· Web viewThe World History AP curriculum is a cross-cultural, chronological, and historical examination of the connections and encounters between the world’s diverse peoples

Homework Syllabus for the 2013-2014 School YearWHAP Ms. Napp

The World History AP curriculum is a cross-cultural, chronological, and historical examination of the connections and encounters between the world’s diverse peoples and the development of individual cultures within diverse regions. Students of World History AP are encouraged to interact with information on many levels. From the gathering of facts concerning when and how events happened to the greater complexities of how circumstances impacted different groups within societies and between societies, students examine world history from a multiplicity of perspectives.

Of course, a history of the world is a daunting undertaking and to ensure that information is understood and remembered, the homework syllabus is designed to provide students opportunities to analyze and synthesize information, to practice concepts and skills, and to reinforce critical information. Therefore, the completion of a weekly homework assignment is a required component of the course.

In this packet, students will find the assignments for the entire year. Before the assignments are presented, students will find a supply list as well as sample responses to the various types of homework questions asked. After the assignments, students will find additional facts about the Advanced Placement Examination in World History and general academic information to ensure a positive transition to the Advanced Placement Level.

Ultimately, all students can achieve academic success in the Advanced Placement World History classroom. The homework syllabus is designed to help students achieve academic mastery.

Required Materials for the Completion of the Homework Syllabus:

1- The Textbook (All students will be issued a copy of Robert W. Strayer’s Ways of the World: A Global History)Note: The Textbook Companion Website is available at the following link:http://bcs.bedfordstmartins.com/strayer1e/default.asp?s=&n=&i=&v=&o=&ns=0&uid=0&rau=0

2- Cracking The AP World History Exam, 2014 Edition by The Princeton Review Note: All students are required to purchase the review book in September. The book will be used throughout the year and will be a valuable study guide for the Advanced Placement examination in May.

http://bcs.bedfordstmartins.com/strayer1e/default.asp?s=&n=&i=&v=&o=&ns=0&uid=0&rau=0

http://bcs.bedfordstmartins.com/strayer1e/default.asp?s=&n=&i=&v=&o=&ns=0&uid=0&rau=0

3- Ms. Napp’s Social Studies Webpage(In particular, the World History AP page, the Variations page and Concerto Page)Note: Ms. Napp’s Social Studies Webpage is available at the following link:http://www.whiteplainspublicschools.org//Domain/353

Optional Materials but Highly Recommended: 1- A Box Set of World History AP Flashcards

Note: Many publishers such as Barron’s, Kaplan’s, and 5 Steps to a 5 offer World History AP Flashcards

2- 5 Steps to a 5 500 AP World History Questions to Know by Test DayNote: The 500 questions can be purchased in book form or as an app

Important Reminder: At the end of the listed assignments, there are critical facts to know about the Advanced Placement World History examination. Please familiarize yourself with these facts.

A Word about the Assignments: In general, each week an average of twenty pages is assigned from the

Strayer textbook. For each weekly reading, there are ten questions to be answered in bulleted

note form and one reflection to be answered in a body paragraph. For questions to be answered in bulleted note form; there is a minimum of

three bullets and a maximum of five bullets for each question. Students must either rewrite the question or provide an adequate title before

answering the question. It is advisable to write assignments by hand since students will be required to

write three essays by hand on the day of the Advanced Placement Examination. Writing assignments by hand increases handwriting stamina.

On occasion, students will complete a Princeton Review template or templates for the weekly assignment.

All weekly assignments are collected on Thursday and a full letter grade will be subtracted for every late day.

Finally, the Princeton Review book must be purchased to complete a number of assignments in the homework syllabus and to prepare for the AP World History examination.

A Note about Ms. Napp’s Homework Philosophy:

Homework is an opportunity for reflection and analysis of the key concepts, events, and themes of world history. Homework is an opportunity to practice essential skills such as analytical reading and writing. Homework is also a vehicle to practice and master the facts of the world history classroom. Finally, the completion of homework will lead to the creation of a superb review document for the Advanced Placement World History examination. As such, all students are encouraged to maintain neat and

http://www.whiteplainspublicschools.org//Domain/353

accurate homework assignments and to preserve these assignments for their future preparation for the examination.

Finally, I have provided a sample for each type of question asked in the Homework Syllabus. Students are encouraged to examine these samples before starting the assignments.

A Sample Bulleted Note Form for an Actual Question in the Syllabus:

The Question: Discuss significant beliefs of Daoism (pp. 131 – 133)

Students must either rewrite the question or provide an adequate title before answering.

Sample Response:Daoism

1- Associated with legendary figure, Laozi; a sixth-century B.C.E. archivist said to have penned Daodejing (The Way and Its Power)

2- Daoists urged withdrawal into the world of nature and encouraged behavior that was spontaneous, individualistic, and natural

3- Whereas Confucius focused on the world of human relationships, Daoists turned the spotlight on the immense realm of nature and its mysterious unfolding patterns

4- Central concept Dao refers to the way of nature underlying/unchanging principle governs all natural phenomena

5- On occasion, Daoism provided an ideology for peasant uprisings (such as the Yellow Turban Rebellion) and although different than Confucianism, Daoism regarded by the Chinese as complementing Confucian values (like yin and yang and its belief in the unity of opposites).

