Download ap world history course syllabus - Mr. Nelson`s World History Class

AP WORLD HISTORY COURSE SYLLABUS
Course Overview/Description:
Advanced Placement World History is a most challenging college level course. It
is concerned with developing student understanding of the global interactions,
contacts, complexities, etc., of different types of human societies over time. Both
factual knowledge and analytical writing/thinking skills will be incorporated in the
course. The nature of change and continuity over time and comparisons among major
societies will be examined and interpreted through selected types of primary and
secondary historical sources, evidence and documents. Areas of consideration include:
politics, society, religion, trade, technology, contacts, and other selected topics. The
intent of this course is to make the study of World History an enjoyable academic
experience.
Themes:
The course will highlight five overarching AP World History themes beginning
with the foundations section and continuing throughout the course. Five AP World
History Themes connect the key concepts throughout the course and serve as the
foundation for student reading, writing, and presentation requirements and are as
follows:
Theme 1: Interaction Between Humans and the Environment: Demography and
disease, Migration, Patterns of settlement, Technology
Activity – Students will list the ways geography affected the peoples of the
Fertile Crescent.
Theme 2: Development and Interaction of Cultures: Religions, Belief systems,
philosophies, and ideologies, Science and technology, The arts and architecture
Activity – Students will research one of the five major world religions
(Hinduism, Buddhism, Judaism, Christianity, or Islam) and explain their
origins, belief systems, and how the religion spread.
Theme 3: State building, Expansion, and Conflict: Political structures and forms
of governance, Empires, Nations and nationalism, Revolts and revolutions,
Regional, trans-regional, and global structures and organizations.
Activity – Students will examine how Classical Empires: 1) ran their
governments; 2) how their societies ran; 3) the major or state religion of
that empire; 4)their economy; and 5) the economy.
Theme 4: Creation, Expansion, and Interaction of Economic Systems:
Agricultural and pastoral production, Trade and commerce, Labor systems,
Industrialization, Capitalism and Socialism
Activity – Students will evaluate the failures and successes of the world
becoming more industrialized as well as the pros and cons of remaining a
globe of pastoralists.
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Theme 5: Development and Transformation of Social Structures: Gender roles and
relations, Family and kinship, Racial and ethnic constructions, Social and economic
classes
Activity – Students will synthesize an essay with a strong thesis explaining
how gender roles have changed over time, beginning with the civilizations in
the Victorian Era to the present 21st Century.
These themes will serve throughout the course as unifying threads, helping students
to put w hat is particular about each period or society into a larger frame work. The
themes also help provide ways to make comparisons over time and to encourage
cross period questions. Furthermore, the themes help identify broad
patterns/processes that help explain change and continuity over time. “Habits of
Mind” or skills as outlined in the course description provided by the College Board
are also emphasized throughout the course.
Students are expected to take the AP World History exam.
Main Textbook
Duiker, William J., and Jackson, J.Spielvogel. World History comprehensive volume,
5th ed., Belmont, C A.: Wadsworth/Thompson Learning, 2007.
Document Readers:
Kishlansky, Mark A. Sources of W orld History: Readings for W orld Civilization,
2nd ed., Vols. 1,2, West/Wadsworth, 1999.
Rogers, Perry M. Aspects of Western Civilization: Problems and Sources in History,
3rd ed., Vols.1, 2, Prentice Hall, 1997.
Sterns, Peter J., Stephen S. Gosch, and Erwin P. Grieshaber. Documents in World
History, 4th ed., Vols. 1, 2, Person, Long man, 2006.
Plus other selected documents.
Outside Readings and Resources Used in the Course:
AP World History Released Exams (College Board)
A P World History Essay Questions, Rubrics and Student Samples (AP Central)
The Class of Civilizations and the Re making of World Order, by Huntington (Simon &
Schuster 1996)
DBQ Practice: 10 AP­Style DBQ’s, Williams, ed.,(Social Studies School Services, 2004)
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The Face of Battle, by Keegan, 1976.
5 Steps to a 5, by Martin, 2010
Guns, Germs and Steel, by Diamond (Norton, 1999)
Nortan Anthology of World Masterpieces, 6th edition.
Old World Encounters, by Bentley (Oxford Press, 1993)
Rand McNally Historical Atlas of the World (2003)
The Rise of the West, by William M c Neill(University of Chicago Press,1963
The Social Dimension of Western Civilization, by G olden, ed. (Bedford /St. Martin’s
1999)
World Civilizations: The Global Experience, by Stearns, et al.(Pearson Long man,
2005)
The World That Trade Created, by Pomeranz and Topik (A.E. Sharpe, 1999)
(Other resources include: selected internet sites, works by various historians,
selected historical film/cinema/video)
Summer Reading
The AP World History teachers assign Louis L’Armour’s The Walking Drum. It is
accessible and affordable. The work compares the Christian and Islamic worlds of the
twelfth century. Students write a 3-5 typed page historical review of the work based on
teacher assigned requirements. Other titles, selections, etc., may be substituted in
future summer reading assignments.
