World History Advanced Placement. Taking the World

Transcription

1 World History Advanced Placement Taking the World From To Chery Creek AP Institute Cherry Creek High School Greenwood Village, Colorado 2-5 August 2010

2 Contents Contact Information Goals and Objectives Agenda Day 1 The Weight of the World Day 2 It Just Has to Fit! Day 3 It s In Here Somewhere! Day 4 Servin up the World! Additional Handouts Contact Information William R. Zeigler 5475 Elgin Avenue San Diego, CA San Marcos High School 1

3 Course Description World History AP is one of the most exciting new courses to come down in a long time. Yet it also has a series of idiosyncrasies that make it a more challenging course like teaching 10,000 years of history! Therefore, our time together will focus on course management and skill development. First, we ll go through the course, discussing format, pacing, class requirements, and day-to-day structures. Second, we ll talk about the three major areas of concern in any social science class (reading, writing, and testing) and the development of skills and strategies that will help teachers meet students needs. Finally, we ll look at past World History AP Exams, analyzing the multiple-choice and essay portions, in order to best organize our class and course around successful teaching and learning. It s a great course with tremendous possibilities it just takes time! Goals and Objectives To familiarize participants with the unique perspective, habits of mind, and themes of a world history curriculum AND to develop a practical and functioning course model To present world history content, allaying the fears of new world history teachers while enhancing the knowledge of veterans in a collegial environment To share instructional and time-management strategies for student and teacher success To explore text, visual, and internet resources that will boost any world history course To investigate the traits and techniques necessary for an Advanced Placement course in world history through a thorough analysis of the AP exam 2

4 Agenda Day 1 Monday The Weight of the World Introductions AP World History the Course Description Restructuring/Redesign Course Development Periodization, Historical Lenses, Format, Pacing The Audit Foundations 8000 BCE-600 CE Doing World History Day 2 Tuesday It Just Has to Fit! Texts and Readers Using the Right One 2 Text Analysis Outlining and Big Picture 2 Text Analysis Notecards and Questions The Essay Thesis and Structure 1 Text Analysis SOAPStone The Document Based Question (DBQ) The Rubric Guides and Sourcebooks Day 3 Wednesday It's In Here Somewhere! Internet Resources 2 Text Analysis Using Sub-Headings Comparison/Contrast Text Analysis APPARTS Multiple-Choice Day 4 Thursday Servin up the World 2 Text Analysis Structure Change Over Time Essays, Essays, Essays Monographs, Journals, Novels, and Visuals 1914-the Present Review, Review, Review Implementation and Maintenance Evaluations, Certificates, Parting Gifts 3

5 World History Advanced Placement The Weight of the World Chery Creek AP Institute Cherry Creek High School Greenwood Village, Colorado 2-5 August

6 Agenda Day 1 The Weight of the World Introductions AP World History the Course Description Restructuring/Redesign Course Development Periodization, Historical Lenses, Format, Pacing The Audit Foundations 8000 BCE-600 CE Doing World History 5

7 Appointment Clock 12:00 9:00 3:00 6:00 6

8 Equity and Access Dream or Reality? The College Board and the Advanced Placement Program encourage teachers, AP Coordinators, and school administrators to make equitable access a guiding principle for their AP programs. The College Board is committed to the principle that all students deserve an opportunity to participate in rigorous and academically challenging courses and programs. We believe: All students who are prepared and willing to accept the challenge of a rigorous academic curriculum should be considered for admission to AP courses. Barriers that restrict access to AP courses should be eliminated for students from ethnic, racial, and socioeconomic groups that have been traditionally underrepresented in the AP Program. Schools should make every effort to ensure that their AP classes reflect the diversity of their student population. 7

9 When (Periodization) Foundations 8000 BCE 600 CE the present What (Themes) FLLAP (Fodder for Lectures, Lessons, Assessments, and Projects) 1. Interaction between Humans and the Environment Demography and Disease, Migration, Patterns of Settlement, Technology 2. Development and Interaction of Cultures Religions, Belief Systems/Philosophies/Ideologies, Science and Technology, the Arts and Architecture 3. State-building, Expansion, and Conflict Political Structures and Forms of Governance, Empires, Nations and Nationalism, Revolts and Revolutions, Regional/Transregional/Global Structures and Organizations 4. Creation, Expansion, and Interaction of Economic Systems Agricultural and Pastoral Production, Trade and Commerce, Labor Systems, Industrialization, Capitalism and Socialism 5. Development and Transformation of Social Structures Gender Roles and Relations, Family and Kinship, Racial and Ethnic Constructions, Social and Economic Classes How (Habits of Mind & Directive Words) 1. Constructing and evaluating arguments: using evidence to make plausible arguments 2. Using documents and other primary data: developing the skills necessary to analyze point of view and context, and to understand and interpret information 3. Assessing continuity and change over time and over different world regions 4. Understanding diversity of interpretations through analysis of context, point of view, and frame of reference 5. Seeing global patterns and processes over time and space while connecting local developments to global ones 6. Comparing within and among societies, including comparing societies reactions to global processes 7. Considering human commonalities and differences 8. Exploring claims of universal standards in relation to culturally diverse ideas 9. Exploring the persistent relevance of world history to contemporary developments 10. Analyze, Assess/Evaluate, Compare, Contrast, Describe, Discuss, Explain Where (Map in Course Description Guide Acorn ) Why Who Have you looked at a newspaper lately? (see number 9 above) The students and, by default, their teachers 8

10 AP Course Restructuring Complete roll out of changes to the course in Fall 2010 (or Spring 2011) New Audit will be required, beginning March 2011 New test items were piloted for the past two Readings When (Periodization) to 600 BCE Technological and Environmental Transformations 600 BCE 600 CE Organization and Reorganization of Human Societies Regional and Transregional Interactions Global Interactions Industrialization and Global Integration 1900 present Accelerating Global Change and Realignment What (Themes) More defined, clearer with narrative explanation Key Concepts Greater focus on themes (following) How (Historical Thinking Skills) Crafting Historical Arguments from Historical Evidence (Historical Argumentation, Appropriate use of Relevant Historical Evidence) Chronological Reasoning (Historical Causation, Patterns of Continuity and Change over Time, Periodization) Comparison and Contextualization (Comparison, Contextualization) Historical Interpretation and Synthesis (Interpretation, Synthesis) Exam Changes (Draft) Multiple-Choice no longer a penalty for wrong answers (2011) Multiple-Choice 4 answers instead of 5 Multiple-Choice 1 hour, fewer/longer items, more reading, more thought/less specificity Essay DBQ-like question, 25% of exam, one hour Essay 2 short questions, 25% of exam, one hour, choice of two, thematic and periods 9

11 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. Humans interacted with the environment during prehistory as hunters, fishers, and foragers whose migrations led to the peopling of the earth. As the agricultural revolution began, humans intensified their exploitation of the environment as either farmers or pastoralists, while simultaneously constrained by environmental factors such as rainfall patterns, climate, and available flora and fauna. This exploitation intensified as populations grew, migrated, and later increased exponentially during the Industrial Revolution. As industrialization expanded, human impact on the environment and the ability to master and exploit it came primarily from the development of increasingly sophisticated technology. As people flocked into cities or established trade networks, new disease emerged and spread, sometimes threatening to destroy a civilization. By the twentieth century, large numbers of humans had begun to recognize their impact 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 syncretic adaptations of ideas, beliefs, and knowledge within particular societies and in circulation across societies. Studying a society s belief system(s) or religions, philosophical interests, and technical and artistic approaches is key to understanding how the society views itself and others and how it responds 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 then compared with other societies cultures as a way of examining uniqueness and commonalities of human expressions and abilities. It is also possible to analyze cultural trends and trace their influence across human societies. Theme 3 State-building, Expansion, and Conflict Political structures and forms of governance Empires Nations and nationalism Revolts and revolutions Regional, trans-regional, and global structures and organizations The theme of state-building, expansion, and conflict refers to the processes by which hierarchical systems of rule have been constructed and maintained and to the conflicts generated through such processes. In particular, this theme encourages the comparative study of different state forms (for example, kingdoms, empires, nation-states) across time AP World History Course Themes and space and interactions between them. Continuity and change are also embedded in this theme through attention to the organizational and cultural foundations of long-term stability on the one hand and to internal and external causes of conflict on the other. Students are encouraged to contextualize state development and expansion in relation to various productive strategies (for example, agrarian, pastoral, mercantile), to various cultural and ideological foundations (for example, religions, philosophies, ideas of nationalism), and to various social and gender structures. This theme also encompasses interstate relations, including warfare, diplomacy, and the formation of international organizations. 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 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; and the ideologies, values, and institutions (such as capitalism and socialism) that sustain them. This theme also calls attention to patterns of trade and commerce between various societies, with particular attention to the relation between regional and global networks of communication and exchange and their relation to economic growth. 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 All human societies develop ways of grouping their members and norms of interaction across social groups. Social stratification comprises distinctions based on gender roles, kinship systems, racial and ethnic associations, and hierarchies of wealth and class. The study of world history requires analysis of the processes through which such categories and practices were crated, 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. 10

12 Notes 11

13 What makes a student GREAT? Knowledge Skills Behaviors So how should you teach? 12

14 A Day in the Life Monday Tuesday Wednesday Thursday Friday Monday Tuesday Wednesday Thursday Friday A Different Day in the Life Monday Tuesday Wednesday Thursday Friday Monday Tuesday Wednesday Thursday Friday 13

15 Testing or Learning Opportunities Unit 1 Multiple-Choice 10 questions, grade first in class to discuss MC strategies, HW is to correct and discover reading/testing skills reinforcing critical reading skills, MC practice Identification 5 Key Terms from text and Notecards, 1 point for description and 1 point for significance using analytical thinking and commentary skills for essay development, recall of information Thesis Statements 5 essay prompts from the chapter, 3 points (1=form, 1=substance, 1=style) practice thesis writing skills, organizing thoughts, structuring essay Interpretation short exerpt from document, 4-5 questions about document to encourage analysis, SOAPS or APPARTS or Tone or POV developing critical reading/thinking skills for the DBQ Unit 2 Multiple-Choice 15 questions Identification 5 Key Terms Thesis Statements no credit for restatement of prompt; include COT, CC Interpretation Short Answers 2-3 questions, uses a variety of prompts (e.g.- List, Describe, Explain) critical reading, following directions, utilizing data to answer a short question, developing essay writing skills; focus on COT or CC on at least 2 questions Unit 3 Multiple-Choice 20 questions Thesis Statements include COT, CC, COT-CC Interpretation Short Answers Essay Outline choose one of the Thesis Statement prompts and outline an essay Unit 4 Multiple-Choice 25 questions Interpretation possibly on another day Essay COT or CC; choose from 3; 5+ paragraph essay Unit 5 Multiple-Choice 30 questions Interpretation Essay AP EXAM Thursday 13 May 2010, morning 14

16 Calendar Date Subject Chapter Aug Aug Aug 3 Sep Sep Sep Sep Sep 1 Oct Oct Oct Oct Oct Nov Nov Nov Nov Nov 3 Dec Dec Dec Dec Dec Jan Jan Jan Jan Jan 4 Feb Feb Feb Feb Feb 4 Mar Mar Mar Mar Mar 1 Apr Apr Apr Apr Apr May May 2011 AP Exam 12 th May, Thursday, 8am May May May 3 Jun Jun Jun 2011

17 Notes 16

18 AP Course Audit What Is the AP Course Audit? The AP Course Audit was created at the request of secondary school and college and university members of the College Board who sought a means to provide teachers and administrators with clear guidelines on the curricular and resource requirements for AP courses. The AP Course Audit also helps colleges and universities better interpret secondary school courses marked "AP" on students' transcripts. To receive authorization from the College Board to label a course "AP," schools must demonstrate how their courses meet or exceed these requirements. For complete information visit the AP Course Audit information on AP Central. Before You Begin Please familiarize yourself with the following resources for teachers and administrators on AP Central before participating in the AP Course Audit. Instructions for AP Teachers Submitting Course Materials AP teachers must submit two important documents related to their courses: the subject-specific AP Course Audit form and a course syllabus. AP teachers, principals, AP Coordinators, and district representatives were mailed instructions for accessing this website and for submitting these materials in January Curricular and Resource Requirements The AP Course Audit requires schools to submit syllabi that clearly evidence these requirements. These criteria were established by consensus across the college, university, and secondary school members of the College Board's academic councils. To provide schools with as much flexibility and autonomy as possible, the audit asks schools to demonstrate how, if they do not meet one or more curricular requirements for the course, they nonetheless are offering a college-level experience to their students through an alternate approach. If you are employing an alternate approach, you must provide a complete explanation of that approach within the syllabus you submit. Annotated Syllabi and Samples of Evidence These documents illustrate the variety of ways a course can meet the curricular requirements. Syllabus Self-Evaluation Checklist The checklist is designed to help make sure your syllabus includes all necessary elements. World History Course Requirements The AP World History course should be designed by your school to provide students with a learning experience equivalent to that of an introductory college course in world history. The purpose of your course should be to understand the evolution of global processes and contacts, in interaction with different types of human societies. Your course should highlight the nature of changes and continuities over time and their causes and consequences, as well as comparisons among major societies. Students develop analytic skills through exposure to historical documents, visual and statistical evidence, and conflicting interpretations. There are no specific curricular prerequisites for students taking AP World History. All students who are willing to accept the challenge of a rigorous academic curriculum should be considered for admission to AP courses. The College Board encourages the elimination of barriers that restrict access to AP courses for students from ethnic, racial, and socioeconomic groups that have been traditionally underrepresented in the AP Program. Schools should make every effort to ensure that their AP classes reflect the diversity of their student population. High schools offering this exam must provide the exam administration resources described in the AP Coordinator's Manual. Requirements To request authorization to label a course "AP," complete the following two steps: 1. Complete and submit an AP Course Audit form, on which the teacher and principal attest that their course includes or exceeds the following curricular requirements delineated by college and university faculty. 2. Submit an electronic copy of the course syllabus that demonstrates inclusion or improvement on the curricular requirements (see Syllabus Preparation Guidelines). If your course does not include one or more of the curricular requirements but merits designation as a college-level course, see Instructions for Submitting Materials for the process for describing alternate approaches to the course. 17

19 Curricular Requirements The teacher has read the most recent AP World History Course Description available as a free download on the AP World History Course Home Page. Periodization guidelines are used to select relevant course content from 8000 B.C.E. to the present. The five overarching themes articulated in the Course Description receive approximately equal attention throughout the course. The course requires students to engage with the dynamics of continuity and change across the historical periods that are included in the course. The course provides balanced global coverage, with Africa, the Americas, Asia, and Europe all represented. No more than 30% of course time is devoted to European history. The course teaches students to analyze evidence and interpretations presented in historical scholarship. The course includes extensive instruction in analysis and interpretation of a wide variety of primary sources, such as documentary material, maps, statistical tables, works of art, and pictorial and graphic materials. The course provides students with frequent practice in writing analytical and interpretive essays such as document-based questions (DBQ) and thematic essays addressing issues of change, continuity, and comparison (see the Course Description for more information). Resource Requirements The school ensures that each student has a college-level world history textbook (supplemented when necessary to meet the curricular requirements) for individual use inside and outside of the classroom. The school ensures that each student has copies of primary sources and other instructional materials used in the course for individual use inside and outside of the classroom. The school ensures that students have access to support materials for the AP World History course, including scholarly, college-level works that correspond with course themes; as well as standard reference works such as encyclopedias, atlases, collections of historical documents, and statistical compendiums, either in a school or public library or via the Internet. Authorization to Use the "AP" Designation Within two months of submitting AP Course Audit materials, schools will receive authorization for qualifying courses to use the "AP" designation on student transcripts. Teachers and principals will be able to check on the status of their courses through the AP Course Audit Web site, and at the beginning of the school year, principals will receive a listing of all authorizations granted to date. Uses and Limitations of the AP Course Authorization For each authorized course, the College Board grants permission to use the "AP" designation on student transcripts. The "AP" designation may only be used alongside the official course title, but you can place this official AP course title alongside local course titles. See Frequently Asked Questions for examples of how to use the AP course title in combination with another course title. The authorization is restricted to the sections of the specific AP course taught at a particular school, by the teacher who completed the AP Course Audit form. If the teacher moves to another school, a new authorization must be requested so that the school can demonstrate that both the principal and the new teacher are in agreement about the requirements. The AP Program does not require schools to participate in the AP Course Audit before listing an AP class in course selection materials. However, until these courses are authorized by the College Board through the AP Course Audit, they will not appear in the ledger provided to colleges and universities, and the "AP" designation cannot be applied to these courses on students' transcripts. Renewing Course Authorizations After receiving authorization any given year, schools will not need to submit AP Course Audit forms or syllabi in following years unless the teacher has changed, the school offers a new AP course, or the curricular and resource requirements for a course undergo significant revision. Beginning in March of each year, principals may request renewal of their schools' course authorizations for the following year through their AP Course Audit online accounts. Ledger of Approved Courses If you submit your courses for review by the June 1 preferred submission date, the name of your school, along with the authorized AP courses offered at your school, will appear in the first edition of the ledger provided to college and university admission offices and the public in November. You may submit courses after June 1, but the College Board cannot guarantee that the authorization process will be completed in time for those courses to be included in the first edition of the ledger. Colleges and universities will be informed of subsequently authorized courses via weekly updates to the ledger. 18

20 Foundations: 8000 BCE 600 CE 19

21 AP World History Course Key Concepts Period 1 Technological and Environmental Transformations, to c. 600 BCE Key Concept 1.1. Big Geography and the Peopling of the Earth The term Big Geography draws attention to the global nature of world history. Throughout the Paleolithic period, humans migrated from Africa to Eurasia, Australia and the Americas. Early humans were mobile and creative in adapting to different geographical settings from savanna to desert to Ice Age tundra. By making an analogy with modern hunter-forager societies, anthropologists infer that these bands were relatively egalitarian. Humans also developed varied and sophisticated technologies. 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. A. Humans used fire in new ways: to aid hunting and foraging, to protect against predators and to adapt to cold environments. B. Humans developed a wider range of tools specially adapted to different environments from tropics to tundra. C. Religion was most likely animistic. D. Economic structures focused on small kinship groups of hunting-foraging bands that could make what they needed to survive. However, not all groups were self-sufficient; they exchanged people, ideas and goods. Key Concept 1.2. The Neolithic Revolution and Early Agricultural Societies In response to warming climates at the end of the last Ice Age, from about 10,000 years ago, some groups adapted to the environment in new ways, while others remained hunter-foragers. Settled agriculture appeared in several different parts of the world. The switch to agriculture created a more reliable, but not necessarily more diversified, food supply. Agriculturalists also had a massive impact on the environment through intensive cultivation of selected plants to the exclusion of others, through the construction of irrigation systems, and through the use of domesticated animals for food and for labor. Populations increased; family groups gave way to village life, and later, to urban life with all its complexity. Patriarchy and forced labor systems developed, giving elite men concentrated power over most of the other people in their societies. Pastoralism emerged in parts of Africa and Eurasia. Pastoral peoples domesticated animals and led their herds around grazing ranges. Like agriculturalists, pastoralists tended to be more socially stratified than hunter-foragers. Because pastoralists were mobile, they rarely accumulated large amounts of material possessions, which would have been a hindrance when they changed grazing areas. The pastoralists mobility allowed them to become an important conduit for technological change as they interacted with settled populations. I. Beginning about 10,000 years ago, the Neolithic Revolution led to the development of new and more complex economic and social systems. A. Possibly as a response to climatic change, permanent agricultural villages emerged first in the lands of the eastern Mediterranean. Agriculture emerged at different times in Mesopotamia, the Nile River Valley and Sub-Saharan Africa, the Indus River Valley, the Yellow River or Huang He Valley, Papua New Guinea, Mesoamerica and the Andes. B. Pastoralism developed at various sites in the grasslands of Afro-Eurasia. C. Different crops or animals were domesticated in the various core regions, depending on available local flora and fauna. D. Agricultural communities had to work cooperatively to clear land and create the water control systems needed for crop production. E. These agricultural practices drastically impacted environmental diversity. Pastoralists also affected the environment by grazing large numbers of animals on fragile grasslands, leading to erosion when overgrazed. II. Agriculture and pastoralism began to transform human societies. A. Pastoralism and agriculture led to more reliable and abundant food supplies, which increased the population. B. Surpluses of food and other goods led to specialization of labor, including new classes of artisans and warriors, and the development of elites. C. Technological innovations led to improvements in agricultural production, trade and transportation, including pottery, plows, woven textiles, metallurgy, wheels and wheeled vehicles. D. In both pastoralist and agrarian societies, elite groups accumulated wealth, creating more hierarchical social structures and promoting patriarchal forms of social organization. 20

22 Key Concept 1.3. The Development and Interactions of Early Agricultural, Pastoral and Urban Societies From about 5,000 years ago, urban societies developed, laying the foundations for the first civilizations. The term civilization is normally used to designate large societies with cities and powerful states. While there were many differences between civilizations, they also shared important features. They all produced agricultural surpluses that permitted significant specialization of labor. All civilizations contained cities and generated complex institutions, such as political bureaucracies, including armies and religious hierarchies. They also featured clearly stratified social hierarchies and organized long-distance trading relationships. Economic exchanges intensified within and between civilizations, as well as with nomadic pastoralists. As populations grew, competition for surplus resources, especially food, led to greater social stratification, specialization of labor, increased trade, more complex systems of government and religion, and the development of record keeping. As civilizations expanded, they had to balance their need for more resources with environmental constraints such as the danger of undermining soil fertility. Finally, the accumulation of wealth in settled communities spurred warfare between communities and/or with pastoralists; this violence drove the development of new technologies of war and urban defense. I. Core and foundational civilizations developed in a variety of geographical and environmental settings where agriculture flourished. NOTE: Students should be able to identify the location of all of the following. A. Mesopotamia in the Tigris and Euphrates River Valleys B. Egypt in the Nile River Valley C. Mohenjo-Daro and Harappa in the Indus River Valley D. Shang in the Yellow River or Huang He Valley E. Olmecs in Mesoamerica F. Chavín in Andean South America II. The first states emerged within core civilizations. A. States were powerful new systems of rule that mobilized surplus labor and resources over large areas. Early states were often led by a ruler whose source of power was believed to be divine or had divine support, and who was supported by the religious hierarchy and professional warriors. B. As states grew and competed for land and resources, the more favorably situated including the Hittites, who had access to iron had greater access to resources, produced more surplus food and experienced growing populations. These states were able to undertake territorial expansion and conquer surrounding states. C. Early regions of state expansion or empire building were Mesopotamia and Babylonia Sumerians, Akkadians and Babylonians and Egypt and Nubia along the Nile Valley. D. Pastoralists were often the developers and disseminators of new weapons (such as compound bows or iron weapons) and modes of transportation (such as chariots or horseback riding) that transformed warfare in agrarian civilizations. III. Culture played a significant role in unifying states through laws, language, literature, religion, myths and monumental art. A. Early civilizations developed monumental architecture and urban planning (such as ziggurats, pyramids, temples, defensive walls, streets and roads, or sewage and water systems). B. Elites, both political and religious, promoted arts and artisanship (such as sculpture, painting, wall decorations or elaborate weaving). C. Systems of record keeping (such as cuneiform, hieroglyphs, pictographs, alphabets or quipu) arose independently in all early civilizations. D. Literature was also a reflection of culture (such as the Epic of Gilgamesh, Rig Veda or Book of the Dead). E. New religious beliefs developed in this period continued to have strong influences in later periods, including the Vedic religion, Hebrew monotheism and Zoroastrianism. F. Trade expanded throughout this period, with civilizations exchanging goods, cultural ideas and technology. Trade expanded from local to regional and transregional, including between Egypt and Nubia and between Mesopotamia and the Indus Valley. G. Social and gender hierarchies intensified as states expanded and cities multiplied. 21

