Survey
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
Advanced Placement World History Syllabus #772891v1 Cox- Paisley IB Magnet School Course Overview Advanced Placement World History is for the exceptionally studious high school student, who wishes to earn college credit in high school through a rigorous academic program. This class approaches history in a non-traditional way in that it looks at the common threads of humanity over time by examining currents of trade, religion, politics, society, and technology, and it investigates how these themes have manifested themselves in different places and at different times. This course is designed to empower students to master a broad body of historical knowledge, to demonstrate an understanding of historical chronology, to use historical data to support an argument or position, understand historiography and differing schools of opinion, interpret and apply data from original documents, including cartoons, graphs, laws, and letters to name a few, to effectively use analytical tools for evaluation, to understand cause and effect and compare and contrast, and to prepare for and successfully pass the AP World History Exam. This course will require students to act as historians, analyzing historical evidence to determine its validity and relevance to a given historical question. Students will identify point of view and the nature of bias in certain primary sources; in addition, students will be able to formulate generalizations, interpret data, as well as analyze and weigh evidence from conflicting sources of information. Rigorous preparation is a vital and necessary part of the Advanced Placement curriculum. Extensive amounts of reading, writing, and critical thinking will be required. One of the most challenging changes for many year IV students in AP World History is the quantity of reading that will be assigned and must be completed. Reading assignments will be followed by reading quizzes and/or discussions. It is imperative for students to develop and maintain consistent study habits due to the rigor and intense pacing of the course. These include the following College Board’s “Historical Thinking Skills.” These skills include: 1) Crafting Historical Arguments from Historical Evidence 2) Chronological Reasoning 3) Comparison and Contextualization 4) Historical Interpretation and Synthesis 1. THE COURSE: PERIODIZATION Historical Periodization Period Title Period 1: Technological and Environmental Transformations Current Periodization Date Range Wt Old titles 8000BCE 5% Foundations: c. 8000 B.C.E. to 600 C.E. to c. 600 BCE. Weighting 19-20% Period 2: Organization and Reorganization of Human Societies c. 600 BCE. to 600 CE 15% Classic Period 3: Regional and Trans regional Interactions c. 600 C.E. to c. 1450 20% Post Classic 22% Period 4: Global Interactions c. 1450 to c. 1750 20% Early Modern 19—20% Period 5: Industrialization and Global Integration c. 1750 to c. 1900 20% Modern 19—20% Period 6: Accelerating Global Change and Realignments c. 1900 to the present 20% Contemporary 19—20% 2. THE FIVE THEMES OF WORLD HISTORY: The themes serve throughout the course as unifying threads, helping students to put what is particular about each period or society into a larger framework. The AP World History course requires students to engage with the dynamics of continuity and change across the historical periods that are included in the course. Students will be taught to analyze the processes and causes involved in these continuities and changes. In order to accomplish this task we will focus on the FIVE overarching themes which serve throughout the course as unifying threads, helping students to put what is particular about each period or society into a larger framework. The themes also provide ways to make comparisons over time and facilitate cross-period questions. 1. Interaction between humans and the environment • Demography and disease • Migration • Patterns of settlement • Technology [CR2, CR3] 2. Development and interaction of cultures • Religions • Belief systems, philosophies, and ideologies • Science and technology • The arts and architecture 3. State-building, expansion, and conflict • Political structures and forms of governance • Empires • Nations and nationalism • Revolts and revolutions • Regional, trans-regional, and global structures and organizations 4. Creation, expansion, and interaction of economic systems • Agricultural and pastoral production • Trade and commerce • Labor systems • Industrialization • Capitalism and socialism 5. Development and