Download Standard 1: Political Systems

AP World History
2009-2010
Course Overview: AP World History is a rigorous yearlong course that covers the
development of human history around the globe from the Neolithic Revolution to the
present. This is a college-level course; therefore, the readings, films and discussions may
involve mature themes. Students should have college-level reading and writing skills and
a general acquaintance with world history. Students will practice the three types of essay
writing on the AP exam: document-based, change over time and comparison/contrast.
They will also practice the 5 response multiple choice questions to prepare them for the
exam. In addition, there will be other research and writing projects, required weekly
study guides, chapter quizzes, AP style unit exams and scored discussions. Since much of
this course will be like a college seminar, preparation for and participation in discussions
is a very important part of the class and your grade. If the purchase of textbooks or the
cost of the AP exam fee is a financial hardship for any student, please let me know right
away. There are funds available to help.
Expectations: Students are expected to come to class prepared with the readings
completed for the day and any necessary materials. Students are expected to participate in
discussions. It is expected that students will take the AP exam at the end of the year. Part
of the course is aimed at making you successful on the exam. Appropriate and respectful
behavior is expected at all times. Except in the case of an excused absence, all work is
due on the due date. In the case of an excused absence, it is the responsibility of the
student to find out what he/she has missed.
Course Grading: Grades will be based on examinations, chapter quizzes, participation,
research papers, projects, presentations, DBQ’s, homework, in-class activities and study
guides. Examinations will include AP style multiple choice questions and DBQ, change
over time and comparison/contrast essays and will stress the comparative components of
the course. Quizzes are short multiple-choice assessments for factual understanding over
each chapter. Multiple choice quizzes will be timed and will have five choices like the
AP exams. Participation is ongoing in every class and is specifically graded in scored
discussions over selected readings. The study guides are designed to help the student get
the most out of the text reading and, at the same time, create a guide for review. Takehome research and writing projects will go into depth on a subject. All essay writing will
be graded using the standard AP rubrics.
100-90 = A
89-80 = B
79-70 = C (any grade below a C is failing)
Assessments
Classwork/Homework
70%
30%
REMINDER: the last day
to drop without a withdraw/
fail is August 30.
Materials:
*Textbook and summer reading selection
*Three-ring binder with loose-leaf paper
*Pockets in binder for collecting assessments and handouts
*Access to the internet for research/data gathering purposes
Text:
Adas, Michael, Marc J. Gilbert, Peter Stearns, and Stuart B. Schwartz. World
Civilizations: the Global Experience, 4th ed. New York: Pearson
Education, 2003.
Summer Reading:
Supplements: Portions of the following texts will be used:
Andrea, Alfred J., and James H. Overfield. The Human Record: Sources of
Global History. 5th ed. Vols.1 and 2. Boston: Houghton Mifflin, 2005.
Diamond, Jared. Guns, Germs and Steel. New York: W.W. Norton & Co, 1999.
Reilly, Kevin, ed. Worlds of History: A Comparative Reader. 2nd ed.
Vols. 1 and 2. Boston: Bedford/St. Martin’s, 2004.
Stearns, Peter. Cultures in Motion: Mapping Key Contacts and Their Imprints in
World History. New Haven: Yale University Press, 2001.
Wiesner, Merry, et al. Discovering the Global Past: A Look at the Evidence. 2nd
ed. Vols. 1 and 2. Boston: Houghton Mifflin, 2002.
Study guides:
Students will have a study guide for every chapter. They will include a
synopsis, key terms, self-test questions and map exercises. These will be due
every week. You are required to keep these to help you review in April.
Xerox handouts:
Numerous handouts will be given during the class. These come from a variety of
sources. Many of them are primary sources that will be used for discussion in
class. Others are scholarly articles on topics we will be studying. Students are
expected to keep these until the end of the year.
Projects: In addition to in-class activities and exams, there are three major projects this
year: “Seminar Teaching Topics”, “World Trade Networks” project and “Turning Points
in World History”. A description of each follows.
Seminar Teaching Topics: In a college course, students would read a series of books
that delve in-depth on a variety of topics. We do not have time, unfortunately, for all
students to read all of the following texts, so students will have a choice of one book from
the following list. (I reserve the right to add or delete books as I discover others that may
be more suitable or interesting.) The topics represent some of the broader themes of AP
World History. You are not limited by this list. It is by no means comprehensive; you
may also present an alternative choice for my approval. Students will teach the topic
to their classmates. Each student will make a presentation on each book, write a summary
of it for their classmates, provide multiple choice questions and essay questions based on
the book and create an activity or discussion based on it. These will be due throughout
the year and will be aligned with the topics/eras that we are covering.
Cocker, Mark. Rivers of Blood, Rivers of Gold: Europe’s Conquest of Indigenous
Peoples
Crosby, Alfred. Ecological Imperialism: the Biological Expansion of Europe
Curtin, Philip. Cross-Cultural Trade in World History
Kennedy, Paul. The Rise and Fall of the Great Powers: Economic Change and Military
Conflict from 1500-2000
Landes, David S., The Wealth and Poverty of Nations: Why Some Are So Rich and Some
So Poor.
McClellan, James and Harold Dorn. Science and Technology in World History, An
Intro.
Pacey, Arnold. Technology in World Civilization.
Pomeranz, Kenneth, The Great Divergence: China, Europe, and the Making of the
Modern World Economy
Pomeranz, Kenneth and Steven Topik. The World that Trade Created: Society, Culture
and the World Economy - 1400 to the Present
World Trade Networks DBQ Project: In order to gain an in-depth understanding of the
development of world trade networks, and the political, economic and social impact of
them as well as the labor systems that support them, you will trace the “commodity
chain” of a particular product that connects consumers, merchants, producers and
laborers into a single system. You will design a packet similar to the example I have
provided on the development of the sugar trade (“Sweet Nexus: Sugar and the Origins of
the Modern World”) from Discovering the Global Past and selections from the book Salt.
