5 = extremely well qualified 4 = well qualified 3 = qualified 2 = possibly qualified 1 = no recommendation

AP World History Summer Assignment

2013-2014 School Year Instructors: Brian Bednarski: Brian.Bednarski@lcps.org Heather Hess: Heather.Hess@lcps.org Kim Clark: Riley.Clark@lcps.org Stefanie Lane: Stefanie.Lane@lcps.org Advanced Placement World History enables students to pursue college-level studies while still in high school. AP provides willing and academically prepared students with the opportunity to earn college credit, advanced placement or both. Taking AP courses also demonstrates to college admission officers that students have sought out the most rigorous course work available to them.

Students and parents should keep in mind the following expectations for the course:

AP World History requires extensive reading and writing outside class

AP World history requires self-discipline to complete assignments, and willingness to work on improving skills

A key to success in AP World is to be motivated and to have a passion for history

Students will also be expected to complete a summer assignment. The assignment will be due on the first day of class. All assignments can be found on your teacher’s website. The assignment consists of three parts:

o Part A – Unit One and Unit Two Question Packet

Students will answer all questions in their own handwriting, using outside resources

o Part B – DBQ Analysis

Print off the DBQ (pgs. 2-6 of the PDF). Follow the essay guidelines preceding the essay prompt and

write your essay on the lined pages in the question packet. This essay writing activity should take no

more than 60 minutes. Remember, on your AP exam you will have to write your DBQ in 35-45

minutes

o Part C – Sterns Lecture

Read Lecture Five: Cultural Change in the Classical Period and create Cornell questions and

summaries for each section of notes.

o Part D – Personalities and Problems Comparative Readings

Read Zoroaster and Buddhism: Explaining Suffering and Confucius and Plato: A Few Really Good

People.

Answer the corresponding questions for each reading.

The AP World History exam will take place on May 15th, 2014. The AP World History Exam is 3 hours and 5 minutes long and includes both a 55-minute multiple-choice section and a 130-

minute free-response section. The multiple-choice section of the examination accounts for half of the student's exam score, and the free-response section for the other half.

Each AP Exam score is a weighted combination of the student's scores on the multiple-choice section and the free-response section. The final score is reported on a 5-point scale:

Question Type Number of Questions

Timing

Multiple choice 70 55 minutes

Document Based Questions 1 question 50 minutes

Continuity and change-over-time essay 1 question 40 minutes

Comparative essay 1 question 40 minutes

The AP World History course content is structured around the investigation of course themes and key concepts in six chronological periods. The six historical periods, from approximately 8000 B.C.E. to the present, provide a temporal framework for the course. The instructional importance and assessment weighting for each period varies.

Course Themes

The Five course themes below present areas of historical inquiry that will be investigated throughout the year. The goal is to help

students recognize the broad trends and processes that have developed over centuries around the world.

1) Interaction between Humans and the Environment

How does the environment shape human societies and how do human societies shape the environment? Consider things such as:

o demography and disease o migration and patterns of settlement o technology

2) Development and Interaction of Cultures

How do societies use, disseminate and adapt ideas, beliefs and knowledge between and within societies? Consider things such as:

o religions, belief systems, philosophies and ideologies o science and technology, arts and architecture

3) State-building, Expansion and Conflict

What are the processes by which hierarchical systems of rule have been constructed and maintained? What are the

conflicts generated through these processes? Consider things such as:

o political structures and forms of governance o empires, nations and nationalism/ revolts and revolutions o regional, transregional and global organizations

4) Creation, Expansion and Interaction of Economic Systems

What are the patterns of trade and commerce between regional and global networks of communication and exchange? What are their effects on economic growth and decline? Consider things such as:

o agricultural and pastoral production o trade and commerce, labor systems, and industrialization o socialism and capitalism

5) Development and transformation of Social Structures

What are the processes through which social categories, roles and practices were created, maintained and transformed? o gender roles and relations, family and kinship o racial, ethnic constructions, and social/economic classes

Period Period Title Date Range Weighting on AP Exam

1 Technological and Environmental Transformations

To 600 B.C.E 5%

2 Organization and Reorganization of Human Societies

600 B.C.E to 600 C.E 15%

3 Regional and Transregional Interactions

600 C.E to 1450 20%

4 Global Interactions

1450 to 1750 20%

5 Industrialization and Global Integration

1750 to 1900 20%

6

Accelerating Global Change and Realignments 1900 to the present 20%

Part A

This assignment will cover background information for Unit One and Unit Two of AP World History. Complete each task,

recording your answers in the packet.

