AP World History Summer Assignment



Lanier AP World History Summer Assignment 2016-17 [pic]

Dear AP World Historians,

Welcome to AP World History! I look forward to a great year with you. These assignments will assist in building your fundamental knowledge of World History and are intended to lay the foundation for the first unit and subsequent material covered during the course of the year.

For many of you, this is your first AP class. To be successful, you will need to stay focused and work hard. You should be prepared to spend four to six hours a week outside of class on AP World History. If this does not seem realistic for your schedule, then you may want to reconsider taking this course. During the school year we will explore 10,000 years of human history, learn valuable skills, and take the AP World History Exam in May 2017. This is an exciting class that will allow us to look at the big picture of history, trace cultures over time, and examine human interactions.

This summer assignment is due the first day of school, August 22, 2016. Late assignments will NOT be accepted for full credit as you will have a test during the first week of school over the material. There are four parts to the assignment:

1) World Map Activity

2) Current Events & World History Themes

3) Summer Reading and Book Review

4) Lanier Scholars Summer Camp

It is important that you show that you are capable of successfully completing this independent assignment in the time allotted. This gives a very clear picture of your ability to handle the college-level course load you will experience throughout the year. The only exception will be those students that enrolled new to our school after the year starts. Anyone that registered prior to that date will be expected to have the assignment completed by the first day of school.

Finally, as incoming AP World History and/or Math Masters Algebra II students, you are cordially invited to attend the Lanier Scholars Summer Camp from August 1-4. You may choose from the morning session, from 9:00 a.m. to 12:00 p.m., or the afternoon session, from 12:30 p.m. to 3:30 p.m. During this time, you will get to know your teachers and classmates and begin to learn valuable skills and content needed for the upcoming year. This is also an excellent opportunity to receive assistance with any remaining summer homework.

 

In the meantime, I will be available by email during the summer. Good luck and I look forward to seeing you in August!

Sincerely,

Ms. Jackson

Layne.Jackson@

Part I: World Map Activity

Recommended Completion – Mid-June

Directions:

Familiarity with the world and its physical features is an important part of AP World History. While you will not be specifically tested on the physical features when you take the AP exam, many questions assume that you have some familiarity with the earth and its topography. Additionally, there will be numerous references to these features during class and in course readings.

Using the maps provided, locate and label each item on a map. You will have a map test on these locations the first week of school that will assess your ability to locate these items. You may use the following websites to test your knowledge of the items. and (Note: these review sites contain more information that the items listed for this map assignment/test). You may complete the activity using multiple maps if you would like. Suggested reference website for the physical geography maps:

HRW World Atlas:

Map #1: AP World Regions

Refer to page 35 in the AP World History Course and Exam Description for 2016. This document can be found at . Using the world map provided in this packet, draw and label the AP Regions based on the “Closer Look”. Use a color for each region and striping to indicate regions that overlap.

Map #2: Bodies of Water, Straits and Rivers

Neatly LABEL the second world map with the water features listed below in the COLOR indicated in parentheses. Print neatly and make sure your maps are easy to read.

|Map #2: Bodies of Water, Straits and Rivers |

|Oceans and Seas (Blue) |Oceans and Seas (Blue) |Straits (Purple) |Rivers (Green) |

|Atlantic Ocean |Red Sea |Bosporus Strait |Nile |

|Pacific Ocean |Persian Gulf |Strait of Magellan |Amazon |

|Indian Ocean |Arabian Sea |Strait of Gibraltar |Mississippi |

|Arctic Ocean |Bay of Bengal |Strait of Malacca |Rio Grande |

|North Sea |South China Sea |Dardanelles |Indus |

|Baltic Sea |East China Sea | |Ganges |

|English Channel |Yellow Sea | |Danube |

|Norwegian Sea |Sea of Japan | |Yangtze |

|Barents Sea |Caribbean | |Huange He (Yellow) |

|Mediterranean Sea |Hudson Bay | |Tigris |

|Adriatic Sea |Cape of Good Hope | |Euphrates |

|Aegean Sea |Cape Horn | |Irrawaddy |

|Black Sea |Gulf of Guinea | |Mekong |

|Caspian Sea |Gulf of Mexico | |Congo |

|Great Lakes | | |Rhine |

| | | |Niger |

Map #3: Mountains, Deserts, Peninsulas and other Landforms

Neatly LABEL the third world map with the land features listed below in the COLOR indicated in parentheses. Print neatly and make sure your maps are easy to read.

