AP World History Study Guide and Graphic Organizers – Unit 1
AP* World History Study Guide and Graphic Organizers – Unit 1: Foundations, ~8000 BCE – 600 CE
|Encounters and interactions between |
|societies |
1. Themes in AP* World History
|Changes and continuities across time |
|periods |
|Cultural and intellectual developments |
|Gender and social structures |
|Technological developments |
|Political organization |
|Population shifts |
|Overarching Themes in AP* World History |
|Changes in the environment |
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Why you should know this: Knowledge of these themes assists you especially when developing a thesis for an essay. Moreover, because these themes are overarching, they will most likely be the basis of the essay questions. You should always keep these themes in mind when analyzing civilizations and societies, both when you are comparing two different societies and when you are tracing change over time within a society or region. Note the interaction/relationship between many themes.
Example: Analyze the impact of the Enlightenment
The Enlightenment is an example of an intellectual development that contributed to interactions
between societies (as philosophes contacted each other across countries and continents) and had a profound impact
on gender and social structures as well as political organization.
2. Regions of the World
To make comparisons and analysis of world events easier, the world is divided into geographical regions.
|Region |Modern countries in the region |Historical examples of countries in the region |
|East Asia |China, Japan, North Korea, South Korea |Chinese dynasties, Japanese shogunates |
|Southeast Asia |Vietnam, Thailand, Laos, Cambodia, Indonesia, Malaysia, Singapore, |French Indochina, British colonies, Siam, Angkor Kingdom, |
| |Myanmar, Brunei |Dutch East Indies |
|South Asia |India, Pakistan, Nepal, Bhutan, Bangladesh, Sri Lanka |British India; Indian Ocean Trade |
|Southwest Asia and North |Egypt, Saudi Arabia, Morocco, Israel, Turkey, Iran, Iraq, Afghnstan, |Muslim caliphates, Ancient civilizations (Nile Valley, |
|Africa |Syria, Lebanon, Lybia, Tunisia, Algeria, Jordan, Kuwait, Qatar, UAE, |Mesopotamia, Sumer, Kush, etc.), Hebrew Kingdoms, Ottoman |
| |Yemen, Cyprus |Empire, Persia |
|Central Asia |Russia, Mongolia, the “-stans”, Georgia |Nomad territories, Duchies of Kiev, Moscovy, Mongol Khanates |
|Sub-Saharan Africa |Countries below the Sahara: Nigeria, Somalia, Congo, Kenya, South |Swahili city-states, European colonies, Axum, Transvaal |
| |Africa, Zimbabwe, etc. | |
|Eastern Europe |Poland, Slovakia, Czech Republic, Lithuania, Romania, Bulgaria, Greece, |Partitions of Poland, Austria-Hungary, Soviet satellite |
| |Serbia, Croatia, Kosovo, Hungary, Latvia, Estonia, etc. |countries (Eastern Bloc), Czechoslovakia, Yugoslavia, Ottoman |
| | |Empire, Greek city-states |
|Western Europe |United Kingdom, Ireland, France, Spain, Portugal, Italy, Germany, |Roman Empire, Holy Roman Empire, Gaul, Aragon, Castile, Papal |
| |Austria, Switzerland, Sweden, Netherlands, Denmark, Belgium |States, Prussia, Anschluss, European Union |
|North America |Canada, United States, Mexico |European colonies |
|Latin America |Mexico, Panama, Cuba, Brazil, Argentina, Chile, Peru, Colombia, |Olmec, Maya, Aztec, Inca, Native tribal lands, European |
| |Guatemala, Costa Rica, Paraguay, Venezuela |colonies |
|Oceanía |Australia, New Zealand, Papua New Guinea |European colonies |
Why you should know this: Often, essay and multiple choice questions refer to regions of the world in the prompt. It is important to be familiar with where these regions are located, examples of countries located in the region (modern as well as historically), and to have knowledge of cultural, geographical (physical features), and political characteristics of these regions.
Example: Compare external migrations in TWO of the following world regions (North America, Southwest Asia, Western Europe) from 1914 to the present.
To answer this question, you would need working knowledge not only of migration
patterns in the 20th/21st centuries, but also of the world regions addressed in the question.
Once you have identified what countries exist in that region in the time period requested by
the question, you can begin to identify examples of migration patterns to use in this
comparative essay.
3. Geography of the world
You need a basic understanding of world geography to be successful in AP World History. Most importantly, you need knowledge of the historical significance of major physical features, especially the world’s oceans.
• The Arctic Ocean:
- where: extreme northern hemisphere
- significance: topped with ice for most of the year, location of mythic “Northwest Passage” (passage does exist, but covered by ice most of the year)
• Indian Ocean:
- where: south of South Asia, east of Africa, west of Oceania
- significance: 3rd largest, extensive trade throughout history, earliest traders used monsoon winds to navigate, scene of intense rivalries (especially during European colonial times)
• Atlantic Ocean:
- where: between North/South America and Europe/Africa
- significance: 2nd largest, center-stage of Columbian Exchange, traversed by billions of immigrants
• Pacific Ocean:
- where: between North/South America and Asia/Oceania
- significance: largest, many islands, Bering Sea/Straight (land bridge bringing people into the Americas), scene of intense modern warfare
Why you should know this: Both multiple choice and essay questions may require you to have an understanding of the historical significance of the world’s oceans.
Example:
1. Interactions between Muslims and Europeans during the seventeenth century were most commonly found in
a. the Atlantic Ocean
b. the Arctic Ocean
c. the South China Sea
d. the Indian Ocean
e. the Pacific Ocean
This question is specifically calling on your knowledge of the historical significance of
the world’s oceans and major seas. In the 17th century (1600’s), the most frequented oceans
were the Atlantic and Indian. Contact between Muslims and Europeans would only be
possible in the Indian Ocean. Indeed, remembering that the Indian Ocean was the busiest
ocean in terms of commerce (exotic spices and goods from Asia and India, luxury
commodities from the Middle East) at that time would help you immediately identify the
correct answer.
4. Definition of a civilization
Why you should know this: You may encounter questions that ask you to classify a group of people as a civilization or a society based on characteristics. If you know the traditionally accepted definition of a civilization, then a question such as this would be easy question.
Example:
1. All of the following are common characteristics of a civilization EXCEPT:
a. an established, complex institution such as a government
b. elaborate irrigation techniques
c. multiple large cities
d. agricultural practices
e. specialized workers
The only characteristic listed above that is not included in the accepted definition of
a civilization is (d) agricultural practices. Knowing the definition of a civilization helps you
eliminate incorrect choices.
5. Independent invention vs. diffusion
A major debate in the study of world history is the significance of independent invention and diffusion of ideas. Specifically, a debate surrounds attaching importance to the opposing ideas: Which is more important? Which has led to more progress for any given civilization?
• Independent invention: an idea or technology was invented/created independent of outside influence
• Diffusion: an idea or technology was introduced to a region/society/civilization by members of another civilization
Why you should know this: You may be asked to identify the difference between these two ideas, or evaluate the significance in an essay. Always be aware that these ideas are associated with a great historical debate.
Example:
1. An example of diffusion rather than independent invention is
a. the Sumerian use of the wheel
b. the Mayan concept of zero as a place holder
c. the origin of the Greek alphabet
d. the cultivation of the banana in Southeast Asia
e. the origin of monotheism
The only example of something that originated outside the culture that used it is the
Greek alphabet, which was adapted from the older Phoenician alphabet.
6. The Agricultural Revolution
The first major world event studied in AP World History is the Agricultural Revolution, lasting from about 8000 BCE to about 3000 BCE.
• Agricultural Revolution
- what: implementation of farming techniques, usually followed by the domestication of animals
- where: independent invention/development in this order: Mesopotamia, Egypt, Indus River Valley, Yangtze and Huang He River Valleys, Southeast Asia, Central America, South America (Andes)
^ uncertainty about diffusion vs. independent invention for some areas,
notably Egypt, Indus River, Southeast Asia, and South America
- significance: humans transitioned from foragers to farmers; marked the beginning of the Neolithic Age, impact on gender roles; slash-and-burn techniques led to large migrations of farmers, which led to the spread of the use of agriculture; allowed civilizations to develop (permanent settlements, specialized workers, advanced technology, record keeping, government/institutions)
Why you should know this: The knowledge of the impact of the development and diffusion of agricultural practices is important for multiple choice questions because this theme dominates the beginnings of civilization (River Valley Civilizations)
Example:
1. Early agriculture in the Americas
a. developed as a result of cultural diffusion from the Eastern Hemisphere
b. featured the domestication of larger animals than in the Eastern Hemisphere
c. did not produce the wide variety of crops that the Eastern Hemisphere did
d. saw the rise of the urbanization earlier than did the Eastern Hemisphere
e. saw the rise o urbanization earlier than did the Eastern Hemisphere
Knowledge of a general, relational time-line of the development of agriculture, as well
as the specific characteristics of the development of agriculture would allow you to
eliminate all but (d) which implies development in the Americas before the Eastern
Hemisphere
7. Characteristics of Early Agricultural Civilizations
It is imperative that you know and understand the common characteristics of early agricultural civilizations. Note that the characteristics mentioned below expand on the definition of a civilization.
|Characteristic |Significance |
|Permanent settlements |As people began to farm, they began to settle in one place. Eventually, villages, towns, and cities developed. Important examples of |
| |early permanent settlements are Catal Huyuk and Jericho. Early cities became the focus of a civilization because of their political, |
| |cultural, and economic importance |
|Specialized workers |As farming produced food surpluses, many people did not have to farm and were able to specialize in other areas, such as ceramics and |
| |textile production. As civilizations advanced, people were able to specialize in other professions, such as commerce, civil engineers, |
| |religious leaders, and political leaders |
|Technological innovations |Early agricultural/Neolithic civilizations developed the use of various metals (copper, gold, and bronze in that order) for items such as |
| |weapons and other luxury goods; other examples of technological innovations, largely due to the specialization of workers, include |
| |advanced irrigation apparatus, the wheel, weapons, sundials, etc. |
|Governments |As cities developed in the early civilizations, the inhabitants required large public works projects beyond the scope of private citizens.|
| |As a result, governments formed to organize and oversee the fabrication of roads, irrigation projects, public buildings, etc. and to |
| |regulate commerce (through the establishment of laws, courts, and a system of punishment. Moreover, governments functioned to protect |
| |citizens from invasions and to organize attacks on rival civilizations. Governments also collected taxes from the city dwellers |
|Social Classes |As people settled on land to farm, there were those who laid claim to more land than others, thus forming the first elite social classes. |
| |Early civilizations had an elite social class comprised of large land-owners. Many civilizations, such as Sumer, had a slave class, |
| |although in most cases slaves could buy their freedom. Likewise, men could sell women and children into slavery to pay off debts. |
|Religion |As people began to observe more closely their environment in an effort to increase agricultural productivity, knowledge of seasons and |
| |nature increased. Attempting to explain natural processes and natural disasters, people developed elaborate stories about the origin of |
| |life and rituals to appease gods they perceived as controlling nature. Over time, a group of specialized workers emerged to lead these |
| |rituals and devote their lives to the worship of deities. |
Why you should know this: You will be asked to identify and compare characteristics of early civilizations.
Example:
1. Early urban dwellers
a. were dominated by peoples in agricultural settlements
b. left the pursuit of religious practices to agricultural peoples
c. saw the need for a government
d. were exempt from taxation
e. were offered few opportunities to carry out specialized tasks
Knowing the characteristics would help you eliminate all of the answers except for (c).
8. River Valley Civilizations
You are required to know the characteristics of the River Valley Civilizations, which were the first major civilizations in world history
| |
|River Valley Civilization |Specific Characteristics |Shared Characteristics |
| |earliest civilization |community cooperation to build large public works projects, especially |
| |located between the Tigris and Euphrates Rivers |irrigation projects |
| |Achievements spread to Egypt and Indus Valley |need for cooperation led to the development of increasingly centralized |
| |Technology: bronze, copper, irrigation canals |governments |
| |~3500 BCE: Sumerians settle in southern Mesopotamia |knowledge of metallurgy (whether independently invented or acquired through |
| |cuneiform to write |diffusion) led to advanced tools, weapons, and art |
| |ziggurats as religious monuments |writing system |
|Mesopotamia |Epic of Gilgamesh (flood story similar to Genesis) |development of social classes |
| |flooding required construction of irrigation canals, which required the |use of slave labor |
| |formation of government (city-states) |patriarchy |
| |Social classes: ruling/elite landowning class, slavery |polytheism |
| |Patriarchal: men dominated government and the family |trade with neighboring and far-reaching civilizations |
| |women wore a veil by the 16th century BCE but did have the opportunity to |warfare: internal and external pressures |
| |work outside the home in commerce, religious roles, and in record keeping | |
| |Lack of natural barriers led to frequent invasions of the region: Akkadians, | |
| |Babylonians, Assyrians, Persians | |
| |Babylonian King Hammurabi: Code of Hammurabi |Shared Characteristics |
| |Distinction between class and gender in punishments |community cooperation to build large public works projects, especially |
| | |irrigation projects |
| | |need for cooperation led to the development of increasingly centralized |
| | |governments |
| | |knowledge of metallurgy (whether independently invented or acquired through |
| | |diffusion) led to advanced tools, weapons, and art |
| | |writing system |
| | |development of social classes |
| | |use of slave labor |
| | |patriarchy |
| | |polytheism |
| | |trade with neighboring and far-reaching civilizations |
| | |warfare: internal and external pressures |
| | | |
| |~3000 BCE | |
| |Nile River Valley | |
| |Irrigation canals to channel annual floodwaters, construction of which led to| |
| |the establishment of government | |
| |some major cities, but mostly agricultural settlements | |
| |trade along the Nile connected villages | |
| |Pharaoh held significant power and authority, constructed pyramids to serve | |
|Egypt |as tombs | |
| |polytheistic religion | |
| |mummification exemplifies belief in afterlife | |
| |Defined social classes, opportunity for commoners to rise in status through | |
| |government jobs | |
| |Patriarchal: women rarely served in government (regents of young pharaohs, | |
| |priestesses, scribes) | |
| |Gained knowledge of bronze tools from Mesopotamia, iron working from the Kush| |
| |hieroglyphics developed (possibly) from cuneiform as a result of trade | |
| |Protected from invasion by surrounding desert | |
| |~2500 BCE | |
| |Indus River Valley (modern Pakistan) | |
| |unpredictable flooding of the river | |
|Indus Valley |Harappa and Mohenjo-Daro: cities with streets in a grid | |
| |Technology: running water and sewage systems in houses | |
| |Harappan writing remains elusive (not yet deciphered) | |
| |Archeological evidence of trade between Mesopotamia and Harappa (Persian | |
| |Gulf) | |
| |~1500 BCE: Aryans invade and conquer Indus River Valley | |
| |Blending of Aryan and Harappan cultures had significant impact on the future | |
| |Indian civilization | |
| |~1760’s BCE – 1120’s BCE | |
| |Most isolated: Deserts, mountains, seas | |
|Shang Dynasty/ Huang He |Trade: Southwest and South Asia | |
|Valley |Shang dynasty was earliest to leave written records | |
| |Technology: bronze (from Mesopotamia by means of migrations), ironworking | |
| |(~1000 BCE) | |
| |Flooding of Huang He led to irrigation projects which called for the | |
| |development of central rule, strengthening Shang power | |
| |Walled cities along river served as cultural, military and economic centers | |
| |Rulers built elaborate palaces and tombs | |
|Shang Dynasty/ Huang He |Early writing used on oracle bones | |
|Valley |Social classes: rulers, artisans, peasants, slaves | |
| |Patriarchal, although prior to Shang rule Chinese society was matrilineal | |
| |Ancestor veneration | |
| |Shang fell to Zhou: mandate of heaven called for an end to Shang rule, Zhou | |
| |continued trend of centralization of government | |
| |developed later than Eastern Hemisphere civilizations | |
| |developed along smaller rivers and streams as compared to other River Valley | |
| |civilizations | |
| |llama was largest animal | |
| |Technology: copper, irrigation systems | |
|Mesoamerica and Andean S. |Olmecs, Maya constructed pyramids and temples | |
|America |Polytheistic | |
| |Quetzalcoatl: god that would return to rule people | |
| |Social classes: ruling elite and priests at top, commoners and slaves at | |
| |bottom | |
| |Mayan Innovations: calendar, system of writing using pictographs, idea of | |
| |zero as placeholder, discoveries and knowledge of astronomy and time | |
| |Mayan political organization: city-states ruled by kings | |
| |Mayan kings frequently fought each other, with prisoners of war taken as | |
| |slaves or for religious sacrifices | |
| |Andean civilizations isolated by mountains and lack of pack animals | |
| |Andean government: city-states separated by mountains | |
Why you should know this: You are required to know general (shared) characteristics of all River Valley Civilizations as well as specific characteristics of two civilizations for both the AP test
Example: Compare and contrast the political and social structure of TWO of the following River Valley Civilizations:
Mesopotamia, Indus Valley, Huang He Valley, Egypt, Mesoamerica, Andean civilization
To write this essay, specific knowledge of two river valley civilizations is required. You need to point out specific
examples of similar characteristics to make the direct comparisons, as well as working knowledge of the general
characteristics to fill in any gaps and give you more examples.
