AP World History Syllabus Grade 10

Mr. Morgan

This course will develop greater understanding of the evolution of global processes and contacts in interaction with different types of human societies. This understanding is advanced through a combination of selective factual knowledge and appropriate analytical skills. The course highlights the nature of changes in the international frameworks and their causes and consequences, as well as comparisons among major societies. The course builds on an understanding of cultures, institutions, and technical precedents that, along with geography, sets the human stage.

Course content is split into 6 time periods: 10000 BCE-600 BCE, 600 BCE-600 CE, 600 CE- 1450, 1450-1750, 1750-1900, and 1900-present. All students who take this course will take the Advanced Placement Examination which will be administered at school on May 12th.

Texts and Supplemental Materials

  • World Civilizations the Global Experience, Peter Stearns
  • AP World History: An Essential Coursebook, Ethel Wood, (2008)
  • Nation by Terry Prachett
  • Cracking the AP, Princeton Review (20012) (newer editions may be purchased by the student)
  • Historical Atlas of the World, Rand McNally, 1994
  • History Channel Global History Series (contains primary documents and visual materials as a CD-ROM)
  • History of the World in 6 Glasses by Tom Standage
  • Exceptions: There will be additional supplemental readings assigned by the teacher throughout the schoolyear.

Five Themes of AP World History

1. Interaction between humans and the environment

2. Development and interaction of cultures

3. State-Building, expansion and conflict

4. Creation, expansion and interaction of economic systems

5. Development and transformation of social structure

Course Schedule

Time Period 1- Technological and Environmental Transformations to 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

Topics for Discussion

  • Neolithic Revolution
  • Early Agriculture
  • Features of Civilizations and Mesopotamia
  • Ancient Egypt
  • Indus Valley and Mesoamerica
  • Ancient China
  • Interaction with environment
  • Introduction to Document Based Question and Comparative essay

Time Period:

Sources

  • Bulliet: The Earth and Its Peoples: Chapter 1-3
  • Essential Course Companion (Wood): page 1-42
  • Time Period 1 Map of 4 river valley civilizations

Supplemental Readings or Reader (such as but not limited to):

  • “Worst Mistake in History” by Jared Diamond
  • “The Birth of Religion” by Charles Mann National Geographic June 2011 issue
  • “Epic of Gilgamesh” Text
  • Expert from “Hammurabi’s Code”
  • Author unknown 2100 BCE “Hymn to the Nile” History Channel Global History Series “Egypt: Engineering an Empire

Selected Activities/Assessments

  • Students will create a time line of their own “marker moments” in their lives and explain why those moments are considered significant.
  • Students will analyze the social, economic, cultural, and technological development of civilizations by reading and analysis of Nation by Terry Prachett
  • Writing workshop
  • Students will identify thesis and main topics from “Worst Mistake in History”
  • Students will compare and contrast the theories about the development of religion and its role in the Neolithic Revolution as presented by Jared Diamond and Charles Mann.
  • Teacher will present AP rubric and supply samples for the DBQ
  • Students will read and complete analytical questions about “Hammurabi’s Code” in regards to the creation of social classes
  • Students will read and complete analytical questions about “Hymn to the Nile” in regards to the author’s tone and the purpose of a hymn.
  • Students will compare the flood story of the Epic of Gilgamesh and the Old Testament by taking into consideration the type of sources they came from.
  • Comparison Charts
  • Students will compare and contrast the political, social and economic structures of the early river valley civilizations
  • Completion of Time Period #1 study guide of course themes and concepts

Period 2 – Organization and reorganization of Human Societies, 600 BCE to 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 The Emergence of Transregional Networks of Communication and Exchange

Topics for discussion

  • Major Belief Systems: Judaism, Hinduism, Confucianism, Legalism, Daoism, Buddhism, Christianity, Islam, Sikhism, Shinto; polytheism, monotheism, animism, shamanism
  • Classical civilizations: Greece, Persia, Rome, China, India and Maya including migrations of the Huns, Germanic tribes
  • Interregional networks by 600 CE and spread of belief systems
  • Silk Road and Indian Ocean trade networks, Chinese model and urbanizations

Time Period:

Sources

  • Bulliet: The Earth and Its Peoples: chapters 4-7
  • Essential Course Companion (Wood) pgs. 113-154
  • Maps Wood p. 79, 82, 84, 86, 97, 103, 105, 108, 141, 145
  • Maps Bulliet p. 63, 67, 71, 74, 83, 94, 103, 117, 126, 140,154, 176, 183,

