AP World History – Summer Assignment 2017-2018

Welcome to Advanced Placement World History. The primary intent of the AP World History course is to teach the history of the world from a truly global stance rather than from the dominant perspective of Western civilization. To achieve a comprehensive understanding of these events, students need both factual knowledge and the ability to critically assess such information. This course helps them on both fronts, teaching the historical facts in the context of how progressive changes—environmental, social, scientific, and political—influenced the various societies they touched, as well as how these groups interacted with each other. While we hope that you enjoy learning the world history curriculum, you also must note that it is presented as a college level class and thus will demand rigorous work and effort on both of our parts; the rewarding outcome is that you will gain a heightened sense of how history has shaped our world.

While this assignment is called a summer assignment it is in fact the first assignment given to students on the first day of class in August. We are giving you the chance to get a head start on this assignment since it is quite long. It is due during the 3 rd week of school in September. Your teacher will give you the due date when school starts.

Supplemental Textbook: You will be required to purchase the following book AMSCO World History: Preparing for the Advanced Placement Examination. The book will be made available to purchase from your teachers when school starts in late August.

The first few chapters of the AMSCO book will be placed on the school website so that you may begin completing the assignment over the summer if you wish since you will not have the book yet. For your summer assignment, you are strongly recommended to read each of the following sections of the book and complete the attached work packet as well. It will not be due until the 3rd week of school in September.

There are four parts to the Summer Assignment:1. Introduction (p. xii – xl of the AMSCO book)2. Period 1: Chapter 1 & 2 Reading Guides (p. 1 – 49 of the AMSCO book)3. Vocabulary words to be created into flashcards 4. 2 SPICE Charts to be completed

You will have a Period 1 Exam when you return to school in late-September. This summer assignment is designed to help you prepare for that exam and to help you prepare for your AP World History Exam which will be held on Thursday, May 17th 2018. So, let’s start getting ready now!

Additionally, we want to warn each of you that the summer assignment has been designed to discourage students from leaving the assignment until the last few days of summer break. So, begin now and do a little each day. We expect to see quality work turned in on this project. You will finish with plenty of summer break remaining.

* If you have any questions about the summer assignment, please contact: longja@pwcs.edu or bellpp@pwcs.edu

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Part I: Introduction (p. xii – xl)

Overview of the AP World History Exam: Fill in the following chart with the correct components for each section of the exam. (p. xiii)

Total Time for the A.P. World History Exam: _______ hours and _______ minutes

Section Question Type Number of Questions

Timing Percentage of Score

I

II

Historical Thinking Skills: Using pages xv-xix, write down the name and give a description for each of the 9 AP Historical Thinking Skills.

Skill Type I: _____________________________________________________________1. ______________________________: __________________________________

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2. ______________________________: __________________________________

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3. ______________________________: __________________________________

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Skill Type II: ____________________________________________________________

4. ______________________________: __________________________________

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5. ______________________________: __________________________________

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Skill Type III: ____________________________________________________________

6. ______________________________: __________________________________

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7. ______________________________: __________________________________

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Skill Type IV: ____________________________________________________________

8. ______________________________: __________________________________

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9. ______________________________: __________________________________

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Course Themes: Using pages xx-xxiii, fill in the following chart about the SPICE themes. Note that the chart does not go in the same order as the text.

S.P.I.C.E. Themes Description of Theme Overarching Questions

SOCIAL

POLITICAL

INTERATION WITH

ENVIRONMENT

CULTURE

ECONOMIC

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Historical Periods: Fill in the following chart with information regarding the six chronological periods that make up the

A.P. World History course. (p. xxiv)

Period Percentage of Questions

Proceed to the next page for Part II…

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Part II: Chapters 1-2 Reading Guides

Directions: Use your supplemental textbook (AMSCO) to answer the questions below. Reading guides MUST be completed in your own handwriting in the space provided. NO TYPED READING GUIDES WILL BE ACCEPTED! You may use this reading guide on the Period 1 Exam in class, so be as thorough as possible in your answers.

Key Concept 1.1 Big Geography and the Peopling of the Earth

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.

A. What diverse and sophisticated tools were developed by humans to adapt to their new environments? Use fire as one example, then choose 1 other tool to discuss.

Tool Name Purpose

Fire

B. Provide examples of how early small groups organized themselves

Political Organization

Social Organization

Examples of cultural exchange(s)

Example of economic exchange(s)

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Key Concept 1.2 The Neolithic Revolution and Early Agricultural Societies

I. Beginning about 10,000 years ago, the Neolithic Revolution led to the development of more complex economic and social systems.

