AP World History Jordan Vocational High School 2016-2017
Teacher: Ms. Rebekah Atkinson Room: 207 Main Building
Available: I am available for extended tutoring Wednesdays and Friday's after school by appointment only.
Classroom Procedures: Upon entry to class students will retrieve their notebooks, writing utensil and any other provided materials for the day’s activities and begin work on their starting assignment as posted. Students should be prepared to get to work upon entering class, we will proceed immediately upon the ringing of the bell.
Classroom Rules: Students should be familiar with the rules and procedures of Jordan Vocational High School and the Muscogee County School District Handbook (See class website). Please be sure to use the bathroom and get water between classes, there is plenty of time before and after class for these breaks. Students may not leave class to run errands, go to lockers, telephone etc. Students will show respect to their teacher, peers, selves and any other class visitors. Students will participate in class activities, as each is designed to help the student perform to his or her highest potential.
Cell phones are not permitted out in class. Leave them in your locker if this is going to be a problem.
Absences: The depth of this class requires students to miss as few days as possible. Excessive absences have been shown to be detrimental to student performance in this, and any other class. Please do your best to schedule appointments for after school. As exam dates have been presented at the beginning of this class, there will be NO EXTENSIONS if students are out the day before an exam. Students with unexcused absences will be required to makeup missing exams or quizzes after school within three days. Excessive unexcused absences also result in loss of credit, despite class average (See handbook for details).
Grading Procedures: Formatives: 30% Summatives: 70% *Once grades for a quarter’s report card have been posted, no more retakes or missing work can be submitted for that particular quarter. Grades on a printed report card are final, with no changes permitted. Students will be allowed to retake Unit Summatives ONLY if they have completed the required supplemental work. Retakes will be given after school on posted dates that will not exceed 10 days after the original test date.
Course Outline: *Please note all summatives listed will count towards the student’s final average. Additional projects/summatives may still be announced.
AP World Syllabus Advanced Placement World History Syllabus 2017-2018
Course Overview
AP World History is a challenging course that focuses on the interaction between diverse human societies primarily over the past one thousand years. This course will provide you with the intellectual challenges and workload consistent with a typical undergraduate university history course. Throughout this course students will develop a greater comparative understanding of the causes and effects of such interactions upon different classes of peoples in different areas. The course will focus heavily on Asia, Africa, Latin America, and the Middle East; however, Europe and North America will also be explored. Units will be presented chronologically over six time periods which will be explored thematically.
Students will be assigned a college-level text and numerous primary documents and scholastic articles to read. Students are expected to take extensive notes, participate in classroom discussions, and write a number of analytical, comparative, evolutionary, and document-based essays. Finally, the scope of this course will require extensive effort by each student outside of the classroom.
Curricular Requirements
CR1a The course includes a college-level world history textbook. CR1b The course includes diverse primary sources, including written documents and images as well as maps and quantitative data (charts, graphs, tables). CR1c The course includes multiple secondary sources written by historians or scholars interpreting the past. CR2 Each of the course historical periods receives explicit attention. CR3 Students are provided opportunities to investigate key and supporting concepts through the in-depth study and application of specific historical evidence or examples. CR4 Students are provided opportunities to apply learning objectives in each of the five themes throughout the course. CR5a The syllabus must show explicit coverage of Africa in more than one unit of the course. CR5b The syllabus must show explicit coverage of the Americas in more than one unit of the course. CR5c The syllabus must show explicit coverage of Asia in more than one unit of the course. CR5d The syllabus must show explicit coverage of Oceania in more than one unit of the course. CR5e Europe must be specifically addressed in more than one unit of the course, but no more than 20 percent of course time is devoted specifically to European history. CR6 Students are provided opportunities to evaluate the reliability of primary sources by analyzing the author’s point of view, author’s purpose, audience, and historical context. — Analyzing evidence (Proficiency Skills A1, A2) CR7 Students are provided opportunities to analyze and compare diverse historical interpretations. -- Interpretation & Comparison (Proficiency Skills B1, B2, C1) CR8 Students are provided opportunities to compare historical developments across or within societies in various chronological and geographical contexts. — Comparison & Synthesis (Proficiency Skills C2, C4) CR9 Students are provided