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AP WORLD
School of the Arts
Mr. Tillotson
[email protected]
694-0311
In AP World History at School of Arts you will develop a greater understanding of the evolution
of global processes and contacts including interactions over time. The course highlights the nature of
changes in international frameworks and their causes and consequences, as well as comparisons
among major societies. We will use the following AP World History themes throughout the course to
identify the broad patterns and processes that explain change and continuity over time.
THE SIX AP WORLD HISTORY THEMES
1. The relationship of change and continuity from 8,000 BCE to the
2.
3.
4.
5.
6.
present.
Impact of interaction among and within major societies.
Impact of technology, economics, and demography on people and the
environment.
Systems of social structure and gender structure.
Cultural, religious, and intellectual developments.
Changes in functions and structures of states and in attitudes toward states
and political identities, including the emergence of the nation-state.
Texts
Traditions & Encounters- A Global Perspective on the Past, by Jerry H Bently and Herbert F
Zieger, New York: McGraw Hill; Second & Third edition
2003,2005.
Readers
Discovering the Global Past- A Look at the Evidence, ed. By Merry E. Weisner, William Bruce
Wheeler, Franklin M. Doeringer, and Kennith R. Curtis, New York: Houghton Mifflin Company; Third
Edition 2007.
Global History and Geograohy-Readings and Documents, Ed. By Norman Lunger, New York:
Amsco School Publications, Inc, 2003.
Worlds of History-A Comparative Reader, Ed. By Kevin Reilly, New York: Bedford/St.Martin’s;
Second Edition, 2004
Course Requirements
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Actively participate in class and complete all assignments thoroughly and promptly.
Attend class daily, arriving on time.
Make up class work when absent.
Attend after school tutoring sessions to achieve mastery in AP WORLD History
All essay homework assignment are given a week in advance and therefore are due on the
due date. (one day extension for being absent on date due)
Complete all other in class and homework assignments.
Keep a well-organized and complete notebook for the entire year; bring to class daily.
Ask for help.
Prepare you to take an AP test in May
This is your first opportunity to take an AP course- so work hard and do your best.
Grading Policy
Quizzes
=
Tests and quizzes cover information from the readings,
handouts, and lectures and are usually in multiple-choice
format (on occasion essay quizzes). The multiple-choice
questions are taken from various test banks and are also of
my own creation. Quizzes are given weekly.
45%
Class work = 25%
Essays
=
Students will be required to complete various reading and
group assignments, and to keep a three ring binder
notebook throughout the year. All of the current marking
periods work will be stored in the binder. The binder will
have four sections (1- quizzes, 2- class notes, 3-essays,
and 4- homework notes.)
Students will be required to write one essay every week.
The instructor will hand out a writing prompt one week in
advance and the students will complete the essay and turn
it in on the first class of every week (electronically when
possible).
The students will complete a note taking assignment
weekly that is to be turned in on the first class of every
week (Electronically when possible).
