Liberty Union High School District



AP World History: Modern Hatlen Distance Learning Week 6: 5/11-5/15Lesson: Review Units 4-6. We are almost the end! Due Date: The entire work packet should be emailed to me by 3:00pm Saturday May 16th. The writing practice should be completed after the packet and will be due by Monday morning May 18th by 9:00am. Scholars, your exam is approaching. You will need to use this time to complete the review activities to prepare for the exam. This is not the week to fall behind. Your exam is May 21! Directions: Please read the directions for each activity carefully and complete them in the order that they are presented. Attempt to complete each section on the suggested day. All answers must be turned in on the same document or sheet of paper. To turn the assignment in, you may take a picture or email your assignment. As you work through this review packet, make a list of questions. You may bring these questions to zoom office hours, email Mrs. Hatlen, or email a munication: You may email me, hatlenm@, with questions. Additionally, I recommend you join the AP World History Modern Remind group by texting 81010 to @7769cf. I will schedule zoom meetings for review sessions. Monday: Today, you will become familiar with this year’s testing procedures, and review Unit 4.7-4.81. Read through the AP Testing guidelines and answer the questions below. You Need an AP Exam E-Ticket to Test You'll receive your e-ticket by email two days before each test. On exam day, you’ll need this e-ticket to check in to your exam.You'll get a unique ticket for each exam you’re registered for.You can also access your e-ticket in your student account on My AP (myap.).Each e-ticket is personalized for YOU and isn't transferrable. DON’T SHARE your e-ticket with anyone—you could lose your chance to test.The AP Program can't accept any additional exam registrations for this year's online, at-home exams. Make sure to save your May e-ticket email in case you need to request a makeup exam.May Exam Date- AP World Exam Date- May 21, 2020 at 11:00am. Check technology, internet connection, etc. before 11:00am. Do NOT log on at the last minute. All registered students have been scheduled for these May dates, whether or not they were originally registered for regular or late-testing exams.Unless there's a significant conflict, students should test in May so they have the June dates as a backup if they have any disruptions.If you can’t test on one of these dates, don’t use your e-ticket for that exam — you'll automatically receive a different e-ticket for makeup testing in JuneWhat to Expect on this Year’s Exam It won’t be more difficult to earn a 3, 4, or 5 this year. Even if an exam question seems more difficult to you than you expected, don’t worry—difficult questions require fewer points to earn 3s, 4s, and 5s than easier questions require. So this year’s scores will be very similar to prior years’ scores. Just stay calm, read each part of the question, and simply show what you know and can do within the time you have.AP Exams are never graded on a curve—and this year’s exams are no different. You’re not competing against any other students. There’s no maximum or minimum number of students who can receive a specific score. All students who earn the required points will get scores of 3, 4, or 5 this year.Don't worry if you don't complete all parts of the question before you need to attach and submit your response. To give students as many different chances to demonstrate what they know as possible, a question may have more parts than can be answered in the allowed time. You don't need to complete the entire question to get a score of 5, but you do need to submit whatever work you've done.The exam questions are viewed by students in a web browser, like Chrome. Students type or write their responses outside that browser. They then choose from three options to submit responses:Option 1: Copy-and-paste a typed response, and then click Submit Best device to use: laptop or desktop computer Type your response in Google Docs, Microsoft Word, Notes, or a similar application. Don’t include images.Save your work often.Type your AP ID and initials at the top of the response.When the timer has 5 minutes remaining, copy-and-paste your response into the space indicated, and click Submit. Exam day setup: side-by-side windowsWindow 1 – Chrome, Firefox, Safari, or Edge in which the exam question(s) will appear after you click on your eticket.Displays test question(s)Displays timerUse to paste and submit typed response Window 2 – Where you type your document: a Google Doc, Microsoft Word, Notes, etc.Option 2: Attach a document and then click Submit Best device to use: laptop or desktop computerType your response in Google Docs, Microsoft Word, Notes, or a similar application – any program is ok, as long as it can save in one of the accepted file formats (.doc, .docx, .pdf, .txt, .odt)Don’t include images. Save your work often.Save your document in one of the accepted file formatsType your AP ID and initials at the top of the response.When the timer has 5 minutes remaining, attach your response and click Submit.If your exam has two questions, you must create, save, attach, and submit two separate documents, one for each question. (You have only 1 for AP World History, but this may be good to know)Exam day setup: side-by-side windowsWindow 1 – Chrome, Firefox, Safari or Edge in which the exam question(s) will appear after you click on your e-ticket.Displays test question(s) Displays timerUse to attach and submit text file Window 2 – Where you type your document: a Google Doc, Microsoft Word, or NotesOption 3: Attach photos of handwritten response and then click SubmitBest device to use: smartphone or tabletWrite your AP ID, initials, and page number at the top of EACH page of the response.Write your response clearly with dark pen or pencil.When the timer has 5 minutes remaining, take a photo of your response in vertical orientation, i.e., not landscape.One page per photo. If your response is longer than one page, you’ll need to attach multiple photos (maximum of 5 photos per test question) before clicking Submit.Make sure to attach all of your pages before you click Submit.Acceptable file formats: .png, .jpg, .jpeg. Exam day setup: Smart phone or tabletDisplays test question (you may need to scroll within a question)Displays timerUse to take photos of written workUse to attach and submit photos of written work1. If you are taking the exam, answer the following questions: What do you need to have in order to take this year’s exam? What are the rules of the eTicket? What is the date and time of your exam? Which exam option will you use? What is the setup of your exam option? What concerns or questions do you have for Hatlen? Unit 4.7 Changing Social Hierarchies from 1450 to 1750 (Chapters 19-23)With the arrival of the Europeans to your region, the social order is thrown all out of whack. So, there are bound to be changes to who is in charge. Now, I know this is supposed to be “Maritime Empires” time. But, this section also includes the social hierarchies of the Land Empires (Mughal Akbar’s Toleration and the Manchus treatment of the Han in China, and the treatment of the Jews in the Ottoman Empire). The most visually obvious social hierarchy here are the Castas of Latin America. But, it’s not just the organization: There are entirely new groups of elites that emerge. Needless to say, the order of society is changing everywhere in this period (1450-1750).2. Based on the title and description of Unit 4.7, what are the major changes that occur? What are the causes of these changes? Answer with a thesis statement. 3. Match each term to the claim that it would support and explain why it supports that thesis statement. Many states, such as the Mughal and Ottoman empires, adopted practices to accommodate the ethnic and religious diversity of their subjects or to utilize the economic, political, and military contributions of different ethnic or religious groups. In other cases, states suppressed diversity or limited certain groups’ roles in society, politics, or the economy.An Imperial conquests and widening global economic opportunities contributed to the formation of new political and economic elites, including in China with the transition to the Qing Dynasty and in the Americas with the rise of the Casta system. The power of existing political and economic elites fluctuated as the elites confronted new challenges to their ability to affect the policies of the increasingly powerful monarchs and leaders.RECONQUISTASULTANATE OF WOMENBOYARSZAMINDARS MANCHUQUEUE CASTASMESTIZOMULATTOZAMBOSINDENTURED SERVITUTDE ENOMIENDA SYSTEMCREOLES4. Use the image to support one of the claims above. This is practice using visual document. By Miguel Cabrera. (1763)Keep in mind the majority of Castas paintings were purchased by the wealthy in Spain, not Mesoamerica. 5. What is the author perspective of the document provided? Offer the point of view and then the so what? What is the historical situation of this source? This is not required, but for more information on Casta paintings This is not required, if you would like to watch Heimler for further review, here is a link Unit 4.8 Continuity and Change from 1450 to 17506. Watch the College Board’s review for AP World History: 4.7–4.8 Changing Social Hierarchies from 1450 to 1750 and complete the tasks below. Complete the Warm Up on similarities between the two documents.What do these two documents show us about the world? How did your answer compare to the instructors answer? What is the social structure of the Ottoman Empire? Answer the document question on Akbar’s approach to religious diversity. What are the ethnic differences in the Qing dynasty in China? What was the changing power of European nobility? How does the document written by Thomas More reflect the social change in Europe? What elite faced threat in Russia? What threats did they face? What caused these threats? Draw a triangle, and identify the class of each social group in the Casta system in the America. Why should we understand the class conflicts of this unit to understand the political revolutions that occur in our next unit, Revolutions? Watch the sourcing approaches; write down 4 things that you learned about identifying the author’s Point of View or perspective. Do the homework assigned. Find 2 pieces of OUTSIDE evidence not found in the documents provided. IF YOU CANNOT FIND THESE DOCUMENTS, email Hatlen immediately. Tuesday: Today, you practice DBQ skills of contextualization, outside evidence, understanding the documents. Additionally, you will review Unit 5.1-5.2. If you would like to join a zoom session to practice the DBQ, we will hold one today. Unit 5: Revolutions! (Chapters 24-28)Unit 5.1 The Enlightenment (Chapter 24)7. The Enlightenment- a European intellectual movement of the late 17th and 18th centuries emphasizing reason and individualism rather than tradition. If you were to write an essay on the causes of the Enlightenment, what context would you include before your thesis. Write 3-4 sentences of context. What was happening before or during The European Enlightenment movement? 8. Complete the chart below. You can use your textbook (Chapter 24), the internet, previous notes and work. Thinker New IdeasSignificance-Why would this lead to change in social structures of government? John Locke Voltaire Mary Wollstonecraft Baron de Montesquieu Rousseau Unit 5.2 Nationalism and Revolutions in the Period from 1750 to 1900All of those philosophes and writings about the purpose of government and how society should function did not happen in a vacuum. Around the world, people started to put the Philosophe’s arguments into play. Starting in America, revolutions swept the colonies as former mercantile dependents severed the bonds that tied them to the mother country. But, this was not all about revolution. A new idea took root on the heels of the American and French Revolution. People of the same culture, language, history, laws, etc. began to push to have their own nations. These nationalist ideas took hold from the Philippines to the Ottoman Empire to Germany & Italy, and even New Zealand and Puerto Rico.9. For each revolution, you can use crash course, internet searches, or your textbooks to identify the causes and consequences. There are crash course world history videos for each, or you can use textbook chapters. You should include NATIONALISM in all revolutions. Revolution DatesCausesConsequencesAmerican Revolution French Revolution Haitian Revolution Latin American Revolutions 10. Watch the AP World History: 5.1–5.2 Enlightenment, Nationalism, and Revolutions from 1750 to 1900 and complete the activities below. Review and compare homework responses. How did your outside evidence compare to the instructors? Give specific examples. As you watch the video, add information to your chart above. Indicate that you got that information from the video. For example, Enlightenment thinker downplayed religious ideas (from video)Identify the main idea of the text, The Declaration of Independence, and what are the Enlightenment ideas? Identify the main ideas of the text, French Declaration of the Rights of Man and Citizen, and what are the Enlightenment ideas? Identify the main ideas of the text, Letter from Jamaica, and what are the Enlightenment ideas? (we did this one in class) What themes do you notice in all three documents? What is the difference between nation vs. state? What is nationalism? What caused the rise of nationalism? The homework will help you understand a document, argument made in the document, and outside evidence complete this. I will check it! lead to changes in government (questioning the church, valuing individual achievement, etc.) Wednesday: Today you will review the demo exam provided by the College Board and review Unit 5.3-5.6. If you want to attend a zoom writing practice session, we will hold one today. 11. Go to the demo link below. You CANNOT use Internet Explorer as a browser. You can use chrome, fireox, safari, or edge. Got through the process and write down 3 observations you have made. If you have questions write those down too. 12. Watch the AP World History: 5.3–5.6 The Role of Technology and Governments in the Industrial Revolution video and compete the activities below. did your answer compare with the answers offered by the instructor? Did you offer effective outside evidence? Why or why not? How do you earn the complexity point? Complete the Warm Up and write your observations down. What is the theme of each picture? What do you remember from class that you saw in the pictures? Pay attention to the 4 claims, are these solid thesis statements? What factors contributed to industrial revolution and why did it start in Britain? There are more than 4 factors. How did industrialization spread through Russia? Analyze the source written by Sergei Witte. What is the argument and author’s perspective? How did industrialization spread to Japan? What were the causes? Analyze the source written by Count Okuma. What is the argument and author’s perspective? Compare and contrast Russia and Japan’s government responses to industrialization. What are some of the technologies developed during the Industrial Revolution? Rank the most important. Describe the second Industrial Revolution. Describe the state sponsored Industrial Movement in the Ottoman Empire. What problems did they meet? Come up with evidence and examples that support claims 1-4. BE SPECIFIC. 13. Complete the homework at the end of the video. Practice this on your own. This will help prepare you for the exam. This is assessing your ability to: Compose a thesisUse documents as evidence Identify author perspective, point of view, and historical situation. Thursday: Today, you practice DBQ skills and review Unit 5.7-5.10Unit 5.7 Economic Developments and Innovations in the Industrial AgeAll of this new technology and industrial processes we’ve seen in previous sections have massive repercussions. The most obvious outcome is to the economy. Mercantilism? No chance. It’s LAISSEZ-FAIRE time. This is all about Capitalism and it spreads as quickly as the Industrial Revolution itself. As these companies began to grow, they OUTGROW their national boundaries. As the business grows, the shares of the stock gain in value. Risk is limited as it is spread out over thousands of people. This allows this Industrial Economy to thrive. Will it be equal and fair to all? No. We will see some backlash from the workers later. But, OVERALL; people’s’ standard of living improved in this period primarily due to advances in medicine and the Industrial Economy14. Use your textbooks to look up the following terms and define them: Capitalism Socialism Karl Marx Adam Smith Stock Market Labor Unions Laissez-Faire 15. Before you watch the video, look at the homework that you complete from the previous video. What contextualization could you offer in 3-4 sentences? What was happening before or during the time period? Watch the AP World History: 5.7–5.10 Economic and Social Effects of the Industrial Revolution Warm up. How do your responses compare to the instructor’s responses? What did you learn about the DBQ? When we analyze social systems or social impacts, what does that mean? List negative and positive social impacts of industrialization: Positive ImpactsNegative ImpactsWhat is