AP WORLD HISTORY (SECONDARY) ESSENTIAL UNIT 3 (E03)

Transcription

1 AP WORLD HISTORY (SECONDARY) ESSENTIAL UNIT 3 (E03) (Organization & Reorganization of Human Societies: to 600 BCE through 600 CE) (July 2015) Unit Statement: The student will explore the development of states and empires and the expansion of networks of communication and trade. The AP College Board has defined three key concepts that apply to this unit; the Development and Codification of Religious and Cultural traditions, the Development of States and Empires, as well as the Emergence of Trans regional Networks of Communication and Exchange. Essential Outcomes: (must be assessed for mastery) 1. The Student Will define the key concepts outlined in this unit. 2. TSW evaluate the bond created among a people through the codification of religious traditions. (APWHKC 2.1) 3. TSW analyze the impact the tenants of new belief systems, such as Buddhism, Daoism, and Confucianism had on the cultural traditions of various societies. (APWHKC 2.1) 4. TSW analyze the influence that belief systems had on gender roles. (APWHKC 2.1) 5. TSW describe cultural development through artistic expressions; including literature and drama, architecture, and sculpture from the period. (APWHKC 2.1) 6. TSW locate and describe the key states and empires in: Persia, China, South Asia, the Mediterranean, Mesoamerica, and the Andes. (APWHKC 2.2) 7. TSW compare new techniques of imperial administration adopted by states. (APWHKC 2.2) 8. TSW compare social and economic developments in societies in Africa and the Americas. (APWHKC 2.2) 9. TSW compare the decline, collapse, and transformation of the Roman, Han, Persian, Mauryan, and Gupta empires. (APWHKC 2.2) 10. TSW identify land and water routes that became the basis for trans-regional trade, communication, and exchange in the Eastern Hemisphere. (APWHKC 2.3) 11. TSW describe how new technologies facilitated long distance communication and exchange. (APWHKC 2.3) 12. TSW analyze the impact of the exchange of people, technology, religious and cultural beliefs, food crops, domesticated animals, and disease pathogens. (APWHKC 2.3) 18

2 Practiced and Ongoing Skills: (not formally assessed) 1. The Student Will analyze interactions between humans and the environment in different regions around the world in the time period defined by this unit. 2. TSW identify and analyze continuities and changes that occurred in social, political, economic and cultural institutions in different regions around the world in the time period defined by this unit. 3. TSW compare the development and governance of states in different regions around the world in the time period defined by this unit. 4. TSW outline patterns of interaction in trade of commodities, war and diplomacy in different regions around the world in the time period defined by this unit. 5. TSW describe major transitions in human economic activity including advances in technology, agriculture, labor systems, industry as well as economic systems that developed in different regions around the world in the time period defined by this unit. 6. TSW analyze the process through which social categories, roles and practices were created, maintained and transformed in different regions around the world in the time period defined by this unit. Key Terms and Concepts: The following key terms and concepts should be applied to TSW 1 Achaemenid Ahura Mazda Gathas Medes Parthians Qanat Sasanids Satraps Seleucids Zarathustra Zoroastrianism Confucianism Daoism Legalism Wuwei Yellow Turban Uprising Arthashatra Bagavhad Gita Bodhisattva Caste Four Noble Truths Gupta Hinduism Jainism Mauryan Empire Siddhartha Gautama Silk Road Upanishads Antigonid Cult of Dionysus Mycenaean Phoenicians Etruscans Latifundia Mithraism Pater familias Pax Romana Barracks Emperor Bubonic Plague Buddhism Christianity Byzantine Judaism Edict of Milan Manichaeism Nestorian Sasanids Zen Buddhism Suggested Materials: Basic Resource: Traditions and Encounters Chapter 7-12 Additional Resource: Documents in World History The Human Record: Volume I Daoism: The Way That Is and Is Not Confucianism: The Moral Way of the Past Legalism: The Way of the State Thucydides: The History of the Peloponnesian War Socrates: Defense of Philosophy Art and Human Form: Three Hellenistic Works of Art The Pax Romana: Tacitus, Agricola, and Annals Asoka s Rock and Pillar Edicts Huan Kuan: Discourses on Salt and Iron Ban Zhou: Lessons for Women The Laws of Manu The State and Economy in India: The Arthashastra 19

