Download Advance Placement World History Objective: Your involvement in

Advance Placement World History
Objective: Your involvement in this class will promote
• a fast space study of the history of the world from 10000 BCE to present
• analysis of primary source documents
• synthesis of historical themes into college level essays
Class overview: AP World History is an analytical approach to history. Discussions,
Lectures, independent research projects and assignments will focus on the six major AP
World History themes
ü
Patterns and impacts of interaction among major societies: trade, war, diplomacy,
and international organizations
ü
The relationship of change and continuity across the world history periods
covered in this course
ü
Impact of technology and demography on people and the environment (population
growth and decline, disease, manufacturing, migrations, agriculture, weaponry)
ü
Systems of social structure and gender structure (comparing major features within
and among societies and assessing change)
ü
Cultural and intellectual developments and interactions among and within
societies
ü
Changes in functions and structures of states and in attitudes toward states and
political identities (political culture), including the emergence of the nation-state
(types of political organization)
Assessment: Student assessment will be measured by performance in the following areas.
Major Tests: 50 percent of the grade
Document Analysis Summaries (CR:5)
Biweekly Free Response Essays
Once a month Document Based Questions Essays
Chapter Tests: AP style multiple choice ( answer choices are A, B, C, D, E) exams: Each
exam will consist of 70 questions each to be completed in one 55 minute class session.
Participation (in class and on electronic discussion board/ black board)
Textbook:
Adas, Michael, Marc J. Gilbert, Peter Stearns, and Stuart B. Schwartz. World
Civilizations: The Global Experience, 4th ed. Upper Saddle River, N.J.: Prentice Hall,
2005
Wolf, Ken. Personalities and Problems: Interpretive Essays in World Civilizations, 3rd
ed. New York, New York,: McGraw Hill 2005
Other Literature
2002 AP World History Released Exam (College Board)
2003-2006 AP World History Release Essay Questions, Rubrics and Student
Samples (AP Central)
DBQ Practice: World History by Monty Armstrong (2004) (CR:5)
Guns, Germs, and Steel by Jared Diamond
Five Steps to a Five by Peggy J. Martin
Internet History Sourcebooks Project http://www.fordham.edu/halsall/
The History Guide http://www.historyguide.org/
Unit 1 Foundations Period 8000 BCE to 600 CE (CR:2)
Guiding Question: In what ways did civilization change after the Neolithic Agriculture
Revolution? What stayed the same? Changes include but are not limited to changes in
trade, war, technology, demography, social structure, intellectual developments, and
political culture.
Topics
Neolithic Revolution
Tigris Euphrates Civilizations
Ancient China
Ancient India
Classical Mediterranean Civilization
Decline of Early Civilizations
Read pages 1-111 in your textbook
Objectives Include
Ø Compare and Contrast aspects of early religion.
Ø Trace the evolution of legal systems in the ancient world. (CR:1)
Ø Discuss the major changes and continuity over time in the use of technology in
the ancient world. (CR:1)
Ø Discuss the major changes and continuity over time in gender roles in the ancient
world. (CR:3)
Ø Discuss patterns developed in early Indian history that continued for centuries.
How did these patterns affect the rest of the world.
Ø After analyzing excerpts from various ancient religious texts, students can
synthesize a well organized essay comparing and contrasting various aspects of
the literature. (CR:7) (CR;6)
Ø Analyze the political, economic, and social changes that occurred in each ancient
civilization.
Ø Discuss the effect of the fall of the classical civilizations on government, religion,
trade, the family, and technology.
Ø Compare and Contrast the advantages and disadvantages of agricultural
civilizations and hunter-gatherer-based civilizations.
Ø Discuss the effect of religion on the government structures of classical societies.
Ø Compare and Contrast the scientific achievements and approaches of classical
India and the Mediterranean. (CR;3)
Ø Evaluate the aspects of the Confucian analects and their affects of East Asia
culture. (CR:5)
Ø Discuss Hammurabi’s code and interpret what these laws proved about ancient
Mesopotamia. (CR:5)
Unit 2 The Post Classical Era 600 C.E. to 1450 C.E. (CR:2)
Guiding Question: How did increasing amount of contact of post-Classical societies
effect social, economic, political structures of each society?