This packet will be used as a teaching tool for your fellow students, so that we, as a class,
can cover many different aspects of this issue. You will need to choose a focus product
around which you will do your research and create your packet. For example, salt, gold,
silver, spices, and slaves all had tremendous influence on the economics of the ancient
and medieval world. The packet you just read mentions the “drug trade” of sugar, coffee,
cocoa and tobacco. Anyone of these would be interesting to research. You could also do
something on the modern illicit drug trade, armaments or other modern products like oil
or rubber. The point is to choose something that you can research in depth and about
which you can trace the influence on different nations and labor systems. You will write a
paper and include 6-8 primary source documents as evidence, and do a short class
presentation on the topic.
Turning Points in History Project: This is a creative and fun (I hope)
presentation/research project that will serve as a review of all of the material we have
covered and demonstrate your ability to do research and argue convincingly. You will
research an event, movement, or invention that you believe was a turning point in history.
It must have changed the course of human history in a significant way. You must be able
to describe what it was, how it changed history and, most importantly, create a
convincing case for your choice. Please check your topic with me first. You are not
allowed to pick something obvious like the plague, world wars or the Industrial
Revolution. Have fun with this!
Assessments: Assessments include projects, exams, papers, presentations and quizzes.
Examinations are written in the style of the AP exam to give students practice.
To prepare students for the AP exam, multiple choice sections are timed. Students will
have ample practice with the three types of essays: comparison/contrast, change over
time and DBQ. Social studies testing days are on Wednesdays and Thursdays, so exams
will always be on block days.
Homework: Homework is posted in the classroom and on the homework page every
Monday by 5:00 p.m. Homework is usually due at the beginning of class on the next day
after it has been assigned. For short daily assignments the work is graded on a four point
scale: 4 points for being done on time and being complete, 3 points for being done on
time, but perhaps not as thoroughly as it should have been done (it may be missing
something), 2 points for incompleteness, 1 point for very sketchy, inadequate work. This
is based on the Advanced, Proficient, Partially Proficient and Not Proficient rubric used
on CSAPs. Some homework assignments may be worth more points if they are more
involved.
Classwork: Respectful, positive and appropriate participation is one of the most
important parts of this class. In this class we will discuss the readings and various issues
every day. You are expected to participate! There are plenty of opportunities to
participate and different ways in which to participate. Classwork may include scored
discussions, informal presentations, small group activities, and group discussions.
Daily Procedures: For the class to run smoothly and use the time we have allotted
effectively, some procedures need to be in place:
1. Have your materials out and copy down the day’s homework and the
objective/essential question right away after you sit down. If you are not in your
seat working when the bell rings, you are tardy.
2. Begin any activity posted. Do not wait for me to tell you what to do.
3. Wait for me to dismiss the class.
4. One voice at a time, please! No talking when the instructor or another student is
talking.
5. Always be respectful of other’s viewpoints and of one another. We often discuss
topics such as politics and religion about which people have strong feelings, so
it is always important to be open-minded and respectful. No racist, sexist,
homophobic or otherwise prejudiced comments or attitudes will be tolerated in
class. This classroom must be a place where everyone feels respected and safe,
regardless of one’s sex, race, sexual orientation, belief system, abilities or
disabilities.
Policies:
Late work and Absences: Late daily homework assignments will receive a minimum of
50% credit except in the case of an excused absence (see below). A blank in the grade
book means the assignment has not yet been graded. An “M” in the gradebook means the
assignment is missing/overdue and calculates as a zero in the gradebook. Any work not
turned in on time will receive an “M” until the assignment is made up. If a student is
absent, the student is responsible for finding out what was missed. Please ask your
fellow students, check the hanging folder on the wall by the entrance for handouts that
you may have missed and check the homework posted online. Students will have 2 days
for each day absent to make up the assignments. In the event of a preplanned absence
such as a doctor’s appointment or holiday travel, students are expected to find out their
assignments in advance, and be prepared to turn them in upon return to class. If you miss
class on the day that a long-term project is due or an exam is scheduled, you are expected
to make it up or turn it in when you return.
Extra Credit: I do not provide extra credit assignments. In my experience, students do
much better if they simply stay up with the work assigned for the class. A grade can not
be raised at the end of the semester by completing additional extra credit assignments.
Cheating and Plagiarizing: Any assignment on which a student cheated will receive a
zero. The student will not be allowed to re-do the assignment. Academic dishonesty will
also result in a referral to the Dean. Copying assignments or “sharing” homework
comes under this as well. Students will be expected to cite all sources accurately.
Classroom Conduct: For most behavioral infractions including tardies, the following
four step process will be followed:
1st and 2nd offense: verbal warning
3rd offense: after or before school in-class detention will be assigned.
Parents will be notified that the next offense will result in referral
to the Dean.
4th offense: written referral to Dean, who will call home and assign
detention.
Serious disruption of class will result in immediate removal from the class and referral to
the Dean.
Miscellaneous:
No cell phones or electronic devices are allowed in class. They will be confiscated.
Students may retrieve them at the end of the day from the Dean of Students.
Students are to use their passing period to get materials, use the restroom, etc. Only in an
emergency will students be allowed to leave the classroom.
PARAMETERS OF AP WORLD HISTORY
*Chronological Boundaries of Course:
This course covers the development of history from approximately 8000 bce
to the present. We will cover all major regions of the world. The AP course is
divided into the following periods:
Foundations: 8000bce to 600ce
600 to 1450
1450-1750
1750-1914
1914-the present
*source: AP World History course description from the ap central college board website
*Themes:
AP World History highlights five overarching themes throughout the year. Notice
that a great deal of importance is placed on interactions and comparisons
between eras, regions and cultures. As you progress through this course, you will
develop an awareness of changes and continuities in and between societies and
eras and an ability to do cross-cultural comparisons. In AP World History we do
not study cultures in isolation.
