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2016-17 AP World History Summer Assignment
Welcome to Mr. Cress’ AP World History class! I am looking forward to a great year with you
as we explore more than 10,000 years of human history. These assignments will assist you in
building a fundamental knowledge of World History and are intended to lay the foundation for
the first unit and subsequent material covered during the course of the year.
In order to be successful in this class, you will need to stay focused and work hard. You should
be prepared to spend four to six hours a week outside of class on AP World History. If this does
not seem realistic for you and your schedule, then you may want to reconsider taking this course.
Reading is essential to your success in this class and therefore, must become a part of your daily
preparations. As we explore human history, we will learn and develop valuable critical thinking
and writing skills as we prepare for the AP World History Exam on Thursday, May 11, 2017.
This is a challenging and exciting class that will offer us the opportunity to look at the big picture
of history, trace various cultures over time, and examine human interactions.
The purpose of this summer assignment is to allow us to get a jumpstart on the curriculum. Our
textbook has 29 chapters which we need to cover in about 30 weeks in order for us to have time
to review before the AP exam. The summer assignment will also provide us with an opportunity
to go into more depth on certain topic throughout the school year.
This summer assignment is due the first day of class, Monday, August 15, or Tuesday,
August 16, 2016, depending upon your schedule.
You will be turning in all maps, vocabulary charts, PIRATES charts, essay, and all answers to
questions on that first class day. Late assignments will not be accepted as you will be tested on
some of the information from this assignment during the first week of class. It is important that
you show that you are capable of successfully completing this independent assignment in the
time allotted. This gives a very clear indication of your ability to handle the college-level course
load you will experience throughout the school year. The only exception will be those students
that enrolled new to our academy or were added to the class roll during the summer. Anyone
who registered for this class prior to Friday, June 10, 2016, will be expected to have the
assignment completed by the first day of class.
Students may wish to purchase a copy of Cracking the AP World History Exam 2017 (The
Princeton Review). This is a review and practice guide that will help students prepare for the AP
exam in May. It is suggested that you follow along in this book as we go through the curriculum
this year.
I will be available by email during the summer. You can also contact me through the contact
form on website. Please do not expect an immediate response, it may take a few days, but I will
get back to you. Good luck and do not wait until the week before school begins to start working
on this assignment. I look forward to seeing you in August!
Greg Cress
Email: [email protected]
Part 1: Map Activity
Using the outline maps provided, locate and neatly label the land and water features listed below in the
color indicated parentheses. Print neatly and make sure your maps are easy to read. Refer to page 35 in
the AP World History Course and Exam Description (available on the AP website https://secure-
media.collegeboard.org/digitalServices/pdf/ap/ap-world-history-course-and-exam-description-effective-
fall-2016.pdf). You may color the maps if you so choose; however, please use a color or striping to
indicate regions that overlap.
