AP WORKSHOP

NOVEMBER 8, 2013 MS. BERRET

AGENDA

Welcome Exam information Year Breakdown ◦ ◦ Multiple Choice Question types College board-Themes Class example and techniques Lunch 11:15 till 11:45 ◦ Essays DBQ, C/C, CCOT

WELCOME

My background/Your background Teaching- our own styles, no right or wrong way. Mine is no better than yours!

Many hats- Educator, motivator, counselor, parent figure, disciplinarian, etc, etc, etc Huge content of AP World History Resources online:

USE THEM

!!

When things get overwhelming: Breathe!!

Exam Information

AP exam is about 3 hours and 5 minutes long ◦ ◦ 1. Multiple Choice – 70 Questions – 55 Minutes ◦ 2. Free Response Essay Section – 130 Minutes Document Based Question (DBQ) Essay – 50 minutes (including a 10-minute reading period) Change Over Time Essay – 40 minutes Comparative Essay – 40 minutes

AP YEAR BREAKDOWN

Thursday, May 15=TEST

TEACH TO THE TEST

◦ ◦ ◦ ◦ ◦ ◦ ◦ Mimic the test however you can Divide the year into sections, divide into chapters Finish class right after Spring Break and

REVIEW

!!

Quizzes every 1 or 2 chapters (10 questions) Unit tests: 70 questions- 55 minutes Essays or at least Thesis every few days Start out slow with essays…but February they should be able to write full essays

KNOW THE RUBRIC

Period 1 2 3 4 5 6

Time Periods Covered

Period title Date range weight

Technological and Environmental to c. 600 B.C.E.

Transformations Organization and Reorganization c. 600 B.C.E. to of Human Societies Regional and Transregional Interactions c. 600 C.E.

c. 600 C.E. to c. Global Interactions Industrialization and Global 1450 c. 1450 to c. 1750 c. 1750 to c. Integration Accelerating Global Change and Realignments 1900 c. 1900 to the Present 5% 15% 20% 20% 20% 20%

AP World History World Map

1st NINE WEEKS 2012-2013 HOMEWORK CHART AUGUST/SEPTEMBER 2012

MONDAY 20-C day TUESDAY

21-A day

WEDNESDA Y

22 B- day

THURSDAY

23- A day

FRIDAY 24- B day 27- A day Grapes chart pre-hist + civ

28- B day Grapes chart Pre-hist + civ

3 Holiday 10- B day Notes Ch 5 P. 114-124 Shang/Zhou

4- B day Notes Ch 3 P. 71-82 Egypt 11- A day Notes Ch 6 P. 140-146 Maya UNIT 1 QUIZ 29- A day Notes Ch 2 P. 41-47 Mesopotamia 5- A day Notes Ch 4 P. 96-107 Aryans 12- B day Notes Ch 6 P. 140-146 Maya UNIT 1 QUIZ 30- B day Notes Ch 2 P. 41-47 Mesopotamia 6- B day Notes Ch 4 P. 96-107 Aryans 13- A day Notes Ch 8 P. 195-208 Qin/Han

31 A day Notes Ch 3 P. 71-82 Egypt 7- A day Notes Ch 5 P114-124 Shang/Zhou 14- B day Notes Ch 8 P. 195-208 Qin/Han 17 Holiday 24- A day Notes Ch 11 P.282-292 Roman Empire

18- A day Notes Ch 9 P. 224-235 Buddhism

25- B day Notes Ch 11 P.282-292 Roman Empire

19- B day Notes Ch 9 P. 224-235 Buddhism 20- A day Notes Ch 10 P. 246-257 Greece

26 Teacher Planning Day 27- A day Notes Ch 12 P.295-309 Silk Road 21- B day Notes Ch 10 P. 246-257 Greece 28- B day Notes Ch 12 P.295-309 Silk Road

MULTIPLE CHOICE

Change to primary sources

USE READERS!!!!!!!!!

Readers gets kids ready for DBQ and for MC!!!

MC questions are moving towards excerpts and analysis instead of knowledge!!

Content, some MC and Essays!!!

USE READERS!!!

USE READERS!!!

USE READERS!!!

EXAMPLE QUESTION-MC-NEW

The Crusader states were able to cling to survival only through frequent delivery of supplies and manpower from Europe.

