Download Course Textbook - North Plainfield School District

Kelli Beard
North Plainfield High School
AP World History Syllabus
CR1a: This
course includes
a college-level
Stearns, Peter N., et. al. World Civilizations: The Global Experience 6th ed. Pearson, 2010
world history
textbook
Course Textbook: [CR1a]
Secondary Sources,[CR1c]
Diamond, J. 1999. Guns, Germs and Steel
Friedman, Thomas L. 2007 The World is Flat
Course Overview
The AP World History course provides a perspective and understanding of history as a
foundation which students can analyze the complexities of today’s global
interdependency. It investigates the interactions and events of human histories in a
balanced worldly ecumenical approach. The basic parameters of our AP World History
course are impacted by the four historical thinking skills; which are outlined in the course
descriptions provided by the College Board. The course outcomes allow students to think
critically and metacognitively to be fully engaged in the learning process.
CR1c: The
course includes
sources written
by historians or
scholars
interpreting the
past
The course will be broken down on units of study based on historical periodization. AP
World History will use the approach of analyzing global events and interactions from the
foundations of history to present. The primary goal of the course is to provide a studentcentered learning environment and engage the student in a comprehensive curriculum.
The culminating objective is for students to demonstrate a complete picture of world
history. It is expected that students who want to take the AP exam will be prepared for
that challenge.
The Five Themes of AP World History [CR2]
AP World History highlights five overarching themes that should receive approximately
equal attention throughout the course beginning with the Foundations sections. The
themes serve throughout the course as unifying threads, helping students to put what is
particular about each period or society into a larger framework.
 Social—Development and transformation of social structures
o Gender roles and relations
o Family and kinship
o Racial and ethnic constructions
o Social and economic classes
 Political—State-building, expansion, and conflict
o Political structures and forms of governance
o Empires
CR2: Each of
the course
themes receives
explicit attention
and is addressed
throughout the
course. –Course
themes



o Nations and nationalism
o Revolts and revolutions
o Regional, trans-regional, and global structures and organization
Interaction between humans and the environment
o Demography and disease
o Migration
o Patterns of settlement
o Technology
Cultural—Development and interaction of cultures
o Religions
o Belief systems, philosophies, and ideologies
o Science and technology
o The arts and architecture
Economic—Creation, expansion, and interaction of economic systems
o Agricultural and pastoral production
o Trade and commerce
o Labor systems
o Industrialization
o Capitalism and socialism
CR3: Each of
the key concepts
receives explicit
attention in the
relevant
historical period
and is integrated
with the course
themes – Key
concepts
CR14: The
course provides
opportunities or
students to apply
The Four Historical Thinking Skills [CR14]
multiple
History is a sophisticated quest for meaning about the past, beyond the effort to collect
historical
information. Analysis of historical information requires awareness of names, chronology, thinking skills to
facts and events. Devoid of factual and detailed information, historical thinking is not
examine a
likely. The four Historical Thinking Skills listed below provide a solid foundation for
particular
historical
thinking historically.
problem or
1. Crafting Historical Arguments from Historical Evidence
question and
2. Chronological Reasoning
connect insights
3. Comparison and Contextualization
from one
4. Historical Interpretation and Synthesis
historical
context to
Course Outline
another,
including the
The course will have six basic units:
Note: All the following information given is approximate time. The teacher can adjust the present
schedule as she sees fit at any time.
1. Foundations- 600 B.C.E. (Technological and environmental transformations)
6% 2-3 weeks
2. 600 B.C.E. - 600 C.E. (Organization and reorganization of societies) 18% 4-5
weeks
3.
4.
5.
6.
600 C.E. – 1450 C.E. (Regional and Trans-regional interaction) 19% 6-7 weeks
1450 C.E. – 1750 C.E. (Global interactions) 19% 5-6 weeks
1750 C.E. – 1900 C.E. (Industrialization and Global Integration) 19% 6-7 weeks
1900 C.E. - Present (Accelerating Global change and Re-alignment) 19% 6-7
weeks
Course Schedule
Period 1: Technological and Environmental Transformations to 600 B.C.E.
