AP World History Summer Assignment

2018-2019 School Year Mr. Bednarski, Mrs. Hess, Mrs. Lane

*Course Description: The purpose of the AP World History course is to develop greater understanding of the evolution of global processes and contacts, in interaction with different types of human societies. This understanding is advanced through a combination of selective factual knowledge and appropriate analytical skills. The course highlights the nature of changes in international frameworks and their causes and consequences, as well as comparisons among major societies. The course builds on an understanding of cultural, institutional, and technological precedents that, along with geography, set the human stage. Periodization, explicitly discussed, forms an organizing principle for dealing with change and continuity throughout the course, along with consistent attention to contacts among societies that form the core of world history as a field of study *Course Themes: AP World History highlights five overarching themes that receive equal attention throughout the course: 1. Interactions between humans and the environment 2. Development and interaction of cultures 3. State-building, expansion, and conflict 4. Creation, expansion, and interaction of economic systems 5. Development and transformation of social structures

• Students are expected to complete a summer assignment. The assignment will be due on the first day of class. All assignments can be found on the THS social studies website. The assignment consists of three parts:

o Part A – Purchase book: 2018 edition World History: Preparing for the Advanced Placement Examination, published by Amsco

You can purchase the book from the publisher on the website below. https://www.amscopub.com/social-studies/advanced-placement/world-history-ap-exam.html Read Introduction of text (pgs. xii – xxiii) to familiarize yourself with the requirements of the AP

test. Feel free to create notes and/or outlines of material to aid in studying. Read Unit 1: pgs. 1-40 Complete Period one question packet.

o Part B – Multiple-Choice and Thinking and Writing Like a Historian Complete the answer sheet for Unit 1: Multiple Choice Questions (pgs. 12-14 and 41-43) and

Think Like a Historian and Write Like a Historian (pg. 16 and 45)

o Part C – Vocabulary terms Students will complete the vocab sheet for each term on the worksheet provided

• For each term students must: Define the term in their own words Briefly explain its significance/impact Draw an image of the term (Images cannot be printed and must be hand-drawn)

PART A Name ______________________________ Block _______

Period 1: Technological and Environmental Transformations, to c. 600 B.C.E.

I.I Big Geography and the Peopling of the Earth: World Regions and sub-regions

I. Map 1, AP World History: World Regions — A Big Picture View, identifies five major geographical regions: Africa, the Americas, Asia, Europe, and Oceania. The AP World History Course provides balanced geographical coverage with all five of these regions represented. Map Exercise: “Peopling of the World”

- Use arrows, headings, and dates to illustrate the migration of early humans “Out of Africa” from Africa to Eurasia, Australia and the Americas.

Map 2, AP World History: World Regions — A Closer Look, identify various subregions within the five major geographical regions.

Characteristics of early Paleolithic peoples:

Fire: Tools: Economic Structure:

1.2 - Neolithic Revolution and Beginning of Civilizations:

Define the Neolithic Revolution –

What factors helped cause the Neolithic Revolution?

Where did the Neolithic Revolution begin, and how else did it emerge and spread?

How did the Neolithic Revolution differ from region to region?

Between which dates did most domestication take place? (Chart P.7) _________________________

In relation to the Neolithic Revolution, create a Venn diagram comparing Agriculturalists and Pastoralists:

Agriculturalist Pastoralists

Image Image

Why were pastoralists so key to technological exchange?

Identify in a T-Chart below, the various environmental impacts of the Neolithic Revolution (agriculturalists and pastoralists).

Pastoralists were often the developers and disseminators of new weapons & modes of transportation. “New Weapons”

Explain how advancements like compound bows or iron weapons transformed warfare in agrarian civilizations.

“New modes of transportation”

Explain how advancements like chariots or horseback riding transformed warfare in agrarian civilizations.

How did the Neolithic Revolution change society socially, politically, economically, and technologically?

Aspects of Life Paleolithic Era Neolithic Era Social

Political

Economic

Technological

In the chart below, describe specifically, in bullet point form, how the following technological innovations led to improvements in agricultural production, trade and transportation. Improvements in agricultural production, trade, and transportation:

Pottery Plows Woven Textiles Metallurgy Wheels and Wheeled Vehicles

1.3 The Development and Interactions of Early Agricultural, Pastoral and Urban Societies Map Exercise: “Core and Fundamental Civilizations”

- Locate/label rivers, and create a key and shade regions for: o Mesopotamia – Tigris and Euphrates Rivers o Egypt – Nile River o Indus Valley – Harappa and Mohenjo-Daro – Indus River o Shang China – Yellow River o Olmecs o Chavin

First States Emerge The first states emerged within the core civilizations of Mesopotamia & Egypt

Essential Questions: (pp. 21-22) Take notes addressing the following questions. Describe the method did the Babylonians use to increase control over the “state”? Describe the method for creating a reliable revenue source for the “state”? What was the nature, purpose, and impact/significance of King Hammurabi’s Law Code?

Summary:

Role of Culture in Unifying States: Write a brief explanation for how each of the following helped to unify states.

Laws Language Literature Religion Myths Monumental Art/Arch.

Unifies by:

Write a summary statement: “Culture as a unifying force.”

