...AP World History Survival Guide Name ________________________________ Teacher __________________________ Block _________________ Table of Contents | Pages | AP World History Overview | 3 – 7 | The AP Exam | 3 | World Regions | 4 – 5 | Five Course Themes | 6 | 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...
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...AP World History Survival Guide Name ________________________________ Teacher __________________________ Block _________________ Table of Contents | Pages | AP World History Overview | 3 – 7 | The AP Exam | 3 | World Regions | 4 – 5 | Five Course Themes | 6 | 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...
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...The Boxer Uprising (1898-1901), also known as ‘Yi Ho Tuan’ Movement, was a major peasant uprising marked by anti-Manchu and anti-foreign sentiments. In the period after the Opium Wars, the nature of Sino-Western relations had changed, leading to a scramble for concessions. This had exposed the inefficacy of the Manchus. Simultaneously, it had intensified the socio-economic crisis already prevalent in the 19th century. This essay attempts to analyze the causes, nature and impact of the Boxer Movement. Causes 1. A study of the traditional Chinese society and economy is imperative to trace the origins of the Uprising. The Chinese society was strictly compartmentalized by the principles of Confucianism. The society was highly stratified and had a rigid and inflexible hierarchical structure. A unique combination of power, wealth and knowledge defined the gentry or the elite class. The peasantry was the ‘exploited’ class, the taxpayers, who despite the theoretical emphasis on ‘career open to merit’ could rarely attain gentry status. The growing tax burden and exploitation caused discontent among them and though they remained placid, the simmering of discontent was always there. However, peasant uprisings, though a frequent occurrence, were spontaneous and scattered and so easy to suppress. The growing unrest culminated into agitation, and found expression in the Boxer Movement. 2. A series of natural calamities in the late 19th century intensified the discontent...
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...outreach of the Christians and Buddhists in these empires RESOURCES * Upshur – “The Decline of Empires” * Stearns - Decline of Empires. * Frank Smitha - “Decline and Fall” * Johnson and Johnson – “Why Don’t Empires Last?” * Spodek – “China and Rome: How do they compare?” * Bulliet pages 168-170 and 186-189. ASSIGNMENT 1. Construct a Venn comparing and contrasting the causes for decline of the Roman, Han and Gupta empires. Information will come from the documents and not the lecture…you already wrote the lecture notes once, why write them again? Rome Han similarities Gupta 2. Write 3 comparative analytical mini-paragraphs about the decline of empires. (generalization, facts, analysis…) Remember that analysis answers the question “why?” Example: The AP World History teachers have very different tastes in beverages. Ms. Forswall likes tea while Ms. Patch likes cola. Green tea and Earl Grey are Ms. Forswall’s favorites; they taste nothing like Pepsi or Coke because soft drinks are much sweeter. Ms. Patch usually chooses a diet style of soda, because she is thinks regular soda is too sweet. Ms. Forswall likes tea because she lived in Britain and is hoity-toity and likes to drink from a porcelain cup with her pinky sticking out while Ms. Patch likes cola because she grew up in Texas where they mock young people who stick their pinky out. The choice of beverage is a reflection of the cultural background of a person Example:...
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...imperialism through independence? 9. What issues currently affect Africa? 10. What internal conflicts have shaped the development of Africa? 11. What factors influence Africa’s position in the global community? Textbook Pages: * Nationalism in Africa: pgs 828-830 * Independence in Africa: pgs 986-995 Lesson: Day One: 1. Quiet Question: Type Two Prompt---You are to choose ONE political cartoon from the following six to examine and respond to. Reflection Questions: a) What is the cartoonist’s point about imperialism? How do you know this? b) Provide a minimum of THREE different examples or reasons from your imperialism notes that support the cartoonist’s point. Caption: “Thus colonize the English” 2. Pair-Share: Turn to your partner and share your political cartoon analysis. Make notes next to the different cartoons. Then with your partner, answer this Type Two Prompt---What is the message on imperialism that all the political cartoonists are arguing? Based upon all that we have learned, do you agree or disagree with them? Why? 3. Groups: We are going to jigsaw the following primary source excerpts on imperialism. You will be assigned one to read and fill in the part of the Four Square Perspectives Organizer. You will then...
