3x5 note cards or cut up paper

This sourcing collection, along with the Quick-Sourcing Tool, provides your students with an opportunity to practice a quicker kind of sourcing than they do in the sourcing practice progression. The tool and the process for using it—specifically designed for unpacking document collections—will help students be successful on both the SAQ and DBQ portions of the AP^® World History: Modern exam.

If you are unfamiliar with the Quick-Sourcing Tool or the process for using it, we recommend reviewing the Quick-Sourcing Introduction activity in Lesson 1.4.

The Quick-Sourcing Tool can be used any time you encounter a set of sources and are trying to respond to a prompt or question, as opposed to the deeper analysis you do when using the HAPPY tool that is part of the sourcing progression.

First, take out or download the sourcing collection and review the guiding question that appears on the first page. Then, take out or download the Quick-Sourcing Tool and review the directions. For Part 1, you’ll write a quick summary of each source in terms of how it relates to the guiding question (we recommend using one note card or scrap of paper for each source).

For Part 2, which uses the first four letters of the acronym from the HAPPY tool, you only have to respond to one of these four questions. This will get you a partial point on the AP^® World History: Modern exam. You should always include the historical significance or “why” (the “Y” in “HAPPY”) for any of the four questions you choose to respond to.

In Part 3, you’ll gather the evidence you found in each document and add it to your note cards so you can include it in a response later. Once each document is analyzed, look at your note cards and try to categorize the cards. There might be a group of documents that support the claim you want to make in your response, and another group that will help you consider counterclaims, for example.

To wrap up, try to respond to the guiding question.

This collection explores resistance to global institutions. It gives readers a glimpse of the founding documents, called charters, of major global organizations like the United Nations and the World Bank, which help us see the stated purposes and declared values. These are juxtaposed against sources from workers’ collectives and activists in the United States, Bangladesh, and Honduras. Together, these sources show the tensions between the promise of these organizations and how they work in communities on three continents.

The AP^® World History: Modern CED suggests students develop their sourcing skills in line with certain topics. For Unit 9, one of these topics is the “Resistance to Globalization After 1900”; therefore, we’ve compiled a number of primary source excerpts to help you develop these skills in relation to this content. This should help prepare you to be successful on the AP exam.

We recommend using the accompanying Quick Sourcing activity (above) to help you analyze these sources.

In November 1999, thousands of protesters converged on the streets of Seattle, Washington to protest the World Trade Organization during its annual conference. The protesters were there to voice their opposition to globalization and what they saw as its negative effects. Things quickly turned violent. This article explores the motivations of the diverse groups of protesters and those of the ministers inside the World Trade Organization meeting. The clash between police, protesters, and the WTO symbolized opposing views on the benefits and dangers of globalization.

This article will help you to think about what the recent past, and in particular the phenomenon of globalization, looks like from below. It will help you to continue to assess how change over the last century has affected various groups and communities in different ways.

Think about the following question as you read the article: Use evidence from this article to explain the various responses to increasing globalization from 1900 to the present. Write this question at the top of the Three Close Reads worksheet. You will be asked to respond to this question again after the third read in the Evaluating and Corroborating section of the worksheet.

Read 1 – Skimming for Gist

Fill out the Skimming for Gist section of the Three Close Reads Worksheet as you complete your first close read. As a reminder, this should be a quick process!

Read 2 – Understanding Content

For this reading, you should be looking for unfamiliar vocabulary words, the major claim and key supporting details, and analysis and evidence. By the end of the second close read, you should be able to answer the following questions:

1. What is the WTO?
2. Who were the groups who came to protest, and why were so many different people against the WTO?
3. What is the WTO’s main goal?
4. What did the N30 group list as their main goals?
5. What were the results of the protests?

Read 3 – Evaluating and Corroborating

At the end of the third close read, respond to the following questions:

1. Use evidence from this article to explain the various responses to increasing globalization from 1900 to the present.
2. Based on this article and other things you have learned about resistance in this course, do you think violent or non-violent protest is more effective?
3. How were anti-globalization movements like N30 and J8 different from and how were they similar to the reform movements of the long nineteenth century?

