AP World History Summer Assignment

Read the introduction, prologue, and chapters 1-5 in A People’s History of the World by Chris Harman.

Please respond these prompts after reading the introduction. To get the document, go to

http://ca.dmschools.org/2016/05/summer-assignments-2/.

1. Describe Harman’s approach to the study of history. How does this approach compare to other

ways to study history? What do you think are the strengths and weaknesses of this approach?

2. What do you think of the argument that we should use the study of history to “change the world

in which we live”?

3. Harman writes, “”Beyond a certain point in history, how people make their choices is connected

to their class position.” What is social class? Do you agree that social class is a significant

influence on people’s actions, both in the past and today? Are there other influences on

people’s actions that are more important? If so, what are they?

Next, begin a dialectical journal for the class. Your journal should have three entries each for the

prologue and chapters 1, 2, and 3; one entry for chapter 4; and four entries for chapter 5. Your entries

must include at least three questions for class discussion on the first day of class.

Think of your dialectical journal as a series of conversations with the texts we read during this course.

The process is meant to help you develop a better understanding of these texts. Use your journal to

reflect on the readings, make personal connections with the text, make connections between the text

and previous learning, share your thoughts on the themes we cover in class, develop questions for class

discussions, and gather textual evidence for written assignments. Your journal must be kept in a one-

subject spiral notebook (where you should also write your responses to the introduction). If you need a

refresher on how to create a dialectical journal, here are some instructions and a sample:

1. Draw a line down the middle of the paper or fold the paper in half, making two columns. 2. The left column is used for notes - direct quotations or summaries from the reading, including the

page number. 3. The right column is used for commenting on notes in the left column. Personal reactions to the

notes on the left go here.

This example is from the Narrative of the Life of Frederick Douglass:

The slaves know little of their ages as horses

know of theirs. They seldom come nearer to it

than planting time, harvest time, cherry time,

spring time, or fall time. Page 19

It seemed to me that slaves were very unaware

of their ages. The best reference they could get

was through the time of the year. Records were

not kept and it reinforces how slaves did not have

the same rights as the rest of the population.

How unfair that was to them. I couldn’t imagine

not knowing my exact birth date.

Killing a slave, in Talbot County, Maryland, is not

treated as a crime, either by the courts or the

community. Page 39

This is another example of how slaves were

mistreated and failed to have equal rights. Why

would plantation owners and local leaders not

follow the law of the land?

I often found myself regretting my own existence,

and wishing myself dead; and but for the hope of

being free, I have no doubt but that I should have

killed myself, or done something for which I

should have been killed. Page 54

Frederick Douglass often thought about running

away to the North so that he could be free. At

first he was too young to consider it, but he knew

that one day he would do it. It was this thought,

of being free, that helped keep him alive. There

had to be many times when he did wish he was

dead. What a terrible way to have to live.

If you have any questions, e-mail me at shawn.voshell@dmschools.org. Have fun!

The Heart of Social Science

***Thanks to Carl Herman, social science teacher at La Canada High School in La Canada,

California, for sharing the original assignment on which this is based.

Dear Students,

This letter expresses what it means to study social science. Hopefully you read it carefully,

enjoy the assignment outlined at the end, and come to class in the fall eager to begin or continue

your journey in the social science department at Central Academy.

Why study social science? What’s in it for me? Social science is literally the art and science of

being with people. When we love our lives, it is a direct function of how well we understand and

empathize with others. The study of history and the other social sciences can teach us important

lessons on how people related to each other in the past and how they relate to each other today.

When we study the social sciences, we can develop the skills that lead to a fulfilling and loving

relationship with our parents, great friendships through good times and bad, and communication

that connects and enlightens, bringing out the best in ourselves and inspiring those around us.

When we are successful in being with people, we are empowered to discover and develop our

full self-expression.

The study of social science also teaches us how to improve our communities and broader society.

We can master the critical thinking skills that help us to distinguish independently verifiable fact

from political spin, make well-reasoned arguments, resolve conflicts, solve personal and social

problems, and engage in civil conversations that reflect our respect for diverse viewpoints.

