Download Syllabus - Jessamine County Schools

AP WORLD HISTORY
HAVPA Requirement
Syllabus
James Cabrera
[email protected]
B.A. Social Studies Education, History
Eastern Kentucky University, 2011
Communication:
A course Google Group will be used to post important documents and hosting discussions. It is important to remember that any post to the Google Group
becomes available to the entire group. Appropriate language should be used based on school policies. This will require the use/creation of a Gmail
account that will be checked regularly and class specific for the school year.
Required Supplies:
Pencils (all multiple choice must be completed in pencil)
Black Pens (all free response must be completed in black pen)
Princeton Review AP World History 2011, 2012, or 2013
Expectations:
It is important to understand that this is a college level course. Course expectations for behavior, discussion, work completion, etc. will be comparable.
This is not simply an accelerated course! Your efforts and ability will rewarded by earning college credit and the satisfaction of having mastered 10,000
years of history. Likewise, inability to prepare daily, master content, or work to your fullest potential will likely result in frustration and disappointment.
It is also expected that every student that enters the class on August 15, 2012 will take the AP World History exam on May 17, 2013.
Classroom Policies: In addition to school policies, we will adhere to the following:
1. No food in class unless designated as a special activity
2. Drinks are ONLY permitted if they are in containers specifically designed to be reusable.
3. We will use various types of technology in class. For this reason, smartphones, netbooks, etc. are both permitted and encouraged for CLASS
ACTIVITIES.
1
Course Description:
AP World History is a course that is designed to develop a greater understanding of the evolution of global processes and contacts. This course will rely on
gaining both factual knowledge as well as the development of analytical thinking and writing. This course will focus on periodization of history as well as
the changes and continuities taking place within each block of time.
Specifically, the following AP World History skills and themes will be used throughout the course to identify these broad patterns and processes that
explain change and continuity over time.
The Four Historical Thinking Skills
1.
2.
3.
4.
Crafting Historical Arguments for Historical Evidence
Chronological Reasoning
Comparison and Contextualization
Historical Interpretation and Synthesis
The Five AP World History Themes:
1. Interaction between humans and the environment.
 Demography and Disease
 Migration
 Patterns of settlement
 Technology
2. Development and interaction of cultures
 Religions
 Belief systems, philosophies, and ideologies
 Science and technology
 The arts and architecture
3. State-building, expansion, and conflict
 Political structures and forms of government
 Empires
2
 Nations and nationalism
 Revolts and revolutions
 Regional, transregional, and global structures and organizations
4. Creation, expansion, and interaction of economic systems
 Agricultural and pastoral production
 Trade and commerce
 Labor systems
 Industrialization
 Capitalism and socialism
5. Development and transformation of social structures
 Gender roles and relations
 Family and kinship
 Racial and ethnic constructions
 Social and economic classes
Required Textbooks
Stearns, Peter; Adas, Michael; Schwartz, Stuart; and Gilbert, Marc. World Civilizations: The Global Experience, 5th ed. New York. Pearson Education, 2007.
Companion web site (www.ablongman.com/stearns4epAP*)
Strayer, Robert. Ways of the World: A Global History. Boston. Bedford/St. Martins, 2009
Companion web site (www.bedfordstmartins.com/strayer)
3
Outside Readings and Resources used in this course:
Chang, Jung, Wild Swans: Three Daughters of China. Touchstone, 2003.
Ji-LI, Jiang, Red Scarf Girl: A Memoir of the Cultural Revolution. New York. Harper Trophy, 1997.
Andrea, Alfred and Overfield, James. The Human Record: Sources of Global History Volumes I and II, 5 th ed. Boston Houghton Mifflin Company, 2005.
Reilly, Kevin Worlds of History, a Comparative Reader 3rd Edition. Boston. Bedford/St. Martin’s, 2007.
Williams, William. DBQ Practice: AP Style Document Based Questions Designed to Help Students Prepare for the World History Examination. Culver City
Social Studies School Service, 2004.
Wiesner, Wheeler, Doeringer, and Curtis. Discovering the Global Past Volumes I and II. Boston. Houghton Mifflin Company, 2002.
2002 AP World History Released Exam (College Board)
2003-2007 AP World History Free Response Questions, Rubrics, and Student Samples. (AP Central)
Guns, Germs, and Steel by Diamond (Norton, 1999)
Standage, Tom A History of the World in 6 Glasses. Walker Publishing Company, 2006.
