Advanced Placement World History Syllabus 2018-2019 ......24.)Gregory Guzman, Were the Barbarians a...

Advanced Placement World History

Syllabus 2018-2019

Course Description:

A.P. World History is a college-level course that analyzes global patterns of historical development and exchange from

roughly 8000 B.C.E. to the present. Using primary and secondary sources, AP World History students will track historical

change and continuity within and across six periods of study, paying close attention to unifying course themes and

accompanying learning objectives. Great emphasis is placed on the honing of historical thinking skills, such as

chronological reasoning, comparison, contextualization, argumentation, interpretation, and synthesis. The course

culminates with the national AP World History examination, which will be administered in May. Students will earn a

weighted grade for this class and, if successful on the national examination, they could receive college credit at their

preferred university.

The A.P. World History course offers motivated students and their teachers the opportunity to immerse themselves in the

historical developments and processes that, over time, have resulted in the knitting of the world into a tightly integrated

whole. The course offers balanced global coverage, with Africa, the Americas, Asia, Oceania, and Europe all represented.

The content covered in AP World History is structured around the investigation of five course themes and nineteen key

concepts in six different chronological periods, from around 8000 BCE to the present. These themes serve as unifying

threads helping students to relate the uniqueness of each time period to the “bigger picture” of history.

The course highlights the nature of changes in international frameworks and their causes and consequences, as well as

comparisons among major societies. The course emphasizes relevant factual knowledge deployed in conjunction with

leading interpretive issues and types of historical evidence. Focused primarily on the past thousand years of the global

experience, the course builds on an understanding of cultural, institutional, and technological precedents that, along with

geography, set the human stage.

Course Resources:

• Main Textbook:

• Bentley, Jerry H., et al. Traditions & Encounters: a Global Perspective on the Past. 4th ed., McGraw-Hill

Education, 2008.

• Analyzing Primary Sources and Historiographical Readings (Linked to course content and themes) • Reilly, Kevin. Worlds of History: A Comparative Reader. 3rd ed., Bedford/St. Martins, 2017

• Alternate Textbook:

• Bulliet, Richard W. The Earth and Its Peoples: A Global History, 2nd Edition, Houghton Mifflin

Company, New York, 2001. ISBN 0-618-00073-9. • (note: current edition available for teacher use)

• Primary Sources: (note: besides those found in the Ways of the World Textbook) • Andrea, Alfred J. and Overfield, James H. The Human Record: Sources of Global History, Fifth edition,

Volumes 1 and 2, Houghton Mifflin Company, NY, 2005 ISBN 0618-37040-4

• Sherman, Dennis; Grunfeld, A. Tom; Markowitz, Gerald; Rosner, David; and Heywood, Linda; World Civilizations: Sources, Images, and Interpretations, Third Edition, Volume 1, McGraw Hill, New York, 2002, ISBN 0-07-241816-8

• Secondary Sources:

• World History Preparing for the Advanced Placement Examination, Perfection Learning, Des Moines,

2017, ISBN 978-1-68064-800-3

• Mini-Qs in World History, Volume 1, Teacher Resource Binder (Only), ISBN: 978-0-9828137-0-6

• Clark, Leon E., Through African Eyes, Volume 1, Apex Press, New York, 1991, ISBN 0-938960-27-X

• Video Series: • Millennium, CNN Productions – Time Warner, Burbank, California, 1999

• War and Civilization, TLC, 1998

• Pillars of Faith: Religions around the World, Cromwell Films, 1998

• Patterns of Interaction: Cultural Connections Across Time and Place: Video Series on DVD, McDougal

Littell, 2005

• Bridging World History, Oregon Public Broadcasting, 2004

• Visual Sources and Video Clips that originate from the internet will include: art, political cartoons, photos, maps, charts, graphs, and anything else interesting or relevant to the course.

(Example: Gapminder: The Beauty of Statistics: shows trends in world development.)

Historical Thinking Skills: World History requires the development of thinking skills using the processes and tools

that historians employ in order to create historical narrative. Students will also be required to think on many different

geographical and temporal scales in order to compare historical events over time and space. Advanced Placement (AP)

World History is structured around the investigation of five themes woven into 19 key concepts covering six distinct

chronological periods. History is a sophisticated quest for meaning about the past, beyond the effort to collect and

memorize information. This course will continue to deal with the facts—names, chronology, and events—but it will also

emphasize historical analysis. This will be accomplished by focusing on four historical thinking skills: • Chronological Reasoning • Comparison and Contextualization • Crafting Historical Arguments from Historical Evidence • Historical Interpretation and Synthesis

Themes: Throughout the course, students will practice and be provided scaffolds to produce thesisdriven arguments. These essay assignments and practice exams will include the Document-Based Question (DBQ) as well as the Long-Essay Question types that address the targeted historical thinking skills of causation, comparison, continuity and change, and periodization.

