Dr. Astorian's AP Consortium | Now featuring AP Seminar!



AP World History – 2018-2019 Instructor: Dr. Laura Astorian, Ed.D.Wheeler High School – School Code: 112010 Room 2042School email: laura.astorian@Web Page: phone: 770-578-3266School address: Wheeler High School, 375 Holt Road, Marietta, GA 30068Course Materials:Issued Textbook:Bulliet, R. W., Crossley, P. K., Headrick, D. R., Hirsch, S. W., Johnson, L. L., & Northrup, D. The Earth and its Peoples: A Global History, 7th Ed. Stamford, CT: Cengage Learning. 2019.Primary Sources (Instructor Use):Andrea, Alfred and Overfield, James. The Human Record: Sources of Global History. Fourth Edition. Houghton Mifflin. 2001.Brooks, Jeffrey and Chernyavskiy, Georgiy. Lenin and the Making of the Soviet State: A Brief History with Documents. Bedford/St. Martins. 2007.Lualdi, Katherine. Sources of The Making of the West: People’s and Cultures, Vols. 1 & 2. Bedford/St. Martin’s. 2009.Riley, Kevin. Worlds of History: A Comparative Reader 4th Ed., Vols. 1 & 2. Bedford/St. Martin’s. 2010.Strayer, Robert. Ways of the World: A Brief Global History with Sources. Bedford/St. Martin’s. 2011. Outside Readings: Hochschild, Adam. King Leopold’s Ghost. Mariner books, 1999. Hoff, Benjamin. The Tao of Pooh. Penguin, 1994.Standage, Tom. A History of the World in 6 Glasses. Walker & Company, 2005. General Information about World HistoryThe Course:AP World History is a global-centered course that covers the basic developments and interactions among the major cultures of the world. The class is taught from a global perspective and covers far more than Western history. Knowledge of the world as a whole is cultured and expected. Minor historical trivia is not the focus of this course, but instead large-scale change and historical thinking. Historical thinking and reasoning skills will be both developed and required. These include:Crafting Historical Arguments from Historical EvidenceChronological Reasoning including analyzing patterns of continuity and change and periodizationComparison and ContextualizationHistorical Interpretation and SynthesisPrimary Source Analysis Major history themes throughout the course will be emphasized. Understanding of each theme must be demonstrated in each unit. A variety of activities will assess this understanding with a simple example being the writing of a thematic change-over-time essay or the creation of a graphical chart including each of the themes. The five themes are:Interactions between humans and the environmentDevelopment of interaction of culturesState-building, expansion, and conflictCreation, expansion, and interaction of economic systemsDevelopment and transformation of social structures AP World History is for serious students. Students must be able to devote focused nightly study to difficult and complex material. Themes of study include potentially offensive material such as discrimination, extreme violence, sexuality, and religion. Students are expected to approach the course in a studious manner.AP World History students must develop good historical skills by writing college level essays from three categories: document-based essays, change-over-time essays and comparative essays. Students will be graded on these essays as College Board grades them. College Board rubrics will be used as the grading rubric.Class Expectations: AP World History is a thematic study of the world’s history from 20,000 BCE to the present. This course requires the followingNightly reading and outlining of the textbook. The entire textbook will be read over the course of the semester. Reading is the primary homework students of this class receive.The reading of four “outside reading” books, one of which was assigned for summer readingSolid performance on highly challenging testsStrong writing skillsAnalysis of primary documentsStudents enrolling in this class should enjoy history and have performed exceedingly well in previous social studies and literature classes. This course can be enjoyable, but the primary responsibility for learning rests on the student. Students and parents should be aware that enrolling in this course equivocates to making an extensive time-commitment to history. This class is based upon large volumes of reading, which may take students