Writing Assignments
Each unit includes writing assignments designed to develop the skills necessary
for creating well evidenced essays on historical topics highlighting clarity and
precision.
Short Document Analysis: Students analyze three documents (one written, one visual
and one quantitative) from the course primary source readers. For instance, in Unit 1,
students will analyze sources for point of view, intended purpose, audience, and
historical context of each source. These skills of primary source analysis will be applied
throughout the course.
Document Based Question (DBQ): Students analyze evidence from a variety of sources
in order to develop a coherent written argument that has a thesis supported by
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relevant historical evidence. Students will apply multiple historical thinking skills as
they examine a particular historical problem or question. [C R6]
Change and Continuity Over Time (CCOT): Students identify and analyze patterns of
continuity and change over time and across geographic regions. They will also connect
these historical developments to specific circumstances of time and place, and to
broader regional, national, or global processes. [C R10]
Comparative Essay: Students compare historical developments across or within
societies in various chronological and/or geographical contexts. Students will
also synthesize information by connecting insights from one historical context to
another, including the present. [CR14]
Chronological Time Frame Boundaries of the Course:
The chronological time frame for the course will be from about 8000 BCE to the
present and approximate periodization will be:
Foundations, c. 8000 BCE to 600 CE (about 5 weeks)
Period 1: Technological and Environ mental Transformations, to c. 600
BCE
·
Key Concept 1.1: Big Geography and the Peopling of the Earth
·
Key Concept 1.2: The Neolithic Revolution and Early Agricultural
Societies
·
Key Concept 1.3: The Development and Interactions of Early
Agricultural, Pastoral and Urban Societies
600-1450 (about 8 weeks)
Period 2: Organization and Reorganization of Human Societies, c. B C E
to c. 600 CE
·
Key Concept 2.1: The Development and Codification of Religious
and Cultural Traditions
·
Key Concept 2.2: The Development of States and Empires
·
Key Concept 2.3: Emergence of Trans-regional Networks of
Communication and Exchange
·
Key Concept 3.1: Expansion and Intensification of Communication
and Exchange Networks
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·
Key Concept 3.2: Continuity and Innovation in State Forms and Their
Interactions
·
Key Concept 3.3: Increased Economic Productive Capacity and Its
Consequences
1450-1750 (about 5 weeks)
The Early Modern World, 1450-1750 will last approximately 6 weeks.
·
Key Concept 4.1: Globalizing Networks of Communication and
Exchange
Key Concept 4.2: New Forms of Social Organization and Modes of
Production
·
Key Concept 4.3: State Consolidation and Imperial Expansion
1750-1914 (about 6 weeks)
The Industrial Age, 1750-1914 will last approximately 4 weeks.
· Key Concept 5.1: Industrialization and Global Capitalism
·
Key Concept 5.2: Imperialism and Nation-State Formation
·
Key Concept 5.3: Nationalism, Revolution, and Reform
·
Key Concept 5.4: Global Migration
1914-Present (about 8 weeks)
The Twentieth Century will last approximately 6 weeks.
·
Key Concept 6.1: Science and the Environment
·
Key Concept 6.2: Global Conflicts and Their Consequences
·
Key Concept 6.3: New Conceptualizations of Global Economy, Society,
and Culture
Overview time for each time period is given in class. The course also attempts to
provide balanced global coverage with Africa, the Americas, Asia and Europe.
Course Planner – Fall Semester
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Period: Foundations c. 8000 BCE to 600 CE
Key Concepts: 1.1, 1.2, 1.3
Unit 1 The First Civilizations: The Peoples of Western
Asia and Egypt Text: Duiker and Spielvogel, ch. 1
Day 1. Introduction of course, student expectations, textbooks, definitions of history,
etc.
Day 2. Dating of time, themes, first humans, agricultural revolution, e mergence of
civilization, evaluate historical perspectives. Film analysis: Guns, Germs, and Steel
,and Oceania and Australia migration.
Day 3. Civilization in Mesopotamia. Document analysis: The Code of
Hammurabi; Gilgamesh.
Day 4. Egyptian Civilization: “The gift of the Nile”. Selected document or film
analysis.
Day 5. New Centers of Civilization; Indo-Europeans; Phoenicians; Hebrews;
Assyrians; Persians. Selected document/film analysis, process writing. Map.
Day 6. View examples of ancient monuments and ho w they were built. Film analysis:
Pyramids; Stonehenge; Valley of the Kings. Process writing.
Day 7. Test Unit 1. Objective multiple choice, identify with significance, essay/DBQ
question. Curve packet turned in.
Unit 2 Ancient India
Text: Duiker, ch. 2
Day 1. Emergence of Civilization in India; Harappa/Aryans; Hinduism. Text and
document analysis. Map.
