Thursday, July 31, 2008

Chapter 6 - Ancient Stuff: Around 8000 B.C.E. to 600 C.E.

The Neolithic ("New Stone") Revolution, or the Agricultural revolution, was when groups of people moved from nomadic lifestyles to agricultrual lifestyles and town and city life, between the years from aproximatelty 8000 B.C.E. to 3000 B.C.E.

The differences between nomadic and agricultural societies was not the only difference between moving around or staying put. When people stayed on a piece of land, they started to believe it as their home. If someone drank from their waterhole or built a house on their hill, they would think those people are invaders pr intruders, not neighbors.

As agricultural societies became more complex, organized economis, governmental structures, and reliegious organizations began to emrge to keep things as predictable and orderly as possible. Suddenly there was society, or the beginning of what we'd call civilization.

If everyone has to farm to have enough food, a great civilization won't develop. If a certain number of farmers can provise a surplus of food, then other people on the community are free to build, invent, and creat tool, art, and institutions.

As civilization grew, people built roads connecting one town to another. They used stones they unearthed from the ground to build increasing large buildings and monuments. Animals began to be used not only as a direct sourse of agricultural labor.

When people figured out how to combine copper with tin to creat an even harder metal, bronze, the building of civilizations was well on its way. This development was so significant that it was called the Bronze Age.

Sumerians were the first to inhabit Mesopotamia, whi literally means "land between the rivers" the rivers were the Tigris and the Euphates. Sumerians developed a form of writing known as caneiform. Sumerians also developed a twelve month calender and a math systen based on the unit sixty. Sumerians were polytheistc, meaning they worshipped more than one god. They believed when disaster struck, it was because the gods were angry.

The city of Akkad rose to dominate the region when the Sumerian city-states declined. But in 1700 B.C.E.. Akkad was pverrun by a new powerhouse in Mesopotamia; Babylon. But babylon quickly fell due to invasions of the Kassites and then the Hittites. By 1500 B.C.E., the Hitties dominated the region, especially because they learned how to use iron in their weapons.

Because enws traveled fast, and different groups of people adopted and adapted to another groups idea, Assyrians had learned to use iron, the very technology the Hittites used to defeat them. This enabled them to establish a capital at Nineveh and eventually build an empire that swept across the entire Fertile Cresent.

In spite of their power, within a few hundred years, the Assyrians were defeated by the medea and the Chaldeans, The Chaldean king, Nebuchadnezzar rebuilt Babylon as a showplace of architecture and culture. He extended it, but like all the civilizations before it, the new Babylon was doomed to fall. A new civilization; the Persian Empire, developed into a major world force.

The Persians established a big empire that, by 500 B.C.E., stretched from beyond the Nile Rover Balley in Eqypt around he eastern Mediterranean through present-day Turkey and parts of Greece, and then through present-day Afghanistan.

Ancient Egypt was reorganized into different kingdoms. There were three ones - Old, Middle, and New - and that it was during the New Kingdom that the ancient Egyptian civilization reached its height. By 1400 B.C.E., it stretched from the upper Nile River Valley through the eatern Mediterranean regions od Palestine and parts of Asia Minor. By 1100 B.C.E. and for the next thousand years, ancient Egypt fell into decline, and both the Assyrian Empire and the Persian Empire conquered parts of this once great civilization. Later, the Greeks occupied Egypt, and eventually the Romans completely absorbed Egypt into their Empire.

Whenever a civilization became powerful ad properous, it attracted a lot of attention and envy from its neighbors, who wanted a piece of that action. This was usually the breeding grounf for invasions. By the time it came under attack, the wealthy civilization was often so big it couldn't adequetely protect all its borders, so over a period of time it bagan to weaken.

From aproximately 2500 to 1500 B.C.E., the ancient Indus valley civilization stretched for more than 9-- miles along the Indus River in what today is northwestern India. Sometime around 1900 B.C.E., the cities of the Indux Valley were abandoned, for reasons unknwon today. All that it known it that, by 1500 B.C.E., the civilization crumbled with the arrial of the Aryans.

Shang China rose in the Hwang Ho rover Valley (Yellow River Valley). At its height Shang controlled large parts of Northern China and was militarily quite powerful. The Shang Dynasty controlled the Yellow Rover Valley from around 1600 to around 1100 B.C.E. Arounf 1100 B.C.E., the Shang were ousted by Wu Wang, who established the Zhou Dynasty, though they maintained many of the traditions and customs developed under the Shang Dynasty. The Zhou ruled China for nearly 900 years, longer than any other Dynasty.

In the Americas, two early civilizations existed: the Olmec, in what we know today as Mexico from 1200 to 1400 B.C.E., and the Chavin in the Andes from 900 to 300 B.C.E. They are unique in that they didn't develop in rover valleys, as did all the other major early civlizations.

