Download Richard A. Giddens School for the Talented and Gifted High School

Richard A. Giddens
School for the Talented and Gifted High School
1201 E. 8th St., Dallas, Texas 75203
[email protected]
August 20, 2014
Dear Parents and Students:
Advanced Placement World History is part of a cooperative endeavor by high
schools, colleges, and the College Board that provides highly motivated
students the opportunity to earn college credit during their high school years.
If the student does not choose to take the AP exam, the course still fulfills the
graduation requirement for social studies. Please visit the College Board
website for further information about the course and exam:
http://apcentral.collegeboard.com/apc/public/repository/AP_WorldHistoryCED_Effective_Fall_
2011.pdf
Extra-credit is not offered in this course.
Sincerely,
Richard A. Giddens
AP World History
Course Syllabus
Advanced Placement World History
Course Overview
Advanced Placement World History is a college-level survey course whose purpose is to develop a greater understanding of global
processes and interactions of different types of human societies from 8000 B.C.E. to the present day and to enhance student’s
critical thinking skills and analytical abilities. A continual focus throughout the course is the improvement of student’s analysis of
evidence and interpretations presented in historical scholarship. Students receive extensive instruction in analysis and
interpretation of a wide variety of primary sources, such as documentary materials, maps, works of art, maps, statistical tables, and
pictorial and graphic materials.
Course Text and Other Readings:
Main Text: Bulliet. 2011. The Earth and Its Peoples: A Global History, 5th Edition. United States: Wadsworth
Five Themes
AP World History highlights five overarching themes that serve as unifying threads throughout the course and help students to
relate what is particular about each time period or society to a “big” picture “ of history. These themes serve as the foundation for
student reading, writing, and presentation requirements are as follows:
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Interaction between humans and their environment
Development and interaction of cultures
State-building, expansion, and conflict
Creation, expansion, and interaction of economic systems
Development and transformation of social structures
Each of the course themes receives explicit attention and is addressed throughout the course. Students must learn to view history
thematically. The themes also provide a way to organize comparisons and analyze change and continuity over time.
Periodization guidelines, key concepts, and course themes form Students frequently write analytical and interpretive
essays (thematic document-based, continuities and change over time, and comparison).
The organizing principles for dealing with issues of change, continuity, and comparison throughout the course. These six
periods provide a temporal framework for the course:
6 Historical Periods
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Technological and Environmental Transformations (to 600 B.C.E.)
Classical Unit (August 14 through October 2)
Post-Classic Unit (October 3 through November 27)
Early Modern Unit (November 28 through February 1)
1750-1900 Unit (February 5 through March 27)
1900 To The Present Unit (March 29 through May 14)
Each of the key concepts receives explicit attention in the relevant historical period and is integrated with the course themes. This
course is structured around the investigation of the five themes woven into nineteen key concepts.
Technological and Environmental transformations from 8000 B.C.E. (assessment weighting of 5%)
 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
Organization and reorganization of human societies from c. 600 B.C.E. to c. 600 C.E. (assessment weighting of
15%)
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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
Regional and transregional interactions from c. 600 to c. 1450 (assessment weighting of 20%)
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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
Global Interactions from c. 1450 to c. 1750 (assessment weighting of 20%)
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Key Concept 4.1: Globalizing Networks of Communication and Exchange
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Key Concept 4. 2: New Forms of Social Organization and Modes of Production
Key Concept 4.3: State Consolidation and Imperial Expansion
Industrialization and global integration from c. 1750 to 1900 (assessment weighting of 20%)
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Key Concept 5.1:
Key Concept 5.2:
Key Concept 5.3:
Key Concept 5.4:
Industrialization and Global Capitalism
Imperialism and Nation-State Formation
Nationalism, Revolution and Reform
Global Migration
Accelerating global changes and realignments (assessment weighting of 20%)
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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
Four Historical Thinking Skills
In addition, the AP World History course addresses 4 historical thinking skills. Each skill component defines the skill from the
perspective of a professional historian and describes the desired proficiency for high achievement in an introductory college-level
history course (what students should be able to do to demonstrate each skill component and how students can develop this level of
proficiency):
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Crafting historical arguments from historical evidence
 Example: Learning to develop and write a valid thesis statement
Chronological reasoning (historical causation)
 Example: Writing a change over time essay
Comparison and contextualization
 Example: Point of view analysis of sources and comparative essay writing
Historical interpretation and synthesis
 Example: Writing a document-based essay question
The Earth and Its Peoples: A Global History
PART I: THE EMERGENCE OF HUMAN COMMUNITIES, TO 500 B.C.E.
