AP WORLD HISTORY 10 SUMMER ASSIGNMENT Dear Students,

Welcome to AP World History! We trust you had a rigorous and rewarding experience over the past year and our hope is to provide you with some activities that keep the Advanced Placement “Habits of Mind” fresh in your head! In

preparation for our busy year, you are expected to complete the following assignment over the summer! This summer assignment focuses on reinforcing key concepts, content, and skills which will be crucial to master in order to succeed on the AP exam. Remember, the AP exam is administered in May which incorporates content from both 9th and 10th grade World History. This exam consists of four components:

55 multiple-choice questions (55 minutes, 40 percent) Four short-answer questions (50 minutes, 20 percent) One document-based question (55 minutes, 25 percent) One long essay question (35 minutes, 15 percent)

The work that you complete over the summer will also be used as a solid jumping off point for us in September. This assignment consists of Top Twentys for 4 chapters, discussion questions for 2 chapters and a full DBQ essay ALL work must be completed. There will also be an in class test administered on all of the required summer material.

Assignments #1-4 are due on various dates throughout the summer, which you will submit via email. The DBQ

assignment and essay is due on September 5, 2017…which is the first day of school. You will be taking an exam (yes it counts!) on Wedneday September 6, 2017, which is based on all components of the task. Under no circumstances will late work be accepted. Absences are not an excuse. If you are absent the first week of school, you must have work sent in, scanned and emailed or mailed in to William Floyd High School c/o Patricia Costell, 240 Mastic Beach Road, Mastic Beach, NY 11951

Please review the descriptions of the activities listed below— The dates MUST be adhered to in order to receive credit for the sections that are being emailed to me. Watch your summer planning, if you will not be home for the specified dates, make sure you get the assignment in to me BEFORE the due date. I have also posted a copy of this assignment on my webpage. My webpage:

mscostell.weebly.com

All Reading assignments require you to thoroughly read the chapter. Do not simply skim through the chapter to find the answers, reading is imperative to be successful in this course. Make sure you READ.

Assignment #1: Chapter 25

Top Twenty Terms: You are to thoroughly read this chapter in order to prepare a proper top twenty analysis. The top twenty terms are to be typed up and emailed to me by the specified date. *As you are reading the chapter, make notes on each of the Top Twenty Terms as you come across them. Top twenty terms will not just be found in one spot…you need to include everything about the top twenty term/concept from the entire chapter. Only use information from the chapter reading, do not google or look up any additional information. It is graded according to the information found in the text.

You are to give Historical context, time period, information and significance for each term. Sometimes it may feel repetitive as you do another term, however, every top twenty term must have ALL of the components. (example will follow)

Assignment #2: Chapter 26

Top Twenty Terms: You are to thoroughly read this chapter in order to prepare a proper top twenty analysis. The top twenty terms are to be typed up and emailed to me by the specified date. *As you are reading the chapter, make notes on each of the Top Twenty Terms as you come across them. Top twenty terms will not just be found in one spot…you need to include everything about the top twenty term/concept from the entire chapter. Only use information from the chapter reading, do not google or look up any additional information. It is graded according to the information found in the text.

You are to give Historical context, time period, information and significance for each term. Sometimes it may feel repetitive as you do another term, however, every top twenty term must have ALL of the components.

Assignment #3 Chapter 27

You are to thoroughly read this chapter and answering the Discussion Questions AND Top Twenty terms . The top twenty terms as well as the discussion questions are to be typed up and emailed to me by the specified date.

ALL students MUST join my “remind” message! Text @hdaegg to 81010

Assignment #4 Chapter 28:

You are to thoroughly read this chapter and answering the Discussion Questions AND Top Twenty terms . The top twenty terms as well as the discussion questions are to be typed up and emailed to me by the specified date. .

