AP WORLD HISTORY SYLLABUSMrs. Carson
2016-2017
COURSE DESCRIPTION
Advanced Placement World History is a course that gives high-ability students the opportunity to earn college credit in world history while still in high school. More importantly, an AP World History course helps students develop a greater understanding of the evolution of global processes and contacts, within interaction of different types of human societies. Through AP World History, students are introduced to the nature of changes in international frameworks, such as their causes and consequences, as well as the continuities. This course builds on an understanding of cultural, institutional and technological precedents that, along with geography, set the human stage.
The AP World History course is organized around 4 curriculum framework skills:
1) Historical Thinking Skills
A) Analyzing historical sources and evidence
B) Making historical connections
C) Chronological reasoning, creating
D) Supporting historical arguments
2) Thematic Learning Objectives
A) Interaction between humans and the environment
B) Development and interaction of cultures
C) State Building, expansion and conflict
D) Creation, expansion and interaction of economic systems
E) Development and transformation of social structures
3) Geographical Coverage of world regions and subregions
4) Concept Outline structured around 6 chronological periods
Period 1 "Technological and Environmental Transformations" up to 600BCE
Period 2 "Organization and Reorganization of Human Societies" 600BCE-600CE
Period 3 " Regional and Transregional Interactions" 600-1450
Period 4 "Global Integrations" 1450-1750
Period 5 "Industrialization and Global Integration 1750-1900
Period 6 "Accelerating Global Change and Realignments 1900-present
This course spends considerable time on the critical evaluation of primary and secondary sources, analysis of historiography, oral presentations, short and formal essays, as well as various document based questions. Reading assignments outside the required textbook will be given for each unit. Students are responsible for keeping up with reading assignments and being aware of, and ready for, quizzes, tests and exams. Students are required to take notes in class and on readings, keep up with reading assignments, participate in class discussions, ask intelligent questions, and work independently on outside assignments. Emphasis is placed on critical and evaluative thinking skills. The amount of time required for this class will vary with your reading speed; plan ahead for long assignments, supplemental readings, and take home projects.
Students will be provided scaffolding and practice to produce historical arguments. Throughout the course students will be required to address both short and long essay prompts that address the targeted historical thinking skills above as well as demonstrate their mastery of content by producing a strong thesis supported by relevant historical evidence. During the first semester the focus will be on the development of essay writing skills. Essay writing workshops will include group discussion utilizing example essay, self evaluation and peer evaluation. Students will also practice their skills at interpreting and analyzing primary sources by using them to synthesize information in DBQ essays. Students are required to take notes in class and on readings, keep up with reading assignments, participate in class discussions, ask intelligent questions, and work independently on outside assignments. Emphasis is placed on critical and evaluative thinking skills. The amount of time required for this class will vary with your reading speed; plan ahead for long assignments, supplemental readings, and take home projects.
TEXTBOOK/SUPPLEMENTARY MATERIALS
*Andrea, Alfred J., James H. Overfield. The Human Record: Sources of Global History. 7th edition. Boston: Houghton Mifflin Company., 2012. (volume 1 and 2)
*Bentley, Jerry and Herbert Ziegler, Traditions and Encounters: A Global Perspective on the Past. New York: McGraw-Hill. Several editions published from 1999 to the present
*Bulliet, Richard., Crossley, Pamela K., and Headrick, Daniel R. The Earth and Its Peoples, 5th edition, Boston, Wadsworth Cengage Learning, 2011.
*Diamond, Jared. Guns, Germs, and Steel: The Fates of Human Societies. New York: W.W. Norton and Company, 1999.
*Nystrom, Atlas of World History
*Pomeranz, Kenneth & Steven Topik. The World that Trade Created: Society, Culture, and the World Economy, 1400 to the Present. ME Sharpe, 2005
*Reilly, Kevin. Worlds of History: A Comparative Reader., 5th edition. Boston: Bedford/St. Martin's, 2013.
*Shaffer, Linda., Southernization Journal of World History 5, No. 1 (Spring 1994)
*Stearns, Peter, N., World History in Documents: A Comparative Reader, 2nd edition. New York: Pearson Education, Inc., 2008. (volume 1 and 2)
*Strayer, Robert., Ways of the World: A Brief Global History 3rdedition. Boston: Bedford/St. Martin's, 2013.
