Transcript Chapter 1 The First Humans Prehistory * 3500 BC

Welcome
AP World History Students
AP Student
Curriculum Review
Mr. Richard Quintana
Miami Dade County
Public Schools
November 14, 2015
Agenda for Today
 Session 1: Start at 8:30 AM
1. Makeup of the AP test
2. Geography and Periodization
3. Content Overview by Unit
4. How to approach the multiple choice
 Lunch 11:40 AM -12:10 AM
1. Document Based Question (DBQ) Essay
2. Compare and Contrast Essay
3. Change and Continuities Over Time (CCOT) Essay
4. Tips on how to study for the AP test
 Dismissal at 1:30 PM
Please join my Edmodo Group
1) Log on to Edmodo.com
2) Create an account (if you don’t already have one)
3) Join my group. Input the group code - 3s9g6a
 The name of my group is AP World History Student
Review - November 2015
 There are lots of great files you can download on my
Edmodo. They are found in the folders section. You
can also contact me with any questions you may have.
Some Memes To Start Our Morning
Time Periods Covered
Period
Period title
Date range
weight
1
Technological and Environmental
Transformations
to c. 600 B.C.E.
5%
2
Organization and Reorganization of
Human Societies
3
Regional and Transregional
Interactions
4
Global Interactions
5
Industrialization and Global
Integration
c. 600 B.C.E. to
c. 600
C.E.
c. 600 C.E. to c.
1450
c. 1450 to c.
1750
c. 1750 to c.
1900
6
Accelerating Global Change and
Realignments
c. 1900 to the
Present
15%
20%
20%
20%
20%
Major Themes in AP World History
 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
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 Exam FAQ
 Scoring has changed. Total scores for multiple
choice are now based on the # of questions
answered correctly
 Points will not be deducted for incorrect answers
 Europe is 20% of the exam. Coverage of the
U.S. should be in how our country interacted
with other socieities (i.e. World War II, Cold
War)
 Major areas covered include East Asia (China,
Japan, and Korea), the Middle East, Africa, and
Latin America
By the Way
 While the multiple-choice section of the
test asks questions from each of the above
periods, these questions do not appear in
chronological order.
 In other words, when you take the
multiple-choice part of the exam, you'll
basically go through cycles from the
Foundations to the present and so on.
AP World History Student Age Distribution
100%
90%
80%
Other 3.3%
Other 3.3%
Sen 9.0%
Sen 7.6%
Juniors
14.9%
Juniors
12.2%
Other 3.0%
Other 3.1%
Other 3.2% Other, 1.7%
Other 4.0%
Other 3.1%
Other 3.8%
Other 3.5%
Sen 7.2%
Sen 6.6%
Sen 5.7%
Sen, 5.5% Sen, 5.5% Sen, 4.9% Sen, 4.1% Sen, 3.8%
Juniors
10.1%
Other 3.5%
Juniors
9.7%
Juniors
9.2%
Juniors
9.2%
Juniors
9.7%
Juniors
9.6%
Juniors
10.0%
Juniors
9.8%
Soph
76.1%
Soph
76.9%
Soph
76.5%
Soph
76.5%
Soph
76.7%
Soph
76.8%
Soph
77.8%
Sen, 3.6%
Juniors
9.1%
70%
60%
50%
40%
Soph
69.4%
Soph
73.5%
Soph
74.6%
Soph
78.9%
30%
20%
10%
0%
Frosh 3.4%
Frosh 3.5%
Frosh 4.2%
Frosh 4.5%
Frosh 4.0%
Frosh 4.6%
Frosh 5.3%
Frosh 5.6%
Frosh
6.4%
Frosh
6.0%
Frosh
6.7%
2002
2003
2004
2005
2006
2007
2008
2009
2010
2011
2012
AP World History Score Distribution
Redesign
100%
90%
5
5, 10.6%5, 11.4%5, 10.9%5, 10.2%5, 10.4%
11.2%
4
4, 15.2%
80% 4, 17.6%4, 18.9%4, 16.1%4, 17.1%
16.9%
5
8.9%
4
16.1%
5
11.1%
4
16.0%
5
9.8%
5
9.5%
4
15.5%
4
16.0%
3
23.8%
3
23.0%
2
24.2%
2
25.5%
5, 6.9%
4
15.7%
70%
60%
3, 28.9%3, 25.9%
3, 27.8%3, 25.2%
3, 25.4%
3
26.1%
3
23.4%
3
23.4%
3
30.5%
5, 5.7%
4
13.5%
3
29.4%
5
6.4%
4
15.8%
3
31.7%
50%
40%
2, 23.4%2, 24.4%
2
24.3%
1, 24.0%1, 24.6%
1, 20.1%1, 22.0%
1
21.5%
2, 23.7%
30% 2, 24.5%
2, 23.2%
2
25.7%
2
24.6%
2
29.4%
2
30.4%
2
27.9%
20%
10% 1, 18.4%
1
25.8%
1
24.9%
1
26.7%
1
26.0%
1
17.4%
1
21.0%
1
18.2%
0%
2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014
est
2015 AP World History Overall Summary
National Results
0
35%
31.3%
30%
30.1%
25%
20%
18.3%
15%
13.9%
10%
6.4%
5%
0.0%
0.0%
0.0%
0.0%
0.0%
0%
1
2
3
4
5
Average Student Performance on APWH Exam
Multiple Choice vs. Essay Sections
60 pts possible in each section,
but students earn most of their pts in MC section
MC Section
Essay
60
MC Scores are fairly consistent. It's the Essay scores that make a big difference!
