Survey
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
AP World History Basics Packet 2016-2017 Put this in the front of your notebook and bring it to class every day! Class Information – p. 1-2 Homework Information – p. 3-6 Eras/Periodization – p. 7-8 Geography – p. 9-10 History Jargon – p. 11-12 Class Participation Guide – p. 13-14 AP Exam Information – p. 15-17 1 AP World History Margret Flusche [email protected] Tutorials Daily from 2:40-3:15 Course Description AP World History is a challenging course that is structured around the investigation of selected themes woven into key concepts covering six distinct chronological periods. AP World History is equivalent to an introductory college survey course. It is designed to prepare students for successful placement into higher-level college and university history courses. It is also designed to develop skills of analysis and thinking in order to prepare students for success in the twenty-first century. The course relies heavily on college-level resources. This includes texts, a variety of primary sources, and interpretations presented in historical scholarship. Homework/Test Requirements Since AP courses are taught and graded based on college-level expectations, this course will significantly exceed the demands and expectations for a typical high school course. You must complete all assigned readings to be prepared for class. Tests, quizzes, and essays will be drawn from everything we do, including your outside reading. Just because something is not specifically mentioned in class, does not mean that it will not be evaluated. It is essential that once information is learned, it is not forgotten. Therefore, approximately 25% of questions on each test will be based on material from earlier units. On some reading quizzes, you may be permitted to use notes and/or note-cards. o These notes must be handwritten by you and may not be borrowed from someone else. All notes used must be located in your Reading Spiral. All ID cards must also be handwritten by you and each card must have your name written on it in ink. o Using someone else’s note-cards and/or reading notes, this will be considered cheating and both individuals will receive a “0” for the quiz grade and a disciplinary referral. Grades will be promptly entered into Skyward. As an AP student, you are responsible for logging into Skyward on a regular basis and keeping track of your grades. Materials You must bring ALL supplies with you to class every day. Please do not ask class-mates for supplies. If you do not have the proper supplies to complete an assignment, you will receive a reduced grade or a 0 depending on how much of the work you can complete. Either a small three-ring notebook or a folder with brads to keep your handouts in Spiral for Reading/Class Notes Black ink pens – ALL work that is turned-in/graded must be handwritten in black ink Pencils (preferably mechanical) on test days. Pencil will ONLY be used for the multiple choice questions on Unit Tests or for your personal notes. Highlighters (helpful, but not required) Zipper pencil bag or Ziploc to keep your note-cards in 3x5 Note-cards (keep the ones that we are currently using in your zipper pencil bag/Ziploc and keep the rest at home in a shoebox) If possible, please bring a box of Kleenex Class Policies Late-Work Policy o If you come to class without an assignment that is to be turned in, please get a “0 Slip” and fill it out to hand-in when I take up the homework assignment. o One day late= Up to 70, BUT you must attend tutorials. If an assignment is discussed/graded in class the day it was due, it can NOT be turned in late. NO EXCEPTIONS. o After one day late= 0 o Long-term assignments/projects (Test Grades) will NOT be accepted late. If you are absent on the day an assignment is due you must submit it via email on the day it is due, then turn in the hard-copy when you return. o If you are at school part of the day, but leave prior to AP World History, you will need to drop off any assignments that were due that day due before you leave school. 2 Make-up Work o You must check with me to find out what you missed in class when you are absent. A great way to do this is to email me or send me a message through “Remind” on the day of your absence. You are also welcome to come into tutorials or Hawk Time. Class time or the 5-minute passing period will not be utilized for taking care of make-up work. o Any work (notes, readings, tests, quizzes, etc.) that was assigned prior to your absence is due upon your return to class. o Missed Tests/Quizzes must be scheduled immediately upon your return to school. You will have the same number of days that you were absent in which to make-up Tests/Quizzes. If the Quiz/Test that you missed during your absence has been returned and/or discussed with the class, then you will have to take a different version/format of the Quiz/Test. o Extra-Curricular Absences: If you miss AP World History class due to a school-related absence, you must obtain all work PRIOR to your absence. No extra time will be given to complete this work. Any assignments that are due on a day you will be missing due to a school-related absence must be turned in PRIOR to your absence. A make-up date for Tests/Quizzes must be scheduled PRIOR to your absence. o