Download World History AP (WHAP) Syllabus Room E113

World History AP (WHAP)
Syllabus
Room E113
Mr. Skommesa [email protected]
Master of Arts in Teaching; Bachelor of Science – History
Course Description
The Advanced Placement Program (AP) offers a course and exam in World History to qualified students who desire
to complete studies that are equivalent to an introductory college course in world history. If students choose to take
the AP World History Exam in May they have the opportunity to earn up to two semesters worth of college level
world history credit (check with college for individual policies).
AP World History involves the analysis of history through 5 distinct themes, 19 key concepts, and 6 different
chronological periods from 8000 B.C.E. to the present. The course is designed to develop a greater understanding
of the evolution of global processes and contacts in a variety of human societies. In addition, AP World History
highlights the changes and continuities over time in various societies by working to understand the causes and
consequences of major events. Students will make comparisons between various world societies. Finally, students
will be able to link the content of the course with the four historical thinking skills identified by the College Board.
Resources
Text
World History, William J. Duiker and Jackson J. Spielvogel, Wadsworth, Boston: Wadsworth; 6th ed., 2010.
http://www.wadsworth.com/cgiwadsworth/course_products_wp.pl?fid=M20b&flag=student&product_isbn_issn=9780495569015&discipline_number=1
Primary Sources
The Human Record, Alfred Andrea and James Overfield, Boston: Houghton Mifflin: 6th ed. 2009.
Sources of World History: Readings for World Civilization, Mark Kishlansky, Boston: Thomson/Wadsworth; 2007.
Primary Source Reader for World History, Elsa A. Nystrom, Boston: Thomson/Wadsworth: 2006.
Document Exercise Workbook for World History, Donna L. Van Raaphorst, Boston: Wadsworth; 3rd ed., 1998.
Visual
Millennium: One Thousand Years of History, CNN: Perspectives Series, 1999.
CNN Presents: The Cold War, CNN: Perspectives Series, 1998.
Images for analysis will come primarily from the textbook and the internet including art, political cartoons, and
photos. Additional video clips may be used from a variety of sources and will be relevant to the course.
Quantitative
Tables and graphs will be utilized in lectures and will be taken from AP World History Best Practices (2002) and
AP World History Migration (2008). Students will analyze quantitative sources provided in World History (2010)
and from Document Based Questions released by the College Board.
Secondary Sources
Taking Sides: Clashing Views in World History, Volume 1: The Ancient World to the Pre-Modern Era, Joseph R.
Mitchell and Helen Buss Mitchell, Dubuque, IA: McGraw-Hill; 3rd ed., 2007. This debate style reader contains
readings representing the arguments of leading historians and commentators on world history and reflects a
variety of viewpoints presented in pro/con format.
Taking Sides: Clashing Views in World History, Volume 2, Joseph R. Mitchell and Helen Buss Mitchell, Dubuque,
IA: McGraw-Hill; 3rd ed., 2006. This debate style reader contains readings representing the arguments of
leading historians and commentators on world history and reflects a variety of viewpoints presented in
pro/con format.
Guns, Germs, and Steel: The Fates of Human Societies, Jared Diamond, New York: W.W. Norton and Company;
2007
Map Workbook for World History, Vols. 1 & 2, Cynthia Kosso, Boston: Wadsworth, 3rd ed., 2001
Historical Atlas of the World, Cartography by Argersinger, Babiak, Eckhoff, and Lusterman, Skokie, IL: Rand
McNally & Company, rev. ed. 2007.
The Five Themes of AP World History
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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 interaction of economic systems
Theme 5: Development and transformation of social structures
Throughout the year these themes will be addressed through lectures, primary source readings, essays and a variety
of other activities. Questions will be asked in multiple choice and essay formats and may address one or more of
these themes. Knowing these themes is crucial to your success in both this class and the AP World History exam.
Regions of the World
You need to be familiar with various developments over time that occur in major regions of the world including:
North Africa
West Africa
East Africa
Central Africa
Southern (Sub-Saharan) Africa
Middle East
East Asia
Southeast Asia
South Asia
Latin America
North America
Europe
Units of Study
UNIT I – Period 1: Technological and Environmental Transformations, c.8000 BCE to c.600 BCE
(4 Weeks)
UNIT II – Period 2: Organizations and Reorganization of Human Societies, c.600BCE to c.600CE
(4 Weeks)
UNIT III – Period 3: Regional and Transregional Interactions, c.600CE to c.1450CE
(8 Weeks)
UNIT IV – Global Interactions, c.1450CE to c.1750CE
(5 Weeks)
UNIT V – Industrialization and Global Integration, c.1750CE to c.1900CE
(4 Weeks)
UNIT VI – Accelerating Global Change and Realignments, c.1900CE to the Present
(6 Weeks)
The Four Historical Thinking Skills
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Crafting Historical Arguments from Historical Evidence
Chronological Reasoning
Comparison and Contextualization
Historical Interpretation and Synthesis
These four skills reflect what is required in all college-level historical scholarship and allow students to research,
analyze and interpret history as historians do. They will be taught and assessed through formal and informal essays,
particularly those that will be asked on the AP World History exam in May.
Course Requirements
Reading: Students will be required to read and take notes on one chapter per week from the textbook, World
History, Duiker and Spielvogel. While we will address a number of topics in detail for this class it is impossible to
cover everything in the time we have to work with. Therefore, it is imperative that students do these weekly
assignments. Further, students need to understand there will be additional assignments for class and student success
is contingent upon their commitment to completing this work. A variety of primary and secondary source readings
will be assigned, though many of these assignments will be done in class, there may be some to take home.
Note Cards: In addition to taking notes on each of these chapters, students will need to record assigned vocabulary
on note cards. These note cards will be turned in at the conclusion of each unit on the day of the unit test. Students
will need to bring their note cards to class every Friday to be checked by the teacher. Each note card, in addition to
the term and definition, must have the time period, theme, and page where the term is located in the textbook.
Materials: Students will need a three-ring binder with dividers and loose-leaf paper. It is important this binder be
devoted to this class only. As we approach the end of the year it will be important to have the materials and notes
from the entire year organized to prepare for the AP World History exam.
Writing: Each unit will require you to complete a typed paper on an appropriate topic. Paper will be between two
and three pages in length. Topics will ask you to compare and contrast or assess change and continuity over time.
These formal papers will be due one week after each unit. In addition to formal writing, students will have frequent
practice in writing essays for document based questions (DBQ’s), change and continuity over time, and comparison
essays to help prepare for the AP World History exam.
Projects: Students will be required to complete annotated timelines or maps for at least one unit per semester.
These assignments will be competed individually, are the choice of each individual student, and must be done on
poster board (available in the student store). In addition, there will be map/geography assignments for all students.
Testing: Quizzes will be administered often, especially to hold students accountable for weekly textbook reading
assignments. Each quiz will consist of 14 questions and must be completed in 11 minutes. This pace will be
important to help students begin to have a sense of timing for the AP World History exam. Test will be given at the
end of each unit and will be multiple choice, in the style of the AP World History exam that is given in May. These
tests will consist of 70 questions that will cover each of the major regions, themes and key concepts from each time
period. Each unit test after the first unit will include 20 questions that address materials from previous time periods,
making regular study necessary for this course. Students will also receive quizzes that measure their ability to
interpret primary sources.
Participation: It is mandatory for students to participate in class discussions and philosophical chair debates, as
well as answer teacher directed questions. Philosophical chair debates will allow students to convince each other
that a particular viewpoint is stronger than another in addition to allowing each student an opportunity to evolve
their understanding of a particular issue. Students are expected to be active participants in all group activities and be
on task each and every class. It is also imperative that students adhere to the rules of the class. Each week we will
be doing S.O.A.P.S.Tone and O.P.T.I.C.S. drills to improve their ability to analyze primary documents – it is vital
for students to participate in the post-drill question and answer discussions.
Course Calendar
Unless otherwise indicated, it is expected that students read the entire chapter prior to the week is will be discussed
in class. Please note due dates that are provided on a separate reading handout. It is imperative students keep up
with their assigned readings.
Unit I – Period 1: Technological and Environmental Transformations, c.8000BCE to c.600BCE
(4 Weeks)
Key Concept 1.1 Big Geography and 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
Textbook Reading Assignments
Duiker, Epilogue “A Global Civilization” – Read in class, take notes utilizing themes of AP World History
Duiker, Ch1 “The First Civilizations: The Peoples of Western Asia and Egypt”
Duiker, Ch2 “Ancient India”
Duiker, Ch3 “China in Antiquity” (pp. 67-81, 85-94)
Questions to Consider
Should the term “complex societies” be used instead of “civilization” when dealing with world history? Why?