Actual Points Earned
50
15.1
40
21.9
19.8
16.2
15.1
17.9
17.3
17.5
13.0
MC "Formula"
Changed
(No -1/4 pt penalty)
30
20
36.3
28.8
30.1
29.5
28.8
30.5
28.0
2005
2006
2007
2008
2009
2010
37.5
30.3
10
0
2011
2012
Average
2014 AP World History
"Balance" Between
Multiple Choice Section vs. Essay Section
100%
Essay Section
26.3%
Ideally, students should earn
50% of their score from each
section. Any imbalance is
evidence of where students
should focus their skills for
improvement.
50%
Multiple Choice
Section
73.7%
0%
National %
Nationally, students' essay
writing skills are not keeping
up with their objective
(multiple choice) skills.
Multiple Choice
Essay Section
Section
0.0%
0
0.0%
2014 AP World History Multiple Choice Section
National Average
0
45
40
39
35
30
25
20
19
15
10
10
5
0
10
7
11
9
9
8
11
"Cliff? What Cliff?" - 2007 APWH MC Section
Shows the % of questions #1-10 students answered correctly,
then the % of questions #11-20 answered correctly, etc.
10000%
9000%
8000%
Percent Correct
67.7%
67.5
7000%
The "Honeymoon"
6000%
56.7%
55.8%
56.3%
The "Plateau"
5000%
53.6%
46.2%
Mental
Fatigue
2nd
Effort
4000%
3000%
2000%
1000%
0%
1
4
7
10
13
16
19
22
25
28
31
34
37
40
43
46
Question #
Average of 10 Questions
49
52
55
58
61
64
67
70
AP World History World Map
Periodization
WHAT DO THEY WANT FROM ME?
 What is the AP World History Exam really testing?
– In a nutshell: Can you make connections between different
societies over different periods of time?
• In other words, for any given period of history, can you explain
who was doing what? How did what they were doing affect the rest
of the world? What changed about the society during this period of
time?
– To show what you know about world history, keep this big-
picture perspective in mind as you study and answer
multiple-choice questions or construct essays.
• To help you do this, keep an eye out for certain recurring themes
throughout the different time periods. Specifically, be on the
lookout for the following:
Essential Questions
 How did people interact with their environment? Why did they live where
they did? How did they get there? What tools, technology, and resources
were available to them? How was the landscape changed by humans?
 What new ideas, thoughts, and styles came into existence? How did these
cultural developments influence people and technology (for example: new
religious beliefs or Renaissance thought)?
 How did different societies get along—or not get along—within a time
period? Who took over who? How did leaders justify their power? Who
revolted or was likely to revolt? And were they successful?
 How did economic systems develop and what did they depend on in terms
of agriculture, trade, labor, industrialization, and the demands of
consumers?
 Who had power and who did not within a given culture and why? What
was the status of women? What racial and ethnic constructions were
present?
Unit 1: Foundations to 600 C.E.
 Climate has been a major factor in determining where people settled. Peopled
settled in areas that has climates that would accommodate agriculture and
livestock
 Time Periods
– The Paleolithic Age refers to about 12,000 BC. During this time people were
nomadic.
– The Neolithic Age refers to the age from about 12,000 BC to about 8000 BC.
It is during this time that people settled in communities and civilization began
to emerge.
– River Valley Civilizations refers to about 3500 to 1500 BC. The major River
Valleys are described below.
– Classical Civilizations refers to about 1000 BC to 600 CE. The major
civilizations to emerge were Zhou and Han China, Greece and Rome, and the
Gupta Empire.
Unit 2: 600 C.E. to 1450 C.E.
 Islam emerges; Islamic empire emerges
 Industrial Revolution in China (Sung dynasty)
 Spread of Neo-Confucianism (in China) – mixture of Confucianism
with some Buddhism
 Schism in Christianity (when the east and the west churches divided
into Roman Catholicism and Eastern Orthodox Christianity; they
divided over the issue of icons)
 Camels in Sahara – increased trade
 The Silk Road and Indian Ocean Trade
 The Mongol Empire
 Black Death – decimated Europe’s population, political, and
economic systems
 Italian Renaissance – began the dominance of Europe in culture
Unit 3: 1450 C.E. to 1750 C.E.
