Download Advanced Placement World History Ms. Jacobson

Advanced Placement World History
COURSE SYLLABUS
Ms. Jacobson
San Marcos High School * [email protected] * https://smroyals.edu20.org * (805) 967-4581 x5640
COURSE DESCRIPTION
This college-level course, designed for highly motivated high school students, will open your eyes to the
human experience across ten millennia on our planet. The AP College Board’s high expectations and your
hard work to meet them will make you a more sophisticated scholar, capable of communicating complex
ideas about humanity through the written and spoken word. This class will broaden your global awareness
of the confluence of civilizations and cultures that have shaped how we function and think today.
COURSE TEXTBOOK
Strayer, Robert W. Ways of the World: A Global History with Sources. Boston: Bedford/St. Martin’s, 2011.
SUPPLEMENTARY TEXTS
Bentley, Jerry H. “The New World History.” A Companion to Western Historical Thought. Lloyd Kramer and
Sarah Maza. Malden, MA: Blackwell Publishing, 2002. 393-416.
Bentley, Jerry. “Cross-Cultural Interaction and Periodization in World History.” The American Historical
Review (1996).
Christian, David. This Fleeting World: A Short History of Humanity. Great Barrington, MA: Berkshire Pub.,
2008. Print.
Christian, David. “Silk Roads or Steppe Roads? The Silk Roads in World History.” Journal of World
History Vol. 11, No. 1 (2000): 1–26.
Collingham, Lizzie. The Taste of War: World War II and the Battle for Food. New York: Penguin Books,
2011.
Crosby, Alfred. The Columbian Exchange: Biological and Cultural Consequences of 1492. Connecticut:
Praeger Publishers, 2003.
Daryaee, Touraj. “The Persian Gulf Trade in Late Antiquity.” Journal of World History, Vol. 14, No. 1
(Mar 2003): 1-16
Diamond, Jared. "Easter's End." Discover Magazine Aug. 1995: n. pag. Discover Magazine. Web. 14 July
2014. <http://discovermagazine.com/1995/aug/eastersend543>.
Diamond, Jared. Guns, Germs, and Steel. New York: W.W. Norton & Company, 1997. (Selections)
Dunn, Ross. The Adventures of Ibn Battuta: A Muslim Traveler of the 14th Century. Berkeley: UC Press, 1986.
Flynn, Dennis and Arturo Giráldez. “Born with a ‘Silver Spoon’: The Origin of World Trade in 1571.
Journal of World History, Vol. 6, No. 2 (Fall, 1995): 201-221.
Hamann, Byron Ellsworth. “The Mirrors of Las Meninas: Cochineal, Silver, and Clay.” The Art Bulletin
(College Art Association), Volume XCII, No. I (March-June, 2010): 6-35.
Hunt, Terry. "Rethinking the Fall of Easter Island." American Scientist 94.5 (2006): 412. American
Scientist. Sigma Xi: The Scientific Research Society. Web. 14 July 2014.
<http://www.americanscientist.org/issues/pub/rethinking-the-fall-of-easter-island/1>.
Jacobs, Jane. The Economy of Cities. New York: Vintage Books, 1969. (Chapter 1, “Cities First—Rural
Development Later.”)
Jones, Ann. Looking for Lovedu: A Woman’s Journey through Africa. New York: Random House, 2001.
Mann, Charles. 1491: New Revelations of the Americas before Columbus. New York: Alfred A. Knopf,
2005. (Selections)
Mann, Charles. 1493: Uncovering the New World Columbus Created. New York: Alfred A. Knopf, 2011.
(Selections)
McKeown, Adam. “Global Migration, 1846-1940.” Journal of World History, Vol. 15, No. 2 (June 2004):
155-189.
Pinker, Stephen. The Language Instinct. New York: Harper Perennial Modern Classics, 1994. (Selections)
Rose, Sarah. For All the Tea in China: How England Stole the World’s Favorite Drink and Changed
History. New York: Penguin Books, 2011.
Sanders, Thomas, et al. Encounters in World History: Sources and Themes from the Global Past. New
York: McGraw Hill Companies, 2005. (Selections from Volumes 1 & 2).
Shaffer, Lynda. “Southernization.” Journal of World History, Vol. 5, No. 1 (Spring, 1994): 1-21.
Smith, Bonnie, et al. Crossroads and Cultures: A History of the World’s Peoples. Boston: Bedford St.
Martin’s, 2012.
Smith, Charles. Palestine and the Arab-Israeli Conflict: A History with Documents. Boston: Bedford St.
Martin’s, 2013.
Standage, Tom. An Edible History of Humanity. New York: Walter & Company, 2009. (Selections)
Thornton, John. “‘I Am the Subject of the King of Congo’: African Political Ideology and the Haitian
Revolution. Journal of World History, Vol. 4, No. 2 (Fall, 1993): 181-214
Wiesner, Merry E., et al. Discovering the Global Past: A Look at the Evidence. Boston: Houghton Mifflin
Company, 2007. (Selections from Volumes I & II).
MULTIMEDIA RESOURCES
Christian, David. Big History Project. Big History Institute, 2013. Web. 18 July 2014.
<https://www.bighistoryproject.com/portal>.
"Classroom Materials to Support the Study of World History." Bridging World History. Annenberg
Foundation, 2013. Web. 22 June 2014. <http://www.learner.org/courses/worldhistory/>.
Women in World History. Center for History and New Media, George Mason University,
1996. Web. 17 June 2014. <http://chnm.gmu.edu/wwh/>.
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COURSE THEMES
Five themes underpin the student’s investigation of world history.
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THEME 1: INTERACTION BETWEEN HUMANS AND THE ENVIRONMENT
Demography and disease; migration; patterns of settlement; technology
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THEME 2: DEVELOPMENT AND INTERACTION OF CULTURES
Religions: belief systems, philosophies and ideologies; science and technology; the arts and
architecture
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THEME 3: STATE BUILDING, EXPANSION, AND CONFLICT
Political structures and forms of governance; empires; nations and nationalism; revolts and
revolutions; regional, trans-regional, and global structures and organizations
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THEME 4: CREATION, EXPANSION, AND INTERACTION OF ECONOMIC SYSTEMS
Agricultural and pastoral production; trade and commerce; labor systems; industrialization;
capitalism and socialism
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THEME 5: DEVELOPMENT AND TRANSFORMATION OF SOCIAL STRUCTURES
Gender roles and relations; family and kinship; racial and ethnic considerations; social and economic
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UNITS OF STUDY
Course material is organized into six periods to help students navigate ten millennia of content. Each period
contains “key concepts” that anchor students and help them better conceptualize world history.
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PERIOD 1 – Technological and Environmental Transformations (Prehistory to 600 B.C.E.)
Big Geography and the Peopling of the Earth; The Neolithic Revolution and Early Agricultural
Societies; the Development and Interactions of Early Agricultural, Pastoral, and Urban Societies
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PERIOD 2 – Organization and Reorganization of Human Societies (600 B.C.E to 600 C.E.)
The Development and Codification of Religious and Cultural Traditions; The Development of States
and Empires; Emergence of Trans-regional Networks of Communication and Exchange
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PERIOD 3 – Regional and Transregional Interactions (600 C.E. to 1450)
Expansion and Intensification of Communication and Exchange Networks; Continuity and
Innovation of State Forms and Their Interactions; Increased Economic Productive Capacity and Its
Consequences
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PERIOD 4 – Global Interactions (1450 to 1750)
Globalizing Networks of Communication and Exchange; New Forms of Social Organization and
Modes of Production; State Consolidation and Imperial Expansion
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PERIOD 5 – Industrialization and Global Integration (1750 to 1900)
Industrialization and Global Capitalism; Imperialism and Nation State Formation; Nationalism,
Revolution, and Reform; Global Migration
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PERIOD 6 – Accelerating Global Change and Realignments (1900 to the present)
Science and The Environment; Global Conflicts and Their Consequences; New Conceptualizations
of Global Economy, Society, and Culture
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HABITS OF MIND
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Constructing and evaluating arguments: using evidence to make plausible arguments.
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Using documents and other primary data (see “Skills of the Historian” below).
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Identifying patterns of change and continuity over time.
