AP World History



AP WORLD HISTORY SYLLABUS Course Title: AP World History Credits: 1.0Introduction: AP World History is an introductory college level A/B day course. The purpose of the AP World History, which follows the College Board’s AP World History course description, is to develop greater understanding of the evolution of global processes and contacts in different types of human societies. This understanding is advanced through a combination of selective factual knowledge and appropriate analytical skills. It is a content heavy course that places the onus of learning on the student. Course Overview:The course highlights the nature of changes in global frameworks and their causes and consequences, as well as comparisons among major societies. It emphasizes relevant factual knowledge, leading interpretive issues, and skills in analyzing types of historical evidence. Periodization, explicitly discussed, forms an organizing principle to address change and continuity throughout the course. Specific themes provide further organization to the course, along with consistent attention to contacts among societies that form the core of world history as a field of study. Change and continuity are addressed throughout the course across each unit. Advanced Placement World History is a course that is designed to provide the opportunity to challenge students who want to explore a world that is complex and interconnected. This class offers the chance to receive college credit through a meticulous process of “doing history.” Students will have to approach history in a new and exciting way that helps them understand not only what, whom, and when in history, but how and why. The general guideline of the course will follow the AP World History Course Description found at , and will include the five AP World History Course Themes, as well as the four Historical Thinking Skills, throughout the course. Specifically students will look at the processes of history that show changes in human development and culture over time, including religion, technology, development of and changes in societies, technology, politics, trade, and the role of women. Students will also compare societies and cultures to explore similarities and differences due to interaction across time and distance. Finally, students will improve analytical, reading, and writing skills by reviewing primary source documents to understand key concepts of historical research. Students will engage in dozens of analytical writing assignments not limited to DBQ essays, continuity and change essays, and comparison essays. Students will also be required to engage in other writing and speaking formats as part of the development of historical argumentation skills. ResourcesBulliet, Crossley, Headrick, Hirsch, Johnson, and Northrup. The Earth and Its Peoples: A Global History. 4th Edition. Wadsworth, Cengage Learning, 2008. Classroom setBentley, Herry and Herbert Ziegler. Traditions and Encounters: A Global Perspective on the Past, 4th ed. New York: McGraw-Hill. 2008. (Classroom set) Andrea, Alfred and James Overfield. The Human Record: Sources of Global History. Volumes I and II. Boston: Houghton-Mifflin, 2001. Primary Source ReaderNoonan, Theresa. Document-Based Assessment Activities for Global History Classes. Portland, Maine: J. Weston Walch Publisher. 1999.Reilly, Kevin. Worlds of History, a Comparative Reader. 3rd ed., Bedford/St. Martin's. 2009.Other materials are and will be used. Primary source documents, DBQ practice guides, and works of art are provided throughout the course but change year to yearGrading Policy: Per CMS Board PolicyFormal Assessments(70%) Tests, Formal Writing Assignments * Informal Assessments (30%)Quizzes, Classwork, Homework, etc… LATE WORK IS ACCEPTED FOR A MAXIMUM OF 30% CREDIT *** Due to the AP nature of this course there will be less grades than most students and parents are used to***Grading Scale:A :90-100B: 80-89C: 70-79D:60-69F: 59 and belowAP Test Information: Test date is THURSDAY MAY 17, 2018New Test Format: Section I (2 Parts)55 Multiple Choice/55 minutes (40% of exam grade) 3 Short Answer/40 minutes (20%) Section II (2 Parts) DBQ/60 minutes (25%) Long Essay (of 3 choices)/40 minutes (15% Signature: ______________________________Parent Signature: _________________________ Date: ________ The Five Themes of AP World History Theme 1 – Interaction between humans and the environmentTheme 2 – Development and Interaction of CulturesTheme 3 – State-building, expansion and conflictTheme 4 – Creation, expansion and interactions of Economic SystemsTheme 5 – Development and transformation of social structuresHistorical Thinking Skills Developed and Assessed in this Course:Crafting Historical Arguments from Historical EvidenceHistorical ArgumentationAppropriate Use of Historical EvidenceChronological ReasoningHistorical CausationPatterns of Continuity and Change Over