•Interaction Between Humans and the Environment (ENV) •Development and Interaction of Cultures (CUL) •State Building, Expansion, and Conflict (SB) •Creation, Expansion, and Interaction of Economic Systems (ECON)

•Development and Transformation of Social Structures (SOC)

Analyzing Primary Sources and Historiographical Readings (Linked to course content &

themes)

• Reilly, Kevin. Worlds of History: A Comparative Reader. 3rd ed., Bedford/St. Martins, 2017

Readings:

1.) Majorie Shostak, From Nisa: The Life and Words of a !Kung Woman (ENV and CUL)- Pre-History

2.) From the Epic of Gilgamesh pg. 41 (CUL)- 3500-100BCE

3.) From Hammurabi’s Code, pg. 51 (SB)- 3500-1000 BCE

4.) From the Rig Veda: Sacrifice as Creation, pg. 76 (CUL)- 1000-300 BCE

5.) From the Upanishads: Brahman and Atman, pg. 79 (CUL)- 1000-300 BCE

6.) Thucydides, The Fraternal Oration of Pericles. Pg. 90 (SOC, SB)– 1000-300 BCE

7.) Plato, from The Republic, pg. 95 (SOC,SB) 1000-300 BCE

8.) S.A.M Adshead, China and Rome Compared, pg. 112 (SB,ECON,CUL) – 300 BCE -300 CE

9.) Confucius, from The Analects, pg. 123 (SB,CUL, ECON) – 300 BCE – 300 CE

10.) The Salt and Iron Debates, pg. 142 (CUL, ECON,SOC)

11.) Sarah Shaver Hughes and Brady Hughes, Women in the Classical Era, pg. 156 (SB, CUL,SOC) – 500 BCE – 500 CE

12.) Aristophanes, from Lysistrata, pg. 173 (SB,SOC,CUL) – 500 BCE – 500 CE

13.) Buddhism: Gotama’s Discovery, pg. 193 (CUL,SOC) – 1000 BCE – 100 CE

14.) The Bible: History, Laws, and Psalms pg. 201 (CUL, SOC) – 1000 BCE – 100 CE

15.) Christianity: Jesus According to Mathew pg. 216 (CUL,SOC) – 1000 BCE – 100 CE

16.) Jerry H. Bentley, The Spread of World Religions, pg. 224 (SOC,CUL,SB) – 400 BCE – 1400 CE

17.) From the Koran, pg. 250 (SB,CUL,SOC) – 400 BCE – 1400 CE

18.) Feudalism: An Oath of Homage and Fealty, pg. 269 (SB,CUL,SOC,ECON) – 600 -1400 CE

19.) From the Magna Carta, pg. 274 (SB,ECON,ECON) – 600 – 1400 CE

20.) Islam: Sayings Ascribed to the Prophet, pg. 279 (CUL,SOC,SB) -600 – 1400 CE

21.) Keven Reilly, Love in Medieval Europe, India, and Japan, pg. 302 (CUL,SOC) – 400 – 1200 CE

22.) Kalidasa, from Shakuntala, pg. 323 (CUL,SOC) – 400 – 1200 CE

23.) Fulchher of Chartres, Pope Urabn at Clermont, pg. 340 (SB,CUL,SOC) – 1095 -1099

24.) Gregory Guzman, Were the Barbarians a Negative or Positive Factor in Ancient and Medieval History. Pg. 379

(SB,SOC,ECON)- 750 -1350 CE

25.) Mark Wheelis, Biological Warfare at the 1346 Siege of Caffa, pg. 423 (CUL,SOC,SB,ENV) – 1346 -1350 CE

26.) Charter of Henry I for London, 1130-1133, pg. 468 (ENV,ECON,SB,SOC) – 1000 – 1550 CE

27.) Marco Polo, from The Travels of Marco Polo, pg. 472 (ENV,ECON,SB,CUL,SOC) – 1000 – 1550 CE

28.) Bernal Diaz, Cities of Mexico, Pg. 483 (SB,CUL) – 1000 – 1550 CE

29.) Lynn White Jr., The Historical Roots of Our Ecological Crisis, pg. 495 (ENV,ECON,SB,SOC) – 500 -1550 CE

30.) Gavin Menzies, from 1421: The Year China Discovered America, pg. 551 (ENV,SB,SOC,CUL) – 1400 – 1600

31.) Bernal Diaz, from The Conquest of New Spain, pg. 583 (SB,CUL,ENV,ECON) – 1500 – 1700

32.) Matteo Ricci, Jesuit Missionaries in Ming China, pg. 631 (CUL,SOC) 1500 – 1800

33.) Bada’uni, Akbar and Religion, pg. 640 (CUL,SOC) 1500 -1800

34.) Galileo Galile, Letter to the Grand Duchess Christina, pg. 704 (ENV,SOC,CUL) – 1600 -1800

35.) Benjamin Franklin, Letter on a Balloon Experiment in 1783, pg. 725 (ENV,SOC,CUL) – 1600 – 1800

