WHAP Test Review

2. The Levels of Society

The earliest societies formed around extended family units, often referred to as tribes (or nomadic tribes). From this starting point, a society may potentially grow larger in size & influence. The Levels of Society chart (refer to picture sent to your phone) provides an overview of the growth of a society and the external/internal factors that shape this growth. It should help you to understand the basics of how a society develops and interacts with its neighbors, as well as to better understand how to compare diverse societies over time. Key Terms that relate to civilization: 1. Domesticate: tame to fit human needs 2. Complex Government: a govt. that must rule a society beyond the traditional family, clan and tribal ties 3. Surplus: an extra supply; a surplus of food develops as those engaged in agriculture regularly begin to produce more than they require 4. Division of Labor, or Specialization: the process where individuals choose to perform jobs or tasks they do well in and, in return, trade what they produce (like food or pottery) for items they can't produce themselves. Specialization allows for more rapid development of tools and techniques in any field, resulting in better products and greater efficiency. 5. Written Records: complex economic and governmental systems require detailed record keeping; most languages develop as a means of establishing and recording ownership. 6. City-State: a city and the surrounding lands (including farming villages) necessary for its continued existence, that administrates itself independently. 7. Empire: a political system in which a society brings other societies under its direct rule but doesn't merge or integrate the conquered societies into its own. Historical experience suggests that empires eventually fail. 8. Global Society (?): trends like globalization and international organizations from the European Union to the United Nations hint at the new paths societies might take, but they don't yet offer any concrete steps in the process.

#6 The Great Traditions Comparison: Confucianism and Western Philosophy (Socrates, Plato & Aristotle)

The following compares the major components of Confucianism and Western Philosophy as defined by Socrates, Plato, and Aristotle. Confucianism: Founding: Founded by Confucius in China during Warring States period, about 500 BCE Holy Text: The Analects by Confucius's disciples. The Five Classics. Doctrine/Beliefs: Sought to bring order to society (lived during a time of conflicts between numerous states in China). Believed people were good but needed a proper model of virtue & education in order to follow a moral life. Focus on social-family relationships (defined in the Five Relationships). Social class order based on utility to society. Emperor first as the model of virtue. Confucian bureaucrats as the governors of society. Peasants and urban artisans. Mean (unskilled workers) group included merchants who materially might be very wealthy. Great emphasis on roles of father and son (filial piety: loyalty and obedience of son to father). Women were relegated to roles of wife and mother (Neo-Confucian tradition further limited the position of women.) Influence: Since its founding, Confucianism has held an importance in Chinese Civilization. The Han dynasty established Confucianism as the main philosophy of government. Communist Party rejects confucianism, which still dominates much of the social structure of China; more so in Korea and Japan. Western Philosophy: Founding: Socrates' student Plato wrote his dialogues after 400 BCE (just after the loss of Athens to Sparta in the Peloponnesian War and the death of Socrates). Aristotle was Plato's student. Holy Text: The Republic by Plato. Physics and Politics by Aristotle. Doctrine/Beliefs: Aristotle established the Western mode of thought: empirical thinking (knowledge based on though and observation). Reason exercised with virtue produces good, which leads to human happiness, the ultimate end of existence. Strong emphasis on collection and categorization of data. Politically, Plato argued for philosopher rulers and rejected democracy, b/c not all people were capable of ruling. Strong emphasis on individualism and individual levels of talent & ability. Aristotle didn't believe women had the cognitive ability of men, thus women should not be involved in govt. Influence: Aristotle demanded Renaissance thought when Greek learning was restored to Europe during the Renaissance (referred to as humanist philosophy at that time). Discoveries by Galileo, Newton and others disapproved many of Aristotle's theories, but his methods continued. Western thought, especially the dependency on empirical thinking and reasoning, influences many regions outside of Western Europe.

#20 - The Impact of Global Diffusion

The key impact of globalization has been the diffusion of culture on a scale never before witnessed in history. Often called the Americanization, much of this diffusion does flow from the West, esp. the US, in to other regions. Western clothing, music, food, movies, work hours, consumerism, gender roles and many other influences seep into almost all societies in the 21st century. While many (like Japan & S. Korea) have embraced these influences and built democratic, capitalist societies, other nations (like the People's Republic of China) reject this exposure, and a few even attempt to ignore the influences completely. Many of the elites in nations like N. Korea, Iran & Burma (Myanmar) see the changes as challenging their traditional roles and influence over their governments. Those with wealth, power or influence, in order to protect their status, see to close their societies to these changes & create the greatest challenge for civilizations today. At one time, walls & distance might isolate those who would attack a civilization, but this is no longer the case. Global societies are just that: worldwide & exposed. The technologies that allow this to happen (for example, air travel, electronic banking and cell phones) provide some of the most dangerous weapons to those who reject the changes brought by globalization. Even during the height of imperialism, many locals were able to maintain their own cultures & traditions. They also found unity by rejecting the imperials. However, the forces of globalization are different. The economic consequences of globalization go far deeper into society than imperial rulers. Since the early 1990s, if not earlier, a middle class has taken shape in many nations. This class exists due to the economic consequences of a global consumer society. Like those before them, the new members of the middle class seek economic advancement, political power to protect what they have achieved, and education and security for their kids so they may have a better life. Women in this group especially find themselves capable of challenging the previous limits placed on them. Some nations, like many of the former Eastern Bloc nations have been able to embrace a democratic response to these new forces. Nations like Poland and the Czech Republic enjoy generally positive economic growth & political stability. Other nations find their social & political systems in great turmoil. Nations that deny the changes see their best and brightest people emigrate to the West & meanwhile their country falls further behind economically & technologically. Pakistan and, and for many years, India saw a general "brain drain" of talent as their societies failed to offer educated and ambitious citizens the security, political rights and standard of living that the West promised. Other societies that encouraged their people to deny globalization found themselves isolated by the West, b/c their policies bred violent revolutions or terrorists. Oil wealth like that in Saudi Arabia & Iraq supported a minority elite while denying many citizens access to economic & political advancement. Although promised in the media, the failure of the system to employ & advance many members of society created hundreds who resort to violence to attack their governments & the West. The 9/11 attacks in the US related directly to many of the social upheavals generated by a decade of rapid globalization.

#15 Socialism - Part 1

19th century political & economic thought created a number of systems that blended both areas & rejected the growing dominance of capitalism, esp. free-market capitalism. The most lasting is socialism. Basically, socialism calls for extensive govt. involvement in the economy. Government, not the individual or market, controls the means of production, supply, price & distribution. One of the most prominent proponents of this system was Karl Marx, who argued against the inequalities in a society allowed by capitalism. Many historians date socialist ideas much earlier than the 19th century, but the mix of the Industrial Revolution (IR) & the French Revolution drove the ideas to the forefront of political thought. The IR dramatically altered social & economic systems in Europe. The promise of cheaper material goods & a better standard of living failed to materialize, however. Instead, a seemingly permanent underclass developed. The French Revolution reflected some of the frustration & aspirations of this underclass know as the working poor. European democratic govts. developed policies that adopted more socialist ideas when they were forced to enfranchise (give the right to vote) to more & more people. Some extreme proponents of socialism called for the complete restructuring of society; people would live-in self-sustaining communities & relinquish their private property & family status. More realistically, socialist politicians pushed for greater protection of worker's rights: -universal male suffrage -elimination of all property qualifications so that anyone could hold elected office -salaries for the elected members of govt. -equal electoral districts (one man, one vote) -secret ballot -elimination of class privileges -limited workdays -the right to form unions

#19 Ethnic Cleansing-Genocide --Major Incidences of Genocide in the 20th Century

Armenian: 1915-1916 (during WWI). Initiated by the Ottoman Empire (although this is denied by modern Turkey) against the Armenian minority living in the empire. As many as 1.5 million died & another 2 million lost their homes thru deportation. Kulaks in the USSR: Kulaks were more of an economic class than ethnicity; they were prosperous peasants during the early years of the USSR. Stalin, to secure power, began seizing land belonging to kulaks in the late 1920s. Many were relocated to the East or arrested. Holocaust: Initiated in Germany when the Nazi Party came to power in the early 1930s. Initially, the Nazis attacked Jewish businesses and synagogues in order to force the Jews out of Germany. After the war began, Jews in Germany and the conquered territories were relocated to concentration camps for forced labor or execution. Gradually Hitler's final solution targeted populations of Jewish, Polish and Gypsy origins as well as physically disabled mentally disabled and homosexuals. 6 million Jews, mostly Eastern Europeans, died in the camps. 200k were liberated from the camps at the end of the war. The Allies held the German leadership responsible for the genocide & held a war crimes tribunal in Nuremberg. Khmer Rouge (Cambodia): Initiated by the Khmer Rouge (the Communist Party that took over in Cambodia in 1975). The Khmer Rouge attacked all segments of society it viewed as subversive, esp. intellectuals, professionals, minorities and urban dwellers. About 1.5 million died. Vietnam invaded Cambodia and replaced the regime in 1979. Some members of the Khmer Rouge were tried for crimes against humanity. Yugoslavia: From 1992-1995 (when a US brokered peace plan went into effect). The disintegration of Yugoslavia after the collapse of the Soviet Union created ethnic violence between Serbs, Bosnian Muslims & Croats. Serbs sought to gain territory by driving other ethnic groups off of their lands. The term "ethnic cleansing" was used to describe Serbian attempts to drive out the other groups. NATO intervened to isolate the fighting but failed to stop the destruction of the civil war. Fighting ended in 1998 after NATO forces secured Kosovo from Serbians. Slobodan Milosevic (the Serbian president) was ousted and put on trial for crimes against humanity (he died in prison before the trial was complete). Rwanda: Hutus (the majority) attacked Tutsis (the minority) in April 1994. Hutus were afraid of Tutsi attempts to regain control of the government. UN response failed to stop the violence or protect refugees. 2 million fled the country into Zaire (now the Democratic Republic of Congo). About 500k were murdered. Heightened international awareness about genocide. Darfur: Oil rich region in W. Sudan. Northern Arab population attacked villages in the region to force them off the land. At least 200k have died since 2003.

