AP World History Syllabus



AP World History Syllabus

At

Santa Teresa High School

2016-2017

[pic]

Course Description

This course provides an overview of human history from the pre-historic humans to present times, with emphasis on the study of significant people, events and issues. Students will trace the development of Western civilization as well as other civilizations around the world. Students will view and interpret history from various perspectives, including historical, geographic, political, religious, economic, and cultural. This course is for diligent, academically motivated students who will be receiving much content thru lecture notes as well as there being extensive reading assignments, especially of primary sources, that will require students to analyze global conflicts, regional patterns, and the whole process of change and continuity in history. As mentioned above, this course imposes heavy reading as well as various writing exercises. Students will improve their skills to be successful in the AP exam as well as in other higher level classes.

Course Text and other Reading:

Main Text: Bentley and Ziegler, 2011. Traditions and Encounters, 5th ed. United States: McGraw-Hill.

Primary Sources

• Students will read and analyze selected primary sources (document, images, and maps) in

▪ Stearns, P., Adas, M., Schwartz, S., Gilbert, M. 2007. World Civilizations: The Global Experience (5th Ed.) Pearson Education, Inc.

▪ Strayer, R. 2011. Ways of the World: A Brief Global History with Sources, Bedford/St. Martin’s.

• Students will analyze quantitative sources through study and interpretation of graphs, charts and tables from Document Based Questions released by the College Board.

Three-Ring Binder with 6 Dividers according to APWH Periodization:

Periodization Chart

Themes and AP World History:

Students in this course must learn to view history thematically. The AP World History course is organized around five overarching themes that serve as unifying threads throughout the course, helping students to relate what is particular about each time period or society to a “big picture” of history. The themes also provide a way to organize comparisons and analyze change and continuity over time. Consequently, virtually all study of history in this class will be tied back to these themes utilizing a “SPICE” acronym:

Social—Development and transformation of social structures

• Gender roles and relations

• Family and kinship

• Racial and ethnic constructions

• Social and economic classes

Political—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

Interaction between humans and the environment

• Demography and disease

• Migration

• Patterns of settlement

• Technology

Cultural—Development and interaction of cultures

• Religions

• Belief systems, philosophies, and ideologies

• Science and technology

• The arts and architecture

Economic—Creation, expansion, and interaction of economic systems

• Agricultural and pastoral production

• Trade and commerce

• Labor systems

• Industrialization

• Capitalism and socialism

Course Schedule

Unit 1: Technological and Environmental Transformations: to 600 B.C.E. (2 weeks)

1. Place and Time

• Understanding the effects of geography and climate on how societies developed and migrated.

• The nature and cause of changes

• Societies vs. Civilization: What are the criteria?

• Invention vs. Diffusion

2. Development of Agriculture and Technology

• Characteristics of early societies (pastoral nomads, hunter-gatherers)

• Neolithic Transition (Agriculture)

• Effects of Agriculture on the Environment

• Metallurgy

3. Basic Features of Early Civilizations

• Political and Social Structures of early civilizations (Mesopotamia, China, Indus Valley, Mesoamerica, and South America)

Examples of Activities for Unit 1 (not limited to these)

• Weekly Cornell Note Taking

• Weekly Testing Using Bentley Test Bank

• Discussion – Importance of Neolithic Transition

• Interactive Map Quiz – Mesopotamia in Maps

• Pharaoh Decision Making – critical thinking activity

• Chinese Inventions – complete chart and answer questions

• Completion of World Religion Chart

• Discussion: Code of Hammurabi

• Document-Based Question: Patriarchy in the Pre-Classical World

Unit 2: Organization and Reorganization of Human Societies: 600 B.C.E to 600C.E. (2 weeks)

1. Classical Civilizations

• Developments and Characteristics of China, India, and the Mediterranean.