You are also responsible for copying the bell-ringer each day. Test Re-Takes o No re-takes will be offered for Era (Unit) Tests. However, you may complete test corrections during after-school tutorials. Due dates for corrections will be announced once all tests have been taken. o If you fail a Geography, Dates, or ID Test, you may re-take the test within 48 hours of receiving your grade. You must schedule your re-take time within 24 hours of receiving your grade. If a curve was given on the original version of the test, the curve will not be applied to the re-take version of the test. Tutorials o I am at school every day until 3:15. Please try to let me know ahead of time if you plan to attend tutorials so that I make sure not to leave my room to run copies, etc. When you arrive for tutorials please sign-in. Class Rules Come into class ready to learn. o Copy the bell-ringer and objectives into your spiral immediately. Make sure to include the date. o All phones, tablets, ear buds etc. must be kept put away in your bag/pocket/purse at all times or these items will be taken up. PLEASE DO NOT PLUG YOUR PHONE IN TO THE WALL OUTLETS TO CHARGE. On some class days (days of Tests, Quizzes, Essays, etc) electronic devices will be turned in for the duration of the period. o Focus on what we are working on in class. Do not bring in work for another class or work on homework during class (if you do so, the other work will be taken up.) o You must be sitting, with your materials out, by the time the bell rings. The bell does not dismiss you. o No grooming in class. (This includes spraying cologne, perfume, applying lotion, etc.) Respect all others at all times. o This course incorporates much class discussion, partner, and group-work. It is critical that students follow all instructions and respect each other. o Do not use profanity, insult others, or speak crudely/hatefully. o Please throw away all trash and put away all supplies before you leave the classroom each day. No food or drinks are allowed in class. o The only exception is bottled water. o I have a severe airborne allergy to peanuts/peanut butter so these items can NOT be brought into the classroom under any circumstances. Academic Integrity Policy o Having an Electronic device (such as a phone, tablet, smart watch) on you, your desk, your seat etc. during a Test/Quiz will automatically be considered cheating and result in a grade of a zero (which cannot be made-up). o Plagiarism is the use of another person’s written ideas without proper citation. This includes downloading essays or portions of essays (whether it be a sentence, paragraph, or page), copying another student’s work, or allowing a person to write an essay that a student calls his own. This also includes copying homework from the internet. o The disciplinary actions for plagiarism or cheating for all students involved are as follows: Student will receive a zero (which cannot be made-up) for the assignment and a discipline referral. BHS dress code, electronic device policies, and school rules will be strictly enforced. Failure to follow class rules will result in an after-school detention. If the behavior is severe in nature, then you will receive an immediate discipline referral. If after serving the detention, class rules are still not followed, then you will receive a discipline referral. AP Exam Information All students MUST take the Mock AP Exam. This exam will be administered on a Saturday or after school in the Spring. The date for this will be announced at least 3 weeks ahead of time. All students MUST take the AP Exam. 3 Reading Homework AP World History is divided into 6 Historical Eras (also called Periods). For each Era you will receive a reading packet that includes all of the homework for that Era. You will also be given all of the due dates for each chapter of the reading homework at the beginning of the 6 weeks. Set-up a schedule for yourself each 6 weeks, so that you do not have to complete the entire chapter the night before it is due. Each set of homework will consist of the following: o Key Dates that you must memorize. o PESCE Charts to complete. You will set these up in your spiral. We will do the first one in class together. o Primary Documents that you must analyze. Complete a SOAPPS Analysis (unless more specific questions are given) for each in your spiral. If there are specific questions listed for a Primary Document, then you will answer those INSTEAD of doing a SOAPPS Analyysis. o Visuals that you must analyze. Describe each visual and the significance for each in your spiral. If you struggle with this, try completing a OPTICs Analysis. o A list of Guiding Questions. Write each question on the front of a 3x5 (or 5x7) note-card. Answer the question on the back. Make sure your initials are written in INK on the front of each. o A list of IDs – these include terms, people, events, etc. For each ID, you MUST create a 3x5 (or 5x7) note-card. The front of each card (including your name/initials) must be written in INK. Put the cards for the Era we are studying in a zipper pouch or Ziploc in your AP World History binder. You must have these with you each day. After each Era Test, organize and store them at home. You MUST have these for the end-of-year review. Each card must follow the format below. Please note, you will NOT be able to fill out every component on some cards. Era # - Chapter # Who: (list important people involved) What: (what is it or what is going on) When: (dates) Where: (location/region) Why: (Why is it important?) ID Term Your Initials You Example 1-1 Who: early humans What: refers to the deliberate cultivation of plants and the taming and breeding of particular animals When: started 12,000 years ago Neolithic Where: started in Mesopotamia, then global Why: gradually replaced the earlier practices of Your Initials gathering and hunting, led to the rise of civilization You 4 SOAPPS – Use for Documents Analysis S = SUBJECT: What is the Subject of the document? Summarize the main idea. Make sure you can summarize the main idea in one sentence. O = Occasion: What is the Occasion? Where and when was it written? What was happening at the time period? This is often called historical context. A = Audience: For whom was the document written/produced? How might an audience have received this document and why? P = Purpose: Why was this document produced? What did the producer hope to accomplish through his words? P = Point of View: What does the writer or producer believe/think? Interpret their writings and state WHY they hold their views? S = Speaker: Who is the speaker or producer? What is their background? How might their background have influenced their work? To determine this, you need to find their CORNPEG. Note: you will not be able to determine or need to determine every component of the CORNPEG for every document. C = Class (social class or standing) O = Occupation (what is their job) R = Religion N = Nationality (think of this as where are they from) P = Political Position (could be political views or political standing) E = Ethnic Identity (what is their ethnicity; this is often the same as nationality) G = Gender (male/female) OPTIC – Use for Visuals Analysis O = Overview: No interpretation, just what is in the picture P = Parts: No interpretation, just list each individual component in the picture T = Title I = Interrelationships: How do the parts/people in the picture relate to each other C = Conclusion 5 PESCE Chart P (Political/StateBuilding) Theme 3: State Building, Expansion, and Conflict (SB) E (Economic) Theme 4: Creation, Expansion, and Interaction of Economic Systems (ECON) S (Social) Theme 5: Development of Social Structures (SOC) C (Culture) Theme 2: Development and Interaction of Cultures (CUL) E (Environment) Theme 1: Interaction Between Humans and the Environment (ENV) Ask yourself this: -Type of government? -Did the government change? -Did the state grow/shrink? -Internal revolts? -External conflicts? -Interactions with other states? Ask yourself this: -Type of economy? -Labor organization? -Coerced labor? -Financial instruments/ techniques? -Trade networks? Ask yourself this: -Gender hierarchies? -Social hierarchies? -Religions/ philosophies present? -Challenges to class, gender, racial ideologies? -Migrations? Ask yourself this: -Religions/ philosophies/ beliefs? -Gender roles/ family structure? -Science/ Medicine? -Technology? -Arts? -Literature? -Architecture? Ask yourself this: -Adaptation to environment? -Effect of environment on migration/ settlement? -Use of technology? -Spread of epidemic disease? -Spread of new foods/ agriculture? SB-1 How did rulers construct and maintain different forms of governance? SB-2 How have the functions and institutions of governments changed over time? SB-3 How were state formations and expansion influenced by various forms of economic organization, such as agrarian, pastoral, and industrial production? SB-4 How have social, cultural, and environmental factors influenced state formation, expansion, and dissolution? SB-5 To what degree have the functions of cities within states or empires changed over time? SB-6 What is the relationship between states with centralized governments and those without, including pastoral and agricultural societies? SB-7 How and why have internal conflicts, such as revolts and revolutions influenced the process of state building, expansion, and dissolution? SB-8 How and why have external conflicts and alliances influenced the process of state building, expansion, and dissolution? SB-9 How and why have commercial exchanges influenced the processes of state building, expansion, and dissolution? SB-10 Analyze the political and economic interactions between states and non-state actors? ECON-1 What are the relative economic advantages and disadvantages of foraging, pastoralist, and agriculture? ECON-2 What is the economic role of cities as centers of production and commerce? ECON-3 What are the economic strategies of different types of states and empires? ECON-4 How has technology shaped the processes of industrialization and globalization? ECON-5 What are the forms of labor organization, including families and labor specialization within and across different societies? ECON-6 What (explain and compare) are the causes and effects of different forms of coerced labor systems? ECON-7 What are the causes and effects of labor reform movements, including the abolition of slavery? ECON-8 What is the relationship between belief systems and economic systems? ECON-9 What are the ways in which economic philosophies influenced economic