Summer Assignment 2016-17 Advanced Placement World History – Mrs. Dailidonis

An Introduction to Advanced Placement World History (APWH)

The AP World History course covers the development of human societies from the Neolithic Era to the present. As a

student in this class, you will pay particular attention to the social, political, cultural and economic institutions,

within and between different societies. You will also examine changes and continuities within those societies over

time. To help accomplish these goals, this course has been organized according to five themes and six core

concepts/time periods explained further in this document. Prior to the first day of class, please do the following:

1. Purchase your supplies. You will need a 1” binder for this course and five dividers, pens, pencils, and plenty

of paper. You will also want to check to make sure you have printer ink and paper as well. Label the

dividers:

a. Syllabus and Study Skills b. Bell Ringers c. Charts d. Maps e. Class/homework

2. Print and review the course syllabus, quiz and signature page (appendix “A” at the end of this document).

Put the copy of the course syllabus behind the first divider in your binder.

3. Complete the quiz and signature portion (both you and your parent/guardian need to sign it) and be

prepared to turn it in on the first day of class.

4. Print the “AP Geography Test Items” (appendix “B” at the end of this document) and put them behind the

fourth divider (“maps”) in your binder. Be prepared to identify ALL the items on the maps and all the items

on the list included with the maps. There will be a geography test on all of it the second week of school.

5. Print the “Key Concept Study Guide Units/Periods 1 and 2” (appendix “C” at the end of this document) and

place it behind your course syllabus in your binder

6. Completely read both Section One and Section Two of this document and complete the written assignment

in section two. NOTE!! Please record your HAND WRITTEN answers for section two questions/activities on a

separate sheet of paper and be prepared turn them in the first day of class. TYPEWRITTEN ANSWERS WILL

NOT BE ACCEPTED!

Section One

Directions: Section One of this assignment requires you to read and familiarize yourself with the APWH “Historical

Thinking Skills”, “Themes”, “Geographical Coverage” and “Key Concept Outline” that are critical components of the

APWH curriculum. You will want to keep them in mind as you complete the activities in Section Two of this

assignment.

Historical Thinking Skills

APWH Students will be asked to exercise the following historical thinking skills throughout the year. You will be

expected to apply these skills when writing essays and addressing short answer and multiple choice questions:

Skill 1 – Chronological Reasoning

a. Historical Causation – Identify, analyze and evaluate causes and effects of historical events

b. Patterns of Continuity and Change over Time – Identify and understand large patterns of change over time.

Identify historical processes or patterns that stay the same throughout a given time frame

c. Periodization – Explain ways that historical events can be organized into blocks of time, usually by

recognizing events considered by some to be “turning points” in history

Skill 2 - Comparison and Contextualization

a. Comparison – Identify similarities and differences within and between societies, especially how societies

react to global historical events, and the reason for those similarities/differences

b. Contextualization – Identify and explain what societies and global events exist simultaneously, and how

they may impact one another.

Skill 3 – Crafting Historical Arguments from Historical Evidence

a. Historical Argumentation – Develop a comprehensive and plausible thesis by analyzing historical evidence

b. Appropriate Use of Relevant Historical Evidence – Analyze “the point of view” (POV) of a source to

determine its reliability or limitations when proving a thesis

Skill 4 – Historical Interpretation and Synthesis

a. Interpretation – Identify varying interpretations of the past in order to understand differing historical

interpretations of the same event

b. Synthesis – Draw from several different disciplines in order to construct a thorough understanding of

history and gain insight about the past in order to understand later events in history

Themes

The following themes will be addressed in each unit throughout the year:

Theme 1: Interaction between Humans and the Environment (ENV) – Analyzes the way humans have adapted to

their environments over time, as well as the overall impact human developments has had on the environment. Also

included is a discussion on how access to certain resources has enabled societies to either rise or fall over time

Theme 2: Development and Interaction of Cultures (CUL) – Analyzes how distinct cultural characteristics, intellectual

achievements and technology have developed over time within certain regions of the world. Also included is the

process by which cultural characteristics have spread globally via “cultural diffusion”

Theme 3: State Building, Expansion and Conflict (SB) – Examines the process by which “states” have developed,

expanded and contracted over time. Also includes the unique ways governments organized societies and resources

over time

Theme 4: Creation, Expansion and Interaction of Economic Systems (ECON) – Analyzes the strategies used by

humans to get what they need to survive and thrive, as well as the development of sophisticated trade systems over

time

Theme 5: Development and Transformation of Social Structures (SOC) – Analyzes the development of social ladders

within regions and how they have continued or changed over time. Also included is analysis of how social structures

compare globally and how societies interact with one another

Geographical Coverage

See “AP Geography Test Items” at the end of this document (appendix “B”). It includes two maps and several

geographical features you will need to know for the AP Geography Test scheduled for the second week of school.

Key Concept Outline

The APWH course is divided into 6 “overarching” Key Concepts which are divided into historical “time” periods of

study. These time periods also represent the units of study we will cover throughout the year. These overarching key

concepts are further divided into subsections, as seen in the second half of this document which further describes the

subsections of Unit/Period 1.

Key Concepts

Unit/Period 1: Technological and Environmental Transformation to c. 600 BCE*

Unit/Period 2: Organization of and Reorganization of Human Societies, c. 600 BCE to 600 CE

Unit/Period 3: Regional and Interregional Interactions, c. 600 CE to c. 1450

Unit/Period 4: Global Interactions, c. 1450 to c. 1750

Unit/Period 5: Industrialization and Global Interaction, c. 1750 – c. 1900

Unit/Period 6: Accelerating Global Change and Realignments, c. 1900 to the present

*Note: “c.” – circa, which means “about”, “approximate dates” “B.C.E.” and “C.E.” - This course uses the chronological designations B.C.E (before the common era) and C.E. (common era) in addition to B.C (before Christ) and A.D. (anno Domini).

Sample Questions

Below are samples of APWH essay prompts, short answer and multiple choice questions. Each reflect several of the

APWH components described above (Historical Thinking Skills, Themes, Geographical Coverage, Key Concepts):

Essay Prompt

Analyze the social changes and continuities that took place in South Asia up to 600 CE as a result of the development of

Hinduism

Historical Thinking Skill: Skill 1 - Chronological Reasoning Theme: Theme 2: Development and Interaction of Cultures (CUL) and Theme 5: Development and Transformation of Social Structures (SOC) Geographical Coverage: South Asia Key Concept: Period 2 - Organization of and Reorganization of Human Societies, c. 600 BCE to 600 CE Short Answer

Describe how the rise of “nationalism” in the nineteenth and twentieth centuries contributed to the outbreak of World

War I.

Historical Thinking Skill: Skill 1 – Chronological Reasoning, Skill 2 - Comparison and Contextualization, and Skill 3 – Crafting Historical Arguments from Historical Evidence Theme: Theme 3 - State Building, Expansion and Conflict (SB) Geographical Coverage: Eastern and Western Europe Key Concept: Period 5 - Industrialization and Global Interaction, c. 1750 – c. 1900 and Period 6 - Accelerating Global Change and Realignments, c. 1900 to the present

Multiple Choice

“You said, ‘I will give good copper to Gimil-Sin.’ That is what you said, but you have not done so; you offered bad copper

to my messenger. Saying ‘Take it or leave it’. Who am I that you should treat me so? Are we not both gentlemen?”

Tablet inscription of a message from a customer to a copper merchant, Ur, Mesopotamia, c. 1800 BCE

The interactions described in the inscriptions are best understood in the context of which of the following?

a. The desertification of the Middle East

b. The development of trade networks

c. Growing patriarchy in agricultural societies

d. Government regulation of commercial activities

Historical Thinking Skill: Skill 2 - Comparison and Contextualization and Skill 4 – Historical Interpretation and Synthesis Theme: Theme 4 - Creation, Expansion and Interaction of Economic Systems (ECON) Geographical Coverage: Southwest Asia/Middle East Key Concept: Period 1 - Technological and Environmental transformation to c. 600 BCE

Section Two

Directions: The Key Concept outline described in Section One of this document are the over-arching concepts of the

APWH curriculum. Each of those concepts are further divided into sub-sections similar to the ones as shown below

for Unit/Period 1. Read the following outline regarding Key Concept Unit/Period 1 - Technological and

Environmental Transformation to c. 600 BCE, and its corresponding sub-sections (1.1, 1.2, and 1.3). Next, complete

the questions/activities that follow the outline. Please record your HAND WRITTEN answers for section two

questions/activities on a separate sheet of paper and be prepared turn them in the first day of class.

