AP WORLD HISTORY COURSE SYLLABUS



AP WORLD HISTORY COURSE SYLLABUS

Course Overview/Description:

Advanced Placement World History is a most challenging college level course. It is concerned with developing student understanding of the global interactions, contacts, complexities, etc., of different types of human societies over time. Both factual knowledge and analytical writing/thinking skills will be incorporated in the course. The nature of change and continuity over time and comparisons among major societies will be examined and interpreted through selected types of primary and secondary historical sources, evidence and documents. Areas of consideration include: politics, society, religion, trade, technology, contacts, and other selected topics. The intent of this course is to make the study of World History an enjoyable academic experience.

Themes:

The course will highlight five overarching AP World History themes beginning with the foundations section and continuing throughout the course. Five AP World History Themes connect the key concepts throughout the course and serve as the foundation for student reading, writing, and presentation requirements and are as follows:

Theme 1: Interaction Between Humans and the Environment: Demography and disease, Migration, Patterns of settlement, Technology

Activity – Students will list the ways geography affected the peoples of the Fertile Crescent.

Theme 2: Development and Interaction of Cultures: Religions, Belief systems, philosophies, and ideologies, Science and technology, The arts and architecture

Activity – Students will research one of the five major world religions (Hinduism, Buddhism, Judaism, Christianity, or Islam) and explain their origins, belief systems, and how the religion spread.

Theme 3: State building, Expansion, and Conflict: Political structures and forms of governance, Empires, Nations and nationalism, Revolts and revolutions, Regional, trans-regional, and global structures and organizations.

Activity – Students will examine how Classical Empires: 1) ran their governments; 2) how their societies ran; 3) the major or state religion of that empire; 4)their economy; and 5) the economy.

Theme 4: Creation, Expansion, and Interaction of Economic Systems:

Agricultural and pastoral production, Trade and commerce, Labor systems, Industrialization, Capitalism and Socialism

Activity – Students will evaluate the failures and successes of the world becoming more industrialized as well as the pros and cons of remaining a globe of pastoralists.

Theme 5: Development and Transformation of Social Structures: Gender roles and relations, Family and kinship, Racial and ethnic constructions, Social and economic classes

Activity – Students will synthesize an essay with a strong thesis explaining how gender roles have changed over time, beginning with the civilizations in the Victorian Era to the present 21st Century.

These themes will serve throughout the course as unifying threads, helping students to put w hat is particular about each period or society into a larger frame work. The themes also help provide ways to make comparisons over time and to encourage cross period questions. Furthermore, the themes help identify broad patterns/processes that help explain change and continuity over time. “Habits of Mind” or skills as outlined in the course description provided by the College Board are also emphasized throughout the course.

Students are expected to take the AP World History exam.

Main Textbook

Duiker, William J., and Jackson, J.Spielvogel. World History comprehensive volume, 5th ed., Belmont, C A.: Wadsworth/Thompson Learning, 2007.

Document Readers:

Kishlansky, Mark A. Sources of W orld History: Readings for W orld Civilization, 2nd ed., Vols. 1,2, West/Wadsworth, 1999.

Rogers, Perry M. Aspects of Western Civilization: Problems and Sources in History, 3rd ed., Vols.1, 2, Prentice Hall, 1997.

Sterns, Peter J., Stephen S. Gosch, and Erwin P. Grieshaber. Documents in World History, 4th ed., Vols. 1, 2, Person, Long man, 2006.

Plus other selected documents.

Outside Readings and Resources Used in the Course:

AP World History Released Exams (College Board)

A P World History Essay Questions, Rubrics and Student Samples (AP Central)

The Class of Civilizations and the Re making of World Order, by Huntington (Simon & Schuster 1996)

DBQ Practice: 10 AP­Style DBQ’s, Williams, ed.,(Social Studies School Services, 2004)

The Face of Battle, by Keegan, 1976.

5 Steps to a 5, by Martin, 2010

Guns, Germs and Steel, by Diamond (Norton, 1999)

Nortan Anthology of World Masterpieces, 6th edition.

Old World Encounters, by Bentley (Oxford Press, 1993)

Rand McNally Historical Atlas of the World (2003)

The Rise of the West, by William M c Neill(University of Chicago Press,1963

The Social Dimension of Western Civilization, by G olden, ed. (Bedford /St. Martin’s 1999)

World Civilizations: The Global Experience, by Stearns, et al.(Pearson Long man, 2005)

The World That Trade Created, by Pomeranz and Topik (A.E. Sharpe, 1999)

(Other resources include: selected internet sites, works by various historians, selected historical film/cinema/video)

Summer Reading

The AP World History teachers assign Louis L’Armour’s The Walking Drum. It is accessible and affordable. The work compares the Christian and Islamic worlds of the twelfth century. Students write a 3­5 typed page historical review of the work based on teacher assigned requirements. Other titles, selections, etc., may be substituted in future summer reading assignments.

