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AP World History course syllabus


									Advance Placement World History
Course Syllabus

   Ali             AP World History   1
                              Advance Placement World History
                                 2010-2011 Course Syllabus

Course Overview and Design

Advance Placement world History is designed to prepare for intermediate and advanced college
courses by making demands similar to those of full-year college survey course. In AP World
History, students will develop a greater understanding of the evolution of global processes and
contact including interactions over time. The course provides a way to understand history and a
foundation from which to view the complexities of today’s world. It emphasizes on encounters
and interactions provided a framework that is especially important. The course highlights the
nature of changes in the international frameworks and their causes and consequences, as well
as comparison among major societies. Our AP World History course is shaped by the six themes
and the “habits of mind” that are outlined in the Course Description provided by the College
Board. These overarching themes and the habits of mind foster critical thinking and encourage
students to develop their own abilities and to truly be part of the learning process.

The course, which adopts the periodization approach to analyzing global events and interactions
from the foundations of history to the present, is designed to challenge students to create
independent ideas by maintaining a student-centered classroom environment. One goal for the
course is to provide an engaging and rigorous curriculum that motivates students. The long-term
objective is for students to demonstrate an understanding of how the big picture of world
history assists in understanding the complexities of today’s world.

As students, you will improve your analytical abilities, and critical thinking skills in order to
understand historical and geographical context, make comparisons across cultures, use
documents and other primary sources to recognize and discuss different interpretations and
historical frameworks. The course imposes a heavy reading and writing load throughout the
year. Students will be assessed on their ability to master the themes and habits of mind and
skills within AP World History curriculum through the use of comparative, change and
continuity over time, and document-based questions essays, objective exams, simulations,
projects, and various other learning experiences specific to the course and the learning needs of
the students.

Why bother with World History?

In the twenty-first century the world is becoming smaller than ever. The age of instantaneous
communications, global markets, international economy, and global violence etc., demand that
we be aware of cultures and histories outside of our own in order to understand others, to
succeed and to prosper. In another regard, students need to understand the historical
backgrounds and preconceptions of other societies if they wish to forge political and economic
alliances, and to exchange ideas successfully in a meaningful manner. This course is designed to
help students obtain a deeper understanding of other societies and how they came to be in
order to prepare them for future. In addition, the personal reading, writing, and analytical skills
which students will enhance for themselves in this course will equip them to be responsible

Themes of AP World History
The following themes are the major themes that have been set up by the college boards. They
will be the major focuses of the AP Exam in May. They will therefore be our major focus in our
analysis of the history of the world.
     1. Impact of interaction among societies (trade, systems of international exchange, war,
         and diplomacy.
                  How does interaction impact societies? “Among major societies” implies that
         interaction is a phenomenon that must be looked at globally one, event two places is
         not sufficient. This theme is looking for impact but does not want only one side of the
         relationship. Impacts are themselves often “impacted” by resistance, tradition, local
         environment etc.

    2. The relationship of change and continuity across the world history periods covered in
       this course
                What changes and continuities can be identified through global processes
       experienced over time? For example, immigration, trade, disease, spread of religion,
       government, democracy, might be identified as global processes and help students
       understand the global historical context in any situation. Knowing how these processes
       have changed or stayed the same allows students to provide global context as well as
       identify the relationship between change and continuity.

    3. Impact of technology and demography on people and the environment (population
       growth and decline, disease, manufacturing, migrations, agriculture, weaponry).
              How do humans interact with the environment (two way process) and how does
              technology impact the environment? Additionally, what then is the impact of
              these environmental changes and technological developments on demography?

    4. Systems of social structure and gender structure (comparing major features within
       among Societies and assessing change).
               How have different societies dealt with class and gender? The theme
       emphasizes the need to compare these structures within societies and over time
       between places? So for example, how would one compare economic opportunities for
       lower class women in Japan with lower class women in the United States and how has
       that changed (or stayed the same) over time?