4
Course Outline:
Time Period
Key Concept
Period 1:
Technological
and
Environmental
Transformation,
to c. 600 B.C.E.
(5% of exam)
Standard 1.1
Big Geography
and the Peopling
of the Earth
AP World History required
examples of content
Illustrative Example (Must know the
examples in BOLD)
Standard 1.2
Standard 1.2
The Neolithic
1. Improvements in
Revolution and
Agricultural Production,
Early Agricultural
Trade, and
societies
Transportation
a. Pottery
b. Plows
c. Woven Textiles
d. Metallurgy
e. Wheels and
Wheeled
Vehicles
Standard 1.3
The
Development
and Interactions
of Early
Agricultural,
Pastoral, and
Urban Societies
Standard 1.3
1. Core and Foundational
Civilizations
a. Mesopotami
a
b. Egypt
c. Indus River
Valley
d. Yellow River
Standard 1.3
1. New Weapons
a. Compound Bows
b. Iron Weapons
2. New Modes of Transportation
a. Chariots
b. Horseback Riding
3. Monumental Architecture and
Urban Planning
5
Stearns
Chapters
Strayer
Chapters
Standard 1.1
Ch. 1
Standard
1.1
Ch. 1
Princeto
n Review
20112013
Standard
1.1
Pages 9192 (III,A)
Standard
1.2
Ch. 2
Standard
1.2
Pages 9294 (III,B)
Standard
1.3
Ch. 3
Standard
1.3
Pages 94104 (III,CF)
Valley
e. Olmecs
f. Chav’in
2. New Religious Beliefs
a. Vedic
b. Hebrew
c. Zorastrianis
m
3. Trade Expansion from
Local to Regional and
Transregional
a. Between
Egypt and
Nubia
b. Between
Mesopotami
a and the
Indus Valley
Time Period
Period 2:
Organization
and
Key Concept
Standard 2.1
The
Development
Reorganization
and Codification
of Human
of Religious and
Societies, c.
Cultural
600 B.C.E. to c. Traditions
600 C.E. (15%
AP World History required
examples of content
a. Ziggurats
b. Pyramids
c. Temples
d. Defensive Walls
e. Streets and Roads
f. Sewage and Water Systems
4. Arts and Artisanship
a. Sculpture
b. Painting
c. Wall Decorations
d. Elaborate Weaving
5. Systems of Record Keeping
a. Cuneiform
b. Hieroglyphs
c. Pictographs
d. Alphabets
e. Quipu
6. Literature
a. The “Epic of Gilgamesh”
b. Rig Veda
c. Book of the Dead
Illustrative Example
Standard 2.1
1. Influence of Daoism on the
Development of Chinese Culture
a. Medical Theories and
Practices
b. Poetry
c. Metallurgy
d. Architecture
6
Stearns
Chapters
Strayer
Chapters
Standard
2.1
Chapter 5
Chapter 6
Princeto
n Review
20112013
Standard
2.1
Pages
117-127
(IV-VII)
of exam)
2. Regions where ancestor veneration
persisted
a. Africa
b. The Mediterranean
c. East Asia
d. The Andean areas
3. Literature and Drama
a. Greek Plays
b. Indian Epics
4. Regions where Distinctive
Architectural Styles Developed
a. India
b. Greece
c. The Roman Empire
d. Mesoamerica
Standard 2.2
The
Development of
States and
Empires
Standard 2.2
1. Southwest Asia: Persian
Empires
2. East Asia: Qin and Han
Empire
3. South Asia: Maurya and
Gupta Empires
4. Mediterranean regions:
Phoenicia and its
colonies, Greek citystates and colonies, and
Hellenistic and Roman
Empires
5. Mesoamerica:
Teotihuacan, Maya citystates
6. Andean South America:
Standard 2.2
1. Persian Empires