Writing Assignments

Each unit includes writing assignments designed to develop the skills necessary for creating well evidenced essays on historical topics highlighting clarity and precision.

Short Document Analysis: Students analyze three documents (one written, one visual and one quantitative) from the course primary source readers. For instance, in Unit 1, students will analyze sources for point of view, intended purpose, audience, and historical context of each source. These skills of primary source analysis will be applied throughout the course.

Document Based Question (DBQ): Students analyze evidence from a variety of sources in order to develop a coherent written argument that has a thesis supported by relevant historical evidence. Students will apply multiple historical thinking skills as they examine a particular historical problem or question. [C R6]

Change and Continuity Over Time (CCOT): Students identify and analyze patterns of continuity and change over time and across geographic regions. They will also connect these historical developments to specific circumstances of time and place, and to broader regional, national, or global processes. [C R10]

Comparative Essay: Students compare historical developments across or within societies in various chronological and/or geographical contexts. Students will also synthesize information by connecting insights from one historical context to another, including the present. [CR14]

Chronological Time Frame Boundaries of the Course:

The chronological time frame for the course will be from about 8000 BCE to the present and approximate periodization will be:

Foundations, c. 8000 BCE to 600 CE (about 5 weeks)

Period 1: Technological and Environ mental Transformations, to c. 600 BCE

• Key Concept 1.1: Big Geography and the 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

600­1450 (about 8 weeks)

Period 2: Organization and Reorganization of Human Societies, c. B C E 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 Trans-regional Networks of Communication and Exchange

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

• Key Concept 3.2: Continuity and Innovation in State Forms and Their Interactions

• Key Concept 3.3: Increased Economic Productive Capacity and Its Consequences

1450­1750 (about 5 weeks)

The Early Modern World, 1450­1750 will last approximately 6 weeks.

• 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

1750­1914 (about 6 weeks)

The Industrial Age, 1750­1914 will last approximately 4 weeks.

• Key Concept 5.1: Industrialization and Global Capitalism

• Key Concept 5.2: Imperialism and Nation­State Formation

• Key Concept 5.3: Nationalism, Revolution, and Reform

• Key Concept 5.4: Global Migration

1914­Present (about 8 weeks)

The Twentieth Century will last approximately 6 weeks.

• 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

Overview time for each time period is given in class. The course also attempts to provide balanced global coverage with Africa, the Americas, Asia and Europe.

Course Planner – Fall Semester

Period: Foundations c. 8000 BCE to 600 CE

Key Concepts: 1.1, 1.2, 1.3

Unit 1 The First Civilizations: The Peoples of Western Asia and Egypt Text: Duiker and Spielvogel, ch. 1

Day 1. Introduction of course, student expectations, textbooks, definitions of history, etc.

Day 2. Dating of time, themes, first humans, agricultural revolution, e mergence of civilization, evaluate historical perspectives. Film analysis: Guns, Germs, and Steel ,and Oceania and Australia migration.

Day 3. Civilization in Mesopotamia. Document analysis: The Code of Hammurabi; Gilgamesh.

Day 4. Egyptian Civilization: “The gift of the Nile”. Selected document or film analysis.

Day 5. New Centers of Civilization; Indo­Europeans; Phoenicians; Hebrews; Assyrians; Persians. Selected document/film analysis, process writing. Map.

Day 6. View examples of ancient monuments and ho w they were built. Film analysis: Pyramids; Stonehenge; Valley of the Kings. Process writing.

Day 7. Test Unit 1. Objective multiple choice, identify with significance, essay/DBQ question. Curve packet turned in.

Unit 2 Ancient India

Text: Duiker, ch. 2

Day 1. Emergence of Civilization in India; Harappa/Aryans; Hinduism. Text and document analysis. Map.

Day 2. Buddhism; Indian Culture: Literature; Architecture; Sculpture. Text and document analysis, discussion.

Day 3. Document/film analysis. Process writing: “Legacy: India”.

Unit 3 China in Antiquity

Text: Duiker, ch. 3

Day 1.Ancient China: Land, People; Dawn of Chinese Civilization: Shang Dynasty; Zhou Dynasty and Confucianism. Group work (comparison), discuss three schools: Confucianism, Legalism, Daoism. Report, comparison essay.

Day 2. Rise of Chinese Empire: The Qin and Han; Daily Life; Culture. Text and document analysis. Video: Imperial Tombs of China. Process writing. Map.