In what way did early societies in Southwest Asia influence each other?
What were some of the major cultural developments that took place in Southwest Asia starting with the Sumerians?
In what ways were early societies in South Asia similar to and different from the river civilizations of Southwest Asia
and Nile River Valley?
5. What impact(s) did the Aryan migrations into South Asia have on the development of Hinduism? How is this similar to
or different from the interactions between the Hebrews and Sumerians/Babylonians?
6. What impact did the physical and climatic environments have on early Chinese civilizations?
7. In what way did myth and tradition impact the development of Chinese society?
8. How did the concept of the “Mandate of Heaven” both aid and undermine the power of a ruling dynasty?
9. What perception did the philosophies that came out of the Hundred Schools of Thought all share?
10. Why was it that these philosophies were able to easily mesh with traditional Chinese religion?
11. How did the ruling classes of China view each of the major philosophies: Confucianism, Daoism, and Legalism?
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UNIT I Test 70 Multiple Choice (55 Minutes)
Unit II – Period 2: Organization and Reorganization of Human Societies, c.600BCE to c.600CE
(4 Weeks)
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
Textbook Reading Assignments
Duiker, Ch4 “The Civilization of the Greeks”
Duiker, Ch3 “China in Antiquity” (pp. 81-85)
Duiker, Ch5 “The First World Civilizations: Rome, China, and the Emergence of the Silk Road”
Duiker, Ch9 “The Expansion of Civilization in Southern Asia” (pp.247-250)
Duiker, Ch6 “The Americas” (pp. 167-174, 179-181)
Questions to Consider
1. What impact did geographic, cultural, and economic factors have on the development of Greek society?
2. In what ways was warfare central to life in the Greek world?
3. Compare the philosophical developments of the Classical Greece with those of the Hellenistic Age.
4. Does the term “Axial Age” seem to be appropriate in describing the intellectual developments of the Ancient Greek
world?
5. What are some major points of comparison between the major classical civilizations of East Asia, South Asia, and the
Mediterranean?
6. What sorts of reactions to established traditional forces were there among the common peoples?
7. In what way was the collapse of the Roman Empire more complete than that of the Han, Maurya, or Gupta?
8. Why might some historians refer to the era from 500BCE to 500CE as the “Common Era”?
TERM PAPER: Students must type a five-page paper addressing the following question:
Compare and contrast the political institutions, social structures, and religious beliefs that survived the
collapse of the classical civilizations in any TWO of these regions:
1. The Mediterranean
2. South Asia
3. East Asia
Due three weeks before the end of the semester)
UNIT II TEST (70 Multiple Choice Questions – 55 minutes)
Unit III – Period 3: Regional and Transregional Interactions, c.600CE to c.1450
(8 Weeks)
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
Textbook Reading Assignments
Duiker, Ch7 “Ferment in the Middle East: The Rise of Islam”
Duiker, Ch8 “Early Civilizations in Africa”
Duiker, Ch9 “The Expansion of Civilization in Southern Asia” (pp.245-247, 250-272)
Duiker, Ch10 “The Flowering of China”
Duiker, Ch11 “The East Asian Rimlands: Early Japan, Korea, Vietnam”
Duiker, Ch12 “The Making of Europe”
Duiker, Ch13 “The Byzantine Empire and Crisis and Recovery in the West”
Duiker, Ch16 “The Americas” (pp.174-179, 181-189)
Questions to Consider
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What was the role of Dar al-Islam as a unifying cultural and economic force in Eurasia and Africa?
Describe Islamic political structures, especially the caliphate.
What are the enduring contributions of early Islamic civilization?
What impact did the environment have on the social, political, and economic institutions of the Delhi Sultanate?
What was the relationship between Islam and the trade networks established in India and the Indian Ocean?
How and why did Islam change as it spread along Indian Ocean trade routes? How might this spread and change compare
to the spread and change of other religions, particularly Christianity?
In what ways did geographical factors influence the development of Sub-Saharan Africa?
What is a “stateless society”? How did “stateless societies” shape history in Sub-Saharan Africa?
Describe the impact of religion on the development of complex societies in Sub-Saharan Africa.
What were the ideological and economic underpinnings of the “golden age” of China during the Tang and Song dynasties?
What impact did geography have in the development of China during the Post-Classical era?
