Welcome to Humanities AP World History, AP Art History, and Honors World Literature

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Welcome to Humanities AP World History, AP Art History, and Honors World Literature Congratulations! You are embarking on a new and exciting experience!

1 Welcome to Humanities AP World History, AP Art History, and Honors World Literature Congratulations! You are embarking on a new and exciting experience! You will complete several different assignments to help prepare you for the rigor of the Humanities course and provide you with an artistic and historical overview of the world. Due Dates The maps and definitions are due on the first day of class. Art analyses and the reading assignment are due on the first Friday of class. No late assignments will be accepted. Plagiarism Any evidence of plagiarism will result in a zero for the assignment and disciplinary action. All information from the book and internet must be rephrased in your own words. If you work with other students to understand and discuss the readings, your work must be unique and in your own words. This policy will apply for all assignments in this course. Sample Completion Timeline How not to get overwhelmed!?! Questions June: (Try to work only on the weekdays and relax on the weekends!) Finish 5-10 Isms per day, depending on your vacation schedule. Read at least one chapter per week and complete the corresponding portion of the chart. Visit a museum and fill out the DAIJ Criticism sheets. July: (Try to work only on the weekdays and relax on the weekends!) Finish 1 Map per week, depending on your vacation schedule. Read at least one chapter per week and complete the corresponding portion of the chart. Type the one page DAIJ Synopsis for each piece of artwork. If you have any questions about the Humanities assignments, you can Shannon.Herndon@cobbk12.org AP World History assignments (I will be in Italy from June 7 26; go ahead, be jealous!) Mary.Mccullough@cobbk12.org AP Art History assignments ** Keep in mind that you may not get an immediate response!**

2 AP World History Summer Assignment Isms, Maps, and Summer Reading Introduction to the AP World History Course Themes (You will use the themes for the summer reading activity.) The purpose of AP World History is to study the history of the world through global movements, by looking at the big picture and examining specific events based on themes. The major themes for the course are: S-P-I-C-E Development and Transformation of Social Structures (SOCIAL) Gender Roles and Relations Family and Kinship Racial and Ethnic Constructions Social and Economic Classes State building, Expansion, and Conflict (POLITICAL) Political Structures and Forms of Governance Empires Nations and Nationalism Revolts and Revolutions Regional, Trans-regional, Global Structures and Organizations Interaction between Humans and the Environment (INTERACTION) Demography and Disease Migration Patterns of Settlement Technology Development and Interaction of Cultures (CULTURE) Religions Belief systems, Philosophies, and Ideologies Science and Technology Arts and Architecture Creation, Expansion, and Interaction of Economic Systems (ECONOMICS) Agricultural and Pastoral Production Trade and Commerce Labor Systems Industrialization Capitalism and Socialism Historical Periodization The AP World History course content is structured around the investigation of course themes and key concepts in six chronological periods. The six historical periods provide a sequential framework for the course. Period 1: Technological and Environmental Transformations (to 600 B.C.E.) Period 2: Organization and Reorganization of Human Societies (600B.C.E. 600 C.E.) Period 3: Regional and Transregional Interactions (600 C.E C.E.) Period 4: Global Interactions ( C.E.) Period 5: Industrialization and Global Integration ( C.E.) Period 6: Accelerating Global Change and Realignments (1900 present) B.C.E. stands for Before the Common Era which historically was referred to as B.C. Before Christ. C.E. stands for Common Era which was referred to as A.D. anno Domini - In the year of the Lord. In other words, B.C. is now B.C.E., and A.D. is now C.E.; CollegeBoard uses the new abbreviations on the exams.

3 Name: Date: Class: ISMS Definitions: (All parts of the chart MUST be handwritten. You may use notebook paper.) By defining the Isms, you will begin to build an academic vocabulary, which you will utilize throughout the Humanities course. You may recognize many of the terms; however, do you truly understand the historical significance of each Ism? First, you need to know what the suffix -ism means. Define ism: Ism Root Word Definition Main Ideas/Beliefs of the Ism Example from World History Absolutism Absolute- complete, total, or unlimited -Unlimited power for a leader -Centralized government -NO checks and balances King Louis XIV France ( ) Sun King I am the State Animism Anti-Semitism Authoritarianism Buddhism Capitalism Calvinism Catholicism Communism Confucianism Daoism/Taoism

