Stewart

AP World History

Syllabus

The purpose of the AP World History course is to develop greater understanding of the evolution of global processes and contacts in different types of human societies. This under standing is advanced through a combination of selective historical content and appropriate analytical skills. The course highlights the nature of changes in global frameworks and their causes and consequences, as well as comparisons among major societies. It emphasizes relevant factual knowledge, leading interpretive issues, and skills in analyzing types of historical evidence. Periodization, explicitly discussed, forms an organizing principle to address change and continuity throughout the course. Specific themes provide further organization to the course, along with consistent attention to contacts among societies that form the core of world history as a field of study. Finally, the course is designed to prepare students for the AP World History Exam in May 2012.

The Five AP World History Themes Students in this course must learn to view history thematically. The AP World History course is organized around five overarching themes that serve as unifying threads throughout the course, helping students to relate what is particular about each time period or society to a “big picture” of history. The themes also provide a way to organize comparisons and analyze change and continuity over time. Therefore, we will consistently refer back to the themes as the course progresses using a “PERSIA” acronym. Theme 1: Interaction between Humans and the Environment Theme 2: Development and Interaction of Cultures Theme 3: State-Building, Expansion, and Conflict Theme 4: Creation, Expansion, and Interaction of Economic Systems Theme 5: Development and Transformation of Social Structures

Main Text Strayer, Robert W. Ways of the World: A Global History. Boston: Bedford/St. Martin’s, 2009. Other Referenced Texts Stearns, Peter N. World Civilizations: The Global Experience. Traditions and Encounters, by Jerry Bentley

World History, by Elisabeth Ellis, Et. al., Upper Saddle River, New Jersey: Prentice Hall; 2009.

Additional Resources Cracking the AP World History Exam 2012 (Princeton Review, 2011) Taking Sides: Clashing Views on Controversial Issues in World Civilizations by Joseph Mitchell Guns, Germs and Steel by Diamond (Norton, 1999) This Fleeting World by David Christian 2008 AP World History Released Exam (College Board) 2003–2007 AP World History Essay Questions, Rubrics and Student Samples (AP Central) Document-Based Assessment Activities for Global History Classes by Noonan (J., Weston Walch, 1999) DBQ Practice: 10 AP-Style DBQs (Williams, ed., Social Studies School Services, 2004) Rand McNally Historical Atlas of the World (2003)

Stewart

AP World History

Syllabus

Primary Sources

Reilly, Kevin. Worlds of History: A Comparative Reader. Vols. I and II. Boston: Bedford/St. Martin’s 2004. Stearns, Peter N. Documents in World History. Vols. I and II. New York: Pearson 2009.

UNIT ACTIVITIES TESTS/QUIZZES: All quizzes and tests will follow AP formatting for multiple choice questions. Weekly reading quizzes will be followed by Unit tests that will consist of 70 multiple choice questions. INTERACTIVE NOTEBOOK: Reading notes will be contained in a spiral notebook. The notebook will also include thoughtful and creative processing of information, responses to primary documents, and student thought. See notebook handout for more information. WRITING: Each unit will include at least one essay in the style of the AP World History Exam. Each of the essays will provide students the opportunity to develop well written arguments that have a strong thesis and are supported by relevant historical evidence. More information about the following essays will be provided in class: Document Based Question (DBQ) Change and Continuity over Time (CCOT) Comparative Essay READING: In addition to reading the textbook, students will read a variety of other secondary and primary sources. Examples of secondary sources are articles like “Silk Roads or Steppe Roads? The Silk Roads in World History” by David Christian and “Southernization” by Lynda Schaffer. Primary documents will be a part of each unit. For example, “The Epic of Gilgamesh” in Unit One and “Khrushchev’s Secret Speech” in Unit 6. Students will learn to annotate or “Talk to the Text”, ask important and thought provoking questions, analyze point of view, and make connections through these readings. CLASS PARTICIPATION: Participation is a crucial part of this class. I often employ the “Socratic method” for whole-class discussion and use “fishbowl” techniques to elicit participation and discussion. VISUAL AND QUANTITATIVE SOURCES: Students will analyze graphs, charts, tables, images, and maps from a variety of sources, including the textbook and other secondary sources. GROUP PROJECTS: Each unit will include a group project which will require students to create a presentation, map, timeline, or other product that gives a complete overview of the unit and relates the content to the themes and thinking skills of AP World History.

