Name: _______________________________________________

________ Welcome to AP World History, I am looking forward to meeting you in the fall. These

assignments will assist in building your fundamental knowledge of World History and are intended to lay the foundation for the material covered during the course of the year.

For many of you, this is your first AP class. To be successful, you will need to stay focused and work hard. You should be prepared to spend several hours a week outside of class on AP World History. During the school year we will explore 10,000 years of human history, learn valuable skills, and take the AP World History Exam in May. This is an exciting class that will allow us to look at the big picture of history, trace cultures over time, and examine human interactions.

The purpose of this summer assignment is to get a jumpstart on the curriculum. The summer assignment will also provide us with an opportunity to go into more depth on certain topics throughout the year.

I STRONGLY RECOMMEND YOU START SOONER RATHER THAN LATER!!!!

This summer assignment is due by–September 11, 2018.

The following items will be turned in:1) The chapter notes from the required chapters (Chapters 1-6) (I recommend getting a

spiral notebook and keeping your notes in this)2) Post-reading Chapter “Quizzes”3) The Sensory Figures, Peopling of the Earth, and Cause/Effect of the Neolithic Revolution

Charts/Maps, and related questions.

Late assignments will not be accepted as I will be testing you on some of the information from this assignment as soon as school starts. It is important that you show me you are capable of successfully completing this independent assignment in the time allotted. This gives me a clear picture of your ability to handle the college-level course load you will experience throughout the year. There will be some resources on my website – the web address is below.

I will be available by email during the summer but please do not expect an immediate response; it may take a few days. If you have questions, do not hesitate to email me. Good luck and I’ll see you in September!

Ms. Hummel

mhummel2@bcps.orgMy website: mshummelswhap.weebly.com

AP WORLD HISTORY SUMMER ASSIGNMENT!

Dear Students and Parents,

Hello! As you know, your student has accepted the challenge of AP World History. This course is quite an undertaking as the curriculum covers close to 10,000 years of history and is modeled like an introductory college course. The ultimate goal of this course is for students to take the College Board AP World History Exam in May. Achieving a score of 3 and above (out of 1-5) often times allows students to earn transfer credits to their college. This can allow students to skip over certain courses when they attend college.

The AP World History test’s format now aligns with the AP United States History and AP European History tests. With this redesign, students will not only need to show content knowledge, but also historical skill mastery.

One of the most important factors for achieving an acceptable score on the AP test is reviewing material and practicing these skills. In order for students to achieve this success, it is recommended that they purchase an AP Test prep book. The book I am highly recommending is the World History: Preparing for the Advanced Placement Examination book printed by AMSCO School Publications.

About the AMSCO World History text:This book is preferable for several reasons. First, the book is divided into the same units of

study that I, and the College Board both use. Within these units, there are several practice essay questions, stimulus based multiple choice questions, and short answer questions that resemble what your student will see in both my class, and on the AP Test in May. This text also focuses on the historical thinking skills needed for a successful score on the AP test. This review book also includes key vocabulary students should know for the course. The content review is also broken up into more manageable chunks to better help your student understand and review effectively. There is also a full length practice exam, which will also help your student prepare. This year I will be putting the multiple choice questions on BCPSOne for students to utilize for the class. I also use this text as a source when making my unit tests and in class assignments.

We will be placing an order directly with the publisher. The price of the book including a shipping charge will be approximately $20. If you were to buy this review book through Amazon, the prices have been fluctuating. Recently, these review books have been listed from anywhere between $30 and $50+.

Please use exact cash or check when ordering the book. The last day money will be collected is September 14, 2018. Please make checks payable to Sparrows Point High School.

I look forward to being able to utilize this text in class with your AP World History students!

-Ms. Hummelmhummel2@bcps.org

AMSCO Review Book for AP world history

Textbook Reading and Assignment ScheduleA requirement of the course is to read the textbook. Textbook readings will take place at home, and are quizzed in class. Just like in college, you need to be able to effectively manage your time. Below is a suggested reading schedule for this summer. I suggest breaking the readings up in order to make the assignment more manageable this summer, and throughout the year. There are also dates for the other assignments in the Summer Packet.