A Sample Reflection Not in the Syllabus: The Question: Was the Agricultural Revolution inevitable? Why did it occur so late in the story of humankind?

Students must either rewrite the question or provide an adequate title before answering.

Sample Response:

Was the Agricultural Revolution inevitable? Why did it occur so late in the story of humankind?

According to the Merriam-Webster dictionary, the definition of inevitable is “incapable of being avoided or evaded.” Is it therefore possible to write with absolute certainty that the Agricultural Revolution was unavoidable? Perhaps not yet it does seem that the Agricultural Revolution was highly probable. Indeed it seems likely that in some place in some region of the world, some individual or

group of individuals would have discovered that edible plants sprouted from seeds and that if these seeds were planted, then plants could be cultivated. Given the intelligence of the human mind, it seems likely that the Agricultural Revolution would have occurred. In fact, given that female gatherers spent much of their time in the natural world studying the world of plants; it seems probable that some of these gatherers would have unlocked the mystery of seed germination. But perhaps the larger question, and the question that may answer why it occurred so late in the history of humanity is “When did individuals begin to see the benefits of cultivation and domestication?” Perhaps hunters and gatherers were quite content with their lifestyles and benefited greatly from their way of life. While today the vast majority of humans only know the world of agriculture and the subsequent rise of civilization, it is easy to forget some of the advantages of hunter and gatherer lifestyles. Hunters and gatherers had no class divisions and few gender divisions. Hunters and gatherers did not have slavery. Perhaps the Agricultural Revolution occurred so late in the story of humankind because hunters and gatherers were content with their way of life and as long as nature was bountiful, there was no need for such a profound change.”

Essay Practice: Periodically, students will be asked to write a Document-Based Essay Question, a Comparative Essay or a Change over Time Essay in class. These essays have been created by the College Board and rubrics for these essays are provided at the end of this packet.

The Assignments:

Strayer Textbook: Questions: Due Date:

Read pp. 3 - 20 Answer Questions as Notes:1- Discuss the evolutionary line of descent

leading to Homo Sapiens – be sure to include hominids, Homo Habilis, Homo Erectus, and Homo Sapiens (p. 3)

2- Describe the Paleolithic era (p. 4) 3- How did the various beginnings of

food production lay the foundations for some of the most enduring divisions within the larger human community? (pp. 5 – 6)

4- Describe the significant characteristics of civilization (p. 6)

5- Why have historians often neglected the human journey before the coming of agriculture? (p. 12)

Thursday, September 19, 2013

6- Describe the first 150,000 years of the human experience (pp. 12 – 13)

7- Describe the cultural changes that occurred as humans migrated out of Africa and into the Eurasia (pp. 16- 17)

8- Describe the cultural changes that occurred as humans migrated out of Africa and into Australia (pp. 17- 18)

9- Describe the cultural changes that occurred as humans migrated out of Africa and to the Americas (p. 18)

10- Describe the cultural changes as humans migrated out of Africa and into the Pacific (pp. 19 – 20)

11- Reflection : What is the significance of the Paleolithic era in world history?

Read pp. 25 – 48 Answer Questions as Notes:1- What was the most revolutionary

aspect of the age of agriculture? (pp. 36 – 37)

2- What were some of the common patterns that facilitated the Agricultural Revolution? (pp. 37 – 39)

3- Describe the Agricultural Revolution in the Fertile Crescent (pp. 39 – 41)

4- Describe the process of domestication in the African continent (p. 41)

5- Describe the process of farming in Africa (p. 41)

6- Describe the pattern of agricultural development in the Americas (pp. 41 – 42)

7- Describe the two ways in which agriculture spread (p. 42)

8- What are the Indo-European languages? (p. 43)

9- Who were the Bantu? (p. 46)10- Describe the culture of agriculture (pp.

47 – 48) 11- Reflection :

The Agricultural Revolution marked a decisive turning point in human history. What evidence might you offer to support this claim?

Thursday, September 26, 2013

Read pp. 49 – 68 Answer Questions as Notes:1- Describe significant characteristics of

pastoral societies (p. 49)2- Describe characteristics of Çatal

Hüyük, a very early agricultural village in southern Turkey (p.50)

3- Discuss the lineage system in Africa which provided the framework within which large numbers of people could make and enforce rules, etc. (p. 50)

4- Discuss the six major locations of the first civilizations after 3500 B.C.E. – include important facts about each (pp. 56 – 61)

5- Discuss the other smaller civilizations that flourished beyond the six First civilizations (p. 61)

6- Describe the city of Uruk (p. 62)7- Describe the city of Mohenjo Daro (p.

63)8- Describe the city of Teotihuacán (p.

63)9- Discuss the class hierarchies that

developed in the First Civilizations (pp. 64 – 66)

10- Discuss hierarchies based on gender and the practice of patriarchy in the First Civilizations (pp. 66 – 68)

11- Reflection : What distinguished civilizations from other forms of human community?

Thursday, October 3, 2013

Read pp. 69 – 84 Answer Questions as Notes:1- How did the formation of states give

rise to greater inequalities? (pp. 69 – 70)

2- Discuss the importance of the “remarkable invention of writing” and compare and contrast several early writing systems (pp. 70 – 72)

3- Discuss the lavish lifestyle of elites (pp. 72 – 73)

4- Compare the physical geography of Mesopotamia and Egypt and the effects of geography on the cultures of the regions (pp. 73 – 76)

5- Discuss the impact of population


growth and demand for resources on the environments of Mesopotamia and Egypt (pp. 76 – 77)

6- Compare the political realities of Mesopotamia and Egypt (pp. 77 – 79)

7- Discuss the significance of the Hebrews in world history (p. 80)

8- Discuss the significance of the Phoenicians in world history (p. 80)

9- Compare Mesopotamian and Egyptian interactions with neighboring cultures (also pp. 80 – 81 )

10- Discuss the significance of the Hittites and Hyksos (p. 81)

11- Reflection : In the development of the First Civilizations, what was gained for humankind, and what was lost?

Read pp. 87 – 101

Answer Questions as Notes:1- Summarize reasons for the decline of

some of the First Civilizations (p. 87) 2- State specific continuities from the

First civilizations to the second and third waves of civilization (pp. 88 – 89)

3- State specific changes that occurred in the second and third waves of civilization (pp. 89 – 91)

4- Summarize significant facts concerning long-distance trade routes in the second and third waves of civilization (pp. 91 – 92)

5- Why do historians refer to the period between 500 B.C.E. and 500 C.E. as the “classical era” (p. 92)

6- How are the current identities of nations still linked to the classical era? (p. 91)

7- Summarize significant facts about the location of the Persian Empire (p. 99)

8- Describe the Persian Empire’s cult of kingship (p. 99)

9- Discuss the importance of satraps in the Persian Empire (p. 100)

10- Describe the infrastructure of the Persian empire (p. 101)

Continue to next page for Reflection!


11- Reflection : Discuss changes and continuities from the First Civilizations to the Second and Third Waves of Civilizations.

Read pp. 101 – 121 Answer Questions as Notes:1- Discuss the impact of geography on the

Greek city-states (p. 102)2- Describe causes and effects of Greek

expansion (p. 103)3- Describe Athenian democracy and the

role of the “citizen” (pp. 103 - 104)4- Discuss the causes and effects of the

Greco-Persian Wars (pp. 104 – 105)5- Describe the achievements of

Alexander the Great as well as his chief significance in world history (pp. 106 – 108)

6- Describe the Roman Republic and the outcomes of conflict between the patricians and plebeians (p. 109)

7- Discuss Roman expansion (pp. 109 – 111)

8- Describe the accomplishments of Shihuangdi (pp. 112 – 114)

9- Compare the Roman and Chinese Empires (pp. 114 – 116)

10- Describe the Indian subcontinent before the Mauryan empire, during the Mauryan empire, after the Mauryan empire, and during the Gupta empire (pp. 119 – 120)

11- Reflection : Are you more impressed with the “greatness” of empires or with their destructive and oppressive features? Why?


Complete the Princeton Review Templates!

Note: Review Templates can be found on the Variations Page of Ms. Napp’s Social Studies Webpage

Complete Review Templates:

Review Template 1 [45 Questions]


[Each answer is only several words. It is a very manageable assignment.]


Read pp. 128 – 148 Answer Questions as Notes:1- Discuss beliefs of Legalism (p. 128)2- Discuss significant beliefs of

Confucianism (pp. 129 – 131)3- Discuss significant beliefs of Daoism

(pp. 131 – 133)4- Discuss early texts of Hinduism and

Hindu concepts of atman, moksha, samsara, and karma (pp. 133 – 134)

5- Discuss significant beliefs of Buddhism (pp. 135 – 137)

6- Discuss Bhakti (p. 138)7- Discuss significant beliefs of

Zoroastrianism (pp. 139 – 140)8- Discuss significant beliefs of Judaism

(pp. 140 – 141)9- Discuss the ideas of Socrates, Thales,

Democritus, Hippocrates, Plato, and Aristotle (pp. 142 – 144)

10- Compare the lives of Jesus and Buddha (p. 146)

11- Reflection : “Religions are fundamentally alike.” Do your notes support or undermine this idea?

Thursday, November 7, 2013

Read pp. 156 – 176 Answer Questions as Notes:1- Describe the responsibilities and

lifestyles of the elite officials or scholar-gentry in classical China (pp. 156 – 157

2- Compare the status and lifestyles of the landlord class, the peasant class, and the merchant class in classical China (pp. 158 – 160)

3- Discuss the four varnas of India (pp. 160 – 162)

4- Discuss the role of jatis in Indian society (pp. 163 – 164 )

5- Discuss slavery in the Greco-Roman world (pp. 167 – 169)

6- Discuss the slave rebellion of Spartacus (pp. 169 – 170)

7- Discuss patriarchy in China (pp. 171 – 173)

8- Discuss the unusual reign of Empress Wu (p. 173)


9- Discuss patriarchy in Athens (pp. 173 – 175)

10- Discuss patriarchy in Sparta (pp. 175 – 177)

11- Reflection : What philosophical, religious, or cultural ideas served to legitimate the class and gender inequalities of classical civilization?

Read pp. 184 – 203 Answer Questions as Notes:1- Discuss significant facts about Meroë

(pp. 184 – 186) 2- Discuss significant facts about Axum

(pp. 186 – 188)3- Describe the distinctive features of

Jenne-Jeno (pp. 188 – 189) 4- Describe the Bantu migrations and the

impact of these migrations on Sub-Saharan Africa (pp. 190 – 192)

5- Describe Mesoamerica’s geography and cultures (pp. 193)

6- Discuss significant facts about the Maya (pp. 194 – 195)

7- Discuss significant facts about Teotihuacán (pp. 195 – 197)

8- Discuss significant facts about the Chavín (pp. 198)

9- Discuss significant facts about the Moche (pp. 198 – 200)

10- Discuss significant facts about the southwestern region of North America, specifically Chaco canyon (pp. 201 – 203)

11- Reflection : “The histories of Africa and the Americas during the classical era largely resemble those of Eurasia.” Do you agree with this statement? Explain why or why not.


Read pp. 219 - 239 Answer Questions as Notes:1- Discuss the significance of Silk in the

history of the Silk Road (pp. 221 – 222)2- Discuss significant facts about cultural

diffusion on the Silk Road (pp. 222 – 224)

3- Discuss significant facts about Indian

Wednesday, November 27, 2013[Due to the Thanksgiving Holiday]

Ocean trade (pp. 225 – 226)4- State one reason why Indian Ocean

trade increased in the classical era (p. 227) and two major processes that changed Indian Ocean trade (p. 228)

5- Discuss significant facts about Srivijaya (pp. 229)

6- Discuss significant facts about Sailendra and especially, Borobudur (pp. 229 – 230)

7- Discuss significant facts about Swahili civilization (pp. 230 – 232)

8- Discuss significant facts about Trans-Saharan trade (pp. 232 – 233)

9- Discuss significant facts about the West African kingdoms of Ghana, Mali, and Songhay (pp. 234 – 235)

10- Discuss trade in the Western Hemisphere, especially geographic obstacles and yet trading successes (pp. 235 – 238)

11- Reflection : In what ways did commercial exchange foster other changes?

Read pp. 242 - 263 Answer Questions as Notes:1- Discuss significant facts about China’s

golden age (pp. 242 – 246)2- Discuss the status of women in the

Song Dynasty (pp. 246 – 247) 3- Discuss the Chinese Tribute System in

theory and in practice (pp. 249 – 251)4- Discuss Korea’s historical relationship

with China (pp. 253 – 254) 5- Discuss Vietnam’s historical

relationship with China (pp. 254 – 256)6- Discuss Japan’s historical relationship

with China (pp. 256 – 257) 7- Discuss unique features of Japanese

culture and belief such as samurai, Bushido, kami, tanka, The Tale of the Genji, and the status of Japanese women (pp. 257 – 259)

8- How did China benefit from contact with other cultures? (pp. 260 – 261)

9- What was the most important gift that China received from India? Why? (p.

Thursday, December 5, 2013

261)10- Describe Buddhism’s history in China

(pp. 262 – 263)11- Reflection :

Based on your notes, how would you respond to the idea that China was a self-contained or isolated civilization?

Read pp. 271 - 291 Answer Questions as Notes:1- Why did Byzantium have no clear

starting point and how was it a continuation of the Roman Empire? (pp. 271 – 272)

2- Describe significant facts about the Byzantine State (pp. 272 – 273)

3- What was caesaropapism and how did Orthodox Christianity differ from Latin Christianity or the Roman Catholic Church? (pp. 273 – 275)

4- How did links to Byzantium transform the new civilization of Kievan Rus? (pp. 277 – 278)

5- How did geography affect Western Europe? (pp. 278 – 279)

6- What happened in Western Europe after the fall of the Roman Empire? (pp. 279 – 281)

7- Discuss significant facts about the role of the Roman Catholic Church in the Medieval period (pp. 281 – 282)

8- Discuss significant changes that occurred during the High Middle Ages (pp. 282 – 284)

9- Describe changing roles of women during the High Middle Ages (p. 284)

10- Discuss significant facts about the Crusades (pp. 286 – 289)

11- Reflection : How did the histories of the Byzantine Empire and Western Europe differ during the era of third-wave civilizations?


Read pp. 302 - 322 Answer Questions as Notes:1- In what ways did the early history of

Islam reflect its Arabian origin? (pp. 302 – 303)

2- Discuss significant facts about


Muhammad and the revelations he received (pp. 303 – 306)

3- Define hijra, umma, and sharia as well as describe facts about the young Islamic community (pp. 306 – 308)

4- What accounts for the widespread conversion to Islam? (pp. 310 – 311)

5- What is the difference between Sunni and Shia Islam (pp. 311 – 312)

6- Discuss significant facts about Sufis (pp. 313 – 314)

7- How did the rise of Islam change the lives of women? (pp. 314 – 316)

8- Describe significant facts about Islam in India and Anatolia (pp. 317 – 320)

9- Describe significant facts about Islam in West Africa (pp. 320 – 321)

10- Describe significant facts about Islam in Spain (pp. 322 – 323)

11- Reflection : “Islam was simultaneously both a single world of shared meaning and interaction and a series of separate and distinct communities, often in conflict with one another.” What evidence could you provide to support both sides of the argument?

Read pp. 341 - 360 Answer Questions as Notes:1- What impact did the Mongols have on

the people they conquered? (pp. 342 – 343)

2- Who was Temujin, how did he build a powerful empire, and what were the Mongols’ successes and failures? (pp. 344 – 347)

3- How did Mongol rule change China and how were the Mongols changed by China? (pp. 348 – 350)

4- How was Mongol rule in Persia different from that in China? (pp. 350 – 351)

5- How did the Mongols rule Russia and how was Russia changed by Mongol rule? (pp. 351 -353)

6- In what ways did the Mongol Empire contribute to the globalization of the

Thursday, January 2, 2014

Eurasian world? (pp. 354)7- Why did the Mongols not conquer

Europe? (pp. 354 – 355)8- Describe cultural exchanges in the

Mongol Empire (pp. 356 – 357)9- Discuss significant facts about Black

Death (pp. 357 - 358) 10- Provide examples of bias in the

portrayal of nomads in history books (pp. 359 – 360)

11- Reflection : In what ways did the Mongol Empire resemble other empires, and in what ways did it differ from them? Why did it last a relatively short time?

Complete the Princeton Review Templates!

Note: Review Templates can be

found on the Variations Page of Ms. Napp’s Social Studies Webpage





Read pp. 370 – 390 Answer Questions as Notes: 1- What were the major achievements of

the Ming dynasty? (pp. 370 – 371) 2- Who was Zheng He and why was he

significant? (pp. 371 – 372) 3- State significant facts about the

Renaissance (pp. 373 – 374) 4- How and why did European maritime

voyaging differ from Chinese maritime voyaging? (pp. 374 – 378)

5- State significant facts about the Ottoman Empire (pp. 378 – 379)

6- State significant facts about the Safavid Empire (p. 380)

7- State significant facts about the Songhay Empire (pp. 380 – 381)

8- State significant facts about the Mughal Empire (pp. 381 – 382)

9- State significant facts about the Aztec Empire (pp. 382 – 385)


10- State significant facts about the Inca Empire (pp. 386 – 388)

11- Reflection : Assume for the moment that the Chinese had not ended their maritime voyages in 1433. How might the subsequent development of world history have been different? Is there value in asking this kind of “what if” or counterfactual question? Or is it an irrelevant waste of time?

Read pp. 406 – 428 Answer Questions as Notes:1- State significant facts about “The

Great Dying” (pp. 406 – 407) 2- What was the Columbian Exchange

and how did it change world history? (pp. 407 – 409)

3- Define mercantilism (pp. 409 – 410)4- Describe the kinds of societies that

developed in the lands of the Aztecs and Incas after the Spanish conquest (pp. 410 – 412)

5- Describe the colonies of sugar and how plantation societies of Brazil and the Caribbean differed from those of southern colonies in British North America? (pp. 412 – 415)

6- Describe the settler colonies in North America (pp. 415 – 417)

7- How did the Russian Empire transform the lives of its conquered people and of the Russian homeland itself? (pp. 418 – 421)

8- How did the Mughal attitudes and policies towards Hindus change from the time of Akbar to that of Aurangzeb? (pp. 424 – 425)

9- Discuss significant facts about the Ottoman Empire (pp. 425 – 427)

10- Describe the Ottoman devshirme system (p. 427) and the Ottoman threat to Christendom (pp. 427 – 428)

11- Reflection : Why did the European empires in the Americas have such an enormously greater impact on the conquered


people than did the Chinese, Mughal, and Ottoman empires?

Read pp. 435 - 456 Answer Questions as Notes:1- State significant facts about the

Portuguese presence in Indian Ocean commerce (pp. 435 – 437)

2- Describe significant facts regarding the Spanish presence in the Philippines (pp. 437 – 438)

3- How does Japan provide a fascinating case study in the ability of major Asian powers to control the European intruders in the early modern era? (pp. 441 – 442)

4- State significant facts about the silver trade (pp. 442- 445)

5- Discuss similarities and differences between the North American and Siberian fur trades (p. 448)

6- State significant facts about the Middle Passage and the Atlantic slave trade (p. 449 – 450)

7- What was distinctive about the Atlantic slave trade? What did it share with other patterns of slave owning and slave trading? (pp. 450 – 451)

8- What explains the rise of the Atlantic slave trade? (p. 451 – 452)

9- What roles did Europeans and Africans play in the unfolding of the Atlantic slave trade? (pp. 452 – 453)

10- In what different ways did the Atlantic slave trade transform African societies? (pp. 455 – 456)

11- Reflection : What lasting legacies of early modern globalization are evident in the early twenty-first century? Pay particular attention to the legacies of the slave trade.


Complete the Princeton Review Templates

Note: Review

Complete Review Templates: Review Template 5 [54 Questions]


Thursday, February 6, 2014

Templates can be found on the

Variations Page of Ms. Napp’s Social Studies Webpage

Read pp. 463 – 484 Answer Questions as Notes:1- State significant facts about Martin

Luther, the Ninety-Five Theses, and the Protestant Reformation (pp. 463 – 465)

2- What was the Catholic Counter-Reformation? (pp. 465 – 466)

3- What example did Matteo Ricci set for Jesuit missionaries in China? (p. 470)

4- Compare and contrast missionary activity in China and missionary activity in Spanish America (pp. 471 – 472)

5- How did Islam spread in the early modern era, how did orthodox Muslims view religious syncretism, and who was Abd al-Wahab (pp. 473 – 474)

6- State significant facts about Neo-Confucianism and kaozheng (pp. 474 – 475)

7- State significant facts about bhakti and Sikhism in India (pp. 476 – 477)

8- State significant facts about the Scientific Revolution and why the Scientific Revolution occurred in Europe rather than in China or the Islamic world (pp. 477 – 479)

9- State significant facts about Nicolaus Copernicus, Johannes Kepler, Galileo Galilei, and Isaac Newton (pp. 480 – 481)

10- In what ways did the Enlightenment challenge older patters of European thinking? (pp. 482 – 484)

11- Reflection : In what ways did the spread of Christianity, Islam, and modern science give rise to culturally based conflicts?


Read pp. 501 - 521 Answer Questions as Notes:1- What was revolutionary about the

American Revolution, 1775 – 1787, and what was not? (pp. 501 – 502)

2- State significant facts about the French Revolution, 1789 – 1815 (pp. 504 – 506)

3- How did the French Revolution differ from the American Revolution? (p. 507)

4- State significant facts about the Haitian Revolution, 1791 – 1804 (pp. 507 – 510)

5- State significant facts about the Spanish American revolutions (pp. 510 – 512)

6- What accounts for the end of Atlantic slavery during the nineteenth century? (pp. 513 – 514)

7- What accounts for the growth of nationalism? (pp. 516 – 517)

8- Provide examples of nationalism (pp. 517 – 519)

9- Prove that nationalism was not limited to the Euro-American world in the nineteenth century (pp. 519 – 520)

10- What were the achievements and limitations of nineteenth-century feminism? (pp. 520 – 521)

11- Reflection : What was revolutionary about the Atlantic Revolutions and what was not revolutionary about the Atlantic Revolutions?


Read pp. 529 – 549 Answer Questions as Notes:1- Why is it surprising that the Industrial

Revolution began in Europe and yet what factors contributed to Europe’s industrialization (pp. 529 – 531)

2- How did the Americas help fuel Europe’s Industrial Revolution? (p. 532)

3- What was distinctive about Britain that may help to explain its status as the breakthrough point of the Industrial Revolution? (pp. 532 – 533)

4- How did the Industrial Revolution

Thursday, March 6, 2014

change the British aristocracy? (pp. 534 – 535)

5- How did the Industrial Revolution change the middle classes? (pp. 536 – 537)

6- How did the Industrial Revolution change the laboring classes? (pp. 537 – 538)

7- Who was Karl Marx and what did he believe? (pp. 539)

8- State significant facts about industrialization in the United States (pp. 542 – 543)

9- Why did Marxist socialism not take root in the United States? (pp. 543 – 545)

10- State significant facts about industrialization and revolution in Russia (pp. 545 – 548)

11- Critical Thinking : What did humankind gain from the Industrial Revolution, and what did it lose?

Read pp. 563 – 584 Answer Questions as Notes:1- State significant facts about and

differences between the “civilizing mission” and “social Darwinism” (p. 564)

2- State significant facts about the Taiping Rebellion (pp. 565 – 566)

3- Discuss the causes and effects of the first Opium War in 1839 and the Treaty of Nanjing (pp. 568 – 569)

4- State significant facts about the “self-strengthening” movement (p. 570)

5- What happened to the Ottoman Empire that it became known as “The Sick Man of Europe” (pp. 571 – 572)

6- Discuss the Tanzimat reforms in the Ottoman Empire (pp. 574 – 575)

7- Who were the “Young Ottomans” and later who were the Young Turks? (pp. 575 – 576)

8- State significant facts regarding the Tokugawa Shogunate (pp. 578 – 579)

9- Who was Commodore Perry and how


did he change Japanese history? (pp. 580 – 581)

10- Discuss the changes that occurred in Japan during the Meiji Restoration (pp. 580 – 583)

11- Reflection : What differences can you identify in how China, the Ottoman Empire, and Japan experienced Western imperialism and confronted it? How might you account for those differences?

