Advanced Placement World History
Summer Institute
July 9 – July 12, 2012
Walton High School
Marietta, Georgia
Ms. Sharon Cohen
Social Studies Department
Springbrook High School
sharon_c_cohen@mcpsmd.org
301-989-5700 (main school #)
AP World History Summer Institute
Instructor: Sharon Cohen, Springbrook High School
Institute description:
The APWH Summer Institute prepares teachers to master the content and techniques necessary for
their students to be successful in the course and on the College Board examination. Participants receive
College Board Program Updates and numerous important resources available for APWH. They practice
how to select course materials, including textbooks, readings, and primary sources. Institute participants
also will develop a syllabus based on the APWH key concepts, periodization, historical thinking skills,
and themes. Moreover, institute participants analyze sample DBQ, continuity and change over time,
and comparative essay questions as well as AP-level multiple-choice questions. Participants use scoring
rubrics from the official grading of the exam essays. The instructor will demonstrate model lessons and
activities designed to help students improve their skills.
Institute goals and objectives:
Teachers who complete this institute will be able to:

Select course materials including a textbook, readings, and primary sources.

Develop a syllabus that finishes the course before the APWH test date in May 2013.
 Create AP Test Questions according to the APWH key concepts, periodization, APWH themes, and
historical thinking skills.

Score student essays.

Develop strategies for the use of media (print and electronic) in the classroom.
 Join an expanding group of APWH teachers who confidently teach world history according to the
newest scholarship and practical pedagogical techniques.
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Why Teach APWH?
The Advanced Placement World History (APWH) course presents a survey of the major patterns
seen globally in the past. It offers students and their teachers the opportunity to immerse themselves
in the processes that, over time, have resulted in the knitting of the world into a tightly integrated
whole. APWH offers an approach that lets students “do history” by guiding them through the steps a
historian would take in analyzing historical events and evidence worldwide. Students analyze
primary sources, look for causation of changes and continuities, and compare societies’ reactions to
global processes. The course offers balanced global coverage, with Africa, the Americas, Asia,
Oceania, and Europe all represented.
World history takes a global approach to the study of human activities of the past. Just as American
history is more than the study of all of the individual states, world history is more than the history of
every society and culture on the globe. The global perspective can best be understood if you
imagine yourself standing on the moon, looking down on the Earth to observe and analyze the
patterns of continuity and change created by human interactions with other humans and with the
environment of the planet. Thus, world history scholars and students seek the crossings of
boundaries and the linkages of systems in the human past. Ultimately, the world history approach
advances the idea that historical inquiry should have the widest possible perspective and not be
predetermined by fixed cultural or geographic categories.
World history makes use of a variety of methods. First, it incorporates the data and tools of scholars
outside the discipline of history. For example, study of the earliest agricultural societies requires
using the work of archaeologists, ethno-botanists, and art historians. Second, world history is not
limited to any one field within the discipline of history. World historians take advantage of the
approaches used by intellectual historians, social historians, military historians, political historians,
and environmental historians. Third, world historians often use the ideas of scholars working in
gender studies, sociology, geography, political science, economics, and literature to broaden their
understanding of the past. Therefore, students learn a variety of methods in analyzing world history.
With these challenges and opportunities, students flock to the APWH course in greater numbers
every year. In 2012, over 200,000 students sat for the examination. You and your students will find
APWH a highly satisfying intellectual adventure.
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Table of Contents
How to organize your syllabus
Page #
6
Models of teaching world history in the United States
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Unit Outlines, Sample Lessons and Assessments
Units 1 and 2 Outline:
 Agricultural Revolution quiz
 GGS video clip and questions
 Socratic Seminar on Secondary Sources: “Civilization”
 Writing Skills – essay questions, charts, timelines
 Multiple-Choice Questions (MCQ) and quiz corrections
 Belief Systems chart and lecture outline
 Geography: Mental Mapping and Regions; Map Quizzes
 Vocabulary quiz sample
 Conrad-Demarest Model for Classical Empires
 Ideas for less grading but more student work
Unit 3 Outline:
 Chinese dynasties chart
 DBQ: Analyzing POV, essay writing verbs, core scoring; Crusades MiniDBQ
 Analyzing the Song Empire through art
 Video Critique of Maya
 Gender Seminar on the Americas before 1450
 Trade routes simulation
 Mongol Trial and essay
 Compare feudalism in Europe and Japan
 Viking, Polynesian, and Bantu migrations
Unit 4 Outline:
 Mapping the Columbian Exchange and thesis analysis
 Socratic Seminar on Gender: the Aztec and Inca Empires
 Analyzing cultural syncretism in the Americas
 Analyze changes and continuities in religions in Sub-Saharan Africa
 Ottoman, Safavid and Mughal Empires DBQ
Unit 5 Outline:
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43
65
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19th c. Reforms in Social Structures and Gender Structures
Hyde Park debates
Chart for comparing 19th century revolutions
Silent Discussion on Nationalism
Imperialism images
Unit Review idea
Unit 6 Outline:
 Seminar on Consumerism
 « My Favorite Fascist »
 Video Critique
 WW2 Periodization Debate
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Timeline for Exam Preparation
107
How to write multiple-choice questions (MCQ) and examples
108
Teaching Studying
101
What to do after the AP exam?
119
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HOW TO ORGANIZE YOUR APWH COURSE – Annotate what’s crucial for you
The first step is to determine how you will organize the course. The syllabus serves as your road map
for the class. It is an outline for the students and a pacing guide for you. The APWH Course
Description gives you the major topics to include in your syllabus as well as the content your students
must know – and the types of facts they do not have to master. Teachers new to the APWH course
face the daunting task of how much content they must cover in their courses.
Your school calendar and the date of the APWH test affect the pacing for the course. The amount of
classroom time is the key factor you must consider, so the most important first step is to determine how
many weeks you and your students will have before the APWH exam. Start with that date and work
backwards subtracting days for school holidays and professional days as well as the usual interruptions
for weather emergencies, fire drills, field trips, pep rallies, early dismissal for athletes, state tests,
assemblies, or other school-approved absences from your class. You should then have a more accurate
idea of the number of weeks available for teaching and learning. You also need to leave some days (or
weeks) for review before the examination to go over material from the beginning of the course.
You should plan to have about the same amount of time for each of the time periods; neither spending
too much time on the Foundations unit, nor too little on the twentieth century. Moreover, it is
important to include time for direct instruction of the historical thinking skills necessary for students to
do well on the examination, in subsequent AP and other college-level work. Both the multiple-choice
and essay questions will address all of the time periods and historical thinking skills, so it is not a good
idea to tell students they should learn the key events and concepts after 1945 on their own. A wellplanned syllabus will help you identify what is important and how much time to spend on each time
period. Note that the percentages assigned in the Course Description are a good guide to the test’s
actual composition.
The second step is to look carefully at the APWH Course Description, affectionately known as the
Acorn Book. It is divided into six time periods and has outlined key concepts for each time period.
These key concepts should become the content for your course. When you see the course description
for the first time, the full range of world history from 8,000 B.C.E. to the present may seem
overwhelming. You should adopt the approach of “Dare to Omit” to make the content manageable.
For example, you do not need to teach all of the details of every major early civilization. Instead, note
that the course description tells you that the students only need to the location of the civilizations and to
explain the political and cultural systems of the early states. Moreover, using the five themes of the
course also will help you organize your units and know what to emphasize. Your students should be
able to trace developments in technology from 8,000 B.C.E. to the present, for example, so your course
could lead them through the developments in agricultural technology that includes every major change
globally in farming tools over time to the present. The “illustrative examples” for many of the key
concepts also should help you select what you will teach. In general, you should rely on the Course
Descriptio to guide you in shaping your APWH course content and the APWH exam date to determine
the amount of time you spend on each time period. With these guides in mind, it should be easier to
map out your plan for the year/semester.
Finally, integrate the APWH Historical Thinking Skills into the design of each of your lessons. Your
students will learn more quickly to compare and to trace changes and continuities over time if your
course is organized in that fashion. Students should find themselves frequently doing reading and
writing assignments that help them practice the historical thinking skills that they will need to apply in
both the selective response and free response sections of the examination. For example, they should
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understand that comparing the development of early civilizations, the changes in labor systems, and the
continuous growth of population are essential tasks for the course. Furthermore, these types of
comparisons will help students expand their historical thinking skills. The Course Description lists the
time periods in a forward chronological fashion, so it is expected that your students understand the
changes over time in the areas of the major themes from the past to the present. With your wellplanned syllabus in hand, your journey through world history with your students will be both exciting
and manageable.
Assessments
As we all know effective teachers begin with assessments and work backwards to determine what
content and skills they will help their students master. Every five years, the multiple-choice version of
an APWH test is released. Moreover, it is anticipated that another practice exam will be available to all
teachers who participate in APSIs. Since the first APWH test was given in 2002, two exams and one
practice exam have been made available to teachers, but they are based on the old course descriptions.
All of the essay questions, however, are available on apcentral, so the savvy teacher will make sure that
s/he looks carefully at the released tests to see what their students will be expected to know and do on
the test.
For many high school survey courses, teachers are accustomed to a traditional assessment approach of
checking students’ knowledge of the content of a textbook chapter. APWH is organized according to
the course outline in the Course Description and is not aligned with any one textbook; therefore, to help
students get the broad perspective of the course, it is useful to help them see the larger picture. Use
assessments that follow the same format as either the multiple-choice APWH questions or shorter
answer responses that ask for similar thinking as the APWH exam free-response questions. In the
Course Description there are questions listed regarding diverse interpretations that historians have
posed regarding these historical periods and processes. Use these questions as well to help students
develop the APWH Historical Thinking Skills.
How can you help your students develop Historical Thinking Skills?
There are a number of effective strategies used by world history teachers. The first step is to pose Big
Picture Questions at the beginning of each unit (the APWH time periods work well as the five units of
the course). For example, for Unit 3, the Big Picture Question could be about how religions spread
faster in this period as a result of the expansion of trade routes in the eastern hemisphere. These Big
Picture Questions help students develop conceptual thinking and work on the global to local and
comparative Historical Thinking Skills. Another important skill is visual literacy that students can gain
through analyzing images more often and more carefully. Some important questions that students must
ask of all primary sources are: who created the source, when and where was it created, for what
audience, for what purpose, and what is the main idea and significance? Additionally, teachers should
encourage their students to use their background knowledge to put the sources in historical perspective.
Although APWH is not an art history course, it is important for students to be able to recognize key
architectural styles of different cultures and time periods as well as distinctive painting and sculpture
traditions especially where one culture has directly influenced another’s artistic developments.
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How much lecturing should you do?
Give students the textbook pages they are responsible for reading at the beginning of every unit just like
they will experience in a college-level survey course, and quiz them on the content frequently. Your
lectures then will give them a broad overview of what they are reading and additional case studies,
comparisons, and interpretations the textbook may not treat in-depth. In a school schedule of a sevenperiod day that meets both semesters, the teacher’s lectures probably should not occur more than once a
week with the other days devoted to intensive analysis of primary sources, active student learning, and
assessments.
Although the extensive content of the course might lead you to consider frequent lecturing, it is more
important to give students opportunities for active learning. I recommend that you use effective
strategies such as discussions and debates so that students can practice the Habit of Mind of
constructing and evaluating arguments as well as determining the value of primary source evidence.
They also can present their reasons for selecting the top ten events of every time period for each of the
five APWH themes. Sometimes, I ask my students to present short improvisational skits that explain
why the top event of their top ten is the most important for that time period. I also recommend a few
simulations such as having students re-create the coffeehouses that became popular in seventeenth
century. Students could work in small groups to use primary and secondary source accounts of the
types of discussions that men in the Safavid, Ottoman, Austrian, French, Spanish, and British empires
had in the coffeehouses of the Enlightenment and revolutionary periods. They then can simulate a
coffeehouse discussion on such questions as: “What is the best type of government?” “To what extent
should governments regulate trade?” “Can governments show toleration for religions different from
what the elite practice?” “What kind of rights should women have in our society?” Sometimes students
enjoy using historically accurate coffee tokens to “purchase” coffee from the “owner” of the
coffeehouse or to listen to storytellers common in coffeehouses in Cairo or Teheran. Another favorite
strategy is trials. Students like to put famous figures under the judicial spotlight, e.g. Socrates for
corrupting the youth of Athens, Genghis Khan for being uncivilized, Boudica for rebelling against the
Roman Empire, Toussaint L’Ouverture for demanding autonomy from the French Empire, etc.
Students also love to show off their debating skills. Recreating the speeches given on Hyde Park
Speakers Corner in London for and against the slave trade can help students see diverse interpretations.
Ultimately, these activities ensure that students practice using primary source evidence and constructing
and evaluating arguments. Your scoring rubric should emphasize the same skills that students must
display on the APWH exam and will use in their college courses.
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It’s all about vocabulary!
Many students need to improve their reading vocabulary to fully understand assessment questions. I
recommend using a strategy from the College Board’s Vertical Teaming Social Studies guide called
conceptual study cards. For APWH, I created lists of terms students need to know for the whole course
[a list of the terms for each time period is given below]. On the study cards, students write the term on
one side and on the other side of the card, they write a brief definition, the general significance of the
term for world history, and then historical examples for each of the six time periods as we move
through the syllabus. For example, a term that is relevant throughout the course is: social
stratification/hierarchy, but the historical examples from the early civilizations and from the Soviet
Union would be different as would the historical significance of those examples. The student can then
go through the cards before an assessment to check for understanding of the term and to practice
knowing historical examples relevant to the unit.
Study Card Terms -- The terms with an asterix (*) repeat for all six units.
Unit 1 & 2 Terms
Hunting-gathering (foraging)
Domesticated plants and animals
Sedentary, Nomadic, Pastoral
Neolithic
Deity, Pantheon, Pagan
Caste System
Priest, Nun
Monotheism, Polytheism
Celibacy, Monasticism
Afterlife, Reincarnation
Missionaries, Pilgrims
Filial, Kinship groups
Conversion, Priesthood
Sacred Texts
Imperial, Feudal
The state*, Empire*, Ideology*
Bureaucracy; civil service*
Social hierarchy; stratification;
inequality*
Patriarchy
Slavery
Urban*
Tax revenue*
Nobility
Elites*
Autonomy
Citizen
Trade Goods*
Role of nomads in trade
Unit 3 Terms
Technology*, Textiles*
Schism/doctrinal differences
Epidemic disease*
Guilds, Tax-farming
City-states, Sovereignty*
Mercenaries, Diasporas*
Syncretism*, Tribute system
Infidel
Unit 4 Terms
Chartered cities
Usury, Sacrament
Caravel, Tariffs
Conquistadors
Absolutism
Joint-stock companies
Trade diasporas
Excommunication
Slave trade, Manumission
Renaissance
Protestant
Coerced labor systems*
Mercantilism
Unit 5 Terms
Revolution*
Imperialism*
Sepoys
Monopoly
Modernization*
Political reforms*
Capitulations
Humanitarian values
“Effective occupation”
Concessions in colonies
Colonialism*
Cash crops*
Business cycle*
Extraterritoriality, Treaties*
Abolition
Industrialization*
Social Darwinism*
Sanitation Systems*
Nation-State*, Liberalism
Middle Class*, Victorian
Indentured Servants
Laissez-faire capitalism
Socialism*, Labor union*
Marxism*
Free-trade imperialism
Suffrage*, Natural Rights
Unit 6 Terms
Consumerism
Fascism
Five-Year Plans
Import-Substitution
Mandate System
Partition
Suburbanization
Non-Aligned Nations
Proxy Wars
Genocide
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The AP Exam in World History – Highlight what’s important
What is the Structure of the Exam? The APWH exam has two main parts: the multiple-choice
questions and the free response questions. Students must answer the seventy (70) multiple-choice
questions first, and then they have a ten-minute break before they begin the free response section. At
the beginning of the second half of the exam, the proctor imposes a ten-minute reading and preparation
period during which students are restricted to reading and making notes in their green examination
booklet. After the ten-minute reading period, students can begin writing their three essays in the pink
examination booklets. The first essay question that appears in the green examination booklet is the
Document-Based Question (DBQ). The Continuity and Change Over Time (CCOT) essay question and
the Comparative essay question follow the DBQ. The exam lasts three hours and five minutes. Fiftyfive minutes are allocated for the multiple-choice section and 130 minutes total for the free response.
This is a challenging exam for most students who have yet to experience a college-level test.
What Determines the Content of the Exam? The content for the APWH exam comes solely from
the Acorn Book. The seventy multiple-choice questions run chronologically from 8,000 BCE to the
present in the first forty or so questions, and then repeat the sequence until number seventy. The
questions are not ordered according to difficulty. Instead, the questions are balanced to address all five
of the APWH themes as well as testing students’ ability to recognize important architectural and artistic
styles, analyze short quotes from primary sources, and read data tables, charts, or graphs. Some of the
multiple-choice questions deal with the periodization of the course, asking students to recognize the
reasons for change from one time period to another. The DBQ focus is usually on a topic less well
covered in the commonly-used textbooks or a new approach used by researchers in world history.
Students are NOT required to include extensive background knowledge in their APWH DBQ essay,
because the APWH DBQ tests the students’ ability to analyze primary sources by grouping them and
determining the authors’ points of view in a way that answers the essay question. Of course, any related
information they can bring to their analysis will be helpful. The content for the CCOT and
Comparative questions reflect the five themes of the course, so the essay questions typically will address
issues concerning labor systems, gender roles, effects of imperial expansion and reactions to political
change, trade systems, environmental and demographic shifts, cultural and intellectual developments,
among others.
What else should your students know about the exam? The questions on the examination assume
that students have developed a global perspective, and that they can deal with comparative approaches
across regions and time periods. The course description includes a world map that identifies some
regions that students found difficult to understand in previous exams. Be sure to help your students not
only recognize the regions on this map, but also to understand the difference between political and
cultural maps and how and why names of places around the world have changed over time.
Another aspect of the APWH DBQ is the request that students identify and explain how another TYPE
of source could help them answer the question. Students do not need to name a particular historical
document, rather the task is to know that the six to ten sources provided are a limited set, and that
historians would seek out many other types of sources to answer a question like that posed in the
examination. On the APWH examination, students must identify and explain how at least one other
type of primary source not included in the set provided with the DBQ exercise could help answer the
question posed in the examination. Thus, students need to practice thinking about different types of
primary sources appropriate to world history questions.
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The second question in the APWH free response section deals with continuity and change over time.
Students must be able to analyze continuities and changes usually concerning one of the APWH themes.
The CCOT sometimes can be the most challenging for students to write because the question can be
very broad. The last essay question asks the students to compare societies’ reactions to and involvement
in global processes in one or more time period. This is an essay type that most students have
encountered in the past. What makes the APWH comparative question different is its emphasis on
analysis of global processes and not just what is different or similar about the actions or reactions of
peoples in specific societies. You will need to emphasize analytical skills, so that students become
comfortable identifying and explaining the causes and effects, the process of long-term changes and
continuities, and using specific evidence to support their claims.
Overall, students will feel prepared for the APWH exam if they know what to expect to see on the test.
I highly recommend that you duplicate the same instructions from the released examinations, so that
students will be familiar with the directions and the format of the test. Your classroom assessments
should look very similar to what students will encounter on the APWH examination.
How can you help your students prepare for the overall exam? First, it’s important that you teach
the content in the Acorn Book, so the students will be familiar with the important terms and concepts in
world history. Share your passion for the subject with your students. The more they know that you find
world history interesting, the more likely they will enjoy displaying their knowledge and challenging
themselves on assessments by extending their analyses. Your students also should be writing
frequently. If you have large numbers of students, you can consider requiring only a thesis or a thesis
paragraph at times. Some general test-taking tips help students understand what they are supposed to
do on the exam. Teach them to underline the key words in the question: time periods, thematic topic,
categories for analysis, and the key task word. They should be able to recognize the time periods from
those used in the Acorn Book. The thematic topics should align with the five APWH themes. The
categories for analysis will be some of those common to most history teaching: political, social,
economic, cultural, environmental, military, and intellectual. You could teach them some acronyms for
these categories: SPRITE (social, political, religious, intellectual, technological, and environmental),
PERSIA (political, economic, religious, social, intellectual, artistic), C-GRIPES (cultural, geographic,
religious, intellectual, political, economic, social), for example. Have your students also practice
checking off the tasks given at the beginning of the essay questions (thesis, evidence, analyze) and share
the generic essay rubrics from the Acorn Book with them. When you score their essays in class, make
specific scoring guides similar to those created at the past exams for the previous essay questions. Stick
to the unit test dates you included in your syllabus so there’s plenty of time to review those assessments
and to review for the APWH exam toward the end of April. Finally, give your students many
opportunities to practice answering multiple-choice questions that follow the style of the APWH
released exam or the ones in the Acorn Book.
How can you help your students prepare for the DBQ? Introduce the analysis of primary sources
right at the beginning of the course so that your students will feel comfortable knowing how to use
them as evidence for their historical arguments in the DBQ. Soon your students will beg you to give
them a DBQ instead of the CCOT or Comparative questions, because they will realize that “the
answers” are included in the sources given with the question. Some students can benefit from a “make
your own DBQ” activity in which they are given a topic, asked to write an essay question that fits the
topic, and then find the six to ten sources that answer that question. Some teachers also require that the
students write annotations for each source analyzing its point of view and explaining how the sources
would be grouped to answer the question. For the DBQ, students could practice just grouping the
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sources according to how they would use the sources to answer the question. Or, students can analyze
point of view for a small number of sources and then write a thesis statement for the question. Above
all, give students advice on how to organize themselves before they write. Make sure they have some
kind of methodology to follow.
How can you help your students prepare for the Continuity and Change over Time (CCOT)
essay? For the CCOT essay, some teachers find the following approach useful to teach their students.
The first step for the students is to compare what the topic in that region displayed in the first time
period to what the topic showed by the end of the stated time period. For example, for the 2005
examination students were asked to “analyze the social and economic transformations that occurred in
the Atlantic world as a result of new contacts among Western Europe, Africa, and the Americas from
1492 to 1750.” For that essay, students might have taken the following approach: first, they could have
described the social and economic conditions in 1492 before extensive contact amongst all three regions
began, and then explained how changes occurred during the period. Finally, the student identifies and
then analyzes the cause(s) for the changes and continuities. The causes will come from specific events
and global processes that involve that particular society or region. Students also need help identifying
continuities which often relate to people holding on to spoken language, family patterns, belief systems,
and trade systems. Finally, students must use many pieces of evidence to support their analysis. This
essay is difficult for students to write persuasively because their command of the essay style and the
range of knowledge can be limited. You, as their APWH teacher, will help them practice the CCOT
essay style and give them many activities like the annotated timelines, maps, and analytical charts to
reinforce the need for a global perspective over time.
How can you help your students prepare for the Comparative essay? The Venn diagram or Tcharts are typical tools teachers teach to students for the comparative essays. For example, consider the
comparative question on the 2005 exam:, “Compare and contrast the political and economic effects of
Mongol rule on TWO of the following regions: China, Middle East, or Russia.” Students had to
compare and assess how Mongol rule changed or reinforced existing political structures and economic
systems. If the students use a version of the Venn diagram to outline their essays in a pre-writing stage,
then they would have found both the similarities and the differences between two regions, avoiding the
tendency of some students to write a paragraph about one region and then the subsequent paragraph
about the other region. The comparative essay requires that students make direct and relevant
comparisons. Give your students many opportunities to practice this skill. Make sure that their thesis
statements are global in scope, relevant to at least several regions of the world.
HELPING STUDENTS INCLUDE ANALYSIS IN THEIR WRITING
Students first must analyze the question by breaking it into component parts. The parts of the question
are the task (the descriptive question word/phrase), the goal (what exactly you are supposed to do with
the task), the time, and the place. So if the question was “Analyze the similarities and differences in the
role played by major belief systems in establishing and promoting social order during the Classical
Period in TWO of the following regions: The Mediterranean; South Asia; East Asia,” the layout would
be:
Task – Analyze similarities and differences
Goal – The role played by major belief systems in establishing and promoting social order
Time – Classical Period
Place – Mediterranean (Rome), South Asia (Gupta India), East Asia (Han China) – 2 out of 3
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Once you’ve done that, you can show the students how to do a Y-Frame, a similarities/differences
chart, a Venn diagram, or whatever else works. But, you can’t get to that point until they understand
what the question is actually asking.
Other Sample Comparative Questions for Unit 1:
 Compare the political and social structures of Mesopotamia and Egypt
 Compare the causes and effects of the spread of Buddhism and Christianity up to 600 C.E
 Compare the role of Hinduism and Confucianism in cementing social hierarchies.
WHAT IS ANALYSIS? (Notes for the Student)
In the past teachers have probably told you to analyze what you read, what you do, etc. The
only problem was (and maybe still is) that you had no idea what “analyze” meant. The word analyze is a
catch-all term that most academics believe evolved from the idea of meta-cognition.
What is meta-cognition? Meta-cognition is thinking about thinking. This does not mean you sit
and think about how you think; it means you examine why something is the way it is, or rather, how to
answer the question asked (confusing enough for you?). Basically, when you read a question in class or
during an exam, and you think about how to answer it you are performing analysis – as easy as that!
But like most students, you probably panic when asked a question in front of the class or on a
test, and everything you know vanishes. Just keep reminding yourself that analysis is creating an
argument that you can defend. To help get around this issue, here are some basic steps to follow:
1) Parse the question. Make sure you understand what the question is asking you. Break it down into
pieces, and remember to note all of the tasks the question asks of you. If a question asks for (a) changes
and (b) continuities, (c) politically and (d) socially, make sure you write about a, b, c, & d. Do not leave
anything out. Remember, thinking about how to answer a question is analysis.
2) Create an argument in your head about how to answer the question. The following are Power Words
you can use to help create your argument:
-why?
-causes?
-comparisons?
-how?
-effects?
-differences?
-when?
-changes?
-process/steps?
-where?
-continuities?
-global context
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3) Recall all of the evidence you can to support your argument. Evidence will usually be asked for in
terms of politics, society, economics, or culture.
Here’s a table to help you remember, organize, and use the evidence:
Political
degree of
centralization
Economic
role of agriculture in
the economy
bureaucracy
role of merchants
government
ideologies
public participation
state control over
business
labor systems
succession
relationship
between
government and
people
role of landlords
role of
manufacturing
(hand and
mechanized)
technology
local and global
trade
Social
complexity of social
structure (caste system,
etc.)
individual and group
mobility
function of family & roles
of family members
urbanization
links between elites &
masses
Cultural
religious &
philosophical systems
population density
support of cultural
pursuits
cultural support of
gender and social
hierarchy
nature of leisure
artistic/literary styles
degree of ethnocentrism
syncretism
role of religion &
religious figures in
society
If you combine these three steps when you write, especially using the Power Words and the terms from
step two, you will demonstrate your analytical ability. Also bear in mind to use the magic thesis word
“although” to really set up an analytical response. Remember parse the question, create the argument,
and prove it with evidence.
14
Models of Teaching World History in the United States
(Source: Ross Dunn, “AP World History: A Matter of Definition” in Teacher’s Guide AP World
History, 2000)
WESTERN HERITAGE
MODEL
 celebrates
European and
Western
achievements
 emphasizes
linear
development
from
Mesopotamia
to Ancient
Greece to
Modern Europe
 argues that
democracy is
result of
European
heritage
PATTERNS OF CHANGE MODEL
 advocates socially and
culturally inclusive
curriculum
 frames substantive,
engaging, essential or
BIG historical questions
to investigate patterns of
change across time and
place
 encourages a global
perspective
AP WORLD HISTORY
MODEL
 Investigating
patterns of
interaction
 Comparing global
processes of
historical change
and continuity
CONTEMPORARY
STUDIES/ISSUES
MODEL
 includes
social science
disciplines
other than
history in the
study of the
past from an
American
perspective
 focuses on
current
events and
global issues
DIFFERENT CULTURES /ETHNIC STUDIES
MODEL
 demands inclusion of other cultures to
show diversity of heritage among
American citizens
 critiques Eurocentrism
15
Unit 1 Outline: 8,000 BCE to 600 BCE
Two Weeks: Origins, Migrations, and Early Connections
Week One:
Agricultural Revolution
Geography: Locations and Topography
Week Two:
Earliest Civilizations
Timed Writing: Comparative Essay on Civilizations (see lesson here)
Unit 2 Outline: 600 BCE to 600 CE
Weeks One and Two:
Belief Systems and Earliest Empires (Rome, Han, Gupta, Ghana)
Timed Writing: Comparative essay on Rome, Han, Gupta (2010 Exam)
Timed Writing: CCOT essay on Rome, Han, Gupta (2006 Exam)
Timed Writing: DBQ on Buddhism in China (2004 Exam)
Week Three:
Trade in Afroeurasia
Map Quiz (see lesson here)
Unit Test (50 Multiple-Choice Questions)
16
Quiz on the Agricultural Revolution
Directions: Use the Word Bank at the bottom of the page to fill in the blanks below.
AGRICULTURAL REVOLUTION (also called the ___________________ Revolution)
I.
Origin of the Agricultural Revolution
a. Prior to 8,000 B.C.E., humans survived by_______________, gathering wild plants
and hunting animals. Earlier hominids scavenged animals killed by other predators.
b. Evidence appears clearly about 10,000 years ago in _______________
_____________________ communities (villages) in Catal Hayuk (Turkey) and
Jericho (Israel).
II.
Effects of the Agricultural Revolution
a. _______________ increased
i. 5 - 10 million before 10,000 B.C.E.
ii. around 300 million in 1 C.E.
b. labor divided into food-producing and non-producing jobs = ________________ in
economic and political structures
c. social complexity increased = greater ________ differences
d. patriarchy increased = greater _______________ differences
e. diseases increased = need for ___________ birth rate
Word Bank for Agricultural Revolution:
increased, higher, gender, class, hierarchy, population, Neolithic, sedentary agricultural, foraging
17
Reading Questions for Guns, Germs, and Steel by Jared Diamond. Limit your answers to key
details.
Prologue: “Yali’s Question”
1. What is Yali’s question and why did it motivate Diamond to write this book?
a. “Why is it that you white people developed so much cargo and brought it to New
Guinea, but we black people had little cargo of our own?” (p. 14) “While this book is
thus ultimately about history and prehistory, its subject is not of just academic interest
but also of overwhelming practical and political importance. The history of interactions
among disparate peoples is what shaped the modern world through conquest, epidemics,
and genocide. Those collisions created reverberations that have still not died down after
many centuries, and that are actively continuing in some of the world’s most troubled
areas today.” (p. 16, bottom)
2. What are the other ways that Diamond asks or rephrases the same question?
a. “Why did human development proceed at such different rates on different continents?”
(p. 16)
b. “How, though, did the world get to be the way it was in A.D. 1500?” (p. 16)
3. What answers to Yali’s question have some historians given in the past?
a. Biological differences (p. 18, bottom) are a Darwinian explanation and therefore racist.
b. Stimulatory effects of cold climate of northern Europe (p. 22) is wrong because they just
happened to be near the warmer Middle East that produced much of the technology
adopted by Europeans.
c. River valley civilizations and large-scale irrigation systems (p. 23, top) is wrong because
bureaucracies preceded the irrigation work
4. What is wrong with those answers according to Diamond? (see above)
5. What kind of evidence does Diamond use to prove those answers wrong? Scientific approach –
if evidence can disprove any part of the theory then the theory must be wrong. For example,
river valleys in Australia didn’t lead to large-scale and sedentary agriculture.
Chapter 6: “To Farm or Not To Farm”
1. Where did food production first happen on a large scale?
a. Fertile crescent -- Mesopotamia
2. Why does Diamond say that food production was invented not discovered?
a. Food production evolved because no conscious choice was involved, rather a series of
decisions made without awareness of their consequences.
3. Make a timeline of the transition from hunting-gathering to sedentary agriculture.
a. Sedentary foragers 15,000 years ago in Pacific NW
b. 8,500 BCE sedentary food production in Mesopotamia
4. What are the five factors that led humans towards agriculture?
a. Availability of wild foods
b. Climate changes (warmer temperatures led to development of cereals wheat and barley in
Fertile Cresent)
c. Development of technologies for collecting, processing, and storing wild foods
d. Rise in human population density
e. Sedentary food producers outnumbered foragers and could push the foragers to less
desirable terrain
18
Basic Characteristics of Early Civilizations – What are they?
Definition of Civilization
All social organizations like the early civilizations have a coherent set of values, institutions,
and practices. Historians agree that civilizations had three main common characteristics:
economic surpluses, greater social hierarchy, and greater labor specialization. Foraging
and pastoral nomadic groups usually did not have these features.
Some historians add the following aspects to the characteristics of civilizations:
formal states or governments, large cities whose urban populations were a minority of their
subjects, and recording technologies. Monumental architecture is an example of what a
formal state was able to accomplish with its economic, political, and cultural leadership.
Identify each of the four civilizations whose writing system is shown below:
Sources for the images of ancient writings systems:
http://www.international.ucla.edu/calendar/showevent.asp?eventid=3356
http://www.accd.edu/sac/vat/arthistory/arts1303/India8.jpg
http://www.denison.edu/campuslife/museum/pictogramtocuneiform.jpg
http://etc.usf.edu/clipart/27000/27010/hieroglyphic_27010_lg.gif
19
Directions:
Step 1. Use information from class discussions and your textbook to fill in the chart for all of the civilizations.
Characteristics of
Early Civilizations
(Bulliet, pp. 14 – 23)
Mesopotamia (Sumer,
Akkad, Babylonia,
Phoenicians,
Hebrews)
(Bulliet, pp. 23 – 29)
Egypt (various
dynasties, Hykkos,
Kush, Axum,
Nubia)
DATES: ___________
DATES:
_____________
(Bulliet, pp. 29 – 33)
India (Harrapa, Indus
Valley region)
DATES:
_______________
Social hierarchy
Cities (name the
cities, explain their
economic and
political purposes,
and identify the
social classes in the
cities and rural
areas)
Labor
specialization
Political Structures
(identify the type of
political system,
ideology, rules for
succession, role of
soldiers)
Labor
specialization
Writing (identify
the name of the
writing system, the
materials used, and
who used writing
and for what
purpose)
Economic
Surplus (identify
the types of crops
and trade goods)
Labor
specialization
Type of belief
system and ritual
leaders’ roles?
20
(Bulliet, pp 38 – 48)
China (Shang and Zhou
Dynasties)
DATES:
_________________
Step 2. Put the beginning dates for all four civilizations on the timeline below.
8,000 BCE
5,000 BCE
3,500 BCE
3,000 BCE
1600 BCE
Step 3. Put your data for two of the civilizations in the Venn diagram below (or make a bigger
one)
Reasons for the differences:
Reasons for the similarities:
Step 4. Comparative Question:
Compare the characteristics of two of the early river valley civilizations.
Directions: YOUR THESIS MUST INCLUDE ALL OF THE FOLLOWING:
_____
FULLY ADDRESS THE QUESTION
_____
TAKE A POSITION AND PROVIDE ORGANIZATIONAL CATEGORIES
(WERE THERE MORE SIMILARITIES OR MORE DIFFERENCES? WHICH
CHARACTERISTICS SHOW SIMILARITIES AND WHICH SHOW DIFFERENCES?) WHAT
ARE THE MAIN REASONS WHY THE CIVILIZATIONS ARE MORE SIMILAR OR MORE
DIFFERENT?
Thesis Statement: (The thesis can be more than one sentence.)
21
Historical Thinking Skills: Argumentation, Models of Periodization, Patterns of Continuity and Change
Over Time
Directions for Socratic Seminars
The Set-up
1. 10 - 15 participants in the inner circle plus a “hot seat” for those students who can’t resist
joining the discussion
2. Students check their understanding of the question(s) and the source(s) for the seminar.
3. Students make a comment or ask a question about one of the following (10 pts.) Make sure to
say “According to the document…” “Even though the document says…”
a. information in the sources.
b. validity of evidence used by the author(s)
c. the strength of the argument (thesis)
d. to respond to a question asked by someone else
e. to respond to a comment made by someone else
22
Socratic Seminar on “Civilization?”
Directions:
Use the following quotes to discuss the diverse interpretations of the term “civilization”. What are the
issues involved in using “civilization” as an organizing principle in world history?
Quotes on Civilization
Professor Mark Kishlansky: “When civilization first entered the English language in the late eighteenth
century, it was used to contrast the society and culture of Europe with what the British saw as the
chaotic barbarity of much of the world.”
Professor Peter Stearns: “The perception that there are fundamental differences between civilized and
‘barbaric’ or ‘savage’ peoples is very ancient and widespread. For thousands of years the Chinese, the
civilized inhabitants of the ‘Middle Kingdom’, set themselves off from neighboring peoples, including
the pastoral or nomadic cattle and sheep-herding peoples of the vast plains or steppes to the north and
west of China proper, whom they regarded as barbarians.”
Professor Lee Ralph: “Discussing the origins of cities is really the same as discussing the origins of
civilization, which may be defined as the stage in human organization when governmental, social, and
economic institutions have developed sufficiently to manage (however imperfectly) the problems of
order, security, and efficiency in a complex society.”
Professor Richard Bulliet: “The tendency of the Mesopotamians, like other peoples throughout history,
to equate civilization with their own way of life should serve as a caution for us. What assumptions are
hiding behind the frequently made claim that the ‘first’ civilizations, or the first ‘advanced’ or ‘high’
civilizations, arose in western Asia and northeastern Africa sometime before 3000 BCE?”
Professor Lanny Fields:” But the concept emphasizes a basic distinction that is useful in the study of the
human past: There are fundamental differences between simple, small-scale societies and complex,
large-scale societies. Those relatively complex societies which we call ‘civilizations’, have a different and
faster pace of development and change; they are stimulated by economic and political competition; and
a greater diversity of events and processes shapes their futures. The smaller-scale societies, in contrast,
have a slower pace of change; they have fewer and less complicated factions; and the lifestyles and life
histories of their members are more alike. All of these factors distinguish civilizations from other
human societies. “
23
QUIZ CORRECTIONS -- DUE THE DAY AFTER YOU GET YOUR QUIZ BACK.
If you would like to earn back the points you missed on the quiz, you should re-submit your quiz paper
with the following corrections.
1. Make sure your name is on the quiz paper and on a separate piece of notebook paper.
2. For the ones you got wrong, write out the correct answer next to the quiz question number on
the notebook paper.
3. Then, write out in full sentences WHY the answer you selected was incorrect for the question or
sentence completion.
4. Make sure you have completed all of the steps above.
Example:
Which of the statements below is most true of both the Roman and Han empires?
(A) They standardized coinage, weights and measures, and writing systems. (RIGHT ANSWER)
(B) They relied heavily on slave labor.
THIS ANSWER IS WRONG BECAUSE ONLY THE ROMAN EMPIRE RELIED HEAVILY ON
SLAVE LABOR. IN THE HAN EMPIRE, FREE PEASANTS PRODUCED FOOD, WORKED
ON THE GREAT WALL AND IN THE MILITARY.
(C) Their bureaucracies were drawn from successful candidates of written examinations.
THIS ANSWER IS WRONG BECAUSE ONLY THE HAN EMPIRE STAFFED ITS
BUREAUCRACY WITH SUCCESSFUL CANDIDATES ON AN EXAMINATION. THE
ROMAN EMPIRE OFFICIALS WERE A DIVERSE GROUP OF NOBILITY, SLAVES, AND
AUTONOMOUS LOCAL ELITES.
(D) They encouraged rebellions by female elites of conquered people.
NEITHER IMPERIAL GOVERNMENT ENCOURAGED REBELLIONS ESPECIALLY BY
FEMALE LEADERS SUCH AS BOUDICA AND THE TRUNG SISTERS.
24
Chart for Taking Notes on Belief Systems
Time/Place of Founding
Deity(s) [if none, then
explain why]
Founder/Prophet/Leaders
Holy Book(s)
Beliefs/Practices/Rituals
Women’s Role
Expansion/Influence
LECTURE OUTLINE: RELIGION OR BELIEF SYSTEMS
DEFINITION OF RELIGION:
The human relationship with the sacred, with forces in and beyond nature
REASONS FOR THE DEVELOPMENT OF BELIEF SYSTEMS:
1. Protection and support or security in an uncertain world
2. Desire for a deeper sense of the significance of life
3. Hope for existence after death
4. Provides answers to eternal questions about existence
a. Where do we come from?
b. Why are we here?
c. What happens to us when we die?
d. What is our relationship to the environment?
FIVE COMMON TRAITS OF BELIEF SYSTEMS:
1. Sacred calendar and rituals
2. Sacred spaces
3. Sacred teachings and writings
4. Sacred symbols
5. Religious organization or hierarchy
Briefly explain a cause of one of the main similarities among the belief systems:
Briefly explain a cause of one of the main differences among the belief systems:
25
The Conrad Demarest Model of Empires
Roman Republic-Empire
Han Empire
Gupta Empire(320 CE to
(509 BCE to 476 CE)
(221 BCE to 220
535 CE)
[list examples for the
CE)
[list examples for the
Roman Empire]
[list examples for
Gupta Empire]
the Han Empire]
Necessary Preconditions
for rise of empire:
 Centralized government
 High agricultural
potential
 Environmental mosaic
 Several small states,
none clearly dominant
 Mutual antagonisms
among those states
 Adequate military
resources
Primary reason for success
in empire building:
 An ideology supporting
personal identification
with state, empire,
conquest, and militarism
Major rewards:
 Economic expansion
(especially reaped in the
early years, redistributed
to the elite, and often to
all levels of the society)
 Territorial and
subsequent population
increase
26
Empires fall because:
 Ideology of expansion
and conquest fuels
attempts at conquest
beyond practical limits
 Failure to continue
conquest indefinitely
and to continue to bring
home its economic
rewards erodes faith in
the ideology supporting
the empire
 Revolutions supported
by peasants or the lower
class undermines the
power of the ruling class
Write a thesis statement to answer the following question:
“Compare the reasons for the success of the Roman, Han, and Gupta empires. Were their ideologies or
economic rewards more important for their success?”
27
Thesis Writing Skills
TEACHER STRAGIES:
 Give students the Comparative or CCOT essay question at the beginning of the unit. This is similar
to sharing the Big Question or Enduring Understanding Idea with the students.
 Always include a designated space for thesis statements on the worksheets with graphic organizers,
e.g. Venn Diagrams, Y-charts, or other note-taking charts.

