Ancient Civilizations

Transcription

1 American Heritage School Tavernia B Ancient Civilizations Technological and Environmental Transformations Inside this issue: Homework Hotline 2 Packet Overview 3 Portfolio Project Topics 4 Key Concepts 5 Packet Objectives 6-7 Module 3 8 Module 4 9 Module 5 10 Period 1: Prehistory through 600 BCE Having completed the Course Orientation, we will first take a look at the first Period of History known formally by AP as Technological & Environmental Transformations, or simply ANCIENT civilizations. This period only constitutes 5% of the AP Exam and serves as the foundations of world civilization and understanding its concepts will be required to the understanding of subsequent themes of history as they progress from their beginning in this period to global processes in future periods. Many of the routines of the course we looked at in the orientation will begin this packet, including preliminary module presentations, FRQ essay outlines, and your first chance to select portfolio projects. The topics shift from learning course routines to studying actual historic knowledge and so applying key concepts, historical skills, and themes of history to each workshop and activity begins now. Consider this the first leg of our journey through world history, and it will include nearly 8,000 years of material for us to cover in just a few class days. Period Overview 11 Parent s Corner 12 COURSE AP WORLD HISTORY INSTRUCTOR Mr. Michael J. Tavernia CLASSROOM 8104 VOIC x3157 /AIM michael.tavernia@ahschool.com OFFICE HOURS MON/THU 3:15-4:15 Course Website MODULES & TOPICS OF PACKET B Module 3: 5 Thematic Learning Objectives Big Geography and the Peopling of the Earth (KC1.1) Topic Workshop #9: The Paleolithic Era [5 TLOs] Module 4: 16 Thematic Learning Objectives The Neolithic Revolution & Early Agricultural Societies (KC1.2) Topic Workshop #10: The Neolithic Era [6 TLOs] Topic Workshop #11: Pastoralism [10 TLOs] Module 5: 28 Thematic Learning Objectives The Development & Interactions of Early Agricultural, Pastoral, & Urban Societies (KC1.3) Topic Workshop #12: Core and Foundational Civilizations [2 TLOs] Topic Workshop #13: Mesopotamia and the Nile River Valley [12 TLOs] Topic Workshop #14: Early Cultures Flourish [14 TLOs] PACKET B DATES September 13th - October 6th

2 Page 2 DATE DUE PRIOR TO CLASS CLASS ACTIVITIES POINTS W Th F None 9-14 None BULLIET TEXT: (Pg. 7-8) FISHER/WOOD TEXT: (Pg. 1-2, 5) Packet B Introduction Exam Workshop: LEQ-1 Using the Targeted Reasoning Skill-Comparison Packet B Introduction Exam Workshop: FRQ-2 Argument Development Module 3 PK Quiz Review Packet A Assessment 50 M T 9-18 W 9-20 Th 9-21 F 9-19 None 9-22 Read & Respond: Source Document B1 Review: Topic Workshop Analysis Sheet #9 BULLIET TEXT: (Pg. 5, 9-15)(Pg ) FISHER/WOOD TEXT: (Pg. 1-8) Read & Respond: Source Document B2 Review: Topic Workshop Analysis Sheet #10 Topic Workshop #9 Dyad Activity B1 Exam Workshop: SCORE-1 Scoring the Long Essay: Comparison Module 4 PK Quiz Review PK3 50 ROSH HASHANA - NO CLASSES Topic Workshop #10 Group Activity B2 M 9-25 Read & Respond: Source Document B3 Review: Topic Workshop Analysis Sheet #11 Topic Workshop #11 Dyad Activity B3 T 9-26 W 9-27 BULLIET TEXT: (Pg )(Pg ) (Pg , 85) (Pg ) FISHER/WOOD TEXT: (Pg. 8-16) Read & Respond: Source Document B4 Review: Topic Workshop Analysis Sheet #12 Module 5 PK Quiz Review PK4 50 Topic Workshop #12 Group Activity B4 Th 9-28 Read & Respond: Source Document B5 Review: Topic Workshop Analysis Sheet #13 Topic Workshop #13 Dyad Activity B5 F 9-29 Read & Respond: Source Document B6 Review: Topic Workshop Analysis Sheet #14 Topic Workshop #14 Group Activity B6 M T W Th F 10-2 None 10-3 Prepare for Final Assessment B Essay Review Long Essay Rubric 10-4 CH Notebook Must Be Complete Prior to Class 10-5 Portfolio Projects Submitted Online Before Tonight 10-6 Prepare for Final Assessment B Exam Workshop SA-1 Short Answer Strategies Packet B Final Assessment Long Essay - Comparison 200 Packet B Wrap-Up Group Activity B6 Review PK5 Notebook Due 25 ZAP! REVIEW GAME ALL Portfolio Projects Due by Midnight 25 Packet B Final Assessment MC & Short Answer 200

