1

Hayfield Secondary School AP Program: AP World History Summer Assignment

Course AP World History Teacher Names & Email Addresses Maggie Jones (mejones1@fcps.edu)

Maggie LeGendre (malegendre@fcps.edu) Assignment Title AP World History Summer Assignment Date Assigned June 2018 (in World History I classes) Date Due 3rd AP World Class Period of 2018-19 School Year Objective/Purpose of Assignment The purposes of this assignment are the following:

1. Review key material from World History/Geography I 2. Preview material and curriculum structure for upcoming 2018-19 year in AP World History

Learning Targets By the end of the summer, students who have completed this summer assignment will be able to identify and explain key terms and content from the AP World Unit 1 curriculum and identify overlapping content from their previous course study of World History I. Students will begin their preparation for the first unit of AP World as this assignment is designed to connect relevant previous knowledge to the new curriculum they will experience. Students will be able to demonstrate this understanding by completing this activity and reflecting during classroom discussions within the first week of school.

Description of how Assignment will be Assessed Assignment will be graded based on accuracy, thoroughness, and completion.

Grade Value of Assignment Assignment will be worth 40 summative points Tools/Resources Needed to Complete Assignment 1. Reliable Internet sources (the following websites are only 3 of many

websites that can be used!) a. www.freeman-pedia.com b. https://www.khanacademy.org/humanities/ap-world-history c. http://www.mooreschools.com/Page/23523 2. World History/Geography I Notes/Resources from 2017-18 school year

Estimated Time Needed to Complete Assignment 8 hours

2

AP World History Summer Assignment All students enrolled to take AP World History in the upcoming school year will be required to complete the summer assignment, which will serve as the student’s first grade for the year. The assignment serves the dual purposes of both reviewing material learned last year in World History I, and previewing material and curriculum structure that will frame learning in the AP World History course. It is essential that all students complete the assignment, and do so in a thorough and punctual manner.

• The assignment will be due the 3rd class period of the year. • The entire assignment must be done by hand (cannot be typed) • This summer assignment is an individual, not group, assignment. It is expected that you complete all of your own work on

the entire assignment. If you have any questions or issues contact:

Ms. Maggie Jones at mejones1@fcps.edu or Ms. Maggie LeGendre at malegendre@fcps.edu

Honor Code: You must write out and sign the following honor code statement: “I pledge that I have neither given nor received unauthorized assistance on this assignment.”

Written & Signed: ___________________________________________________________________________________________

____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________

(NOTE: If you violate the Honor Code, you will be subject to disciplinary action and required to complete an alternative assignment.)

Materials for Next Year

The following are items that will be needed for this course next year. Please have these items by the start of the school year (the earlier you buy them, the more likely the stores are to have them in stock).

• 3 inch 3-ring binder o 3 folders as a recommendation, not required

• Notebook dividers o Six tabs, one labeled for each unit (#s 1-6) o One tab labeled for General Materials o One tab labeled for Review

• Spiral or composition notebook for textbook reading notes and class reflections/journal o *recommended, not required

• Loose leaf, college-ruled paper for in-class notes and writing practice activities • Pens, pencils, coloring tools, highlighter(s), etc. • Sticky notes

1

Unit 1: Technological and Environmental Transformations (to 600 B.C.E) Directions: Answer any questions or prompts on the following pages. All tasks/instructions are italicized. By answering the questions fully with specific examples/evidence, you will be preparing yourself for our first unit of study in AP World. Some Key Concepts ask you to explain examples that we you may not have learned in World I, so be prepared to do some additional research from and consider how the new example is like one(s) that you have learned before (compare). **Tips: Read each Key Concept carefully before you read the prompts. These should help frame your thinking as you answer the questions.