[They] were defended primarily by three semi-monastic military orders: the Templars, the Hospitallers, and the Teutonic Knights. Combining monasticism and militarism, these orders served to protect pilgrims and to wage perpetual war against the Muslims.

Palmira Brummett, world historian, 2007

Whenever I visited Jerusalem, I always entered the al-Aqsa Mosque, beside which stood a small mosque which the Franks had converted into a church.… [T]he Templars, … who were my friends, would evacuate the little adjoining mosque so that I could pray in it.

Usamah ibn Munqidh, Muslim historian, Jerusalem, circa 1138

7. The second passage does not support the first passage because the second passage (A) shows that an influx of manpower from Europe was not critical for the survival of the Crusader states (B) shows that Muslims vastly outnumbered Europeans in the Crusader states (C) minimizes the importance of Hospitallers and Teutonic Knights in the administration of the Crusader states (D) presents an incident in which a military order supported a Muslim traveler

EXAMPLE MC: OLD WAY

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

AP CENTRAL.COLLEGEBOARD.ORG

Read and use College Board “Course and Exam Description Effective Fall 2011” http://apcentral.collegeboard.com/apc/public/repos itory/AP_WorldHistoryCED_Effective_Fall_2011.p

df Know

themes

, incorporate it all the time Create Reviews per unit using themes

DAILY BREAKDOWN OF CLASS

◦ ◦ ◦ ◦ ◦ ◦

Block scheduling

Collect homework or give quiz Give a prompt for thesis or 1 paragraph Grade homework while writing a thesis Give homework back Class discussion-make them responsible for their learning Reader-read and answer questions ◦

Straight 6

Class discussion one day, reader the next

TECHNIQUES

-Development of critical thinking skills: always ask WHY for everything, everyday, all day long !!!!

-Development of study skills that work for students: each student is different, each teacher is different: notes or questions as homework?

-Geography-have them know the regions and main countries in each

CLAIM TO FAMES

: for each civilization, pick 2 things that are their claim to fame and then word association will follow Positive thinking!!!! No negativity allowed!

LUNCH!!!!

ESSAY OVERVIEW

3 Essays: All weighted equally DBQ: C/C: CCOT: 7 points +2 Expanded Core 7 points +2 Expanded Core 7 points +2 Expanded Core Total: 21 points * 2,2 points= 46 points This is 50% of total score

DOCUMENT BASED QUESTION

(DBQ)

DBQ

Uses 6-10 Primary Sources Best written and highest scoring

All information needed is in student’s hands

Documents and background information Students have to analyze the docs, group them and come up with an AD Debate: Teaching rubric and filling with content or teaching content and kids will automatically get points on rubric.

DBQ RUBRIC

1. Thesis 2. Basic Meaning 3. Evidence (all but 1 doc) Evidence (all but 2 docs) 4. POV in 3 docs 1 point 5. Analysis of grouping 6. Additional Document 1 point 1 point 2 points 1 point 1 point 1 point Total Expanded Core 7 points up to 2 points

DBQ: STEP BY STEP GUIDE

1. Read and Understand the

prompt

2. Read all the

Documents

, take notes,

SOAPSTONE, grouping

3.

Group

all the documents to answer prompt 4. Write

Thesis

5. Write essay:

1 paragraph per group

,

3 sentences analyzing group, 3 sentences per doc starting with POV and ending with

(doc#) 6. Write an

Additional Document

DBQ THESIS

Understand the prompt, underline key words Ex: Using the following documents, analyze the causes and consequences of the Green Revolution in the period from 1945 to the present Ex: Using the following documents, analyze similarities and differences in the mechanization of the cotton industry in Japan and India in the period from 1880s to 1930.

THE THESIS CAN BE WRITTEN ONLY AFTER ALL DOCUMENTS ARE READ AND UNDERSTOOD

DOCUMENTS- reading for 3 things

While reading each documents, kids should do 3 things,

POV, Meaning, Evidence

Look for key information that gives clues to WHY that doc was written by that PERSON, during that TIME SOAPSTONE Read to understand how that doc fits into the prompt (Basic meaning) Pick out key information that would help back up the reason why that doc was written and why it is in that group (Evidence) 4 POINTS COME FROM DOC ANALYSIS

SOAPSTONE

S

- Speaker. Who is Speaker or Source?

