Summer Assignment S P R I T E G Charts: Civilization Analysis

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1 Summer Assignment 2017 The purpose of this summer assignment is for each of you to come to AP World History with a broad understanding of the ancient civilizations. This will greatly help the tight schedule that will need to be kept in order to cover material from the ancient world to present time. S P R I T E G Charts: Civilization Analysis In this course you will be asked to compare and contrast certain aspects of civilizations as well as vast amounts of time. You will need to use your AP World History textbook, Traditions and Encounters, A Global Perspective on the Past, Sixth Edition as well as FREEMAN-PEDIA (link on Schoology) to complete this chart. Not every question will be answered for each civilization. Include specific and general information. Most importantly, be complete! It is better to have too much material than not enough. Provide one chart for each civilization. This will be due the first week of school. There will also be a test on these charts the second week of school. This test will cover the charts completed on chapters 1-5 in your text. Please know that even though you are only being tested on a part of this assignment, the entire packet must be completed by the first week of school. To help with the above assignment, I encourage you to join the AP Summer Project Schoology group; Access Code VVWHH-J8X5Q. Here you will find valuable links, resources and will be able to communicate with each other. I will be monitoring this group as well.

2 Group Work on Google Doc How do you know what you are supposed to know? AP Central and the Collegboard tell you exactly what skills and knowledge you must have to complete this course and to sit for the AP exam, May 17, On the Schoology Summer Project group, there is a copy of the information that each of you will need to know about the Foundations time period (8000 BCE-600 BCE). As a group (each of you working together), complete this outline. Materials highlighted in dark green are items that need to be either defined or identified. Materials in red are to be completed as indicated throughout the outline. I look forward to working with each of you in the fall, Ms. Keyser

3 2017 AP WORLD HISTORY SUMMER ASSIGNMENT DURING THE NEXT SCHOOL YEAR, WE WILL COVER EVERYTHING THAT S EVER HAPPENED EVER. TO GET US A BIT OF HEAD START, YOUR TASK THIS SUMMER IS TO COVER THE FIRST PERIOD (USING AS YOUR GUIDE): 2015 STEP ONE: 13.8 BILLION YEARS OF HUMAN HISTORY MIDDLE EAST EAST ASIA SOUTH ASIA S.E. ASIA AFRICA EUROPE LATIN AMER. NORTH AMER. OCEANIA 13.8 BILLION- PALEOLITHIC PERIOD PALEOLITHIC PERIOD (2.6 MILLION BCE- 8,000 BCE) NEOLITHIC PERIOD (10,000 BCE-2,000 BCE) FOUNDATIONS PERIOD (2,000 BCE-600 BCE) PLOT THE FOLLOWING* ON THE ABOVE TIMELINE. BE SURE TO INCLUDE THE EVENT, APPROXIMATE DATE, AND APPROXIMATE LOCATION (SOME OF THESE WILL SPAN MULTIPLE LOCATIONS AND TIME PERIODS): 5. OUT-OF-AFRICA THEORY RIVER VALLEY CIVILIZATIONS: 17. METALLURGY 21. OLMECS 25. ZIGGURAT OF UR 28. CUNEIFORM 32. HEBREW 35. BOOK OF THE 1. BIG BANG 6. FIRST FIRE USE 10. NILE 14. INDUS 18. MOHENJO-DARA 22. CHAVIN CIV. 26. GREAT PYRAMID 29. HIEROGLYPHICS MONOTHEISM DEAD 7. FIRST TOOL USE 11. TIGRIS/EUPH. 15. ANDE 2. EARTH FORMS 19. HARAPPA 23. HITTITES 27. HARAPPAN 30. QUIPU 33. ZOROASTRIANISM 36. LASCAUX CAVE 8. NEOLITHIC REVOLUTION 12. YELLOW 16. MESO- 3. DINOSAUR EXTINCTION 20. SHANG DYNASTY 24. BABYLONIA SEWER SYSTEM 31. VEDIC RELIGION 34. GILGAMESH 37. ORACLE BONES 9. DOMESTICATION OF ANIMALS 13. PAPA NEW GUINEA AMERICA 4. HUNTER-FORAGERS *HISTORY IS AN EVER CHANGING SCIENCE. SO, THERE MAY BE DEBATE ABOUT SOME OF THESE DATES/LOCATIONS

