Final Exam Study Material!
Explain why and how historians use eras and periods as constructs to organize and explain human activities over time.
Compare and contrast several different calendar systems used in the past and present and their cultural significance
Olmec and Mayan calendar systems,
Aztec Calendar Stone,
Sun Dial, Gregorian calendar – B.C./A.D.; contemporary secular – B.C.E./C.E.).
Aztec Calendar Stone,
Sun Dial, Gregorian calendar – B.C./A.D.; contemporary secular – B.C.E./C.E.).
Explain how historians use a variety of sources to explore the past (e.g., artifacts, primary and secondary sources including narratives, technology, historical maps, visual/mathematical quantitative data, radiocarbon dating, DNA analysis).
Kennewick Man (Radiocarbon Dating, X-Ray, CT Scans)
DNA Testing & The Romanovs
Also need to understand the importance of how this helps historians understand the past
DNA Testing & The Romanovs
Also need to understand the importance of how this helps historians understand the past
Describe and use cultural institutions to study an era and a region (political, economic, religion/belief, science/technology, written language, education, family). (SPARTA, ATHENS, MIDDLE AGES, ETC)
Examine the lives of hunting and gathering people during the earliest eras of human society (tools and weapons, language, fire).
Describe the importance of the “Agricultural Revolution” – Why did it start where it did (not in northern Canada), how did it change lives of people?
Simple "Neolithic" Agricultural Revolution : Read "Needed Changes" to understand the importance
Explain how the environment favored hunter gatherer, pastoral, and small scale agricultural ways of life in different parts of the Western Hemisphere. – IN AFRICA / ASIA
- Pastoral Nomads - These are people who raised animals and moved around Africa and Asia. They did this because if they stayed in one place, their animals would have eaten all of the grass. This would have been very bad for everyone since it would have taken away all of the future grass for food.
- Pastoral Nomad-ism started along the areas where the land wasn't perfect for large scale farming. It was ok for grazing, but not a great climate (temperature and precipitation) for large scale agriculture. So people got by doing what they could, until they got to a place where they could farm, and settle down.
Use multiple sources of evidence to describe how the culture of early peoples of North America reflected the geography and natural resources available
Woodland Indians
Choco Indians of the Panimanian Rainforest
Choco Indians of the Panimanian Rainforest
Explain why maps of the same place may vary, including cultural perspectives of the Earth and new knowledge based on science and modern technology.
Pick one group of people we studied this year and describe them using the fundamental themes of geography (location, place, human environment interaction, movement, region)
Why do people live where they do? Account for topographic and human spatial patterns (where people live) associated with tectonic plates such as volcanoes, earthquakes, settlements (Ring of Fire, recent volcanic and seismic events, settlements in proximity to natural hazards in the Western Hemisphere)
Describe the human characteristics of the region under study (including languages, religion, economic system, governmental system, cultural traditions). GREEKS AND ROMANS
Explain that communities are affected positively or negatively by changes in technology (e.g., Canada with regard to mining, forestry, hydroelectric power generation, agriculture, snowmobiles, cell phones, air travel).
Analyze how culture and experience influence people’s perception of places and regions (e.g., the Caribbean Region that presently displays enduring impacts of different immigrant groups – Africans, South Asians, Europeans – and the differing contemporary points of view about the region displayed by islanders and tourists).
Explain what this climograph shows – What month has the highest, lowest temperature, highest and lowest precipitation
Understand what each line means, and how to read it.
How does climate change when Elevation changes? How does Climate change when latitude changes? How about wind currents, ocean currents and being close to water?
Elevation and Weather/Temperature
Interactive Explanation of Wind and Ocean Currents
Climates Near Water: #1 | #2 (Lake Michigan)
View the climate zones below. Low latitudes are in the tropics, Mid latitudes are in green, high latitudes in the blue.
Interactive Explanation of Wind and Ocean Currents
Climates Near Water: #1 | #2 (Lake Michigan)
View the climate zones below. Low latitudes are in the tropics, Mid latitudes are in green, high latitudes in the blue.
Identify ecosystems and explain why some are more attractive for humans to use than are others (e.g., mid-latitude forest in North America, high latitude of Peru, tropical forests in Honduras, fish or marine vegetation in coastal zones). – basically why do more people live in the USA than in Canada – why do people not live in the desert?
Identify places in the Western Hemisphere that have been modified to be suitable for settlement by describing the modifications that were necessary (e.g., Vancouver in Canada; irrigated agriculture; or clearing of forests for farmland). (What did they do in the Southwest United States to live?)
Define the characteristics of a nation-state, and how Western Hemisphere nations interact.
Compare and contrast a military dictatorship such as Cuba, a presidential system of representative democracy such as the United States, and a parliamentary system of representative democracy such as Canada.
Give examples of how countries work together for mutual benefits through international organizations (e.g. North American Free Trade Agreement (NAFTA), United Nations (UN), European Union (EU)
- NAFTA: (p133, p188)
- United Nations: 1945, after World War II ended, 51 countries founded the U.N. with the goal of developing healthy relationships among nations, helping one another, and ultimately maintaining peace. Representatives from 192 countries are now part of the General Assembly and meet every September through December, and at occasionally at other times throughout the year, in New York
- European Union: (p369)
Describe the market economy in terms of the relevance of limited resources, how individuals and institutions make and evaluate decisions, the role of incentives, how buyers and sellers interact to create markets, how markets allocate resources, and the economic role of government in a market economy.
Describe how individuals, businesses and government make economic decisions when confronting scarcity in the market economy .
Explain how incentives vary in different economic systems (e.g. acquiring money, profit, goods, wanting to avoid loss in position in society, job placement).
Describe the impact of governmental policy (sanctions, tariffs, treaties) on that country and on other countries that use its resources.
Explain how communications innovations have affected economic interactions and where and how people work (e.g., internet-based home offices, international work teams, international companies).
Describe how societies organize to allocate resources to produce and distribute goods and services.
Explain and compare how economic systems (traditional, command, and market) answer four basic questions:? Who will receive the benefits of production? (e.g., compare United States and Cuba, or Venezuela and Jamaica.)
State Authority in Classical Empires
Describe the role of state authority, military power, taxation systems, and institutions of coerced labor, including slavery, in building and maintaining empires (e.g., Greek city-states and the Roman Empire).
Ancient Greece |
Ancient Rome |
Military Power |
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Direct taxation was not well-developed in ancient Greece. There was a tax on the wealth of the very rich, but it was levied only when needed — usually in times of war.
On the other hand, indirect taxes were quite important. Taxes were levied on houses, slaves, herds and flocks, wines, and hay, among others. However, this was not true of all cities. Thasos' gold mines and Athens' taxes on business allowed them to eliminate these indirect taxes. |
Taxation |
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City-States were independent of one another. Citizens in these city-states would have been ruled differently. Sparta was different than Athens where women might have had more freedom in Sparta.
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State Authority |
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Most families owned slaves as household servants and laborers, and even poor families might have owned a few slaves. Owners were not allowed to beat or kill their slaves. Owners often promised to free slaves in the future to encourage slaves to work hard.
City-states legally owned slaves. These public slaves had a larger measure of independence than slaves owned by families, living on their own and performing specialized tasks. In Athens, public slaves were trained to look out for counterfeit coinage, while temple slaves acted as servants of the temple's deity and Scythian slaves were employed in Athens as a police force corralling citizens to political functions. |
Slavery |
Rise of Christianity, Constantine and the Importance of the Catholic Church
More information on page 289-291
Christianity is the major religion of North & South America, and Europe. It was founded by Jesus in the early AD times. It gained popularity in the 300's after Roman Emperor Constantine had a vision while going into battle. He decided that if he won the battle, he would turn his empire Christian. They won the battle, and the empire became Christian. This was very different from previous times in the Roman empire when Christians would be fed to the lions.
Over time Christianity has become more powerful and wide-Spread. Most of this power is within the Catholic Church (led by the Pope, located in Vatican City (autonomous country inside of Italy)). The catholic Church has gone through ups and downs, but was very influential during the Middle Ages and the Renaissance.
More Info on Constantine & dream : https://www.christianhistoryinstitute.org/study/module/constantine/
Christianity is the major religion of North & South America, and Europe. It was founded by Jesus in the early AD times. It gained popularity in the 300's after Roman Emperor Constantine had a vision while going into battle. He decided that if he won the battle, he would turn his empire Christian. They won the battle, and the empire became Christian. This was very different from previous times in the Roman empire when Christians would be fed to the lions.
Over time Christianity has become more powerful and wide-Spread. Most of this power is within the Catholic Church (led by the Pope, located in Vatican City (autonomous country inside of Italy)). The catholic Church has gone through ups and downs, but was very influential during the Middle Ages and the Renaissance.
More Info on Constantine & dream : https://www.christianhistoryinstitute.org/study/module/constantine/
Cultural Diffusion
Cultural Diffusion is the spread of culture (beliefs, customs, language, religion) from one place to another. Examples include baseball being played in Japan, when it was an American sport. Chinese restaurants in America are other examples.
Circular Flow Model
Understand the chart below and use it to think about services provided by the government. Think about Education, Health Care or the Military
