Download 2013-2014 AP World Syllabus

VON STEUBEN AP WORLD HISTORY
2013-2014 COURSE REQUIREMENTS
Mr. P Duda [email protected]
Ms. I. McMahon [email protected]
Course Description
Welcome to A.P. World History. This year we will be exploring World history in a possibly new way for you.
Sometimes this approach is called “Big History,” or “Big Picture” history. Either way, we will focus on the
interactions of the various parts of the world through a variety of mechanisms—political, religious, economic,
social, or conflict. We will approach this subject from foundations of civilizations to the present day, across all
continents and a wide range of people, cultures and ideas.
Learning Expectations
Students will demonstrate the academic excellence of a college freshman. This standard will be demonstrated
through critical analytical writing in continuity and change essays, comparative essays and document based
questions (DBQs), as well as academic capability demonstrated in discussions, debates, projects and research
papers. As such, AP World History is a demanding course of study that requires daily completion of homework.
Students expecting to score 3,4,5 must plan to study a minimum of eight (8) hours per week. For each chapter,
students will receive a chapter reading guide that identifies main themes, learning objectives, and important
terms, concepts and names. The chapter guide serves as the main notes source for the content of the assigned
chapter. It is highly recommended that students are very familiar with the terms, concepts, and names from each
chapter guide. These chapter guides will be posted to the Von Steuben website, under our class site, along with
other useful articles and links to help you succeed. The AP World History curriculum requires a demanding
reading and assignment schedule. Students should begin planning and preparing well in advance of the AP exam
scheduled for May, 2014.
AP World History Course Standards:
CR1a: The course includes a college-level history textbook.
CR1b: The course includes diverse primary sources, including written documents, maps, images, and quantitative
data (charts, graphs, and tables), works of art, and other types of sources.
CR1c: The course includes sources written by historians or scholars interpreting the past.
CR2: Each of the course themes receives explicit attention and is addressed throughout the course.
CR3: Each of the key concepts receives explicit attention in the relevant historical period and Is integrated with the
course themes-Key Concepts.
CR5a: The course provides balanced global coverage, with Africa represented.
CR5b: The course provides balanced global coverage, with the Americas represented.
CR5c: The course provides balanced global coverage, with Asia represented.
CR5d: The course provides balanced global coverage, with Oceania and Australia represented.
CR6: The course provides opportunities for students to develop coherent written arguments that have a thesis
supported by relevant historical evidence- Historical argumentation.
CR7: The course provides opportunities for students to identify and evaluate diverse historical interpretations.
CR8: The course provides opportunities to analyze evidence about the past from diverse sources, including written
documents, maps, images, quantitative data (charts, graphs, tables), works of art, and other types of sourcesAppropriate use of historical evidence.
CR9: The course provides opportunities for students to examine relationships between cause and consequences of
events or processes.-Historical causation.
CR10: The course provides opportunities for students to identify and analyze patterns of continuity and change over
time and across geographic regions, relating these patterns to a global context.-Patterns of change and continuity
over time.
CR11: The course provides opportunities for students to examine diverse models of periodization constructed by
historians. -Periodization.
CR12: The course provides opportunities for students to compare historical developments across or within societies in
various chronological and/or geographical. -Comparison
CR13: The course provides opportunities for students to connect historical developments to specific circumstances of
time and place, and to broader regional, national, or global processes. -Contextualization
CR14: The course provides opportunities for students to apply multiple historical thinking skills to examine a
particular historical problem or question and connect insights from one historical context to another, Including the
present. -Synthesis
CR15: The course provides opportunities for students to recognize how the study of history has been shaped by the
findings and methods of other disciplines such as anthropology, archaeology, visual arts, literature, economics,
geography and political science.-Synthesis.
Course Materials
Textbook: Ways of the World: A Global History, Robert Strayer, Bedford St. Martin’s, 2009
CR1a: The course includes a college-level history textbook.
Primary Sources
• World Traditions in the Humanities, Nextext, 2001.
• Document Based Questions in World History, The DBQ Project, Evanston, Illinois, 2002
• Additional web-based sources through the year
Scholarly History
• Guns, Germs and Steel by Jared Diamond
• Collapse, How Societies Choose to Fail or Succeed by Jared Diamond
• Day of Empire, How Hyperpowers Rise to Global Dominance-and Why They Fall by Amy Chua
• A Splendid Exchange, How Trade Shaped the World by William J. Bernstein
Standards: CR4, CR5a, CR5b, CR5e, CR6, CR7, CR8, CR9, CR10, CR11, CR12, CR13, CR14, CR15
CR1c: The course includes sources written by historians or scholars interpreting the past.
