AP World History: 6.6-6.8 [LAST CONTENT REVIEW NOTES] AP World History: 6.6–6.8 Causes and Effects of Migration in an Interconnected World AP Live Lecture (Friday, 20200430-1700CMT) Smith DISCLAIMER: The following is just the wave tops of the AP Central Live Lecture Review. Students need to actively watch the YouTube video for themselves. These notes and videos will fuel our Tuesday and Thursday online sessions. Note – I would also recommend watching the Live Lecture after the live event. That way you can speed up the broadcast, or slow it down (click on the setting gear at the lower right of the YouTube screen)

• Admin o Last day of content review o Next week AP Live Lecture will be writing intensive Monday – DBQ 1 Tuesday – Review and coaching on DBQ 1 Wednesday – DBQ 2 Thursday – Review and coaching on DBQ 2 Friday - o AP ‘Demo’ site will open May 4, 2020 (Monday) • Homework review of the DBQ (railways in Afro-Eurasia 1860-1918) o (This was last year’s DBQ for the AP Exam) o Prompt:

o Bad examples of answers for context:

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o Good examples

o Outside evidence:

• Warm-up o

o

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o

• Causes and consequences of long-distance migration o (consequences of industrialization – the driving factor) o (context of the Industrial Revolution)

• Abolition of in the Americas

o United States one of the last three to end slavery

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• Types of Labor Migration o Indentured servitude o Imperial recruitment o Penal colonies

• Demographic changes o

• Reasons to leave home o India Extreme poverty under British Rule o China Over population Disorder brought by Taiping Rebellion o Ireland Famine Political dissent against Britain • Non-labor migrants o British technical engineers o British settler colonies in Argentina o Japanese failed settler colony in Mexico o Japanese students in the United States

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• Writing activity (Who is Migrating>) o

• Changes in home o Most migrants were men o New responsibilities and roles for women in • Ethnic enclave o Receiving societies o Chinese in the United States Rush and transcontinental railroad Chinese in Peru and Cuba Indian Enclaves in South • M. Ghandi Indians in Southeast Asia • Kangani system allowed recruitment of families Italians in Argentina • Discrimination against immigrants o California and the United States against Chinese immigrants Chinese Exclusion Act o Australian miners against Chinese immigrants Influx of Chinese Restriction Act White Australia policy

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• Debrief and Summary o

o

• No Homework

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AP World History: 6.4-6.5 AP World History: 6.4–6.5 Economic from 1750 to 1900 AP Live Lecture (Thursday, 20200430-1700CMT) Logerot DISCLAIMER: The following is just the wave tops of the AP Central Live Lecture Review. Students need to actively watch the YouTube video for themselves. These notes and videos will fuel our Tuesday and Thursday online sessions. Note – I would also recommend watching the Live Lecture after the live event. That way you can speed up the broadcast, or slow it down (click on the setting gear at the lower right of the YouTube screen)

• Admin o

We will cover in detail on Tuesday

o

• Lesson Overview o

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• Warm-up/Homework Review o Supporting paragraph (another excellent model):

• Global Economic Interconnectedness o Industrialists are on the hunt for: Natural resources Food for urban areas Markets for finished goods o This is where imperialism comes into plat o Regions are being dragged into the global economy whether they want to be or not. (Make sure to understand the relationship between industrialization, urbanization, and imperialism!) • Imperialism vs. Economic Imperialism o Examples of economic imperialism: Britain in China (Opium Wars) United States in Latin America ( Canal) o Both involve the desire for natural resources and market for goods o Both involve using force or the threat of military force o Imperialism involved control, while economic imperialism did not

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• Writing Exercise – CONTEXTUALIZATION o

• Analyzing Maps o

o Notice the sparsity of railroads in Southwest , which evidences the decline (or the beginning of the decline) of the Ottoman o Understand the importance of railroads and industrialization.

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• Writing Exercise – Making Historical Claims o Write a claim

o Write a claim (same prompt, different document)

• Debrief and Summary

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o

• Homework o

o 6.4 and 6.5 Homework document

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AP World History: 6.1-6.3 AP World History: 6.1–6.3 Imperialism from 1750 to 1900 AP Live Lecture (Wednesday, 20200429-1700CMT) Smith DISCLAIMER: The following is just the wave tops of the AP Central Live Lecture Review. Students need to actively watch the YouTube video for themselves. These notes and videos will fuel our Tuesday and Thursday online sessions. Note – I would also recommend watching the Live Lecture after the live event. That way you can speed up the broadcast, or slow it down (click on the setting gear at the lower right of the YouTube screen)

• Lesson Overview o Admin note: Do NOT look for questions like this (outdated)

Instead look for questions like this (like the 2020 AP Exam prompt)

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• Warm-up o

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o

o

• Imperialism from 1750-1900 o Rationales for imperialism o Examples and methods of state expansion o Resistance to imperialism

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o

o

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o

o

GO BACK AND LISTEN TO/WATCH SMITH GIVE A GOOD DEBRIEF ON THE DETAILS OF ALL OF THESE PHOTOGRAPHS AND POLITICAL CARTOONS

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o

o

Social Darwinism – faulty ideology of white supremacy that fueled imperialism towards a “moral good”

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o

Writing by RK at the end of the Spanish-American war in response to the US control of the Philippines and the Filipinos’ desire for self-determination. RK wrote this poem and published it in an American magazine encouraging NOT to allow this, but rather to colonize the Philippines – race was a motivator in Kipling’s message. o

Advertisement of using soap to “teach cleanliness.”

