Download ADVANCED PLACEMENT WORLD HISTORY COURSE AUDIT

ADVANCED PLACEMENT WORLD HISTORY COURSE AUDIT COURSE OVERVIEW: The purpose of the AP World History course is to develop greater understanding of the evolution of global processes and contacts, in interactions with different types of human societies. The course highlights the nature of changes in international frameworks and their causes and consequences, as well as comparisons among major societies. The course builds on an understanding of cultural, institutional and technological precedents that, along with geography, set the human stage. Periodization, explicitly discussed, forms an organizing principle for dealing with change and continuity throughout the course. Specific themes provide further organization to the course along with consistent attention to contacts among societies that form the core of world history as a field of study. BOOKS AND RESOURCES: Primary Textbook and Resources: Stearns, Peter N., Michael Adas, Stuart B. Schwartz, and Marc Jason Gilbert. World Civilizations: The Global Experience. AP Edition. Fifth Edition. New York: Pearson Longman, 2007. [CR1a] Student resources for the textbook are available on-­‐line at: MyHistoryLab.com Selected Resources Used Throughout the Course: Throughout the year we will use other resources including but not limited to the following: Primary Source Readers (including documents, images, charts and maps): [CR1b] Andrea, Alfred J., and James H. Overfield. The Human Record: Sources of Global History. 6th ed. 2 vols. Boston: Houghton Mifflin, 2009. Stearns, Peter N. World History in Documents: A Comparative Reader. 2nd ed. New York: New York University Press, 2008. Wiesner, Merry, William Wheeler, Franklin Doeringer & Kenneth Curtis. Discovering the Global Past: A Look at the Evidence 3rd ed. 2 vols. Boston: Houghton Mifflin Company, 2007. Other Selected Resources: Throughout the course of the year, the class will reference other resources, including, but not limited to the following: Aslan, Reza, et al. “Summer Journey 2011: Discovering a World of Change and Challenge in the Footsteps of the 14th Century Explorer Ibn Battuta.” Time Magazine. 21 July 2011. http://www.time.com/time/specials/packages/completelist/0,29569,2084273,00.
html Christian, David. Maps of Time: An Introduction to Big History. Berkeley: University of California Press, 2005. Diamond, Jared. “The Worst Mistake in the History of the Human Race.” Discover. May 1987. Elkins, Caroline. Imperial Reckoning: The Untold Story of Britain’s Gulag in Kenya. New York: Henry Holt and Company, 2005. Florida, Richard. “The World is Spiky.” The Atlantic Monthly. October 2005. 48-­‐51. Friedman, Thomas. The World is Flat 3.0: A Brief History of the 21st Century. 3rd ed. New York: Picador, 2007. Gourevitch, Philip. We Wish to Inform You that Tomorrow We Will be Killed with Our Families. New York: Picador, 1998. Johnson, Jean and Daniel Johnson. The Human Drama: World History from the Beginning to 500 CE. Princeton: Marcus Wiener Publishers, 2000. Kelly, Joan. “Did Women Have a Renaissance?” Women, History, and Theory: the Essays of Joan Kelly. University of Chicago Press, 1984. Mitchell, Joseph & Helen Buss Mitchell. Taking Sides: Clashing Views in World History. 2 vols. 2nd ed. Dubuque: McGraw-­‐Hill, 2006. McNeill, Jr. R. and McNeill, W.H. The Human Web. New York: Norton & CO., 2003. Pomeranz, Kenneth and Steven Topik. The World That Trade Created: Society, Culture, and the World Economy, 1400-­‐Present. Armonk: M.E. Sharpe, 1999. Shaffer, Lynda. “China, Technology and Change.” World History Bulletin. Fall/Winter 1986/1987. Shaffer, Lynda. “Southernization.” Journal of World History. 5. Spring 1994. 1-­‐21. Standring, Peter. “The Koran, A Book of Peace, not War, Scholars Say.” National Geographic Today. September 25, 2001. Strayer, Robert W. The Ways of the World: A Global history with Sources. Boston: Bedford/St. Martin’s, 2011. Von Laue, Theodore H. “The World Revolution of Westernization.” The History Teacher. Vol. 20, No. 2. Borrego Springs: Society for History Education, February 1987. 263-­‐279. Wiesner-­‐Hanks, Merry. “The Voyages of Christine Columbus.” World History Connected. July 2006. http://worldhistoryconnected.press.uiuc.edu/3.3/wiesner-­‐hanks.html Course Themes for Advanced Placement World History: [CR2] Theme 1: Interaction between Humans and the Environment • Demography and Disease • Migration • Patterns of Settlement • Technology Theme 2: Development and Interaction of Cultures • Religions • Belief Systems, Philosophies and Ideologies • Science and Technology • The Arts and Architecture Theme 3: State Building, Expansion and Conflict • Political Structures and forms of governance • Empires • Nations and Nationalism • Revolts and Revolutions • Regional, Transregional, and Global Structures and Organizations Theme 4: Creation, Expansion and Interaction of Economic Systems • Agricultural and Pastoral Production • Trade and Commerce • Labor Systems • Industrialization • Capitalism and Socialism Theme 5: Development and Transformation of Social Structures • Gender roles and relations • Family and Kinship • Racial and Ethnic Constructions • Social and Economic Classes Key Concepts of Advanced Placement World History: [CR3] Period 1: Technological and Environmental Transformations, to 600 BCE • 1.1 Big Geography and the Peopling of the Earth • 1.2 The Neolithic Revolution and Early Agricultural Societies • 1.3 The Development and Interactions of Early Agricultural, Pastoral, and Urban Societies Period 2: Organization and Reorganization of Human Societies, c. 600 BCE – c. 600 CE • 2.1 The Development and Codification of Religious and Cultural Traditions • 2.2 The Development of States and Empires • 2.3 Emergence of Trans-­‐regional Networks of Communication and Exchange Period 3: Regional and Trans-­‐regional Interactions, c. 600 CE – c. 1450 CE • 3.1 Expansion and Intensification of Communication and Exchange Networks • 3.2 Continuity and Innovation of State Forms and Their Interactions • 3.3 Increased Economic Productive Capacity and Its Consequences Period 4: Global Interactions, c. 1450 – c. 1750 CE • 4.1 Globalizing Networks of Communication and Exchange • 4.2 New Forms of Social Organization and Modes of Production • 4.3 State Consolidation and Imperial Expansion Period 5: Industrialization and Global Integration, c. 1750 – c. 1900 • 5.1 Industrialization and Global Capitalism • 5.2 Imperialism and Nation State Formation • 5.3 Nationalism, Revolution and Reform • 5.4 Global Migration Period 6: Accelerating Global Change and Realignments, c. 1900 to the Present • 6.1 Science and the Environment • 6.2 Global Conflicts and Their Consequences • 6.3 New Conceptualizations of Global Economy, Society and Culture Course Schedule: Period 1: Technological and Environmental Transformations to 600 B.C.E. (7 days) Key Concepts: [CR3] • 1.1 Big Geography and the Peopling of the Earth • 1.2 The Neolithic Revolution and Early Agricultural Societies • 1.3 The Development and Interactions of Early Agricultural, Pastoral and Urban Societies Topics for Discussion: • Locating World History in Environment and Time (KC 1.1) • Theories of World History – What is periodization and why is it important? • Neolithic Revolution (KC 1.2) • Civilizations vs. Culture (KC 1.2, 1.3) • What is gender? How does gender influence our understanding of world history? (KC 1.2, 1.3) • Development and features of early civilizations – Mesopotamia, Egypt, Indus Valley, Shang (China) and Mesoamerica. (KC 1.2, 1.3) [CR5b], [CR5c] Primary and Secondary Sources (Including, but not limited to): • Stearns, Chapter 1 • Jared Diamond, “The Worst Mistake in the History of the Human Race.” [CR1c] • The Human Drama: World History From the Beginning to 500 CE, Various Excerpts pgs. 9 – 139 [CR1c] • The Epic of Gilgamesh • Hammurabi’s Code • The Old Testament (excerpts) • Various images – Chinese, Egyptian, Mesopotamian, Mesoamerican and Indus Valley artifacts [CR1b] • Maps – migrations and settlements of people; maps of early civilizations [CR1b] Selected Activities and Assessments: • Map Workshop: Students will learn how to read and interpret maps; will create mental maps and understand how maps may represent various interpretations of world history or current events (KC 1.1) • Open-­‐Response Question: Students will briefly analyze how the environment and physical geography influences the development of