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Unit 4. SVA Edwards AP World History

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Jason Edwards

on 30 May 2013

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Transcript of Unit 4. SVA Edwards AP World History

ASSESSMENTS sample debates Free-Response Essay #8: Compare and contrast the role of nationalism in both creating nation-states and defining foreign policy in TWO of the following regions. (Germany, China, Japan, Egypt)

Free-Response Essay #9: Analyze the impact of war on civilians. Choose either World War I or World War II and compare it with one of the following conflicts. (Korean War, Vietnam War, Angola War, Nicaragua War, Bosnia / Kosovo War, Cambodia)

DBQ #6. To what extent did the Cold War affect the goals of leaders of decolonization movements and new nations in the 1950s and 1960s? What additional types of documents would help in answering this question? Free-Response Essay #7: Compare the Portuguese method of creating and maintaining empire with that of one of the following land-based empires. (Safavid Persia, Ottoman Empire, Mughal India)

DBQ #5. What are the similarities and differences in the motives claimed by leaders who supported independence movements in the Atlantic World in the late 18th and early 19th centuries? What additional document(s) would help you analyze their motives? Free-Response Essay #5: Compare and contrast the social, political and economic patterns of the TWO of the following civilizations. (Mayans, Aztecs, Incas)

Free-Response Essay #6: How does the world economic network of 1750 compare with that of 1000?

DBQ #4. Based on the following documents, evaluate attitudes about the role Native American labor served in the Spanish colonies in the Americas in the 16th and 17th centuries. Explain what kind of additional document(s) would help you evaluate these attitudes. Free-Response Essay #4: Compare and contrast the economic and political systems of two of the following regions between 700 and 1300 CE. (Russia, Byzantine Empire, Western Europe)

DBQ #3. Using the following documents, analyze the ways post-classical architecture and artwork served to reinforce the positions of the elites in societies, especially among the illiterate portions of the population. Explain what additional types of documents would help substantiate your argument. Free-Response Essay #2: Compare and contrast the economic and political choices made during the Tang/Song Era with those made during the first century of the Ming dynasty.

Free-Response Essay #3: Compare and contrast the economic and political effects of China on TWO of the following neighboring regions. (Korea, Japan, Vietnam)

DBQ #2. Based on the following documents, how did ancient cultures reinforce that women’s status was subordinate to men’s status? What evidence is there of women’s power or authority in these patriarchal societies? Explain what additional types of documents might be helpful in making these assessments. Free-Response Essay #1: Compare the development of political structures in China with those in India.

DBQ #1. How did classical Greece, Rome, and India conceive of slavery and the treatment of slaves? To what extent did race or ethnicity play a role? What additional types of documents might help assess the significance of slavery during the classical period? AP® enables students to pursue college-level studies while still in high school. Through more than 30 courses, each culminating in a rigorous exam, AP provides willing and academically prepared students with the opportunity to earn college credit, advanced placement or both. While multiple-choice questions are scored by machine, the free-response questions are scored by thousands of college faculty and expert AP teachers at the annual AP Reading. Scores on the free-response questions are weighted and combined with the results of the computer-scored multiple-choice questions, and this raw score is summed to give a composite AP score of 5, 4, 3, 2 or 1. AP Score Qualification:
5 = Extremely well qualified
4 = Well qualified
3 = Qualified
2 = Possibly qualified
1 = No recommendation Multiple-choice 70 questions 55 minutes
Document-based question 1 question 50 minutes
Change-over-time essay 1 question 40 minutes
Comparative essay 1 question 40 minutes What is Advanced Placement? The AP Exam: The DBQ: Sample Multiple Choice Question: Before 500 C.E. Judaism and Hinduism were similar in that both
(A)had written scriptures and an ethical code to live by
(B) spread widely around the Mediterranean
(C) promoted teachings about reincarnation
(D)advocated a monastic life and a rejection of the world Using the following documents, analyze similarities and differences in the mechanization of the cotton industry in Japan and India in the period from the 1880s to the 1930s. Identify an additional type of document and explain how it would help your analysis of the mechanization of the cotton industry. This question is designed to test your ability to work with and understand
historical documents. Write an essay that:
• Has a relevant thesis and supports that thesis with evidence from the documents.
• Uses all of the documents.
• Analyzes the documents by grouping them in as many appropriate ways as possible. Does not simply summarize the documents individually.
• Takes into account the sources of the documents and analyzes the authors’ points of view.
• Identifies and explains the need for at least one additional type of document.

You may (MUST) refer to relevant historical information not mentioned in the
documents. Summer Work: 1. Read Fareed Zacharia’s provocative book The Post-American World by August 13th.