Chapter Date to ReadPages

Unit Intro and Chp 1

1-7

8-14

15-20

21-26

27-28

6/20

6/21

6/22

6/25

6/26

2 31-35

36-40

41-45

46-50

51-55

6/26

6/27

6/28

6/29

7/2

3 59-63

64-68

69-73

74-78

79-83

7/3

7/6

7/9

7/10

7/11

4 87-91

92-96

97-101

102-105

7/12

7/13

7/16

7/17

5 109-113

114-118

119-123

124-128

129-130

7/18

7/19

7/20

7/23

7/24

Chapter Date to ReadPages

6 133-137

138-142

143-147

148-152

153-154

7/25

7/26

7/27

7/30

7/31

Other Assignments

Assignment Date to Complete

Chp “Quizzes” 7/31

Part 3 of the Packet 8/1-8/3

Chart 1 8/1

Chart 2 8/2

Questions for Charts 1 & 2

8/2

Chart 3 8/3

First Day of SchoolSEPTEMBER 4TH

Assignment Due DateSEPTEMBER 11TH

*Note: None of these dates are weekends, and the readings are broken up into 5-7 page increments. If you think you can read more – do it! Time management is your responsibility as a student in high school and beyond!*

Part 1: Textbook NotesThroughout this course you will be asked to break down cultures and civilizations to a basic level

that will allow you to recognize the MOST important characteristics and easily compare one civilization with another. Notes for each chapter will be assigned throughout the course to analyze a civilization/culture. You should split up the chapters in order to stay focused throughout reading.

Use the provided outline for the FIRST SIX CHAPTERS OF OUR TEXTBOOK. Please use a spiral notebook to complete them. This will be the model you will follow through out the year. Focus on key information and important facts. It’s important to be specific so you know who did something, not just that something occurred. Attempt to get at least FIVE key ideas for each section. (FIVE IS THE MINIMUM - that doesn’t mean you should stop at five - especially for larger sections. The more important info you write, the better your notes are, and therefore the better your quiz scores will be!) If struggling for ideas, look for things that fit into the following categories types: ASPIRE or SPICE (SPICE coordinates better with our 5 themes, ASPIRE are typically aspects of culture). These notes will be graded periodically throughout the year.THERE ARE CHAPTER GUIDES (Vocab, Maps, Questions) ON MY WEBSITE

• ART AND ARCHITECTUREo Having to do with art (visual, musical, written) and architecture as well as intellectual movements/philosophy• SOCIETYo Having to do with people in groups, their living together, and relations with one anothero Includes such issues as: gender, economic status and ethnicity• POLITICALo having to do with gaining, seeking, and organizing powero events related to the function of government: making laws, enforcing laws, and interpreting laws• INTELLECTUALo Having to do with the technology used by the societyo New inventions• RELIGIOUSo having to do with religious beliefs, whether organized or traditionalo the religious institutions of culture• ECONOMICo Having to do with how people meet their basic material needso The production, distribution, and consumption of goods and serviceso Including such issues as domestic and international trade, monetary policies and taxation

!!!!IMPORTANT!!!!The assigned chapters (1-6) are linked on my AP World site!

https://mshummelswhap.weebly.com/traditions--encounters.htmlPlease review the “SPICE Themes” Powerpoint on the website as well to review what is expected

of these notes.

• The Development and Transformation of SOCIAL Structureso Gender Roles/Relations, Family & Kinship, Racial and Ethnic Constructions, Social/Economic Classes• POLITICAL – State Building, Expansion, and Conflicto Political structures & forms of Governance, Empires, Nations & Nationalism, Revolts & Revolutions, Regional, Transregional, Global Structures & Organizations• INTERACTION Between Humans and the Environmento Geography (location, region, climate, natural barriers), Demography & Disease, Migration, Patterns of Settlement, Technology Impact• Development and Interaction of CULTURESo Religions, Belief Systems, Philosophies, and Ideologies, Science and Technology, The Arts & Architecture• Creation, Expansion, and Interaction of ECONOMIC Systemso Agricultural & Pastoral Production, Trade & Commerce, Labor Systems, Industrialization, Capitalism & Socialism

ASPIRE SPICE

This is an excerpt from the textbook.Chapters have •Main Headings (in bold/large font)•Sub Headings (in italics)•Topic Headings (in black in the margins)

Note Structure•Notes should be done in outline format•Some suggestions in completing effective notes would be to:-read each topic sentence of all the paragraphs in the section before taking notes.-turning the Sub Headings and Topic Headings into questions and answer that question when you take notes in order to help focus your notes. (Ex: What was Sumer? Why is it important?)•When taking notes you should be able to fit what ever you write down in to either a SPICE (theme) category or ASPIRE (aspects of culture) category. (See handouts for what SPICE and ASPIRE are)