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o

Political depicting the burden of the US to carry these less-developed countries over the problems of the world – as if it was the white man’s responsibility/duty. This is propaganda at its finest. • Processes of Imperialism o States strengthen their control or assumed direct control over colonies where non-state entities existed. o States used both warfare and to expand o Europeans established settler colonies o The United States, Russia, and Japan all expanded by conquering and settling neighboring states • Imperialism in Africa o British West Africa o The French settler colony of Algeria o The Berlin Conference of 1885

(where are the Africans?)

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o

• Imperialism in Africa o The Congo Personally owned by Leopold, not the government of Belgium Extraordinary abuse to increase profit Government/Parliament too direct control

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• African Resistance to Imperialism o Some Africans created new states in resistance to European Imperialism The Sokoto in West Africa The Zulu Kingdom in Southern Africa • (Ferguson note – a film worth watching is Shaka Zulu) Other Africans led rebellions and direct resistance to the European Imperialism • The Xhosa Cattle Killing Movement in Southern Africa • West African warrior Samory Toure • Imperialism and Resistance in South Asia

1857 Indian rebellion against British East India Company (The Sepoid (sp) Mutiny) • Land Based Expansion o The United States Manifest Destiny Resistance from the Cherokee Nation

o Eastern Europe Alaska

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• Debrief and Summary

o

o

• Homework o

o 6.1 through 6.3 documents

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AP World History: 5.1-5.10 AP World History: 5.7–5.10 Economic and Social Effects of the Industrial Revolution AP Live Lecture (Tuesday, 20200428-1700CMT) Logerot DISCLAIMER: The following is just the wave tops of the AP Central Live Lecture Review. Students need to actively watch the YouTube video for themselves. These notes and videos will fuel our Tuesday and Thursday online sessions. Note – I would also recommend watching the Live Lecture after the live event. That way you can speed up the broadcast, or slow it down (click on the setting gear at the lower right of the YouTube screen)

• Lesson Overview o

• Homework – supporting paragraph o

o (this is a good model) • Social Impact of the Industrial Revolution

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o Urban living Growth of cities Cramped cities, tenements Increase in and disease o Changes in labor Lower class women/children working Rise of the middle class o Transportation technologies Trains Steamships Increased long-distance and migration • Economic Responses to the Industrial Revolution o Capitalism – Adam Smith and the invisible hand of Laissez-faire economic principles movement away from mercantilism. Are there any true capitalist economies in the world? (know Adam Smith) o Socialism and communism Karl Marx and Friedrich Engels inspire labor unions Bring about reforms Be sure to understand the difference between Marx’s theories and what actually happened in the USSR and China. o

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• Writing activity – how would you source this document? o

• Another sourcing… o

• Economic impact of the Industrial Revolution o Transnational businesses Need for stock market increases European desire for resources and markets o Responses to non-European countries United States begins industrialization similar to European countries Japan begins industrialization in the late 1800 China and attempt it, but elites are not supportive • Debrief and summary

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o

• Homework o

o Click here for the pdf 5.7-5.10 homework • Additional resource o

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o AP World History: 5.3-506 AP World History: 5.3–5.6 The Role of Technology and in the Industrial Revolution AP Live Lecture (Monday, 20200427-1700CMT) Smith DISCLAIMER: The following is just the wave tops of the AP Central Live Lecture Review. Students need to actively watch the YouTube video for themselves. These notes and videos will fuel our Tuesday and Thursday online sessions. Note – I would also recommend watching the Live Lecture after the live event. That way you can speed up the broadcast, or slow it down (click on the setting gear at the lower right of the YouTube screen)

• Last week for AP Live, but will continue to work on AP DBQ practice • Next week will be “AP Prep Week” • Homework review of the SAQs from Friday o Question #1

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o Question #2

o Question #3

o Question #4

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• Activity – Five Pictures, One Theme o Image 1

o Image 2

o Image 3

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o Image 4

o Image 5

• The Industrial Revolution (IR) o The IR started in Britain because of a unique set of circumstances o The IR spread from Britain to the rest of Europe an the United States. Later, it spread to places like Japan and Russia. As it spread, the global share of manufacturing spread. o The IR depends on new technologies , especially the steam engine, which uses coal – a new source of energy. o Governments used a variety of strategies, from business-friendly policies and regulation all the way to direct control, in order to facilitate the industrial process. • The start of the IR o A variety of factors contributed to the growth of industrial production and eventually resulted in the IR, including: Proximity to waterways Geographical distribution of coal, iron, and timber Urbanization Improved agricultural productivity

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• More food = more people = more workers in the industrial process Legal protection of private Access to foreign resources Accumulation of capital o The development of the factory system concentrated production in a single location and led to an increasing degree of specialized labor. • Industrialization Spread o Around Europe Political instability slowed process o To the United States Urban centers Human capital (massive workforce) • Industrial Spread to Russia o Slowly – very slowly o Government focused on railroads o Agrarian society until the revolution in 1917 • Activity – analyzing the source o