• Social and gender structures

• Trading patterns and Cultural Diffusion between empires

• Developments in the Arts, Sciences, and Technology

2. Major Belief Systems

• Basic features and concepts of major religions prior to 600 C.E.

• Locations and spread of each belief system prior to 600 C.E. (Hinduism, Judaism, Confucianism, Daoism, Buddhism, Christianity)

3. Late Classical Period (200 C.E. to 600 C.E.)

• Collapse of Empires (Han, Western Roman, Gupta)

• Movements of Peoples (Bantus, Huns, Germans, Polynesians)

• Interregional Networks: Cultural Diffusion

Major Assignments and Activities for Unit 2 (not limited to these)

• Weekly Cornell Notes

• Weekly Testing using Bentley Test Bank

• Han China Problem Solving – critical thinking activity

• Comparative Chinese Philosophies Graphic Organizer – Confucianism, Daoism, Legalism

• Classical Greek Aristocratic Decision Making – critical thinking activity

• Gracchus Brothers Proposals to Roman Senate Simulation

• Roman Empire Building – critical thinking activity

• Comparative Essay – Fall of Roman Empire and Han China

• Discussion: Rise and Fall of Gupta Empire

• Human Movements Map and Graphic Organizer – Germans, Bantus, Huns, Polynesians

• Silk Roads Map and Creative Writing Activity – Spread of Buddhism on Silk Roads

Unit 3: Regional and Transregional Interactions: 600 C.E. to 1450 (3 weeks)

1. The Islamic World

• The rise and role of Dar-al-Islam in Eurasia and Africa

• Conquest vs. Conversion

• Islamic political structures

• Developments in the Arts, Sciences, and Technology

2. Interregional Networks and Contacts

• Developments and shifts in trade (Silk Routes, Indian Ocean Trade Network, Trans-Saharan)

• Spread of Major Religions

• Syncretism of Major Religions

• Impact of the Mongols

• Trade in societies of Oceania (Fiji, Samoa, Tonga, etc.)

3. The Expansion of China

• Tang, Song, and Ming contributions

• Chinese spread and influence

• Chinese advancements in Science and Technology

4. European Developments

• Feudalism

• Importance of the Catholic Church

• The Division of Christendom

5. Developments in the Amerindian world

• Social, Cultural, Economic, and Political Patterns in relation to the Maya, Aztec, and Inca

6. Demographic and Environmental Changes

• Causes and Effects of the Nomadic Migrations on Afro-Eurasia

• Extent and Influence of Bantu migrations on sub-Saharan Africa

• Consequences of plague in Asia and Europe in the 14th century

• Growth and Role of cities

Examples of Activities for Unit 3 (not limited to these)

• Weekly Cornell Notes

• Document Based Question: Cross-Cultural Exchange During the Crusades

• Comparative Essay – Code of Hammurabi, Mosaic Law, and Justinian Law

• Discussion: Mongol Rule Over China

• Kublai Khan Decisions – critical thinking activity

• Map Assignment on Indian Ocean Trade Network

• Graphic Organizer – Travels of Marco Polo and Ibn Battuta

• King John and English Barons Simulation – signing of Magna Carta

Unit 4: Global Interactions: 1450-1750 (3 weeks)

1. Columbian Exchange: Trade, Technology, and Interaction

2. Major Empires and Social Systems

• Ottoman, China, Portugal, Spain, Russia, France, England, Tokugawa, and Mughal

• African Empires: Congo, Benin, Songhay

3. Slave Systems and Atlantic Slave Trade

4. Demographic and Environmental Changes

• Spread of Disease

• Introduction of New World crops and animals

• Population Growth

5. Cultural and Intellectual Developments

• Scientific Revolution and Enlightenment

• Comparative global causes and effects of cultural change

• Changes and continuities in Confucianism

• Artistic Innovations and diffusion of artistic concepts

Examples of Activities for Unit 4 (not limited to these)

