AP World History Summer Assignment

RandolphHighSchool
APWORLDHISTORY
SUMMERASSIGNMENT
2016-17
Dear New APWH Students,
Welcome to AP World History for the 2016-17 school year!
Advanced Placement World History is a college-level course designed to expose you to the broad patterns of
the human experience. In addition to a survey of historical people and events, you will explore connections
and comparisons between places and time, which is the most exciting part! Upon completion of the course,
you will see how everything and everyone fits into the global historical puzzle.
The course description from the College Board sums it up well:
“The AP World History course focuses on developing students’ understanding of world history from approximately 8000
B.C.E. to the present. The course has students investigate the content of world history for significant events, individuals,
developments, and processes in 6 historical periods, and develop and use the same thinking skills and methods employed
by historians when they study the past. The course also provides 5 themes (see p.2) that students explore throughout the
course in order to make connections among historical developments in different times and places encompassing the 5
major geographical regions of the globe: Africa, the Americas, Asia, Europe, and Oceania.“ (College Board, APWH Course
and Exam Description, Fall 2016.)
The purpose of this summer assignment is to prepare you for your quick immersion in AP World History the
first weeks of school. There are 2 parts to this summer assignment with suggested completion dates. Be sure
to read each section and follow the instructions carefully. Do not save this work for the last week of summer.
Cramming is not an effective way to learn or retain information, and it certainly will not help you in May when
you take the AP exam!
DUEDATE:Secondweekofschool*
QUIZDATE:Geographyassignment-endofthesecondweekofschool
* Late assignments will not be accepted. The only exception will be those students that enrolled new to the
course after the first day of school. You will be given an extra two weeks to complete the current event
assignment; however, you will still be expected to take the map quiz the second week of school.
ASpecialNoteaboutPlagiarism:
Plagiarism, which is defined as “knowingly to present, as one’s own the idea(s), work(s), or product(s) of
another without accurately citing the source” will not be tolerated in AP World History and Randolph High
School. If you have any questions on the definition of plagiarism, how to properly cite sources, and/or the
consequences, please refer to the Plagiarism Policy (Regulation 5701) found in the Randolph Township
District Rules and Regulations. Here is a shortened link for easy access: http://tinyurl.com/rhsplagpolicy.
If you have any questions, please feel free to email me over the summer. My email address is
rspray@rtnj.org.
Good luck, and I look forward to seeing you all in September!
Mrs. Spray
!Notetoyourparentsonback!
AdditionalInformationforParents:
th
AP World History is a 9th grade core course or a 12 grade elective. It is taught as a college-level
introductory course to world history, which means that the curriculum, reading difficulty and class behavior
norms are what is expected of college freshmen. This class is for self-motivated, curious, hard-working
students who already have self-discipline. Instead of reviewing textbook power points, we spend class time
applying what students read in the textbook to class activities. As a result, getting by with what is done in
class will not be sufficient preparation for the course unit tests and May College Board AP World History
exam. Independent study is also required.
Work Load: I want to present a realistic picture of the workload so students (and parents) know the course
expectations. Depending on the student, there is approximately one hour of homework per weeknight. There
is also a weekly assignment which many students save for the weekend: a textbook chapter reading and 13+
questions (due every Monday). The text has 23 chapters (30 pages each) and students are expected to read
every chapter – one chapter per week. Freshmen find it demanding at first, but once they get into the
routine, they appreciate the predictability and learn to plan ahead.
AP Exam: Students are highly encouraged to take the 3.25 hour AP exam in May 2017. The newly
redesigned exam consists of 55 multiple-choice questions + 4 short answer questions + 1 document-based
essay (DBQ) + 1 long essay. Depending on the university, if a student scores well on this exam, they can
receive college credit and/or advanced placement (exemption from pre-requisites, etc.) in history. We will
review for the exam throughout the course. Students are encouraged to create a review notebook from the
course handouts. It is also suggested that students buy a new edition of an APWH 2016-17 exam review
book, such as the Princeton Review series. More information to follow in the fall.
Rewards: If a student scores a 3 or above on the AP World History test and does so in 2 other AP courses
over the course of their high school years, they are eligible for an AP Scholar Certificate. If a student opts
to take the elective 2-year AP Seminar and Research course and 3 additional AP Courses (in addition to
APWH), and scores 3s or above, they are eligible for an AP Capstone Diploma. To see further AP awards
and distinctions, please refer to the College Board website at https://professionals.collegeboard.org/k12/awards/ap-scholar.