3 Page 3 Packet B Period 1: Ancient Civilizations to 600 B.C.E. 5% of Exam Technological and Environmental Transformations TENTATIVE DATES: September 13th - October 6th [17 Instructional Days] PACKET STATISTICS: Modules: 3 Topics: 6 Thematic Learning Objectives: 49 Essay: LEQ-Comparison TEXT ASSIGNED: Fisher/Wood: Unit 1 Bulliet: Chapters 1-3 PK TERMS: 180 Terms Module 3: 37 Module 4: 49 Module 5: 94 ONGOING PROJECTS CONSTRUCTING HISTORY NOTEBOOK [Due 10-4] Section 1-Topic Workshop Analysis Sheets: 6 Section 2-Activity Sheets: 11 Exam Workshops: LEQ-1 Using the Targeted Reasoning Skill-Comparison FRQ-2 Argument Development SCORE-1 Scoring the Long Essay-Comparison SA-1 Short Answer Strategies Dyad Activities: B1 Creation Stories B3 Map Activities [5 maps] B5 How to Study History Group Activities: B2 The Art of Neolithic Africa B4 Document Analysis B6 Ancient Egypt Fisher/Wood Activity: SHMOOP Activity: Period 1 Practice Test None Section 3-Essay Outlines: 1 Document-Based Question Prompts: Long Essay : Comparison Prompts: Causation Prompts: CCOT Prompts: (0) Submissions Required (1) Submission Required (0) Submissions Required (0) Submissions Required PORTFOLIO PROJECTS [Due 10-5] Select ONE topic phrase for EACH THEME on the lists provided on the next page. These projects must be placed in the Portal Drop Box as a PDF document PRIOR to midnight on the date due. They may be submitted to drop box any time between today and the due date. DATE AP PRACTICE EXAM ACTIVITY POINTS M 10-9 Practice Exam Activity: Section 1 Part A Multiple Choice Questions 20 T Practice Exam Activity: Section 1 Part B Short Answer Essay 10 W Practice Exam Review Activity: Short Answer Scoring - - -

4 Page 4 PACKET B PORTFOLIO PROJECT ASSIGNMENTS For this packet, students MUST select ONE topic phrase for EACH THEME from the following lists of topic phrases. Within your group, students must NOT select the same topic phrases. This Portfolio Project is the first of the projects linked to a specific period in history. Your goal is to educate the reader to the IMPORTANCE OF THE TOPIC PHRASE WITHIN THE KEY CONCEPT THIS PERIOD and should include: 1] Connection to a SPECIFIC KEY CONCEPT 2] RESEARCH beyond the scope of the textbook, providing in-depth knowledge 3] A VISUAL AID (ie: picture, map, graph, chart, etc ) linked to the Topic Phrase PACKET B TOPIC PHRASES: THEME 1 Interaction Between Humans & the Environment INTERACTION human migration Neolithic revolution farming and irrigation agriculture and pastoralism civilizations formed in a variety of environmental settings states emerged within civilizations iron use weapons and modes of transportation first states big geography transportation and warfare agricultural diversity and abundance THEME 2 Development and Interaction of Cultures CULTURAL new religious beliefs early civilizations human migration and spread of technology expanding trade routes (local to regional) monumental architecture role of art unifying early urban cultures THEME 3 State-Building, Expansion, and Conflict POLITICAL development of elites first states emerge legal codes developed characteristics of first states favorable environmental factors early state and imperial expansion monumental architecture accumulation of wealth competition over land and resources regional trade transformation of warfare THEME 4 Creation, Expansion, & Interaction of Economic Systems ECONOMIC weapons and transportation Neolithic revolution development of pastoralism and agriculture first states record keeping regional trade artisans specialization labor regimes in first states development of pastoralism diffusion of domesticated plants and animals technology associated with pastoralism and agriculture pastoralists as disseminators of technology THEME 5 Development & Transformation of Social Structures SOCIAL gender hierarchies, including patriarchy labor specialization first states patriarchy and social hierarchies intensification of social hierarchies increasingly unified states

