Sherer History
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Course Description

The World History AP course goes tremendously further than traditional history courses in requiring students to interpret primary sources, draw inferences based on larger repetitive themes and, in a very real way, become historians. While this course offers an opportunity to learn how to think critically and interact with the world on new levels, it would be untrue to proclaim the course does not have  series of idiosyncrasies that make it a more challenging course…like teaching 10,000 years of history, test-taking and essay-writing skills. I believe, however, that with organization and preparation, with academic transparency and a commitment to joining this truly learning community,  the select few who have chosen to embark down this path this year will be forever changed by the experience. 

Sherer History Blog

WHAP REVIEW: Unit 3

Review Before You Review! Know the REQUISITE SKILLZ
  • Historical Thinking Skills: A Refresher
    • we are going to need all of these in our bag for the test, look it over
  • ​WHAP Course Themes
    • (S) Social Interactions - The process by which societies group their members and the norms that govern the interactions between these groups and between individuals influence political, economic, and cultural institutions and organizations.
    • (P) Governance - A variety of internal and external factors contribute to state formation expansion, and decline. Governments maintain order through a variety of administrative institutions, policies, and procedures, and governments obtain, retain, and exercise power in different ways and for different purposes.
    • (I) Humans & The Environment - The environment shapes human societies, and as populations grow and change, these populations in turn shape their environments.
    • (C) Cultural Developments & Interactions - The development of ideas, beliefs, and religions illustrates how groups in society view themselves, and the interactions of societies and their beliefs often have political, social and cultural implications.
    • (E) Economic Systems - As societies develop, they affect and are affected by the ways that they produce, exchange, and consume goods and services.
    • (T) Technology & Innovation - Human adaption and innovation have resulted in increased efficiency, comfort, and security & technological advances have shaped human development and interactions with both intended & unintended consequences.
​Unit 3: Land-Based Empires c.1450 to 1750 CE
  • ​​College Board Unit 3 Standards - a MUST read before starting your review
    • ​Unit 3 Standards Summary
  • Standard-Specific ​Content Review Lesson Links
    • Standard 3.1 - Empires Expand, c. 1450 to 1750 CE
      • Learning Objective:
        • GOV Explain how and why various land-based empires developed and expanded from 1450 to 1750.
          • Gunpowder, cannon, armed trade
          • Manchu, Mughal, Ottoman, Safavid
          • Conflict/rivalry due to politics and religion
            •   Safavid-Mughal / Songhai-Morocco
      • Review Lessons:
        • Official College Board Video Lesson: Unit 3.1 - 3.2
        • Heimler’s History - Unit 3.1
    • Standard 3.2 - Empires: Administration, c. 1450 to 1750 CE
      • Learning Objective:
        • GOV Explain how rulers used a variety of methods to legitimize and consolidate their power in land-based empires from 1450 to 1750.
          • Professional bureaucrats and military
          • Religion, art, architecture
          • Tribute, tax farming, new tax collection systems
            • Bureaucrat: Ottoman devshirme, salaried samurai / Religion: Aztec sacrifice, divine right, Songhai’s Islam / Art: Qing portraits, Mughal mausolea & mosques, Incan sun temple, Versailles / Taxes: zamindar, Ottoman tax farming, Mexica tribute lists, Ming taxes in silver
      • Review Lessons:
        • Official College Board Video Lesson: Unit 3.1 - 3.2
        • Heimler’s History - Unit 3.2
    • Standard 3.3 - Empires: Belief Systems, c. 1450 to 1750 CE
      • Learning Objective:
        • CUL Explain continuity and change within the various belief systems during the period from 1450 to 1750.
          • Reformation
          • Ottoman-Safavid intensify Sunni vs Shi’a
          • Sikhism
      • Review Lessons:
        • Official College Board Video Lesson: Unit 3.3
        • Heimler’s History - Unit 3.3
    • Standard 3.4 - Comparison in Land-Based Empires, c. 1450 to 1750 CE
      • Learning Objective:
        • Compare the methods by which various empires increased their influence from 1450 to 1750.
        • Review Lessons:
          • find a 3.4 standard review lesson that is high quality? email me!
  • ​​​​​Whole-Unit Content Review Lesson Links
    • Heimler's History - Unit 3 Review (really good folks)
    • Daniel found this review video series from Jim Rhodes - check it out, treasure trove of materials
    • Jim Rhoades' Unit 3 Review Video Lesson
    • Jim Rhoades' Unit 3 Thematic Review Video Lesson (thanks Daniel)
  • ​AP Test Information and DBQ Writing Skillz
    • ​Heimler's Guide to the 45-minute Mini-DBQ
    • Heimler's Guide to the shortened, 2020 AP World: Modern Exam
 
  • ​Other Resources:
    • Strayer ​chapter outlines
    • Strayer chapter note cards
    • Shererhistory.com (you're on it!)
    • Freemanpedia
    • Khan Academy
    • World History Connections
    • Crash Course
      • ​Crash Course World History
      • Crash Course European History
      • Crash Course American History
      • Crash Course World History 2.0 
        • ​really cool thematic approach; topics like war, disease, migration, etc.​
  • ​​Find a valuable resource? Email me and I will post links for everyone
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"There's no success like failure, and failure's no success at all" - Bob Dylan​
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