Welcome to Humanities

AP World History, AP Art History, and Honors World Literature

Congratulations! You are embarking on a new and exciting experience! You will complete

several different assignments to help prepare you for the rigor of the Humanities course and

provide you with an artistic and historical overview of the world.

Due Dates

The maps and definitions are due on the first day of class. Art analyses and the reading

assignment are due on the first Friday of class. No late assignments will be accepted.

Plagiarism

Any evidence of plagiarism will result in a zero for the assignment and disciplinary action. All

information from the book and internet must be rephrased in your own words. If you work with

other students to understand and discuss the readings, your work must be unique and in your

own words. This policy will apply for all assignments in this course.

Sample Completion Timeline – How not to get overwhelmed!?!

June: (Try to work only on the weekdays and relax on the weekends!)

Finish 5-10 Isms per day, depending on your vacation schedule.

Read at least one chapter per week and complete the corresponding portion of the chart.

Visit a museum and fill out the DAIJ Criticism sheets.

July: (Try to work only on the weekdays and relax on the weekends!)

Finish 1 Map per week, depending on your vacation schedule.

Read at least one chapter per week and complete the corresponding portion of the chart.

Type the one page DAIJ Synopsis for each piece of artwork.

Questions

If you have any questions about the Humanities assignments, you can e-mail:

Shannon.Herndon@cobbk12.org – AP World History assignments (I will be in Italy from June 7 – 26; go ahead, be jealous!)

Mary.Mccullough@cobbk12.org – AP Art History assignments

** Keep in mind that you may not get an immediate response!**

AP World History Summer Assignment – Isms, Maps, and Summer Reading

Introduction to the AP World History Course Themes (You will use the themes for the summer reading activity.)

The purpose of AP World History is to study the history of the world through global movements, by looking at

the big picture and examining specific events based on themes. The major themes for the course are: S-P-I-C-E

Development and Transformation of Social Structures (SOCIAL)

Gender Roles and Relations

Family and Kinship

Racial and Ethnic Constructions

Social and Economic Classes

State building, Expansion, and Conflict (POLITICAL)

Political Structures and Forms of Governance

Empires

Nations and Nationalism

Revolts and Revolutions

Regional, Trans-regional, Global Structures and Organizations

Interaction between Humans and the Environment (INTERACTION)

Demography and Disease

Migration

Patterns of Settlement

Technology

Development and Interaction of Cultures (CULTURE)

Religions

Belief systems, Philosophies, and Ideologies

Science and Technology

Arts and Architecture

Creation, Expansion, and Interaction of Economic Systems (ECONOMICS)

Agricultural and Pastoral Production

Trade and Commerce

Labor Systems

Industrialization

Capitalism and Socialism

Historical Periodization

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 provide a sequential framework for the course.

Period 1: Technological and Environmental Transformations (to 600 B.C.E.)

Period 2: Organization and Reorganization of Human Societies (600B.C.E. – 600 C.E.)

Period 3: Regional and Transregional Interactions (600 C.E. – 1450 C.E.)

Period 4: Global Interactions (1450 – 1750 C.E.)

Period 5: Industrialization and Global Integration (1750 – 1900 C.E.)

Period 6: Accelerating Global Change and Realignments (1900 – present)

B.C.E. stands for “Before the Common Era” which historically was referred to as B.C. “Before Christ”.

C.E. stands for “Common Era” which was referred to as A.D. “anno Domini - In the year of the Lord”.

In other words, B.C. is now B.C.E., and A.D. is now C.E.; CollegeBoard uses the new abbreviations on the exams.

Name: __________________________________________________ Date: ______________ Class: ______

ISMS Definitions: (All parts of the chart MUST be handwritten. You may use notebook paper.)

By defining the Isms, you will begin to build an academic vocabulary, which you will utilize throughout the

Humanities course. You may recognize many of the terms; however, do you truly understand the historical

significance of each Ism? First, you need to know what the suffix -ism means.

Define –ism: ______________________________________________________________________________

Ism Root Word

Definition

Main Ideas/Beliefs

of the Ism

Example from

World History

Absolutism Absolute- complete, total, or unlimited

-Unlimited power for a leader -Centralized government -NO checks and balances

King Louis XIV France (1643-1715) Sun King “I am the State”

Animism

Anti-Semitism

Authoritarianism

Buddhism

Capitalism

Calvinism

Catholicism

Communism

Confucianism

Daoism/Taoism

Deism

Despotism

Ethnocentrism

Fascism

Feminism

Feudalism

Hellenism

Hinduism

Humanism

Imperialism

Industrialism

Isolationism

Judaism

Legalism

Liberalism

Lutheranism

Manorialism

Marxism

Mercantilism

Militarism

Monotheism

Nationalism

Nazism

Neoclassicism

Polytheism

Protestantism

Rationalism

Scholasticism

Secularism

Shi’ism

Shintoism

Social Darwinism

Socialism

Stoicism

Sufism

Sunnism

Totalitarianism

Zionism

Zoroastrianism

"Not that I condone fascism, or any -ism for that matter. Isms in my opinion are not good. A person should not believe in an Ism, he should believe in himself." - Ferris Bueller's Day Off

Name: __________________________________________________ Date: ______________ Class: ______

World Map Activity: (All parts of the map MUST be handwritten.)

