Download Basics Packet

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
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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)
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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.
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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.
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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
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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)
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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)
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