5 = extremely well qualified 4 = well qualified 3 = qualified 2 = possibly qualified 1 = no recommendation AP World History Summer Assignment 2013-2014 School Year Instructors: Brian Bednarski: [email protected]Heather Hess: [email protected]Kim Clark: [email protected]Stefanie Lane: [email protected]Advanced Placement World History enables students to pursue college-level studies while still in high school. AP provides willing and academically prepared students with the opportunity to earn college credit, advanced placement or both. Taking AP courses also demonstrates to college admission officers that students have sought out the most rigorous course work available to them. Students and parents should keep in mind the following expectations for the course: AP World History requires extensive reading and writing outside class AP World history requires self-discipline to complete assignments, and willingness to work on improving skills A key to success in AP World is to be motivated and to have a passion for history Students will also be expected to complete a summer assignment. The assignment will be due on the first day of class. All assignments can be found on your teacher’s website. The assignment consists of three parts: o Part A – Unit One and Unit Two Question Packet Students will answer all questions in their own handwriting, using outside resources o Part B – DBQ Analysis Print off the DBQ (pgs. 2-6 of the PDF). Follow the essay guidelines preceding the essay prompt and write your essay on the lined pages in the question packet. This essay writing activity should take no more than 60 minutes. Remember, on your AP exam you will have to write your DBQ in 35-45 minutes o Part C – Sterns Lecture Read Lecture Five: Cultural Change in the Classical Period and create Cornell questions and summaries for each section of notes. o Part D – Personalities and Problems Comparative Readings Read Zoroaster and Buddhism: Explaining Suffering and Confucius and Plato: A Few Really Good People. Answer the corresponding questions for each reading. The AP World History exam will take place on May 15 th , 2014. The AP World History Exam is 3 hours and 5 minutes long and includes both a 55-minute multiple-choice section and a 130- minute free-response section. The multiple-choice section of the examination accounts for half of the student's exam score, and the free-response section for the other half. Each AP Exam score is a weighted combination of the student's scores on the multiple-choice section and the free-response section. The final score is reported on a 5-point scale: Question Type Number of Questions Timing Multiple choice 70 55 minutes Document Based Questions 1 question 50 minutes Continuity and change-over-time essay 1 question 40 minutes Comparative essay 1 question 40 minutes
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5 = extremely well qualified 4 = well qualified 3 = qualified 2 = possibly qualified 1 = no recommendation
AP World History Summer Assignment
2013-2014 School Year Instructors: Brian Bednarski: [email protected] Heather Hess: [email protected] Kim Clark: [email protected] Stefanie Lane: [email protected] Advanced Placement World History enables students to pursue college-level studies while still in high school. AP provides willing and academically prepared students with the opportunity to earn college credit, advanced placement or both. Taking AP courses also demonstrates to college admission officers that students have sought out the most rigorous course work available to them.
Students and parents should keep in mind the following expectations for the course:
AP World History requires extensive reading and writing outside class
AP World history requires self-discipline to complete assignments, and willingness to work on improving skills
A key to success in AP World is to be motivated and to have a passion for history
Students will also be expected to complete a summer assignment. The assignment will be due on the first day of class. All assignments can be found on your teacher’s website. The assignment consists of three parts:
o Part A – Unit One and Unit Two Question Packet
Students will answer all questions in their own handwriting, using outside resources
o Part B – DBQ Analysis
Print off the DBQ (pgs. 2-6 of the PDF). Follow the essay guidelines preceding the essay prompt and
write your essay on the lined pages in the question packet. This essay writing activity should take no
more than 60 minutes. Remember, on your AP exam you will have to write your DBQ in 35-45
minutes
o Part C – Sterns Lecture
Read Lecture Five: Cultural Change in the Classical Period and create Cornell questions and
summaries for each section of notes.
o Part D – Personalities and Problems Comparative Readings
Read Zoroaster and Buddhism: Explaining Suffering and Confucius and Plato: A Few Really Good
People.
Answer the corresponding questions for each reading.
The AP World History exam will take place on May 15th, 2014. The AP World History Exam is 3 hours and 5 minutes long and includes both a 55-minute multiple-choice section and a 130-
minute free-response section. The multiple-choice section of the examination accounts for half of the student's exam score, and the free-response section for the other half.
Each AP Exam score is a weighted combination of the student's scores on the multiple-choice section and the free-response section. The final score is reported on a 5-point scale:
Question Type Number of Questions
Timing
Multiple choice 70 55 minutes
Document Based Questions 1 question 50 minutes
Continuity and change-over-time essay 1 question 40 minutes
Comparative essay 1 question 40 minutes
The AP World History course content is structured around the investigation of course themes and key concepts in six chronological periods. The six historical periods, from approximately 8000 B.C.E. to the present, provide a temporal framework for the course. The instructional importance and assessment weighting for each period varies.
Course Themes
The Five course themes below present areas of historical inquiry that will be investigated throughout the year. The goal is to help
students recognize the broad trends and processes that have developed over centuries around the world.
