Mrs. Zoraida Velez Mrs. Teresa Cunningham

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Mrs. Zoraida Velez

Mrs. Teresa Cunningham

AP World History Overview and Summer Assignment

Winter Park High School - Fall 2009/Spring 2010

Welcome: Mrs. Velez and Mrs. Cunningham want to take this opportunity to extend a warm welcome to our next year AP World History Students. Please review carefully the information provided in this handout. If you have any concerns or questions about the course or the summer assignment, please feel free to contact us via e-mail or in person. You can also examine our school web pages for more information about the course. Please feel free to send either of us an email during the summer if you have any questions.
Course Overview:
AP World History is a College Level yearlong course that traces the development of world history from Pre-history to the present times. The course is framed on a global perspective using the six themes outlined in the AP World History Course Description. We will be using college-level texts, primary source documents and outside readings. This course devotes considerable time to the critical evaluation of primary and secondary sources, topic analysis, oral presentations, short essays, a research paper and power point presentations. Special emphasis will be given to historical writing through essay and document based questions (DBQ’s). Students must have excellent analytical, writing and reading skills and a sense of commitment and responsibility in order to be successful.
Course Themes:

  1. Interactions among major societies from 8,000 B.C.E. to the present.

  2. Patterns of change and continuity within the time frame of this course.

  3. Impact of technology; environmental and demographic changes.

  4. Comparison of systems of social structure and changes in gender structure throughout history.

  5. Changes and developments in the cultural and intellectual areas including

the effect of interactions among and within societies.

  1. Changes in functions and structures of states and in attitudes towards states

and political identities, including the emergence of the nation-state.

Stearns, Peter N., et al. World Civilizations: the Global Experience. 3rd ed.

AP Version. New York: Pearson Longman, 2003. (main textbook)

Bulliet, Richard W., et al. The Earth and Its Peoples. 3rd ed. AP Version. Boston, Houghton Mifflin, 2005. (class-room set-supplementary)

Andrea, Alfred J and James H. Overfield. The Human Record. 5th ed. Vol I and II.

Boston, Houghton Mifflin, 2005. (class-room set-supplementary)

McCannon, John. Barron’s AP World History Review. 3rd ed. New York, Barron’s Educational Series, Inc., 2008. (*note- you can get the most updated version-you can buy the book in any local bookstore or order on-line)

Grades will include the following: weekly quizzes; five unit tests plus a mid-term and a final exam; a summer assignment (see instructions below), detailed weekly homework assignments of each chapter, analytical readings from the Andreas/Overfield book and essay-writing – three different essays are required: compare and contrast, change over time and Document Based Question (average about two-three essays per month). The students also will have the opportunity to do research and to present the material using power point or movie maker. It is critical that the student turns work in a timely manner since this is a very fast-paced course. Late work will result in the loss of points.
Summer Assignment: Due Monday August 24th –Total 200 Points
General Instructions: Because of time constraints and the heavy workload required for this course, we will need for our students to cover certain material both from the textbook and the AP Barron’s book during the summer. Since our students won’t have the textbook until August, you can use the textbook web page for the Stearns book in order to complete the assignment, plus you can use the notes in Barron’s book. To access the web page you need to go to - once you are on the site, you need to choose the World Civilizations, Advanced Placement* Edition 3/e (third Edition) - click on the Companion website with Online Practice Tests – then click on the Online Resources for the AP edition. You will be given a menu of chapters- choose the chapter you wish to start with- from there you will have a summary of the chapter and access to practice quizzes and tests.
Assignment directions – please read very carefully:
Instructions: All assignments submitted must be Handwritten (legibly), NOT TYPED; that includes quizzes submitted from the AP WH Barron’s Book. Copies from the Barron’s AP Book or any typed material will not be accepted. The On-Line quizzes from Stearns can be printed after you submit the quiz with the results-you must submit both the quiz and the results. (Stearns quizzes are the only portion of the summer assignment that can be printed and not handwritten).
The assignment has 2 parts- Part I is a map exercise; Part II includes reading and analyzing material from the following chapters: Stearns Chapters 1-4 (on-line notes and quizzes) and AP World History Barron’s Book Pages 49-99. You need to make sure that your answers are in your own words-anything just copied word by word from the book will not be graded. You will also need to complete the multiple choice quizzes for each chapter – both Stearns and Barron’s. I realize that Barron’s have the answers; however, you must handwrite the questions for the Barron’s quizzes, with the correct answer for each quiz, along with the explanation why it is the correct answer.
Part I: Students will print or copy a blank map of the world and will handwrite the continents and oceans. We will complete the map in class with the different regions of the world the first day of class.

