Survey
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
AP World History Course Syllabus Course Overview: The Advanced Placement World History (APWH) course is a college-level survey course that introduces students to the rich environmental, cultural, political, economic, and social interactions among human civilizations beginning around 8000 BCE and continuing to the present. It is a part of a cooperative endeavor by high schools, colleges and The College Board that provides highly motivated students with the challenge and opportunity to earn college credit during their high school years. Performance on the College Board’s Advanced Placement World History Exam determines a student’s eligibility for up to six hours of college credit (the equivalent of a two-semester course. Collegiate credit is typically earned by obtaining a three, four, or five on the AP Examination, but this varies by college program. The primary objective of AP World History is to prepare students in content knowledge and skill development for the three hour and fifteen minute AP World History Exam on May 11th, which students are expected (but not required) to take. While course curriculum, materials, and expectations are designed to prepare students for success on the AP Exam, the purpose of this course extends beyond the possibility of earning college credit on the exam. The overarching goal is for students to develop strong academic skills and historical content knowledge that will build a solid foundation for their continuing educational endeavors. APWH promotes an understanding of the evolution of global processes and contacts among different types of human societies. This understanding is developed through themes, key concepts, and historical thinking skills. The course highlights the nature of changes in international frameworks, their causes and consequences, as well as comparisons among societies. The curriculum balances global coverage of all regions. It is designed to be rigorous, yet rewarding. APWH is built upon college-level resources. This includes all texts, a wide variety of primary sources, and interpretations presented via historical, anthropological, geographical and related discipline scholarship. Students will analyze point of view, interpret evidence, and use evidence to create plausible historical arguments. Students will assess issues of continuity and change over time, compare and contrast environmental, cultural, political, economic, and social elements of societies and eras, as well as synthesize material by applying their understanding in a global historical context. Students will participate in class discussions, produce and provide class presentations, and work individually as well as collaboratively. All students are expected to complete required readings, fulfill accompanying reading tasks, and come to class prepared. An advanced-level academic environment must exist and students need to be dedicated to their own learning, highly motivated, and willing to put forth the extensive time and effort required for a course of this intensity. Five AP World History Themes: Theme 1: Interaction between Humans and the Environment (ENV): Demography and disease, Migration, Patterns of settlement & Technology Theme 2: Development and Interaction of Cultures (CUL): Religions, Belief systems, philosophies, and ideologies, Science and technology & the arts and architecture Theme 3: State-building, Expansion, and Conflict (SB): Political structures and forms of governance, Empires, Nations and nationalism, Revolts and revolutions & Regional, trans-regional, and global structures and organizations Theme 4: Creation, Expansion, and Interaction of Economic Systems (ECON): Agricultural and pastoral production, Trade and commerce, Labor systems, Industrialization & Capitalism and socialism Theme 5: Development and Transformation of Social Structures (SOC): Gender roles and relations, Family and kinship, Racial and ethnic constructions & Social and economic classes Historical Thinking Skills Skill Type I. Chronological Reasoning II. Comparison and Contextualization III. Crafting Historical Arguments from Historical Evidence IV. Historical Interpretation and Synthesis Historical Thinking Skill 1. Historical Causation 2. Patterns of Continuity and Change over Time 3. Periodization 4. Comparison 5. Contextualization 6. Historical Argumentation 7. Appropriate Use of Relevant Historical Evidence 8. Interpretation 9. Synthesis Periodization: Historical thinking involves the ability to describe, analyze, evaluate and construct models of historical periodization that historians use to categorize events into discrete blocks and to identify turning points. For purposes of this course the following periodization will be utilized: Period 1: 8,000 to 600 BCE Period 2: 600 BCE to 600 CE Period 3: 600 to 1450 Period 4: 1450 to 1750 Period 5: 1750 to 1900 Period 6: 1900 – Present 2017 APWH Exam Format in May: Part One: MCQ 55 Minutes & SAQ 50 Minutes Section I Part A: Multiple Choice | 55 Questions | 55 Minutes | 40% of Exam Score Questions appear in sets of 2 to 5. Analyze historical texts, interpretations, and evidence. Primary and secondary sources, images, graphs, and maps are included. Section I Part B: Short Answer Questions| 4 Questions | 50 Minutes | 20% of Exam Score Questions provide opportunities for students to explain the historical examples that they know best. Some questions include texts, images, graphs, or maps. Part Two: DBQ 55 Minutes & LEQ 35 Minutes Section II Part A: Document Based | 1 Question | 55 Minutes (includes a 15-minute reading period) | 25% of Exam Score Analyze and synthesize historical data. Assess written, quantitative, or visual materials as historical evidence. Section II Part B: Long Essay | 1 Question | 35 Minutes | 15% of Exam Score Select one question among two. Explain and analyze significant issues in world history. Develop an argument supported by an analysis of historical evidence. Course Texts: Reilly, Kevin. Worlds of History: A Comparative Reader for Advanced Placement. Boston: Bedford/St. Martins. 2013. Strayer, Robert W. Ways of the World: A Global History. Boston: Bedford/St. Martin’s, 2013. Sampling of Website & Video Resources: Bridging World History: http://www.learner.org/courses/worldhistory/ Columbia University Asia for Educators: http://afe.easia.columbia.edu/ Crash Course World History: https://www.youtube.com/playlist?list=PLBDA2E52FB1EF80C9 World History for us All: http://worldhistoryforusall.sdsu.edu/ Ancient World History Sourcebook: http://www.fordham.edu/halsall/ancient/asbook.html Medieval world History Sourcebook: http://www.fordham.edu/halsall/sbook.html Modern World History Sourcebook: http://www.fordham.edu/halsall/mod/modsbook.html Assessment: Students will have a timed formal exam at the end of each unit. All unit exams will include a 55 question multiple-choice test and a writing assessment (will vary between SAQs & LEQs). Three of the unit exams will include a full timed essay component: a Document Based Question, Periodization, Causation, Continuity and Change Over Time, OR Comparison. Three unit exams will include two Short Answer Questions. For the APWH Exam in May, students will complete 55 Multiple Choice Questions, 4 Short Answer Questions, 1 Document Based Question Essay, and 1 Long Essay Question (out of 2 options). In addition to unit exams, students will have routine reading tasks covering the chapters of our texts and unit activities or assignments that support content coverage and skill development. Reading tests/quizzes may also be administered at any time. Unit Activities/Assignments: The following activities and assignments will be utilized in the six units in order to develop the historical analysis necessary to establish a sophisticated understanding about the past: Writing Assignments & Preparation: Each unit includes writing assignments designed to develop the skills necessary for creating evidence-based essays on historical topics highlighting clarity and precision of content. These will include preparation activities for SAQs, DBQs, and LEQs. Primary Source Analysis: Students analyze documents (written, visual, and quantitative) from course texts and other College Board resources. For instance, students may analyze sources for point of view, intended purpose, audience, and historical context of each source. Theses skills of primary source analysis will be applied throughout the course. Journals/Reflections: Each unit, the student will write a reflective commentary discussing how the history of the (identified) region or era fits into the larger framework of world history. These commentaries should include examples and discussion of what has been covered in class and the text for the corresponding unit. These prompts enable students develop their contextualization skills and to analyze patterns of continuity and change over time. Chapter Process Work & Discussions: Students are required to provide short answer responses with direct quote references to all of Learning Objectives and Historical Thinking Skill questions for the Strayer text chapters, which will be submitted to turnitin.com. The chapter process work is required for every unit by 8 AM in turnitin.com on the day of the unit exam. Mapping & Timeline: In addition to completing an introductory world map, students will complete multiple map assignments in each unit to continue to gain familiarity with geography and locations of historical patterns. The Text Timeline Review is an activity that will be paired with the Unit Map at the end of each unit. This activity develops chronological reasoning. According to the authors of the National Standards for