Download AP World History 2015-2016 VanSice

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COURSE INFORMATION
2015-2016
Advanced Placement World History Syllabus -- Amphitheater High School
Introductory Information:
Instructor & Room:
E-Mail Address:
Room Phone Number & Voice Mail:
Debbie VanSice (#710)
[email protected]
(520) 696-5536
Course Description: Advanced Placement World History is a two-semester course that
begins at 8000 B.C.E. and continues to the present day. It follows the same type of rigor
and challenge of a college introductory course in World History. The course adheres to
district and Arizona State Standards/Common Core Standards; yet, it offers instruction for
those who wish to earn college credit in high school through an intensive, academic
program in that it follows College Board guidelines. Therefore, there will be emphasis on
the development of conceptual knowledge, research and writing skills, and higher levels of
thinking.
AHS World History Enduring Understanding: Over the course of many thousands of
years, today’s world evolved from the earliest civilizations.
Course Overview: Throughout the year, the AP World History will develop an
understanding of the global patterns and developments among major world societies from
prehistory to the present. There will be an in-depth examination and comparison of world
cultures, human institutions, the effects of new technologies, and world geography. The
course explores the foundations of history necessary to understand the complexities of
today’s world. We will analyze historical continuity, along with change across the “five
themes”, “four historical thinking skills”, as well as the “habits of mind”, which enhance
critical thinking and promote self-directed learning.
AP Five Themes: The course will focus on five overarching themes throughout human
society, which are also noted at www.collegeboard.com.
1.
Interaction between humans and the environment
(demography and disease, migration, patterns of settlement, & technology)
2.
Development and interaction of cultures
(religions, belief systems, philosophies, ideologies; science & technology;
and the arts & architecture)
3.
State-building, expansion, and conflict
(political structures & forms of governance; empires; nations & nationalism;
revolts & revolutions; and regional, trans-regional, and global structures &
organizations)
4.
Creation, expansion, and interaction of economic systems
(agricultural & pastoral production; trade & commerce; labor systems,
industrialization; and capitalism and socialism)
5.
Development and transformation of social structures
(gender roles & relations; family & kinship; racial & ethnic constructions;
and social & economic classes).
The Four Historical Thinking Skills: The AP World History course addresses the ability
to learn and think like a historian; therefore, AP College Board stresses the following four
historical thinking skills to permit historical analysis. It is then the application of historical
thinking skills that permits opportunities to compare histories of various regions in order to
understand change; it also establishes relevance and significance to that which is being
learned. These are also noted at www.collegeboard.com.
1.
Crafting Historical Arguments from Historical Evidence
-Historical Argumentation
-Appropriate Use of Relevant Historical Evidence
2.
Applying Chronological Reasoning
-Historical Causation
-Patterns of Continuity & Change over Time
-Periodization
3.
Applying Comparison & Contextualization
-Comparison
-Contextualization
4.
Applying Historical Interpretation & Synthesis
-Interpretation
-Synthesis
AP Habits of Mind: The AP World History course addresses habits of mind in two
categories: (1) those addressed by any rigorous history course, and (2) those addressed
by a world history course.
These “Habits of Mind” are also noted at
www.collegeboard.com.
Four Habits of Mind: (from the first category)
1. Construct and evaluate arguments using evidence to make plausible arguments.
2. Use documents and other primary data to develop the skills necessary to analyze
point of view and context, and to understand and interpret information.
3. Assess continuity and change over time and over different world regions.
4. Understand diversity of interpretations through analysis of context, point of
view, and frame of reference.
Five Habits of Mind: (from the second category)
1. See global patterns and processes over time and space while connecting local
developments to global ones.
2. Compare within and among societies, including comparing societies’ reactions
to global processes.
3. Consider human commonalities and differences.
4. Explore claims of universal standards in relation to culturally diverse ideas.
5. Explore the persistent relevance of world history to contemporary developments.
Course Objectives/Historical Periods: By the end of the course students should have a
greater understanding of how history can be used to help explain the complex world that
surrounds them. Students are encouraged to become independent thinkers able to use
primary and secondary sources to make their own interpretations about history. To help
guide students, this course will study the following six historical periods:
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Period 1 - Technological and Environmental Transformations: 8000 B.C.E. - 600 B.C.E.
Period 2 - Organization and Reorganization of Human Societies: 600 B.C.E. - 600 C.E.
Period 3 - Regional and Transregional Interactions: 600 C.E. - 1450
Period 4 - Global Interactions: 1450 – 1750
Period 5 - Industrialization and Global Integration: 1750 – 1900
Period 6 – Accelerating Global Change and Realignments: 1900 – Present
Course Units: The AP designated historical periods will be maintained; however,
historical periods 1 & 2 will be combined into Unit I. Therefore, the units will be covered
and students will be assessed according to the following:
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Unit I:
Global Foundations: 8000 B.C.E to 600 C.E. (Chapters 1-5)
Unit II: Post Classical Developments: 600-1450 (Chapters 6-15)
Unit III: Early Modern Developments: 1450-1750 (Chapters 16-22)
Unit IV: Modernization: 1750-1900 (Chapters 23-27)
Unit V: Contemporary World: 1900-present (Chapters 28-36).
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Course Goals: The goals of the course are to develop the skills and the knowledge
required for world historical inquiry.
Advanced Placement World History students will:
1. Acquire knowledge of world history, including specific names, terms, and concepts,
organized by the six AP World History Themes.
2. Connect regional events and trends from around the world and then place these
events into global contexts.
3. Develop a broad understanding of world historical forces through comparative
analysis and examination of change over time.
4. Use, analyze, and evaluate primary sources, evidence-based arguments &
documents, maps statistical tables, and pictorial and graphic evidence to study
historical events.
5. Assess the diversity of interpretations through analysis of context, point of view, and
frame of reference, in primary and secondary sources.
6. Develop an awareness of human commonalities and differences while assessing
claims of universal standards, including diverse ideas and values, in historical
context.
