AP World History Syllabus - scott.k12.ky.us World History Syllabus... · AP World History Syllabus Instructor: Katherine Booth, [email protected] Course Description:

AP World History Syllabus

Instructor: Katherine Booth, [email protected]

Course Description: Advanced Placement World History (WHAP) is a chance to study the story of how our world came

to be the way it is today. The course will cover events that have shaped our world from 8000 BCE to the present and is

truly global in scope with Africa, the Americas, Asia, Europe, and Oceana each represented. WHAP is for motivated

students and is taught on the college level – it therefore requires much more homework and more extensive writing

assignments than the average high school course (it take the time and dedication you would expect to put into a

sports team or band.) All students are encouraged to take the WHAP test in May and those who score well can

receive college credit (saving parents lots of money.) One purpose of this course is to prepare students to do well on

the exam; the broader purpose is to develop a variety of analytical skills and the chance to “do history” rather than

just read about it. This requires a great deal of critical thinking, interpretation of written material, logical

argumentation, and analysis. These skills are beneficial regardless of future plans.

Required Materials:

Sturdy 1 ½ -2 inch 3-ring binder (just for this class)

Paper hole reinforcers – otherwise your work could be lost

Filler paper

Notebook tabs to divide every two chapters – total of 16 tabs.

Blue or black AND green pen

Colored pens or pencils at home for maps

Princeton Review’s AP World History Review book, available online and at bookstores

Daily Homework:

You will have homework on the majority of days in this class. This will never be busy work; rather, it is work that will

prepare you to pass the College Board’s Advanced Placement exam in May. Homework usually takes the form of

reading and/or questions. It is imperative, therefore, that you keep up with the reading and questions!

Plagiarism and Copying:

Plagiarism and copying are defined as taking someone else’s work as your own and not citing it – and also taking a

classmate’s work and using it as your own when, in fact, it was your own work that needed to be evaluated. It is a

serious matter to cheat or copy using the internet, friends, or other sources. When I take up your work, I grade it

carefully. If you are caught having used someone else’s work to supplement your own, I will consider it a violation of

your academic integrity and my trust. You will be given a zero for the assignment. If it is a paper, I will ask you to

rewrite it. This redone work will be evaluated to see what your progress is in terms of writing for the AP exam, but it

will not be given points.

Class Rules:

1. You must be in your seat when the bell stops ringing to avoid a tardy. We will work from bell to bell and require all of the time allotted in the year to prepare to pass the AP exam.

2. Raise your hand to speak. 3. Three Strikes, You’re Out Rule: Assignments are to be turned in on the day they are due, UNLESS you pre-

arrange with me. I understand that your lives are busy – be responsible enough to extend your deadline with my pre-approval if needed. If you turn in an assignment the day it is due, it is eligible for full credit. If you turn it in the next school day, it is eligible for ½ credit. After that, I will not take late work. Period. If you miss a

test or quiz, please make it up within two weeks of the missed date, otherwise it will remain a zero in the grade book.

4. Always do your own work, to the best of your abilities!

Snow Days and Other Emergencies:

Unfortunately, the date of the AP test (May 15, 2009) does not change just because Scott County has a snow day.

Because of this, students should continue to do assignments, especially reading, in the event of a snow day or other

emergency. The class calendar won’t change. Students should check their class calendar and my website to see what

they should be doing, and when. In the absence of any other information (for example, if I have not yet distributed

the next month’s calendar) students should read the next section of their text for every class day missed. Days after

snow days are perfect times for quizzes to check your personal effort level in the class.

Textbook: Bulliet, Richard W., Pamela Crossley, Daniel Headrick, et.al. The Earth and Its Peoples: A Global History.

Advanced Placement 3rd AP Ed., 2005.

Supplemental Reader: Overfield, Andrea. The Human Record: Sources of Global History. 5th Ed. Vol. 1 and 2. 2005.

