Download AP World History Syllabus, 2007-2008

AP© World History Syllabus
Instructor: Rush Sullivan
[email protected]
Course Description: Advanced Placement World History (WHAP) is a chance to study the story of how our world
came to be as it is today. The course will cover events that shaped our world between 8000 BCE* and the present, and is
truly global in scope with Africa, the Americas, Asia, Europe, and Oceana represented equally. WHAP is a collegelevel course – it is taught on the college level and requires much more homework and more extensive writing
assignments and thinking skills than a high school course. Be ready to work, but be ready for the reward when test
results come next July.
ALL STUDENTS should take the internationally given College Board test in May to try for college credit. Our purpose in
class is to prepare all students to do well on the exam; the broader purpose is to develop a variety of analytical skills
and the chance to “do history” rather than just read about it. This requires a great deal of critical thinking,
interpretation of written material, logical argumentation, and analysis. These skills are beneficial regardless of your
future career goals.
* Note – The College Board uses the designations BCE (Before the Common Era) and CE (Common Era), therefore, we
will as well. BCE corresponds with BC (Before Christ) and CE corresponds with AD (Anno Domini)
Reading Resources
Primary Textbook:
Bulliet, R., Crossley, P., Headrick, D., Hirsch, S., Johnson, L., and Northrup, D. The Earth and Its Peoples: A Global History,
3rd ed. Boston: Wadsworth, 2008.
Supplementary Texts:
Reilly, Kevin, ed. Worlds of History: A Comparative Reader, 3rd ed. Boston: Bedford/St. Martin’s, 2009.
Strayer, Robert. Ways of the World: A Brief Global History with Sources. Boston: Bedford/St. Martin’s, 2011.
Bentley, J., Ziegler, H. Traditions and Encounters: A Global Perspective on the Past, 5 th ed. New York: McGraw Hill, 2011.
Christian, David. This Fleeting World: A Short History of Humanity. Great Barrington: Berkshire Publishing Group, 2007.
Diamond, Jared. Guns, Germs, and Steel: The Fates of Human Societies. New York: Norton, 1997
Web Resources
To take practice tests, study with online flash cards, examine maps from each chapter, review correct pronunciation, etc.
look at: http://college.hmco.com/history/world/bulliet/earth_peoples/3e/students/index.html
OR do a google search for your book’s title and edition.
To check your assignments online and download materials used in class if absent check: http://www.scott.k12.ky.us/
click on “Scott County” on the left, then “Online Classrooms,” “Sullivan, Rush” and “AP World History”
Historical Themes*
Advanced Placement World History highlights five themes that form the cornerstone of the teaching and learning
experience.
1. Interactions between humans and the environment
 Demography and disease
 Patterns of settlement
 Migration
 Technology
2. Development and interaction of cultures
 Religions
 Science and technology
 Belief systems, philosophies, and
ideologies
 The arts and architecture
3. State-building, expansion, and conflict
 Political structures and forms of
 Revolts and revolution
governance
 Regional, trans-regional, and global
structures and organizations
 Empires
 Nations and nationalism
4. Creation, expansion, and interaction of economic systems
 Agricultural and pastoral production
 Industrialization
 Trade and commerce
 Capitalism and socialism
 Labor systems
5. Development and transformation of social structures
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Gender roles and relations
Family and kinship
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Racial and ethnic construction
Social and economic classes
Periodization*:
This course will divide the scope of World History into six time periods based on significant watershed events or
trends in history. This class will follow the periodization guides set forth by the College Board which are as follows:
PERIOD 1: Technological and Environmental Transformations (to c. 600 B.C.E.)
