Download Advanced Placement World History Syllabus, 2013-2014

Advanced Placement World History Syllabus, 2013-2014
Duke Ellington School of the Arts
Ms. Natalie Bruford
Course Outline and Expectations
Our study of World History includes brief review of the geography of the continents and then examines our earth’s
history from 8000 B.C.E. to 2005 C.E. In AP World History, you will develop a greater understanding of the
evolution of global processes and contacts, including interactions over time. The course highlights the nature of
changes in international frameworks and their causes and consequences, as well as comparison among major
societies. By May, you will have mastered these tenets of any rigorous history class:
1) Crafting Historical Arguments from Historical Evidence
2) Chronological Reasoning
3) Comparison and Contextualization
4) Historical Interpretation and Synthesis
The following tenets will be addressed specifically in this world history class:
1) Seeing global patterns and processes over time and space while connecting local developments to global
ones
2) Comparing within and among societies, including comparing societies’ reactions to global processes
3) Considering human commonalities and differences
4) Exploring claims of universal standards in relation to culturally diverse ideas
5) Exploring the persistent relevance of world history to contemporary developments
All of these concepts will be practiced throughout the course and tested in the essay portion of the AP Exam in May.
Mastery of these skills is both the challenge and reward of this course!
Required Materials (Yes EVERYDAY!!!)
1. One three ring binder - minimum of 1 inch
2. Pen & Pencil
3. Highlighter
4. Colored Pencils - red, blue, green, purple, orange and yellow
5. Loose leaf paper
6. Barron’s APWH- 5th edition (on occasion)
Resources:
a. Textbook: Bulliet, Richard, et al., The Earth and Its People: A Global History, 2nd edition, Houghton Mifflin
Company, 2001
b. Supplement Reading Source: World of History, a Comparative Reader by Kevin Reilly
Course Requirements
- Actively participate in class discussions and complete all assignments thoroughly and promptly
- Keep a well-organized and complete binder
- Form study groups of 3-4 for tests and other large assignments
- Regularly watch/read a reliable news source, viewing selected television programs and films.
- Come for help with necessary (before school or during lunch)
- Attend mandatory sessions (at lunch/ or after school) for practice AP examinations or study sessions
- Students will be required to purchase the study guide: Barron’s AP World History- 5th Edition
- Complete the AP World History Examination in May
Engrade
Each student will have an engrade account, allowing them to have access to their grade. Parent(s)/Guardians should
create their own account using their student’s access code as soon as possible so that they are continually aware of
the their students progress. Aside from parent teacher conferences, engrade is the best way to communicate with Ms.
Bruford.
Homework and Examinations
All assignments are designed to enhance students’ mastery of the skills needed to succeed on the AP test May.
Students will receive homework most class days and may be subsequently assessed on that homework; they will
often be in the form of essays and reflections. Homework must be handed in at the very beginning of class, unless
otherwise noted. Expect the unexpected, problems with your computer, flash drive and printer will occur, remember
that none of these are a valid excuses for not completing an assignments. Additional assessment will be given in the
form of weekly/biweekly quizzes and exams, some in class some online. Exams and quizzes will take place on a
scheduled basis and will be timed. Exams are designed to facilitate students’ success on the AP Exam in May and
will, therefore, include multiple-choice questions, Change-Over-Time essays, Comparison essays and Document
Based Question (DBQs) Knowledge in an AP class is cumulative in nature; therefore, review questions will be
incorporated at every opportunity. A student’s performance on exams and quizzes will determine the need for
assistance before school at lunch or after school. Added practice exams, and increased parental involvement are
greatly valued.
Late work:
Students must be on time to class in order for their homework to be considered on time. All assignments are to be
complete by the beginning of class unless otherwise noted. Late work is only accepted due to an official EXCUSED
absence or tardy. Students must attach their official excused slip from the attendance counselor upon submission of
the assignment. A student will have the same number to days as the absence to make up missed homework. Quizzes
and exam must be made up within the week of the absence.