AP Exam: The AP Test will be held on Thursday, May 12, 2016, at 8:00 a.m. Because
this class is meant to prepare students for the AP Exam, all students are expected to take
it. In addition, for those students that pass the AP Test with a 3, their second semester
grade will be moved up one grade letter. (Scoring a 4 will increase the semester grade by
two letter grades and a 5 by three letter grades.) The exam will consist of 70 multiplechoice questions and three essays. The three essays will consist of one DBQ (reading and
analyzing a set of documents and then writing about them), one Continuity/Change Over
Time essay (analyzing broad continuity and changes in one or more regions of the world
over at least one periodization), and one Comparative essay (comparing two or more
societies on a set of issues). Fifty-five minutes are allocated for the multiple-choice
section, and 130 minutes total for the free-response segment. The APWH exam is a
national exam, and the curriculum was created by The College Board. Scoring a 3, 4, or 5
could possibly earn a student 6 hours of college credit. (The exam lasts three hours and five
minutes.)
AP Textbook:
Stearns, Peter N., et al. World Civilizations: The Global Experience. 3rd ed. AP version.
New York: Pearson Longman, 2003. Textbook. (Including Stearns online resources: power
points with map analysis, charts, graphs, tables, extensive documents, works of art, images, etc. for
the various chapters being studied.)
Philp, Paul W., Student Review Manual (to accompany Stearns/Adas/Schwartz/Gilbert
World Civilizations: The Global Experience (Advanced Placement Edition). Includes Testtaking Tips and sample DBQs (Pearson Education, Inc., 2002)
Students are encouraged to access additional Pearson Longman resources online at
http://wps.ablongman.com/long_stearns_wcap_4
Western Tradition, Vol. 1 & 2, 1995 by Eugen Weber. [Several of the documents being
used throughout the course are from these two text volumes.]
AP Documents’ Source:
Reilly, Kevin. Worlds of History: A Comparative Reader, 3rd Edition (Bedford/St. Martins,
2009). [A variety of primary as well as secondary sources will be used throughout the
course from this text.]
Outside Readings & Resources:
COLLEGE BOARD WEBSITE: http://www.collegeboard.com/ap/students/index.html (This
Internet site contains information about the World History AP Exam and how to prepare for it.)
2002-2010 AP World History Essay Questions, Rubrics and Student Samples (AP Central)
AP Test Prep Series: AP World History (Pearson Education, 2010)
Ellis, Elisabeth and Elser, Anthony. Connections to Today. (Prentice Hall, 1997)
Rand McNally Historical Atlas of the World (various editions).
Scholastic World History Program (Scholastic Inc., 1987)
Document-Based Assessment Activities for Global History Classes by Noonan (J, Weston
Walch, 1999).
Cracking the AP World History Exam: Student Study Guide (Princeton Review, 2004).
Guns, Germs and Steel by Diamond (Norton, 1999).
Content Knowledge, Summary Course Outline & Schedule:
Includes content
knowledge (historical periods, key concepts & timelines), chapter readings, essential
questions, comparisons, Arizona State Standards/Common Core Standards (identified as
AZ Concepts), and documents & documentaries (not all documents or documentaries are
read/viewed in their entirety nor is the course limited to only these sources).
**The Six Historical Periods & Key Concepts adhere to Arizona State Standards, Strand 3,
Concepts 1-6, which are noted. All six historical periods emphasize Strand 3, Concept
1indicated below. (www.ade.state.az.us/standards/sstudies/articulated/)
**AZ Concept 1: Research Skills for History – Historical research is a process in which
students examine topics or questions related to historical studies and/or current issues.
By using primary and secondary sources effectively students obtain accurate and relevant
information. An understanding of chronological order is applied to the analysis of the
interrelatedness of events. (Stressed throughout the course.)
Period 1: Technological & Environmental Transformations – 8,000 B.C.E – 600 B.C.E.
(1½ weeks: August 6-18, 2015)
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Key Concept 1.1: Big Geography and the Peopling of the Earth
Key Concept 1.2: Neolithic Revolution and Early Agricultural Societies
Key Concept 1.3: Development and Interactions of Early Agricultural, Pastoral &
Urban Societies.
**Chapter Readings: Stearns Chapter 1: From Human Prehistory to Early Civilizations.
**Topic Areas/Course Content:
-Prehistoric Societies
-Developing Agriculture & Technology
-Early Civilizations: Middle East, South Asia, East Asia, the Americas, Africa, and
Oceana
**AZ Concept 2: Early Civilizations – The geographic, political, economic and cultural
characteristics of early civilizations significantly influenced the development of later
civilizations.
**Essential Questions: What does it mean to be “human”? What is a “civilization”? What
does it mean to be “civilized”? Why do we study “history”?
**Projects/Activities: Students will: 1.) view the World History For Us All website” as it
includes archaeological data obtained from sites located in the Czech Republic, the
Ukraine, and Russia – from 23,000 and 14,000 years ago – and analyze the economic,
social, environmental, technological changes that resulted due to the move toward
agriculture and pastoralism; and 2.) create their own Utopian Societies after having
read and analyzed Thomas More’s Utopia. The project will consist of a visual and/or
a paper that includes what they envision as their own perfect societies. The purpose
for this assignment is to help students understand the meanings of the terms: political,
economic, social, & spiritual when analyzing events and situations that shaped our
current world. Students will also compare their own societies to that of Thomas More’s
The assignment is aimed at helping students organize essays for the free-response
questions in preparation for the AP Exam (DBQs, Change over Time, & Comparative).
**Comparisons: Early civilizations, migrations, pastoral & nomadic systems, belief
systems, and social, political, cultural, & economic (trade) systems.
**Comparative Essays: Students will write these comparative essays:
1.) How your views on studying history is similar and different from the views shared by
Peter Stearns in “Why Study History” and William H. McNeill’s “Why Study History”?
2.) How do two of the “Early Civilizations” studied in this unit compare politically, socially,
economically, and spiritually (belief systems)?
