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Syllabus for Advanced Placement World History PURPOSE: Course Design: Advanced Placement World History is designed to provide students with a greater understanding of global change over time. The course is taught at the college level and makes demands on students according to those higher standards. Students will pursue not only the factual knowledge of world history but also the means to interpret, analyze, apply, & synthesize that knowledge in a meaningful way. All of this will be done with a focus on cultural, institutional, and technological ideas. In addition, students will also have fun! 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. 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 resources, and interpretations presented in historical scholarship. These resources are designed to develop 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 Socratic 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 the 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 learning, writing, and presentation requirements are as follows: Theme 1: Interaction Between Humans and the Environment: Demography and disease, Migration, Patterns of settlement, Technology Theme 2: Development and Interaction of Cultures: Religions, Belief systems, philosophies and ideologies, Science and technology, The arts and architecture Theme 3: State Building, Expansion, and Conflict: Political structures and forms of governance, Empires, Nations and nationalism, Revolts and revolutions, Regional, transregional, and global structures and organizations Theme 4: Creation, Expansion, and Interaction of Economic Systems: Agricultural and pastoral production, Trade and commerce, Labor systems, Industrialization, 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 TEXTS: World History Strayer, Robert W. Ways of the World: A Global History. Boston: Bedford/St. Martin’s, 2009 to the present. Supplemental Text-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. All editions published from 1997 to the present. Supplementary Texts-Andrea, Alfred J., and James H. Overfield. The Human Record: Sources of Global History. Vols. 1 and 2. Boston: Houghton Mifflin. All editions published from 1998 to the present. Hansen, V. 2000. The Open Empire Shaffer, L. 1994. “Southernization,” Journal of World History, 5/1: 1-21 Africans in the Making of the Atlantic World, 1400-1800 (Cambridge University Press, 1998). Guns, Germs, and Steel: The Fates of Human Societies (Norton, 1997) “Did Women Have a Renaissance?” in Women, History, and Theory: The Essays of Joan Kelly, University of Chicago Press, 1984 Website: bedfordstmartins.com/strayer http://www.taylor.kyschools.us/ Other books will be used at various points during the course and students will be given an opportunity to read from many primary and secondary sources in addition to the texts. Students may find it helpful to purchase a basic outline text that contains simple facts or other helpful sources such as college textbooks or AP Test Preparation books to enhance what is learned in class. WORK: Most homework in AP World History consists of reading and writing assignments. Reading from the text is required to be completed before the student comes to class. Writing is one of the main facets of student expression and as such it will be utilized to a great extent. Some writing will be done in class and some will be done for homework. The purpose of all writing is to improve the analytical and evaluative skills of students. Very little work in this course will be done simply to complete for credit. Writing Assignments Each unit includes 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. 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 presented in pro/con format. All of the topics/questions listed in each unit for this activity come from the book. Any late work is counted for half credit, but can be turned in at any time during the semester. Tests will be given at the end of each section and unit of coursework. Tests at the end of each section will consist of strictly multiple choice questions in the style of the AP Exam. Unit tests (over several sections) will contain two parts: one of multiple choice & one of essay writing (also in the style of the AP Exam). Preparation for these tests is absolutely essential for students to do well in the course. Pop quizzes will be given as necessary to ensure student mastery of the text material. Students are responsible for keeping a notebook of all assignments and paperwork that will be checked at the end of each 9 weeks. MATERIALS: Each student should have two 2” binders to contain the papers for the course. In addition, students should have index cards ready to prepare study aids for the AP exam (at least 1000 cards). Plenty of notebook paper should be on hand for writings, notes, and various assignments. AP