AP World History Summer Reading Assignment 2013-2014 Students will checkout Traditions and Encounters, the AP World History textbook, from the Lambert Media Center before leaving for summer. You are to read chapters two through six in their entirety (pages 31-153).

Summer Assignment: DUE: August 20th

Part I: Chapter Maps (5 Maps)

• You will construct chapter maps (illustrated outlines – see example attached) relating that information graphically for each chapter:

o Mesopotamia – Chapter 2 (pages 31-55) o Egypt – Chapter 3 (pages 59-83) o Indus – Chapter 4 (pages 87-104) o Shang – Chapter 5 (pages 109-130) o Mesoamerica – Chapter 6 (pages 133-153)

Part II: SPICE Charts (5 Charts)

• Complete SPICE charts for the following civilizations: (See blank chart attached)

o Mesopotamia – Chapter 2 (pages 31-55) o Egypt – Chapter 3 (pages 59-83) o Indus – Chapter 4 (pages 87-104) o Shang – Chapter 5 (pages 109-130) o Mesoamerica – Chapter 6 (pages 133-153)

Part III: Art & Architecture Images (10 Images)

• You will need two images per civilization (Mesopotamia, Egypt, Indus, Shang, & Mesoamerica) with one image representing art and the second architecture. Corresponding paragraphs should describe “who, what, where, when and why” for each of the 10 images and their significance in your OWN words...i.e. don’t cut ‘n paste or work with another student – NO PLAGERISM! The items must reflect the time period s presented in the chapter for each Civilization. Five items from art and five items from architecture (10 total).

Your Chapter Maps (5), SPICE charts (5), and Images (10) are due Monday, August 19th. This presentation should be neat, well organized, and fully developed based on the five chapters assigned (chapter’s 2-6). ONLY Chapter Maps and Images may be completed on the computer; SPICE charts and corresponding images paragraphs MUST be handwritten. SPICE charts are to be completed using the blank chart provided (see attached).

Grading:

5 Chapter Maps 20 pts/each = /100

5 Comparative Snapshots 28 pts/each = /140

10 Images (art & architecture) 14 pts/each = /140

Total = /380

Unit I Timeline: When topics will be discussed & chapter information should be completed.

Thursday, August 8th 1st day of class

Friday, August 9th Before History/Chapter 1

Monday, August 12th Mesopotamia/Chapter 2

Tuesday, August 13th Egypt/Chapter 3

Wed/Thurs., August 14th & 15th Indus/Chapter 4

Friday, August 16th Shang/Chapter 5

Monday, August 19th Mesoamerica/Chapter 6

Tuesday, August 20th Summer Assignment DUE/Unit I Review

Wed/Thurs., August 21st & 22nd Unit I TEST (chapters 1-6)

A – 341-380 (90-100%) B - 303-340 (80-89%) C - 265-302 (70-79%) F – 264 & below

NAME: ________________________ PERIOD: __________ DATE: ______________

SPICE CHART: CHARACTERISTICS/THEMES OF A CIVILIZATION OR CULTURE

Civilization and Time Period:

SOCIAL Structures

• Family & kinship

• Gender Roles & Relations

• Social & Economic Classes

• Racial & ethnic constructions

• Inequalities

• Life Styles

POLITICAL: State Building,

Expansion, & Conflict

• Political structures & forms of

governance

• Empires

• Nations & Nationalism

• Revolts & Revolutions

• Leaders, Elites

• War

• Diplomacy, Treaties

• Courts, Laws

INTERACTION BETWEEN HUMANS & THE

ENVIRONMENT

• Demography & disease

• Migration

• Patterns of settlement

• Art, Music

• Writing, Literature

• Philosophy

• Math & Science

• Education

Cultures

• Religions

• Holy Books

• Belief systems, philosophies, &

ideologies

• Conversion

• Teachings

• Sin/Salvation

• Deities

• Science & technology

• The arts & architecture

ECONOMIC SYSTEMS

• Agricultural & Pastoral

production

• Type of System

• Labor Systems

• Technology, Industry

• Trade & Commerce

• Capital/Money

• Industrialization

• Capitalism & socialism

• Types of Businesses

AP World History Course Themes – SPICE

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.

Political: State-Building, Expansion and Conflict • Political structures and forms of governance

• Empires

• 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.