20%
Homework = 10%
A+
A
B+
B
C+
C
D
F
=
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=
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96-100%
90-95%
86-89%
80-86%
76-79%
70-75%
65-69%
0-64%
Course Outline
Unit One: Foundations
8000 BCE to 600 CE
(First marking period-30 school days)
1. World History in Place and Time
• Interaction of geography and climate with the development of human society
• Major population changes resulting from human and environmental factors
• Nature and causes of changes
2. Developing Agriculture and Technology
• Agricultural, pastoral, and foraging societies and their characteristics
• Emergence of agriculture and other technological change
• Nature of villages
• Effects of agriculture on the environment and peoples
3. Basic Features of Early Civilizations in Different Environments
• Political and social structure of: Mesopotamia, Egypt, Indus, Shang, Mesoamerican and Andean South America
4. Classical Civilizations
• Major political developments in China, India, and the Mediterranean
• Social and gender structures
• Major trading patterns within and among Classical civilizations
• Arts, sciences, and technology
5. Major Belief Systems
• Basic features of major world belief systems prior to 600 CE
• Physical place of each belief system by 600 CE: Polytheism, Hinduism, Judaism, Confucianism, Daoism,
Buddhism, Christianity
6. Late Classical period (200 CE to 600 CE)
• Collapse of empires (Han, Western Roman Empire, Gupta)
• Movements of peoples (Huns, Germans)
• Interregional networks by 600 CE: trade and religious diffusion
Unit Two
600–1450
(Second marking period- 30 school days)
1. The Islamic World
• The rise and role of Dar al-Islam in Eurasia and Africa
• Islamic political structures
• Arts, sciences, and technologies
2. Interregional networks and contacts
• Development and shifts in interregional trade, technology, and cultural exchange: Trans-Sahara trade, Indian
Ocean trade, Silk routes
• Missionary outreach of major religions
• Contacts between major religions, e.g., Islam and Buddhism, Christianity and Islam
• Impact of the Mongol empires
3. China’s Expansion
• Growth and role of cities
• The Tang and Song economic revolutions and the early Ming dynasty
• Chinese influence on surrounding areas and its limits
4. Developments in Europe
• Restructuring of European economic, social, and political institutions
• The division of Christendom into eastern and western cultures
5. Social, Cultural, Economic, and Political Patterns In The Amerindian World:
• Maya, Aztec, Inca
6. Demographic and Environmental Changes
• Causes and effects of the nomadic migrations on Afro-Eurasia
• Bantu migrations
• Consequences of plague in the fourteenth century
Unit Three
1450–1750
(Third marking period-30 school days)
1. Changes in Trade, Technology, and Global Interactions
2. Knowledge of Major Empires and Other Political Units and Social Systems
• Ottoman, China, Portugal, Spain, Russia, France, England, Tokugawa, Mughal.
• African empires: Kongo, Benin, Oyo, Songhay
• Gender and empire
3. Slave Systems and Slave Trade
4. Demographic and Environmental Changes:
• Diseases, animals, new crops, and comparative population trends
5. Cultural and Intellectual Developments
• Scientific Revolution and the Enlightenment
• Comparative global causes and effects of cultural change
• Changes and continuities in Confucianism
• Major developments and exchanges in the arts
Unit Four
1750–1900
(Fourth marking period- 30 school days)
1. Changes in Global Commerce, Communications, and Technology
• Changes in patterns of world trade
• Causes and effects of the Industrial Revolution: political, economic, social, environmental
2. Demographic and Environmental Changes
• Migrations, end of the Atlantic slave trade, new birthrate patterns; food supply
3. Changes in Social and Gender Structure, Especially as Related to the Industrial Revolution
4. Political revolutions and independence movements and new political ideas
• Revolutions in the United States, France, Haiti, Mexico, China, Latin America
• Rise of nationalism, nation-states, and movements of political reform
• Rise of democracy and its limitations
5. Rise of Western Dominance
• Imperialism
• Cultural and political reactions
Unit Five
The twentieth century to the present
(Fifth marking period-30 school days)
1. Wars and Diplomacy
• The World Wars, Holocaust, Cold War, international organizations
• Globalization of diplomacy and conflict
• Reduction of European influence
• League of Nations, United Nations, European Union, non-aligned nations.
2. Patterns of Nationalism
• Decolonization: its political, economic, and social causes and effects
• Genocide
• Rise and fall of the USSR
3. Effects of Major Global Economic Developments
• The Great Depression: political, social and economic causes and effects
• Development of the Pacific Rim and multinational corporations
4. Social Reforms and Social Revolutions Changing gender roles; family structures; rise
of feminism Marxism in its various forms
5. Globalization of Science, Technology and Culture
• Developments in global cultures and regional reactions
• Patterns of resistance against technology
6. Demographic and Environmental Changes
• Migrations; explosive population growth; new forms of urbanization; deforestation and environmental
movements
Unit Six
New York State regents review
(Sixth marking period- 30 days)
1. Review for NYS Regents’ exam that will be the final exam. (students need to achieve at least a 65% to receive a NYS
regents diploma)
2. Complete a research project based on a particular country. The student will become an expert on one country and
will share that knowledge through a written report as well as a power point production over the last three weeks of
school.