4 Deism Despotism Ethnocentrism Fascism Feminism Feudalism Hellenism Hinduism Humanism Imperialism Industrialism Isolationism Judaism

5 Legalism Liberalism Lutheranism Manorialism Marxism Mercantilism Militarism Monotheism Nationalism Nazism Neoclassicism Polytheism Protestantism

6 Rationalism Scholasticism Secularism Shi ism Shintoism Social Darwinism Socialism Stoicism Sufism Sunnism Totalitarianism Zionism Zoroastrianism "Not that I condone fascism, or any -ism for that matter. Isms in my opinion are not good. A person should not believe in an Ism, he should believe in himself." - Ferris Bueller's Day Off

7 Name: Date: Class: World Map Activity: (All parts of the map MUST be handwritten.) Label the maps with the geographic features and color/highlight each group of features the shade indicated in parentheses. Print to make sure your maps are easy to read. Use the provided maps to label the features listed below; use the appropriate list A, B, or C with the corresponding map. Oceans and Seas (Blue) Atlantic Ocean Pacific Ocean Indian Ocean Arctic Ocean Southern Ocean North Sea Baltic Sea English Channel Norwegian Sea Mediterranean Sea Adriatic Sea Aegean Sea Black Sea Caspian Sea Great Lakes Red Sea Persian Gulf Arabian Sea Bay of Bengal South China Sea East China Sea Yellow Sea Sea of Japan Caribbean Sea Hudson Bay Cape of Good Hope Cape Horn Gulf of Guinea Gulf of Mexico Map A: Bodies of Water Straits & Canals (Purple) Bosporus Strait Strait of Magellan Strait of Gibraltar Strait of Malacca Dardanelles Panama Canal Suez Canal Rivers (Green) Nile Amazon Mississippi Rio Grande Indus Ganges Yangtze Huang He Tigris Euphrates Irrawaddy Mekong Danube Rhine Congo Niger Circle the four early river valley civilizations. Tigris-Euphrates Nile Huang He Indus Mountain Ranges (Orange) Alaska Range Rocky Mountains Appalachian Mountains Andes Mountains Alps Atlas Mountains Ural Mountains Hindu Kush Himalaya Mountains Map B: Landforms Deserts (Yellow) Gobi Kalahari Sahara Thar Mojave Arabian Namib Atacama Syrian Peninsulas and landforms (stripes or dots) Arabian Peninsula Balkans Crimean Horn of Africa Iberian Peninsula Yucatan Peninsula Rift Valley Asian Steppe Map C: AP World Regions Go to the AP World History Course and Exam Description at Scroll down to page 22 of the AP World History Course and Exam Description. Use the Closer Look map to draw and label the AP Regions on Map C. Make your own key and use a color for each region and striping to indicate regions that overlap.

8 Map A: Bodies of Water

9 Map B: Landforms

10 Map C: AP World Regions

11 Name: Date: Class: How Art Made the World: A Journey to the Origins of Human Creativity By Nigel Spivey Summer Reading: (All parts of the assignment MUST be handwritten.) Read the novel How Art Made the World by Nigel Spivey. Spivey illustrates the importance of art as a record of history. Find social, political, interaction, cultural, and economic examples while reading each of the following chapters. Fill out the S-P-I-C-E chart with 1-2 examples from each chapter. A quote and the page number must be provided along with the descriptions as evidence of your comprehension of the example and the AP World History Course Themes. For a detailed description of the AP World History Course Themes, go to and review the themes on pages AP World Course Themes Ch. 1 The Human Artist Chapter Example(s) Quote (pg. #) Social Political (Example) Interaction Technology: Walking on 2 legs instead of 4 led to people creating new technologies with their hands. Technology can also be represented in paintings. The primary effect of bipedalism include[s] the making and carrying of tools and weapons (Google book, pg. 8). Anatomical Lecture of Dr. Nicolaes Tulp by Rembrandt van Rijn (painting, 1632) Cultural Economic AP World Course Themes Ch. 2 The Birth of the Imagination Chapter Example(s) Quote (pg. #) Social Political

12 Interaction Cultural Economic AP World Course Themes Ch. 3 More Human than Human Chapter Example(s) Quote (pg. #) Social Political Interaction Cultural Economic AP World Course Themes Ch. 4 Once Upon a Time Chapter Example(s) Quote (pg. #) Social Political Interaction