23 AP World History Course Key Concepts Period 2 Organization and Reorganization of Human Societies, c. 600 BCE to c. 600 CE Key Concept 2.1. The Development and Codification of Religious and Cultural Traditions As states and empires increased in size and contacts between regions multiplied, religious and cultural systems were transformed. Religions and belief systems provided a bond among the people and an ethical code to live by. These shared beliefs also influenced and reinforced political, economic and occupational stratification. Religious and political authority often merged as rulers (some of whom were considered divine) used religion, along with military and legal structures, to justify their rule and ensure its continuation. Religions and belief systems could also generate conflict, partly because beliefs and practices varied greatly within and among societies. I. Codifications and further developments of existing religious traditions provided a bond among the people and an ethical code to live by. A. The association of monotheism with Judaism was further developed with the codification of the Hebrew Scriptures, which also showed Mesopotamian influences. Around 600 B.C.E. and 70 C.E., the Assyrian and Roman empires, respectively, created Jewish diasporic communities and destroyed the kingdom of Israel as a theocracy. B. The core beliefs outlined in the Sanskrit scriptures formed the basis of the Vedic religions often known as Hinduisms which show some influence of Indo-European traditions in the development of the social and political roles of a caste system and in the importance of multiple manifestations of Brahma to promote teachings about reincarnation. II. New belief systems and cultural traditions emerged and spread, often asserting universal truths. A. The core beliefs preached by the historic Buddha and recorded by his followers into sutras and other scriptures were, in part, a reaction to the Vedic beliefs and rituals dominant in South Asia. Buddhism changed over time as it spread throughout Asia first through the support of the Mauryan Emperor Ashoka, and then through the efforts of missionaries and merchants, and the establishment of educational institutions to promote its core teachings. B. Confucianism s core beliefs and writings originated in the writings and lessons of Confucius and were elaborated by key disciples who sought to promote social harmony by outlining proper rituals and social relationships for all people in China, including the rulers. C. In the major Daoist writings (such as the Daodejing), the core belief of balance between humans and nature assumed that the Chinese political system would be altered indirectly. Daoism also influenced the development of Chinese culture (such as medical theories and practices, poetry, metallurgy or architecture). D. The core beliefs preached by Jesus of Nazareth drew on the basic monotheism of Judaism, and initially rejected Roman and Hellenistic influences. Despite initial Roman imperial hostility, Christianity spread through the efforts of missionaries and merchants through many parts of Afro-Eurasia, and eventually gained Roman imperial support by the time of Emperor Constantine. E. The core ideas in Greco-Roman philosophy and science emphasized logic, empirical observation, and the nature of political power and hierarchy. III. Belief systems affected gender roles (such as Buddhism s encouragement of a monastic life or Confucianism s emphasis on filial piety). IV. Other religious and cultural traditions continued parallel to the codified, written belief systems in core civilizations. A. Shamanism and animism continued to shape the lives of people within and outside of core civilizations because of their daily reliance on the natural world. B. Ancestor veneration persisted in many regions (such as in Africa, the Mediterranean region, East Asia or the Andean areas). V. Artistic expressions, including literature and drama, architecture, and sculpture, show distinctive cultural developments. A. Literature and drama acquired distinctive forms (such as Greek tragedy or Indian epics) that influenced artistic developments in neighboring regions and in later time periods (such as in Athens, Persia or South Asia). B. Distinctive architectural styles can be seen in Indian, Greek, Mesoamerican and Roman buildings. C. The convergence of Greco-Roman culture and Buddhist beliefs affected the development of unique sculptural developments, as seen in the Gandhara Buddhas, which exemplify a syncretism in which Hellenistic veneration for the body is combined with Buddhist symbols. Key Concept 2.2. The Development of States and Empires As the early states and empires grew in number, size and population, they frequently competed for resources and came into conflict with one another. In quest of land, wealth and security, some empires expanded dramatically. In doing so, they built powerful military machines and administrative institutions that were capable of organizing human activities over long distances, and they created new groups of military and political elites to manage their affairs. As these empires expanded their boundaries, they also faced the need to develop policies and procedures to govern their relationships with ethnically and culturally diverse populations: sometimes to integrate them within an imperial society and sometimes to exclude them. In some cases, these empires became victims of their own successes. By expanding their boundaries too far, they created political, cultural and administrative difficulties that they could not manage. They also experienced environmental, social and economic problems when they overexploited their lands and subjects and permitted excessive wealth to be concentrated in the hands of privileged classes. I. The number and size of imperial societies grew dramatically by imposing political unity on areas where previously there had been competing states. 22

24 NOTE: Students should know the location and names of the key states and empires below. A. Southwest Asia: Persian Empires (such as Achaemenid, Parthian or Sassanid) B. East Asia: Qin and Han dynasties C. South Asia: Maurya and Gupta Empires D. Mediterranean region: Phoenician and Greek colonization, Hellenistic and Roman Empires E. Mesoamerica: Teotihuacan, Maya city-states F. Andean South America: Moche II. Empires and states developed new techniques of imperial administration based, in part, on the success of earlier political forms. A. In order to organize their subjects, the rulers created administrative institutions, including centralized governments, elaborate legal systems and bureaucracies (such as in China, Persia, Rome or South Asia). B. Imperial governments projected military power over larger areas using a variety of techniques, including diplomacy; developing supply lines; building fortifications, defensive walls and roads; and drawing new groups of military officers and soldiers from the local populations or conquered peoples. C. Much of the success of the empires rested on their promotion of trade and economic integration by building and maintaining roads and issuing currencies. III. Imperial societies displayed unique social and economic dimensions. A. Cities served as centers of trade, public performance of religious rituals, and as political administration for states and empires (such as Persepolis, Chang an, Pataliputra, Athens, Carthage, Rome, Alexandria, Constantinople or Teotihuacan). B. The social structures of all empires displayed hierarchies that included cultivators, laborers, slaves, artisans, merchants, elites and caste groups. C. Imperial societies relied on a range of labor systems to maintain the production of food and provide rewards for the loyalty of the elites, including corvée, slavery, rents and tributes, peasant communities, and family and household production. D. Patriarchy continued to shape gender and family relations in all imperial societies of this period. IV. The Roman, Han, Maurya and Gupta empires created political, cultural and administrative difficulties that they could not manage, which eventually led to their decline, collapse and transformation into successor empires or states. A. Through excessive mobilization of resources, imperial governments caused environmental damage (such as deforestation, desertification, soil erosion or silted rivers) and generated social tensions and economic difficulties by concentrating too much wealth in the hands of elites. B. External problems resulted from security issues along their frontiers, including the threat of invasions (such as between Northern China and Xiongnu; between Gupta and the White Huns; or among Romans, Parthians, Sassanids and Kushan). Key Concept 2.3. Emergence of Transregional Networks of Communication and Exchange With the organization of large-scale empires, the volume of long-distance trade increased dramatically. Much of this trade resulted from the demand for raw materials and luxury goods. Land and water routes linked many regions of the Eastern Hemisphere, while separate networks connected the peoples and societies of the Americas somewhat later. The exchange of people, technology, religious and cultural beliefs, food crops, domesticated animals, and disease pathogens developed alongside the trade in goods across far-flung networks of communication and exchange. I. Land and water routes created transregional trade, communication and exchange networks in the Eastern Hemisphere, while separate networks connected the peoples and societies of the Americas somewhat later. NOTE: Students should know how factors, including the climate and location of the routes, the typical trade goods, and the ethnicity of people involved, shaped the distinctive features of the following trade routes. A. Eurasian Silk Roads B. Trans-Saharan caravan routes C. Indian Ocean sea lanes D. One of the following: Mediterranean sea lanes; American trade routes; or the north-south Eurasian trade routes linking the Baltic region, Constantinople and Central Asia II. New technologies facilitated long-distance communication and exchange. A. New technologies (such as yokes, saddles or stirrups) permitted the use of domesticated pack animals (such as horses, oxen, llamas or camels) to transport goods across longer routes. B. Innovations in maritime technologies (such as the lateen sail or dhow ships), as well as advanced knowledge of the monsoon winds, stimulated exchanges along maritime routes from East Africa to East Asia. III. Alongside the trade in goods, the exchange of people, technology, religious and cultural beliefs, food crops, domesticated animals, and disease pathogens developed across far-flung networks of communication and exchange. A. The spread of crops, including sugar, rice and cotton from South Asia to the Middle East, encouraged changes in farming and irrigation techniques (such as the development of the qanat system). B. The spread of disease pathogens diminished urban populations and contributed to the decline of some empires (such as Rome or China). C. Religious and cultural traditions, including Chinese culture, Christianity, Hinduism and Buddhism, were transformed as they spread. 23

25 Doing World History adapted from Dr. David Smith California State Polytechnic University at Pomona Purpose History may be defined as research into how cultures develop through time. World history is more general than traditional history and emphasizes trends that go beyond cultural boundaries. stresses the interaction between societies. compares different patterns of development around the world. tends to be more superficial and general than local or national histories. often finds natural or human movements that affect many cultures, such as climatic developments, diseases, natural disasters or human movements like invasions and migrations. They could include dealing with new technologies and life styles. To simplify and limit these nearly infinite possibilities, we will use five methods, which capture the essence of the world history approaches. Methods Big Picture Diffusion Syncretism Comparison Common Phenomena a time line of the most important events of those under study, accompanied by a written explanation of their ultimate significance the spread of natural elements, people, artifacts, ideas or other cultural creations from one civilization to others mixing of elements from two or more cultures that result in something new the pointing out of similarities and differences between two civilizations in terms of their histories, institutions, cultural accomplishments and economies natural or historical events and developments that two or more societies share. Examples could be climate, disease, natural disasters or invasions, shared technologies or other human developments. Basically, What is shared? Notebook Suggestions 1. Read over the chapter. Take Cornell notes in the right column. 2. In your own words write Doing World History questions interpreting the chapter in the left column. 3. Go back to the pertinent sections of the chapter and re-read them. Add necessary details. 4. If you chose Big Picture, do you offer a time line and an explanation of the ultimate significance of the selected events? Do you have too many dates and events to remember? Do the chosen events adequately reflect the most important points of the chapter? 5. If you chose Diffusion, is the idea of something spreading explicitly stated in your question? Is this spreading process important to the themes of the chapter? 6. If you chose Syncretism, is the idea of mixing cultural elements clearly stated in your question? Can you discern from your notes who borrowed from whom and with what results? Is the syncretism you mention important in understanding the events discussed in the chapter? 7. If you chose Comparison, did you point out similarities and differences between the cultures you discuss? Did you offer significant comparisons, or are they merely superficial and obvious? 8. If you chose Common Phenomena, are the items mentioned really shared by the two or more civilizations you discuss? In other words, be careful to point out what is shared. 9. Did you go beyond merely repeating or rephrasing what is in the book? Remember, Doing World History means thinking and writing about the past. 10. Finally, write a reflective paragraph that responds to your questions giving pertinent details from your notes. 24

26 Notes 25

27 Journal Day 1

28 World History Advanced Placement It Just Has to Fit! Chery Creek AP Institute Cherry Creek High School Greenwood Village, Colorado 2-5 August

29 Agenda Day 2 It Just Has to Fit! Texts and Readers Using the Right One 2 Text Analysis Outlining and Big Picture 2 Text Analysis Notecards and Questions The Essay Thesis and Structure 1 Text Analysis SOAPStone The Document Based Question (DBQ) The Rubric Guides and Sourcebooks 28