TimePeriodizationComparison and ContextualizationHistorical Interpretation and SynthesisCourse Schedule (subject to change)Period I – Technological and Environmental Transformations to 600 B.C.E.5% (2 weeks)Key Concept 1.1.Big Geography and the Peopling of the EarthKey Concept 1.2. The Neolithic Revolution and Early Agricultural SocietiesKey Concept 1.3. The Development and Interactions of Early Agricultural, Pastoral andUrban SocietiesSourcesBentley & Ziegler, Excerpts from Ch. 1-6Guns, Germs and Steel, Episode 1: “Out of Eden”Hammurabi’s CodeEpic of GilgameshSelected Activities/AssessmentsAnalyze Jared Diamond’s argument in Guns, Germs and Steel and compare the development of agricultural societies in Eurasia, the Americas, and Oceania.Analyze maps of early human migrations and of the early core and foundational civilizations.THEME 3 EXPLORATION: Case Study of the early states of Mesopotamia. Students will analyze each of the following: geography, state-building, weaponry, transportation, architecture and urban planning, arts and artisanship, cuneiform, laws, religious beliefs, local and regional trade networks, gender and social hierarchy, and literature. Includes analysis of Hammurabi’s Code and the Epic of Gilgamesh as primary sourcesPeriod II – Organization and reorganization of Human Societies, 600 B.C.E to 600 C.E.15% (6 weeks)20%Key Concept 2.1.The Development and Codification of Religious and Cultural TraditionsKey Concept 2.2. The Development of States and EmpiresKey Concept 2.3. Emergence of Transregional Networks of Communication and ExchangeSourcesBentley & Ziegler, Excerpts from Ch. 7-12Images of sculptures of Buddha from GandharaDiamond, Jared. Collapse. (Excerpts)Rig VedaRamayanaImages of classical architectureSelected Activities/AssessmentsAnalyze and compare classical religions in a roleplaying “talk show” activity, emulating religious figures and worshippers, including Moses, a Hindu god, the Buddha, Confucius, Lao Tsu, and Jesus Christ, Socrates/ Aristotle, Zoroastrian, an ancestor venerator and an animist, and discussing events in the codification and/or development of these religions, and various issues such as core beliefs, positions on political and military conflict, position on suffering and the afterlife, gender roles, and cultural traditions.Analyze and compare secondary sources from a variety of classical cultures, including Greek plays, Indian epics, art and architecture from Greece, Rome, India, China, and Mesoamerica, emphasizing cultural diffusion including Greek sculpture on India and Daoist influence on Chinese poetry.THEME 3 EXPLORATION: Analyze a map of the major classical states and empires, leading to a comparison of the Achaemenid Empire, Qin and Han Empires, Maurya and Gupta Empires, Greek city-states, Roman Empire, Teotihuacan and Mayan city states, and Moche in terms of political structures, military techniques, economic networks, social and gender structures, agricultural infrastructures. Essay: Analyze similarities and differences in techniques of imperial administration and techniques of military projection in two of the following empires: Han China, Imperial Rome, and Maurya/Gupta plete ESPRIT chart on the Roman Empire (including Constantinople). This chart requires the students to analyze of the Economic, Social, Political, Religious, Intellectual and Technical characteristics of the Roman Empire.Interpretation of diverse historical perspectives: Read, compare, and evaluate Jared Diamond’s thesis in Collapse with Arnold Toynbee’s thesis in A Study of History over factors are primary factors in the collapse of societies, and application of those theories to the cases of the Roman Empire, Han Empire, Persian Empires, Mauryan Empire, and Gupta Empires.Essay: Analyze continuities and changes in the cultural and political life of one of the following societies: Chinese, Roman, or Indian.Read and discuss the development and importance of new transportation technologies and economic incentives for long-distance trade.THEME 1 EXPLORATION: Mapping activity of the classical trade routes, including Eurasian Silk Roads, Trans-Saharan caravans, Indian Ocean sea trade, and Mediterranean Sea trade. Maps will include migration, exchange of technology, religious and cultural beliefs, food crops, domesticated animals, and disease pathogens.Document Based Question Essay: Analyze the responses to the spread of Buddhism in China. Using available sources, students will identify intended audience, author’s point of view, type of source, and argument/tone.Period III: Regional and Transregional Interactions, c. 600 C.E. to 145020% (7 weeks)Key Concept 3.1. Expansion and Intensification of Communication and Exchange NetworksKey Concept 3.2. Continuity and Innovation of State Forms and Their InteractionsKey Concept 3.3. Increased Economic Productive Capacity and Its Consequences SourcesBentley & Ziegler chapters 13 -22Stearns, Peter: “Comparing Feudalisms”Aslan, Reza No God But God ( Selected Excerpts) The SundiataVideo: “Mongols; Storm From the East”Video: “The Day The Universe Changed: Printing Transforms Knowledge”Guzman, Gregory, “Were the Barbarians a Negative or Positive Factor in Ancient and Medieval History?Reilly, Kevin. Worlds of History, a Comparative Reader. 