White Plains Public Schools / Overview



Homework Syllabus for the 2016-2017 School Year

WHAP Ms. Napp

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

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

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

Required Materials for the Completion of the Homework Syllabus:

1- The Textbook (All students will be issued a copy of Robert W. Strayer’s Ways of the World: A Global History)

Note: The Textbook Companion Website is available at the following link:



2- Ms. Napp’s Social Studies Webpage

Note: Ms. Napp’s Social Studies Webpage is available at the following link:



Optional Materials but Highly Recommended:

• A Box Set of World History AP Flashcards

• A Review Book for World History AP

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

“Patience can cook a stone.”

~ African proverb

A Note about Ms. Napp’s Homework Philosophy:

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

“To enjoy a grander sight, climb to a greater height.”

~ Chinese Proverb

“Walking slowly, even the donkey will reach Lhasa.”

~ Indian Proverb

The Assignments:

|Strayer: |Questions: |Date: |

|pp. 3-20 |According to archaeologists, what is the evolutionary line of descent? |9/16 |

| |Where did this evolutionary line of descent occur? | |

| |What characteristic is shared by all hominids? | |

| |Define bipedalism. | |

| |What did archaeologist Mary Leakey uncover in 1976? | |

| |What did Homo habilis begin to make? | |

| |What is Homo erectus associated with? | |

| |When did Homo sapiens probably emerge? | |

| |When did Homo sapiens begin to migrate out of Africa? | |

| |Describe the way of life during the Paleolithic era. | |

| |What percentage of time does the Paleolithic era represent of the total time humans inhabited the | |

| |earth? | |

| |What was the single most significant and enduring transformation of the human condition? | |

| |Define pastoralists. | |

| |Why were the Americas at a distinct disadvantage in terms of animal husbandry? | |

| |What were “civilizations” based on? | |

| |When did the first cities emerge in world history? | |

| |Why have people living in state- and city-based societies or civilizations long constituted the most| |

| |powerful and innovative human communities? | |

| |Identify six places where the earliest civilizations emerged. | |

| |What does B.C.E. mean? | |

| |What does C.E. mean? | |

| |What event marks Year 1 in the Muslim calendar? | |

| |What do the ways we measure time reflect? | |

| |Define foragers. | |

| |What achievements of Paleolithic people deserve our attention? | |

| |Why was the first 150,000 years of human experience an exclusively African story? | |

| |Define culture. | |

| |Draw a smaller version of the global dispersion of humankind map to the best of your ability. | |

| |What advantage did the last Ice Age give outward-bound human beings? | |

| |Identify several new technologies that emerged across the vast plains of Central Europe, Ukraine, | |

| |and Russia as a result of Paleolithic adaptations to Ice Age conditions. | |

| |How did early human migration to Australia occur? | |

| |What did the Australian Dreamtime recount? | |

| |Why did the earliest settlement of the Western Hemisphere occur much later than that of Australia? | |

| |Describe Clovis culture. | |

| |How did Austronesian migrations differ from other early patterns of human migration? | |

| |Describe the first human societies. | |

|pp. 25-48 |What did the Bantu-speaking peoples bring to southern Africa? |9/23 |

| |Describe the technique known as “insulting the meat.” | |

| |How did the Chumash differ from the San? | |

| |How have a growing number of people disillusioned with modernity come to look at the Paleolithic era| |

| |differently? | |

| |What was the chief feature of the long Paleolithic era? | |

| |What second global pattern began to unfold around 12,000 years ago? | |

| |Describe the revolutionary transformation that occurred as a result of the Neolithic or Agricultural| |

| |Revolution. | |

| |Why did domestication create a new kind of mutual dependence? | |

| |What was the most extraordinary feature of the Agricultural or Neolithic Revolution? | |

| |Identify the locations were agriculture occurred independently. | |

| |Why is it no accident that the Agricultural Revolution coincided with the end of the last Ice Age? | |

| |Why do most scholars believe that women were the likely innovators who led the way to deliberate | |

| |farming? | |

| |What was the first location of an area that experienced a full Agricultural Revolution? | |

| |What was domesticated in this first area to experience a full Agricultural Revolution? | |

| |Draw a smaller version of the Fertile Crescent map. | |

| |Provide specific examples of environmental deterioration in economically fragile regions that | |

| |experienced this new way of life as a result of an Agricultural Revolution. | |

| |What preceded the domestication of plants in Africa and how did Africa differ from other regions | |

| |that experienced an agricultural revolution? | |

| |Describe teff. | |

| |What was the most distinctive feature of the Agricultural Revolution in the Americas? | |

| |How many of the fourteen major species of large mammals that have been brought under human control | |

| |existed in the Western Hemisphere? | |

| |How did the lack of domesticated animals impact the peoples of the Americas? | |

| |Why was the domestication of corn in the Americas, according to one geneticist, “arguably man’s | |

| |first, and perhaps his greatest, feat of genetic engineering”? | |

| |Compare corn to cereal grains of the Fertile Crescent. | |

| |How did the north/south orientation of the Americas affect the spread of agriculture in the | |

| |Americas? | |

| |How did the east/west axis of Eurasia affect the spread of agriculture in Eurasia? | |

| |Identify three candidates for domestication in the Andean highlands that never reached Mesoamerica. | |

| |Where did the Indo-European languages probably originate and how did these languages spread? | |

| |Draw a smaller version of the Global Spread of Agriculture map. | |

| |Identify significant facts about the Bantu migration. | |

| |Provide evidence that the agricultural revolution in New Guinea did not spread much beyond its core | |

| |region. | |

| |Why did the Agricultural Revolution lead to an increase in human population? | |

| |Provide evidence that farming did not necessarily mean an improved life for ordinary people. | |

| |What is metallurgy? | |

| |What was the “secondary products revolution”? | |

| |What factors gave rise to distinct kinds of societies early on in the age of agriculture? | |

| |[pic] | |

|pp. 49-68 |Where did herders, pastoralists, or nomads emerge? |9/30 |

| |Describe the complicated relationship between nomadic herders and their farming neighbors. | |

| |Describe life in Çatalhöyük, a very early agricultural village in southern Turkey. | |

| |Describe the “title societies” of the Igbo of southern Nigeria. | |

| |When did Cahokia flourish; where was Cahokia located; and what distinction began to take root in | |

| |chiefdoms like Cahokia that would be replicated elsewhere? | |

| |What did the ancient Chinese teachers of Daoism urge their followers to abandon? | |

| |What is the strange paradox of civilization? | |

| |Describe the new and particular type of human society commonly referred to as civilization. | |

| |When did the earliest civilizations emerge? | |

| |Where did the earliest civilizations emerge? | |

| |Describe the civilization of Norte Chico. | |

| |Define quipu. | |

| |Describe the civilization that developed in the Indus River Valley. | |

| |Draw a smaller version of the First Civilizations map. | |

| |What has the lack of palaces, temples, elaborate graves, kings or warrior classes sent scholars | |

| |scrambling to provide an explanation for in the Indus Valley? | |

| |How did the environmental impact of the Indus Valley civilization eventually undermine its | |

| |ecological foundations? | |

| |How did the early civilization of China differ from the early civilization of the Indus Valley? | |

| |Identify facts about the Xia dynasty. | |

| |How did the subsequent dynasties of the Shang and Zhou change the Chinese state? | |

| |Describe the concept of the Mandate of Heaven that developed during the Zhou dynasty. | |

| |What were oracle bones? | |

| |Describe Olmec civilization. | |

| |Why is Olmec civilization regarded as the “mother civilization” of Mesoamerica? | |

| |What did civilization have its roots in? | |

| |What is the one of the most distinctive features of the First Civilizations? | |

| |Describe the city of Uruk, ancient Mesopotamia’s largest city. | |

| |How did the Epic of Gilgamesh, Mesopotamia’s ancient epic poem, describe the city of Uruk? | |

| |Describe the city of Mohenjo-Daro. | |

| |Describe the city of Teotihuacán. | |

| |Why was urban society impersonal? | |

| |Describe the inequality and hierarchies of the First Civilizations. | |

| |How did the practice of slavery in ancient times vary considerably from place to place? | |

| |How and why did the introduction of animal-drawn plows affect the role of women? | |

| |Define patriarchy. | |

| |Why did women in Egyptian civilization, although patriarchal, have greater opportunities than most | |

| |other First Civilizations? | |

|pp. 69-84 |What held ancient civilizations together despite the many tensions and complexities of urban living |10/7 |

| |and the vast inequalities of civilized societies? | |

| |Why was the state more useful for some people than for others? | |

| |Why were ancient Chinese kings known as the Son of Heaven? | |

| |What remarkable invention was a further support of state authority and how was this invention | |

| |viewed? | |

| |Draw a smaller version of the Writing in Ancient Civilizations snapshot but only include location, | |

| |type, and example for each region and writing system. | |

| |Why did Qin Shihuangdi allegedly bury alive some 460 scholars and burned their books? | |

| |Describe the Olmec stone heads. | |

| |What were common features of the First Civilizations? | |

| |How did an open environment without serious obstacles to travel affect Mesopotamia? | |

| |What geographic features protected Egypt? | |

| |How did the environment of Mesopotamia affect the Mesopotamian outlook on life? | |

| |Identify several important details about the story recounted in the Epic of Gilgamesh, Mesopotamia’s| |

| |most famous literary work. | |

| |Draw a smaller version of the map titled Mesopotamia. | |

| |How did the geographic setting of the elite literature culture in Egypt affect the outlook of | |

| |Egyptians? | |

| |What did the amazing pyramids, constructed during Egypt’s Old Kingdom, reflect a firm belief in? | |

| |What change occurred regarding the Egyptian view on gaining access to the afterlife by the New | |

| |Kingdom? | |

| |Describe the “negative confession” that one text used in burial ceremonies required. | |

| |Describe environmental problems experienced in Sumer as a result of the Sumerian impact on the | |

| |environment. | |

| |Why did a more sustainable agricultural system last in Egypt compared to Mesopotamia? | |

| |What allowed a degree of stability and continuity to occur in Egypt as compared to Sumer? | |

| |Describe the city-states in Sumer. | |

| |Why was Mesopotamia the most thoroughly urbanized society of ancient times? | |

| |What was the chief reason for massive urbanization in Sumerian city-states? | |

| |How did a poet lament the destruction of the city of Ur? | |

| |What did the Akkadians, the Babylonians, and the Assyrians create in Mesopotamia? | |

| |How many years did Egypt maintain unity and independence, though with occasional interruptions? | |

| |Where did most people live in Egypt? Why? | |

| |Describe the role of the pharaoh in Egypt. | |

| |How did the role of the pharaoh change over time in Egypt? | |

| |Where had Sumerian merchants established seaborne contact with? | |

| |Identify significant facts about the Hebrews. | |

| |Identify significant facts about the Phoenicians. | |

| |How was Nubia influenced by Egypt and yet how did Nubia remain a distinct civilization? | |

| |What did historian Martin Bernal claim in his book, Black Athena? | |

| |Why do scholars have reservations about the term “civilization”? | |

|pp. |Why did the Indus Valley civilization decline? |10/14 |

|87-101 |Why does the end of Olmec civilization around 400 B.C.E. puzzle historians? | |

| |How did the second and third waves of civilization differ from the First Civilizations? | |

| |Why did landowning elites have little incentive to innovate? | |

| |Draw a smaller version of the Roman Empire map. | |

| |What did the Roman conquerors allegedly do to Carthage? | |

| |What have scholars estimated about the population of Mayan civilization as the civilization | |

| |dissolved? | |

| |What “wisdom traditions” developed in the second- and third-wave civilizations? | |

| |What did the Chinese invent during the second- and third waves of agrarian civilizations? | |

