Transcript AP Academic Seminar

For
AP World History
WELCOME!
Academic Services
April 2014
Turn to a partner
and explain which of
these skills will be
the most important
for today and why?
1. Critical Thinking and Problem Solving
2. Collaboration and Leadership
3. Agility and Adaptability
4. Initiative and Entrepreneurialism
5. Effective Oral and Written Communication
6. Accessing and Analyzing Information
7. Curiosity and Imagination
Academic Services
AP Seminar
21st Century Connections
I DO
understand and implement effective test
taking strategies for passing AP exams.
Benchmarks:
Strategic Plan Goal # 1
Increased Student Achievement
Objective
April 5 & 26, 2014
Learning Goal: Learners will
Bell Work:
•Learners will:
•Instructor will review the 21st
Centry skills and connect them to
AP success strategies
•Instructor will review specific
content for AP course of study
•Instructor and students will
participate in engaging activities
WE DO which use collaborative structures
and require accountable talk from
students.
utilize content
knowledge learned in AP courses coupled
with effective test taking strategies to
increase pass rate by completing practice
AP test questions
YOU
DO
Essential Question:
How do we revolutionize the way we teach, lead,
and learn for 21st century success?
•Students will utilize test taking
strategies to answer multiple
choice and free response answers
Exit Activity
Students will share with the class one
strategy or tip they will use on exam day
Common Language:
•Advanced Placement
NEXT STEPS:
•Effective Strategies
1. Utilize new learning and implement on AP exam
2. Continue to study for AP exam using practice free response and
multiple choice question packets provided today.
Lake County Schools….
◦ Named to the College Board District Honor Roll
◦ Had more students
take AP exams in 2013 than
ever before.
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Protocol:
Move to a corner that you agree with the
Multiple Choice
Free
Response
most.
Discuss why you moved to that corner with
the other people in your corner.
Each corner will have a representative try to
Length
of Test
Quantity other
of Content
persuade
participants
to move
toTime
their
corner.
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Periodization Posters/Content Overview
◦ Break
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The DBQ Essay
MC Questions
The C/COT Essay
The Comparative Essay
Exit Activity
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You may work either individually, or with a
partner
As you meander about the room, add your
relevant AP World History content knowledge to
the appropriate poster.
Do not spend more than 30 seconds at a time on
a single poster, if you have more to write, come
back to it.
You must write at least one important event,
individual, idea, innovation, continuity, or change
on each poster
We will discuss what is on each poster, and WHAT
IS MISSING.
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Agriculture (Shift,
Transition, Neolithic
Revolution
Patriarchy
Social Stratification
Polytheism
Organized Religion
(Hinduism, Judaism)
Iron Age (Hittites,
Bantus)
River Valleys
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Mesopotamia (Sumer,
Babylon, Akadia
Assyria)
Indus River Valley
Nile River Valley
(Egypt)
Huanghe River Valley
(Shang and Zhou
China)
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More Complex Political
structures: Greece,
Rome, Qin and Han
China
Expansion of complex
Trade Routes: Silk
Roads, Mediterranean
Founding of Classical
Religions (Christianity,
Buddhism, Hinduism,
Confucianism,
Zoroastrianism,
Daoism)
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Diffusion of Culture
(Missionaries,
religions, silk, paper)
Spread of Diseases
(Smallpox)
Nomadic Societies
impact decline of
Empires (West. Rome,
Han, Gupta)
State-sponsored
Infrastructure
(Roman, Persian
Royal Roads, Great
Wall of China)
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Expansion of Islam (Hijra, Muslim occupation of Spain)
Political systems become more complex (Mayan, Inca,
Aztec, Ghana, Mali Empire, Byzantine Empire, Tang &
Song, Mongol, Islamic Empires – Abbasid & Ummayad)
Expansion and Increased use of Long-Distance trade
(Indian Ocean Complex, Trans-Saharan trade,
revitalization of Silk Roads, Zheng He, Marco Polo, Ibn
Battuta)
Population surge
Major religions split (Christian schism, Islam – Sunni vs.
Shiite)
African Integration
Increased spread of disease (Bubonic Plague, Smallpox)
Spread of technological inventions (Magnetic Compass,
Lateen Sail, Printing – Chinese, Gunpowder, Junks &
Dhows)
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Cultural Interaction (Trans-Atlantic, Trans-Pacific,
Columbian Exchange, Mediterranean Complex)
Trans-Oceanic Empire building (Colonization of the
America’s, Caribbean, African Coast, SE Asia)
Introduction of New Crops & Goods between New
and Old World (Sugarcane, Tobacco, cocoa, potato,
cotton, firearms, silver)
Population increases due to introduction of American
foods)
Expansion of land-based Empires (Ming, Qing,
“Gunpowder Empires”, Tokugawa Japan, Russia)
Expansion of economic principles (Mercantilism,
Capitalism, Joint-Stock Co.)
