AP World History Summer Assignment School Year
|
|
- MargaretMargaret Patterson
- 5 years ago
- Views:
Transcription
1 Instructors: Brian Bednarski: Kim Clark: AP World History Summer Assignment School Year Heather Hess: Stefanie Lane: Advanced Placement World History enables students to pursue college-level studies while still in high school. AP provides willing and academically prepared students with the opportunity to earn college credit, advanced placement or both. Taking AP courses also demonstrates to college admission officers that students have sought out the most rigorous course work available to them. Students and parents should keep in mind the following expectations for the course: AP World History requires extensive reading and writing outside class AP World history requires self-discipline to complete assignments, and willingness to work on improving skills A key to success in AP World is to be motivated and to have a passion for history Students will also be expected to complete a summer assignment. The assignment will be due on the first day of class. All assignments can be found on your teacher s website. The assignment consists of three parts: o o o o Part A Unit One and Unit Two Question Packet Students will answer all questions in their own handwriting, using outside resources Part B DBQ Analysis Print off the DBQ (pgs. 2-6 of the PDF). Follow the essay guidelines preceding the essay prompt and write your essay on the lined pages in the question packet. This essay writing activity should take no more than 60 minutes. Remember, on your AP exam you will have to write your DBQ in minutes Part C Sterns Lecture Read Lecture Five: Cultural Change in the Classical Period and create Cornell questions and summaries for each section of notes. Part D Personalities and Problems Comparative Readings Read Zoroaster and Buddhism: Explaining Suffering and Confucius and Plato: A Few Really Good People. Answer the corresponding questions for each reading. The AP World History exam will take place on May 15 th, The AP World History Exam is 3 hours and 5 minutes long and includes both a 55-minute multiple-choice section and a 130- minute free-response section. The multiple-choice section of the examination accounts for half of the student's exam score, and the free-response section for the other half. Question Type Number of Timing Questions Multiple choice minutes Document Based Questions 1 question 50 minutes Continuity and change-over-time essay 1 question 40 minutes Comparative essay 1 question 40 minutes Each AP Exam score is a weighted combination of the student's scores on the multiple-choice section and the free-response section. The final score is reported on a 5-point scale: 5 = extremely well qualified 4 = well qualified 3 = qualified 2 = possibly qualified 1 = no recommendation
2 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, from approximately 8000 B.C.E. to the present, provide a temporal framework for the course. The instructional importance and assessment weighting for each period varies. Period Period Title Date Range Weighting on AP Exam 1 Technological and Environmental To 600 B.C.E 5% Transformations 2 Organization and Reorganization of Human 600 B.C.E to 600 C.E 15% Societies 3 Regional and Transregional Interactions 600 C.E to % 4 Global Interactions 1450 to % 5 Industrialization and Global Integration 1750 to % 6 Accelerating Global Change and Realignments 1900 to the present 20% Course Themes The Five course themes below present areas of historical inquiry that will be investigated throughout the year. The goal is to help students recognize the broad trends and processes that have developed over centuries around the world. 1) Interaction between Humans and the Environment How does the environment shape human societies and how do human societies shape the environment? Consider things such as: o demography and disease o migration and patterns of settlement o technology 2) Development and Interaction of Cultures How do societies use, disseminate and adapt ideas, beliefs and knowledge between and within societies? Consider things such as: o religions, belief systems, philosophies and ideologies o science and technology, arts and architecture 3) State-building, Expansion and Conflict What are the processes by which hierarchical systems of rule have been constructed and maintained? What are the conflicts generated through these processes? Consider things such as: o political structures and forms of governance o empires, nations and nationalism/ revolts and revolutions o regional, transregional and global organizations 4) Creation, Expansion and Interaction of Economic Systems What are the patterns of trade and commerce between regional and global networks of communication and exchange? What are their effects on economic growth and decline? Consider things such as: o agricultural and pastoral production o trade and commerce, labor systems, and industrialization o socialism and capitalism 5) Development and transformation of Social Structures What are the processes through which social categories, roles and practices were created, maintained and transformed? o gender roles and relations, family and kinship o racial, ethnic constructions, and social/economic classes
3 Part A This assignment will cover background information for Unit One and Unit Two of AP World History. Complete each task, recording your answers in the packet. Unit One Key Task 1: Core and Foundational Civilizations Map Exercise: Peopling of the World - Use arrows, headings, and dates to illustrate the migration of early humans from Africa to Eurasia, Australia and the Americas. (Headings should include dates of migration). Map Exercise: Core and Fundamental Civilizations - Locate/label and create a key for: Mesopotamia Tigris and Euphrates Rivers Egypt Nile River Indus Valley Harappa and Mohenjo-Daro Indus River Shang China Yellow River Olmecs Chavin Neolithic Revolution and Beginning of Civilizations: Define the Neolithic Revolution --
4 In relation to the Neolithic Revolution, create a Venn diagram comparing Agriculturalists and Pastoralists: Agriculturalist Pastoralists Describe in a paragraph below, the various environmental impacts of the Neolithic Revolution (agriculturalists and pastoralists). How did the Neolithic Revolution change society socially, politically, economically, and technologically?
5 Task 2: Culture In the chart below describe specifically, in bullet point form, how the following technological innovations led to improvements in agricultural production, trade and transportation. Improvements in agricultural production, trade, and transportation: Pottery Plows Woven Textiles Metallurgy Wheels and Wheeled Vehicles New Weapons Select one of the following, compound bows or iron weapons, and describe how it transformed warfare in agrarian civilizations. New modes of transportation Select one of the following, chariots or horseback riding, and describe how it transformed warfare in agrarian civilizations.