transformation of social structures • Gender roles and relations • Family and kinship • Racial and ethnic constructions • Social and economic classes Instructional Methodologies and Practices Lecture and Discussions: Use of LCD projector for online and digital files often incorporated Reading Quizzes: questions derived from assigned chapters, multiple choice, matching ( possible). Chapter Assessments: given upon completion of several chapters; multiple choice and essay Primary Source Documents: from the texts and stand alone Whole Group Essay Instruction and Sampling: document-based (DBQs) and Free Response-Compare and Contrast, Continuities and Change Over Time Essays Small Group Essay Instruction and Sampling: document based (DBSs) and Free Response, Compare and Contrast, Continuities and Change Over Time Essays Individual Essay Instruction: document based (DBQs) and Free Response – Compare and Contrast, Continuities and Change Over Time Projects Visual display in classroom walls of time line for each civilization and period accompanied by a word wall Simulations Occasional Guest Speakers: veterans, Holocaust survivors Course Text and other Reading: Main Text: World History, Fifth Edition, William J. Duiker, Jackson J. Spielvogel [CR1] Primary & Secondary Sources: • Students will read and analyze selected primary sources (documents, images, and maps) in: Duiker, W.J. & J.J. Spielvogel, World History. 5th Edition. Belmont. CA: Thomson Wadsworth, 2007. Library of Congress, Digital Collections: (loc.gov) World History & Cultures collection, the South Asian Literary Recordings Project, the Asian collections, Beyond Ukiyo-e: Modern and Contemporary Japanese Prints. Meeting of Frontiers: a bilingual, multimedia English-Russian digital library that tells the story of the American exploration and settlement of the West, the parallel exploration and settlement of Siberia and the Russian Far East, and the meeting of the Russian-American frontier in Alaska and the Pacific Northwest. National Archives British Museum, digital collections: Africa Adorned, The Wealth of Africa ( a collection of African currencies, past and present) Gallica, French National Library Kishlansky, M.A., Sources of World History, Vols. 1 & 2, 4th Edition. Belmont, CA: Thomson Wadsworth, 2007. Overfield, Andrea, A. J. & J.H. The Human Record: Sources of Global History, Vols. I & II. 4th Edition, New York: Houghton Mifflin College Division, 2001. Spodek, The World’s History, 2nd edition. Prentice-Hall. 2000. • Students will analyze quantitative sources through study and interpretation of graphs, charts and tables Stearns, P.N., M.Adas, S.B. Schwartz, & M.J. Gilbert, World Civilizations: The Global Experience. Pearson, 3rd Edition, New York, Pearson Longman, 2008. From Document Based Questions released by the College Board Secondary Sources Duiker, W.J. & J.J. Spielvogel, World History. 4th Edition. Belmont. CA: Thomson Wadsworth, 2004 McNeill, J.R. and McNeill, W. H. The Human Web. Norton & Co, 2003 • Pomeranz, K. and Topik, S. The World that Trade Created. M.E. Sharpe, 1999 • Friedel, D. and Schele, L. A Forest of Kings. Quill, 1991 • Pomeranz, K. The Great Divergence. Princeton, 2000 • Goldstone, J. Why Europe? The Rise of the West in World History. McGraw Hill Strayer, Robert W. Ways of the World, A Brief Global History with Sources. Boston, Bedford/St.Martin’s, 2011. Wood, Ethel. AP World History: An Essential Coursebook. Woodyard Publications, 2008. Weisner, Merry E., Wheeler, W.B., Doeringer, F.M, & Curtis, K. Discovering the Global Past. A Look at the Evidence. Vols. 1 & 2, Boston, Houghton Mifflin Co., 2007 Course Schedule Unit 1 To 600 BCE: Technological and Environmental Transformations Key Concepts: 1.1 Big Geography and the Peopling of the Earth 1.2 Neolithic Revolution and Early Agricultural Societies 1.3 Development and Interactions of Early Agricultural, Pastoral, and Urban Societies Topics for Overview include: 2 Prehistoric Societies 3 From Foraging to Agricultural and Pastoral Services 4 Early Civilizations: Middle East, South Asia, East Asia, the Americas, Africa and Oceana Special Focus: Issues Regarding the Use of the Concept of Civilization Activities and Skill Development: 5 Map Activity: Tearing the World. This activity is designed to provide the students with appreciation of spatial analysis, the relationship of the continents and physical geography. (Key Concept 1.1) [CR 5] 6 River Valley Societies: Chart/Graphic Organizer Students will compare and contrast early river valley civilizations by noting time