Download Assignment LHS

Dear Student and Parent:
This letter is to provide you with information about the AP and PreAP summer reading assignments for 20162017 Pre-AP World History. We strongly encourage students to complete the assignment before the start of
school. Timely preparation is essential for success in the AP and PreAP courses.
The assignment and reading materials are available on the district and campus websites or may be picked up in
the counselor’s office at your respective school during summer hours. The district website is
www.midlandisd.net. Click on “Advanced Placement Summer Reading and then “PreAP World History-LHS.”
The AP/PreAP Social Studies summer reading program is an essential feature of the AP and
Pre-AP social studies’classes, and it serves two functions: (1) to keep you active as readers and thinkers, and
(2) to ease the reading load during the class year. This assignment will ease the pressure and transition into the
program for next year. Do not procrastinate. There will be an assessment over these works during the first
week of school.
This assignment is due on Monday, August 29, 2016.
We are pleased that you have chosen to participate in the Advanced Placement program, and we look forward
to working with you next year. Happy Summer Reading!
Pre-AP World History:
Lee High School:
Studying Prehistory (reading 1)
Old Stone Age Skills and Beliefs (reading 2)
Farming Begins a New Stone Age (reading 3)
Dramatic Change with the Neolithic Revolution (reading 4)
5 Documents for Analysis
This source can be found on the MISD website:
www.midlandisd.net
Click on: PreAP World History - LHS
MISD policies regarding collaboration, collusion and plagiarism will be enforced. This is an assignment for the
individual student, not group work.
Welcome to Lee High School Pre AP World History
Dear students,
Your summer reading assignment will introduce you to what we will study in World History this year as well
as allow you to learn how to study like a historian. It is very important that you read the instructions VERY
CAREFULLY and contact me if you have any questions. Remember, that I am always the best source for answers to
your questions and not your classmates.
Mrs. Janet Reed [email protected]
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Answer all parts of the assignment on clean, NOT torn notebook paper. NOT spiral paper and NOT in a
journal.
Spelling is important and I WILL DEDUCT points for careless spelling. Look things up!
Capitalization is part of good grammar and should be used appropriately.
You may use pencil (if you write dark enough), or blue/black ink pen. Not red, purple, green etc. YOU MAY
NOT TYPE IT.
If I ask for Complete Sentences, then that means to start your answer by restating the question first. You
should not use pronouns in place of the noun. That means is starts this way… Mrs. Reed says that I should ….. and
not She said….
In this packet you will find the following.
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Templates that you will use to complete the assignment Articles that you will read and use to complete an
activity.
Primary and Secondary documents both articles and visuals that you will analyze
At the top of the first page you should have a correct heading
Your first and last name
Pre AP World History
The date
Pre AP World History Summer Reading Assignment
Each part has a separate title. The titles are important and should be used to separate each section. It’s best to complete
a part and then start a new page for the next section. Going in order will help ensure proper understanding of material.
Part 1: Gathering Information
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Read the first reading and use the information to complete template #2 (1-2-3- summary) on your paper.
For the second reading and third readings, complete template #1. (information template) on a different sheet
of paper. The title for the template is the title of the reading. The subtitles are the sections contained in the
reading. The key terms will be the ones that are included in the reading that are being discussed.
For the fourth reading, you will complete template #3 (Sum it up with storyboard). There are already 4
sections so it makes it easy to create 4 pictures.
The last part will be vocabulary. Look back at the notes you took and the readings. Write down each word
that is essentially an important word for the information and define it. Underline the word and skip a line
between each definition. You may use the readings to get the definition or look them up in a dictionary.
Part 2: Analyzing Documents
• There are 5 documents, both primary and secondary, that pertain to the Neolithic Revolution. Some are
considered written documents and others are visuals.
• Choose the correct document analysis to use (SOAPS for written) and (OPTIC for visuals). The title can
simply be Document 1 etc. You don’t have to make a table (but you can), but you need to put the letter and/or
word that each letter stands for and after reading and studying the document complete as much of the
information about it that you can.
**note – These do not have to be in complete sentences, but include enough information to make what you
say clear
Part 3: Putting it all together
• Answer the following questions for each document using complete sentences. (see instructions above)
• Document 1: According to the authors of this passage, what is one significant change that occurred between
the Paleolithic Age and the Neolithic Age?
