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AP World History/Gifted World Literature
Mr. Vincent & Mr. Hunt
Rm. 2129
Office hours: TH, 3:30-4:30
Parent conferences: by appt. through the counseling office: 678-874-8526
Email: [email protected]
Phone: 678-874-8502
“One of the most effective and humanizing ways that people of different cultures can have access to each other’s experiences and
concerns is through works of literary merit” (Salma Jayyusi, The Literature of Modern Arabia).
At its core essence, literature is man’s attempt to understand himself and the world in which he lives. Because human beings use
literature as a tool for making sense of the world in which they live, literature also plays a paramount role in our ability to understand
and to appreciate history. Often times, works of literature serve as mirrors that reflect the attitudes, beliefs, and values of the societies
in which the authors lived and worked. For this reason, literature and history are inseparably intertwined.
As an interdisciplinary course, AP World History/Gifted World Literature offers tenth-grade students many opportunities to explore
the literature, history, myths, poetry, art, architecture, philosophy, belief systems, geography, and music of past civilizations. We
believe this is a far richer experience than more traditional single-discipline courses because it fosters the ability to see connections
and parallels between world literature, world history, and the arts. The integrated curriculum will center on a writers’ workshop in
each unit drawing from a variety of texts. This workshop will help students develop critical thinking and writing skills by blending
elements of both literary and historical analysis (see specifics in the course outline below). Students will be expected to reflect on
literature as a product of specific social and cultural circumstances affecting the daily life of people in different regions in different
time periods. By so doing, we hope that students come to appreciate literature as a both a reflection of a specific “moment” in history
and a shaper of it.
Textbook: Strayer, Robert W. 2009. Ways of the World: a Brief Global History. Beford/St. Martin’s
Primary sources:
Textual: The Human Record: Sources of Global History, by Alfred Andrea and James Overfield, 3 rd ed., Vols 1 & 2,
Houghton Mifflin Co., 2005.
Worlds of History: a Comparative Reader, by Kevin Reilly, 3rd ed., Vols 1 & 2, Bedford/St. Martin’s, 2007.
Visual: most images for visual analysis will come from the imaged-based DBQs in the Strayer text, the Reilly reader, or from
textbook and internet ancillaries.
Quantitative: students will analyze specific graphs, charts and tables drawn from the Strayer text, as well as the following
sources, among others: Maps of Time: an Introduction to Big History by David Christian; The World That Trade Created, by
Kenneth Pomeranz; and Old World Encounters: Cross-Cultural Contacts and Exchanges in Pre-Modern Times, by Jerry
Secondary sources (select): works of historical interpretation used in the course will be drawn from the following sources, among
others. See course outline for specifics:
The Open Empire, by V. Hansen. 2000
The Rise and Fall of the Great Powers, by P. Kennedy. 1987
Journal of World History (selected articles such as Shaffer, L. 1994. “Southernization,” 5/1:1-21; R.J. Barendse, “Trade and
State in the Arabian Seas: a Survey from the Fifteenth to the Eighteenth Century,” 11/2 (Fall 2000), 173-225; X. Liu. 1995.
“Silks and Religions in Eurasia, 600-1200,” 6/1, 25-48)
The Geographical Review (selected articles such as Bentley, J. “Sea and Ocean Basins as a Framework for Historical
Analysis,” 89: 215-224.
Taking Sides: World History, Vols 1 & 2. By J.R. Mitchell and H.B. Mitchell. 2004.
The APWH course content is structured around the investigation of 5 course themes and 19 key concepts in six different chronological
periods. The 5 themes present areas of historical inquiry that will be investigated at various points in time throughout the course
across multiple regions and revisited as manifested in particular historical developments over time.
Interaction between humans and the environment
Development and interaction of cultures
State-building, expansion and conflict
Creation, expansion and interaction of economic systems
Development and interaction of social structures
Historical analysis requires familiarity with a great deal of information about the past – names, chronology, facts, events and the like.
