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Advanced Placement World History Ms. Cregar-Porch-Room 112 (West Wing) 732-981-0700 Ext. 7096 email: [email protected] Extra Help: after school by appointment Course Description Advanced Placement World History is a 5-credit, full year course. The course enables students to develop understanding of the evolution of global processes and contacts, in interaction with different types of human societies. This understanding is advanced through a combination of selective factual knowledge and appropriate analytical analysis. The course highlights the nature of changes in international frameworks and their causes and consequences, as well as comparisons among major societies. It emphasizes relevant factual knowledge used in conjunction with leading interpretive issues and types of historical evidence. The structure of the course involves lectures, class discussions, plus in-depth readings of interpretative and historiographical materials. The Five AP World History Themes Theme 1: Interaction Between humans and the Environment: Demography and disease, Migration patterns of settlement, Technology Theme 2: Development and Interactions of Cultures: Religions, Belief systems, philosophies, and ideologies, Science and technology, The arts and architecture Theme 3: State-building: Expansion, and Conflict: Political structure and forms of governance, Empires, Nations and nationalism, Revolts and revolutions, Regional, transregional, and global structures and organizations Theme 4: Creation, Expansion, and Interactions 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 Purpose and Organization of Course Activities AP World History is the equivalent of a college-level survey course in world history. Like college students, you are expected to read the assigned pages in the textbook as listed in the unit calendars and take notes in the charts and types of graphic organizers provided by the teacher. In designing this course, the College Board aimed to help you gain the higher-order thinking skills you will need to be successful in college. For example, we will analyze primary sources, both texts and visuals. This primary source analysis will help you directly with the tasks required for the DocumentBased Question (DBQ) essay on the exam, but the daily use of historical materials also 1 will help you practice using evidence to make plausible arguments. You also will become expert at identifying point of view, context, and bias in these sources. A second important habit of mind you will develop over the year is assessing issues of change and continuity over time, including the capacity to deal with change as a process and with questions of causation. You will constantly be keeping track of changes in history through the annotated timelines and maps you will construct both in class and for homework in all five units. Moreover, these timelines and maps will help you see global patterns and processes over time and space while also connecting local developments to global ones and moving through levels of generalizations from the global to the particular. This skill will be especially useful for writing the Change Over Time essay on the AP World History Exam and often is a major focus in upper-level college courses in the social sciences as well as in the discipline of science. About two or three times in each unit, we will conduct whole-class seminars where you will discuss diversity of interpretations that historians present in your textbook and in other secondary sources such as articles given to you by the teacher. We also will do simulations and debates that challenge you to address questions about human commonalities and differences and the historical context of culturally diverse ideas and values. Materials Needed: Three-ring binder Pen and/or pencil at all times Hi-lighters/Crayons/markers/colored pencils Classroom Expectations: BE ON TIME with all class materials Be respectful in class Complete all assigned work ON TIME Grading Distribution: This will remain the same for each of the four marking periods. Tests/Quizzes: 35% Projects/Classwork: 35% Writing Tasks 30% Marking Period Grade Breakdown for Year Grade: 1st Marking Period: 22% 2nd Marking Period: 22% 3rd Marking Period: 22% 4th Marking Period: 22% Final Exam: 12% 2 Textbook Bulliet, Richard, et al. The Earth and Its Peoples: A Global History. New York Houghton Mifflin Company. 2008. Supplemental Materials Adas, Michael, Mark J. Gilbert, Peter Stearns, and Stuart Schwartz. World Civilizations The Global Experience. Upper Saddle River: Prentice Hall, 2006. Andrea, Alfred J., and James H. Overfield. The Human Record: Sources of Global History. Boston: Houghton Mifflin, 2005. Fernandez-Armesto, Felipe. The World a History: Combined Volume. Upper Saddle River: Prentice Hall, 2007. Lockard, Craig A. Societies, Networks, and Transitions: a Global History. Boston: Wadsworth, Cengage Learning, 2008. Mitchell, Joseph. Taking Sides: Clashing Views on Controversial Issues in World History. Guilford: Mc Graw-Hill/Dushkin, 2002. Noonan, Theresa C. Document-based Assessment Activities for Global History Classes. Portland, ME: J. Weston Walch, 1999. Pomeranz, Kenneth, and Steven Topik. The World That Trade Created: Society, Culture, and the World Economy, 1400 to the Present. Armonk, NY: M.E. Sharpe, 2006. Sargent, Marcia, and Wanda Baral. China-A Simulation of Ancient Chung Kuo. Interaction, 1996. Spodek, Howard. The World's History. 