• Document 2 & 4: Based on these images, what would one advance that occurred as the Mesopotamian
culture developed a stable food supply? What brings you to this conclusion?
• Document 3: Based on this document, state one impact the Neolithic Revolution had on the way people
lived.
• Document 5: According to this document, what were two changes in agriculture that occurred during the
Neolithic Revolution?
• Write a summary of the Neolithic Revolution that includes the following information. Summaries are not
always 1-2 sentences. They can be an entire essay. Please keep this in mind.
 Decide what type of points you will make. The Revolution is a major change that happens to early
man and there are significant things that it causes.
 You need an introduction that addresses the points you will make.
 Organize your summary into paragraphs that not only explains what the Revolution was about, but
gives examples to back up what you say from either the information you took notes on, or the
documents you read.
Information template #1:
Title
Subtitle
Important details
You don’t take notes in sentences
Key terms associated with this section
Subtitle
Important details
You don’t take notes in sentences
Key terms associated with this section
Subtitle
Important details
You don’t take notes in sentences
Key terms associated with this section
1-2-3 Summary template #2
Title
What I knew before reading
What I learned
this comes from the title and prior knowledge
This is where you take notes in bullet form
What I found interesting
This is written in paragraph form using complete sentences and should include enough
information that someone should be able to read this and understand everything you read.
Sum it up with Storyboards template #3
Title
Note: ______________________________________
Note: ______________________________________
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Note: ______________________________________
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Note: ______________________________________
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SOAPS Document Analysis
Source
Occasion
Audience
Purpose
Significance
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What do you know about the author?
What kind of bias might he/she have?
Is this an individual/group/business/government agency?
Is this a primary or secondary source and why?
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What was going on when this was written?
Was this document written in response/conjunction with a specific event?
What kinds of outside information/context can you provide to promote
understanding of this document?
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To whom is this document addressed?
Tie this information in with the next element.....
• What is the author trying to achieve?
• Does the audience for this document influence the way it was developed?
• Tie it all together here: given what you know about the source, the occasion, and
the people they're trying to influence, why did they produce this document?
• How much bias is present, and what is the bias of this document?
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What was the outcome associated with this document?
What does the document reveal about the history involved here?
Outside of the obvious motive to torture you, why did we bother having you look at
this document??
OPTIC Visual Analysis
Paying attention to the details is a habit that is a necessary part of effective analysis. As you analyze visual texts,
including paintings, photographs, advertisements, maps, charts or graphs, the OPTIC strategy can help you construct
meaning. OPTIC stands for Overview, Parts, Title/Text, Interrelationship, and Conclusion.
O- Write a brief overview of the image: in one complete sentence, what is this image about?
P- Key in on all of the parts by noting any details that seem important. This can be anything: color, figures,
textures, scenery, groupings, shadings, patterns, numbers, etc.
T- Use the title to clarify the subject of the image. Consider both literal and metaphoric meanings.
What does the
title suggest? Is there any text in the image—a caption, or words in the image itself? What might this text
suggest?
I- Specify the interrelationships in the image. In other words, how the parts are related, both to one another and
the image as a whole. Consider how the parts come together to create a mood or convey an idea or argument.
C- Write a conclusion paragraph about the image as a whole:
think about what the artist, photographer, creator,
or designer might be trying to capture and convey, and what ideas, arguments, or implications this image
presents.
Studying Prehistory (reading 1)
By about 5,000 years ago, groups of people in different parts of the world had begun to keep written records. The invention and use of writing
marked the beginning of recorded history. However, humans and their ancestors had lived on Earth for thousands upon thousands of years
before the recording of history began. We call the long period of time before people invented writing prehistory.
Understanding Our Past Most of the events you will read about here comes from the work of historians. Historians are experts in the
study of how people lived in the historical past. Historians study artifacts, or objects made by humans. Clothing, coins, and artwork are all
types of artifacts. Historians of the recent past also study evidence such as photographs or films. However, historians rely even more on
written evidence, such as letters or tax records.
Sometimes historians have a wealth of written records. They can study official histories, birth and death records, and eyewitness accounts. At
other times they have few records, or records that merely list a name or date.
