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Barren County High School Course Syllabus AP World History INSTRUCTOR: Mr. Miller CONTACT INFORMATION: 11:16) 270-651-6315 during planning time (2nd block 9:46- COURSE OVERVIEW: The AP World History Course is an academic, yearlong course with an emphasis on non-western history. This course examines the history of human experience from a global perspective. The development of human societies from hunting-gathering groups and early agricultural societies into major civilizations and other complex societies will be traced. Special attention will be given to those transformations which have produced new modes of organizing human life. The course stresses the linkages between people and states formed through trade, the resultant migration of people and ideas, and the mobilizations of mass society, revolutions, and the impact of technology upon humankind. The primary focus will be on the period from the rise of ancient civilizations, through the time of large-scale empires, to the early modern-era of worldwide trade and gunpowder empires. Social, economic, and political dimensions will be discussed. Students will be required to participate in class discussions and in group and individual projects. A special emphasis will be given to historical writing through compare/contrast and change and continuity over time (CCOT) essays and document-based questions (DBQ). In addition, objective exams, quizzes, simulations, readings, and integrated computer-technology assignments will also be given. TEXTBOOK: Bulliet, Richard W., Crossley, Pamela K., Headrick, Daniel R., Hirsch, Steven W., Johnson, Lyman L., and Northrup, David. The Earth and Its People: A Global History, 3rd AP Edition. Houghton Mifflin Company: Boston, Mass. 2005. BCHS will The teacher reserves the right to alter this syllabus at any time during the course. provide each student with a copy of the text. Lost and or damaged books are the student and parent’s/guardian’s financial responsibility. THEMES: The dynamics of change and continuity across the world history periods covered in this course, and the causes and processes involved in major changes of these dynamics Patterns and effects of interaction among societies and regions: trade, war, diplomacy, and international organizations The effects of technology, economics, and demography on people and the environment (population growth and decline, disease, labor systems, manufacturing, migrations, agriculture, weaponry) Systems of social structure and gender structure (comparing major features within and among societies, and assessing change and continuity) Cultural, intellectual, and religious developments, including interactions among and within societies Changes in functions and structures of states and attitudes toward states and political identities (political culture), including the emergence of the nation-state (types of political organization) COURSE OUTLINE: Unit 1: The Emergence of Human Communities, to 500 B.C. (3 weeks) Before civilization Mesopotamia Egypt Indus Valley Early China (Shang Period, Zhou Period, Confucianism, Daoism, and Society) Nubia Olmec and Chavin Cosmopolitan Middle East Aegean World Assyrian Empire Israel Phoenicia and the Mediterranean Failure and Transformation Unit 2: The Formation of New Cultural Communities, 1000 B.C.-600 A.D. (4 weeks) Ancient Iran Rise of the Greeks Struggle of Persia and Greece Hellenistic Synthesis Rome’s Mediterranean Empire Origins of Imperial China Imperial Parallels Foundations of Indian Civilization Imperial Expansion and Collapse Southeast Asia The Silk Road Indian Ocean Maritime System Routes Across the Sahara The teacher reserves the right to alter this syllabus at any time during the course. Sub-Saharan Africa The Spread of Ideas Unit 3: Competition Among Cultural Communities and Interregional Patterns, 6001450 (8 weeks) Origins of Islam Rise and Fall of the Caliphate Islamic Civilization The Byzantine Empire Early Medieval Europe The Western Church Kievan Russia Western Europe Revives The Crusades The Early Tang Empires Rivals for Power in Inner Asia and China The Emergence of East Asia New Kingdoms in East Asia Classic-Era Culture and Society in Mesoamerica The Postclassical Period in Mesoamerica Northern Peoples Andean Civilizations The Rise of the Mongols The Mongols and Islam Regional Responses in Western Eurasia Mongol Domination in China The Early Ming Empire Centralization and Militarism in East Asia Tropical Lands and Peoples New Islamic Empires Indian Ocean Trade Social and Cultural Change Rural Growth and Crisis Urban Revival Learning, Literature, and the Renaissance Political and Military Transformations Global Maritime Expansion Before 1450 European Expansion Encounters with Europe Unit 4: The Globe Encompassed, 1450-1750 (7 weeks) Culture and Ideas Social and Economic Life Political Innovations Columbian Exchange Spanish America and Brazil English and French Colonies in North America Colonial Expansion Plantations in the West Indies Plantation Life in the 18th Century Creating the Atlantic Economy Africa, the Atlantic, and Islam The Ottoman Empire The Safavid Empire The Mughal Empire The teacher reserves the right to alter this syllabus at any time during the course. Trade Empires in the Indian Ocean Japanese Reunification