5 Page 5 KEY CONCEPTS FOR PACKET B Module 3: 1.1 Big Geography and the Peopling of the Earth The term big geography draws attention to the global nature of world history. Throughout the Paleolithic period, humans migrated from Africa to Eurasia, Australia, and the Americas. Early humans were mobile and creative in adapting to different geographical settings from savanna to desert to tundra. Humans also developed varied and sophisticated technologies. Module 4: 1.2 The Neolithic Revolution and Early Agricultural Societies In response to warming climates at the end of the last Ice Age, about 10,000 years ago, some groups adapted to the environment in new ways, while others remained hunter-foragers. Settled agriculture appeared in several different parts of the world. The switch to agriculture created a more reliable, but not necessarily more diversified, food supply. Farmers also affected the environment through cultivation of selected plants to the exclusion of others, the construction of irrigation systems, and the use of domesticated animals for food and labor. Populations increased; village life developed, followed by urban life with all its complexity. Patriarchy and forced-labor systems developed, giving elite men concentrated power. Pastoralism emerged in parts of Africa and Eurasia. Like agriculturalists, pastoralists tended to be more socially stratified than hunter-foragers. Pastoralists mobility facilitated technology transfers through their interaction with settled populations. Module 5: 1.3 The Development and Interactions of Early Agricultural, Pastoral, and Urban Societies About 5,000 years ago, urban societies developed, laying the foundations for the first civilizations. The term civilization is normally used to designate large societies with cities and powerful states. While there were many differences between civilizations, they also shared important features. They all produced agricultural surpluses that permitted significant specialization of labor. All civilizations contained cities and generated complex institutions, including political bureaucracies, armies, and religious hierarchies. They also featured clearly stratified social hierarchies and organized long-distance trading relationships. Economic exchanges intensified within and between civilizations, as well as with nomadic pastoralists. As populations grew, competition for surplus resources, especially food, led to greater social stratification, specialization of labor, increased trade, more complex systems of government and religion, and the development of record keeping. As civilizations expanded, people had to balance their need for more resources with environmental constraints. Finally, the accumulation of wealth in settled communities spurred warfare between communities and/or with pastoralists; this violence drove the development of new technologies of war and urban defense. PRELIMINARY KNOWLEDGE FISHBOWL Each group will have 3 minutes to present GROUP ASSIGNMENTS You should not plan to review EVERY term Module 3 Group 3: Group 4: Interaction-Political-Economic-Social Cultural Module 5 Group 2: Group 3: Interaction-Cultural-Economic-Social Political Module 4 Group 5: Group 1: Interaction-Political-Economic Cultural-Social

6 Page 6 Packet B Disciplinary Practices & Reasoning Skills While we will touch on most of the Disciplinary Practices and Reasoning Skills in the study of Period 1, the objectives highlighted below are the ones we will focus on in this packet: At the conclusion of this course: Analyzing Historical Evidence Primary Sources PS-1 TSWBAT describe historically relevant information and/or arguments within a source. PS-2 TSWBAT explain how a source provides information about the broader historical setting within which it was created. PS-3 TSWBAT explain how a source s point of view, purpose, historical situation, and/or audience might affect its meaning. PS-4 TSWBAT explain the relative historical significance of a source s point of view, purpose, historical situation, and/or audience. PS-5 TSWBAT evaluate a source s credibility and/or limitations. Secondary Sources SS-1 TSWBAT describe the claim or argument of a secondary source, as well as the evidence used. SS-2 TSWBAT describe a pattern or trend in quantitative data in non-text based sources. SS-3 TSWBAT explain how a historian s claim or argument is supported within evidence. SS-4 TSWBAT explain how a historian s context influences the claim or argument. SS-5 TSWBAT analyze patterns and trends in quantitative data in non-text based sources. SS-6 TSWBAT evaluate the effectiveness of a historical claim or argument. Argument Development AD-1 TSWBAT make a historically defensible claim in the form of an evaluative thesis. AD-2 TSWBAT support an argument using specific and relevant evidence. AD-3 TSWBAT use historical reasoning to explain relationships among pieces of historical evidence. AD-4 TSWBAT consider ways that diverse or alternative evidence could be used to qualify or modify an argument. Contextualization CONT-1 TSWBAT describe an accurate historical context for a specific historical development or process. CONT-2 TSWBAT explain how a relevant context influenced a specific historical development or process. CONT-3 TSWBAT use context to explain the relative significance of a specific historical development or process. Comparison COMP-1 TSWBAT describe similarities and/or differences between different historical developments or processes. COMP-2 TSWBAT explain relevant similarities and/or differences between specific historical developments and processes. COMP-3 TSWBAT explain the relative historical significance of similarities and/or differences between different historical developments or processes. Causation CAUS-1 TSWBAT describe causes or effects of a specific development or process. CAUS-2 TSWBAT explain the relationship between causes and effects of a specific historical developments and processes. CAUS-3 TSWBAT explain the difference between primary and secondary causes and between short and long term effects. CAUS-4 TSWBAT explain the relative significance of different causes and/or effects. Continuity and Change Over Time CCOT-1 TSWBAT describe patterns of continuity and/or change over time. CCOT-2 TSWBAT explain patterns of continuity and/or change over time. CCOT-3 TSWBAT explain the relative historical significance of specific historical developments in relation to a larger pattern of continuity and/or change.

