Download AP Summer Packet

Advanced Placement
WORLD HISTORY
SUMMER ASSIGNMENT
2014
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AP World History Summer Assignment 2014
Welcome to AP World History. I am looking forward to a great year with you. For some of
you this will be your first AP course. AP World History is a college level survey course that will
introduce you to the cultural, political and economic history of our planet. To be successful, you
will need to be focused and work hard. The course will cover the history of the world from around
8000 B.C.E. to modern times. You will take a look at the big picture of history, trace cultures over
time, examine human interactions, learn valuable skills and take the AP World History Exam.
That being said, the purpose of this summer assignment is to get a jump start on the curriculum.
We will cover 33 chapter this year and have approximately 31 weeks to do so. This assignment will
help us get a jump start on the material and introduce you to the course work.
Course Text: The Earth and Its Peoples: A Global History 6th Edition Richard Bulliet et al.
You will need to sign out a textbook from me. Please stop by room 317 anytime I am there (which
is most of the time) and I will give you a textbook. You can also find online versions of the textbook
here:
http://my.ccsd.net/userdocs/documents/dchsuhusJeInZeut.pdf
http://www.wuhsd.org/page/8690
I cannot guarantee that the above links will work all the time, as they are not under my control.
Should you not want to take a textbook home, this is a good alternative for you.
This assignment will be available online as well, should you need an extra copy of it.
The assignment will be due on Tuesday September 8, 2015. No late assignments will be accepted. A
brief test on the material will take place on September 11, 2015.
If you have any questions or concerns about the assignment, I will be available almost all of the
summer at [email protected]. Please reach out to me if you need help on part of the assignment.
I highly suggest that everyone emails me just so I can create a mailing list of AP World History
Students should I need to email an update or hints regarding the Summer Assignment.
The assignment:
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7.
S.P.I.C.E. Chart: Mesopotamia (page 4)
S.P.I.C.E. Chart: Egypt (page 5)
Chapter 1 Outline & Vocabulary (page 6)
Chapter 2 Outline & Vocabulary (page 7)
Chapter 3 Outline & Vocabulary (page 8)
Blank Maps (pages 10-12)
Map of the World directions (page 9)
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S.P.I.C.E. CHART
The five themes of A.P. World History serve as unifying threads through which students can
examine broader themes throughout each period. Themes also help to facilitate comparisons and
aide you in understanding information as components of a broader framework.
Explanation of S.P.I.C.E. categories:
The ability to sort information is an essential skill for AP World History students. Listed below
are the common categories that we will use. They relate to the five (5) major themes of AP World
History.
Theme 1: Social (Development and Transformation of Social Stuctures)
• Gender roles; Family and kinship; Race/Ethnicity; Social Classes
Theme 2: Political (State-Building, Expansion and Conflict)
• Structures; Forms of Governance; Empires; Nations/Nationalism; Revolts/Revolutions
Theme 3: Interaction Between humans and the Environment
• Demography, Disease, Migration, Patterns of Settlement; Technology
Theme 4: Cultural (Development and Interactions of Culture)
• Religions, Belief Systems, Philosophies, Ideologies, Science/Technology, Arts and Architecture
Theme 5: Economic (Creation, Expansions and Interactions of Economic Systems)
• Agriculture, Pastoral Production, Trade and Commerce, Labor Systems, Industrialization,
Capitalism/Socialism
On the next page are two civilizations that you will outline using the PIRATE categories.
For Mesopotamia, use pages 16-24
For Egypt, use pages 24-31
• If you find that you need more information, you can always use the internet.
On page 13, there is a more in depth explanation of the S.P.I.C.E Themes.