Day 3. Document/film analysis. Process writing: “Legacy: China” or “The First Emperor”. Compare/contrast.

Day 4. Document/film analysis. Process writing: Sun Tsu; The Art of War.

Day 5. Test U nit 2, 3. ch. 2, 3. Objective multiple choice, identify, essay/DBQ question. Curve packet turned in.

Unit 4 The Civilization of the Greeks

Text: Duiker, ch. 4

Day 1. Early Greece; Dark Age/Homer; Creek City­States: Sparta and Athens. Document analysis. Compare/contrast, geography. Map.

Day 2. Classical Greece: Persian Wars, Peloponnesian War; Greek Culture: History; Drama; Art; Philosophy; Religion. Studies in continuity and change, document analysis, and examine the discipline of Art and Archaeology and to give examples of power and authority in Greek art.

Day 3. Document /film analysis, point of view, process writing: Parthenon, or Athens.

Day 4. Evaluate major turning points in history. Life and impact of Alexander the Great. Document/film analysis, point of view, process writing.

Unit 5 The World of the Romans

Text: Duiker, ch. 5

Day 1. Analyze historical/geographical perspective: E mergence of Ro me; Ro man Republic; Roman Conquest of the Mediterranean; Decline/fall of the Roman Republic. Document analysis.

Day 2. Evaluate: Age of Augustus; Early Empire; Roman Culture/Society. Text/document analysis.

Day 3. Evaluate turning points in history, cause and effect. Transformation of the Ro man World: Development of Christianity; Decline/fall of the Roman Empire. Text/document analysis, point of view. Map.

Day 4, 5. Document/film analysis. Historical movie review (using comparison, summary, point of view, historical accuracy, etc.), 3 to 5 typed pages: Gladiator.

Day 6. Test U nit 4, 5. ch. 2,3. Objective multiple choice, identify with significance, essay/D B Q question. Curve packet turned in.

Unit 6 The New World – The Americas

Text: Duiker, ch. 6

Day 1. Link historical events region to region, analyze diverse historical perspectives: Pre­Columbian American; First Americans; Early Civilization in Central America. Document/film analysis: Maya

Day 2. First Civilizations in South America; Stateless Societies in the New World. Text/document analysis.

Day 3. Test ch. 6. Objective multiple choice, identify with significance, essay/DB Q question. Curve packet turned in.

Period: (600­1450)

Key Concepts: 2.1, 2.2, 2.3, 3.1, 3.2, 3.3

Unit 7 Islam and Byzantium

Text: Duiker, ch. 7

Day 1.Analyze diverse historical perspectives: The Rise of Islam; The Teachings of Muhammad; The Arab Empire and Its Successors. Text/document analysis, point of view. CD Rom: World Religions. Comparison. Map.

Day 2. Evaluate aspects of Islamic and Byzantine Civilization. Text/document analysis. C D Ro m: World Religions. Compare/contrast.

Day 3, 4. Document/film analysis, process writing: P BS Islam: Empire of Faith. Point of view, geography.

Day 5. Test U nit 7. Objective multiple choice, identify with significance, essay/DBQ question. Curve packet turned in.

Unit 8 Early Civilization in Africa

Text: Duiker, ch. 8

Day 1. Analyze historical, geographic perspective: Early Civilizations in Africa: The Land, E mergence of Civilization; The Coming of Islam. Students draw m ap of Africa. Map/document analysis

Day 2.Analyze historical perspective: States and Stateless Societies in Southern Africa; African Society; African Culture. Text/document analysis, point of view.

Day 3. Students will analyze and discuss the findings of leading anthropologists and linguists concerning the Bantu language, including how it spread. Point of view, geography, linguistics, and anthropology.

Day 4. Text Unit 8. Objective multiple choice, identify with significance, essay/DBQ question. Curve packet turned in.

Unit 9 The Expansion of Civilization in Southern Asia

Text: Duiker, ch. 9

Day 1. Evaluate connections, change and continuity. India: Fro m the Mauryas to the Mughals. Text/document analysis. Film analysis: Mughals. Process writing, point of view, geography. Map.

Day 2. Continuity and change, document/film analysis, process writing: Ancient City of Angkor Wat.

Unit 10 From the Tang to the Mongols: The Flowering of Traditional China

Text: Duiker, ch. 10

Day 1. Compare government, change and continuity: China After the Han; China Reunified: The Sui, The Tank, The Song. Text/document analysis. Film analysis: Rise of the Dragon. Other topics: The Silk Road.

Day 2. Connections, peoples, and environment: Explosion in Central Asia: The Mongol Empire. Text/document analysis. Film analysis: Mongols. Process writing. Map.

Day 3. Document analysis. Point of view. Marco Polo.