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Handling diversity of interpretations through analysis of context, bias, and frame of reference.
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Connecting local developments to global ones, moving generalizations from the global to the
particular.
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Comparing within and among societies, including societies’ reactions to global events.
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Assessing human commonalities and differences.
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Putting culturally diverse ideas and values in historical context.
SKILLS OF THE HISTORIAN
Through regular “Skill Development Workshops” (SDW), students will develop an important set of skills
that will introduce the discipline of history and prepare the student for the AP Exam in World History in
May. These skills include:
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PRIMARY SOURCE DOCUMENT ANALYSIS – Historians rely on primary source documents to inform
their written interpretations of the past. Primary sources provide a lens into the attitudes, thoughts,
and beliefs of people across time and place. Students will access the past through textual, visual, and
quantitative sources. For example, students may analyze these documents from Period 1 (to 600 BCE):
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Map showing the Global Dispersion of Humankind
Willendorf Venus and Jomon Figures
Aboriginal Rock Drawings
Stories from the Dreamtime
Chart comparing writing in ancient civilizations
Epic of Gilgamesh
Law Code of Hammurabi
As scholars, students will employ a range of literacy skills, interpreting primary sources for their
purpose, audience, content, tone, and bias. By comparing and contrasting documents, and grouping
documents by type or point-of-view, students will engage and fine-tune their analytical thinking.
Further, as the AP World History DBQ essay requires, student historians will refer to primary
sources as historical evidence essential to argumentation. Students will keep a record of documents
throughout the course, analyzing them using four methods:
1) Annotation using SOAPStone (Speaker-Occasion-Audience-Purpose-Subject-tone).
2) Point-of-view statements identifying the speaker and using a tonal adverb in relation to the
speaker’s intent, belief, and reason for their belief.
3) Categorization using SPICE (five historical themes).
4) Suggestion of a “missing voice”: someone that is in support or opposition to the point-of-view
presented in the document.
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HISTORIOGRAPHY – The course balances the use of primary sources with the comparison of
secondary source texts. Students will read and corroborate different scholars’ treatments of the same
topic, identifying their biases and exploring the contexts and reasons behind them. Conflicting
explanations and approaches between two (or more) authors allow students to begin to grasp the
complexity of world history. Students will organize into reading groups of 3-4 members that
participate in activities centered on supplemental articles featuring recent historical scholarship.
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WRITING – Historians are writers. They persuade readers through compelling storytelling and
arguments that they can support with historical evidence. AP World History students will hone the
craft of writing with clarity, well-defined thesis statements, and direct references to the evidence that
supports them. The AP College Board has developed three formulaic essay formats that students will
learn and practice throughout the course:
o Document-Based Question (DBQ)
o Compare and Contrast (Comp)
o Continuity and Change across Time (CCOT)
Students learn the intent and master the formula for these three essay types through regular practice
across the semester, using A.P. exam-tested questions. We begin with an expository-style essay,
identifying its key features: thesis, structure, and evidence. Students then work through DBQ, Comp,
and CCOT essays in that order. In the second half of the course, students write one of the three
essays every Wednesday in rotation.
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TEXTBOOK READING – To better navigate the volume of content and hone their reading skills,
students will keep a weekly chapter reading log for Strayer’s textbook, Ways of the World.
Alternating between three “entrée” options (See “Menu of Response Options” in notebook “Yellow
Pages” reference section), students will incorporate two of these elements into their chapter reading
log assignments:
o Chapter Notes, including the author thesis, the main ideas of each section, and the
corresponding evidence.
o Doing World History (DWH), consisting of five questions:
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Big Picture – Looking at the main points of the overall chapter
Comparison – Seeing the similarities and differences in two or more major elements
Diffusion – Movement of a concept/item/group
Syncretism – Movement of an external item that then combines with an internal item
to develop something new
Common Phenomena – Two or more societies/groups/people developing a similar
response to a similar problem without connections
o S.P.I.C.E. Analysis, using the five themes to write how the chapter illustrates each theme
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Social – Development and Transformation of Social Structures
Political – State Building, Expansion and Conflict
Interaction – Interaction Between Humans and the Environment
Cultural – Development and Interaction of Cultures
Economic – Creation, Expansion and Interaction of Economic Systems
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o S.P.A.C.E. Reflection, a paragraph addressing at least two of the letters of this acronym.
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Synthesis – Pulling the chapter threads together: how do the pieces fit?
Patterns – Comparisons between world powers and cultures; identification of trends.
Analysis – So what? Interpretation of key ideas/events/movements in more depth.
Cause-Effect – Relationships over time: before and after, ripple effect of events.
Evaluate – Significance? How successful? How might you rank events/people?
INTERDISCIPLINARY STUDIES – While the skills of the historian will be the center of the student’s
study, they will integrated into a thematic, interdisciplinary investigation of the world’s history.
Human creative endeavors – art, literature, philosophy, architecture, music, and film—are embedded
throughout the curriculum to reveal the rich diversity and universality of peoples across time and
place. Humanity’s cultural achievements both inspire and counterbalance the conflict, war and
destruction that weigh heavily in the stories of our collective past.
IN THE CLASSROOM: BEST PRACTICES
The following regular workshops and practices will help prepare the students to succeed on the AP World
History examination in mid-May.
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THEME APPLICATIONS
Theme time activities aim to teach the course themes and encourage students to identify them in
documents and historical case studies.
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SKILLS DEVELOPMENT & WRITER’S WORKSHOPS
These are sessions that highlight and isolate specific skills for practice and mastery, including
document analysis and grouping, as well as thesis development and planning for each of the three
essay formats.
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WEEKLY TESTS
Each Friday students demonstrate their textbook and in-class learning on a test.. Test items include
released AP exam multiple choice, short answer, and essay questions, as well as identifications.
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DISCUSSIONS: SOCRATIC SEMINARS * INNER-OUTER CIRCLES
Students are expected to show their documentary knowledge (film and reading-based) through active
participation in discussions centered on an open-ended question. Students earn points based on
sharing ideas and raising essential questions, building on classmates’ ideas, referring to the
documents, and identifying specific historical evidence from our studies.
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REGIONAL REVIEW JIGSAWS
Students organized into eight regional groups of 3-5 members to review the content at the end of each
unit or period. Regional groups share their findings with classmates, centering on periodization, key
concepts, and themes – S.P.I.C.E. The eight regions include:
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5)
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Southwest Asia & Northern Africa (Middle East & Mediterranean)
Sub-Saharan Africa
Central & South Asia
East Asia
Southeast Asia & Oceania (Australia, Polynesia, Micronesia, Melanesia)
Latin America & the Caribbean
North America
Europe
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REGULAR ASSIGNMENTS
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KNOWLEDGE CARDS
For each period/unit of study, students will prepare, study, and submit a set of 3”x5” knowledge
cards that, cumulatively, will become a useful course review prior to class tests and to the A.P.
exam. Each card will feature a key event, civilization, person, or idea on one side, and on the other, a
description of it and explanation its significance. A visual or poetic representation of each is
encouraged to secure the student’s understanding/processing in an alternative way and to prompt
student’s recall of the material during review.
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TEXTBOOK READING NOTES (See “Menu of Response Options” in your “Yellow Pages”)
Each week, students submit notes from the assigned textbook reading (1-2 chapters per week).
Students choose from a menu of options to produce a detailed synthesis of central ideas, patterns,
people and events from the reading.
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ESSAYS
Each week, students plan and/or write an essay (in class or out of class), based on one of three
formulas. We will regularly practice prompt analysis, thesis development, and citing evidence, as
well as examining the scoring rubrics before reading and grading sample essays, so that students can
master the three essay formats before taking the A.P. test. They include:
1) Compare and Contrast
2) Change across Time
3) Document Based Question (DBQ)
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MENTAL MAPPING & GEOGRAPHY SNAPSHOTS
On a regular basis, students will demonstrate geographic knowledge through a variety of cartography
exercises, tailored to sharpen students’ thematic thinking and regional relationships. Geography
snapshots may focus on global movements of ideas, commodities, foods, germs, or peoples, or they
might highlight concurrent locations of empires or civilizations.