 The world became truly global - the western hemisphere came
into continued contact with the eastern hemisphere. Technological
innovations, strengthened political organization, and economic
prosperity all contributed to this change that completely altered
world trade patterns.
 Maritime trade dominated the world - Technological
advancements and willingness of political leaders to invest in it
meant that sea-based trade became much more important. As a
result, old land-based empires lost relative power to the new seabased powers.
 European kingdoms gained world power - The relative power
and prosperity of Europe increased dramatically during this time in
comparison to empires in the longer-established civilization areas.
Unit 3: 1450 C.E. to 1750 C.E.
 Nomads began to become a thing of the past - Nomads continued to play an
important role in trade and cultural diffusion, and they continued to threaten the
borders of the large land-based empires. However, their power dwindled as travel
and trade by water became more important.
 Labor systems were transformed - The acquisition of colonies in North and
South America led to major changes in labor systems. After many Amerindians
died from disease transmitted by contact with Europeans, a vigorous slave trade
from Africa began and continued throughout most of the era. Slave labor became
very important all over the Americas. Other labor systems, such as the mita and
encomienda in South America, were adapted from previous native traditions by
the Spanish and Portuguese.
 Gunpowder Empires" emerged in the Middle East and Asia - Empires in
older civilization areas gained new strength from new technologies in weaponry.
Basing their new power on "gunpowder," they still suffered from the old issues
that had plagued land-based empires for centuries: defense of borders,
communication within the empire, and maintenance of an army adequate to
defend the large territory. By the end of the era, many were less powerful than
the new sea-based kingdoms of Europe.
Unit 4: 1750 C.E. to 1900 C.E.
 The west (Europe & the U.S.) becomes the major “player” in world events.
 Beginning in the early 1700s, Europeans truly had a hold on “colonies” around
the world.
 World trading networks were dominated by the west, but they still impacted the
world.
 Countries either “have” industrialization and economic development or were
“have nots”
 Political, social, and economic revolutions swept the world during this time
period.
– Enlightenment
– American and French Revolutions
– Haitian Revolution
– Industrial Revolution
– Rise of Capitalism and Adam Smith
– Unification of states (Germany, Italy, United States)
– Nationalism
– Imperialism
– Colonialism
Unit 5: 1900 C.E. to the Present
 The 20th Century was a time when the world got “smaller.”
 Communication and transportation made it possible to connect to every
part of the globe and even into outer space.
 The United States came to dominate the world during the 20th century and
our culture spread everywhere (McWorld) Not every part of the globe felt
comfortable with the Americanization of the world. American values can
be interpreted as being based upon consumerism, greed, sex, and violence
(remember our movies and music are everywhere). Many societies
viewed this as in direct violation of their traditional values.
 The United States dominated the world economically and politically. We
became the richest country in the history of the world. In many cases our
multi-national corporations used cheap labor and cheap natural resources
from the underdeveloped world to become extremely wealthy.
 The 20th Century has been the most violent century in history.
WELL, WHAT DO YOU KNOW?
 To do well on the multiple-choice section of the
AP World History Exam, you need to know two
things:
– (1) world history (ala Advanced Placement),
and
– (2) how to show that you know world history.
 One way to prove that you know world history is
by correctly answering the number of multiplechoice questions necessary to score 3 or above.
Obvious, right?
 Then why is it that lots of students who
know world history don't get a great score
on the test?
 Could it be because there are 70 questions
to answer in 55 minutes?
 Or is it because they know the history but
don't know how to wade through the
answer choices efficiently?
So what is true?
 Students often don't perform to the best of
their ability on the AP World History
Exam because in addition to knowing the
history, they need to
– know how to analyze the questions
– get rid of the bad answer choices
– find the correct answer in a short period of
time.
How to Show What You Know
 To score your best on the multiple-choice
section of this test, you first need to
remember the following rules:
– There is no such thing as a "guessing penalty";
rather, there is a guessing reward.
– Finishing is not the goal; accuracy is.
– Four out of every five answer choices you read
are wrong.
What Should You Know About Guessing
 Taking smart guesses can substantially
increase your raw score on the multiple-choice
section of the test.
 You should take your best guess as long as you
can eliminate even one answer choice. Guess
aggressively!
 Guessing also raises your score because it
saves you time.
– Seventy questions in 55 minutes is a lot. it's about
45 seconds per question. How can you possibly
answer that many questions in that period of time?