9. Classical Civilizations
Classical civilizations are defined as those that had a large, enduring influence over a large number of people. Thus, classical civilizations are important topics in AP World History due to the impact of these civilizations. Classical civilizations include the Zhou, Qin, and Han dynasties of China, the Mauryan and Gupta dynasties of India, the Persian Empire, the Greek city-states, Alexander the Great’s Empire, and the Roman Empire.
|Classical Chinese Dynasty |Specific Characteristics |Significance |
| |- 1029 – 258 BCE |increasingly centralized government with growing |
| |- used mandate of heaven to claim authority |bureaucracy |
|Zhou |- worked to centralize the government |expanding influence to include most of east and southeast|
| |- expanded territory to the south (Yangtze River Valley |Asia |
| |- rulers (emperors) referred to themselves as Sons of Heaven |increase in production of luxury goods, such as silk |
| |- standardized spoken language |increase in trade along Silk Roads |
| | |most advanced classical civilization, especially in terms|
| | |of technology |
| | |basis of tradition established: patriarchy and government|
| | |rule based on Confucian values |
| |221 – 202 BCE | |
| |dynasty name gave name to country | |
|Qin |expanded territory to the south (northern Vietnam) | |
| |construction of the Great Wall | |
| |standardized: weights, measures, money, written language | |
| |silk production encouraged and increased | |
| |construction of new roads | |
| |200 BCE – 220 CE | |
| |bureaucracy strengthened | |
| |expanded territory south and west (central Asia, Korea, Indochina) | |
| |civil service exams based on Confucian values | |
|Han |trade increased (Silk Roads) | |
| |relative time of peace | |
| |patriarchy strengthened | |
| |technology: iron production, canals, irrigation systems, ox-drawn plows, collar for beasts of burden, | |
| |paper manufacture, water-power mills | |
| |social structure: elites, peasants, artisans, unskilled laborers | |
|Classical India |Specific characteristics |Significance |
| |~1500 BCE, Aryans invade |Aryans had huge influence over region, and their traditions |
| |Vedas: oral stories brought by Aryans, later written in Sanskrit |and customs continue to influence India today |
| |Vedic Age: early classical India (1500-1000 BCE) |Development of Hinduism and Buddhism |
| |Epic Age: period when great epics, such as the Ramayana, were created (1000-600 BCE) |Pattern: Periods of flourishing, united civilization |
|Aryan India |Upanishads: basis for Hindu religion, collection of religious poems based on the Vedas |followed by disintegration of the kingdom and fall to |
| |patriarchy |outside invaders |
| |social structure: distinctive/defined class system with Aryans on top, Dravidians (native Indians) below; largely based on |Caste system: increasingly rigid and defined throughout the |
| |ethnicity and complexion of skin (lighter-skinned Aryans vs. darker-skinned Dravidians); during Epic Age, Priests (Brahmins) |classical time period |
| |became more important than the warrior/ruler class; untouchables = those outside of the social class system who performed |increase in trade, especially along Silk Roads |
| |“undesirable” jobs; gradually became a very rigid caste system |Pattern: dramatic increases in technological and scientific |
| |Religion: Aryans imposed their polytheistic beliefs which gradually blended with indigenous beliefs to form Hinduism |discoveries, which had enormous impact as these ideas spread|
| | |to the West |
| |322 BCE – 230 BCE | |
| |After Epic Age, India divided into 16 states, with Magadha the strongest | |
| |Chandragupta founds Mauryan dynasty | |
|Mauryan Dynasty |large army, united almost all of Indian subcontinent | |
| |large bureaucracy established | |
| |Ashoka (grandson of Chandragupta) known for ruthless conquering of India, later converted to Buddhism and helped spread Buddhism | |
| |along the roads of India | |
| |construction of roads that connected to China’s Silk Roads | |
| |After Ashoka’s death, kingdom divided again and invaders from the North ruled India until the Gupta’s rose to power | |
|Gupta Dynasty |320 CE – 550 CE | |
| |Hindu rulers, reinforcement of Hindu values, but Buddhism was tolerated | |
| |local rulers retained control over local territories, provided they complied with Gupta law | |
| |Religion: solidification of Hindu values and traditions, construction of Hindu temples; Buddhism spread through urban monasteries | |
| |Patriarchy: women gradually lost status and privileges, married at younger age, sati (widow suicide by burning) | |
| |Sanskrit becomes language of educated | |
| |Technology/discoveries: zero as placeholder, Arabic numerals, decimal system, knowledge of astronomy, knowledge of surgical | |
| |procedures and the prevention of illnesses | |
| |Trade: increase in volume of trade, especially with the East | |
|Classical Middle East |Specific Characteristics |Significance |
| |550 BCE |Large empire “at the center of the world” |
| |Cyrus the Great, first conqueror, expanded territory to include most of Southwest Asia |coming together of many cultures |
| |noted for tolerance of minorities |roads facilitated trade and communication between east and |
|Persia |Religion: Zoroastianism, emphasized rewards in the afterlife for living a good life, or punishment for leading a bad life |west |
| |Technology: ironworking which spread throughout the empire |rivalries between Persians and Greeks led to wars |
| |Public works: extensive road system (The Persian Royal Road) to link all parts of the empire | |
| |Trade: with West (Phoenicians, Greeks) and East (India, China, Southeast Asia) | |
|Classical Mediterranean |Specific Characteristics |Significance |
| |1700 BCE, Greek migrations into the peninsula |Political patterns established during the classical time |
| |800 BCE, Greeks adopt alphabet from Phoenician traders |continue to have an influence on the modern world |
| |Geography: mountains and islands prevent to complete unification of Greek peoples under one ruler (instead Greece was a|Cultural traditions and customs shaped the arts for |
| |collection of loosely allied city-states); coastline allowed for easy access to the sea for trade and food |centuries |
| |City-states: polis in Greek, Athens and Sparta were two of the largest and were also rivals |development of major world religion: Christianity |
| |Sparta: aristocratic government; focus on strong military; slave labor; emphasis on agriculture |extensive trade brought new ideas and products to the region|
| |Athens: development of democracy (Pericles); many achievements in math, science, the arts, and philosophy; emphasis on |use of slave labor ultimately led to decline in economic |
|Greece |trade; slave labor |expansion |
| |Persian Wars: alliance of Athens and Sparta to defeat invading Persians | |
| |After Greek victory, Athens dominates Greek city-states | |
| |distrust for Athenian rule led to Peloponnesian Wars in which the city-states of Greece allied with either Athens or | |
| |Sparta; Spartan victory coupled with widespread plague led to a deterioration of the power of Greek city-states | |
| |Culture: Greek theatre (tragedy and comedy); Olympic games; polytheistic religion with gods and goddesses vying for | |
| |power and displaying human characteristics; Aristotle and the foundation of Greek philosophy | |
| |Expansion: Greek settlements/colonies throughout the Mediterranean (Italy, Eastern Mediterranean, Black Sea) | |
| |336 - 323 BCE | |
|Alexander the Great |Conquered Greece, Persia, Egypt, Syria, Palestine, parts of India | |
| |Hellenistic culture: blending of Greek, Phoenician, Persian, Egyptian, and Indian cultures; later adopted by Romans | |
| |Trade: Alexander’s empire solidified trade contacts between Asia and the Mediterranean world | |
| |Stoicism: use powers of reason to lead virtuous lives and assist others; popular philosophy during Hellenistic Age | |
|Alexander the Great |Achievements: Euclidean geometry, Pythagorean Theorem, knowledge of anatomy, circumference of the world; geocentric | |
| |theory (Ptolemy) | |
| |800 BCE: Kingdom of Rome |
| |509 BCE: king overthrown by aristocracy, beginning of Roman Republic ruled by the Senate (aristocrats) |
| |Expansion: Punic Wars bring defeat of Carthaginians (prime rivals) and domination of the Mediterranean; continued |
| |expansion in North Africa, Western Europe, and the Eastern Mediterranean coastal lands |
| |45 BCE: advent of Julius Caesar, beginning of transition from Republic to Empire |
| |27 BCE: Augustus Octavian Caesar becomes Emperor, beginning of Pax Romana |
| |Technology: large public works, such as aqueducts, roads, bridges; architecture such as the coliseum, roman arches |
| |(adopted from Greek architecture) |
|Rome |Achievements: common coinage, common language (Latin), continuation of Greek/Hellenistic traditions and beliefs |
| |(alphabet, philosophy) |
| |Trade: extensive trade in Mediterranean and with the East along the Silk Roads in the Middle East |
| |Religion: Roman polytheistic religion based on Greek gods and goddesses; development of Christianity after birth and |
| |life of Jesus Christ in Judea |
| |Social structure: patriarchal; use of slave labor |
| |Government: during Republic, codification of Roman laws called the Twelve Tables (innocent until proven guilty; |
| |defendants may confront accusers in court; judges can nullify unjust laws); during Republic, legislative Senate with |
| |executive Consuls (two) and power to elect dictator in times of trouble; during Empire, rule of Emperor with Senate as |
| |advisors |
Why you should know this: You are required to know specific characteristics about the Classical civilizations, as well as the significance of these civilizations in terms of their impact at the time, and the lasting influence these civilizations produced. You will be asked multiple choice questions about specific characteristics of each. You will also be asked to make comparisons between the classical civilizations. Comparative questions may be in the form of multiple choice or a comparative essay.
Example:
1. Under both the Han and Roman empires
a. imperial roads were connected to the Silk Roads
b. new territories were added to the empires
c. a time of peace settled over both empires
d. enduring cultural traditions were established
e. all of the above.
Knowing a combination of specific characteristics and the significance of classical
civilizations would lead you to the correct answer choice (e).
10. Belief Systems and Religions of the Classical Period
Religious beliefs had an enormous impact on the political and social structures of classical civilizations. Moreover, religious beliefs helped define the cultural characteristics of these civilizations. An intimate knowledge of the fundamental beliefs, the impact of those beliefs on society, and the spread of these beliefs is required of AP World History students
1. Polytheism
• characteristic of early agricultural (River Valley) civilizations and Classical Mediterranean religions
• animism: form of polytheism in which gods/goddesses are found in naturally occurring objects (trees, stones, plants); characteristic of African and Polynesian religions
2. Hinduism
• developed from the literature/oral traditions of the Aryans in present-day India
• no single founder
• polytheistic: many gods, principle gods were Vishnu (provider) and Shiva (destroyer)
• Brahmins were priests, at the top of social structure
• Brahama = divine essence; meaningful life is union with Brahma through reincarnation (this is called moksha and means the soul no longer experiences suffering)
• karma = a person’s good and bad deeds; determines form of reincarnation
• dharma = moral code to guide life and actions
• worship of cattle as sacred (housing reincarnated souls); consumption of beef forbidden
• Significance: religious beliefs reinforced caste system, strengthened patriarchy by stressing obligations to community and family; beliefs continue to influence Indian society today
• Spread: Hindu beliefs spread along the Silk Roads and to Southeast Asia via Indian Ocean trade
3. Buddhism
• developed by Sidartha Gautama and his followers in Northeastern India in the mid 500’s BCE; “Buddha” = the enlightened one, but NOT a deity
• Similar to Hinduism: relief from worldly suffering through the union of soul with divine spirit (nirvana); belief in reincarnation
• Departures from Hindu beliefs: stressed equal treatment of all people (therefore opposed to caste system)
• Ideas of equality appealed especially to those of the lower classes
• Spread: Buddhist monasteries established along trade routes; monks and nuns hosted travelers and spread beliefs; Mauryan emperor Ashoka promoted Buddhism after he converted
• Significance: Buddhism achieved widespread popularity, especially in East and Southeast Asia, although it lost popularity in India itself; offered an alternative to Hinduism for those in the lower castes, providing these people with hope for a better life in the future
4. Confucianism
• Emerged during the Era of Warring States (between Zhou and Qin dynasties)
• Kung Fu-tse (Confucius): Chinese scholar and philosopher who studied the literature of the Zhou period and developed a theory of how to establish stability in China
• Confucius taught that good, stable government depended on educated civil servants and adherence to virtue; specifically stressed a series of patriarchal relationships such as obedience and loyalty to the emperor, filial piety and veneration of ancestors
• Followers recorded Confucius’ teachings in the Analects, which became the basis of the program of study for those wishing to enter China’s bureaucracy (after the Han established the civil service examinations)
• Significance: Confucius’ teachings became the cornerstone of Chinese tradition and culture; civil service examinations provided a greater level of competency among government employees; Confucianism supported autocratic government in China and preserved patriarchal social structures/gender roles; continues to have an influence in much of East Asia today
• Spread: although Confucianism remains primarily a Chinese belief system, elements of Confucianism have been adopted in areas that fell under Chinese control (such as Korea and Vietnam) or in areas that imported heavily from Chinese culture (such as Japan)
5. Daoism
• Emerged during the Era of Warring States (between Zhou and Qin dynasties)
• Lao-zi (Lao-tsu) = founder of philosophy
• Philosophy: balance in nature (yin and yang) is preferable; human understanding of nature and harmonious balance achieved by following “the Way” (the life force found in nature)
• Political affiliations: Daoism, in stark contrast to Confucianism, teaches that political activism and education are not necessary to harmony in nature because the natural flow of events would resolve problems
• Significance: the Chinese adapted some Daoist principles to fit with Confucianism to reinforce ideas about responsibility for the community and the importance of meditation; ideas have influence on modern pop-culture (the Force, in Star Wars)
• Spread: Daoism, like Confucianism, remains primarily a Chinese belief system, however, elements of Daoism have been adopted in areas that fell under Chinese control (such as Korea and Vietnam) or in areas that imported heavily from Chinese culture (such as Japan)
6. Judaism
• ~2000 BCE: migration of Abraham from Mesopotamia to Canaan; followers called Hebrews
• Monotheistic: the first people to have a monotheistic religion; have a covenant in which Yahweh is their god and Jews are his followers; history recorded in Torah (Hebrew scriptures, Old Testament of Christian Bible)
• History: migration out of Canaan to Egypt (famine?); enslaved by Egyptians; exodus and freedom from slavery led by Moses; receipt of the Ten Commandments as law for the Jews; return to Canaan (Palestine) and establishment of theocracy (rule by religious leaders); establishment of Kingdom of Israel under Saul; Jerusalem becomes capital of Israel under David; kingdom weakens under Solomon (taxes); division of Israel into two kingdoms, Israel (North) and Judah (South); Northern kingdom fell to Assyrians, 722 BCE, leading to first Jewish diaspora; Southern kingdom fell to Babylonians (Chaldeans) in 586 BCE and Jews taken into captivity in Babylon; Persian invasion led by Cyrus the Great led to renewed freedom for Jews; Jews return to Palestine, which remains under Persian control until becoming a part of the Roman empire (province of Judea, 63 BCE); 132 CE: rebellion of Jews against Romans led to second diaspora
• Spread: Followers of Judaism did not try to convert others to their religion
• Significance: first monotheistic religion; foundation for future monotheistic religions of Christianity and Islam; pattern of persecution against Jewish people continues even today
7. Christianity
• 4-6 BCE: birth of Jesus Christ, believed Messiah prophesized by Jewish faith
• History: Jesus, as an adult, traveled around Judea, accompanied by 12 disciples, preaching forgiveness of sins; called the Christ = “anointed”; Jesus’ teachings perceived as a threat to Jewish and Roman authority in the region; trial and execution of Jesus; resurrection of Jesus and foundation of Christianity as followers of Jesus traveled the Roman empire spreading Jesus’ message; accounts of Jesus’ life and teachings found in New Testament of Christian Bible
• Spread: missionaries used Roman roads to spread the message of Jesus; religion spread rapidly throughout the empire, although for the first few hundred years it was not openly tolerated; as Christianity gained popularity, Roman Emperors accepted its existence and later emperors even converted, establishing Christianity as the official religion of the Empire; after the collapse of the western half of the empire, Christianity spread further north in Europe and East into Eastern Europe, the Balkans, and Russia
• Significance: Christianity continues to have an enormous influence on Western Culture and is considered one of the West’s most important cultural heirlooms from Roman times; Christianity had wide appeal among the poor and among women because its stress on the concept of equality in faith; served as a unifying force among Europeans after the fall of the Roman Empire; earliest organized Christianity in the form of Catholicism, which had a significant influence on Medieval and Early Modern European rulers
Why you should know this: You are required to know the fundamental beliefs of the world’s major religions as well as the impact of these religions on the societies they touched. You must be familiar with the interaction/relationship between these religions and the political and social structures they influenced. You must also be aware of specific cultural characteristics displayed by each
Example: Using the following documents, analyze the responses of the spread of Buddhism in China. What kinds of additional documents would you need to evaluate Buddhism’s appeal in China?
