Download AP World History - Cobb County School District

AP World History –2014-­‐2015 Instructor: Laura Astorian, EdS Wheeler High School – School Code: 112010 Room 2042 School email: [email protected] Web Page: http://astorianpsych.info School phone: 770-­‐578-­‐3266 School address: Wheeler High School, 375 Holt Road, Marietta, GA 30068 I.
Course Materials: Issued Textbook: a) Stearns, Peter. World Civilizations: The Global Experience. Fifth Edition. Norton Publishing Company. 1999. Primary Sources (Instructor Use): a) Andrea, Alfred and Overfield, James. The Human Record: Sources of Global History. Fourth Edition. Houghton Mifflin. 2001. b) Brooks, Jeffrey and Chernyavskiy, Georgiy. Lenin and the Making of the Soviet State: A Brief History with Documents. Bedford/St. Martins. 2007. c) Lualdi, Katherine. Sources of The Making of the West: People’s and Cultures, Vols. 1 & 2. Bedford/St. Martin’s. 2009. th
d) Riley, Kevin. Worlds of History: A Comparative Reader 4 Ed., Vols. 1 & 2. Bedford/St. Martin’s. 2010. e) Strayer, Robert. Ways of the World: A Brief Global History with Sources. Bedford/St. Martin’s. 2011. Outside Readings: a) Harman, Chris. A People’s History of the World. Verso, 2008. b) Hochschild, Adam. King Leopold’s Ghost. Mariner books, 1999. c) Hoff, Benjamin. The Tao of Pooh. Penguin, 1994. d) Standage, Tom. A History of the World in 6 Glasses. Walker & Company, 2005. II. General Information about World History The Course: a) AP World History is a global-­‐centered course that covers the basic developments and interactions among the major cultures of the world. The class is taught from a global perspective and covers far more than Western history. Knowledge of the world as a whole is cultured and expected. Minor historical trivia is not the focus of this course, but instead large-­‐scale change and historical thinking. b) Historical thinking and reasoning skills will be both developed and required. These include: • Crafting Historical Arguments from Historical Evidence Chronological Reasoning including analyzing patterns of continuity and change and periodization • Comparison and Contextualization • Historical Interpretation and Synthesis • Primary Source Analysis c) Major history themes throughout the course will be emphasized. Understanding of each theme must be demonstrated in each unit. A variety of activities will assess this understanding with a simple example being the writing of a thematic change-­‐over-­‐
time essay or the creation of a graphical chart including each of the themes. The five themes are: • Interactions between humans and the environment • Development of interaction of cultures • State-­‐building, expansion, and conflict • Creation, expansion, and interaction of economic systems • Development and transformation of social structures d) AP World History is for serious students. Students must be able to devote focused nightly study to difficult and complex material. Themes of study include potentially offensive material such as discrimination, extreme violence, sexuality, and religion. Students are expected to approach the course in a studious manner. e) AP World History students must develop good historical skills by writing college level essays from three categories: document-­‐based essays, change-­‐over-­‐time essays and comparative essays. Students will be graded on these essays as College Board grades them. College Board rubrics will be used as the grading rubric. •
III. Class Expectations: AP World History is a thematic study of the world’s history from 20,000BCE to the present. This course requires the following 1. Nightly reading of the textbook. The entire textbook will be read over the course of the semester. Reading is the primary homework students of this class receive. 2. The reading of three “outside reading” books, plus one for a book review 3. Solid performance on highly challenging tests 4. Strong writing skills 5. Analysis of primary documents Students enrolling in this class should enjoy history and have performed exceedingly well in previous social studies and literature classes. This course can be enjoyable, but the primary responsibility for learning rests on the student. Students and parents should be aware that enrolling in this course equivocates to making an extensive time-­‐commitment to history. This class is based upon large volumes of reading, which may take students anywhere from 20 minutes to a few hours per night, depending on reading speed and ability. Factual