Day 2. Buddhism; Indian Culture: Literature; Architecture; Sculpture. Text and
document analysis, discussion.
Day 3. Document/film analysis. Process writing: “Legacy: India”.
Unit 3 China in Antiquity
Text: Duiker, ch. 3
Day 1.Ancient China: Land, People; Dawn of Chinese Civilization: Shang Dynasty;
Zhou Dynasty and Confucianism. Group work (comparison), discuss three schools:
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Confucianism, Legalism, Daoism. Report, comparison essay.
Day 2. Rise of Chinese Empire: The Qin and Han; Daily Life; Culture. Text and
document analysis. Video: Imperial Tombs of China. Process writing. Map.
Day 3. Document/film analysis. Process writing: “Legacy: China” or “The
First Emperor”. Compare/contrast.
Day 4. Document/film analysis. Process writing: Sun Tsu; The Art of War.
Day 5. Test U nit 2, 3. ch. 2, 3. Objective multiple choice, identify, essay/DBQ question.
Curve packet turned in.
Unit 4 The Civilization of the Greeks
Text: Duiker, ch. 4
Day 1. Early Greece; Dark Age/Homer; Creek City-States: Sparta and Athens.
Document analysis. Compare/contrast, geography. Map.
Day 2. Classical Greece: Persian Wars, Peloponnesian War; Greek Culture: History;
Drama; Art; Philosophy; Religion. Studies in continuity and change, document
analysis, and examine the discipline of Art and Archaeology and to give examples of
power and authority in Greek art.
Day 3. Document /film analysis, point of view, process writing: Parthenon, or Athens.
Day 4. Evaluate major turning points in history. Life and impact of Alexander the
Great. Document/film analysis, point of view, process writing.
Unit 5 The World of the Romans
Text: Duiker, ch. 5
Day 1. Analyze historical/geographical perspective: E mergence of Ro me; Ro man
Republic; Roman Conquest of the Mediterranean; Decline/fall of the Roman
Republic. Document analysis.
Day 2. Evaluate: Age of Augustus; Early Empire; Roman Culture/Society.
Text/document analysis.
Day 3. Evaluate turning points in history, cause and effect. Transformation of the
Ro man World: Development of Christianity; Decline/fall of the Roman Empire.
Text/document analysis, point of view. Map.
Day 4, 5. Document/film analysis. Historical movie review (using comparison,
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summary, point of view, historical accuracy, etc.), 3 to 5 typed pages: Gladiator.
Day 6. Test U nit 4, 5. ch. 2,3. Objective multiple choice, identify with significance,
essay/D B Q question. Curve packet turned in.
Unit 6 The New World – The Americas
Text: Duiker, ch. 6
Day 1. Link historical events region to region, analyze diverse historical
perspectives: Pre-Columbian American; First Americans; Early Civilization in
Central America. Document/film analysis: Maya
Day 2. First Civilizations in South America; Stateless Societies in the New World.
Text/document analysis.
Day 3. Test ch. 6. Objective multiple choice, identify with significance, essay/DB Q
question. Curve packet turned in.
Period: (600-1450)
Key Concepts: 2.1, 2.2, 2.3, 3.1, 3.2, 3.3
Unit 7 Islam and Byzantium
Text: Duiker, ch. 7
Day 1.Analyze diverse historical perspectives: The Rise of Islam; The Teachings of
Muhammad; The Arab Empire and Its Successors. Text/document analysis, point
of view. CD Rom: World Religions. Comparison. Map.
Day 2. Evaluate aspects of Islamic and Byzantine Civilization. Text/document analysis.
C D Ro m: World Religions. Compare/contrast.
Day 3, 4. Document/film analysis, process writing: P BS Islam: Empire of
Faith. Point of view, geography.
Day 5. Test U nit 7. Objective multiple choice, identify with significance,
essay/DBQ question. Curve packet turned in.
Unit 8 Early Civilization in Africa
Text: Duiker, ch. 8
Day 1. Analyze historical, geographic perspective: Early Civilizations in Africa: The
Land, E mergence of Civilization; The Coming of Islam. Students draw m ap of Africa.
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Map/document analysis
Day 2.Analyze historical perspective: States and Stateless Societies in Southern Africa;
African Society; African Culture. Text/document analysis, point of view.
Day 3. Students will analyze and discuss the findings of leading anthropologists
and linguists concerning the Bantu language, including how it spread. Point of
view, geography, linguistics, and anthropology.
Day 4. Text Unit 8. Objective multiple choice, identify with significance,
essay/DBQ question. Curve packet turned in.
Unit 9 The Expansion of Civilization in Southern Asia
Text: Duiker, ch. 9
Day 1. Evaluate connections, change and continuity. India: Fro m the Mauryas to
the Mughals. Text/document analysis. Film analysis: Mughals. Process writing,
point of view, geography. Map.
Day 2. Continuity and change, document/film analysis, process writing: Ancient
City of Angkor Wat.
