Download AP® World History Syllabus

Kurtz
2011-12
[email protected]
AP® World History Syllabus
AP® World History is for the exceptionally studious high school sophomore who wishes to earn college
credit 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: trade, religion, politics, society and
technology and it investigates how these things have changed and continued over time in different
places. Students who take the AP® World History course are expected to take the APWH exam on May
17th, 2012.
The course is designed to help students
 Construct and evaluate arguments, and plausibly use historical evidence
 Analyze and use primary source documents and evidence
 Evaluate change and continuity over time with an emphasis on process and causation
 Understand diverse interpretations of events through context and point of view
 Evaluate and understand patterns and interactions from local to global levels
 Analyze comparisons within and among societies
 Become aware of similarities and differences among peoples and understand cultural diversity
 Answer correctly AP-style multiple choice questions
 Effectively compose the three types of APWH essays: the document-based essay (DBQ), the
change-over-time essay, and the comparative essay
Themes:
Six overarching themes will provide the framework and focus for study throughout the year.
1. 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
2. Patterns and effects of interaction among societies and regions: trade, war, diplomacy, and
international organizations
3. The effects of technology, economics and demography on people and the environment
(population growth and decline, disease, labor systems, manufacturing, migrations, agriculture,
weaponry)
4. Systems of social structure and gender structure (comparing major features within and among
societies, and assessing change and continuity)
5. Cultural, intellectual and religious developments, including interactions among and within
societies
6. Changes in functions and structures of states and in attitudes toward states and political identities
(political culture) and including the emergence of the nation-state (types of political
organization)
Main Textbooks:
1. The Earth and Its Peoples: A Global History 2nd AP Ed. Bulliet, et al Houghton Mifflin 2001.
2. A History of the World in 6 Glasses. Tom Standage. 2006.
Reading Calendar:
A copy of the tentative reading schedule will be handed out to each student during the first day
of class. It outlines the page numbers, chapters, and project due dates for each cycle to be completed
1
Kurtz
2011-12
[email protected]
during the duration of the course. Students are to complete all readings and projects by the date
assigned.
Potential outside Readings and Teachers Resources:
2002 Released Exam in APWH. College Board
2003-2006 APWH Essay Questions, Rubrics and Student Samples.
AP® Central
Archaeology Magazine http://www.archaeology.org
The Columbian Exchange Crosby Praeger 2003
Cracking the APWH Exam (Student Study Guide) 2004, Princeton Review
Cultures in Motion: Mapping Key Contacts and Their Imprints in World History Stearns. Yale Press,
2001
The Human Record: Sources of Global History, 5th ed. Vols 1 & 2. Andrea, Al and Overfield, James.
Boston: Houghton Mifflin, 2005
Discovering the Global Past: A Look at the Evidence, 3rd ed. Vols 1 & II Wiesner, et al Houghton
Mifflin, 2007
Document-Based Assessment Activities for Global History Classes
publishers, 1999
Noonan
J. Weston Walch
DBQ Practice: 10 AP-Style DBQ’s Williams, ed. Social Studies School Services 2004
Ways of the World; A Global History with Sources. AP-Edition R. W. Strayer.
Experiencing World History Adams, et al NYU Press 2000
Guns, Germs and Steel Diamond
Norton, 1999
King Leopold’s Ghost Hochschild Mariner 1999
Norton Anthology of World Masterpieces 1997
Old World Encounters Bentley
Oxford press, 1993
Rand McNally Historical Atlas of the World 2003
Readings in Ancient History: From Gilgamesh to Diocletian Bailkey DC Heath, 1992
Something New Under the Sun: An Environmental History of the 20th Century World JR McNeill
Norton 2000
Sophie’s World: A Novel About the History of Philosophy Gaardner
Berkley Press 1996
Tastes of Paradise: A Social History of Spices, Stimulants and Intoxicants Schivelbusch
Vintage books, 1993
Technology in World Civilizations Pacy M.I.T. Press 1998
Things Fall Apart. Achebe Anchor 1994
World History Map Activities Scott
J. Weston Walch Publisher 1997
World History in Documents: A Comparative Reader Stearns NYU Press 1998
The World That Trade Created Pomeranz and Topik A.E. Sharpe 1999
2
Kurtz
2011-12
[email protected]
The AP World History Exam is 3 hours and 5 minutes long and includes both a 55-minute
multiple-choice section and a 130-minute free-response section. The multiple-choice section of
the examination accounts for half of the student’s exam grade, and the free-response section for
the other half.