early civilizations. (KC 1.1, 1.2) [CR4-­‐Theme 1] • Introduction to Primary Source Analysis: Students will be introduced to the SOAPSTone analytical model and apply said model to all primary sources • Comparison Chart: Students will analyze the similarities and differences before and during/after the Neolithic Revolution (Synthesis of readings from textbook and Jared Diamond article) (KC 1.2) [CR1c] Compare and Contrast Essay: Students will write a compare and contrast essay analyzing the economic, social, political and/or cultural characteristics of at least three of the early civilizations (Mesopotamia, Egypt, Indus Valley, Shang China, Mesoamerica) (KC 1.3) [CR2], [CR4], [CR5b], [CR5c], [CR12] • Multiple-­‐Choice Workshop: Students will be introduced to Multiple Choice test-­‐
taking strategies, and practice these strategies on sample AP-­‐style questions • Thesis Writing Workshop: Students will engage in a writing workshop that teaches and improves upon thesis writing skills for all essay formats. [CR6] • Independent Research Activity and Brief Class Presentation: Using textbook(s) and scholarly journal databases found on the Internet, students will explore how findings of archaeologists and anthropologists have contributed to our knowledge of one of the following cultures: Indus Valley, Shang China, Mesopotamia, Mesoamerica, or Egypt (KC 1.3) [CR5c], [CR15] Period II: Organization and Reorganization of Human Societies, 600 BCE – 600 CE (5 weeks) Key Concepts: [CR3] • 2.1 The Development and Codification of Religious and Cultural Traditions • 2.2 The Development of States and Empires • 2.3 Emergence of Trans-­‐regional Networks of Communication and Exchange Topics for Discussion: • Development of Major Belief Systems: Buddhism, Hinduism, Daoism, Confucianism, Christianity, Judaism; Polytheism vs. Monotheism; Jainism; Zoroastrianism; Paganism (KC 2.1) • Development of Interregional Trade networks: Silk Roads, Indian Ocean, Trans-­‐
Saharan Trade Routes (KC 2.3) [CR5a] • Classical Civilizations and Empires: China (Zhou, Qin and Han); India (Mauryan and Gupta); Greece; Rome; Persia (KC 2.2) [CR5c], [CR5e] • Role of Nomadic Tribes (i.e. Germanic tribes, the Huns) (KC 2.2, 2.3) Primary and Secondary Sources (Including, but not limited to): • Stearns, Chapters 2-­‐5 • Lynda Shaffer, “Southernization” [CR1c] • Confucius, The Analects • Bhagavad Gita (India) • Tao Te Ching (Daoism) • Aristotle, Politics (excerpts) • Ban Zhao, Lessons for Women • Qin Shi Huangdi, “Qin Penal Laws” • Stearns, Strayer and other Sources: Maps detailing the Spread of Classical Religions [CR1b] •
Selected Activities and Assessments: • Conrad Demarest Model of Empires Analysis: Students will analyze the foundations, powers and downfall of classical civilizations based on the historical model established by Conrad Demarest. Students will complete a comparison essay on the rise and fall of the classical civilizations. (KC 2.2, 2.3) [CR4-­‐Theme 3] • SPICE Comparison Chart: Students will compare and contrast the societies, economies, politics, cultures, and interactions of the following classical civilizations: Greece, Persia, and Rome (KC 2.2, 2.3) [CR2], [CR4], [CR5e] • Map Activity: Students will analyze the rise and spread of religions and cultural diffusion through analysis of maps detailing the foundations and diffusion of the identified classical religions (KC 2.1) [CR1b], [CR4-­‐Theme 2] • Analyzing Greek and Roman Slavery: Students will read and analyze (SOAPStone) primary sources regarding Greek and Roman Slavery for historical context, intended audience, and point of view. Students will then write a compare and contrast essay comparing the status, treatment and opportunities for freedom of slaves in each civilization during the Classical Period. (KC 2.2, 2.3) [CR-­‐Theme 4], [CR12] • Visual Activity: Students will work together to create visual metaphors to describe classical social systems in Rome, Han China, and Gupta India, and then write an open-­‐response comparing the three systems. (KC 2.2) [CR4-­‐Theme 5], [CR5c] • Open Response: Students will analyze the decision to separate the earliest civilizations (Period I) from that of the Classical civilizations (Period II) in a short