Unit One

Task 1: Core and Foundational Civilizations

Map Exercise: “Peopling of the World”

- Use arrows, headings, and dates to illustrate the migration of early humans from Africa to Eurasia, Australia and the

Americas. (Headings should include dates of migration).

Map Exercise: “Core and Fundamental Civilizations”

- Locate/label and create a key for:

Mesopotamia – Tigris and Euphrates Rivers

Egypt – Nile River

Indus Valley – Harappa and Mohenjo-Daro – Indus River

Shang China – Yellow River

Olmecs

Chavin

Neolithic Revolution and Beginning of Civilizations:

Define the Neolithic Revolution --

Key

In relation to the Neolithic Revolution, create a Venn diagram comparing Agriculturalists and Pastoralists:

Describe in a paragraph below, the various environmental impacts of the Neolithic Revolution (agriculturalists and

pastoralists).

How did the Neolithic Revolution change society socially, politically, economically, and technologically?

Agriculturalist Pastoralists

Task 2: Culture

In the chart below describe specifically, in bullet point form, how the following technological innovations led to

improvements in agricultural production, trade and transportation.

Improvements in agricultural production, trade, and transportation:

Pottery Plows Woven Textiles Metallurgy Wheels and Wheeled Vehicles

“New Weapons”

Select one of the following, compound bows or iron weapons, and describe how it transformed warfare in agrarian

civilizations.

“New modes of transportation”

Select one of the following, chariots or horseback riding, and describe how it transformed warfare in agrarian civilizations.

“Monumental architecture and urban planning”

Choose 3 of the following examples of architecture/urban planning, find a picture and complete the information for each:

o Ziggurats

o Pyramids

o Temples

o Defensive walls

o Streets and roads

o Sewage and water systems

Picture Here

Picture Here

Picture Here

What: Where: Date: Civilization: Purpose:

What: Where: Date: Civilization: Purpose:

What: Where: Date: Civilization: Purpose:

“Systems of record keeping”

Choose two of the following “systems of record keeping” and compare them using a Venn diagram, then write your name

(the best you can) in each form of writing:

o Cuneiform

o Hieroglyphs

o Pictographs

o Alphabet

o Quipu

Task 3: Literature

Describe how the following excerpts reflect the cultures from which they originated:

"My friend, why are the Great Gods in conference?

(In my dream) Anu, Enlil, and Shamash held a council,and Anu spoke to Enlil:

'Because they killed the Bull of Heaven and have also slainHumbaba,

the one of them who pulled up the Cedar of the Mountainmust die!'

Enlil said:'Let Enkidu die, but Gilgamesh must not die!”

-Epic of Gilgamesh

How does the excerpt above, from Gilgamesh reflect Mesopotamian culture?

“One should perform Karma with nonchalance without expecting the benefits because

sooner or later one shall definitely gets the fruits.” -- Rig Veda

How does the excerpt above, from the Rig Veda, reflect Indian culture?

“Hail to you gods, on that day of the great reckoning. Behold me, I have come to you,

without sin, without guilt, without evil, without a witness against me, without one whom I

have wronged. I am one pure of mouth, pure of hands.”

-- The Book of the Dead, The Address to the Gods, 1700-1000 B.C.

How does the excerpt above, from the Egyptian Book of the Dead, reflect Egyptian culture?

What commonality/s can you identify about all three cultures from the excerpts?