Unit/Period 1: Technological and Environmental transformation to c. 600 BCE

Key Concept 1.1 Big Geography and the Peopling of the Earth

Key Concept 1.2 The Neolithic Revolution and Early Agricultural Societies

Key Concept 1.3 The Development and Interaction of Early Agricultural, Pastoral and Urban Societies Key Concept 1.1 Big Geography and the Peopling of the Earth

World History is not just a traditional history class with the added burden of a huge subject. It's a relatively new

method of doing history. Instead of chronicling an encyclopedic volume of information across all ages and locations,

World History considers global currents and trends. This approach is called Big Geography. Dispensing with most

details, Big Geography uses broad historical themes to analyze history. Dates, individuals, belief systems and political

forms are only considered as they explain changes and continuities in these themes. This is the approach of AP

World History. The first such trend we see in World History is the migration of Paleolithic people throughout the

world. The word Paleolithic, or “old stone age,” refers to a way of life in which stones were the most prominent

tools and people led nomadic lives of hunting and gathering for food. Not strictly a time period in history (people

today live the nomadic lifestyles of hunter gatherers), it is to be contrasted with agricultural and industrial economic

systems and the social patterns emanating from them. Archaeologists have found evidence that Paleolithic people

traveled around in small, foraging bands that were basically egalitarian (socially equal). Because they had no

consistently reliable source of food, they were almost always on the move.

I. Archeological evidence indicates that during the Paleolithic era, hunting-foraging bands of humans gradually migrated from their origin in East Africa to Eurasia, Australia, and the Americas, adapting their technology and cultures to new climate regions.

This map show the migrations of early man from Africa to the other continents.

A. One of the first major advances of early man was the ability to harness fire. Fire sterilized food, brought people together in small groups and protected against predators. It helped people adapt to colder climates and became the focal point for the telling of stories through which values and knowledge were transmitted. Moreover, food cooked with fire eased the digestive process. Consequently, more of the body’s energy became available for the development of the brain. This may have helped Homo sapiens develop the capacity for language, giving them a tremendous advantage over other mammals.

B. As you can see from the previous map, over the course of thousands of years humans migrated from their place of origin across the face of the earth. They moved into areas with vastly different environments, each with their own terms of survival. The peopling of the earth required human beings to adapt to a variety of climates. Tools made this possible.

In the Paleolithic era, most tools were made from stones.

Bones, rocks with sharp edges, and small pieces of copper were used to scrape hides, hunt, fish and sew. As these mobile bands came in contact with each other, they borrowed ideas and tools.

C. Foraging, or hunting and gathering, does not produce a large quantity of food. This limitation of the food supply kept foraging people in small groups of only a few people. It also meant that they were nomadic, moving on to a new location once they stripped an area of its edible plants. The study of hunter/gatherers today gives us insight into their social relations. These small groups preferred not to marry in their own societies and would send girls to other foraging groups for marriage. [1] Related by kinship bonds, hunter/gatherer groups would meet to exchange tools and gifts, and to participate in rituals. It was likely there was movement of individuals among groups. There was also relative social and gender equality. Men may have taken leadership roles in some groups, but generally everyone was equally involved in the acquisition of food. It was impractical for nomadic people to accumulate more than a few things, so material possessions did were not an indicator of economic or social class. Such categories probably did not even exist for hunter-gatherers. Some modern researchers have argued

that Paleolithic people had more leisure time, more varied and nutritious diets, and were healthier than those who settled and became farmers. [2]

References

1. This Fleeting World, (2008), David Christian, p. 10. 2. http://www.historyhaven.com/Diamond_WorstMistake.pdf 3. Adapted from AP Worldipedia

Key Concept 1.2 the Neolithic Revolution and Early Agricultural Societies

A Neolithic settlement in northern Scotland. When people learned to farm, they built permanent dwellings Paleolithic man made one of the most important discoveries that humans have ever made: that every plant has the ability to reproduce itself. When the function of the seed was learned, humans became farmers. This sounds relatively simple, but not until the Industrial Revolution would there be as revolutionary a change in the social and economic organization of human beings. This transition from hunters and gatherers to farmers is called the Neolithic Revolution, and it made civilization itself possible. See short Video on the discovery of farming.

I. About 10,000 years ago, the Neolithic Revolution led to the development of new and more complex economic and social systems. A. Thousands of years ago, drought came to the Middle East. The large animals hunters depended on died out or migrated, forcing some people to settle down wherever they found a secure source of water. The nomadic way of life ended and human beings became farmers. The practice of agriculture transformed the social and economic characteristics of human societies. It also changed the nature of the crops that were farmed. Food for Thought: Which of the 5 AP World History Themes from “Section One” of this document do you see involved in the above sentences? You should read everything with this basic question in mind.

Agriculture was discovered independently (aka, “independent invention”) at many different locations in the world. It

then diffused into other areas as the practice was learned and adopted by others. It is important to note that not everyone adopted agriculture. Some societies remained hunter-gatherers and others remained pastoral.

B. Pastoral nomads were somewhat of a transitional group between hunter-gatherers and Neolithic farmers. They depended on herds of animals which they kept and followed, a lifestyle known as Pastoralism. Because their migrations were connected to the needs of animal herds, pastoral nomads moved in patterns based on climate. Agriculture was probably discovered by pastoral nomads who, upon returning to a location from the previous year, found that spilled seeds they had gathered germinated into crops. Africa, Europe and Asia all had people who practiced pastoralism.

Cereal grains were more durable in storage than other agricultural products.

C. As you can see from the map above, agriculture was discovered at different times by different people. The crops people cultivated depended on what was indigenous to their location. Professor Jared Diamond has pointed out that the nature of edible plants that grew in individual places had a profound effect upon the development of human societies. For example, regions that grew cereal grains had an advantage over those that grew less durable or nutritious foods. Cereal grains (rice, barley, wheat and corn) produced a harvest rich in carbohydrates and other nutrients. They were easy to dry and store. In storage, cereal grains would not spoil as quickly as legumes or yams. As a result, societies that cultivated these crops were more likely to produce surpluses of food.

Irrigation diverts and accelerates the natural flow of water across land. It necessarily causes erosion. D. Farming is hard work. Land must be cleared of trees, rocks, and other impediments to sowing seeds. The soil needs to be broken up and, in many cases, water must be diverted to irrigate crops when rain becomes scarce. These needs drove human beings to learn to work together in more goal oriented ways than hunter-gatherers had. Cooperation proved to be an advantage in survival. E. With agriculture, human beings arrange and concentrate plants in ways they would never exist in nature. They borrow crops from other regions and import them to their farms. Such practices intensify and accelerate the natural processes of erosion and environmental diversification. Pastoralism likewise concentrated animals to a repetitive cycle of grazing lands. As grasslands were stripped of plants, erosion accelerated.

Pastoralism: its intense and repetitive grazing thins the ground of plants, increasing erosion and desertification.

II. Agriculture and pastoralism began to transform human societies. A. The ability to acquire food on a regular basis drastically changed life; there was more stability and order. Life developed according to special patterns, as people had to follow seasons for planting and harvest. The dependence upon nature was evident in religious practices that came to worship reproduction, fertility, and the natural elements upon which agriculture depended. Probably the most significant change that took place with the Neolithic revolution was a dramatic increase in population. More food could sustain more people living together. Small bands of people developed into villages. B. At its most basic element, civilization is based on the food supply. In hunting/gathering societies, most all of the people were engaged in acquiring and processing food. It is believed that women, in particular, gathered over 90% of the food societies consumed. The other 10% was food hunted by men. For these reasons, it is believed, there was a higher degree of gender equality. Overall, there were no significant differences that distinguished certain people from others. However, in communities that practiced agriculture this basic equality began to break down. The surpluses of food produced by farming created the conditions for the rise of social inequality.