policies and behaviors? ECON-10 What are the roles of pastoralists, traders, and travelers in the diffusion of crops, animals, commodities, and technologies? ECON-11 How has the development of financial instruments and techniques facilitated economic exchanges? ECON-12 How and to what extent have networks of exchange expanded, contracted, or changed over time? ECON-13 How have international economic institutions, regional trade agreements, and corporations (both local and multinational) interacted with state economic authority? SOC-1 Analyze the development of continuities and changes in gender hierarchies, including patriarchy. SOC-2 How has the development of specialized labor systems interacted with the development of social hierarchies? SOC-3 What impact have different ideologies, philosophies, and religions had on social hierarchies? SOC-4 In what ways have legal systems sustained the challenged class, gender, and racial ideologies? SOC-5 In what ways have religious beliefs and practices sustained or challenged class, gender, or racial ideologies? SOC-6 to what extent have philosophies, medical practices, and scientific theories sustained or challenged class, gender, and racial ideologies? SOC-7 In what ways have colonialism, nationalism, and independence movements sustained or challenged class, gender, and racial ideologies? SOC-8 To what extent have migrations changed social structures in both the sending and receiving societies? CUL-1 Compare the origins, principal beliefs, and practices of the major world religions and belief systems. CUL-2 How did religious belief systems develop and spread as a result of expanding communication and exchange networks? CUL-3 How did major philosophies and ideologies develop and spread as a result of expanding communication and exchange networks? CUL-4 In what ways have religious and secular belief systems affected political, economic, and social institutions? CUL-5 How did teachings and social practices of different religious and secular belief systems affect gender roles and family structures? CUL-6 How did cross-cultural interactions result in the diffusion of technologies and scientific knowledge? CUL-7 How did new scientific, technological, and medical innovations affect religions, belief systems, philosophies, and major ideologies? CUL-8 How did economic, religious, and political elites define and sponsor art and architecture? CUL-9 What is the relationship between expanding exchange networks and the emergence of various forms of transregional culture, including music, literature, and visual art? ENV-1 How did early humans use tools and technologies to establish communities? ENV-2 How (explain/compare) did hunter-forager, pastoralist, and settled agricultural societies adapt to and affect their environments over time? ENV-3 What are the environmental advantages and disadvantages of major migration, communication, and exchange networks? ENV-4 How have environmental factors influenced human migrations and settlements? ENV-5 How have human migrations affected the environment? ENV-6 How did people use technology to overcome geographic barriers to migration over time? ENV-7 What are the causes and effects of the spread of epidemic diseases over time? ENV-8 What are the demographic causes and effects of the spread of new foods and agricultural techniques? ENV-9 What are the environmental causes and effects of industrialization 6 Eras - Periodization in World History Period 1 8,000 BCE - 600 BCE & Period 2 Classical 600 BCE – 600 CE Period 3 Postclassical 600 – 1450 CE Period 4 Early Modern 1450-1750 CE Period 5 Modern Period 1750-1900 CE Period 6 Contemporary Age 1900-Present East Asia China -ARVC – Shang & Zhou -Confucianism & Daoism - Warring States -Classical – Han Dynasty & collapse -Recovery – Sui -Golden Age – Tang & Song -Mongols/Yuan -Recovery – Ming -Zheng He -Later Ming/more isolated -Rise of the Manchus = Qing dynasty -Trade, but limited contact/other diffusion -Contact w/West -Opium Wars -Taiping Rebellion -Self-Strengthening -Boxer Rebellion -1911-Republic -1911-Republic -Warlord Era -Nationalists win -WWII -Civil War = Mao 1949 -Great Leap Forward -Cultural Revolution -Deng Xiaoping India -ARVC – Indus -Indo-European Migrations -Hinduism & Buddhism -Classical India – Muaryan & Gupta -Regional kingdoms after collapse -Silk Roads -Mongol contact (not control) -Tamerlane -Mughals (Gunpowder) -British involvement in trade -East India Company -Indian Ocean Trade -East India Company -Sepoy Revolt = direct British control/empire -Opium Wars -INC forms -Contributions to WWI & WWII -Decolonization efforts -Independence & division -Non-aligned movement -Current issues East Asia – Japan -Decentralized -Nara Reforms -Influence of China -Heian Period -Feudalism/shogun -Feudalism -Impact of Christianity -Tokugawa Shogunate -Isolationism/1600’s -Dutch Studies -Native culture -Matthew Perry Treaty of Kanagawa -Meiji Restoration -Industrialization & modernization -Rise of empire -Sino-Japanese War -Russo-Japanese War -Impact/ Great Depression -WWII -Modern economy 7 SW Asia (MidEast) -ARVC – Mesopotamia -Judaism and the Kingdom of Israel -Conquest by Greece -Conquest by Romans -Diaspora -Bedouin Culture -Muhammad & Rise of Islam -Rightly-guided Caliphs -Umayyad Caliphate -Abbasid Caliphate -Il-Khanate -Rise of Ottoman Turks -Safavid (Gunpowder) -Ottoman Empire (Gunpowder) -Ottomans – Sick Man of Europe by end of 19th century -Ottoman attempts at reform: Young Turks, Industrialization -WWI (loss) -Arab Revolt -Independent, secular Turkey created -Mandate system -Independence movements – Israel -Iranian Revolution (Ayatollah) Africa -Neolithic Communities -Bantu Migrations -ARVC – Egypt -Hellenistic World -Roman Conquest -Spread of Islam -Swahili Coast -Great Zimbabwe -Bantu Migrations -W. African kingdoms – Mali, Ghana, Songhay -Songhay -European exploration/ settlement along coasts -Kongo -Triangular Trade & Middle Passage -Imperialism -Muhammad Ali breaks Egypt from Ottomans -Suez Canal -Belgian Congo -Boer War -Contributions to WWI & WWII -Decolonization -Suez Canal Crisis -South Africa - Apartheid & ANC Europe -Indo-European Migrations -Greeks -Romans –Republics & Empire/collapse -Germanic Tribes -Byzantine Empire -Medieval Period -Al-Andulus -Crusades, Plague -Vikings -Exploration -Renaissance -Reformation -Sci Rev -Enlightenment -Absolutism & Const. -French Revolution -Industrial Rev -Rev of 1848 -Age of “isms” – Marx, socialism, Darwin, etc.. -Imperialism -World War I -Russian Revolution -Interwar Period -World War II -Cold War -Post-Cold War Americ as -Olmec -Chavin -Maya (& collapse) -Inca -Aztec -N. American tribes -Turquoise Road -Exploration -Conquest -Columbian Exchange -Colonization & European domination -Haitian Revolution -Latin American Revolutions -Independence challenges -US rev. & growth -Castro and Cuba -Mexico Rev/1910 -Issues: controlling gov, population, modernization, industrialization 8 Must Know Geography – Regions The AP exam expects you not only to know the location of certain countries, but also be able to identify the characteristics of a certain region within a given time period (as well as being able to identify which countries are in each region). If an essay question asked you to address a region (as they frequently do) you need to be able to talk about the region in general and to talk about several countries within that region as examples. You will be Quizzed/Tested over these throughout the year. North Africa Algeria Egypt Libya Tunisia Egypt Morocco Western Sahara East Africa Djibouti Ethiopia Madagascar Somalia S. Sudan Eritrea Kenya Sudan Tanzania Mid East/SW Asia Armenia Yemen Azerbaijan Bahrain Georgia Iran Iraq Israel Jordan Kuwait Lebanon Oman Qatar Saudi Arabia Syria Turkey United Arab Emirates (UAE) East Asia China (PRC) Japan North Korea Mongolia South Korea China (ROC, Taiwan) West. Africa Benin Burkina Faso Chad Côte D’Ivoire Gambia Ghana Guinea Liberia Guinea-Bissau Mali Mauritania Niger Nigeria Senegal Sierra Leone Togo South Asia Afghanistan Bangladesh Bhutan India Nepal Pakistan Sri Lanka Central Africa Burundi Cameroon Central African Republic (CAR) Eq. Guinea Gabon Rep. of Congo Rwanda Sudan Uganda Dem. Republic of Congo (Zaire) Southern Africa Angola Botswana Dem. Rep. of Congo (Zaire) Lesotho Malawi Mozambique Namibia S Africa Swaziland Zambia Zimbabwe Central Asia Afghanistan Kazakhstan Kyrgyzstan Tajikistan Turkmenistan Uzbekistan Western Europe United Kingdom France Spain Portugal Ireland Belgium SE Asia Cambodia Indonesia Laos Malaysia Myanmar (Burma) Philippines Singapore Thailand Vietnam Meso Am & Carib South America Argentina Bolivia Brazil Chile Colombia Ecuador Fr. Guiana Guyana Paraguay Peru Suriname Uruguay Venezuela Eastern Europe Russia Poland Croatia Ukraine Meso-America Belize Costa Rica El Salvador Guatemala Honduras Mexico Nicaragua Panama Caribbean Bahamas Cuba Dominican Rep. Haiti Jamaica Puerto Rico Trinidad & Tobago 9 10 AP World History Jargon Below is a list of words you will encounter at some point during AP World History. I do not expect you to know all these words before the course, but I do expect you to know them by the end of the course, and each chapter/unit will add several more examples to your vocabulary. Note: these are far from all the words you may encounter this year. abolition absolutism administer / -stration admonish /ment Afroafter-life agrarian Ameranalyze / analysis anarchism / anarchy ancient ante bellum anti-semitism apathy appease / -ment arable archaeology archaic architecture -archy argue / argument artifact artisan aristocracy atheism asceticism austerity authoritarian / -ism balance of power balance of trade barbarian blockade border (national) boycott bourgeoisie broker (v.) bullion bureaucracy / -cratic cabinet (governmental) capital / -ism capitol capitulate cartel caste casualty causation celibacy / celibate central / -centric century circa (c. ca.) city-state citizen civilization / civilized chauvinism chivalry class struggle classical clergy coerce coincidence colony, colonial commodity communal communism conflate conjuncture conscript / -ion conservative constitution (small “c”) conflate consumer / -ism contemporary contest (v.) context continent contingency / contingent convention / -al converge converse (v.