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Name ____________________________________ Per _____ Date _____________________
A.P. World History: S.P.I.C.E. Chart
Culture/Civilization: ___________________________________________________________
SOCIAL
Family, Gender
Relations, Social
Classes, Inequities,
Life Styles
POLITICAL
Leaders, Elites, State
Structures, Wars,
Revolutions,
Diplomacy, Treaties,
Courts, Laws,
Nationalism
INTERACTION
Demography, Disease,
Patterns of Settlement,
Migration, Diffusion,
Technology
CULTURE
Religions, belief
systems, philosophies,
ideologies, math,
science, technology,
arts, architecture,
writing, literature
ECONOMIC
Type of system,
technology,
commerce, industry,
capitol/money, trade,
trade goods, natural
resources, agriculture,
type of business
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Name ____________________________________ Per _____ Date _____________________
A.P. World History: S.P.I.C.E. Chart
Culture/Civilization: ___________________________________________________________
SOCIAL
Family, Gender
Relations, Social
Classes, Inequities,
Life Styles
POLITICAL
Leaders, Elites, State
Structures, Wars,
Revolutions,
Diplomacy, Treaties,
Courts, Laws,
Nationalism
INTERACTION
Demography, Disease,
Patterns of Settlement,
Migration, Diffusion,
Technology
CULTURE
Religions, belief
systems, philosophies,
ideologies, math,
science, technology,
arts, architecture,
writing, literature
ECONOMIC
Type of system,
technology,
commerce, industry,
capitol/money, trade,
trade goods, natural
resources, agriculture,
type of business
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Chapter 1
Pages 4-34
I Questions: Using complete sentences, answer the following questions:
1. Name the four great river valleys related to the birth of civilization at approximately 3100
B.C.E.?
2. What metal (used for weapons, tools, and utensils) was considered a sign of wealth and power?
3. What two civilizations developed in the Western Hemisphere at about the same time?
4. About five thousand years ago in present-day Iraq, where did the Sumerians originate?
5. What are the eight indicators of civilization?
6. When did the Paleolithic Period (Old Stone Age) end?
7. With what innovation is the Neolithic Period (New Stone Age) associated?
8. What is another term for forager?
9. Describe an example of artistic expression practiced by Paleolithic hunter-gatherers.
10. Beginning with the Neolithic Revolution, what innovation in food gathering appeared?
11. In the Americas about 3000 B.C.E., on what crop did the peoples of the Valley of Mexico
depend?
12. What is pastoralism?
13. What is the significance of the Holocene Period?
14. With the adoption of agriculture, what was the result on population growth?
15. What two Neolithic towns developed in modern-day Jordan and Turkey?
16. What does Mesopotamia mean in Greek and along what rivers was it located?
17. Describe the Law Code of Hammurabi and how it differed from earlier law codes?
18. What happened to the status of women during early civilization in Mesopotamia and what
possibly caused it?
19. What was the first system of writing developed in Mesopotamia called?
20. Due to the unreliable flooding of the Tigris and Euphrates rivers, what innovation was the basis
of Mesopotamian agriculture?
21. What is the longest river in the world and what civilization developed along its banks?
22. In terms of reliability, how did the Nile and Tigris/Euphrates differ?
23. In about 3100 B.C.E, what king unified Upper and Lower Egypt?
24. What were the three kingdoms of Ancient Egypt called?
25. What was the writing system of Ancient Egypt called?
26. Compare/Contrast the religious belief systems of Mesopotamia & Ancient Egypt.
27. Along what river valley did South Asian civilization develop at approximately the same time as
Mesopotamia and Egypt?
28. What two major urban sites thrived in the Indus civilization between 2600-1900 B.C.E.?
29. What Indo-European group is believed to have conquered NW India in 1500 B.C.E.?
30. Even though the Indus writing system has yet to be deciphered, what evidence of civilization is
demonstrated by its city planning and construction of Harappa?
31. Describe the elements of environmental stress and climate change in the Indus Valley.
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Chapter 2
Pages 38-64
I Questions: Using complete sentences, answer the following questions:
1. Early Chinese civilization was based along in what river valley (Chinese & English names)?
2. What crops flourished on the North China Plain? What crop needed warmer climate in the
south?
3. What was the first great dynasty in China?
4. What are pictograms?
5. Whom or what did Chinese families and aristocracy worship?
6. What is divination and how were oracle bones used to make contact with ancestors?
7. Objects made of what metal were highly prized?
8. Who defeated and replaced the Shang and what was the name of the new dynasty?
9. What theory did the Zhou use to justify its takeover of the Shang and what were its basic
elements?