In museums all around the world, remains of Indigenous peoples and ancestral objects have been stored and held against the wishes of descendent communities. The Pueblo communities of the present have launched extensive efforts to reclaim the remains of their ancestors, as have other Indigenous American communities across the United States. In this video, Jerad Koepp interviews Pueblo leaders and educators about the importance of these efforts and how they help Pueblo people reclaim historical narratives and protect sacred places in the present.

As you learn more and more in this unit about globalization, you’re hearing about how increasing connections have made our communities larger and brought cultures together. Still, we are all connected to our ancestors and to diverse histories. The process of globalization threatens the existence of many Indigenous cultures and traditional ways of life. In this video, you will learn how Pueblo and other Indigenous peoples are resisting and attempting to secure their past for their future.

Preview – Skimming for Gist

Remember to open and skim the transcript, and then read the questions below before you watch the video.

Key Ideas – Factual

Think about the following questions as you watch this video.

1. According to Theresa Pasqual, why is it a mistake to refer to Pueblo historical sites and ancestral objects as “ruins” and “artifacts”?
2. What challenges do Pueblo people face when trying to access places that are important to their history and culture today?
3. Why does Brian Vallo say that “there’s no need to excavate” archaeological sites?
4. What’s one problem that Dr. Swentzell mentions with returning human remains and cultural objects to the places from which they were removed?
5. What are some examples of successful repatriation of remains and cultural items that Brian Vallo mentions?

Evaluating and Corroborating

1. How does this video make you think differently about some of the other archaeological and historical evidence you’ve encountered in this course?

In this article, journalist Andalusia Knoll Soloff and historian Trevor Getz review the recent history and current state of transnationalism and nationalism. The history of nationalism is full of complex connections, sometimes to movements for unity and freedom, but also sometimes to movements that cause exclusion, violence, and even genocide. After World War II, many world leaders favored international or transnational solutions to the world’s problems, but nationalism remains an important force, for better or worse.

This article focuses on nationalism and transnationalism in our contemporary world, completing our long study of cultures in world history. It should help you to think about how we got where we are today, and why the experience of community identity is different for various communities around the world.

Think about the following question as you read the article: Use evidence from this article to explain how and why globalization changed culture over time. Write this question at the top of the Three Close Reads worksheet. You will be asked to respond to this question again after the third read in the Evaluating and Corroborating section of the worksheet.

Read 1 – Skimming for Gist

Fill out the Skimming section of the Three Close Reads worksheet as you complete your first close read. As a reminder, this should be a quick process!

Read 2 – Understanding Content

For this reading, you should be looking for unfamiliar vocabulary words, the major claim and key supporting details, and analysis and evidence. By the end of the second close read, you should be able to answer the following questions:

1. How does national belonging and the world of nation-states complicate international sports competitions? Consider examples like Taiwan and Kosovo.
2. Why did international and transnational ideas surge in the second half of the twentieth century?
3. How has nationalism helped with postwar reconciliation in Rwanda?
4. In the age of the nation-state, how has racially defined nationalism reemerged?
5. How do definitions of national identity exclude some people from cultural and political communities and resources?

Read 2 – Evaluating and Corroborating

At the end of the third close read, respond to the following questions:

1. Use evidence from this article to explain how and why globalization changed culture over time.
2. How do national identities shape your daily world, and the people and things you interact with?
3. Are there transnational identities that shape the way you think about yourself and your daily interactions?
4. What do you think the future of nationalism is? Will it continue to surge in the face of global challenges like climate change and pandemics, or will international and transnational solutions to these problems prevail?

Many people think the conflict in Palestine and Israel goes back millennia, but that’s not the case. This complicated conflict has a specific historical origin. It started during this era, when competing nationalisms, broken British promises, and massive migrations collided into a struggle for land, sovereignty, and rights.

