AP WORLD HISTORY SYLLABUS
Prepared by Scott Minehart
March 2008
Revised October 28, 2008
COURSE DESCRIPTION AND DESIGN:
This class meets every day for a 90 minute period. The class extends for 27 weeks and is followed by AP World History II. AP World History II is a 9 week class designed to deliver new materials and review for the AP Exam.
AP World History follows a chronological approach in covering the history of civilization from prehistoric times through the Twenty-First Century in five equal units of study:
1. Foundations, 8000 BC - 600 CE
2. 600 CE - 1450
3. 1450-1750
4. 1750-1914
5. 1914-the present
In accordance with AP guidelines, 30% of the course is devoted to the history of western cultures and 70% of the course is devoted to the history of non western cultures.
The following AP World History themes are addressed throughout the course to identify broad patterns and processes that explain change and continuity over time and to ask cross-period questions for the purpose of making comparisons over time:
1. The dynamics of change and continuity across the world history periods covered in this course, and the causes and processes involved in major changes of these dynamics.
2. Patterns and effects of interaction among societies and regions: trade, war, diplomacy, and international organizations.
3. The effects of technology, economics, and demography on people and the environment (population growth and decline, disease, labor systems, manufacturing, migrations, agriculture, weaponry).
4. Systems of social structure and gender structure (comparing major features within and among societies, and assessing change and continuity)
5. Cultural, intellectual, and religious developments, including interactions among and within societies.
6. Change in functions and structures of states and in attitudes toward states and political identities (political culture), including the emergence of the nation-state (types of political organization).
The course also addresses skills, “habits of mind,” as follows:
1. Habits of mind addressed by any rigorous history course
a. Constructing and evaluating arguments: using evidence to make plausible arguments
b. Using documents and other primary data: developing the skills necessary to analyze point of view, context, and bias, and to understand and interpret information
c. Assessing issues of change and continuity over time, including the capacity to deal with change as a process and with questions of causation
d. Understanding diversity of interpretations through analysis of context, point of view, and frame of reference
2. Habits of mind addressed by a world history course
a. Seeing global patterns and processes over time and space while also connecting local developments to global ones and moving through levels of generalizations from the global to the particular
b. Comparing within and among societies, including comparing societies’ reactions to global processes
c. Being aware of human commonalities and differences while assessing claims of universal standards, and understanding culturally diverse ideas and values in historical context.
The course also addresses the need to present a diversity of interpretations that historians present in the primary textbook, the secondary textbooks, and the source document anthologies. This is achieved by means of discussion seminars, Socratic dialogue, simulations, and debates on topics such as “approaching world history” and “defining ‘civilization.’”
COURSE OBJECTIVES:
to understand and use vocabulary and terminology appropriate to historical investigation
to understand the relationship between “evidence” and “interpretation”; to appreciate the nature of the problem of “interpretation” as it applies to historical research; to understand how given the same set of data one scholar may reach a different conclusion than another
to refine analytical abilities and critical thinking skills in order to understand historical and geographical context, make comparisons across cultures, use documents and other primary sources, and recognize and discuss different interpretations and historical frameworks
to develop a framework for identifying significant aspects of a given culture: politics, military, economics, society, technology, philosophy, religion, and art
to use such a framework to describe a culture as it exists within a specific area of geography and time, to understand how change may have occurred within the society, and to compare/contrast it with cultures that have come before and after it
to find precursory events that helped shaped the culture of a particular society, to trace influences of such a framework into the future, and to be able to distinguish between similarities and influences among cultures
to understand the impact of geography and the environment on the rise, sustenance, and downfall of a civilization
to understand the nature of the political structure of a particular society, the factors that contribute to its stability or instability, and the causes and consequences of reform movements within that society
to understand the structure of the government of a particular society and the nature of the extension of citizenship with respect to different types of people living within that society
to understand the role of the military in a particular society in establishing frontiers, provinces, and colonies; to understand the role of the military in the rise and fall of empire building; to understand the impact of victory or conquest upon a particular society
to understand the economic structure of a given society: natural resources, agriculture, manufacturing, trade, family as an economic unit, division of labor, industrialization
to understand the social aspects of a particular society: hierarchical social structure, the family, marriage, roles of and opportunities for women (and others usually considered minorities), urbanization, lifestyles
to understand the cultural aspects of a particular society: religion, writing, literature, philosophy, music, dance, painting, sculpture, architecture
to identify works of art (literature, music, painting, sculpture, architecture, dance, etc.) from the great cultures, to describe the subject matter and compositional aspects of art as it relates to the society in which it was produced
to understand scientific and technological innovation in a given society
to read and interpret different types of maps (geographical, political, economic, etc.) and historical data displays (bar graphs, circle graphs, etc.)