30 World History Textbooks: Example Textbook List The list below represents examples of textbooks that meet the curricular requirements of AP World History. The list below is not exhaustive and the texts listed should not be regarded as endorsed, authorized, recommended, or approved by the College Board. Not using a book from this list does not mean that a course will not receive authorization. Syllabi submitted as part of the AP Course Audit process will be evaluated holistically, with textbooks considered along with supplementary, supporting resources to confirm that the course as a whole provides students with the content delineated in the curricular requirements of the AP Course Audit. For discussions of the usefulness of these texts and other teaching materials in the AP World History classroom, please consult the Teachers' Resources section of AP Central. The specified editions of the following textbooks meet the AP World History AP Course Audit curricular requirements. Earlier editions of these texts or other textbooks not listed here may meet the AP Course Audit curricular requirements if supplemented with appropriate college-level instructional resources. Adas, Michael, Marc J. Gilbert, Peter Stearns, and Stuart B. Schwartz. World Civilizations: The Global Experience. Upper Saddle River, NJ: Prentice Hall. All editions published from 1996 to the present. Bentley, Jerry and Herbert Ziegler. Traditions and Encounters: A Global Perspective on the Past. New York: McGraw-Hill. All editions published from 1999 to the present. Bulliet, Richard, Daniel R. Headrick, David Northrup, Lyman L. Johnson, and Pamela Kyle Crossley. The Earth and Its Peoples: A Global History. Boston: Houghton Mifflin. All editions published from 1997 to the present. Hansen, Valerie, and Kenneth R. Curtis. Voyages in World History. Boston: Wadsworth, Cengage Learning, Lockard, Craig A. Societies, Networks, and Transitions: A Global History. Boston: Houghton Mifflin Company, Spodek, Howard. World's History. Upper Saddle River, NJ: Prentice Hall. All editions published from 1998 to the present. Strayer, Robert W. Ways of the World: A Global History. Boston: Bedford/St. Martin's, AP World History Supplementary Readers The specified editions of the following supplemental readers for teaching world history meet the AP World History AP Course Audit requirements regarding the use of primary sources. Other readers or compilations of primary sources may meet the AP Course Audit requirements regarding the use of primary sources. Andrea, Alfred J., and James H. Overfield. The Human Record: Sources of Global History. Vols. 1 & 2. Boston: Houghton Mifflin. All editions published from 1998 to the present. Johnson, Oliver A., and James Halverson. Sources of World Civilization. Vols. 1 & 2. Upper Saddle River, NJ: Prentice Hall. All editions published from 1999 to the present. Kishlansky, Mark, and Susan Lindsey Lively. Sources of World History: Readings for World Civilization. Vols. 1 & 2. Belmont, CA: Wadsworth. All editions published from 1998 to the present. Reilly, Kevin. Worlds of History: A Comparative Reader. Vols. 1 & 2. New York: Bedford/St. Martin's. All editions published from 1999 to the present. Sherman, Dennis, David Rosner, A. Tom Grunfield, Gerald Markowitz, and Linda Heywood. World Civilizations: Sources, Images and Interpretations. Vols. 1 & 2. New York: McGraw- Hill. All editions published from 1997 to the present. Stearns, Peter, Stephen S. Gosch, and Erwin P. Grieshaber. Documents in World History. Vols. 1 & 2. New York: Longman. All editions published from 1998 to the present. Wiesner, Merry E., William Bruce Wheeler, Franklin M. Doeringer, and Melvin E. Page. Discovering the Global Past: A Look at the Evidence. Vols. 1 & 2. Boston: Houghton Mifflin. All editions published from 1997 to the present. 29

31 World History Textbooks: Contact Information Prentice Hall (go to the AP Honors/Electives section) Adas, Michael, Marc J. Gilbert, Peter Stearns, and Stuart B. Schwartz. World Civilizations: The Global Experience. Upper Saddle River, NJ: Prentice Hall. All editions published from 1996 to the present. Spodek, Howard. World's History. Upper Saddle River, NJ: Prentice Hall. All editions published from 1998 to the present. Johnson, Oliver A., and James Halverson. Sources of World Civilization. Vols. 1 & 2. Upper Saddle River, NJ: Prentice Hall. All editions published from 1999 to the present. Stearns, Peter, Stephen S. Gosch, and Erwin P. Grieshaber. Documents in World History. Vols. 1 & 2. New York: Longman. All editions published from 1998 to the present. McGraw-Hill (go to the AP Honors/Electives section) Bentley, Jerry and Herbert Ziegler. Traditions and Encounters: A Global Perspective on the Past. New York: McGraw-Hill. All editions published from 1999 to the present. Sherman, Dennis, David Rosner, A. Tom Grunfield, Gerald Markowitz, and Linda Heywood. World Civilizations: Sources, Images and Interpretations. Vols. 1 & 2. New York: McGraw- Hill. All editions published from 1997 to the present. Sanders, Thomas, Samuel H. Nelson, Nancy Ellenberger, and Stephen Morillo. Encounters in World History: Sources and Themes from the Global Past. Vols. 1 & 2. New York: McGraw-Hill. Houghton Mifflin/McDougal Littell/Holt (go to advanced/electives) Bulliet, Richard, Daniel R. Headrick, David Northrup, Lyman L. Johnson, and Pamela Kyle Crossley. The Earth and Its Peoples: A Global History. Boston: Houghton Mifflin. All editions published from 1997 to the present. Hansen, Valerie, and Kenneth R. Curtis. Voyages in World History. Boston: Wadsworth, Cengage Learning, Lockard, Craig A. Societies, Networks, and Transitions: A Global History. Boston: Houghton Mifflin Company, Andrea, Alfred J., and James H. Overfield. The Human Record: Sources of Global History. Vols. 1 & 2. Boston: Houghton Mifflin. All editions published from 1998 to the present. Kishlansky, Mark, and Susan Lindsey Lively. Sources of World History: Readings for World Civilization. Vols. 1 & 2. Belmont, CA: Wadsworth. All editions published from 1998 to the present. Wiesner, Merry E., William Bruce Wheeler, Franklin M. Doeringer, and Melvin E. Page. Discovering the Global Past: A Look at the Evidence. Vols. 1 & 2. Boston: Houghton Mifflin. All editions published from 1997 to the present. Bedford/St Martin s (go to high schools) Strayer, Robert W. Ways of the World: A Global History. Boston: Bedford/St. Martin's, Reilly, Kevin. Worlds of History: A Comparative Reader. Vols. 1 & 2. New York: Bedford/St. Martin's. All editions published from 1999 to the present. 30

32 Textbook Guidelines This is just a suggested way to read the textbook. I realize that some of the things that I will suggest will seem to be impossible or repetitious, but each of the following steps will help you to read and understand the text. You should modify the suggestions to meet your needs or style of learning. After you have tried this and you feel that you are still having problems, talk to me. Together we should be able to figure something out. Don t wait until the last minute or until your grade is an F-! Talk to me when you see the beginnings of a problem. History books tend to be written in outline form: thesis, main heading, sub-headings, topic sentences, and main points. By using this information, you can quickly look at what the chapter has to offer before you read, giving you a better chance of remembering some of the important ideas. What you want to do is keep the information fresh. You can do this by referring to the text over a period of days. Don t try to consume a whole chapter the night before! The times are just suggested. You need to create your own plan. 1. Browsing Look through the chapter. Read the headings of the chapter, sections, and sub-sections. Read and look at all of the maps, drawings, paintings, graphs, and charts. Just look around at what you will be reading. You may absorb some things, but again, all you really want is a quick glance. Do not read the chapter at this point, just look. (15-20 minutes) 2. Skim-and-Scan Read the opening remarks of the chapter. Read the first paragraphs of each section and sub-section. Find the thesis for the chapter and section. Read the first sentence of every other paragraph. Read the captions to the maps, graphs, etc. That s all. (30-45 minutes) 3. Careful Reading Now read the chapter from start to finish. Carefully read every sentence and word. Re-read all captions. Be sure to spend time reading the whole chapter. I suggest you do this in one, but not more than two, settings. (1-3 hours) 4. Skim-and-Scan with Note-taking With pen in hand, skim-and-scan again. Take outline notes with headings matching those in the chapter. Don t rewrite the book. Take quick notes of things you will need to remember. Jot down page numbers of important paragraphs. You may also wish to start notecards. (1 hour) 5. Reminding This is a skim-and-scan technique that uses both the text and your notes. Let the notes remind you what is in the text, referring to the text only when you need to. This is a final check before you study for the exam. (30-45 minutes) I would suggest that you use the day before the exam as a rest and a final checkup. Don t spend a lot of time studying the text, but use your time wisely checking your notes. Reread the introduction and conclusion to each chapter. These are good reviews. Train yourself to rely on good notes that reflect the important parts of the text. After you have received the test back, go over the questions and answers. Check your notes. Why did you miss this question? What should you do to change your reading or notes to better prepare for the test? What part of the reading schedule was best for you? worst? How can you change to meet the needs that you have found? Do this evaluation after every test. By concentrating on your test-taking habits early on you will be prepared for the time when you will be tested over a greater amount of material. Don t forget: don t ever give up! Always search for ways to better yourself and your techniques! 31

33 Notes 32

34 Notetaking Skills Outlining NUMBER and TITLE of Chapter Chapter Thesis Skip Lines Written across top few lines in your own words Usually found within first few paragraphs of chapter Skip Lines Section Heading Written across next lines, indented to show outline Write main idea of section Bullet list all factual data that supports main idea Skip Lines Sub-section Heading Written across next lines, indented to show outline Write main idea of sub-section Bullet list all factual data that supports main idea Skip Lines Vocabulary Word written on left, definition on right Repeat Key Terms in context Add important phrases, new terms, concepts, ideas Skip Lines People/Places/Events Word/Phrase written on left, description on right Describe main importance, significance, connection Skip Lines Questions Write questions on left side Try to connect question with information on right Label BP, D, S, C, CP Skip Lines Reflection Write a reflection for the chapter at end of notes Try to reflect/analyze/answer questions or comments Make it succinct and clear in one paragraph 33

35 Notetaking Skills Outlining and the Big Picture 34

36 Notecards The purpose of notecards, or any other learning aid, is to gain a familiarity with the subject and keep it fresh over a long period of time. History is a subject, not unlike foreign language, which must be relearned and used in order to be understood. Do not to memorize. Memorization will not be helpful on the exam. Create connections with notecards. Develop a facility with their use. Students who do well on notecards, keep up with them, take them seriously, and consistently study with them do well on the AP exam. Steps 1. Make notecards from a list provided by the text, or on their own. Cards can be 3x5, 4x6, or any other size. They should be uniform. 2. The front of the card should have the concept or phrase, where in the text it came from, and any additional connecting device, such as a theme or thread. 3. The back of the card should have a complete thought that corresponds to the concept or phrase on the front that a) defines, b) lists significance, and c) analyzes the significance. Concepts should also include an example. Have students look for General Significance and Historical Significance 4. While studying with the stack, make three piles: a. Cards you immediately recognize and can immediately answer b. Cards you recognize eventually and can eventually answer c. Cards you do not recognize 5. Reshuffle groups b and c, and start over again. The idea is to get all cards into group a. When that is completed, move on to another set of cards. 6. Do not use the notecards for more than 15 minutes at a time. Take a break and do something completely different for another 30 minutes and then come back to the cards. Eat, drink, walk to the bathroom, do different homework, or even watch some TV or listen to the radio or read. You ll be much more successful if you limit your time with the cards. Theme 4-Econ Systems Bulliet p. 175 Theme 2-Cult Interaction p. 306 Samarkand Theme 1-Migration Bulliet p. 713 Theme 2-Cult Interaction Bulliet p Theme 3-Expansion Bulliet p Theme 4-Econ Systems Bulliet p Theme 5-Soc Structures Bulliet p. 719 Imperialism Capital on Silk Road Center of PERSIAN exchange Central location along Silk Road leading to PERSIAN diffusion Whoever controlled the cities controlled PERSIAN power Forceful control of one over another Systematic exchange of ideologies based on concepts of superiority Historically how one group gained PERSIAN control over an other Westward Expansion, Cultural Imp 35

37 Levels of Questions A quick and (somewhat) painless way of having students think in questioning ways is through the three levels of questions. This technique is presented in Interdisciplinary Strategies, a College Board Workshop, but is not exclusive to that program. See also AVID and Art Costa s Levels of Questioning. Level One Questions (Factual) Questions that look at basic and straight-forward information. The answer is directly from the text. No inferences or outside information is necessary. Bloom s Knowledge level Define, Describe, Identify, List, Name, Observe, Recite, Scan Examples: Who was the first known European to successfully sail around the Cape of Good Hope? What Chinese explorer was recalled from his voyage of exploration and did not reach the Cape of Good Hope? Level Two Questions (Inferential) Questions that require additional knowledge and include inferences about information from the text. The answer is normally implied in the text, but is not directly stated Bloom s Comprehension, Application, Analysis Analyze, Compare, Contrast, Group, Infer, Sequence, Synthesize Examples: Level Three Questions (Global) Why did Europeans attempt dangerous and expensive trips of discovery? What tools were necessary for Europeans to begin their voyages? Why did the Chinese Emperor recall the explorer from his voyages? Questions requiring a wider comprehension and an ability to connect diverse elements into a unified whole. The answer is usually not stated or implied in the text. Requires students to go beyond the text into previously learned information or personal experiences Bloom s Synthesis and Evaluation Apply, Evaluate, Hypothesize, Imagine, Judge, Predict, Speculate. Examples: Level Four Questions How did the social upheavals of the fifteenth and sixteenth centuries encourage the movement of Europeans throughout the world? In what ways was the recall of the Chinese mission related to social events and in what ways was the recall tied to economc events? What would you ask the author if she/he was standing right in front of you? at a dinner party? in an inteview? What would you want to know? What additional information would be appropriate? 36

