AP WORLD HISTORY: 2016 – 2017
John Champe High School
Instructors: Ryan Girard and Meredith Bradshaw
Dear Students and Parents:
Welcome to AP World History and to the world of the College Board which develops the AP curriculum and trains instructors. Please
remember that AP World History is a COLLEGE level class, and expectations are higher than those of other high school courses.
Students are expected to accept responsibility for completing assignments independently, and to come to class prepared to contribute.
Goals of the class include the following:
A. Understanding of World history from prehistoric times to the present, with an emphasis of non-Western civilizations. The AP World
History curriculum differs greatly from the Virginia SOL objectives for World History I & II. Note: Students in AP World are
still required to take the Virginia SOL in World History II (1500 to Present).
B. Development of skills in evaluating historical materials, both primary and secondary.
C. Improvement of skills in test-taking and essay-writing.
D. Development of ability to see history in the context of politics, world events, and economic and social changes.
Required activities during the school year include the following:
1. Completion of independent reading assignments in text and supplementary books, including summer reading. Most students at
the beginning of the year will need to spend at least 2 hours outside of class studying for each class period of 90 minutes.
2. Completion of various written assignments on each unit, including outside work, notes, and required book readings.
3. Classroom participation and discussion of content (from outside reading), documents, and essay construction.
4. Essay writing. Students will write in class approximately 2 times during each 9 weeks. Writing in class is planned to help students
learn to organize ideas and express thoughts clearly within a time limit. Some essays will be on document-based questions
(DBQ's), which will involve reading and evaluating primary sources. ALL TESTS WILL INCLUDE ESSAY QUESTIONS AND MULTIPLE
CHOICE QUESTIONS.
The AP Exam is given in May by the College Board, and offers students the opportunity to earn college credit for what they have
learned. Not all colleges accept AP credits, but most colleges do give favorable consideration to student applicants who have
succeeded in AP classes.
Because this class is taught and graded on the college level, most students will find that it is harder to make A's or B’s. It is extremely
important that students have good attendance; new learning happens every day, and prompt make up work is necessary so that
students do not fall behind.
Sincerely,
Ryan Girard & Meredith Bradshaw
AP World History Teachers
John Champe High School
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AP WORLD HISTORY SUMMER ’16 ASSIGNMENT—Read Carefully!!
Due: Wednesday, September 7th 2016 (A-Day)/ Thursday, September, 8h 2016 (B-Day)
Purpose: To review major topics and civilizations prior to 600 CE in the framework of the AP World curriculum with a focus on nonWestern civilizations, themes, and comparisons.
***Make sure the words you use for your analysis are exclusively your own. Any evidence of plagiarism will result
in a grade of ZERO for this assignment.***
How much is it worth?
What does it consist of?
1. Change and Continuity- Over- Time Essay on one’s self.
2. Read the novel titled, A History of the World in Six Glasses by Tom Standage (2005). Follow the directions in this packet,
to create a timeline for two regions and each beverage. Additionally, you will need to type up your short answer
responses to the Analysis questions. The book can purchased through Amazon.com or local bookstore, loaned out by
your local library, or accessed via PDF on the course Loudoun VISION site. Password and directions to enrollment
located on the last page of this packet.
3. Read and Complete the Study Guides for Chapters 1-3 of The Earth and Its Peoples: A Global History by Bulliet. PDF
access can be found on the Loudoun Course VISION site or at the following site
PART 1— Change and Continuity Over Time Essay
Purpose: To assess the students’ writing abilities, gain insight into the students’ interests, and expose students to the “Change- OverTime” essay format.
History of Self: Change-Over-Time Essay
The Change Over Time essay is designed to introduce you to one of the major concepts of AP World History using YOU as the theme.
The AP course wants you to understand how groups of people have changed over periods of time due to internal and external factors.
This essay should get you started on understanding this idea.
Directions: Create an essay either typed (DOUBLE SPACED PLEASE!) or handwritten using artifacts from your own history to show
and explain how you have changed in the course of your lifetime. The essay should be a minimum of one page in length to a maximum
of three pages in length.
Look at how you have changed over the course of your lifetime and assess the changes in AT LEAST FIVE of the following categories:
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Physical appearance
Where you live
Favorite foods OR Favorite outfits/articles of clothing
Favorite TV shows/ music
Activities & hobbies
Best friends
Personality (shy, outgoing, thoughtful, adventurous, etc)
Career ambitions (“When I grow up I want to be…)
Heroes / Idols
Create your own category
**You must address not only the specific examples of “HOW” you have changed or stayed the same, but also explain the
reason “WHY” the change or continuity has occurred.**
Example: Where you live I was born in Findlay, Ohio, and now live in Sterling, Virginia (this is the HOW). My father
worked at several different universities, and as a result, I lived in Ohio, North Carolina, Wisconsin and Illinois. After
finishing college in Indiana, I accepted a teaching position in northern Virginia.(this explains “WHY” the change took
place)
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PART 2— Book Analysis and Timeline – A History of the World in 6 Glasses by Tom Standage
Purpose:
History of the World in Six Glasses by Tom Standage (2005)
“6 Glasses” is a book which takes an innovative approach to world history. The author looks at the development of world civilizations
through the prism of the beverages that people drank in various time periods. These are (in chronological order): beer, wine, spirits,
coffee, tea and Coca-Cola. The use of this book as a summer reading assignment in no way represents any endorsement by
the teachers of John Champe HighSchool of the use or misuse of any of these beverages, alcoholic, caffeinated orotherwise.
The book merely offers an innovative and (hopefully) interesting perspective to initiate our year-long discussion of world
history. Our purpose in reading this book is to get a sense of how civilizations and cultures develop and how numerous forces
(political, technological, economic, social, religious, cultural, ecological) all affect even the most mundane-seeming aspects of people’s
daily lives. While it is preferable to have your own copy so that you can make notes in the margin or underline, you can also check the
local public libraries for a copy. Additionally, you can find PDF copies of the textbook on the Summer Assignment VISION page
(Directions to enrollment can be found on the last page of this packet) or at the following website http://mseffie.com/assignments/six_glasses/six_glasses.html Whatever you do, DO NOT wait until the last week of summer
vacation to try to get a copy of the book and do the assignment!
Directions:
For this assignment, you will need to read the book and do the following tasks. Your work should be typed, double-spaced in
12 point Times New Roman font with standard margins and be in complete sentences. Not following directions will result in a
deduction of points.
Part I: Timeline
Create a timeline of history that is divided into the six time periods that the book is divided into.
 Your timeline should include at least two regions of the world affected by your “
glass/beverage”and five dates with facts
for each “glass/beverage” for a total of thirty dates and facts on the timeline.
 For each time period, you should also identify
one significant change (other than the beverages) that occurred and one
significant continuity. (A continuity is something that was present at the beginning of the time period and continued until
the end of the time period).
 This should be typed and bul
leted in order of occurrence.
Part II: Analysis Questions
1. Standage wrote that “beer was not invented but discovered.” (11) Explain the reasoning behind this statement. Using this
reasoning, evaluate the origins of the other five beverages as either “discoveries” or “inventions”.
2. The Greek symposion and the Roman convivium represent two different views of civilization. Use Standage’s descriptions of
symposion and convivium to construct your own definition of “civilization”.
3. Standage wrote that spirits were “the result of the convergence of materials, people, and technologies from around the world,
and the product of several intersecting historical forces.” (111) Identify the materials, technologies, and historical forces that are
discussed in the text.
4. Identify the similarities and differences between a coffeehouse, a symposion, and a convivium.
5. “The rise of tea was entangled with the growth of Britain as a world power and set that stage for expansion of its commercial and
imperial might”. Agree or disagree with this statement based on your reading of the text. Explain.
6. Use evidence from the chapters on Coca-Cola to explain the meaning of “globalization”.
***Make sure the words you use for your analysis are exclusively your own. Any evidence of plagiarism will result
in a grade of ZERO for this assignment.***
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PART 3— Unit 1 AP Textbook Reading Analysis – Ch.1-3 (History of the World from 8000 BCE – 600 BCE)
Purpose: To gain an understanding of the following of the following Key Concepts of Unit 1 of AP World History.
Key Concept 1.1 Big Geography and the Peopling of the Earth
I. Archeological evidence indicates that during the Paleolithic Era, hunting-foraging bands of humans gradually migrated from their origin in East
Africa to Eurasia, Australia and the Americas, adapting their technology and cultures to new climate regions
Key Concept 1.2 The Neolithic Revolution and Early Agricultural Societies
I. Beginning about 10,000 years ago, the Neolithic Revolution led to the development of new and more complex economic and social systems.