& n.) convert (v. & n.) corporation / corporate corollary correlation cosmopolitan coup d’état -cracy (autocracy, democracy) craft (n. & v.) credit currency current Darwinism de facto debit debt decade deficit deforestation deity / deism delay (v. & n.) democracy demography demon / -ize destiny determinism dictator / -ship diffuse / diffusion diplomacy / diplomatic diversity / diverse divinity / divine doctrine / doctrinal document (v. & n.) dogma / dogmatic domestic draft (v. & n.) dualism dynasty eclectic economy/ economic edict edifice / edify egalitarian elite emancipate / -tion empire /emperor emporia encounter enlighten entrepót epidemic era ethic ethnic / ethnicity / ethnoeunuch Euroexecutive (branch) expense explicate explicit facade fascism feminism feudalism fief / fiefdom figurative filial fiscal forage fortnight frame of reference fraternize / -zation free trade frontier fundamental / -ism gender genocide geoglobalization government -graphy (demography, geography) guild haggle hegemony heliohierarchy historiography hyperhypohypocrisy / hypocrite identity ideology impede / impediment imperialism implicit incarnation / incarnate indenture (v.) independence indigenous industry / -trial / -ism inherent inherit inverse / invert irrigation -ism / -ist / -ize judiciary / judicial juncture junta kin / kinship king / kingdom laissez-faire -lateral (uni- bi- multi-) the Left legislature / legislative legitimacy / legitimate liberal -logy majority malnourish / -nutrition mandate (v. & n.) manifest manifesto manuscript maritime material materiel matrimatriarch matrilineal medieval 11 mercantilism merchandise merchant merit /meritocracy mesometametallurgy metaphor / -ical metropolitan middle class migrate /migration military / -ism millennia / millennium minister (n. a diplomat) minority modern / -ity monarch /monarchy monastery /monastic monetary mono- (-gamy, -poly) monsoon mortal /mortality mutate nation nation-state nationalism negotiate neo netherNGOs (non-gov’t org) nobility / noble nomad /nomadic nun optimism oracle oral orate ordain orthodox / orthodoxy pacifism / pacify pagan paleopanpapacy / papal pastoral paternal pathogen patri(patriarch / -archy) patrician patrilineal patron / -ize peasant peccadillo penultimate peon / peonage period perspective pessimism philia / -philic / -ophile phobia / phobic pilgrim / pilgrimage plague plausible plethora plurality point of view political / politics polypolygamy postpragmatism / pragmatic pretext priest primary principal principle proletariat promulgate propaganda protectorate protoprovidence province / provincial push-pull factors qualify quandary quantify quantity quest racism / racial radical rare / rarity rational / rationale raw material rebel / rebellion reform regime register (n. & v.) regulation reincarnation republic revenue revolt revolution the Right rimland rural Russosacred sarcasm scholar score (a unit of time) secede / secession secondary sect secular sedentary segregation serf / serfdom shaman / -ism slavery Social Darwinism social democracy socialism socio-economic sovereignty / sovereign state (n.) status quo strata / stratification subsubmerge subordinate (v. & n.) subsistence subvert / subversive surrender syncretic / syncretism synthesis tangible tariff temporary terminal territory / territorial terrorism text / textual textile theo- (theology, theocracy) Third World topography totalitarian tradition trust (n.) uber ultimate ultimatum unanimity / unanimous unify / unity union (n.) urban utopia / utopian venerate / venerable verbal / verbalize vermin vernacular viceroy xeno- (xenophobia , xenophobic) the West working class world-systems theory Units of Time century2 fortnight millennia / millennium score Be sure to know how a particular year corresponds to a century. (e.g. 2012 is in the 21st century, 1877 was in the 19th century) 12 Guide to Class Participation in AP World History You will regularly be assessed on your participation in class. Below are some guidelines for what you need to do to prepare for class discussions and how I expect you to participate. 1. PUT AWAY YOUR PHONE AND ANYTHING ELSE NOT DIRECTLY RELATED TO OUR CLASS DISCUSSION. 2. Come to class well prepared with notes on the assigned reading and any source documents/materials assigned. 3. Put your ID cards in order so that you can quickly locate the one you need. 4. Have at least one analytical type question of your own prepared that challenges the class to think more critically about the topic. Look at the “Bloom’s Taxonomy Guide to Writing Questions.” Try to make sure your questions are one of the top three levels (Analysis, Synthesis, or Evaluation) 5. Below are some helpful tips: a. Stick close to the text in discussion. Keep your notes and primary documents (if applicable) ready to utilize. If needed, locate items in the text and be prepared to cite specifics in the language of the text to support, challenge or question. b. Collaborate, don’t compete. It is not a debate, but a discussion. c. Challenge politely a comment that another student makes. Let any student finish phrasing a question or developing an idea before you jump in. If you are addressing an individual, make eye contact with that person and use their name. Clarify a difference of opinion. d. Look around the table/group; let people know that they are included. And be aware of people who might be trying to get a word in, but are reluctant. e. Don’t address everything to the instructor. f. Affirm a comment that another student makes. Encourage each other to speak, to clarify or expand an idea that might be foggy. Often, our