#7C. The Great Traditions: Judaism, Christianity and Islam

Islam: -Founded by Muhammad during the 7th century -Muhammad encountered monotheistic beliefs (Judaism and Christianity) during his travels as a caravan merchant -The teachings of Muhammad were revealed to him; eventually recorded in the Quran, the holy book of Islam -Basic teaching require a submission to God's (Allah's) will: =The Five Pillars of Islam =Acceptance of one God (Allah) & of Muhammad as his prophet =Prayer 5 times a day facing Mecca =Fasting during the holy month of Ramadan =Paying the zakat, a tax for the poor =Making a pilgrimage to Mecca once during one's life if possible -Muhammad referred to Jews & Christians as "people of the book" & encouraged his followers to treat the religions with respect -Muhammad called for a community of all Muslims, the umma, hoping to break the tribal customs of Arabia that led to constant warfare among the nomadic Bedouin -A detailed set of laws (the sharia) arose out of the Quran and Arabic tradition -Islam placed political power in the hands of Muhammad's successors, the Caliphs -An early succession dispute led to a split in Islam, creating Shiite & Sunni branches -Sufism is a 3rd but much smaller branch of Islam -Women were important in the early formation of Islam, b/c Muhammad had no sons, but Arabic traditions limited the role of women outside of the family -Strict interpretation of sharia law can limit a woman's contact with people outside of her family & require the wearing of various head coverings in public -Islam didn't define specific social class and has allowed slavery (although in theory Muslims are prohibited from enslaving other Muslims), encouraged the merchant & warrior classes & held men of learning of both a religious and/or scientific in nature in high esteem -Like Christianity, Islam promotes an egalitarian idea and opens heaven to all who follow the religion -Over 1.1 billion people currently follow Islam; it is one of the fastest growing religions in the world -Sunnism is practiced among most of the Arab countries (Iraq having a large Shiite population) in the Middle East and North Africa; the Ottoman & Mughal Empires also were Sunni, and the region's Muslim populations remain Sunni -Shiism includes a strong majority in Iran (historical Persia) & minority populations in many Persian Gulf states

#18 Independence - On the Test

Multiple Choice: Most multiple-choice questions will deal with actual revolutions and not the mix of insurgency and decolonization found after WWII. Remember to take into account the effort by the US and the USSR to influence independence movements & newly independent governments during the Cold War. Essays: When comparing independence movements, look at both philosophies (Enlightenment, communism) and the origins of the movements (colonist or indigenous peoples) when making comparisons or trying to place the independent movement into the larger global framework (the Enlightenment at the end of the 18th century or the Cold War during the 20th century).

Neolithic (New Stone) Age Revolution / Agricultural Revolution

- Bronze Age occurred during this time period - Signs of civilization - houses & irrigation - An example: Çatal hoyuk in Anatolia (Turkey), 7000 B.C.E.

Sub-Saharan Africa

- By the year 1 C.E., this region south of the Sahara became culturally mixed - Domesticated the camel in the first millennium B.C.E., when trade expanded significantly - Also during this time, the Bantu people provided unity & spread their many languages (300+) which can be traced to the Niger-Congo region - Became a key role in the Indian Ocean's trade network

How to Pass Test:

-AP Test wants you to analyze events based on 5 themes: 1. human and environment interaction, which requires you to evaluate history based on how human societies learned to shape or control their environment 2. understand what define's a society's culture and how societies develop over time 3. this theme continues to look at societies as they develop into larger political units (or decline) over time through revolutions and invasions 4. economics is a theme of maximum importance (you will find connections between economic factors and political and social change --> pay attention to these for your essays and multiple-choice answers) 5. consider gender, social and family structures when analyzing a society (gender especially plays and important role in many of the test questions) **these are the SPICE themes (see below: Human Society for more on this) -Don't study in a chronological approach.... but instead, you need to focus on major events that link the various themes together as well as those that show the relationship between various regions of the world during the historical periods discussed.

#4B Gender - Force for Change

-During the 19th century, women in Western Europe and the US became involved in a number of social movements. These included areas such as education, public health, and prison reform. The largest social movement demanded the abolition of slavery. The success of the abolitionist cause inspired a generation of women to push for greater political opportunities. -By the late 19th century, many women wanted the right to vote. Protest brought these women notice, but an economic need caused by WWI eventually granted many of them the vote. The unprecedented need for manpower on the Western front during WWI allowed many women to work in factories so the men could go to war. As a result, grateful nations and politicians gave women the right to vote. Many things remained unequal: wages, opportunities for promotion, educational opportunities, and opportunities in certain fields of work. -WWII again intervened, requiring even more women to work so that men could go to war. Postwar political pressure grew internationally to improve the circumstances for women. In Japan, Americans forced the Japanese to include women's equality in the new constitution. -In the 1920s, communists in the Soviet Union enforced more rights for women. After the war, communist parties in China, Eastern Europe and Cuba continued to champion greater women's rights. Though no woman achieved a top political position, equal rights challenged the traditional gender biases of all these regions, notably Confucian China. -In the newly freed colonies, international organizations like the United Nations pushed for women's equality. First, they made the economic argument that developing nations needed all of their human resources to advance. Second, women who make money spend it on their families: better food, better shelter, better life. Putting more money in the hands of women improved the social unit: the family.

#4 Gender

-Hunting/gathering societies required both men and women to produce food (the key economic output needed by a society to survive). -After agriculture allowed for a division of labor, or specialization, societies almost universally regulated women to a secondary role. Societies then established social rules to enforce this status. -Typically societies made women dependent on males: fathers, then husbands, and then sons, if they were widowed. -By removing most avenues of economic support, such as property ownership or the right to work outside the family home, society left women with no alternatives but to remain subservient to family males. -On the Essays: On questions dealing with gender, you need to establish the lack of opportunity and its source. If asked about gender inequality: cover both the source of the policy (religion/philosophy, cultural tradition) and how it was enforced: denial of economic opportunity and political rights to force change. If asked about changes in gender relations, go over the "Levels of Society" chart and point out how specialization allowed men to move into the public sphere while keeping women restricted to the family. Specialization created greater economic opportunities to men that were denied to women. -On Multiple-Choice Questions: Questions may ask about the role of women at a particular time in history. More often than not, the role is restricted to the family and controlled by a male in the woman's life. If asked about achieving equality, the forces for expanding women's opportunities came out of the West. Women took the ideas of Enlightenment and demanded them for themselves. As they gained a degree of economic importance, they achieved political powers and used laws to protect themselves. Many men & women in non-Western societies today still don't favor a pure equality of the sexes, so don't assume that the move to greater gender equality is universal or even means the same to everyone.

About the Test:

-to get a 3 or above - must get about 50% of the multiple choice questions and need to get greater than a 3 on each of the essays -many of the questions, require you to analyze information and made educated guesses -if you write well... then spend more time reviewing the prep section on writing the essay responses, b/c a higher score on the essays can greatly improve your composite grade. Look at the writing examples for ideas about how to effectively brainstorm an answer and what specific structure to use for each. -Go to practice exam --> pay attention to the types of questions and the answer choices. Take the time to notice what separates a correct and incorrect answer, b/c many of the AP answer choices may be true statements, just not the best answer for the question presented. Multiple Choice Questions: Technology & Environmental Transformations to 600 BCE - Approx. 3-4 Organization and Reorganization of Human Societies 600 BCE - 600 CE --> Approx. 10-11 Regional and Transregional Interactions 600 CE to 1450 --> 14 Global Interactions 1450-1750 --> Approx. 14 Industrialization and Global Integration 1750 to c. 1900 --> 14 Accelerating Global Change and Realignments c. 1900 to Present --> 14 -The test specifically limits questions on Europe to no more than 30% of the test and many of those will involve some comparison to a non-European society. Also the US is covered only concerning its interactions with the larger world; you will not get questions about internal US politics -The AP Exam requires students to demonstrate an ability to think like a historian or Historical Thinking Skills and wants the students to specifically: -develop historical arguments using historical evidence -develop chronological reasoning by id-ing and analyzing cause-effect relationships, patterns or continuity, change over time -develop a thorough knowledge of historical periods -be able to compare historical developments within a single society, between related societies or during different chronological periods

Harappa

A major civilization in the Indus Valley, started around 2600 BCE on the Indus River in modern day Pakistan. The Indus River was the reason the civilization started and thrived, as it provided a sustainable resource, more efficiency in farming, and the ability to trade with other peoples. Villages in modern day Pakistan and India were led to the river as they followed the animals to the river. The city made many technological advancements such as a system of writing on clay tablets and heated building bricks. Harappa had a very sustainable culture with a very efficient agricultural system that included trading routes with Sumer and Mesopotamia. These trading routes allowed culture, ideas, and materials to swap between the civilizations. Harappan people used an abundance of technological advancements such as woven cotton, cooper, bronze, measurement systems, pottery, and the domestication of animals. All of these together led to Harappa being famous for being a center for urban advancement with its urban planned city layout and organized homes. The entire civilization had more than a thousand cities and was very intelligently planned. There is no concrete evidence of a religion as no temples have been unearthed, but there are many minor signs that Hinduism and Jainism existed in the Indus Valley. The civilization declined in 1700 BCE and then was abandoned. There are two theories for the abandonment, 1) an Aryan invasion or 2) a drought. Harappa had a major influence on Indian subcontinent for years to come with its urban lifestyle as even today, cities are built on ruins of Harappa in the same manner they existed in thousands of years ago. Another effect of the collapse was that with the dissemination of the people, they spread to other lands and brought the Harappan culture and had an effect on those lands for years to come, bringing ideas like mathematics and advanced farming.

1 b. Examples how to use SPICE on the test- Multiple Choice Questions:

A question might show an image of the Shanghai Waterfront in 1920 and ask you to explain what accounts for the fact that all of the buildings are obviously Western or European in design. Cultural diffusion involves both transference of innovations and artistic style, and your answer should include a reference to one or both. Look to associate choices to the categories introduced in the question to make a better guess at a correct answer, or at least to eliminate obvious false choices.

#20 - Globalization

After the collapse of the Soviet Union and the communist countries of Eastern Europe, the world entered another era of globalization. The first had occurred when the nations of Europe initially established their colonial empires during the 16th & 17th centuries. A 2nd wave occurred as industrialization in the late 18th century pushed nations (again mostly Europeans) to look for greater access to global resources and markets. This period culminated with the imperial scramble for colonies in the 19th century. Free trade movements before and after WWI further integrated international markets, although this fell apart with protectionism due to the Great Depression. After WWII the US & Western Europe engaged in extensive market integration, but the political realities of the Cold War limited the flow of goods & capital. The collapse of the Soviet Union removed this barrier to greater world trade, and global trade took off beyond anyone's expectations.

#19 Ethnic Cleansing-Genocide

Although not new to history, genocide became a far too common part of the 20th century. Most often, the killings were the result of nationalist feelings in regions with ethnic groups seeking or having just gained independence. In other instances, governments or political parties targeted specific ethnicities long discriminated against as a means of gaining political or economic benefits. After WWII, the newly created United Nations, in response to the Holocaust, created the Convention on the Prevention and Punishment of the Crime of Genocide. Article 2 of the convention states: "In the present Convention, genocide means any of the following acts committed with intent to destroy, in whole or in part, a national, ethnical, racial or religious group, as such: 1. Killing members of the group; 2. Causing serious bodily or mental harm to members of the group; 3. Deliberately inflicting on the group conditions of life calculated to bring about its physical destruction in whole or in part; 4. Imposing measures intended to prevent births w/in the group; 5. Forcibly transferring children of the group to another group.