Stewart

AP World History

Syllabus

UNIT COURSE PLANNER UNIT 1: Technological and Environmental Transformations, to c. 600 B.C.E. Length: 2 Weeks Main reading assignment: Strayer, Chapters 1-3 Key Concepts: 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

INTERACTIVE NOTEBOOK REQUIRMENTS: Double-entry diary notes for reading assignment (Strayer, 1-3) Processing assignment (left side): Analyze ancient history from an archeological perspective: Recreate the ancient city of Jericho Draw and describe a Venus statue Create a tablet written in cuneiform, hieroglyphics, or another form of record keeping Create and label a ziggurat, pyramid, temple, or another example of architecture and urban planning Map out the early civilizations Quantitative: Analyze chart comparing ancient civilizations

WRITING Students will learn how to write a comparative essay. The first essay will be a comparison between the early civilizations in Mesopotamia, Egypt, India, and China. READING In addition to reading the text, students will read and analyze the following primary sources:  The Rig Veda  Epic of Gilgamesh  The Egyptian Book of the Dead  Visual Sources involving sculptures and art of early agrarian peoples GROUP PROJECT Students will work in groups to create either an annotated map or annotated timeline that depicts the earliest civilizations, the development of agriculture, the migration of humans, and new developments in technology and transportations. The students will analyze their map or timeline in an essay that discusses the connections between events, periodization as it applies to their map, and how their map relates to each of the five themes of AP World History.

Stewart

AP World History

Syllabus

UNIT 2: Organization and Reorganization of Human Societies, 600 B.C.E. to 600 C.E. Length: 6 Weeks Main reading assignment: Strayer, Chapters 4-7 Key Concepts: 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

INTERACTIVE NOTEBOOK REQUIRMENTS: Double-entry diary notes for reading assignment (Strayer, 4-7) Processing assignment (left side): Visualizations of social hierarchies of empires “Character analysis”: Shi Huangdi, Alexander the Great, Asoka, Pericles Diary entry from Women’s perspectives: China/India/Rome/Greece Primary source analysis: Architecture and art in the classical era Illustrated glossary: Qata system, monotheism/polytheism, metallurgy, ancestral veneration, deforestation, desertification Quantitative: The Dynastic Cycle Flow Chart

WRITING Students will write a comparison/contrast essay about the similarities and differences between the imperial administration of ancient Rome, Han China, and the Gupta Empire. (2010 AP Central) Students will learn how to write the CCOT essay. The first CCOT essay will be an analysis of the change that occurred along the Silk Roads (2009 AP Central). READING In addition to reading the text, students will read and analyze the following primary and secondary sources:  The Funeral Oration by Pericles (Primary)  The Gospel of Matthew (Primary)  The Writings of Master Han Fei (Primary)  Ashoka, The Rock Edicts (Primary)  The Terra Cota Army (Visual Source) GROUP PROJECT Students will work in groups to create either an annotated map or annotated timeline that shows the development of ancient empires, early trade routes like the Silk Roads, Indian Ocean, and SubSaharan. The map or timeline should represent the change taking place over time and visually illustrate important characteristics of empires and the exchanges between them. The students will analyze their map or timeline in an essay that discusses the connections between events, periodization as it applies to their map, and how their map relates to each of the five themes of AP World History.