3 The Opening of the Silk Road: Chinese and Roman Sources Other Sources: Princeton AP Review AP Achiever McGraw Hill AP Exam Prep Guide Technology Links: This is a website that compliments the textbook for this course. This is a resource page for teachers; it includes lesson plans, documents, and articles related to AP World History. This is a digital library of primary source documents in World History. =MTG243-PR-16-cd This is the AP College Board address for the AP World History course; it includes past exams, lesson plans and data related to the exam. This is an AP World History directory with a number of links to other resources helpful in instruction for the AP World History course. The Crash Course World History series by John Green is a comprehensive set of videos, each between ten and fifteen minutes in length, which complement the AP World History course. Unfortunately, schools in certain regions may have difficulty retrieving these sources due to issues related to website accessibility. %20chart.pdf This is a link to a pneumonic device (PERSIAN chart) used in gathering information in different regions and time periods in AP World History. Chart.pdf This is a link to a pneumonic device (SOAPSTONE chart) used in gathering information from primary source documents in AP World History. Suggested Assessment Tools and Strategies: 1. Cornell Notes 2. Chapter Quizzes 3. Document Analysis using SOAPSTONE 4. CCOT ANALYSIS using PERSIAN RUBRIC FOUND ON FOLLOWING PAGE. 20

4 Suggested Essential Unit 3 (E03) Rubric Name Class Date All TSW s must be mastered for a B. 4 of 7 A -level blocks should be met for an A. Teachers may choose to use their own rubrics; however, all TSW s must be assessed. TSW A -Level B -Level Notes 1. Define key concepts outlined in this unit. Define key concepts outlined in this unit. 2. Evaluate the bond created among the people through the codification of religious traditions Evaluate the bond created among the people through the codification of religious traditions offering original insight and/or a number of Evaluate the bond created among the people through the codification of religious traditions offering general ideas from the text. 3. Analyze the impact the tenants of new belief systems, such as Buddhism, Daoism, and Confucianism had on the cultural traditions of various societies. 4. Analyze the influence that belief systems had on gender roles. 5. Describe cultural development through artistic expressions; including literature and drama, architecture, and sculpture from the period. 6. Locate and describe the key states and empires in: Persia, China, South Asia, the Mediterranean, Mesoamerica, and the Andes. 7. Compare new techniques of imperial administration adopted by states specific details. Analyze the impact the tenants of new belief systems, such as Buddhism, Daoism, and Confucianism had on the cultural traditions of various societies offering original insight and/or a number of specific details. Analyze the influence that belief systems had on gender roles offering original insight and/or a number of specific details. Compare new techniques of imperial administration adopted by states offering original insight and/or a number of specific details. Analyze the impact the tenants of new belief systems, such as Buddhism, Daoism, and Confucianism had on the cultural traditions of various societies offering general ideas from the text. Analyze the influence that belief systems had on gender roles offering original insight and/or a number of specific details. Describe cultural development through artistic expressions; including literature and drama, architecture, and sculpture from the period. Nile River Valley and Sub-Saharan Africa, the Indus River Valley, the Yellow River or Huang He Valley, Papua New Guinea, Mesoamerica, and the Andes. Locate and describe the key states and empires in: Persia, China, South Asia, the Mediterranean, Mesoamerica, and the Andes. Compare new techniques of imperial administration adopted by states offering general ideas from the text. 21

5 8. Compare social and economic developments in societies in Africa and the Americas 9. Compare the decline, collapse, and transformation of the Roman, Han, Persian, Mauryan, and Gupta empires. 10. Identify land and water routes that became the basis for trans-regional trade, communication, and exchange in the Eastern Hemisphere. 11. Describe how new technologies facilitated long distance communication and exchange. 12. Analyze the impact of the exchange of people, technology, religious and cultural beliefs, food crops, domesticated animals, and disease pathogens. Compare social and economic developments in societies in Africa and the Americas offering original insight and/or a number of specific details. Compare the decline, collapse, and transformation of the Roman, Han, Persian, Mauryan, and Gupta empires offering original insight and/or a number of specific details. Analyze the impact of the exchange of people, technology, religious and cultural beliefs, food crops, domesticated animals, and disease pathogens offering original insight and/or a number of specific details. Compare social and economic developments in societies in Africa and the Americas offering general ideas from the text. Compare the decline, collapse, and transformation of the Roman, Han, Persian, Mauryan, and Gupta empires offering general ideas from the text. Identify land and water routes that became the basis for trans-regional trade, communication, and exchange in the Eastern Hemisphere. Describe how new technologies facilitated long distance communication and exchange. Analyze the impact of the exchange of people, technology, religious and cultural beliefs, food crops, domesticated animals, and disease pathogens offering general ideas from the text. 22

