Welcome AP World History Students

AP Student Curriculum Review

Mr. Richard QuintanaMiami Dade County

Public Schools November 14, 2015

Agenda for Today Session 1: Start at 8:30 AM

1. Makeup of the AP test2. Geography and Periodization3. Content Overview by Unit4. How to approach the multiple choice

Lunch 11:40 AM -12:10 AM1. Document Based Question (DBQ) Essay2. Compare and Contrast Essay3. Change and Continuities Over Time (CCOT) Essay4. Tips on how to study for the AP test

Dismissal at 1:30 PM

Please join my Edmodo Group

1) Log on to Edmodo.com2) Create an account (if you don’t already have one)3) Join my group. Input the group code - 3s9g6a

The name of my group is AP World History Student Review - November 2015

There are lots of great files you can download on my Edmodo. They are found in the folders section. You can also contact me with any questions you may have.

Some Memes To Start Our Morning

Time Periods CoveredPeriod Period title Date range weight

1 Technological and EnvironmentalTransformations to c. 600 B.C.E. 5%

2 Organization and Reorganization ofHuman Societies

c. 600 B.C.E. to c. 600C.E.

15%

3 Regional and Transregional Interactions

c. 600 C.E. to c. 1450 20%

4 Global Interactions c. 1450 to c. 1750 20%

5 Industrialization and Global Integration

c. 1750 to c. 1900 20%

6 Accelerating Global Change andRealignments

c. 1900 to the Present 20%

Major Themes in AP World History Theme 1: Interaction Between Humans

and the Environment Theme 2: Development and Interaction of

Cultures Theme 3: State-Building, Expansion, and

Conflict Theme 4: Creation, Expansion, and

Interaction of Economic Systems Theme 5: Development and

Transformation of Social Structures

Exam Information

AP exam is about 3 hours and 5 minutes long

1. Multiple Choice – 70 Questions – 55 Minutes

2. Free Response Essay Section – 130 Minutes– Document Based Question

(DBQ) Essay – 50 minutes (including a 10-minute reading period)

– Change Over Time Essay – 40 minutes

– Comparative Essay – 40 minutes

AP Exam FAQ

Scoring has changed. Total scores for multiple choice are now based on the # of questions answered correctly

Points will not be deducted for incorrect answers Europe is 20% of the exam. Coverage of the

U.S. should be in how our country interacted with other socieities (i.e. World War II, Cold War)

Major areas covered include East Asia (China, Japan, and Korea), the Middle East, Africa, and Latin America

By the Way While the multiple-choice section of the

test asks questions from each of the above periods, these questions do not appear in chronological order.

In other words, when you take the multiple-choice part of the exam, you'll basically go through cycles from the Foundations to the present and so on.

2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 20120%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Frosh 3.4% Frosh 3.5% Frosh 4.2% Frosh 4.5% Frosh 4.0% Frosh 4.6% Frosh 5.3% Frosh 5.6%Frosh6.4%

Frosh6.0%

Frosh6.7%

Soph69.4%

Soph73.5%

Soph74.6%

Soph76.1%

Soph76.9%

Soph76.5%

Soph76.5%

Soph76.7%

Soph76.8%

Soph77.8%

Soph78.9%

Juniors14.9%

Juniors12.2%

Juniors10.1%

Juniors9.7%

Juniors9.6%

Juniors10.0%

Juniors9.8%

Juniors9.7%

Juniors9.2%

Juniors9.2%

Juniors9.1%

Sen 9.0% Sen 7.6% Sen 7.2% Sen 6.6% Sen 5.7% Sen; 5.5% Sen; 5.5% Sen; 4.9% Sen; 4.1% Sen; 3.8% Sen; 3.6%Other 3.3% Other 3.3% Other 4.0% Other 3.1% Other 3.8% Other 3.5% Other 3.0% Other 3.1% Other 3.5% Other 3.2% Other 1.7%

AP World History Student Age Distribution

2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 est

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

118.4%

120.1%

122.0%

124.0%

124.6% 1

21.5%

125.8%

124.9%

126.7%

126.0% 1

17.4%1

21.0% 118.2%

224.5%

223.7%

223.2%

223.4%

224.4% 2

24.3%

225.7% 2

24.6%2

24.2%2

25.5%2

29.4%

230.4% 2

27.9%

328.9%

325.9%

327.8%

325.2%

325.4% 3

26.1%

323.4% 3

23.4%3

23.8%3

23.0%3

30.5%

329.4% 3

31.7%

417.6% 4

18.9%4

16.1%4

17.1%4

15.2% 416.9%

416.1% 4

16.0%4

15.5%4

16.0%

415.7%

413.5% 4

15.8%

510.6%

511.4%

510.9%

510.2%

510.4%

511.2%

58.9%

511.1%

59.8%

59.5%

56.9%

55.7%

56.4%

AP World History Score DistributionRedesign

1 2 3 4 50%

5%

10%

15%

20%

25%

30%

35%

18.3%

30.1%31.3%

13.9%

6.4%

0.0% 0.0% 0.0% 0.0% 0.0%

2015 AP World History Overall Summary

National Results 0

2005 2006 2007 2008 2009 2010 2011 2012 Average0

10

20

30

40

50

60

28.8 30.1 29.5 28.8 30.5 28.036.3 37.5

30.3

21.9 19.816.2

13.017.9

17.5

15.1 15.1

17.3

Average Student Performance on APWH ExamMultiple Choice vs. Essay Sections

60 pts possible in each section,but students earn most of their pts in MC section

MC Section Essay

Act

ual P

oint

s Ea

rned

MC "Formula"Changed

(No -1/4 pt penalty)

MC Scores are fairly consistent. It's the Essay scores that make a big difference!