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STUDENT-LED SEMINARS
Students facilitate a document-based discussion around a civilization, cultural conflict, historical
pattern, concept or event. In pairs and/or individually, students creatively and critically present the
context for the topic, its global significance and its related controversy, conflict, or ripples across
time. Students share a reading—a primary source or two secondary source treatments of the topic—
and raise an open-ended, critical question related to it for classmates to discuss or write about.
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ONLINE INTERACTIVES
Students access online, interactive lessons via Annenberg Learner, “Bridging World History,” the
school website, https://smroyals.edu20.org, or apps, such as Nearpod that allow students to navigate
through teacher-created curriculum.
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OCCASIONAL ASSIGNMENTS
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RESEARCH
o Biography
Students will critically examine an individual from world history up until 1450, putting
him/her into historical context, interpreting his/her work, and then writing about significant
moment from first-person point-of-view; preparing two obituaries with a bias: one critical,
one favorable; or producing imagined correspondence between him/her and another historical
figure from another era and world region.
o March Madness-Style Historical Play-Offs
Students examine the ripple effects of a historical movement, migration, and/or technology to
determine its causal relationships and to develop criteria for “most influential.” They will
make oral arguments and use evidence to persuade classmates.
o Unresolved Problems in the 20th or 21st-Century, Non-Western World
This culminating project invites students to investigate an issue or movement in our
contemporary world—its historical roots and its global implications. Small groups (2-3
students) saturate themselves with the topic, find related documents, and deliver an
interdisciplinary, multi-media presentation that engages their classmates in debate and
discussion around a key document.
• FLIP THE CLASSROOM
Outside of class time student- or teacher-facilitated viewing, and inside the classroom responding.
• READING ENRICHMENT
Independent reading and/or book club, mostly 20th- and 21st-century historical fiction or memoir.
• FIELD TRIP POSSIBILITIES
Parent chaperones needed.
o Museum of Tolerance (Los Angeles) and/or Portraits of Survival (SB Jewish Federation)
o Santa Barbara Museum of Art
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COURSE CONTENT
UNIT ONE – EARLY CIVILIZATIONS (TO 600 BCE)
Essay Topic:
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Analyze the technological and environmental transformations that took place in the development of
human societies to 600 C.E. (CCOT)
Week One – Foundations – Populating the Planet
Textbook Reading
Key Concept(s)
Content Focus
Primary Sources
Supplemental
Activities
Relevant Films
Strayer, Prologue and Chapter 1, “Beginnings”
1.1 – Big Geography and the Peopling of the Earth
Migrations—Out of Africa and in Australia and Oceania
Venus figurines, rock paintings at Lauscaux, in Santa Barbara and Australia, Otzi
“Iceman,” Nisa, a !Kung woman, Chumash and Australian aboriginal mythology
Mann, “Birth of Religion,” National Geographic; Pinker, “Chatterboxes,” The
Language Instinct; Kluckhohn, “On Humans and Culture,” Mirror for Man.
Students as Astronomers/Archaeologists
• Cosmic Calendar, Space Odyssey 2001, and Paleolithic Humans: how do we know
what we know?
Students as Cartographers
• Orientation to world regions
• Geography is more than location (interactions between humans and earth)
o Populating the planet
o Linguistic migrations: Indonesia
Students as Anthropologists
• Continuity and change over time: how are humans the same & different across time
and place
o Jigsaw supplemental readings: Pinker, Mann, and Kluckhohn
Students as History Detectives
• Getting Started: Lunchroom fight—the limits of eye witness accounts and value of
multiple perspectives
• Practicing the Discipline: What really happened on June 4, 1989? Two accounts of
Tiananmen Square
• Primary Document Walk Around: What these Paleolithic images reveal and don’t
reveal.
Werner Herzog The Cave of Forgotten Dreams
Week Two – First Farmers: Neolithic Revolution
Textbook Reading
Key Concept(s)
Content Focus
Primary Sources
Supplemental
Strayer, Chapters 2 “First Farmers”
1.2 – Neolithic Revolution and Early Agrarian Societies
Early agricultural villages, chiefdoms, and pastoral societies
Catalhüyük, Stonehenge, Nok sculpture
Jacobs The Economy of Cities, “Cities First—Rural Developments Later (3-49);
Standage An Edible History of Humanity (1-2, 13-15); Diamond Discover Magazine,
"The Worst Mistake in the History of the Human Race," May 1987 (64-66); Bentley
Traditions and Encounters, “The Early Complex Societies, 3500 to 500 BCE” (2-3).
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Activities
Relevant Films
Students as Historians
• Cities first or rural development: compare and contrast secondary source treatments
of the Neolithic Revolution
• Primary source analysis: compare and contrast creation myths, tied to food
production and geography
• Write back: “Agriculture: Preferable to Gathering and Hunting”—an argument with
Jared Diamond with citations from Strayer, Stanley, and Bentley.
Students as Cartographers
• Geography Snapshot: the Neolithic revolution and the spread of food
Geography of Food (McDougal Littell)
Week Three – First Civilizations
Textbook Reading Strayer, Chapter 3, “First Civilizations”
Key Concept(s)
1.3 – Development and Interaction of Early Agricultural, Pastoral, and Urban Societies
Content Focus
Agricultural development in Papua New Guinea, Americas, Huang He, Mesopotamia,
and Egypt
Primary Sources
Mesopotamia—Code of Hammurabi, India—Code of Manu, Egypt—Book of the
Dead; Encounters (Chapter 2) – Creation myths, including selections from “The Epic
of Gilgamesh,” Book of Genesis, Popol Vuh, Rig Veda: Pursha Hymn;
Activities
Students as Historians
• Jigsaw: SPICE acronym applied to early civilizations
• Socratic Seminar: Women in the Code of Hammurabi and Code of Manu
• Learning Centers: Creation myths and monumental architecture: how they reflects
the lives of its builders.
Students as Cartographers
• Annotated Map of World Civilizations, including textual and visual representations
of the governance, technology and social structures of the people who built them.
UNIT TWO – THE CLASSICAL ERA (600 BCE TO 600 CE)
Essay Topic Options:
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Analyze continuities and changes in the cultural and political life of ONE of the following societies:
Chinese, 100 CE to 600 CE; Roman, 100 CE to 600 CE; or Indian, 300 CE to 600 CE. (CCOT)
Analyze similarities and differences in techniques of imperial administration in TWO of the following
empires: Han China, 206 BCE-220 CE; Mauryan/Gupta India, 320 BCE-550 CE; Imperial Rome, 31
BCE-476 CE (Comp)
Analyze Han and Roman attitudes toward technology. (DBQ)
Week Four – Eurasian Empires (Collisions & Comparisons – Persians, Greeks, Han, Romans)
Textbook Reading Strayer, Chapters 4 & 5, “Eurasian Empires and Cultural Traditions”
Key Concept(s)
2.1 – Development and Codification of Religious and Cultural Traditions
2.2 – Development of States and Empires
Content Focus
Han and Rome; Persia and India
Primary Sources
Greece—Pericles and Plato (on democracy); Rome—“Roman Oration;” China—the
terracotta army of Shihuangdi and the writings of Han Fei, Confucius Analects, and
Lao Tzu; India—Ashoka, The Rock Edicts. See also Encounters (Chapter 4)
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Supplemental
Activities
Relevant Films
Marguerite Del Giudice, “Persia: the Ancient Soul of Iran,” National Geographic
Daryaee, “Persian Gulf Trade in Late Antiquity” (re: connections between Southwest
and East Asia)
Students as Historians
• Soapbox: “Plato vs. Pericles on Democracy”
• Socratic Seminar: “Persia—the Ancient Soul of Iran”
• Hot Seat: Qin vs. Han (CCOT)—Intellectual Development or Control? “Book
Burning & Burial Scholars” (emperor, Qin Shihuangdi; Confucius; Li Si—
developed a writing system; peasant emperor Han Gaozu; and Cai Lun—created
writing paper)
• Inquiry—What does the Coin Say? Examine sections of Daryaee’s article “Persian
Gulf,” as well as coins, glass and wood found in the Islamic city of Siraf.
• Writer’s Workshop: Compare and Contrast Essay—Romans vs. Han: Imperial
Authority
• Periodization: Compare the periodization schemes used by the A.P. curricular
framework and Strayer’s text (i.e., why 500 CE rather than 600 CE as a marker?)