contributions take a few attempts (oral “drafts”) before they congeal; articulation needs patience, support, listeners who are interested in allowing the speaker to get the most out of his or her point. g. Use first names whenever possible. h. Ask for more information or further explanation. i. Be sure that the class is content with the exploration of one topic before heading off into new territory. In moments of silence, determine whether we’re wrestling with an idea or passage just mentioned, or whether we’re ready to introduce a new line inquiry. Ask each other – What was said recently? Did we take it as far as it could go? Are we content? We need time to think, and so these moments are essential – but when are we simply waiting for someone to give us the green light, to break new ground. j. Don’t hesitate to summarize a discussion, to understand where you’ve been before you move on. k. LISTEN CAREFULLY. l. If you’re not a reluctant participant, and suspect that you might have a dominant presence at the table, police your own frequency of involvement. Don’t answer every question that’s asked (by teacher or peer); don’t jump in at every opportunity. If you have a strong voice, then you need to be aware of when you’re speaking too much, when others will simply ‘shut down” because they know you’ll pick up the slack or fill the space. Pull your weight, but not everybody else’s. m. Many of our discussions will be formatted as “Inner-Outer” Circles. If you are in the “Inner Circle” you are expected to speak and participate in the discussion. If you are in the “Outer Circle” you are expected to write notes on the “Inner Circles” discussion and be prepared to ask them questions if needed. 13 Assessment Rubric Objectives Participation Critical Thinking Text References (Mainly applies if incorporating primary documents) Behavior Outer Circle (If applicable) 5 Takes part on a regular basis, but does not dominate. Consistent, constructive participant. 4 A bit dominant; could let others speak more. OR Could speak a bit more regularly. 3 Has to be reminded on occasion to share time OR Has to be reminded on occasion to speak up. 2 Has been reminded on several occasions about being dominant. OR Has been reminded on several occasions to take part. 1 Never takes part. OR Never lets others speak. Makes connections to previous comments, previous classes, homework, other events. Exhibits attention to detail and mastery of the work. Prepared with one or more higher level questions. Comments are not as succinct as “5” comments. Does not make many connections. Will not take as many risks as a “5” in developing new ideas. Prepared with one or more higher level questions. Does not often generate new ideas that further the discussion. Often just reiterates statements that have already been made. Has probably read the homework. Prepared with one or more questions, but they are not higher level. Rarely offers new ideas. Does not show understanding of the material. Comments could be made without doing the homework. Prepared with one question, but not higher level. Shows no understanding of the material. Exhibits no original thought. Never makes connections. Not prepared with any questions. Habitually cites text, giving page number. Cites text occasionally. Cites text occasionally. Rarely cites text. Never cites text. Listens to peers. Addresses comments to peers, not just teacher. Uses names, makes eye contact. Respects classmates and has earned respect of classmates. Likes to talk too much. Can get sidetracked, but pretty good. Does not use names or eye contact all the time. Inconsistent connection with the rest of the class, but not disruptive. Listens fairly well. Pushes away from the table. Rests head on the table. Rarely uses names. Can be both distracted and slightly disruptive. Talks just to the teacher. Listens sometimes. Regularly makes disruptive comments. OR Is disruptive by being withdrawn and quiet. Disconnected from the class. Rarely listens. Has been spoken to on a regular basis about disruptive behavior. OR Never takes part in class. Does not respect classmates, and is not respected. Never listens. Listens to peers. Writes copious notes and questions while the Inner Circle is conducting their discussion. Is prepared to ask higher level questions. Listens to peers. Writes some notes and questions while the Inner Circle is conducting their discussion. Is prepared to ask questions, but they may not be higher level. Listens sometimes. Appears distracted or disinterested. Does not write notes or writes few notes. Is not prepared with questions or questions may be lower level questions. Is disruptive or withdrawn. Does not write note or writes few notes. Is not prepared to ask questions. Is disruptive or withdrawn. Does not write notes. Is not prepared to ask questions. 