Why did the Japanese state fail to hold onto the centralization of their government, as it had existed in the early unification
period?
Prior to the rise of the Mongols, in what ways had pastoral peoples been significant in world history?
In what ways did the Mongol Empire resemble other empires and in what ways did it differ from them?
How would you define both the immediate and the long-term significance of the Mongols in world history?
What makes a faith attractive to carious groups of people?
How are religions modified and changed as they are lived out in real social life and how do they adapt to changing
circumstances?
How do religions change as they adapt to new cultural settings?
How do messages of non-violence and compassion change when universal religions become state sponsored faiths?
How do religions borrow from one another and integrate the new forms into their own faiths?
What replaced the Roman order in Western Europe?
In what ways was European civilization changed after 1000CE?
In what ways did borrowing from abroad shape European civilization after 1000CE?
How did the historical development of the European West differ from that of Byzantium in the postclassical era?
What were the major differences that separated Byzantine Christianity from Western Christianity?
What were the hopes of Pope Urban II when he launched the First Crusade?
How did the Crusades help sever Christendom?
How might the argument “disease changes societies” apply to the plague?
Why is the spread of disease an inevitable part of human interaction?
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UNIT III TEST (70 Multiple Choice Questions – 55 minutes)
Unit IV – Period 4:Global Interactions, c.1450CE to c.1750
(5 Weeks)
Key Concept 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
Textbook Reading Assignments
Duiker, Ch14 “New Encounters: The Creation of World Market”
Duiker, Ch15 “Europe Transformed: Reform and State Building”
Duiker, Ch18 “The West on the Eve of a New World Order”
Duiker, Ch19 “The East Asian World”
Duiker, Ch16 “The Muslim Empires”
LECTURES: An Overview of Art and Architecture: c.1450CE to c.1750, The World Around 1450, The Transformation of
Europe, Europe and the New World, Global Commerce in the Early Modern Era
Questions to Consider
1. Should China have continued its overseas expeditions? How much difference would this have made in world history
later on?
2. How much should the standard explanations of the “rise of the West” beginning in the 15 th century be modified in
light of Europe’s problems and the ongoing strengths of other societies?
3. Where does the European Renaissance fit in the larger panorama of world history?
4. How did religious change in Western Europe, notably the rise in Protestantism and the Catholic response help explain
the longer-term changes in commerce politics, and popular culture?
5. How do the Renaissance and Reformation usher the political developments of this time period and reflect the new
ideas impact on society?
6. What enabled Europeans to carve out huge empires an ocean away from their homelands?
7. What large-scale transformations did European empires generate?
8. What distinguished the British settler colonies from their counterparts in Latin America?
9. In what ways did trade foster change in the world of the early modern era?
10. To what extent did Europeans transform earlier patterns of commerce? In what ways did they assimilate into these
older patterns?
11. Describe the differing outcomes of European expansion in the Americas, Africa, and Asia
12. What was distinctive about the Atlantic slave trade?
Analyzing Visuals: Humanism and Art PPT: Students will define humanism and identify it in Renaissance art. Students will
then be asked to determine the chronological order of art provided based upon what they have learned about the role of
humanism and how it was applied to artistic techniques used in Renaissance art.
QUESTIONS TO CONSIDER
What was learning centered on in Europe from the 6 th century to the 13th centuries?
What is humanism?
What is secular humanism?
How did humanism impact the creation of art in Western Europe?
FIRST SEMESTER FINAL EXAM (covers material addressed in Chapters 1 –15 in Duiker)
UNIT IV TEST (70 Multiple Choice Questions – 55 minutes)
Unit V – Period 5: Industrialization and Global Integration, c.1750 CE to c.1900CE
(4 weeks)
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
Textbook Reading Assignments
Duiker, Ch19 “The Beginnings of Modernization: Industrialization and Nationalism in the Nineteenth Century”
Duiker, Ch20 “The Americas and Society and Culture in the West”
Duiker, Ch21 “The High Tide of Imperialism”
Duiker, Ch22 “Shadows Over the Pacific: East Asia Under Challenge”
Questions to Consider
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In what ways did Enlightenment ideas influence European and world events in the late 1700s and through the 1800s?
Compare and contrast the causes and impacts of the major revolutions of this era, especially the American and French revolutions.
Explain the development of ideologies during this period. Why did they develop? What impact did they have on world history?
