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AP World History Syllabus AP World History will require the pupil to learn about foreign cultures from both an analytical and comparative point of view. The course will force learners to identify new ways to analyze the principal themes of history. The themes that are paramount to us are as follows: Theme 1- Interaction between humans and the environment Theme 2- Development and Interaction of Cultures Theme 3- State-Building, expansion and interactions of Economic Systems Theme 4- Creation, expansion and interactions of Economic Systems Theme 5- Development and transformation of social structures Several modes of instruction must be consistently utilized to understand these abovementioned themes: 1. 2. 3. 4. Interactive classroom discussion Reading of the materials Outlines based on classroom discussion Pupil-based instruction and presentations Modes of Assessment: The following detail ways in which knowledge gained by the pupil will be accurately measured: 1. Quizzes (Both large and small) 2. Document Based Questions based on AP standards 3. Free-Response Essays based on AP standards 4. Assessment on pupil-designed lessons and activities. The Advanced Placement Test The assessment includes four sections: 1. Multiple-choice 2. Document-based question essay 3. Continuity & change essay 4. Essay that compares & contrasts several regions The Four Historical Thinking Skills History is a sophisticated quest for meaning about the past, beyond the effort to collect information. Analysis of historical information requires awareness of names, chronology, facts and events. The following represents the way learners must interpret the information learned in the curricula. Devoid of factual and detailed information, historical thinking is not likely. The four Historical Thinking Skills listed below provide a solid foundation for thinking historically. 1. Crafting Historical Arguments from Historical Evidence 2. Chronological Reasoning 3. Comparison and Contextualization 4. Historical Interpretation and Synthesis The Course Timeline The following units will be taught, interpreted, & assessed: Unit I: Early Complex Societies Prehistory Southwest Asia & Indo-European Migrations Early Africa & Bantu Migrations Early Southwest Asia Early Societies in East Asia Early Americas & Oceana Unit II: Formation of Classical Societies Growth of Persia Unification of China (Early dynasties) State & Society of Early India Greek Dominance of the Mediterranean Roman Dominance of the Mediterranean Cross-Cultural Diffusion on the Silk Roads Unit III: Postclassical Era Growth of Islam Resurgence of East India Indian Ocean Basin Two Christian Worlds (Byzantine & Roman) Unit IV: Cross-Cultural Diffusion Grows Nomadic Empires & Eurasian Integration Early African States of the Sub-Sahara Europe’s Growth of Influence A different world: The Americas & Oceania Cultures Expand their Horizons Unit V: Birth of Global Interdependence Between Ocean Travel & Trade Transformation of Europe to Medieval Times A New World: The Americas & Oceania Africa & the Atlantic World Tradition & the Shaping of East India Empires under the Islamic Flag Unit VI: Revolutions in State, Industry, & Empire Revolutions in Nation States throughout the Atlantic Birth of Industry Americas & Independence Weakening of Ottoman Turks, Russia, & China Unit VII: Modern Global Realignments The World in Upheaval Between the Great Wars Increased Nationalism in Asia, Africa, & Latin America World War II & the Cold War Breaking of Modern Superpowers True Global Interdependence Supplemental readings used: SOURCES BEYOND TEXTBOOK! (Included, but not limited to): 1. Plato, The Republic TEXTUAL Pupils will read this literature and write multiple short essays to examine the literatures’ impact on national leaders. (Literature & political science) 2. Selections from the writings of Han Fei, Legalism TEXTUAL 3. Marco Polo, Travels Textual 4. Al-Umari Describes Mansa Musa of Mali 5. Excerpts from The Prince; Machiavelli Pupils will read this literature and write multiple short essays to examine the literatures’ impact on national leaders. (Literature & political science) 6. Excerpts from the Journal of Christopher Columbus 7. Excerpts from the journal of Vasco de Gama 8. On the Revolutions of the Heavenly Spheres, Nicolas Copernicus 9. A Vindication of the Rights of Women, Mary Wollstonecraft Shelly 10. Montesquieu, The Spirit of the Law 11. Stuart Mill, On Liberty (Excerpts) 12. Kipling, The White Man’s Burden 13. Von Clauswitz, “Arming the Nation” 14. De Tocqueville, Democracy in America 15. Morel, The Black Man’s Burden 16. Wilson, The Fourteen Points 17. Acheson, “failure of the Chinese Nationalist Government” 18. Mandela, Excerpt from Freedom, Justice and Dignity for all South Africa Assessment of