Question Type
Multiple Choice
Document-based-Question Essay
(DBQ)
Change-over-Time Essay
(CCOT)
Comparative Essay (Comp)
Number of Questions
70 Questions
1 Question
1 Question
Timing
55 Minutes
50 Minutes (includes the 10
minute reading period)
40 Minutes
1 Question
40 Minutes
Section I consists of 70 multiple-choice questions designed to measure the student’s knowledge
of world history from Period 1 to the present. This section follows the percentages listed below:
Periods Period Weights
1 Technological and Environmental
Transformations
to c. 600 B.C.E. 5%
4 Global Interactions c. 1450 to c.
1750 20%
2 Organization and Reorganization
of
Human Societies
c. 600 B.C.E. to
c. 600 C.E.
15%
5 Industrialization and Global
Integration
c. 1750 to c. 1900 20%
3 Regional and Trans-regional
Interactions
c. 600 C.E. to c. 1450 20%
6 Accelerating Global Change and
Realignments
c. 1900 to Present 20%
In Section II, the free-response section of the exam, Part A begins with a mandatory 10-minute
reading period for the document-based question. Students should answer the document-based
question in approximately 40 minutes. In Part B students are asked to answer a question that
deals with continuity and change over time (covering at least one of the periods in the concept
outline). Students will have 40 minutes to answer this question, 5 minutes of which should be
spent planning and/or outlining the answer. In Part C students are asked to answer a comparative
question that will focus on broad issues or themes in world history and deal with at least two
societies. Students will have 40 minutes to answer this question, 5 minutes of which should be
spent planning and/or outlining the answer.
Supplies needed:
1. Binder
2. Notebook dividers
3. Lots of Paper
4. Hand Exercise ball or Hand Gripper
5. Pack of Highlighters or Hand sanitizer for the classroom
6. Box of Kleenex for the classroom
7. 1 Flash Drive- must be 1 GB or larger
8. Personal copy of A History of the World in 6 Glasses. Tom Standage. 2006. (Purchase at any
bookstore or online at www.bestbookbuys.com).
3
Kurtz
2011-12
[email protected]
Grading:
A
B
C
CD
90-100
80-89
75-79
70-74
<70
5 points
4 points
3 points
Needs improvement
Failing (In HISD D=F)
Percentages
25%
Exams
25%
Labs/Papers/Projects/Essays/
Portfolios
20%
Book Quizzes (Includes Pop Quizzes)
10%
20%
Exams will take place in class and usually consist of multiple
choice and essay.
Project grades are due each cycle. Some essays may be part of a class
lesson, but will require additional work from outside of class.
Book Quizzes are usually 11 multiple choice questions from the book. They
are timed and administered biweekly.
Homework
Assigned periodically. Usually twice a cycle.
Class work (Journaling, Note-taking,
Class work is administered daily. Remember to turn in all assignments on
Vocab., Warm-ups, Graphic Organizers, time since this is the “bread and butter” of the class.
Participation, etc.)
These percentages are in accordance with the school-wide policy and those set by the district.
Bonus Points may be given for attendance, participation, or extra efforts performed without prior
notification. These points cannot be made up for any reason. They serve to reward students who came
and participated in class, rather than to punish those who did not.
Classroom Rules of Conduct & Consequences:
Rules
1).
2).
3).
4).
No Electronic Devices (Cell phones, I-pods, et cetera)
Respect your School and School Property
Respect all others around you
Respect yourself
Consequences
1).
2).
3).
4).
5).
6).
7).
Confiscation of device
(Requires a $15 retrieval fee paid directly to the main office or Ms. Giddings)
Change of seat or location in the classroom
Student-teacher conference
Detention notice assigned and sent home.
Dismissal to another classroom for reflection (Removal from class)
Phone call home for intervention
Referral to administration and begin process of removal from school.