**Document-Based Question (DBQ): Students write an essay using 8 documents, and
analyze Han and Roman attitudes toward technology. (2007 AP World History FreeResponse Question, College Board)
**Documents/Documentaries: Nacirema, “Why Study History” by Peter Stearns
(historians.org), “Why Study History” by William H. McNeill (historians.org), Code of
Hammurabi (excerpts); Annals of Ashurbanipal; A&E films on Ancient Egyptian Pyramids
& Mummification; The Epic of Gilgamesh; History of China by Wolfram Eberhard, 1977;
Prehistoric Mesoamerica, 1991, “World History for Us All” website, and Thomas More’s
Utopia.
**Primary Source Work/SOAPS & SUDS: SOAPS/SUDS (Subject, Occasion, Audience,
Purpose, & Speaker/Supplemental Understandings Describing SOAPS will be submitted
by students from the documents indicated above. Discussion will follow permitting student
analysis of the documents as well as an in-depth look at POV (point of view). [These
include documents, images, and maps.]
**Secondary Sources: The Urban Revolution: Origins of Patriarchy (Gerda Lerner
from Reilly). This source will be discussed, analyzed, and evaluated for its historical
interpretations of the past. We will also examine the “Thinking Historically” questions
posed in Reilly’s Worlds of History: A Comparative Reader.
**Discussion & Analysis: Aside from discussion of primary and secondary source
documents indicated above, students will participate in frequent class discussions that
examine and connect to events of current day. This requires students to obtain articles
from more recent and reputable news sources. Write-ups for these discussions entail:
analysis, evaluation, comparisons, and connections.
Period 2: Organization & Reorganization of Human Societies – 600 B.C.E.-600 C.E.
(4½ -5½ weeks: August 19-September 18, 2015)
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Key Concept 2.1: The Development and Codification of Religious & Cultural Traditions
Key Concept 2.2: The Development of States and Empires
Key Concept 2.3: Emergence of Transregional Networks of Communication & Exchange.
**Chapter Readings: Stearns Chapters 2-5: Classical Civilizations of China, India & the
Mediterranean (Greece & Rome) – development, directions, diversities, & decline.
**Topic Areas/Course Content:
-Major Belief Systems: Hinduism, Buddhism, Judaism, Christianity, Confucianism,
and Taoism, as well as Vodun, Wicca, Shamanism, Animism, Zen Buddhism, Shinto,
Rastafari, Australian Aborigine, Hawaiian-Based Religions (Kapu), etc. (This will be
the Religions Project via presentation & comparative essay.)
-Classical Civilizations of Greece, Rome, China, & India, including migrations of the Huns,
and Germanic tribes.
-Interregional trade systems & networks by 600 CE and the spread of belief systems.
**AZ Concepts 2 & 3: Early Civilizations – The geographic, political, economic &cultural
characteristics of early civilizations significantly influenced the development of later
civilizations; and the World in Transition – People of different regions developed unique
civilizations and cultural identities characterized by increased interaction, societal
complexity and competition.
**Essential Questions: How are religions & philosophies both similar and different?
How did/does geography influence the development of migration patterns as well as
trade? How do political systems impact social developments?
**Project/Activity: Students will research and present on one of the world religions/
philosophies by examining: 1.) People/History; 2.) Leaders; 3.) Beliefs & Practices; and
4.) Diffusion & Conflicts. A comparative essay will be written and students will submit
questions on their topic areas for the end of the unit multiple choice test.
**Comparisons: Classical civilizations in China, India, & the Mediterranean, migrations,
major religious and philosophical systems, women of differing belief systems, systems of
social inequality, the development of traditions, as well as interregional trading systems.
**Comparative Essays: Students will write these comparative essays:
1.) How did the were two of the civilizations during the Classical Period similar and yet
different? (Han/China, Mauryan/Gupta India, Mediterranean Greece/Rome). (Include
the evaluation of the causes and consequences of their decline.)
2.) Compare & contrast two of the belief systems studied: Hinduism, Buddhism,
Taoism, Confucianism, and Legalism.
3.) Compare and contrast two of the religions/philosophies studied in the Religions Unit
excluding the religion/philosophy you presented. (People/History; Leaders;
Beliefs & Practices; and Diffusion & Conflicts.)
**Change & Continuity Over Time Essay (COT): Students will write an essay on the
political and cultural changes in the Late Classical Period – using China, India, or Rome.
**Documents/Documentaries: The Athenians & the Spartans & The Funeral Oration of
Pericles by Thucydides; Wall Inscriptions from Pompeii, AD 79 (.pdf file); Confucius on
Good Government & The Analects (excerpt); Chinese Philosophies of Political
Administration by Thayer Watkins, Han Fe Zi’s Legalism; Rig Veda on the Origin of the
Castes (excerpts); Dao De Jing excerpts by Lao Tze, Zarathustra’s Good and Evil; Plato
from The Apology of Socrates; Plato from The Republic; Aristotle from The Politics;
Alexander the Great documentary, Julius Caesar: The Customs of the Germans; Julius
Caesar A&E Documentary; 2007 DBQ documents comparing Han & Roman Empires.
**Primary Source Work/SOAPS & SUDS: SOAPS/SUDS (Subject, Occasion, Audience,
Purpose, & Speaker/Supplemental Understandings Describing SOAPS will be submitted
by students. Discussion will follow permitting student analysis of the documents as well
as an in-depth look at POV (point of view). [These include documents, images, and maps.]
**Secondary Source: The Spread of World Religions (Jerry H. Bentley from Reilly).
This source will be discussed, analyzed, and evaluated for its historical interpretations
of the past. We will also examine the “Thinking Historically” questions posed in Reilly’s
Worlds of History: A Comparative Reader.
**Discussion & Analysis: Aside from discussion of primary and secondary source
documents indicated above, students will participate in frequent class discussions that
examine and connect to events of current day. This requires students to obtain articles
from more recent and reputable news sources. Write-ups for these discussions entail:
analysis, evaluation, comparisons, and connections.
Period 3: Regional & Transregional Interactions – 600 C.E.-1450
(7 weeks: September 21-November 3, 2015)
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Key Concept 3.1: Expansion and Intensification of Communication & Exchange Networks
Key Concept 3.2: Continuity and Innovation of State Forms & Their Interactions
Key Concept 3.3: Increased Economic Productive Capacity and Its Consequences.
