University High School - Mrs. Appelbaum's AP World History ...
Chattooga High School - Advanced Placement World History Teacher: Mrs. Karen AppelbaumEmail: kappelbaum@chattooga.k12.ga.usRoom: B16Advanced Placement World History (WHAP) will cover history from its beginnings to the present time. The course is designed to prepare students for the College Board Advanced Placement World History Exam, which will be taken in May 2014. The AP World History Exam presumes at least one year of college-level preparation.Course DescriptionThe purpose of the AP World History course is to develop a greater understanding of the evolution of global processes and contacts in different types of human societies over time. This course highlights the nature of changes in global frameworks and their causes and consequences, as well as comparisons among major societies.Course Websitekappelbaumwhap.The course website includes the class schedule, information about homework and tests, lecture PowerPoints, class documents, and Mrs. Appelbaum’s contact information.Required TextbookStearns, Peter N., et al. World Civilizations: The Global Experience. 6th edition. AP Version. New York: Pearson Education, Inc., 2011. Textbook.Textbooks will be distributed at the beginning of the year. Students will be expected to use the textbook to complete homework. Students will return the textbook at the end of the year. It is the students’ responsibility to return the textbook in the condition it was issued. The cost of the book will be the responsibility of the student if the book is lost or stolen.Online textbook resources: (working on access codes for this year)Supplemental Textbook (Optional)Reilly, Kevin, ed. Worlds of History: A Comparative Reader, Volume I: To 1500. 2nd ed. New York: Bedford/St. Martin’s, 2004. Primary source reader.Reilly, Kevin, ed. Worlds of History: A Comparative Reader, Volume II: Since 1500. 2nd ed. New York: Bedford/St. Martin’s, 2004. Primary source reader.Required MaterialsStudents are required to bring a pencil, pen and a highlighter to class every single day. Students are also required to keep a spiral notebook where they will be taking notes during lectures and for homework. Lecture notes and homework notes will be periodically collected for credit toward the final grade. Notes should be organized and neat. Sloppy, incomplete or missing notes will be given partial credit. In addition, students may want to keep a two-pocket folder to keep any hand-outs or loose paper.AP World History ThemesThe five AP World History themes serve as unifying threads, helping students to put what is particular about each period of society into a larger framework. Themes also provide ways to make comparisons over time.Interaction between humans and the environmentDemography and diseaseMigrationPatterns of settlementTechnologyCultural: Development and interaction of culturesReligionsBelief systems, philosophies, and ideologiesScience and technologyThe arts and architecturePolitical: State-building, expansion and conflictPolitical structures and forms of governanceEmpiresNations and nationalismRevolts and revolutionsRegional, transregional, and global structures and organizationsEconomic: Creation, expansions and interaction of economic systemsAgriculture and pastoral productionTrade and commerceLabor systemsIndustrializationCapitalism and socialismSocial: Development and transformation of social structuresGender roles and relationsFamily and kinshipRacial and ethnic constructionsSocial and economic classesExamining the Historical Thinking SkillsThe set of four historical thinking skills and their components provide an essential framework for learning to think historically, and they apply equally to all fields of history.Crafting Historical Arguments from Historical EvidenceHistorical argumentationAppropriate use of relevant historical evidenceChronological ReasoningHistorical causationPatterns of continuity and change over timePeriodizationComparison and ContextualizationComparisonContextualizationHistorical Interpretation and SynthesisInterpretationSynthesisCourse PoliciesAttendance is critical to student success at Chattooga High School. Absences can result in missed information, which can affect the student grades.Please be on time. Tardiness interrupts the education process, not only for the student, but for the teacher and other students as well.Electronic devices (including, but not limited to: cell phones, iPods, calculators) are not to be used in class.Students may not work on other homework during class.Reading the textbook is an expectation for this course. It is not feasible to cover all the material in your