National % 00%

50%

100%

Multiple Choice Sec-tion

73.7%

Multiple Choice Sec-tion0.0%

Essay Section26.3%

Essay Section0.0%

2014 AP World History"Balance" Between

Multiple Choice Section vs. Essay Section

Ideally, students should earn 50% of their score from each section. Any imbalance is evi-dence of where students should focus their skills for improvement.

Nationally, students' essay writing skills are not keeping up with their objective (multi-ple choice) skills.

Argument -

Text B

ased

Argument -

Visual

Based

Period 3

Period 4

Period 5

Period 6

Period 1

and 2

Chronological R

easo

ning

Compariso

n & Contextuali

zatio

n

Overal

l Weig

hted0

5

10

15

20

25

30

35

40

45

107

10 9 9 811

19

11

39

2014 AP World History Multiple Choice SectionNational Average 0

1 2 3 4 5 6 7 8 9 10

11

12

13

14

15

16

17

18

19

20

21

22

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27

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70

0%

1000%

2000%

3000%

4000%

5000%

6000%

7000%

8000%

9000%

10000%

"Cliff? What Cliff?" - 2007 APWH MC SectionShows the % of questions #1-10 students answered

correctly,then the % of questions #11-20 answered correctly,

etc.

Average of 10 Questions

Question #

Perc

ent

Corr

ect

67.5%

67.7%

55.8% 56.7% 56.3%

46.2%53.6%

The "Honeymoon"

Mental Fatigue

2nd Effort

The "Plateau"

AP World History World Map

Periodization

WHAT DO THEY WANT FROM ME? What is the AP World History Exam really testing?

– In a nutshell: Can you make connections between different societies over different periods of time? • In other words, for any given period of history, can you explain

who was doing what? How did what they were doing affect the rest of the world? What changed about the society during this period of time?

– To show what you know about world history, keep this big-picture perspective in mind as you study and answer multiple-choice questions or construct essays. • To help you do this, keep an eye out for certain recurring themes

throughout the different time periods. Specifically, be on the lookout for the following:

How did people interact with their environment? Why did they live where they did? How did they get there? What tools, technology, and resources were available to them? How was the landscape changed by humans?

What new ideas, thoughts, and styles came into existence? How did these cultural developments influence people and technology (for example: new religious beliefs or Renaissance thought)?

How did different societies get along—or not get along—within a time period? Who took over who? How did leaders justify their power? Who revolted or was likely to revolt? And were they successful?

How did economic systems develop and what did they depend on in terms of agriculture, trade, labor, industrialization, and the demands of consumers?

Who had power and who did not within a given culture and why? What was the status of women? What racial and ethnic constructions were present?

Essential Questions

Unit 1: Foundations to 600 C.E. Climate has been a major factor in determining where people settled. Peopled

settled in areas that has climates that would accommodate agriculture and livestock

Time Periods – The Paleolithic Age refers to about 12,000 BC. During this time people were

nomadic. – The Neolithic Age refers to the age from about 12,000 BC to about 8000 BC.

It is during this time that people settled in communities and civilization began to emerge.

– River Valley Civilizations refers to about 3500 to 1500 BC. The major River Valleys are described below.

– Classical Civilizations refers to about 1000 BC to 600 CE. The major civilizations to emerge were Zhou and Han China, Greece and Rome, and the Gupta Empire.

Unit 2: 600 C.E. to 1450 C.E. Islam emerges; Islamic empire emerges Industrial Revolution in China (Sung dynasty) Spread of Neo-Confucianism (in China) – mixture of Confucianism

with some Buddhism Schism in Christianity (when the east and the west churches

divided into Roman Catholicism and Eastern Orthodox Christianity; they divided over the issue of icons)

Camels in Sahara – increased trade The Silk Road and Indian Ocean Trade The Mongol Empire Black Death – decimated Europe’s population, political, and

economic systems Italian Renaissance – began the dominance of Europe in culture

Unit 3: 1450 C.E. to 1750 C.E. The world became truly global - the western hemisphere came

into continued contact with the eastern hemisphere. Technological innovations, strengthened political organization, and economic prosperity all contributed to this change that completely altered world trade patterns.

Maritime trade dominated the world - Technological advancements and willingness of political leaders to invest in it meant that sea-based trade became much more important. As a result, old land-based empires lost relative power to the new sea-based powers.

European kingdoms gained world power - The relative power and prosperity of Europe increased dramatically during this time in comparison to empires in the longer-established civilization areas.

Unit 3: 1450 C.E. to 1750 C.E. Nomads began to become a thing of the past - Nomads continued to play an

important role in trade and cultural diffusion, and they continued to threaten the borders of the large land-based empires. However, their power dwindled as travel and trade by water became more important.

Labor systems were transformed - The acquisition of colonies in North and South America led to major changes in labor systems. After many Amerindians died from disease transmitted by contact with Europeans, a vigorous slave trade from Africa began and continued throughout most of the era. Slave labor became very important all over the Americas. Other labor systems, such as the mita and encomienda in South America, were adapted from previous native traditions by the Spanish and Portuguese.

