Download Samples of Evidence to Satisfy the AP World History

Samples of Evidence to Satisfy the AP World History Curricular Requirements
What’s here? This table presents samples of evidence that address the curricular requirements for AP
How can I use this information? Use these samples to become familiar with both the nature of
World History. For each curricular requirement, there are three separate samples of evidence provided. Each
sample either fully or partially satisfies its requirement. The samples are taken from three distinct sample
syllabi published in their entirety elsewhere on AP Central. The far-left column of the table presents each of
the curricular requirements. In some cases, complex requirements have been broken down into their
component parts. The columns to the right present the three evidence samples.
‘evidence’ and the variety of formats in which evidence can be presented. For any one curricular requirement,
the ways in which evidence is both described and presented can vary considerably from course to course.
No single format is preferred over any other. Narrative text, tables, bulleted lists, and other formats that
clearly convey the content of your course are all acceptable. The most important consideration is that your
syllabus (the evidence) clearly and explicitly satisfies the curricular requirements in their entirety.
Curricular Requirements
Clear, Explicit Evidence of Each Curricular Requirement
Sample 1
UNIT 1. Foundations, c. 8000 BCE to 600 CE (5 weeks)
UNIT II.
600-1450
(7 weeks)
UNIT III. 1450-1750
(4 weeks)
UNIT IV. 1750-1914
(5 weeks)
UNIT V. 1914-2000
(6 weeks)
We will use the following APWH themes throughout the
course to identify the broad patterns and processes that
explain change and continuity over time.
Periodization guidelines and
course themes form the
organizing principles for dealing
with issues of change,
continuity, and comparison
throughout the course.
The Six AP World History Themes
1.
The relationship of change and continuity from
8,000 BCE to the present.
2.
Impact of interaction among and within major
societies.
3.
Impact of technology, economics, and
demography on people and the environment
4.
Systems of social structure and gender
structure.
5.
Cultural, religious, and intellectual
developments.
6.
Changes in functions and structures of states
and in attitudes toward states and political
identities, including the emergence of the nationstate.
Sample 2
My course is based on a global perspective of the world
and human interactions from 8000 B.C.E. to present day,
using the six themes outlined in the AP World History
Course Description consistently throughout the course
Sample 3
The AP World History course provides a lens through which
to understand history and a foundation from which to view
the complexities of today’s global arena. Its emphasis on
encounters and interactions provides a framework that is
especially important. The general contours of our AP World
History course, in terms of content covered and skills
developed, are shaped by the six themes and the “habits of
mind” that are outlined in the Course Description provided
by the College Board. These overarching themes and the
habits of mind foster critical thinking and encourage
students to develop their own abilities and to truly be part
of the learning process.
The course, which adopts the periodization approach to
analyzing global events and interactions from the
foundations of history to the present, is designed to
challenge students to become “owners” and creators of
independent ideas by maintaining a student-centered
classroom environment. One goal for the course is to
provide an engaging and rigorous curriculum that motivates
students. The long-term objective is for students to
demonstrate an understanding of how the big picture of
world history assists in understanding the complexities of
today’s global arena.
© 2006 The College Board. All rights reserved. Visit apcentral.collegeboard.com (for AP professionals) and www.collegeboard.com/apstudents (for AP students and parents).
Curricular Requirements
Clear, Explicit Evidence of Each Curricular Requirement
Sample 1
UNIT 1.
UNIT II.
Periodization guidelines are
used to select relevant course
content from 8000 B.C.E. to the
present.
Foundations, c. 8000 BCE to 600 CE (5 weeks)
600-1450
(7 weeks)
UNIT III. 1450-1750
(4 weeks)
UNIT IV. 1750-1914
UNIT V. 1914-2000
(5 weeks)
(6 weeks)
Sample 2
Sample 3
Unit I. Formation of Civilizations: Foundations, from 8000
B.C.E. to 600 C.E. [7 weeks]
UNIT ONE
we?")