period, location, ruler, agriculture, religion and innovations. (APWH Workshop Handbook) (Key Concept 1.3) [CR4, CR 5, CR 12, CR 13] Cause and Effect Essay: Students will analyze the role of physical geography in determining the evolution of human society. Students must cite at least two different early societies and the physical geographic features that helped to shape their development. (APWH Workshop Handbook) (Key Concept 1.3) [CR 9, CR 12] 7 Video: History of the World in 7 Minutes. Emphasizes chronology, with specific focus on Early Man and the development of civilization. (World History for us All) (Key Concept 1.2) CR 11] Unit 2 600 BCE – 600 CE: Organization and Reorganization of Human Societies Key Concepts: 2.1 Development and Codification of Religious and Cultural Traditions 2.2 Development of States and Empires [CR 3]: 2.3 Emergence of Transregional Networks of Communication and Exchange Topics for Overview include: 3 Classical Civilizations 4 Major Belief Systems: Religion and Philosophy 5 Early Trading Networks Special Focus: 6 World Religions 1. Animism focusing on Australasia and Sub-Saharan Africa 2. Judaism and Christianity 3. Hinduism and Buddhism 4. Daoism and Confucianism 7 Developments in Mesoamerica and Andean South American: Moche and Maya 1. Bantu Migration and its Impact in Sub-Saharan Africa 2. Transregional Trade: the Silk Road and the Indian Ocean 3. Developments in China – development of imperial structure and Confucian society Activities and Skill Development: Map Activity: Students will map changes and continuities in long-distance trade networks in the Eastern Hemisphere: Eurasian Silk Roads, Trans-Saharan caravan routes, Indian Ocean sea Lanes and Mediterranean sea lanes. (APWH Workshop Handbook) (Key Concept 2.3) [CR 5] Comparison Essay: Methods of political control in the Classical period; student choice of two – Han China, Mauryan/Gupta India, Imperial Rome and Persian Empire. (APWH Workshop Handbook) (Key Concept 2.2) [CR12, CR14] Group Presentations: Each group will research and present a major world religion/belief system examining: (APWH Workshop Handbook) (Key Concept 2.1) [CR 5, CR 12] 1. Origin 2. Beliefs and practices 3. Diffusion Snapshot Chart: Students will complete a ‘Snapshot Chart’ comparing Rome and Greece by completing the PERSIA categories for each. (APWH Workshop Handbook) (Key Concept 2.1 & 2.2) [CR 5] Cross-Curricular: Selected reading of Aristophanes’ “The Clouds” (Key Concept 2.1 & 2.2) [CR 5, CR 15] 7.1 Socratic Seminar: Life in Athens based upon author’s impressions Unit 3. 600-1450: Regional and Trans regional Interactions Key Concepts: 3.1: Expansion and Intensification of Communication and Exchange Networks 3.2: Continuity and Innovation of State Forms and Their Interactions 3.3: Increased Economic Productive Capacity and Its Consequences Topics for Overview include: • Byzantine Empire, Dar-al Islam, & Germanic Europe • Crusades • Sui, Tang, Song, and Ming empires • Delhi Sultanate • The Americas • The Turkish Empires • Italian city-states • Kingdoms & Empires in Africa+----• The Mongol Khanates • Trading Networks in the Post-Classical World Special Focus: • Islam and the establishment of empire • Polynesian Migrations • Empires in the Americas: Aztecs and Inca • Expansion of Trade in the Indian Ocean—the Swahili Coast of East Africa Activities & Skill Development: Compare & Contrast the political and economic impact of Mongolian rule in two of the three following regions: China, Russia, Middle East Sources: Textbook/Chapters [CR1, CR4, CR5, CR6, CR8, CR9, CR13] Create a chart of global trade networks incorporating goods traded along the routes, modes of transportation, trading partners and major ports/cities. Students will use the following trade routes: Silk Road, Indian Ocean, Trans Sahara, Mediterranean Sea, Atlantic Ocean Sources: AP Handbook p. 98 - Indian Ocean Trading Networks Map, Weisner, M. – Illustration of Arab Dhow, 13th Centurty p. 290; Rendition of Chinese Junk, circa 12th or 13th Century p. 293 [CR 5, CR15] Students will create a time line showing the spread of Islam through the Abbasid, Ottomans, Safavids, and Mughals Empires. They will incorporate technology, art, and intellectual contributions by each Empire. [CR1, CR3] Sources: Students will compare the Polynesian and Viking migrations specific using images of dragon boats from Scandinavian culture circa 900 C.E. and double hulled thatched ships from Oceania 1000 C.E.. [CR5, CR7] Sources: Weisner, M. – Image of Oseberg Viking Ship p. 159; Image of Reconstructed DoubleHulled Hawaiian