AP World Regions – Color Code Rivers – (draw them in dark blue)
1. North Africa 1. Nile River
2. West Africa 2. Tigris
3. East Africa 3. Euphrates
4. Central Africa 4. Amazon River
5. Southern Africa 5. Mississippi River
6. Middle East (Southwest Asia) 6. Rio Grande River
7. East Asia 7. Indus River
8. Central Asia 8. Huang He (Yellow River)
9. South Asia 9. Yangtze
10. Latin America & the Caribbean 10. Ganges River
11. North America 11. Irrawaddy River
12. Europe 12. Mekong
13. Oceania 13. Congo River
14. Rhine
Oceans, Seas, Bays, Lakes (light blue) 15. Danube
1. Atlantic Ocean 16. Niger River
2. Pacific Ocean
3. Indian Ocean Straits (Purple)
4. Arctic Ocean 1. Bosporus Strait
5. North Sea 2. Strait of Magellan
6. Baltic Sea 3. Strait of Gibraltar
7. English Channel 4. Strait of Malacca
8. Norwegian Sea
9. Barents Sea Deserts (Tan or Yellow)
10. Mediterranean Sea 1. Gobi Desert
11. Adriatic Sea 2. Kalahari Desert
12. Aegean Sea 3. Sahara Desert
13. Black Sea 4. Thar Desert
14. Caspian Sea 5. Sierra Madre Desert
15. Great Lakes 6. Mojave Desert
16. Red Sea 7. Namib Desert
17. Persian Gulf 8. Arabian Desert
18. Arabian Sea
19. Bay of Bengal Mountains (Orange)
20. South China Sea 1. Himalayas
21. East China Sea 2. Hindu Kush
22. Sea of Japan 3. Andes
23. Caribbean Sea 4. Sierra Madre
24. Gulf of Mexico 5. Alps
25. Hudson Bay 6. Appalachian
7. Rocky Mountains
8. Atlas Mountains
9. Ural Mountains
10. Pyrenees Mountains
11. Alaskan Range
AP World Regions
Bodies of Water and Rivers
Mountains, Deserts and Landforms
Part 2: Common World History Vocabulary
Over the next few pages, you will see key vocabulary terms that will be repeated throughout the APWH
course. These terms will apply to many different cultures and periods. It is important that you become
familiar with these terms and their meanings, your definitions should be in complete sentences that
thoroughly defines these terms as they relate to the study of World History.
Absolutism
Agriculture
Aristocracy
Bias
Bureaucracy
Caliph
Chiefdom
City-State
Civilization
Commercial
Demography
Despot
Divination
Dynasty
Empire
Epidemic
Forager
Globalization
Indentured
Servant
Interregional
Kingdom
Medieval
Merchant
Monarchy
Monotheism
Nation
Neolithic
Nobility
Nomad
Ocean
Oligarchy
Pandemic
Papacy
Pastoral
Patriarchal
Periodization
Polytheism
Prehistoric
Primary
Source
Revolution
Rural
Scribe
Secondary
Source
Serf
Shaman
Slave
State
Steppes
Urban
Part 3: PIRATES Charts
Throughout the course you will be asked to analyze cultures and civilizations to a basic level in order to
recognize the MOST important characteristics allowing you to easily compare one civilization with
another. A PIRATES chart will be used to assist in the analysis of a civilization/culture in seven basic
components.
To complete this portion of the summer assignment, use the internet or other resources, and analyze
each of the following civilizations. Complete the following PIRATES chart for each civilization listed.
Include specific and general information (minimum of 5 bullet statements per topic).
Explanation of PIRATES categories:
POLITICAL
o having to do with gaining, seeking, and organizing power
o events related to the function of government: making laws, enforcing laws, and
interpreting laws
INTERACTION WITH ENVIRONMENT
o having to do with how the environment shaped human societies and how humans shaped
the environment
o including such issues as demography, disease, migration, patterns of settlement, and
environmental technology
RELIGIOUS
o having to do with religious beliefs, whether organized or traditional
o the religious institutions of culture
ART AND ARCHITECTURE
o having to do with art (visual, musical, written) and architecture as well as intellectual
movements/philosophies
TECHNOLOGY
o having to do with the technology used by the society
o new inventions/innovations
ECONOMIC
o having to do with how people meet the basic material needs
o the production, distribution, and consumption of goods and services
o including such issues as domestic and interregional/international trade, monetary policies
and taxation
SOCIETY
o having to do with people in groups, their living together, and relations with one another
o includes such issues as: gender, economic status and ethnicity
PIRATES Chart
Mesopotamia Tigris and Euphrates River Valley
Political Leaders/groups
State Structures
Wars
Diplomacy/treaties
Courts/laws
Interaction Geography
Migrations
