World History Advanced Placement Review Time Period One Kevin Sacerdote Mandarin High School...

World History Advanced Placement Review

Time Period One

Kevin Sacerdote

Mandarin High School

Jacksonville, FL 32258

Kevin Sacerdote Mandarin High Jacksonville, FL

Slides based on the Ethel Wood Study Guide

Ordering information:

www.dsmarketing.com/books_worldhistory.html

(10 book minimum for orders)


Course Time Periods• The course encompasses five eras in time beginning in

8000 B.C.E. and extending to the present. B.C.E. (before the common era) is the same thing as B.C. (before Christ), and C.E. (the common era) corresponds to A.D. (anno Domini). The time periods and their percentages on the examination are as follows:

• Foundations (8000 B.C.E. to 600 C.E.) 19-20%• 600 - 1450 C.E. 22%• 1450 - 1750 C.E. 19-20%• 1750 - 1914 C.E. 19-20%• 1914 - Present 19- 20%


Course Structure• multiple-choice questions - The test has 70 multiple-

choice questions and allows 55 minutes for students to complete them.

• document-based question (DBQ) - This question requires students to read several documents (maps, charts, cartoons, and/or quotes), and respond to a question that asks them to analyze and interpret the documents. Students are allowed a ten-minute mandatory reading period, and 40 minutes to write the essay (a total of 50 minutes).

• change-over-time essay - This question requires a student to follow a particular topic or issue over time, generally through at least two of the specified eras. Students are expected to complete the essay in 40 minutes.

• comparative essay - This question asks students to compare a broad issue in world history in at least two societies. Students are allowed 40 minutes to complete this essay.


To Access Numerous Charts

• I have already posted numerous charts for most time periods on one of my web sites:

• www.mandarin.groupfusion.net – Choose Sacerdote’s Classes

– Choose World History AP

– Click “Join Class” (upper left corner)

– Wait for my acceptance

– Go to site, under “Section Files” (lower right) click “STUFF” to access the charts.


Course Goals

1. To develop an understanding of the story of history (i.e. history evolves)

2. To focus on the interactions of human beings

3. To interpret history in terms of historical evidence

4. To grasp the nature of continuity and/or change over time, and

5. To make comparisons among societies


WHAP Course Themes• Demonstrate your knowledge by including

these themes in your essays:

• 1. Impact of interaction among and within major societies;

2. The relationship of change and continuity across the periods covered;

3. Impact of technology and demography on people and the environment;


WHAP Course Themes (continued)• 4. Systems of social structure and gender

structure (comparing major features within and among societies and assessing change).

5. Cultural and intellectual developments and interactions among societies; and

6. Changes in functions and structures of states and in attitudes toward states and political identities (political culture), including the emergence of nation-state (types of political organization).


The Foundation Period8,000 B.C.E. – 600 C.E.

• Broad Topics include– Environmental & Periodization Issues– Early Agricultural & Technological Issues– Basic cultural, political, and social concerns

of early River Valley Civilizations, esp. Shang. Nile, Indus, and Mesopotamian

– The rise & fall of classical civilizations: Zhou and Han (China), Gupta (India), Greece & Rome (Mediterranean


The Foundation Period8,000 B.C.E. – 600 C.E.

• Major Belief Systems, including:

– Polytheism– Hinduism, Judaism, Confucianism,

Daoism, Buddhism, and Christianity– NOTE: Islam will surface in time

period two


8,000 B.C.E. – 600 C.E.

• This time period should be studied in three phases:– Phase One: Neolithic Farming Villages

• c.a.8,000 – 4,000 BCE

– Phase Two: River Valley Civilizations• c.a. 3,500 – 1,200 BCE

– Phase Three: Classical Civilizations• c.a. 1,000 BCE – 600 CE


The Agricultural Revolution (Neolithic Farming Revolution)

• From foraging to pastoral, and eventually sedentary

• Changes include (remember course goals & themes)

– Increase in reliable food supplies

– Rapid increase in total human population

– Job Specialization

– Widening of Gender Differences

– Development of distinction between settled people and “Nomads” (pastoralists)


Neolithic Farming Villagesc.a.8,000 – 4,000 BCE

• Domestication of animals well under way• Various Staple Crops (depending on the world

region) include:– Wheat, barley, corn, beans, potatoes, squash, yams,

peas, millet, rice, pigs, oxen and chickens

• Sedentary agricultural communities were the forerunners to the development of the earliest River Valley Civilizations (RVC’s)


Alternatives to Sedentary Agriculture

• Shifting Cultivation: “Slash and Burn”– Destruction of a lot of land

• Pastoral Nomadism: They do NOT settle into villages. But do not discount their importance! It includes the following of domesticated herds:– Sheeps, goats, cows, reindeers. Camels, and/or

horses


Neolithic Farmingc.a.8,000 – 4,000 BCE

• The start of labor specialization is based

on major craft industries:

– Pottery– Metallurgy– Textile Production


Phase II River Valley Civilizations

1. Mesopotamia

2. Egypt

3. Indus Valley

4. Shang China

5. Meso and South America


Common Characteristics of River-Valley Civilizations

• Location in river valleys

• Complex irrigation systems

• Development of legal codes

• Use of money

• Elaborate art forms and/or written literature

• More formal scientific knowledge

• Intensification of social inequality


Decline of River-Valley Civilizations

• Both Egypt and Western Asia were showing signs of conflict and weakness

• Egypt, the Hittites, the Indus Valley People, and the Mycenaens were all attacked from the North

• In all cases, the very structure of civilization collapsed


Nomads and Migrations(3500 – 500 BCE)

• Phoenicians – from the eastern coast of the Mediterranean Sea; set up colonies in North Africa and southern Europe

• Israelites – originated about 2000 BCE in the Mesopotamian city Ur; settled in Canaan; went to Egypt to escape drought; returned to Canaan and Israel was formed

• Aryans – originated in the Caucasus area; settled in the fertile Ganges River area


Phase III The Classical Civilizations(1000 BCE – 600 CE)

• The period after the decline of the river-valley civilizations

1. Kept better and more recent records

2. Provide many direct links to today’s world

3. Expansionist


Common Features of Classical Civilizations

• Patriarchal family structures

• Agricultural-based economies

• Complex governments

• Expanding trade base


Trading Networks

• The Silk Road – Overland from western China to the Mediterranean Trade made possible by development of a camel hybrid capable of long dry trips

• The Indian Ocean Trade – By water from Canton in China to SE Asia to India to eastern Africa and the Middle East; monsoon-controlled

• Saharan Trade – Points in western Africa south of the Sahara to the Mediterranean; Cairo most important destination


• Sub-Saharan Trade – Connected Africans south and east of the Sahara to one another connected in the east to other trade routes


End of Phase III: The Fall of Empires (200 – 600 CE)

• Similarities– Attacks from the Huns– Deterioration of political institutions– Protection/maintenance of borders– Diseases


• Differences– The fall of the Gupta had the LEAST impact partly

because political unity wasn’t the rule

– The fall of the Han Dynasty was problematic for China because strong centralized government was in place

– Rome was the most devastating; Roman civilization depended almost exclusively on the ability of the government and the military to control territory


• Common Consequences– Trade was disrupted but survived– The importance of religion increased as

political authority decreased– Political disunity in the Middle East forged the

way for the appearance of Islam in the 7th century


Belief Systems

• Polytheism– Earliest form of religion was probably

polydaemonism (the belief in many spirits– Polytheism put many of these spirits together to

form gods– Monotheism was first introduced about 2000

BCE by Israelites


• Hinduism– Originated with the polytheism that the Aryans

brought as they began invading the Indian subcontinent sometime after 2000 BCE

– The Universal spirit is represented by Brahman– Some basic tenets include:

• Reincarnation

• Karma

• Dharma

• Moksha


• Buddhism– The Four Noble Truths– The Eightfold Path to Enlightenment– Emphasized the soul’s yearning for

understandings on a higher plane, generally supporting the notion that anyone of any social position could follow the Eightfold Path successfully

– Did much better in areas where it spread through cultural diffusion


• Confucianism– Emphasizes the importance of harmony, order,

and obedience– Believe that if five basic relationships are

sound, all of society would be, too:• Emperor/subject

• Father/son

• Older brother/younger brother

• Husband/wife

• Friend/friend


• Daoism– Founder in believed to be Laozi (4th century

BCE)– Centers around the Dao, the original force of

the cosmos that is an eternal and unchanging principle that governs all the workings of the world

– According to Daoism, human strivings have brought the world to chaos because they resist the Dao

– Wuwei (disengagement from the affairs of the world, including government)


• Legalism– Laws should be administered objectively, and

punishments for offenders should be harsh and swift

– The philosophy of Shi Huangdi, the first emperor


• Judaism– First clearly monotheistic religion.– Belief in the Covenant, or agreement, between

God and the Jewish people, as long as the Jewish people obeyed him.

– The Ten Commandments set the rules for relationships among human beings.

– Because Jews believed they were specially chosen by God, they came to see themselves as separate from others and did not seek to convert others.


Belief Systems

• Zoroastrianism– Another early monotheistic religion.– Influenced by Judaism.– Major religion of Persia.– Founded by Zoroaster who saw the world

immersed in a great struggle between good and evil.

• This concept influenced many other monotheistic religions.


Belief Systems• Christianity

– Grew directly out of Judaism.– Founded by Jesus of Nazareth.– Originated from the Jewish belief in the coming of a

Messiah, or a leader who would restore the Jewish kingdom to its former glory days.

– Followers saw Jesus as the Messiah who would help clean up the Jewish religion of its problems and ensure life after death if the Christian faith is followed.

– Appealed to the masses. Very deliberate conversion efforts. Eventually became the largest religion in the world.

– Advocates a moral code based on love, charity and humility.

World History Advanced Placement Review Time Period One Kevin Sacerdote Mandarin High School...

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