History, “chronological thinking is the heart of historical reasoning.” Timelines must have a minimum of five related visuals. Daily Vocabulary: Students will compile a daily vocabulary list in order to fully understand course readings and class discussions. These words will apply to many different cultures or events throughout history. Definitions and visuals will be hand-written and thoroughly demonstrate the word as it relates to the discipline of history. Term quizzes are issued on a bi- or tri-weekly basis. Performance Projects & Presentations: Each unit, students will complete various role-plays and presentations to enhance their learning and bring historical content to life. These projects are designed to bolster the information conveyed in the Strayer textbook. PIRATES Charts: Throughout the course students will break down cultures and civilizations to a basic level to allow recognition of the most important characteristics and easily compare or contrast one civilization to another. A PIRATES chart will be used throughout the course to analyze a civilization/culture in seven components, that relate to the five major themes of AP World History. These charts will show similarities and differences between the civilizations/cultures over time.. Explanation of PIRATES categories: *Political: gaining, seeking and organizing power, events related to the function of government ex: making laws, enforcing laws, and interpreting laws. *Interaction with the Environment: how the environment shaped societies and how humans shaped the environment ex: agricultural production, demography, disease, migration, patterns of settlement, and environmental technology. *Religious: beliefs (organized or traditional), religious institutions of culture. *Art and Architecture: visual, musical, written, architecture, as well as intellectual movements/philosophy. *Technology: technology used by society, new inventions *Economic: how people meet their basic materials needs, production, distribution, and consumption of goods and services, issues on domestic and international trade, monetary policies and taxation. *Society: dealing with people in groups, living together, and relations with one another, issues like gender, economic status and ethnicity. Curve Packets: Students are required to read and complete chapter processing prompts for assigned text chapters each unit. However, students may choose to turn in Curve Packets to be eligible for the unit test curve points. The curve points are basically extra credit points on the unit exam score. This is an optional extra assignment task due at the end of each unit on exam day. No unexcused late Curve Packets will be accepted. Note: No daily terms bonus points are awarded for Curve Packets. To earn the Curve Notes points students must: 1. Complete color-coded notes (min. of 3 full pages -front & back- per chapter) that contain information from ALL assigned unit chapters & have completed summary boxes on every page of notes. 2. Number, define, and explain the unit relevance of ALL Curve Packet Supplemental Topics list per unit. *If the Curve Packets are incomplete in any way the student will NOT earn the possible exam curve points for that unit. No partial Curve Packets will be accepted. UNIT PLANS: INTRODUCTORY UNIT: Orienting to World History & Collegiate Level Study Skills LENGTH OF CLASSTIME FOR UNIT: ~5 days SUMMER ASSIGNMENT EXAM & FOLLOW UP READING TEXT: Ways of the World: A Global History. Overview & familiarization of text. PRIMARY SOURCE READER: Worlds of History: A Comparative Reader. Introduction for students & Historical Thinking, Reading & Writing Skills for AP World History. SUMMER READING ASSIGNMENT OPTIONS: Bernstein, William. J. A Splendid Exchange: How Trade Shaped the World. New York: Grove Press, 2009. Print. Craughwell, Thomas J. The Rise and Fall of the Second Largest Empire in History: How Genghis Khan's Mongols Almost Conquered the World. Beverly, Mass.: Fair Winds Press, 2010. Print. Diamond, Jared. Collapse: How Societies Choose to Fail or Succeed. New York: Viking Press, 2004. Print. Diamond, Jared. Guns, Germs, and Steel: The Fates of Human Societies. New York: Norton, 1997. Print. Pomeranz, Kenneth and Topik, Steven. The World That Trade Created: Society, Culture, and the World Economy, 1400 to the Present. New York: Routledge, 2012. Standage, Tom. An Edible History of Humanity. New York: Walker and Company, 2009. Print. Standage, Tom. A History of the World in 6 Glasses. New York: Walker and Company, 2005. Print. Standage, Tom. Writing on the Wall: Social Media-The First 2,000 Years. New York: Bloomsbury, 2013. Print. Wilson, Samuel M. The Emperor's Giraffe and Other Stories of Cultures in Contact. Boulder: Westview Press, 1999. Print. SUMMER ASSIGNMENT EXAM Class Day #2: 30 MCQs: Mapping, AP World History Themes, Reading Analysis, and Historical Thinking Skills Key Concepts/Questions: Geography is the foundation of world history. What is world history? How does one look at local history and do world history? How does perspective shape the way we view the world & influence historical interpretation? What is periodization and what are its advantages & disadvantages? Skills Taught: 1. How to actively read a college text & use Cornell Notes, Tri-column Notes & Concept Maps. 2. How to read and understand maps, mental mapping. 3. Understanding periodization, themes & historical thinking skills. Possible Student Activities: 1. Review Summer Assignment 2. Perspective & World View: Messages in Maps & 5 Tricks 4. Supplemental Scholarly Reading: Lewis & Wigen’s The Myth of Continents excerpt. 5. College textbook reading & note-taking skills. 6. Journal: Why is World History a relatively new field of study? Unit One: Technological and Environmental Transformations (5% of APWH Exam content) PERIODIZATION: c.8000 BCE to c. 600 BCE MAIN FOCUS: Beginnings in History LENGTH OF CLASS TIME FOR UNIT: ~6 days READING TEXT: Introductory Readings & Ways of the World: A Global History. Chapters 1-2 UNIT ONE TEST: 55 Multiple Choice Questions (MCQ), 2 SAQs Key Concepts: Key Concept 1.1: Big Geography and the People 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 led to the development of new and more complex economic and social systems ii. Agriculture and pastoralism began to transform societies 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 Major Assignments: 1. Unit Vocabulary 2. PIRATES Charts: Jericho, Catal Huyuk, Mesopotamia, Ancient Egypt, Indus River Valley, Huang He River Valley, Peru, & Mesoamerica 3. Optional Curve Notes 4. Comparative Reader Assignments May Include: Hammurabi’s Code, Women in Prehistory, Women in the First Urban Communities, The Epic of Gilgamesh, Hunefer’s Book of the Dead, Assyrian Law and a Palace Decree, Greek & Indian Civilization, The Rig Veda: Sacrifice as Creation 5. Journal: In what ways did the Neolithic Revolution lead to new and more complex economic and social systems within human societies after 10,000 BCE? 6. Comparative Essay Work: Foraging and Early Agricultural Societies graphic organizer 7. Map & Timeline: origins, migrations & 1st wave civs 8. Supplemental Scholarly Readings: Diamond, Jared. The Worst Mistake in the History of the Human Race, Discover Magazine, May, 1987, available at http://anthropology.lbcc.edu/handoutsdocs/mistake.pdf Wall, Tim. People Grew Shorter Growing Crops. Discovery News, 16 June, 2011, available at http://news.discovery.com/earth/people-grew-shorter-growing-crops-110616.html?print=true Wood, Jim. Agriculture the World Mistake in the History of the Human Race? A Few Words in Defense of Farming. http://ecodevoevo.blogspot.com/2013/11/agriculture-worst-mistake-in-history-of.html 14 November 2013. Web. Unit 1 Possible Student Activities: 1. Timeline of Big History, Textbook & AP Students create a timeline based on Big History by David Christian and draw conclusions about impacts of humans, relative length of modern human history, and compare/contrast their timelines to the contents in their textbook and to AP periods. 2. Graded Oral Discussion - Neolithic Revolution Students debate the impact of the Neolithic Revolution on gender, social hierarchy, nutrition, environment, etc., based on their reading by Diamond, Wall, and Wood. 3. PowerPoint Presentations-Settlements & 1st Wave Civilizations Students create visual presentations that incorporate artifacts from the settlements and first wave civilizations into PIRATES categories of: politics, interactions with geography, religion, arts & architecture, technological advances, economic developments and social structure. 