    5. Cultural and intellectual developments and interactions among and within societies.
               How cultural and intellectual endeavors develop within societies and how do
               they adapt, often creating change in the place of origin as well, as they are
               spread between places?

    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).
                The key word here is change. How have the functions of political control and/or
       governance changed over time? How is government legitimacy acquired, affirmed,
       maintained and lost? How attitudes towards governments evolved as their role have has
       changed? An additional possible issue is that government takes place not only through
       states. Families, lineages, associations also govern especially at local levels.

        The course also addresses skills, “habits of mind,” as follows:

        1. Habits of mind addressed by any rigorous history course
              a. Constructing and evaluating arguments: using evidence to make plausible

                b. Using documents and other primary data: developing the skills necessary to
                   analyze point of view, context, and bias, and to understand and interpret

                c. Assessing issues of change and continuity overtime, including the capacity
                   to deal with change as a process and with questions of causation

                d. Understanding diversity of interpretations through analysis of context, point
                   of view, and frame reference

        2. Habits of mind addressed by a world history course
              a. Seeing global patterns and processes overtime and space while also
                   connecting local developments to global ones and moving through levels of
                   generalizations from the global to the particular

                b. Comparing within and among societies, including comparing societies’
                   reactions to global processes

                c. Being aware of human commonalities and differences while assessing claims
                   of universal standards and understanding culturally diverse ideas and values
                   in historical events

Chronological Parameters of the Course:
The course will have as its chronological frame the period from approximately 8000 B.C.E. to the
present, with the period 8000 B.C.E to 600 C.E. serving as the foundation for the balance of the
course. An outline of the periodization with associated percentages for suggested course
content is listed below (corresponds to AP World History Exam)

                Unit I:         Foundations: circa 8000 B.C.E. – 600 C.E.       7 weeks
                Unit 2:         600 C.E. – 1450                                 7 weeks
                Unit 3:         1450 – 1750                                     7 weeks
                Unit 4:         1750 -1914                                      7 weeks
                Unit 5:         1914- present                                   7 weeks


      To understand and use vocabulary and terminology appropriate to historical

      To understand the relationship between “evidence” and “interpretation”; to appreciate
       the nature of the problem of “interpretation” as it applies to historical research; to
       understand how given the same set of data one scholar may reach a different
       conclusion than another

      To refine analytical abilities and critical thinking skills in order to understand historical
       and geographical context, make comparisons across cultures, use documents and other
       primary sources, and recognize and discuss different interpretations and historical

      To develop a framework for identifying significant aspects of a given culture: politics,
       military, economics, society, technology, philosophy, religion, and art

      To use such a framework to describe a culture as it exists within a specific area of
       geography and time, to understand how change may have occurred within the society,
       and to compare/contrast it with cultures that have come before and after it

      To find precursory events that helped shaped the culture of a particular society, to trace
       influences of such a framework into the future, and to be able to distinguish between
       similarities and influences among cultures

      To understand the impact of geography and the environment on the rise, sustenance,
       and downfall of a civilization

      To understand the nature of the political structure of a particular society, the factors
       that contribute to its stability or instability, and the causes and consequences of reform
       movements within that society

      To understand the structure of the government of a particular society and the nature of
       the extension of citizenship with respect to different types of people living within that

      To understand the role of the military in a particular society in establishing frontiers,
       provinces, and colonies; to understand the role of the military in the rise and fall of
       empire building; to understand the impact of victory or conquest upon a particular

      To understand the economic structure of a given society: natural resources, agriculture,
       manufacturing, trade, family as an economic unit, division of labor, industrialization

      To understand the social aspects of a particular society: hierarchical social structure, the
       family, marriage, roles of and opportunities for women (and others usually considered
       minorities), urbanization, lifestyles

        To understand the cultural aspects of a particular society: religion, writing, literature,
         philosophy, music, dance, painting, sculpture, architecture

        To identify works of art (literature, music, painting, sculpture, architecture, dance, etc.)
         from the great cultures, to describe the subject matter and compositional aspects of art
         as it relates to the society in which it was produced

        To understand scientific and technological innovation in a given society

        To read and interpret different types of maps (geographical, political, economic, etc.)
         and historical data displays (bar graphs, circle graphs, etc.)