Assignment #5 DBQ:

You are to thoroughly complete all components of the DBQ , and write the essay. You must analyze ALL Documents using SOAPS You must include Point of View for ALL documents (there is a place on the documents for you to include POV) You must include at least three (3) examples or pieces of evidence beyond the document (outside information) You must include synthesis (see Rubric) You must write the essay

Schedule to follow: The following schedule must be adhered to. You have been given ample time to complete each section of the assignment. Each section is given an email date. I must receive each component by the date that is given via email. Late work will not be accepted. That is my policy for ALL work, ALL year. Work will be graded and feedback will be given. Make sure you read feedback, especially on the Top Twenty assignments, so you do not make the same “mistakes”.

Component EMAIL Top 120, Top Twenty and Discussion Questions to me by:

Assignment #1 Chapter 25 Top Twenty

July 10th

Assignment # 2Chapter 26 Top Twenty

July 24th

Assignment # 3Chapter 27 Top Twenty and Discussion Questions

August 7th

Assignment # 4Chapter 28 Top Twenty and Discussion Questions

August 21st

Assignment # 5DBQ ALL components of the essay

September 5First day of school

ALL ASSIGNMENTS ARE TO BE EMAILED TO: pcostell57@gmail.comQuestions???You might have questions about the assignment as you are working through it this summer. Make sure that your question isn’t already covered in the directions. If you still need help then e-mail me at this address: pcostell57@gmail.com

Please note: this is an individual assignment. The final product that is submitted must be your own. Any evidence of copying from another student, “splitting” work, or copying from the Internet will result in a failing grade for this assignment**

Do Not send me “empty” attachments and claim you sent work. If I open any emails with an empty attachment, it is assumed the assignment was not completed and you will receive a zero.

I check my email weekly during the summer, so if you have any questions, I will get back to you within a few days

AP HISTORY DOCUMENT-BASED QUESTION RUBRIC WITH SCORING NOTES

A. THESIS AND ARGUMENT DEVOLOPMENT

2 POINTS

TARGETED SKILL: Argumentation1 PointPresents a thesis that makes a historically defensible claim and responds to all parts of the question. The thesis must consist of one or more sentences located in one place, either in the introduction or the conclusion.

1 PointDevelops and supports a cohesive argument that recognizes and accounts for historical complexity by explicitly

illustrating relationships among historical evidence such as contradiction, corroboration, and/or qualification.

B. DOCUMENT ANALYSIS

2 POINTS

TARGETED SKILL: Analyzing Evidence: Content and Sourcing and Argumentation1 PointUtilizes the content of at least six of the documents to support the stated thesis or a relevant argument.

1 PointExplains the significance of the author’s point of view, author’s purpose, historical context, and/or audience for at least four documents.

C. USING EVIDENCE BEYOND THE DOCUMENTS

2 POINTS

TARGETED SKILL: Contextualization and ArgumentationCONTEXTUALIZATION: 1 PointSituates the argument by explaining the broader historical events, developments, or processes immediately relevant to the question.

Scoring Note: Contextualization requires using knowledge not found in the documents to situate the Contextualization requires using knowledge not found in the documents to situate the argument within broader historical events, developments, or processes immediately relevant to the question. The contextualization point is not awarded for merely a phrase or reference, but instead requires an explanation, typically consisting of multiple sentences or a full paragraph.

EVIDENCE BEYOND THE DOCUMENTS: 1 PointProvides an example or additional piece of specific evidence beyond those found in the documents to support or qualify the argument.

Scoring Note: - This example must be different from the evidence used to earn other points on this rubric.

-This point is not awarded for merely a phase or reference. Responses need to reference an additional piece of specific evidence and explain how that evidence supports or qualifies the argument

D. SYNTHESIS

1 POINT

TARGETED SKILL: Synthesis1 PointExtends the argument by explaining the connections between the argument and ONE of the following:

a) A development in a different historical period, situation, era or geographical erab) A course theme and/or approach to history that is not the focus of the essay (such as political,

economic, social, cultural or intellectual history)c) A different discipline or field of inquiry (such as economics, government and politics, art history, or

anthropology)

Scoring Note: the synthesis point requires an explanation of the connections to different historical period, situation, era, or geographical area, and is not awarded for merely a phase or reference.