4 STEP TWO: AN EVENING WITH JOHN GREEN 1. HOW DO WE HAVE EVIDENCE OF HUNTER-GATHERERS (H- G) AND THEIR LIFEWAYS? 2. WHAT ADVANTAGES DID H-G HAVE OVER EARLY AGRICULTURALISTS? 3. WHERE DID AGRICULTURE EMERGE? WHICH FOOD CROPS ARE ASSOCIATED WITH WHICH AREAS? 4. WHAT ARE THE ADVANTAGES AND DISADVANTAGES OF AGRICULTURE? 5. WHAT IMPACT DOES AGRICULTURE HAVE ON THE ENVIRONMENT? 6. WHAT ADVANTAGES DO YOU THINK THAT EURASIA HAD WITH ITS ZOOLOGICAL SET OF ANIMALS COMPARED TO THE AMERICAS? 7. IF H-G HAD A BETTER AND HEALTHIER LIFEWAY, WHY DID PEOPLE BECOME AGRICULTURALISTS? 8. WHAT DO HISTORIANS SAY ARE THE DRAWBACKS TO COMPLEX CIVILIZATIONS AND AGRICULTURE? 1. HOW IS THE CONCEPT OF CIVILIZATION A USEFUL CONSTRUCT? WHEN IS IT NOT A USEFUL CONSTRUCT? 2. HOW DOES JOHN GREEN DEFINE WHAT CONSTITUTES A CIVILIZATION? HOW DOES THIS COMPARE TO OTHER DEFINITIONS OF CIVILIZATION YOU HAVE LEARNED? 4. WHY WAS THE INDUS VALLEY A PRIME LOCATION? HOW DID THE ENVIRONMENT IMPACT THE PEOPLE WHO LIVED THERE? 5. WHAT EVIDENCE EXISTS OF LONG-DISTANCE TRADE AND WITH WHOM? 3. WHERE DID THE EARLIEST CIVILIZATIONS EMERGE? WHY THERE? 6. WHAT APPEARS TO BE UNIQUE ABOUT THE IVC, BASED ON YOUR KNOWLEDGE OF OTHER CIVILIZATIONS? 1. JOHN GREEN BEGINS BY DISCUSSING ONE OF THE MOST OBVIOUS CONSEQUENCES OF AGRICULTURE...WHAT IS IT AND WHAT ARE THE MOST IMMEDIATE CONSEQUENCES FOR THOSE SOCIETIES? 2. HOW DOES MESOPOTAMIA COMPARE WITH THE INDUS RIVER VALLEY (IRV)? IDENTIFY BOTH SIMILARITIES AND DIFFERENCES. THINK OF WHY A SPECIFIC SIMILARITY AND A SPECIFIC DIFFERENCE MIGHT EXIST. (THIS IS ANALYSIS; ONE OF THE MORE CHALLENGING SKILLS YOU WILL NEED TO DEVELOP). 3. CUNIEFORM: WHAT THREE POINTS DOES JOHN GREEN MAKE ABOUT THE ADVENT OF WRITING? a) b) c) 1. WHAT POINT IS JOHN GREEN MAKING ABOUT THE DIFFERENT LENSES WE USE WHEN WE STUDY HISTORY? 4. WHAT WAS HAMMURABI S MOST SIGNIFICANT CONTRIBUTION? 5. WHAT ARE THE CHALLENGES OF EMPIRE WHAT IS THE USUAL RESULT? OR TO PUT IT IN MATH TERMS: _ + = 4. WHAT DOES THE CONSTRUCTION OF THE PYRAMIDS REPRESENT? (NOT WHAT WAS THE PURPOSE OF THE PYRAMIDS? ) 2. HOW DID THE NILE RIVER SHAPE THE WORLDVIEW OF THE EGYPTIANS? HOW DID THIS COMPARE TO THE MESOPOTAMIAN WORLDVIEW? 5. WHAT WAS THE MOTIVATION FOR BUILDING THE PYRAMIDS? (NOT WHAT WAS THE PURPOSE OF THE PYRAMIDS? ) 3. HOW WAS EGYPTIAN CIVILIZATION DIFFERENT FROM MOST OTHER RIVER VALLEY CIVILIZATIONS? WHY DO YOU THINK THIS WAS? 6. WHAT PROTECTED EGYPT FROM OUTSIDE PEOPLES? HOW WERE THE EGYPTIANS EVENTUALLY CONQUERED BY SEMITIC PEOPLES OF THE MIDDLE EAST?