Without reliable and detailed information about the past, historical thinking is not possible. Thematic instruction facilitates the
learning of this information by providing students with a ways to organize the “facts.” Yet, historical analysis involves much more
than the compilation and recall of data about the past. It also requires several distinct historical thinking skills. The four historical
skills listed below provide an essential framework for learning to think historically.
Crafting Historical Arguments from Historical Evidence
Chronological Reasoning
Comparison and Contextualization
Historical Interpretation and Synthesis
The basic format of the course is lecture/discussion/group and individual work related to course content and themes, supplemented by
outside readings and written analysis of primary and secondary source materials. Time will be given during each class session for
discussion and students are strongly encouraged to contribute ideas, comments, and questions. Instructional activities involving
collaborative exercises, map & graph analysis, student debate, study and reflection are essential to the learning environment of this
class and will be used frequently.
In terms of the daily class structure, I will try to split the 80 minute teaching period into three parts: an opener (e.g. a discussion of the
previous night’s reading, a document analysis using SOAPPSTone or OPTIC, a TWEDYADWTS quickwrite or quiz) a brief lecture
(~25 mins) and a skills-practice exercise (e.g. a more in-depth document analysis, film clip critique, C/C chart, seminar prep, etc.).
Exceptions are days set aside for simulations, role-playing, Socratic seminars, timed essays, orals, or unit tests. Note: students are
expected to complete all core reading assignments prior to class sessions. No student will be allowed to make up a test, quiz or essay
if absent without an excuse. Use the website calendar to plan for your assignments.
Grades will be given according to the following frequency and scale:
Unit exams
Reading & writing
Research Paper
(50-70 question, multiple-choice tests)
(Informal writing exercises, formal essays, etc.)
(Fishbowls, Harkness, etc.)
(Cornell Notes, BWH assignments, etc.)
(Reading, chapter and oral quizzes, etc.)
(1 per term)
Students will keep both (1) a class notebook and (2) a writing spiral, which are critical for test preparation and the May AP exam.
Your spiral should be at least a 70-count college ruled spiral. It needs to be punched with three holes. Keep it in your notebook for
daily writing exercises and essay work. Notebooks should be kept in chronological order, corresponding to chapters read over the
course of the semester. Sections for the notebook are listed on the course website under “Class
I do not curve unit tests. However, I will curve the midterm and semester final exams. Students who score below a 70% on a unit test
are allowed to do corrections according to the policy specified on my website. If 90% of the corrections are done accurately, I will
raise your test grade to a 70%. Students who score above a 70% may do corrections for a 5% bonus to their score. This policy also
applies to the midterm exam. Likewise, failing essays may be re-written after tutorials with the teacher. If the corrected essay rescores to at least the 90th percentile, the grade will be a 70%. No corrections will be allowed to the semester final exam.
Because this is a college level class and because we will devote the majority of in-class time to skills practice, missing even one day a
semester could seriously set you back. However, I understand that things happen (e.g. illness, protracted vacations, etc.) and will
follow the school’s make-up work policy for excused absences (see your student handbook for details). Regardless, come and see me
when you get back to school so that we can get you up to speed on what you missed while you were absent. No make up work will be
given for unexcused absences and I do not accept late work. If you plan on being absent on a test/quiz/essay/or project due date, make
arrangements to turn in the assignment early.
Complete each reading assignment and its accompanying work. There is no substitute. Even if the assignment is the usual
Cornell or SQ3R notes, do the reading faithfully. Reading is assigned daily according to the attached calendar. At first it
may seem time consuming and difficult, but practice makes perfect. Also, use a dictionary every time you do not understand
a word.
This is a college-level course. Although we are still in high school, we will discuss topics that may be new and different.
Assignments – even the act of simple note taking – may be difficult to master. Please be patient and keep an open mind.
You will progress and get better as your skills improve. And know that you do not have to agree with everything that you
read and hear (even, if not especially from me!) but you will be expected to think critically and historically about it.