2. Read chapters 1, 4, 5, 6, 7 and 10 in the textbook

3. Complete online work
- Read the chapter summary online
- Complete the Multiple
-Choice questions online and email results to teacher
- Complete the Short Answer questions online and email results to teacher Building upon your thinking and discussions initiated through our readings, lectures and Prezi-tations so far this unit, work in teams in preparation for a culminating debate. Essay Prompt: Intro:
-Define terms in the question, present your thesis statement, stance, roadmap
-One strong paragraph for each main point, supported with specific content from the unit
-Briefly summarize your stance and main points -Circle your own thesis statement
-Switch essays with a neighbor
-Write "Reviewer: _______(your name)" at top
-Underline all specific references to course content
-Write two things your classmate did well
-Identify any of the following that were lacking:
Is the language and tone appropriate (formal & persuasive)?
Defined key terms?
Took a stance in response to the question?
Is there a roadmap at the end of the Intro paragraph?
Was the roadmap followed in organized, topical paragraphs?
Developed thesis statement with each paragraph? DEBATE Peer Review of Essays Songs to choose from: PARODIES a) Writing TOPICS: Content for lyrics: b) Persuasiveness Aristotle's three means of rhetorical persuasion:

ETHOS -credibility
LOGOS -logic
PATHOS -emotion c) Dialogue d) Analysis Social
Religious / Race
Economics / Environment THEMES QUESTION TYPES Socratic Circle Essay Checklist Did intro paragraph:
Define key terms?
State time period?
Deductively and efficiently set up thesis statement?
Take a stance in response to the question?
Conclude with a roadmap of main points?
Was the roadmap followed in organized, topical paragraphs?
Developed thesis statement with each paragraph?
Is the language and tone appropriate (formal & persuasive)? Compare
To what extent?
Effect Instructions: In groups of 3-4, write lyrics to a song parody from the options given that teaches one of the topics to the class, making the content for each memorable. *OPTIONAL ... as an extra assignment (worth up to as much as a chapter test), based on the following criteria: -Addressed all relevant content
-Lyrics were creative and well written
-Video was well made, fitting with song
-Involved all team members
-Correctly uploaded to YouTube
-Link was emailed to teacher Groups may recruit a musical guest (classmate, friend, relative or teacher) to record the song itself, then make a music video featuring your team to accompany the musical track. DUE: Anytime before November 30th, 2012 Andrew
Gretchen VS. Carly
Lexi ROUND 2 Kaleb
Emma VS. Lil
Kaley ROUND 1 Jackson
Trystan VS. French Flower
Claire ROUND 2 Jackie Pyle
Mary VS. Julia
Kendal ROUND 1 Motion: Practices of the Chinese (Tang & Song) and First American (Inca & Aztec) civilizations ought not be judged by ethical standards from the outside, but rather upheld and celebrated as examples of 'the noble savage.' Sino-Asian societies were more stable, and therefore better, because women were subordinate to men in patriarchal Mongolia, Japan, Korea and Vietnam. Claire
Cristo VS. Reese
Zack Sarah
Kelyn VS. Maddie
Jillian Were Sino-Asian societies more stable, and therefore better, because women were subordinate to men in patriarchal Mongolia, Japan, Korea and Vietnam? -Profile of Fortune 500 CEO's
-Androgynous Leadership WEEKLY PLAN: Tues -Lecture
Wed -Socratic Circle: Death to Sarajevo & Nietzsche's Death of God
Thurs -Lecture
Friday -Student Prezi

Mon -Lecture
Tues -Test WEEKLY PLAN: World Hist AP World Hist Tues -Lecture on Asia
Wed -Test and Work Time
Thurs -Lecture
Friday -Student Prezis

Mon -Lecture
Tues -Socratic Circle: Death to Sarajevo & Nietzsche's Death of God
Wed -Test and Essay Elitism is inevitable because resources are scarce and some people will rightfully advance further and faster than others. Striving toward a more egalitarian society is a naive pursuit.
Reference examples studied so far in Unit 3. Describe the reading 0. What % of the assigned readings did you complete for today? What did you find interesting or surprising?

1. As a colonial revolutionary, what do you understand Bolivar to have meant by utilizing this quote in his context: "Liberty, says Rousseau, is a succulent morsel, but one difficult to digest"?

2. Do you agree with Bolivar's conclusion that there were never two "states as dissimilar as the English-American and the Spanish-American"? Why would the Spanish-American not be equality suited to thrive in a democracy?

3. Why do you think only 1.5 million emigrated while 1 million died of starvation during the 4-5 years of famine? Why did that many die, rather than move elsewhere?