#17 Revolutions - What's in a Revolution

American Revolution: Politics: ideas of a republic v. a monarchy (even a limited one) Economics: limits imposed by mercantilist policies on an aspiring middle class in the colonies. Social: the new colonies were gradually developing a new social identity based on their unique circumstances (like contact w/ Native Americans, need for self-reliance, & mixed ethnic identity of settlers) that was more socially equal than England Mexican Revolution: Economics: many indigenous people and mestizos suffered under foreign investors in Mexico, so they supported a change in the elites who ruled prior to 1910. Social: indigenous groups rose in revolt against a govt. that didn't include them, and forced subsequent governments to consider their demands (populism) Social: managed to maintain a small elite, although its makeup changed, that became very wealthy and stabilized Mexican society by monopolizing many of Mexico's natural resources. Russian/Bolshevik Revolution: Politics: a failing absolutions monarchy against a new charismatic elite with promises of relief for the destitute masses Culture/Religion: an entirely untried political-economic system (communism-socialism) replaces a feudal system that was outlawed but still dominated many peasants alongside a failing attempt at rapid industrialization. Social: promises of relief for the working poor & peasants who were on the verge of starvation and had nothing to lose Cuban Revolution: Politics: US support for the dictator Batista created a resentment among many in Cuba and led to Castro's turning to the USSR after the revolution. Politics: the Cold War pushed aside several revolutionary goals held by many common people b/c Cuba immediately became a battleground for the 2 superpowers & Cuba's leadership couldn't afford dissent from within. Economics: American money supported many of the elites in Cuba prior to the revolution & fed general distrust of American motives during the revolution Iran's Islamic Revolution: Economics/Technology: Westernization programs initiated by the Shah (an autocratic leader backed by the US) created a wide division between those who benefitted and those who didn't, notably landlords, small merchants & religious scholars Culture/Religion: religious students started the revolution & were instrumental in the ouster of the Shah & the rise to prominence of the Ayatollah Khomeini

Types of Multiple-Choice Questions (See book for example questions and more details - this is just a quick reminder)

Basic Knowledge-Level Questions: these require you to answer the question based on your knowledge of history. Some are very straightforward. Other knowledge-level questions may appear more difficult b/c it requires more thought than just remembering a single fact, but still requires only your knowledge of a historical fact. You need to understand historical processes, appreciate how history works & draw conclusions based on your knowledge & the evidence given in the questions. Comparisons: The "Both" Questions: many of the multiple choice questions require a comparison. Some will ask specifically for a difference or a similarity between 2 regions, cultures, religions, etc. Others will include the word BOTH and ask you to choose a statement that is true for 2 different things. You should eliminate choices you know to be false for one or the other as you look over the answer. Example: Buddhism & Christianity share which of the following beliefs? A. Monotheism B. Forgiveness of sins C. An afterlife D. The Four Noble Truths The correct answer is C. For a simple question like this, don't get too complicated in your marking system (like marking each answer with a B (for Buddhism) or C (for Christianity) until you end up w/ 1 answer w/ both a B & C. However, use the marking system for a question that requires more reading and analysis. The EXCEPT or NOT Questions: these questions include the word except or not (in capitals) within the question itself. You need to be careful with your answer, b/c the wording of the question can mislead you. -In the EXCEPT question, 3 of the 4 choices will be true, but you are looking for the false information. -The NOT question is very similar. Image Questions: You will encounter some questions that use images, about 1 in 10. A few will include text, either as part of a magazine ad, a newspaper story, or a political cartoon, but it must include a picture that you have to interpret. First, read the question so you will know what to look for in the illustration. Map Questions: Very much like image questions, map questions require you to make use of all the little details on and around the map to make your answer choice. Also, like image questions, read the question to narrow what the test expects you to find on the map. Then check for a title that identifies the geographic region, nation, and/or time period for the map. Next, check the legend, or key, for specifics about what the map shows: the countries, trade, wars, exploration. In some cases, you will find that the map has neither a title nor a legend. In this case, the question expects you to recall a specific piece of info shown on the map, most often boundaries of an empire or culture. Approach this like any other question; eliminate choices, then pick your final answer. If the map includes a title and a legend, use this information along with the map itself to eliminate choices that don't fit the info shown, then make your final choice. Charts and Graphs: The key to these questions is understanding what is and is not shown on the chart. Be sure to carefully look at the title of the chart or graph and then the headings of the graph or labels on the rows and columns of a chart. If the chart shows numbers in millions, don't expect an answer to contain the term percent. If the title of the graph is "Cotton Shipments to Europe", the chart will not likely show other commodities and may not even indicate the price of cotton. Don't assume information that is not apparent when you make your answer choice. However, you will have to make conclusions for your answer. The question will not ask "how much cotton was sold during a specific year," but it will require you to draw conclusions from the information given.

#8 Converts: The Spreading of Religions

Buddhism: Egalitarian appeal to the lower caste in India. Missionaries followed the Silk Road, bring the religion to China. China's cultural influence over Korea & Japan helped spread the religion to those areas. Christianity: Missionaries carried the word of Jesus into the Roman Empire. Egalitarian beliefs (the meek shall inherit the earth) created many converts among the enslaved & poor of the empire. Conversion of Constantine and recognition by Emperor Theodosius I of Christianity as the official religion of the empire cemented its position in Europe. Missionaries in the Middle Ages converted the Germanic tribes, the Vikings, the Slavs, & the Russians to Christianity. European exploration, esp. the discovery of the New World, spread the word w/ a mix of missionary work & weapons. 19th-century evangelical movements brought missionaries to all corners of the world; many in Africa & significant minorities in other regions converted. Confucianism: Korea, Japan and Vietnam all had elites in their society who adopted Chinese customs to establish their position of authority; this included Confucianism. Islam: Initially, the Arab conquerors were able to convert many, b/c they were perceived as liberators by some, and the egalitarian message of Islam (the concept of the umma) was appealing. Economic advantages, specifically the exemption from taxes charged to non-Muslims & the ability to join the conquering armies, also encouraged conversions. Trade routes allowed merchants to disseminate Islam; their piety and the scientific advances of Islamic civilization influenced many in distant areas to convert to Islam. Migrations within colonial nations spread Islamic communities into some regions of Africa & Europe. Economic migrations into Europe & the US in the 2nd half of the 20th century have created growing minority Muslim populations in the West. Judaism: Not an evangelikal religion. Spread by diasporas caused by conquest, esp. during the time of the Roman Empire. Later spread by pogroms in Eastern Europe that encouraged Jews to flee to the West, particularly the US. The Zionist movement encouraged a return of Jews to Palestine in the 20th century. On the Essays: Make sure to cover both the method (missionaries, conquest, trade) and the reason (egalitarianism, social or political advantage, threat of force) for the movement of a religion. Key Terms: *Egalitarianism means believing in equality; social equality. *pogroms --> organized killing of minority *diasporas --> dispersions or migration

#18 Independence Movements By Ethnic Origin

By Colonist: United States S. Africa Canada Australia-New Zealand S. America (19th century) Haiti (by African slaves) Mixed: Mexico Phillippines Cuba Rhodesia-Zimbabwe By Indigenous Groups: India Pakistan Sub-Saharan Africa Indonesia Indochina

#7B. The Great Traditions: Judaism, Christianity and Islam

Christianity: -Founded during the 1st century in Roman Judea -Originally seen as a sect of Judaism but would add a number books (the New Testament) to the Jewish holy writings, creating the Bible -Based on the belief in salvation offered by the sacrifice of God's son, Jesus; basic teachings: love thy neighbor and do unto others (Golden Rule; Confucius offered the same advice, referred to as the Silver Rule) -Apostles spread the word to Jewish & non-Jewish populations in the Roman Empire (using the road network & the security of the empire to travel across Europe & around the Mediterranean --> Pax Romana) -Egalitarian message of salvation for all appealed to the lower classes as well as slave populations of the empire and women -By the 4th century, the upper classes were converting =Emperor Constantine legalized Christianity in the empire, & it soon became the official religion =With the fall of Rome in the West, Christianity survived as the unifying force of Europe -Egalitarian in belief, Christianity nevertheless developed a hierarchy; the bishop of Rome asserted control over the church in the West, leading to the 1st major split in Christianity between the Roman Catholic & the Eastern Orthodox Church -The Reformation saw a further split in the church with the development of Protestant sects -Today, Christianity is the largest single religion, with over 2.3 billion followers of all denominations; its influence is exceptionally strong in the Americas & sub-Saharan Africa

#13A Slavery throughout history

Classical Civilizations: Slaves originated as conquered peoples. Used most often in mines (very hazardous work) or in agriculture. Some skilled slaves were employed in business & as tutors. Postclassical Islamic Caliphate: In Europe, slavery was largely replaced by serfdom. In the caliphates, slaves were mostly agriculture workers & servants. Turks were captured & enslaved by Arabs, only to overthrow them in the 11th century. Turks, Slavs & other peoples purchased along the Black Seas coast were used as slave soldiers in Egypt & by the Abbasid caliphate's elites. E. African slave trade was an important part of the Indian Ocean trade routes. Ottoman Empire: Janissaries formed a military elite of slave soldiers; they would dominate Ottoman politics until the 19th century. A plantation system of agricultural workers was developed from E. Africa (prisoners of war & convicts taken by African states and sold to merchants in trade city-states along the coast.) Renaissance Europe: Slavery was abolished in some areas, but some slaves were kept, and serfdom continued through the period. The New World: The plantation system required massive amounts of labor, especially for sugar production. Natives worked on plantations and in mines, but they died very quickly, and their numbers after the initial deaths from exposure to European disease never provided enough labor. Africans first imported from E. Africa initially provided labor for colonies like Brazil. Demand exceeded supply, and European traders offered bounties for slaves along the W. Coast of Africa. 19th Century: Slavery was eventually abolished by the Europeans & the New World colonies and nations. Slavery continued to exist in the Ottoman Empire and some areas of Central & SE Asia & Africa. The imperial powers eliminated slavery in the areas under their rule, but many slaves remained virtual slaves b/c they were forced to work for the imperial govts. or companies as a form of taxation. 20th Century: Legal slavery ended, but many nations failed to prevent the selling of children as workers, women as sex slaves, and sweatshops in developing nations. At the start of the 20th-century the US govt. reported between 700k - 4 million individuals were "trafficked" or sold as slaves annually.

