AP World History Summer Reading Assignment

Transcription

1 AP World History Summer Reading Assignment Students will checkout Traditions and Encounters, the AP World History textbook, from the Lambert Media Center before leaving for summer. You are to read chapters two through six in their entirety (pages ). Summer Assignment: Part I: Chapter Maps (5 Maps) DUE: August 20 th You will construct chapter maps (illustrated outlines see example attached) relating that information graphically for each chapter: o Mesopotamia Chapter 2 (pages 31-55) o Egypt Chapter 3 (pages 59-83) o Indus Chapter 4 (pages ) o Shang Chapter 5 (pages ) o Mesoamerica Chapter 6 (pages ) Part II: SPICE Charts (5 Charts) Complete SPICE charts for the following civilizations: (See blank chart attached) o Mesopotamia Chapter 2 (pages 31-55) o Egypt Chapter 3 (pages 59-83) o Indus Chapter 4 (pages ) o Shang Chapter 5 (pages ) o Mesoamerica Chapter 6 (pages ) Part III: Art & Architecture Images (10 Images) You will need two images per civilization (Mesopotamia, Egypt, Indus, Shang, & Mesoamerica) with one image representing art and the second architecture. Corresponding paragraphs should describe who, what, where, when and why for each of the 10 images and their significance in your OWN words...i.e. don t cut n paste or work with another student NO PLAGERISM! The items must reflect the time period s presented in the chapter for each Civilization. Five items from art and five items from architecture (10 total). Your Chapter Maps (5), SPICE charts (5), and Images (10) are due Monday, August 19th. This presentation should be neat, well organized, and fully developed based on the five chapters assigned (chapter s 2-6). ONLY Chapter Maps and Images may be completed on the computer; SPICE charts and corresponding images paragraphs MUST be handwritten. SPICE charts are to be completed using the blank chart provided (see attached). Grading: 5 Chapter Maps 20 pts/each = /100 5 Comparative Snapshots 28 pts/each = / Images (art & architecture) 14 pts/each = /140 Total = /380 Unit I Timeline: When topics will be discussed & chapter information should be completed. Thursday, August 8 th 1 st day of class Friday, August 9 th Before History/Chapter 1 Monday, August 12 th Mesopotamia/Chapter 2 Tuesday, August 13 th Egypt/Chapter 3 Wed/Thurs., August 14 th & 15 th Indus/Chapter 4 Friday, August 16 th Shang/Chapter 5 Monday, August 19 th Mesoamerica/Chapter 6 Tuesday, August 20 th Summer Assignment DUE/Unit I Review Wed/Thurs., August 21 st & 22 nd Unit I TEST (chapters 1-6) A (90-100%) B (80-89%) C (70-79%) F 264 & below

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3 NAME: PERIOD: DATE: SPICE CHART: CHARACTERISTICS/THEMES OF A CIVILIZATION OR CULTURE Civilization and Time Period: SOCIAL Structures Family & kinship Gender Roles & Relations Social & Economic Classes Racial & ethnic constructions Inequalities Life Styles POLITICAL: State Building, Expansion, & Conflict Political structures & forms of governance Empires Nations & Nationalism Revolts & Revolutions Leaders, Elites War Diplomacy, Treaties Courts, Laws INTERACTION BETWEEN HUMANS & THE ENVIRONMENT Demography & disease Migration Patterns of settlement Art, Music Writing, Literature Philosophy Math & Science Education Cultures Religions Holy Books Belief systems, philosophies, & ideologies Conversion Teachings Sin/Salvation Deities Science & technology The arts & architecture ECONOMIC SYSTEMS Agricultural & Pastoral production Type of System Labor Systems Technology, Industry Trade & Commerce Capital/Money Industrialization Capitalism & socialism Types of Businesses

4 AP World History Course Themes SPICE Development and Transformation of Social Structures 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. Political: 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. 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 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. Development and Interaction of Cultures 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. Creation, Expansion and Interaction of Economic Systems 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.

5 Images Examples: Bayeux Tapestry- It t tells the story of the Battle of Hastings, which took place on October 14 th, The tapestry is 270 feet long and about 20 inches wide, and is made out of linen. It is written in Latin. It tells, from the Norman point of view, the main events that led up to the Battle of Hastings, along with the actual battle. Bishop Odo of Bayeux ordered for the tapestry to be made, and women in Canterbury, Kent completed it. There was a famous school of tapestry there that used the same style as the Bayeux Tapestry. It was made in The Grand Canal - Sistine Chapel- The bea autiful ceiling of the Sistine Chapel was painted by Michelangelo. It shows scenes from Genesis. The ceiling was originally painted by Piero Matteo d'amelia, but in 1508 Pope Pope Julius III della Rovere asked Michelangelo to repaint the ceiling. At first, he was just planning on painting the Twelve Apostles, but had grander ideas and ended up painting over 300 figures on the ceiling. He worked on the tremendous painting project for four years, from The Sistine Chapel and the painting are in Vatican City, which is the residence of the Pope. The Grand Canal, 1,764 km (about 1200 miles) in length, is the longest man-made waterway as well as being the greatest in ancient China, far surpassing the next two grand canals of the world: the Suez and Panama Canals. Connecting different river systems, the Grand Canal contributed greatly to ensure that the Chinese primary economy thrived in past dynasties. Now more than 2000 years old, some parts of the canal are still in use, mainly functioning as a water- in different diversion conduit. The canal we see today was built section by section areas and dynasties before it was linked together by the Sui Dynasty ( ). The Grand Canal, joined the river systems from different directions, offered much facility to transport foods and goods from south to north in past times, it greatly improved the administration and defense of China as a whole and strengthened economic and cultural intercourse between north and south.