The ability to produce a surplus freed some people from having to spend all their time producing food; individuals could now specialize in other skills. Artisans crafted weapons, jewelry, and other specialty

products that could not be produced as readily by nomadic people. Moreover, surpluses of food created the need for a warrior class to emerge. The stores of grain kept by Neolithic people were the perfect targets for raiding groups of nomadic people. Some members of the village thus were trained in the skills of defense to protect the fruit of their labor; the first militaries were born. With these divisions of people came inequality. Some groups gained more prestige and status than others. Priests who presided over rituals that were believed necessary for harvests gained elite positions and authority. Warriors were essential for the protection of food. Highly skilled craftsman who could work with metals or produce tools became highly valued. Thus social hierarchies emerged in societies that were able to produce surpluses of food. C. As groups of craftsmen and artisans arose in societies, tools and technology became more efficient and complex. Agricultural production increased, societies began to trade, and transportation improved. Some examples of these advancements are:

Pottery Agriculture created the need for storage containers and cooking pots. In response to this need, craftsmen learned to make pots from clay and other materials, and they became essential for storing food, wine, and other goods. They could also be used for religious or ceremonial purposes. Pottery became a medium for group identity and artistic expression as people came to etch designs on the exterior of pots.

These pots excavated at the Banpo village in China show the craftsmanship of Neolithic people in creating pots. Over 400 of these pots were unearthed at Banpo. Many had the remains of infants inside. The holes on top are thought by some to indicate the peoples' belief in the afterlife, as the souls of the dead children inside could escape through the top.

Plows Tools permit the same amount of work to be done by fewer people. In agriculture, perhaps the most important early tool was the plow. Plows break up the compacted earth and turn the soil to prepare for the sowing of seeds. The more efficient the plow, the fewer number of workers are needed to prepare for planting. More efficiency in agriculture led to greater surpluses, which in turn allowed for more social stratification and specialization.

Woven textiles In 1991 two hikers in the Italian Alps discovered a Neolithic man whose body had been preserved in a glacier for over 5000 years. "Iceman," as he came to be called, provided

modern researchers with much information about the diet, clothing, and skills of European Neolithic people. This was particularly important because textiles decay quickly in most instances leaving us with little evidence about this skill of early man. Two of iceman's possessions were items that had been woven. This craft is known as textiles. Early textiles were made of dried plants and fibers, and were woven by hand. Later, people made looms to speed up the process of textile production. In villages and cities, textile production became another skilled craft, another example of the specialization of labor.

Iceman as found in 1991 in the Alps

Detail of Iceman's woven knife sheath

Metallurgy Another area of craftsmanship that Neolithic people developed was metallurgy, the knowledge of working with metal. This technology is very important because it provides the tools for many other areas of labor, such as farming, textiles, and the forging of weapons. The earliest metallurgists worked with copper, a metal that can be hammered into shape directly from the ground. As new metals were found and alloys discovered, metallurgy became a highly skilled practice. Metals have different densities, grains, and characteristics that must be learned. A major break-through in metallurgy was Bronze. Bronze is an alloy of copper and tin. It required these

base metals to be heated and mixed together, but the result is a product that is harder and more useful than the softer copper, which cannot hold a cutting edge for long. Bronze would transform human societies by producing larger surpluses of agriculture and allowing for the creation of superior weapons.

Wheels and wheeled vehicles The wheel was invented in the late Neolithic period in Mesopotamia and in the northern Caucasus region of Central Europe. In its most obvious application, the wheel can be used in vehicles to facilitate the movement of goods. Moreover, the Hittites developed the chariot, a wheeled vehicle used in battle. When the Hyksos gained chariots they were able to successfully invade Egypt. Wheels also contributed to the advancement of other crafts. Pottery could be turned on a horizontal wheel, and they could be used for spinning yard. Later, the power of moving water could be harnessed with a water wheel. Numerous toys have been found as well.

D. As societies became more established and generated more wealth inequalities became wider. Merchants, the priestly class, or military elites gained high honor and status than ordinary people. The organization of people into hierarchical groups from highest to lowest is called stratification. Another way in which inequality expanded was across genders. Sometime after the Neolithic Revolution patriarchy emerged. Patriarchy refers to a social system in which males have more respect, authority, or control than females. It is hard to isolate a single cause or event that led to this form of gender inequality, but several theories have been advanced.

References

"http://apworldipedia.com/index.php?title=Key_Concept_1.2_The_Neolithic_Revolution_and_Early_Agricultural_Societies&oldid=3399"

Key Concept 1.3 The Development and Interaction of Early Agricultural, Pastoral and Urban Societies

The city of Mohenjo-Daro in the Indus River Valley

As agricultural surpluses allowed societies to develop into large urban centers, the foundations for the first civilizations were set. Civilization is not easy to define precisely and can be controversial. Indeed, declaring a group of people "uncivilized" has often been the pretext for conquering them in order to bring them to an alleged higher level of sophistication. Thus the definition of what it means to be "civilized" could be strategically crafted by opportunists and conquerors. Nevertheless, some basic characteristics of civilization can be generalized. First and foremost, civilization implies cities; the word itself is based on the Latin word for civil or city. In addition to cities, civilizations have highly stratified and hierarchical social structures; social and gender equality is not natural to early civilizations. Civilizations also develop states, or governments, organized by bureaucracies and legitimized often by religious belief. Rituals and ceremonies presided over by priests are protected by the state, which in turn gains supernatural support for its laws and decrees. All of these complex institutions, of course, are supported by large agricultural surpluses. Civilizations grew so large and their influence felt so far beyond their borders that it was inevitable that they would have contact with other civilizations and nomadic people. Trade between these people spread ideas, technologies and even diseases. And as the needs of urban centers grew, the struggle for limited resources often led them to military conflict.

I. Core and foundational civilizations developed in a variety of geographical and environmental settings where agriculture flourished.

The following are known as Core and Foundational civilizations. The first four were located in the valleys of important rivers:

Mesopotamia

Egypt

Indus River Civilizations

Shang

Olmecs

Chavin

II. The first states emerged within core civilizations.

A. The states that emerged in core civilizations welded great power over people's lives and came to reinforce the inequalities that first developed with the advent of agriculture. A state is single political system or government presiding over a group of people or societies. It can be a single city under one

leader, or a cluster of cities and communities under a king. It can be a modern democratic nation or a totalitarian regime. States sometimes included people who did not willingly chose to live under their government, as in conquered people living in an empire. What the best form of a state should be and its role in the lives of its people has been debated throughout the history of civilization. Only in recent history

The pyramids of Egypt are themselves representative of hierarchical and stratified societies.

have some people come to believe the state's function is to protect their freedoms, guard their property, and create the conditions for the individual to freely flourish as he or she wishes. The individualism inherent in this modern view did not exist in the pre-modern world. Indeed, many of our most cherished beliefs--equality, personal liberty, and tolerance--were not as valued by our ancestors.

Most creation myths held that the world sprung out of some primordial state of chaos, and to hold this chaos at bay early civilizations stressed the importance of order above freedom. They tolerated hierarchies and inequality to a degree most of us today would find highly distasteful. A hierarchical society, with the leader at the top, the intermediate elites and bureaucrats, and finally the masses of agricultural labors at the base, was thought to be essential to an orderly and secure civilization. This has its literal embodiment in the pyramids of Egypt rising, as it were, from the harsh chaos of the North African desert.

These hierarchies as well as the power of the leader were most often sanctioned by religion in the ancient world. A close relationship existed between the power of the state and religious belief. Ancient kings adorned themselves with images of divine approval and performed their duties with a mixture of ceremonial and religious rites. Their decrees, military victories and laws were portrayed as being somehow connected with a higher, spiritual cause. Not until the 18th century European Enlightenment would politics be shorn from religion, and both given separate domains in public life. B. The earth's natural resources are not distributed equally. Thus it was only natural that some states were better situated geographically to compete with others and become successful. We have seen that the discovery of bronze was a great boost to the production of better tools and weapons; it led to larger agricultural yields and more advanced tools. The problem with bronze, however, was that it was brittle and would sometimes break upon contact with armor, bones or rocks. Soon, man learned to make a superior metal: iron.

