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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