1. Nature, Humanity, and History, to 3500 B.C.E.
African Genesis. Technology and Culture in the Ice Age. The Agricultural Revolutions. Life in Neolithic
Communities. Diversity and Dominance: Cave Art. Environment and Technology: The Iceman.
2. The First River-Valley Civilizations, 3500–1500 B.C.E.
Mesopotamia. Egypt. The Indus Valley Civilization. Diversity and Dominance: Violence and Order in the
Babylonian New Year's Festival. Environment and Technology: Environmental Stress in the Indus Valley.
3. New Civilizations in the Eastern and Western Hemispheres, 2200–250 B.C.E.
Early China, 2000–221 B.C.E. Nubia, 3100 B.C.E.–350 C.E. Celtic Europe, 1000–50 B.C.E. First
Civilizations of the Americas: The Olmec and Chavín, 1200–250 B.C.E. Environment and Technology:
Divination in Ancient Societies. Diversity and Dominance: Human Nature and Good Government in the
Analects of Confucius and the Legalist Writings of Han Fei.
4. The Mediterranean and Middle East, 2000–500 B.C.E.
The Cosmopolitan Middle East, 1700–1100 B.C.E. The Aegean World, 2000–1100 B.C.E. The Assyrian
Empire, 911–612 B.C.E. Israel, 2000–500 B.C.E. Phoenicia and the Mediterranean, 1200–500 B.C.E.
Failure and Transformation, 750–550 B.C.E. Diversity and Dominance: Protests Against the Ruling Class
in Israel and Babylonia. Environment and Technology: Ancient Textiles and Dyes. Issues In World
History: Animal Domestication.
PART II: THE FORMATION OF NEW CULTURAL COMMUNITIES, 1000 B.C.E.–400 C.E.
5. Greece and Iran, 1000–30 B.C.E.
Ancient Iran, 1000–500 B.C.E. The Rise of the Greeks, 1000–500 B.C.E. The Struggle of Persia and
Greece, 546–323 B.C.E. The Hellenistic Synthesis, 323–30 B.C.E. Diversity and Dominance: Persian and
Greek Perceptions of Kingship. Material Culture: Wine and Beer in the Ancient World. Environment and
Technology: Ancient Astronomy.
6. An Age of Empires: Rome and Han China, 753 B.C.E.–330 C.E.
Rome's Creation of a Mediterranean Empire, 753 B.C.E.–330 C.E. The Origins of Imperial China, 221
B.C.E.–220 C.E. Diversity and Dominance: The Treatment of Slaves in Rome and China. Environment
and Technology: Water Engineering in Rome and China.
7. India and Southeast Asia, 1500 B.C.E.–1025 C.E.
Foundations of Indian Civilization, 1500 B.C.E.–300 C.E. Imperial Expansion and Collapse, 324 B.C.E.–
650 C.E. Southeast Asia, 50–1025 C.E. Environment and Technology: Indian Mathematics. Diversity and
Dominance: Relations Between Women and Men in the Kama Sutra and the Arthashastra. Issues in
World History: Oral Societies and the Consequences of Literacy.
PART III: GROWTH AND INTERACTION OF CULTURAL COMMUNITIES, 300 B.C.E.–1200 C.E.
8. Networks of Communication and Exchange, 300 B.C.E.–1100 C.E. The Silk Road. The Indian Ocean
Maritime System. Routes Across the Sahara. Sub-Saharan Africa. The Spread of Ideas. Diversity and
Dominance: Travel Accounts of Africa and India. Environment and Technology: Camel Saddles.
9. The Sasanid Empire and the Rise of Islam, 200–1200.
The Sasanid Empire, 224–651. The Origins of Islam. The Rise and Fall of the Caliphate, 632–1258.
Islamic Civilization. Diversity and Dominance: Secretaries, Turks, and Beggars. Environment and
Technology: Chemistry. Material Culture: Head Coverings.