1) Interaction between Humans and the Environment
How does the environment shape human societies and how do human societies shape the environment? Consider things such as:
o demography and disease o migration and patterns of settlement o technology
2) Development and Interaction of Cultures
How do societies use, disseminate and adapt ideas, beliefs and knowledge between and within societies? Consider things such as:
o religions, belief systems, philosophies and ideologies o science and technology, arts and architecture
3) State-building, Expansion and Conflict
What are the processes by which hierarchical systems of rule have been constructed and maintained? What are the
conflicts generated through these processes? Consider things such as:
o political structures and forms of governance o empires, nations and nationalism/ revolts and revolutions o regional, transregional and global organizations
4) Creation, Expansion and Interaction of Economic Systems
What are the patterns of trade and commerce between regional and global networks of communication and exchange? What are their effects on economic growth and decline? Consider things such as:
o agricultural and pastoral production o trade and commerce, labor systems, and industrialization o socialism and capitalism
5) Development and transformation of Social Structures
What are the processes through which social categories, roles and practices were created, maintained and transformed? o gender roles and relations, family and kinship o racial, ethnic constructions, and social/economic classes
Period Period Title Date Range Weighting on AP Exam
1 Technological and Environmental Transformations
To 600 B.C.E 5%
2 Organization and Reorganization of Human Societies
600 B.C.E to 600 C.E 15%
3 Regional and Transregional Interactions
600 C.E to 1450 20%
4 Global Interactions
1450 to 1750 20%
5 Industrialization and Global Integration
1750 to 1900 20%
6
Accelerating Global Change and Realignments 1900 to the present 20%
Part A
This assignment will cover background information for Unit One and Unit Two of AP World History. Complete each task,
recording your answers in the packet.
Unit One
Task 1: Core and Foundational Civilizations
Map Exercise: “Peopling of the World”
- Use arrows, headings, and dates to illustrate the migration of early humans from Africa to Eurasia, Australia and the
Americas. (Headings should include dates of migration).
Map Exercise: “Core and Fundamental Civilizations”
- Locate/label and create a key for:
Mesopotamia – Tigris and Euphrates Rivers
Egypt – Nile River
Indus Valley – Harappa and Mohenjo-Daro – Indus River
Shang China – Yellow River
Olmecs
Chavin
Neolithic Revolution and Beginning of Civilizations:
Define the Neolithic Revolution --
Key
In relation to the Neolithic Revolution, create a Venn diagram comparing Agriculturalists and Pastoralists:
Describe in a paragraph below, the various environmental impacts of the Neolithic Revolution (agriculturalists and
pastoralists).
How did the Neolithic Revolution change society socially, politically, economically, and technologically?
Agriculturalist Pastoralists
Task 2: Culture
In the chart below describe specifically, in bullet point form, how the following technological innovations led to
improvements in agricultural production, trade and transportation.
Improvements in agricultural production, trade, and transportation:
Pottery Plows Woven Textiles Metallurgy Wheels and Wheeled Vehicles
“New Weapons”
Select one of the following, compound bows or iron weapons, and describe how it transformed warfare in agrarian
civilizations.
“New modes of transportation”
Select one of the following, chariots or horseback riding, and describe how it transformed warfare in agrarian civilizations.
“Monumental architecture and urban planning”
Choose 3 of the following examples of architecture/urban planning, find a picture and complete the information for each:
o Ziggurats
o Pyramids
o Temples
o Defensive walls
o Streets and roads
o Sewage and water systems
Picture Here
Picture Here
Picture Here
What: Where: Date: Civilization: Purpose:
What: Where: Date: Civilization: Purpose:
What: Where: Date: Civilization: Purpose:
“Systems of record keeping”
Choose two of the following “systems of record keeping” and compare them using a Venn diagram, then write your name
(the best you can) in each form of writing:
o Cuneiform
o Hieroglyphs
o Pictographs
o Alphabet
o Quipu
Task 3: Literature
Describe how the following excerpts reflect the cultures from which they originated:
"My friend, why are the Great Gods in conference?
(In my dream) Anu, Enlil, and Shamash held a council,and Anu spoke to Enlil:
'Because they killed the Bull of Heaven and have also slainHumbaba,
the one of them who pulled up the Cedar of the Mountainmust die!'
Enlil said:'Let Enkidu die, but Gilgamesh must not die!”
-Epic of Gilgamesh
How does the excerpt above, from Gilgamesh reflect Mesopotamian culture?
“One should perform Karma with nonchalance without expecting the benefits because
sooner or later one shall definitely gets the fruits.” -- Rig Veda
How does the excerpt above, from the Rig Veda, reflect Indian culture?
“Hail to you gods, on that day of the great reckoning. Behold me, I have come to you,
without sin, without guilt, without evil, without a witness against me, without one whom I
have wronged. I am one pure of mouth, pure of hands.”
-- The Book of the Dead, The Address to the Gods, 1700-1000 B.C.
How does the excerpt above, from the Egyptian Book of the Dead, reflect Egyptian culture?
What commonality/s can you identify about all three cultures from the excerpts?