Summer Reading: Christian, David. This Fleeting World: A Brief History of Humanity

Web Resources: To take practice tests, study with online flash cards, examine maps from each chapter, review correct

pronunciation, etc. look at: http://college.hmco.com/history/world/bulliet/earth_peoples/3e/students/index.html

Historical Themes*

Advanced Placement World History highlights six overarching themes that form the cornerstone of the teaching and

learning experience. The teaching plans for each of the units will utilize the six themes detailed below. These six

themes will be stressed daily as well as reviewed collectively at the end of each unit.

1. The relationship of change and continuity from 8000 BCE to the present and the causes and processes involved in

major changes of this relationship

2. Impacts of interaction among and within major societies (trade, international exchange, war, diplomacy, etc.)

3. The effects of technology, economics, and demography on people and the environment

4. Systems of social structure and gender structure

5. Cultural, religious, and intellectual developments

6. Changes 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)

*Taken from apcentral.collegeboard.com

Habits of Mind*

Your work in this course will develop seven habits of mind, or skills, that any good student of history acquires in the

course of examining, analyzing, and explaining history. These habits fall into two categories: those used in all historical

analysis and those specific to world history.

Category One

1. Constructing and evaluating arguments (using evidence to make plausible arguments)

2. Using documents and primary source data to analyze point of view, context, and bias, and to understand and

interpret data

3. Assessing change and continuity over time (examining change as a process and questions of causation)

4. Understanding diversity of interpretations (analyzing context, point of view, and frame of reference)

Category Two

5. Seeing global patterns and processes over time and space; connecting local events to global ones; moving through

levels of generalizations from local to global

6. Comparing within and among societies

7. Being aware of human commonalities and differences and understanding ideas and values within historical context

*Taken from apcentral.collegeboard.com

Course Requirements:

· Prepare to take the AP Exam in early May.

· Actively participate in class and complete all assignments thoroughly and promptly.

· Attend class daily, arriving on time. The course moves very quickly. Missing class is very detrimental to your progress.

· Make up work when absent—contact me and send assignments due electronically if possible; make prior

arrangements for planned absences; one day is allotted by school policy for each day absent to turn in work. If you

miss a quiz, you must set up a time to make it up outside of class. Daily missed assignments should be checked on the

note cards placed each day on the “While You Were Out” board. Any handouts can be picked up in the folders next to

the assignment calendar.

· Keep a well-organized and complete notebook for the entire year; bring to class every day. Use the charts, lecture

and reading notes in your notebook to study for tests. Keep up with the notebook all year! This will usually be a 100

point grade given with each Unit test.

· Form a study group for tests and other large assignments.

· Ask instructor for help if needed—I am very committed to supporting your efforts!

· Challenge yourself to work hard and maintain high standards. I will do so as well.

Grading:

Grades will be based on points that are added up and averaged with total points possible. Grades are available daily

through IC at your home. You must check your grades and take personal responsibility for both your grade and for

turning in missing assignments. Final grades will be computed in December and again in May.

Assessments:

Quizzes: On readings from each chapter in the text book

Homework: Assigned readings, Essay writing practice, The Human Record primary source activities

Tests: Following the completion of each unit, usually about 7 chapters.

Essays: Assigned in class and out of class writing in preparation of the AP exam . We will write about 10 essays during

this year and writing constitutes 50% of your AP test grade, so it is important to work hard to improve.

Final Exam: Students will take a 3-hour, 5 minute AP Released Exam in preparation for the AP World History exam.

Periodization: This course will divide the scope of World History into six time periods based on significant watershed

events or trends in history. This class will follow the periodization guides set forth by the College Board. The following

Unit guidelines are based on the periodization set forth by College Board.

UNIT 1: FOUNDATIONS (8000 BCE – 600 CE) [7 Weeks]

Focus Questions: What is “ civilization” ? Who is “ civilized” ? How does change occur: individually or by diffusion?