38 Notes 37

39 Thesis Statements: What are they? A thesis statement is the main idea that your essay supports. It is similar to a topic sentence for a paragraph, only it speaks for the entire essay. A very complex thesis statement may take up a whole paragraph, but the standard freshman composition essay does the job in one concise sentence. The thesis statement has 3 main parts: the limited subject, the precise opinion, and the blueprint. 1. Limited Subject The limited subject tells the reader exactly on what, or whom the article focuses. The book title (Black Elk Speaks), from the example, is the limited subject of the thesis statement: Black Elk Speaks accurately represents Indian lifestyle through its attention to cultural detail, its use of Indian words, and its direct quotes from Black Elk. 2. Precise Opinion The precise opinion gives your answer to a question about the subject. Black Elk Speaks accurately represents Indian lifestyle by its attention to cultural detail, its use of Indian words, and its direct quotes from Black Elk. Note: a question without an answer is not an opinion: "Does Black Elk Speaks accurately represent Indian lifestyle?" Below is an example of a different precise opinion. Either is acceptable, as long as the rest of the essay supports the opinion: Black Elk Speaks fails to represent Indian lifestyle by its lack of attention to cultural detail, its misunderstanding of Indian words, and its lack of quotes from Black Elk himself. A good precise opinion is vital to the reader's comprehension of the goal of the essay. 3. Blueprint A blueprint is a plan for the essay. Just like the blueprint of a building tells you what the finished product is supposed to look like, the blueprint of an essay permits you to see the whole shape of your ideas before you start churning out whole paragraphs. Black Elk Speaks accurately represents Indian lifestyle by its attention to cultural detail, its use of Indian words, and its direct quotes from Black Elk. In the blueprint, the author signals an intention to support the precise opinion. The author of the example above introduces three different kinds of evidence: cultural detail, Indian words, and quotes from Black Elk. Informed by this blueprint, the reader expects to encounter one section (a paragraph or more) devoted to each subtopic. To emphasize the structure of your essay, repeat each phrase of the blueprint as you introduce the paragraph(s) in which you expand and support each point that you want to make. The way you introduce the supporting evidence is through topic sentences, miniature thesis statements that echo the main idea. Note: If you repeat your blueprint phrases and your thesis statement robotically ("The third point I want to talk about is how Black Elk Speaks accurately represents the Indian lifestyle through its direct quotes from Black Elk."), your writing will be rather dry and lifeless. Note: A thesis statement amounts to nothing if the paper is not completely focused on that main point. Blueprinting helps create the coherency of the thesis throughout the entire essay, which makes it a necessary part of the thesis statement. Nicci Jordan, UWEC Junior, and Professor Dennis Jerz, Seton Hill Univesity. 38

40 Five Steps to a Phat Thesis Step 1 Read the Prompt What are the key terms or phrases? What is the prompt asking? Step 2 Brainstorm the Prompt What information is necessary to answer the prompt? What do I know about the subject? What categories seem to work the best? Use a Graphic Organizer Outline, Web, T-chart, Double-Bubble, or Timeline Step 3 Write a preliminary thesis Provide an answer to the Prompt Provide areas of categorization Provide similarities and differences (in comparison essay) Provide change and continuity (in COT essay) Step 4 Reevaluate the Thesis and Recategorize Do the categories accurately reflect your evidence? Step 5 Write Thesis Musts 1. AP 2. Place/Time 3. 3 Categories 39

41 Cultural Analysis Categorization What to look for: PERSIAN How to find it: 1. Political: Who is in charge? What is power based on? Who gives that person or group power? Is there a contract? What's the government? 2. Economic: How do people earn their food? Is it based on agriculture, commerce, small trades or professions, or industry, like manufacturing or technology? Where's the money? 3. Religious: What is the meaning of life? Where did the group come from? What happens when they die? How do they spend their lives? Who talks to god(s)? 4. Social: How does the group relate to one another? How do people communicate? What do people do together? How is the group organized? 5. Intellectual: Who are the thinkers? What groups are given the chance to learn? How do people learn? Where does knowledge come from? 6. Artistic: How do they express themselves? What commitment to self-expression do they have? What technology or resources are given to art? 7. Near?: In what geographic region is this located? What geographic landscape makes up the region? How are the people/events effected by the geography? 40

42 PERSIAN Political Economic Religious Social Intellectual Artistic Near 41

43 Essay Outline The basic essay structure for a 5-paragaph expository essay. Each CD would be followed by at least two CMs that analyze the CD and connect it to the Thesis. Thesis Body TS 1 Body 1 CD A Body 1 CD B Body 1 CD C Body TS 2 Body 2 CD A Body 2 CD B Body 2 CD C Body TS 3 Body 3 CD A Body 3 CD B Body 3 CD C 42

44 Notes 43

45 44 Instead of Said Accused Acknowledged Added Addressed Admitted Advised Advocated Alibied Alleged Amplified Announced Answered Apologized Argued Asked Asserted Avowed Babbled Badgered Bantered Bawled Beamed Begged Bellowed Bewailed Blamed Blurted Boasted Bullied Cackled Cajoled Ceded Charged Chattered Chided Cited Claimed Coaxed Commanded Commented Complained Complimented Concluded Confided Confirmed Contended Continued Contradicted Countered Crawled Cried Croaked Crooned Crowed Declared Decreed Decried Demanded Denied Denounced Directed Disclosed Droned Elaborated Enunciated Estimated Exaggerated Exclaimed Expanded Expounded Fantasized Forecast Fretted Fumed Fussed Gasped Gibed Gossiped Granted Greeted Groused Growled Grumbled Harangued Hazarded Hedged Hinted Howled Implied Implored Informed Inquired Insinuated Insisted Interjected Interrupted Intimated Introduced Jabbered Jeered Joked Jollied Joshed Jubilated Judged Kibitzed Kidded Lamented Lampooned Lashed (out) Lectured Listed Maintained Mimicked Mocked Mumbled Murmured Muttered Nagged Narrated Nattered Negotiated Noted Objected Observed Offered Opined Ordered Panted Pestered Pledged Posed Posited Postulated Pouted Proclaimed Promised Protested Pulled Puzzled Quarreled Queried Questioned Quibbled Quoted Raged Raved Recited Reckoned Recollected Remarked Remembered Reminisces Repeated Replied Reported Reproved Requested Resolved Responded Retorted Revealed Rhapsodized Roared Schemed Scoffed Scolded Screamed Screeched Seconded Shouted Shrieked Sighed Sizzled Snapped Snarled Sneered Sniffled Sobbed Spat Speculated Spluttered Squarked Squawked Squeaked Squelched Stammered Stated Stuttered Submitted Suggested Summarized Summoned Supported Supposed Sympathized Synopsized Synthesized Taunted Teased Testified Threatened Trembled Twanged Upheld Urged Uttered Vituperated Volunteered Vouched Vowed Waived Wailed Warbled Warned Whimpered Whispered Yalped Yawned Yearned Yelled Yielded Yodeled Yowled Zinged

46 What to look for: 1. Speaker 2. Occasion 3. Audience 4. Purpose 5. Subject 6. -tone How to find it: Document Analysis Adapted from Interdisciplinary Strategies 1. Speaker: Is there someone identified as the speaker? Can you make some assumptions about this person? What class do they come from? What political party? A gender? 2. Occasion: What prompted the author to write this piece? What event led to its publication or development? 3. Audience: Does the speaker identify an audience? What assumptions can you make about the audience? Is it a mixed racial/gender group? What social class? Political party? Who was the document created for? Are there any words or phrases that are unusual or different? Does the speaker use language that is specific for a unique audience? Does the speaker evoke God? Nation? Liberty? History? Hell? Does the speaker allude to classical themes: the Fates, the Classics, Pericles, Caesar? Why is the speaker using this type of language? What is the mode of delivery? 4. Purpose: What is the speaker s purpose? In what ways does he convey this message? How would you perceive the speaker giving this speech? What is the document saying? What is the emotional state of the speaker? How is the speaker trying to spark a reaction in the audience? What words or phrases show the speaker s tone? How is the document supposed to make you feel? 5. Subject: What is the subject of the piece? How do you know this? How has the subject been selected and presented by the author? 6. -tone: What is the author s tone? How is the author perceived by the audience? What is the author s mood? What is the author s point-ofview? 45

47 SOAPStone Speaker Occasion Audience Purpose Subject -tone POV 46

48 Point-of-View Statement Step 1 Read the Document and Source Information Who writing the document and When? SOAPStone Step 2 Determine the POV of the author Who is saying What to Whom and Why? What informs the author s POV? What is the author s tone regarding the subject? Step 3 Write a POV Statement Identify Who is speaking and what is their Tone Classify Who they are Explain What they believe Define Why they believe it and Tie it to their group/classification Step 4 The POV Statement is a way to Show an understanding of the document Use the document as evidence Provide the POV of the document Set up the document for use in the essay Step 5 Write 47

49 Notes 48

50 Abraham Lincoln The Gettysburg Address 19 November 1863 Four score and seven years ago our fathers brought forth on this continent, a new nation, conceived in Liberty, and dedicated to the proposition that all men are created equal. Now we are engaged in a great civil war, testing whether that nation, or any nation so conceived and so dedicated, can long endure. We are met on a great battle-field of that war. We have come to dedicate a portion of that field, as a final resting place for those who here gave their lives that that nation might live. It is altogether fitting and proper that we should do this. But, in a larger sense, we can not dedicate -- we can not consecrate -- we can not hallow -- this ground. The brave men, living and dead, who struggled here, have consecrated it, far above our poor power to add or detract. The world will little note, nor long remember what we say here, but it can never forget what they did here. It is for us the living, rather, to be dedicated here to the unfinished work which they who fought here have thus far so nobly advanced. It is rather for us to be here dedicated to the great task remaining before us -- that from these honored dead we take increased devotion to that cause for which they gave the last full measure of devotion -- that we here highly resolve that these dead shall not have died in vain -- that this nation, under God, shall have a new birth of freedom -- and that government of the people, by the people, for the people, shall not perish from the earth. 49

51 Prempeh I, Ashanti leader, response to a British offer of protectorate status, West Africa, 1891 The suggestion that Ashanti in its present state should come and enjoy the protection of Her Majesty the Queen of England and Empress of India is a matter of very serious consideration. I am pleased to announce that we have arrived at the conclusion that my kingdom of Ashanti will never commit itself to any such policy. Ashanti must remain as of old and at the same time remain friendly with all White men. Samuel Maherero, a leader of the Herero people, letter to another African leader, German South-West Africa, 1904 All our obedience and patience with the Germans is of little avail, for each day they shoot someone dead for no reason at all. Hence I appeal to you my Bropther, not to hold aloof from the uprising, but to make your voice heard so that all Africa may take up arms against the Germans. Let us die fighting rather than die as a result of maltreatment, imprisonment, or some other calamity. Tell all the chiefs down there to rise and do battle. 50

52 Step 1 Read the Directions Step 2 Read the Prompt Step 3 Brainstorm the Prompt Step 4 Write a preliminary Thesis Seven Steps to a Sweet DBQ Step 5 Read and Analyze the Documents Read the document and note the author, time, place SOAPStone or APPARTS POV Statement Categorization Additional POV or Who s Missing? Step 6 Reevaluate the Thesis and Write an Outline Step 7 Write 2010 DBQ 2009 DBQ 2008 DBQ Using the following documents, analyze similarities and differences in the mechanization of the cotton industry in Japan and India in the period from the 1880s to the 1930s. Using the documents, analyze African actions and reactions in response to the European Scramble for Africa. Based on the following documents, analyze factors that shaped the modern Olympic movement from 1892 to DBQ Using the documents, analyze Han and Roman attitudes toward technology DBQ 2005 DBQ Analyze the social and economic effects of the global flow of silver from the mid-16 th century to the early 18 th century. Analyze the issues that 20 th century Muslim leaders in Sth Asia and Nth Africa confronted in defining their nationalism DBQ Analyze the responses to the spread of Buddhism in China. ( CE) 2003 DBQ 2002 DBQ Analyze the main features, including causes and consequences, of the system of indentured servitude that developed as part of global economic changes in the 19 th and into the 20 th centuries. Compare and contrast the attitudes of Christianity and Islam toward merchants and trade from the religions origins until about Are there indications of change over time in either case, or both? 51