36.) Mary Wollstonecraft, A Vindication of the Rights of Woman, pg. 748 (CUL,SOC,SB) – 1650 – 1850

37.) Simon Bolivar, A Constitution for Venezuela, pg. 758 (SB,CUL,SOC) – 1650 – 1850

38.) Adam Smith, from The Wealth of Nations, pg. 772 (SB,ECON,SOC,CUL) – 1750 – 1900

39.) Karl Marx and Frederick Engels, from The Communist Manifesto, pg. 783 (SB,ECON,ENV,SOC,CUL) – 1750 –

1900

40.) Philippe Legrain, Cultural Globalization is Not Americanization, pg. 1051 (ENV,SOC,CUL,SB) – 1960 – Present

Periodization:

The course will have as its chronological frame the period from approximately 8000 BCE to the

present.

Unit 1: Technological and Environmental Transformations –

Origins to c. 600 BCE (5%) [Aug. 29 – Sept. 16]

Unit 2: Organization and Reorganization of Human Societies –

c. 600 BCE to c. 600 CE (15%) [Sept. 19 – Oct. 21]

Unit 3: Regional and Transregional Interactions –

c. 600 CE to c. 1450 CE (20%) [Oct. 24 – Dec. 9]

Unit 4: Global Interactions –

c. 1450 CE to c. 1750 CE (20%) [Dec.12 – Feb. 3]

Unit 5: Industrialization and Global Integration –

c. 1750 to c. 1900 (20%) [Feb. 6 – Mar. 17]

Unit 6: Accelerating Global Change and Realignments –

c. 1900 to the present (20%) [Mar. 20 – April 28]

Review for AP Exam May 11th

[May 1 – May 11]

Curricular Requirements

• CR1a The course includes a college-level world history textbook. (page 1) • CR1b The course includes diverse primary sources, including written documents and images as well as maps and

quantitative data (charts, graphs, tables). (page 1,2) • CR1c The course includes multiple secondary sources written by historians or scholars interpreting the past. (page 1,2) • CR2 Each of the course historical periods receives explicit attention. (pages 5-14) • CR3 Students are provided opportunities to investigate key and supporting concepts through the indepth study and

application of specific historical evidence or examples. (pages 5-14) • CR4 Students are provided opportunities to apply learning objectives in each of the five themes throughout the course.

(pages 5-14) • CR5a The syllabus must show explicit coverage of Africa in more than one unit of the course. (pages 5-14) • CR5b The syllabus must show explicit coverage of the Americas in more than one unit of the course. (pages 5-14) • CR5c The syllabus must show explicit coverage of Asia in more than one unit of the course. (pages 514) • CR5d The syllabus must show explicit coverage of Oceania in more than one unit of the course. (pages 5-14)

• CR5e Europe must be specifically addressed in more than one unit of the course, but no more than 20 percent of course

time is devoted specifically to European history. (pages 5-14) • CR6 Students are provided opportunities to evaluate the reliability of primary sources by analyzing the author’s point

of view, author’s purpose, audience, and historical context. — Analyzing evidence (pages 5-14) • CR7 Students are provided opportunities to analyze and compare diverse historical interpretations. — Interpretation &

Comparison (pages 5-14) • CR8 Students are provided opportunities to compare historical developments across or within societies in various

chronological and geographical contexts. — Comparison & Synthesis (pages 514) • CR9 Students are provided opportunities to situate historical events, developments, or processes within the broader

regional, national, or global context in which they occurred. — Contextualization (pages 5-14) • CR10 Students are provided opportunities to make connections between different course themes and/or approaches to

history (such as political, economic, social, cultural, or intellectual) for a given historical issue. — Synthesis (pages 5-

14) • CR11 Students are provided opportunities to use insights from a different academic discipline or field of inquiry (such

as archaeology, anthropology, art history, geography, political science, or linguistics) to better understand a given

historical issue. — Synthesis (pages 5-14) • CR12 Students are provided opportunities to explain different causes and effects of historical events or processes, and

to evaluate their relative significance. — Causation (pages 5-14) • CR13 Students are provided opportunities to identify and explain patterns of continuity and change over time, relating

these patterns to a larger historical process. — Patterns of continuity and change over time (pages 5-14) • CR14 Students are provided opportunities to explain and analyze different models of periodization. — Periodization

(pages 5-14) • CR15 Students are provided opportunities to articulate a defensible claim about the past in the form of a clear thesis. —

Argumentation ((pages 5-14) page 8) • CR16 Students are provided opportunities to develop written arguments that have a thesis supported by relevant

historical evidence that is organized in a cohesive way. — Argumentation (pages 5-14)

Unit 1: Technological and Environmental Transformations –

Origins to c. 600 BCE

Key Concept 1.1: Big Geography and Peopling of the Earth

Key Concept 1.2: The Neolithic Revolution and Early Agricultural Societies

Key Concept 1.3: The Development and Interactions of Early Agricultural, Pastoral and Urban

Societies

Classroom Topics:

Introduction to World History

World Regions

Hunter/Foragers and early human migration

Adaptation to differing environmental influences

Economic structure of Hunter/Forager society

The Neolithic Revolution and its effects on economic and social systems, and

environmental impacts

Foundational civilizations: Mesopotamia, Egypt, Mohenjo-Daro, Shang, Olmec, and

Chavin

Foundational cultural developments: law, language, literature, religion, art, and architecture

Bronze Age states

Selected Activities and Assignments (not limited to)

Key Concept 1.1: Big Geography and Peopling of the Earth

Students will complete textbook reading assignments and reading quizzes as enumerated

below.

Students will create pre-maps and post-maps illustrating the concept of mental mapping and World

regions as identified by the College Board.

Students will view as an introduction to the concept of point of view and diverse

interpretations of Jared Diamond’s “Guns, Germs, and Steel,” and complete a subsequent

discussion and writing summary activity.

Key Concept 1.2: The Neolithic Revolution and Early Agricultural Societies Students will

complete textbook reading assignments and reading quizzes as enumerated below.

Students will use of Ishmael a novel by Daniel Quinn (1992), pp. 68-9 and;

Ears of Plenty, Dec. 20th 2005, from The Economist print edition as an introduction to the

Agricultural Revolution – students will highlight the most important statements.

Students will create chart comparisons between early civilizations through the use of the

S.P.I.C.E. acronym (individual and group activity)

Students will analyze archeological evidence and what it suggests about Mohenjo-Dara

and Harrapan Civilization by use of internet sources, discussion, and summary

writing activity.

Key Concept 1.3: The Development and Interactions of Early Agricultural, Pastoral, and Urban

Societies


below.

Students will be introduced to, and analyze primary documents (including the Epic of Gilgamesh,

excerpts from the Egyptian Book of the Dead, the Analects, Tao te Ching; students will then use what

they have learned to write a thesis statement for an essay linking environment to early religious

beliefs. Students will complete a document analysis activity leading to the interpretation of

environmental influence on early civilizations.

Special Focus:

Issues Regarding the Use of the Concept of Civilization Activities & Skill Development

• Students will identify and analyze the causes and consequences of the Neolithic Revolution in the major

river valleys as well as in Sub-Saharan Africa and Papua New Guinea

• Class Discussion

» How were gender roles changed by the Neolithic Revolution?

• Collaborative Group-Jigsaw

» Students will analyze how geography affected the development of political, social, economic, and belief systems in the earliest civilizations in:

Mesopotamia Egypt

South Asia East Asia Mesoamerica Andes

Textbook Reading Assignments: UNIT I

From Cosmic History to Human History xxii-xxix

Beginnings in History Prehistory and the Neolithic Era 2 – 44

The First Civilizations 61 – 90

Unit 2: Organization and Reorganization of Human Societies –

c. 600 BCE to c. 600 CE

Key Concept 2.1: The Development and Codification of Religious and Cultural Traditions

Key Concept 2.2: The Development of States and Empires

Key Concept 2.3: Emergence of Transregional Networks of Communication and Exchange

Classroom Topics:

The Rise of Classical Civilization: Greece, Rome, Han China, Gupta India

The development of major belief systems: Hinduism, Buddhism, Judaism,

Christianity, Confucianism, Daoism, polytheism, and shamanism

Pastoral Nomadic migration and the end of the Classical Age: the Huns, Germanic tribes

Networks of exchange and the spread of belief systems

Silk Road trade networks

Early Urbanization and its impacts


Key Concept 2.1: The Development and Codification of Religious and Cultural Traditions

Students will complete textbook reading assignments and reading quizzes as

enumerated below.

Students will engage in a silent discussion activity exploring the use of “civilization” as an organizing

principle in World History

Students will use of the Torah as an historical document to analyze how the Hebrews lived,

including: foods, social structure, housing, clothing.

Students will read the article by Dr. Sophie Lunn-Rockliffe: Christianity and the Roman

Empire and answer the question: “In the space of a few hundred years, a small, often brutally

persecuted cult rose to become the dominant religion of the West. How did it happen?”

Students will utilize a chart comparison of Cofucianism, Legalism, and Doaism through the

interpretation of the basic tenets of each as they relate to modern social situations

Students will use the Sherman and Grunfeld reader to compare the status of women in

Greek, Roman and Chinese society; i.e.: “Poem on Women” by Semonides of Amorgos,

and a picture of a 5th century Greek jar depicting the daily activities of Greek women with

“A Confucian poem: The Role of Women”

Key Concept 2.2: The Development of States and Empires


enumerated below.

Students will use the Conrad-Demarist Model of Empire as a structure for the writing of the

comparison essay comparing Rome and Han China. Students will identify, evaluate, and

compare the similarities and differences between the causes and consequences of the

declines of the Han, Roman, and Gupta Empires.

Key Concept 2.3: Emergence of Transregional Networks of Communication and

Exchange


enumerated below .

Students will identify similarities and differences, and map the long distance trade networks in

Eurasian world, including the Silk Roads, trans-Saharan routes, Indian Ocean routes, and the

Mediterranean world.

Textbook Reading Assignments UNIT II

State and Empire in Eurasia/North Africa 117-144

Culture and Religion in Eurasia/North Africa 165-196

Society and Inequality in Eurasia/North Africa 217-241

Commonalities and Variations: Africa and the Americas 261-290

Special Focus:

Issues Regarding the Use of the Concept of Civilization Activities & Skill Development

• Students will identify and analyze the causes and consequences of the Neolithic Revolution in the major

river valleys as well as in Sub-Saharan Africa and Papua New Guinea

• Class Discussion

» How were gender roles changed by the Neolithic Revolution?

• Collaborative Group-Jigsaw

» Students will analyze how geography affected the development of political, social, economic, and belief systems in the earliest civilizations in:

Mesopotamia Egypt

South Asia East Asia Mesoamerica Andes

Unit 3: Regional and Transregional Interactions –

c. 600 CE to c. 1450 CE

Key Concept 3.1: Expansion and Intensification of Communication and Exchange Networks

Key Concept 3.2: Continuity and Innovation of State Forms and Their Interactions

Key Concept 3.3: Increased Economic Productive Capacity and Its Consequences

Classroom Topics:

The Islamic World

The Mongols: Conquest and Impact

The Bubonic Plague

Bantu and Polynesian migrations

Great Zimbabwe, Ghana, Mali, Songhai

Amerindian Civilization: Mayan Empire, Aztecs, Inca

Ming China – Voyages of Exploration

Europe in the “Middle Ages:” The Schism in Christianity, The Crusades,

European Feudalism


Key Concept 3.1: Expansion and Intensification of Communication and Exchange Networks


enumerated below.

Students will read: The Polynesian Voyagers by Ramon Arjona, 28 January 2002; and

will highlight the key points.

Students will summarize the Bantu migrations, Viking migrations, and Polynesian migrations

through a summary comparison essay of linguistics, technology, and religious transference.

Students will complete a jigsaw activity linking the spread of culture through trade, migration

and conquest.

Key Concept 3.2: Continuity and Innovation of State Forms and Their Interactions


enumerated below.

Students will be introduced to the Document Based Question through the analysis and completion

of the “Africa before European” DBQ activity and essay.

Students will answer the question: “To what extent was Islam a unifying cultural force in

Afro-Eurasia?” through the interpretation and analysis of select documents and a summary essay.

Students will compare Islamic mosques in different regions of Eurasia and attempt to explain

similarities and differences.

Students will complete a document based activity: “judging the Mongols” by which they can

analyze differing perspectives to come to a conclusion.

Students will read: “The Flea” excerpted from Serum by Edward Rutherford, and view the

Millennium video series on the bubonic plague to compare the impact of the plague on

various regions of the world.

Key Concept 3.3: Increased Economic Productive Capacity and Its Consequences


enumerated below.

Students will complete a Change over time activity comparing changes in Europe from the early

middle ages to the later middle ages.

Students will complete a silent discussion activity in which they will analyze and summarize

differing viewpoints on the Crusades.

Students will summarize this unit through a visual creation of their own in which they

illustrate the comparison of issues surrounding the interactions of pastoral and settled

agricultural societies; identification and analysis of cultural and technological diffusion and

the resulting effects on the development of regionalism in this time period.

Textbook Reading Assignments UNIT III:

The Worlds of Islam 411-442

China and the World: East Asia Connections 365-393

Commerce and Culture 315-342

The Worlds of Christendom: Contraction, Expansion, and Division 463-497

Pastoral Peoples on the World Stage(The Mongols) 513-540 The Worlds of the

15th Century 559-591

Activities & Skill Development:

• Writing a Comparison Essay

» Comparing the level of technological achievement including production of goods 500-1000

• Student choice: Middle East, South Asia, East Asia, Eastern Europe

• Students will evaluate the causes and consequences of the spread of Islamic empires [CR4]

• Students will compare the Polynesian and Viking migrations


» Effects of Mongol conquest and rule, students choose two: Russia, China, Middle East

• Class Debates

» Topic—Were the economic causes of the voyages of the Ming navy in the first half of the 15th century the main reason for their limited use?

» Topic—Were the tributary and labor obligations in the Aztec and Inca empires more effective than similar obligations in the Eastern Hemisphere?

• Writing a Change and Continuity over Time Essay

» Changes and Continuities in patterns of interactions along the Silk Roads 200 BCE- 1450 CE

• Parallel Reading--Students will read Ch. 4 & 5 of The Human Web and

» Trace the development of civilization in each region utilizing a linear thematic organizer for note-taking and a circular organizer for the big picture

» evaluate the periodization in the book compared to that of the periodization in the course curriculum

Why 200-1000 CE and 1000-1500 CE instead of 600-1450? In what regions does each work best? Why? In what areas does each present a problem? Why?

Unit 4: Global Interactions –

c. 1450 CE to c. 1750 CE

Key Concept 4.1: Globalizing Networks of Communication and Exchange

Key Concept 4.2: New Forms of Social Organization and Modes of Production

Key Concept 4.3: State Consolidation and Imperial Expansion

Classroom Topics

The Revolution in sailing

European Exploration and Encounter

European Transformation: From Reformation to Enlightenment

American Colonial Societies

The Columbian Exchange

The Atlantic Economy: Slavery and the plantation system

Centralized Empires evolve across Asia: Ottomans, the Qing, Mughals, Romanovs, Safavids,

and Tokugawa


Key Concept 4.1: Globalizing Networks of Communication and Exchange


below.

Students will identify the impact of European encounters with civilizations in

Africa, the Americas, and Oceania through readings and questions illustrated in

“African Reactions to European presence,” The Battle for Tenochtitlan,”

“Pizarro conquers the Inca,” and “Memorandum to the Earl of Bathurst –

Early Reports from New Zealand.”

Students will identify the impact of the Columbian Exchange by comparing impacts on Africa,

Europe, and the Americas including demographic and environmental changes.

Key Concept 4.2: New Forms of Social Organization and Modes of Production


below.

Students will read and analyze a summary of Immanuel Wallerstein’s “The

Modern World System: Capitalist Agriculture and the Origins of the European World

Economy in the Sixteenth Century,” Academic Press 1974.

Students will examine and summarize the creation of a world trading system by linking the spread of

agricultural products worldwide; i.e. Sugar from the Pacific islands, potatoes from the

Americas etc.

Students will compare and contrast American slavery with the following coercive

system of labor: the encomienda system.

Students will use a series of graphs and charts to examine reasons for the rise and decline in

the transport and importation of slaves from different parts of Africa to the Americas and SW

Asia.

Key Concept 4.3: State Consolidation and Imperial Expansion


below.

Students will complete a concept map activity comparing commonalities and the unique

characteristics of land based Asian Empires.

Students will write a comparison essay of imperial systems and empire building in

Europe with imperial land based systems and empires in Asia, including the Ottoman Turks, the

Mughals, Tokugawa, with the European nations of Spain, the Netherlands, France, and

England.

Students will complete a change and continuity analysis describing the developments and shifts in

thought in Europe between 1450 and 1750. Students will use two of the following cultural

movements to discuss the causes of the changes as well as the reasons for the continuities:

Reformation, Renaissance, Enlightenment, or Scientific Revolution.

Textbook Reading Assignments UNIT IV:

Empires and Encounters 617-648

Commerce and Consequence 669-698

Religion and Science 719-752

Activities & Skill Development

• Students will evaluate the causes and consequences of European maritime expansion including the development of armed trade using guns and cannons

• student project

» Each student will apply techniques used by art historians to examine visual displays of power in one of the land or sea based empires that developed in this time period


» Processes of empire building, students compare Spanish Empire to either the Ottoman or Russian empires

• Writing a Change and Continuity over Time Essay

» Changes and Continuities in trade and commerce in the Indian Ocean Basin 600- 1750

• Parallel Reading--Students will read Ch. 6 of The Human Web and


» Consider the question of periodization: 1750 or 1800?

Unit 5: Industrialization and Global Integration –

c. 1750 to c. 1900

Key Concept 5.1: Industrialization and Global Capitalism

Key Concept 5.2: Imperialism and Nation-State Formation

Key Concept 5.3: Nationalism, Revolution, and Reform

Key Concept 5.4: Global Migrations

Classroom Topics:

American, French, Haitian, and Latin American Revolutions

Napoleon, Congress of Vienna, Conservatism vs. Liberalism

The Industrial Revolution

Social Impact of industrialization

Abolitionist Movement, suffrage, unionization, socialism

The British Empire

Breakdown of the “Gunpowder Empires” Imperialism of the late

1800s:

The Scramble for Africa,

Spheres of Influence in China

Imperialism in Latin America

Modernization: New Technology and a new world economy


Key Concept 5.1: Industrialization and Global Capitalism


enumerated below.

Students will identify and analyze the impact of changes in social and gender structure

resulting from the Industrial Revolution by writing a summary essay explaining cause and

effect. Use of the “Economic Role of Women” will be utilized from AP World Teaching Unit

D-1.

Students will identify commercial, and demographic developments during this time period through

the completion of a change and continuity regional comparison chart.

Key Concept 5.2: Imperialism and Nation-State Formation


enumerated below.

Students will analyze five political cartoons related to European Imperial expansion in Africa

and Asia and identify how nationalism and industrialization served as the motivating factors for

empire building. Students will define nationalism through a silent discussion activity analyzing

different points of view from differing world regions.

Students will compare and contrast the role of nationalism in both creating nation-states and defining

foreign policy in TWO of the following regions: Germany, China, Japan, or Egypt

Students will discuss and interpret Kipling’s “White Man’s Burden” as it relates to European

Imperialism.

Key Concept 5.3: Nationalism, Revolution, and Reform


enumerated below.

Students will complete the document based question: “Causes of Revolution in the global age.”

Students will identify political revolution and independence movements by the analysis

and comparison of primary documents including but not limited

to: “A Black Revolutionary Leader in Haiti” Toussain L’Ouverture; “What Is the Third

Estate?” Abbe Emmanuel Joseph Sieyes; and “The Declaration of Independence”

Thomas Jefferson.

Key Concept 5.4: Global Migrations


enumerated below.

Students will summarize the time period through the creation of map comparisons of

global commerce, migrations, and the rise of new nations across world history from 1450 to 1914.

Students will utilize internet resources to identify graphs, maps, and charts which show these changes.

Textbook Reading Assignments UNIT V

Atlantic Revolutions, Global Echoes 781-811

Revolutions of Industrialization 827-860

Colonial Encounters in Asia and Africa 879-911

Empires in Collision 931-956

Activities include:


» Comparing the roles of Women from 1750 to 1900—East Asia, Western Europe, South Asia, Middle East

• Students will write a change and continuity over time essay evaluating changes in production of goods from 1000 to 1900 in the Eastern Hemisphere

• Parallel Reading--Students will read Ch. 7 of The Human Web and


» Consider the question of periodization: 1900 or 1914?

• Students will analyze five political cartoons about European imperial expansion in Asia and Africa to identify how nationalism and the Industrial Revolution served as motivating factors in empire building in this time period

• Students will analyze tables showing increased urbanization in various parts of the

world to consider connections between urbanization and industrialization

• Students will identify and evaluate diverse historical interpretations regarding the rise of the West utilizing Kenneth Pomeranz’s The Great Divergence (Princeton, 2000) and Jack Goldstone’s Why Europe? The Rise of the West in World History (McGraw Hill, 2008)

• Utilizing a series of documents, maps and charts in the released DBQ about indentured servitude on in the 19th and 20th centuries, students will assess the connections between abolition of plantation slavery and increased migrations from Asian countries to the Americas

Unit 6: Accelerating Global Change and Realignments –

c. 1900 to the present

Key Concept 6.1: Science and the Environment

Key Concept 6.2: Global Conflicts and Their Consequences

Key Concept 6.3: New Conceptualizations of Global Economy, Society, and Culture

Classroom Topics:

World War I

The Twenty Year Crisis – Years between the Wars

20th Century Revolutions: Russia, China, Mexico,

Worldwide Economic Depression

The Rise of Fascism

World War II

20th Century migrations

Decolonization

Modern world organizations

Cold War

Information, technological, and communications revolutions

Terrorism? - the post 9/11 world

Globalization


Key Concept 6.1: Science and the Environment


enumerated below.

Students will define Globalization using the AP World History Teaching Units

E3– “Consumerism and Global Cultures.”

Students will use the released AP World 2011 Exam’s DBQ question on the Green Revolution to

identify and analyze issues related to agriculture and the environment in the 20th century.

Students will debate the benefits and negative consequences of rapid scientific

advancement in the 20th and now 21st century – a variety of video clips will be used to spark

debate.

Key Concept 6.2: Global Conflicts and Their Consequences


enumerated below.

Students will compare and contrast the causes of World War I and World

War II.

Students will identify the influence of nationalism on the post-World War I

Middle East, using such documents as “The Balfour Declaration.”

Students will read excerpts from “the Nanking Massacre: the forgotten

Holocaust” to compare similarities and differences with the Holocaust in Europe.

Students will, after reviewing a series of internet images and comparing statistics, explain

why war and revolution in the 20th century had such devastating consequences.

Students will write an essay based on a Cold War DBQ activity. Students will

compare and contrast two of the following 20th century revolutions: Russian

Revolution 1917, Chinese Revolution 1949,

Cuban Revolution 1959, Iranian Revolution 1979

Key Concept 6.3: New Conceptualizations of Global Economy, Society, and Culture


enumerated below.

Students will be able to identify and compare the independence struggles of Africa while

answering why some nations more successful than others in diversifying their

economies, developing a stable political system, and social equality?

Students will use internet resources to analyze the demographic changes of 20th century

considering the following: Migration, Birth rates, Urbanization, Death rates.

