1. For AP World History WELCOME! Academic Services April 2014
AP Seminar
For
AP World History
WELCOME!
Academic Services
April 2014

2. 21st Century Skills Tony Wagner, The Global Achievement Gap
Turn to a partner and explain which of these skills will be the most important for today and why?
21st Century Skills Tony Wagner, The Global Achievement Gap
Critical Thinking and Problem Solving
Collaboration and Leadership
Agility and Adaptability
Initiative and Entrepreneurialism
Effective Oral and Written Communication
Accessing and Analyzing Information
Curiosity and Imagination
Academic Services

3. 21st Century Connections
Bell Work:
21st Century Connections
AP Seminar
I DO
Instructor will review the 21st Centry skills and connect them to AP success strategies
Instructor will review specific content for AP course of study
WE DO
Instructor and students will participate in engaging activities which use collaborative structures and require accountable talk from students.
YOU DO
Students will utilize test taking strategies to answer multiple choice and free response answers
Learning Goal: Learners will understand and implement effective test taking strategies for passing AP exams.
Strategic Plan Goal # 1
Increased Student Achievement
Benchmarks:
April 5 & 26, 2014
Learners will: utilize content knowledge learned in AP courses coupled with effective test taking strategies to increase pass rate by completing practice AP test questions
Objective
Essential Question:
How do we revolutionize the way we teach, lead, and learn for 21st century success?
Students will share with the class one strategy or tip they will use on exam day
Exit Activity
Common Language:
Advanced Placement
Effective Strategies
NEXT STEPS:
Utilize new learning and implement on AP exam
Continue to study for AP exam using practice free response and multiple choice question packets provided today.

4. Positive Statistics Hurray Lake County Schools
Named to the College Board District Honor Roll
Had more students
take AP exams in 2013 than
ever before.

5. Community Builder 4 Corners Debate
Free Response
Multiple Choice
Quantity of Content
Length of Test Time
Protocol:
Move to a corner that you agree with the most.
Discuss why you moved to that corner with the other people in your corner.
Each corner will have a representative try to persuade other participants to move to their corner.

6. Content Overview Periodization Posters/Content Overview The DBQ Essay
Break
The DBQ Essay
MC Questions
The C/COT Essay
The Comparative Essay
Exit Activity
30 minutes - Every ten minutes of slides give students processing question and reflection activity.

7. Periodization Posters
You may work either individually, or with a partner
As you meander about the room, add your relevant AP World History content knowledge to the appropriate poster.
Do not spend more than 30 seconds at a time on a single poster, if you have more to write, come back to it.
You must write at least one important event, individual, idea, innovation, continuity, or change on each poster
We will discuss what is on each poster, and WHAT IS MISSING.
15 minutes - Engaging activity to peak interest where students interact and participate in the learning process preferably in cooperative groups. Even better if they can be up and moving around. Make sure the activity requires student discourse that includes content vocabulary.

8. 8000 BCE - 600 BCE: Early Human Societies and the Roots of Civilization
Agriculture (Shift, Transition, Neolithic Revolution
Patriarchy
Social Stratification
Polytheism
Organized Religion (Hinduism, Judaism)
Iron Age (Hittites, Bantus)
River Valleys
Mesopotamia (Sumer, Babylon, Akadia Assyria)
Indus River Valley
Nile River Valley (Egypt)
Huanghe River Valley (Shang and Zhou China)

9. 600 BCE - 600 CE: Classical Societies
More Complex Political structures: Greece, Rome, Qin and Han China
Expansion of complex Trade Routes: Silk Roads, Mediterranean
Founding of Classical Religions (Christianity, Buddhism, Hinduism, Confucianism, Zoroastrianism, Daoism)
Diffusion of Culture (Missionaries, religions, silk, paper)
Spread of Diseases (Smallpox)
Nomadic Societies impact decline of Empires (West. Rome, Han, Gupta)
State-sponsored Infrastructure (Roman, Persian Royal Roads, Great Wall of China)