Gunpowder Empires" emerged in the Middle East and Asia - Empires in older civilization areas gained new strength from new technologies in weaponry. Basing their new power on "gunpowder," they still suffered from the old issues that had plagued land-based empires for centuries: defense of borders, communication within the empire, and maintenance of an army adequate to defend the large territory. By the end of the era, many were less powerful than the new sea-based kingdoms of Europe.

Unit 4: 1750 C.E. to 1900 C.E. The west (Europe & the U.S.) becomes the major “player” in world events. Beginning in the early 1700s, Europeans truly had a hold on “colonies” around

the world. World trading networks were dominated by the west, but they still impacted the

world. Countries either “have” industrialization and economic development or were

“have nots” Political, social, and economic revolutions swept the world during this time

period. – Enlightenment – American and French Revolutions – Haitian Revolution – Industrial Revolution – Rise of Capitalism and Adam Smith – Unification of states (Germany, Italy, United States) – Nationalism – Imperialism – Colonialism

Unit 5: 1900 C.E. to the Present The 20th Century was a time when the world got “smaller.” Communication and transportation made it possible to connect to every

part of the globe and even into outer space. The United States came to dominate the world during the 20th century and

our culture spread everywhere (McWorld) Not every part of the globe felt comfortable with the Americanization of the world. American values can be interpreted as being based upon consumerism, greed, sex, and violence (remember our movies and music are everywhere). Many societies viewed this as in direct violation of their traditional values.

The United States dominated the world economically and politically. We became the richest country in the history of the world. In many cases our multi-national corporations used cheap labor and cheap natural resources from the underdeveloped world to become extremely wealthy.

The 20th Century has been the most violent century in history.

WELL, WHAT DO YOU KNOW?

To do well on the multiple-choice section of the AP World History Exam, you need to know two things: – (1) world history (ala Advanced Placement),

and – (2) how to show that you know world history.

One way to prove that you know world history is by correctly answering the number of multiple-choice questions necessary to score 3 or above.

Obvious, right?

Then why is it that lots of students who know world history don't get a great score on the test?

Could it be because there are 70 questions to answer in 55 minutes?

Or is it because they know the history but don't know how to wade through the answer choices efficiently?

So what is true?

Students often don't perform to the best of their ability on the AP World History Exam because in addition to knowing the history, they need to – know how to analyze the questions– get rid of the bad answer choices– find the correct answer in a short period of

time.

How to Show What You Know

To score your best on the multiple-choice section of this test, you first need to remember the follow ing rules:– There is no such thing as a "guessing penalty";

rather, there is a guessing reward.– Finishing is not the goal; accuracy is.– Four out of every five answer choices you read

are wrong.

What Should You Know About Guessing

Taking smart guesses can substantially increase your raw score on the multiple-choice section of the test.

You should take your best guess as long as you can eliminate even one answer choice. Guess aggressively!

Guessing also raises your score because it saves you time. – Seventy questions in 55 minutes is a lot. it's about

45 seconds per question. How can you possibly answer that many questions in that period of time? Guess and Go

Guess and Go

Consider the following thought processes of two AP World History test takers on the following question:

1. Signed in 1215 C.E., England's Magna Carta was a document that(A) increased the wealth of the European nobility(B) intensified the conflict between the church and state(C) established England as a monarchy under King Richard(D) guaranteed individual liberties to all men(E) contained articles that were the foundation for modern justice

Student One Student TwoThe Magna Carta—I know it was that charter -England in the 1200s that made the king accountable for his actions so the answer can't be (A) 1 . who was that king? Was it John? I think so. That gets rid of(C). Now, is it more accurate to say the original document guaranteed individual Liberties to all men or that some of the articles became foundations for modern justice. Individual liberties for all men...hmmm...foundations for modern justice. Both sound possible. Was it liberties for ' men? I thought so but maybe not or not all men or not at the time. Did the Magna Carta influence modern justice? I think so but in what way exactly? Could it be described as foundational to modern Justice? Hmmm....

The Magna Carta—that charter in England in the 1200's that made the king accountable for his actions. Cross off (A), cross off(B). The king was... John...yeah, King John. That gets rid of(C). (D)...hmmm...did the Magna Carta guarantee individual liberties to all men? Maybe, not sure so leave it. (E)...did it contain articles that became foundations of modern justice? Could have. Guar anteed for all men or foundations of modern justice? I'm not sure, but I think (D) is too strong—guaranteed/or all men. I'll guess (E).Next question. The printing press was invented by Gutenberg sometime near the Reformation. Cross off (A) and (D)...

In the previous scenario, Student One continues to deliberate between (D) and (E) while Student Two goes on to the next question. – What's the difference?

• Student Two did all the work he could, considered the remaining options, then took a smart guess and moved on.

• Student One did all the work he could, then got stuck trying to make a decision between the two remaining options.

As the test progresses, Student One will lag further and further behind Student Two, not because he knows less world history, but because he is less willing to take that guess and move on.

To do well on the AP World History Exam, you need to do what you can but then be willing to take your best guess and move on to the next question.

Process of Elimination Every time you read an AP World History Exam

question, remember that three out of the four answer choices you are reading are wrong.

Use the Process of Elimination (POE) to get rid of what you know is wrong as you go through the choices.

