Ap world History Summer Assignment – 2015



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Name:_______________________________________________ Date:______________
AP World History

Summer Assignment – 2015

Welcome to APWH! This is a fast-paced, challenging course with a high level of personal reward for students who are hardworking, self-motivated, and organized. Since we will be covering a time period stretching from 8000 BCE to the present – 36 chapters – you must complete the summer assignment so that we may explore some topics more in depth. You do NOT need to check out a book to complete the following assignments. 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.

This assignment is due on the day we return from summer break – Thursday, August 13,2015

If you plan on skipping the summer assignment, you should reconsider taking this course. With this assignment and a heavy load of homework – 4 to 6 hours each week – you will find that your grade will depend on your ability to pace yourself, stay focused and to be diligent. DO NOT PROCRASTINATE!!

Checklist to be completed by the first day of school:


  • Part 1: Mapping Exercise

  • Part 2: Vocabulary Activity

  • Part 3: PIRATES Chart Activities: You will have to use the Internet, or your local library to find the information to complete the charts

  • Part 4: Continuity and Change Over Time Essay

  • Part 5: Video Assignment. View the video “Guns, Germs, and Steel” and complete the accompanying assignment. This is available at http://topdocumentaryfilms.com/guns-germs-and-steel/, or you can check out the DVD from the Pikes Peak Library District

  • We will have a quiz on the first day of school over the maps, vocabulary, PIRATES charts, as well as the video.

It is highly recommended that your purchase 5 Steps to a 5 for AP World History (McGraw Hill).

This is a practice book that will help you to study for the AP test in May. It is suggested that you follow along in this book as we go throughout the year.

We will be available by email during the summer but please do not expect an immediate response; it may take a few days. Good luck and we’ll see you in August!

Mrs. Johnson and Mr. Kappelmann

Email: kathleenjohnson@ffc8.org or mkappelmann@ffc8.org

Part 1: Mapping Exercise

Neatly label the world maps with the land and water features listed below in the color indicated in parentheses. Print neatly and make sure your maps are easy to read.



AP World Regions

Refer to page 22 in the AP World History Course Description (available on the link below). Using the world map provided in this packet, draw and label the AP Regions based on the “closer look.” You may color it if you would like, but, that is not a requirement. However, please use a color or striping to indicate regions that overlap.

Link for course description: https://secure-media.collegeboard.org/digitalServices/pdf/ap/ap-world-history-course-and-exam-description.pdf

Bodies of Water and Rivers (use continent specific maps)

Oceans, Seas, Bays, Lakes (color them blue) Rivers (draw them blue)

1. Atlantic Ocean 1. Nile River

2. Pacific Ocean 2. Tigris

3. Indian Ocean 3. Euphrates

4. Arctic Ocean 4. Amazon River

5. North Sea 5. Mississippi River

6. Baltic Sea 6. Rio Grande River

7. English Channel 7. Indus River

8. Norwegian Sea 8. Yellow River (Huang He)

9. Barents Sea 9. Yangtze River

10. Mediterranean Sea 10. Ganges River

11. Adriatic Sea 11. Irrawaddy River

12. Aegean Sea 12. Mekong River

13. Black Sea 13. Congo River

14. Caspian Sea 14. Danube River

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


Mountains and Deserts (use continent specific maps)
Mountains (Brown) Deserts (Yellow)

1. Alaska Range 1. Gobi Desert

2. Rocky Mountains 2. Kalahari Desert

3. Appalachian Mountains 3. Sahara Desert

4. Andes Mountains 4. Thar Desert

5. Alps 5. Sierra Madre Desert

6. Atlas Mountains 6. Mojave Desert

7. Ural Mountains 7. Namib Desert

8. Hindu Kush 8. Syrian Desert

9. Himalaya Mountains















Part Two: Common World History Vocabulary

Below you will find a chart of vocabulary words that will be repeated over and over during the course. These words will apply to many different cultures throughout history. It is important that you become familiary with the words and their meanings. Your definitions should be hand-written in complete sentences that thoroughly explain the word as it relates to the study of World History.







DEFINE THE WORD IN YOUR OWN WORDS


WHAT IS THE SIGNIFICANCE OF THE

WORD (WHY IS IT IMPORTANT)?

Absolutism









Agriculture









Aristocracy









Bias








Bureaucracy









Chiefdom








City-State









Civilization









Commercial









Demography










Divination









Dynasty








Empire








Epidemic








Forager








Globalization








Indentured

Servant








Interregional









Kingdom








Medieval








Merchant








Monotheism










Nation








Neolithic









Nobility








Nomad








Ocean








Pandemic








Papacy








Pastoral








Patriarchal









Periodization









Polytheism









Prehistoric









Primary


Source







Revolution









Rural








Scribe







Secondary

Source








Serf








Shaman








Slave








State








Steppes








Urban




















Part 4: Continuity and Change over Time Essay

One of the three essays that you will be asked to write on the AP World History Exam is a Continuity and Change over Time essay (CCOT). This is a style of essay that examines how something changes and stays the same over time. For example, we could look at how world trade patterns changed from 1450 to 1750, or how the role of women changed in the Middle East from 1900 to present. This essay forces us to examine the beginning situation, what caused it to change, and its ending condition. However, we must also consider what stayed the same.