Read pp. 590 - 610 Answer Questions as Notes:1- Describe the various ways the passage

to colonial status occurred (i.e. “The scramble for Africa” (pp. 592 – 594)

2- State reasons for some subject people to cooperate with the colonial governments (p. 595)

3- What were the causes and effects of the Indian Rebellion, also known as the Sepoy Mutiny? (p. 596)

4- How did “scientific racism” affect life in the Asian and African colonies? (pp. 596 – 598)

5- How did farming change as a result of imperialism? (pp. 598 – 599)

6- How did the power of colonial states transform the economic lives of colonial subjects – be sure to mention the Congo Free State? (pp. 599 – 600)

7- How did cash-crop agriculture transform the lives of colonized peoples? (p. 601)

8- How were the lives of African women altered by colonial economies? (pp. 604 – 605)

9- What three facts seem reasonably clear to historians regarding the economic impact of colonial rule on Asian and African societies? (pp. 605 – 606)

10- How did Western education and Western religion impact colonies? (pp. 607 – 610)

Continue to next page for Reflection


11- Reflection : Was colonial rule a transforming, even a revolutionary, experience, or did it serve to freeze or preserve existing social and economic patterns?

Read pp. 627 – 647 Answer Questions as Notes:1- State the significant causes of the First

World War (pp. 627 – 629) 2- Describe fighting in the First World

War (p. 630)3- Discuss the significant outcomes of the

First World War, be sure to mention the Treaty of Versailles (pp. 630 – 631)

4- Discuss the impact of the Great War beyond Europe – be sure to mention the treatment of Armenians in the Ottoman Empire (p. 631)

5- State significant facts about the Great Depression and the New Deal (pp. 633 – 636)

6- Discuss the rise of fascism in Italy (pp. 637 – 638)

7- Discuss the rise of Adolf Hitler in Germany (pp. 638 – 640)

8- State significant facts about anti-Semitism in Nazi Germany (pp. 640 – 641)

9- Discuss the rise of militarism in Japan (pp. 641 – 644)

10- State significant facts about the “road to World War II in Asia” (pp. 645 – 647)

11- Reflection : What explains the disasters that befell Europe in the first half of the twentieth century?


Read pp. 647 – 656, pp. 662 – 668, and pp. 670 – 673

Answer Questions as Notes:1- State significant facts about the “road

to World War II in Europe” (pp. 647 – 648)

2- What were the outcomes of World War II – be sure to mention the number of casualties, the haunting realization of the Holocaust, and independence movements in Africa and Asia? (pp. 648 – 652)

Thursday, April 3, 2014

3- State significant facts about the United Nations (p. 653)

4- Discuss Europe’s recovery after World War II – be sure to mention the Marshall Plan, the European Economic Community, and NATO (pp. 653 – 656)

5- State significant causes of the Russian Revolution (pp. 662 – 663)

6- State significant facts about Vladimir Ulyanov, more commonly known as Lenin, the Bolsheviks, and the civil war (pp. 664 – 665)

7- State significant facts about Mao Zedong’s and the CCP’s strategy for increasing communism’s appeal in China and its struggles against the Guomindang and the Japanese (pp. 665 – 667)

8- How did collectivization of agriculture differ between the USSR and China? (pp. 670 – 671)

9- What was a unique feature of Chinese history under Mao Zedong’s leadership? (pp. 673)

10- State specific facts about The Great Leap Forward and the Great Proletarian Cultural Revolution (p. 673)

11- Reflection : What was the appeal of communism, in terms of both its promise and its achievements? To what extent did it fulfill its promise?

Read pp. 678 – 687, pp. 694 – 703 and pp. 715 – 718

Answer Questions as Notes:1- In what ways did the United States

play a global role after World War II? (pp. 678 – 679)

2- Discuss changes implemented in China under Deng Xiaoping (pp. 682 – 683)

3- Discuss changes and the effects of changes in the Soviet Union under Mikhail Gorbachev (pp. 684 -687)

4- What international circumstances and social changes contributed to the end of colonial empires (pp. 694 – 695)


5- State significant facts about India’s nationalist movement and in particular the role of Mohandas K. Gandhi (pp. 696 -699)

6- Discuss the All-Muslim League and the creation of Pakistan (pp. 699 -700)

7- State significant facts about the history of South Africa – be sure to mention the Boers or Afrikaners, the ANC, apartheid, and Nelson Mandela (pp. 700 -703)

8- State significant facts about Mustafa Kemal Atatürk and the emergence of modern Turkey (pp. 715 – 716)

9- State significant facts about Muhammad Reza Pahlavi (p. 717)

10- State significant facts about the Ayatollah Ruholla Khomeini (pp. 717 – 718)

11- Reflection : In what ways did the colonial experience and the struggle for independence shape the agenda of developing countries in the second half of the twentieth century?














Note:Note: Review Templates can be found on the Variations Page of Ms. Napp’s Social Studies Webpage

Compete Review Templates:



Thursday, May 1, 2014









Complete Review Template:



Facts to Know about the World History Advanced Placement Examination: The examination consists of multiple-choice questions and essay questions. The first section of the examination is the multiple-choice section.