4. Based on both readings during a similar (pre-Communism) time period, how involved (specifically) would you advise a national government to be with the national economy? To what extent can a free-market guide itself?

5. What other historical evidence might shed helpful light on these revolutionary times in each nation?

My question (s) ... Historical Themes: Theme 1: Interaction Between Humans and the Environment
• Demography and disease
• Migration
• Patterns of settlement
• Technology
Theme 2: Development and Interaction of Cultures
• Religions
• Belief systems, philosophies, and ideologies
• Science and technology
• The arts and architecture
Theme 3: State-Building, Expansion, and Conflict
• Political structures and forms of governance
• Empires
• Nations and nationalism
• Revolts and revolutions
• Regional, transregional, and global structures and organizations
Theme 4: Creation, Expansion, and Interaction of Economic Systems
• Agricultural and pastoral production
• Trade and commerce
• Labor systems
• Industrialization
• Capitalism and socialism
Theme 5: Development and Transformation of Social Structures
• Gender roles and relations
• Family and kinship
• Racial and ethnic constructions
• Social and economic classes Instructions: a. Nominate 4 captains
b. Draft teams
c. Huddle with teams and choose your theme
d. Write each team member's name and your chosen theme on the board (first come first serve)
e. Listen to teacher's explanation of debate format
f. Use all resources at your disposal to... Using specific historical evidence, support why your chosen theme had the greatest impact in shaping history compared to all other themes. MIDDLE EAST Like earlier Islamic dynasties, the Ottoman Empire lacked a principle of succession (a system for determining who would rule next). This led to prolonged warfare among prospective successors. Similar to the Ottoman Empire, the lack of a principle of succession in the Safavid empire led Abbas the Great (Shah of Iran) to eliminate all capable rivals, leaving no capable ruler following his death. Babur…
-wrote one of the great histories of India and was a fine musician.
-was a fine military strategist and fierce fighter who went into battle alongside his troops.
-defeated a much larger force in 1526 at the Battle of Panipat, which led to the establishment of his dynasty.
-designed gardens for his new capital at Delhi and was a fine musician. Akbar (the third great Mughal emporer)…
-patronized the arts.
-personally oversaw the building of the military and administrative system.
-encouraged intermarriage between the Mughal aristocracy and the Hindu Rajput rulers.
-extended the Mughal conquests in central and northern India. The first Safavid shah was Isma'il. The Safavid empire reached its greatest extent under Shah Abbas the Great. Early modern Islamic empires included
-Followers of Shi'a Islam in former Persian territory
-Mughal Abu Taleb described the great rich as being disinterested, vain, shallow, proud and lacking curiosity. At the outset of the reign of Aurangzeb the Mughal bureaucracy was bloated and corrupt, the army was backward in weaponry and tactics, and the peasants and artisans had seen living standards fall. Babur, as the first Mughal emperor successfully defeated the Muslim ruler of the Lodi dynasty in 1526 at the battle of Panipat in Northern India. The major difference between the declines of the Abbasids and the Ottomans was that the Ottomans (because of their Western location and contact with the world through trade) were at a much greater disadvantage as a result of the more potent threat from the West -especially at sea. One of the most beautiful of the Ottoman mosques of Constantinople was the Suleymaniye. The Ottoman empire benefited in the short run from non-Muslim traders (Christians and Jews) who had extensive contacts with overseas empires that the Safavid empire lacked. Following the conquest of Constantinople in 1453 the Ottoman sultan undertook the restoration and beautification of Constantinople. After the Ottomans lost the monopoly over the Indian trade, these results followed:
-Spices carried around Africa by Europeans enriched the Ottomans' Christian rivals.
-Direct carriage of eastern goods to ports in the West implied loss of revenues in taxes in Muslim trading centers.
-Military setbacks revealed the obsolescence of the Muslim fleets.
-Internal unrest further undermined Ottoman rule. The Ottoman Empire declined because of:
-Oppressive demands of local officials caused the peasantry to abandon their holdings and flee.
-Local officials began to retain increasing amounts of revenue for their own purposes.
-The ability of individual sultans to rule declined.
-Western Europe grew more powerful and challenged their existence. ASIA The Spanish were able to conquer these areas within the Philippines:-Java-Luzon-Leyte-Suhong Products associated with the Indian zone of the Asian sea trading network included:
-Cotton textiles
-Cinnamon Europeans who arrived in Asia in the 16th and 17th centuries were disappointed by how…
-Asian culture was thriving and diverse.
-the Europeans were too few in numbers to exert force on Asian kingdoms.
-Asians were uninterested in converting to Christianity.
-Asians were uninterested in European trade goods. Of all the raw materials being traded, spices were the most highly valued exports in the Asian seatrading network for the Europeans. The Chinese abandoned the commercial voyages of the Zheng He expeditions because there was little of value for the Chinese to import in trade, and the voyages were expensive to carry out. Asian trading network was that most of the navigation consisted of sailing along the coastlines and avoiding open seas. Chinese learning as shown in these examination questions placed great emphasis on rote learning. By the early 16th century the Portuguese established these main fortified trading ports, including:
-Malacca The product most closely associated with the Arab zone of the Asian seatrading network was glass. The Portuguese lesson learned at Calicut was that Western products brought for trade were of little or no value. The Jurchens or Manchus were the next group to successfully asserted control over China following the collapse of the Ming dynasty. The voyages of exploration conducted by Vasco da Gama opened the way for the Europeans to the Indies. The Dutch commercial strategy within the Asian trade network differed from that of the Portuguese in that the Dutch were more systematic in their monopoly control of a limited number of specific spices. Foreigners were permitted to do business in China during the Ming era at Macao and Canton. As a result of Japanese isolation in the 17th century, the following polices were imposed:
-Foreign traders were confined to the island of Deshima in Nagasaki Bay.
-Neo-Confucian philosophy gave way to the influence of thinkers who championed the school of "National Learning."
-Christianity was banned and Christians were persecuted.
-Western books were banned. The first Ming emperor (Hongwu) introduced:
-The position of chief minister was abolished.
-The position of the scholar-gentry within the bureaucracy was restored.
-State subsidies for imperial academies and regional colleges were reinstituted.
