Transcript File - AP World History

Welcome to AP World
History!
Ms. Makarechian
Taking an AP course as a sophomore is a big
challenge! After all, it is a “college level” class.
You may have lots of
questions about it…like
“WTH have I gotten myself
into?”
Appointment Clock
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3.
4.
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6.
Write your name in the center of your clock
Find a partner that you would like to work with, and write
each others’ names on the line next to 12:00. (You are
making a group).
Now, move around the room and find two different people to
work with. Write each others’ names on the line next to 3:00.
Everyone in the group should have the same names next to
3:00!!
Next, move around the room and find a different person to
work with. Write each others’ name on the line next to 6:00.
Finally, move around the room and find three different people
to work with. Write each others’ names on the line next to
9:00. Everyone in the groups should have the same names
next to 9:00!
KEEP THE APPOINTMENT CLOCK IN YOUR APWH
NOTEBOOK!
Please go to your 3:00 appointment
Take out a ½ sheet of paper
(one per group), and write
down any and all questions
that you have about the
class.
Anything—homework,
grading, papers, the AP
test…whatever YOU want
to know.
Now, I will answer all your questions and try to
allay your fears…
Check out textbooks!
Go to Resource Center!
Syllabus and class website
Housekeeping items:
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Syllabus
Reading schedule
Notebook guidelines
etc.
Textbook Note-taking—you should take notes EVERY
night on the reading
1. In each section: Skim it first, looking for
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WHAT (major events or developments)
WHEN (dates, time spans)
WHERE (locations, countries, regions)
WHO (key people(s)
WHY (reasons for actions/events)
HOW (the ways event occurred)
2. Write down no more than 20 key words/phrases
from the section
3. Write a summary statement of the section using the
20 key words/phrases
***Tip: answer the margin questions!!!
Example: pg 20 of textbook
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Above all else, these Paleolithic societies were small, consisting of bands of 25-50
people, in which relationships were intensely personal and normally understood in
terms of kinship. No anonymity of hiding in the crowd was possible in a society of
relatives. The available technology permitted only a very low population density
and ensured an extremely low rate of population growth. Scholars estimate the
world population may have been as low as 10,000 people around 100,000 years
ago and grew slowly to 500,000 to 30,000 years ago and then to 6 million by
10,000 years ago. Paleolithic bands were seasonally mobile or nomadic, moving
frequently and in regular patterns to exploit the resources of wild plants and
animals on which they depended. The low productivity of a gathering and hunting
economy normally did not allow the production of much surplus, and because
people were on the move so often, transporting an accumulation of goods was out
of the question.
Example: pg 20 of textbook
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Above all else, these Paleolithic societies were small, consisting of bands of 25-50
people, in which relationships were intensely personal and normally understood in
terms of kinship. No anonymity of hiding in the crowd was possible in a society of
relatives. The available technology permitted only a very low population density
and ensured an extremely low rate of population growth. Scholars estimate the
world population may have been as low as 10,000 people around 100,000 years
ago and grew slowly to 500,000 to 30,000 years ago and then to 6 million by
10,000 years ago. Paleolithic bands were seasonally mobile or nomadic, moving
frequently and in regular patterns to exploit the resources of wild plants and
animals on which they depended. The low productivity of a gathering and hunting
economy normally did not allow the production of much (no) surplus, and because
people were on the move so often, transporting an accumulation of goods was out
of the question.
Summary: Paleolithic societies of 100,000 years ago were small (25-50 people),
based on kinship, had low population density, were nomadic, practiced hunting
and gathering, and did not produce a surplus.
The Five Habits of
Historical Thinking
Learning to Think Like a Historian
in Order to Better Understand World History and
Enjoy Its Challenge
The story of the past is many things. It is full of
dramatic moments, bitter conflicts, and great
achievements.
Violence, oppression, and hatred have been key
parts of the story of the past. Slavery, for
example, has existed in many societies
throughout history.
At other times, history has been a story of
inspiring heroism or amazing creativity.
History is also a story of struggle and triumph
over difficult circumstances.
Sadly, all too many students think of history as a
boring subject.
Yet history is the story of all of humanity’s great
moments. To grasp what the past was like isn’t
easy. It takes effort, but that effort can fire your
imagination.
What was it like to live in past times and through
past crises? Photos like these help give you an
idea.
However, this photo gives us just
a hint about two individuals.
What of the stories of the
millions of other people in the
past? How can we ever hope to
understand all of them?
Armenian refugees
farming in Thrace, 1915
We can’t really…
The past is gone. All we
have to go on are the
“primary sources”—that is,
the records we still have.
Photos like this are one kind
of record.
As you learn more about various times in the
past, keep this in mind: History is not the past
itself. It is the account a historian creates based
on evidence left behind.
This is the first of Five Habits of Historical
Thinking that can help you in studying
any history topic.
Five Habits of Historical Thinking
• History Is Not the Past Itself
• The Detective Model: Problem,
Evidence, Interpretation
• Time, Change, and Continuity
• Cause and Effect
• As They Saw It: Grasping Past Points of
View
Pause:
• Write a sentence or two about what
happened in your life yesterday
• Turn to the person sitting next to you,
discuss what happened and how accurate
your accounts of it are.
• Would someone else disagree with your
account of yesterday?
The second of the Five Habits is “The Detective
Model.” Like a detective, a historian uses clues to
solve a mystery, question, or problem.
Five Habits of Historical Thinking
• History Is Not the Past Itself
• The Detective Model: Problem,
Evidence, Interpretation
• Time, Change, and Continuity
• Cause and Effect
• As They Saw It: Grasping Past Points of
View
For example, here is a question historians ask:
“How did people at the time view the fall of the
ancient Roman Empire?”