Unit 10 From the Tang to the Mongols: The Flowering of Traditional China
Text: Duiker, ch. 10
Day 1. Compare government, change and continuity: China After the Han; China
Reunified: The Sui, The Tank, The Song. Text/document analysis. Film analysis: Rise
of the Dragon. Other topics: The Silk Road.
Day 2. Connections, peoples, and environment: Explosion in Central Asia:
The Mongol Empire. Text/document analysis. Film analysis: Mongols.
Process writing. Map.
Day 3. Document analysis. Point of view. Marco Polo.
Day 4. Analyze connections, religion, culture: Rise/decline of Buddhism and Davism;
Neo- Confucianism; A pogee of Chinese Culture. Text/document analysis, compare
and contrast, point of view. Film analysis, process writing: Genghis Khan.
Day 5. Text Unit 9, 10. Objective multiple choice, identify with significance,
essay/DBQ question. Curve packet turned in.
Unit 11 Early Japan, Korea, Vietnam
Text: Duiker, ch. 11
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Day 1. Evaluate historical, geographic perspective; Early History of Japan,
Korea, Vietnam. Text/document analysis. Map.
Day 2. Compare/contrast: World Religion: Shinto. CD Rom: World Religion.
Document/film analysis: Samurai.
Day 3. Formulate connections, document/film analysis, process writing: samurai.
Day 4. Test Unit 11. Objective multiple choice, identify with significance, essay/DBQ
question. Curve packet turned in.
Unit 12 The Making of Europe
Text: Duiker, ch. 12
Day 1. Evaluate historical, geographic perspective: Transformation of the Roman
World; World of Lords and Vassals; Growth of European Kingdoms. Text /document
analysis. Film analysis: “Civilization: Skin of our Teeth”. Process writing. Map.
Day 2. Analyze connections, religion, culture: World of the Peasants; Trade/Cities;
Christianity and Medieval Civilization; Cultural World of High Middle Ages (cause and
effect, institutions). Text/document analysis. Film analysis: Cathedral. Process writing.
Day 3. Analyze interaction and historical perspective: The Crusades. Text/document
analysis.
Day 4. Evaluate interaction: The Crusades. Film analysis: The Crusades. Process
writing.
Day 5. Analyze historical perspective. Turning points: Key features of Black Death;
Hundred Years’ War. Text/document/film analysis: Black Death; Joan of Arc, etc.
Map.
Day 6. Analyze connections, culture: Decline of the Church; Characteristics of Italian
Renaissance and Renaissance Society (arts, continuity, and change). Text/document
analysis.
Day 7. Turning points in history, arts, continuity and change: Intellectual Renaissance
in Italy; The Artistic Renaissance. Text/document analysis. Discuss: Does the label
“Renaissance” apply to members of lower classes in medieval Europe? Are there other
“Renaissances” in other parts of the world? Does this change our understanding?
Day 8. Document/film analysis, process writing: “Power of the Past: Florence”.
Day 9. Test Unit 13. Objective multiple choice, identify with significance, essay/D B Q
question. Curve packet turned in.
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Period: (1450-1750)
Key Concepts: 4.1, 4.2, 4.3
Unit 13 New Encounters: The Creation of a World Market
Text: Duiker, ch. 13
Day 1, 2. Evaluate interaction, connections, economics, contact: Key features, People,
Events of Age of Exploration and Expansion. Text/document analysis. Map.
Film/document analysis. Process writing: Columbus or 1421 and World Exploration
including Oceania and Australia.
Day 3. Interaction, economics: African in Era of Transition (including Slave Trade);
Southeast Asia in the Era of the Spice Trade. Text/document analysis. Film analysis:
Africa; Amazing Grace, or Conquistadors.
Day 4. Test Unit 13. Objective multiple choice, identify with significance, essay/D B Q
question. Curve packet turned in.
Unit 14 Religious Reform and State Building in Europe
Text: Duiker, ch. 15
Day 1. Cultural, religious, intellectual developments and interactions: Key Leaders;
Events of the Protestant and Catholic reformation. Text/document analysis. Film
analysis: Civilization of P BS Luther. Process writing. Map.
Day 2. Cultural, religious interaction: Wars of Religion; Philip II; Elizabeth I;
Witchcraft Craze. Text/document analysis. Film analysis, process writing: “Witchcraft
Craze”; “Elizabeth”.
Day 3. Changes in function and structures of states: Compare Absolutism of Louis XI V
and Peter the Great. Text/document analysis. Film analysis, process writing: Peter the
Great; Versailles.
Day 4. Changes in functions and structures of states: Development of limited
constitutional monarchy in England. Text/document analysis. Film analysis, process
writing: Cromwell or Battlefield Britain.
Day 5. Analyze connections, culture: 17th Century European Art and Literature.
Text/document analysis. Film/document analysis: Shakespeare or Don Quixote.
Process writing.