3rd ed., Bedford/St. Martin's. 2009.Maps (in text)Images of mosque architecture in Cordoba, and Timbuktu.Selected Activities/AssessmentsSimulation: Silk Roads Game II In this activity students explore the advantages and difficulties of long distance trade as well as the emergence of large trade cities such as Samarkand.Students will identify key luxury goods traded along the Silk Roads as well as innovations such as caravan organization, minting of coins, bills of exchange and the use of horses.Mapping Activity: Students will map Mediterranean Sea, Trans Saharan Africa, Indian Ocean, Mesoamerican and Andean trade routes.2009 CCOT Essay: Analyze continuities and changes in patterns of interactions along the Silk Roads from 200 B.C.E. to 1450 C.E. Connect these changes and continuities to global context, e.g., rise of Islam, improved maritime technologies, rise of new empires.2008 CCOT Essay: Analyze the changes and continuities in Indian Ocean region from 650 C.E to 1750 C.E.2011 C&C Essay: Analyze similarities and differences in the rise of two of the following empires:A West African Sudanic empire (Mali or Ghana or Songhay)The Aztec EmpireThe Mongol EmpireTHEME 1 EXPLORATION: Venn Diagram Activity: Compare and contrast the migrations and environmental impacts of Bantu speaking peoples and Polynesian peoples, including the diffusion of language.Class Discussion: Muslims throughout the Old World: The significance of the travels of Ibn Battuta and Zheng He.Class Discussion: Impacts of technological innovations in age of regional and transregional interactions such as the printing press and military technology which aid in the spread of ideas, beliefs and the expansion of empires.SPRITE analysis charts on Ming China and the Byzantine EmpireThis chart requires the students to analyze of the Economic, Social, Political, Religious, Intellectual and Technical characteristics of Ming China and the Byzantine Empire.Analyze the causes and effects of Islamic expansion in various world regions.Considering the evidence: The Black Death and Religion from Western Europe (images and selected readings from Strayer)Class Discussion: Belief Systems and the State: Chinese Empires and the Byzantine EmpireRead and analyze excerpts from Peter Stearns comparing European and Japanese Feudal systems.Venn Diagram: Forms of Islamic rule in the Delhi Sultanates and the Swahili OT Chart: Persian foundations in new Islamic Empires.Lecture: Emerging state systems in Mesoamerica and South America.Mapping Activity: Utilizing the same map…Students will note the diffusion of technological innovations and cultural transfers from 600 C.E to 1450 C.EStudents will note the spread of disease pathogens including the Black PlagueStudents will note the various Germanic, Mongol and Islamic invasions leading to the decline of urban areas and agricultural productivity in different regions of the world.COT Analysis: Impacts of agricultural and climate change form 600 C.E. to 1450 C.E.Cause and Effect Chart: Urbanization in different regions of the world. (Includes analysis of the Hanseatic League)Jigsaw Activity: Forms of labor organizationWorking in groups students will describe, analyze and evaluate the impacts one of the following forms of labor organization…Free peasant agricultureNomadic pastoralismCraft production and guild organizationVarious forms of coerced and unfree labor (e.g. serfdom, Mita)Government imposed labor taxesMilitary obligationsConfucian Scavenger Hunt (Textbook): Continuities and Changes over Time in Confucian Views on Gender and the Family.Lecture: Chinese Peasant RevoltPeriodization discussion: What separates the era of Regional and Transregional Interactions (600 C.E.-1450C.E. from earlier and later eras of study?Period IV: Global Interactions 1450 to 175020% (7 weeks)Key Concept 4.1. Globalizing Networks of Communication and ExchangeKey Concept 4.2. New Forms of Social Organization and Modes of ProductionKey Concept 4.3. State Consolidation and Imperial Expansion SourcesTextbook Chapters 23-28Nzinga Mbemba from Basil Davidson, trans.Guns, Germs, and Steel, Part Two: Conquest (DVD)Christopher Columbus from Journal of the First Voyage to America Christopher Columbus Native American Account of Cortés’s Conquest from Miguel Leon-Portilla in The Broken Spears: The Aztec Account of the Conquest of MexicoAmerigo Vespucci from The Letters of Amerigo Vespucci trans. by Clements R. Markham Martin Strayer textbookLuther’s 95 ThesesJohn Locke: Two Treatises on GovernmentMontesquieu: On the Spirit on LawsHobbes: LeviathanRousseau: Social ContractMcNeill: Of Rats and MenEmpires of Faith (DVD)Selected Activities/AssessmentsCCOT Essay: Students will write an essay that addresses the changes and continuities of new global trade networks in the regions of Indian Ocean, Mediterranean, Sahara, and overland Eurasia. Map Activity: Class will discuss the new technological developments in cartography and navigation and map the earth and diffusion of technologies around the world.Jigsaw Activity: Students will research and present information to the class pertaining to the new transoceanic maritime reconnaissance of their assigned region. Regions will include China, Portugal, Spain, Vikings, Oceania/Polynesia and English.THEME 4 EXPLORATION: Class discussion: Students will discuss the new economies and trade networks created by exploration and the impact of exploration on native populations.Map Activity: Students will illustrate on a map the goods, animals, products, economic ideas, and diseases circulated between regions of the world. Essay: Document Based Question, 2006. Analyze the social and economic effects of the global flow of silver from the mid-16th century to the early 18th century. Using available sources, students will identify intended audience, author’s point of view, type of source, and argument/tone.Chart Analysis: Discuss the benefits of the introduction of global foods on native populations and native environmentsComparative Essay: Compare the impact of European exploration on the environment of the Americas and Oceania.Case study on religions: Students will analyze documents pertaining to the spread of religion (i.e. Islam and Christianity) and the development of syncretic and new religions.Short Answer: The later Middle Ages was a period of great intellectual and artistic achievement marked by what is often called the renaissance. What was the renaissance, and what were some of its most important and lasting cultural and artistic achievements?Periodization Discussion: Does the label “Renaissance” apply to members of the lower classes in late medieval Europe? Are there other “Renaissances” in other parts of the world? If so, how might this change our understanding of this term as a marker of a particular period in time? Debate: Who was Christopher Columbus – hero or villain? Students will use primary sources listed (see Supplemental Readings) to develop arguments for their case. Students will create a historical argument, use relevant historical evidence, interpret, and synthesize data about Columbus to arrive at a well-reasoned conclusion.THEME 5 EXPLORATION: Comparative Essay: Compare and Contrast any two coercive systems of labor: Caribbean Slavery, Slavery in the English North American colonies, Slavery in Brazil, Spanish Mita system in South America, West African slavery, Muslim slavery in South West Asia, India Hindu castes, or East European serfdom. Contextualization activity: students will utilize the NEH website on transatlantic slave voyages to connect this phenomena with specific circumstances in broader regional, national, and global OT Essay: Students will write an essay analyzing the changes and continuities in the social and political class systems the South and North America, China, Japan, or India.Essay: Compare the process of empire-building of one European and one Afro-Asiatic empire (gun-powder empire): France, Portugal, Spain, England, Holland, Russia, Austria or Prussia, Ottoman Empire, Safavid Empire, Mughal Empire, Ming (Chinese) Empire, West African Forest State, West African Sahel State, Japan Shogunate THEME 2 EXPLORATION: Essay: Analyze the changes and continuities in commerce in the Indian Ocean region from 650 CE to 1750 CEEssay: Trace the intellectual and artistic transformation from 600 to 1750 in any one region: East Asia; South Asia; Southwest Asia, Western Europe; Eastern EuropeClass Discussion: Describe the disparities among the various social classes in European urban society between the sixteenth and eighteenth centuries. Who were the bourgeoisie? What conditions did the poorer classes endure?DBQ Essay. Art, Architecture, Tribute and Human Sacrifice: The Sources of Aztec Power.Sources will include but not be limited to archeological and anthropological evidence, images, literary sources, etc. Using available sources, students will identify intended audience, author’s point of view, type of source, and argument/tone.Contextualization: The Building of The Ottoman EmpireStudents will analyze the impacts of each of the following in creating a lasting empire.Gunpowder technologiesTerritorial ExpansionSystems of TaxationBureaucratic ElitesJanissariesTrade and trade networksMapping Activity: Land Based EmpiresOttoman EmpireQing EmpireMughal EmpireRussian EmpireMapping Activity: Maritime EmpiresPortugueseSpanishDutch FrenchBritishHistorical Argument: Thesis PracticeTo what extent do you agree or disagree with the