...| Four Historical Thinking Skills | 7 | Essays Overview | 8 - 15 | Document-based Question (DBQ) | 8 – 12 | Change and Continuity over Time (CCOT) | 13 – 15 | Comparative Essay | 16 – 18 | Released Free Response Questions | 19 – 20 | AP Curriculum Framework | 21 – 38 | Period 1 (Up to 600 B.C.E.)—5% | 21 – 22 | Period 2 (600 B.C.E. to 600 C.E.)—15% | 23 – 25 | Period 3 (600 to 1450)—20% | 26 – 28 | Period 4 (1450 to 1750)—20% | 29 – 31 | Period 5 (1750 to 1900)—20% | 32 – 35 | Period 6 (1900 to the present)—20% | 36 – 38 | Help with Some Confusing Subjects | 39 – 43 | Chinese Dynasties | 39 | Political, Economic, and Social Systems | 40 | Religions | 41 | Primary Sources | 42 | “Must Know” Years | 43 | * Many of the guidelines in this study packet are adapted from the AP World History Course Description, developed by College Board. The AP Exam Purchasing and taking the AP World History exam are requirements of the course. This year, the AP World History exam will be administered on: ___________________________________________ Format I. Multiple Choice a. You will have 55 minutes to answer 70 Questions. b. Each question has options A, B, C, and D. c. Questions are divided evenly between the five course themes (20% each) and six periods. d. Each questions addresses one of the four historical thinking skills...
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...| Four Historical Thinking Skills | 7 | Essays Overview | 8 - 15 | Document-based Question (DBQ) | 8 – 12 | Change and Continuity over Time (CCOT) | 13 – 15 | Comparative Essay | 16 – 18 | Released Free Response Questions | 19 – 20 | AP Curriculum Framework | 21 – 38 | Period 1 (Up to 600 B.C.E.)—5% | 21 – 22 | Period 2 (600 B.C.E. to 600 C.E.)—15% | 23 – 25 | Period 3 (600 to 1450)—20% | 26 – 28 | Period 4 (1450 to 1750)—20% | 29 – 31 | Period 5 (1750 to 1900)—20% | 32 – 35 | Period 6 (1900 to the present)—20% | 36 – 38 | Help with Some Confusing Subjects | 39 – 43 | Chinese Dynasties | 39 | Political, Economic, and Social Systems | 40 | Religions | 41 | Primary Sources | 42 | “Must Know” Years | 43 | * Many of the guidelines in this study packet are adapted from the AP World History Course Description, developed by College Board. The AP Exam Purchasing and taking the AP World History exam are requirements of the course. This year, the AP World History exam will be administered on: ___________________________________________ Format I. Multiple Choice a. You will have 55 minutes to answer 70 Questions. b. Each question has options A, B, C, and D. c. Questions are divided evenly between the five course themes (20% each) and six periods. d. Each questions addresses one of the four historical thinking skills...
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...Vocabulary: Goal 1 1. Historical narrative 2. Temporal structure (beginning, middle, end) 3. Time line 4. Historical succession 5. Historical duration (continuity) 6. Primary sources 7. Humanity 8. Historical passage 9. Historical perspective 10. Historical context 11. Literal meaning 12. Historical fact 13. Historical interpretation 14. Historical data 15. Hhistorical analysis 16. Cause-and-effect relationship 17. Value-laden 18. Moral convictions 19. Critique 20. Hypotheses 21. Historical inquiry 22. Eyewitness account 23. Statistical compilations 24. Journals 25. Census 26. Artifacts 27. Economic indicators Goal 2 28. Sustainability – supported,upheld ,of confirmed 29. Fertile Crescent – an area in the middle and near east: formerly fertile, now partly desert 30. Migration - a number or body of persons or animals migrating together. 31. Environment – the aggregate of surrounding things,conditions,or influences;surroundings; milieu 32. Human interdependence – all humans rely on each other. 33. Natural barriers – a natural limit or boundary of any kind. 34. Drought – a period of dry weather that whithers or kills the crops 35. Famine – extreme hunger or scarce amount of food. 36. Trade interactions -the influence of buying or selling trade with other countries. 37. Resources – a source of supply,support,or aid when specificity needed 38. River valley -a natural stream of water flowing in a valley...