writing assignment. Students will explain the choice in periodization based on class discussions and will take a position on this choice (agree or disagree and why?). [CR11] Period III: Regional and Trans-­‐Regional Interactions, 600 CE – 1450 CE (6 weeks) Key Concepts: [CR3] • 3.1 Expansion and Intensification of Communication and Exchange Networks • 3.2 Continuity and Innovation of State Forms and Their Interactions • 3.3 Increased Economic Productive Capacity and Its Consequences Topics for Discussion: • The Rise of Islam and the Islamic Caliphates (KC 3.1, 3.2) • The Growing Distinctions between Eastern and Western Europe (KC 3.1, 3.2, 3.3) [CR5e] • Comparison: Bantu and Pacific/Polynesian Migrations (KC 3.1) [CR5d] • Rise and Expansion of the Mongols across Eurasia (KC 3.1, 3.2, 3.3) • Aztec and Incan empires and Their Subsequent Urbanization (KC 3.1, 3.2) [CR5b] • Problems with Increasing Urbanization throughout the World (KC 3.1, 3.3) • Development of African Societies (Western Africa, Swahili City States, Nubia/Kush, Ethiopia, Great Zimbabwe), and the Influence of Islam (KC 3.2, 3.3) [CR5a] • Sinification of Korea, Japan, and Vietnam (KC 3.1, 3.2) [CR5c] • Increasing Communications: Mongols, Crusades, Ming Trading Ships (KC 3.1) • Developing Political Ideas: Empires, Limited Government, Feudalism and Manorialism (KC 3.2, 3.3) Primary and Secondary Readings (Including, but not limited to): • Stearns, Chapters 6-­‐14 • Peter Standing, “The Koran, A Book of Peace, Not War, Scholars Say” [CR1c] • Excerpts from The Quran • Ibn Battuta, Travels of Ibn Battuta (excerpts) • “Sacred Journeys: Pilgrimages in Buddhism, Christianity and Islam”, Discovering the Global Past, pg. 301-­‐347 • Excerpts from The Magna Carta • Excerpts from The Travels of Marco Polo • “ The Mongol Impact,” Discovering the Global Past, pg. 236-­‐266 • Reza Aslan, et al. “Summer Journey 2011” (excerpts) Selected Activities and Assessments: • Annotated Maps and Timelines: Students will chart the development, spread, and practices of Islam in the Middle East, Sub-­‐Saharan and Western Africa, Europe and Southeast Asia. Students will uses these tools to analyze how geography, cultural and social contexts influence the practice of Islam. (KC 3.1, 3.2) [CR1b], [CR4-­‐Theme 5], [CR5a], [CR5c], [CR13] • Comparative Chart: Students will research and complete a comparison matrix analyzing the development, major features, influences, themes (social, political, cultural, economic) and spread of the world religions including Christianity, Islam, Buddhism, Hinduism, Shintoism, and Judaism (KC 3.1, 3.2, 3.3) [CR2], [CR4], [CR12] • How to analyze Visual Sources: Students will write a DBQ that contains images of Islamic Art and Architecture in various regions of the world in order to examine the larger question of cultural diffusion and regional interpretations/practices (KC 3.1) • Short Presentations: Students will read various sources about the Mongols in each different part of the Mongol empire, and as groups, they will compare the Mongol rule in each region (China, Russia, Islamic World) (KC 3.2, 3.3) [CR4-­‐Theme 3] • Open-­‐Response Question: Students will write a brief response analyzing the similarities and differences in the causes, features, and consequences of European and Japanese feudalism. (KC 3.2, 3.3) [CR5c], [CR5e], [CR9], [CR12] • Document Based Question: Students will compare and contrast Christian and Islamic views of trade and merchants through the Post-­‐Classical period through the critical analysis of primary documents that take into account audience and point of view. (2002 DBQ) [CR14] Period IV: Global Interactions, 1450 – 1750 CE (5 weeks) Key Concepts: [CR3] • 4.1 Globalizing Networks of Communication and Exchange • 4.2 New Forms of Social Organization and Modes of Production • 4.3 State Consolidation and Imperial Expansion Topics for Discussion: • Changes in Methods of Exchange – the Rise of Maritime Trade (KC 4.1) • Coercive Labor Systems (Atlantic Slave Trade, Russian Serfdom, Encomienda System) (KC 4.1, 4.2, 4.3)[CR5e] • Colonization of North America, Latin/South America and the Caribbean (KC 4.1, 4.2, 4.3) [CR5b] • Cultural Diffusion of values, technology, people and goods (KC 