10. Christian Societies Emerge in Europe, 600–1200.
The Byzantine Empire, 600–1200. Early Medieval Europe, 600–1000. The Western Church. Kievan
Russia, 900–1200. Western Europe Revives, 1000–1200. The Crusades, 1095–1204. Environment and
Technology: Iron Production. Diversity and Dominance: The Struggle for Christian Morality.
11. Inner and East Asia, 400–1200.
The Sui and Tang Empires, 581–755. The Emergence of East Asia, to 1200. New Kingdoms in East Asia.
Diversity and Dominance: Law and Society in China and Japan. Environment and Technology: Writing in
East Asia, 400–1200.
12. Peoples and Civilizations of the Americas, 200–1500.
Classic-Era Culture and Society in Mesoamerica, 200–900. The Postclassic Period in Mesoamerica, 900–
1500. Northern Peoples. Andean Civilizations, 200–1500. Diversity and Dominance: Burials as Historical
Texts. Environment and Technology: Inca Roads. Issues in World History: Religious Conversion.
PART IV: INTERREGIONAL PATTERNS OF CULTURE AND CONTACT, 1200–1550.
13. Mongol Eurasia and Its Aftermath, 1200–1500. The Rise of the Mongols, 1200–1260. The Mongols
and Islam, 1260–1500. Regional Responses in Western Eurasia. Mongol Domination in China, 1271–
1368. The Early Ming Empire, 1368–1500. Centralization and Militarism in East Asia, 1200–1500.
Diversity and Dominance: Observations of Mongol Life. Environment and Technology: From Gunpowder
to Guns.
14. Tropical Africa and Asia,1200–1500.
Tropical Lands and Peoples. New Islamic Empires. Indian Ocean Trade. Social and Cultural Change.
Diversity and Dominance: Personal Styles of Rule in India and Mali. Environment and Technology: The
Indian Ocean Dhow.
15. The Latin West, 1200–1500.
Rural Growth and Crisis. Urban Revival. Learning, Literature, and the Renaissance. Political and Military
Transformations. Diversity and Dominance: Persecution and Protection of Jews, 1272–1349.
Environment and Technology: The Clock.
16. The Maritime Revolution, to 1550. Global Maritime Expansion Before 1450. European Expansion,
1400–1550. Encounters with Europe, 1450–1550. Conclusion. Environment and Technology: Vasco da
Gama's Fleet. Diversity and Dominance: Kongo's Christian King. Issues in World History: Climate and
Population to 1500.
PART V: THE GLOBE ENCOMPASSED, 1500–1750.
17. Transformations in Europe, 1500–1750. Culture and Ideas. Social and Economic Life. Political
Innovations. Environment and Technology: Mapping the World. Diversity and Dominance: Political Craft
and Craftiness.
18. The Diversity of American Colonial Societies, 1530–1770.
The Columbian Exchange. Spanish America and Brazil. English and French Colonies in North America.
Colonial Expansion and Conflict. Environment and Technology: A Silver Refinery at Potosí, Bolivia, 1700.
Diversity and Dominance: Race and Ethnicity in the Spanish Colonies: Negotiating Hierarchy.
19. The Atlantic System and Africa, 1550–1800.
Plantations in the West Indies. Plantation Life in the Eighteenth Century. Creating the Atlantic Economy.
Africa, the Atlantic, and Islam. Environment and Technology: Amerindian Foods in Africa. Diversity and
Dominance: Slavery in West Africa and the Americas.
20. Southwest Asia and the Indian Ocean, 1500–1750.
The Ottoman Empire, to 1750. The Safavid Empire, 1502–1722. The Mughal Empire, 1526–1761. The
Maritime Worlds of Islam, 1500–1750. Diversity and Dominance: Islamic Law and Ottoman Rule.
Environment and Technology: Tobacco and Waterpipes.
21. Northern Eurasia, 1500–1800.
Japanese Reunification. The Later Ming and Early Qing Empires. The Russian Empire. Environment and
Technology: East Asian Porcelain. Diversity and Dominance: Gendered Violence: The Yangzhou
Massacre. Issues in World History: The Little Ice Age.
PART VI: REVOLUTIONS RESHAPE THE WORLD, 1750–1870.