Student Materials: Dedicated AP World History notebook and folder, Internet access, pens,
highlighters, post-it notes, index cards, review books if possible
Grading
Grading is based upon a standard accumulated point system with students being assessed in the following areas:
- Homework (primarily in the form of chapter reading guides)
- Partner/Group work
- Essays (focus on three types of writing expected for the AP exam)
- Online discussion
- Quizzes and exams
History Habits of Mind
Endorsed by the College Board, these ways of thinking reflect what would be expected in any college-level history
class. Please study these since they will be reflected in all discussions, writing, debates, and projects:
· Constructing and evaluating arguments: using evidence to make plausible arguments
· Using documents and other primary data: developing the skills necessary to analyze point of view and
context, and to understand and interpret information
· Assessing continuity and change over time and over different world regions
· Understanding diversity of interpretations through analysis of context, point of view, and frame of
reference
This second group specifically reflects World History habits of mind that will be developed in this course:
· Seeing global patterns and processes over time and space while connecting local developments to
global ones
· Comparing within and among societies, including comparing societies’ reactions to global processes
· Considering human commonalities and differences
· Exploring claims of universal standards in relation to culturally diverse ideas
· Exploring the persistent relevance of world history to contemporary developments
5 Themes of AP World History
The themes are designed to encourage students to think conceptually about the world’s past and to focus on
historical change over time.
• Theme 1 – Interaction between humans and the environment
• Theme 2 – Development and Interaction of Cultures
• Theme 3 – State-building, expansion and conflict
• Theme 4 – Creation, expansion and interactions of Economic Systems
• Theme 5 – Development and transformation of social structures
CR2: Each of the course themes receives explicit attention and is addressed throughout the course.
Learning Activities
The list below is by no means exhaustive but will include some of the activities that students will
participate in during the year.
Chapter Reading Guide
As the key form of class notes as well as the primary study resource, students are expected to
complete reading guides for each chapter. Key questions and concepts will be included in each reading
guide. Completing the reading guides will be crucial for success on reading quizzes, unit tests, essay
assignments, and, most importantly, the AP World History exam.
Tag Team Teaching
Students will be divided into five or six groups each unit. These groups correspond to the AP World
History key concepts. The students will be given “workshop” days where they will be expected to
consult a variety of sources along with regular class texts. Students consider and analyze the different
themes and periodizations that are contained in these sources and record their findings on Unit Focus
Sheets in categories mirroring the AP World History themes. Students will identify continuities from
previous studies, as well as the nature and causes of change as they apply to their assigned topic.
Students will also evaluate multiple causes and consequences of the main historical developments
represented in the sources. Using an inverted pyramid approach, students will prioritize their most
important information. The goal is to synthesize information into five listings per identified heading.
Students will use this information to prepare a presentation for their classmates. Students are required
to cite the information used and they must be able to answer questions and justify their selections.
Writing Assignments
Each unit includes writing assignments designed to develop the skills necessary for creating wellevidenced essays on historical topics highlighting clarity and precision. We will write a lot in AP World
History – be prepared!
Short Document Analysis: Students analyze three documents (one written, one visual and one
quantitative) from the course primary source readers. For instance, in Unit 1, students will analyze
sources for point of view, intended purpose, audience, and historical context of each source. These
skills of primary source analysis will be applied throughout the course.
Document Based Question (DBQ): Students analyze evidence from a variety of sources in order to
develop a coherent written argument that has a thesis supported by relevant historical evidence.
Students will apply multiple historical thinking skills as they examine a particular historical problem or
question.
Change and Continuity Over Time (CCOT): Students identify and analyze patterns of continuity and
change over time and across geographic regions. They will also connect these historical developments
to specific circumstances of time and place, and to broader regional, national, or global processes.
Comparative Essay: Students compare historical developments across or within societies in various
chronological and/or geographical contexts. Students will also synthesize information by connecting
insights from one historical context to another, including the present.
Grading: Essays will be graded according to the standard AP World History rubric.
History and Geography
Each unit will have an assignment that requires the integration of geography and history to develop a
historical argument. Examples include:
• Why did the First Civilizations develop where they did?
• How did geography impact the downfall of classical empires?
• What role did geography play in the development of major transcontinental trade routes?
• How did geography impact the interaction between pastoral and agricultural people?
• How did geography impact the triangle trade?
• How did European colonization change the human geography of Africa?