information is expected to be gained through reading; class is for reinforcing knowledge, building patterns, practicing historical thinking skills, and analyzing primary source documents. Classroom Guidelines: Attendance -­‐ In order to cover all the material in time for the national exam, we are on a tight schedule. Your attendance is necessary. In the event that you are absent, it is the student’s responsibility to obtain and make-­‐up any work missed in a timely fashion. Students are required to follow campus and district policies regarding absence notification. Truancies will be referred to an administrator and no credit will be received for any work missed. You are expected to be present when the bell rings. If you are late, I will not repeat information already covered or extend time for the assignment in progress. Make-­‐up Work, Late Work, and Homework -­‐ Make-­‐up tests and quizzes should be taken within one week of the original exam/quiz date. If not made up by the time, a zero will be given for the test or quiz. Classwork and homework are due the next class period following an absence. It is the student’s responsibility to obtain any missed work as soon as possible. Failure to obtain assignments does not excuse you from tests, quizzes, or due dates. It is entirely the student’s responsibility to see that work is kept current. I will NOT hunt you down to remind you of missing assignments. Homework is due at the beginning of the class period unless otherwise notified. Please keep in mind that homework constitutes up to a third of your six weeks average. IV. Grading Policy: 1. Grades will be determined on the following percentages: • Tests/Essays: 40% • Quizzes: 20% • Classwork/Homework: 10% • Projects: 15% • Final Exam: 15% 2. Tests will be given at the end of each unit. A DBQ, change over time, or comparative essay will be given as part of each unit test. 3. All students are encouraged to take the AP exam in May. All students, as per WHS policy, must take the final exam or an alternative final exam if eligible. IV. Teaching Strategies Lectures – Full 90-­‐minute lectures tend to be less productive than balanced classes. This fact requires the student to be an active learner, willing to participate in discussions, activities, presentations, and debates. •
Document Analysis – Students are expected to read and interpret primary and secondary sources. Students will interpret the context, purpose, point of view, and audience of all primary sources covered in the class. Secondary •
sources will be compared against one another to develop understanding of historical viewpoints. •
Students use evidence from tables, charts, graphs and maps related to events such as the Opium Wars, cotton manufacturing, the silver trade, population changes, disease, and the global movement of laborers. •
Historical Problems – Students are expected to respond to historical problems presented by the teacher. These will be group activities requiring the use of multiple historical skills including primary source analysis, periodization, contextualization, comparison, and crafting arguments using historical evidence. Student responses will take the shape of spoken arguments or multimedia presentations. V. Essay/Exams • Students will write AP style essays throughout the semester. Emphasis will be given to the development of good theses and strong argumentation. Students are expected to master three types of essays: comparison, change-­‐over-­‐time, and document-­‐based. Overall Units of Study 1. Unit 1: 8000 BCE-­‐600 BCE • Key Concepts • Big Geography and the Peopling of the Earth • The Neolithic Revolution and Early Agricultural Societies • The Development and Interactions of Early Agricultural, Pastoral, and Urban Societies • Reading Assignments: • Stearns chapter 1 • Harman part 1 • History of the World in 6 Glasses, A • In-­‐Class Sources • Diamond, Jared The Worst Mistake in the History of the Human Race • Gilgamesh, The Epic of • Hammurabi’s Code • Be a Scribe • Indian Seals, Mesopotamian Seals, and Cretan Seals (images) • Rig Veda, The • Population Statistics • Sample Student Expectations: • Describe the causes and consequences of the development of agriculture •