The production of this metal was more complex than that of bronze. Whereas bronze could be produced on an open fire, such fires were not hot enough to produce iron. Man learned to dramatically increase the temperature of fires by blasting air into the coals. This fed the fire more oxygen than it would get from a normal burn. With such fires, iron could be smelted.

Iron weapons stayed sharp and easily shattered bronze weapons. Armies brandishing these weapons had a significant advantage over armies using stone or other metals. Because its production required additional technological skills, iron-making skills were kept secret by those who first learned how to make it. But it was iron that allowed for the first major wars of territorial expansion.

It was the Hittites who first learned to manufacture iron. The methods of iron production were guarded so carefully the Hittites cut out the tongues of those who knew how to make it in order to prevent this technology from falling into the hands of their enemies. Armed with iron weapons, the Hittites were able to expand their civilization and project their power on surrounding people. Imperial conquest had begun.

C. When powerful cities began to conquer and impose their rule over other communities a new type of political system was born, the empire. Empires grow primarily through military conquest, absorbing land and people into their domain against the will of those conquered. Consequently, empires are likely to be composed of regions with different religious, ethnic, and linguistic traditions. Conquered groups of people rarely accept their foreign domination peacefully. Centrifugal forces threatened empires, creating fault lines between cultural and ethnic zones. Thus the diversity inherent in empires presented new challenges in maintaining political and social order in the ancient world. Such states had to devise techniques for holding their vast domains together.

D. The interaction civilizations had with pastoral nomads often provided the links for the diffusion of new technologies. New weapons and modes of transportation spread from one area to another. As hard as the Hittites tried to conceal their method of iron production, this skill spread to others. When the Assyrians learned iron metallurgy they applied its use more effectively than the Hittites and their army became much feared in the ancient world. In Africa, the Bantu people used iron to facilitate their migration across the continent, spreading this new technology as they moved.

III. Culture played a significant role in unifying states through laws, language, literature, religion, myths, and monumental building.

The central underground sewer line at Lothal in the Indus valley.

A. The vast amount of resources civilizations garnered enabled them to fund public and civic projects such as temples, defensive walls, roads, irrigation and sewage systems. Sewage disposal networks have been unearthed at some of the oldest cities. In the city of Lothal in the Indus River valley, a complex sewage system had a main line running through the city with smaller lines connecting to it. Projects of this nature require planning and organization to a degree that can only be carried out by a government. Road construction is another example of the state marshaling resources for projects that advance the good of city. Note that the formation of a large gathering of settled people in one area (a city) necessitated a complex government to organize needed services such as irrigation, sewage systems, and roads.

Not all public work projects were undertaken for practical urban purposes. The close relationship between the state and religion meant that governments supported the construction of temples and religious monuments. The city-states and empires of Mesopotamia constructed large temples called ziggurats. Religious practice centered on these large buildings, to which people brought offerings of animals, vegetables, fruits and butter. Here priests would offer sacrifices, both human and animal, which were thought to secure the good will of the gods.

A reconstruction of the ziggurat of Ur in modern Iraq.

The ziggurat could perform social and military functions as well. In the temple schools children learned religion, mathematics, geometry and other subjects. Being accessible only by three long sets of stairs, the top of the ziggurat provided safety during times of flooding and invasion.

The man hours required to construct a monumental building of this size had to be organized by a central government. To expend so much human labor for this project also testifies to the tremendous surplus of agriculture this civilization could produce. Thus monumental building served to showcase the wealth and power of the state.

B. These same surpluses allowed civilizations to promote the arts. Human nature seems to have an innate propensity for artistic expression, and we embellish the things we make far beyond what their function or utility alone require. Forms of art give a sense of identity to individuals and groups, just as music and clothing styles still do today. In the earliest civilizations, jewelry making, painting, sculpting and other forms of art were promoted and funded by elites, those possessing the wealth to support labor not inherently necessary for human survival.

C. As the buying and selling of goods became more involved, people needed a systematic way to remember information. Complex financial exchanges required a means to record quantities, previous agreements, exchange values and contracts. From trade writing was born. The ability to use written symbols to record quantity and meaning is a giant stride in the development of civilization. Previously, small communities retained their collective memories and celebrations through oral traditions; legends, lore, and their meanings were memorized and passed on through stories told to the younger generations. This method works well in small agricultural villages, but oral traditions are not sufficient enough to provide large urban populations with a common identity, or social "glue," to hold them together. Writing inaugurated an information revolution in which stories and records could be disseminated much faster and with greater accuracy. What began as a need to keep records of trade paved the way for written laws, precise communication that did not depend on memory, literary traditions, and a treasure trove of written documents that have given historians a window into the past.

An example of the cuneiform system of writing. Because the medium of soft clay made it difficult to make circular

motions, cuneiform has an angularity to its script. It seems that the Middle East is where writing began. The Sumerians, in southern Mesopotamia (modern day Iraq), were the first to develop written language, probably around 3500 B.C.E. Their system of writing, cuneiform, began as literal representations of quantity and pictures. Later these gradually took on abstract characters and became phonetic. After Egypt had contact with Mesopotamia, they too developed a system

of writing called hieroglyphs. This written language was only deciphered in modern times when Napoleon discovered the Rosetta Stone during his invasion of Egypt in 1798.

The dissemination of systems of writing is a perfect example of the interaction of early societies in the ancient world. Writing technology spread into new areas from locations in which it had independently developed. Sometime after writing was discovered by the Sumerians, a group of people called Akkadians migrated into the city-states of Sumer in Mesopotamia. They spoke a Semitic language that would later be called Babylonian, and was related to Hebrew, the language of the ancient Jews. This spoken language was completely different from their Sumerian hosts, but they had no system to record it. Consequently, the Akkadians borrowed the cuneiform writing system from the Sumerians and adapted it to their spoken language. Because cuneiform became phonetic it could be adapted to any spoken language. Soon, eight languages in the ancient world had borrowed cuneiform to record their spoken languages, including Assyrian, Armenian, and Persian.

Developing later and completely independent from Mesopotamia and Egypt, Chinese writing retained the basic elements of its pictorial characteristics as it evolved. In some instances, a semblance of the original image may still be seen in some Chinese characters. See, for example, the evolution of the Chinese pictograph for a horse below:

The evolution of the Chinese character for the word horse. Source: Tan Huay Peng, What's in a Chinese Character.

D. Once systems of writing had been developed it became possible for civilizations to create laws and legal codes. Perhaps the best example of an ancient legal code is the Code of Hammurabi developed by the Babylonians. It is not coincidental that the Babylonians were the first to create a codified system of laws. They were one of the earliest empires in history and consequently needed some uniformity and order imposed by a central government over an increasingly diverse population (remember the definition and nature of empires above). Moreover, the Babylonians adopted cuneiform from the Sumerians of Mesopotamia. Cuneiform was more versatile and efficient than pictorial systems of writing, thus allowing for a more literate public. The Code of Hammurabi was created as a way to make the laws known to the population, not only to institute limitations on people's lives but also to protect people from arbitrary rule and give them legal leverage. The preamble to the Code of Hammurabi states that Babylonian (rather than the more academic Sumerian) was to be the language spoken in

the courts and in which the laws were written. Because they were inscribed on large black columns across the empire, all people would know what the law required of them.

More importantly Hammurabi's Code reinforced the social and gender hierarchies of Babylonian civilization. The law imposed different penalties for the same crime committed by people of different social status. The penalty for thief, for example, could be a fine for someone of the upper class and a much harsher penalty, such as dismemberment or death, for someone of the lower class. Thus the inequalities that naturally formed with surpluses of agriculture were standardized and perpetuated in laws that were made known to everyone in the empire. That is not to say that laws were wholly exploitative and unjust. In the Babylonian Empire, a slave had the right to sue his or her master for unfair treatment. We have records

Source: The Code of Hammurabi (also known as the Codex Hammurabi and Hammurabi's Code), created ca. 1780 B.C.E., is one of the earliest sets of laws found and one of the best preserved

examples of this type of document from ancient Mesopotamia. The code is a collection of the legal decisions made by Hammurabi during his reign as king of Babylon, inscribed on a stele

One striking feature of the Code of Hammurabi is its strict "eye-for-an-eye" relation between an

offense and its punishment. Here, for example, are some excerpts from Hammurabi's Code:

If a builder build a house for someone, and does not construct it properly, and the house which he built fall in and kill its owner, then that builder shall be put to death.