Let students practice writing just the thesis paragraph for Comparative or CCOT essays
EXAMPLE OF A THESIS-ONLY TIMED WRITING FOR UNIT 1
QUESTION:
COMPARE THE CAUSES FOR THE COLLAPSE OF THE HAN EMPIRE AND THE
WESTERN PART OF THE ROMAN EMPIRE.
Directions: WRITE A THESIS PARAGRAPH ONLY
_____
FULLY ADDRESS THE QUESTION
_____
TAKE A POSITION
_____
PROVIDE ORGANIZATIONAL CATEGORIES: PERSIA
(WHAT YOUR TOPIC SENTENCES WILL SAY)
28
Ideas for Map Quizzes
Deborah Smith Johnston, Lakeside School, Seattle, Washington
“Maps are tools that help students investigate the past and the present as they explore historical
connections. Additionally, maps can be used to uncover the worldview of both cartographers and
societies of the past, as well as students themselves.” World History Matters
Idea #1: Mental Maps



In the space below, sketch a map from memory to show the major continents and bodies of water.
Be sure to take into account the relative sizes of the continents to each other and to the bodies of
water.
Some other factors to consider are that
o Asia is the largest and Africa the second largest continent.
o The major oceans comprise about 2/3 of the earth’s surface.
o The west coast of South America lines up with the east coast of North America.
o Canada is twice as big as the USA.
Idea #2: A more specific mental map
1. Draw the Eastern Hemisphere (AfroEurasia) from memory.
2. Draw the major trade routes of the 1st century C.E.
3. Use arrows and labels to indicate the global processes that promoted trade (spread of religions) or
restricted trade (spread of disease).
Idea #3: On a blank map of the Eastern Hemisphere, identify the location of the Classical Empires and
States (Ghana, Roman, Han, Kushan, Parthian, Abyssinia, Meroe) and the trade networks between them
(Silk-Spice Roads & Gold Roads)
Idea #4: Briefly explain the role of nomadic groups in assisting the flow of trade and religions along
trade routes. Note: The map below neglects to include the Gold Roads in the Sahara.
29
APWH, Unit 1, Vocabulary Quiz #2
1. “Pre-Christian practices such as ___________, continual devotion to prayer, and living apart
from society (alone or in small groups) came together in Christian form in Egypt.”
2. “By the Greek Classical period a number of ‘mystery’ cults had gained popularity by claiming to
provide secret information about the nature of life and death and promising a blessed
______________________ to their adherents.”
3. “With nirvana came release from the cycle of ________________________ and achievement
of a state of perpetual tranquility.”
4. “The Christian emperors in Constantinople sent ___________________________ along the
Red Sea trade route to seek converts in Yemen and Ethiopia.”
5. “As Buddhism spread, Southeast Asia became a way station for Indian _____________ and
East Asian ___________________ going to and coming from the birthplace of their faith.”
6. “Meng Yi Zi asked about the meaning of ________________ piety. Confucius said, ‘It means
not diverging from your parents.’”
7. “Large numbers of people began to __________________ when they saw that Christians
seeking political office or favors from the government had clear advantages over nonChristians.”
8. The Rig Veda, the Torah, and the New Testament, are all examples of _______________
____________________.
9. “It became common to refer to medieval Europe as a ‘______________ society’ in which kings
and lords gave land to ‘vassals’ in return for sworn military support.”
Word Bank:
Celibacy
afterlife
Filial piety
sacred texts
reincarnation
feudal
30
pilgrim
missionary
convert
Time Management Suggestions for the APWH Teachers
Less Quantity Grading, More Quality Grading
 Break essays into component parts and ask students to do only one part, e.g. the thesis only or, for
the DBQ -- grouping only. The students get to practice and you don’t have as much to grade.
 Give students vocabulary terms to define and then grade the work by having students put the terms
into categories and defend their categories orally.

Have students act out a flow chart or concept map rather than collecting and grading it.
 The big topics like political systems, religions, and trade repeat throughout the course, so don’t
worry if students don’t master the concepts entirely at the beginning of the year. It’s important to keep
moving forward toward the unit tests.
Five-Minute Essays
Direct students to write a full introduction with thesis statement on the lined side of a 5x8 index card,
then bullet-list five main supporting points on the back that they would have included in the body
paragraphs, with a one sentence explanation of how the point supports their thesis.
You can start out in the beginning of the year giving the students 20 minutes for this, and then boil it
down to 10 minutes about mid-point in the course. You can give these, along with quizzes on their
reading of the textbook, once every week. You'd be amazed how quickly you can grade these and their
portability allows you to grade them just about anywhere.
Reduce Your Grading Stress and Get them Moving
Students write a thesis paragraph in response to a question (use ones from released exams), compare
their thesis with a partner, choose the best, compare with two others and so on until the class chooses
the best introduction for that question. Have the students defend their choice which helps them review
the components of a good thesis. If there’s time, students can outline the rest of the essay with topic
sentences, evidence, global context, and a conclusion. This can be a useful review for a unit test as well.
Lastly, brain research shows students need movement within each class period to give them time to
process the information. Give them one minute to find someone with clothing that complements
theirs, read each other's thesis paragraph and determine the best one to read aloud to the class. They all
earn some points for participating in this activity; perhaps the ‘winning’ thesis gets one bonus point.
31
Unit #3: 600 - 1450 C.E.
Six Weeks: More Connections, Urbanization, and Imperial Expansions
Week #1: Islam and urbanization, Crusades, Schisms
Timed writing: mini-DBQ on Crusades (in lesson here)
Week #2: Silk Road trade networks (simulation)
Chinese model and urbanization: Song Dynasty
Chinese dynasty list and song
Timed writing: CCOT essay on the Silk Road (2009 exam)
Week #3: Compare Bantu and Polynesian migrations
Compare European and Japanese feudalism
Analyze purpose of Viking expansions
Week #4: Mongols across Eurasia; Black Death (Mongol trial)
Timed writing: Comparative Essay on the effects of the Mongols (2005 Exam)
Week #5: Mayan city-states; Aztec and Incan empires
Week #6: Ming Treasure Ships and Indian Ocean trade networks (Swahili coast)
Timed writing: DBQ on Silver (2007 Exam)
Map Quiz: CCOT in Trade Networks from the Classical to end of Post-Classical Periods
Unit Test
32
Chinese Dynasty Song (sung to the tune of Frère Jacques)
Shang, Zhou, Qin, Han/ Shang, Zhou, Qin, Han
Sui, Tang, Sung/ Sui, Tang, Sung
Yuan, Ming, Qing, Republic/ Yuan, Ming, Qing, The Republic
Mao Zedong
Deng Xiaoping
Directions: Add at least two events from the list below to each line of the Chinese history timeline.
Chinese History Timeline
1.
Shang (1700 to 1027 BCE)
2.
Zhou (1027 to 221 BCE)
3.
Qin (221 BCE to 207 BCE)
4.
Han (206 BCE to 220 CE)
5.
Sui (580 CE to 618 CE)
6.
Tang (618 to 907 CE)
7.
Song (960 to 1279)
8.
Yuan (1279 to 1368) [Mongols]
9.
Ming (1368 to 1644)
10. Qing (1644 to 1911) [Manchu]
11. The Republic of China (1911 to 1945)
12. Chinese Civil War (1945 – 1949)
13. People’s Republic of China: Mao Zedong (1949 to 1976)
14. People’s Republic of China: Deng Xiaoping (1977 to 1992)
15. People’s Republic of China: Post Cold War (1992 to today)
Mayan city-states
Funan Empire
Islamic Spain
Crusades
Mali Empire
Sriyvijaya
Magna Carta
Fatimid Caliphate
Moscow city-state
British Empire
American Revolution
French Revolution
Haitian Revolution
1st Mexican Revolution
Latin American
Revolutions
World War 1
World War 2
Great Depression
Il-Khanate
Aztec Empire
Ancient Greece
Assyria
Persian empires
Roman Republic
Mauryan Empire
Asoka
Roman Empire
Ghana Empire
Gupta Empire
Byzantine Empire
Abbasid Caliphate
Inca Empire
Bubonic plague
Mughal Empire
Ottoman Empire
Safavid Empire
Russian Empire
Spanish armada
Expulsion of Jews and
Muslims from Spain
Glorious Revolution in
England
Spanish conquest of
Americas
Decolonization in SubSaharan Africa
33
Widespread use of cell
phones
Iranian Revolution
1st Arab-Israeli war
Genocide in Rwanda
Abolition of the
Atlantic slave trade
Italian Renaissance
Protestant Reformation
Spanish-American War
Professional sports
teams
Hammurabi’s Law Code
Reading Quiz on Islam
(Based on Spodek, Ch. 11, pp. 332 - 340)
Directions: Circle the best answer and then briefly explain why it is correct.
1. Islam means
(A) surrender to the will of God
(B) the rightly guided one
(C) Arabs who believe in Allah
(D) leader of God’s people
Analysis:
2. Disagreements in the umma (the Muslim community) arose over the
(A) meaning of the Prophet Muhammad’s revelations
(B) location of the capital of the empire
(C) best invasion route into North Africa
(D) successor to the leadership of the umma
Analysis:
3. All of the following are included in the Five Pillars of Islam EXCEPT
(A) hajj (pilgrimage to Mecca)
(B) charity to the poor and travelers
(C) prayer only on Fridays
(D) belief that Muhammad was the last prophet for monotheists
Analysis:
APSI Participant: Jot down some reactions to this short reading quiz. What would student
answers show about their mastery of content and historical thinking skills?
34
Simulation of Interactions in AfroEurasia
(adapted from http://orias.berkeley.edu/Spice/textobjects/byregion.pdf
Vocabulary for Trade Simulation
1. Entrepôt was a place where goods were stored or deposited and from which they were distributed. A trading or
market center.
2.
Emporia was a place which the traders of one nation had reserved to their business interests within the territory
of another nation. Places of trade (plural noun)
3.
Port City was a place on a waterway with facilities for loading and unloading ships, a city or town on a
waterway with such facilities, the waterfront district of a city.
EXPORT & IMPORT RECORD SHEET
Your Entrepôt: ________________________________________________
Group Members’ Names: ________________________________________________
Read the list of exports and imports for your entrepôt. You have 10 of each export listed to start.
Come up with a plan for your merchants to use in order to obtain your most desired items.
Consider ways to promote your exports in the entrepôt you visit. Keep careful records of what
you sell and buy so you don’t sell more than you have or buy more than you need (use the tables
below for an idea on how to keep track of your transactions). You can resell items to other
merchants that you don’t need to take back to your home port. You may exchange goods with
merchants not connected to the ports you visit.
Round One
List origin and type of goods obtained:
Goods sold to:
Round Two
List origin and type of goods obtained:
Goods sold to:
Round Three
List origin and type of goods obtained:
Goods sold to:
Round Four
List origin and type of goods obtained:
Goods sold to:
35
Major Imports and Exports by Region
A. ROME:
The wealthy citizens of Rome provided a great market for the many exotic goods from the
farthest reaches of the known world. They had the following goods to export: wine, gold coins,
glassware, olive oil, wool, purple fabric, metal weapons and tools
To make a profit you must obtain: pepper, cloves, and frankincense
Rome was also interested in the following imports: Nutmeg, ginger, grain, cotton, pearls
ROUND ONE: Merchants travel to the Egyptian port at Alexandria.
ROUND TWO: Merchants return to Alexandria; they also travel to the East African city of
Aromata, and to the Arabian port city of Muza.
ROUND THREE: Roman ships return to Alexandria; they make use of the monsoon winds and
travel to the Indian port of Barygaza and to the South Indian city of Muziris.
ROUND FOUR: Roman ships avoid Muza but go to Muziris. On their return to Rome, they stop
at Barygaza and Alexandria.
B. ALEXANDRIA
The great port at Alexandria provided a central marketplace for the Roman Empire in the eastern
Mediterranean Sea. Exotic goods from throughout Asia and central Africa came through this
major port. The following goods were for export: grain, papyrus, linen and flax, glass vases,
painted pottery, lotions, perfumes, repackaged spices from Asia
To make a profit you must obtain: pepper, cinnamon, frankincense
Alexandria’s merchants were also interested in these imports: ginger, tin, iron, wine, nuts / figs
ROUND ONE: Merchants travel to Rome.
ROUND TWO: Merchants return to Muza; they also travel to the Indian port of Barygaza.
ROUND THREE: Merchant traders travel to the Indian ports of Barygaza and to Muziris.
ROUND FOUR: Your ships travel to Barygaza, Muziris and Aromata.
C. AROMATA, EAST AFRICA:
Aromata was a coastal market and port for the raw materials of central and east Africa. The
following goods were for export: Ivory, tortoise shell, rhinoceros horn, leopard skins
Goods that came from Arabian traders were also exported: Frankincense, myrrh, cloves
To make a profit you must obtain: cinnamon
ROUND ONE: Merchants travel to the Egyptian port at Alexandria.
ROUND TWO: Merchants return to Alexandria; they also travel to Rome.
ROUND THREE: Merchants return to Alexandria; they also return to Rome.
ROUND FOUR: Merchants return to Alexandria, Muza, Rome, and Alexandria.
36
D. MUSA, ARABIA:
The Arabian merchants used the monsoon winds to travel to the ports of the Arabian Sea. For
centuries they concealed the sources of the goods they traded. They had the following goods to
export: frankincense, myrrh, sesame oil
To make a profit you must obtain: cinnamon, pepper
Muza was a market for the following imports: cotton and silk textiles, tin, grain, olive oil, wine,
Cosmetics, sandalwood, tortoise shell
ROUND ONE: Merchants travel to the African port of Aromata.
ROUND TWO: Merchants return to Aromata; they also travel to the north Indian port of
Barygaza.
ROUND THREE: Arab vessels travel to the Egyptian port at Alexandria; they return to Aromata;
they travel to the two Indian ports at Barygaza and to Muziris.
ROUND FOUR: Your ships return to the ports at Alexandria, Aromata; Barygaza and Muziris.
E. BARYGAZA, INDIA
Goods from Central Asia and the Indus River Valley came to this port. They had the following
goods to export: cotton, sandalwood, pearls, semi-precious stones, perfumed oils
The following goods came into Barygaza for re-export: silk from China, tortoise shell, ginger
To make a profit you must obtain: Roman coins, glassware
Indian merchants were especially interested in the following imports: clothing, wine, medicines,
tin and copper, silverware
ROUND ONE: Merchants travel to the Arabian port of Musa.
ROUND TWO: Merchants travel to the East African city of Aromata; they also travel to the
South Indian port of Muziris.
ROUND THREE: Indian merchants return to Aromata and Muziris; They also travel to Funan/Oc
Eo in Southeast Asia.
ROUND FOUR: Indian merchants return to Aromata, Muziris, and Funan.
37
F. MUZIRIS, SOUTH INDIA
Merchants at this port had access to a wide variety of goods from Southeast Asia, India, and
China. They had the following goods to export: black pepper, ginger root, ivory, pearls, tortoise
shell, fine cotton textiles, cinnamon
To make a profit you must obtain: cloves, gold Roman coins, glassware
Indian merchants were also interested in the following imports: silverware, wine, silk, cardamom
ROUND ONE: Merchants travel to the Indian port of Barygaza.
ROUND TWO: Merchants make use of the monsoon winds and travel to the Funan city of Oc Eo
and to the north Indian port of Barygaza.
ROUND THREE: South Indian merchants return to the Funan city of Oc Eo and to the north
Indian port of Barygaza. They also travel to the Arabian port of Musa.
ROUND FOUR: Indian merchants return to Aromata, Muziris, Oc Eo,and Barygaza.
G. FUNAN / OC EO (Cambodia)
The merchants who traded from this port obtained their goods from the mainland as well as the
many islands throughout Southeast Asia. They had the following goods to export: ivory tusks,
teakwood, aloeswood, cinnamon bark, sandalwood, ginger, pearls, cardamom, gold, rhinoceros
tusks, spices imported from island Southeast Asia (cloves and nutmeg)
To make a profit you must obtain: Wine, silk
Funanese merchants imported the following goods: rice, lacquerware, wheat, iron, cloves,
nutmeg, cardamom, cinnamon, glassware
ROUND ONE: Merchants travel to the Indian port of Muziris.
ROUND TWO: Merchant traders use the monsoon winds to travel west to the African coastal port
of Aromata and to the Chinese port of Cattigara in the east.
ROUND THREE: Funanese traders return to Muziris and to Cattigara.
ROUND FOUR: Merchants continue to trade at Aromata, Muziris, and Cattigara.
H. CATTIGARA, CHINA
Chinese merchants dominated the eastern sea with an empire as vast as that of Rome. The Han
Dynasty was a vast market for luxury goods and the Chinese had the following exports: Silk,
porcelain, lacquer ware, tea
To make a profit you must obtain: cloves, nutmeg
Chinese merchants imported the following goods: Pearls, spices, elephant tusks, rhinoceros
horns, pepper
ROUND ONE: Merchants travel to the Funan port of Oc Eo.
ROUND TWO: Merchant traders return to Oc Eo; they also voyage to Barygaza at the Indus
River.
ROUND THREE: Merchants travel to the South Indian port of Muziris; they return to the Funan
port of Oc Eo.
ROUND FOUR: Merchants return to Muziris and Oc Eo.
38
Extra credit: Read the Periplus account for advice on sailing conditions and trade. What
additional information did you find?
Debriefing: Discuss these questions in your group and then write an answer to the last
question to turn in at the end of the period.
o What item(s) was so rare that you could not obtain it?
o Was it difficult to obtain some items? Why?
o What items did you obtain that you could trade to merchants in other regions?
o What would you do differently if you were given more opportunities to trade?
o What other groups did you trade with?
o What geographic and environmental factors helped you? (hint: monsoon cycles)
o What geographic and environmental factors hindered you? (hint: monsoon cycles)
o What human factors helped or hindered your success, e.g. trust among merchants,
reliability of ship captains, and/or taxation policies of domestic or foreign governments?
o What geographic factors made the entrepôts and emporia logical sites for trade?
39
One Method for Analyzing Primary Sources for the DBQ Essay
Directions: Use the following Acronym – SOAPS TONE to identify the point of view (POV) of the
author of the document.
S - SPEAKER - WHO?
O - OCCASION - WHEN? WHERE?
A - AUDIENCE - TO WHOM?
P - PURPOSE - WHY?
S - SUBJECT - WHAT?
TONE – What kind of words does the author use to show his/her opinion on the topic?
What is the author’s POV (his/her opinion on the topic and WHY s/he has that opinion based on
his/her economic class, occupation, gender, religion, or place of origin)?
Another Method to Analyze a Document
(a.k.a. Finding POV)
1. What type of document is it? (Is it a letter, diary, speech, book, government-issue document,
photo, cartoon, chart, graph, other?)
2. Who created the document? What is their gender (if applicable)?
3. When was the document made? Does it refer to a time long before the creation of the document?
4. What is the purpose of the document? (Why do you think it was created?)
5. What is the intended audience of the document?
6. What is the tone of the document? (Does the author sound angry, happy, proud, accusatory,
pleading, superior?) If the document is a photo, does it appear staged?
40
DBQ: Analyzing Primary Sources
Think about…
historical context
Think about…
reliability
Origin
Value
Who wrote this document?
When? Where? To whom?
What do you know about this person?
What events, people, etc. might help
explain this document?
What can be learned from this document?
Is it reliable?
- Is it consistent with other accounts
of the event?
- Is it logical, believable?
- Is the source usually credible?
- How close is the source to the
event?
- How far from the event is the
author in terms of time and place?
What issues are addressed?
What historical questions does this help
answer?
What can be learned from the subjectivity
of the document? Whose point of view is
represented?
Purpose
Why was this written/created?
What point of view is evident?
What are the underlying assumptions?
Who is the intended audience?
Thesis/school of thought?
Limitation
Subjectivity? (bias)
What other sources would you need to
answer the historical questions?
What point of view is conveyed?
Is it reliable?
- Is it consistent with other accounts
of the event?
- Is it logical, believable?
- Is the source usually credible?
- How close is the source to the
event?
- How far from the event is the
author in terms of time and place?
41
Some other methods to analyze POV in DBQ documents are:
1) WHO produced it? Discuss the author’s gender, age, ethnicity, social status, religion,
intellectual or political beliefs, etc.
2) WHEN was it produced? Can it be connected with a significant historical event?
3) Who was the intended audience? Was the document written privately, written to be read
or heard by others (who?), an official document for a ruler to read, commissioned painting, etc.
4) WHY? What was the motivation of the writer/ producer of the document, based on what
you can surmise about them?
When you put all these together, you get the POV, why THIS person would be producing THIS
piece of information at THIS time. Then you can evaluate how much you “trust” the information in
the document, or what you think was really going on.
Note: It is useful to consider the tone/vocabulary of the document, just as you would in analyzing a
piece of literature. It will sometimes convey the intent, the point of view of the author (anger,
disdain, admiration, satire, etc.).
Another DBQ Document Analysis Idea
Items about the author--gender, origin, class, race, education age, and occupation go along the top
of the document. The date and place and if the author was a direct observer of what is described in
the document is put in the box on the left side. On the right side the type of document, intended
audience, and purpose of the document is recorded. Along the bottom the author’s point of view
(POV) is analyzed. Now, the student has 10 or 11 different criteria by which to group.
DBQ VERBS
Give students alternatives to the verb "show" so they can demonstrate analysis in their description
of the primary sources for the DBQ essay.
Synonyms for “show”:
Asserts, demonstrates, depicts, exemplifies, illustrates, indicates, implies, portrays, reflects, reveals,
signifies, or criticizes
Some synonyms are dependent upon the primary source: criticizes, embraces, or strengthens
"Said" synonyms:
added, continued, stated, announced, commented, declared, observed, remarked, reported
42
Analysis by Grouping requires students to look for some CHARACTERISTIC that multiple
documents share, then create a group under the title of that characteristic. We DON’T group whole
documents, we analyze characteristics OF documents. That’s why one doc can belong to more than
one group. When we insist on just calling it ‘grouping’ without emphasizing the ‘analysis’ verb,
students mentally have a hard time conceptualizing putting any doc in more than one group
simultaneously.
If you want to give your students practice with grouping, give them a DBQ and tell them to group
the doc’s into at least 3 groups, BUT (here’s the tricky part) ONE of the docs must belong in ALL
the groups. That way they have to analyze doc #x, and see that it really has several different
characteristics: Characteristic #1 makes it belong in Group A; Characteristic #2 makes it belong in
Group B, etc. THAT’s real analysis!
So what’s the difference between POV and Grouping?
The difference is scale. POV focuses/analyzes “within the box” (1 doc), while Grouping analyzes
“across the boxes” (seeing characteristics or trends in several docs that aren’t apparent in any one
single document).
You can give DBQ's quite often but maybe one out of three times ask students just to write an
entire essay. The other times have students work in groups or on their own to complete charts that
require them to:
- write a thesis
- group the documents (they do this by # and then with an explanation of why characteristics they
found the documents share and how those documents support the thesis
Developing Students' Ability to Analyze Primary Sources
Students Create Their Own DBQ Project Rubric
1. Uses 7-10 documents
0-20 points
2. Variety of types of documents (maps, charts, etc.)
0-10 points
3. Displays College Board "look"
0-10 points
4. Footnotes, endnote page, bibliography page
0-10 points
5. Documents fully address question
0-20 points
6. Documents placed in chronological order and COT
evident in documents
7. No more than 50 percent from the Internet, no more than
two documents from a textbook
8. Documents from all different authors
0-10 points
9. Bonus: Particularly noteworthy work
0-5 points
43
0-10 points
0-10 points
"Crusades Mini-DBQ"
Historical Thinking Skills: ____________________________________________________
Directions: Compare how Christians and Muslims viewed each other after the capture of Jerusalem
by the Crusaders in 1099. What other kinds of sources would help you answer this question?
Document 1
Abu Sa'ad al-Harawi, qadi and chronicler, Baghdad, 1099
"Presentation to the Abbasid caliph, al-Mustazhir Billah"
"The [few] exiles still trembled when they spoke of the fall of the city [Jerusalem]: they stared into
space as though they could still see the fair-haired and heavily armored warriors spilling through the
streets, swords in hand, slaughtering men, women, and children, plundering houses, sacking
mosques."
Document 2
Raymond of St. Giles, Count of Toulouse and secular military leader chosen in 1095 by Pope Urban
II to lead the First Crusade, 1099.
"[Report of the] Capture of Jerusalem by the Crusaders [to the Pope]"
"And if you desire to know what was done with the enemy who were found there [Jerusalem], know
that in Solomon's Porch and in his temple our men rode in the blood of the Saracens up to the
knees of their horses."
Thesis Statement for Crusades Mini-DBQ:
44
Adding Analysis to AP World History DBQ Essays
1. Rank your arguments in the topic sentences
"First and most importantly, Chinese reactions to the European differed from
Japanese reactions by . . . Second, and almost as important . . . "
(Note: These are not essay thesis statements.)
2. Do not simply say what happened but why it is important. A key word to use is
"because." "This is significant because . . ."
3. When citing documents, cite the point of view/angle/motivation of the author. Why
might the author say or do this in this document? Plus, what is the intended audience?
Tied to this is: what type of document is it -- a diary, a government document, a speech,
an autobiography, a posed photograph? Why would this make a difference? What is the
time frame of the document?
4. Look for "attitude" in the language of the document -- anger, fear, joy -- and point
that out in your essay.
"Emperor Wu said he didn't like Buddhism." -- not impressive
"Emperor Wu was concerned that Buddhism . . ." -- impressive
5. When citing a missing document consider two rules:
 Always cite more than one document.
 Always tell why your additional documents would help you answer the
essay question.
45
Historical Thinking Skills: analyzing visual evidence
China: Song Empire (960-1279)
Use the website below to explore the nature of the Song Empire. Complete the steps and
answer the questions (noted with a bullet) to learn about the contributions and significance of the
Song Empire.
http://afe.easia.columbia.edu/song/
After accessing the website choose the see entire scroll option. Take a few moments to view
the entire scroll, write below the characteristics of the Song Dynasty as illustrated in the scroll.
Under economic growth select Rice Cultivation

What impact does rice cultivation have on population? Why?
Under economic growth select manufacturing. Read text on left then click on explore this scene.
Position mouse over numbers on scene to get description of people.

How does this scene demonstrate the fact that Kaifeng is a cosmopolitan city?

Is it possible to identify social status from dress? How so?
Close the “explore the scene” window and select construction and building.

List examples of Song technical advances from the text on the left.
Select each of the numbers (1-4) on the right side of the picture. Find evidence of technological
advancements in each slide.
46
Under commercialization select transport.
Read text on left and view pictures 1 and 2 on the right.
 A river runs nearly the length of the entire scroll. What is the importance of water transport?
Under commercialization select paper money
 What were the benefits of paper money? What was the response of the west?
Click on urbanization.

How are Song cities similar and different from the cities of previous dynasties?

Use the green boxes (at the bottom left of image) to scroll through the gate scene. What are
your impressions of this scene (products, transport, volume, etc.)
Under intellectual life select neo-Confucianism.
 Why was Confucianism so important to Chinese society and government?

Review quotes of Confucius from class, do they support what you are reading here? How so?
Under intellectual life select Printing & Education.
 What is the impact of woodblock printing?
Under social changes select elite.
 Describe the new elite that emerge under the Song Empire. How does this compare to the
Tang? The Song Empire was a meritocracy. Support or refute that statement with evidence
from the text and scroll.
47
Under social changes select family.
 In what ways did the status of women improve? In what ways did the status of women
decrease? Using pictures 1 & 2 what roles did women typically assume?
Under social changes select military
 Describe reasons for the relative unimportance of the military in the Song Empire.
Under social changes select civil service. Read text and click on link to Confucianism and the Chinese
Scholastic System (lower left).
Click on the bullet of the same name (“Confucianism and the Chinese Scholastic System”).

Read the quote at the top of the page. How does this quote exemplify the importance of
Confucianism in society?

Read the rest of the page. What was expected of students and bureaucrats in China from the 7th
century on?

Compare this to higher education in Medieval and Renaissance Europe.

Reexamine the entire scroll to review the major characteristics of this society under the Song
Empire. Have your impressions changed after looking more closely at the scroll?