Plagiarism
Plagiarism is copying or imitating the language, ideas or thoughts of another person and passing them off as one’s
original work. Plagiarism is a serious offense of intellectual dishonesty and will not be tolerated. Students who
plagiarize and students who allow others to plagiarize their work will receive a failing grade for that assignment, and
may possibly fail the advisory period. In addition, Father Payne and the student’s parent(s)/guardian will be
contacted.
Absences and Tardiness
A student with inconsistent attendance cannot succeed in this class. In accordance with Duke Ellington standards 3
unexcused absences in an advisory will result in a Saturday Intervention Day. Being tardy to class 3 times is equal to
1 unexcused absence. (careful periods 1 & 2) Each unexcused absence will result in 1% deduction from a student’s
overall grade. Each tardy will result in .5% deduction from a student’s overall grade. This class is demanding and
fast-paced, students are expected to be present and attentive every day. Emergencies and school-sanctioned events
will occur, however students are still held responsible for completing every assignments. Students should seek
reliable classmates for any missed notes.
Grading Scale:
A 93-100%
A- 90-92.9%
B+ 87-89.9%
B 83-86.9%
B- 80-82.9%
C+ 77-79.9%
C 73-76.9
C- 70-72.9%
D+ 67-69.9%
D 63-66.9%
F 0-62.9
Grade Components
Class Work/ Homework/ Projects….… 45%
Tests/Quizzes………..……………….. 35%
Participation/Attendance …..…….…... 20%
Advanced Placement Grading Scale:
AP Grade & Qualification*
5
Extremely Well Qualified
4
Well Qualified
3
Qualified
2
Possibly Qualified
1
No Recommendation
* Earning College Credit and/or Placement
The college or university - NOT the AP Program - award credit, advanced placement, or both. The best source of
specific and up-to-date information about an individual institution’s policy is its catalog or Web site. These
specifications may change year by year.
_____________________________________________________________________________________
Course Schedule
The Five Themes of AP World History
Theme 1 - Interaction between humans and the environment
Theme 2 - Development and Interaction of Cultures
Theme 3 - State-building, expansion and conflict
Theme 4 - Creation, expansion and interactions of Economic Systems
Theme 5 - Development and transformation of social structures
Subject Area and Time Chart for the AP Exam
Period I
Period II
Period III
Period IV
Period V
Period VI
Technology and Environmental Transformation to 600 B.C.E.
Organization and Reorganization of Human Societies, c. 600 B.C.E. to c. 600 C.E.
Regional and Transregional Interaction, c. 600 C.E. to c. 1450
Global Interactions c 1450 to c. 1750
Industrialization and Global Integration c. 1750 to c. 1900
Accelerating Global Change and Realignments
5%
15%
20%
20%
20%
20%
Period 1: Technology and Environmental Transformation to 600 B.C.E.
Key Concepts 1.1 Big Geography and the Peopling of the Earth
Key Concepts 1.2 The Neolithic Revolution and Early Agricultural Societies
Key Concepts 1.3 The Development and Interactions of Early Agricultural, Pastoral and Urban Societies
Topics for Discussion
a. Neolithic Revolution
b. Basic features of early civilization: Mesopotamia, Egypt, Kush, Indus, Shang, Mesoamerica and Andean
Supplemental Sources (such as but not limited to):
Excerpts from Guns, Germs and Steel by Jared Diamond
Women and the Agricultural Revolution by Elise Boulding (Reilly)
Neolithic Petroglyph from the Sahara; Neolithic stone from the Aegean Islands (Slideshow of cross-cultural
artifacts)
Selected Activities/ Assessments
Writing Workshop (essay development)
Chart each of the river civilizations utilizing the “PERSIA” method
Comparative analysis (periodization) of Neolithic artifacts as presented in slideshow
Predictive/ evaluative matching term test
Historical causation: Compare the development of any two of the following ancient civilizations: Mesopotamia,
Egypt, Kush-Meroe, Indus Valley, Shang China, Mesoamerica (Olmec, Mayan) Andean South America
Historical argumentation: (maps) River Valley Civilizations, 3500-1500 B.C.E., Ancient Nubia
Period II: Organization and reorganization of Human Societies, c. 600 B.C.E. to c. 600 C.E.