-The civil service examination system was reinstated. Babur was a conqueror from Central Asia who, following a series of setbacks, finally succeeded in laying the basis for the Mughal dynasty in the Indian Subcontinent and became the first Mughal emperor. Aurangzeb was the sixth Mughal Emperor and ruled over most of the Indian subcontinent. Byzantium
(modern-day Turkey) The Abbasid Caliphate was a brief Islamic empire that had Bagdad (Iraq) as it's capital until it was sacked by the Mongols. Key Concepts -Basic principles of the Enlightenment were that …
Society's goals should center on improvements in material and social life.
Human beings are naturally good and can be educated to do better.
Religions that relied on faith or refused to tolerate diversity were wrong.
Humans behave according to natural laws based on reason.
-People that were influential to revolution included…
Voltaire (civil liberties)
Montesquieu (separation of powers)
Hobbes (social contract theory)
Locke (natural rights)
Rousseau (republicanism)
Las Casas (natives are human)
Tupac Amaru (fight for liberty)
Wilberforce (ban slavery)
-Independence from ruling oppressors
-Social Pyramid in Iberian colonies
-American Revolution
-French Revolution
-Grand Colombian Revolution (led by Simon Bolivar in what became Columbia, Venezuela and Bolivia) 1. What was the Enlightenment Movement?
2. Who were some principal thinkers?
3. What were some key ideas?
4. Who had already resisted oppression in Latin America?
5. Compare and contrast the following social and political settings:
-Spanish colonies
-Portuguese colonies
-North American colonies
-France: both Pre-Revolution & Reign of Terror
6. What motivation would the elites living in the Iberian colony have to change the arrangement? DBQ #5 Review Questions GLOBAL
COLONIES The following resulted after the Maoris and Europeans first had contact during the 1790s:
-The spread of alcoholism and prostitution
-The introduction of European firearms to Maori warfare
-Endangerment of the native ways of living
-The introduction of European diseases such as smallpox Balkan nationalism in the 19th century initially exacerbated deteriorating relationships between Russia and Austria-Hungary who both shared interests in the region. Louis Pasteur was responsible for the discovery of germs. Western Europe experienced a huge population jump after about 1730. A European alliance finally crushed Napoleon’s French empire in 1815. In 1820, Greece fought for its independence from the Ottoman Empire. As a result of European economic exploitation of their colonies, the following economic sectors increased:
-Textiles Land empires in Asia accumulated in the 18th century by the initiative of overseas agents of the Dutch and British East India companies acting in the absence of instructions from the company directors Of all the European colonial powers only France granted citizenship to educated inhabitants of their colonies. Motives for expansion in the late 19th century included:
-The need to ensure a supply of raw materials
-The need to invest surplus capital
-The pressure of public opinion
-The use of colonies as pressure valves to release the pressures of unemployed workers and surplus goods The attitude behind the notion of ‘the white man’s burden’ was that Europeans had a duty to rule over Africa. The trans-European liberal political group held that: "The political goals of greatest significance are the establishment of constitutional rule and the extension of the parliamentary franchise to propertied men of the middle class." Kamehameha was a Hawaiian prince that created a united kingdom in 1810 with the aid of British weapons and advisors. Above all, population pressure in the 18th century drove many people into the working-class proletariat. The Zulus defeat British military forces at the battle of Isandhlwana in 1879. Prior to 1902, South Africa was considered a contested settler colony. According to the police report workers were damaging new machinery and throwing items into the river because the machines represented a new way of working and the workers were frustrated and unsure that they could continue in their jobs. Beginning in 1870, governments in the West expanded their functions in these ways:
-By extending the regulatory apparatus
-Civil service examinations
-Wider welfare measures
-Establishment of compulsory education to age 12 Socialist movements that proposed the possibility of gradual and peaceful change rather than revolution were called revisionist. Imperialism in the period following European industrialization produced the following side effects:
-The search for markets for European manufactured products
-The search for raw materials to feed the machines of Europe
-The establishment of European colonies in the interior of Africa and Asia
-The need to find profitable investments for excess capital The establishment of educational systems in Africa was different from those of Java and India in that education in Africa depended more on religious missionaries than on state support. The annexation of the colony by the British in 1815 set the Boer colony in South Africa on a different path than the White Dominions of Canada and Australia. The main causes for the American Revolution were:
-Britain's attempts to impose new taxes and trade controls after 1763
-British belief in mercantilism
-A desire to overthrow the older colonial leadership
-Restriction on free movement into the frontier areas The French attempted to weaken Britain by siding with its revolutionary colonials. The Battle of Plassey was the critical point of conflict in which the British defeated a combined force of Hindu Indians and French. After industrialization in 19th century Europe, a demographic transition occurred which led to a new system that promoted stable population levels through lower birth and death rates. Similarities between South Africa and Australia include that:
-Settlers found a temperate climate in both colonies in which they could grow crops and raise livestock familiar to Europeans.
-Settlers encountered a disease environment in both colonies in which they could survive.
-After slow starts, both Australian and Boer colonists began to move into the interior of their respective colonies.
-Both were parts of the extensive British Empire. The British East India Company's intrusion into India was similar to the Dutch entry into Java in the use of mercenaries recruited from among indigenous peoples. Benjamin Disraeli was a British conservative prime minister responsible for extending the vote to working-class males in 1867. The victory of the forces of the British East India Company over the French gave them direct control of Bengal. The Indian princes were handicapped in defending their kingdoms from the British by:
-The lack of a sense of national identity in India
-The continued warfare among the Indian princes
-Strength of the British military
-The willingness of Indians to serve in the British armies The later representatives of the British East India Company who went out to secure sudden wealth, often through corruption, were called nabobs. Britain's Australian colonies originated in 1788 as penal settlements. British settlers in New Zealand encountered and eventually defeated the Maori natives. 0. What % of the assigned readings did you complete for today? What did you find interesting or surprising?