#7. The Great Traditions: Judaism, Christianity and Islam

Common Characteristics: -Monotheistic religion (one god) -Traditionally founded by Abraham (1st follower of God) -Emphasis on an individual's relation with God -The Old Testament/Torah is accepted by all, including the instructions given to Moses (the 10 Commandments)

New Kingdom of Egypt

During 1532-1070 B.C.E. - Farther south into kingdom of Kush - Egyptian culture spread in Kush & Nubia, with Egyptian control over these areas for over 500 years + In the last millenium B.C.E., power shifted south to powerful leaders in Nubia + Nubian rule ended with the invasion of the Assyrians in 660 B.C.E. & in 4th century B.C.E., power shifted farther south to Meroë (sub-Saharan customs replaced Egyptian ones)

Middle Kingdom of Egypt

During 2040 - 1640 B.C.E. -Generally ruled by Hyksos (a group of mixed Semitic-Asiatics) until pharaoh of upper Egypt takes over - Egypt invades Nubia (along Nile River, south of Egypt) to gain control of its gold fields & to prevent Nubian leaders to serve as middlemen in the trans-Saharan trade network

#10 It's the Economy - Social Change

Economics also allows for social change. When given economic opportunities outside of traditional family roles, women gain greater status. The West experienced this between the 2 world wars of the 20th century, giving women the right to vote but also accepting more women in the workplace in nontraditional jobs. The decline in the serf population in Europe after the Black Death increased the value of serfs (actually their labor) & forced the nobles to raise wages and abandon some feudal duties, even changing laws to allow serfs to flee their lands in search of work. In India, the caste system, although outlawed, still exists, but the closer one is to multinational corporations & modern call centers, the less influence caste has & the more education & skills determine one's path in life. One sign of economic prosperity you should not overlook is the increasing importance of art. Artists are specialists. Only a surplus of wealth allows individuals to make careers out of works of art. Wealthy patrons buy works of culture, & govts. engage in public building projects that promote architecture. Economics also favors literature, b/c wealthy societies are more educated, creating a market for more works with words. On the Essays: Be sure to include economics in any analysis of your argument. How do the ups & downs of wealth shape changes or allow for differences between societies? Make note also of the constant conflict between the haves and have-nots in a society & how changes in economic activities affect that balance. For example, the development of better oceangoing vessels transferred trade fro the Turkish-dominated overland Silk Road to the European-controlled Indian Ocean trade routes. Initially this aided European kings, but as it made rich men out of both merchants & manufacturers, the balance of power shifted to the middle class. For example, in Portugal the kings resisted change, and their govt. fell from its previous eminence. Multiple Choice Questions: Remember to consider how economic changes free up an individual's potential actions, or how negative changes can restrict those options. If you are trying to narrow down your choices in a cause-and-effect question, go with the money.

#6A The Great Traditions Confucianism and Western Philosophy - On the Test

Essays: Confucianism's influence on China's history lasted through each of the dynasties, so any question concerning a dynasty should involve a discussion of Confucianism. Politically, Confucianism provides for a meritocracy, which means that all people, especially candidates for the bureaucracy, were evaluated on their merits for the purposes of advancement. Confucianism also serves as a guide for the administration of government, bureaucrats were expected to make decisions based on their knowledge of what actions Confucius might take in a situation. Economically, Confucianism resulted in the lowering of the social status of merchants and government policies that favored landowners and ignored the potential of international trade, although the Song and especially the Mongol Yuan dynasties encouraged mercantile connections. Social order also falls under Confucianism, esp. the status given to women & the importance of hierarchy in all relationships. A woman's only role, defined in the 5 Relationships, is that of wife (maintaining her husband's household) and mother (bearing her husband a son for the security of the family's future). Also the 5 Relationships establish a hierarchy of duty, honor and respect: those above must provide for and guide while those below must follow their obligations and honor those above them. Above all, the family is seen as the key to social stability. If the family is correct, then all else can be made correct. Western philosophy establishes a greater emphasis on individuals rather than the group. Democracy (a Greek innovation) is not championed by Plato but was accepted by Aristotle. These ideas gradually spread to nearby Rome. Later, Roman thinkers created the republic: a society ruled by elected representatives, in the spirit of Greek democracy. Humanism, the Enlightenment, Romanticism, and individualism remain key concepts. Even in the debate over socialism and communism, the importance of the individual versus the group remains a key area of contention. Multiple Choice: Do NOT forget the importance of Confucianism in all East Asian societies: China, Korean and Japan. Also do not ignore the fact that as the Americas gain their freedom from colonization and the issue of slavery is debated, Western ideas drive the discussion. These Greco-Roman ideas of individual liberty also become a source of the independence movements in the 20th century as the colonial empires across the world declined.

#5A The Great Traditions Comparison: Hinduism and Buddhism - On the Test

Essays: When comparing these 2 faiths, you should focus on the caste system being the dominant cultural force in India until very recently (British India in the 19th century). Caste determined the ruling class, the economic activity allowed Hindus, and defined the social order more strictly than any other system devised. Buddhism, on the other hand, didn't deal with these areas in E. Asia. In China, Buddhism provided a brief counter to Confucian bureaucrats, but ultimately, Neo-Confucianism and political pressure by the bureaucracy drove Buddhist influence out of the political mainstream. In Japan, monasteries also sought to exercise political influence, but were eventually put down after a militant revolt in the late 16th century. Buddhism also didn't push one economic system over another. Monasteries might gain wealth from donations of money and land from followers and thus have some economic influence. Socially, Buddhism provided an escape from the caste system in India, one reason for Hindu objections against it. Particularly, it was attractive to the lower caste and those called "untouchables" b/c it promoted egalitarianism in monastic life. It also offered a role for women different from that allowed under the caste system. Buddhist nuns had more responsibilities than a Hindu woman could under the caste system. Multiple Choice: Recognize that Hinduism resides in India and questions about Hinduism might relate to what you know about India. Also, note that Hindu images of their deities often have multiple sets of arms and faces looking in each direction. Questions on Buddhism will often be about China or Japan, so remember key elements of these cultures when making your answer choices.

#9 Democracy - On the Test

Essays: Democracy as a political idea originated in the West. When discussing democracy in societies outside of the West, you must make the connection between Western culture & the introduction of democratic ideas into the region. Often this occurred during the colonial period, w/ independence bringing at least temporarily democratic regimes. The spread of capitalism & the fall of the Soviet Union also contributed to greater adoption of democratic principles. Multiple Choice Questions: When looking for causes for political change, democracy is popular, but often economic change & political conflict occur first. Make sure not to pick an answer just b/c it plays on the popularity of democracies. More often, economic reforms & a growing middle class precede democracy.

#7D. The Great Traditions: Judaism, Christianity and Islam - On Test

Essays: When asked about any of these religious traditions, don't forget their ties to politics (the authority of the pope thru the Middle Ages & the Renaissance and the joining of religious and secular authority in the caliphs) and the use of religious themes in the art of each society. Comparison questions will also likely focus on conflicts between the 3 traditions. Muslims drove the Byzantines (Orthodox Christians) out of the Middle East and eventually destroyed the last remnant of the Roman Empire. The Crusades not only sent Christian armies of both knights and peasants to the Holy Land to rid it of Muslims, but Crusaders also killed many Jews in Europe as they marched toward the East. Throughout history, the Jewish people faced social & legal discrimination. Muslim lands were repeatedly colonized by European states during the 19th century, due to rich economic & cultural resources. One result of the decolonization process was the artificial creation of the states of Israel & Palestine by the United Nations, which has led to more than 60 years of violence in the Middle East. Also, the traditions of each religion face serious challenges from international economic forces. Societies created thru the Colonia economic policies of Europe & America are often less religious & more tolerant, while oil wealth in Saudi Arabia & Iran allow the theocratic govts.. to impose a strict form of Islam w/ tight controls over dissent to religious authority. Israel, a Jewish state, finds itself also w/ large parts of its population professing only weak ties to their faith. If asked about social influences, be sure to review the question to find the right time period. During the height of Islam, its society was far more secular than today, b/c international trade brought great prosperity & cosmopolitanism to the empire. At the same time, in Europe, the Roman Catholic Church demanded absolute obedience to its doctrine & established special tribunals to identify and punish heretics who disagreed with the Church.

#4A Gender examples

Examples: China: Confucius denied women any role outside wife & mother. Women remained dependent on males (fathers, husbands, sons) throughout their lifetime. ((Also foot-binding for elite women)) Islam: Arabic influences favored keeping women confined to the family and did not allow them any freedom in public. This included limiting public access, restrictive clothing (veiling), and not allowing them to travel unaccompanied. Some islamic states today don't allow women to operate vehicles or get an education. Medieval and Renaissance Europe: Culture demanded that women restrict themselves to the household and offered only the church (becoming a nun). as an alternative to marriage. Many noble daughters found themselves forced into church life when their family could not produce a dowry. Women who sought education and a life without marriage were sometimes accused and even convicted of witchcraft. Industrial Revolution: Unmarried women found work during the Industrial Revolution, but they worked for less pay, often were required to live in dormitories and follow the rules of he factory owner (which was done to assure families of the girls' safety), which permitted owners to withhold even more money from the girls' wages for room and board. When a woman married, she quit her job in order to raise children. Latin America: Here and in other areas, the Roman Catholic Church supported the traditional role of males as the head of the house (patriarchal households) and breadwinner (money earner). For women, divorce or living independently was contrary to very strong cultural norms. This also occurred in many other areas of the world with strong religious beliefs or cultural taboos.

Writing Section Basics - Writing the Essays

First paragraph: must offer a complete answer to the question --> a thesis statement. Your first statement should be the beginning of your thesis, which can be several sentences long. Don't try to find a hook or some other device to attract the reader. You will only earn a point if the thesis is in the first or last paragraph. If you try writing an introduction, you could cost yourself at least one point. Make sure that your thesis answers the question and does not just restate it. Use a proper essay format. Don't write a single, long paragraph. this will prevent the reader from awarding you all of the Basic Core points and will make it more difficult for you and the grader to clearly create document groups for the DBQ. A typical good essay will include a thesis paragraph at the beginning, followed by three detail paragraphs, each of which explores one of the key arguments or points of the answer. Finally a conclusion paragraph can be included at the end (but the rubrics don't include a conclusion) and it should restate your thesis and main argument. If pressed for time. you can recopy the main points from the 1st paragraph.

Writing Section - DBQ

For this essay you are expected to analyze the documents individually then develop an answer to the question based on your understanding of he documents, the authors' point of view, and historical processes. Prior specific content knowledge is not critical to a complete answer, but an understanding of broader historical trends is important. Use the above points for writing the essay. Make sure you use the thesis to establish both your answer to the question and the specific groups you will use. You don't need to mention any of the documents specifically. Wait to do this in each paragraph as you introduce the groups. Each of the detail paragraphs that follow will focus on one of your groups. In the topic sentence of each paragraph, explain your group and how it supports the answer to the thesis. Then, begin explaining the group and how it supports your answer by introducing the first document and tying it to the group theme. Do not just repeat what the document says, but paraphrase it, using it to make your point. You can refer to documents by author or source and document number. The first time you use a document, you should mention the author or source and follow it, in parentheses if you like, with the phrase "Doc. #." After this, just use Doc # to reference the document, even if it is being used in a second group. In the conclusion, you should make a point of stating what additional document you need to complete the essay. Make sure to explain the point of view or critical information that is missing that the document would provide.