To answer this question, you would need outside information about the basic,
fundamental beliefs of Buddhism to help interpret the documents. Additionally, you would
need to know the fundamental beliefs of Confucianism in order to help you interpret how a
follower of Confucianism might perceive Buddhism. Moreover, you would need to understand
the history behind the development of both religions and how Buddhism came to China. You
would also need to be aware of the significance of Confucianism in China: Confucius beliefs
were at the heart of Chinese government and a new religion might upset/destabilize the
authority of the government.
11. The Decline of Classical Civilizations
You will need to know and be able to compare circumstances surrounding the fall of classical civilizations (Rome, Han China, and Gupta India)
|Classical |Specific causes for fall |Shared characteristics |
|Civilization | | |
| |start of decline: 100 CE |weak emperors, deflection of power to military leaders |
| |decline of interest in Confucianism and stress on education |decline in trade |
|Han China |social unrest |taxes overburden peasants |
| |pressure from neighboring tribes |population decline/epidemic diseases |
| | |bad harvests |
| | |poverty gap, especially with regards to land ownership |
| | |decline in morality |
| | | |
| | |Shared Characteristics |
| | |weak emperors, deflection of power to military leaders |
| | |decline in trade |
| | |taxes overburden peasants |
| | |population decline/epidemic diseases |
| | |bad harvests |
| | |poverty gap, especially with regards to land ownership |
| | |decline in morality |
| |collapse of traditional values among the elite | |
|Rome |dependence on slave labor | |
| |use of non-Romans in the army | |
| |inability to effectively rule large empire | |
|Rome |cessation of inflow of resources due to cessation of wars of conquest | |
| |regional leaders gained more power at the expense of the power of the | |
| |Gupta rulers | |
|Gupta India |traditional values persisted | |
Why you should know this: You will be asked to identify specific reasons for the collapse of classical civilizations, and you may be asked to compare the collapse of classical civilizations in an essay. Additionally, you could be asked to analyze changes in classical civilizations, so you would need to know about the development of these civilizations as well as their decline.
Example:
1. The declining years of Han China and the Roman Empire shared all of the following EXCEPT
a. a decline in morality
b. epidemic disease
c. assimilation of invading peoples into imperial culture
d. unequal land distribution
e. decline in trade
If you know the shared characteristics of classical civilizations in decline, you would
know that the only characteristic not shared by both is answer choice (c).
12. The Aftermath of the Fall of Classical Civilizations
It will be important for you to understand how these civilizations transitioned from classical times to Medieval times.
|Han China |Rome |Gupta India |
|Daoism and Buddhism gain popularity |small landowners forced to sell to large landowners |Invaders from central steppes |
|Invasions from nomads (Hsiung-nu) |large landowners became increasingly self-sufficient, leading to a decline in trade, which led|from ~500 CE to ~600 |
|political decentralization |to a decline in urban populations |local rulers (Rajput) replace |
|589 CE: Sui dynasty reestablishes order in|Conflict with large Christian minority |centralized rule of Guptas |
|China |Constantine established second capital at Byzantium (Constantinople) and converted to |interest in Buddhism declined, |
|Confucian culture/traditions kept by the |Christianity |while adherence to Hindu |
|elite classes |Western portion of empire steadily declined, while eastern portion thrived and continued to |traditions continued |
|invading nomads settled and assimilated |trade with the East | |
|into Chinese culture |Huns migrate out of Central Asia, pressuring Germanic tribes of Central Europe to | |
| |migrate/invade the Roman Empire | |
| |Germanic tribes establish kingdoms within Roman empire, eventually overthrow western emperor | |
| |by 476 CE | |
| |Eastern portion (becoming the Byzantine Empire) faced less pressure from outsiders and more | |
| |economic prosperity, center for arts | |
| |Attempt to revive empire during the rule of Justinian (Byzantine emperor), but unsuccessful | |
| |cities in the west deteriorated and culture/intellectual life declined | |
| |centralized government replaced by allegiances to Germanic kings | |
Why you should know this: You will be asked, most likely in the form of a multiple choice question, to identify events and patterns happening as classical civilizations collapsed and entered the “Medieval” time period.
Example:
1. The decline of Han China
a. saw the end of Chinese established traditions
b. like Rome, saw invaders permanently dominate the empire
c. witnessed Daoism, rather than Confucianism, gaining popularity
d. was the end of Chinese dynastic rule
e. resulted in the decline of Buddhism in China
After considering the choices, (c) stands out as the only possible correct answer
because it is the only one that is true. Knowing what happened after the collapse of classical
China would lead you to this answer.
13. Interactions between Civilizations of the Classical Period
In addition to knowledge of the specific characteristics of Classical civilizations, you are required to know about types of interactions, such as invasions (many of which have already been discussed) and trade
1. Rivalries along the Nile
• Kingdom of Kush south of Egypt: admired Egyptians and adopted aspects of their culture, such as hieroglyphics and religious beliefs
• Kush conquer Egypt ~750 BCE during a time when Egypt was weak
• Kush conquered by another rival kingdom, Axum ~300 CE
• Another rival kingdom, Ethiopia, was a Christian kingdom (Christianity brought to region by Greek merchants ~4th century CE)
• All of these kingdoms traded along the Nile and across the Red Sea
2. Silk Roads
• roads linked China, India, and Mesopotamia
• trade often facilitated by Central Asian herders
• roads extended by Romans to include the Mediterranean region
• important route that gave access to luxury goods and exotic spices from the East to the West
• Nomads linked to more advanced civilizations through their participation in trade (often offering use of their animals)
• allowed the diffusion of ideas (including religious beliefs and scientific discoveries), goods, technology, and diseases
3. Indian Ocean Trade
• an extension of the Silk Roads that allowed trade primarily between China, India, and Africa
• sea merchants/sailors from China, India, Persia, Africa, Southeast Asia
• movement possible from monsoon winds to go from section to section across the Indian Ocean
4. Trans-Saharan Trade
• trade across the Sahara desert
• use of camel caravans to cross the desert
• primarily exchange of salt and palm oil for gold and ivory
• significant in that sub-Saharan Africa was linked to North Africa and therefore the Mediterranean trade routes, as well as the silk roads that the Romans extended into North Africa
Why you should know this: You will be asked about specific trade patterns during the classical age and may be asked to analyze and/or compare patters of trade during this time period. You will also be asked about ways in which classical civilizations interacted.
Example: Compare patterns of trade along TWO of the following trade routes during the Classical period: Indian Ocean, Silk Roads, Trans-Saharan
To answer this question, you would need considerable knowledge about these trade
routes (products exchanged, civilizations involved). You would need to be able to cite
examples of similarities and differences of trade along these routes as well as discuss the
significance of the interactions through trade in these areas.
AP* World History Study Guide and Graphic Organizers – Unit 3: Post-classical Period, 600 CE – 1450 CE
1. The Life of Muhammad
Because the life and teachings of Muhammad had such a profound affect on the Post-classical world, knowledge of the major events of his life is required of all AP World History students
❖ The life of Muhammad
• born in 570 in Mecca located in the Arabian peninsula
• Mecca was important location for commerce and religion (polytheistic shrine: Ka’aba); note relationship between pilgrims and success of merchants
• Muhammad raised by merchant grandfather and uncle, married widow of merchant
• ~610: Muhammad receives first revelations from archangel Gabriel; only one god, Allah (already familiar to Arabic peoples)
• Muhammad’s beliefs and teachings threatened success of merchants thriving on commerce from pilgrims
• 622: Muhammad and followers flee to Yathrib (Medina) where he was free to practice and teach his faith; flight referred to as the hijrah; start of Muslim calendar
• Umma: rules that governed daily life and included procedures for the care of widows and orphans as well as mounting an army of defense
• 629: Muhammad returns to Mecca to visit Ka’aba; pilgrimage referred to as the hajj
• 630: Muhammad and followers conquer Mecca
• 632: Muhammad dies without a successor
Why you should know this: You will be asked specific questions in the multiple choice section about the events and chronology of Muhammad’s life. You may also need information about his life as background information or examples for an essay question.
Example:
1. Muhammad
a. made provisions for the future leadership of Islam
b. established clear class distinctions for Islamic society
c. built on the religious traditions of the Arabian peninsula
d. went against established gender distinctions in the practice of his faith
e. spoke out against military conquest as a vehicle for the extension of Islam
Knowing about how Muhammad developed the Islamic faith would direct you to the
correct answer choice (c). Muhammad taught that one of the gods already familiar to the
Arabic peoples, Allah, was the one true god
2. Islam
As with other major world religions/belief systems, you will need to know the fundamental beliefs of Islam, as well as the significance of the religion in terms of its cultural, social, and political impact on its followers. Additionally, you will need to know about how Islam expanded from the Arabian Peninsula to India, Southeast Asia, and Africa.
❖ Islam
• term “Islam” means submission, a Muslim is one who submits to the will of Allah
• Founder: Muhammad; believed his revelations were an extension of Jewish and Christian teachings; believed he was last prophet (Abraham, Moses, Jesus are also prophets of Islam)
• Major beliefs: “Five Pillars”
➢ Faith: proclaim belief in only one god, Allah
➢ Prayer: five times a day, facing Mecca
➢ Fasting: from dawn to dusk during holy month, Ramadan; commemorates revelations to Muhammad
➢ Alms-giving: pay zakat (tithe) to charity
➢ Pilgrimage (Hajj): Muslims must travel to Mecca to visit the Ka’aba
• Holy book: Quran (Koran), completed in 650, revelations and teachings of Muhammad; Hadith is collected sayings of Muhammad; Shariah is moral code for daily life, used to guide politicians and judges (criminal justice)
• Expansion of Islam
➢ Early expansion:
▪ spread through military conquest
▪ most of Arabian peninsula after death of Muhammad
▪ 651: Persia conquered
▪ End of 7th century: Syria, Mesopotamia, Palestine, Egypt, Central Asia (around Caspian Sea)
▪ 8th century: North Africa, India, Iberian peninsula
▪ early Muslim conquerors more concerned with gaining power for Muslim leaders, not so much for the spread of religious beliefs
➢ India and Southeast Asia:
▪ 12th century: Muslim control of Indus River Valley and northern India
▪ Delhi Sultanate: ruled northern India, expanded control and influence through military conquest in 13th century through the 16th century
▪ Particularly popular with Hindu lower classes (equality in faith for Muslims)
▪ Spread to Southeast Asia through merchants
▪ More converts in the islands than on the mainland
➢ Africa:
▪ jihad: Islamic holy war to spread Islam, brought Islam into Africa by the 8th century
▪ spread along caravan routes
▪ 10th century: Egypt became Muslim, under control of Muslim rulers
▪ easily adopted by Sub-Saharan rulers in West Africa: Ghana, Mali; largely adopted by only ruling/elite classes, commoners tended to remain polytheistic or blended Islamic teachings with their indigenous beliefs
▪ East Africa (coastal areas): brought by traders
▪ not much success in the interior of Africa
▪ many women resistant to conversion because they had more freedoms with indigenous belief systems
• Role of women: lots of change from 630 – 15th century
➢ early days: women did not have to wear veil, not secluded, considered as equal in faith
➢ after contact with Middle Eastern cultures: harem from Abbasid court (men could have up to four wives, women could only have one husband)
➢ killing female children was illegal
➢ women could own property before and after marriage (her possessions did not automatically become her husbands after marriage
➢ patriarchy established by Quran and shariah
➢ women had some legal rights, but these rights were countered by the fact that they became increasingly secluded from the public
• Social structure: Muslims could not enslave other Muslims (except for prisoners of war), but could own slaves; slavery not hereditary; Muslims could free their slaves (especially after conversion to Islam)
• Dar al-Islam: the house of Islam, referring to all Muslims lands
• Significance: last world religion to develop; quickly spread to many lands through trade and conquest; largest theocracy; Muslims preserved advancements made during the Hellenistic Age; unified many people across the Eastern Hemisphere; competition between Muslims and Christians for economic influence in both hemispheres led to intense confrontations (Crusades); friction between Christians and Muslims (and Muslims and Jews, for that matter) persists today; Islam, like Christianity, is a monotheistic religion that shares beliefs with Judaism
Why you should know this: You will be asked about the specific beliefs and the significance and impact of Islam in the multiple choice section, and you may be required to use information about Islam to write an essay
Example: Using the following documents, analyze Islamic and Christian attitudes toward trade and merchants from each religion’s origin through the 16th century. Do these documents display changes over time? What kinds of additional documents would help you clarify Islamic and Christian positions on commerce?
To answer this question, you would need to understand the basic teachings of Islam
and Christianity to use as outside/background information and to help you interpret the
documents. You would need to be familiar with the role of commerce in the regions where
these religions dominated, which requires an understanding of how religious beliefs
affected the general culture and society of the believers.
3. The Division of Muslims
The separation of Muslims into Sunni and Shi’ite branches had and continues to have a profound affect on the Islamic world. AP World History students are required to know the difference between the two groups of Muslims, how the branches split apart, and why there continued to be contention between the two branches.
❖ Sunnis vs. Shi’ites
• Muhammad died before choosing a successor
• Caliph: successor to the prophet, combines religious and secular duties and authority in one person
• Controversy over who should rightfully be caliph
• Shi’ites: only a descendent of the family of Muhammad may be caliph
• Sunni: any member of the umma (Muslim community) could be caliph
• Sunni is larger branch
• led to frequent, bloody conflicts that mirrored the political power struggle between family clans to control Muslim lands
Why you should know this: You may be asked to identify differences between the two branches or you may be asked to relate the separation to future conflicts between the two groups.
Example:
1. One of the weaknesses of the early Muslim empires was
a. intolerance of the legal traditions of non-Muslim peoples
b. disregard for the cultural traditions of conquered peoples
c. failure to resolve questions of succession
d. insistence on conversion of non-Arabs within the empire
e. indifference to the Sunni/Shi’ite split
Knowledge of the significance of the split between Sunni and Shi’ite Muslims as a
dominating theme of early Muslim history would lead you to the correct answer choice,
(c).
4. Muslim Caliphates of the Post-classical Era
You need to know the general characteristics of the Muslim Caliphates, especially in terms of expansion of influence, the blending of cultures, and the influence of Islam on conquered peoples. Additionally, you will need to understand how Muslim advances in science and math had an impact on the West.
|Caliphate |Specific characteristics |Significance/general patterns |
| |661 CE: Umayyad family comes to power (Sunni) |Islam blends government with religion |
| |capital in Damascus, Syria |Muslim caliphates worked to expand Muslim influence in Africa, |
|Umayyad |emphasized Arabic ethnicity (Arabs more privileges than non-Arab Muslims) |Asia, and Europe through military campaigns |
| |People of the Book allowed freedom of worship |Muslims preserved Western traditions that were lost to Europe at |
| |Poverty gap, sometimes caused rebellions |that time |
| |Overthrow of dynasty in 750 CE |Muslim advances and innovations had a profound affect as they |
| | |spread to Europe by means of trade (and later, the Crusades) |
| | |Social structure: increasing poverty gap that led to rebellions |
| | |Women in Islam: as Muslims came into contact with other |
| | |civilizations, particularly Mesopotamia and India, they tended to |
| | |adopt more restrictive ideas about women |
| | |The teachings of Islam reached most of the world’s population at |
| | |that time and all major trade routes ran through Muslim lands |
| | |None of these caliphates succeeded in bridging the gap between |
| | |Sunni and Shi’ite |
| | | |
| | | |
| |750 CE: Abbasids come to power (Shi’ite) | |
|Abbasid |capital at Baghdad, Iraq | |
| |equal status for all Muslims | |
| |trade increased | |
| |preservation and use of ancient Greek, Roman, and Persian philosophies | |
| |(logic, art, architecture, literature); advances in math and science | |
| |adoption of Indian “Arabic” numerals; transmission of these numbers to the| |
| |West | |
| |discoveries: astrolabe, maps of stars, optic surgery | |
| |growth of cities | |
| |emphasis on learning; universities built | |
| |art: calligraphy, arabesques for writing and pottery; new architecture: | |
|Abbasid |minarets; literary achievements | |
| |Religion: mystic Sufis establish missions to spread Islam | |
| |High taxes | |
| |Territory so large, hard to manage: kingdoms arose within empire, headed | |
| |by Sultans | |
| |Sultan of Persia took control from Abbasids, eventually conquered by | |
| |Seljuk Turks | |
| |Official end of Abbasids with the Mongol invasions in the 13th century | |
| |711 CE: Berbers from North Africa conquer Iberian Peninsula, allies of | |
| |Umayyads | |
| |Expansion into Western Europe, stopped with defeat at Tours (in France, | |
|Al-Andalus |732 CE) | |
| |capital at Cordoba | |
| |preserved Greco-Roman traditions and blended them with new advances from | |
| |the Muslim world | |
| |Prosperity through trade | |
| |Impact of Arabic culture on Spain/Europe (words and knowledge) | |
| |13th century: Mamluks establish control over Egypt after fall of Abbasids | |
| |Mamluks: converts to Islam, strict observance of Islam | |
|Mamluk Dyansties |Maintain the security of trade routes through Egypt, allow Egypt to be | |
| |prosperous and powerful until Egypt’s fall to the Ottomans | |
Why you should know this: You will be asked specific questions on the advancements made under these caliphates. You will also be asked to identify the impact of Muslim expansion to include much of the Eastern Hemisphere. You will need to be familiar with the chronology of the caliphates and how each caliphate interacted with other civilizations. You are also expected to be familiar with the social structure and the treatment of non-Arabic converts as well as non-Muslims within the caliphates.
