AP World HistoryUnit 0 Packet

The Rise of Agriculture and Agricultural Civilization

Unit SummaryBecause of improvements in technology, our world is becoming smaller, and it is relatively easy for us to travel and communicate all over the world. In some ways, this increased contact makes us more homogeneous than ever before. On the other hand, sometimes societies struggle to cling to their uniqueness. The tension caused by these two contrary trends makes interaction among societies complex. This same tension informs our study of how the world became what it is today. While there are major, long-standing diversities among people, there are also many respects in which humankind has been united and shares certain features. Developments that ultimately shaped much of the world's population can be understood by dividing the past into coherent periods of world history. We will explore patterns of development in the world's seven regions—East Asia, India and Southeast Asia, the Middle East, Eastern Europe, sub-Saharan Africa, Western Europe and North America, and Latin America. Each civilization has had to deal with some common issues and has approached these issues in distinctive ways. In comparing these major civilizations, we will strive to understand these different approaches to common social issues, as well as the extent and effect of interactions among the civilizations.

It will not only help you develop background knowledge of the Foundations period, but it will also help you develop some basic skills necessary

for success in a college-level history course (reading, note-taking and studying).

Foundations: c. 8000 B.C.E.–600 C.E. (19-20%)College Board Course Outline

I. Locating world history in the environment and time

A. Environment

1. Geography and climate: Interaction of geography and climate with the development of human society

2. Demography: Major population changes resulting from human and environmental factors

B. Time

1. Periodization in early human history

2. Nature and causes of changes associated with the time span

3. Continuities and breaks within the time span

C. Diverse Interpretations

1. What are the issues involved in using "civilization" as an organizing principle in world history?

2. What is the most common source of change: connection or diffusion versus independent invention?

II. Developing agriculture and technology

A. Agricultural, pastoral, and foraging societies, and their demographic characteristics (Include Africa, the Americas, and Southeast Asia.)

B. Emergence of agriculture and technological change

C. Nature of village settlements

D. Impact of agriculture on the environment

E. Introduction of key stages of metal use

III. Basic features of early civilizations in different environments: culture, state, and social structure

A. Mesopotamia

B. Egypt

C. Indus

D. Shang

E. Mesoamerica and Andean South America

(Students should be able to compare two of the early civilizations above.)

IV. Classical civilizations

A. Major political developments in China, India, and the Mediterranean

B. Social and gender structures

C. Major trading patterns within and among Classical civilizations; contacts with adjacent regions

D. Arts, sciences, and technology

V. Major belief systems

A. Basic features of major world belief systems prior to 600 C.E. and where each belief system applied by 600 C.E.

B. Polytheism

C. Hinduism

D. Judaism

E. Confucianism

F. Daoism

G. Buddhism

H. Christianity

VI. Late Classical period (200 C.E.–600 C.E.)

A. Collapse of empires (Han China, loss of western portion of the Roman Empire, Gupta)

B. Movements of peoples (Huns, Germans)

C. Interregional networks by 600 C.E.: Trade and religious diffusion

Major Comparisons and Snapshots Comparisons of the major religious and philosophical systems including some underlying similarities in

cementing a social hierarchy, e.g., Hinduism contrasted with Confucianism

Role of women in different belief systems -- Buddhism, Christianity, Confucianism, and Hinduism

Understanding of how and why the collapse of empire was more severe in western Europe than it was in the eastern Mediterranean or in China

Compare the caste system to other systems of social inequality devised by early and classical civilizations, including slavery

Compare societies and cultures that include cities with pastoral and nomadic societies

Compare the development of traditions and institutions in major civilizations, e.g., Indian, Chinese, and Greek

Describe interregional trading systems, e.g., the Indian Ocean trade

Examples of What You Need to KnowBelow are examples of the types of information you are expected to know contrasted with examples of those things you are not expected to know for the multiple-choice section.

Nature of the Neolithic revolution, but not characteristics of previous stone ages, e.g., Paleolithic and Mesolithic

Economic and social results of the agricultural revolution, but not specific date of the introduction of agriculture to specific societies

Nature of patriarchal systems, but not changes in family structure within a single region

Nature of early civilizations, but not necessarily specific knowledge of more than two

Importance of the introduction of bronze and iron, but not specific inventions or implements

Political heritage of classical China (emperor, bureaucracy), but not specific knowledge of dynastic transitions, e.g., from Qin to Han

Greek approaches to science and philosophy, including Aristotle, but not details about other specific philosophers

Diffusion of major religious systems, but not the specific regional forms of Buddhism or Aryan or Nestorian Christianity