The 20th century to the Present. ("Where are
Unit II. Expanding Zones of Exchange and Encounter: The
World from 600 to 1450 [8 weeks]
UNIT TWO
Foundations: c. 8000 BCE to 600 CE
UNIT THREE
600 - 1450
Unit III. Emergence of the First Global Age: The World from
1450 to 1750 [7 weeks]
UNIT FOUR
1450 - 1750
UNIT FIVE
1750 - 1914
Unit IV. Age of Revolutions and Empire: The World from
1750 to 1914 [6 weeks]
Unit V. A Technological Age: The World from 1914 to the
Present Day [5 weeks]
We will use the following APWH themes throughout the
course to identify the broad patterns and processes that
explain change and continuity over time.
The six overarching themes
articulated in the Course
Description receive
approximately equal attention
throughout the course.
The Six AP World History Themes
My course is based on a global perspective of the world
and human interactions from 8000 B.C.E. to present day,
using the six themes outlined in the AP World History
Course Description consistently throughout the course.
•
The relationship of change and continuity from 8,000
BCE to the present.
…
•
Impact of interaction among and within major
societies.
•
Impact of technology, economics, and demography on
people and the environment
A. Political Revolutions (2 weeks)
•
Systems of social structure and gender structure.
C. Social Revolutions (1 week)
•
Cultural, religious, and intellectual developments.
D. Rise of Nationalism (1 week)
•
Changes in functions and structures of states and in
attitudes toward states and political identities,
including the emergence of the nation-state.
Unit IV. Age of Revolutions and Empire: The World from
1750 to 1914 [6 weeks]
B. Industrial Revolutions/Imperialism (2 weeks)
The AP World History course provides a lens through which
to understand history and a foundation from which to view
the complexities of today’s global arena. Its emphasis on
encounters and interactions provides a framework that is
especially important. The general contours of our AP World
History course, in terms of content covered and skills
developed, are shaped by the six themes and the “habits of
mind” that are outlined in the Course Description provided
by the College Board. These overarching themes and the
habits of mind foster critical thinking and encourage
students to develop their own abilities and to truly be part
of the learning process.
1.
Readings
Spodek, The World’s History, “Social Change” (chapters
16–18)
Major Activities and Assessments
•
Lecture: Crane Brinton’s model for revolution
(PowerPoint)
•
Group work: Venn diagrams of political
revolutions
•
Comparison essay: Women’s rights (2003
exam)
•
Group work: Cartoons of China’s relationship
with the West
•
DBQ essay: Choose among the following: (1)
political revolutions and expansion of rights, (2)
technology and imperialism, (3) effects of
imperialism
•
Project: Timeliner from 1750 to 1914
© 2006 The College Board. All rights reserved. Visit apcentral.collegeboard.com (for AP professionals) and www.collegeboard.com/apstudents (for AP students and parents).
Curricular Requirements
Clear, Explicit Evidence of Each Curricular Requirement
Sample 1
UNIT II. 600-1450
(7 weeks)
Focus questions: Should we study cultural areas or states?
Did changes in this period occur from the effects of
nomadic migrations or urban growth? Was there a world
economic network during this period?
Topic 1.
The Islamic World, the Crusades, and Schism in
Christianity
Topic 2.
Silk Road trade networks, Chinese model and
urbanization
Topic 3.
Compare European and Japanese feudalism,
Vikings
Topic 4.
Mongols across Eurasia and urban destruction in
Southwest Asia, Black Death
Topic 5.
Topic 6.
The course provides balanced
global coverage, with Africa, the
Americas, Asia, and Europe all
represented. No more than
30% of course time is devoted
to European history.
Compare Bantu and Polynesian migrations, Great
Zimbabwe and Mayan empires and urbanization;
Aztec and Incan empires and urbanization
Ming Treasure Ships and Indian Ocean trade
networks (Swahili coast)
COMPARISONS: Japanese vs. European feudalism,
European monarchy vs. African empires, role of major cities,
Aztec vs. Incan empires.