Part II: This section requires for the student to answer Questions, complete quizzes and produce charts from Chapters 1-4 Stearns using the on-line notes and quizzes (go to and using material from the AP World History Barron’s Book Chapters 1-5 pages 49-99.
For Part II - You need to make sure that your answers are in your own words-anything just copied word by word from the book will not be graded. You will also need to complete the multiple choice quizzes for each chapter – both Stearns and Barron’s. The On-Line quizzes from Stearns can be printed after you submit the quiz with the results-you must submit both the quiz and the results. (Stearns quizzes are the only portion of the summer assignment that can be printed and not handwritten). For quizzes from the AP World History Barron’s Book you must handwrite the questions and the correct answer for each quiz along with the explanation why it is the correct answer.
Chapter 1Stearns: From Human Pre-History to the Early Civilizations and AP World History Barron’s Book pages 51-60. Answer the following questions:
1. Explain the Neolithic Revolution and its effects. How metal work technology affected the lives of the Neolithic people? Stearns - on-line notes Chapter 1 and AP World History Barron’s Book - pages 51-52; 54.

2. Define the characteristics of civilization-Stearns on-line notes Chapter 1, AP World History Barron’s Book pages 53-54.

3. Explain the diffusion of agriculture during the Neolithic Era. AP World History Barron’s Book pages 52-53.

4. Complete on-line Multiple Choice quiz Stearns on-line Chapter 1 ( On-Line quizzes from Stearns can be printed after you submit the quiz with the results) and AP World History Barron’s quizzes pages 46-47 and 55-56 – Chapters1-2 (AP World History Barron’s quiz – handwritten – question, correct answer and explanation).

5. Using both Stearns on-line notes Chapter 1 and the AP Barron’s book (pages 57-60) create a comprehensive chart of the Four River Valley Civilizations: Mesopotamia (Sumerians), Egypt, Harappa (India) and Early China. Include for each their political, social, cultural and economic characteristics. A simple explanation of the four categories follows:

Political- pertains anything that includes government institutions, laws, war.

Economic-pertains production, distribution and consumption of goods and services- trade, manufacture and industry, monetary instruments, labor systems, weight and measure systems, economic systems such as mercantilism and capitalism.

Social: Composed of the different social classes that characterize a community- distinctions between individuals in a community-example: nobility, middle and lower classes, caste systems. Social also include family structures, women’s roles and slavery patterns.

Culture: Refers to beliefs, behavior and practices that characterize a particular group of people or community- examples: religion, language, art and music, education, customs and traditions.
Chapter 2Stearns: Classical China – Qin, Han and Sui dynasties (on-line notes and quiz) and AP World History Barron’s Book pages 66-75
1. Discuss the most important characteristics of the Chinese civilization during the Zhou, Qin and Han dynasties. Include the political, social, economic and cultural aspects. You can use a chart format to answer the question-Stearns on-line notes Chapter 2 and AP Barron’s Book – pages 66-67.

2. Complete on-line Multiple Choice quiz Stearns on-line Chapter 2 ( On-Line quizzes from Stearns can be printed after you submit the quiz with the results) and Barron’s AP World History quiz pages 74-75 - Chapter 3 (Barron’s quiz – handwritten – question, correct answer and explanation).