If you have any additional questions, please feel free to email me at rspray@rtnj.org. I look forward to
working with your student!
2
APWORLDHISTORY
SUMMERASSIGNMENTOVERVIEW
How can you …
Study world history and make connections between events and regions if you do not know geography?
Relate past historical events to the present if you do not know what is going on in the world today?
In order to be successful in AP World History, you must have a geographic sense of the globe and
knowledge of current events. In addition, this course will expect you to analyze history using the 5
Major Themes of AP World History and use the 4 Critical Thinking Skills (both listed below). This
summer assignment is designed to help you gain knowledge and practice these skills.
FiveMajorThemesofAPWH:
1.
2.
3.
4.
5.
Interaction between humans and environment (Environment)
Development and interaction of cultures (Cultural)
State-building, expansion, and conflict (Political)
Creation, expansion, and interaction of economic systems (Economic)
Development and transformation of social structures (Society)
* For descriptions of the topics within these themes, refer to the attached “Introduction to the 5 Themes”
handout in the back of this packet.
FourHistoricalThinkingSkillsofAPWH:
1.
2.
3.
4.
Analyzing historical sources and evidence
Making historical connections
Chronological reasoning
Creating and supporting an historical argument
Thereare2partstothesummerassignment:
PARTI:“WhereintheWorld?”-MapActivity
• Recommended completion date: End of July. Study throughout August!
Objectives: To enhance familiarity with world geography and the strategic importance of water and land
formations. To learn areas referred to in the APWH textbook and exam.
PARTII:“WhatintheWorld(isgoingon)?”-5CurrentEvents
• Recommended completion date: 1 in June, and 2 each in July and August = 5 in total
Objectives: To increase the awareness of global issues in key regions outside the United States. To practice
identifying, summarizing, and analyzing issues and events. To become familiar with the major regions of the
world and the events that impact each region. To investigate modern issues in order to provide global and
historical contextualization.
Source for these assignments: APWH teachers, Bill Strickland (East Grand Rapids HS, Grand Rapids, MI) and
Mrs. Ciccarelli (William A. Hough High School, Charlotte, NC)
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PART1:MAPACTIVITY(45points)
Familiarity with the world and its physical features is an important part of AP World History. While you will not
be specifically tested on the physical features when you take the AP exam, many questions assume that you
have some knowledge of the earth and its topography. Additionally, there will be numerous references to
these features during class and in course readings. Directions:
1) Learn and memorize the APWH regions from the enclosed map. Use this map to put a star on the
location of your current events in the Part 2 assignment. (5 points)
2) Using the worksheet provided, list the names of 5 countries (your choice) in each of these APWH
regions. (25 points)
3) Neatly label the water and landforms listed in the chart below on the attached Map #1. (15 points)
***QUIZ!Youwillhaveamapquizonalloftheseitemsthe2ndweekofschool.Thequiz
willassessyourabilitytolocatetheseitems.
You may use the following websites to test your knowledge: http://www.ilike2learn.com/ilike2learn/ and
http://www.sheppardsoftware.com/Geography.htm (Note: these review sites contain more information than
the items listed for this map assignment/quiz).
Map#1:BodiesofWaterandLandforms
OceansandSeas Rivers
Peninsulasandotherlandforms
MountainRanges
ArabianPeninsula
AtlanticOcean
Nile
AndesMountains
CrimeanPeninsula
PacificOcean
Amazon
Alps
Indus
UralMountains
HornofAfrica
IndianOcean
HinduKush
MediterraneanSea Ganges
IberianPeninsula
Yangtze
HimalayanMountains
YucatanPeninsula
SouthChinaSea
HuangHe(Yellow)
AsianSteppe
PersianGulf
Tigris
Caribbean
Deserts
Euphrates
Gobi
Kalahari
Sahara
Mojave
Arabian
4
AP World History
“Must Know” Geography Regions Quiz
Name _________________________
Hour ____
May 27, 2008
Name 5 Countries in each of the Geographic Regions below.
Note: some countries CAN belong in more than one region.