a. Achaemenid
b. Parthian
c. Sassanid
2. Regions where rulers created
administrative institutions
a. China
b. Persia
c. Rome
d. South Asia
3. Cities
a. Persepolis
b. Chang’an
c. Pataliputra
d. Athens
e. Carthage
7
Standard 2.2
Ch. 2
Ch. 3
Ch. 4
Standard
2.2
Ch. 4
Ch. 7
Standard
2.2
Pages
105-116
(III, F-III,
H,5)
Standard 2.3
Emergence of
Transregional
Networks of
Communication
Moche
7. Administrative
Institutions
a. Centralized
Governments
b. Elaborate legal
systems and
bureaucracies
8. Techniques used by
imperial governments
to project military
power
a. Diplomacy
b. Developing
supply lines
c. Building
fortifications,
defensive walls,
and roads
d. Drawing new
groups of
military officers
and soldiers
from the local
populations or
conquered
peoples
f. Rome
g. Alexandria
h. Constantinople
i. Teotihuacan
4. Methods to maintain production of
food and provide rewards for elites
a. Corv’ee
b. Slavery
c. Rents and tributes
d. Family and household
production
5. Environmental Damage
a. Deforestation
b. Desertification
c. Soil Erosion
d. Silted Rivers
6. External Problems Along Frontiers
a. Between Han and
Xiongnu
b. Between Gupta and
White Huns
c. Between Romans and
their northern and
eastern neighbors
Standard 2.3
1. Trade Routes
a. Eurasian Silk
Roads
b. Trans-
Standard 2.3
1. New Technologies
a. Yokes
b. Saddles
c. Stirrups
8
Standard 2.3
Ch. 5
Standard
2.3
Page
115:
Contrast
and Exchange
Saharan
caravan
routes
c. Indian Ocean
sea lanes
d. Mediterrane
an sea lanes
2. Transformed religious
and cultural traditions
a. Christianity
b. Hinduism
c. Buddhism
Time Period
Key Concept
AP World History required
examples of content
2. Domesticated Pack Animals
a. Horses
b. Oxen
c. Llamas
d. Camels
3. Innovations in Maritime
Technologies
a. Lateen Sails
b. Dhow Ships
4. Changes in Farming and Irrigation
Techniques
a. The qanat system
5. The Effects of the Spread of Disease
on Empires
a. Roman Empire
b. Chinese Empires
Illustrative Example (Must know the
examples in BOLD)
Period 3:
Regional and
Transregional
Interactions, c
600 C.E. to c.
1450 (20% of
exam)
Standard 3.1
Expansion and
Intensification of
Communications
and Exchange
Networks
Standard 3.1
1. Existing Trade Routes
a. The Silk Roads
b. The
Mediterranean
Sea
c. The TransSaharan
d. The Indian
Ocean basins
2. Empires
a. China
b. The Byzantine
Standard 3.1
1. New Trading Cities
a. Novgorod
b. Timbuktu
c. The Swahili city-states
d. Hangzhou
e. Calicut
f. Baghdad
g. Venice
h. Tenochtitlan
2. Luxury Goods
a. Silk and Cotton textiles
b. Porcelain
9
Them:
The Fall
of Han
China,
the
Gupta
Empire,
and
Rome
Stearns
Chapters
Strayer
Chapters
Standard 3.1
Ch. 6
Ch. 7
Ch. 8
Ch. 9
Standard
3.1
Ch. 8
Ch. 9
Ch. 10
Ch. 11
Princeto
n Review
20112013
Standard
3.1
Pages
133-162
(III-III,F)
Empire
c. The Caliphates
d. The Mongols
3. Migrations and their
environmental impact
a. Bantu-speaking
peoples in SubSaharan Africa
b. Maritime
migrations of
the Polynesian
peoples
3.
4.
5.
6.
7.
8.
9.
