AP WORLD HISTORY SUMMER ASSIGNMENT - 2019
Dear Students –
Welcome to AP World History for the 2019-20 school year! Advanced Placement World History is a thematic, college-level course designed to familiarize you with the broad patterns of the human experience. You will concentrate on change and continuity over time, the unique aspects of social, economic and political institutions, and the common characteristics that tie them together. You are now charged with the role of a historian and will engage in activities that encourage critical thinking and hone your ability to debate established historical interpretations and express your educated views using primary source documents. Throughout the year, you will actively compare cultures and look for historical patterns that stretch across time periods and ties all human populations together through history.
The primary purpose of this summer assignment is to help you acquire the base knowledge necessary for instant immersion in AP World History once the 2019-20 academic year begins. There are FOUR parts to the summer assignment. Be sure to read each section carefully and follow the instructions precisely. You will turn the entire packet into your English teacher by the third day of the Fall Semester. I will grade and return your summer packet. You will use this packet to study for the tests you will have the first week of the spring semester.
THIS SUMMER ASSIGNMENT IS DUE BY THE THIRD DAY OF THE FIRST SEMESTER (EVEN THOUGH WE DON’T HAVE CLASS UNTIL SPRING SEMESTER–
August 26th -28th
YOU WILL HAVE A TEST BASED ON THE SUMMER ASSIGNMENT MATERIAL DURING THE FIRST WEEK OF CLASS!
Late assignments will not be accepted as you will be tested on the information from this packet during the first week of class. You must show me you are capable of successfully completing this independent assignment in the time allotted. This gives me a very clear picture of your ability to handle the college-level course load you will experience throughout the year. The only exception will be those students that enrolled new to our school after August 1, 2019. Anyone that registered prior to that date is be expected to have the assignment completed by the first day of school.
A Special Note about Plagiarism: Plagiarism, the act of taking credit for the academic work of someone else, will not be tolerated in AP World History and Franklinton High. If you have any questions on plagiarism, please refer to the handbook, located at https://www.fcschools.net/franklintonhighschool
If you have any questions or are unsure as to whether or not you are on the right track, please email me. My email address is email@example.com .
Information for parents:
AP World History is a high school class but is taught as a college-level introductory course to world history. Expectations, curriculum, reading difficulty and class behavior norms are similar to what is expected for freshmen in college. Forty-five minutes to an hour of homework per night is normal. This class is only for self-motivated, curious, hard-working students who already have self-discipline. It is not for students who show promise but do not apply themselves. If you know your student has reading difficulties then maybe this class is not a good fit because the reading level is quite high and students can’t just get by on what is covered in class. We will have primary and secondary reading assignments.
AP exam in May of 2019: 55 multiple choice questions, three SAQs (short answer questions), one DBQ essay, and one long essay.
Parents, please help your students by also becoming students of history: talk about the topics that come up as the class unfolds. A good place to start is with the summer assignment. You may also enjoy some of the reading.
AP WORLD HISTORY SUMMER ASSIGNMENT: OVERVIEW
World History professors have noted large numbers of students do not have a geographic sense of the globe and therefore, are unable to make historical connections between events and regions. Analyzing history through the use of the 6 Major Themes of AP World History (listed below) and developing the 5 Critical Thinking Skills (listed below) are also essential to your success in this course. Your summer assignment is designed to introduce you to these skills.
The Five Major Themes of the course are:
- Interaction between humans and environment
- Development and interaction of cultures
- State-building, expansion, and conflict
- Creation, expansion, and interaction of economic systems
- Development and transformation of social structures
- Technology and innovation
The Five Critical Thinking Skills that anchor the course are:
- Identify and explain historical developments and processes
- Analyze sourcing and situation of primary and secondary sources
- Analyze arguments in primary and secondary sources
- Analyze the context of historical events, developments, or processes
- Making connections (comparison, causation, continuity and change)
- Develop an argument
The four parts to the summer assignment:
PART I: Map Activity
PART II: Common Words of World History.
PART III: Foundations of World History
PART IV: Reading Assignment
An Introduction to the SIX Themes of AP World History
These will be used throughout the course and in Step 2 of the summer assignment.
Each and every unit we study relates to the themes and it is very important you to know and understand the themes.