7 Page 7 While we will touch on many of the Thematic Learning objectives in the study of Period 1, the objectives below are the ones we will focus on in the Topic Workshop Analysis Sheets for this packet : At the conclusion of this Packet TSWBAT answer each of the following in relation to this period: Theme 1: Interaction Between Humans and the Environment ENV-1 ENV-2 ENV-3 TSWBAT explain how different types of societies have adapted to and affected their environments. TSWBAT explain how environmental factors, disease, and technology affected patterns of human migration and settlement over time. TSWBAT evaluate the extent to which migration, population, and urbanization affected the environment over time. Theme 2: Development and Interaction of Cultures CUL-1 CUL-2 CUL-3 CUL-5 CUL-6 TSWBAT explain how religions, belief systems, philosophies, and ideologies originated, developed, and spread as a result of expanding communication and exchange networks. TSWBAT explain how religions, belief systems, philosophies, & ideologies affected political, economic, & social developments over time. TSWBAT explain how cross-cultural interactions resulted in the diffusion of culture, technologies, and scientific knowledge. TSWBAT explain how the arts are shaped by and reflect innovation, adaptation, and creativity of specific societies over time. TSWBAT explain how expanding exchange networks shaped the emergence of various forms of transregional culture, including music, literature, and visual art. Theme 3: State Building, Expansion, and Conflict POL-1 POL-2 POL-3 POL-4 POL-5 TSWBAT explain how different forms of governance have been constructed and maintained over time. TSWBAT explain how and why different functions and institutions of governance have changed over time. TSWBAT explain how and why economic, social, cultural, and geographic factors have influenced the processes of state building, expansion, and dissolution. TSWBAT explain how and why internal and external political factors have influenced the process of state building, expansion, and dissolution. TSWBAT explain how societies with states and state-less societies interacted over time. Theme 4: Creation, Expansion, and Interaction of Economic Systems ECON-1 TSWBAT explain how technology shaped economic production and globalization over time. ECON-2 TSWBAT explain the causes and effects of economic strategies of different types of communities, states, and empires. ECON-3 TSWBAT explain how different modes and locations of production and commerce have developed and changed over time. ECON-5 TSWBAT explain how and why labor systems have developed and changed over time. ECON-7 TSWBAT explain how local, regional, and global economic systems and exchange networks have influenced and impacted each other over time. Theme 5: Development and Transformation of Social Structures SOC-1 SOC-2 SOC-3 SOC-4 SOC-5 Packet B Thematic Learning Objectives TSWBAT explain how distinctions based on kinship, ethnicity, class, gender, and race influenced the development and transformations of social hierarchies. TSWBAT evaluate the extent to which different ideologies, philosophies, and religions affected social hierarchies. TSWBAT evaluate the extent to which legal systems, colonialism, nationalism, and independence movements have sustained or challenged class, gender, and racial hierarchies over time. TSWBAT explain how the development of specialized labor systems interacted with the development of social hierarchies. TSWBAT explain how social categories, roles, and practices have been maintained or challenged over time.