Intellectual Movements (Renaissance, Reformation,
Enlightenment, Scientific Revolution)
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Industrialization (Steam Engine, Factory System)
Pacific Exploration & Colonization (Cook,
colonization of Australia, New Zealand)
New Political Ideologies (Democracy,
Nationalism, Socialism, Communism, Popular
Sovereignty)
New Social Movements (Abolition of Slavery,
Women’s Rights)
Political Atlantic Revolutions (American, French,
Haitian, and Latin American)
Imperialism (Partition of Africa, Opium Wars)
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Global Depression (Stock Market Crash, effects
of)
World Wars 1 and 2
End of Empires (Russia, China, Japan, Britain,
France)
De-Colonization (Africa, SE Asia, India, SW Asia)
Bi-polarization (Cold War, Communism vs.
Capitalism, Space Race, NATO vs. Warsaw Pact)
Globalization (NAFTA, WTO, European Union)
BREAK
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5 MINUTES
Rubric
 Prompt Analysis
 Thesis Samples (Good vs. Bad)
 View Past Prompts
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Using the documents, analyze African actions
and reactions in response to the European
Scramble for Africa. Identify an additional type
of document and explain how it would help in
assessing African actions and reactions.
Using the documents, analyze African actions
and reactions in response to the European
Scramble for Africa. Identify an additional type
of document and explain how it would help in
assessing African actions and reactions.
Using the documents, analyze African actions
and reactions in response to the European
Scramble for Africa. Identify an additional type
of document and explain how it would help in
assessing African actions and reactions.
In your own words…
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Using the documents, compare and contrast
the attitudes of Christianity and Islam
towards merchants and trade from the
religions’ origins until about 1500. Are there
any indication of change over time in either
case or both? What kinds of additional
documents would you need to assess the
consequences of these attitudes on merchant
activities.
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Using the documents, compare and contrast
the attitudes of Christianity and Islam
towards merchants and trade from the
religions’ origins until about 1500. Are there
any indication of change over time in either
case or both? What kinds of additional
documents would you need to assess the
consequences of these attitudes on merchant
activities.
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Using the documents, compare and contrast
the attitudes of Christianity and Islam towards
merchants and trade from the religions’
origins until about 1500. Are there any
indication of change over time in either case
or both? What kinds of additional documents
would you need to assess the consequences of
these attitudes on merchant activities.
In your own words…
Turn to Appendix B and Read the
Prompt
 Understand what the prompt is asking
 Time Limit: 20 Minutes
 Analyze the Documents
 In each group, group (Bucket) the
documents
 After grouping, develop a thesis
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Dealing With Distractors
◦ 1 Multiple Choice = 4 True/False
◦ Right info, wrong place/time
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Time Management
◦ 45 seconds per question
◦ Skip the long ones and come back
◦ If there are two minutes left, and you have more
than 10 questions to go, pick a letter and bubble
the rest in. At least 2 or 3 will be right.
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Multiple Choice Relay
Each Row = One Team
As a question is presented, the last person in
each row should write their answer on the
scrap papter, and pass it forward
If you agree with the answer, pass it forward.
if you disagree, change the answer
35 seconds per question; rotate after each
question
Which of the following was the major
effect of the Neolithic Revolution?
(A) The establishment of sedentary
village communities
(B) The spread of a migratory way of
life
(C) A decline in total population
(D) An increase in the use of bronze
tools
Which of the following occurred as a
result of the development of agriculture
in societies that previously relied on
hunting and gathering?
(A) Conditions for women improved.
(B) The incidence of disease declined.
(C) Population density increased.
(D) Degradation of the environment
lessened.
Which of the following was an
important reason for the fall of the
Roman, Han, and Gupta empires?
(A) A long period of drought that
destroyed crops and livestock
(B) The use of slaves in their armies
(C) Intensified invasions and security
issues along their frontiers
(D) A refusal to tolerate Christianity
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
The photograph below of a mosque (first
erected in the fourteenth century) in the
modern-day West African country of Mali best
exemplifies which of the following historical
processes?
(A) Imposition of religion through military conquest
(B) Spread of religion along trade routes
(C) Abandonment of indigenous cultural styles in
the face of colonization
(D) Conflict between local and universalizing
religions
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
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
The map above shows what significant economic
developments?
(A) Trade connections that linked the
Hellenistic and Maurya empires to African
cities from 300 through 150 B.C.E.
(B) Trading networks that promoted the growth
of new cities from 600 C.E. through 1450 C.E.
(C) Chinese dominance of Indian Ocean trading
networks because of the voyages of Zheng He
in the 1400s C.E.
