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AP World History Course Overview: This full-year course explores the expansive history of the human world. You will learn many facts, but also the critical thinking skills necessary to analyze historical evidence. Five themes will be used as a frame of reference in the chronological study of our world’s history; these themes are: Interaction between humans and the environment; development and interaction of cultures; state-building, expansion and conflict; creation, expansion, and interaction of economic systems; and development and transformation of social structures. [CR2] An important skill you will acquire in the class is the ability to examine change over time, including the causation of events as well as the major effects of historical developments, the interconnectedness of events over time, and the spatial interactions that occur over time that have geographic, political, cultural, and social significance. It is important for each student to develop the ability to connect the local to the global, and vice versa, as well as the present to the past. You also will learn how to compare developments in different regions and in different time periods as well as contextualize important changes and continuities throughout world history. Our study of the expanse of world history will begin with something more familiar, the recent past. We will attempt to answer the historical question of “What is the state of the world today?” before we explore how the world came to this state. Textbook Stearns. 2004. World Civilizations: Global Experience, fourth edition. Pearson. [CR1a] Course Introduction: (3 Days) What, how, and why we study history. Critical readings in historiography will be examined for identifying the purpose of the historians’ writing. [CR1b] Sources: Why Study History Peter Stearns Worlds of History Kevin Reilly Historiography Ernst Breisach Course Units: For the rest of the year, we will do similar assignments for each of the six time periods of the course. The assignments will require students to participate in: • Societal Comparisons for which we will use primary and secondary sources such as religious and political texts, images of architecture and art, and historical quantitative data to gather evidence for supporting written arguments (essays) about the similarities and differences between societies that developed in the same time period but in different parts of the world. [CR12] [CR1b] • Leader Analyses for which we will analyze mostly primary sources to compare the basis of leaders’ claims to power and the effects of their rule. We also will analyze those primary sources by and about political and religious leaders to practice identifying the purpose, point of view, and limitations of historical primary sources. [CR1b] • Conflict Analysis for which we will use primary and secondary sources including historical data to analyze the causes and effects of conflicts [CR9] • Change and continuity analyses for which we will use primary and secondary sources to trace the patterns of development for imperial domination, expansion of trade routes, spread of belief systems, industrial mass production, and warfare. There will be essays analyzing change and continuity as well as source-based assessments, similar to document based questions that will require formal written arguments explaining changes and continuities. [CR10] [CR1b] • Map analyses will involve the creation of annotated maps that show the changes and continuities in the five themes: effects of interactions on people and the environment, cause of the creation of new political systems, spread of agricultural developments, and causes and effects of migrations. [CR2] [CR1b] • Periodization debates will require students to form small teams to research and rank at least three significant events that happened 100 years before and 100 years after the beginning and the ending dates for the six APWH periods. Students will argue whether they agree with the beginning and ending dates for each of the six APWH time periods or if they would propose a new periodization based on conclusions from their research [CR11] Unit One: Technological and Environmental Transformations to c. 600 B.C.E. (7 Days) • Key Concept 1.1. Big Geography and the Peopling of the Earth [CR5d] • 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 [CR3] Text: Stearns, Chapter 1 Activities: Read and analyze The Worst Mistake in Human History” Jared Diamond Evaluate the role of women using various primary sources from the text, compare those to present society. Using geographical and archeological documents students will design a Neolithic irrigation device examining the impact of geography on sedentary farms [CR15] [CR1b, CR3, CR4, CR5d, CR5e, CR7, CR8, CR11, CR15] Unit Two: Organization and Reorganization of Human