53 Notes 52

54 San Marcos HS Writing Rubric Prompt Addresses the prompt clearly and responds effectively to the topic Addresses the prompt clearly and responds effectively to the topic Addresses the prompt clearly and responds effectively to most aspects of the topic Addresses the prompt clearly and responds to most aspects of the topic Addresses the prompt, but may overlook some aspects of the topic Addresses the prompt in general, but leaves out important aspects of the topic Addresses the prompt in general, but changes or leaves out essential aspects of the topic Focus on the prompt is confusing or unclear, and shows a lack of basic skills Suggests an inability to respond to the prompt through lack of knowledge and skill Complexity Explores the issues thoughtfully with considerable refinement Explores the issues in depth with some sophistication Shows adequate depth and complexity of thought Shows some depth and complexity of thought Shows understanding of the topic, though thinking is sometimes simplistic or repetitive Demonstrates thinking that is underdeveloped Demonstrates simplistic or confused thinking Lacks focus and clear thinking or fails to communicate ideas Is unfocused and disorganized with no examples, specific or generalized Development Is skillfully organized with well chosen specific examples that includes especially full or apt analysis Has strong organization with well chosen specific examples that includes apt and relevant analysis Is well organized and developed with appropriate examples that includes some sophistication in analysis Is well organized and developed with examples that includes adequate analysis Is adequately organized and developed with supporting examples that includes inconsistent or limited analysis Organized with underdeveloped examples and analysis, which may include generalizations Has weak organization with poorly developed examples and analysis, which may include generalizations Has weak organization with few examples and generalizations without support Is unfocused and disorganized with no examples, specific or generalized Vocabulary Has sophisticated use of vocabulary and sentence structure with a discerning writer's voice Has solid use of vocabulary and sentence structure with a clear writer's voice Has mature use of vocabulary and varied sentence structure with a clear writer's voice Has mature use of vocabulary and varied sentence structure with a developing writer's voice Has adequate use of vocabulary and sentence structure, lacking some originality in voice/structure Use of vocabulary and sentence structure is adequate, but simplistic or formulaic in voice/structure Has limited use of vocabulary and sentence structure, with no original voice Has limited vocabulary and problematic sentence control Has inappropriate vocabulary and inadequate sentence control Mechanics Is free from errors in mechanics and usage with sentence structure Is generally free from errors in mechanics and usage with sentence structure Relatively few errors in vocabulary, mechanics, usage, and sentence structure May have a few errors in vocabulary, mechanics, usage, and sentence structure May have some errors, but generally demonstrates control of mechanics and usage Has many errors in mechanics and usage, but meaning is generally understood Has numerous errors in mechanics and usage interfering with meaning Has significant errors in mechanics and usage that contribute to overall confusion Has critical errors in mechanics and usage Risk Demonstrates originality and takes risks with impressive control of language Demonstrates originality and risk taking May attempt some risk taking, but does not follow through with the idea, or loses control over the style being used, often reverting to a more formulaic and less original structure. 53

55 Assets: Guides and Sourcebooks Publisher s Guidebooks Barron's, How to Prepare for the AP World History Advanced Placement Examination Kaplan, AP World History McGraw-Hill, 5 Steps to a 5: AP World History McGraw-Hill, AP Achiever World History Peterson's/Thomson Learning, AP World History Princeton Review, Cracking the AP World History Exam Cliff s, AP World History Barron s, How to Prepare for the SAT II World History Kaplan, SAT Subject Tests: World History Princeton Review, Cracking the SAT US & World History Subject Tests Explorations in World History. McGraw-Hill Johnson, Donald and Jean. Universal Religions in World History: Buddhism, Christianity, and Islam Ristvet, Lauren. In the Beginning: World History from Human Evolution to the First States Buschmann, Rainer. Oceans in World History Strayer, Robert. The Communist Experiment: Revolution, Socialism, and Global Conflict in the Twentieth Century Liu, Xinru and Lynda Shaffer. Connections across Eurasia: Transportation, Communication, and Cultural Exchange along the Silk Roads Themes in World History, ed Peter N. Stearns. New York: Routledge Beaudoin, Steven. Poverty in World History Davies, Edward J. The United States in World History Gosch, Stephen. Premodern Travel in World History Hames, Gina. Alcohol in World History Johnson, Mark. Education in World History Kearney, Milo. The Indian Ocean in World History Manning, Patrick. Migration in World History McComb, David G. Sports in World History Neiberg, Michael S. Warfare in World History Pilcher, Jeffrey. Food in World History Richards, Michael D. Revolutions in World History Smith, Richard L. Premodern Trade in World History Stearns, Peter N. Childhood in World History Stearns, Peter N. Consumerism in World History: The Global Transformation of Desire Stearns, Peter N. Gender in World History Stearns, Peter N. Western Civilization in World History Super, John. Religion in World History: The Persistence of Imperial Communion Tauger, Mark. Agriculture in World History Watts, Sheldon. Disease and Medicine in World History Wood, Alan Thomas. Asian Democracies in World History

56 Notes 55

57 Journal Day 2 56

58 World History Advanced Placement It s In Here Somewhere! Chery Creek AP Institute Cherry Creek High School Greenwood Village, Colorado 2-5 August

59 Agenda Day 3 It s In Here Somewhere! Internet Resources 2 Text Analysis Using Sub-Headings Comparison/Contrast Text Analysis APPARTS Multiple-Choice 58

60 World History Links Assets: Internet Resources College Board AP Central College Board AP Credit Policies Jay Harmon World History Association World History Connected Inventions Art History Resources Arts of Asia Asia for Educators EMuseum Eduplace Eighteenth Cent Maritime World Freer Sackler Gallery Globalization Internet History Sourcebook Isidore of Seville Mohenjo-Daro! Mughal India Muslim Heritage Next Asian Journey Political Resources on the Net Regional Paleographic Views The Ottomans The Paleomap Project The Silk Road University of WI Digital Collection WWW Virtual Library Women in World History World Area Studies World History Matters World History for us All Zheng He s Voyage of Discovery World Pres.Org Teaching Links Blue Web n Cagle s Cartoonists Index Greece School Dist Tools H-Net H-SS Web Sites for Teachers Internet Scout Project Kathy Schrock s Guide Marzano s Classroom Instruction Reading Quest SCORE Tapped In Resources Annenberg/CPB Films for the Humanities Georgtown Book Shop Landmark Media Map Resources PBS TeacherSource Social Studies School Service Southern Center for Intern l Studies The Longbow Group Universal Color Slide Company 59

61 Notes 60

62 Notetaking Skills Using Sub-Headings 61

63 Comparison-Contrast Essays There are two conventional ways of comparing and contrasting two or more things. 1. Point by Point Method A single characteristic of the first item is compared with a single characteristic of the second item. Then each characteristic of both items is discussed. Transitional words or phrases are extremely important in this style, so that the paper does not appear choppy. Introduction Thesis and Definitions Section I 1(A, B) Section II 2(A, B) Section III 3(A, B) Conclusion Connections, Inferences, Conclusions based on thesis/analysis 2. Block Method All the characteristics of the first item may be stated in one section and the second item may be described in the second section. Then the characteristics of the first item may be compared and contrasted with the second item in the third section. Introduction Thesis and Definitions Section I A (1, 2, 3) Section II B (1, 2, 3) Section III 1(A, B), 2(A, B), 3(A, B) Conclusion Connections, Inferences, Conclusions based on thesis/analysis These two methods seem to be the most straight-forward. Other methods include: 1. Discussing the similarities of both items in the first section and then the differences in the second section. 2. All of the characteristics of the first item in the first section. Then the characteristics of the second item may be taken up one at a time and comparisons or contrasts with the characteristics of the first item may be made in the second section. Introduction Thesis and Definitions Section I A (1, 2, 3) Section II B1-A1, B2-A2, B3-A3 Conclusion Connections, Inferences, Conclusions based on thesis/analysis Thesis Musts 1. AP 2. Place/Time 3. 3 Categories 4. 1:2 Ratio 2010 Comp 2009 Comp 2008 Comp 2007 Comp 2006 Comp 2005 Comp 2004 Comp 2003 Comp Analyze similarities and differences in methods of politica.l control in TWO of the following empires in the Classical period. Han China (206 BCE-220 CE) Mauryan/Gupta India (320 BCE-550 CE) Imperial Rome (31 BCE-476 CE) For the period from 1500 to 1830, compare North American racial ideologies and their effects on society with Latin American/Caribbean racial ideologies and their effects on society. Compare the emergence of nation-states in nineteenth-century Latin America with the emergence of nation-states in ONE of the following regions in the twentieth-century. Sub-Saharan Africa The Middle East Within the period from 1450 to 1800, compare the processes (e. g., political, social, economic) of empire building in the Spanish Empire with the empire-building processes in ONE of the following. The Ottoman Empire OR the Russian Empire Compare and contrast the goals and outcomes of the revolutionary process in TWO of the following countries, beginning with the dates specified. Mexico 1910 China 1911 Russia 1917 Compare and contrast the political and economic effects of Mongol rule on TWO of the following regions: China Middle East Russia Compare and contrast how the First World War and its outcomes affected TWO of the following regions in the period from the war through the 1930s. East Asia Middle East South Asia Compare and contrast the roles of women in TWO of the following regions during the period from 1750 to East Asia Latin America Sub-Saharan Africa Western Europe 2002 Comp Analyze and compare the differing responses of China and Japan to western penetration in the 19 th century. 62

64 Notes 63

65 Essay Outline The basic essay structure for a 5-paragaph comparison essay in the Point-by-Point Method. Each CD would be followed by at least two CMs that analyze the CD and connect it to the Thesis. Thesis Body TS 1 Body CD 1A Body CD 1B Body 1 C/C A&B Body TS 2 Body CD 2A Body CD 2B Body 2 C/C A&B Body TS 3 Body CD 3A Body CD 3B Body 3 C/C A&B 64

66 Essay Outline The basic essay structure for a 5-paragaph comparison essay in the Block Method. Each CD would be followed by at least two CMs that analyze the CD and connect it to the Thesis. Thesis Body TS A Body CD 1A Body CD 2A Body CD 3A Body TS B Body CD 1B Body CD 1B Body CD 1B Body TS C/C Body 1 A&B Body 2 A&B Body 3 A&B 65