Students as Cartographers
• Annotated Maps: Empires & Architecture, People & Technology
Michael Wood Origins of Civilizations: India
Week Five – Eurasian Cultural Traditions (Comparative Religions)
Textbook Reading Strayer, Chapters 5 & 6, “Eurasian Cultural Traditions and Social Hierarchies”
Key Concept(s)
2.1 – Development and Codification of Religious and Cultural Traditions
2.3 – Emergence of Transregional Networks of Communication and Exchange
Content Focus
Christianity and Buddhism
Primary Sources
Encounters (Chapter 4) Zarathustra’s Yasnas, Lao Tzu’s Tao Te Ching, visual
representations of Buddha and his The Four Noble Truths, New Testament’s Gospel of
Matthew, Plato’s Apology, and the “Bhagavad Gita.”
Activities
Students as Historians
• Storytelling Tableaus: Death of Socrates, Death of Buddha
• Document Jigsaw: Compare and contrast concurrent world philosophies
• Meeting of the Minds: Philosophers’ Round Table—Aristotle or Plato, Lao Tzu,
Jesus of Nazareth, Zaratustra, Soloman and the Buddha on the condition of humans
and paths to spiritual harmony, heaven or enlightenment (points of agreement and
departure).
• Writer’s Workshop: Thesis development for the compare and contrast essay centered
on two world religions
Students as Cartographers
• Geography Snapshot: Regional religions and the spread of Buddhism
Relevant Films
David Grubin The Buddha (PBS)
Week Six – Eurasian Social Hierarchies (Caste, Patriarchy & Slavery)
Textbook Reading Strayer, Chapter 7, “Eurasian Social Hierarchies and Classical Era Variations”
Key Concept(s)
2.1 – Development and Codification of Religious and Cultural Traditions
2.2 – Development of States and Empires
Content Focus
Eurasian Social Hierarchies; African and American Variations
Primary Sources
From Strayer’s documentary evidence section, “Patriarchy and Women’s Voices in the
Classical Era” (China, India, and Rome)
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Activities
Relevant Films
Field Trip
Students as Historians
• “I am Spartacus!” Comparing Slavery: Greco-Roman, Aztec, and Trans-Atlantic
• “Ain’t I a Woman?” Patriarchy in Athens, Sparta, and China
• “Outcasted”: Class & Caste in India
• Face Off: Buddha and Soloman Debate Continuity and Change
• Writer’s Workshop: Plan Compare/Contrast Essay (Romans and Han)
Scene from Amistad
Antiquities at Santa Barbara Museum of Art
UNIT THREE – CROSS-CULTURAL INTERACTIONS (600 TO 1450)
Essay Topic Options:
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Compare the process of state-building in TWO of the following in the period 600 CE to 1450 CE:
Islamic states; City-states; Mongol khanates. (Comp)
Analyze continuities and changes along the Silk Roads from 200 BCE to 1450 CE. (CCOT)
Compare and contrast the attitudes of Christianity and Islam toward merchants and trade from the religions’
origins until about 1500. Are there indications of change over time in either case, or both? (DBQ)
Week Seven – Silk, Sea & Sand Roads (Commerce, Culture, Constantinople & China)
Textbook Reading Strayer, Chapters 8 & 9, “Commerce and Culture; China and the World”
Key Concept(s)
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
Content Focus
Sea, Silk, and Sand Roads – Afro-Eurasia and the Indian Ocean; China and the World
Primary Sources
Encounters (Chapter 10), Arabian Nights, Travels of Marco Polo & Ibn Battuta
Supplemental
Christian, “Silk Roads or Steppe Roads?” Standage 5, “Spice Trade’s WorldWideWeb”
Activities
Students as Historians
• Camel Caravan: Silk & Sand Roads—Trade (Learning) Centers in the Classroom
o Gold, Islam, Salt and Slaves—Sand Roads
o Destination Timbuktu—Sundiata, Mansa Musa and Ibn Battuta
o Lapis, Laquer and Liccorice—Silk Roads
• Point-Counterpoint: Interpreting the Persistent Impact of the Silk Roads (Standage,
Strayer and Christian)
• Examine the Evidence, Build a Case—Who’s more important: Ibn Battuta or Marco
Polo?
• Skills Practice: Grouping documents, determining missing voices
• Writer’s Workshop: Continuity and Change over Time Essay: Silk Road
Students as Cartographers
• Mental Mapping: Silk, Gold, and Turquoise
Week Eight – Collisions & Connections (Christendom & Islamic Worlds)
Textbook Reading Strayer, Chapters 10 & 11, “Worlds of Christendom and Islam”
Key Concept(s)
3.1 – Expansion and Intensification of Communication and Exchange Networks
3.2 – Continuity and Innovation of State Forms and Their Interactions
Content Focus
Europe on the Rise—Byzantium and Christianity; Islam on the Rise
Primary Sources
Encounters (Chapter 10); Account of Rollo, Duke of Pagans; Magna Carta; Pope
Gregory; Jesus Sutras in China; Tale of the Genji; Quran; Rumi; Usama ibn Munqidh
12
Supplemental
Activities
Shaffer, “Southernization” (vs. westernization)
Students as Historians
• Cross-Cultural Seminar: Comparing Medicine: Islamic vs. Medieval European
Approaches to Illness and Healing (Usama ibn Munqidh, Aquinis, Muhammad)
• Online Learning Centers: Comparing Music, Calligraphy, Iconography,
Architecture, and Literature—From Chartres Cathedral (France) to Lutfallah
Mosque, (Isfahan, Iran)
o Poetry from the Crusades
o Call to Prayer & Chant
o Houses of God/Allah—from Chartres Cathedral to Lutfallah Mosque (Isfahan,
Iran)
Relevant Films
• Case Study: Islam and Cultural Encounter—A Four-Way Comparison
o India
o Anatolia
o West Africa
o Spain
Students as Cartographers
• Geography Snapshot: Spread of Islam
Islam: Empire of Faith (PBS)
Week Nine – Eurasian Networking (Pastoral People & the Mongols)
Textbook Reading Strayer, Chapters 12, “Pastoral Peoples on the Global Scale—The Mongols”
Key Concept(s)
3.1 – Expansion and Intensification of Communication and Exchange Networks
3.3 – Increased Economic Productive Capacity and Its Consequences
Content Focus
Pastoral Peoples – Xiongnu, Arabs, Masai, Mongols
Primary Sources
Voices of the Mongols, Outsiders Perceptions of the Mongols (Russian, Chinese);
European depictions of plague and death
Activities
Students as Historians
• Jigsaw: Comparing Pastoral Groups:
o Xiongnu (Mongolian steppes)
o Arabs and Turks
o Masai (East Africa)
• Mock Trial (Document-Based)
o Defendant: Chinggis Khan—Mongols
o Plaintiffs: China, Persia, Russia, and Mongol Women
• Cause & Effect: Trade, Plague, & Diplomacy in the 14th Century
Students as Cartographers
• Geography Snapshot: Mongol Empire
Relevant Films
Mongol
Week Ten – Webs of Global Interaction (Europe, China, Ottoman, Aztec & Inca)
Textbook Reading Strayer, Chapter 13, “Worlds of the 15th Century”
Key Concept(s)
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
Content Focus
The World in the 15th Century – Americas, China, and the Ottoman, Safavid, Songhay,
and Mughul Empires
Primary Sources
Visual evidence (Strayer): sacred places around earth; Bartolomé de las Casas; Diego
Duran; Moctezuma I; Pedro de Cieza de León
13
Supplemental
Activities
Relevant Films
Shaffer, “Southernization” (vs. westernization); Diamond, “Easter’s End;” Hunt,
“Rethinking the Fall of Easter Island.”