Stewart

AP World History

Syllabus

UNIT 3: Regional and Transregional Interactions c. 600 CE-c.1450

Length: 5 Weeks Main reading assignment: Strayer, Chapters 8-13 Key Concepts: Key Concept 3.1 Expansion and Intensification of Communication and Exchange Networks Key Concept 2.2 Continuity and Innovation of State Forms and Their Interactions Key Concept 2.3 Increased Economic Productive Capacity and Its Consequences

INTERACTIVE NOTEBOOK REQUIRMENTS: Double-entry diary notes for reading assignment (Strayer, 8-13) Processing assignments (left side): Illustrate and annotate visuals for Islamic Empire and Mongol Empire Analyze continuity and change: What has changed since Unit 2?; stayed the same? Draw examples of architecture: Roman, Islamic, other Compare/contrast developments in Western Hemisphere with those in Eastern Hemisphere Illustrate technology and goods that went along with trade in different places Draw and anthropological/linguistic map detailing the cause and effect of the following migrations: Bantu and Polynesian (including diffusion of language and technology) Chart the spread of the Black Plague by drawing a map highlighting the movement of the Black Plague and explain one primary source document from a person at the time paraphrasing his/her's description of the plague's effects on their city, town, and village. Quantitative: Chart: The Spread of the Black Plague WRITING Students will learn how to write the DBQ essay. The first DBQ essay will be an analysis of the attitudes towards merchants of Christians and Muslims (2002 AP Central) Comparison and contrast essay: Political effects of Mongol rule on two regions (2005 AP Central)

READING In addition to reading the text, students will read and analyze the following primary and secondary sources:  “Southernization” by Lynda Schaffer (Secondary Source) and Socratic discussion  Maps of the travels of Mansa Musa, Ibn Battuta, and Marco Polo (Visual Source)  Excerpts from Ibn Battuta, Travels in Asia and Africa (Primary)  The Travels of Marco Polo (Primary)  The Quran: The Voice of Allah (Primary)  Letter to Changchun, A Letter from Genghis Khan (Primary)  The Black Death and Religion in Western Europe (Visual) GROUP PROJECT Students will work in groups to create a presentation using either Power Point or Prezi. The presentations will visually describe and analyze the following: Development of political institutions Islamic World (Abbasid Caliphate, Seljuq empire, sultanate of Delhi, Mali Empire) Central Asia (Mongol Khanates) East Asia (Tang and Song dynasties) Latin West and Byzantine Empire, Africa (Swahili citystates and Great Zimbabwe) South and Southeast Asia Mesoamerica and the Andes

Stewart

AP World History

Syllabus

UNIT 4: Global Interactions, c. 1450- c. 1750 Length: 5 Weeks Main reading assignment: Strayer, Chapters 14-16 Key Concepts: Key Concept 4.1 Globalizing Networks of Communication and Exchange Key Concept 4.2 Forms of Social Organization and Modes of Production Key Concept 4.3 State Consolidation and Imperial Expansion

INTERACTIVE NOTEBOOK REQUIRMENTS: Double-entry diary notes for reading assignment (Strayer, 14-16) Processing assignments(left side): Write a response to slavery from a variety of viewpoints Illustrate the Columbian Exchange Draw/create reenactment of Native/European encounter Illustrated Glossary: Globalization, mercantilism, colonialism, Enlightenment, encomienda, indentured servitude, janissaries Quantitative: Annotated Map of the Columbian Exhange WRITING Students will continue to practice writing essays. Examples may include: The Flow of Silver DBQ (2006 AP Central) CCOT Labor Systems (2004) Compare the process of empire building between Spanish, Russians, Ottomans (2007) CCOT Atlantic World Transformations (2005) READING In addition to reading the text, students will read and analyze the following primary and secondary sources:  Excerpt from The Interesting Narrative of the Life of Olauduh Equiano (Primary)  Table Talk by Martin Luther (Primary)  Reflections by the Emperor Kangxi (Primary)  A Journal of a Voyage Made in the Hannibal of London by Thomas Phillips (Primary)  Letters to King Jao of Portugal (Primary)  Excerpt from “Why Europe” by Jack A. Goldstone GROUP PROJECT Students will work in groups to apply the content of this unit into the 5 Themes of AP World History. Each group will create a visual, write a report, and present it to the class.

