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Dear Students and Parents, Welcome to AP World History 2016-17! This is an exciting and enlightening journey that we hope will prepare our tenth graders to be thoughtful and engaged global citizens. Here are answers to some of the (surely many!) questions you have in anticipation of next year. Please note: there are required summer assignments at the end of this letter. Philosophy of AP World History According to the College Board, “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 achieved through a combination of selective factual knowledge and appropriate analytical skills.” Note that APWH stresses both “selective factual knowledge” and “appropriate analytical skills.” Why not just one or the other? Factual knowledge alone would create a course that is little more than rote memorization of facts, without necessarily any real understanding or interpretation of those facts. Given that an AP course should be the same difficulty as a college-level course, AP students are required to demonstrate college-level thinking skills, which is how the “appropriate analytical skills” fits in. Only when you combine the “selective factual knowledge” and the “appropriate analytical skills” do you have the necessary ingredients for an AP course. So, history is part fact and part interpretation. Memorizing facts is relatively easy. Learning to interpret facts is much more difficult. The Development Committee calls these thinking skills “Historical Thinking Skills” and includes skills such as, crafting historical arguments, chronological reasoning, comparison and contrast, historical interpretation and synthesis. Themes, or “What does world history study?” The Historical Thinking Skills answer the question of “How should world history be studied?” The next question is, “What should world history study?” AP World History categorizes historical knowledge by Themes. Rather than try to create a list of all historical facts, APWH defines Themes that help you see the patterns referred to by the Historical Thinking Skills. Each of these themes is equally important, that is, they will be tested equally on the exam. The themes include: Human interaction with the environment, the development and interaction of cultures, state building, economic systems and interactions, and the development of social structures. Periodization, the “When” Learning and remembering the hundreds of names, places, and events in world history can seem a daunting task. One way to help make the task easier is to organize all historical content into different chronological eras, called “periods.” The process of organizing is thus called “periodization.” AP World History divides history into five different periods, with each period being equally emphasized in the APWH course. Obviously, we will have a lot to do next school year! In addition to the factual knowledge and the analytical thinking skills required of this course, we will also need to prepare to write essays and short answer questions. As a result, we decided that this year’s summer assignment will be to read part of Chapter 1 (most of Chapter 1 material is too early for the range of years on the AP World History test) and to read and complete some activities pertaining to all of Chapters 2 and 3. These topics consist of 5% of the AP World History exam that you will be taking on May 11th, 2017 at 7:30 AM. By getting a jump start, we will have more time together in class to delve into the vast array of AP World History. Before you leave for the school year, you will need to go to the East Media Center to check out our AP textbook, Ways of the World by Robert W. Strayer. Also, please make sure you leave our meetings with 5 things: 1. This letter 2. Chapter 1 Overview 3. Chapter 2 Notes 4. Chapter 3 Notes 5. Reflection of Chapters 2 and 3 All assignments will be collected on the first day of school. You can also expect a quiz on the first day of school on the material you read this summer. The rigor of this quiz will be on par with the rigor you can expect all year. One piece of advice we hear continually from students who have been successful both in class and on the exam is to READ THE BOOK! There is no better advice we can offer you. Skimming, searching and other attempts to “fake it” just never seem to replace the value of deep reading each and every topic. Please consider the note packets to be helps rather than hindrances in your reading. We spent a great deal of time creating them in order to help you process the most important information in each chapter. Every section is broken down by main topic and summary question. The best way to ensure you understood what you just read is to attempt to answer each section’s question without looking back at the text. Also, don’t simply copy the textbook into your packets. By putting the definitions and summaries into your own words, you are operating at a higher learning level than mere copying. You’re also more likely to remember what you read and wrote that way! One Last Comment: Though this course is designed to help prepare you for success in world history class and of course on the national AP Exam, we think the most valuable aspect of this course is that you will learn a lot about the history of the world, thus enabling you to become a better, more educated global citizen capable of making intelligent and thoughtful decisions. We look forward to a great year! Ms. Heino and Mr. Ripken Name_____________________ Chapter 1 –First Peoples: Populating the Planet, to 10,000 BCE (Pages 12-24 only) 1. What was the timeframe and sequence of human migration across the planet? 2. In what ways did a gathering and hunting economy shape social aspects of Paleolithic societies? What does Paleolithic mean? 3. In what ways did humans adapt to and interact with their environment? 4. Why did some Paleolithic peoples abandon earlier, more nomadic ways and begin to live a more settled life? CHAPTER 2: First Farmers: The Revolutions of Agriculture, 10,000 b.c.e.