Chapter 3Stearns: Classical India – Maurya and Gupta dynasties (on-line notes and quiz) and AP World History Barron’s Book pages 68-70; 91-92.
1. Explain how India’s geography affected its political development. Stearns on-line notes Chapter 3, AP Barron’s pages 68-70.

2. Explain the Indian caste system. Stearns Chapter 3, AP Barron’s pages 69, 91-92.

3. Discuss the most important characteristics of the Indian civilization during the Mauryan and Gupta dynasties. Include the political, social, economic and cultural aspects. You can use a chart format for this question - Stearns on-line notes Chapter 3 and AP World History Barron’s Book – pages 68-70.

4. Complete on-line Multiple Choice quiz Stearns on-line Chapter 3 (On-Line quizzes from Stearns can be printed after you submit the quiz with the results).

Chapter 4 - Stearns: Classical Civilizations in the Mediterranean: Greece and Rome (on-line notes and quiz) and AP World History Barron’s Book pages 62-70; 90-99
1. Explain Greek and Roman political institutions. How they compare with those of Classical China and Classical India? Stearns on-line notes Chapters 2,3,4; AP World History Barron’s Book pages 62-65, 66-67, 69-70.

2. Explain the cultural characteristics of the four Classical Civilizations: Han China, Maurya and Gupta India, Ancient Greece and Rome. Include language, customs and traditions. For religion, you must give as many details as possible – include deities, rituals, it’s influence on society, priesthood, and founders. Stearns on-line notes Chapters 2,3,4, and AP World History Barron’s Book pages 62-70, 90-99.

3. Complete Multiple Choice quiz Stearns on-line Chapter 4 (On-Line quizzes from Stearns can be printed after you submit the quiz with the results) and AP World History Barron’s quizzes pages 85-86 and page 103- questions 1-8 – Chapters 4,5. (Barron’s quiz- handwritten – question, correct answer and explanation)
Due Date and Submission Requirements: We are going to start using material from the assignment the first day of class; hence, the completed Summer Assignment is due Monday August 24 – the first day of class. A full letter grade will be dropped for each day that the assignment is late. The last day for submission will be Wednesday August 26 for a C grade. Total 200 Points.

Last Binder Work: for May 2009 –Due Monday 18

Index: YES

Syllabus: Syllabus

Bell Work: leave work done

Vocabulary: leave work done

Maps: leave work done

Homeworks: End section: home-works WWII; Chapter 32-Latin America (20 points)

Notes: End Section: Chapters 26-36 all notes from WWII to today including class works- 3 class works pp 776, 830, 844-860

(50 points)

Readings: leave work done

Essays: c/c and dbq

Chart: leave work done

Other: Give back: handout how to do essays(DBQ,C/C.COT), rubric dbq

All Quizzes from AP Book (10 points)

Card quiz and change over time (5 points)
Total: 85 points
Bring Review Cards also (50 points)
TIPS TO STUDY FOR COMPREHENSIVE AP TEST MAY 12 – study this weekend-don’t leave it for Monday. Olympics start Monday at 8:30 am.

  1. Review Questions Barron’s AP Book – take quizzes without looking at answers-then go back and see how many you got right and wrong and why

  2. Practice with Quizzes on-line –Stears Book web page

  3. Put your cards in the floor, table or flat surface: by region and dates- look by regions- change over time patters- what stayed the same, what changed. Look across regions by same dates- what was happening during this time in the other regions of the world?