**Chapter Readings: Stearns Chapters 6-15: The Spread of Islam & Civilization in
Eastern Europe, Civilizations in Western Europe & America, and the Spread of Chinese
Civilization & a Changing World Balance.
**Topic Areas/Course Content:
-The Rise & Spread of Islam: From Arab to Islamic Empire (Umayyad & Abbasid Eras)
-Abbasid Decline & Legacy and the Spread of Islam to South & Southeast Asia
-African Civilizations & the Spread of Islam: Diversities/Similarities
-The Byzantine Empire & Spread of Civilization in Eastern Europe (emphasis on art &
architecture via comparison to Middle Age Art & Renaissance Art)
-The Middle Ages in Western Europe, Post Classical Development, & Medieval Decline
-The Americas prior to European Invasion (Post Classic Mesoamerica: Mayan, Aztec &
Incan Empires & Urbanization) & Societies of Oceania
-Viking, Polynesian, and Bantu Migrations
-States and Societies of Sub-Saharan Africa
-The Era of the Sui, Tang, & Song Dynasties and the Spread of Chinese Civilization
into Japan, Korea, & Vietnam
-Mongol Empire across Eurasia, its urban destruction in Southwest Asia, & its legacy
-The Rise of the West and the Italian Renaissance Culture.
**AZ Concept 3: World in Transition – People of different regions developed unique
civilizations and cultural identities characterized by increased interaction, societal
complexity and competition.
**Essential Questions: How did trade impact the development of the Postclassical Era?
Did changes in this period occur from nomadic migration or urbanization effects? What
influences the development of political and social institutions?
**Projects/Activities: Students will obtain research to: 1.) write up a travel account log
through the eyes of a visitor regarding African Civilizations & the Spread of Islam.
(The log needs to contain information about a particular location’s: geography, customs,
governmental operation, economic & belief systems and include visitor analysis/reactions.)
and 2.) make-up their own unique and creative documents for either the Sui, Tang, or
Song dynasties (written/artwork/charts/graphs) – a DBQ then will be compiled with the
various documents accumulated.
**Comparisons: Japanese versus European feudalism, the development of eastern and
western European political & social institutions, Islam & Christianity, gender systems &
changes, Aztec & Incan empires, European & sub-Saharan African contacts with the
Islamic world, European monarchies versus African empires, the role of urbanization,
Sunni v. Shi’a, and Bantu & Polynesian migrations.
**Comparative Essays: Students will write a comparative essay about the 1.) Aztecs and
the Incas (politically, economically, socially, & spiritually), and 2.) European versus
Japanese feudalism.
**Document-Based Question (DBQ): Students will write an essay using 11 documents &
analyze how the Mongols accomplished the conquest of such a large territory within such
a short period of time. (Obtained from Iredell-Statesville Schools)
**Documents & Documentaries: Mogadishu in 1331 by Ibn Battuta (.pdf file); Letter to
the Pope by Charlemagne; The Fun of Fighting; From the Magna Carta (1215); Niccolo
Machiavelli from The Prince; The Mongols – DBQ; Genghis Khan (1165-1227); Travels
from Marco Polo from Marco Polo; Images of the Black Death; excerpts from the
Koran; Human Sacrifice among the Aztecs, 1590; A&E Documentary on the Crusades,
Crusades, and The Haj of Mansa Musa excerpts, Footbinding articles from Women in
World History), and Hagia Sopia displays of Byzantine art and Justinian mosaic in the
Church of San Vitale.
**Primary Source Work/SOAPS & SUDS: SOAPS/SUDS (Subject, Occasion, Audience,
Purpose, & Speaker/Supplemental Understandings Describing SOAPS will be submitted
by students from the documents indicated above. Discussion will follow permitting student
analysis of the documents as well as an in-depth look at POV (point of view). [These
include documents, images, and maps.]
**Secondary Sources: Were the Barbarians a Negative or Positive Factor in Ancient &
Medieval History? (Gregory Guzman from Reilly) and Consequences of the Black Death
(William H. McNeill from Reilly). These sources will be discussed, analyzed, and
evaluated for their historical interpretations of the past. We will also examine the “Thinking
Historically” questions posed in Reilly’s Worlds of History: A Comparative Reader.
**Discussion & Analysis: Aside from discussion of primary and secondary source
documents indicated above, students will participate in frequent class discussions that
examine and connect to events of current day. This requires students to obtain articles
from more recent and reputable news sources. Write-ups for these discussions entail:
analysis, evaluation, comparisons, and connections.
Period 4: Global Interactions – 1450-1750
(6 weeks: November 4-December 17, 2015)
**There will be a mid-term final exam covering the content from Periods 1-4 at the end of the
first semester.
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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.
**Chapter Readings: Stearns Chapters 16-22: The World Economy & Transformation of
the West, the Rise of Russia & Early Latin America, and Africa & Asian Transitions.
**Topic Areas/Course Content:
-Cultural & Commercial Changes in the West: Renaissance, Reformation & CounterReformation, Absolutism, Revolution, Religious Wars, Scientific Revolution & the
Enlightenment
-Encounters & Exchange: Exploration & Expansion in Africa, the Americas, and the
Indian Ocean trade networks
-The Rise of Russia and its efforts to Westernize (Tension & Cultural Clashes)
-Early Latin America: its Destruction & Transformation of Indian Societies
-Labor Systems in the Atlantic World and the Russian Empire
-Muslim Empires: Ottoman, Safavid, and Mughal
-African Societies, Slavery, and the Slave Trade
-Asian Trading World and European Interaction: Ming/Qing China, Japan (Impact)
**AZ Concepts 4, 5, & 6: Renaissance and Reformation – The rise of individualism
challenged traditional western authority and belief systems resulting in a variety of new
institutions, philosophical and religious ideas, and cultural and social achievements;
Encounters and Exchange – Innovations, discoveries, exploration, and colonization
accelerated contact, conflict, and interconnection among societies world-wide,
transforming and creating nations; and Age of Revolution – Intensified internal conflicts
led to the radical overthrow of traditional governments and created new political and
economic systems.
**Essential Questions: To what extent did Europe become predominant in the world
economically during this particular time frame? What is “faith” and what causes people
to lose “faith”? What factors encourage a rebirth and exploration?
**Projects/Activities: Students will conduct debates 1.) on the Enlightenment Authors and
compare their views/positions/claims with that of other philosophers/philosophies and
their influences outside of Europe. An oral argument, position paper, persuasive essay
or argumentative essay will accompany the project; they will also compare the authors’
positions to ideologies, such as communism, socialism, capitalism, existentialism, etc.
and 2.) the impact of Napoleon and his positive versus negative influences on our world;
and 3.) map work examining connections between imperialism and industrialization and
the creation of promotion posters using www.fordham.edu/halsall/mod/indrevtabs1.html
-- the site offers tables on the spread of industrialization.
**Comparisons: Exploration versus Discovery, Imperial systems – European monarchy
versus land-based Asian empire, coercive labor systems, development of empire building,
Russian, Ottoman, Chinese, Tokugawa, Mughal interactions with the West, European &
Chinese motives for expansion.
**Comparative Essays: Students will write a/an 1.) oral argument, position paper, or a
persuasive/argumentative essay regarding the Enlightenment philosopher they debated
to that of another philosophy or philosopher; 2.) essay comparing conflicts among
the European missionaries, the colonists, and native people of South America to those
experienced by the efforts taken by the missionaries.
**Change & Continuity Over Time Essay (COT): Students will write an essay on the
changes and continuities in labor systems between 1750 and 1914 in ONE of these
areas: Latin America and the Caribbean; Russia; or Sub-Saharan Africa.
**Document-Based Question (DBQ): Students write an essay using 9 documents in
order to determine how the American and Muslim Slaveries were similar and different.
(2002 Pearson Education, Inc. “Student Review Manual” by Stearns, Adas, Schwartz,
and Gilbert.)
**Documents & Documentaries: Christopher Columbus from The Journal; Vasco da
Gama: from A Journal of the First Voyage; John Tetzel: A Sermon on Indulgences;
Martin Luther: The Ninety-Five Theses; John Calvin from The Institutes of the Christian
Church, 1559; Charles V: The Abdication I Brussels (1555); Thomas More from Utopia;
Witch-Persecution at Bamberg & Methods of the Witch-Persecutions; Witches A&E video;
John Locke from The Second Treatise On Government; Montesquieu from The Spirit of
the Laws; Voltaire On English Commerce & On Presbyterians; Jean Jacques Rousseau
from The Social Contract, A Vindication of the Rights of Woman by Mary Wollstonecraft,
American Declaration of Independence, Travels of Zhenghe (chinapage site), Akbar
simulated Interview (akbar2 site), Day of the Dead (palomar.edu), Peter the Great &
Catherine the Great plays (Scholastic), The Mission (movie with Jeremy Irons & Robert
DeNiro), and a Stearns DBQ on American & Muslim Slave System Comparisons.
**Primary Source Work/SOAPS & SUDS: SOAPS/SUDS (Subject, Occasion, Audience,
Purpose, & Speaker/Supplemental Understandings Describing SOAPS will be submitted
by students from the documents indicated above. Discussion will follow permitting student
analysis of the documents as well as an in-depth look at POV (point of view). [These
include documents, images, and maps.]
**Secondary Source/s: How the Other Half Traded (Kenneth Pomeranz from Reilly).
This source will be discussed, analyzed, and evaluated for its historical interpretations
of the past. We will also examine the “Thinking Historically” questions posed in Reilly’s
Worlds of History: A Comparative Reader.
**Discussion & Analysis: Aside from discussion of primary and secondary source
documents indicated above, students will participate in frequent class discussions that
examine and connect to events of current day. This requires students to obtain articles
from more recent and reputable news sources. Write-ups for these discussions entail:
analysis, evaluation, comparisons, and connections.
Period 5: Industrialization & Global Interaction – 1750-1900
(6-8 weeks: January 4-February 12, 2016)
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Key Concept 5.1:
Key Concept 5.2:
Key Concept 5.3:
Key Concept 5.4:
Industrialization and Global Capitalism
Imperialism and Nation-State Formation
Nationalism, Revolution and Reform
Global Migration.
**Chapter Readings: Stearns Chapters 23 – 27: Industrialization & Imperialism,
Consolidation of Latin America & Civilizations in Crisis, and Industrialization Outside
the West.
**Topic Areas/Course Content:
-Industrialization of the West & Cultural Transformations
-Diplomatic Tensions that Led to World War I
-Industrialization & Imperialism: European Global Order & Industrial Rivalries
-Creation of Land Empires in Asia
-Consolidation of Latin America: Establishment of Nations – confrontations/problems
-Crisis for the Ottoman Empire, the Arab Islamic Heartlands, Rise & Fall of the Qing
-Industrial Advance: Reforms, Protest, & Revolution in Russia and Transformation
without Revolution in Japan.
**AZ Concepts 6 & 7: Age of Revolution – Intensified internal conflicts led to the radical
overthrow of traditional governments and created new political and economic systems
and Age of Imperialism –Industrialized nations exerted political, economic, and
social control over less developed areas of the world.
**Essential Questions: How did industrialization develop and influence the world? How
did efforts to bring about social reform influence change and instill conflict? How and why
did “The West” gain financial stability? What factors can unite a nation and disunite a
nation? What are advantages and disadvantages of imperialism? What factors enhance
and inhibit women’s’ rights and roles?
**Projects/Activities: Students will 1.) analyze 5-7 political cartoons about European
Imperial expansion in Asia and Africa to identify how nationalism and the Industrial
Revolution motivated efforts to building empires from 1750-1900. As a result, they will
create their own political cartoon, which then will be subjected to peer analysis, inquiry, &
scrutiny; and 2.) research and present the content presented in Chapters 23-27 in the
Stearns text. Each student group will have a power point component and provide a
particular focus to either anthropology, archaeology, visual arts, literature, economics,
geography, or political science as to how history has been affected and shaped by the
findings and methods of one or more of these particular disciplines. Analysis, synthesis,
and evaluation are to be incorporated within the teaching of the lesson/s.