The Later Ming and Early Qing Empires The Russian Empire Comparative Perspectives Unit 5: Revolutions and Western Global Hegemony, 1750-1914 (7 weeks) Prelude to Revolution: The 18th Century Crisis The American Revolution The French Revolution Revolution Spreads, Conservatives Respond Causes of the Industrial Revolution The Technological Revolution The Impact of the Early Industrial Revolution New Economic and Political Ideas Industrialization and the Non-industrial World Independence in Latin America The Problem of Order The Challenge of Social and Economic Change Changes and Exchanges in Africa India Under British Rule Britain’s Eastern Empire The Ottoman Empire The Russian Empire The Qing Empire New Technologies and the World Economy Social Changes Socialism and Labor Movements Nationalism and the Unification of Germany and Italy The Great Powers of Europe Japan Joins the Great Powers The New Imperialism: Motives and Methods The Scramble for Africa Asia and Western Dominance Imperialism in Latin America The World Economy and the Global Environment Origins of the Crisis in Europe and the Middle East Unit 6: The 20th Century in World History (7 weeks) The “Great War” and the Russian Revolutions Peace and Dislocation in Europe China and Japan: Contrasting Destinies The New Middle East Society, Culture, and Technology in the Industrialized World The Stalin Revolution The Depression The Rise of Fascism East Asia The 2nd World War The Character of Warfare Sub-Saharan Africa The Indian Independence Movement The Mexican Revolution Argentina and Brazil The Cold War The teacher reserves the right to alter this syllabus at any time during the course. Decolonization and Nation Building Beyond a Bipolar War Postcolonial Crises and Asian Economic Expansion The End of the Bipolar War The Challenge of Population Growth Unequal Development and the Movement of Peoples Technological and Environmental Change Trends and Visions/Global Culture GOALS/OUTCOMES: Unit 1: Analyze and demonstrate an understanding of the intended and unintended consequences of decisions that were made in the past. Analyze and cite examples of the effects of geography on history and on the development of the various cultures on this vast planet. Identify, describe and analyze examples of human interaction with the environment. Demonstrate an understanding and cite examples of cause and effect relationship and multiple causation in history. Describe and analyze how specific economic systems make judgments about the value, allocation, and distribution of resources. Provide examples of movement from place to place of people, materials, and ideas. Describe how geographic factors influence the development of civilizations. Identify reasons for the location of places. Describe the human and/or cultural characteristics of a place. Unit 2: Describe the human and/or cultural characteristics of a place. Identify characteristics of a culture. Demonstrate and apply an understanding of how the traditions, beliefs and values, behavior patterns, and artifacts of a culture are related to each other. Describe and analyze the special role literature and the arts play in reflecting the inner life of a people and in projecting a people’s image of themselves in the world. Analyze and compare the mythology, legends, myths of origin, and heroes and heroines of societies of different times and places. Demonstrate an understanding that all societies have ideals and standards of behavior. Analyze the significance of religion in human society and its influence on history. Unit 3: Interpret and respond to artifacts, documents, photographs, art, cartoons, and other sources utilized by historians to understand the past and present. Analyze and cite examples of the effects of geography on history and on the development of the various cultures. Identify, describe, and analyze examples of human interaction with the environment. Demonstrate an understanding and cite examples of cause and effect relationship and multiple causation in history. Describe and analyze how specific economic systems make judgments about the value, allocation, and distribution of resources. Illustrate how movement demonstrates independence. Demonstrate an understanding and cite examples of the vast diversity of the post classical world. Provide examples of movement from place to place of people, materials, and ideas. Identify reasons for the location of places. Describe the human and/or cultural characteristics of a place. Describe how culture is transmitted in various societies. The teacher reserves the right to alter this syllabus at any time during the course. Unit 4: Demonstrate knowledge of chronology of major cultures, people, and events in history. Analyze and cite examples of the effects of geography on history and on the development of the various cultures on this vast planet. Demonstrate an understanding of the role of leadership in history. Demonstrate an understanding and cite examples of cause and effect relationship and multiple causation in history. Analyze and cite examples of cultural diffusion throughout history. Describe and analyze how specific economic systems make judgments about the value, allocation, and distribution of resources. Provide examples of movement from place to place of people, materials, and ideas. Identify