MATERIALS
Students will need to bring to class each day: textbook, a 2 inch 3 ring binder with 8 dividers, post it notes, pen/pencil and highlighters (at least two different colors).
EVALUATION
Homework is given as an essential part of the curriculum to reinforce student skills and assess student learning. Believing homework is important to promote student success, I will assign homework as appropriate, assess that homework for accuracy, provide timely feedback and assign the homework to the formative category.
Small group workshops will be utilized within class for analysis of case studies, document (both written and visual), essay writing and debates. Your grade will be based on summative assessments that include: formal essays/ DBQs, chapter quizzes/tests, and unit exams. 40% of your grade will be based on various formative assignments that are designed to create a basis for the summative assessments (60%). Deltona High School will use the VCS grading scale:
Grade / Range / Quality Points / DescriptionA / 90 - 100 / 4.0 / Outstanding Progress/Mastery
B / 80 - 89 / 3.0 / Above Average Progress/Mastery
C / 70 - 79 / 2.0 / Proficiency
D / 60 - 69 / 1.0 / Passing
F / 0 - 59 / 0 / Failing
TUTORING/CONTACT INFORMATION
My office hours for individual help are each morning between 6:45 and 7:15am. Class tutoring and summative retakes will be during lunch on Tuesdays and Thursdays.AP testing review sessions and AP Practice Test meetings will take place starting in October. A separate schedule will be sent home and these sessions are strongly encouraged to ensure students are prepared for the AP Exam in May.
Intervention and Remediation will occur on an individual basis for those students who did not demonstrate proficiency on a summative assessment. However, there is a time frame and necessary steps for the opportunity to retake a weak summative. Each student must demonstrate evidence of learning before assessment can be retaken and the Deltona High policy is that a retake for a summative MUST occur before the next test summative or the opportunity for that test retake will be lost. The assigned value of a retake is the grade earned – scores will not be averaged.
Parents and students can most easily contact me by emailing me at . I can also be reached by calling the school at 789-7252., ext. 44046. The Parent Internet Viewer of VIMS will also allow both parents and students to be aware of the student’s progress in “real time”. Please see separate instructions for accessing this opportunity.
Course Outline
Period 1: Technological and Environmental Transformation to 600BCE
1.1 Big Geography and the Peopling of the Earth
1.2 The Neolithic Revolution and Early Agricultural Societies
1.3 The Development and Interactions of Early Agricultural, Pastoral and Urban Societies
Reading Excerpts/Discussions Selections
Bulliet chapters 1 and 2
Epic of Gilgamesh
The Judgments of Hammurabi
The Negative Confession/ The Book of the Dead/Egyptian pyramid art
The Book of Documents/The Book of Songs
Activities and Assessments
1)Analyze differing historians’ interpretations of the origins of agriculture
2)Develop a chart listing how geography affected the development of political, social, economic and belief systems in the earliest civilizations in Mesopotamia, Egypt, Kush, Indus, Shang China, Mesoamerica and Andean South America
3)Discuss how new weapons (ex. iron weapons) and new modes of transportation (ex. chariots) transformed warfare in agrarian civilizations
4)Explain how monumental architecture, urban planning and art were used as cultural unifying forces
5)Discuss the rise of systems of record keeping: cuneiform, hieroglyphs, pictographs, alphabets, Quipu
6)Analyze new religious beliefs and literature as cultural influencers
7)Explain how and why states developed legal aids to facilitate the rule of governments over people
8)Analyze how trade expanded from local to regional to transregional, focusing on Egypt and Nubia or Mesopotamia and the Indus Valley
9)Discuss techniques for comparing societies; how to write a comparison essay
10) Essay: Compare and contrast the political and social structure of any two of the following ancient civilizations: Mesopotamia, Egypt, Kush, Indus, Shang China, Mesoamerica and Andean South America
11)Exam on Period 1