Guess and Go
Guess and Go
 Consider the following thought
processes of two AP World History
test takers on the following question:
1. Signed in 1215 C.E., England's Magna
Carta was a document that
(A) increased the wealth of the
European nobility
(B) intensified the conflict between the
church and state
(C) established England as a monarchy
under King Richard
(D) guaranteed individual liberties to
all men
(E) contained articles that were the
foundation for modern justice
Student One
Student Two
The Magna Carta—I know it
was that charter -England in
the 1200s that made the king
accountable for his actions so
the answer can't be (A) 1 . who
was that king? Was it John? I
think so. That gets rid of(C).
Now, is it more accurate to say
the original document
guaranteed individual Liberties
to all men or that some of the
articles became foundations
for modern justice. Individual
liberties for all
men...hmmm...foundations for
modern justice. Both sound
possible. Was it liberties for '
men? I thought so but maybe
not or not all men or not at the
time. Did the Magna Carta
influence modern justice? I
think so but in what way
exactly? Could it be described
as foundational to modern
Justice? Hmmm....
The Magna Carta—that charter in
England in the 1200's that made
the king accountable for his
actions. Cross off (A), cross off(B).
The king was... John...yeah, King
John. That gets rid of(C).
(D)...hmmm...did the Magna Carta
guarantee individual liberties to all
men? Maybe, not sure so leave it.
(E)...did it contain articles that
became foundations of modern
justice? Could have. Guaranteed
for all men or foundations of
modern justice? I'm not sure, but I
think (D) is too strong—
guaranteed/or all men. I'll guess
(E).
Next question. The printing press
was invented by Gutenberg
sometime near the Reformation.
Cross off (A) and (D)...
 In the previous scenario, Student One continues to
deliberate between (D) and (E) while Student Two
goes on to the next question.
– What's the difference?
• Student Two did all the work he could, considered the remaining
options, then took a smart guess and moved on.
• Student One did all the work he could, then got stuck trying to
make a decision between the two remaining options.
 As the test progresses, Student One will lag further
and further behind Student Two, not because he
knows less world history, but because he is less
willing to take that guess and move on.
 To do well on the AP World History Exam, you need
to do what you can but then be willing to take your
best guess and move on to the next question.
Process of Elimination
 Every time you read an AP World History Exam
question, remember that three out of the four answer
choices you are reading are wrong.
 Use the Process of Elimination (POE) to get rid of
what you know is wrong as you go through the
choices.
 Then deal with any answer choices you have left.
 For most questions you will be able to eliminate one
to two answer choices relatively quickly.
 That leaves you with two choices to consider and then
take a smart guess between.
Process of Elimination
 If you can't eliminate any answers, it's best to
skip the question altogether.
 Mark these skipped questions in some distinctive
way so that you can come back to them later and
make sure you leave a space on your answer
sheet.
 Always keep in mind that the multiple-choice
section is difficult, if not impossible, for most
students to finish. Focus on accuracy as you
work through this section.
HOW TO CRACK AP WORLD HISTORY
MULTIPLE-CHOICE QUESTIONS
Take a look at a sample AP World History Exam question:
3. When the Europeans arrived in sub-Saharan Africa in the 1400's
and 1500's, the African slave trade was
(A) just beginning
(B) an institution the Europeans had to establish
(C) well established and about 500 years old
(D) still under the control of Muslim traders
(E) not economically viable and did not interest the Europeans
Step 1: Read the Question and Put It in
Your Own Words
 First you must make sure that you understand
what the question is asking.
 Read the sample question again.
– What is it really asking?
• If you are having trouble figuring it out, answer the
questions
• When?, Who?, What?
– For example, in the above question about slave trade, you can
answer the following:
When the Europeans arrived in sub-Saharan Africa in
the 1400's and 1500's, the African slave trade was
 When? 1400-1599
 Who? Europeans and sub-Saharan Africa
 What? Slave trade
 Then, rephrase the question so that it is clear to
you.
– What was up with the African slave trade in the 14001500 period?
Step 2: Answer in Your Own Words
 Once you've rewritten the question, take a moment to
call up the relevant history that you know.
 If it is a topic you know well, it will be easy to come up
with an answer.
– If you can't come up with a full answer, think of a
few key points that you do know about the topic.
– Here's an example of what you might know about
the slave trade from 1400-1500.
• It already existed in both Africa and Europe, so it
wasn't new.
 If you can't answer the question completely, you can
still use what you do know to get rid of wrong answer
choices using the Process of Elimination.
Step 3: Process of Elimination
 Even if you do not know exactly what was
going on with the slave trade in the 1400's and
1500's, you can use the little you do know to
eliminate wrong answer choices.
 Remember to read each answer choice with a
critical eye, looking for what makes it wrong.
 Cross off the choices that you know are wrong;
leave ones that you are uncertain about or you
think are right.