I have included a chart with the documents to help organize your essay! (On the last page)

HOW TO PROPERLY DO A TOP TWENTY

A top twenty is not just stating: who, what, where, when, why. Although it does contain those components, you must give much more than that.

Top Twenty terms/concepts are taken directly from your chapter readings. They may be found on the side of your textbook, however, the concept is throughout the entire chapter and must contain everything from the chapter (not just the first section you found the term!) Do not google or look up these terms, as this will not help your grade. These are graded only from the information in the textbook.

When you are tested on these terms, these are “reading tests”…to make sure you did the chapter reading.

THE TOP TWENTY SHOULD INCLUDE INFORMATION FROM ENTIRE CHAPTER…NOT JUST WHERE YOU LOCATE THE TERM ON SIDE OF PAGE

When writing the Top Twenty’s, do not bullet the information. It must be in paragraph form and MUST contain:

Historical context (the political, social, cultural, and economic setting for a particular idea or event.) What led to it A time period (as every essay requires ones, so do these) A thorough explanation of the event/person/theory **Significance! (Why is this so important? What did it lead to?) **very important to include!!

CHAPTER 24 READING: JOHN LOCKE

Example: WHO: John LockeWHAT: Was a philosopher who was against absolutism. NO! NOT ACCEPTABLEWHERE : EnglandWHEN: 1600sWHY: told people they could overthrow the government

Example of an acceptable Top Twenty

John Locke (1632-1704) was an English philosopher, who capitalized on the ideas of the Scientific Revolution. During the Scientific Revolution, a questioning attitude emerged. People wanted things to make sense, be logical and reasonable. Scientists began to question traditional authority such as ancient scholars and the church, discovering that natural laws govern the universe. John Locke built upon this idea and worked to discover natural laws of politics. He believed that people were born free with natural rights such as life, liberty and property. Locke opposed the idea of an absolute monarchy based on the theory of Divine right. He believed that sovereignty resided in the people rather than the rulers. According to Locke, people were born reasonable and moral, therefore needed a limited or constitutional government to protect the natural or unalienable rights of the people. If the government failed to protect the natural rights of the governed, the governed had a right to overthrow the government. His ideas provided justification for revolutions throughout the world, such as the American, French and Latin American Revolutions.

HISTORICAL CONTEXTTIME PERIOD

SIGNIFICANCE

THOROUGH EXPLANATION

I WILL NOT ACCEPT ANYTHING LESS THAN THIS EXAMPLE.

TOP TWENTY (20) Terms/Key Concepts – Chapter 25

1. Captain James Cook 2. Cash Crops 3. Dutch East India Trading Company (VOC) 4. Encomienda system5. Engenho 6. Francisco Pizarro7. Fur Trade8. Hacienda 9. Hernan Cortes

10. Manila Galleon trade 11. Mestizos 12. Mit’a System 13. Rebellions to Spanish Rule 14. Silver Mining 15. Slavery in Latin America 16. Slavery in North America 17. Small pox 18. Treaty of Tordesillas 19. Tupac Amaru 20. Viceroys

TOP TWENTY (20) Terms/Key Concepts – Chapter 26

1. Abolition of Slavery 2. Atlantic Slave Trade3. Cash Crops 4. Decline of Slave Trade5. Dona Beatriz6. Dutch Settlement of Cape Town7. Effects of Slave Trade 8. King Alfonso I 9. Maroon Societies

10. Middle Passage 11. Olaudah Equiano 12. Queen Nzinga 13. Slavery in Plantation Society 14. Slave Trade (Impact) 15. Songhay Empire 16. Sunni Ali 17. Syncretic Religions 18. Thomas Peters 19. Triangular Trade 20. Vasco da Gama

TOP TWENTY (20) Terms/Key Concepts – Chapter 27

1. Bakufu 2. Civil Service Examination System 3. Class System 4. Daimyo 5. Dutch Influence in China 6. Filial Piety 7. Floating Worlds 8. Footbinding 9. Francisco Pizarro

10. Jesuits 11. Kangxi 12. Matteo Ricci 13. Ming Dynasty 14. Neo-Confucianism 15. Qianlong 16. Small pox 17. “Son of Heaven” 18. Tokagawa Ieyasu 19. Yongle 20. Zheng He

Name:__________________________ Ch. 27 Discussion Questions

1. What role did eunuchs play in centralizing the authority of the emperor?

2. What class do you think was the greatest threat to imperial power? Why?

3. Why was the reinstatement of the civil service exams so vital to the emperor keeping power? What other ways did the emperor attempt to consolidate power?

