AP WORLD HISTORY SUMMER ASSIGNMENT 2012

About the APWH course: You have chosen to join the fastest growing AP course in America. AP World History is a rigorous yet enriching course of study. This college-level class entails the study of 10,000 years of history in 35 weeks. It will demand more attention and time than any other class you have ever previously encountered because you have the opportunity to earn college credit by passing the College Boards AP World History exam with a score of 3, 4, or 5. Assignments for the AP World History class are extremely challenging. The text is a college-level textbook and is written at a significantly higher reading level than most history textbooks. AP World History has a significantly large amount of reading assignments and students are expected to read daily in preparation for class. Throughout the school year, we will discuss specifically what to expect from the class and from the AP exam. You should expect to spend approximately one hour each night of the week in preparation for this class. Summer Assignment: The purpose of the summer assignment is to provide you with a foundation for the study of world history and current global issues. It is imperative that you complete these assignments in a thoughtful and analytical fashion. DO NOT WAIT UNTIL THE LAST MINUTE. We have provided the College Board AP World History Themes and the Habits of Mind to help guide you when completing your assignments. These themes are essential to our course and we refer to these throughout the year. They are also the basis for the three essays on the AP exam. Habits of Mind: 1. Construct and evaluate arguments: use evidence to make plausible arguments; 2. Use documents and other primary data: develop the skills necessary to analyze point of view, context and bias, and to understand and interpret information; 3. Develop the ability to assess issues of change and continuity over time; and 4. Enhance the capacity to handle diversity of interpretation through analysis of context, bias, and fame of reference. AP Themes: AP World History highlights six over changing themes that should receive approximately equal attention throughout the course beginning with the Foundations section: 1. Patterns and impacts of interaction among major societies: trade, war, diplomacy, and international organizations. 2. The relationship of change and continuity across the world history periods covered in this course. 3. Impact of technology and demography on people and the environment (population growth and decline, disease, manufacturing, migrations, agriculture, weaponry). 4. Systems of social structure and gender structure (comparing major features within and among societies and assessing change). 5. Cultural and intellectual developments and interactions among and within societies. 6. Change in functions and structures of states and in attitudes toward states and political identities (political culture), including the emergence of the nation-state (types of political organization). The Summer Reading Book: This years summer reading assignment is A History of the World in 6 Glasses by Tom Standage. In this book, Standage tells a popular history of the world and some of the most significant civilizations in history by following the development of 6 influential beverages. The 6 beverages are: beer, wine, spirits, coffee, tea, & Coca Cola. These beverages have played a significant role in driving trade and interaction between some of the most significant regions and empires in world history. Our purpose in reading the book is to gain a sense of how civilizations and cultures develop and how they are affected by various forces (social, political, economic, cultural). You will need to read the book A History of the World in Six Glasses. Read the instructions carefully. You will need to bring the book and a printed copy of your study questions on the FIRST DAY of class. Publisher: Walker Publishing Company/ISBN-0802715524/Approximately $12.00
*(DISCLAIMER: The use of this book as a summer reading assignment in NO way represents any endorsement by the teachers of Lamar High School of the consumption or misuse of these beverages! The book is simply meant to provide an interesting view of civilizations and trade, from which we can initiate our year-long discussion of world history.)

All parts of the summer project will be on: www.Lamarhs.org or http://lamarapwh.blogspot.com Register at the turnitin.com website. Go to "create a user profile" at top right corner. Follow the directions after that. It will eventually ask for the class ID and enrollment password: Class ID: 5024258 Password: APWH (case sensitive) You will turn your Study Questions and your Video Questions to the proper folders at turnitin.com. Turnitin.com will verify that the work you turn in is your work alone. Grading: Grades will be taken on your poster, study questions, map activities, and video questions.

Part I: Poster
You will create a POSTER to illustrate the significant details surrounding ONE of the beverages presented in the book. Your poster must fill the front side of one full-size poster board. You may choose the beverage (book section) that interests you the most. The requirements for the poster are as follows:

Title (based on the title in the T.O.C. for the selected section of the book, ex: Spirits in the Colonial Era) Mapshowing the spread of the beverage (&/or its ingredients) across pertaining regions. Include a legend for the map AND approx. dates of the diffusion. Timelineshowing 10 events relating to the spread/impact of the beverage. Include a date AND a brief summary for each event. SPEC Chart--to summarize the major impact/effects of the selected drink (see below).