Sample 2
Unit III. Emergence of the First Global Age: The World from
1450 to 1750 [7 weeks]
A. Columbian Exchange and the Emergence of Atlantic
Trade (1 week)
B. World Trade: Empire Building (Spanish, Portuguese,
Dutch) (2 weeks)
Sample 3
UNIT TWO
Foundations: c. 8000 BCE to 600 CE
1. World history in place and time
Interaction of geography and climate with the development
of human society
Major population changes resulting from human and
environmental factors
Nature and causes of changes
Continuities and breaks within the course—what "works"
and doesn't?
C. Asian Migrations: Mughal, Ottoman, Safavid (1 week)
2. Developing agriculture and technology
D. Renaissance/Reformation/ Enlightenment: Impact on the
World (1 week)
Agricultural, pastoral, and foraging societies and their
characteristics
Emergence of agriculture and other technological change
E. Demographic and Environmental Changes (2 weeks)
Nature of villages
Effects of agriculture on the environment and peoples
3. Basic features of early civilizations in different
environments
Political and social structure of: Mesopotamia, Egypt,
Indus, Shang, Mesoamerican
and Andean South America
4. Classical civilizations
Major political developments in China, India, and the
Mediterranean
Social and gender structures
Major trading patterns within and among Classical
civilizations
Arts, sciences, and technology
5. Major belief systems
Basic features of major world belief systems prior to 600
CE
Physical place of each belief system by 600 CE:
Polytheism, Hinduism, Judaism, Confucianism, Daoism,
Buddhism, Christianity
6. Late Classical period (200 CE to 600 CE)
Collapse of empires(Han, Western Roman Empire, Gupta)
Movements of peoples (Huns, Germans)
Interregional networks by 600 CE: Trade and religious
diffusion
© 2006 The College Board. All rights reserved. Visit apcentral.collegeboard.com (for AP professionals) and www.collegeboard.com/apstudents (for AP students and parents).
Curricular Requirements
Clear, Explicit Evidence of Each Curricular Requirement
Sample 1
About two or three times in each unit, we will conduct
whole class seminars where you will discuss diversity of
interpretations that historians present in your textbook and
in other secondary sources such as articles given to you by
the teacher.
We also will do simulations and debates that challenge you
to address questions about human commonalities and
differences and the historical context of culturally diverse
ideas and values.
Sample 2
B. World Geography and the Agricultural Revolution (1
week)
Objectives
o
For students to understand the effects of the
Agricultural Revolution
o
For students to have a better sense of world
geography and how it affects history
Sample 3
Unit 1 (Foundations). Focus on Point of View and World
Religions
Stearns, chapter 5
Find current-events articles on the same topic from
different perspectives, and use to introduce the
concept of point of view
World religions overview: Using Internet sources,
students investigate the major religions as homework
Readings
Spodek, The World’s History, chapter 2
In-class activities on comparing and contrasting major
world religions
Major Activities and Assessments
•
Socratic seminar: Defining “civilization”
•
Essay on civilization
The course teaches students to
analyze evidence and
interpretations presented in
historical scholarship.
Cultural diffusion exercise: Analyzing images of the
Buddha from different locations
Mental mapping on the origins, spread, and influence
of Christianity, Islam, Buddhism, and Judaism, using
Stearns, Cultures in Motion (on mental mapping, see
Johnston, The New World History)
I train students using the Socratic seminar method from the
first week of school. To scaffold to the level I would like, I
start with fishbowls with students peer-grading each other,
and I model how to facilitate using the Socratic method. To
create a fishbowl discussion, I merely split the students into
two groups, where one group first discusses a prompt in an
inner circle, while the outer circle observes silently. When
the inner circle is done, I solicit critiques from the outer
circle observers. The two groups then switch places, and
the new inner circle is given a related, but new prompt.
Eventually, students come prepared with their own
prompts and can ideally lead a whole-class discussion.
…
Socratic seminar: Defining “civilization”
The course includes extensive
instruction in analysis and
interpretation of a wide variety
of primary sources, such as
documentary material, maps,
statistical tables, works of art,
and pictorial and graphic
materials.
