Download Reading Assignments - HISTORY APPRECIATION

AP World History
2013-2014
Course Description
from the College Board AP Program
History courses are designed to focus on creating
meaning about the past. Therefore, a principal goal is
for students is to become independent thinkers and active learners, while
developing the advanced skills of historical analysis and critical writing
necessary for success in a challenging academic environment. While detailed
information is required to draw appropriate conclusions, it is only part of the
puzzle. By identifying key historical thinking skills, AP World History
continues to allow students to gain a true foundational knowledge which will
serve them well in later history classes at both the high school and collegelevel. In addition, by identifying themes and key concepts within the six
different time periods from approximately 8,000 BCE to the present, the vast
breadth of material becomes more accessible.
A key expectation of the course will be active student involvement on multiple
levels. Study skills will focus on organization, test-preparation, and the
formulation of questions to drive individual learning. Individual assignments
will be vital to creating an academic environment in which every student is
expected to participate in meaningful class discussions and group activities.
All of these requirements are reflected in the course grading policy.
Periodization:
1
2
3
4
5
6
Technological and Environmental Transformations
Organization and Reorganization of Human Societies
Regional and Trans-regional Interactions
Global Interactions
Industrialization and Global Integration
Accelerating Global Change and Realignments
to c. 600 BCE
600 BCE to 600 CE
600 to 1450
1450 to 1750
1750 to 1900
1900 to present
The Five Themes:
1. Interaction between humans and their environment
 Demography and disease
 Migration
 Patterns of settlement
 Technology
2. Development and interaction of cultures
 Religions
 Belief systems, philosophies and ideologies
 Science and technology
 The arts and architecture
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
4. Creation, expansion, and interaction of economic systems
 Agricultural and pastoral production
 Trade and commerce
 Labor systems
 Industrialization
 Capitalism and socialism
5. Development and transformation of social structures
 Gender roles and relations
 Family and kinship
 Racial and ethnic constructions
 Social and economic classes
The Historical Skills:
1. Crafting Historical Arguments from Historical Evidence
 Historical Argumentation
 Appropriate Use of Relevant Historical Evidence
2. Chronological Reasoning
 Historical Causation
 Patterns of Continuity and Change over Time
 Periodization
3. Comparison and Contextualization
 Comparison
 Contextualization
4. Historical Interpretation and Synthesis
 Interpretation
 Synthesis
Course Texts and Other Readings:
Principal Student Textbook:
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Bentley, Jerry. Traditions and Encounters: Essentials. 3rd ed. New York: McGrawHill, 2006.
Other Supplemental Textbook and Secondary Readings:
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Spodek, Howard. The World’s History. 2nd ed. Upper Saddle River, NJ: Prentice
Hall, 2001.
Stearns, Peter. World Civilizations. 3rd ed. New York: Addison-Wesley
Educational Publishers, 2001.
Wood, Ethel. AP World History: Essential Coursebook. Reading, Pennsylvania:
WoodYard Publications, 2008.
Primary Source Readers (list not all-inclusive):
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Jewsbury, George F. Selections From Longman World History. I. New York:
Addison Wesley Longman, Inc., 2003.
Reilly, Kevin. Readings in World Civilizations. I 3rd ed. New York: St. Martin’s
Press, 1995.
Rogers, Perry M. Aspects of Western Civilization II. 4th ed. Upper Saddle River,
NJ: Prentice Hall, 2000.
Rogers, Perry M. Aspects of Western Civilization II. 4th ed. Upper Saddle River,
NJ: Prentice Hall, 2000.
Grading Policy:
Grades are updated on a regular basis online via Powerschool. Parents and students should
monitor student progress on an on-going basis. Point values will be assigned for
assignments in the following categories:
Reading Assignments
These assignments will include primary and secondary sources. Students will be expected
to study the material and answer questions, complete handouts, create outlines, or take
notes as a follow-up. Reading quizzes will be utilized to check for understanding.
Tests
Tests and quizzes will be given at various times during the year and at the end of each
major unit of study. They will generally involve AP style multiple-choice questions. A
comprehensive midterm exam will be given at the end of the second semester and will be
included in the second quarter grade. The Global History and Geography Regents Exam
will be the final for this course.
