• China's Great Wall

  • Mecca, Saudi Arabia

  • Angkor Wat, Cambodia

  • Trans-Saharan Caravan

  • Indian Ocean Dhow

  • Rome, Italy

  • Moscow, Russia

2017-2018 Archives

 

Weeks 1 and 2  Weeks 17 and 18 2017
Weeks 3 and 4 Weeks 19 and 20 2018
Weeks 5 and 6   Weeks 21 and 22 2018
Weeks 7 and 8 2017  Weeks 23 and 24 2018
Weeks 9 and 10 2017 Weeks 25 and 26 2018
2017 Weeks 11 and 12 Weeks 27 and 28 2018 
Weeks 13 and 14 2017 Weeks 29 and 30 2018
Weeks 15 and 16 2017 Weeks 31 and 32 2018

 

 

 

 

 

 

 




Period 2 Harkness

Your group will be assigned one of the following empires:

1) Roman
2) Mauryan/Gupta
3) Qin/Han
4) Persian

Your goal is to research your empire and be able to engage in an intelligent comparative discussion about it with other groups about their empires. You must deal with these components of your empire:

  • Its techniques of imperial administration
  • Its methods of expansion 
  • Its intellectual and cultural traditions (including changing belief systems)
  • Its social structures
  • The reasons for its decline and fall

General Resources for Question Writing:

Developing Questions for Harkness Discussions
Bloom's Taxonomy for Question Writing

Roman Empire Resources Maurya/Gupta Resources
Period 2 Podcast #2
Bulliet CH 5 Rome
Strayer CH 4 Eurasian Empires
AP Worldipedia Period 2		 Bentley CH 9 India
Bulliet CH 6 India
AP Worldipedia Period 2
Qin/Han Resources Persian Resources
Bentley CH 8 China
Strayer CH 4 Eurasian Empires
Period 2 Podcast #1
AP Worldipedia Period 2		 Strayer CH 4 Eurasian Empires
Bulliet CH 4 Persia and Greece
AP Worldipedia Period 2

AP Exam Review Schedule

Time Period/Key Concept Study Guides:

APWH Period 1

APWH Period 2

APWH Period 3

APWH Period 4

APWH Period 5

APWH Period 6

Exam Study Material

Here are some great resources from Mr. Lasseter

Key Concept Guides Unit videos Name 5 Reviews
Period 1  Period 1 Period 1
Period 2   Period 2 (1, 2, 3) Period 2
Period 3  Period 3 (1, 2, 3) Period 3
Period 4  Period 4 (1, 2, 3) Period 4
Period 5  Period 5 (1, 2, 3, 4) Period 5
Period 6          Period 6 (1, 2, 3)      Period 6      

APSI Materials 2020

 

 

Resources for Workshop General Resources
Classical State Building Documents How to Join FB Group (Chad Smith)
Worksheet for Classical State Building  
Classical State Decline Documents CB Handout on Complexity 
Worksheet for Classical State Decline CB PPT on Complexity
SBMC Questions AP Classroom (for Teachers) 
Sample Text for Lesson Examples AP Classroom (for Students) 
DBQ for Sourcing/Analysis Practice Changes to the Key Concepts (2019) 
Topic 3.2 Imperial Portraiture   
PowerPoint for 3.2 Imperial Portraiture  
Argument Tower (follows 3.2)  
Curriculum Ladder for 2.1  
PowerPoint for Writing Rev Presentation    
My entire APSI Notebook  
Writing Revolution Handout  

The LEQ

The AP Test contains three LEQ prompts that assess the same theme(s) but are each set in different time periods. The student selects ONE of these options and writes a thesis-driven essay to fully answer the prompt.

It is of absolute importance that teachers (and students) understand that the purpose of the Long Essay Question is not to measure a student’s comprehensive knowledge on a given historical topic. Rather, it is to measure the student’s ability to make a historical argument. The evidence requirements on the LEQ are low and the prompts are purposely crafted to be broad enough that any well-prepared student should not come up short on evidence. It is what the student does with the evidence and how he or she presents it in the essay that earns high scores.

Consider the following two examples concerning the use of evidence in an LEQ:

Prompt: Evaluate the extent to which Indian Ocean trade changed between 600 and 1750

Sample 1

Indian Ocean trade increased because of new technologies such as the compass, the astrolabe, the lateen sail, the dhow, and the Chinese Junk.

Sample 2

Indian Oceans trade increased because of technologies such as the lateen sail. This sail allowed merchants to sail in any direction and freed them from the patterns of the Monsoon winds. As a result, they could make voyages even when the winds were not favorable. They could sail more often and more voyages meant more items being traded.

Note the first sample actually dropped more evidence but did little to develop any of it into an analysis. On the other hand, the second sample only mentioned one piece of evidence but gave a thorough analysis of how it helped to increase trade. An essay made of these analyses is what the LEQ is about.

The student who begins the LEQ by situating the topic in a larger historical context, presents a valid thesis with historical and relevant claims, and composes structured supporting paragraphs with evidence and analysis will score well on the LEQ.

Instructional Videos on the Long Essay Question

 The Graphic Organizer and Prompt  The Formal Prompt

 

 LEQ Outline Guide  Rubric, Model Essay for Grading

 

 

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