22. Revolutionary Changes in the Atlantic World, 1750–1850
Prelude to Revolution: The Eighteenth-Century Crisis. The American Revolution, 1775–1800. The French
Revolution, 1789–1815. Revolution Spreads, Conservatives Respond, 1789–1850. Environment and
Technology: The Guillotine. Diversity and Dominance: Robespierre and Wollstonecraft Defend and
Explain the Terror.
23. The Early Industrial Revolution, 1760–1851.
Causes of the Industrial Revolution. The Technological Revolution. The Impact of the Early Industrial
Revolution. New Economic and Political Ideas. Diversity and Dominance: Adam Smith and the Division
of Labor. Environment and Technology: Gas Lighting.
24. Nation Building and Economic Transformation in the Americas, 1800–1890.
Independence in Latin America, 1800–1830. The Problem of Order, 1825–1890. The Challenge of Social
and Economic Change. Diversity and Dominance: The Afro-Brazilian Experience, 1828. Environment and
Technology: Constructing the Port of Buenos Aires, Argentina. 25 Land Empires in the Age of
Imperialism, 1800–1870. The Ottoman Empire. The Russian Empire. The Qing Empire. Environment and
Technology: The Web of War. Diversity and Dominance: Chinese Responses to Imperialism.
26. Africa, India, and the New British Empire, 1750–1870.
Changes and Exchanges in Africa. India Under British Rule. Britain's Eastern Empire. Diversity and
Dominance: Ceremonials of Imperial Domination. Environment and Technology: Whaling. Issues in
World History: State Power, the Census, and the Question of Identity.
PART VII: GLOBAL DIVERSITY AND DOMINANCE, 1850–1945.
27. The New Power Balance, 1850–1900.
New Technologies and the World Economy. Social Changes. Socialism and Labor Movements.
Nationalism and the Rise of Italy, Germany, and Japan. The Great Powers of Europe, 1871–1900. China,
Japan, and the Western Powers. Environment and Technology: Railroads and Immigration. Diversity and
Dominance: Marx and Engels on Global Trade and the Bourgeoisie. Material Culture: Cotton Clothing.
28. The New Imperialism, 1869–1914.
The New Imperialism: Motives and Methods. The Scramble for Africa. Imperialism in Asia and the
Pacific. Imperialism in Latin America. The World Economy and the Global Environment. Diversity and
Dominance: Two Africans Recall the Arrival of the Europeans. Environment and Technology: Imperialism
and Tropical Ecology.
29. The Crisis of the Imperial Order, 1900–1929.
Origins of the Crisis in Europe and the Middle East. The "Great War" and the Russian Revolutions, 1914–
1918. Peace and Dislocation in Europe, 1919–1929. China and Japan: Contrasting Destinies. The New
Middle East. Society, Culture, and Technology in the Industrialized World. Diversity and Dominance: The
Middle East After World War I. Environment and Technology: The Birth of Civil Aviation.
30. The Collapse of the Old Order, 1929–1949.
The Stalin Revolution. The Depression. The Rise of Fascism. East Asia, 1931–1945. The Second World
War. The Character of Warfare. Diversity and Dominance: Women, Family Values, and the Russian
Revolution. Environment and Technology: The Enigma Machine.
31. Striving for Independence: India, Africa, and Latin America, 1900–1949.
The Indian Independence Movement, 1905–1947. Sub-Saharan Africa, 1900–1945. Mexico, Argentina,
and Brazil, 1900–1949. Environment and Technology: Gandhi and Technology. Diversity and Dominance:
A Vietnamese Nationalist Denounces French Colonialism. Issues in World History: Famines and Politics.
PART VIII: PERILS AND PROMISES OF A GLOBAL COMMUNITY, 1945 TO THE PRESENT.
32. The Cold War and Decolonization, 1945–1975.
The Cold War. Decolonization and Nation Building. Beyond a Bipolar World. Environment and
Technology: The Green Revolution. Diversity and Dominance: Race and the Struggle for Justice in South
Africa
33. The End of the Cold War and the Challenge of Economic Development and Immigration, 1975–2000.
Postcolonial Crises and Asian Economic Expansion. The End of the Bipolar World. The Challenge of
Population Growth. Unequal Development and the Movement of Peoples. Technological and
Environmental Change. Diversity and Dominance: The Struggle for Women's Rights in an Era of Global
Political and Economic Change. Environment and Technology: The Computer Gets Personal. Material
Culture: Fast Food.