Canoe p. 170 Sources: Student debate on the Columbian exchange: Divide students into three groups representing Native Americans, Africans and European debating, the economic and social impact the exchange had on their civilization . Sources: [CR7] Students will explain why pastoralists were able to continue relationships when trade between major civilizations that declined between 600-1450. Sources Students will create a chronological flow chart on the migration of gunpowder technology from China to the Turks and Mughals, and how it comes into contact with Europe through the crusades. Parallel Reading – Students will read Chapters 4 & 5 of The Human Web and o Trace the development of civilization in each region, using a linear thematic organizer for note-taking and a circular organizer for the big picture. o Evaluate the periodization in the book compared to that of the periodization in the course curriculum. Why 200-1000 C.E. and 1000-1500 C.E instead of 600-1450? In what regions does each work best? Why? In what areas does each present a problem? Why? Unit 4: 1450-1750: Global Interactions Key Concepts: 4.1 Globalizing Networks of Communication and Exchange 4.2 New Forms of Social Organization and Mode3s of Production 4.3 State Consolidation and Imperial Expansion Topics for Overview include: Bringing the Eastern and Western Hemispheres Together into One Web Ming and Qing Rule in China Japanese Shogunates The Trading Networks of the Indian Ocean Effects of the Continued Spread of Belief Systems Special Focus: Three Islamic Empires: Ottoman, Safavid, Mughal Cross-Cultural Interaction: the Columbian Exchange The Atlantic Slave Trade Changes in Western Europe-roots of the “Rise of the West” [CR5] Unit 4 Major Assignments: 1. TEXT READING ASSIGNMENT: World History. Duiker. Chapters 14 – 16 2. TAG TEAM TEACHING: Student groups will research and make presentations using the PERSIA system. Presentation groups will be responsible for explaining: the political and cultural developments in Spain, Portugal, France, England, Holland, Russia, Ottoman Empire, Ming and Qing China, Tokugawa Japan, Mughal Empire, West and East African polities, Safavid Empire, Aztec and Incan empires; economic effects of cod fisheries, mercantilism, astrolabe, caravels, Columbian Exchange, and new labor systems (encomienda, indentured servitude, janissaries, chattel slavery in the Americas) [CR5 & CR4] 3. WRITING ASSIGNMENTS: Students will continue work on how to write essays. Possible prompts include questions from previous released AP exams: Compare coercive labor systems: slavery and other coercive labor systems in the Americas; economic and social effects of the Columbian Exchange; DBQ on the Global flow of silver; Analyze imperial systems: European monarchy compared with a land-based Asian empire (China or Japan); Compare Russia’s interaction with the West with the interaction of the West and one of the following: Ottoman Empire, China, Tokugawa Japan, Mughal India. Students create a graphic organizer (map, Web, chart, Venn diagram, foursquare) that looks at military conquests and expansions in the period, such as the Ottoman conquest of Constantinople, the Siege of Vienna, the conquest of the Inca, and others. This graphic organizer might be used by students later to write a comparative essay. [CR12] 4. SHORT PRIMARY SOURCE ANALYSIS: The source analysis will include identifying point of view, intended purpose, audience, and historical context of each source, using the National Archive Document Analysis Worksheets/SOAPSTONES. Sources include: Ma Huan, De Las Casas, Codex Mendosa, Letters from the King of Kongo (from Text book, and AP Central) [CR1 & CR8] 5. POINT/COUNTERPOINT: Students will employ Socratic Seminar strategy and write an analyze one of the topics. Taking Sides topics: Should Christopher Columbus be considered a hero? Did Tokugawa policies strengthen Japan? Did Oliver Cromwell advance political freedom in seventeenth-century Europe? Did Indian Emperor Aurangzeb’s rule mark the beginning of Mughal decline? Did Peter the Great exert a positive influence on the development of Europe? (using the book “Taking Sides”) 6. STUDENT PROJECT: Each student will apply techniques used by art historians to examine visual displays of power in one of the land or sea based empires that developed in this time period. (using Textbook, Web, or other student found sources) [CR15] 7. TEXT TIMELINE REVIEW: Students will create a photo time line and essay using six to ten images from the textbook, Web, or other student found sources on the