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o

• Industrialization Spread to Japan o Admiral Matthew Perry o Meiji Restoration • Activity – analyzing sources o

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o

• Shifts in Manufacturing o Shipbuilding in India and Southeast Asia o Iron works in India o Textile production in India and Egypt • Technologies of the IR o A new source of energy -coal o Steam engine Ships Trains o Iron • The Second Industrial Revolution o Late 19th-Early 20th centuries US, Britain, and Germany o Steel o Oil o Electricity o Telegraph and telephone • State Sponsored Indutrial Movement in the Ottoman Empire o Problems in the Empire Ethnic nationalism rises The first Juul ~circa 1898 Corruption among leaders o Egypt and Muhammad Ali o Reforms based on European models o State run cotton o Textile industrializtion

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• Activity – main supporting ideas o

• Homework o Download the file titled 5.3 through 5.6 Homework Documents o

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AP World History: 5.1-5.2 AP World History: 5.1–5.2 Enlightenment, Nationalism, and Revolutions from 1750 to 1900 AP Live Lecture (Friday, 20200424-1700CMT) Logerot DISCLAIMER: The following is just the wave tops of the AP Central Live Lecture Review. Students need to actively watch the YouTube video for themselves. These notes and videos will fuel our Tuesday and Thursday online sessions. Note – I would also recommend watching the Live Lecture after the live event. That way you can speed up the broadcast, or slow it down (click on the setting gear at the lower right of the YouTube screen)

• Lesson overview o

• Homework review o

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o

• What is the Enlightenment o Philosophical movement starting in 1660 Focused on reason Downplayed traditional religious ideas Questioned traditional ideas in government o Didn’t have an immediate impact, but eventually led to new ideas in… Politics and governance Economics Gender roles o You should know John Locke Thomas Hobbes Voltaire • Major effects of the Enlightenment o New political vocabulary of individual rights “Respect the drip!” o Revolutions in… The United States Haiti South America o Abolition of slavery, serfdom, and other forms of coerced labor o Women’s suffrage and modern feminism Mary Wollstonecraft, A vindication of the Rights of Women Activity – what’s the main idea

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•

• Atlantic Revolutions o American Revolution leads to French Revolution (a secondary cause) o French Revolution leads to the Haitian Revolution (secondary cause) o The Haitian Revolution leads to independence movements in Latin America (pretty much the end of the in the Americas) o The South American revolutions lead to the Dwarf Revolution, but it was shortsighted and the concept went over everyone’s head. • Activity (”you need to know all three of these”) o What’s the main idea? o

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o

o

o Putting it all together (I have posted the 5.1-5.2 homework docs onto our review page)

• Nationalism o State vs. nation definition State – country; you can see it on a map (e.g. U.S., France, Brazil, etc.)

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Nation – group of people who share a common culture, , religion, and usually live in the same geographical area (French People, Spanish People, Russian People, etc.) • This is harder to define • An identity • Overlaps • USUALLY states and nations align o Why a rise of nationalism in the 1700-1800s? Printing press standardized language Decline in religious identity Political upheaval o Can it be good? Yes Brings people together Can tear down gender or economic inequalities o Can it be bad? Yes Led to racism and exclusion World Wars I and II • Hitler’s German is a good case in point • Debrief and summary o

• Homework o SAQ

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o

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AP World History: 4.4-4.6 AP World History: 4.7–4.8 Changing Social Hierarchies from 1450 to 1750 AP Live Lecture (Thursday, 20200422-1700CMT) Smith DISCLAIMER: The following is just the wave tops of the AP Central Live Lecture Review. Students need to actively watch the YouTube video for themselves. These notes and videos will fuel our Tuesday and Thursday online sessions. Note – I would also recommend watching the Live Lecture after the live event. That way you can speed up the broadcast, or slow it down (click on the setting gear at the lower right of the YouTube screen)

• Admin o Lessons will end next week o But the following week Smith and Logerot will do some DBQ workshop o AP Classroom Free Practice is ready Go to AP Classroom Start practicing NOW • Warm-up o First document

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o Second document

o Smith’s answers

• Social Structures during 1450-1750 o Ottoman Empire (with a comparison to the ) o Qing China (the last true Chinese dynasty) o Europe o Russia o Spanish America • Social Structure in the Ottoman Empire o Janissary coups and the power of timar Coup – rebellious take over Elite – select few o Religious diversity Acceptance of exiled Jews

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Tolerance toward Christians Jizya o Harem politics o Merchant, peasants and slaves • Activity

• Ethnic differences in Qing China o Manchu rulers (not Chinese) o Han Chinese majority o Intolerance of Han Culture o Han defectors Jiangyin o Forced Han to relocate and isolate • The changing power of European nobility o From 8,000 BCE to ~1750 CE the number one source of power was… Land o Threats to the power of European nobility Royalty New technologies (e.g. gunpowder) New ideas about class o Russian Boyars and serfs • The development of the Castas o Peninsulares o Criollos o Mestizos o Mulattoes o Zambos