34. New Challenges in a New Millennium.
Globalization and Economic Crisis. The Question of Values. Global Culture. Diversity and Dominance:
Conflict and Civilization. Environment and Technology: Global Warming. -
From Bridging World History website:
http://www.learner.org/courses/worldhistory/
UNIT DESCRIPTIONS
Unit 1: Maps, Time, and World History
What tools do world historians use in the study of history? This unit begins the study of world history by
examining its use of geographical and chronological frameworks: how they have shaped the understanding
of world history and been used to chart the past.
Unit 2: History and Memory
How are history and memory different? Topics in this unit range from the celebration of Columbus Day to
the demolition of a Korean museum to the historical re-interpretation of Mayan civilization, exploring the
ways historians, nations, families, and individuals capture, exploit, and know the past, and the dynamic
nature of historical practice and knowledge.
Unit 3: Human Migrations
How did the many paths of human migration people the planet? From their origins on the African continent,
humans have spread across the globe. This unit explores how and why early humans moved across Africa,
Eurasia, and the Americas, based on recent studies in archaeology and linguistics.
Unit 4: Agricultural and Urban Revolutions
What do historians know about the earliest farmers and herders, and the evolution of cities? Newly
emerging evidence about the "cradles of civilization" is examined in light of the social, technological, and
cultural complexity of recently discovered settlements and cities. Host:
Unit 5: Early Belief Systems
How did people begin to understand themselves in relation to the natural world and to the unseen realms
beyond, and how was religion a community experience? In this unit, animism and shamanism in Shinto are
contrasted with philosophical and ethical systems in early Greece and China, and the beginnings of
Zoroastrianism, Hinduism, and Judaism.
Unit 6: Order and Early Societies
How do diverse political structures and relationships distribute power and material resources? Through the
rise of the Chinese empire, Mayan regional kingdoms, and the complex society of Igbo Ukwu, this unit
considers the origins of centralized states and alternative political and social orders.
Unit 7: The Spread of Religions
How do religions interact, adopt new ideas, and adapt to diverse cultures? As the missionaries, pilgrims, and
converts of Buddhism, Christianity, and Islam moved around the world, the religions created change and
were themselves changed.
Unit 8: Early Economies
How do societies assign value to land, labor, and material goods? A comparison of manorial economies in
Japan and medieval Europe is contrasted with the tribute economy of the Inka, and the experience of
dramatic economic change is illustrated by the commercial revolution in China.
Unit 9: Connections Across Land
How were land-based trade routes conduits of both commerce and culture? The Eurasian Silk Roads, the
trans-Saharan Gold Roads, and the Meso-American Turquoise Road trace the transmission of commodities,
religions, and diseases, as well as the movements of people.
Unit 10: Connections Across Water
How were water routes used as conduits of expansion and trade? The traders of the Indian Ocean, the early
Mississippians, and the Norsemen carried death and disease, skills and technologies, philosophies and
religion down rivers and across oceans.
Unit 11: Early Empires
What makes an "empire"? Through the Mongol empire, the Mali empire, and the Inka empire, this unit
examines the construction of empires, their administrative structures, legitimating ideologies, and the
environmental and technological conditions that shaped them.
Unit 12: Transmission of Traditions
What are traditions and how are they transmitted? Islamic Spain, Korea, and West Africa provide examples
of many different modes of transmission, including oral, written, artistic, and architectural.
Unit 13: Family and Household
What does the study of families and households tell us about our global past? In this episode examining
West Asia, Europe, and China, families and households become the focus of historians, providing a window
into the private experiences in world societies, and how they sometimes become a model for ordering the
outside world.
Unit 14: Land and Labor Relationships
What factors shape the ways in which the basic resources are exploited by a society? From Southeast Asia
to Russia to Africa and the Americas, the ratios between land availability and the usable labor force were
the primary basis of pre-industrial economies, but politics, environment, and culture played a part as well.