Rubric for grading the essays
Criteria
No/Limited
Proficiency
(1 point)
Organization
Support/
Reasoning
(a) Ideas
(b) Details
Style
(a) Sentences
(b) Diction/Syntax
(c) Tone/Voice
Writing
Conventions:
Grammar/Spelling/
Usage/Punctuation
Proficiency
(3 points)
High
Proficiency
(4 points)
Thesis is missing
Thesis may be
obvious or
unimaginative
Thesis is
somewhat
original
Develops fresh
insight that
challenges the
reader’s thinking;
Reader cannot
determine thesis &
purpose OR thesis
has no relation to
the writing task
Unclear
organization OR
organizational plan
is inappropriate to
thesis. No
transitions
Thesis and purpose
are somewhat
vague OR only
loosely related to
the writing task
Some signs of
logical
organization. May
have abrupt or
illogical shifts &
ineffective flow of
ideas
Thesis and
purpose are fairly
clear and match
the writing task
Thesis and
purpose are clear
to the reader;
closely match the
writing task
Fully &
imaginatively
supports thesis &
purpose.
Sequence of ideas
is effective.
Transitions are
effective
Offers simplistic,
undeveloped, or
cryptic support for
the ideas.
Inappropriate or offtopic
generalizations,
faulty assumptions,
errors of fact
Offers somewhat
obvious support
that may be too
broad. Details are
too general, not
interpreted,
irrelevant to thesis,
or inappropriately
repetitive
Superficial and
stereotypical
language. Oral
rather than written
language patterns
predominate
Sentences show
little variety,
simplistic. Diction
is somewhat
immature; relies on
clichés. Tone may
have some
inconsistencies in
tense and person
Mechanical & usage
errors so severe that
writer’s ideas are
hidden
Repeated
weaknesses in
mechanics and
usage. Pattern of
flaws
Thesis/Focus:
(a) Originality
Thesis/Focus:
(b) Clarity
Some
Proficiency
(2 points)
Organization
supports thesis
and purpose.
Transitions are
mostly
appropriate.
Sequence of
ideas could be
improved
Offers solid but
less original
reasoning.
Assumptions are
not always
recognized or
made explicit.
Contains some
appropriate
details or
examples
Sentences show
some variety &
complexity.
Uneven control.
Diction is
accurate,
generally
appropriate, less
advanced. Tone
is usually
appropriate
Mechanical and
usage errors that
do not interfere
with meaning
Rating
Substantial,
logical, &
concrete
development of
ideas.
Assumptions are
made explicit.
Details are
germane, original,
and convincingly
interpreted
Sentences are
varied, complex,
& employed for
effect. Diction is
precise,
appropriate, using
advanced
vocabulary. Tone
is mature,
consistent,
suitable for topic
and audience
Essentially error
free. Evidence of
superior control
of diction
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Summer Homework
(please look at rubric)
Please Submit Electronically When Possible.
(Problems contact me at my email or cell 694-0311)
[email protected]
CHAPTER ONE
(Due 07/09/10)
BEFORE HISTORY
The development of human societies discussed in this chapter all point to the increasing complexity in people's lives
and cultures. What strategies or institutions did people have to develop to cope with this complexity and why (come
up with three)?
CHAPTER TWO
(Due 07/16/10)
EARLY SOCIETIES IN SOUTHWEST
ASIA AND THE INDO-EUROPEAN
Warfare was a significant factor in the development of all the cultures discussed in this chapter. Analyze how political
institutions, economic factors, social factors, and technology interplayed to create conflict and war throughout this
region. (a paragraph for each)? Why?
CHAPTER THREE
(Due 07/23/10)
EARLY AFRICAN SOCIETIES AND THE BANTU MIGRATIONS
Herodotus said that Egypt was the "gift of the Nile." What does this mean? In what ways did the Nile affect Egyptian
culture? Hint: think about more than just agriculture.
CHAPTER FOUR
(Due 07/30/10)
EARLY SOCIETIES IN SOUTH ASIA
What were the advantages of the caste system to the development of Indian societies during this time period? Why
do you believe this system managed to persist for millennia?