Day 6. Test Unit 14. Objective multiple choice, identify with significance, essay/D B Q
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question. Curve packet turned in.
Unit 15 The Muslim Empires
Text: Duiker, ch. 15
Day 1. Analyze changes in functions and structures of states, connections, culture:
Historical features of the Otto man Empire. Text/document analysis. Film/document
analysis: “Fall of Constantinople”. Process writing. Map.
Day 2. Document/film analysis, process writing: Suley man from Conquerors or Suley
man the Magnificent.
Day 3. Analyze structure of states, connections, culture: Historical features of the
Muslim Empires: The Safarids in Persia and the Mughals in India.
Day 4. Document/film analysis, process writing: “Warrior Empires: The Mughals”.
Day 5. Test Unit 15. Objective multiple choice, identify with significance, essay/DBQ
question. Curve packet turned in.
Unit 16 The East Asian World
Text: Duiker, ch. 16
Day 1. Analyze change and continuity, interaction, structure of states, culture: China at
It’s Apex: Fro m the Ming to the Qing; First Contacts with the West; Daily life; Culture.
Text/document analysis. Map
Day 2. Impact of interaction, technology: Chinese Maritime Exploration in the 15th
Century. Film/document analysis:“1421: The Year China Discovered America”. Process
writing.
Day 3, 4. Analyze structures of states, connections, culture: Historical Development of
Tokugawa Japan and Korea. Text/document analysis. Film/document analysis,
process writing: “Japan: Memoirs of a Secret Empire.”
Day 5. Test U nit 16. Objective multiple choice, identify with significance, essay/DBQ
question. Curve packet turned in.
Semester Synthesis
Day 1, 2. Semester synthesis. Students receive review packets for the First Semester
Exam and analyze areas in which they need the most review. In-class essay prompts,
document analysis and cross-period analysis using AP World History Course
Description.
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Day 3. Semester Exam. All students take the 90-minute First Semester Exam, which
has 100 objective multiple choice questions, identify with significance, and essay/DBQ
questions. Students study from their text, notes, curve packets and review packets.
Course Planner – Spring Semester
Period: (1450-1750) continued
Unit 17 The West on the Eve of a new World Order
Text: Duiker, ch. 17
Day 1. Impact of technology, cultural, intellectual developments: Evaluate key
features/people of the Scientific Revolution (interrelationship: science, technology,
society). Text/document analysis. Film/document analysis, process writing: “Galileo:
Battle for the Heavens” or “Civilization: Light of Experience”.
Day 2. Intellectual developments and interactions: Life and influence of Isaac Newton.
Film/document analysis, process writing: “Biography: Isaac Newton”.
Day 3. Intellectual developments and interactions: Major ideas of the Enlightenment;
Major philosophies. Text/document analysis, discussion.
Day 4. Document/film analysis, process writing: Kenneth Clark’s “Civilization: The S
mile of Reason”.
Day 5, 6. Intellectual developments: The Enlightenment Culture and Society; Religion
and the Churches. Text/document analysis, discussion. Film/document analysis:
“Civilization: The Pursuit of Happiness”. Process writing.
Period: (1750-1914)
ch. 17 continued
Key Concepts: 5.1, 5.2, 5.3, 5.4
Day 7. Impact of interactions, trade, econo mics, war: Econo mic changes and
persistence of traditional social order: changing Patterns of War: Global; colonial
empires and Revolution. Text/document analysis. Book: World That Trade Created
(Coffee).
Day 8. Changes in structures of states, social structure: Toward a New Political Order:
Enlightened Absolutism; Beginning of French Revolution; Radical Reign of Terror.
Text/document analysis. Film/document analysis, process writing: French Revolution.
Day 9. Evaluate turning points: Life/times, rise and fall of Napoleon. Text/document
analysis. Point of view.
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Day 10. Film/document analysis, students write documentary film review: “PBS:
Napoleon”.
Day 11. Test U nit 17. Objective multiple choice, identify with significance, essay/DBQ
question. Curve packet turned in.
Unit 18 The Beginnings of Modernization: Industrialization and Nationalism 1800-1870
Text: Duiker, ch. 18
Day 1, 2. Students will identify the various effects of modernization and industrialization between
1800 and 1870 in Great Britain and the Americas. Impact of technology, economics and demography:
Issues of early industrialization. Text/document analysis, point of view. Map.
Day 3. Film/document analysis, process writing: Issues relating to the Industrial
Revolution as portrayed in Kenneth Clark’s “Civilization: Heroic Materialism”.
Day 4. Changes in functions and structures of states and political identities: Reaction
and Revolution: The growth of Nationalism (Latin America); Revolution of 1848: Unification
of Ger many and Italy. Text/document analysis. Film/document analysis: “Franco­Prussian War”.
Process writing.
Day5. Cultural, intellectual developments: Romanticism and Realism in the Western World.
Text/document analysis. Film/document analysis, process writing: Romantics, or Wordsworth.
Day6. Cultural, intellectual developments: Life/Times; Influence of Charles dickens in 19 th Century
Industrial Britain. Film/document analysis, process writing: Biography: Charles Dickens, or PBS:
Dickens.
Day 7. Test Unit 18 Objective multiple choice, identify with significance, essay/DBQ
question. Curve packet turned in.
Unit 19 The Emergence of Mass Society in the Western World
Text: Duiker, ch. 19
Day 1. Impact of technology, economics, demography, systems of social structure:
Growth of Industrial Prosperity; E mergence of M ass Society. Text/document analysis.
Film/document analysis, process writing: “London Underground”, or “ We Built This
City: London”.
Day 2. Day 1 continued plus film/document analysis, process writing: “Tower Bridge of
London”.
Day 3. Structures of states, cultural and intellectual developments: The National State:
Change and Tradition in Latin America (plus political change); Rise of The United
States, Western Europe and Political Democracy; International Rivalry; Crisis in the
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Balkans. Text/document analysis. Map.
Day 4. Cultural, intellectual developments: To ward the Modern Consciousness:
Intellectual and Cultural Developments: The New Physics; Freud; Darwin;
Anti-Semitism; The Culture of Modernity (Art and Literature). Text/document
analysis. Film/document analysis, process writing: Freud, or Darwin
Day 5. Test Unit 19. Objective multiple choice, identify with significance, essay/DBQ
question. Curve packet turned in.
Unit 20 The High tide of Imperialism
Text: Duiker, ch. 20
Day 1. Impact of interaction among societies: The Spread of Colonial Rule: Asia; Africa.
Text/document analysis. Map analysis.
Day 2. Day 1 continued plus film/document analysis, process writing, point of view:
“Passage to India” (introduction).
Day 3. The Colonial System; The Emergence of Anti-Colonialism. Text/document
analysis.
Day 4. Film/document analysis, process writing: Evaluate Imperialism in Africa as
portrayed in “Biography: Stanley and Livingston”.
Day 5. Evaluate, analyze, discuss selected documents relating to Imperialism; students
write point of view evaluation.
Day 6.Test Unit 20. Objective multiple choice, identify with significance, essay/DBQ
question. Curve packet turned in.
Unit 21 Shadows Over the Pacific: East Asia Under Challenge
Text: Duiker, ch. 21
Day 1. Interaction among major societies: Issues relating to 19th Century China and
Japan: The Decline of the Manchus; Chinese Society in Transition; A Rich Country and
a Strong State: The Rise of Modern Japan. Text/document analysis. Map.
Days 2, 3, 4. Film analysis, students write historical movie review: “The Last Samurai”,
or “Anna and the King”, or “The Man Who Would Be King”.
Day 5. Test Unit 21. Objective multiple choice, identify with significance, essay/DBQ
question. Curve packet turned in.
Period: (1914-Present)
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Key Concept: 6.1, 6.2, 6.3
Unit 22 The Beginning of the 20th Century Crisis: War and Revolution
Text: Duiker, ch. 22
Day 1. Interaction among societies, war, impact or technology: Evaluate the road to
World War I; Outbreak of War: Summer of 1914; first year of the war. Bibliography of
World War I including John Keegan, The Face of Battle. Text/document analysis. List
causes of WWI and consequences.
Day 2, 3. Film/document analysis, process writing: “The Guns of August”, or “World
War I: Death of Glory”.
Day 4. Analyze major events of the First World War, 1916-1917. Text/document
analysis and create graphic organizer.
Day 5.Analyze: End of World War I; Russian Revolution; Peace. Text/document
analysis.
Day 6. Evaluate Post-World War I world: Futile search for stability; Great Depression;
Cultural and intellectual trends. Text/document analysis.
Day 7. Film/document analysis, process writing: Analyze major events/outcomes of
World War I and portrayed in DVD: First World War. Discuss findings.
Day 8. Test U nit 22. Objective multiple choice, identify with significance, essay/DBQ
question. Curve packet turned in.
Unit 23 Nationalism, Revolution, and Dictatorship: Africa, Asia and Latin
America 1919-1939
Text: Duiker, ch. 23
Day 1. Changes in functions and structures of states, types of political organization:
Evaluate rise of Nationalism in Asia and the Middle East: Gandhi and the Indian
National Congress; Mustapha Kemal and the modernization of Turkey; Modernization
in Iran; rise of Arab Nationalism and the problem of Palestine; Nationalism and
Revolution in Asia and Africa. Text/document analysis. Map. Film/document analysis:”
Passage to India” (introduction), or “Gandhi” (introduction).
Day 2.Analyze revolution in China (1911-1939); Japan between the wars.
Text/document analysis.
Day 3. Analyze nationalism and dictatorship in Latin America; Latin American culture.
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Text/document analysis. Art analysis: murals of Diego Rivera.
Day 4. Test Unit 23. Objective multiple choice, identify with significance, essay/D B Q
question. Curve packet turned in.