8 Big Geography & Peopling of the Earth [KC 1.1 ] ASSIGNED READINGS MODULE 3 PK QUIZ BULLIET TEXT (Pg. 7-8) Before Civilization Food Gathering & Stone Technology FISHER/WOOD TEXT (Pages 1-2, 5) A Note About Prehistory Alternatives to Sedentary Agriculture TOPIC WORKSHOP READINGS Topic Workshop #9 Source Document B1 Creation Stories PACKET B MODULE 3 TOPIC WORKSHOP #9: The Paleolithic Era EXAM WORKSHOP: LEQ-1 Using the Targeted Reasoning Skill-Comparison EXAM WORKSHOP: FRQ-2 Argument Development EXAM WORKSHOP: SCORE-1 Scoring the Long Essay-Comparision Paleolithic Major Migrations {2} Shifting Cultivation {5} Pangaea ** Panthalassa ** Beringia ** Pleistocene Epoch ** Holocene Epoch ** Culture 7 History 7 Stone Age 7 Paleolithic 8 Neolithic 8 Benefit of Cooking Foods 8 Prehistory {1} Early Belief Systems {2} Polytheism {2} Polydaemonism {2} Hominid ** Australopithecine ** Homo Habilis ** Homo Erectus ** Homo Sapien ** Homo Sapien Sapien ** Neanderthal ** Cro-Magnon ** Mary and Louis Leakey ** Donald Johansen ** INTERACTION CULTURAL Lucy ** Bipedalism ** Paleolithic Period ** Mesolithic Period ** Patriarchy ** POLITICAL Items listed with page numbers can be found in the Bulliet textbook Items listed with page numbers in braces {23} can be found in the Fisher/Wood book Items with no page number and noted by asterisks should be researched using the internet. Foragers 8 Pastoral Nomadism {5} Paleolithic Social Structure {2} Egalitarianism ** Kinship Groups ** ECONOMIC SOCIAL

9 The Neolithic Revolution & Early Agricultural Societies [KC 1.2 ] PACKET B MODULE 4 TOPIC WORKSHOP #10: The Neolithic Era TOPIC WORKSHOP #11: Pastoralism ASSIGNED READINGS MODULE 4 PK QUIZ BULLIET TEXT (Pg. 5, 9-15) The Agricultural Revolutions Life in Neolithic Communities (Pg ) Animal Domestication FISHER/WOOD TEXT (Pg 1-8) Unit Introduction Early Agricultural & Technological Developments Early Agriculture Technological Advancements The Development of the Earliest Civilizations Common Characteristics of Early River Valley Civilizations TOPIC WORKSHOP READINGS Topic Workshop #10 Source Document B2 The Art of Neolithic Africa Topic Workshop #11 Source Document B3 Map Activities Agricultural Revolution 9 Neolithic Revolution 9{2} Neolithic 9 Slash and Burn Agriculture 9 Swidden Agriculture 10 Fallow 10 Holocene Period 12 Plow {6} Bronze {6} Civilization 5 Megaliths 14 Göbekli Tepe 14 Pottery {4} Metallurgy {4} Textile Production {4} Monumental Architecture {7} Cultural Diffusion {8} Material Culture {8} Çatal Hüyük 14{3} Patriarchal System {3} Anatolia ** Jericho ** Skara Brae ** Mesopotamia ** Nile River ** Indus River ** Huang He River ** Deforestation ** Desertification ** Soil Erosion ** Overgrazing ** Salinization ** Nonmaterial Culture {8} Theocracy ** Meritocracy ** Oligarchy ** Artisan ** Scribe ** INTERACTION CULTURAL POLITICAL Domestication 100 Specialization of Labor {3} Barter System {8} ECONOMIC Nuclear Family Size 13 Kinship Groups 13 Patrilineal 13 Matrilineal 13 Skilled Labor ** Unskilled Labor ** Coerced Labor ** Agrarian Society ** SOCIAL

