http://resourcesforhistoryteachers.wikispaces.com/AP+World+History Period 1: Technological and Environmental Transformations‚ to c. 600 BCE Key Concept 1.1 Big Geography and the Peopling of the Earth What is the evidence that explains the earliest history of humans and the planet? What are the theories that interpret this evidence? Where did humans first appear on Earth‚ and what were their society‚ technology‚ and culture? Describe earliest humans’ technology & tools What were the
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#8—Crash Course World History Alexander the Great 1. Alexander of Macedon‚ born in 356 BCE‚ died in 323 BCE at the ripe old age of _32_____. 2. Alexander was the son of King __phillip________ II‚ and when just 13 years old he tamed a horse no one else could ride named Bucephalus‚ which impressed his father so much he said: “Oh thy son‚ look thee at a kingdom equal to and worthy of thyself‚ for Macedonia is too little for thee.” 3. Let’s to look at Alexander of Macedon’s story by examining
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Chapter 4 Big Picture Questions 1. What common features can you identify in the empires described in this chapter? • All empires controlled large areas and populations. • All empires were brought together by conquest and funded in part by extracting wealth from conquered peoples. • All empires stimulated the exchange of ideas‚ cultures‚ and values among the peoples they conquered. • All empires sought to foster an imperial identity that transcended more local identities and loyalties. • All
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form irrigation systems so they could grow their own food and make a profit from it. Water and the rivers were also a means of traveling. If it were not for the water source close to both civilizations they would not have been able to get around the world for trade. When I tried to look for characteristics that are critical for a society to become a civilization this website: http://wiki.answers.com/Q/What_characteristics_are_critical_for_society_to_become_civilizations this website gave the simple
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Journal Entry 3 October 28‚ 2012 LAN101: AP English Language and Composition Master Teacher: ; Classroom Instructor: Journal 3 Tone and style are two important literary devices commonly used to elicit emotions from readers. Tone is defined as the writer’s attitude towards the material and the audience. Authors create tone through use of other literary devices‚ such as diction‚ syntax‚ and imagery. Style is the manner in which an author chooses to write to their audience‚ and can reveal
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I. Popular sovereignty and political upheaval A. Enlightened and revolutionary ideas 1. Popular sovereignty: relocating sovereignty in the people a. Traditionally monarchs claimed a "divine right" to rule b. The Enlightenment challenged this right‚ made the monarch responsible to the people c. John Locke’s theory of contractual government: authority comes from the consent of the governed 2. Freedom and equality: important values of
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Week 1 | Day | English | Mathematics | Science | Social Studies | Integration Possibilities | 6 | Literary ELACC2RL1-10‚ Informational ELACC2RI1-10‚ Narrative ELACC2W3 Comprehension of Fiction‚ Phonics‚ Writing | GA CCSS 2.2OAAdd and Subtract within Twenty | S2CS2 a-c: Computation & Estimation skills; S2CS5 a‚b: Communicate scientific ideas | GA SS2H2 a‚bDescribe the Georgia Creek and Cherokee cultures | ART- During History class‚ students can work in groups to create murals that showcase
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----------------------------------------------------------------------------- Expanded Core=2 AP requires you to expand it to 2; however‚ you write 3 to get the points from expanded core section. Process: 1. Box Question 2. Read Documents ----------------------------------------------------------------------------- 1. Group 2. Extra Document 3. P.O.V “Not Surprisingly” 4. Pre-write Outline: I. Intro a. Thesis b. Extra Doc. II. Body a. G1 b. G2 c. G3 III. Conclusion AP Exam Multiple Choice=50% Essay=50% DBQ=50% FRQ*1=25% FRQ*2=25%
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Students in AP World History are expected to be able to write three different types of essays: a document-based question (or DBQ)‚ a change-over-time essay‚ and a comparative essay. You can probably gather from the names what you need to do in each essay – the document-based question provides you with a set of documents on which to base your essay; the change-over-time essay asks you to analyze the changes and continuities that occurred within a certain period of time; and the comparative essay asks
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The Conrad-Demarest Model of Empire: Basic Principles for the Roman‚ Han Chinese I. Necessary preconditions for the rise of empires: a. State-level government: Rome: republic then empire with emperor Han: kept most of Qin centralized government in place b. High agricultural potential in the area: Rome: wheat‚ grapes‚ cattle Han: wheat‚ millet‚ pigs c. An environmental mosaic Rome: Alps‚ Mediterranean Sea‚ forests‚ Tiber and other rivers‚ hills Han: Tianshan mountains‚ Yellow
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