Then deal with any answer choices you have left. For most questions you will be able to eliminate one

to two answer choices relatively quickly. That leaves you with two choices to consider and

then take a smart guess between.

Process of Elimination

If you can't eliminate any answers, it's best to skip the question altogether.

Mark these skipped questions in some distinctive way so that you can come back to them later and make sure you leave a space on your answer sheet.

Always keep in mind that the multiple-choice section is difficult, if not impossible, for most students to finish. Focus on accuracy as you work through this section.

HOW TO CRACK AP WORLD HISTORY MULTIPLE-CHOICE QUESTIONS

Take a look at a sample AP World History Exam question:

3. When the Europeans arrived in sub-Saharan Africa in the 1400's and 1500's, the African slave trade was

(A) just beginning(B) an institution the Europeans had to establish(C) well established and about 500 years old(D) still under the control of Muslim traders(E) not economically viable and did not interest the Europeans

Step 1: Read the Question and Put It in Your Own Words

First you must make sure that you understand what the question is asking.

Read the sample question again. – What is it really asking?

• If you are having trouble figuring it out, answer the questions

• When?, Who?, What? – For example, in the above question about slave trade, you can

answer the following:

When the Europeans arrived in sub-Saharan Africa in the 1400's and 1500's, the African slave trade was

When? 1400-1599 Who? Europeans and sub-Saharan Africa What? Slave trade

Then, rephrase the question so that it is clear to you.– What was up with the African slave trade in the 1400-

1500 period?

Step 2: Answer in Your Own Words Once you've rewritten the question, take a moment to

call up the relevant history that you know.

If it is a topic you know well, it will be easy to come up with an answer. – If you can't come up with a full answer, think of a

few key points that you do know about the topic. – Here's an example of what you might know about

the slave trade from 1400-1500.• It already existed in both Africa and Europe, so it

wasn't new.

If you can't answer the question completely, you can still use what you do know to get rid of wrong answer choices using the Process of Elimination.

Step 3: Process of Elimination Even if you do not know exactly what was

going on with the slave trade in the 1400's and 1500's, you can use the little you do know to eliminate wrong answer choices.

Remember to read each answer choice with a critical eye, looking for what makes it wrong.

Cross off the choices that you know are wrong; leave ones that you are uncertain about or you think are right.

Step 4: Guess and Go Once you've narrowed down the choices as far

as you can, take a guess. As you learned, the guessing reward rewards

students who are willing to take smart guesses throughout the test.

If you use POE to get rid of choices that you know are wrong and then take a smart guess from among the remaining answer choices, you will score your personal best on this test.

Lets Try Some More Multiple Choice Questions

The above photograph of a mosque (originally dating to the 14th century) in the modern day West African country of Mali best exemplifies which of the following historical processes?

– (A) Imposition of religion through military conquest– (B) Spread of religion along trade routes– (C) Abandonment of indigenous cultural styles in the face of colonization– (D) Conflict between local and universalizing religions

The second passage does not support the first passage because the second passage– (A) shows that an influx of manpower from Europe was not critical for the survival

of the Crusader states.– (B) shows that Muslims vastly outnumbered Europeans in the Crusader states.– (C) minimizes the importance of Hospitallers and Teutonic Knights in the

administration of the Crusader states.– (D) presents an incident in which a military order supported a Muslim traveler.

1. The Crusader states were able to cling to survival only through frequent delivery of supplies and manpower from Europe. [They] were defended primarily by three semi-monastic military orders: the Templars, the Hospitallers, and the Teutonic Knights. Combining monasticism and militarism,these orders served to protect pilgrims and to wage perpetual war against the Muslims.

Palmira Brummett, Civilization Past & Present, world history textbook, 2007

2. Whenever I visited Jerusalem, I always entered the Aqsa Mosque, beside which stood a small mosque which the Franks had converted into a church. … [T]he Templars, … who weremy friends, would evacuate the little adjoining mosque so that I could pray in it.

Usamah ibn Munqidh,Muslim historian, Jerusalem, circa 1138

Which of the following factors represents the most significant cause of the growth of cities in Afro-Eurasia in the period 1000–1450?

–(A) Climate change–(B) Commercial development–(C) Decreased agricultural productivity–(D) Increased invasions

O Caesar, consider the testimony of history: When some Roman leaders got control of affairs, they not only refused to assume sovereign power but also escaped disaster thereby; but other leaders conceived a desire for sovereign power and perished miserably. For it is a difficult matter to force [the ruling elite in] Rome, which has enjoyed a democratic government for so many years and holds empire over so many other peoples, to consent to become a slave to anyone. Senator Agrippa,adviser to the first Roman emperorAugustus Caesar, circa 29 B.C.E.

Agrippa’s advice regarding the best way to rule Rome differs most strongly from the Confucian view of proper government prevalent in Han China in that Agrippa (A) assumes that good government is for the benefit of the ruled. (B) asserts that rulers who wield power selfishly tend to be overthrown. (C) expresses reservations about a monarchical form of government. (D) celebrates direct democracy as the most stable form of government.