Timeline Creation
Students will create chronological and sequential visuals of key events and relationships in world
history. Annotated timelines will be included in each unit. Timeline assignments will also critically
examine the efficacy of particular periodizations in world history.
Class Debates/Fishbowls
History has no right or wrong answers, only interpretations of events that are supported by evidence.
These interpretations can range from totally unbelievable to highly credible. We will engage in he
process of “doing” history through regular class debates. Students will debate a range of historical
interpretations and controversies. At least one topic debate will occur in each unit.
Think-Pair-Group Share
Students will regularly be asked to consider historical questions with a partner and in groups. Often,
students will lead whole group review sessions of nightly reading assignments and questions. Students
will also analyze each other’s writing in pairs and as a whole class.
Scenario and Role Playing
Students will examine and reenact crucial historical events from various parts of the world. This is done
for fun, but also because research shows that physical activity in the classroom promotes greater
retention of material. The more YOU talk to each other and move around in class, rather than passively
listening, the more you will remember.
Unit Content
Unit 1- The Neolithic Revolution, 8,000 BCE to 500 BCE (3 weeks).
Period 1: Technological and Environmental Transformations, to c. 600 BCE
• Key Concept 1.1. Big Geography and the Peopling of the Earth
• Key Concept 1.2. The Neolithic Revolution and Early Agricultural Societies
• Key Concept 1.3. The Development and Interactions of Early Agricultural, Pastoral and Urban
Societies
Standards: CR4, CR5a, CR6, CR7, CR8, CR9, CR10, CR11, CR12, CR14, CR15
Key Assignments
- Ways of the World, chapters 1 – 3, excerpts from Jared Diamond’s Guns, Germs and Steel
- Primary Sources: Shostak, Nisa; Lerner, Urban Revolution; Hammurabi’s Code; - Chapter reading quizzes
-Geography: How was the earth settled? Expanding from Africa to Europe, Asia, Australia/Oceania and the
Americas
- Intro to primary source analysis: art, language and writing
- Intro to comparative essays
- Timeline of major technological, social, and political developments
- Tag team teaching
- Two-day unit exam: Day 1 – 50 question multiple choice; Day 2 – Comparative essay
Unit 2- The Ancient & Classical World, 500 BCE to 500 CE (5 weeks).
Period 2: Organization and Reorganization of Human Societies, c. 600 BCE to c. 600 CE
• Key Concept 2.1. The Development and Codification of Religious and Cultural Traditions
• Key Concept 2.2. The Development of States and Empires
• Key Concept 2.3. Emergence of Transregional Networks of Communication and Exchange
Standards: CR4, CR5a, CR5e, CR6, CR7, CR8, CR9, CR10, CR11, CR12, CR13, CR14, CR15
CR3: Each of the key concepts receives explicit attention in the relevant historical period and is
integrated with the course themes-Key Concepts.
Key Assignments
- Ways of the World, chapters 4 – 7 , Chapter reading quizzes
- Primary Sources: Plutarch, On Education; Confucius, The Analects; Ban Zhao, Lessons for Women;
Karma and Reincarnation; Buddhism: Gotama’s Discovery; The Koran; Glorious Victories of ‘Amda
Seyon -Chapter reading quizzes
- Class debate: Which developments most influenced the development of major societies? Support
using evidence from multiple continents.
- Development timeline
- Map analysis and integration
- DBQ
- Tag team teaching
- Two-day unit exam, incl. comparative essay
Unit 3- The Postclassical World, 500-1450 (5 weeks).
Period 3: Regional and Transregional Interactions, c. 600 C.E. to c. 1450
• Key Concept 3.1: Expansion and Intensification of Communication and Exchange Networks
• Key Concept 3.2: Continuity and Innovation in State Forms and Their Interactions
• Key Concept 3.3: Increased Economic Productive Capacity and Its Consequences
Standards: CR4, CR5a, CR5e, CR6, CR7, CR8, CR9, CR10, CR11, CR12, CR13, CR14, CR15
CR3: Each of the key concepts receives explicit attention in the relevant historical period and is
integrated with the course themes-Key Concepts.
Key Assignments
- Ways of the World, chapters 8 – 13, Chapter reading quizzes
- Primary Sources: Feudalism: An Oath; Magna Carta; Miyazaki, The Chinese Civil Service Exam; Reilly,
Love in Medieval Europe, India and Japan; al-Athir, Conquest of Jerusalem; Fadlan, The Viking Rus;
Bocaccio, The Plague in Florence; Diaz, Cities of Mexico; Southernization
- Intro to change over time essay
- Class debate
- Tag team teaching
- Integrating graphs, tables and charts into history
- Two-day unit exam, including change over time essay
- DBQ
Unit 4- The Early Modern World, 1450-1750 (6 weeks).