opportunities to situate historical events, developments, or processes within the broader regional, national, or global context in which they occurred. — Contextualization (Proficiency Skill C3) CR10 Students are provided opportunities to make connections between different course themes and/or approaches to history (such as political, economic, social, cultural, or intellectual) for a given historical issue. — Synthesis (Proficiency Skill C5) CR11 Students are provided opportunities to use insights from a different academic discipline or field of inquiry (such as archaeology, anthropology, art history, geography, political science, or linguistics) to better understand a given historical issue. — Synthesis (Proficiency Skill C6) CR12 Students are provided opportunities to explain different causes and effects of historical events or processes, and to evaluate their relative significance. — Causation (Proficiency Skills D1, D2) CR13 Students are provided opportunities to identify and explain patterns of continuity and change over time, relating these patterns to a larger historical process. — Patterns of continuity and change over time (Proficiency Skills D3, D4) CR14 Students are provided opportunities to explain and analyze different models of periodization. —Periodization (Proficiency Skills D5, D6, D7) CR15 Students are provided opportunities to articulate a defensible claim about the past in the form of a clear thesis. — Argumentation (Proficiency Skill E1) CR16 Students are provided opportunities to develop written arguments that have a thesis supported by relevant historical evidence that is organized in a cohesive way. — Argumentation (Proficiency Skills E2, E3, E4)
Historical Thinking Skills I. Analyzing Historical Sources and Evidence II. Making Historical Connections III. Chronological Reasoning IV. Creating and Supporting Argument
To be successful in this course, students must gain a proficiency in using these skills to help them interpret the past.
Course Text and Other Readings [CR1A]
Stearns, Peter N. World Civilizations: The Global Experience. 4th Edition, Pearson Education, 2005.
Traditions and Encounters: A Global Perspective on the Past, 2017.
Students are encouraged to use the following website in conjunction with the text listed above:
Bernstein, William: A Splendid Exchange: How Trade Shaped the World, Grove Press, (2008) Standage, Tom: A History of the World in Six Glasses, Bloomsbury, (2005) Kurlansky, Mark Salt: A World History, Walker Publishing Company Inc. (2002) Diamond, Jared Guns, Germs, and Steel: The Fate of Human Societies, WW Norton, (1999) Menzies, Gavin 1421 The Year China Discovered America, Transworld Publishers (2002) Tuchman, Barbara The Guns of August, RH Value Publishing (1964)
Primary Sources are listed with each unit.
The Five Themes of AP World History [CR2]
The following are the five themes of AP World History identified by the College Board. They will each receive equal attention throughout the year.
Theme 1: Interaction between Humans and the Environment (ENV)
Demography and disease
Migration
Patterns of settlement
Technology
Theme 2: Development and Interaction of Cultures (CUL)
Religions
Belief systems, philosophies, and ideologies
Science and technology
The arts and architecture
Theme 3: State-Building, Expansion, and Conflict (SB)
Political structures and forms of governance
Empires
Nations and nationalism
Revolts and revolutions
Regional, trans-regional, and global structure and organizations
Theme 4: Creation, Expansion and Interaction of Economic Systems (ECON)
Agricultural and pastoral productions
Trade and commerce
Labor systems
Industrialization
Capitalism and socialism
Theme 5: Development and Transformations of Social Structures (SOC)
Gender roles and relations
Family and kinship
Racial and ethnic constructions
Social and economic classes
Throughout the course, students will practice and be provided scaffolds to produce thesis-driven arguments to be deployed in practice test items every two weeks. These essay assignments and practice exams include the Document-Based Question (DBQ) as well as the Long-Essay Question types that address the targeted historical thinking skills of causation, comparison, continuity and change, and periodization.
Course Schedule
Unit 1: Technology and Environmental Transformations (To 600 BCE) 3 weeks
Key Concepts [CR3]
Big geography and the peopling of the Earth
The Neolithic revolution and early agricultural societies
The development and interactions of early agricultural, pastoral, and urban societies
Topics
Define history and the concepts of cause and effect, time, change and continuity, and perspective across the global historical periods covered in this course.
Analyze and interpret primary and secondary sources to compare views, trace themes, and to detect point of view. (Students will be analyzing point of view documents and historical context of different cultures)-
Class debate.
Trace the patterns and the impact of interaction among major societies: trade, war, diplomacy, and international organizations.
Assess the impact of technology and demography on people and the environment including, but not limited to population growth and decline, disease, manufacturing, migrations, agriculture, and/or weaponry.
Compare major features of social and gender structure within and among societies assessing change in those systems.
Identify cultural and intellectual developments and interactions among and within societies. – Whole class interpretation on articles of different cultures.
Assignments [CR4]
Analyze Jared Diamond’s Worst Mistake in Human History[CR1C] ENV-1&2
Analyze Martin W. Lewis and Karen E. Wigen’s The Myth of Continents[CR1C] ENV-1 &4
Migration patterns seen through linguistic maps[CR8] ENV-3
Compare and Contrast Essay: Flood story; Epic of Gilgamesh and Genesis; Creation Story: Rig Veda CUL-1
Student option; Agricultural vs. Foraging societies: gender roles within each.[CR6,7,8,15] CUL-1 & 4
Identify and analyze the causes and consequences of the Neolithic Revolution in the major river valleys as well as Sub-Saharan Africa and Papa New Guinea; Group Activity [CR5a] & [CR5d] ENV-4
Using the textbook and the internet students will explore how the findings of archeologists have contributed to our knowledge of the following cultures: Harrapan, Shang and Mesopotamia [CR15] CUL2, SB-1
Primary Sources: Cave paintings and Venus Statutes, web site “World History for Us All” will provide early depictions of man and pictures of earliest archeological finds. Maps will be used in this unit to understand locations of ancient civilizations.
Unit 2: Organization and Reorganization of Human Societies (600 BCE-600 CE) 3 weeks
Key Concepts [CR3]
The development and codification of religious and cultural traditions
The development of states and empires
Emergence of Trans-regional networks of communication and exchange
Topics
Examine the indicators of civilization, including writing, labor specialization, cities, technology, trade, and political and cultural institutions in early civilizations.
Trace the development and assess achievements in the arts, sciences, and technology of early river civilizations, including but not limited to those around the Huang-He (China), Indus (India), Nile (Egypt), and Tigris-Euphrates (Mesopotamia) rivers. [CR5A&5C, 12]
Identify the roots of Greek civilization and recognize its achievements in the arts, sciences, and technology from the Minoan era through the Hellenistic period. [CR5E,10,11]
Describe the developments and achievements of Roman civilization in the arts, sciences, and technology.
You will analyze the significance of the fall of Rome. [CR5E, 9]
Examine the importance of India as a hub of world trade and as a cultural and religious center during the rise and fall of its empirical period. [CR5C,9]
Assess the distinctive achievements of Chinese civilization in the arts, sciences, and technology. [CR5C]
Describe the rise and achievements in the arts, sciences, and technology of African civilizations, including, but not limited to: Axum, Ghana, Kush, Mali, Nubia, and Songhai and analyze the reasons for their decline. [CR5A,10,12]
Compare the major belief systems prior to 600CE including but not limited to: Buddhism, Christianity, Confucianism, Daoism, Hinduism, Judaism, and polytheism[CR12]
Assignments
Compare and Contrast Essay: Confucianism vs. Daoism in China; Gender roles in Athens and Sparta; Justice in Society: Code of Hammurabi vs. the Search for Justice in Egypt. [CR6,7,8,12] CUL-1,
Comparison of Social structures: Rome vs. Aztecs. [CR6,10,12] SB-6, ECON-5, CUL-1
Compare and Contrast the fall of Rome, Gupta, and Han China empires. [CR9,10] SB-5 &7
DBQ: The Mediterranean World. [CR7,8] SB-5 & 10
Debate on the importance of the Indian Ocean trade routes. [CR13] ECON-10
Religion simulations CUL-1
Primary Sources: Hammurabi’s Code, Book of the Dead, Sun Tzu’s Art of War, Allegory of the Cave, Bhagavad Gita, pictures of cuneiform and hieroglyphics, Rosetta Stone, ancient Egypt.
Unit 3: Regional and Trans-Regional Interaction 600CE to 1450 CE 3 weeks
Key Concepts[CR3]
Expansion and Intensification of communication and exchange networks
Continuity and innovation in state forms and their interactions
Increased economic productive capacity and its consequences
Topics
Describe the rise and achievements in the arts, sciences, and technology of the Islamic and Byzantine civilization.