1. Summarize the account of the assassinated crowned prince on that fatal day.

2. Describe the role of the three major players in 'the spark' that leads to WWI (Balkans, Russia & Austria-Hungary). Why, in history, can one small event have such disproportionate effects?

3. Nietzsche believed that as Western culture embraced reason, democracy, and progress, there was a growing trend away from religion. To what extent does a cultural trend prove truth?

4. Nietzsche also believed that fewer people turned to religion to find meaning in their lives—and the result was a growing despair in society (characterized by the madman). What conclusion(s) can or cannot logically be made regarding this phenomenon of Western Civilization?

5. What other historical evidence might shed helpful light on these questions?

My question (s) ... Charlie Chaplin's
N Causes of World War One (WWI) or
"The First World War"
"The Great War" or
"The War to End all War" ilitarism lliances mperialism ationalism Greek Roman Dark Ages Renaissance &
Reformation Scientific Revolution Enlightenment Colonialism Imperialism Industrial Revolution WWI Nietzsche
writes here Becomes
popular here Ferdinand's
assassination What patterns of interaction between natives and colonizers repeat themselves regardless of the region and time period? Students will be able to...
a) Identify common patterns of interaction as European empires colonize around the world
b) Recognize the cause & effect of major themes that will escalate into global conflict START THINKING... Learning Objective(s): EMPIRES:
Spain -Phillip II
England -Charles & Elizabeth
France -Napoleon
Prussia -Otto Von Bizmark
Germany -Frederick Wilhelms
Russia -Peter & Catherine
Austria-Hungary -Ferdinands
Italy -Giuseppe Garibaldi Canada was won by Britain in the 18th century from France. REVOLUTIONS
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