Download Course: AP World History

COURSE SYLLABUS
Course: AP World History
Instructor: Mr. Michael Harvey
Term: 2012-2013
School: Carrollton High School
Email: [email protected]
Phone: (770) 834-7726
“If you would understand anything, observe its beginning and its development.”
- Aristotle
Course Overview
Advanced Placement World History is a challenging year-long course that is structured around the
investigation of selected themes woven into key concepts covering distinct chronological periods. AP
World History is equivalent to an introductory college survey course. The course has a three-fold
purpose. First, it is designed to prepare students for successful placement into higher-level college and
university history courses. Second, it is designed to develop skills of analysis and thinking in order to
prepare students for success in the twenty-first century. Finally, it is the intent of this class to make the
learning of world history an enjoyable experience. Students will be able to show their mastery of the
course goals by taking part in the College Board AP World History Exam in May.
Course Design
Advanced Placement World History is structured around the investigation of five themes woven into 19
key concepts covering six distinct chronological periods. History is a sophisticated quest for meaning
about the past, beyond the effort to collect and memorize information. This course will continue to deal
with the facts – names, chronology, events, and the like but it will also emphasize historical analysis.
This will be accomplished by focusing on four historical thinking skills: crafting historical arguments
from historical evidence, chronological reasoning, comparison and contextualization, and historical
interpretation and synthesis.
World History requires the development of thinking skills using the processes and tools that historians
employ in order to create historical narrative. Students will also be required to think on many different
geographical and temporal scales in order to compare historical events over time and space.
The course relies heavily on college-level resources. This includes texts, a wide variety of primary
sources, and interpretations presented in historical scholarship. These resources are designed to
develop the skills required to analyze point of view and to interpret evidence to use in creating plausible
historical arguments. These tools will also be used to assess issues of change and continuity over time,
identifying global processes, comparing within and among societies, and understanding diverse
interpretations.
Students will be required to participate in class discussions using the seminar format. In addition,
students will be responsible for preparing class presentations in order to further develop higher level
habits of mind or thinking skills and broaden content knowledge. The course emphasis is on balancing
global coverage with no more than 20% of course time devoted to European history. This course is
designed to be rigorous and rewarding, inviting students to take a global view of historical processes and
contacts between people in different societies.
The five AP World History Themes that connect the key concepts throughout the course and serve as
the foundation for student reading, writing, and presentation requirements are as follows:
Theme 1
Theme 2
Theme 3
Theme 4
Theme 5
Interaction Between Humans and the Environment: Demography and disease,
Migration, Patterns of settlement, Technology
Development and Interaction of Cultures: Religions, Belief systems, philosophies and
ideologies, Science and technology, The arts and architecture
State-building, Expansion and Conflict: Political structures and forms of governance,
Empires, Nations and nationalism, Revolts and revolutions, Regional, trans-regional,
and global structures, and organizations
Creation, Expansion, and Interaction of Economic Systems: Agricultural and pastoral
production, Trade and commerce, Labor systems, Industrialization, Capitalism and
Socialism
Development and Transformation of Social Structure: Gender roles and relations,
Family and kinship, Racial and ethnic constructions, Social and economic classes
Grading Scale
Numerical grade
100-90
89-80
79-70
69-0
Letter Grade
A
B
C
F
Grading Rubric
Many of the assignments and assessments that students are evaluated on in this course are subject to
the following rubric. This rubric is designed to match a student’s grade on a particular assignment
and/or assessment to the following criteria:
 Overall quality of the product
 Accuracy and/or mastery of content
 Promptness in submission of work
 Creativity and original contribution to the assignment (going beyond)
Exceptional
(100)
Outstanding
quality and
accuracy; no
mistakes;
original work
included that
goes beyond
the assignment
and/or activity;
completed ontime or early
Great (95)
High quality
and/or
accuracy; no
mistakes;
thoughtful,
completed
product, ontime
+
Good (85)
Fair (75)
-
Overall good
quality and/or
accuracy; some
minor
mistakes;
completed
product,
possibly tardy
Decent quality
and/or
accuracy; some
significant
mistakes;
mostly
completed
product,
possibly tardy
Poor (65) X
Little quality
and/or
accuracy;
major
mistakes;
partially
completed
with little
thought,
possibly tardy
In progress
(50) M
Some work
completed in
class; no
finished
product;
nothing to
evaluate
Please let me know if you have questions regarding the rubric.
Grades
Tests
50% of grade
This category includes unit tests, quizzes (if needed), the midterm and cumulative final exam, and the
Social Studies Fair Research Project. These assessments will take different forms including multiple
choice items, short answer items, essay items, etc. Preparation for these assessments must go beyond
simply paying attention in class. Assigned readings and/or work designed to reinforce content is
absolutely essential to effectively prepare for these assessments.
Assignments
50% of grade
You will complete a number of individual and group assignments throughout the year designed to
enhance your knowledge of specific concepts. Assignments will vary and will include performance tasks,
readings, practice writing assignments, primary source analysis, simulations, text timeline reviews,
discussions, debates, etc.
Teacher Responsibilities
As the teacher of this course, it is my responsibility to come to class knowledgeable and prepared to
communicate the material. Furthermore, you have the right to expect professionalism, common
courtesy, respect, and an environment conducive to learning. You also have the right to expect timely
feedback concerning your progress in this class.
Student Responsibilities
As students in this course, you are responsible for coming to class prepared, doing your work, and
respecting yourself and others.
Attendance & Disciplinary Concerns
I will follow the standards established in the current school handbook regarding attendance, tardy, and
disciplinary offenses. Please be familiar with the guidelines established in the handbook.
Academic Honesty
Students are expected to abide by ethical standards in preparing and presenting material that
demonstrates their level of knowledge and which is used to determine grades. Such standards are
founded on the basic concepts of honesty and integrity. Any student who violates these standards by
knowingly cheating or plagiarizing the work of others will receive a zero on such work and will face
appropriate administrative action.
Materials
College Level Text: Strayer, Robert W. Ways of the World: A Global History with Sources Boston:
Bedford/St. Martin’s, 2011
A variety of other reading and resources utilized throughout the course include:
-
Adas, Michael, Marc Jason Gilbert, Stuart B. Schwartz, Peter N. Stearns, World Civilizations:
The Global Experience. Upper Saddle River, NJ: Prentice Hall. 2011
Bulliet, Richard, Daniel R. Headrick, David Northrup, Lyman L. Johnson, and Pamela Kyle
Crossley. The Earth and Its Peoples: A Global History. Boston: Houghton Mifflin. 2011
Spodek, Howard. World’s History. Upper Saddle River, NJ: Prentice Hall. 2011
Reilly, Kevin. Worlds of History: A Comparative Reader. Boston: Bedford/St. Martin’s, 2009
Meyer, M.A. The Search for Order: A Documentary History of World Civilization. Rome, GA:
1992
Taking Sides: Clashing Views in World History, Volumes I and II, edited by Helen and Joseph
Mitchell, New York: McGraw Hill;
Unit Activities
The following activities will be utilized in each of the six units in order to develop the historical analysis
necessary to establish a sophisticated quest for meaning about the past.
Tag Team Teaching
Students will be given time in class as “workshops” where they will be expected to consult a variety of
sources, including the “big six” AP texts (Bentley, Bulliet, Spodek, Stearns, Lockard, and Armesto) 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 textbooks and will prioritize
their most important information. The goal is to synthesize information into the five themes related to
their period of study. Students will use this information to create a short presentation for their
classmates.
Writing Assignments
Each unit includes practice writing assignments designed to develop the skills necessary for creating
well-evidenced essays on historical topics highlighting clarity and precision.
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.
Text Timeline Review
The Text Timeline Review is an activity that will be completed by the end of each unit. The reason for
this activity is to address chronological thinking. According to the authors of the National Standards for
History, “chronological thinking is the heart of historical reasoning.” This activity requires students to
use the chronological timeline of their textbook as a baseline for the other primary and secondary
source materials they encounter in their readings, research and other studies. The students will place
items from these other sources onto the timeline associated with their textbook. Students will then be
asked to write their responses to the following prompts at the bottom of their timeline:
1. What is the relationship between the causes and consequences of the events or processes
identified on the completed timeline?
2. Discuss the contradictions/inconsistencies between the textbook’s chronological timeline and
that of the other sources.
Learning Log
Each unit, the student will write a reflective commentary discussing how the history of the (identified)
region or era fits into the larger story of world history. These commentaries should be three to five
paragraphs in length and will be submitted in the student notebook. This is not a place to put your
notes, but rather to think about what you really learned concerning “contextualization”. It also allows
students to continue to refine their abilities to develop written arguments and analyze patterns of
continuity and change over time.
Point/Counterpoint
Students will use the Socratic seminar format in each unit to explore key controversies in world history
from ancient times to the present. The foundation for these conversations will be Taking Sides:
Clashing Views on Controversial Issues in World Civilizations. This book examines issues that allow
students to identify and evaluate diverse historical interpretations by introducing students to
controversies in world civilizations. This debate style reader contains readings representing the
arguments of leading historians and commentators on world history and reflects a variety of viewpoints
present in pro/con format. All of the topics/questions listed in each unit for this activity come from this
book.
World History Artifact Posting Assignment
Each student will discover a historical artifact that they believe represents the unit and topic being
studied. The teacher will set parameters each unit for these artifacts in order to ensure that students
recognize that the study of history has been shaped by the finding and methods of other disciplines
(archeology, visual arts, geography, political science). They will then post an image of the artifact with a
discussion that identifies the artifact (who, what, when, where, why significant) and addresses what the
artifact says (indicates, suggests) about politics, society or culture in the time and place it was made.
Classmates will then use the elements of critical thinking to organize class discussion via the course wiki.
Each student in the class will be required to ask a question about the artifact that seeks to increase the
clarity, accuracy and precision of the conversation. The student posting the artifact must then answer
the questions posed. Answering these questions may require further research. Questions and answers
should demonstrate that the respective authors put honest thought into both the question and the
answer. Throughout, students must cite the sources of the information provided. The initial artifact
posts are due after the unit has been studied for one week. Classmates writing queries should post their
questions from that point until the end of the unit.
Performance Tasks
Students will work together in groups on a variety of performance task assignments that create
opportunities for authentic learning throughout the year. These tasks involve simulations, analysis of
patterns, creation of new products and resolution of problems. More information will follow below.
Social Studies Fair Research Project
All students in this course are required to complete an in-depth research project for the annual CHS
Social Studies Fair to be held in December. This project is intended to develop students’ proficiency in
research, analysis and evaluation of data, and synthesis of information in the field of Social Studies.
Students will be allowed to choose from among a range of topics in the arena of Social Studies education
including anthropology, economics, history (both World and American), psychology, sociology, and
political science. This project can be completed individually or in small groups of two to three students.
The grade on this project will be averaged in with the midterm grade at the end of the fall semester.
More details will follow.
Unit Course Planner
UNIT ONE: Technological and Environmental Transformations or REALLY ANCIENT STUFF
PERIODIZATION: c.8000 BCE to 600 BCE
MAIN FOCUS: Beginnings in History
LENGTH OF CLASS TIME FOR UNIT: 14 Days
READING TEXT: Ways of the World: A Global History, Chapters 1-3
Key Concepts:
Key Concept 1.1: Big Geography and the Peopling of the Earth
I.
Paleolithic migrations lead to the spread of technology and culture
Key Concept 1.2: The Neolithic Revolution and Early Agricultural Societies
I.
Neolithic Revolution leads to new and more complex economic and social systems
II.
Agricultural and pastoralism begins to transform human society
Key Concept 1.3: The Development and Interactions of Early Agricultural, Pastoral, and Urban Societies
I.
Location of early foundational civilizations
II.
State development and expansion
III.
Cultural development in the early civilizations
Unit 1 Major Assignments
1. TEXT READING ASSIGNMENT: Ways of the World: A Global History, Chapters 1-3
2. TAG TEAM TEACHING: Students will be introduced to how Historians work activities (source,
classification, value, drawing conclusions); Teacher will review group presentation approach,
requirements, and rubric. Teacher will also explain how to use the themed unit focus sheets
along with presentation expectations. Students will practice presentation skills by preparing
presentations on Big History, Human Migration, Scythians, Indo-European languages, Semitic
languages, Hunter-gatherers, Pastoralism, Neolithic Revolution, Metallurgy, Sumer, Nubia, Indus
3.
4.
5.
6.
7.
8.
9.
10.
Valley Civilization, Zhou Dynasty, Olmec, Chavin culture, Sargon of Akkad, Ziggurat, and other
topics identified in the key concepts.
WRITING ASSIGNMENTS: Students will begin preliminary work on how to write a comparative
essay (life in high school). Hand out Essay Writing guidelines and begin serious work on the
comparative essay. Assign comparative essay regarding foraging and early agricultural societies.
TEXT TIMELINE REVIEW: See Unit Activities explanation regarding this activity.
LEARNING LOG: Write a reflective commentary considering the role of human migration during
this era and its connection to the larger story of world history.
SHORT PRIMARY SOURCE ANALYSIS: Teacher will model activity by having students analyze the
following textual, visual, and data sources: creation stories in the Rig Veda, Popul Vuh, and
Bible; Epic of Gilgamesh, the Egyptian Book of the Dead. The source analysis will include
identifying point of view, intended purpose, audience, and historical context of each source.
POINT/COUNTERPOINT: Students will be introduced to the workings of Socratic Seminar. See
Unit Activities explanation regarding this activity. Taking Sides topics: Did Homo Sapiens
Originate in Africa? Did Egyptian Civilization Originate in Africa?
WORLD HISTORY ARTIFACT POSTING ASSIGNMENT: See Unit Activities explanation regarding
this activity. Object must be connected to the field of archaeology, e.g. Neolithic Venus statues
or archaeological data from Jericho. Students will learn how to question the historical context
of sources and assess the reliability and validity of the information for specific historical
questions
UNIT ONE TEST: Multiple Choice questions, in-class compare/contrast essay
UNIT ONE PERFORMANCE TASK: First Civilizations – Students assume the role of a personality
from ancient Mesopotamia, Egypt, Phoenicia, or India. The assumed roles may be those of
citizen, servant, priest, ruler, or farmer. Students research what life would have been like and
present in a written and visual format.
UNIT TWO: Organization and Reorganization of Human Societies or ANCIENT STUFF
PERIODIZATION: c.600 BCE to c.600 CE
MAIN FOCUS: The Classical Era in World History
LENGTH OF CLASS TIME FOR UNIT: 14 days
READING TEXT: Ways of the World: A Global History, Chapters 4-7
Key Concepts:
Key Concept 2.1: The Development and Codification of Religious and Cultural Traditions
I.
Codifications and further developments of existing religious traditions
II.
Emergence, diffusion, and adaptation of new religious and cultural traditions
III.
Belief systems affect gender roles
IV.
Other religious and cultural traditions continue
V.
Artistic expressions show distinctive cultural developments
Key Concept 2.2: The Development of States and Empires
I.
Imperial societies grow dramatically
II.
Techniques of imperial administration
III.
Social and economic dimensions of imperial societies
IV.
Decline, collapse, and transformation of empires (Rome, Han, Maurya)
Key Concept 2.3: Emergence of Trans-regional Networks of Communication and Exchange
I.
The geography of trans-regional networks, communication and exchange networks
II.
III.
Technologies of long-distance communication and exchange
Consequences of long-distance trade
Unit 2 Major Assignments:
1. TEXT READING ASSIGNMENT: Ways of the World: A Global History, Chapters 4-7
2. TAG TEAM TEACHING: Student will research and make presentations using the tools and
guidelines established in Unit 1. Presentations will include explaining political and cultural
developments in: Southwest Asia, East Asia, South Asia, Mediterranean region, Mesoamerica,
and Andean South America.
3. WRITING ASSIGNMENTS: Students will continue work on how to write a comparative essay.
Possible prompts include: Compare the basic features of two classical civilizations:
Mesoamerica, India, China, Greece, or Rome; Compare two of the following major religions or
philosophical systems: Historical Vedic religions, Buddhism, Confucianism, Daoism, Judaism,
Christianity, or Greco-Roman philosophy; Compare the reasons for and the outcomes of the fall
of two classical civilizations: Rome, Han China, and the Gupta. Students will also be introduced
to the CCOT essay and rubric.
4. TEXT TIMELINE REVIEW: See Unit Activities explanation regarding this activity
5. LEARING LOG: Write a reflective commentary considering trans-regional networks of
communication and exchange and the consequences of long-distance trade during this era and
its connection to the larger story of world history.
6. SHORT PRIMARY SOURCE ANALYSIS: The source analysis will include identifying point of view,
intended purpose, audience, and historical context of each source. Sources include descriptions
of travel or trade (Periplus of the Erythraean Sea or journeys of Faxian); Roman, Han, or Gupta
coins; Leviticus, Twelve Tables, or The Analects.
7. POINT/COUNTERPOINT: Students will use skills introduced in Unit 1 regarding the Socratic
Seminar. Taking Sides topics: Does Alexander the Great merit his exalted reputation? Did the
benefits of the First Emperor of China’s rule outweigh the human cost? Did Christianity liberate
women?
8. WORLD HISTORY ARTIFACT POSTING ASSIGNMENT: See Unit Activities explanation regarding
this activity. Object must be connected to artistic expression (literature, architecture, or
sculpture), e.g. examples of architecture in Mediterranean, Middle East, South Asia, East Asia, or
Mesoamerica; Greek sculpture, Buddhist art, or Moche art. Students will learn how to question
the historical context of sources and assess the reliability and validity of the information for
specific historical questions.
9. UNIT TWO TEST: Multiple choice questions, in-class essay on analyzing comparisons or changes
over time
10. UNIT TWO PERFORMANCE TASK: Classical Empires Performance Task – Students assume the
role of an author of a children’s educational book. They will create an illustrated flip book that
evaluates India, China, Greece, or Rome. They will research the social, political, religious,
intellectual, technological, and economic factors that contributed to civilization. Groups will
share their flip books with each other upon completion.
UNIT THREE: Regional and Transregional Interactions or REALLY OLD STUFF
PERIODIZATION: c.600 CE to c.1450
MAIN FOCUS: A Time of Accelerating Connections
LENGTH OF CLASS TIME FOR UNIT: 14 days
READING TEXT: Ways of the World: A Global History, Chapters 8-13
Key Concepts:
Key Concept 3.1: Expansion and Intensification of Communication and Exchange Networks
I.
Improved transportation technologies and commercial practices and their influence on
networks
II.
Linguistic and environmental contexts for the movement of peoples
III.
Cross-cultural exchanges fostered by networks of trade and communication
IV.
Continued diffusion of crops and pathogens throughout the Easter Hemisphere
Key Concept 3.2: Continuity and Innovation in State Forms and Their Interactions
I.
Empires collapse and were reconstituted
II.
Greater inter-regional contacts and conflict encourages technology and cultural transfer
Key Concept 3.3: Increased Economic Productive Capacity and Its Consequences
I.
Increasing productive capacity in agriculture and industry
II.
Changes in urban demography
III.
Changes and continuities in labor systems and social structures
Unit 3 Major Assignments:
1. TEXT READING ASSIGNMENT: Ways of the World: A Global History, Chapters 8-13
2. TAG TEAM TEACHING: Student groups will research and make presentations on: development of
political institutions in the Islamic World (Abbasid Caliphate, Sijuq empire, sultanate of Delhi,
Mali Empire), Central Asia (Mongol Khanates), East Asia (Tang and Song dynasties), Latin West
and Byzantine Empire, Africa (Swahili city-states and Great Zimbabwe), South and Southeast
Asia, Mesoamerica and the Andes; social and cultural effects of interactions due to the
Crusades, Mongols, Hanseatic League, Bantu peoples, Vikings, Polynesians, and Bedouins;
importance of travelers such as Marco Polo and Ibn Battuta; role of new cities such as Timbuktu,
Tenochititlan, or Cordoba; influence of new ideas and technologies: Neo-Confucianism, printing,
gunpowder, and medical responses to the bubonic plague and other diseases.
3. WRITING ASSIGNMENTS: Students will continue work on how to write essays that compare
historical developments and assess the effects of changes over time. Possible prompts include
questions from previous released AP exams: Compare European and sub-Saharan African
contacts with the Islamic world; Essay: Compare Aztec Empire and Inca Empire; Compare
Japanese and European feudalism; Compare effects of Islam and Christianity on social systems
and gender roles; Compare developments in political and social institutions in both eastern and
western Europe; Assess the effects of the spread of Islam up to 1750; Students also will learn
how to incorporate analysis of primary sources into their written arguments. Practice using the
DBQ on the spread of Buddhism to China
4. TEXT TIMELINE REVIEW: See Unit Activities explanation regarding this activity.
5. LEARNING LOG: Write a reflective commentary considering the continued diffusion of flora,
fauna, and pathogens throughout the Eastern Hemisphere during this era and its connection to
the larger story of world history using statistics on morality rates from the fourteenth century
bubonic plague pandemic.
6. SHORT PRIMARY SOURCE ANALYSIS: The source analysis will include identifying point of view,
intended purpose, audience, and historical context of each source. Sources include excerpts
from the travel books of Marco Polo and Ibn Battuta and the Secret History of the Mongols
7. POINT/COUNTERPOINT: Students will employ Socratic Seminar strategy. Taking Sides topics:
Does the modern University have its roots in the Islamic World? Were environmental factors
responsible for the collapse of Mayan civilization? Were the Crusades an early example of
western imperialism? Did women and men benefit equally from the Renaissance?
8. WORLD HISTORY ARTIFACT POSTING ASSIGNMENT: See Unit Activities explanation regarding
this activity. Object must be connected to political power, e.g. images from Rashid al-Din Fadl
Allah’s book on the Mongols or maps of Cairo, Baghdad, Delhi, and Florence.
9. UNIT THREE TEST: Multiple Choice questions, DBQ in-class essay
10. UNIT THREE PERFORMANCE TASK: Empires and Kingdoms Performance Task – Students assume
the role of a 15th century merchant, warrior, or pilgrim in search of the safest trade route and
report back to your ruler on the societies you encounter.
UNIT FOUR: Global Interactions or OLD STUFF
PERIODIZATION: c.1450 to c.1750
MAIN FOCUS: The Early Modern World
LENGTH OF CLASS TIME FOR UNIT: 14 days
READING TEXT: Ways of the World: A Global History, Chapters 14-16
Key Concepts
Key Concept 4.1: Globalizing Networks of Communication and Exchange
I.
Intensification or regional trade networks (Mediterranean, trans-Saharan, overland
Eurasian, and Siberian trade routes)
II.
Trans-oceanic maritime reconnaissance
III.
New maritime commercial patterns
IV.
Technological developments enabling trans-oceanic trade
V.
Environmental exchange and demographic trends: Columbian Exchange
VI.
Spread and reform of religion
VII.
Global and regional networks and the development of new forms of art and expression
Key Concept 4.2: New Forms of Social Organization and Modes of Production
I.
Labor systems and their transformations
II.
Changes and continuities in social hierarchies and identities
Key Concept 4.3: State Consolidation and Imperial Expansion
I.
Techniques of state consolidation
II.
Imperial expansion
III.
Competition and conflict among and within States
Unit 4 Major Assignments:
1. TEXT READING ASSIGNMENT: Ways of the World: A Global History, Chapters 14-16
2. TAG TEAM TEACHING: Student groups will research and make presentations. Presentation
groups will be responsible for explaining: the political and cultural developments in Spain,
Portugal, France, England, Holland, Russia, Ottoman Empire, Ming and Qing China, Tokugawa
Japan, Mughal Empire, West and East African polities, Safavid Empire, Aztec and Incan empires,
economic effects of cod fisheries, mercantilism, astrolabe, caravels, Columbian Exchange, and
new labor systems (encomienda, indentured servitude, janissaires, chattle slavery in the
Americas)
3. WRITING ASSIGNMENTS: Students will continue to work on how to write essays. Possible
prompts include questions from previous released AP exams. Compare coercive labor systems:
slavery and other coercive labor systems in the Americas; economic and social effects of the
4.
5.
6.
7.
8.
9.
10.
Columbian Exchange; DBQ on the Global flow of silver; Analyze imperial systems: European
monarchy compared with a land-based Asian empire (China or Japan); Compare Russia’s
interaction with the West with the interaction of the West and one of the following: Ottoman
Empire, China, Tokugawa, Japan, Mughal India
TEXT TIMELINE REVIEW: See Unit Activities explanation regarding this activity
LEARNING LOG: Write reflective commentary considering the impact of the Columbian Exchange
during this era and its connection to the larger story of world history.
SHORT PRIMARY SOURCE ANALYSIS: The source analysis will include identifying point of view,
intended purpose, audience, and historical context of each source. Sources include: Ma Huan,
De Las Casas, Codex Mendosa, Letters from the King of Kongo
POINT/COUNTERPOINT: Students will employ Socratic Seminar strategy. Taking Sides topics:
Should Christopher Columbus be considered a hero? Did Tokugawa policies strengthen Japan?
Did Oliver Cromwell advance political freedom in seventeenth century Europe? Did Indian
Emperor Aurangzeb’s rule mark the beginning of Mughal decline? Did Peter the Great exert a
positive influence on the development of Europe?
WORLD HISTORY ARTIFACT POSTING ASSIGNMENT: See Unit Activities explanation regarding
this activity. Object must be connected to Trans-oceanic trade e.g. images of caravels, dhows,
Ming Treasure Ship fleet, Polynesian outrigger canoes, and tools used to facilitate the trade
(coins, maps, compasses, astrolabes, and sails)
UNIT FOUR TEST: Multiple choice questions, in-class essay drawn from either the past
Compare/Contrast, CCOT, or DBQ formats
UNIT FOUR PERFORMANCE TASK: Emergence of Modern Europe Performance Task – Students
will trace an idea/innovation (technological, political, or religious) from the Renaissance or
Reformation period and see how it has changed from that time through today. Students
develop a timeline illustrating the movement of the selected idea and prepare a presentation to
submit to a Renaissance Award Committee.