Extension activity: Visit http://hastings1066.com/baythumb.shtml and compare this scroll to
the Bayeux Tapestry.
48
Comparing Feudalisms
Definition of Feudalism for Western Europe and Japan:
The feudal political system is decentralized -- many lords with military expertise controlling
relatively small areas. The power of the lords comes from the land and the people they control.
The landed peasants (serfs) are bound by loyalty to that lord who gives them protection from other
lords or invading foreigners.
Economically, wealth is associated with land, but there is some trade in village markets and in cities
chartered by lords (usually called kings or shoguns) with more military strength.
Socially, the hierarchy puts the lords at the top, followed by their loyal military supporters (knights
or samurai), and then the peasants. The merchants and religious groups do not fit into the feudal
social system, and must make separate agreements with the lords. The Christian or Buddhist
religious organizations have a similar hierarchy as well.
DIFFERING TIMELINE FOR FEUDALISM
IN WESTERN EUROPE AND JAPAN
500
600
700
800
900
1000
1200
1300
1400
1500
1600
1700
European Feudalism
End of Roman Empire in West/Beginning of Feudalism Highest Stage of Feudalism Decline of Feudalism Centralized States
Japanese Feudalism
Imperial System: Nara, Heian, Kamakura
Central Authority Declines Highest Stage of Feudalism Shogunate
Thesis Statement about similarities and differences between the two feudalisms:
49
Compare Migrations in Polynesia and Sub-Saharan Africa
Essential Question:
What are the common factors that prompted human migration up to 1200?
Focus Questions: ANSWER THESE QUESTIONS IN TWO SHORT PARAGRAPHS
o What are the similarities and differences in the factors that prompted migrations within
Polynesia and Sub-Saharan Africa?
o What are the similarities and differences in the issues historians have in analyzing those
factors?
Directions:
1. Mark Polynesian migration routes on the SE Asia and Australia map.
2. Use information from the packets for your group to identify the factors that prompted
migrations within Polynesia and Sub-Saharan Africa.
3. Mark Bantu migration routes on a map of Africa you create.
4. Create a Venn diagram or T-chart to compare the evidence you find about both
regions. Are the factors more similar or more different?
5. Discuss with the class the issues historians have in analyzing those factors.
Polynesian migrations
http://www.pbs.org/wayfinders/polynesian2.html -- full webquest
http://www.pbs.org/wayfinders/game.html#
http://maaori.com/people/maoriara.htm -- map
http://solo.manuatele.net/facts.htm -- DNA debate
http://sscl.berkeley.edu/~oal/background/polyhist.htm -- archaeology in Polynesia
http://pvs.kcc.hawaii.edu/index.html -- Polynesian voyaging society
http://www.camelotintl.com/world/oceania.html -- timeline
http://www.metmuseum.org/toah/ht/02/oc/ht02oc.htm -- timeline
http://www.nationalgeographic.com/xpeditions/lessons/04/g68/index.html -- National
Geographic site with links to other web quests
Bantu migrations -http://www.bbc.co.uk/worldservice/specials/1624_story_of_africa/page95.shtml
http://en.wikipedia.org/wiki/Bantu_languages
http://en.wikipedia.org/wiki/Bantu_expansion
http://www.ischool.zm/plans/Grade10HistoryBantuMigrations.pdf
50
Analyze Causes and Effects of Viking Migrations
Objective: Analyze demographic and environmental changes related to Viking expansion into
Eastern and Western Europe
Viking belief system: The roots of Scandinavian rituals can be found in Indo-European culture.
They believed in many gods related to those in the Vedic tradition. Thor, the thunder god was at
the top of the hierarchy, and their afterlife was called Valhalla.
Burials -- to help with journey to afterlife; boats had weapons, tools, food, sacrificial victims needed
in next life; when Vikings converted to Christianity the grave goods ceased.
Which solution would you choose as a Viking in the post-classical period?
Environmental Problem: In Scandinavia, farmers, fishers, hunters, skilled craftsmen, traders felt
restricted by natural resources: mountains, forest and heaths, so they went A’Viking – raiding.
Solution I: A’Viking – three technologies:
 boat building
 timber – varying thickness of planks (cut with iron hatchets); notches to fit the planks
together, then iron rivets; prow on either end; rudder on one side of the ship; sails; wide
relative to depth to give more stability and flexibility in shallow water

iron working iron – iron ore plentiful

organization – for boat building, especially timber cutting, iron ore extraction, and smelting;
amphibious warfare
Solution II: Trade
They brought luxury goods to Eastern European/Byzantine markets – (Baltic) slaves, wax (for
Orthodox churches), furs (squirrel, martens, sable, seal, walrus, polar bears)
They purchased luxury goods in Eastern markets – spices, glass, silver coins. They made trade
treaties with Byzantine rulers and others along the way from Svear (Sweden).
The Scandinavian local trade products: dried fish, down, furs, slaves, sheep, cattle, goatskins, leather,
hawks, honey, wax, nuts, grain, amber, iron, swords, armor, mead (made from excess honey)
Solution III: Mercenaries – Varangian guard in Constantinople were the Swedish Vikings (called the
Svear) then stayed on in the Byzantine Empire after their service was done.
Demographic Effect: The three solutions resulted in Viking settlements in the British Isles,
France, Greenland, Newfoundland, Eastern Europe, and throughout the Mediterranean.
Why the Sour POV? In Western Europe, monks and parish priests portrayed Vikings as the judgment of God on a
people who had neglected their obligations to the Church.
51
Historical Thinking Skills: Argumentation and Use of Evidence
THE TRIAL OF GENGHIS KHAN
It’s not a real historical event, but we will pretend that Genghis Khan was recently brought back to life to
stand trial for being uncivilized.
Your job will be to determine if Genghis Khan and his descendants were uncivilized
conquerors and rulers.
Every person in class will participate in the trial (see roles below). If you are absent the day the trial
happens, then the next day in class you do an essay supporting or refuting the statement “that the
Mongols were uncivilized.”
Preparation:
 Prosecution and defense teams will meet to plan strategy and divide up responsibilities
 Witnesses will prepare for parts by taking notes from textbooks, primary sources, and other
secondary sources.
 Jury members will take notes to be familiar with all issues and witnesses.
 The prosecution and defense teams must give copies of their questions two days before the trial.
Each witness must have a pre-written response to the questions that will be asked by both the
prosecution and defense.
 On the day of the trial, all students must turn in POV analysis of ALL of the primary sources by
or about the Mongols in the DBQ.
How the Trial will work:
 The judge reads the charges.
 Opening statements by defense and prosecution (1-2 minutes)
 Prosecution calls witnesses (maximum of 20 questions total)
 Defense cross examines each witness (max. 20 questions total)
 Defense calls witnesses (max. 20 questions total)
 Prosecution cross examines (max. 20 questions total)
 Closing statements by prosecution and defense (1-2 minutes)
 Jury deliberation and verdict (Each member of the jury must write this and turn in the day after
the trial.)
Roles for the Trial of Genghis Khan
Genghis Khan
Japanese Daimyo
judge
Pope Innocent IV
defense attorneys (2-3)
Marco Polo
prosecution attorneys (2-3)
Mamluk general
Mongol general
Prince of Kiev
Mongol soldier
Prince of Moscow
Mongol woman
Korean royal woman
Kublai Khan
Korean ship builder
52
Ibn Battuta
Silk Road merchant
Caliph of Baghdad
Javanese soldier
Chinese peasant
Chinese Confucian scholar
Tibetan Buddhist monk
Jury (4 people)
APWH, Mongol Trial Scoring Rubric
Costumes
 Accuracy and creativity of clothing
and/or props for witnesses
 nice clothes for attorneys, judge,
and jury
15 points
Written notes
 accuracy of judge’s instructions
 clarity of jury’s verdict
 accuracy and clarity of attorneys’
questions
 accuracy and clarity of witnesses’
answers
15 points
Verbal participation
 accuracy and clarity of judge’s
instructions
 accuracy and clarity of attorneys’
questions
 accuracy and clarity of attorneys’
introduction and summation
 accuracy and clarity of witnesses’
answers
 clarity of jury’s verdict
20 points
TOTAL
50 points
53
2005 Advanced Placement© World History Free Response Question
WORLD HISTORY
SECTION II
PART C
(Suggested planning and writing time – 40 minutes)
Percent of Section II score—33 1/3 percent
The time allotted for this essay is 40 minutes, 5 minutes of which should be spent planning and/or
outlining the answer.
Directions: You are to answer the following question. You should spend 5 minutes organizing or
outlining your essay. Write an essay that:




Has a relevant thesis and supports that thesis with appropriate historical evidence.
Addresses all parts of the question.
Makes direct, relevant comparisons.
Explains relevant reasons for the similarities and differences.
2. Compare and contrast the political and economic effects of Mongol rule on TWO of the
following regions:
Russia
Middle East
China
THIS SPACE MAY BE USED FOR PLANNING YOUR ANSWER.
54
Question 3—Comparative Scoring Guidelines for the Mongol Question
[OPERATIONAL RUBRIC]
BASIC CORE (competence) 0–7 points
(Historical skills and knowledge required to show competence.)
1. Has acceptable thesis. 1 point
• The thesis cannot be split and must be located in the introductory paragraph. It cannot simply
repeat the question.
• The thesis must address two places affected by the Mongols and a similarity and a difference in
the political and economic effects of Mongol rule.
• The thesis may appear as one sentence or as multiple sentences.
• The thesis statement cannot be counted for credit in any other category.
2. Addresses all parts of the question, though not necessarily evenly or thoroughly.
For 2 points:
Essays must address:
• two places affected by the Mongols
• at least one similarity AND one difference
• at least one political AND one economic effect of Mongol rule.
For 1 point:
Essays must address:
• two places affected by the Mongols
• either a similarity OR a difference
• either a political OR economic effect of Mongol rule
3. Substantiates thesis with appropriate historical evidence. 2 points
Essays must include at least one accurate piece of evidence for each place affected by the Mongols.
For 2 points:
• Essays should include a minimum of FIVE accurate pieces of evidence related to effects of
Mongol rule with at least one piece of evidence about a political effect and one must be about an
economic effect.
For 1 point:
• Essays should include a minimum of FOUR accurate pieces of evidence related to effects of
Mongol rule with at least one piece of evidence about a political effect OR one about an economic
effect of Mongol rule.
55
4. Makes at least one relevant, direct comparison between the effects of Mongol rule on two
places. (1 point)
• This must be an explicit and relevant comparison to political OR economic effects of Mongol rule
in two Eurasian societies.
• Mere parallel construction is not enough to earn this point.
• The direct comparison must be distinct from the thesis statement.
5. Analyzes at least one reason for a similarity or difference identified in a direct
comparison. (1 point)
• In regard to political OR economic effects of Mongol rule, students must explain why a similarity
or a difference occurs, or why a similarity or a difference is significant.
• May be an expansion of core point 2 or core point 4
EXPANDED CORE (excellence) 0–2 points
(Historical skills and knowledge required to show excellence.)
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; e.g., assesses both political and economic effects
effectively.
• Addresses all parts of the question: shows balanced comparisons of the two regions, similarities
and differences, and/or political and economic effects of Mongol rule
• Provides ample historical evidence to substantiate the thesis.
• Relates comparisons to the larger global context , e.g.
 Substantial and relevant connections between Mongol rule and the periods subsequent
 Discussion of the reactions of conquered peoples to Mongol rule
 Discussion of the world history question of the pattern of interactions between nomadic
pastoral peoples and sedentary civilizations
• Makes several direct comparisons consistently between Eurasian societies.
• Consistently analyzes causes and effects of relevant similarities and differences.
56
Examples of Acceptable Thesis Statements
1. In the post-classical period, the Mongols ruled China more directly and Russia more
indirectly. The effects of Mongol rule caused the re-establishment of centralized political
control and expansion of trade for the Chinese but a shift in political power for the Mongol
princes who worked as tax collectors for their Mongol overlords.
2. The political effects of Mongol rule on China and Russia were similar, but the economic
effects differed. Resentment of Mongol rule in China and Russia led to nationalist rebellions
that eventually ended Mongol rule in both places. Although Mongol protection of the Silk
Roads in Central Asia increased trade and profits for the Chinese, the Russians, especially
those around the new political powers in Moscow, did not benefit much from the expansion
of Silk Road traffic.
3. Both the Middle East and China experienced negative political effects from Mongol rule and
positive economic growth as a result of the improved safety along the Silk Roads.
Examples of thesis statements that are NOT acceptable
1. Although the Chinese economy improved from Mongol rule, the Russians became isolated.
[This thesis is incomplete, because it fails to address both political and economic effects for both China and
Russia]
2. The Mongols ruled the Middle East and Russia differently and had some similar economic
effects. [This thesis mostly repeats the questions, fails to deal with political EFFECTS of Mongol rule,
and is too vague about the economic effects.]
3. The Mongols were ruthless in conquering China and the Middle East and spread the
bubonic plague that killed 30% of their populations. [This thesis addresses the methods of conquest
and a demographic effect instead of the political and economic effects.]
57
Examples of Acceptable Evidence
1. The Mongol establishment of post houses along the Silk Roads protected the transport and
sale of Chinese silk and porcelain resulting in greater profits for Chinese manufacturers of
those export products and for Middle Eastern merchants who sold Chinese goods in their
cities. [2 pieces of evidence]
2. The Mongol policy of inviting foreigners to serve in the Chinese bureaucracy led to
resentment among ethnic Chinese men who preferred the civil service examination system
for entry into the government. Many Chinese intellectuals then turned to writing novels and
plays as a way to avoid direct political confrontations with their Mongol rulers, but this new
literature indirectly criticized the “uncivilized” political style of Mongolians.
3. “The Golden Horde government was a new form for Russia. Under Mongol rule, a large
portion of what became Russia was united under one government.”
4. “The conflict arose when the Golden Horde Mongol rulers of Russia killed the last caliph in
Baghdad, and the Il Khan, who were Muslim Mongolian rulers, took offense, and got into an
escalating conflict with the Golden Horde. The conflict was then later resolved when the
Golden Horde converted to Islam.”
What is NOT Acceptable as Evidence
1. “China continued to have a centralized government such as the rule of Kublai Khan.”
[More explanation of what Kublai Khan did in China is needed to earn the evidence point.]
2. “The prosperity of trade in St. Petersburg eventually gave Russia enough means to break
away from Mongol rule.” [Incorrect placement of central authority in St. Petersburg and
58
Unit #4: 1450 - 1750
Six Weeks: Encounters and Change
Week One: Encounters -- “Southernization” in Western Europe and the Scientific Revolution and
Renaissance; Protestant Reformation and Catholic Counter Reformation
Week Two: Encounters and Exchange: Reconquista, Portuguese in Morocco and West Africa;
Spanish in the Americas
Week Three: Encounters and Exchange: Portuguese in Indian Ocean trade networks, Manila
galleons and the Ming Silver Trade
Timed writing: DBQ on Christian and Muslim Attitudes Toward Trade (2002 exam)
Week Four: Labor Systems in the Atlantic World -- The Africanization of the Americas (slave
trade, plantation economies, resistance to slavery); Labor systems in the Russian Empire and
resistance to serfdom
Timed writing: Compare labor systems (2004 exam)
Week Five: Expansion of Global Economy and Absolutism--Ottoman, Safavid, Mughal, Bourbons,
Tokugawa, and Romanov Empires
Timed writing: CCOT Indian Ocean Trade (2008 exam)
Week Six: Effects of the Atlantic Slave Trade on demography in West Africa, resistance to the
Atlantic slave trade, and expansion of Islam in sub-Saharan Africa
Timed writing: Change and continuity over time essay on effects of Columbian Exchange (2005 exam)
Map Quiz: Map the flow of flora, fauna, and people caused by the Columbian Exchange
Unit Test
59
Objective:
Discuss Shaffer's theory of "Southernization" in a brief Socratic seminar to practice analyzing historical interpretation
Lesson:
For homework the night before, have students read Lynda Shaffer’s article Southernization. The article citation is:
Journal of World History. Vol. 5. Spring 1994. (I - 2 1). For a brief version, use the abridged version below.
Students should answer the following questions as they read the article.
Questions for Article on "Southernization"
1. What does Lynda Shaffer mean by "Southernization"? (List the ideas, products, inventions and places, which were the
major contributions of Indians, Malays, Chinese and Arabs to hemispheric development.)
2. What is her thesis in the article?
3. What methods does she say that the Arabs and Mongols used to spread "Southernization"?
4. Why does she say that Europeans were most fully affected by "Southernization" after they acquired tropical colonies?
5. Do you agree with her thesis? Why or why not?
Seminar Instructions:
Split students into two groups. Students in group #1 discuss the article based on the first two questions. The second
group discusses the article based on the third and fourth questions. The whole class discusses question #5. The teacher
only speaks to start and end the discussion session, reminding the students that each one must make one comment
about the article and must ask one question of the group or an individual about the reading. Students get full credit if
they make two contributions to the discussion but lose points if they prevent others from making two contributions.
The entire discussion (both groups) should only last about 20 minutes; ten minutes for each group.
Abridged Version of “Southernization” by Lynda Shaffer. Journal of World History. Vol. 5. Spring 1994. (I - 2 1).
This article has generated controversy in the field of world history for making sweeping claims about the contribution of
Asians to the development of ideas, agriculture, and material life across the world. Some scholars question her use of
sources while others do not accept her suggestion for re-periodization.
Summary of her major arguments: "Southernization" is Shaffer's term for the contributions of Asians to the
development of ideas, agriculture, and material life before 1200. She deals mostly with the major crops that Indians,
Malays, and Chinese developed. Her argument is that "Southernization" preceded "Westernization" and that the
development of peoples in Europe was dependent on Asian inventions and ideas. A list of the key foods, ideas, and
goods follows:
Cotton from India led to sails on Chinese ships, Gold from Siberia, Malay peninsula, Zimbabwe led to coins for trade.
Knowledge of monsoon wind patterns by Indians, Persians, Arabs, East Africans, Malays led to trade routes throughout
Indian Ocean rim. Cinnamon, pepper trade developed by Indians led to sold to consumers throughout AfroEurasia
experience with all-sea routes from Malacca to China led to expanded trade between China and Indian Ocean rim and
provided an alternative to Silk Road(s). Nutmeg, cloves from Banda Islands; spice trade invented by Malays led to
expanded trade profits for Malay and Indians led to secondary trade in spices for Persians, Arabs, Mediterranean
peoples. Crystallized sugar developed in India from sugar cane developed by New Guineans Concept of zero by Indians
led to improved mathematics in China and rest of world. Champa rice (early-ripening variety) from Malay peninsula led
to China led to population increase during Sui Dynasty led to development of Grand Canal and unification of north and
south China led to rapid protoindustrialization in iron production, silk weaving, and porcelain exports. The compass
from China led to improved maritime navigation for longer sea voyages
Shaffer then explains how the Muslim empires and the Mongol empires (during the 12th century) spread the ideas and
goods listed above throughout AfroEurasia but most importantly to peoples living north of the Mediterranean. Without
the developments of "Southernization" by 1200, Shaffer claims that the Portuguese would not have been able to round
Africa and reach the coast of India. Moreover, she argues that the early European nations needed to make colonies in
tropical and subtropical areas in order to control the basic goods that "Southernization" had invented like sugar, cotton,
spices, and rice. "Westernization," which is associated with industrialization, capitalism, and international trade, owes a
debt, Shaffer concludes, to the peoples who accomplished "Southernization" first.
60
Directions for Mapping the Columbian Exchange
Historical Thinking Skills: _________________________________________________
Directions:
1. Draw an outline map of the world from your memory (that’s called a mental map)
2. Place the following items in the hemisphere of their origin:
a. Eastern Hemisphere
i. cows
ii. sheep
iii. pigs
iv. horses
v. wheat
vi. rice
vii. cotton
viii. silk
ix. sugar
x. coffee
xi. measles
xii. small pox
xiii. chicken pox
xiv. influenza
xv. bubonic plague
b. Western Hemisphere
i. turkey
ii. llama
iii. tobacco
iv. chocolate
v. corn (maize)
vi. squash
vii. beans
viii. chilies
ix. potatoes
x. tomatoes
3. Draw lines showing where the items went (they all should travel to the other hemisphere,
except for llamas).
4. Paste index cards or sticky notes with annotations explaining the effects of the plants and
animals transferred across the world as a result of the Columbian Exchange
5. Write a thesis statement describing the changes and continuities that resulted from the
Columbian Exchange
61
Historical Thinking Skills: ____________________________________________________
Directions: identify changes and continuities in labor systems in Africa from 1400 to 1700 by
underlining the changes and circling the continuities.
Slavery in Africa before 1400
If one were cut off from an African lineage one could be enslaved by another lineage. This could
happen through war, through punishment for crime, or as a consequence of not being able to pay
debts. Slaves were put to work in fields, mines, and on trading routes; their allocation was
controlled by (and benefited) the elite.
Early trading posts
o Europeans initially focused on gold, ivory, and wood products; later they began focusing
more on slave trade, as opportunities expanded for plantation development.
o Portuguese established trading posts (feitoria) at islands of São Tomé Principe (1470) and
Fernando Po (1471) in Bight of Biafra, plus mainland posts on the "gold coast" of Ghana.
o First region of slave derivation in 1400s was the western coast closest to the Cape Verde
Islands: "Guinea of Cape Verde".
The 1500s: focus on Central Africa
o During the 1500s the Portuguese expanded slave exports from the Congo and the Ndongo
Kingdom in Angola.
o Kingdom of Kongo (Bakongo) included 60,000 square miles with 2.5 million people. The
Kongo king was baptized by the Portuguese, but the kingdom collapsed as the king failed to
monopolize the slave trade. Portuguese soldiers and mulattos moved into the interior,
capturing slaves, imposing a slave tribute on local leaders, and purchasing slaves at markets.
Eventually a series of kingdoms arose in central Africa that controlled the trade in slaves all
the way to the eastern coast.
1600s and 1700s: West Africa
o The Portuguese were replaced by the Dutch and later by British in the Atlantic slave trade.
The British influenced the growing importance of West Africa: the coast between Liberia
(grain coast) and mouths of the Niger (slave coast).
o Trade was often controlled by African "big men" who established city-states with the help of
European firearms and supplied slaves to traders. During the 1700s the Asante expanded in
Ghana on the basis of selling their military captives as slaves in exchange for guns and other
resources. The state of Benin played a similar role in Nigeria. In the Niger delta, kinship
lineages rather than states controlled the trade as kinds of corporations or mafias based on
control of the slave trade, and cemented by elaborate religious beliefs (oracles which could
determine guilt of witches, sorcerers, or ordinary criminals).
o In 1800s, the British stopped most of the slave trade but Brazil continued to receive slaves
from Congo and Angola
o The result of massive slave trade was an implantation of African cultural influences, perhaps
including cattle herding, agricultural items, religious practices, languages, and burial
practices into the Americas.
Adapted from: http://www.utexas.edu/depts/grg/knapp/courses/grg319/topics/cultures/cultures.html
62
AP World History Video Critique
Historical Thinking Skills: _____________________________________________________
Time Life’s Lost Civilizations: The Maya, The Blood of Kings
Instructions for Video Critique:
1. Use the back of this sheet to take notes on the techniques used in the
video: lighting, music, narration, camera angles, dialogue, re-creations,
artifacts, etc.
2. In the space below (or on a separate piece of paper) write a topic sentence
explaining how the video producer wants the viewers to see the ancient
Mayan civilization.
3. Explain and analyze how two techniques are used to show the video
producer’s view of the subject.
4. Write a concluding sentence with your opinion of how well the techniques
show the video producer’s view of the subject.
63
OUTSIDE CIRCLE EVALUATION
Directions:
Each person in the outside circle evaluates one student as well as the whole group. Turn in the
evaluation at the end of the Seminar.
Evaluation of My Partner
1) I observed the following student:
2) The person I observed contributed the following points and questions to the Socratic
Seminar.
3) I agreed or disagreed with the student’s comments because
4) The most significant point this student made was
Evaluation of The Whole class
1) Who was not paying attention?
2) Who wanted to talk but was never called on?
3) Who only called on their friends?
4) Who made some great points?
5) Who never raised their hand?
6) Reflection: What made this seminar interesting? What other kinds of questions could students
have asked?
64
Seminar -- Aztec and Incan Empires
Historical Thinking Skills: _______________________________________________________
Directions for the Teacher:
 Give students time to read background material and primary sources in their textbook and then
think about their preferences.
 On the day of the seminar, write the seminar question on the board.
 Divide class into groups of five students.
 Instruct students to begin discussing the question in their groups. Students should plan to make
one relevant comment about the sources related to the question and to ask one questions about
the sources related to the question. Students must respond to each others’ comments and
questions in order to earn one point each for comments and questions.
 The teacher circulates around the room, listening to the discussions, and recording when
students make relevant comments and questions. The student groups can do a reprise of
important comments and questions discussed when the teacher is not present.