6 Monumental architecture and urban planning Choose 3 of the following examples of architecture/urban planning, find a picture and complete the information for each: o Ziggurats o Pyramids o Temples o Defensive walls o Streets and roads o Sewage and water systems Picture Here Picture Here Picture Here What: What: What: Where: Where: Where: Date: Date: Date: Civilization: Civilization: Civilization: Purpose: Purpose: Purpose:
7 Systems of record keeping Choose two of the following systems of record keeping and compare them using a Venn diagram, then write your name (the best you can) in each form of writing: o Cuneiform o Hieroglyphs o Pictographs o Alphabet o Quipu
8 Task 3: Literature Describe how the following excerpts reflect the cultures from which they originated: "My friend, why are the Great Gods in conference? (In my dream) Anu, Enlil, and Shamash held a council,and Anu spoke to Enlil: 'Because they killed the Bull of Heaven and have also slainhumbaba, the one of them who pulled up the Cedar of the Mountainmust die!' Enlil said:'let Enkidu die, but Gilgamesh must not die! -Epic of Gilgamesh How does the excerpt above, from Gilgamesh reflect Mesopotamian culture? One should perform Karma with nonchalance without expecting the benefits because sooner or later one shall definitely gets the fruits. -- Rig Veda How does the excerpt above, from the Rig Veda, reflect Indian culture?
9 Hail to you gods, on that day of the great reckoning. Behold me, I have come to you, without sin, without guilt, without evil, without a witness against me, without one whom I have wronged. I am one pure of mouth, pure of hands. -- The Book of the Dead, The Address to the Gods, B.C. How does the excerpt above, from the Egyptian Book of the Dead, reflect Egyptian culture? What commonality/s can you identify about all three cultures from the excerpts?
10 Read the following article and answer the questions below: History Debate: Why Women's Status Deteriorated Despite images of cave men dragging women off by the hair, it is quite clear that hunting and gathering societies did not subordinate women systematically. Women's economic contributions were reflected in a religious culture that often stressed the female creative principle. This situation changed as agriculture be- came established, and the trend occurred everywhere that farming spread. (interestingly, nonagricultural societies, like the herding peoples in Central Asia, continued to give women greater voice, which led to some important culture clashes when they encountered agricultural civilizations.) The signs of change abound. Men did the heaviest agricultural work; Middle Eastern art by 3000 B.C.E. showed men always responsible for plowing. Because men's relative economic importance grew, male children were favored and men had primary rights of property ownership. While religions long continued to feature gods and goddesses, emphasis on a primary male creator god, like Marduk in the Middle East or Zeus in Greece, increased; goddesses became more peripheral. The Jewish religion, emphasizing a single god, pushed this principle of a masculine divinity still further. Laws and social habits often followed suit. By 2000 B.C.E., many Middle Eastern women were veiled to help ensure that they would remain sexually faithful to their husbands--who were not placed under any such controls. The question, of course, is why this happened. The rise of women's history and new debates about women's rights today open the gender inequality of the past to explanation; it no longer seems self-evident. Current explanations include several components, and it is unlikely that such a basic shift resulted from one factor alone. Agricultural societies, needing to defend from attack and not infrequently seeking to conquer, organized more formal military forces, which gave new emphasis to male power. The birth rate went up, as agricultural societies found uses for more labor and also needed to compensate far higher disease rates; this meant that women spent more of their lives bearing and caring for children. Men may have pushed for greater power to compensate for the decline of the hunt. In the upper classes, at least, establishment of agricultural property made determination of inheritance more important: men wanted to know which children were theirs and so tried to regulate women's sexual behavior. We do not know how these various causes mixed together, but the result is clear. And in most agricultural societies, women's inferiority tended to increase with time, as success prompted more male groups to demonstrate their status by lording over women. Adapted From: World History in Brief: Major Patterns of Change and Continuity: Third Edition. Peter N. Stearns Define the term patriarchal. Based on the above reading, explain why women s status deteriorated during this early period of civilization?
11 Unit Two Task 1: Key States and Empires Map Activity: Use the map on the next page: 1. Outline, shade, and create a key for the following key states and empires : o Persian Empire o Qin and Han Empires in China (use 2 colors) o Mauryan and Gupta Empires in India (use 2 colors) o Phoenicia and its colonies o Greece o Roman Empire o Toltec Empire in central Mexico o Mayan Empire o Moche in Andean South America 2. Draw in and label the following trade routes on the map o Eurasian Silk Roads o Trans-Saharan caravan routes o Indian Ocean sea lanes o Mediterranean sea lanes
12
13 Answer the following questions: Describe the rise of the Persian Achaemenid Empire under Cyrus the Great and the creation of a centralized, bureaucratic Persian government under Darius. Choose one of the empires and explain in a paragraph below, how the empire impacted the growth of Jewish diasporic communities: Assyrian Babylonian Roman Empires
14 Task 2: Religion and Culture Read the following excerpt from the Analect and answer the following questions: Filial piety is the root of virtue and the source of civilisation. We establish ourselves and practise the Way, thereby perpetuating our name for future generations and bringing glory to our parents. This is the fulfilment of filial piety and it begins with serving one's parents, our rulers and is completed by establishing one's character." Describe Confucius concept of filial piety and its importance to Confucianism. Briefly compare the two religious traditions of shamanism and animism.
15 Explain ancestor worship and give an example of it from one of the following areas. o Africa o The Mediterranean region o East Asia o Andean areas Describe the relationship between the Hindu religion and the social and political roles of the caste system. Describe the similarities between Buddhism and Christianity in the chart below: Emergence and Origins Buddhism Christianity Spread of Religion Use of Monasteries
16 Task 3: Interaction of Cultures Map Exercise: External problems along frontiers In describing the Hun invasions of various civilizations, annotate the following map with arrows and details describing the role various groups of Huns had on the demise of the following empires: o Han o Roman o Gupta Empires Roman Empire Europe Huns Central Asia Gupta Empire India Han Empire China
17 In addition to the advanced knowledge of the monsoon winds, add a picture and complete the chart explaining how innovations in maritime technologies such as the Lateen Sail and Dhow ships stimulated exchanges along maritime routes from East Africa to East Asia (Impact) Lateen Sail Dhow Ship (Picture Here) (Picture Here) Origins: Origins: Impact: Impact: In a paragraph below, describe the nature and purpose of the qanat system.
18 Part B DBQ Summer Assignment: Read through the DBQ document below. Utilize the margins to take notes for each document. Compose an essay that answers the prompt below. The essay should be written on a separate sheet of paper. The essay must be hand written.