Theme 1 - Interaction Between Humans and the Environment
Demography and disease
Patterns of settlement
The interaction between humans and the environment is a fundamental theme for world history. The environment shaped human societies, but increasingly human societies also affected the environment. During prehistory, humans interacted with the environment as hunters, fishers and foragers, and human migrations led to the peopling of the earth. As the Neolithic revolution began, humans exploited their environments more intensively, either as farmers or pastoralists. Environmental factors such as rainfall patterns, climate, and available flora and fauna shaped the methods of exploitation used in different regions. Human exploitation of the environment intensified as populations grew and as people migrated into new regions. As people flocked into cities or established trade networks, new diseases emerged and spread, sometimes devastating an entire region. During the Industrial Revolution, environmental exploitation increased exponentially. In recent centuries, human effects on the environment — and the ability to master and exploit it — increased with the development of more sophisticated technologies, the exploitation of new energy sources and a rapid increase in human populations. By the 20th century, large numbers of humans had begun to recognize their effect on the environment and took steps toward a “green” movement to protect and work with the natural world instead of exploiting it.
Theme 2 - Development and Interaction of Cultures
- Belief systems, philosophies and ideologies
- Science and technology
- The arts and architecture
This theme explores the origins, uses, dissemination and adaptation of ideas, beliefs, and knowledge within and between societies. Studying the dominant belief system(s) or religions, philosophical interests, and technical and artistic approaches can reveal how major groups in society view themselves and others, and how they respond to multiple challenges. When people of different societies interact, they often share components of their cultures, deliberately or not. The processes of adopting or adapting new belief and knowledge systems are complex and often lead to historically novel cultural blends. A society’s culture may be investigated and compared with other societies’ cultures as a way to reveal both what is unique to a culture and what it shares with other cultures. It is also possible to analyze and trace particular cultural trends or ideas across human societies.
Theme 3 - State-Building, Expansion and Conflict
- Political structures and forms of governance
- Nations and nationalism
- Revolts and revolutions
- Regional, transregional, and global structures and organizations
This theme refers to the processes by which hierarchical systems of rule have been constructed and maintained and to the conflicts generated through those processes. In particular, this theme encourages the comparative study of different state forms (for example, kingdoms, empires, nation-states) across time and space, and the interactions among them. Continuity and change are also embedded in this theme through attention to the organizational and cultural foundations of long-term stability, on one hand, and to internal and external causes of conflict on the other. Students should examine and compare various forms of state development and expansion in the context of various productive strategies (for example, agrarian, pastoral, mercantile), various cultural and ideological foundations (for example, religions, philosophies, ideas of nationalism), various social and gender structures, and in different environmental contexts. This theme also discusses different types of states, such as autocracies and constitutional democracies. Finally, this theme encourages students to explore interstate relations, including warfare, diplomacy, commercial and cultural exchange, and the formation of international organizations.
Theme 4 - Creation, Expansion and Interaction of Economic Systems
- Agricultural and pastoral production
- Trade and commerce
- Labor systems
- Capitalism and socialism
This theme surveys the diverse patterns and systems that human societies have developed as they exploit their environments to produce, distribute and consume desired goods and services across time and space. It stresses major transitions in human economic activity, such as the growth and spread of agricultural, pastoral and industrial production; the development of various labor systems associated with these economic systems (including different forms of household management and the use of coerced or free labor); and the ideologies, values and institutions (such as capitalism and socialism) that sustained them. This theme also calls attention to patterns of trade and commerce between various societies, with particular attention to the relationship between regional and global networks of communication and exchange, and their effects on economic growth and decline. These webs of interaction strongly influence cultural and technological diffusion, migration, state formation, social classes and human interaction with the environment.
Theme 5 - Development and Transformation of Social Structures
- Gender roles and relations
- Family and kinship
- Racial and ethnic constructions
- Social and economic classes
This theme is about relations among human beings. All human societies develop ways of grouping their members as well as norms that govern interactions between individuals and social groups. Social stratification comprises distinctions based on kinship systems, ethnic associations and hierarchies of gender, race, wealth and class. The study of world history requires analysis of the processes through which social categories, roles and practices were created, maintained and transformed. It also involves analysis of the connections between changes in social structures and other historical shifts, especially trends in political economy, cultural expression and human ecology.
Theme 6 - Technology
This is a newly added theme. Technology is usually included in theme 1. Human adaptation and innovation have increased efficiency, comfort, and security, and technological advances have shaped human development and interactions with both intended and unintended consequences.
Source: MrsBurnside.org and AP College Board
PART I: World Map Activity
Familiarity with the world and its physical features is an important part of AP World History. While you will not be specifically tested on the physical features when you take the AP exam, many questions assume that you have some familiarity with the earth and its topography. Additionally, there will be numerous references to these features during class and in course readings.