Day 4. Analyze connections, religion, culture: Rise/decline of Buddhism and Davism; Neo­ Confucianism; A pogee of Chinese Culture. Text/document analysis, compare and contrast, point of view. Film analysis, process writing: Genghis Khan.

Day 5. Text Unit 9, 10. Objective multiple choice, identify with significance, essay/DBQ question. Curve packet turned in.

Unit 11 Early Japan, Korea, Vietnam

Text: Duiker, ch. 11

Day 1. Evaluate historical, geographic perspective; Early History of Japan, Korea, Vietnam. Text/document analysis. Map.

Day 2. Compare/contrast: World Religion: Shinto. CD Rom: World Religion. Document/film analysis: Samurai.

Day 3. Formulate connections, document/film analysis, process writing: samurai.

Day 4. Test Unit 11. Objective multiple choice, identify with significance, essay/DBQ question. Curve packet turned in.

Unit 12 The Making of Europe

Text: Duiker, ch. 12

Day 1. Evaluate historical, geographic perspective: Transformation of the Roman World; World of Lords and Vassals; Growth of European Kingdoms. Text /document analysis. Film analysis: “Civilization: Skin of our Teeth”. Process writing. Map.

Day 2. Analyze connections, religion, culture: World of the Peasants; Trade/Cities; Christianity and Medieval Civilization; Cultural World of High Middle Ages (cause and effect, institutions). Text/document analysis. Film analysis: Cathedral. Process writing.

Day 3. Analyze interaction and historical perspective: The Crusades. Text/document analysis.

Day 4. Evaluate interaction: The Crusades. Film analysis: The Crusades. Process writing.

Day 5. Analyze historical perspective. Turning points: Key features of Black Death; Hundred Years’ War. Text/document/film analysis: Black Death; Joan of Arc, etc. Map.

Day 6. Analyze connections, culture: Decline of the Church; Characteristics of Italian Renaissance and Renaissance Society (arts, continuity, and change). Text/document analysis.

Day 7. Turning points in history, arts, continuity and change: Intellectual Renaissance in Italy; The Artistic Renaissance. Text/document analysis. Discuss: Does the label “Renaissance” apply to members of lower classes in medieval Europe? Are there other “Renaissances” in other parts of the world? Does this change our understanding?

Day 8. Document/film analysis, process writing: “Power of the Past: Florence”.

Day 9. Test Unit 13. Objective multiple choice, identify with significance, essay/D B Q question. Curve packet turned in.

Period: (1450­1750)

Key Concepts: 4.1, 4.2, 4.3

Unit 13 New Encounters: The Creation of a World Market

Text: Duiker, ch. 13

Day 1, 2. Evaluate interaction, connections, economics, contact: Key features, People, Events of Age of Exploration and Expansion. Text/document analysis. Map. Film/document analysis. Process writing: Columbus or 1421 and World Exploration including Oceania and Australia.

Day 3. Interaction, economics: African in Era of Transition (including Slave Trade); Southeast Asia in the Era of the Spice Trade. Text/document analysis. Film analysis: Africa; Amazing Grace, or Conquistadors.

Day 4. Test Unit 13. Objective multiple choice, identify with significance, essay/D B Q question. Curve packet turned in.

Unit 14 Religious Reform and State Building in Europe

Text: Duiker, ch. 15

Day 1. Cultural, religious, intellectual developments and interactions: Key Leaders; Events of the Protestant and Catholic reformation. Text/document analysis. Film analysis: Civilization of P BS Luther. Process writing. Map.

Day 2. Cultural, religious interaction: Wars of Religion; Philip II; Elizabeth I; Witchcraft Craze. Text/document analysis. Film analysis, process writing: “Witchcraft Craze”; “Elizabeth”.

Day 3. Changes in function and structures of states: Compare Absolutism of Louis XI V and Peter the Great. Text/document analysis. Film analysis, process writing: Peter the Great; Versailles.

Day 4. Changes in functions and structures of states: Development of limited constitutional monarchy in England. Text/document analysis. Film analysis, process writing: Cromwell or Battlefield Britain.

Day 5. Analyze connections, culture: 17th Century European Art and Literature. Text/document analysis. Film/document analysis: Shakespeare or Don Quixote. Process writing.

Day 6. Test Unit 14. Objective multiple choice, identify with significance, essay/D B Q question. Curve packet turned in.

Unit 15 The Muslim Empires

Text: Duiker, ch. 15

Day 1. Analyze changes in functions and structures of states, connections, culture: Historical features of the Otto man Empire. Text/document analysis. Film/document analysis: “Fall of Constantinople”. Process writing. Map.

Day 2. Document/film analysis, process writing: Suley man from Conquerors or Suley man the Magnificent.