4. Why did the Ming dynasty fall to the Manchus?

5. Why did the Qing dynasty discourage Chinese travel abroad and try to control contacts with foreigners? What was the impact of this policy?

6. Why did the nobility and other wealthy families have an advantage in the civil service system during the Ming and Qing eras?

7. What was the role of women and the family in a China dominated by Neo-Confucian values?

8. Why did Ming China seem like the best candidate to dominate world trade and politics in the time period of 1450-1750?

9. How did the shoguns achieve political unity in Japan?

10. What factors led to the economic and population growth of Japan under the Tokugawa shoguns?

11. What were the attitudes of the Japanese towards outsiders in Unit III? What could account for these attitudes? What will the result be?

12. To what extent was the culture of Japan influenced by China during this period? Give specific examples.

TOP TWENTY (20) Terms/Key Concepts – Chapter 28

1. Aurangzeb2. Akbar the Great3. Babur the Great4. Battle of Chaldiran5. Cultural Conservatism6. Devshirme7. Effect of Columbian Exchange8. Fatehpur Skirt9. Ghazi10. Mehmed II11. Millet system12. Osman Bey13. Role of Printing Press14. Role of Women15. Qizilbash16. Safavid Empire17. Shah Ismail18. Suleyman the Magnificent19. Taj Mahal20. Twelver Shiism

Name __________________________________________ Discussion Questions Chapter 28 (pg. 752-776)

1. How did Suleyman and other Ottoman sultans expand their power within the empire?

2. What role did the Sufi religion play in both the Ottoman and the Mughal empires?

3. What role did gunpowder armies, specifically the Janissaries, play in Islamic empires?

4. How did Akbar and other Mughal sultans treat other religious traditions in their empire? Why, do you think, they took this particular approach?

5. How were the Ottoman and Mughal Empires similar in regards to the roles they played in this new global trade in Unit III?

6. How did crops and other goods from the Americas alter Islamic culture and economics?

7. Why did the Steppe traditions of both the Ottomans and the Mughals create problems when it came to questions about succession?

8. How did Sikhism try to bridge the gap between the Hindu and Muslim worlds?

9. What are the causes of imperial decline in the Islamic world?

10. What was the role of the harem? What role, if any, did women play in politics?

11. Compare and contrast Mughal art with Renaissance Europe.

“The Encounter” Documents

Using the following documents of "first encounters," determine the initial impressions that each side created of the other, reaching some conclusions about how these initial impressions and attitudes might have influenced the ways Europeans and non-Europeans chose to deal with each other in the New World

Discuss the initial impressions and attitudes and how they influenced the ways Europeans and non-Europeans chose to deal with each other in the New World. (How they viewed each other, and those beliefs impacted how they behaved!)

Document #1

Columbus' letter to the sovereigns, 1503, 4th voyage

“Exhausted, I fell asleep, groaning. I heard a very compassionate voice, saying: ‘O fool and slow to believe and to serve thy God, the God of all! Since thou was born ever has He had thee in His most watchful care… Of the barriers of the Ocean sea, which were closed with such mighty chains, He gave thee the keys. What did He more for the people of Israel when He brought them out of Egypt? Or for David whom from a shepherd He made to be king in Judaea?’ He who spoke to me ended, saying: ‘Fear not; have trust; all these tribulations are written upon marble and are not without cause.’”