| |What did India pioneer? | |

| |Why do historians frequently refer to the period between 500 B.C.E. and 500 C.E. as the “classical | |

| |era”? | |

| |What is an empire? | |

| |Identify the Eurasian empires of the classical era. | |

| |Why did imperial states stimulate the exchange of ideas, cultures, and values? | |

| |How did the Roman Empire transform Christianity? | |

| |Why did the Persian Empire and Greek civilization experience a centuries-long interaction and clash?| |

| |What earlier empires did the Persians draw upon? | |

| |When did the famous Persian monarch Cyrus and Darius rule? | |

| |Where did Persian conquests quickly reach from? | |

| |Describe the elaborate cult of kingship in the Persian Empire. | |

| |What happened when the Persian king died? | |

| |By whose power did the Persian king rule? | |

| |What happened to one high-ranking nobleman who interrupted the king while the king was with his | |

| |wife? | |

| |What was the official title of Persian monarchs? | |

| |How did Darius best express the authority of the Persian ruler? | |

| |Draw a smaller version of the Persian Empire map. | |

| |Describe the effective administrative system in the Persian Empire. | |

| |Define satraps. | |

| |Who were the “eyes and ears of the King”? | |

| |Why did Cyrus win the gratitude of the Jews? | |

| |What aspects of the Persian Empire provided a model for all subsequent regimes in the region, | |

| |including, later, those of the Islamic world? | |

| |Describe the infrastructure of the Persian Empire. | |

| |Describe the “royal road.” | |

| |What did Herodotus write about the imperial courier service? | |

| |Describe the Persian city of Persepolis. | |

|pp. |How did classical Greece differ from the Persian Empire and what did the Greeks call themselves? |10/21 |

|101-121 |How did the geography of Greece contribute to the political shape of Greek civilization? | |

| |How did Greek expansion differ from Persian expansion and what factors stimulated Greek emigration? | |

| |What was the broadening of political rights in Greek history in part associated with? | |

| |Define hoplites. | |

| |What was Sparta famous for and describe Sparta’s Council of Elders? | |

| |Identify significant facts about Solon, Cleisthenes and Pericles. | |

| |What happened in Ionia that fueled confrontation? | |

| |Why did the Greek victory over the Persians radicalize Athenian democracy? | |

| |What happened in the fifty years or so after the Greco-Persian Wars or the Golden Age of Greek | |

| |culture? | |

| |What factors led to a bitter civil war in classical Greece and what was the outcome of the | |

| |Peloponnesian War? | |

| |Draw a smaller version of the Alexander’s Empire and Successor States map. | |

| |What was the chief significance of Alexander’s amazing conquests? | |

| |What similarities did the Roman Empire and China’s imperial state share? | |

| |What happened in Rome around 509 B.C.E.? | |

| |Define patricians, plebeians, and tribune. | |

| |How did the Punic Wars with Carthage (between 264 and 146 B.C.E.) change Rome? | |

| |How were the Romans brutal in their wars with Carthage yet generous to other former enemies? | |

| |What question did Roman expansion raise? | |

| |How did Caesar Augustus change Rome and what was the Pax Romana? | |

| |Identify many significant facts about Shihuangdi. | |

| |Define legalism. | |

| |How did Shihuangdi unify China? | |

| |How was the Han dynasty similar to Shihuangdi’s creation yet different? | |

| |Identify the many similarities between the Roman and Chinese empires. | |

| |Define the Mandate of Heaven and how it justified rebellions. | |

| |How did Christianity become a significant religion in the Roman Empire and Buddhism a significant | |

| |religion in China? | |

| |How were the Roman and Chinese empires different? | |

| |Describe the imperial academy established by Han emperor Wudi as well as the civil service system. | |

| |Compare the collapse of the Roman Empire and the collapse of the Han dynasty. | |

| |Identify significant facts about the Aryans. | |

| |Identify significant facts about the Mauryan Empire. | |

| |Why did the battle against the state of Kalinga mark a turning point in Ashoka’s reign? | |

| |What changes occurred as a result of Ashoka’s conversion to Buddhism? | |

| |What happened after the collapse of the Mauryan Empire? | |

|Review |Using either Ms. Napp’s Review Packet titled “The 300 – Give or Take a Few” or a box of World |10/28 |

| |History AP flashcards; review the following terms and then select thirty-five terms that you wish to| |

| |highlight by creating a visual summary of the terms through a creative medium – mural or video or | |

| |cartoon | |

| | | |

| |Neolithic Revolution Bronze Age Cuneiform | |

| |Code of Hammurabi Hebrews Judaism | |

| |Hinduism Hindu Caste System Olmec Civilization | |

| |Chavín Civilization Kush Civilization Axum | |

| |Zhou Dynasty Zhou Mandate of Heaven Buddhism | |

| |Confucianism Daoism Legalism | |

| |Qin Dynasty Persian Wars Delian League | |

| |Draco and Solon Golden Age of Pericles Socrates | |

| |Plato and Aristotle Peloponnesian War Alexander the Great | |

| |Roman Republic Punic Wars Diocletian | |

| |First and Second Triumvirates Patricians Plebeians | |

| |Julius Caesar Augustus Caesar Pax Romana | |

| |Christianity Constantine Edict of Milan | |

| |Han Dynasty Wu Ti Huns | |

| |Visigoths Mayan Civilization Yamato Clan | |

| |Shinto Byzantine Empire Benin Culture | |

| |Caliph Burghers Code of Chivalry | |

| |Code of Bushido King Clovis Middle Ages | |

| |Charlemagne Treaty of Verdun Holy Roman Empire | |

| |Feudalism Crusades Pope Innocent III | |

| |Pope Gregory IX Vikings Magna Carta | |

| |Thomas Aquinas Jizya Jihad Islam | |

| | | |

| |Source: Packet on Sweet Review Page of Ms. Napp’s Webpage | |

|pp. |What was the “age of warring states” (403-221 B.C.E.) and how did the turmoil of this period affect |11/4 |

|128-148 |Chinese thinkers? | |

| |Identify significant facts about Legalism. | |

| |Why did the Qin dynasty thoroughly discredit Legalism? | |

| |What was the Confucian answer to the problem of China’s disorder? | |

| |Describe the Confucian concept of ren. | |

| |Why did Confucius emphasize education? | |

| |Describe the Confucian concept of filial piety. | |

| |What advice did Ban Zhao offer women in her famous work called Lessons for Women? | |

| |How did Confucianism provide a modest element of social mobility in an otherwise hierarchical | |

| |society? | |

| |Who was the legendary figure associated with Daoism; what short poetic volume is he said to have | |

| |penned and what happened to this legendary figure shortly after he penned this volume? | |

| |How did Daoism run counter to Confucianism? | |

| |Describe the central concept of Daoist thinking, the dao. | |

| |What did Daoism invite people to do? | |

| |What were the Upanishads and what did these works seek to probe? | |

| |Explain the Hindu idea of Brahman. | |

| |Explain the following Hindu concepts: moksha, samsara, and karma. | |

| |Describe the experiences of Siddhartha Gautama from his youth to his enlightenment as the Buddha. | |

| |According to the Buddha, what was the one thing he taught? | |

| |According to the Buddha, what was the cause of suffering and sorrow and what was the cure? | |

| |Describe the Buddhist state of nirvana. | |

| |What Hindu elements found their way into Buddhism and what elements of Buddhist teaching challenged | |

| |prevailing Hindu thinking? | |

| |Describe the experiences of Buddha’s foster mother and how women were finally admitted as Buddhist | |

| |nuns. | |

| |Why did thousands of women flock to join Buddhist monastic order of nuns? | |

| |What had “The Laws of Manu” clearly defined? | |

| |What is a stupa? | |

| |Compare and contrast Theravada Buddhism and Mahayana Buddhism (be sure to comment on bodhisattvas). | |

| |Why did Buddhism decline in India? | |

| |Identify the significant beliefs of Zoroastrianism and explain clearly the cosmic battle. | |

| |Why did Zoroastrianism decline in Persia, where did a few believers flee? | |

| |What parts of the Zoroastrian belief system were incorporated into other traditions? | |

| |Identify the significant beliefs of the Jews as well as the Jewish perception of Yahweh and | |

| |particularly how this perception changed over time. | |

| |What was the distinctive feature of the classical Greek cultural tradition? | |

| |Describes Socrates’ approach to knowledge. | |

| |Identify the contributions of Herodotus, Plato, and Aristotle. | |

| |Describe the life of Jesus of Nazareth. | |

|pp. |Describe the imperial academy established by Emperor Wu Di in 124 B.C.E. |11/11 |

|156-176 |Describe the Chinese examination system in theory and in practice. | |

| |How did Wang Mang attempt to counteract the growing power of large landowners? | |

|READ |What happened to growing numbers of impoverished and desperate peasants during the Han dynasty? | |

|ONLY |Identify many significant facts about the Yellow Turban Rebellion. | |

| |How were peasants honored and celebrated even though oppressed and certainly exploited in China? | |

| |How were merchants viewed in China? | |

| |Describe in detail the caste system and the four varnas. | |

| |What castes or varnas were called “twice-born” and why were these varnas called “twice-born”? | |

| |What were Sudras not allowed to do? | |

| |Identify significant facts about jatis. | |

| |How did Hindu notions of karma, dharma, and rebirth support inherent inequality and permanent | |

| |difference in India? | |

| |How did India’s social system differ from that of China’s social system? | |

| |How did the caste system provide a substitute for the state? | |

| |How did India’s caste system facilitate the exploitation of the poor by the wealthy and powerful? | |

| |What factors contributed to the growth of slavery? | |

| |What percentage of China’s population was enslaved and what groups in China were likely to be | |

| |slaves? | |

| |Identify significant facts about slavery in classical Athens. | |

| |How many slaves existed in the Roman Empire by the time of Christ and what were the various ways | |

| |that an individual could be enslaved in the Roman Empire? | |

| |What was Roman slavery not identified with? | |

| |Identify significant facts about the slave uprising led by Spartacus in 73 B.C.E. | |

| |Identify common characteristics of patriarchies in the classical era. | |

| |Why did lower-class women often lead somewhat freer lives than upper-class women? | |

| |What were the “three obediences”? | |

| |What did the Chinese woman writer and court official Ban Zhou (45-116 C.E.) observe about the | |

| |customs associated with the birth of a baby girl? | |

| |How did the collapse of the Han dynasty in the third century C.E. change China? | |

| |How did the cultural influence of nomadic peoples change Chinese women’s lives and what new | |

| |activities could elite women do during the Tang dynasty? | |

| |Identify significant facts about Empress Wu. | |

| |How did Daoism and Buddhism provide new roles for women? | |

| |Describe the lives of women in Athens. | |

| |What did the Greek writer Menander exclaim about teaching a woman to read? | |

| |How was the life of Aspasia different from the lives of most women in Athens? | |

| |Define helot and why did helots pose a permanent threat of rebellion in Sparta. | |

| |Describe Sparta’s militaristic regime. | |

| |Identify significant facts about women in Sparta. | |

|pp. |Draw a smaller version of the map: Africa in the Classical Era. |11/18 |

|184-203 |What happened to Nubia by the classical era and where did Nubian civilization come to center on? | |

| |Identify significant facts about the Kingdom of Meroë. | |

| |Where was the Kingdom of Axum located? | |

| |Describe agriculture in Axum and mention teff. | |

| |What were the obelisks of Axum and what purpose did the obelisks of Axum serve? | |

| |Define Geez. | |

| |How did King Ezana change Axum? | |

| |Identify a significant fact about Jenne-jeno. | |

| |Describe how Jenne-jeno and other cities of the middle Niger emerged. | |

| |Define griots. | |

| |What did the middle Niger floodplain support but what did it lack and why did this lack become the | |