1. Interaction between humans and the environment
• Demography and disease
• Migration
• Patterns of settlement
• Technology
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, transregional, 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
*source: AP World History course description from the ap central college board website
*Habits of Mind:
AP World History addresses habits of mind in two categories: 1) those
addressed in any rigorous history course and 2) those addressed by a world
history course.
Four habits of mind are in the first category:
• Constructing and evaluating arguments: using evidence to make plausible
arguments
• Using documents and other primary data: developing the skills necessary to
analyze point of view and context, and to understand and interpret information
• Assessing continuity and change over time and over different world regions
• Understanding diversity of interpretations through analysis of context, point of
view, and frame of reference
Five habits of mind are in the second category:
• Seeing global patterns and processes over time and space while connecting local
developments to global ones
• Comparing within and among societies, including comparing societies’ reactions
to global processes
• Considering human commonalities and differences
• Exploring claims of universal standards in relation to culturally diverse ideas
• Exploring the persistent relevance of world history to contemporary developments
*source: AP World History course description from the ap central college board website
Peak to Peak History Standards and Benchmarks addressed in this course:
Standard 1: Political Systems
Students can demonstrate understanding of the significant political structures and legal systems that have
served to govern human societies past and present, analyze the political causes of peace and conflict
between them, and use this knowledge to draw independent conclusions about domestic and international
political issues that affect their lives. Included are the following benchmarks, which are described in
further detail below:
1.1.1
1.1.3
1.1.4
1.2.1
Political systems: understanding how various systems of government have developed and
functioned throughout history.
Political systems: understanding how political power has been acquired, maintained, used, and/or
lost throughout history.
Political systems: interpreting political hierarchies and the structures of power that define a given
political system.
International relations: interpreting relations within and between political systems.
Standard 2: Economic Systems
Students can demonstrate understanding of the significant economic systems that have guided the
production and distribution of limited resources in human societies, past and present, and how trade and
technology have enhanced the distribution of resources within and between those societies. Included are
the following benchmarks, which are described in further detail below:
2.1.1
2.1.3
Economic systems: interpreting the dominant types of economic systems, where they have
existed, the effects they have across nations, and compare and contrast these systems.
Economic systems: interpreting causes and effects of trade on domestic and international
economies.
Standard 3: Social Systems
Students can demonstrate understanding of the significant cultural, religious, and class structures of world
societies, past and present, and how the acquisition of new and borrowed knowledge has influenced the
cultural systems within and between those societies. Included are the following benchmarks, which are
described in further detail below:
3.1.3
3.4.1
Social Systems: compare and contrast diverse systems of belief over time, and draw independent
conclusions about the historical relationships between religions, values and political power.
Social Systems: understand and interpret the role of social stratification and power structures,
both formal and informal, in diverse societies.
Standard 4: Environmental Systems
Students can demonstrate understanding of the significant ecological systems, physical features, and
distributions of natural resources on the Earth, and how physical and human systems have influenced each
other, both in the past and in the present. Included are the following benchmarks, which are described in
further detail below:
4.1.1
4.2.1
Environmental Systems: understanding and interpreting the relationships between the natural
environment and its living systems on economic, political and social mechanisms of a given
society.
Environmental Systems: understanding and interpreting the impact of physical structures on the
development of given economic, social and political systems over time.
4.3.1
4.4.1
Environmental Systems: Interpreting maps: Students are able to understand, interpret and apply a
diverse range of maps including map legends, timeframes involved and how maps compare across
time.
Environmental Systems: understanding and interpreting the impacts that humans have on the
physical and ecological systems of the natural world.
Standard 5: Historical Inquiry and Research
Students can demonstrate understanding of the processes involved in historical inquiry and research, create
and test hypotheses, draw independent and meaningful conclusions from their research, and present those
conclusions in a variety of formats. Included are the following benchmarks, which are described in further
detail below:
5.1.1
5.1.2
5.1.4
5.2.1
5.2.2
Historical Enquiry and Research: interpreting the importance and validity of a broad range of
sources.
Historical Enquiry and Research: formulating questions and hypotheses regarding what happened
in the past and analyze historical data to answer questions and test hypotheses.
Historical Enquiry and Research: examining data for point of view, historical context, bias,
distortion or propaganda.
Historical Enquiry and Research: drawing clear conclusions concerning factors leading to
landmark events in history, as well as assess their impacts over the short and long term.
Historical Enquiry and Research: applying knowledge of the past to analyze present-day issues
from multiple historical perspectives.
UNIT ONE: Foundations (8000bce to 600ce)
Major Topics: Periodization in history, world regions, meaning of civilization, early
development of civilizations, influence of climate and geography, cultural diffusion, early
empires, collapse of civilizations, religious systems, comparisons of civilizations and
empires.
Week One:
Reading assignments: Ch. 1 in Stearns, “Pre-history and the Origins of Patriarchy” in
Reilly, “The Urban Revolution and Civilization”, and excerpts of early law codes.
I.
II.
III.
Intro. To Course: expectations of course, methods of historical inquiry, primary
and secondary sources, recognizing point of view and bias, periodization in world
history, world regions. Assessment: map quiz on regions in world history
Neolithic Revolution: What are the necessary pre-conditions for this
revolution? How do climate and geography influence man’s development? What
effect does the agricultural revolution have on the way people live and organize
themselves? What explains the differences in when different regions adopt
agriculture? What is the relationship of the Neolithic Revolution with the
development of patriarchy? Assessment: scored discussion on “Pre-history
and the Origins of Patriarchy”. Bring in three questions to discuss.
River-Valley Civilizations: How do we define civilization? Where are they
located and why in these locations? Compare and contrast the characteristics of
the early river-valley civilizations.What early civilizations did NOT arise around
IV.
river valleys? Analyze the law codes for what they tell us about social class
structures, gender roles, political authority, and values of each society.