Period 2: Organization & Reorganization of Human Societies 600BCE to 600CE
2.1 The Development and Codification of Religious and Cultural Traditions
2.2 The Development of States and Empires
2.3 The Emergence of Transregional Networks of Communication and Exchange
Reading Excerpts/Discussions Selections
Bulliet chapters 3-7
The Classic of the Way and Virtue
The Rig Veda
The Analects
Lessons for Women, Ban Zhao
Book of Genesis and Book of Deuteronomy
The Laws of Manu
The Upanishads
Rock and Pillar Edicts, Asoka
History of the Peloponnesian War, Thucydides
Republic, Plato
Politics, Aristotle
Natural History, Pliny the Elder
Gospel of St. Matthew
The Quran
Sufi Poems, Jalaluddin al Rumi
The Chronicle of the Seeker, Mahmud Kati
Poems, Du Fu
Memorial on Buddhism, Han Yu
Activities and Assessments
1)Map the major regions, cities, and trading centers of the Roman Empire, including the various peoples incorporated into the empire
2)Discuss the effects of polytheism and the lack of unification in India prior to Asoka
3)Evaluate the causes and consequences of the decline of the Han, Roman and Gupta empires
4)Map the changes and continuities in long distance trade networks in the Eastern Hemisphere Eurasian Silk Roads, Trans Saharan Caravan routes, Indian Ocean sea lanes, and Mediterranean sea lanes
5)Evaluate the influence of new belief systems and cultural traditions that emerged and spread during this period
6)Discuss artistic expressions, including literature, architecture and sculpture, that influenced artistic development in neighboring regions
7)Compare the variety of techniques used by imperial governments over larger areas in this period
8)Outline the new key states and empires that grew by imposing political unity in areas where previously had been competing states: SW Asia (Persian), East Asia (Qin and Han), South Asia (Maurya/Gupta), Mediterranean, Mesoamerica (Mayan) and Andean (Moche)
9)Discuss the condition of Indian women during the Gupta Empire; what important factors affected women’s lives?
10) Research and present a major world religion/belief system examining origin, belief and practices, and diffusion
11) Essay: Compare and contrast the methods of political control in the Classical Period, choosing two of the following: Han China, Mauryan/Gupta India, Imperial Rome or Persian Empire
12) Exam on Period 2
Period 3: Regional and Transregional Interactions 600CE to 1450
3.1 Expansion and Intensification of Communication and Exchange Networks
3.2 Continuity and Innovation of State Forms and Their Interactions
3.3 Increased Economic Productive Capacity and Its Consequences
Reading Excerpts/Discussions Selections
Bulliet chapters 8- 15
The Pillow Book, Sei Shonagon
The History of the Indies of New Spain, Friar Diego Duran, 1581
Chronicles, Pedro de Cieza de Leon
The Codex Mendoza
The Mosaics of San Vitale
On the Buildings/The Secret History, Procopius
Journey to the Land of the Tartars, William of Rubruck
Description of the World, Marco Polo
Magna Carta
Summa Theologiae, Thomas Aquinas
Activities and Assessments
1) Evaluate the causes and consequences of the spread of Islamic empires
2) Discuss the images of mosques in Spain and Africa, considering the impact of geographical and cultural contexts on religion
3) Compare the status of Muslim women with the status of women in other part of the world at that time
4) Compare the Polynesian and Viking migrations
5) Debate on the Mongols: How Barbaric were the “Barbarians”
6) Discuss the causes and consequences of the Crusades
7) Debate: Were the economic causes of the voyages of the Ming navy in the first half of the 15th century the main reason for their limited use?
8) Outline the multiple factors that contributed to the decline of urban areas in the period, as well as the multiple factors that contributed to urban renewal
9) Discuss how the growth of interregional trade in luxury goods was encouraged by innovations such as the compass, astrolabe, and new forms of credit and monetization
10) Evaluate the similarities and differences between regional trading organizations, such as the Swahili states and the Hanseatic League
11) Debate: Were the tributary and labor obligations in the Aztec and Inca empires more effective than similar obligations in the Eastern Hemisphere?