| |basis for long-distance trade? | |

| |Where did the Bantu-speaking peoples originally live and how did the spread of Bantu peoples differ | |

| |from that of Alexander the Great? | |

| |What three advantages did Bantu-speaking farmers have compared to the gathering and hunting peoples | |

| |they encountered? | |

| |What happened to the gathering and hunting peoples the Bantu encountered during the classical era? | |

| |What crops from Southeast Asia enriched Bantu agriculture? | |

| |Identify significant facts about the Khoikhoi. | |

| |What ensured that the cultures and societies of the Western Hemisphere operated in a world apart | |

| |from their Afro-Eurasian counterparts for many years? | |

| |What did the early American civilizations lack that existed in the Eastern Hemisphere – thus making | |

| |their achievements even more impressive? | |

| |Describe the “extraordinary [geographic] diversity” of Mesoamerica (stretching from central Mexico | |

| |to northern Central America) and what did this geographic diversity or such conditions contribute | |

| |to? | |

| |What elements of a common culture were shared in Mesoamerica? | |

| |Where did Maya civilization develop and during what period did the classical phase of Maya | |

| |civilization occur? | |

| |Identify the significant achievements of the Maya. | |

| |Describe the highly fragmented political system of the Maya. | |

| |Identify significant facts about Tikal. | |

| |What factors led to the collapse of Maya civilization? | |

| |Identify significant facts about the giant city of Teotihuacán. | |

| |Describe the Street of the Dead in Teotihuacán. | |

| |How did the art of Teotihuacán differ from that of the Maya? | |

| |Why did Teotihuacán cast a huge shadow over Mesoamerica, particularly from 300 to 600 C.E.? | |

| |Describe the location of Chavín de Huántar as well as significant facts about it. | |

| |What did Chavín de Huántar become and how did its widespread religious cult affect the region? | |

| |Describe the economy and government of the Moche civilization that dominated a 250-mile stretch of | |

| |Peru’s northern coast and flourished between 100 and 800 C.E. | |

| |Identify significant facts about the Nazca. | |

| |Identify significant facts about Chaco canyon and the five major pueblos that emerged in the region.| |

|pp. |Identify significant facts about the Silk Roads. |11/25 |

|219- 239 |Draw a smaller version of “The Silk Roads” map. | |

| |Compare Outer Eurasia and Inner Eurasia. | |

|READ |Why did China’s Han dynasty extend its authority westward? | |

|ONLY |When did the Silk Road trading networks prosper? | |

| |What were economic and social consequences of trade on the Silk Roads? | |

| |Why does the author state that “more important even than the economic impact of the Silk Roads was | |

| |their role as a conduit of culture”? | |

| |Why had Buddhism appealed to merchants? | |

| |How did Buddhism change as it spread across the Silk Roads? | |

| |Describe the more devotional Mahayana form of Buddhism that spread on the Silk Roads. | |

| |Identify significant facts about the Black Death. | |

| |How did the exchange of diseases give Europeans a certain advantage when they confronted the peoples| |

| |of the Western Hemisphere after 1500? | |

| |Why did the Italian city of Venice emerge by 1000 C.E. as a major center of commerce? | |

| |What goods were traded in the Indian Ocean? | |

| |Draw a smaller version of The Sea Roads map. | |

| |What made Indian Ocean commerce possible? | |

| |Explain how navigators used the monsoon winds of the Indian Ocean. | |

| |What does the author mean when he writes that trade in the Indian Ocean operated across “an | |

| |archipelago of towns”? | |

| |Why were the Malay sailors speaking Austronesian languages an exception; how did this Austronesian | |

| |migration occur; and what were the effects of the Austronesian migration? | |

| |What was the fulcrum of this growing commercial network? | |

| |What Indian cultural practices began to take root in Southeast Asia? | |

| |How did Islam differ from Confucian culture in its view of merchants? | |

| |Where is Southeast Asia located and how did its geography play an important role in the evolving | |

| |world of Indian Ocean commerce? | |

| |What did Malay sailors open around 350 C.E.? | |

| |Identify significant facts about the kingdom of Srivijaya. | |

| |Identify significant facts about the Sailendra kingdom. | |

| |Describe Borobudur. | |

| |What illustrates the penetration of Indian culture throughout mainland and island Southeast Asia? | |

| |Identify significant facts about Swahili civilization. | |

| |What products from Eastern Africa found a ready market in Arabia, Persia, India, and beyond? | |

| |Identify significant facts about Great Zimbabwe. | |

| |How did the introduction of the camel to North Africa and the Sahara in the early centuries of the | |

| |Common Era transform trade and the region? | |

| |What did the North African Arabs seek in West Africa? | |

| |Describe the urban and commercial centers of Sudanic Africa such as Koumbi-Saleh, Jenne, Timbuktu, | |

| |Gao, Gobir, and Kano. | |

| |Describe trade during the classical era of Mesoamerican civilization (particularly the Maya) as well| |

| |as the role of the pochteca in the later Aztec civilization of the post-classical era and state-run | |

| |operations in the Inca Empire (and be sure to define quipu). | |

|pp. |Describe the three centuries in China that followed the collapse of the Han dynasty around 220 C.E. |12/2 |

|242 - 263 |Identify significant facts about the Sui Dynasty. | |

| |Why are the Tang and Song dynasties considered a golden age? | |

| |Describe the examination system during the Tang and Song dynasties. | |

| |How did the adoption of a fast-ripening and drought-resistant strain of rice from Vietnam change | |

| |China? | |

| |Describe foot binding in China. | |

| |What was the “middle kingdom”? | |

| |Identify significant facts about China’s tribute system? | |

| |What did devastating Xiongnu raids persuade the Chinese emperor to do? | |

| |Identify significant facts about the founders of the Sui and Tang dynasties of China. | |

| |Identify significant facts about the Silla kingdom. | |

| |Describe the Korean tribute missions to China as well as the capital city of Kumsong. | |

| |How did the introduction of Confucianism to Korea radically change the lives of Korean women? | |

| |Why did a Chinese-style examination system to recruit government officials in Korea never assume the| |

| |prominence it gained in Tang and Song dynasty China? | |

| |What did the elite culture of Vietnam borrow from China? | |

| |Identify significant facts about Trung Trac and her sister. | |

| |What finally enabled Vietnam to establish itself as a separate state? | |

| |How did Japan differ from Korea and Vietnam, particularly as a result of its geography? | |

| |Identify significant facts about Shotoku Taishi. | |

| |What was the Seventeen Article Constitution? | |

| |Describe Nara and Heian (Kyoto). | |

| |How was Buddhist culture reflected in Japan? | |

| |What happened in Japan as political power became increasingly decentralized? | |

| |Describe the samurai warrior class of Japan and define bushido. | |

| |Describe the native beliefs and practices of Japan and define kami. | |

| |How did Shinto provide legitimacy to the imperial family of Japan? | |

| |Identify significant facts about The Tale of Genji. | |

| |Prove that Japan’s women, unlike those in Korea, largely escaped the more oppressive features of | |

| |Chinese Confucian culture. | |

| |Why did Japanese women begin to lose status in the twelfth century? | |

| |Provide examples of Chinese achievements spreading abroad. | |

| |Provide examples of ideas and achievements that China acquired from other cultures. | |

| |Draw a smaller version of The World of Asian Buddhism map. | |

| |When and how did Buddhism initially enter China? | |

| |Why was Buddhism at odds with Chinese understandings of the world in many ways? | |

| |Why did Buddhism take solid root in China within both elite and popular culture between 300 and 800 | |

| |C.E.? | |

|pp. |Why does the author write that “Byzantium has no clear starting point;” why do some historians date |12/9 |

|271-291 |its beginning to 330 C.E., and why is it called Byzantine? | |

| |Compare the Eastern Roman Empire to the Western Roman Empire. | |

| |Draw a smaller version of The Byzantine Empire map. | |

| |Describe the tightly centralized Byzantine state and its government. | |

| |How did the Byzantine centralized state affect people? | |

| |Why is 1453 a critical year in world history? | |

| |Identify significant facts about caesaropapism. | |

| |How did the emperor in Byzantium assume something of the role of both “Caesar,” as head of state, | |

| |and pope, as head of the Church? | |

| |Provide examples of how Orthodox Christianity had a pervasive influence on every aspect of Byzantine| |

| |life. | |

| |Identify significant differences between Eastern Orthodoxy and Latin Christianity. | |

| |What was iconoclasm and why did iconoclasm further divide the Eastern Orthodox Church and the Roman | |

| |Catholic Church. | |

| |What were the Crusades and how did the Crusades make things worse between the Eastern Orthodox | |

| |Church and Roman Catholic Church? | |

| |Describe the Byzantine military innovation known as “Greek fire.” | |

| |Prove that the Byzantine Empire was a central player in the long-distance trade of Eurasia. | |

| |What did the Byzantines preserve? | |

| |Who were Cyril and Methodius and how did they change history? | |

| |What stimulated the development of Kievan Rus? | |

| |What was Prince Vladimir of Kiev searching for and why did he reject Islam but embrace Orthodox | |

| |Christianity? | |

| |What did Rus borrow from its older and more sophisticated neighbor, the Byzantine Empire? | |

| |When and why did Moscow consider itself the “third Rome”? | |

| |How did geography affect the western half of the Christian world? | |

| |What is the traditional date for marking the fall of Rome and what happened on that date? | |

| |What were the effects of the collapse of Rome? | |

| |How did contact with the Roman Empire affect the Germanic peoples and what did Germanic rulers | |

| |embrace? | |

| |Identify significant facts about Charlemagne and his Carolingian Empire as well as the significance | |

| |of the year 800. | |

| |Describe Otto I of Saxony’s Holy Roman Empire. | |

| |Define serf; how did serfs differ from slaves; and provide examples of payments and services serfs | |

| |owed their lords. | |

| |How did the Roman Catholic Church fill the vacuum left by the collapse of empire? | |

| |Explain the investiture controversy and its outcome. | |

| |How had invasions affected Europe and what happened by the year 1000? | |

| |Identify significant facts about the High Middle Ages. | |

| |Identify significant facts about the considerable growth in long-distance trade; describe two | |

| |centers of commercial activity in Europe; and provide significant facts about the population growth | |

| |in towns and cities. | |

| |What opportunities did religious life provide women and why were women often attracted to the | |

| |religious life? | |

| |Identify significant facts about the Vikings. | |

| |Identify many significant facts about the Crusades and describe the very significant long-term | |

| |consequences of the Crusades in Europe. | |

|pp. |Describe the way of life of the Bedouins. |12/16 |

|302-322 |Why did Mecca come to occupy a distinctive role in Arabia? | |

| |Identify significant facts about Muhammad Ibn Abdullah (570-632 C.E.). | |

| |According to Muslim tradition, what began in 610 and why is the Quran important to Muslims? | |

| |According to Muslims, why is Muhammad “the seal of the prophets”? | |

| |Define umma and what did the umma replace? | |

| |Identify and explain the Five Pillars of Islam. | |

| |What is sometimes called the sixth pillar and how does the “greater jihad” differ from its “lesser” | |

| |form? | |

| |Why did Muhammad and his small band of followers emigrate to the more welcoming town of Yathrib, | |

| |soon to be called Medina, the city of the Prophet, in 622; and what does the date 622 mark in the | |

| |Islamic calendar? | |

| |What was membership in the umma based on; who was all authority – both political and religious – | |

| |concentrated in; and what radical changes were introduced? | |

| |What happened in 630 and in 632? | |

| |Define sharia. | |

| |Identify significant facts about the expansion of Islam within a few years of Muhammad’s death in | |

| |632. | |

| |Draw a smaller version of The Arab Empire and the Initial Expansion of Islam, 622-900 C.E. map. | |