Multiple choice test-taking strategies. Assessment: Multiple choice quiz and
study guide on ch. 1 due.
Week Two: China
Reading assignments: Ch. 2 (China) in Stearns, handouts on patterns in Chinese history,
“Confucian Analects”, “Tao Te Ching”, pp. 27-32 in Andrea (the Human Record)
I.
II.
III.
Early Chinese development: patterns in Chinese history, compare concept of
the Mandate of Heaven with other ideas of political authority and legitimacy.
Begin creating a comparative civilizations chart based on the PERSIAN
categories in your notes.
Three Doctrines: compare and contrast Confucianism, Legalism and Daoism.
Assessment: (for participation) fundamental principles of the doctrines-create a skit based on the dilemma you are given that represents one of
the principles.
Early Chinese dynasties: what are the characteristics of these dynasties?
What changes and what remains the same during this time? Compare and
contrast the Qin and the Han dynasties. Chart the dynastic cycles; create a
timeline of early dynasties in your notes. Silk roads webquest activity.
Quiz and study guide due.
Week Three: India
Reading assignments: Ch. 3 (India) in Stearns, “Identity in Caste and Territorial
Societies”, excerpts from the Bhagavad-Gita, handout on Four Noble Truths and 8-fold
Path, Ashoka’s Edicts
I.
II.
III.
Indian Society: what are the implications of the concept of caste for the
organization of Indian society and culture? Compare it with the western
notions of identity in a society. Scored discussion on article “Identity in
Caste and Territorial Societies” in Reilly.
Indian Religion: main concepts of Hinduism and Buddhism. What does
Buddhism reject about Hinduism?
Mauryan and Gupta Dynasties: Why is it so difficult to unite the Indian
sub-contintent? Why is China more unified and able to exercise more control
(throughout much of its history) than India despite its large size? What are the
achievements of each dynasty? Why doesn’t Ashoka have a long-term impact
on India? quiz and study guide on ch. 3
Week Four: Greece and Rome
Reading Assignments: Ch. 4 in Stearns, “Women in Classical Societies: India, China
and Rome” in Reilly, xeroxes on the Han and Roman Empires
* NOTE: We are now at the point where we can begin comparing and contrasting
different civilizations, so your tasks will reflect that and as you read you will want to be
very conscious of mentally moving back and forth between different cultures and
eventually different time periods.
I.
II.
III.
IV.
V.
Greek and Roman society and politics: We have covered this extensively in
World History Honors class, so we will just be doing a brief review.
Assessment: Socratic Seminar on social inequality in classical
Civilizations (Greece, Rome, China, India). Why do they all set up
societies like this? How do they justify them? What are the weaknesses
and strengths of these social class arrangements?
Role of Women: read the article in Reilly. free write on the rights and
responsibilities of women in each of these societies. What factors account
for the differences between these different societies? In which society would
you have wanted to be a woman and why?
Two Great Empires: The Roman and the Han Empire. In Class Debate:
Which empire was the greatest?
The AP comparison/contrast essay: Requirements and rubric for the AP
compare/contrast essay. Write a comparison/contrast essay on
the Roman and Han empires.
UNIT EXAM NEXT WEEK!!! Start reviewing.
Week Five: Decline and Religion
Reading Assignments: Ch. 5 in Stearns, “International Religious Communities” in
Weisner (Discovering the Global Past), selections from Ch. 6,7,8 in Andrea (The Human
Record), “The Spread of World Religions” and “Religious Conversion and the Spread of
Innovation” in Reilly
I.
Religion---Read the selections from the scriptures of each of the major
world religions and answer the questions on each. Discussion: “What
does it mean if, as Bulliet suggests, people convert to a religion at
about the same rate that they decide to buy an HD television?”
II.
Decline of civilizations---“Why Civilizations Collapse” webquest.
What is the evidence for the collapse of each of these civilizations?
What caused the decline of the major empires we have studied in this
unit? What is your evidence?
III.
Unit Exam---multiple choice questions, comparison/contrast essay.
UNIT TWO: 600ce to 1450ce
Major themes: World trade networks, first global civilizations, rise of Islam, spread of
major religions
Weeks Six and Seven: The Spread of Islam
Reading Assignments: Ch. 6, 7, and 8 in Stearns, handouts on Islamic architecture, art
and achievements.
I.
Early Spread of Islam---how does it spread so quickly? Identify the
factors that lead to this success. Identify the universal elements in
II.
III.
IV.
V.
Islam and the progressive social side of it. How does Islam vary
depending on the region it is in? How flexible/adaptable is Islam?
Map exercise on the spread of Islam.
Role of women—compare the roles of women in Islamic civilizations
with other societies we have studied so far. How do Islamic
conventions about women vary from region to region?
Islamic art and architecture---every element of these reflects a
fundamental theological belief. Compare and contrast the images of
mosques and art that you have with those of Christian churches and
art.
Achievements of Islamic Civilization---research major achievements
and present (two each) to class.
Quiz and study guides due!
Weeks Eight and Nine: African Civilizations
Reading Assignments: ch. 8 in Stearns, pp.382-395 in The Human Record (“Land of
Zanj” to “A Yoruba Woman of Authority?”), excerpt from The African Origin of
Civilization: Myth or Reality, selection from Ibn Battuta’s travels
I.
II.
III.
IV.
V.
VI.
VII.
Intro. --- guess the civilization game, discuss pre-conceptions and
bias about African civilizations. Debate: African Origin of
Civilization
Regions of Africa---impact of geography on development,
migration. Map Exercise
Different models of organization—compare and contrast the
different ways in which African societies are organized; compare
with European.