EXAM: The AP World History National Exam is given in May of each school year. Much of this course is designed to help students prepare for that exam. I will conduct periodic review sessions during the semester to refresh major ideas from the course. Help and study sessions are available during Homework Help and ESS after school and before school Monday thru Thursday. GRADES: Grades in AP World History will be calculated on a total point scale. Students may figure their grade at any time by simply adding their grades together and dividing by the total points possible. In addition, end of Course assessments will be 20% of your grade. Extra credit is available upon specific request. SCHEDULE: UNIT 1: Technological and Environmental Transformations Periodization: c. 8000 BCE to c. 600 BCE Main Focus: Beginnings in History Length of Class Time for Unit: 13 days Reading Text: Chapters 1-3 Readings: -Epic of Gilgamesh -Book of Songs -Indus, Mesopotamian, & Cretan Seals The Rig Veda - The Odyssey (Homer) -Books of Genesis & Deuteronomy -The Upanishads - Setting in Motion the Wheel of Law (Buddha) -Zarathustra, Gathas 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 III. Pacific Migration patterns in Oceania 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 Assignments: 1. Read chapters 1-3 2. Write Comparative Essay on foraging and early agricultural societies. 3. Multiple Choice Questions after each chapter 4. Short Primary source analysis on one of the above readings. 5. Point/Counterpoint: Discuss the different cultural constructions of map making after reading excerpts of Karen Wigen’s The Myth of Continents 6. Guns, Germs and Steel: Papua New Guinea and The Middle East (compare) 7. Unit One Test: 70 MC and compare/contrast essay Unit Two: Organization and Reorganization of Human Societies Periodization: 600 BCE to c. 600 CE Main Focus: The Classical Era in World History Length of Class Time for Unit: 29 Days Reading Text: Chapters 4-7 Readings: -History of the Peloponnesian War -Apologia (Plato) -Four Hellenistic Sculptures -The Aeneid (Virgil) -The Analects (Confucius) -The Classic Way & Virtue (Laozi) -Lessons for Women (Ban Zhan) -The Laws of Manu -Shiva Nataraja -Three Bodhisattvas -Travels (Faxian) -Bantu Myths & Legends -Zoroastrian Belief Systems Key Concepts: Key Concept 2.1: The Development and Codification of Religious and Cultural Traditions I. II. III. IV. V. Codifications and further developments of existing religious traditions Emergence, diffusion, and adaptation of new religious and cultural traditions Belief systems affect gender roles Other religious and cultural traditions continue Artistic expressions show distinctive cultural developments Key Concept 2.2: The Development of States and Empires I. II. III. IV. Imperial societies grow dramatically Techniques of imperial administration Social and economic dimensions of imperial societies Decline, collapse, and transformation of empires (Rome, Han, Maurya) Key Concept 2.3: Emergence of Trans-regional networks of Communication and Exchange I. II. III. The geography of trans-regional networks, communication and exchange networks Technologies of long-distance communication and exchange Consequences of long-distance trade Unit 2 Assignments: 1. Read Chapter 4-7 2. Write Comparative Essays on Classical Civilizations and World Religions Compare the multiple causes and effects of the decline of Rome, Han, and Gupta Empires 3. Multiple Choice Questions after each chapter 4. Short primary source analysis on listed readings 5. Point/Counterpoint: Alexander the Great, First emperor of China and Women under Christianity 6. Unit 2 Test: 70 MC Questions and Change over time Essay Unit 3: Regional and Trans-regional Interactions Periodization: c. 600 CE-c. 1450 Main Focus: A Time of Accelerating Connections Length of Class Time for Unit: 31 Days Reading Text: Chapters 8-13 Readings: -The Quran -The Smoothed Path (Malik ibn Anas) -Ibn Muslama’s Pact with the Christians of Tiflis & the Pact of the Umar -The Barberini Ivory -On the Buildings & the Sacred History (Procopius) -The Alexiad (Anna Commena) -Annals (Nicetas Choniates) -Chronicles of Japan -Chronicle of the Grand Pacification -Poems (Du Fu) -A Record of Musings on the Eastern Capital -Book of the Gods & Rites (Diego Duran) -Chronicles (Pedro de Cieza de Leon) -Journey to the Land of the Tartars (William of Rubruck) -Description of the World (Marco Polo) -The Practice of Commerce (Francesco Pegolotti) -Meadows of Gold (Abul-Hasan Ali al-Masudi) -Ethiopian Royal Chronicle -A Donation to Those Interested in Curiosities (Ibn Battuta) -The Overall Survey of the Ocean’s Shores (Ma Huan) -The Prince (Niccolo Machiavelli) -The Writings of Michelangelo, Rafael, Donatello -Journal of Leonardo da Vinci -A Voyage to New Calahar River in the Year 1699 (James Barbot) -General History of the Things of New Spain (Bernardino de