4. Writing development: SAQs Compare & contrast graphic organizer Periodization Causation Continuity & change over time Unit One Required Chapter Process Work (CPW) Questions: Introduction & Chapters 1 & 2 Number, answer each prompt with “quotes/direct evidence” (pg #) from the Strayer text, and provide analysis/explanation. All answers must be typed and turned in on assigned due date to Turnitin.com. INTRODUCTION I. Historical Thinking Skill: Periodization: Why do you suppose the periodization in world history can be so controversial? UNIT 1 CHAPTER 1: II. ENV 1: Explain how early humans used tools and technologies to establish communities. III. CUL 6: Explain how cross-cultural interactions resulted in the diffusion of technologies and scientific knowledge. IV. ECON 10: Analyze the roles of pastoralists, traders, and travelers in the diffusion of crops, animals, commodities, and technologies. CHAPTER 2: V. SB 1: Explain and compare how rulers constructed and maintained different forms of governance. VI. CUL 4: Analyze the ways in which religious and secular belief systems affected political, economic and social institutions. VII. SOC 1: Analyze the development of continuities and changes in gender hierarchies, including patriarchy. A. Unit One Optional CURVE Notes=color-coded, minimum of 3 FULL sheets (front & back) per unit chapters completed summary box EACH page. B. Unit One Optional CURVE Notes Supplemental Topics: Number, define, & explain relevance of term in context of the unit. 1. Pottery 2. Plows 3. Woven textiles 4. Wheels & wheeled vehicles 5. Metallurgy 6.Composite bows 7. Iron Weapons 8. Chariots 9. Horseback riding 10. Ziggurats 11. Pyramids 12. Temples 13. Defensive walls 14. Streets & roads 15. Sewage & water systems 16. Cuneiform 17. Hieroglyphs 18. Pictographs 19. Alphabets 20. Quipu 21. Code of Hammurabi 22. Code of Ur-Nammu 23. Trade between Mesopotamia & Egypt 24. Trade between Egypt & Nubia 25. Trade between Mesopotamia & Indus Valley 26. Epic of Gilgamesh 27. Rig Veda 28. Book of the Dead Skills Taught: 1. Writing – interpret prompt, use of specific evidence, organization 2. How to read a college-level text and use Cornell Notes 3. How to read and interpret a primary source document 4. How to "read" and understand maps 5. How to draw inferences from the evidence UNIT TWO: Organization and Reorganization of Human Societies (15% of APWH Exam content) PERIODIZATION: c. 600 BCE to c. 600 CE MAIN FOCUS: The Classical Era in World History LENGTH OF CLASS TIME FOR UNIT: 18.5 days READING TEXT: Ways of the World: A Global History. Chapters 3-6 UNIT TWO TEST: 55 MCQs & Classical Civilizations LEQ Key Concepts: Key Concept 2.1: The Development and Codification of Religious and Cultural Traditions i. Codifications and further developments of existing religious traditions ii. Emergence, diffusion, and adaptation of new religious and cultural traditions iii. Belief systems affect gender roles iv. Other religious and cultural traditions continue v. Artistic expressions show distinctive cultural developments Key Concept 2.2: The Development of States and Empires i. Imperial societies grow dramatically ii. Techniques of imperial administration iii. Social and economic dimensions of imperial societies iv. Decline, collapse, and transformation of empires (Rome, Han, Maurya) Key Concept 2.3: Emergence of Trans-regional Networks of Communication and Exchange i. The geography of trans-regional networks, communication and exchange networks ii. Technologies of long-distance communication and exchange iii. Consequences of long-distance trade Unit 2 Major Assignments: 1. Unit Vocabulary 2. PIRATES Charts: Greece, Persia, Maurya, Gupta, Rome, Qin, Han, Axum, Maya & Nazca 3. Optional Curve Notes 4. Comparative Reader Assignments May Include: Empire & Government: China & Rome, Gender, Sex & Love in Classical Societies: India, China & the Mediterranean, Hinduism: Svetasvatara Upanishad, Buddhism: Gotama’s Discovery, Judaism & the Bible: History, Laws, & Psalms. 6. Journal: To what extent was the organization and reorganization of human societies between 600 BCE and 600 CE the result of internal changes and external challenges, including environmental challenges? 7. Essay Development: DBQ, C/C response, CCOT 8. Map & Timeline: second wave civilizations, trade networks, religious movements, & human migrations 9. Supplemental Scholarly Reading: Armstrong, Karen. Interview: “A New Axial Age.” http://www.adishakti.org/_/a_new_axial_age_by_karen_armstrong.htm. and Diarmaid MacCulloch’s counter claim. Unit 2 Possible Student Activities: 1. Create mental/concept maps of second wave civilizations using PIRATES categories, symbols, text & images. 2. The Axial Age Human Drama skits. Students create skits that include Axial Age concepts, primary source references (ex. Analects, Vedas, Tripitaka, etc.) and answers to guiding questions. 3. Syncretism along the Silk Road. Students analyze examples of Buddhist sculpture from various sites along the Silk Road. 4. Document Based Question activity comparing the Han and Roman attitude toward technology, begin the process of analyzing documents for sourcing, essay organization and planning. 5. Student discussion regarding Axial Age in the past & present. 6. Analyze primary documents from early religious texts: Mencius’s writing, Ramayana, and Roman legal decisions to determine the roles of women in classic China, India and Rome. 7. Compare Chinese philosophies: Legalism, Daoism, and Confucianism by creating a chart while reading descriptions of each philosophy, including quotes and excerpts from each philosophy. 8. Gender Choices: Compare the role of women in Athens and Sparta, Rome, Gupta, India, and Han China using Legal document from Rome, Mencius’s writing, and Ramayana excerpt. Following the model given in Ban Zhao’s Advice to her daughters, assume the role of a mother in one of these cultures, and write a letter of advice to your daughter about how to live well in your chosen culture. 9. Writing Development: a. Choose two belief systems and compare them in terms of their treatment of women, their beliefs about social class, and their influence on political structures. b. C/C three ideas of the Axial Age. c. C/C religious diffusion. d. Periodization e. Causation f. Change over time Unit Two Required Chapter Process Work (CPW): Chapters 3-6: Number, answer each prompt with “quotes/direct evidence” (pg #) from the Strayer text, and provide analysis/explanation. All answers must be typed and turned in on assigned due date to Turnitin.com. UNIT 2 CHAPTER 3: I. SB2: Analyze how the functions and institutions of governments have changed overtime. II. SB5: Assess the degree to which the functions of cities within states or empires have changed over time. III. ENV4: Explain how environmental factors influenced human migrations and settlements. CHAPTER 4: IV. CUL1: Compare the origins, principal beliefs and practices of the major world religions and belief systems. V. SOC3: Assess the impact that different ideologies, philosophies, and religions had on social hierarchies. CHAPTER 5: VI. SOC4: Analyze ways in which legal systems have sustained or challenged class, gender, and racial ideologies. VII. ECON3: Assess the economic strategies of different types of states and empires. VIII. SOC2: Assess how the development of specialized labor systems interacted with the development of social hierarchies. CHAPTER 6: IX. ENV2: Explain and compare how hunter-forager, pastoralists, and settled agricultural societies adapted to and affected their environment over time. X. SB10: Analyze the political and economic interactions between states and non-state actors. XI. ECON12: Evaluate how and to what extent networks of exchange have expanded, contracted, or changed over time. A. Unit Two Optional CURVE Notes=color-coded, minimum of 3 FULL sheets (front & back) per unit chapters completed summary box EACH page. B. Unit Two Optional CURVE Notes Supplemental Topics: Number, define, & explain relevance of term in context of the unit. 1. Medical theories & practices (esp. Daoism in China) 2. Poetry (China) 3. Metallurgy (China) 4. Architecture (China) 5. Hindu art & architecture 6. Buddhist art & architecture 7. Christian art & architecture 8. Greco-Roman art & architecture 9. Persian Achaemenid Empire 10. Persian Parthian Empire 11. Persian Sassanian Empire 12. Administrative Institutions in: China, Persia, Rome & South Asia 13. Persepolis 14. Chang’an 15. Pataliputra 16. Athens 17. Carthage 18. Rome 19. Alexandria 20. Constantinople 21. Teotihuacan 22. Corvee labor 23. Slavery 24. Rents & tribute 25. Peasant communities 26. Family & household production 27. Conflict between Han & Xiongnu 28. Conflict between Gupta & White Huns 29. Conflict between Romans & Vandals, Visigoths & Huns 30. Qanat system 31. Noria & Sakia water wheels 32. Shaduf wells & pumps 33. Effects of disease on Roman Empire 34. Effects of disease on Chinese Empires Skills Taught: 1. Analyzing & using primary documents 2. Writing development 3. Causation 4. Periodization 5. Sourcing 6. Change over time UNIT THREE: Regional and Trans-regional Interactions (20% of APWH Exam content) PERIODIZATION: c. 600 CE to c.1450 MAIN FOCUS: A Time of Accelerating Connections LENGTH OF CLASS TIME FOR UNIT: 24 days READING TEXT: Ways of the World: A Global History. Chapters 7-12 UNIT THREE TEST: 55 MCQs & DBQ Essay Key Concepts: Key Concept 3.1: Expansion and Intensification of Communication and Exchange Networks i. Improved transportation technologies and commercial practices and their influence on networks ii. Linguistic and environmental contexts for the movement of peoples iii. Cross-cultural exchanges fostered by networks of trade and communication iv. Continued diffusion of crops and pathogens throughout the Eastern Hemisphere Key Concept 3.2: Continuity and Innovation in State Forms and their Interactions i. Empires collapse and were reconstituted ii. Greater inter-regional contracts and conflict encourages technology and cultural transfer Key Concept 3.3: Increased Economic Productive Capacity and Its Consequences i. Increasing productive capacity in agriculture and industry ii. Changes in urban demography iii. Changes and continuities in labor systems and social structures Unit 3 Major Assignments: 1. Unit Vocabulary 2. PIRATES Charts: Vikings, Mongols, Byzantine, Khmer, Aztec, Inca, Umayyads, Abbasid, Fatimid, Ghana, Mali, Great Zimbabwe, Tu’i Tonga, Holy Roman Empire, Song China, 3. Comparative Reader Assignments May Include: The Islamization of the Silk Road, Epic of Sundiata, Austronesian, Indio-European, and Bantu Migrations, Ibn Battuta Travels, Love in Medieval Europe, India & Japan, The Tale of Genji, An Account of Pope Urban’s Speech at Clermont, Chronicle of Solomon bar Simson, Al-Athir’s Causes of the Crusade, Guzman’s Were the Barbarians a Negative or Positive Factor in Ancient & Medieval History? Fadlan’s The Viking Rus, Cunliffee’s The Western Vikings, Yvo of Narbona’s The Mongols, The Secret History of the Mongols, Wheelis’s Biological Warfare at the 1346 Siege of Caffa, Mussis’s Origins of the Black Death, Images of the Black Death 14th & 15th Centuries, Polo’s On the City of Hangzhou, 4. Journal: What were the primary causes and consequences of the expansion and intensification of communication and exchange networks between 600 CE and 1450? 