A. Label the following early permanent agricultural settlements on the map below

Mesopotamia, Nile River Valley, Sub-Saharan Africa, Indus River Valley, Yellow River Valley, Papua New Guinea, Mesoamerica, Andes

B. From the settlements listed above, identify a locally available plant or animal that was domesticated

Mesopotamia

Nile River Valley

Sub-Saharan Africa

Indus River Valley

Yellow River Valley

Papua New Guinea

Mesoamerica

Andes

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C. Define Pastoralism: ____________________________________________________________________________________

What impact did overgrazing have on Afro-Eurasian lands?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

II. Agriculture and pastoralism began to transform human societies.

A. Explain how pastoralism and agriculture led to the following:

Specialization of Labor

Growth of Villages, Towns & Cities

Governments

Religions

B. Explain the technological innovations that led to improvements in agricultural production, trade, and transportation

Innovation Impact on agricultural production, trade, and/or transportationClay Pots

Plow

Wheel

Textiles

Metallurgy

Historical Perspectives: Was Farming a Mistake? (p. 11)

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Write down evidence that would support each side of this argument.

Farming as an Advance Farming as a Mistake

Chapter 1 Multiple-Choice Questions (p. 12 – 15)Question # Answer Question # Answer

1.1 2.2

1.2 2.3

1.3 3.1

2.1 3.2

Think as a Historian: Historical Argumentation

In a historical argument, a historian provides evidence to support an answer to a question about the past. Evidence is specific information that is based on facts or reasons, not unsupported opinions. For each of the following questions, which statement below it would be most useful in an argument answering it? Circle either most useful or least useful and answer why or why not?

1. What caused early agricultural and pastoral societies to become more stratified?a. The development of wheeled vehicles contributed to a growing division between most people

and a few wealthy elites.i. This answer is the: most useful least useful

ii. Why is this answer useful or why is this answer least useful?

b. The development of wheels was very important in human history. i. This answer is the: most useful least useful

ii. Why is this answer useful or why is this answer least useful?

2. Why does the amount of sculpture, painting, and other forms of art increase as a society moves from hunting and gathering to agriculture?

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a. Agricultural societies can produce enough surplus food that people can devote more time to creating art.

i. This answer is the: most useful least useful ii. Why is this answer useful or why is this answer least useful?

b. People created art long before they developed agriculture, and they continued to do so after they settled into permanent communities.

i. This answer is the: most useful least useful ii. Why is this answer useful or why is this answer least useful?

Write as a Historian: Identify the Thinking Skill

When answering an essay question, note the type of thinking that the question is asking you to demonstrate. For example, analyze and evaluate are different thinking skills. Analyze means to examine the parts of something; you often analyze information when you want to explain why something happened. In contrast, evaluate means to identify the positive and negative aspects of something or to determine its significance. In each of the following questions, which word states the type of thinking the answer should express? Circle the word.

1. Compare the role of women in hunter-forager and agricultural societies between 10,000 B.C.E. and 600 B.C.E.

2. In a paragraph, describe life in a hunter-forager society.

3. The Neolithic Revolution made government more important. Explain why this change happened.

4. Plows, axles, textiles, and iron were technological innovations in early societies. Select one of these and asses its significance.

5. Contrast religion before and after the Neolithic Revolution.

Key Concept 1.3 The Development and Interactions of Early Agricultural, Pastoral, and Urban SocietiesA. For the civilizations listed below, explain how their rulers claimed divine connections to justify their

power.

China (Xia and Shang)

Egyptian Civilization

Mesopotamia (Sumer)

I. Culture played a significant role in unifying states through law, language, literature, religion, myths, and monumental art.

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A. Complete the grid below as examples of monumental architecture and urban planning amongst early civilizations

Identify/Label

What civilization created it?

Approximately when was it created?

What purpose does it serve?

Identify/Label

What civilization created it?

Approximately when was it created?

What purpose does it serve?

Identify/Label

What civilization created it?

Approximately when was it created?

What purpose does it serve?

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Identify/Label

What civilization created it?

Approximately when was it created?

What purpose does it serve?

Identify/Label

What civilization created it?

Approximately when was it created?

What purpose does it serve?

B. Complete the grid below as examples of systems of record keeping that arose amongst early civilizations

Type of Writing System

What civilization created it?

Identify a unique characteristic of the writing system

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Type of Writing System

What civilization created it?

Identify a unique characteristic of the writing system

Type of Writing System

What civilization created it?

Identify a unique characteristic of the writing system

C. Explain how the Code of Hammurabi was an example of a developed legal code that reflected existing hierarchies and facilitated the rule of governments over people.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

D. Complete the grid below to identify how new religious beliefs that developed during this period, continued to have strong influences in later periods.