CHAPTER 1From Human Prehistory to the Early Civilizations

CHAPTER SUMMARYArcheological studies and other scientific methods have provided us with a view of human development that begins millions of years ago. Most of the two million-plus years of our existence as a species has been described as the Paleolithic, or Old Stone, Age. This lengthy phase, during which both Homo erectus and then Homo sapiens sapiens made their appearances, ran until about 14,000 years ago. Homo erectus appeared as early as 500,000-750,000 years ago. They stood upright and learned simple tool use, mainly through employing suitably shaped rocks and sticks for hunting and gathering. Several species of Homo erectus developed and spread in Africa and to Asia and Europe, reaching a population of perhaps 1.5 million 100,000 years ago. Homo erectus disappeared about 40,000 years ago. Our immediate ancestors were Homo sapiens sapiens. All current races are descended from this subspecies. Early varieties of Homo sapiens sapiens lived as small bands of hunter-gatherers. These groups developed language, rituals, and more sophisticated tools.

The Neolithic RevolutionThe Neolithic Revolution is the term given to the development of agricultural societies. This revolution in economic, political, and social organization began in the Middle East as early as 10,000 B.C.E. and gradually spread to other centers, including parts of India, North Africa, and Europe. With the rise of agricultural forms of economic production, humans were able to remain settled more permanently in one spot and increase their levels of specialization regarding particular economic, political, and religious functions. Additionally, the emergence of agriculturally based societies caused a massive increase in the sheer number of people in the world. However, most evidence suggests that gathering and hunting peoples resisted agriculture as long as they could. By about 3000 B.C.E., metalworking had become common in the Middle East. Like agriculture, knowledge of metals gradually fanned out to other parts of Asia and to Africa and Europe. Metalworking was extremely useful to agricultural and herding societies. Agricultural peoples had the resources to free up a small number of metal tool makers who specialized in this activity and exchanged their product with farmers for food.CivilizationThe word "civilization" comes from the Latin term for "city." Formal states, writing, cities, and monuments all characterize civilizations. Civilizations also exhibit elaborate trading patterns and extensive political territories. While many of the ingredients of civilization had existed by 6000 B.C.E., the origins of civilization, strictly speaking, date to only about 3500 B.C.E. The first civilizations were the river-valley civilizations, so-called because they all developed alongside major rivers to secure an adequate water supply for agricultural production. The earliest river-valley civilizations began in the Middle East and flourished for many centuries. They created a basic set of tools, intellectual concepts such as writing and mathematics, and political forms that would persist and spread to other parts of Europe, Asia, and Africa. Most of the river-valley civilizations were in decline by 1000 B.C.E.In Depth: The Idea of Civilization in World Historical PerspectiveThe belief that there are fundamental differences between the "civilized" and the "barbarians" is an old and widespread one, used by the Chinese, American Indians, ancient Greeks, and modern western Europeans, to name just a few. The latter attempted to define a series of stages in human development that ranged from utterly primitive to "advanced," with the advanced culture belonging to the western Europeans. By the nineteenth century, racial qualities were quantified as qualifiers for position along the hierarchy of "civilization." In the twentieth century much of that intellectual baggage was eventually discarded. At present, the most accepted way to approach a definition of civilization is to see it as one of several ways humans identify social organization.

The First CivilizationsThe first civilizations established a pattern of division among the world's peoples. After Homo sapiens sapiens spread to almost every corner of the world and then had relatively little contact with each other, separate languages and cultures developed. But by 1000 B.C.E., the Phoenicians traded with Britain and Chinese silk was sold in Egypt. Overall, four distinct centers of civilization developed: the Middle East, India, China, and Egypt (five if the nascent Olmec civilization is included). Each had important commonalities including trade, writing, and cities, yet was in many ways different from the others. Thus, the duality of common experience and diversity has been part of the human experience for a very long time.

Tigris-Euphrates CivilizationThis civilization originated in the valley of the Tigris and Euphrates rivers in a part of the Middle East called Mesopotamia. It was one of the few cases of a civilization that started from scratch—with no examples from any place available for imitation. This civilization progressed mostly due to the accomplishments of the Sumerians, the most influential people in the Tigris-Euphrates region. By about 3500 B.C.E, the Sumerians had developed the first known human writing, cuneiform. They also were characterized by the development of astronomical sciences, intense religious beliefs, and tightly organized city-states. The Sumerians improved the region's agricultural prosperity by learning about fertilizers and using silver to conduct commercial exchange. Their ideas about divine forces in natural objects were common among early agricultural peoples; a religion of this sort, which sees many gods in aspects of nature, is known as polytheism. Sumerian political structures stressed tightly organized city-states, ruled by a king who claimed divine authority. Here was a key early example of how a civilization and political structures combined. The government helped regulate religion and enforce its duties; it also provided a system of courts for justice. Kings were originally war leaders, and the function of defense and war, including leadership of a trained army, remained vital. The Sumerians eventually succumbed to the Akkadians, who continued much of the Sumerian culture in the Tigris-Euphrates region, and the Babylonians, who developed Hammurabi's code. It laid down the procedure for law courts and regulated property rights and duties of family members, setting harsh punishments for crimes. This focus on standardizing a legal system was one of the features of early river valley civilizations.

