AP WORLD HISTORY
SUMMER ASSIGNMENT
Learning objective: Students will research the elements of early settlements and civilizations through 600ce.
The purpose of the summer assignment is to learn about early civilizations and begin thinking as an AP
student. The information will also serve as a review tool for the AP Exam. The summer assignment is divided
into three sections. Each section will require you to research and glean information of early human
development and complete critical thinking tasks to synthesize the information. Each section contains a map
and a chart to help organize your information.
The assignment may not be typed
Some resources to start with are listed below. This is a STARTING POINT. If the information you need is not
included in the resources below, you will need to do additional research.
 Notes from World History I
 Rand McNally Atlas (http://education.randmcnally.com/classroom/startApp.do)
o userid: freedom2
o password: student
**this site/subscription is active as of May 23, 2014. You may need to use additional resources to complete the
maps.


FHS Library ABC-CLIO database
World Civilizations: The Global Experience, 4th ed. online textbook resources, chapters 1-5
(http://wps.ablongman.com/long_stearns_wcap_4/)
Please see your World History I teacher with any questions before June 13, 2015. Questions
sent over the summer break will not be answered until after August 20, 2015.
THIS ASSIGNMENT IS DUE ON SEPTEMBER 8 (A-DAY) AND SEPTEMBER 9 (B-DAY).
WE WILL BEGIN USING THE INFORMATION ON THESE DAYS. YOU WILL NOT BE ABLE TO COMPLETE THE CLASS
ACTIVITIES WITHOUT A COMPLETED ASSIGNMENT. DO NOT PROCRASTINATE!!!
Part 1: Humans and their Setting (to 600 BCE)
Learning Objectives: Students will be able to locate and compare agricultural and pastoral societies.
A) Map: “Peopling the World”
a. Label the continents and oceans
b. Using arrows, headings, and dates illustrate the migration of early humans FROM Africa to:
i. Eurasia
ii. Australia/Oceania
iii. The Americas
Map Legend
B) Compare the characteristics of agricultural and pastoral societies using the Venn diagram below.
Additional Notes:
Critical thinking:
1. What types of technological innovations contributed to improvements in agricultural production, trade and
transportation during this time?
2. Write a thesis statement for the following prompt: Analyze how agriculture and pastoralism transformed early
hunter-gatherer societies.
Part 2: Early Civilizations
Learning Objectives: Students will be able to locate and identify characteristics of early civilizations.
A) Map: “Early Civilizations”
a. Label the continents
b. Label the following bodies of water: Mediterranean Sea, Red Sea, Persian Gulf, Arabian Sea, Yellow Sea,
and all of the oceans.
c. Label the following regions: Fertile Crescent, Indian subcontinent, Valley of Mexico, Southwest Asia,
European subcontinent
d. Label the following rivers: Nile, Tigris, Euphrates, Huang He, Yangtze
e. Indicate where the following civilizations are located: Olmec, Shang, Mesopotamia
Map Legend
B) Complete the chart below by providing examples from each civilization:
RELIGION
RECORDKEEPING
ARTS & LITERATURE
ARCHITECTURE & URBAN
PLANNING
OLMEC
SHANG
MESOPOTAMIA
Critical Thinking:
1. Describe how culture played a role in unifying their respective states (hint: your chart provides the
elements of culture).
2. Write a thesis statement for the following prompt: Analyze the similarities and differences the role
religion plays in the unification of TWO of the following states:
a. Olmec
b. Shang
c. Mesopotamia
Part 3: CLASSICAL CIVILIZATIONS
Learning Objectives: Students will be able to locate and explain characteristics of classical empires.
A) Map: “Classical Civilizations”
a. Label the following bodies of water: Bay of Bengal, Malaccan Straits, South China Sea, East China Sea,
Caspian Sea, Black Sea, Caribbean Sea
b. Label the following physical features: Andes Mountains, Ethiopian Highlands, Gobi desert, Eurasian
Steppe, North Indian River Plain, Deccan Plateau, Yucatan Peninsula, Sahel
c. Label the following river valleys: Rhine, Danube, Niger, Amazon
d. Indicate the boundaries of the following Classical Empires at the height of their existence: Gupta India,
Rome, Han China
e. Label the capital cities of the following: Gupta India, Rome, Han China
Map Legend
WHAT IS THE ECONOMY OF THE
EMPIRE?
HOW DOES THE CIVILIZATION
INTEGRATE ALL PARTS OF THEIR
EMPIRE?
HOW DOES THE GOVERNMENT
EXECUTE ITS POLCIES?
(ADMINISTRTIVE
INSTITUTIONS)
WHAT TYPE OF GOVERNMENT
DOES THE EMPIRE HAVE?
B) Complete the chart below:
ROME
GUPTA
HAN
Critical Thinking:
1.
2.
3.
4.
Describe the role cities played in integrating and unifying the people of the Classical civilizations.
Describe the methods used for intraregional trade in each of the Classical civilizations.
Describe the development of transregional trade during the Classical Period.
Write a thesis statement for the following prompt: Compare the integration and economies TWO of the
following civilizations:
a. Imperial Rome
b. Han China
c. Gupta India