Keep an organized notebook. As the saying goes, “proper planning prevents poor performance.” This is especially true of
college-level classes. Bring your notebook to class daily and every time you come to office hours or a parent/teacher
Work at mastering the writing styles required for the essay section of the APWH exam. In that one-half of the grade for this
class is writing, you will not pass if you cannot write. Also, you will not score a 4 or a 5 on the exam (which all of you are
capable of) if you cannot write well and persuasively. Come to tutorials if you need help.
Do not worry about your grade unless you are failing. This is a college-level course and universities know the difference on
transcripts between ‘regular’ and AP classes (there is a reason why it is called ‘Advanced Placement’). That being said, if
you have a question about your grade or progress in the class, come and see me in tutorial.
Form and join and informal study group with students in the same class. The group is not a substitute for individual work,
but again, “two heads are often better than one.” Not only can you share and compare notes with and get make up work from
other group members, but you can debate different opinions about the course content and assignments and therefore help each
other build critical thinking skills.
Come to tutorials, even if you are not struggling in class! College professors will tell that office hours are seldom used by
students and that often what sets a ‘great’ student apart from a ‘good’ students is that the great students are the ones that take
the time to get to know their teachers and who ask for a little bit of extra help or instruction throughout the year.
Unit 1 – Technological and Environmental Transformations to 600 B.C.E. (2 weeks)
 Key Concept 1.1. Big Geography and the Peopling of the Earth
 Key Concept 1.2. The Neolithic Revolution and Early Agricultural Societies
 Key Concept 1.3. The Development and Interactions of Early Agricultural, Pastoral and Urban Societies
Major Topics/Discussion Points:
 Neolithic Revolution
 Basic features of early civilizations: Mesopotamia, Egypt, Kush, Indus, Shang, Mesoamerican and Andean
 How does a civilization interact with its environment?
Sources & Readings (select):
 Strayer, Ch. 1-3, with maps and visuals.
 Reilly, Vol. 1, Ch. 1 & 2 (excerpts)
 Epic of Gilgamesh, and Judgments of Hammurabi in Andrea and Overfield, Ch. 1.
 D.R. Kelly, “The Rise of Prehistory,” Journal of World History 14, no. 1 (March 2003): 17-36.
Sample Activities/Assessments:
 Students will participate in a roundtable discussion using Gerda Lerner’s ”The Urban Revolution and the Origins of
Patriarchy” (in Reilly)
 Students will examine Neolithic petroglyphs from the Sahara, stone figurines from the Aegean Islands and cave paintings
from Lauscaux, France.
 Students will evaluate historiographical debates origins of civilization in light of archeological evidence from Gobekli Tepe
and Charles Mann’s “The Birth of Religion?” National Geographic (June 2011).
 Students will participate in a writers’ workshop focused on thesis statements and essay development. Sample assignments
include but are not limited to:
Theme 1: students will develop a chart listing the following for each of the early civilizations: location, geography
and climate, food sources, social and political institutions, political structure, and changes humans made to the
o Theme 2: students will compare and contrast the political and social structures of any two of the following early
civilizations: Mesopotamian, Egypt, Shang China, Mesoamerica (Olmec, Maya), Andean South America, KushMeroe, Indus Valley.
Students will read chapters from David Christian’s Maps of Time and Jared Diamond’s Guns, Germs and Steel and discuss
the historians’ interpretations of the origins of agriculture.
o Theme 1: students will evaluate each author’s interpretation by comparing and contrasting their thesis statements,
use of evidence and argumentation.
Students will visit the Egyptian, Nubian and Near Eastern collection at the Michael C. Carlos Museum (Emory University)
and hear from a docent how artifacts and art history can inform our understanding of ancient Egyptian and Mesopotamian
Unit 2 – Organization and Reorganization of Human Societies, 600 B.C.E. to 600 C.E. (4 weeks)
 Key Concept 2.1. The Development and Codification of Religious and Cultural Traditions.
 Key Concept 2.2. The Development of States and Empires.
 Key Concept 2.3. Emergence of Transregional Networks of Communication and Exchange.