10. What happened during the “Warring States Period?”
11. During the Eastern Zhou period, what advances were made in war & metalworking?
12. Legalism was developed during the Zhou Dynasty. How was it used to control the population?
13. What was the basis of the philosophy of Confucianism?
14. Who was Laozi, what belief system did he found, and what were the core beliefs?
15. How did the concept and yin/yang illustrate gender identities?
16. Where was ancient Nubia located and what power controlled it for 500 years?
17. What was the significance of Meroë?
II. Read the excerpt from the Analects of Confucius on pages 48-49 and answer the following
questions:
18. What are the important social categories and status distinctions in early China? What kinds of
behaviors are expected of individuals in particular social categories toward individuals in other
categories?
19. How does Confucius explain and justify the inequalities among people? Why is it important for
people to behave in an appropriate way towards one another?
III Vocabulary: Completely define the following terms:
1. loess
6. Confucius
11. Nubia
16. Olmec
2. oracle bones
7. Daoism
12. Kush
17. Chavin
3. Shang
8. yin/yang
13. Meroe
18. llama
4. Zhou
9. Ying
14. Celts
5. Mandate of Heaven
10. Legalism
15. Driuds
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Chapter 3
Pages 68-97
I Questions: Using complete sentences, answer the following questions:
1. What were the advantages of switching from bronze to iron?
2. By 1500 B.C.E, Mesopotamia was divided into two different kingdoms. What were they and
where were they located?
3. What did the Assyrians export and import?
4. What Indo-European speaking group controlled the area of Anatolia (Turkey) and for what
new technologies were they especially known?
5. After the foreign invaders were expelled, the Egypt entered the period of Empire known as the
New Kingdom. How long did the New Kingdom last? (Do the math)
6. The New Kingdom was a period of innovation. Who was the great female queen and what did
she accomplish during her reign?
7. What religious and political changes did Akhenaten make during his reign?
8. Why was Ramesses II referred to as “Ramesses, The Great?”
9. What new mode of transportation expedited (dictionary.com) commerce and transportation
when arrived in Mesopotamia from Central Asia around 2000 B.C.E.?
10. Describe the physical geography of southern Greece and the Aegean Islands.
11. On what island was the Minoan civilization located?
12. Although the Minoan language has yet to be deciphered, what evidence exists of a developed
civilization?
13. What group is credited as being the first Greek civilization?
14. What is the significance of Linear B?
15. What famous epic poems tell the story of the invasion of Troy (The Trojan War) and who was
the author?
II Vocabulary: Completely define the following terms
1. Iron Age
6. Minoan
11. mass deportation
16. monotheism
2. Hittites
7. Mycanae
12. Library of Ashurbanipal
17. Diaspora
3. Hatshepshut
8. shaft graves
13. Israel
18. Phoenicians
4. Akhenaten
9. Linear B
14. Hebrew
19. Carthage
5. Ramesses II
10. Neo-Assyrian
Empire
15. First Temple
20. Neo-Babylonian
Kingdom
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Map of the World
The map is small, but it fits on the page! Draw/label the following geographic feature and
locations listed below. Use the maps provided. You can use your textbooks and the
internet to find the locations. Do not try to cram all of these features into one world map, I
have provided you with three copies of the same map. I know some of the rivers and such
will be hard to label on the map, as they are not “drawn” on the map. I suggest assigning
them a number and writing the number map in the area you would find the rivers,
mountains, etc.