Step 4: Guess and Go
 Once you've narrowed down the choices as far
as you can, take a guess.
 As you learned, the guessing reward rewards
students who are willing to take smart guesses
throughout the test.
 If you use POE to get rid of choices that you
know are wrong and then take a smart guess
from among the remaining answer choices,
you will score your personal best on this test.
Lets Try Some More
Multiple Choice Questions
 The above photograph of a mosque (originally dating to the 14th 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
1. 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 semimonastic 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.
2. Whenever I visited Jerusalem, I always
entered the 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
Palmira Brummett, Civilization Past &
Present, world history textbook, 2007
 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.
 Which of the following factors represents
the most significant cause of the growth of
cities in Afro-Eurasia in the period 1000–
1450?
– (A) Climate change
– (B) Commercial development
– (C) Decreased agricultural productivity
– (D) Increased invasions
O Caesar, consider the testimony of history: When some Roman leaders got
control of affairs, they not only refused to assume sovereign power but also
escaped disaster thereby; but other leaders conceived a desire for sovereign
power and perished miserably. For it is a difficult matter to force [the ruling
elite in] Rome, which has enjoyed a democratic government for so many years
and holds empire over so many other peoples, to consent to become a slave to
anyone.
Senator Agrippa,
adviser to the first Roman emperor
Augustus Caesar, circa 29 B.C.E.
 Agrippa’s advice regarding the best way to rule Rome differs most strongly from
the Confucian view of proper government prevalent in Han China in that
Agrippa
 (A) assumes that good government is for the benefit of the ruled.
 (B) asserts that rulers who wield power selfishly tend to be overthrown.
 (C) expresses reservations about a monarchical form of government.
 (D) celebrates direct democracy as the most stable form of government.
 Which of the following changes best
justifies the claim that the late 1400s mark
the beginning of a new period in world
history?
– (A) The rise of the Aztec and Inca empires
– (B) The economic recovery in AfroEurasia after the Black Death
– (C) The incorporation of the Americas
into a global network of exchange
– (D) The emergence of new religious
movements
I am a griot … we are vessels of speech; we are the repositories which harbor
secrets many centuries old. Without us the names of kings would vanish into
oblivion. We are the memory of mankind; by the spoken word we bring to life
the deeds and exploits of kings for younger generations. … I teach kings the
history of their ancestors so that the lives of the ancients might serve them as
an example, for the world is old, but the future springs from the past.
An African griot (storyteller),
circa 1950, introducing the oral epic of
King Sundiata of Mali, composed circa 1400 C.E.
 The introduction by the griot, or storyteller, is intended to serve which of the
following purposes?




(A) To establish the griot’s authority by connecting him to the past
(B) To exalt the Malian kings above previous dynasties
(C) To highlight the griot’s unique abilities as compared to other griots
(D) To portray Mali as a progressive society that is improving on the past
 Early Buddhism and early Christianity were
similar in which of the following ways?
– (A) Both supported the existing economic and
social stratifications in their places of origin.
– (B) Both sought male and female converts.
– (C) Neither sought members from the lower
classes.
– (D) Neither supported the establishment of
monastic communities
Document Based Question (DBQ) Essay
 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.
BASIC CORE
Competence
Points
EXPANDED CORE
Excellence
Points
1
Expands beyond basic core of 1-7 0-2
1. Has acceptable thesis.
1
points. A student must earn 7
2. Understands the basic meaning of 2
points in the basic core area before
documents.
(1) earning points in the expanded
(May misinterpret one document)
1
core area:
3. Supports thesis with appropriate 1
Examples:
evidence from all or all but one
1
 Has a clear, analytical, and
document.
comprehensive thesis.
 Shows careful and insightful
(Supports thesis with appropriate
analysis of the documents.
evidence from all but two
 Uses documents persuasively
documents.)
as evidence.
4. Analyzes point of view in at least
 Analyzes point of view in
two documents.
most or all documents.
5. Analyzes documents by grouping
 Analyzes the documents in
them in two or three ways,
additional ways- groupings,
depending on the question.
comparisons, syntheses.
6. Identifies and explains the need
 Brings in relevant “outside”
for one type of appropriate
historical content.
additional document source.
 Explains why additional types
of document(s) or sources are
needed.
Subtotal
Subtotal
7
2
Total 9
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 Three 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 – Home – country of origin, national, ethinicity
O – Occupation or profession
G – Gender
W – Worldview – values of religion, philosophies, culture
A – Age
R – Real Knowledge – what could they know or not
T – Theoretical Ideals – Political, economic, social values
S – Social Status – Class, caste, wealth, education
O – Occasion
A – Audience
P – Purpose (To + verb)
S – 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 Accuarcy
 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
 Can be written in your essay anywhere – either in the thesis
paragraph, in the body of your essay, or as a separate paragraph all
together
 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
 Don’t ask for something you already have unless you have a darn
good reason!