Supplemental Readings: Pupils will complete quickwrite activities during class to ensure grasp of the main ideas in each supplemental reading. This will also provide assessablilty along with in-class discussion. This ensures that pupils will evaluate written interpretations by scholars beyond the textbook. Charts, Tables, & Graphs Pupils must display a depth of knowledge of various charts, graphs, and tables. Pupils will describe the growth of the Egyptian kingdom through Old, Middle, & New by analyzing a chart. Students will also, in a comparative essay, describe life expectancy in ancient times versus modern in the same areas. Source: Dollinger, Andre. “Population Growth” The people of Ancient Egypt. January 2008. Web. 06 June 2013 Pupils will write an essay describing the author’s purpose and point of view in analyzing The Intervention of the Sabine Women. Source: David, Jacques-Louis. The Intervention of the Sabine Women. Louvre, Paris. Imgur.com. Web. 13 May 2013 Final Exam (Earning College Credit) There are two ways to obtain college credits through this course. The conclusion of the course offers the student the opportunity to take an Advanced Placement exam for college credit. The test available in May is the AP World History test. This test is accepted at a large majority of colleges and universities and depending on the score achieved (1-5) varying amounts of credit or placement may be achieved. The test is not required for completion of this course. However, in the place of taking the “actual test” those students electing not to take the current test will take, for credit, a final exam. Students have a wide variety of reasons for not completing the AP test, but that should not prevent them from experiencing the cumulative final exam. There will be a final activity, but the final “exam” will be the AP test mentioned above. The exam will be distributed on the days to be announced by the College Board. Essays Essays (FREs & DBQs) handed in should be in the following format: Margins must be one-inch on each side! Thesis (Opening Statement) Introduction Thesis statement Give us a hint of what we will read about in the body paragraphs Body Paragraph Supply evidence to support your thesis Body Paragraph Supply Evidence to support your thesis Body Paragraph Supply Evidence to support your thesis Conclusion Paragraph Given the facts your have presented, restate your thesis in your conclusion. When writing the document-based essay, it's important to: Refer to individual documents within the framework of the overall topic. Uses all of the documents. Discuss the materials in reference to the question — don't just summarize them. Cite documents by naming the author and/or by naming the document number. We will grade FREs & DBQs in the same fashion as the AP Test. The rubric that the AP Exam uses is available https://apstudent.collegeboard.org/apcourse/ap-world-history Select Course & Exam Description (PDF) Then turn to page 111 The timeline of the curriculum of the course will follow Historical Periods and Key Concepts as dictated by Advanced Placements: Historical Periods and Key Concepts: Period 1: Technological and Environmental Transformations, to c. 600 B.C.E. Key Concept 1.1. Big Geography and the Peopling of the Earth Key Concept 1.2. The Neolithic Revolution and Early Agricultural Societies Key Concept 1.3. The Development and Interactions of Early Agricultural, Pastoral, and Urban Societies Period 2: Organization and Reorganization of Human Societies, c. 600 B.C.E. to c. 600 C.E. Key Concept 2.1. The Development and Codification of Religious and Cultural Traditions Key Concept 2.2. The Development of States and Empires Key Concept 2.3. Emergence of Transregional Networks of Communication and Exchange Period 3: Regional and Transregional Interactions, c. 600 C.E. to c. 1450 Key Concept 3.1. Expansion and Intensification of Communication and Exchange Networks Key Concept 3.2. Continuity and Innovation of State Forms and Their Interactions Key Concept 3.3. Increased Economic Productive Capacity and Its Consequences Period 4: Global Interactions, c. 1450 to c. 1750 Key Concept 4.1. Globalizing Networks of Communication and Exchange Key Concept 4.2. New Forms of Social Organization and Modes of Production Key Concept 4.3. State Consolidation and Imperial Expansion Period 5: Industrialization and Global Integration, c. 1750 to c. 1900 Key Concept 5.1. Industrialization and Global Capitalism Key Concept 5.2. Imperialism and Nation-State Formation Key Concept 5.3. Nationalism, Revolution, and Reform Key Concept 5.4. Global Migration Period 6: Accelerating Global Change and Realignments, c. 1900 to the Present Key Concept 6.1 Science and the Environment Key Concept 6.2 Global Conflicts and Their Consequences Key Concept 6.3 New Conceptualizations of Global Economy, Society, and