Download ap world history - Peachtree Ridge High School

Welcome to Advanced Placement World & European History at PRHS!
Mr. Dean (B206) [email protected]
Ms. Young (C108) [email protected]
Ms. Ackley (C102)[email protected]
Mrs. Hicks (TBD) [email protected]
About the APWH course:
AP World History develops an understanding of the evolution of global processes and contacts,
including interactions over time. This non-traditional approach looks at the common threads of
humanity—trade, religion, politics, society, & technology—and investigates how each have
changed and continued over time. The course traces the human experience from the emergence
of Neolithic cultures to the 21st Century, C.E., emphasizing the habits of mind, writing skills, and
content knowledge characteristic of a college-level world history course. Students will devote
considerable time to the critical evaluation of primary & secondary sources, writing, and
participation in classroom discussions/Socratic seminars.
The Summer Reading Book:
This year’s summer reading assignment is A History of the World in 6 Glasses by Tom Standage. In
this book, Standage tells a popular history of the world and some of the most significant
civilizations in history by following the development of 6 influential beverages: beer, wine, spirits,
coffee, tea, & Coca Cola*. Each of these beverages has played a significant role in driving trade
and interaction between some of the most significant regions and empires in world history. Our
purpose in reading the book is to gain a sense of how civilizations and cultures develop and how
they are affected by various forces (political, economic, religious, social, technological, etc.).
*(DISCLAIMER: The use of this book as a summer reading assignment in NO way represents any endorsement by the
teachers of PRHS of the consumption or misuse of these beverages! The book is simply meant to provide an interesting
view of civilizations and trade, from which we can initiate our year-long discussion of world history.)
Your Assignment—(1 Summative/Test Grade):
For your assignment, you will read the ENTIRE book A History of the World in Six Glasses. Don’t panic—it is very readable, and hopefully you
will find it quite interesting. There are three parts to the assignment (see below). Please read the instructions carefully. You will need to
bring the book and the completed assignment with you on the FIRST DAY of class.
PART ONE: The Dialectical Journal
You will complete a dialectical journal entry for each chapter of the book, plus one entry for the “Introduction” and one entry for
the “Epilogue”. (14 entries total)
The journals must be HAND-WRITTEN
A template 3-column sheet is available on the school website and attached to this assignment.
The term “dialectic” means “the art or practice of arriving at the truth by using conversation involving question and answer.” Think
of your dialectical journal as a conversation you have with the text as you read. The process is meant to help you develop a deeper
understanding of the text and draw connections to your prior knowledge and other texts, including other chapters.
A dialectical journal uses 3 columns—one for recording facts and/or quotes from the text, one for providing a page # citation, and
one for writing your own commentary, connections, analysis, or questions. Here is a very simple sample:
Quote or Paraphrased Fact
“The dominant drink of [the]
Age of Reason was coffee . . .
introduced to Europe from the
Middle East.”
Page
#
p. 4
My Commentary & Analysis
Coffee wakes up the brain, allowing for
clearer thinking. No wonder I see so many
professors carrying cups of coffee and so
many study groups taking place at
coffeehouses!
-
Be mindful of your spelling, grammar, & handwriting – it will be considered in the evaluation of your work.
Each journal entry should fill at least one full page. This should not be challenging to do given you have an entire chapter
worth of quotes & facts to work with. However, be sure to choose quotes and facts that you find meaningful and significant.
-
Optional guided reading questions are also available on the school website, should you need them to help you follow along in the
text. You do not need to submit written answers to these; they are merely available to assist you.
PART TWO: The Short Essay Questions
Write a response to two of the following prompts. You should select AT LEAST one question which has a stimulus (either a quote, picture,
etc.). Your response for each part (ex. part A, part B, part C) should be approximately one paragraph in length (say 4-6 solid sentences) – you
will need to write very efficiently to make a cogent argument in that amount of space. They should each include the following:
A clear and full response to the question in the form of an argument.
Specific factual information such as references to the summer reading text and/or the provided stimuli for the question.
Some original analysis which explains and clarifies the argument you are making. Consider focusing on breaking down causes
or constituent parts of the trends you discuss or points made in your argument.
** Remember that this assignment is an important opportunity for your instructor to learn about you as a writer and a thinker, and for you
to develop the analytical skills to be successful in the course. Take this seriously.
Ch.1 : Beer
A) Identify and explain one way in which beer encouraged the transition from nomadic hunting and gathering to settled agriculture.
B) Explain how the image above could be used to support Standage’s argument that beer in the ancient era was seen as a communal
beverage.
C) Identify and explain one way in which beer drew distinctions between members of ancient societies.
Ch. 2: Wine
A) Identify and explain one reason why wine was more of a luxury item than beer.
B) Identify and explain one way in which wine was used to differentiate between different social classes.
C) Identify and explain one way in which wine led to divisions between ethnic or religious groups.
Ch. 3: Spirits
A) Explain one way in which the production of spirits encouraged the development of plantation agriculture and/or the slave trade.
B & C) Explain two reasons why demand for spirits in Europe became so high.
Ch. 4: Coffee
It has been argued that Coffee was the first true global beverage.
A & B) Identify and explain two pieces of specific evidence from the Standage Text which support the above contention.
C) Identify and explain one piece of specific evidence from the text (could be outside of the coffee chapter) which contradicts the
assertion that coffee was the first true global beverage.
Ch. 5: Tea
“My dear if you could give me a cup of tea to clear my muddle of a head I should better understand your affairs.”
― Charles Dickens, Mrs. Lirriper's Legacy
“The faster pace and the imminent danger faced by increased mechanization made beer drinking problematic.
“Beer…was no use in conjunction with the fine motor skills required in the industrialized sections of Britain’s
economy” (Rose, 2009).”
“Keep Calm & Put the Kettle On: An Analysis of the Impact of Tea on British Culture during the
Industrial Revolution.”, Michelle Crane, 2010 NEH Seminar for School Teachers
A) Briefly analyze the impact of tea on commerce in the British empire.
B) Provide and explain one specific example of the impact discussed in part A on a specific British colony.
C) Using your knowledge of the text and the above quotes, explain why tea became such a popular beverage in European nations.
Ch. 6: Coca-Cola
“The French communist party… asked “will we be cocacolonists?” … [French] Communists also charged that
the Coca-Cola distribution system would double as an
American espionage network. And the rumor spread
that Coca-Cola intended to advertise on the façade of
Notre Dame.”
“Coca-Cola & the Cold War: The French Face
Americanization, 1948-1953.” Richard F. Kuisel.
A) Explain the connection between Coca-Cola and the American army during World War II discussed by Standage, and how that
relationship is illustrated in the above image.
B) Using the above passage and your knowledge of the Standage book, explain why some people objected to the global spread of CocaCola.
C) Identify and explain another example (that is to say, not in France) of opposition to Coca-Cola.
PART THREE: The Annotated Maps
You must create a collection of maps to illustrate the diffusion of each of the six beverages discussed in the book. Each beverage
must be shown on a different map. (6 maps total)
Maps should be presented on 8.5 x 11 paper—one map per page.
Use arrows to illustrate diffusion of the beverage (or ingredients)—where did it originate? To what places did it spread?
You may hand-draw your maps OR create them digitally (on the computer).
Template outline maps (of regions and the world) are provided for you on the school website.