14 Advanced Placement World History – Exam Format and Writing Guide EXAM FORMAT What does the AP World History exam look like? Exam date: Thursday, May 11th 55 multiple choice questions (55 minutes, 40%) Four short-answer questions (50 minutes, 20%) One document-based question (55 minutes, 25%) One long essay question (35 minutes, 15%) MULTIPLE CHOICE QUESTIONS All test questions will be STIMULUS BASED with 3-5 questions per stimulus. These questions are inference-based and in order to select the correct choice, the student will need to apply their knowledge of history. Stimulus may include: primary or secondary source excepts, quotes, images, graphs, charts, photographs Questions may ask the students to: compare contrasting opinions, evaluate evidence, assess perspective/point of view, draw conclusions, and/or place the event in a broader time period. SAMPLE MULTIPLE CHOICE QUESTIONS WITH STIMULUS Sample Stimulus Sample MC Questions “We know that the prosperity of the Netherlands and the welfare of their inhabitants depends principally on navigation and trade, and we find by experience that without the common help, assistance, and interposition of a General Company, Dutch merchants cannot be profitably protected and maintained in their great risk from pirates, extortion, and otherwise, which will happen in so very long a voyage. We have found it good that navigation, trade, and commerce in the West Indies and Africa should not henceforth be carried on any otherwise than by the common united strength of the merchants and inhabitants of the Netherlands. And for that end there shall be erected one General Company. The risks mentioned in the first paragraph are best understood in the context of which of the following historical developments? (A) Competition with African states for the profits from the slave trade (B) Competition with Catholic European states to convert Amerindian peoples (C) Competition with European states for the profits of global trade (D) Competition with Asian empires for the profits of the spice trade Moreover, we furnish the General Company with a proper charter and with the following privileges and exemptions, namely that for 24 years none of the natives or inhabitants of the Netherlands who are not affiliated with the General Company shall be permitted to sail to the Americas or the West Indies.” Organizations of the type created by the charter most directly contributed to which of the following developments in the period 1450-1750 C.E? (A) An increase in peasant revolts (B) The emergence of new economic and political elites (C) The implementation of restrictions on religious freedom (D) The spread of Chinese and Indian technologies Charter of the Dutch West India Company, 1621 The economic activities referenced in the charter most directly contributed to which of the following in the period 1450-1750 C.E.? (A) A decrease in the publication of travel narratives (B) Increased funding for the visual and performing arts (C) Decreased spending on the construction of religious centers (D) Dutch becoming the predominant language for commercial transactions 15 SHORT ANSWER QUESTION (SAQ) Short Answer Questions (SAQ) are designed to address one or more of the thematic learning objectives of the course. Students will be presented with a series of three questions (A, B, & C). All questions will ask the students to identify and analyze examples of historical evidence relevant to the source question. Some questions may be based on a stimulus prompt (a graph, map, quote, primary or secondary source excerpt, etc) others may not. Students must respond to each of the questions in the set clearly and precisely. Each part of an SAQ should be answered with a minimum of 3 sentences. Be sure to focus on the EXPLAIN part of the prompt—it is not enough to simply answer the prompt. Always explain your response! A – Answer: Directly answer the question by identifying your claim. C – Cite: Briefly define/describe your claim. E—Expand: Connect your claim through historical context. SAMPLE SAQ Use the map below and your knowledge of world history to answer all parts of the question that follows. A) Identify and explain TWO factors before 1450 C.E. that account for all the pattern of the caravanserai shown on the map. B) Identify and explain ONE reason that the caravanserai shown on the map declined in significance in the period 1450-1750 C.E. LONG ESSAY QUESTION (LEQ) Students will be given the choice between two LEQ options on the AP Exam. The Long Essay Question (LEQ) can be one of four types of question, all based on the historical thinking skills emphasized by the AP World History curriculum: Changes and Continuity over Time (CCOT) – What Changed? What Stayed the Same? Causation – Cause & Effect Comparison – Similarities & Differences Periodization—Turning Points in History SAMPLE LEQ Option 1: Evaluate the extent to which the emergence of Buddhism in the fifth century B.C.E. can be considered a turning point in world history. (Historical thinking skill: Periodization) Option 2: Evaluate the extent to which the emergence of Islam in the seventh century C.E. can be considered a turning point in world history. (Historical thinking skill: Periodization) 16 17 AP World History I have read and understand all of the following for AP World History class: Course Description Homework/Test Requirements Materials Class Policies Class Rules AP Exam Information ________________________________________________ (Printed Student Name) _________________________________________________ (Student Signature) _____________________ (Date) _________________________________________________ (Parent/Guardian Signature) _____________________ (Date) _________________________________________________ (Parent/Guardian Email) 18