5. Essay: DBQ 6. Map & Timeline: Migrations, spread of Islam, trade routes, disease & empires 7. Supplemental Scholarly Readings: Abu-Lughod, Janet. “World System in the 13th Century: Dead end or Precursor?” American History Association, 1993. Available at: https://web1.caryacademy.org/facultywebs/joe_staggers/WH_10_11/Sources_3/Sources_1/Abu-Lughod.pdf Gilbert, Erik. “Introduction to the Indian Ocean World.” 2006. http://apcentral.collegeboard.com/apc/public/repository/World_History_SF_Indian_Ocean_World07.pdf. Shaffer, Lynda. “Southernization.” Journal of World History. 5:1-21. 1994. Available at: http://www.uhpress.hawaii.edu/journals/jwh/jwh051p001.pdf. Unit 3 Possible Student Activities: 1. Rise of Islam: After watching Part 2: The Awakening, Islam, Empire of Faith, available at http://www.youtube.com/watch?v=yX3UHNhQ1Zk students create concept/mental maps of the Islamic Golden Age. 2. Islamic Golden Age concept maps. 3. Graded Oral Discussion based on two articles: “Southernization “and “World System in the 13th Century: Dead end or Precursor?” Students read to discover author’s thesis for both articles, and what evidence was provided to support thesis and a discussion of points of view. 4. LEQ development: 2003 modified prompt (600-1450) and spread of Islam. Students complete graphic organizer or outline & thesis paragraph for writing workshop. 5. Indian Ocean Trade Simulation in which students play various roles & debrief the following prompts: What kind of networks formed to allow goods to travel from China to Africa and the Middle East? Compare and contrast experiences of merchants and pilgrims. Were any long distance voyages attempted? What were the results? What were the most successful strategies? Who dominated trade in the Indian Ocean? Which goods were the most difficult to obtain? How many groups managed to get all of the items their city demanded? Which city amassed the greatest wealth? How realistic was this? 6. Empires Presentation. Students present PIRATES presentations of Post Classical Empires: Vikings, Mongols, Khmer, Great Zimbabwe, Umayyad, Abbasid, Fatimid, Ghana, Mali, Song China, Tu’i Tonga, Holy Roman Empire, Byzantine Empire, Kamakura Japan 7. Chinggis Khan Mock Trial. 8. Essays: a. DBQ: Compare Christian and Muslim attitudes towards trade from their inception through 1450 – requires students to think both comparatively and in terms of change and continuity. b. DBQ: Analyze attitudes responses to the spread of Buddhism in China – students consider varying responses to the spread of Buddhism and see the rise of Neo-Confucianism. 9. Students explore Columbia’s History of the Mongols: http://afe.easia.columbia.edu/mongols/index.html. 10. Map & Timeline: Students will map out various trade networks, including new trading cities that emerged along existing trade routes: Silk Roads, Mediterranean Sea, Trans-Saharan, Indian Ocean (including East African city-states), and the spread of the Black Death. Students will also label New World trade cities and routes, Polynesian migration and its impact, Viking migration and impact, Bantu migration and impact, spread of Islam, migration and impact. Finally, students indicate empires, such as Byzantine, Mongol, Chinese, Mayan, Khmer, Aztec, Inca, Abbasid, Fatimid, Delhi Sultanate, Ghana, Mali on their maps. Students create a timeline showing the big picture of the post-classic era, including the time period’s key beginning and ending dates. Students discuss what the key events were that define the start and end of this era in each region and whether these are “defining” events. Unit Three Required Chapter Process Work (CPW): Chapters 7-12: Number, answer each prompt with “quotes/direct evidence” (pg #) from the Strayer text, and provide analysis/explanation. All answers must be typed and turned in on assigned due date to Turnitin.com. Unit 3 CHAPTER 7: I. ENV3: Explain the environmental advantages and disadvantages of major migration, communication and exchange networks. (Specifically: Silk Roads, Sea Roads, Sand Roads and Andes) II. ENV8: Assess the demographic causes and effects of the spread of new foods and agricultural techniques. CHAPTER 8: III. SB6: Assess the relationships between states with centralized governments and those without, including pastoral and agricultural societies. IV. ECON11: Explain how the development of financial instruments and techniques facilitated economic exchanges. CHAPTER 9: V. CUL2: Explain how religious belief systems developed and spread as a result of expanding communication and exchange networks. (Specifically Islam, Judaism, Christianity, and Zoroastrians). VI. SB9: Assess how and why commercial exchanges have influenced the processes of state building, expansion, and dissolution. VII. CUL7: Analyze how new scientific, technological, and medical innovations affected religions, belief systems, philosophies, and major ideologies. CHAPTER 10: VIII. SOC5: Analyze ways in which religious beliefs and practices have sustained or challenged class, gender, and racial ideologies. CHAPTER 11: IX. SB4: Explain and compare how social, cultural, and environmental factors influenced state formation, expansion and dissolution. (Specifically the Mongols) CHAPTER 12: X. SOC8: Analyze the extent to which migrations changed social structures in both the sending and receiving societies. A. Unit Three Optional CURVE Cornell Notes=color-coded, minimum of 3 FULL sheets (front & back) per unit chapters completed summary box EACH page. B. Unit Three Optional CURVE Notes Supplemental Topics: Number, define, & explain relevance of term in context of the unit. 1. Novgorod 2. Timbuktu 3. Swahili city-states 4. Hangzhou 5. Calicut 6. Baghdad 7. Melaka 8. Venice 9. Tenochtitlan 10. Cahokia 11. Mississippi River Valley 12. Mesoamerica 13. Andes 14. Silk & cotton textiles 15. Porcelain 16. Spices 17. Precious metals & gems 18. Slaves 19. Exotic animals 20. Bills of exchange 21. Credit 22. Checks 23. Banking houses 24. Minting of coins 25. Use of paper money 26. Spread of Bantu languages 27. Spread of Turkic & Arabic languages 28. Muslim merchant communities in the Indian Ocean regions 29. Chinese merchant communities in SE Asia 30. Sogdian merchant communities in Central Asia 31. Jewish communities in the Mediterranean, Indian Ocean basin & along Silk Roads 32. Ibn Battuta 33. Marco Polo 34. Xuanzang 35. Spread of Christianity throughout Europe 36. Influence of Neoconfucianism & Buddhism in E Asia 37. Spread of Hinduism & Buddhism in SE Asia 38. Spread of Islam in Sub-Saharan Africa & Asia 39. Influence of Toltec/Mexica & Inca traditions in Mesoamerica & Andean America 40. Influence of Greek & Indian mathematics on Muslim scholars 41. Return of Greek science & philosophy to Western Europe via Muslim al-Andalus in Iberia 42. Spread of printing & gunpowder technology from E Asia into Islamic empires 43. Bananas in Africa 44. New rice varieties in East Asia 45. Spread of cotton, sugar, and citrus throughout Dar al-Islam & Mediterranean basin 46. Patriarchy 47. Religion 48. Land-owning elites 49. New methods of taxation 50. Tributary systems 51. Adaptation of religious institutions 52. Islamic states: Abbasids, Muslim Iberia & Delhi Sultanates 53. City-States in Italian Peninsula, East Africa, SE Asia, and Americas 54. Persian traditions that influence Islamic states 55. Chinese traditions that influence Japan 56. Paper-making techniques between Tang China & Abbasids 57. Gunpowder during the Mongol Empire 58. Neoconfucianism from China to Korea & Japan 59. Chinampa field system 60. Waru waru agricultureal techniques 61. Terracing techniques 62. Horse collar 63. Chinese peasant rebellions 64. Byzantine peasant rebellions 65. Divorce for men & women in Muslim states 66. Song practice of foot binding Skills Taught: 1. The impact of having written history compared to having history written by outside cultures. For example, Viking, Polynesian, and Mongol cultures as perceived by Europeans who wrote about them. 2. Mapping: Part I: Students will map out various trade networks, including new trading cities that emerged along existing trade routes: Silk Roads, Mediterranean Sea, Trans-Saharan, Indian Ocean (including East African city-states), Slavic, (Hanseatic League). These will be used during the trade simulation. Part II: Add Americas trade cities and routes, Polynesian migration and its impact, Viking migration and impact, Bantu migration and impact, spread of Islam, migration and impact. Part III: Empires, such as Byzantine, Mongol, Chinese, Mayan, Khmer, Aztec, Inca, Abbasid, Fatimid, Delhi Sultanate, Ghana, Mali, Part III: Black Death, path, spread, impact UNIT FOUR: Global Interactions (20% of APWH Exam content) PERIODIZATION: c.1450 to 1750 MAIN FOCUS: The Early Modern World LENGTH OF CLASS TIME FOR UNIT: 24 days READING TEXT: Ways of the World: A Global History. Chapters 13-15 UNIT FOUR TEST: 55 MCQs & 2 SAQs Key Concepts: Key Concept 4.1: Globalizing Networks of Communication and Exchange i. Intensification of regional trade networks (Mediterranean, trans-Saharan, overland Eurasian, and Siberian trade routes) ii. Trans-oceanic maritime reconnaissance iii. New maritime commercial patterns iv. Technological developments enabling trans-oceanic trade v. Environmental exchange and demographic trends: Columbian Exchange vi. Spread and reform of religion vii. 