textbook during class; it is the student’s responsibility to keep up with the textbook readings or any other assigned readings.Test taking will simulate the actual AP.I am available during Flex period and after-school in Room B16. If you need to meet with me at another time, just ask or email.Student EvaluationQuarterly and semester grades are based on the following weighted scale: Unit Tests: 30%Chapter Quizzes: 20%Homework Assignments: 20% Take-Home Sample Essays: 20% In Class Assignments: 10%Grading ScaleA= 100-90%B= 89-80%C= 79-70%D= 69-60%F= 59% and belowPlagiarism PolicyRespect the time & creative effort of those whose information you use. Plagiarism of any kind will not be tolerated. Cheating, plagiarism, copying others’ work or sharing answers is unacceptable, and will be dealt with according to CHS policy. Students will receive a zero on any plagiarized assignment, and the incident will be referred to administration which may have consequences up to and including expulsion.Course InformationThere is extra credit offered for this course. It is only in the form of study guides for the unit exams which are due in class on the day of the unit exams. Since this is extra credit, there is no negotiation on this matter.If a student scores a 4 on the AP, one semester grade will be changed to an A. If the student scores a 5 on the AP, both semester grades will be changed to an A.This syllabus is subject to change at the instructor’s discretion.Assignments are due at the beginning of class, unless otherwise stated. Students will have until the Unit Exam for that particular unit to turn in any late work; after the Unit Exam, any homework from that unit will no longer be accepted. Assignments turned in late will be reduced by 20%. Students may email their assignments to Mrs. Appelbaum on the day they are due and the assignment will be considered on time.Missed tests and quizzes must be scheduled to take after-school, during lunch or during Flex time. Students have one week from the date of the test or quiz to take thetest or quiz. I cannot hand back papers until all are graded.Any material that is handed in (homework, essays, etc.) is to be done in blue or black pen only or they may be typed. Students may not turn in any assignment in pencil.Course ScheduleThe AP World History course will be divided into six units. Each unit will have one DBQ essay, one Continuity and Change Over Time essay, one Comparison essay and one Unit Exam, with the exception of Unit 1. The first essays in Units 2, 3 and 4 will be partially completed in class and students will be able to take them home to finish. Essay for Units 5 and 6 will be timed, in class essays. In addition, each Unit Exam will be 70 questions and students will have 55 minutes to complete the exam (like the AP Test will be). The tests taken in class and the essays written in class will simulate the actual way the AP test will be administered.Unit One: Technological and Environmental Transformation (to 600 BCE) (Approximately 2 weeks)Sterns Textbook: Chapter 1Key ConceptsBig Geography and the Peopling of the EarthNeolithic Revolution and Early Agricultural SocietiesDevelopment and Interactions of Early Agricultural, Pastoral, and Urban SocietiesIntroduction to AP World History/ Pre-History and Early Civilizations (1 week)ObjectivesStudents will be able to describe characteristics of the Paleolithic andNeolithic Eras.Students will be able to analyze factors which led to the development of civilizations.Readings-Selection from Hammurabi’s Code (primary source)Kevin Reilly’s “Cities and Civilizations” (secondary source)Major Activities and AssessmentsLecture over Chapter 1 from SternsQuiz over Chapter 1 in StearnsDiscussion of Neolithic RevolutionDiscussion of primary and secondary sourcesUnit Two: Organization and Reorganization of Human Societies (600 BCE to 600 CE) (Approximately 3 weeks + the DBQ week)Stearns Textbook: Chapters 2-5Key ConceptsClassical CivilizationsMajor Belief Systems; Religion and PhilosophyEarly Trading NetworksDBQ Introduction (1 week)ObjectivesStudents will be able to analyze documents to be able to use in a DBQ essay.Students will be able to accurately assess sample DBQ essays from previous AP World History tests.Major Activities and Assessments2008 DBQ on factors that shaped the modern Olympic movementDiscussions on Point of View, groupings and additional sources for DBQDBQ sample essays and analysisClassical Civilizations in China and India (2 weeks)ObjectivesStudents will be able to analyze how classic Chinese dynasties shaped future Chinese systems of government.Students will be able to describe how classical India alternated