World History AP Summer Homework 2011 - 2012 West High School 20401 Victor Street Torrance, CA 90503 Stephen A. Martin Room #3201 (310) 533-4299 x7736 [email protected] Introduction This class is designed to prepare you for the World History Advanced Placement Exam as well as to help you develop a greater understanding of the evolution of global development and contacts over time. The course highlights the nature of changes, their causes and consequences, makes note of important continuities, while directly comparing and contrasting major societies. To help identify and analyze the patterns and developments of history, the class uses the five AP World History Themes listed below: 1. 2. 3. 4. 5. Interaction between humans and the environment Development and interaction of cultures State-building, expansion, and conflict Creation, expansion, and interaction of economic systems Development and transformation of social structures Textbook and Materials World Civilizations: The Global Experience, AP Edition, by Peter N. Stearns et. al., New York: Pearson Longman; 4th ed., 2005. (In assignments, this book is referred to as your “textbook” or “TB”.) AP Student Review Manual, by Peter N. Stearns et. al., New York: Pearson Longman. (In assignments, this book is referred to as your “workbook” or “WB”.) Summer Assignment Introduction: Welcome to World History Advanced Placement (WHAP) and your summer assignment. The most important advice I can give you at this point is the following: EVERYTHING you do between now and the AP exam (administered in midMay) is preparation for that exam. If you skip a chapter, a section, an assignment, a question, a lecture, then you run the risk of not being fully prepared for the exam in May. Knowledge is power! All of the following assignments (reading and writing) should be completed by Friday, September 9, 2011. All written assignments should be completed in a “homework notebook” that is used exclusively for this class. There will be times when I ask you to turn in this notebook so I may examine and comment on your writing. You will also need a separate notebook in which to take notes in class. Do not use loose-leaf notebook paper for any of these assignments. Please purchase a spiral notebook (100 pages minimum) containing college-lined paper to use as your homework notebook. Summer Assignment: Period 1 – Technological and Environmental Transformations (8000 BCE – 600 BCE) Key Concepts: 1. Big Geography and the Peopling of the Earth 2. The Neolithic Revolution and Early Agricultural Societies 3. The Development and Interactions of Early Agricultural, Pastoral and Urban Societies Read the following in the textbook: Preface: pages xvii – xxiii Prologue: pages xxix – xxx (See Note 1) Part I Introduction: pages 2 – 5 Chapter 1: pages 6 – 29 Read the following in the workbook: pages vi – ix and pages 1 – 7 & 9 Do the following from the workbook: Prologue (Workbook page 8; Textbook pages xxix – xxx) Section Review: Questions A, B, C (½ page each) Multiple Choice: all (See Note 2 below) Chapter 1 (WB 10 – 16; TB 6 – 29) Chapter Review: B, C, F, J (½ page each) Map Exercise: A, B, D Multiple Choice: all Essay: Outline B, C, D (See Note 4 below) Part I Review (WB 17 – 19) Unit Overview: B, D, E (½ page each) Multiple Choice: all Geography: I, II (See Note 3 below) In addition to the above, read the “Introduction” pages to each of the remaining five “Parts” of the textbook. (These are the grayish pages at the beginning of each period in the book. Examples: pages 30-33, 112-119, etc.) In your homework notebook, following the assignments for Period 1, outline the information in each of these “Introductions.” Refer to your workbook page 1 (“Tips for Reading Your Text and Taking Notes”) for ideas on how to outline these pages. Specifically, read the paragraphs under the following headings: Notetaking can take many forms, Do not read and outline simultaneously!, and Do not write everything down. As you study Part I, consider the following: Can you compare/contrast different river civilizations? Can you compare/contrast the basic criteria for what makes a civilization? Can you trace how daily life changed and remained the same (continuities) from the beginning of this time period to the end? To answer the above, consider the changes and continuities in labor systems, the status of women, poor people (underclass). Note 1: In each chapter in the workbook there is a vocabulary section. You need not write the definition of each word, but it is assumed that you know the definition and can use the word correctly. Every test you take (multiple choice and essay) assumes that you know these words. Note 2: For each multiple choice question assigned, write-out the question and the correct answer in your homework notebook. (Do NOT simply write the letter associated with the correct answer.) Because nothing is easy, the multiple choice answer keys are at the end of each unit. But wait, you say, that is easy. Well, it has been discovered that some of the answer keys are wrong or mixed up. Check your answers with the answer key; when you think the answer key is wrong, this is a great opportunity to ask a question in class, discuss your reasoning, and otherwise impress you classmates and teacher with your study skills. Note 3: Knowing the geography of the world is CRITICAL to doing well on the AP exam. You will be given geography quizzes throughout the course. You should be able to locate and identify on an outline map of the world the continents, major bodies of water, and major physical features (given on WB p. 19) before the beginning of this course. You will also need to identify other bodies of water, physical features, historical cities, regions, societies, civilizations and states on an outline map of the world as we progress through the course. Note 4: The essay questions at the end of each chapter are extremely important. To start, you should not write a full-fledged essay to each question, merely an outline. A sample outline for essay question A (p.16) is what follows; you should do your best to emulate this with your outlines. As the year progresses, you will be required to write-out essays to selected questions in your workbook. Thesis Statement (T.S.): Because human groups were small and lacked job specialization, gender differences meant little until more complex societies were formed during the Agricultural Revolution. Description of typical Paleolithic society Hunting and gathering Little food surplus Few inter-tribe conflicts Therefore: women have quasiequal status with men Agricultural Revolution (AR) Domestication of animals and grains Food surplus → job specialization Increase in inter-tribe conflict Therefore: women have domestic tasks Specific Example: Sumer Prior to AR, women gather food with men After AR, women hidden in house, used in marriage to complete political or financial alliances; divorce becomes taboo, marriage comes with a dowry.