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...THE HANDY RELIGION AN SWE R BOOK JOHN RENARD Detroit The Handy Religion Answer Book™ C O P Y R I G H T © 2002 BY VI S I B LE I N K PRE SS® This publication is a creative work fully protected by all applicable copyright laws, as well as by misappropriation, trade secret, unfair competition, and other applicable laws. No part of this book may be reproduced in any form without permission in writing from the publisher, except by a reviewer who wishes to quote brief passages in connection with a review written for inclusion in a magazine or newspaper. All rights to this publication will be vigorously defended. Visible Ink Press® 43311 Joy Rd. #414 Canton, MI 48187-2075 Visible Ink Press and The Handy Religion Answer Book are trademarks of Visible Ink Press LLC. Most Visible Ink Press books are available at special quantity discounts when purchased in bulk by corporations, organizations, or groups. Customized printings, special imprints, messages, and excerpts can be produced to meet your needs. For more information, contact Special Markets Director, Visible Ink Press, at www.visibleink.com or (734) 667-3211. Art Director: Mary Claire Krzewinski Typesetting: Graphix Group Library of Congress Cataloging-in-Publication Data Renard, John, 1944The handy religion answer book / John Renard. p. cm. ISBN 1-57859-125-2 (pbk.) 1. Religions--Miscellanea. I. Title. BL80.2 .R46 2001 291--dc21 Printed in the United States of America All rights reserved ...
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...Nanzan University Christianity and Women in Japan Author(s): Yamaguchi Satoko and 山口里子 Source: Japanese Journal of Religious Studies, Vol. 30, No. 3/4, Feminism and Religion in Contemporary Japan (Fall, 2003), pp. 315-338 Published by: Nanzan University Stable URL: http://www.jstor.org/stable/30234053 . Accessed: 02/04/2014 10:26 Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at . http://www.jstor.org/page/info/about/policies/terms.jsp . JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact support@jstor.org. . Nanzan University is collaborating with JSTOR to digitize, preserve and extend access to Japanese Journal of Religious Studies. http://www.jstor.org This content downloaded from 137.132.123.69 on Wed, 2 Apr 2014 10:26:21 AM All use subject to JSTOR Terms and Conditions Studies30/3-4:315-338 Journalof Religious Japanese x 2003 Nanzan Institutefor Religionand Culture YAMAGUCHISatoko[JriMf- Christianityand Women in Japan After a brief introduction to the situation of Christian or church-going women in Japan, articleintroducesa feministtheologicalgroup,the Centhis ter for Feminist Theology and Ministryin Japan,as one of the diverse...
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...www.GetPedia.com History of China: Table of Contents q q Historical Setting The Ancient Dynasties r r r Dawn of History Zhou Period Hundred Schools of Thought q The Imperial Era r r r r r r First Imperial Period Era of Disunity Restoration of Empire Mongolian Interlude Chinese Regain Power Rise of the Manchus q Emergence Of Modern China r r r r r r Western Powers Arrive First Modern Period Opium War, 1839-42 Era of Disunity Taiping Rebellion, 1851-64 Self-Strengthening Movement Hundred Days' Reform and Aftermath Republican Revolution of 1911 q Republican China r r r Nationalism and Communism s Opposing the Warlords s Consolidation under the Guomindang s Rise of the Communists Anti-Japanese War Return to Civil War q People's Republic Of China r r Transition to Socialism, 1953-57 Great Leap Forward, 1958-60 r r r r r Readjustment and Recovery, 1961-65 Cultural Revolution Decade, 1966-76 s Militant Phase, 1966-68 s Ninth National Party Congress to the Demise of Lin Biao, 1969-71 s End of the Era of Mao Zedong, 1972-76 Post-Mao Period, 1976-78 China and the Four Modernizations, 1979-82 Reforms, 1980-88 q References for History of China [ History of China ] [ Timeline ] Historical Setting The History Of China, as documented in ancient writings, dates back some 3,300 years. Modern archaeological studies provide evidence of still more ancient origins in a culture that flourished between 2500 and 2000 B.C....