Major Topics/Discussion Points:
 Major belief systems: Hinduism, Buddhism, Daoism, Confucianism, Judaism, Christianity, polythesism and shamanism
 Classical civilizations: Greece and Rome, China and India, including migrations of the Huns and Germanic tribes
 Interregional networks by 600 C.E. and the spread of belief systems
 Silk Road trade networks, the Chinese model and urbanization
Sources & Readings (select):
 Strayer, Ch. 4-8
 Reilly, Vol. 1, Ch. 3-8, 13, 14 (excerpts)
 Excerpts from the following: Old & New Testaments, Buddhist sutras, The Analects
 “China and Rome Compared” by S.A.M. Adshead (Reilly)
 “Women in the Classical Era” by S.S. Hughes and B. Hughes (Reilly)
 Fayum Portraits (Reilly)
Sample Activities/Assessments:
 Students will participate in a gallery walk and discussion of the Fayum portraits to consider their purpose and the social
context in which they were produced.
 Students will continue to focus on thesis statements and essay development in a writers’ workshop. Sample assignments
include but are not limited to:
o Theme 3: using the Conrad-Demarest model, students will write a comparative essay analyzing the rise and fall of
two of the following empires: Roman, Han, Gupta.
 In consultation with their literature teacher, students will begin a focused study of the theme of “Tragedy” in historical
literature, starting with dialectical journal responses to the Book of Job and continuing with Homer’s Odyssey.
 Students will read and critique L. Bellan-Boyer’s “Conspicuous in their Absence: Women in Early Christianity” and K.L.
King’s “Women in Ancient Christianity: The New Discoveries” before debating the question: “Did Christianity Liberate
Unit 3 – Regional and Transregional Interactions, c. 600 C.E. to 1450 (6 weeks)
 Key Concept 3.1. Expansion and Intensification of Communication and Exchange Networks.
 Key Concept 3.2. Continuity and Innovation of State Forms and Their Interactions.
 Key Concept 3.3. Increased Economic Productive Capacity and Its Consequences.
Major Topics/Discussion Points:
 The Islamic World, the Crusades, and the Schism in Christianity
 European and Japanese Feudalism
 Mongols across Eurasia and urban decline in S.W. Asia, the Black Death
 Bantu and Polynesian migrations
 Great Zimbabwe and Mayan empire and urbanization
 Aztec and Inca empires and urbanization
 Ming treasure voyages, Silk Road and Indian Ocean Trade
Sources and Readings (select):
 Strayer, Ch. 8-13
 Reilly, Vol. 1, Ch. 7-14 (excerpts)
 Seutonius
 The Popul Vuh (excerpts)
 A Journal of the Plague Year by Daniel Defoe
 “Were the Barbarians a Negative or Positive Factor in Ancient Medieval History?” by G. Guzman (in Reilly)
 Images of mosque architecture in Cordoba and Timbuktu (in Andrea and Overfield)
Sample Activities/Assessments:
 Students will examine a selection of primary sources drawn from early Christian and Quranic texts before writing a
document-based comparative essay question analyzing similarities and differences in Christian and Muslim attitudes toward
trade in the Postclassical period (2004 DBQ).
 Students will write an essay analyzing similarities and differences in Japanese and European feudalism (2002 FRQ#3).
 Students will participate in a seminar discussion on the causes and consequences of the Crusades drawing evident from Ch.
10 in Weisner-Hanks et al. Discovering the Global Past, Vol. 1, 3rd ed., 2007.
 Students will debate Guzman’s thesis in light of alternative interpretations of the Mongol impact drawn from Ch. 9 in
Weisner-Hanks et al. Discovering the Global Past, Vol. 1, 3rd ed., 2007 before conducting a Mongols Mock Trial in which
Ghengis Khan is tried for barbarism and crimes against humanity.
 Students will read and critique a selection of “traveler’s accounts” drawing principally from the writings of Marco Polo and
Ibn Battuta to consider: 1) how such writing(s) is informed by the political and social circumstances of the time period; and
2) the role and importance of interregional travelers as vectors of cultural knowledge.
