Piscataway High School AP World History Summer Assignments

2013-2014

Dear Students and Parents/Guardians:

Welcome to AP World History. To give you a head start on all of the information we have to cover during the course of the upcoming school year, I’d like to make sure that the students have a good foundation in Geography and have materials ready so that I can teach them how to write the essays involved on the AP Exam in May. Students will have to read and outline the first four chapters of the textbook (more so I can see where we are with note-taking, than anything else). Make sure that within your notes all of the items listed for that Chapter are identified and clearly visible. In addition, students will create their own database of “documents” about a very important historical topic in their lives - themselves. Finally, students will create a timeline of their life, highlighting important achievements and difficulties.

If during the progression of the summer you have any questions or concerns, you can always reach me via email throughout the summer. Parents, I’d rather the student’s email so that they can learn to advocate for themselves and communicate with their teachers, as this is a skill they will need through high school, college, and beyond. Obviously, I will respond to parents as well, but my goal is to get these students ready for their future as self advocates. I will check my email several times per week.

All assignments should be submitted by the designated due date. If there are circumstances that prevent an assignment from being completed on time, please let me know in advance. These assignments will count as a significant portion of your first marking period grade.

You can submit your assignments in three ways:

1) email them as attachments to [email protected]

2) “snail mail” them to Piscataway High School

C/O Richard Zirin

Patton Building

100 Behmer Rd.

Piscataway, NJ 08854

3) drop them off at the Patton Building Main Office in Mr. Zirin’s mailbox

I am looking forward to working with all of my new students next year. Together, with hard work, we will have a rewarding, enriching, and successful 2013-2014 school year. st Part 1: Mapping the World (Due by July 1 ) ***blank outline maps can easily be downloaded from the internet***

Purpose:

1. For students to have a basic understanding of the geography of the world so that we can make connections to it throughout the course of the year.

Activity:

1. Students will complete the 3 maps, using the different lists enclosed in this packet. When we return in September, all maps are to be completed as they will be collected and displayed in the classroom

Activity 1: Map Lists

Map 1: Continents and Major Landforms

Continents Landforms Oceans/Waterw (In Black) (In Green) ays (In Blue)  Africa  Sahara  Atlantic  Antarctica Desert  Pacific  Asia  Anatolian  Indian  Australia Penninsula  Arctic  Europe  Arabian  Arabian  North Penninsula  Bay of Bengal America  Gobi  Mediterranean  South Desert Sea America  Himalaya  Caribbean Sea Mts.  East China Sea  South China Sea

 Tigris R  Euphrates R  Nile R  Indus R  Ganges R  Huang He R  Chiang Jiang (aka Yangtze R)  Mississippi R.  Niger R.  Black Sea Caspian Sea

Map 2: Societies and Civilizations (Outline in purple, use numbers on map) Religions/Philosophies (In Societies/Civilizations orange) (Outline in purple, use numbers on map)  Hinduism 1) Persian Empire  Judaism 2) Qin Dynasty  Confucianism 3) Han Dynasty  Buddhism 4) Maurya Empire  Daoism 5) Gupta Empire  Shintoism 6) Athens  Christianity 7) Sparta  Islam 8) Macedonia 9)  Greco-Roman Hellenistic Empire Philosophy (under Alexander  Zoroastrianism the Great) 10) Roman Empire (at its largest c. 180CE) 11) Mesoamerica 12) Andean Region of South America 13) Olmecs 14) Mayan 15) Teotihuacan 16) Mound builders (p. 178 in text) 17) Desert people (p. 178-179 in text) 18) Chavin 19) Mochica people (Moche) 20) 20. Axum

21) Ghana 22) Mali 23) Celts 24) Slavs 25) Japan 26) Polynesia 27) Hawaii 28) Tahiti 29) New Zealand