Key Concept 2.1 The Development and Codification of Religious and Cultural Traditions
Key Concept 2.2 The Development of Status and Empires
Key Concept 2.3 Emergence of Transregional Networks of Communication and Exchange
Topics for Discussion
a. Classical civilizations: Greece, Rome, China and India including migrations of the Huns, Germanic
tribes
b. Interregional networks by 600 C.E. and spread of belief systems
c. Silk Road trade networks, models of social and urban organizations
d. Slavery in the ancient world
e. Gender roles in Asia
f. Merchants and the Indian Ocean Trade network
Supplemental Sources (such as but not limited to):
China and Rome Compared by S.A.M. Adshead (Reilly)
Greek and Indian Civilizations by William H. McNeil (Reilly)
Pliny Consults the Emperor Trajan (Reilly)
Women in the Classical Era by Sarah Shaver Hughes and Brady Hughes (Reilly)
Selected Activities/Assessments
China and Rome compared via “PERSIA” chart and “ARTS” thesis statements
DBQ preparation: assessing data from essay development
Analysis of the trade networks (including Silk Road, Indian Ocean)
Predictive/ evaluative matching term test
Historical argumentation : Han China (map p. 158), The Roman Empire (map p. 144), Southeast Asia (map p. 191),
The Spread of Christianity (map p. 257)
Period III: Regional and Transregional Interactions, c. 600 C.E. to c. 1450
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
Topics for Discussion
a. The Islamic World, the Crusades and Schism in Christianity
b. European and Japanese feudalism
c. Mongols across Eurasia and urban destruction in SW Asia,
d. Black Death and its global impact
e. Bantu and Polynesian migrations
f. Empire models (Great Zimbabwe, Mayan, Aztec, Hans, and Inca)
g. Ming Treasure Ships and Indian Ocean trade
Supplemental Sources (such as but not limited to):
“Were the Barbarians a Negative or a Positive Factor in Ancient and Medieval History?” by Gregory Guzman
(Reilly)
Section 45: From the Magna Carta (Reilly)
Introduction and Section 45: Feudalism An Oath of Homage and Fealty (Reilly)
Letter from a Jewish Pilgrim in Egypt (Reilly)
Chronicle of Solomon bar Simpson (Reilly)
Selected Activities/Assessments
Predictive/ evaluative matching term test
Trial AP examination : Periods I, II and III
Continuity and Change-Over-Time essay preparation: contextualize data within the essay framework as provided by
the College Board
Debate: Positive and negative effects of the Mongols
Greeting cards from medieval civilizations
Historical argumentation: Africa, 1200-1500 (map p. 379), The Mongol Domains in 1300 (map p. 345), Exploration
and Settlement in the Indian and Pacific Oceans before 1500 (map p. 430), Climate and Population to 1500 (charts
pp. 454-455)
Period IV: Global Interactions, c. 1450 to c. 1750
Key Concepts 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
Topics for Discussion
a. Intellectual awakenings in Europe: Renaissance to Scientific Revolution
b. Encounters and Exchange: diffusion and resistance (Africa, the Americas, East Asia, Southern and
Southwest Asia)
c. Labor systems in the Atlantic World
d. The Columbian Exchange in Atlantic and Pacific context
e. Absolutism (and its alternatives); Muslims, Tokugawa, Romanov empires
f. Atlantic Slave Trade and its effects
Supplemental Sources (such as but not limited to):
Selections from Things Fall Apart by Chinua Achebe
Chocolate: From China to Commodity 3.1
Broken Spear: Aztec Account of the Conquest of Mexico (Reilly)
Dutch Anatomy in Japan by Sugita Gempaku (Reilly)
English Bill of Rights
95 Theses by Martin Luther
Mayflower Compact
Letter on Turkish Smallpox inoculation by Lady Mary Wortley Montague (Reilly)
Selection from Women and Marriage in Europe and China by Mary Jo Maynes and Ann Waltner (Reilly)
Selected Activities/Assessments
Comparative Essay preparation: Impacts of new trade patterns on old trade routes
Predictive/ evaluative matching term test
Historical argumentation: European Exploration, 1420-1542 (map p. 436), Colonial Latin America in the 18th
