Download AP World History Syllabus - Anderson School District 5

AP World History Syllabus
Rhonda V. Usry
Westside High School
Course Overview
The Advanced Placement World History course is a comprehensive and demanding
thematic study of the human experience from 8000 B.C.E. to the present. The course is
designed to help students develop a greater understanding of the evolution of global
processes and contacts including interactions over time. AP World History is equivalent
to an introductory college survey course that is structured around the investigation of
selected themes woven into key concepts covering distinct chronological periods.
Resources
 Textbook: Bulliet, Richard Crossley, Pamela, Headrick, Daniel, hirsch, Steven,
Steven, Johnson, Lyman, Northrup, David, The Earth and Its Peoples: A Global
History, 3rd edition, Combined vol. Boston, New York City, Houghton Mufflin
Company, 2005.
Primary Sources:
 The Human Record: Sources of Global History, by Alfred Andrea and James
Overfield, 5th edition, Volumes I and II, Houghton Mufflin Company, 2005.
Secondary Sources:
 Visual: Most images for analysis with originate from the textbook, readers, and
internet. Samples for analysis will include but are not limited to art, political
cartoons, photos, graphs, and maps.
 Students will analyze quantitative sources through study and interpretation of
graphs, charts, and tables.
a. Stearns, 2007, World Civilizations: The Global Experience, Pearson
Education
b. from Document Based Questions released by the College Board
 Diamond, Jared, Guns, Germs, and Steel.
 Pomeranz, K, and Topik, S. 2nd Edition, 2006, The World That Trade Created.
M.E. Sharpe.
The Five Themes of AP World History
 Theme 1- Interaction between humans and the environment: Demography and
disease, Migration, Patterns of settlement, and technology
 Theme 2- Development and Interaction of Cultures: Religions, Belief systems,
philosophies and ideologies, Science and technology, and the arts and
architecture.
 Theme 3-State-building, expansion and conflict: Political structures and forms of
governance, Empires, Nations and nationalism
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Theme 4- Creation, expansion and interactions of Economic Systems:
Agricultural and pastoral productions, Trade and commerce, Labor systems,
Capitalism and Socialism
Theme 5- Development and transformation of social structures: Gender roles and
relations, Family and kinship, Racial and ethnic constructions, Social and
economic classes.
Course Schedule
Unit 1-Technological and Environmental Transformations to 500 B.C.E.
Key Concepts:
 Big Geography and the Peopling of the Earth
 The Neolithic Revolution and Early Agriculture Societies
 The Development and Interactions of Early Agricultural, Pastoral, and Urban
Societies
Topics for Discussion:
 Neolithic Revolution
 Basic features of early civilizations: Mesopotamia, Egypt, Kush, Indus, Shang,
Mesoamerica, and Andean
Time Period: Three Weeks
Sources
 Textbook Chapters 1-3
 Maps in Textbook, page 13 & 40
Supplemental Readings or Reader
 The Epic of Gilgamesh, The Human Record
 The Judgments of Hammurabi, The Human Record
Additional Reading:
 Jared Diamond, Guns, Germs, and Steel, Chapters 5 & 6
Selected Activities/Assessments
 Writing Workshop: Students will be instructed on how to write a strong thesis
statement and essay development of a comparison essay. Compare and contrast
trade in the Mesopotamian, Egyptian, and Indus civilizations. How much trade
was going on? How was it carried out and by whom?
 Short Primary Source Analysis: Students will read the selections from The Human
Record and answer the questions at the end of the reading selection. In addition
to answering the questions, the students will identify the point of view, intended
purpose, audience, and historical context of the source.
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Students will develop a comparison chart listing for each of the river valley
civilizations: the location, food sources, social roles, political structure and
changes humans made to the environment to suit their needs.
How were gender roles changed by the Neolithic Revolution? (class discussion)
Students will read chapters 5 & 6 from Diamond and discuss the historians’
interpretation of the origins of the “haves and haves- not” and “to farm or not to
farm”
Short-Answer Questions:
a. Discuss the process by which animals were domesticated. How did the
domestication of animals affect the lives of those who kept them?
b. Account for the differing status of women in Mesopotamian and Egyptian
society.
c. If the writing left by the people of Indus is indecipherable, how do scholars
know anything about them?