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. Labor systems and their transformations ii. Changes and continuities in social hierarchies and identities Key Concept 4.3: State Consolidation and Imperial Expansion i. Techniques of state consolidation ii. Imperial expansion iii. Competition and conflict among and within States Unit 4 Major Assignments: 1. Unit Vocabulary 2. PIRATES Charts: Russia, Mughal, Ottoman, Ming, Safavids, Ottomans, Safavids, Tokugawa Japan, Spain, Portugal, England, France, Kongo, Benin, Oyo, Songhay. 3. Optional Curve Notes 4. Comparative Reader Assignments May Include: Diaz’s Cities of Mexico & 1524 Map of Aztec Capital & Gulf of Mexico, Images of Medieval Cities 15th & 16th Centuries, Diamond’s Easter Island’s End, Hunt’s Rethinking the Fall of Easter Island, Romero’s Once Hidden by Forest, Carvings in Land Attest to Amazon’s Long World, Kristof’s 1492: The Prequel, Ma Huan’s On Calicut, India, Columbus’s Letter to King Ferdinand & Queen Isabella, Sale’s The Conquest of Paradise, The Broken Spears: The Aztec Account of the Conquest of Mexico, De Las Casas’s The Devastation of the Indies, Mbemba’s Appeal to the King of Portugal, Phillips’s Buying Slaves in 1693, Spence’s Emperor Kangxi on Religion, Japanese Edicts Regulating Religion, Bada’Uni’s Akbar & Religion, Luther’s Sermon on Religion & the State, Qing Law Code on Marriage, Bijns’s Unyoked Is Best! Happy the Woman without a Man, Goldstone’s Why Europe? 5. Journal: To what extent did technological and cultural developments within human societies result in the "globalizing" of communication and exchange networks between 1450 and 1750? In what ways did the communication and exchange networks during this era reflect changes from and continuities with exchange networks in the previous period of world history? 6. Essay: CCOT 7. Map & Timeline: Columbian Exchange, Zheng He’s travels, Empires, Religious shifts, Fur Trade, etc. 8. Supplemental Scholarly Readings: Diamond, Jared. “Collision at Cajamarca.” Guns, Germs and Steel. New York: WW Norton & Co,1997. pgs. 67 81. Available at: http://teachers.sduhsd.k12.ca.us/tpsocialsciences/ap_wld_history/exploration/cajamarca.htm. Finney, Ben. “The Other One-Third of the Globe.” Journal of World History. V5, no. 2. 1994. Available at: http://www.uhpress.hawaii.edu/journals/jwh/jwh052p273.pdf. Georgidis, Konstantin. “Rethinking the Rise of the West, the Great Divergence Debate.” Lesson plan and readings available at http://afe.easia.columbia.edu/neh/course6/index.html Stutz, Bruce. “Megadeath in Mexico”. Discover Magazine, Vol 27, No. 2, February 2006, available at http://discovermagazine.com/2006/feb/megadeath-in-mexico. Unit 4 Possible Student Activities: 1. Global Interactions Art Project & Gallery Walk. 2. Great Divergence Debate: Based on reading article excerpts by Bin Wong (China Transformed), Kenneth Pomeranz (The Great Divergence), listening to clips by Peter DeVries on Bridging World History video Rethinking the Rise of the West, and examining various visual sources at http://afe.easia.columbia.edu/neh/course6/index.html students will debate the merits of various historical arguments, take a position, and support it with relevant evidence. 3. Columbian Exchange: various primary source readings, students identify difference in worldview between Europeans and Amerindians. Create maps that show exchanged crops, animals, disease, and ideas. Changes and continuities chart to look at new political, economic, social, religious structures that emerge as a result. 4. Students discuss which had a greater impact in world, the spread of the potato or spread of disease in terms of demographic effects. 5. Using primary documents students fill in a comparison chart on forced labor systems: Russian serfdom, Latin America’s encomienda and mita systems, and slavery in the Americas. 6. Essay Work: a. LEQ for any of the empires/regions of this era: Russia, Mughal, Ottoman, Ming, Latin America, and Safavids b. Graphic organizer for LEQ essay on forced labor systems: Encomienda, Slavery, and Serfdom c. Outline for DBQ on Silver Trade. d. LEQ empire building. Unit Four Required Chapter Process Work (CPW): Chapters 13-15: Number, answer each prompt with “quotes/direct evidence” (pg #) from the Strayer text, and provide analysis/explanation. All answers must be typed and turned in on assigned due date to Turnitin.com. UNIT 4 CHAPTER 13: I. SB3: Analyze how state formation and expansion were influenced by various forms of economic organization, such as agrarian, pastoral, mercantile, and industrial production. II. ECON5: Explain and compare forms of labor organization, including families and labor specialization within and across different societies. CHAPTER 14: III. ENV6: Explain how people used technology to overcome geographic barriers to migration over time. IV. ECON13: Analyze how international economic institutions, regional trade agreements, and corporations – both local and multinational – have interacted with state economic authority. V. SOC7: Analyze the ways in which colonialism, nationalism, and independence movements have sustained or challenged class, gender, and racial ideologies. CHAPTER 15: VI. CUL6: Explain how cross-cultural interactions resulted in the diffusion of technologies and scientific knowledge. A. Unit Four Optional CURVE Cornell Notes =color-coded, minimum of 3 FULL sheets (front & back) per unit chapters completed summary box EACH page. B. Unit Four Optional CURVE Notes Supplemental Topics: Number, define, & explain relevance of term in context of the unit. 1. Caravel 2. Carrack 3. Fluyt 4. Potatoes 5. Maize 6. Manioc 7. Sugar 8. Tobacco 9. Horses 10. Pigs 11. Cattle 12. Okra 13. Rice 14. Development of frontier settlement in Russian Siberia 15. Cotton textile production in India 16. Silk textile production in China 17. Chattel slavery 18. Indentured servitude 19. Encomienda & hacienda systems 20. Spanish adaptation of the Inca Mit’a 21. Manchus in China 22. Creole elites in Spanish America 23. European gentry 24. Zamindars in Mughals Empire 25. Daimyo in Japan 26. Dependence of European men on SE Asian women for conducting trade in region 27. Smaller size of European families 28. European notions of divine right 29. Safavid use of Shiism 30. Mexica or Aztec practice of human sacrifice 31. Songhay promotion of Islam 32. Chinese emperors’ public performance of Confucian rituals 33. Ottoman miniature painting 34. Mughal mausolea & mosques (Taj Mahal) 35. Versailles 36. Ottoman treatment of non-Muslim subjects 37. Manchu policies towards Chinese 38. Spanish creation of separate Republica de Indios 39. Spanish & Portuguese creation of Mestizo, Mulatto, & Creole classificiations 40. Ottoman devshirme 41. Chinese examination system 42. Salaried samaurai 43. Omani-European rivalry in the Indian Ocean 44. Piracy in Caribbean 45. Thirty Years War 46. Ottoman-Safavid conflict 47. Foot riots 48. Samurai revolts 49. Peasant uprisings New Skills: 1. SAQ development 2. Historical argumentation 3. Crafting historical arguments from evidence 4. Document analysis and point of view UNIT FIVE: Industrialization and Global Integration (20% of APWH Exam content) PERIODIZATION: c.1750 to c. 1900 MAIN FOCUS: The European Movement in World History LENGTH OF CLASS TIME FOR UNIT: 24 days READING TEXT: Ways of the World: A Global History. Chapters 16-19 UNIT FIVE TEST: 55 MCQs & 1 LEQ Key Concepts: Key Concept 5.1: Industrialization and Global Capitalism i. Industrialization ii. New Patterns of global trade and production iii. Transformation of capital and finance iv. Revolutions in transportation and communication: Railroads, steamships, canals, telegraph v. Reactions to the spread of global capitalism vi. Social transformations in industrial societies Key Concept 5.2: Imperialism and Nation-State Formation i. Imperialism and colonialism of trans-oceanic empires by industrializing powers ii. State formation and territorial expansion and contraction iii. Ideologies and imperialism Key Concept 5.3: Nationalism, Revolution and Reform i. The rise and diffusion of Enlightenment thought ii. 18th century peoples develop a sense of commonality iii. Spread of Enlightenment ideas propels reformist and revolutionary movements iv. Enlightenment ideas spark new transnational ideologies and solidarities Key Concept 5.4: Global Migration i. Demography and urbanization ii. Migration and its motives iii. Consequences of and reactions to migration Unit 5 Major Assignments: 1. Unit Vocabulary 2. PIRATES Charts: Britain, Russia, Belgium, Dutch, Ottoman, Qing, Ayutthaya/Siam, Zulu, United States 2. Optional Curve Notes 3. Timeline 4. Comparative Reader Assignments May Include: Gempaku’s A Dutch Anatomy Lesson in Japan, Rousseau’s The Social Contract, The American Declaration of Independence, Adams’s Remember the Ladies, French Declaration of the Rights of Man and Citizen, De Gouges’s French Declaration of Rights for Women, L’Ouverture’s Letter to the Directory, Chakrabarty’s Compassion and the Enlightenment, Pacey’s Asia and the Industrial Revolution, Smith’s The Wealth of Nations, The Sadler Report of the House of Commons, Marx & Engels’s The Communist Manifesto, Stearns’s The Industrial Revolution outside the West, Italians in Two Worlds: An Immigrant’s Letters from Argentina, Orwell’s Burmese Days, Conrad’s Heart of Darkness, Achebe’s Things Fall Apart, Kipling’s The White Man’s Burden, Yukichi’s Good-bye Asia, Images from Japan: Views of Westernization, Roy’s Letter on Indian Education, 5. Journal: Why might this period in world history be considered the "Age of Revolution?" What were the causes and consequences of these revolutions? How effective were revolutionaries in achieving their goals? How did revolutions in one part of the world compare with those in another part of the world? Consider both causes and consequences. 6. Essay: DBQ & LEQ development 7. Map & Timeline: Industrial Era Migrations, Imperialist acquisitions, & Revolutions Unit 5 Possible Student Activities: 1. The Industrial Revolution debate. 2. World revolutions presentations. Focused Case Study: Atlantic Revolutions & their impact on the world – leading to Latin American independence movements. Examine liberator paintings and writings of Napoleon Bonaparte, Toussaint L’Overture, George Washington, Hidalgo, Iturbide and Simon Bolivar. Determine leadership abilities and styles of leaders of this era compared with leaders of the previous era. 3. Scramble for Africa simulation & debrief. 4. Modern Empires concept maps. 5. Essay work: DBQ: Causes/consequences of indentured servitude in 19th/20th centuries. LEQ: Global trade patterns 1750-1900. LEQ: Responses of Japanese & Chinese to western penetration in 19th century Unit Five Required Chapter Process Work (CPW) Questions: Chapters 16-19: Number, answer each prompt with “quotes/direct evidence” (pg #) from the Strayer text, and provide analysis/explanation. All answers must be typed and turned in on assigned due date to Turnitin.com. Unit 5 CHAPTER 16: I. CUL3: Explain how major philosophies and ideologies developed and spread as a result of expanding commination and exchange networks. CHAPTER 17: II. ENV9: Analyze the environmental cause and effects of industrialization. III. ECON2: Analyze the economic role of cities as centers of production and commerce. IV. ECON4: Analyze how technology shaped the processes of industrialization and globalization. CHAPTER 18: V. CUL5: Explain and compare how teachings and social practices of different religious and secular belief systems affected gender roles and family structures. CHAPTER 19: VI. ECON5: Explain and compare forms of labor organization, including families and labor specialization within and across different societies. VII. ECON6: Explain and compare the causes and effects of different forms of coerced labor systems. VIII. ECON7: Analyze the causes and effects of labor reform movements, including the abolition of slavery. IX. ECON8: Analyze the relationship between belief systems and economic systems. A. Unit Five Optional CURVE Cornell Notes=color-coded, minimum of 3 FULL sheets (front & back) per unit chapters completed summary box EACH page. B. Unit Five Optional Curve Notes Supplemental Topics: Number, define, & explain relevance of term in context of the unit. 1. Cotton 2. Rubber 3. Palm oil 4. Sugar 5. Wheat 6. Meat 7. Guano 8. Metals 9. Shipbuilding in India & SE Asia 10. Iron works in India 11. Textile production in India & Egypt 12. Opium produced in ME or SE Asia exported to China 13. Cotton in SA, Egypt, Caribbean and N America shipped to Europe 14. Palm oil produced in Sub-Saharan Africa exported to Europe 15. Copper mines in Mexico 16. Gold & diamond mines in S Africa 17. United Fruit Company operating in Central America 18. Hong Kong & Shanghai Banking Corporation by British bankers 19. Stock markets 20. Insurance 21. Gold standard 22. Limited-liability corporations 23. Utopian socialism 24. Anarchism 25. Tanzimat movement in Ottoman Empire 26. Self-Strengthening Movement in Qing Empire 27. Economic reforms of Meiji Japan 28. Factories & railroads in Tsarist Russia 29. Muhammad Ali’s development of cotton textiles industry in Egypt 30. State pensions & public health in Germany 31. Expansion of suffrage in Britain 32. Public education in nation-states 33. British in India 34. Dutch in Indonesia 35. Empires: British, Dutch, French, German, Russian 36. Britain in West Africa 37. Belgium in the Congo 38. British in S Africa, Australia & New Zealand 39. French in Algeria 40. British & French in China 41. Opium Wars 42. British & USA in Latin America 43. Cherokee Nation 44. Zulu Kingdom 45. Independent states in the Balkans 46. Voltaire 47. Montesquieu 48. Locke 49. Rosseau 50. German nationalism 51. Italian nationalism 52. Filipino nationalism 53. Argentinian nationalism 54. Maroon societies in Caribbean or Brazil 55. North American slave resistance 56. Indian Revolt of 1857 57. Boxer Rebellion in Qing China 58. Ghost Dance in USA 59. Xhosa Cattle Killing Movement in S Africa 60. Wollstoncraft’s A Vindication of the Rights of Women 61. de Gouges’s Declaration of the Rights of Women & the Female Citizen 62. Resolutions passed at Seneca Falls Conference of 1848 63. Japanese agricultural workers in the Pacific 64. Lebanese merchants in the Americas 65. Italian workers in Argentina 66. Migrant manual laborers 67. Migrant specialized professionals 68. Chinese Exclusion Acts 69. White Australia Policy New Skills: 1. LEQ development 2. Historical argumentation 3. Crafting historical arguments from evidence 4. Interpretation & synthesis UNIT SIX: Accelerating Global Change and Realignments (20% of APWH Exam content) PERIODIZATION: c.1900 to present MAIN FOCUS: The most recent century LENGTH OF CLASS TIME FOR UNIT: 24 days READING TEXT: Ways of the World: A Global History. Chapters 19-23 UNIT SIX TEST: 55 MCQs & 2 SAQs Key Concepts: Key Concept 6.1: Science and the Environment i. Rapid advances in science spread assisted by new technology ii. Humans change their relationship with the environment iii. Disease, scientific innovations, and conflict led to demographic shifts Key Concept 6.2: Global Conflicts and Their Consequences i. Europe’s domination gives way to new forms of political organization ii. Emerging ideologies of anti-imperialism contribute to dissolution of empires iii. Political changes accompanied by demographic and social consequences iv. Military conflicts escalate v. Individual and groups oppose, as well as, intensify the conflict Key Concept 6.3: New Conceptualizations of Global Economy, Society, and Culture i. States, communities and individuals become increasingly interdependent ii. People conceptualize society and culture in new ways iii. Popular and consumer culture become global Unit 6 Major Assignments: 1. Unit Vocabulary 2. Optional Curve Notes 3. Timeline 4. Comparative Reader Assignments May Include: Gandhi’s Hind Swaraj, Nehru’s Gandhi, Fromkin’s Europe’s Last Summer, WWI Propaganda Poster 1915-1918, Memories of Senegalese Soldiers, Lenin’s War and Revolution, Hitler’s Mein Kampf, Steiner’s Treblinka, Wilson’s Letters from Nanking, Truman’s Announcement of the Dropping of an Atom Bomb on Hiroshima, Takahashi’s Memory of Hiroshima, Kwon’s Origins of the Cold War, Lansdale’s Report on CIA Operations in Vietnam, Khrushchev’s We Will Bury You, Soviet Telegram on Cuba, Bonafini & Sanchez’s The Madwomen at the Plaza de Mayo, Mandela’s Nobel Peace Prize Address, 1993, Ghonim’s Revolution 2.0, Legrain’s Cultural Globalization is Not Americanization, Louie’s Sweatshop Warriors: Immigrant Women Workers Take on the Global Factory, Barber’s Jihad vs. McWorld, World Bank’s World Development Report: Gender and Development, 2012, Cartoons on Globalization, 2000s. 5. Journal: To what extent does ideology play a role in explaining the frequency and duration of conflict in the 20th century? OR What are the economic, social, and political characteristics of globalization? Does 20th century globalization represent a new phenomenon in world history? Why are why not? 6. Essay: DBQ & LEQ selections. 7. Map & Timeline: Alignments during global conflicts: WWI, WWII & Cold War, Colonies achieving independence, Genocides, Current Conflicts: Congo, Afghanistan, Iraq, Israel, Arab Spring, Syria, China, Non-renewable Resource Conflicts: minerals, oil, water & land, Migration: internally displaced people, refugees, & immigration. 8. Supplemental Scholarly Readings: “The Anthropocene: A Man-Made World”. The Economist. 26 May 2011. Available at: http://www.economist.com/node/18741749. Kunzig, Robert. “Population 7 Billion” National Geographic Magazine. January 2011. Available at: http://ngm.nationalgeographic.com/2011/01/seven-billion/kunzig-text. Unit 6 Possible Student Activities: 1. Paris Peace Conference Role Play. 2. Cold War topic presentations. 3. World leaders talk show role-play in which they discuss the leader’s motivations, methods, slogans and impacts. Sample leaders include: Vladimir Lenin, Joseph Stalin, Benito Mussolini, Adolf Hitler, Mao Zedong, Mohandas Gandhi, Kwame Nkrumah, Mustafa Ataturk, Ho Chi Minh, Theodore Roosevelt, Winston Churchill, Fidel Castro, Ayatollah Khomeini, Deng Xiaoping, Augusto Sandino, Nelson Mandela, etc. 4. Contemporary Issues Newscasts or News-briefs. 5. Sample essay work: a. DBQ Cuban Revolution impacts on women b. DBQ Green Revolution 2010 c. LEQ: Discuss the changes and continuities in political and economic structure in one of the following countries between 1750 and the present: Ottoman Empire, Germany, Russia, China d. LEQ – Discuss the changes and continuities in political and economic structure in one of the following regions between 1750 and the present: India, Russia, Japan, China, Latin America e. LEQ Cold War impacts in one country in Africa with one country in Latin America f. LEQ Impact of the Great Depression in Japan and Argentina 6. Decolonization and Independence Movements. 7. Globalization – case studies, CocaCola-nization, Americanization? Who is helped? Who is harmed? Students create their own political cartoons making statements about globalization. 