4.1) • Growing Western Presence in West Africa, South Asia, and Southeast Asia (KC 4.1, 4.3) [CR5a], [CR5c] • Rise and Fall of Gunpowder Empires (Conrad Demarest Analysis) (KC 4.2, 4.3) • Intellectual Transformations in Europe – Renaissance, Reformation, Scientific Revolution and the Enlightenment (KC 4.1, 4.3) • The Columbian Exchange (KC 4.1) Primary and Secondary Readings (Including, but not limited to): • Stearns, Chapters 15 – 22 • Primary Sources Found in 2006 AP World History DBQ Exam (Flow of Silver) • Martin Luther’s 95 Theses • Peter the Great, “Decrees on Compulsory Education of the Russian Nobility, January 12 and February 28, 1714” • Catherine the Great, “Instruction of 1767” • Stearns and various Internet Sources: Images of Sugar Plantations in Caribbean • Olaudah Equiano, The Interesting Narrative of the Life of Olaudah Equiano (excerpts) • Stearns, Maps of the Gunpowder Empire [CR1b] • Merry Wiesner-­‐Hanks, “The Voyages of Christine Columbus” [CR1c] • Joan Kelly, “Did Women Have a Renaissance?”[CR1c] Selected Activities and Assessments: • Discussion/Small Presentations: Students will read primary and secondary accounts of various Coercive labor systems of the time period and then present information about their assigned area across the 5 APWH themes (Social, Political, Economic, Interactions, and Cultural) (KC 4.1, 4.2) [CR2], [CR4-­‐Theme 4] • Document Based Question: Students will respond to the 2006 DBQ Prompt (Flow of Silver) through a Group writing assignment (KC 4.1) • Comparative Essay: Students will respond to the modified version of the 2007 AP World History comparative question (Processes of Empire Building from 1450 to 1750) (KC 4.3) [CR4-­‐Theme 4], [CR12] •
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Formal Presentations: Students will present information found in primary and secondary sources on an assigned Gunpowder Empire. Presentations will include Power Point creations that include maps and visuals (artistic creations) from the specific region and period. (KC 4.3) [CR5c] Class Discussion and Short Answer Question: Students will read and analyze (SOAPStone) primary and secondary (Joan Kelly, “Did Women Have a Renaissance?”) sources regarding the status and treatment of early modern women in the following regions: East Asia, South Asia, Europe. Students will analyze the point-­‐of-­‐view of each author, as well as the historical context, in order to supplement their responses. (KC 4.2) [CR4-­‐Theme 5], [CR5c], [CR5e], [CR11] Period V: Industrialization and Global Integration, 1750 to 1900 CE (6 weeks) Key Concepts: [CR3] • 5.1 Industrialization and Global Capitalism • 5.2 Imperialism and Nation-­‐State Formation • 5.3 Nationalism, Revolution and Reform • 5.4 Global Migration Topics for Discussion: • Causes and Consequences of Industrialization (KC 5.1) • Causes and Consequences of Revolutions (KC 5.3) • Rise of 19th Century Ideologies and Their Impact upon Slavery, Imperialism and Industrialization (KC 5.3, 5.4) • “Old” vs. “New Imperialism” – How does 19th century imperialism compare to that of previous time periods? (KC 5.2, 5.4) • Imperialism and Modernization (KC 5.1, 5.2, 5.3, 5.4) • Reactions to Imperialism and Modernization: the Ottoman Empire, South Africa, East Asia (KC 5.3) [CR5a], [CR5c] Primary and Secondary Readings (Including, but not Limited to): • Stearns, Chapters 23-­‐27 • Primary sources, including visuals {photos, charts, maps, tables), from 2009 DBQ (Imperialism in Africa) and 2003 DBQ (Indentured Servitude) [CR1b] • The United States’ Bill of Rights; The Declaration of the Rights of Man and Citizen (France) • Mary Wollstonecraft, A Vindication of the Rights of Woman (excerpts) • Toussaint L’Ouverture, Letter to the Directory • Karl Marx and Friedrich Engels, The Communist Manifesto (excerpts) • Stearns and Strayer, Various Maps, Photographs and Political Cartoons – Revolutions, Imperialism, and Industrialization [CR1b] • Rudyard Kipling, “The White Man’s Burden” • Simon Bolivar, “Jamaica Letter”, 1815 • Ling Qichao, “A People Made New” (excerpts) •
Kenneth Pomeranz and Steven Topik, “No Islands in the Storm: Or, How the Sino-­‐