to learn how to write effective answers to essay questions by understanding and using the appropriate “directive words”: analysis, assessment/evaluation, comparison/contrast, description, discussion, and explanation
to learn how to read individual source documents (writings, maps, works of art), analyze them, and write about them; to relate the contents of one source document to other source documents within a common theme and effectively compare and contrast major ideas
to learn how to write essays which focus on change and continuity over time as well as similarities and differences in different societies
to develop proper writing skills by using topic, developmental, and ending sentences
to develop a respect for the accomplishments of people who existed in earlier periods of time and for the people in our present Twenty-First Century who exit in different geographical and cultural areas
to develop an appreciation for the importance of history as an area of study and to develop an interest in historical inquiry that will continue beyond the confines of the course
MATERIALS:
With a focus on analyzing evidence and interpretations presented in historical scholarship, students obtain information and gather data from a variety of sources: a primary textbook, various secondary textbooks, and many primary source documents gathered from a variety of source document anthologies and/or internet sources.
Primary Textbooks Assigned to Each Student:
William J. Duiker and Jackson J. Spielvogel. World History. 5rd ed. Belmont, CA: Thomson Wadsworth, 2007.
Donna L.Van Raaphorst. Document Exercise Workbook for World History, Volume 1 to 1800. Thomson Wadwsorth. 1998.
Donna L. VanRaaphorst. Document Exercise Workbook for World History, Volume II, since 1500. Thomson Wadsworth. 1998.
Ella A Nystrom, Primary Source Reader for World History. Volume I : to 1500. Thomas Wadsworth. 2006
Ella A Nystrom, Primary Source Reader for World History. Volume II : Since 1500. Thomas Wadsworth. 2006
Single (Publisher’s Samples) or Multiple Class Copies (Grant Funded) of Other Textbooks:
Galgano, Arndt, Hyser, Doing History: Research and Writing in the Digitial Age, Thomas Wadsworth, 2007
Brummett, Civilization Past & Present, 11th ed, Prentice-Hall, 2007
Cynthia Kosso. Map Workbook for World History Volume I 3rd ed, Thomson Learning, 2007.
Cynthia Kosso. Map Workbook for World History Volume II 3rd ed, Thomson Learning, 2007.
Stearns, et al., World Civilizations: The Global Experience, 5th ed, Prentice-Hall, 2007
Stearns, et al., World Civilizations: The Global Experience, AP* Edition DBQ Update, Prentice-Hall, 2006
Diamond, Jared. Guns, Germs and Steel: the Fates of Human Societies. New York: Walker Publishing, 1997
Required Reading of Source Documents Textbooks:
Johnson, Sources of World Civilization, 3rd Ed., Prentice-Hall, 2004
Mark A. Kishlansky. Sources of World History. Volume I.. Thomson Wadsworth. 2007.
Mark A. Kishlansky. Sources of World History. Volume II.. Thomson Wadsworth. 2007.
Andrea Overfield. The Human Record. Volume I: Before 1500. Houghton Mifflin. 2005
Andrea Overfield. The Human Record. Volume II: Since 1500. Houghton Mifflin. 2005
Rogers, Aspects of World Civilization, Prentice-Hall, 2003
Stearns, Documents in World History, 4th Edition, Prentice-Hall, 2006
Media:
David Macaulay. The complete PBS Home Video set: Pyramid, Roman City, Castle, Cathedral.
Multi-Media Manager for Duiker and Spielvogel’s World History, 5th ed.
United Streaming
Cities of Light, the Rise and Fall of Islamic Spain
The Mahabaharata
First Emperor of China
Hotel Rwanda
Lost Boys of Sudan
All Quiet on The Western Front
Schindlers List
Gandhi
Prentice-Hall Digital Art Library
Various clips, documentaries, and internet videos
Bridging World History
The Western Tradition, Annenberg. 52 programs on 12 DVD’s.