Unit Two- Organization and Reorganization of Human Societies, 1000 B.C.E.-600
C.E.
Key Concepts:
 The Development and Codification of Religions and Cultural Traditions
 The Development of States and Empires
 Emergence of Trans-regional Networks of Communication and Exchange
Topics for Overview:
 Classical civilizations: Greece, Rome, China, and India including migrations of
the Huns, Germanic tribes
 Major Belief systems: Hinduism, Buddhism, Judaism, Christianity, Confucianism,
and Daoism, polytheism and shamanism
 Interregional networks by 600 CE and spread of belief systems
 Bantu Migration and its Impact in Sub-Saharan Africa
 Silk Road trade networks, Chinese model and urbanization
Time Period: 4 weeks
Sources
 Textbook Chapters 4-7
 Maps: pages 94,126, 140,154
Supplemental Readings or Reader
 The Buddha, Setting in Motion The Wheel of The Law, The Human Record
 Laozi, The Classic of the Way and Virtue, The Human Record
 Confucius, The Analects, The Human Record
 The Athenian as Citizen, The Human Record
 The Gospel of Matthew and Saint Paul, The Human Record
Selected Activities/Assessments
 Writing a Comparison Essay: Methods of political control in the Classical period,
student choice of two, Han China, Mauryan/Gupta India, Imperial Rome, Persian
Empire.
 Short Primary Source Analysis: Students will read the selections from The Human
Record and answer the questions at the end of the reading selection. In addition
to answering the questions, the students will identify the point of view, intended
purpose, audience, and historical context of the source.
 Students will evaluate the causes and consequences of the decline of the Han,
Roman and Gupta empires.
 CCOT Project on the major religions and philosophies of this time period:
Students will research the origins, beliefs and practices, diffusion, and describe
the continuity and changes of the beliefs over time.
 Students will map the changes and continuities in long-distance trade networks in
the Eastern Hemisphere: Eurasian Silk Roads, Trans-Saharan caravan routes,
Indian Ocean sea lanes, and Mediterranean sea lanes.
 Short Answer Questions:
a. Discuss women’s role in Athens. What status did they have? How did their
lives compare with those of Spartan women?
b. Discuss the legacy of Greece and Persia. What effect did they have on their
neighbors and on their descendants?
c. Define and discuss the terms great traditions and small traditions. Why are
such terms potentially biased?
 Chart on Trade Routes: Students will compare the Silk Road, Indian Ocean
Trading Basin and the Sub-Saharan African Routes in the following categories:
a. Who traded B. Where C. Transportation Used D. Goods E. Technology
D. Ideas F. Impact
Unit Three: Regional and Trans-regional Interactions, 600 C.E. to 1200
Key Concepts
 Expansion and Intensification of Communication and Exchange Networks
 Continuity and Innovation of State Forms and Their Interactions
 Increased Economic Productive Capacity and its Consequences
Topics for Overview
 The Islamic World, the Crusaders and Schism in Christianity
 European and Japanese feudalism
 Byzantine Empire
 Crusades
 Sui, Tang, Song, and Ming empires
 The Americas; The Maya, Mesoamerica, Andean Civilizations
Time Period: 4 weeks
Sources
 Textbook Chapters 8-11
 Maps: pages 204, 220, 246, 270
Supplemental Reading or Readers
 The Quran, The Human Record
 Two Imperial Portraits: Justinian and Theodora, The Human Record
 The West and the First Crusade from a Byzantine Perspective, The Human
Record
 Diego Duran, Book of the Gods and Rites, The Human Record
Selective Activities/Assessments
 Short Primary Source Analysis: Students will read the selections from The Human
Record and answer the questions at the end of the reading selection. In addition
to answering the questions, the students will identify the point of view, intended
purpose, audience, and historical context of the source
 Writing Assignments: Students will continue to practice the skill of writing a
Comparison essay. Major religions and philosophies have served as the
foundation for many societies. Discuss the similarities and differences in the
political and social influence that the following religions had on their respective
societies from 600 to 1450 C.E. Christianity-Europe, Islam- Middle East, North
Africa/Spain.