N. Africa
E. Africa
W. Africa
Central Africa
Southern Africa
1 ___________________
1 ___________________
1 ___________________
1 ___________________
1 ___________________
2 ___________________
2 ___________________
2 ___________________
2 ___________________
2 ___________________
3 ___________________
3 ___________________
3 ___________________
3 ___________________
3 ___________________
4 ___________________
4 ___________________
4 ___________________
4 ___________________
4 ___________________
5 ___________________
5 ___________________
5 ___________________
5 ___________________
5 ___________________
Middle East
E. Asia
S. Asia
SE Asia
Latin America
1 ___________________
1 ___________________
1 ___________________
1 ___________________
1 ___________________
2 ___________________
2 ___________________
2 ___________________
2 ___________________
2 ___________________
3 ___________________
3 ___________________
3 ___________________
3 ___________________
3 ___________________
4 ___________________
4 ___________________
4 ___________________
4 ___________________
4 ___________________
5 ___________________
5 ___________________
5 ___________________
5 ___________________
5 ___________________
Bill Strickland, East Grand Rapids High School
bstrickl@egrps.org
Map#1–WaterandLandforms
PART2:CURRENTEVENTS-GLOBALISSUES(20ptsX5=100points)
Directions:
1. You MUST use these major news sources (online or in-print).
reuters.com
ap.org
foreignpolicy.com
economist.com
jpost.com
nytimes.com
cnn.com
latimes.com
washingtonpost.com
english.aljazeera.net
csmonitor.com
guardian.co.uk
bbc.co.uk
buenosaireherald.com
english.peopledaily.com
japantimes.co.jp
moscowtimes.ru
indianexpress.com
egypttoday.com
granma.cu/ingles/index.h
tml
2. Using these sources and choose 5 articles from 5 different APWH regions and 5 different issues
a. Articles should be from 5 different sources and published this year (2016).
b. At least 1 source should be an international, NOT a U.S., news source.
c. Record the location of the article on your AP World Regions map with a STAR.
3. Read each article carefully. Highlight and annotate (write notes in the margins if necessary)
a. Main ideas, supporting ideas, key vocabulary, people, places, events...
b. Include this highlighted and annotated print out with each of your written assignments
4. Complete the written assignment below.
a. Use the attached sample as a template for completing the assignment.
b. Format: 12-point, Times New Roman font.
WrittenAssignment:
Your assignment must address the following items. Suggested length is 3 paragraphs of 10-12 sentences.
Grading rubric is attached.
1. Theme/Region: What AP World History theme does this article relate to and how? (AP Themes
are listed on page 3 of this document and described in the handout attached.) Also, identify the
AP World Region the event takes place in.
2. Summary: Write a thorough and accurate summary of the major points of each article. Provide
the name of the article, source and author. Use specific PARAPHRASED evidence from the article
that summarizes KEY FACTS and supports your analysis of theme. Use at least one detail
paragraph that includes the FACTS or 5 Ws – Who, What, Where, When, Why?
3. Analysis: Share your own reactions or opinion of the article and your ideas on the impact of the
event. Analyze why this EVENT is important and the possible impact of the event.
GlobalRegionsChart:
To help you with this assignment, here is a regional information chart with current issues below:
Regions&CountriesExamples
WesternEurope
Greece, Germany, Spain, Ireland, Great Britain, etc.
EasternEurope
Russia, Belarus, Poland, Ukraine, Georgia, etc.
Africa
Sudan, Sierra Leone, S. Africa, Kenya, Nigeria, Zimbabwe, DRC, etc.
MiddleEast
Saudi Arabia, Iran, Syria, Egypt, Iraq, Yemen, Israel/Palestine, Turkey,
etc.
CentralAsia
Afghanistan, Pakistan, Kyrgyzstan, Uzbekistan, Kazakhstan, etc.
EastAsia
China, Japan, North and South Korea, Tibet, etc.
SouthEastAsia
Vietnam, Thailand, Cambodia, Indonesia, Myanmar, Malaysia, etc.
SouthAsia
India, Sri Lanka, Bangladesh, etc.
LatinAmerica&Caribbean
Mexico, Peru, Venezuela, Argentina, Brazil, Columbia, Nicaragua,
Nicaragua, Guatemala, Cuba, etc.
Topics/Events
recession, interaction & global trade,
discrimination & religious xenophobia, political corruption,
civil war
civil war, gender inequality, resource depletion, election
fraud, refugees/displaced peoples
gender inequality, religious conflict, social inequality and
revolution, refugees/displaced peoples, press/media
freedom
gender inequality, poverty, war, terrorism, drug trafficking
censorship & authoritarian rule, global trade & interaction,
social inequalities, religious conflict
poverty, global trade & growth, social inequalities, religious
conflict
poverty & migrations, political conflicts/corruption, global
trade & interaction
5
Student Name: ____________________________
CurrentEventRubric
Category
4Exemplary
3Effective
2Developing
Connectionto
APWHThemeand
region
Insightfullymakesa
connectiontoatleast
oneoftheAPWH
themes.Correctly
identifiesthelocation
oftheeventonthe
APWHregionalmap.