Environmental
Patterns of
settlement
Religious Sacred texts
Beliefs/teachings
Conversion
Sin/salvation
Deities
Art & Architecture Writing/literature
Music
Philosophy
Education
Intellectual achievements
Painting/sculpture
Technology Industries Inventions
Innovations
Weapons
Math/science
Economic Type of system
Trade/commerce
Capital/money
Types of business
Society Family
Gender relations
Social classes
Entertainment
Life styles
PIRATES Chart
Ancient Egypt Old and New Kingdoms (Nile River Valley)
Political Leaders/groups
State Structures
Wars
Diplomacy/treaties
Courts/laws
Interaction Geography
Migrations
Environmental
Patterns of
settlement
Religious Sacred texts
Beliefs/teachings
Conversion
Sin/salvation
Deities
Art & Architecture Writing/literature
Music
Philosophy
Education
Intellectual achievements
Painting/sculpture
Technology Industries Inventions
Innovations
Weapons
Math/science
Economic Type of system
Trade/commerce
Capital/money
Types of business
Society Family
Gender relations
Social classes
Entertainment
Life styles
PIRATES Chart
Indus River Valley Harappa and Mahenjo-Daro
Political Leaders/groups
State Structures
Wars
Diplomacy/treaties
Courts/laws
Interaction Geography
Migrations
Environmental
Patterns of
settlement
Religious Sacred texts
Beliefs/teachings
Conversion
Sin/salvation
Deities
Art & Architecture Writing/literature
Music
Philosophy
Education
Intellectual achievements
Painting/sculpture
Technology Industries Inventions
Innovations
Weapons
Math/science
Economic Type of system
Trade/commerce
Capital/money
Types of business
Society Family
Gender relations
Social classes
Entertainment
Life styles
PIRATES Chart
Huang He River Valley Shang and Zhou Dynasties
Political Leaders/groups
State Structures
Wars
Diplomacy/treaties
Courts/laws
Interaction Geography
Migrations
Environmental
Patterns of
settlement
Religious Sacred texts
Beliefs/teachings
Conversion
Sin/salvation
Deities
Art & Architecture Writing/literature
Music
Philosophy
Education
Intellectual achievements
Painting/sculpture
Technology Industries Inventions
Innovations
Weapons
Math/science
Economic Type of system
Trade/commerce
Capital/money
Types of business
Society Family
Gender relations
Social classes
Entertainment
Life styles
PIRATES Chart
Mesoamerica and South America Olmecs and Chavin
Political Leaders/groups
State Structures
Wars
Diplomacy/treaties
Courts/laws
Interaction Geography
Migrations
Environmental
Patterns of
settlement
Religious Sacred texts
Beliefs/teachings
Conversion
Sin/salvation
Deities
Art & Architecture Writing/literature
Music
Philosophy
Education
Intellectual achievements
Painting/sculpture
Technology Industries Inventions
Innovations
Weapons
Math/science
Economic Type of system
Trade/commerce
Capital/money
Types of business
Society Family
Gender relations
Social classes
Entertainment
Life styles
Part 4: Continuity and Change Over Time Essay
One of the Historical Thinking Skills that you will be developing throughout the AP World History
course is the ability to recognize, analyze, and evaluate the dynamics of historical continuity and change
over periods of time and the ability to relate those patterns to larger historical processes or themes. For
example, we could look at how world trade patterns changed from 1450 to 1750, or how the role of
women changed in the Middle East from 1900 to the present. This skill requires students to examine the
beginning situation, what caused the situation to change, and what the conditions are at the end of the
time period; while also considering conditions that stayed the same throughout the time frame.
For this portion of the summer assignment, you will write a CCOT essay about yourself. You should pick
an area to focus on: education, friend, responsibility, religious life, family, athletics, music, or another
topic of your choosing. In regards to a time frame, start the essay wherever it is appropriate for the topic.
More advanced essays will look at 3-4 different areas (1 paragraph for each) and will be able to tie them
all together to give a more thorough analysis of you.
The chart below should be completed to help you plan before you write and to provide an organizational
structure for your essay. You will use a similar organizational chart throughout the year as you develop
this particular historical thinking skill. If you are striving for a more advanced essay, you would have 3-4
different charts (1 for each category).