Supplemental Readings and Materials

  • Excerpts from the Vedas
  • Excerpts from the Gathas
  • Excerpts from the Hebrew Bible
  • Excerpts from The Four Noble Truths
  • Excerpts from the Christian Bible
  • Excerpts from the Quran
  • Excerpts from Religions of the World, Seventh Edition by Lewis M. Hopfe and Mark R. Woodward
  • Excerpts from Herodotus’ Histories History Channel Global History Series “Ancient Greece”
  • Terra Cotta images from History Channel Global History Series “China and the Great Wall”
  • Excerpts from Homer’s Iliad
  • Excerpts from Livy History Channel Global History Series “ Rome: Engineering an Empire”
  • Excerpts the Popol Vuh History Channel Global History Series “The Maya”
  • Excerpts from Sophocles’ Antigone
  • Images of Parthenon, Pantheon, Coliseum , Pont de Gard, 3 capital styles (personal pictures)
  • Fayum Portraits from Worlds of History A Comparative Reader Third Edition by Kevin Reilly

Selected Activities/ Assessments

  • DBQ essays from 2007 AP Exam – Students will compare and contrast the attitudes towards technology while taking authorial point of view into consideration.
  • Map activity – identify important religious sites
  • Map activity – identify major migrations
  • Map activity – identify Silk Road and Indian Ocean trade routes
  • Image analysis – analytical evaluation of Terra Cotta soldiers
  • Image analysis – analytical evaluation of Coliseum, Parthenon and Pantheon
  • Image analysis – Fayum Portraits
  • Venn Diagram – identify similarities and unique characteristics of Legalism, Confucianism, and Daoism
  • Document Analysis – based on the Antigone, determine the role and treatment of women in ancient Greece
  • Document Analysis – compare slavery in China and Rome
  • Document Analysis – compare and contrast historical records from Persia (inscriptions in Bulliet) and Herodotus.
  • Completion of Time Period 2 study guide Course themes and concepts
  • Comparison of historical writers (Herodotus and Livy) in regards to authorial point of view
  • Essay: “Compare and contrast the political development of Han China and the Roman Empire.”
  • Students will analyze the “Homeric Question” in regards to the idea of Homer as a historical source by reading a section of The Illiad and comparing it to the archeological evidence. Excerpts from Classical Mythology by Barry Powell will provide the archeological evidence.

Period 3: Regional and Transregional Interactions, c. 600 C.E. to 1450

  • Key concepts 3.1. Expansion and Intensification of Communication and Exchange Networks
  • Key Concepts 3.2. Continuity and Innovations of State Forms and Their Interactions
  • Key Concept 3.3. Increase Economic Productivity Capacity and Its Consequences

Topics for Discussion

  • The Islamic World, the Crusades and Schism in Christianity
  • European and Japanese feudalism
  • Mongols across Eurasia and urban destruction in SW Asia, Black Death
  • Bantu and Polynesian migrations
  • Great Zimbabwe and Mayan empires urbanizations
  • Aztec and Incan empires urbanization
  • Ming Treasure Ships and Indian Ocean trade (Swahili Coast)

Time Period:

Sources:

  • Bulliet: The Earth and Its Peoples: pgs 193-400
  • map in text
  • Essential Course Companion (Wood) pgs. 136-251

Supplemental Readings or Reader:

  • The Prophets Last Sermon by Muhammad History Channel Global History Series “ Secrets of the Koran”
  • Persecution of the Jews Jacob Von Konigshofen (1382) History Channel Global History Series “ The Plague”
  • On Divisions among Muslims Ibn al-Athir (1220) History Channel Global History Series “Secrets of the Koran”
  • Excerpt from Black Death Guy de Chauliac History Channel Global History Series “The Plague”
  • Excerpts from Travels of Ibn Battuta by Ibn Battuta
  • Images of the Temple of Kukulkan in Chichen Itze History Channel Global History Series “ The Maya”
  • Images of Islamic Art and architecture (mosques) architecturepicture.net

Selected Activities/Assessments

  • Comparison chart on European and Japanese feudalism
  • Read The Prophet’s Last Sermon and analyze the author’s intent
  • Analyze Ibn Barrtuta’s point of view by reading an excerpt from his text
  • Analyze the architectural features of Mayan temples through an image of the Temple of Kukulkan
  • Watch video of a biography of Genghis Khan A& E Biography “Terror and Conquest”
  • Essay “Analyze the changes and continuity of the effects of the development of the Mongol Empire on either Russia, China, or the Middle East”
  • students will analyze the cause and consequences of the demographic changes that resulted from the Black Death
  • Essay: Students will analyze the authorial point of view through completion of the DBQ on attitudes towards Muslim and Christian merchants from the 2006 AP Exam.
  • Journal entry: “What makes Islamic Art unique?”architecturepicture.net
  • Essay: “Compare and contrast the empire development of the Inca and the Aztec.”