Beginning around 1500 B.C.E., farmers in the Niger and Benue Rover vallleys in West Africa, began migrating south and east, bringing their languages, and knowledge of agricultural and metallurgy. This migration, usually referered to as the Bantu migrations, continued over the course of the next 2000 years. It is generally believed that the migration was spurred by the climatic changed, which madde the area now known Sahara Desert too dry to live in. Jenne-Heno is believed to be the first sub-Sharan Africa. Beginning as a small fishing settlement around 250 B.C.E. and reaching eurban size in 400 C.E., Jenne-Jeno is unusualy because although it reached urban density, its architecture suggests that it was not hierarchially organized society. Instead, it is believed that it was a unique form of urbanism comprising a collection og individual communtities.

From about 300 B.C.E. to about 800 C.E., Mayan civilization dominated present-day southern Mexico and parts of Central America. The Mayans were made up of city-states, a;; of them were ruled by the same King. The Mayans, like the Egyptians, were pyramid builders. and wrote using hieroglyhics.

The Mauryan Empire was founded by Chandragupta Maurya, who unified the smaller Aryan Kingdoms into a civilization. But it was his grandson, Ashoka Maurya, who wouyld take the empire to its greatest heights. Ashoka converted to Buddism when he was disgusted and filled with remorse for a very violent and bloody vicotry his forces claimed over the Kalinga in Southeast India. For the rest of his reign, Ashoka preached nonviolence and moderation. After Ashoka's death in 232 B.C.E., the Mauryah Empire begna to decline reapidly, primarily due to economic problems and pressure from attackes in the northeast. But between 375 and 415 C.E., it experianced a revival under Chandra Gupta. This empire was mpre decentralized and smaller than its predecessor, but it is often referred to as a "golden ag" because it enjoyed relative peace and saw significant advances in the arts and sciences. The Gupta Dynasty collasped under pressure from the White Hans in 550 C.E.

Unlike the Zhou Dynasty before it, the Qin Dynasty was extreme;y short. It lasted little longer than a decade. The Qin Dynasty is the empire that connected separate fortification walls that eventually became the Great Wall of China. The empire was incredibly well-organized and territorial. It fell only a year after the emperor's death, at the hands of the peasants, who resented th Qin Dynasty's heavy-handedness.

During the Han Dynasty, the Huns, a large group from Northern Asia, invaded territories extending from China to Eastern Europe. But the Huns were much more succesful in Europe than China.

The Persian wars united all the Greek city-states against their mutual enemy, Persia. Much of Athens was destoyed in these wats, but Greece held on and the wars ended in a stalemate. Two huge victories by the Greeks, one at Marathon, and the other at Salamis, allowed Greeks to maintain control of the Aegean Sea. With Persia held back, Greece was free to enter into an era of peace and properity, which it often called the Golden Age of Pericles. Athens and Sparta, as leaders of their respective alliances, became incresingly fearful and envious of each other's power. After years of increasing tensions, a trade dispute involving the city of Corinth pushed Athens and Sparta into the Peloponnesian War in 431 B.C.E. Although they could have, Sparta didn't destroy Athens out of repect for the defeated city's former role in the Persian War. The Spartans were weakened from the warm so much that it became vunerable to outside aggression. The Maccedonians, under the rule of Philip Macedon, who reigned from 359 to 336 B.C.E., invaded athens from the north and conquered the region.

The Romans, after defeating Carthage, also fought the Gauls to the north and the Spaniards to the west. To maintain their vast empire, the Romans built an extensive road network and aqueducts, and greatly enlarged their navy. Buy as they grew, the situation in and around Rome was becoming unsettled, and for three reasons. First, because farmers were being displaced and moved into the bigger cities that were already so full to burst that the farmers couldn't find jobs to support themselves. Second, because the Roman curency was devalued, causing high-rate inflamation. And third, politcial leaders began to fight amongst themselves. It is said that internal decay, in combination with external pressure, that broughtabout the fall of the Roman Empire. The sheer size of the empire and the huge expense of maintaining it coupled by the succession of weak - or just plain bad - leaders, and a series of epidemics, are all factors that caused the empire to collaspe.

Chapter 5 - Cracking the Free-Response Questions

  • Write a thesis that points out the change over time.
  • Answer all parts of the question.
  • Show the change oveer time using revelant history.
  • Analyze the process of change and/or continuity over time.
  • Write a thesis that adresses the global issues in the question and covers the correct time period.
  • Address all parts of the question.
  • Support your thesis with appropriate historical evidence.
  • Show the change over time using revelant history. Include the characteristics of historical periods to explain the context of change.
  • Analyze the process of change and continuity. Describe what changed and how it changed, not just what the results of change were.