c. Spices
d. Precious metals and gems
e. Slaves
f. Exotic Animals
Caravan Organization
a. Caravanserai
b. Camel Saddles
New Forms of Credit and
Monetization
a. Bills of Exchange
b. Credit
c. Checks
d. Banking Houses
State Practices
a. Minting of Coins
b. Use of Paper Money
Trading Organizations
a. Hanseatic League
Environmental Knowledge and
Technological Adaptations
a. The way Central Asian
pastoral groups used horses
to travel in the steppes
b. The way the Arabs and
Berbers adapted camels to
travel across and around
the Sahara
Diffusion of Languages
a. The spread of Bantu
languages including Swahili
b. The spread of Turkic and
Arabic languages
Diasporic Communities
10
a. Muslim merchant
communities in the Indian
Ocean Region
b. Chinese merchant
communities in the
Southeast Asia
10. Interregional Travelers
a. Ibn Battuta
b. Marco Polo
c. Xuanzang
11. Diffusion of literary, artistic, and
cultural traditions
a. Neoconfucianism and
Buddhism in East Asia
b. Hinduism and Buddhism in
Southeast Asia
c. Islam in Sub-Saharan Africa
and Southeast Asia
12. Diffusion of scientific and
technological traditions
a. The influence of Greek and
Indian mathematics on
Muslim scholars
b. The return of Greek science
and philosophy
c. The spread of printing and
gunpowder technologies
13. New foods and agricultural
techniques
a. New rice varieties in East
Asia
b. The spread of cotton, sugar,
and citrus throughout Dar
11
al-Islam and the
Mediterranean basin
Standard 3.2
Continuity and
Innovation of
State Forms and
Their
Interactions
Standard 3.2
1. Technological and
Cultural Transfers
a. Between Tang
China and the
Abbasids
b. Across the
Mongol empires
c. During the
Crusades
Standard 3.2
1. Traditional sources of power and
legitimacy
a. Patriarchy
b. Religion
c. Land-owning elites
2. Innovations
a. New methods of taxation
b. Tributary systems
c. Adaptation of religious
institutions
3. Islamic States
a. Abbasids
b. Muslim Iberia
c. Delhi Sultanates
4. City-States
a. Italian Peninsula
b. East Africa
c. Southeast Asia
d. Americas
5. Synthesis by States
a. Chinese traditions that
influenced states in Japan
Standard 3.2
Ch. 10
Ch. 11
Ch. 12
Ch. 13
Ch. 14
Standard 3.3
Increased
Economic
Productive
Capacity and its
Consequences
Standard 3.3
1. Multiple factors
contributed to the
decline of urban areas
a. Invasions
b. Disease
Standard 3.3
1. Technological Innovations
a. Champa rice varieties
b. The Chinampa field systems
c. Waru waru agricultural
techniques in the Andean
Standard 3.3
Ch. 15
12
Standards
3.2 and 3.3
Ch. 12
Ch. 13
Standard
3.2
Pages
162-169
(IV-VII)
c. Decline of
areas
Agricultural
d. Improved terracing
Productivity
techniques
d. The Little Ice Age
e. The horse collar
2. Urban Revival
2. Regions where free peasants
a. End of Invasions
revolted
b. Safe and reliable
a. China
transport
b. Byzantine Empire
c. Rice of
commerce and
the warmer
temperatures
between 800
and 1300
d. Increased
agricultural
productivity
e. Greater
availability of
labor
3. Labor Organization
a. Free peasant
agriculture
b. Nomadic
pastoralism
c. Craft production
and guild
organization
d. Various forms of
coerced and
unfree labor
e. Governmentimposed labor
13
Time Period
Key Concept
Period 4:
Global
Interactions, c.
1450 to c.
1750 (20% of
exam)
Standard 4.1
Globalizing
Networks of
Communication
and Exchange
taxes
f. Military
obligations
AP World History required
examples of content
Standard 4.1
1. Official Chinese
maritime activity
2. Portuguese maritime
activity
3. Spanish maritime
activity
4. Multiple routes to Asia
Illustrative Example (Must know the
examples in BOLD)
Stearns
Chapters
Standard 4.1
Standard 4.1
1. New tools
Ch. 16
a. Astrolabe
Ch. 17
