Contextualization – Belief Systems
STUDENT MATERIALSSTUDENT MATERIALSS-1CONTEXTUALIZATION—BELIEF SYSTEMSWORLD HISTORY PROJECT AP / LESSON 3.2 ACTIVITYPreparation• Download “Transformations in Eurasian Belief Systems”PurposeIn this activity, you’ll deepen your understanding of contextualization by analyzing shifts in belief systems that occurred from 1450 to 1750. You will use your contextualization skills to unpack the reasons why these transformations occurred at this time and place while also considering the culture of the period, all of which are critical for thinking about why and how these changes occurred. More generally, you need to have well-developed contextualization skills to receive that point for both the LEQ and the DBQ on the AP® World History: Modern exam.PracticesCausation, comparisonIn order to understand why certain belief systems were transforming in this period, you’ll use your causation skills. You’ll also be asked to compare across these belief systems to understand why these changes occurred during this era.ProcessIn this activity, you will use the event cards to complete the Contextualization Tool. Then, you’ll use the information from your completed tools and evidence from the “Transformations of Eurasian Belief Systems, 1450–1750” article to answer a prompt. By contextualizing the time, place, and culture that surrounded these belief systems, you’ll be able to more fully understand why there were breaks or shifts in belief systems during this era. First, your teacher will lead a discussion about the different types of belief systems in the world today, which will help you think about when, where, and why these belief systems first took shape.Next, your teacher will either hand out or have you download the Contextualization—Belief Systems worksheet. By now you should be more proficient with using the Contextualization Tool, which is included in the Contextualization—Belief Systems worksheet. Remember that contextualization is often about situating an event in its temporal (time period), spatial (location), and cultural setting.Your teacher will break the class into small groups of three to four students to complete the tool. Start by writing the dates and locations for the transformations of belief systems. Then, you’ll divide the event cards for each empire into broad and narrow context. Next, you’ll share your broad and narrow context with the class by placing your event cards on the funnel on the board. Be sure to share your reasons for categorizing your event cards as broad or narrow context. You are allowed to move any event cards that you think were placed incorrectly by the prior group, but you must provide justification for doing so. After your group has moved any of the previous group’s event cards then you can place two of your event cards that are not already up on the funnel and explain your reasoning to the class. Then, return to your group to answer the remaining questions on the tool.Unless otherwise noted, this work is licensed underCC BY 4.0. Credit: “Contextualization—Belief Systems”, OER Project, https://www.oerproject.com/
STUDENT MATERIALSSTUDENT MATERIALSS-2CONTEXTUALIZATION—BELIEF SYSTEMSWORLD HISTORY PROJECT AP / LESSON 3.2 ACTIVITYFinally, use your descriptions of broad and narrow context from the tool and information from the “Transformations of Eurasian Belief Systems, 1450–1750” article to write a one-paragraph response to the question below. Your group’s contextualization paragraph should include a thesis statement that directly answers the prompt as well as evidence to support your thesis statement.What historical context related to the time period, location, and culture led to the transformation of beliefs in one of the following faiths from 1450 to 1750: Hinduism, Islam, or Christianity? Once all groups have written their contextualization paragraphs, your teacher will instruct you on how to share your paragraphs with the class. As you read each group’s contextualization paragraph, take notes on any similarities and differences you find in these transformations of beliefs. Identifying these similarities and differences will help you compare how these belief systems impacted different societies. Your teacher will collect your worksheets and paragraphs at the end of the activity to assess your understanding of these historical events and your contextualization skills.
STUDENT MATERIALSSTUDENT MATERIALSS-3CONTEXTUALIZATION—BELIEF SYSTEMSWORLD HISTORY PROJECT AP / LESSON 3.2 ACTIVITYContextualization ToolDirections: Respond to each of the prompts below.1. Write the date(s) and location(s) of the historical event being studied. 2. Take the event cards and divide them up into broad and narrow context. 3. Place them on the funnel in their appropriate location. Be prepared to explain your placement. 4. Write one to two sentences that describe the broad context.5. Write one to two sentences that describe the narrow context.• Broad: Does the context represent broader themes, trends, events, eras, or regions related to the historical development at hand? Does it represent a long-term (underlying) cause or contributing factor?• Narrow: Does the context represent themes, trends, events, eras, or regions that are more closely tied in time/place to the historical development at hand? Does it help us see the short-term (immediate) causes or contributing factors?
STUDENT MATERIALSSTUDENT MATERIALSS-4CONTEXTUALIZATION—BELIEF SYSTEMSWORLD HISTORY PROJECT AP / LESSON 3.2 ACTIVITY6. Write one to two sentences analyzing how the broad and narrow context help you better understand the historical event. 7. Write a one-paragraph response that answers the following prompt: What historical context related to the time period, location, and culture led to the transformation of beliefs in one of the following faiths from 1450 to 1750: Hinduism, Islam, or Christianity?
STUDENT MATERIALSSTUDENT MATERIALSS-5CONTEXTUALIZATION—BELIEF SYSTEMSWORLD HISTORY PROJECT AP / LESSON 3.2 ACTIVITYBroad ContextNarrow ContextHistorical Event/Development