**Comparisons: Industrial Revolutions in western Europe and Japan, political revolutions,
reactions to imperialism, nationalism, forms of western intervention (Latin America &
Africa), western advancements, comparisons among European women.
**Comparative Essay: Students will write this comparative essay regarding the role of
women from 1750-1900 in two areas – East Asia, Western Europe, South Asia, or the
Middle East.
**Change & Continuity Over Time Essay (COT): Students will write an essay on the
changes and continuities in labor systems between 1750 and 1914 in ONE of these
areas: Latin America and the Caribbean; Russia; or Sub-Saharan Africa.
**Document-Based Question (DBQ): Using the documents, students will analyze
African actions and reactions in response to the European Scramble for Africa. (2009
DBQ from AP College Board.)
**Documents & Documentaries: The Declaration of Independence; The Declaration of
the Rights of Man and Citizen (1789); Olympe de Gouges: Declaration of the Rights of
Women and the Female Citizen; Robespierre on Democracy & Terror; Napoleon
Bonaparte: Proclamation of 19th Brumaire, 11 O’clock p.m.; Napoleon, the Conqueror
documentary; Metternich from Memoirs; Victor Hugo’s Les Miserables; Karl Marx and
Friedrich Engels: The Communist Manifesto; Friedrich Nietzsche: Our Outlook; Rudyard
Kipling from The White Man’s Burden; Peter N. Stearns, The Industrial Revolution
Outside the West; and DBQ on African Actions & Reactions in Response to the European
Scramble for Africa.
**Primary Source Work/SOAPS & SUDS: SOAPS/SUDS (Subject, Occasion, Audience,
Purpose, & Speaker/Supplemental Understandings Describing SOAPS will be submitted
by students from the documents indicated above. Discussion will follow permitting student
analysis of the documents as well as an in-depth look at POV (point of view). [These
include documents, images, and maps.]
**Secondary Sources: The Industrial Revolution Outside the West (Peter N. Stearns
from Reilly). This source will be discussed, analyzed, and evaluated for its historical
interpretations of the past. We will also examine the “Thinking Historically” questions
posed in Reilly’s Worlds of History: A Comparative Reader.
**Discussion & Analysis: Aside from discussion of primary and secondary source
documents indicated above, students will participate in frequent class discussions that
examine and connect to events of current day. This requires students to obtain articles
from more recent and reputable news sources. Write-ups for these discussions entail:
analysis, evaluation, comparisons, and connections.
Period 6: Accelerating Global Change and Realignments – 1900-present-day
(6 weeks: February 15-April 22, 2016)
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Key Concept 6.1: Science and the Environment
Key Concept 6.2: Global Conflicts and Their Consequences
Key Concept 6.3: New Conceptualizations of Global Economy, Society and Culture.
**Chapter Readings: Stearns Chapters 28-36: Challenges of European Dominance, End
of European World Order & the Cold War, and Nation Building & Globalization.
**Topic Areas/Course Content:
-World War I, Great Depression, World War II, and the Cold War
-The West in the 20th Century: Post WW I and Post WW II, including Society & Culture
-Revolutions in Russia and the Creation of the Soviet Union
-Consequences of the World Wars
-East Asia and Postwar Settlements
-Japan and the Pacific Rim
-Latin America Undergoing Revolution & Reaction: Mexican Revolution & WWI, Latin
American Changes, Efforts at Social Reform, and Radical Alternatives
-Decolonization in India and Egypt
-European Empires after the post-war years
-Era of Independence in Africa & Asia: Challenges of Independence, Economic
Growth, and Social Justice
-War, Revolution & Civilization: Mao’s China & Beyond and Colonialism & Revolution
in Vietnam.
-21st Century World: Patterns, Trends, and Prospects (a New Period in World History).
**AZ Concepts 8 & 9: World at War – Global events, economic issues and political
ideologies ignited tensions leading to worldwide military conflagrations and diplomatic
confrontations in a context of development and change; and Contemporary World – The
nations of the contemporary world are shaped by their cultural and political past. Current
events, developments and issues continue to shape the global community.
**Essential Questions: How did differing ideologies lead to conflict in the 20th century?
How have individual rights outpaced communal rights? How have migration patterns
been influenced by conflict and change? How have international organizations impacted
change?
**Projects/Activities: 1.) Students will deliver presentations on various topic areas related
to World War II with emphasis on events/situations taking place outside of Europe. The
presentations will include maps, charts, conflict analysis, and student-led focus discussion
groups In addition, a WWII Documented Journal will be submitted. Students will also
submit questions on their topic areas for the end of the unit multiple choice test; and 2.)
Debates will focus on Modern World Issues that are primarily non-European situations/events.
Examples of topic areas include: Human Rights Violations in China, the Israeli/Palestinian, Conflict
in the Middle East, Kosovo Independence & Conflict with Serbia, Women’s Rights Violations in
Africa, Crisis in Sudan, etc. An oral argument, position paper, or a persuasive, argumentative
essay will accompany the project.
**Comparisons: African versus Indian decolonization, the role of women in wars and
revolutions, causes and effects of World War I and World War II, the impact of the
World Wars outside of Europe, legacies of colonialism & patterns of economic
development (Africa, Asia, Latin America), nationalist ideologies & movements,
independence struggles, independence movement leaders, impacts of Western
consumerism outside of Europe, and high-tech warfare v. guerrilla warfare.
**Comparative Essays: Students will write essays comparing: 1.) the political goals
and social effects of revolution in two nations: China, Russia, or Mexico and to indicate
parallels to revolutions that have occurred in more recent history; 2.) the causes &
effects of World War I to that of World War II and to indicate how these compare to
more current world altercations.