|Map #3: Mountains, Deserts, Peninsulas and other Landforms |

|Mountain Ranges (Orange) |Deserts (Tan or Yellow) |Peninsulas and other landforms (stripped lines) |

|Alaska Range |Gobi |Arabian Peninsula |

|Rocky Mountains |Kalahari |Balkans |

|Appalachian Mountains |Sahara |Crimean |

|Andes Mountains |Thar |Horn of Africa |

|Alps |Mojave |Iberian Peninsula |

|Atlas Mountains |Arabian |Yucatan Peninsula |

|Ural Mountains |Namib |Rift Valley |

|Hindu Kush |Atacama |Asian Steppe |

|Himalaya Mountains |Syrian | |

| |Great Sandy | |

Part II: Current Events & World History Themes

Recommended Completion – End of June

Directions:

1. Check out major news sources, online or in print. Some examples include:

japantimes.co.jp

guardian.co.uk moscowtimes.ru

bbc.co.uk



english. english. granma.cu/ingles/index.html

2. Choose three articles to analyze.

a. Articles should be from three different sources (different newspapers or websites).

b. At least one source should be international, NOT a U.S. news source.

c. Each article should be about a different AP World Region.

d. Each article should be about a different AP Theme (see below).

3. Read each article carefully. Highlight and annotate (write notes in the margins if necessary)

a. Note the main ideas, supporting ideas, key vocabulary, people, places, events…

4. Complete the written assignment below. Use the sample on pages 7-8 of this document as an example of how to complete the assignment. The assignment may be typed or hand-written.

Written Assignment:

1. Region: What AP World History region does this article relate to and how? Refer back to the map you created.

2. Theme: What AP World History theme does this article relate to and how? The themes are listed below and described in more detail on pages 7-8 of this document.

The Five Major SPICE Themes of the course are:

Social

Political

Interaction between Humans and the Environment

Cultural

Economic

3. Summary: Write a thorough and accurate summary of the major points of each article. Provide specific evidence from the article that summarizes KEY FACTS and supports your analysis of theme. Use at least one detail paragraph that includes the FACTS or 5 Ws – Who, What, Where, When, Why?

4. Analysis: Share your own reactions or opinion of the article and your ideas on the impact of the event. Analyze why this EVENT is important and the possible impact of the event.

Sample News Article:

Assad agrees to peace talks 'in principle'

Syria will attend proposed Geneva talks but any deal must pass through a referendum, president says in latest interview.

President Bashar al-Assad has said Syria would be willing to attend peace talks with the opposition in principle, but any subsequent deal would have to be approved by a referendum.

Assad was referring to talks, backed by Russia and the US, planned next month in Geneva aimed at finding a political solution to the country's civil war.

Speaking to Lebanon's Hezbollah-owned Al Manar TV in his latest interview, Assad also said weapons contracts with Russia are not linked to the crisis, and that he would contest presidential elections next year if the Syrian people want him to.

He also said there is "a world war being waged against Syria and the policy of [anti-Israeli] resistance ... [but] we are very confident of victory."

The interview, pre-recorded and released on Thursday, was welcomed by some in Damascus with celebratory gunfire.

"The only condition [to attend peace talks] is that anything to be implemented will be submitted to Syrian public opinion and a Syrian referendum," Assad said.

Agreeing "in principle" to talks shows a "lack of relevance to the diplomatic process," said Geneive Abdo, a fellow in the Middle East programme at the Stimson Centre in Washington.

Speaking to Al Jazeera, she said: "This is not good ahead of peace talks in Geneva."

Coalition talks ending

Assad's interview was broadcast as the main opposition coalition wrapped up several days of talks in Istanbul.

"The National Coalition will not take part in any international conference or any such efforts so long as the militias of Iran and Hezbollah continue their invasion of Syria," Sabra told reporters in Istanbul.