 In conjunction with their literature teacher, students will continue to develop research and essay-writing skills through the
writers’ workshop. Sample assignments include but are not limited to:
o Theme 1: drawing primary sources from Reilly and Weisner-Hanks et al., students will write a document-based
essay question analyzing the demographic, social and economic impacts of the Black Death on European society in
the fourteenth century.
o Theme 4: students will engage in a group research project drawing on primary and secondary source materials (e.g.
Pomeranz’s The World The Trade Created), library and internet research to produce a written paper tracing changes
and continuities in world trade from 500 B.C.E. to 1000 C.E. in any one of the following regions: the Mediterranean,
the Silk Road (Central Asia, East Asia and Southwest Asia), the Indian Ocean, Sub-Saharan Africa.
 Students will discuss the findings of anthropologists and linguists on tracing the migrations of Bantu and Polynesian
 Students will discuss the images of mosque architecture in Spain and Africa and consider the impact of geographical and
cultural contexts on religion.
Unit 4 – Global Interactions, 1450 to 1750 (6 weeks)
 Key Concept 4.1. Globalizing Networks of Communication and Exchange.
 Key Concept 4.2. New Forms of Social Organization and Modes of Production.
 Key Concept 4.3. State Consolidation and Imperial Expansion.
Major Topics/Discussion Points:
 Transformations in Europe – Renaissance to Scientific Revolution
 Encounters and Exchange: Reconquista, Europe in Africa, Spanish in the Americas
 Encounters and Exchange: Portuguese and Indian Ocean Trade networks, Southwest Asian trade networks and the Ming
slave trade/rise of Qing
 Labor systems in the Atlantic World – The Africanization of the Americas
 The Columbian Exchange in Atlantic and Pacific Context
 Expansion of the Global Economy and Absolutism: Muslim, Tokugawa, and Romanov empires
 Effects of the Atlantic Slave Trade on demography in West Africa, resistance to the slave trade, and expansion of Islam in
sub-Saharan Africa
 Does the label “Renaissance” apply to members of the lower classes in medieval Europe? To women? Are there other
“Renaissances” in other parts of the world? If so, how might this change our understanding of this term as a marker of a
particular period in time?
 Theme 5: Describe the disparities among the various social classes in European urban society between the sixteenth and
eighteenth centuries. Who were the bourgeoisie? What conditions did the poorer classes endure?
Sources and Readings (select):
 Strayer, Ch. 14-16
 Reilly, Vol. 2, Ch. 2, 3 & 5 (excerpts)
Martin Luthers 95 Theses (excerpts)
The Letters of Amerigo Vespucci (excerpts)
The Broken Spears: the Aztec Account of the Conquest of Mexico
The Conquest of New Spain by B. Diaz.
The African Past
The Myth of Continents by K. Wigens
Sample Activities/Assessments:
 Students will read excerpts from A Short Account of the Destruction of the Indies by Bartolome de las Casas and consider
how it both reflects as and was shaped by the political and cultural circumstances of its time.
 Students will read excerpts from The Myth of Continents by K. Wigens and discuss the different cultural constructions of
 Students will read and critique R. Royal’s “Columbus and the Beginning of the New World” and G. Garcia Marquez’s “For a
Country Within Reach of the Children” in light of primary source accounts (drawn from Reilly and Andrea and Overfield)
before debating: “Christopher Columbus – Hero or Villan?”
