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AP WORLD HISTORY Ms. Weis and Mr. Shaffner

SUMMER ASSIGNMENT

2017-18

Dear Students – Welcome to AP World History for the 2017-18 school year! Advanced Placement World History is a

thematic, college-level course designed to familiarize you with the broad patterns of the human experience. You will concentrate on change and continuity over time, the unique aspects of social,

economic and political institutions, and the common characteristics that tie them together. You are now charged with the role of a historian and will engage in activities that encourage critical thinking and hone your ability to debate established historical interpretations and express your educated

views using primary source documents. Throughout the year, you will actively compare cultures and look for historical patterns that stretch across time periods and ties all human populations together through history.

The primary purpose of this summer assignment is to help you acquire the base knowledge necessary for instant immersion in AP World History once the 2016-17 academic year begins. There

are two parts to the summer assignment. Be sure to read each section carefully and follow the instructions precisely.

THIS SUMMER ASSIGNMENT IS DUE ON THE FIRST DAY OF SCHOOL – September 5, 2017

It is important that you show us you are capable of successfully completing this independent assignment in the time allotted. This gives us a very clear picture of your ability to handle the college-level course load you will experience throughout the year.

Information for parents:

AP World History is an 11th grade class but is taught as a college-level introductory course to world history. Expectations, curriculum, reading difficulty and class behavior norms are similar to what is expected for freshmen in college. This class is only for self-motivated, curious, hard-working students

who already have self-discipline. It is not for students who show promise but do not apply themselves. The reading level is quite high and students can’t just get by on what is covered in class. The text has 23 chapters and we read all of them.

All students should plan on taking the AP exam in May of 2018: Section I

55 multiple-choice questions (55 minutes; 40 percent of exam score)

Four short-answer questions (50 minutes; 20 percent of exam score)

Section II

One document-based question (60 minutes, which includes a 15-minute reading period; 25 percent of

exam score)

One long-essay question, chosen from a pair (40 minutes; 15 percent of exam score)

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Parents, please help your students by also becoming students of history: talk about the topics that come up as the class unfolds. A good place to start is with the summer assignment.

AP WORLD HISTORY SUMMER ASSIGNMENT: OVERVIEW

World History professors have noted large numbers of students do not have a geographic sense of the globe and therefore, are unable to make historical connections between events and regions. Analyzing history

through the use of the 5 Major Themes of AP World History (listed below) and developing the 4 Critical Thinking Skills (listed below) are also essential to your success in this course. Your summer assignment is designed to introduce you to these skills.

The Five Major Themes of the course are:

1. Interaction between humans and environment

2. Development and interaction of cultures 3. State-building, expansion, and conflict 4. Creation, expansion, and interaction of economic systems

5. Development and transformation of social structures

The Four Critical Thinking Skills that anchor the course are:

1. Crafting Historical Arguments 2. Chronological Reasoning 3. Comparison and Contextualization

4. Historical Interpretation and Synthesis

What is going on in the World?

As a preview of topics and issues we will examine in the classroom, students are required to familiarize themselves with major world events and complete a written assignment. The “world map activity” and “news

journal” will be the starting point for your analysis and understanding of world history. Short summaries and analysis of news events should be reflective of your own knowledge and questions you have about the world around you. As you develop your ideas, be sure to consider:

1. How current event items relate to the five world history themes. 2. The potential impacts of the events. 3. The geographic region in which they occur.

Step 1: To enhance your familiarity with world geography and the strategic importance of waterways, you will complete the maps that will be used as a reference guide all year in the course.

Step 2: To increase the awareness of global issues in key regions outside the United States, you will keep a current events journal in which you will identify, summarize, and analyze contemporary issues and events. The purpose of the activity is for you to become familiar with the major regions of the

world and the events that impact each region. Investigating contemporary issues will serve as an introduction to global contextualization and allows you to understand a small part of recent world history.

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STEP 1: WORLD MAP ACTIVITY

Directions: Familiarity with the world and its physical features is an important part of AP World History. While you will not be specifically tested on the physical features when you take the AP exam, many questions assume that you

have some familiarity with the earth and its topography. Additionally, there will be numerous references to these features during class and in course readings.