I want you to take active roles as citizens and to work for change in a democratic society. I also

want you to develop a keen sense of ethics and care deeply about the quality of life in your

community and world. I want you to see the connection between ideas and behavior, between the

values and ideals that people hold and the ethical consequences of those beliefs. After all, the

tragedies and triumphs of human societies have resulted from choices made by individuals.

What tools do I need to be successful in relating to others? The primary tool in this quest is

the experience and expression of virtue. Some elements of virtue are unique to each person, but

some are shared by humans across time and space; by studying the social sciences, we learn to

recognize and cherish these similarities and differences. While you are individually unique, you

can work with others to accomplish goals that are impossible to achieve through individual effort

alone. The development of virtues such as strength, love, creative intelligence, beauty/harmony,

and love of knowledge will lead to personal happiness and a fulfilling life; by expressing these

virtues, you can make the world a better place.

Social science classes help you develop the academic tools necessary to accomplish the goals

laid out above. These tools include:

Historical investigation: If you don’t know the background of a social process or

phenomenon, you’ll act in ignorance. This applies equally to maintaining a friendship and

crafting political policy. Understanding the past helps you shape the future intelligently.

Research: Do this effectively or act in ignorance. It’s that simple.

Speaking up and/or taking action for what you find important: You’ll either go

beyond fear to speak and act for what’s important in your life or live in regret. The good

news is that if you learn to overcome fear, you can erase many mistakes from the past and

improve the present and future.

Writing powerfully in your own voice: Writing is a form of reflective speech and

allows for thoughts to crystalize; this helps you say what you really want to say. Learning

to speak and write effectively will make you more successful in your career and as a

citizen.

Consider this: who you are being at any given moment, including in class, is your statement to

the world of who you are and where you are heading. Every moment represents a chance to

express your highest virtues, on your terms.

What does it mean to develop a strong sense of virtue? Does that mean that life can become

brighter for you? That all so-called “problems” are actually opportunities? That you have the

power to take charge of your life? You live the answers to these questions everywhere at all

times.

I suggest that you invest the time and attention required to be satisfied with and proud of your

learning; hopefully you recognize that this means more than just trying for an “A.” Therefore, I

encourage you to go beyond the limits of the curriculum for AP World History in thinking about

social science. Your assignment this summer is to further develop your skills as a burgeoning

social scientist by carrying out and reflecting on a project. The guidelines for this project are

minimal: have fun, and in your reflection, explain how your project made you a better social

scientist and a more virtuous and empathetic person. Here are some possibilities:

Address a family policy that you see as unfair and persuade other family members to

consider your point of view.

Address a problem in your community.

Develop a conflict-resolution plan to end a dispute at the interpersonal, local, national, or

global level.

Research a social science topic you’re curious or passionate about. This can include

reading, interviewing a grandparent, watching and reflecting on documentaries, going to

a museum, etc.

Honestly, the possibilities are almost endless. If you have an idea for a project you’re not sure

about, feel free to e-mail me at shawn.voshell@dmschools.org to get some feedback.

You might be asking yourself, “How do I know I’m a better social scientist? What does my

project have to do with empathy and virtue? What are empathy and virtue, anyway?” You’ll

probably be more confident in completing this project if you also respond to the following

prompts:

1. Define “society.”

2. Define “social science.”

3. Discuss the value in studying social science as an individual and citizen.

4. Define “virtue.” Discuss a virtue that attracts you to other people or that you want to

further develop in yourself.

5. Define “empathy.” Discuss a time when your ability to empathize with someone led to a

more meaningful relationship or a time when your failure to empathize with someone

created problems.

6. Define “history” and define and give examples of “historical thinking skills.” Discuss a

time when you applied historical thinking skills or knowledge to more effectively take

action in the present or a time when your ignorance of history thwarted your efforts to

accomplish a goal.

7. Define “research.” Discuss a situation in which you have been or are currently engaged in

research because of a desire to better understand an aspect of society or the world.

8. Discuss a time when you spoke-up and/or took action and felt proud of yourself. Explain

how you overcame any fear to do so.

Please be ready to turn in your responses to these prompts, along with a summary of and

reflection on your project, on the first day of class.

Have a great summer!

Peace,

Mr. Voshell