Culture Course rules and guidelines: please read carefully ! Makeup work: work assigned prior to an absence must be submitted on the day your return from your absence. This policy is consistent with school policy. Any makeup work incurred over a longer absence will be treated with flexibility upon return. ! Makeup exams: should you miss a scheduled exam during your absence you will take an alternative exam upon your return. This exam will not be subjected to a curve as the regular exam may have. The reason for this is that the curve is established using standards and sample size as determining factors. The sample size from a makeup exam is insufficient to properly curve an exam. ! To make up an exam please see me and we will arrange a time that is convenient for both parties. Generally the expectation is that exams will not be made up in class and must be made up using your own time (study hall, lunch, free period). If you don’t have a free period exams will be made up prior to school. Exams must be made up within 48 hours of the absence unless permission is given to extend the timeframe. ! Grading: grading will occur on the basis of total points. You will be assessed on a combination of points from quizzes, exams, writings, and daily work. ! Optional enrichment is available to students who have completed all in class tasks; it is not intended to replace missing work but supplement-completed work. ! All other school rules apply in this class. AP Exam Details: (In Great Detail) The exam is approximately three hours and 5 minutes long and has two parts — multiple choice and free response. Each section is worth 50% of the final exam grade. Section I: Multiple Choice — 55 questions; 55 minutes The portion of questions covering each topic and time period is: Technological and Environmental Transformations to c. 600 BCE (5%) Organization and Reorganization of Human Societies c. 600 BCE to c. 600 CE (15%) Regional and Transregional Interactions c. 600 CE to c. 1450 (20%) Global Interactions c. 1450 to c. 1750 (20%) Industrialization and Global Integration c. 1750 to c. 1900 (20%) Accelerating Global Change and Realignments c. 1900 to Present (20%) Total scores on the multiple-choice section are based on the number of questions answered correctly. Points are not deducted for incorrect answers and no points are awarded for unanswered questions. Section II: Free Response — 3 questions; 2 hours plus a mandatory 10 minute reading period The free-response section covers the period from the first European explorations of the Americas to 1980. The three essays are weighted equally. Part A: 1 Document Based Question (DBQ); 40 minutes o This section tests your ability to analyze source materials and develop an essay that integrates your analysis of four to ten given documents with your treatment of a topic. Comparative topics on the major themes will provide one of the focuses of the DBQs, including comparative questions about different societies in situations of mutual contact. Part B: Continuity and Change-Over-Time Essay; 40 minutes o This question focuses on large global issues such as technology, trade, culture, migrations, or biological developments. It covers at least one of the periods in the course outline and one or more cultural areas. Part C: Comparative Essay; 40 minutes o This question focuses on developments in two or more societies, and their interactions with each other or with major themes or events (e.g., culture, trade, religion, technology, migrations). Course Themes & Essential Questions Foundations Major Themes: Developing and Expanding Community: Urbanization, Empire, Belief Systems Emphasize AP themes #3,4,5 and 6 Key Questions: How did location matter in the development of early societies? Why are people willing to give up a nomadic lifestyle for a more settled existence? How did the movement of people impact agriculture and religion, among other things? What accounts for a simultaneous rise in spiritual and intellectual questions and developments in a wide variety of unconnected places? Assessing Assignment: Comparing Essay on differing belief systems in early empires. 1000- 1450 Major Themes: Impact of Economic Interactions on community (local and global) (technology, demography, culture, social structure) Control: Using technology as a means to control oneís world? AP themes #1, 3, 4, and 5 Key Questions: What forces are motivating people to interact? (trade, land, cultural/ religious conflict, environmental limitations? search for something new?) What are the rewards and consequences of a more integrated world? How important is the connection between new technologies and trade? Between technology and control? How does material culture (textiles) and the arts (including literature) provide historical insight? Assessing Assignment: Continuation & change essay on cultural diffusion through early trade. 