| |Why was the Battle of Talas River significant in world history? | |

| |Identify motives driving the creation of an Arab Empire. | |

| |How did Arab views on Islam change by the middle of the eighth century and define “people of the | |

| |book” as well as explain the treatment of dhimmis (protected subjects)? | |

| |Define jizya and why did the jizya encourage conversion? | |

| |Identify significant facts about the Rightly Guided Caliphs (632-661). | |

| |Describe the deepest and most enduring rift within the Islamic world – the Sunni/Shia divide. | |

| |Define ulama and imam as well as how ulama differ from imams. | |

| |Identify significant facts about the Umayyad Dynasty (ruled 661-750). | |

| |Identify significant facts about the Abbasid Dynasty (ruled 750-1258). | |

| |What is sharia based on and why is sharia a blueprint for an authentic Islamic society? | |

| |What do Sufis believe and do as well as why do orthodox religious scholars view Sufis as heretics? | |

| |Identify the mix of rights, restrictions, and protections for women provided by the Quran. | |

| |What did the second caliph, Umar, ask women to do and what practices became standard among the upper| |

| |and ruling classes regarding women? | |

| |What happened in the Islamic world in 1258? | |

| |Identify significant facts about the Sultanate of Delhi. | |

| |Identify significant facts about Sikhism. | |

| |What happened in Anatolia by 1500 and what factors gave rise to the greater number of Islamic | |

| |converts in Anatolia than in India? | |

| |Prove that Islamization did not completely eliminate the influence of Turkish culture. | |

| |What accompanied Muslim traders across the Sahara and how did Islam change West Africa? | |

| |What appalled Ibn Battuta, the fourteenth-century Arab visitor to Mali? | |

| |Identify significant facts about the chief site of the Islamic encounter with Catholic Europe – | |

| |Spain or al-Andalus as it was called by Muslims. | |

|pp. |Draw a smaller version of The Mongol Empire map. |12/23 |

|341-360 |What did the Mongols offer the majority of those they conquered? | |

| |Identify significant facts about Temujin (1162-1227), later known as Chinggis Khan (“universal | |

| |ruler”). | |

| |Identify the various setbacks that marked the outer limits of the Mongol Empire. | |

| |How did the Mongol military reinforce discipline and loyalty among its soldiers? | |

| |How did the Mongols compensate for their own small population and provide examples of how the | |

| |Mongols used conquered peoples in their military forces? | |

| |What is psychological warfare and what role did it serve in the expansion of the Mongol Empire? | |

| |Provide examples of the Mongol policy of religious toleration. | |

| |What was the most difficult and extended of the Mongols’ many conquests, lasting some seventy years,| |

| |from 1209 to 1279? | |

| |What did many Chinese believe the Mongols had been granted and why did many Chinese believe this? | |

| |Identify many significant facts about the Yuan Dynasty or the Mongol Dynasty of China. | |

| |What did Marco Polo observe about the relationship between the Mongols and their Chinese subjects? | |

| |What did the Mongols largely ignore in administering China and what did the Mongols rely on for the | |

| |administration of government? | |

| |Why was Mongol rule in China brief or what factors led the Mongols being forced out of China? | |

| |Compare the Mongol conquest of Persia to the Mongol conquest of China. | |

| |In what year was Baghdad sacked by the Mongols; what Islamic caliphate ended as a result of the | |

| |sacking of Baghdad; and how many people were massacred in the sacking of Baghdad according to | |

| |Hulegu, the grandson of Chinggis Khan? | |

| |Describe Mongol rule in Persia. | |

| |What did Ghazan do in 1295? | |

| |How did the Mongol assault on Russia differ from anything experienced by the Persians or the | |

| |Chinese? | |

| |What was the Kipchak Khanate, what was the “Khanate of the Golden Horde;” and what was the Mongol | |

| |point of view regarding Russia? | |

| |Why could the Mongols dominate and exploit Russia from the steppes? | |

| |What were Russian princes required to send to the Mongol capital at Sarai? | |

| |Why did some Russian princes benefit from Mongol rule and why did the Russian Orthodox Church | |

| |flourish? | |

| |Why was the city of Kiev devastated during the time of Mongol rule and why did the city of Moscow | |

| |benefit from Mongol rule? | |

| |Prove that the Mongol impact on Russia was greater than on China and Iran [Persia]. | |

| |What factors allowed the Russians to break the Mongols’ hold on Russia? | |

| |What brought East Asia, Europe, and the Islamic lands into a single interacting network during the | |

| |thirteenth and fourteenth centuries? | |

| |Provide many examples of how the Mongols promoted international commerce. | |

| |Draw a smaller version of the Trade and Disease in the Fourteenth Century map. | |

| |What event spared Europe the trauma of Mongol conquest? | |

| |Provide examples of the innovations and goods that the Mongol’s facilitated as a result of securing | |

| |the Silk Roads. | |

| |Identify many significant facts about the “plague” or “pestilence” – later called the Black Death – | |

| |that spread as a result of the Pax Mongolica. | |

| |What were the longer-term changes worked in European society as a result of the devastation of the | |

| |Black Death? | |

| |Why have nomads generally received “bad press” in history books? | |

| |What has led to a less critical or judgmental posture toward the Mongols in the twentieth century? | |

|Review |Using either Ms. Napp’s Review Packet titled “The 300 – Give or Take a Few” or a box of World |1/6 |

| |History AP flashcards; review the following terms and then select thirty-five terms that you wish to| |

| |highlight by creating a visual summary of the terms through a creative medium – mural or video or | |

| |cartoon | |

| | | |

| |Shi’ite (Shi’a) Islam Sunni Islam Sufis | |

| |Umayyad Dynasty Abbasid Dynasty Mamluks | |

| |Japanese Feudalism Delhi Sultanate T’ang Dynasty | |

| |Wu Zhao Song Dynasty Genghis (Chinggis) Khan | |

| |Hanseatic League Hapsburgs of Austria Mansa Musa | |

| |Mongol Empire Mongols Yuan Dynasty | |

| |Bubonic Plague Tamerlane (Timur Lang) Renaissance | |

| |Humanism Christian Humanism Sir Thomas Moore | |

| |Leonardo da Vinci Donatello Medici Family | |

| |Niccolò Machiavelli Erasmus Van Eyck Brothers | |

| |Albrecht Dürer William Shakespeare Hundred Years’ War | |

| |Joan of Arc Osman Bey Ottoman Empire | |

| |Selim I Suleiman the Magnificent Ming Dynasty | |

| |Zheng He Aztec Civilization Montezuma | |

| |Tenochtitlán Inca Civilization Queen Isabella/King Ferndinad | |

| |Spanish Inquisition Christopher Columbus Treaty of Tordesillas | |

| |Vasco da Gama Juan Ponce de León Vasco Núñez de Balboa | |

| |Columbian Exchange Cultural Diffusion Atlantic Slave Trade | |

| | | |

| |Source: Packet on Sweet Review Page of Ms. Napp’s Webpage | |

| |[pic] | |

|pp. |What did the early decades of the Ming Dynasty (1368-1644) of China witness? |1/13 |

|370-390 |Describe the Encyclopedia sponsored by Emperor Yongle (reigned 1402-1422). | |

| |Describe the largest and most impressive maritime expeditions the world had ever seen, maritime | |

| |expeditions commissioned by Emperor Yongle himself. | |

| |Why did Chinese authorities simply stop the expeditions after 1433? | |

| |What was a cause of the Hundred Years’ War (1337-1453)? | |

| |Identify significant facts about the Renaissance. | |

| |What did “humanists” reflect on; define secular; and what did Niccolò Machiavelli conclude in his | |

| |famous work The Prince? | |

| |What did the Portuguese initiate in 1415? | |

| |What happened in 1492 and in 1497? | |

| |Identify the many ways in which Chinese and European oceangoing ventures differed. | |

| |What facilitated European entry into the Indian Ocean trade network? Why? | |

| |What was the most impressive and enduring of the new Islamic states – a state that lasted in one | |

| |form or another from the fourteenth to the early twentieth century? | |

| |Draw a smaller version of the Empires of the Islamic World map. | |

| |What happened in 1453 and by 1529 that led many Europeans to speak fearfully of the “terror of the | |

| |Turk”? | |

| |Identify many significant facts about the Safavid Empire and in particular the long-term | |

| |significance of the Safavid Empire. | |

| |Identify significant facts about the Ottoman Janissaries. | |

| |Describe the Songhay Empire and in particular how it derived much of its revenue. | |

| |Identify significant facts about the Mughal Empire. | |

| |Describe the beginnings of the Aztec state. | |

| |Draw a smaller version of The Americas in the Fifteenth Century map. | |

| |Identify significant facts about the Aztec empire and be sure to comment on Tenochtitlán. | |

| |Identify significant facts about the pochteca. | |

| |Explain the Aztec’s cyclical understanding of the world and particularly why the Aztecs engaged in | |

| |human sacrifice. | |

| |Describe the role of women in the Aztec empire. | |

| |Describe the origins of the Inca Empire. | |

| |Compare the Inca Empire to the Aztec Empire. | |

| |How did the Incas ensure the cultural integration of the conquered people? | |

| |Identify significant facts about the mita or labor service in the Inca Empire. | |

| |Describe Inca storehouses and their purposes in the Inca Empire. | |

| |Explain how “gender parallelism” functioned in the Inca and Aztec Empires. | |

| |How did religion link far-flung peoples in the fifteenth century? | |

| |How did the hajj, the pilgrimage to Mecca, bring people together? | |

| |Describe the long-established patterns of trade that were much in evidence during the fifteenth | |

| |century. | |

| |Why did the Silk Road overland network contract in the fifteenth century? | |

| |How did the rise of the Ottoman Empire affect trade? | |

|pp. |Describe the demographic collapse of Native American societies as a result of European conquest. |1/20 |

|406-428 |What did the “great dying” create and what was an effect of the “great dying”? | |

| |Identify many significant facts about the Columbian Exchange and be sure to identify the transfer of| |

| |plants, animals, and people. | |

|NEXT WEEK – |Why did American food crops spread widely in the Eastern Hemisphere and why did these food crops | |

|Midterm |have a profound effect on the Eastern Hemisphere? | |

|Week |What did the silver mines of Mexico and Peru fuel and what did silver enable Europeans to buy? | |

| |What did plantation owners of the tropical lowland regions need and where did they find what they | |

| |needed? | |

| |Prove that the long-term benefits of the Atlantic trade network were very unequally distributed. | |

| |Define mercantilism and what colonies provided in the mercantilist view. | |

| |Describe the distinctive social order that grew up in Spanish colonies and be sure to comment on | |

| |peninsulares, creoles, mestizos, Indians, and Africans. | |

| |Identify significant facts about mestizos. | |

| |How were the indigenous peoples, known to Europeans as “Indians,” treated by Spaniards? | |

| |Describe the second kind of colonial society that emerged in Brazil and in the colonies of the | |

| |Caribbean – the sugar-based colonies. | |

| |Describe the horrendous conditions that slaves encountered on sugar-producing estates. | |

| |What factors produced a substantial mixed-race population in Brazil and identify significant facts | |

| |about mulattoes? | |

| |How was slavery different in North America than in the sugar colonies – be sure to make many | |

| |comparisons? | |

| |How did racism differ in colonial Brazil and North America? | |

| |Why did the British find “only the dregs [that] were left” in the Americas and how did British | |

| |settlers differ from those from Spain? | |

| |What aspects of an old European society did many British settlers seek to escape and what factors | |

| |made it more difficult for British settlers to follow the Spanish or Portuguese colonial pattern of | |

| |sharp class hierarchy, large rural estates, and dependent laborers? | |

| |What religious differences existed between the British colonies in North America and the Spanish | |

