TURNING IN REVISIONS

To turn in a revision or late assignment, please bring it to the History / Political Science departmental office in St Joe's. If no-one is there, you can slide it under the door. For a revision, be sure to include the original along with the revised version of your paper. IMPORTANT: IF YOU LEAVE SOMETHING FOR ME IN THE OFFICE, PLEASE SEND ME AN EMAIL TO LET ME KNOW IT'S THERE - THAT WAY, IF IT IS MISPLACE BEFORE IT GETS TO ME, I KNOW THAT I NEED TO LOOK FOR IT.

Thanks and have a very nice holiday break to you all.

Patti Andrews

Final Exam Study Guide

Final Exam Study Guide – World History / Andrews

Fall 2018

If you can write 6-minute answers to the following questions and topics, you should do well on the final.

When taking the test:

·       Please double space and write on one side of the page only. 

·       Double check your work before turning in your midterm.

·       Do not answer more than 6 questions… use any extra time to review and revise.

1) “China will be the next big superpower.” Why should this not be a surprise to anyone?

2) China experienced a period of rebirth that was as significant to world history as the European Renaissance. Discuss.

3) What was the impact of the Indian Ocean Trade Network on China’s engagement with the broader world?

4) What were the Sand and Sea Roads? Were they as significant as the Silk Road? If you lived during the Classical period, which road would you want to live along and why?

5) Is it still useful to study the Classical Greeks, even now in the 21^stcentury? Why or why not?

6) Who were the seminal thinkers and what can you say about them in 6 minutes?

7) Trace the development of Christendom during the Classical period.

8) In what ways are Islam, China and the Byzantine Empire examples of why the period from 500-1400 AD cannot be considered a “Medieval period of decline”? In other words, why are they properly considered part of the Classical Era? Why does this matter?

9) The Mongols got a bad rap. In fact, they should be respected as a significant civilization that made long-term contributions to the development of the Eurasian world. Discuss.

10) If you were a Classical era woman, why might you want to live in the Mongol civilization?

11a) Imagine a person from the Paleolithic era were to time travel and shadow you for a 24-hour day. How might that person react to the details of your world? What would he or she comment on? What might make him or her afraid?

11b) Repeat the scenario in 11a with a person from the Neolithic period.

12) There will be a matching-style question requiring you to put the bullets for the first four eras of human history into proper order.

Resources for End of Semester

In addition to the university's success resources, the following students are available to help peers succeed in this class as noted below. Please refer back to this page for updates.

Alondra Garcia

• Tuesday 12/4 from 2-4 in the Library - study group for final exam prep.

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Raquel Mendoza & Angelina Hernandez.

• Lead a study group in prep for final exam... December 4, 7pm in Kane 9 (apartment).

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Ramona Wang.

• Help with revision of papers.
• Lead a study group in prep for final exam Wednesday, December 5, 12:30 - 1:30 in the Library.

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Jesenia Arzaga, Elizabeth Santoyo, Karina Rodriguez

• Lead a study group to complete blogs, revise papers & prep for final exam... Nov 29. 4pm in NDNU Library.

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Kearra Barretto.

• Help students with revisions of papers. Kearra works in the Writing Center.

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Courtney Landis.

• Will share her study guide with other students via her blog. Her blog address is: http://newblogpostbyme.blogspot.com

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Destiny Williams.

• Lead a study group... day/time TBD.

Extra Credit Opportunity - "The Human Epoch"

1) Do a "Close Reading" exercise on the two articles, "The Human Age" and "Defining the Anthropocene" from the Nature journal handout. See below for Close Reading guidelines. Evidence of Close Reading must be apparent on your hand out in the form of highlighting and annotations.

2) Write a 1-2 page summary of the two articles in your own words.

3) Why might / should history students today care about this subject?

4) Optional: plan a short (5 min) presentation to the class on these articles.


CLOSE READING

Close Reading is a very simple reading technique appropriate for short, dense readings. You will understand the reading better if you follow this technique. You will need three different colored highlighters for this exercise.

First... Read the article and highlight its main points with one color. Write notes in the margin as desired.

Second... Read the article a second time and highlight with a second color any additional words or phrases that help you understand it better. Write notes in the margin as desired.

Third... Put the article away for at least one day, then read it a third time and highlight with a third color any additional words or phrases that help you understand it better. Write notes in the margin as desired.

Revised Schedule for last two weeks of class

WEEK FOURTEEN

November 27

Semester Review and interim prep for final exam.

November 29

Peoples who leave no written record; Nomadic civilizations: The Mongols.

DUE:  READ WW Chapter 11 (Pastoral Peoples on the Global Stage)

ALSO DUE: Research paper

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WEEK FIFTEEN

December 4

The Worlds of the 15^thCentury. 

DUE: READ and blog on Chapter 12. 

December 6

Final Exam - in class during normal class time.

Early Chinese medicine

https://www.sesp.northwestern.edu/docs/publications/6074956944509ac426aaa6.pdf

Critical Thinking Rubric

NDNU CRITICAL THINKING RUBRIC Course Number and Section __________________ Student ID ____________________

	5 – Highly Developed	4– Developed	3 – Emerging	2 – Initial	1 – Below Standard	Student Score
Explanation of issues	Issue/problem to be considered critically is stated clearly and described comprehensively, delivering all relevant information necessary for full understanding.	Issue/problem to be considered critically is stated, described, and clarified so that understanding is not seriously impeded by omissions.	Issue/problem to be considered critically is stated but description leaves some terms undefined, ambiguities unexplored, boundaries undetermined, and/or backgrounds unknown.	Issue/problem to be considered critically is stated without clarification or description.	Issue/Problem to be considered critically is not observable.
Evidence: Selecting and using information to investigate a point of view or conclusion	Information is taken from source(s) with enough interpretation/ evaluation to develop a comprehensive analysis or synthesis. Viewpoints of experts are questioned thoroughly.	Information is taken from source(s) with enough interpretation/ evaluation to develop a coherent analysis or synthesis. Viewpoints of experts are subject to questioning.	Information is taken from source(s) with some interpretation/ evaluation, but not enough to develop a coherent analysis or synthesis. Viewpoints of experts are taken as mostly fact, with little questioning.	Information is taken from source(s) without any interpretation/ evaluation. Viewpoints of experts are taken as fact, without question.	No clear information taken from sources and no evaluation/ interpretation. Viewpoints of experts are not presented.
Influence of context and assumption s	Thoroughly analyzes own and others' assumptions and carefully evaluates the relevance of contexts when presenting a position.	Identifies own and others' assumptions and several relevant contexts when presenting a position.	Questions some assumptions. Identifies several relevant contexts when presenting a position. May be moreaware of others’ assumptions than one’sown (or vice versa).	Shows an emerging awareness of assumptions (may label assertions as assumptions). Begins to identify some contexts when presenting a position.	No analysis of assumptions and no clear evaluation of context when presenting a position.

	5 – Highly Developed	4– Developed	3 – Emerging	2 – Initial	1 – Below Standard	Student Score
Student's position (perspective , thesis/ hypothesis)	Specific position (perspective, thesis/hypothesis) is imaginative, taking into account the complexities of an issue. Limits of position (perspective, thesis/hypothesis) are acknowledged. Others' points of view are synthesized within position (perspective, thesis/hypothesis).	Specific position (perspective, thesis/hypothesis) takes into account the complexities of an issue. Others' points of view are acknowledged within position (perspective, thesis/hypothesis).	Specific position (perspective, thesis/hypothesis) acknowledges different sides of an issue.	Specific position (perspective, thesis/hypothesis) is stated, but is simplistic and obvious.	No clear position (perspective, thesis/hypothesis) is stated.
Conclusions and related outcomes (implication s and consequenc e-s)	Conclusions and related outcomes (consequences and implications) are logical and reflect student’sinformed evaluation and ability to place evidence and perspectives discussed in priority order.	Conclusion is logically tied to a range of information, including opposing viewpoints; related outcomes (consequences and implications) are identified clearly.	Conclusion is logically tied to information (because information is chosen to fit the desired conclusion); some related outcomes (consequences and implications) are identified clearly.	Conclusion is inconsistently tied to some of the information discussed; related outcomes (consequences and implications) are oversimplified.	No clear conclusion is presented based on information and no discussion of related outcomes.

NDNU CRITICAL THINKING RUBRIC Student ID _______________ TOTAL SCORE _________________________