The Roman Colosseum, where gladiators often
entertained crowds in fights to the death
For most historians “the fall of Rome” was not a
single event. It took place over many decades or
even several centuries.
Caesar Augustus, first Roman emperor,
ruled 31 BCE–14 CE
Roman aqueduct in Algeria
Colosseum
But this question—“How did people at the time
view the fall of the ancient Roman Empire?”—
only leads to many others.
What did Christians think about what
was happening?
Were Roman aristocrats aware
of how life was changing?
What did the barbarians
really want?
Did ordinary Roman citizens think life
was getting worse or better?
To answer questions like these, historians must
look for clues, or evidence.
The evidence
is in the primary
sources.
The problem is that
the sources do not
all agree.
For example, some Roman aristocrats could not
imagine a finer society than that of the Roman
Empire, even as it was falling apart.
Part of a wealthy Roman
home in Pompeii, Italy
“For all the scattered nations you [Rome]
create one common country. Those that
struggle against you are constrained to bend
to your yoke; for you offer to the conquered
the partnership in your just laws; you have
made one city what was aforetime the wide
world!”
Rutilius Numantius, in 413 CE,
three years after Visigoths
had sacked Rome
Others were not worried about the decline of
Rome. Christian theologian St. Augustine saw
Rome as a sinful society—an “earthly city” not
worth saving.
“The glorious city of God is my theme in this
work… I have undertaken its defense against
those who prefer their own gods to the
Founder of this city—a city surpassingly
glorious…[but] we must speak also of the
earthly city, which, though it be mistress of
the nations, is itself ruled by its lust of rule.”
St. Augustine wrote The City
of God in the early 400s CE,
as the western Roman Empire
was falling apart.
St. Augustine, in the introduction
to The City of God
So to decide, historians—and this means you—
must make their own interpretations, based
solidly on the evidence.
Five Habits of Historical Thinking
• History Is Not the Past Itself
• The Detective Model: Problem,
Evidence, Interpretation
• Time, Change, and Continuity
• Cause and Effect
• As They Saw It: Grasping Past Points of
View
The third of the Five Habits is about time. Over
time, some things change, some do not. You need
to keep both in mind at once.
Five Habits of Historical Thinking
• History Is Not the Past Itself
• The Detective Model: Problem,
Evidence, Interpretation
• Time, Change, and Continuity
• Cause and Effect
• As They Saw It: Grasping Past Points of
View
Ancient Egyptian civilization lasted for three
thousand years. In many ways, it changed little.
For example, the Nile was
a constant force in Egyptian life.
The Great Pyramid of Giza (built in the
2500s BCE), with the Nile in the foreground
Along the banks of the Nile near
Thebes, about one century ago
Egyptians built monumental tombs for their
pharaohs and made mummies out of their bodies
so as to help them after death in the next life.
Fourth-dynasty pyramids and
Sphinx at Giza
Mummy of 19th-dynasty pharaoh
Ramses II, who reigned in the
1200s BCE
Yet as one royal dynasty followed another, many
things did change—including the lavish burial
customs of the pharaohs.
Step Pyramid of
Djoser, 2600s BCE
The Great Pyramid of Giza,
ca. 2500s BCE
The Valley of the Kings,
where many pharaohs
were buried in rock
tombs after about 1500
BCE
Two huge statues of
Amenhotep III, ca. 1350 BCE
So to fully understand history as a process over
time, you have to see how change and continuity
constantly interact.
Pause:
• List two things about you that have changed
over your lifetime
• List two things that have stayed exactly the
same
• Share with a person nearby
The fourth of the Five Habits focuses on
something else historians try to explain, along
with describing “what happened.”
Five Habits of Historical Thinking
• History Is Not the Past Itself
• The Detective Model: Problem,
Evidence, Interpretation
• Time, Change, and Continuity
• Cause and Effect
• As They Saw It: Grasping Past Points of
View
For example, World War I (1914–1918) shattered
a century of progress for Europe and led to the
deaths of millions. What caused this worldwide
catastrophe?
Some historians stress frantic military
competition among European nations to develop
and mass produce terrifying modern weapons.
However, no one cause ever really explains an
event in history. Historians say all these factors
and more helped to cause World War I.
Some historians stress broad social and political
factors. Others stress the individual choices
leaders made. They interpret sources differently
to make their case.
Social & Political Factors
“It was the frenzied drive
for colonies and empire.”
Individual Choices
“A tangle of alliances
locked diplomats into a
choice for war.”
“Nationalism turned European
states against one another
“Stupidity and sheer
as never before.”
accidents were key factors.”
“A relentless arms race was
bound to lead to all-out war.”
Finally, a big challenge in studying history is to
understand how people in the past saw things.
The fifth of the Five Habits deals with this
challenge.
Five Habits of Historical Thinking
• History Is Not the Past Itself
• The Detective Model: Problem,
Evidence, Interpretation
• Time, Change, and Continuity
• Cause and Effect
• As They Saw It: Grasping Past Points of
View
After all, it’s hard enough to empathize with
others around us. How much harder is it to see
the world the way these people did?
Think about all of the ways their lives and ways of
thinking differed from yours today.
Work from sunup to sundown
Different ideas about children
Different ideas about family
Different ideas about religion
Different ideas about community
No cell phones
No cars or trucks
No TV or Internet
No health clinics
A key challenge for historians is to grasp how like
and unlike our own lives are to those of people in
the past.
Keep the Five Habits in mind as you do the rest of
this year’s tasks.
Five Habits of Historical Thinking
•History Is Not the Past Itself
•The Detective Model: Problem, Evidence,
Interpretation
•Time, Change, and Continuity
•Cause and Effect
•As They Saw It: Grasping Past Points of
View