H O

– Home – country of origin, national, ethinicity – Occupation or profession

G

– Gender

W

– Worldview – values of religion, philosophies, culture

A

– Age

R T

– Real Knowledge – what could they know or not – Theoretical Ideals – Political, economic, social values

O S

– Social Status – Class, caste, wealth, education – Occasion

A

– Audience

P S

– Purpose (To + verb) – Subject (in relation to the question)

TONE

– What is the tone?

AUTHORIAL POINT OF VIEW

Be aware that the gender, occupation, class, religion, political position, or ethnic identity may have influenced the views expressed. In order to show bias or POV is to make reference to one of the above mentioned topics In other words

ASSUME

!!!!

Ex: As a member of the upper class, X expressed the typical view that….” or “Being a teacher, X

felt

that….” or Unlike other men, Mr. X

felt

that women….”

Soapstone

Because (Author’s name) was (hogwarts), and

felt

that (…), he/she wrote this (article) on (occasion) for (audience) by stating stating (subject).

KEY WORD: FELT

RELIABILITY AND ACCURACY

Always examine a source for its reliability by questioning whether the author would be in a position to be accurate Ex: “The author of this document is obviously biased toward his own football team and might not be writing an accurate description of the game” or “Because the author is a referee, he has no bias for either team that is playing so this document would be fairly accurate”

Soapstone

Because (Author’s name) was (hogwarts), and felt that (…), he/she wrote this article to (purpose) on (occasion) for (audience) by stating (subject). This shows bias (for/against) (topic). Or “This shows that the author is (reliable/unreliable) because…”

TONE

The student identifies the emotions associated with the document Ex: “The frustrations of Mr. X is obvious when he says….” or “The author is writing in a very angry tone as he felt the game was won unfairly”.

This is useful especially for political cartoons

Soapstone

Because (Author’s name) was (hogwarts), he writes in a (tone) tone, as he feels that (subject)

GROUPING

Once the kids understand the docs, they should reread the prompt and group the docs in 2-3 groups that are logical to answer the prompt All docs have to be grouped All groups have two or more docs Groups have to answer the prompt Different groups can be used to answer the prompt No right or wrong answer

THESIS

ANSWER THE PROMPT 1-2 sentences Use key words, time periods, areas etc from the prompt and introduce the groups INTRODUCE THE GROUPS Ex: Mom, What did you learn in APWH today?

Son: In APWH today, I learned to write DBQ, C/C and CCOT essays.

ESSAY STRUCTURE (Rule of

3

)

P1- THESIS (nothing more) ◦ ◦ P2- Group #1 3 sentences explaining the group and why it exists Using information from background info (Analysis) Each Doc: ⚫ ⚫ ⚫ 3 sentences. (1) Start with POV statement (Because…). (2)This obviously shows (further explain POV and use evidence).

(3) Third sentence to complete the analysis of doc and how it related to the group ⚫ End 3 sentences with (Doc #)

REPEAT FOR EACH DOCUMENT

ADDITIONAL DOCUMENT

MISSING VOICE: who did the students NOT hear from and why would it help them to see a document from that type of person

An Additional Document that would help analyze

(key words from the prompt)

would be a

( (1) type of document)

from a

( (2) type of person)

because

( (3) state reason why) RULE OF 3 Has to be LOGICAL for time and region, etc

RULE OF 3 RECAP

3 groups in thesis Each group: 3 sentences in the beginning of paragraph analyzing group Each doc: 3 sentences; 1-POV, 2-This obviously shows, 3-relate to group. Ends with (Doc #) Add Doc has 3 parts: 1-what, 2-who, 3-why

COMPARE AND CONTRAST

C/C

C/C RUBRIC

1. Has an acceptable thesis (Addresses comparison of issues or themes) 2. Addresses all parts of the question (not evenly) (Addresses most parts of the question) 3. Substantiates thesis with app historical evidence (Partially substantiates thesis with app hist evidence) 2 2 1 1 1 4. Makes at least one or two direct comparisons Between or among societies 5. Explains why (analysis) 1 1

Expanded Core

*Clear, Analytical, comprehensive thesis *Addresses all parts of questions: comparisons, chronology, causation, connections, themes, interactions, content *Provides ample historical data to substantiate thesis *Shows ability to relate comparisons to larger global context *Shows ability (as appropriate) to show similarities as well as differences *Makes direct comparisons consistently between or among societies

TOTAL POINTS 9

THESIS

Has to answer the question!!!!!!!!!!!!!!!