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o Indigenous Americans o Enslaved Africans • Debrief and summary o

o

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• AP Exam Practice

o

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o

• Homework

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AP World History: 4.4-4.6 AP World History: 4.4–4.6 Maritime and Challenges to State Power from 1450 to 1750 AP Live Lecture (Wednesday, 20200422-1700CMT) Logerot DISCLAIMER: The following is just the wave tops of the AP Central Live Lecture Review. Students need to actively watch the YouTube video for themselves. These notes and videos will fuel our Tuesday and Thursday online sessions. Note – I would also recommend watching the Live Lecture after the live event. That way you can speed up the broadcast, or slow it down (click on the setting gear at the lower right of the YouTube screen)

• Went over homework / warm-up o Continue to build on the 5-document DBQ on the Indian Ocean o Yesterday Smith wrote…

Make sure you’re citing the document number o Also written by Smith…

Good opportunity for evidence here o Also, written by Smith…

Logerot offers that it may not be as important to group the documents this year due to the exam’s unusual circumstances of this 45-minute exam. Logerot does a good job of dissecting points in the beginning

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He also says ‘no one knows how the exams will be scored this year [on the college 5 point scale]’ • Just get as many points as you can in 45 minutes • Where did Maritime Empires expand? o Spanish in South America, Caribbean, Central America, western part of North America, and modern-day Philippines. o Portuguese on the coasts of Africa and modern-day Brazil o Dutch in the Spice Island and a small settlement in North America o French in the Caribbean and northern part of North America o British in North America, the Caribbean, and India • How did this impact Asia? o Indian Ocean trade continued European merchants shipped goods around the region Silver becomes the main currency • Know the importance of silver o China began to isolate itself economically and diplomatically from Europeans o So did Japan (closing off ports; outlawing Christianity) o Takeover of the Spice Islands, but not India (. . .yet) o Logerot explains how to implement a document on which you may know nothing about. Last year, this was the “weird” document

• Analyzing documents

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o Logerot’s answer

o You will want to do this for at least three documents this is what we talking about yesterday • How did this impact Africa? o Slave trade to the Americas (and some to Europe and the Middle East) o Rise of the Empire and Kingdom of the Kongo (remember the story about the queen who sat on one of her guards when the other men the room refused to give her a seat?) o Gender imbalance in Africa from the slave trade; impact on women Most slaves were males o Economic/demographic decline The population increased But so did the population in other places in eth world – at a much faster rate Slaves were also fairly young – so their home villages/ are missing out on the economic production • Another sourcing exercise o

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o Logerot’s answer:

• How did this impact the Americas? o Spread of disease -> [massive] population decline o Conquering of the Aztecs and Incas o New labor systems:

Chattel slavery Know the labor systems Indentured servitude Encomienda system Hacienda system o Loss pf natural resources (especially silver!) • Another sourcing exercise

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o Logerot’s answer:

• Debrief and summary • Test/exam pointers o Notes organization Graphic organizers Timeline Charts You will need something • Homework o

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AP World History: 4.3 AP World History: 4.3 Columbian Exchange AP Live Lecture (Tuesday, 20200421-1700CMT) Smith DISCLAIMER: The following is just the wave tops of the AP Central Live Lecture Review. Students need to actively watch the YouTube video for themselves. These notes and videos will fuel our Tuesday and Thursday online sessions. Note – I would also recommend watching the Live Lecture after the live event. That way you can speed up the broadcast, or slow it down (click on the setting gear at the lower right of the YouTube screen)

• Went over homework (DBQ)

o 2 points from the 10-point DBQ checklist/rubric o On the AO exam the quality of the thesis does not matter – either you provided one or you didn’t. o Complex thesis statement that addresses what remained the same and what changed over time o This will DBQ will be used throughout the week. • Warm-up

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o Identify what can be used as content in the provided document

• Columbia Exchange o The new trade network as a result of the connection of the two hemispheres. o Explain the causes of the Columbia Exchange and its effects on the Eastern and Western Hemispheres.

o Spread of the disease and disease vectors The Americas had been completely isolated in the Western Hemisphere Less connect (- a lot less) before 1450 Smallpox Disease vectors – e.g. rats, mosquitos, . . .and people • Up to 90% of population wiped out in some regions AP Central Live Lecture review notes are arranged from most recent 53

o Crops and animals Cash crops in the Americas (tobacco, sugar cane, etc.) o /corn o Potatoes o Meth • Crops came from Europe as well o New staple goods in Europe, the Middle East, and Africa New animals • From Europe o Pigs o Cows o Horses o Midget giraffes o Sugarcane Huge demand – very addictive (still is) Increased the demand for slave systems • Enslavement Native Americans did not work for many reasons, but the main reason is that many are dead from disease o Transatlantic Slave Trade (aka Triangle Trade) Up to 16M Africans kidnapped and forced into service o African Diaspora Merging of African customs and cultures under miserable, oppressed conditions. • Food • • Religion • Summary and debrief

o Concept of the Columbia Exchange • Homework

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o Continue to work the DBQ

o Begin to build the 3 paragraphs • Smith also recommends looking at the Columbia Exchange Wikipedia page

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AP World History: 4.1-4.2 AP World History: 4.1–4.2 Exploration: Causes and Events from 1450 to 1750 AP Live Lecture (Monday, 20200420-1700CMT) Logerot DISCLAIMER: The following is just the wave tops of the AP Central Live Lecture Review. Students need to actively watch the YouTube video for themselves. These notes and videos will fuel our Tuesday and Thursday online sessions. Note – I would also recommend watching the Live Lecture after the live event. That way you can speed up the broadcast, or slow it down (click on the setting gear at the lower right of the YouTube screen)

