Download AP WORLD HIST E06

AP WORLD HISTORY
(SECONDARY)
ESSENTIAL UNIT 6 (E06)
(Global Interactions: 1450 – 1750 CE)
(July 2015)
Unit Statement: The student will examine global interactions that occurred between 1450
and 1750. The AP College Board has defined three key concepts that apply to this unit;
Globalizing Networks of Communication and Exchange, New Forms of Social Organization
and Modes of Production, and State Consolidation and Imperial Expansion.
Essential Outcomes: (must be assessed for mastery)
1. The Student Will define the key concepts outlined in this unit.
2. TSW analyze the economic disruption that arose in the trading regions of the Indian
Ocean, Mediterranean, Sahara, and Eurasia as a result of the new global
circulation of goods. (APWHKC 4.1)
3. TSW describe the factors that made transoceanic travel and trade possible.
(APWHKC 4.1)
4. TSW describe the new transoceanic maritime reconnaissance which occurred in this
period. (APWHKC 4.1)
5. TSW assess the role that European states and policies played in the global circulation
of goods. (APWHKC 4.1)
6. TSW analyze the positive and negative factors of the Columbian Exchange.
(APWHKC 4.1)
7. TSW identify syncretic belief systems and practices that developed as a result of
increased interactions between hemispheres. (APWHKC 4.1)
8. TSW assess the impact that government and private financial support had upon the
arts. (APWHKC 4.1)
9. TSW describe the impact the growing global demand for raw materials and finished
products had upon labor systems. (APWHKC 4.2)
10. TSW outline the development of the new political and economic elites. (APWHKC 4.2)
11. TSW assess the methods used by rulers to legitimize and consolidate their power.
(APWHKC 4.3)
12. TSW identify the large empires that arose in both hemispheres. (APWHKC 4.3)
13. TSW assess the challenges that tested state consolidation and expansion. (APWHKC 4.3)
42
QSI AP WORLD HISTORY SEC E06
Copyright © 1988-2015
Practiced and Ongoing Skills: (not formally assessed)
1. The Student Will analyze interactions between humans and the environment in
different regions around the world in the time period defined by this unit.
2. TSW identify and analyze continuities and changes that occurred in social, political,
economic and cultural institutions in different regions around the world in the
time period defined by this unit.
3. TSW compare the development and governance of states in different regions around
the world in the time period defined by this unit.
4. TSW outline patterns of interaction in trade of commodities, war and diplomacy in
different regions around the world in the time period defined by this unit.
5. TSW describe major transitions in human economic activity including advances in
technology, agriculture, labor systems, industry as well as economic systems
that developed in different regions around the world in the time period defined
by this unit.
6. TSW analyze the process through which social categories, roles and practices were
created, maintained and transformed in different regions around the world in the
time period defined by this unit.
Key Terms and Concepts: The following key terms and concepts should be applied to TSW 1
Astrolabe
Joint Stock Company
Columbian Exchange
Seven Years War
Absolutism
Enlightenment
Putting Out System
Audiencias
Hacienda
Kilwa
Triangular Trade
Nagasaki
Ghazi
Safavids
Capitalism
Indulgences
Sun King
Conquistadors
Indentured Servitude
Kongo
Dutch Learning
Neo-Confucianism
Janissaries
Twelver Shiism
Cross Staff
United East India
Company (VOC)
Reformation
Law Code of 1649
Social Contract
Encomienda
Treaty of Tordesillas
Maroons
Floating Worlds
Qing
Millet
Sikhs
East India Company
Volta Domar
Council of Trent
Peace of Westphalia
30 Years War
Engenho
Spanish Caste System
Songhay
Ming
Scholar Bureaucrats
Mughals
Suleyman
Suggested Materials:
Basic Resource: Traditions and Encounters Chapter 23-28
Additional Resource: Documents in World History
The Advantages of Mercantilism: Jean Baptiste Colbert
Adam Smith on the Wealth of Nations
The Path to Enslavement: Oloudah Equiano
Peter the Great: Edicts and Decrees
A Russian Critic of Westernization
A Protestant View of Christianity: Martin Luther
Decrees of the Council of Trent
King Ferdinand and Isabella: Agreements with Columbus
Economy and Society in Latin America
The Migration of Food and Disease: The Columbian Exchange
Teaching the Young in Tokugawa Japan
43
QSI AP WORLD HISTORY SEC E06
Copyright © 1988-2015
Commerce in a Confucian World
The Tokugawa Formula for Japan
The Seclusion of Japan
China’s Revival under the Qing
Persian Opposition to the Tobacco Concession
Other Sources:
Princeton AP Review
AP Achiever McGraw Hill AP Exam Prep Guide
Technology Links:
http://highered.mheducation.com/sites/0073406937/student_view0/index.html
This is a website that compliments the textbook for this course.
