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AP World History Summer Assignment
2012-2013 School Year Instructors: Brian Bednarski: [email protected] Heather Hess: [email protected] Kim Clark: [email protected] Stefanie Zoldak: [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 – Summer book: Genghis Khan and the Making of the Modern World by Jack Weatherford
Read Genghis Khan and the Making of the Modern World and answer the study questions in the
question packet.
The AP World History exam will take place on May 16th, 2013.
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
Key
Neolithic Revolution and Beginning of Civilizations:
Define the Neolithic Revolution --
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?
Read the following article and answer the questions below:
History Debate: Why Women's Status Deteriorated
Despite images of cave men dragging women off by the hair, it is quite clear that hunting and gathering
societies did not subordinate women systematically. Women's economic contributions were reflected in a
religious culture that often stressed the female creative principle. This situation changed as agriculture be- came
established, and the trend occurred everywhere that farming spread. (interestingly, nonagricultural societies, like
the herding peoples in Central Asia, continued to give women greater voice, which led to some important
culture clashes when they encountered agricultural civilizations.)
The signs of change abound. Men did the heaviest agricultural work; Middle Eastern art by 3000 B.C.E.
showed men always responsible for plowing. Because men's relative economic importance grew, male children
were favored and men had primary rights of property ownership. While religions long continued to feature gods
and goddesses, emphasis on a primary male creator god, like Marduk in the Middle East or Zeus in Greece,
increased; goddesses became more peripheral. The Jewish religion, emphasizing a single god, pushed this
principle of a masculine divinity still further. Laws and social habits often followed suit. By 2000 B.C.E., many
Middle Eastern women were veiled to help ensure that they would remain sexually faithful to their husbands--
who were not placed under any such controls.
The question, of course, is why this happened. The rise of women's history and new debates about women's
rights today open the gender inequality of the past to explanation; it no longer seems self-evident. Current
explanations include several components, and it is unlikely that such a basic shift resulted from one factor
alone. Agricultural societies, needing to defend from attack and not infrequently seeking to conquer, organized
more formal military forces, which gave new emphasis to male power. The birth rate went up, as agricultural
societies found uses for more labor and also needed to compensate far higher disease rates; this meant that
women spent more of their lives bearing and caring for children. Men may have pushed for greater power to
compensate for the decline of the hunt. In the upper classes, at least, establishment of agricultural property made
determination of inheritance more important: men wanted to know which children were theirs and so tried to
regulate women's sexual behavior. We do not know how these various causes mixed together, but the result is
clear. And in most agricultural societies, women's inferiority tended to increase with time, as success prompted
more male groups to demonstrate their status by lording over women.
Adapted From: World History in Brief: Major Patterns of Change and Continuity: Third Edition. Peter N. Stearns
Define the term patriarchal.
Based on the above reading, explain why women’s status deteriorated during this early period of civilization?
Unit Two
Task 1: Key States and Empires
Map Activity: Use the map on the next page:
1. Outline, shade, and create a key for the following “key states and empires”:
o Persian Empire
o Qin and Han Empires in China (use 2 colors)
o Mauryan and Gupta Empires in India (use 2 colors)
o Phoenicia and its colonies
o Greece
o Roman Empire
o Toltec Empire in central Mexico
o Mayan Empire
o Moche in Andean South America
2. Draw in and label the following trade routes on the map
o Eurasian Silk Roads
o Trans-Saharan caravan routes
o Indian Ocean sea lanes
o Mediterranean sea lanes
Answer the following questions:
Describe the rise of the Persian Achaemenid Empire under Cyrus the Great and the creation of a centralized,
bureaucratic Persian government under Darius.
Choose one of the empires and explain in a paragraph below, how the empire impacted the growth of Jewish diasporic
communities:
Assyrian
Babylonian
Roman Empires
Task 2: Religion and Culture
Read the following excerpt from the Analect and answer the following questions:
“Filial piety is the root of virtue and the source of civilisation. We establish ourselves and practise the Way,
thereby perpetuating our name for future generations and bringing glory to our parents. This is the
fulfilment of filial piety and it begins with serving one's parents, our rulers and is completed by establishing
one's character."
Describe Confucius’ concept of filial piety and its importance to Confucianism.
Briefly compare the two religious traditions of shamanism and animism.
Explain ancestor worship and give an example of it from one of the following areas.
o Africa
o The Mediterranean region
o East Asia
o Andean areas
Describe the relationship between the Hindu religion and the social and political roles of the caste system.
Describe the similarities between Buddhism and Christianity in the chart below:
Buddhism Christianity
Emergence and Origins
Spread of Religion
Use of Monasteries
Task 3: Interaction of Cultures
Map Exercise: “External problems along frontiers”
In describing the Hun invasions of various civilizations, annotate the following map with arrows and details describing
the role various groups of Huns had on the demise of the following empires:
o Han
o Roman
o Gupta Empires
Huns Central Asia
Roman Empire
Europe
Han Empire
China
China
Gupta Empire
India
In addition to the advanced knowledge of the monsoon winds, add a picture and complete the chart explaining how
innovations in maritime technologies such as the Lateen Sail and Dhow ships stimulated exchanges along maritime
routes from East Africa to East Asia (Impact)
Lateen Sail Dhow Ship
(Picture Here)
(Picture Here)
Origins: Impact:
Origins: Impact:
In a paragraph below, describe the nature and purpose of the qanat system.
Part B
DBQ Summer Assignment:
The DBQ can be found on your teacher’s website. Read through the DBQ document and complete the essay
below:
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Part C
Summer Reading: Genghis Khan and the Making of the Modern World by Jack Weatherford
You will need to buy or check out of a library Genghis Khan and the Making of the Modern World by Jack
Weatherford. Answer the follow questions as you read the summer reading book. Hand write your answers
in the packet below each question and make sure to cite the page numbers where you found your answer.
1. What do the stories about Genghis Khan’s youth tell us about nomadic society in the twelfth-century
Mongolia?
2. What role did Christianity, Buddhism, and other religions play among major tribal confederations of the
Eurasian steppe?
3. What were the key stages in the Mongol military expansion?
4. What combination of tactics enabled them to win victory after victory across Asia?
5. How should we interpret the Islamic, Chinese, and European accounts fo the Mongol conquests?
6. Where, when and why were the Mongol conquests halted?
7. What were the major divisions of the Mongol empire after the death of Genghis Khan?
8. What do the reports of Western visitors like the Franciscan William of Rubruck tell us about the
organization and customs of the Mongol court at Karakorum?
9. How powerful were the Mongol queens like Sorkhokhtani, mother of both Khubilai Khan, founder of Yuan
dynasty in China and Hulegu, founder of the Ilkhanid dynasty of Persia?
10. How has the image of Genghis Khan and the Mongols evolved in response to shifts in modern European
history?
11. How have the Mongols been viewed in Russian and Chinese historiography?
12. Finally, what do Weatherford’s stories about modern Mongolia suggest about the complex ties between
history, archaeology, and nationalism?