CHAPTER FIVE
(Due 08/06/10)
EARLY SOCIETY IN EAST ASIA
Many of the institutions and customs that emerged in east Asia during this era persisted until the twentieth century or
even the present. Why do you think this is so? Why does there seem to be more continuity in east Asian history than
in other parts of the world?
CHAPTER SIX
(Due 08/13/10)
EARLY SOCIETIES IN THE AMERICAS AND OCEANIA
The paucity of written documentation for these cultures makes for large gaps in our understanding of them. What
sorts of information can we obtain about cultures such as these without written texts, and what will we never know?
Perfect Notes
EXAMPLE
(These can be hand-written or typed, please note that these are not simply cut and pasted from the textbook
website)
I.
Independence in Asia
a. India's Partitioned Independence
i. Muslim and Hindus were not getting along for a long time. Needed to be part of separate states but
this was interrupted by WW2
ii. Communalism - Emphasizing religious over national identity.
iii. Partition, division of India into two, Hindu/Muslim
iv. Communalism - Emphasizing religious over national identity.
v. Hundreds of Thousands of people migrated to either Muslim Pakistan or Hindu India
vi. Between half a million and a million people were killed during the migrations
vii. Gandhi, Fought against the Violence
viii. Kashmir war over the providence in 1947 - Pakistan lost
b. Nationalist Struggles in Vietnam
i. Japanese conquest of Vietnam ended French control
ii. French vs. Vietnamese for their Independence. Vietnam eventually regained independence in 1954
iii. US decided to Aid South Vietnam from the spread of communism, against tote Geneva conference
"rules" which required an election
iv. Guerilla Warfare became widely used.
c. Arab States and the Problem of Palestine
i. Balfour promised both Palestinian Arabs and Jews land in Palestine
ii. Situations in Palestine intensified when Jews began to migrate to Palestine
iii. Fight to Create Israel. Began in May 1948. 1949 - Palestine divided
iv. Nasser, Influential speaker who was president of Egypt from 1954 until 1970
v. Nasser wanted to use money gained from Suez canal to build a dam on the Nile
vi. Israeli and Arabs fought continuously - Israelis became more and more powerful.
II.
Decolonization in Africa
a. Forcing the French out of North Africa
i. 1960 - 13 countries won their independence from France - "the year of Africa"
ii. War in Algeria –brutal warfare. Everyone against everyone
b. Black African Nationalism and Independence
i. Black prided rose. Poetry and cultures revived
ii. The desire for independence increased tremendously
iii. Many times these actions were put on hold from imperial leaders
iv. Independence gained. Need to rid Africa of Europeans
c. Freedom and Conflict in Sub-Saharan Africa
i. Some decolonization proved Violent.
ii. Kenya resolves issues by 1963
III.
After independence: Long -Term Struggles in the Postcolonial Era
a. Communism and Democracy in Asia
i. Mao Zedong unites China with new communism
1. After 1949, embarked on new programs to develop China
2. All farming and industry became communal
3. The great Famine from 1966 to 1976
ii. Cultural Revolution
1. The Great Proletarian Cultural Revolution was designed to root out revisionism
2. Science and technology setback from revolution
3. Mao dies, revolution also dies
iii. Deng’s Revolution
1. Came to power in 1981, no longer feared ideas disapproved by Mao
2. Deng stops democracy demonstration, criticism from world
3. Britain looses rule of Hong Kong
iv. Indian Democracy
1. Nehru's daughter Indira Gandhi became prime minister (not related to other Gandhi)
2. Green Revolution increase agricultural production
3. Men feared new birth control policies, involuntary sterilization, repressive practice
4. Indira is reelected, 1980, faces more opposition
5. Religious group Sikhs assassinate her in 1984
b.
c.
