AP World History: Extra Credit – MP4
NAME: ________________________
Interpret World History by Creating Review Materials
Due: ____Monday, 5/11___
I find extra credit opportunities to be a chance to engage in activities or information that we
don’t typically get to do. In my opinion this means that extra credit should require work,
learning new material, and connecting this new information to our course.
Situation:
One interpretation of World History that has been investigated extensively this year during class
and extra credit opportunities is the driving influence of economics and trade. One of the most
notable historians who consistently advocates the centrality of economics in history is Kenneth
Pomeranz, who authored The Great Divergence: China, Europe, and the Making of the Global
Economy and co-authored The World That Trade Created. These two influential works argue
that cultures and economies are intimated linked.
But, as we finish our year learning about World History, it’s time to reflect. What was really
important? What is World History really about? This assignment asks you to offer your own
interpretation of world history while creating your own review packet.
Tasks:
 In a group of 1-3, create a review packet that relays the history of the world through a
specific driving influence – much like Dr. Pomeranz.
Purpose:
 Analyze large scale global developments and selected regional examples in order to
uncover changes and continuities that periodize world history.
Procedure:
The best review books challenge the status quo. Meaning the time periods, grouping of civilizations,
organization, long term causes, and long term effects that we have long taken for granted are not
necessary the only or right way to learn this material. In order to remember information, it would have
meaning to you, so pick themes, units, and dates that YOU think are significant.
Additionally, in order for your review book to be effective, you must divide the work appropriately.
Collaborating and review editing each step of the process helps everyone in the group to see all of world
history, whereas using divide and conquer only helps each group member review small, isolated segments
of world history. As a result, students who complete the assignment individually rather than as part of a
group often work faster and learn more, to be frank.
1. Select a theme through which to interpret world history. This theme should provide the focus for
your summary of world history and as a result help dictate the organization, information to
include, and information to exclude.
Some ways to create a theme/focus for world history are:
a) Create a series of historical laws or truisms. In other words, what are the morals of world
history’s story?
b) OR - Select a series of quotations or proverbs that capture the essence of world history’s
major developments or cultural regions.
c) OR - Suggest alternative time periods based around different trigger events (and their
associated start/end dates) which would change the narrative of a given period.
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Sample alternative periodizations (& teacher’s adjoining assignment)
d) OR – Create a history of the “-isms”
e) OR - Determine which course overarching idea (listed below) of the course best
summarizes world history:
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Humans need to adapt to environments has necessitated technological innovation.
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Cultures spread through syncretism.
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Economic conditions are a key component in legitimizing or undermining the
existing social order.
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Religion is a key component in legitimizing or undermining government.
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Social inequality is source of conflict yet ever-present in civilizations.
2. Based on the theme you’ve selected to summarize world history, separate history into 5-10
units/time periods.
3. Now describe the history of each of your units. (approx 1-3 pgs per unit)
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Your description of each unit should balance global big picture developments and
detailed examples from specific societies. This might end up reading very much like a 5+
paragraph essay with overarching intro, several paragraphs of examples, and conclusion
tying everything together.
4. Create a glossary for each of your units by selecting details, describing each detail in 1-2
sentences, and explaining the significance/connection-to-theme of each detail in 1-2 sentences.
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Concepts (6-11 terms)
Events (5-10 events)
Visuals (4-9 pieces of art/architecture/map)
People (3-8 people)
5. Submit review book in a single file/document to TurnItIn.com before due date.
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www.turnitin.com
Class ID = 4394361, Class Name = NPenn-WHAP, Password = whap
6. Print out your review book (1 per group) and hand it to Mr. Mostert before the deadline.
Grading:
3 pts
Displays analytical & original thought beyond simplistic answers
Displays a thorough understanding of the entire source material
Answers the question completely, thoroughly, & accurately
Supports conclusions with many specific examples & details
2 pts
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Displays some analysis & making connections although may be simplistic
Displays an understanding of the source material
Answers the question completely & accurately
Supports conclusions typically with examples & details
Any omissions or factual errors are rare & minor
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Displays little analysis or original thought – relying heavily on source material
Displays a limited understanding of source material
Answer addresses the question but not fully
Conclusions are based on generalities & a limited number of examples
Any omissions or factual errors are common or significant
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Displays little understanding of source material, lacks focus on the purpose & task,
and/or has plagiarized information
0 pts
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1 pt
Rubric: