Survey
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
Advance Placement World History I. Course Description: Advance Placement World History is intended for qualified students who wish to complete a college level equivalent introductory course. The course will primarily focus on preparing students to pass the College Board Examination which takes place during the month of May of every school year. The course emphasizes the analysis and synthesis of 6 major chronological periods through the framework of specific themes, and key concepts. Students will learn diverse systematic methods for studying history that include the analysis and evaluation of primary sources, chronological reasoning skills, comparison and contextualization skills, as well as interpretation and synthesis of historical content. Advance Placement World History students will develop necessary critical thinking skills in order to compare and contrast historical events happening throughout the world at any one time, and construct proper argumentation supported by historical evidence. The development analytical skills will enable students to understand history through the use of different methods and approaches used by historians to construct the accounts of the past. The course will include the study historiography as a tool to help students develop the necessary global awareness of historical trends. Students will be able make proper connections among multiple eras in order to create appropriate historical arguments. The framework of the course is designed to develop the synthesis of strategic thinking skills and historical content in order for students to succeed. The course instruction will be composed of two approaches such as the chronological delivery of content as well as thematic. The key concepts will provide the necessary structure and pacing for the class. Overall the course design will allow students to make proper connections of historical developments throughout the world in order to build their awareness of Contextualization and Periodization. II. Themes of AP World History The outlined themes that follow indicate some of the important areas that might be treated in a World History AP course. A. Interaction Between Humans and the Environment – Demography, migration, Patterns of settlement, and Technology B. Development and Interaction of Cultures-Religion, Belief systems, philosophies and ideologies, Science and Technology, and The arts and architecture C. State Building, Expansion and Conflict – Political structures, Empires, Nations and nationalism, Revolts and revolutions, and regional, global structures and organizations D. Creation, Expansion and Interaction of Economic Systems- Agriculture and pastoral production, Trade and commerce, Labor systems, Industrialization, Capitalism and socialism E. Development and Transformation of Social Structure – Gender roles and relations, Family and kingship, Racial and ethnic constructions, and Social and economic classes III. Materials A. Main Text The Earth and Its Peoples by Bulliet, Crossley, Headrick, Hirsch, Johnson, Northrup (4th edition) B. Alternate Texts/Required Readings/Primary Sources The Princeton Review Cracking the AP World History Exam, 2010 edition Worlds of History A Comparative Reader by Kevin Reilly Vol. I &II Bulliet Study Companion Online Guide. Building Historical skills Sterns. 2008. World Civilizations: The Global Experience .Pearson. Primary Sources- (documents, maps, and images) in Andrea, A. and Overfield, J.2000. The Human Record: Sources of Global History vol. 1 & II. Houghton Mifflin College Division. Document -Based Questions released by the College Board Pomeranz, K., and S. Topik. 1999. The World that Trade Created. M.E.Sharpe. World History in Documents: A Comparative Reader edited by Peter N. Sterns, New York: New York University Press; 1988. Worlds Together, Worlds Apart: A History of the World: Beginnings Through the Fifteenth Century/ Edition 3 by Robert Tignor, Jeremy Adelman, Peter Brown, Benjamin Elman, Xinru Liu Gardner’s Art through the Ages: Global History, Enhanced Edition, Volume I, 13th Edition by Fred S. Kleiner University of Texas Map Library Internet.< http//www.lib.texas.edu/maps> Worldhistoryforusall.org. Internet http://worldhistoryforusall.sdsu.edu/ Purdue University Online writing Lab-http://owl.english.purdue.edu/ PBS LearningMedia (http://www.pbslearningmedia.org/) C. Additional Required Readings: Day of Empire: How Hyper powers Rise to Global Dominance and Why Germs, Guns and Steel by Jared Diamond How Societies Choose to Fail or Succeed by Jared Diamond The Adventures of Ibn Battuta by Ross Dunn D. Skill Development Activities: The following activities will be incorporated into each unit of the course to help students develop proper analytical skills such as strategic/extended thinking beyond memorization. Sample activities from each unit will be provided. SQ3R Chapter outlines (Survey, Question, Read, Review, and Recite) – This note taking method must be completed in question answer format. Students will be able to trace the historical facts and developments in each unit such as causes and consequences as well as its connection to each of the themes. The content in each outline will include acronyms such as SPRITE or PERSIA. The chapter outlines will help students grasp a “Big Picture” of the Historical Content. Thematic Charts