between widespread empires and small kingdoms in the period following the Indus River Valley civilizations.ReadingsSelection from Ban Zhao’s “Lessons for Women” (primary source)Selection from Confucian’s The Analects (primary source)Major Activities and AssessmentsLectures over Chapters 2 and 3 from StearnsQuiz over Chapter 2 in StearnsQuiz over Chapter 3 in StearnsLecture about Hinduism and BuddhismChange and Continuity Essay from 2006 which analyzes cultural and political changes in either classical China, India or RomeCivilizations in the Mediterranean: Classical Rome and Greece (2 weeks)ObjectivesStudents will be able to compare and contrast classical civilizations in the Mediterranean.Students will be able to compare and contrast classic civilizations of the Han, Roman and Mauryan/Gupta Empires.ReadingsSelection from Plato’s The Republic (primary source)Selection from Livy’s The History of Rome (primary source)Major Activities and AssessmentsLectures over Chapter 4 and 5 from StearnsQuiz over Chapters 4 and 5 from StearnsComparison Essay from 2010 AP World History test about methods in political control in Han China, Mauryan/Gupta India, and Imperial RomeSocratic Method discussion and analysisUnit One ExamUnit Three: Regional and Transregional Interactions (600 CE- 1450 CE) (Approximately 5.5 weeks)Stearns Textbook: Chapters 6-15Key ConceptsExpansion and Intensification of Communication and Exchange NetworksContinuity and Innovation of State Forms and Their InteractionsIncreased Economic Productive Capacity and Its ConsequencesDBQ / Foundation of Islam and the Building of Islamic Empires (1.5 weeks)ObjectivesStudents will be able to analyze documents related to cotton production in India and Japan.Students will be able to describe what life was like in pre-Islamic Arabia.Students will be able to describe Abbasid decline and the spread of Islamic civilization to south and southeast Asia.Students will be able to describe how Islam influences the development of civilizations in Africa.ReadingsSelection from the “Islamization of the Silk Road” by Richard Foltz(secondary source)Selection from “Religious Conversion and the Spread of Innovation” by Richard Bulliet (secondary source)Major Activities and AssessmentsDBQ from 2010 AP World History test about cotton production in India and JapanLectures from Chapters 6, 7, and 8 from StearnsQuiz over Chapters 6, 7 and 8 from StearnsCivilizations in Eastern Europe and Western Europe in the Post Classical Period/ The Americas (1.5 weeks)ObjectivesStudents will be able to describe the rise and fall of the Byzantine Empire and what led to its ultimate decline.Students will be able to analyze factors which led to the emergence of the Kievan Rus.Students will be able to describe the role of the Church in European politics.Students will be able to explain about politics, religion and manorial life in the Middles Ages in Europe.Students will be able to analyze the Aztec and Incan rise to power in the Americas.ReadingsSelection from Justinian’s Flea by William Rosen (secondary source)Selection from Canterbury Tales by Geoffrey Chaucer (literature)Selection from Beowulf (poetry)Major Activities and AssessmentsLectures from Chapters 9, 10 and 11 from StearnsQuiz over Chapters 9, 10 and 11 from StearnsMap Activity, the spread of Justinian’s PlagueChinese Civilizations in the Era of Tang and Song/ Spread of Chinese Civilizations and Culture (1 week)ObjectivesStudents will be able to analyze what led the Sui collapse and the rise of the Tang dynasty.Students will be able to compare and contrast political institutions,culture and the bureaucracies of the Tang and Song dynasties.Students will be able to describe how Japan, Korea and Vietnam were influenced by Chinese civilization and culture.Major Activities and AssessmentsLectures from Chapters 12 and 13 from StearnsQuiz over Chapters 12 and 13 from StearnsComparison Web of Shang, Zhou, Qin, Han, Sui and Tang dynasties of ChinaThe Last Nomadic Civilizations and the Rise of the West (1 week)ObjectivesStudents will be able to compare and contrast the political and economic effects of Mongol rule in China, the Middle East and Russia.Students will be able to describe how the Mongols were able to establish such a vast empire in Asia.Students will be able to analyze continuities and changes in patterns of interaction along the Silk Road.ReadingsSelection from “The Secret History of the Mongols” (primary source)Major Activities and AssessmentsLectures from Chapters 14 and 15 from StearnsQuiz over Chapters 14 and 15 from StearnsComparison Essay from 2005 AP World History exam about comparing and contrasting the effects