| |colonies of Latin America and how did these differences affect the indigenous (Native American | |

| |Indian) populations of the respective colonies? | |

| |Why were British settler colonies able to evolve traditions of local self-government? | |

| |Define yasak and describe the yasak from Siberia. | |

| |How did the Russian expansion into Siberia affect the peoples of Siberia? | |

| |What questions arose as a result of Russia’s straddling of Asia and Europe? | |

| |How did the Russian acquisition of empire differ from that of the Western Europeans? | |

| |Describe the origins of the Qing, or Manchu, dynasty (1644-1912) of China. | |

| |Prove that the Chinese or Qing officials did not seek to assimilate local people into Chinese | |

| |culture and showed considerable respect for the Mongolian, Tibetan, and Muslim cultures of the | |

| |region. | |

| |What was the long-term significance of the new Chinese imperial state? | |

| |What was the result of the incorporation of the heartland of Eurasian nomads into the Russian and | |

| |Chinese empires? | |

| |What was the Mughal Empire a product of? | |

| |Describe the central religious division within Mughal India – what percentage of the population was | |

| |Muslim and what percentage of the population was Hindu. | |

| |Identify significant facts about Mughal India’s most famous emperor, Akbar (ruled 1556-1605). | |

| |Describe Akbar’s policy of religious toleration. | |

| |Identify significant facts about the reign of Mughal emperor, Aurangzeb (1658-1707). | |

| |Identify significant facts about the Ottoman Empire. | |

| |Draw a smaller version of The Ottoman Empire map. | |

|pp. |Describe the arena of Indian Ocean commerce into which Vasco da Gama sailed and what he learned |2/3 |

|435-456 |about Indian Ocean merchant ships. | |

| |What did the Portuguese create in the Indian Ocean and how did this Portuguese creation operate? | |

| |What was a cartaz and how much of the spice trade did the Portuguese control in the Indian Ocean? | |

| |What European country was the first to challenge Portugal’s position and how did this country catch | |

| |up? | |

| |Identify significant facts about Ferdinand Magellan and what his crew discovered. | |

| |Identify significant facts about Manila and what earned the Chinese in Manila Spanish hostility. | |

| |Why were the Dutch the envy of Europe during the sixteenth century; how did the British and Dutch | |

| |organize Indian Ocean ventures; and how did these East India Companies operate? | |

| |Describe what the Dutch encountered on the islands of Indonesia and how the Dutch controlled the | |

| |spice-producing islands. | |

| |How and why did the British East India Company operate in India differently than the Dutch East | |

| |India Company operated in Indonesia? | |

| |What happened when some independent English traders plundered a Mughal ship in 1636? | |

| |What did British merchants come to focus on more heavily in India than pepper and spice? | |

| |What did Portuguese traders and missionaries encounter in Japan when they first arrived in the | |

| |mid-sixteenth century and how did the Portuguese influence Japan by the second half of the sixteenth| |

| |century? | |

| |How did Tokugawa shoguns come to view Europeans by the end of Japan’s civil wars and what actions | |

| |did Tokugawa shoguns take as a result of Europeans? | |

| |Describe the Tokugawa policy of seclusion or isolationism for two centuries from 1650 – 1850. | |

| |What trade gave birth to a genuinely global network of exchange – be sure to include many facts | |

| |about this trade? | |

| |Identify significant facts about the silver mine at Potosí. | |

| |How did the silver trade affect Spain and what prevented Spain from using its silver windfall in a | |

| |productive way? | |

| |Prove that Japan, another major source of silver production in the sixteenth century, did better | |

| |than Spain with its profits from the silver trade. | |

| |How did silver deepen China’s already substantial commercialization? | |

| |What was the Little Ice Age and how did the Little Ice Age affect the fur trade? | |

| |How did the Hurons benefit from contact with Europeans and how were the Hurons harmed by contact | |

| |with the Europeans? | |

| |How did the fur trade negatively affect native Siberians? | |

| |Identify significant facts about the Atlantic slave trade. | |

| |Draw a smaller version of The Atlantic Slave Trade map. | |

| |Define the African diaspora as well as several effects of the African diaspora. | |

| |How did events in the year 1453 affect the slave trade and what were the Portuguese mariners | |

| |exploring at about the same time and why were the Portuguese mariners exploring at that time? | |

| |How did Africans become the primary source of slave labor for the plantation economies of the | |

| |Americas? | |

| |What have scholars argued about the relationship between slavery and European racism? | |

| |Why did Europeans die when they entered the African interior during the early modern era and how did| |

| |Europeans obtain African slaves? | |

| |What happened in the kingdom of the Kongo as a result of the Atlantic slave trade and what did the | |

| |Kongo king Afonso, a convert to Christianity, do in 1526? | |

| |Describe the journey of African slaves to the Americas and why some slave leapt out of boats? | |

| |Where did enslaved Africans come from and what was the overall mortality rate of the Middle Passage?| |

| |What was the chief outcome of the Atlantic slave trade and what impact did the Atlantic slave trade | |

| |have on Africa’s growth and why did the Atlantic slave trade have this impact on Africa’s growth? | |

| |Identify significant facts about the kingdom of Benin, in the forest area of present-day Nigeria. | |

| |Why did the kingdom of Dahomey turn to a vigorous involvement in the slave trade? | |

|Review | Using either Ms. Napp’s Review Packet titled “The 300 – Give or Take a Few” or a box of World |2/10 |

| |History AP flashcards; review the following terms and then select thirty-five terms that you wish to| |

| |highlight by creating a visual summary of the terms through a creative medium – mural or video or | |

| |cartoon | |

| | | |

| |Hernán Cortés Francisco Pizarro Encomienda System | |

| |Hierarchy/Spanish America Amerigo Vespucci | |

| |Ferdinand Magellan Sonni Ali Charles V | |

| |Elizabethan Age King James I King Charles I | |

| |Petition of Right Oliver Cromwell Stuart Restoration | |

| |Habeas Corpus Act Glorious Revolution English Bill of Rights | |

| |Thomas Hobbes Louis XIV Jean Baptiste Colbert | |

| |Indulgences Martin Luther Pope Leo X | |

| |Protestant Reformation Johannes Gutenberg John Calvin | |

| |Catholic Counter-Reformation Council of Trent | |

| |Ignatius Loyola Jesuits King Henry VIII | |

| |Act of Supremacy Peace of Augsburg Thirty Years’ War | |

| |Peace of Westphalia Edict of Nantes Cossacks | |

| |Janissaries Babur Mughal Empire | |

| |Akbar the Great Shah Jahan Ivan III | |

| |Ivan the Terrible Time of Troubles Romanov Dynasty | |

| |Cardinal Richelieu Cape Town/Dutch East India Company | |

| |Copernicus Ptolemy Galileo | |

| |Tycho Brahe Francis Bacon Johannes Kepler | |

| |Sir Isaac Newton Edo Period of Japan Tokugawa Shogunate | |

| |National Seclusion Policy Dutch East India Company | |

| |Qing or Manchu Dynasty Qing Warriors Kangxi | |

| |Qianlong War of Spanish Succession | |

| |British East India Company | |

| | | |

| |Source: Packet on Sweet Review Page of Ms. Napp’s Webpage | |

|pp. |What shattered the unity of Roman Catholic Christianity in the early sixteenth century; where did |2/17 |

|463-484 |the Reformation begin, and what did a German priest, Martin Luther, post on a church door? | |

| |What did Luther state in his document and what made Luther’s protest potentially revolutionary? | |

| |According to Luther, what was the source of his beliefs and of religious authority in general? | |

| |How did some kings, princes, and middle-class urban dwellers respond to the Protestant Reformation? | |

| |Why did Reformation teachings and practices not offer women a greater role in church or society? | |

| |What invention spread the Reformation and what happened to the Reformation as it spread? | |

| |What happened to the French Protestant minority known as the Huguenots on August 24, 1572 and what | |

| |was the Edict of Nantes? | |

| |Identify significant facts about the Thirty Years’ War (1618-1648) and what brought this conflict to| |

| |an end? | |

| |What did Catholics clarify and reaffirm in the Council of Trent (1545-1563); describe the crackdown | |

| |on dissidents and explain the importance of the Jesuits? | |

| |How did New England Puritans differ from Catholic missionaries? | |

| |Prove that throughout the colonial period and beyond, many Mexican Christians took part in rituals | |

| |derived from the past. | |

| |Identify significant facts about Matteo Ricci. | |

| |How did the religious and cultural outcomes of the missionary enterprise differ in the Spanish | |

| |Empire and in China? | |

| |Identify significant facts about how African religious ideas and practices found a place in the | |

| |Africanized versions of Christianity that emerged in the “New World” and specifically the syncretic | |

| |(blended) religions such as Vodou in Haiti, Santeria in Cuba, and Candomble and Macumba in Brazil. | |

| |What did continued Islamization depend on and why were these wandering Muslim holy men often useful | |

| |to rulers and their village communities? | |

| |How did orthodox Muslims view this religious syncretism? | |

| |Identify significant facts about the young Muslim theologian, Abd al-Wahhab (1703-1792). | |

| |Describe the state that was created when Abd al-Wahhab joined forces with Muhammad Ibn Saud. | |

| |What was the Neo-Confucianism of the Ming and Qing dynasties and what did the influential thinker | |

| |Wang Yangmin believe? | |

| |What was kaozheng and what was kaozheng critical of? | |

| |Describe the devotional form of Hinduism known as bhakti and who did bhakti appeal to as well as | |

| |what did the bhakti movement set aside? | |

| |Identify significant facts about the bhakti poet, Mirabai. | |

| |Identify significant facts about Sikhism, a religion founded by Guru Nanak (1469-1539). | |

| |What was the long-term significance of the Scientific Revolution? | |

| |Why is it surprising that the Scientific Revolution first occurred in Europe and not the Arab world | |

| |or China? | |

| |Prove the importance of the autonomy of emerging universities for the development of science in the | |

| |West. | |

| |How did madrassas differ from European universities? | |

| |What did Chinese education focus on and how did this focus affect scientific subjects? | |

| |Prove that Western Europe was able to draw extensively upon the knowledge of other cultures and how | |

| |did this borrowing affect the findings of Copernicus? | |

| |What view did educated Europeans hold of the world derived from Aristotle and from Ptolemy prior to | |

| |the Scientific Revolution and why did this understanding coincide well with the religious purpose of| |

| |the Catholic Church? | |

| |Identify significant facts about Nicolaus Copernicus. | |

| |What did Johannes Kepler and Galileo Galilei conclude? | |

| |Why did the culmination of the Scientific Revolution come in the work of Sir Isaac Newton? | |

| |What was the European Enlightenment and identify significant facts about Adam Smith, John Locke, and| |

| |Voltaire? | |

| |What was the central theme of the Enlightenment and how did the age of Enlightenment also witness a | |

| |reaction against too much reliance on human reason? | |

|pp. |Prove that for much of the seventeenth and eighteenth centuries, the British colonies in North |2/24 |

|501-521 |America enjoyed a considerable degree of autonomy. | |

| |Describe the societies developed by English settlers. | |

|READ |What did the American Revolution grow out of; why did the British abandon its neglectful oversight | |

|ONLY |of the colonies; and how did Britain begin to act like a genuine imperial power? | |

| |Why was the American experience revolutionary and why was the American experience not revolutionary?| |

| |What did the American Revolution initiate and what new ideas contained in the new U.S. Constitution | |

| |put Enlightenment ideas into practice? | |

| |Why was France on the verge of bankruptcy and what happened when the French king, Louis XVI, called | |

| |into session an ancient parliamentary body, the Estates General – be sure to describe the three | |

| |“estates” of France and why representatives of the Third Estate soon organized themselves as the | |