Earlier on Thursday, George Sabra, head of the Syrian National Colaition (SNC), said the opposition would not participate in the Geneva talks until the international community intervened to end a siege in Qusayr, a town in Homs province near the Lebanese border.

Khaled Saleh, the SNC spokesperson, who addressed the news conference after Sabra, said civilians in the town had been "severely wounded" and Qusayr had been completely cut off by forces loyal to Assad.

"Civilians have no access to water, electricity and the massacre continues minute by minute while the Assad regime continues to use weapons" it receives from allies, he said.

Saleh said the UN and Arab League should intervene to stop the killings that the Lebanese group "Hezbollah is responsible for".

Meanwhile, fighting in Qusayr continued as activists claimed medical staff were running out of supplies to treat the wounded.

The battle of the town, which is close to the border with Lebanon, is considered strategic, and foreign fighters are reportedly supporting both sides.

Reports have said up to 4,000 Hezbollah fighters have joined forces with the Syrian military, which has claimed to be winning the battle.

Source: English Aljazeera

30 May 2013 21:21

news/middleeast/2013/05/2013530194217674256.htm

Sample Assignment

| |Specific Evidence from the Article that summarizes KEY FACTS and |Analyze why this EVENT is important and the possible impact |

|Theme/Region |supports your analysis of the theme |of the event |

| |This is an interview with the President of Syria, Bashar al-Assad|The civil war between the Syrian government forces of |

|Region – |in which he states that his country will attend the proposed |President Bashar al-Assad and the rebel forces started in |

|Middle East |peace talks to be held next month in Geneva, Switzerland. The |late March of 2011, a part of the “Arab Spring” |

| |talks are backed by Russia and the United States with a goal of |pro-democratic revolutions originating in North Africa. |

| |ending the country’s civil war. He claims the only condition to |President al-Assad is known for being a strong-armed dictator|

| |attending the peace talks is that anything to be implemented must|who has resolved not to give in to the Syrian National |

| |be approved by the Syrian people in form of a national |Coalition rebels. The conflict has drawn in neighboring |

| |referendum. This interview was done in response to the Syrian |Middle East countries, especially its neighbors, Iran, |

| |National Coalition (rebel group and opposition of the Syrian |Turkey, and Lebanon. Syria’s long-time enemy Israel also has |

| |government) who wrapped up its own talks in Istanbul, Turkey. The|a stake, along with the United States. Russia plays a key |

| |National Coalition states it will not take part in any |role since it has been a close ally of Syria since the days |

|Theme— |international conference until the militias of Iran and Hezbollah|of the Cold War. Hezbollah, a militant Shi’a Muslim |

|State Building, Expansion, and |stop their invasion of Syria. George Sabra, head of the SNC, also|organization from Lebanon who has been supported by the |

|Conflict |stated they would not participate in the Geneva talks until the |Syrian government since the 1970s. Other Islamic militias are|

| |international community intervenes to end Assad’s forces’ siege |also operating in the country. |

|This deals with a conflict within |of the Syrian city of Qusayr that is currently held by the | |

|the country of Syria. The conflict |rebels. |What should the United States do? Should we take an active |

|is influenced by other countries | |military role? Support the rebels with arms? Do we continue |

|and organizations outside Syria. | |our humanitarian aid? Offer diplomatic help which we are also|

| | |doing? Should we stay completely out and allow a possible |

| | |genocide take place? If we stay out, is there is a chance of |

| | |an anti-American conservative Islamic theocracy taking |

| | |control? Could the civil war in Syria, unchecked, completely |

| | |destabilize the Middle East region of the world? Could it |

| | |become another stateless region similar to Afghanistan? |

| | | |

| | |Should the world be concerned about Israel? What role will |

| | |they play in the conflict? And Russia, will they use this to |

| | |gain more influence in the Middle East? |

*I used Insert – Table and inserted a 3x2 table*

An Introduction to the Five SPICE Themes of AP World History

These will be used throughout the course and in Part II of the summer assignment.

Each and every unit we study relates to the themes and it is very important you to know and understand the themes.