II. Agriculture and pastoralism began to transform human societies.
Key Concept 1.3 The Development and Interactions of Early Agricultural, Pastoral, and Urban Societies
I. Core and foundational civilizations developed in a variety of geographical and environmental settings where agriculture flourished
II. II. The first states emerged within core civilizations.
III. III. Culture played a significant in role in unifying states through law, language, literature, religion, myths and monumental art.
Directions: KEY CONCEPT QUESTIONS – After your reading of the Chapters 1, 2, and 3 of The Earth and It’s Peoples: A Global History by
Richad Bulliet et al. , your notes and study guides (found after the essential questions should be able to answer the following question. You will be
assessed on this information on the first day of school.
1)
Read, TAKE NOTES AND COMPLETE THE STUDY GUIDES for Chapters 1, 2, and 3 (pp.1 -70).
You can access the textbook on Loudoun VISION or through the following links:
Chapter 1 http://www.scuc.txed.net/webpages/cbaker/files/chapter%201%20from%20origins%20of%20agriculture%20to%20the%20first%20river%20valle
y%20civilizations.pdf
Chapter 2 http://www.scuc.txed.net/webpages/cbaker/files/chapter%202%20new%20civilizations%20in%20the%20eastern%20and%20western%20hemis
pheres.pdf
Chapter 3 - http://teachers.stjohns.k12.fl.us/bruns-r/wp-content/blogs.dir/1303/files/2014/08/chapter03.pdf
2)
Answer the Essential Questions on the Next Page
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AP World History – Unit 1 Essential Questions:
Technological and Environmental Transformations, circa 8000 BCE to c. 600 BCE
Key Concept 1.1 Essential Questions – Big Geography and Peopling of the Earth:
• What is the evidence that explains the earliest history of humans and the planet?
• How is this evidence interpreted?
• Where did humans first appear on Earth, and what were the characteristics of their society, technology, economy,
and culture?
• Describe earliest humans’ technology & tools
• How did the earliest humans’ society help them procure enough supplies to survive?
Key Concept 1.2 Essential Questions – Neolithic Revolution and Early Agricultural Societies:
• What were the long-term demographic, social, political, and economic effects of the Neolithic Revolution?
• How did pastoral societies resemble or differ from early agricultural societies?
• How did the Neolithic Rev. affect human societies economically & socially?
• Why did the Neolithic Revolution start (at all)?
• Where did the Neolithic Revolution first transform human populations? (Plural answer)
• Where did pastoralism persist even after the Neolithic Revolution?
• What various crops & animals were developed or domesticated during the Neolithic Revolution?
• What labor adjustments did humans make in order to facilitate the Neolithic Revolution?
• What were the environmental effects of the Neolithic Revolution?
• What effects did pastoralism & agriculture have on the food supply?
• What were the social effects of the increased food supply caused by increase of agriculture?
• What technological innovations are associated with the growth of agriculture?
Key Concept 1.3 – Essential Questions The Development and Interactions of Early Agricultural, Pastoral,
and Urban Societies:
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What is a ‘civilization,’ and what are the defining characteristics of a civilization?
How did civilizations develop and grow more complex before 600 BCE? What were the effects of this increasing
complexity?
Where did the earliest civilizations develop, and why did they develop in those locations?
What is a “state?” Who ruled the early states, and which segments of society usually supported the ruler?
Why were some early states able to expand and conquering neighboring state
Give four examples of early empires in the Nile & Tigris/Euphrates River Valleys. What role did pastoral civilizations
play vis a vis empires?
How did culture play a role in unifying populations? What architectural forms did early civilizations produce?
Which social strata encouraged the development of art in ancient civilizations? How did social and gender identities
develop pre- 600 BCE?
What forms of writing developed in ancient civilizations? What was the relationship between literature and culture in
ancient societies?
What pre-600 BCE religions strongly influenced later eras?
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Chapter 1 Study Guide
Nature, Humanity, and History, to 3500 BCE Pp. 1­20
The following questions roughly outline Chapter 1 from your textbook. Each question is directly linked to other questions. You must
be able to discuss all the information presented in your chapter—NOT just what is on the study guide—within the AP concepts that we
discuss in class.