Main idea, summary sentence, etc The sentence on which the whole essay is to be written about 1-2 sentences EVENTHOUGH BOTH__(A)__ and __(B)__ WERE BASED ON __(SIMILARITY),__(A)__ WAS__ (DIFFERENCE), WHILE __(B)__ WAS __(DIFFERENCE).

THESIS EXAMPLE

Analyze the differing responses of China and Japan to Western penetration in the 19 th century. (1800) Eventhough BOTH China and Japan were resistant to European influences, China tried to keep the Europeans out, which led to them becoming a puppet state od England, whereas Japan was more accepting of the Europeans, which led to the rapid industrialization and strengthening of the economy.

ESSAY STRUCTURE-ONE TOPIC

2 nd paragraph ◦ ◦ ◦

Differences

Start with a direct comparison: “In China__, while in Japan__” Write EVERYTHING about the topic for China, then EVERYTHING about the topic for Japan.

End with “The Reason (s) for these differences were that____” 3 rd Paragraph ◦ ◦

Similarities

Write everything about the similarities of both End the paragraph with “The reason(s) for the similarities were__”

ESSAY STRUCTURE-2 TOPICS

P1: Thesis (political and economic of Han/Rome) ◦ ◦ ◦ P2: Topic one (political) Direct comparison (Rome/Han) Differences + Reasons for differences Similarities + Reasons for similarities ◦ ◦ ◦ P3: Topic two (economic) Direct comparison (Rome/Han) Differences + Reasons for differences Similarities + Reasons for similarities

C/C TIPS

Differences AND similarities 4-5 Evidence per paragraph Don’t use words “similar” and “different” WHY, WHY, WHY, WHY-in flashing neon light WHY different, why similar

CHANGE AND CONTINUITY OVER TIME

CCOT

CCOT RUBRIC

1. Has an acceptable thesis (Addresses global issues and time specified) 2. Addresses all parts of the question (not evenly) (Addresses most parts of the question) 3. Substantiates thesis with app historical evidence (Partially substantiates thesis with app hist evidence) 2 1 2 1 4. Uses historical context effectively to show change Over time and/or continuities 1 5. Analyzes CCOT (explains why)

TOTAL Expanded Core

*Clear, Analytical, comprehensive thesis *Addresses all parts global issues, chronology, causation, change continuity, content *Addresses all parts of the question evenly *Provides ample historical evidence to substantiate thesis *Provides links with relevant ideas, events, trends in innovative way 2

TOTAL POINTS

1 1

7 9

THESIS

Has to answer the question!!!

Main, idea, summary sentence, etc The sentence on which the whole essay is to be written about- a STORY 1-2 sentences Has to show change and continuity (stayed the same) Ex: In (beginning time), (things) were ___, then (event) happened that led (things) to become___ by (end time). However,____stayed the same.

THESIS EXAMPLE

Analyze the changes and continuities in commerce in the Indian Ocean Region from 650 CE to 1750 CE.

In 650, the Indian Ocean trade flourished with merchants and products from many countries including China, India, and Africa and then the Europeans arrived in the region and by 1750 the Europeans took control over all the trade routes and ports. However, the prducts that were traded remained fairly consistent: Silk from China, Spices from India and Gold and slaves from Africa.

ESSAY STRUCTURE-ONE TOPIC

2 nd Paragraph Explains the entire story like in thesis Start with start time period and describe everything Describe EVENT or EVENTS that took place Describe how that event changed things Describe the topic in the end period Give examples of other parts of the world * End with “The reasons for these changes were…”

ESSAY STRUCTURE- ONE TOPIC

3 rd Paragraph Continuities Describe everything that stayed the same (can be very basic) End with “The reasons for these continuities were - ” Paragraph does not have to be very long.

Can be basic, as long as it is relevant Global….

ESSAY STRUCTURE- 2 TOPICS

P1- Thesis (eco/pol ccot in Germany 1920-1945) ◦ ◦ P2-Economic Change: Germany 1920, event, 1945, why Continuity: Germany 1920 to 1945, why ◦ ◦ P3-Political Change: Germany 1920, event, 1945, why Continuity: Germany 1920 to 1945, why ◦ Global…mention another time or place like that

TIPS

TELL THE WHOLE STORY. Start from beginning, tell event, tell end, and WHY Continuity.

4-5 evidence per paragraph Link to world WHY, WHY, WHY- neon flashing light Use a lot of BECAUSES