#18 Independence -Part 2

Generally, the 1st wave of independence created only European states outside of Europe - with the exception of Haiti. The second was very different. After WWII, the promises of self-determination combined with the economic collapse of Europe to open the door for many colonies to demand their independence. The US & Great Britain both made good on previous promises to their major colonial territories. The US granted the Philippines full independence and offered it the protection of American military power. In South Asia, the British created the Muslim Pakistan and predominately Hindu India. This rewarded Indians for their participation in both world wars, fulfilled the widely supported goal of Mohandas Gandhi, and recognized the inability of the British to maintain a far-flung empire, esp. in areas of active opposition. In the Middle East, Arab & Persian states gained full independence. The United Nations also used its new charter to create the nation of Israel. Toward the end of the 1950s, independence picked up in the remaining colonial domains; those in SE Asia, N. Africa, and sub-Saharan Africa. Violence went along with many of these movements, first against the colonial oppressors, then in the form of civil wars (tribe against tribe and often Soviet - vs. Western-backed movements). The UN sought to expedite the independence process and encourage the formation of stable governments, but few of these independence movements produced lasting institutions, and many of the newly independent nations found themselves with autocratic governments supported or even sustained by armies supplied by one of the superpowers. Only toward the end of the Cold War did some of the independent nations truly begin to remove themselves from foreign dominance. In the early 20th century, many already independent nations in Latin America were so dependent on foreign investment, esp. from the US & Great Britain, they were often characterized as colonies of the greater economic powers. The Cold War continued the tradition as the Western policy of containment collided head on with the Soviets' attempt to extend their influence through communist revolts. Globalization initially freed many in Eastern Europe from Soviet domination, and the former massive military expenditures that maintained many of the oppressive military dictatorships dwindled away. Nations like S. Korea became true democracies through civil protest.

#12 Elites & the Masses

Historically, most societies find themselves dominated by small elites. Elites use a variety of methods to control the larger masses. Political authority must be backed up with any of a variety of forces. In many early civilizations, the elite mixed politics and religion, taking on the position of a god on earth or of being appointed by the heavens. This enabled the elite to threaten the masses in life & in death. Economically, elites use wealth to fragment the masses, building patron-client relations with parts of the population. Many in the masses saw their livelihoods dependent on keeping the elites in control. The use of money to buy segments of the masses also allowed elites to apply force to the remainder of the population. State police, security forces, & secret police all received high wages for oppressing larger segments of society. These high wages & the fear of what might happen to them should the elites lose power made security forces a powerful tool. Military force also separated the elites from the masses. In feudal Europe & Japan, the nobles monopolized military training. The intervention of simple, deadly weapons like the crossbow & then firearms however, limited the ability of any small group to control deadly force. In the 20th century, military coups became a common occurrence in developing nations. when the elites found themselves unable to manage the economic demands of their people & control the powerful militaries that were supplied by the Cold War superpowers: the US or the Soviet Union (USSR). Other methods elites used to control the masses of people include: -access to education -control of media (esp. in the era of radio & TV) -restrictions on technology -limited legal rights to the masses -control of the justice system Multiple-Choice Questions: On questions about political control & power, make sure to consider how those in power maintained control. Essays: A DBQ could include groupings based on elites & masses. This can also be used to establish POV (point of view): someone in the elite would definitely perceive something differently than a member of the masses. Change-over-time questions will often consider the shifting balance of power between elites in a society & the masses. Changing economics (new sources of income, the Industrial Revolution) & new technologies (firearms) will alter the balance.

Answering Multiple-Choice Questions (See book for more details - this is just a reminder)

If you have to guess.... do it intelligently: DON'T GET STUCK: It's more important to read all the questions than to spend too much time trying to guess at a few. If you read thru a Quest. & the answer choices & can't immediately narrow your choices to 1 or 2, move on. You can mark the test booklet & come back later. Points are awarded for what you know; you don't want to miss opportunities b/c you don't get to a questions your know. LOOK AT ALL OF THE CHOICES: The Exam instructs you to mark the BEST answer. More than 1 answer choice may be a correct statement; you need to mark the best one. So read each of the answer choices completely before answering. A few of the questions will involve basic recall with 1-or-2 word answers, however most involve more than 1-or-2 words. The test provides answers to many questions in the form of sentences or sentence fragments that must be carefully read in order to understand them. Many choices will also include some of the same terms, so a quick scan will not actually convey the meaning of the choice. The test makers don't design the questions/choices to trick you, but they do intentionally design the questions to check your understanding. So you need to read carefully to make sure you understand question/answers provided. ELIMINATE A CHOICE: The key for the questions you can't answer immediately is to eliminate a choice. This section awards points based on correct answers, w/ each correct answer getting 1 point. Incorrect answers will no longer cost you points, so you should answer every question on the exam, hoping to improve your score by eliminating choices before you make your guess. -Don't expect a distractor (an answer that's clearly incorrect). All the answers will appear to be plausible; it's the historical info that will be incorrect. Start with the facts: do they all fall in the proper time period? Next, are the locations geographically correct? Better yet, can you establish a direct casual relationship? AVOID "ABSOLUTE" ANSWERS: As you read the choices, look out for absolute statements like ALWAYS or NEVER. DON'T LEAVE IT BLANK: If you can't eliminate a choice using these strategies, you still need to make a guess & move on to the next question. Don't get stuck spending too much time on a question that you don't recall any info about. You CAN mark in the test booklet to come back to the question, but don't make this your habit. The test makers don't offer clues/answers to the questions. TAKE A GUESS, and you can change it if you have time left after you have answered all 70 questions.

#11A Plagues - Major Historical Plagues

Location: Athens Time Period: 5th Century BCE Change: Weakened Athens,.contributing to its loss during the Peloponnesian War and the failure of Greece to unite into a larger state. Macedonia under Philip II & then Alexander the Great would unite Greece a decade later. Location: Rome Time Period: 3rd Century CE Change: Possibly caused by mumps or smallpox. Caused shortage of men in the legions & reduced agricultural output. Contributed to overall decline in the empire. Location: Spread from C. Asia & China to Egypt & Byzantine Empire Time Period: 6th Century Change: Probably bubonic plague. Prevented Emperor Justinian's attempt to reconquer the western Roman Empire. Allowed the Germanic tribes to extend their control over more of Europe. Location: Black Death--> Asia & Europe Time Period: 14th century Change: Worst pandemic in history. Spread along the trade routes (Silk Road) between China & Europe. Weakened Mongol Empire & Islamic states in the Middle East. Depopulated W. Europe (killing about a 3rd of population) & altered the social, economic, & political structure of feudalism. Location: The Columbian Exchange - The Americas Time Period: 16th-17th Centuries Change: Triggered by the introduction of diseases by the Europeans into the New World. Devastated the population of the Americas. Wrecked whole societies before Europeans even encountered them. Lack of indigenous labor led to increased importation of slaves from Africa. Location: China & India Time Period: mid-19th century Change: Bubonic plague. Further devastated Qing China, which was already torn apart by revolution & European intervention. Location: Spanish Flu Pandemic Time Period: 1919 Change: Influenza. Spread around the world as soldiers returned home from WWI in Europe. China, spared from much of the fighting of WWI, still suffered huge casualties from the flu. Demonstrated the danger of modern, rapid global transportation. Location: SARS Time Period: 2002-2003 Change: Started in China & spread to Vietnam. Identified but kept secret initially by the Chinese. About 8000 cases with nearly 800 deaths. Spread rapidly via airline traffic. Forced nations & the World Health Organization to develop contingencies for monitoring & quarantining passengers.

#3 Regions of the World

Make sure you remember the various regional names used on the exam (see photo of map sent to your phone). Also the info below highlights some of the key intersections of regions & relevant world historical context during various time periods: N. Africa Foundation: Egyptian Civilization 600-1450: Islamic Caliphate 1450-1750: -- 1750-1914: Imperialism 1914-Pres: World Wars / Decolonization W. Africa Foundation: Bantu migrations 600-1450: Islamic Expansion 1450-1750: Slave/Triangular Trade 1750-1914: Imperialism 1914-Pres: -- E. Africa Foundation: Bantu migrations 600-1450: Islamic expansion/ Indian Ocean trade 1450-1750: Europe & Indian Ocean Trade 1750-1914: Imperialism 1914-Pres: World Wars & Decolonization Central Africa Foundation: Bantu migrations 600-1450: -- 1450-1750: -- 1750-1914: Imperialism 1914-Pres: Decolonizations Southern Africa: Foundation: Bantu migrations 600-1450: -- 1450-1750: European colonialism 1750-1914: Imperialism 1914-Pres: World Wars, Decolonization East Asia Foundation: Chinese civilization & Confucianism 600-1450: Islamic expansion/ Mongol conquest 1450-1750: European exploration 1750-1914: Imperialism 1914-Pres: World Wars, Cold War, Globalization South Asia Foundation: Indian Civilization / Spread of Buddhism 600-1450: Islamic expansion / Indian Ocean trade 1450-1750: Europe and Indian Ocean trade 1750-1914: Imperialism 1914-Pres: Decolonization / Globalization SE Asia Foundation: Spread of Buddhism 600-1450: Islamic expansion / Indian Ocean trade 1450-1750: Europe and Indian Ocean trade 1750-1914: Imperialism 1914-Pres: World Wars, Cold War, Decolonization Latin America Foundation: -- 600-1450: -- 1450-1750: European exploration, European colonization, Triangular trade 1750-1914: Decolonization, New Imperialism 1914-Pres: Cold War

#15 Socialism - Part 2

Many European govts. adopted some of these programs, but none became a full-blown socialist state. Even conservative-dominated govts, in order to prevent a working-class revolution, instituted some socialist programs such as unemployment benefits, old-age pensions, & expanded labor protections. In the 20th century, socialism received greater public support in many European nations when political parties formed to promote socialist ideas. By the end of WWII, most developed nations, esp. in Europe, employed many socialist ideas & were dominated by socialist political parties. High taxation pays for a number of programs to free them from market forces: public education, healthcare, social welfare programs, unemployment insurance, subsidized public transportation, and energy. Many developing nations also have generated socialist political parties that demand greater govt. involvement in their economies. Communism, a form of socialism, called for even greater change. Karl Marx predicted the violent overthrow of capitalist govts. by the proletariat (urban factory workers), in order to achieve a truly equal society. The communist govts. of the 20th century managed to enforce many socialist ideas on their populations, but none were able to produce the material goods to allow for the long-term sustainability of their economies. Most were forced to mix market capitalism w/ socialism.