Note Sample for this Section of the Textbook

Taking Chapter Notes – Outline Method

The Quest for Order•Mesopotamia - human population inc. rapidly•Created states/govt to bring order•Effective political/military orgs to build regional empires •Extended authority to neighboring people

Mesopotamia - The Land Between the Rivers•Mesopotamia = Land btn the rivers - Tigris & Euphrates - Iraq•Built reservoirs, canals to irrigate - barley, wheat, peas•Increased food supplies = increased population•Sumer - territory with a large population - elaborate irrigation techniques

These two sections lack super specific details - but do have details students should know.•Interaction w/Environ.•Political structuresThese would be general details.A more specific detail would be later in the chapter when it talks about the form of writing -cuneiform.

*Cornell notes are also an effective method, but I personally do not utilize them in my class. You are welcome to use them if they work better for you*

Introduction

The Evolution of Homo SapiensThe HominidsHomo Sapiens

Paleolithic SocietyEconomy and Society of Hunting and Gathering

PeoplesPaleolithic Culture

The Neolithic Era and the Transition to AgricultureThe Origins of AgricultureEarly Agricultural SocietyNeolithic CultureThe Origins of Urban Life

Chapter Summary Section

Introduction

The Quest for OrderMesopotamia: “The Land between the Rivers”The Course of EmpireThe Later Mesopotamian Empires

The Formation of a Complex Society and Sophisticated Cultural Traditions

Economic Specialization and TradeThe Emergence of a Stratified Patriarchal

SocietyThe Development of Written Cultural Traditions

The Broader Influence of Mesopotamian SocietyHebrews, Israelites, and JewsThe Phoenicians

The Indo European MigrationsIndo-European OriginsIndo-European Expansion and Its Effects

Chapter Summary Section

Chapter 1 - Before History

Items that are just UNDERLINED are section headings. Items that are underlined & ITALICIZED are subheadings. BOTH require notes - minimum of 5 main bullet points each. Complete them in your “Chapter Notes” notebook.

Chapter 2 - Early Societies in Southwest Asia and Indo-European Migrations

Summer Assignment - Chapters 1-6 Headings

Introduction

Early Agricultural Society in AfricaClimatic Change and the Development of

Agriculture in AfricaEgypt and Nubia: “Gifts of the Nile”The Unification of EgyptTurmoil and Empire

The Formation of Complex Societies and Sophisticated Cultural Traditions

The Emergence of Cities and Stratified SocietiesEconomic Specialization and TradeEarly Writing in the Nile ValleyThe Development of Organized Religious Traditions

Bantu Migrations and Early Agricultural Societies of Sub-Saharan Africa

The Dynamics of Bantu ExpansionEarly Agricultural Societies of Sub-Saharan Africa

Chapter Summary Section

Chapter 3 - Early African Societies and the Bantu Migrations Introduction

Harappan SocietyFoundations of Harappan SocietyHarappan Society and Culture

The Indo-European Migrations and Early Aryan India

The Aryans and IndiaOrigins of the Caste SystemThe Development of Patriarchal Society

Religion in the Vedic AgeAryan ReligionThe Blending of Aryan and Dravidian Values

Chapter Summary Section

Chapter 4 - Early Societies in South Asia

Introduction

Early Societies of MesoamericaThe OlmecsHeirs of the Olmecs: The MayaMaya Society and ReligionHeirs of the Olmecs: Teotihuacan

Early Societies of South AmericaEarly Andean Society and the Chavin CultEarly Andean States: Mochica

Early Societies of OceaniaEarly Societies in Australia and New GuineaThe Peopling of the Pacific Islands

Chapter Summary Section

Introduction

Political Organization in Early ChinaEarly Agricultural Society and the Xia DynastyThe Shang DynastyThe Zhou Dynasty

Society and Family in Ancient ChinaThe Social OrderFamily and Patriarchy

Early Chinese Writing and Cultural DevelopmentOracle Bones and Early Chinese WritingThought and Literature in Ancient China

Ancient China and the Larger WorldChinese Cultivators and Nomadic Peoples of

Central AsiaThe Southern Expansion of Chinese Society

Chapter Summary Section

Chapter 6 - Early Societies in the Americas and Oceania

Chapter 5 - Early Society in East Asia

Part 2: Post-Reading Chapter “Quizzes”These questions are going to be very similar to what you will see on your chapter quizzes throughout the year, your unit tests, as well as the AP test in May. You should utilize your notes to complete these questions. As these are for practice, there aren’t many of them per chapter. Questions with a picture or passage are called “Stimulus Based.”Chapter 1: Before History Use the image below to answer question 1.