Theme S- Social Structures, Development and Transformation of

• 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.

Theme P – Politics, 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.

Theme I - 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 centuries, human effects on the environment — and the ability to master and exploit it — 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.

Theme C – Cultures, Development and Interaction of

• 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.

Theme E – Economic Systems, Creation, Expansion and Interaction of

• 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.

Source:

PART III: Summer Reading and Book Review

Recommended Completion – End of July

You are required to read ONE BOOK from the list below. Check them out on-line. “Google” (book.) and are great sites. You will find book summaries and reviews on both sites. Most books can be found in the public library. Used books are also available for purchase at local stores such as Half Price Books or online at sites such as . Make sure you pick your book and check it out or order it early in the summer so you have time to read it and write your review.

Summer Reading List:

• A History of the World in Six Glasses – Standage, Tom

• Collapse: How Societies Choose to Fail or Succeed – Diamond, Jared

• Guns, Germs, and Steel: The Fates of Human Societies – Diamond, Jared

• The Rape of Nanking – Chang, Iris

• The Adventures of Ibn Battuta: A Muslim Traveler of the 14th Century - Dunn, Ross E.

• The Broken Spears: The Aztec Account of the Conquest of Mexico - Leon-Portilla, Miguel

• Buddha: A Story of Enlightenment - Chopra, Deepak

• Cod: A Biography of the Fish that Changed the World - Kurlansky, Mark

• Cortes and Montezuma - Collis, Maurice

• Cows, Pigs, Wars, and Witches: The Riddles of Culture - Harris, Marvin

• Galileo's Daughter - Sobel, Dava

• Genghis: Birth of an Empire - Iggulden, Conn

• Genghis: Lords of the Bow (sequel to Genghis: Birth of an Empire) - Iggulden, Conn

• Genghis Khan and the Making of the Modern World - Weatherford, Jack

• Gunpowder: Alchemy, Bombards, and Pyrotechnics - Kelly, Jack

• Judge Dee At Work: Eight Chinese Detective Stories - VanGulik, Robert *This is fiction but it provides a great insight into Chinese justice and the Tang Dynasty.

• The Murder of King Tut - Patterson, James

• The Ottoman Centuries - Kinross, Lord Patrick

• Over the Edge of the World: Magellan's Terrifying Circumnavigation of the Globe - Bergreen, Laurence

• Salt: A World History - Kurlansky, Mark

• Sundiata: An Epic of Old Mali - Niane, Djibril Tamsir

• The Travels of Marco Polo - Polo, Marco

• When China Ruled the Seas: The Treasure Fleet of the Dragon Throne - Levathes, Louise

• The Fate of Africa: A History of Fifty Years of Independence – Meredith, Martin

• 1453: The Holy War for Constantinople and the Clash of Islam and the West – Crowley, Roger

• Left to Tell: Discovering God Amidst the Rwandan Holocaust – Ilibabiza, Immaculee

• Carnage and Culture – Hanson, Victor Davis

• The Lexus and the Olive Tree – Friedman, Thomas L.

Upon completion of your reading you are to write an ORIGINAL academic book review following the Academic Book Review Instructions.

Academic Book Review Instructions:

Reviewing a book requires you to exercise academic judgment. You are evaluating the book as a work of scholarship and a source of information more than as a source of entertainment.

I have provided a series of questions to help focus your thinking as you dig into the work at hand. Don’t feel obligated to address each of the questions, some will be more relevant than others to the book you have chosen.

1. What is the thesis—or main argument—of the book? If the author wanted you to get one idea from the book, what would it be? How does it compare or contrast to the world you know? What has the book accomplished?

2. What exactly is the subject or topic of the book? Does the author cover the subject adequately? Does the author cover all aspects of the subject in a balanced fashion? What is the approach to the subject (topical, analytical, chronological, descriptive)?

3. How does the author support her argument? What evidence does she use to prove her point? Do you find that evidence convincing? Why or why not? Does any of the author’s information (or conclusions) conflict with other books you’ve read, courses you’ve taken or just previous assumptions you had of the subject?

4. How does the author structure her argument? What are the parts that make up the whole? Does the argument make sense? Does it persuade you? Why or why not?