Which of the following changes best justifies the claim that the late 1400s mark the beginning of a new period in world history?–(A) The rise of the Aztec and Inca empires–(B) The economic recovery in Afro-

Eurasia after the Black Death–(C) The incorporation of the Americas into

a global network of exchange–(D) The emergence of new religious

movements

I am a griot … we are vessels of speech; we are the repositories which harbor secrets many centuries old. Without us the names of kings would vanish into oblivion. We are the memory of mankind; by the spoken word we bring to life the deeds and exploits of kings for younger generations. … I teach kings the history of their ancestors so that the lives of the ancients might serve them as an example, for the world is old, but the future springs from the past.An African griot (storyteller),circa 1950, introducing the oral epic ofKing Sundiata of Mali, composed circa 1400 C.E.

The introduction by the griot, or storyteller, is intended to serve which of the following purposes?

(A) To establish the griot’s authority by connecting him to the past (B) To exalt the Malian kings above previous dynasties (C) To highlight the griot’s unique abilities as compared to other griots (D) To portray Mali as a progressive society that is improving on the past

Early Buddhism and early Christianity were similar in which of the following ways?

– (A) Both supported the existing economic and social stratifications in their places of origin.

– (B) Both sought male and female converts.– (C) Neither sought members from the lower

classes.– (D) Neither supported the establishment of

monastic communities

Uses 6-10 Primary Sources Best written and highest scoring All information needed is in student’s hands Documents and background information Students have to analyze the docs, group them

and come up with an AD Debate: Teaching rubric and filling with content

or teaching content and kids will automatically get points on rubric.

Document Based Question (DBQ) Essay

BASIC CORECompetence

Points

EXPANDED COREExcellence

Points

1. Has acceptable thesis. 2. Understands the basic meaning of documents.(May misinterpret one document)3. Supports thesis with appropriate evidence from all or all but one document. (Supports thesis with appropriate evidence from all but two documents.)4. Analyzes point of view in at least two documents.5. Analyzes documents by grouping them in two or three ways, depending on the question. 6. Identifies and explains the need for one type of appropriate additional document source.

112(1)111

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

Subtotal 7

Subtotal 2

Total 9

1. Read and Understand the prompt 2. Read all the Documents, take notes,

SOAPSTONE, grouping 3. Group all the documents to answer prompt 4. Write Thesis 5. Write essay: 1 paragraph per group, 3

sentences analyzing group, 3 sentences per doc starting with POV and ending with (doc#)

6. Write an Additional Document

DBQ: Step By Step Guide

Understand the prompt, underline key words Ex: Using the following documents, analyze the causes and

consequences of the Green Revolution in the period from 1945 to the present

Ex: Using the following documents, analyze similarities and differences in the mechanization of the cotton industry in Japan and India in the period from 1880s to 1930.

THE THESIS CAN BE WRITTEN ONLY AFTER ALL DOCUMENTS ARE READ AND UNDERSTOOD

DBQ Thesis

While reading each documents, kids should do 3 things, POV, Meaning, Evidence

Look for key information that gives clues to WHY that doc was written by that PERSON, during that TIME

SOAPSTONE Read to understand how that doc fits into the prompt

(Basic meaning) Pick out key information that would help back up the

reason why that doc was written and why it is in that group (Evidence)

4 POINTS COME FROM DOC ANALYSIS

Documents – Reading For Three Things

S - Speaker. Who is Speaker or Source? H – Home – country of origin, national, ethinicity O – Occupation or profession G – Gender W – Worldview – values of religion, philosophies, culture A – Age R – Real Knowledge – what could they know or not T – Theoretical Ideals – Political, economic, social values S – Social Status – Class, caste, wealth, education O – Occasion A – Audience P – Purpose (To + verb) S – Subject (in relation to the question) TONE – What is the tone?

SOAPSTONE

Be aware that the gender, occupation, class, religion, political position, or ethnic identity may have influenced the views expressed. In order to show bias or POV is to make reference to one of the above mentioned topics

In other words ASSUME!!!!

Ex: As a member of the upper class, X expressed the typical view that….” or “Being a teacher, X felt that….” or Unlike other men, Mr. X felt that women….”

Soapstone Because (Author’s name) was (hogwarts), and felt that (…), he/she

wrote this (article) on (occasion) for (audience) by stating stating (subject).

KEY WORD: FELT

Authorial Point of View

Always examine a source for its reliability by questioning whether the author would be in a position to be accurate

Ex: “The author of this document is obviously biased toward his own football team and might not be writing an accurate description of the game” or “Because the author is a referee, he has no bias for either team that is playing so this document would be fairly accurate”

Soapstone Because (Author’s name) was (hogwarts), and felt that (…), he/she

wrote this article to (purpose) on (occasion) for (audience) by stating (subject). This shows bias (for/against) (topic). Or “This shows that the author is (reliable/unreliable) because…”

Reliability and Accuarcy

The student identifies the emotions associated with the document

Ex: “The frustrations of Mr. X is obvious when he says….” or “The author is writing in a very angry tone as he felt the game was won unfairly”.

This is useful especially for political cartoons

Soapstone Because (Author’s name) was (hogwarts), he writes in a (tone)

tone, as he feels that (subject)

Tone

Once the kids understand the docs, they should reread the prompt and group the docs in 2-3 groups that are logical to answer the prompt

All docs have to be grouped All groups have two or more docs Groups have to answer the prompt Different groups can be used to answer the

prompt No right or wrong answer

Grouping

ANSWER THE PROMPT 1-2 sentences Use key words, time periods, areas etc from the

prompt and introduce the groups INTRODUCE THE GROUPS

Ex: Mom, What did you learn in APWH today?Son: In APWH today, I learned to write DBQ, C/C and CCOT essays.