19
20
21
22 Part C Sterns Lecture: Read the following lecture outline and create Cornell questions and summaries for each section. Scope: Creating large and durable cultural systems was one of the hallmarks of classical civilizations. Many people experienced significant changes in basic belief systems as the period unfolded-not an everyday occurrence in human affairs. Confucianism and Daoism in China (along with legalism, which urged tight state control over the people), Hinduism and Buddhism in India (plus some smaller religious strains), Zoroastrianism in Persia, philosophy and art in the Mediterranean, and ultimately, Christianity, increased in importance at the time and have remained important since. Classical belief systems present two contradictory images, both quite real. First and most obviously, they differed greatly, helping to set up differences among societies that, to some degree, persist today. Second, they accomplished some similar goals, notably in providing ethics or rules for life and justifications for widespread acceptance of one's lot in life. Questions to Consider: 1. Why might ordinary people accept new belief systems emanating from the intellectual and spiritual leaders of the classical civilizations? Were there significant differences in popular appeal in each case? 2. Why, except for Buddhism and, at the end of the period, Christianity, were the classical belief systems not widely exportable to other societies?
23 Lecture Five: Cultural Change in the Classical Period Write 3 questions reflecting the information on the page. I. In this lecture, we look at cultural developments in the classical period, focusing on two basic arguments. A. First, the factors that reshaped cultures in this period are probably more important than other types of changes, such as political changes. Cultural developments in each of the classical civilizations moved some people away from what had been cultural staples in the human experience up to that point. B. Second, the most obvious result of cultural change in the classical period was the development of cultural signatures for each of the major civilizations. Without question, sharp distinctions emerged and remain important to this day; at the same time, we will also look at some shared features of culture in the classical period. II. Culture, in the sense of basic beliefs, values, and assumptions, is a vital but elusive part of the human experience. A. Human beings depend heavily on culture because we do not have many basic instincts. One reason for the extended childhood of humans is the need to imprint cultural elements into the psyche. B. By the time of the early river valley civilizations, different cultural forms, such as artistic expressions and beliefs about death had emerged. For most people, cultural approaches centered on fundamental features with local variations. 1. It is probably fairly natural in the human experience to have strong initial beliefs in polytheism and magic. 2. By the time of the river valley civilizations, another cultural element was the idea that the rulers of these new civilized states were either directly inspired by gods or were themselves gods. Summary: 3. During the classical period, these staples-polytheism, belief in magic, and belief in the divinity of rulers-were not overturned, but they were modified, as we'll see later in this lecture. Write a statement (2-3 sentences summarizing the main points on this page.
24 Write 3 questions reflecting the information on the page. III. As we discussed in the previous lecture, the classical period was marked by the emergence of key cultural figures, mainly in the 6 th and 5 th centuries B.C.E.: Confucius and Lao Tzu in China, Zoroaster in Persia, Socrates and his philosophical heirs in 5 th and 4 th -century Greece, and Buddha in India. A. These figures drew on prior traditions in the regional culture to create coherent and widely appealing statements that helped shape distinct cultural identities in each of the classical areas. B. Zoroaster, for example, emphasized the importance of the tension between supernatural forces of good and of evil. C. Chinese culture was particularly shaped by Confucius and Confucius's interpretation of earlier Chinese tradition. In this culture, the emphasis was on the importance of political order and hierarchy. 1. Confucius believed that people were fundamentally good and, if properly educated, would realize their duties to society as a whole. 2. Classical Chinese culture, however, was also shaped by Daoism, which emphasized the importance of harmony with nature, contemplation, and balance. D. Indian culture was shaped by the emergence of Hinduism. 1. Indian religion was initially fashioned by the priestly caste, which remained important, but during the classical period, Indian beliefs evolved into a more sophisticated and varied religion. 2. Classical Indian culture was also shaped by Buddhism, which shared many beliefs with Hinduism but quarreled with Hinduism's focus on the caste system and its emphasis on priestly rituals and detailed observances as the proper path to spiritual development. Summary: Write a statement (2-3 sentences summarizing the main points on this page. E. Classical Mediterranean civilization did not, until the advent of Christianity, produce a major religion. It infused the polytheistic religion brought in by Indo-European invaders with literary representations that exploited the gods and goddesses as ethical models. It also added, increasingly, an overlay of abstract philosophy, including an interest in scientific speculation and the powers of reason.
25 Write 3 questions reflecting the information on the page. IV. The classical period, as it was shaped by individual thinkers and by the larger evolution of basic cultural forces, produced distinct cultural signatures that would mark major regions, not only at that time but for some time to come. A. All the classical cultural systems were aimed at creating a framework for ethical behavior. In India, for example, whether in Hinduism or Buddhism, the justification for ethical behavior could be found in the spiritual advancement that would result from doing the right thing. 1. The Hindu ethical concept of dharma asserts that those who obey their caste obligations in this life will have the opportunity for spiritual advancement in subsequent spheres of existence. 2. This is a direct use of religious and spiritual motivation to underwrite the appropriate ethical code for behavior in this world. B. In contrast, Confucianism used a secular justification for ethical behavior, which should be a function of appropriate recognition of the individual's obligations to the larger society. C. The basic philosophical tendency in classical Greece and, later, Rome was that the reasons for ethical behavior should be found in individual explorations of ethical imperatives and the relationship between the individual and larger social obligations again, a secular justification. Summary: Write a statement (2-3 sentences summarizing the main points on this page.
26 Write 3 questions reflecting the information on the page. V. The most obvious result of the classical cultural systems was to create something of a common language for elites. A. Elites in China for example, might individually oscillate between interest in Daoism and interest in Confucianism, but both packages shaped a common elite cultural experience across classical China. The same can be argued for the elite experience in the Mediterranean. B. The cultural systems and their elite audience were also reflected in predominant artistic forms. 1. The characteristics restraint and spare depictions of nature in Chinese art relate to Confucian injunctions for personal restraint and emotional control, as well as the Daoist s interpretation of the importance of harmony with nature. 2. Indian art, perhaps more sensual and vibrant, relates to the Hindu sense of the vigor of individual gods and goddesses as representations of the larger divine essence. 3. Classical Mediterranean art, with its monumentality and its emphasis on balance, correlates closely with some of the predominant emphases in Mediterranean culture more generally. C. These cultural signatures would be widely recognized by elites and would shade over into the most widely disseminated public art to constitute something of a cultural package. They provided identity within the civilization and some distinctions from outside cultures. Summary: Write a statement (2-3 sentences summarizing the main points on this page.