b. Revised Maps
2. Innovations in Ship Designs
a. Caravels
3. American foods
a. Potatoes
b. Maize
c. Manioc
4. Cash Crops
a. Sugar
b. Tobacco
5. Domesticated Animals
a. Horses
b. Pigs
c. Cattle
6. Foods brought by African slaves
a. Okra
b. Rice
7. Syncretic and new forms of religion
a. Vodun
b. Cults of Saints
c. Sikhism
8. Innovations in visual and performing
arts
14
Strayer
Chapters
Standards
4.1, 4.2,
and 4.3
Ch. 14
Ch. 15
Ch. 16
Princeto
n Review
20112013
Standard
4.1
Pages
185-198
(III, B-IV,
A)
a. Renaissance art in Europe
b. Wood-block prints in Japan
9. Popular authors, literary forms, and
works of literature
a. Shakespeare
b. Kabuki
c. Sundiata
Standard 4.2
New forms of
Social
Organization and
Modes of
Production
Standard 4.2
1. Intensification of Peasant Labor
a. The development of frontier
settlements in Russian
Siberia
b. Cotton textile production in
India
c. Silk textile production in
China
2. Coerced Labor
a. Chattel Slavery
b. Indentured Servitude
c. Encomienda and hacienda
systems
d. The Spanish adaptation of
the Inca mit’a
3. New Elites
a. Manchus in China
b. Creoles in Spanish America
c. European Gentry
4. Existing Elites
a. The zamindars in the Mughal
Empire
b. The nobility of Europe
c. The daimyo in Japan
15
Standard 4.2
Ch. 18
Ch. 19
Ch. 20
5. Gender and family restructuring
a. Smaller size of European
families
6. New ethnic and racial classifications
a. Mestizo
b. Mulatto
c. Creole
Standard 4.3
State
Consolidation
and Imperial
Expansion
Standard 4.3
1. Land Empires
a. Manchus
b. Mughals
c. Ottomans
d. Russians
2. Maritime Empires
a. Portuguese
b. Spanish
c. Dutch
d. French
e. British
Standard 4.3
1. The arts as displays of political
power
a. Monumental architecture
b. Urban design
c. Courtly literature
d. The visual arts
2. Religious ideas
a. Divine Right
b. Shiism
c. Human Sacrifice
d. Confucian Rituals
3. Differential treatment of ethnic and
religious groups
a. Ottoman treatment of nonMuslim subjects
b. Manchu policies toward
Chinese
c. Spanish creation of a
separate “Republica de
Indios”
4. Bureaucratic Elites or Military
Professionals
a. Ottoman Devshirme
b. Chinese Examination
16
Standard 4.3
Ch. 21
Ch. 22
Standard
4.3
Pages
199-207
(IV, B-VII)
System
c. Salaried Samurai
5. Competition over trade routes
a. Piracy in the Caribbean
6. State Rivalries
a. Thirty Years War
b. Ottoman-Safavid Conflict
7. Local Resistance
a. Food riots
b. Samurai revolts
c. Peasant uprisings
Time Period
Period 5:
Key Concept
Standard 5.1
Industrialization Industrialization
and Global
and Global
Integration, c. Capitalism
1750-c. 1900
(20
% of exam)
AP World History required
examples of content
Illustrative Example (Must know the
examples in BOLD)
Stearns
Chapters
Strayer
Chapters
Standard 5.1
1. Factors leading to the
rise of industrial
production
a. Europe’s
location on
the Atlantic
Ocean
b. Geographical
distribution
of coal, iron,
and timber
c. European
demographic
changes
d. Urbanization
e. Improved
Standard 5.1
1. Production and export of single
natural resources
a. Cotton
b. Sugar
c. Guano
d. Metals and minerals
2. Declining agriculturally based
economy
a. Textile production in
India
3. New consumer market
a. The Chinese market in
the 19th century
4. Mining centers
a. Copper mines in Mexico
b. Gold and diamond
Standard 5.1
Ch. 24
Ch. 25
Standard
5.1
Ch. 18
17
Princeto
n Review
20112013
Standard
5.1
Pages
214-221
(III –III,A)
agricultural
productivity
f. Legal
protection of
private
property
g. An
abundance
of rivers and
canals
h. Access to
foreign
resources
i. The
accumulatio
n of capital
2. Developments in
transportation and
communications
a. Railroads
b. Steamships
c. Telegraphs
d. Canals
5.
6.
7.
8.
9.