Students as Historians
• Apply Course Themes (SPICE) to American civilizations
o Maya
o Aztec
o Incas
• Jared Diamond and Terry Hunt Face Off:
o Two explanations of the demise of the Rapa Nui on Easter Island: exploitation
of environment: “Eco-cide” (Diamond) and migration of germ (Hunt)
Students as Cartographers
• Geography Snapshots:
o Annotate map of European colonization of the Americas
o Polynesian trade and migration of the Oceanic societies
Engineering an Empire, “Aztecs and Inca in the Americas” and/or Diamond, Guns,
Germs, and Steel, “Conquest” (Episode 7)
UNIT FOUR – THE GLOBAL WORLD (1450 TO 1750)
Essay Topic Options:
•
•
•
•
•
•
Compare the historical processes of empire building in the Spanish maritime empire during the period
from 1450 through 1890 with the historical process of empire building in ONE of the following landbased empires: the Ottoman Empire or the Russian Empire. (Comp)
Compare the effects of racial ideologies on North American societies with those on Latin
American/Caribbean societies during the period from 1500 to 1830. (Comp)
Analyze continuities and changes in the commercial life of the Indian Ocean region from 650 CE to
1750 CE. (CCOT)
Analyze the social and economic transformation that occurred in the Atlantic world as a result of new
contacts among Western Europe, Africa, and the Americas from 1492 to 1750. (CCOT)
Analyze connections between regional issues and the European struggles for global power in the mideighteenth century. (DBQ)
Analyze the social and economic effects of the global flow of silver from the mid-16th century to the
early 18th century. (DBQ)
Week Eleven – Empires and Encounters
Textbook Reading Strayer, Chapter 14, “Empires and Encounters”
Key Concept(s)
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
Content Focus
The World in the 15th Century – Americas, China, and the Ottoman, Safavid, Songhay,
and Mughul Empires
Primary Sources
Strayer’s selected documents and more. (See “Activities,” detailed below).
Supplemental
Hamann, “Mirrors of Las Meninas: Cochineal, Silver and Clay” (Excerpts); Koning,
“The Second Voyage of Columbus;” Berliner, “Man’s Best Came with Columbus.”
Activities
Students as Historians
• Jigsaw & Hot Seat—State Building: whose methods brings out the best in humanity?
o Strayer documents
! Reflections of Qing Emperor Kangxi (China)
14
Relevant Films
! Memoirs of Mughal Emperor Jahangir (India)
! Outsider’s View of Suleiman I—Turkish Letters (Ottoman Empire)
! Memoirs of King Louis XIV (France)
• Inner-Outer Circle or Debate—Columbian Exchange and the “Black Legend”: Will
the real Cristóbol Colón Please Stand Up?
o Readings:
! “The Second Voyage of Columbus” (Hans Koning, Columbus: His
Enterprise—Explosing the Myth (1976)
! “Man’s Best Came with Columbus” (Michael Berliner editorial, LA Times,
Dec 30 1991)
o Documents:
! Bartolomé de las Casas (passage from A Brief History of the Destruction of
the Indies)
! Graph of indigenous population decline in Latin America 1520-1620
! Visual renderings of smallpox epidemic and meeting between Cortéz and
Moctezuma
! Political cartoons (LA Times 1991)
• Strayer vs. Hollywood—Evaluate the accuracy of Hollywood
o Film Clips:
! Rapa Nui (Easter Island)
! Mission (Guaraní vs. Portuguese, South America)
! Decade of Destruction (Bullfrog Films documentary, 1980s, Brazilian
rainforest – modern world’s germs meet Paleolithic indigenous groups)
Students as Art Historians
• Picture Worth a Thousand Words—Princess, Painter, and the SPICE of EuropeanAmerican Trade Connection during Spain’s “Golden Age.”
o Hamann article: “Mirrors of Las Meninas: Cochineal, Silver, and Clay”
o Painting, “Las Meninas” by Spanish artist, Diego Velázquez (1656)
Students as Cartographers
• Geography Snapshot: European colonial presence in the Americas
Jared Diamond Guns, Germs, and Steel (Episode about Pizarro and the Incas)
Week Twelve – Global Commerce (Silver, Fur & Slaves)
Textbook Reading Strayer, Chapter 15, “Global Commerce”
Key Concept(s)
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
Content Focus
Global silver and fur trade; Trans-Atlantic slave trade—Humans as Commodities
Primary Sources
Narrative of the Life of Olaudah Equiano; Journal of a Voyage Made in the Hannibal
of London; Letters to King Jao of Portugal; Conversation between British diplomat and
Osei Bonsu, ruler of Asante; Stayer’s Visual Sources.
Supplemental
Hamann, “Mirrors of Las Meninas: Cochineal, Silver and Clay” (Excerpts); Flynn,
“Born with a Silver Spoon;” Koning, “The Second Voyage of Columbus;” Berliner,
“Man’s Best Came with Columbus.”
Activities
Students as Historians
• Simulation / Demo: Merchants, Middlemen & Merchandise—Ports of Call
o Silver
o Fur
o Sugar
o Slaves
15
Relevant Films
• Document-Based Debate: Pedestal or Pigeonhole—How Should Cristóbol Colón and
His Colleagues Be Remembered?
• Periodization Discussion: why 1450?
• Jigsaw Read and Share: “Mirrors of Las Meninas” and “Born with a Silver Spoon”
— how do the readings complement each other?
Students as Cartographers
• Geography Snapshots:
o Trans-Atlantic Trade Triangle
o The Silver Trade
Amistad (Reprise)
Week Thirteen – Religion and Science (Challenges to & Expansion of Tradition)
Textbook Reading Strayer, Chapter 16, “Religion and Science”
Key Concept(s)
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
Content Focus
Globalization of Christianity; Persistence and Change in Afro-Asian Cultural
Traditions; Birth of Modern Science; European Enlightenment
Primary Sources
Martin Luther 95 Theses; Wang Yangming Conversations; Abdullah Wahhab
Doctrines of Wahhabis; Kabîr Poetry
Activities
Students as Historians
• Syncretism & Art Walk Around: Merging Culture and Religion, Indios y
Peninsulares—Día de los Muertos (Aztec) & Pachamama and La Vírgen (Incas)
• Meeting of the Minds: Luther and Charles V; Galileo, and his Inquisitor – with a
ghost appearance from Chinggis Khan (Mongol) and input from Akbar (India) on
religious tolerance and what it did for them.
• Jigsaw: State Building—A Comparison of Six Empires and Their Rulers
(See comparison essay prompt above)
o Mughal India (Akbar)
o Spanish (Isabella)
o Ottoman (Suleyman)
o Qing, a.k.a., Manchu (Kangxi)
o Russian (Peter the Great)
o Japan (Tokugawa Ieyasu)
Students as Cartographers
• Geography Snapshots:
o Trans-Atlantic Trade Triangle & The Silver Trade (and how they’re connected)
o Empires: Spanish, Russian, Ottoman, Japanese, Chinese
Relevant Films
Eric Till (Director), Luther
Empires—Japan: Memoirs of a Secret (PBS)
UNIT FIVE – INDUSTRIALIZATION AND REVOLUTION (1750 – 1900)
Essay Topic Options:
•
•
Compare differing responses to industrialization in any TWO of the following: Japan; Ottoman Empire,
Russia. (Comp)
Compare the roles of women in TWO of the following regions during the period from 1750 to 1914:
East Asia; Latin America; Sub-Saharan Africa. (Comp)
16
•
•
•
•
•
•
Compare the emergence of nation-states in nineteenth-century Latin America with the emergence of
nation-states in ONE of the following regions in the twentieth century: Sub-Saharan Africa or the
Middle East. (Comp)
Analyze continuities and changes that resulted from the spread of Islam into ONE of the following regions
in the period between circa 800 CE and circa 1750: West Africa, South Asia, or Europe. (CCOT)
Analyze continuities and changes in labor systems between 1750 and 1900 in ONE of the following
regions: Latin America and the Caribbean, Oceania, or Sub-Saharan Africa. (CCOT)
Analyze African actions and reactions in response to the European Scramble for Africa. (DBQ)
Analyze similarities and differences in the mechanization of the cotton industry in Japan and India in the
period from the 1880s to the 1930s. (DBQ)
Analyze the relationship between European Enlightenment ideas and revolutions in TWO of these
regions: Europe; North America; Latin America; Caribbean (DBQ)
Week Fourteen – Democratic Revolutions (North American, French, Haitian, Latin American)
Textbook Reading Strayer, Chapter 17, “Atlantic Revolutions and Their Echoes”
Key Concept(s)
5.2 – Imperialism and Nation State Formation
5.3 – Nationalism, Revolution, and Reform
Content Focus
Revolutions – United States, France, Haiti, and Latin America
Gender roles and relationships – Latin America, Japan, and Europe
Primary Sources
Hobbes, Locke, Rousseau quotes; Jefferson, Declaration of Independence; Robespierre
speech, Republic of Virtue; Bolivar, Jamaican Letter; Hidalgo, Grito de Dolores;
French National Assembly, Declaration of the Rights of Man; Olympe de Gouges;
Declaration of the Rights of Woman; Mary Wollstonecraft, Vindication of the Rights of
Woman. Visual Sources: European and Native American depictions of Virgin Mary;
French Revolution cartoons and paintings. Graphic Source: Charles Joseph Minard,
Napoleon’s March (map of 1812 invasion of Russia showing the geographic route of
the campaign, the size of Napoleon’s army, and the temperature).