Societies c. 600 B.C.E. to 600 C.E. (24 days) Key Concept 2.1. The Development and Codification of Religious and Cultural Traditions Key Concept 2.2. The Development of States and Empire Key Concept 2.3. Emergence of Transregional Networks of Communication and Exchange [CR3] Text: Stearns, Chapters 2-5 Activities: Comparative Chinese Philosophies-using graphic organizer Primary source reading and analysis- Ashoka Roman Republic Problem Solving Small group activity: Students will design irrigation systems using tools of the period as an application of human controlled environment Visual Source analysis using art and architecture of the period to examine their impact on the develop of urban society [CR15] [CR5a, CR5c, CR5d, CR5e, CR11, CR15] Unit Three: Regional and Trans-regional Interaction c. 600 C.E. to c. 1450 C.E. (34 days) • 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[CR3] Text: Stearns, Chapters 6-14 Activities: Use Venn diagrams to compare Islam and Christianity and Islam and Judaism in order to examine the origin of Mohammad’s ideas and beliefs Using a four column chart for evaluating Islamic diffusion to Asia and Africa African Art analysis and evaluation Silk Roads Map and data analysis Indian Ocean Trade Simulation (1440) Compare and Contrast the Aztec and Incas economic, political and social structure Cause and effect analysis of the Crusades Visual Source analysis using art and architecture of the period [CR9, CR14, CR15] Unit Four: Global Interactions c. 1450 C.E. to c. 1750 C.E. (31 days) • Key Concept 4.1: Globalizing Networks of Communication and Exchange [CR5d] • Key Concept 4.2: New Forms of Social Organization and Modes of Production • Key Concept 4.3: State Consolidation and Imperial Expansion[CR3] Text: Stearns, 15-22 Activities: Analysis charts (PERSIA, SPRITE, SPICE, etc.) to evaluate the shift of power from Asia to the west Think pair share activity--Who’s driving? The Birth of World Trade: Silver and 1571 Flynn and Girladez Martin Luther Mock Trial Change over time: Catherine the Great vs. Enlightenment and Peter the Great vs. Expansionism Columbian Exchange: Data and Document Analysis “Mystery” Advanced Urban Culture and Civilization 1000-1450 C.E.—application and identification Analysis of Tokugawa Japan using problem solving scenarios Visual Source analysis using art and architecture of the period [CR4, CR5b, CR5d, CR7, CR6, CR9, CR10, CR12, CR13, CR14] Unit Five: Industrialization and Global Integration (30 Days) • • • • 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[CR3] Text: Stearns, Chapters 23-27 Activities: • • • Cause and effect T-Chart of the steam engine on industrialization Compare and Contrast American and French Revolutions Post revolutionary nation building assignment—students will create a nation based on correcting problems of the old regime • Maps and document investigation regarding Imperialism in Africa 1870-1910 • British Colonial Decisions-1890—Map and Document exercises investigating connections between imperialism and industrialization • Visual Source analysis using art and architecture of the period [CR4, CR5b, CR5e, CR7, CR8, CR8, CR9, CR10, CR 12, CR 14] Unit 6: Accelerating Global Change and Realignments (34 Days) • • • 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[CR3] Text: Stearns, Chapters 28-36 Activities: • Conflict analysis: Map geography evaluating the South Pacific and Japan’s need for resources to fuel War Machine [CR15] • Examine genocide using the Ottoman Empire and the Armenians -1915 • Change and Continuity analysis (modern medicine, television, automobile, computer) • Leader analysis (Stalin, Mao Zedong, Indira Gandhi, Golda Meir, Oscar Romero, Nkrumah, Kenyatta and Mandela) • Visual Source analysis using art and architecture of the period [ CR1b, CR1c, CR5a, CR5c, CR13, CR14, CR15] Resource List Breisach, Ernst. 1994. Historiography: Ancient, Medieval, and Modern, Second edition. Chicago, IL: University of Chicago Press. Reilly, Kevin. 2009. Worlds of History a Comparative Reader, Third edition. Boston, MA: Bedford/ St. Martins. Strayer, R. W. 2011. Ways of the World: A Global History with Sources. Boston, MA: Bedford/St. Martins. Wilson, Wendy. 2004. Critical Thinking Using Primary Sources in World History. Portland, ME: Walch Publishing. Course Activities and Assignments: Each unit will begin with the introduction of material to be taught, which will include unit objectives, blocked reading assignments, weekly assignments including reading quizzes, formative and summative assessments. Each unit will conclude with a comprehensive review and two part assessment. Each assessment will include a multiple choice section and an essay modeling one of the AP World History essay formats. Throughout the course the students will be provided with instruction in AP exam taking skills and strategies. [CR6 and CR14]