reasons for the location of places. Describe the common characteristics of a region. Unit 5: Identify, describe, and analyze the causes and consequences of conflict and cooperation between nations, peoples, and cultures. Demonstrate an understanding and cite examples of cause and effect relationship and multiple causation in history. Analyze and demonstrate an understanding of the intended and unintended consequences of decisions that were made in the past. Identify, analyze, and predict the effects of technology in economic systems. Provide examples of economic inequalities. Identify, analyze, and predict the effects of technology on the environment. Provide examples of movement from place to place of people, materials, and ideas. Describe how geographic factors have influenced historical events. Describe how geographic factors influence contemporary issues. Compare and contrast the causes and results of the political revolutions and independence movements. Demonstrate understanding of how governing bodies make decisions and how people participate in those decisions. Demonstrate understanding that all societies have ideals and standards of behavior. Analyze the ways in which different societies have tried to resolve ethical issues when conflict occurs between individuals, groups, and societies. Unit 6: Interpret and respond to artifacts, documents, photographs, art, cartoons, and other sources utilized by historians to understand the past and present. Make judgments about the past after having considered the norms and expectations prevailing in the culture at the time. Identify, describe, and analyze the causes and consequences of conflict and cooperation between nations, peoples, and cultures. Demonstrate an understanding and cite examples of cause and effect relationship and multiple causation in history. Analyze and demonstrate an understanding of the intended and unintended consequences of decisions that were made in the past. Analyze the role of economics in political decisions. Demonstrate the ways in which technology makes an impact on the environment. Provide examples of movement from place to place of people, materials, and ideas. Describe how geographic factors have influenced historical events. Describe how geographic factors influence contemporary issues. Recognize ethical and unethical behavior. Analyze the ways in which different societies have tried to resolve ethical issues when conflict occurs between individuals, groups, and societies. Apply to content from all areas of social studies to propose and evaluate solutions to current issues. The teacher reserves the right to alter this syllabus at any time during the course. ESSENTIAL QUESTIONS: Unit 1: How do historians define agricultural, pastoral, and foraging societies and their demographic characteristics? How did improvements in technology lead to the formation of larger and more complex societies in some regions and not in others? What were the basic characteristics of the economic structures and technological innovations of the key civilizations of this period? Unit 2: What are the geographic locations of key political (Roman Empire at its height, ‘Abbasid caliphate, Sudanic kingdoms of Ghana and Nubia, Chinese Empire (Han and Tang dynasties), Byzantine Empire, Mayan Civilization)? What caused the movement of peoples, the collapse of empires, and the emergence of new empires and political systems? What were the basic features of major world belief systems and how did they influence societies? How were the basic characteristics of global social structures developed? What were the nature and locations of the major slave systems in the world? How is a Classical Age defined? What were the trading patterns of the Ancient World? Unit 3: How has the nature and causes of changes in the world history framework define a period in history? What were the developments and shifts in the interregional network of trade, technology, cultural exchange, and communication during this period? What was the role of Islam as a unifying cultural force in Eurasia and Africa? How did the nature of Christianity change? What was the impact of nomadic migrations on Afro-Asia? What were the major Amerindian civilizations? How did feudalism differ in Europe and Asia? What was the gender structure of this time period in the various regions of the world? Unit 4: How is this era in history distinguished from the previous period? What were the changes in global interactions, trade, and technology during this period? What were the political units and social systems of the major empires? How was the Atlantic slave trade unique in the tradition of slavery? How did the exploration and colonization of the Americas bring demographic and environmental change? What were Russia’s expansionist policies under the Tsars? How was Russia influenced by Western Europe? How did the Ottomans build an empire? How did the Mughal domination of India decline? Why did Europeans settle in Southern Africa? How did the Japanese and Chinese react to European incursion? Unit 5: How is this era in history distinguished from the previous period? What were the changes in global interactions, trade, and technology during this period? What were the demographic and environmental changes of this period? How did social and gender structures change? What