If it kill the son of the owner the son of that builder shall be put to death.

If it kill a slave of the owner, then he shall pay slave for slave to the owner of the house.

for such cases in which slaves won against their masters. The laws of an empire brought uniformity to a new type of political state that was inherently diverse in its ethnic and cultural constitution. The image on the left depicts a stele, or carved stone column, on which the Code of Hammurabi was inscribed. These were placed across the breadth of the empire to disseminate the laws to all people. Note the picture on top of the stele which depicts Hammurabi receiving the laws from the Babylonian sun god Shamash. People are more likely to follow laws if they believe the laws are of divine origin.

E. This period of early societies and civilizations saw the development of some important seminal religious concepts. Although most of these beliefs cannot be found today in the same form they had in this earlier time, they continue to have a profound influence on billions of religious believers in the modern world. We will see in the next time period how these foundational beliefs developed and became codified into major belief systems during the classical age.

Vedic period

Around 1500 B.C.E. a group of pastoral nomads know as Aryans began to cross the Hindu Kush Mountains into what is today northern India and Pakistan. They brought with them religious hymns, or songs, known as Vedas. For generations priests had memorized these holy poems verbatim and had passed down this wisdom orally. These priests presided over sacrifices of cows and other animals in order to appease their gods, such as Indra, the god of thunder and war. The Vedas told the story of the creation of 4 social groups called varnas into which all people were categorized. Centuries later, Portuguese visitors to India would call these groups castes. Gradually, these nomadic people began to settle down, practice agriculture, and integrate with the indigenous people living in South Asia. Iron tools helped them produce large surpluses of agriculture. As they abandoned their nomadic lifestyles and became more urban, the sacrificial system outlined in the Vedas began to seem less relevant. Holy men who lived outside of towns and villages practiced aestheticism and drew followers, or disciples. These teachers were outside the official religious practices and focused more on philosophical issues, such as the meaning of life and what man's place in the universe is. The teachings of these holy men formed the basis of a body of teachings called the Upanishads and they mark the end of the Vedic period. The core of the Upanishads, the teachings about karma, atman, and reincarnation, would be integral to the formation of Hinduism in the classical age.

Hebrew Monotheism

The rules popularly known as the "Ten Commandments" are just a small excerpt from a much larger body of

laws given to the Hebrews by their God. The Hebrews were Semitic people who migrated from Mesopotamia. According to Genesis chapter 12 in the Hebrew Scriptures, God made a covenant with Abraham and led him out of his city to a land promised to all his descendants. The Hebrews held to monotheism, a belief in only one supreme God who presided over all the cosmos.

Monotheism is not just polytheism stripped down to one God. Its belief in a single deity means that all other gods are necessarily false, a position that implies an exclusive claim to religious knowledge. This influence of Hebrew monotheism can be seen in Christianity and Islam which developed centuries later. Monotheism also has a strong ethical dimension. The gods of polytheism usually represent aspects of nature, and rituals and sacrifices aim to secure the weather needed for successful harvests. Monotheistic religions hold that God is a personal being and He directly intervenes in human history. God has ethical requirements about how His followers act, and will judge mankind accordingly. Thus Monotheistic religions tend to emphasize corporate and personal morality.

Zoroastrianism Zoroastrianism was the religion of Persia (modern day Iran) before the coming of Islam. There is debate as to whether it is monotheistic or not. It teaches that the world is caught in a war between a good God and an evil God, but that the good God is destined to win. Our actions contribute to this cosmic struggle. Thus it is a belief system very much interested in ethics.

The religion began with the prophet Zarathustra (Zoroaster in Greek) and teaches a final judgment, eternal life for the good, resurrection, and a place of eternal punishment for the evil. The commonalities with other monotheistic faiths is clear. There are only several thousand adherents to this religion today, mostly in Iran and India.

F. Individual human beings have always traded things of value among themselves. As basic as this sounds, this is the beginning of economic exchanges. When urban societies developed these exchanges become more complex; laws were devised to regulate trade and often a class of people, called merchants, developed to preside over large economic exchanges. Initially, farmers and artisans would bring beads, textiles, agricultural produce and pots to the cities. As cities become aware of each other they traded among themselves, thus expanding buying and selling from local to regional levels. With the grown of civilizations in the valleys of major rivers, trade expanded to trans-regional (across regions) exchanges and included both land and maritime routes (see map above).

An Akkadian seal drawn by artist Audrey McIntosh. It depicts water buffalo

Some notable exchanges between early civilizations include the following:

Between Mesopotamia and the Indus Civilization Surpluses of agriculture traded from the Indus to Mesopotamia.[1] in the southern area of Mesopotamia produced large populations and more complex social classes. Yet the region lacked metals necessary for more advanced tools and the new urban elites desired “prestige materials” to showcase their personal wealth and status. Contact with the Harappan society of the Indus River region met these needs. Merchants carried metals and semi-precious stones such as lapis lazuli from the Indus valley to eager markets in Mesopotamia. [2] When maritime routes emerged, bulk items like cotton textiles, grain and timber where traded. Mesopotamians traded terra-cotta pots, gemstones and pearls. Trade was facilitated by written contracts and enclaves of merchants which developed along the routes. Mesopotamian seals, used to sign negotiated trade agreements, have been found in cites of the Indus valley.

Nubia was Egypt's connection to the valued slave and ivory trade of Sub-Saharan Africa.

Between Egypt and Nubia The powerful Egyptian state along the Nile also engaged in trade. The monarchs of Egypt longed to control the region called Nubia to the south of them. At this time in history, Nubia was the only place in sub-Saharan Africa known to the outside world. Homer referred to it as the "remotest nation." The coveted trade items of sub-Saharan Africa, most notably ivory, gold and slaves, made their way north through the land of Nubia. Although they sought to exploit this trade corridor, the Egyptians despised Nubian people and culture and had no desire to occupy it.

The trade between Egypt and Nubia brought many Egyptian cultural and political practices to the states of Nubia. Their political structure resembled that of the pharaohs; Nubians adopted hieroglyphs, the Egyptian system of writing; they built pyramids as burial tombs; and their god Amun was a direct borrowing from Egyptian religion. Thus trade became the vehicle of cultural and political interaction between urban societies.

G. As these civilizations grew economically and demographically through trade, their societies became more stratified. The simple divisions of people into social classes became more complex. Patriarchal and hierarchical divisions, as we have seen, became reinforced through laws, religion, and custom.

H. A significant development of civilizations during this period was literature. With the invention of systems of writing, stories that had been passed down orally could be written and shared more readily. Literature is not just about amusing stories. Widely held literary traditions reveal the unconscious assumptions people have about existence, morality, and the meaning of life. (Think of the Bible and Homer's writings.) Literature borrows its content from real life, gives form and interpretation to that content, then feeds those interpretations back into real life each time a story is read or told. It shapes the categories by which people organize the raw experiences of their lives and frames a society's concepts of heroism, ethics, and the human condition.

The earliest literary tradition we know of is the Epic of Gilgamesh. Originating from the Sumerians of Mesopotamia, it spread and was adapted to other nearby civilizations. The earliest complete extant version of this epic is the Babylonian version of the story. The hero of the epic is Gilgamesh, who sets out to find the meaning of human life after his companion Enkidu dies, only to discover that eternal life is only for the gods. The mortality of mankind suggested in this story is in contrast to many other civilizations' belief in the afterlife during this same time. Some experts have suggested that this pessimistic cultural outlook might have been influenced by the harshness of Mesopotamian life, with its randomly flooding rivers, political disunity, and their lack of natural barriers to invaders. Nevertheless, the Epic of Gilgamesh reflects the culture of ancient Mesopotamians.