Using the maps provided, locate and label each item on a map. You will have a map test on these locations the first week of class that will assess your ability to locate these items. You may use the following websites to test your knowledge of the items. http://www.ilike2learn.com/ilike2learn/ and http://www.sheppardsoftware.com/Geography.htm (Note: these review sites contain more information that the items listed for this map assignment/test). You may complete the activity using multiple maps if you would like. Suggested reference website for the physical geography maps:
HRW World Atlas: http://go.hrw.com/atlas/norm_htm/world.htm
Neatly LABEL the world maps with the land and water features listed below in the COLOR indicated in parentheses. Print neatly and make sure your maps are easy to read. Use the provided maps #1 & #2 for the lists below. Map #3 will be used for the AP World Regions that are found on the AP World History internet site.
You will need to make a copy of the Blank maps to complete the following.
Map #1: Bodies of Water, Straits and Rivers
Oceans and Seas (Blue)
Oceans and Seas (Blue)
Bay of Bengal
South China Sea
East China Sea
Sea of Japan
Cape of Good Hope
Gulf of Guinea
Gulf of Mexico
Strait of Magellan
Strait of Gibraltar
Strait of Malacca
Huang He (Yellow)
Map #2: Mountains, Deserts, Peninsulas and other Landforms
Mountain Ranges (Orange)
Deserts (Tan or Yellow)
Peninsulas and other landforms (striped lines)
Horn of Africa
Map #3: AP World Regions
Refer to page 22 in the AP World History Course and Exam Description found on the AP World History Course Homepage. Using the world map provided in this packet, draw and label the AP Regions based on the “Closer Look”. Use a color for each region and striping to indicate regions that overlap. To get to the map, Google "AP World History Course Homepage". In the middle of the page, click on the link "AP World History Course and Exam Description". It will take you to a PDF file and go to page 40, there are two maps, use the bottom map labeled "A Closer Look".
*** Do not label the countries. Just the regions. Choose your own colors to distinguish between regions.
Greece, Germany, Spain, Ireland, Great Britain
Russia, Belarus, Poland, Ukraine, Georgia
Saudi Arabia, Iran, Syria, Egypt, Iraq, Yemen, Israel/Palestine, Turkey
Latin America & Caribbean
México, Perú, Venezuela, Argentina, Brazil, Colombia, Nicaragua, Guatemala, Cuba
United States, Canada
Afghanistan, Pakistan, Kyrgyzstan, Uzbekistan, Kazakhstan
China, Japan, North and South Korea, *Tibet
South East Asia
Vietnam, Thailand, Cambodia, Indonesia, Myanmar/Burma, Malaysia
India, Sri Lanka, Bangladesh
Australia, Papua New Guinea, New Zealand, Fiji, Solomon Islands, French Polynesia
Algeria, Morocco, Libya, Sudan, Egypt, Mali, Tunisia
Gambia, Ghana, Guinea, Liberia, Niger, Nigeria, Senegal, Sierra Leone
Burundi, Ethiopia, Kenya, Rwanda, South Sudan, Zambia, Zimbabwe, Malawi
Congo, Cameroon, Equatorial Guinea, Chad, Gabon
Botswana, Lesotho, Namibia, S. Africa, Swaziland
PART II: Common World History Vocabulary
Below you will find a chart of vocabulary words that will be repeated over and over during the course. These words will be used in every unit.. You will create flashcards for all of the words. For each word create a flashcard. THE FLASHCARDS MUST BE HANDWRITTEN!
Not only will these words be used throughout the semester, they will also be used for vocabulary quizzes. Words will be chosen randomly, so make sure that you know the meaning of all the words below.
- Side One - Write the word
- Side Two - Textbook or dictionary definition, your definition, AND a modern day example (if applicable)
- tributary state
PART III: Foundations of World History
Modern covers events from the year 600 to the present, however, in order to understand why societies developed, students should have an understanding of the context, causes, and changes which led to their development. WHAP students will review world history up to 600 by completing the following tasks.
Review with Crash Course World History: https://www.youtube.com/channel/UCX6b17PVsYBQ0ip5gyeme-Q
The videos can be accessed here. There are two playlists: World History and World History 2.
Directions: View the videos below and create a summary for each one. Each summary should be written in paragraph form, with at least 7-8 sentences in each.