mines in South Africa
Financial Instruments
a. Stock Markets
b. Insurance
c. Gold Standard
d. Limited Liability
Corporations
Transnational businesses
a. The United Fruit
Company
b. The HSBC-Hong Kong
and Shanghai Banking
Corporation
Alternative Visions
a. Utopian Socialism
b. Marxism
c. Anarchism
State sponsored visions of
industrialization
a. Meiji Japan
b. Tsarist Russia
c. China’s selfstrengthening
movement
d. Muhammad Ali in Egypt
Reforms
a. State pensions and
public health in
Germany
b. Public Education
18
Standard 5.2
Imperialism and
Nation-State
Formation
Standard 5.2
Standard 5.2
1. States with existing colonies
Ch. 26
a. British in India
Ch. 27
b. Dutch in Indonesia
2. European states that established
empires
a. British
b. Dutch
c. French
d. German
e. Russian
3. Europeans who established settler
colonies
a. British in southern
Africa, Australia, and
New Zealand
b. The French in Algeria
4. European states that established
empires in Africa
a. Britain in West Africa
b. Belgium in the Congo
5. Industrialized states practicing
economic imperialism
a. Opium Wars
b. Latin America
6. Contraction of the Ottoman Empire
a. Independent states in
the Balkans
b. British influence in Egypt
7. New states on the edges of existing
empires
a. Zulu Kingdom
b. Siam
19
Standard
5.2
Ch. 19
Ch. 20
Standard
5.2
Pages
221-227
(III, B-III,
E)
8. Nationalism
a. The German nation
b. Filipino nationalism
c. Liberian nationalism
Standard 5.3
Nationalism,
Revolution, and
Reform
Standard 5.3
1. Required Documents
a. The
American
Declaration
of
Independenc
e
b. The French
Declaration
of the Rights
of Man and
Citizen
c. Bolivar’s
Jamaica
Letter
2. Rebellions
a. American
Revolution
b. French
Revolution
c. Haitian
Revolution
d. Latin
American
Independenc
e
Movements
Standard 5.3
1. New ways of understanding the
natural world
a. Rousseau
b. Voltaire
2. Enlightenment Thinkers
a. Locke
b. Montesquieu
3. Subjects challenging imperial
government
a. The challenge of the
Marathas to the Mughal
Sultans
4. Slave resistance
a. Maroon societies
5. Anti-colonial movements
a. Sepoy Rebellion
b. Boxer Rebellion
6. Rebellions influenced by religion
and millenarianism
a. Taiping
b. Ghost Dance
c. Xhosa Cattle-Killing
Movement
7. Reforms in Imperial Policies
a. Tanzimat
b. Self-Strengthening
Movement
20
Standard 5.3
Ch. 23
Standard
5.3
Ch. 17
Standard
5.3
Pages
228-242
(IV-VII)
8. Demands for Women’s Suffrage
a. Resolutions passed at
the Seneca Falls
Conference in 1848
Standard 5.4
Global Migration
Standard 5.4
1. Coerced and semicoerced labor migration
a. Slavery
b. Chinese and
Indian
indentured
servitude
c. Convict labor
Time Period
Key Concept
AP World History required
examples of content
Period 6:
Accelerating
Global Change
Standard 6.1
Science and the
Environment
Standard 5.4
1. Relocation for work
a. Manual laborers
b. Specialized professionals
2. Temporary and seasonal migrants
a. Japanese agricultural
workers in the Pacific
b. Lebanese merchants in
the Americas
c. Italians in Argentina
3. Migrant ethnic enclaves in different
parts of the world
a. Chinese in Southeast
Asia, the Caribbean,
South America, and
North America
4. Regulation of Immigrants
a. The Chinese Exclusion
Acts
b. The White Australia
Policy
Illustrative Example (Must know the
Stearns
examples in BOLD)
Chapters
Strayer
Chapters
Standard 6.1
1. New Scientific Paradigms
a. The theory of relativity
Standard
6.1
Ch. 21
21
Standard 6.1
Ch. 28
Ch. 29
Princeto
n Review
20112013
Standard
6.1
Pages
and
Realignments,
c. 1900 to the
Present (20%
of exam)
2.
3.
4.
5.
6.
7.
8.