were the political movements? The teacher reserves the right to alter this syllabus at any time during the course. What allowed for the rise of the Western World? What are the debates over the utility of the modernization theory as a framework for interpreting events in this period and the next? What are the debates about the reasons for serf and slave emancipation in this period? What are the debates over the nature of women’s roles in this period and how do these debates apply in understanding the role of women in colonial societies? How do the causes and early phases of the industrial revolution compare in Western Europe and Japan? How do the following revolutions compare: Haitian, American, French, Mexican, and Chinese? What were the reactions to foreign domination in: the Ottoman Empire, China, India, and Japan? How do the roles and conditions of women in the upper/middle classes compare with the roles of the peasantry/working class in Eastern and Western Europe, Asia, the Americas, and Africa? Unit 6: How is this era in history distinguished from the previous period? What were the changes in global interactions, trade, and technology during this period? Is cultural convergence or diversity the best model for understanding increased intercultural contact in the 20th century and why? What are the advantages and disadvantages of using units of analysis in the 20 th century such as the nation, the world, the West, and the developing world? How did the World Wars, the Cold War, nuclear weaponry, and international organizations impact the global framework? What were the causes of the World Wars? What were the cultural and political transformations resulting from the World Wars? What leads to periods of genocide? What were the new patterns of nationalism, especially outside the west? What was the impact of major global economic developments: The Great Depression, Pacific Rim, multinational corporations and the Information Age? What was the nature of social reform and social revolution during the 20 th century? How did global and regional cultures develop? What was the consumer culture and how did it develop? CORE CONTENT: -SS-HS-5.1.1 Students will use a variety of tools (e.g., primary and secondary sources, data, artifacts) to interpret perceptions and perspectives (e.g., gender, rate, region, ethnic group, nationality, age, economic status, religion, politics, geographic factors) of people and historical events in the modern world (1500 A.D. to present). (DOK 3) (GEN 401) -SS-HS-5.1.2 Students will explain how history is a series of connected events shaped by multiple cause and effect relationships, tying past to present. (DOK3) (REL 403) -SS-HS-5.3.1 Students will explain how humans began to rediscover the ideas of the Classical Age and to question their place in the universe during the Renaissance and Reformation. (DOK 2) (GEN 402) -SS-H-5.3.2 Students will explain how new ideas and technologies led to an Age of Exploration by Europeans that brought great wealth to the absolute monarchies and significant political, economic and social changes (disease, religious ideas, technologies, new plants/animals, forms of government) to the other regions of the world. (DOK 2) (REL 402) -SS-HS-5.3.3 Students will analyze how an Age of Revolution brought about changes in science, thought, government, and industry that shaped the modern world. (DOK 3) (GEN 402) -SS-HS-5.3.4 Students will explain how nationalism, militarism, and imperialism led to world conflicts, economic booms and busts, and the rise of totalitarian governments. (DOK 3) (REL 402) -SS-HS-5.3.5 Students will explain how after World War II, the United States and the Soviet Union emerged as world super powers; a Cold War developed; and new nations formed in Africa, Asia, Eastern Europe, and the Middle East. (DOK3) (GEN 401) --SS-HS-5.3.6 Students will analyze how the second half of the 20 th century was characterized by rapid social, political, and economic changes that created new challenges (e.g., population growth, diminishing The teacher reserves the right to alter this syllabus at any time during the course. natural resources, environmental concerns, human rights issues, technological and scientific advances, shifting political alliances, globalization of the economy) in countries around the world. (DOK2) (GEN 402) ASSESSMENT: Objective exams (multiple choice) Objective Essay exams (Compare/Contrast, Change/Continuity Over Time, Document Based Questions) Quizzes Class discussions Class/Homework Assignments o Primary Source Reviews/Analysis included Special Projects o Ex.