Activities- discussion/lecture notes of early civilizations written in Charts that include the themes: Interaction w/ Environment, Development of Culture, State Building/Expansion & Conflict, Creation of Economic Systems, and Development and Transformation of Social Structure. Students will be able to use the charts to trace similarities and differences among societies across the world, the evolution of civilization as well as the patterns of continuity and change over time. Thematic Charts will help students develop their command of the world history themes and their ability to determine how facts, names, and events across time are connected to the themes. Primary Source Analysis Activities- are introductory document analysis activities using SPRITE acronym to help students understand and identify Bias, point of view, intended audience, purpose and overall context of the sources. This skill will be developed throughout the course through the use of multiple primary source documents that include works of art, charts, and written documents. Students will develop awareness of the proper methods used by historians to understand and study history. Students will learn to examine multiple sources to gain the proper insight and strategic thinking to create written arguments using historical evidence to answer document based questions. Timelines/Map Analysis Activities- are an additional resource that will help students study maps, graphs and charts to develop global awareness in order for students to connect historical content to specific world regions and time periods. Students will be able to trace effects of interaction of people and the environment, migrations, development of economic systems and State Building over time ultimately enhancing their understanding of contextualization and periodization. Writing Lab Activities- are scaffolding activities that begin with the understanding of essay focus words and the writing of an appropriate thesis statement (recycling the question, including a time period, and a region). The introduction of a Comparative Essay is also part of this activity as well as the (CCOT Essay) Change and Continuity over Time. Students will develop their writing skills and their ability to compare historical evidence that include causes and consequences of events from various time periods and regions across the world as well as the ability to identify the patterns of change and continuity. Discovery Learning Activities- are cooperative learning activities that involve that use of the internet allowing students to research and evaluate both written documents and visual findings of archeologists from specific cultures and geographical regions within a specific unit. Students will create short power point presentations that enhance their awareness of the connection between archeology and the study of history. This activity will give students the opportunity to use different methods and approaches used by historians to construct the accounts of the past. Assessments Activities – in class unit multiple choice examinations timed, in class Comparative, Continuity and Change over Time essays, and primary source analysis of College Board Released documents. IV. Course Outline Period 1. Key Concepts: Technological and Environmental Transformations -8000 B.C.E -600 C.E. 1.1. Geography and Peopling the Earth 1.2. The Neolithic Revolution and Early Agricultural Societies 1.3. The Development and Interaction of Early Agricultural, Pastoral and Urban Societies. Period 1. Focus Topics: Pastoral ,Forager, and Agricultural Societies Role of rise of Trade, diffusion of Technology and ideas Early Civilizations: Middle East, South Asia, East Asia, The Americas, Africa, Oceania Sample Unit Activities: Students will complete unit SQ3R outline- Developing a “Big Picture” of the early societies and the causes and consequences of the Neolithic Revolution across geographical regions the Middle East, South Asia, East Asia, The Americas, Africa and Oceania. Thematic Charts- Focus on effects/consequences and patterns of change of Neolithic Revolution across regions and the development of technology, culture, and economic systems leading to the rise of civilization. Writing Lab- Introduction to identifying essay focus words and writing thesis statements and Comparative Essays. Question Topics- effects of Agricultural Revolution on Gender, Impact of Pastoralism, effects of surpluses and rise of trade, and Technological diffusion. Primary Source analysis- Introduction to specific primary sources visual and written. Students will work with a partner on understanding point of view, intended audience, purpose and overall context of the source to the unit at hand. (Sources used in this activity are excerpts from various texts such as Stearns, World Civilization , Andrea, The Human Record and Gardner’s, Art Through the Ages, Discovery Learning internet streaming) Code of Hammurabi, Female figure from Mesopotamia (visuals) From Nomads to Farmers, Cuneiform, Photographs of farming artifacts from different regions. Cooperative learning activity- Students will be divided in groups to complete a research project and create a presentation of civilizations across geographical regions such as Mesopotamia, Egypt, Indus Valley, China, Andean as well as Oceania. Students must evaluate and analyze the journey and rate of success of the above societies in developing