A History of the World in 6 Glasses Essay

Summary of Book:
“6 Glasses” is a book that takes an advanced attack to universe history. The writer looks at the development of universe civilisation through the prism of the drinks that people drank in assorted clip periods. These are ( in chronological order ) : beer. vino. liquors. java. tea. and Coca-Cola. The usage of this book as a summer reading assignment in no manner represents any indorsement by the instructor of the usage or abuse of any of these drinks. alcoholic. caffeinated or otherwise. The book simply offers an advanced and ( hopefully ) interesting position to originate our semester long treatment of universe history. Our intent in reading the book is to acquire a sense of how civilisations and civilizations develop and how legion forces ( political. technological. economic. societal. spiritual. cultural. ecological ) all affect even the most everyday facets of people’s day-to-day lives.

Expectations for Short Answers:
•Each reply should be about one to two paragraphs long.
•Start each reply with a sentence or two that express your chief thought ( s ) . Think in footings of forms or subjects.
•The thought ( s ) must be clear. logical. and argumentative ( can be supported by grounds from the book ) .
•Provide specific grounds ( illustrations ) from the book that will back up thoughts expressed at the beginning of your short reply. Whether it is a direct quotation mark from the book or a mention ( paraphrasis ) . bespeak the page in parenthesis.
•Your replies should be done in complete sentences with no or minimum grammar and sentence construction errors.

“6 Glasses” Questions

1. How might beer hold influenced the passage from runing and garnering to agricultural based societies?

2. What opportunities associated with wine imbibing did work forces hold in ancient Greece that adult females did non?

3. Why was vino adopted as a ritual drink in Christianity. but Islam prohibited the usage of intoxicant?

4. Read the undermentioned quotation mark from the book. Make you hold? Why or why non? ( Support your statement with specific illustrations. It is non adequate to state “yes. I agree’ or “ no. I do non. ” )

“Distilled drinks. alongside pieces and infective diseases. helped to reshape the modern universe by assisting the dwellers of the Old World to set up themselves as swayers of the New World. ” ( p. 129 )

5. Describe coffee’s consequence on the balance of power between assorted parts of the universe.

6. Why was tea of import to China’s economic system and its relationship with other states?

7. How did tea alteration history in India?

8. How did Coca-Cola go the world’s most recognized merchandise? How does Coca-Cola affect. and how is it affected by. people’s positions of the United States?

9. Of the six that the writer discusses. which drink do you believe has played the most important function in history? Defend your pick. What drinks have been left out of this book that might hold had an consequence on society?

10. What do you believe is the drink for the following epoch in history? ( Do you hold with the author’s pick in the epilogue? ) Defend your pick.

Description of AP World History Course Themes

The five class subjects below present countries of historical enquiry that should be investigated at assorted points throughout the class and revisited as manifested in peculiar historical developments over clip. These subjects articulate at a wide degree the chief thoughts that are developed throughout the full span of the class. Each subject includes a list of related cardinal subjects every bit good as a description. You should read through each class subject and seek to associate your book sum-up to the subjects. You don’t needfully necessitate to link every inquiry to every subject. The end is for you to get down developing an apprehension of what each subject is all about.

The cardinal constructs were derived from an expressed consideration of these subjects. with the end of doing the subjects more concrete for the class content within each historical period. This clear connexion between subjects and cardinal constructs means pupils can set what is peculiar about one historical period into a larger model. In this manner. the subjects facilitate cross-period inquiries and aid pupils acknowledge wide tendencies and procedures that have developed over centuries in assorted parts of the universe.

Subject 1: Interaction between Humans and the Environment
• Demography and disease
• Migration
• Patterns of colony
• Technology

The interaction between worlds and the environment is a cardinal subject for universe history. The environment shaped human societies. but. progressively. human societies besides affected the environment. During prehistoric culture. worlds interacted with the environment as huntsmans. fishers and foragers. and human migrations led to the peopling of the Earth. As the Neolithic revolution began. worlds exploited their environments more intensively. either as husbandmans or pastoralists. Environmental factors such as rainfall forms. clime. and available vegetations and zoologies shaped the methods of development used in different parts. Human development of the environment intensified as populations grew and as people migrated into new parts.