Be aware that while the questions are basically “in order,” there is overlapping information. Some later sections may deal with previous
questions.
Answer the questions on a separate sheet of paper.
1. What happened approximately 10,000 years ago and what was the effect?
2. Who was Charles Darwin? What did he do? Why is it important?
3. Explain African Genesis.
4. What is bipedalism?
5. What distinguishes humans from apes and other primates?
6. Who are the Leakeys? What did they do?
7. Create a chart and describe the following:
a. Australopithecus africanus
b. Australopithecines (Hominids)
c. Homo habilis
d. Homo erectus
e. Homo sapien
8. What is culture?
9. Compare and contrast the Paleolithic and Neolithic Stone Ages. Be very detailed.
10. Discuss early man’s use of tools and fire.
11. In hunter/gatherer societies, what was the woman/female’s role? The man/male’s?
12. What is important about the discovery of Iceman?
13. Explain how/why we know that early humans must have believed in an afterlife.
14. Why was the Neolithic Revolution (Agricultural Revolution) one of the turning points in history?
15. How did tools affect the Neolithic Revolution?
16. Where and with what crops did the Neolithic Revolution begin?
17. Create a chart to detail how the Neolithic Revolution affected/developed in Europe, Africa, and the
Americas. Include domesticated crops.
18. What role did animal domestication play in the Neolithic Revolution?
19. What is a megalith? Give the name of the famous megalith in England.
20. What was the effect of the Neolithic Revolution on language?
21. Create a chart that compares and contrasts the ancient cities of Jericho and Çatal Hüyük.
22. Why are these two cities important? (What can we learn from them?)
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23. Describe some of the statues left behind from Çatal Hüyük.
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24. Describe the use of metallurgy (metal working) in Çatal Hüyük.
28. Explain the map above.
29. In light of scientific advances in our understanding of human origins, what have we learned about our
relationship to the earth and other living species?
30. How did the physical and mental abilities that humans gradually evolved enable them to adapt their way
of life to new environments during the Great Ice Age?
31. After nearly 2 million years of physical and cultural development, how did human communities in
different parts of the world learn to manipulate nature?
32. What cultural achievements characterized life in the Neolithic period?
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Chapter 2 Study Guide
The First River Valley Civilizations, 3500-1500 BCE Pp. 21- 45
Name:_____________________________________ Date:________________
Directions: The following questions roughly outline Chapter 2 from your textbook. Each question is directly
linked to other
questions. You must be able to discuss all the information presented in your chapter— NOT just what is on the
study guide—within the AP concepts that we discuss in class.
Be aware that while the questions are basically “in order,” there is overlapping information. Some later sections
may deal with previous questions.
Part 1
Guided Questions:
1. Who/what is Gilgamesh?
2. What are the characteristics of a civilization?
3. How did Mesopotamia get its name? Where is Mesopotamia
located today?
4. How did the dry climate of Mesopotamia affect the Neolithic
Revolution?
5. Which group of people created the framework for the
Mesopotamian civilization?
6. What languages are considered Semitic languages?
7. How did Mesopotamian citystates
function?
8. What were the two power centers of Mesopotamia?
9. Who was the ruler of Mesopotamia and what were his
responsibilities?
10. What was the influence of Sargon of Akkad on
Mesopotamia?
11. How did the newly reestablished
Sumerians of the Third Dynasty of Ur control its territories?
12. What is the significance of Babylon?
13. Who was Hammurabi and what did he do?
14. Describe trade in ancient Mesopotamia.
15. What was the Code of Hammurabi?
16. What was the role of women in Mesopotamian society?
17. What was the role of the temple in Mesopotamia?
18. What is a ziggurat?
19. What is cuneiform and why is it important?
20. How did the development of bronze affect Mesopotamian
technology?
21. Why was ancient Egypt mostly self sufficient?
22. What is the longest river in Egypt? What is special about
this river?
23. Why did Herodotus call Egypt the “gift of the Nile?” (What
was the importance of the Nile to Egypt?)
24. Explain the major differences between agriculture in Egypt
and agriculture in Mesopotamia.
25. Who was Menes and why was he so significant for later
Egyptian history?
26. What is a dynasty?
27. What is the difference between a ziggurat and a step
pyramid?
28. What were the Egyptian pyramids used as?
29. Who built the famous pyramids at Giza? How were they
built?