10 ASSIGNED READINGS MODULE 5 PK QUIZ BULLIET TEXT (Pg ) Mesopotamia Settled Agriculture in an Unstable Landscape Sumerians and Semites Cities, Kings, and Trade Mesopotamian Society Gods, Priests, and Temples Technology and Science Egypt The Land of Egypt: Gift of the Nile Divine Kingship Administration and Communication The People of Egypt Belief and Knowledge The Indus Valley Civilization Natural Environment Material Culture Transformation of the Indus Valley Civilization The Cosmopolitan Middle East Western Asia New Kingdom Egypt Commerce and Communication The Aegean World Minoan Crete Mycenaean Greece The Fall of Late Bronze Age Civilizations The Assyrian Empire God and King Conquest and Control Assyrian Society and Culture (Pg ) Failure and Transformation (Pg , 85) Early China Geography and Resources The Late Neolithic: Artifacts and Legends The Shang Period The Zhou Period The Warring States Period (Pg ) Formative Civilizations of the Olmec and Chavin The Mesoamerican Olmec Early South American Civilization: Chavin FISHER/WOOD TEXT (Pg. 8-16) The Civilization Controversy Comparing Early Civilizations CCOT: Egypt and Western Asia The Decline of the Earliest Civilizations Nomads and Migrations The Development and Interactions of Early Agricultural, Pastoral, and Urban Societies [KC 1.3 ] PACKET B MODULE 5 TOPIC WORKSHOP #12: Core and Foundational Civilizations TOPIC WORKSHOP #13: Mesopotamia and the Nile River Valley TOPIC WORKSHOP #14: Early Cultures Flourish EXAM WORKSHOP: SA-1 Short Answer Strategies Mesopotamia 15 Fertile Crescent 15 Cataract 24 Papyrus 28 Scribes 19 Anthropomorphic 20 Ziggurat 20 Amulet 21 Metallurgy 21 Bronze 21 Sumerians 15 Semitic 16 City-State 16 Lugal 17 Sargon 18 Akkadians 18 Amorites 18 Babylon 18 Hammurabi 18 Code of Hammurabi 18{7} King Menes 26 Old Kingdom 26 Middle Kingdom 26 New Kingdom 26/44 Intermediate Periods 26 Pharaoh 26 Memphis 27 Thebes 27 Djoser, Khufu, Khafre 27 Nubia 29 Harappa 32 Cuneiform 18/21 Hieroglyphics 28 Linear B 49 Three Classes of Babylonia 19 Comparing Social Structures {11/12} TOPIC WORKSHOP READINGS Topic Workshops #12 Source Document B4 Document Analysis Levant 29 Crete 48 Yellow (Huang He) River 74 Yangtze (Chian Jang) River 74 Ma at 26/27 Pyramid 27 Osiris, Isis, Horus 30 Mummification/Mummy 30/31 Shawabtis 31 Iron Age 41 Mohenjo-Daro 32 Kassites 42 Assyrians 43 Hittites 44{14} Hyksos 45 Hatshepsut 45 Akhenaten 45 Aten 45 Amon (Amon-Re) 45 Nefertiti 45 Tutankhamun 46 Ramesses II 46 Minoan 48 Mycenae 48{14} Neo-Assyrian Empire 52 Mass Deportation 53 Ninevah 55 Chaldean 67 Medes 67 Neo-Babylonian Kingdom 68 Xia Dynasty 75 Topic Workshops #13 Source Document B5 Ancient Egypt Topic Workshop #14 Source Document B6 Near East Religions INTERACTION Loess 74 Mesoamerica 192 Llama 196 CULTURAL Shaft Graves 48 Homer/Iliad 50 Library of Ashurbanipal 55 Oracle Bones 76 Book of Songs 80 POLITICAL Shang Dynasty 75 Anyang 77 Zhou Dynasty 78 Mandate of Heaven 79 Wu 79 Spring and Autumn Period 80 Sunzi/Art of War 80 Warring States Period 85 Qin Dynasty 85 Legalism 85 Olmec 192 San Lorenzo/La Venta 192 Early Horizon Period 195 Chavin 195 Chavin de Huantar 195 Indo-Europeans {14} Aryan Migrations {14} Phoenicians {15} Israelites {15} Aryans {16} ECONOMIC SOCIAL