| |National Assembly in 1789? | |

| |How was the French Revolution quite different from its North American predecessor? | |

| |What did initial efforts to establish a constitutional monarchy give rise to in France; what did the| |

| |National Assembly decree the end of; and what happened to King Louis XVI and his Queen, Marie | |

| |Antoinette? | |

| |Identify significant facts about the Reign of Terror and be sure to include information on | |

| |Maximilien Robespierre, the Committee of Public Safety, the guillotine, and efforts to create a new | |

| |society. | |

| |What was the impact of the French Revolution? | |

| |Identify many significant facts about Napoleon Bonaparte (ruled 1799-1814). | |

| |What happened in the colony of Saint Domingue in 1791 and what occurred amid the confusion, | |

| |brutality, and massacres of the 1790s – be sure to include information about Toussaint Louverture? | |

| |Why was the revolution that occurred in Saint Domingue something remarkable and unprecedented? | |

| |Explain the meaning of the cautionary phrase: “remember Haiti” and how did this cautionary phrase | |

| |affect Latin America in particular. | |

| |Why did the Haitian Revolution lead to a temporary expansion of slavery elsewhere and how did | |

| |Napoleon’s defeat in Haiti affect world history? | |

| |Where did the final act in a half century of Atlantic Revolutionary upheaval take place? | |

| |Why were creoles offended and insulted by the Spanish monarchy and what had creole intellectuals | |

| |become familiar with? | |

| |What did Napoleon do in 1808 that led to legitimate royal authority in the Latin American colonies | |

| |being in a state of disarray? | |

| |Why did the process for independence last more than twice as long in Latin America as it did in | |

| |North America – be sure to include facts about Mexico’s move toward independence and particularly | |

| |the two priests, Miguel Hidalgo and José Morelos and the great fear that existed among creole | |

| |landowners in Latin American that had little counterpart in North America? | |

| |Draw a smaller version of the Latin American Independence map. | |

| |Describe nativism or the answer to the dilemma of gaining the support of “the people” used by | |

| |regional military and independence leaders in Latin America such as Simón Bolívar and José de San | |

| |Martín. | |

| |Which groups benefitted little from Latin America’s independence movements? | |

| |Why did no United States of Latin America emerge and what did Simón Bolívar write in despair to a | |

| |friend as his dream of a unified South America perished amid the rivalries of separate countries? | |

| |What did abolitionists seek; what did nationalists seek; and what did feminists seek? | |

| |Why were Enlightenment thinkers in eighteenth-century Europe increasingly critical of slavery and | |

| |how did the actions of slaves themselves likewise hasten the end of slavery? | |

| |What was the last country in the Americas to abolish slavery; when did this country abolish slavery;| |

| |and what persuaded the Russian tsar to free the many serfs of that country in 1861? | |

| |Why were large numbers of indentured servants from India and China imported into the Caribbean, | |

| |Peru, South Africa, Hawaii, Malaya, and elsewhere? | |

| |Prove that newly freed people did not achieve anything close to political equality, except in Haiti.| |

| |How did the end of serfdom in Russia differ from the situation in the Americas and yet why did most | |

| |Russian peasants remain impoverished and politically volatile? | |

| |How did the closing of the external slave trade affect West and East Africa and what was one of the | |

| |justifications Europeans used for their imposed colonial rule on Africa in the late nineteenth | |

| |century? | |

| |What did the French Revolution declare about sovereignty and how did the revolutionary government of| |

| |France with its mass conscription (levée en masse) as well as Napoleon’s conquests stimulate | |

| |nationalism and nationalist sentiment? | |

| |What did nationalism inspire and encourage – be sure to include information about Germany and Italy | |

| |by 1871 and independence movements as well as “home rule” and Zionism? | |

| |What was the “Egypt for Egyptians” movement and what was the Indian National Congress? | |

| |What possibility did the French Revolution raise and what did Olympe de Gouges write and proclaim? | |

| |Where did the first organized expression of the new feminism take place and how did Elizabeth Cady | |

| |Stanton paraphrase the Declaration of Independence? | |

| | | |

| |[pic] | |

| | | |

|pp. |Why did the Industrial Revolution begin in Europe? |3/3 |

|529-549 |Prove that Europe’s Scientific Revolution took a distinctive form in Great Britain, a distinctive | |

| |form that fostered technological innovation. | |

| |What accidents of geography and history also contributed something to Britain’s Industrial | |

| |Revolution? | |

| |Why did individual landowning aristocrats suffer little in material terms from the Industrial | |

| |Revolution? | |

| |Yet why did the British aristocracy decline as a result of the Industrial Revolution? | |

| |What social class benefitted most conspicuously from industrialization and who were the individuals | |

| |of its upper levels? | |

| |Describe the middle class politically and what did they politically favor as well as what was the | |

| |Reform Bill of 1832? | |

| |What ideas characterized middle-class culture? | |

| |What were women in middle-class families increasingly cast as and describe the “ideology of | |

| |domesticity”? | |

| |What group was the overwhelming majority of Britain’s nineteenth-century population – some 70 | |

| |percent or more – and why did they suffer the most and benefit the least from the epic | |

| |transformations of the Industrial Revolution? | |

| |Identify significant facts about the rapid urbanization of British society during the Industrial | |

| |Revolution. | |

| |Describe Britain’s cities during the Industrial Revolution. | |

| |Describe the very different work environment of the industrial factories than the artisan’s shop or | |

| |the tenant’s farm. | |

| |When were trade unions legalized in Great Britain; what were the goals of trade unions; and how did | |

| |one British newspaper describe unions in 1834? | |

| |Identify significant facts about Robert Owen (1771-1858). | |

| |Describe the life and ideas of Karl Marx (1818-1883). | |

| |What did Marx proclaim about capitalism in the Communist Manifesto and why, according to Marx, could| |

| |capitalist societies never deliver on that promise? | |

| |How did Marx describe capitalism; what would the working-class lead; and what kind of society would | |

| |the working-class create – according to Marx? | |

| |Identify significant facts about the Labour Party in Great Britain. | |

| |What was the major factor in producing a moderate working-class movement; what stood between “the | |

| |captains of industry” and the workers; and in what ways had workers bettered their standard of | |

| |living within a capitalist framework? | |

| |In what industry did American industrialization begin and when did industrialization in the United | |

| |States grow explosively? | |

| |What factors combined to make the United States the world’s leading industrial power by 1914? | |

| |What happened in 1892 at the Homestead steel plant and what was intense in the industrial America of| |

| |the late nineteenth and early twentieth centuries? | |

| |Describe the relative conservatism of major American union organizations. | |

| |What factors undermined the class solidarity of American workers as well as reasons for the on | |

| |average higher standard of living for American workers than their European counterparts? | |

| |Identify significant facts about the American “Populists.” | |

| |What did Progressives seek to remedy and how did they seek to remedy these ills? | |

| |What came to be viewed as “un-American” and why? | |

| |Describe Russia at the beginning of the twentieth century and describe most Russians until 1861 as | |

| |well as how Russian nobles differed from their serfs. | |

| |How did Peter the Great implement “transformation from above” in Russia – include many facts about | |

| |his program of westernization as well as the efforts of one of his successors, Catherine the Great? | |

| |Identify significant results of the Crimean War (1854-1856) on Russia as well as the Russian state’s| |

| |efforts to begin a program of industrial development. | |

| |Why did Russian factory workers quickly develop an unusually radical class consciousness and why did| |

| |Russia erupt in spontaneous insurrection in 1905? | |

| |Identify the effects of the 1905 revolution in Russia. | |

| |How did World War I affect Russia? | |

| |Describe political life and social life in Latin America after independence. | |

| | | |

| |[pic] | |

| | | |

|pp. |Describe the new kind of racism – expressed now in terms of modern science – that Europeans |3/10 |

|563-584 |developed during the industrial age – and its hierarchy of races. | |

| |Explain the concept of the “civilizing mission.” | |

| |Describe the concept of “social Darwinism.” | |

| |Identify many significant facts about the Taiping Uprising which set much of China aflame between | |

| |1850 and 1864 – particularly facts about Hong Xiuquan (1814-1864) and the revolutionary change that | |

| |the Taiping rebels wanted as well as Hong Rengan’s plans. | |

| |How was the Taiping Rebellion crushed in 1864 and how many lives were lost as a result of the | |

| |Taiping Rebellion? | |

| |How did opium importation affect China and how did it reverse China’s centuries-long ability to | |

| |attract much of the world’s silver supply as well as provide several facts about China’s opium | |

| |addicts? | |

| |Identify significant facts about Commissioner Lin Zexu and his views and actions regarding opium. | |

| |What was a significant cause of the Opium War in 1839 and what were the British terms of the Treaty | |

| |of Nanjing which ended the conflict in 1842? | |

| |By the end of the century, what had Western nations plus Japan and Russia carved out within China | |

| |and what special privileges were granted? | |

| |Identify many significant facts about the “self-strengthening” movement during the 1860s and 1870s. | |

| |Identify significant facts about the Boxer Rebellion. | |

| |What was the immensely powerful force of Chinese nationalism directed against; what was the Qing | |

| |dynasty’s response to these new pressures; and what happened in 1911 in China? | |

| |Describe the Ottoman Empire in 1750 and how the Ottoman Empire changed by the middle, and certainly | |

| |by the end, of the nineteenth century – be sure to include a fact on “the sick man of Europe.” | |

| |What had the once feared Janissaries, the elite military corps of the Ottoman state become and what | |

| |factors gradually drained the proud sovereignty of the once mighty Ottoman Empire? | |

| |Identify many significant facts about Tanzimat (“reorganization”). | |

| |Describe the revolutionary changes in the legal status of the Ottoman Empire’s diverse communities. | |

| |How did the ulama (religious scholars) and Janissaries react to the modest innovations of Selim III | |

| |and what happened to Selim III in 1807? | |

| |Identify significant facts about the “Young Ottomans.” | |

| |Identify many significant facts about the Young Turks. | |

| |What was the result of the military coup in 1908 which allowed the Young Turks to exercise real | |

| |power? | |

| |What happened to the Ottoman Empire following World War I and what informed the policies of the | |

| |Turkish republic that replaced it? | |

| |What followed the collapse of the imperial system in China in 1911 and what followed the collapse of| |

| |the Ottoman Empire following World War I? | |

| |Identify significant facts about U.S. Commodore Matthew Perry and his arrival in Tokyo Bay in 1853. | |

| |How did successive Tokugawa shoguns give Japan more than two centuries of internal peace – be sure | |

| |to include facts about what the shoguns did to control the restive daimyo as well as its highly | |

| |detailed rules? | |

| |What happened to the samurai in the absence of wars to fight; what did centuries of peace in Japan | |

| |contribute to; and what changes during the Tokugawa era provided a solid foundation for Japan’s | |

| |remarkable industrial growth in the late nineteenth century? | |

| |Why and how had Japan deliberately limited its contact with the West to a single port and how did | |

| |the Japanese authorities treat shipwrecked sailors or whalers? | |

| |Why did United States authorities send Commodore Perry to Japan in 1853? | |

| |What did Japan agree to as a result of Commodore Perry’s arrival in Japan; why did Japan agree; and | |

| |what was the decisive turning point in Japan’s history? | |

| |Identify significant facts about the Meiji Restoration in Japan. | |

| |Describe the widespread and eager fascination with almost everything Western that occurred in Japan | |

| |during the early years of the Meiji Restoration. | |

| |How did this initial wave of uncritical enthusiasm for everything Western begin to change and how | |

| |did the Japanese constitution of 1889 reflect this selective borrowing approach? | |

| |Identify many significant facts about Japan’s state-guided industrialization program. | |

| |Describe the conditions that Japan’s textile workers (mostly female) encountered. | |