Topics Include
Muslim Empire
Economic
• Arabic Trading Networks and Conversion
• Scientific Discoveries of the Muslim World
• Trading Networks of the Swahili Coast
Political
• Struggle for Leadership of the Muslim Empire
• Sunni/Shi’a Split
• Umayyad
• Abbasid
• African/ Asian Muslim Societies
• Mali, Songhay kingdoms
• Sudanic States
Social
•
•
•
•
Life of Muhammad
Spread of Islam
Split between East and Western Europe
Spread of Eastern Orthodoxy
Western Europe
Economic Issues
• Manorialism
• farming technologies/ Economics
Political
• Impact of the Catholic Church
• Charlemagne
• Feudalism/ Political Organizations
Social
• Reason and Faith in the Catholic Religion
• Family Roles
Americas
•
•
•
Toltecs
Aztecs (government, religion, trade)
Incas (government, religion, trade)
East Asia
Economic
• Reopening the Silk Road
• Growth of Cities
• Tribute Empire
Political
• Sui collapse
• Emergence of the Tang and Song dynasty
• Koryo Dynasty
• Mongol (Yi invasion)
Social
•
•
•
•
•
Confucian Revival
Anti- Buddhist Backlash
Civil Service
Scholarly Gentry
Foot Binding
Read pages 112-348 in textbook
Objectives Include:
Ø Discuss the changes and continuity over time in the Islamic religious conversion
from 600 C.E. to 1000 C.E. (CR:3)
Ø After a variety of documents about Ibn Battuta, discuss his contributions to the
Muslim world. Why do these documents have differing accounts of his life?
(CR:5)
Ø Discuss the unifying effects of Islam on the Middle East. (CR:3)
Ø Explain the aspects of Islam and how they translated to stability or instability of
social structures in the Post-Classical Arab world.
Ø Discuss the nature of Byzantine political organization and culture and how they
affected the development of eastern Europe. (CR:3)
Ø Compare and Contrast Orthodox Christianity and Roman Catholicism.
Ø Discuss the ways in which the Middle Ages carried on the culture of ancient
Mediterranean civilization and also added to its own innovations.
Ø Explain economic, political, and social structures new to Medieval Europe and
their relationship technological and intellectual innovation.
Ø Compare and Contrast the political, economic, and social aspects of imperial
civilizations of the Andes and Mesoamerica.
Ø Discuss the importance and structure of religion in American post-Classical
societies.
Ø After reading a collection of documents from the medieval period, compare and
contrast the various responses of members of society to the plague. (DBQ) (CR:7)
Ø Discuss the positive and negative effects of the renaissance of Confucianism
during the Tang-Song era.
Ø Justify the idea that the Tang-Song era was both innovative yet conservative.
Ø Discuss the effect of the shifting dynastic fortunes in China on the relationship of
China to Japan, Korea, and Vietnam.
Ø Highlight the cultural differences between the Vietnamese and Chinese.
Ø Explain the differences between East Asian civilization and other postclassical
civilizations.
Ø Analyze the effects of the Mongol conquest on Eastern Europe, Western Europe,
and Islam.
Ø Compare and Contrast the gender roles under the Mongol Empire to postClassical Western Europe.
Ø Compare and Contrast the colonial and exploration patterns of Western Europe to
the Far East. (CR:3)
Ø Explain the changes and continuity over time in the world from 600 to 1450 C.E.
Unit 3 1450-1700 (CR:2)
Guiding Question: How did the growth of trade affect the world?