Day 3. Analyze structure of states, connections, culture: Historical features of the Muslim Empires: The Safarids in Persia and the Mughals in India.

Day 4. Document/film analysis, process writing: “Warrior Empires: The Mughals”.

Day 5. Test Unit 15. Objective multiple choice, identify with significance, essay/DBQ question. Curve packet turned in.

Unit 16 The East Asian World

Text: Duiker, ch. 16

Day 1. Analyze change and continuity, interaction, structure of states, culture: China at It’s Apex: Fro m the Ming to the Qing; First Contacts with the West; Daily life; Culture. Text/document analysis. Map

Day 2. Impact of interaction, technology: Chinese Maritime Exploration in the 15th Century. Film/document analysis:“1421: The Year China Discovered America”. Process writing.

Day 3, 4. Analyze structures of states, connections, culture: Historical Development of Tokugawa Japan and Korea. Text/document analysis. Film/document analysis, process writing: “Japan: Memoirs of a Secret Empire.”

Day 5. Test U nit 16. Objective multiple choice, identify with significance, essay/DBQ question. Curve packet turned in.

Semester Synthesis

Day 1, 2. Semester synthesis. Students receive review packets for the First Semester Exam and analyze areas in which they need the most review. In­class essay prompts, document analysis and cross­period analysis using AP World History Course Description.

Day 3. Semester Exam. All students take the 90­minute First Semester Exam, which has 100 objective multiple choice questions, identify with significance, and essay/DBQ questions. Students study from their text, notes, curve packets and review packets.

Course Planner – Spring Semester

Period: (1450­1750) continued

Unit 17 The West on the Eve of a new World Order

Text: Duiker, ch. 17

Day 1. Impact of technology, cultural, intellectual developments: Evaluate key features/people of the Scientific Revolution (interrelationship: science, technology, society). Text/document analysis. Film/document analysis, process writing: “Galileo: Battle for the Heavens” or “Civilization: Light of Experience”.

Day 2. Intellectual developments and interactions: Life and influence of Isaac Newton. Film/document analysis, process writing: “Biography: Isaac Newton”.

Day 3. Intellectual developments and interactions: Major ideas of the Enlightenment; Major philosophies. Text/document analysis, discussion.

Day 4. Document/film analysis, process writing: Kenneth Clark’s “Civilization: The S mile of Reason”.

Day 5, 6. Intellectual developments: The Enlightenment Culture and Society; Religion and the Churches. Text/document analysis, discussion. Film/document analysis: “Civilization: The Pursuit of Happiness”. Process writing.

Period: (1750­1914)

ch. 17 continued

Key Concepts: 5.1, 5.2, 5.3, 5.4

Day 7. Impact of interactions, trade, econo mics, war: Econo mic changes and persistence of traditional social order: changing Patterns of War: Global; colonial empires and Revolution. Text/document analysis. Book: World That Trade Created (Coffee).

Day 8. Changes in structures of states, social structure: Toward a New Political Order: Enlightened Absolutism; Beginning of French Revolution; Radical Reign of Terror. Text/document analysis. Film/document analysis, process writing: French Revolution.

Day 9. Evaluate turning points: Life/times, rise and fall of Napoleon. Text/document analysis. Point of view.

Day 10. Film/document analysis, students write documentary film review: “PBS: Napoleon”.

Day 11. Test U nit 17. Objective multiple choice, identify with significance, essay/DBQ

question. Curve packet turned in.

Unit 18 The Beginnings of Modernization: Industrialization and Nationalism 1800­1870

Text: Duiker, ch. 18

Day 1, 2. Students will identify the various effects of modernization and industrialization between 1800 and 1870 in Great Britain and the Americas. Impact of technology, economics and demography: Issues of early industrialization. Text/document analysis, point of view. Map.

Day 3. Film/document analysis, process writing: Issues relating to the Industrial Revolution as portrayed in Kenneth Clark’s “Civilization: Heroic Materialism”.

Day 4. Changes in functions and structures of states and political identities: Reaction and Revolution: The growth of Nationalism (Latin America); Revolution of 1848: Unification

of Ger many and Italy. Text/document analysis. Film/document analysis: “Franco­Prussian War”. Process writing.

Day5. Cultural, intellectual developments: Romanticism and Realism in the Western World.

Text/document analysis. Film/document analysis, process writing: Romantics, or Wordsworth.

Day6. Cultural, intellectual developments: Life/Times; Influence of Charles dickens in 19th Century Industrial Britain. Film/document analysis, process writing: Biography: Charles Dickens, or PBS: Dickens.

Day 7. Test Unit 18 Objective multiple choice, identify with significance, essay/DBQ question. Curve packet turned in.