Interaction Between Humans and the Environment • Demography and disease

• Migration

• Patterns of settlement

• Technology

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 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.

Development and Interaction of Cultures • Religions

• 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.

Creation, Expansion and Interaction of Economic

Systems • Agricultural and pastoral production

• Trade and commerce

• Labor systems

• Industrialization

• 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.

Images Examples:

Bayeux Tapestry- It tells the story of the

Battle of Hastings, which took place on October 14The tapestry is 270 feet long and about 20 inches wide, and is made out of linen. It is written in Norman point of view, the main events that led up to the Battle of Hastings, along with the actual battle. Bishop Odo of Bayeux ordered for the tapestry to be made, and Canterbury, Kent completed it. There was a famous stapestry there that used the same style as the Bayeux Tapestry. It was made in 1080.

Sistine Chapel was painted by Genesis. The ceiling was originally painted by d'AmeliaMichelangelo to repaint the ceiling. At first, he was just planning on painting the Twelve Apostles, but had grander ideas and ended up painting over 300 figures on the ceiling. He wtremendous painting project for four years, from 1508Sistine Chapel and the painting are in Vatican City, which is the residence of the Pope.

The Grand Canal - length, is the longest man-made waterway as well as being the greatest in ancient China, far surpassing the next two grand canals of the world: the Suez and Panama Canals. Connecting different river systems, the Grand Canal contributed greatly to ensure that the Chinese primary2000 years old, some parts of the canal are still in use, mainly functioning as a waterdiversion conduit. The canal we see today was built section by section in different areas and dynasties before it wasGrand Canal, joined the river systems from different directions, offered much facility to transport foods and goods from south to north in past times, administration and defense of China as a whole cultural intercourse between north and south.

It tells the story of the

Battle of Hastings, which took place on October 14th, 1066. The tapestry is 270 feet long and about 20 inches wide, and is

Latin. It tells, from the Norman point of view, the main events that led up to the Battle of Hastings, along with the actual battle. Bishop Odo of Bayeux ordered for the tapestry to be made, and women in Canterbury, Kent completed it. There was a famous school of tapestry there that used the same style as the Bayeux

Sistine Chapel- The beautiful ceiling of the Sistine Chapel was painted by Michelangelo. It shows scenes from Genesis. The ceiling was originally painted by d'Amelia, but in 1508 Pope Pope Julius II della RovereMichelangelo to repaint the ceiling. At first, he was just planning on painting the Twelve Apostles, but had grander ideas and ended up painting over 300 figures on the ceiling. He wtremendous painting project for four years, from 1508Sistine Chapel and the painting are in Vatican City, which is the residence of the Pope.

The Grand Canal, 1,764 km (about 1200 miles) in

made waterway as well as being the greatest in ancient China, far surpassing the next two grand canals of the world: the Suez and Panama

onnecting different river systems, the Grand Canal contributed greatly to ensure that the Chinese primary economy thrived in past dynasties. Now more than 2000 years old, some parts of the canal are still in use, mainly functioning as a water

The canal we see today was built section by section in different areas and dynasties before it was linked together by the Sui Dynasty (581Grand Canal, joined the river systems from different directions, offered much facility to

m south to north in past times, it greatly improved the China as a whole and strengthened economic and

cultural intercourse between north and south.

The beautiful ceiling of the

Michelangelo. It shows scenes from Genesis. The ceiling was originally painted by Piero Matteo

Pope Julius II della Rovere asked Michelangelo to repaint the ceiling. At first, he was just planning on painting the Twelve Apostles, but had grander ideas and ended up painting over 300 figures on the ceiling. He worked on the tremendous painting project for four years, from 1508- 1512. The Sistine Chapel and the painting are in Vatican City, which is the

The Grand Canal, 1,764 km (about 1200 miles) in

made waterway as well as being the greatest in ancient China, far surpassing the next two grand canals of the world: the Suez and Panama

onnecting different river systems, the Grand Canal contributed greatly to economy thrived in past dynasties. Now more than

2000 years old, some parts of the canal are still in use, mainly functioning as a water-The canal we see today was built section by section in different

linked together by the Sui Dynasty (581-618). The Grand Canal, joined the river systems from different directions, offered much facility to

it greatly improved the d strengthened economic and