UNIT FIVE: Industrialization and Global Integration or NOT SO OLD STUFF
PERIODIZATION: c.1750 to c.1900
MAIN FOCUS: The European Moment in World History
LENGTH OF CLASS TIME FOR UNIT: 14 days
READING TEXT: Ways of the World: A Global History, Chapters 17-20
Key Concepts
Key Concept 5.1: Industrialization and Global Capitalism
I.
Industrialization
II.
New patterns of global trade and production
III.
Transformation of capital and finance
IV.
Revolutions in transportation and communication: Railroads, steamships, canals, telegraph
V.
Reactions to the spread of global capitalism
VI.
Social transformations in industrialized societies
Key Concept 5.2: Imperialism and Nation-State Formation
I.
Imperialism and colonialism of trans-oceanic empires by industrializing powers
II.
State formation and territorial expansion and contraction
III.
Ideologies and imperialism
Key Concept 5.3: Nationalism, Revolution, and Reform
I.
The rise and diffusion of Enlightenment thought
II.
18th century peoples develop a sense of commonality
III.
Spread of Enlightenment ideas propels reformist and revolutionary movements
IV.
Enlightenment ideas spark new transnational ideologies and solidarities
Key Concept 5.4: Global Migration
I.
Demography and urbanization
II.
Migration and its motives
III.
Consequences of and reactions to migrations
Unit 5 Major Assignments:
1. TEXT READING ASSIGNMENT: Ways of the World: A Global History, Chapters 17-20
2. TAG TEAM TEACHING: Student groups will research and make presentations. Presentation
groups will be responsible for the following topics: Seven Years’ War, Napoleonic Wars, Great
Game in Central Asia, Berlin Conference, Opium Wars, Zulu Formation of Hawaii, German and
Italian Unification, Meiji restoration, Abolition, Marxism, Indian National Congress,
Industrialization; Migration, Suffrage, Scientific Revolution, Atlantic revolutions, Latin America
Independence movements, Boxer Rebellion, Indian Revolt of 1857, Taiping rebellion, Wahhabi
Movement, Tanzimat, Self-Strengthening movement, Liberalism, Socialism, Communism,
Anarchism, pan-Slavism, pan-Islamism, Factory System, and Second Industrial revolution
3. WRITING ASSIGNMENTS: Students will continue work on how to write essays. Possible prompts
include questions from previous released AP exams: DBQ – Indentured servitude; Development
of global trading patterns, 1750-1914; Compare the French and Haitian Revolutions; Compare
reaction to foreign domination in the Ottoman Empire, China, India, and Japan; Compare
nationalism, e.g., China and Japan, Cuba and the Philippines, Egypt and Nigeria; Compare forms
of Western intervention in Latin America and in Africa; Compare the roles and conditions of
women in the upper/middle classes with peasantry/working class in Western Europe; Compare
the causes and social impact of the Industrial Revolution in Western Europe and Japan
4. TEXT TIMELINE REVIEW: See Unit Activities explanation regarding this activity.
5. LEARNING LOG: Write a reflective commentary considering the roots of and influences of
Enlightenment thought during this era and its connection to the larger story of world history.
6. SHORT PRIMARY SOURCE ANALYSIS: The source analysis will include identifying point of view,
intended purposes, audience, and historical context of each source. Sources might include
excerpts from: Locke, Montesquieu, Declaration of Independence, Declaration of the Rights of
Man and Citizen, Jamaica Letter, Adam Smith, and Karl Marx; statistics about bonded labor
migrations from Asia to the Americas and Africa.
7. POINT/COUNTERPOINT: Students will employ Socratic Seminar strategy. Taking Sides topics: Did
the West define the modern world? Was the French Revolution worth its human costs? Did the
Meiji Revolution constitute a revolution in nineteenth century Japan? Were Confucian values
responsible for China’s failure to modernize?
8. WORLD HISTORY ARTIFACT POSTING ASSIGNMENT: See Unit Activities explanation regarding
this activity. Object must be connected to industrialization e.g. image of factories in England,
USA, France, and Japan showing the size of the steam-powered machines and women working
in the factories; images of industrial cities with air or water pollution; political cartoons about
American imperialism related to the Spanish-American war that affected Cuba, Puerto Rico, the
Philippines, and Guam.
9. UNIT FIVE TEST: Multiple choice questions, in-class essay drawn from either the past
Compare/contrast, CCOT, or DBQ formats.
10. UNIT FIVE PERFORMANCE TASK: Mounting Global Tensions Performance Task – Students
assume the role of a samurai advisor to the Tokugawa Shogun. He has asked for information as
to whether to allow the continued use of western guns in Japan or to end the use of firearms in
the country in order to preserve traditional Japanese society. Students research among five
samurai positions and develop a persuasive argument to convince the Tokugawa Shogun.