13 Cultural Economic AP World Course Themes Ch. 5 Second Nature Chapter Example(s) Quote (pg. #) Social Political Interaction Cultural Economic AP World Course Themes Ch. 6 Art and Power Chapter Example(s) Quote (pg. #) Social Political Interaction Cultural

14 Economic AP World Course Themes Ch. 7 Seeing the Invisible Chapter Example(s) Quote (pg. #) Social Political Interaction Cultural Economic AP World Course Themes Ch. 8 In the Face of Death Chapter Example(s) Quote (pg. #) Social Political Interaction Cultural Economic

15 AP Art History Summer Assignment Visit a Museum In AP Art History, we will be developing your visual literacy skills. To begin learning how to look at art, you are required to visit one of the many area art museums during the summer. Here are some suggestions: Task: The High Museum ($12/Closed on Mondays) The Marietta Cobb Museum ($5 with student ID/Closed on Mondays) Michael C. Carlos Museum Any other visual art museum where drawings, paintings, print, sculptures are on display. (This cannot be a planetarium, science museum, etc. It needs to be a museum dedicated solely to the visual arts.) If you are exploring colleges this summer, be sure to inquire about their art museum. This can be done out of state or abroad. If you are on vacation, check out the museums in the area. a. Take a photograph of yourself at the museum to show that you attended. The photo must include something about the museum like a sign in the background, painting, sculpture etc. The photo is be handed in with the assignment on your first day. b. As you walk through the galleries, select 3 works of art by any 3 artists that interest you. Explore each piece by carefully observing. Try to gather as much information as possible by looking carefully. c. There is a DAIJ Criticism sheet attached. Please print a few and take them with you to the museum. Consider the following DAIJ Critique steps: D=Description. The first step in art criticism is description. When we look at a work of art, our minds naturally take notice of the general information that is present. For example, if we take The Mona Lisa, we notice, Hey, this is a painting of a woman. When critiquing, start here with a simple description of what is seen in the artwork. A=Analysis. Analysis refers to how we see the elements and principles of art. In this step, our minds take in the lines, values, and colors of the artwork. We also may take notice of the balance, proportion, rhythm, and unity found within the work. In a critique, students should point out what is happening with these specific elements and principles. Many times, the formal qualities of the artwork are what makes the art successful. Students should understand how these qualities work and what makes them successful in artwork. They should also be able to discern when these formal qualities are unsuccessful as well. I=Interpretation. Often times, students will automatically skip to this step. We look for meaning in everything, so this is natural. In this step, we explore the meaning of the artwork. What is the artist trying to communicate to us? There are no wrong responses here. J=Judgment. The last step in art criticism is judgment. Is this work of art successful? It is important if we are teaching students, to guide them in this step. Remind students that the work of art may not be their favorite, but it may still be successful. This way, we teach students to appreciate good art, even if we personally do not like it. Understanding the steps to art criticism and implementing them in a structured way in critique, will help you create better artwork. If the museum permits photos, take a picture of each painting. ALWAYS ASK PERMISSION.

16 For each of the 3 works of art, write a one page (double spaced, 12 pt. font) DAIJ critique/synopsis in essay form. Include the following: Full ID: title, artist, year, medium, size Picture (your photo, museum postcard, download from Internet): BE SURE TO ASK IF YOU CAN TAKE PHOTOS. MUSEUMS ARE VERY STRICT ABOUT THIS RULE. Information that you gathered by observation for your DAIJ critique. (Do not copy and paste from the Internet. I want your observations.) Your impressions about the work: what do you think it means? How does it make you feel? Is it a successful painting? Do you like it? There are no right or wrong answers to these questions but your critique/synopsis should be a complete and thoughtfully considered. Most of all, I want you to look around and enjoy the museum!

17 Name: Date: Class: Description Name of the artist: Name of the artwork: Date of the artwork: Type of artwork (example: oil painting, ceramic, lithograph): Size of artwork (if given): Physical Description (what do you see): Analysis (write at least two elements of art and two principles of design that you see and how they are being used): Interpretation (based on history what do you think the artist is trying to say): Judgment (do you like it or not and why): Elements: line, form, shape, texture, color, space, value Principles: balance, emphasis, pattern, movement, rhythm, contrast, unity

AP World History Summer Assignment Mr. Harris

AP World History Summer Assignment Mr. Harris joel.harris2@henry.k12.ga.us Welcome to Advanced Placement World History. Over the course of the semester we will explore 10,000 years of human history, learn