Unit 15: Early Global Commodities
What is globalization and when did it begin? Before the sixteenth century, the world's four main monetary
substances were silver, gold, copper, and shells. But it was China's demand for silver and Spain's newly
discovered mines in the Americas that finally created an all-encompassing network of global trade.
Unit 16: Food, Demographics, and Culture
What role has food played in human societies? Studying the production and consumption of food allows
historians to uncover hidden levels of meaning in social relationships, understand demographic shifts, and
trace cultural exchange. This unit examines the earliest impact of globalization including changing cuisine,
environmental impact, and the rise of forced labor as a global economic force.
Unit 17: Ideas Shape the World
How do ideas change the world? This unit traces the impact of European Enlightenment ideals in the
American and Haitian revolutions and in South America. It also examines the revitalization of Islam
expressed in the Wahhabi movement as it spread from the Arabian peninsula to Africa and Asia.
Unit 18: Rethinking the Rise of the West
How does historical scholarship change over time, and why do the perspectives of historians shift? This unit
recaps the economic and political events that led to the rise of the West, but examines and re-examines those
events through differing opinions of its causes, reflecting changes in historical interpretation.
Unit 19: Global Industrialization
How was the story of the industrial revolution a global process? Industrialization was and is a global
process, not just a European or American story. This unit links Cuba, Uruguay, Europe, and Japan,
examining the impact of industry on trade, environment, culture, technology, and lives around the world.
Unit 20: Imperial Designs
What lasting impacts did modern imperialism have on the world? The profound consequences of
imperialism are examined in the South African frontier and Brazil, where politics, culture, industrial
capitalism, and the environment were shaped and re-shaped.
Unit 21: Colonial Identities
How did colonialism and eventual de-colonization mutually affect the colonizer and the colonized? From
Zanzibar to India, colonial and post-colonial identities are examined through clothing.
Unit 22: Global War and Peace
How "global" were the World Wars? This unit examines Japanese imperialism, the Belgian Congo, and
twentieth century peace institutions to study how local, national, ethnic, and religious conflicts shaped these
wars and their aftermaths.
Go to Unit Page »
Unit 23: People Shape the World
What is the impact of the individual in world history? This unit examines the role of individual and
collective action in shaping the world through the lives of such diverse figures as Mao Zedong, the
Ayatollah Khomeini, and Las Madres de la Plaza de Mayo.
Go to Unit Page »
Unit 24: Globalization and Economics
How have the forces of globalization shaped the modern world? This unit travels from the Soviet Union to
Sri Lanka and Chile to study the role of technology and the impact of economic and political changes
wrought by globalization.
Go to Unit Page »
Unit 25: Global Popular Culture
What are the sounds and sights of an emerging global culture? From World Cup soccer to Coca Cola,
modern icons reflect the intertwined cultural, political, and commercial dimensions of globalization. This
unit listens to and looks at the music and images of global production and consumption - from reggae to the
Olympics.
Go to Unit Page »
Unit 26: World History and Identity
How have global forces redefined both individual and group identity in the modern world? This unit
examines the transnational identity that emerged from the Chinese diaspora, and compares it to a newly redefined national Chechen identity forged through war with Russia.
Go to Unit Page »
Essay Writing Component
Another emphasis of AP Wold History is the various writing exercises and practice essays which are written in class. The students
begin with the To What Extent Do You Agree or Disagree With This Statement (T.W.E.D.Y.A.D.W.T.S) activity and eventually write
timed-essays, such as the released-AP DBQ’s, comparative, and continuities and change-over-time questions. These class activities
provide students with frequent practice in writing analytical and interpretive essays. In addition, the rubric for the continuities and
change-over-time group presentations (presented near the end of each unit) are based on the Advanced Placement’s CCOT essay
rubric. The rubric for the comparison group presentations (also presented near the end of each unit) are based on the AP’s
comparison essay rubric. The following are sample grade sheets for the CCOT and comparison presentations:
Change-Over-Time Presentations: Foundations Unit
100 Points
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Present an answer that:
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Has a relevant thesis and supports that thesis with appropriate historical evidence (20%).

Addresses all parts of the question (20%).

Uses world historical context to show change over time and/or continuities (10%).
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Analyzes the process of change over time and/or continuity (10%)
Analyze the cultural, political, and economic changes and continuities in one of the following:
1.