Egyptian CivilizationEgyptian civilization emerged in northern Africa along the Nile River by about 3000 B.C.E. It benefited from trade and influences from Mesopotamia, but it also produced its own distinct social structures and cultural expressions. Unlike Mesopotamian civilization, Egyptian civilization featured very durable and centralized institutions. Mathematical achievements and impressive architectural structures also characterized Egyptian civilization. From 2700 B.C.E. onward, the Egyptian pharaohs directed the building of the pyramids, which were to function as their tombs. However, the building of these massive architectural monuments could only be accomplished with the use of an abundance of slave labor.

Indian and Chinese River Valley CivilizationsA prosperous urban civilization emerged along the Indus River by 2500 B.C.E., supporting several large cities, such as Harappa. Indus River peoples had trading contacts with Mesopotamia, but they developed a distinctive alphabet and artistic forms. Invasions by Indo-Europeans resulted in such complete destruction of this culture that little is known today about its subsequent influence on India. Civilization along the Huang (Yellow) River in China developed in considerable isolation, though some overland trading contact developed with India and the Middle East. In addition to the existence of an organized state that carefully regulated irrigation in the flood-prone river valley, the Chinese had produced advanced technology and elaborate intellectual life by about 2000 B.C.E. There was also less of a break between Chinese river-valley society and the later civilizations in China than in any other region. The Shang ruled over the Huang River valley by about 1500 B.C.E. These rulers are noted for managing the construction of impressive tombs and palaces.

In Depth: The Legacy of Asia's First CivilizationsThe first civilizations that developed in south Asia and China matched the Mesopotamian civilizations in size, complexity, and longevity. Although much of the Harappan civilization was destroyed and unknown for thousands of years, some legacies (e.g., yoga positions) carried on. In contrast, much from the early Chinese civilizations survived and profoundly influenced the history of that region; of particular note is the Mandate of Heaven and its writing system.The Heritage of the River Valley CivilizationsBasic achievements like the wheel, alphabets, mathematics, and divisions of time are vital legacies of the early civilizations. Mesopotamian art and Egyptian architecture influenced the Greeks, and subsequently the Romans, who both passed on much of their heritage to Muslim and European civilization. The Phoenicians devised a simplified alphabet that greatly influenced the Greek and Latin writing systems. The most influential of the smaller Middle Eastern groups were the Jews, who gave the world the first clearly developed monotheistic religion.

Packet• Read AP Course Outline (including Comparisons and Snapshots, and What

You Need to Know)• Read the Chapter Summary and its subpoints• Look over ID’s

Preview chapter• Look over blue section titles with their explanatory notes• Look at maps, timelines and pictures• Notice bold words• Scan inset items, such as Visualizing the Past, Document, and In Depth

Preview chapter• Look over sections • Notice topic headings• Look at visuals• Look for ID’s

Read chapter• Section at a time

Pre-reading Strategies1. Identify subject of reading2. Look at table of contents, subject heads and subheads, and graphics 3. Preview text by skimming to get a feel for what it’s about and how difficult it will be to read4. Read first sentences of several paragraphs5. Create a graphic organizer for reading, based on objectives and ID’s

Specific Reading Strategies

Charting

**Good for sorting information and/or seeing relationships between pieces of information

**Good for combining information (from text, lectures, videos, etc.) needed to study for tests

1. Place information in chart that is based on the key words of an objective, question or prompt

Venn Diagrams

**Good for looking at similarities and differences1. Create overlapping circles or rectangles2. Fill with information on subjects

Concept Maps

**Good for studying connections between ideas and sub-ideas1. Create largest circles for main information2. Web other circles off of them, placing sub-information in those circles3. More helpful if done in multiple colors/patterns to clearing show sub-ideas4. Continue webbing circles to deal with more minute information

ID’s

**Good for noting basic information from text**Good for making connections

1. Chart information from teacher-generated list or from general readingChapter __ ID’sChapter __ ID’sChapter __ ID’sChapter __ ID’sChapter __ ID’sChapter __ ID’s

ID Who What When Where Significance

Course Outline ILocating world history in the environment and time

Your goal is to use this graphic organizer as a place to put your notes. Your goal is NOT to fill in every blank. In fact, after you have read and taken notes

on the required pages, you will have some blanks that are empty.Add rows where needed until you have taken sufficient notes.