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Skills: Compare the rise of early civilizations (Mesopotamia; Egypt, The Indus River Valley, and Shang China) Discuss the findings of anthropologists and linguists on tracing the migrations of Bantu and Polynesian speakers Interpret the meanings of genetic findings of natives of Madagascar Discuss the impact of technology on civilizations and peoples Evaluate the periodization 8000BCE – 600 BCE and period terms such as Ancient, Paleolithic, Neolithic, Bronze Age and the nature of Civilization Historical Dating Systems and Periodization Comparing Historical Interpretations (Diamond’s The Worst Mistake in the History of the Human Race vs. Harman’s A People’s History of the World) • Writing Theses • Primary Source Analysis • Using Historical Evidence • The Comparative Essay • The Document Based Question • Assessments • Quizzes on Readings • Document Based Question • Gilgamesh and Tao of Pooh Quiz • Multiple-­‐Choice Test • Compare and Contrast Question 2. Unit 2: 600 BCE – 600 CE • Key Concepts • The Development and Codification of Religious and Cultural Traditions • The Development of States and Empires • Emergence of Transregional Networks of Communication and Exchange • Reading Assignments • Stearns chapters 2-­‐5 • Harman part 2 • Tao of Pooh, The • In-­‐Class Sources • Buddha, The Teachings of • Matthew, The Gospel of • Confucius, The Analects • Hippocrates, On the Sacred Disease •
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Three Hellenic Works of Art (Visual) • Four Hellenistic Sculptures • Asoka, Rock and Pillar Edicts Sample Student Expectations: • Compare Secondary and Classical Civilizations (Chinese civilizations through the Han Dynasty; Early India; Greece and Rome; Egypt, Kush and Axum; Ghana and Mali; Early Mesoamerican and South American civilizations) • Compare the development of major world religions • Examine continuity and change in the decline and fall of the major classical civilizations (Rome, Gupta India, and Han China) • Evaluate the Periodization 600 BCE – 600 CE Other Skills: • The Change-­‐Over Time Essay • Analyzing Documents within Known Historical Context • Comparing historical viewpoints (Standage vs. Harman and Gibbon’s Decline and Fall of the Roman Empire vs. Harman) Assessments: • Quizzes on Readings • Multiple-­‐choice Test • Document Based Question •
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3. Unit 3: 600 CE – 1450 CE • Key Concepts • Expansion and Intensification of Communication and Exchange Networks • Continuity and Innovation of State Forms and Their Interactions • Increased Economic Productive Capacity and Its Consequences • Reading Assignments • Stearns chapters 6-­‐15 • Harman part 3 and 4 • Hochschild King Leopold’s Ghost • In-­‐Class Sources • The Nestorian Stele (images and text) • Quran, The • A Thousand and One Arabian Nights • Chen Pu The Craft of Farming • The Mosaics of San Vitale (images) • Population Statistics – World’s Largest Cities • Sample Student Expectations: • Identify the impacts of long-­‐distance trade on both global and local communities • Describe the causes and effects of the development and spread of Islam • Discuss continuity and change in the conversion of much of Africa to Islam and Christianity • Compare Byzantine and Latin points of view on the crusades • Identify the cause and consequences of the rise of the Mongol Empire and the Pax Mongolica • Identify the artistic advancements made during the renaissance as determined by prominent art historians. • Evaluate the Periodization 600 – 1450CE, Evaluate period terms such as Medieval, Dark Ages, Golden Age of Islam, Han and T’ang (as applied to culture) • Other Skills: • The Change-­‐Over Time Essay • Analyzing Documents within Known Historical Context • Assessments: • Quizzes on Readings • Multiple-­‐choice Test • Document Based Question 4. Unit 4: 1450 – 1750 CE: • Key Concepts • Global Networks of Communication and Exchange • New Forms of Social Organization and Modes of Production • State Consolidation and Imperial Expansion • Reading Assignments: • Stearns chapters 16-­‐22 • Harman part 5 • Hochschild King Leopold’s Ghost • In-­‐Class Sources • Ibn Battuta Long Distance Travel Beyond the Mongol Peace • Marco Polo Description of the World • Zhao Rugua Description of Barbarous Peoples • Luther, Martin Table Talk • The Gokstad Ship (image) • Sample Student Expectations: • Compare the travels of Marco Polo and Ibn Battuta • Explain the causes and consequences of the European Renaissance, Reformation and the Scientific Revolution • Explain the causes and consequences of European Exploration of the Americas, the Columbian exchange, and other forced labor systems • Compare African slavery and the Encomienda