Week One – Introduction to the Course, AP Themes and Habits of Mind, AP Writing, Developing Agriculture and

Technology

Objectives: For students to begin thinking historically and with a global perspective

To become familiar with the Habits of Mind and AP World History Themes

To gain a basic understanding of AP reading and writing expectations

To gain knowledge regarding world geography

Ancient art from prehistoric to civilization

Readings: Summer Reading Assignment

Bulliet, p. 1-14

The Human Record, “ Analyzing Two Sample Sources”

Major Activities and Assessments*:

Summer Reading Quiz

Primary Source Analysis

Map and Geography Terms

Art of the prehistoric and ancient world power point

Week Two - Early River Valley Civilizations (Mesopotamia, Egypt, Indus Valley, Shang & Zhou, Olemc & Chavin, Nubia)

Objectives: Understand the characteristics of city-states

Know basic characteristics of the major civilizations

Understand the dynamics between Confucian and Daoist beliefs and Legalism

Readings: Bulliet, Ch. 1-2

The Human Record, “ The Judgments of Hammurabi,” “ The Book of Documents”

Excerpts from Gilgamesh and creation myths

Major Activities and Assessments:

City-state comparison chart

Fishbowl – Early Civilizations

Yin-Yang diagram

Week Three – Early Mediterranean and the Middle East

Objectives: Understand early commercial empires of Pheonicia and Carthage

Analyze the status and role of women post-civilization

The foundations of Judaism

Readings: Bulliet, Ch. 3

The Human Record, “ The Odyssey,” “Genesis”


Lecture – Status of Women in early societies

Judaism Learning Stations

Mind Map: Commercial Exchanges

Week Four – Conflict Between Persia and Greece

Objectives: Understand differences between imperial organization of territory and views of authority

Understand the spread and impact of the Hellenistic Synthesis


The Human Record, “ Three Hellenic Works of Art,” “ Apologia,” “ History of the Peloponnesian War”


Archaic and Classical Greek Art Power Point

Change and Continuity Over Time essay – early civilizations

Week Five – Age of Empires (Rome and Han China)

Objectives: Understand the nature of empire (rise, apex, fall)

The rise of Christianity


The Human Record, “ Lessons for Women,” “ Agricola and Annals,” “Gathas”


Conrad Demarest Model of Empires

Lecture: Comparison of Rome and Han Empires

Fishbowl: Rome v. Han

Power Point: Christianity

Week Six – India and Southeast Asia

Objectives: Understand the characteristics of Indian and Southeast Asian cultures

Compare and Contrast World Belief Systems (Buddhism, Judaism, Hinduism, Confucianism, Christianity)

Readings: India reading downloadable from my online classroom

The Human Record, “ The Classic of the Way and Virtue,” “ The Analects,” “ The Bhagavad Gita,”


Smart Board: Hinduism whole-class webquest

Compare and Contrast Essay: Judaism, Christianity, Hinduism, Buddhism

Week Seven – Networks of Communication and Trade between Early Civilizations

Objectives: Understand Silk Road, Indian Ocean, and Saharan Trade Routes

Readings: Bulliet, Ch. 7 & Southernization journal article downloadable from my online classroom


Trade Route Simulation

Mind Map: Trade Routes

UNIT TEST – Chapters 1-7

UNIT 2: (600 CE – 1450 CE) [8 Weeks]

Focus Questions: Did changes in this period occur from the effects of nomadic migrations or urban growth? Was there

a world economic network during this period?

Week One – The Birth and Spread of Islam

Objectives: Understand the rise and spread of Islam

Understand the Shi’a/Sunni split within Islam


The Human Record, Excerpts from the Quran, “Creed Concerning the Imamas”


DBQ Practice on Women in Islam

Excerpts from The Muslim Discovery of Europe

DVD: Islam, Empire of Faith

Week Two – Christian Europe Emerges

Objectives: Compare and Contrast Feudal Europe and Japan

Understand the economics of feudal Europe

Understand the fracturing of the Christian world and long term cultural consequences


The Human Record, “ The Gospel of Thomas,” “Manichaeism,” “ Travels”


DBQ Released Essay: Christian and Muslim Attitudes Toward Trade

Crusades Jigsaw group work

Week Three – Inner and East Asia

Objectives: Understand the revival of classical China under the Tang dynasty

Compare and contrast the uses of Buddhism and Confucianism and justifications for rule and obedience and state-

building mechanisms


The Human Record, “ Lives of the Nuns,” “ Poems”


Song dynasty activity using Asia for Educators Web site (www.afe.columbia.edu)