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Document # 2

Juan Gines de Sepulveda (1490-1575), a Spanish aristocrat, from "The Just War Against the Indians"

It is established then, in accordance with the authority of the most eminent thinkers, that the dominion of prudent, good and humane men over those of contrary disposition is both just and natural…If you are familiar with the character and morals of the two peoples, that it is perfectly right that the Spaniards exercise their dominion over those barbarians in the New World and its adjacent lands. For in prudence, talent, and every kind of virtue they are as inferior to the Spanish as children to adults, or women to men, or the cruel and inhumane to the gentle…

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Document # 3

Indian Account of Cortes' Conquest, 1530s

And our messengers told him [Motecuhzoma] "the strangers' bodies are completely covered, so as only their faces can be seen. Their skin is white, as if it were made of lime. They have yellow hair, though some have black and their beards are long and yellow. Their

dogs are enormous, with flat ears and long dangling tongues. The color of their eyes is a burning yellow; their eyes flash fire and shoot off sparks. They bound here and there, panting, with their tongues hanging out. And they are spotted like an ocelot. Their deer carry them on their backs wherever they wish to go. These deer, our lord, are as tall as the roof of a house."

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Document # 4

Aztec Poetry: "Flowers and Songs of Sorrow"

Nothing but flowers and songs of sorrowAre left in Mexico and Tlatelolco,Where once we saw warriors and wise men.We know it is trueThat we must perish,For we are mortal men.You, the Giver of Life,You have ordained it.We wander here and there In our desolate poverty.We are mortal men.We have seen bloodshed and painWhere once we saw beauty and valor.We are crushed to the ground;We lie in ruins.There is nothing but grief and sufferingIn Mexico and Tlatelolco,Have you grown weary of your servants?Are you angry with your servants,O Giver of Life?

Document # 5

Cortez pretends he can control thunder. From Jill Lepore,” Encounters in the New World", 1999

Cortez…answered [the Indians]..that they deserved to be put to death, they and all the people of their towns, but that as we were the vassals of a great King and lord named the Emperor Don Carolos…that if they were not as well disposed as they said they were, that we would take this course, but that if they were not, some of the Tepustles [iron beings] would jump out and kill them for some of the

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Tepusties were still angry because they had made war on us. At this moment the order was secretly given to put a match to the cannon which had been loaded, and it went off with such a thunderclap as was wanted, and the ball went buzzing over the hills, and it made a great noise, and the Caciques [chiefs] were terrified on hearing it. As they had never seen anything like it they believed what Cortes had told them was true.

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Document # 6

The Spread of Disease. Alfred Crosby, "The First New World Pandemic and the Fall of the Great Indian Empires", 1967 These killers came to the New World with the explorers and the conquistadors. The fatal diseases of the Old World killed more effectively in the New and the comparatively benign diseases of the Old World turned killer in the New. There is little exaggeration in the statement of a German missionary in 1699 that "the Indians die so easily that the bare look and smell of a Spaniard causes them to give up the ghost." The most spectacular period of mortality among the American Indians occurred during the first hundred years of contact with The Europeans and Africans. Almost all of the contemporary historians of the early settlements, from Bartolome de las Casas to William Bradford of Plymouth Plantation, were awed by the ravages of epidemic disease among the native populations of the Americas…

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Document # 7

Dutch artist, Theodore de Bry, 16th century, depicting Spanish cruelty in the New World

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CONTEXTUALIZATION: (Give the “Big” picture!)

Document # 8

Drawings by Guaman poma de Ayala, a Peruvian Indian who traced his lineage to the Inca. He was a Christian and hoped his reports would reach King Philip III of Spain, who might end Spanish abuses- (early 1600's)

The Inka asks what the Spaniard eats. The Spaniard replies, “Gold"

SPECIFIC EVIDENCE BEYOND THE DOCUMENTS (MUST GIVE 3): Remember, must have a thorough explanation, cannot just be a reference

SYNTHESIS:

Intro/ Thesis statement: (This MUST include time period, historical context (background) and your thesis statement. Remember, to get a thesis point, you must give an examples to support your thesis