Class Study Guide Packet Number

About the Exam

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  Refer to individual documents within the framework of the overall topic.
  
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  Uses all of the documents.
  
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  Discuss the materials in reference to the question -- don't just summarize them.
  

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  Cite documents by naming the author and/or by naming the document number.
  
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  There are no irrelevant or deliberately misleading documents.
  
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  It's important that you put your analytic skills to work and demonstrate that you understand context, bias, and frame of reference regarding the documents' sources and the authors' points of view. Group or juxtapose documents in a variety of ways (e.g. according to their ideas or points of view); suggest reasons for similarities or differences in perspective among the documents; and identify possible biases or inconsistencies within documents.
  
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  You'll be asked to explain the need for additional documents that would help you answer the question more completely. You may also have to discuss which points of view are missing from the given documents. Since the DBQ focuses on historical skills within a world history framework, remember to place documents chronologically, culturally, and thematically.
  
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  You're not expected to know the author or topic of all the DBQ documents, or to include information outside of the documents.
  

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  Continuity and Change-Over-Time Essay
  The Continuity and Change-Over-Time-Essay focuses on large global issues such as technology, trade, culture, migrations, or biological developments. It covers at least one of the periods in the course outline and one or more cultural areas. You'll have 40 minutes to write the essay. It's recommended that you spend five minutes planning and/or outlining your answer before you begin writing. You may be able to choose different cases to illustrate your point.
  
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  Comparative Essay
  In the final free-response essay you'll answer a comparative question that focuses on developments in two or more societies, and their interactions with each other or with major themes or events (e.g. culture, trade, religion, technology, migrations). You'll have 40 minutes to write the essay. It's recommended that you spend five minutes planning and/or outlining your answer before you begin writing.
  

• Scoring the Exam

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  The multiple-choice and free-response sections are each worth half of the final exam grade.
  
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  Themes and AP World History:
  
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  AP World History requires students to learn World History thematically. The Course is taught using five themes that form threads that unify time periods and societies into a broad picture of history. The themes also help to compare and analyze change and continuity over time.
  
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  Social--Development and transformation of social structures
  

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  Gender roles and relations
  
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  Family and kinship
  
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  Racial and ethnic constructions
  
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  Social and economic classes
  

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  Political--State-building, expansion, and conflict
  

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  Political structures and forms of governance
  
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  Empires
  
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  Nations and nationalism
  
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  Revolts and revolutions
  
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  Regional, trans-regional, and global structures and organizations
  

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  Interaction between humans and the environment
  

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  Demography and disease
  
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  Migration
  
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  Patterns of settlement
  
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  Technology
  

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  Cultural--Development and interaction of cultures
  

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  Religions
  
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  Belief systems, philosophies, and ideologies
  
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  Science and technology
  
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  The arts and architecture
  

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  Economic--Creation, expansion, and interaction of economic systems
  

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  Agricultural and pastoral production
  
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  Trade and commerce
  
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  Labor systems
  
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  Industrialization
  
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  Capitalism and socialism
  

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  Historical Periods, Key Concepts, and Theme’s
  
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  Historical Periods
  
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   Technological and Environmental Transformations to c. 600 B.C.E. 5%
   

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  Key Concept 1.1, Big Geography and the peopling of the earth.
  
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  Key Concept 1.2, The Neolithic Revolution and Early Agricultural Societies.
  
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  Key Concept 1.3, The Development and Interactions of Early Agricultural, Pastoral and Urban Societies.
  

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   Organization and Reorganization of Human Societies c. 600 B.C.E. to c. 600 C.E. 15%
   

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  Key Concept 2.1, The Development and Codification of Religious and Cultural Traditions.
  
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  Key Concept 2.2, The Development of States and Empires
  
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  Key Concept 2.3, Emergence of Transregional Networks of Communication and Exchange.
  

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   Regional and Transregional Interactions c. 600 C.E. to c. 1450 20%
   

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  Key Concept 3.1, Expansion and Intensification of Communication and Exchange Networks.
  
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  Key Concept 3.2, Continuity and Innovation of State Forms and their Interactions.
  
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  Key Concept 3.3, Increased Economic Productive Capacity and Its consequences.
  