Like a detective, a historian must evaluate all evidence to determine if it is reliable. Do records of a meeting between two officials tell us
exactly what was said? Who took notes? Did a letter writer really give an eyewitness report or just repeat rumors? Is the letter a forgery?
Historians try to find the answers to questions like these.
Historians must then interpret and explain the evidence. Often, the historian’s goal is to determine the causes of a certain event, such as a
war or an economic collapse. By explaining why things occurred in the past, historians can help us understand current events and, possibly,
what might happen in the future.
Generally, historians try to give a straightforward account of events. However, personal experiences, cultural backgrounds, or political
opinions can affect their interpretations. Sometimes, historians disagree about what the evidence proves. Such differences can lead to lively
debates.
Investigating Prehistory The study of prehistory began in the 1800s, when scholars started to investigate the age of the Earth and the
life it supported. They developed new fields of study that shed light on people and their lives, from prehistoric times to the present.
The Field of Anthropology
By the mid-1800s, thinkers had begun the organized study of anthropology, or the study of humans, past and
present. Anthropologists wanted to learn about the origins and development of people and their societies. Anthropology includes all aspects
of human life in all parts of the world.
Modern anthropologists specialize in certain areas of their field. For example, some study the bones of our ancestors to understand how
physical traits have changed over time. Others focus on the characteristics of human culture.
In anthropology, culture refers to the way of life of a society, which includes its beliefs, values, and practices. Culture is handed down from
one generation to the next through learning and experience.
The Field of Archaeology Another branch of anthropology is archaeology. Archaeology is the study of past people and cultures through
their material remains. These remains include artifacts such as tools, weapons, pottery, clothing, and jewelry. Buildings and tombs are other
remains that reveal much to archaeologists. Some archaeologists specialize in the study of prehistoric people, while others look at artifacts
from historical times.
By analyzing artifacts, archaeologists learn about the beliefs, values, and activities of our ancestors. Archaeologists recognize that the story of
the past is never fully known. Often, new evidence causes them to revise their ideas about a culture they are studying.
Archaeologists at Work Finding ancient artifacts can be difficult, but archaeologists have devised many useful means of doing so. In the
1800s and early 1900s, archaeologists would pick a likely place, called a site, and begin digging. The farther down they dug, the older the
artifacts they found. Advances in genetics, or the study of heredity, have provided new evidence about early people, including migration
patterns. Geographers provide three-dimensional maps of the terrain at archaeological sites.
Today, archaeologists also use many modern technologies to study and interpret their findings. Computers store and sort data. Aerial
photographs reveal patterns of land use. Techniques for measuring radioactivity aid scientists in determining the age of objects.
Old Stone Age Skills and Beliefs (reading 2)
Based on the evidence gathered by anthropologists over many years, scholars have divided prehistory into different eras. They
call the long period from at least 2 million B.C. to about 10,000 B.C. the Old Stone Age, or Paleolithic Period. They refer to the
period from about 10,000 B.C. until the end of prehistory as the New Stone Age, or Neolithic Period. During both eras, people
created and used various types of stone tools. However, during the New Stone Age, people began to develop new skills and
technologies that led to dramatic changes in their everyday lives.
Early modern humans lived toward the end of the Old Stone Age. Researchers have pieced together evidence left by early
modern humans to paint a picture of what daily life was like for them.
Early modern people were nomads, or people who move from place to place to find food. Typically, about 20 or 30 people lived
together in small bands, or groups. They survived by hunting and by gathering food.
In general, men hunted or fished. Women and children gathered berries, fruits, nuts, grains, roots, or shellfish. This food kept
the band alive when game animals were scarce.
Strategies for Survival Early people depended heavily on their environment for food and shelter. They also found ways to
adapt their surroundings to their needs. As hominids had throughout the Stone Age, early humans made tools and weapons out
of the materials at hand—stone, bone, or wood. They built fires for cooking and used animal skins for clothing. At some point,
early modern humans developed spoken language, which allowed them to cooperate during the hunt and perhaps discuss
plans for the future.
Some Old Stone Age people also learned to travel across water, which helped them spread into new places. For example,
people boated from Southeast Asia to Australia at least 40,000 years ago, most likely using rafts or canoes. They may have
stopped for years at islands along the way, but in between they would have had to boat across as much as 40 miles (64
kilometers) of open ocean.