Writing Assignments
Assignments vary in length and specific focus, but all writing assignments focus around the
historical thinking skills. Essays will include comparative, change-over-time, and
documents analysis writing. All out of class writing assignments must be typed.
Class Participation
This encompasses five key components. Students should view these areas as an essential
part of their grade, as well as a key to preparing for the AP World History Exam. These
areas are:
1. Adequate preparation of outside materials (text and primary source readings, notes,
research, etc.) for classroom activities.
2. Positive involvement in classroom discussions and Socratic seminars.
3. Respecting others ideas.
4. Using classroom time in a meaningful way.
5. Fulfilling all class requirements within the specific time allotted.
Grades are determined using the following categories and weighting:
Tests
Writing Assignments
Reading Assignments and Class Participation
30%
30%
40%
In the event of an excused absence, it is the student’s responsibility to obtain and make-up
work in a timely fashion. Class time may not be used to make-up missing tests.
Late work is strongly discouraged and cannot be made up if an assignment is already
graded and returned to the class. If a late assignment is accepted, it will receive a
substantial penalty for each day late.
All assignments should be completed individually, unless otherwise specified. Any type of
cheating, including plagiarism, is obviously unacceptable and will result in consequences
according to school policy.
Final course grade is calculated as follows:
Quarter 1
Quarter 2
Quarter 3
Quarter 4
Regents Exam
21%
21%(midterm exam accounts for 20% of 2nd quarter grade)
21%
21%
16%
Extra Help and Conferences:
Extra help is available on a regular and on-going basis most mornings. Students are
encouraged to utilize this time to review material covered in class, seek clarification and
help regarding assignments, or to discuss progress in the course. Parents and students are
urged to contact the teacher via email for any questions or concerns.
Reoccurring Course Activities
Learning Communities:
Students will utilize Web 2.0 technology to share observations and analysis of historical
evidence including paintings, symbols, data, propaganda, and maps. Questions for
consideration include the following:
 What are your initial observations about the evidence? Identify and describe the basic
characteristics of the evidence?
 Identify the time and place in which the item was produced.
 How does this fit the major themes and/or changes and continuities associated with the
period?
Historical Reflection Journal:
Students will react to various selected primary sources and scholarly interpretations. The
initial purpose of the journal will focus on historical analysis of the selected materials.
Students will then utilize this content to further develop their writing skills by focusing on
thesis statements, bias and point-of-view analysis, and historical contextualization.
Unit Timelines:
Students will select a minimum of 10 key events from each era of study. For each event,
students must provide an annotation which includes a summary of the event plus its
connection to the AP themes. Students must then identify major continuities and changes
and develop conclusions into an analytical thesis statement.
Socratic Seminar:
Students will draw from various texts to collaboratively draw conclusions by way of
analysis and synthesis.
Course Schedule
UNIT 1 TO 600 B.C.E.: TECHNOLOGICAL AND ENVIRONMENTAL TRANSFORMATIONS
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Key Concept 1.1: Big Geography and the Peopling of the Earth
Key Concept 1.2: The Neolithic Revolution and Early Agricultural Societies
Key Concept 1.3: The Development and Interactions of Early Agricultural, Pastoral and
Urban Societies
Discussion Points:
 What is World History?
 How does geography relate to historical development?
 How do anthropological theories of the Neolithic and Urban Revolutions inform our
understanding of prehistory?
 How does Childe’s Ten-Point Model of civilization serve as an organizing principle and
allow for appropriate developmental comparisons?
Topics:
 Periodization
 Major Themes of Geography
 Map Identification
 Paleolithic Migrations
 Neolithic Revolution
 Impact on Gender
 Urban Revolution and the rise of civilization
Near East: Mesopotamia, Levant, Egypt
South Asia: Harappa, Aryan Invasion Theory
East Asia: Huang He Valley
Other Innovative sites: Mesoamerica, Andean Region, West Africa
Sample Activities and Assessments:
 Analysis of Anthropological Debates: Neolithic Revolution
 Causes and Characteristics of Urbanism (10 Point Model)
 Subsistence Strategies Cooperative Learning Activity
 Writing Workshop: Thesis Writing Models
 Comparative Historical Writing Assessment: Egypt and Sumer
 Historical Reflection Journal: Hammurabi’s Code
 Historical Writing (Causation): Mesopotamia’s Geographic Impact on the development
of Civilization
 Learning Community: Harappan Artifacts
 Historical Reflection Journal: Alternatives to the Ayran Invasion Theory
 Writing Workshop: Historical Analysis
 Historical Writing Assessment: Vedic influences and Indian Life
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Historical Reflection Journal: Jared Diamond’s Guns, Germs, and Steel
Unit 1 Timeline
Readings:
Bentley /Ziegler: Chapters 1-6
Wood: Unit 1 Foundations
Stearns, Peter: Why Study World History?
Smith, Michael, E.: V. Gordon Childe and the Urban Revolution: A historical perspective on a
revolution in urban studies
Socratic Seminar: Boulding, Elise: Women and the Agricultural Revolution
Socratic Seminar: Reilly, Kevin: City and Civilization
Socratic Seminar: Watson, Francis: Indus Civilization and the Aryan Invasion
Jared Diamond: Guns Germs and Steel: Summary by Michael McGoodwin, 2000
UNIT 2: 600 B.C.E. TO 600 C.E.: ORGANIZATION AND REORGANIZATION OF HUMAN
SOCIETIES
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Key Concept 2.1: The Development and Codification of Religious and Cultural Traditions
Key Concept 2.2: The Development of States and Empires
Key Concept 2.3: Emergence of Transregional Networks of Communication and
Exchange
Discussion Points:
 How did religion work to legitimize and undermine the creation of empires?
 How are religions modified and changed to adapt to various circumstances and
cultures?
 What is the nature and process of Empire building?
 How did the emergence of regional and transregional interaction, due to migration and
trade affect the transfer of technology and culture?
Topics:
 Axial Age: World Religions and Belief Systems
Judaism, Hinduism, Buddhism, Legalism, Daoism, Confucianism
 Empires
South Asia: Mauryan, Gupta
East Asia: Qin, Han
Persia
Mediterranean World: Greece, Rome
 Regional Trade Networks
Roman, Silk Roads, Andean, Indian Ocean
 Migration - Huns
 Crises of Late Antiquity
Sample Activities and Assessments:
 Document Analysis: Classical India’s Religious Debate and its impact on Gender
 Document Analysis: Classical China’s Belief Systems: Impact on Society and Government
 Learning Community: Images of the Buddha
 Origins of Greek Culture Cooperative Learning
 Historical Reflection Journal: Plato’s Crito
 Debate and Discussion: The Greek World
 Writer’s Workshop: This is not your 8th Grade DBQ!
 DBQ Essay: Han and Roman attitudes towards technology
 Impact of Trade and Migration, “A Splendid Exchange”
 Unit 2 Timeline
Readings:
Bentley/Ziegler: Chapters 7-12
Spodek: The Meaning of Empire
Spodek: The Historian and Religious Belief
Jewsbury: Chapter 3 Law of Manu and Poems form two Buddhist nuns
Jewsbury: Chapter 4 Confucianism, Daoism and Legalism
Socratic Seminar: Herodotus, On the Customs of the Persians
Thucydides: On the Early History of the Hellenes
Berstein, William, The Splendid Exchange: Chapter 3
UNIT 3: 600 C.E. TO 1450 C.E.: REGIONAL AND TRANS-REGIONAL INTERACTIONS
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Key Concept 3.1: Expansion and Intensification of Communication and Exchange
Networks
Key Concept 3.2: Continuity and Innovation of State Forms and their Interactions
Key Concept 3.3: Increased Economic Productive Capacity and its Consequences
Discussion Points:
 What are the issues involved in using cultural areas rather than states as units of
analysis?
 What are the sources of change during the Post Classical era, with specific focus on
urban growth and nomadic migrations?
 How are the trade networks of this era indicative of continuity and change?
 How cultural values reflected in intellectual achievements?