Prompt: Analyze the views
Catholic Crusaders have of
themselves with that of the Muslim
and Byzantine views of the
crusaders. What kind of additional
document would you need to better
understand the views held by each of
the participants in the Crusades?
 Historical Background: The Crusades were military campaigns sanctioned by the Latin
Roman Catholic Church during the High Middle Ages and Late Middle Ages. In 1095,
Pope Urban II proclaimed the First Crusade with the stated goal of restoring Christian
access to holy places in and near Jerusalem. Furthermore, whoever joined the ranks of the
crusaders gained spiritual immunity, Pope Urban II promised forgiveness of all sins to
whosoever took up the cross and joined in the war. While there were additional
motivations for taking up the cross—opportunity for economic or political gain, desire for
adventure, and the feudal obligation to follow one’s lord into battle—to become a soldier
for Christ was to express total devotion to God. Following the First Crusade there was an
intermittent 200-year struggle for control of the Holy Land, with six more major crusades
and numerous minor ones. In 1291, the conflict ended in failure with the fall of the last
Christian stronghold in the Holy Land at Acre, after which Roman Catholic Europe
mounted no further coherent response in the east. Some historians see the Crusades as
confident, aggressive, papal-led expansion attempts by Western Christendom; some see
them as part of long-running conflict at the frontiers of Europe; and others see them as
part of a purely defensive war against Islamic conquest. The Crusaders often pillaged the
countries through which they travelled in the typical medieval manner of supplying an
army on the move. Nobles often retained much of the territory gained rather than returning
it to the Byzantines as they had sworn to do. The Fourth Crusade resulted in the sack of
Constantinople by the Roman Catholics, effectively ending the chance of reuniting the
Christian church by reconciling the East–West Schism and leading to the weakening and
eventual fall of the Byzantine Empire to the Ottomans. Nevertheless, some Crusaders
were merely poor people trying to escape the hardships of medieval life in an armed
pilgrimage leading to salvation at Jerusalem.
Document 1
A speech by Pope Urban II at the Council of Clermont in France
in front of a great crowd of nobles, 1095.
“For your brethren who live in the east are in urgent need of your help
and you must hasten to give them the aid…Turks and Arabs have
attacked them and have conquered the territory…They have killed and
captured many and have destroyed the churches…I beseech you as
Christ’s heralds to persuade all people of whatever rank foot-soldier
and knights, poor and rich, to carry aid promptly to those Christians
and to destroy that vile race…All who die by the way, whether by land
or by sea, or in battle against the pagans, shall have immediate
remission of sins.”
Document 2
After the fall of Jerusalem to the Christians, the venerable Qadi
Abu Sa’ad al Harawi, wearing no turban, his head shaved as a
sign of mourning cried loudly into the spacious audience hall of
the caliph in 1099 in Baghdad.
“How dare you slumber in the shade of complacent safety, leading
lives as frivolous as garden flowers, while your brothers in Syria
have no dwelling place save the saddles of camels and the bellies of
the vultures? Blood has been spilled! Beautiful young girls have
been shamed, and must now hide their sweet faces in their hands!
Shall the valorous Arabs resign themselves to insult, and the valiant
Persians accept dishonor? Never have the Muslims been so
humiliated. Never have their lands been so savagely devastated.”
Document 3
German historian Ekkehard, who visited
Jerusalem in 1101, reports on the First Crusade.
“Those bound for the Holy Land seemed to them to
be leaving the land of their birth and sacrificing
what they already had for a vain hope. The
promised land offered no certainty but danger, yet
they deserted their own possessions in a greedy
struggle for those of others.”
Document 4
A letter from a French crusader, Stephen of
Blois, 1098.
“You may be sure, dearest, that the messenger
whom I sent to you left me before Antioch
safe and unharmed and through God’s grace,
in the greatest prosperity. You may know for
certain, my beloved, that of gold, silver, and
many other kinds of riches, I now have twice
as much as you, my love, supposed me to have
when I left you…”
Document 5
William of Tyre’s (1130-1185) account of the Crusader
Conquest of Jerusalem. William was born in Latin
occupied Palestine, educated in Europe by Latin priests
and returned to the Diocese of Tyre to serve in Church.
“When they heard the name of Jerusalem called out, they
began to weep and fell on their knees, giving thanks to Our
Lord with many sighs for the great love which he had
shown them in allowing them to reach the goal of their
pilgrimage…They ran forward until they had a clear view
of all the towers and walls of the city. Then they raised
their hands in prayers to Heaven and taking off their shoes,
bowed to the ground and kissed the earth.”
