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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