Ancient kingdoms of Africa research project---you will research
one of the major kingdoms of Africa and present to the class. Choose
from Kongo, Yoruba, Benin, Songhay, Nubia, Ethiopia, Mali,
Ghana, Great Zimbabwe.
Impact of Islam in Africa---how is Islam different in Africa than in
other regions of the world?
Trading Routes in and from Africa—Sub-Saharan and Indian
Ocean routes. Simulation: Indian Ocean Trade Simulation! This is
fun, but a somewhat complicated simulation game, so please read the
handouts and instructions before class. Complete chart and map.
Multiple Choice strategies
Week Ten: Eastern and Western Europe
NOTE: Since you have already taken World History as ninth graders and AP U.S.
last year (and some of you have taken AP Euro), we will not spend as much time on
history of the West in this course. The focus in this class will be on world regions
with which you are unfamiliar. Therefore, the sections on Europe will often have
you doubling up on chapters (as you will this week) or moving a little more quickly
through the material, since it is assumed that you already have some background in
it.
Reading Assignments: ch. 9 and 10 in Stearns, excerpt from Justinian’s Law Code,
Magna Carta, chapter on the Black Death in A Distant Mirror: The Calamitous 14th
Century
I.
II.
III.
IV.
V.
The Byzantine Empire—achievements of Justinian, impact of the
fall of Byzantium
Development of the Orthodox Church---know the differences in
beliefs and practices with the Roman Catholic Church
Russian culture---how and why does Russia develop differently
from Western Europe?
Rise and Decline of Feudalism, impact of the Crusades and Black
Death. Consequences exercise on the Crusades and the Black
Death.
The AP World Change Over Time Essay---rubric and practice
Week Eleven: Mesoamerican, North American and Andean Civilizations (we may
need a little more than a week for this)
Reading Assignments: ch. 11 in Stearns, excerpts from The Earth and its Peoples ( pp.
51 to 56 on the Olmecs and Chavin and pp. 268-288 on Maya and Andean cultures)
I.
II.
III.
IV.
V.
VI.
VII.
Olmecs, Toltecs and Chavin---early cultures in Mesoamerica and
the Andes
Anasazi and Missippian Culture---Was there contact between
Mesoamerica and the North American peoples? Analyze the
archeological evidence and share your conclusions.
Mayas---political and religious rule, what caused their decline?
Analyze the various evidence presented to you---was it political,
environmental/ecological, disease? What is the most convincing
argument?
Aztecs --- know the religious beliefs, political organization, the
tribute system, treatment of allies, social classes and achievements
of the Aztecs. How and why did it become more hierarchical and
rigid over time?
Incas--- a totalitarian system. How did they run their empire? Free
write: Compare and contrast it with modern totalitarian states.
Extra Credit opportunity: (On your own time)Hollywood and
Mesoamerica---write a review of “Apocalypto”. How accurate is
this film’s portrayal of Mayan culture? Of its decline?
Map the Americas and these civilizations. Quiz.
Weeks Twelve to Fourteen: Asia: China, Japan, Korea and Vietnam
Reading Assignments: ch. 12 and 13 in Stearns, ch. 13 in Reilly (“On Cities: European,
Chinese, and Islamic Cities”), excerpt of a civil service exam from China, Taiko reforms,
I.
II.
III.
IV.
V.
Tang Dynasty --- Review dynasties up to Tang briefly. We will
use the art and literature of this period to draw conclusions about
this dynasty. Go to the websites provided in the handout.
Song Dynasty--- sometimes considered the first truly modern
urban society. We will use scenes from the 12th century Beijing
scroll to study life in the city of Kaifeng. Use the websites and the
handout. What was the social structure, economy like? How can
you tell? Was it truly modern?
Change over time---what are the continuities and changes in
Chinese history up to this point? Create a chart.
The AP World DBQ and reliability of sources---An important
part of the AP World DBQ is to be able to judge and comment on
the reliability of your sources. We do this all the time, but now you
have just used a number of visual sources rather than documents as
evidence. Go back over them and analyze the reliability of these
sources. Explain your reasoning.
Urban Development--Read the article in Reilly on cities. Jigsaw
in class and then create a compare and contrast chart or Venn
diagram on the development and structure of cities in these
different regions.
VI.
Japan---What is borrowed from China and what is indigenous to
Japan? Read the Taika reforms---what is the motivation for these?
Why do they ultimately fail? How does the emperor gradually lose
real power?
VII.
Art---On Japan we will also look at a lot of art and literature to
study Japanese culture.
Read excerpt from the Tale of Genji---what does this tell you
about courtly life in Japan? About the roles of men and women?
VIII. Possibly: Speaker from the Center for Teaching East Asia on the
“Way of the Samurai’. Free write: Compare and contrast
European and Japanese feudalism.
IX.
Korea: Sinification of Korea; identify the elements borrowed
from China in Korean culture. Silla, Koryo regimes and the Yi
Dynasty.
X.
Vietnam: Early history and the distinct culture of the Viets. Early
attempts at conquest and sinification. Roots of resistance: the
Trung Sisters and the later Tayson Rebellion---why do women
play a role in these resistance movements? How do the
Vietnamese maintain their own culture despite persistent and
lengthy attempts by the Chinese to dominate them? Clashes with
neighbors in the South eventually weaken the Vietnamese.
XI.
Study guide and webquests due.
Week Fifteen: Mongols
Reading Assignments: ch. 14 in Stearns, ch. 12 (“Barbarians and Mongols”) in Reilly,
the Yasa of Genghis Khan, “All the Khan’s Horses”, “DNA and Genghis Khan”
Reminder: Students need to choose a book and topic to teach the class. Look at the list
or come talk to me if you have an alternate or need some help deciding.
I.
Early Mongol Culture—read the law code (Yasa) of Genghis
Khan. What does this tell you about their culture and their values?
Compare it to the other law codes we have looked at. How do
needs and thus laws of a pastoral, nomadic peoples differ from the
settled civilizations?
