Download AP World History Summer Assignment Information

AP World History Summer Assignment Information
Attention all students who will be taking AP World History during the
2013-2014 school year: Complete the AP World History summer assignment
packet (!). There are five (5) documents that are part of the summer assignment
packet:
1. APWH CA Explanation&Receipts 2013-2014
2. APWH SA Part 1 Why&HowResponse 2013-2014
3. APWH SA Part 2 Organization 2013-2014
4. APWH CA Part 3 WebExploration 2013-2014
5. APWH SA Part 4 Dates&Maps 2013-2014
Scroll down to the bottom of this webpage and you can download, save, and print any
or all of the documents. You can also access all of the assignment packet pieces on
the CNEC website (http://cnec.cusd.com/academics/advance-placement-classes).
If you decide that you want to complete one of the extra credit options for Part 1,
consider using the program Audacity for audio editing, which is a free-download from
http://audacity.sourceforge.net .
SPECIAL NOTES REGARDING APWH SA Part 3 WebExploration 2013-2104”:
 Mrs. Smoot was going to change the names of some of the categories on her
website but then decided not to do so. Therefore, ignore the first two letters for the
categories that she put on the summer assignment sheet. You simply need to write
the correct title for each webpage on her website, and then write the explanation for
each section.
 If you experience any problems with the textbook website, please be patient. If
something isn’t working, leave it alone for a while and then come back to it. It could
be that the textbook company is working on that part of the website and therefore is
not working for a short period of time.
Go to the following url to access our AP World History textbook's support website:
www.mhhe.com/bentley4
Then click on "Student Edition".
For edition 5, go to http://glenncoe.mcgraw-hill.com/sites/0024122010/,
http://glencoe.mcgraw-hill.com/sites/0024122010/student_view0/,
or
www.glencoe.com/bentleyAP5 .
Course Framework
This exciting class allows students to look at the big picture of history, traces cultures
over time, and examines human interactions. The purpose of the AP World History
course is to develop greater understanding of the evolution of global processes and
contacts in human societies. The course offers balanced global coverage of 10,000
years of human history and builds on an understanding of geographical, cultural,
institutional, and technological precedents which set the human stage. It highlights the
nature of changes in international frameworks and their causes and consequences, as
well as comparisons among major societies. This results in a holistic, systematic, and
global view of history.
Learning about history is learning to think and develop the skills to analyze historical
evidence in order to interpret and evaluate events, situations, and trends in World
History. Students in AP World History are expected to read a college-level textbook,
read historically-based material, and to think and formulate their own views of the
events and people studied. During this course, students will participate in Socratic
seminars to discuss the diverse interpretations of historians and scholars including
those presented in the textbook and supplemental sources. Additionally, students will
participate in learning situations which will require the analysis of human commonalities
and differences, as well as the examination of the critical historical context of diverse
ideas and values. Students will acquire skills through work with primary documents in
making cause and effect relationships, identifying trends and cycles, and detecting
bias. AP World History is not the simple retention of facts and dates; rather it is the
interpretation and analysis of these facts that are at the core of this class. Lastly,
please remember that writing is a manifestation of analysis and the thinking process.
Advanced Placement (AP) classes are courses designed to attract and challenge
students who have strong reading, writing, and thinking skills and who work well in an
accelerated, demanding classroom environment. To be successful in an AP class,
students will need stay focused, work hard, and have good attendance. A good work
ethic is essential; falling behind in the class is not an option. Students enrolled in AP
World History must realize that the average grade in AP and high school “Honors”
courses is a “B;” therefore, students are not guaranteed to earn an “A,” and, in many
cases, will not earn an “A.” However, colleges say that they would prefer to see a “B” in
an AP/Honors class rather than an “A” in a regular class. AP classes move at a faster
pace, have higher expectations, and present a more rigorous and analytical
curriculum. In addition, AP classes are designed to develop students' abilities as critical
thinkers and offer them a college-level course with college-level expectations. Colleges
will make note of the fact that students were willing to take on the challenge of a college
class when student transcripts are sent to colleges as part of the college application
process. In fact, the difference between a regular history course and an AP alternative
is that an AP class is a college class. AP courses are also aimed at preparing students
for the AP examination in May, which is composed of three (3) essays and a multiple
choice test. In fact, students who take AP World History must plan on registering (there
is a fee for registration) and taking the AP exam in May. Students who pass the AP
exam (a score of 3 or higher on a scale of 1-5) will earn college credit. AP World
History students must also take the CST history test in late April-early May.