Thesis

P1- THESIS (nothing more) P2- Group #1

– 3 sentences explaining the group and why it exists Using information from background info (Analysis)– Each Doc: 3 sentences.

• (1) Start with POV statement (Because…). • (2)This obviously shows (further explain POV and use evidence).• (3) Third sentence to complete the analysis of doc and how it related

to the group• End 3 sentences with (Doc #)

REPEAT FOR EACH DOCUMENT

Essay Structure (Rule of 3)

MISSING VOICE: who did the students NOT hear from and why would it help them to see a document from that type of person

Can be written in your essay anywhere – either in the thesis paragraph, in the body of your essay, or as a separate paragraph all together

An Additional Document that would help analyze (key words from the prompt) would be a ((1)type of document) from a ((2) type of person) because ((3) state reason why)

RULE OF 3 Has to be LOGICAL for time and region, etc Don’t ask for something you already have unless you have a darn good

reason!

Additional Document

Prompt: Analyze the views Catholic Crusaders have of themselves with that of the Muslim and Byzantine views of the crusaders. What kind of additional document would you need to better understand the views held by each of the participants in the Crusades?

Historical Background: The Crusades were military campaigns sanctioned by the Latin Roman Catholic Church during the High Middle Ages and Late Middle Ages. In 1095, Pope Urban II proclaimed the First Crusade with the stated goal of restoring Christian access to holy places in and near Jerusalem. Furthermore, whoever joined the ranks of the crusaders gained spiritual immunity, Pope Urban II promised forgiveness of all sins to whosoever took up the cross and joined in the war. While there were additional motivations for taking up the cross—opportunity for economic or political gain, desire for adventure, and the feudal obligation to follow one’s lord into battle—to become a soldier for Christ was to express total devotion to God. Following the First Crusade there was an intermittent 200-year struggle for control of the Holy Land, with six more major crusades and numerous minor ones. In 1291, the conflict ended in failure with the fall of the last Christian stronghold in the Holy Land at Acre, after which Roman Catholic Europe mounted no further coherent response in the east. Some historians see the Crusades as confident, aggressive, papal-led expansion attempts by Western Christendom; some see them as part of long-running conflict at the frontiers of Europe; and others see them as part of a purely defensive war against Islamic conquest. The Crusaders often pillaged the countries through which they travelled in the typical medieval manner of supplying an army on the move. Nobles often retained much of the territory gained rather than returning it to the Byzantines as they had sworn to do. The Fourth Crusade resulted in the sack of Constantinople by the Roman Catholics, effectively ending the chance of reuniting the Christian church by reconciling the East–West Schism and leading to the weakening and eventual fall of the Byzantine Empire to the Ottomans. Nevertheless, some Crusaders were merely poor people trying to escape the hardships of medieval life in an armed pilgrimage leading to salvation at Jerusalem.

Document 1A speech by Pope Urban II at the Council of Clermont in France in front of a great crowd of nobles, 1095.

“For your brethren who live in the east are in urgent need of your help and you must hasten to give them the aid…Turks and Arabs have attacked them and have conquered the territory…They have killed and captured many and have destroyed the churches…I beseech you as Christ’s heralds to persuade all people of whatever rank foot-soldier and knights, poor and rich, to carry aid promptly to those Christians and to destroy that vile race…All who die by the way, whether by land or by sea, or in battle against the pagans, shall have immediate remission of sins.”

Document 2After the fall of Jerusalem to the Christians, the venerable Qadi Abu Sa’ad al Harawi, wearing no turban, his head shaved as a sign of mourning cried loudly into the spacious audience hall of the caliph in 1099 in Baghdad.

“How dare you slumber in the shade of complacent safety, leading lives as frivolous as garden flowers, while your brothers in Syria have no dwelling place save the saddles of camels and the bellies of the vultures? Blood has been spilled! Beautiful young girls have been shamed, and must now hide their sweet faces in their hands! Shall the valorous Arabs resign themselves to insult, and the valiant Persians accept dishonor? Never have the Muslims been so humiliated. Never have their lands been so savagely devastated.”

Document 3German historian Ekkehard, who visited Jerusalem in 1101, reports on the First Crusade.

“Those bound for the Holy Land seemed to them to be leaving the land of their birth and sacrificing what they already had for a vain hope. The promised land offered no certainty but danger, yet they deserted their own possessions in a greedy struggle for those of others.”

Document 4A letter from a French crusader, Stephen of Blois, 1098.“You may be sure, dearest, that the messenger whom I sent to you left me before Antioch safe and unharmed and through God’s grace, in the greatest prosperity. You may know for certain, my beloved, that of gold, silver, and many other kinds of riches, I now have twice as much as you, my love, supposed me to have when I left you…”

Document 5William of Tyre’s (1130-1185) account of the Crusader Conquest of Jerusalem. William was born in Latin occupied Palestine, educated in Europe by Latin priests and returned to the Diocese of Tyre to serve in Church.

“When they heard the name of Jerusalem called out, they began to weep and fell on their knees, giving thanks to Our Lord with many sighs for the great love which he had shown them in allowing them to reach the goal of their pilgrimage…They ran forward until they had a clear view of all the towers and walls of the city. Then they raised their hands in prayers to Heaven and taking off their shoes, bowed to the ground and kissed the earth.”