1450- 1750 Major Themes Empire and Expansion (Changing community) Forced labor systems (Control) Emphasize AP Themes #1,2, 4,5,6 Key Questions What are the symbols of empire? (architecture, leadership, cultural achievements, control of wealth, of worldview and of individual labor) What role do individuals play in a society dominated by the state? Assessing Assignment: Compare essay on the different types of architecture found in major early empires. 1750 -1914 Major Themes: Changes in Control: Revolution and Technology Changes in Identity within and among Communities: Imperialism and Nationalism Continuities: Resistance to Change/ Control ? Emphasize AP themes # 2, 3, 4, 6 Key Questions: When and how did the West rise? How did individual places respond to the rise of the West? (Resistance, reform, relinquishing control, isolationÖ) What drives the invention of new technologies? What are the social repercussions of political and technological change? Assessing Assignment: Continuation & change essay on the social impact on new technologies & changing governments. 1914- PRESENT Major Themes: Global Conflict as a means of shaping a New World Order?: Ideology, Revolution and Conflict De-colonization and Nationalism Globalization and Identity Emphasize AP themes #1, 2, 4, 5, 6 Key Questions: Recent conflicts are less over land and resources, and more about control of markets, people, and ideas. How does this influence worldviews? What forces increase feelings of nationalism that lead to de-colonization and independence for states and for ethnic groups within states? What determines the success of the struggle? How does globalization both create and negate opportunities for forging new identities? Assessing Assignment: DBQ on the causes of growing nationalism and its effects on the contribution to global conflict. This will allow learners to describe how much impact that nationalism had and identify other contributing factors as well. Text Utilized: Stearns, et. Al. World Civilizations: The Global Experience. New York: Pearson, 2011. Print Sources Beyond Textbook: Curtis, J.E. Forgotten Empire: The World of Ancient Persia. Berkeley: University of California Press. 2005. Print Twitchett, Denis. The Cambridge History of China, vol. 1 The Ch’in and Han Empires. Cambridge: University of Cambridge. 1995. Print. Academic Integrity As regards Academic Integrity, I expect each of you to comply with the Community Expectation here at Elizabeth Forward. Failure to follow these underlying guidelines here at the High School will result in no credit given for assignments. This includes cheating as well as plagiarism. If you have any question about attribution of sources (either from online sources, text sources or peers), please feel free to ask ahead of time. Theme Assignments: In addition to above listed assignments, pupils will complete the following to ensure understanding of all course themes. Theme 1: Essay on the environment’s affect on the Bantu Migrations in Africa Theme 2: Multiple essays on cultural diffusion between east and west that resulted from trade. i.e. Silk Road; Essay on cultural interactions that have led to conflict. Theme 3: Essays on Empire-builders: DBQ on the Classical Greeks Essay on Alexander the Great Essay on the consolidation of Latin America Theme 4: Essay on the Neolithic Revolution and early economies Essay on surplus and early trade between Indus Valley and Mesopotamia Essay on an emerging world economy Theme 5 Essay on Women in Classical China & India Presentation project on classes influenced by Confucius Assignments not derived from textbook: Project on Africa in the Early Modern Period Pupils will analyze an outside source & present facts Hall, Martin. The Changing Past: Farmers, Kings, & Traders in Southern Africa. Chicago: University of Chicago Press. 1990. Print Birmingham, D. and Martin, Phyllis. History of Central Africa, vol. 1. London: Longman. 1983. Print Periodization assignment: Pupils are required to write a change & continuation essay contrasting two if the five following periods in World history: 1. 2. 3. 4. 5. Foundations: 8000 B.C.E.-600 C.E. Period Two: 600-1450 Period Three: 1450-1750 Period Four: 1750-1914 Period Five: 1914-Present Pupils, in pairs will write essays on why historians broke down history in such manner. Opposing pairs will be given that essay to read and construct an opposing argument. Argument will be built around another periodization model. Neolithic Revolution Assignment Pupils will find websites that show archeological evidence of the Neolithic Revolution. They will use this evidence to make inferences on the impact of agriculture on social and the foundations of economies. This is an example of using archeology to examine and solve a historical question.