Describe the events in Western Europe from the fall of Rome to the emergence of nation-states and analyze the impact of these events on economic, political, and social life in medieval Europe. [CR5E,12]
Assess the interchange of the church and feudalism on the events of the Middle Ages noting their social, political, economic, and cultural impact.[CR12]
Assess the migration of agricultural peoples to new island territories in the Pacific[CR5D,9,12]
Examine the Aboriginal Society in Australia before the arrival of Europeans[CR5D]
Trace social, political, economic and cultural changes associated with the Renaissance, Reformation, the rise of nation-states, and absolutism.[CR9, 12]
Discussion: Does the label “Renaissance” apply to the lower classes in late medieval Europe? Are there other “Renaissances” in other parts of the world? If there are, how would this change our understanding of this term as a marker of a particular period of time? [CR 11]
Evaluate the achievements of the major civilization of the Americas during the pre-Columbian epoch in the arts, sciences, and technology including but not limited to: the Incas, Aztecs, and Mayas.[CR5B]
Assignments
Analysis of Islamic world map by Moroccan cartographer al-Idrisi for King Roger of Sicily[CR8] ENV-3, CUL-1
Spread of ideas, food, and disease along trade routes (example: Linguistics patterns and the spread of the banana in Africa; the Black Death in Asia and Europe using Giovanni Boccaccio The Onset of the BlackDeath and thematic maps and various statistics)[CR7,8] ENV-7
Analysis of Southernization by Lynda Shaffer[CR7] ECON-8
DBQ: Role of Religious pilgrimages on societal interactions[CR8,9,12,13] CUL-2
DBQ: The Rise of Islam[CR8,9,10] CUL-1
Primary Sources: excerpts for the Koran, The Life of Charlemagne, Magna Carta, Peasant Life during the time of Charlemagne, The Table of the 13th Century Lord, A Saxon View of William the Conqueror, Pope Gregory’s letter to Henry IV, Saladin’s Courage and Steadfastness, The Hag of Mansa Musa, The Black Death in Paris, Women Leaders in North American Indian Societies, the Incas, The Examination System during the T’ang Dynasty, Actors and Entertainers in Feudal Japan, The Tale of Genji, and Marco Polo in China. Visuals of Byzantine Art and architecture, Mosque of Ibn Tulun in Fustat, and Tomb of the Samanids I Bukhara
Unit 4: Global Interactions 1450-1750
Key Concepts[CR3]
Globalizing Networks of Communication and Exchange
New Forms of Social Organization and Modes of Production
State Consolidation and Imperial Expansion
Topics
Examine European exploration and analyze the forces that caused and allowed the acquisition of colonial possessions and trading privileges in Africa, the Americas, and Asia[CR5A,B&C,11,12]
Cite the effects of European expansion on Africans, Asians, Europeans, and the pre-Columbian Americans. [CR5A,B&C,9,11,12]
Compare the influence of religion, social structure, and colonial export economies on North and South American societies [CR5B,9,10,12]
Evaluate the effects of colonialism on Africa, the Americas, Asia, and Europe. [CR5A,B,C,10,11,12,13]
Assignments
Analysis of Machiavelli’s The Prince to see leadership qualities and compare other rulers to these same
standards.[CR8,13,14] CUL-4, SOC-4
Investigation of the impact of European colonization upon indigenous empire. Explore revisionist history: Columbus (excerpts from American Holocaust by David Stannard vs. Volume I of Our Country)
[CR7,8,9,11] ENV-8
DBQ African Slaves in the Americas and Islamic World[CR4,11,12,13,14] SOC-8, SB-10, ECON-6
DBQ: The Columbian Exchange[CR4,11,12,13,14] ENV-7
Primary Sources: Chronicle of Guinea, Vasco de Gama’s First Voyage, Columbus Diary, The True History of the Conquest of Spain. Visually, the Codex Mendoza and the major works of Italian Renaissance Artists
Unit 5: Industrialization and Global Integration 1750-1914 3 weeks
Key Concepts[CR3]
Industrialization and Global Capitalism
Imperialism and Nation-states Formation
Nationalism, Revolution, and Reform
Global Migration
Topics
Analyze the causes of fifteenth to nineteenth century political revolutions in England, North America, and
France and assess the influence on individuals, governing bodies, church-state relations, and diplomacy.