anywhere from 20 minutes to a few hours per night, depending on reading speed and ability. Factual information is expected to be gained through reading; class is for reinforcing knowledge, building patterns, practicing historical thinking skills, and analyzing primary source documents. Classroom Guidelines: Attendance - In order to cover all the material in time for the national exam, we are on a tight schedule.? Your attendance is necessary.? In the event that you are absent, it is the student’s responsibility to obtain and make-up any work missed in a timely fashion.? Students are required to follow campus and district policies regarding absence notification.? Truancies will be referred to an administrator and no credit will be received for any work missed. ? You are expected to be present when the bell rings.?If you are late, I will not repeat information already covered or extend time for the assignment in progress.? Make-up Work, Late Work, and Homework - Make-up tests and quizzes should be taken within one week of the original exam/quiz date.? If not made up by the end of the semester, the number of points that particular assessment was worth will be deducted from the overall pool of points in that assessment category (i.e. if you do not make up a DBQ, that is 50 fewer points you have to work with in that category, leading to a smaller margin of error for you on other assessments). I will not hound you for make-up tests. You must make arrangements with me to make them up either during class, your lunch, or before/after school.? ? Classwork and homework are due the next class period following an absence.? It is the student’s responsibility to obtain any missed work as soon as possible.? Failure to obtain assignments does not excuse you from tests, quizzes, or due dates. It is entirely the student’s responsibility to see that work is kept current.? I will NOT hunt you down to remind you of missing assignments. ? Homework is due at the beginning of the class period unless otherwise notified.? Please keep in mind that homework constitutes up to 20% of your six weeks average. IV. Grading Policy: Grades will be determined on the following percentages: Summative: Tests/Essays, Projects: 60% Textbook Notes: 5%Formative: Quizzes, Homework, Classwork: 20% Final Exam: 15% Tests will be given at the end of each unit. A DBQ, FRQ, or SAQ will be given as part of each unit test. All students are encouraged to take the AP exam in May. Teaching StrategiesLectures – Full 90-minute lectures tend to be less productive than balanced classes. This fact requires the student to be an active learner, willing to participate in discussions, activities, presentations, and debates.Document Analysis – Students are expected to read and interpret primary and secondary sources. Students will interpret the context, purpose, point of view, and audience of all primary sources covered in the class. Secondary sources will be compared against one another to develop understanding of historical viewpoints. Students use evidence from tables, charts, graphs and maps related to events such as the Opium Wars, cotton manufacturing, the silver trade, population changes, disease, and the global movement of laborers. Historical Problems – Students are expected to respond to historical problems presented by the teacher. These will be group activities requiring the use of multiple historical skills including primary source analysis, periodization, contextualization, comparison, and crafting arguments using historical evidence. Student responses will take the shape of spoken arguments or multimedia presentations.Essay/Exams – Students will write AP style essays throughout the semester. Emphasis will be given to the development of good theses and strong argumentation. Students are expected to master three types of essays: comparison, change-over-time, and document-based. Unit 1: 8000 BCE-600 CE (SSWH 1-6)January 7 – January 28thKey ConceptsBig Geography and the Peopling of the EarthThe Neolithic Revolution and Early Agricultural SocietiesThe Development and Interactions of Early Agricultural, Pastoral, and Urban SocietiesThe Development and Codification of Religious and Cultural TraditionsThe Development of States and EmpiresEmergence of Transregional Networks