ADVANCED PLACEMENT WORLD HISTORY2017-2018

APWH 2017-18

• Mr. Pawlicki

EXPECTATIONS

• follow all school policies

• be respectful of yourself and others

• be prepared to succeed in class

• These are very simple, please think about all aspects of our actions in this classroom

WEBSITE & SYLLABUS

• Class website:

• mrpawlickishistoryclass.weebly.com

• Questions?

HISTORY OF THE WORLD IN 7 MINUTES

• History of the World in 7 Minutes

• Every second in the video represents 50 years.

• This is a visual timeline

• Pay attention to the spacing of events (how far apart the are in the beginning and how close they are in the last four minutes of the video. Why is this?

QUIZ FREEBIES

•#6- interpretation

•#7- contextualization

•#10- analyzing evidence

•#12- synthesis

•#14- argumentation

AFTER THE QUIZ

• Please get a chrome book

• Go to

mrpawlickishistoryclass.weebly.com• Read From Foraging to Farming- The Agricultural Revolution by

Bridgette Byrd O’Connor

HUNTER-GATHERER MENU

• Choose a name and a location for your restaurant along with a date to correspond to when people would have been foraging in this location.

• Then research what a typical forager might have hunted and gathered in your geographical region in order to put together your menu.

• Name the dish. You must include information on the tools used to forage that particular food item as well as information about where the food item was located.

• Create at least three items for your menu, including an appetizer/snack, a main course and a dessert.

• Make it look nice please!

WRITING PROMPT

• Answer the following question in at least one full paragraph (7 sentences). Be sure to include a thesis statement and multiple supporting points.

• Was farming an improvement over foraging?

CRASH COURSE: AGRICULTURAL REVOLUTION

• What is foraging? If there are no written records, how do we know about this period?

• How does the life of a forager compare to that of a farmer?

• What are the advantages and disadvantages of farming?

DISCUSSION

• What makes a civilization?

• Talk with your group, and come up with the necessary factors.

• Share out

GOOGLE CLASSROOM

• Please join using code:

r2aouus

Describe the cartoon below. Is it funny? Why or why not?

CHINESE PHILOSOPHY

Assignment:

Each student will choose a Chinese philosophy (Confucianism, Taoism, Legalism, Buddhism) and create an inspirational posters illustrating why the tenets of that philosophy would be the best ones to adopt.

Read The Three Belief Systems of China. Take notes in a notebook, creating a graphic organizer comparing the philosophies.

Make rough draft of your Chinese philosophy poster.

WHO SAID IT? BUDDHIST, DAOIST, LEGALIST, OR CONFUCIAN.• “The superior man has a dignified ease without pride.

The mean man has pride without a dignified ease.”

• “Within the Yang there exists the Yin and vice versa.”

• “A filial son to his father can be a traitorous subject to his ruler. ”

• “No one saves us but ourselves. No one can and no one may. We ourselves must walk the path.”

BELL WORK

• Write a multiple choice question (with answers) based on the unification of China.

BELL WORK

• What is the acronym that we use for short answer questions

• Take out your rubric.

Episode 31 – Coin with Head of Alexander

Episode 32 – Pillar of Ashoka

Warm up: What could be the significance of this object? Where do you think it is from?

Warm up: what could be the significance of this object? Where do you think it is from?

Episode 34 – Chinese Han Lacquer Cup

Episode 35 –Head of Augustus

HOMEWORK

• Read the first few pages of Chapter 9 (at least up to page 172)

ANSWER THE FOLLOWING QUESTIONS AFTER THE READING

• What aspects of society and culture flourished during the development of new lands and empires?

• What administrative challenges did these empires face?

• How was trade handled? What was traded and through what means?

• Other than goods, what else was exchanged during the foundation of new empires?

WRITE A THESIS FOR THE FOLLOWING PROMPT

Compare and contrast the ancient Athenians and Spartans.

In what essential ways were they different?

How did these differences affect their eventual fates?

SOAPSTONE

• Speaker

• Occasion

• Audience

• Purpose

• Subject

• Tone

Practice SOAPSTone“Yesterday, December 7, 1941—a date which will live in infamy—the United States of America was suddenly and deliberately attacked by naval and air forces of the Empire of Japan…

Japan has, therefore, undertaken a surprise offensive extending throughout the Pacific area. The facts of yesterday and today speak for themselves. The people of the United States have already formed their opinions and well understand the implications to the very life and safety of our nation.

As commander in chief of the Army and Navy I have directed that all measures be taken for our defense. But always will our whole nation remember the character of the onslaught against us. . .”

Franklin Delano Roosevelt, December 8, 1941

Practice SOAPSTone

The one purpose of my life has been the establishment of perfect Equality of rights for women – civil and political – industrial and educational – We have attained equal chances in nearly all of the colleges & Universities – equal chances to work – but not equal pay –we have school suffrage in half the states, taxpayers' suffrage in a half–dozen states – Municipal suffrage in one state – Kansas – and full suffrage in favor – Wyoming, Colorado, Utah, Idaho – and hope and work in faith till the end

– In good cheer

Susan B. Anthony

Rochester, N.Y Nov, 7. 1901

THESIS

• Thesis/Claim: Responds to the prompt with a historically defensible thesis/claim that establishes a line of reasoning. (1 point)

• To earn this point, the thesis must make a claim that responds to the prompt rather than restating or rephrasing the prompt. The thesis must consist of one or more sentences located in one place, either in the introduction or the conclusion.

THESIS

• Responses earn one point by responding to the question with a historically defensible thesis that establishes a line of reasoning that compares religious and/or state responses to wealth accumulation in Eurasia circa 600 B.C.E. to 1500 C.E. Thesis statements need to demonstrate some degree of specificity regarding either similarity or difference to earn a point.