Read the following article and answer the questions below:

History Debate: Why Women's Status Deteriorated

Despite images of cave men dragging women off by the hair, it is quite clear that hunting and gathering

societies did not subordinate women systematically. Women's economic contributions were reflected in a religious

culture that often stressed the female creative principle. This situation changed as agriculture be- came established,

and the trend occurred everywhere that farming spread. (interestingly, nonagricultural societies, like the herding

peoples in Central Asia, continued to give women greater voice, which led to some important culture clashes when

they encountered agricultural civilizations.)

The signs of change abound. Men did the heaviest agricultural work; Middle Eastern art by 3000 B.C.E.

showed men always responsible for plowing. Because men's relative economic importance grew, male children

were favored and men had primary rights of property ownership. While religions long continued to feature gods

and goddesses, emphasis on a primary male creator god, like Marduk in the Middle East or Zeus in Greece,

increased; goddesses became more peripheral. The Jewish religion, emphasizing a single god, pushed this principle

of a masculine divinity still further. Laws and social habits often followed suit. By 2000 B.C.E., many Middle

Eastern women were veiled to help ensure that they would remain sexually faithful to their husbands--who were

not placed under any such controls.

The question, of course, is why this happened. The rise of women's history and new debates about women's

rights today open the gender inequality of the past to explanation; it no longer seems self-evident. Current

explanations include several components, and it is unlikely that such a basic shift resulted from one factor alone.

Agricultural societies, needing to defend from attack and not infrequently seeking to conquer, organized more

formal military forces, which gave new emphasis to male power. The birth rate went up, as agricultural societies

found uses for more labor and also needed to compensate far higher disease rates; this meant that women spent

more of their lives bearing and caring for children. Men may have pushed for greater power to compensate for the

decline of the hunt. In the upper classes, at least, establishment of agricultural property made determination of

inheritance more important: men wanted to know which children were theirs and so tried to regulate women's

sexual behavior. We do not know how these various causes mixed together, but the result is clear. And in most

agricultural societies, women's inferiority tended to increase with time, as success prompted more male groups to

demonstrate their status by lording over women.

Adapted From: World History in Brief: Major Patterns of Change and Continuity: Third Edition. Peter N. Stearns

Define the term patriarchal.

Based on the above reading, explain why women’s status deteriorated during this early period of civilization?

Unit Two

Task 1: Key States and Empires

Map Activity: Use the map on the next page:

1. Outline, shade, and create a key for the following “key states and empires”:

o Persian Empire

o Qin and Han Empires in China (use 2 colors)

o Mauryan and Gupta Empires in India (use 2 colors)

o Phoenicia and its colonies

o Greece

o Roman Empire

o Toltec Empire in central Mexico

o Mayan Empire

o Moche in Andean South America

2. Draw in and label the following trade routes on the map

o Eurasian Silk Roads

o Trans-Saharan caravan routes

o Indian Ocean sea lanes

o Mediterranean sea lanes

Answer the following questions:

Describe the rise of the Persian Achaemenid Empire under Cyrus the Great and the creation of a centralized, bureaucratic

Persian government under Darius.

Choose one of the empires and explain in a paragraph below, how the empire impacted the growth of Jewish diasporic

communities:

Assyrian

Babylonian

Roman Empires

Task 2: Religion and Culture

Read the following excerpt from the Analect and answer the following questions:

“Filial piety is the root of virtue and the source of civilisation. We establish ourselves and practise the Way,

thereby perpetuating our name for future generations and bringing glory to our parents. This is the fulfilment of

filial piety and it begins with serving one's parents, our rulers and is completed by establishing one's character."

Describe Confucius’ concept of filial piety and its importance to Confucianism.

Briefly compare the two religious traditions of shamanism and animism.

Explain ancestor worship and give an example of it from one of the following areas.

o Africa

o The Mediterranean region

o East Asia

o Andean areas

Describe the relationship between the Hindu religion and the social and political roles of the caste system.