Vedic Religions Hebrew monotheism Zoroastrianism

Relative Location (where founded)

Approx. Founding

Religious Text(s)

Key God(s)

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Key Figures/Prophets

Moral Philosophy/Key Beliefs (summarized)

Historical Perspectives: Why do civilizations rise and fall? (p. 39) Write down evidence that would support the argument above

Rise and Decline Links Across Culture

Chapter 2 Multiple-Choice Questions (p. 41 – 43)Question # Answer Question # Answer

1.1 2.21.2 2.31.3 3.12.1 3.2

Think as a Historian: Use of Relevant Historical Evidence

Use relevant evidence. Evidence is irrelevant if it uses the wrong culture, wrong time-period, wrong topic. For example, if the question asks about the first civilizations in Mesopotamia, facts about Sumer are more relevant than facts about Egypt. For each claim below, evaluate the relevance of the statements below it by circling the word Relevant or Not Relevant and then explaining Why?

1. The Assyrians were successful at warfare.a. Assyrians learned from Central Asian pastoralists to use chariots

i. Relevant Not Relevantii. Why?

b. The Assyrians adopted much of the culture of the Sumerians.i. Relevant Not Relevant

ii. Why? 2. Abraham was an influential religious leader.

a. Canaan includes sites holy to Jews, Christians, and Muslims

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i. Relevant Not Relevantii. Why?

b. Abraham was originally called Abram.i. Relevant Not Relevant

ii. Why?

3. The year 539 B.C.E. was a key date in Middle Eastern history.a. Jews rebuilt the temple in Jerusalem

i. Relevant Not Relevantii. Why?

b. The Persians were a pastoral tribe that settled in what is now Iran. i. Relevant Not Relevant

ii. Why?

Write as a Historian: Understand the Topic

In writing an essay, be clear about the topic. Students sometimes do not read an essay question closely and so they write about examples from the wrong region, wrong time-period, or wrong theme. For each essay question below, explain whether the examples are relevant to the topic:

1. Did the first civilizations of the Middle East build impressive cities?a. The roads and sewer systems of early India were remarkable.

i. Relevant Not Relevantii. Why?

b. Some cities in Mesopotamia had populations of 30,000.i. Relevant Not Relevant

ii. Why?

2. How did warfare shape the first civilizations in the Middle East?a. The conquest of the Middle East by the Roman Empire shaped the religious and political

development of the region.i. Relevant Not Relevant

ii. Why?

b. The Hittites’ use of iron made them successful at war.i. Relevant Not Relevant

ii. Why?

3. Compare and contrast the impact of the Sumerians and the Jews on later cultures.a. Sumerians used 60 as the basis for the number systems.

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i. Relevant Not Relevantii. Why?

b. Jews had two major rebellions against Roman rule. i. Relevant Not Relevant

ii. Why?

Period 1 Review: Turning Point (p. 46)

Why do historians choose to end this period at 600 B.C.E.?

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Proceed to next page for Part III…

Part III: Vocabulary16

Directions: Use the scanned AMSCO pages and the internet to define the following words. Making flashcards using index cards is REQUIRED as you will be taking vocabulary quizzes throughout the school year! Words will be divided between multiple quizzes.

1. Paleolithic Age 2. Neolithic Age 3. Nomads 4. Slash & Burn agriculture 5. Homo sapiens sapiens 6. Neolithic revolution 7. Bronze Age8. Pastoralism 9. Hunter-gatherer10. Domestication (plant & animal)11. Harappa/Mohenjo- Daro 12. Specialized labor13. Social stratification 14. Patriarchy15. Hammurabi16. Cuneiform 17. Ziggurats18. City-state 19. Environmental degradation20. Chariots 21. Vedic22. Zoroastrianism23. Hebrew Monotheism24. Ten Commandments

25. Epic of Gilgamesh26. Polytheism27. Diaspora28. Theocrat 29. Hieroglyphics30. Book of the Dead 31. Barter32. Sanskrit33. Vedas34. Rig-Veda35. Upanishads36. Brahma37. Dharma38. Karma39. Moksha40. Loess41. Shang Dynasty42. Oracle Bones43. Ancestor Veneration44. Pictographs45. Mandate of Heaven46. Chavín47. Olmec 48. Polynesia

Proceed to next page for Part IV…Part IV: SPICE Charts

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Read through the Period Overview and the Key Concepts Box on p. 1 and highlight or underline the major topics and important details.

Chapter 1: From Hunter-Foragers to Settled Societies (p. 2 – 11)S.P.I.C.E. Themes Paleolithic

Dates: ________________________________

SOCIAL

POLITICAL

INTERACTION WITH THE

EVIRONMENT

CULTURE

ECONOMIC

S.P.I.C.E. Themes

Neolithic 18

Dates: ________________________________

SOCIAL

POLITICAL

INTERACTION WITH THE

EVIRONMENT

CULTURE

ECONOMIC

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