EXAMPLES THAT EARN THIS POINT MIGHT INCLUDE:

“In the period 600 B.C.E. to 1500 C.E., religious responses differed from state responses to wealth accumulations because religious responses encouraged the rejection of wealth in order to obtain salvation or create social harmony.”

EXAMPLES THAT EARN THIS POINT MIGHT INCLUDE:

“In the period 600 B.C.E. to 1500 C.E., some religious traditions responded favorably to wealth accumulation because their religious establishments depended on the patronage of wealthy elites, while some states were suspicious of wealth accumulation.”

EXAMPLES THAT EARN THIS POINT MIGHT INCLUDE:

“State responses to wealth accumulation in Eurasia during the period 600 B.C.E. to 1500 C.E. were generally more positive than religious responses because states used tax money to fund their administrative functions.”

EXAMPLES THAT EARN THIS POINT MIGHT INCLUDE:

“The religious and state responses to wealth accumulation differed from 600 B.C.E. to 1500 C.E. because the state responded to not taking from the rich and making prices affordable for everyone while the religious response was either against gaining wealth in the first place or believed you should use your wealth for gifts for other people or the Gods.”

EXAMPLES THAT EARN THIS POINT MIGHT INCLUDE:

“Between the years of 600 BCE and 1500 CE the state and religious responses to wealth accumulation differed in that the state wished to protect people’s rights to property and fair prices, and religious figures believed that wealth should be given to the needy or refunded back to the religion. They also differed in their views on merchants lifestyles and roles and value to society.”

EXAMPLES THAT DO NOT EARN THIS POINT MIGHT INCLUDE:

• “In a world where the trade industry is booming and population is growing, Europe and Asia begin to accumulate wealth and a call for more rules and a call to be cautious is a response to newfound wealth in Eurasia. Culture was greatly affected in this time in Eurasia due to the increase in lavish goods that people and rules could now afford.”

• (This does not indicate whether the reference is to state or religious responses and does not set up a line of reasoning.)

EXAMPLES THAT DO NOT EARN THIS POINT MIGHT INCLUDE:

• “The religious response to wealth accumulation was negative; they wanted nothing to do with luxurious items, while the state response was somewhat reasonable to keeping away wealth accumulation.”

• (The thesis is indefensible on several grounds. The claim regarding states and wealth accumulation makes a judgment (“somewhat reasonable”) and also an indefensible claim (“keeping away wealth accumulation”). It also claims that religions wanted nothing to do with wealth, which is inaccurate based on document 6. Moreover, even documents 4 and 5, which encourage giving wealth to the Church and giving wealth to others, do not support religions “having nothing to do with wealth.”)

CONTEXTUALIZATION

• Describes a broader historical context relevant to the prompt. (1 point)

• To earn this point, the response must relate the topic of the prompt to broader historical events, developments, or processes that occur before, during, or continue after the time frame of the question. This point is not awarded for merely a phrase or reference.

CONTEXTUALIZATION

Examples of context might include the following, with appropriate elaboration:

• The rise of empires and the development of imperial administrations.

• The rise and spread of religions.

• Foundational beliefs regarding salvation and living “the good life” of major religious traditions.

• The growth of interregional trading networks across Afro-Eurasia,

• The rise in the economic and social prominence of merchants.

EVIDENCE

• Document Content

• At least 3 (1 point)

• At least 6 (2 points)

• Identify the documents that you will use to support each of your points.

EVIDENCE BEYOND THE DOCUMENTS

• Uses at least one additional piece of specific historical evidence (beyond that found in the documents) relevant to an argument about the prompt. (1 point)

• To earn this point, the evidence must be described, and must be more than a phrase or reference. This additional piece of evidence must be different from the evidence used to earn the point for contextualization.

EVIDENCE BEYOND THE DOCUMENTS

Common examples of evidence might include the following, with appropriate elaboration:

• Other rulers or empires that promoted commerce (e.g. Mongols, Ming)

• Other communities that were involved in commercial activity (e.g. Jews, Sogdians)

• Other examples of religious traditions that either championed or expressed doubts about wealth accumulation (e.g. Greek belief systems, or Hindu or Christian asceticism)

ANALYSIS & REASONING

Sourcing: For at least three documents, explains how or why the document’s point of view, purpose, historical situation, and/or audience is relevant to an argument. (1 point)

ANALYSIS & REASONING

Complexity: Demonstrates a complex understanding of the historical development that is the focus of the prompt, using evidence to corroborate, qualify, or modify an argument that addresses the question. (1 point)

ANALYSIS & REASONING

A response may demonstrate a complex understanding in a variety of ways, such as:

• Explaining nuance of an issue by analyzing multiple variables

• Explaining both similarities and differences, or explaining both continuity and change, or explaining multiple causes, or explaining both causes and effects

• Explaining relevant and insightful connections within and across periods

• Confirming the validity of an argument by corroborating multiple perspectives across themes

• Qualifying or modifying an argument by considering diverse or alternative views or evidence

This understanding must be part of the argument, not merely a phrase or reference.

ANALYSIS & REASONING

Responses earn one point by demonstrating a complex understanding of how religious and state responses to wealth accumulation differed in Eurasia circa 600 B.C.E. to 1500 C.E. by using evidence to corroborate, qualify, or modify their argument.

ANALYSIS & REASONING

Ways of demonstrating a complex understanding of this prompt might include:

• Explaining why there may have been both similarities and differences in religious and state responses to wealth accumulation in Eurasia circa 600 B.C.E. to 1500 C.E.

• Explaining details of how different regions or cultures within “Eurasia” had varied responses to wealth accumulation within this time period.

• Explaining how religious or state responses to wealth accumulation changed throughout the period circa 600 B.C.E. to 1500 C.E.

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