| |Why was the budding labor movement crushed in Japan by the end of 1901? | |

| |Why were Western powers persuaded to revise their unequal treaties in Japan’s favor? | |

|pp. |Identify significant characteristics of the second and quite distinct round of European colonial |3/17 |

|590-610 |conquests (the century and a half between 1750 and 1900). | |

| |Draw the Colonial Asia in the Early Twentieth Century map. | |

| |What was the “scramble for Africa”? | |

| |How was the British takeover of the South Pacific territories of Australia and New Zealand during | |

| |the nineteenth century similar to the earlier colonization of North America than to contemporary | |

| |patterns of Asian and African conquest? | |

| |Draw a smaller version of the Conquest and Resistance in Colonial Africa map. | |

| |When did the United States take over the Philippines from Spain and how did 13,000 freed U.S. slaves| |

| |change a West African territory that they renamed Liberia? | |

| |Why were Ethiopia and Siam (Thailand) notable? | |

| |Describe the Western-educated class in the European colonies. | |

| |Identify significant facts about the Indian Rebellion or Sepoy Mutiny of 1857-1858. | |

| |Identify significant characteristics of colonies that had a large European settler population and in| |

| |particular the colony of South Africa. | |

| |What did the Europeans sometimes invent within African colonies? | |

| |Define subsistence farming and why did it diminish in the Age of Imperialism? | |

| |How did a flood of inexpensive textiles from Britain’s new factories affect the lives of tens of | |

| |thousands of India’s handloom weavers? | |

| |Explain “statue labor” in French Africa. | |

| |Describe the most infamous cruelties of forced labor during the early twentieth century in the Congo| |

| |Free State, governed personally by Leopold II of Belgium. | |

| |Explain the so-called cultivation system of the Netherlands East Indies (Indonesia). | |

| |Describe the profitable cash-crop farming that developed in the southern Gold Coast (present-day | |

| |Ghana), a British territory in West Africa. | |

| |Why did specializing in one or two cash crops in many colonies create an unhealthy dependence? | |

| |Describe the working conditions on plantations financed from Europe which grew sugarcane, rubber, | |

| |tea, tobacco, sisal (used for making rope), and more – be sure to note one fact about southern | |

| |Vietnam in 1927. | |

| |What did a 1913 law in South Africa state about land ownership and what was surprising about this | |

| |law? | |

| |Identify significant facts about the rapidly swelling cities of the colonial world. | |

| |How did women’s lives in Africa change as the demands of the colonial economy grew? | |

| |In South Africa what percentage of able-bodied adult men were absent from the rural areas and what | |

| |percentage of women headed households? | |

| |How did colonial rule further the integration of Asian and African economies into a global network | |

| |of exchange? | |

| |What elements of their own modernizing process did the Europeans convey to the colonies? | |

| |Describe India after two centuries of colonial rule by the world’s first industrial society, | |

| |Britain. | |

| |What did Kwame Nkrumah, the first prime minister of an independent Ghana, declare when he | |

| |paraphrased Jesus? | |

| |What generated a new identity for an important minority in the colonies and what did this new | |

| |acquisition provide an escape from in the colonies? | |

| |What did Western-educated people in nineteenth-century India seek and what did Ram Mohan Roy | |

| |(1772-1833) want from the colonial regime? | |

| |What was Christianity widely associated with – especially in Africa and what groups found new | |

| |opportunities and greater freedom in some association with missions? | |

| |Describe how Christianity in Africa became Africanized – be sure to provide many examples. | |

| |Identify significant facts about Swami Vivekananda (1863-1902). | |

| |According to Swami Vivekananda, what could a revived Hinduism offer to a Western world mired in | |

| |materialism and militarism? | |

| |What did Swami Vivekananda say at the World Parliament of Religions held in 1893 in Chicago? | |

| |What did the new notion of Hinduism provide but also what did it contribute a clearer sense to | |

| |Muslims of? | |

| | | |

| |[pic] | |

| | | |

| | | |

|pp. |What had generally maintained the peace among Europe’s major countries since the defeat of Napoleon |3/24 |

|627-647 |in 1815 and what were the two rival alliances in Europe by the early twentieth century? | |

| |Identify significant facts about the assassination of Archduke Franz Ferdinand on June 28, 1914 and | |

| |the effects of the assassination. | |

| |Why was the outbreak of war an accident and what made Europe prone to that kind of accident? | |

| |Why did the Ottoman Empire enter the conflict and why did the United States, after initially seeking| |

| |to avoid involvement in European quarrels, finally join the war? | |

| |Identify facts about “trench warfare,” “total war,” “war socialism,” and the role of women in the | |

| |economy as a result of the war. | |

| |Draw a smaller version of the Europe and the Middle East after World War I map. | |

| |What were the effects of the Treaty of Versailles on Germany? | |

| |What did Ottoman authorities suspect that some of their Armenian population did and what was the | |

| |outcome of that suspicion as well as what happened to the Ottoman Empire and its lands after World | |

| |War I? | |

| |Identify significant facts about the role of the United States after the First World War, Woodrow | |

| |Wilson, the Fourteen Points, the League of Nations, and the principle of collective security. | |

| |What were significant causes of the Great Depression? | |

| |What did John Maynard Keynes, a prominent British economist argue about government actions during | |

| |economic depressions and how did U.S. President Franklin Delano Roosevelt reflect Keynes’ thinking | |

| |in his New Deal programs? | |

| |What were the common features of Italy, Germany, and Japan after World War I? | |

| |Identify significant facts about fascism. | |

| |How did the rise of a fascist movement affect Spain? | |

| |Identify significant facts about Benito Mussolini (1883-1945) and the actions of the Black Shirts. | |

| |What were the Lateran Accords of 1929; how were women portrayed in fascist propaganda; and what did | |

| |the Italian fascists attempt to avenge in 1935? | |

| |How was the leadership of Adolf Hitler (1889-1945) similar to the leadership of Benito Mussolini; | |

| |how did the end of World War I affect the German state; and what myth arose in Germany after World | |

| |War I? | |

| |Identify significant facts about Adolf Hitler’s National Socialist, or Nazi, Party. | |

| |What did Adolf Hitler use the Jews as a symbol of and what were the Nuremberg Laws as well as what | |

| |happened on Kristallnacht? | |

| |Describe the accumulated tensions in Japan in the 1920s. | |

| |What was the Peace Preservation Law in 1925? | |

| |How did the Great Depression pave the way for harsher and more authoritarian action in Japan? | |

| |What beliefs did members of Radical Nationalism or the Revolutionary Right have in common? | |

| |How did Japanese public life clearly change in ways that reflected the growth of right-wing | |

| |nationalist thinking in the 1930s? | |

| |How did Japan emerge more rapidly and more fully than major Western countries from the great | |

| |Depression and how did the government increasingly assume a supervisory or managerial role in | |

| |economic affairs – in addition, define zaibatsu? | |

| |Prove that Japan during the 1930s remained, at least internally, a less repressive and more | |

| |pluralistic society than both fascist Italy and Nazi Germany. | |

| |What ambitions of Germany, Italy, and Japan collided with the interests of established world powers | |

| |such as the United States and Britain that launched a second, and even more terrible, global war? | |

| |Where did World War II begin and include information about the puppet state called Manchukuo as well| |

| |as the significance of the year 1937? | |

| |Prove that Japan was quite dependent on foreign and especially American sources of strategic goods. | |

| |Draw a smaller version of the World War II in Asia map. | |

| |Describe Japan’s military actions in 1940-1941. | |

| |How did the Japanese present themselves as the liberators and modernizers of their Pacific empire | |

| |and did experience show this concern or another concern? | |

| |Identify significant facts about the Japanese attack on the United States at Pearl Harbor in Hawaii | |

| |in December 1941 and the consequence of Japan’s action. | |

| |What nations constituted the Axis powers? | |

| |What nations constituted the Allies? | |

| |[pic] | |

| | | |

|pp. |Identify the steps Hitler took as he prepared the country for war and pursued territorial expansion.|3/31 |

|647-656, 662-668, |Identify significant facts about the Rape of Nanjing in 1937-1938. | |

|and |How were women affected by the Second World War – be sure to include information about “Rosie the | |

|670-673 |Riveter”? | |

| |Identify significant facts about the Holocaust. | |

| |How did the ending of the Second World War affect Europe and Europe’s colonies? | |

| |Identify significant facts about the consolidation and extension of the communist world as a further| |

| |outcome of World War II. | |

| |What did the horrors of two world wars within a single generation prompt and describe its chief | |

| |outcome, the United Nations (UN)? | |

| |Describe the United States – in regards to its foreign policy – following World War I and the United| |

| |States – in regards to its status – following World War II. | |

| |Identify significant facts about the Marshall Plan. | |

| |Describe the European Coal and Steel Community and its evolution into the European Economic | |

| |Community (EEC) and ultimately the European Union. | |

| |Identify significant facts about the North Atlantic Treaty Organization (NATO). | |

| |Describe Japan during American occupation between 1945 and 1952 as well as its “economic miracle.” | |

| |How were the communist revolutions similar to the French Revolution and how were the communist | |

| |revolutions different from the French Revolution? | |

| |Why did communists come to power in Russia in 1917? | |

| |Prove that the Provisional Government was inadequate. | |

| |Identify significant facts about the Bolsheviks and Vladimir Ulyanov, commonly known as Lenin. | |

| |What was Lenin and the Bolshevik Party’s message to the Russian people in the desperate | |

| |circumstances of 1917 and what did Lenin and the Bolsheviks call for? | |

| |Identify significant facts about Russia’s civil war. (1918-1921). | |

| |What did the Bolsheviks – now officially calling their party “communist” – rename their country and | |

| |why did the Soviet Union remain a communist island in a capitalist sea for the next twenty-five | |

| |years? | |

| |How was communism largely imposed on Eastern Europe from outside rather than growing out of a | |

| |domestic revolution as had happened in Russia itself? | |

| |Identify significant facts about the communist movement in Yugoslavia and in particular, its leader | |

| |Josef Broz, known as Tito. | |

| |What significant events occurred in China during the following years: 1949, 1911, and 1921? | |

| |What was the Long March and why was it significant? | |

| |Identify significant facts about the Guomindang, or Nationalist Party, and its leader, Chiang | |

| |Kai-shek. | |

| |How did the CCP or Chinese Communist Party gain support among the country’s peasants? | |

| |How did Japan’s brutal invasion of China affect the civil war in China between the Guomindang and | |

| |the CCP? | |

| |Explain the “totalitarian” model of these communist regimes. | |

| |Look at page 669 in the textbook – identify significant facts about The Marriage Law of 1950. | |

| |Describe the prolonged and difficult process of land reform in China after 1949 and why was it “not | |

| |a dinner party” as Mao Zedong, the communist leader of China, once put it? | |

| |Identify significant facts about collective farms in the Soviet Union from 1928 to 1933 and be sure | |

| |to include the treatment of the kulaks. | |

| |What was China’s Great Leap Forward in the late 1950s and what were the effects of the Great Leap | |

| |Forward? | |

| |Describe the Soviet model of active industrialization – make note of five-year plans and the effects| |

| |of industrialization. | |

| |Identify more facts about The Great Leap Forward of 1958 – 1960. | |

| |What factors threw China into a severe crisis, including a massive famine that brought death and | |

| |malnutrition to some 20 million people between 1959 and 1962? | |

| |Identify significant facts about the Great Proletarian Cultural Revolution. | |

|pp. |Describe the U.S. as World War II ended and what one American economist wrote about American goods |4/7 |

|678 – 687, 694 – |in 1945. | |

|703, and |How did Nikita Khrushchev stun his country and communists everywhere? | |

|715 – 718 |Why did Soviet forces actually invade their supposed allies in Hungary (1956-1957) and | |