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...literature with an economic and ecological focus. Uses Global Historical Context to address most issues addressed in the Modern World History course. Use as: Teacher background Use isolated quotes/ chapters for all levels Review book at end of AP curriculum for review Questions raised: 1. How did industry and European-style countries called nation-states—rather than highly developed agrarian empires like China and India—come to define our world? 2. How has the gap between rich and poor increased? 3. How and why have European ways of organizing the world come to dominate the globe? 4. Was the Rise of the West a temporary blip? Scope: Global look (but especially Europe, China and India) 1400 -1900 Chapter by chapter breakdown: Intro “In the space of just 200 years, the world has seen a great reversal of fortune: where once Asians held most of the economic cards, today it is primarily Western countries and Japan.” (p. 2) Concepts addressed/ introduced in chapter: Globalization Enlightenment Communism Nation-states French Revolution Weber-Protestant work ethic Disease Industrial Revolution “modernization” Exploration/ Encounter “Progress History” Colonialism Renaissance Capitalism Slavery Modes of Historical Inquiry Comparative units of analysis Definition of Eurocentrism State legitimacy Concept of Pentimento (p. 8) Ecological analysis Historical inquiry – multiple causality (contingent, accidents, and conjunctures) ...
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...Why did China fall behind Europe in the 15th century? In my opinion, the main reason that China fell behind Europe in the 15th century is the closing down of itself with other civilizations and the banned international trades strategies which severed the communication and connection of the Chinese people with the outside world. And in the same time the rapid growth of the European countries had boosted those civilizations in the other direction thanks to the newly discovered resources on the other side of the Atlantic Ocean. I would like to explain these ideas from the following aspects: The early developments of China: China has gone through a period of rapid technological advances in the first centuries of human history thanks to its particular geographical location and the early coming together of the nations within its boundary. Although there were lots of nations fighting wars against each other, aiming to control all the territory on the land of the so-called East Asia nowadays, the Chinese empire was finally founded by the Qin and the united nation has adopted lots of governing strategies to develop the livelihood of its people not only in literature but also in science. Because of these factors, the Chinese people have invented ways to preserve the cultural and technological achievements and also have developed ways to explore the 1/7 outside world. Such decisions have been made since the Han dynasty when the empire opened up the Silk Road to the west, connecting...
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...Unit 7 The Spread of Religions Section 1 Unit Materials Questions To Consider Question 1. How did Buddhism, Christianity, and Islam spread across the world, and why are they practiced so far from their origins? Question 2. How did these three major world religions change and adapt to diverse cultural circumstances? Question 3. Why did Buddhism, Christianity, and Islam emerge when and where they did? Question 4. How did Buddhism, Christianity, and Islam interact with, provide justification for, and conflict with various states and empires in Afro-Eurasia? The Big Picture How is this topic related to Increasing Integration? As Buddhism, Christianity, and Islam spread across the borders and frontiers of Afro-Eurasia, they integrated diverse peoples by means of a common religion. How is this topic related to Proliferating Difference? The spread of Buddhism, Christianity, and Islam introduced new beliefs and practices to a wide variety of peoples. These beliefs and practices were often quite different from indigenous religions. In addition, indigenous beliefs and practices often changed the new religions as they adapted to local conditions. These changes frequently resulted in the development of different sects within the new religions. Unit Purpose ß Buddhism, Christianity, and Islam spread across borders and frontiers as a result of missionaries, pilgrims, and trade. Each of these three major world religions changed over time, and all served as elements of change in the societies...
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...Harvest of Empire by Juan Gonzalez Through the time immemorial, humans have been moved into new geographical territories with various reasons that motivate them. The most basic motivation of discovering and searching new territories is for economic development which is the terms of immigration. And there are not many of economically developed countries, which pulls high number of immigrants and takes actual high percentages in immigrant statistics. In present time, this immigration experience assumes as the constant affairs of American life. Because the views of people from other countries are America as the land of full opportunities for their better life no matter that they are coming in America legally or illegally. Juan Gonzales the author of the book titled, Harvest of Empire, criticized and analyzed this view by focusing on the Latino population of immigration and how the America’s foreign policies influences toward it. In his work, Juan Gonzales tries to overviewing how the Latino immigrants started to move in American historically and he also provides an analysis of the current events that showing the effects and frictions on Latino population thereby America’s politics and diplomacy. During reading Harvest of Empire by Juan Gonzales, I thought a lot of time that this book is for all people who want to know about the history of Latino immigration in America in detail. Because Gonzalez delivers Latino’s historical processes of movement and settlement through all...