Jigsaw: Tang Dynasty

Week Four – People and Civilization of the Americas

Objectives: Examination of Andean and Mesoamerican cultures


The Human Record, “ Three Mayan Ceramic Sculptures”


Excerpts from Guns, Germs, and Steel

Lecture: Patterns of Interactions between the Americas

Jigsaw: Mayan, Toltec, Aztecs, Inca, Southwest cultures, and mound-builders

Week Five – Mongol Eurasia and Its Aftermath

Objectives: Understand the impact of Mongol conquest and rule on various societies


The Human Record, “Marco Polo,” “ The Practice of Commerce” “ Embassy to Tamerlane”


Fishbowl: Mongols and interactions (Reilly, Worlds of History)

Mind Map: Interactions

Week Six – Tropical Africa and Asia

Objectives: Review change and continuity over time as a function of new Islamic empires in Delhi and Mali



Lecture: Indian Ocean trade (PowerPoint)

Simulation: Indian Ocean trade

COT practice: Islamic Empires

Week Seven – The Latin West

Objectives: Understand changes in Europe’s economics, government, and intellectual life

See patterns of reemergence in art


The Human Record, “ The Book of John Mandeville”


Art Analysis: changes from Medieval to Renaissance

Black Death primary source readings

Lecture: Stimuli of Changes

Week Eight – The Maritime Revolution

Objectives: Comprehend motivations for Exploration

Compare and contrast reactions to European Encounters


The Human Record, “General History of the Things of New Spain, “ Compendium and Description of the West Indies”


Fishbowl: Beginning of globalization/world systems theory

World Trade Mental Mapping

UNIT TEST Chapters 8-15

UNIT 3: (1450 CE – 1750 CE) [5 Weeks]

Focus Questions: To what extent did Europe come predominate in the world economy?

Week One – Transformations in Europe

Objectives: Understanding intellectual, cultural, and economic changes in Europe


The Human Record, “ Table Talk,” “ Decrees of the Council of Trent”


COT essay on world trade (2002 exam, but with 1750 as the endpoint) OR change-over-time essay on the Atlantic

world (2005 exam)

Atlantic World Power Point

Activehistory.co.uk “ Analyzing Reformation Woodcuts”

Week Two – The Diversity of American Colonial Societies

Objectives: Understanding the implications of the Columbian Exchange and colonialism in the Americas


Spice excerpt available on my online classroom

The Human Record, “ Compendium and Description of the West Indies”


Columbian Exchange Learning Stations

Fishbowl: on Spice reading

Week Three – The Atlantic System and Africa

Objectives: Understanding the system of slavery, colonialism, and mercantilist economics


The Human Record, “ A Benin-Portuguese Saltcellar and a Benin Wall Plaque,” “ Letters to the King or Portugual”


Lecture: Plantations and mercantilism

Guns, Germs, and Steel video part 2

Week Four – Southwest Asia and the Indian Ocean

Objectives: Compare and Contrast major Asian empires of the era



Empires group work

Week Five – Northern Eurasia

Objectives: Understanding Japanese, Chinese, and Russian expansion



Fishbowl: Comparing imperial systems in Asia and Europe

Jigsaw: comparison of women’s roles using Economic Roles of Women in World History


UNIT 4: (1750 CE – 1914 CE) [7 Weeks]

Focus Questions: Through what processes did the influence of industrialization spread throughout the world? How did

the right of individuals and groups change in this period?

Week One – Revolutionary Changes in the Atlantic World

Objectives: Understanding Political Revolutions and conservative retrenchment


The Human Record, “ English Bill of Rights,” “Declaration of the Rights of Man and Citizen,” “Common Sense”


Brinton’s Model for Analyzing Revolutions

Week Two – The Early Industrial Revolution

Objectives: Industrial Revolution and impacts


The Human Record, “ The Wealth of Nations”


Venn Diagram Revolution comparisons

Economic Systems debates: Malthus, Ricardo, and Smith

Week Three – Nation Building and Economic Transformation in the Americas

Objectives: Understanding Latin American liberation movements, economic and social challenges


The Human Record, “ The Jamaica Letter”