Map 3—Global Interactions 1450 to 1750 Continents Landforms Oceans/Waterw Movement Other ( brown (In Black) (In Green) ays (In Blue) (see colors line) below)  Africa  Sahara  Atlantic  Portuguese  Magellan’s  Antarctica Desert  Pacific trade voyage  Asia  Anatolian  Indian routes around the  Australia Penninsula  Arctic (light blue) world (with an  Europe  Arabian  Arabian  Spanish M by the line)  North Penninsula  Bay of Bengal Trade  Columbus’ America  Gobi  Mediterranean Routes path to the  South Desert Sea (orange) West Indies America  Himalaya  Caribbean Sea  Dutch (with a C by Mts.  East China Sea Trade the line)  Ural Mts  South China Routes  Vasco Da  The Alps Sea (light Gama’s (mts)  Baltic Sea green) voyage (with a  West  Caspian Sea  Triangular G by the line) Indies  Black Sea Trade  Russian  Brazil routes Empire (p.  Mexico  Tigris R 512) (mark with an R)  Peru  Euphrates R  Ottoman  Cape of  Nile R Empire (mark Good Hope  Indus R with an O)  Gold Coast  Ganges R  Safavid  South  Huang He R Empire (mark Africa  Chiang Jiang with S)  Nigeria (aka Yangtze R)  Mughal  Dneiper R Empire (mark  Danube R. with M)  Volkhov R  Ming Dynasty  Western Dvina (mark with R. MD)  Volga R.  Ural R  Don R

2. Part 2: Gathering info for the Essays (2 Essays) (Due by July 11th)

Purpose:

1. To teach the mechanics of preparing and writing the two most difficult essays on the AP Exam through using information about themselves and their life.

Activity:

1. DBQ: Document Based Question: a. Collect 8 “documents” about yourself, and put them in the format included in this document (See below). Documents can be any of the following, you want a mix of at least 4 of the types of documents below (so you can’t have all pictures) Please be sure that all pictures and items are school appropriate!:

i. Pictures or copies of pictures…I suggest copies so that your parents don’t wonder where all their pictures of you are going! (school pictures, class pictures, candids, family pictures)

ii. A description of your close friends (what do they like, what do they like to do, what sports or activities do they take part in, what do you like to do when you’re together, be detailed, this should be fun!) (10 lines or more)

iii. A description of you (what do you like, what do you like to do, what sports or activities do you take part in, what are your favorite foods, be detailed, this should be fun!) (10 lines or more)

iv. A description of your favorite TV Show or book. (10 lines)

v. A description of your favorite activity to do with your family or with your friends’ families. (10 lines)

vi. A description of your favorite type of music or band (10 lines).

vii. What is the best thing you did this summer (keep it appropriate!) 10 lines.

viii. What do you want to do when you “grow up” and explain why (10 lines).

2. CCOT (Continuity and Change over time):

a. Create a timeline of your life that includes the following items, up to the beginning of August 2013:

i. Birth

ii. Learned how to walk

iii. Learned how to talk

iv. Birth of siblings

v. Meeting of specific friends throughout life.

vi. Started daycare (if applicable)

vii. Started preschool (if applicable)

viii. Started kindergarten

ix. Started elementary school x. Start of you playing any sports you played (if applicable…dance, cheerleading count, I don’t care what you say, this is hard work if done correctly!)

xi. Start of you taking part in any activites you took part in (acting, reading groups, etc)

xii. Starting middle school

xiii. Learning a foreign language (or have you always known a foreign language?)

xiv. Starting high school

xv. Any other defining points in your life (deaths of grandparents if you want to add this, getting your driving permit, fishing license, hunting permit, boating license, lifeguarding certification…if these are things that you get renewed yearly, then say that; milestones in sports or other activities that you’re proud of etc…you get the idea).

b. All timeline entries should include a 2-3 sentence description of the significance of the event.

Activity 2: DBQ format: Document 1: You can type here…or you can insert a picture here…or you can print this out and hand write it or hand “paste” a picture.

