Ap World History Summer Assignment s1

AP WORLD HISTORY SUMMER ASSIGNMENT 2017-2018 Welcome to AP World History! We are looking forward to an exciting and challenging year as we explore the history of the world together. To get started, you will be completing the summer assignment described below. In AP World History, we analyze lots of documents, including visuals and artifacts. This assignment is designed to help you become familiar with important artifact evidence in world history, as well as the techniques used to analyze this type of evidence. All work will be collected on the first day of class. We hope that you have a restful and enjoyable summer. See you in September! Mrs. Turek Mr. Velten

PART 1: Join our class Remind group now! It’s simple, just text @apwhdhs17 to 81010 or (410)777-8770. Or to receive messages via email, go to https://www.remind.com/join/apwhdhs17 PART 2: This activity is based on the BBC and British Museum radio series, A History of the World in 100 Objects. A book by the same title has also been published to go with the series and can be used in place of the internet to complete this assignment.

“When did people first start to wear jewelry or play music? When were cows domesticated and why do we feed their milk to our children? Where were the first cities and what made them succeed? Who invented math-or came up with money?

The history of humanity is a history of invention and innovation, as we have continually created new items to use, to admire, or to leave our mark on the world. In [an] original and thought-provoking book, Neil MacGregor, director of the British Museum, has selected one hundred man-made artifacts, each of which gives us an intimate glimpse of an unexpected turning point in human civilization. A History of the World in 100 Objects stretches back two million years and covers the globe. From the very first hand axe to the ubiquitous credit card, each item has a story to tell; together they relate the larger history of mankind- revealing who we are by looking at what we have made.” Directions 1. Go to the following website: http://www.bbc.co.uk/ahistoryoftheworld/about/british-museum-objects/. If you have trouble, simply search “A History of the World in 100 Objects” and you will find it. This page allows you to view a list of the 100 objects and a snapshot picture of each. 2. The objects are grouped into 20 categories, according to chronology and theme. For example, the first category is called “Making Us Human.” Select 10 objects to investigate, each one from a different category. Listen to the podcast, or read the transcript, for each of the 10 objects you’ve selected. 3. Complete an analysis of each object, using the OPTIC format described below and on the back of this page. You may copy the back of this page to use or print the OPTIC page, available under Summer Assignments on the Dulaney website. Your analysis of all 10 objects must be hand-written and represent your own individual work. It will be collected on the first day of class. OPTIC is an organizational strategy particularly suited for analyzing visuals and graphics. OPTIC stands for Overview, Parts, Title, Interrelationships, and Conclusion. This acronym helps students to remember the 5 steps for analyzing visual evidence.  Conduct a brief OVERVIEW of the visual  Key in on the PARTS of the visual, noting any important elements or details  Read the TITLE of the visual so you clearly understand the subject  Use the title and the parts of the visuals as your clues to detect and specify the INTERRELATIONSHIPS in the visual  Draw a CONCLUSION about the visual as a whole AP World History Summer Assignment A History of the World in 100 Objects

CATEGORY: ______OBJECT: ______

OVERVIEW (Context – When was it created? Where is it from? What else was happening historically at this time?)

PARTS (What are the elements or details? Describe them. What is going on in the visual? What materials were used to make it?)

TITLE (What is the title? What does it mean? How does it help you to understand the parts and purpose of the object?)

INTERRELATIONSHIPS (How are the title and the parts connected? What is the purpose of the object? What message or meaning is conveyed by the object as a whole? How does it relate to other events/developments during the same time period?)

CONCLUSION (What is the overall significance of this object? Why was it selected as one of only 100 to represent human history? What can we learn about world history from this object?) PART 3: Complete the “Becoming Human” assignment according to the directions below.

BECOMING HUMAN

Assignment: You will view the documentary, Becoming Human, in order to better understand human evolution and the peopling of the earth, one of our Key Concepts in Period 1. Answer the questions as you view the documentary.

How to Begin:  The documentary, sponsored by the Institute of Human Origins, is located at www.becominghuman.org  When you arrive at the home page, click on “Becoming Human, the Documentary,” located on the left sidebar. Begin the program with the Prologue. After you have viewed the prologue, answer the question below. Continue on, viewing and answering questions for each of the other sections.  Note, in some sections, you will be required to view “Related Exhibits” in order to complete additional questions.  The entire documentary will take approximately a half-hour to view.

Prologue 1. What is a paleoanthropologist?

