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AP World History Due on the 1st day of school!
Summer Reading Assignment 2014-15
You will need to check out your AP World History textbook from the library, or they
might have them in the front office (starting mid to late June). Read Chapters 1-3
and take notes using the Cornell note templates. You will also complete the focus
questions and flashcards. Please contact Scott Martin at [email protected]
with any questions.
You have three assignments (part 1, 2, and 3) to complete for your AP World History summer
assignment. All three assignments are due on the first day of school. If you do not complete all
3 assignments then you will not receive the test curve on the test that we will have the first or
second week of school. All of the assignments are for a grade. Pace yourself over the summer.
Everything that you need is in this assignment packet (26 pages).
Assignment #1- Take notes over chapters 1-3 of your AP World History book that
you will check out over the summer. You will use the Cornell note templates to do
this. No typed notes. Write small and neat.
Assignment # 2- Complete the Unit 1 focus questions on a separate sheet of paper.
Answer them as thoroughly as possible. No typed answers.
Assignment # 3- Complete all of the flashcards (82 Total). All of the words on the
flashcard list must be done completely following the directions. Many of the words
are already defined on my website. I use the standard teacher website through
mckinneyisd.net. Scott Martin. No digital or typed cards.
What is the best order to do these assignments in? I recommend doing the notes first because
the reading will build the foundation for the other assignments. After that it is up to you.
On the first day of school you will staple your focus questions to the back of your Cornell notes
and turn in your note cards with a rubber band around them.
Students who are approved by McKinney ISD to type their assignments may do so.
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AP World History Due on the 1st day of school!
Summer Reading Assignment Part I Focus Questions – Unit 1
You need to check out your AP World History textbook from the library (starting mid-June) over the
summer.
Answer each question with complete sentences. Provide the most complete answer necessary and be sure to include specific information and vocabulary. These answers must be handwritten. No typed answers will
be accepted.
1. What is the evidence that explains the earliest history of humans and the planet? 2. What are the theories that interpret this evidence? 3. Where did humans first appear on Earth, and what were their society, technology, and
culture? 4. Describe earliest humans’ technology & tools. 5. What were the earliest humans’ religious beliefs and practices? 6. How did the earliest humans’ society help them procure enough supplies to survive? 7. What were the long-term demographic, social, political, and economic effects of the Neolithic
Revolution? 8. How did pastoral societies resemble or differ from early agricultural societies? 9. Where did pastoralism persist even after the Neolithic Revolution? 10. How did the Neolithic Revolution affect human societies economically & socially? 11. Why did the Neolithic Revolution start (at all)? 12. Where did the Neolithic Revolution first transform human populations? (Plural answer) 13. What various crops & animals were developed or domesticated during the Neolithic
Revolution? 14. What labor adjustments did humans make in order to facilitate the Neolithic Revolution? 15. What were the environmental effects of the Neolithic Revolution? 16. What effects did pastoralism & agriculture have on the food supply? 17. What were the social effects of the increased food supply caused by increase of agriculture? 18. What technological innovations are associated with the growth of agriculture? 19. What is a ‘civilization,’ and what are the defining characteristics of a civilization? 20. How did civilizations develop and grow more complex before 600 BCE? 21. What were the effects of this increasing complexity? 22. Where did the earliest civilizations develop, and why did they develop in those locations? 23. What is a “state?” Who ruled the early states, and which segments of society usually
supported the ruler? 24. Why were some early states able to expand and conquering neighboring states? 25. Give four examples of early empires in the Nile & Tigris/Euphrates River Valleys. 26. What role did pastoral civilizations in relation to empires? 27. What methods did rulers use to unify their populations? 28. What architectural forms did early civilizations produce? 29. Which social changes encouraged the development of art in ancient civilizations? 30. What forms of writing developed in ancient civilizations? 31. What was the relationship between literature and culture? 32. What pre-600 BCE religions strongly influenced later eras? 33. How “big” were the pre-600 BCE trading regions?
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34. How did social and gender identities develop pre-600 BCE? Due on the 1st day of school!
Summer Reading Assignment Part II
AP World History – Unit 1 Key Terms
Complete a flashcard for each of the following terms (See Flashcard Assignment attached). Be sure to follow the
instructions carefully. Cards have to be done by hand. No typing or digital note-cards.