| |Czechoslovakia (1968) as well as seriously threaten Poland with similar action in the early 1980s? | |

| |What happened in China following the death of its towering revolutionary leader, Mao Zedong, in | |

| |1976? | |

| |Why is 1989 called the “miracle year”? | |

| |What happened in the Soviet Union in 1991? | |

| |Describe the highly regimented and stagnate Soviet economy. | |

| |What was the moral failure of communism? | |

| |Identify many significant facts about Deng Xiaoping, especially his economic reforms. | |

| |What was the Communist party in China unwilling to relinquish despite its willingness to largely | |

| |abandon communist economic policies? | |

| |How did Deng Xiaoping respond to a democracy movement spearheaded by university and secondary school| |

| |students in the late 1980s in Beijing’s Tiananmen Square? | |

| |Identify significant facts about Mikhail Gorbachev’s economic program launched in 1987 known as | |

| |perestroika or “restructuring.” | |

| |Identify significant facts about Mikhail Gorbachev’s policy known as glasnost or “openness.” | |

| |How did Gorbachev move to end the cold war? | |

| |What events happened during the “miracle year” of 1989? | |

| |Identify significant facts about the short-lived conservative attempt to restore the old order in | |

| |the Soviet Union in August 1991. | |

| |What were the effects of the Soviet collapse – a collapse that represented a unique phenomenon in | |

| |the world of the late twentieth century? | |

| |Draw a smaller version of The Collapse of the Soviet Empire map. | |

| |What were some of the fundamental contradictions in the European colonial enterprise and what were | |

| |some of the factors that gave rise to independence movements in the colonies after the post-World | |

| |War II era? | |

| |How did the British differ from earlier invaders of India and what factors united Indians? | |

| |Identify significant facts about the Indian National Congress (INC) – be sure to note how the INC | |

| |began to change in the aftermath of World War I. | |

| |Identify many significant facts about Mohandas Gandhi (1869-1948) – be sure to include information | |

| |about Satyagraha (“truth force”), views on untouchables, and his views for the future of the | |

| |country. | |

| |What was the All-India Muslim League; why did it form; and who was the leader of the Muslim League | |

| |as well as what did this leader call for? | |

| |How did colonial India become independent in 1947 and what was the consequence of the partitioning | |

| |of the subcontinent? | |

| |Describe South Africa when it became independent of Great Britain in 1910. | |

| |Identify significant facts about apartheid. | |

| |What was the ANC – when was it established and what did it pursue for the first four decades and why| |

| |did its strategies change during the 1950s? | |

| |Identify significant facts about Nelson Mandela as well as the South African government’s response | |

| |to Mandela’s ideas and actions – be sure to include the Sharpeville Massacre and the government’s | |

| |ban and imprisoning. | |

| |What happened in Soweto in 1976 and why did these events occur? | |

| |What pressures did the South African government face and what did the South African government begin| |

| |by the late 1980s as well as what was the outcome of the government’s actions – be sure to note the | |

| |very significant year of 1994? | |

| |Identify significant facts about Mustafa Kemal Atatürk. | |

| |Describe Atatürk’s dramatic national cultural revolution of the 1920s and 1930s – be sure to include| |

| |specific reforms. | |

| |Identify significant facts about Iran in the 1970s – particularly opposition to the | |

| |American-supported government of the shah, Muhammad Reza Pahlavi (reigned 1941-1979). | |

| |What did Ayatollah Ruholla Khomeini believe was the purpose of government? | |

| |What did the new regime of Iran culturally seek for the country and how was this goal achieved? | |

|Review |Using either Ms. Napp’s Review Packet titled “The 300 – Give or Take a Few” or a box of World |4/14 |

| |History AP flashcards; review the following terms and then select thirty-five terms that you wish to| |

| |highlight by creating a visual summary of the terms through a creative medium – mural or video or | |

| |cartoon | |

| | | |

| |Sepoys Sepoy Mutiny Age of Enlightenment | |

| |John Locke Charles de Montesquieu Jean-Jacques Rousseau | |

| |Adam Smith Voltaire Peter the Great | |

| |Catherine the Great Enlightened Despots | |

| |French and Indian War Revenue Act Stamp Act | |

| |Tea Act Thomas Paine American War of Independence | |

| |General George Cornwallis | |

| |Louis XVI Estates General The Estates System | |

| |The French Revolution The National Assembly | |

| |Declaration of the Rights of Man and Citizen | |

| |First French Constitution Second French Constitution | |

| |Committee of Public Safety Maximilien Robespierre | |

| |Jacobins Directory (France) Napoleon | |

| |Napoleonic Code Pierre Toussaint L’Ouverture | |

| |Miguel Hidalgo Treaty of Córdoba Simón Bolívar | |

| |John VI (Portugal) Pedro I and Pedro II (Brazil) | |

| |Muhammad Ali Battle of Waterloo Congress of Vienna | |

| |Jacques Dessalines José de San Martín José Morelos | |

| |Monroe Doctrine Spanish-American War | |

| |Roosevelt Corollary Crop Rotation Enclosure System | |

| |Industrial Revolution Flying Shuttle Spinning Jenny | |

| |Luddites Steam Engine Cotton Gin | |

| |Thomas Edison Henry Ford Marconi Guglielmo | |

| |Orville and Wilbur Wright White Lotus Rebellion | |

| |First Opium War Treaty of Nanjing | |

| |Commodore Matthew Perry Treaty of Kanagawa | |

| |Meiji Restoration Sino-French War | |

| |Sino-Japanese War | |

| | | |

| |Source: Packet on Sweet Review Page of Ms. Napp’s Webpage | |

|Review |Using either Ms. Napp’s Review Packet titled “The 300 – Give or Take a Few” or a box of World |4/21 |

| |History AP flashcards; review the following terms and then select thirty-five terms that you wish to| |

| |highlight by creating a visual summary of the terms through a creative medium – mural or video or | |

| |cartoon | |

| | | |

| |Treaty of Shimonoseki Karl Marx Social Darwinism | |

| |Count Camillo Cavour Giuseppe Garibaldi | |

| |Victor Emmanuel II William I of Prussia | |

| |Otto von Bismarck Franco-Prussian War | |

| |Emperor William II of Germany The Second Reich | |

| |Charles Darwin Alexander II | |

| |Emancipation Edict of Russia The People’s Will | |

| |Russification Alexander Graham Bell | |

| |Samuel Morse Factory Act of 1883 | |

| |Gottlieb Daimler Berlin Conference | |

| |Indian National Congress Platt Amendment | |

| |Abbas I Boer War Union of South Africa | |

| |Spheres of Influence Open Door Policy | |

| |Self-Strengthening Movement Suez Canal | |

| |Society of Righteous and Harmonious Fists (Boxers) | |

| |Boxer Rebellion Boxer Protocol | |

| |Taiping Rebellion Nicholas II [pic] | |

| |Bloody Sunday Duma Peter Stolypin | |

| |Russo-Japanese War Panama Canal | |

| |Triple Alliance Triple Entente | |

| |Archduke Franz Ferdinand Central Powers Allies | |

| |Schlieffen Plan Lusitania Balfour Declaration | |

| |Zimmerman Telegram Woodrow Wilson’s Fourteen Points | |

| |League of Nations Treaty of Versailles | |

| |Women’s Suffrage Movement Weimar Republic | |

| |Russian Revolution Alexander Kerensky | |

| |Vladimir Lenin Bolsheviks April Theses | |

| |Red Army USSR Treaty of Brest-Litovsk | |

| |New Economic Policy Leon Trotsky Joseph Stalin | |

| | | |

| |Source: Packet on Sweet Review Page of Ms. Napp’s Webpage | |

|Review | Using either Ms. Napp’s Review Packet titled “The 300 – Give or Take a Few” or a box of World |4/28 |

| |History AP flashcards; review the following terms and then select thirty-five terms that you wish to| |

| |highlight by creating a visual summary of the terms through a creative medium – mural or video or | |

| |cartoon | |

| | | |

| |Five Year Plans Collectivization | |

| |Atatürk (Mustafa Kemal) Amritsar Massacre | |

| |Mohandas K. Gandhi Muhammad Ali Jinnah | |

| |Muslim League Sun Yat-sen Three Principles of the People | |

| |Kuomindang or Kuomintang (KMT) Chiang Kai-shek | |

| |Rape of Nanjing Pearl Harbor Mao Zedong | |

| |Benito Mussolini Black Shirts Fascism | |

| |Great Depression Francisco Franco | |

| |Anti-Comintern Pact Reichstag Adolf Hitler | |

| |National Socialist Party (Nazis) Third Reich | |

| |Blitzkrieg Munich Conference Neville Chamberlain | |

| |Nazi-Soviet Pact Tripartite Pact Battle of Britain | |

| |Winston Churchill Franklin Roosevelt D-Day | |

| |Manhattan Project Hiroshima Nagasaki | |

| |Holocaust Conferences at Yalta and Potsdam | |

| |Iron Curtain Eastern Bloc (Soviet Bloc) | |

| |Western Bloc Truman Doctrine | |

| |General Douglas MacArthur Korean War | |

| |Warsaw Pact United Nations | |

| |World Trade Organization (WTO) Ngo Dihn Diem | |

| |International Atomic Energy Agency (IAEA) | |

| |Apartheid Cold War Marshall Plan | |

| |NATO (North Atlantic Treaty Organization) | |

| |Chinese Civil War Great Leap Forward | |

| | | |

| |Source: Packet on Sweet Review Page of Ms. Napp’s Webpage | |

|Review | Using either Ms. Napp’s Review Packet titled “The 300 – Give or Take a Few” or a box of World |5/5 |

| |History AP flashcards; review the following terms and then select thirty-five terms that you wish to| |

| |highlight by creating a visual summary of the terms through a creative medium – mural or video or | |

| |cartoon | |

| | | |

| |Great Proletarian Cultural Revolution | |

| |Mao’s Little Red Book Deng Xiaoping | |

| |Tiananmen Square Massacre David Ben-Gurion | |

| |Zionists Berlin Blockade Arab-Israeli War | |

| |Gamal Nasser Six Days’ War Fulgencio Batista | |

| |Fidel Castro Bay of Pigs Invasion Cuban Missile Crisis | |

| |Ho Chi Minh The Nuclear Nonproliferation Treaty | |

| |Camp David Accords African National Congress | |

| |Nelson Mandela Sharpeville Massacre | |

| |African Union Nur Muhammad Taraki | |

| |Reza Shah Pahlavi Ayatollah Khomeini | |

| |Iran-Iraq War Palestine Liberation Organization (PLO) Yāsir ʿArafāt | |

| |Hamas and Fatah Intifada | |

| |Mahmoud Abbas Hezbollah Mikhail Gorbachev | |

| |Glasnost Perestroika Lech Walesa | |

| |Tadeusz Mazowiecki Boris Yeltsin Vladimir Putin | |

| |Dmitry Medvedev Juvenal Habyarimana | |

| |Rwanda’s Tutsi and Hutu European Union (EU) | |

| |NAFTA (North American Free Trade Agreement) | |

| |Organization of Petroleum Exporting Countries (OPEC) | |

| |Hugo Chávez Persian Gulf War Ariel Sharon | |

| |Taliban Al Qaeda September 11, 2001 | |

| |Political Action Party (Mexico) Mahmoud Ahmadinejad | |

| | | |

| |Source: Packet on Sweet Review Page of Ms. Napp’s Webpage | |

| | | |

| |[pic] | |

|Study ( |AP World History Examination |5/11 |

| | | |

| |“Make the most of yourself, for that is all there is of you.” | |

| |~Ralph Waldo Emerson | |

| | | |

Ms. Napp’s Grading Policy:

Examination: 50%; Homework: 35%; Participation: 15%

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