capitalism? What are the basic beliefs and arguments? What are the benefits and drawbacks of capitalism? Who would capitalism appeal to? What is socialism? What are the benefits and drawbacks of socialism? Who would socialism appeal to? Analyze the political cartoon and write down your observations. Source the document written by Wheelen and Co. –REMEMBER YOU MUST IDENTIFY IT AND THEN EXPLAIN THE SO WHAT…WHAT DID THIS AUTHOR SAY WHAT THEY SAID TO WHOM THEY SAID IT? Source the document written by Engels –REMEMBER YOU MUST IDENTIFY IT AND THEN EXPLAIN THE SO WHAT…WHAT DID THIS AUTHOR SAY WHAT THEY SAID TO WHOM THEY SAID IT? List the negative and positive economic impacts of industrialization: Positive Impacts Negative Impacts Practice DBQ- reading the documents. Remember when you read each document, you answer 2 questions: How does this answer the essay question? What is the author’s POV, perspective, motive, bias, and intention of writing this source? 16. For the source below answer the 2 questions when reading a DBQ. The essay question is, What are the social and economic consequences of the Industrial Revolution?Document 3: Flora Tristan was a 19th-century French activist and a member of the lower working class. In 1843, she wrote The Workers’ Union. Consolidation of the working class by means of a tight, solid, and indissoluble [indivisible] Union.Representation of the working class before the nation through a defender chosen and paid by the Workers’ Union, so that the working class’s need to exist and the other classes’ need to accept it become evident. Recognition of one’s hands as legitimate property. (In France 25,000,000 proletarians have their hands as their only asset.) Recognition of the legitimacy of the right to work for all men and women. Recognition of the legitimacy of the right to moral, intellectual, and vocational education for all boys and girls. Examination of the possibility of labor organizing in the current social state [social conditions]. Construction of Workers’ Union palaces [buildings] in every department, in which working-class children would receive intellectual and vocational instruction, and to which the infirm and elderly as well as workers injured on the job would be admitted. Recognition of the urgent necessity of giving moral, intellectual, and vocational education to the women of the masses so that they can become the moral agents for the men of the masses.Recognition in principle of equal rights for men and women as the sole [only] means of unifying humankind. . . .Friday: Today you will start to review for the final unit on the exam. Unit 6: Imperialism. If you would like to join zoom to review content, we will hold a zoom section. 17. Watch the College Board review video AP World History: 6.1–6.3 Imperialism from 1750 to 1900and complete the activities. Complete the warm up activity in detail. Based on the image, what is Imperialism? What are the rationales of imperialism? Use evidence from the images and documents to support each answer. What are the motivations of imperialism? What are the justifications of imperialism? What are the processes of imperialism? Describe imperialism in Africa. What were the motives? What were the consequences? Describe African resistance. Use specific examples as evidence. Describe imperialism in South Asia? Describe resistance in South Asia. Use specific examples as evidence. Extra Credit: You will need to practice 2 timed DBQs. I encourage this regardless of extra credit. This will help you with the exam. Complete 2 practice DBQs on MYAP OR you can complete the practice DBQs provided by the College Board Review videos. Write 2, and turn them in. Please let me know which one you would like feedback on. Email me with questions. SAQ is due on Monday morning by 9:00am. It will be unlocked on MYAP so that you can practice online. If you would prefer to handwrite your answer, you may. Use the passage below to answer all parts of the question that follows.“The modern nations came into being essentially by two roads. In one case, the state was, from the start of the process of national formation, already an established continuity, [most] often from the Middle Ages. These were states with their own ‘national elites’ and mature written cultural traditions. . . . For these states, the road to the modern nation was through an internal transformation . . . and the struggle to establish the modern nation was mainly a political struggle to define the nation as a community of equal citizens. . . .This first type of development toward the modern nation was absent in Central and Eastern Europe. There, a different pattern was typical, [namely] that of multi-ethnic empires inhabited by many non-ruling ethnic groups. . . . Lacking not only statehood, but also written traditions in their own national language, these non-ruling ethnic groups in the multi-ethnic empires were in the most complicated situation. Their national movements had to pursue not only cultural and social emancipation and equality, but also political emancipation.”Miroslav Hroch, Czech historian and political scientist, introduction to Discourses of Collective Identity in Central and Southeast Europe (1770–1945), academic book published in 2007a) Identify ONE claim that the author makes in the passage regarding the “two roads” toward modern nation building.b) Identify ONE specific example of a nineteenth- or twentieth-century nationalist movement that would fit the pattern described by the author in the second paragraph. Your answer may be from Europe or from another part of the world.c) Explain ONE limitation of the author’s argument as a source for understanding the different types of nationalism that developed around the world in the period since 1750. ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download