of Communication and ExchangeReading Assignments:Bulliet: Ch. 1-6; Ch. 7.1 & 7.2, Ch. 8.1 & 8.2, Ch.9, Ch. 10.1In-Class SourcesDiamond, Jared The Worst Mistake in the History of the Human RaceGilgamesh, The Epic of Hammurabi’s Code Indian Seals, Mesopotamian Seals, and Cretan Seals (images) Rig Veda, The Population Statistics Buddha, The Teachings of Matthew, The Gospel of Confucius, The AnalectsHippocrates, On the Sacred DiseaseThree Hellenic Works of Art (Visual)Four Hellenistic SculpturesAsoka, Rock and Pillar EdictsSample Student Expectations:Describe the causes and consequences of the development of agriculture Compare the rise of early civilizations (Mesopotamia; Egypt, The Indus River Valley, and Shang China) Discuss the findings of anthropologists and linguists on tracing the migrations of Bantu and Polynesian speakers Interpret the meanings of genetic findings of natives of Madagascar Discuss the impact of technology on civilizations and peoplesEvaluate the periodization 8000BCE – 600 BCE and period terms such as Ancient, Paleolithic, Neolithic, Bronze Age and the nature of CivilizationCompare Secondary and Classical Civilizations (Chinese civilizations through the Han Dynasty; Early India; Greece and Rome; Egypt, Kush and Axum; Ghana and Mali; Early Mesoamerican and South American civilizations)Compare the development of major world religionsExamine continuity and change in the decline and fall of the major classical civilizations (Rome, Gupta India, and Han China) Evaluate the Periodization 600 BCE – 600 CESkills:Historical Dating Systems and PeriodizationComparing Historical Interpretations (Diamond’s The Worst Mistake in the History of the Human Race vs. Harman’s A People’s History of the World) Writing Theses Primary Source AnalysisUsing Historical EvidenceThe Comparative EssayAnalyzing Documents within Known Historical ContextComparing historical viewpoints (Stearns vs. Harman and Gibbon’s Decline and Fall of the Roman Empire vs. Harman) The Document Based QuestionAssessmentsAP Insight QuizzesTao of Pooh Essay Multiple-Choice Test Document-Based Question Unit 2: 600 CE – 1450 CE (SSWH 5-10)January 28th-February 15thKey ConceptsExpansion and Intensification of Communication and Exchange NetworksContinuity and Innovation of State Forms and Their InteractionsIncreased Economic Productive Capacity and Its ConsequencesReading AssignmentsBulliet: Ch. 8.2-8.4, Ch. 10.2-10.5, Ch. 11-15, Ch. 16.2In-Class SourcesThe Nestorian Stele (images and text)Quran, The A Thousand and One Arabian Nights Chen Pu The Craft of FarmingThe Mosaics of San Vitale (images)Population Statistics – World’s Largest Cities Sample Student Expectations:Identify the impacts of long-distance trade on both global and local communitiesDescribe the causes and effects of the development and spread of Islam Discuss continuity and change in the conversion of much of Africa to Islam and Christianity Compare Byzantine and Latin points of view on the crusadesIdentify the cause and consequences of the rise of the Mongol Empire and the Pax Mongolica Identify the artistic advancements made during the renaissance as determined by prominent art historians.Evaluate the Periodization 600 – 1450CE, Evaluate period terms such as Medieval, Dark Ages, Golden Age of Islam, Han and T’ang (as applied to culture)Other SkillsAnalyzing Documents within Known Historical ContextAssessments:AP Insight QuizzesMultiple-choice Test Document Based Question Unit 3: 1450 – 1750 CE (SSWH 10-14):February 25th - March 14thKey ConceptsGlobal Networks of Communication and ExchangeNew Forms of Social Organization and Modes of ProductionState Consolidation and Imperial ExpansionReading Assignments:Bulliet: Ch. 16.2-16.4, Ch. 17-21In-Class SourcesIbn Battuta Long Distance Travel Beyond the Mongol Peace Marco Polo Description of the WorldZhao Rugua Description of Barbarous PeoplesLuther, Martin Table TalkThe Gokstad Ship (image)Sample Student Expectations:Compare the travels of Marco Polo and Ibn BattutaExplain the causes and consequences of the European Renaissance, Reformation and the Scientific RevolutionExplain the causes and consequences of European Exploration of the Americas, the Columbian exchange, and other forced labor systemsCompare African slavery and the