Jigsaw & Group notes: Latin American independence movements

Week Four – Africa, India, and the New British Empire

Objectives: Understanding European expansion and implications


A History of the World in 6 Glasses excerpt available on my online classroom

The Human Record, “ Letter to William Pitt”


British Empire Power Point

Defining activitiy: the rise of nationalism

Week Five – Land Empires in the Age of Imperialism

Objectives: Ottoman, Russian, and Qing Empires comparing and contrasting


The Human Record, “ The Communist Manifesto”


Activehistory.co.uk “ Virtual Tour of Tsarist Russia”

Week Six – The New Power Balance

Objectives: Applying ideas about nationalism to nationalist movements

Readings: Bulliet, Ch. 26 and Ch. 27 p. 750-752

The Human Record, “ Letter to Mitsubishi Employees,” “ The Future of the Chinese People”

Major Activities and Assignments:

Lecture: Modernization of Japan

Unification Jigsaw

DBQ: responses to the Western encroachment

Week Seven – The New Imperialism

Objectives: Understanding motives for imperialism and methods of control



Imperialist Behavior simulation

History Alive! Imperialism motives groupwork

Imperialism Learning Stations


UNIT 5: (1914 CE – Present) [6 Weeks]

Focus Questions: How do ideological struggles provide and explanation for many of the conflicts of the 20th century?

To what extent have the rights of the individual and the state replaced the rights of the community? How have conflict

and change influenced migration patterns?

Week One – The Crisis of the Imperial Order

Objectives: Understand why the old order dissolved and what forms took its place


The Human Record, “Mud and Khaki, Memoirs of an Incomplete Soldier”


Lecture: The Sick Man of Europe and causes of WWI

Activehistory.co.uk “ Lenin and the USSR: A Decision-Making Adventure”

Examining Propaganda and Modern Art to understand social change

Week Two – The Collapse of the Old Order

Objectives: Understanding economic depression and authoritarian responses


The Human Record, “Mein Kamph,” “Results of the First Five Year Plan” “ The Decision to Use the Atomic Bomb”


Activehistory.co.uk “Undercover in Nazi Germany”

Fishbowl: Security and Stability v. Freedom and Choice

Power Point: The Second World War

DVD: War in the Pacific

Week Three – Striving for Independence: Africa, India, and Latin America

Objectives: Comparing and contrasting anti-imperialist movements


The Human Record, “ Indian Home Rule,” Debate in the House of Commons”


Pair Research and Presentations: British Legacy in India: positive or negative?

Mind-Map: Independence Movements

Choices curriculum Indian Independence Unit

Indian Independence DVD

Week Four – The Cold War and Decolonization

Objectives: Compare and contrast the ideologies behind Cold War tensions, Understand the motivations of

superpowers and the developing world


The Human Record, “ The Muslim Brotherhood,” “ The Long Telegram,” “ Telegram, September 27, 1946,” “ A Native

of Yan’an”


Timeliner: Cold War Events

Fishbowl: Cold War Ideologies

Primary Sources and Graphic Organizer: 20th Century China

Timed Writing: Compare and Contrast the USSR and Communist China

Week Five – Crisis, Realignment, and the Dawn of the Post-Cold War World

Objectives: Understand the challenges of the post-Cold War world


The Human Record, “ Islamic Government,” “ A Statement on Genital Mutilation”


Google Earth Tours: Biased Interpretations of the Middle East Conflict

Analyzing Political Cartoons: The Middle East

Fishbowl: Development v. Environment

Primary Source Analysis: secularization in the Middle East v. conservative Islam

Week Six – Globalization at the Turn of the Millennium

Objectives: Comprehend the emergence of global culture contrasted with cultural fragmentation (ex: fundamentalist

movements and modern genocides)


The Human Record, “ Free Trade and the Decline of Democracy,” “Globaphobia: Confronting Fears about Open Trade,”

“ The Last Night”


TEDS developing world graphs video clips and discussion

Fishbowl: Reactionaries v. Globalizers

PRACTICE AP EXAM: COMPREHENSIVE FINAL EXAM

*Major Activities are examples and not necessarily either exhaustive of the content covered. Changes may be made at

any time.