RIHLA Unit 1
Pre-semester Assignment
Due: Fri. 8/27/10
An Overview of The RIHLAi
Historically the Rihyla was a journal kept by travelers who recorded what they
saw and what they learned about new places and themselves as a result of their
encounters with the new and the foreign. For example Ibn Battuta wrote of his
experiences during the fourteenth century in Riyla of Ibn Battuta. You will do the
same as you record and reflect upon what you have learned during each unit for
AP World History.
The purpose of this assignment is to help you process and retain your own
learning over the course of the year and to produce a personalized and useful
guide before the AP World History Exam. Though the specifics will change for
each unit, the categories of the required elements will not.
Required RIHLA Components
Mental Maps
The mental maps will serve for both note-taking and assessment purposes. This
technique requires you to quickly sketch part of the world to show the spread of
ideas, trade, religion, or cultural diffusion. It enables you to “see” the relationships
between geographical areas and where historical processes took place.
It is up to you how you wish to construct your mental maps. Each map must be
clearly titled and annotated with key concepts relevant to the title. It is up to you
to determine what are the key concepts worthy of mapping for the unit.
Below are a couple of ideas for unit 1. However, you are more than welcome to
use your own ideas if you prefer. Also, please note the key geography terms for
Unit 1. Since you are responsible for the geography terms, it may be helpful to
include them in some of your maps. You do not need to include all of them.
Idea #1 from Chapter 4: Draw and label the trade partners of the
Harappan societies, including goods that were traded.
Idea #2 from Chapter 4: On a real map, draw the migration routes of
Aryans through the subcontinent of south Asia.
Unit 1 Geography Terms:
Chapter 1: Before History
Geographical Terms
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Oceans, major seas
Olduvai Gorge
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Tanzania
Neander Valley, Germany
Çatal Hüyük
Continents
New Guinea
Lascaux, France
Jomon Society
Chapter 2: Early Societies in Southwest Asia and the Indo-European
Migrations
Geographical Terms
Be able to locate and identify the following places:
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Oceans, seas, continents
Indian subcontinent
Anatolia
southwest Asia
Mesopotamia
Phoenicia
Judea
Tigris, Euphrates, and Nile Rivers
Arabia
Steppes of Eurasia (Ukraine)
South Asia
Ur
Babylon
Jerusalem
Chapter 3: Early African Societies and the Bantu Migrations
Geographical Terms
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Sudan
Sahel
Congo River
Egyptian Kingdom
Kushian kingdom
Red Sea
Phoenicia
Equator, Somalia & Ethiopia (“punt”)
Mesopotamia
Memphis
Sub-Saharan Africa
Sahara
Nile River
Niger River
Nubian Kingdom
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Mediterranean
Anatolia
Lake Chad
Meroë
Cairo
west Africa
east Africa
Chapter 4: Early Societies in South Asia
Geographical Terms
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Indus River
Himalaya Mountains
Arabian Sea
Mojeno-daro
Mediterranean Seas
Egypt
Sumer
Ganges River
Hindu Kush Mountains
Bay of Bengal
Harappa
Red Sea
Persia
Persian Gulf
Chapter 5: Early Societies in East Asia
Geographical Terms
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Yangzi River
Steppes of Eurasia
Southeast Asia
Indian Ocean
Burma (Myanmar)
Mojeno-daro
Huang He (Yellow) River
Tibetan plateau
southwest Asia
Malay Peninsula
Maldive Islands
Chapter 6: Early Societies in the Americas and Oceana
Geographical Terms
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Bering Strait/land bridge
Oceans
Gulf of Mexico
New Zealand
Amazon River
Hawaii
Indonesia
southeast Asia
Chavín de Huántar
Australia
New Guinea
Caribbran Sea
Mississippi River
Polynesia
Yucatan Peninsula
Locations of Olmec city-states
Easter Island
Andes Mountains
Annotated Time Line
Choose 10 events, and write corresponding paragraphs that tell who, what,
when, where, and why this event was significant. The events selected must
reflect the span of the unit as well as represent what you thought was most
important.
*One way to do this is to create your timeline on one sheet of paper with the
event titles located in the correct corresponding location marked on the timeline.