67

68 AP World History Course Key Concepts Period 3 Regional and Trans regional Interactions, c. 600 CE to c Key Concept 3.1. Expansion and Intensification of Communication and Exchange Networks Although Afro Eurasia and the Americas remained separate from one another, this era witnessed a deepening and widening of old and new networks of human interaction within and across regions. The results were unprecedented concentrations of wealth and the intensification of cross cultural exchanges. Innovations in transportation, state policies and mercantile practices contributed to the expansion and development of commercial networks, which in turn served as conduits for cultural, technological and biological diffusion within and between various societies. Pastoral or nomadic groups played a key role in creating and sustaining these networks. Expanding networks fostered greater interregional borrowing, while at the same time sustaining regional diversity. I. Improved transportation technologies and commercial practices led to an increased volume of trade, and expanded the geographical range of existing and newly active trade networks. A. Existing trade routes, including the Silk Roads, the Mediterranean Sea, Trans Saharan and the Indian Ocean basins, flourished and promoted the growth of powerful new trading cities (such as to mention just a few Novgorod, Timbuktu, Swahili city states, Hangzhou, Calicut, Baghdad, Melaka and Venice, or in the Americas, Tenochtitlan or Cahokia). B. The growth of interregional trade in luxury goods (such as silk and cotton textiles, porcelain, spices, precious metals and gems, slaves or exotic animals) was encouraged by significant innovations in previously existing transportation and commercial technologies, including more sophisticated caravan organization (such as caravanserai or camel saddles); use of the compass, astrolabe and larger ship designs in sea travel; and new forms of credit and monetization (such as bills of exchange, credit, checks or banking houses). C. Commercial growth was also facilitated by new state practices (such as the minting of coins or use of paper money), new trading organizations (such as the Hanseatic League) and new state sponsored commercial infrastructures like the Grand Canal in China. D. The expansion of existing empires including China, the Byzantine Empire and the Caliphates as well as new empires (such as the Mongols) facilitated Trans Eurasian trade and communication as new peoples were drawn into their conquerors economies and trade networks. II. The movement of peoples caused environmental and linguistic effects. A. The expansion and intensification of long distance trade routes often depended on peoples understanding of a particular regional environment and their subsequent technological adaptations to them (such as the way Scandinavian Vikings used their longships to travel in coastal and open waters as well as in rivers and estuaries, the way the Arabs and Berbers adapted camels to travel across and around the Sahara, or the way Central Asian pastoral groups used horses to travel in the steppes). B. Some migrations had a significant environmental impact, including the migration of the agricultural Bantu speaking peoples in forested regions of Sub Saharan Africa, and the maritime migrations of the Polynesian peoples who cultivated transplanted foods and domesticated animals as they moved to new islands. C. Some migrations and commercial contacts led to the diffusion of languages throughout a new region or the emergence of new languages (for example, the spread of Bantu languages, the new language of Swahili that developed in East African coastal areas, or the spread of Turkic and Arabic languages). III. Cross cultural exchanges were fostered by the intensification of existing, or the creation of new, networks of trade and communication. A. Islam expanded from the Arabian Peninsula to many parts of Afro Eurasia due to military expansion and the activities of merchants and missionaries. B. In key places along important trade routes, merchants set up diasporic communities where they introduced their own cultural traditions into the indigenous culture (such as Muslim merchant communities in the Indian Ocean region, Chinese merchant communities in Southeast Asia, Sogdian merchant communities throughout Central Asia or Jewish communities in the Mediterranean, Indian Ocean basin, or along the Silk Roads). C. The writings of certain interregional travelers (such as Ibn Battuta, Marco Polo or Xuanzang) illustrate both the extent and the limitations of intercultural knowledge and understanding. D. Increased cross cultural interactions resulted in the diffusion of literary, artistic and cultural traditions (such as the influence of Neo Confucianism and Buddhism in East Asia, Hinduism and Buddhism in Southeast Asia, Islam in Sub Saharan Africa and Southeast Asia or Toltec/Mexica and Inca traditions in Mesoamerica and Andean America). E. Increased cross cultural interactions also resulted in the diffusion of scientific and technological traditions (such as the influence of Greek and Indian mathematics on Muslim scholars, the return of Greek science and philosophy to Western Europe via Muslim al Andalus in Iberia or the spread of printing and gunpowder technologies from East Asia into the Islamic empires and Western Europe). IV. There was continued diffusion of crops and pathogens throughout the Eastern Hemisphere along the trade routes. A. New foods were adopted in populated areas (such as bananas in Africa, new rice varieties in East Asia or the Muslim Agricultural Revolution). B. The spread of epidemic diseases, including the Black Death, followed the wellestablished paths of trade and military conquest. Key Concept 3.2. Continuity and Innovation of State Forms and Their Interactions State formation in this era demonstrated remarkable continuity, innovation and diversity in various regions. In Afro Eurasia, some states attempted, with differing degrees of success, to preserve or revive imperial structures, while smaller, less centralized states continued to develop. The expansion of Islam introduced a new concept the caliphate to Afro Eurasian statecraft. Pastoral peoples in Eurasia built powerful and distinctive empires that integrated people and institutions from both the pastoral and agrarian worlds. In the Americas, powerful states developed in both Mesoamerica and the Andean region. 67

69 I. Empires collapsed and were reconstituted; in some regions new state forms emerged. A. Following the collapse of empires, most reconstituted governments, including the Byzantine Empire and the Chinese dynasties Sui, Tang and Song combined traditional sources of power and legitimacy (such as patriarchy, religion or land owning elites) with innovations better suited to the current circumstances (such as new methods of taxation, tributary systems or adaptation of religious institutions). B. In some places, new forms of governance emerged, including those developed in various Islamic states (such as the Abbasids, the Muslim Iberia or the Delhi Sultanates), the Mongol Khanates and city states (such as in the Italian peninsula, East Africa or Southeast Asia). C. Some states synthesized local and borrowed traditions (such as Persian traditions that influenced Islamic states or Chinese traditions that influenced Japan). D. In the Americas, as in Afro Eurasia, state systems expanded in scope and reach: Networks of city states flourished in the Maya region and, at the end of this period, imperial systems were created by the Mexica ( Aztecs ) and Inca. II. Interregional contacts and conflicts between states and empires encouraged significant technological and cultural transfers, for example between Tang China and the Abbasids, across the Mongol empires and during the Crusades. Key Concept 3.3. Increased Economic Productive Capacity and Its Consequences Changes in trade networks resulted from and stimulated increasing productive capacity, with important implications for social and gender structures and environmental processes. Productivity rose in both agriculture and industry. Rising productivity supported population growth and urbanization but also strained environmental resources and at times caused dramatic demographic swings. Shifts in production and the increased volume of trade also stimulated new labor practices, including adaptation of existing patterns of free and coerced labor. Social and gender structures evolved in response to these changes. I. Innovations stimulated agricultural and industrial production in many regions. A. Agricultural production increased significantly due to technological innovations (such as Champa rice varieties, the chinampa field systems, waru waru agricultural techniques in the Andean areas, improved terracing techniques or the horse collar). B. In response to increasing demand in Afro Eurasia for foreign luxury goods, crops (such as sugar or citrus) were transported from their indigenous homelands to equivalent climates in other regions. C. Chinese, Persian, and Indian artisans and merchants also expanded their production of textiles and porcelains for export; industrial production of iron and steel expanded in China. II. The fate of cities varied greatly, with periods of significant decline, and with periods of increased urbanization buoyed by rising productivity and expanding trade networks. A. Factors that contributed to declines of urban areas in this period included invasions, disease, the decline of agricultural productivity and the Little Ice Age. B. Factors that contributed to urban revival included the end of invasions, the availability of safe and reliable transport, the rise of commerce and the warmer temperatures between 800 and Increased agricultural productivity and subsequent rising population and greater availability of labor also contributed to urban growth. C. While cities in general continued to play the roles they had played in the past as governmental, religious and commercial centers, many older cities declined at the same time that numerous new cities took on these established roles. NOTE: Students should be able to explain the cultural, religious, commercial and governmental function of at least two major cities. III. Despite significant continuities in social structures and in methods of production, there were also some important changes in labor management and in the effect of religious conversion on gender relations and family life. A. As in the previous period, the main forms of labor organization included free peasant agriculture, nomadic pastoralism, craft production and guild organization, along with various forms of coerced and unfree labor and government imposed labor taxes and military obligations. B. As in the previous period, social structures were shaped largely by class and caste hierarchies. Patriarchy persisted; however, in some areas, women exercised more power and influence, most notably among the Mongols and in West Africa, Japan and Southeast Asia. C. New forms of coerced labor appeared, including serfdom in Europe and Japan and the elaboration of the mit a in the Inca Empire. Free peasants resisted attempts to raise dues and taxes by staging revolts (such as in China or the Byzantine Empire). The demand for slaves for both military and domestic purposes increased, particularly in central Eurasia, parts of Africa and the eastern Mediterranean. D. The diffusion of Buddhism, Christianity, Islam and Neo Confucianism often led to significant changes in gender relations and family structure. 68

70 Document Analysis II Adapted from VTSS Guide What to look for: 1. Author 2. Place/Time 3. Prior Knowledge 4. Audience 5. Reason How to find it: 6. The Main Idea 7. Significance 1. Author Is there someone identified as the speaker? Can you make some assumptions about this person? What class do they come from? What political party? A gender? 2. Place/Time What place does the document occupy? Is it important to look at where the document was created versus where it is discussing? Is there a date given for the document in the title or reference? Does the speaker refer to another time? What assumptions can you make based on what the speaker is saying? When was the document created? 3. Prior Knowledge What information do you need to understand this document? What historical background is necessary to fully understand this document? Does the pertinent information only come from the most recent history or from distant history? 4. Audience Does the speaker identify an audience? What assumptions can you make about the audience? Is it a mixed racial/sex group? What social class? Political party? Who was the document created for? Are there any words or phrases that are unusual or different? Does the speaker use language that is specific for a unique audience? Does the speaker evoke God? Nation? Liberty? History? Hell? Does the speaker allude to classical themes: the Fates, the Classics, Pericles, Caesar? Why is the speaker using this type of language? 5. Reason What prompted the author to write this piece? What event led to its publication or development? 6. The Main Idea What is the main idea of the piece? How do you know this? How has the main idea been selected and presented by the author? 7. Significance What is the document s importance? What is the speaker s purpose? In what ways does he convey this message? How would you perceive the speaker giving this speech? What is the document saying? What is the emotional state of the speaker? How is the speaker trying to spark a reaction in the audience? What words or phrases show the speaker s tone? How is the document supposed to make you feel? 69

71 APPARTS Author Place/Time Prior Knowledge Audience Reason The Main Idea Significance POV 70

72

73 AP World History Course Key Concepts Period 4 Global Interactions, c to c Key Concept 4.1. Globalizing Networks of Communication and Exchange The interconnection of the Eastern and Western hemispheres made possible by transoceanic voyaging marked a key transformation of this period. Technological innovations helped to make transoceanic connections possible. Changing patterns of long distance trade included the global circulation of some commodities and the formation of new regional markets and financial centers. Increased transregional and global trade networks facilitated the spread of religion and other elements of culture as well as the migration of large numbers of people. Germs carried to the Americas ravaged the indigenous peoples, while the global exchange of crops and animals altered agriculture, diets and populations around the planet. I. In the context of the new global circulation of goods, there was an intensification of all existing regional trade networks that brought prosperity and economic disruption to the merchants and governments in the trading regions of the Indian Ocean, Mediterranean, Sahara and overland Eurasia. II. European technological developments in cartography and navigation built on previous knowledge developed in the classical, Islamic and Asian worlds, and included the production of new tools (such as the astrolabe or revised maps), innovations in ship designs (such as caravels), and an improved understanding of global wind and currents patterns all of which made transoceanic travel and trade possible. III. Remarkable new transoceanic maritime reconnaissance occurred in this period. A. Official Chinese maritime activity expanded into the Indian Ocean region with the naval voyages led by Ming Admiral Zheng He, which enhanced Chinese prestige. B. Portuguese development of a school for navigation led to increased travel to and trade with West Africa, and resulted in the construction of a global trading post empire. C. Spanish sponsorship of the first Columbian and subsequent voyages across the Atlantic and Pacific dramatically increased European interest in transoceanic travel and trade. D. Northern Atlantic crossings for fishing and settlements continued and spurred European searches for multiple routes to Asia. E. In Oceania and Polynesia, established exchange and communication networks were not dramatically affected because of infrequent European reconnaissance in the Pacific Ocean. IV. The new global circulation of goods was facilitated by royal chartered European monopoly companies that took silver from Spanish colonies in the Americas to purchase Asian goods for the Atlantic markets, but regional markets continued to flourish in Afro Eurasia by using established commercial practices and new transoceanic shipping services developed by European merchants. A. European merchants role in Asian trade was characterized mostly by transporting goods from one Asian country to another market in Asia or the Indian Ocean region. B. Commercialization and the creation of a global economy were intimately connected to new global circulation of silver from the Americas. C. Influenced by mercantilism, joint stock companies were new methods used by European rulers to control their domestic and colonial economies and by European merchants to compete against one another in global trade. D. The Atlantic system involved the movement of goods, wealth, and free and unfree laborers, and the mixing of African, American and European cultures and peoples. V. The new connections between the Eastern and Western hemispheres resulted in the Columbian Exchange. A. European colonization of the Americas led to the spread of diseases (such as smallpox, measles or influenza) that were endemic in the Eastern Hemisphere among Amerindian populations and the unintentional transfer of pests (such as mosquitoes or rats). B. American foods (such as potatoes, maize or manioc) became staple crops in various parts of Europe, Asia and Africa, while cash crops (such as cacao or tobacco) were grown primarily on plantations with coerced labor and were exported mostly to Europe and the Middle East in this period. C. Afro Eurasian fruit trees, grains, sugar and domesticated animals (such as horses, pigs or cattle) were deliberately brought by Europeans to the Americas, while other foods (such as okra) were brought by African slaves. D. Populations in Afro Eurasia benefitted nutritionally from the increased diversity of American food crops. E. European colonization and the introduction of European agriculture and settlements practices in the Americas often affected the physical environment through deforestation and soil depletion. VI. The increase in interactions between newly connected hemispheres and intensification of connections within hemispheres expanded the spread and reform of existing religions and created syncretic belief systems and practices. A. The practice of Islam continued to spread into diverse cultural settings in Asia and Africa. B. The practice of Christianity was increasingly diversified by the Reformation. C. Buddhism spread within Asia. D. Syncretic forms of religion (such as African influences in Latin America, interactions between Amerindians and Catholic missionaries, or Sikhism between Muslims and Hindus in India and Southeast Asia) developed. VII. As merchants profits increased and governments collected more taxes, funding for the visual and performing arts, even for popular audiences, increased. A. Innovations in visual and performing arts (such as Renaissance art in Europe, miniature paintings in the Middle East and South Asia, wood block prints in Japan or post conquest codices in Mesoamerica) were seen all over the world. B. Literacy expanded and was accompanied by the proliferation of popular literary forms in Europe and Asia (such as Shakespeare, Cervantes, Sundiata, Journey to the West or Kabuki). Key Concept 4.2. New Forms of Social Organization and Modes of Production 72