Label the maps with the geographic features and color/highlight each group of features the shade indicated in

parentheses. Print to make sure your maps are easy to read. Use the provided maps to label the features listed

below; use the appropriate list A, B, or C with the corresponding map.

Map A: Bodies of Water

Oceans and Seas (Blue)

Atlantic Ocean

Pacific Ocean

Indian Ocean

Arctic Ocean

Southern Ocean

North Sea

Baltic Sea

English Channel

Norwegian Sea

Mediterranean Sea

Adriatic Sea

Aegean Sea

Black Sea

Caspian Sea

Great Lakes

Red Sea

Persian Gulf

Arabian Sea

Bay of Bengal

South China Sea

East China Sea

Yellow Sea

Sea of Japan

Caribbean Sea

Hudson Bay

Cape of Good Hope

Cape Horn

Gulf of Guinea

Gulf of Mexico

Straits & Canals (Purple)

Bosporus Strait

Strait of Magellan

Strait of Gibraltar

Strait of Malacca

Dardanelles

Panama Canal

Suez Canal

Rivers (Green)

Nile

Amazon

Mississippi

Rio Grande

Indus

Ganges

Yangtze

Huang He

Tigris

Euphrates

Irrawaddy

Mekong

Danube

Rhine

Congo

Niger

Circle the four early river

valley civilizations.

Tigris-Euphrates

Nile

Huang He

Indus

Map B: Landforms

Mountain Ranges (Orange)

Alaska Range

Rocky Mountains

Appalachian Mountains

Andes Mountains

Alps

Atlas Mountains

Ural Mountains

Hindu Kush

Himalaya Mountains

Deserts (Yellow)

Gobi

Kalahari

Sahara

Thar

Mojave

Arabian

Namib

Atacama

Syrian

Peninsulas and landforms (stripes or dots)

Arabian Peninsula

Balkans

Crimean

Horn of Africa

Iberian Peninsula

Yucatan Peninsula

Rift Valley

Asian Steppe

Map C: AP World Regions

Go to the AP World History Course and Exam Description at

http://media.collegeboard.com/digitalServices/pdf/ap/ap-world-history-course-and-exam-description.pdf

Scroll down to page 22 of the AP World History Course and Exam Description. Use the “Closer Look” map to

draw and label the AP Regions on Map C. Make your own key and use a color for each region and striping to

indicate regions that overlap.

Ma

p A

: B

od

ies

of

Wa

ter

Ma

p B

: L

an

dfo

rms

Ma

p C

: A

P W

orl

d R

egio

ns

Name: __________________________________________________ Date: ______________ Class: ______

How Art Made the World: A Journey to the Origins of Human Creativity

By Nigel Spivey

Summer Reading: (All parts of the assignment MUST be handwritten.)

Read the novel How Art Made the World by Nigel Spivey. Spivey illustrates the importance of art as a record

of history. Find social, political, interaction, cultural, and economic examples while reading each of the

following chapters. Fill out the S-P-I-C-E chart with 1-2 examples from each chapter. A quote and the page

number must be provided along with the descriptions as evidence of your comprehension of the example and

the AP World History Course Themes. For a detailed description of the AP World History Course Themes, go

to https://secure-media.collegeboard.org/digitalServices/pdf/ap/ap-world-history-course-and-exam-description.pdf and

review the themes on pages 17 – 20.

Ch. 1 The Human Artist AP World

Course Themes Chapter Example(s) Quote (pg. #)

Social

Political

(Example)

Interaction

Technology: Walking on 2 legs instead of 4 led to people creating new technologies with their hands. Technology can also be represented in paintings.