1. Based on your reading, what did the Venus figurine represent?a. Matriarchal societiesb. Patriarchal societiesc. Early human’s interest in fertilityd. Goddesses in early religions

Use the passage below to answer question 2.

2. The events described in the above scientific research paper are best understood in the context of which of the following historical periods?a. The Paleolithic Erab. The Neolithic Revolutionc. Development of nomadic pastoralismd. Emergence of the first civilizations

“Sometime after 70,000 years ago our species, Homo Sapiens, left Africa to begin its inexorable spread across the globe…It was, without a doubt, the most consequential migration event in the history of our planet…I think the diaspora occurred when a new social behavior evolved in our species: a genetically encoded penchant for cooperation with unrelated individuals. The joining of this unique proclivity to our ancestors’ advanced cognitive abilities enabled them to nimbly adapt to new environments. It also fostered innovation, giving rise to a game-changing technology: advanced projectile weapons. Thus equipped, our ancestors set forth out of Africa, ready to bend the whole world to their will.”Curtis W. Marean, “The Most Invasive Species of All,” Scientific American, August 2015

Chapter 2: Early Societies in SW Asia/Indo-Euro MigrationsUse the passage below to answer question 3.

“Early cultivators realized that by tapping these rivers, building reservoirs, and digging canals, they could irrigate fields of barley, wheat, and peas. Small-scale irrigation began in Mesopotamia soon after 6000 B.C.E.” –Bentley & Ziegler, Traditions and Encounters

3. What theme is best represented by this passage?a. Development and Interaction of Culturesb. Creation, Expansion, and Interaction of Economic Systemsc. Interaction Between Humans and the Environmentd. State Building, Expansion, and Conflict

Use the image of cuneiform below to answer question 4.4. The image shows what early advancement of Mesopotamian society?a. A political structure based on government and not kinshipb. The beginning of scientific discoveriesc. A system of writing and notationd. The development of an important art style

Chapter 3: Early African Societies/Bantu MigrUse the image below to answer question 5.

This frieze (c. 2000 B.C.E.) depicts Egyptians using water from the Nile River

5. A historian researching Egyptian irrigation systems around 2000 B.C.E. would most likely find the document useful as a source of information for which of the following?a. New religious beliefs that developed including Hebrew monotheismb. Trade routes between Egypt and Mesopotamiac. The role of military in early civilizationsd. Technological innovations led to major improvements in agricultural production

(There is no stimulus for question 6)6. Based on your reading, what was the political structure of the early Egyptian and Nubian societies?

Chapter 4: Early Societies in South AsiaUse the image below to answer question 7 and 8.

7. The image reflects what practice seen in the Vedic religion?a. Satib. Rig Veda Hymnsc. Vedas Worshipd. Prayer

Use the passage below to answer question 9.

9. The passage above reflects what cultural similarity you have previously read about?a. The use of religion to justify controlled birthsb. The use of religion to justify patriarchyc. Venus figurinesd. Baptism in the Nile Valley for Ra

“Harappan religion reflected a strong concern for fertility. Like other early agricultural societies, Harappans venerated gods and goddesses whom they associated with creation and procreation. They recognized a mother goddess and a horned fertility god, and they held trees and animals sacred because of their associations with vital forces.” Bentley & Ziegler, Traditions and Encounters

8. What societal structure most likely occurred based on this image?a. Matriarchal b. Patriarchal

Chapter 5: Early Society in East Asia (There is no stimulus for question 11)11. What was the mandate of heaven?Use the image below to answer question 10.

Jade figurines excavated at Anyang from the tomb of Fu Hao, who was one of the consorts of the Shang king Wu Ding. The carvings represent servants who would tend to Fu Hao’s needs after death.

10. Which of the following best describes the significance of religion to early Chinese societies?a. Religion was used to support social structure. b. Religion was used to legitimize rule.c. Religion supported the belief in the afterlife. d. Religion supported craftworks as an economic system.

Chapter 6: Early Societies in the Americas and OceaniaUse the image below to answer question 12.