        To learn how to write effective answers to essay questions by understanding and using
         the appropriate “directive words”: analysis, assessment/evaluation,
         comparison/contrast, description, discussion, and explanation

        To learn how to read individual source documents (writings, maps, works of art),
         analyze them, and write about them; to relate the contents of one source document to
         other source documents within a common theme and effectively compare and contrast
         major ideas

        To learn how to write essays which focus on change and continuity over time as well as
         similarities and differences in different societies

        To develop proper writing skills by using topic, developmental, and ending sentences

        To develop a respect for the accomplishments of people who existed in earlier periods
         of time and for the people in our present Twenty-First Century who exit in different
         geographical and cultural areas

        To develop an appreciation for the importance of history as an area of study and to
         develop an interest in historical inquiry that will continue beyond the confines of the

 Main Texts:

World Civilizations: The Global Experience, by Peter N. Stearns et. al., New York: AP ed. 2003 or
the latest edition

Documents in World History Volumes 1 & 2, 7th Edition, by Peter N. Stearns et al

Supplemental required readings:

Guns, Germs and Steel, by Jared Diamond

Things Fall Apart, by Chinua Achebe

Sold, by Patricia McCormick

A Red Scarf Girl, Ji Li Jiang
Unit 1: Foundations 8000 BCE – 600 CE

1.1    Text Chapters (3-4 weeks)
            Chapter 1: From human Prehistory to the Early Civilization
            Chapter 2: Classical China
            Chapter 3: Classical India

       Primary Source readings:
            “The Epic of Gilgamesh”
            “Cities and Civilizations”
            “Code of Hammurabi”
            “Analects” by Confucius
            “Te-Tao Ching” by Lao-Tzu
            “The Art of War” by Sun-Tzu
            “The Upanishads”
            “The Sermons and Teachings of Buddha”

Reading and Writing Skills
    Developing College Study Skills (handout): Notes on organization and effective reading
    Reading for main idea
    Reading for inferences
Week 1:
    Major Activities and Assessments :
    Writing assessment (diagnostic)
    Guided discussions: Periodization
    World Map & lecture: Create a map, Quiz and Word perspective reading
    Themes and Habits of Mind Quiz
Week 2:
Reading and Writing Skills
    Analyzing comparative questions on nature vs. nurture
    Determine similarities and differences between case studies

Major Activities and Assessments
    Map analysis – spread of agriculture
    Historical analysis discussion: “Warfare is only an invention—Not a biological
       necessity” by Margaret Meads
    Chapter 1 Quiz

Week 3:
Reading and Writing Skills
    Evaluating primary and secondary documents
    Evaluating comparative thesis statements                              This course provides students with frequent
                                                                           practice in writing analytical and interpretive
    Citations (work-cited MLA style)                                      essays such as Document-Based Questions (DBQ)
                                                                           and thematic essays addressing Change, continuity
                                                                           over time (CCOT) and comparison essays.
Major Activities and Assessments
    Comparative discussions – Confucianism and Daoism
    (Component 12) Comparative Essay: Compare the main features of Egyptian and
       Mesopotamian civilizations – Did Mesopotamia and Egypt undergo the same
       development and changes? What are the chief differences between them? What
       accounts for these differences?
                                                                                              This course provides
                                                                                              students with frequent
Week 4:                                                                              practice in writing analytical
Reading and Writing Skills                                                           and interpretive essays such
                                                                                     as Document-Based
    Organization of an essay                                                        Questions (DBQ) and
Major Activities and Assessment                                                      thematic essays addressing
    Comparative religious chart: Hinduism, Buddhism, Judaism, Christianity,         Change, continuity over time
                                                                                     (CCOT) and comparison
       Confucianism, Daoism: Polytheism, Monotheism, and Shamanism                   essays.
    Discussion on humanity
    (Component 12) Comparative Essay: Comparing the Indian caste system to Buddhism
       in Chinese society, how do religious beliefs shape how religions function in a society?
    Test (chapters 1-3)