British Tea Trade Deluged the Worlds of Pacific Islanders,” The World that Trade Created, pg. 161-­‐163. [CR1c] Selected Activities and Assessments: • Compare and Contrast Essay: Students will respond to the following prompt: Analyze the processes and consequences of industrialization of Great Britain to two of the following regions: Japan, Russia, the European continent, South Asia, North America (KC 5.1, 5.3) [CR4-­‐Theme 1], [CR5b], [CR5c], [CR9] • Classroom discussion and written analysis: Students will analyze the causes and consequences (long and short term) of 19th century revolutions (American, French, Latin America, Haiti). Students will complete a written analysis of this topic following the classroom discussion. (KC 5.3) [CR4-­‐Theme 3], [CR5b], [CR5e], [CR9] • Map Activity: Students will analyze various maps in order to draw conclusions regarding demographic changes and continuities from 600 to 1900 CE. (KC 5.4) [CR4-­‐Theme 1], [CR10] • Document Based Question: Students will analyze indentured servitude in the 19th century vis-­‐à-­‐vis print and visual (photographs, tables, maps, charts) primary sources, as found in the 2003 DBQ (Indentured Servitude). (KC 5.4) • Student Presentations: Students will work in small groups to research and present information regarding the colonization of various regions in order to later compare imperial tendencies and indigenous reactions to such activities. Regions include, but are not limited to, South Asia, the Ottoman Empire, Australia/Oceania, Southeast Asia, and various African regions (KC 5.2, 5.3, 5.4) [CR5a], [CR5c], [CR5d] • Writing Assignment: Students will read “No Islands in the Storm” from The World That Trade Created, among other primary and secondary sources, and analyze the increasing impact of globalization and imperialism upon less dominant world regions, particularly Australia, Oceania, and the Pacific Islands (KC 5.1, 5.2) [CR1c], [CR4-­‐ Themes 1, 2, 3], [CR5d] Period VI: Accelerating Global Change and Realignments, 1900-­‐Present (5 weeks) Key Concepts: [CR3] • 6.1 Science and the Environment • 6.2 Global Conflicts and Their Consequences • 6.3 New Conceptualizations of Global Economy, Society and Culture Topics for Discussion: • The Rise, Impact and Consequences of New Technology: World War I, Nuclear Weapons, the Green Revolution (KC 6.1, 6.2) • The World at War: Causes and Consequences of World War I and World War II (KC 6.1, 6.2, 6.3) • The Interwar Period: Rise of Consumerism, Depression, Rise of Authoritarianism (KC 6.2, 6.3) • Decolonization in the Ottoman Empire, Africa, and Asia (KC 6.2, 6.3) [CR5a], [CR5c] • The Cold War (KC 6.1, 6.2, 6.3) • Globalization: 20th and 21st Century Economic Practices and Their Impact on Society, Culture and Politics (KC 6.2, 6.3) • Post-­‐World War II Conflicts: Arab-­‐Israeli Crisis, War on Terror, Iranian Revolution (KC 6.2, 6.3) Primary and Secondary Readings (Including, but not Limited to): • Stearns, Chapters 28-­‐36 • Stearns, Strayer and other sources: Various Maps, Photographs, Propaganda Posters and Political Cartoons [CR1b] • Thomas Friedman, The World is Flat, various excerpts [CR1c] • Woodrow Wilson, Fourteen Points • Benito Mussolini, The Political and Social Doctrine of Fascism (excerpts) • A. Adu Boahen, African Perspectives on Colonialism (excerpts) • Kwame Nkrumah, Africa Must Unite (excerpts) • Various primary sources (print and graphs/charts) in 2008 and 2011 DBQs (Olympics and Green Revolution, respectively) [CR1b] • Mustafa Kemal Ataturk, “Speech to the General Congress of the Republican Party,” (excerpts) • Caroline Elkins, Imperial Reckoning (excerpts) [CR1c] • Philip Gourevitch, We Wish to Inform You that Tomorrow We Will be Killed with Our Families (excerpts) [CR1c] • Various Historians, Taking Sides: Clashing Views in World History, Vol. 2. Selected Activities and Assessments: • Visual Analysis and Class Discussion: Students will analyze and discuss the historical context, purpose, intended audience and point of view of visual images found in Strayer’s “Poster Art in Mao’s China”, pg. 1071-­‐1079 (KC 6.3) [CR5c], [CR8] • Classroom Discussion: Students will discuss the following questions: How did the colonies influence the course of World War I and World War II? How did various colonized regions (Australia/Oceania, East