II.
Conquest of an empire—How do the Mongols conquer such an
enormous empire? How do they maintain and administer it? What
impact do they have on the cultures they dominate? How do those
cultures influence the Mongols? Read articles.
Barbarians?—How do we define a barbarian? Were the Mongols
barbarians? Scored Discussion on article in Reilly.
Yuan Dynasty—read Kublai Khan’s law code and compare with
the Yasa of Genghis Khan. What has happened to the Mongols?
How do they rule China?
Cultural Diffusion Essay due.
Start preparing for unit exam next week!
III.
IV.
V.
VI.
Week Sixteen: Rise of the West
Reading Assignments: ch. 15 in Stearns, excerpt from ch. 6 on Polynesian expeditions
in Discovering the Global Past, “Ecology, Technology, and Science: Europe, Asia, and
Africa, 500-1500ce” in Reilly.
I.
II.
IV.
V.
VI.
Rise of the West—the Renaissance values (again, you have a
good background in this already, so we won’t spend much time
on it.)
The Rest of the World---Polynesian migration and populating
the South Pacific---the last places to be populated. Read the
excerpt from Discovering the Global Past. Film: “Wayfinders: A
Pacific Odyssey”
DBQ and change over time essay practice for exam.
Fishbowl: Read the article in Reilly. What best explains the
transformation of the world--Shaffer or White’s interpretation?
UNIT EXAM!!! ---Also, Thanksgiving Break next week.
Please read the reading assignments for Week Seventeen
over the break. We need to hit the ground running when we
return!
Unit Three: 1450ce to 1750ce
Week Seventeen: The World Economy
Reading Assignments: Ch. 16 in Stearns, “The Columbian Exchange”, “Sweet Nexus:
Sugar and the Origins of the Modern World”, “500 years later: Reconsidering
Columbus”, excerpt from Salt, “Summary of Wallerstein on World System Theory”,
handout on the silver trade
Note: You will be starting your book presentations soon. Check with me on due dates—
Ecological Imperialism will be up first. Also, we will start work on the World Trade
Networks DBQ project.
I.
The Columbian Exchange: What were the costs and benefits of
this to both the inhabitants of Europe and the New World?
II.
Debate: Reconsidering Columbus
III.
World System Theory and world trade networks: read articles
IV.
Library/research time for World Trade Project for rest of week--due next week.
Week Eighteen: Rise of Russia (and finishing up projects)
Reading Assignments: Ch. 17 and 18 in Stearns---What? Only two chapters of
reading? Can it be? Yes, because you need to finish work on your projects! Also, you
already know most of the info. in ch. 18 (Renaissance, Protestant Reformation, Scientific
Revolution, Enlightenment)
I. Library Time for research
II. Presentations on world trade on block day
III. Change in the West---the mindset of the West is changing rapidly.
the Commercial Revolution, Absolutism vs.Constitutional Monarchies.
IV. Russia: what is Russia’s problem? Why does it lag so far behind
Western Europe? Analyze the class structure, the political structure and
economic development of Russia and compare/contrast it with the rest of
Europe. How successful are the attempts at modernization?
V. Enlightenment Salon: become your favorite philosophe or enlightened
absolutist! You must research your character well enough that you can
argue his/her position about the most important questions of the day.
Food and drink will be provided. Tres elegant!
V. Semester finals next week!
Week Nineteen: Semester One Finals and Winter Break
Reading Assignments: After finals, we go on winter break. You do have some reading
to do. Please read ch. 19 and 20 in Stearns.
Week Twenty: Conquest, Colonies, Slavery
Reading Assignments: ch. 19 and 20 in Stearns
I.
Empires: Compare and contrast the different empires and their
approaches to territorial acquisition. How is England different from
Spain and Portugal, for example? Why does Spain decline?
II.
III.
IV.
Latin America then and now: What imprint is left on Latin
American society, class structure and culture from Spain and
Portugal?
Slavery: Rather than cover the material you already know from U.S.
history, I want you to focus on slavery world-wide, role of slavery in
Africa and African kingdoms, Arabic slave trade, compare other
forms of labor systems (encomienda, indentured servitude, for
example).
World Domination Game (No, it is not Risk): Grab more territory
than your rival, exact more tribute, squeeze more value out of your
conquests! Each of you will be a different power and will use what
you know about colonization, conquest, economics, and power
politics to dominate the world. You must avoid the mistakes of
European empires (for example, you lose if your colonies rebel, you
squander your wealth or the native population dies en masse).
Week Twenty-One: Gunpowder Empires---the Muslim Empires
Reading Assignment: Ch. 21 in Stearns, “Asian Continental Empires and Maritime
States” in Reilly (vol. 2)
I.
Ottoman Empire and Safavid Empire --- compare and contrast
these two empires in terms of their structures and strengths and
weaknesses.
II.
Mughal Empire – A Muslim empire in Hindu India. How did the
Mughal leaders make this work? Compare with the Mongols
ruling China. We will look at the art and architecture during this
golden period.
III.
Land vs. Maritime Empires: read the chapter in Reilly
Venn diagram the strengths and weaknesses of each.
Week Twenty Two: Asia
Reading Assignment: Ch. 22 in Stearns, review your summer reading of “When China
Ruled the Seas”, “Means and Motives for Overseas Expansion: Europe and China
Compared”
I.
Ming Dynasty: we have quite a few topics to cover here.
a. Brief review of earlier Chinese dynasties
b. prosperity, social classes, role of women and the arts
c. Asian trade networks, the “Treasure Fleet” ---Free write:
Contrast their shipbuilding and navigational technology with
what you know of Europe at the time. Why did
China turn inward just as Europe is on a path toward
expansion?
d. Decline of the Ming---Chinese Dynastic Cycle exercise. Put
the events in the correct order from end of Yuan dynasty to the
end of the Ming dynasty.