 Students will continue to focus on thesis statements and essay development through the writers’ workshop. Sample
assignments include but are not limited to:
o Theme 2: students will write an essay tracing the diffusion of intellectual, artistic and scientific knowledge EITHER
within any one OR between any two region(s): East Asia; South Asia; Southwest Asia; Western Europe; Eastern
Europe; Africa; the Americas
o Theme 3: students will write a comparative essay in which they analyze similarities and differences in the process
of empire-building of one European and one Afro-Asiatic empire: France, Portugal, Spain, England, Holland,
Russia, Austria or Prussia, Ottoman Empire, Safavid Empire, Mughal Empire, Ming (Chinese) Empire, West
African Forest State, West African Sahel State, Japanese Shogunate.
o Theme 4: students will write an essay analyzing changes and continuities in global trade networks from 650 CE to
1750 CE.
 Students will prepare timelines of important historical events during this time period in order to evaluate the appropriateness
of 1450 to 1750 CE as threshold dates for the early modern period in both Western and World History.
Unit 5 – Industrialization and Global Integration, 1750 to 1900 (6 weeks)
 Key Concept 5.1. Industrialization and Global Capitalism
 Key Concept 5.2. Imperialism and Nation – State Formation
 Key Concept 5.3. Nationalism, Revolution and Reform
 Key Concept 5.4. Global Migration
Major Topics/Discussion Points:
 European Enlightenment
 America, French, Haitian and Latin American Revolutions
 Napoleonic Wars/Congress of Vienna/Conservatism vs. Liberalism
 British Industrial Revolution
 De-Industrialization of India and Egypt
 Imperialism and Modernization
 Anti-slavery, suffrage, labor movements, anti-imperialist movements
 Reactions to industrialism, modernization and Westernization
 How did the spread of Social Darwinism in the 19 th century influence justifications for European imperialism?
Sources and Readings (select):
 Strayer, Ch. 17-20
 Reilly, Vol. 2, Ch. 6-9 (excerpts)
 “Jamaica Letter” by Simon Bolivar
 The Communist Manifesto by K. Marx (excerpts)
 Declaration of Independence
 U.S. and English Bill of Rights
 Things Fall Apart by C. Achebe
 “White Man’s Burden” by R. Kipling (in Reilly)
 Heart of Darkness by J. Conrad (in Reilly)
 The Azamgarh Proclamation
 “Letter to the Directory” by T. L’Ouverture
Sample Activities/Assessments:
In conjunction with their literature teacher, students will analyze how the historical circumstances of the time period and
intended audience may have shaped the purpose and tone of Q. Equiano’s autobiography “The Life of Gustavus Vassa.”
Students will read and critique R. Porter’s “Matrix of Modernity” and J. Robertson’s “The Enlightenment” before debating:
“Did the British Enlightenment Pave the Way for the Modern World?”
Students will analyze a variety of political cartoons drawn from the Strayer text to address each of the following: 1) how
Europeans’ need for raw materials for industrialization and new markets for manufactured goods relates to imperialism in
Africa during this time period; and 2) how the 1898 Spanish American War exemplifies Social Darwinism and reflects
American attitudes toward becoming an imperialist nation-state.
Students will continue to refine their essay-writing skills through the writers’ workshop. Sample assignments include but are
not limited to:
o In conjunction with their literature teacher, students will write an essay analyzing similarities and differences in how
R. Kipling and J. Conrad use irony, tone, anaphora and diction to create images of an African “other” in their
respective works, “White Man’s Burden” and Heart of Darkness.
o Theme 1: students will write an essay analyzing changes and continuities in long-distance migrations between any
two regions from 1450-1900 (modified 2011 FRQ#2).
o Theme 5: students will write an essay analyzing similarities and differences in the construction of North American
racial ideologies with the construction of racial ideologies in EITHER Latin America OR Africa (modified 2008
o Theme 3: student will write an essay in which they apply the Brinton Model to analyze similarities and differences
in the goals and outcomes of any two of the following revolutions: French, North American, Haitian, Latin
American (e.g. Venezuelan).