http://worldhistoryforusall.sdsu.edu/
This is a resource page for teachers; it includes lesson plans, documents, and articles
related to AP World History.
http://legacy.fordham.edu/halsall/ancient/asbook.asp
This is a digital library of primary source documents in World History.
http://apcentral.collegeboard.com/apc/public/courses/teachers_corner/4484.html?excmpid
=MTG243-PR-16-cd
This is the AP College Board address for the AP World History course; it includes past
exams, lesson plans and data related to the exam.
http://worldhistoryconnected.press.illinois.edu/AP_WH_Essentials.html
This is an AP World History directory with a number of links to other resources helpful
in instruction for the AP World History course.
https://www.youtube.com/watch?v=Yocja_N5s1I&list=PLBDA2E52FB1EF80C9
The Crash Course World History series by John Green is a comprehensive set of videos,
each between ten and fifteen minutes in length, which complement the AP World History
course. Unfortunately, schools in certain regions may have difficulty retrieving these
sources due to issues related to website accessibility.
http://www.pburgsd.net/cms/lib04/NJ01001118/Centricity/Domain/179/blank%20persian
%20chart.pdf
This is a link to a pneumonic device (PERSIAN chart) used in gathering information in
different regions and time periods in AP World History.
http://wheretheclassroomends.com/wp-content/uploads/2011/11/SOAPSTone-QuestionsChart.pdf
This is a link to a pneumonic device (SOAPSTONE chart) used in gathering information
from primary source documents in AP World History.
Suggested Assessment Tools and Strategies:
1. Cornell Notes
2. Chapter Quizzes
3. Document Analysis using SOAPSTONE
4. CCOT ANALYSIS using PERSIAN
RUBRIC FOUND ON FOLLOWING PAGE…………………………..
44
QSI AP WORLD HISTORY SEC E06
Copyright © 1988-2015
Suggested Essential Unit 6 (E06) Rubric
Name___________________________________ Class_______ Date____________
 All TSW’s must be mastered for a ‘B’.
 3 of 4 ‘A’-level blocks should be met for an ‘A’.
 Teachers may choose to use their own rubrics; however, all TSW’s must be assessed.
TSW
1. Define key concepts
outlined in this unit.
2. Analyze the economic
disruption that arose in
the trading regions of
the Indian Ocean,
Mediterranean, Sahara,
and Eurasia as a result
of the new global
circulation of goods.
3. Describe the factors
that made transoceanic
travel and trade
possible.
4. Describe the new
transoceanic maritime
reconnaissance which
occurred in this period.
5. Assess the role that
European states and
policies played in the
global circulation of
goods.
6. Analyze the positive
and negative factors of
the Columbian
Exchange
7. Identify syncretic belief
systems and practices
that developed as a
result of increased
interactions between
hemispheres.
8. Assess the impact that
government and private
financial support had
upon the arts.
‘A’-Level
Analyze the economic
disruption that arose in the
trading regions of the Indian
Ocean, Mediterranean, Sahara,
and Eurasia as a result of the
new global circulation of
goods offering original insight
and/or a number of specific
details.
Assess the role that European
states and policies played in
the global circulation of goods
offering original insight and/or
a number of specific details.
Analyze the positive and
negative factors of the
Columbian Exchange offering
original insight and/or a
number of specific details.
Assess the impact that
government and private
financial support had upon the
arts offering original insight
and/or a number of specific
details.
45
QSI AP WORLD HISTORY SEC E06
Copyright © 1988-2015
‘B’-Level
Define key concepts
outlined in this unit.
Analyze the economic
disruption that arose in the
trading regions of the
Indian Ocean,
Mediterranean, Sahara,
and Eurasia as a result of
the new global circulation
of goods offering general
ideas from the text.
Describe the factors that
made transoceanic travel
and trade possible.
Describe the new
transoceanic maritime
reconnaissance which
occurred in this period.
Assess the role that
European states and
policies played in the
global circulation of goods
offering general ideas
from the text.
Analyze the positive and
negative factors of the
Columbian Exchange
offering general ideas
from the text.
Identify syncretic belief
systems and practices that
developed as a result of
increased interactions
between hemispheres.
Assess the impact that
government and private
financial support had upon
the arts offering general
ideas from the text.
Notes
9. Describe the impact the
growing global demand
for raw materials and
finished products had
upon labor systems.
10. Outline the
development of the new
political and economic
elites.
11. assess the methods
used by rulers to
legitimize and
consolidate their power.
12. Identify the large
empires that arose in
both hemispheres
13. Assess the challenges
that tested state
consolidation and
expansion.
Describe the impact the
growing global demand
for raw materials and
finished products had upon
labor systems.