 Students will discuss in Socratic Seminar: What were the causes and
consequences of the Crusades? In the seminar the students will look at the
Crusades from both the Western and Byzantine perspectives.
 Writing exercise for CCOT essay: Describe the transition from Roman society to
medieval society in Europe. Discuss the changes that occurred in the potential,
social and economic systems during the transitional time as well as discussing
what factor(s) stay consistent.
 Comparison Chart: Judaism, Christianity, and Islam: God(s), Afterlife, Sin and
Judgment, Practices, Leaders, Political Views, Texts, Society, & Law
 Short Answer Questions
a. What are some of the reasons suggested by historians for the spread of Islam
and the expansion of the Muslim empire?
b. Discuss the legacy of the Tang dynasty in China, Japan, and Central Asia.
c.How did Amerindians alter the landscape and why?
 Comparison Chart: Teotihuacan, Maya Aztecs, & Inca:
Agriculture/Migration/Flood Control, Mathematics/Astronomy,
Art/Architecture/Urban Planning, Population Control, Politics
 DBQ Essay: Women in Tang and Song China: Using the following documents,
analyze the factors that influenced the status and roles of women in Tang and
Song China.” The Earth and Its Peoples
Unit Four: Global Interactions 1200 to 1750 C.E.
Key Concepts
 Globalizing Networks of Communication and Exchange
 New Forms of Social Organization and Modes of Production
 State Consolidation and Imperial Expansion
Topics for Overview
 The Mongols Khanates
 Bringing the Eastern and Western Hemispheres Together in One Web
 Ming and Qing Rule in China
 Japanese Shogunates
 The Trading Networks of the Indian Ocean
 Transformations in Europe-Renaissance to Scientific Revolution
 Labor Systems in the Atlantic World
 The Columbian Exchange in Atlantic and Pacific Context
 Effects of the Atlantic Slave Trade on demography in West Africa, resistance to
the Atlantic slave trade, and expansion of Islam in sub-Saharan Africa.
Time Period: 8 weeks
Sources
Textbook Chapters 12-20
Maps: pages 301,331,408, 419
Supplemental Reading or Readers
 Traveling among the Mongols; Journey to the Land of the Tartars, The Human
Record
 Advice for Merchants Traveling to Cathay, The Practice of Commerce, The
Human Record
 Tokugawa Hidetada, Laws Governing the Military Households, The Human
Record
 Martin Luther, Table Talk, The Human Record
 Decrees of the Council of Trent, The Human Record
 Galileo, Galilei, Letter to the Grand Duchess Christina, The Human Record
 Antonio Vazquez de Espinosa, Compendium and Description of the West Indies
 The World That Trade Created, 2nd Edition, : Chapter 2, Section 2.2: Better to Be
Lucky than Smart: Christopher Columbus
 The World That Trade Created, 2nd Edition: Chapter 4: “Transplanting:
Commodities in World Trade
Selective Activities and Assessments
 Essay: Changes and Continuities in patterns of interactions along the Silk Road
 Discussion: What were some of the technological advances that the Silk Road
was responsible for?
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Students will evaluate the causes and consequences of European maritime
expansion including the development of armed trade using guns and cannons
Essay: Changes and Continuities in trade and commerce in Indian Ocean Basin
600 to 1750.
Short Primary Source Analysis: Students will read the selections from The Human
Record and answer the questions at the end of the reading selection. In addition
to answering the questions, the students will identify the point of view, intended
purpose, audience, and historical context of the source.
Socratic Seminar: Define and discuss the characteristics of the period of time
known as the Renaissance and have the students discuss are there other
“Renaissance” in other parts of the world? If so, how might this change our
understanding of the term as a particular period in time?