Sahagun) -Letters to the King of Portugal (Nzinga Mbemba) Key Concepts: Key Concept 3.1: Expansion and Intensification of Communication and Exchange Networks I. II. Improved transportation technologies and commercial practices and their influence on networks Linguistic and environmental contexts for the movement of peoples III. IV. Cross-cultural exchanges fostered by networks of trade and communication Continued diffusion of crops and pathogens throughout the Eastern Hemisphere Key Concept 3.2: Continuity and Innovation in State forms and interactions I. II. Empires collapse and were reconstituted Greater inter-regional contacts and conflict encourages technology and cultural transfer Key Concept 3.3: Increased Economic Productive Capacity and Its Consequences I. II. III. Increasing productive capacity in agriculture and industry Changes in urban demography Changes and continuities in labor systems and social structures Unit 3 Assignments: 1. Read Chapters 8-13 2. Group Research on political institutions, cultural interaction, and technologies 3. Comparative Essay, CCOT essay, and DBQ essay practice 4. Multiple Choice Questions after each Chapter 5. Short Primary Source Analysis on readings 6. Point/Counterpoint: The environment and the collapse of Mayans; Are Crusades western imperialism? Did Women and Men benefit equally from the Renaissance? 7. Perioidization Assignment: Evaluate the applicability of the labels Medieval and Postclassical. Which is more appropriate? 8. Unit Test 3: 70 MC Questions and DBQ Essay Unit 4: Global Interactions Periodization: c. 1450 to c. 1750 Main Focus: The Early Modern World Length of Class time for Unit: 29 Days Reading Text: Chapters 14-16 Readings: -Art as Protestant Propaganda (selected readings) -Decrees of the Council of Trent -Editorial on Black History -Excerpts from Reconstruction documents -A Discourse on Western Planting (Richard Hakluyt) -The Chronicle of Guinea (Gomes Eannes de Azurana) -Voyages from Holland to America (David Pieterzen DeVries) -Eastern Ethiopia (Joao dos Santos) -Esmeraldo de Sito Orbis (Duarte Pacheo) -Encomienda Records from Nestalpa -The Interesting Narrative of Olaudah Equiano -A Journal of a Voyage Made in the Hannibal (T. Phillips) -Wealth of Nations (Adam Smith) -Memorandum to the King on Finances (Jean-Baptiste Colbert) -Turkish Letters (Ogier Ghiselin de Buschecq) -Legal Opinions (Khayr al-Din Ramli) -Memoirs (Jahangir) -Letter to Shah Ismail of Persia (Sultan Selim I) -Laws Governing the Military Households (T. Hidetata) -Closed Country Edict of 1635 -Self-Portrait (Kangxi) -A Secret Plan of Government (Honda Toshiaki) -On the Corruption of Morals in Russia (Mikhail Shcherbatov) Key Concepts: Key Concept 4.1: Globalizing Networks of Communication and Exchange I. II. III. IV. V. VI. VII. Intensification of regional trade networks (Mediterranean, trans-Saharan, overland Eurasian, and Siberian trade routes) Trans-oceanic maritime reconnaissance New maritime commercial patterns Technological developments enabling trans-oceanic trade Environmental exchange and demographic trends: Columbian Exchange Spread and reform of religion 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. II. Labor systems and their transformations Changes and continuities in social hierarchies and identities Key Concept 4.3: State Consolidation and Imperial Expansion I. II. III. Techniques of state consolidation Imperial expansion Competition and conflict among and within States Unit 4 Assignments: 1. Read Chapters 14-16 2. Individual presentations 3. Essays from all three formats 4. Multiple Choice Questions after each chapter 5. Short primary source analysis from readings Evaluate John Thornton’s arguments about African agency in the Atlantic World in chapter 6 of Africa and Africans in the Making of the Atlantic World, 1400-1800 (Cambridge University Press, 1998). 6. Point/Counterpoint: Why do art historians emphasize the importance of artists’ discovery of linear perspective in the Renaissance? 7. Periodization Assignment: 1450 to 1750; Do these dates stand the test of time? What timeframe would be better suited? 8. Unit Test 4: 70 MC Questions and Essay of different formats Unit 5: Industrialization and Global Capitalism Periodization: c. 1750 to c. 1900 Main Focus: The European Moment in World History Length of Class Time for Unit: 34 days Reading Text: Chapters 17-20 Readings: -English Bill of Rights -Declaration of the Rights of Man -Declaration of Independence/Common Sense (Thomas Paine) -The Jamaica Letter (Simon Bolivar) -Testimony before Parliamentary Committee on Working Conditions in England -Self-Help & Thrift (Samuel Smiles) -The Communist Manifesto (Karl Marx) -Declaration of Independence, Rio de la Plata Provinces -Message to the Congress of Angosturo (Simon Bolivar) -Memorandum to the Earl of Bathurst -Report to the Lieutenant Governor-General of Tasmania -The