Transcript WHAP Course Breakdown - White Plains Public Schools

UNDERSTANDING THE WHAP COURSE
And daily quizzes too
3… THE MAGIC NUMBER
For Tomorrow’s quiz (they are daily) read your syllabus and identify three ways (with examples) of how the course is
broken down.
Start with the thesis:
“The world history advanced placement course is broken down into
chronological developments, thematic overviews and regionally through 9
polycentric regions”.
CORNELL NOTES: THERE ARE MANY CORRECT
WAYS OF DOING THEM.
DAILY QUIZ RUBRIC
Component
Excellent
Good
Fair
Thesis
Demonstrates
exceptional
knowledge of 3
tiered thesis
Demonstrates
good knowledge
of 3 tiered thesis
Demonstrates
Demonstrates unclear or absent knowledge of three
vague knowledge tiered thesis
of three tiered
thesis
Evidence
Demonstrates
exceptional
knowledge of
specific evidence,
historical context,
people, places,
things
Demonstrates
good knowledge
of specific
evidence,
historical context,
people, places,
things
Demonstrates
Demonstrates unclear or absent knowledge of specific
vague knowledge evidence, historical context, people, places, things
of specific
evidence,
historical context,
people, places,
things
Analysis
Demonstrates
exceptional
ability to provide
explanation,
causation and a
clear
understanding of
thesis support
Demonstrates
good ability to
provide
explanation,
causation and a
clear
understanding of
thesis support
Demonstrates
vague ability to
provide
explanation,
causation and a
clear
understanding of
thesis support
10 points
Poor
Demonstrates unclear or absent ability to provide
explanation, causation and a clear understanding of
thesis support
TEST FORMAT
Actual time that it takes to complete the exam: 3 Hours
and 5 Minutes:
Section I. Part A :Multiple Choice ( 55 questions,55minutes)-40%
Part B: Short Answer ( 4 questions, 50 minutes)-20%
Section II. Part A: DBQ Essay ( 1 question 55 minutes)- 20%
Part B: Long Essay ( 1 question 35 minutes)- 15%
Historical Periodization Coverage:
 Foundations to 600 C.E:
19-20% of Questions
 600 C.E-1450 C.E:
22 % of Questions
 1450 C.E- 1750 C.E:
19-20% of Questions
 1750 C.E- 1914 C.E:
19-20% of Questions
 1914-Present:
19-20% of Questions
U S IN G T H E M E S, R E G ION S A N D P E R IOD IZATION TO D E V E LOP F R E E
R E S P ON S E TOP IC
Themes
Periodizations
Regions
Theme 1: Interaction
Between Humans and
the Environment
Theme 2: Development
and Interaction of
Cultures
Theme 3: State-Building,
Expansion, and Conflict
Theme 4: Creation,
Expansion, and
Interaction of Economic
Systems
Theme 5: Development
and Transformation of
Social Structures
Founations-600 B.C.E
(5%)
East Asia
600 B.C.E-600
C.E(15%)
South Asia ( and SE
Asia)
Central Asia
600-1450(20%)
Middle East
1450-1750(20%)
East Europe
1750-1900(20%)
Western Europe
1900- present(20%)
Sub-Saharan Africa
North America
Latin America
Using your skills: Habits of Mind
PERIODIZATION IS BROKEN DOWN BY KEY PLACES,
TECHNOLOGIES, EVENTS WHICH DEFINE THE TIME
Per 1- prehistory, Neolithic era,early civilizations, blueprints or foundations for what is to come
(5% because not as much data)
Per 2- more complex civilizations, more interaction, stronger data and longer lasting ( Greece,
Persia, Rome, Mauryan, Gupta, Chin, Han, Maya)
Per 3- Global Islam, split of Europe (East and West), Aztec, Incas, Crusades, increasing
interaction with China (Tang/Song) Mongols, resurgence of Europe/black Death
Per 4- Columbian Exchange, Age of Empires, Rise of Europe, Trans- Atlantic Slave trade,
gunpowder Empires, Global trade, mercantilism, beginning of enlightenment
Per 5- Industrialism, Revolutions ( American, French, Haitian, Latin American, Mexican) Global
Imperialism ( causes of WWI)
Per 6- World Wars, Cold Wars, Decolonization, Globalization, Global Terrorism, Information
Age
WHAP THEMES
These themes are unchanged from the current AP World History course.