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... Part I: Fill in the Blanks Fill in the blanks to complete the following sentences. Ming-Dynasty China a. The population of China approximately doubled between the start of the Ming dynasty in 1368 and its collapse and replacement by the Manchus in 1644 . This population increase, along with a reduction in government regulation, led to China’s 3rd Commercial Revolution, which lasted from 1500 and 1800. Economic advances during this time, which extended into the Qing era, included the tribute system for textile manufacture, trade with the tondo empire through the port of Manila, expansion of private banks from Shaanxi into other provinces, flourishing intermediate market towns, and trade in staples like grain and cotton. b. The late imperial system of political control relied on a large, well-funded, and powerful meritocracy staffed by dedicated officials who competed for positions by passing civil examinations ; the central authority of the emperor ; and the support of the new wealthy, literate merchant class. c. Early Ming-dynasty foreign policy was aggressively expansionist, as emperors extended their control into historical Chinese territories and northern vietnam , which became a Chinese province. Despite the early Ming success in wresting China from the Yuan dynasty, the remained China’s most serious threat, capturing Beijing in 1550. d. A...
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...The history of the world is the history of humanity, beginning with the Paleolithic Era. Distinct from the history of Planet Earth (which includes early geologic history and prehuman biological eras), world history comprises the study of archeological and written records, from ancient times on. Ancient recorded history begins with the invention of writing.[1][2] However, the roots of civilization reach back to the period before the invention of writing. Prehistory begins in the Paleolithic Era, or "Early Stone Age," which is followed by the Neolithic Era, or New Stone Age, and the Agricultural Revolution (between 8000 and 5000 BCE) in the Fertile Crescent. The Neolithic Revolution marked a change in human history, as humans began the systematic husbandry of plants and animals.[3][4][5] Agriculture advanced, and most humans transitioned from a nomadic to a settled lifestyle as farmers in permanent settlements. Nomadism continued in some locations, especially in isolated regions with few domesticable plant species;[6] but the relative security and increased productivity provided by farming allowed human communities to expand into increasingly larger units, fostered by advances in transportation. World population[7] from 10,000 BCE to 2,000 CE. The vertical (population) scale is logarithmic. As farming developed, grain agriculture became more sophisticated and prompted a division of labor to store food between growing seasons. Labor divisions then led to the rise of a leisured...
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...part of the amendment allowed for a government run by a president and the institution of the Small Hural, which had 53 members. Compulsory education is available from ages 8 to 16, with almost 90% of the primary school age children attending in 1996. The attendance rate for secondary school was much lower at a little over 50% of the population attending. Institutions of higher learning had almost 40,000 attendees. The Mongols gained fame in the 13th century when under Chinggis KHAAN they established a huge Eurasian empire through conquest. After his death the empire was divided into several powerful Mongol states, but these broke apart in the 14th century. The Mongols eventually retired to their original steppe homelands and in the late 17th century came under Chinese rule. Mongolia won its independence in 1921 with Soviet backing and a Communist regime was installed in 1924. The modern country of Mongolia, however, represents only part of the Mongols' historical homeland; more ethnic Mongolians live in the Inner Mongolia Autonomous Region in the...
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...Religion Islam Indonesia is the world's most populous Muslim-majority country, with 88 percent of its citizens identifying as Muslim. Traditionally, Muslims have been concentrated in the more populous western islands of Indonesia such as Java and Sumatra. In less populous eastern islands, the Muslim population is proportionally lower. Most Indonesian Muslims are Sunnis. Around one million are Shias, who are concentrated around Jakarta while others are Sufi. Christianity The Government of Indonesia officially recognizes the two main Christian divisions in Indonesia, Protestantism and Roman Catholicism, as two separate religions. Protestantism Protestantism arrived in Indonesia during the Dutch East Indies (VOC) colonization, around the sixteenth century. VOC policy to ban Catholicism significantly increased the percentage of Protestant believers in Indonesia. Missionary efforts for the most part did not extend to Java or other already predominantly Muslim areas. The religion has expanded considerably in the 20th century, marked by the arrival of European missionaries in some parts of the country, such as Western New Guinea and Lesser Sunda Islands. Following the 1965 coup, all non-religious people were recognized as Atheist, and hence did not receive a balanced treatment compared to the rest of the citizens. As a result, Protestant churches experienced a significant growth of members, partly due to the uncomfortable feeling towards the political aspirations of...