Document 6Beh-El-Din, writing about the Third Crusade in the later 12th century, when the European kings were negotiating with the Turkish Sultan, Saladin.

“Then the king of England, seeing all the delays interposed by the Sultan to the execution of the treaty, acted treacherously as regards his Muslim prisoners. In the afternoon of Tuesday he came out on horseback with all the Frankish army. The Franks, on reaching the middle of the plain that stretches between this hill and that of Keisan, close to which place the sultan’s advanced guard had drawn back, ordered all the Muslim prisoners, whose martyrdom God had decreed for this day, to be brought before him. They numbered more than three thousand and were all bound with ropes. The Franks then flung themselves upon them all at once and massacred them with sword and lance in cold blood. The motives of this massacre are differently told…God along knows what the real reason was.”

Document 7Anna Comnena, daughter of Byzantine Emperor Alexius I, wrote the following in a history of her father’s reign some time after 1137.

“Before he [Alexius] had enjoyed even a short rest, he heard a report of the approach of innumerable Frankish armies. Now he dreaded their arrival for he knew their irresistible manner of attack, their unstable and mobile character…and that they were always agape [in a state of wonder] for money, and seemed to disregard their truces readily for any reason that cropped up.”

Document 8Byzantine nobleman, court official, and historian Nicetas Choniates (1155-1216) writes of the fourth Crusade which he witnessed. The Crusaders pillaged and captured Constantinople.

“The enemy, who had expected otherwise, found no one openly venturing into battle or taking up arms to resist; they saw that the way was open before them and everything there for the taking. But their disposition was not at all affected by what they saw, nor did their lips break into the slightest smile…Instead they plundered with impunity and stripped their victims shamelessly, beginning with their carts. O, the shameful dashing to earth of the venerable icons and the flinging of the relics of the saints, who had suffered for Christ’s sake, into defiled places!”

Document 9Prise de Constantinople par les Croises, Constantinople taken by the crusaders, April 12, 1204.

Comparative Essay

Do not have students write blanket statements in their thesis

Avoid, “They were similar, yet different” or “They had many similarities and some differences.”

Instead, be specific and direct in your comparisons

BASIC COREHistorical skills and knowledge required

to show competence

Points

EXPANDED COREHistorical skills and knowledge required

to show excellence

Points1. Has acceptable thesis. 1

(Addresses comparison of the issues or themes specified)

2. Addresses all parts of the question, though not necessarily 2

evenly or thoroughly. ( Addresses most parts of the question: for example, deals with differences but not similarities.) 3. Substantiates thesis with 2

appropriate historicalevidence. ( Partially substantiates thesiswith appropriate historical evidence.)

4. Makes at least one or two 1

relevant, direct comparisonsbetween or amongsocieties.

5. Analyzes at least one reason 1for a similarity or difference identified in a direct comparison.

Expands beyond basic core of 0-2

1-7 points. The basic core score of 7 must be achieved before a student can earn expanded core points. 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.

Subtotal 7 Subtotal 2

TOTAL 9

Has to answer the question!!!!!!!!!!!!!!! Main idea, summary sentence, etc The sentence on which the whole essay is to be written

about 1-2 sentences

EVENTHOUGH BOTH__(A)__ and __(B)__ WERE BASED ON __(SIMILARITY),__(A)__ WAS__ (DIFFERENCE), WHILE __(B)__ WAS __(DIFFERENCE).

Thesis

Analyze the differing responses of China and Japan to Western penetration in the 19th century. (1800)

Even though BOTH China and Japan were resistant to European influences, China tried to keep the Europeans out, which led to them becoming a puppet state of England, whereas Japan was more accepting of the Europeans, which led to the rapid industrialization and strengthening of the economy.

Thesis Sample

2nd paragraph Differences

– Start with a direct comparison: “In China__, while in Japan__”– Write EVERYTHING about the topic for China, then

EVERYTHING about the topic for Japan.– End with “The Reason (s) for these differences were that____”

3rd Paragraph Similarities

– Write everything about the similarities of both– End the paragraph with “The reason(s) for the similarities were__”

Essay Structure Similarities and Differences

P1: Thesis (political and economic of Han/Rome) P2: Topic one (political)

– Direct comparison (Rome/Han)– Differences + Reasons for differences– Similarities + Reasons for similarities

P3: Topic two (economic)– Direct comparison (Rome/Han)– Differences + Reasons for differences– Similarities + Reasons for similarities

Essay StructureSplit Method

Differences AND similarities4-5 Evidence per paragraphWHY, WHY, WHY, WHY-in

flashing neon lightWHY different, why similar

Compare and Contrast Tips

Change and Continuity Over Time Essay

The objective of the essay is to write and how things changed, and how and why they stayed the same

You must describe the following:– Baseline – the status quo in the beginning– Impact – What was introduced that created changes

and in which continuities remained– The Process – The What, How, and Why’s of Changes

and Continuities– Global Impact

BASIC COREHistorical skills and knowledge required to show competence

Points

EXPANDED COREHistorical skills and knowledge

required to show excellence

Points1. Has acceptable thesis.

(Addresses the global issues and the time period(s) specified).

2. Addresses all parts of the question, though not necessarily evenly and thoroughly.

(Addresses most parts of question: for example, addresses change but not continuity.)

3. Substantiates thesis with appropriate historical evidence.

(Partially substantiates thesis with appropriate historical evidence.)