b. Quantum Mechanics
c. The Big Bang Theory
d. Psychology
Medical Innovations
a. The polio vaccine
b. Antibiotics
c. The artificial heart
Diseases associated with poverty
a. Malaria
b. Tuberculosis
c. Cholera
Emergent epidemic diseases
a. The 1918 influenza
pandemic
b. HIV/AIDS
Diseases associated with changing
lifestyles
a. Heart Disease
Improved military technology
a. Tanks
b. Airplanes
c. The atomic bomb
New tactics of warfare
a. Trench warfare
b. Firebombing
Wartime casualties
a. Nanjing
b. Dresden
c. Hiroshima
22
Ch. 30
249-262
(III-III,B)
Standard 6.2
Global Conflicts
and Their
Consequences
Standard 6.2
1. Sources of Global
Conflict in the first half
of the 20th century
a. Imperialist
expansion by
European
powers and
Japan
b. Competition
for resources
c. Ethnic
conflict
d. Great power
rivalries
between
Great Britain
and
Germany
e. Nationalist
ideologies
f. The
economic
crisis
engendered
by the Great
Depression
Standard 6.2
1. Internal and external factors
resulting in the collapse of empires
a. Economic hardship
b. Political and social
discontent
c. Technological stagnation
d. Military defeat
2. Colonies negotiate their
independence
a. India from the British
Empire
b. The Gold Coast from the
British Empire
3. Colonies achieve independence
through armed struggle
a. Algeria and Vietnam
from the French empire
b. Angola from the
Portuguese empire
4. Nationalist leaders in Asia and Africa
challenged imperial rule
a. Mohandas Gandhi
b. Ho Chi Minh
c. Kwame Nkrumah
5. Regional, religious, and ethnic
movements challenged both
colonial rule and inherited imperial
boundaries
a. Muhammad Ali Jinnah
6. Transnational movements sought to
unite people
a. Communism
23
Standard 6.2
Ch. 32
Ch. 33
Ch. 34
Standard
6.2
Ch. 22
Ch. 23
Standard
6.2
Pages
262-282
(III, CIII,E)
b. Pan-Africanism
7. Population resettlements
a. The India/Pakistan
partition
b. The Zionist Jewish
settlement of Palestine
c. The division of the
Middle East into
mandatory states
8. Migrations
a. South Asians to Britain
b. Algerians to France
c. Filipinos to the United
States
9. Ethnic Violence
a. The Holocaust
b. Cambodia
c. Rwanda
d. Armenia
10. Displacement of Peoples
a. Palestinians
b. Darfurians
11. Mobilization of state resources
a. Military conscription
12. Groups and individuals who
challenged war
a. Picasso in his Guernica
b. Thich Quang Duc by selfimmolation
13. Examples of nonviolence as a way to
bring about political change
a. Gandhi
b. Martin Luther King
24
14. Groups and individuals opposed and
promoted alternatives to the
existing economic, political, and
social orders
a. Vladimir Lenin and Mao
Zedong
b. Anti-Apartheid
Movement in South
Africa
c. The Tiananmen Square
protestors that
promoted democracy in
China
15. Responses that intensified conflicts
a. The buildup of the
“military-industrial
complex” and arms
trading
16. Movements that used violence
against civilians to achieve political
aims
a. Al-Qaeda
b. IRA
17. Global conflicts had a profound
influence on popular culture
a. Dada
b. Socialist Realism
Standard 6.3
New
Conceptualizatio
ns of Global
Economy,
Standard 6.3
1. Communist governments controlled
their national economies
a. The Five-Year Plans
b. The Great Leap Forward
25
Standard 6.3
Ch. 35
Ch. 36
Standard
6.3
Ch. 24
Standard
6.3
Pages
283-289
(III,E-V)
Society, and
Culture
2. Government intervention in the
economy
a. The New Deal
3. Governments guiding economic life
a. The encouragement of
export-oriented
economies in East Asia
4. Governments encourage free
market policies
a. The United States
beginning with Ronald
Reagan
b. China under Deng
Xiaoping
5. New international organizations
a. The League of Nations
b. The United Nations
6. New economic institutions
a. The International
Monetary Fund (IMF)
b. World Bank
c. World Trade
Organization (WTO)
7. Humanitarian Organizations
a. World Health
Organization (WHO)
b. Amnesty International
8. Regional trade agreements
a. The European Union
b. NAFTA
c. ASEAN
d. Mercosur
9. Multinational Corporations
26
a. Royal Dutch Shell
b. Coca-Cola
c. Sony
10. Protest movements
a. Greenpeace
b. Earth Day
11. Human Rights
a. The U.N. Universal
Declaration of Human
Rights
12. New cultural identities
a. Negritude
13. Exclusionary reactions
a. Xenophobia
b. Race riots
c. Citizenship restrictions
14. New forms of spirituality
a. Hare Krishna
b. Falun Gong
15. Application of religion to political
issues
a. Fundamentalist
movements
b. Liberation Theology
16. Sports were more widely practiced
and reflected national and social
aspirations
a. World Cup Soccer
b. The Olympics
17. Widespread diffusion of music and
film
a. Bollywood
27
Assessments:
Formative: 20% (Notes, Vocab, Activities, Assignments, etc.)