UNIT SIX: Accelerating Global Change and Realignments or RECENT STUFF
PERIODIZATION: c.1900 to the present
MAIN FOCUS: The most recent century
LENGTH OF CLASS TIME FOR UNIT: 14 days
READING TEXT: Ways of the World: A Global History, Chapters 21-24
Key Concepts:
Key Concept 6.1: Science and the Environment
I.
Rapid advances in science spread assisted by new technology
II.
Humans change their relationship with the environment
III.
Disease, scientific innovations, and conflict led to demographic shifts
Key Concept 6.2: Global Conflicts and Their Consequences
I.
Europe’s domination gives way to new forms of political organization
II.
Emerging ideologies of anti-imperialism contribute to dissolution of empires
III.
Political changes accompanied by demographic and social consequences
IV.
Military conflicts escalate
V.
Individuals and groups oppose, as well as, intensify the conflict
Key Concept 6.3: New Conceptualization of Global Economy, Society, and Culture
I.
States, communities and individuals become increasingly interdependent
II.
People conceptualize society and culture in new ways
III.
Popular and consumer culture become global
Unit 6 Major Assignments:
1. TEXT READING ASSIGNMENT: Ways of the World: A Global History, Chapters 21-24
2. TAG TEAM TEACHING: Student groups will research and make presentations. Topics include:
WWI, WWII, Cold War, International Organizations, Decolonization in sub-Saharan Africa,
economic developments in Argentina/Brazil, Cuban Revolution, Great Depression, economic
developments in the Pacific Rim, Communism, in Russia and China, Feminist movements,
globalization, Indian/Pakistani Partition, Jewish settlement/Palestine, Irish partition, Great
Depression, Gurkha soldiers, ANZAC troops, Nuclear weapons, Marshall Plan, NATO, Warsaw
Pact, Bandung Conference, Genocides, Civil Rights Movements, Green movements, World Bank,
NAFTA, European Union, Quantum Mechanics, Antibiotics, and HIV/AIDS
3. WRITING ASSIGNMENTS: Students will continue work on how to write essays. Possible prompts
include questions from previous released AP exams: Compare the notion of the “East” and the
“West” in Cold War ideology; DBQ – Muslim Nationalist Movements; Choose two revolutions
(Russian, Chinese, Cuban, Iranian) and compare their effects on the roles of women; Compare
the causes and effects of the World Wars on areas outside of Europe; Compare legacies of
4.
5.
6.
7.
8.
9.
10.
colonialism and patterns of economic development in two of the following regions: Asia, Latin
America, Africa; Compare patterns and results of decolonization in Africa and India
TEXT TIMELINE REVIEW: See Unit Activities explanation regarding this activity.
LEARNING LOG: Write a reflective commentary considering social movements during this era
and its connection to the larger story of world history.
SHORT PRIMARY SOURCE ANALYSIS: The source analysis will include identifying point of view,
intended purpose, audience, and historical context of each source. Sources might include
excerpts from Gandhi, Nkrumah, and Ho Chi Minh; data on the growth of outsourcing and
business cycles of multinational corporations in the twentieth and twenty-first centuries.
POINT/COUNTERPOINT: Students will employ Socratic Seminar strategy. Taking Sides topics: Did
the Bolshevik Revolution improve the lives of Soviet women? Was Stalin responsible for the
Cold War? Does Islam revivalism challenge a secular world order? Should Africa’s leaders be
blamed for the continent’s current problems? Were ethnic leaders responsible for the
disintegration of Yugoslavia? Will the Oslo Peace Accords benefit both Israelis and Palestinians.
WORLD HISTORY ARTIFACT POSTING ASSIGNMENT: See Unit Activities explanation regarding
this activity. Object must be connected to advances in science and technology e.g. CERN
collider, small pox and polio vaccination delivery programs, atomic bombs, or computers.
UNIT 6 TEST: Multiple choice questions, in-class essay drawn from either the past
Compare/Contrast, CCOT, or DBQ formats.
UNIT 6 PERFORMANCE TASK: The World at War Performance Task – Students assume the role of
a museum curator who is creating an exhibit of World War II. Students choose a presentation
format that chronicles the road to defeat for the Axis powers of World War II.
NOTE: All activities, assessments, and due dates are subject to change at teacher discretion. When
possible, students will be given advance warning of such changes.