4. Uses relevant world historical context effectively to explain change over time and/or continuity.

5. Analyzes the process of change over time and/or continuity.

12

(1)2

(1)11

Expands beyond basic core of 1-7 points. The basic core score of 7 must be achieved before a student can earn expanded core points.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.

Provide ample historical evidence to substantiate thesis.

Provide links with relevant ideas, events, trends in an innovative way.

0-2

Subtotal 7 Subtotal 2Total 9

Has to answer the question!!! Main, idea, summary sentence, etc The sentence on which the whole essay is to be

written about- a STORY 1-2 sentences Has to show change and continuity (stayed the same) Ex: In (beginning time), (things) were ___, then

(event) happened that led (things) to become___ by (end time). However,____stayed the same.

Thesis

Analyze the changes and continuities in commerce in the Indian Ocean Region from 650 CE to 1750 CE.

In 650, the Indian Ocean trade flourished with merchants and products from many countries including China, India, and Africa and then the Europeans arrived in the region and by 1750 the Europeans took control over all the trade routes and ports. However, the products that were traded remained fairly consistent: silk from China, spices from India and gold and slaves from Africa.

Thesis Example

2nd Paragraph Explains the entire story like in thesis Start with start time period and describe everything Describe EVENT or EVENTS that took place Describe how that event changed things Describe the topic in the end period Give examples of other parts of the world *End with “The reasons for these changes were…”

Essay Structure – One Topic

3rd Paragraph Continuities Describe everything that stayed the same (can be very

basic) End with “The reasons for these continuities were---”

Paragraph does not have to be very long. Can be basic, as long as it is relevant Global….

Essay Structure – One Topic

P1- Thesis (eco/pol ccot in Germany 1920-1945) P2-Economic

– Change: Germany 1920, event, 1945, why– Continuity: Germany 1920 to 1945, why

P3-Political– Change: Germany 1920, event, 1945, why– Continuity: Germany 1920 to 1945, why

– Global…mention another time or place like that

Essay Structure – Two Topics

TELL THE WHOLE STORY. Start from beginning, tell event, tell end, and WHY

Continuity. 4-5 evidence per paragraph Link to world WHY, WHY, WHY- neon flashing light Use a lot of BECAUSES

General Tips for CCOT

Lets Look at a Topic Choose ONE of the following political units (countries,

empires, etc.) and discuss how technological developments from 1450-1750 changed its global influence. Be sure to describe its position of power and influence in the beginning of the period as your starting point.

England Russia Portugal Ottoman Empire Spain China Germany France

Plan Your EssayBaseline:What was its role in 1400s/ pre-technology?

Before the 1400s, Portugal was a small country in Europe with little resources. It was located near the east coast of Africa and had trade relations with its Muslim neighbors

Impact:What technologies had an impact on it? Why and in what way?

Navigational tools allowed for long sea journeys. For example, magnetic compass & astrolabe.These tools allowed to navigate and explore first the Indian Ocean and later the .

Change: What changes occurred to its role in the world

Portugal became a global power.Established colonies in the New World and increased trade routes to Asia.Portuguese language, culture, and religion spread throughout the world.

What remained the same despite technological innovations?

Portugal, a small country, was overshadowed by its aggressive neighbor , which also ventured far and wide but had more resources. Nautical technology didn’t help in land wars, or to protect borders.

Paragraph Format

Paragraph 1 – Thesis (Be sure to mention Baseline, Impact, Changes, and Continuities)

Paragraph 2 – Changes Over Time

Paragraph 3 – Continuities Over Time

Paragraph 4 – Conclusion (Rephrasing of thesis Statement/Impact on Global History)

How to Study for the AP Test?

Choose a Study Guide Choose an AP Study Guide that

is right for you. Some AP World History teachers prefer certain study guides over others

Cracking the AP World History Exam by Princeton is an overall great guide. It contains very easy to read sections covering the historical content of the exam. It also includes great tips on how to complete the multiple choice and essay sections. There are also practice exams in this book

Watch History Videos and Take Practice Tests Watch the World History by Crash Course videos on Youtube.

They are really short videos that are fun to watch. They are also packed with valuable information for the AP test

World History by Crash Course – 42 Videos – 10-15 minutes per videohttps://www.youtube.com/watch?v=Yocja_N5s1I&list=PLBDA2E52FB1EF80C9

Log onto getafive.com – Watch the videos and take practice quizzes

Work on some practice multiple choice tests Practice working on DBQ, compare and contrast, and change

over time essays that your teacher gives you. You can also practice at home by reviewing essays found in your AP study guides

Download apps to your phones and form study groups

Download apps to your IPhone or android phones so you can practice multiple choice questions, read flash cards, and read historical summaries. Some of these apps cost money, but many are free

Form study groups with your friends. You can meet at schools or at each others homes. Read through the study guides together and quiz each other using questions from the study guide or flash cards

The Day Before The Test and The Day of the Test

Review as much as you can the week before the exam. Sleep well before the day of the test and eat a healthy breakfast.

Be on time to the exam. Make sure to bring plenty of blue or blank ink pens, pencils, a photo ID, a watch that does not beep (to pace yourself during the exam), and a sweater.

DO NOT BRING ELECTRONIC DEVICES WITH YOU INTO THE TESTING ROOM…

Thank you!

Please feel free to contact me at my email: richardquintana@dadeschools.net

Good luck and May The Force Be With You…