Note: This video was created in 2015. It represents one of many possible narratives about the Israeli-Palestinian conflict. Specifically, it is a narrative that advances the argument that the conflict is not intractable. John Green argues that through exploring multiple perspectives of the past, we may be able to see how it can be resolved. He also argues that because the conflict is mainly one about competing nationalisms, it is more useful to understand its modern history than to search for “who was first” or “who is to blame.” People may have different perspectives on these matters, and you may encounter competing narratives out in the world. Additionally, events after 2015 may shift the meaning of some of the accounts advanced in this video. Nevertheless, this narrative can help you understand how accounts of the past may orient us to the present and help us prepare for the future.

In this lesson, you have encountered multiple kinds of national, transnational, and international movements which have emerged in an increasingly globalized world. This video builds on that and offers a specific case study: Palestine and Israel. This case study highlights competing nationalisms that emerged in the context of a United Nations decision, with roots at the end of the Ottoman Empire and during the British Mandatory period. You can apply this evidence to formulate an answer to the Unit Problem.

Think about the following question as you watch the video: Use evidence from this video to explain how political changes in the period from c. 1900 to the present led to territorial, demographic, and nationalist developments. You will be asked to respond to this question again at the end of the video.

Preview—Skimming for Gist

As a reminder, open and skim the transcript, and read the questions before you watch the video.

Key ideas

1. Some people talk about the Israeli-Palestinian conflict as something that started thousands of years ago. What time period does John Green choose to focus on in this video? Why do you think he decided not to focus on a millennia-old religious conflict?
2. Early in the video, John Green chooses to talk about an Arab-Christian man named Wasif Jawhariyyeh. What claim does this evidence support? Why do you think John Green chose to mention this man?
3. At the end of the First World War, the British occupied a territory in the Middle East, which they called “Palestine.” To whom did they promise it? Why was that a problem?
4. Why did both Jews and Arabs want a nation-state in Palestine? What was the 1947 United Nations plan, and why did it fail?
5. In looking back at the history of the conflict, John Green gives both a brief Palestinian perspective, and an Israeli perspective. Why do you think he does this, and is it an effective moment in the video?

Evaluate

1. This video was created in 2015. How might it be different if it were created today?
2. In most narratives about the Israeli-Palestinian conflict, two elements are present: a story about who was in this region first (Jews or Arab Palestinians), and a statement about who is to blame for the conflict. John Green includes neither. What does that tell you about his perspective? What do you think of these choices?

In the twenty-first century, news media and politicians often tell alarming stories about refugees. But refugee migration is nothing new. People have been forced to flee their homes for a variety of reasons throughout human history. But it was not until the twentieth century that governments created official legal categories for refugee migration. This article explores how the major trends of the twentieth century displaced millions of refugees. It examines the ways that these migrations reshaped national and international policies and ideas about citizenship and belonging.

This article will introduce you to the major trends in refugee migration during the last 100 years. Refugee migration has influenced the ways that people define membership in communities and the shape of existing communities. Not surprisingly then, this article provides evidence that will help you evaluate the communities frame narrative. As you read, consider the importance of refugee migration for the development of nationalism and the nation-state in an era of globalization.

Think about the following question as you read the article: To what extent does this article explain how social categories, roles, and practices have been maintained and changed over time? Write this question at the top of the Three Close Reads worksheet. You will be asked to respond to this question again after the third read in the Evaluating and Corroborating section of the worksheet.

Read 1 – Skimming for Gist

Fill out the Skimming for Gist section of the Three Close Reads Worksheet as you complete your first close read. As a reminder, this should be a quick process!

Read 2 – Understanding Content

For this reading, you should be looking for unfamiliar vocabulary words, the major claim and key supporting details, and analysis and evidence. By the end of the second close read, you should be able to answer the following questions:

1. According to this article, why did anti-migrant protests happen in Europe after 2015?
2. What country hosts the most refugees, and what did they receive for limiting illegal refugee migration into the European Union?
3. How did nationalism shape governments’ approaches to dealing with refugees and migration in general?
4. How did decolonization lead to an increase in refugees?
5. According to the author, what are some reasons that refugees migrate and seek refuge?
6. Why do some nations, in particular wealthy nations, allow migrant workers to come into their countries?
7. How did wealthy nations react to increasing refugee and labor migration?

Read 3 – Evaluating and Corroborating

At the end of the third close read, respond to the following questions:

1. To what extent does this article explain how social categories, roles, and practices have been maintained and changed over time?
2. How do you think globalization has changed the ways that people have migrated in the last 100 years?

Reading and writing depend on the ability to identify arguments and supporting evidence—only by understanding this can you identify a main idea in a text or build out main ideas in your own writing. This activity is the final in the claim-testing series, and as in the previous ones in this series, you’ll repeat the practice of creating supporting statements, evaluating evidence, and identifying disconfirming ideas. This activity ends with an opportunity to create your own claim and supporting evidence to assess the pros and cons of globalization. At this point, you’ll demonstrate your command of claim testing and be able to apply it to your own reading and writing.

In this claim-testing activity, you are given four claims about globalization. You are asked to work with these claims in three different ways:

1. Find supporting statements for those claims.
2. Evaluate the strength of the supporting statements provided for those claims.
3. Provide statements that refute (argue against) the claims.

Get into small table groups. Each group should have a complete set of Claim Cards in the middle of their table. Listen for your teacher’s directions for when to start.

Round 1

1. Grab one Claim Card from the center of the table.
2. On the card, write down a statement that supports the claim. You can use prior knowledge or course materials for this.
3. Pass your Claim Card to the person to your right.
4. Write down a statement that supports the claim on the card that you now have. It can’t be the same as any of the supports already written on the card.
5. Repeat the process until each group member has written a supporting statement on each card.
6. Put the Claim Cards back in the center of the table.

Round 2

1. Grab one Claim Card from the pile and stand up.
2. Find at least three other students who have the same claim as you and get into a group with them (if there are more than six people in your group, let your teacher know).
3. Look at all the supporting statements that were written for your claim. Decide which supporting statements are strongest (that is, they best support the claim).
4. Write the strongest supporting statements on the whiteboard so everyone can see them.

Round 3

1. With the same group you were in for Round 2, consider any historical exceptions to your claim. What can you offer to refute the claim?
2. Add at least one refuting statement, what we often refer to as a counterclaim, on the board so everyone can see it.
3. Present both your strongest supporting statements and the exception to the claim to the class—be sure to explain your reasoning for choosing your supporting statements and refutations.

Once you are done, write a two-paragraph mini-essay using one of the claims as a thesis statement. Then, use a few of the best supporting statements as evidence to support your thesis claim. Be sure to acknowledge the counterclaim or refuting statements in your mini-essay. For example:

• You might begin your mini-essay by stating the claim.
• Then, you should use the supporting statements you’ve identified as being the strongest to explain why this claim (thesis) is correct.
• Next, you’ll acknowledge the counterclaim by including the strongest refuting statement you identified in the activity.
• Finally, you’ll provide evidence to refute the counterclaim, which will then add another level of support to your claim (thesis).

This will help you learn the best way to use supporting statements as evidence for a thesis statement, and how to acknowledge counterclaims in essay writing. Be prepared to share these with your class and teacher.

There are tens of millions of migrant laborers in the world today, and their stories are human stories representative of a world on the move in search of work and economic prosperity. But the journey is often difficult and the results are only sometimes positive. Grace and Aminah are aliases for two women from Uganda, both of whom followed pathways that took them to the United Arab Emirates to look for work. For one, the experience was positive. For the other, it was dangerous and the results were negative.

This unit focuses on the issues and trends surrounding globalization, particularly in the late twentieth century. Central to any discussion of these debates is the story of labor migrants. Although labor migration pre-dates the twentieth century, it is a central feature of the world we live in today because of elements of globalization, such as easier transportation and international finance. This twin biography provides some evidence to help you to evaluate the overall impact of globalization on the lives of people in different parts of the world.

Read 1: Observe

As you read this graphic biography for the first time, review the Read 1: Observe section of your Three Close Reads for Graphic Bios Tool. Be sure to record one question in the thought bubble on the top-right. You don’t need to write anything else down. However, if you’d like to record your observations, feel free to do so on scrap paper.

Read 2: Understand

On the tool, summarize the main idea of the comic and provide two pieces of evidence that helped you understand the creator’s main idea. You can do this only in writing or you can get creative with some art. Some of the evidence you find may come in the form of text (words). But other evidence will come in the form of art (images). You should read the text looking for unfamiliar vocabulary words, the main idea, and key supporting details. You should also spend some time looking at the images and the way in which the page is designed. By the end of the second close read, you should be able to answer the following questions:

1. Where did Grace and Aminah come from, and why were they seeking work in the United Arab Emirates?
2. How did Grace and Aminah get permits to travel?
3. How were Grace and Aminah’s experiences in the UAE different?
4. How did the Ugandan government react to the experiences of its citizens like Aminah?
5. How did the artist use art and design to show the different experiences of Grace and Aminah?

Read 3: Connect

In this read, you should use the graphic biography as evidence to support, extend, or challenge claims made in this unit of the course. On the bottom of the tool, record what you learned about this person’s life and how it relates to what you’re learning.

1. To what extent does this article explain how social interactions and organization have been maintained or changed over time?
2. How does this biography of Ugandan Migrants to the UAE support, extend, or challenge what you have learned about how different communities have experienced globalization in the contemporary era?

To Be Continued…

On the second page of the tool, your teacher might ask you to extend the graphic biography to a second page. This is where you can draw and write what you think might come next. Here, you can become a co-creator of this graphic biography!

Make sure you have the Unit 9 Themes Notebook worksheet that you partially filled out earlier in the unit.

This is a continuation of the Themes Notebook activity that you started earlier in this unit. As part of WHP AP, you are asked to revisit the AP themes in order to maintain a connection to the core themes of the course. Because this is the second time you’re working with the themes questions, you’re asked to explain how your understanding of the unit’s themes has changed since you began the unit. Make sure you use evidence from this unit and sound reasoning in your answers.

Fill out the second table on your partially completed worksheet from earlier in Unit 8. Be prepared to talk about your ideas with your class.

There are tens of millions of refugees in the world today, and their stories are human stories representative of a world on the move searching for safety and opportunity. Islam Alhashel is a young high school student in Cleveland, Ohio. She is also a refugee from the uprising and civil war in Syria. She is an exceptional individual, but her experiences are also representative of refugees around the world.

This unit focuses on the issues and trends surrounding globalization, particularly in the late twentieth century. Central to any discussion of these debates is the story of refugees and their experiences. Globalization is both one cause of the challenges they face and a potential avenue for seeking opportunities. You can use this biography—perhaps together with those of the Ugandan labor migrants —to explore how and why people move in this era.

Read 1: Observe

As you read this graphic biography for the first time, review the Read 1: Observe section of your Three Close Reads for Graphic Bios Tool. Be sure to record one question in the thought bubble on the top-right. You don’t need to write anything else down. However, if you’d like to record your observations, feel free to do so on scrap paper.

Read 2: Understand

On the tool, summarize the main idea of the comic and provide two pieces of evidence that helped you understand the creator’s main idea. You can do this only in writing or you can get creative with some art. Some of the evidence you find may come in the form of text (words). But other evidence will come in the form of art (images). You should read the text looking for unfamiliar vocabulary words, the main idea, and key supporting details. You should also spend some time looking at the images and the way in which the page is designed. By the end of the second close read, you should be able to answer the following questions:

1. Where was Islam Alhashel born and why did her family leave?
2. Where did her family first find refuge, and how did they move onward?
3. What were Islam’s experiences when they arrived in the United States?
4. How does the artist use art and design to depict how Islam’s life was fractured, and then rebuilt?

Read 3: Connect

In this read, you should use the graphic biography as evidence to support, extend, or challenge claims made in this unit of the course. On the bottom of the tool, record what you learned about this person’s life and how it relates to what you’re learning.

1. To what extent does this article explain how social categories, roles, and practices have been maintained and changed over time?
2. How does this biography of Islam Alhashel support, extend, or challenge what you have learned about how different communities have experienced globalization in the contemporary era?

To Be Continued…

On the second page of the tool, your teacher might ask you to extend the graphic biography to a second page. This is where you can draw and write what you think might come next. Here, you can become a co-creator of this graphic biography!

On the morning of September 11, 2001, 19 hijackers from the terrorist organization Al-Qaeda seized control of four passenger airplanes. They crashed two of the airplanes into the World Trade Center towers, one into the Pentagon, and the other crashed in a Pennsylvania field. These attacks killed almost 3,000 people and set in motion two decades of a global war on terror that continues to this day. The U.S. government and its allies responded to the attacks by invading Afghanistan, and in 2003, Iraq. Though Al-Qaeda was defeated and Osama bin Laden—the mastermind of the attacks—was killed, the wars in the Middle East continue to be unresolved.

Globalization has had many unintended consequences. As the world becomes more interconnected, many people have started to resist the processes of globalization. Militant Islamist terrorism is one of those reactions, and the events of September 11, 2001 were one of their most significant attacks. By examining these attacks and their aftermath, this article will provide you with evidence to evaluate the effects of globalization as well as local causes of global events. This article will also provide you with background information on how colonialism, the Cold War, and informal colonialism have helped shaped the Middle East during the twentieth century.

Think about the following question as you read the article: To what extent does this article explain various reactions to existing power structures in the period after 1900? Write this question at the top of the Three Close Reads worksheet. You will be asked to respond to this question again after the third read in the Evaluating and Corroborating section of the worksheet.

Read 1 – Skimming for Gist

Fill out the Skimming section of the Three Close Reads worksheet as you complete your first close read. As a reminder, this should be a quick process!

Read 2 – Understanding Content

For this reading, you should be looking for unfamiliar vocabulary words, the major claim and key supporting details, and analysis and evidence. By the end of the second close read, you should be able to answer the following questions:

1. According to the author, what question did Americans ask after the attacks and what answer did many come up with?
2. Why is it inaccurate to blame the 9/11 attacks on “Islam”?
3. What is the “Clash of Civilizations” argument t, and why does the author say it was a problem after the 9/11 attacks?
4. How is the 1979 Soviet invasion of Afghanistan related to the 9/11 attacks?
5. According to the author, what was Osama bin Laden’s larger strategy behind the attacks?

Read 3 – Evaluating and Corroborating

At the end of the third close read, respond to the following questions:

1. To what extent does this article explain various reactions to existing power structures in the period after 1900?
2. The 9/11 attacks have a lot of surrounding causes and events. How might you reframe the narrative of these attacks using each of the three course frames?
3. The author has a generally critical view of the American response to the 9/11 attacks. You might agree or you might disagree. Do you think the U.S. strategy in the years after the attacks was effective? Why or why not?

The world after the Second World War was still full of inequalities and discrimination. Together and separately, movements emerged to struggle for civil rights and equality. Despite some success, racism and inequality were not solved in the generations that followed. This article explores these issues by looking at some connected movements, their successes, and their limits, in the Americas.

Institutional racism was partly spread by globalization, but the same trends of globalization have helped people in different regions to organize against racial injustice. As you explore the effects of globalization on a variety of different communities, you can use this article as evidence of how some of these movements connected to each other and to evaluate their overall impact, successes, and limitations.

Think about the following question as you read the article: To what extent does this article explain how social categories, roles, and practices have been maintained and changed over time? Write this question at the top of the Three Close Reads worksheet. You will be asked to respond to this question again after the third read in the Evaluating and Corroborating section of the worksheet.

Read 1 – Skimming for Gist

Fill out the Skimming section of the Three Close Reads worksheet as you complete your first close read. As a reminder, this should be a quick process!

Read 2 – Understanding Content

For this reading, you should be looking for unfamiliar vocabulary words, the major claim and key supporting details, and analysis and evidence. By the end of the second close read, you should be able to answer the following questions:

1. How did the experiences of the Second World War contribute to the fight against racial discrimination and segregation in the United States?
2. According to the author, what was the impact of civil disobedience campaigns of the 1950s and 1960s in the United States?
3. What were some elements of the US Civil Rights movement that made their way to Latin America?
4. How were Black movements in Latin America connected to indigenous rights movements, according to the author?
5. How does the author connect struggles for racial liberation with struggles for gender equality?

Read 3 – Evaluating and Corroborating

At the end of the third close read, respond to the following questions:

1. To what extent does this article explain how social categories, roles, and practices have been maintained and changed over time?
2. What types of connections existed across regions and across groups in this article? How do you think these connections impacted struggles for equality in different regions?

This essay revisits the idea of “collective learning”—our ability to share knowledge and pass it down through generations. Over the past 60 years or so, the internet and social media have enabled us to connect with each other and access more information than ever before. The internet has helped people organize and helped states govern—for better or for worse. But the implications of these new technologies are unclear. How have they changed you?

In this article, we explore the state of our cultural and personal interactions today through digital space, the Internet, and social media. This article should help you to reflect on how our interactions have changed over time. It should also help you to understand globalization, the theme for this unit. How has the Internet connected people, and to what degree does it isolate or separate us from each other?

Think about the following question as you read the article: To what extent does this article explain how and why globalization changed culture over time? Write this question at the top of the Three Close Reads worksheet. You will be asked to respond to this question again after the third read in the Evaluating and Corroborating section of the worksheet.

Read 1 – Skimming for Gist

Fill out the Skimming section of the Three Close Reads worksheet as you complete your first close read. As a reminder, this should be a quick process!

Read 2 – Understanding Content

For this reading, you should be looking for unfamiliar vocabulary words, the major claim and key supporting details, and analysis and evidence. By the end of the second close read, you should be able to answer the following questions:

1. How have networks of knowledge changed since 1969, according to the authors?
2. What are some ways that social media connects people, according to the authors?
3. How has social media helped people to organize?
4. What are some elements of the “dark side” of social media, according to the authors?

Read 3 – Evaluating and Corroborating

At the end of the third close read, respond to the following questions:

1. To what extent does this article explain how and why globalization changed culture over time?
2. In your personal experience, has social media and the internet made you feel more of a “global citizen” and connected to other people, more connected to your family and local community, or more isolated overall?
3. How has the size and scale of networks changed over time? In a few sentences, describe the long history of changes in human networks and interactions since c. 1200.

In this final CCOT activity, you’ll put all your CCOT practice to use by writing an essay that has you identify the most significant changes and continuities across multiple units. This will help you determine whether you’ve mastered this historical thinking practice and are able to situate phenomena in the context of time, space, and sociocultural setting.

This is the final CCOT activity of the course. You will use all of the skills you’ve acquired to write an essay about the continuities and changes that occurred in the world across multiple units. If you completed the CCOT activities for Units 3, 4, 5, and 7, you can reference your completed CCOT Tools to help write your unit comparisons essay. But before you begin to write your essay, you’ll need to complete the CCOT Tool one last time.

Your teacher will either hand out or ask you to download the CCOT – Unit Comparisons worksheet (which includes the CCOT Tool). Then, you’ll work on your own to complete the questions on the tool. Start by adding the timeframe you’re investigating (c. 1200 to the present) and identifying the continuities and changes that took place. Remember, you can use any of the articles and videos from the course to help identify continuities and changes—the unit overview articles are a good place to start.

Once you have identified the continuities and changes, write these on sticky notes (one change or continuity per note). Then, decide if the continuities and changes you identified are positive or negative and place them on the graph in the tool.

Next, complete the remaining questions on the tool. Remember that you can use the acronym ADE to determine historical significance. Consider if most people’s lives were affected by these changes and continuities (amount); if people living in this time period were deeply affected by these changes and continuities (depth); or if these changes and continuities were long lasting (endurance).

Then, craft thesis statements in response to the following CCOT prompts:

• To what extent were the changes that occurred from c. 1200 to the present positive?
• To what extent were the continuities that occurred from c. 1200 to the present positive?

Finally, you’ll use your thesis statements to individually write a five- to six-paragraph essay that fully responds to the following prompt: Describe and analyze the most significant changes and continuities from c. 1200 to the present for two of the following themes: politics, innovation, economics, environment. Look at this from a global perspective, and support your thesis with specific evidence from one or more global regions (Africa, the Americas, Asia, Australasia, Europe).