Outline the development
of the new political and
economic elites.
Evaluation of methods is
clearly outlined and defined.
Evaluation of methods is
clearly outlined.
Assess the challenges that
tested state consolidation and
expansion offering original
insight and/or a number of
specific details.
Identify the large empires
that arose in both
hemispheres
Assess the challenges that
tested state consolidation
and expansion offering
general ideas from the
text.
46
QSI AP WORLD HISTORY SEC E06
Copyright © 1988-2015
AP World History
Rubric for a Document based Question (DBQ)
BASIC CORE (competence)
0-7 Points
1. Has acceptable thesis
1 Point
2. Understands the basic meaning of documents.
(May misinterpret one document.)
1 Point
3. Supports thesis with appropriate evidence from all documents.
2 Points
(Supports thesis with appropriate evidence from all but one document)
(1 Point)
4. Analyzes point of view in all or all but one of the documents
1 Point
5. Analyzes documents by grouping them in two or three ways, depending on the
question
1 Point
6. Identifies and explains the need for one type of appropriate additional
document or source
1 Point
Subtotal
/7 Points
EXPANDED CORE (excellence)
(Historical skills and knowledge required to show excellence)
Expands beyond basic core of 1-7 points. A student must earn 7 points in the basic
core area before earning points in the expanded core area.
Examples:







Has a clear, analytical, and comprehensive thesis
Shows careful and insightful analysis of the documents
Uses documents persuasively as evidence
Analyzes point of view in most or all documents
Analyzes the documents in additional ways - groupings, comparisons,
syntheses
Brings in relevant "outside" historical content
Explains why additional types of document(s) or sources are needed
0-2 Points
Subtotal
/2 Points
TOTAL
/9 Points
47
QSI AP WORLD HISTORY SEC E06
Copyright © 1988-2015
AP World History
Rubric for a Comparative Historical Essay
BASIC CORE (competence)
(Historical skills and knowledge required to show competence)
0-7 Points
1. Has acceptable thesis
(Addresses comparison of the issues or themes specified)
1 Point
2. Addresses all parts of the question, though not necessarily evenly or thoroughly
2 Points
(Addresses most parts of the question: for example, deals with differences but not
similarities)
(1 Point)
3. Substantiates thesis with appropriate historical evidence
2 Points
(Partially substantiates thesis with appropriate historical evidence)
(1 Point)
4. Makes at least one or two relevant, direct comparisons between or among
societies
1 Point
5. Analyzes at least one reason for a similarity or difference identified in a direct
comparison
1 Point
Subtotal
/7 Points
EXPANDED CORE (excellence)
(Historical skills and knowledge required to show excellence)
Expands beyond basic core of 1-7 points. A student must earn 7 points in the basic
core area before earning points in the expanded core area.
Examples:






Has a clear, analytical, and comprehensive thesis
Addresses all parts of the question (as relevant): comparisons, chronology,
causation, connections, themes, interactions, content
Provides ample historical evidence to substantiate thesis
Relates comparisons to larger global context
Makes several direct comparisons consistently between or among societies
Consistently analyzes the causes and effects of relevant similarities and
differences
0-2 Points
Subtotal
/2 Points
TOTAL
/9 Points
48
QSI AP WORLD HISTORY SEC E06
Copyright © 1988-2015
AP World History
Rubric for a Continuity and Change over Time Essay (CCOT)
BASIC CORE (competence)
(Historical skills and knowledge required to show competence)
0-7 Points
1. Has acceptable thesis
(Addresses global issues and the time period(s) specified)
1 Point
2. Addresses all parts of the question, though not necessarily evenly or thoroughly
2 Points
(Addresses most parts of the question: for example, addresses change but not
continuity)
(1 Point)
3. Substantiates thesis with appropriate historical evidence
2 Points
(Partially substantiates thesis with appropriate historical evidence)
(1 Point)
4. Uses relevant world historical context effectively to explain change over time
and/or continuity
1 Point
5. Analyzes the process of change over time and/or continuity
1 Point
Subtotal
/7 Points
EXPANDED CORE (excellence)
(Historical skills and knowledge required to show excellence)
Expands beyond basic core of 1-7 points. A student must earn 7 points in the basic core
area before earning points in the expanded core area.
Examples:





Has a clear, analytical, and comprehensive thesis
Analyzes all issues of the question (as relevant): global context, chronology,
causation, change, continuity, effects, content
Addresses all parts of the question evenly
Provides ample historical evidence to substantiate thesis
Provides links with relevant ideas, events, trends in an innovative way
0-2 Points
Subtotal
/2 Points
TOTAL
/9 Points
49
QSI AP WORLD HISTORY SEC E06
Copyright © 1988-2015