Period 4: 1450 to 1750

  • Key Concepts 4.1 Globalizing Networks of Communication and Exchange
  • Key Concepts 42. New Forms of Social Organization and Modes of Production
  • Key Concepts 4.3 State Consolidation and Imperial Expansion

Topics for Discussion

  • Transformations in Europe
  • European interactions with Americas and Africa
  • Development of Muslim Empires
  • Development of the Russian Empire
  • Development of the Ming & Qing Dynasties
  • Oceania
  • Development of the Japanese Shogunate

Sources

  • Bulliet: The Earth and Its Peoples: chapters 17-22
  • maps in text
  • Essential Course Companion (Wood) pgs. 252-349

Time period: six weeks

Supplemental Readings

  • The Prince by Machiavelli History Channel Global History Series “Da Vinci and the Renaissance”
  • The Fall of Tenochtitlan poem by unknown Aztec 1523 History Channel Global History Series “Mexico: Courage and Conquest”
  • A Letter Describing Sati by Francois Bernier, 1667 History Channel Global History Series “ Great Britain: Engineering an Empire”
  • The Other 1/3 of the Globe by Ben Finney
  • Easter Islands End by Jared Diamond
  • Slave Sale Image posted by Austin, Laurens, and Appleby 1780s History Channel Global History Series “Slavery and The Middle Passage”
  • Excerpt from 1421: The Year China Discovered America by Gavin Menzies

Selected Activities/Assessments

  • Students will analyze the question of the morality requirements of political leaders by reading and interpreting The Prince by Machiavelli
  • Intellectual Changes Chart in regards to the causes and effects of the revolutions in the next time period.
  • study guide of course themes of concepts
  • Develop a thesis statement to answer the question “Analyze the changes and continuities that resulted from the intellectual changes in Europe”
  • Essay: Students will analyze the impact of global silver trade through the analysis of primary documents from the 2006 DBQ. Students will take authorial point of view into consideration.
  • Students will analyze the origins of graphs by reading an excerpt from William Playfair, The Commercial and Political Atlas, 3rd ed. (London: J Wallis, 1801), ix, xiv-xv from The Earth and Its People: A Global History, R.W.Bulliet, et al., 3rd Ed. (2005) pg. 573
  • Students will analyze the excerpt from 1421 in regards to the historical question of whether the Chinese got to America.
  • Columbian Exchange chart that addresses the consequences of the new trade patterns and the new labor system and economic system of colonies that developed as a result of Atlantic trade in regards to mercantilism and capitalism.
  • Students will compare and contrast the attitudes about Polynesian history according to Jared Diamond and Ben Fnney
  • Students will analyze demographic data from “Birth and Death on a Jamaican Sugar Plantation, 1779-1785” from The Earth and Its People: A Global History, R.W.Bulliet, et al., 3rd Ed. (2005), pg. 466.
  • Students will compare and contrast the architectural features of Sulyman’s mosque and the Taj Mahal by viewing pictures of both buildings. www.islamic-architecture.info/
  • Essay: “Compare and contrast the effects of European interactions on Africa and the Americas.”
  • Essay “Compare and contrast the development of two of the following empires: Ottoman, Russian, Safavid, Mughal Empire, Ming, or Japanese Shogunate”

Period 5: Industrialization and Global Integration 1750 to 1900

  • 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

Sources

  • Bulliet: The Earth and Its Peoples: chapters 23-29
  • maps in text
  • Essential Course Companion (Wood) pgs.350-462

Topics for Discussion

  • American, French, and Haitian Revolutions
  • Napoleonic Wars and 19th century Ideologies
  • Latin American Independence Movements
  • Industrial Revolution
  • Imperialism (Africa, Australia, and Asia)
  • Fall Ottoman and Qing Dynasties
  • Labor and anti-slavery and women’s rights movements
  • Development of the Japanese Empire

Time Period: six weeks

Supplemental Readings and Materials

  • United States Declaration of Independence declaration/document/
  • Letter from Toussaint L’Overature thelouvertureproject.org
  • Political Moralityby Robespierre History Channel Global History Series “The French Revolution”
  • Concerning the Caste System by Jose Maria Morealos History Channel Global History Series “Mexico: Courage and Conquest”
  • Response to US Intervention Venustiano Carranza History Channel Global History Series “Mexico: Courage and Conquest”
  • Growth of the Steam Engine by Robert H. Thurston History Channel Global History Series “Great Britain: Engineering and Empire”
  • Opium War by Lin Zexu History Channel Global History Series “Great Britain Engineering and Empire”
  • White Man’s Burden Rudyard Kipling AP World History: An Essential Coursebook pg 429
  • Western Traders in Japan by Hashimoto Sadahide History Channel Global History Series “ Japan and the Samurai Warrior”
  • Coronation of Tsar Alexander II by Tsar Alexander II History Channel Global History Series “Land of the Tsars”
  • Imagine analysis of various Imperialistic image cartoons Students will need to take into consideration the source of the original cartoon and the intended audience