Evidence 2. What is a hominid? 3. Who is Lucy and how old is she? (Be sure to identify what species she is.) What is the significance of this discovery? 4. Related Exhibit: The Dating Game  Define each of the following: o relative dating o Law of Supposition o absolute dating o radio-carbon dating.

Anatomy 5. Explain Charles Darwin’s theory regarding evolution. 6. Who is our common (closest) ancestor? How do we know? 7. What is the significance of Mary Leakey’s discovery? 8. What is the significance of Homo erectus?

Lineage 9. Explain the behaviors and/or attitudes that set Neanderthals apart from earlier hominids. 10. Related Exhibit: Modern Humans Populate the Globe  Explain the difference between the “Out of Africa Theory” and the “Multi-Regional Theory.”

Culture Rock Art: Australia 11. What are finger swirls and how are they significant? 12. Compare the art pictures of Australia and Europe. Why are they different? How are they the same? 13. How is Australian rock art a form of communication overtime? PART 4: The course is divided into 6 chronological time periods. Period 1, which includes the time from approximately 10,000 BCE until 600 BCE, is covered in Chapter 1 of the textbook. You will be assigned a textbook at the start of the school year; however, for the summer assignment, you will read chapter 1 from the handout distributed in June or copy/paste the link provided here: https://tinyurl.com/apwhchapter1

Use the following headings and questions to guide your note-taking as you read the chapter. Notes must be hand-written, and there will be a quiz on the material on the first day of class.

Chapter 1 Reading Notes: From Human Prehistory to the Early Civilizations

A. Introduction a. How long ago was human origin? b. Aspects of humans b.i. Positive? b.ii. Negative? c. When and what was the Paleolithic Age? d. What defined this age? B. Late Paleolithic Developments a. How long ago were the homo sapiens roaming the earth? b. What changed that allowed for population growth? c. What are the greatest achievements for this time period? d. What type of tools were developed and what were they used for? e. Where does our knowledge of the time period evolve from? C. Neolithic Age Revolution a. How did agriculture change everything? b. What was the result on the worldwide population between 14,000 BCE and 10,000 BCE? c. How did the following events cause changes in agriculture? c.i. Better climate c.ii. Population increase c.iii. Decrease in big game c.iv. Seeds d. What was the role of domesticated animals? e. Why was this revolution prevalent in the Middle East? f. What were the effects of this “revolution?” g. In what ways were the changes of the Revolution resisted? h. What are the lasting changes that occurred during this time? h.i. Specialization? h.ii. Technology? h.iii. Metal tools? D. Civilization a. Characteristics of hunter/gathering societies? b. What were the benefits of settling down? c. Characteristics of Catal Huyuk in 7000 BCE? d. How do we know about d.i. Rooftop activity? d.ii. Religious beliefs? d.iii. Trade? e. Give an official definition of Civilization e.i. Political characteristics? e.ii. Benefits of city life? f. What was the first form of writing? f.i. What was it used for? g. What are the negatives of a civilization? h. What are the benefits of a civilization? i. What does a civilization do to the environment? E. Tigris-Euphrates Civilization a. What precedents were set by the Tigris Euphrates civilization?

b. What does Mesopotamia stand for? c. Who were the Sumerians? c.i. Cuneiform? c.ii. Sumerian art? c.iii. Scientific accomplishments? c.iv. Ziggurats? c.v. Role of geography? c.vi. City States and Kings? c.vii. Inventions? d. Babylonians d.i. Hammurabi’s role and influence e. Egyptian Civilization e.i. How did they rely upon Mesopotamia? e.ii. Geographic Factors e.ii.1. Advantages? e.ii.2. Disadvantages? e.iii. Role of Pharoahs in society? e.iv. Interactions with the Kush in the South? e.v. What did Egyptian art look like? e.vi. Where did their architecture spread to? f. Indian and Chinese River Valley Civilizations f.i. Indus River – Harappa/Mohenjo Daro f.i.1. Accomplishments? f.ii. What were some characteristics of the Huanghe (Yellow River)? g. Heritage of the River Valley Civilizations g.i. Accomplishments? g.ii. What are some common legacies of these civilizations? g.iii. East vs. West g.iii.1. Mesopotamians? g.iii.2. China? g.iv. Judaism g.iv.1. What were the beliefs of the newly created religion? g.iv.2. What made them unique in history up to that point? g.iv.3. How did their beliefs influence future religions? (Christianity and Islam)