Document 2

Document 2: You can type here…or you can insert a picture here…or you can print this out and hand write it or hand “paste” a picture. Document 3

Document 3

Document 3:

Document 4

Document 4: You can type here…or you can insert a picture here…or you can print this out and hand write it or hand “paste” a picture.

Document 5

Document 6

Document 5:

You can type here…or you can insert a picture here…or you can print this out and hand write it or hand “paste” a picture. Document 6:

Document 7:

Document 6: YouDocument can type here…or 7: you can insert a picture here…or you can print this out and hand write it or hand “paste” a picture.

Document 7:

You can type here…or you can insert a picture here…or you can print this out and hand write it or hand “paste” a picture.

Document 8: Activity 2: CCOT Timeline Example:

Personal Timeline:

You may do your timeline horizontally or vertically, whichever way you’d like. But please make sure that it is in chronological order so that you’ll be able to see Continuities and Changes when we go to do this essay together during the school year. You can use this line provided, or create your own version.

Part 3: Reading and Taking Notes for Chapters 1-4 (Chapter 1 Due by July 19th, Chapter 2 Due by July 31st, Chapter 3 Due by August 9th, Chapter 4 Due by August 20th) Chapters 1-4 are available online in PDF format at either [email protected] or [email protected]

Activity:

1. Students will read Chapters 1 and 2 and take whatever type of notes they are comfortable with.

2. Students will read Chapters 3 and 4 and take notes in outline format. This can either be a formal outline, or a sentence outline.

MAKE SURE THE ANSWERS TO THE FOLLOWING QUESTIONS AND VOCABULARY WITHIN YOUR NOTES OR OUTLINE. IF YOU CHOOSE TO, YOU CAN ANSWER THEM SEPARATELY FOR ORGANIZATIONAL PURPOSES.

Chapter 1: From Origins of Agriculture to the First River-Valley Civilizations: 8000-1500BCE

Reading Questions

1. What is culture? Do environmental conditions and changes in the techniques of production have an effect on culture? How?

2. What were the changes brought about by the agricultural revolutions? What effects on the agricultural revolutions have on Neolithic societies?

3. Why did Neolithic peoples form permanent settled communities? What were the advantages and disadvantages of those communities?

4. What are women’s roles in the first 4 million years of human history? Does the evidence indicate how women’s roles may have changed over time? How and why might such changes have occurred?

5. Describe the process by which the main framework of civilization was created in Mesopotamia.

6. Social divisions are a persistent feature in civilization. Define the term social divisions as it is used in the text. Describe the social divisions within Mesopotamian society, and indicate the reasons for those divisions

7. Explain how the first Egyptian civilization was shaped by its natural environment.

8. Discuss the Egyptian religious beliefs and death rituals.

9. Compare the civilization in the Indus Valley with the civilizations in Mesopotamia and Egypt.

10. How did differences in the environment and geographical location affect the development of these three early civilizations?

11. Why might slavery not have been so important in the river-valley civilizations?

12. What is the connection between knowledge and power? How did writing play into this relationship?

Vocabulary:

1. megalith 6. Stone Age 11. city-state 2. Agricultural Revolution 7. civilization 12. Hammurabi 3. forager 8. Babylon 13. ziggurat 4. Neolithic 9. Sumerians 14. amulet 5. Paleolithic 10. Semitic 15. cuneiform 16. pharaoh 19. Memphis 22. papyrus 17. ma'at 20. Thebes 23. Harappa 18. pyramid 21. hieroglyphics 24. Mohenjo-daro

Chapter 2: New Civilizations in the Eastern and Western Hemisphere, 2220 B.C.E. - to 250 C.E.

Reading Questions:

1. What was the Mandate from Heaven? What was the importance of the Mandate of Heaven in the transition from the Shang to the Zhou period?

2. The Warring States Period was a time of political and social change in China. How do Daoism and Confucianism reflect these changes?

3. Discuss the importance of the Chinese concept of “harmony” in both religious and political terms. How does this concept manifest itself in political and religious structures?

4. Compare the political system and political philosophies of China to those of Egypt and Mesopotamia. How does ideology develop in response to political and social crisis?