27 Write 3 questions reflecting the information on the page. VI. These variations should not, however, obscure some key similarities. A. All these evolving cultural systems moved, at least to a degree away from some of the previous staples that had defined river valley civilizations and earlier human experience, including polytheism, belief in magic, and the divinity or divine inspiration of the ruling class. B. Further, all these classical systems were marked by a certain amount of diversity. C. On the whole the classical period was marked by considerable tolerance. Classical Mediterranean rulers turned against a few specific cultural strands, including Judaism and Christianity, but primarily when these strands seemed incompatible with political loyalty. D. These cultural systems were, for the most part, not actively missionary. 1. The one exception in this period is Buddhism. 2. It seems as if the proponents of these systems were aware that they were providing a cultural definition for a civilization, not a statement for humanity as a whole. E. That said, classical systems inevitably had some influences beyond the borders of the major civilizations themselves. Confucianism began to have an impact on Korea and Vietnam. Hinduism fanned out with other aspects of Indian influence, particularly merchant activity, to locate Hindu centers in other parts of Southeast Asia. Summary: Write a statement (2-3 sentences summarizing the main points on this page.
28 Write 3 questions reflecting the information on the page. VII. The most important issue surrounding classical cultural packages is the extent to which they gradually reached out toward ordinary people. A. Their initial cultural emphases focused on helping to shape a common set of assumptions for members of the governing elite. B. The clearest beneficiaries of cultural systems were members of the elite, who had the time and resources to indulge themselves and to educate their children in artistic and literary endowments. Ordinary people had less clear stake in the cultural package. 1. For example, popular religion in China would continue to reflect a belief in a multitude of divine spirits and use symbolism to help people protect their homes against adverse spiritual forces. 2. The same was true in the classical Mediterranean, where ordinary people continued to participate in folk religions that were undoubtedly polytheistic and had a strong magical content. C. Of course, the elite value systems developed in the classical period influenced the belief patterns of ordinary people. 1. Certain Confucian values, for example reached beyond the upper class in China to help ordinary people understand their relationships with the upper classes and to organize their households. 2. The penetration of cultural systems in the Mediterranean focused on artistic forms. 3. Almost certainly, cultural packages spread farthest in India, probably because they were so integrally wrapped up with religious expression. Ordinary people could see in Hinduism or Buddhism hope for spiritual advancement. VIII. We will close this lecture by reemphasizing the balance between diversity and commonality. A. Diversity is the more obvious feature of classical systems. 1. For example, Chinese people, influenced by Confucianism, would have very different reactions to basic human experiences than their counterparts in the Mediterranean. 2. These cultural systems are not just abstract but describe fundamental reactions to ordinary issues in human behavior. B. We can also identify commonalities, such as an emphasis on values that could be widely shared to provide cultural arguments for obedience to the existing social and political order. As a result, classical civilizations all generated value systems that would have lasting impact on the regions in which they were created and, sometimes, well beyond. Summary: Write a statement (2-3 sentences summarizing the main points on this page.
29 Part D Read the following comparative readings and answer the questions. Reading: Zoroaster and Buddha: Explaining Suffering 1. Why do you believe evil exist in the world? Defend your answer. 2. The Western Zoroaster and the Eastern Buddha answer the question about the existence of evil differently. Summarize each perspective (Zoroaster and Buddha and what they believe). 3. Using your understanding and the background given for both men, what can you conclude about the reasons behind their differing perspectives? (Why does Zoroaster and Buddha believe what they do).
30 Reading: Confucius and Plato: A Few Really Good People 1. According to the reading, what is the best way to create a strong society? Explain your answer. 2. Explain the similarities and differences between Confucius and Plato s viewpoints on the nature of human beginnings. 3. Can people be led by moral example because they are basically good or do they need a philosopher king to help them control the evil within themselves? Defend your answer with evidence from the reading.
AP WORLD HISTORY. Conduct further reading on topics, concepts, and terminology as needed. Big ideas and other important information are in italics.
AP WORLD HISTORY Conduct further reading on topics, concepts, and terminology as needed. Big ideas and other important information are in italics. ASSIGNMENT: Provide examples and further detail wherever
More informationSocial: classes, status, hierarchy, gender, population (demography)
Social: classes, status, hierarchy, gender, population (demography) Political: authority, laws, military Religious: creation, death, the supernatural, faith, morality, priesthood, places of worship, scriptures
More informationKey Concept 2.1. Define DIASPORIC COMMUNITY.