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...plain, north plain, and southern hills), Xinjiang-Mongolia, and the Tibetan-highlands. Its physical features are multiples. The eastern and southern half of the country, its seacoast fringed with offshore islands, is a region of fertile lowlands and foothills with most of the agricultural output and human population. The western and northern half of China is a region of sunken basins (Gobi, Taklamakan), rolling plateaus, and towering massifs, including a portion of the highest tableland on earth (Tibetan Plateau) with lower agricultural possibilities and thus, far less populated. Traditionally, the Chinese population centered around the Chinese central plain and oriented itself toward its own enormous inland market, developing as an imperial power whose center lay in the middle and lower reaches of the Yellow River on the northern plains. More recently, the 18,000-kilometers coastline have been used extensively for export-oriented trade, making a power shift, with the coastline provinces becoming the leading economic center. With an area of about 9.6 million km², the People's Republic of China is the 3rd largest country in total area behind Russia and Canada, and very similar to the United States. This figure is sometimes challenged by border disputes, most notably about Taiwan, Aksai Chin, the Trans-Karakoram Tract, and South Tibet.[1] Climate of China Owing to tremendous differences in latitude, longitude, and...
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...UNRISD U NITED N ATIONS R ESEARCH I NSTITUTE FOR S OCIAL D EVELOPMENT Religion, Fundamentalism and Ethnicity A Global Perspective Jeff Haynes UNRISD Discussion Paper 65 May 1995 UNRISD Discussion Papers are preliminary documents circulated in a limited number of copies to stimulate discussion and critical comment. The United Nations Research Institute for Social Development (UNRISD) is an autonomous agency engaging in multidisciplinary research on the social dimensions of contemporary problems affecting development. Its work is guided by the conviction that, for effective development policies to be formulated, an understanding of the social and political context is crucial. The Institute attempts to provide governments, development agencies, grassroots organizations and scholars with a better understanding of how development policies and processes of economic, social and environmental change affect different social groups. Working through an extensive network of national research centres, UNRISD aims to promote original research and strengthen research capacity in developing countries. Current research themes include: Crisis, Adjustment and Social Change; Socio-Economic and Political Consequences of the International Trade in Illicit Drugs; Environment, Sustainable Development and Social Change; Integrating Gender into Development Policy; Participation and Changes in Property Relations in Communist and Post-Communist Societies; and Political Violence and Social...
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...Terrorism 1. What is terrorism? Terrorism is hard to define. In its broadest sense terrorism can be thought of as the use or threatened use of force against civilians designed to bring about political or social change. Moreover, while we think of terrorism as being both a political and irrational act (especially suicide terrorism), terrorism can also be thought of as a rational act conducted specifically because of the impact -- fear, confusion, submission -- it will have. Given the U.S. government's pledge to wage a war against terrorism, it is important to look at its definitions. According to both the Department of Defense (DOD) and the FBI, terrorism is "the unlawful use of force or violence against persons or property to intimidate or coerce a government, the civilian population or any segment thereof, in furtherance of political or social objectives." The DOD definition adds that a goal of terrorism can be "inculcating fear" (thus the psychological dimension), while the State Department is more elaborate, specifying that terrorism may include the use of biological, chemical or nuclear devices as well as the act of "assassination." The latter would suggest that assassinating bin Laden would be a terrorist act by our definition of the word; the former that allied forces in the fire bombings of cities in Dresden, and specifically the U.S., through its use of nuclear weapons to end World War II and of chemical weapons in Vietnam, has already engaged in terrorist...
