2017 AP World History Summer Reading Assignment You are to read Chapters 1-3 (roughly 95 pages) of the textbook The Earth and Its Peoples AP Edition by Bulliet et al. 6 th AP Edition, ISBN -13: 978-1-285-43683-8. You may check out your text book for the summer. There is also an on-line version of the text available in the folder in the Edmodo group. Join the Edmodo group 2017 AP World Summer Assignment, group code kkj333, for electronic templates attached below. Using the available notes templates, fill in all appropriate information for each objective for each chapter. You may type right into the template. This work is representative of about 6-8 hours of work. This will allow us to get an early acceleration so that we will be able to set aside two weeks of review for the national test the second semester. This work will be turned the first day of school electronically into Turnitin.com. DO NOT CUT AND PASTE or TURN IN ANOTHERS WORK. Turnitin.com is a collegiate drop box that checks your work versus the web and other participants. There will be a test the first week of school on this information. Your first comparative essay(s) will reflect this material. This is also a demonstration of your work ethic which is the most important trait in completing collegiate level work. My e-mail is floydr@fultonschools.org or Mrs. Jolle jolle@fultonschools.org if you have any issues or questions. Scoring Rubric Note Rubric Minus (Needs Improvement) Check (Proficient) Plus (Distinguished) Notes failed to meet suggested Notes are on suggested pacing Notes are on or ahead of pacing dates. or within a day. suggested pacing. Notes incomplete or cursory in nature. Does not demonstrate objective directives and or lacks synthesis, detail, or depth of material. Failed to complete using unit Guided Note template or exceeded 30% originality score in Turnitin.com. Handwritten seems hurried, copied, or illegible and /or not in template format. Notes complete and demonstrates several attempts at objective directives but may lack some synthesis, detail and depth of material. Completed using unit Guided Note template and did not exceed 30% originality score in Turnitin.com. If handwritten, notes are neat, legible and in template format with objectives written out. Notes complete and demonstrates majority of notes using objective directives and has good synthesis, detail, and depth. Could serve as a model for others. Completed using unit Guided Note template and did not exceed 30% originality score in Turnitin.com. Must be electronic in format to obtain possible maximum score of 50 points. Notes Chapter 1 0-12 Points 13-14 Points 15-17 Points Notes Chapter 2 0-12 Points 13-14 Points 15-17 Points Notes Chapter 3 0-12 Points 13-14 Points 15-16 Points *****Last Call is 8/08/17 (by 11:59 pm to Turnitin.com for electronic) Total out 50 points possible points (Represents 20% of course average)
Guided Note Template Directions: Provide depth and detail for each of the questions within the template. The four categories reflect historical thinking skills that form the basis of the AP World History course which are used in assessing your knowledge. Support each question s directive (evaluate, explain, compare etc.) which represents the AP course objectives aligned with each chapter. 6-8 quality bullet point statements that address the topic and historical skill should be adequate for EACH objective. Provide specific examples of each directive from the corresponding chapters. This serves as your study guide for the unit exam as well. Work may be electronic, completed by contract suggested deadlines, and be submitted to Turnitin.com OR may be handwritten but must be in template format below and legible. Chapter 1: From the Origins of Agriculture to the First River Valley Civilizations- Mesopotamia, Egypt, Indus Valley Economics 1- Evaluate the relative economic advantages and disadvantages of foraging, pastoralism, and agriculture. (foragers) (pastoralism, agriculture) State Building 6- Assess the relationships between states with centralized governments and those without, including pastoral and agricultural societies. (development of land owning elites-why, impact on cultures) State Building 1- Explain and compare how rulers constructed and maintained different forms of governance. (development of elites) (first states emerge) (legal codes developed) societies. (agriculture, artisans, specialization) (labor regimes in first states) (reasons for specialization-origination, impacts of) State Building 4- Explain and compare how social, cultural, and environmental factors, influenced state formation, expansion, and dissolution. (favorable environmental factors, geographic characteristics) (Mesopotamia polytheism compared to Egyptian polytheism) patriarchy) (patriarchy and social hierarchies/class structures) (roles of women) Environment 2- Explain and compare how hunter-forager, pastoralist, and settled agricultural societies adapted to and affected their environments over time. (Neolithic Revolution) (agriculture and pastoralism) (environmental settings including terrain and climatic conditions) Environmental 5- Explain how human migrations affected the environment. (agricultural diversity and abundance) State Building 2- Analyze how the functions and institutions of governments have changed over time. (characteristics of first states) State Building 5- Assess the degree to which the functions of cities within states or empires have changed over time. (use of monumental architecture) (Characteristics of architecture/urban planning) Social 4- Analyze ways in which legal systems have sustained or challenged class, gender, and racial ideologies. (state unification) (law codes such as that of Hammurabi) Environment 1- Explain how early humans used tools and technologies to establish communities. (human migration) (agriculture and pastoralism) (Neolithic Revolution) Culture 6- Explain how cross-cultural interactions resulted in the diffusion of technologies and scientific knowledge. (human migration and spread of technology) (warfare and transportation technologies) Environment 5- Explain how human migrations affected the environment. (agricultural diversity and abundance) (spread of agriculture and domesticated animals) Environment 4- Explain how environmental factors influenced human migrations and settlements. (Big Geography) (Neolithic Revolution) (River Civilizations and first states) Environment 6- Explain how people used technology to overcome geographic barriers to migration over time. (Big Geography) (movements of early peoples) Social 2- Assess how the development of specialized labor systems interacted with development of social hierarchies. (labor specialization) (first states) (intensification of social hierarchies/classes)