Supplemental
Büschges, “Don Manuel … Protests the Marriage of His Daughter to Don Teodoro …,
a Person of Lower Social Standing” (1784-85)
Thornton, “‘I Am the Subject of the King of Congo’ … Haitian Revolution.”
Activities
Students as Historians
• Hot Seat: What is Enlightenment? A Brief Study of Human Nature and Governance
o Kant, Locke, Rousseau, Hobbes, Louis XIV, Wollstonecraft
o Swift’s Gulliver’s Travels (Yahoos or Houhnhyms?)
o Social Contract? Choose One! Alternative? Divine Right of Kings
• Document-based Jigsaw: Democratic Revolutions and Independence Movements
o United States (North America)
o France (Europe)
o Mexico (Central America)
o Venezuela (Latin America)
o Haiti (Caribbean)
• Shogunate Showdown: Points of Difference and Similarities—A Seminar on Gender
o Tokugawa Geisha (Edo period)*
o Mary Wollstonecraft or Olympe de Gouges**
o Doña Baltasara Valdivieso, betrothed to Teodoro (See “Supplemental” above.)
Students as Cartographers
• Geography Snapshot: Independence movements in France, Americas and Caribbean
Relevant Films
Interpretation of Swift’s Gulliver’s Travels (Scene)
*Empires—Japan: Memoirs of a Secret (PBS)
**The Eighteenth-Century Woman (Metropolitan Museum of Art)
17
Week Fifteen – Industrial Revolution (To Have or Have Not?)
Textbook Reading Strayer, Chapter 18, “Revolutions of Industrialization”
Key Concept(s)
5.1 – Industrialization and Global Capitalism
Content Focus
Industrial Revolutions – Britain, United States, Russia and Latin America
Economic Change: Capitalism and Socialism
Primary Sources* Encounters (Chapter 7); Marx, Communist Manifesto; Smith, Wealth of Nations;
Zetkin, “The German Socialist Women’s Movement;” Pottier, “Internationale;” Lenin,
“What Is to Be Done?” Visual Sources: Strayer, cartoons, etchings, paintings
Activities
Students as Historians
• Power Loom on Trial:
o Document-based case study on laissez-faire capitalism: “Luddites – Rebels
Against the Future.”*
• Jigsaw: Approaches Industrialization around the World (Socio-Economic Trends)
o Britain
o Russia
o Latin America (post-Independence)
o United States
• Seminar: Point-Counterpoint
o Causes & consequences of mechanization
o Mirror, mirror: which economic theory is fairest of all? (Marx v. Smith)
• Seminar: artistic and literary reactions to industrialization–
o Art Centers or Walk-About: Neo-Classicism, Romanticism, and Realism
o Hot Seat: Charles Dickens—Gradgrind, Scrooge, and Industrial “Hard Times”
Relevant Films
Chaplin, Modern Times; Dickens, Hard Times (BBC); Neame, Scrooge.
Week Sixteen – New Imperialism (Global Impact of Industrialization)
Textbook Reading Strayer, Chapters 19 & 20, “Internal Troubles, External Threats & Colonial Encounters”
Key Concept(s)
5.2 – Imperialism and Nation State Formation
5.4 – Global Migration
Content Focus
Internal Reform – China, Ottoman, Japan
Colonial Encounters in Africa and Asia
Primary Sources
Strayer’s selected documents, Chapters 19 & 20; Lin Tse Hsu, Letter to Queen Victoria
re: sale of opium in China; Military Anthems of Sultan Mahmud II***
Supplemental
McKeown, “Global Migration, 1846-1940.”
***Emre Gul, “Westernization of Music and Anthems in the Ottoman Empire”
< http://www.worldbulletin.net/>
Activities
Students as Historians
• Simulation: Scramble for Africa and “Imperial Chairs”
• Case Study: Poppies, Tea, and Silver—Opium Wars
o Small Group Readers Theater:
! British East India Company Officer
! Chinese Imperial Officer, Lin Tse Hsu
! Chinese Merchant from Canton
! Indian Wheat-Turned-Poppy Farmer
! Queen Victoria
o Document Analysis:
! Letter to Queen Victoria (Lin Tse Hsu)
! Poem, “Heathen Chinee” (Brett Harte)
! Political Cartoons and Paintings
18
Relevant Films
• Jigsaw: Westernization of the Eastern and Islamic Empires & Push Back*
o India (*Sepoy Rebellion)
o Ottoman***
o Russia
o Qing (*Boxer Rebellion)
o Japan (*Meiji Restoration)
Students as Cartographers
• Geography Snapshots:
o New Imperialism, 1800-1914 (Going Global)
o Opium Trade Triangle
Gowariker, Lagaan: Once upon a Time in India
UNIT SIX – THE TWENTIETH CENTURY (1900 TO THE PRESENT)
Essay Topic Options:
•
•
•
•
•
•
•
•
•
•
Compare the effects of the First World War in TWO of the following regions: East Asia; Middle East;
South Asia. (Comp)
Compare the outcomes of the movements to redistribute land in TWO of the following countries,
beginning with the dates specified: Mexico, 1910; China, 1911; Russia, 1917. (Comp)
Analyze continuities and changes in nationalist ideology and practice in ONE of the following regions
from the First World War to the present: Middle East, Southeast Asia, or Sub-Saharan Africa. (CCOT)
Analyze continuities and changes in cultural beliefs and practices in ONE of the following regions from
1450 to the present: Sub-Saharan Africa or Latin America/Caribbean. (CCOT)
Analyze the relationship between Chinese peasants and the Chinese Communist Party between circa
1925 and circa 1950. (DBQ)
Analyze the relationship between cricket and politics in South Asia from 1880 to 2005. (DBQ)
Analyze the causes and consequences of the Green Revolution in the period from 1945 to the present. (DBQ)
Analyze factors that shaped the modern Olympic movement from 1892 to 2002. (DBQ)
Analyze the main features, including causes and consequences, of the system of indentured servitude
that developed as part of global economic changes in the 19th and into the 20th centuries. (DBQ)
Analyze the issues that 20th century Muslim leaders in South Asia and North Africa confronted in
defining their nationalism. (DBQ)
Week Seventeen – Age of Anxiety: European Angst & Global Wars
Textbook Reading Strayer, Chapter 21, “The Collapse and Recovery of Europe”
Key Concept(s)
6.1 – Science and the Environment
6.2 – Global Conflicts and Their Consequences
6.3 – New Conceptualizations of Global Economy, Society, and Culture
Content Focus
Causes and Consequences of World Wars I and II
Genocide
Primary Sources
Strayer’s Textual and Visual Sources, including Mussolini, Hitler, Tojo, and
Yamamoto; war propaganda speeches, posters, cartoons, and films; personal letter from
Nanjing; Holocaust oral history sources (survivor accounts)
Activities
Students as Historians
• Round Table: Paris Peace Conference
o Document-Based Analysis of the Motivations and Outcomes of WWI
o Spoils of War, Self-Determination, and the Blame Game
! USA (Woodrow Wilson)
19
Relevant Films
! Britain (David Lloyd George)
! France (Georges Clemenceau)
! Russia (empty chair)
! Germany (silenced delegate)
! India (Gandhi after Amritsar Massacre)
! Iraq and/or Palestine (nationalist delegate)
• Paired, Multimedia Theater Performance: One-Minute, First-Person Accounts
o Wilfred Owen officer in the trenches on the Western Front (shell shock)
o WWI ANZAC combat soldier at Galipoli
o WWI Turkish combat soldier at Galipoli
o WWI Russian woman’s experience in the trenches on the Eastern Front
o Paddy Webb or Peter Fraser, New Zealand Labor Party conscientious objectors
o WWII bombardier over Dresden
o German field marshall Erwin Rommel on Hitler and the campaign in Egypt
o American “Rosie the Riveter’s” remembrance of the home front war industry
o Ghost account of a German Luftwaffe pilot in the Battle of Britain
o Ghost account of a Canadian’s D-Day landing on the beaches of Normandy
o Ghost account of a Chinese woman during Japanese invasion of Nanjing
o Ghost account after firebombing or Tokyo or atomic bombing of Hiroshima
o Ghost account of a member of the French resistance in Vichy France
o Survivor account of a Japanese combat soldier surrendering at Iwo Jima
o Survivor account of Auschwitz death camp bound for Jerusalem
o Internee at a “displaced persons” camp after WWII
o American POW at Guadalcanal
o Remembrance of a decorated Japanese-American soldier in Europe, fighting
while family interned at Manzanar, Calfornia
Students as Scientists
• P.O.V.: Manhattan Project and the Atom Bomb—Was Science or Politics to Blame?