30. What were hieroglyphics and what was their purpose?
31. What was papyrus?
32. Why was the relationship between rulers and their
administrations somewhat strained at different times
during Egyptian history?
33. Why was Nubia important to the Egyptians?
34. Explain why women in ancient Egyptian society seem to
have been more respected than women in
ancient Mesopotamian society.
35. What was the connection between nature and Egyptian
gods and religious life?
36. Describe the Egyptian belief in the afterlife.
37. What were main differences between the afterlife and
burial of the elite and the commoner in ancient
Egypt?
38. Name and describe the two ancient cities that
archaeologists have located in the Indus River Valley. Why
is it hard to study the remains of these cities?
39. What was the role of metal in the Indus Valley civilizations?
40. How does this role of metal compare with the role of metal
in the Middle East?
41. What caused the downfall of Indus Valley civilizations?
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Part 2 - Primary Source Analysis using SOAPSTONE Method
The Code of Hammurabi -More than 3,500 years ago, Hammurabi, king of the Babylonian Empire, ordered scribes to
chisel a code of 282 laws onto a tall column of black stone. The column also featured an introduction explaining the intent
of the code and a summary of Hammurabi’s kingly deeds. As you read these laws from the code, think about how
Mesopotamians defined crimes and how criminals were punished.
Section 1
Before this portrait let every man who has a legal dispute come forward, read this text, and heed its precious
words. The stone tablet will enlighten him in his trouble, and thus may he find justice and breathe easier in his
heart, speaking these words: “Hammurabi is a king who cares for his people like a loving father.”
If a man bring an accusation against a man, and charge him with a capital crime, but cannot prove it, he, the
accuser, shall be put to death.
If a man owe a debt and Adad inundate his field and carry away the produce, or, through lack of water, grain
have not grown in the field, in that year he shall not make any return of grain to the creditor, he shall alter his
contract-tablet and he shall not pay the interest for that entire year.
If a man neglect to strengthen his dike and do not strengthen it, and a break be made in his dike and the water
carry away the farm-land, the man in whose dike the break has been made shall restore the grain which he has
damaged.
If he be not able to restore the grain, they shall sell him and his goods, and the farmers whose grain the water
has carried away shall share the results of the sale.
If a man hold a debt of grain or money against a man, and if he take grain without the consent of the owner
from the heap or the granary, they shall call that man to account for taking grain without the consent of the
owner from the heap or the granary, and he shall return as much grain as he took, and he shall forfeit all that he
has lent, whatever it be.
If a man take a wife and she become afflicted with disease, and if he set his face to take another, he may. His
wife, who is afflicted with disease, he shall not put away. She shall remain in the house which he has built and
he shall maintain her as long as she lives.
If that woman do not elect to remain in her husband’s house, he shall make good to her the dowry which she
brought from her father’s house and she may go.
If a woman bring about the death of her husband for the sake of another man, they shall impale her.
If a son strike his father, they shall cut off his fingers.
If a man destroy the eye of another man, they shall destroy his eye.
If one break a man’s bone, they shall break his bone.
If a man knock out a tooth of a man of his own rank, they shall knock out his tooth.
If he be a freeman, he (the physician) shall receive five shekels.
If a physician operate on a man for a severe wound with a bronze lancet [surgical knife] and cause the man’s
death; or open an abscess (in the eye) of a man with a bronze lancet and destroy the man’s eye, they shall cut off
his fingers.
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Analyze the Primary Source from above utilizing the following method:
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Chapter 3 Study Guide New Civilizations in the Eastern and Western Hemispheres, 2200250
BCE pp. 46-70
Name:_____________________________________ Date:________________
The following questions roughly outline Chapter 3 from your textbook. Each question is directly linked to other
questions. You must be able to discuss the information presented in your chapter within the AP concepts that
we discuss in class.
Be aware that while the questions are basically “in order,” there is overlapping information. Some later sections
may deal with previous questions.
Answer the questions on a separate sheet of paper.
1. What was the first complex society in Africa?
2. Give the names of the rivers that made trade
possible in early China.
3. Compare and contrast agriculture in the different
areas of China. Include natural and manmade
forces/aids.
4. How did rice enable southern China to become
more populous than northern China?
5. What was the true first dynasty of China? And why
do historians not include it in Chinese history?
6. How were oracle bones used as a part of Shang
religion?