8. New Problems, new solutions: How science and technology are changing our world – students will choose one scientific/technological innovation and consider its impact on world history. Students may refer to World History for us All, Unit 9.5 (medical advances) for this project. 9. Genocide Project – After research based on several genocides, students design an action project. 10. Globalization spider web assignment. Include: trade, conflict, migration, human rights, economics, current events, and culture. Unit Six Required Chapter Process Work (CPW) Questions: Chapters 20-23 Number, answer each prompt with “quotes/direct evidence” (pg #) from the Strayer text, and provide analysis/explanation. All answers must be typed and turned in on assigned due date to Turnitin.com. UNIT 6 CHAPTER 20: I. SB8: Assess how and why external conflicts and alliances have influenced the process of state building, expansion, and dissolution. II. CUL8: Explain how economic, religious, and political elites defined and sponsored art and architecture. CHAPTER 21: III. SOC3: Assess the impact that different ideologies, philosophies, and religions had on social hierarchies. IV. ECON9: Explain and compare the ways in which economic philosophies influenced economic policies and behaviors. CHAPTER 22: V. SB7: Assess how and why internal conflicts, such as revolts and revolutions, have influenced the process of state building, expansion, and dissolution. VI. CUL9: Explain the relationship between expanding exchange networks and the emergence of various forms of transregional culture, including music, literature, and visual art. CHAPTER 23: VII. ENV5: Explain how human migrations affected the environment. VIII. ENV7: Assess the causes and effects of the spread of epidemic diseases over time. IX. ECON1: Evaluate the relative economic advantages and disadvantages of foraging, pastoralism, and agriculture. (ie: Green Revolution) X. SOC6: Analyze the extent to which philosophies, medical practices, and scientific theories sustained or challenged class, gender, and racial ideologies. A. Unit Six Optional CURVE Cornell Notes =color-coded, minimum of 3 FULL sheets (front & back) per unit chapters completed summary box EACH page. B. Unit Six Optional Curve Notes Supplemental Topics: Number, define, & explain relevance of term in context of the unit. 1. Polio vaccine 2. Antibiotics 3. Artificial heart 4. Malaria 5. Tuberculosis 6. Cholera 7. 1918 Influenza Pandemic 8. Ebola 9. AIDS 10. Diabetes 11. Heart disease 12. Alzheimer’s disease 13. Tanks 14. Airplanes 15. Atomic bomb 16. Trench warfare 17. Firebombing 18. Rape of Nanjing 19. Dresden firebombing 20. Hiroshima & Nagasaki 21. Political & social discontent 22. Technological & economic stagnations 23. Military defeat 24. Indian independence from Britain 25. Gold Coast independence from Britain 26. French West African independence 27. Algerian & Vietnamese independence 28. Angolan independence from Portuguese 29. Indian National Congress 30. Ho Chi Minh 31. Kwame Nkrumah 32. Muhammad Ali Jinnah 33. Quebecois separatists 34. Biafra secessionists in Nigeria 35. Communism 36. Pan-Arabism 37. Pan-Africanism 38. Partition of India 39. Zionist Movement 40. Mandates of the Middle East 41. South Asian migration to Britain 42. Algerian migration to France 43. Filipino migration to USA 44. Genocide & Ethnic Violence: Armenia, Cambodia, Rwanda 45. Picasso’s Guernica 46. Anti-Nuclear Movement during the Cold War 47. Thich Quang Duc’s self immolation 48. Mohandas Gandhi 49. Dr. Martin Luther King Jr. 50. Nelson Mandela 51. Anti-Apartheid Movement 52. 1968 Global Uprisings 53. Tiananmen Square Democracy Movement & Protest 54. Military dictatorships in: Chile, Spain & Uganda 55. Military Industrial Complex & arms trade 56. Terrorist Organizations: IRA, ETA, Al-Qaeda 57. Five Year Plans 58. Great Leap Forward 59. New Deal 60. Fascism 61. Nasser’s economic development in Egypt 62. Export-economies in East Asia 63. Ronald Regan 64. Margaret Thatcher 65. Deng Xiaoping 66. Augusto Pinochet 67. Reggae 68. Bollywood 69. World Cup Soccer 70. The Olympics New Skills: 1. SAQ development 2. Sourcing: point of view 3. Crafting historical arguments from evidence 4. Interpretation & synthesis 5. Contextualization Pacing & Sequence: Intro Content: Unit 1: Unit 2: Unit 3: Unit 4: Unit 5: Unit 6: Cram Weeks (cram packets, writing workshops, MCQs): AP WORLD HISTORY EXAM: *Homework/Assignments continue into all breaks. 1 ½ weeks 2 weeks 4 weeks 6 weeks *Thanksgiving Break 6 weeks *Winter Break 5 weeks * Mid-Winter 5 1/2 weeks *Spring Break: 2 ½ weeks 3 hours & 15 minutes, SLC (9/7-9/16) (9/19-9/30) (10/3-10/28) (11/1-12/9) (12/12-1/27) (1/31 – 3/3) (3/1 – 4/12) (4/13 – 5/10) Thursday, May 11, 2017 POST EXAM During the six weeks of school following the APWH Exam students will have one “History in Hollywood” movie day to watch one selected film related to a unit/topic of study. Following that, students will complete individual World History Passion Projects. Passion Projects require a defendable thesis statement, an annotated bibliography, and a PowerPoint/Keynote integrating research sources that will be presented to a small group of peers for review and evaluation. Work during these final weeks of school is graded & counted in the Q4 GPA. APWH Class Expectations & Policies Here are some of the basic things you can expect from me: I will treat you with the respect you deserve as a young adult, individual, and human being. I will come to class each day prepared with meaningful & purposeful lessons to help you pass the APWH exam. I will maintain high academic standards & challenge you to increase your understanding. Here are some of the expectations I have of you: Take Care of You: You are expected to arrive to class ON TIME (= in your seat WHEN the bell rings). You must be ready with materials and assignments. You are expected to TRY – even when it may seem too hard, too boring, too easy. You are expected to remember that this is a public classroom, NOT your private home. Therefore, use your manners & maintain a sense of community. You are expected to take care of all matters due to absences (excused and unexcused). Do this during appropriate times and use the process shown to you. Take Care of One Another: You are expected to be polite and respectful when interacting with your teacher and classmates. This means that you will: Listen to what is being said – don’t be inattentive or be a distraction. Observe appropriate times to make a statement, ask questions, or to get up. Be thoughtful about your words – both in discussions and conversations. You are expected to participate fully in class/group activities to ensure collaboration and a positive learning environment. You are expected to teach and to learn from one another – challenge and be challenged. You are expected to help take care of our shared classroom materials and supplies. What happens if a student fails to keep meet these expectations? General rule violations result in: 1. Verbal warning. 2. Student/Teacher conversation. 3. Teacher e-mail/phone call to parent/guardian & counselor regarding behavior. Drafting of student behavior action plan with parents/guardians. 4. Referral to the Dean of Students. Note: Depending upon the situation and the severity of the offense, immediate removal from the class to the Dean of Students. My reaction will directly correlate with your action. Classroom Unexcused Tardies: You have ample passing time to get to your classes. If you are late to class without a pass you will be marked tardy in the school records and you will need to relinquish one of your “Emergency Passes.” If you have run out of “Emergency Passes” you will be issued a TARDY DEBT, which you are expected to serve ASAP. Tardy debts require 15 minutes of before or after school classroom work time. Any un-served tardy debts will reduce your quarterly Participation grade by -5 per debt. IF you are consistently tardy your counselor, parents/guardians and the Dean of Students will be notified. *You will also comply with the SW Tardy Policy regarding accumulated offences. What should a student have in class each day? You will need the following: Three-Ring Binder with 4 section dividers labeled 1) APWH Terms Chart 2) APWH Handouts & Assignments 3) APWH Cornell Notes 4) APWH Maps & Timelines Colored pencils & highlighters for maps & projects Pens/pencils & loose-leaf paper (lots of it!) Unit reading materials Your laptop/ipad (charged) Your COMPLETED assignments What is the grading policy? I tally points each quarter. The quarter grades continue to run throughout the semester term for your semester grade. You semester grade is your transcript grade. *NOTE: LATE WORK cut off is ONE WEEK BEFORE each quarter ends. For example, if Q1 ends on 11/25, ALL Q1 late work is due on 11/18. Any Q1 late work submitted after 11/18 would not be credited. Assignments are typically scored on a 100% scale. Larger projects or assignment will be weighted & counted more than one time. All final grades are divided into the following grading categories and percentages: Tests/Quizzes/Exams 50% Classwork & Homework 20% Projects 20% Daily Participation/Effort/Behavior/Attitude 10% Grading scale is as follows: A = 100 – 93% C+ = 79 – 77% A - = 92 – 90% C = 76 – 73% B+ = 89 – 87% C- = 72 – 70% B = 86 – 83% D+ = 69 – 67% B- = 82 – 80% D = 66 -- 60% F = 59%-0% NOTES: *An F at semester results in your loss of Social Studies Credit. A loss in SS credit means either summer school, you retake the course, or have a delayed graduation! * I do NOT round grades up at quarter or semester, so monitor your exact scores on the Dashboard. * Please be sure to put your First and Last Name on all Assignments, Period, Date and