Timeline

Dates (all dates are BCE) Event Location(s) 10,000 – 8,000 • Agricultural Revolution

• First domestication of plants/animals Occurred at different times around the world

5000 – 1750 5000 – 1500

• Sumer • Harappa

Mesopotamia Indus river valley

3100 • Start of Egypt Nile river valley 3000 – 2600 • Mohenjo-Daro Indus river valley 2000 – c. 485 • Babylon Mesopotamia 1700 – 1200 • Hittite civilization Anatolia (modern-day Turkey) 1600 – 1046 • Shang Dynasty (first recognized dynasty in

Chinese history) China

1200 – 400 • Olmec civilization Mesoamerica 1046 – 256 • Zhou Dynasty China 900 – 200 • Chavin civilization South America

Highlight any civilizations that are unfamiliar. Research and describe them below:

2

Key Concept 1.1 Big Geography and the Peopling of the Earth I. During the Paleolithic era, hunting-foraging bands of humans gradually migrated from their origin in East Africa to

Eurasia, Australia, and the Americas, adapting their technology and cultures to new climate regions.

Where did the first humans originate? ___________________________________________________________________

A. What diverse and sophisticated tools were developed by humans to adapt to their new environments?

Tool Name Purpose: List at least 2 uses for each

Fire

Weapons

B. Economic structures focused on small kinship groups of hunting/foraging bands that could make what they needed to survive. However, not all groups were self-sufficient; they engaged in trade that exchanged people, ideas, and goods.

**The Paleolithic Era was characterized by simple tools and nomadic groups of people who hunted and foraged for food.

Key Concept 1.2 The Neolithic Revolution and Early Agricultural Societies

Beginning about 10,000 years ago, the Neolithic Revolution led to the development of more complex economic and social systems. Neolithic Revolution = Agricultural Revolution

Describe ECONOMIC:________________________________________________________________________________________ Describe SOCIAL: :__________________________________________________________________________________________

3

Define the following terms:

Agriculture:

Irrigation:

Domestication:

What effect did agriculture have on the environment?

A. Label the following early permanent agricultural settlements on the map below:

Mesopotamia Nile River Valley Sub-Saharan Africa Indus River Valley Yellow River Valley Mesoamerica Andes Papua New Guinea

B. From the settlements listed above, identify a locally available plant or animal that was domesticated.

C. Define Pastoralism: ____________________________________________________________________________________

Mesopotamia

Nile River Valley

Sub-Saharan Africa

Indus River Valley

Yellow River Valley

Papua New Guinea

Mesoamerica

Andes

4

What impact did overgrazing have on Afro-Eurasian lands?

____________________________________________________________________________________________________

____________________________________________________________________________________________________

I. Agriculture and pastoralism began to transform human societies. (to complete this flow chart, look for Collegeboard AP World Curriculum Framework on the internet OR use Freeman-pedia) Put the following chain of events in order: creation of permanent settlements and rise of cities, specialization of labor, more reliable and abundant food supplies, development of new classes of people including elites, increased population.

A. Explain how these technological innovations improved agricultural production, trade, and/or transportation (do research if

you’re unsure!):

Innovation Impact on agricultural production, trade, and/or transportation

Pottery

Plows

Woven Textiles

Impacted trade by allowing more types of goods to be sold. Also allowed people

to travel in colder weather Metallurgy

(metalworking)

Wheels/wheeled vehicles

Agriculture And

Pastoralism

5

B. In both pastoralist and agrarian societies, elite groups accumulated wealth, creating more hierarchical social structures and promoting patriarchal forms of social organization.

What is patriarchy?

Key Concept 1.3 The Development and Interactions of Early Agricultural, Pastoral, and Urban Societies

I. Core and foundational civilizations developed in a variety of geographical and environmental settings where

agriculture flourished. Identify these core and foundational civilizations that developed in diverse geographic and environmental settings (In the River Valley or region, several distinct societies emerged, those are your answers)

Mesopotamia

Nile River Valley Egypt

Indus River Valley

Yellow River Valley

Mesoamerica

Andes

II. The first states emerged within core civilizations in Mesopotamia and the Nile Valley.

A. Early states were often led by a ruler who was believed to have divine support and/or who was supported by the military. For

the civilizations listed below, explain how their ruler justified their power, use the example below to model yours:

China (Xia and Shang) (look up ‘mandate of heaven’)

Egyptian Civilization

Pharaohs claimed ‘divine authority’, they were thought to be responsible

for the sun rising

Mesopotamia (Sumer)

B. As states grew and competed for land and resources, the more favorably situated — including the Hittites, who had access to

iron — had greater access to resources, produced more surplus food, and experienced growing populations. These states were able to undertake territorial expansion and conquer surrounding states.