3rd ed. Upper Saddle River, NJ: Prentice Hall, 2005. Strayer, Robert W. Ways of the World: a Brief Global History. Boston: Bedford/St Martin's, 2009. Wilson, Wendy S., and Gerald Herman. Critical Thinking Using Primary Sources in World History. Portland, ME: Walch, 2004. 3 AP World History Yearly Syllabus The following activities will be utilized in each of the six units in order to develop the historical analysis necessary to establish a sophisticated quest for meaningful about the past. Writing Assignments Each unit includes writing assignments designed to develop the skills necessary for creating well-evidenced essays on historical topics highlighting clarity and precision. Short Answer Questions: Questions provide opportunities for students to demonstrate what they know best. Some questions include texts, images, graphs, or maps Document Based Question (DBQ): Students analyze evidence from a variety of sources in order to develop a coherent written argument that has a thesis supported by relevant historical evidence. Students will apply multiple historical thinking skills as they examine a particular historical problem or question. Long Essay: Students compare historical developments across or within societies in various chronological and/or geographical contexts. Students will also synthesize information by connecting insights from one historical context to another, including the present. Text Timeline Review The Text Timeline Review is an activity that will be completed by the end of each unit. The reason for this activity is to address chronological thinking. According to the authors of the National Standards for History, “chronological thinking is the heart of historical reasoning.” This activity requires students to use the chronological timeline of their textbook as a baseline for the other primary and secondary source materials they encounter in their readings, research, and other studies. The students will place items from these other sources onto the timeline associated with their textbook. Students will then be asked to write their responses to the following prompts at the bottom of their timeline: 1. What is the relationship between the causes and consequences of the events or processes identified on the completed timeline? 2. Discuss the contradictions/inconsistencies between the textbook’s chronological timeline and that of the other sources. World History Artifact Posting Assignment Each student will discover a historical artifact that they believe represents the unit and topic being studied. The teacher will set parameters each unit for these artifacts in order to ensure that students recognize that the study of history has been shaped by the findings and methods of other disciplines (archeology, visual arts, geography, or political science). They will then post an image of the artifact along with a discussion that 4 identifies the artifact (who, what, when, where, why significant) and addresses what the artifact says (indicates, suggests) about politics, society or culture in the time and place it was made. Classmates will then use the elements of critical thinking to organize class discussion via Schoology. Each student in the class will be required to ask a question about the artifact that seeks to increase the clarity, accuracy and precision of the conversation. The student posting the artifact must then answer the questions posed. Answering these questions may require further research. Questions and answers should demonstrate that the respective authors put honest thought into both the question and the answer. Throughout, students must cite the sources of the information provided. The initial artifact posts are due after the unit has been studied for one week. Classmates writing queries should post their questions from that point until the end of the unit. 5 September/October Marking Period One Emergence of Human Communities (Chapters 1-3) Formation of New Cultural Communities (Chapters 4-7) Growth and Interaction of Cultural Communities (Chapters 8-11) Period 1: Technological and Environmental Transformation, to c. 600 B.C.E. Key Concepts: Key Concept 1.1: Big Geography and the Peopling of the Earth I. Paleolithic migrations lead to the spread of technology and culture Key Concept 1.2: The Neolithic Revolution and Early Agricultural Societies I. Neolithic Revolution leads to new and more complex economic and social systems II. Agricultural and pastoralism begins to transform human society Key Concept 1.3: The Development and Interactions of Early Agricultural, Pastoral, and Urban Societies I. Location of early foundational civilizations II. State development and expansion III. Cultural development in the early civilizations Period 2: Organization and Reorganization of Human Societies, c. 600 B.C.E. to c. 600C.E. Key Concepts: Key Concept 2.1: The Development and Codification of Religious and Cultural Traditions I. Codifications and further developments of existing religious traditions II. Emergence, diffusion, and adaptation of new religious and cultural traditions III. Belief systems affect gender roles IV. Other religious and cultural traditions continue V. Artistic expressions show distinctive cultural developments Key Concept 2.2: The Development of States and Empires I. Imperial societies grow dramatically II. Techniques of imperial administration III. Social and economic dimensions of imperial societies IV. Decline, collapse, and transformation of empires (Rome, Han, Maurya) Key Concept 2.3: Emergence of Trans-regional Networks of Communication and Exchange I. The geography of trans-regional networks, communication and exchange networks II. Technologies of long-distance communication and exchange III. Consequences of long-distance trade Primary Sources: First Civilizations: Epic of Gilgamesh, Judgments of Hammurabi, The Person Who Was Tired of Life and Tale of the Eloquent Peasant. 