of Mongol rule on the regions of the Middle East, Russia and ChinaCCOT Essay from 2009 AP World History exam about the continuities and changes in patterns of interaction along the Silk Road.Unit Two ExamUnit Four: Global Interactions (1450 CE-1750 CE) (Approximately 5.5 weeks)Stearns Textbook: Chapters 16-22Key ConceptsGlobalization Networks of Communication and ExchangeNew Forms of Social Organization and Modes of ProductionState Consolidation and Imperial ExpansionThe West Emerges as the World Leader (2 weeks)ObjectivesStudents will be able to analyze the social and economic effects of the global flow of silver from the mid-sixteenth century to the early eighteenth century.Students will be able to describe why Europeans began exploring overseas and how it affected their economies.Students will be able to describe thinking in Europe at the time of the Renaissance, Scientific Revolution, Protestant Reformation and the Enlightenment.ReadingsSelection from Christopher Columbus’ reading “Letter to King Ferdinand and Queen Isabella” (primary source)Selection from Franklin Le Van Baumer’s “The Scientific Revolution in the West” (secondary source)Major Activities and AssessmentsDBQ from 2006 AP World History exam about the effects of the flow of silver bouillonLectures from Chapter 16 and 17 from StearnsWesternization: Russia and the Conquest of Latin America (1 week)ObjectivesStudents will be able to describe Russia’s expansionist policies under thetsars and the effects of westernization in Russia.Students will be able to describe the fall of the Aztec and Incan Empires of the Americas and why these civilizations fell to Europeans so quickly.Students will be able to analyze Columbian Exchange and its effects on the Old World and New World.ReadingsSelection from “The Broken Spears: The Aztec Account of the Conquest of Mexico” (primary source)Major Activities and AssessmentsLectures from Chapter 18 and 19 from StearnsQuiz over Chapters 16, 17, 18 and 19 from StearnsAtlantic Slave Trade and the Muslim Empires (2 weeks)ObjectivesStudents will be able to analyze goods traded through the Triangular Trade system.Students will be able to analyze race relations following the years of African slavery in the Americas and indigenous groups throughout the Americas.Students will be able to explain the formation of the Ottoman Empire bureaucracy.Students will be able to differentiate between powers of Shi’a Islam and powers of Sunni Islam.ReadingsSelection from John Chardin’s “Travels in Persia, 1673-1677” (primarysource)Major Activities and AssessmentsLectures from Chapter 20 and 21 from StearnsComparison Essay from 2007 AP World History exam about the process of empire building in the Ottoman Empire or the Russian EmpireAssessing graphs of African slave imports to the Americas by importing regionsThe Asian Trading Network (1 week)ObjectivesStudents will be able to analyze the three major zones in the Asian sea trading network, while describing those goods traded throughout each.Students will be able to describe Ming China’s trade and exploration andanalyze why exploration was halted after a period of xenophobia.Students will be able to analyze the social and economic transformations that occurred in the Atlantic world as a result of new world contacts.Major Activities and AssessmentsLecture from Chapter 22 from StearnsAnalysis of maps that detail the Asian sea trading networkCCOT Essay from 2005 AP World History exam that analyzes the social and economic transformations that occurred in the Atlantic world as a result of new world contactsUnit Three ExamUnit Five: Industrialization and Global Integration (1750 CE- 1900 CE) (Approximately 5.5 weeks)Stearns Textbook: Chapters 23-27Key Concepts:Industrialization and Global Capitalism oImperialism and Nation-State Formation oNationalism, Revolution and ReformGlobal MigrationIndustrialization and Imperialism (2 weeks)ObjectivesStudents will be able to describe the forces working to disrupt Europe during the Age of Revolution.Students will be able to describe popular forms of government in Europeand their ramifications.Students will be able to label the vast land empires of European nations on a map.Students will be able to describe the continuity and change of European colonies from 1750-1914.Students will be able to analyze African actions and reactions in response to the European scramble for Africa.ReadingsSelection from “The French Declaration of the Rights of Man and Citizen” (primary source)Major Activities and AssessmentsLecture from Chapters 23 and 24 from StearnsMapping activity for European land empiresDBQ essay from 2009 AP World History Exam which