12. Which of the following early American societies produced this art?a. Chavinb. Mochicac. Olmecd. Maya

(There is no stimulus for question 13)

13. How were the islands in Oceania populated?

Part 3: Sensory Figures & the Neolithic RevolutionSensory Figures: Chart #1: Hunter-Forager Societies•In the area surrounding the Hunter/Foragers, detail characteristics of these societies such as Paleolithic social structure, demographics, economics, technologies, political organization, and culture. Also include a section for the “senses” (sight, smell, touch, hearing, taste).•Use the following sources to help complete this:-Chapter 1 of the textbook.-The video from, “Bridging World History: Unit 3: Human Migration” located here:https://www.learner.org/vod/vod_window.html?pid=2146-The images from, “Bridging World History: Unit 3: Human Migration” located here:https://www.learner.org/courses/worldhistory/unit_main_3.html#

Chart #2: The Peopling of the Earth Map•Annotate the map of the diffusion of early humans from East Africa to Eurasia, Australia, and the Americas. -Label the natural features-Use arrows to trace the migration of humans out of Africa to Eurasia, Australia, and the Americas-At the bottom of the map page, explain the relationship between early humans and the environment by detailing how natural features and environmental factors shaped migration patterns, and how early humans invented and used various technologies to overcome some of these factors. Also explain some of the problems with the evidence used by historians and archaeologists to support this claim.•Use the following sources to help complete this:-Chapter 1 of the textbook-The “Map Video” – “Journey of Mankind: The Peopling of the World” located here: http://www.bradshawfoundation.com/journey/

Essential Questions for Charts 1 & 2 After completing these two charts, answer these Essential Questions. Be sure to substantiate your answers with evidence from these activities and include a discussion on the use of archaeological and linguistic evidence to date and trace these migrations.-What were the characteristics of Paleolithic society?-What role did technology play in the peopling of the Earth?-What evidence is used to create the “peopling of the Earth” theory? What are some problems with this evidence?

Chart #3: The Neolithic Revolution •In the center column – define Neolithic Revolution. In the left column, explain the factors that caused the Neolithic Revolution. In the right column, explain the effects of the Neolithic Revolution. Analyze reasons why these changes are occurring as well in the effect column. (For example, how did the Neolithic Revolution lead to the development of specialized labor?)•Use the following resources to complete this chart:-Chapter 1 of the Textbook-Catalhoyuk: Neolithic Revolution located here:http://www.smm.org/catal/mysteries/what_were_they_eating/hunting_and_gathering/-Catalhoyuk: Neolithic Art on Khan Academy located here:https://www.khanacademy.org/humanities/prehistoric-art/neolithic-art/a/atalhyk

Sensory Figures: Hunter-Forager Societies

In the area surrounding the Hunter/Foragers , detail characteristics of these societies such as Paleolithic social structure,

demographics, econom

ics, technologies, political organization, and culture. Also include a section for the “senses” (sight, sm

ell, touch, hearing, taste).

The Peopling of the Earth

Using the map below

and the referenced website, annotate this m

ap of the diffusion of early humans from

East Africa to

Eurasia, Australia, and the A

mericas.

-Label the natural features

-Use arrow

s to trace the migration of hum

ans out of Africa to Eurasia, A

ustralia, and the Am

ericas-At the bottom

of this page, explain the relationship between early hum

ans and the environment by detailing how

natural features and environm

ental factors shaped migration patterns, and how

early humans invented and used various technologies to

overcome som

e of these factors. Also explain som

e of the problems w

ith the evidence used by historians and archaeologists to support this claim

.

Essential Questions: Charts 1 & 2•After completing these two charts, answer these Essential Questions. Be sure to substantiate your answers with evidence from these activities and include a discussion on the use of archaeological and linguistic evidence to date and trace these migrations.

-What were the characteristics of Paleolithic society?

-What role did technology play in the peopling of the Earth?

-What evidence is used to create the “peopling of the Earth” theory? What are some problems with this evidence?

The N

eolithic Revolution –Cause and Effect

In the center colum

n –define N

eolithic Revolution. In the left colum

n, explain the factors that caused the Neolithic Revolution.

In the right colum

n, explain the effects of the Neolithic Revolution. A

nalyze reasons why these changes are occurring as w

ellinthe effect colum

n. (For example, how

did the Neolithic Revolution lead to the developm

ent of specialized labor?) Use both textbook and referenced w

eb resources.

Neolithic Revolution

CauseEffect