Dialectical Journals: This is the foundation of writing needed for success on the AP World History exam. It is expected that each student will submit one
completed DJ for each chapter. This will be scored for mastery not completing. Students can rework DJs and resubmit multiple
times if needed to receive full credit; however, no DJ will be accepted after the completion of a unit.
Course Notebook:
Each student will compile and organize materials in a three ring binder to be submitted as scheduled for assessment. Each binder
will contain all quizzes, exams, writing practice, chapter notes, online quizzes for each chapter, chapter guided readings, handouts,
additional reading packets, etc. Notebook must be organized based on the six time periods: 8,000 B.C.E.-600 B.C.E., 600 B.C.E.-600
C., 600-1450 C.E., 1450-1750 C.E., 1750-1900 C.E., and 1900-present. These notebooks will not be collected unless a student
chooses to complete test corrections for a unit exam. In this case, the student will complete all test corrections in room 211 before
or after school, as approved by the instructor. If the student submits all exam corrections along with a completed notebook, the
student will receive the next level of grade for that exam.
Assessments:
Summative: 70% (Quizzes, Exams, etc)
Quizzes:
Multiple Choice Quiz for each chapter of the Stearns and/or Strayer book, 10 questions…quiz will
be graded using the AP format. For each quiz/exam students will have 47.14 seconds per question.
Quiz Scoring
Score
10
8-9
6-7
4-5
0-3
Exams:
Each Unit will be completed with a Unit Exam consisting of 70 multiple
choice questions and one or two free response questions (a DBQ, CCOT, or a Comparative Response). Also, starting with unit two,
each exam will contain 25% material from previously covered units.
If a student is absent during an exam and has an excused absence the student will need to complete the alternate
assessment/retake one week following the absence.
Grade
100%
92%
83%
70%
40%
AP Estimate
5
4
3
2
1
Points
42
39
35
29
17
28
Final Exam
Summative Final: 10 %
Students will take mock exam that consists of 70 multiple choice questions (55 minutes) and three free response question; DBQ,
COT, and Comparative response (2 hours 10 minutes)
Unit/Final
Exam Grading
Exams are graded using the following method:
[(number correct MC * 0.8571) + (FR out of 9 * 2.2222, 4.4444, or 6.6666)] = raw score. Free Response will be worth 50% of the
exam score but the calculation will depend on the number of free response questions on the exam. This score (maximum of 120) is
then converted into a grade based on the following scale:
Exams:
Raw Score
83-120
69-82
51-68
33-50
0-32
Grade
100%
92%
83%
70%
40%
AP Estimate
5
4
3
2
1
Points
1000
920
830
700
400
Exam Rewards:
Any student that demonstrates mastery on the free response section of a unit exam will be exempt from the dialectical journals
assigned for the next unit. Mastery is defined as achieving a score of 7 or higher out of 9.
Make-up Assessments and Exam Corrections (MC only):
As this course is intended to create a rigorous atmosphere and hold students accountable for their work in ethic in class all make-up/late work will be held
to strict guidelines for acceptance. All make-up work/late formative (class) assignments may be turned in late within 3 days of the due day for reduced
points for the assignment. IMPORTANT: If students have all work in Infinite Campus they will be eligible to partake in exam corrections (multiple choice
only) as to provide the opportunity to master the content and standards as presented in the AP World History course outline.
29
Non-Traditional Instruction (NTI) Days: In the event of inclement weather work will be provided and expected to be completed at home as we would in a
classroom setting. This is NOT optional and will be held to the same standard as regular class work as well as the make-up/late policy. The
materials/assignment(s) may be accessible in various forms including class Google Groups, teacher webpage, and/or hard copy.
Standards Based Grading Policy:
According to school guidelines, students are expected to master each of the standards specified in the previously mentioned content areas for this subject.
Grades for this course will be based entirely on the mastery of these standards as demonstrated on formative and summative assessments. No portion of
the course grade will be obtained from bonus, additional assignments, etc. It is expected behavior that each student will prepare for these standards
through completing the assigned reading, completing the standards based assignments, and participating in class discussion/activities.
Course Distribution Breakdown
Class Activity
Summative (Exams, Quizzes, etc.)
Formative (In-Class, notes, vocab, etc.)
Finals
Activities and Projects (TBA)
Percentage of Course Grade
70% of Total Course Grade
20% of Total Course Grade
10% of Total Course Grade
Graded as either summative or formative upon discretion
30