Mesopotamia

Mesopotamia means "The land of rivers" in Greek. This civilization started around 6000 B.C. Mesopotamia is in the area of the Tigris and Euphrates river system and is part of modern day Iraq, north eastern Syria, Southwestern Turkey, and smaller parts of Southwester Iran. The two rivers Tigris and Euphrates had a massive effect on this civilization, the people could farm easily because of the rich soil known as the Fertile Crescent which was the cause of the two rivers. Mesopotamia is considered to be the "Cradle of Civilization" because this is where we find the origins of Agriculture, written language and cities; it also included many empires such as Sumer, Akkadian, Babylonian, and the Assyrian. Mesopotamians have contributed to many things like war; the Mesopotamians fought for security and believed that they could defend themselves by expanding into great areas. They went to war for personal gain by taxing the people they conquered, taking resources from the land, and taking prisoners for slaves. These actions by the Mesopotamians inspired other people and civilizations to mimic what they had done to try and have the same success as them. The Mesopotamians also had a great impact on law and government. The laws of Hammurabi are a prime example of this: they are the longest and most organized set of laws from ancient Mesopotamia. Nowadays, we have laws set out for citizens to follow. The people of ancient Mesopotamia worshiped hundreds of gods who each had their own name and "sphere of activity". In some religions today people worship multiple gods instead of just a single god; it is possible that the ancient Mesopotamians influenced this. The contributions of this civilization have been indispensable in the development of later civilizations and mankind in general

#16 Totalitarianism - On the Test

Multiple Choice Questions: Take into account the complete control over an individual's life inherent in a totalitarian regime & how that control must be maintained. Questions might touch upon how a totalitarian state mobilizes its people & how outside influences are vilified by the state so that individuals influenced by them become the enemy. Also, nationalism may play a role in totalitarian control, b/c often the state identifies an external enemy that seeks to destroy the people & their culture (Think about N. Korea today). Essays: For DBQ, review documents for how they both might demonstrate a totalitarian state's control of its people. Don't forget that anyone writing from w/in such a state clearly must be writing under pressure from the govt. to state the info as the govt. sees it, or they are risking punishment by defying the state. Comparison questions should include the ways in which totalitarian regimes shape public opinion via media and the arts (even to the point of rewriting history in textbooks & presenting it in the media). A comparison question might ask you to discuss economic development, something that totalitarian states, anxious to industrialize & protect their military power, often cast as nationalistic or patriotic duties of their citizens. Fascist Italy & Nazi Germany made advanced industrialization a matter of survival for the culture of their nations. The USSR & N. Korea identified outside enemies as forcing them to develop heavy industries & vast militaries so their people could survive.

#17 Revolutions - On the Test

Multiple Choice: Be sure to consider the underlying cultural causes for the revolutions and -- if asked about changes from a revolution -- to consider cultural areas as well. Don't look for questions that simply as you to order the events of a revolution w/o considering the cultural pressures for change. You need to understand events based o cultural impacts. Essays: On DBQ, look to group documents based on cultural areas. On the comparison essay, you can use cultural areas to structure your body paragraphs. For example, comparing the French & Russian Revolutions, have a body paragraph on social forces, political ideas & economic challenges. The change-over-time essay must begin with a discussion of the cultural areas affected by the revolution. What were they like before revolutionary change? How did that change affect them? What does the culture look like after the revolution?

#19 Ethnic Cleansing-Genocide - On the Test

Multiple Choice: On these questions, make sure you pay attention to the influence of nationalism on internal occurrences of genocide. Questions may refer to specific instances by location and the ethnic groups involved. Essays: The question would most likely only involve genocide as part of larger world events (change over time). If the question involves the fall of the Soviet Union or the globalization of the 1990s, connect the breakup of authoritarian regimes in E. Europe & the pullback of both the US & the USSR from developing nations as contributing factors to the violence in Yugoslavia and the hostilities in Africa.

#7E. The Great Traditions: Judaism, Christianity and Islam - On Test

Multiple-Choice Questions: Remember the commonalities: monotheism has its origins in the Middle East & the Old Testament. Also, questions will often tie religion to a political state. Review these: =Judaism--Rome, Israel =Christianity--Rome, eastern & Western Europe, the Crusaders states, the Spanish Empire, the imperial powers of the 19th century =Islam--the caliphates, the Ottoman, Safavid, and Mughal Empires, Mamluks from Egypt, Iran (esp. 1979 revolution)

#14 Mercantilism and Free Market Capitalism - On the Test

Multiple-Choice Questions: Remember to associate mercantilism and free markets both with the idea of private property, individual rights, & the Enlightenment. Do not forget that, under mercantilism, economic interest demanded political action toward colonial conquest & often required wars, b/c mercantilism relies on colonies for markets for raw & finished goods. Free market systems did not depend on taking wealth from other nations by force, but free trade creates internal conflicts between business interests & labor, b/c it allows for the movement of jobs to other countries, that is outsourcing. Essays: Use the term capitalism correctly. It is not a "good" or "bad" system; it is simply an economic system that bases production, distribution and wages on private ownership & private property. On a DBQ, economics can easily be the focus of a group of documents, so a discussion of capitalism or markets or mercantilism might be used to form a group. Comparison essays often require economic comparisons. Use the vocabulary correctly; mercantilism describes the system of the 17th & 18th centuries. Free trade or free market economics takes center stage in the late 19th century & is championed by the US & Great Britain. In a change-over-time essay, connect mercantilism to the growing effects of European nations to colonize the globe (imperialism) while free market systems encourage competition & allow powerful economies like the US to grow in to political powers.

#15 Socialism - On the Test

Multiple-Choice Questions: Remember, socialism is a 19th-century idea that finds great support in the democracies of the 20th century. Socialist ideas focus on greater govt. control of the economy & on securing economic freedoms for the classes newly gaining political rights. Essays: Socialism might show up on an essay to compare some of the 20th-century revolutions. Remember, the basic focus of socialism is on politics & the economy. Also, don't forget that communism is a radical form of socialism. Socialism will not likely be the main focus of an essay, but you can use it to explain some of the political & economic changes of the last century, including labor movements, women's rights, mass demonstrations & strikes, the European Union & Cold War politics.

#13 Slavery

No period of history is w/o slavery. You need to identify the origins of the slaves in major civilizations & how these individuals were used. Classical civilizations generally used conquered peoples as slave laborers. Most found their way into mining or agricultural work, both of which were very labor intensive & often very dangerous. Multiple-Choice Questions: Do not isolate slavery as an American issue or slaves as coming solely from Africa. All civilizations used or were subject to enslavement prior to the 20th century. Many slaves also performed professional & even military duties, depending on their talents. Essays: Be sure to discuss the slaves' origins, their economic activity & their position in the social order of the civilization in question. In a DBQ, look at groupings based on those that benefit economically from slavery & those who work with enslaved populations & wish to improve their conditions (such as missionaries in early Spanish America). For a change-over-time question, discuss the economic situations that made slavery less profitable or politically useful. For example, industrialization & better agricultural techniques make slave labor on plantation less economically viable.

From Human Prehistory to the Early Civilizations

Paleolithic (Old Stone) Age - 5 million to 12000 BCE Simple tools - increase in size, brain capacity - Homo erectus Late Paleolithic Developments Homo sapiens sapiens - 120,000 years ago - killed off others? Population growth required change - 1 square mile to hunt/gather for 2 people Long breast feeding - limit fertility Relative gender equality - women harder, but both contributed Rituals for death, explain environment, rules for social behavior Greatest achievement - spread over earth Fire/animal skin 14,000 Great ice age ended Tools - sharpen animal bones, rafts Domesticated animals Conflicts w/ others - bone breaks/skull fractures Knowledge based on cave paintings, tool remains, burial sites Neolithic (New Stone) Age Revolution Agriculture changed everything - could support more people Settle one spot - focus on economic, political, religious goals 14,000-10,000 BCE - 6 million to 100 million people Causes of Agriculture Population increase - better climate Big game animals decreasing - hunting yield declined Gradual change - harvesting wild grains to planting seeds New animals domesticated - pigs, sheep, goats, cattle Meat, skins, dairy Advantage to Europe?

#11 Plagues

Plagues introduce a devastating force for change in societies. They affect most areas of culture. Economically, they introduce several changes. First, plagues disrupt trade, b/c population centers, even before real scientific understanding of what causes a disease to spread, close themselves to outsiders, fearing that outsiders bring disease. The disease itself also may reduce the population of urban areas so much that the urban areas are no longer attractive destinations for goods. Without wealth in the cities, surrounding rural communities lose markets for their goods, thus putting a strain on their incomes. Without the need of workers, the poorest of the rural populations face starvation b/c they can no longer earn wages with which to buy food. Economic disruptions may touch off political change. Tax revenues decrease as economic activities decline. Governments that try to collect taxes at the previous levels often face desperation among the poor, which may evolve into revolution. People don't turn only on their govts. Religions -- a primary source of stability in society-- may face challenges when the people lose faith in their beliefs or in their religious leadership, even when religion may offer hope of stability by providing care for the sick & a meaning for all about the losses a plague might bring. Either way, do not forget to discuss the effects of plagues on religious stability in a society. The indiscriminate nature of death brought on by plagues may also weaken the elite of a society. The general failure of any social group to escape the plague calls into question the accepted beliefs about the social hierarchy. It can also leave a vacuum in the social order, b/c deaths among the elite & economic decline remove some of the key controls the elite hold over the masses in a society. As new patterns of economic activity arise, new groups can seize greater social status to match their increased economic importance. Even art may take on new expressions as people try to cope with their loss. Images of death occur more frequently. Written works & plays address more issues around death & may even mock it as it overwhelms the people's ability to process what is going on around them. Many of the paintings during the Black Death in Europe included images of death itself, often depicted as a skeletal figure. Works of literature like "The Decameron" by Italian Giovanni Boccaccio, which includes numerous tales that once might have offended readers, are set during the time of the plague & use it as a literary device -- the cause for the storytellers to share their experiences-- thus the Black Death freed up people to express themselves more openly.

#16 Totalitarianism

The 20th century saw the rise of totalitarian states. Previously, many absolute governments existed, such as the monarchs of 17th century Europe, Chinese emperors, the Mongol Khans, the pharaohs of Egypt. However, a totalitarian state mixes different cultural forces. Previous absolute monarchs ruled with full political control w/ backing by military force & religious ideology (pharaoh as god, the "Mandate of Heaven" in China, and the European divine right of kings). Totalitarian states seek to dominate all areas of cultural and require that an individual exists to serve the state. A single political party, often w/ a charismatic leader, establishes complete control over the govt. They mix an authoritarian form of government w/ a new ideology that replaces previous beliefs. Technological innovations like mass media allow the state to control all sources of info, and social institutions (such as schools) become messengers of the state's ideology. No dissent is tolerated. The 1st regime to be id'ed as totalitarian was Benito Mussolini's fascist Italy. Mussolini was elected to office then he altered the constitution to gain complete power and then used the press & radio to vilify the opposition, create a national sense of emergency & promote the fascist salvation of the Italian state. The Nazi Party in Germany did the same. Communists --who were politically opposed to fascists -- did the same in the Soviet Union (under Joseph Stalin) & in the People's Republic of China (under Mao Tse-tung). The control of info appears to be the cornerstone of a successful totalitarian state. During the Cold War era most uprisings against govts. in lesser-developed nations almost always began with the seizure of a single radio or TV station by the rebels. However, technology in the early 21st century offers a real challenge to the totalitarian state. The internet, satellite TV, cell phones, texting, Twitter & social networking all challenge a state's ability to control information. Regimes such as the one in China depend upon modern communication to integrate their economies with the world, but these same connections allow information to flow back into the totalitarian regimes & challenge their view of reality.