2.2 Academic Freedom (From HCC Handbook)
Institutions of higher learning exist for the common good. The common good depends upon a free search for truth and its free
expression. Therefore, it is essential that College System faculty be free to pursue scholarly inquiry without undue restriction
and to voice and publish their conclusions concerning the significance of evidence they consider relevant. The faculty
member must be free from the corrosive fear that others, inside or outside the college community, may threaten his or her
professional career because their vision differs from that of others. Faculty members are entitled to freedom in the classroom
in discussing the subject being taught to the full extent permitted by law. Furthermore, faculty members are free from
institutional censorship or discipline when they speak, write, or act as citizens of their nation, state, and community. The
4
Kurtz
2011-12
[email protected]
concept of academic freedom must be accompanied by an equally demanding concept of responsibility, shared by the Board,
administrators, and faculty members. Exercise of professional integrity by a faculty member includes recognition that the
public will judge the member’s profession and the College System by the faculty member’s statements. Therefore, faculty
members should strive to avoid creating the impression that they are speaking or acting for the College System when
speaking or acting as private citizens. Faculty members should be judicious in the use of controversial material in the
classroom and should only introduce such material when it has a clear relationship to the subject matter of the course being
taught.
UNIT ONE The 20th century to the Present
Six Weeks
1. Wars and Peace in a Global Context
The World Wars; colonial soldiers in the First World War; Holocaust; Cold War; international
organizations and their effects on the global framework;
Globalization of diplomacy and conflict; Reduction of European influence; League of Nations; United
Nations; European Union; non-aligned nations.
2. Patterns of Nationalism
Decolonization; political, economic and social causes and effects
Fascism; Racism; Genocide
Rise and fall of the USSR and the breakup of the Soviet Union; “The West” vs. “The East”.
3. Effects of Major Global Economic Developments
The Great Depression in Latin America: 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 including consumer culture.
Patterns of resistance against globalization including religious responses.
6. Demographic and Environmental Changes
Migrations; changes in birthrates and death rates; new forms of urbanization; deforestation
and green/environmental movements; rural to urban shifts.
Diverse Interpretations
-Is cultural convergence or diversity the best model for understanding increased intercultural contact in
the modern world?
-What are the advantages and disadvantages off using units of analysis for the modern world, such as the
nation, the world, the West, and the developing world?
Major Comparisons and Analyses: Examples
Compare patterns and results of decolonization in Africa and India
Pick two revolutions (Russia, Chinese, Cuban, Iranian) and compare their effects on the roles of women
Compare the effects of the World Wars on areas outside of Europe
5
Kurtz
2011-12
[email protected]
Compare legacies of colonialism and patterns of economic development in two of three areas (Africa
and Latin America)
Analyze nationalist ideologies and movements in contrasting European and colonial environments
Compare the different types of independence struggles
Examine global interactions in cultural arenas (e.g. reggae, art, sports)
Analyze the global effects of the Western consumer society
Compare major forms of twentieth-century warfare
Assess different proposals (or models) for economic growth in the developing world and the social and
political consequences
Examples of the types of information students are expected to know contrasted with examples of
what students are not expected to know for the multiple-choice section:
Effects of global wars, but not specific battles in the World Wars
Cultural and political transformations resulting from the wars, but not French political and cultural
history
Authoritarian regimes, but not Mussolini’s or Varga’s internal policies
Feminism and gender relation, but not Simone de Beauvoir or Huda Shaarawi
The growth of international organizations, but not the history of the ILO
Colonial independence movements, but not the resolutions passed by the Indian National Congress
The issue of genocide, but not Cambodia, Rwanda, or Kosovo
The internationalization of popular culture, but not the Beatles
UNIT TWO
Foundations: c. 8000 BCE to 600 CE
Seven Weeks
1. Locating 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; Continuities and breaks within the time span; e.g. the transition from river
valley civilizations to classical civilizations
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, Shang or Huang He (Yellow River), Indus (Harrapan
civilization), Egypt, 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
6
Kurtz
2011-12
[email protected]
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
Diverse Interpretations
What are the issues involved in using “civilization” as an organizing principle in world history?
What is the most common source of change: connection or diffusion versus independent invention?
What was the effect of the Neolithic Revolution on gender relations?