“The primary effect of bipedalism… include[s] the making and carrying of tools and weapons” (Google book, pg. 8). Anatomical Lecture of Dr. Nicolaes Tulp by Rembrandt van Rijn (painting, 1632)

Cultural

Economic

Ch. 2 The Birth of the Imagination

AP World Course Themes

Chapter Example(s) Quote (pg. #)

Social

Political

Interaction

Cultural

Economic

Ch. 3 More Human than Human

AP World Course Themes

Chapter Example(s) Quote (pg. #)

Social

Political

Interaction

Cultural

Economic

Ch. 4 Once Upon a Time

AP World Course Themes

Chapter Example(s) Quote (pg. #)

Social

Political

Interaction

Cultural

Economic

Ch. 5 Second Nature

AP World Course Themes

Chapter Example(s) Quote (pg. #)

Social

Political

Interaction

Cultural

Economic

Ch. 6 Art and Power

AP World Course Themes

Chapter Example(s) Quote (pg. #)

Social

Political

Interaction

Cultural

Economic

Ch. 7 Seeing the Invisible

AP World Course Themes

Chapter Example(s) Quote (pg. #)

Social

Political

Interaction

Cultural

Economic

Ch. 8 In the Face of Death

AP World Course Themes

Chapter Example(s) Quote (pg. #)

Social

Political

Interaction

Cultural

Economic

AP Art History Summer Assignment – Visit a Museum

In AP Art History, we will be developing your visual literacy skills. To begin learning how to look at art, you

are required to visit one of the many area art museums during the summer.

Here are some suggestions:

The High Museum ($12/Closed on Mondays)

The Marietta Cobb Museum ($5 with student ID/Closed on Mondays)

Michael C. Carlos Museum

Any other visual art museum where drawings, paintings, print, sculptures are on display. (This cannot

be a planetarium, science museum, etc. It needs to be a museum dedicated solely to the visual arts.)

If you are exploring colleges this summer, be sure to inquire about their art museum.

This can be done out of state or abroad. If you are on vacation, check out the museums in the area.

Task:

a. Take a photograph of yourself at the museum to show that you attended. The photo must include

something about the museum like a sign in the background, painting, sculpture etc. The photo is be

handed in with the assignment on your first day.

b. As you walk through the galleries, select 3 works of art by any 3 artists that interest you. Explore each

piece by carefully observing. Try to gather as much information as possible by looking carefully.

c. There is a DAIJ Criticism sheet attached. Please print a few and take them with you to the museum.

Consider the following DAIJ Critique steps:

D=Description. The first step in art criticism is description. When we look at a work of art, our minds

naturally take notice of the general information that is present. For example, if we take The Mona Lisa, we

notice, “Hey, this is a painting of a woman.” When critiquing, start here with a simple description of what is

seen in the artwork.

A=Analysis. Analysis refers to how we see the elements and principles of art. In this step, our minds take in

the lines, values, and colors of the artwork. We also may take notice of the balance, proportion, rhythm, and

unity found within the work. In a critique, students should point out what is happening with these specific

elements and principles. Many times, the formal qualities of the artwork are what makes the art successful.

Students should understand how these qualities work and what makes them successful in artwork. They should

also be able to discern when these formal qualities are unsuccessful as well.

I=Interpretation. Often times, students will automatically skip to this step. We look for meaning in everything,

so this is natural. In this step, we explore the meaning of the artwork. What is the artist trying to communicate

to us? There are no wrong responses here.

J=Judgment. The last step in art criticism is judgment. Is this work of art successful? It is important if we are

teaching students, to guide them in this step. Remind students that the work of art may not be their favorite, but

it may still be successful. This way, we teach students to appreciate good art, even if we personally do not like

it.

Understanding the steps to art criticism and implementing them in a structured way in critique, will help you

create better artwork.

If the museum permits photos, take a picture of each painting. ALWAYS ASK PERMISSION.

For each of the 3 works of art, write a one page (double spaced, 12 pt. font) DAIJ critique/synopsis in

essay form.

Include the following:

Full ID: title, artist, year, medium, size

Picture (your photo, museum postcard, download from Internet): BE SURE TO ASK IF YOU

CAN TAKE PHOTOS. MUSEUMS ARE VERY STRICT ABOUT THIS RULE.

Information that you gathered by observation for your DAIJ critique. (Do not copy and paste

from the Internet. I want your observations.)

Your impressions about the work: what do you think it means? How does it make you feel? Is it a

successful painting? Do you like it?

There are no right or wrong answers to these questions but your critique/synopsis should be a complete and

thoughtfully considered. Most of all, I want you to look around and enjoy the museum!

Name: __________________________________________________ Date: ______________ Class: ______

Description Name of the artist: _______________________________________________________________

Name of the artwork: _______________________________________________________________________

Date of the artwork: ____________________________

Type of artwork (example: oil painting, ceramic, lithograph): ________________________

Size of artwork (if given): _______________________

Physical Description (what do you see):

_________________________________________________________________________________________

_________________________________________________________________________________________

______________________________________________________________________________________

Analysis (write at least two elements of art and two principles of design that you see and how they are being used):

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

Interpretation (based on history what do you think the artist is trying to say):

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

Judgment (do you like it or not and why):

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

Elements: line, form, shape, texture, color, space, value

Principles: balance, emphasis, pattern, movement, rhythm, contrast, unity