Make special note of geographic references.

A. Environment1. Geography and climate: Interaction of geography and climate with the

development of Human society

2. Demography: Major population changes resulting from human and environmental factors

B. Time (periodization)

Insert the following events into the timeline (a type of concept map). This should help you compare important historical events chronologically.

Agricultural development reaches west AfricaRise of Catal HuyukTransition to use of bronze

Era of Neolithic revolutionFirst potter’s wheelEnd of last ice age

Specifics Impact on population changesHuman factorsHuman factorsHuman factors

Environmental factorsEnvironmental factorsEnvironmental factors

Foundations8000 BCE-600 CE 600 CE-1450 1450-1750 1750-1914 1914-present

ChangesContinuitiesBreaks

Specifics Impact on development of human societyGeographyGeographyGeography

ClimateClimateClimate

10,000-14,000 BCE 6000 BCE 5000 BCE 7000 BCE 4000 BCE 2000BCE

C. Diverse Interpretations1. What are the issues involved in using "civilization" as an organizing principle in

world history?

2. What is the most common source of change: connection or diffusion versus independent invention?

Course Outline IIDeveloping agriculture and technology

Your goal is to use this graphic organizer as a place to put your notes. Your goal is NOT to fill in every blank. In fact, after you have read and taken notes

on the required pages, you will have some blanks that are empty.Make special note of geographic references.

Components of a civilizationExamples of that component from the chapter Examples of that component from the chapter

Components of a civilization Location and/or time period

Example

Connection or diffusionConnection or diffusion Independent inventionIndependent inventionLocation and/or

time period Example Location and/or time period Example

Topic Paleolithic & Mesolithic Same Neolithic

Agriculture

Technological changeVillage settlementsImpact of agriculture on environmentKey stages of metal use

Course Outline IIIBasic features of early civilizations in different environments: culture, state, and social structure

Your goal is to use this graphic organizer as a place to put your notes. Your goal is NOT to fill in every blank. In fact, after you have read and taken notes

on the required pages, you will have some blanks that are empty.Make special note of societal references (for example: Sumerians, Shang).

See chart on Page 11 for definitions of terms.

ID’s

Agrarian revolutionBandBarbaric (savage)Bronze AgeCatal HuyukCity-statesCivilizationCuneiformDomesticationHammurabiHomo sapiens sapiensHunting and gathering

Ideographic symbols MatrilinealMatrilocalMesolithic, or Middle Stone, AgeMetalworkingMiddle EastMonotheismMother goddessNatufian complexNeanderthalsNeolithic RevolutionNeolithic, or New Stone, Age

NomadsPaleolithic, or Old Stone, AgePastoralismPharaohPrehistoricRiver-Valley CivilizationsSavagesSlash and burn agricultureSluicesSocial differentiationZiggurats

Culture State (Political) SocialMesopotamia (including Middle East)Egypt

Indus

Shang

Mesoamerica and Andean South America

4-Column Chart

POLITICALof or relating to

government and/or politics

ECONOMICof or relating to an

economy, the production and management of material wealth

(money)

SOCIALof or relating to human society, the interaction of the individual and

the group

CULTURALpatterns of human

activity and the symbolic structures

that give such activity significance, allowing people to identify who

they are

actsalliances

conferencesdiplomacy

government actionsgovernment leadersgovernment policies

imperialisminternational organizations

lawsnationalism

nationspolicies

political elitespolitical parties

political persecutionrevolution

rightsstates

strategytreaties

wars

agricultureeconomic

economic theorieseconomists

farmingindustry

jobslabor

marketsranching

urbanization

childrendisease

educationethnic groups

familyfamine

gender roleshealth carematrilinealpatrilineal

population movementsocial classes

women

artbeliefs

clothingdancefood

historylanguageliterature

musicphilosophy

religionritual

sciencetechnology

Maps’ InstructionsThe following exercise is intended to clarify the geophysical environment and the spatial

relationships among the important objects and places mentioned in the chapter

1. Spread of Human Populations1. Label the continents and oceans 2. Draw lines of early human expansion 3. Label locations along the paths.

2. Spread of Agriculture 1. Label the continents and oceans2. Label core areas of agriculture3. Draw lines of the spread of agriculture, labeling them with the products involved4. What does the location of the core areas suggest about the climate necessary for early

agricultural systems to develop?