Example:
1. The Abbasid dynasty
a. created a social rift between Arabs and new converts
b. was more interested in strengthening Arab power than in gaining converts
c. healed the rift between Sunnis and Shi’ites
d. discouraged commercial activity in an effort to focus on missionary endeavor
e. proved the high point of Muslim cultural achievement
If you are familiar with the patterns and trends from one caliphate to the next as
well as the specific characteristics of the Abbasid dynasty, you would be able to pick out
choice (e) as the correct response immediately.
5. Post-classical China
You need to know the patterns and trends of the Post-classical Chinese dynasties, as these dynasties had a significant impact on Post-classical East and Southeast Asia
|Dynasty |Specific Characteristics |Shared Characteristics |
| |589 CE: Sui reestablish centralized government in China after a period of |pattern of internal disorder, then reestablished centralized rule |
| |disorder following the collapse of the Han dynasty |trend of increasing lands controlled by the Chinese |
|Sui |very brief rule, followed by internal chaos again |revival and strengthening of the civil service examination system |
| | |increase in status of scholar gentry |
| | |continued increase in the volume of trade accompanied by the |
| | |participation in trade over seas (connected to the Indian Ocean |
| | |trade routes) |
| | |trend of strengthening the patriarchy |
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| | |Shared Characteristics |
| | |pattern of internal disorder, then reestablished centralized rule |
| | |trend of increasing lands controlled by the Chinese |
| | |revival and strengthening of the civil service examination system |
| | |increase in status of scholar gentry |
| | |continued increase in the volume of trade accompanied by the |
| | |participation in trade over seas (connected to the Indian Ocean |
| | |trade routes) |
| | |trend of strengthening the patriarchy |
| | | |
| |618 CE: rise of the Tang | |
| |expanded Chinese authority to include Central Asia (Modern Afghanistan), | |
| |Tibet, Manchuria, and Vietnam | |
| |continued construction of the Great Wall | |
| |use of diplomacy to control and regulate huge territory | |
| |revival of scholar-gentry (Confucian scholars as workers in the | |
| |bureaucracy) | |
|Tang |Buddhism gained popularity and acceptance; rapid and prodigious | |
| |construction of Buddhist monasteries; Empress Wu supported Buddhism; tax | |
| |exemptions led to monasteries growing wealthy; later Tang rulers worked to| |
| |stop the growing influence of Buddhists | |
| |Confucianism regained popularity as Buddhism receded into the background | |
| |Tang rule weakened and collapsed due to rebellions and invasions from the| |
| |North | |
| |Achievements: trade/travel protected and increased; trade by sea increased| |
| |(junk ships very advanced); use of paper money and earliest forms of | |
| |credit (letters of credit); urbanization; public works projects like | |
| |canals and irrigation increased agricultural production; land | |
| |redistribution; invention of gunpowder | |
| |population in rice growing areas (south) becomes larger than in | |
| |wheat-growing areas (north) | |
| |960 CE: Song dynasty gains control of most of China, but pays tribute to | |
|Song |settled invaders in the north | |
| |Neo-Confucianism: blending of Confucianism and Buddhism; reinforced | |
| |traditional ideas about respect for authority, family values, and gender | |
| |roles | |
| |Song preference for scholars over soldiers prevented the Song from | |
| |overpowering the northern invaders ; taxes to pay tribute burdened the | |
| |peasant class | |
| |Northern part of Song China invaded by nomads in the North and Song | |
| |influence retreated south of the Yangtze River | |
|Song |Song continued to rule this area of China until the late 13th century | |
| |Achievements: advanced weapons (catapults); moveable type; compasses; | |
| |abacus | |
| |Patriarchy: footbinding and deterioration of the status of women | |
Why you should know this: You will be asked questions about the general (shared) characteristics of Post-classical China. You may even be asked to differentiate between the Tang and Song dynasties. You may also need knowledge of the specific characteristics of Post-classical Chinese dynasties for the essay portion.
Example:
1. The position of Chinese women
a. resulted in greater freedoms under Neo-Confucianism
b. changed markedly between the seventh and thirteenth centuries
c. was defined by Confucianism
d. was more restrictive under the Tang than under the Song
e. declined in regions where Buddhism was popular
In this question, you are asked to remember the trend in the treatment of women,
which was defined by Confucian values. Although Neo-Confucianism saw a revival and
modification of Confucianism, the role of women in traditional Chinese society remained
the same. The correct choice is (c).
6. Post-classical East and Southeast Asia
Because China exerted a strong influence on its neighbors during the Post-classical period, AP students are required to know major events in these areas. Students are also expected to know in what specific ways China influenced these areas
|Country |Post-classical events |Examples of Chinese influence |
| |7th century: Japan has contact with China |Chinese writing |
| |Buddhism blends with Shinto (indigenous Japanese belief) |Confucianism |
|Japan |rebellion against use of China as model leads to fragmentation into large estates whose owners built |Chinese bureaucracy |
| |powerful armies |Buddhism |
| |power of emperor declines while power of aristocrats grows (feudalism in Japan) |artistic expression |
| |bushi: aristocrats that owned large amounts of property and wielded armies; samurai were the knights of the| |
| |bushi; bushido = code of honor | |
| |peasants became serfs, bound to the land of the local lord | |
| |12th century: powerful clans emerged (Fujiwara) with the help of alliances among local lords |Chinese influence |
| |Gempei Wars: destructive wars between samurai and peasants, led to the victory of the Minamoto family who |Chinese writing |
| |established a military government (emperor becomes puppet figure) |Confucianism |
| |Move toward feudalism meant isolation from China |Chinese bureaucracy |
|Japan |Powerful families controlled shoguns (military leaders) |Buddhism |
| |14th century: civil disorder leads to bushi taking control and dividing Japan into nearly 300 kingdoms, |artistic expression |
| |ruled by a daimyo (warlord) | |
| |code of bushido declined by the 15th century | |
| |16th-17th centuries: increase in centralization, tax collection, and trade resumed with China | |
| |unique culture: tea ceremony, ornamental gardens | |
| |conquered by Tang |metallurgy and agriculture |
| |668: Silla kingdom in Korea pushes Tang out of Korea in exchange for an agreement to pay tribute |Buddhism |
| |Silla unites Korea after departure of the Tang |Chinese culture spread when settlers moved to Korea during Han rule |
|Korea |trade with China and others in Indian Ocean network via South China Sea |Chinese writing |
| |Buddhism popular with elite |Confucian literature |
| |Mongol invasions in 14th century interrupt contacts with China |Civil service exams |
| | |porcelain manufacture |
| |Vietnam valued independence |Buddhism |
| |traded with China |agricultural and irrigation techniques |
| |conquered lands in Southeast Asia (Cambodia) |Confucian concepts (veneration of ancestors) |
| |distinct language |importance of the extended family |
|Vietnam |women had more freedoms |civil service examinations |
| |Buddhism more popular in Vietnam than in China |military organization and technology |
| |conquered by Han China | |
| |rebelled against Chinese rule: received independence during Tang rule, 939 | |
Why you should know this: You will be asked to identify characteristics of all post-classical civilizations and to evaluate the impact of post-classical China on its neighbors
Example:
1. Compared to Korean attitudes toward the Chinese, those of the Japanese
a. more greatly appreciated the centralization of the Chinese government
b. were more devoted to Confucianism
c. were more favorable to the civil service examinations
d. demonstrated a desire to show respect to the Chinese emperor
e. were similar in their desire to become part of the Chinese trading system
Knowing what aspects of Chinese culture both Japan and Korea adopted as well as
what aspects of Chinese culture were rejected by each will help you narrow the choices to
the correct response, choice (e).
7. Medieval Europe
AP students will need to know about the political, social, and economic structures of Post-classical Europe (typically referred to as the Medieval time period in European History). Additionally, students will also need to know about cultural characteristics and achievements in this time period.
|Structure |Early Middle Ages |High Middle Ages |
| |Manorialism: typically organized into feudal estates as small landowners|nation-states begin to develop in England (after invasion of William |
| |sold land to larger landowners; some peasants moved to cities, others |in 1066) and France |
| |stayed to work the lands of those they sold to |Italy, Germany remain a collection of large estates (princedoms, |
| |Feudalism: large landowners (nobles, lords) gave parcels of land to |duchies) |
| |vassals (sometimes knights, sometimes lesser nobles/lords) in exchange |Spain continued to be ruled by Muslims |
| |for military service; serfs worked the lands of the lords and vassals in |Development of Parliaments: an extension/evolution of feudal |
|Political |exchange for protection |relationship between lord and vassal; England, France, Germany |
| |Loose kingdoms/Empires developed (Charlemagne, Holy Roman) |Conflict between Catholic Church and monarchs: power struggle for who|
| |Sometimes conflicts between estates; largest threat to security were |has more influence (investiture) |
| |Viking invasions from the North and the Crusades |Hundred Years’ War: between England and France |
| |trade diminished, estates had to become self-sufficient |renewed trade opportunities and motivations after the crusades |
| |Feudalism: serfs gave a portion of their crops and had to work the lands |early banking systems |
| |of their lords |technology: gunpowder, cannons |
| |Technology: renewed contacts with the East ~900 brought plows and | |
| |improved agricultural techniques | |
|Economic |An increase in trade sparked peasant migration to cities which allowed | |
| |landowners to buy more land and pay serfs wages to work the land | |
| |Crusades: brought attention to products from the East, Europeans wanted | |
| |these goods; led to an increase in trade and an increase in rivalries | |
| |between Christian and Muslim merchants | |
| |Feudalism: lords, vassals, knights, serfs |Urbanization |
|Social |Status of women generally declined |Increased population due to better agricultural techniques |
| |Serfs could be freed from obligations by living in a city for a year and |Increase in rights for peasants/serfs (especially after the |
| |a day |development of Parliaments that attempted to protect their rights |
| |Laws/punishments tended to favor higher classes over lower, men over |Development of primitive middle class: wealthy families from banking |
| |women |and commerce |
|Social |Nobility through landownership, military accomplishments, alliances, | |
| |service to the state | |
| |Gradual increase in status of most peasants | |
| |Chivalry: code of conduct for knights and lords; unlike bushido in that |Gothic architecture: influences from Muslims |
| |it involves a reciprocal relationship and does not apply to women |Expansion of universities, increased emphasis on learning |
| |Religion: Catholic Church dominated cultural beliefs and traditions |Renewed interest in Greco-Roman heritage |
| |(architecture, art, literature), especially before the revival of trade |Increases sense of national identity |
| |and the development of early kingdoms |Development of literature in vernacular languages |
|Cultural |Viking invaders tended to settle and adopt the culture of where they | |
| |settled (Normandy) | |
| |Departure from Roman and Greek traditions after the fall of Rome and | |
| |throughout the Early Medieval times | |
Why you should know this: You will be asked specific questions about the structures of Medieval Europe and you will be asked to compare post-classical Europe to other post-classical civilizations (Muslim world, Japan, China, etc.). You will also be asked to understand changes/transformations in Europe from the Early to High Middle Ages
Example: Compare feudalism in Post-classical Europe and Japan.
To write this essay, you will need to understand not only feudal structures in Europe and Japan, but also the ways in which they were similar and different. You will need to analyze the impact of feudalism on politics, economics, and social classes in both areas. Moreover, you would need to address changes in the feudal structure in both areas.
8. Mongols
Because the Mongols had a significant impact on multiple civilizations (Russia, Middle East, China, Central Asia), AP students are required to know the story of their rise to power as well as their impact on each society.
1) Origins of the Mongols
a) Nomads from steppes of Central Asia
b) Used horses, powerful military
c) Organized into tribes, traded for what they couldn’t produce
d) Women: right to participate in tribal councils
e) Chinggis Khan: leader who united Mongol tribes
f) Adopted weapons technology from Chinese
g) Began conquering Central Asia, China, and moved into the Middle East
2) Mongols in Russia
a) 1237-1240: conquest of Russia (only successful winter conquest in history)
b) Called Tartars by Russians
c) Cities that resisted were destroyed, people killed or sold into slavery
d) Tribute empire: Golden Horde
e) Feudalism developed as peasants sought protection from Mongols
f) Moscow was main tribute collector for the Mongols (gained territory when estates couldn’t pay taxes)
g) Orthodox Church became dominant church in Russia at request of Mongols
h) Mongols kept Russia isolated from Western Europe
i) Mongols attempted to push further west into Eastern Europe, but attacks were repelled
3) Mongols in Persia
a) 1258: Mongols burned Baghdad
b) Mongols execute Abbasid ruler and end the caliphate
c) Mongols expelled from the Middle East by the Mamlukes of Egypt
4) Mongols in China
a) 1271: Kublai Khan controls most of China, establishes the Yuan Dynasty
b) Chinese not allowed to learn Mongol language, intermarriage outlawed
c) Religious toleration, but end of civil service examinations
d) Mongol women had more freedoms than Chinese women
e) Mongols used foreigners in government positions
f) Merchants gained status as trade was encouraged
g) Mongols attempted to expand China by conquering Japan and Vietnam (both failed)
5) Impact of Mongol Rule
a) Trade along Silk Roads protected and encouraged
b) Spread of the Plague
c) Foreign rule in China, caused revival of Confucianism (Neo-Confucianism)
d) Russia cut off from Western European advances and the practice of serf labor developed
e) Timur the Lame (Tamerlane): renegade Turk tried to recreate Mongol invasions by rampaging through the Middle East and Central Asia
Why you should know this: You will be asked questions about the Mongol invasions and
the impact of the Mongols on each society. You may also be asked to compare the paths of Mongol conquests to those of the Vikings or Arab invaders.
Example:
1. Mongol rule in Russia and China differed in that
a. In China, the Mongols maintained Chinese traditions of isolation from foreigners
b. Eurasian trade routes under Mongol protection connected Russia more than China to Western European trade centers
c. The Mongols became more involved in administration in China than in Russia
d. The Mongols were more interested in controlling trade in China than they were in Russia
e. Russia advanced culturally under Mongol rule while China became increasingly backward
Knowing how the Mongols established control and how they treated the native
peoples would allow you to immediately recognize the correct answer, (c).
9. Bantu Migrations
You need to be aware of the migration patters of the Bantu as well as the significance of their influence on African societies.
1) Patterns of Migration
a) ~2000 BCE: Bantu (agrarian) begin to migrate southward into Sub-Saharan Africa
b) migrations last until 1500 CE
c) spread agriculture, knowledge of ironworking
d) learned how to grow bananas through trade with Southeast Asia
2) Impact in East Africa
a) 13th century: Bantu reach eastern coast of Africa
b) Bantu mix with Arab merchants to create Swahili
3) Political and Social Structure
a) Stateless societies: organized around family/kinship groups
b) Religion: animistic, oral traditions passed on by griots (storytellers)
c) Age grades: each age level and gender had specific duties to the community
d) Women: valued as mothers, also worked on farms and sometimes in military
e) Economic status: measured in acquisition of slaves, not property
Why you should know this: You will be asked questions about the characteristics of Bantu society and the impact of Bantu migrations. You may also be asked to compare these migrations with other migrations (Mongols, Germanic tribes, Vikings, etc.)