Topics:
 Major Trade Networks and the trade diaspora
 Dar-al-Islam
Birth of Islam, Caliphates
West Africa – Ghana, Mali and Songhai
East African City States
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Growth of Cities
Constantinople, Baghdad, Chang’an, Hangzhou, Timbuktu, Samarkand, Venice, London
China’s hegemonic power in the East
Korea, Japan
Division of Christendom (Great Schism)
Byzantine, Medieval Europe
Mongols
Yuan Dynasty, Golden Horde
Emergence of European States
Cultural and Intellectual shifts and their impact
Sample Activities and Assessments:
 Document Analysis: Cultural and Intellectual Achievement within the Muslim World
 Debate: Impact of Islam on Gender roles
 DBQ Essay: Muslim attitudes toward trade
 Local Trade vs. Long-distance Trade
 Comparison of Bantu and Polynesian Migrations
 African Tribalism research and discussion
 Ibn Battuta’s journey and excerpts from the Rihla
 Learning Community: Post-Classical Map Analysis
 Southeast Asia: Case Study: The Trung Sisters
 East Asia: Case Study: Empress Wu
 DBQ Essay: Chinese attitudes towards the spread of Buddhism
 Historical Reflection Journal: Henri Pirenne’s Muhammad and Charlemagne
 Understanding the role of the Medieval Church
 Unit 3 Timeline
Readings:
Bentley/Ziegler: Chapter 13 – 21
Wood: Unit Three
Jewish History Sourcebook: Jews and the Later Roman Law 315-531 CE
Jewsbury: The Rubaiyat of Omar Khayyam
Al-Ghazzali, On the Separation of Mathematics and religion and On the Causes of Small Pox
Ahmed, Lelia, Women and Gender in Islam
Stearns, In Depth: Civilization and Gender
UNIT 4: 1450 C.E. TO 1750 C.E.: GLOBAL INTERACTIONS
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Key Concept 4.1: Globalizing Networks of Communication and Exchange
Key Concept 4.2: New Forms of Social Organization and Modes of Production
Key Concept 4.3: State Consolidation and Imperial Expansion
Discussion Points:
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What are the debates about the timing and extent of European predominance in the
world economy?
What common steps are taken in Empire building in Asia Africa and Europe?
What elements exist in various coercive labor systems?
What attributes make a great ruler?
Topics:
 Transformation in Western Europe
Renaissance
Protestant and Catholic Reformations
Early Capitalism
Scientific Revolution
Enlightenment
 Global Connections
Exchange Motives for Exploration
Sea-based empires
Columbian
 The New World of the Americas
The end of the Aztec and Incas
Colonial Society
Demographic changes
 Europeans in the Pacific
 African States
The Middle Passage
 East Asia
After Zheng He: Ming and Qing China
Tokugawa Japan
 Gunpowder Empires
The Islamic World
Russia
Sample Activities and Assessments:
 Learning Community: Philip Curtin’s Data Concerning the Atlantic Slave Trade
(Spodek)
 Learning Community: A Visual Study of Coercive Labor Systems
 Historical Reflection Journal: Bartolome de las Casas’ A Short Account of the Destruction
of the Indies
 Historical Reflection Journal: William H. McNeill’s The Rise of the West after Twenty-Five
Years
 Enlightenment Fishbowl Activity
 Appropriate Use of Power Reading and Great Leader Report Card
 La Malinche: Evaluating artistic interpretations of Doña Marina to understand point-ofview
 A Visual Model of the Columbian Exchange
 Gender in the Global
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Writing Workshops:
o Compare the effects of the Renaissance and Neo-Confucianism
o Compare North American racial ideologies and their effects on society with Latin
American/Caribbean racial ideologies and their effects on society.
o Social and Economic Changes and Continuities in the Atlantic World
o Document Analysis: Columbian Exchange
o World Silver Trade DBQ
o Group Activity: Create Your Own Review DBQ
Unit 4 Timeline
Readings:
Bentley/Ziegler: Chapters 23-28
Wood: Unit III Early Modern Period/Global Age
Socratic Seminar: Flynn and Giráldez: Born with a “Silver Spoon”: The Origin of World
Trade in 1571
Shaffer, Lynda, Southernization
UNIT 5: 1750 C.E. TO 1900 C.E.: INDUSTRIALIZATION AND GLOBAL INTEGRATION
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Key Concept 5.1: Industrialization and Global Capitalism
Key Concept 5.2: Imperialism and Nation-State Formation
Key Concept 5.3: Nationalism, Revolution and Reform
Key Concept 5.4: Global Migration
Discussion Points:
 How did the development of the factory system create true revolutionary change?