1. Myths of origin 2. Big History 3. Comparative History 4. Cosmic calendar 5. Three “C”s of World History 6. prehistory vs. history 7. stages of hominid development 8. “Out of Africa” thesis vs. multiregional thesis 9. Paleolithic Era 10. Neolithic Revolution 11. family units, clans, tribes 12. nomadic hunters/gatherers 13. Ice Age 14. civilization 15. Domestication of plants and animals 16. nomadic pastoralism 17. migratory farmers 18. Austronesian migrations 19. patrilineal 20. irrigation systems 21. metalworking 22. ethnocentrism 23. sedentary agriculture
24. shifting cultivation 25. slash-and-burn agriculture 26. matrilineal 27. cultural diffusion 28. independent invention 29. specialization of labor 30. gender division of labor 31. metallurgy and metalworking 32. The San 33. The Chumash 34. Fertile Crescent 35. Epic of Gilgamesh 36. Hammurabi’s Law Code 37. Egyptian Book of the Dead 38. Nubia 39. Hyksos 40. Indus valley civilization 41. Rig Veda 42. Mohenjo Daro/Harappa 43. Hittites 44. Sumeria 45. Mesopotamia 46. the Assyrians and cavalry warfare 47. Shi Huangdi 48. cultural diffusion versus independent innovation
49. nomadic hunters/gatherers 50. climate changes 51. Agricultural Revolution 52. pottery 53. plows 54. wheels/wheeled vehicles 55. compound bows 56. iron weapons 57. chariots 58. horseback riding 59. tomol 60. shamans 61. ziggurats 62. temples 63. sewage and water systems 64. painting 65. Cuneiform 66. Hieroglyphs 67. Pictographs 68. Alphabets 69. Quipu 70. Eurasia 71. Venus figurines
72. Jomon figurines 73. Dreamtime 74. Clovis culture 75. Megafaunal extinction 76. Catalhuyuk 77. Bantu migration 78. Stateless societies 79. Olmec civilization 80. Teosinte 81. Secondary products revolution 82. Banpo
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AP WORLD HISTORY FLASHCARDS
You MUST complete all of the cards ASSIGNED TO YOU exactly as directed in order to receive the credit. All cards
must be turned in at the beginning of class on 1st day of school. The cards must follow the directions EXACTLY.
Term
a. Definition of the term - on the other side. Should be more than four words and reflect a historical meaning from the time period we are studying if the word has more than one meaning.
b. Significance/importance of the term c. Two association words - words that are linked to, or used with, your term or name of your person. The
association words will help you to understand connections and will help you in class and on your AP test.
d. AP World History Era (period) of the term. These are all period 1 e. AP World History Theme with which the word can be associated – This may sometimes be more than just one
theme. The eras (periods) and themes are in this packet.
All of the above information must be:
Handwritten, legibly on 3x5 cards
In blue/black pen
Numbered
Turned in with a rubber band around them
Front card must have your name, the chapters and your class period
Turned in at the beginning of class – this means all cards completed with the front name card and rubber banded
before the exams are handed out
The following WILL NOT be accepted:
Plagiarized cards
Late cards
Partially finished cards
Christopher Columbus
(Front Side)
1
a. Spanish explorer credited for discovering the New World while searching for a westward route to the Orient
b. Columbus’ discovery gave Spain claim to much of the land in the Americas with the economic, political and social expansion
that would follow
c. Columbian Exchange/Arawaks
d. Early Modern Period (1450-1750)
e. Creation, Expansion & Interaction of Economic Systems,
(Back Side)
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Overview of AP World History Course
What exactly is World History? (APWH) Let’s start with how the course is created.
Like all AP courses, APWH is created by the College Board, a non-profit organization that also creates the SAT and ACT.
Each AP course is designed by a Development Committee of about 8 high school teachers and college professors who
have years of experience teaching this course. This Development Committee also designs the National Exam given each
May across the United States and other countries around the world.