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...the theory that persons, groups, and races are subject to the same laws of natural selection as Charles Darwin had perceived in plants and animals in nature. According to the theory, which was popular in the late 19th and early 20th centuries, the weak were diminished and their cultures delimited, while the strong grew in power and in cultural influence over the weak. Social Darwinists held that the life of humans in society was a struggle for existence ruled by “survival of the fittest,” a phrase proposed by the British philosopher and scientist Herbert Spencer. The social Darwinists—notably Spencer and Walter Bagehot in England and William Graham Sumner in the United States—believed that the process of natural selection acting on variations in the population would result in the survival of the best competitors and in continuing improvement in the population. Societies, like individuals, were viewed as organisms that evolve in this manner. The theory was used to support laissez-faire capitalism and political conservatism. Class stratification was justified on the basis of “natural” inequalities among individuals, for the control of property was said to be a correlate of superior and inherent moral attributes such as industriousness, temperance, and frugality. Attempts to reform society through state intervention or other means would, therefore, interfere with natural processes; unrestricted competition and defense of the status quo were in accord with biological selection....
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...complete the following sentences. Ming-Dynasty China a. The population of China approximately doubled between the start of the Ming dynasty in 1368 and its collapse and replacement by the Manchus in 1415 in North China . This population increase, along with a reduction in government regulation, led to China’s Commercial Revolution, which lasted from 1500 and 1800. Economic advances during this time, which extended into the Qing era, included the so-called putting out system for textile manufacture, trade with the Qing empire through the port of Manila, expansion of private banks from Shaanxi into other provinces, flourishing intermediate market towns, and trade in staples like grain and cotton. b. The late imperial system of political control relied on a large, well-funded, and powerful central government staffed by dedicated officials who competed for positions by passing examinations ; the central authority of the government ; and the support of the new wealthy, literate working class. c. Early Ming-dynasty foreign policy was aggressively expansionist, as emperors extended their control into historical Chinese territories and northern song , which became a Chinese province. Despite the early Ming success in wresting China from the Yuan dynasty, the Tang remained China’s...
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...in Chinese, was likely from the Henan province made during the early Tang dynasty which rulded china from the late 6th or early 7th ce. "the ancient character of hu depicts a container consisting of a tall body and a lid, with handle-like protuberances on each side.", there are three main types of hu , hu or round bellied, bainhu or flattened hu, and fanghu a square hu.[Orientations] "Framed is a bird acting dominate with bushy tail Tied off, it powerful wings curl at the tips."[Museum of Asian Art]. The bird’s claws stand on the body of a 3 headed snake while the snake’s body winds up the front of the bird. The bird holds the snake’s body in its beak and two of the snake’s heads dangle off from the bird’s chest. The third head of the snake is precariously placed behind the bird’s head acting dominant.[Museum of Asian Art]. The pilgrim flask design is believed to of been brought to China by the early Buddhist...
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...“England and Japan” England and Japan both, which are island nations, have a lot of difficult obstacles, which they must over come to be stable and successful nations. Both shares a rich and vibrant history but on opposite ends of the planet. They both import and export a wide variety of items from different industries. Each island nation has its own special geographic features that are unique to their own nation. England and Japan that they are on two separates sides of the world makes them vastly different in history, geographic features and exports. England, which is an island country that makes up the lower third of the United Kingdom, has geographic features that range from grass plains to mountains. Towards the south of the island you will find more of grasslands, farms, flatlands, and a hilly environment. Then if you more north of island you’ll find a rockier, mountainous environment where you find a bit less wildlife because this area is considered tundra due to the lack of rainfall in this area. While if you take a look at Japan it also is an island country but it doesn’t range in geographic features as widely as England. Japan is really limited to about two major geographic features. These features are a mostly mountain, which makes up about 70% of Japan’s land. The other major feature would be plains, which are far, and few between. Japans has a lot of different imports and exports because like England they are a island nation which lacks some resources exports...
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