Key concepts:
1.1- Big Geography and the Peopling of the Earth
1.2- The Neolithich Revolution and Early Agricultural Societies
1.3- The Development and Interactions of Early Agricultural, Pastoral and Urban Societies
PERIOD 2: Organization and Reorganization of Human Societies (c. 600 B.C.E to c. 600 C.E)
Key Concepts:
2.1- The Development and Codification of Religious and Cultural Traditions
2.2- The Development of States and Empires
2.3- Emergence of Transregional Networks of Communication and Exchange
PERIOD 3: Regional and Transregional Interactions (c. 600 C.E. to c. 1450)
Key Concepts:
3.1- Expansion and Intensification of Communication and Exchange Networks
3.2- Continuity and Innovaton of State Forms and Their Interactions
3.3- Increased Economic Productive Capacity and Its Consequences
PERIOD 4: Global Interactions (c. 1450 to c. 1750)
Key Concepts:
4.1- Globalizing Networks of Communication and Exchange
4.2- New Forms of Social Organization and Modes of Production
4.3- State Consolidation and Imperial Expansion
PERIOD 5: Industrialization and Global Integration (c. 1750 to c. 1900)
Themes to be covered:
1. Integration between humans and the environment (demography and disease, migration, patterns of settlement,
technology)
2. Development and Interaction of Cultures (Belief systems, philosophies and ideologies, science and technology)
3. State Building, Expansion and Conflict (Political structures and forms of governance, empires, nations and
nationalism, revolts and revolutions, regional, transregional, and global structures and organizations)
4. Creation, Expansion and Interaction of Economic Systems (Trade and commerce, labor systems, industrialization,
capitalism and socialism)
5. Development and Transformation of Social Structures (Gender roles and relations, family, racial and ethnic
construction, social and economic classes)
Key Concepts:
5.1- Industrialization and Global Capitalism
5.2- Imperialism and Nation State Formation
5.3- Nationalism, Revolution and Reform
5.4- Global Migration
Specific Topics Covered:
 Factors that lead to the rise of industrial production
 Fossil fuels revolution
 Concentration and specialization of labor
 The spread of industrialization to other regions
 The technological advances of the “second industrial revolution”
 The integration of the global economy
 The growth of export economies around mass production of single natural resources (i.e. Rubber)
 The decline of economically productive, agriculturally based economies (i.e. Textile production in
India)
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New consumer markets for the finished goods of industrialized states (i.e. Western relations with
China)
The development of extensive mining centers (i.e. Gold and diamond mines in South Africa)
The ideologies and impacts of Adam Smith (capitalism) and John Stuart Mill (classical liberalism)
The expansion of financial instruments (i.e. stock markets)
Globalization’s impact on the proliferation of large-scale transnational businesses (i.e. The HSBC)
Major developments in transportation and communication
The organization of workers and promotion of alternative visions of society (i.e. Utopian socialism)
The resistance to economic change in Qing China and the Ottoman Empire
State-sponsored visions of industrialization (i.e. Muhammad Ali’s development of a cotton textile
industry in Egypt)
The mitigation of the negative effects of industrial capitalism by promoting various types of reforms
(i.e. Public education in many states)
The development of new social classes
The change of family dynamics, gender roles, and demographics in response to industrialization
The effects of rapid urbanization
The increased control over colonies by states with existing colonies (i.e. Dutch in Indonesia)
The establishment of empires in Asia and the Pacific by European states (i.e. French), Americans, and
Japanese while Spanish and Portuguese influence declined
The use of warfare and diplomacy by European states to establish empires in Africa (i.e. Belgium in
the Congo)
The establishment of settler colonies by Europeans in parts of their empires (i.e. The British in
southern Africa, Australia, and New Zealand
The practicing of economic imperialism by industrialized states (i.e. The British and US investing
heavily in Latin America)
The emergence of Meiji Japan
The emulation of European transoceanic imperialism by the US and Russia
The contraction of the Ottoman Empire as a result of anti-imperial resistance (i.e. The establishment
of independent states in the Balkans)
The development of new states on the edges of existing empires (i.e. The Zulu Kingdom)
The fostering of new communal identities as a result of the spread and development of nationalism
(i.e. Filipino nationalism)
The justification of imperialism through new racial ideologies (i.e. Social Darwinism)
The effect on existing governments of the rise and diffusion of Enlightenment thought
New ways of understanding the natural world to human relationships by Thinkers (i.e. Rousseau)
A new reliance on reason as opposed to revelation
New political ideas on the individual, natural rights, and the social contract by Enlightenment
thinkers (i.e. Locke)
The reflection of Enlightenment ideas in revolutionary documents (i.e. The American Declaration of
Independence, the French Declaration of the Rights of Man and Citizen, Bolivar’s Jamaica Letter)
The expansion of rights as a result of the implementation of Enlightenment ideas (suffrage,
abolishment of slavery and end of serfdom)
A new sense of commonality that allowed governments to unite diverse populations
The challenging of centralized imperial governments by their subjects (i.e. the challenge of the
Marathas to the Mughal Sultans)
The facilitation of the emergence of independent states in the US, Haiti, and mainland Latin America.