• Weekly Cornell Notes

• Weekly Testing using Bentley Test Bank

• Continuity and Change Over Time Essay – Long-term results of European contact in Africa

• Incas – Establishing a Totalitarian State (interactive critical thinking activity)

• Columbian Exchange Data Analysis

• Selected Readings from Locke/Voltaire

• English Imperial Decisions (critical thinking activity)

• Tokugawa Japan – sword vs. muskets? (interactive critical thinking activity)

• Document Based Question: Chinese and European Explorations (African, Asia, Europe, Oceania)

Unit 5: Industrialization and Global Integration: 1750 to 1900 (4 weeks)

1. Changes in Global Commerce

• Changes in world trade patterns

• Causes and Effects of the Industrial Revolution

2. Demographic and Environmental Change

• Population migrations

• End of the Atlantic slave trade

• Population growth and decreased mortality rates

3. Causes and Effects of Industrial Revolution

4. Comparative Revolutions and Independence Movements

• American, French, Haitian, Latin American

• Rise of Nationalism

• Democratic Developments: Success or Failure?

5. Imperialism and it’s Long Term Effects

• Africa, India, the Pacific

• The Monroe Doctrine and Latin America

Examples of Activities for Unit 5 (not limited to these)

• Weekly Cornell Notes

• Weekly Testing using Bentley Test Bank

• Graphic Organizer/Analysis: Causes and Consequences of Industrialization in Great Britain

• Comparative Essay on Revolutions

• Continuity and Change Over Time Essay: Development of Democracy

• Imperialism Maps and Documents – Africa, Asia, Oceania (interactive critical thinking activity)

• Discussion: The White Man’s Burden

• Document Based Question: Slavery on Three Continents (Africa, Europe, and the Americas)

Unit 6: Accelerating Global Change and Realignments: 1900 to Present (4 weeks)

1. Wars and Diplomacy

• World Wars, Holocaust, Cold War

• International Organizations, i.e. United Nations

2. Nationalism

• Fascism, Racism, Genocide

• Rise and Fall of Communism (USSR)

3. Causes and Effects of Global Economic Problems

• Great Depression, etc.

4. Social Reform and revolution

• Changing Gender Roles

• Feminism

• Religious Fundamentalism

5. Globalization of Science, Technology, and Culture

6. Demographic and Environmental Changes

• Explosive Population Growth

• Deforestation

• Environmental Movements, i.e. Greenpeace

Examples of Activities for Unit 5 (not limited to these)

• Weekly Cornell Notes

• Weekly Testing using Bentley Test Bank

• Treaty of Paris Simulation

• Decolonization (interactive critical thinking activity)

• Comparative Essay on Chinese/Russian Communism

• Mao Zedong decision making (interactive critical thinking activity)

• Continuity and Change Over Time Essay: Women and Gender Status in World History

• Truman Doctrine to Devolution of the USSR (1947-1991) decision making (interactive critical thinking activity)

Essay Writing

Throughout the course students will be required to write essays in class demonstrating their mastery of content as well as their ability to develop coherent written arguments that have a thesis supported by relevant historical evidence. During first semester the focus will be on the development of essay writing skills via time spent on essay writing workshops utilizing the following format in essay development:

Introductory Paragraph—3 to 4 sentences, ending with thesis statement

Thesis Statement-what does it need to include?

• Time period

• Region (s)

• The answer to the prompt

Organization of Body Paragraphs—

Topic Sentence—this can be general since the thesis contains specificity

General Assertion—identifies one aspect of thesis, i.e. a change, a difference, etc.

Support/evidence/examples—Be specific

Analysis-explain cause and / or effect

General Assertion—identifies one aspect of thesis, i.e. a change, a difference, etc

Support/evidence/examples—Be specific

Analysis-explain cause and / or effect

Repeat format as necessary

Concluding Sentence

Concluding Paragraph

3-4 sentences

Start by restating (rephrased) thesis in its entirety

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download