1.2     Text Chapters (3 weeks)
             Chapter 4: Civilization in the Mediterranean: Greece and Rome
             Chapter 5: The Classical Period: Directions, Diversities, and Declines by 500 CE

        Primary Source Readings:
             “The Republic” by Plato
             “Politics” by Aristotle
             “The Life of Augustus” by Suetonius
             “The Sermon on the Mount”
             “The funeral oration of Pericles”
             “The Sacred disease” by Hippocrates
             “The Philosopher King” by Plato
             “The Apology” by Plato
             “The Roman Law”
             “The Roman Peace”
             “The Demise of Rome”

Week 5:
Reading and Writing Skills
    Introduce eth DBQ essay and rubric
    DBQ process :Analyze documents, group into factors, choose an effective thesis
       reading from Taking sides to prepare for fall of Rome debate –“ Demise of Rome”
Major Activities and Assessment
    Discussion on politics and government – analyzing “the funeral oration of Pericles”
    Map analysis – growth of empires
    Debate: “were internal factors responsible for the fall of Roman Empire?”
    Quiz chapter 4

                                                                    This course provides
Week 6:                                                         students with frequent
Reading and Writing Skills                                      practice in writing analytical
                                                                and interpretive essays such
    How to read DBQs                                           as Document-Based
    Analyze documents                                          Questions (DBQ) and
                                                                thematic essays addressing
Major Activities and Assessment                                 Change, continuity over time
    Compare Greco-Roman legacies                               (CCOT) and comparison
    Analyze “Roman Law”                                        essays.

    Analyze “The Roman Peace”
    (Component 10) DBQ Essay - Analyze Plato and Aristotle attitudes toward politics and
    Quiz Chapter 5

Week 7:
Reading and Writing Skills

    Continued development of the DBQs essay skills
Major Activities and Assessment
    Discussion on Roman technologies (engineering marvels)
    Comparative discussion. Rome vs. The United States
    Unit Exam (Chapters 1-5)

Unit II: 600 CE – 1450

2.1    Text Chapters (3 weeks)
            Chapter 6: The Rise and Spread of Islam
            Chapter 7: Abbasid Decline and the Spread of Islamic Divination to the South
              and Southeast Asia
            Chapter 8: African Civilization and the Spread of Islam
       Primary Source Readings:
            “The Koran”
            “Book of the Maghreb” by Ibn Said
            “Travels in Africa” by Ibn Batuta
            “Ethiopia Oriental” by Joao Dos Santos
            “Islam: Saying Ascribed to the Prophet”

Week 8:
Reading and Writing Skills
    DBQ process continues
    CCOT essay; into to the rubric and model essays

Major Activities and Assessment
    Examine the map of the middle east and the spread of Islam
    Life of Muhammad
    Analyze the spread of Islam
    Analyze the religious division within Islam
    Debate: does the modern University have its roots in the Islamic world?
    Quiz chapter 6
                                                                               This course provides
                                                                               students with frequent
Week 9:                                                                        practice in writing analytical
Reading and Writing Skills                                                     and interpretive essays such
                                                                               as Document-Based
    CCOT essay, process continues (model essays)                              Questions (DBQ) and
                                                                               thematic essays addressing
                                                                               Change, continuity over time
Major Activities and Assessment                                                (CCOT) and comparison
    Examine the spread of Islam to South and Southeast Asia                   essays.
    Analyze Koran (selected chapters)
    Compare Islam with other Abrhamic religions (Judaism and Christianity) Chart
    (Component 11) CCOT Essay: Trace the spread of Islam from Arabia to the South and
       South Asia.
    Quiz Chapter 7