Your teacher will collect your worksheets and essays and use them to assess your CCOT skills. Be sure to review the WHP LEQ Writing Rubric before you begin writing, as this is what your teacher will use to evaluate your essay.

Through these practice activities, you’ve learned a variety of strategies for responding to SAQs. In this final activity in the SAQ practice series, you’ll revisit how to score SAQs from the perspective of an AP grader. This should be a helpful reminder of what you need to include in your SAQ responses as you get ready to take the AP^® World History: Modern exam.

In this activity, instead of responding to SAQs, you’re going to score answers to SAQ prompts to remind you of exactly what the AP graders are looking for when they’re scoring exams. It’s been a bit since you’ve graded SAQs. Remember, it can be helpful to use the ACE acronym to guide scoring. Each response needs to have all three elements of ACE to receive a point.

• A – Answer the prompt/make a claim
• C – Cite evidence
• E – Explain how the evidence supports the claim (often referred to as reasoning)

There are four SAQs for you to evaluate on the SAQ Practice—Unit 9 worksheet. Your teacher will give suggestions for how to work through them. Be prepared to discuss your scoring choices with your class. Also, keep a close eye on common mistakes that other students have made so you can avoid those when you take the exam!

• Make sure you have a copy of your graded Unit 7 DBQs (or another DBQ, if your teacher chooses)
• Download the Sentence Starters worksheet (optional)

In this final activity in the writing progression, you’ll edit one of your own essays. This is, in many ways, the ultimate editing task. It can be hard to self- edit, as it’s difficult to see your own writing errors. Also, you’re being asked to use the entire rubric to evaluate your essay, instead of just one or two rows. This will help prepare you for your culminating writing assignment in the course as well as the AP^® World History: Modern exam.

In this final activity in the writing progression, you’re going to examine your own essay against the WHP DBQ Writing Rubric, and improve it based on what you find. Start by taking out your graded Unit 7 DBQ, the Writing – Self Editing worksheet, the WHP DBQ Writing Rubric, and the Sentence Starters worksheet, if your teacher asks you to use it. Review your graded essay, and then follow the directions on the worksheet.

First, address thesis and claim. Identify the thesis or major claim in the essay and add it to the worksheet. Then, rewrite that claim to improve it.

The second step is to evaluate how well you contextualized the essay. Find where you incorporated historical contextualization and evaluate that section to make sure it relates the topic of the prompt to broader historical events, developments, or processes that occur before, during, or continue after the time frame of the question. Then, write the original contextualization section (or an abbreviated version) on the worksheet, and then provide suggestions for improvement.

Third, look at how you used evidence in your essay. Make sure you included at least four of the documents and at least one piece of evidence beyond the documents to support an argument relevant to the prompt. Then, find one area you can improve, and write the original and revised statements on the worksheet.

Fourth, review how you did on sourcing. Make sure you explained why the source’s historical context, audience, purpose, or point of view is relevant to the argument being made for at least two of the documents. Then, improve upon one area in the essay where your sourcing could be strengthened and add your suggestion for improvement to the worksheet.

Finally, examine your essay for complexity. Find one area you can improve upon in terms of the ways in which complexity can be demonstrated according to the rubric and write the original and improved statements on the worksheet.

Note: If you feel you’ve done the best you possibly can on any particular part of your essay, write a statement pointing out the features of your writing— connected to specific rubric criteria—that made it exemplary.

Once you’re done, be prepared to discuss your revision process with the class!

The Unit 9 DBQ is the final writing assessment for the course. This DBQ is also another opportunity to get a sense of your progress in developing your historical thinking and writing skills. Additionally, writing DBQs will help prepare you to be successful on the AP^® World History: Modern exam.

Today, you are going to take the final DBQ assessment for the course. Do your best—you’ll very likely see a lot of growth since you wrote your first DBQ essay at the beginning of the year.

Take out the DBQ and follow the directions. You may want to review the WHP DBQ Writing Rubric to remind yourself of the criteria you are aiming for in your writing.