Americas: 8000 BCE to 1500 CE (BLUE CARDS)
Card #1

  • 16,000 BCE passage of people from Siberia to the tip of South America

  • 5000 BCE cultivation Maize in Mesoamerica

  • 2000 BCE Katash culture Peru

  • 800-400 BCE Olmec culture Mesoamerica – cultivation Maize, potatoes, domestication turkeys and dogs

  • c. 400 CE Maya Civilization

  • 968-Tula established by Toltecs in Mesoamerica

  • 1325 –rise Aztecs

  • 1350-rise Incas (Andes) peak-1471-1493

Americas: 8000 BCE to 1500 CE
Card #1-Back

  • Political: Mesoamerica: the Olmecs-first American civilization based on agriculture-maize-developed in total isolation; made up of different city-states-San Lorenzo and La Venta most important-”mother civilization of Mesoamerica”- passed their culture and technology to Mayas, then Aztecs-Olmec cities had temples and palaces, urban living, sophisticated agriculture. Aztec emperor-Great speaker-rules as a confederation of city-states linked by alliances. Aztec practice “flowery wars” –surprise attacks against other peoples to bring victims to sacrifice and slaves. Tribute becomes great part of taxes in Aztec Empire. Inca empire ruled by emperor-considered divine. The Incas provided a greater degree of political and cultural centralization than the Aztecs. The capital of the Inca empire was Cuzco, from where the Incas ruled as semi-divine figures. The empire was divided into four major provinces, each of which was subdivided into local administrative units. Taxes collected in goods and labor. Great road network connect the 2500 miles of Inca empire. One of the chief incentives to continued expansion was the Inca practice of split inheritance. Following the death of a leader, political power passed to his successor, but all movable wealth and real property was retained to support the cult of the dead Inca's mummy. Each new Inca thus had to expand his territory to increase his wealth and provide for his afterlife.

  • Social: use conquered people as slaves in Mesoamerica-particularly the Aztec-also used them as human sacrifices. Top class was nobility; peasants could be free or tenants. Peasants work part time as labor tax-example-mita in Inca empire. Aztecs divide society by the calpulli communities-by occupation. Highest class in Aztec society are the warriors. Women were subordinate but had protections. Aztec women provided some agricultural labor, but their primary responsibility was the household. Although politically subordinate, Aztec women did have recognized legal rights. In the Inca empire, some women were forced into concubinage of the royal family or dedicated to various temples.

  • Economic: Maya had long distance trade with other Mesoamerican cultures, including Teotihuacan, other cultures in central and gulf-coast Mexico, as well as with more distant, non-Mesoamerican groups, for example the Tainos in the Caribbean. Important trade goods included cacao, salt, sea shells, jade, feathers, and obsidian. Aztec will continue long-distance trade-economy based upon intensive farming-chinampas (floating islands), trade and tribute from conquered people. Aztec had a professional merchant class-Pochteca and use of cocoa beans as money. In each Aztec community, clans distributed available land for cultivation. Some land was reserved for the nobility and worked by slaves. A merchant class operated the markets that provided for the exchange of food and luxuries. The state actually controlled all trade and managed the collection and redistribution of tribute. Inca will trade regionally through the 2,500 miles covered empire, use barter, no money system. Quipu used to keep records. Tribute was largely collected through labor on state lands and building projects. Local ayllus controlled land distribution and labor requisitions in each community. Property passed through both the male and female line in Inca social hierarchies.

  • Cultural: Olmec culture characterized by their artwork-colossal heads and figurines made of jade, clay, basalt, and greenstone. Polytheistic- they practiced bloodletting-as sacrifice to the gods. Maya-development of written language, advanced mathematics (concept zero), astronomy (astrological observatories), accurate solar calendar 365 days, pyramids. Religion based upon nature and appeasing the gods- human sacrifice. Great city-builders: Tikal, Palenque, Copán, and Calakmul. Aztec-great city Tenochtitlan; immense temples and palaces; religion polytheistic; great emphasis on human sacrifice to appease gods and ensure the continuation of the orderly universe. Gods were organized into the major cults of fertility, creation, and warfare. Professional priesthood. Inca: polytheistic, Viracocha main god, Virgins Sun serve temples; Inca emperor is semi-divine. Some human sacrifice-children for example but not at the level of Aztec sacrifice. In addition to the sun, other major deities as well as local gods continued to be worshiped. Inca religion was strongly animistic. Prayers and rituals were offered to holy shrines, or huacas. The Inca were particularly proficient metallurgists. Like the peoples of Mesoamerica, the Inca did not develop the wheel. The Incas were relatively unique in that they lacked a system of writing. They did use quipus, knotted strings, to record information. Monumental architecture and road building were highly developed among the Andean people.

