Maroon communities B. As European encroachments on Native Americans lands and demands on their labor increased, native peoples sought to defend and maintain their political sovereignty, economic prosperity, religious beliefs, and concepts of gender relations through diplomatic negotiations and military resistance. Examples: Spanish mission system, Juan de Onate, Acoma War and defeat of the Pueblo (1599)

12 C. Extended contact with Native Americans and Africans fostered debate among European religious and political leaders about how non-europeans should be treated, as well as evolving religious, cultural, and racial justifications for the subjugation of Africans and Native Americans. Examples: Juan de Sepulveda, Bartolome de Las Casas, communal nature of land, private vs. public ownership of land, animism

13 Summer Homework AP Government In order to prepare for the AP US Government and Politics class, you will be required to complete the following summer assignment. There are multiple components, so please take care to read the directions carefully. Contact me with any questions at or U.S. Constitution Read the entire constitution and look up any words or phrases you do not understand. Prepare an outline of the entire document including amendments.this should be around 3-4 pages long. 2. Current Events You are required to collect 5 newspaper, magazine, or internet articles that pertain to US Government and complete the one attached form for each article. Make sure that you answer the questions on the form completely. The articles you collect should span the summer months and not all be from the same week (or month). 3. Vocabulary List- You will be using key vocabulary all year, so you will be required to make note cards for each of the attached terms. Make these neat and keep them all together, you will be using them all year. 4. Supreme Court Case List- With the attached court case list, group the cases by common theme (reproductive rights: Roe v. Wade and such) or by common amendment (such as all cases that use the First Amendment). Explain each of your groupings.

14 Current Event Name Date Source Date of Article Purpose: One sentence description of the article. Summary Summarize the current event (in your own words). Impact: What is the impact of the current event on the nation, state, or local community? Opposing Views: Every story has another side. What arguments or issues might be presented that do not support the current view? Are you getting the whole story? Values: (What impact will this have on you personally?)

15 Vocabulary List: AP Government and Politics 1. Inherent powers 2. Grassroots lobbying 3. Caucus 4. Block grants 5. Mandatory spending 6. Oversight 7. Dealignment 8. Fiscal policy 9. General election 10. Closed primary 11. Motion for cloture 12. Super PAC 13. Federalism 14. Political socialization 15. Expressed powers 16. Lame duck period 17. Midterm election 18. Franking privilege 19. Lobbying 20. Party polarization 21. Amicus curiae 22. Judicial activism 23. Horse race journalism 24. Casework 25. Issue network (iron triangle) 26. Political party 27. Gerrymandering 28. White House staff 29. filibuster 30. Executive order 31. Critical elections 32. Pork barrel spending 33. Entitlements 34. Original intent 35. Logrolling 36. Monetary policy 37. Selective incorporation 38. suffrage 39. Fiscal federalism 40. Writ of certiorari 41. Litigation 42. Uncontrollable spending 43. Political efficacy 44. Gender gap 45. Single-member districts 46. Pocket veto 47. Redistricting 48. Independent expenditures 49. Policy Agenda 50. Cooperative federalism 51. Stare decisis 52. devolution 53. Demographics 54. Political culture 55. Divided government 56. Open Primary 57. PAC 58. Judicial review 59. Categorical grants 60. Interest group 61. pluralism 62. Unfunded mandate 63. Implied powers 64. incumbent 65. Realignment

16 A.P. United States Government Supreme Court Case List Marbury v. Madison (1803) McCulloch v. Maryland (1819) Gibbons v. Ogden (1824) Barron v. Baltimore (1833) Reynolds. V. United States (1879) Plessy v. Ferguson (1896) Schenck v. United States (1919) Gitlow v. New York (1925) Near v. Minnesota (1931) Korematsu v. United States (1944) Brown v. Board of Education (1954) and Brown II (1955) Mapp v. Ohio (1961) Baker v. Carr (1962) Engel v. Vitale (1962) Gideon v. Wainwright (1963) Heart of Atlanta Motel v. United States (1964) New York Times v. Sullivan (1964) Griswold v. Connecticut (1965) Miranda v. Arizona (1966) Tinker v. Des Moines School District (1969) Lemon v. Kurtzman (1971) New York Times v. United States (Pentagon Papers Case) (1971) Wisconsin v. Yoder (1972) Furman v. Georgia (1972)/Gregg v. Georgia (1976) Miller v. California (1973) Roe v. Wade (1973) Buckley v. Valeo (1976) Regents of the University of California v. Bakke (1978) Hazelwood School District v. Kuhlmeier (1987) Texas v. Johnson (1989) Webster v. Reproductive Health Services (1989) Oregon v. Smith (1990) Planned Parenthood v. Casey (1992) United States v. Lopez (1995) Gratz v. Bollinger (2003) and Grutter v. Bollinger (2003) Hamdi v. Rumsfeld (2004)/ Hamdan v. Rumsfeld (2006) District of Columbia v. Heller (2008)/McDonald v. Chicago (2011) Citizens United v. Federal Election Commission (2010)