Philosophy of AP World History
If you were going to design a world history course, how would you decide what is important enough to include in the
course? Would you pick a set of important factual knowledge, or concentrate more on trends that affect the greatest
number of people? As the Development Committee says,
“The purpose of the AP World History course is to develop greater understanding of the evolution of global
processes and contacts, in interaction with different types of human societies. This understanding is achieved
through a combination of selective factual knowledge and appropriate analytical skills.”1
Note that the APWH stresses both “selective factual knowledge” and “appropriate analytical skills”. Why not just one or
the other? Factual knowledge alone would create a course that is little more than rote memorization of facts, without
necessarily any real understanding of interpretation of those facts. Given that an AP course should be the same difficulty
as a college-level course, AP students are required to demonstrate college-level thinking skills, which is how the
“appropriate analytical skills” fits in. Only when you combine the “selective factual knowledge” and the “appropriate
analytical skills” do you have the necessary ingredients for an AP course. So, history is part fact and part interpretation.
Memorizing facts is relatively easy. Learning to interpret facts is much more difficult. The Development Committee calls
these thinking skills “Historical Thinking Skills”.
Historical Thinking Skills, or “Why should I study world history?”
What skills should a student gain from AP World History? The answer is the “Historical Thinking Skills”. Every reading,
assignment, essay, etc should develop one or more of these skills. Students in any rigorous history course should be able
to:
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Historical Thinking Skills
Name of Skill Description
(Prerequisite)
Content Knowledge
Deep knowledge of a great deal of information – names, chronology, facts,
events, people, etc.
1 Crafting Historical Arguments From Historical Evidence
Historical
Argumentation
Make an argument that is:
o Based on evidence o Acknowledges both pro- and con- evidence
o Has a clear thesis
Evaluate other peoples’ arguments
Appropriate Use of
Relevant Historical
Evidence
Use evidence to support arguments
Understand the context and limitations of evidence
2 Chronological Reasoning
Historical Causation Relationship between causes and effects
o Short-term vs. Long-term
Differences among
o Causation vs. Coincidence vs. Correlation
Patterns of
Continuity & Change
Over Time
Recognize, analyze, and evaluate patterns of change/continuity.
Relate patterns to larger historical processes/themes.
Periodization Construct models of historical periodization.
Realize that the choice of specific dates is subjective.
Periodization changes a historical narrative.
Historians themselves are subjective and fallible.
3 Comparison and Contextualization
Comparison Compare multiple historical developments
o Within one society o Between different societies
o In different time periods or places Compare multiple perspectives on one topic.
Contextualization Connect developments to specific time and place.
Connect developments to broader processes.
4 Historical Interpretation and Synthesis
Interpretation Evaluate others’ interpretations of history.
Consider evidence, reasoning, contexts, points of view, frames of
reference.
Synthesis Apply all of the Historical Thinking Skills.
Draw on ideas from different fields or disciplines.
Creatively fusing disparate, and perhaps contradictory, evidence.
Apply insights to other historical contexts or circumstances, including
the present.
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Themes, or “How does AP categorize historical topics?”
The Historical Thinking Skills answer the question of “How should world history be studied?” Another crucial question is,
“How can I possibly remember all the “stuff” I’ll learn?” AP World History categorizes historical knowledge by Themes.
Rather than try to create and memorize a boring list of 1,000 individual facts, APWH defines Themes that help you see
the patterns referred to by the Historical Thinking Skills. Each of these are equally important, that is, they will be tested
equally on the exam.
AP World History Themes
Official Description Simplified Paraphrase
(and typical questions this theme asks)
1 Interaction between humans and
the environment
Demography and disease
Migration
Patterns of settlement
Technology
Human-Environment Interaction
How do humans deal with disease?
Where do humans live and why do they live there instead of
somewhere else?
How do humans use technology to help them live?
2 Development and interaction of
cultures
Religions
Belief systems,
philosophies, and
ideologies Science and technology
The arts and architecture
Development of Cultures
How do humans develop religion?
How do different societies use technology in relation to other
societies?
How do humans express themselves artistically?
3 State-building, expansion, and
conflict
Political structures and
forms of governance
Empires
Nations and nationalism
Revolts and revolution
Regional, transregional,
and global structures, and organizations
Politics
How do humans establish order, govern themselves, and create
political “units”?
How do political units expand, and what happens when conflict
arises?
What are the different types of political units around the world?