5. How has this book helped you understand the subject? Would you recommend the book to another reader?

Your answers to the questions should develop the thesis in a logical manner. Your logic may initially emphasize the author’s argument while you develop your own in the course of the review. The relative emphasis depends on the nature of the review: if you may be more interested in the work itself, you may want to make the work and the author more prominent. If you want the review to be about your perspective and opinions, then you may structure the review to privilege your observations over (but never separate from) those of the work under review. What follows is how you are to organize a review.

Introduction – 1 paragraph

Since most reviews are brief, many writers begin with a catchy quip or anecdote that succinctly delivers their argument. But you can introduce your review differently depending on the argument and audience. In general, you should include:

• The name of the author and the book title and the main theme.

• Relevant details about who the author is and where he/she stands in the genre or field of inquiry. You could also link the title to the subject to show how the title explains the subject matter.

• The context of the book and/or your review. Placing your review in a framework that makes sense to your audience alerts readers to your “take” on the book.

• The thesis of the book. Identify the book’s particular novelty, angle, or originality. It will allow you to show what specific contribution the piece is trying to make.

• Your thesis about the book.

Summary of content – 1-2 paragraphs

• This should be brief, as analysis takes priority. In the course of making your assessment, you’ll hopefully be backing up your assertions with concrete evidence from the book, so some summary will be dispersed throughout other parts of the review.

• The necessary amount of summary also depends on your audience. In this case, you are writing your book review for a world history class and teacher. You will want to devote attention to summarizing the book’s contents relative to the study of world history.

Analysis and evaluation of the book – 1-3 paragraphs

• Your analysis and evaluation should be organized into no more than three paragraphs that deal with single aspects of your argument. This arrangement can be challenging when your purpose is to consider the book as a whole, but it can help you differentiate elements of your criticism and pair assertions with evidence more clearly.

• You do not necessarily need to work chronologically through the book as you discuss it. Given the argument you want to make, you can organize your paragraphs more usefully by themes or other elements of the book.

• If possible, you may find it useful to include comparisons to other books, keep them brief so that the book under review remains in the spotlight.

• Avoid excessive quotation and give a specific page reference in parentheses when you do quote. I find it more valuable that you analyze and state most, if not all, of the author’s points in your own words.

Conclusion

• Don’t worry about it! Concentrate on your introduction and body.

In review

Finally, a few general considerations:

• With any luck, the author of the book worked hard to find the right words to express her ideas. You should attempt to do the same. Precise language allows you to control the tone of your review.

• Never hesitate to challenge an assumption, approach, or argument. Be sure, however, to cite specific examples to back up your assertions carefully.

• Try to present a balanced argument about the value of the book for its audience. You’re entitled—and sometimes obligated—to voice strong agreement or disagreement. But keep in mind that a bad book takes as long to write as a good one, and every author deserves fair treatment. Harsh judgments are difficult to prove and can give readers the sense that you were unfair in your assessment.

Other Notes

How long should my review be? Reviews in academic journals are often kept to 750 - 1000 words, though some are much longer. You just need to cover the subject adequately. You should plan on three to four pages, typed, double-spaced, 12-point font, or twice that length if hand-written. The title of the book, author, publisher, and date are required as a heading to your review. Your name should be at the bottom of the review.

PART IV: Lanier Scholars Summer Camp

August 1-4, 2016

9:00 a.m.—12:00 p.m. OR 12:30 p.m.—3:30 p.m.

Optional but Highly Recommended

We encourage you to attend the Lanier Scholars Summer Camp before returning this fall. From this experience, you can expect to:

a. Get to know your fellow AP World History/ Math Masters Algebra II students

b. Get to know your teachers, Ms. Jackson and Mr. Woodward

c. Learn some valuable skills and content to start your year off right

d. Receive help with any remaining summer homework assignments

e. Do some awesome history & math!

We hope to see you there!

Map #1 - AP World Regions

[pic]

Map #2 – Bodies of Water, Straits and Rivers

[pic]

Map #3 - Mountains, Deserts, Peninsulas and other Landforms

[pic]

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download