The World Shrinks” 1450-1750
Shift from Local Economy to Global
Europe
Economic
• Commercial Revolution
• New crops
• Shipbuilding
• expansion
• Expansion
• Africa
• Asia
• The Americas
Technological
• strides in shipbuilding
• Scientific Revolution
Social Change
• Italian Renaissance
• Northern Renaissance
• Protestant Reformation
• Absolute and Parliamentary Monarchies
• Enlightenment
Russia
Economic
• Serfdom
• Expansion into European Markets
Political Issues
• Social Unrest
• Peter the Great
• Catherine the Great
• Rise of the military
• Romanov
Social Issues
• “westernization”
• St. Petersburg “Window to the West”
• Old Believers
•
Latin America
Economic Issues
• Encomienda system
• Plantations
• Huancavelica
• Potosi
• Haciendas
• Consulados
• Galleon ships
• Minas Gerais
Political Issues
• Fall of the Aztecs
• Fall of the Incas
• Treaty of Tordesillas
War of Spanish Succession
• Bourbon Reforms
• Comunero Revolt
Social Issues
• Bartoleme’ de las Casas
• Slavery
• Sociedad de castas
• Peninsulares
• Creoles
• Mestizos
Africa
Economic
• Early Portuguese Trading Posts
• Slavery
• Triangle Trade
Political
• European Expansion
• Slavery
• Introduction of Firearms
• Zulu Rise to Power
Social
•
•
•
•
•
Christian Missionary Efforts
Slavery – Indies Piece
Dutch Boers
Middle Passage
African Diaspora
Muslim Empire
Political
• Mehmed “the Conqueror”
• Janissaries
• Sultans
• Vizier
• Shi’a
• Safavids
• Sal al Din
• Abbas I
• Mughal
• Akbar
• Spread of gunpowder
Economic
•
•
•
•
•
Social
•
•
•
•
Encouragement of merchants
Sea trading
Arab Zone
Indian Zone
Chinese Zone
Islam v Hindu
Sati
Mumtaz Mahal
Taj Mahal
Objectives Include:
Ø Discuss the ways in which the Renaissance, Reformation, and Enlightenment had
an effect on the political organization of Europe.
Ø Discuss the economic changes between 1450 and 1750 altered the social
organization of Western Europe.
Ø Describe the Commercial Revolution in Western Europe its effects on family
structure, migration, and gender roles (CR:3)
Ø Explain the nature of Russian Expansions
Ø Explain the patterns of trade 1450 and how these patterns were impacted by
improvements in shipbuilding and western exploration.
Ø After reading Jared Diamond’s Guns, Germs, and Steel, analyze the reasons for
the emergence of Western Domination. (CR:5)
Ø Compare and Contrast Feudalism of Western Europe and Japan.
Ø Examine the role of Spanish and Portuguese colonies as extensions of Western
Europe.
Ø Compare and Contrast the differences in the social organization of Western
Europe and the Americas. (CR:4)
Ø Explain the demographic and political effects of the African Slave trade on
Africa.
Ø Outline the environmental effects of the commercial age. (CR:3)
Ø Compare and Contrast the three Muslim empires (political organization, strengths
weaknesses etc).
Ø Compare and Contrast the effect of Western Penetration on East Asia, Southeast
Asia, and South Asia.
Ø Compare and Contrast Labor Systems between the Caribbean, Africa, and East
Asia. (CR:3)
Ø Trace the growth of the Spanish Empire.
Unit 4 Age of Revolutions (1750 C.E.-1914 C.E.) (CR:2)
Discuss the major political and economic changes throughout the world from 1750-1914.
Guiding Question:
Read pages 524-661 in your textbook
Topics Include:
Industrial Revolution
Population Movements
The American Revolution
The French Revolution
The Greek Revolution
Scientific Revolution
Chartist Movement
Boer Republics
James Cook
Partition of Africa
Karl Marx
Feminism
Mass Leisure Culture
World War I
Monroe Doctrine
Toussaint L’Overture
Latin American Independence
Manifest Destiny
Spanish American War
Young Turks
Abdul Hamid
Boxer Rebellion
Taiping Rebellion
Matthew Perry
Tokugawa Shogunate
Meiji Restoration
Emancipation of the Russian Serfs
Bolsheviks
Objectives
Ø Compare European imperialism in the initial period after 1450 to the colonial
movement between 1750-1914. (CR:4)
Ø Summarize the Industrial Revolution throughout the world. Why did it take place
at different times in different places.
Ø Explain the changes in Confucianism as practiced in China (1750-1914) (CR:3)
Ø Discuss the political and economic interactions within the following: Ottoman
Empire, China, India, and Japan.