Period 4: Global Interactions, c. 1450 to c. 1750
• Key Concept 4.1: Globalizing Networks of Communication and Exchange
• Key Concept 4.2: New Forms of Social Organization and Modes of Production
• Key Concept 4.3: State Consolidation and Imperial Expansion
Standards: CR4, CR5a, CR5b, CR6, CR7, CR8, CR9, CR10, CR11, CR12, CR13, CR14, CR15
CR3: Each of the key concepts receives explicit attention in the relevant historical period and is
integrated with the course themes-Key Concepts.
Key Assignments
- Ways of the World, chapters 14 – 16, Chapter reading quizzes
- Primary Sources: Marco Polo, The Travels; Goitein, Cairo: An Islamic City; Menzies, 1421: The Year
China Discovered America: The Broken Spears; Las Casas, The Devastation; Family Instructions for
the Miu Lineage; Gempaku, A Dutch Anatomy Lesson in Japan; Bolivar, A Constitution for Venezuela
- Guns, Germs and Steel reading and critical response essay, Chapter reading quizzes
- Debate: were economic, political and social developments of this period net positive or negative?
- DBQ
- 1st semester final exam
- Two-day unit exam, including change over time essay
Unit 5- The Industrial Age, 1750-1914 (5 weeks)
Period 5: Industrialization and Global Integration, c. 1750 to c. 1900
• Key Concept 5.1: Industrialization and Global Capitalism
• Key Concept 5.2: Imperialism and Nation-State Formation
• Key Concept 5.3: Nationalism, Revolution, and Reform
• Key Concept 5.4: Global Migration
Standards: CR4, CR5a, CR5b, CR5e, CR6, CR7, CR8, CR9, CR10, CR11, CR12, CR13, CR14, CR15
CR3: Each of the key concepts receives explicit attention in the relevant historical period and is
integrated with the course themes-Key Concepts.
Key Assignments
- Ways of the World, chapters 17 – 20, Chapter reading quizzes
- Primary Sources: Pacey, Asia and the Industrial Revolution; Smith, Wealth of Nations; Marx/Engels,
Communist Manifesto; Orwell, Burmese Days; Conrad, Heart of Darkness; Yukichi, Good-bye Asia;
Yataro, Mitubishi Letter to Employees; Coatsworth, Economic Trajectories in Latin America; Marti,
Letters from New York; Kipling, White Man’s Burden- Case Study: Imperialism, Industrialization and Indigenous People (ex. Australia)
- Chapter reading quizzes
- Class debate: Capitalism vs. socialism
- DBQ
- Two-day unit exam, including comparative essay
Unit 6- The Twentieth Century (6 weeks).
Period 6: Accelerating Global Change and Realignments, c. 1900 to the Present
• Key Concept 6.1: Science and the Environment
• Key Concept 6.2: Global Conflicts and Their Consequences
• Key Concept 6.3: New Conceptualizations of Global Economy, Society, and Culture
Standards: CR4, CR5a, CR5b, CR5e, CR6, CR7, CR8, CR9, CR10, CR11, CR12, CR13, CR14, CR15
CR3: Each of the key concepts receives explicit attention in the relevant historical period and Is
integrated with the course themes-Key Concepts.
Key Assignments
- Ways of the World, chapters 21 – 24 , Chapter reading quizzes
- Primary Sources: Von Laue, World Revolution; Gandhi, Hind Swaraj; World War I propaganda;
Luxemburg, Junius Pamphlet; Lenin, War and Revolution; Chang, Rape of Nanking; Garvin and
Hegstrom, Maya Indians; Zionist and Arab Cases, Djebar, Growing up in Algeria; Friedan, Feminist
Mystique; San Suu Kyi, Letters from Burma
- South Africa apartheid reenactment
- Tag team teaching
- Two-day unit exam, including essay of your choice
Unit 7- Review for AP World History Exam (3 weeks)
Key Assignments
- Final exam/practice AP exam
- Review Sessions
- Team teaching review
Standards: CR4, CR5a, CR5b, CR5e, CR6, CR7, CR8, CR9, CR10, CR11, CR12, CR13, CR14, CR15
- AP World History Exam: May, 2014
Unit 8 – End of the Year Project
TBD