Early Religious Beliefs Toward the end of the Old Stone Age, people began to leave evidence of their belief in a spiritual
world. About 100,000 years ago, some people began burying their dead with great care. Some anthropologists think that this
practice suggests a belief in life after death. Old Stone Age people may have believed the afterlife would be similar to life in this
world and thus provided the dead with tools, weapons, and other needed goods to take with them.
Many scholars think that our ancestors believed the world was full of spirits and forces that might reside in animals, objects, or
dreams. Such beliefs are known as animism. In Europe, Australia, and Africa, cave or rock paintings vividly portray animals such
as deer, horses, and buffaloes. Some cave paintings show people, too. The paintings often lie deep in caves, far from a band’s
living quarters. Some scholars think cave paintings were created as part of animist religious rituals.
Farming Begins a New Stone Age (reading 3)
The New Stone Age began about 12,000 years ago (or about 10,000B.C.), when nomadic people made a breakthrough that had
far-reaching effects—they learned to farm.
The Neolithic Revolution By producing their own food, people no longer needed to roam in search of animals, fish, or plants.
For the first time, they could remain in one place throughout the year. As a result, early farmers settled the first permanent
villages. They also developed entirely new skills and technologies. This transition from nomadic life to settled farming brought
about such dramatic changes in way of life that it is often called the Neolithic Revolution.
The Domestication of Plants and Animals These early farmers were the first humans to domesticate plants and animals—
that is, to raise them in a controlled way that makes them best suited to human use. Plant domestication may have begun with
food gatherers realizing that seeds scattered on the ground would produce new plants the next year. Animal domestication
may have begun with people deciding to round up the animals they usually hunted. They could then use the animals as they
always had—for food and skins—as well as to provide other benefits, such as milk or eggs.
Evidence shows that people began to farm in different parts of the world at different times, and that they did not domesticate
all the same plants or animals in each place.
The dog was probably the first animal to be domesticated, at least 15,000 years ago. People brought domesticated dogs
wherever they migrated. From about 8000 B.C. to 6000 B.C., people in western Asia and northern Africa domesticated goats,
sheep, pigs, and cattle; and people in South America domesticated llamas and alpacas.
Around the same time—from about 10,000 B.C. to 6000 B.C.—people in West Africa and Southeast Asia domesticated yams, in
China millet and rice, in Central America and Mexico squash, and in the Middle East barley, chickpeas, peas, lentils, and wheat.
Dramatic Change with the Neolithic Revolution (reading 4)
Once the Neolithic Revolution had begun, no greater change in the way people lived took place until the Industrial Revolution
of the late 1700s. Settled farming led to the establishment of the first villages and to significant advances in technology and
culture. As you will read in the next section, these advances eventually led to a new stage of development—the emergence of
cities and civilizations.
Establishing the Earliest Villages Archaeologists have unearthed the remains of some of the first Neolithic villages, including
Çatalhüyük (chah TAHL hyoo YOOK) in modern-day Turkey and Jericho (JEHR ih koh), which still exists today as an
Israelicontrolled city. Jericho was built between 10,000 and 9000 B.C. Although the village was tiny—about the size of a few
soccer fields—a few thousand people lived in it.
The village was surrounded by a huge wall, which suggests that it had a government or leader who was able to organize a large
construction project. Çatalhüyük seems to have developed around 7000 B.C. and may have had a population as large as 6,500
people. The village covered about three times more land than Jericho and included hundreds of rectangular mud-brick houses,
all connected and all about the same size.
Settled People Change Their Ways of Life Like their Paleolithic ancestors, early farmers probably divided up the work by
gender and age. Still, important differences began to emerge. In settled farming communities, men came to dominate family,
economic, and political life. Heads of families, probably older men, formed a council of elders and made decisions about when
to plant and harvest. When food was scarce, warfare increased, and some men gained prestige as warriors. These elite warriors
asserted power over others in society.
Settled people had more personal property than nomadic people. In addition, some settled people accumulated more
possessions than their neighbors, so differences in wealth began to appear.
New Technologies To farm successfully, people had to develop new technologies. Like farmers today, they had to find ways to
protect their crops and measure out enough seed for the next year’s harvest. They also needed to measure time accurately to
know when to plant and harvest. Eventually, people would use such measurements to create the first calendars.