6 China: Laozi, The Classic of the Way and Virtue, Confucius, Analects and Qin Shi Huangdi, Qin Penal Laws, images of the tombs of the ancient Egyptians, Chinese, Indus Valley and Mesopotamians. (Discuss burial practices) Possible Activities: Writing: Students will write an essay, assessing the validity of the following statement, “The Bible is a reasonably accurate source for the history of the Jewish people from the period of the Egyptian captivity to the Babylonian captivity.” Cooperative Groups: Judging a Dispute: Students will be randomly assigned to a group. The groups are Monarchy, Aristocracy, Oligarchy or Direct Democracy. Each group will judge a dispute between a wealthy landowner and a poor neighbor; each group is to judge the dispute based on the beliefs of the group. After the group comes to a consensus, the group will create poster outlining its judgment. Debate: Which civilization is the best! Each team will debate the merits of the River Valley civilizations. Student are required to research each civilization to create questions and respond to question from other teams. The research must include primary sources as back up. Skills include: Analyzing documents that contradict and how to use them in an effective DBQ Free Response writing tasks Simulation-India Original Poetry Content specific vocabulary November/December/January Marking Period Two Interregional Patterns of Culture and Contact (Chapters 12-15) The Globe Encompassed (Chapters 16-20) Period 3: Regional and Transregional Interactions, c.600 C.E. to c. 1450 Key Concepts: Key Concept 3.1: Expansion and Intensification of Communication and Exchange Networks I. Improved transportation technologies and commercial practices and their influence on networks II. Linguistic and environmental contexts for the movement of peoples III. Cross-cultural exchanges fostered by networks of trade and communication IV. Continued diffusion of crops and pathogens throughout the Eastern Hemisphere Key Concept 3.2: Continuity and Innovation in State Forms and Their Interactions I. Empires collapse and were reconstituted 7 II. Greater inter-regional contacts and conflict encourages technology and cultural transfer Key Concept 3.3: Increased Economic Productive Capacity and Its Consequences I. Increasing productive capacity in agriculture and industry II. Changes in urban demography III. Changes and continuities in labor systems and social structures Period 4: Global Interactions, c. 1450 to c. 1750 Key Concept 4.1: Globalizing Networks of Communication and Exchange I. Intensification of regional trade networks (Mediterranean, trans-Saharan, overland Eurasian, and Siberian trade routes) II. Trans-oceanic maritime reconnaissance III. New maritime commercial patterns IV. Technological developments enabling trans-oceanic trade V. Environmental exchange and demographic trends: Columbian Exchange VI. Spread and reform of religion VII. Global and regional networks and the development of new forms of art and expression Key Concept 4.2: New Forms of Social Organization and Modes of Production I. Labor systems and their transformations II. Changes and continuities in social hierarchies and identities Key Concept 4.3: State Consolidation and Imperial Expansion I. Techniques of state consolidation II. Imperial expansion III. Competition and conflict among and within States Primary Sources: Crusades: Ibn Jubayr, Travels, Innocent III, Letters to the Crusaders, Nicetas Choniates, Annals, Christopher Columbus, A letter, An anonymous woodcut of South American Indians, Bartolome de las Casa, In Defense of the Indians, images of the Casas. Possible Activities: Analyzing Primary Sources: Students will analyze artwork from the Islamic Civilization and Medieval Europe. Each student is to find similarities and differences between the two civilizations and describe why there are similarities and differences. Cooperative Groups: Talk Show-Each group will create an original talk-show skit presenting the important accomplishments of one of the following people using primary sources: Genghis Khan, Khubilai Khan, or Zheng He. Skills include: Free Response writing tasks DBQ Development Research Paper-Americas Content specific vocabulary 8 February/March/April Marking Period Three Revolutions Reshape the World (Chapters 21-25) Global Diversity and Dominance (Chapters 26-30) Period 5: Industrialization and Global Integration, c. 1750 to c. 1900 Key Concepts: Key Concept 5.1: Industrialization and Global Capitalism I. Industrialization II. New patterns of global trade and production III. Transformation of capital and finance IV. Revolutions in transportation and communication: Railroads, steamships, canals, telegraph V. Reactions to the spread of global capitalism VI. Social transformations in industrialized societies Key Concept 5.2: Imperialism and Nation-State Formation I. Imperialism