Basic essay will have a minimum of three paragraphs with a clear thesis. Basic essays will earn a
maximum grade of B. In order to earn an A for this portion of the assignment, you will need to attempt
the more advanced essay and have a logical thesis tying the different areas together. By completing the
essay, I will have an opportunity to assess your writing ability as we begin class. Final essays should be
typed (single-space, 12 point font) or hand written and turned in separate from the rest of summer
assignment on the first day of school (August 15 or 16, depending on your class schedule).
Characteristics at
beginning of Time
Period
Examples of Significant Changes, Turning Points or
Developments
Note type of change (sudden, gradual, developmental)
Characteristics at
end of Time Period
1.
2.
3.
Significant Continuities
1.
2.
3.
Reasons Why Changes
& Continuities
Occurred
1.
2.
3.
Part 5: Unit One Reading and Questions
Technically, APWH begins firmly in the Neolithic Era, “New Stone Age,” (c. 8000-3500 BCE)
it is important for students to have a basic knowledge of the Paleolithic Era (Old Stone Age). For
thousands of years, human beings lived in hunter-gather societies. Each day, the members of
these societies would rely on hunting game and gathering roots, berries, and grasses to survive.
Although this lifestyle seems brutish to our standards, these societies flourished for thousands of
years prior to the Neolithic Revolution and the advent of sedentary farming. The survival skills
of these early human societies that developed during the Paleolithic Era allowed humans to
spread around the globe at an amazing pace. By 12,000 BCE, human beings could be found on
six of the world’s seven continents.
The purpose of this portion of the assignment is to introduce APWH students to the movements
of human during the Paleolithic period, the hunter-gather lifestyle, and the transition toward
sedentary agriculture of the Neolithic Revolution. As you read a combination of secondary
sources and respond to the questions below, you will gain an understanding of this early period
of world history. The questions are designed to develop your critical thinking about what you are
reading while you combine multiple source to arrive at a single, well written response. Each
question should be should be answered in a 1 to 2 page response.
Each of the following article can be found on the resource link of my website:
1. “Human Life in the Era of Hunters and Gathers” developed by History-World org.
2. “Agriculture and the Origins of Civilization: The Neolithic Revolution” developed by History-
World.org.
3. “The Neolithic Transition” developed by History-World.org.
Questions
1. Explain how human technology and social development fostered the rapid movement of
people throughout the globe during the later phases of the Paleolithic Era (c. 60,000 to 12,000
BCE). Be sure to include how developments allowed early hunter-gathers to cope with various
environmental pressures and challenges as they moved from continent to continent.
2. Compare the advantages and disadvantages of adopting a sedentary agricultural lifestyle. In
order to answer this question, you will need to look at the factors that motivated formerly
nomadic peoples to settle down and adopt a sedentary lifestyle. What were some of the benefits?
Were there any negative consequences of settling down? How did the social roles of both men
and women change as a result of this new sedentary lifestyle?
Part 6: Unit One – Jared Diamond and the Neolithic Revolution
The Neolithic Revolution is considered one of the seminal events in human history. Over a
period of several thousand years, humans went from being a nomadic species to a sedentary,
agricultural society. Anthropologists and historians have discussed and debated the importance
and nature of this shift from nomadic hunter-gathers to sedentary farmers, which led to the
development of civilization as we know it today. Not all historians agree with the premise that
this shift was necessarily a positive change for development of mankind. Some even argue that
the Neolithic Revolution was not a positive, but rather a tragic turning point in mankind’s
history.
Anthropologist Jared Diamond is a leading voice of the negative view of the Neolithic
Revolution. In an article written by Diamond, The Worst Mistake in the History of the Human
Race, Diamond argues that not only was the Neolithic Revolution not positive, but that it led to
all of the evils that exist in the world today. Read the article, found on the resource link of my
website, and respond to the following questions:
1. What do you believe to be Diamond’s thesis?
2. What are Diamond’s most persuasive statements? Why?
3. Many critics argue that Diamond himself has had many opportunities to join a hunter-gather
society, yet he refuses. Should it influence our opinions of his argument if he is not willing to
live with the consequences of his decision?
4. What should human beings and human societies want from their existence?