China: A Century of Revolution
Mongol
TEACHER RESOURCES
2002 AP® World History Released Exam
2006, 2007 AP® World History Course Description
AP Vertical Teams® Guide for Social Studies
AP® Best Practices in World History
AP® CD-Rom in U.S. History, 1998; Home Version
AP® World History Teacher's Guide
SPICE: Chinese Dynasties Part I and II
SPICE: Islamic Civilization and the Arts
AP World History Electronic Discussion Group
A Brief History of the World Lecture Series
From Yao to Mao: 5000 Years of Chinese History Lecture Series
Interpreting the 20th Century: The Struggle over Democracy Lecture Series
Barron’s 2008 AP World History Test Prep Book
REA 2008 AP World History Test Prep Book
The Princeton Review 2008 AP World History Test Prep Book
Kaplan 2008 AP World History Test Prep Book
Peterson’s 2008 AP World History Test Prep Book
McGraw Hill 2008 AP World History Test Prep Book
FIELD TRIPS
We will be going to a Buddhist Temple in Wayland, Michigan, a Hindu Temple in Portage, Michigan, a Mosque, Synagogue and Cathedral in Kalamazoo, Michigan
REQUIREMENTS:
1. Attendance per Board of Education policy. Since this course moves at an incredibly fast pace, students are forewarned that missing even one class can have disastrous consequences.
2. Participation - 20% of the marking period grade. Students are expected to have read textbook selections and source documents prior to class and to show evidence of such reading by active participation in class discussions.
3. Class Openers - 20% of the marking period grade. Per school policy, each class begins with a five or ten minute “warm up” activity. For AP World History, this will usually involve writing a single paragraph on a topic from the previous day’s class or the previous night’s readings. Whenever possible, the class opener question will be worded to give students practice in writing a short DBQ (with class time limitations, this will probably be from reading no more than a short paragraph of a word document or viewing a document such as a visual image; a paragraph that involves a change-over-time concept; or a paragraph that involves a comparison issue.
4. Tests - 20% of the marking period grade. A test is given at the end of each chapter. The test will include a selection of multiple-choice items as well as a short DBQ, change-over-time essay, or comparison essay.
5. Essays - 20% of the marking period grade.
a. Students are required to write take-home DBQ’s throughout the course. A
DBQ is required at the end of each chapter. Every first, second, and third DBQ will be a short analysis of one or two source documents. Every fourth DBQ will be an extended analysis of a greater number of documents. As part of the DBQ exercise, students are encouraged to consider the relationship between evidence and interpretation of source documents.
b. Students are required to write both in-class and take-home essays that treat both “change over time” and “comparisons.”
c. All writing will be geared to the AP exam. No “term papers” will be assigned during the first three marking periods. Students have the option of writing a traditional term paper as an “after the AP exam” activity during the fourth marking period.
6. Special Project - 20% of the marking period grade. In consultation with the teacher, each student will complete a special project at least once during the first, second, and third marking periods. The project may consist of group participation in a debate, panel discussion, or Socratic dialogue; it may consist of an individually prepared visual aid or Power Point presentation; or it may consist of the student’s planning and presenting the day’s topic to the class (student plays the role of teacher).
7. Mid term exam. A mid term exam is given at the end of January. Per school policy, the mid term exam appears as a separate grade on the report card and is averaged 10% into the final (June) course grade.
8. Final Exam will be in June, after the AP Test and will count toward 10% of their overall grade.
9. Students write comparative, ccot and dbq’s as part of the course assessment.
COURSE OUTLINE:
Day / Topic / DuikerText Chapter / Suggested Source Document – some from the primary textbook, some from secondary textbooks, some from source document anthologies, and some from the internet
The First Civilizations: The Peoples of Western Asia and Egypt
1 / The First Humans / 1.
2 / The Emergence of Civilization / 1
3 / Civilization in Mesopotamia / 1 / The Creation Epic
The Epic of Gilgamesh
Code of Hammurabi
4 / Egyptian Civilization / 1 / Book of the Dead
Instructions in Letter Writing by an Egyptia Scribe
Akhenaten’s Hymn to Aten
5 / New Centers of Civilization: Indo-Europeans, Phoenicians, Hebrews / 1 / The Book of Genesis
The Book of Exodus
6 / The Assyrian and Persian Empires / 1 / Accounts of the Campaign of Sennacherib, 701 BCE from The Sennacherib Prism, The Hebrew Bible, 2 Kings 18-19, The Hebrew Bible, 2 Chronicles 32