Download Syllabus for Advanced Placement US History

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.