“Monumental architecture and urban planning” Choose 3 of the following examples of architecture/urban planning, find a picture and complete the information for each:

o Ziggurats o Pyramids o Temples o Defensive walls o Streets and roads o Sewage and water systems

Picture Here

Picture Here

Picture Here

What: Where: Date: Civilization: Purpose:

What: Where: Date: Civilization: Purpose:

What: Where: Date: Civilization: Purpose:

“Systems of record keeping”

Give brief description of each writing, then choose two of the following “systems of record keeping” and compare them using a Venn diagram.

o Cuneiform -

o Hieroglyphs -

o Pictographs -

o Alphabet (Phonecians) -

o Quipu -

Cultural Importance of Myths – Describe the roles that myths served in early societies? Describe ancestor veneration using the Shang Dynasty as evidence. (p. 35)

Literature as a reflection of Culture Describe how the following excerpts reflect the cultures from which they originated:

"My friend, why are the Great Gods in conference? (In my dream) Anu, Enlil, and Shamash held a council,and Anu spoke to Enlil: 'Because they killed the Bull of Heaven and have also slainHumbaba, the one of them who pulled up the Cedar of the Mountainmust die!' Enlil said:'Let Enkidu die, but Gilgamesh must not die!”

-Epic of Gilgamesh • How does the excerpt above, from Gilgamesh reflect Mesopotamian culture?

“One should perform Karma with nonchalance without expecting the benefits because sooner or later one shall definitely gets the fruits.” -- Rig Veda

• How does the excerpt above, from the Rig Veda, reflect Indian culture?

“Hail to you gods, on that day of the great reckoning. Behold me, I have come to you, without sin, without guilt, without evil, without a witness against me, without one whom I have wronged. I am one pure of mouth, pure of hands.”

-- The Book of the Dead, The Address to the Gods, 1700-1000 B.C.

• How does the excerpt above, from the Egyptian Book of the Dead, reflect Egyptian culture?

• What commonality/s can you identify about all three cultures from the excerpts? New Religious Beliefs Emerge Briefly describe the Vedic, Hebrew, and Zoroastrian religions.

Vedic –

Hebrew/Judaism –

Zoroastrianism -

Expansion of Trade: From Local to Regional to Interregional: Label/shade map with 4 areas listed below. List items traded between them. Draw ovals around the two trade partnerships on the map. Regional: Egypt and Nubia – p. 29 Interregional: Mesopotamia and Indus Valley – p. 19

Advanced Civilizations Bring Social Change: Define/describe each & provide specific evidence/example from Pd. 1. Hereditary/Dynastic Rule Divine Right/Theocracy Class systems Slavery

What About Women? Read the following article and answer the questions below:

History Debate: Why Women's Status Deteriorated

Despite images of cave men dragging women off by the hair, it is quite clear that hunting and gathering societies did not subordinate women systematically. Women's economic contributions were reflected in a religious culture that often stressed the female creative principle. This situation changed as agriculture be- came established, and the trend occurred everywhere that farming spread. (interestingly, nonagricultural societies, like the herding peoples in Central Asia, continued to give women greater voice, which led to some important culture clashes when they encountered agricultural civilizations.) The signs of change abound. Men did the heaviest agricultural work; Middle Eastern art by 3000 B.C.E. showed men always responsible for plowing. Because men's relative economic importance grew, male children were favored and men had primary rights of property ownership. While religions long continued to feature gods and goddesses, emphasis on a primary male creator god, like Marduk in the Middle East or Zeus in Greece, increased; goddesses became more peripheral. The Jewish religion, emphasizing a single god, pushed this principle of a masculine divinity still further. Laws and social habits often followed suit. By 2000 B.C.E., many Middle Eastern women were veiled to help ensure that they would remain sexually faithful to their husbands--who were not placed under any such controls. The question, of course, is why this happened. The rise of women's history and new debates about women's rights today open the gender inequality of the past to explanation; it no longer seems self-evident. Current explanations include several components, and it is unlikely that such a basic shift resulted from one factor alone. Agricultural societies, needing to defend from attack and not infrequently seeking to conquer, organized more formal military forces, which gave new emphasis to male power. The birth rate went up, as agricultural societies found uses for more labor and also needed to compensate far higher disease rates; this meant that women spent more of their lives bearing and caring for children. Men may have pushed for greater power to compensate for the decline of the hunt. In the upper classes, at least, establishment of agricultural property made determination of inheritance more important: men wanted to know which children were theirs and so tried to regulate women's sexual behavior. We do not know how these various causes mixed together, but the result is clear. And in most agricultural societies, women's inferiority tended to increase with time, as success prompted more male groups to demonstrate their status by lording over women.

Adapted From: World History in Brief: Major Patterns of Change and Continuity: Third Edition. Peter N. Stearns

• Define the term patriarchal.

• Based on the above reading, explain why women’s status deteriorated during this early period of civilization?

• Why was there more gender equity during the Paleolithic Era?

Part B Use attached chart to answer multiple choice and thinking like a historian questions. Neatly hand write answers. Pages 12- 14, 16

Question Summarize Question Correct Answer

Explanation/evidence supporting your choice

1.1

1.2

1.3

2.1

2.2

2.3

3.1

3.2

Think as

a historian

1

Think as

a historian

2

Write like a

historian

Pages: 41-43, 45

Question Summarize Question Correct Answer

Explanation/evidence supporting your choice

1.1

1.2

1.3

2.1

2.2

2.3

3.1

3.2

Think as

a historian

1

Think as

a historian

2

Think as

a historian

3

Write like a

historian 3

Write like a

historian 3

Write like a

historian 3

Part C Each term must be handwritten and completed on the worksheets provided.

Word 5 to 7 word Definition Significance/Impact Image

cultural diffusion

division of labor

horticulture

independent invention

Jericho

pastoralism

Kinship group

demography

migration

Analects

Book of the Dead

cultural hearths

Dravidian

aboriginal

matrilineal

monsoons

Semitic

Shaman

social mobility

theocracy

tribute

ancestor veneration

Epic of Gilgamesh

periodization

desertification