Azamargh Proclamation -Imperial Rescript (Sultan Abdul Mejid) -Letter to Queen Victoria (Lin Zexu) -Memorandum to Emperor Xianfeng (Zeng Guofan) -Memoirs (G. Garibaldi) -An Appeal Against Women’s Suffrage -Class & Gender in the Late 19th Century -Standard Treaty (Royal Niger Company) -His Story (Ndansi Kumalo) -Edicts & Proclamations (King Chulalongkorn) -Speech before the French National Assembly (Jules Ferry) -The Jews State (Theodor Herzl) Key Concepts: Key Concept 5.1: Industrialization and Global Capitalism I. II. III. IV. Industrialization New Patterns of global trade and production Transformation of capital and finance 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. II. III. Imperialism and colonialism of trans-oceanic empires by industrializing powers State formation and territorial expansion and contraction Ideologies and Imperialism Key Concept 5.3: Nationalism, Revolution, and Reform I. II. The rise and diffusion of Enlightenment thought 18th century peoples develop a sense of commonality III. IV. Spread of Enlightenment ideas propels reformist and revolutionary movements Enlightenment ideas spark new transnational ideologies and solidarities Key Concept 5.4: Global Migration I. II. III. IV. Demography and Urbanization Migration and its motives Consequences of and reactions to migration European exploration in Australia Unit 5 Assignments: 1. Read Chapters 17-20 2. Group Presentations(Periodization Assignment) “Did Women Have a Renaissance?” in Women, History, and Theory: The Essays of Joan Kelly, University of Chicago Press, 1984 3. Write essays on previously released AP Questions Analyze the cause and effects of the Opium War in China 4. Multiple Choice Questions after each chapter 5. Short Primary Source analysis from readings 6. Point/Counterpoint: French Revolution, Meiji revolution 7. Unit 5 Test: 70 MC Questions and Essay Unit 6: Accelerating Global Change and Realignments Periodization: c. 1900 to the present Main Focus: The most recent century Length of class time for unit: 31 days Reading Text: Chapters 21-24 Readings: -Memoirs of an Incomplete Soldier (Henry Clapham) -What is to be done? (V. Lenin) -The Results of the First Five Year Plan (Josef Stalin) -Toward the Light (Muslim Brotherhood) -Report on an Investigation of Peasant Movement (M. Zedong) -Mein Kampf (Adolf Hitler) -Fundamental Principles of National Policy (Japan) -The Decision to Use the Atomic Bomb (Henry Stimson) -Recollections (Iwao Nakamura) -Latin America: Its Rise & Progress (Francisco Calderon) -Speech to the Nation (Lazaro Cardenas) -Indian Home Rule (Mahatma Gandhi) -The Long Telegram (George Kennan) -Telegram, September 1946 (Nikolai Novokov) -Debate in the House of Commons, 1947 -Letter to the Editor of Chinese Women (Wu Jonbo) -Speeches & Writings (Deng Xiaoping) -Perestroika (Mikhail Gorbachev) -Editorial on Hinduism & Islam (Girilial Jain) -Declaration of Jihad (Osama bin Laden) -Free Trade & the Decline of Democracy (Ralph Nader) -World Development Indicators (World Bank) Key Concepts: Key Concept 6.1: Science and the Environment I. II. III. Rapid advances in science spread assisted by new technology Humans change their relationship with the environment Disease, scientific innovations, and conflict led to demographic shifts Key Concept 6.2: Global Conflicts and Their Consequences I. II. III. IV. V. Europe’s domination gives way to new forms of political organization Emerging ideologies of anti-imperialism contribute to dissolution of empires Political changes accompanied by demographic and social consequences Military conflicts escalate Individual and groups oppose, as well as, intensify the conflict Key Concept 6.3: New Conceptualizations of Global Economy, Society, and Culture I. II. III. States, communities, and individuals become increasingly interdependent People conceptualize society and culture in new ways Popular and consumer culture become global Unit 6 assignments: 1. Read Chapters 21-24 2. Individual Presentations(Role of Oceania and Australia in WWII 3. Essays from previous AP Exams 4. Multiple Choice questions after each Chapter 5. Short Primary source Analysis from readings 6. Point/Counterpoint: Cold War, Islam, Genocide, Modern women 7. Unit 6 exam: 70 MC Questions and Essay FINAL REVIEW & TEST This schedule is an approximate one but should hold fairly consistent unless unforeseen problems interfere. Please be prepared for the speed at which the course will move. Your goal should be to master the material and be prepared to use it in various ways. HELP: The AP World History course will be demanding on students. I fully understand these increased expectations and am willing to provide any help that I can. I usually arrive early to school and will be available to assist anyone in need of extra help. After school help is available Monday thru Thursday. Saturday sessions will be provided for sample AP Exams.