1. The multiple-choice questions account for 50% of the student’s total examination grade.

2. There are 70 multiple-choice questions.3. Students will have 55 minutes to answer the multiple-choice questions.4. There are four responses for every multiple-choice question (the

change from five to four responses for each question occurred in 2012)

5. There is no guessing penalty (this change occurred in 2011). Therefore, students are encouraged to answer every question.

6. It is important to note the percentages of questions for each period in World History:

- Period 1: Technological and Environmental Transformations Date Range: to c. 600 B.C.E.

Percentage of multiple-choice questions: 5%- Period 2: Organization and Reorganization of Human Societies

Date Range: c. 600 B.C.E. to c. 600 C.E. Percentage of multiple-choice questions: 15%

- Period 3: Regional and Transregional Interactions Date Range: c. 600 C.E. to c. 1450 Percentage of multiple-choice questions: 20%

- Period 4: Global Interactions Date Range: c. 1450 to c. 1750 Percentage of multiple-choice questions: 20%

- Period 5: Industrialization and Global Integration Date Range: c. 1750 to c. 1900 Percentage of multiple-choice questions: 20%

- Period 6: Accelerating Global Change and Realignments Date Range: c. 1900 to the Present Percentage of multiple-choice questions: 20%

7. The second part of the examinations is called the Free Response Section.

The three essays in the Free Response Section of the examination account for 50% of the student’s total examination grade.

During the remaining 2 hours and 10 minutes of the examination, students will write three essays.

The three essays are a Document-Based essay question (DBQ), a continuity and change over time essay, and a comparative essay.

The essays are based on the following themes of the course:1- Interaction between humans and the environment

Disease and its effects on population Migration Settlement patterns Technology

2- Development and interactions of cultures Religions, belief systems, and philosophies Science and technology The arts and architecture

3- State-building, expansion, and conflict Political structures and forms of government Empires Nations and nationalism Revolts and Revolutions Regional, transregional, and global organizations and

structures4- Creation, expansion, and interaction of economic systems

Agriculture and pastoralism Trade and commerce Labor systems Industrialization Capitalism and socialism

5- Development and transformation of social structures Gender roles Family and kinship relations Race and ethnicity Social and economic class structures

* There is a mandatory 10-minute reading period for the DBQ documents.1- During the mandatory 10-minute reading period, students may only

read and take notes.Note: Students cannot start writing the essay during the mandatory reading period.2- The suggested writing time for each essay is 40 minutes.3- Essays are graded according to the following rubrics:

Note: When a student receives a total of 7 points for the basic core, the student qualifies for 2 additional points from the expanded core. Thus, there are two rubrics for each essay, The Basic Core for the DBQ:

Has an acceptable thesis 1 PointUnderstands the basic meaning of the documents (may misinterpret one)

1 Point

Supports thesis with appropriate evidence from ALL documents (supports thesis with appropriate evidence from all but two documents)

2 PointsOr

1 Point

Analyzes point of view in at least two, but preferably three, documents

1 Point

Analyzes documents, groups them in at least 2, preferably 3 ways

1 Point

Identifies and explains the need for an additional document or point of view

1 Point

SUBTOTAL 7 Points

The Expanded Core for the DBQ:

Do you have a comprehensive, analytical, and explicit thesis?Have you used the documents as evidence?Careful analysis?Point of view in most or all documents?

0-2 Points

Relevant historical evidence?Explained missing documents?

SUBTOTAL 2 Points

Basic Core Rubric for the Continuity and Change over Time Essay

Has an acceptable thesis (Addressing the global issues and the correct time period)

1 Point

Addressed all parts of the question or most of the question

2 PointsOr

1 PointSubstantiated thesis with appropriate historical evidence (fully or partially)

2 PointsOr

1 PointMade effective use of historical context to show the change and continuity over time

1 Point

Analyzed the process of change over time and/or continuity

1 Point

SUBTOTAL 7 PointsExpanded Core

Do you have a comprehensive, analytical, and explicit thesis?Have you addressed all parts of the issue?Have you given ample historical evidence to prove your thesis?Have you provided connections to ideas, events, and other issues in some imaginative way?

0-2 Points

SUBTOTAL 2 Points

The Comparative EssayBasic Core:Thesis – 1 PointAddress all parts of the question – 2 Points or 1 PointSupports thesis with appropriate historical evidence – 2 Points or 1 PointMakes at least two direct, relevant comparisons – 1 PointInclude a similarity or difference in your comparison – 1 PointSubtotal – 7 PointsExpanded Core:Comprehensive, analytical and explicit thesisAddressed all relevant partsAmple historical evidenceRelated comparisons to larger global context

Direct comparisonsAnalyzed similarities and differenceAddress all parts of question evenlySubtotal – 2 Points

Ms. Napp’s Grading Policy: Examination: 50%Homework: 35%Participation: 15%

“World history facilitates the recognition and construction of larger contexts in several ways: it brings focus to connections that help to explain historical developments, it encourages the framing of comparisons that help clarify the relationships between and among historical developments, and it prompts historians to recognize and analyze large-scale systems that condition historical development.” ~ Jerry H. Bentley

Documents

· Web viewThe World History AP curriculum is a cross-cultural, chronological, and historical examination of the connections and encounters between the world’s diverse peoples