74 Although the world s productive systems continued to be heavily centered on agricultural production throughout this period, major changes occurred in agricultural labor, the systems and locations of manufacturing, gender and social structures, and environmental processes. A surge in agricultural productivity resulted from new methods in crop and field rotation and the introduction of new crops. Economic growth also depended on new forms of manufacturing and new commercial patterns, especially in long distance trade. Political and economic centers within regions shifted, and merchants social status tended to rise in various states. Demographic growth even in areas such as the Americas, where disease had ravaged the population was restored by the 18th century and surged in many regions, especially with the introduction of American food crops throughout the Eastern Hemisphere. The Columbian Exchange led to new ways of humans interacting with their environments. New forms of coerced and semicoerced labor emerged in Europe, Africa and the Americas, and affected ethnic and racial classifications and gender roles. I. Traditional peasant agriculture increased and changed, plantations expanded, and demand for labor increased. These changes both fed and responded to growing global demand for raw materials and finished products. A. Peasant labor intensified in many regions (such as the development of frontier settlements in Russian Siberia, cotton textile production in India or silk textile production in China). B. Slavery in Africa continued both the traditional incorporation of slaves into households and the export of slaves to the Mediterranean and the Indian Ocean. C. The Atlantic slave trade increased demand for slaves and altered male female ratios in Africa. D. The purchase and transport of slaves supported the growth of the plantation economy throughout the Americas. E. Spanish colonists transformed Amerindian labor systems (such as introducing the encomienda and hacienda systems or changing the Inca mit a labor obligation into a forced labor system). F. Europeans used coerced and semicoerced labor (such as indentured servitude or impressment). II. As new social and political elites changed, they also restructured new ethnic, racial and gender hierarchies. A. Both imperial conquests and widening global economic opportunities contributed to the formation of new political and economic elites (such as the Manchus in China, Creole elites in Spanish America, European gentry or urban commercial entrepreneurs in all major port cities in the world). B. The power of existing political and economic elites (such as the zamindars in the Mughal Empire, the nobility in Europe or the daimyo in Japan) fluctuated as they confronted new challenges to their ability to affect the policies of the increasingly powerful monarchs and leaders. C. Some notable gender and family restructuring occurred, including the demographic changes in Africa that resulted from the slave trades (as well as the dependence of European men on Southeast Asian women for conducting trade in that region or the smaller size of European families). D. The massive demographic changes in the Americas resulted in new ethnic and racial classifications (such as mestizo, mulatto or Creole). Key Concept 4.3. State Consolidation and Imperial Expansion Empires expanded and conquered new peoples around the world, but they often had difficulties incorporating culturally, ethnically and religiously diverse subjects, and administrating widely dispersed territories. Agents of the European powers moved into existing trade networks around the world. In Africa and the greater Indian Ocean, nascent European empires consisted mainly of interconnected trading posts and enclaves. European empires in the Americas moved more quickly to settlement and territorial control, responding to local demographic and commercial conditions. Moreover, the creation of European empires in the Americas quickly fostered a new Atlantic trade system that included the trans Atlantic slave trade. Around the world, empires and states of varying sizes pursued strategies of centralization, including more efficient taxation systems that placed strains on peasant producers, sometimes prompting local rebellions. Rulers used public displays of art and architecture to legitimize state power. African states shared certain characteristics with larger Eurasian empires. Changes in African and global trading patterns strengthened some West and Central African states especially on the coast; this led to the rise of new states and contributed to the decline of states on both the coast and in the interior. I. Rulers used a variety of methods to legitimize and consolidate their power. A. Visual displays of political power (such as monumental architecture, urban plans, courtly literature or the visual arts) helped legitimize and support rulers. B. Rulers used religious ideas (such as European notions of divine right, the Safavid use of Shiism, the Mexica or Aztec practice of human sacrifice, the Songhai promotion of Islam or the Chinese emperors public performance of Confucian rituals) to legitimize their rule. C. States treated different ethnic and religious groups in ways that utilized their economic contributions while limiting their ability to challenge the authority of the state (such as the Ottoman treatment of non Muslim subjects, Manchu policies toward Chinese or the Spanish creation of a separate República de Indios ). D. Recruitment and use of bureaucratic elites, as well as the development of military professionals (such as the Ottoman devshirme, Chinese examination system or salaried samurai), became more common among rulers who wanted to maintain centralized control over their populations and resources. E. Rulers used tribute collection and tax farming to generate revenue for territorial expansion. II. Imperial expansion relied on the increased use of gunpowder, cannons and armed trade to establish large empires in both hemispheres. A. Europeans established new trading post empires in Africa and Asia, which proved profitable for the rulers and merchants involved in new global trade networks, but these empires also affected the power of the states in interior West and Central Africa. B. Land empires, including the Manchus, Mughals, Ottomans and Russians, expanded dramatically in size. C. European states, including Portugal, Spain, the Netherlands, France and Britain, established new maritime empires in the Americas. III. Competition over trade routes (such as Omani European rivalry in the Indian Ocean or piracy in the Caribbean), state rivalries (such as the Thirty Years War or the Ottoman Safavid conflict) and local resistance (such as bread riots) all provided significant challenges to state consolidation and expansion. 73

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76 Terminology Multiple-Choice Item Discrete Item Stem Options Key Distractor Item Set The Item as a Whole Illustration: Multiple-Choice Questions adapted from Despina Danos ETS a test question in which a number of reponse choices are given from which the correct answer is to be selected. Most such items use four or give choices, usually identified by the letters A-D or A-E. a single multiple-choice question, including the choices. the initial part of the item in which the task is delineated it may be a question, directions, or an incomplete statement. all the choices in an item the correct answer the incorrect options two or more items based on a common passage, problem, graph, experiment, chart or other stimulus. The author of Paradise Lost was Stem A. Donne B. Keats Distractors C. Chaucer D. Shakespeare E. Milton Key 1. Select a concept or an idea that is important for the examinee to know or to understand. 2. Structure the item around one central idea or problem that is clearly presented in the stem and to which all the options relate in the same way. 3. Make sure that the item has one and only one correct answer. 4. Use language that is simple, direct, and free of ambiguity. Do not make an item a test of reading ability or vocabulary unless this is the purpose of the question. 5. When severalitems are based on a single setting or on stimulus material such as a passage, graphs, or charts, make sure that each item is independent of the other items in the set. The examinee is expected to arrive at the answer from the information provided in the stimulus material, not from having answered correctly a previous question in the set. Do not use distractors in one question that may provide clues for answering another question in the set. 6. Keep the purpose of the item clearly in mind. That is, if you intend to test factual knowledge, do not dress up the item to appear otherwise; if you intend to test critical thinking, be sure that the item cannot be answered on the basis of factual information alone. 7. If you intend for an item to be difficult, make certain that it is difficult because it requires sophisticated reasoning or understanding of a high-level concept, not because it tests obscure or esoteric subject matter. 8. Do not use double negatives in an item. If you ask the examinee to answer by identifying an option that is not true, or that is false or incorrect, state the options in positive terms. As an extreme example, an examinee would be confused by having to recognize that it is not true that John Milton did not write Paradise Lost. 9. Items using single negatives, NOT, LEAST, EXCEPT, should be limited to no more than 25% of the total number of items you write. The Stem of the Item 1. You may state the stem as a question, as an incomplete statement that is completed by the options, or as a complete statement of a problem to be solved. 75

77 2. Clearly define in the stem the task you are setting for the examinee and include all information necessary to understand the intent of the item. (Certain item types that appear grouped together in a test require special directions, and these directions precede the group and are not repeated in each item.) The Options for the Item (answer and incorrect responses or distractors) 1. Provide one best response that any individual who is well informed about the topic will select and accept. 2. The options are as important as your statement of the problem in the stem. Select and formulate the distractors with care incorrectness should not be the sole criterion. Sources of good distractors include the following: a. common misconceptions and common errors in technique; b. a statement which itself is true, but which does not satisfy the requirements of the problem; c. a statement that is either too broad or too narrow for the requirements of the problem d. a carefully worded incorrect statement that may sound plausible to the uninformed. 3. The difficulty of an item depends largely on the options. The finer the distinctions that must be made to select the correct answer from the distractors, the more difficult the item. 4. Phrase all the options so that they maintain a similar relationship to the thought in the stem and state the options clearly and concisely. 5. Guard against giving clues in the correct answer. If there is a similarity between the stem and the correct answer in wording, phraseology, or grammatical construction and if this similarity is not maintained between the stem and other options, the examinee can respond on the basis of the clue alone. Also avoid the tendency to use textbookish wording in the correct answer if you do not also use such wording in the other options. 6. Avoid any tendency to make the correct answer consistently longer than the distractors. This tendency usually results from one s qualifying the correct answer so that it is complete and exactly right and setting down the distrators as flat or simple statements without qualification. Write the distractors with as much care and precision as the correct answer so that all alternatives are equally attractive to an examinee who guesses. 7. Avoid give-aways in the distrators, for example, always, every, all, never, etc. Items should test something more sophisticated than an examinee s ability to recognize that statements are seldom universally true. 8. Do not give away the answer to an item by using in all the distractors words having unfavorable connotations that would contrast sharply with words having favorable connotations in the key, and vice versa. 9. Do not repeat in each option information that can be placed in the stem. 10. If you ask for an evaluation in the stem of an item (e. g. best, or most ), be sure that you are indeed requiring the examinee to identify the best or the most of several options, rather than to distinguish between the correct and incorrect. 11. Do not use all of the above or none of the above. Miscellaneous 1. For a typical test, it is desirable to have items that range in difficulty from easy to hard for the group for which the test is intended. (An easy item is one that at least 70% of the examinees can answer correctly; a hard one can be answered correctly by less than 30%.) However, the greatest concentration of items in a test is usually in the 30% to 70% correct range. It is important to keep in mind that items usually turn out to be more difficult for the examinees than you intend them to be. 2. To provide flexibility in assembling a test to meet test specifications, it is desirable to have available items on the same topic at different levels of difficulty and testing different abilities. 3. When submitting items, indicate the key (answer) either on the back of the item or on a separate sheet of paper. This is to ensure that reviewers can key the item independently without being influenced by having your answer marked on the face of the item. 4. When using quotes, maps, cartoons, graphs or photographs as stimulus for test questions, please include complete informaton regarding the origin of the material in order to facilitate our filing for permission to use copyright material. 76

78 Multiple-Choice Question Guidelines Step 1 Read the Stem What are the key terms or phrases? Underline key terms/phrases What is the stem asking? Skip long stems or quotes or pictures/graphs Focus on Quick and Easy on first round Decide whether you can answer or not Yes go on to step 2 No skip the question and go on Step 2 Read the Distracters and Key Read each distracter/key Be physical cross it out Underline key terms If you can narrow to 2 or 3 answer it and go on to step 3 If you can t skip the question and go on Step 3 After you have completed all of the questions, repeat steps 1 and 2 for all skipped questions Do not reread any questions you have answered 77

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80 Journal Day 3 79

81 World History Advanced Placement Servin up the World Chery Creek AP Institute Cherry Creek High School Greenwood Village, Colorado 2-5 August

82 Agenda Day 4 Servin up the World 2 Text Analysis Structure Change Over Time Essays, Essays, Essays Monographs, Journals, Novels, and Visuals 1914-the Present Review, Review, Review Implementation and Maintenance Evaluations, Certificates, Parting Gifts 81

83 82