Example: Compare the significance of the migrations in TWO of the following areas in the Post-classical Era: Sub-Saharan Africa, Central Asia, Western Europe
To develop an appropriate argument for this essay question, you would have to know specific details about the migration patterns in these areas. You would also have to know the significance of the lasting impact of these migrations to create analytical direct comparisons.
10. Post-classical Indian Ocean Trade Patterns
You are expected to be aware of global trade routes and patterns for the AP test.
|Post-classical Indian Ocean Trade Patters |
|China |Middle East |Europe |India |
|increased trade during Tang, Song, |merchants used monsoon winds to |European technology advances allowed |“middle” section of trade routes |
|Yuan, and Ming dynasties |travel to India and the Spice |Europeans to explore more extensive trade|India broken into small kingdoms, |
|Ming send expeditions to display |Islands |in the Indian Ocean |establishment of trading ports for |
|wealth of “Middle Kingdom” (Zheng |merchants blended with Bantu to |Europeans were especially interested in |Chinese, Arabs, and Europeans |
|He); traveled across ocean to |form Swahili; established wealthy |spices from the “East Indies” | |
|Middle East; expeditions stopped by|city-states |Unfavorable balance of trade for | |
|Confucian scholars, but trade |attempted to prevent European gains|Europeans (no one really wanted/needed | |
|continued |in the Indian Ocean |European goods) | |
| | | | |
Why you should know this: You will be asked to compare civilizations’ participation in Indian Ocean trade and may have to trace changes in trade patterns.
Example: Analyze changes in trade patterns during the Classical and Post-classical period in the Indian Ocean
To write this Change over time essay, you would need to be familiar with the
patterns of trade that took place during the two periods. You would need to know enough
information about what was traded, who participated in the trade, and how trading
patterns changed to give specific examples in your essay.
11. Europe in Transition
To understand how Western Europe rose to dominate the world in the Early Modern Era, AP students must have a grasp of the important events and changes as Europe transitioned out the Medieval time period.
1) Emergence of nation-states
a) England and France first
b) Spain by 1500’s, after expulsion of Muslims
c) Portugal, Hapsburg Empire
d) Papal and Italian States
2) Renaissance
a) Revival of Greek and Roman traditions and learning
b) Humanism: emphasis on human abilities
c) Great change in the arts and political theories (birth of absolute monarchies)
3) Exploration
a) New technologies (learned from China and Arabs) allow faster, farther travel
b) Competition with Muslims for spice trade (wanting to cut out the middle men) led to race to find new ways to get to the East
c) Discovery of passages around the south of Africa
d) Superior European technology (especially weapons) allowed Europeans to easily dominate areas in Africa, however, Europeans mostly interested in establishing trade ports in Africa and Asia during this period
Why you should know this: You will be asked about how and why Europe gained so much power as it transition from Post-classical to Early Modern. You may also need to know the major events listed above for background/example purposes for an essay (any change over time that involves the post-classical period)
Example:
1. European exploration through the mid-fifteenth century
a. Produced intense rivalries with East Asian civilizations
b. Placed merchants in conflict with monarchs
c. Suffered from a lack of technological expertise
d. Depended upon the knowledge of the Eastern world
e. Created trade connections that increased Europe’s gold supply
If you know that Europeans were only able to explore after gaining shipping and
navigational technologies from the East, you would easily identify (d) as the correct
answer. (C) might seem like a correct answer, but if you refer back to the date in the
question (1450’s), you will remember that several important European expeditions along
the coast of Africa had already been accomplished, thus proving that Europeans did have
technology at that time.
12. Post-classical American civilizations
AP students are required to know the basic characteristics of postclassical Mesoamerican and South American civilizations.
|Aztecs |Incas |
|mid 13th century: Aztecs (Mexica) rose to power after the fall of the Toltec|1300: Incas rise to power in Andes |
|in central Mexico |unified diverse peoples into one empire; collected tribute from conquered without ruling them harshly |
|capital: Tenochtitlan (Lake Texcoco) |Incas dominated large region |
|agricultural people |Capital: Cuzco |
|writing: pictographs |Writing: knotted ropes to keep records |
|conquered neighbors to establish large empire; used prisoners of war for |Extensive road system |
|sacrifices; collected tribute from conquered and ruled them harshly |Religion: polytheistic |
|Religion: polytheistic, belief in Quetzalcoatl |Social Structure: organized around family clans; women had traditional role of homemaker; no separate merchant class |
|Social structure: nobles, peasants, slaves; organization by family clans; |Parallel descent: inheritance passed to both males and females |
|women honored for duties such as childbirth, weaving, had some legal rights,|Economy: agricultural (maize, potato), government regulation of trade meant that long-distance trade suffered |
|but no political power | |
|Economy: markets (controlled by government); long-distance trade | |
Why you should know this: You will be asked about specific post-classical American structures and to compare components of these structures. You will also need to know what these civilizations were like before European conquest in order to effectively evaluate the impact of Europeans on the area.
Example:
1. Both the Aztecs and the Incas
a. Entered into marriage for political reasons
b. Gained the cooperation of subject peoples
c. Showed limited signs of urbanization
d. Lacked a merchant class
e. Were tribute empires
Knowing the specific characteristics of these civilizations will help you identify (E)
as the correct answer.
AP* World History Study Guide and Graphic Organizers – Unit 4: Early Modern Era, 1450 CE – 1750 CE
1. Europe and its colonies
AP* students are required to know the major events surrounding the rise of European countries (monarchies) and the establishment of European colonies in the Americas, Africa, and Asia
|Country |Major events in Europe |Structure of its colonies |
| |Expulsion of Muslims and Jews living in Spain |Caribbean: first land claims; Columbus |
| |Reconquista: pushed Muslim influence out of Spain by reconquering Spain from |Mexico: Cortez conquers Aztecs with help from: superior weapons; diseases carried by his soldiers; the conquered peoples paying|
| |the Muslims |tribute to the Aztecs; legend of Quetzalcoatl |
| |Exploration: Christopher Columbus; Ferdinand Magellan |Andes: Pizarro conquers Incas with help from: superior weapons; civil disorder already in place; diseases carried by his |
|Spain |Unification of Spain under Ferdinand and Isabella; strengthening of |soldiers |
| |centralization and authority of the monarchy |Other land conquests: Southwest USA; Chile, Argentina, Peru, etc. |
| |Inquisition: persecution of non-Catholics in Spain |Religion: missionaries often followed conquistadors to convert the native peoples; established Churches and schools to educated|
| |Established colonies in the Americas and the Pacific Ocean |and Christianize the natives |
| |Economy: rise in wealth with acquisition of colonies; inflation from gold and |Treaty of Tordesillas: Spain gets west of the line |
| |silver brought into Spain by Spanish conquistadors; eventual decline in wealth |Political Structure: Council of Indies governs colonies (sanctioned by the monarchy); viceroyalties = provinces, with a viceroy|
| |as Spanish monarchs and nobles don’t invest money in Spain, but rather spend it |to govern each; grew into a large bureaucracy |
| |on luxury goods |Economic Structure: encomienda = large land grants with natives to work the lands granted to Spanish settlers in the colonies; |
| | |basically like slavery; agriculture and mining for precious metals |
| | |Social Structure: peninsulares, creoles, mestizos, mulattos |
| | |Patriarchy with traditional roles for women |
| |State sponsored university for navigation and shipping techniques |Treaty of Tordesillas: Portugal gets lands east of line (includes Brazil) |
| |Exploration: voyages along coast of Africa; across Indian Ocean to India and |Port cities established along the coast of Africa, India, and in the Spice Islands |
|Portugal |Spice Islands |Brazil: plantation economy; slave labor first by natives, then by Africans |
| |Established colonies in the Americas and trade cities in Africa and Asia |Social Structure: Portuguese on top, followed by natives, followed by Africans |
| |Centralization and strengthening of the monarchy |Religion: Jesuit missionaries established to convert natives |
| | | |
| |Parliamentary Monarchy after Civil War and Glorious Revolution |joint stock companies established to fund voyages and colonial settlements |
| |England rose to power in Europe, especially after the Spanish Armada |Jamestown: first permanent British settlement in North America; established to find gold and silver, eventually produced |
|England |Naval dominance of Oceans |profits through plantation cash crops like tobacco |
| |Entered wars to support the rights of Protestant monarchs |Plymouth: Puritan settlement attempting to establish a religious community |
| |Religion: strict sects of Protestantism (Puritans) arose and were persecuted by|Political Structure: colonies allowed a degree of independence; formed their own councils to make decisions (town hall |
| |more liberal nobles and monarch; Puritans sought religious freedoms in the |meetings, House of Burgesses) |
| |colonies |Economic Structure: broad range of economic activity including plantations, trapping, lumber harvesting, fishing, trade, etc. |
|England | |Social Structure: no nobility established, but natives and Africans had inferior status |
| | |Patriarchy |
| |Absolute monarchy, elimination (failure to convoke) the parliament |Established colonies in North America and the Caribbean: Canada, Haiti, etc. |
| |(Estates-General); rule by divine right |Established trading posts in India |
| |Strong standing military for expansion purposes |Social Structure: not as defined as Spanish and Portuguese; mostly male settlers to conduct business; not a large French |
| |High taxes to support military campaigns |population living in colonies |
|France |Louis XIV: palace of Versailles, moves court out of Paris, limits power of |Economic Structure: mostly trading and gaining natural resources such as fish and lumber; in Haiti a plantation system did |
| |nobles, works to centralize government |develop with use of slave labor |
| |Economy: mercantilism = maintain favorable balance of trade by taking in as much| |
| |gold/silver as possible and trying not to buy foreign goods | |
| |Social structure: nobles of the robe and the sword; peasants; clergy | |
Why you should know this: The establishment of European colonies and trading posts around the globe allowed Europeans to rise in global power status. Moreover, the political, social, and economic structures implemented in the European colonies had a profound impact on the development of those regions during and after the Colonial Era. You will be asked specific questions about the establishment and structures of the colonies, as well as questions about the events in Europe themselves. You may even be given an essay question in which you compare colonial structures or trace changes over time in the colonies or in Europe
Example:
1. Compared to the Spanish empire, that of the Portuguese
a. Developed a more egalitarian society
b. Was more global in its extent
c. Was less influenced by the Roman Catholic Church
d. Developed a better relationship with Indian inhabitants
e. Was more strictly controlled by the government in Europe
To answer this question, you would need to know specific information about the development of the Spanish and Portuguese colonies. (B) should immediately stand out as the correct answer because the Portuguese developed colonies and port cities in more extensive areas than the Spanish.
2. The Ottoman Empire
AP* Students must know about the rise, stagnation, and eventual decline of the Ottoman Empire. The rise and stagnation happens in Unit 3, while the fall happens in Unit 5
1) The Rise of the Ottomans
a) Mongol invasions in 13th century led to collapse of Abbasids and Seljuk Turks
b) Ottomans migrated into Anatolia, established an Empire there and began to expand into Balkans and Southwest Asia
c) Conquered Constantinople, converted Hagia Sophia into a mosque
d) Conquered Syria, Egypt, North Africa
2) The Height of Ottoman power
a) Dominant naval force until 16th century
b) Threat to Europe (Austria) in 17th century
c) Military structure: janissaries = Christian boys captured by Ottomans and trained as soldiers
d) Patriarchy: women subordinate to men, had to wear veil, and elite women were increasingly secluded
3) Stagnation
a) To big to rule effectively
b) Heavy taxes resented by peasant class
c) Inflation (a result of inflation in Europe)
d) Declined in technological advances
e) Failure to adopt Western techniques in recognition of their superiority
Why you should know this: You will be asked questions about the Ottoman Empire and may be asked to compare their rise to power and characteristics to other empires of the era
Example:
1. The Ottoman Empire
a. Weakened because its technology fell behind that of Europe
b. Unlike the Mughal empire, was not a gunpowder empire
c. Was unsuccessful in controlling European territory
d. Reached its height around 1750
e. Prohibited the use of forced labor
You would need to know the causes of the stagnation of the Ottomans to answer this question. (A) is the correct choice.
3. Early Modern Asia
The AP* curriculum includes knowledge of the developments in Early Modern Asia (China, Japan, India). The main focus is on the political and cultural structures in place and resistance to European interference in an effort to preserve traditions.
|Country |Major Events |Interactions with Europe |
| |1526: Babur founds Mughal Empire with use of gunpowder power |As Mughal rule failed to control the southern |
|Mughal India |Akbar brings most of India under Mughal control, tried to outlaw Hindu practice of sati and end|parts of India; the British, French, and |
| |purdah (confinement to the home for women) |Portuguese established port cities and trading |
| |Political Structure: increasing centralization |posts along the coast |
| |Religion: early Mughal leaders urge cooperation between Hindu and Muslim; later leaders tended |Mughal rulers allowed the development of these |
|Mughal India |to try to suppress Hinduism |trade posts because and formed alliances with |
| |Culture: art/architecture a blend of Muslim and Hindu; Taj Mahal |European traders in exchange for the Europeans |
| |Centralization broke down as later Mughal rulers misused money and failed to foster good |helping the Mughals maintain control over India |
| |relations between Muslims and Hindu | |
| |1368-1644: Ming Dyansty |16th century: Jesuits allowed to enter China |
| |Scholar-gentry reestablished with renewal of Civil Service Exams |Europe attempts to trade with China, but China |
| |Neo-Confucianism gains popularity and exerts influence over government |does not express interest in European goods |
| |Patriarchy continues | |
|China |Neo-Confucian scholars convince Ming rulers to stop funding expeditions into the Indian Ocean | |
| |Later Ming rulers were incompetent and failed to repair irrigation | |
| |Fell to Manchu invaders who formed the Qing dynasty (1644) | |
| |- 1603: Tokugawa Shogunate; centralized authority returns |- 1543: Portuguese sailors wash |
| |- Western technology transforms warfare in the country |ashore |
| |- Tokugawa’s attempt to revive traditional Japanese culture by |Portuguese and Dutch continue to send ships into |
| |outlawing many Western practices (Christianity, use of guns, |Japan |
| |etc.) |Christian missionaries began to arrive; allowed at|
| | |first, but later seen as a threat to Tokugawa |
| | |authority |
|Japan | |1630: Japanese prohibited from sailing abroad; |
| | |foreign trade only allowed in certain cities |
| | |Dutch trade continued in Nagasaki, Dutch learning |
| | |has significant impact on Japanese scholars |
Why you should know this: You will be asked specific questions about the major events of these nations as well as identify ways in which these nations interacted with the West (the main theme of this Unit). These questions may come in the form of multiple choice, or in the form of an essay in which you either compare reactions to Europeans or track change in attitudes toward the West.
Example: Analyze changes in attitudes toward Western merchants and missionaries in East and South Asia during the Early Modern Era
To answer this question, you would need specific knowledge of how nations reacted to Europeans as well as why they reacted this way. You would also need to understand changes in these attitudes at different points in the time period.
4. The Rise of Russia
AP* students will need to know how the modern nation of Russia began, and how early Russia attempted to make contacts with the West. Particularly important is the knowledge of the influence of the West on Russian cultural, political, and economic structures
1) End of Mongol Rule
a) 1480: Mongols expelled
b) Beginnings of absolute monarchy (Ivan III, Ivan IV)
2) Rise of Russia
a) Expansion into Eastern Europe (Poland, Ukraine, Kiev) and Central Asia (Siberia)
b) Cossacks (Kossacks) sent to settle new lands
c) Large minorities: nomadic remnants, Muslims
d) Romanov dynasty comes to power with support of boyars (Russian nobles)
e) State control of Orthodox Church
3) Russia under the Romanovs
a) Peter the Great: Westernization campaign
i) War with Sweden for more territory on the Baltic Sea
ii) Forced changes among nobles to be more like the West
iii) Construction of St. Petersburg
iv) Political Structure: absolute monarchy, secret police
v) Economic structure: agriculture based on serf labor
b) Catherine the Great: continued to Westernize
i) Serfs lost status and freedoms under Catherine
ii) Encouraged Enlightenment ideas
iii) Realigned courts and laws to be more like West
iv) Expansion into Crimea (Balkans)
Why you should know this: You will be asked specific questions about the history of Russia
after the end Mongol rule. You will also be asked to analyze the ways in which Russia attempted to Westernize and the impact of these changes. You may also be asked to compare Russia and other Early Modern nations in Asia.