Another example of a literary tradition is the Rig Veda of the Aryans in South Asia. The Rig Veda is the earliest of the collection of Vedas, or religious hymns, that characterize the Vedic Period in India's history. As stated earlier, the monotheism of the Hebrews tends to generate an exclusivist attitude in religious matters. On the contrary, one of the most salient lines in the Rig Veda is "Truth is one, but the wise speak of it in many different ways." Even in the earliest of the Vedas we see the beginning of an inclusivism religious culture that seeks to absorb other religious traditions in its search for the truth. This will later be a characteristic of Hindu culture.

References

1. Adapted from AP Worldipedia 1. Civilizations in Contact http://www.cic.ames.cam.ac.uk/pages/mcintosh.html 2. Civilizations in Contact http://www.cic.ames.cam.ac.uk/pages/mcintosh.html

Study Questions

Unit/Period 1: Technological and Environmental transformation to c. 600 BCE Directions: Answer the following questions using the previous outline. Please record your HAND WRITTEN answers

on a separate sheet of paper and be prepared turn them in the first day of class. Following the questions is an

activity you will also need to complete using the instructions given with the activity.

Key Concept 1.1 Big Geography and the Peopling of the Earth

1. According to the reading, archeological evidence indicates that during the Paleolithic era, hunting-foraging bands of humans gradually migrated from which continent to other parts of the world?

2. Think of one comprehensive word you would use to accurately describe the societies of early humans. Choose three of the following words in a paragraph to justify why you chose the word you did: Paleolithic, fire, copper, forager, egalitarian

3. When analyzing early human societies, for what core reason do scientists believe language developed over time, and what was the lasting effect of language development?

Key Concept 1.2 The Neolithic Revolution and Early Agricultural Societies 4. Watch the video on farming. Video on the discovery of farming. OR

https://www.youtube.com/watch?v=bhzQFIZuNFY. Answer the following questions: a. According to the video, what caused human populations to rise from a “few million” to “billions”? b. Because of the decline in large “game”, what three options were given for humans who hoped to

survive? c. How does the video explain the connection between farming to the development of governments

and armies over time? 5. Within the reading, the following question was stated: Which of the 5 AP World History Themes do you see

involved in the above sentences? Refer back to that passage, and list the corresponding themes (numbers and abbreviations will do). Refer back to the very beginning of this document as a reference.

6. In three sentences or less, describe the GLOBAL development of agriculture (farming). Be sure to include the following two terms: independent invention, diffusion

7. According to theories of Jared Diamond, Scientist and Professor of Geography, what connection can be made between the location of societies, what was farmed, and their success over time?

8. What environmental problems have been caused by agriculturalists (famers) and pastoralists over time? 9. What was believed to be responsible for the development of social inequalities over time? 10. What are five examples of early technological advances of agricultural societies described in the reading? 11. Why was bronze preferred over copper over time? 12. What accounted for the widening gap (stratification) between social classes over time?

Key Concept 1.3 The Development and Interaction of Early Agricultural, Pastoral and Urban Societies 13. Why does the use of the term “civilization” come with a degree of controversy?

14. Bullet 5 characteristics most “civilizations” possess.

15. What led to increased conflict between civilizations over time?

16. Print out a blank “outline” map of the world (do a quick search on the internet - several will pop up under

“images”). As mentioned in the reading, four of the “core and foundational” civilizations were on rivers.

Watch the video found on the website https://www.youtube.com/watch?v=hKCKgHVf1jI The website

describes the first four river valley civilizations. Watch the video and use the information given to label

each of the four civilizations on your outline map. Next, bullet five characteristics of the geography of each

of the river valley regions.

17. What five different types of “states” have developed over time?

18. According to some scientists, why did early societies not value beliefs we hold dear such as and “equality”

and “personal liberty”?

19. Since the beginning of civilization, a connection was made between the state (government) and religion. For

approximately how many years have some human societies tried to separate the two?

20. How might the theory regarding distribution of resources (described in the reading) be used to explain the

success of the United States?

21. Bullet three characteristics of an “empire”. What unique problems did governments of “empires” face that

were not necessarily problems in smaller states?

22. Why was iron preferred to bronze? In what two ways/places was it diffused?

23. What types of public/civic projects necessitated the growth of governments?

24. In what ways were ziggurats multi-functional?

25. Why was writing considered a “giant stride” in human development, and what was the name of the first form

of writing?

26. Why is it not surprising that the Babylonians of Mesopotamia were the first to create a law code?

27. APPARTS is a strategy we will use for analyzing documents in the APWH class. Using APPARTS, analyze the

document in the reading titled the Code of Hammurabi. You can do this by filling in the cells in the chart

below. Brainstorm the answers you provide; it is not necessary to research the information from outside of

what you see in the document. Strive to give a good, well-thought out answer, which may not necessarily be

the only right answer for this activity. The last cell on the chart asks you to state the “significance” of the

document. To fill in that cell, you need to use the information in the document to address the following

question about history:

Even though under Hammurabi’s Code “justice” was often brutal, especially to people of lower

classes v. those in the upper class, why was the Code of Hammurabi seen as an improvement in the way

Mesopotamian society was governed under the leadership of Hammurabi?

Author Who created the document? What’s their Point of View? (POV)

Place and Time Where and when was the document produced?

Prior Knowledge Is there anything you recognize about the document?

Audience For whom was the information targeted?

Reason Why was the source created at the time it was produced?

The Main Idea What is the subject matter, or what point is the source attempting to convey?

Significance Why is this source important? How does it answer a question about history?

28. Similar to the Code of Hammurabi in Mesopotamia, how do the Vedas reflect/give evidence of the

development of social classes in early civilizations of South Asia?

29. What core beliefs (later found in Hinduism) were expressed in the Upanishads?

30. What religious belief of the Hebrews is also found in later religions, such as Christianity and Islam?

31. What beliefs of Zoroastrianism are also seen in later religions such as Christianity and Islam?

32. What new class of people was added to the social ladder of civilizations as a direct result of trade, and wheat

were two major trans-regional trade routes found in early civilizations?

33. What served to reinforce patriarchal and hierarchical divisions in early civilizations?

34. Why do some experts suggest was the reason for the pessimistic outlook on life expressed by the

Mesopotamians in the Epic of Gilgamesh? How does that reflect both “Theme 1” and “Theme 2” of the APWH

curriculum? (refer back to the APWH “Themes” described in the beginning of this document)

35. How are beliefs about religious matters as reflected in the Rig Veda different from those of the Hebrews?

Activity: Early Civilizations

Directions: For this activity, you will need to access the “Crash Course”* videos found on YouTube. Based on your

LAST NAME, you have been assigned a river valley civilization to research. Use the “Crash Course” video suggested

for the civilization you were assigned to complete the questions below the chart. If you cannot pull up the website,

you can use other sources to complete the assignment (i.e., books, other websites)

If your LAST NAME begins with….. ….click on and research the following river valley civilization

A-D Mesopotamia – Crash Course #3

E-L Egypt - Crash Course #4

M-R Indus – Crash Course #2

S-Z China – Crash Course #7

*Crash Course videos are great if you happen to miss class or would like a quick review of material prior to a quiz or

test.

For your assigned river valley civilization, on a sheet of paper separate from your study questions, give a brief

handwritten description of each of the following (can be done in “bullets”). If necessary, you can use other resources

to address any of the information requested below that is not included in the video:

1. Government structure

2. Economy

3. Religion

4. Cultural works: art, architecture, drama or literature

5. Achievements with regard to innovation/technology

6. Social structure (social ladder/classes)

APPENDIX

Appendix A - Course Syllabus, Quiz and Signature Page

Advanced Placement World History Course Syllabus

2016-17 Mrs. Dailidonis

Fort Myers High School

The AP World History course covers the development of human societies from the Neolithic era to the present.