 How did the ideologies of this period serve as the catalyst for sweeping economic,
political and social change?
 How does the nationalist and imperialist sentiment of the age interrelate to fuel global
development?
 What were the causes and consequences of the global migrations of this period?
Topics:
 Comparative study of revolutions
 2 Phases of Industrialization
 Philosophical Responses to Industrialization
 Changing patterns of world trade and imperialism
 Social revolutions: Urbanization, Gender relations, Nationalism
Activities and Assessments:
 Learning Community: Images of British Imperialism
 Historical Reflection Journal: Adam Smith’s The Wealth of Nations and Karl Marx’s
Communist Manifesto
 3 Theories of the Social Contract
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Causes and Effects Revolutions Chart
French Revolution Storybook
Group Presentations: Responses to Industrialization
Communism Simulation
Methods of Imperialism Chart
Writing Workshops:
o Thesis Statement: 1848 VS. 1989 Revolutions
o Thesis Statement: Changes and Continuities in Technology
o Comparing China and Japan’s Response to European Encroachment
o Comparing German and Italian Nationalism
o Indentured Servitude DBQ
o Compare North American racial ideologies and their effects on society with Latin
American/Caribbean racial ideologies and their effects on society.
o Enlightened Despots DBQ
Unit 5 Timeline
Readings:
Bentley/Ziegler: Chapters 29-33
Wood: Unit IV Industrial Era
Socratic Seminar: Rudyard Kipling’s White Man’s Burden
Socratic Seminar: Sugar Plantations in Cuba—A Visual Analysis
Unit 6: 1900 C.E. to Present: Accelerating Global Change and Realignments
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Key Concept 6.1: Science and the Environment
Key Concept 6.2: Global Conflicts and their Consequences
Key Concept 6.3: New Conceptualizations of Global Economy, Society and Culture
Discussion Points:
 Is cultural convergence or diversity the best model for understanding intercultural
contact in the 20th Century?
 Did the technological discoveries of the 20th Century always lead to progress?
 How has the balance of power shifted throughout the 20th Century?
Topics:
 World Wars and Global Depression
 Cold War
 Case studies of Decolonization
 Gender and change over time
 Globalization
 Demographic environmental changes and reactions
Activities and Assessments:
 Learning Community: WWI Propaganda Posters
 Historical Reflection Journal: Benjamin Baber’s Jihad vs. McWorld
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Unit 6 Timeline
League of Nations Simulation: The Sino-Japanese Conflict
Whose fault was the Cold War?
Regional Studies: Long-Term Effects of Colonization
Writing Workshop
o Change-Over-Time: A Wiki Studying Gender Issues
o Mechanization of the Cotton Industry in India and Japan DBQ
o African Actions and Reactions to the Scramble for Africa DBQ
o Changes and Continuities in the Development of National Identities
o Comparing the Goals and Outcomes of 20th Century Revolutions
Readings:
Bentley/Ziegler: Chapters 34-40
Wood: Unit V 20th Century
Socratic Seminar: Selections from J.R. McNeill’s Of Rats and Men: A Synoptic Environmental
History of the Island Pacific
After the AP Exam:
After the AP Exam in May students will continue to be responsible for attending class and
completing all assignments related to the course. In addition, students must take the
Global History and Geography Regents Exam in June. The following are some of the
activities students will complete:
Regents Review
 Class Assignments and/or project
 Genocide in the 20th century and beyond
o
In an effort to examine the issue of genocide from a historical perspective, I
will show The Killing Fields, Hotel Rwanda and/or Schindler’s List. These pictures
use strong language, show scenes of graphic violence, and include scenes with brief
nudity. While these issues certainly warrant caution, the educational material they
provide will be quite valuable. Movies will be followed by appropriate classroom
discussion and historical analysis, as well as draw connections to on-going human
rights violations. In addition, students will be asked to write a Regents style essay
on this topic. If you would not like your child to view these movies, please
contact their teacher.
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