Unit 24 The Crisis Deepens: World War II
Text: Duiker, ch. 24
Day 1. Interaction among societies, war, technology, weaponry, structures of states,
etc.: Evaluate retreat from Democracy: Dictatorial regimes (Mussolini, Hitler, Stalin).
Text/document analysis. Film/document analysis: Biography: Mussolini, Hitler, or
Stalin. Process writing and comparison. Map.
Day 2,3. Evaluate the course of World War II: 1939-1945 overview, major events,
battles, outcomes. Text/document analysis. Film/document analysis, process writing:
“The World at War”, or “Victory at Sea”, selected episodes. Discuss war in Pacific
including Oceania and Australia theaters.
Day 4. Assess life/times, impact of German General Erwin Rommel. Film/document
analysis, process writing: “Rommel”.
Day 5. Evaluate/analyze conclusion/impact of World War II and emergence of
the Cold War. Text/document analysis. Map.
Day 6. Test Unit 24. Objective multiple choice, identify with significance, essay/DBQ question. Curve
packet turned in.
Unit 25 In the Grip of the Cold War: Breakdown of the Yalta System
Text: Duiker, ch. 25
Day 1. Interaction among societies, political organization, and East/West rivalry:
Assess the beginning of the Cold War and collapse of the Grand Alliance.
Text/document analysis. Film/document analysis, process writing: “Cold War” series.
Day 2. Evaluate aspects of the Cold War in Asia: Chinese Civil War; Korean War;
Conflict in Indochina. Text/document analysis. Film/document analysis, process
writing: DVD “China in Revolution”. Maps.
Day 3. Assess aspects of the Cold War: Fro m Confrontation to Coexistence: Khruschev;
Cuban Missile Crisis; Vietnam War; “Equivalence”. Text/document analysis. Map.
Film/document analysis, process writing: “Dear America: Letters H o me from
Vietnam”.
Day 4. Test Unit 25. Objective multiple choice, identify with significance, essay/D B Q
question. Curve packet turned in.
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Unit 26 Brave New World: Communism
Text: Duiker, ch. 26
Day 1. Changes in functions and structures of states: analyze key people, events of
post-war Soviet Union. Text/document analysis. Map. Film/document analysis,
process writing: “Face of Russia”, or “Cold War”.
Day 2. Evaluate: Ferment in East Europe; Culture/society in the Soviet Bloc;
Disintegration of the Soviet Union. Text/document analysis. Map. Film/document
analysis, process writing: “Fall of Communism”, or “Paul McCartney in Red Square”.
Day 3. Relationship of change and continuity; structures of states: Analyze issues
relating to China under Communism. Text/document analysis. Maps. Film/document
analysis, process writing: “China in Revolution”.
Day 4. Evaluate contemporary issues relating to China. Film/document analysis,
process writing: “The Genius That Was China”, or “Discovery Atlas: China”.
Day 5. Test U nit 26 Objective multiple choice, identify with significance, essay/DBQ
question. Curve packet turned in.
Unit 27 Europe and the Western Hemisphere since 1945
Text: Duiker, ch. 27
Day 1. Impact of technology, economics, demography; changes in functions and
structures of states; cultural/political developments: Evaluate: 1) Western Europe
Recovery and Renewal; The Triumph of Democracy; The Move Toward Unity. 2) The E
mergence of the World’s Superpower: The United States. American Politics and Society
Through the Vietnam Era; The Shift Rightward: The American Domestic Scene (1973 to
the present). Text/document analysis. Map.
Day 2. Evaluate post-war world: The Development of Canada; Democracy,
Dictatorship, and Development in Latin American since 1945. Text/document analysis.
Map.
Day 3. Impact of interaction/war: Evaluate aspects of the Vietnam War.
Film/document analysis, process writing: “The Fog of War”, excerpts.
Day 4. Social structure, gender structure, cultural, religious and intellectual
developments: Assess contemporary Western society and culture. Text/document
analysis.
Day 5. Test Unit 27. Objective multiple choice, identify with significance, essay/D B Q
question.
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Unit 28 Challenges of Nation-Building in Africa and the Middle East
Text: Duiker, ch. 28
Day 1. Changes in functions and structures of states, continuity and change, social and
gender structure: Nation-Building in Africa: Uhuru: The Struggle for Independence; The
Colonial Legacy: Rise of Nationalism; The Era of Independence: Continuity and Change in
modern African Societies. Text/document analysis. Map. Film/document analysis, process
writing: Basil Davidson “Africa” series.
Day 2. Nation-Building in the Middle East: The Question of Palestine; Nasser and
Pan-Arabism; The Arab-Israeli Dispute; Revolution in Iran; Conflict in Iraq.
Text/document analysis. Map.
Day 3. Politics in the Contemporary Middle East: The Economics of Oil; The Islamic
Revival; The Role of W o men; Contemporary Literature and Art in the Middle East.