[CR5E,4,9,10,11,12,13,14]
Describe the changes in economies and political control in nineteenth century Africa, Americas, Asia, and Europe.[CR5A,B,C,E,10,12,13,14]
Evaluate the growth of nationalism as a contributor to nineteenth century European revolutions (e.g., in the Balkans, France, Germany, and Italy). [CR4,9,11,12,13]
Trace the developments of the Enlightenment and Scientific Revolution and assess their impact on global trends including, but not limited to: social, political, cultural, intellectual, and economic movements. [CR9,10,11,12,13]
Examine the factors that gave rise to the Industrial Revolution in Great Britain, and assess the subsequent global impact of industrialization.[CR5E,11,12,13]
Assignments
In an essay, students will analyze reasons to use 1450 and 1750 C.E. as threshold dates for the early modern period in world history. SB-4
DBQ: Greek independence movement over the Ottoman Empire[CR4,7,8] SB-2 & 3
The students will engage in a simulation of the Scramble for Africa and the justification thereof.[CR4,13] SB-6
Latin American independence movements – investigation using primary sources: Bolivar: Jamaica Letter in comparison with the Declaration of Independence and Declaration of the Rights of Man and Citizen. Students will discuss the significance of the authors’ intended audience, purpose, historical context, and point of view in analyzing these documents. [CR4,7,8,14] SOC-6
Analysis of Communist Manifesto to see impact of industrialization on society.[CR4,7,8,11,13,14] ENV-9
Change and continuity over time: European contact and trade patterns with Africa between 1450-1900[CR8,10] SB-10
Compare and contrast imperialism in China and Japan[CR4,10,11] ENV-8, SOC-3
Primary Sources: What is the Third Estate? The Declaration of the Rights of Man and Citizen, The Declaration of Rights of Woman, Burke’s Reflections on the Revolution in France, The Jamaica Letter, Engels’ Condition of the Working Class in England, Mill’s On Liberty, Communist Manifesto, Origin of Species, Filipinos Responses to the Spanish-American War, writings from Adam Smith and John Stuart Mill. Visual images of factories, cities, and coal mines in industrialized areas.
Unit 6: Accelerating Global Change and Realignment 1900 to Present 2 weeks
Key Concepts [CR3]
Science and the Environment
Global Conflicts and their Consequences
New Conceptualization of the Global Economy, Society, and Culture
Topics
Analyze the causes and course of WWI and assess its consequences[CRA-E,9]
Examine the causes and effects of the Russian Revolution and assess its impact on Russia and the global community. [CR9,11,12,13]
Assess the significance of the war experience on global foreign and domestic policies of the 1920s and 1930s[CR12,13]
Analyze the causes and course of WWII and evaluate it as the end of one era and the beginning of another. [CR9,10,11]
Examine governmental policies and the role of organizations established to maintain peace and judge their continuing effectiveness including but not limited to the Kellogg-Briand Pact, the League of Nations, and the United Nations.[CR4,14]
Assess patterns of new nationalism and the subsequent problems related to the movement including but not limited to: genocide, racism, discrimination, the dismantling of the Soviet Union, and the plight of developing countries. [CR4,11,12,13,14]
Assignments
DBQ: The causes and effects of the Russian Revolution[CR4,7,8] CUL-7,8 SB-7,8,10 ECON-7&9
Compare and contrast Stalin’s leadership in USSR to Machiavelli’s The Prince[CR4,7,8,12] CUL-3, SB-1, SB-10
Mock Trial of President Truman and the dropping of the Atomic bomb on Japan[CR4,13,14] ECON-4, SOC-7, CUL-9
Pan-Africanism vs. Pan Arabism [CR4,12,13] SB-9
Students will read the following chapters and evaluate and compare their perspectives on patterns of new nationalism and the subsequent problems related to the movement: ECON-12 &13, CUL-9
Bernstein, William. “The Battle of Seattle.” A Splendid Exchange: How Trade Shaped the World (New York: Grove Press, 2008): 366-385.
Standage, Tom. “Globalization in a Bottle.” A History of the World in Six Glasses (New York: Bloomsbury, 2005): 250-265.
Primary Sources: Various alliance documents from pre-WWI, Treaty of Versailles, Keynes’ The Economic Consequences of the Peace, speeches by leaders of African independence movements, Cuban Missile Crisis, Soviet invasion of Afghanistan Russian Documents and Memoirs Part 2, US Analysis of the Soviet War in Afghanistan, United Nations documents. Photographs of Berlin Wall, space race, missiles, war technology, Japan after the use of the atomic bomb, world leaders.
Effort is the great equalizer! You can work hard and show as much effort as the next person, and hard work will pay off.
Mastery of Memorable Material
You have the potential to make all of the important material covered in this class part of your memory and own it forever. Once you own it, no one can ever take it away from you.
Admirable Attitude
Someone once said “Life is not a dress rehearsal”
You can take a poor attitude all the way through your life. It won’t make your challenges any easier, but it will probably make your accomplishments less rewarding. Think about it!