AP World Final Exam Review (Semester 1)

A ____ Source is one in which the details of an event or historical period are relayed by some one who was actually there and A ____ Source is one in which the details of an event or historical period are pieced together from first hand accounts.

Primary / secondary

All of these are aspects of the first time period we studied, 1200-1450 EXCEPT:

Gun Powder Empires

All of these are aspects of the first time period we studied, 1450 - 1750, EXCEPT:

Internal and external challenges to state power (imperialism)

All of these are aspects of the first time period we studied, 1750- 1900, EXCEPT:

Gun Power Empires

Which of these is NOT a Historical Thinking Skill? 

creating historical evidence

____ involves identifying the characteristics and traits of an evolving historical concept or event

Developments and Processes

____ involves identifying the characteristics and traits of an evolving historical concept or event

Developments and Processes

____ involves identifying and explaining how a specific historical development or process fits within a historical place and time

Sourcing and Situation/Contextualization

____ involves identifying the factors surrounding the creation of a historical source. 

Sourcing and Situation

____ involves identifying patterns among historical developments and processes and explaining how one historical development or process relates to another one.

Making connections

____ involves identifying what a source is trying to prove and in support of an argument, comparing the arguments of at least two sources, and explaining how they affects debate.

Argumentation

____ involves identifying sources that support a point of view and describing them in those terms

Claims and evidence

Which do you think was the most effective way to spread Islam? Why? No wrong answer

Trade / Muslim financial practices were beneficial to places and no one was forced

This question would be an example of the use of the Historical Thinking Skill of: 

Argumentation

What process or development is reflected here?

Syncretism

This question would be an example of the use of the Historical Thinking Skill of: 

Developments and Processes

Chimamanda Ngozi Adichie’s vehicle to explain of how to teach good history was known as:

The Dangers of a Single Story

This question would be an example of the use of the Historical Thinking Skill of: 

claims and evidence in sources

The fact that this Buddha is in a Hindu temple is an example of:

Syncretism

This question would be an example of the use of the Historical Thinking Skill of: 

Making connections

This question would be an example of the use of the Historical Thinking Skill of: 

Making connections

How did the Indian Ocean networks impact the movement of people?

Diasporic communities: settlements of people away from their homeland that facilitated trade

Which example demonstrates the Historical Reasoning Process Skill of describing continuity and change?

The importance of religion and the evolution of its schisms

The differences between Indian Ocean and Trans Saharan trade is an example of which "grape"?

Geography

Which "grape" can be explained with the example of the Casta System in Latin America and Feudalism in Europe?

Social Structures

With which "grape" would we most likely associate the Reformation and Counter Reformation? 

Religion

With which "grape" would we most likely associate tax and tribute systems? 

Economics

The understanding of how to travel through the desert or how monsoon winds impact travel can be associated with which two concepts in G.R.A.P.E.S.?

Geography & Achievements

The 100 and 30 years wars can be associated with which two concepts in G.R.A.P.E.S.?

Religion & Politics

True or False: Using gunpowder to expand your empire means as a leader you have to have knowledge of geography, politics AND achievements

True

True/ False: Things can never fall into more than one G.R.A.P.E.S. category

False

These empires often used grand examples of religious devotion, art, and/or architecture to ____ their power in ____ ways. 

Legitimize / Emotional

The Pueblo and Ndongo (Queen NZinga) uprisings represented the most expected and common type of resistance conquerors experience from the conquered known as _____ and they were ____

General resistance / temporarily successful in holding off their colonizers for a while

The Maroon Wars and The Cossack Rebellion can be described as ____ and they:

Resistance by escaped slaves / were successful

What were the effects of the state-sponsored expansion of maritime exploration? (T2)

The Columbian Exchange, capitalism, globalization, The rise of the merchant middle class in Europe and new social structures

Of all of the goods that moved through the Trans Saharan Routes, what was the hottest commodity?

Salt

When discussing global networks of exchange from 1200 CE to 1450 CE, all of these things represents CONTINUITY EXCEPT:  

On-going migration of plants, animals and people

Rulers in land-based empires consolidated their power from 1450 to 1750 using all of these methods EXCEPT: (T1&2)

Establishing methods of extending their control into all of their territories by sending representatives to those locations to administer their polices

If one looks at a map of where the varying sects of Islam were practiced from 1450-1750 and compare it today it demonstrates _____ (T3)

how different belief systems endured during the period from 1450-1750

Empires often used grand examples of religious devotion, art, and/or architecture to ____ their power in ____ ways. 

Legitimatize / Emotional

If you were to Venn Diagram the facts about Hinduism, Islam and Buddhism you would be using the Historical Reasoning process of _____

Comparison

We can see ___ in the Enlightenment and Protestant Reformation

Continuity

If you were discussing the impact of the Printing Press you would be using the Historical Reasoning process of _____

Causation

We can see ___ in the fact that the spread of Islam and trade were a thread that linked all units this semester.

Continuity

What Unit involved The Industrial and French Revolutions?

Unit 5 - Revolutions

What Unit involved important trade and cultural interchange developments as well as the cultural and environmental consequences of these exchanges and suggests economic comparisons of the various networks?

Unit 2 - Networks of Exchange

What Unit involved developments in East Asia, Dar al-Islam, South and Southeast Asia, and Europe, and state building in the Americas, as well as comparisons of these various developments?

Unit 1 - Global Tapestry

What Unit involved the expansion, administration and belief systems of various "Gun Powder" empires.?

Unit 3 - Land Based Empires

What Unit involved the technological innovations of that time as well as the causes and events connected to exploration in that period, including the Columbian Exchange?

Unit 4 - Transoceanic

All of these are "isms" of the first semester EXCEPT:

Zionism