Unit 6 – Accelerating Global Change and Realignments, 1900 – Present (6 weeks)
 Key Concept 6.1. Science and the Environment
 Key Concept 6.2. Global Conflicts and Their Consequences
 Key Concept 6.3. New Conceptions of the Global Economy, Society and Culture
Major Topics/Discussion Points:
 World War I, Total War, and Reactions to Wilson’s Fourteen Points
 Rise of Consumerism and the Internationalization of Culture
 Depression and Authoritarian Responses
 World War II and Forced Migrations
 United Nations and Decolonization
 Cold War, Imperialism and the End of the Cold War
 The Information and Communication Technologies Revolution
 Global Climate Change, the Environment, and Public Health Challenges
Sources and Readings (select):
 Strayer, Ch. 21-24
 Reilly, Vol. 2, Ch. 10, 11, 13 & 14 (excerpts)
 Woodrow Wilson’s “Fourteen Points Speech”
 WWI and WWII propaganda posters (in Reilly)
 Dadaist art
 “There is No Salvation for India” and “Doctrine of the Sword” by M.K. Gandhi
 P. Legrain, “Cultural Globalization is Not Americanization” (in Reilly)
 S. Hetata, “Dollarization” (in Reilly)
 The Bombing of Hiroshima – 1945 by Y. Michiko
 The Political and Social Doctrine of Facism by B. Mussolini (excerpts)
 Mein Kampf by A. Hitler (excerpts)
 Tables, charts, and graphs showing life expectancy rates, literacy rates and other quality-of-life data from “World
Development Report 2010” by the UNDP
 All Quiet on the Western Front by E.G. Remarque
 The Things They Carried by P. O’Brien
Sample Activities/Assessments:
 Students will participate in a gallery walk and discussion of WWI (and WWII) propaganda posters from various countries to
evaluate their purpose and point of view.
 Students will analyze examples of Dadaist art for their purpose and point of view in order to assess the variety of social and
cultural reactions to twentieth century global conflicts.
 Students will read and critique essays by Hetata and Legrain in an attempt to define the term “globalization.”
Students will analyze UNDP data alongside primary and secondary source materials drawn from Reilly and Andrea and
Overfield to evaluate the effectiveness of state-sponsored/directed vs. free market economic development programs in the
Soviet Union/Russia, China, Japan, the United States and/or Egypt.
Students will analyze excerpts from The Economic Consequences of Our Time by J.M. Keynes alongside data on inflation,
GDP and unemployment in the United States & Germany drawn from “The Slide to Protectionism and the Great Depression:
Who Succumbed and Why?” by B. Eichengreen to understand the causes and consequences of the Great Depression.
Students will prepare timelines of important historical events during this time period to debate the appropriateness of using
1898, 1910, 1914, 1945, 1989, and 2001 as “rupture points” in a narrative about changes and continuities during the long
twentieth century.
Students will continue to refine their essay-writing skills through the writers’ workshop. Sample assignments include but are
not limited to:
o In conjunction with their literature teacher, students will write an essay analyzing the use of rhetoric in Kantorek’s
speech from Remarque’s All Quiet on the Western Front in order to assess the role and importance of nationalism as
a catalyst for social and political change in the twentieth century.
o Students will write an essay that compares and contrasts the impact and consequences of World War I on any two of
the following regions: Eastern Europe, the Middle East, South Asia, East Asia, Sub-Saharan Africa; OR that
compares and contrasts the consequences of World War II on any two of the following regions: the Middle east,
Oceania, Africa.
o Theme 1: students will complete a document-based essay question analyzing the causes and consequences of the
Green Revolution (2011 DBQ).
Advanced Placement World History/Gifted World Literature
To Mr. Vincent,
I have read the course description, syllabus and class rules for Advanced Placement World
History/Gifted World Literature. I understand my responsibilities in this course and the requirements to
be successful. I know that there will be more work than in a typical class. I will do my best to abide by
class expectations.
I/we have read the course description and syllabus for Advanced Placement World History. I/we
understand the long-term benefits of the intellectual development offered by this course, and support
my/our student’s enrollment in this course. I/we have also read the class rules and will do my/our best to
have our student abide by class expectations.
____ I/we will be attending the APWH Open Forum on Monday, August 15th from 5:30-7pm.
____ I/we will NOT be attending the APWH Open Forum on Monday, August 15th from 5:30-7pm.