A few minutes before the end of the period, the teacher can stop the seminars, and encourage
groups to report briefly on the significance of the discussions they had.
Directions for the Student:
Use the following questions as a way to focus your comparison of the gender structures in the Aztec
and Incan empires.
Who would you have preferred to be in the Mayan City-States or Aztec and Incan Empires?
Only Female Students Can Choose From
Only Male Students Can Choose From
This List
This List
 son of king or emperor
 daughter of the Inca
 son of warrior
 daughter of an Incan priest
 son of chinampas farmer
 daughter of quipu maker
 son of merchant
 daughter of tax collector
 son of captured enemy of the Aztecs
 daughter of merchant
 son of a feather-shield maker
 daughter of lord who became
subordinate to the Inca
 son of a fisherman
 daughter of a potato farmer
 nephew of a Maya scribe
 niece of the head of an ayllu
 nephew of a stingray collector
65
Historical Thinking Skills: ____________________________________________________________
Example of a thesis statement for the following question:
“Analyze the changes and continuities that resulted from the Columbian Exchange in at least two of the
following regions: Africa, the Americas, or Asia.”
“An increased food supply caused by the Columbian Exchange led to dramatic growth in Asian and
European populations starting in the late 16th century, although the trade routes used to spread the new
foods from the Americas remained the same within AfroEurasia. The demographic effects in the Americas
was initially drastic, however, as the people had no immunities to the diseases brought by the Spanish in the
late 15th century. In West Africa the demography data looks mostly flat due to the combination of the
decreases resulting from the forced migrations caused by the Atlantic Slave Trade and the increases resulting
from the introduction of cassava and maize. Overall, the Columbian Exchange of flora, fauna, diseases,
ideas, and forced migrations was a major turning point in world history.”
DOES THE THESIS …
_____
FULLY ADDRESS THE QUESTION
_____
TAKE A POSITION
_____
PROVIDE ORGANIZATIONAL CATEGORIES:
(WHAT YOUR TOPIC SENTENCES WILL SAY)
Where the thesis parts are evident, underline of highlight each part and annotate which part is there. If a
part is missing, then fix the thesis paragraph.
66
2010 CCOT:
“Describe and explain continuities and changes in religious beliefs and practices in ONE of the following
regions from 1450 to the present. Sub-Saharan Africa or Latin America/Caribbean”
Creating New Cultures in the Americas
Set/Activator: Students review the transfer of diseases, plants (flora), and animals (fauna) that happened as
a result of the Columbian Exchange. The demographic chart below can help jog the students’ memories.
Demographic Data in the Americas, 1500s to 1600s
1. What are some possible reasons for the decline in the Native Population in the 1600s (Hint: what effect did
Eastern Hemisphere diseases like small pox, measles, and influenza have on the people in the Americas with
no immune resistance to them)?
2. What leads to increases for other groups during this time period (Hint: what types of migrations across the
Atlantic were voluntary and which type were not? Why didn’t Spanish women join the conquistadors and
priests in the first century of the Conquest?)
Lesson
Students then read the textbook and/or hear from their teacher about the hybrid culture that emerged in the
Americas reflecting the cultures of the indigenous, the enslaved, and the colonizers. The merging of native
religions and Christianity in response to colonial missionary efforts exemplifies this cultural transformation.
Students analyze the following sounds and images to identify what separate cultures contributed to the
cultural blending (syncretism)
 Music
 Castas paintings
 Day of the Dead
67
Religious Change in Latin America
In Mexico today, there is a holiday known as the Day of the Dead or El Día de los Muertos to honor
dead loved ones and making peace with the inevitibility of death
The roots of the holiday, El Día de los Muertos can be traced back to Aztec rituals
held during the Aztec month of Miccailhuitontli, honoring the “Lady of the Dead”
(Mictecacihuatl), and dedicated to the dead. The Aztecs believed that those souls
that did not make it immediately to one of the various paradises, made a difficult
four-year journey through the nine hells of Mictlan. In the last, where Mictlantecuhtli
lived, the souls disappeared or found rest. During Miccailhuitontli, Aztecs families
decorated the graves of their ancestors with bright marigold flowers.
An Aztec statue of
Mictlantecuhtli
c. AD 900
After the Spanish arrived in Mexico and began converting the native peoples to
Roman Catholicism, the Aztec holiday of Miccailhuitontli was moved and reduced to
coincide with All Saints' Day and All Souls’ Day (November 1st and 2nd respectively)
and called the Day of the Dead or El Día de los Muertos. In Europe, All Souls’ Day is
the day in which Catholics pray at church that those souls that have not quite reached
heaven finally make it there.
Today, many families in Mexico who observe the
holiday of El Día de los Muertos honor their
relatives by visiting the gravesites. At the cemetery,
will come to say prayers to assist the souls of their dead
from Purgatory to Heaven. They will decorate the
with flowers and things the dead relative enjoyed.
often also enjoy a picnic near the gravesite where fun
memories of the dead are shared. The meals prepared
picnics are huge, and feature cookies and candy in skull
Catholic
deceased
families
relatives
graves
Families
for these
shapes.
Questions
Chocolate
1. What parts of the Aztec ritual month of Miccailhuitontli are continued
in the skulls
present day celebration of
El Día de los Muertos?
2. How is the Day of the Dead or El Día de los Muertos different from All Souls Day which is practiced in
Europe?
68
Syncretism in Latin American Music
Historical Thinking Skills: ________________________________________________________
Directions for Teacher: Play samples of the three kinds of music listed below and ask students to predict
the origin of the instrument.
Image
Music Sample #1



Description
Stringed
instrument
Light sound
Slow beat
Origin – Hypothesis
Origin - Actual
Europe
England
Music Sample #2
 Drums
 Louder sound
 Faster beat
West Africa
Ghana, Nigeria
Music Sample #3
Variety of
percussion and
some stringed
instruments
Americas
Brazil
Suggested sources for music samples:
http://www.nettlesworth.durham.sch.uk/time/tmusic.html
http://www.african-drumbeat.co.uk/mp3-a.htm
http://www.sambamusic.com/samba-music-culture/35-samba-music/49-brazilian-samba-musicculture.html
69
Analyze CCOT in African Religious Beliefs and Practices: Art Lesson
Go to National Museum of African Art: http://africa.si.edu/collections/usepg.asp
Search for “ancestral” or “divination”
Choose three art works (and take notes relevant to the bullet points below)
List title of art work (what’s in bold)
Who made it (name of group of people) and where it’s from
Purpose (why was it made and how was it used)
Explain how this art work is evidence of polytheism, animism, and/or ancestor worship in
traditional African religion
o [Ignore historical information about the 20th century]
o
o
o
o
Now, go to The Art of the African Mask, Exhibition Catalog, Bayly Art Museum, University of Virginia [
http://cti.itc.virginia.edu/~bcr/African_Mask_Faces.html ]
Choose three art works (and take notes relevant to the bullet points below)
o
o
o
o
List title of art work (what’s in bold)
Who made it (name of group of people) and where it’s from
Purpose (why was it made and how was it used)
Explain how this art work is evidence of polytheism, animism, and/or ancestor worship in
traditional African religion
Write a description of religious beliefs in sub-Saharan Africa before the spread of Islam and Christianity.
70
DBQ Practice:
The Islamic Empires in the 16th & 17th Centuries
The Ottoman, Safavid and Mughal Empires were multi-faceted and complex. To get a sense of the nature of
the religious and social structures of these three empires analyze the documents below. You are to use these
documents as if you are preparing to write a DBQ (don’t worry, you won’t write the whole thing) so follow
the steps below.
Step I: Task Analysis
Read the following prompt and describe in your own words what is really being
asked of you in the space provided.
PROMPT: Using the documents, analyze the religious and social structure of the Islamic Empires
in the 16th and 17th centuries.
Describe what the prompt is asking you to do:
Step II: Document Analysis
Read each document and make notes according to how it relates to the task at hand.
Step III: Document Grouping
Reread your analysis of the documents and group them according to
what they have to say and their relationship to each other. In the space
provided group the documents together and capture the way in which
you grouped them by providing a title to each group. Please use the
document titles when grouping them.
Based on what you have done to this point write a clear, comprehensive and analytical thesis in response to
the prompt.
71
Step IV: Thesis
Step V: Point of View
Document Title:
Select two documents and identify the point of view of the author, why
he or she has that point of view and why this point of view is important
to recognize.
Document Title:
Analysis of the Point of View in the selected
document:
Step VI: Additional documents
Analysis of the Point of View in the selected
document:
Identify two specific additional documents you would like to have
for this assignment and why each would help you better analyze
the prompt.
72
DBQ on Gunpowder Empires
Question: Based on the following documents, discuss and analyze the strengths and weaknesses of the
Ottomans, Safavid, and Mughal empires by 1700. What additional sources would help you answer this
question?
Document 1
Jahangir, Memoirs
Jahangir was the Mughal Emperor from 1605 to 1627, taking over from his father, Akbar. At the height of
his reign, he wrote his memoirs outlining what he viewed as his greatest accomplishments, including these
decrees:
1. I canceled the [taxes and duties] of every province and district imposed for their own profit.
2. I ordered that when a district lay wasted by thieves and highway bandits or was destitute of
inhabitants, that towns should be built, . . . and every effort made to protect the subjects from injury . . .
3. Merchants traveling through the country were not to have their bales or packs opened without
their consent.
4. When a person shall die and leave children, whether he is an infidel or a Muslim, no man was to
interfere a pin’s point in his property; but when he has no children or direct and unquestionable heirs his
inheritance is to be spent on approved expenditures such as construction of mosques and caravansaries,
repair of bridges, and the creation of water tanks and wells.
5. No person was permitted either to make or to sell wine or any other intoxicating liquor. I
undertook to institute this regulation, although it is well known that I myself have the strongest inclination
for wine, in which from the age of sixteen I have liberally indulged
6. No official was permitted to take up his abode in the house of any subject of my realm. On the
contrary, when individuals serving in the state armies come to any town, and can rent a place to live, it
would be commendable; otherwise they were to pitch their tents outside town and prepare abodes for
themselves.
7. No person was to suffer, for any offense, the cutting off of a nose or ear. For theft, the offender
was to be scourged with thorns, or deterred from further transgressions by an oath on the Qur’an. . .
9. The tax collectors of royal lands and landlords may not intermarry with the people of the districts
in which they reside without my permission.
10. Governors in all large cities were directed to establish infirmaries and hospitals with physicians
appointed to treat the sick. Expenses are to be covered by income from royal lands.
11. During the month of my birth there could be no slaughter of animals in my realm . .. . In every
week also, on Thursday, that being the day of my ascension, and Sunday, my father’s birthday. . .
12. I issued a decree confirming the dignitaries and landlords of my father’s government in all that
they had enjoyed while he was living; and where I found sufficient merit, I conferred an advance of rank ….
Source:
http://64.233.169.104/search?q=cache:Uy0cFNCJsIYJ:faculty.salisbury.edu/~mlperreault/Jahangir.doc+jahangir+regulations+governors&hl=en&ct=clnk&cd=
9&gl=us&lr=lang_en
73
Document 2
Ogier Ghiselin de Busbecq:
The Turkish Letters, 1555-1562
Busbecq, a Fleming, was the ambassador of the Holy Roman Emperor at the Ottoman sultan’s court in
Constantinople from 1555-62.
No distinction is attached to birth among the Turks; the deference to be paid to a man is measured by the
position he holds in the public service. There is no fighting for precedence; a man's place is marked out by
the duties he discharges. In making his appointments the Sultan pays no regard to any pretensions on the
score of wealth or rank, nor does he take into consideration recommendations or popularity, he considers
each case on its own merits, and examines carefully into the character, ability, and disposition of the man
whose promotion is in question. It is by merit that men rise in the service, a system which ensures that posts
should only be assigned to the competent. Each man in Turkey carries in his own hand his ancestry and his
position in life, which he may make or mar as he will. Those who receive the highest offices from the Sultan
are for the most part the sons of shepherds or herdsmen, and so far from being ashamed of their parentage,
they actually glory in it, and consider it a matter of boasting that they owe nothing to the accident of birth;
for they do not believe that high qualities are either natural or hereditary, nor do they think that they can be
handed down from father to son, but that they are partly the gift of' God, and partly the result of good
training, great industry, and unwearied zeal; arguing that high qualities do not descend from a father to his
son or heir, any more than a talent for music, mathematics, or the like; and that the mind does not derive its
origin from the father, so that the son should necessarily be like the father in character, our emanates from
heaven, and is thence infused into the human body. Among the Turks, therefore, honours, high posts, and
judgeships are the rewards of great ability and good service. If a man be dishonest, or lazy, or careless, he
remains at the bottom of the ladder, an object of contempt; for such qualities there are no honours in
Turkey!
This is the reason that they are successful in their undertakings, that they lord it over others, and are daily
extending the bounds of their empire. These are not our ideas, with us there is no opening left for merit;
birth is the standard for everything; the prestige of birth is the sole key to advancement in the public service.
Source: http://www.fordham.edu/halsall/mod/1555busbecq.html
74
Document 3
François Bernier:
An Account of India and the Great Moghul, 1655 CE
Bernier was a French traveler and representative of King Louis XIV for the French East India company
wrote a book about his travels for 12 years in the Mughal Empire during the time of Emperor Aurangzeb.
The persons thus put in possession of the land, whether as timariots, governors, or contractors, have an
authority almost absolute over the peasantry, and nearly as much
over the artisans and merchants of the towns and villages within their district; and nothing can be imagined
more cruel and oppressive than the manner in which it is
exercised. There is no one before whom the injured peasant, artisan, or tradesman can pour out his just
complaints; no great lords, parliaments, or judges of local courts, exist, as in France, to restrain the
wickedness of those merciless oppressors, and the Kadis, or judges, are not invested with sufficient power
to redress the wrongs of these unhappy people. This sad abuse of the royal authority may not be felt in the
same degree near capital cities such as Dehly and Agra, or in the vicinity of large towns and seaports,
because in those places acts of gross injustice cannot easily be concealed from the court.
Source: http://www.columbia.edu/itc/mealac/pritchett/00generallinks/bernier/index.html
Document 4
Eskandar Beg, History of Shah Abbas the Great, the chief secretary and advisor to Abbas I, shah of Safavid
Empire (Persia), 1587 – 1629. His history had official approval and was based on his own observations and
interviews with officials, soldiers, merchants, and travelers for the work.
The welfare of his people was always a prime concern of the Shah, and he was at pains to see that the
people enjoyed peace and security, and that oppression by officialdom, the major cause of anxiety on the
part of the common man, was totally stamped out in his kingdom. Substantial reductions were made in the
taxes due . . . first, the tax on flocks in Iraq, amounting to nearly fifteen thousand Iraqi toman, was remitted
to the people of that province, and the population of Iraq, which is the flourishing heart of Iran and the seat
of government, by this gift was preferred above the other provinces. Second, all divan levies were waived
for all Shi’ites throughout the empire during the month of Ramadan. The total revenues for one month,
which according to the computation of the divan officials amounted to some twenty thousand toman, were
given to the people as alms. The object was that they should be free from demands for taxes during this
blessed month, which is a time to be devoted to the service and worship of God.
75
Unit #5: 1750 - 1914
Six Weeks: Industrialization, Modernization, and Reactions
Week One: Enlightenment, John Locke, American, French, Haitian, and Latin American Revolutions, and
Napoleon
Week Two: British Industrial Revolution and De-Industrialization of India and Egypt
Week Three: Imperialism and Industrialization: Opium Wars, Taiping Rebellion, Meiji Restoration,
Mexican-American War, Berlin Conference, and Spanish-American War
Timed writing: Analyze the changes and continuities in labor systems between 1750 and 1914 in ONE of the
following areas. Southeast Asia, Latin America, or Sub-Saharan Africa (2004 exam)
Timed writing: Compare Chinese and Japanese Reactions to Western Imperialism (2002 exam)
Week Four: Nationalism and Modernization
Week Five: Anti-Slavery, Suffrage, Labor, and Anti-Imperialist movements as Reactions to Industrialization
and Modernization
Timed Writing: DBQ on Asian Indentured Labor in the 19th century (2003 exam)
Week Six: Chinese, Mexican, and Russian Revolutions as Reactions to Industrialization and Modernization
Timed writing: Racial ideologies (2009 exam)
Timed writing: Emergence of nation-states (2008 exam)
Map Quiz: Imperialism
Unit Test
76
Comparative and CCOT Chart for 19th Century Revolutions – Practice Thesis Writing
Use your textbook
and class notes to
fill in the chart
USA
France
Haiti
Names of
Monarchs of
Oppressive
Regimes
Names and
Professions of
Major Leaders of
Revolutions
Goals of
Revolutionaries
Symbolic Events of
Revolutions (Dates)
Dates and Brief
Summary of Major
Events of
Revolution
Important
Documents of the
Revolution
Results for
Revolutionary
Leaders
Results for other
groups (social
classes, genders,
religious groups)
Long-term Effects
on Other
Revolutions
Comparative Thesis:
CCOT Thesis:
77
Mexico or
Gran
Colombia
Practice Thesis Writing: Nineteenth Century Reforms in Social and Gender Structures in the
Context of Industrialization
Historical Thinking Skills: _______________________________________________________
Directions:
Record information from class discussions, your textbook, and analysis of primary sources in the chart
below, and then write a CCOT Question and a thesis statement.
Reforms
Title and Dates of
Location of
Short-Term Effects of Reforms
Events (Legislation)
Reforms
Suffrage
Labor Rights
Abolition
Women’s
Property Rights
Public
Education
Write a Change and Continuity Question based on the information in the table:
Answer your own question (write a thesis statement):
78
Practice Arguments and Research:
Hyde Park Project: Reform Movements in 19th Century England
Background Information:
Since 1872, people in London used Speakers Corner in Hyde Park, to express their views and assemble to
hear others’ opinions. Every Sunday individuals set up a soapbox (or stepladder these days) to speak about
any topic they like, and the police did not bother them as long as they were not obscene or blasphemous.
Crowds, often numbering thousands, drifted from platform to platform as they would at a country fair, not
so much to learn as to be amused. The main performers at these gatherings were the hecklers, who hugely
enjoyed bombarding the speakers with questions.
Instructions:
You will work in a group to prepare speeches for a Hyde Park Corner soapbox. Each group will prepare
one speech and at least four heckler remarks for ONE of the following topics:
1.
2.
3.
4.
5.
6.
Restrictions on Child Labor
Improving Conditions and Wages for Factory Work
Abolition of the Slave Trade
Abolition of Slavery in British colonies
Suffrage for All Men
Suffrage for All Women
Use the following websites to begin your research on 19th century reform movements. Your annotated
bibliography must include at least two 19th century primary sources and two reliable secondary sources
(that’s four sources total). The annotations should briefly summarize the content of the source and then
evaluate the reliability of the source.