Unit 19 The Emergence of Mass Society in the Western World

Text: Duiker, ch. 19

Day 1. Impact of technology, economics, demography, systems of social structure: Growth of Industrial Prosperity; E mergence of M ass Society. Text/document analysis. Film/document analysis, process writing: “London Underground”, or “ We Built This City: London”.

Day 2. Day 1 continued plus film/document analysis, process writing: “Tower Bridge of London”.

Day 3. Structures of states, cultural and intellectual developments: The National State: Change and Tradition in Latin America (plus political change); Rise of The United States, Western Europe and Political Democracy; International Rivalry; Crisis in the Balkans. Text/document analysis. Map.

Day 4. Cultural, intellectual developments: To ward the Modern Consciousness: Intellectual and Cultural Developments: The New Physics; Freud; Darwin; Anti­Semitism; The Culture of Modernity (Art and Literature). Text/document analysis. Film/document analysis, process writing: Freud, or Darwin

Day 5. Test Unit 19. Objective multiple choice, identify with significance, essay/DBQ question. Curve packet turned in.

Unit 20 The High tide of Imperialism

Text: Duiker, ch. 20

Day 1. Impact of interaction among societies: The Spread of Colonial Rule: Asia; Africa. Text/document analysis. Map analysis.

Day 2. Day 1 continued plus film/document analysis, process writing, point of view: “Passage to India” (introduction).

Day 3. The Colonial System; The Emergence of Anti­Colonialism. Text/document analysis.

Day 4. Film/document analysis, process writing: Evaluate Imperialism in Africa as portrayed in “Biography: Stanley and Livingston”.

Day 5. Evaluate, analyze, discuss selected documents relating to Imperialism; students write point of view evaluation.

Day 6.Test Unit 20. Objective multiple choice, identify with significance, essay/DBQ question. Curve packet turned in.

Unit 21 Shadows Over the Pacific: East Asia Under Challenge

Text: Duiker, ch. 21

Day 1. Interaction among major societies: Issues relating to 19th Century China and Japan: The Decline of the Manchus; Chinese Society in Transition; A Rich Country and a Strong State: The Rise of Modern Japan. Text/document analysis. Map.

Days 2, 3, 4. Film analysis, students write historical movie review: “The Last Samurai”, or “Anna and the King”, or “The Man Who Would Be King”.

Day 5. Test Unit 21. Objective multiple choice, identify with significance, essay/DBQ question. Curve packet turned in.

Period: (1914­Present)

Key Concept: 6.1, 6.2, 6.3

Unit 22 The Beginning of the 20th Century Crisis: War and Revolution

Text: Duiker, ch. 22

Day 1. Interaction among societies, war, impact or technology: Evaluate the road to World War I; Outbreak of War: Summer of 1914; first year of the war. Bibliography of World War I including John Keegan, The Face of Battle. Text/document analysis. List causes of WWI and consequences.

Day 2, 3. Film/document analysis, process writing: “The Guns of August”, or “World War I: Death of Glory”.

Day 4. Analyze major events of the First World War, 1916­1917. Text/document analysis and create graphic organizer.

Day 5.Analyze: End of World War I; Russian Revolution; Peace. Text/document analysis.

Day 6. Evaluate Post­World War I world: Futile search for stability; Great Depression; Cultural and intellectual trends. Text/document analysis.

Day 7. Film/document analysis, process writing: Analyze major events/outcomes of World War I and portrayed in DVD: First World War. Discuss findings.

Day 8. Test U nit 22. Objective multiple choice, identify with significance, essay/DBQ question. Curve packet turned in.

Unit 23 Nationalism, Revolution, and Dictatorship: Africa, Asia and Latin America 1919­1939

Text: Duiker, ch. 23

Day 1. Changes in functions and structures of states, types of political organization: Evaluate rise of Nationalism in Asia and the Middle East: Gandhi and the Indian National Congress; Mustapha Kemal and the modernization of Turkey; Modernization in Iran; rise of Arab Nationalism and the problem of Palestine; Nationalism and Revolution in Asia and Africa. Text/document analysis. Map. Film/document analysis:” Passage to India” (introduction), or “Gandhi” (introduction).

Day 2.Analyze revolution in China (1911­1939); Japan between the wars. Text/document analysis.

Day 3. Analyze nationalism and dictatorship in Latin America; Latin American culture. Text/document analysis. Art analysis: murals of Diego Rivera.

Day 4. Test Unit 23. Objective multiple choice, identify with significance, essay/D B Q question. Curve packet turned in.