Society Politics Economy Culture

EX: Gender Relations, Class Systems, Family Structure EX: Rulers, Laws, Diplomatic Relations, Government Policies EX: Resources, Markets, Trade Patterns, Economic Systems EX: Language/Writing Systems, Art and Architecture, Religion & Philosophy, Technology

2 Quotesfrom the chapters on this beverage. (Choose quotes that are insightful and summarize significant ideas!) Relevant illustrations/imagesto illustrate major ideas from the chapters. *(Images should NOT simply be pictures of the drink or people drinking it!!) Works Citedshowing any outside sources used, including those for images. (This can be stapled to the BACK of the poster.)

Be prepared to also discuss the book and/or write an essay within the first few days of school.

We advise you to pace your reading over a few weeks during the summer. DO NOT wait until the last few days before school to begin this assignment.

Part II: Study Questions

The questions provided for this book are meant to get you thinking about history. Answers must be typed, in complete sentences and submitted to turnitin.com. IntroductionVital Fluids 1. What is the authors main thesis (argument) in setting up his book? 2. Why/how are these fluids vital? Beer in Mesopotamia and Egypt (Chapters 1 and 2): 1. How is the discovery of beer linked to the growth of the first civilizations? 2. What does this history of beer in the ancient world tell us about early civilizations? 3. What sources does the author use to gather information on the use of beer? 4. What were some of the uses of beer by ancient cultures? Nourishment? Ritual? Religious? 5. How did beer civilize man, according to Standage? Wine in Greece and Rome (Chapters 3 and 4): 1. How did the use of wine differ from that of beer in ancient Greece and Rome? 2. How was wine used by the Greeks? 3. How and why did wine develop into a form of a status symbol in Greece? 4. How was wine consumed? What does this tell us about ancient Greek culture? 5. How did the use of wine in Roman culture differ from that of ancient Greece? 6. What is the relationship between wine and empire, medicine, and religion? Spirits in the Colonial Period (Chapters 5 and 6): 1. What is the origin of distilled spirits? 2. What is the connection between spirits and colonization? 3. How was the production of spirits connected to slavery? 4. What role did spirits play on the high seas? 5. Why were spirits an important staple in Colonial America? 6. How did Rum play a role in the American Revolution? Coffee in the Age of Reason (Chapters 7 and 8): 1. Where and how did coffee originate? 2. Explain the importance of coffeehouses. 3. How did coffee influence this new age of scientific learning and rational thought in Europe? 4. How was the use of coffee in society different from previous beverages? 5. How was the Scientific Revolution and Enlightenment a sharp break from the past? Tea and the British Empire (Chapters 9 and 10): 1. When did tea first become a mainstream drink in Asia? In Europe? 2. How did the consumption of tea in Europe differ from how it was consumed in China and Japan? 3. If tea arrived in Europe around the same time as coffee, why did it not find the immediate success that coffee had? 4. How did tea transform English society? Who were its main consumers and what were some of the new rituals that surrounded tea? 5. How was tea an integral part of the Industrial Revolution? 6. What was the connection between tea and politics? 7. How was tea connected to the opium trade and the Opium War of 1839- 1842? 8. What role did the tea trade and production play in the British rule over India? Coca-Cola and the Rise of America (Chapters 11 and 12): 1. What was the origin of Coca-Cola? 2. How was the beverage used medically? What were the additives? 3. What was the relationship between Coca-Cola and World War II? 4. How was Coca-Cola thought of by the communists during the Cold War? 5. What is meant by globalization in a bottle? EpilogueBack to the Source 1. Do you agree or disagree with Standages argument in the epilogue? 2. Will water be the most influential beverage in shaping the global situation of the next 100+ years? Why or why not?

Part III: Study Cards

Directions: Students will create flash cards using 3x5 cards with the term on the front and definition and the significance on the back. You can buy spiral bound packs of 3x5 cards for this purpose or an index card plastic box. This method is effective because it will allow you to easily quiz yourself or a study buddy. Our focus on content vocabulary goes beyond the definition of the term. In AP World History, we must also consider its significance. Significance answers the questions so what? or what difference did it make? These are the questions you are more likely to deal with in our discussions and writings. You are expected to know these terms and use them in your writing. While we will be reviewing all words in class, it will be VERY helpful if you spend some time with these words on your own.