4 Creation, expansion, and
interaction of economic systems
Agricultural and pastoral
production Trade and commerce
Labor systems
Industrialization
Capitalism and socialism
Economic Systems
How do humans create and manage resources to improve their
quality of life?
How do humans organize their work to maximize their efforts?
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5 Development and transformation
of social structures
Gender roles and
relations Family and kinship
Racial and ethnic
constructions
Social and economic
classes
Social Structures
How do men and women share the work?
How is the family structures, and what role does family play in
everyday life?
How does this society think of race and/or ethnicity?
What are the differences between high- and low-ranking
members
of society?
Periodization… the “When”
Learning and remembering the hundreds of names, places, and events in world history can seem a daunting task. One
way to help make the task easier is to organize all the historical content into different chronological eras, called “periods”.
The process of organizing is thus called “periodization”. AP World History divides history into six different periods, with
each being equally emphasized in the APWH course.
Many students feel that they must memorize the dates of all historical events. While you do NOT have to memorize the
exact date of every event in world history, you should have an approximate idea of most historical events. The definition
of “approximate” varies by era, but you should definitely be able to place each event into the correct period. For ancient
events, aim to place events in the correct century. The closer one gets to the present, the more precise you should aim
to be. For the 20th century, you should strive to place events in the correct year.
AP World History Periodization
Period 1 8,000 BCE – 600 BCE Technological and Environmental
Transformations
5% of content
Period 2 600 BCE – 600 CE Organization & Reorganization of Human
Societies
15% of content
Period 3 600 CE – 1450 CE Regional and Transregional Interactions 20% of content
Period 4 1450 CE – 1750 CE Global Interactions 20% of the content
Period 5 1750 CE – 1900 CE Industrialization & Global Integration 20% of the content
Period 6 1900 CE - Present Accelerating Global Change & Realignments 20% of the content
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Geography, the “Where”
Students must know some basic geography in order to answer the APWH questions. Both multiple choice and free
response (essay) questions will require knowledge of geographic continents, concepts and world regions. There is no
such thing as a comprehensive list of every world region, but experience has shown that too many students misidentify
too much of the world. (e.g., they write embarrassing things like, “… the country of Africa”, or “Mexico, which is part of
South America….”) AP World History therefore identifies the most commonly misidentified regions.
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Key Concepts, or “What ‘stuff’ (content) do I need to learn?”
Studying history is a perpetually humbling experience. No matter how much you learn, there’s always far more to learn.
Since there’s no way to “learn everything”, AP has chosen 19 important developments that historians consider to be the
“most important” in world history. AP’s name for these developments is “Key Concepts”. Note that the term is “concept”,
not “event”, “date”, or “name”. There are many examples of each Key Concept in history. AP World History requires
students to learn at least one (sometimes more) example(s) of each Key Concepts, but not every example. (Phew!)
You’ll learn the precise details re: what content the Key Concepts contain, but for now just rest assured that by the time
you’ve finished this course, you will have learned both the “big picture” of world history and many, many examples of
how that “big picture” occurred.
Multiple choice questions require students to recognize patterns in/examples of Key Concepts, but will not require
students to know any/all such patterns/examples. You should be able to use your knowledge of the characteristics of
each Key Concept, along with knowing more detailed knowledge of at least one example of that Key Concept to answer
each multiple choice question.
This may not make much sense until you actually see a multiple choice question and how it requires knowledge of a Key
Concept, regardless of which examples(s) you learned. See the “Multiple Choice Section” for more on this important
aspect of the APWH exam.
The Exam
The APWH exam is divided into two major sections: the Multiple Choice and the Free Response Questions (FRQs or
Essays).
Section Multiple
Choice
5 –
10 m
inute
bre
ak
Free Response (Essay) Section
Weight 50% 50% of the Exam
16.67% of Exam 16.67% of Exam 16.67% of Exam
# of
Questions
70
DBQ
(Document Based
Question)
CCOT
(Continuity &
Change Over Time)
Comparative
(Compare and
Contrast)
Time
Allowed
55 Minutes
10 minute mandatory reading & essay planning period,
Then 120 self-budgeted minutes to write all 3 essays
Suggested
Pace
~ 45 seconds
per question
40 minutes
40 minutes
40 minutes
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In the end, the multiple choice and essay section scores are added up to a Final Score of 5, 4, 3, 2, or 1. 5 is the highest
score. Some colleges and universities award credit, advanced placement, and/or preference in admissions for AP scores,
although each college/university sets their own policy re: the specifics.2 In general, each of the numerical Final Scores
translates to:
5 = Extremely Well Qualified
4 = Well Qualified
3 = Qualified
2 = Possibly Qualified
1 = No Recommendation
______________________
2 Go to http://collegesearch.collegeboard.com/apcreditpolicy/index.jsp to see the AP policy of a
particular college or university.