6. Son assassinated in 1991
Islamic Resurgence in Southwest Asia and North Africa
i. Muslim revival and Arab disunity
1. Chances of Arab unity faded
2. Israel faces pressure from surrounding Arab states, but unites with the U.S
3. Egypt signs treaty with Israel, Egyptian president is assassinated.
4. Palestine Liberation Organization (PLO) signs peace treaties with Israel.
ii. Islamism
1. European and American societies were criticized by the Arab world
2. Movement to bring back Islamic values into Muslim politics
3. Extremists used the concept of jihad, duty to defend Islam
iii. Iranian Revolution
1. Shah Mohammed Reza comes to power, aided by CIA
2. The U.S is criticized about supporting the shah
3. Hostages taken by revolutionaries, held for over a year
4. Muslims inspired to take terrorist actions
iv. The Iran-Iraq War
1. Sadamn Hussein attacks Iran in 1980
2. 8 year war killed over a million
3. Iraq invades Kuwait in 1990, cause of Gulf War
v. Politics and Economic in Latin America
1. President Lazaro Cardenas guarantees Mexicans land reforms
2. Land redistribution by government is legalized
3. Democratic revolutionary party opposes Institutional Revolutionary party
vi. Argentina
1. Economy based on cattle raising and agriculture, booming urban life, growing middle class
2. Juan Peron is elected president, both him and his wife were very popular
vii. Nicaragua
1. Anticommunists ally with the U.S
2. U.S restores Panama canal to Panama
3. Contra war with ends with negotiations with Costa Rica
viii. Guatemala
1. President Jacobo Arbenz Guzman elected in 1951
2. Castillo Armas is put into power by U.S but then assassinated
War and Peace in Sub-Saharan Africa
i. Aftermath of decolonization
1. OAU dreated in 1963 to attempt to prevent conflicts that could lead to recolonization
2. Pan-African unity was promoted but Ghana and many other states became one-party dictatorships
ii. Transformation of South Africa
1. Millions denied civil rights
2. Black workers sought political reforms
iii. Apartheid
1. In 1948 a harsh legal system was set in order to racially segregate the country
2. 87 percent of land became designated to whites
3. Apartheid ends in 1989
4. First black president Nelson Mandela in 1994
iv. Democratic republic of Congo
1. Mobutu took power after the prim minister was killed in military coup in 1961
2. Congo ruled like a dictatorship, Mobutu gained huge fortune
3. Lawrence Kabila ousted Mobutu in 1997, Kabila killed in 2001
v. Developing Economies
1. Worlds lowest per capita income
2. Country rich in natural resources but did not exploit them
3. Highest population growths in the world increase problem
Essay Outline
(How to write an AP World essay)
Introductory Paragraph
1st Sentence: - introduce your topic or restate the question in a sentence.
2nd sentence: lead toward your thesis
3rd sentence: Your thesis (may take more than one sentence)
I. Opinion
a. Reason 1
i.
Fact or explanation
ii. Explain how it leads to reason 2 (cause/effect, chronological)
b. Reason 2
i.
Fact or explanation
ii. Explain how it leads to reason 3 (cause/effect, chronological)
c. Reason 3
i.
Fact or explanation
A simple thesis will only list the three reasons while a sophisticated thesis will list the three reasons and supporting evidence as
outlined above.
Body (3 paragraphs)
I. 1st Body paragraph:
a. Topic sentence of first thesis idea (IMPORTANT: go in the same order as your thesis. Your first
thesis idea is your first body paragraph and so on.)
b. 2-4 facts that support the topic sentence
c. Explanation that specifically shows how the facts prove your idea in your topic sentence (which is in
your thesis).
d. Repeat a and b at least 3 times or until your idea is proven
e. Last sentence is a mini thesis for this topic only. Restate the topic and briefly list the 3 explanations
(arguments) you made in this paragraph.
II. 2nd Body paragraph:
a. Topic sentence of second thesis idea (IMPORTANT: go in the same order as your thesis. Your
second thesis idea is your second body paragraph.)
b. 2-4 facts that support the topic sentence
c. Explanation that specifically shows how the facts prove your idea in your topic sentence (which is in
your thesis).
d. Repeat a and b at least 3 times or until your idea is proven
e. Last sentence is a mini thesis for this topic only. Restate the topic and briefly list the 3 explanations
(arguments) you made in this paragraph.
III. 3rd Body Paragraph
a. Topic sentence of third thesis idea (IMPORTANT: go in the same order as your thesis. Your third
thesis idea is your third body paragraph.)
b. 2-4 facts that support the topic sentence
c. Explanation that specifically shows how the facts prove your idea in your topic sentence (which is in
your thesis).
d. Repeat a and b at least 3 times or until your idea is proven
e. Last sentence is a mini thesis for this topic only. Restate the topic and briefly list the 3 explanations
(arguments) you made in this paragraph.