Regionallocationis
uniquei.e.different
thanotherarticles.
Informationfromnews
articleisclearlyand
accurately
summarizedand
answersthe5W’s.
Includesatleastfive
supportingpiecesof
supportingevidence.
Allevidenceis
paraphrased(i.e.no
quotes!).
Insightfulpersonal
opinion,reactionand
analysisoftheevent’s
importanceandimpact
ontheworld.
Makesappropriate
connectionstoatleast
oneoftheAPWH
themes.Correctly
identifiesthelocation
oftheeventonthe
APWHregionalmap.
Regionallocationis
uniquei.e.different
thanotherarticles.
Informationfromnews
articleisclearlyand
accurately
summarizedand
answersthe5W’s.
Includesatleastthree
piecesofsupporting
evidence.Allevidence
isparaphrased(i.e.no
quotes!).
Connectionsarenot
relevantorareinerror
totheAPWHthemes.
Incorrectlyidentifies
thelocationofthe
eventontheAPWH
regionalmapand/or
regionallocationisnot
uniquei.e.different
thanotherarticles.
Summarymaybe
unclearorincomplete
orsomeinaccuracies
and/ordoesnot
answerallofthe5W’s
and/ordoesnot
includeatleastthree
piecesofsupporting
evidence.Quotesare
usedasevidence.
Noconnectionswere
made.Twoormore
elementsaremissing.
Appropriatepersonal
opinion,reactionand
analysisoftheevent’s
importanceandimpact
ontheworld.
Missingpersonal
opinion,reactionand
analysisoftheevent’s
importanceand/or
impactontheworld.
Usesavalidsource
fromthelistprovided
anddateofpublishis
in2016.Fullarticleis
attachedtothe
summarywithclear
identificationofthe
sourceanddateof
print.
Writermakeslittleor
noerrorsingrammar
orspellingthat
interferewith
meaning.
Everyparagraph
containssentences
thatarewell
constructed.
Usesavalidsource
fromthelistprovided
anddateofpublishis
in2016butitisnot
clearlyidentifiedwith
nameofsourceand
dateofprint.Articleis
attachedtothe
summary.
Writermakesveryfew
errorsingrammaror
spellingthatinterfere
withmeaning.
Mostsentencesare
wellconstructed.
Somepersonal
opinion,reactionand
analysisoftheevent’s
importanceandimpact
ontheworldis
present.
Sourceisvalidand
fromthelistprovided
butisnotclearly
identifiedwithnameof
sourceanddateof
printand/ordateis
before2016.Articleis
attachedtothe
summary.
Writermakessome
majorerrorsin
grammarorspelling
thatinterferewith
meaning.
Somesentencesmay
notbewellconstructed
ContentSummary
Analysis
Source
Validity/Variety
andAttachments
Style
1Limited
Toomuchinformation
wasquotedfromthe
articleorimportant
piecesofevidenceare
leftout.
Sourceisnotfromthe
providedlistand/or
notattachedtothe
summaryand/or
sourceisnotfromthe
varietyrequiredinthe
assignment.
Writermakesmany
errorsingrammaror
spelling.Sentences
lackstructureand
appearincompleteor
areconfusing.
Total: _____________________/ 20 pts
Grades:
A: 20-18 pts
B: 17-16 pts
C: 15-14
D: 13-12
F: 11 and below
6
A Sample of Step 2:
Assad agrees to peace talks 'in principle'
Syria will attend proposed Geneva talks but any deal must pass through a referendum, president says in
latest interview.
President Bashar al-Assad has said Syria would be willing to attend peace talks with the opposition in principle, but any
subsequent deal would have to be approved by a referendum.
Assad was referring to talks, backed by Russia and the US, planned next month in Geneva aimed at finding a political
solution to the country's civil war.
Speaking to Lebanon's Hezbollah-owned Al Manar TV in his latest interview, Assad also said weapons contracts with
Russia are not linked to the crisis, and that he would contest presidential elections next year if the Syrian people want him
to.
He also said there is "a world war being waged against Syria and the policy of [anti-Israeli] resistance ... [but] we are very
confident of victory."
The interview, pre-recorded and released on Thursday, was welcomed by some in Damascus with celebratory gunfire.
"The only condition [to attend peace talks] is that anything to be implemented will be submitted to Syrian public opinion
and a Syrian referendum," Assad said.