Example:
1. Both the Russian empire and Ming China
a. Became increasingly more traditional after the expulsion of the Mongols
b. Improved the position of women in the period 1450-1750
c. Established policies that were a reaction to the Mongol presence in central Asia
d. Cooperated with the established religions in their respective countries
e. Enjoyed a surge of renewed industrial growth after the collapse of the Mongol empire
Knowing the general trend in Asia after the collapse of Mongol rule that brought a renewal of interest in technological advances would help you identify the correct answer choice (E).
5. Patterns of Trade in the Early Modern Era
AP* Students are required to be aware of the development of new trade patterns in this era, as well as continuities from the previous era.
1) Trading companies
a) Often government-sponsored
b) British East India Company, Dutch East India Company
c) Successful companies brought back exotic products in bulk quickly and inexpensively
i) Consumerism: link between the start of trading companies and the increase in purchase of goods from the “Indies” and the Americas
1) Coffee, tea, silk, porcelain, sugar
ii) Capitalism: link between the start of trading companies and capitalism = economic system based on the private ownership of property and investment for profit
2) European Explorations
a) New inventions and knowledge about the world fostered longer/farther voyages
b) Europeans began to trade in the Indian Ocean, eventually overcoming Muslim domination
c) Trend of dominations: Portugal, Spain, England (shared with Dutch in Indian Ocean) vs. France
d) Competition often led to outbreak of fighting (India, Caribbean, North America)
3) Columbian Exchange
a) Major exchange of goods, ideas, and diseases between the Western and Eastern Hemisphere
i) Tobacco, potatoes, corn, smallpox, coffee, sugar, rice, bananas, cattle, horses, sheep, pigs, influenza
b) Consequences: lots of new products = better quality of life; diseases killed as much as 90% of native population
4) Expanse of European trade networks
a) Europeans had plugged into all major trade networks of the time and had created their own new networks
b) Trading cities/outposts in Africa and Asia
5) Regions not connected to global trade
a) China: not interested in European products
b) Japan: only limited trade opportunities (Dutch only, one city, twice a year)
c) Russia: remained outside for a long time (Romanovs bring Russia into networks)
d) Ottoman Empire: not interested
e) Mughal: focus on maintaining control over India rather than trading with Europe
Why you should know this: You will be asked specific questions about world trade patterns in the Early Modern Era. It is highly probable that you will be asked to analyze through comparison or change over time these world trade patters, with specific emphasis on the growth of trade in the Atlantic and the entrance of Europeans in the Indian Ocean
Example:
1. The region with the greatest number of colonial and commercial competitors was
a. The western coast of Africa
b. Indonesia
c. The Caribbean islands
d. The Philippines
e. Japan
Knowing where and how the nations of the Early Modern World were involved in world trade patterns will help you select the correct response (B), where Muslim, European, Indian, and Southeast Asians competed for trade of spices
6. Systems of Slavery
The use of slave labor was the basis of many economies during the Early Modern Era and beyond. You need to know where and how slavery was used throughout the world.
|European Colonies |Africa |
|Portugal the first country to initiate slave trade |existed in Africa for a long time before the Portuguese started the slave trade to the Americas |
|Portuguese sugar plantations on the Canary Islands off the|female slaves valued as house servants and members of harem |
|coast of Africa were the first destinations of slaves |slaves were prisoners of war, captives from slave raids, those in debt |
|Demand for African slaves after death of natives in the |Eastern African cities traded with the interior of Africa for slaves to send to the Middle East and |
|Americas; particularly for West African agricultural |increasingly slaves on European plantations in Asia |
|peoples (familiar with farming techniques required on the |Dutch colony in South Africa: dependent on slave labor (used Asian slaves first, then African slaves) |
|plantations) | |
|Triangle trade: manufactured goods from Europe to Africa | |
|in exchange for slaves; slaves to Americas (Middle | |
|Passage) in exchange for raw materials/resources; raw | |
|materials to Europe in exchange for manufactured goods | |
|Many Africans died during the Middle Passage; conditions | |
|on ships were extremely unsanitary | |
|Consequences of Slave Systems |
|shifts in population as slaves made numbers in the colonies rise quickly |
|blending of cultures and cultural influences |
|dependence on slave labor for large plantations causes huge profits, but stagnation of economic expansion/progress |
|death of billions of people worldwide |
|European interference and increasingly pressing demand for slaves caused tribal conflicts and political instability in Africa |
|Slavery existed worldwide |
|Rise of importance of trans-Atlantic trade |
|Dependence on trade with Europeans for many African nations |
Why you should know this: You will be asked questions about slave systems and the impact of the trans-Atlantic slave trade. You may also be asked to compare slavery with other labor systems, such as serfdom in Russia and Japan.
Example:
1. The trans-Atlantic slave trade
a. Produced average mortality rates of over 50 percent along the Middle Passage
b. Carried the majority of slaves to North America
c. Increased after the establishment of sugar plantations
d. Was separate from triangular trade patterns
e. Carried more women than men
You should know that the slave trade across the Atlantic increased dramatically after the establishment of sugar plantations, which required a substantial amount of laborers to work the fields.
7. Cultural and Intellectual Developments in Europe
Because Western Europe rose to the position of dominant world region in this time period, AP students are required to know the characteristics of the cultural and intellectual developments that also had an impact on the places Europe dominated
1) The Reformation
a) Martin Luther: questioned Church practices and broke with the Catholic Church, founded Lutheranism
b) Calvinism
c) Counter-Reformation: Catholic response to the Reformation
i) Council of Trent
ii) Index of Forbidden Books
iii) Jesuits: organization of priests focused on the spread of Catholicism through education and politics
d) Reformation popular because it meant no more submission to Pope
e) Many saw the corruption in the Church at the local level and turned to Protestantism to fulfill their spiritual needs
f) Printing press: both sides were able to publish works to promote their cause
g) Protestants tended to favor commerce more than Catholics did
h) Especially popular in the Northern European countries: England, Sweden, Germany
2) Scientific Revolution
a) New discoveries through the use of Scientific method
b) Heliocentric universe model; increased/improved knowledge about the human body
c) Discoveries in physics and engineering allow improvements in technology
d) Discoveries in chemistry and biology foster inventions and better health/sanitation
e) Significance: a new way of thinking, the questioning of traditionally accepted values and ideas; many new inventions, beginnings of Industrial Revolution
3) Enlightenment
a) Started with the questioning of traditional values about politics, religion, social structure
b) Enlightenment thinkers called philosophes
c) Enlightenment goals: increased toleration for religions, limitations on government
d) New political and economic ideas: democracy, capitalism, free-market economy
e) Women work in vain to gain rights and social status, but Enlightenment did not generally lead to an improvement in the status of women
Why you should know this: You will be asked questions about the significance and impact of these events on European society and the world in general as the ideas developed as a result of these events spread. You may also need to know specific information about these events to use as background/examples in an essay.
Example:
1. Which of the following is NOT a finding of the Scientific Revolution or the Enlightenment?
a. Planetary motion
b. Heliocentric theory
c. Moveable type
d. The circulatory system
e. The social contract
You should be able to quickly identify (C) as the correct choice, as moveable type came from China, from before the Enlightenment.
AP World History Study Guide and Graphic Organizers – Unit 5: Revolutions and Imperialism, 1750 CE – 1900 CE
1. Factors of Production
A defining characteristic of this era is the Industrial Revolution. AP students are required to know the factors of production required to bring about industrialization.
Why you should know this: You may be asked multiple choice questions about the factors of production and you would need to know these for an essay about industrialization. Discussion of these factors would give you analysis for why industrialization happened in some places (presence of these factors) and not others (lack of these factors).
Example: Compare industrialization in Western Europe with that of ONE of the following nations: Russia, Japan, Egypt
The factors of production would be a great starting point for direction
comparisons for this essay. You could discuss how Western Europe had all the factors of
production necessary, while industrialization was delayed in Russia, Japan, and Egypt for
initial lack of one or more of these factors
2. The Industrial Revolution
AP students are required to know how the Industrial Revolution began, how the revolution affected society, and how the revolution spread to other parts of the world.
1) The Start of the Industrial Revolution
a) Advances in agriculture: improved methods of farming, fertilizers
b) Enclosure movement: large land owners fenced in their lands in an attempt to increase profits (without fences, peasants could use these lands); resulted in many peasants without lands; also resulted in increased profits for landowners = capital
c) Migration of landless peasants to the cities = surplus of laborers
d) Technological inventions: steam engine, transportation (trains), increase speed in communication
e) Textile industry: first industry to “industrialize” = production moves out of the home into factories
2) Changes in Society
a) Family: members separated as work moved out of the home into factories
b) New emphasis on time: starting and finishing hours for work; deliveries of goods
c) Women: married women lost jobs because work was away from the home; young, unmarried women gained job opportunities
d) Social Status: determined increasingly by wealth (as opposed to by ownership of land and aristocratic titles)
e) City conditions: overcrowded, unsanitary, unruly
f) After 1850:
i) New labor laws that shortened work day, increased wages
ii) Leisure time: time away from work to engage in “fun”
1) Sports, movies, amusement centers
iii) New jobs in middle management, secretarial staff (especially for unmarried women)
iv) Mass production made goods less expensive, therefore available to more people, therefore increasing the quality of life
v) New careers in advertising
3) Early Spread of Industry
a) Western Europe (France, Germany) followed Great Britain
b) United States
c) Accompanied by construction of railroads
d) End of 19th century: Russia, Japan, Egypt
|Russia |Japan |Egypt |
|1861: emancipation of serfs = surplus of |1854: US sends envoy to Japan to open it up to trade |Muhammad Ali: leader that fostered|
|laborers |1868: Meiji Restoration brings new government favorable to |industrialization |
|Construction of Railroads, funded by |Westernization/Modernization |Motivation: diminish dependency on|
|government to encourage industry |Samurai travel the world to observe, bring back information |Ottomans |
|Factories in major cities (Moscow, St. |Rapid industrialization upon their return |Focus on modernization of the |
|Petersburg) |Banks fostered investments |military |
|Improved banking system to help give |Taxes bring revenues to the government to spend on railroads, factories |Capital raised by cotton, wheat |
|loans and foster investment |Zaibatsu: business class (like the robber barons of the US) |growers |
|High tariffs to protect industry |Lack of resources: needed to trade; led to wars with China and Russia for |High tariffs to protect industry |
|20th century: 4th in world in steel |resources in Manchuria |Industrialization lagged because |
|production |1910: Japan annexes Korea |unable to compete with British |
| |Social affects: public education for children, Western style clothing and habits; |goods |
| |most aspects of life remained true to traditional Japanese culture | |
| |Patriarchy | |
Why you should know this: You will be asked specific questions about non-Western attempts to industrialize. You may also be asked to compare industrialization in different parts of the world. You need to have background on the start of the Industrial Revolution in addition to the social effects of industrialization and the spread of industry
Example:
1. Efforts at industrialization in Russia and Japan were similar in that
a. Both began in the early nineteenth century
b. Both followed the termination of long-established institutions
c. Both countries developed more centralized governments
d. Both depended on the textile industry
e. Both countries widely adopted Western practices
If you know the characteristics of industrialization as well as the process by which non-Western nations attempted to industrialize, you will identify the correct answer (B).
3. Demographic Changes
AP students will need to be aware of patterns of demographic changes. This unit in particular sees dramatic shifts in population for various reasons.
|Population growth in the West |Population growth in non-West |
|end of epidemic diseases (plague) |19th century Latin America: doubles in population |
|improved agricultural techniques |China experienced growth after introduction of sweet potato |
|new products to eat makes for healthier diets (potatoes) |19th century Japan: huge growth in population; Russia |
|healthier people make more babies |Increased in population stressed natural resources and forced countries |
|Pattern of migration: from country to city in search of factory jobs available from |to adopt new agricultural techniques and technologies |
|industrialization; middle classes and elite move away from swarmed cities | |
|After 1850: decreasing birth rates as families don’t need as many children as before and | |
|more children survived into adulthood | |
1) Patterns of Migration
a) Settler colonies: Europeans move to new areas (Americas, Australia, Southeast Asia, Africa)
i) Demographic affects: diseases carried to these places
1) New Zealand: Maoris
2) Hawaii (death of natives caused labor shortage filled by Chinese and Japanese immigrant laborers)
b) Migration to Latin America
i) Laborers needed in Brazil and Argentina
ii) Many immigrants from Europe (Portugal, Italy)
iii) Jewish immigrants escaping pogroms in Russia
Why you should know this: You will be asked questions about migration patterns and population growth during this time period. Know these patterns will also be helpful to you in an essay on changes in areas affected by Industrialization or colonization/imperialism.
Example:
1. Among common migration patterns in the nineteenth century was
a. Migration from Latin America to Mediterranean Europe
b. Middle-class migration from country-side to city
c. The discontinuation of settler colonies
d. Migration for religious reasons
e. Migration of lower classes from cities to suburbs
Knowing the patterns of migration of this time period will help you eliminate incorrect answers to find the correct answer (D).
4. Changes in the Environment
As this unit marks the first where humans are polluting and changing the environment on a large scale, it is important for students to know some specifics and characteristics of changes in the world’s environment as a result of industrialization and migration.
➢ Coal-burning factories: large clouds of smoke hung over factory cities, leading to health problems for workers and city inhabitants
➢ City water systems: city water systems were polluted from human and industrial waste, leading to serious health problems and the spread of some illnesses
➢ Industrial construction (mines, quarries, railroads): often a negative effect on the environment and local water supply
➢ Deforestation begins: forests destroyed for plantations
Why you should know this: You may be asked to analyze consequences of industrialization. Knowing about the impact on the environment will give you great examples.
Example: Using the following documents, analyze the impact of the Industrial Revolution. What kinds of additional documents would help you identify the long-term effects?
If this set of documents includes sources in the environment impact, then it would
be imperative for you to know these effects. If it didn’t, then the environmental
consequences of industrialization would be a great topic for an additional document.
5. Cultural Changes/Intellectual developments
AP students are required to know about the cultural changes happening in the aftermath of the Industrial Revolution
➢ Romanticism: artistic expression (painting, literature); use of emotion
➢ Natural Selection: scientific evidence that creatures/plants adapt to survive and those that don’t, don’t survive (survival of the fittest)
➢ Quantum physics
➢ Theory of relativity: Albert Einstein
➢ Psychology: Freud
Why you should know this: You will be asked questions about the cultural developments from this era
Example:
1. New scientific and artistic expressions in the West in the nineteenth century
a. Supported traditional beliefs
b. Relied on reason in literary expression
c. Created new frontiers in physics
d. Relied on observation rather than experiments to explain human behavior
e. Found no interest among the general population
You would need to know the characteristics to find the correct choice, (C).
6. World Trade Patterns
Trade is an important feature of this era, and AP students are required to know the characteristics and impact of world trade in the time of Industrialization and Revolution.
1) Industrialization sparks trade
a) Need for raw materials and new markets to sell manufactured goods
b) Plantation economies in colonies catered to industrialized countries’ need for raw materials
2) Latin America
a) Sugar plantations of Cuba, Brazil
b) Cotton
c) Monroe Doctrine: President Monroe of USA declares that Europe may not interfere with Latin America (may not try to re-colonize)
d) Extensive trade with US, Great Britain, France
e) Lack of industrialization led to dependence on the import of manufactured goods
f) Panama Canal: fosters increase in global trade, easier to move from Atlantic to Pacific Oceans
3) Islamic World
a) Trade with Ottoman empire (Ottoman exports to other countries) declined during this time period
i) Ottomans not interested in adopting industry, leading to the need for trade for (import) manufactured goods
ii) Competition with European goods (Ottomans losing) led to calls for reforms: Tanzimet reforms, Young Turks
1) These reforms did not have lasting effects
b) Egypt
i) Competition with Europe hurt economy
ii) Focus on growing cotton only made economy sensitive to price changes
iii) Suez Canal: facilitated trade between the Mediterranean and the Indian Ocean and helped Egypt’s economy
4) China
a) Qing dynasty: Manchu nomads from the north invaded China and established Qing dynasty in 1644
i) Qing dynasty fostered growth of trade with India and the West
ii) Enormous growth of trade in Chinese port cities, like Canton
iii) Chinese were lucky to be relatively self sufficient and did not need to trade in kind for items from China
1) British paid a lot of silver for luxury goods
a) British introduced opium, grown in India, into the nation as a way to trade in kind rather than in silver
b) Opium Wars: Wars between China and British over British insistence on selling opium in China
c) Treaty of Nanking: Chinese were forced to allow spheres of influence (areas where Europeans controlled trade)
5) Russia
a) Exported grains and agricultural products for manufactured goods
b) Slow industrialization in urbanized areas, but most of the nation remained rural and based on agriculture
c) 1860’s: emancipation of serfs allowed for an increase in industry, more favorable balance of trade
d) Russia remained dependent on prices for agricultural products and importing manufactured goods from Europe
6) Japan
a) 1854: Perry (from the US) forces Japan to open up to trade with the West
b) as it industrialized, it increased trade with foreign nations, especially for raw materials to support industry
7) Slave Trade:
a) 1867: Outlawed
b) gradually countries pulled out of the slave trade, with Brazil being the last to emancipate slaves
Why you should know this: You will be asked specific questions about who participated in the world trade network and to what extent. You may also be asked to identify specific items traded along the networks in this period.