AP World History Themes
Success in the AP World History course and on the AP Exam requires dual
competencies: (1) command of the facts and (2) the critical thinking skills necessary to
effectively manipulate these facts. The following five (5) course themes below present
areas of historical inquiry that will be investigated at various points throughout the
course and revisited as manifested in particular historical developments over time.
These themes articulate at a broad level the main ideas that are developed throughout
the entire span of the course. They are used throughout the course to organize the vast
amount of material and to identify patterns and processes that explain both the changes
and the continuities throughout time as students learn to make connections between
one period of time and the next.
Each theme includes a list of related key topics. The key concepts were derived from an
explicit consideration of these themes, with the goal of making the themes more
concrete for the course content within each historical period. This clear connection
between themes and key concepts means students can put what is particular about one
historical period into a larger framework. In this way, the themes facilitate cross-period
questions and help students recognize broad trends and processes that have
developed over centuries in various regions of the world.
AP World History Theme 1: Interaction between humans and the environment
• Demography and disease
• Migration
• Patterns of settlement
• Technology
AP World History Theme 2: Development and interaction of cultures
• Religions
• Belief systems, philosophies, and ideologies
• Science and technology
• The arts and architecture
AP World History Theme 3: State-building, expansion, and conflict
• Political structures and forms of governance
• Empires
• Nations and nationalism
• Revolts and revolutions
• Regional, transregional, and global structures and organizations
AP World History Theme 4: Creation, expansion, and interaction of economic
systems
• Agricultural and pastoral production
• Trade and commerce
• Labor systems
• Industrialization
• Capitalism and socialism
·
AP World History Theme 5: Development and transformation of social structure
• Gender roles and relations
• Family and kinship
• Racial and ethnic constructions
• Social and economic classes
Course Content
Multiple chapters will be covered each week during the school year.
Periodization 1: “Technological and Environmental Transformations” – c. 8000 to c. 600
B.C.E.
Key Concept 1.1. Big Geography and the Peopling of the Earth
Key Concept 1.2. The Neolithic Revolution and Early Agricultural Societies
Key Concept 1.3. The Development and Interactions of Early Agricultural, Pastoral, and Urban
Societies
Periodization 2: “Organization and Reorganization of Human Societies” – c. 600 B.C.E.
to c. 600 C.E.
Key Concept 2.1. The Development and Codification of Religious and Cultural Traditions
Key Concept 2.2. The Development of States and Empires
Key Concept 2.3. Emergence of Transregional Networks of Communication and Exchange
Periodization 3: “Regional and Transregional Interactions” – c. 600 to c. 1450 (C.E.)
Key Concept 3.1. Expansion and Intensification of Communication and Exchange Networks
Key Concept 3.2. Continuity and Innovation of State Forms and Their Interactions
Key Concept 3.3. Increased Economic Productive Capacity and Its Consequences
Periodization 4: “Global Interactions” – c. 1450 to c. 1750 (C.E.)
Key Concept 4.1. Globalizing Networks of Communication and Exchange
Key Concept 4.2. New Forms of Social Organization and Modes of Production
Key Concept 4.3. State Consolidation and Imperial Expansion
Periodization 5: “Industrialization and Global Integration” – c. 1750 to c. 1900 (C.E.)
Key Concept 5.1. Industrialization and Global Capitalism
Key Concept 5.2. Imperialism and Nation-State Formation
Key Concept 5.3. Nationalism, Revolution and Reform
Key Concept 5.4. Global Migration
Periodization 6: “Accelerating Global Change and Realignments” – c. 1900 (C.E.) to the
present
Key Concept 6.1. Science and the Environment
Key Concept 6.2. Global Conflicts and Their Consequences
Key Concept 6.3. New Conceptualizations of Global Economy, Society, and Culture