Document 6
Beh-El-Din, writing about the Third Crusade in the later 12th
century, when the European kings were negotiating with the
Turkish Sultan, Saladin.
“Then the king of England, seeing all the delays interposed by the
Sultan to the execution of the treaty, acted treacherously as regards
his Muslim prisoners. In the afternoon of Tuesday he came out on
horseback with all the Frankish army. The Franks, on reaching the
middle of the plain that stretches between this hill and that of Keisan,
close to which place the sultan’s advanced guard had drawn back,
ordered all the Muslim prisoners, whose martyrdom God had decreed
for this day, to be brought before him. They numbered more than
three thousand and were all bound with ropes. The Franks then flung
themselves upon them all at once and massacred them with sword
and lance in cold blood. The motives of this massacre are differently
told…God along knows what the real reason was.”
Document 7
Anna Comnena, daughter of Byzantine Emperor
Alexius I, wrote the following in a history of her
father’s reign some time after 1137.
“Before he [Alexius] had enjoyed even a short rest, he
heard a report of the approach of innumerable Frankish
armies. Now he dreaded their arrival for he knew their
irresistible manner of attack, their unstable and mobile
character…and that they were always agape [in a state of
wonder] for money, and seemed to disregard their truces
readily for any reason that cropped up.”
Document 8
Byzantine nobleman, court official, and historian Nicetas
Choniates (1155-1216) writes of the fourth Crusade which
he witnessed. The Crusaders pillaged and captured
Constantinople.
“The enemy, who had expected otherwise, found no one openly
venturing into battle or taking up arms to resist; they saw that
the way was open before them and everything there for the
taking. But their disposition was not at all affected by what they
saw, nor did their lips break into the slightest smile…Instead
they plundered with impunity and stripped their victims
shamelessly, beginning with their carts. O, the shameful
dashing to earth of the venerable icons and the flinging of the
relics of the saints, who had suffered for Christ’s sake, into
defiled places!”
Document 9
Prise de Constantinople par les Croises, Constantinople taken by
the crusaders, April 12, 1204.
Comparative Essay
 Do not have students write blanket
statements in their thesis
 Avoid, “They were similar, yet
different” or “They had many
similarities and some differences.”
 Instead, be specific and direct in your
comparisons
BASIC CORE
EXPANDED CORE
Historical skills and knowledge required Historical skills and knowledge required
to show competence
to show excellence
1.
1.
1.
Points
Has acceptable thesis.
1
(Addresses comparison of the
issues or themes specified)
Addresses all parts of the
question, though not necessarily 2
evenly or thoroughly.
( Addresses most parts of the
question: for example, deals
with differences but not
similarities.)
Substantiates thesis with
2
appropriate historical
evidence.
( Partially substantiates thesis
with appropriate historical
evidence.)
1.
Makes at least one or two
relevant, direct comparisons
between or among
societies.
1.
Analyzes at least one reason
for a similarity or difference
identified in a direct comparison.
Subtotal
1






Points
Expands beyond basic core of
0-2
1-7 points. The basic core score of
7 must be achieved before a student
can earn expanded core points.
Examples:
Has a clear, analytical and
comprehensive thesis.
Addresses all parts of the
question (as relevant):
comparisons, chronology,
causation, connections,
themes, interactions, content.
Provides ample historical
evidence to substantiate thesis.
Relates comparisons to larger global
context.
Makes several direct comparisons
consistently between or among
societies.
Consistently analyzes the causes and
effects of relevant similarities and
differences.
1
7 Subtotal
TOTAL
2
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 Sample
 Analyze the differing responses of China and Japan
to Western penetration in the 19th century. (1800)
 Even though BOTH China and Japan were resistant
to European influences, China tried to keep the
Europeans out, which led to them becoming a puppet
state of England, whereas Japan was more accepting
of the Europeans, which led to the rapid
industrialization and strengthening of the economy.
Essay Structure
Similarities and Differences
 2nd 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____”
 3rd Paragraph
Similarities
– Write everything about the similarities of both
– End the paragraph with “The reason(s) for the similarities
were__”
Essay Structure
Split Method
 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
Compare and Contrast Tips
Differences AND similarities
4-5 Evidence per paragraph
WHY, WHY, WHY, WHY-in
flashing neon light
WHY different, why similar
Change and Continuity Over
Time Essay
 The objective of the essay is to write and how
things changed, and how and why they stayed the
same
 You must describe the following:
– Baseline – the status quo in the beginning
– Impact – What was introduced that created changes
and in which continuities remained
– The Process – The What, How, and Why’s of Changes
and Continuities
– Global Impact
BASIC CORE
Historical skills and knowledge
required to show competence
1.
1.
1.
1.
2.
Points
Has acceptable thesis.