o Review the motivations and potential consequences of nuclear fission
o Examine the Manhattan Project survey of scientists
o Advise the president.
Students as Demographers
• Investigation: Did War and Genocide or Influenza Cost More Lives?
Students as Art & Music Historians
• German Expressionism—Portraits of Angst 20th-Century Angst & Disillusionment
o Arnold Schoenberg & Kurt Weill (Composers)
o Emile Nolde, George Grosz, Ernst Kirchner, Kathe Kollwitz… (Artists)
o Bertholdt Brecht and Thomas Mann (Writers)
Students as Cartographers
• Geography Snapshots of Europe & the World
o During WWI (Alliances)
o Between WWI and WWII (Treaty of Versailles)
o During WWII (Pacific—island hopping—and European Theaters)
We Heard the Bells: The Influenza of 1918 (Film)
Week Eighteen – The Appeal and Collapse of Marxist-Inspired Revolutions
Textbook Reading Strayer, Chapter 22, “The Rise and Fall of World Communism”
Key Concept(s)
6.1 – Science and the Environment
6.2 – Global Conflicts and Their Consequences
6.3 – New Conceptualizations of Global Economy, Society, and Culture
20
Content Focus
Primary Sources
Activities
Relevant Films
Communism – Russia, China, Southeast Asia, Africa, Latin America
Strayer, Textual/Visual Sources; Lenin; Stalin; Mao; Nehru; Zapata; Churchill; Orwell
Students as Historians
• Jigsaw: Comparing Revolutions
o Cambodia (Pol Pot)
o Soviet Union (Lenin/Stalin)
o Mexico (Madero/Zapata)
o China (Mao/Deng)
o Cuba (Castro)
• Seminar: Revolutionary Propaganda—Art or Indoctrination?
o Los Tres Grandes (Rivera, Siqueiros, Orozco)
o Mao’s Great Leap and Cultural Revolution posters
o Promoting Stalin’s Five-Year Plans
Students as Cartographers
• Geography Snapshots:
o Three Shades of Red: Patterns of Communist Experiments around the World
from 1900 – Continuity and Change Over Time
! Communist Experiments (1900-1945)
! Persistence & Expansion of Communism, Cold War Alliances (1945-89)
! Persistence (1989-now)
Zhang, To Live (banned in China)
Last Czar of Russia (National Geographic)
Animal Farm (animated)
Week Nineteen – Nationalism and Globalization in the 20th and 21st Centuries
Textbook Reading Strayer, Chapter 23 & 24, “Independence & Acceleration of Global Interaction”
Key Concept(s)
6.2 – Global Conflicts and Their Consequences
6.3 – New Conceptualizations of Global Economy, Society, and Culture
Content Focus
Decolonization in Africa, Asia, Latin America
Primary Sources
Discovering the Global Past II (Chapter 12); Encounters II (Chapter14); Strayer’s
Textual and Visual Sources; Mandela, “An Idea for Which I Am Prepared to Die;”
Indian National Congress speech
Activities
Students as Historians
• Comparing Nationalist Movements:
o Indian National Congress (India)
o African National Congress (South Africa)
o Zionism (Israel)
o Palestine Liberation Organization (Palestine)
• Document-Based Investigation: Islamic Viewpoints—Secular or Religious?
o Turkey (Atatürk)
o Egypt (Hassan Al-Banna, Muslim Brotherhood)
o Iran (Ayatollah Khomeini
o Pakistan (Benazzir Bhutto)
o United States (Kabir Helminski, on 9/11)
• Mock International Conference: Hijab—Choice, Identity, Religion and Repression
Students as Demographers
• Visual Metaphor and/or Annotated World Map of Human Population Growth
o S.P.I.C.E. regional and global impact of population growth
Relevant Films
Attenborough, Gandhi
Chadwick, Mandela: Long Walk to Freedom
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COURSE EXPECTATIONS & POLICIES
• REQUIRED MATERIALS
o Three by five-inch index cards. If you can find white and 5 other colors, you can organize your
“knowledge cards” into the 6 periods of study more easily.
o Pen/cils and a generous supply of 8½- x 11-inch lined paper
o Pack of colored pencils, pens, or markers.
o Three-ring binder with eight dividers (the kind with pockets are useful):
1)
2)
3)
4)
5)
6)
7)
8)
Unit One materials * Prehistory to 600 B.C.E.
Unit Two materials * 600 B.C.E. to 600 C.E.
Unit Three materials * 600 C.E. to 1450
Unit Four materials * 1450 to 1750
Unit Five materials * 1750 to 1900
Unit Six materials * 1900 to the present
Essay Writing (Tips & Templates)
Yellow Pages (Syllabus, reference materials)
* Unit materials will include knowledge cards, reading responses, maps, class work, and essays.
• ELECTRONIC DEVICES
We will be using online resources and applications frequently for our studies. Bringing a “smart
device” (phone, tablet) is not required, but useful. You are expected to keep electronic devices and
peripherals (i.e., ear buds) out of sight in backpacks until I invite you to take them out for our
academic purposes. Consequences for violations follow school policy.
• CLASSROOM CONDUCT
o Be here—nourished, rested, on time, & prepared.
o Be attentive. Listen. Participate in class discussions and activities. Ask questions. When you
have something to contribute, raise your hand and wait your turn.
o Be responsible. Do your work. There is no substitute for being in class, but if you are absent,
check on EDU, with a classmate, with your syllabus, and with me see how you can best catch up.
o Be respectful—of your peers, your teacher, yourself. Consider the feelings and thoughts of
others. Think before your speak.
o Food and drinks (other than water) stay in your backpacks.
o Use school-appropriate, respectful language. Use academic language in online forums.
o Use class time constructively to pursue and encourage learning.
o If you must leave class, present me one of your “Give Me a Break” coupons, sign out, indicating
your destination, and sign back in upon return.
• HOMEWORK
o Doing well in this class requires your attention to reading and assignments inside and outside of
class. One without the other is not sufficient for you to learn the material. This course calls for a
strong work ethic and internal motivation. If you have neither, this is not the class for you.
22
o Use the SMHS online learning platform, EDU, to your advantage. Check it everyday. Beyond
your grades and assignments, I’ve posted many useful, enrichment resources there for you,
including films, songs, PowerPoints, .pdf files, and web links.
o Nearly all assignments posted on EDU have a scoring rubric for you to get detailed feedback on
your work and to use as a checklist before submitting work. I also write comments about your
work on EDU. If you don’t look for them there, you’ll miss out on commendations on your
strokes of genius and recommendations for improvement.
o Meet your deadlines. Falling behind backfires in a fast-paced, rigorous course like this.
Nonetheless, doing the work and thinking necessary to learn is always better than not at all, so
you can earn credit for late submissions. Penalties for late work apply (see rubrics).