Describe the similarities between Buddhism and Christianity in the chart below:

Buddhism Christianity

Emergence and Origins

Spread of Religion

Use of Monasteries

Task 3: Interaction of Cultures

Map Exercise: “External problems along frontiers”

In describing the Hun invasions of various civilizations, annotate the following map with arrows and details describing the

role various groups of Huns had on the demise of the following empires:

o Han

o Roman

o Gupta Empires

Huns Central Asia

Roman Empire

Europe

Han Empire

China

China

Gupta Empire

India

In addition to the advanced knowledge of the monsoon winds, add a picture and complete the chart explaining how

innovations in maritime technologies such as the Lateen Sail and Dhow ships stimulated exchanges along maritime routes

from East Africa to East Asia (Impact)

Lateen Sail Dhow Ship

(Picture Here)

(Picture Here)

Origins: Impact:

Origins: Impact:

In a paragraph below, describe the nature and purpose of the qanat system.

Part B

DBQ Summer Assignment:

Read through the DBQ document below. Utilize the margins to take notes for each document. Compose an essay

that answers the prompt below. The essay should be written on a separate sheet of paper. The essay must be

hand written.

Part C

Sterns Lecture: Read the following lecture outline and create Cornell questions and summaries for each

section.

Scope: Creating large and durable cultural systems was one of the hallmarks of classical civilizations. Many

people experienced significant changes in basic belief systems as the period unfolded-not an everyday

occurrence in human affairs. Confucianism and Daoism in China (along with legalism, which urged tight state

control over the people), Hinduism and Buddhism in India (plus some smaller religious strains), Zoroastrianism in

Persia, philosophy and art in the Mediterranean, and ultimately, Christianity, increased in importance at the time

and have remained important since. Classical belief systems present two contradictory images, both quite real.

First and most obviously, they differed greatly, helping to set up differences among societies that, to some

degree, persist today. Second, they accomplished some similar goals, notably in providing ethics or rules for life

and justifications for widespread acceptance of one's lot in life.

Questions to Consider:

1. Why might ordinary people accept new belief systems emanating from the intellectual and spiritual leaders of the

classical civilizations? Were there significant differences in popular appeal in each case?

2. Why, except for Buddhism and, at the end of the period, Christianity, were the classical belief systems not widely

exportable to other societies?

Lecture Five: Cultural Change in the Classical Period

Summary:

I. In this lecture, we look at cultural developments in the classical period,

focusing on two basic arguments.

A. First, the factors that reshaped cultures in this period are probably

more important than other types of changes, such as political

changes. Cultural developments in each of the classical

civilizations moved some people away from what had been

cultural staples in the human experience up to that point.

B. Second, the most obvious result of cultural change in the classical

period was the development of cultural signatures for each of the

major civilizations. Without question, sharp distinctions emerged

and remain important to this day; at the same time, we will also

look at some shared features of culture in the classical period.

II. Culture, in the sense of basic beliefs, values, and assumptions, is a vital

but elusive part of the human experience.

A. Human beings depend heavily on culture because we do not have

many basic instincts. One reason for the extended childhood of

humans is the need to imprint cultural elements into the psyche.

B. By the time of the early river valley civilizations, different cultural

forms, such as artistic expressions and beliefs about death had

emerged. For most people, cultural approaches centered on

fundamental features with local variations.

1. It is probably fairly natural in the human experience to have

strong initial beliefs in polytheism and magic.

2. By the time of the river valley civilizations, another cultural

element was the idea that the rulers of these new civilized

states were either directly inspired by gods or were themselves

gods.

3. During the classical period, these staples-polytheism, belief

in magic, and belief in the divinity of rulers-were not

overturned, but they were modified, as we'll see later in this

lecture.

Write 3 questions reflecting

the information on the page.

Write a statement (2-3

sentences summarizing the

main points on this page.

III. As we discussed in the previous lecture, the classical period was

marked by the emergence of key cultural figures, mainly in the 6th and

5th centuries B.C.E.: Confucius and Lao Tzu in China, Zoroaster in

Persia, Socrates and his philosophical heirs in 5th and 4th-century

Greece, and Buddha in India.