10. 600 – 1450: Mongols, Muslims and the European Middle Ages
Expansion of Islam (Hijra, Muslim occupation of Spain)
Political systems become more complex (Mayan, Inca, Aztec, Ghana, Mali Empire, Byzantine Empire, Tang & Song, Mongol, Islamic Empires – Abbasid & Ummayad)
Expansion and Increased use of Long-Distance trade (Indian Ocean Complex, Trans-Saharan trade, revitalization of Silk Roads, Zheng He, Marco Polo, Ibn Battuta)
Population surge
Major religions split (Christian schism, Islam – Sunni vs. Shiite)
African Integration
Increased spread of disease (Bubonic Plague, Smallpox)
Spread of technological inventions (Magnetic Compass, Lateen Sail, Printing – Chinese, Gunpowder, Junks & Dhows)

11. 1450 – 1750: Two Worlds Unite
Cultural Interaction (Trans-Atlantic, Trans-Pacific, Columbian Exchange, Mediterranean Complex)
Trans-Oceanic Empire building (Colonization of the America’s, Caribbean, African Coast, SE Asia)
Introduction of New Crops & Goods between New and Old World (Sugarcane, Tobacco, cocoa, potato, cotton, firearms, silver)
Population increases due to introduction of American foods)
Expansion of land-based Empires (Ming, Qing, “Gunpowder Empires”, Tokugawa Japan, Russia)
Expansion of economic principles (Mercantilism, Capitalism, Joint-Stock Co.)
Intellectual Movements (Renaissance, Reformation, Enlightenment, Scientific Revolution)

12. 1750 – 1900: Revolutions (Industrial/Political) and Imperialism
Industrialization (Steam Engine, Factory System)
Pacific Exploration & Colonization (Cook, colonization of Australia, New Zealand)
New Political Ideologies (Democracy, Nationalism, Socialism, Communism, Popular Sovereignty)
New Social Movements (Abolition of Slavery, Women’s Rights)
Political Atlantic Revolutions (American, French, Haitian, and Latin American)
Imperialism (Partition of Africa, Opium Wars)

13. 1900 – Present: Decolonization the Modern Age (America’s Century?)
Global Depression (Stock Market Crash, effects of)
World Wars 1 and 2
End of Empires (Russia, China, Japan, Britain, France)
De-Colonization (Africa, SE Asia, India, SW Asia)
Bi-polarization (Cold War, Communism vs. Capitalism, Space Race, NATO vs. Warsaw Pact)
Globalization (NAFTA, WTO, European Union)

14. BREAK –
5 MINUTES

15. DBQ OVERVIEW Rubric Prompt Analysis Thesis Samples (Good vs. Bad)
View Past Prompts
30 minutes - Every ten minutes of slides give students processing question and reflection activity.

16. Prompt Example
Using the documents, analyze African actions and reactions in response to the European Scramble for Africa. Identify an additional type of document and explain how it would help in assessing African actions and reactions.

17. Prompt Example
Using the documents, analyze African actions and reactions in response to the European Scramble for Africa. Identify an additional type of document and explain how it would help in assessing African actions and reactions.

18. Prompt Example
Using the documents, analyze African actions and reactions in response to the European Scramble for Africa. Identify an additional type of document and explain how it would help in assessing African actions and reactions. In your own words…

19. Prompt Example
Using the documents, compare and contrast the attitudes of Christianity and Islam towards merchants and trade from the religions’ origins until about Are there any indication of change over time in either case or both? What kinds of additional documents would you need to assess the consequences of these attitudes on merchant activities.

20. Prompt Example
Using the documents, compare and contrast the attitudes of Christianity and Islam towards merchants and trade from the religions’ origins until about Are there any indication of change over time in either case or both? What kinds of additional documents would you need to assess the consequences of these attitudes on merchant activities.

21. Prompt Example
Using the documents, compare and contrast the attitudes of Christianity and Islam towards merchants and trade from the religions’ origins until about Are there any indication of change over time in either case or both? What kinds of additional documents would you need to assess the consequences of these attitudes on merchant activities.
In your own words…

22. DBQ ACTIVITY Turn to Appendix B and Read the Prompt
Understand what the prompt is asking
Time Limit: 20 Minutes
Analyze the Documents
In each group, group (Bucket) the documents
After grouping, develop a thesis
15 minutes - Engaging activity to peak interest where students interact and participate in the learning process preferably in cooperative groups. Even better if they can be up and moving around. Make sure the activity requires student discourse that includes content vocabulary.