Chinese (100 C.E. to 600 C.E.).
2.
Roman (100 C.E. to 600 C.E.).
3.
Indian (300 C.E. to 600 C.E.).
4.
Chavin and Olmec civilizations.
5.
Mesopotamia and Indus River Valley civilizations.
6.
Huang He (Yellow River) Valley civilization.
 Each member of the group should effectively present their part of the answer (20%).
 Each group should utilize the In Focus projector in their presentation and promptly begin (10%).
 Presentation length between 5 to 15 minutes (10%).
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1.
2.
3.
4.
5.
6.
Comparison Presentation: Foundations Unit
100 Points
Your group should make a presentation that:

Has a relevant thesis and supports that thesis with appropriate historical evidence (20%).

Addresses all parts of the question (15%).

Makes several direct and relevant comparisons consistently between or among societies
(10%).

Analyze reasons for similarities (15%).

Substantiates thesis with appropriate historical evidence (10%).
Compare and contrast the caste system to other systems of social inequality devised by early and Classical civilizations,
including slavery.
Compare and contrast societies and cultures that include cities with pastoral and nomadic societies.
Compare and contrast the developments of traditions and institutions in the Indian and Chinese civilizations.
Compare and contrast the role of women in Hinduism, Confucianism, and Buddhism.
Compare and contrast the political and social structures of the Shang and Mesoamerican civilizations.
Compare and contrast the political and social structures of the Indus Valley and Andean South America.


Each member of the group should effectively present their part of the answer (20%).
Each group should utilize the In Focus projector in their presentation and begin promptly (5%).

Presentation length between 5 to 10 minutes (5%).
Strategies designed to ensure success:
 Analysis Charts
 Graphic Organizers (main idea)
 Graded discussions
 Socratic Seminars
 Analytical Models
 Mental Map Models
 Individual and cooperative group projects
 Focus Questions
 Annotated Timelines
 Generic Annotated Map Assignments
 Study Card Assignments
 Video Critiques
 “Writing Models” (to ensure proper technique for writing thesis statements, Compare and Contrast Essays,
DBQ’s, and the Continuity and Change over time essay.)
 Student Critiques (essay rough drafts and presentations.)
 Rubrics for grading AP-formatted essays
 Rubrics formatted for students critiques
 Current Events: Used to aid students in connecting historical themes to modern issues and to promote
understanding of political, social, and economic behaviors.
Grading Policy
Presentations: 10%
Chapter Test: 40%
Notes: 10%
Class Work: 5%
Videos: 5%
Princeton Review Quizzes: 20%
TAG-IT/Trek: 10%
Revised: August 25, 2014
Parents should receive a progress report from their child in the third, fourth, fifth, and sixth week (each sixweeks). It is the responsibility of the student to finish missing work if they are absent. There is no extra-credit.
Highest grade possible for late work: 70
Classroom Rules
 Be on time.
 Respect others.
 Bring planner, supplies (pens for essays and pencils for scantron tests), and books
 Participate, listen, and follow directions.
 Follow school and district rules.
Group Work
Throughout the course students will be organized into groups and will present various assignments which focus on documents
(point of view, etc.), changes and continuities, comparisons, or large amount of content. For example, groups address
changes/continuities and comparison questions through PowerPoint presentations which correspond with AP rubrics.
Powerpoint or Powerpointless?: Self-evaluation
rubric
How do your
slides rate?
Circle the appropriate choice for
each category.
SLIDE
DESIGN
contrast for
projection:
font:
It's Powerful!!
It's almost there!
It's Powerpointless!
background
dark
medium
light
print
size
style
light
26-32
clear, neat
medium
16-24
somewhat readable
dark
<16
difficult to read
begins a sentence
one background
throughout
all major words
all caps
two
variety
relevant to slide
text
left justified
somewhat connected
right justified
random choice
centered
1-12
13-18
19+
left justified
[not applicable]
centered
very consistent
somewhat consistent
inconsistent
used appropriately
used a bit too often
overused
not annotated or
hyperlinked
annotated and
hyperlinked
annotated or
hyperlinked
use of caps
background
graphics
words per slide
bullets
design elements
sound and
animation
bibliography
choice of image