Key Concept 2.1 As states and empires increased in size and contacts between regions intensified, human communities transformed their religious and ideological beliefs and practices. I. Codifications and
More informationIllustrative Examples - Unit 1
Illustrative Examples - Unit 1 Complete your chart using the information provided in this document. Other acceptable sources are: -Traditions and Encounters -The Earth and Its People - Textbook located
More informationHIST-WHI MVHS Z Saunders Early Man and River Civ Test Exam not valid for Paper Pencil Test Sessions
HIST-WHI MVHS Z Saunders Early Man and River Civ Test Exam not valid for Paper Pencil Test Sessions [Exam ID:29612S 1 Which number on this map represents the region where archaeologists believe the first
More informationSOL 4 - World History I. Ancient Persian, India & China
SOL 4 - World History I Ancient Persian, India & China Zoroastrianism was the main Persian religion, although other religions were tolerated. Persian Empire Built on earlier Central Asian and Mesopotamian
More informationWorld Civilizations The Global Experience, AP* Edition, 6 th Edition 2011
A Correlation of, AP* Edition, 6 th Edition 2011 To the AP* World History Topics *Advanced Placement, Advanced Placement Program, AP, and Pre-AP are registered trademarks of the College Board, which was
More informationSummer Assignment AP World History
2015-2016 Summer Assignment AP World History Hello, My name is Mrs. Jackson, I will be your AP World History teacher for the 2015-2016 school year. I look forward to a great year with you guys! Over this
More informationWHI.04: India, China, and Persia
Name: Date: Period: WHI04: India, China, and Persia WHI4 The student will demonstrate knowledge of the civilizations of Persia, India, and China in terms of chronology, geography, social structures, government,
More informationEAST ASIA DAOIST INFLUENCES IN CHINA ANCESTOR VENERATION. Illustrative Examples AFRICA POETRY MEDICINE METALLURGY ARCHITECTURE
Illustrative Examples Throughout the AP framework, possible examples of historical content are provided as an illustration of the key concept, but these illustrative examples are not required features
More informationAP World History Summer Assignment
AP World History 2016-2017 Summer Assignment The AP World History course is broken into 6 historical periods. For the purpose of this summer assignment, you will get an introduction to the first three
More informationCultures of Persia, India, and china. WH I 4a-e
Cultures of Persia, India, and china WH I 4a-e Vocabulary Power Imperial Bureaucracy- How Persia governed its empire- Divided empire into provinces each with its own administrator Zoroastrianism- monotheistic
More informationAP World History Summer Assignment
AP World History 2017-2018 Summer Assignment The AP World History course is broken into 6 historical periods. For the purpose of this summer assignment, you will get an introduction to the first three
More informationNortheast High School AP World History Summer Assignment * If you have any questions, please contact Ms. Krzys at
Northeast High School AP World History Summer Assignment 2018-2019 Dear Students: Congratulations on making the decision to enroll in AP World History! AP World is a thematic, collegelevel course designed
More informationName: Date: Pd: World History Fall Semester Final Review
Name: Date: Pd: World History Fall Semester Final Review Unit 1: Foundations of Civilization 8000 BC-500 BC 1. What was the Neolithic Revolution? 2. What were effects of the Neolithic Revolution? 3. List
More informationPACKET C. New Religions Emerge and Spread. 6 Topic Workshop #16. Module
PACKET C Module 6 Topic Workshop #16 New Religions Emerge and Spread PERIOD 2 KEY CONCEPT 2.1 The Development and Codification of Religious and Cultural Traditions KEY CONCEPT 2.1 As states and empires
More informationSummer Assignment AP World History
Summer Assignment AP World History 2016-2017 Instructor: Ms. Emma Latorre Student Name: Due on Friday, August 19, 2016 to your AP World History teacher. As an APWH student, you are held to a higher expectation
More informationAP WORLD HISTORY SHOWER CURTAIN REVIEW PROJECT TIME PERIOD 1 REQUIREMENTS
TIME PERIOD 1 REQUIREMENTS Map o Label places where agriculture developed during Neolithic Revolution, using same color for all areas: Mesopotamia Babylon Nile River Valley Sub-Sahara Africa Indus River
More informationREGIONAL AND TRANSREGIONAL INTERACTIONS C
Period 3 (Solberg APWH) REGIONAL AND TRANSREGIONAL INTERACTIONS C. 600-1450 TRADE ROUTES GET BIGGER & BETTER! Old trade routes keep on getting more extensive as transportation & tech improve Powerful trading
More informationAfrica and the Paleolithic Age * Early Metallurgy and Agriculture
Teacher: L. Suite Co-Teacher: N/A Subject: Social Studies Grade Level: 6th Unit Title 1 TN Standard # ACT Standard # (When Applicable) ELA Standard 6.1 Claims and Relevant Information 6.1 Archeological
More informationIndia Notes. The study of Ancient India includes 3 time periods:
India Notes The Indian Civilization The study of Ancient India includes 3 time periods: Indian Geography The 1 st Indian Civilization began along the River now located in the country of. Many people know
More informationAncient India and China
Ancient India and China The Subcontinent Huge peninsula Pushes out into the Indian Ocean India, Pakistan, Bangladesh, Nepal, Bhutan, Sri Lanka Himalaya Hindu Kush Eastern and Western Ghats Mountains Rivers
More informationIndias First Empires. Terms and Names
India and China Establish Empires Indias First Empires Terms and Names Mauryan Empire First empire in India, founded by Chandragupta Maurya Asoka Grandson of Chandragupta; leader who brought the Mauryan
More informationOpener - According to the text what 3 things should you know by the end of Chapter 1?
LOG ONTO EMAIL TEXTBOOK CLASS WEB PAGE Opener - According to the text what 3 things should you know by the end of Chapter 1? (Hint see the Chapter Opener page) Origins, development, and achievements of
More informationWorld History Topic 3 Reading Guide Ancient India and China
1 World History Topic 3 Reading Guide Ancient India and China Lesson 1: Early Civilization in South China Key Terms Using your text, or https://quizlet.com/_5flv2d, write each term in your own words subcontinent
More informationCHAPTER FIVE The Classical Period: Directions, Diversities and Declines by 500 C.E.
CHAPTER FIVE The Classical Period: Directions, Diversities and Declines by 500 C.E. World Civilizations, The Global Experience AP* Edition, 5th Edition Stearns/Adas/Schwartz/Gilbert *AP and Advanced Placement
More informationChapter 5 Reading Guide The Classical Period: Directions, Diversities, and Declines by 500 C.E.