23. Strategies and Practice: Multiple Choice
Dealing With Distractors
1 Multiple Choice = 4 True/False
Right info, wrong place/time
Time Management
45 seconds per question
Skip the long ones and come back
If there are two minutes left, and you have more than 10 questions to go, pick a letter and bubble the rest in. At least 2 or 3 will be right.
20 minutes

24. Engaging Activity Multiple Choice Relay Each Row = One Team
As a question is presented, the last person in each row should write their answer on the scrap papter, and pass it forward
If you agree with the answer, pass it forward. if you disagree, change the answer
35 seconds per question; rotate after each question
15 minutes - Engaging activity to peak interest where students interact and participate in the learning process preferably in cooperative groups. Even better if they can be up and moving around. Make sure the activity requires student discourse that includes content vocabulary.

25. Which of the following was the major effect of the Neolithic Revolution? (A) The establishment of sedentary village communities (B) The spread of a migratory way of life (C) A decline in total population (D) An increase in the use of bronze tools

26. Which of the following occurred as a result of the development of agriculture in societies that previously relied on hunting and gathering? (A) Conditions for women improved. (B) The incidence of disease declined. (C) Population density increased. (D) Degradation of the environment lessened.

27. Which of the following was an important reason for the fall of the Roman, Han, and Gupta empires? (A) A long period of drought that destroyed crops and livestock (B) The use of slaves in their armies (C) Intensified invasions and security issues along their frontiers (D) A refusal to tolerate Christianity

28. Before 500 C.E. Judaism and Hinduism were similar in that both (A) had written scriptures and an ethical code to live by (B) spread widely around the Mediterranean (C) promoted teachings about reincarnation (D) advocated a monastic life and a rejection of the world

29. The photograph below of a mosque (first erected in the fourteenth 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

30. The spread of Bantu-speaking peoples over southern Africa before 1400 C.E. can be best explained by their (A) conversion to Islam (B) use of cavalry (C) centralized political systems (D) knowledge of agriculture

32. 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

34. The map above shows what significant economic developments
The map above shows what significant economic developments? (A) Trade connections that linked the Hellenistic and Maurya empires to African cities from 300 through 150 B.C.E. (B) Trading networks that promoted the growth of new cities from 600 C.E. through 1450 C.E. (C) Chinese dominance of Indian Ocean trading networks because of the voyages of Zheng He in the 1400s C.E. (D) Changes in Indian Ocean trading networks that resulted from technological innovations from 1450 C.E. through 1750 C.E.

35. The Columbian Exchange involved which of the following new connections in the era 1450–1750? (A) European food to the Western Hemisphere; Western Hemisphere diseases to Europe; African population to Europe (B) Western Hemisphere technology to Africa; African food to Europe; European population to the Western Hemisphere (C) European technology to Africa; Western Hemisphere population to Africa; African food to the Western Hemisphere (D) African population to the Western Hemisphere; Western Hemisphere food to Europe and Africa; African and European diseases to the Western Hemisphere

36. Which of the following is most likely to have influenced eighteenth-century population trends in both Europe and China? (A) A sharp decline in average global temperatures (B) Introduction of Western Hemisphere crops (C) Innovation in birth control measures (D) Improvement in surgical procedures

37. Which of the following would be the most useful source of evidence for research about the profits of Portuguese and British slave traders in the period 1600–1800? (A) Portuguese and British tax records (B) Narratives of slaves transported to the Americas (C) European slave traders’ account books (D) Journals of African slave traders

38. Which of the following statements is true about both the Mughal and Ottoman empires in the sixteenth century? (A) In both empires the majority of the people were Muslims. (B) Both empires had powerful navies that engaged European navies. (C) Both empires expanded through the use of gunpowder weapons and extensive bureaucracies. (D) Both empires gave little monetary support to artistic and cultural endeavors.