system • Identify historical patterns among the early European colonies in the New World • Demonstrate the impact of trade and empires along the Silk road • Explain how both Ming and Qing China fall into the patterns of the Mandate of Heaven • Compare the reactions of the Japanese Tokugawa Period and Peter the Great’s Russia and explain the differing reactions to Western power. • Evaluate the periodization 1450-­‐1750CE and periodic terms such as the Renaissance, Scientific Revolution, Age of Exploration • Other Skills • Comparing Historical Viewpoints (Peter The Great’s Edicts and Decrees vs. Mikhail Shcherbatov’s On the Corruption of Morals in Russia) • Assessments: • Quizzes on Readings • Multiple-­‐Choice Test • Change over Time Question 5. Unit 5: 1750-­‐1900 CE • Key Concepts • Globalizing Networks of Communication and Exchange • New Forms of Social Organization and Modes of Production • State Consolidation and Imperial Expansion • Reading Assignments: • Stearns chapters 23-­‐27 • Harman part 6 • Hochschild King Leopold’s Ghost • In-­‐Class Sources • Voltaire A Treatise on Toleration • Smith, Adam The Wealth of Nations • Napoleon Crossing the Alps (image) • Bolivar, Simon The Jamaica Letter • Summary of a Conversation with Osei Bonso, King of Asante • Wahab, Abdullah The History and Doctrines of Wahabis • Envoys from Vassal States and Foreign Countries Presenting Tribute to the emperor, China (image) • Marx and Engles The Communist Manifesto • Darwin, Charles On the Origins of Species and the Descent of Man • Sample Expectations: • Compare major revolutions: American, French, Latin America, Haitian, Chinese • Describe the consequences of the Industrial Revolution • Describe changes brought by European Imperialism in Africa and Asia while contrasting the viewpoints of the colonizers and the colonized. • Compare the impact of European dominance in Australia and Polynesia th
• Describe the causes of the rise of 19 Century Nationalism and the effects on individual ethnicities as well as international tensions. • Compare the reactions of Qing China and Meiji Japan to Western Industry and the resulting consequences. • Evaluate the periodization 1750-­‐1900CE, and terms such as the Enlightenment, The Age of Revolutions, The Age of Imperialism • Other Skills: • Comparing Historical Viewpoints (Oladudah Equiano’s The Interesting Narrative of the Life of Olaudah Equiano Written by Himself vs. James Barbot’s A Voyage to the New Calabar River) • Additional Document Analysis and the Comparative Essay • Assessments: • Quizzes on Readings • Multiple Choice Test Free Response Test 6. Unit 5: 1900 – the Present • Key Concepts • Industrialization and Global Capitalism • Imperialism and Nation-­‐State Formation • Nationalism, Revolution, and Reform • Global Migration • Reading Assignments: • Stearns chapters 28-­‐36 • Harman part 7 • In-­‐Class Sources • Popular Art circa World War I • 1918 Flu Epidemic Death Rates (Statistics) • Hitler, Adolf Mein Kampf • Bombing of Tokyo and Other Cities (Statistics) • Gandhi Indian Home Rule • Gorbachev, Mikhail Perestroika • Muralist Paintings • Bin Laden, Osama Declaration of Jihad against Americans Occupying the Land of the Two Holy Mosques • World Development Indicators • Sample Expectations: • Describe the military and cultural developments of World Wars I and II and the period between the wars • Characterize the impact of the First and Second World War on Europe, North America, South America, Asia, and Oceana th
• Assess the Concept of 20 Century Genocide and connect this broad idea to specific circumstances • Connect the decolonization of individual nations in Africa and Asia to the global trend of decolonization • Describe the causes and consequences of The Russian Revolution and the Cold War • Compare the development of East Asia and Latin America from 1900 to Present • Identify the causes of post-­‐colonial state successes and failures as developed by political scientists. • Assess the validity of the superpower-­‐dominated Cold War narrative • Analyze quantitative data concerning demographic changes in the Americas, Europe, Asia, and Africa during the 20th century (source: worldfactbook, the Economist) • Other Skills •
Comparing Historical Viewpoints (George Kennan’s The Long Telegram vs. Nikolai Novikov’s Telegram, September 27, 1946) Assessments • King Leopold’s Ghost Quiz • Semester Project • Multiple Choice Test • Free Response Test •
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