#9 Democracy - Part 2

The British-American Model -Britain's tradition of limited government began in 1215 with the Magna Carta. -The English civil war temporarily gave England a ruling Parliament, although it fell to the dictatorial rule of Oliver Cromwell. -The restoration of the monarchy & the Glorious Revolution of 1688 produced a limited monarchy and a limited republican govt. -Industrialization created a large middle class. -As the gentry class's advantage in wealth faded, more & more people were enfranchised (given the vote). -By the mid-19th century, both the liberal & conservative parties in England saw an advantage in giving voting rights to more male citizens, eventually enfranchising all of them (women would have to wait for the end of WWI). -Americans during the Revolution wanted only what they believed their British cousins had, that is, a very limited form of a republic. -America limited enfranchisement to protect the power of the wealthy & middle classes -Overtime, all would be enfranchised in the US through the passage of amendments to the Constitution Modern Democratic Principles -After decolonization, the European powers hoped that their colonies would adopt democratic govts. =Colonies w/ large European populations did so (for example, Canada, Australia & New Zealand) =Some (for example, S. Africa) refused to enfranchise native groups =Non-European populations faced a number of issues -Many former colonies, esp. in Africa, were populated by multiple ethnic groups that turned on each other in order to secure their own positions. -In general, poverty allowed a small elite to establish control over populations thru patronage (a system as old as Rome, where wealthy families largely supported a pool of poor families who did as they were told). -The Cold War meant that an elite that was willing to work with the Soviet or Western alliance would have the military force to do as they wished w/in their own country. =Even though India suffered from crippling poverty, it created a true democracy in the 1960s & 70s. But India is the exception. -The End of the Cold War & globalization produced a climate that increased the size of the middle class & promoted democratic ideas championed by many of the major powers (the US & European Union), resulting in many more democracies today.

Chavín

The Chavin civilization, was a civilization located in the Andes mountain range (present day Peru) from 900-200 B.C.E. The were a polytheistic people, and one of the first cultures to believe in an underworld. This shows that the Chavin people began to think more deeply about consequences of negative thoughts and actions. The Chavin were also known to have a social structure with a very strong elitist leader, which we can connect to the idea of the underworld, as a way the Elite kept his people morally in order. the Chavin were best known for their architectural adaptation to the mountainous region. Because of their mountainous environment, finding materials to build with was not easy. Both granite and black limestone were used a strong building material, but were not found in Chavin territory. This shows that the Chavin had an organizational social structure, and intellect to bring these building materials from another place back to the civilization even though they were at a disadvantage geographically; this displays some of mankind's earliest resource collecting or even possibly trade.

Olmec

The Olmec civilization was the first major civilization of modern day Central America, that lasted from 1200-400 B.C.E. The Olmecs were located in the southern tropical lowlands of present day Mexico. The civilization was known for their elaborate work in art, such as architecture and sculpting Colossal heads (large sculpted human head figures, made out of boulders). The detail in the sculptures show the Olmec's advancement in both art, and tools necessary to create detailed sculptures. A lot of Olmec sculpting and architecture, depicts the culture and mythology of the Olmec people. One of their most notable achievements was the Olmec's creation of successful water and drainage systems in urban areas. However the Olmec's legacy will be the culture and traditions: such as sculpting and sacrifice rituals, that were a large influence on Mayan and Aztec civilizations of the future. This very well shows how mankind advanced to a point of not only establishing a culture, but being able to pass it down through art and architecture.

Shang Dynasty

The Shang Dynasty existed from approximately 1556 to 1046 B.C.E. and is considered to have existed during middle of China's bronze age. The dynasty thrived around the Yellow River, which provided for food, travel, and trade in the empire when coupled with Chinese innovation such as irrigation, canals, and drains. Irrigation was a massive breakthrough as floods in the Yellow River were a big issue for the people of the Yellow River Valley. Once the floods could be controlled, people could efficiently use the river's water and an age of agricultural happiness began. As the legend goes, it was founded by Cheng Tang who overthrew an evil king, and during the 600 years of it's existence 29 or 30 kings ruled it as a monarchy. Renowned for their exquisite bronze work and sculpting prowess, they are most notorious for their army of Terracotta soldiers, created as a safeguard of the emperor in his tomb. Also, the earliest form of Chinese writing is attributed to them, which would be namely the usage of bone inscription by oracles to answer questions related to divinity, by carving holes in the back of the bones, and then dipping them into water. The inscriptions afterwards were analyzed by these oracles to determine the answers to these questions. They were also renowned for being masters at the usage of silk

#14 Mercantilism and Free Market Capitalism

The age of exploration and subsequent colonization for an evolution of European economies into one based on the private ownership of capital. Initially, European nations sought to control markets and resources through colonization & protective trade practices. The belief that the world's wealth was limited & that economic wealth now defined a state's political power encouraged confrontation between the European powers. Eventually, economists argued for less protectionism and open trade. One of the most significant economists, a Scotsman named Adam Smith, published "The Wealth of Nations", which argued for free trade. He described an "invisible hand" that represented the individual interests of each person and drove the economy. He also made a strong argument to end government interference in the economy, to allow market forces & individuals to manage the overall economy & to control production, distribution & wages. Capitalism became the dominant economic system in the 19th century & remained so throughout the 20th century. Globalization in the late 20th century used markets & reduced protectionist practices to further integrate national markets into a larger global market. While no nation operates a completely free market system, the vast majority of nations do allow market forces to control much of the production and distribution of goods. Mercantilism was the theory of trade espoused by the major European powers from roughly 1500 to 1800. It advocated that a nation should export more than it imported and accumulate bullion (especially gold) to make up the difference. The exportation of finished goods was favored over extractive industries like farming. Mercantilism was a reaction against the economic problems of earlier times when states were too weak to guide their economies and when every town or principality levied its own tariffs on goods passing through its borders. MERCANTILISM WAS A FORM OF CAPITALISM that viewed wealth (measured in bullion or hard currency, for example, gold & silver) as finite & that a nation's power depended on its control over as much wealth as possible.

Egypt

The ancient Egypt civilization was located in Northeastern Africa and started around 3100 BC and were ruled by the Pharaohs. A famous Pharaoh was Tutankhamen who took the thrown when he was just 9 years old and died at the age of 18. The Egyptian civilization had great success by their ability to adapt to the conditions of the Nile River Valley, with the fertile valley they were able to produce crops with many resources to spare. Another achievement of the Egyptians was the construction of the pyramids and temples. These developments of architecture were copied throughout the world and are still present to this day. The ancient Egyptians showed a great deal of intellect by inventing the hieroglyphics as a way of communicating and a formal writing system. Egyptians have also contributed to military advancements; they used bows and arrows, made armor to better defend themselves and they rode chariots to increase their success in battle. The legacy of these developments still carry on.

Mohenjo-Daro

The civilization of Mohenjo-Daro was one of the first civilizations to have streets in a grid-like formation. The civilization encompassed 250 hectares of land and was surrounded by the Indus and the Ghaggar-Hakra river valleys. The civilization started because of these rivers, people needed a source for food and water and congregated along the rivers. The people of this civilization lived there from 2600 BCE to 1900 BCE and were able to create a sophisticated drainage system for public baths as well as a grid of streets for their buildings. This civilization was so successful because of its location allowing the people to trade easily with other civilizations. The city have an immense amount of organization from its grid of rectilinear buildings to their use of a marketplace for the inhabitants of the city. An artifact that has been recovered from the site is a bronze statue of a woman which suggests that people of this civilization had an understanding of metal working since they were able to craft such a statue.

#5 The Great Traditions Comparison: Hinduism and Buddhism

The following compares the major components of the religious/philosophical traditions that arose in India: Hinduism Founding: No clear founder; evolved from original Indus civilization beliefs (Vedic) with those of the Aryan invaders. Originated in northern India about 1500 BCE Holy Test: The Vedas. The Upanishads. Epic Poems (the Ramayana) Doctrine: Belief in reincarnation of the soul into another living being. Souls seek to escape the cycle of reincarnation, but all do. A soul's karma explains and justifies its current life. Caste system: highly structured social order. Many individual gods/goddesses developed over time. Women received some degree of status by caste but not equal to the men of their station. Location: Dominant tradition in India. Challenged early by Buddhism, but the upper caste preserved the Hindu dominance. Islamic invaders and missionaries established dominance in some areas of India. Outside of India, Hinduism is found in communities of Indians living in mostly former British colonies or in the United Kingdom (Britain). While some political parties exist in India, the government is more secular, having had an elected Muslim prime minister. Buddhism Founding: Founded by Siddhartha Gautama who became the Buddha (the Enlightened One). Founded in India about 500 BCE Holy Test: Basic teachings are explained in his first sermon. Each Buddhist tradition has a number of scriptures/stories of the Buddha and his teachings. Doctrine: No divine being or god. Belief in reincarnation of the soul. Through enlightenment, the soul can escape the cycle of reincarnation and reach Nirvana (a break with the material world and union with the supreme being). Key teachings are the Four Noble Truths (life was full of suffering caused by desire). Following the Eightfold, or Middle Path will lead to enlightenment and Nirvana. Two main traditions: Theravada Buddhism requires men & women to seek monastic life to reach the degree of meditation for enlightenment. Mahayana Buddhist can live a lay life yet still pursue enlightenment, often with the help of monks and nuns in their communities. Location: Theravada Buddhism failed to establish itself as the dominant tradition in India. Moving along the Silk Road, Buddhist missionaries established a strong base of support in China (developed the Mahayana Buddhism). Chen or Zen Buddhism spread from China to Korea and Japan, becoming a major influence in both regions. Theravada Buddhism is a dominant faith in Sri Lanka, Burma, Thailand and Cambodia.

#18 Independence - Part 1

Two separate waves of independence movements occurred during the modern era. The first began with the American Revolution and ran thru the mid-19th century. The second began after the end of WWII and peaked in the 1960s. The 1st colonies to seek independence followed 2 distinct paths. For the 13 American colonies, independence meant achieving the freedoms already guaranteed to Englishmen, along w/ several expanded freedoms put forward by Enlightenment philosophers. The American Revolution pitted an established middle class of landowners & merchants against the economic limitations imposed by the British Crown & its agents, such as the British East India Company. Other colonial revolts in the Americas didn't include the same factors. In Haiti (1804) & Mexico (1810), the lower classes played the significant role in overthrowing the colonial masters. Haiti stands as the only slave revolt to produce an independent nation run by former slaves. The Haitians were inspired by promises of the French Revolution that remained unfulfilled. The slaves were able to win their independence, but they didn't enjoy the diverse and globally connected economy found in the American colonies. Sugar produced income for some Haitians, but the Haitian economy failed to lead to a broader middle class or representative government. In Mexico, the original revolt came out of the mestizos, the mixed race of peasants. However, the successful overthrow of Spanish rule came when conservative Creoles (those of European descent) overthrew the Spanish authorities and established their own government over Mexico. This govt. protected the powers of the Creoles and did not pass on the freedoms and ideas of Enlightenment. In other Spanish colonies, Creoles fought to take control from the Spanish authorities and used the Napoleonic Wars as cover for their revolt. Even though many would discuss the ideas of the Enlightenment, they did not create Enlightenment governments, as in the US. The small Creole class monopolized power and generally sought to appease certain segments of the masses in order to maintain political and economic control.