www.victorianweb.org – all topics
www.spartacus.schoolnet.co.uk – all topics
www.nationalarchives.gov.uk – put your topic in the search engine and that’ll get you to stuff
http://www.wfu.edu/~zulick/340/bibabolition.html -- sources on slavery
http://www.teacheroz.com/slavery.htm#docs -- slavery
http://www.fordham.edu/halsall/mod/modsbook20.html -- primary sources on all topics
http://www.thepotteries.org/history/scriven_index.htm -- child labor issues
Grading Rubric
Your group grade will be determined by the number of relevant points you make in your speech, the
number of times people laugh or applaud the hecklers for their relevant digs or questions for the speakers,
and the annotated bibliography you turn in after the speech. Your speech should have at least three main
points with two examples to support each point. Remember to have a great one-line conclusion to your
speech. Hecklers may not say anything until after the speaker’s first two points are made. [Select your
speaker well; it should be someone who can handle hecklers.]
If you are not happy with your performance or you were absent the day of this activity, you should turn in an outline of Chapter 22 from your textbook the day
you return to school.
79
Grading Rubric for Hyde Park Projects
Topics
Names of
Students
Speaker
makes 3
main points
w/2 pieces
of evidence
each, oneline
conclusion
Hecklers
four (4)
relevant digs
or questions
for the
speaker
Restrictions
on Child
Labor
Improving
Conditions
and
Wages for
Factory
Work
Abolition of
the Slave
Trade
Abolition of
Slavery in
British
colonies
Suffrage for
All Men
Suffrage for
All Women
80
number
of times
people
laugh
or
applaud
the
hecklers
Annotated
Bibliography
Practice Argumentation: Silent Discussion on Nationalism
Historical Thinking Skills: _______________________________________________________
Directions for a Silent Discussion for a Group of Four Students:
1. Group your four seats so that it’s easy to pass papers to each other.
2. Start by assigning a different document to each person, and then write a comment on your paper
next to your first document.
3. When everyone in your group is done reacting to his/her first document, then pass the paper to the
person sitting to your left and write a comment in response to his/her reaction to his/her first
document.
4. Continue until you get your own paper back.
5. If there is time, the teacher may let you circulate the papers again.
Keep the following DBQ Question in mind as you analyze and react to the following primary sources: “To
what extent was nationalism in the nineteenth century dependent on a group of people being united by their
opposition to an enemy or competing nation? What other kind of sources would help you answer this
question?”
81
Document 1
War Hymn of Greek Revolutionaries, 1821. (Greece gained its independence from the Ottoman Empire with
the help of the British and French militaries.)
“How long, my heroes shall we live in bondage
Alone like lions on ridges on peaks?
Living in caves seeing our children
Turned form the land to bitter enslavement?
Losing our land, brothers, and parents
Our friends, our children, and all our relations?
Better an hour of life that is free
Than forty years in slavery!”
Document 2
Guiseppe Mazzini, The Life and Letters of Guiseppe Mazzini, Italian Leader, 1891
(Italy became a nation-state in 1870 when the Italian city-states finished unifying the areas under French and
Austrian control.)
“Love your country. Your country is the land where your parents sleep where is spoken that language in
which the chosen of your heart blushing whispered the first word of love; it is the home that God has given
you.”
Document 3
Daily Telegraph, British newspaper interview with Kaiser Wilhelm II, hereditary monarch of the German
Empire, October 28, 1908
“As I have said, his Majesty honored me with a long conversation, and spoke with impulsive and unusual
frankness. ‘You English,’ he said, ‘are mad, mad, mad as March hares. What has come over you that you
are so completely given over to suspicions quite unworthy of a great nation!’”
Document 4
Loyalty to the King Edict, Vietnam 1885 (France made imperialist claims on parts of Indochina from 1859 1893.)
The Emperor proclaims:
“On the other hand, those who fear death more than they love their king, who put concerns of households
above concerns of country, mandarins who find excuses to be far away, soldiers who desert, citizens who
don’t fill public duties eagerly for a righteous cause, officers who take the easy way and leave brightness for
darkness--all may continue in the world, but they will be like animals disguised in clothes and hats.”
82
Video Series: “Pacific Century”http://www.pomona.edu/pbi/pacificcentury/episode9.shtml
1.
The Two Coasts of China: Asia and the Challenge of the West
Traces current economic and political issues back to their roots in Asia. With original production footage shot in
Mongolia, China, Japan and Southeast Asia. This program evokes the greatness of Asia's ancient civilizations, and
the challenge posed to them in the 19th century by western traders and colonizers. Produced in association with
Antelope Films ( "The Heart of the Dragon"), "The Seaborne Barbarians" recreates the dramatic background of
the Mongol Invasions and the Opium War.
2.
The Meiji Revolution
Japan became the first industrially and technically underdeveloped nation to modernize itself and become a great
power. In contrast, China, beset by internal division, external challenges, and corrupt rulers, was unable to change
quickly and thus declined in power and influence.
3.
From the Barrel of a Gun
The lives of Vietnamese revolutionary Ho Chi Minh and the Indonesian leader Sukarno reflect the nationalist
movements in those former colonies of Western powers.
4.
Writers and Revolutionaries
Chinese writer Lu Xan and Japanese right-wing philosopher Kita Ikki are profiled as intellectuals who sought to
resolve the conflict between the national character and international standing of their homelands.
5.
Reinventing Japan
This program examines the utter transformation of the pacific Basin region in the wake of World War II. The
expanding- and often contentious- American and Japanese relationship included the ambiguous roles of conqueror
and conquered.
6.
Inside Japan, Inc.
The political, historical, and cultural underpinnings of Japan's post-war economic miracle are considered, both in
the wealth it brought to the Pacific Basin and in its creation of a new Asian model of capitalism.
7.
Big Business and the Ghost of Confucius
Asia's newly industrialized countries- Taiwan, South Korea and Singapore- are moving quickly to the forefront of
the world economy. Their rapid economic development raises fundamental questions about how Asian-Pacific
societies have entered the modern world, the role of the state in economic growth, and the way rulers and ruled
alike have invoked traditional values in their efforts to "catch up".
8.
The Fight for Democracy
The rising level of expectations among Asian peoples for greater political freedom and self-determination is
explored. In the Republic of Korea, rapid economic growth has fostered democratic aspirations. The gap between
economic development and political freedoms has fostered popular challenges to autocratic power.
9. Sentimental Imperialists: America in Asia
Using the case studies of American involvement with China and the Philippines, this program examines American
attitudes toward Asia from 1776 to the present. The merchants, missionaries and Marines - however well intentioned often saw in Asia and Asians what they wanted to see, rather than the realities of those cultures and peoples.
10. The Pacific Century: The Future of the Pacific Basin
This final episode looks at the difficult social problems - pollution, population growth, trade friction, immigration - that
are shared by the entire region. In the context of the growing economic and ecological interdependence of the AsianPacific nations, it examines emerging international conflicts as well as possible solutions.
83
How to use Pacific Century's "Meiji: Asia's Response to the West"
Essential History Questions:
To what extent were the changes during the Meiji period Westernization or modernization?
Pedagogical Issue: How to help students analyze point of view in documentaries?
Pre-viewing Questions
What type of techniques do documentary filmmakers use to show their opinions about a topic? possible
answers: interviews, historical footage, still photographs of people or artifacts, background sounds
including music, clips from movies, and narration, camera angles, lighting.
How will you be able to determine the filmmaker’s point of view by analyzing the techniques used in the
documentary?
What be some possible problems if we try to find information from a documentary that was not intended as
a focus? For example, if we look for information about the extent to which women were involved in the
first Chinese revolution, we might not find any focus on women. The absence of women in the
documentary doesn’t mean that women were not involved; it could just be showing the bias of the
filmmaker.
Post-viewing Questions
1. What techniques were used in the film?
2. What are the filmmaker’s opinions about the Meiji period?
3. Did the director conclude that the Meiji Westernized or Modernized?
4. Which film techniques worked the best to inform you? Which techniques worked best to convince you?
Explain your answers.
84
Historical Thinking Skills: ______________________________________________________
RESISTANCE TO IMPERIALISM INFLUENCED BY TECHNOLOGY
Look at the images of battles in the web pages linked below to complete the following tasks by the end of
the period:
1. Identify key technologies used
2. Analyze POV of the artist
3. Identify potential effects of Western uniforms on male gender identity.
o
o
o
o
o
o
o
o
Pearl River battles, 1839 http://www.history.ucsb.edu/faculty/marcuse/classes/2c/lectures/06L11ChinaJapan.htm
http://www.history.ucsb.edu/faculty/marcuse/classes/2c/images/1792Quianlong.jpg
http://members.tripod.com/east_west_dialogue/sitebuildercontent/sitebuilderpictures/victoria2.jpg
Sepoy Mutiny, 1857 http://www.calvin.edu/academic/cas/gpa/images/raub/raub3.jpg
Battle of Isandlwana, 1879 http://www.answers.com/topic/battle-of-isandlwana
Sino-Japanese war, 1895 http://ocw.mit.edu/ans7870/21f/21f.027j/throwing_off_asia/toa_menu.html
Battle of Adowa, 1896 http://worldhistoryforusall.sdsu.edu/dev/images/battle_of_adowa.gif
Battle of Omdurman, 1898 http://armsandinfluence.typepad.com/photos/uncategorized/omdurman1s.jpg
Russo-Japanese War, 1905 http://ocw.mit.edu/ans7870/21f/21f.027j/asia_rising/index.html
Spanish-American War (photographs), 1898
http://www.pbs.org/wgbh/masterpiece/americancollection/woman/images/timeline_pop_1898.jpg
http://www.modelshipmaster.com/products/modern_navy/spanish/iowa.jpg
http://cti.itc.virginia.edu/~hius202/images/lecture06/johnhay1.jpg
http://www3.eou.edu/hist06/SpanishAmericanWarGender.html
Summary Assessment:
Write a CCOT thesis on how technology affected resistance to imperialism
85
Unit Review Idea
1. Instructions: Explain how one of the items listed does not fit as well with the others in the context of the
19th century.
 Social Darwinism
 Marxism
 Nationalism
 Imperialism
 Liberalism
2. Instructions: Explain how one of the items does not fit as well with the others in the context of the 19th
century.
 Opium Wars
 Berlin Conference
 Sino-Japanese War
 Spanish-American War
 Sepoy Rebellion
3. Instructions: Explain how one of the items does not fit as well with the others in the context of the 19th
century.
 American Revolution
 French Revolution
 Haitian Revolution
 Mexican Revolution
 Russian Revolution
4. Instructions: Explain how one of the items does not fit as well with the others in the context of the 19th
century.
 Steamboat
 Repeating rifle
 Telegraph
 Quinine
 Compass
5. Instructions: Explain how one of the items does not fit as well with the others in the context of the 19th
century.
 English: Parliament vs King
 USA: War of Northern Aggression
 Qing China: Taiping Rebellion
 Tokugawa Japan: Satsuma Rebellion
 Sudan: Mahdi Revolt
86
Unit #6: 1914 - present
Six Weeks: Permanent Globalization and Reactions
Week One: World War One, Total War, and Reactions to the 14 Points
Timed writing: Change Over Time Effects of WW1 in Regions Outside of Europe (2005 Exam)
Week Two: Rise of Consumerism and Internationalization of Culture
Week Three: Depression and Authoritarian Responses
Week Four: World War Two and Forced Migrations
Week Five: United Nations and De-colonization
Map Test on Colonization Since 1500
Timed Writing: DBQ on Nationalism among Muslim Leaders (2005 exam)
Timed writing: Olympics DBQ (2009 exam)
Week Six: Cold War, Imperialism, and the End of the Cold War
Map Quiz: Decolonization
Unit Test
87
Socratic Seminar: Advertising in a Globalized Economy
Historical Thinking Skills: ____________________________________________________
Directions:
Examine an advertisement from a recent magazine or newspaper and use SOAPStone to determine the
POV of the ad. After determining the POV of the advertisement, be prepared to discuss your answers to
the following questions.
1. What did you notice about the techniques used in this advertisement?
2. Who is the audience for this advertisement? Who is NOT the audience for this advertisement?
3. What aspects of popular culture does the advertisement expect the viewer to know?
Based on the ads, what word would best describe the economy of the USA?” Defend your choice.
*Isolated
*Integrated
*Segmented
*Dynamic
88
Directions for “My Favorite Fascist” Game
1. Memorize the outline for what makes a fascist government.
2. Compare the outlines for Italy, Japan, China, Brazil, Germany, Spain, or Portugal.
3. Decide which fascist government is the “best” or “worst” according to rules you make for a fake
television show called “My Favorite Fascist”.
4. Prepare a five-minute live segment from the television show to present in class. Your group
presentation should have a clear bias or point of view. It should be clear that you are presenting
propaganda in support of your favorite fascist.
When and Why Did Fascism Begin?
A world economic depression began in the 1920s and drastically increasing unemployment in the 1930s.
The fractured world economy intensified political instability and ideological extremism. Demagogues used
these times of economic distress to preach a variety of solutions that were generally anti-democratic. Single
party totalitarian states emerged in Italy, Spain, Portugal, the USSR, Germany, Brazil, Argentina, China, and
Japan.
The ideology of fascism originated in Italy to glorify the leaders and expand its size. In Germany, Nazism
also featured the racist philosophy of Aryan supremacy and the subjugation of those not “Aryan”. Fascist
governments in Spain, Portugal, China, and Brazil used the threat of local Communist parties to gain
support from their people. The military government in Japan justified its expansionist policies on the needs
for industrialization. Fascists claimed they were creating a better type of “modern” person who would
retain traditional values, including gender roles, and still build a strong industrialized economy.
Outline of General Characteristics of Fascism
I. Personal Dictatorship
A. One individual is identified as the true leader of the nation, even though there may be an oligarchy or
military command structure.
B. The dictatorship has a religious quality with actions by the leaders said to be holy or extraordinary in
some way.
II. Intense Nationalism
A. The citizens must show patriotism for their country, which is a relatively new, modern nation-state.
B. The policies of the government are militant, aggressive, and intolerant of differences or public debate.
III. Forcible Suppression of Dissent
A. censorship of the press and exclusion of foreign journalists
C. increasing propaganda about how wonderful life is under the dictator
D. secret police and severe treatment of political prisoners
E. book burning
F. government surveillance of citizens’ activities, including religion, culture, family
89
Video Critique: Practice Argumentation and CCOT Analysis
“Unit 25, Global Popular Culture”
Annenberg Media, Bridging World History Series, 2005
http://www.learner.org/channel/courses/worldhistory/unit_main_25.html
Instructions for Video Critique:
5. Use the back of this sheet to take notes on the techniques used in the video: lighting, music, narration,
camera angles, dialogue, re-creations, artifacts, etc.
6. In the space below (or on a separate piece of paper) write a topic sentence identifying the opinion the
video producer wants the viewers to have about how the globalization of popular culture during the
twentieth century was more extensive, more pervasive, and more penetrating than during previous eras.
7. Explain and analyze how the video producer used two (2) techniques [camera angles, lighting, choice of
artifacts, photographs, re-enactments, film footage, music, narration, and/or pacing]to show his opinion
on the globalization of popular culture in the 20th century. Use a minimum of two examples for each
technique.
8. Write a concluding sentence with your opinion of how well the two (2) techniques show the video
producer’s view of how the globalization of popular culture during the twentieth century was more
extensive, more pervasive, and more penetrating than during previous eras.
90
Practice Argumentation
WW2 Periodization Debate
Directions to Students:
Look at the possible beginning and ending dates for WW2 listed below. Why do historians not agree about
the beginning and ending dates for major events like WW2? What factors influenced historians: patriotism?
Gender? Effects of the events? Work with small group to make a short argument for your ideas and then
be prepared to debate with the other groups about the starting and ending dates for WW2.
Beginning Dates
1931
1935
1937
1939
1940
1941
Japanese Invasion of Manchuria
Italian Invasion of Ethiopia
Japanese Invasion of China
German invasion of Poland
German attacks on Britain
Japanese attacks on Pearl Harbor, Hawaii, and Singapore (a British colony)
Ending Dates
February 1943
June 1945
August 1945
German army surrenders to Soviets
German surrender to Allies in Germany
Japanese surrender to Allies on USA naval ship
91
Teaching Studying
How can I provide good student study tips?