For example, almost every day in class we will analyze
primary sources both texts and visuals. This primary source
analysis will help you directly with the tasks required for the
Document-Based Question (DBQ) essay on the exam, but
the daily use of historical materials also will help you
practice using evidence to make plausible arguments. You
also will become expert at identifying point of view, context,
and bias in these sources
I often put students in groups to process primary-source
documents or large amounts of content, usually with the
goal of generating theses and outlines for sample questions
that I have written on the board. The processing is
accomplished through various exercises that focus on a
selected set of skills. For example, the groups might focus
on how to determine and analyze point of view, or on how
to group a set of documents.
Document Reader: Andrea, Al and Overfield, James. The
Human Record: Sources of Global History, 4th ed. Vols 1 &
2. Boston: Houghton Mifflin, 2001.
The course provides students
with frequent practice in writing
analytical and interpretive
essays such as documentbased questions (DBQ) and
thematic essays addressing
issues of change, continuity,
and comparison (see the
Course Description for more
information).
Write comparative essay on empires
The course imposes a heavy reading and writing load
throughout the year, and the demands on students are
equivalent to a full-year introductory college course.
Homework: Essay writing practice
…
Timed Writing: DBQ Essay on Silk Road Trade Networks
…
Timed Writing: Change Over Time Essay on Trade from 600
-1450 in AfroEurasia
…
Early in the year the essays are take-home assignments,
and the students engage in peer-grading of each other’s
work to better understand what I am assessing. Later, I
provide more practice with in-class essay assignments
using questions in the style of the AP World History Exam,
as well as the AP Exam free-response questions posted on
AP Central.
Homework: Assigned readings, with questions, from The
Human Record
Historical maps to label and color
…
DBQ Project: In place of a term paper, students will work in
pairs to create a APWH-style DBQ of their own.
…
Final Exam: Students will take a 3 hour, 5 minute released
exam as their final exam, in preparation for the “live” exam
in APWH.
© 2006 The College Board. All rights reserved. Visit apcentral.collegeboard.com (for AP professionals) and www.collegeboard.com/apstudents (for AP students and parents).
© 2006 The College Board. All rights reserved. Visit apcentral.collegeboard.com (for AP professionals) and www.collegeboard.com/apstudents (for AP students and parents).
Samples of Evidence that Address Multiple Requirements
What’s here? This table presents samples of evidence that each address multiple Curricular Requirements
for AP World History. For each sample provided in the left column, the corresponding Curricular
Requirements are provided to the right. Note that each sample may only partially satisfy one or another
requirement, and additional evidence would need to be provided elsewhere in the syllabus to address the
requirement(s) with complete satisfaction. These samples were taken from sample syllabi that are published
elsewhere on AP Central in their entirety.
Integrated Evidence from Selected Syllabi
How can I use this information? Use these samples to become familiar with ways in which numerous
Curricular Requirements can be addressed (either partially or completely) within the description of one unit,
lesson, or activity, or by describing a recurring theme or process in your course.
Requirements Addressed (Partially or Fully) by Integrated Evidence
Bold text indicates the portion(s) of the requirement that are demonstrated.
Students refine their analytical abilities and critical thinking skills in order to understand historical
and geographical context, make comparisons across cultures, use documents and other primary
sources, and recognize and discuss different interpretations and historical frameworks.
The course teaches students to analyze evidence and interpretations presented in historical
scholarship.
AND
The course includes extensive instruction in analysis and interpretation of a wide variety of
primary sources, such as documentary material, maps, statistical tables, works of art, and
pictorial and graphic materials.
This class approaches history in a non-traditional way in that it looks at the common threads of
humanity over time: trade, religion, politics, society and technology and it investigates how these
things have changed and continued over time in different places.
Periodization guidelines and course themes form the organizing principles for dealing with
issues of change, continuity, and comparison throughout the course.
AND
The course teaches students to analyze evidence and interpretations presented in historical
scholarship.
© 2006 The College Board. All rights reserved. Visit apcentral.collegeboard.com (for AP professionals) and www.collegeboard.com/apstudents (for AP students and parents).