This summer, we’d like you to write your own CCOT essay about yourself. You should pick an area to specialize in: education, friends, responsibility, religious life, family, athletics, music, or another topic of your choosing. In regards to a time frame, start the essay wherever it’s appropriate for the topic. More advanced essays will look at 3­‐4 different specialty areas (1 paragraph for each) and will be able to tie them all together to give a more thorough analysis of you.

The chart below should be completed to help you plan before you write and to provide an organizational structure for your essay. You will use a similar planning chart throughout the year as we write other CCOT essays. If you are striving for a more advanced essay, you would have 3-­‐4 different charts (1 for each category).


We don’t expect perfect essays but we do expect you to give it a try. Basic essays will have a minimum of three paragraphs with a clear thesis. A basic essay will earn a maximum grade of a B. In order to earn an A for this part of the summer assignment, you will need to attempt the more advanced essay and have a logical thesis tying it together. By completing this essay, we will have a chance to understand your writing ability as we begin the class and you will have a chance to practice one of the three essay structures we will focus on (and the one that is typically the hardest for students on the AP exam).
Final essays should be typed (double spaced, 12pt. font) or hand-written and will be turned in separate from the rest of the summer assignment on the first day of school.

Characteristics at beginning of Time Period


Examples of Significant Changes, Turning Points, or Developments

Note type of change (sudden, gradual, developmental)

Characteristics at end of

Time Period




1.
2.
3.





Significant Continuities


1.
2.
3.




Reasons Why Changes & Continuities Occurred





1.

2.

3.



Part 5: “Guns, Germs, and Steel” Video Assignment

This is available at http://topdocumentaryfilms.com/guns-germs-and-steel/, or you can check out the DVD from the Pikes Peak Library District



Viewing Guide- Guns, Germs, and Steel: Episode 1

Directions: Before viewing the film, read each question below so you know what information and ideas you should be looking for as you watch Episode 1. Record your answers to each question by providing as many facts, details, and examples as possible to answer each question. Be prepared to discuss your answers with the class.

1. According to Jared Diamond, what are the three major elements that separate the world’s “haves” from the “have nots”?

2. Jared Diamond refers to the people of New Guinea as “among the world’s most culturally diverse and adaptable people in the world”, yet they have much less than modern Americans. Diamond has developed a theory about what has caused these huge discrepancies among different countries, and he says it boils down to geographic luck. Give several examples from the film to support Diamond’s theory.

3. For thousands of years, people have been cultivating crops. Describe the process used to domesticate crops and create plants that yielded bigger, tastier harvests.

4. According to Diamond, livestock also plays a significant role in a civilization’s ability to become rich and powerful. How did the domestication of animals help people? Give several examples.

5. List the animals that can be domesticated and where they can be found.

6. Looking at the list of animals and locations from question 5, discuss how Diamond’s theory about geographic luck applies here.

7. How did the movement of the early civilizations of the Fertile Crescent (Middle East) further support Diamond’s idea that geography played a key role in the success of a civilization?

8. Do you agree with Jared Diamond when he says of a civilizations ability to gain power, wealth, and strength, “…what’s far more important is the hand that people have been dealt, the raw materials they’ve had at their disposal.” Why or why not?

Viewing Guide- Guns, Germs, and Steel: Episode 2
Directions: Before viewing the film, read each question below so you know what information and ideas you should be looking for as you watch Episode 2. Record your answers to each question by providing as many facts, details, and examples as possible to answer each question. Be prepared to discuss your answers with the class.
1. At the time that the Spanish conquistadors invaded the Inca Empire, they were armed with state-of-the-art weaponry. Describe this weaponry.

2. What is Jared Diamond’s explanation for why the Spanish had advanced to steel swords while

Inca’s were still making tools and weapons from bronze?
3. How did the battle tactics used by the Spanish conquistadors help the small army defeat the Inca army that outnumbered it by the thousands?

4. According to Jared Diamond, what made the Europeans “accidental conquerors”?



Viewing Guide- Guns, Germs, and Steel: Episode 3
Directions: Before viewing the film, read each question below so you know what information and ideas you should be looking for as you watch Episode 3. Record your answers to each question by providing as many facts, details, and examples as possible to answer each question. Be prepared to discuss your answers with the class.
1. According to Jared Diamond, what is the one factor that allowed Europeans to develop the forces necessary to conquer vast portions of the world?

2. Why were the Europeans who settled the South African cape so successful? Describe two reasons.

3. How did disease allow the Europeans to conquer the native populations in the Americas and in the African cape?
4. While the Europeans who were attempting to overtake/settle the tropical areas of the African continent were responsible for introducing killer germs to the native populations, they also suffered from the effects of the germs native to this part of the world. Describe how these germs worked against the European settlers.

5. How did the native Africans protect themselves from the germs that caused diseases such as smallpox and malaria? Give specific examples cited in the film.

6. How has the colonization of Africa created countries riddled with disease? Give specific examples from the film.

7. What is the number one public health problem in Zambia, and who are the people primarily affected by this?


8. How has disease contributed to the poverty in many African countries such as Zambia?


9. According to statistics from the film, how has malaria affected the net growth in Africa over the last 50 years?



10. Describe how other tropical countries such as Malaysia and Singapore have developed rich economies despite having many of the same geographical and health problems faced by African nations.


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