AP World Review

Hey guys! Here is everything you need to know about our entire AP World History review process. All of the videos and review packets are posted below. Additional videos from live streams and (hopefully) after school reviews will be posted here as well.

You guys are REQUIRED to watch the Key Concept Review videos and complete the related packets.

While you watch and fill out the packet, you should also be taking notes on the side, whether it be on paper, in a doc, or on a note in your phone, whatever works for you. You should take notes on additional information as you see fit, but also, maybe most importantly, keep track of what topics you know well and for which topics you need more review or clarification.

The “Review Lecture” videos are the longer review session videos which I encourage everyone to watch or at least click through using the “time stamps” in the description in order to review the topics that need most review for you. This way you get a personally customized review!

On Sunday, at 3pm (at least for this week, we may adjust in future weeks), I will be live streaming an AP Review Q&A for you guys through Zoom. It will also be recorded and posted after the fact, but it’s best if you can participate directly, so that you can ask questions and get clarification. I will post specific information for that here over the weekend, so you can check back to this page for updates and specific details for how to watch!

I will also be holding in person live review sessions every Wednesday and Friday after school for an hour for the next three weeks.

On Saturday May 4th, there will be a 4 hour long practice exam held at Maspeth from 8-12. EVERY SINGLE ONE OF YOU should be there to take that practice test.

On Saturday May 11th, there will be a final GIANT last minute review of everything you need to know for the test, which will be held from 8-12 in the Maspeth auditorium.

 

Writing Skills Practice

The following videos offer helpful advice for the written response questions. If you feel you could improve on your short answers or essays, check out these videos.

How to Write the Thesis

How to Write the Contextualization

Introduction to the LEQ

How to Write the LEQ

Introduction to the DBQ

How to Write the DBQ

Introduction to the SAQ

How to Write the SAQ

General Textual and Graphic Resources

Do you much prefer reading summaries and consulting simple charts as a form of review over watching videos, or are you just looking for a text-based supplement to the audio-visual presentation style? If so, these two resources might be super helpful to you. You should have already heard of them both, as they got shout outs in your video review homeworks.

APWorldipedia is a great site created by an AP teacher who scores AP exams and writes AP questions. He puts together summaries based on each Key Concept of the AP World course. So basically, the same order of your homework videos, the additional review videos, and my after school review sessions. If there are any points, key concepts, or topics that are still fuzzy for you, this is a great place to get quick clarifications.

Freeman-Pedia is another great teacher-created resource that is almost entirely in the form of colorful graphics such as charts, maps, and timelines, virtually all of which were created specifically for reviewing for the AP World exam. You can click through by time period and see great graphics that combine text and image in a digestible yet content-rich format.

Both of these provide great ways of filling in the blanks of your knowledge or just getting a better sense of the “bigger picture” and how everything fits together.

Period 1 – Technological and Environmental Transformations, to c. 600 BCE

AP World Period 1 Key Concept Review

Period 1 Key Concept Review Packet

AP World Period 1 Review Lecture

Sunday AP World Q&A Café #1: Ancient & Classical

AP World After School Academy: Period 1 – The Ancient World

Kahoot Period 1 & 2 A

Kahoot Period 1 & 2 B

Period 2 – Organization and Reorganization of Human Societies, c. 600 BCE to 600 CE

AP World Period 2 Key Concept Review (1/3)

AP World Period 2 Key Concept Review (2/3)

AP World Period 2 Key Concept Review (3/3)

Period 2 Key Concept Review Packet

AP World Period 2 Review Lecture (1/2)

AP World Period 2 Review Lecture (2/2)

Sunday AP World Q&A Café #1: Ancient & Classical

AP World After School Academy: Period 2.1 – Classical Religions and Philosophies

AP World After School Academy: Period 2.3 – Classical Trade Routes

Kahoot Period 1 & 2 A

Kahoot Period 1 & 2 B

Period 3 – Regional and Transregional Interactions, c. 600 CE to c. 1450 CE

AP World Period 3 Key Concept Review (1/3)

AP World Period 3 Key Concept Review (2/3)

AP World Period 3 Key Concept Review (3/3)

Period 3 Key Concept Review Packet

AP World Period 3 Review Lecture (1/2)

