WHAP AP Exam Study Guide PDF

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This was compiled for the purpose of studying for the 2019 WHAP Exam. It may not include all information needed for future exams...

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*Unit 1: Chapters 1-6 / Unit 2: Chapters 7-12* theme of the unit: Neolithic Revolution (key points of the steps they took to settlement) ❖ polished stone tools ❖ agriculture (better weather) → jobs for women ❖ domesticated animals → jobs for men ❖ villages/towns (foraging → cultivation ❖ specialization of labor ➢ pottery, metalworking, textiles ❖ religion (deities) - mostly connected to agriculture ❖ cities (urban centers) Common Ideas in River Civilizations ❖ humans/environment ➢ migrants from other places ➢ agriculture became really vital ■ irrigation systems laws ❖ culture ➢ development of writing ➢ formal schools ➢ belief in deities (especially connected to agriculture) ❖ state-building ➢ cities transformed into city-states ➢ bronze/iron tools and weapons ➢ external conflict ➢ kings/rulers ➢ ❖ economy ➢ economic specialization/trade ➢ maritime transportation ➢ long distance trade ❖ social class development ➢ Patriarchy Important questions to ask ❖ how was civilization formed? ❖ what are the elements of civilization?

*Unit 3: Chapters 13-16* theme of the unit: As agriculture became more widespread, communities began to grow and combine, increasing their influence on each other. They also started to turn attention to infrastructure, connecting

their territories with roads. These roads and connections facilitated trade, bettering the general economy and spreading religion and culture. chapter 13 - The Expansive Realm of Islam ❖ important terms to know ➢ bedouin people (nomadic herders) ➢ Arabia: link in trade between China and India ➢ Muhammad (“the seal of the prophets”): final prophet that Allah would reveal his messages through ➢ the Quran (“recitation): the holy book of Islam (written after Muhammad’s death) ➢ hadith: traditions attributed to Muhammad and his deeds ➢ the Ka’ba: most famous shrine (central location of the Hajj) ➢ the umma: community of the faithful ➢ the five pillars of Islam ■ must acknowledge Allah as the only god and Muhammad as his prophet ■ must pray to Allah daily facing Mecca ■ must fast during the day in the month Ramadan ■ must contribute alms to the poor ■ must visit Mecca once in their lifetime ➢ Jihad (“struggle): spiritual and moral obligations - to struggle against unbelief and ignorance by spreading Islam ➢ the Sharia: Islamic law → religious doctrine ➢ the Caliph (couldn’t have another prophet since Muhammad was the “seal of the prophets”): leadership ➢ Abu Bakr ➢ the Shia (“party”): supported the appointment of Ali ➢ The Sunnis (“traditionalists”): supported Abu Bakr ➢ Umayyad dynasty ➢ Abu al-Abbas ➢ Abbasid dynasty ➢ Harun Al-Rashid ➢ Al Andalus ➢ Sufis/Sufi missionaries ❖ major events ➢ the Hijra (Muhammad’s migration to Medina) ■ instigated by the growing popularity of Muhammad’s preaching ● offensive to polytheistic Arabs ■ religious tensions in general ➢ the Hajj (Muhammad’s return to Meca) ➢ spread of crops chapter 14 - The Resurgence of Empire in East Asia ❖ important terms to know ➢ Sui Dynasty: located in northern China and established by Yang Jian (had tight political discipline)

Yang Jian: first ruler of the Sui dynasty Sui Yangdi: instigated construction of the Grand Canal (assassination brought the dynasty to an end) The Tang Dynasty: capital at Chang’an, early success - equal-field system, bureaucracy based on merit, and a well-articulated communications and transportation network ■ Tang Taizong: second emperor of the Tang Dynasty (viewed himself as a Confucian ruler) - under his rule banditry ended, the price of rice stayed low, and taxes levied were extremely low ■ equal-field system: allocation of land to avoid concentration of land (worked until people began circumventing the system through bribes) ■ bureaucracy based on merit: people were chosen for gov positions based on results of their civil service exams (needed to undergo Confucian education) ■ kowtow: ritual prostration ■ An Lushan: instigated the rebellion and captured Chang’an and Luoyang, was suppressed, but the rebellion left the Tang unstable ■ Huang Chao: started another revolt by pillaging money from the wealthy to give to the poor The Song Dynasty (continued using the same political tactics as the Tang): weakness in government ■ Song Taizu: junior military officer → emperor (regarded all state officials as servants of the imperial government) ■ Weakness: economic difficulties (Taizu rewarded government officials with surplus) → tax raises and rebellion, military was run by bureaucrats that were not educated militarily ■ Hangzhou (capital of the southern Song state): population growth Li Bai (poet) Khitan: semi-nomadic people that took Song as a tributary state Jurchen: nomadic people that created the Jin Empire foot binding: emphasis on the patriarchy Wu Zhao: concubine of tang taizong → empress technology: metallurgy, gunpowder, porcelain, printing: block printing, naval technology, paper money Buddhism ■ Dunhuang ■ Schools of Buddhism Daoism Neo-Confucianism Zhu Xi (most important representative of neo confucianism) The Silla Dynasty ■ chinese influence in Korea Vietnam Japan ■ Nara Japan ■ ■

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■ Heian Japan ■ the Tale of Genji ❖ major events ➢ construction of the Grand Canal (Sui Yangdi): to support mass amounts of trade between the North and South - Chinese rivers only flowed west to east ➢ military expansion in the Tang Dynasty: forced Manchuria under Tang rule, and took forced Silla dynasty to acknowledge the Tang as an overlord (tributary relationships) ➢ Tang decline: latest leaders lack of attention to public affairs and rebellion → asked the Uighur Turks to help in exchange for the ability to sack their two capitals (eventually all power was given to military leaders and the emperor abdicated his throne) ➢ Song decline: Khitan involvement, Jurchen conquered Khitan and the Song and created the Jin Empire ➢ agricultural development: twice fast growing rice, use of iron plows pulled by oxen or buffaloes, ➢ persecution of Buddhists Chapter 15 ❖ important terms to know ➢ Harsha: temporarily restored unified rule in Northern India (lower Ganges Valley) ■ reputation for piety, liberality, and scholarship (buddhist) ■ provided free medical healthcare ■ weakening of the empire: due to local leaders taking control ➢ Mahmud of Ghazni: leader of the Turks in Afghanistan ■ patron of the arts ■ more of an interest in plundering rather than conquering/governing ➢ The Sultanate of Delhi: a collection of Hindu kingdoms in N India (established capital at Delhi) ➢ The Chola Kingdom ■ S India (conquered Ceylon and parts of SE Asia) ■ not tightly centralized → autonomy ■ natives forced officials out of Ceylon ➢ The Kingdom of Vijayanagar (the city of victory) ■ N Deccan region ■ established by the Sultanate of Delhi ■ Harihara and Bukka: brothers that represented the Sultan ■ converted to Islam but back to Hinduism later ➢ the monsoons ■ irrigation systems were essential ❖ major events ➢ Islamic expansion ■ conquerors brought Islam to Sind ■ muslim merchants brought Islam to N and S coastal India ■ turkish migrations and invasions Chapter 16

❖ important terms to know ➢ constantinople - the city of Constantine ➢ greek fire ➢ vikings (shallow-draft boats) ➢ heavy plows (draft animals) ➢ theme system ■ recruited armies from the peasant population (incentivized them by giving them land) ➢ Justinian and his wife Theodora ■ Hagia Sofia (“holy wisdom”) ➢ silk and silk production ■ Christian monks from Persia → China ■ matched quality of Chinese textiles ➢ Hippodrome ■ large stadium for chariot races, athletics, etc. ➢ papacy ■ popes acted more separately ■ emphasized sacrament of penance (confession of sins) ➢ patriarchs ■ caesaropapism (treated the church as a department of the state) ● the emperor picked the patriarchs ➢ iconoclasm ■ destroying of icons (people believed it was similar to worshipping idols) ➢ asceticism ■ devout individuals → holy lives ■ early communities (monasteries) ■ St. Basil/St. Benedict ● regulations for monasteries ➢ missionaries - St. Cyril and Methodius ■ cyrillic alphabet (sounds of the slavic languages) ❖ major events ➢ Franks conversion to Christianity (support from the pope + W Christian church) ➢ the schism ■ the Byzantine patriarchs disputed with the Roman popes ● excommunicated each other (EOC vs. RCC)

*Unit 4: Chapters 17-21* theme of the unit: Chapter 17 ❖ important terms to know ➢ nomadic economy (rainfall in central Asia too little to support agric.) ■ migratory cycles

● lived off of everything provided by the animal social class ● elites vs. commoners (extremely fluid - elites can easily be demoted while commoners can easily become elites) ➢ animal herding (migratory patterns) ➢ small-scale farming ➢ trade between nomadic and settled peoples ➢ clan-based (families) ■ NOT based on wealth ■ women had some voice ➢ Shamans (priests) ■ interacted with Buddhism/Christianity ➢ the Sultanate of Delhi ➢ the Mongol Empire ■ Chinggis Khan - steppe diplomacy ■ equestrian skills ■ did not believe surrendering was shameful ➢ Kublai Khan ■ integration of all religions ❖ major events ➢ turkish migrants and imperial expansion ■ related to Xiongnu (Central Asia, Persia, Anatolia, and India) ➢ turkish conversion to Islam ➢ turks overpowered the Abbasids ➢ the battle of manzikert ■ Byzantine loss to Seljuq turks ➢ ghaznavid turks plundered ➢ Mongol conquest of Northern China ➢ Mongol conquest of Persia ■ the Shah tried to order the death of Chinggis (backfired → Mongols invaded Persia) ➢ the split of the Mongol empire after Chinggis Khan’s death ■ 4 regional empires ● Chagatai Khanate (Central Asia) ● Golden Horde (Russia) ● Ilkhanate (Persia) ◆ ● the Yuan Dynasty (China) ■

*Unit 5: Chapters 22-27* theme of the unit: Chapter 25: Africa and the Atlantic World (5 themes)

❖ Human and environment ➢ Bantu-speaking people migrated through sub-Saharan Africa ■ Chiefdoms and regional kingdoms ➢ American food crops ■ Manioc, maize, peanuts (manioc becoming a staple crop) ■ Population growth ➢ The Atlantic Slave Trade (involuntary migrations all across the world) ■ Originally: ● Slaves were war captives or criminals (no civil rights, private investments, heritable property) ■ The Islamic slave trade ● Muslim merchants from Africa, Arabia, and Persia ● Raided villages and took innocent people ● Capturing, selling, distributing ■ Where and why people imported slaves ● Portuguese island colonies, Caribbean, and Americas to work on sugar plantations ■ The triangular trade ● As European demand for slaves went up, African chieftains organized raiding parties to capture slaves and trade them ● Others launched wars ■ The middle passage ● Trans-Atlantic journey ● Conditions were so bad that a lot of people committed suicide or were thrown off-board due to misconduct ■ The development of the slave trade ● Between 1500 and 1600 (about 2 thousand slaves) ● 1700 (20 thousand per year) and then 1800 (55 thousand per year) ■ Plantation societies ● Production of cash crops ■ Slaves based on region ● In the Caribbean/South America, they were unable to sustain the number of slaves naturally ◆ Died due to yellow fever/malaria and weren’t allowed to have families (little women anyway) ● Of the slaves exported from West Africa, half went to the Caribbean and half went to Brazil ■ Cuisine effects

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● Introduction of African foods → hybrid cuisines End/Abolishing of slavery ● 1800s did not abolish slavery, but the physical trading of it (the ships) ● Didn’t abolish until the 1960s, but it still exists today (in different forms)

❖ Culture ➢ Songhay ■ Muslims built mosques and schools. ■ Only used it as a cooperation tool with merchants from Islamic states. ■ Kept traditional practices, consulted pagan diviners and magicians. ➢ Kongo ■ kings converted to Christianity to make diplomatic and merchant relations better. ■ Also liked it because saints of Christianity were similar to Congolese spirits ■ King Nzinga Mbemba (King Afonso I) became devout Catholic and tried to convert. ➢ Islam ■ Popular with Swahili city-states in the east and commercial centers in West Africa. ■ Timbuktu in West Africa had 180 schools ■ Blended Islam with indigenous beliefs, caused more equality between men and women, and more freedom for women. ➢ Fulani ■ Pastoral people who kept cattle ■ Recognized strict form of Islamic ■ Judged the blended form of Islam created as “impure” ■ embarked on military campaigns to establish Islam. ➢ Christianity ■ Angola and Kongo supported priests and missionaries who spread Christianity. ■ Blended Christian teachings with African traditions. ■ Syncretism cults ● the Antonian movement, taught an African form of Christianity ■ Was a challenge to Christian missionaries so they killed her. ■ Didn’t stop there, the disciples continued working on reconstructing Congolese society. ➢ Culture among slaves ■ Maintenance of African culture (languages/religions) and mixed them with the culture of the region they were in ■ African/Creole languages ■ Created syncretic religions that allowed room for African culture (drumming, dancing, sacrificing animals) ■ Music → cultural grounding and belonging (bent African instruments and musical traditions to European languages) ❖ Statebuilding

➢ Kingdom of Ghana (West Africa) and Mali ■ Controlled and taxed the trans-Saharan trade → gold ➢ The Kingdom of Songhay (West Africa) ■ Early 15th century raided areas in Mali ● Sunni Ali conquered it and established the Songhay ■ After Ghana and Mali, western Africa occupied by Songhay. ■ Gao, the trading city was capital, brought Timbuktu and Jenne under control ■ Appointed governors to govern small provinces, and had a navy to patrol the Niger River. ■ Moroccan army brought down Songhay, small regional city-states were born ■ Increase in Atlantic Trade → worked against them (who had relied on trans-Saharan trade) ➢ Swahili city-states ■ Decline due to Portuguese mariners taking over the administration which disrupted the trade (eventually led to the fall) ➢ Kingdom of Kongo ■ Centralized (officials overseeing military, judicial, and financial affairs) ■ Portuguese supplied Kongo kings with advisors, provided military support for kings and brought tailors, shoemakers, masons, miners, and priests to Kongo. ■ Eventually went to war with Portugal because of the slave-raiding. ■ Portugal won and they disintegrated. ➢ Kingdom of Ndongo (Angola) ■ Brought under control by Portuguese but it was not easy because of Queen Nzinga who allied with Dutch to drive Portuguese out. Eventually died and submitted to Portugal ➢ Southern Africa as a whole ■ After the 15th century - smaller kingdoms replaced the rulers of Great Zimbabwe ● Portuguese and Dutch played roles in South African affairs. ■ Dutch built a trading post at Cape Town (controlled the Khoikhoi people there) ➢ Political effects of the Atlantic Slave Trade ■ Turmoil to African societies ● Violence escalated after the 17th century (people traded slaves for weapons) ■ Forms of resistance: worked slowly, sabotaged fields, ran away, etc. ● Revolts (only one that really “succeeded” - Saint-Domingue ● Olaudah Equiano wrote about the brutality of slavery ❖ Economy ➢ Songhay ■ Trans-Saharan trade ■ Got salt, textiles, and metal goods in exchange for gold and slaves ➢ Kongo ■ had commercial relations with Portuguese.

In exchange for everything the Portuguese brought to them, they wanted copper, ivory, but most importantly slaves. ● People traded slaves in return for weapons ● Led to the decline along with Portuguese colonies from the south conquering it ➢ Economic costs of the slave trade ■ Providing for the slaves ■ Military forces ■ Declining prices of sugar meant less profit ❖ Social ➢ Effects of the Atlantic Slave Trade ■ Took more than 16 million people ■ Most slaves taken were young men → distorted sex ratios ● Women made up more than two-thirds of the population in Angola Chapter 26: Tradition and Change in East Asia (5 themes) ❖ Humans and Environment ➢ Ming and Qing ■ Predominantly agricultural society ● Much of China’s land was not fertile enough to support cultivation ◆ Relied on intensive garden-style agriculture (highly productive) ■ New food crops boosted the population (American food crops) ● Maize, sweet potatoes, peanuts (allowed them to take advantage of soil that was otherwise unused) ■ Population growth ● Although plagues, rebellions, and wars decreased the population, it only affected it for a small amount of time and was overall, marginal → overall population increase ◆ Economic and social problems ◆ Led to more resources for entrepreneurs ➢ Access to a larger labor force ❖ Culture ➢ Ming ■ Restored civil service exams ■ Abandoned Mongol names that they adopted during the Yuan dynasty ■ Get rid of traces of Mongol influence ● Restore traditional ways (i.e. Confucianism and Neo-Confucianism) ◆ Neo-Confucianism: a combination of Confucian moral, ethical, and political values and Buddhist philosophy ◆ Regional schools/colleges ◆ Hanlin Academy (for Confucian scholars in Beijing) ● Abandoned Mongol names that they adopted during the Yuan ■ Funding for cultural traditions (texts) ● Yongle Encyclopedia (philosophical, literary, historical texts) ■

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European missionaries reintroduced Roman Catholic Christianity to China ● Effects: science and technology, China more known in Europe, rational morality in China attracted philosophers in Europe European science and technology ● Jesuits brought interesting mechanical devices ◆ Tried to win converts to Christianity, not very successful (tried to connect it to Confucianism) Popular culture ● Urban residents - entertainment ● Popular novels amongst urban masses ◆ Looked down on by Confucian scholars, but was popular among literate merchants ◆ Encouraged by widespread printing ◆ Reflections on the world and human affairs

➢ Qing ■ manchus preserved their own cultural identity ■ outlawed intermarriage with the Chinese ■ forbade Chinese to travel to Manchuria and learn the language ❖ Politics ➢ In general, both preferred social/governmental stability over innovation compared to the Song and Tang ■ You see very little innovation ➢ Ming Dynasty (after the collapse of the Yuan) ■ Restored native rule to China ■ Hongwu ● Use of mandarins (imperial officials who oversaw the implementation of government policies ● Trusted eunuchs (couldn’t build family bases) ● Drove Mongols out of China (wanted to erase all traces of Mongol influence - restored traditional Chinese ways) ■ Yongle ● Naval expeditions (to extend Indian influence into the Indian Ocean Basin) ● Maintained centralized rule ● Moved capital from Nanjing to Beijing (keep watch on Mongols and other nomadic people ● The 1440s Mongols massacred several Chinese armies (captured Ming emperor in 1449) ■ The Great Wall ● Later Ming emperors sought to protect their realm ◆ Watch towers ◆ Signal towers ◆ Accommodations for troops

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The Fall of the Ming Dynasty ● Pirates and smugglers (naval and coastal defenses were ineffective) ● The Ming emperors lived in luxury (ignored government affairs) ◆ Wanli refused to meet with government officials → corruption and inefficiency ● Famines eventually lead to the fall → revolt ● At the same time, Manchu forces invaded ◆ Chieftan Nurhaci unified Manchu tribes into a centralized state (promulgated code/law) Establishment of the Qing Dynasty (Manchus) ● Ming generals ran away from Ming’s efficiency ● Confucian scholars worked against the Ming

Qing Dynasty ○ The Manchus ■ Nurhaci unifies Manchu and makes law and military ■ Expels ming forts in Manchuria and take Korea and Mongolia ■ Some Chinese support Manchus b/c Chinese were corrupt ■ Confucians also support b/c eunuchs dominate the court ■ No intermarriage and no language learning and no travel to Manchuria and Chinese must shave and grow a queue ○ Kangxi and his reign ■ Confucian scholar read and composed poems ■ Applies Confucian thought to policy ■ Flood and irrigation projects - ruler should help the people ■ Conquers Taiwan and influence central Asia to prevent invasion ■ A protector...