Theme 1: Interaction Between Humans and the Environment- demography, disease, migration, settlement,
technology
Theme 2: Development and Interaction of Cultures- belief systems, art, architecture, technology
Theme 3: State-Building, Expansion, and Conflict-political structures, governance, empires, nationalism, revolutions,
organizations
Theme 4: Creation, Expansion, and Interaction of Economic Systems- agriculture and pastoral production, trade and
commerce, labor, industrialism, capitalism and socialism
Theme 5: Development and Transformation of Social Structures-gender roles, family and kinship, racial and ethnic
constructions, social and economic classes
SOCIAL
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Nature and complexity of social structure ( Caste system)
Potential for individual and group mobility ( meritocracy in China)
Function of family ( Dynastic succession)
Roles and powers of family members ( Paterfamilias in Rome)
Extent of urbanization ( Guangzhou first city of 2 million)
Extent of links between elite and masses ( peasant rebellions)
Population density ( Increase in agricultural technology)
Nature of leisure pursuits ( surplus leading to specialization)
POLITICAL
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Degree of political centralization ( capital cities)
Extent and nature of bureaucracy ( organized government departments)
Ideological foundations of government ( state-sponsored ideology)
Extent of popular participation ( role of citizens)
Levels of state control over industry and trade ( control over tariffs)
Method of succession to government ( who takes over after leader’s death)
Degree and nature of contact between state and society ( taxation)
Targets of loyalty (local vs. central governing authority)
ECONOMIC
Role of agriculture in overall economy ( technologies)
Role of merchants in society ( status)
Labor systems ( free or unfree)
Role of landlords in society ( aristocracies)
Levels of technology ( new jobs)
Levels of internal and international trade ( Silk road)
Gender divisions in the economy ( male and female jobs)
CULTURALDominant religious and philosophical systems ( belief systems)
Dominant artistic and literary styles ( architecture, literature)
Degree of cultural tolerance within the society (majority vs minority)
Degree of interest in foreign cultures and ideas (diffusion vs
xenophobia)
Society’s support of cultural pursuit ( state sponsorship of building)
Role of religion and religious figures within the society
Nature of cultural support of gender and social hierarchies
ENVIRONMENTAL
Humans’ interaction with the environment to shape it ( migration,
adaptation, destruction by and of)
HISTORY-CULTURE-LOCATION
North America
Latin America
West Europe
East Europe
East Asia
Central Asia
South/South East Asia
Middle East
Sub-Saharan Africa
POLYCENTRIC REGIONS
POLITICAL- ECONOMIC-GEOGRAPHIC
East Asia- isolated by Gobi, Himalaya and Pacific
South Asia- sub-continent along Indian ocean( monsoon winds) centrally located
Latin America- because of European imperialism and culture diffused ( language and religion)
West and East Europe- divide politically and culturally after the fall of Rome ( later Communism became important between East and West)
Central Asia- the traditional area of the nomadic steppe peoples ( Turks, Huns, Mongols, etc.)