topic of the Columbian exchange. They write only, captions, so that the pictures need to tell the full story. Unit Four Test: 50 multiple choice questions, in-class essay drawn from either the past Compare/Contrast, CCOT, or DBQ formats. Unit 5 1750-1900: Industrialization and Global Integration Key Concepts: 5.1 Industrialization and Global Capitalism 5.2 Imperialism and Nation-State Formation 5.3 Nationalism, Revolution and Reform 5.4 Global Migration Topics for Overview include: The Age of Revolutions: o English Revolutions, Scientific Revolution & Enlightenment, o American Revolution, French Revolution and its fallout in Europe, Haitian & Latin American Revolutions Global Transformations: o Demographic Changes, the End of the Atlantic Slave Trade, Industrial Revolution and Its Impact, Rise of Nationalism, Imperialism and its Impact on the World [CR7] Special Focus: Decline of Imperial China and the Rise of Imperial Japan 19th Century Imperialism: Sub-Saharan Africa, South and Southeast Asia Comparing the American and Haitian Revolutions Comparing French and Venezuela/Argentina/Mexico Revolution Changes in Production in Europe and the Global Impact of those Changes [CR5] Activities include: Writing a Comparison Essay [CR4] o Analyze and compare the differing responses of China and Japan to western penetration in the nineteenth century Students will write a Change & Continuity Over Time Essay [CR9] o Analyze continuities and changes in labor systems between 1750 and 1900 in ONE of the following regions: Latin America/Caribbean Oceania Sub-Saharan Africa Timeline Review [CR10] o Require students to use the chronological timeline of their textbook as a baseline for the other primary and secondary source materials they encounter in their readings, research, and other studies. The students will place items from these other sources onto the timeline associated with their textbook. Students will then be asked to write their responses to the following prompts at the bottom of their timeline: What is the relationship between the causes and consequences of the events or processes identified on the completed timeline? Discuss the contradictions/inconsistencies between the textbook’s chronological timeline and that of the other sources. Special Focus Activity: Images of “the Other” across zones of interaction [CR1 & CR8] (pg 19-25 AP World History Professional Development Zones of Interaction, LongDistance Trade and Long-term Connections Across Afro-Eurasia) o Over the course of 2 days, students will…… craft historical arguments using multiple and conflicting primary sources about British and Chinese perceptions in the 18th Century Chronological reasoning to determine how motivations for trade change in the late 18th and 19th centuries compared to earlier periods Compare and Contextualize British views of China and China’s views of Britain, perception of foreigners that change over time using different kinds of source materials, Historical Interpretation and Synthesis to determine British desire to expand trade and why China was a difficult trading part, and how trade relationships influence the ways each society and understands the other. Demographic Transition Model Analysis [CR1 &CR8] Selected Graphs from website http://www.marathon.uwc.edu/geography/demotrans/demtran.htm o Students will be introduced and then utilize the Demographic Transition Model to analyze the transition from hunter-gather to pre-industrial, industrial, and post-industrial to analyze the demographic changes over time based on region. For example: Britain and Germany vs. China and Japan o Students will then analyze the causes and effects of industrialization on growth of urbanization using population charts, tables, or graphs from specific regions of the world. Students will identify and evaluate diverse historical interpretations regarding the rise of the West utilizing [CR7] o Jared Diamond’s Guns, Germs, and Steel o DARON ACEMOGLU, SIMON JOHNSON, AND JAMES ROBINSON The Rise of Europe http://baselinescenario.files.wordpress.com/2010/11/rise-of-europe.pdf Indentured Servitude DBQ [CR6] College Board Website o Utilizing a series of documents, maps and charts in the released DBQ about indentured servitude on in the 19th and 20th centuries, students will assess the connections between abolition of plantation Unit 6: 1900-present: Accelerating Global Change and Realignments Key Concepts: 6.1: Science and the Environment Rapid advances in science spread assisted by new technology Humans change their relationship with the environment Disease, scientific