—Preparation of a DBQ. Students will research a topic and prepare a set of primary source documents. They will write a question asking a reader to draw on the information in the documents in order to formulate a response. Finally, students will draft what they consider to be the “ideal” response to the question. Student grades will be calculated on a point/percentage system: for example, each assignment will be worth a specified number of points and weighted to the appropriate category. Tests100 points 35% of nine weeks grade Quizzes100 points 35% of nine weeks grade Daily Work100 points 30% of nine weeks grade Students will be required to analyze and interpret a wide variety of primary sources such as documentary material, maps, statistical tables, works of art, and pictorial and graphic materials in historical scholarship. Students should learn to assess historical materials—their relevance to a given interpretive problem, their reliability, and their importance—and to weigh the evidence and interpretations presented in historical scholarship developing the skills necessary to arrive at conclusions on the basis of an informed judgment and to present reasons and evidence clearly and persuasively in essay format. APPARTS will be the criteria used for analyzing primary sources. o Author- Who created the source, and what is his/her point of view? o Place and Time- Where and when was the source created? How does this affect the meaning of the source? o Prior Knowledge- What information did you bring to this source? What do you already know that will help you understand the source? o Audience- For whom was the source created? How does this affect the source? o Reason- At the time it was created, for what purpose was the source created? o The Main Idea- What is the central point the source is trying to make? What does it say—literally? Personally? Universally? (To the individual interpreting, most documents have three meanings: Literal, Personal, and Universal.) The teacher reserves the right to alter this syllabus at any time during the course. o Significance- Why is the source important to what you are studying or the way you want to use it? RESOURCES: Bulliet, Richard W., Crossley, Pamela K., Headrick, Daniel R., Hirsch, Steven W., Johnson, Lyman L., Northrup, David. The Earth and Its People: A Global History, 3rd AP Edition, Houghton Mifflin Company: Boston, Mass. 2005. Stearns, Peter N., Adas, Michael, Schwartz, Stuart. World Civilizations: The Global Experience, 2nd Edition, HarperCollins College Publishers: New York. 1996. Andrea, Alfred J., Overfield, James H. The Human Record: Sources of Global History, 5th Edition Vols. 1 and 2. Houghton Mifflin Company: Boston, Mass. 2005. Wiesner, Merry E., Wheeler, William B., Doeringer, Franklin M., Curtis, Kenneth R. Discovering the Global Past: A Look at the Evidence, 3rd Edition Vols. 1 and 2. Houghton Mifflin Company: Boston, Mass. 2007. Reilly, Kevin. Worlds of History: A Comparative Reader, 2nd Edition Vols. 1 and 2. Bedford/St. Martin’s: Boston, Mass. 2004. Holt, Rinehart, and Winston. Readings in World History, Harcourt Brace & Co.: Austin, Texas. 2007. Diamond, Jared. Guns, Germs, and Steel: The Fates of Human Societies. Norton: New York 1997. o The Guns, Germs, and Steel video by National Geographic is also used. Schaffer, Lynda. Southernization. Journal of World History 5(1994): 1-21. Bentley, Jerry H. Old World Encounters: Cross-Cultural Contacts and Exchanges in Pre-Modern Times. Oxford University Press: New York 1993. McNeill, William H. Plagues and Peoples. Revised. Anchor Books/Doubleday: New York 1998. Crosby, Alfred W. The Columbian Exchange: Biological and Cultural Consequences of 1492. Cambridge University Press: Cambridge; New York 1993. Dunn, Ross E. The Adventures of Ibn Battuta: A Muslim Traveler of the Fourteenth Century. University of California Press: Berkeley 1986. Pomeranz, Kenneth, Topik, Steven. The World That Trade Created: Society, Culture, and the World Economy, 1400 to the Present. Sources and Studies in World History. M.E. Sharpe: Armonk 1999. Mintz, Sidney. Sweetness and Power: The Place of Sugar in Modern History. Reprint. Viking Press: New York 1995. Pacey, Arnold. Technology in World Civilization: A Thousand-Year History. MIT Press: Cambridge, Mass. 1990. INTERNET RESOURCES: An extensive and continually updated list of Internet Resources can be found on The Earth and Its Peoples website. College.hmco.com The teacher reserves the right to alter this syllabus at any time during the course. Classroom Rules: Rule #1 Be Respectful Rule #2 Be Prompt Rule #3 Be Prepared Consequences: Verbal Warning Teacher /Student Conferences Parent Contact Office Referral ATTENDANCE POLICY: Students have up to five school days to make up assignments and/ or tests due to an excused absence. Work may be made up before or after school and must be scheduled with the course instructor. SEMESTER TEST POLICY: Students with any unexcused absences in a course or have been assigned to ASP are required to take the semester exam which counts as part of the semester grade. PLAGIARISM/ACADEMIC DISHONESTY POLICY: Plagiarism and academic dishonesty are serious offenses. The academic work of a student is expected to be his/her own effort. Students must give the author(s) credit for any source material used. To represent ideas or interpretations taken from a source without giving credit is a flagrant act. To present a borrowed passage after having changed a few words, even if the source is cited, is also plagiarism. Students who commit any act of academic dishonesty (i.e.students who are caught cheating on an assessment) will receive a failing grade in that portion of the course work. Acts of academic dishonesty will be reported to the administration. I have read the course syllabus for AP World History and I understand the expectations and requirements for this course. Parent Signature: __________________ Student Signature: __________________ The teacher reserves the right to alter this syllabus at any time during the course.