Americas: from 1500-1850
Card #2

  • 1493-1520-exploration and settlement in the Caribbean

  • 1494-Treaty of Tordesillas-pope divied the new world between Spain and Portugal

  • 1500 Cabral lands in Brazil

  • 1519-1524-Cortez conquers Aztec empire

  • 1533-Pizarro conquers Inca empire

  • 1540-1542-Coronado explores southwestern United States

  • 1549-royal Portuguese government established in Brazil

  • 1702-1713-War of the Spanish succession-Bourbon rule Spain

  • 1759-reforms under Bourbons

  • 1789-1815-French Revolution and Napoleon; Spanish colonies ruled by juntas

  • 1804-Haiti’s revolution

  • 1808-1825-Spanish-American Wars of independence

  • 1821-Bolivar brings independence to Grand Colombia

Americas: from 1500-1850
Card #2

  • Political: Spain: After Cortes’ take over of the Aztec empire, Much of central Mexico was under Spanish domination by 1535 and incorporated into the colonial government of New Spain. The Spanish bureaucracy in the New World was staffed by university-trained lawyers, the letrados, from Spain. The laws of the Spanish possessions were codified in the Recopilacion of 1681. Government in Spain, itself was conducted through a series of councils with the Council of the Indies in charge of the colonies. In America, Spain created two viceroyalties one in Mexico and one in Peru. Viceroys exercised both military and administrative authority over their dominions. Each viceroyalty was subdivided into judicial regions called audiencias. At an even more local level, magistrates in towns and villages enforced decrees, acted as judges, and collected taxes. After the War of the Spanish succession the French Bourbon dynasty began its rule over Spain. The Bourbons undertook to reform both the internal and colonial governments of Spain. Groups that opposed reform, such as the Jesuits, were suppressed. Spanish trade to the New World was regularized and opened to Spanish ports other than Seville. In the colonies, the number of viceroyalties was increased with new regional governments in New Granada and the Rio de la Plata. Royal investigators exposed graft and corruption in colonial administrations resulting in the removal of many Creoles from the governments of Latin America. The French system of intendancies replaced the older local government. Reforms improved tax collection and economic development. The Bourbon reforms strengthened Spain's empire at the expense of Creoles in the New World. Exclusion of Creoles from government and the increasingly dependent position of Latin America in world trade provoked resistance among the colonists. The advent of the French revolution will result in the dislocation of the tightly centralized Spanish control over the colonies and independence.

  • Economy: based upon exploitation of native peoples. The islands of the Caribbean, the first regions placed under Spanish rule, provided models for subsequent development of the American mainland. The Taino Indians were distributed in grants, or encomienda, to individual Spaniards as agricultural laborers. Disease rapidly decimated the indigenous population, and the islands declined as economic centers until the introduction of sugar plantations and African slavery. The majority of colonists and Indians continued to derive their living from agriculture, but the colonial commercial system was organized around exploitation of mineral wealth. In Mexico, silver will pour into the Flota system, safely stashed in the forts of el Morro in San Juan and Habana. To discourage piracy and competition from other European nations, Spanish trade with its colonies was shipped in a convoy system composed of galleons-the Flota. The economy of the Americas will be based in mining and ranching-one supports the other endeavor. In Bolovia,the Potosi mine was the greatest silver producer in the Americas. Mining was carried out through a system of coerced labor dependent on first Indian slaves, then the encomienda, and finally the mita. Creoles will become wealthy; however, they will have very little political power. All Indian peoples suffered a catastrophic decline in population as a result of the European conquest of the Americas. Columbian exchange-exchange of goods, disease and ideas as a result of the discovery.

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