Putting Pen to Paper

  1. Process the Question - make sure you are clear on exactly what you are expected to do.
  2. Build a framework - create a chart with a base line, an impact, a change, and a continuity section.
  3. Build your essay - After you;ve built your framework, fill it in to build your essay.
  4. Write it - Once you've filled in your framework, it's time to start writing. You thesis is critical and must be supported by the facts.

Chapter 4 - Cracking the Document-Based Question (DBQ)

Write an essay that:
  • Had a revelant thesis and supports that thesis with evidence from the documents.
  • Uses the documents.
  • Analyzes the documents by grouping them in as many appropriate ways as possible - Does not simply sumerize the documents individually.
  • Takes into account both the sources of the document and the author's point of view.
  • Identifies at least one type of additional document.

1. Great revelant Thesis -

  • Answer the question that was asked.
  • Make sure thesis directly addresses the question posed and accurately describe contents of essay.
  • Use the documents so they can support your arguements.
  • Don't make a thesis that can't be supported by the documents.

2. Analyze

  • Understand who wrote each document an when it was written.

Explain the following -

  • What was the context (historical, political, or curtural enviroment) in which the document was authored?
  • What else was going on around the author at the time this was written?
  • How does the author's frame of reference affect what he or she wrote and why? What is the author's position on society (gender, age, educational level, political or religious belief system)? How do these atributes inform what the author writes?
  • How does the content oand tone of the document relate to that of the pther documents? What does one document say that another doesn't? What accounts for these differences?
  • When was the document written? Who was the intended audience, and what was the author trying to express?

3. Group the documents in at least two different ways, but preferably in three different ways.

4. Identify and explain at least one, but preferably two or more, additional types of documents or points of view that are not represented in the documents and how they would add to your arguement.

  • What types of documents offer information that is not already present?
  • What points of view are missing that would make your arguement stronger? Consider groups typically not represented (women, working class, peasants).
  • Why is this additional document or point of view important?

  • Use the time given to read all the documents.
  • Read the question carefully.
  • Underline the important stuff. (time period, culture, location)
  • circle what your supposed to analyze and the actions you need to take (compare and contrast, change over time, etc.)

Organize the Essay:

  1. Thesis
  2. Support
  3. Group One.
  4. Group Two
  5. Point of view
  6. Number of documents
  7. Additional documents.

Chapter 3 - Cracking the Essay Questions

  • state your claim clearly.
  • define terms, contest, and chronology of the events under discussion.
  • Describe why your claim is true
  • You must explain how and why something happens and what are the impacts of that something were.
  • Ask yourself: Do you have a comprehensive, analytical, explicit thesis?
  • Is your thesis acceptable?

DBQ Thesis

  • with something like "After reviewing these documents, it is clear that..."
  • Rephrase the question as an answer; include all key phrases.
  • Address each part of the question with a statement.
  • Make the transition to the body of the essay by citing the additional document.

Change over time Thesis

  • Rephrase the question as an answer.
  • Address each part of the question with a statement and evidence.
  • Make the transition to the body of the essay.

Comparative Thesis

  • Restate the question as an answer.
  • Address each part of the question with a statement and evidence.
  • Include both similarities and differences.
  • Make the transition to the body of the essay.
  • Essays should be a *minimum* of 4 to 6 paragraphs.
  • Use transitional words and trigger words to highlight important points.

  • write neatly.
  • Use another word if you don't know how to spell it.
  • Watch your time.
  • Think before you write.

Wednesday, July 16, 2008

Chapter 2 - Cracking the Multiple-Choice Section


How to show what you know:

  • There is no guessing penalty - there is a guessing reward.
  • The goal is not to finish the test - its to answer it accurately.
  • Four out of every five answer choices you read are wrong.

Turning Guessing Penalty into a reward:

  • Don't randomly guess - probably only one-fourth of those 56 multiple choice answers will be right.
  • Eliminate the questions you know are wrong from the ones you have to choose from.
  • Don't stick to the question because you aren't willing to guess. Make your best guess and move on.
  • Striving to finish the test will only make you more prone to make a bunch of careless mistakes.
  • Work through the question assuming each answer is wrong until proven right.
  • Read the answers with a critical eye.
  • Use the Process of Elimination (POE) to get rid of what you know is wrong.
  • How to crack AP World History Multiple choice Questions:
  • Make sure that you understand what the question is asking. Put it in your own words so you can understand it better.
  • Answer it in your own words - take a moment to call up the relevent history that you know. If you can't answer the question completely, you can still use what you do know to get rid of wrong answer choices using the process of elimination.

Process of Elimination - you can use the little that you know to eliminate the wrong choices.

  1. Remember to read each answer choise with a critical eye, looking for what makes it wrong.
  2. Guess and Go - When you've narroed you choices as far as you can get, take a guess.
  3. You need to make sure that you spend your time on questions that will pay off.
  4. When clueless on a question, mark it and move on, then go back after you go through the section.
  5. Step 1 and Step 2 can vary a bit based on the question.