• Went over homework (IMPORTANT)

o As I stated earlier, this goes in line with the ‘cheat sheet’ to have in reach during the AP Exam. o Thesis – two claims o Use 4 documents 5 documents to make your claim(s) o 2 outside examples (something that is not in the documents – from your notes, textbook, memory, etc. MUST SUPPORT YOUR CLAIM. Do not need to cite(?) o Sourcing of the documents – you must explain how the document supports/is relevant to your argument It is not enough to mention/cite it – you must explain it Many struggle with this

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Do NOT source all 5 documents (do not have enough time) • 3 would be more advisable (2 at least) Complexity – the hardest to achieve • Logerot suggests making this the lowest priority • “However” • Warm-Up o Causes

(causes chart: I have posted this on the class [review] website for download) o Logerot uses the Texas pandemic closing as an example to feed this tool. • How did maritime exploration expand? o Technologies Caravel boats Lateen sails Compasses o Knowledge New star charts Understanding current and wind patterns • Why Europe in the 1400’s? o Knowledge from East Asia and the Muslim world Mongols Renaissance and its focus on science o State-sponsorship European kingdoms are more solidified and centralized (no longer feudal) Monarch’s need for tax revenue • Then what happened? o Portuguese began to build outposts on Africa and around the Indian Ocean; focused on controlling Indian Ocean trade network o Spanish sponsored Columbus’ voyages to Americas

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o English, French, and the Dutch began quest for passages to Asia across the Atlantic • Activity using the causes chart • Debrief and summary • Homework (last year’s DBQ – modified)

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AP World History: 3.3 AP World History: 3.3 Empires: Belief Systems AP Live Lecture (Friday, 20200417-1700CMT) Smith DISCLAIMER: The following is just the wave tops of the AP Central Live Lecture Review. Students need to actively watch the YouTube video for themselves. These notes and videos will fuel our Tuesday and Thursday online sessions. Note – I would also recommend watching the Live Lecture after the live event. That way you can speed up the broadcast, or slow it down (click on the setting gear at the lower right of the YouTube screen)

• Went over homework

• Warm-up: What is the author’s primary claim

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o • Belief systems o Explain continuity and change within the various belief systems during the period from 1450 to 1750 • Before the Protestant Reformation

o Taxed people in certain countries o Indulgences o Power the Church has over its people Necessity of the priesthood o Even burned people • Martin Luther o 95 theses o Objected to corruption in the church Indulgences Simony (people paying for church offices) o Faith Alone o Translation of the Bible Was primarily in Latin, which the majority could not read ML believed the Bible should be written in common vernacular so that anyone could read it o Religion for women Before ML women could only gain access to Heaven through • Others leave the Catholic Church o John Calvin and the Huguenots o Puritans o Anglican • The Catholic Reformation o The Inquisition increases

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Attempt to root out evil Attempt to punish non-believers o Society of the Jesuits Catholic missionaries Seeking to grow the Church • Europe • Asia o Spread of innovation o The Council of Trent Catholic Church reviewed its practices and revised • Religious wars o The 30 Years War • Sunni versus Shia o 632 AD when the prophet Muhammed dies o Split Sunni follows Muhammed’s friend (most qualified and elected) Shia follows the bloodline of Muhammed (heir) • The creation of Sikhism o India o Hindu-Muslim hybrid o Different Mughal rulers Akbar Aurangzeb o Followed the teaching of the Ten Gurus Guru Nanuk and the Nine Gurus • Summary and debrief

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• Exam practice

Note – this is exactly to the method I was referring as your personal “cheat sheet”. Most of you REALLY need to do this.

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AP World History: 3.1-3.2 AP World History: 3.1-3.2 Administration of Expanding Empires AP Live Lecture (Thursday, 20200416-1700CMT) Logerot DISCLAIMER: The following is just the wave tops of the AP Central Live Lecture Review. Students need to actively watch the YouTube video for themselves. These notes and videos will fuel our Tuesday and Thursday online sessions. Note – I would also recommend watching the Live Lecture after the live event. That way you can speed up the broadcast, or slow it down (click on the setting gear at the lower right of the YouTube screen)

• Went over homework • Empire o Geographically large o Multiple languages/cultures/religions insides its borders o For more information go back and watch the video for 9.6-9.7 • Went over homework o Possible answers Both descriptions show the spread of Islam Both descriptions show how religion can be practiced differently when it spreads to new areas Both passages demonstrate relative independence for women • Warm-up o Why do we see the expansion of empires in the time period around 1450? Mongols have declined Firearms THIS IS CONTEXTUALIZATION Faster and larger ships Naval technology Etc. • Gunpowder Empires (know 5 of them) o Ottoman o Safavid o Mughal o China – o China – • How they expanded o Guns o Using conquered groups (but also appeasing them) o Control of trade routes • How they kept control o Recruitment of elites Mongols did the same thing Devshirme in the Ottoman Empire o Tax collection

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Record keeping is getting better Ming Dynasty requiring taxes in silver o Empires are multi-ethnic/religious/cultural by definition; hard to use those to keep control o Monumental architecture Taj Mahal of Versailles • Role of religion o Religious toleration Akbar vs. Aurangzeb Christians & Jews in the Ottoman Empire o Conversions of conquered people Not as much as in the Americas Some converted for political/economic reasons o Conflict between empires Safavids main Shia Ottoman mainly Sunni o Belief versus Identity Conflict • Practice contextualization

o You could mention the use of Devshirme, Christians and Jews serving the Ottoman government, or a Muslim empire trying to rule over a non-Muslim population. Should not mention the growth of the Ottoman Empire or the fall of it in the 20th century.