11 Page 11 PERIOD 1 OVERVIEW: Major Themes by Region REGION POLITICAL ECONOMIC & INTERACTION SOCIAL/CULTURE CHANGES CONTINUITIES EAST ASIA Dynastic Rule Mandate of Heaven Civilization Xia-Shang-Zhou Rice, Millet Bronze Crafts Ironworking Patriarchal Oracle Bones Urbanization Irrigation systems Neolithic Agriculture Bronze Metallurgy End of Ice Age Tools/Technology SOUTHEAST ASIA Regional Kingdoms Root Crops Fruit Villages Neolithic Agriculture Hunting-Gathering Foraging Society OCEANIA Hunter-Gatherers Papua New Guinea Foraging Polynesian Migrations Animism Polytheism Egalitarianism Polynesian Migrations Foraging Society CENTRAL ASIA Tribal Hittites Nomadism Chariots Compound Bow Ironworking Migra- Indo-European tions Pastoral Nomadism SOUTH ASIA Harappans Aryans Grains Trade with Sumer Harappan Seals Sanskit Vedas Urbanization Urban Planning/Sewers Stratified Society End of Harappans Aryan Invasions Hinduism SOUTHWEST ASIA [Middle East] Sumerian City-States Legal Codes First Empires Persian Empire Grains Trade with Indus Valley Trade with Egypt Cuneiform Wheel Polytheism Slavery Judaic Monotheism Birth of Empires Irrigation Systems Regional Trade NORTH AFRICA Pharaohs Egypt Kush-Nubia Barley Trade with Sumer Trade with Persia Bantu Migrations Hieroglyphics Pyramids Polytheism Stratified Society Old Kingdom Middle Kingdom New Kingdom Valley of the Kings Regional Kingdoms SUB-SAHARAN AFRICA Tribal Government Root Crops Trans-Saharan Trade Polytheism - Animism Ancestor Veneration Griots Slavery Bantu Migrations Trans-Saharan Trade WESTERN EUROPE Tribal Villages Minoans-Mycenaeans Cereals, Grains Ironworking Agricultural Villages Indo-European Migrations Foraging Society EASTERN EUROPE Tribal Villages Cereals, Grains Ironworking Agricultural Villages Indo-European Migrations Foraging Society NORTH AMERICA Tribal Governments Foraging Nomadism Bering Migrations Polytheism Shamanism Migration from Asia Beringia Land Bridge Foraging Society LATIN AMERICA Olmec City-States Chavin Kingdoms Maize Foraging Slavery Olmec Heads Urbanization Foraging Society

12 The AP World History Website The AP World History Course at American Heritage School is accompanied by an instructor created website that has been designed to assist in preparation for coursework and the AP Exam. There are three major sections of the site. American Heritage School Department of Social Studies West Broward Blvd. Plantation, FL (954) CLASSROOM MATERIALS: This is the print center for the course, where all classroom materials can be viewed or printed; including packets, activity sheets, maps, source documents, and lecture notes. All Topic Workshop Analysis Sheets are also available in this section and are to be completed after each Topic Workshop. STUDY HALL: This section helps in preparation for the quizzes and tests throughout the year as well as a resource for the AP Exam. All FRQ Rubrics and Student Objectives can be found here as well as links to SHMOOP Drills and Practice Tests. Guidelines for setting up your Constructing History Notebook are also available here. HOMEWORK HOTLINE: The homework hotline keeps an up-to-date look at the class schedule as well as all due dates for weekly assignments and readings. Parents Corner After a brief look at the AP Contract and the elements of the AP Course and Examination, Packet B: Ancient Civilizations is the first of two packets designed to strengthen the student s knowledge of the foundations of modern civilization. The students have survived the initial adjustment to both the AP method and the instructor s methods and now we can dive into the material with all the tools needed to succeed. Hopefully by now, the students have gained a sense of the routine and picked up on what is expected of them at each stage of the course. While the pace picks up a bit from the previous packet, the amount of reading from the textbook is still relatively light for now. They will have portfolio project writing assignments as well as the Constructing History Notebook to work on outside of the classroom, and some of the preliminary knowledge material required will need to be researched in sources other than the texts. Grades may be supervised by parents using the Parent Portal. The online grade book will be updated prior to each official progress report. As students move forward in this fast-paced AP course, it is my goal as the instructor to not only develop in each student a working knowledge of history, but also advance the student s critical thinking academic skills. As a parent, you should be looking for the following characteristics of a successful AP student developing in your son/daughter: CHARACTERISTICS OF AN AP STUDENT Good problem solving skills Good reasoning Extensive vocabulary Excellent memory Long attention span Personal sensitivity Perfectionism Great reading comprehension Perseverant when interested Wide range of interests Mature judgment High degree of creativity Moral sensitivity Unusually high curiosity That s it! This is when we put the course into 1st gear, so keep an eye on your son/daughter and see how well they do this packet, because we will kick it up another notch in Packet C! As always, I can be reached easily at michael.tavernia@ahschool.com. -Mr. Tavernia