Front of Index Card

Back of Index Card

Definition: Earliest variant, the Neanderthal Significance: Used advanced tools, wore clothing, created semipermanent or permanent dwellings, and organized into social groups Spread from Europe to Africa and Asia

Homo Sapiens

The lists of terms for each chapter are listed below: Chapter #1 -Homo sapiens -Nile -Paleolithic -Pyramids -Hunting/gathering -Kush -Cro-Magnon -Hyksos -Venus figurines -Meroe -Neolithic -Hieroglyphs -Jericho -Papyrus -Catal Huyuk -Mummification Chapter #2 -Osiris -Epic of Gilgamesh -Indo-Europeans -Mesopotamia -Niger-Congo -Sumer Chapter #3 -Tigris/Euphrates -Aryans -Ziggurat -Dravidians -Hammurabis Code -Harappan society -Assyrians -Indus River -Bronze -Mohenjo-daro -Iron -Sanskrit -Cuneiform -Vedas -Hebrews -Rig Veda -Phoenicians -Caste -Hittites -Varna -Menes -Brahmans -Hatshepsut -Kshatriyas -Nubia -Vaishyas -Pharaoh -Shurdras -Horus -Patriarchy

-Upanishads -Brahman -Karma -Moksha Chapter #4 -Xia Dynasty -Huang He and Yangzi Rivers -Shang Dynasty -Mandate of Heaven -Zhou dynasty -Warring States Period -Ancestor worship -Book of Songs -Book of Changes -Oracle Bones -Steppe lands Chapter #5 -Land bridges -Olmecs -Maya -Tikal -Chichen Itza -Popul Vuh -Ball game -Teotihuacan -Chavin - Austronesians

Part IV: World Map Activity

Directions: Use the two copies of the maps provided. Create a key. Number the world map using the color in parenthesis with the land and water features listed below. MAP #1 Complete the continents, rivers, oceans, seas, mountain ranges, and deserts. MAP #2 Complete the regions of the world. Color code the regions.

Map #1
Continents (Red) 1. North America 2. South America 3. Australia 4. Europe 5. Antarctica 6. Asia 7. Africa Rivers (Green) 1. Nile River 2. Amazon River 3. Mississippi River 4. Rio Grande 5. Indus River 6. Ganges River 7. Danube River 8. Yangtze River 9. Yellow River 10. Tigres River 11. Euphrates River Oceans and Seas (Blue) 1. Atlantic Ocean 2. Pacific Ocean 3. Indian Ocean 4. Arctic Ocean 5. North Sea 6. Baltic Sea 7. English Channel 8. Norwegian Sea 9. Barents Sea 10. Mediterranean Sea 11. Adriatic Sea 12. Aegean Sea 13. Black Sea 14. Caspian Sea 15. Great Lakes 16. Red Sea 17. Persian Gulf 18. Arabian Sea 19. Bay of Bengal

20. South China Sea 21. East China Sea 22. Yellow Sea 23. Sea of Japan Mountain Ranges and Deserts (Brown or Yellow) 1. Alaska Range 2. Rocky Mountains 3. Appalachian Mountains 4. Andes Mountains 5. Alps 6. Atlas Mountains 7. Ural Mountains 8. Hindu Kush 9. Himalaya Mountains 10. Atacama Desert 11. Sahara Desert 12. Gobi Desert 13. Kalahari Desert 14. Namib Desert 15. Syrian Desert 16. Great Sandy Desert

Map #2
Regions of the World Color Code

North Africa West Africa East Africa Central Africa Southern Africa Middle East East Asia Southeast Asia South Asia
Latin America (including Mesoamerica and the Caribbean)

Western Europe Eastern Europe North America

PART V: Video Questions

You can access the videos by following the directions below: 1. go to www.learner.org 2. click View Programs 3. Select Bridging World History 4. Select each video segment by clicking on the VoD box to right of video name. 5. There is also a transcript of the program available if you like to read the text but remember the images are just as important. Answers must be typed, in complete sentences and submitted to turnitin.com.