AP World Period 3 Review Lecture (2/2)

Sunday AP World Q&A Café #2: Post-Classical

AP World After School Academy: Period 3.1a – Post-Classical Trade Networks

AP World After School Academy: Period 3.1b & 3.2a – Post-Classical

AP World After School Academy: Period 3.2b & 3.3a – Post-Classical

AP World After School Academy: Period 3.3b – Post-Classical

Kahoot Period 3

Period 4 – Global Interactions, c. 1450 to c. 1750

AP World Period 4 Key Concept Review (1/3)

AP World Period 4 Key Concept Review (2/3)

AP World Period 4 Key Concept Review (3/3)

Period 4 Key Concept Review Packet

AP World Period 4 Review Lecture (1/2)

AP World Period 4 Review Lecture (2/2)

AP World After School Academy: Period 4.1 – Early Modern

AP World After School Academy: Period 4.2 & 4.3 – Early Modern

Sunday AP World Q&A Café #3: Early Modern

Kahoot Period 4

Period 5 – Industrialization and Global Integration, c. 1750 to c. 1900

 

AP World Period 1 Key Concept Review (1/4)

AP World Period 1 Key Concept Review (2/4)

AP World Period 1 Key Concept Review (3/4)

AP World Period 1 Key Concept Review (4/4)

Period 5 Key Concept Review Packet

AP World Period 5 Review Lecture (1/2)

AP World Period 5 Review Lecture (2/2)

Sunday AP World Q&A Café #4: Modern & Contemporary

Kahoot Period 5

 

Period 6 – Accelerating Global Change and Realignments, c. 1900 to the Present

AP World Period 6 Key Concept Review (1/3)

AP World Period 6 Key Concept Review (2/3)

AP World Period 6 Key Concept Review (3/3)

Period 6 Key Concept Review Packet

AP World Period 6 Review Lecture (1/2)

AP World Period 6 Review Lecture (2/2)

Sunday AP World Q&A Café #4: Modern & Contemporary

Kahoot Period 6

 

 

 

The Neolithic feels like yesterday, but time flies!

We’ve been all around the world, now again industrialized!

 

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IG: @globalkhan

What did the #Phoenician language sound like? One of my wonderful students asked for more details on the Phoenician language today while discussing the #IndoEuropean and #Bantu migrations. The Phoenicians didn’t call themselves Phoenicians. That’s what the Greeks called them. They were really just the people of Cana’an, the Levantine coast, so they were really called Cana’anites, or Kena’ani in their own language. Their language was a #Semitic language, just like the modern languages #Arabic and #Hebrew, as well as ancient languages of the Middle East like Akkadian and Aramaic. Canaanite/Phoenician has a lot in common with Hebrew, though modern Hebrew has lost some of the Semitic consonants that Arabic still retains, like 3ayn and Qaf. However, ancient Hebrew was extremely similar, so similar that Hebrews and other Cana’anites could probably understand each other easily. Ancient Hebrew was even written with the Phoenician alphabet! It was only later that Hebrew switched to a modified Aramaic alphabet (itself based on Phoenician), which it still uses today. Although Greek adopted their alphabet, their language was totally unrelated, which is why #Greek swapped out the unneeded sounds for some letters with ones they needed. The 3ayn became O, and the lighter of the two Hs became E. . . . #language #languages #languagelover #languagelearning #etymology #historicallinguistics #linguistics #ancienthistory #canaan #lebanon
The evolution of the word for 4 from PIE (Proto-Indo-European) to its many daughter languages. . . . #PIE #PIELanguage #ProtoIndoEuropean #IndoEuropean #Slavic #IndoAryan #IndoIranian #Baltic #Celtic #Germanic #Italic #Anatolian #Hellenic #Linguistics #Archeolinguistics #LingusiticAnthropology #Philology #ILoveLanguage #Language #LanguageLover #Aryan #Aryans #Steppe #SteppeNomads #PewPewPew #PastoralNomads #HorseArchers #Scythians #Tocharians
#YomKippur has begun! Yom Kippur—the Day of Atonement—is considered the most important holiday in the #Jewish faith. Falling in the month of #Tishrei (September or October in the Gregorian calendar), it marks the culmination of the 10 Days of Awe, a period of introspection and repentance that follows #RoshHashanah, the Jewish New Year. According to tradition, it is on Yom Kippur that God decides each person’s fate, so Jews are encouraged to make amends and ask forgiveness for sins committed during the past year. The holiday is observed with a 25-hour fast and a special religious service. Yom Kippur and Rosh Hashanah are known as Judaism’s “High Holy Days.” . . One of the most notable features of these holy days is the blowing of the #Shofar, an ancient musical horn made from the actual horn of an animal. The two shofars in the first picture were from a temporary exhibit at the @metmuseum in 2017. The one on the right is made from a ram’s horn, more typical of #Ashkenazi and #Sephardic Jews, while the one on the left comes from the #Yemenite Jews and is made from the horn of an antelope called the Kudu. . . The shofar is a popular symbol in Jewish imagery found in art. The second image shows “Bowl Fragments with #Menorah, Shofar, and #Torah Ark” dating back to 300–350 CE from the Roman Empire. This piece is on view at The Met Fifth Avenue in Gallery 300. From the Met: “This rare example of Jewish gold glass depicts an open Torah ark, with rolled scrolls on its shelves, and ritual implements of the temple-including two menorot (candelabra), a shofar (ram's horn), and an etrog (citron). Originally, a banqueting scene was shown below, with a fish on the tripod table in front of a cushion.” . . The third image shows a Jewish man blowing the shofar in front of the #Kotel, or #WesternWall, the holiest site in #Judaism and the only remnants of the Holy Jerusalem Temple.
An amazing artifact from the @metmuseum that reminds me a lot of the #LansingPapyrus excerpt you guys read where the #AncientEgyptian dad yells at his son to do his #homework. . . This student from ancient Egypt had his many spelling errors marked up in red by the teacher on this writing tablet! #WritingIsHard . . I feel like this is low key an add for @grammarly 😂 ⁣⁣⁣. . . Like slate tablets of centuries past or digital tablets today, wooden boards like this were used for writing notes or school exercises. 📝 Old texts were whitewashed with gesso (essentially a paint primer) to provide a “clean slate” for another, allowing the board to be used over and over again. 👀 This board still bears traces of earlier writing—look closely on the left!⁣ ⁣⁣ ⁣⁣. . 🎨 Writing board, ca. 1981–1802 B.C. Middle Kingdom. Dynasty 12. From Egypt; said to be from Upper Egypt, Thebes or Northern Upper Egypt, Akhmim (Khemmis, Panopolis). Wood, gesso, paint. On view in Gallery 109. @metancient #MasrOmmElDonya #MisrUmmUlDunya #Misr #Masr #ancienthistory #ancientegypt #schoolmemes #schoolbelike
Did WAR lead to Civilization? Idk ask John Green...
A glimpse into the world of #Kush, in the land of #Nubia, along the Upper #Nile. #AfricanHistory #BlackHistory #Meroë #Kushite #Kemet #TaSeti #Sudanic #NiloSaharan
Don’t forget!!!
Don’t let our civilization go down like the Indus Valley. Otherwise, no more WiFi! They couldn’t stop an earthquake. We (hopefully) can stop anthropogenic climate change. Just remember not to cramp your letters on your protest signs, or you’ll make it too easy for people to figure out the directionality of your writing! Gotta give ‘em a challenge na’ mean? #Harappa #MohenjoDaro #IndusValley #Harappan #ClimateChange #SaveTheWiFi #RajeshRao #Dravidian #Harappan
The Chicxulub crater is an impact crater buried underneath the Yucatán Peninsula in Mexico. Its center is located near the town of Chicxulub, after which the crater is named. It was formed by a large asteroid or comet about 11 to 81 kilometres (6.8 to 50.3 miles) in diameter, the Chicxulub impactor, striking the Earth. The time of the impact coincides with the Cretaceous–Paleogene boundary (K–Pg boundary), slightly less than 66 million years ago, and a widely accepted theory is that worldwide climate disruption from the event was the cause of the Cretaceous–Paleogene extinction event, a mass extinction in which 75% of plant and animal species on Earth became extinct, including all non-avian dinosaurs. . . #Prehistory #Extinction #Asteroid #Crater #Mexico #Yucatan #BirdsAreDinosaurs

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