II.
Japan:
III.
IV.
a. Tokugawa shogunate: how does this help unify Japan and put
an end to the endemic civil wars?
b. Japan and Europe: Merchants, missionaries and isolation.
Why does Japan isolate itself from the West? Compare it with
the Chinese decision for isolation.
c. Virtual tour of the town of Edo. Click on the interactive map
and visit different parts of one of the largest cities in the world
at the time (bigger than London or Paris). Answer the
questions on the handout.
Monster timeline activity: Each student will be assigned a time
period and a region. You must bring in the most important events
during this period. The class will be creating a giant timeline
together that will go up on the wall. This activity will help you
review for the unit exam and semester final. This will be
compiled by my student aide for the class to have a review
handout for the AP Exam.
UNIT EXAM: this will include multiple choice, a DBQ, a
change over time and a comparison/contrast essay! Use your
study guides and past quizzes to help you review for this.
Remember to review information from earlier units as these
may show up on the change over time and
comparison/contrast parts of the exam.
UNIT FOUR: 1750-1914
Week Twenty-Four: Political and Industrial Revolutions, Colonization
Reading Assignment: ch. 23 and 24 in Stearns, selections from the Sadler Report,
factory rules, “The Communist Manifesto”, “Capitalism and the Industrial Revolution:
Europe and the World, 1750-1900” in Reilly, review Wallerstein on World Systems and
ideas of core and periphery, “Legacies of British Rule” handout.
I.
II.
IV.
Political Revolutions: Causes and Consequences worksheet.
What do all of the revolutions have in common? How do they
differ?
Stages of revolution: Look at the handout from Crane Brinton.
Then use the chart to compare the stages of the French Revolution
with the revolutions of Latin America (ch. 25).
Industrial Revolution:
a. worksheet on the pre-conditions of the I.R. Which are
necessary? Which countries have these? Which don’t? Which
do you think are the most important and why?
b. Conditions during the I.R.—webquest on “A Laborer’s Life”.
This has valuable information from the Sadler Report, and the
Ashley Mines’ Commission as well as photo sources from
America at the end of the 1800s on child labor. You need to get
information about the working conditions, but also evaluate the
sources for reliability.
V.
VI.
c. Scored discussion: article from Reilly.
d. Impact of the I.R.---which are long-term? Which are shortterm? Rank them---which is the most important and why?
Colonies---How does colonization differ in this century from
previous periods? Colonial decision making exercise: compare
British decisions in 1689 and in 1890.
Map exercise on colonization.
Week Twenty-Five: Latin America
Reading Assignments: ch. 25 in Stearns, handouts on modernization theories and
dependency theories.
I.
II.
Jigsaw: Latin American development. Each group will take a
different country and present to the class on the economic,
political and social structure during the 1800s.
Debate: Modernization vs. Dependency---what explains the
differences between developed and underdeveloped nations?
Week Twenty-Six: Western Dominance and the Debate over “The Great
Divergence”
Reading Assignments: ch. 26 in Stearns, excerpts from articles on the Great Divergence,
excerpt from Guns, Germs and Steel.
I.
II.
III.
Ottoman Empire and Qing Dynasty: What were the problems
facing these two empires? How effective were their attempts at
reform?
Film: “Two Coasts” –from Pacific Century series---The
Opium War in China. Why is China unable to withstand Great
Britain?
Essay on the “Great Divergence”---Free Write: What best
explains the differences between nations? Which of the
interpretations that you have read is the most convincing?
Week Twenty-Seven: Russia and Japan
Reading Assignments: ch. 27 in Stearns
I.
Japan: Responses to Westernization
a. Look at the copies of woodblock prints: what do they tell
you about the attitudes toward Westerners? How does it
change over time?
b. Meiji Restoration: compare this with the response of China
to the West.
II.
Russia: Reform and Revolution
a. Create a timeline for Russia on the reform movements and
revolutions from the Decembrists to the Revolution of 1905.
What is successful? What has failed?
b. Compare Russia and Japan: why does Japan successfully
modernize and Russia does not?
III. UNIT EXAM
UNIT FIVE: 1914-present
Week Twenty-Eight: World War One
Reading Assignments: ch. 28 in Stearns, “World War and its Consequences” in Reilly,
the Treaty of Versailles
I.
II.
III.
IV.
V.
Imperialism and its impact: map and document exercise.
WWI webquest: what were the causes of the war? What
explains the devastating number of casualties? What was the
impact of the treaty?
Peace Conference Simulation: you will choose a nation to
represent in Paris. What are your aims for your country? How
will you compromise? Can you avoid the disastrous impact of
the actual Treaty of Versailles?
Analyze the Treaty---what were the errors? Map the world
before and after the war.
Nationalist Movements--Groups: you will be assigned a
country and a nationalist movement to research and present to
the class.
Week Twenty-Nine: 1920s and 1930s
Reading Assignments: ch. 29 and 30 in Stearns, excerpt from Mein Kampf, NSDAP’s
25 points, examples of school lessons and medical forms in Nazi Germany, Mussolini on
“Fascism’, Stalin: “The Results of the First Five Year Plan”, “Liquidation of the
Kulaks”, “Black Dragon Society”, excerpts on studies of present-day neo-fascist
movements
I.
II.
III.
Revolutions: complete the comparison chart of revolutions in
Russia, Mexico and China. What similarities do they share? Do
they fit the “classic” pattern or not? Why?
Great Depression, Militarization and Fascism: Latin
America, Russia, Japan, Italy, Spain, Germany ---Why are
these trends toward militarism and authoritarian/totalitarian
governments happening all over the world? What different forms
do they take?
Neo-fascism--has been on the rise in many countries in the last
15 years. Why is that? How are they different from earlier fascist
movements?