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• Debrief and summary

• Homework

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AP World History: 2.5-2.6 AP World History: 2.5-2.6 Cultural and Environmental Consequences of Connectivity AP Live Lecture (Wednesday, 20200415-1700CMT) Chad Smith DISCLAIMER: The following is just the wave tops of the AP Central Live Lecture Review. Students need to actively watch the YouTube video for themselves. These notes and videos will fuel our Tuesday and Thursday online sessions. Note – I would also recommend watching the Live Lecture after the live event. That way you can speed up the broadcast, or slow it down (click on the setting gear at the lower right of the YouTube screen)

• Went over homework o Strategies with pictures as supporting documents Image A • The image shows the promoted scientific learning • The image shows Mongols facilitated cultural contact and exchange • The image shows that rulers of Mongol dynasties encouraged the development of learning Image B • The image was likely included in the manuscript in order to demonstrate the cultural sophistication of the Mongols • The image was probably included in the manuscript to glorify the Mongol rule • The most likely reason the image was included in the manuscript was to boost the legitimacy of the Ilkhanid Mongol in the eyes of the Persian Muslim elites Image C • The image illustrate the scientific knowledge in the period before 1450 was encouraged by cross-cultural exchanges. • The fact that the Canon of Medicine was produced by a Muslim scholar and translated by a Jewish scholar in Sicily shows that scientific knowledge from the Islamic spread to other religious in the Mediterranean world • The image shows that transfers of scientific knowledge in this period took place at the of rulers and it can be assumed, with the patronage and support of rulers. • Warm-up o Look for evidence for cross-cultural interactions

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• Lesson Overview o Long distance trade moves more than manufactured goods Brainstorm • People • Customs/traditions • Languages • Science/innovation • Religion • Animals o (disease) o New animals to new regions • Plants/crops • Bio-diversity • Spread of religion o When religion moves it often changes o Buddhism spread to China along the Silk Zen Buddhism (Chinese Buddhism or Daoism) Neo-Confucianism o Hinduism and Buddhism spread into Southeast Asia o Islam spread all over Afro-Eurasia Across the Trans-Saharan Trade Route • Timbuktu • Mali and Mansa Musa Swahili City States • East African beliefs and Muslim beliefs Into South Asia • Universalizing religion • Urdu Into Southeast Asia • Diasporic communities • Spread of Scientific Technology o Chinese paper making and printing techniques reach Europe

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o Maritime technologies Stern rudder Lateen sails Compass o Gunpowder • Crops spread o Champa Rice to china 2-yeilds per year o Bananas in sub-Saharan Africa Bantu • Disease spread (Dude just said “I missed my Kei$ha concert.”) o Animals o Rats and fleas • Summary and Debrief • AP Exam Practice o 2.5 and 2.6 homework reading

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AP World History: 2.2 AP World History: 2.2 The Mongol Empire and the Making of the Modern World AP Live Lecture (Tuesday, 20200414-1700CMT) Mason Logerot DISCLAIMER: The following is just the wave tops of the AP Central Live Lecture Review. Students need to actively watch the YouTube video for themselves. These notes and videos will fuel our Tuesday and Thursday online sessions. Note – I would also recommend watching the Live Lecture after the live event. That way you can speed up the broadcast, or slow it down (click on the setting gear at the lower right of the YouTube screen)

• Lesson Overview o Should already know the major Afro-Eurasia government systems from UYnit 1 o Major trade routes • Warm-up o Last night’s homework o Considering this year’s DBQ, Logerot feels that if y9u have two claims you should be okay. o Similarities and differences (must use at least two documents) o Consider the perspectives of the document (SOAPStone) o Logerot says you should be able to use the same document for two different claims…BUT…you only get credit for using one document o Placing the document number in the paragraph (“makes the reader’s life so much easier.”) o Spelling and grammar is not on the rubric. BUT…the reader does not know who you are and will oftentimes make a snap judgement o CCOT Review Chart

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o Went over possible answers • Mongols o Nomadic group from Central Asia (one of many) o Led by Genghis Khan (Lil Timmy) Able to unify the Mongols One the few people who changed the world on his own o Their skill in horseback riding and their ruthlessness led to a takeover of large parts of Asia in the 13th century Defeated the Defeated the Conquered Russia • Pax Mongolia o The Mongols were not interested in buying/selling goods o But they did encourage long-distance trade (more tax money!) o Remember, strong government -> more trade, usually o Mongol governance led to forced migration of many o During these times people are traveling farther than ever before • Results o Massive movement of technology and knowledge o Spread of religious ideas (but not a lot of converts) o New empires/dynasties o The Black o Ascendancy of Europe? Benefits to Europe because of Mongol Rule in other places • CCOT Chart o Fill out the rest of the first page with information from your notes, textbook, or this video about Afro-Eurasia in 1450

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o Logerot’s answers…

o Be thinking of how you plan to organize your notes for the AP Exam This you can get two points for outside information • Homework o 2.2 homework (I did not see it in the Google folder as he said it was)

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AP World History: 2.1-2.3 AP World History: 2.1– 2.3 Major Trade Routes from 1200-1450 AP Live Lecture (Monday, 20200413-1700CMT) Chad Smith DISCLAIMER: The following is just the wave tops of the AP Central Live Lecture Review. Students need to actively watch the YouTube video for themselves. These notes and videos will fuel our Tuesday and Thursday online sessions. Note – I would also recommend watching the Live Lecture after the live event. That way you can speed up the broadcast, or slow it down (click on the setting gear at the lower right of the YouTube screen) There also seemed to be • Review of homework some technical difficulties o Thesis sentences with this lecture when I o Topic sentences watched it (e.g. lag, etc.] Should be opinionated claims • Long Distance Trade Routes o Find common traits in the two provided descriptions from Marco Polo travels o Do not look for similarities in a single document – you won’t find it o Similarities might include… Goods in in both [cities] that are being manufactured Both cities were extravagant Many merchants with a great deal of trade occurring o Silk , Trans Saharan, Indian Ocean Were NOT interconnected Silk was a major product Bulk and luxury items • Weights carried for long distances Gold and salt o Silk Roads [refer to map] Existed long before 1200 AD (possibly a thousand years before) • Security of strong governments made the Silk Roads successful Other innovative practices included • Innovation of the caravanserai • Paper money Trade builds cities • A reality of long distance trade • The ability to tax • Trade building cities o Kashgar, China o Samarkand, Central Asia o Indian Ocean Trade Network Not as old as the Silk Road

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Mastering of monsoon winds Other maritime technologies • Chinese compass • Astrolabe • Lateen sail and other ship building technologies Helped build new cities as well • Swahili states • Sultanate of Malacca o Built a navy to protect Malacca o Muslim state • Muslim merchant Diaspora o Diasporic communities o Trans Saharan Trade Network North Africa Just south of the Sahara Desert • Also help lead to the growth of new states • Controlled states in those regions • Most common trade was… o Salt for gold o Slaves • Most significant trade innovations o Camel saddle • Practice exam from Friday continued o Exemplar paragraphs o Which documents would you include in the paragraph? How will you use the document to support your claim.

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AP World History: 1.4 Developments in Dar al-Islam from c. 1200 to c. 1450 AP Live Lecture (Friday, 20200410-1700CMT) Mason Logerot DISCLAIMER: The following is just the wave tops of the AP Central Live Lecture Review. Students need to actively watch the YouTube video for themselves. These notes and videos will fuel our Tuesday and Thursday online sessions. Note – I would also recommend watching the Live Lecture after the live event. That way you can speed up the broadcast, or slow it down (click on the setting gear when at the lower right of the YouTube screen)

• Lesson Overview o Finished Unit 1 o Thesis statements • Homework review o Fragmental collapse of the Abbasid caliphate o How Islam spread as a religion Reviewed the claims made to support the prompt Plugging in the details of specific religions Understand the general rules of world history • Brainstorm o Brainstorm/list as many as you can the different states and empires in Europe, Africa, and the Americas 1200-1450 (1 min) Provided a list Explains the importance of understanding historical documents and bringing in outside knowledge o What you need to know Why do we have states? • Organization and resources • Enforcement of social norms When and where did they begin to occur? • Around 3000 BCE; around 5,000 years after the Neolithic Revolution • In several pockets around the world in the Eastern and Western hemispheres (PLEASE DO NOT USE THIS AS CONTEXTUALIZATION IN AN ESSAY ABOUT SOMETHING AFTER 1200!) How do they keep power? • Use of religion • Keeping the economy running and wealth flowing in Similarities in states • Using religion to govern o Aztec use of human o Islam in Mali (Mansa Musa) Re-tells his gold story

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o Eastern Orthodox Christianity in the (caesaropapism) Differences in states • Economy and trade o Salt and gold trade in West Africa o Incan road system But lack of trade leads to smaller government structures in Western Europe (feudal system) – decentralized due to lack of long distance trade • Geographic limitations and barriers o Geography can limit long-distance trade and transportation/ Sahara Desert in Africa Andes Mountains and Rainforests in South America • Thesis statements o A good thesis must Fully address the question and only the question • Seriously, answer the question Provides organizational categories (aka claims) that will be used in the essay; each category should correspond to a paragraph (SPICE-T) • For this DBQ, 2 is plenty; let the docs guide you here Easiest way to do it is rearrange the prompt and add your categories • Make sure to include the time and region Be in either in the introduction or conclusion • Really, should be both [went over some examples] o Provided a practice activity Develop an argument that evaluates how one or more states or empires established their authority during 1200-1450. • Key Takeaways o Compare/contrast as you can in your studying o Remember, write your thesis in the introduction and as a conclusion • Homework o 1.4-1.6 Homework – use 5 documents there to write a thesis statement for the essay o For bonus points, write two possible topic sentences that go with the thesis