Explain how having greater access to resources, more food, and population growth lead to states taking over surrounding territories

and states: ________________________________________________________________________________________________

_________________________________________________________________________________________________________

_________________________________________________________________________________________________________

_________________________________________________________________________________________________________

_________________________________________________________________________________________________________

_________________________________________________________________________________________________________

6

C. Pastoralists were often the developers and disseminators of new weapons and modes of transportation that transformed warfare in agrarian civilizations. Explain the impact of these weapons and modes of transportation:

Weapon (compound bow, iron weapons)

These weapons allowed people to attack or defend with better results. It

also allowed people to engage others from a further distance (ie. Using a

bow allows you to attack an enemy from far away) Mode of Transportation (chariot,

horseback riding)

III. Culture played a significant role in unifying states through law, language, literature, religion, myths, and

monumental art.

A. Complete the grid below as examples of monumental architecture and urban planning amongst early civilizations:

Identify/Label

Ziggurat

What civilization created it?

Approximately when was it created?

What purpose does it serve?

Identify/Label

Pyramid

What civilization created it?

Approximately when was it created?

What purpose does it serve?

7

Identify/Label

Terra Cotta Army

What civilization created it?

Approximately when was it created?

What purpose does it serve?

Identify/Label Giant Head

What civilization created it?

Approximately when was it created?

What purpose does it serve?

B. Systems of record keeping arose independently in all early civilizations and subsequently spread. Complete the grid below as examples of systems of record keeping: (Options: cuneiform, hieroglyphics, alphabets, quipu)

Type of Writing System

What civilization created it?

Identify a unique characteristic of the writing system

Used pictographs

8

Type of Writing System

What civilization created it?

Identify a unique characteristic of the writing system

Used wedge-shaped writing

Type of Writing System

What civilization created it?

Identify a unique characteristic of the writing system

Used knots tied in ropes

C. What are some aspects about the Code of Hammurabi that show it was an example of a developed legal code that reflected

existing hierarchies and facilitated the rule of governments over people? ____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

9

D. Complete the grid below to identify how new religious beliefs that developed during this period, continued to have strong influences in later periods:

Vedic Religions Hebrew monotheism Zoroastrianism

Theism (mono, poly, etc) Polytheistic Monotheism (first

monotheistic religion)

Relative Location

From Iran and traveled

to India

Middle East (Israel)

Approx. Founding ~1500 BCE ~2000 BCE

Religious Text(s)

Vedas (written in

Sanskrit)

Hebrew Bible

Torah

Key God(s)

- Indra (warlike god)

- Varuna (upholder of

moral and cosmic

laws)

- Several other deities

God (only 1)

Key Figures/Prophets

- No one person is

mentioned

- Abraham credited

with starting it

- Jacob

- Moses

Moral Philosophy/Main Idea

- Perform rituals to

gods

- God is omnipotent

- Jews are specially

chosen by God

- Jews must follow

God’s laws

- No real idea of

eternal afterlife

10

E. Trade expanded throughout this period from local to regional and transregional, with civilizations exchanging goods, cultural ideas, and technology. Draw the following early trade routes on the map:

Mesopotamia ↔ Egypt Egypt ↔ Nubia Mesopotamia ↔ the Indus Valley

F. Social and gender hierarchies intensified as states expanded and cities multiplied.

Key Vocabulary CHOOSE TEN AND DEFINE THEM ON THE NEXT PAGE Agriculture Nomads Pharaoh Domestication Pastoralism Monotheism Irrigation Diffusion Polytheism Paleolithic Era Ideology Hittites Neolithic Revolution City-state Demography/demographic Surplus Sumer Code of Hammurabi Patriarchy Babylon Harappa/Mohenjo-Daro Stratification Ziggurat Egalitarian Hierarchy Cuneiform

11

AP World Unit 1 Vocabulary:

Word Definition 1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

1

Self-Reflection of Current Levels of Learning and Understanding Directions: For this activity, you must fully respond in complete sentences to all of the following prompt: 1.) Prior to the completion of the packet, how confident were you in your knowledge and understanding of world history topics? Describe your understanding and feelings of preparedness below: