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Mr. Riniker Grade 10 AP World History Term One

Grade 10 AP World History Term One

Interest Packet

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Term Introduction:World History explores the human past from around the globe to help us understand the world we live in today. It seeks to identify how major forces have developed over time, like patterns of migration or world trade. It explores the culture and political institutions of different regions, to help explain commonalities and differences. World History builds on a growing amount of historical scholarship, some of which has truly altered the picture of the past. It involves a rich array of stories and examples of human variety. It helps develop skills that are vital not just to the history classroom, but to effectively operate in a global society. We will learn how to compare differ societies, appreciate various viewpoints, identify big changes and continuities in the human experience. Always remember that no one society, past or present can be understood without reference to other societies, and to larger global forces. The present can not be grasped without a sense of the global historical record. (Stearns, 2006)

Topic(s) Overview:1.1 Early Humans Societies: Origins and development1.2 The Neolithic Revolution and Gathers2.1 The Rise of Civilizations in the Middle East and Africa3.1 Asia’s First Civilization: India and China4.1 The classical Period: Uniting Large Regions4.2 Unification and the Consolidation of Civilization in China5.1 Classical Civilizations in the Eastern Mediterranean and Middle East6.1 Religious Rivalries and India’s Golden Age7.1 Rome and Its Empire8.1 The Peoples and Civilizations of the Americas9.1 The Spread of Civilizations and the Movement of People (Africa, Nomadic, Indo-European)10.1 The End of Classical Era: World History in Transition

Essential Questions1. During the Paleolithic Era, how did hunting-foraging bands of humans migrate from their

origin in East Africa to Eurasia, Australia and the Americas?2. How did the Neolithic Revolution lead to the development of new and more complex

economic and social systems?3. In what ways did agriculture and pastoralism transform human societies4. Where did prominent civilizations exist and how ere the similar and different from each other?5. How did the first states emerge?6. What role did culture play in unifying these states?7. How significant was codification for human society?8. Describe new belief systems and cultural traditions that emerged during this period.9. How did these new belief systems affect gender roles in society?10. What other religious and cultural traditions help shape the lives of people during this time

period?11. How did art, literature, drama, and architecture assist in the cultural developments of societies?12. List and describe in detail how a number of key states grew and imposed their political unity

on areas around them.13. How did empires and states organize control over their territory?14. What social and economical developments occurred in Afro-Eurasia and Americas?15. What led to the collapse of the Roman, Han, Persian, Mauryan, and Gupta Empires?

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16. Explain how land and water routes became the basis for trans-regional trade, communication, and exchange in the Eastern Hemisphere.

17. Describe the new technologies that assisted in long-distance communication and exchange during this time period.

18. What were the significant consequences and effects in the trade of goods, the exchange of people, technology, religious beliefs, food crops, and domesticated animals?

Skills List:

RH.10.1. Cite specific textual evidence to support analysis of primary and secondary sources, attending such features as the date and origin of the information.

RH.10.2. Determine the central ideas or information of a primary or secondary source, provide an accurate summary of how key events or ideas develop over the course of the text.

RH.10.4. Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.

WH.10.2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

WH.10.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and display information flexibly and dynamically.

SL.10.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with divers partners on grades 9-10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

SL.10.4. Present information, findings and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

SL.10.5. Make strategic use of digital media (e.g., textual, geographical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

Skills Chart: Students when you feel confident in your skills/abilities, please take a moment to explain how you reached these goals.

Skill: ___________ ☐Explanation:

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Reference Materials:Course Textbook: Stearns, Peter N. World Civilizations: The Global Experience. 6th Edition. Upper Saddle River,

NJ: Longman, 2011

Primary Sources: Textual: Alfred, Andrea. The Human Record: Sources of Global History, Vol. I & II. Boston,

MA: Wadsworth, 2012th Edition. Upper Saddle River, NJ: Longman, 2011 Visual: Hollingsworth, M. Art in World History Volume I & II. M.E. Sharpe, 2005. The

majority of images for analysis will stem from the textbook, primary sources, and the internet. Quantitative: Tables and graphs in Christian, D. Maps of Time: An Introduction to Big History.

University of California Press, 2011

Lesson Overview:

1. Introduction to Grade 10 AP World HistoryGoal: Go over the expectations for Gr. 10 World History ClassTopics: Class routines, Term One Outline, Student ResponsibilitiesMaterials: Notebooks, pens/pencils, and textbook

8000 B.C.E. to 600 B.C.E.2. Chapter 1: The Neolithic Revolution & the Birth of Civilization

Goal: To understand human life in the Era of hunters and gatherers Topics: hunters & gatherers, Neolithic Revolution and the First TownsMaterials: timeline & maps handout, paper, laptops, rulers, color pencils, primary and secondary resources, world atlas

3. Chapter 2: The Rise of Civilization in the Middle East & AfricaGoal: To identify & compare how different civilizations evolved

Topics: Mesopotamia, Ancient Egypt, Civilization Centers in Africa & East MediterraneanMaterials: timeline & maps handout, paper laptops, rulers, color pencils, primary and secondary resources, world atlas.

600 B.C.E. to 600 C.E.4. Chapter 3: Asia’s First Civilizations: India & China

Goal: to analyze and understand different civilizations that developed in South Asia and ChinaTopics: The Indus Valley, Early Aryan Society, The Beginnings of China, and the Decline of Shang and the Era of ZhouMaterials: maps, timeline, world atlas, primary and secondary resources internet

5. Chapter 4: Unification and the Consolidation of Civilization in ChinaGoal: to focus on the conditions that gave rise to Confucianism as well as Legalism, Daoism, and Buddhism Topics: Philosophical Remedies, Qin and the Imperial Unity, the Han DynastyMaterials: maps of China (internet), timeline, primary and secondary sources.

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6. Chapter 5: Classical Civilizations in the eastern Mediterranean & Middle EastGoal: to explore the rich history of the Greeks and Persians and their military mightTopics: The Persian Empire, Classical Greece, Patterns of Mediterranean and Middle Eastern Society.Materials: Greek drama examples, maps timelines, PBS videos, internet

7. Chapter 6: Religious Rivalries Goal: explore the widespread social change and inequality as the social normTopics: The Age of Brahman Dominance, Era of Widespread Social Change, the Gupta Age, Caste and Gender inequities.Materials: maps, timeline, internet, primary and secondary resources.

8. Chapter 7: Rome and Its EmpireGoal: Understand how Rome established balanced political institutions and how they engaged in territorial expansionTopics: the Roman Republic, How Rome Ruled, Rome’s Economic Structure, Origins of Christianity, the Decline of RomeMaterials: videos, maps, timeline internet, primary and secondary resources, book: The Rise and Fall of the Roman Empire

9. Chapter 8: The Peoples and Civilizations of the AmericasGoal: Explore the origins of the American SocietiesTopics: Origins of American Societies, Spread of Mesoamerica, and the Peoples to the NorthMaterials: maps, timeline, internet, primary and secondary resources

10. Chapter 9: The Spread of Civilization & the Movement of PeoplesGoal: Explore the spread of civilization in Africa and JapanTopics: Spread of Civilization in Africa, Nomadic Societies & Indo-European Migrations, Spread of Chinese Civilization to Japan, the Societies of PolynesiaMaterials: maps, world atlas, timeline, internet, primary and secondary resources.

11. Chapter 10: The end of the Classical Era: 200 – 700 C.E.Goal: To analyze the changes and decline of civilizations in Asia, North Africa, and the MediterraneanTopics: Upheavals in Eastern & Southern Asia, The Decline and Fall of the Roman Empire, and The Spread of World ReligionsMaterials: videos, maps, timeline, internet, primary and secondary sources

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Assessment & Projects:

Grading Summary:

Assessment ValueParticipation -

Timeline projects 15%Mapping projects 15%

Historical Portfolio 30%Mini Lesson Quizzes 15%

Essay/Project 25%

Participation:Participation makes up zero percent of your grade for each term. You should expect to behave and perform well in class without being given a grade. Paying attention and being actively involved in class will greatly improve your learning and scores in the other assessments. So it is to your advantage to give and do your best in each and every class in order to be successful.

Timeline Projects:You will use evidence and your own historical judgment to choose events that you then argue are the most significant for a global pattern in world history (e.g., the impact of technology and demography on people and the environment). You will be assessed on your ability to correctly place events in time as well as evaluate how they link the events to the larger global pattern. Details will be discussed in class and an assessment rubric given out.

Mapping Projects:Mapping projects will allow students to make spatial connections between different regions. Students will create an annotated map of a particular region (such as Africa or Asia) or of the world. Details will be discussed in class and an assessment rubric given out.

Historical Portfolio:The historical portfolio is designed to assess individual growth and improvement in historical thinking and writing throughout this course. You will be responsible for all course readings and filling in all worksheets associated with the readings. The portfolio is a living document, which you will be adding all finished work to as you progress through this course. Details about the portfolio and how it will be assessed will be discussed in class.

Mini Lesson Quizzes:End of lesson quizzes will be assigned the day after a lesson finishes. You will be told one day in advance to prepare for the quiz. Schedule for the quizzes To Be Determined.

Essay/Project (optional): Students will be given the option of completing an essay or project near the end of each term (assignment). Details of the essay or project will be given out two weeks prior to the due date.

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Expansion Pack:For those who like reading more or would like to learn more about other views on the world’s history…World Hisory, 7th Edition by Duiker & SpielvogelWays of the World: A Global History by StrayerA History of the World in 12 Maps by Jerry Brotton 2013Worlds of History, Volume One: to 1550: A Comparative Reader by Kevin ReillyWorlds of History, Volume Two: Since: 1400: A Comparative Reader by Kevin ReillyDocuments in World History Vol. I, 1850, Pearson Prentice Hall 2005Documents in World History Vol. II, Since 1500, Pearson Prentice Hall 2005The Decline and Fall of the Roman Empire, Edward Gibbon, Wordsworth Edition Ltd., 1998The Lives of the Noble Grecians and Romans, Plutarch, Wordsworth Edition Ltd., 1998Histories, Herodotus, Wordsworth Edition Ltd., 1996War & Peace, Leo Tolstoy, Wordsworth Edition Ltd., 1993The Iliad, Homer, Wordsworth Edition Ltd., 2003The Odyssey, Homer, Wordsworth Edition Ltd., 2002The Aeneid, Virgil, Wordsworth Edition Ltd., 1997The Sorrows of Empire, Chalmers Johnson, Henry Holt & CO., 2005The Chinese Century, O. Shenkar, Wharton School Publishing, 2005The Broken Spears: The Aztec Account of the Conquest of Mexico, Leon-Portilla, MiguelBuddha: A Story of Enlightenment, Chopra, DeepakCod: A Biography of Fish that Changed the World, Kurlansky, MarkCollapse: How Societies Choose to Fail or Succeed, Diamond, JaredCortes and Montezuma, Collis, MauriceCows, Pigs, Wars, and Witches: The Riddles of Culture, Harris, MarvinThe Death of Woman Wang, Spence, Jonathan D.Genghis Khan and the Making of the Modern World, Weatherford, JackGilgamesh: A Verse Narrative, Mason, HerbertGuns, Germs, and Steel: The Fates of Human Societies, Diamond, JaredGunpowder: Alchemy, Bombards, and Pyrotechnics, Kelly, JackMapping the Silk Road and Beyond, Nebenzahl, KennethThe Murder of King Tut, Patterson, JamesThe Ottoman Centuries, Lord KinrossSalt: A World History, Kurlansky, MarkSiddhartha, Hesse, Hermann

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Timeline Rubric:

Name: _________________________Date: _________________________

Category 4 3 2 1

Quality of content

Included events are important and

interesting. No major details are

excluded

Most of the included events are important or interesting. One

or two major events may be

missing.

Some events included are

trivial, and major events are missing

Many major events are

excluded, and too many trivial events

are included.

Quantity of facts

The timeline contains at least 8-10 events related to the topic being

studied.

The time line contains at least 6-7 events related to

the topic being studied.

The timeline contains at least 5 events related to the topic being

studied.

The timeline contains fewer than 5 events.

Accuracy of content

Facts are accurate for all events

reported on the timeline.

Facts are accurate for almost all

events reported on the timeline.

Facts are accurate for most (75%) of the events reported

on the timeline.

Facts are often inaccurate for

events reported on the timeline.

Sequence of content

Events are placed in proper order.

Almost all events are placed in proper order.

Almost all events are placed in proper order.

Most events are incorrectly placed on the timeline.

Dates An accurate, complete date has been included for

each event.

An accurate, complete date has been included for

almost every event.

An accurate date has been included for almost every

event.

Dates are inaccurate or

missing for several events.

Sentence fluency

Events are clearly described using

accurate and vivid language.

Events are described well, but

language is sometimes vague

or inaccurate.

Events are not described well and language is often

vague or inaccurate.

Events are described using

vague language or inaccurate

information.Mechanics Punctuation,

spelling and capitalization were

checked by another student and are correct

throughout.

Punctuation, spelling and

capitalization were checked by

another student and are mostly

correct.

Punctuation, spelling, and

capitalization are mostly correct, but were not checked

by another student.

There are many punctuation, spelling, and capitalization

errors.

Mapping Project Rubric:

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Name: _________________________Date: _________________________

Category Distinguished4

Mastery3

Partial Mastery2

Novice1

Quality of Content All labels and symbols are

included and are spelled and placed

carefully and accurately;

Additional places not requested are

placed on the map. Correct colors for

labels are used

1-5 labels and/or symbols are

missing, misspelled,

misplaced and label colors are used incorrectly

6-8 labels and/or symbols are



9 or more labels and/or symbols are



Quantity of visuals Very colorful and clean looking;

required areas are colored correctly, neatly, smoothly, and completely;

labels are neat and very easy to read;

proper pens, pencils, etc. are

utilized.

Some color; not as clean or colorful; labels are fairly

neat and somewhat easy to read; not all proper pens, pencils, etc are

utilized.

Limited use of color; labels are

somewhat difficult to read; proper materials not

utilized; labels are somewhat difficult

to read.

Very little color labels are very

difficult to read; messy.

Accuracy of map elements and

content

Includes clearly labeled title; key;

compass rose; date; lines of latitude and longitude (if

required).

Included most standard map

elements; most are accurate and easy

to read

Missing several standard map

elements

Missing most standard map

elements.

Historical Portfolio Rubric

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Student Name:_______________________ Date:_________________

Course Content:The content of the portfolio demonstrated that the student has thought critically about the course subject matter as described in the term(s) syllabus.

Very Strongly Agree

6

Strongly Agree5

Agree4

Disagree3

Strongly Disagree

2

Very Strongly Disagree

1

The contents of the portfolio demonstrate that during the course the student has encountered global perspectives (i.e. those perspectives that are not exclusively devoted to western culture).

Very Strongly Agree

6

Strongly Agree5

Agree4

Disagree3

Strongly Disagree

2


1

Communication:The contents of the portfolio demonstrate that the student has drafted papers before final copies were submitted.Very Strongly

Agree6

Strongly Agree5

Agree4

Disagree3

Strongly Disagree

2


1

The contents of the portfolio demonstrate that the student has made oral presentations in class.

Very Strongly Agree

6

Strongly Agree5

Agree4

Disagree3

Strongly Disagree

2


1

Collaboration:The contents of the portfolio demonstrate that during the course the student has had experience working in groups.

Very Strongly Agree

6

Strongly Agree5

Agree4

Disagree3

Strongly Disagree

2


1

Overall Portfolio Score:The materials in the portfolio demonstrate superior work in class.

The materials in the portfolio demonstrate very good work in class.

The materials in the portfolio demonstrate average work in class.

The materials in the portfolio demonstrate below average work in class.

The materials in the portfolio demonstrate work that is at a level of near failure in the class.

The materials in the portfolio demonstrate work that is at a level of failure in the class

Due Dates:

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Dates: Gr. 10 AP What is due? (M-W-TH)

Aug 17 - 21

Aug 24 – 28

Aug 31– 4 Sept

Sept. 7-11

Sept. 14-18

Sept. 21-25

Oct. 1-2

Oct. 5-7(End of Term)

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