innovations, and conflict led to demographic shifts 6.2: Global Conflicts and Their Consequences Europe’s domination gives way to new forms of political organization Emerging ideologies of anti-imperialism contribute to dissolution of empires Political changes accompanied by demographic and social consequences Military conflicts escalate Individual and groups oppose, as well as, intensify the conflict 6.3: New Conceptualizations of Global Economy, Society, and Culture States, communities and individuals become increasingly interdependent People conceptualize society and culture in new ways Popular and consumer culture become global Topics for Overview include: • Mass production and the rise of consumerism Anti-Imperial Movements, Russian, Chinese and Mexican Revolutions Nationalism, World War I, Reactions to the Fourteen Points and League of Nations Rise of Militaristic and Fascist Societies and to the Great Depression World War II and Forced Migrations, United Nations. Cold War, Imperialism, and the End of the Cold War Decolonization, International Organizations, Pan-Africanism, Pan-Arabism [CR3] The Information and Communication Technologies Revolution, Globalization The E.U., Mastricht Treaty Terrorism in the 21st Century Special Focus: • World War I and World War II: Global Causes and Consequences • Activity—Skill Development Students will identify and analyze the causes and consequences of the global economic crisis in the 1930s [CR8] • Development of Communism in China, Russia, and Cuba • Police actions in Southeast Asia as a result of the Cold War • Political and Economic consequences of Decolonization and Independence Movements on Africa • Responses to Western Involvement in Sub-Saharan Africa: Imperialism, and International Organizations Sources Supplemental Readings or Reader (such as, but not limited to): Woodrow Wilson’s Fourteen Points WWI propaganda posters in Reilly Vladimir Lenin, Power to the Soviets, September 1917 Mohandas Gandhi, There is no salvation for India, and The Doctrine of the Sword – 1920 Mao Zedong, Problems of China’s Revolutionary War by Mao Zedong – 1936 Adolf Hitler, Mein Kempf Benito Mussolini, The Political and Social Doctrine of Fascism The Decision to Drop the Atom Bomb Yamaoka Michiko The Bombing of Hiroshima--1945 Sherif Hetata, “Dollarization” (Reilly) Philippe Legrain, “Cultural Globalization Is Not Americanization” (Reilly) Tables showing variety of income and life expectancies around the world in 2000 (p.450 Maps of Time) Resource List Kishlansky, M. A. Sources of World History, Vols. I & 2, Fourth edition. Belmont, CA: Thomson Wadsworth, 2007 Van Voorst, R. E. Anthology of World Scriptures. Belmont, CA: Wadsworth, 1994 Weatherford, J. Genghis Khan and the Making of the Modern World. New York: Random House, 2000. Wilson, S. M. The Emperor’s Giraffe and Other Stories of Cultures in Contact. Boulder, CO: Westview Press, 2000. Activities include: • Create propaganda posters in which students develop their own poster centered around a specific country involved in WWI and/or WWII. (Research the Library of Congress’ American Memory collection (loc.gov), and examine propaganda posters from different belligerent powers). [CR1] • Write a Change and Continuity over Time Essay regarding Roles of Women in Family Life, Involvement in Politics and Government, and their Educational and Career Opportunities [CR8] • Create a Facebook-like page of the WWII Leaders (i.e. Hitler, Mussolini, Roosevelt, Churchill, Hirohito, Stalin) which would include who their Friends would be; Daily Updates of what they are doing; Photographs; Private Messages. • Research your family’s history. Get your parents’ names and years of birth, your grandparents’ names and years of birth, and great0grandparents’ names and years of birth. With this information, you are to create a PowerPoint presentation showing what was going on in the world when your family members were your age. (Ex: if mom was born in 1972, she would have been 16 in 1988. You would then show images and write a brief description of what was going on at that time (i.e. Olympic Games, wars, revolutions, world leaders at the time, etc.) [CR12], [CR13] • Research conflicts from the late 20th century, post-Cold War, to develop an opening speech that you would give at the Peace Conference for that conflict to which you were assigned. Your speech must include major issues which critically affect your own country, and you must declare what involvement from the United Nations is necessary to resolve your country’s specific issues. [CR 14]