Ø Describe the new economic classes that emerged during this time throughout the
world.
Ø Describe the effect of colonialism throughout the world.
Ø Relate the improvements in science and technology to population patterns
throughout the world 1750-1914. (CR:3)
Ø Compare and contrast labor systems throughout the world.
Ø Discuss the impact of the changing economies throughout the world on family
structure and gender roles.
Ø Trace the evolution of nationalism throughout the world.
Ø Compare and contrast the variation revolutions for independence.
Ø Compare and contrast the roles of various leaders within revolutions (Toussaint
L’Overture, George Washington, Napoleon, Tupac Amaru, Tecumseh, etc)
Ø Discuss the differing Islamic and Chinese responses to the challenge of the West
and explain which society was nest able to retain aspects of its traditional
civilizations.
Ø Compare and contrast the incursion of the Europeans to Islamic heartland and
China with their entry into Africa. (CR:4)
Ø Compare and Contrast the effects of Industrialism in Russia and Japan.
Unit 5 The Modern Era 1914- present (CR:2)
Textbook: Read page 623-924
Topics Include
Intelligentsia
Russian Revolution
Chinese Revolution
Mexican Revolution
Kaiser Wilhelm
Triple Alliance
Triple Entente
Jingoism
Self-Determination
May 4th movement
Cubist movement
Fascism
Totalitarianism
Collectivism
Spanish Civil War
Juan Person
Nationalization
Holocaust
Mohandas Gandhi
World War II Conferences
Decolonization
Zionism
Cold War
Iron Curtain
Green Movement
Feminism
Che Guevara
Sandinista Party
Banana Republics
Good Neighbor Policy
Apartheid
Indian Revolution
Algerian Revolution
Iranian Revolution
The end of the Cold War
Ethnic conflict
Objectives
Ø Discuss the diplomatic buildup to World War I.
Ø Discus the influence of Western-educated elites, both male and female, on the
emerging nationalist movements of the early twentieth century.
Ø Discuss the political, psychological, and economic results of World War I.
Ø Compare and Contrast the Mexican, Chinese, and Russian Revolutions.
Ø Analyze the increase culture contact throughout the world from 1914 to present.
Ø Explain how strides in technology created a new type of warfare in World War II.
Ø Describe the effects of the Great Depression in Europe, North America, and Latin
America. (CR;3)
Ø Discuss racial/class issues throughout the world 1914-present. (CR:3)
Ø Discuss the attempted Genocides in Germany, Japan, the Balkans, and Africa.
Ø Explain the effects of war, mass consumption, and the media on artistic
movements 1914-present.
Ø Discuss the changing roles of women from 1914 –present, and the factors that led
to those changes.
Ø Evaluate war propaganda posters. (CR:6)
Ø Compare and contrast the communist and capitalist societies of 1914 to present.
Ø Discuss the evolution of pro-socialist governments in Latin America 1914present.
Ø Explain the political, social, and economic factors made Latin America the “third
world”
Ø Discuss whether the problems in the newly independent Asian and African
nations were the creation of imperialism or the result of indigenous factors.
Ø Discuss the factors that led up to the ‘Green Revolution” (CR:3)
Ø Explain the political aspects of the “Green Revolution” (CR:5)
Ø Evaluate the most important aspects of twentieth century globalization in forming
the conditions of life in the year 2000. (CR:7)
Ø Explain the relationship between growing economies and settlement patterns.
(urbanization, growth of suburbs, etc.) (CR:3)
Curriculum Requirements
CR:1 Periodization guidelines and course themes form the organizing principles for
dealing with issues of change, continuity, and comparison throughout the course.
CR:2 Periodization guidelines are used to select relevant course content from 8000 BCE
to the present.
CR:3 The six overarching themes articulated in the Course Description receive
approximately equal attention throughout the course.
CR:4 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.
CR:5 The course teaches students to analyze evidence and interpretations presented in
historical scholarship.
CR:6 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.
CR:7 The course provides students with frequent practice in writing analytical and
interpretive essays such as document based questions (DBQ) and thematic essays
addressing issues of change, continuity, and comparison.