6 AP World History Rubric for a Document based Question (DBQ) BASIC CORE (competence) 0-7 Points 1. Has acceptable thesis 2. Understands the basic meaning of documents. (May misinterpret one document.) 3. Supports thesis with appropriate evidence from all documents. 2 Points (Supports thesis with appropriate evidence from all but one document) () 4. Analyzes point of view in all or all but one of the documents 5. Analyzes documents by grouping them in two or three ways, depending on the question 6. Identifies and explains the need for one type of appropriate additional document or source /7 Points EXPANDED CORE (excellence) (Historical skills and knowledge required to show excellence) Expands beyond basic core of 1-7 points. A student must earn 7 points in the basic core area before earning points in the expanded core area. Examples: Has a clear, analytical, and comprehensive thesis Shows careful and insightful analysis of the documents Uses documents persuasively as evidence Analyzes point of view in most or all documents Analyzes the documents in additional ways - groupings, comparisons, syntheses Brings in relevant "outside" historical content Explains why additional types of document(s) or sources are needed 0-2 Points TOTAL /2 Points /9 Points 23

7 AP World History Rubric for a Comparative Historical Essay BASIC CORE (competence) (Historical skills and knowledge required to show competence) 1. Has acceptable thesis (Addresses comparison of the issues or themes specified) 0-7 Points 2. Addresses all parts of the question, though not necessarily evenly or thoroughly 2 Points (Addresses most parts of the question: for example, deals with differences but not similarities) () 3. Substantiates thesis with appropriate historical evidence 2 Points (Partially substantiates thesis with appropriate historical evidence) 4. Makes at least one or two relevant, direct comparisons between or among societies 5. Analyzes at least one reason for a similarity or difference identified in a direct comparison () /7 Points EXPANDED CORE (excellence) (Historical skills and knowledge required to show excellence) Expands beyond basic core of 1-7 points. A student must earn 7 points in the basic core area before earning points in the expanded core area. Examples: Has a clear, analytical, and comprehensive thesis Addresses all parts of the question (as relevant): comparisons, chronology, causation, connections, themes, interactions, content Provides ample historical evidence to substantiate thesis Relates comparisons to larger global context Makes several direct comparisons consistently between or among societies Consistently analyzes the causes and effects of relevant similarities and differences 0-2 Points TOTAL /2 Points /9 Points 24

8 AP World History Rubric for a Continuity and Change over Time Essay (CCOT) BASIC CORE (competence) (Historical skills and knowledge required to show competence) 1. Has acceptable thesis (Addresses global issues and the time period(s) specified) 0-7 Points 2. Addresses all parts of the question, though not necessarily evenly or thoroughly 2 Points (Addresses most parts of the question: for example, addresses change but not continuity) () 3. Substantiates thesis with appropriate historical evidence 2 Points (Partially substantiates thesis with appropriate historical evidence) 4. Uses relevant world historical context effectively to explain change over time and/or continuity () 5. Analyzes the process of change over time and/or continuity /7 Points EXPANDED CORE (excellence) (Historical skills and knowledge required to show excellence) Expands beyond basic core of 1-7 points. A student must earn 7 points in the basic core area before earning points in the expanded core area. Examples: Has a clear, analytical, and comprehensive thesis Analyzes all issues of the question (as relevant): global context, chronology, causation, change, continuity, effects, content Addresses all parts of the question evenly Provides ample historical evidence to substantiate thesis Provides links with relevant ideas, events, trends in an innovative way 0-2 Points TOTAL /2 Points /9 Points 25