12) Introduce Document Based Questions: Group documents on Aztecs; Black Death; impact of the nomadic migrations on Afro Eurasia (e.g. Mongols)
13) Essay: Compare the effects of Mongol conquest and rule in two of the following: Russia, China or Middle East
14) Essay: Compare and contrast Japanese and Western European feudalism OR Compare and contrast the Trans Saharan trade, Indian Ocean Trade and Silk Routes
15) DBQ on Mongols
16) Exam on Period 3
Period 4: Global Interactions 1450CE to 1750
4.1 Globalizing Networks of Communications and Exchange
4.2 New Forms of Social Organization and Modes of Production
4.3 State Consolidation and Imperial Expansion
Reading Excerpts/Discussions Selections
Bulliet, chapters 16-20
The Chronicle of the Discovery and Conquest of Guinea, Gomes Eannes de Azurara
Christopher Columbus from Journal of the First Voyage to America Christopher Columbus
Native American Account of Cortes conquest from Miguel Leon Portilla in the Broken Spears: The Aztec Account of the Conquest of Mexico
95 Theses, Martin Luther
1421: The Year China Discovered America, G. Menzies
Decrees of the Council of Trent
Table Talk, Martin Luther
The Powers of the Monarch, James I speech
The Leviathan: Political Order and Political Theory, Thomas Hobbes
Candide, Voltaire
Letter to the Grand Duchess Christina, Galileo Galilei
Compendium and Description of the West Indies, Antonio Vazquez de Espinoia
Olaudah Equiano's narrative
The Book of Counsel of Viziers and Governors, Mehmid Pasha
Legal Opinions of Khayr al Din Ramlui
Akbarnama, Abul Fazl
Closed Country Edict of 1635, Tokugawa Iemitsu
Journals, Matteo Ricci
Activities and Assessments
1) Evaluate the causes and consequences of European maritime expansion, including the development of armed trade using guns and cannon
2) The later Middle Ages was a period of great intellectual and artistic achievement marked by what is often called the renaissance. What was the renaissance and what were some of its most important and lasting cultural and artistic achievements?
3) Discussion: Does the label “Renaissance” apply to members of the lower classes in late medieval Europe? Are there other “Renaissances” in other parts of the world? If so, how might this change our understanding of this term as a marker of a particular period of time?
4) Debate: Who was Christopher Columbus – hero or villain? Use primary sources to develop and defend your argument
5) Debate the process of empire building: Compare Spanish Empire to either the Ottoman or Russian Empires
6) Discuss the disparities among the various social classes in European urban society between the sixteenth and eighteenth centuries. Who were the bourgeoisie? What conditions did the poorer classes endure?
7) Compare examples of different coercive labor systems: Chattel slavery, indentured servitude, encomienda and hacienda systems, and Spanish adaption of the Inca mita system
8) Trace the intellectual and artistic transformation from 600 to 1750 in any one region: East Asia, South Asia, SE Asia, Western Europe, Eastern Europe
9) Introduce the Change over time essay format
10) Essay: Compare and contrast any two coercive systems of labor: Caribbean Slavery, Slavery in the English North American colonies, Slavery in Brazil, Spanish Mita system in South America, West African Slavery, Muslim slavery in SW Asia, India Hindu castes, or East European serfdom
11) Essay: Compare the process of empire building of one European and one Afro-Asiatic empire: France, Portugal, Spain, England, Holland, Russia, Ottoman Empire, Safavid Empire, Mughal Empire, Ming Empire, West African Forest State, West African Sahel State, Japanese Shogunate
12) Essay: Analyze the changes and continuities in commerce in the Indian Ocean region from 650CE to 1750CE
13) Presentation: Explain and illustrate the new connections between the Eastern and Western hemispheres (Columbian Exchange)
14) Period 4 Exam
Period 5: Industrialization and Global Integration 1750-1900
5.1 Industrialization and Global Capitalism
5.2 Imperialism and Nation-State formation
5.3 Nationalism, Revolution and Reform
5.4 Global Migration
Reading Excerpts/Discussion Selections
Bulliet, Chapter 21-27
Sample excerpts from the Cathier of the Third Estate
Declaration of the Rights of Man and of the Citizen
Rousseau, Social Contract
Testimony before Parliamentary Committees on Working Conditions in England
Resolutions, Ohio Women's Convention of 1850
Jules Ferry, speech before the French National Assembly
History of Germany in the Nineteenth Century, Heinrich von Treitschke
The Jamaica Letter, Simon Bolivar
Does Germany Need Colonies?, Friedrich Fabr
The White Man's Burden, Rudyard Kipling
Loyalty to the King (Can Vuong) Edict, 1885
Roosevelt Corollary, 1904
The Communist Manifesto, Karl Marx and Friedrich Engels
The Secret Plan of Government, Honda Toshiaki
The English Bill of Rights
Toussaint L Ouverture, Letter to the Directory
Activities and Assessments
1) Discuss: What are the debates about the causes of serf and slave emancipation in this period and how do these debates fit into broader comparisons of labor systems?