Using the maps provided, locate and label each item on a map. You will have a map test on these locations the first week of school that will assess your ability to locate these items. You may use the following websites to test your knowledge of the items. http://www.ilike2learn.com/ilike2learn/

and http://www.sheppardsoftware.com/Geography.htm (Note: these review sites contain more information that the items listed for this map assignment/test). You may complete the activity using multiple maps if you would like. Suggested reference website for the physical geography maps:

HRW World Atlas: http://go.hrw.com/atlas/norm_htm/world.htm Neatly LABEL the world maps with the land and water features listed below in the COLOR indicated in parentheses. Print neatly and make sure your maps are easy to read. Use the provided maps #1 & #2 for the

lists below. Map #3 will be used for the AP World Regions that are found on the AP World History internet site.

Map #1: Bodies of Water, Straits and Rivers

Oceans and Seas (Blue) Atlantic Ocean Pacific Ocean

Indian Ocean Arctic Ocean North Sea Baltic Sea English Channel Norwegian Sea

Barents Sea Mediterranean Sea Adriatic Sea Aegean Sea Black Sea Caspian Sea Great Lakes

Oceans and Seas (Blue) Red Sea

Persian Gulf Arabian Sea Bay of Bengal South China Sea East China Sea Yellow Sea

Sea of Japan Caribbean Hudson Bay Cape of Good Hope Cape Horn Gulf of Guinea Gulf of Mexico

Straits (Purple) Bosporus Strait Strait of Magellan

Strait of Gibraltar Strait of Malacca Dardanelles

Rivers (Green) Nile Amazon

Mississippi Rio Grande Indus Ganges Danube Yangtze

Huange He (Yellow) Tigris Euphrates Irrawaddy Mekong Congo Rhine

Niger

Map #2: Mountains, Deserts, Peninsulas and other Landforms

Mountain Ranges (Orange) Alaska Range Rocky Mountains Appalachian Mountains Andes Mountains Alps Atlas Mountains

Ural Mountains Hindu Kush Himalaya Mountains

Deserts (Tan or Yellow) Gobi Kalahari Sahara Thar Mojave Arabian

Namib Atacama Syrian Great Sandy

Peninsulas and other landforms (stripped lines) Arabian Peninsula Balkans Crimean Horn of Africa Iberian Peninsula

Yucatan Peninsula Rift Valley Asian Steppe

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Map #3: AP World Regions Refer to page 22 in the AP World History Course and Exam Description found on the AP World History Course Homepage. Using the world map provided in this packet, draw and label the AP Regions based on the “Closer Look”. Use a color for each region and striping to indicate regions that overlap. To get to the map, Google "AP World History Course Homepage". Under "Essential Course Resources" in the middle of the page, click on the link "AP World History Course and Exam Description". It will take you to a PDF file and go to page 22, there are two maps, use the bottom map labeled "A Closer Look".

STEP 2: ANALYZING CURRENT GLOBAL ISSUES Directions:

1. Check out major news sources (online or in-print) rueters.com nytimes.com csmonitor.com japantimes.co.jp ap.org cnn.com guardian.co.uk moscowtimes.ru

foreignpolicy.com latimes.com bbc.co.uk indianexpress.com economist.com washingtonpost.com buenosaireherald.com egypttoday.com jpost.com english.aljazeera.net english.peopledaily.com granma.cu/ingles/index.html

2. Using the sources above, choose three relevant articles – from different locations and about different issues a. Articles should be from three different sources.

b. At least one source should be international, NOT a U.S. news source. c. Record the location of the article on your “AP World Regions” map. (use a “star” for each)

3. Read each article carefully. Highlight and annotate…

a. Main ideas, supporting ideas, key vocabulary, people, places, events, etc.

4. Complete the written assignment below. Use the sample as a template for completing the assignment. Use 12-font, Times New Roman.

5. Include a printout of each article used accompanying the written assignment.

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Written Assignment: 1. Theme/Region: What AP World History theme does this article relate to and how. (AP Themes are listed and

described on pages 6 & 7 of this document.) Also, identify the AP World Region the event takes place in.