Students will pay particular attention to the social, political, cultural and economic institutions, within and between

different societies. Within those societies, they will also examine change and continuity over. To help students

accomplish these goals, this course has been organized according to the following five themes and key concepts:

Themes:

1. Theme 1: Interaction between Humans and the Environment (ENV) – Analyzes the way humans have adapted to their environments over time, as well as the overall impact human developments has had on the environment. Also included is a discussion on how access to certain resources has enabled societies to either rise or fall over time

2. Theme 2: Development and Interaction of Cultures (CUL) – Analyzes how distinct cultural characteristics, intellectual achievements and technology have developed over time within certain regions of the world. Also included is the process by which cultural characteristics have spread globally via “cultural diffusion”

3. Theme 3: State Building, Expansion and Conflict (SB) – Examines the process by which “states” have developed, expanded and contracted over time. Also includes the unique ways governments organized societies and resources over time

4. Theme 4: Creation, Expansion and Interaction of Economic Systems (ECON) – Analyzes the strategies used by humans to get what they need to survive and thrive, as well as the development of sophisticated trade systems over time

5. Theme 5: Development and Transformation of Social Structures (SOC) – Analyzes the development of social ladders within regions and how they have continued or changed over time. Also included is analysis of how social structures compare globally and how societies interact with one another

To further manage the expanse of material, the six overarching key concepts of the curriculum will be divided into six units/time periods: Key Concepts Unit/Period 1: Technological and Environmental transformation to c. 600 BCE*

Unit/Period 2: Organization of and Reorganization of Human Societies, c. 600 BCE to 600 CE

Unit/Period 3: Regional and Interregional Interactions, c. 600 CE to c. 1450

Unit/Period 4: Global Interactions, c. 1450 to c. 1750

Unit/Period 5: Industrialization and Global Interaction, c. 1750 – c. 1900

Unit/Period 6: Accelerating Global Change and Realignments, c. 1900 to the present

Unit exams will follow the completion of each time period, and will be structured in a similar format utilized on the multiple choice section of the APWH exam given in May: a four-option, 70 question multiple choice test, completed in 55 minutes. Essays will be added to exams after sufficient practice in essay writing has been completed. In order to have a sophisticated understanding of the key concepts that make up each of the above themes and time periods, students will be given sufficient practice in developing the following historical thinking skills: Historical Thinking Skills

1. Crafting arguments from historical evidence: historical argumentation, appropriate use of historical evidence

2. Chronological reasoning: historical causation, patterns of continuity and change over time, periodization 3. Comparison and contextualization 4. Historical interpretation and synthesis

Resources Textbook (student and class set): Traditions and Encounters: A Global Perspective on the Past, Bentley and Zeigler, fifth edition. Five Steps to a Five, McGraw Hill, 2016 edition (to be purchased by the student second semester) Primary and secondary sources (written documents, visuals, charts/graphs, maps, art) included in this course are drawn primarily from, but not limited to:

a. World History: Patterns of Interaction, Beck, et al., McDougal-Littell, 2005 (class set) b. The Earth and Its Peoples, Bulliet, et al., Houghton-Mifflin, third edition, 2005 c. AP World History: An Essential Coursebook, Wood, Woodyard Publications, 2008 d. The DBQ Project , Roden and Brady, 2006 e. Document Bassed Activities for Global History Classes, Noonan, J. Weston Walch Publishing, 1999 f. History Alive!, Teacher’s Curriculum Institute, 2000 g. Crash Course – Youtube h. Historyhaven.com/AP Worldipedia

Requirements Materials You will need a 1” binder (minimum) for this class. It should contain five dividers and plenty of paper. Dividers should be titled:

a. This Syllabus and study skills b. Bell Ringers c. Charts d. Maps e. Class/homework

Your notebook and Chromebook, along with your Traditions and Encounters textbook, should be with you in class every day. You may write in pencil or pen, however on unit test days, you will need both. Reading Quizzes Expect reading quizzes mid-way between each unit. These will count 50-100 points each, and will focus on the homework reading assignments, for the most part. Essays and Projects Essay and project assignments will include those done both in and out of class. Some will be short evaluations used to assess your writing and research skills, others will be more elaborate, and therefore point values will vary from 10-200 points.

Unit Exams Unit exams will occur approximately twice a quarter. Exams include both multiple choice and eventually short-answer and essay sections. They will count 100-200 points. Make Up Work Getting make up work, including a test or a quiz, is the responsibility of the student. Make up work is posted in the make-up work folder by my desk. See me if you have any questions or need to schedule a test/quiz date. I do not allow students to make up tests/quizzes during class; I do not want students to get further behind. Only students who take the test/quiz before or on the scheduled date will be eligible for the curve, assuming there is one. Test/quiz dates are scheduled approximately two weeks ahead of time. If you know you are going to be out ahead of time (i.e., field trip, sporting event, etc) request to take the exam before the scheduled date if you would like to receive the curve. Students who are not present in class immediately prior to the test date are still required to take the test if they are to be eligible for the curve. Students will have a day for each day missed to make up work/tests/quizzes. Late Work Work is considered late if it is not turned in when it is called for by me or a substitute. Late work will receive a grade no higher than a 75% of the original score. Extra Help I will work with you on an individual basis outside of class time to help you master this class. Please advocate for yourself the minute you feel you need help; my goal is your success. Because part of that success includes learning academic responsibility, I do not give gratuitous bonuses or extra credit to repair your grade, especially for habitual tardies, unexcused absences, late work or laziness. AP exam review sessions will occur in the spring; dates and times TBD. Cheating Parents and students please note: academic integrity is part of Fort Myers High School’s emphasis on excellence. Cheating will result in a zero and an automatic discipline referral. In addition, students in the IB program will have their name passed on to the IB coordinator. Unless explicitly stated otherwise, all work is to be done on an individual basis. See me ahead of time if you have doubts. Technology and Other Resources Please let me know if you have any limitations concerning internet/computer access so I can make accommodations for you. Unless you tell me now, I will assume you have access to both. Required reading in this class will include in and out of class internet documents. Other Things The school tardy, pass, dress code and cell phone policies extensively defined the first week of school will be in effect in my classroom. Please consult your student agenda or the classroom bulletin board near the door for details on those policies. See me the first week of school if you need further clarification. Please feel free to contact me for any reason. Mrs. Dailidonis (239) 334-2167 debrakda@leeschools.net

(See the Next Page - APWH Syllabus Quiz and Signature Page – print as a single-sided document!)

AP World History Syllabus Quiz and Signature Page

Directions: After printing the syllabus and quiz, put the syllabus behind the first divider in your binder. Next, complete the following quiz using the information found in the syllabus. You may write your answers directly on your copy of the quiz. Complete the signature portion of the page (both student and parent signatures are required) and be prepared to turn in both your quiz answers and signed signature page the first day of school.

1. How many key concepts/units of study make up the APWH curriculum?

2. What materials are needed for this class on the first day of school?

3. How often are unit tests given?

4. Where can make up work be found?

5. What is the procedure for making up a test or quiz?

6. Why does Mrs. Dailidonis ask you to come outside of class to make up a test or quiz?

7. What is the penalty for late work?

8. What is Mrs. Dailidonis’ policy for cheating?

9. What is Mrs. Dailidonis’ policy for tardies?

10. What is Mrs. Dailidonis’ policy for cell phones? Parents/Guardians and Students, By signing below, you acknowledge that you have read the course syllabus for AP World History. Please sign below and return this document to Mrs. Dailidonis the first day of school. Parent/Guardian Signature_________________________________ Student Signature_________________________________________ Student (print your name)___________________________________

Appendix B - AP Geography Test Items Your Geography Test will cover the main regions indicated on the two maps below. Additionally you need to know the specific items on page two. If you are unfamiliar with any of them, use a map or the internet to find these places. You will have to identify these on a blank map. No word bank will be provided for the items on the two maps below, however a word bank will be provided for the items on the next/back of this page.

Source for these maps: http://media.collegeboard.com/digitalServices/pdf/ap/ap‐world‐history‐courseand‐exam‐

description.pdf

Specific Items you will have to identify

Cities

Canton (China) Baghdad Batavia Mecca Malacca Constantinople/Istanbul Cordoba Jerusalem Tenochtitlan Timbuktu Beijing Kilwa Calcutta Jenne (Africa) Moscow

Deserts Sahara Desert Gobi Desert Kalahari Desert

Rivers

Nile Niger Amazon Tiber Ganges Yellow (Huang He) Yangtze Indus Tigris Euphrates

Mountains

Hindu Kush Himalayan Alps Pyrenees Andes Caucasus Urals

Bodies of water Indian Ocean Black Sea South China Sea Arabian Sea Mediterranean Sea The Straits of Gibraltar The Bering Sea Caribbean Sea Caspian Sea Sea of Japan Atlantic Ocean Pacific Ocean Bosporus Persian Gulf

Continents and Land areas

Indonesia Philippines Indian sub-continent Arabian Peninsula Korean Peninsula Japan Swahili Coast (East Africa) Sub-Saharan Africa South Asia Southeast Asia Middle East Iberian Peninsula Sumatra Malaysian Peninsula Crimean Peninsula Anatolia Central Asia steppes

Appendix C - Key Concept Study Guide Units/Periods 1 and 2

Unit/Period I Key Concept Study Guide 8000 B.C.E. to 600 B.C.E.