Unit 24 The Crisis Deepens: World War II

Text: Duiker, ch. 24

Day 1. Interaction among societies, war, technology, weaponry, structures of states, etc.: Evaluate retreat from Democracy: Dictatorial regimes (Mussolini, Hitler, Stalin). Text/document analysis. Film/document analysis: Biography: Mussolini, Hitler, or Stalin. Process writing and comparison. Map.

Day 2,3. Evaluate the course of World War II: 1939­1945 overview, major events, battles, outcomes. Text/document analysis. Film/document analysis, process writing: “The World at War”, or “Victory at Sea”, selected episodes. Discuss war in Pacific including Oceania and Australia theaters.

Day 4. Assess life/times, impact of German General Erwin Rommel. Film/document analysis, process writing: “Rommel”.

Day 5. Evaluate/analyze conclusion/impact of World War II and emergence of

the Cold War. Text/document analysis. Map.

Day 6. Test Unit 24. Objective multiple choice, identify with significance, essay/DBQ question. Curve packet turned in.

Unit 25 In the Grip of the Cold War: Breakdown of the Yalta System

Text: Duiker, ch. 25

Day 1. Interaction among societies, political organization, and East/West rivalry: Assess the beginning of the Cold War and collapse of the Grand Alliance. Text/document analysis. Film/document analysis, process writing: “Cold War” series.

Day 2. Evaluate aspects of the Cold War in Asia: Chinese Civil War; Korean War; Conflict in Indochina. Text/document analysis. Film/document analysis, process writing: DVD “China in Revolution”. Maps.

Day 3. Assess aspects of the Cold War: Fro m Confrontation to Coexistence: Khruschev; Cuban Missile Crisis; Vietnam War; “Equivalence”. Text/document analysis. Map. Film/document analysis, process writing: “Dear America: Letters H o me from Vietnam”.

Day 4. Test Unit 25. Objective multiple choice, identify with significance, essay/D B Q question. Curve packet turned in.

Unit 26 Brave New World: Communism

Text: Duiker, ch. 26

Day 1. Changes in functions and structures of states: analyze key people, events of post­war Soviet Union. Text/document analysis. Map. Film/document analysis, process writing: “Face of Russia”, or “Cold War”.

Day 2. Evaluate: Ferment in East Europe; Culture/society in the Soviet Bloc; Disintegration of the Soviet Union. Text/document analysis. Map. Film/document analysis, process writing: “Fall of Communism”, or “Paul McCartney in Red Square”.

Day 3. Relationship of change and continuity; structures of states: Analyze issues relating to China under Communism. Text/document analysis. Maps. Film/document analysis, process writing: “China in Revolution”.

Day 4. Evaluate contemporary issues relating to China. Film/document analysis, process writing: “The Genius That Was China”, or “Discovery Atlas: China”.

Day 5. Test U nit 26 Objective multiple choice, identify with significance, essay/DBQ question. Curve packet turned in.

Unit 27 Europe and the Western Hemisphere since 1945

Text: Duiker, ch. 27

Day 1. Impact of technology, economics, demography; changes in functions and structures of states; cultural/political developments: Evaluate: 1) Western Europe Recovery and Renewal; The Triumph of Democracy; The Move Toward Unity. 2) The E mergence of the World’s Superpower: The United States. American Politics and Society Through the Vietnam Era; The Shift Rightward: The American Domestic Scene (1973 to the present). Text/document analysis. Map.

Day 2. Evaluate post­war world: The Development of Canada; Democracy, Dictatorship, and Development in Latin American since 1945. Text/document analysis. Map.

Day 3. Impact of interaction/war: Evaluate aspects of the Vietnam War. Film/document analysis, process writing: “The Fog of War”, excerpts.

Day 4. Social structure, gender structure, cultural, religious and intellectual developments: Assess contemporary Western society and culture. Text/document analysis.

Day 5. Test Unit 27. Objective multiple choice, identify with significance, essay/D B Q question.

Unit 28 Challenges of Nation­Building in Africa and the Middle East

Text: Duiker, ch. 28

Day 1. Changes in functions and structures of states, continuity and change, social and gender structure: Nation­Building in Africa: Uhuru: The Struggle for Independence; The Colonial Legacy: Rise of Nationalism; The Era of Independence: Continuity and Change in

modern African Societies. Text/document analysis. Map. Film/document analysis, process writing: Basil Davidson “Africa” series.

Day 2. Nation­Building in the Middle East: The Question of Palestine; Nasser and Pan­Arabism; The Arab­Israeli Dispute; Revolution in Iran; Conflict in Iraq. Text/document analysis. Map.

Day 3. Politics in the Contemporary Middle East: The Economics of Oil; The Islamic Revival; The Role of W o men; Contemporary Literature and Art in the Middle East. Text/document analysis. Map. Film/document analysis, process writing: “Saudi Arabia”.