Agreeing "in principle" to talks shows a "lack of relevance to the diplomatic process," said Geneive Abdo, a fellow in the
Middle East programme at the Stimson Centre in Washington.
Speaking to Al Jazeera, she said: "This is not good ahead of peace talks in Geneva."
Coalition talks ending
Assad's interview was broadcast as the main opposition coalition wrapped up several days of talks in Istanbul.
"The National Coalition will not take part in any international conference or any such efforts so long as the militias of Iran
and Hezbollah continue their invasion of Syria," Sabra told reporters in Istanbul.
Earlier on Thursday, George Sabra, head of the Syrian National Colaition (SNC), said the opposition would not
participate in the Geneva talks until the international community intervened to end a siege in Qusayr, a town in Homs
province near the Lebanese border.
Khaled Saleh, the SNC spokesperson, who addressed the news conference after Sabra, said civilians in the town had been
"severely wounded" and Qusayr had been completely cut off by forces loyal to Assad.
"Civilians have no access to water, electricity and the massacre continues minute by minute while the Assad regime
continues to use weapons" it receives from allies, he said.
Saleh said the UN and Arab League should intervene to stop the killings that the Lebanese group "Hezbollah is
responsible for".
Meanwhile, fighting in Qusayr continued as activists claimed medical staff were running out of supplies to treat the
wounded.
5
The battle of the town, which is close to the border with Lebanon, is considered strategic, and foreign fighters are
reportedly supporting both sides.
Reports have said up to 4,000 Hezbollah fighters have joined forces with the Syrian military, which has claimed to be
winning the battle.
Source: English Aljazeera
30 May 2013 21:21
www.aljazeera.com/news/middleeast/2013/05/2013530194217674256.htm
Specific Evidence from the Article that
summarizes KEY FACTS and supports
your analysis of the theme
This is an interview with the President of
State Building,
Syria, Bashar al-Assad in which he states that
Expansion, and
his country will attend the proposed peace talks
Conflict
to be held next month in Geneva, Switzerland.
This deals with a conflict The talks are backed by Russia and the United
within the country of
States with a goal of ending the country’s civil
Syria. The conflict is
war. He claims the only condition to attending
influenced by other
the peace talks is that anything to be
countries and
implemented must be approved by the Syrian
organizations outside
people in form of a national referendum. This
Syria.
interview was done in response to the Syrian
National Coalition (rebel group and opposition
of the Syrian government) who wrapped up its
Region –
own talks in Istanbul, Turkey. The National
Middle East
Coalition states it will not take part in any
international conference until the militias of
Iran and Hezbollah stop their invasion of Syria.
George Sabra, head of the SNC, also stated
they would not participate in the Geneva talks
until the international community intervenes to
end Assad’s forces’ siege of the Syrian city of
Qusayr that is currently held by the rebels.
Theme/Region
Analyze why this EVENT is important
and the possible impact of the event
The civil war between the Syrian
government forces of President Bashar alAssad and the rebel forces started in late
March of 2011, a part of the “Arab Spring”
pro-democratic revolutions originating in
North Africa. President al-Assad is known
for being a strong-armed dictator who has
resolved not to give in to the Syrian
National Coalition rebels. The conflict has
drawn in neighboring Middle East countries,
especially its neighbors, Iran, Turkey, and
Lebanon. Syria’s long-time enemy Israel
also has a stake, along with the United
States. Russia plays a key role since it has
been a close ally of Syria since the days of
the Cold War. Hezbollah, a militant Shi’a
Muslim organization from Lebanon who has
been supported by the Syrian government
since the 1970s. Other Islamic militias are
also operating in the country.
What should the United States do? Should
we take an active military role? Support the
rebels with arms? Do we continue our
humanitarian aid? Offer diplomatic help
which we are also doing? Should we stay
completely out and allow a possible
genocide take place? If we stay out, is there
is a chance of an anti-American
conservative Islamic theocracy taking
control? Could the civil war in Syria,
unchecked, completely destabilize the
Middle East region of the world? Could it
become another stateless region similar to
Afghanistan?
Should the world be concerned about Israel?
What role will they play in the conflict?
And Russia, will they use this to gain more
influence in the Middle East?
*I used Insert – Table and inserted a 3x2 table*
6
An Introduction to the Five Themes of AP World History
These will be used throughout the course and in Step 2 of the summer assignment.
Each and every unit we study relates to the themes and it is very important you to know and understand the themes.
Theme 1 - Interaction Between Humans and the Environment
• Demography and disease
• Migration
• Patterns of settlement
• Technology
The interaction between humans and the environment is a fundamental theme for world history. The environment shaped
human societies, but increasingly human societies also affected the environment. During prehistory, humans interacted
with the environment as hunters, fishers and foragers, and human migrations led to the peopling of the earth. As the
Neolithic revolution began, humans exploited their environments more intensively, either as farmers or pastoralists.
Environmental factors such as rainfall patterns, climate, and available flora and fauna shaped the methods of exploitation
used in different regions. Human exploitation of the environment intensified as populations grew and as people migrated
into new regions. As people flocked into cities or established trade networks, new diseases emerged and spread,
sometimes devastating an entire region. During the Industrial Revolution, environmental exploitation increased
exponentially. In recent centuries, human effects on the environment — and the ability to master and exploit it —
increased with the development of more sophisticated technologies, the exploitation of new energy sources and a rapid
increase in human populations. By the 20th century, large numbers of humans had begun to recognize their effect on the
environment and took steps toward a “green” movement to protect and work with the natural world instead of exploiting
it.
Theme 2 - Development and Interaction of Cultures
• Religions
• Belief systems, philosophies and ideologies
• Science and technology
• The arts and architecture
This theme explores the origins, uses, dissemination and adaptation of ideas, beliefs, and knowledge within and between
societies. Studying the dominant belief system(s) or religions, philosophical interests, and technical and artistic
approaches can reveal how major groups in society view themselves and others, and how they respond to multiple
challenges. When people of different societies interact, they often share components of their cultures, deliberately or not.
The processes of adopting or adapting new belief and knowledge systems are complex and often lead to historically novel
cultural blends. A society’s culture may be investigated and compared with other societies’ cultures as a way to reveal
both what is unique to a culture and what it shares with other cultures. It is also possible to analyze and trace particular
cultural trends or ideas across human societies.
Theme 3 - State-Building, Expansion and Conflict
• Political structures and forms of governance
• Empires
• Nations and nationalism
• Revolts and revolutions
• Regional, transregional, and global structures and organizations
This theme refers to the processes by which hierarchical systems of rule have been constructed and maintained and to
the conflicts generated through those processes. In particular, this theme encourages the comparative study of different
state forms (for example, kingdoms, empires, nation-states) across time and space, and the interactions among them.
Continuity and change are also embedded in this theme through attention to the organizational and cultural foundations
of long-term stability, on one hand, and to internal and external causes of conflict on the other. Students should examine
and compare various forms of state development and expansion in the context of various productive strategies (for
example, agrarian, pastoral, mercantile), various cultural and ideological foundations (for example, religions, philosophies,
ideas of nationalism), various social and gender structures, and in different environmental contexts. This theme also
discusses different types of states, such as autocracies and constitutional democracies. Finally, this theme encourages
students to explore interstate relations, including warfare, diplomacy, commercial and cultural exchange, and the
formation of international organizations.
7
Theme 4 - Creation, Expansion and Interaction of Economic Systems
• Agricultural and pastoral production
• Trade and commerce
• Labor systems
• Industrialization
• Capitalism and socialism
This theme surveys the diverse patterns and systems that human societies have developed as they exploit their
environments to produce, distribute and consume desired goods and services across time and space. It stresses major
transitions in human economic activity, such as the growth and spread of agricultural, pastoral and industrial production;
the development of various labor systems associated with these economic systems (including different forms of
household management and the use of coerced or free labor); and the ideologies, values and institutions (such as
capitalism and socialism) that sustained them. This theme also calls attention to patterns of trade and commerce between
various societies, with particular attention to the relationship between regional and global networks of communication and
exchange, and their effects on economic growth and decline. These webs of interaction strongly influence cultural and
technological diffusion, migration, state formation, social classes and human interaction with the environment.
Theme 5 Development and Transformation of Social Structures
• Gender roles and relations
• Family and kinship
• Racial and ethnic constructions
• Social and economic classes
This theme is about relations among human beings. All human societies develop ways of grouping their members as well
as norms that govern interactions between individuals and social groups. Social stratification comprises distinctions based
on kinship systems, ethnic associations and hierarchies of gender, race, wealth and class. The study of world history
requires analysis of the processes through which social categories, roles and practices were created, maintained and
transformed. It also involves analysis of the connections between changes in social structures and other historical shifts,
especially trends in political economy, cultural expression and human ecology.
Source: MrsBurnside.org
8