Major Comparisons and Analyses: Examples
Compare major religious and philosophical systems including some underlying similarities in cementing
a social hierarchy, e.g. Hinduism contrasted with Confucianism
Compare the role of women in different belief systems-Buddhism, Christianity, Confucianism, and
Hinduism
Understand how and why the collapse of empire was more severe in western Europe than it was in the eastern
Mediterranean or in China
Compare the caste system to other systems of social inequality devised by early and classical civilizations,
including slavery
Compare societies and cultures that include cities with pastoral and nomadic societies
Compare the development of traditions and institutions in major civilizations, e.g., Indian, Chinese, and Greek
Describe interregional trading systems, e.g., the Silk Roads
Compare the political and social structures of two early civilizations: Mesopotamia, Egypt, Indus Valley, Shang,
and Mesoamerica and Andean South America
Examples of the types of information students are expected to know contrasted with examples of
what students are not expected to know for the multiple-choice section:
Nature of Neolithic revolution, but not characteristics of previous stone ages, e.g. Paleolithic and
Mesolithic
Economic and social results of the agricultural revolution, but not specific dates of the introduction of
agriculture to specific societies
Nature of patriarchal systems, but not specific changes in family structure within a single region
Importance of the introduction of bronze and iron, but not specific inventions or implements
Political structure of classical China (emperor, bureaucracy), but not specific knowledge of dynastic
transitions, e.g. from Qin to Han
Greek approaches to science and philosophy, including Aristotle, but not details about other specific
philosophers
Diffusion of major religious systems, but not the specific regional forms of Buddhism or Aryan or
Nestorian Christianity
7
Kurtz
2011-12
[email protected]
UNIT THREE
600 - 1450
Seven Weeks
1. Questions of Periodization
Nature and causes of changes in the world history framework leading from 600 c.e.-1450 as a period
Emergence of new empires and political systems (e.g. Umayyad, ‘Abbasid, Byzantium, Russia, Sudanic
States, Swahili Coast, Tang, Song, and Ming China, Delhi Sultanate, Mongol, Turkish, Aztec, Inca)
Continuities and breaks within the period (e.g. the effects of the Mongols on the international contacts
and on specific societies)
2. The Islamic world
The rise and role of Dar al-Islam in Eurasia and Africa
Islamic political structures, notably the caliphate
Arts, sciences, and technologies
3. 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
Effects of the Mongol empires
4. Political systems and cultural patterns
East Asia
China’s expansion; Chinese influence on surrounding areas and its limits (Japan and Korea);
Change and continuities in Confucianism
The Americas
Apex and decline of the Maya; Rise of the Aztec; Rise of the Inca
Reconstructing of Europe
Decentralization-medieval society; division of Christianity; revival of cities
Africa
Sudanic empires (Mali, Ghana, Songhay); Swahili coast
South Asia and Southeast Asia
Delhi Sultanate; Vietnam; Arts, Sciences, and technologies
5. Demographic and environmental changes
Causes and effects of the nomadic migrations on Afro-Eurasia and the Americas (e.g. Aztecs, Mongols,
Turks, and Arabs)
Consequences of plague in the fourteenth century
Growth and role of cities (e.g. the expansion of urban commercial centers in Song China and
administrative centers in Africa and the Americas)
Diverse Interpretations
What are the issues involved in using cultural areas rather than states as units of analysis?
What are the sources of change: nomadic migrations versus urban growth?
Was there a world economic network in this period?
Were there common patterns in the new opportunities available to and constraints placed on elite women
in this period?
8
Kurtz
2011-12
[email protected]
To what extent was Dar al-Islam a unified cultural/political entity?
Major Comparisons and Analyses: Examples
Japanese and European feudalism
Compare developments in political and social institutions in both eastern and western Europe
Compare the role and function of cities in major societies
Analyze gender systems and changes, such as the effects of Islam
Analyze the interactions between Jews, Christians, and Muslims
Compare European and sub-Saharan African contacts with the Islamic world
Analyze the Chinese civil service exam system and the rise of meritocracy
Examples of the types of information students are expected to know contrasted with examples of
what students are not expected to know for the multiple-choice section:
Arab caliphate, but not the transition from Umayyad to ‘Abbasid Mamluks, but not Almohads
Feudalism, but not specific feudal monarchs such as Richard I
Land management systems, but not the European three-field system
Crusading movement and its impact, but not individual explorers
Mongol exploration, expansion, and impact, but not individual explorers
Mongol expansion and its impact, but not details of specific khanates
Papacy, but not particular popes
Indian Ocean trading patterns, but not Gujarati merchants
Neoconfucianism, but not the specific contribution of Zhu Xi
UNIT FOUR
1450 - 1750
Six Weeks
1. Changes in trade, technology, and global interactions; e.g. the Columbian Exchange, the impact of
guns, changes in shipbuilding, and navigational devices
2. Knowledge of major empires and other political units and social systems
Ottoman, China, Portugal, Spain, Russia, France, Britain, Tokugawa, Mughal.