Sub-Saharan Africa- connected through trans- Sahara trade, isolated by desert for many years
Middle East- ethnocentric designation (U.S) also called South West Asia, noted by trade, civilization and religion (90% Muslim)
North America- politically and culturally different than Latin America by Northern European colonization and identified by Canada, the U..S
and Mexico which is also part of Latin America
Maps help historians conceptualize world history by identifying the ethnocentric bias of regions based on political
perspective (Middle East), evaluation the economic resources of the region and their value (South Asia) and by
identifying the dominant cultural traits of language and religion of the territory (Latin America)
THE WORLD HISTORY COURSE IN BROKEN DOWN
Regionally by the development of similar physical characteristics shared (South Asia’s
Monsoons), thematically by key component like political structures ( Empire’s rising and/or
falling) and periodization like events which define the times like industrialism in the Age 17501900
Thematically like the comparative role of gender (social) in the Athens and Sparta, regionally
like the influence of history and culture of Latin America ( after Spanish Conquest) and by
chronologic developments in technologies like the nuclear age after WWI ( 1900-Present)
In a chronological development according to cultural ascension like the rise of Islam (6001450), thematic changes as a result of technologies like Gunpowder weaponry and Empires in
the early modern world, and regional developments like the influence of Islam on SubSaharan African trade ( Gold/Salt)
THE WORLD HISTORY AP COURSE FOR 2016-2017 IS BROKEN DOWN THROUGH PERIODIZATION WHICH ENCAPSULATES A PERIOD OF TIME
BASED ON NOTED EVENTS, TECHNOLOGIES OR DEVELOPMENT LIKE THE COLU MBIAN EXCHANGE 1450-1750, POLYCENTRIC REGIONS WHICH
ARE LOCATIONS JOINED BY A COMMON HISTORY, CULTURE OR ENVIRONMENTAL FACTORS LIKE SOUTH ASIA, AND THEMES WHICH GROUP
KEY COMPARISONS AND CHANGES LIKE THE INTERACTION BETWEEN HUMANS AND THE ENVIRONMENT AND THE MIGRATIONS OF NOMADIC
PASTORALISTS (4 PTS)
The Columbian exchange taking
place in the early modern
period 1450-1750 marked a
turning point where old and
new worlds would engage in
the first global exchange 1 pt.
South Asia, also known as the
sub-continent include India,
Pakistan, Myanmar and Sri
Lanka united by their proximity
to the Indian Ocean and
impacted by its seasonal
monsoon winds. 1 pt.
Themes like interaction of
humans and the environment
allows the historian to look at
the development of history
through a thematic lens like
migrations of the groups who
were unable to adopt
agriculture like the Turks,
Mongols and Huns. 1 pt.
This periodization distinguishes
itself from before because the
Americas had never been part of
the Afro-Eurasioan trade before
signifying a new time period. 1
pt.
The impacts on trade, agriculture
and belief systems like Buddhism
and Hinduism provided a unique
connection to this region
southward of mainland Asia. 1
pt.
To look at how humans adapt to
their environment allows the
student to work on skills like
comparing and contrasting,
evaluating changes and
continuities and interpreting
points of view on this group of
MULTIPLE CHOICE QUESTIONS
55 MCQs
MCQs are in sets and based on stimulus—are requirements for visuals as stimulus
One question in each set may be “stimulus not required”
MCQ targets CF and Historical Thinking Skill
EVALUATING HISTORICAL THINKING THROUGH MCQS:
SAMPLE MCQ
Stimulus 1:
“You said, ‘I will give good copper to
Gimil-Sin.’ That is what you said, but you
have not done so; you offered bad
copper to my messenger saying ‘Take it or
leave it.’ Who am I that you should treat
me so? Are we not both gentlemen?”
Tablet inscription of a message from a customer to a
copper merchant, Ur, Mesopotamia, circa 1800 BCE
Stimulus 2:
A merchant will loan to his business partners
approximately 3 pounds of silver, for an
expedition to the Arabian peninsula to buy
there copper. . . . After safe termination of the
voyage, the merchant loaning the silver will not
recognize commercial losses; the debtors have
agreed to satisfy him with four mina of copper
for each weight of silver, roughly 500 pounds of
copper total, as a just price.”
Tablet inscription, Ur, Mesopotamia, circa 1800 BCE
CONTEXTUALIZATION
The interactions described in the inscriptions are best understood in the
context of which of the following?
(A) The desertification of the Middle East
(B) The development of trade networks
(C) Growing patriarchy in agricultural societies
(D) Government regulation of commercial activities
ARGUMENTATION
The two tablets best support which of the following conclusions?