Selected Activities/Assessments

  • Journal write: “What was the impact of Social Darwinism on Imperialism?”
  • study guide of course themes and concepts
  • Label map of territories taken over by Europeans
  • Student’s will analyze the impact of Kipling living in India while writing the White Man’s Burden
  • Students will analyze the intent of the author for a French Revolution political cartoon The Human Record, Volume 2 pg 190-194
  • Students will compare and contrast the social, political, and economic causes of the French, Haitian, and American Revolution.
  • Western Traders in Japan by Hashimoto Sadahide History Channel Global History Series “ Japan and the Samurai Warrior” Students will analyze the author’s point of view of being Japanese
  • Students will analyze the tone of Opium War by Lin Zexu taking into consideration that he is Chinese.
  • Essay: “Compare and contrast the causes of the French and Haitian Revolutions.”
  • Essay: “Analyze the changes and continuities of the Industrial Revolution”
  • DBQ Essay: Students will compare and contrast the mechanization of Japan and India while considering authorial point of view.
  • Students will complete a “web quest” assignment created by the teacher on Australia by using the web site
  • Students will analyze the migration into Australia using “Settler arrival figures” from

Time Period # 6 Accelerating Global Change and Realignments, 1900-Present

  • 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

Time Period: six weeks

Topics for Discussion

  • WWI, Total War and Reactions to Fourteen Points
  • Russian Revolution
  • Chinese Revolution
  • Great Depression and Authoritarian Responses
  • Totalitarian States
  • WWII and Forced Migrations
  • Cold War, Imperialism
  • Communist China
  • Latin America Decolonization, United Nations
  • Mid-East and North African Decolonization
  • Information and communication Technologies Revolution
  • Fall of the USSR
  • Periodization

Sources

  • Bulliet: The Earth and Its Peoples: Chapter 30-35
  • Essential Course Companion (Wood): page 463-558
  • Time Period 6 Map of Cold War Era and Post-Cold War Era
  • History and Theory, Vol. 34 No. 2, Theme Issue 34: World Historians and Their Critics (May, 1995), pp. 99-111 “ Periodizing World History” by William A. Green

Supplemental Readings or Reader (such as but not limited to):

  • Excerpt from Treaty of Versailles “Treaty with the Germans” History Channel Global History Series “ Russia: Land of the Tsars”
  • Excerpt “Krushchev’s Secret Speech”
  • Excerpt from All Quiet on the Western Front
  • United Nations “Declaration of Human Rights”
  • United Nations “Kyoto Protocol”
  • Various political cartoons to be updated according to current events

Selected Activities/Assessments

  • Writing workshop
  • Students will complete a comparative essay on the Russian and Chinese Revolutions
  • Students will complete a comparative essay on decolonization of Africa to the Mid-East
  • Students will complete a change over time essay on global economics from 1900-present
  • Students will complete a change over time essay on changes in one of the following from 1900-present China, Russia, or Latin America.
  • Students will read and complete analytical questions about “Treaty with the Germans” in regards to European ethnocentrism and protection of their economies
  • Students will analyze the development of the “cargo cults” in Oceania through reading “On the Interpretation of Cargo Cults” by W. E.H. Stanner from the September 1958 issue of “Oceania”
  • Students will complete analytical questions about the History Channel film: “Russia’s Last Tsar” in regards to the cult like worship of Nicholas II that has developed in the post-Soviet era.
  • Students will complete a video response to “World Economy Part 1: Depression and Recovery”
  • Students will read and complete analytical questions about “Krushchev’s Secret Speech”
  • Students will complete analytical questions to “20th Century with Mike Wallace: Modern China”
  • Students will complete analytical questions on “Nelson Mandela Biography” video
  • Students will discuss the causes and consequences of global population changes from 1750-2050 by interpreting data from “Population for World and Major Areas, 1750-2050” The Earth and Its People: A Global History, R.W.Bulliet, et al., 3rd Ed. (2005) pg. 864
  • Completion of Time Period #6 study guide of course themes and concepts
  • Students will discuss the European and World History periodization conflict after reading and article on the topic by William A. Green
  • Students will complete a propaganda poster on one of the dictators
  • Students will analyze the loss of life by country in both world wars by using the chart from and
  • DBQ Essay: Students will analyze the Green Revolution while considering authorial point of view.

Review Period