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...* MONEY ON THE MOUNTAIN IGOROT TRADITIONS IGOROT TRADITIONS When we talk about Igorot identity and culture, we also have to consider the time. My point is that: what I am going to share in this article concerning the Igorot culture might not be the same practiced by the Igorots of today. It has made variations by the passing of time, which is also normally happening to many other cultures, but the main core of respect and reverence to ancestors and to those who had just passed is still there. The Igorot culture that I like to share is about our practices and beliefs during the "time of Death". Death is part of the cycle of life. Igorots practice this part of life cycle with a great meaning and importance. Before the advent of Christianity in the Igorotlandia, the Igorots or the people of the Cordilleran region in the Philippines were animist or pagans. Our reverence or the importance of giving honor to our ancestors is a part of our daily activities. We consider our ancestors still to be with us, only that they exist in another world or dimension. Whenever we have some special feasts (e.g., occasions during death, wedding, family gathering, etc.), when we undertake something special (like going somewhere to look for a job or during thanksgiving), we perform some special offer. We call this "Menpalti/ Menkanyaw", an act of butchering and offering animals. During these times we call them in our prayers to join us in spirit. We do this also to ask for help and/or ask for...
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...A religion is an organized collection of beliefs, cultural systems, and world views that relate humanity to an order of existence.[note 1] Many religions have narratives, symbols, and sacred histories that aim to explain the meaning of life, the origin of life, or the Universe. From their beliefs about the cosmos and human nature, people may derive morality, ethics, religious laws or a preferred lifestyle. Many religions may have organized behaviors, clergy, a definition of what constitutes adherence or membership, holy places, and scriptures. The practice of a religion may include rituals, sermons, commemoration or veneration (of a deity, gods, or goddesses), sacrifices, festivals, feasts, trances, initiations, funerary services, matrimonial services, meditation, prayer, music, art, dance, public service, or other aspects of human culture. Religions may also contain mythology.[1] The word religion is sometimes used interchangeably with faith or set of duties;[2] however, in the words of Émile Durkheim, religion differs from private belief in that it is "something eminently social".[3] A global 2012 poll reports 59% of the world's population as "religious" and 36% as not religious, including 13% who are atheists, with a 9% decrease in religious belief from 2005.[4] On average, women are "more religious" than men.[5] Some people follow multiple religions or multiple religious principles at the same time, regardless of whether or not the religious principles they follow traditionally...
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...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 between two mountains or hills. 39. Dikes – embankment for controlling or holding back the waters of the sea or a river. 40. Communication chain – the...
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...RELIGIOUS EDUCATION S.B.A #1 PREVIEW Table of Content Acknowledgement Introduction Aim of research Research Topic Method of Collection Summary of Findings Interpretation and Analysis of Data Conclusion Bibliography Acknowledgement The researcher would like to thank my teacher Miss Simmons for her help and guidance. Also my parents who supported me in doing this research, a special thanks to the lord almighty God Introduction The research will examine the festivals in Christianity. There are many different types of festivals in Christianity. However my focus is on the following festivals: 1. Christmas 2. Easter 3. Lent 4. Good Friday Aim of Research The researchers hope to find out: 1. The different festival in Christianity 2. The importance of these festival in Christianity Research Topic The Types of Festival in Christianity Method of Collection This research was done between the months of September through to December 2010. The instruments the researcher used to collect these data are: literature, pen, paper, and computer. The researcher used the Spanish town library to complete this data. CXC 28/G/SYLL 09 CARIBBEAN EXAMINATIONS COUNCIL Caribbean Secondary Education Certificate CSEC® RELIGIOUS EDUCATION SYLLABUS Effective for examinations from May/June 2012 Published by the Caribbean Examinations Council © 2010, Caribbean Examinations Council ...
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