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   Global Interactions c. 1450 to c. 1750 20%
   

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  Key Concept 4.1, Globalizing Networks of Communication and Exchange.
  
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  Key Concept 4.2, new Forms of Social Organization and Modes of Production.
  
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  Key Concept 4.3, State Consolidation and Imperial Expansion.
  

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   Industrialization and Global Integration c. 1750 to c. 1900 20%
   

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  Key Concept 5.1, Industrialization and Global Capitalism.
  
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  Key Concept 5.2, Imperialism and Nation State Formation.
  
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  Key Concept 5.3, Nationalism, Revolution and Reform.
  
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  Key Concept 5.4, Global Migration
  

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   Accelerating Global Change and Realignments c. 1900 to the Present 20%
   

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  Key Concept 6.1, Science and the Environment.
  
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  Key Concept 6.2, Global Conflicts and Their Consequences.
  
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  Key Concept 6.3, new Conceptualizations of Global Economy, Society and Culture.
  

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  Theme 1: Interaction Between Humans and the Environment
  
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  • Demography and disease
  
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  • Migration
  
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  • Patterns of settlement
  
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  • Technology
  
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  The interaction between humans and the environment is a fundamental theme for world history. The environment shaped human societies, but, increasingly, human societies also affected the environment. During prehistory, humans interacted with the environment as hunters, fishers and foragers, and human migrations led to the peopling of the earth. As the Neolithic revolution began, humans exploited their environments more intensively, either as farmers or pastoralists. Environmental factors such as rainfall patterns, climate, and available flora and fauna shaped the methods of exploitation used in different regions. Human exploitation of the environment intensified as populations grew and as people migrated into new regions. As people flocked into cities or established trade networks, new diseases emerged and spread, sometimes devastating an entire region. During the Industrial Revolution, environmental exploitation increased exponentially. In recent centuries, human effects on the environment —and the ability to master and exploit it — increased with the development of more sophisticated technologies, the exploitation of new energy sources and a rapid increase in human populations. By the twentieth century, large numbers of humans had begun to recognize their effect on the environment and took steps toward a “green” movement to protect and work with the natural world instead of exploiting it.
  
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  Theme 2: Development and Interaction of Cultures
  
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  • Religions
  
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  • Belief systems, philosophies, and ideologies
  
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  • Science and technology
  
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  • The arts and architecture
  
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  This theme explores the origins, uses, dissemination, and adaptation of ideas, beliefs, and knowledge within and between societies. Studying the dominant belief system(s) or religions, philosophical interests, and technical and artistic approaches can reveal how major groups in society view themselves and others, and how they respond to multiple challenges. When people of different societies interact, they often share components of their cultures, deliberately or not. The processes of adopting or adapting new belief and knowledge systems are complex and often lead to historically novel cultural blends. A society’s culture may be investigated and compared with other societies’ cultures as a way to reveal both what is unique to a culture and what it shares with other cultures. It is also possible to analyze and trace particular cultural trends or ideas across human societies.
  
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  Theme 3: State-Building, Expansion, and Conflict
  
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  • Political structures and forms of governance
  
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  • Empires
  
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  • Nations and nationalism
  
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  • Revolts and revolutions
  
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  • Regional, transregional, and global structures and organizations
  
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  This theme refers to the processes by which hierarchical systems of rule have been constructed and maintained and to the conflicts generated through those processes. In particular, this theme encourages the comparative study of different state forms (for example, kingdoms, empires, nation-states) across time and space, and the interactions among them. Continuity and change are also embedded in this theme through attention to the organizational and cultural foundations of long-term stability on one hand, and to internal and external causes of conflict on the other. Students should examine and compare various forms of state development and expansion in the context of various productive strategies (for example, agrarian, pastoral, mercantile), various cultural and ideological foundations (for example, religions, philosophies, ideas of nationalism), various social and gender structures, and in different environmental contexts. This theme also discusses different types of states, such as autocracies and constitutional democracies. Finally, this theme encourages students to explore interstate relations, including warfare, diplomacy, commercial and cultural exchange, and the formation of international organizations.
  