advanced civilization. Students will create a presentation that includes the world history themes and how each theme connects to the journey of each society. Timeline/Map Analysis- Students will complete map and timeline activities every part of every unit to help them develop their awareness of chronology. Students will develop global awareness of specific regions, States, major cities, and trade centers as well as migrations. Assessments- Unit multiple choice examination, in class Comparative Essay, Primary source analysis of College Board Released documents. Period 2. Key Concepts: Organization and Reorganization of Human Societies 600 B.C.E-600 C.E. 2.1. The Development and Codification of Religious and Cultural Traditions 2.2. The Development of States and Empires 2.3. Emergence of Trans regional Network of Communication and Exchange Period 2. Focus Topics: Major Belief Systems Classical Civilizations & the Rise of States and Empires Trade Networks and Diffusion of Technology and Ideas Sample Unit Activities: Students will complete unit SQ3R outline- Developing a “Big Picture” of the early society belief systems and its cultural consequences across geographical regions the Middle East, South Asia, East Asia, The Americas, Africa and Oceania leading to the establishment of world religions. Thematic Charts- Focus on effects/consequences and patterns of change that come with the rise of Classical Empires across regions. Students will evaluate the role of centralization and strong bureaucracies such as (Confucianism) and the rise and decline of Empires (Rome, Han, Maurya) in the Classical era. Students will also analyze the role of trans-regional trade networks such as the Silk Road and Indian Ocean Trade Networks. Writing Lab- Students will be introduced to (CCOT) essays geared toward tracing the patterns of change and continuity in the Classical Era in reference political developments, belief systems and overland and overseas trade across regions. Primary Source analysis- Students will work with a partner on understanding point of view, intended audience, purpose and overall context of the source to the unit at hand. (Sources used in this activity are excerpts from various texts such as Stearns, World Civilization , Andrea, The Human Record and Gardner’s, Art Through the Ages, Discovery Learning internet streaming) for example- Roman, Han, Maurya Photos, excerpts from the Analects, Gospels, Women in the Classical Era. Cooperative learning activity- Students will be divided in groups to complete a research project and create a presentation of developing world belief systems across geographical regions including the Americas, Sub-Saharan Africa and Oceania. Students must evaluate and analyze the similarities and differences among religions as far as region of origin, deities, basic teachings, sacred texts, place of worship, gender roles, and diffusion as well as patterns of change and continuity. Students will create a presentation including Judaism, Zoroastrianism, Christianity, Buddhism, Daoism, Confucianism, Ancestor worship, Animism, Polytheism. Timeline/Map Analysis- Students will complete map and timeline activities every part of every unit to help them develop their awareness of chronology. Students will develop global awareness of specific regions, States, major cities, and trade centers as well as migrations. Assessments- Unit multiple choice examination, in class (CCOT) Essay, Primary source analysis of College Board Released documents. Period 3. Key Concepts: Regional and Trans-regional Interactions -600 B.C.E.-1450 3.1. Expansion and Intensification of Communication and Exchange Networks 3.2. Continuity and Innovation of State Forms and Their Interaction 3.3. Increased Economic Productive Capacity and its Consequences Period 3. Focus Topics: The Rise of Islam, The Spread of Islamic Empire to Africa, South Asia, And South East Asia Byzantines- Conflict between Christianity and Islam-Crusades Feudalism- West vs. East Rise of Tang, and Song Chinese Dynasties The Spread of Chinese Culture- Japan, Korea, and Vietnam Polynesian The Delhi Sultanate The Americas The Mongols Sub-Saharan Kingdoms Mali, Ghana, Songhai (Berbers) Indian Ocean Trade Network, Sub-Saharan Africa Trade, East Africa Sample Unit Activities: Students will complete unit SQ3R outlines- Developing a “Big Picture” of the early societies and the causes and consequences of the Rise of Islamic Empires across geographical regions the Middle East, South Asia, and Africa. The Conflicts and Challenges between the Byzantines and the expanding Muslim Empire leading to the Crusades. Thematic Charts- Focus on effects/consequences and patterns of change brought about expansion of Indian Ocean Trade Network, Sub-Saharan and East African Trade Networks and the Americas. Reconstitution of Tang and Song Chinese Empires and the Spread of Chinese Culture in Japan, Korea and Vietnam. Writing Lab- Comparative Essays on Spread of Islam Africa and India, Comparison of Western Feudalism and Japanese. (CCOT) Essay Question Topics- effects of Mongol Conquest, World Trade overland and overseas. Primary Source analysis- Introduction to specific primary sources visual and written. Students will work with a partner on understanding point of view, intended audience, purpose and overall context of the source to the unit at hand. (Sources used in this activity are excerpts from