Title. * All written work must be completed independently using complete sentences, unless the assignment directions indicate otherwise. *Anticipate using Turnitin.com for CPW and other work submissions. Many assignments may be graded on the Check System. Point values for the check system include: ++ + = = 100% 95% - - = = = 85% 75% 60% Late Work Policy: Late work will be accepted (except the summer assignment), but reduced in score by 50%. Missing work will earn a zero for that assignment. NOTE: I do NOT accept any late work the one-week before the end of EACH quarter, so plan accordingly & monitor grades on Dashboard. Also, in a semester you may NOT submit late work for the prior quarter in a later quarter, for instance no Q3 work may be turned in during Q4. NO Unit CURVE Packets are accepted past the date of each unit exam. Is there extra credit? Yes. You will have one opportunity per unit to complete a unit CURVE Packet that will extend your learning about the topics we’re studying. The CURVE Packet will give you the extra points on the unit exams of the class curve to boost your test score & GPA. For example, if the class average on the unit exam is 70% and IF you thoroughly completed ALL sections of the curve packet requirements for that unit, you get +30 points added to your exam grade for that unit exam score. If you do NOT do a curve packet for that unit, you do NOT get the exam curve points; you simply get your actual earned score. CURVE Packets are due on the exam day of each Unit. NO unexcused late Curve Packets are accepted. Also, no bonus terms on CURVE or CRAM Packets permitted. Additionally, if you correctly use your APWH Terms (underlined & with context clues) in your regular WRITTEN, graded assignments (NOT CURVE or CRAM PACKETS) you will earn one bonus point per term for that assignment! Vocabulary knowledge is essential to your success on the APWH exam. Earning a 5 on the APWH Exam in May: IF you earn a 5 on your APWH exam in May your SEMESTER TWO grade will automatically be an A! What happens if I’m absent? *Be aware that Shoreline Public Schools maintains an attendance policy: At the 9th absence in any class a letter will be sent to the parent/guardian informing them of the student’s loss of credit. Questions regarding loss of credit are referred to an Assistant Principal. Unexcused Absences: If you do not clear an absence with the attendance office, I am not obligated to provide you with the opportunity to make up work you missed. You are NOT entitled to make up points/work missed on an unexcused absence and you earn an automatic zero for the missing work. Excused Absences: Be informed that an excused absence does NOT waive your work responsibilities. Instead it provides you with equitable time to complete required work. First you must clear your absence with the Attendance Office. If at all possible (you know you will be absent on a particular day) let me know in advance, so we can work out a plan ahead of time. Upon your return from an excused absence you should: Check in the Daily Class Record Notebook for what you missed, read the daily log & get copies of handouts out of the class crate or from the current handouts pile. Talk with someone in class about what happened and what work was assigned, and go over the daily log with him/her. Do all of this before/after school or during SAS. Do NOT ask me as I’m trying to get class started for the day. Refer to Ms. Fletcher’s website on the Shoreline Staff page to track homework assignments & documents. Only come to Ms. Fletcher after you have followed the above steps and still have questions or need clarifications. Work missed for an Excused Absence you will be granted one class period per excused absence for full-credit. If you missed 1 day, you get 1 extra class day to get the work in for full credit. If you miss 1 day & you turn in your work 2 class days later, it’s late and -50%. For missed work based on circumstantial extended absence, we discuss due dates individually. Place all excused late work in the Late Work basket with your name, class period, etc. Simply note EX AB at the top of the page. TESTS/QUIZZES/EXAMS MUST BE MADE UP PROMPTLY UPON YOUR RETURN! They are recorded as zero scores until completed. Academic Honesty: I expect academic integrity at all times. This means you are doing your own work and appropriately citing sources when you paraphrase or quote someone else’s ideas. CHEATING AND PLAGIARISM ARE ABSOLUTELY UNACCEPTABLE! What counts as cheating/plagiarism? Copying the writing, words, ideas or concepts of another and trying to pass them off as your own/not giving credit to the source – this is plagiarism. Cutting & pasting from the Internet (ex. Wikipedia). Having someone else do any of your work for you is cheating. Copying off someone else’s assignment is cheating. Letting someone copy off of your work is cheating. Using unapproved resources (notes, electronics etc.) during tests/quizzes is cheating. What are the consequences for violating the Academic Honesty Policy? First Offense: You will receive NO CREDIT for the Assignment and I will write up a formal referral for your permanent record. Second Offense: You will receive NO CREDIT for the Assignment and will have an administrative referral written and a parent conference requested. Third Offense: Chances are if you are caught for the 3rd time, you have probably been dishonest about your work even more than that. I will doubt your fundamental academic integrity, and further disciplinary steps will be taken and you may lose credit for the course.. *Turnitin.com – As a way of further discouraging possible plagiarism, I may ask you to submit your written work to Turnitin.com, which is a plagiarism detection website. What is the Harassment Policy? Shorewood High School is a place where all students are safe to learn without threat of violence or concern for safety. Shorewood adheres to a strict zero tolerance policy regarding harassment of any form between students, faculty, and staff. Students and staff who experience or witness harassment of any form should report the incident to a SW adult or the Dean of Students. You may also fill out a harassment incident report that is available in the security office, main office, or with your counselor. See something? Report it: http://www.shorelineschools.org/schools/alert_flyer.pdf Can I just leave the room for the Bathroom/Office, etc.? – Should you need to leave the room for any reason, you will need to use one of your EMERGENCY PASSES. These passes are only issued ONE time per semester so do not lose them. Any unused passes at the end of the semester may be “cashed in” for participation bonus points. You get 5 EMERGENCY PASSES per semester. Can I have electronics out during class? – NO! I ask all electronic equipment, cell phones, laptops/ipads, ipods/iphones & HEADPHONES be off and stored out of sight before the bell. I will tell you when it will be permissible to use your laptops/ipads and other electronic device use is based on my discretion. If I hear your cell phone ring during class or if you’re texting, your phone will be taken to the Dean of Students & you must pick it up at the end of the day. This same procedure follows any misuse of your laptop/ipad or other electronics during class time! Can I eat & drink during class? You may not eat or have open drink containers/cans during class. You may have a closed top water bottle or travel mugs & you may have food/snacks during breaks. Ms. Fletcher’s website is available on the Shorewood Teacher Websites page: http://learn.shorelineschools.org/shorewood/jfletcher This is an excellent resource for you and your parents/guardians to check homework assignments and various course documents. The class homework table is updated each day & grades are posted at least every ten days. Please get used to checking in on this website & the Data Dashboard! ***Final Exam Note: The APWH exam is a cumulative exam that reflects on content from the whole year. Do NOT discard materials at the end of units. Be sure to store them at home in your unit folders for exam review. APWH Class Contract DUE: Student Name (Print): ____________________________________________ Period: ______ “I have read through and understand the expectations and policies for this course and will try to the best of my abilities to uphold & fulfill them. Should I fail to do so at any time, I accept the consequences for any actions that go against the stated policies. I am aware that this teacher maintains a website with a documents tab that contains the homework assignments table and other useful materials for me to check at any time. I will also refer to the Dashboard to monitor my grades.” Student Signature: ___________________________________ Date: ________ “I have read through and understand the expectations and policies outlined for this course and support the learning environment in this classroom. I am aware that this teacher maintains a website with a documents tab that contains the homework assignments table and other useful materials for me to check at any time. I will also refer to the Dashboard to monitor my son’s/daughter’s grades.” Parent/Guardian Signature: __________________________________ Date: ________ Name (Print):__________________________________________________________ Day-Time Phone Number(s): ______________________________________________ Email Address (please print neatly): Other information that I feel Ms. Fletcher should know regarding my son/daughter: Additional Comments or Questions: Thank you for taking the time to review the class syllabus, expectations, and policies. I look forward to working with you and your daughter/son during the academic year!