2. Summary: Write a thorough and accurate summary of the major points of each article. Provide specific evidence from the article that summarizes KEY FACTS and supports your analysis of theme. Use at least one detail

paragraph that includes the FACTS or 5 Ws – Who, What, Where, When, Why?

3. Analysis: Share your own reactions or opinion of the article and your ideas on the impact of the event. Analyze why this EVENT is important and the possible impact of the event.

Global Regions Chart: To help you with this assignment, I have included a regional information chart below with samples of countries that could be found in each region:

Regions & Countries Western Europe Greece, Germany, Spain, Ireland, Great Britain Eastern Europe Russia, Belarus, Poland, Ukraine, Georgia Africa Sudan, Sierra Leone, South Africa, Kenya, Nigeria, Zimbabwe, DRC Middle East Saudi Arabia, Iran, Syria, Egypt, Iraq, Yemen, Israel/Palestine, Turkey

Central Asia Afghanistan, Pakistan, Kyrgyzstan, Uzbekistan, Kazakhstan East Asia China, Japan, North and South Korea, *Tibet South East Asia Vietnam, Thailand, Cambodia, Indonesia, Myanmar/Burma, Malaysia South Asia India, Sri Lanka, Bangladesh

Latin America & Caribbean Mexico, Peru, Venezuela, Argentina, Brazil, Columbia, Nicaragua, Guatemala, Cuba

Example: Answer Template (full page answer sheet in back of this packet)

Theme/Region

Specific Evidence from the Article that

summarizes KEY FACTS and supports

your analysis of the theme

Analyze why this EVENT is important

and the possible impact of the event

East Asia

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Japan clears way for emperor to

abdicate.

Emperor Akihito is expected to step

down in 2018, and be succeeded by

Crown Prince Naruhito. 9 June 2017

Will crown prince be a 'fresh breeze'?

Ten things about Japan's emperor

Japan's shrinking royal line

What does the emperor do? The

emperor has no political powers but several official duties, such as greeting

foreign dignitaries. Japan's monarchy

is entwined in the Shinto religion and

the emperor still performs religious

ceremonies.

What do the public think? Most support

the emperor's desire to abdicate - a

survey by the Kyodo news agency after

Akihito suggested he wanted to step

down found more than 85% saying

abdication should be legalised.

Are there more debates revision of the law of royal succession? A discussion

about whether or not a woman would be able to ascend the throne was

triggered in 2006 when the emperor

had no grandsons, but was postponed

after a boy was born to the imperial

family.

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An Introduction to the Five Themes of AP World History These will be used throughout the course and in Step 2 of the summer assignment.

This for your reading and understanding only Each and every unit we study relates to the themes and it is very important you to know and understand the themes.

Theme 1 - Interaction Between Humans and the Environment

• Demography and disease • Migration • Patterns of settlement • Technology The interaction between humans and the environment is a fundamental theme for world history. The environment shaped human societies, but increasingly human societies also affected the environment. During prehistory, humans interacted with the environment as hunters, fishers and foragers, and human migrations led to the peopling of the earth. As the Neolithic revolution began, humans exploited their environments more intensively, either as farmers or pastoralists. Environmental factors such as rainfall patterns, climate, and available flora and fauna shaped the methods of exploitation used in different regions. Human exploitation of the environment intensified as populations grew and as people migrated into new regions. As people flocked into cities or established trade networks, new diseases emerged and spread, sometimes devastating an entire region. During the Industrial Revolution, environmental exploitation increased

exponentially. In recent centuries, human effects on the environment — and the ability to master and exploit it — increased with the development of more sophisticated technologies, the exploitation of new energy sources and a rapid increase in human populations. By the 20th century, large numbers of humans had begun to recognize their effect on the environment and took steps toward a “green” movement to protect and work with the natural world instead of exploiting it. Theme 2 - Development and Interaction of Cultures

• Religions • Belief systems, philosophies and ideologies • Science and technology • The arts and architecture This theme explores the origins, uses, dissemination and adaptation of ideas, beliefs, and knowledge within and between societies. Studying the dominant belief system(s) or religions, philosophical interests, and technical and artistic approaches can reveal how major groups in society view themselves and others, and how they respond to multiple challenges. When people of different societies interact, they often share components of their cultures, deliberately or not. The processes of adopting or adapting new belief and knowledge systems are complex and often lead to historically novel cultural blends. A society’s culture may be investigated and compared with other societies’ cultures as a way to reveal both what is unique to a culture and what it shares with other cultures. It is also possible to analyze and trace particular cultural trends or ideas across human societies. 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 This theme refers to the processes by which hierarchical systems of rule have been constructed and maintained and to the conflicts generated through those processes. In particular, this theme encourages the comparative study of different state forms (for example, kingdoms, empires, nation-states) across time and space, and the interactions among them. Continuity and change are also embedded in this theme through attention to the organizational and cultural foundations of long-term stability, on one hand, and to internal and external causes of conflict on the other. Students should examine and compare various forms of state development and expansion in the context of various productive strategies (for example, agrarian, pastoral, mercantile), various cultural and ideological foundations (for example, religions, philosophies, ideas of nationalism), various social and gender structures, and in different environmental contexts. This theme also discusses different types of states, such as autocracies and constitutional democracies. Finally, this theme encourages students to explore interstate relations, including warfare, diplomacy, commercial and cultural exchange, and the formation of international organizations.

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Theme 4 - Creation, Expansion and Interaction of Economic Systems • Agricultural and pastoral production • Trade and commerce • Labor systems • Industrialization

• Capitalism and socialism This theme surveys the diverse patterns and systems that human societies have developed as they exploit their environments to produce, distribute and consume desired goods and services across time and space. It stresses major transitions in human economic activity, such as the growth and spread of agricultural, pastoral and industrial production; the development of various labor systems associated with these economic systems (including different forms of household management and the use of coerced or free labor); and the ideologies, values and institutions (such as capitalism and socialism) that sustained them. This theme also calls attention to patterns of trade and commerce between various societies, with particular attention to the relationship between regional and global networks of communication and exchange, and their effects on economic growth and decline. These webs of interaction strongly influence cultural and technological diffusion, migration, state formation, social classes and human interaction with the environment.

Theme 5 - Development and Transformation of Social Structures • Gender roles and relations • Family and kinship • Racial and ethnic constructions • Social and economic classes This theme is about relations among human beings. All human societies develop ways of grouping their members as well

as norms that govern interactions between individuals and social groups. Social stratification comprises distinctions based on kinship systems, ethnic associations and hierarchies of gender, race, wealth and class. The study of world history requires analysis of the processes through which social categories, roles and practices were created, maintained and transformed. It also involves analysis of the connections between changes in social structures and other historical shifts, especially trends in political economy, cultural expression and human ecology.

(Optional) Summer Reading You are encouraged to read ONE BOOK from the list below – BUT this is optional. Check them out on-line. “Google” (book.google.com) and amazon.com are great sites. You will find book summaries and reviews on both sites. Most books can be found in the public library and all are found on amazon.com. There are other great books too. Just read for fun!!! Suggested Summer Reading List:

A History of the World in Six Glasses – Standage, Tom Collapse: How Societies Choose to Fail or Succeed – Diamond, Jared Guns, Germs, and Steel: The Fates of Human Societies – Diamond, Jared Salt: A World History - Kurlansky, Mark

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A.P. World

Summer Assignment

(Turn in the following pages on September 5th) PAGES 8 – 13 – Use this as the cover page

NAME______________________________

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Article Title, Publication & Date:

Theme/Region

Specific Evidence from the Article that

summarizes KEY FACTS and supports

your analysis of the theme

Analyze why this EVENT is important and

the possible impact of the event

.

Article Title, Publication & Date:

Theme/Region

Specific Evidence from the Article that

summarizes KEY FACTS and supports

your analysis of the theme

Analyze why this EVENT is important and

the possible impact of the event

.

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Article Title, Publication & Date:

Theme/Region

Specific Evidence from the Article that

summarizes KEY FACTS and supports

your analysis of the theme

Analyze why this EVENT is important and

the possible impact of the event

.