39. Most world historians would agree that the key to European predominance in the world economy during the nineteenth and early twentieth centuries was (A) the Industrial Revolution (B) European medical technology (C) Spanish control of New World silver (D) the Enlightenment

40. In contrast to initial industrialization, the second Industrial Revolution in the last half of the nineteenth century was particularly associated with the mass production of which of the following? (A) Textiles, iron, and coal (B) Textiles, automobiles, and plastics (C) Airplanes, ships, and radios (D) Electricity, steel, and chemicals

41. All of the following factors contributed to significant growth in worldwide population from 1750 through 1900 EXCEPT (A) decline of epidemic disease (B) introduction of Western Hemisphere food crops to new areas (C) expansion of land under cultivation (D) new grain crops developed in the Green Revolution

42. “We shall not repeat the past
“We shall not repeat the past. We shall eradicate it by restoring our rights in the Suez Canal. This money is ours. The canal is the property of Egypt.”
This quotation by Egyptian leader Gamal Abdel Nasser (in power 1952–1970) best expresses support for
(A) communism
(B) liberalism
(C) nationalism
(D) imperialism

43. Which of the following describes a major change in international relations in the 1980s and 1990s? (A) The rapid establishment of large overseas colonial empires by European powers (B) The disbanding of most regional political organizations (C) The decline in power of multinational corporations (D) The reduction of confrontations between communist and noncommunist countries

44. The Continuity/Change over Time Essay
Rubric
Prompt Analysis
Thesis Samples (Good vs. Bad)
View Past Prompts
20 minutes

45. Analyze continuities and changes in patterns of interaction along the Silk Roads from 200 B.C.E. to 1450 C.E.

46. Analyze continuities and changes in patterns of interaction along the Silk Roads from 200 B.C.E. to 1450 C.E.

47. The center of gravity in exchange along the Silk Roads shifted subtly from East to West from the Silk Road’s origins to 1450 c.e. Though the control of trade through various regions and the products exported and imported from those regions remained relatively constant over the centuries, new patterns of interaction developed as western European countries gained a larger role in trade over the Silk Roads.
SOPHISTICATED

48. Ever since the beginning of the Silk Roads it has been a place of religious transfer and growth as well as a place for the shaping of ideas and knowledge. Even with the introduction of the Bubonic plague and introduction of new trade routes showing the usage of the Silk Roads they would continue to be a place for religious and cultural diffusion.
INADEQUATE

49. The Silk Road was a very important aspect throughout time
The Silk Road was a very important aspect throughout time. Over time, trade evolved and changed as aspects of life changed. This includes technology and an increased amount of protection along the route most importantly from the Mongols. Thus trade along the Silk Roads continued and stayed constant in the necessity of understanding of geography and the monsoons, but changed and developed through the protection of the Mongols and technology.
ADEQUATE

50. The Comparative Essay Rubric Prompt Analysis
Thesis Samples (Good vs. Bad)
View Past Prompts

51. Compare/Contrast 2009
“For the period from 1500 to 1830, compare North American racial ideologies and their effects on societies with Latin American/Caribbean racial ideologies and their effects on societies.”

52. “From 1500 to 1830, the racial ideologies between
Inadequate Thesis
“From 1500 to 1830, the racial ideologies between
Latin America and North America have affected
Society in many of the same ways. But there are
A few differences.”
What’s wrong? No qualifiers added to the terms
“ideologies” and “differences.”

53. “The Europeans saw themselves as superior to the
Sophisticated Thesis
“The Europeans saw themselves as superior to the
Native Americans already living there. This social
Structure was further complicated by the arrival of
African slaves. Latin American/Caribbean tended
To have a very clear set of rules regarding the social
Structure which heavily affected their societies. North
America didn’t have such a strict and uniform social
Structure but the racial ideology affected their society
Just as much.”

54. intolerant of the mixing of European migrants while
Adequate Thesis
“North American and Latin American racial ideologies were similar in that both chose to enslave people of a different race; however, North American societies were particularly
intolerant of the mixing of European migrants while
Latin American ideologies allowed the eventual
integration of native and migrant populations.”

55. Exit Activity
With a shoulder partner, turn and talk about one strategy you will utilize on your AP exam and why.

56. College and Career Readiness
Lake County Schools
Investing In Excellence!
College and Career Readiness
Academic Services
April 2014