(D) Changes in Indian Ocean trading networks
that resulted from technological innovations
from 1450 C.E. through 1750 C.E.
The Columbian Exchange involved which of the
following new connections in the era 1450–1750?
(A) European food to the Western Hemisphere;
Western Hemisphere diseases to Europe; African
population to Europe
(B) Western Hemisphere technology to Africa; African
food to Europe; European population to the Western
Hemisphere
(C) European technology to Africa; Western
Hemisphere population to Africa; African food to the
Western Hemisphere
(D) African population to the Western Hemisphere;
Western Hemisphere food to Europe and Africa;
African and European diseases to the Western
Hemisphere
Which of the following is most likely to have
influenced eighteenth-century population
trends in both Europe and China?
(A) A sharp decline in average global
temperatures
(B) Introduction of Western Hemisphere
crops
(C) Innovation in birth control measures
(D) Improvement in surgical procedures
Which of the following would be the most
useful source of evidence for research
about the profits of Portuguese and British
slave traders in the period 1600–1800?
(A) Portuguese and British tax records
(B) Narratives of slaves transported to
the Americas
(C) European slave traders’ account
books
(D) Journals of African slave traders
Which of the following statements is true
about both the Mughal and Ottoman empires
in the sixteenth century?
(A) In both empires the majority of the
people were Muslims.
(B) Both empires had powerful navies that
engaged European navies.
(C) Both empires expanded through the
use of gunpowder weapons and extensive
bureaucracies.
(D) Both empires gave little monetary
support to artistic and cultural endeavors.
Most world historians would agree that the
key to European predominance in the world
economy during the nineteenth and early
twentieth centuries was
(A) the Industrial Revolution
(B) European medical technology
(C) Spanish control of New World silver
(D) the Enlightenment
In contrast to initial industrialization,
the second Industrial Revolution in the
last half of the nineteenth century was
particularly associated with the mass
production of which of the following?
(A) Textiles, iron, and coal
(B) Textiles, automobiles, and
plastics
(C) Airplanes, ships, and radios
(D) Electricity, steel, and chemicals
All of the following factors contributed
to significant growth in worldwide
population from 1750 through 1900
EXCEPT
(A) decline of epidemic disease
(B) introduction of Western
Hemisphere food crops to new areas
(C) expansion of land under
cultivation
(D) new grain crops developed in the
Green Revolution
“We shall not repeat the past. We shall
eradicate it by restoring our rights in the
Suez Canal. This money is ours. The canal is
the property of Egypt.”
This quotation by Egyptian leader Gamal
Abdel Nasser (in power 1952–1970) best
expresses support for
(A) communism
(B) liberalism
(C) nationalism
(D) imperialism
Which of the following describes a major
change in international relations in the 1980s
and 1990s?
(A) The rapid establishment of large
overseas colonial empires by European
powers
(B) The disbanding of most regional
political organizations
(C) The decline in power of multinational
corporations
(D) The reduction of confrontations
between communist and noncommunist
countries
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Rubric
Prompt Analysis
Thesis Samples (Good vs. Bad)
View Past Prompts
Analyze continuities and changes in patterns of
interaction along the Silk Roads from 200
B.C.E. to 1450 C.E.
Analyze continuities and changes in patterns of
interaction along the Silk Roads from 200
B.C.E. to 1450 C.E.
SOPHISTICATED
INADEQUATE
ADEQUATE
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Rubric
Prompt Analysis
Thesis Samples (Good vs. Bad)
View Past Prompts
“For the period from 1500 to 1830, compare
North American racial ideologies and their
effects on societies with Latin
American/Caribbean racial ideologies and
their effects on societies.”
Inadequate Thesis
“From 1500 to 1830, the racial ideologies between
Latin America and North America have affected
Society in many of the same ways. But there are
A few differences.”
What’s wrong? No qualifiers added to the terms
“ideologies” and “differences.”
Sophisticated Thesis
“The Europeans saw themselves as superior to the
Native Americans already living there. This social
Structure was further complicated by the arrival of
African slaves. Latin American/Caribbean tended
To have a very clear set of rules regarding the social
Structure which heavily affected their societies. North
America didn’t have such a strict and uniform social
Structure but the racial ideology affected their society
Just as much.”
Adequate Thesis
“North American and Latin American racial ideologies were
similar in that both chose to enslave people of a different race;
however, North American societies were particularly
intolerant of the mixing of European migrants while
Latin American ideologies allowed the eventual
integration of native and migrant populations.”
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With a shoulder partner, turn and talk about
one strategy you will utilize on your AP exam
and why.
Lake County Schools
Investing In Excellence!
College and Career Readiness
Academic Services
April 2014