As people flocked into metropoliss or established trade webs. new diseases emerged and spread. sometimes lay waste toing an full part. During the Industrial Revolution. environmental development increased exponentially. In recent centuries. human effects on the environment —and the ability to maestro and work it — increased with the development of more sophisticated engineerings. the development of new energy beginnings and a rapid addition in human populations. By the 20th century. big Numberss of worlds had begun to acknowledge their consequence on the environment and took stairss toward a “green” motion to protect and work with the natural universe alternatively of working it.

Subject 2: Development and Interaction of Cultures
• Religions
• Belief systems. doctrines. and political orientations
• Science and engineering
• The humanistic disciplines and architecture

This subject explores the beginnings. utilizations. airing. and version of thoughts. beliefs. and cognition within and between societies. Analyzing the dominant belief system ( s ) or faiths. philosophical involvements. and proficient and artistic attacks can uncover how major groups in society position themselves and others. and how they respond to multiple challenges. When people of different societies interact. they frequently portion constituents of their civilizations. intentionally or non. The procedures of following or accommodating new belief and cognition systems are complex and frequently lead to historically fresh cultural blends. A society’s civilization may be investigated and compared with other societies’ civilizations as a manner to uncover both what is alone to a civilization and what it portions with other civilizations. It is besides possible to analyse and follow peculiar cultural tendencies or thoughts across human societies.

Subject 3: State-Building. Expansion. and Conflict
• Political constructions and signifiers of administration
• Empires
• Nations and patriotism
• Revolts and revolutions
• Regional. trans-regional. and planetary constructions and organisations

This subject refers to the procedures by which hierarchal systems of regulation have been constructed and maintained and to the struggles generated through those procedures. In peculiar. this subject encourages the comparative survey of different province signifiers ( for illustration. lands. imperiums. nation-states ) across clip and infinite. and the interactions among them. Continuity and alteration are besides embedded in this subject through attending to the organisational and cultural foundations of long-run stableness on one manus. and to internal and external causes of struggle on the other.

Students should analyze and compare assorted signifiers of province development and enlargement in the context of assorted productive schemes ( for illustration. agricultural. pastoral. mercantile ) . assorted cultural and ideological foundations ( for illustration. faiths. doctrines. thoughts of patriotism ) . assorted societal and gender constructions. and in different environmental contexts. This subject besides discusses different types of provinces. such as autarchies and constitutional democracies. Finally. this subject encourages pupils to research interstate dealingss. including warfare. diplomatic negotiations. commercial and cultural exchange. and the formation of international organisations.

Subject 4: Creation. Expansion. and Interaction of Economic Systems
• Agricultural and pastoral production
• Trade and commercialism
• Labor systems
• Industrialization
• Capitalism and socialism

This subject surveys the diverse forms and systems that human societies have developed as they exploit their environments to bring forth. distribute. and consume desired goods and services across clip and infinite. It stresses major passages in human economic activity. such as the growing and spread of agricultural. pastoral. and industrial production ; the development of assorted labour systems associated with these economic systems ( including different signifiers of family direction and the usage of coerced or free labour ) ; and the political orientations. values. and establishments ( such as capitalist economy and socialism ) that sustained them.

This subject besides calls attending to forms of trade and commercialism between assorted societies. with peculiar attending to the relationship between regional and planetary webs of communicating and exchange. and their effects on economic growing and diminution. These webs of interaction strongly influence cultural and technological diffusion. migration. province formation. societal categories. and human interaction with the environment.

Subject 5: Development and Transformation of Social Structures
• Gender functions and dealingss
• Family and affinity
• Racial and cultural buildings
• Social and economic categories

This subject is about dealingss among human existences. All human societies develop ways of grouping their members. every bit good as norms that govern interactions between persons and societal groups. Social stratification comprises differentiations based on affinity systems. cultural associations. and hierarchies of gender. race. wealth. and category. The survey of universe history requires analysis of the procedures through which societal classs. functions. and patterns were created. maintained. and transformed. It besides involves analysis of the connexions between alterations in societal constructions and other historical displacements. particularly trends in political economic system. cultural look. and human ecology.

In order to fix for AP World History. you are to read the non-fiction book A History of the World in Six Glasses. You will compose short replies to a figure of inquiries that will be turned in the first twenty-four hours of school.

neodymiums in political economic system. cultural look. and human ecology.