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  Theme 4: Creation, Expansion, and Interaction of Economic Systems
  
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  • Agricultural and pastoral production
  
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  • Trade and commerce
  
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  • Labor systems
  
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  • Industrialization
  
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  • Capitalism and socialism
  
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  This theme surveys the diverse patterns and systems that human societies have developed as they exploit their environments to produce, distribute, and consume desired goods and services across time and space. It stresses major transitions in human economic activity, such as the growth and spread of agricultural, pastoral, and industrial production; the development of various labor systems associated with these economic systems (including different forms of household management and the use of coerced or free labor); and the ideologies, values, and institutions (such as capitalism and socialism) that sustained them. This theme also calls Return to the Table of Contents c The College Board AP World History Curriculum Framework 20 attention to patterns of trade and commerce between various societies, with particular attention to the relationship between regional and global networks of communication and exchange, and their effects on economic growth and decline. These webs of interaction strongly influence cultural and technological diffusion, migration, state formation, social classes, and human interaction with the environment.
  
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  Theme 5: Development and Transformation of Social Structures
  
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  • Gender roles and relations
  
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  • Family and kinship
  
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  • Racial and ethnic constructions
  
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  • Social and economic classes
  
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  This theme is about relations among human beings. All human societies develop ways of grouping their members, as well as norms that govern interactions between individuals and social groups. Social stratification comprises distinctions based on kinship systems, ethnic associations, and hierarchies of gender, race, wealth, and class. The study of world history requires analysis of the processes through which social categories, roles, and practices were created, maintained, and transformed. It also involves analysis of the connections between changes in social structures and other historical shifts, especially trends in political economy, cultural expression, and human ecology.
  
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  VOCABULARY CARD FORMAT
  
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  For each vocabulary term in AP World History you are required to complete a note card on 3 x 5 index cards. It is important that you use 3 x 5 index cards and not a different size since other sizes make managing class sets of thirty or more difficult. You will use these note-cards in composing your answers to study questions (forming “concept maps” and “association maps”) and to study for quizzes, exams, and the AP exam. Ultimately, you will have a tremendous personal resource that you can use to cement what you learn in this class for the long-term. In the short-run, you are required to turn in your note-cards when asked.
  
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  GUIDELINES:
  

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   Use only white 3 x 5 index cards. Do Not use different sizes or colored cards. They can be ruled or not ruled. YOU WILL NOT BE GIVEN CREDIT FOR CARDS THAT DO NOT MEET THESE SPECIFICATIONS.
   

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   On the front of each card write,
   

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   The vocabulary term, and
   
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   Whatever AP World history theme you think applies
   

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  You should have NO OTHER INFORMATION on the front of the card.
  
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   The back of the card should include the following:
   

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   A definition of the term, probably a single sentence.
   
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   The significance of the term (why it is important); a second sentence.
   
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   Which Big Concept it is associated with (just give the number, e.g. 1.2.)
   
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   A pen mark of the color that corresponds to the Era folder.
   

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  FRONT
  
  
  SAMARKAND
  Theme 1 – Humans & Environment
  
  
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  Concept: 3.1
  Def:

  Capital of Tamerlane’s empire & trading center for Central Asia.

  
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  City on Silk Road, example of trade entrepot. Cultural mixing/syncretism.

  
  

  (PEN MARK IN YELLOW)

  
  
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  METHODS FOR USING NOTECARDS
  
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  Note cards are an excellent resource for many different types of intelligence. They are portable, transferable (someone else can use them), and can be manipulated in many different ways. They can be used to study in ways that access several forms of intelligence. Below are some studying techniques using note cards:
  
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  1. Standard method – sequential.
  
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  This technique is probably what most students have been exposed to before entering high-school. One takes a stack of note cards and simply works their way through it one at a time. This works well for people with high logical/sequential intelligence.
  
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  2. Sorting method – eliminative
  
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  The sorting method eliminates cards that are learned as the cards are worked. The student creates three piles of cards:
  
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  Pile 1 – Cards that are known and fully learned
  
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  Pile 2 – Cards that are somewhat known but not fully committed to memory.
  
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  Pile 3 – Cards that are unknown.
  
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  The student removes pile 1 and works their way through the remaining stacks (piles 2 & 3) until they have learned and committed some to memory. They then sort their cards into the same three piles. This results in the number of cards continually decreasing, and the amount of information committed to memory continually increasing. At the end of the exercise all cards are “pile 1” cards. This technique also works well for people with high logical/sequential
  
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