Prologue - Allen D. Nease High School



Mr. Sacerdote Nease High School Pre-IB AP World History Modern [1200-Present]Summer Assignment Part One AMSCO AP Edition World History: Modern [1200-Present]2020 Edition ISBN 978-1-5311-2916-3 Guided Reading & Analysis: IntroductionPages – v – xlReading Assignment: Purpose: The Introduction (xviii) Will Also Include:An Overview of the AP World History Exam (xix), AP Scoring (xix- xx),How This Book Can Help,The Study of AP World History: Modern,The Historical Thinking Skills and Reasoning Processes,The Course Themes, Units and Types of AP Exam Questions That Will Be Involved. 1, Table of Contents IntroductionKey Concepts & Main IdeasYour Reading Notes pages v- xviiiAnalysis: Explain the How/WhyProloguePeriod 1: c. 1200- 1450Period 2: c. 1450 - 1750Period 3: c. 1750- 1900Period 4: c. 1900 - PresentWhy take an AP course?.Why is the information in the prologue relevant to this course?How many of the sections for period one focus on Europe? What does this tell you about the course?What areas of the world will be synonymous with a large portion of the Networks of Exchange from c. 1200 to c. 1450? WHY? What remained constant and what were some of the major changes between 1450 – 1750? Why?Why is 1750 considered to be the start of the Modern World?Why is the 20th c. considered the Century of Warfare?What are some prerequisites for an AP student?Overview of the AP World History Exam Key Concepts & Main IdeasNotes page xixAnalysis- How / Why?How long of a test is AP World?Describe the four sections ?What are primary and secondary sources?AP Scoring – Key Concepts & Main IdeasNotes page xixAnalysisRewrite the scoring scale under notes.What do you believe differentiates those who score a 3, 4, or 5 versus those who score a 1 or 2?The Study of AP World History: Modern Key Concepts & Main IdeasNotes pages xxiAnalysisWhat is meant by: ‘thinking like an historian?’ How & Why will this history course be much more challenging than those you have taken in the past?4A) The Historical Thinking Skills and Reasoning ProcessesKey Concepts & Main IdeasNotes pages xxiiAnalysisList the Six Historical Thinking Skills involved in this class1.2.3.4.5.6.Annotate Bloom’s Taxonomy below:Define ‘Identify’:Define ‘Discuss’:Define ‘Explain’:Define ‘Evaluate’:Define ‘Analyze’: Based on the historical thinking skills listed and your research on Bloom’s taxonomy, most of this course will be taught and assessed at what level(s)? Why do you think this?This course is going to be taught and assessed at a certain level(s), what will you need to do on a regular basis in order to manage time and stress? (Be specific)4B) Historical Reasoning ProcessesList the three ‘Historical Reasoning Processes’ that are listed on page xxii Notes for page xxiii These three reasoning processes will drive most, if not all, of the actual AP Test in May. The AP test will make-up 60% of the test (Source—based Multiple Choice the other 40%). List examples of the types of graphic organizers that you will be able to use that will go with each specific. If you are ‘rusty’ with your graphic organizers, for a start go to Compose a prompt using any unit(s) in the table of contents that would combine two of the three historical reasoning processes and a range of dates (e.g. ‘Between 1200- 1600,’ of 1750- 1914). Yes, there is a reason I am adjusting time frames instead of 1750-1900, I used 1750- 1914- that is ok. Course ThemesThe course is based on Six Course Themes.Every time you consider text always look for the underlying course themes located within your reading.They are obviously interrelated. Notes for pages xxii-xxivAs you read you should break down the readings into one or more of the following course themes:Humans and the Environment ( ),Cultural Development and Interaction ( ),Governance ( ),Economic Systems ( ),Social Interaction and Organization ( ), andTechnology and Innovation ( )Many students like to use an acronym in order to keep the themes easier to remember. One example is: SPICE-TSocialPoliticalInteracting with the EnvironmentCultural,Economic, and Technological AdvancementsMatch each of the items above to the official course theme terminology to the left. Course UnitsThe Course is broken down into four chronological time periods, nine units which are further broken into topics.Confused? Refer to the AMSCO Table of Contents. NOTE:A fair number of teachers also begin the course with a quick look at what AMSCO calls the Prologue, and many teachers refer to as Unit/Topic 0 (events leading up to c. 1200). Notes from the Table of Contents (v-xvii), pages