Provide test-condition AP World History multiple-choice questions and essays, i.e. use the same
directions they’ll see on the AP World History Exam.
Encourage students to rewrite their essays so they can learn how to meet the basic requirements of the
core and even go beyond the core.
Give a comprehensive test of 70 multiple-choice questions for practice.
Have the students analyze their performance so they can be more targeted in their preparation for the
exam.
How can I use themes to organize student thinking and for review?



Post the five APWH themes in the classroom and/or have students put them in the front of their
notebooks
Give groups of students one theme to track for a unit or for the whole year; they keep notes and do
extra research on the changes and continuities over time (CCOT) in that theme
At designated points in the unit or school year, the student groups make posters of annotated timelines
and/or maps, presentations, learning centers, or review games to show the other students the CCOT in
that theme for the unit
Annotated timeline assignment
Give students a time period. They select a theme and the ten events they think show the largest changes
related to that theme for the time period and place each event on the timeline. The annotations go below
the timeline and explain why each event was significant to world history. At the very bottom of the page,
they write a thesis statement about how the events in the "theme" in this time period show continuity and
change over time.
Annotated map assignment



Give students a large event or process, e.g. agricultural revolution, industrialization, imperialism,
WW2
Tell them to find ten events related to that larger process or event and place them on the map. The
annotations should go near the place on the map and explain why the event was important.
They write a thesis statement at the bottom or back of the map on how the process or event shows
continuity and change over time.
92
Study and Review Ideas
Part of the challenge of this course is helping students study a lot of material meaningfully and balancing
that need for depth and breadth. Below are a few examples of ways to study for both unit tests and the
exam in order to help students think comparatively, analytically, cross-regionally and cross-chronologically.

Have them create their own Multiple Choice questions and Free-Response questions.
Sample Timeline activity
 Draw a timeline on the board for the particular unit you are studying.
 Put students in groups.
 Give each group a number of events from that unit.
 Have them work as a group to put them in the right order and on the back they need to write the
significance of the event and why it should be placed in that particular order.
 Once they have their events in order they need to come up to the board and place their events in the
proper chronological order with the other events that other groups were given.
 Lead a review of the class-created timeline as a group. Ask students if anything needs to be moved and,
if so, why?
Categories Card Game
Preparation: Combine one student’s study cards for the whole year of the APWH course into a deck. Some item (e.g., spoons,
chips, dice, stones) are set in the center of the playing table. Be sure to set out one less than the number of players.
Play: The deck is shuffled and all the study cards are dealt. The first player passes a card to the player on his/her left, that player
takes the card and passes a card to his /her left; play continues in this way. Players are keeping cards trying to collect all the cards
that fit one of the six APWH themes. Once a player has at least eight cards that fit one theme, he/she quietly picks up a spoon.
As soon as players see a spoon picked up, they do the same. The player without a spoon loses a point.
Score: The student who picked up the spoon first then has to explain how his/her cards fit one of the APWH themes. If the
whole group playing doesn’t agree that all of the cards fit that theme, then the student loses a point. If they all agree, then the
student wins two points. They keep playing until someone has six points.
Boggle Strategy
Activator/ Assessment Strategy
1.
2.
3.
4.
5.
6.
Review materials (chapter or notes) from previous day for several minutes.
Free write (Brain dump) everything you can remember from yesterday. DO NOT USE BOOK OR NOTES. (Could ask
students to recall and write
the three most important things from yesterday – teacher could use as formative assessment)
Draw a line across your paper.
Form in teams of 4. Take 3 minutes to share what each recalled from memory.
Add new ideas below the line of your paper.
Pair with someone from another group and share your list. You have 2 minutes.
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Tips on forming study groups.
Review Ideas
Study groups might be made up of 3 - 6 students who are required to meet weekly outside the classroom, usually in
someone’s home or even at school but not during class time. The teacher can post a list of all of the AP students.
Groups are formed across classes. Then a sheet goes up so they can write their groups down. The students should
keep the teacher informed about any potential problems and allow the teacher to act as a mediator if necessary.
There are a few purposes for the groups. Obviously, one is to study. Explain to them that sometimes a student will
leave class not understanding some concept or idea. Frequently, some study group member will have grasped it and
can explain it to the others. Also, the group is an ideal place to review class material as well as go over required and
supplemental readings.
A side benefit of all of this is that students learn to work together cooperatively and supportively. They are
encouraged to weed out the nonproductive members and to seek members who are not friends, but who would be
assets to the group. The nonproductive members of the class quickly learn that they need to improve their work
habits or they will not be accepted into any group.
Instructions for accessing released test items from College Board websites.
http://apcentral.collegeboard.com/apc/public/courses/teachers_corner/4484.html
Name that Category
Name a global process and time period and they have to give examples with an explanation of how that example fits the process.
Students can use their study cards which have the examples on them, but bring in a buzzer and limit their time. If they can't come
up with an accurate example for the time period, they're "out". We'll do a "musical chairs" set up and try to keep students moving
in and out.
Pardon the Interruption -- John Jordi [johnjordi@bishopsnyder.org]



Washington Post columnists Tony Kornheiser and Mike Wilbon face-off during this half-hour
debate devoted exclusively to sports opinions and headlines.
Time is always ticking away as Kornheiser and Wilbon haggle their way through an on-screen ticker
of sports topics. Two minutes per argument and rebuttal makes for a fast-paced and quick-witted
show delivering candid insight.
In every episode of the critically acclaimed show, the pair also interview a sports newsmaker. Then,
before they sign off, PTI researcher and Around the Horn host Tony Reali corrects any statistical
fouls Kornheiser and Wilbon made in the heat of battle.
Do this with historical characters, empires, etc. Each student is responsible for the chapter's things and
coming in with the laminated picture and their partner will also have pictures. They will then give each other
questions and answers just like they do in the video.
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Review ideas and games to practice demonstrating mastery of broad concepts
May Madness: teachcasto@hotmail.com and Ben Calsbeek [bcalsbeek@hotmail.com]
who is greatest person in history- they will pull a name out of a hat and will argue 1 vs 1 in the "first round"
3-5 point criteria for both people and civilizations. They decide what makes a person/civ "important"...while
the final product of this little activity doesn't mean much, the process is an excellent critical thinking activity.
We have had some great debates about "how does someone get in a history book?" On the one hand my
students want to argue the "perspectival" nature of history--ie "important" is a relative term and it depends
on culture, time period, ethnicity, etc....Great. But then when I ask them if there should be a chapter about
me in their book, they all agree in the absurdity of the idea. From that point, I ask them to explain how, for
instance, I am different than Alexander the Great (or whoever). From there we start to develop the criteria.
What is very interesting, though, is the observation that while it is easy to apply the criteria between Alex
and me, it is not so easy when they apply the same criteria to say, Plato and Buddha
Big Picture – Jay Harmon -- Jay Harmon [jaypharmon@comcast.net]
Posting big paper on the wall from each of the big eras, and the students brainstorm and vote as a class
what the most significant political, social, economic and environmental terms are, with a "river" of
continuities flowing from chart to chart, with a big ole red blob that symbolizes a break or change. As we
create them we post them around the room on the walls for all to see up to the last possible minute.
Students Create a Concept Map to Show Connections Among Concepts:
Start with a concept, e.g. Early Civilizations, brainstorm causes and effects of the concept, and then draw arrows
between the ideas and write verbs to indicate the connections.
Sedentary Agriculture
Cities
Surplus Food
Political Leaders
Increased Population
Record-Keeping Systems
Labor Specialization
Monumental Architecture
Social Hierarchy
Religious Centers
Technological Innovation
War
Trade
Patriarchy
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CONNECT NINE GAME
Rules: Students pick one of the APWH themes and one time period, and then put in the boxes nine facts related to
that theme and time period. Students have to explain the connections between the facts that are next to each other in
the boxes.
Example: Environment Theme and Period 4 (19th century)
Coal Steam Power Textile Dyes Cotton Cholera
Urbanization
Population Increase Enclosure Movement
Pollution
Review Ideas for Exam
Use the questions below to check your memory of the dates, causes and effects of key events, significant people, and
important global processes in each time period. You also should review your knowledge of where the following places are in
the world.
Units One and Two-8,000 BCE to 600 CE
1. Could a worker on the Egyptian pyramids have met a worker on the Qin Great Wall?
2. Could a Gupta mathematician have met an Athenian Greek mathematician like Pythagoras?
3. Could a merchant involved in the salt-gold trade in Ghana have met a Mauryan pepper merchant?
4. Could an Olmec sculptor have met a Shang bronze bell manufacturer?
5. Could Cleopatra have met a Roman soldier who destroyed the Second Temple in Jerusalem?
6. Could Boudicca have met the Trung Sisters?
Unit Three-600 CE to 1450 CE
1.
2.
3.
4.
5.
6.
Could the Tang poet Du Fu have met the Florentine artist Michelangelo?
Could Afonso of Kongo have met the last caliph of the Abbasid?
Could a Mayan mathematician have met Ibn Battuta?
Could a sailor working out of Calicut during the Delhi Sultanate have met a Ming sailor?
Could Lorenzo de Medici have met the Aztec Emperor Montezuma I?
Could a Sung porcelain manufacturer have met a Benin sculptor?
Unit Four-1450-1750 CE
1.
2.
3.
4.
5.
6.
7.
Could Louis XIV have met Peter the Great?
Could Cortes have fought to win the last battle of the Reconquista in Granada?
Could Columbus and Hideoyoshi have met?
Could Elizabeth I and Montezuma II have met?
Could a sailor in the Spanish Armada and a Dutch trader in New Amsterdam have met?
Could the Ottoman sultan Suleiman and Pocahontas have met?
Could the Byzantine Emperor Justinian and Magellan have met?
Review Ideas: Memorize each of the lists below then group them according to similarities and differences
Famous writing systems:
Egyptian hieroglyphs, Chinese characters, Sumerian cuneiform, Phoenician alphabet
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Friend or Foe?
Romans and Germanic Tribes
Romans and Huns; Han and Xiongnu
Latin West and Byzantine Empire
Meiji Japan and Imperial Germany
Mughal Empire and British Empire
Tokugawa Japan and Portuguese Empire
England and France
Tsarist Russia and Ottoman Empire
Who’s a Barbarian?
Huns, Germanics Peoples, Xiongnu, Mongols, Arabs, Vikings
Where are the city-states?
Mesopotamia
Greek peninsula
Mesoamerica
Italian peninsula
Why Can’t They Stay Home?
Bantu
Vikings
Swahili coast
Mongols
Chinese merchants
A suggested timeline for exam preparation
 Work backward from May ______, the date for the APWH exam
 Check your school calendar for scheduled conflicts (student government elections,
fieldtrips, assemblies, college fairs, etc.)
 Make sure that you finish your last unit and unit test at least two weeks before May
______.
 Check to see which days your students might be taking other AP exams
 You should try to review for at least seven (7) days
 Give students a mock APWH exam with 70 selected-response questions and at
least two essays in one sitting – (1 day)
 Analyze the results of the exam and share the APWH typical score – (1 day)
 Make sure there’ll be enough time to review one unit each day – (6 days)
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Creating APWH Multiple-Choice Questions
In general, write questions that are comparative and cross-regional. Every test also should include
some global questions to test students’ understanding of the global perspective in world history.
Few questions on the examination ask students for very specific dates or names, so put less
emphasis on many questions that require extensive recall of lists of information. Your unit tests
might be more specific than a mock-AP exam, however, because students will have mastered more
in-depth content than seventy (70) questions can address for the whole course.
You might use the following checklist as you draft your test questions.
Checklist
__ There should be four (4) choices of answers to each question.
__ Use the A.P. World History Curriculum Guide for names and terms. Use some of the
illustrative examples in the Key concepts, but don’t feel compelled to test all of them.
__ Use maps, charts, visuals, and quotes in some of the questions.
__ Cover all themes in each unit test.
__ Make some of the questions reflect change or continuity over time.
__ Balance the number of questions on each major world region.
__ Ask questions over the whole time period for each of the major chronological divisions of the
course.
__ Follow the style of questions in the Course and Exam Description: relatively short questions
with short answers. Make sure the students have enough time to read the question and all of the
answers.
__ All of the answers should be possible responses to the question. The wrong answers, however,
should be clearly incorrect not a less likely answer.
__ Keep the possible responses parallel to each other and grammatically consistent with the
question or stem.
__ Avoid EXCEPT or NONE/ALL type questions.
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Examples of Typical Types of MCQ on 2002 Released Exam
Comparative Type of Question
33. Which of the following is an accurate comparison of the Chinese and Mexican revolutions during the
twentieth century?
(A) Both promoted imperialism.
(B) Both were supported by Japan.
(C) Both were supported by an elite group of landlords.
*(D) Both generated land-redistribution policies.
Interaction Type of Question
49. Commerce was a key mode of exchange between which of the following pairs of political entities?
(A) The Mayan Empire and the Song dynasty
(B) Ghana and the Mongol Empire
(C) Japan and the Byzantine Empire
*(D) The Crusader states and the Fatimid caliphate
Causation Type of Question
29. Which of the following policies led to radicalization in both the French Revolution after 1789 and the
Russian Revolution after 1917?
*(A) War against foreign enemies.
(B) Strikes by factory workers.
(C) Coming to power of the peasantry.
(D) Creation of a salaried clergy.
Global Process Type of Question
36. By 1980 most industrialized countries reached a fairly stable population level, but population growth in
nonindustrialized countries continued at a very high rate. The most likely explanation for this difference is
that
(A) climatic shifts resulting from global warming have caused population decline in the industrialized
countries
(B) the “green revolution” was rejected by industrialized countries but embraced by non-industrialized
countries
(C) farmers in industrialized countries concentrated on growing cash crops for export rather than food crops
for domestic consumption
* (D) children are a more important source of labor in agricultural than in industrial societies
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Ideas for After the Exam
1. Party! Celebrate the day after the exam.
2. Write letters of encouragement to next year’s students.
3. Create a survival guide for next year’s students.
4. Film Festival with video critiques or discussions; look up published film reviews; focus on
films not made by Hollywood producers
5. Research and presentation projects on special topics: identity in the 20th and 21st centuries,
human rights, warfare, cultural trends, etc.
6. Do or redo simulations, trials, debates they enjoyed.
7. Finish the last chapters of the textbook you didn’t do.
8. If juniors, let them investigate colleges. Get the career counselor to talk to them about the
process of applying to college and for scholarships.
9. Have guest speakers talk about careers or current events.
10. Make a video about a key event in world history.
11. Collect newspaper articles regarding issues from around the globe and explaining how each
issue is linked to a previous historical event or development from world history.
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