Encomienda system Identify historical patterns among the early European colonies in the New WorldDemonstrate the impact of trade and empires along the Silk roadExplain how both Ming and Qing China fall into the patterns of the Mandate of HeavenCompare the reactions of the Japanese Tokugawa Period and Peter the Great’s Russia and explain the differing reactions to Western power.Evaluate the periodization 1450-1750CE and periodic terms such as the Renaissance, Scientific Revolution, Age of ExplorationOther SkillsComparing Historical Viewpoints (Peter The Great’s Edicts and Decrees vs. Mikhail Shcherbatov’s On the Corruption of Morals in Russia)Assessments:AP Insight ReadingsMultiple-Choice Test FRQUnit 4: 1750-1914 CE (SSWH 14-16)March 15th – April 11thKey ConceptsGlobalizing Networks of Communication and ExchangeNew Forms of Social Organization and Modes of ProductionState Consolidation and Imperial ExpansionReading Assignments:Bulliet Ch. 22-26.1Hochschild King Leopold’s Ghost In-Class SourcesVoltaire A Treatise on TolerationSmith, Adam The Wealth of NationsNapoleon Crossing the Alps (image)Bolivar, Simon The Jamaica LetterSummary of a Conversation with Osei Bonso, King of Asante Wahab, Abdullah The History and Doctrines of WahabisEnvoys from Vassal States and Foreign Countries Presenting Tribute to the emperor, China (image)Marx and Engles The Communist ManifestoDarwin, Charles On the Origins of Species and the Descent of ManSample Expectations:Compare major revolutions: American, French, Latin America, Haitian, ChineseDescribe the consequences of the Industrial RevolutionDescribe changes brought by European Imperialism in Africa and Asia while contrasting the viewpoints of the colonizers and the colonized. Compare the impact of European dominance in Australia and PolynesiaDescribe the causes of the rise of 19th Century Nationalism and the effects on individual ethnicities as well as international pare the reactions of Qing China and Meiji Japan to Western Industry and the resulting consequences. Evaluate the periodization 1750-1900CE, and terms such as the Enlightenment, The Age of Revolutions, The Age of ImperialismOther Skills:Comparing Historical Viewpoints (Oladudah Equiano’s The Interesting Narrative of the Life of Olaudah Equiano Written by Himself vs. James Barbot’s A Voyage to the New Calabar River)Additional Document Analysis and the Comparative EssayAssessments:AP Insight QuizzesMultiple Choice Test FRQUnit 5: 1914 – the Present (SSWH 16-21):April 12th – May 3rdKey ConceptsIndustrialization and Global CapitalismImperialism and Nation-State FormationNationalism, Revolution, and ReformGlobal MigrationReading Assignments:Bulliet: 26.2-26.7, Ch. 27-33In-Class SourcesPopular Art circa World War I1918 Flu Epidemic Death Rates (Statistics)Hitler, Adolf Mein KampfBombing of Tokyo and Other Cities (Statistics)Gandhi Indian Home RuleGorbachev, Mikhail PerestroikaMuralist PaintingsBin Laden, Osama Declaration of Jihad against Americans Occupying the Land of the Two Holy MosquesWorld Development Indicators Sample Expectations:Describe the military and cultural developments of World Wars I and II and the period between the warsCharacterize the impact of the First and Second World War on Europe, North America, South America, Asia, and OceanaAssess the Concept of 20th Century Genocide and connect this broad idea to specific circumstancesConnect the decolonization of individual nations in Africa and Asia to the global trend of decolonizationDescribe the causes and consequences of The Russian Revolution and the Cold WarCompare the development of East Asia and Latin America from 1900 to PresentIdentify the causes of post-colonial state successes and failures as developed by political scientists. Assess the validity of the superpower-dominated Cold War narrativeAnalyze quantitative data concerning demographic changes in the Americas, Europe, Asia, and Africa during the 20th century (source: worldfactbook, the Economist) Other SkillsComparing Historical Viewpoints (George Kennan’s The Long Telegram vs. Nikolai Novikov’s Telegram, September 27, 1946)AssessmentsKing Leopold’s Ghost Reading Packet AP Insight QuizzesMultiple Choice TestFree Response Test ................
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