#10 It's the Economy - Politically

When analyzing change over time or the similarities/ differences between 2 cultures, often economies will provide an answer. Psychologists describe people as operating based on their needs (Maslow's hierarchy of needs). The basic needs include food and shelter, and the fundamentals of economics include these as well. Until basic needs are met, not much else will occur. In times of wealth, societies will advance on a variety of fronts. Politically, they must adapt to new groups with economic influence that want to protect what they have. Emperors, kings, governors, senates, and parliaments must all incorporate new social groups into the political system, b/c if they fail to enfranchise them, the new groups will use their economic power. Examples include: -Adjustments in the Roman republic for greater participation by plebeians. -The Magna Carta granting legal protections over private property for the nobles of England. -The institution of civil service exams in China that allowed educated individuals -- including the children of wealthy merchants who could not afford tutors -- to enter the government. -As the Middle Ages came to a close, Western European leaders began granting royal charters to cities to protect the growing middle class (merchants & artisans) from local nobles in exchange for the payment of taxes that kings could use to raise their own armies & eventually equip them with firearms. -The Ottoman Turks' bureaucratic administration of merchant & labor guilds allowed protection of jobs & wages by favoring the guilds' control over how many could enter a profession and the quality of production to protect trade income. -The inclusion of Enlightenment ideas into England's Glorious Revolution & the American & French Revolutions in the late 18th century all enfranchised the middle class that grew out of industrialization. =Even the failed European revolutions of 1830 & 1848 forced monarchs to accept greater participation by the middle class in govt. & to offer them protections (property & civil rights).

#17 Revolutions

When discussing revolutions, focus on the real changes involved in the culture. Use the SPICE categories. For instances with the Industrial Revolution, the real changes include: =Economics: a new system of production that required changes in: -financing (b/c businesses needed to raise capital & borrow funds in much greater amounts) -wages paid to workers -marketing (to increase consumer purchasing at home) =Social: a new class (the working poor or proletariat) became a key component of industrial & urban societies -the middle class expanded greatly as professional skills (accountants, lawyers, engineers, scientists) were required in greater numbers & professionals could demand greater pay due to their specialized skills =Innovation/Technology: success depended on innovation, & better manufacturing techniques, machines & chemistry all started to play a role in a nation's power & success. The French Revolution & the revolutions of 1830 & 1848 must include a discussion of class, b/c middle-class beliefs, the collapse of traditional rural peasant life, & the introduction of the working poor into urban areas all affected the political goals & outcomes of these revolutions. Don't describe revolutions as a series of events w/o identifying the underlying pressures for change & the cultural areas affected.

Writing Section Basics - Prep & Analyzing Topic

Writing section includes: Four short-answer questions, One document based question & One long essay question, chosen from a pair You will have a 10-minute reading and organizational period before you begin writing... during that time, you should carefully read over the documents for the DBQ & begin organizing your answer. READ THE QUESTION CAREFULLY AND MAKE SURE YOU ANSWER THE QUESTION BEING ASKED!! Take your time and underline the key words in the easy so you understand what is being asked. Most often the first word to consider will be the VERB. What is the essay asking you to do? The essays will ask you to do one or two of the following: ANALYZE - determine & separate the composer parts to examine relationships between them & the whole. So if asked to analyze European feudalism, you would need to discuss the role of hierarchy, nobility, the church, manorialism & fiefs & how they related to each other; military service to a noble in return for land; the role of the church in supporting the authority of the king. ASSESS-EVALUATE - judge the value of something; review positive and negative points; provide your opinion about the value of something; discuss the advantages/disadvantages of something. Here, you could be asked to assess the impact of something on a region; for example, assess the impact of trade on the Middle East during the period from 1450 to 1750. COMPARE - Note similarities/differences. Often you will be asked to analyze, describe or discuss the similarities & differences. Note that you must do both, even if the question does not specifically state both similarities & differences. The term compare requires both in the answer. CONTRAST - Note differences. Like compare, it will often be paired with analyze, describe or discuss. DESCRIBE - Tell about or give a detailed description of something. For instance, describe the continuities & changes in Japan between 1750-1914. For a question like this, you must focus on as much historical detail as possible. Also, expect it to be paired with something else like analyze. If that is the case, make sure you answer the whole question. DISCUSS - This is a very broad question that allows you to explore points of view or debate various sides of a topic. If the question asks you to discuss a topic like gender roles, be sure to include all sides of the issue you have available; for instance in a DBQ, you would want each group to present a view of gender roles. EXPLAIN - Make clear, in detail, the topic. This can include talking about cause & effect or interpretation of evidence, like you would for a DBQ.

Old Kingdom of Egypt

"Age of Pyramids," age of Pharaohs, lasted 2575 to 2134 B.C.E., ruled by a pharaoh & bureaucracy - Self-sufficient & self-interested with limited contact to outsiders (exception of trade)

1 a. Examples how to use SPICE on the test- Essay:

#1: Writing essays: you will often find one of the SPICE words included in the essay question or you will find it useful to use one to establish a grouping for DBQ or an area for comparison in the compare-and-contrast essay. For your brainstorming, use the categories to provide some structure for your writing. Example question: Analyze the economic and social changes forced on Africa by European colonization from the mid-19th century til the end of WW2. Use a "T" chart (see random example of T-chart in photo) to help brainstorm: on 1 side of T charge is political change & otherside of chart is economic change)... so for political, you would list:: -Europeans limited the power of many local chiefs -Military power brought almost all areas of Africa under European power -Boundaries reflected European needs, not ethnic or cultural division and for economic, you would list: -African labor was used to produce raw materials for Europe -Trade benefitted the Europeans, not African Societies Remember the key terms for the categories, and then build the specific historical info you recall into the outline. Don't forget that Political includes rights. Europeans didn't make the peoples of Africa full citizens of the empire and therefore didn't guarantee them the rights they gave their own people. This last statement should seem obvious, but many students fail to earn points, b/c they forgot to include the obvious.

Paleolithic (Old Stone) Age

During 2.5 million - 12000 years B.C.E. - Discovery of clothing (animal skin) & creation of fire - First sign of culture - Cave paintings

#7A. The Great Traditions: Judaism, Christianity and Islam

Judaism: -Philosophical & historical foundation of both Christianity & Islam -Founded about 2000 BCE -Religion of the Hebrew people (a nomadic tribe from northern Arabia) -Moses led the Jews out of captivity in Egypt & gave them the 10 Commandments, which is the basis for their laws -Prophets argued for greater ethical/moral behavior; this was more important than religious ceremony -Jewish state was formed but split & was then conquered: =a Jewish state reformed under the Persian emperor Cyrus the Great & the temple was rebuilt =Alexander the Great conquered the region & it went to his generals upon his death =Pompey the Great of Rome entered region in 68 BCE -Rebellion against Rome in 66 CE resulted in the destruction of the temple and the expulsion of the jews from Palestine -Judaism spread thru the diaspora of the Jewish people who fled conquerors or were banished -Followers of the Jewish faith often faced severe persecution; legal discrimination was instituted in most Western European countries during the Medieval period and continued to the early 20th century -Today fewer than 20 million followers: =Many different sects; specific differences evolved between Easter European Jews and those in Spain, N. Africa, & the Middle East =Israel, the Jewish state, established after WWII, now has a population just over 7-million, mostly Jewish

#20 - Tools of Globalization

Several technological innovations allowed for greater and "deeper" integration during the recent period of globalization: -Electronic flow of capital: Electronic banking allows for the immediate movement of funds from almost any location to investments in any other location. Anyone may invest or seek investors anywhere in the world, allowing entrepreneurs in even the poorest nations to attach themselves to the most lucrative markets. -Mass communication: The delivery of media content, fro music to news, occurs almost instantly & provides for extensive cultural diffusion as well as greater market information. -The Internet facilitates all of this. -Cellular phones allow for even remote locations to actively connect to global markets at a very low cost.

#9 Democracy - Part 1

Taken for granted by many in the 21st century, democratic government seems to hold the dominant position in International politics. Even states such as China, with authoritarian governments, are seen as having to adopt measures to gain more popular approval or risk losing power. However, democratic governments are relatively new, and they were slow to rise, and even when they did form, they often didn't enfranchise everyone. First --> Ancient Greece: -Only free adult male citizens could participate in most assemblies. -Citizenship was very restricted - had to be born in a city-state to parents who were already citizens. Of the roughly 300k people in the Athenian state of Attica only an estimated 30k could actually participate in the democratic government -- and Athens was one of the MOST democratic states. -Many of the assemblies were limited to debate topics selected by a smaller council mostly consisting of aristocratic families; laws from an assembly could be nullified by a smaller council of aristocrats. -States like Athens did not incorporate individuals from other areas into their govt., even when they were allied or conquered. Ancient Rome: -Necessity required a republic (a body of elected representatives b/c of the size of the overall population) -Citizens were initially of 2 classes: patricians (landowning elite) & plebeians (the commoners of the city & countryside). -Patricians enjoyed special privileges in govt., although over time the plebeians worked to limit these. One way to limit patrician power was the veto power of the tribune (an elected plebeian). -Over time, wealth (mostly generated by trade) allowed more plebeians into the senate & other govt. offices -The wealth of Rome gained from conquest brought slaves, who took jobs from the poorer classes & even did some skilled work. like tutoring. =The poverty of unemployed Romans allowed some to manipulate & exploit them by providing basic needs; Julius Caesar was one of the most famous to do so. =Public entertainments (or games) and the distribution of food won over the masses and cost Rome its republic (the practice became known as "bread & circuses"). Venetian Republic -A popular revolt created a limited republic in Venice in the 7th century. -As the wealthiest state in W. Europe, Venice had a large middle class of merchant families that used the revolt to limit the power of the older, established noble families. -The Venetian trade empire allowed them to remain an independent republic for 4 centuries -Venice declined as trade shifted from the Mediterranean to new routes around Africa & across the Atlantic to the New World riches, & the republic fell b/c the nobles allied with more powerful states (Austria-Hungary, France, Spain). -Wealth equals democracy, and economic decline causes it to falter.

1. Human Society

The basic unit of study for the AP World History Exam is society... a large group of people tied together by a common culture. Culture is a group's way of life (or basic systems of the society) that is passed down from one generation to another. Culture is broken down into SPICE (using this chart will allow you to better construct comparisons and develop analysis when explaining cultural difference): Social (Identification) how members of society order themselves: (class, gender, family structure, racial/ethnic) Political (Organization) how society governs itself: (government, laws/rights, constitutions, rulers, types of governments, boundaries/military conquests) Interaction (Location & Locomotion) how people interact to their environment: (migration, demography, disease, natural resources, technology, climate) Culture (Expression) how society expresses itself: (religions/beliefs, language, writing, education, art/architecture, science/technology, fashion, food, music) Economics (Production & Consumption) how society uses its resources to meet its needs: (material wealth, production [agric./pastoral], distribution [trade/ commerce], consumption [use], labor systems, industrialization, banking)