As well as the rebellion of the French against their monarchy spurred on by the rebellions of
American colonists (i.e. American, French and Haitian Revolution, and the Latin American
independence movements)
The challenging of existing authorities in the Americas connected to slave resistance (i.e. The
establishment of Maroon societies)
Anticolonial movements related to an increase in the questioning of political authority and growing
Rebellions that were influenced by religious ideas and millenarianism (i.e. The Xhosa Cattle-Killing
Movement)
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Reforms in imperial policies in response to increasing frequent rebellions (i.e. The Tanzimat
movement)
 New transnational ideologies and solidarities stimulated by the global spread of European political
and social thought
 The development of liberalism, socialism, and communism encouraged by discontent with
monarchist and imperial rule
 The challenging of political an gender hierarchies through demands for women’s suffrage and an
emergent feminism (i.e. The resolutions passed at the Seneca Falls Conference in 1848)
 Migrations as a result of challenges to existing patterns of living in industrialized and
unindustrialized societies
 A global rise in population correlating to changes in food production and improved medical
conditions
 Global urbanization in the nineteenth century as new modes of transportation developed
 The relocation of migrants for a variety of reasons, often in search of work (i.e. specialized
professionals)
 The reliance of the new global capitalist economy on coerced and semicoerced labor migration such
as slavery, Chinese and Indian indentured servitude and convict labor
 Temporary and seasonal migrants who returned to their home societies (i.e. Lebanese merchants in
the Americas)
 The variety of consequences that arose as a result of large-scale migration during the 19th century
 The role of women in home societies where male migrants were leaving to meet a global demand for
physical labor
 The effects of the creation of ethnic enclaves in different parts of the world as a result of migration
(i.e. Indians in the East and Southern Africa, the Caribbean, and Southeast Asia)
 The reluctance to embrace immigrants by receiving societies shown by increases in racial and ethnic
prejudices as well as the attempts to regulate the increased flow of people across borders (i.e. The
White Australia Policy)
Sample Acitivities (including but not limited to):
 Timelines (Revolutions, Migratory movements, technological advancement)
 Comparison Essay: Comparing the roles of Women from 1750-1900- East Asia, Western Europe, South Asia,
Middle East
 T-chart Graphic Organizer and Fish Bowl Activity: Compare and contrast the ideas of John Locke and
Thomas Hobbes on the role of government in society and on human nature (Primary sources from John
Locke’s Two Treatises of Government and Thomas Hobbe’s Leviathan)
 Analysis of primary and secondary sources: Students will analyze primary and secondary sources (including
charts and pictures) relating to child labor in an industrial factory (activity from schoolhistory.co.uk)
 Socratic Seminar: Students will debate the positives and negatives of the increasing interdependence of
nations due to an increasingly globalized economy
Texts:
 Bulleit: Chapters 21-30
 Adam Smith The Wealth of Nations
 Karl Marx and Friedrich Engels, From The Communist Manifesto
 The American Declaration of Independence
 The French Declaration of the Rights of Man and Citizen
 Fukuzawa Yukichi Good-bye Asia
 Images from Japan: Views of Westernization
Visuals:
 Pictures of Child Laborers, Coal Mines, Urban degredation, and factory machines
 Political Cartoons relating to British, American, and Japanese Imperialism across the globe
 Graphs and maps over population growth, mortality/disease rates, migratory movements
PERIOD 6: Accelerating Global Change and Realignments (c. 1900 to Present)
Key Concepts:
6.1- Science and the Environment
6.2- Global Conflicts and Their Consequences
6.3- New Conceptualizations of Global Economy, Society and Culture
Required Materials:
 Sturdy 1 ½ inch 3-ring binder (just for this class.) You will need another after Christmas. DO NOT buy a
giant binder. The rings are weak and it will fall apart.
 Filler paper
 Notebook tabs that divide chapters. Tabs will be properly labeled with chapter numbers.
 Blue or black AND green pen ONLY; colored pencils can be useful, too. No Graphite Pencils!
Course Requirements:
 Prepare to take the AP Exam in early May.
 Form a study group for tests and other large assignments.
 Actively participate in class and complete all assignments thoroughly and promptly. Late work can be
arranged beforehand (if you know there is a paper as well as several big games coming up, etc.) I will take an
assignment 1 day late for ½ credit. After that, it becomes a zero.
 Attend class daily, arriving on time. I begin and end with the bell, always.
 Missing class is very detrimental to your progress.
 Make up work promptly when absent—contact me and send assignments due electronically if possible; make
prior arrangements for planned absences; two days allotted for each day absent to turn in work.
 If you miss a quiz or test, you must set up a time to make it up outside of class. Daily missed assignments
should be checked on the note cards placed each day on the “While You Were Out” board. Any handouts
can be picked up in the folders next to the assignment calendar.
 Keep a well-organized and complete notebook for the entire year; bring to class every day. Use the charts,
lecture and reading notes in your notebook to study for tests. Keep up with the notebook all year!
 Ask me for help always—I am very committed to supporting your efforts!
 Challenge yourself to work hard and maintain high standards. I will do so as well.
Grading:
Grades will be based on points that are added up and averaged with total points possible. Grades are available daily
through Infinite Campus at Home. Final grades will be computed in December and again in May.
Assessments:
Quizzes: On readings from text book chapters. These quizzes will always be formative assessment.
Homework: Assigned text readings & questions, Essay writing practice, primary source activities, etc.
Tests: Following the completion of each unit and after some chapters. Tests are comprehensive but will focus
on the current unit. They will serve as our most important summative assessment.
Essays: Assigned in class and out of class writing in preparation of the AP exam. Special focus will be given
to the proper development of a thesis statement, organization of the body around evidence and citations,
careful analysis of various sources to develop a concrete argument that supports your thesis.
Notebook: When daily or homework assignments are due, I may stamp them to indicate they were completed
on time. You must do the entire assignment to receive the stamp. The work should IMMEDIATELY be
placed in your notebook, in order by date, for later evaluation based on quality and accuracy. I will collect
your binders at the end of each unit. Your notebook should contain ONLY work for this class. Date and
order pages chronologically. Sometimes I will take up assignments the day they are due as well, and these
should be placed in order in the binder upon return. Your binder is your record of your work…it is your
responsibility to keep up with it at all times. Any assignments lost before the binders are turned in and
graded must be redone or receive a zero. DO NOT LOSE YOUR BINDER!!!
Snow Days and Other Emergencies: Snow Days don’t exist for us, because the date of the AP test is set nationally
and will never change. Keep reading and completing homework as assigned on snow days.
*Taken from apcentral.collegeboard.com