5. What was the importance of trade to the native civilizations that emerged along the Nile south of Egypt?

6. Discuss the impact of geography on the development of the Americas. Use specific examples from Mesoamerican and Andean civilizations.

7. In contrast to the civilizations discussed in previous chapters, what do the civilizations in China, Nubia, and the Americas, have in common? How were they shaped by long-distance trade?

8. How did war and imperial expansion influence the development of the civilizations discussed in this chapter?

Key Terms 1. loess 6. yin/yang 11. Meroë 2. Shang 7. Legalism 12. Olmec 3. divination 8. Confucius 13. Chavin 4. Zhou 9. Daoism 14. llama 5. Mandate of Heaven 10. Kush Chapter 3: The Mediterranean and Middle East, 2000–500 B.C.E.

Reading Questions

1. Why have historians called the Assyrian Empire of the first millennium B.C.E. the first true empire?

2. How were the Assyrians able to conquer and control such a large and diverse empire?

3. Describe the migrations of the people ultimately known as Israelites. What were the causes and consequences of those migrations?

4. What factors led to Egypt losing its isolationist perspective in the Near East?

5. Describe the nature and extent of Phoenician expansion in the Mediterranean.

6. What is meant by the description of Carthage as a commercial “empire”? 7. Compare the Assyrian and the Phoenician/Carthaginian empires and explain the differences in their institutions, goals, and values.

8. Compare the rise of civilizations in the Aegean Sea area with the rise of earlier world civilizations.

9. How were the Mycenaean culture influenced by the Minoans? What motives underlay their expansionist policies?

10. What were the reasons for the nearly simultaneous collapse of several civilizations in the Middle East and Mediterranean during the Late Bronze Age?

Key Terms 1. Iron Age 8. shaft graves 15. First Temple 2. Hittites 9. Linear B 16. monotheism 3. Hatsheput 10. Neo-Assyrian Empire 17. Diaspora 4. Akhenaten 11. mass deportation 18. Phoenicians 5. Ramesses II 12. Library of Ashurbanipal 19. Carthage 6. Minoan 13. Israel 20. Neo-Babylonian kingdom 7. Mycenae 14. Hebrew Bible

Chapter 4: Greece and Persia

Reading Questions:

1. Compare the creation of the Persian Alexandrian Empires. What factors accelerated the rise of these empires and facilitated their decline? Discuss whether the rapid rise of these empires contributed to their similarly rapid fall.

2. Describe Persian religious beliefs during the height of the Persian Empire

3. How did geography and the environment affect Greek development?

4. Compare and contrast the polis as it existed in Athens and Sparta. How did two such different city-states emerge from the same general geographic region?

5. Discuss the development of Greek democracy. Was Greek democracy “democratic”?

6. Explain Greek intellectual currents using the life of Socrates as an example

7. Explain what is meant by the Hellenistic Age.

8. Compare the political systems of the Persian Empire and of Greece. What factors best explain the differences between Persian and Greek political cultures?

9. How and why did the government of Greek city-states develop and change from the Archaic through the Classical periods?

10. Why did the Persians and the Greeks come into conflict? What factors might explain the outcome of the Persian Wars and Alexander’s conquest of the Persian Empire?

11. Why did Athens and Sparta come into conflict? What factors might explain the outcome of the Peloponnesian War, and what were the consequences of war for the city-states?

12. How would you describe and explain the influence of the Persians and of the Greeks on western Asia and Egypt? 13. What was the relationship between power and artistic and literary culture in the Greek world?

Key Terms

1. Cyrus 8. tyrant 15. Socrates 2. Darius I 9. democracy 16. Peloponnesian War 3. satrap 10. sacrifice 17. Alexander 4. Persepolis 11. Herodotus 18. Hellenistic Age 5. Zoroastrianism 12. Pericles 19. Ptolemies 6. polis 13. Persian Wars 20. Alexandria 7. hoplite 14. trireme