Africa, South Asia) participate and react to the world wars? (KC 6.2, 6.3) [CR5a], [CR5d] • Visual Analysis: Students will analyze the similarities of 20th century propaganda posters across time and region in order to determine historical context and common themes that transcend time and place. (KC 6.2, 6.3) [CR4], [CR8] • Comparison Presentation: Students will analyze the impact and consequences of World War I and/or World War II on one of the following regions in order to create a shared comparison matrix: Eastern Europe, the Middle East, South Asia, East Asia, Sub-­‐Saharan Africa, Australia/Oceania (KC 6.1, 6.2, 6.3) [CR4], [CR5d], [CR5e] • Change and Continuity Over Time Classroom Discussion and Writing Assignment: Students will independently conduct research via the textbook and various print/electronic sources in order to write a CCOT essay analyzing changes and continuities over time in two of the following regions’ relationship to global trade patterns from 1750 to the Present: Latin America, Sub-­‐Saharan Africa, the Middle East, East Asia, Europe, North America, South and Southeast Asia. (KC 6.3) [CR4-­‐
Theme 4], [CR5b], [CR10] • Formal Research Presentations: Students will work in groups to conduct formal, analytical research projects (primary and print secondary sources) on the causes and consequences of many post-­‐World War II topics, such as Global Terrorism; the Arab-­‐Israeli Conflict; Decolonization in Africa and Asia; The Cold War from Soviet and American perspectives; the End of the Cold War and the Late 20th Century; Environmental and Technological Changes of the 20th Century; The Rise of Communism in Soviet Union and China; and Genocide in the 20th Century. (KC 6.1, 6.2, 6.3) [CR9] • Student Debates: Students will research a 20th / 21st Century issue, and lead a discussion, including conflicting arguments from historians. Potential Topics: “Was the Treaty of Versailles Responsible for World War II?”, “Have Afghan Women Been Liberated from Oppression?”, and “Was Ethnic Hatred Responsible for the Rwandan Genocide of 1994?” [CR4], [CR7] o Derek Aldcraft, “The Versailles Legacy,” History Review, December 1997; and Mark Mazower, “Two Cheers for Versailles,” History Today, December 1997 o Alison Des Forges, “The Ideology of Genocide,” Issue: A Journal of Opinion, 1995; and Rene Lemarchand, “Rwanda: the Rationality of Genocide,” Issue: A Journal of Opinion, 1995 o Sima Wali, “Afghan Women: Recovering, Rebuilding,” Carnegie Council on Ethics and International Affairs, October 2002; and Noy Thrupkaew, “What Do Afghan Women Want?” The American Prospect, August 26, 2002. AP World History Exam Review Given the nature of the AP World History course, students consistently will draw upon prior knowledge from earlier units of study through classroom discussions, Socratic seminars, writing assignments and presentations. In addition to such activities, students will also review and prepare for the AP World History Exam (May 2012) in the following ways: • For each Unit exam, students will be provided a comprehensive study guide that not only prepares for the immediate exam, but also the comprehensive exam. This study guide asks students to identify key terms and provide short responses to essential questions based upon the Key Concepts of each period of study. • Prior to each unit exam, students will work in small groups (and later as a whole) to complete change and continuity thematic (SPICE) charts for each region discussed in the unit. Each group will create thematic posters that highlight the major developments of their assigned region within each of the five themes (Social, Political, Interactions, Cultural and Economic) of the AP World History course. [CR4] • Students are required to purchase an AP World History Test-­‐Prep book prior to the start of the 2nd semester, and all students will be assigned chapters to review starting in January. • Finally, the teacher will reserve the two weeks before the AP World History exam for dedicated in-­‐class preparation, including question-­‐and-­‐answer sessions, review games, thematic charts and student presentations. After school review sessions and practice tests will supplement these in-­‐class preparations.