Example:
1. World trade in the period 1750 to 1914
a. Brought greater prosperity to China than to the West
b. Decreased the economic power of the West
c. Strengthened Latin America’s trade position
d. Concentrated on the Atlantic Ocean
e. Benefited Western colonial powers
Knowing who participated in and who dominated the world trade patters would allow you to immediately identify (E) as the correct answer
7. Political Revolutions
AP students are required to be familiar with the circumstances surrounding the revolutions of this time period, as well as the significance/impact of these revolutions
|Country/ Revolution |Events |Significance |
| |Influence from Enlightenment thinkers |Use of Enlightenment ideas to reason for independence and in the creation of Constitution and |
| |Britain tries to have more control over colonies in 1700’s |Bill of Rights |
|American Revolution |Colonists used to their independence |Huge influence for all countries experiencing oppression |
| |Protests, boycotts, rebellions |1st democratic nation, role-model to others |
| |Colonies united and fought the British | |
| |Colonies win independence with help of French | |
| |nobles demand a meeting of the estates-general (parliament) |massive destruction of aristocracy; many fled, many were killed |
| |1789: At meeting, upper classes shun lower classes, refuse for them to have a voice |warfare throughout Europe for decades because of turmoil |
| |Lower classes separate from upper classes and declare themselves national assembly |backlash of conservatives after the fall of Napoleon |
| |Creation of a constitution; constitutional monarchy |implementation of Enlightenment ideals |
| |Neighboring countries declare war on France; King attempts to flee country and gets caught |revolutions in mid 1800’s led to unification of Italy and Germany, which later disrupted the |
| |King and Queen put on trial, executed |balance of power in Italy |
| |Reign of Terror: led by Robespierre, time when all people could be accused of not being loyal to| |
|French Revolution |the Revolution; mass execution of “traitors” (aristocrats, clergy members, peasants) by | |
| |guillotine | |
| |France at war with England, Austria, Prussia, Spain | |
| |Napoleon Bonaparte: successful general who rose to fame and power | |
| |1805: Napoleon crowns himself Emperor, continues to fight to conquer Spain, Italy, Germany, | |
| |Russia (never achieves total control over Russia) | |
| |Waterloo: 1815, Napoleon finally defeated and sent into exile | |
| |Congress of Vienna: countries of Europe meet to decide fate of France; restoration of monarchs | |
| |deposed by Napoleon; revival of conservativism | |
| |Additional rebellions in 1830’s, 1840’s, unsuccessful in totally bringing back liberal ideas | |
| |from the Revolution of 1789 | |
|French Revolution | | |
| |Toussaint L’Overture: slave that led rebellion |first successful slave rebellion (achieved independence) |
|Haiti |Colony of France, rebelled during political turmoil of late 18th, early 19th centuries | |
| |1804: declared independence | |
| |Enlightenment ideas, models of American and French, led to desire for independence |independence of most of Western Hemisphere |
| |Political chaos during Napoleonic Wars allowed nations to gain independence from Spain and |new economic freedoms, opportunities to industrialize |
| |Portugal |continued dependence on Europe for trade |
|Latin American |1821: Mexico gets independence | |
|Independence |1838: Central American states separate from Mexico | |
| |1822: Colombia (Bolivar) | |
| |1816: Argentina (San Martin) | |
| |1822: Brazil: most peaceful of all Latin American independence movements | |
| |1823: all of South America | |
| |independence leaders tried to unite large areas of South America, but most large areas separated| |
| |1876: Diaz comes to power after Juarez |Pattern of one-party rule (PRI remained in power for many decades) |
| |pushes economic reform, but it only benefits the wealthy |New rights guaranteed to middle and lower classes |
|Mexican |Dictatorship with one party rule |Attempt at democratic reform |
|Revolution |1910: middle class wanted more economic and political rights; 10 year revolution that removed | |
| |Diaz from power | |
| |1917: new constitution limiting power Catholic Church, foreign investments/ownership of Mexican | |
| |businesses; ineffective at first | |
| |1644: Qing dynasty (Manchu) |end of Chinese dynasties |
| |Social hierarchy with Manchu on top, Chinese on bottom |failure to establish a stable, democratic government led to development of communism |
|China |Adopted civil service examinations, other Chinese traditions |Failure to industrialize to keep up with the West caused a decline in Chinese superiority (no |
| |Patriarchy |longer the most advanced kingdom/civilization on earth) |
| |Poverty gap |Foreign intervention caused a lot of animosity between the Chinese and foreigners at the time |
| |Protests over increasing foreign presence in China (especially after the Opium Wars) |and a general distrust for foreigners |
| |Taiping Rebellion: for land reforms, womens’ rights, loosely based on religious beliefs; ended | |
| |by Qing before it reached the capital | |
| |Self-Strengthening movement: attempt by Qinq to modernize and industrialize; movement resisted | |
| |by Empress Cixi | |
|China |Boxer Rebellion: attacks on foreign businesses and establishments in China; backed by Cixi; | |
| |rebellion put down by foreign troops | |
| |Nationalist movements: Sun Yat-sen and Kuomintang (KMT) | |
| |1911: Qing finally overthrown, China in civil war among war lords | |
Why you should know this: You will be asked specific questions about the revolutions of the 19th century and may be asked to compare them in an essay
Example:
1. The French Revolution of 1789 and the Chinese revolt of 1911 were alike in that
a. They were initiated by the lower classes
b. They were not nationalist independence movements
c. They ended immediately in dictatorship
d. They failed to achieve their goals
e. There were a response to foreign intervention
Knowing the major events, goals, and significance of these two revolutions would help you eliminate the incorrect
choices and arrive at answer (B).
8. Developments in Political Theory
AP students are required to know about how modern political theory developed. The roots of these theories are in this Unit and include Feminism, Marxism, and Socialism
1) Feminism
a) 18th century movement
b) more rights for women
i) political, economic, social gains
c) access to education and jobs
d) most impact after WWI
i) female participation in the war effort
2) Marxism
a) Karl Marx
b) History: result of class struggles (middle vs. working classes)
c) Bourgeoisie = Middle class; proletariat = workers
d) In time, workers will revolt and take over power of the government
e) In time, there would be no social classes and all humans would work together for the greater good of society
f) Communism: a classless society with no government (no need for government)
3) Socialism
a) Socialism = 19th century political ideology where the state owns the factors of production
b) Emphasis on the government support of the population through welfare type programs
c) Unions: often used socialist ideology to bargain for better working conditions/higher wages
d) Not necessarily violent, but many socialist groups were violent
4) Nationalism
a) Pride in one’s country
b) Helped nations unite to accomplish goals
c) Was divisive in multi-ethnic empires like Austria-Hungary, Russia
Why you should know this: You will be asked specific questions about these
developments in political and social thinking. You may also need to use information about these in an essay.
Example:
1. Marxism
a. Became the model for socialism in Western European nations
b. Anticipated revolution in agrarian societies
c. Advocated centralization of the state
d. Became a factor in the French Revolution
e. Explained history as a series of class struggles
If you know the specific characteristics of the political ideological developments
of the period, you would identify (E) as the correct answer choice, and you would be
correct.
9. Imperialism
The empire-building undertaken by Western Europe in this era is essential to understanding how events in the modern era played out. The long-term effects of imperialism are still seen in the world today. For this reason, it is essential that AP students understand what imperialism was, how nations built empires, how nations governed their empires, and the structures of these empires.
1) Imperialism
a) As nation-state competed for power, they sought new ways to show dominance
b) Industrialization: need for raw materials and new markets
c) Technology: improved even more as industrialization developed and expanded; new weapons, ships, transportation, communications
i) Allowed Europeans to break the barriers preventing them from conquering the interiors of Africa and Asia
ii) Advances in health care prevented malaria and tropical diseases; steam ships allowed Europeans to sail up formerly unnavigable rivers
d) Justified by social Darwinism (adapted from survival of the fittest and natural selection)
i) Europeans deserved to conquer Africa and Asia because they were better
ii) Fear of nation becoming “extinct” because it failed to adapt to the world where other countries were acquiring colonies
e) Nationalism: pride for nation
i) Nations wanted their country to be the best, to have the most
ii) Helped gain popular support for imperialism because gaining territories helped their nation become the “best” and more powerful
|Targeted Area |Events and Structures |
| |initially, commercial interests in India; British arrived as power of Mughals was waning |
| |British influence grew as Mughal rule over India failed; rule and authority remained in hands of British merchants |
| |British increased land claims after Seven Years’ War |
| |Merchants used armies made of sepoys (natives) to enforce authority |
|India |1857: Rebellion of sepoys led to intervention of British government, which led to the British government taking direct control over India |
| |Social Structure: British on top, did allow local rulers to retain some powers of authority, but they had to be loyal to British; general |
| |segregation between natives and British, especially after wives of British merchants, soldiers, and civil servants arrived |
| |Economic Structure: plantation-style agriculture (tea, opium, cotton, sugar cane) |
| |Universities and schools built to educate wealthy natives |
| |1885: Indian National Congress: natives allowed to have a greater role in the government |
| |South Africa: Boers (Dutch) were first Europeans; enslaved Khoikhoi; Cape Colony taken by British, who outlawed slavery, leading to a |
| |conflict between Dutch and British; Great Trek = migration of Boers further to the interior of South Africa, where they met Zulu; established|
| |independent Boer states; Boer Wars = wars with British; British eventually took control of all of South Africa; very strict social structure |
| |Berlin Conference: countries of Europe meet to partition Africa; England, France, Spain, Portugal, Germany, Belgium, Italy; Ethiopia, Liberia|
| |not colonized; without regard to ethnic groups; disruption of traditional life and culture |
|Africa |Technology: Europeans built railroads and other public works to make life/trade easier for European settlers; hospitals and sanitation |
| |improved; not taught to natives, just there for European benefit |
| |Economic Structure: mining and plantation-style agriculture; generally led to a decline in quality of life for Africans as they were required|
| |to work for the Europeans and had to neglect their own lands |
| |Political Structure: European countries controlled government directly; natives had small, if any, political role |
| |Before imperialism: independent kingdoms |
| |Indochina: conquered by French |
|Southeast Asia |Indonesia: Dutch (became Dutch East Indies) |
| |Thailand remained free from European domination, but frequently had to ally with England and France |
| |Europeans encouraged Indian and Chinese immigrants to migrate to other colonies in Southeast Asia to increase the labor supply |
|Southeast Asia |Economic Structure: plantation-style agriculture |
| |Political Structure: Europeans controlled government directly; natives had small, if any, political role |
| |Economic imperialism: economic instead of political influence on an area or region |
| |Hawaii: American agri-businesses with plantations had increasing influence on the islands; after many natives died from diseases brought by |
| |Americans, Chinese and Japanese immigrants came to Hawaii to work the plantations; annexed in 1898 |
|Western Hemisphere |Manifest Destiny: American expansion west toward the Pacific; it was the US’ ultimate destiny to control “from ocean to ocean” |
| |US in Latin America: the US had significant investments in Latin American businesses, keeping the countries dependent on trade and support |
| |from the US (and Europe) |
| |US supported Cuban independence movements (Spanish-American War) and won control of Puerto Rico, Cuba, Guam, and the Philippines |
| |US continued to intervene in Latin American countries (political and economic reasons) in the early 20th century |
Why you should know this: You will be asked specific questions about imperialism and will also need knowledge of the structures of imperialism for an essay.
Example: Using the documents, analyze the main features, including causes and consequences, of the system of indentured servitude that developed as part of global economic changes in the nineteenth and into the twentieth centuries. What additional kinds of documents would help assess the historical significance of indentured servitude in this period?
To answer this question, you would need sufficient knowledge of the economic
(labor) structures of European colonies worldwide. You would want to know about the
impact of these structures in order to discuss significance and give adequate analysis.
AP* World History Study Guide and Graphic Organizers – Unit 6: The Modern World, 1900 CE – Present
1. World War I
Students are required to know the causes, major events, and consequences of WWI
1) Causes
a) Imperialism
i) No new lands to expand into – some nations didn’t have many colonies (Germany, Italy)
ii) Rivalries as nations competed for colonies
iii) Sometimes armed conflict in colonial lands for control over resources
b) Nationalism
i) Pride in one’s nation, want one’s nation to be the best and most powerful
ii) Fostered conflict as nations competed to be the best
iii) Justified imperialism, militarism
iv) Caused disruptions in multi-ethnic nations (Austria-Hungary, Ottoman Empire); rebellions, revolts against foreign rule
c) Militarism
i) Build up of a country’s military; keeping a large standing army
ii) Nations expanded their militaries as a show of power
iii) Arms race: each nation needed to have a standing army because their neighbors had standing armies
d) Alliances
i) Bismarck: German chancellor behind alliance system in Europe
ii) Germany, Austria-Hungary, Italy allied; France, Great Britain, Russia allied
2) Events
a) Assassination of Archduke Frantz Ferdinand: Serbian terrorists kill the Austrian duke and his wife as they honeymooned in Sarajevo
i) Austria demands Serbian submission
ii) Russia offers to back Serbians in defying Austrians
iii) Austria and Germany declare war on Serbia and Russia (along with Russia’s allies)
b) Schlieffen Plan
i) Germany knows Russia will take longer to mobilize, so plans to attack France first and then loop back through Germany to meet Russian troops
ii) Germany begins invasion by first cutting through Netherlands and Belgium
iii) Great Britain outraged at Germany’s attack on neutral nations, begins to mobilize for war
iv) Conquest of Belgium takes longer than planned, by the time Germany gets to France, the French are ready to meet them in battle, and English arrive to reinforce French lines
c) Trench warfare
i) War stalemates in France
ii) Both sides dig trenches; space between = no man’s land
iii) Terrible conditions
d) Technology
i) Tanks
ii) Poison gas
iii) Airplanes
iv) Machine guns
e) War worldwide
i) China, Japan declare war on Germany and attack German spheres of influence in China
ii) Colonies in Africa involved
iii) Ottoman Empire: joins with Germany and Austria, wants to protect lands from increasingly aggressive Russia
iv) US joins after Russia pulls out (Revolution)
f) Consequences
i) Wilson’s 14 points: Wilson wants self-determination (for Europeans only); formation of League of Nations to ensure peaceful resolutions to conflicts; fair treatment for Germany and Austria
ii) Treaty of Versailles: war guilt clause that blames Germany and requires millions in reparations; creation of mandates = colonies controlled by members of the League of Nations (primarily Britain and France), such as the Middle East (former lands of Ottoman Empire), and were mostly lands taken away from the losers of the war
1) In general, this treaty failed to resolve the initial conflicts and underlying causes of the war
iii) Destruction
1) Death of a generation of men
2) Widespread destruction of farmlands, towns, roads
iv) New countries
1) Austria-Hungary broken into Austria, Hungary, Yugoslavia, Czechoslovakia
2) Poland, Romania returns
3) Finland, Latvia, Lithuania, Estonia gain independence
v) China falls under Japanese control
Why you should know this: You will be asked specific questions about the causes and consequences of WWI. You may also be asked to compare aspects of WWI with other wars, either with those that came before or with those that came after WWI.
Example: Using the following documents, compare the nature of the postwar world envisioned by the victorious nations after WWI and WWII.
To answer this question thoroughly, you would need to have an understanding of the causes of world conflict and how the leaders of the nations involved attempted to resolve (successfully or unsuccessfully) the conflict at the close of war. You would need to be familiar with peace settlements as well as negotiations along the way to achieving peace.
2. The Great Depression
The Great Depression had a global impact, so AP students are expected to know how the Great Depression happened, its worldwide effects, and attempts at recovery from the economic decline.