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Name_______________________________________________________________________________ Period____ Date__________
(First) (Last)
Part III Cornell Notes- Chapter 1 First Peoples: Populating the Planet, to
10,000 B.C.E. Directions: Complete the map below by coloring it and labeling it according as follows: Human Expansion with Dates, Migration of
Austronesian-speaking peoples, San habitation, Chumash settlement.
Complete all sections of the notes. Remember reading the complete chapter and taking correct notes will lead to success in the
classroom and on the AP Exam. Reading comprehension and note taking will increase your writing skills.
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1. Out of Africa to the Ends of the Earth: First Migration
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2. Into Eurasia
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3. Into Australia
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4. Into the Americas
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5. Into the Pacific
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6. The Ways We Were
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7. The First Human Societies
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8. Economy and the Environment
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9. The Realm of the Spirit
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10. Settling Down: The Great Transition
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11. Comparing Paleolithic Societies
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12. The San of Southern Africa
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13. The Chumash of Southern California
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14. Reflections: The Uses of the Paleolithic
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Due on the first day of school!
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Name_______________________________________________________________________________ Period____ Date__________
(First) (Last)
Part III Cornell Notes- Chapter 2 First Farmers: The Revolutions of Agriculture 10,000 – 3,000 B.C.E.
Directions: Complete the map below by coloring it and labeling it according as follows: Independent breakthroughs of Agriculture,
Directional spread of Agriculture, Bantu migration, Fertile Crescent, Jericho, Catalhuyuk, Abu Hurerya, Ain Ghazal, Tigris/Euphrates
Complete all sections of the notes. Remember reading the complete chapter and taking correct notes will lead to success in the
classroom and on the AP Exam. Reading comprehension and note taking will increase your writing skills.
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1. The Agricultural Revolution in World History
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2. Comparing Agricultural Beginnings
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3. Common Patterns
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4. Variations
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5. The Globalization of Agriculture
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6. Triumph and Resistance
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7. The Culture of Agriculture
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8. Social Variation in the Age of Agriculture
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9. Pastoral Societies
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10. Agricultural Village Societies
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11. Chiefdoms
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12. Reflections: The Legacies of Agriculture
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Due on the first day of school!
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Name_______________________________________________________________________________ Period____ Date__________
(First) (Last)
Part III Cornell Notes- Chapter 3 First Civilizations: Cities, States & Unequal Societies 3,500 – 500
B.C.E.
Directions: Complete the map below by coloring it and labeling it according as follows: River Valley Civilizations (6), Harappa,
Mohenjo-Daro, SUMER, Babylon, Nipper, Ur, Ninevah, AKKAD, ASSYRIA, PHOENICIA, ISRAEL, JUDAH, Assur, Tyre, Jericho,
Jerusalem, Hittite Empire
Complete all sections of the notes . Remember reading the complete chapter and taking correct notes will lead to success in the
classroom and on the AP Exam. Reading comprehension and note taking will increase your writing skills.
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1. Something New: The Emergence of Civilizations
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2. Introducing the First Civilizations
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3. The Question of Origins
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4. An Urban Revolution
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5. The Erosion of Equality
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6. Hierarchies of Class
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7. Hierarchies of Gender
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8. Patriarchy of Practice
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9. Rise of the State
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10. Coercion and Consent
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11. Writing and Accounting
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Notes in Class
12. The Grandeur of Kings
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Notes in Class
Page 25 of 26
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13. Comparing Mesopotamia and Egypt
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Notes in Class
14. Environment and Culture
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Notes in Class
15. Cities and States
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Notes in Class
Page 26 of 26
16. Interaction and Exchange
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Notes in Class
17. Reflections: “Civilization”: What’s in a Word?
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Notes in Class
Due on the first day of school!