**Change & Continuity Over Time Essay (COT): Students will write an essay on changes
and continuities regarding the formation of national identities 1900-present for two regions:
Middle East, South Asia, or Latin America.
**Document-Based Question (DBQ): In an essay, students will read 10 documents and
analyze factors that shaped the modern Olympic movement from 1892 to 2002. (2008
DBQ from AP College Board).
**Documents & Documentaries: Woodrow Wilson’s The Fourteen Points; The Explosion
(WWI Causes) documentary; Death Camps; Other Methods of Genocide; Winston
Churchill from the Iron Curtain Speech; Vaclav Havel: Thriller; Mohandas K. Gandhi,
from Hind Swaraj; Erich Maria Remarque, All Quiet on the Western Front; Wilfred Owen,
Dulce et Decorum Est; Iris Chang, from The Rape of Nanking; Theodor Herzl, from The
Jewish State; Abba Eban, The Refugee Problem; Aung San Suu Kyi, from Letters from
Burma; Miriam Ching Yoon Louie, from Sweatshop Warriors: Immigrant Women Workers
Take on the Global Factory; A&E Documentary on Pancho Villa, authentic WWII
propaganda posters, newspapers, postcards, & magazines, Rasputin A&E documentary,
a DBQ on Shaping the Modern Olympic Movement, Andrew Schot, Holocaust survivor,
Invisible Children presentation.
**Primary Source Work/SOAPS & SUDS: SOAPS/SUDS (Subject, Occasion, Audience,
Purpose, & Speaker/Supplemental Understandings Describing SOAPS will be submitted
by students from the documents indicated above. Discussion will follow permitting student
analysis of the documents as well as an in-depth look at POV (point of view). [These
include documents, images, and maps.]
**Secondary Sources: Cultural Globalization Is Not Americanization (Philippe Legrain
from Reilly). This source will be discussed, analyzed, and evaluated for its historical
interpretations of the past. We will also examine the “Thinking Historically” questions
posed in Reilly’s Worlds of History: A Comparative Reader.
**Discussion & Analysis: Aside from discussion of primary and secondary source
documents indicated above, students will participate in frequent class discussions that
examine and connect to events of current day. This requires students to obtain articles
from more recent and reputable news sources. Write-ups for these discussions entail:
analysis, evaluation, comparisons, and connections.
Final Weeks: Review & Projects – Current World (2 weeks: April 25-May 19, 2016)
**Review for AP Exam: Detailed reviews of the periods of time studied will occur on up
to the time of the AP Exam. (Review sheets and sample multiple-choice test will be
provided as well as examples of AP Free-Response Essays used for previous AP
World History exams.)
**Periodization Analysis: Once the six time periods of APWH are complete, students
will research and examine the diverse periodization models established by historians.
The contents of these will be evaluated to determine the proposition of new periodization
ranges based on their research findings. Students will also compare the periodization
offered in their textbook compared to the periodization used for the course curriculum.
Students will then come up with their own models, and offer justification for their
recommendations. [Note: This too will be conducted at the conclusion of each of the
six periodization units to determine viability.]
AHS Course Expectations: Minimum classroom expectations include: 1. Be on Time, 2.
Be Prepared, 3. Be Respectful, and 4. Participate.
AHS Pillars of Character: The Six Pillars of Character will continue to be taught and
expected as part of the curriculum introduced as freshmen.
These are:
1.
Trustworthiness, 2. Respect, 3. Responsibility, 4. Fairness, 5. Caring, and 6. Citizenship.
Required Course Materials: A three-ring binder (portfolio), pocket folder, loose leaf
paper, as well as pen/pencil are basic requirements needed for the class. Also, have a
date book/planner to keep assignment/project due dates. A spiral notebook may be used
for lecture notes and homework outlines/notes. All binders should be divided into the five
units, which incorporate the AP designated historical periods: Unit I – Chapters 1-5
(Periods 1 & 2); Unit II – Chapters 6-15 (Period 3); Unit III – Chapters 16-22 (Period 4);
Unit IV – Chapters 23-27 (Period 5); and Unit V – Chapters 28-36 (Period 6).
Course Procedures & Expectations:
1. For all in-class activities and work, you are expected to exhibit behavior that is
appropriate, mature, and responsible. Class time is to be utilized wisely and properly, so
that each student is permitted the same opportunity to learn and achieve. When I am
speaking, I expect your attention. Please display this same courtesy to your peers.
2. Please make sure that you are in class and in your seat on time each day. Should
tardies occur, the AHS tardy policy will be followed, and consequences will apply. Sign in
when you are late, so you will not be marked absent. Please bring the required materials
to class with you each day, and be prepared to begin class on time with bell work/activity.
If you need to use a pass during class time, please enter and exit without disruption.
3. Electronic devices are not permitted in class, so please keep them out of sight and put
away during instructional time or they may be confiscated. Water bottles may be brought
into class; however, food and beverage should remain outside the classroom.
4. If you wish to do well in this class, attendance is of the utmost importance, and the AHS
attendance policy will be strongly enforced.
If you are absent from class, it is your
responsibility to ask for and obtain the notes/ assignments missed. E-mail me if absent,
and I will reply with that day’s assignments so you do not fall behind. (Generally, you are
given equal number of days as you were absent to make up missing work.)
5. Assignments are placed in the plastic-tiered trays on the west wall nearest to the pencil
sharpener. Also, be sure to check the agendas for assignment due dates posted weekly
on the bulletin board nearest the entrance. You will also be given Unit Schedules to
indicate due dates for assignments; therefore, seldom will excuses be given for late work.
(To be absent for a school activity, a “School Activity Absence Request” form will need to be posted
on line prior to the activity.)
6. Opportunities for extra credit are available upon request and generally involve readings
of current world articles or SOAPS/SUDS analysis work for designated primary source
materials. Written feedback (summary, reaction, connections) then needs to be submitted.
(Extra credit points are few in number, yet points do accumulate and may assist in raising grades,
not to exceed 3%.)
7. For assignments submitted late, points (10%) are deducted. However, once the unit’s
chapter work has been completed, chapter outlines/notes/work will no longer be accepted.