Key Concepts: [CR3]
1.1- Big Geography and the Peopling of the Earth
1.2- The Neolithic Revolution and Early Agricultural Societies
1.3- The Development and Interactions of Early Agricultural, Pastoral and Urban
Societies
Topics Include:
 Comprehend factors contributing to formation of complex societies including role
of Geography, migration, agricultural technologies and metallurgy.
 Understand the impact of the formation of complex societies on social structure,
writing systems and political structure.
 Compare the rise of complex societies in different areas and change and
continuities in major world belief systems.
 Understand the impact of migration including but not limited to Indo-European,
Bantu, and Polynesian peoples. [CR5d]
Supplemental Resources (such as but not limited to): [CR1b]
 Epic of Gilgamesh
 The Judgment of Hammurabi
 Popol Vuh
 Late Shang Divination Records
 Advice to a Egyptian ―Be a Scribe
Special Focus and student activities: [CR4]
Students will identify and analyze the causes and effects of the Neolithic Revolution in
the major river valleys as well as in Sub-Saharan Africa [CR5a] [CR9]
Collaborative Group Work:
CR3: Each of
the key concepts
receives explicit
attention in the
relevant
historical period
and is integrated
with the course
themes – Key
concepts
CR5d: The
course provides
balanced global
coverage, with
Oceania and
Australia
represented
CR4: The
course provides
opportunities for
students to
demonstrate
command of
course themes
and key
concepts
through
activities and
assignments
Students will analyze how geography affected the development of political, interactions,
belief systems, arts/architecture, technology, and social structure in the earliest
civilizations in:
 Mesopotamia
 Egypt
 South Asia
 East Asia
 Mesoamerica
 Andes
Each group will examine a different civilization then compare findings with a new group
where each student examined a different civilization.
Activity: using the textbook and the internet, students will explore how the
findings of archeologists have contributed to our knowledge of one of the
following cultures: Harappan, Shang, or Mesopotamia.
Period 2: Organization and reorganization of Human Societies, 600 B.C.E to 600
C.E.
Key Concepts: [CR3]
2.1- The Development and Codification of Religious and Cultural Traditions
2.2- The Development of States and Empires
2.3- Emergence of Trans-regional Networks of Communication and Exchange
Topics Include:
 Codification of laws
 Gender Roles in Classical Societies
 Similarities and Differences and Reasons
 Impact of Trade and Trade Routes
 Changes/Continuities in belief system
 Techniques in imperial administration
 Reasons for decline of empires- internal and external
 Reflection of cultural values/beliefs as expressed in art
Supplemental Resources (such as but not limited to): [CR1b]
 Ban Zhao
 Book of Ruth- Old Testament
 Penal Servitude in Qin Law
 Asoka- Edicts
Special Focus


World Religions
o Animism focusing on Australasia and Sub-Saharan Africa [CR5a] [CR5d]
o Judaism and Christianity [CR5e]
o Hinduism and Buddhism [CR5c]
o Daoism and Confucianism [CR5c]
Developments in Mesoamerica and Andean South America: Moche and Maya
o Bantu Migration and its Impact in Sub-Saharan Africa [CR5a]
o Transregional Trade: the Silk Road and the Indian Ocean
o Developments in China—development of imperial structure and
Confucian society [CR5c]
Student Activities [CR4]
 Writing a Comparison Essay - Methods of political control in the Classical period,
student choice of two Han China, Mauryan/Gupta India, Imperial Rome, Persian
Empire [CR6]
 Writing a Change and Continuity over Time Essay -- Political and Cultural
Changes in the Late Classical Period, students choose China, India, or Rome
[CR6] [CR10]
 Students will evaluate the causes and effects of the decline of the Han, Roman,
and Gupta empires [CR9]
 Students will map the changes and continuities in long-distance trade networks in
the Eastern Hemisphere: Eurasian Silk Roads, Trans-Saharan caravan routes,
Indian Ocean sea lanes, and Mediterranean sea lanes [CR14]
Period 3: Regional and Trans-regional Interactions, c. 600 C.E. to 1450
Key Concepts: [CR3]
3.1- Expansion and Intensification of Communication and Exchange Networks
3.2- Continuity and Innovation of State Forms and Their Interactions
3.3- Increased Economic Capacity and Its Consequences
Topics Include:
 Empires
 Survival from classical period vs. rise of new empires
 Impact of migration and nomadic invasion
 Revival of trade routes
 Spread of technology, goods, religion, disease
 Changes in urbanization