Day 4. Film/document analysis, process writing: PBS “America at a Crossroad”, selected title.

Unit 29 Toward the Pacific Century

Text: Duiker, ch. 29

Day 1. Changes in functions and structures of states, continuity and change, social structure: Evaluate nation building in South and Southeast Asia. Independent India and Pakistan; Problems of Poverty and Pluralism; Indian Art and Literature; Gandhi’s Vision; Dismantling of Colonialism; Era of Independent States: Southeast Asia. Text/document analysis. Map.

Day 2. World population trends. Film/document analysis, process writing: “World in the Balance”.

Day 3. Impact of interaction, technology, economics, changes in structures of states, cultural and social changes: Analyze post­war Japan; The Japanese Miracle: The Transformation of Society in Modern Japan. Text/document analysis. Map.

Day 4. South Korea: A Peninsula Divided; Taiwan: The Other China; Singapore and Hong Kong: The Littlest Tigers; On the Margins of Asia: Postwar Australia and New Zealand. Text/document analysis. Map.

Day 5. Film/document analysis, process writing: “Hong Kong Airport”.

Day 6. Test Units 28, 29. Objective multiple choice, identify with significance, essay/DBQ question.

Unit 30 Course Syntheses and Review for the AP World History Exam

This course schedule allows approximately two weeks of unscheduled days before the AP Exam for review purposes. Students will complete an extensive review packet for the most part outside of class. So me class time will be spent to check their progress and answer questions. Other class time is devoted to reviewing concepts and brainstorming responses to free­response questions. Students are encouraged to identify concepts and material they do not understand. Time is spent on text review. Still other time is devoted to additional D B Q question practice. Instructor time is spent on working with small groups of students on these topics or other areas of concern. A practice exam is provided.

Teaching Strategies

This course tends to be a large lecture course and the teaching strategies used are designed to give students opportunities to “think and share” in class as well as to write mini­essays and observations/reactions to statements and documents. This tends to break the monotony of lecture in each class. Summer reading assignments are given. Students are also exposed to World Geography and Historical World History maps. Students’ work also includes selected student created graphic organizers and process writing assignments for each period studied.

Students are given a World History Student Toolkit which is a collection of study guides and exam preparation materials they will use throughout the course. The Toolkit contains:

• Essay organization diagram for free­response question.

• Essay tasks for AP Exam free­response questions.

• List of directive terms used in free­response questions (from the A P W orld History Course Description).

• Reminders for answering times essay questions.

• Essay frame.

• Generic free­response scoring guidelines.

• Generic core­structure scoring guidelines.

• Guidelines for responding to a DBQ.

• “Student Instructions for the DBQ”.

• Test packet for a DBQ.

• Generic DBQ scoring guidelines.

The AP themes and habits of mind are emphasized throughout the course.

Student Evaluation

For most units, students are given process writing/document analysis assignments to be completed in class. This counts as a daily grade and gives students analytical writing opportunities.

Tests are given for each unit. Text formats are objective multiple choice, identify with significance, and essay/DBQ. The essay/DBQ part of the test is designed to help students be prepared for this type question on the AP World History Exam. Change over time/comparison, etc. questions are also given.

Curve packets are accepted before students begin to take a test. Unit tests are designed to be as rigorous as the AP World History Exam and most students tend to score no more than 70 to 80 percent correct. Most tests have curves which the student can earn by turning in curve packets. Curve packets are completed on index cards which contain students’ hand written responses to unit terms and/or outlines, questions about reading, documents, maps, charts and other items. Analyses of primary source materials, charts and maps are usually part of the curve packet. Curve points range from 5 to 10 points.

Students are encouraged to use the AP PARTS process for primary sources:

• Author. Who created the source? W hat is that person’s point of view?

• Place and Time. W here and w hen was the source produced?

• Prior Knowledge. W hat do you already know that would further your understanding of the source?

• Audience. For w ho m was the source created? Does this affect the reliability of the source?

• Reason. Why was the source produced at the time it was produced?

• The Main Idea. What is the source trying to convey?

• Significance. Why is the source important?

The first semester exam is a requirement of the A P World History Course and students may not be exempted from it. It is comprehensive for all material covered during the first semester.

A second semester exam is given at the end of the second semester and is comprehensive for all material covered during the second semester. Students m ay earn exemption from this exam provided they maintain an 80 percent average for each 9­week grading period in the spring semester.

The AP World History Exam is comprehensive, covering material from the entire school year. Students who are enrolled in the AP World History Course are expected to take the AP World History Exam in May. Class time is allotted for review purposes, and many students participate in informal study group review sessions and take a practice test.

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