Maps, Time and World History

This is a unit designed to provide an overall framework for the study of world history, so its chronological scope is all-inclusive. However, it is important to note that just as European national histories in the nineteenth century were the product of the rise of the nation-state, world history is a product of the forces and processes of globalization in the twentieth century. Watch video: Unit 1 Maps, Time and World History. Answer questions below using complete sentences.

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21.

How has World History traditionally been told and what themes are traditionally left out? What do world historians try to do with patterns and themes? What is integration and difference in terms of world history? What is the integration example in Malacca? What three tools do world historians use? What does a map do and what are two ways historians use them? What does the map of Korea show historians? Why was it created? What is unique about the Italian map and why? What are some of the problems with ancient or historical maps? How were these overcome? How do prevailing world views shape the development of a map? What does a world historian have to consider when looking at a historical map? What does the concept of a nation state assume? What are the problems with defining history along the idea of a nation state? How do different societies define time and why do these societies do this? What is the difference between linear and cyclical definitions of time? How does Brazil combine these two ideas of time? What is periodization and how does hit help historians? What does change and continuity mean for the study of history? How much of history is represented by the time after the invention of writing? What types of evidence shows history before writing? How does environment and history interact?

Human Migrations
The major feature of world populations through time is their increasing numbers. It is likely that many early human migrations resulted from the pressure of such demographic increases on limited food resources; disease, drought, famine, war, and natural disaster figure among the most important causes of early human migrations. Approximately 100,000 years ago, the first migrations of Homo sapiens out of their African homeland likely coincided with the ability to use spoken language and to control fire. Over the next 87,000 years humans migrated to every continent, encompassing a wide variety of natural environments. The Americas were the last continents to be reached by Homo sapiens, about 13,000 years ago. Watch video: Unit 3: Human Migrations. Answer questions below using complete sentences.

1. 2. 3. 4. 5. 6.

Where can every people on the planet trace their roots? What types of evidence do historians use to trace early migrations? When did the earliest migrations start and where did they go? Describe what Mary Leaky found. Who, what, where and when? What were Hominids? What and where was Homo Erectus? What is their historical significance?

7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19.

What was the big difference with Homo Sapiens? How is this difference the beginning of culture? What other advantages did the invention of language give? How did Mt. Tobas eruption change the course of human migration? What is the importance of oral tradition to aboriginal Australians? What does the development of art tell us about early humans and cultures? Why is the depiction of animals of particular historical significance? What is another way for historians to trace early migration? How did languages spread across the open water? Describe the Bantu people of Africa and how their migration can be traced. Why did the Bantu have to migrate? How many different languages can be traced to the Bantu language? What new questions do the Urumahi mummies open up for historians?

Agricultural and Urban Revolutions

The earliest evidence for the human transition to agriculture dates from about 10,000 BCE, although it is likely that there was experimentation before then. By 5000 BCE agriculture had become well established in several places, including southwest Asia, Southeast Asia, East Asia, and the Americas. In this "Neolithic" period or new stone age the transition to agriculture depended on climatic conditions and the availability of domesticable plants and animals. As a result, not all of the peoples of the world made, or were able to make, this transition. Once societies shifted to agriculture, social and political life was transformed. Stable, sedentary settlements allowed population growth and the development of more complex social structures. This, in turn, led to the development of social stratification and labor specialization, as well as the emergence of pottery-making, metallurgy, and textile production. Watch video: Unit 4: Agricultural and Urban Revolutions. Answer questions below using complete sentences.

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16.

What and when was Jericho? What happened to it? What are the two processes by which humans settled down? When did humans begin the purposeful cultivation of food? What started to happen soon after the cultivation of food began? What is pastoralism? (May have to use a dictionary for this) What were the consequences of humans settling down and what role did technology play in it? What characteristic did the 3 examples of early urban settlements share? What were some of the negative byproducts started to occur in new urban centers? What is domestication and what are its consequences? How is corn an example for domestication? Explain the life of a human before settled agriculture? What could humans do once they began settling down? Define diffusion. Describe 3 examples of diffusion in Mehgarh. How does the routine harvesting of some plants over others aid settled agriculture? What are some of the distinctions which grew with the development of complex societies?

17. Describe in the detail the City Of Anyang. What was its purpose. How do we know it was an advances Neolithic city?

18. What can we learn from ritual sites of Neolithic villages? 19. Why was fire so important? 20. What was Catal Huyuk and why was it unique from other Neolithic villages?