 Change and continuities in labor systems
 Impact of trans-regional conflict
 Cultural syncretism
CR5a: The
course provides
balanced global
coverage, with
Africa
represented
CR5c: The
course provides
balanced global
coverage, with
Asia represented
CR10: The
course provides
opportunities for
students to
identify and
analyze patterns
of continuity
and change over
time and across
geographic
regions, relating
these patterns to
a global context
CR6: The
course provides
opportunities or
students to
develop
coherent written
arguments that
have a thesis
supported by
relevant
historical
evidence

The Americas [CR5b]
Supplemental Resources (such as but not limited to): [CR1b]
 The Koran and the Family
 Feudalism: Contemporary Descriptions and the Magna Carta
 East Africa and Arab Traders [CR5a]
 Tribute Under the Aztecs
 Merchants and Trade: Sources and Comparisons
 The Crusades: Christians and Muslim Views
 Genghis Khan: The Rise of the Mongols
 The Rise of the Samurai
 Valor and Fair Treatment
Special Focus:
 Islam and the establishment of empire
 Polynesian Migrations [CR5d]
 Empires in the Americas: Aztecs and Inca [CR5b]
 Expansion of Trade in the Indian Ocean—the Swahili Coast of East Africa
[CR5a]
Student Activities [CR4]
 Comparison Essay—Compare the political, economic, social structure and belief
systems of Aztecs and Incas. [CR6]
 Students will evaluate the causes and consequences of the spread of Islamic
empires [CR9]
 Students will compare the Polynesian and Viking migrations
 Comparison Essay--Effects of Mongol conquest and rule, students choose two:
Russia, China, Middle East [CR6]
 Writing a Change and Continuity over Time Essay [CR6] [CR10]
 Changes and Continuities in patterns of interactions along the Silk Roads 200
BCE-1450 CE [CR10]
 Experiencing a Formative Assessment—Students will look at periodization and
evaluate whether 600 CE or 700 CE is a better starting date for the postclassical
period
Period 4: Global Interaction, 1450 to 1750
Key Concepts: [CR3]
4.1- Globalizing Networks of Communication and Exchange
4.2- New Forms of Social Organization and Modes of Production
CR9:The course
provides
opportunities for
students to
examine
relationships
between causes
and
consequences of
events or
processes
4.3- State Consolidation and Imperial Expansion
Topics Include:
 Globalization
 Transoceanic contacts, technological innovation, agricultural diffusion
 Increase in intensification of trade, Diaspora
 Changes and continuities and labor systems
 Religion: reformation and syncretism
 Formation of new socio-political hierarchies
 Rise of new empires
 Enlightenment and Scientific Revolution
Supplemental Resources (such as but not limited to): [CR1b]
 Bartolomeu de Las Casas, From Devastation of the Indians and A Short Account
of the Destruction of the Indies
 Olaudah Equiano, Slaved Captive
 Akbar and Religion- Badq’um
 Luther, Law and the Gospel: Princes and Turks
 Proclamations of Hongwu
 Galileo Galilei: Letter to the Grand Duchess Christina
 Diaz- The Conquest of New Spain
 Nzinga Mbemba, Appeal to the King of Portugal [CR5a]
Special Focus
 Three Islamic Empires:Ottoman, Safavid, Mughal
 Cross-Cultural Interaction: the Columbian Exchange [CR5b]
 The Atlantic Slave Trade [CR5b]
 Changes in Western Europe—roots of the ―Rise of the West [CR5e]
Student Activities [CR4]
 Writing a Comparison Essay-- Processes of empire building, students compare
Spanish Empire to either the Ottoman or Russian empires [CR6]
 In reading A Short Account of the Destruction of the Indies by Bartolome de las
Casas, students are asked to consider how it both reflects and was informed by the
political and cultural circumstances of its time [CR13]
 Writing a Change and Continuity over Time Essay--- Changes and Continuities in
trade and commerce in the Indian Ocean Basin 600-1750. [CR6] [CR10]
 Students read and discuss a historian’s work that questions accepted periodization
from a different perspective, e.g., “Did Women Have a Renaissance?” in Women,
CR5b: The
course provides
balanced global
coverage, with
The Americas
represented
CR13: The
course provides
opportunities or
students to
connect
historical
developments to
specific
circumstances of
time and place,
and to broader
regional,
national, or
global processes

History, and Theory: The Essays of Joan Kelly, (University of Chicago Press,
1984) [CR11]
Parallel Reading—Guns, Germs, and Steel by Jared Diamond—Collision at
Cajamarca pgs. 67-81. [CR7]
o Students will consider and evaluate Diamond’s argument of the manner in
which Pizarro took over the Inca’s and discuss through a Socratic
Seminar.