Many farmers learned to use animals such as oxen or water buffalo to plow the fields.
Archaeological evidence shows that some villages had separate workshops where villagers made tools, including smooth,
polished ax heads and chipped arrowheads. In some parts of the world, Neolithic people learned to weave cloth from animal
hair or vegetable fibers. Many Neolithic people began using clay to create pottery for cooking and storage. Archaeologists have
learned about life during this period from finds such as “the Iceman”—the body of a Neolithic man found preserved in snow in
the European Alps alongside various tools and belongings.
Technologies were not invented everywhere at the same time. Knowledge of some traveled slowly from one area to another,
perhaps taking thousands of years to spread across continents. Other technologies were invented separately in different parts
of the world and showed varying degrees of similarity.
The Neolithic Impact The Neolithic Revolution had a tremendous impact. Farming, especially in the river valleys, would form
the social and economic cornerstones of urban civilization and government. For example, floods could often wipe out entire
villages if they were not be contained. As a result, Neolithic peoples worked together and formed governments to direct
projects such as the building of dikes and dams. Farming also resulted in surpluses of food, which allowed some farmers to gain
wealth. That wealth, often passed to succeeding generations, was the basis of a social class system.
Documents for Analysis
Document 1
From Food Gathering to Food Producing
…Paleolithic men could not control their food supply. So long as they relied on foraging, hunting, fishing, and trapping, they were
dependent on the natural food supply in a given area to keep from starving. But while Paleolithic men continued their
foodgathering pattern of existence in Europe, Africa, and Australia, groups of people in the Near East began to cultivate edible
plants and to breed animals. Often described as the “first economic revolution” in the history of man, this momentous change
from a food-gathering to a food-producing economy initiated the Neolithic Age. Paleolithic man was a hunter; Neolithic man
became a farmer and herdsman…
Source: T. Walter Wallbank, et al., Civilization: Past and Present
Document 2
Document 3
. . . The Neolithic Revolution also changed the way people lived. In place of scattered hunting communities, the farmers lived in
villages. Near groups of villages, small towns grew up, and later cities too. Thus the Neolithic Revolution made civilization itself
possible. (The Ancient Near East)
Within the villages, towns and cities, it was possible for people to specialize in the sort of work they could do best. Many stopped
producing food at all, making instead tools and other goods that farmers needed, and for which they gave them food in exchange.
This process of exchange led to trade and traders, and the growth of trade made it possible for people to specialize even more. . . .
Source: D. M. Knox, The Neolithic Revolution, Greenhaven Press
Document 4
Document 5
This extract summarizes the findings of several archaeologists in the 1950s and 1960s.
. . . The first archaeological evidence for the domestication of cereals, and some of the earliest evidence for the
domestication of animals, comes from a broad region stretching from Greece and Crete in the west to the foothills of
the Hindu Kush south of the Caspian in the east. Here are found the wild plants from which wheat and barley were
domesticated, whilst it is only in this zone that the wild progenitors [ancestors] of sheep, goats, cattle and pigs were
found together, for the latter two had a much broader distribution than wild sheep and goats. By the tenth millennium
B.C. peoples who relied upon hunting and gathering were reaping wild barley and wild wheat with knives, grinding the
grain and using storage pits. By the sixth millennium there is evidence of village communities growing wheat and barley,
and keeping sheep and goats, in Greece and Crete in the west, in southern Turkey, the Galilean uplands of the eastern
littoral [coastal region] of the Mediterranean, in the Zagros mountains of Iran and Iraq, the interior plateaux of Iran, and
in the foothills south east of the Caspian. Subsequently the number of domesticated plants grown was increased,
including flax, for its oil rather than for fibre, peas, lentils and vetch [plants used for food]. By the fourth millennium the
olive, vine and fig, the crops which give traditional Mediterranean agriculture much of its distinctiveness, had been
domesticated in the eastern Mediterranean. Cattle and pigs are thought to have been domesticated after sheep and
goats. Cattle were used as draught animals, and for meat; not until the late fourth millennium is there evidence of
milking in South West Asia. . . .
Source: D. B. Grigg, The Agricultural Systems of the World,
Cambridge University Press