Name: Due Date: Chapter 5 Reading Guide The Classical Period: Directions, Diversities, and Declines by 500 C.E. UNIT SUMMARY The basic themes of the three great classical civilizations of China, India,
More informationChapter 4: Early Societies in South Asia
Chapter Overview An agricultural economy and its accompanying Neolithic communities emerged on the Indian subcontinent sometime after 7000 B.C.E. Eventually some of the Neolithic villages further evolved
More informationBlock 1 Cumulative Test Review
Block 1 Cumulative Test Review Part 1: Early Man/Paleo vs. Neo Hunting-Gathering Definition: The activity of gathering or hunting food. Explanation: This is how they started to get food before the Agricultural
More informationUnit III: Regional and Trans-Regional Interactions c. 600 C.E. to c. 1450
Unit III: Regional and Trans-Regional Interactions c. 600 C.E. to c. 1450 By the end of this unit, you will understand the following Key Concepts: 3.1 Expansion and Intensification of Communication and
More informationThe Hemet Unified School District HISTORY/SOCIAL SCIENCE Content Standards In the Classroom
The Hemet Unified School District HISTORY/SOCIAL SCIENCE Content Standards In the Classroom By the end of sixth grade students will: Describe what is known through archaeological studies of the early physical
More informationFinal Exam Study Guide. Name. A map that shows the landscape features of a place such as mountains, rivers, and lakes
Final Exam Study Guide Name Key Vocabulary- Definition Vocabulary Word 1. The part of a map that shows the meaning of the symbols map key 2. A map that shows the landscape features of a place such as mountains,
More informationChapter 3 Reading Guide Classical Civilization: INDIA
Name: Due Date: Chapter 3 Reading Guide Classical Civilization: INDIA UNIT SUMMARY The Framework for Indian History: Geography and a Formative Period. Important reasons for India s distinctive path lie
More informationIntermediate World History A: From Prehistory Through the Middle Ages
Intermediate World History A: From Prehistory Through the Middle Ages Course Overview Course Outline Number of Lessons and Scheduling materials COURSE OVERVIEW K¹² Intermediate World History A surveys
More informationChapter 2 Reading Test
Chapter 2 Reading Test Multiple Choice Identify the choice that best completes the statement or answers the question. 1. Which of the following have scholars advanced as a possible explanation for the
More informationReadings. Assignments
Readings Suggested Reading: (If you are serious about doing well in this course, the following texts will greatly help you on your way to a 5!) 1. 6 Edition Documents in World History Book Chapters: 2,
More informationEarly Civilizations UNIT 1
Early Civilizations UNIT 1 Unit 1 - Outline Birth of Civilizations Mesopotamian Civilizations Ancient Egypt Civilizations of Early India Early Chinese Civilization Mediterranean World Birth of Civilizations
More informationRegents Review. Unit Summaries
Regents Review Unit Summaries - Primary Sources - examples: - Secondary Sources - examples: - Archaeology - - Anthropologists- - Artifacts - - Cartographer- - Geographer- - Unit One Methods of Social Studies
More informationAP WORLD HISTORY Summer Assignment (Answer on Own Sheet of Paper) Follow me on
COURSE DESCRIPTION AP World is an intensive, college level course studying the patterns of development and interaction between various social organizations from pre-history to the present. The purpose
More informationAP World History. Sample Student Responses and Scoring Commentary. Inside: Document-Based Question. Scoring Guideline.
2017 AP World History Sample Student Responses and Scoring Commentary Inside: RR Document-Based Question RR Scoring Guideline RR Student Samples RR Scoring Commentary 2017 The College Board. College Board,
More informationAPWH Chapters 4 & 9.notebook September 11, 2015
Chapters 4 & 9 South Asia The first agricultural civilization in India was located in the Indus River valley. Its two main cities were Mohenjo Daro and Harappa. Its writing, however, has never been deciphered,
More information1. What key religious event does the map above depict? 2. What region are the arrows emanating from? 3. To what region are 3 of the 4 arrows heading?
Name Due Date: Chapter 10 Reading Guide A New Civilization Emerges in Western Europe The postclassical period in Western Europe, known as the Middle Ages, stretches between the fall of the Roman Empire
More informationAP WORLD HISTORY Big Ideas
AP WORLD HISTORY Big Ideas The purpose of this PowerPoint is for you to review 10 Big Ideas from each of our historical units. (Units 1& 2 are combined together). As you read the top 10 countdown hopefully
More informationAP World History (Povletich) Period 2 Review Topics
AP World History (Povletich) Period 2 Review Topics Flashcards Extra Credit: In order to earn extra credit your flashcards must be hand written and turned in at the time of your test (I will NOT accept
More information2. Which of the following luxury goods came to symbolize the Eurasian exchange system? a. Silk b. Porcelain c. Slaves d. Nutmeg
1. Which of the following was a consequence of the exchange of diseases along the Silk Roads? a. Europeans developed some degree of immunity to Eurasian diseases. b. The Christian church in the Byzantine
More informationMiddle East Regional Review
Middle East Regional Review Foundations-600 BCE Paleolithic (Old Stone Age)- to about 10,000 years ago Nomadic, Hunter-Gatherers Adapted to environment- use of fire, developed stone tools Summarize the
More informationChapter 12. Cross-Cultural Exchanges on the Silk Roads. 2011, The McGraw-Hill Companies, Inc. All Rights Reserved.
Chapter 12 Cross-Cultural Exchanges on the Silk Roads 1 Long-Distance Travel in the Ancient World n Lack of police enforcement outside of established settlements n Changed in classical period q Improvement
More informationGrade Six. Prentice Hall: Ancient Civilizations. Social Studies/Treasures Correlation
Grade Six Prentice Hall: Ancient Civilizations Social Studies/Treasures Correlation In the 6th grade curriculum, students learn about those people and events that ushered in the dawn of major Western and
More informationChapter II: The Spread of Civilization p. 23
FOCUS SHEET - Name Chapter II: The Spread of Civilization p. 23 As you read, be thinking about how geography affected the development of civilization. ALSO think about how civilizations affected each other.
More informationAncient Wisdom. Ancient human had achieved a lot before start of civilizations In many places they had discovered:
Use of skin Ancient Wisdom Ancient human had achieved a lot before start of civilizations In many places they had discovered: Use of fire Weaving wool, cotton and flax to make cloths Hunting animals and
More informationName: Date: Period: UNIT 2 TEST SECTION 1: THE GUPTA EMPIRE IN INDIA
UNIT 2 TEST SECTION 1: THE GUPTA EMPIRE IN INDIA 1. Which of the following geographical features were advantageous to the Gupta Empire? a. the Mediterranean Sea provided an outlet for trade with other
More information1. Which culture is credited with the development of gunpowder, the abacus, and the compass? A) Chinese B) Persian C) Indian D) Japanese 2.
1. Which culture is credited with the development of gunpowder, the abacus, and the compass? A) Chinese B) Persian C) Indian D) Japanese 2. Which geographic factor directly influenced the early interactions
More informationIndia s First Empires
CHAPTER 7 Section 1 (pages 189 192) India s First Empires BEFORE YOU READ In the last section, you read about the influence of ancient Rome. In this section, you will read about the Mauryan and Gupta Empires
More informationTopics Covered: (Israelites, monotheism, Judaism, Ten Commandments, Torah, Talmud, Diaspora)
HWK#3-DUE MONDAY 8-20-12 DIRECTIONS: 1. TAKE CORNELL NOTES ON THE FOLLOWING TOPICS: JUDAISM, HINDUISM, BUDDHISM, CONFUCIANISM, DAOISM, LEGALISM 2. MAKE SURE KEY TERMS ARE PUT INTO NOTES-IF YOU DO NOT KNOW
More informationAdlai E. Stevenson High School Course Description
Adlai E. Stevenson High School Course Description Division: Special Education Course Number: ISO121/ISO122 Course Title: Instructional World History Course Description: One year of World History is required
More informationWhat were the major accomplishments of the civilizations of India and China during the Classical Era?