(A) Mesopotamian society had highly
developed legal codes.
(B) Mesopotamian society had little trade with other regions.
(C) Mesopotamians benefited from pastoral nomadic technologies.
(D) Mesopotamians developed systems to record commercial transactions.
USE OF EVIDENCE
The tone of the inscription best reflects which of the following
developments in early urban societies?
(A) The mobilization of surplus labor
(B) The militarism of Mesopotamian city-states
(C) The appeal to religion as a source of authority
(D) The stratification of social groups
THE SAQ
There are 4 sets of SAQs
Each set has 3 score points
FYI—1 of 4 sets is a “field test” set
Sets may or may not be based on stimuli
Prompt: “Identify and explain…”
3 discrete prompts / 3 discrete score points
The attribution: Page from Codex Mendoza, an illustrated
guide to Mexica (Aztec) history and society commissioned by
Spanish authorities about twenty years after the conquest of
Mexico and written and illustrated by Mexica artists. The page
shows goods that neighboring cities had to deliver to
Tenochtitlán, the Mexica capital. The goods include gems,
feathers, jaguar pelts, and cacao. A description in Spanish
details what each city had to deliver.
ASSESSING EVALUATION OF
EVIDENCE/ARGUMENTATION WITH SAQ
A. Identify and explain TWO historical claims about the Aztec state that can be
supported based on the image.
B. Identify and explain ONE limitation of the image as a source of information about
the Aztec state.
SHIFTS TO THE DBQ
7 documents (with a chart and/or visual)
‘Utilize’ rather than ‘basic understanding’ of the documents
‘Sourcing’ (audience, purpose, context or POV) at least 4 documents
Outside information – another example and connection to a larger historical process
Compare or connect with another time, space or discipline
EXAMPLE OF AN LEQ
Using specific examples, analyze continuities and changes in the relationship between
legal systems and social hierarchies in the period circa 2000 B.C.E. to circa 1000 C.E.
OR
Using specific examples, analyze continuities and changes in the relationship between
labor systems and social hierarchies in the period circa 600 C.E. to circa 1750 C.E.
LONG ESSAYS
One essay selected from a choice of two
LEQ will address one specific historical thinking skill:
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CCOT
Comparison
Causation
Periodization
Developing LEQs
NINE (NESTED) HISTORICAL THINKING SKILLS
WHAP PERIODIZATION
Period 1, Foundations
 Technological and Environmental Transformations
 To c. 600 BCE
 Key Concepts:
 Big Geography & Peopling of the Earth
 The Neolithic Revolution and Early Agricultural Societies
 The Development and Interactions of Early Agricultural, Pastoral, and Urban Societies
WHAP PERIODIZATION
Period 2
 Organization and Reorganization of Human Societies
 c. 600 BCE – c. 600 CE
 Key Concepts:
 Development and Codification of Religious and Cultural Traditions
 Development of States and Empires
 Emergence of Transregional Networks of Communication and Exchange
WHAP PERIODIZATION
Period 3
 Regional and Transregional Interactions
 c. 600 – 1450
 Key Concepts:
 Expansion and Intensification of Communication and Exchange Networks
 Continuity and Innovation of State Forms and their Interactions
 Globalizing Networks of Communication and Exchange
WHAP PERIODIZATION
Period 4
 Global Interactions
 C. 1450 – 1750
 Key Concepts:
 Globalizing Networks of Communication and Exchange
 New Forms of Social Organization and Modes of Production
 State Consolidation and Imperial Expansion
WHAP PERIODIZATION
Period 5
 Industrialization and Global Integration
 c. 1750 – 1900
 Key Concepts:
 Industrialization and Global Capitalism
 Imperialism and Nation State Formation
 Nationalism, Revolution, and Reform
 Global Migration
WHAP PERIODIZATION
Period 6
 Accelerating Global Change and Realignments
 c. 1900 to the Present
 Key Concepts:
 Science and the Environment
 Global Conflicts and their Consequences
 New Conceptualizations of Global Economy, Society, and Culture