7. Compare the relationships between the people and
gods of ancient Egypt and China.
8. Which dynasty followed the Shang and is the
longest lasting dynasty of China? Who were/was the
founder(s)?
9. Explain the Mandate of Heaven.
10. For who is the Zhou Dynasty named?
11. What is feng shui and how did the Zhou Dynasty
use it in their cities?
12. Did religion change under the Zhou Dynasty?
Explain.
13. How did the role of the monarch change during
the Eastern Zhou Period?
14. How did warfare change during the Eastern Zhou
Period?
15. How did technology affect this change in warfare?
16. Which two “philosophical systems” were founded
in this era?
17. Compare these two philosophical systems.
Include founders and beliefs.
18. What is the main text of Confucianism?
19. What is the main text of Daoism?
20. Which philosophy became the dominant policy of
future emperors?
21. Explain the yin-yang.
22. BCE called the Warring States Period?
23. What was the importance of the Qin state?
24. How did the cataracts affect trade in Nubia?
25. When and why does Nubia enter the historical
record? Why is this important?
26. How and why did the Nubian relationship with
Egypt change from the Egyptian Old Kingdom to the
Middle Kingdom?
27. What did the Egyptians call Nubia?
28. How did Egyptian domination (especially during
the New Kingdom) affect Nubian culture and life?
29. How did the power of Egypt and Nubia change
between c. 1200 BCE and c. 712 BCE?
30. What was the effect of the center of power being
moved from Napata to Meroë?
31. What caused the downfall of the Nubians
32. Why is Europe divided into two different parts
historically? What are these divisions?
33. When and why/how did the Celts enter the
historical record?
34. To what does “Celtic” refer?
35. Explain the spread of Celtic peoples across
Europe.
36. What were the divisions of Celtic society?
37. Who were the Druids?
38. What was the role of women in Celtic society?
How were they treated?
40. What effect did the Roman conquest of Celtic
peoples have on modern languages?
41. How did humans reach the Western Hemisphere
and the Americas?
42. Where is Mesoamerica?
43. What crops were domesticated in Mesoamerica
by 3500 BCE?
44. Who were the Olmecs and where were their major
centers of power?
45. What are the theories associated with the decline
and abandonment of these cities?
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Part IV: Optional Resources:
The AP World curriculum demands that students develop a high degree of self-motivated learning in order to find success. It is
impossible for your teacher to convey all of the information and skills you will need within the confines of the classroom. To that end, it
is absolutely imperative that you learn to independently seek out information and resources that will provide you with the greatest
personal academic benefit. You will never “receive a grade” for this kind of work, but the payoff will be obvious in your performance in
class discussions, quizzes, tests, and essays.
To ease your transition into this sort of academic environment, we would like to introduce you to some resources that may prove
beneficial to you throughout the year. This is by no means an exhaustive list, and we strongly encourage you to seek out additional
resources on your own.
Geography:
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Quiz yourself on the locations of major historical developments.
o http://universityhigh.webs.com/maps.htm?cfd3=1dea
A variety of geography games, broken down by continent.
o http://www.sheppardsoftware.com/Geography.htm
A variety of geography games, broken down by country.
o http://www.geography-map-games.com/
Historical Content:
• Student resources provided by our textbook’s publisher.
o http://wps.ablongman.com/long_stearns_wcap_4/0,8810,1189431-,00.html
• Companion Site for the Summer Assignment Textbook – Earth and Its Peoples: A Global History
http://college.cengage.com/history/world/bulliet/earth_peoples/3e/students/
•
“Crash Course: World History” YouTube videos hosted by John Greene
As with material covered in the classroom, repetition is the key to learning. Making regular use of these kinds of supplemental sources
of knowledge can go a long way towards improving your retention of historical content. None of these resources can replace the
textbook or classroom activities. They can, however, help to clarify confusing concepts, provide greater detail, or simply provide an
additional path to mastering the curriculum.
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AP World History Summer Assignment Directions for Loudoun VISION
https://www.loudounvision.net
Student Login = student ID#
Student password = School Network
Password
Note: Change your password by
clicking on your name (upper right
corner) and editing your profile
Enrolling in course:
1. Locate your teacher’s course under
the particular category
2. Click on the course name and you
will be prompted for an enrollment
code
HS – JCH – APWH
Summer Assignment
3. Enter enrollment code
APWH Summer