Key Concept “mashups” organize the Key Concepts of AP World History by the topic and order they will be discussed in class. All required content for the unit is included here. Print these pages and put them in your binder behind your syllabus.

Unit Topics From Paleolithic to Neolithic Migrations and Nomads The Rise of Civilizations and the Interactions among them From Paleolithic to Neolithic Earliest human migrations and societies Out of Africa (1.1.I.) Fire and tools (1.1.I.A and B.) First human societies (1.1.I.C.) Climate change and the discovery of agriculture (1.2.I.A.) Population increases (1.2.II.A.) New levels of cooperation (1.2.I.D.) Surpluses lead to specialization of labor, military and social elites (1.2.II.B.) Improvements in crafts, tools, and transportation (1.2.II.C.) Better tools increased the surpluses: bronze (1.2.II.C.) Development of hierarchies (1.2.II.D.) Effect of Neolithic revolution on the environment (1.2.I.E.) Migrations and Nomads Indo‐European migration: Aryans and Vedic religion (1.3.III.E.) Pastoral nomadism (1.2.I.B.) Pastoral societies and population (1.2.II.A.) Pastoral lifestyle and the environment (1.2.I.E.) Role of Pastoral nomads in the dissemination of new technologies and techniques (1.3.II.D.) Jews and monotheism (1.3.II.E.) The Rise of Civilizations and the Interactions among them Rise of Civilization: preconditions, definitions, and locations (1.3.I.) Indus River Valley Civilization Urban planning: Mohenjo Daro and Harappa sewage and water systems, roads (1.3.III.A) Trade with Mesopotamia (1.3.III.F.) Literary traditions: Rig Veda (1.3.III.E.) Mesopotamia Urban planning: Ziggurats (1.3.III.A.) Systems of record keeping: Cuneiform (1.3.III.C.) Literary traditions: Epic of Gilgamesh (1.3.III.H.) Religion to support authority of king (3.1.II.A.) Early empire building: Babylon (1.3.II.C.) States developed legal codes: Code of Hammurabi (1.3.III.D.) Gender hierarchies and social stratification (1.3.III.G.) Rise of Zoroastrianism (1.3.III.E.) Hittite Empire and iron (1.3.II.A.) Egypt Early empire building: Egypt (1.3.II.C.) Urban planning: Pyramids (1.3.III.A.)

Systems of record keeping: Hieroglyphics (1.3.III.C.) Literary traditions: Myth of Osiris (1.3.III.H.) Gender hierarchies and social stratification (1.3.III.G.) Religion to support authority of king: king was a diety (1.3.II.A.) New modes of transportation: chariots (1.3.II.D.) Trade and interaction with Nubia (1.3.III.F.)

Unit/Period II Key Concept Study Guide 600 B.C.E. to 600 C.E.

Key Concept “mashups” organize the Key Concepts of AP World History by the topic and order they will be discussed in class. These will be helpful for your studying. All required content for the unit is included here.

Unit Topics Classical Civilizations of South Asia Classical Civilizations of East Asia Classical Civilizations of the Mediterranean The Americas Trans‐Regional Trade and Connections The Decline of Classical Civilizations Classical Civilizations of South Asia Codification of Hinduism (2.1.I.B.) Social structures and hierarchies: castes, jati (2.2.III.B.) Patriarchy: Laws of Manu, sati (2.2.III.D.) Creation and Spread of new belief systems: Buddhism (2.1.II.A.) Belief systems and gender roles (2.1.III.) Rise of key states: Mauryan and Gupta (2.2.I.) Administrative institutions: Mauryan bureaucracy, centralized government (2.2.II.A.) Trade and the Golden Age of the Gupta (2.2.II.C.) Literature and Drama: Bhagavad Gita (2.1.V.A.) Architectural styles (2.1.V.B.) Classical Civilizations of East Asia Rise of key states: Zhou to Qin (2.2.I.) Techniques in projecting military power: defensive walls (2.2.II.B.) New belief systems: Period of Warring states, Confucianism, Legalism and Daoism (2.1.II.B. and C.) Belief systems, gender, filial piety (2.1.III. and 2.2.III.D.) Influence of Daoism on traditional Chinese medicine (2.1.II.C.) Rise of Key states: Han and the Confucian synthesis (2.2.I.) New techniques of imperial administration: centralized states and bureaucracies (2.2.II.A.) Han promotion of trade: silk (2.2.II.C.) Role of cities: Chang’an and Silk Roads (2.2.III.A.) Han social hierarchy (2.2.III.B.) The Han military drawn from civilians (2.2.II.B.) Non‐codified belief systems continued: ancestor veneration (2.1.IV.B.) Classical Civilizations of the Mediterranean Rise of Key states: Greek and Phoenician city‐states (2.2.I.) Methods to maintain production of food: Greek slavery (2.2.III.C.) Growth of trade: Greeks and Phoenicians in Aegean, Mediterranean (2.2.II.C.) Role of cities: Athens, Persepolis, Carthage (2.2.III.A.) Imperial methods to ensure food production: Spartan helots (2.2.II.C.) Persian Empire (2.2.I.) Persian administrative system (2.2.II.A.) Philosophy and science of Greeks (2.1.II.E.) Literature and Drama: Greek drama (2.1.V.A.) Architectural styles (2.1.V.B.)

Techniques in projecting military power: Alexander the Great and organization of supply lines (2.2.II.B.) Roman Phase Rise of Key states: Rome from Etruscan to monarchy to Republic to Empire (2.2.I.) Roman administrative systems (2.2.II.A.) Techniques in projecting military power: organization of Roman army (2.2.II.B.) Promotion of trade: roads and currency (2.2.II.C.) Role of cities: Rome (2.2.III.A.) Methods to maintain production of food: Roman slavery (2.2.III.C.) From Judaism to Christianity (2.1.I.A. and 2.1.II.D.) Architectural styles: Roman pragmatism over Greek proportions (2.1.V.B.) The Americas Rise of Key states: Aztecs and Mayan city‐states (2.2.I.) Moche in South America (2.2.I.) Architectural styles: Mayan temples (2.1.V.B.) Role of cities: Teotihuacan (2.2.III.A.) Methods to maintain production of food: Covée system (2.2.III.C.) Mayan military (2.2.II.B.) Trans‐Regional Trade and Connections Silk Roads Role of climate and location (2.3.I.A.) new technologies: saddles, stirrups (2.3.II.A.) Use of pack animals (2.3.II.A.) Spread and transformation of Buddhism , Nestorian Christianity(2.3.II.C.) Spread of qanat system of agriculture (2.3.III.A.) Spread of disease and pathogens (2.3.II.B.) Trans‐Saharan Role of climate and location (2.3.I.A.) new technologies: camel saddles, stirrups (2.3.II.A.) Use of pack animals: camels (2.3.II.A.) Indian Ocean Role of climate and location: monsoons (2.3.I.A.) New technologies: lateen sail, Dhows (2.3.II.B.) Spread of crops: cotton, rice (2.3.III.A.) Spread of religion: Hinduism and Buddhism to southeast Asia (2.3.III.C.) Mediterranean Trade Role of climate and location (2.3.I.A.) new technologies: saddles, stirrups (2.3.II.A.) Spread of Phoenician alphabet, Hellenism, Christianity(2.3.II.C.) Spread of disease and pathogens (2.3.II.A.) The Decline of Classical Civilizations Spread of disease (2.3.III.B.) Environmental damage (2.2.IV.A.) Imbalanced distribution of wealth (2.2.IV.A.) Problems of managing empires (2.2.IV.) External problems: foes and migrations (2.2.IV.B.)