As long as the chapter outlines are submitted prior to the unit’s completion, half credit may
still be received. Since required chapter readings occur on nearly a daily basis, students
are strongly encouraged not to get behind. Please note that all Chapter Outlines/Cornell
Notes must be hand-written and not typed. It is recommended that you leave a righthand or bottom margin to provide questions with regard to the content read – these will be
used to enhance class discussions and fuel student interaction. The outlines/Cornell Notes
serve as helpful study guides for the unit tests as well as the AP Exam.
8. You may request extensions on (large point) written assignment for the quarter (unless
otherwise indicated); yet, these must be submitted in writing prior to the due dates. Most
written assignments, except for test/examination essays, may also be rewritten for
additional credit. Prior to completion of the semester, late (large point) written assignments
may be turned in for half credit. (This is not applicable for chapter outlines/Cornell Notes.)
9. It is requested that all formal (large point) written assignments be typed or written in pen
(black or blue ink). The “rule of thumb” is that any in-class written assignments/test essays
may be done in pencil; however, outside-of-class written assignments (aside from
outlines/notes) must be done in ink or be typed.
10. Keep in mind, work that has been plagiarized is never accepted and no credit is
received. Such an offense may endanger a student’s retention in the Honors Classes
and membership in the National Honor Society. Therefore, you must do your own work.
Working with others to arrive at an answer is acceptable and encouraged; however,
copying is not acceptable, and those who do so will receive a zero. This applies to
chapter outlines/Cornell Notes as well as large point written assignments. Students who
permit another student/s to copy their work will obtain a zero, as well.
Grading Scale:
The final grade will be determined by the total points received based on these percentage
ranges: A 90-100; B 80-89; C 70-79; D 60-69. Below 60% is failing.
Class Assignments: For this course, there will be various types of classroom
assignments: chapter outlines, Cornell Notes, bell work, tests, quizzes, group, individual,
and cluster classroom activities and mini projects, note taking, note cards, time lines, peer
reviews, map analysis work, interpreting charts and graphs (to analyze quantitative
sources), posters/visuals, source and literature enrichment readings,
discussions,
connection exercises, article/movie/research critiques, conflict analysis, written work, as
well as daily tasks.
Generally speaking, there will be daily readings/tasks and
assignments.
The teacher will provide lessons, including power points and
documents/readings that include extensive pieces of art work, graphs, charts, timelines to
permit ongoing analysis and examination. (Since chapter outlines/Cornell Notes will be checked
regularly, these must be kept up-to-date and organized.) (5-15 points)
Reading Assignments: A necessary ingredient in this class is keeping up with the daily
chapter reading assignments. Homework will consist of assignments (formal outlines, Cornell
Notes, Q & A Work, Charts, Tables, Map Work, etc.) to ensure reading assignments are done.
Class discussions, quizzes, group work all center on coming to class with prior knowledge.
Being in the habit of reading is crucial for success in this class as well as later in college.
Examinations: The exams will be administered at the end of each unit, at mid-term, and
at the end of the semester. They will include both multiple-choice (50-70 questions) and
essay (addressed below) components. The mid-term and final exams will be cumulative
and will focus on the comparative and thematic components of the course. All exams are
timed to help simulate the amount of time one has on the AP exam. Provided an absence
is excused, an exam/test may be made up, but no later then one week from exam/test
date. (50-100 points)
Exam Essays: The essays will be given two to four times each month for the DocumentBased Question DBQ, the Comparative (CC) and Continuity & Change Over Time (CCOT)
free-response essays – these will be a component of either chapter or unit tests as well as
the mid-term and final exams. All essay questions will be similar to those found on the AP
exam, which will include peer reviews. They will be scored using the AP nine point rubric
scales available online at www.collegeboard.com. (25-50 points)
Projects/Research Paper: The projects and various activities (presentation/debate and
written assignment) will be assigned for each unit. These present the opportunity to
research topics of interest, sharpen research and writing skills, and to improve oral
performance as well as historical thinking abilities. The written assignment component
(including evidence of documented research) will consist of 3-5 pages, typed, doublespaced in font equivalent to 12 point “Times New Roman”. At times, the projects/research
paper component will be in conjunction with the Pre-AP English course.
**For the first semester, students will work on a Religions’ Unit presentation with a group and write an individual
documented research paper, inclusive of internal citations and a works-cited page. For the second semester,
students will be delivering a World War II presentation with a group and submit a WWII Documented Journal.
The emphasis will be on occurrences and effects outside of Europe.
**There will also be debates for each of the semesters. First semester will regard the Enlightenment Authors,
their influences outside of Europe, and comparisons to other world philosophies, such as communism,
socialism, existentialism, etc. Second semester will involve Modern World Issues, excluding European-based
affairs.
An individual documented argumentative/persuasive essay will accompany the debates.
Accompanying handouts will provide details for each project. (50-100 points each)
Quizzes/Tests: Various chapter reading quizzes and chapter tests will be used to check
and reinforce student progress through the course. It is important to realize quizzes/tests
will cover assigned readings, not solely the lecture topics. (5-40 points)
Class Participation: Participation and active attention are crucial to learning and
understanding. Therefore, points may be taken away for disrupting the learning of the
other students in the class. (0-minus points)
Final Thoughts: I’m looking forward to having a great year. Let’s go for it!!!
________________________________________________________________________
Thank you,
Debra VanSice
AP World History: Student & Parent Course Contract:
Please indicate that you have reviewed the AP World History Syllabus and understand the
basic rules and procedures of this course. If you have questions, need assistance, and/or
have concerns regarding the requirements and expectations, please let me know. I hope
we have a productive year.
_______________________________________________
Student Signature
__________________
Date
_______________________________________________
Student E-Mail Address
__________________
Student Phone
_______________________________________________
Parent/s Signature
__________________
Date
_______________________________________________
Parent/s E-Mail Address
__________________
Parent/s Phone
**Please tear the following contract off from the rest of the syllabus pages, and submit it signed and
dated to D. VanSice.
Thank you,
Debra VanSice