5 1. WHAT DO TEXTBOOKS NORMALLY DO TO THE RIVER VALLEY CIVILIZATIONS? 2. WHAT DO EGYPT, MESOPOTAMIA, ANATOLIA, ETC. HAVE IN COMMON? a. TRADE: What did underwater archaeologists find on the shipwreck? b. WAR: What was one of the main drivers of economic growth? c. FAMILY: How did these civilizations share familial relationships? 3. WHAT ARE WE REALLY TALKING ABOUT WHEN WE USE THE WORD CIVILIZATION? 4. WHAT HAPPENED AROUND 1200 BCE TO MYCENAEANS, MINOANS, HITTITES, AND (PARTIALLY) EGYPT? a. WHAT CAUSED THIS? b. WHAT IS THE THEORY OF ARCHAEOSEISMOLOGISTS? 5. HOW DOES INTERDEPENDENCE IN THE BRONZE AGE HELP LEAD TO ITS DOWNFALL? STEP THREE: THE BIRTH OF THE WRITTEN WORD HISTORY LITERALLY BEGINS WITH THE BIRTH OF WRITING. (PREHISTORY BEING THE TERM USED TO DESCRIBE THE TIME BEFORE). MOST OF EXISTENCE TOOK PLACE IN PREHISTORY. THIS YEAR, OUR TASK IS TO COVER HISTORY; THE TIME AFTER WRITING. OVERARCHING QUESTIONS: WHY WAS WRITING DEVELOPED? WHAT KEY EVENTS OR FEATURES OF CIVILIZATIONS ENABLED PEOPLE TO DEVELOP WRITING? WHAT DO YOU SEE IN THIS IMAGE? WHAT SYMBOLS DO YOU SEE IN THIS IMAGE? WHAT TYPE OF SOURCE ISTHIS? WHAT DO YOU SEE IN THESE IMAGES? _ WHAT SYMBOLS DO YOU SEE HERE? _ WHO WAS THE AUDIENCE? WHAT DO YOU SEE IN THIS IMAGE? WHAT METHOD DID THEY USE HERE? WHO WAS THE AUDIENCE? STEP FOUR: CHAPTER S 11-5 FROM THE TEXTBOOK COMPLETE THE FOLLOWING SPRITE+G CHARTS BY READING CHAPTER S YOU CAN GET THERE VIA THE In your QR CODE textbook: TO THE Traditions RIGHT; and OR Encounters: BY FOLLOWING A Global THIS URL: Perspective on the Past

6 S FAMILY-LABOR DEMOGRAPHY STRATIFICATION MESOPOTAMIA (TIGRIS-EURPHRATES) EGYPT HARAPPA SHANG CHINA (NILE) (INDUS) (HUANG HE/YELLOW) LEADERS--WARS LAWS-STATES- GOVERNMENT LEADERS-BELIEFS WORSHIP-BOOKS AFTERLIFE ART-MUSIC MATH-SCIENCE LITERATURE INVENTIONS INNOVATIONS INVENTORS INDUSTRY-$$$$ TRADE BUSINESS MALE RELATIONS FEMALE RELATIONS INTERACTIONS P SOCIAL POLITICAL RELIGIOUS INTELLECTUAL TECH. ECONOMIC GENDER R I T E G lol.o

7 SOCIAL POLITICAL RELIGIOUS INTELLECTUAL TECH. ECONOMIC GENDER HITTITES (ANATOLIA) FAMILY-LABOR DEMOGRAPHY STRATIFICATION LEADERS--WARS LAWS-STATES LEADERS-BELIEFS WORSHIP-BOOKS AFTERLIFE ART-MUSIC MATH-SCIENCE LITERATURE INVENTIONS INNOVATIONS INVENTORS INDUSTRY-$$$$ TRADE BUSINESS MALE RELATIONS FEMALE RELATIONS INTERACTIONS PHOENICIANS (ANATOLIA) HEBREWS (MIDDLE EAST) PERSIANS (PERSIA) S E G I R P T QUESTIONS? BEN.FREEMAN@LCPS.ORG -or- MICHELE.LAFERRIERE@LCPS.ORG Keyserc@bishopkenny.net