Period 5: Industrialization and Global Integration, 1750-1900
Key Concepts: [CR3]
5.1-Industrialization and Global Capitalism
5.2- Imperialism and Nation-State Formation
5.3- Nationalism, Revolution and Reform
5.4- Global Migration
Topics Include:
 Industrialization and the impact on family structure, environmental consequences
and transformation of capital and finance, dependence of non-industrialized
nations.
 Imperialism-Colonialism and transoceanic empires, social ideologies, exploitation
of labor and resources.
 Revolution, reformation, and nationalism
 Impact of the enlightenment
 Nationalistic identity and economic independence
 Changes and continuities in social structures
 Decline of empires
 British Colonization of Australia. [CR5d]
Supplemental Resources (such as but not limited to): [CR1b]
 Karl Marx and Fredrich Engels, The Communist Manifesto
 Toussaint L'Ouverture, Letter to the Directory
 Rudyard Kipling- White Man’s Burden
 John Henry Coatsworth- Economic Trajectories in Latin America
 Lin Zexu- Letter to the Queen
 Fukazawa Yokkaichi- Goodbye Asia
 Olympe de Gouges Declaration of the Rights of Woman and the Female Citizen
Special Focus
 Decline of Imperial China and the Rise of Imperial Japan [CR5c]
CR7: The
course provides
opportunities for
students to
identify and
evaluate diverse
historical
interpretations
CR11: The
course provides
opportunities for
students to
examine diverse
models of
periodization
constructed by
historians



19th Century Imperialism: Sub-Saharan Africa [CR5a], South and Southeast Asia
[CR5c], U.S. imperialism in Hawaii [CR5b].
Comparing the French and Latin American Revolutions [CR5e]
Changes in Production in Europe and the Global Impact of those Changes [CR5e]
Student Activities [CR4]
 Writing a Comparison Essay- Comparing the roles of Women from 1750 to
1900—East Asia, Western Europe, South Asia, Middle East[CR6] [CR12]
 Students will write comparative essays that ask them to compare and contrast the
French and Latin American Revolutions [CR12]
 Students will write a change and continuity over time essay evaluating changes in
production of goods from 1000 to 1900 in the Eastern Hemisphere [CR6]
 Comparing document to image—Comparing Lin Zexu’s letter to Queen Victoria
to visual images about Japan’s views of the west—how were the responses from
China and Japan different to western penetration. – Strayer, Ways of the World: A
Global History with Sources. [CR8] & [CR15]
 Students will analyze political cartoons about European imperial expansion in
Asia and Africa to identify how nationalism and the Industrial Revolution served
as motivating factors in empire building in this time period. [CR8]
 Utilizing a series of documents, maps and charts in the released DBQ about
indentured servitude on in the 19th and 20th centuries, students will assess the
connections between abolition of plantation slavery and increased migrations
from Asian countries to the Americas. [CR6]
 Students will analyze demographics by see the connection between
industrialization and urbanization
 Students will analyze manufacturing output graph during the Industrial
Revolution using Strayer, Ways of the World. [CR8]
 Students will read diverse historical interpretations regarding imperialism
utilizing Things Fall Apart by Achebe, The White Man’s Burden by Rudyard
Kipling and The Tools of Empire: Technology and European Imperialism in the
nineteenth century by Headrick. Students will compare Headrick's argument as a
historian to the two literary approaches. [CR7] [CR8]
Period 6: Accelerating Global Change and Realignments, 1900- Present
Key Concepts: [CR3]
6.1- Science and the Environment
6.2- Global Conflicts and Their Consequences
6.3- New Conceptualizations of Global Economy, Society and Culture
Topics Include:
CR12: The
course provides
opportunities or
students to
compare
historical
developments
across or within
societies in
various
chronological
and/or
geographical
contexts
CR15: The
course provides
opportunities or
students to
recognize how
the study of
history has been
shaped by
findings and
methods of other
disciplines such
as anthropology,
archaeology,
visual arts,
literature,
economics,
geography and
political science
CR8: The
course provides
opportunities or
students to
analyze
evidence about
the past from
diverse sources,
including
written
documents,
maps, images,
quantitative
data, works of
art, and other
types of sources



Global conflict
o Impact of World Wars
o Anti-colonial movements
o Military technology
o Dissolution of empires
Science
o Medical advancements
o Impact of world population
o Communication and economic-social impact
o Environmental awareness/sustainable development
Economics
o Consumerism
o Global interdependence
o Shifting of economic power
Supplemental Resources (such as but not limited to): [CR1b]
 China’s One-Child Policy
 Gorbachev’s Collapse of the Soviet Union
 Kwame Nkrumah on African Unity [CR5a]
 All Quiet on the Western Front
 The Zionist and Arab Cases
 Picasso’s Guernica
 Gandhi’s Hindu Swaraj
 Iris Chang:- The Rape of Nanking
Special Focus:
 World War I and World War II: Global Causes and Consequences [CR5e]
 Students will identify and analyze the causes and Effects of the global economic
crisis in the 1930s [CR9]
 Development of Communism in China, Russia, and Cuba [CR5e]
 Responses to Western Involvement in Sub-Saharan Africa: Imperialism, the Cold
War, and International Organizations
Student Activities [CR4]
 Writing a Comparison Essay Comparing the political goals and social effects of
revolution in: China, Russia, Mexico: Students choose two [CR6]
 Writing a Change and Continuity over Time Essay: Changes and Continuities in
the formation of national identities 1900-present. Students choose from among the
following regions: Middle East, South Asia, or Latin America [CR6] [CR10]
CR5e: The
course provides
balanced global
coverage, with
Europe
represented. No
more than 20%
of course time is
devoted to
European
History


Students debate the benefits and negative consequences of the rapid advances in
science during the 20th and early 21st centuries
Students trace the development of one form of popular culture in the 20th century
and present a graphic or visual display of their research to the class
Primary Source Write Ups [CR4]
Students will read and study primary source texts, graphs, charts, and visual images.
Student will write a summary to all primary sources to understand the main idea of the
text. Student will look at historical context—where the source fits in the framework of
history. Students will analyze the primary source and make connections to why the event
happened and why the document was written. Students will also evaluate the source by
looking at what validity the source holds. Students will get in depth practice at point of
view, audience, and tone of the document. These skills will be used with the primary
sources listed throughout the units. Some of the sources used for these exercise but not
limited to: [CR1b]
1. Epic of Gilgamesh
2. The Judgment of Hammurabi
3. Popol Vuh
4. Late Shang Divination Records
5. Advice to a Egyptian ―Be a Scribe
6. Ban Zhao
7. Book of Ruth- Old Testament
8. Penal Servitude in Qin Law
9. Asoka- Edicts
10. The Koran and the Family
11. Feudalism: Contemporary Descriptions and the Magna Carta
12. East Africa and Arab Traders
13. Tribute Under the Aztecs
14. Merchants and Trade: Sources and Comparisons
15. The Crusades: Christians and Muslim Views
16. Genghis Khan: The Rise of the Mongols
17. The Rise of the Samurai
18. Valor and Fair Treatment
CR1b: The
course includes
diverse primary
sources,
including
written
documents,
maps, images,
quantitative
data, works of
art, and other
types of sources