following statement: The seven years war should be considered the first “World” war.Responses to the above prompt must discuss…Competition over trade routesState rivalries Local resistance to state consolidation and expansion uman Human Period V: Industrialization and Global Integration, 1750 to 190020% (7 weeks)Key Concept 5.1. Industrialization and Global CapitalismKey Concept 5.2. Imperialism and Nation—State FormationKey Concept 5.3. Nationalism, Revolution and ReformKey Concept 5.4. Global Migration SourcesBentley & Ziegler, Excerpts from Ch. 29-33The French Declaration of the Rights of Man and CitizenThe United States Declaration of IndependenceGandhi (DVD)Karl Marx, Communist ManifestoJomo Kenyatta, Gentlemen of the JungleRudyard Kipling, White Man’s BurdenThe English Bill of RightsToussaint L’Ouverture, Letter to the DirectoryOlaudah Equiano, The Interesting NarrativeTestimony for the Factory Act 1833Símon Bolivar, Jamaican LetterSelected Activities/AssessmentsTHEME 2 EXPLORATION: Analyze the factors that led to the origins, spread, and changes of industrialization (i.e. transportation, textile manufacturing, and sources of energy) in Western and Eastern Europe, United States, Russia, and Japan. Case Study of Metals: Students will analyze the impact of metal acquisition and how it affected native populations and industrial societies. Students will look at charts, graphs, and primary sources to research the impact on both populations.THEME 4 EXPLORATION: Comparison of Smith and Mill: Students will compare the ideas of Adam Smith and John Stuart Mill and their ideological impact on global financial institutions, businesses, and economiesAnalyze the reactions to industrialization: Students will research and present various alternative responses to industrialization. Topics will include: socialism, government resistance (Qing and Ottoman), state-sponsored visions, and legislative measures for improvement of conditions for industryDBQ: students will read a variety of primary sources and write a DBQ to understand socioeconomic impact of industrialization. Using available sources, students will identify intended audience, author’s point of view, type of source, and argument/tone.Venn Diagram: Compare the motives for imperialism and implementation of policies by the British and DutchRead and discuss the imperialism impacted state formation and/or isolation. Discussion will center around United States, Russia, Japan, and the Ottomans Discussion: How did the spread of Social Darwinism in the 19th century influence justifications for European imperialism? DBQ: students will analyze a series of primary sources to learn the political, social, and economic conditions that led to political revolutions in Europe and the Americas. Primary sources include above mentioned sources, but are not limited to the above. Using available sources, students will identify intended audience, author’s point of view, type of source, and argument/tone.Read and discuss the rise and global diffusion of Enlightenment thinkers and their ideas. Example ideas to discuss are, but are not limited to, role of religion, women’s suffrage, abolition of slavery and serfdom, and reformists movements in imperialized regions of the world.Read and discuss primary documents covering the issues of liberalism, socialism, communism, and feminism and their impact on changes in political OT: Students will write a CCOT analyzing the actions and reactions of large-scale migration within populations in Southeast Asia, Africa, or the Caribbean.THEME 5 EXPLORATION: Essay: Trace the demographic shift from 1450 to 1914 in any one region: Latin America, Western Europe, North America, Sub-Saharan Africa, or East Asia; or, Trace the changes and continuities in world trade from 1450 to 1914 CE in any one of the following regions: Latin America, North America, Western Europe, Eastern Europe, Southwest Asia, Sub-Saharan Arica, South Asia, East and Southeast Asia. Period VI: Accelerating Global Change and Realignments, 1900 – Present20% (7 weeks)Key Concept 6.1. Science and the EnvironmentKey Concept 6.2. Global Conflicts and Their ConsequencesKey Concept 6.3. New Conceptualizations of Global Economy, Society and CultureSourcesBentley & Ziegler, Excerpts from Ch. 34-40Selected posters from World War OneSandor John, Steven, “Including Africa and Latin America in Teaching the Cold War” in Special Focus: Teaching About Twentieth Century Latin America and Africa in World HistoryJohnson, David, and Anne Wohlcke. “Introducing the Cold War World 1943-1989.” Twentieth Century World History: Lessons in World History. Selected artifacts about attitudes about nuclear power and weaponry, including Duck and Cover2011 AP World history Free Response QuestionsSelected cultural artifacts in sports, film, and musicBarber, Benjamin. Jihad vs. McWorld. ................
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