Century ( map p. 494), The African Slave Trade, 1500-1800 (map p. 533), Muslim Empires in the 16th and 17th
Centuries (map p. 550), A Silver Refinery at Potosi, Bolivia, 1700 (chart p. 497)
Market Place Project: Examining commodities of exchange, new and old
Renaissance Gallery: Artistic, musical and cultural feast
Age of Exploration project
Period V: Industrialization and Global Integration, c. 1750 to c. 1900
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
Topics for Discussion
a. European Enlightenment
b. American, French, Haitian and Latin American Revolutions
c. Napoleonic Wars/ Congress of Vienna/ Conservatism vs. Liberalism
d. Industrial Revolution: European, American and Japanese models
e. Imperialism and Modernism
f. Social revolutions: anti-slavery, suffrage, labor, nationalist
g. Reaction to industrialism, modernism and imperislism
h. Artistic movements: Romanticism
Supplemental Sources (such as but not limited to):
The United States Bill of Rights
Selections of Communist Manifesto by Karl Marx (Reilly)
Selections of The Wealth of Nations by Adam Smith (Reilly)
Jamaican Letter by Simon Bolivar
Letter to the Directory by Tousssaint L’Overture (Reilly)
The White Man’s Burden by Rudyard Kipling (Reilly)
Asia and the Industrial Revolution by Arnold Pacey (Reilly)
Economic Trajectories in Latin America by John H. Coatsworth (Reilly)
Selected Activities/Assessments
Predictive/ evaluative matching terms test
Historical argumentation: The Industrial Revolution in Britain, ca. 1850 (map p. 632), Latin America by 1830 (map
p. 658) The Great Powers and Their Colonial Possessions in 1913 (mpa p. 792), Slave Occupations on a Jamaican
Sugar Plantation, 1788 (chart p. 526), Birth and Death on a Jamaican Sugar Plantation (chart p. 526)
Student-generated letters: conservatism vs. liberalism
Berlin Conference simulation and individual reactions to its policies
Document Based Question practice: College Board released essays
Classical music/ art comparative analysis: Baroque, Classical and Romantic
Industrial Revolution simulation: from village to city
Trial AP Examination, including peer review of free response essays
Period VI: Accelerating Global Change and Realignment, c. 1900 to the Present
Key Concept 6.1 Science and the Environment
Key Concept 6.2 Global Conflicts and Their Consequences
Key Concept 6.3 New Conceptualization of Global Economy, Society, and Culture
Topics for Discussion
a. World War I, Total War, the Fourteen Points and the reaction to Versailles
b. Economic comparisons: Soviet Communism vs. United States Consumerism
c. The Great Depression: challenges, world reactions and long-term impacts
d. World War II
e. Post War challenges: international responses, decolonization, the “three” worlds
f. Cold War: Rise and Decline
g. Social Revolutions: Civil Rights, women, liberation, technology
h. 21st century challenges
Supplemental Sources (such as but not limited to):
Fourteen Points by Woodrow Wilson
Thinking about Genocide, (AP World History Special Focus) by Mahnood Mandani
Why Bother with Africa and Latin America (AP World History Special Focus) by John McNeil
Cultural Globalization is Not Americanization by Philippe Legrain (Reilly)
The Marriage Law of the Peoples Republic of China (Reilly)
Selection of the Feminine Mystique by Betty Freidan (Reilly)
Hind Swaraj by Mohandas K. Ghandi (Reilly)
Selected Activities/Assessments
Predictive / evaluative matching test term
Historical argumentation: Territorial Changes in Europe After World War I (map p. 810), Territorial Changes in the
Middle East After World War I (map p. 818), Cold War Confrontation (map p, 894), Decolonization, 1947-1990
(map p. 898), World Religions (map and chart p. 960), Global Distribution of Wealth (map and chart p. 950),
Population for World and Major Areas, 1750-2050 (chart p. 929)
Political Cartoon creation and analysis
Comparison of WWI and WWII posters
Student-generated poems and songs of liberation (post WWII)
Trial AP Examination