Development of a DBQ: “Environmental and Culture in Tropical Africa”: Using
the following documents, analyze the environmental factors that shaped culture in
tropical Africa from 1200 to 1500.” The Earth and Its Peoples
DBQ: “Cross-Cultural Exchange in the Atlantic World; Characterize crosscultural contact and exchange between Europeans and other peoples of the
Atlantic World during the fifteenth and sixteenth centuries.”
Compare and Contrast any two coercive systems of labor: Caribbean Slavery,
Slavery in the English North American colonies, Slavery in Brazil, Spanish Mita
system in South America, West African slavery, and Muslim slavery in South
West Africa.
Short-Answer Questions
a. Discuss the adoption and adaptation of Muslim practices by non-Muslims and
newly Muslim societies.
b. Describe the institution of university. How did it arise, and in what ways was
it similar to or different from Islamic madrasa?
c. Briefly explain why the century between 1450 and 1550 was a major turning
point in history.
d. How did environmental factors affect European rural life in the 17th century?
e. What role did sugar play in the economy, politics, and diet of Britain?
f. Compare and contrast the Chinese and Japanese response to European
influence.
g. How did the Ottoman, Safavid, and Mughal Empires view naval defense or
offense?
Comparison Chart: Two Great Eurasian Land Empires: Russia & Qing Dynasty:
Dates/Ethnicity of Rulers, Government Aims/Views of Christianity/Relationship
with Europe, & Methods of Control
Comparison Chart: Colonies and Colonizers: Spain, Portugal, Britain , and
France: categories: Region and Date, Government and Private Roles, Products,
Economy and Trade, Immigrants, Social Structure, Relations with Environment
Unit Five: Industrialization and Global Integration, 1750-1900
Key Concepts:
 Industrialization and Global Capitalism
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Imperialism and Nation-State Formation
Nationalism, Revolution, and Reform
Global Migration
Overview Topics:
 European Enlightenment
 The Age of Revolutions: English Revolution, American, French, Haitian, and
Latin American
 Napoleonic War/Congress of Vienna/Conservatism vs. Liberalism
 British Industrial Revolution
 De-Industrialization of India and Egypt
 Imperialism and Modernization
 Anti-Slavery, suffrage, labor movements, anti-imperialist movements,
 Reaction to industrialism and modernization
Time Period : Six Weeks
Sources
Textbook Chapters 21-25
Maps: pages 550, 581, 642
Supplemental Activities/Assessments
 Adam Smith, The Wealth of Nations, The Human Record
 Declaration of the Rights of Man and of the Citizen, The Human Record
 Analyze Political Cartons and Caricatures from the French Revolution; students to
identify the three estates of prerevolutionary France and their fate during the
revolutions and the treatment of women and the press in the cartoons as well. The
Human Record
 Olaudah Equiano, The Interesting Narrative of Olaudah Equiano, The Human
Record
 The English Bill of Rights, The Human Record
 Testimony Before Parliamentary Committees on Working Conditions is England,
The Human Record
 Ohio Women’s Convention of 1850, Resolutions, The Human Record
 Rammohun Roy, Letter to Lord Amherst, The Human Record
 Karl Marx and Friedrich Engels, The Communist Manifesto, The Human Record
Selected Activities/Assessments
 Short Primary Source Analysis: Students will read the selections from The Human
Record and answer the questions at the end of the reading selection. In addition
to answering the questions, the students will identify the point of view, intended
purpose, audience, and historical context of the source.
 Socratic Seminar: How did the spread of Social Darwinism in the 19th century
influence justification for European imperialism? Short Primary Source Analysis:
Students will read the selections from The Human Record and answer the
questions at the end of the reading selection. In addition to answering the
questions, the students will identify the point of view, intended purpose, audience,
and historical context of the source.