–3000 b.c.e. (Hints: Use Bullet points to explain key concepts under each header. If you feel like you can explain the importance of the section in your own words, you are doing well.) Why does Dr. Strayer start with the story of Monowi, Nebraska? The beginnings of what epic process represent the central part of this chapter? The Agricultural Revolution in World History Neolithic Transformation of human life Relationship with other living things Relationship with the environment Domestication Intensification Comparing Agricultural Beginnings Separate and Independent Locations Timespan Common Patterns Last Ice Age Migration Extinction Climate Change “Broad spectrum diet” Gender roles Permanent villages Experimentation and innovation Pressures and incentives Technology Domesticable plants Domesticable animals What accounts for the emergence of agriculture after countless millennia of human life without it? Variations Fertile Crescent: Climate Characteristics Crops and animals Fragility Africa: Vegetation Animals and crops Why less productive agriculture? The Americas: Separate domestication Large mammals/compare to Eastern Hemisphere Cereal grains/compare to Eastern Hemisphere Teosinte North/South orientation East/west axis of Eurasia In what different ways did the Agricultural Revolution take shape in various parts of the world? The Globalization of Agriculture Diffusion Slow colonization/migration Triumph and Resistance Language Indo-European Bantu Austronesian Prolonged process Exceptions Reasons for remaining hunter/gatherers Progress? In what ways did agriculture spread? Where and why was it sometimes resisted? The Culture of Agriculture Increased population Larger communities Deterioration in health Famine/other catastrophes Constraints Banpo Technological innovation Metallurgy “Secondary Products Revolution” Impact on the environment What was revolutionary about the Agricultural Revolution? Social Variation in the Age of Agriculture Pastoral Societies Regions difficult for farming/specific locations Animal husbandry/types of animals Mobility Central Asia/clans/tribes Deserts Grasslands south of the Sahara The Americas Relationship with farmers Cain and Abel Peaceful exchange Agricultural Village Societies Equality and freedom Catalhuyuk/size/location Social/gender equality Kinship groups/lineages Government/politics Some inequalities/warfare “Stateless societies”/characteristics Chiefdoms Inherited positions Obedience Mesopotamia/Tigris-Euphrates river valley Pacific islands Roles of the chief Tribute North America Elite and commoner How did chiefdoms differ from stateless agricultural village societies? Reflections: The Legacies of Agriculture What are some positives and negatives of the agricultural revolution? In your opinion, which are stronger…the positives or the negatives? Why? Replicate the maps on pages 54, 58-59, and 60 First Civilizations: Cities, States and Unequal Societies Chapter 3 Something New: The Emergence of Civilization How has the urge to “escape civilization” long been a central feature of modern life? What does the term civilization represent when used by historians? Replicate the map on pages 88-89. Include civilizations and cities, esp. Giza, Ur, Babylon, Ninevah, Anyang, Mohenjo-Daro, and Harappa Something New: The Emergence of Civilizations Global Phenomenon/six major locations Expansion Introducing the First Civilizations: (List location, timeframe, primary characteristics for each of the 6) Mesopotamia Egypt Norte Chico Indus Valley China Olmec Smaller civilizations The Question of Origins Arguments Agricultural Revolution Chiefdoms “Something Else” (examples) Unconscious undertaking Different kind of human society/similarities among the early civilizations What accounts for the initial breakthroughs to civilization? An Urban Revolution Uruk/ziggurat Epic of Gilgamesh Mohenjo Daro and Harappa Teotihuacan Common Features What was the role of cities in the early civilizations? The Erosion of Equality Specialization of work Hierarchies of Class Inequality Hierarchy/Upper Classes Code of Hammurabi Free commoners Slaves Variations in slavery (How was ancient slavery different from slavery in U.S. History?) In what ways was social inequality expressed in early civilizations? Hierarchies of Gender Horticultural societies Respect, equality, figurines Patriarchy Animal-drawn plows/large herds Growing population “Specialists” Culture vs Nature Warfare In what ways have historians tried to explain the origins of patriarchy? Patriarchy in Practice Written laws Female Sexuality/Divorce/Rape Respectable/non-respectable women Goddesses/gods Differences in patriarchal societies How did Egyptian and Mesopotamian patriarchy differ? The Rise of the State Kings A recent invention Coercion and Consent Need for organization Upper classes Taxes/Force Kingship and the gods Roles of religion Writing and Accounting Power of writing Quipu Literacy Accounting A “Wild card” Use the snapshot on page 101 to complete this information… Location Sumer Egypt Andes Type and Example Initial Use Comment Indus River Valley China Olmec The Grandeur of Kings Lavish lifestyles Human sacrifice Monumental architecture Mesoamerican hallmarks What were the sources of state authority in the First Civilizations? Comparing Mesopotamia and Egypt Common features Environment and Culture Characteristics of the Nile Characteristics of the Tigris and Euphrates Other Environmental differences Differences in literature Different outlooks on the world Sumer and the environment Egyptian continuity Cities and States Mesopotamian city-states Akkadians/Babylonians/Assyrians Egyptian political longevity Egyptian pharaoh In what ways did Mesopotamian and Egyptian civilizations differ from one another? Cities and States Evidence of interaction Long-distance trade The Hebrews/Yahweh The Phoenicians Nubia Minoan Civilization Pastoral peoples/chariot technology Bronze metallurgy Egyptian Empire/International political system In what ways were Mesopotamian and Egyptian civilizations shaped by their interactions with near and distant neighbors? Reflections: “Civilizations”: What’s in a Word? Why are there reservations about using the term, “civilization?” What do you think, were these civilizations really civilized? Is this an example of progress in world history? Reflection Assignment Imagine you are a hunter-gatherer. You have been presented with the following options for your future: 1. Remain a hunter-gatherer 2. Choose to join one of the 6 Civilizations presented in Chapter 3 Use this sheet to organize your thoughts… Remain a hunter-gatherer Benefits Drawbacks Mesopotamian Civilization Benefits Drawbacks Egyptian Civilization Benefits Drawbacks Indus Valley Civilization Benefits Drawbacks Shang Dynasty China Benefits Drawbacks Olmec Civilization Benefits Drawbacks Norte Chico Civilization Benefits Drawbacks Now that you’ve weighed the pros and cons of all four options, please complete a written reflection of your decision. Be sure to acknowledge what you are gaining with the choice you have made, but also what you might be losing. Also, acknowledge at least one aspect of each of the other options, and the most crucial aspect of each that led you make your lifestyle choice. Please attach your paper to this sheet. Due on the first day of school.