•
FORMATTING STANDARDS FOR ASSIGNMENT SUBMISSIONS
o Use Google Docs, type, or write your work on non-spiral, 8½ x 11-inch binder paper.
o Use M.L.A. for essays, papers, and citations. (See “Yellow Pages” and/or EDU for guidelines)
o Record your full name (first and last), the date, class period, and title of assignment at the top of
each paper you submit.
o Illegible, sloppy work will be returned for polishing and resubmission with a late penalty.
•
GRADING
o The ultimate evaluation of your scholarship in this class is the score you earn on your A.P.
examination in May.
o Class grades are based on a composite of these weighted categories:
!
!
!
!
!
Class participation and production
Essay writing and projects
Independent reading assignments (homework)
Test performance **
Formative assessments (in class) *
25%
20%
25%
20%
10%
* Bell ringers (“do nows”), show-you-knows, exit tickets, notebook maintenance, student-led
seminars and presentations
** Final exams at the end of each term are more heavily weighted.
o Letter grades will be computed on the following scale:
!
!
!
!
!
90%-100 % = A
80%-89% = B
70%-79% = C
60%-69% = D
59% and below = F
o Test and essay corrections (redos, as well as make-ups due to absence) must be completed the
Wednesday after the test is administered (not Thursday or Friday). Above all, this is an
opportunity to review and relearn material needed to perform well on the A.P. exam in the
spring. It is also way to improve your test average for your class grade. Your
corrections/revisions must be submitted with your original work.
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•
ACADEMIC INTEGRITY
Students will learn how to cite their sources of information in their assignments to give due credit to
others’ scholarship and encourage individual thinking. Given the availability of online sources and
the rigor of students’ academic and extra-curricular obligations, it may feel tempting to cut corners
and plagiarize. Don’t succumb to such temptation. Plagiarism, or academic dishonesty, is
unacceptable: it robs you of the privilege of thinking for yourself and the authors of recognition for
their work. Cheating comes at a price: consultation with teacher and “redo” for restoration of
academic integrity or zero credit. Repeated instances of plagiarism result in teacher contact with
parents, administrator intervention, and possibly expulsion from the class.
•
ABSENCES
Regular attendance results in optimal learning. Your daily presence and participation is expected and
required in order to do well in this class. If you must be absent, it is your responsibility to determine
what you missed and arrange to make it up. Consult EDU and the classroom “Absent?” binder for
notes and handouts. I will not make special arrangements with students whose families choose to
take a vacation or extended weekend outside of those scheduled on the district school calendar.
Worked missed because of unexcused absences and tardiness results in zero credit (as per district
policy).
•
STUDY GROUPS
Partnering or grouping to study on a regular basis outside of class time can be a fun and worthwhile
way to master the material of the class. The usefulness of study partners depends on ease of
scheduling, the discipline of its members, and the frequency of your meetings. Agree upon a
structure for each session together with clear objectives, responsibilities, and time parameters:
o What do you need to accomplish? (Primary document analysis? Reading discussion? Thesis
development? Essay planning? Key concepts/IDs review?)
o What is a reasonable amount of time to do so? (45 minutes? An hour? 90 minutes?)
o How often can you reasonably meet? (Weekly? Biweekly? Monthly?)
OFFICE HOURS (INSTRUCTIONAL SUPPORT)
Come to my classroom for lunchtime tutoring and/or assignment clarification Mondays and Tuesdays
and during “Royal Time” tutorial Monday to Wednesday and Friday. While I appreciate prior notification,
drop-in visits are welcome. Make-up tests occur at lunchtime only. Students who score below 80% on
Tuesday quizzes are urged to attend Wednesday lunch review sessions to prepare for Friday’s test, but all
A.P. World History students are welcome.
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Advanced Placement World History
COURSE CONTRACT
Dear Parents and Guardians,
Your son or daughter has chosen to take Advanced Placement World History, a rigorous, quick-paced,
college-level survey course. Students may earn college credit by taking and passing the A.P. examination in
May with a score of 3 or higher. Some universities only accept scores of 4 and 5. This class is designed for
self-motivated, curious, hardworking students. It is not for students who show promise but don’t apply
themselves. There is a heavy workload associated with this course: students will have 1 to 1½ hours of
homework, 5 to 7 nights per week.
I encourage you to go over the course syllabus with your son or daughter to determine whether or not
this is the right world history course for him/her. Students achieve the highest level of success when there
exists a partnership between home and school. At Back-to-School Night, we’ll talk about how you can
support your son or daughter in this academic undertaking. In the meantime, please consult the resources on
my page on the school website, and feel free to contact me by email should you have questions or concerns.
Enlist your son/daughter’s help to enroll as a parent in his/her section of my A.P. World History class on
EDU. Consider bookmarking the SMHS website on your computers/devices for easy access to the site that
will keep you informed: www.smoyals.org. Include your email on EDU so that I may reach you with an
occasional message about a field trip, special class activity, or review session.
Once you have perused the course syllabus—also found online at EDU—please sign below to indicate
that you have read and understand the course expectations. In addition, please provide the phone number
and time of day to best reach you. I hope to meet you at Back-to-School Night on ____________________.
Thank you in advance for you support and involvement.
Sincerely,
Melanie Jacobson, Teacher
[email protected]
Student Name: ________________________
Student Signature: _________________________
Parent Name: ________________________
Parent Signature: __________________________
Phone Number: _______________________
Best time to call: __________________________
Email Address: ___________________________________________
Comments:
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WEEK AT-A-GLANCE
While there will be variations to the daily activities, this chart shows the weekly structure of the class.
IN
THE
MONDAY
• Skills development
workshop (SDW)
• Content overview
and/or activity
CLASSROOM
TUESDAY
• Chapter “entrée”
HW is due
• Quiz (MCQ)
• Activity
" INDEPENDENT
MONDAY
• Complete chapter
“entrée” HW.
(Due Tuesday)
TUESDAY
WITH
MS.
WEDNESDAY
• Interactive lecture
• Doing World
History (DWH)
JACOBSON
THURSDAY
• Doing World
History (DWH)
• Review/Discussion
FRIDAY
• AP-style test *
(MCQ, SA, DBQ, IDs)
• Flip-the-classroom
activity / discussion
SCHOLARSHIP # HOMEWORK $
WEDNESDAY
THURSDAY
• Use chapter notes to • Finish appetizer.
• Review for test **
prepare “appetizer”
(Due Friday)
• Finalize essay
HW.
• Browse next
revision. (Every
• Prepare for DWH
chapter. (15 min.)
other week)
(Questions, docs).
• Revise essay thesis • Prepare “dessert”
HW. (Optional but
and one body ¶. (Every other week) encouraged)
FRIDAY
• Skim & scan next
textbook chapter.
SAT/SUNDAY
• Closely read
textbook chapter
• Prepare entrée
KEY TO ABBREVIATIONS
SDW Skills Development Workshop
SDW targets areas of need for improvement as demonstrated on student tests, essays, and notes.
• Note-taking strategies
• Thesis writing and essay
outlining / planning
• Marking the text
• Narrowing textbook chapters to
essential points
• Reading and interpreting
primary sources
• Developing essential questions
• Applying course themes to
content
DWH Doing World History
During DWH, students practice the discipline of history, actively and critically engaging with primary documents,
supplementary texts, and the ideas of their peers.
• Small-group doc. “jigsaws”
• Concept maps and illustrations
• Inner-outer discussion circles
• Learning centers
• Student-led seminars
• Point-counterpoint debates
MCQ Multiple Choice Question
On Tuesdays, students demonstrate understanding of chapter content by answering 10-15 MCQs. The quiz acts as a
non-graded “pre-test” that previews the graded test on Friday. A student who scores 80% or better on this Tuesday
quiz is excused from taking the MCQ portion of Friday’s test, earning full credit.
SA
Short Answer
IDs
Identifications
DBQ Document-Based Question
HW
* Friday tests begin with MCQ, SA, IDs, thesis development, and short DBQs. Later in the
semester, the number of MCQ is increased and the SAs are replaced with a full essay,
either a comparison, continuity-change over time, or DBQ.
** Attend lunchtime review session.
Homework (See “Menu of Response Options” in your “Yellow Pages” for details.)
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