Stewart

AP World History

Syllabus

UNIT 5: Industrialization and Global Interaction , c. 1750- c. 1900 Length: 5 Weeks Main reading assignment: Strayer, Chapters 17-20 Key Concepts: Key Concept 5.1 Globalizing Networks of Communication and Exchange Key Concept 5.2 Forms of Social Organization and Modes of Production Key Concept 5.3 State Consolidation and Imperial Expansion

INTERACTIVE NOTEBOOK REQUIRMENTS: Double-entry diary notes for reading assignment (Strayer, 17-20) Processing assignment (left side): Write and perform mock trial of Louis XVI and Marie Antoinette Write a song about Revolutions….American, French, Haitian Create a biography for one of the authors studied Create diagram comparing labor systems including the Pacific islands Illustrate social and racial classifications Design artistic representation of power Quantitative: Graphing: The Three Estates of Pre-Revolution France Analyze Lin Zexu’s ‘Letter to Queen Victoria” and illustration of opium warehouse in Macao WRITING Students will continue to practice writing essays. Examples may include: Scramble for Africa DBQ (2009 AP Central) CCOT Transformations in the Atlantic World (2005 AP Central) Compare and Contrast the role of women (2003 AP Central) Cotton industry in Japan and India DBQ (2010 AP Central) CC Racial Ideologies – North American/Latin American/Carribean (2009) READING In addition to reading the text, students will read and analyze the following primary and secondary sources:  Declaration of the Rights of Man and Citizen (Primary)  The Rights of Women (Primary)  The Communist Manifesto (Primary)  Socialism and Womean by Clara Zetkin ( Primary)  White Man’s Burden (Primary)  King Leopold’s Heart of Darkness (Primary)  Common Sense (Primary) GROUP PROJECT Studnets will work in groups to create a visual presentation about revolution that includes the American, French, Hatian and Industrial Revolutions. Presentations must detail the revolutions,

Stewart

AP World History

Syllabus

trace their roots, analyze the results, and provide primary source examples of documents and other visuals. UNIT 6: Accelerating Global Change and Realignment, c. 1900 - Present Length: 5 Weeks Main reading assignment: Strayer, Chapters 21-24 Key Concepts: 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

INTERACTIVE NOTEBOOK REQUIRMENTS: Double-entry diary notes for reading assignment (Strayer, 21-24) Processing assignment choices (left side): Create propaganda posters for various sides of global conflicts and analyze for point of view and effectiveness Write letter to the editor concerning the environment or terrorism in response to coverage of topics in newspaper/magazine Create “Steps to War” visual timeline for World War I and World War II Write a reflective commentary considering social movements during this era and its connection to the larger story of world history Create visual metaphor for how the Cold War affected countries besides US and USSR Quantitative: Graph of Demographic changes in the 20th C. Analyzing charts: The State of Women’s Athletics WRITING Students will continue to practice writing essays. Examples may include: Green Revolution DBQ (2011 AP Central) CC 19th and 20th C. nation-states (2008 AP Central) CCOT National Identities in Middle East, SE Asia, Sub-Saharan Africa (2007 AP Central) Muslim Nationalist Movements DBQ (2005 AP Central) Compare the causes and effects of the World Wars on areas outside of Europe (2004) READING In addition to reading the text, students will read and analyze the following primary and secondary sources: “Mein Kampf” by Adolf Hitler (Primary) “Indian Home Rule” by Mahatma Ghandi (Primary) Poster Art in Mao’s China (Visual) Excerpts from Silent Spring by Rachel Carson (Primary) Letters from Ho Chi Minh (Primary) “Africa Must Unite” by Kwame Nkrumah “Politics and the Muslim Woman” by Benazir Bhutto “Islam and Human Values” by Kabir Helminski

Stewart

AP World History

Syllabus

Read and analyze “The End of History” by Francis Fukuyama and “Clash of Civilizations” by Samuel Huffington.

GROUP PROJECT Studnets will work in groups to create a presenation that describes how various groups of people (locations, genders, class) have experienced globalization since World War II. How has globalization changed and stayed the same in that time frame? The presentations must be provide both primary and visual sources. Also, conclude the presentation by predicting the future: What will globalization mean moving forward? How might it look in 50 years?