Why did the Industrial Revolution begin in Britain rather than in continental Europe or the United States?
How did the technological innovations of the Industrial Revolution change the relationship between humans and their
environment?
How did the technological innovations of the Industrial Revolution alter social structures in industrialized countries?
Which motives for imperialism seemed to be the most significant during this era?
How did the practice of the New Imperialism vary in Africa, Asia, and Australia? What factors might explain these differences?
How were indirect and direct forms of imperialism implemented?
What short and long-term impacts did imperialism have on both the conquerors and the conquered?
What problems plagued the Ottoman, Russian, Chinese, and Japanese societies?
How did the Ottomans, Russians, Chinese, and Japanese each respond to the changes brought by industrialization and imperialism?
Compare and contrast the Chinese and Japanese responses to western imperialism.
What impacts did industrialization and imperialism have on the political, social, and economic developments in Ottoman, Russian,
Chinese, and Japanese society of the 19th century?
UNIT V TEST (70 Multiple Choice Questions – 55 minutes)
Unit VI – Period 6: Accelerating Global Change and Realignments, c.1900CE to the Present
(6 weeks)
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
Textbook Reading Assignments
Duiker, Ch23 “The Beginning of the Twentieth Century Crisis: War and Revolution”
Duiker, Ch24 “Nationalism, Revolution, and Dictatorship: Asia, the Middle East, and Latin America from 1919 to 1939”
Duiker, Ch25 “The Crisis Deepens: World War II”
Duiker, Ch26 “East and West in the Grip of the Cold War”
Duiker, Ch27 “Brave New World: Communism on Trial”
Duiker, Ch28 “Europe and the Western Hemisphere Since 1945”
Duiker, Ch29 “Challenges of Nation-Building in Africa and the Middle East”
Duiker, Ch30 “Toward the Pacific Century”
LECTURES: An Overview of Art and Architecture: c1900 to the Present, The Contemporary Era, 1900 to 1945, The World Since 1945,
Modern Political Developments, Revolutions in the Contemporary Era
Questions to Consider
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Is the relative decline of the West a valid historical theme for the contemporary period of world history?
How do the advent of nuclear weaponry and the changing nature of war fit into a definition of the new period in world history?
What changes and continuities from the previous era are evident in the early years of the Contemporary Era? What impacts have
developments in the previous era had on this era?
Describe the social, economic, and political developments from 1914 to 1945.
Compare and contrast the causes and impact of World War I and World War II.
How did the World Wars impact the following regions: India, Asia, Africa, and Latin America?
Analyze the role of religious belief and secular ideologies in the contemporary world.
What kind of impact did the World Wars have on the non-western world since 1945?
How has the legacy of colonialism impacted the political and economic development of Africa, Asia, and Latin America?
What were the origins of the Cold War? What were its effects?
What impact has globalization had on the world today?
Why was democracy more successful worldwide at the end of the 20th century than it was during the century’s first five decades?
Given democracy’s global spread in the 20th century and China’s insistence on an alternative form of government, what are the
prospects for a Chinese turn to democracy in the near future?
Given the causes of 20th century revolution and recent social and political changes around the world, is it reasonable to assume that
a new wave of contemporary revolutions has begun?
Why do revolutions characteristically generate authoritarian regimes and why was this trend stronger in the Contemporary Era than
before?
UNIT VI TEST (70 Multiple Choice Questions – 55 minutes)
TERM PAPER: Students must type a five-page paper addressing the following question:
Would you agree with the beginning and ending dates for each of the AP World History time periods or would you
propose a new periodization, based on your study of history over the past year? You must use historical evidence in
support of your argument.
REVIEW
WEEK 32
Practice Multiple Choice Test 1
UNIT I: Key Concepts
Multiple Choice Strategies
WEEK 33
UNIT II, III, and IV: Key Concepts
Free Response Essay Strategies
WEEK 34
UNIT IV, V, and VI Key Concepts
Free Response Essay Strategies
WEEK 35 – EXAM WEEK
Practice Multiple Choice Test 2
Test Strategies
OVERVIEW of Everything!
WEEK 36
International Film Festival
 Foreign films dealing with historical topics
 Students who took the WHAP exam will vote on what to watch from a list prepared by the teacher
Final Projects
 Important Individuals of World History
OR
 Culturally/Historically relevant foods of the World
SECOND SEMESTER FINAL EXAMS