WORD WALL #3: Aryans Emperor Asoka Confucius Hinduism Mauryan Empire Qin Dynasty Reincarnation Gupta Empire Shih Huang-ti Caste System Zhou Dynasty Great Wall of China Buddha Mandate of Heaven Han Dynasty
More informationClassical India. A Z.S. Crossen Production
Classical India A Z.S. Crossen Production Chapter 3 Summary The Framework for Indian History: Geography and the Formative Period Patterns in Classical India Political Institutions Religion and Culture
More informationAP WORLD HISTORY SUMMER READING GUIDE
AP WORLD HISTORY SUMMER READING GUIDE To My 2014-2015 AP World History Students, In the field of history as traditionally taught in the United States, the term World History has often applied to history
More informationWorld History (Survey) Chapter 1: People and Ideas on the Move, 3500 B.C. 259 B.C.
World History (Survey) Chapter 1: People and Ideas on the Move, 3500 B.C. 259 B.C. Section 1: Indo-European Migrations While some peoples built civilizations in the great river valleys, others lived on
More informationEast Asia. China, Korea, Vietnam and Japan
East Asia China, Korea, Vietnam and Japan China 600-1200 CE Sui, Tang and Song Dynasties During this period, Chinese dynasties brought about significant improvements in food production and distribution,
More informationHonors Global Studies I Syllabus Academic Magnet High School
Honors Global Studies I Syllabus Academic Magnet High School COURSE DESIGN: The Honors Global Studies course is designed to be a general survey in a variety of ancient cultures all over the world. It is
More informationLesson 1: Geography of South Asia
Lesson 1 Summary Lesson 1: Geography of South Asia Use with pages 122 127. Vocabulary subcontinent a large region separated by water from other land areas monsoon season the rainy season subsistence farming
More informationUnit: Using International Star Wars Day To Teach. Eastern Religion and Philosophy
Unit: Using International Star Wars Day To Teach Eastern Religion and Philosophy Grades: 7 th Duration: Two to Three Days (International Star Wars Day) Subject: World History / World Cultures Materials:
More informationAP World History Mid-Term Exam
AP World History Mid-Term Exam 1) Why did the original inhabitants of Australia not develop agriculture? 2) Know why metal tools were preferred over stone tools? 3) Know how the earliest civilizations
More informationAlabama Course of Study Social Studies
Alabama Course of Study Social Studies Joseph B. Morton State Superintendent of Education ALABAMA DEPARTME T OF EDUCATIO Bulletin 2004, o. 18 EIGHTH GRADE World History to 1500 Students in the eighth grade
More informationOccasionally though, China did get invaded from the north and west. Yellow River (a.k.a. River)
China s Geography China was geographically from most of the rest of the world, so it developed without too much interference from the rest of the world. China was protected by the on one side, and desert
More informationMesopotamia. Objective: To have students acquire knowledge about Mesopotamian civilizations
Mesopotamia Objective: To have students acquire knowledge about Mesopotamian civilizations River Valleys Two important rivers that were important to the daily lives of the Mesopotamian civilizations: The
More informationChapter One Ancient Civilizations
Chapter One Ancient Civilizations; Section One How Civilization Began Chapter One Ancient Civilizations Section One How Civilization Began the Paleolithic Era Unlike modern humans, early people who lived
More informationReview #9. Reading. A. Caste as Varna: (Bonus if you can remember the Hindu names) B. What are the features of JATI?
Reading Review #9 A. Caste as Varna: (Bonus if you can remember the Hindu names) B. What are the features of JATI? C. What are the features of slavery in this period? Bonus: What were some revolts or rebellions
More informationLYNDHURST HIGH SCHOOL HISTORY DEPARTMENT:WORLD HISTORY
-WH Active Citizenship in 21 st Century Standards: 6.3.12 (A.B.C.D) Unit 1 (9 Blocks) Beginnings of 4 Million BC- 200 BC September The Peopling of The World What do we have in common with the people of
More informationUNIT TWO In this unit we will analyze Hinduism, Buddhism, Confucianism, Indian, and Chinese culture.
UNIT TWO In this unit we will analyze Hinduism, Buddhism, Confucianism, Indian, and Chinese culture. UNIT TWO In this unit we will analyze Hinduism, Buddhism, Confucianism, Indian, and Chinese culture.
More informationWORLD HISTORY S1 FINAL EXAM REVIEW GUIDE
NAME: CLASS: WORLD HISTORY S1 FINAL EXAM REVIEW GUIDE Exam date: The final exam will cover material from throughout the first semester. The following is a list of notes that we have discussed in class
More informationMesopotamia (The Tigris & Euphrates) Egypt (The Nile River Valley) India (The Indus River) China (The Yellow River)
Mesopotamia (The Tigris & Euphrates) Egypt (The Nile River Valley) India (The Indus River) China (The Yellow River) 1 IF TIME- Introduction to the Civilization of Ancient Mesopotamia: https://youtu.be/alvndhwyhee
More informationUnited Kingdom. South Africa. Australia Brazil. Vikings. Mexico. Canada India. Greece Rome. Russia. China. Japan. Grade 6
California Historical and Social Sciences Content Standards--Grade 6 Correlated to Reading Essentials in Social Studies Perfection Learning Corporation Grade 6 6.1 Students describe what is known through
More informationWhat is Civilization?
What is Civilization? A large group of people with a defined and well organized culture who share certain things in common: Political- common established government Social- common cultural elements like
More informationHistory of World Religions. The Axial Age: East Asia. History 145. Jason Suárez History Department El Camino College
History of World Religions The Axial Age: East Asia History 145 Jason Suárez History Department El Camino College An age of chaos Under the Zhou dynasty (1122 221 B.C.E.), China had reached its economic,
More informationMesopotamian civilizations formed on the banks of the Tigris and Euphrates rivers in what is today Iraq and Kuwait.