Your maps should be titled & labeled with the all of the following features:
o Map #1: “Beer in Mesopotamia and Egypt”

(label—Mesopotamia/ Fertile Crescent, Egypt, Tigris River, Euphrates River, Nile River, Zagros Mts.,
Anatolia, Mediterranean Sea, Red Sea, Persian Gulf, Arabian Desert, Sahara Desert)
o Map #2: “Wine in Greece and Rome”

(label—Greece, Crete, Athens, Sparta, Italy, Rome, Mediterranean Sea, Aegean Sea, Adriatic Sea, Sicily,
Corsica, France/Gaul, Spain, Tiber River, Egypt, Alexandria, Anatolia/Turkey, Germany)
o Map #3: “Spirits in the Colonial Period”

(label—Spain, Portugal, Great Britain, France, Netherlands, Germany, Atlantic Ocean, West Africa,
Canary Islands, West Indies/Caribbean islands, Brazil, Barbados, 13 Colonies, Jamestown, Boston,
Pennsylvania)
o Map #4: “Coffee in the Age of Reason”

(label—Ethiopia, Yemen, Arabian Desert, Mecca, Sahara Desert, Cairo, Great Britain, London, France,
Paris, Netherlands, Suriname, Haiti, Cuba, Costa Rica, Venezuela, Brazil)
o Map #5: “Tea and the British Empire”

(label—China, Huang He River, Yangtze River, Mongolia, Gobi Desert, Tibet, Himalayan Mts., India,
Japan, Macao, South China Sea, Strait of Malacca, Dutch East Indies/Indonesia, Netherlands, Great
Britain, London, 13 Colonies, Boston)
o Map #6: “Coca-Cola and the Rise of America”

(label—United States, Atlanta, Washington D.C., New York, Japan, Europe, Germany, North Africa, the
Soviet Union, the “Iron Curtain”—look this up!, Berlin, Israel, Egypt, Lebanon, Jordan, Saudi Arabia, Iraq,
Kuwait, UAE)
Journal entries, essays, and the maps should be bound together in a portfolio/report cover with an illustrated cover sheet and a
table of contents. The portfolio is to be turned in on the FIRST DAY of class
Grading: This assignment will be your first major grade. 40% of the grade will be based on your thoughtful completion of the journals, 20%
will be based on your essays, and 40% will be based on your maps (including attention paid to the instructions provided above).
Also, be prepared to discuss the book and/or write an essay within the first days of school.
Final Words to Students: We advise you to pace your reading/writing over a few weeks during the summer. Do NOT wait until the
last few days before school to begin this assignment. Finally, we hope each of you has an invigorating and restful summer, and we
look forward to meeting you in August!