Textbook Reading Assignment UNIT VI:

World War, Depression, and the Rebalancing Of Power 981-1016

Revolution, Socialism, and Global Conflict 1035-1067

The Global South on the Global Stage 1087-1118

A New Phase of Global Interaction 1137-1171

Activities include:

• Writing a Comparison Essay Comparing the political goals and social effects of revolution in: China, Russia, Mexico: Students choose two

• Writing a Change and Continuity over Time Essay: Changes and Continuities in the formation of national identities 1900-present. Students choose from among the following regions: Middle East, South Asia, or Latin America

• Students debate the benefits and negative consequences of the rapid advances in science during the 20th and early 21st centuries

• Students trace the development of one form of popular culture in the 20th century and present a graphic or visual display of their research to the class

• Parallel Reading--Students will read Ch.8 of The Human Web and

» Consider the following: Why does this chapter reach back to 1890?

Review for AP Exam:

Selected Activities (not limited to)

Students will be attending structured lunch study group meetings Students will be

attending a Saturday “Jams and Cram” review session. Students will be encouraged to

use posted review materials on the class webpage.

Students will be using released AP World practice tests – both multiple choice and essays

Students will be working in small groups to complete review guides based on

The A.P. EXAM IS ON THE MORNING OF MAY 11th

The AP World History Exam:

Part I (worth 60 percent of total grade)

• Part A: 55 stimulus-based multiple-choice questions, 55 minutes, 40 percent of total grade

• Part B: Four short-answer questions, 50 minutes, 20 percent of total grade

Part II (worth 40 percent of total grade)

• Part A: Document-based question, 55 minutes (includes 15-minute reading period), 25 percent of total

grade

• Part B: Long essay question selected from a pair, 35 minutes, 15 percent of total grade

Exam Scoring

5 = extremely well qualified

4 = well qualified

3 = qualified

2 = possibly qualified

1 = no recommendation

A.P. WORLD HISTORY - CLASS PROCEDURES

1. All students are required to attend class and be in class on time

2. It is suggested that students obtain the following materials: 3 ring binder, spiral notebook, dividers, highlighters, pens, #2 pencils. (It is suggested, but not required that students purchase a Review Study book for AP World)

3. All Assignments, quizzes and tests missed due to an absence should be made up. Excused absences will have

work counted without penalty. Work missed due to an unexcused absence may not count toward the end of

marking period grade. Make-ups are to done within five days of the return of the absent student. Make-

ups are the responsibility of the student. Students missing class should come to my office during

lunchtime enrichment, or need to make arrangements to stay after school, or have a friend pick up

needed materials. Students need to be aware of the difference between due dates and deadlines –

assignments not made up by the deadline will not be allowed to be made up. The deadline for all make-

up work is the date of the Unit Test for each unit.

4. Grades are based on how well students master the core concepts and skills of the course. Key Concepts, Themes,

and skills will be discussed at the beginning of each unit. All graded assignments are related to these objectives.

All work is graded on a point scale. Letter grades will be determined by the percentage of points earned. Grades

each quarter will reflect regular reading quizzes, online “Learning Curve” assessments, regular writing

assignments, unit tests, other classwork, homework, and study group assignments.

5. Students are expected to monitor their grades and assignments. Progress reports will be provided per school

policy.

6. Assignment books are the students pass to the bathroom. No assignment book, no leaving!

7. Use of personal electronic devices will be limited to appropriate class activities.

A.P. WORLD HISTORY

ADDENDUM TO THE SYLLABUS GRADING PROCEDURES 2016-2017

All assignments will attempt to reflect individual achievement on course expectations.

Grades will be determined using a variety of assessment methods.

Regular updates about achievement will be provided to parents and students.

There is no extra credit provided on any basis.

All graded assignments will be recorded as points and converted to percentages during each nine week marking period.

These percentages will then be converted to letter grades. 100-90%=A, 89-80%=B, 7970%=C, 69-60%=D, 59-50%=E. Borderline grades may be rounded up in most instances.

All assignments will be weighted. Assignments will be divided into three main categories: One; summative assessments,

including unit tests, major instructional objective quizzes, formal writing assignments, and major projects. This category

will be worth 50%; Two; formative assessments including classwork, homework, small quizzes, and short writings. The

category will be worth 40%. Three; homework for practice and completion including online textbook assessments. This

category will be worth 10%.

Late work will be accepted and will be marked down 50% anytime after the due date. Late work will not be accepted after the deadline periods: The deadline will set at the date of the Unit Test for each unit. All missed work should be made up.

Re-do opportunities will exist for some assignments. Students must understand; most reading quizzes and no unit test or

final exam is re-assessable. A student will get only one reassessment. The reassessment grade becomes the grade for the

assignment regardless of whether it is higher or lower than the initial grade. Reassessment deadlines will be set one week

before interims and one week before the end of a marking period. Are-do does not necessarily mean completing the same

assignment twice.

Students will also need computer access to participate from time to time in an online discussion forum related to A.P.

World History, do research, or use for review materials. They will be able to access the forum from home computers or

from computers here at school.

Advanced Placement World History Syllabus 2018-2019 ......24.)Gregory Guzman, Were the Barbarians a...

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