Number each event 1-10 and subsequently attach the correlating paragraphs.
The timeline does not have to be typed.
**If you have another idea of how to do this, go for it!
Concept Charts
The purpose of the concept charts is for you to graphically represent the key
concept content for each unit. It is up to you to decide the best way in which to do
this. For example, the first three concept charts for the course are on the
following topics:
1.1 Big Geography, and the Peopling of the Earth
1.2 The Neolithic Revolution and Early Agricultural Societies
1.3 The Development and Interactions of Early Agricultural, Pastoral and
Urban Societies
You may choose whether you wish to do this by hand or on the computer.
Key People
Key People Charts are intended to help you understand an individual’s role in
history and more importantly help you to remember it!
Select 5 people from unit 1 and create and complete a “Key Person Chart” that
analyzes what, when, where, and why these historical figures were significant.
The chart should be in the same format for all 5 people and be no longer than
a front and back page. Try to avoid tons of text and instead think of how to get to
across the main idea without writing multiple paragraphs. Also, think of how you
could include images, sketches, or humor to help you remember the people.
For example… “If Hammurabi was your bus driver, what would he say to you
when you got on the bus in the morning?” A line like this could work with any of
the key people.
** Bonus Opportunity** We will spend time critiquing the “Key People Charts” and
select the best elements for our class template for the remaining units. Bonus
points will be awarded if yours is selected.
Artii
Select 2 examples of art or music from each of the following regions from the
time period covered in Unit 1:
Africa
Middle East
India
Latin America
South America
Europe/United States
These examples must demonstrate cultural or historical relevancy over the
course of history. Each must be distinct in style and/or presentation. Each region
must have a summary of one of the selected pieces. The summary should
include why it was made, interesting things about the artist (if known), &
contemporary reactions ( if available). Lastly, include an explanation of why you
included it.
Triple-Entry Journals
Journals are to be kept for each primary & secondary source reading
assignments and requires 3 components: a. What is significant to me…text,
visuals, layout, features etc.) b. The reading made me wonder. Think
about…(questions, responses, connections to self/text/world commentary et.) c.
After more reading and class discussion, I now think…
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Include all journal entries
Clearly tag 5 of your best for me to read
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I will randomly select 2 additional entries to evaluate
Complete 1 Triple-Journal Entry for each chapter. ( We will not do triple-journals
for the primary source readings this unit) In addition, I highly recommend that you
take personal notes on all of your reading.
*I will upload a triple-journal file to the website.
Metacognitive Reflection
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What content have you studied in this unit that you found the most interesting?
Complicated? Perplexing? Though-Provoking? What would you like to learn more
about?
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What have you learned about yourself as a student? What skills have you relied on?
What problems have you encountered? What challenges have you faced? What will
you do differently in the next unit? How have you grown?
Chapter Quizzes
These must be corrected to receive points
*** For unit 1, your first chapter quizzes will not be given until the first week of
school. They will be short, multiple-choice style and given anytime after an
assigned reading is due. You may use your notes at the beginning of the year.***
Current Events
Follow the global news stories from now until Aug. 27. What Current Connections
can you make to world history?
Africa
Middle East
India
Latin America
South America
Europe/United States.
For now, keep track of some key headlines from each region and of course read
the articles. For example, create a headline sheet for each region.
You may have a fairly long list of headlines….when school begins we will have
regular discussions to decide which we think are the most significant as well as
analyze the historical roots.
You may decide what you want to use as your current event sources. I would
recommend using more than one. Online version of the New York Times and
Washington Post are convenient. Time and Newsweek work well too.
RIHLA Scoring Guide: Unit 1
Mind Maps
35
Annotated Timeline
35
Concept Charts
50
Art
35
Corrected Quizzes
10
Triple-Journal Entries
100
Current Events
35
Metacognitive Reflections
35
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Total 300 points
i The Riyla assignment was adapted from Dixie Johnson Grupe and Jill Taylor Varns; David H. Hickman
High School; Columbia, Missouri
ii The art section from the Riyla was adapted from Peter Sonteimer; Gettysburg Area High School; Gettysburg, PA