Week Thirty: World War II and its Aftermath
Reading Assignments: ch. 31 in Stearns, “New States and New Struggles: Middle East,
South Africa, China, and Vietnam, 1945-1975” in Reilly, handout on apartheid
Note: Since you are familiar with WWII, especially Nazi Germany and the Holocaust, we
will not be spending much time on it in class. We will be looking instead at the
nationalist and decolonization movements.
I.
New States--Read the selections in Reilly: What are the
justifications for the nationalist movements in each of these
countries? What rifts exist in each of these countries? Can you
predict the difficulties that some of these nations will face?
Compare the experiences of nations with settler colonies and
those without. Which have the most violent independent
movements?
II.
Map exercise---name that new country!
NOTE: YOU SHOULD HAVE PURCHASED AND BE READING
YOUR AP EXAM REVIEW BOOK FROM NOW UNTIL THE
EXAM! JUST DO A LITTLE BIT OF REVIEW EVERY WEEK,
AND IT WON’T SEEM SO OVERWHELMING. WE WILL
BUILD IN PART OF ONE CLASS PERIOD EVERY WEEK
FROM NOW UNTIL THE EXAM TO DO REVIEW AND DO
REVIEW THE WEEK IMMEDIATELY BEFORE THE EXAM.
Week Thirty-One: Cold War and changing roles of women
Reading Assignments: ch. 32 in Stearns, handout on causes of Cold War, “The Marriage
Law of the People’s Republic of China”, Griswold vs. Connecticut”, “Roe vs. Wade”,
“Growing Up in Algeria,” “Growing Up in Nigeria” (these articles are from ch. 13 in
Reilly), “Editorial against the Indian Dowry System”
I.
II.
III.
IV.
Debate: Who is to blame for the Cold War? Read the traditional
and the revisionist versions of events.
Cold War Decision-Making Exercise: this takes you through
the scenarios that the U.S. administration had to deal with from
Turkey in 1946 to the Russian invasion of Afghanistan in 1980.
Explain why you would make the decisions you made. Then look
up what the U.S. actually did and why.
End of the Cold War: Cause and Effect Activities: You have
two of these; one on the break-up of the Soviet Union and the
other on Eastern European regimes.
Roles of Women: read the selections on women and the excerpts
from the two U.S. Supreme Court cases. Free write: Compare
the roles of women in these countries. What has/has not changed
over the last century?
Week Thirty-Two and Thirty-Three: Independence Movements and Revolution
Post-WWII
Reading Assignments: ch. 33and 34 in Stearns
I.
Field Trip to World Affairs Conference!!!-Pick three sessions
to attend.
II.
Latin America: groups will divide and brief the class on the
reform movements and revolutions in Cuba, Argentina, Mexico
(Zapatistas), Chile, Guatemala, Nicaragua, Peru (Shining Path)
and Venezuela (Chavez). With some countries you will be
looking at very recent events. Analyze why social change is so
difficult in Latin America?
III.
Re-drawing the Borders Exercise: post-WWII nation building.
Many nations received their independence after WWII. However,
the borders, just like during the colonial era, were often
“artificial” ignoring important issues like tribal animosities,
access to resources, religious differences, territorial claims,
history, etc. This has created a series of problems such as
endemic poverty, warfare and even genocide. Your job will be
to look at all of the factors that are or should be taken into
account in drawing up borders, analyze the problems that have
resulted in these nations and re-draw them to avoid these
problems!
Week Thirty-Four: East Asia and the Pacific Rim post-WWII
Reading Assignments: ch. 35 in Stearns, “China Under Mao” (ch. 28 in East Asia: A
Cultural, Social, and Political History by Ebrey), “Deng’s Revolution”, handouts on
economic growth in Viet Nam, South Korea and Japan.
I.
II.
China from Mao to present: 100 Flowers, Great Leap, Cultural
Revolution---Analyze the accomplishments/failures of each. How
effective is the current liberalization programs? What are the limits
of it? Also, look for the continuities and changes in China. What
about traditional Chinese culture still survives today?
Pacific Rim: Compare the post-war economic growth of Japan,
South Korea and Viet Nam. Why are these countries flourishing
when so many other nations are not?
Week Thirty-Five: End of the Cold War, Globalization and Conflict
Reading Assignments: ch. 36 in Stearns, “Jihad vs. McWorld”, “Clash of Cultures”,
“Islamic Government” by Khomeini, “Speeches and Writings” by Deng Xiaoping,
“Declaration of Jihad’ by Osama bin Laden, “The Last Night” by Mohammed Atta”,
“Free Trade and the Decline of Democracy’ by Ralph Nader, “Globalphobia”, “World
Development Indicators”
I.
II.
III.
IV.
V.
Debate: what ended the Cold War?
Clash of Cultures: What are the fundamental
differences/assumptions between the West and the Islamic world?
Debate: Does free trade help or hurt?
Demographics: Read the population and development charts.
Predict which nations will break out of poverty.
Global Crisis Game: save the world from population growth, AIDS,
global warming, civil wars, genocide, terrorism, just to name a few.
Week Thirty-Six: Review for AP EXAM!
Lots of different activities this week: Timeline activity (like the one we did at the end
of first semester), “Name that Era” game, review of major changes/continuities over time,
world regions
POST-AP EXAM:
Turning Points in History Project--- This is a creative and fun (I hope)
presentation/research project that will serve as a review of all of the material we have
covered and demonstrate your ability to do research and argue convincingly. You will
research an event, movement, or invention that you believe was a turning point in history.
It must have changed the course of human history in a significant way. You must be able
to describe what it was, how it changed history and, most importantly, create a
convincing case for your choice. Please check your topic with me first. You are not
allowed to pick something obvious like the plague, world wars or the Industrial
Revolution. Have fun with this!
Film Reviews: “Hollywood History” The class will vote on which films to watch and
you will write short reviews about each rating them for historical accuracy.