various texts such as Stearns, World Civilization , Andrea, The Human Record and Gardner’s, Art Through the Ages, Discovery Learning internet streaming) Journals of History: Rise of Islam, Excerpts from the Koran, visual -Song Technology Art, African Kingdom and Islam, History of the Mongols, and Travels of Ibn Battuta. Cooperative learning activity- Students will be divided in groups to complete a research project and create a presentation on one of the above focus topics in the unit. Students must trace the patterns of continuity and change using the World History themes to identify continuity and change in the areas of Gender Roles, State Building, Religion, Social Structures, Economic Systems and Environment. Students will create a Power Point presentation that includes the world history themes and how each theme connects to the journey of each society. Timeline/Map Analysis- Students will complete map and timeline activities every part of every unit to help them develop their awareness of chronology. Students will develop global awareness of specific regions, States, major cities, and trade centers as well as migrations. Assessments- Unit multiple choice examination, in class Comparative Essay, Primary source analysis of College Board Released documents. Period 4. Key Concepts: Global Interactions 1450-1750 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 4. Focus Topics The Rise of the West- Renaissance and Scientific Revolution The Columbian Exchange/ Spanish Exploration in the Americas The Atlantic Slave Trade Gun Powder Empires –Ottoman Portuguese Exploration and The Indian Ocean Trade Network Ming/Qing China Japanese –Tokugawa West Africa and the Slave Trade Western Technological Developments Sample Unit Activities: Students will complete unit SQ3R outlines- Developing a “Big Picture” the causes and consequences of the expansion of global and regional Trade Networks in the Middle East, South Asia, East Asia, South East Asia, Africa and the Americas. The continuity and Change of new maritime commercial patterns. The effects of European Exploration of the Spanish and Portuguese. Thematic Charts- Focus on effects/consequences and patterns of change brought about expansion of Indian Ocean Trade Network, Sub-Saharan and East African Trade Networks and the Columbian Exchange. The decline of Ming and Qing China and Middle Eastern Empires. Writing Lab- Comparative Essays on Gun Powder Empires, Comparison of Spread of Islam and Christianity across geographical regions. (CCOT) Essay Question Topics- effect of the Slave trade on West Africa, World Trade overland and overseas in the Pacific, and Transformation of Western Europe/Consequences of the Renaissance and Scientific Revolution. Primary Source analysis- Students will work with a partner on understanding point of view, intended audience, purpose and overall context of the source to the unit at hand. ( College Board Released DBQ) Students will write entire document based essay. Cooperative learning activity- Students will be divided in groups to complete a research project and create a presentation on Rise of the West and Exploration. Students must trace the patterns of continuity and change using the World History themes to identify continuity and change and the effects of Spanish exploration in the West vs. Portuguese Exploration in the East. Timeline/Map Analysis- Students will complete map and timeline activities every part of every unit to help them develop their awareness of chronology. Students will develop global awareness of specific regions, States, major cities, and trade centers as well as migrations. Assessments- Unit multiple choice examination, in class Comparative Essay, Primary source analysis of College Board Released documents. Period 5. Key Concepts: Industrialization and Global Capitalism 1450-1750 5.1. Industrialization and Global Interaction 5.2. Imperialism and Nation-State Formation 5.3. Nationalism, Revolution and Reform Period 5. Focus Topics: Age of Revolutions –Europe/Americas/Social Reform Industrialization and The Global Effects of Capitalism Imperialism/Colonization and Industrial Empires Global Demographics, Migrations and Transportation Rise of Nationalism and the Nation State Decline of the Ottoman Empire Decline of Sample Unit Activities: Students will complete unit SQ3R outlines- Developing a “Big Picture” of the causes and consequences of the Industrial Revolution in England. Students will study new patterns of global trade and production. Thematic Charts- Focus on effects/consequences and patterns of change brought about by the transformation and expansion of Western Nation States into powerful industrial empires. Writing Lab- Comparative Essays on Revolution in the Americas in Haiti and France. Comparison of Western intervention in Latin America and Africa. (CCOT) Essay Question Topics- Social Transformations caused by the Industrial Revolution in the West and Japan. The impact of industrialization on Gun Powder Empires. Primary Source analysis- DBQ Essay -Students will work with a partner to analyze point of view, intended audience, purpose and overall context of the sources in College Board Released DBQ essay questions. Students will also examine graphs and statistics on labor migrations from Africa and from Asia to the Americas. Cooperative learning activity- Students will be divided in groups to debate the pros and cons of