1) Causes
a) Overproduction
i) Agricultural
ii) Factories
b) Destruction of WWI
i) Germany unable to pay reparations
ii) Great Britain and France unable to pay war debts to US
c) Bank failures
i) Banks failed in Europe as people couldn’t pay back loans
d) Stock Market Crash
i) Buying stock on the margin artificially inflated prices
ii) Stock values fell dramatically as people sold their stocks
iii) Millions of dollars “vanished” as stock prices bottomed out
iv) Banks failed as people couldn’t pay back loans
2) Worldwide effects
a) Overproduction of agricultural goods caused drop in prices, hurting Latin American and African economies based on one or two cash crops
b) Tariffs put in place to protect domestic businesses, caused a decline in world trade
c) Widespread unemployment as businesses failed due to decline in trade
d) Inflation of prices, especially in Germany
e) Europe, USA, Japan, Latin America, Africa
3) Responses
a) Social welfare programs
i) Government pushes reforms that help relieve suffering caused by Depression
ii) USA: New Deal, Social Security, soup kitchens/bread lines, welfare
b) Rise of Fascism
i) Italy, Germany, Japan, Spain
ii) Attractive to people hurt by Depression
iii) Leaders stressed taking drastic measures to overcome economic decline, renewed interest in building military and becoming aggressive
Why you should know this: The Great Depression had a huge impact on the world’s economy
and had significant consequences in terms of how each nation responded to the suffering brought about by the Depression.
Example:
1. Which of the following was true of the Great Depression?
a. It was alleviated by the flow of US funds to Europe during the 1930’s
b. Global agriculture saw underproduction and low prices during the 1920s and 1930s
c. It was unaffected by Allied war debts
d. It was caused by an underproduction of raw materials in European colonies
e. It was tied into the payment of war reparations
You would have to be aware of the causes of the Great Depression, beyond just the
stock market crash in the US, to identify the correct answer, (E).
3. World War II
As with WWI, AP* students are required to know the causes, major events, peace settlements, and significance of WWII.
1) Causes
a) Fascist leaders
i) Fascist parties became popular during the Great Depression in especially hard-hit countries like Germany and Italy because Fascist leaders effectively used scapegoats to place blame for the economic hardship; they also advertised plans for recovery that involved their nation becoming powerful and aggressive
ii) Fascism in Germany (Hitler), Italy (Mussolini), Spain (Franco), and Japan (Hirohito and his staff of Generals)
b) Aggression
i) Japan
1) 1931: invades Manchuria
2) 1937: invades China (Rape of Nanking)
ii) Germany
1) 1938: Anschluss (unification of Germany and Austria)
2) 1938: annexation of Sudetenland (part of Czechoslovakia)
3) 1939: annexation of all of Czechoslovakia
iii) Italy
1) 1935: invades Ethiopia
c) Appeasement
i) Great Britain, France allow acts of aggression for fear of another war
ii) 1938: Munich Conference
1) Hitler promises not to invade any more territories
2) Great Britain and France accept
iii) 1939: Soviet Union signs treaty of nonaggression with Germany
d) “Final straw”
i) September 1939: Hitler invades Poland
2) Major Events
a) Alliances
i) Axis powers: Germany, Italy, Japan
ii) Allied powers: Great Britain, France, Soviet Union (later, the USA)
b) War in Europe
i) Germany quickly overtakes France and establishes a puppet government, called Vichy France
ii) British unable to do much due to German fortifications along France’s northern boarders
iii) 1944: with the help of the US, British, French, Canadian, and American troops land on the beaches of Normandy and push through Germany fortifications
iv) May 1945: Allied Victory over Europe
c) War in Africa
i) German and Italian troops take over British and French lands in North Africa
ii) British troops fight to reclaim these lands
iii) Desert Fox: German General Rommel, known for master strategy in the deserts of North Africa
d) War in the Pacific
i) Japanese expand to control China, Korea, French Indochina, Dutch East Indies, Philippines, etc.
ii) December 1941: attack on Pearl Harbor; US declares war on Axis powers
iii) Island-hoping campaign: US forced to liberate the Pacific island by island
iv) Atomic bombs dropped on Hiroshima and Nagasaki led to victory in the pacific in August 1945
e) Holocaust
i) Final Solution: Hitler’s plan to eliminate Jews in repayment for their supposed role in the Great Depression (diversionary tactic used for Hitler to gain power and win popularity)
ii) Concentration Camps: work camps built to keep Jews, Greek Orthodox, Gypsies, Communists, Handicapped, Homosexuals, and anyone else Hitler didn’t like or wanted to get rid of
iii) Extermination Camps: some “work” camps were actually extermination camps, where people were sent to be killed
1) Gassing: most people that died were “gassed” in large rooms that looked like shower rooms and then their bodies were burnt
2) Executions: sometimes people were just executed and buried in ditches they had been forced to dig themselves
3) Experimentations: Germany doctors ordered to perform medical experiments on prisoners, especially those that were already sick, were twins/triplets, or had some other kind of abnormality
f) Technology
i) Atomic weapons
3) Peace Negotiations and Settlements
a) 1943: Tehran Conference
i) Allied powers decide to liberate France first
ii) Soviet Union to push through Eastern Europe and open an Eastern Front
b) 1945: Yalta Conference
i) Soviets agree to help the US fight Japan
ii) Decision to partition Germany into zones
c) 1945: Potsdam Conference
i) Soviets to control Poland
ii) Decision to separate Austria from Germany
4) Significance and Consequences of WWII
a) US occupation of Japan
i) Establishment of a constitutional monarchy; efforts led by MacArthur
b) Korea divided by US and Soviets
c) China gained freedom from Japan, but immediately saw civil war between Nationalists (KMT – Chiang Kai-shek) and the Communists (Mao Zedong)
d) Soviet occupation of most of Eastern Europe, creation of the Eastern bloc (communist satellites of USSR)
e) Nuremburg Trials: Prosecution of war criminals involved in the Holocaust
f) End of Western European dominance over the world; colonies push more than ever for independence
g) United Nations: organization to settle disagreements peacefully
h) Shift in world power to the USA and the USSR
i) Ushering in of the Cold War
Why you should know this: You will be asked questions about the causes, events, and
consequences of WWII. You will also be asked to compare WWI and WWII
Example:
1. The nation that rose in power during WWI but declined in power during WWII was
a. Great Britain
b. Japan
c. Russia
d. The Ottoman Empire
e. Austria
If you are able to successfully compare the characteristics about both wars, you will
arrive at the correct answer, (B)
4. The Rise of the Soviet Union
The history of Russia as tsarist rule collapsed and revolutionaries ushered in a new form of government, communism, has had a profound effect on the world during the Modern Era. As such, AP students are required to understand the circumstances surrounding the rise of communism in Russia, as well as the policies of communist leaders from Lenin to Gorbachev.
|Era |Events |
| |Romanov family on the throne (tsars of Russia) |
| |Poverty gap between peasants and aristocracy |
|Pre-Revolution |Lag in industrialization leaves Russia behind other nations and dependent on Europe for imports |
| |1905: revolution temporarily ends absolute power of tsar; creation of Duma (a parliament); tsar dissolves it a few months later |
| |entrance into WWI disastrous for Russia; millions of soldiers killed; caused shortages on the home front; tsar left capital to oversee conduct of |
| |war |
| |1917: First revolution removes tsar from power |
| |1917: Second revolution brings Bolsheviks (communists) to power |
| |1918: Russia pulls out of war; Lenin comes to power |
|Revolution and Lenin |Civil War: Red army vs. White army; tsar assassinated; Bolsheviks maintain control over Russia and begin instituting communist policies such as |
| |land redistribution, establishment of Soviets (political and economic communities) |
| |Policies fail to work and industrial and agricultural production declines |
| |Lenin implements New Economic Plan (NEP) which allows some privatization, resulting in renewed economic growth |
| |1923: Birth of USSR |
| |1924: death of Lenin |
| |Stalin takes over after Lenin |
|Stalin |Purges: Stalin eliminates any opponents |
| |Collectivization: collecting farmlands together to be farmed by peasants collectively and produce given to the government for distribution; |
| |unsuccessful in the long run because of lack of innovation |
| |Five Year Plans: plans for economic growth in industry, agriculture |
|Stalin |WWII: USSR gains control over Eastern Europe and establishes Communist regimes there (with the exception of Greece and Yugoslavia, which was |
| |communist, but not under the direct control of USSR) |
| |Beginning of the end of the “friendly” relationship between China and USSR |
| |Emphasis on industrial production, especially for the military (production of atomic weapons) |
| |Satellite rebellion against USSR: 1956, Hungary; 1961 construction of Berlin Wall to prevent escape of East Germans in to West Germany; 1968, |
| |Prague Spring led to Soviet invasion of Czechoslovakia; 1970’s, Solidarity in Poland challenges Soviet rule |
| |1956: Stalin dies, Khrushchev comes to power |
|Khrushchev |end of severe political oppression that characterized Stalin’s rule; de-Stalinization |
| |1962 Cuban Missile Crisis: Soviets build nuclear missile sites in Cuba, aimed at the US; brinkmanship = policy of escalating aggression to the |
| |point of war |
| |“Space Race”: race with US to produce space technologies (satellites, rocket-ships, etc.) |
| |Continued deterioration of relationship between China and USSR |
|Brezhnev |1964: Brezhnev comes to power |
| |1979: Soviet invasion of Afghanistan |
| |1985: Gorbachev comes to power |
| |begins initiating reforms that attempt to modernize Russia and improve its economic and cultural state |
|Gorbachev |Glasnost: openness, end of censorship, criticism of government allowed |
| |Perestroika: economic reform that allowed some private ownership (reflection of Lenin’s NEP); revival of foreign investment in Soviet economy; |
| |increased production of consumer goods |
| |Widespread disagreement with Gorbachev’s reforms; represent move away from communism as envisioned by Stalin and Khrushchev |
| |Increased independence for Eastern bloc countries |
Why you should know this: You will be asked specific questions about the rise of communism in Russia, as well as about specific events and policies of Soviet leaders. You will also most likely need this information for an essay, for comparisons, evidence of changes, or background information to help interpret and analyze a document
Example:
1. Mikhail Gorbachev allowed all of the following EXCEPT
a. The production of consumer goods
b. Discussion of government policies
c. Private land ownership
d. Democratic government
e. Foreign investments
Knowing the characteristics and trends of Soviet rule will, as well as knowing the
simple fact that Gorbachev was a communist ruler, not a democratic ruler, no matter how
liberal and democratic his reforms might have seemed compared to Stalin, would lead you
immediately to the correct answer, (D).
5. The Cold War
The Cold War was a tense time in world history where, as nations gained atomic weapons, the world held its breath in fear of a nuclear war. The struggle between the USA and the USSR had political, social, cultural, and economic consequences worldwide. AP students will need to be aware of these consequences in their global context.
|Nature of Consequence |Events/Significance |
| |“iron curtain”: phrase used by Winston Churchill to describe post WWII Europe; curtain dividing free and oppressed nations |
| |1946: Great Britain, France, US combine their German zones to make West Germany; Soviet section becomes East Germany |
| |1947: Marshall Plan – US gives money/loans to countries trying to recover from the war without turning to totalitarian rulers; reflected US |
| |policy of containment (containing the spread of communism) |
| |1947: Truman Doctrine – US promises to give aid to countries fighting against communism; reflected policy of containment; after Greece |
| |1947-1948: Berlin Airlift – Soviets blockade West Berlin in protest of US involvement with West Germany economy |
| |1949: NATO (North Atlantic Treaty Organization) – alliance between US, Canada, most of Western Europe |
| |1950-1953: Korean War – North Korea, backed by USSR and China, invades South Korea; UN coalition forces support South Korea and regain |
|Political |territories |
| |1954: Geneva Conference – France gives control of North Vietnam to Ho Chi Minh, South Vietnam to US-backed regime of Ngo Dinh Diem |
| |1955: Warsaw Pact – alliance between Soviet Union and Eastern Bloc countries |
| |1961: Bay of Pigs invasion – US promises to support Cuban exiles to retake Cuba from Castro; backs out of plans for air support and Cubans are |
| |massacred |
| |1962: Cuban Missile Crisis – US discovers Soviet missiles in Cuba |
| |late 1960’s: Vietnam War – Thousands of US troops in Vietnam fighting to keep the south independent from the north |
| |1972: SALT I treaty between US and USSR begins détente |
| |1973: US begins to leave Vietnam |
| |1975: South Vietnam taken over by North Vietnam |
| |1979: SALT II treaty; USSR invades Afghanistan |
| |1989: Berlin Wall torn down; Tiananmen Square protests in China |
| |1991: Fall of Soviet Union as Soviet Republics declare independence |
| |Economic disruption in Communist countries, especially those tied politically to the Soviet Union |
| |Soviet focus on industrialization at the expense of the production of the basic goods needed to maintain quality of life |
| |During the “Space Race”, Soviets spent so much money on new technologies that they then lacked the money to expand other industries and |
|Economic |therefore their economy |
| |Embargo against Cuba: after Castro goes communist, the US refuses to trade with Cuba, driving Cuba to seek economic aid from the Soviets |
| |Many nations sought aid after WWII; the US and USSR “competed” in a way to try to give aid in exchange for alliances |
| |“non-aligned” nations frequently got financial aid from both sides |
| |China’s plan for industrialization, The Great Leap Forward, involved back-yard industrial production with no real plan to build and staff |
| |industrial factories; led to economic decline for the country as peasants struggled to meet industrial quotas while trying to meet agricultural|
| |needs at the same time |
| |Nuclear Age: new vocabulary and fears (nuclear weapons, bomb shelters, nuclear fall-out, “duck and cover”, etc.) |
| |The Red Scare: fear of communist infiltration in the US, led to McCarthyism (persecution of people known to have or have had in the past a |
|Cultural |connection to the communist party) |
| |The study of Russian in public schools |
| |Emphasis on Math and Science in American Schools to beat the Russians at their own game |
| |Communist culture tended to revolve around extolling the virtues of the communist worker-revolutionary and portray greed as evil |
| |US begins mass exportation of American culture and values as a part of trying to solidify American superiority and power in the face of Russian|
|Cultural |opposition |
| |Communist de-emphasis on religion led to increase in secularization in communist areas, except Poland (where Catholic influence remained |
| |strong) |
| |Cultural Revolution in China intended to stamp out opposition and growing democratic currents; push for China to revive its interest in |
| |Communistic values |
| |Spy movies and books that pit KGB members against CIA operatives (Mission Impossible, Hunt for Red October) become very popular |
| |Groups of immigrants from Soviet/former Soviet countries enter the lower classes of countries where they settle (industrialized “Western |
| |Nations) |
|Social |Communist leaders/revolutionaries attempt to eliminate social classes, driving aristocrats and wealthy people away (many tried to escape |
| |illegally) |
| |Communist invasion of and defeat in Afghanistan led to the rise of the Taliban, an Islamic fundamentalist political group; once in power, the |
| |Taliban promoted a strongly patriarchal, Islamic social structure, with women forced to wear the veil and long robes |
Why you should know this: You will be asked about specific events during the Cold War, as well as what the consequences of Cold War events were.
Example
1. An example of brinkmanship is found in
a. the Cuban Missile Crisis
b. the Arab-Israeli War
c. the Iran-Iraq War
d. the Cultural Revolution
e. the Korean War
If you know the significance of the events listed above, as well as facts about those events, you would easily pick out
(A) as the correct answer
6. Decolonization
A major theme of the 20th century has been the decline in power of Western Europe. This theme is especially evident as more colonies worldwide became independent nations after the end of WWII. European departure from areas in Africa and Asia had diverse effects.
Example: Compare the economic and social characteristics of communist China and the Soviet Union from 1945-1990.
To answer this question successfully, you would have to have an understanding of the economic and social characteristics in both the USSR and China during the Cold War (the approximate span of the dates). You would also need to be aware of changes in these structures over this time period.
-----------------------
System of Writing
Complex Institutions
Skilled Workers
Advanced Technology
Advanced Cities
Civilization
Shared Characteristics
- community cooperation to build large public works projects, especially irrigation projects
- need for cooperation led to the development of increasingly centralized governments
- knowledge of metallurgy (whether independently invented or acquired through diffusion) led to advanced tools, weapons, and art
- writing system
- development of social classes
- use of slave labor
- patriarchy
- polytheism
- trade with neighboring and far-reaching civilizations
- warfare: internal and external pressures
|Significance |
|Political patterns established |
|during the classical time |
|continue to have an influence |
|on the modern world |
|Cultural traditions and |
|customs shaped the arts for |
|centuries |
|development of major world |
|religion: Christianity |
|extensive trade brought new |
|ideas and products to the |
|region |
|use of slave labor ultimately |
|led to decline in economic |
|expansion |
| |
Capital: funding, investments
Labor
Land and Natural Resources
Factors of Production
Entrepreneurship
................
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