(Addresses the global
issues and the time
period(s) specified).
Addresses all parts of the
question, though not
necessarily evenly and
thoroughly.
(Addresses most parts
of question: for
example, addresses
change but not
continuity.)
Substantiates thesis with
appropriate historical
evidence.
(Partially substantiates
thesis with appropriate
historical evidence.)
Uses relevant world
historical context
effectively to explain
change over time and/or
continuity.
Analyzes the process of
change over time and/or
continuity.
Subtotal
1
2
(1)
2
(1)
1
1
EXPANDED CORE
Historical skills and knowledge
required to show excellence
Points
Expands beyond basic core of
1-7 points. The basic core
score of 7 must be achieved
before a student can earn
expanded core points.
Examples:

Has a clear, analytical,
and comprehensive thesis

Analyzes all issues of the
question (as relevant):
global context,
chronology, causation,
change, continuity,
effects, content.

Addresses all parts of the
question evenly.

Provide ample historical
evidence to substantiate
thesis.

Provide links with
relevant ideas, events,
trends in an innovative
way.
7
Subtotal
Total 9
0-2
2
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 products that were traded
remained fairly consistent: silk from China, spices
from India and gold and slaves from Africa.
Essay Structure – One Topic








2nd 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
 3rd 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 – Two 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
General Tips for CCOT
 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
Lets Look at a Topic
 Choose ONE of the following political units (countries,
empires, etc.) and discuss how technological
developments from 1450-1750 changed its global
influence. Be sure to describe its position of power and
influence in the beginning of the period as your starting
point.




England
Portugal
Spain
Germany
Russia
Ottoman Empire
China
France
Plan Your Essay
Baseline:
What was its role in 1400s/ pre-technology?
Impact:
What technologies had an impact on it? Why
and in what way?
Change:
What changes occurred to its role in the world
What remained the same despite technological
innovations?
Before the 1400s, Portugal was a small country
in Europe with little resources. It was located
near the east coast of Africa and had trade
relations with its Muslim neighbors
Navigational tools allowed for long sea
journeys. For example, magnetic compass &
astrolabe.
These tools allowed to navigate and explore first
the Indian Ocean and later the .
Portugal became a global power.
Established colonies in the New World and
increased trade routes to Asia.
Portuguese language, culture, and religion
spread throughout the world.
Portugal, a small country, was overshadowed by
its aggressive neighbor , which also ventured far
and wide but had more resources. Nautical
technology didn’t help in land wars, or to
protect borders.
Paragraph Format
 Paragraph 1 – Thesis (Be sure to mention Baseline,
Impact, Changes, and Continuities)
 Paragraph 2 – Changes Over Time
 Paragraph 3 – Continuities Over Time
 Paragraph 4 – Conclusion (Rephrasing of thesis
Statement/Impact on Global History)
How to Study for the AP Test?
Choose a Study Guide
 Choose an AP Study Guide that
is right for you. Some AP
World History teachers prefer
certain study guides over others
 Cracking the AP World History
Exam by Princeton is an overall
great guide. It contains very
easy to read sections covering
the historical content of the
exam. It also includes great tips
on how to complete the multiple
choice and essay sections. There
are also practice exams in this
book
Watch History Videos and Take Practice Tests
 Watch the World History by Crash Course videos on Youtube.
They are really short videos that are fun to watch. They are also
packed with valuable information for the AP test
 World History by Crash Course – 42 Videos – 10-15 minutes
per video
https://www.youtube.com/watch?v=Yocja_N5s1I&list=PLBDA
2E52FB1EF80C9
 Log onto getafive.com – Watch the videos and take practice
quizzes
 Work on some practice multiple choice tests
 Practice working on DBQ, compare and contrast, and change
over time essays that your teacher gives you. You can also
practice at home by reviewing essays found in your AP study
guides
Download apps to your phones
and form study groups
 Download apps to your IPhone or android
phones so you can practice multiple choice
questions, read flash cards, and read historical
summaries. Some of these apps cost money,
but many are free
 Form study groups with your friends. You can
meet at schools or at each others homes. Read
through the study guides together and quiz
each other using questions from the study
guide or flash cards
The Day Before The Test and
The Day of the Test
 Review as much as you can the week before
the exam. Sleep well before the day of the test
and eat a healthy breakfast.
 Be on time to the exam. Make sure to bring
plenty of blue or blank ink pens, pencils, a
photo ID, a watch that does not beep (to pace
yourself during the exam), and a sweater.
 DO NOT BRING ELECTRONIC DEVICES
WITH YOU INTO THE TESTING ROOM…
Thank you!
Please feel free to
contact me at my email:
richardquintana
@dadeschools.net
Good luck and May The Force Be With You…