A. These figures drew on prior traditions in the regional culture to

create coherent and widely appealing statements that helped shape

distinct cultural identities in each of the classical areas.

B. Zoroaster, for example, emphasized the importance of the tension

between supernatural forces of good and of evil.

C. Chinese culture was particularly shaped by Confucius and

Confucius's interpretation of earlier Chinese tradition. In this

culture, the emphasis was on the importance of political order and

hierarchy.

1. Confucius believed that people were fundamentally good and,

if properly educated, would realize their duties to society as a

whole.

2. Classical Chinese culture, however, was also shaped by

Daoism, which emphasized the importance of harmony with

nature, contemplation, and balance.

D. Indian culture was shaped by the emergence of Hinduism.

1. Indian religion was initially fashioned by the priestly caste,

which remained important, but during the classical period,

Indian beliefs evolved into a more sophisticated and varied

religion.

2. Classical Indian culture was also shaped by Buddhism, which

shared many beliefs with Hinduism but quarreled with

Hinduism's focus on the caste system and its emphasis on

priestly rituals and detailed observances as the proper path to

spiritual development.

E. Classical Mediterranean civilization did not, until the advent of

Christianity, produce a major religion. It infused the polytheistic

religion brought in by Indo-European invaders with literary

representations that exploited the gods and goddesses as ethical

models. It also added, increasingly, an overlay of abstract

philosophy, including an interest in scientific speculation and the

powers of reason.

Summary:

Write 3 questions reflecting the

information on the page.

Write a statement (2-3

sentences summarizing the

main points on this page.

IV. The classical period, as it was shaped by individual thinkers and by the

larger evolution of basic cultural forces, produced distinct cultural

signatures that would mark major regions, not only at that time but for

some time to come.

A. All the classical cultural systems were aimed at creating a

framework for ethical behavior. In India, for example, whether in

Hinduism or Buddhism, the justification for ethical behavior could

be found in the spiritual advancement that would result from doing

the right thing.

1. The Hindu ethical concept of dharma asserts that those who

obey their caste obligations in this life will have the

opportunity for spiritual advancement in subsequent spheres

of existence.

2. This is a direct use of religious and spiritual motivation to

underwrite the appropriate ethical code for behavior in this

world.

B. In contrast, Confucianism used a secular justification for ethical

behavior, which should be a function of appropriate recognition of

the individual's obligations to the larger society.

C. The basic philosophical tendency in classical Greece and, later,

Rome was that the reasons for ethical behavior should be found in individual

explorations of ethical imperatives and the relationship between the individual

and larger social obligations – again, a secular justification.

Summary:

Write 3 questions reflecting the

information on the page.

Write a statement (2-3

sentences summarizing the

main points on this page.

V. The most obvious result of the classical cultural systems was to create

something of a common language for elites.

A. Elites in China for example, might individually oscillate between interest in

Daoism and interest in Confucianism, but both packages shaped a common elite

cultural experience across classical China. The same can be argued for the elite

experience in the Mediterranean.

B. The cultural systems and their elite audience were also reflected in predominant

artistic forms.

1. The characteristics restraint and spare depictions of nature in Chinese

art relate to Confucian injunctions for personal restraint and emotional

control, as well as the Daoist’s interpretation of the importance of harmony

with nature.

2. Indian art, perhaps more sensual and vibrant, relates to the Hindu sense of

the vigor of individual gods and goddesses as representations of the larger

divine essence.

3. Classical Mediterranean art, with its monumentality and its emphasis on

balance, correlates closely with some of the predominant emphases in

Mediterranean culture more generally.

C. These cultural signatures would be widely recognized by elites and would shade

over into the most widely disseminated public art to constitute something of a

cultural package. They provided identity within the civilization and some

distinctions from outside cultures.

Summary:

Write 3 questions reflecting

the information on the page.

Write a statement (2-3

sentences summarizing the

main points on this page.

