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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.