Ancient Mesopotamian civilizations Google Classroom Facebook Twitter Email Overview Mesopotamian civilizations formed on the banks of the Tigris and Euphrates rivers in what is today Iraq and Kuwait. Early
More informationIndian Identity. Sanskrit promoted as language of educated (minimal)
Chapter 3 India Indian Identity More culturally diverse due to geography makes political unity difficult The developing religion doesn t foster unity but individuality Encouraged patriarchal control, tight-knit
More informationEffect. Summarize impact. Neolithic Revolution = the keeping of animals and the growing of food on a regular basis
Topic: Early Civilizations EQ: Why was the Neolithic Revolution significant in 1 history? 2 Why do we study the past? Causes of the Neolithic Revolution - Hunter and gathers scattered seeds = Crops grow
More informationDefine: Civilization-
Define: Civilization- A complex culture with these characteristics: 1. Stable Food Supply 2. Specialized workers- artisans 3. Complex institutions 4. Record keeping- scribes (cuneiform) 5. Advanced technology
More informationName: Period 1: 8000 B.C.E. 600 B.C.E.
Chapter 1: Before History Chapter 2: Early Societies in Southwest Asia and the Indo-European Migrations Chapter 3: Early African Societies and the Bantu Migrations 1. Richard Leakey wrote, "Humans are
More informationLooking for some help with the LEQ? Let s take an example from the last LEQ. Here was Prompt 2 from the first LEQ:
LEQ Advice: Attempt every point- this includes contextualization and complex understanding. Your thesis must reply directly to the prompt, using the language of the prompt. Be deliberate- make an argument!
More informationAncient River Valley Civilizations
Ancient River Valley Civilizations Permanent Settlements During the New Stone Age, permanent settlements appeared in river valleys and around the Fertile Crescent. River valleys provided rich soil for
More informationCHINA JEOPARDY. Misc Vocabulary Dynasties Silk Road Civs
CHINA JEOPARDY Misc Vocabulary Dynasties Silk Road Civs 100 200 100 200 100 100 100 200 200 200 300 300 300 300 300 400 400 400 400 400 500 500 500 500 500 600 600 600 600 600 Misc 100 Name (in English)
More informationThe only cure for suffering is to follow the Eightfold Path, a middle road between a life devoted to pleasure and a life of harsh self-denial.
Chapter 4 Empires of India and China (600 B.C. A.D. 550) In what ways is Hinduism a complex religion? What are the major teachings of the Buddha? How did Buddhism spread beyond India to become a major
More informationStudent Name: Advanced Placement World History 10. Seaford High School Mandatory Summer Assignment 2017 Due Date: Wednesday, 9/6/17
Student Name: Advanced Placement World History 10 Seaford High School Mandatory Summer Assignment 2017 Due Date: Wednesday, 9/6/17 TEXTBOOK: Provided by the school. You should still have one from 9 th
More informationName: Document Packet Week 6 - Belief Systems: Polytheism Date:
Name: Document Packet Week 6 - Belief Systems: Polytheism Date: In this packet you will have all the documents for the week. This document packet must be in class with you every day. We will work with
More informationHIST-WHI MVHS Z Saunders Rome Test Exam not valid for Paper Pencil Test Sessions
HIST-WHI MVHS Z Saunders Rome Test 17-18 Exam not valid for Paper Pencil Test Sessions [Exam ID:0BR3GL 1 Which number on this map represents the region where archaeologists believe the first humans appeared?
More informationChapter 2. Early Societies in Southwest Asia and the Indo-European Migrations. 2011, The McGraw-Hill Companies, Inc. All Rights Reserved.
Chapter 2 Early Societies in Southwest Asia and the Indo-European Migrations 1 Civilization Defined Urban Political/military system Social stratification Economic specialization Religion Communications
More informationAncient History Review. How much do you remember from 6th grade?
Ancient History Review How much do you remember from 6th grade? Early Humans Early humans were hunter-gatherers. They relied on animals and plants for food. They moved constantly in search of their food.
More informationGlobal Studies I. Final Exam Review Norman Howard School
Global Studies I Final Exam Review Norman Howard School Geography Draw a globe with lines of latitude: Label the map with the seven continents and four oceans. Draw a globe with lines of longitude: Latitude
More informationDevelopment and Interaction of Cultures (CUL) Early Civilizations
Development and Interaction of Cultures (CUL) Early Civilizations Mesopotamia Culture (Religion) Polytheistic Believed the gods controlled the natural forces around them Priests explained the gods will
More informationSylmar HS AP World History Summer Assignment
Welcome to AP World History. This is your summer assignment. These assignments are intended to be completed in one week periods. Chapter one should be completed on the week of June, 16 th ; Chapter 2 on
More informationReview Questions 1. How did geography help Sumer to develop?
Focus Question: What were the characteristics of the world s first civilization? As you read this section in your textbook, complete the concept web below to identify the main ideas about the city-states
More informationReview Unit Packet (page 1-37)
Reading Notes (homework) Review Unit Part 1 (1-9) Review Unit Packet (page 1-37) Questions of the Day, Terms, Objective Questions (in class) Question of the Day 1- How does food get into your home track
More informationWorld History Honors Semester 1 Review Guide
World History Honors Semester 1 Review Guide This review guide is exactly that a review guide. This is neither the questions nor the answers to the exam. The final will have 75 content questions, 5 reading
More informationPAGE(S) WHERE TAUGHT (If submission is not a book, cite appropriate location(s))
District of Columbia Public Schools, World History Standards (Grade 10) CHRONOLOGY AND SPACE IN HUMAN HISTORY Content Standard 1: Students understand chronological order and spatial patterns of human experiences,
More informationClassical Civilizations. World History Honors Unit 2
Classical Civilizations World History Honors Unit 2 Unit 2 India China Ancient Greece Ancient Rome Hinduism One of the oldest religions on earth today Probably created by combining traditions from Vedic
More informationEmpires of India and China
Copyright 2003 by Pearson Education, Inc., publishing as Prentice Hall, Upper Saddle River, NJ. All rights reserved. Chapter 4, Section World History: Connection to Today Chapter 4 Empires of India and
More informationReview Questions 1. What were the cities of Harappa and Mohenjo-Daro like?
Focus Question: How have scholars learned about India s first two civilizations, the Indus and the Aryan? As you read this section in your textbook, complete the following chart to sequence important events
More information