and colonialism of trans-oceanic empires by industrializing powers II. State formation and territorial expansion and contraction III. Ideologies and imperialism Key Concept 5.3: Nationalism, Revolution, and Reform I. The rise and diffusion of Enlightenment thought II. 18th century peoples develop a sense of commonality III. Spread of Enlightenment ideas propels reformist and revolutionary movements IV. Enlightenment ideas spark new transnational ideologies and solidarities Key Concept 5.4: Global Migration I. Demography and urbanization II. Migration and its motives III. Consequences of and reactions to migration Period 6: Accelerating Global Change and Realignments, c. 1900 to the Present Key Concepts: Key Concept 6.1: Science and the Environment I. Rapid advances in science spread assisted by new technology II. Humans change their relationship with the environment III. Disease, scientific innovations, and conflict led to demographic shifts Key Concept 6.2: Global Conflicts and Their Consequences I. Europe’s domination gives way to new forms of political organization II. Emerging ideologies of anti-imperialism contribute to dissolution of empires III. Political changes accompanied by demographic and social consequences IV. Military conflicts escalate V. Individual and groups oppose, as well as, intensify the conflict Key Concept 6.3: New Conceptualizations of Global Economy, Society, and Culture I. States, communities and individuals become increasingly interdependent 9 II. People conceptualize society and culture in new ways III. Popular and consumer culture become global Primary Sources: English Bill of Rights, Peter, the Great, Edicts, Decrees, Voltaire, Treatise on Toleration, Adam Smith, The Wealth of Nations, Olaudah Equiano, The Interesting Narrative of Olaudah Equiano Written by Himself, Thomas Phillips, A journal of a voyage Made in the Hannibal of London, Kangxi, Self-Portrait, Sir Henry Dundas, Letter to Lord George Mcartney, Emperor Qianlong, Edit on Trade with Great Britain, images of Imperialism. Possible Activities: Analyzing Primary Sources: Trial of Robert Peel and the Corn Laws- Using primary sources the class will conduct a mock trial to determine if Robert Peel, Member of Parliament and Prime minister of Great Britain, is charged with the pain and suffering of the industrial working classes in British society due to his support of the Corn Laws. Writing: Students will write an essay, assessing the validity of the following statement, “The New Imperialism brought improvements in the lives and status of African women.” Cooperative Groups: Each group will role play a prominent figure form he Industrial revolution for a press conference, the students must research and have quotations from the person they are representing. Skills include: Project: What is Diversity? DBQ Development Original Songs Analyzing Political Cartoons Content specific vocabulary April/May/June Marking Period Four Perils and Promises of a Global Community (Chapters 31-33) Period 6: Accelerating Global Change and Realignments, c. 1900 to the Present Key Concepts: Key Concept 6.1: Science and the Environment I. Rapid advances in science spread assisted by new technology II. Humans change their relationship with the environment III. Disease, scientific innovations, and conflict led to demographic shifts Key Concept 6.2: Global Conflicts and Their Consequences I. Europe’s domination gives way to new forms of political organization II. Emerging ideologies of anti-imperialism contribute to dissolution of empires III. Political changes accompanied by demographic and social consequences IV. Military conflicts escalate 10 V. Individual and groups oppose, as well as, intensify the conflict Key Concept 6.3: New Conceptualizations of Global Economy, Society, and Culture I. States, communities and individuals become increasingly interdependent II. People conceptualize society and culture in new ways III. Popular and consumer culture become global Primary Sources: Popular art and poster art from Germany, England and Australia, Henry S. Clapham, Mud and Khaki, Memoirs of an Incomplete Soldier, Lenin, What is to be Done?, Communist Decrees and Legislation, Adolf Hitler, Mein Kampf, The Way of Subjects, Iwao Nakamura and Atsuko Tsujioka, Recollections, Mustafa Kemal Speech to Congress of the People’s Republican Party, The Muslim Brotherhood, Toward the Light, Mohandas Gandhi, Indian Home Rule, Nguyen Thai Hoc, Letter to the French Chamber Deputies, Patrice Lumumba, Independence Day Speech. Possible Activities: Writing: Students will write an essay, assessing the validity of the following statement, “Economic development tends to be accompanied by and requires political liberalization, democratization, and secularization.” Cooperative Groups: Each group will write a proposal to the United Nations outlining a plan that will solve the problems of population growth and the limited resources of the Earth using current articles. Cooperative Groups: Each group will create a play that emphasizes events in history. An example would be the time period of the Reformation. This is an activity for reviewing the significant events in world history. Students will choose different time periods to write about and include primary sources in the play. Skills include: Monologues DBQ Development Creating Story Books Content specific vocabulary End of June Final Examination (Chapters 1-33) 11