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Students will analyze political cartoons about British imperial expansion in Asia
and Africa to identify how nationalism and the Industrial Revolution served as
motivating factors in empire building in this time period
DBQ writing exercise: Race and Ethnicity in the Americas, 1800-1890 using the
following documents, analyze the effect of race and ethnicity on the political and
economic development of the Americans during the 19th century. The Earth and
Its Peoples
DBQ: Utilizing a series of documents, maps, and charts in the released DBQ
about indentured servitude on in the 19th and 20th centuries, students will assess
the connections between abolition of plantation slavery and increased migrations
from Asian countries to the Americas.
CCOT Essay” Describe and analyze the social, economic, and environmental
impact of early industrialization in Western Europe from 1760-1851
Short-Answer Questions:
a. In what ways did workers respond to harsh working conditions in the
factories?
b. Discuss the beginning and impact of the women’s movement in America.
What were its goals, who participated, and how successful was the
movement?
c. What conditions made it possible for the British to defeat the Mughal Empire?
d. Discuss Britain’s attempt at social reform in India.
Comparison Chart: Latin American Independence: Group 1: Venezuela,
Columbia, and Ecuador, Group 2: Argentina, Uruguay, Paraguay, and Bolivia,
Group 3: Chile and Peru, and Group 4: Mexico. Categories: Imperial Country
and date of independence, Individuals and Social Classes Supporting Revolution,
Methods, Challenges to the Old Order, New Government Systems, Religion and
Legacy.
Unit Six: Accelerating Global Change and Realignments, 1900-Present
Key Concepts:
 Science and the Environment
 Global Conflicts and Their Consequences
 New Conceptualizations of Global Economy, Society, and Culture
Overview Topics:
 Crisis and Conflict in the Early 20th Century: Anti-imperial Movements, WWI,
Russian, Chinese, and Mexican Revolutions, Depression, Rise of Militaristic and
Fascist Societies, WWII
 Internationalization: Decolonization, the Cold War World, International
Organizations, the Post-Cold War World, Globalization
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The Information and Communication Technologies Revolution
Time Period: 5 weeks
Sources
Textbook Chapters 26-30
Maps: pages 697, 715, 781
Supplemental Reading or Readers
 Woodrow Wilson Fourteen Points
 WWI Popular Art and Poster Art from Germany, England, and Australia, The
Human Record
 Joseph Stalin, The Results of the First Five-Year Plan, The Human Record
 Adolf Hitler, Mein Kampf, The Human Record
 Mohandas Gandhi, Indian Home Rule, The Human Record
 Henry L. Stimson, “The Decision to Drop the Bomb”, The Human Record
 The Maoist Version of Marxism, Mao Zedong, The Human Record
Selected Activities/Assessments
 Short Primary Source Analysis: Students will read the selections from The Human
Record and answer the questions at the end of the reading selection. In addition
to answering the questions, the students will identify the point of view, intended
purpose, audience, and historical context of the source.
 What do WWI posters have in common, even though they are from different
countries? Analyze the images for their point of view and purpose.
 Essays: Compare the notion of the “East” and the “West” in the Cold War
ideology; Compare the causes and effects of the World wars on areas outside of
Europe; Compare patterns and results of decolonization in Africa and India,
Choose two revolutions (Russian, Chinese, Cuban, Iranian) and compare their
effects on the role of women.
 DBQ Essay: Using documents, access the success and failure of selfdetermination in the Middle East after WWI. The Earth and Its Peoples
 CCOT Essay: Changes and Continuities in the formation of national identities
1900-present. Students choose from among the following regions: Middle East,
South Asia, or Latin America.
 Socratic Seminar: Students debate the benefits and negative consequences of the
rapid advances in science during the 20th and early 21st centuries.
 Discussion: Compare the tables on income and life expectancies in 2000 and
discuss possible conclusions that might be drawn.
 Short Answer Questions
a. How did the nonaligned nations play one superpower against the other?
b. Discuss the Nationalists movements in Africa. What elements and
philosophies did they include?
c. Discuss Hindu-Muslim animosity. How did it come about? What role, if any,
did the British play?
d. How did the Depression suffered by the industrialized world affect the
colonial world?
e. What is global integration, and how might it affect the people of the world?
Review Period for the Exam
Time Period: 2 weeks