Western Imperialism in East Asia, and Africa. Timeline/Map Analysis- Students will complete map and timeline activities every part of every unit to help them develop their awareness of chronology. Students will develop global awareness of specific regions, States, major cities, and trade centers as well as migrations. Assessments- Unit multiple choice examination, in class Comparative Essay, CCOT Essays DBQ Essays. Primary source analysis of College Board Released documents. Students will complete take home practice exams. Period 6. Key Concepts: Accelerating Global Change and Realignments 1900-to the present 6.1. Science and the environment 6.2. Global Conflict and its Consequences 6.3. New Conceptualization of Global Economy, Society, and Culture Period 6. Focus Topics 20th Century Conflict- World Wars (Total War) Science and Technology (genocide) Economic Crisis Impact of Decolonization (anti-imperialism) Cold War, Communism, Containment Global Migrations, Social Transformations Global economy, International Organizations Sample Unit Activities: Students will complete unit SQ3R outlines- Developing a “Big Picture” of the causes and consequences of 20th century conflicts and the role of imperialism, and economic crisis during the interwar periods leading the rise of totalitarian States. Thematic Charts- Focus on effects/consequences and patterns of change brought about by the disintegration of the Ottoman Empire, the impact of demographic shifts and decolonization. Writing Lab- Comparative Essays on Causes and consequences of the World Wars across geographic regions Europe, Middle East, South Asia, East Asia South East Asia and Africa. (CCOT) Essay Question Topics- 20th Century Social Transformations. Primary Source analysis- Students will complete DBQ essays released by the College Board. Cooperative learning activity- Students will be divided in groups to debate the pros and cons of globalization and International Institutions. Graphs/Timeline/Map Analysis- Students will complete map and timeline activities every part of every unit to help them develop their awareness of chronology. Students will develop global awareness of specific regions, States, major cities, and trade centers as well as migrations. (Forced Migrations of the 20th century and Genocide data) Assessments- Unit multiple choice examinations, in class Comparative Essay, CCOT Essays, and DBQ Essays. Primary source analysis of College Board Released documents. Students will complete take home practice exams. AP Course Reviews- Students will participate in weekly reviews after school. Student will have the opportunity to complete additional review exams and essays. The review also included viewing a series of video clips from PBS and Discovery Channel. V. Additional Required Reading Assignments - (the following assignments are linked to the additional required readings list written by scholars beyond the textbook) the activities will provide students the opportunity to evaluate and identify diverse historical interpretation, and examine models of periodization constructed by historians. Students will read chapters from (Day of Empire: By Amy Chua) and create a comparative written argument that identifies and evaluates the author’s position on strategic tolerance, ethnic diversity, inclusion of minorities, multiculturalism and citizenship practiced across geographical regions during different historical periods by key successful empires over time Persia, Rome, Tang China, Mongols versus the death of an empire lead by practices of intolerance, racial purity, and religious orthodoxy by Spain’s Inquisition, Mughals, British “White Man’s Burden”, and Nazi Germany which failed to exploit multiethnic talents. Students will read chapters from (How Societies Choose to Fail or Succeed by Jared Diamond) and identify and evaluate the author’s point of view on environmental abuse. Students will also participate in class discussion about the consequences of how particular societies in the past and present world cultures choose to respond to environmental crisis and how this may threaten modern societies today more than ever. Students will complete weekly primary source activities from College Board Released Documents. The following activity will allow students to analyze evidence from diverse sources including quantitative data, art, maps, documents, and images. (see skill development activities primary sources) #1-Students will compare and contrast attitudes of Christianity and Islam toward merchants and trade. Sources: Christian Bible New Testament (Mathew), Muslim Qur’an, Thomas Aquinas, Summa Theologica, Ibn Khaldun Muslim Scholar # 2 Students will analyze the main features including causes and consequences of the system of indentured servitude that developed as part of global economic changes in the 19th and 20th centuries. Sources: Editorial Natal Mercury, Itongati, South Africa on the visit of Sir George Grey, British Colonial governor, Map of PRINCIPAL OVERSEAS INDENTURED MIGRATIONS,1834-1919, INTERCONTINENTAL FLOWS OF INDENTURED OR CONTRACT LABOR 19TH AND 20TH CENTURY FROM David Northrup, Images from Asian Indian laborers harvesting sugar cane and European supervisor, Suriname(Dutch Guiana)1920, British Guiana Indenture Agreement, 1895, Statistics from various official government records (Total Population in Selected Territories Deriving From Indentured Migrations).