#1: Agricultural Revolution
#2: Indus River Valley
#4: Ancient Egypt
#5: The Persians and Greeks
#6: Buddha and Ashoka
#7: 2,000 Years of Chinese History
#8: Alexander the Great
#9: The Silk Road and Ancient Trade
#10: The Roman Empire
#222: Water and Classical Civilizations (this is in World History 2)
PART IV: Reading assignment
Students will have a Critical Historical Book Review Essay due in May 2019. Students should begin to find a topic and nonfiction book on a World History topic during the summer. Any historical (World History, not US) content from 1200 AD/CE till present is appropriate. Approved books are listed below but students may speak with the instructor in August/September to have their text approved. A book review is a critical analysis of a book; it is an evaluation or a commentary and not a summary. The majority of your review should be an evaluation of the way the author handled the subject and a commentary of the book’s contribution to your understanding of the issues discussed. You will have class time after the AP exam to complete the writing part of this assignment. As you read, you should keep a notebook of chapter summaries and key ideas/arguments. This will help you when you begin to write your book review.
Approved Book List: You may use any of the books below, you can get copies at the school, public libraries, or buy from a book store or online. Students may speak with the instructor at the beginning of the 2019-2020 school year to see if a book other than the ones listed below is approved for the Critical Historical Book Review Essay Project. The books below are just suggesting, the student may choose a book of their own but need to have it approved by the instructor.
- History of Ancient and Early Medieval India: From the Stone Age to the 12th Century by Upinder Singh
- The Penguin History of Early India: From the Origins to AD 1300 by Romila Thapar
- The Adventures of Ibn Battuta: A Muslim Traveler of the Fourteenth Century by Ross E. Dunn
- Empires of the Sea: The Siege of Malta, the Battle of Lepanto, and the Contest for the Center of the World by Roger Crowley
- The Hundred Years War: The English in France 1337-1453 by Desmond Seward
- The Wars of the Roses by Alison Weir
- The European Colonial Empires: 1815-1919 by H.L. Wesseling
- Liberators: Latin America’s Struggle for Independence by Robert Harvey
- Six Days of War by Michael B. Oren
- The Wolf: The German Raider that Terrorized the Southern Seas During World War I in a Epic Voyage of Destruction and Gallantry by Richard Guilliatt and Peter Hohnen
- Heroes on Horseback: A Life and Times of the Last Gaucho Caudillos by John Charles Chasteen 4
- Americanos: Latin America’s Struggle for Independence by John Charles Chasteen
- Facundo: Civilization and Barbarism by Domingo Faustino Sarmiento
- Human Bullets: A Soldier’s Story of the Russo-Japanese War by Tadayoshi Sakurai
- The Taste of Conquest: The Rise and Fall of the Three Great Cities of Spice by Michael Krondl
- Garibaldi: Hero of Italian Unification by Christopher Hibbert
- The Enemy at the Gate: Habsburgs, Ottomans, and the Battle for Europe by Andrew Wheatcroft
- King Leopold’s Ghost by Adam Hochschild
- The Last Days of the Incas by Kim MacQuarrie
- 1848: Year of Revolution by Mike Rapport
- Conquerors: How Portugal Forged the First Global Empire by Roger Crowley
- The Battle for Spain: The Spanish Civil War 1936-1939 by Antony Beevor
- Taj Mahal: Passion and Genius at the Heart of the Moghul Empire by Diana Preston and Michael Preston
- The Gun by C.J. Chivers
- Conquistadors by Michael Wood
- The Ottoman Endgame: War, Revolution, and the Making of the Modern Middle East 1908- 1923 by Sean McMeekin
- The Secret History of the Mongol Queens: How the Daughters of Genghis Khan Rescued His Empire by Jack Weatherford
- Islam: A Short History by Karen Armstrong
Please note: The AP exam is 60% written. Therefore, you need to have or develop strong writing skills. In this class, we will be writing SAQs, DBQs, and LEQs. You must use the ACE format for SAQs and 3-5 paragraph essays with a thesis for DBQs and LEQs. No worries, we will address the proper formats in English and World History courses. There will not be a separate writing assignment. You will complete a writing assignment for the Honors English course
Well you’ve made it to the end. Congratulations. Are you tired? I’m tired. Those were a lot of words. Here are just a few more.
If you’ve come this far you must be some exceptional kind of student. That’s good; that’s great actually. Continue being exceptional because it’ll get you far.
This class will be a lot of work, and a good amount of this work will be done outside of class. Almost every country in the world will be mentioned at some point. If you haven’t been scared off yet, and you truly enjoy history, I’m looking forward to having you in my class. It’ll be a crazy ride, but it’s one worth taking. If you ever have any questions for me, just ask (email) and I’ll do my best to respond as quickly as I’m capable of doing. Welcome to Ms. Marshall’s AP World History!