Characteristics of African Kingdoms in general but knowing one (Kongo, Benin, Oyo, Dahomey,
Ashanti, or Songhay) as illustrative
Gender and empire (including the role of women in households and in politics)
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 (e.g. African contributions to cultures in the
Americas)
Major developments and exchanges in the arts
Creation of new religions (Vodun, Zen, Sikhism, Protestantism)
9
Kurtz
2011-12
[email protected]
Diverse Interpretations
What are the debates about the timing and extent of European predominance in the world economy?
How does the world economic system of this period compare with patterns of interregional trade in the
previous period?
Major Comparisons and Analyses: Examples
Compare colonial administrations
Analyze imperial systems: European seaborne empire compared with a land-based Asian empire
Compare coercive labor systems: slavery and other coercive labor systems in the Americas
Comparative knowledge of empire (i.e., general empire building in Asia, Africa, and Europe)
Compare Russia’s interaction with the west with the interaction of one of the following (Ottoman
Empire, China, Western Europe, and Eastern Europe)
Compare Mesoamerican and Andean systems of economic exchange
Examples of the types of information students are expected to know contrasted with examples of
what students are not expected to know for the multiple-choice section:
Extent of Ottoman expansion, but not individual states
Slave plantation systems, but not Jamaica’s specific slave system
Institution of the harem, but not Hurrem Sultan
Relations between the Kongo and Portugal, but not individual rulers
Tokugawa Japan’s foreign policy, but not individual explorers
Characteristics of European absolutism, but not specific rulers
Protestant Reformation, but not Anabaptism or the Huguenots
UNIT FIVE 1750 - 1914
Six Weeks
1. Changes in global commerce, communications, and technology
Industrial Revolution (transformative effects on and differential timing in different societies; mutual
relation of industrial and scientific developments; commonalities)
Changes in patterns of world trade
2. Demographic and environmental changes (migrations; end of the Atlantic slave trade, new birthrate
patterns; food supply; medicine)
3. Changes in social and gender structure, especially as related to the Industrial Revolution (commercial
and demographic developments; emancipation of serfs/slaves; tension between work and pattern and
ideas about gender; new forms of labor systems)
4. Political Revolutions and independence movements; new political ideas and 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 (reform; women; racism)
5. Rise of Western dominance
Imperialism (economic, military, political, social, cultural and artistic, patterns of expansion;
colonialism, neocolonialism)
10
Kurtz
2011-12
[email protected]
Different cultural and political reactions (dissent; reform; resistance; rebellion; racism; nationalism;
impact of changing European ideologies on colonial administrations)
Diverse interpretations
What are the debates about the causes and effects of serf and slave emancipation in this period, and how
do these debates fit into broader comparisons of labor systems?
What are the debates over the nature of women’s roles in this period? How do these debates apply to
industrialized areas, and how do they apply in colonial societies?
What are the debates over the causes of European/British technological innovation versus development
in Asia/China?
Major Comparisons and Analyses: Examples
Compare the causes and early phases of the industrial revolution in Western Europe and Japan
Comparative the Haitian and French Revolutions
Compare reaction to foreign interference in the Ottoman Empire, China, India, and Japan
Comparative nationalism in the following pairs: China and Japan, Pan-Africanism and the Indian
Congress Movement
Explain forms of western intervention in Latin America and Africa
Compare the roles and conditions of elite women in Latin America with those in Western Europe before
1850
Examples of the types of information students are expected to know contrasted with examples of
what students are not expected to know for the multiple-choice section:
Causes of Latin American independence movements, but not specific protagonists
The French Revolution of 1789, but not the Revolution of 1830
Meiji Restoration, but not Iranian Constitutional Revolution
Boxer Rebellion, but not the Crimean War
Suez Canal, but not the Erie Canal
Muhammad Ali, but not Isma’il
Marxism, but not Utopian socialism
Social Darwinism, but not Herbert Spencer
Women’s emancipation movements, but not specific suffragists
11