Conclusion (at least 4 sentences)
a. State your thesis as a conclusion and remind the reader of your important reasons and arguments
b. Explain why your conclusion is important historically.
ESSAY EXAMPLE
Name
Chapter
The ideas which drive communism are so radical and far from established society and the engrained nature
of humanity even that pure communism is doomed to fail in this modern world. However, two communist
leaders deserve a pat on the back, not for instituting communism, but for having a fixed plan. This is indeed
quite a rarity among the democratic, capitalist nations of the world that Stalin and Lenin deserve some credit for
at least having a plan. But the question now becomes, which plan is the better plan?
When Lenin first took control of a communist state he tried to make them the idea communist state right off
the bat. Abolishing the idea of private property, taking control of banks, industries, companies, church lands,
everything, save for the land of the poor which he tapped anyways. This obviously did not work as the peasants
and workers simply started complaining, loudly, and they probably would have started complaining violently
too if the New Economic Plan had not been instituted. Under this plan Lenin aimed to make the workers and
business owners happy by allowing small industry and business to return to private ownership. He also allowed
peasants to continue to sell surplus produce at market. Thus he was able to retain part of the communist vision
while still allowing the masses to retain some of their old capitalist ways. The whole point of the plan was to
make people happy and restore some semblance of order to society, which for the most part, did happen.
Things probably would have gone along just dandy if Lenin had not died, because as we all know, as soon
as a political leader dies, all of his standing plans go out the window. And if it they are not immediately
discarded then as soon as a new leader emerges, those plans are history. Such was the case when one Joseph
Stalin came into power. He decided to install his First Five Year Plan in place of the NEP; this new plan went
back to the idea of doing things quickly and rapidly. However the Five Year Plan was meant to jump start the
USSR into the rest of the global economy and quickly bring the country up to the same level as the rest of the
world in terms of industrialization. Under Stalin’s plan, industrialization was put into high gear but was
primarily focused on heavy machinery and steel rather than consumer products, though he did look to increase
production across the board. The targets which Stalin set were excessively high but in attempts to reach then,
the Soviet Union was able to stay out of the ditch which the rest of the world was suffering in during the Great
Depression. However Stalin did not forget that he ran a communist country and to that end he now turned farms
into industrialized, collective farms with the belief that this would increase efficiency. It was also meant to
eliminate the fairly wealthy peasants who had gotten rich off the NEP. This generated resistance as peasants
tried to resist collectivization by destroying crops and livestock and leaving their farms only to cause death in
the collectivized environment. The plan was eventually stopped and proclaimed a success by the time half of the
country had been collectivized; additionally there was nearly one hundred percent employment.
In retrospect it seems that Stalin’s Five Year Plan was the more effective plan as it not only brought the
Soviet Union up to par with the rest of Europe, but also kept the country out of the Depression. However, had
Lenin not died and had he been able to further his plans, his plan may have made the USSR a different state
which was not so out rightly and starkly communist. Lenin’s plan was of a flavor which was mostly communist
but allowed for some capitalism which in time could have even resulted in the complete return of capitalism.
Certainly Stalin’s plan might have never even come to the table had Lenin not died. On the other hand, Lenin
could have simply returned to total communism at a later point, in which case there would not have been much
difference in the out comes at all.
It seems that in this predominantly capitalist world communism, socialism, and all of their variants are
ultimately doomed to either fail miserably or result in war. Capitalism is at present what drives the world and
what makes life possible. Perhaps if communism had evolved a few centuries earlier, it would be a more viable
plan. Communism seems to have a fatal flaw: it has to come about by the common masses rebelling and
forming what amounts to an anarchic state, which in and of itself is a contradiction. It is thoroughly against
human nature to not have a leader, a guiding force, or some unified body which controls everything. So far there
had never been a communist state which follows this ideology; there had always been one man on top (even if
they say there isn’t) and it is doubtful that is will change.