Economics 3- Assess the economic strategies of different types of states and empires. (first states) Culture 4- Analyze the ways in which religions and secular belief systems affected political, economic, and social institutions. (early civilizations) ( Mesopotamian and Egyptian religions cultural impact) Culture 8- Explain how economic, religious, and political elites defined and sponsored art and architecture. (monumental architecture) production and commerce. (urban hierarchies) (early trade patterns) Economics 11- Explain how the development of financial instruments and techniques facilitated economic exchanges. (systems of record keeping) (cuneiform, hieroglyphics) Chapter 2: The Early Mediterranean and the Middle East 2000-500 BCE- Minoans, Mycenae, Assyrians, Hittites, Israel, Phoenicians societies. (agriculture, artisans, specialization) (Judaism) (Phoenician/Carthaginian beliefs) (Zoroastrianism) Economics 12- Evaluate how and to what extent networks of exchange have expanded, contracted, or changed over time. (development of agriculture, pastoralism, and associated technological innovations) (local, regional, and interregional trade) patriarchy) State Building 6- Assess the relationships between states with centralized governments and those without, including pastoral and agricultural societies. (transformation of warfare) (empire building) State Building 8- Assess how and why external conflicts and alliances have influenced the process of state building, expansion, and dissolution. (state competition and conflict) (empire building) (accumulation of wealth) Culture 6- Explain how cross-cultural interactions resulted in the diffusion of technologies and scientific knowledge. (expanding trade routes, from local to regional) State Building 3- Analyze how state formation and expansion was influenced by various forms of economic organization, such as agrarian, pastoral, mercantile, and industrial production. (early state and imperial expansion) (pastoralists as disseminators of technology) Culture 2- Explain how religious belief systems developed and spread as a result of expanding communication and exchange networks. (trade and cultural interaction)
Environment 1- Explain how early humans used tools and technologies to establish communities. (iron use; weapons and modes of transportation) (competition over land and resources) (early empires) production and commerce. (urban hierarchies) Economics 8- Analyze the relationship between belief systems and economic systems. (social structures) Social 3- Assess the impact that different ideologies, philosophies, and religions had on social hierarchies. (increasingly unified states) (Judaism) Culture 3- Explain how major philosophies and ideologies developed and spread as a result of expanding communication and exchange networks. (patriarchy) Culture 9- Explain the relationship between expanding exchange networks and the emergence of various forms of trans-regional culture, including music, literature, and visual art. (role of art in unifying early urban culture) (regional trade) State Building 10- Analyze the political and economic interactions between states and non-state actors. (expansion of trade) Chapter 3: New Civilizations Outside the West Asian Core Area 2300 BCE-350 CE State Building 1- Explain and compare how rulers constructed and maintained different forms of governance. (development of elites) societies. (agriculture, artisans, specialization) Economics 1- Evaluate the relative economic advantages and disadvantages of foraging, pastoralism, and agriculture. (pastoralism, agriculture) societies. (labor regimes in first states) (Confucianism, Daoism, animistic beliefs of native America) patriarchy) (social class hierarchies) Environment 2- Explain and compare how hunter-forager, pastoralist, and settled agricultural societies adapted to and affected their environments over time. (environmental settings- terrain, climate) State Building 2- Analyze how the functions and institutions of governments have changed over time. (characteristics of first states) (Mandate of Heaven) State Building 5- Assess the degree to which the functions of cities within states or empires have changed over time. (use of monumental architecture) Environment 4- Explain how environmental factors influenced human migrations and settlements. (River Civilizations and first states) Economics 3- Assess the economic strategies of different types of states and empires. (first states) Environment 6- Explain how people used technology to overcome geographic barriers to migration over time. (transportation and warfare) (Assyrians and Hittites) (accumulation of wealth) (early trade patterns) (land ownership) (Nubia and Meroe) Social 2- Assess how the development of specialized labor systems interacted with development of social hierarchies. (first states) Culture 4- Analyze the ways in which religions and secular belief systems affected political, economic, and social institutions. (early civilizations) (Confucianism)
Culture 8- Explain how economic, religious, and political elites defined and sponsored art and architecture. (monumental architecture) (impact of Daoism in China) (Use of astronomy in the Americas) production and commerce. (urban hierarchies) (early trade centers) Social 4- Analyze ways in which legal systems have sustained or challenged class, gender, and racial ideologies. (state unification) Environment 1- Explain how early humans used tools and technologies to establish communities.