analyzes African actions and reactions in response to the European scramble for AfricaLatin America: From Colonies to Nations (2 weeks)ObjectivesStudents will be able to analyze how the American Revolution, French Revolution and the Haitian Revolution all influenced Latin American independence efforts.Students will be able to outline the foreign policy efforts by the United States in the Monroe Doctrine.Students will be able to argue the historical context of Toussain L’Ouverture’s letter to the citizens of Haiti and its implications.ReadingsSelection from Toussaint L’Ouverture’s “Letter to Citizens” (primary source)Selection from the Monroe Doctrine (primary source)Major Activities and AssessmentsLecture from Chapter 25 from StearnsQuiz over Chapters 23, 24 and 25 from StearnsCCOT Essay from 2010 AP World History Exam which describes and explains continuities and changes in religious beliefs and practices in Latin America and Africa from 1450 to the presentEmpires in Decline and Industrialization Outside of the West (1.5 weeks)ObjectivesStudents will be to compare the roles of women in East Asia, Latin America, Sub-Saharan Africa and Western Europe.Students will be able to interpret the fall of the Ottoman Empire to the birth of Turkey.Students will be able to compare the fall of the Ottoman Empire and the fall of Qing China.Students will be able to explain the Russian Revolution of 1905 and how it led to the installation of a communist government in Russia.ReadingsSelection from Lady Mary Wortley Montague’s “Letter on TurkishSmallpox Inoculation” (primary source)Selection from Karl Marx’s “Communist Manifesto” (primary source)Major Activities and AssessmentsLectures from Chapters 26 and 27 from StearnsComparison Essay from 2003 AP World History Exam which compares and contrasts the roles of women in East Asia, Latin America, Sub- Saharan Africa and Western EuropeUnit Three ExamUnit Six: Modern Times (1900 CE to Present) (Approximately 5.5 weeks)Stearns Textbook: Chapters 28-36Key ConceptsScience and the EnvironmentGlobal Conflicts and Their ConsequencesNew Conceptualizations of Global Economy and CultureWorld War I, the World In-Between and World War II (3 weeks)ObjectivesStudents will be able to describe how ideological struggles provide an explanation for many of the conflicts in the 20th century.Students will be able to describe how conflict and change influenced migrational patterns internally and internationally.Students will be able to analyze Roman and Han attitudes toward technology.Students will be able to analyze change and continuity in labor systems in Latin America and the Caribbean, Russia and Sub-Saharan Africa.ReadingsSelection from Erich Maria Remarque’s “All Quiet on the Western Front” (literature)Selection from Heinrich Himmler’s “Speech to the SS” (primary source)Selection from Jean-Francois Steiner’s “Treblinka” (primary source)Major Activities and AssessmentsLectures from Chapters 28, 29 and 30 from StearnsQuiz on Chapters 28, 39 and 30 from StearnsDBQ Essay from 2007 AP World History Exam which analyzes Roman and Han attitudes toward OT Essay from 2004 AP World History Exam which analyzes the changes and continuities in labor systems between 1750 and 1914 in Latin America and the Caribbean, Russia and Sub-Saharan Africa.The World Since WWII (2.5 weeks)ObjectivesStudents will be able to describe the revolution and reactions in Latin America during the 21st century.Students will be able to describe culture and society in the West following World War II.Students will be able to analyze nation-building techniques in East Asiaand the Pacific Rim.Students will be able to critique attitudes of nations following the end of the Cold War.Students will be able to analyze globalization and its effects on the United States and other nations throughout the world.ReadingsSelection from Jawaharal Nehru’s “Tryst With Destiny” (primary source) oSelection from Fidel Castro’s “History Will Absolve Me” (primary source) oSelection from Betty Friedan’s “The Feminine Mystique” (primary source)Major Activities and AssessmentsLectures from Chapters 31, 32, 33, 34, 35 and 36 in StearnsQuiz over Chapters 31, 32, and 33 in SternsComparison Essay from 2008 AP World History Exam which compares the emergence of nation-states in 19th century Latin America with either Sub-Saharan Africa or the Middle EastUnit Five ExamIn addition, we will be left with approximately four weeks for review for the AP Exam. Students will take two practice AP Exam tests before the test date, the higher grade of which will count as the students’ final. ................
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