xxiv-xxvi, and or the CED.List each of the Nine Units, their respective range in time, and the topics that are associated with each, for example:TIME PERIOD ONE: c. 1200 to c. 1450The Global Tapestry- c. 1200 – 1450- (7 Topics)Developments in East Asia (this and all others 1200-1450),Developments in Dar al-Islam,Developments in S. and SE Asia,State Building in the Americas,State Building in Africa,Developments in Europe, and Comparison in the Period from c. 1200 to c. 1450 Networks of Exchange- 1200-1450- (7 Topics)The Silk Roads,The topics can be found in the Table of Contents under each unit or I find all of my course information in the Course Examination Description (CED)Answering the AP Exam QuestionsDuring a ‘normal’ academic year, there are four types of questions on the AP World History Examination.Notes from pages xxvi – xxxixWhat are the four different kinds of questions that will be on the exam in May?List the six historical thinking skills that the AP exam will assess.7 A) Section 1: Part A- Multiple-Choice Questions (MCQs/SBMCs) 40% WeightMany teachers refer to the Multiple-Choice Questions (MCQs) as Source-based Multiple-Choice Questions (SBMCs)NOTE: Many students taking the exam in May are not familiar with Source-based Multiple-Choice questions, thus practicing them all year is one key to success. You need a game-plan. Notes from xxviii-xxixMCQs will emphasize the student’s ability to analyze the source and use the historical reasoning skill the question requires.According to the text a student needs a plan of action for answering MCQs consisting of several steps, including?1)2)3) How many MCQs are on the exam?How much time is given to complete this portion of the test?Each MCQ will have how many possible answers?Each MCQ will have how many distracters?7 B) Section 1: Part B- Short-Answer Questions (SAQs) 20% Weight Short Answer Questions (SAQ).Each SAQ will have three parts (A, B, C). Each part will be self-timed at four minutes and twenty seconds.Due to the brevity of each answer a teacher will put forth a template for students to follow (see far right column).If you could write an SAQ rubric, what would it look like?Notes from xxixThis exam will include four SAQs:You will have 40 minutes to answer three of them. Each question consists of three parts, labeled A, B, and C.Describe each of the following:SAQ # 1SAQ # 2SAQ # 3SAQ # 4One Example of an SAQ Template (below): used for each of the three portions- one exception is if the word ‘Identify’ is used in one or more of the parts- more on that later))“C.A.G.E.”Change the prompt into a statement Answer the question at the end of the above statement Give ONE relevant real-world example that supports your answerExplicitly explain the HOW and/or WHY your example supports your answer.The E in C.A.G.E. is where the writer will earn the point.One model has the C & A in one sentence, the G in one to two sentences and the E in three to five sentences.7 C) Section II: Part A- Document-Based Questions (DBQ) 25% WeightMake no mistake, a Document-Based Question (DBQ) is really a Document-Based Essay.Again a DBQ is a DOCUMENT- BASED ESSAY!Notes from pages xxix- xxxiiThe exam includes one document-based question (DBQ) that includes seven documents. The topic of the DBQ will include historical developments or processes between the years 1450-2001. The answer should do all the following:Respond to the entire prompt using a historically defensible thesis or claim that establishes a line of reasoning (add details from page xxx)2.3.4.5.6The DBQ uses a seven-point rubric, describe each area and point value:7 D) Section II: Part B- Long Essay Question (LEQ) 15% WeightLong Essay Question (LEQ): Given a choice of three questions, you will answer one long essay questionNotes from xxxiii – xxxixIn forty minutes, test takers will answer one of three questions with a long essay. All three options focus on the same reasoning process, but on historical developments and processes in different time periods. The first is from 1200 to 1750, the second from 1450 to 1900 and the third from 1750 to 2001.Elaborate on the five basic steps in writing an essay: Analyze the anize the evidence. Take a position and express it in a thesis and introductory paragraph. Write the supporting paragraphs and conclusions. Evaluate the essay.Quick Overview of the LEQ Rubric:What does the College Board demand in a thesis statement?Define: Context: Why is the contextualization point generally found in the opening paragraph prior to the thesis statement? ................
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