1.) All 7 continents
2.) Oceans: Atlantic, Pacific, Indian, Arctic
3.) Seas: Mediterranean, North, Black, Caspian, Arabian, Red, Baltic, Caribbean
4.) Other Bodies of Water: Persian Gulf, Bay of Bengal, Hudson Bay, Gulf of Mexico
5.) Mountains: Ural, Caucasus, Alps, Himalayas, Hindu Kush, Cascades, Andes
6.) Rivers: Mississippi, Columbia, Amazon, Niger, Nile, Indus, Tigris, Euphrates, Yellow,
Volga, Danube
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The Five Themes of A.P. World History
Theme 1: Social (Development and transformation of social structures)
This theme is about relations among human beings. All human societies develop ways of grouping their members, as well as
norms that govern interactions between individuals and social groups. Social stratification comprises distinctions based on
kinship systems, ethnic associations, and hierarchies of gender, race, wealth, and class. The study of world history requires
analysis of the processes through which social categories, roles, and practices were created, maintained, and transformed. It also
involved analysis of the connections between changes in social structures and other historical shifts, especially trends in political
economy, cultural expression, and human ecology.
Theme 2: Political (State-building, expansion and conflict)
This theme refers to the processes by which hierarchical systems of rule have been constructed and maintained and to the
conflicts generated through those processes. In particular, this theme encourages the comparative study of different state forms
(for example, kingdoms, empires, nation-states) across time and space, and the interactions among them. Continuity and change
are also embedded in this theme through attention to the organizational and cultural foundations of long-term stability on one
hand, and to internal and external causes of conflict on the other. Students should examine and compare various forms of state
development and expansion in the context of various productive strategies (for example, agrarian, pastoral, mercantile), various
cultural and ideological foundations (for example, religions, philosophies, ideas of nationalism), various social and gender
structures, and in different environmental contexts. This theme also discusses different types of states, such as autocracies and
constitutional democracies. Finally, this theme encourages students to explore interstate relations, including warfare, diplomacy,
commercial and cultural exchange, and the formation of international organizations.
Theme 3: Interaction between humans and the environment
The interaction between humans and the environment is a fundamental theme for world history. The environment shaped human
societies, but, increasingly, human societies also affected the environment. During prehistory, humans interacted with the
environment as hunters, fishers and foragers, and human migrations led to the peopling of the earth. As the Neolithic revolution
began, humans exploited their environments intensively, either as farmers or pastoralists. Environmental factors such as rainfall
patterns, climate, and available flora and fauna shaped the methods and exploitation used in different regions. Human
exploitation of the environment intensified as populations grew and as people migrated into new regions. As people flocked into
cities or established trade networks, new diseases emerged and spread, sometimes devastating an entire region. During the
Industrial Revolution, environmental exploitation increased exponentially. In recent centuries, human effects on the environment
- and the ability to master and exploit it - increased with the development of more sophisticated technologies, the exploitation of
new energy sources and a rapid increase in human populations. By the twentieth century, large numbers of humans had begun to
recognize their effect on the environment and took steps toward a "green" movement to protect and work with the natural world,
instead of exploiting it.
Theme 4: Cultural (Development and interaction of cultures)
This theme explores the origins, uses, dissemination, and adaptation of ideas, beliefs, and knowledge within and between
societies. Studying the dominant belief system(s) or religions, philosophical interests, and technical and artistic approaches can
reveal how major groups in society view themselves and others, and how they respond to multiple challenges. When people of
different societies interact, they often share components of their cultures, deliberately or not. The processes of adopting or
adapting new belief and knowledge systems are complex and often lead to historically novel cultural blends. A society's culture
may be investigated and compared with other societies' cultures as a way to reveal both what is unique to a culture and what is
shares with other cultures. It is also possible to analyze and trace particular cultural trends or ideas across human societies.
Theme 5: Economic (Creation, expansions and interactions of economic systems)
This theme surveys the diverse patterns and systems that human societies have developed as they exploit their environments to
produce, distribute, and consume desired goods and services across time and space. It stresses major transitions in human
economic activity, such as the growth and spread of agricultural, pastoral, and industrial production; the development of various
labor systems associated with these economic systems (including different forms of household management and the use of
coerced or free labor); and the ideologies, values, and institutions (such as capitalism and socialism) that sustained them. This
theme also calls attention to patterns of trade and commerce between various societies, with particular attention to the
relationship between regional and global networks of communication and exchange, and their effects on economic growth and
decline. These webs of interaction strongly influence cultural and technological diffusion, migration, state formation, social
classes, and human interaction with the environment.
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