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AP World History: 1.2 Developments in Dar al-Islam from c. 1200 to c. 1450 AP Live Lecture (Thursday, 20200408-1700CMT) Chad Smith DISCLAIMER: The following is just the wave tops of the AP Central Live Lecture Review. Students need to actively watch the YouTube video for themselves. These notes and videos will fuel our Tuesday and Thursday online sessions. Note – I would also recommend watching the Live Lecture after the live event. That way you can speed up the broadcast, or slow it down (click on the setting gear when at the lower right of the YouTube screen)

• Review of homework o Went over possible answers for the SAQ referring to the merchants in Quanzhou and South/Southeast Asia o Emphasized outside evidence, innovation, supply/demand, government and politics (Song Dynasty) o [some technical difficulties, as audio is somewhat choppy at points] • Dar al-Islam o Spread of Islam before 1200 (from Mecca and out) o Muhammed o Exceptionally large empire • Warm-up o 19 facts of Islam o Facts vs. Evidence (how to turn facts into evidence) o Find the three facts that best serve as evidence o Forming an academic paragraph (claim + evidence) o Repeats the activity but with a new claim Students are asked to find four pieces of evidence o Repeats the activity for a third time Students asked to locate three pieces of evidence Points out a common error and ensuring evidence supports the claim o Repeats the activity for a fourth time Students asked to locate three pieces of evidence o [Smith finishes the activity at 42:30 – the entire video is 44:45. I had to go back and pick out his learning points in his activities. He teaches differently from Logero. Not worse, just different] • Learning points from Smith’s writing activities o Islam influenced gender roles within their caliphate and other cultures Muslim women were required to veil themselves in public Muslim women in West Africa had greater liberties than those in the Middle East Islam had an impact on gender roles in other cultures/religions, as evidenced by that in South Asian Hinduism. o Dar al-Islam dominated the religion of Islam within many cultures, peoples, and languages

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Islamic ruler s often used the jizya [aka tax] for religious minorities, which allowed the Christians and Jews to maintain their faiths. The same tolerance can be witnessed in West Africa where shamanism and animistic religions were allowed to continue. Multiple religions were known to coexist peacefully in Spain The same can be seen in India where Hindu was the dominate religion, but the remained dominantly Muslim as the ruling class. o Knowledge and technology was diffused with the growth of Islam, which fostered innovation. The Indian concept of zero and number system was accepted by Muslim scholars Muslims preserved ancient Greek knowledge and philosophy to some extent, whereas Europe had mainly forgotten it. o Islam also had a large influence of the structure of governance in many regions of Asia and Africa The Abbasid Caliphate Swahili states governed by Sultans/Viziers Turkic nomadic peoples [fr. Central Asia] conquered large parts of South Asia • Sultanate ruled over Hindu people

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AP World History: 1.1, 1.3 Developments in East, South, and Southeast Asia from c. 1200 to c. 1450 AP Live Lecture (Wednesday, 20200407-1700CMT) Mason Logerot DISCLAIMER: The following is just the wave tops of the AP Central Live Lecture Review. Students need to actively watch the YouTube video for themselves. These notes and videos will fuel our Tuesday and Thursday online sessions.

• Asia o Unit 1 – new thing for APWH (aka Global Tapestry) o This week will be a little discombobulated as we get started with this unit o Specific evidence o Major religion and culturalisms in this area • Warm-up o DBQ X3 supporting documents Converts each into a topic for the thesis o Read the source line is every DBQ o Politics effecting gender roles • Brainstorm o “What do you think of in these three regions?” o Know the regions of the world A good chance you will see one of the regions in the AP Exam – DBQ Make sure you understand what constitutes South Asia Know what has/has not been a unified kingdom/nation • South/Southeast Asia Culture o Hinduism o Caste system o Do not confuse modern ideas into your interpretation in the caste system(s) Hindu beliefs of karma and reincarnation Buddhism – off-shoot of Hinduism • You never see it taking off in South Asia Islam – (will cover in-depth tomorrow) • Comes to South Asia through Turkish invasion • You do not see mass conversion in this region and time (South Asia) • Lower castes do most of the converting o Why? (makes sense) • You will see Islam in Southeast Asia due to trade routes • SA Governance o India Sultanate Muslim (leadership) on the north

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Hindu (leadership) in the south • Practice: Find the claim and identify the evidence used o Thesis/claim? o What evidence is used to make that claim? o [Logero makes an interesting observation about how students should plan to annotate the DBQ since it will be online. Have a back-up plan to just having a printer. Be thinking about your back-up plan, and start practicing now] • East Asia Governance (not just Chinese) o Song Dynasty Confucianism exams Population and o Korea Under Chinese control Disunified o Japan Feudal • Diamyo (warlords) • Samurai • East Asia Economics o Long-distance trade (centralized government) o Champa rice o Grand Canal • East Asia Culture and Religion o Mahayana Buddhism (long-distant trade routes) o Neo-Confucianism (Confucianism + Buddhism) o Continued patriarchy o Foot binding • PRACTICE: Find the claim and identify an outside piece of evidence • Key Takeaways o Religion, economic, and governmental structures affected each other in East, Southwest, and South Asia o Make sure evidence supports your claim o Provided a practice SAQ [answers will be given tomorrow]

ADMIN NOTE – IF YOU HAVE NOT YET WATCHED HEIMLER’S most recent YouTube video, “How to Write a DBQ (Document Based Question) for 2020—AP World History, APUSH, and AP Euro” …YOU NEED TO!

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