Text/document analysis. Map. Film/document analysis, process writing: “Saudi
Arabia”.
Day 4. Film/document analysis, process writing: PBS “America at a Crossroad”,
selected title.
Unit 29 Toward the Pacific Century
Text: Duiker, ch. 29
Day 1. Changes in functions and structures of states, continuity and change, social
structure: Evaluate nation building in South and Southeast Asia. Independent India
and Pakistan; Problems of Poverty and Pluralism; Indian Art and Literature; Gandhi’s
Vision; Dismantling of Colonialism; Era of Independent States: Southeast Asia.
Text/document analysis. Map.
Day 2. World population trends. Film/document analysis, process writing: “World in
the Balance”.
Day 3. Impact of interaction, technology, economics, changes in structures of states,
cultural and social changes: Analyze post-war Japan; The Japanese Miracle: The
Transformation of Society in Modern Japan. Text/document analysis. Map.
Day 4. South Korea: A Peninsula Divided; Taiwan: The Other China; Singapore and
Hong Kong: The Littlest Tigers; On the Margins of Asia: Postwar Australia and New
Zealand. Text/document analysis. Map.
Day 5. Film/document analysis, process writing: “Hong Kong Airport”.
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Day 6. Test Units 28, 29. Objective multiple choice, identify with significance,
essay/DBQ question.
Unit 30 Course Syntheses and Review for the AP World History Exam
This course schedule allows approximately two weeks of unscheduled days before the
AP Exam for review purposes. Students will complete an extensive review packet for
the most part outside of class. So me class time will be spent to check their progress
and answer questions. Other class time is devoted to reviewing concepts and
brainstorming responses to free-response questions. Students are encouraged to
identify concepts and material they do not understand. Time is spent on text review.
Still other time is devoted to additional D B Q question practice. Instructor time is
spent on working with small groups of students on these topics or other areas of
concern. A practice exam is provided.
Teaching Strategies
This course tends to be a large lecture course and the teaching strategies used are
designed to give students opportunities to “think and share” in class as well as to write
mini-essays and observations/reactions to statements and documents. This tends to
break the monotony of lecture in each class. Summer reading assignments are given.
Students are also exposed to World Geography and Historical World History maps.
Students’ work also includes selected student created graphic organizers and process
writing assignments for each period studied.
Students are given a World History Student Toolkit which is a collection of study
guides and exam preparation materials they will use throughout the course. The
Toolkit contains:
· Essay organization diagram for free-response question.
·
Essay tasks for AP Exam free-response questions.
·
List of directive terms used in free-response questions (from the A P W orld
History Course Description).
·
Reminders for answering times essay questions.
·
Essay frame.
·
Generic free-response scoring guidelines.
·
Generic core-structure scoring guidelines.
·
Guidelines for responding to a DBQ.
·
“Student Instructions for the DBQ”.
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·
Test packet for a DBQ.
·
Generic DBQ scoring guidelines.
The AP themes and habits of mind are emphasized throughout the course.
Student Evaluation
For most units, students are given process writing/document analysis assignments to
be completed in class. This counts as a daily grade and gives students analytical writing
opportunities.
Tests are given for each unit. Text formats are objective multiple choice, identify with
significance, and essay/DBQ. The essay/DBQ part of the test is designed to help
students be prepared for this type question on the AP World History Exam. Change
over time/comparison, etc. questions are also given.
Curve packets are accepted before students begin to take a test. Unit tests are designed
to be as rigorous as the AP World History Exam and most students tend to score no
more than 70 to 80 percent correct. Most tests have curves which the student can earn
by turning in curve packets. Curve packets are completed on index cards which contain
students’ hand written responses to unit terms and/or outlines, questions about
reading, documents, maps, charts and other items. Analyses of primary source
materials, charts and maps are usually part of the curve packet. Curve points range
from 5 to 10 points.
Students are encouraged to use the AP PARTS process for primary sources:
· Author. Who created the source? W hat is that person’s point of view?
·
Place and Time. W here and w hen was the source produced?
·
Prior Knowledge. W hat do you already know that would further your
understanding of the source?
·
Audience. For w ho m was the source created? Does this affect the reliability of
the source?
·
Reason. Why was the source produced at the time it was produced?
·
The Main Idea. What is the source trying to convey?
·
Significance. Why is the source important?
The first semester exam is a requirement of the A P World History Course and students
may not be exempted from it. It is comprehensive for all material covered during the
first semester.
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A second semester exam is given at the end of the second semester and is
comprehensive for all material covered during the second semester. Students m ay
earn exemption from this exam provided they maintain an 80 percent average for each
9-week grading period in the spring semester.
The AP World History Exam is comprehensive, covering material from the entire
school year. Students who are enrolled in the AP World History Course are expected to
take the AP World History Exam in May. Class time is allotted for review purposes, and
many students participate in informal study group review sessions and take a practice
test.
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