VI. These variations should not, however, obscure some key similarities.

A. All these evolving cultural systems moved, at least to a degree away from some

of the previous staples that had defined river valley civilizations and earlier

human experience, including polytheism, belief in magic, and the divinity or

divine inspiration of the ruling class.

B. Further, all these classical systems were marked by a certain amount of diversity.

C. On the whole the classical period was marked by considerable tolerance. Classical

Mediterranean rulers turned against a few specific cultural strands, including

Judaism and Christianity, but primarily when these strands seemed incompatible

with political loyalty.

D. These cultural systems were, for the most part, not actively missionary.

1. The one exception in this period is Buddhism.

2. It seems as if the proponents of these systems were aware that they were

providing a cultural definition for a civilization, not a statement for humanity

as a whole.

E. That said, classical systems inevitably had some influences beyond the borders of

the major civilizations themselves. Confucianism began to have an impact on

Korea and Vietnam. Hinduism fanned out with other aspects of Indian influence,

particularly merchant activity, to locate Hindu centers in other parts of Southeast

Asia.

Summary:

Write 3 questions reflecting

the information on the page.

Write a statement (2-3

sentences summarizing the

main points on this page.

VII. The most important issue surrounding classical cultural packages is the

extent to which they gradually reached out toward ordinary people.

A. Their initial cultural emphases focused on helping to shape a common set of

assumptions for members of the governing elite.

B. The clearest beneficiaries of cultural systems were members of the elite, who had

the time and resources to indulge themselves and to educate their children in

artistic and literary endowments. Ordinary people had less clear stake in the

cultural package.

1. For example, popular religion in China would continue to reflect a belief in a

multitude of divine spirits and use symbolism to help people protect their

homes against adverse spiritual forces.

2. The same was true in the classical Mediterranean, where ordinary people

continued to participate in folk religions that were undoubtedly polytheistic

and had a strong magical content.

C. Of course, the elite value systems developed in the classical period influenced the

belief patterns of ordinary people.

1. Certain Confucian values, for example reached beyond the upper class in

China to help ordinary people understand their relationships with the upper

classes and to organize their households.

2. The penetration of cultural systems in the Mediterranean focused on artistic

forms.

3. Almost certainly, cultural packages spread farthest in India, probably because

they were so integrally wrapped up with religious expression. Ordinary

people could see in Hinduism or Buddhism hope for spiritual advancement.

VIII. We will close this lecture by reemphasizing the balance between

diversity and commonality.

A. Diversity is the more obvious feature of classical systems.

1. For example, Chinese people, influenced by Confucianism,

would have very different reactions to basic human

experiences than their counterparts in the Mediterranean.

2. These cultural systems are not just abstract but describe

fundamental reactions to ordinary issues in human behavior.

B. We can also identify commonalities, such as an emphasis on

values that could be widely shared to provide cultural arguments

for obedience to the existing social and political order. As a result,

classical civilizations all generated value systems that would have

lasting impact on the regions in which they were created and,

sometimes, well beyond.

Summary:

Write 3 questions reflecting

the information on the page.

Write a statement (2-3

sentences summarizing the

main points on this page.

Part D

Read the following comparative readings and answer the questions.

Reading: Zoroaster and Buddha: Explaining Suffering

1. Why do you believe evil exist in the world? Defend your answer.

2. The “Western” Zoroaster and the “Eastern” Buddha answer the question about the existence of evil

differently. Summarize each perspective (Zoroaster and Buddha and what they believe).

3. Using your understanding and the background given for both men, what can you conclude about the

reasons behind their differing perspectives? (Why does Zoroaster and Buddha believe what they do).

Reading: Confucius and Plato: A Few Really Good People

1. According to the reading, what is the best way to create a strong society? Explain your answer.

2. Explain the similarities and differences between Confucius and Plato’s viewpoints on the nature of

human beginnings.

3. Can people be led by moral example because they are basically good – or do they need a

philosopher king to help them control the evil within themselves? Defend your answer with

evidence from the reading.