Week 10:
Reading and Writing Skills                                                     This course provides
    DBQ using rubrics                                                         students with frequent
                                                                               practice in writing analytical
    CCOT , DBQs and essay(s); moving up the rubric                            and interpretive essays such
                                                                               as Document-Based
                                                                               Questions (DBQ) and
Major Activities and Assessment                                                thematic essays addressing
    Analyze the Islamic influence in the Sub-Saharan Africa                   Change, continuity over time
                                                                               (CCOT) and comparison
    Evaluate the changes and continuities in the region                       essays.
    Analyze the documents Ibn Batuta & Ibn Said
    (Component 11) CCOT Essay: changes and continuities in the formation of national
       identities in the Middle East, Asia, Sub-Saharan Africa.
    Test Chapters 6-8

2.2 Text Chapters (2 weeks)
            Chapter 9: Civilization in Eastern Europe: Byzantine and Orthodox Europe
            Chapter 10: A New Civilization Emerges in Western Europe
            Chapter 11: The Americas on the Eve of Invasion

        Primary Source Readings:

               “Code” by Justinian
               “Secret History” by Procopius
               “The Life of Charlemagne” by Einhard
               “Magna Carta”
               “Black death”

Week 11 & 12:
Reading and Writing Skills
    DBQs
    Pacing and time writing

Major Activities and Assessment:
    Compare the legacies of Rome , Western Europe and the Byzantine Empire
    Analyze the “backwardness” of Medieval Europe relative to the other civilization
    Compare the political, religious and economic structure of the Arab and Byzantine
    Analyze Magna Carta & Justinian Code
    Analyze DBQs on “Black Death”
    Compare contrast Inca and Aztec civilizations: political, Religious and Social Structure
    (Component10) DBQ essay: Muslim and Christian responses to Black Death
    Test Chapters 9-11
                                                                  This course provides students with frequent
                                                                  practice in writing analytical and interpretive
                                                                  essays such as Document-Based Questions (DBQ)
                                                                  and thematic essays addressing Change,
                                                                  continuity over time (CCOT) and comparison

2.3   Text Chapters (2 weeks)
             Chapter 12: Reunification & Renaissance in Chinese Civilization: The Era of The
               Tang and Song Dynasties
             Chapter 13: The Spread of Chinese Civilization: Korea, Japan, and Vietnam
             Chapter 14: The Last Nomadic Challenges: from Chinnggis Khan to Timur
             Chapter 15: The West and the Changing World Balance

        Primary Source Readings:
             “The Prince”
             The Hojo Code”
             “The Examination System During the T’ang Dynasty”
             “The Tale of Genji” by Lady Murasaki
             “Foot binding”

Week 13 &14:
Reading and Writing Skills
    DBQs
    Comparisons
    Timed writing: pacing 2

Major Activities and Assessment
    Compare and contrast Tang and Song dynasties (Political, Religion, Arts, Inventions,
       Social, and Economic)
    Compare Chinese civilization with Korean, Japanese and Vietnamese
    Analyze the examination system of the T’ang dynasty
    Analyze foot binding in China
    Examine the Mongolians Impact on world history analyze the implications of the
       Eurasian trade sponsored by the Mongols
    (Component 12) Comparative Essay: Compare the conquest of the Mongolians on
       China with of Russia and the Middle East
                                                           This course provides students with frequent
    Unit Exam Chapters 6-15                               practice in writing analytical and interpretive
                                                                     essays such as Document-Based Questions
                                                                     (DBQ) and thematic essays addressing
                                                                     Change, continuity over time (CCOT) and
Unit III: 1450-1750                                                  comparison essays.
3.1      Text Chapters (3 weeks)
              Chapters 16: The Transformation of the West
              Chapter 17: The West and the World
              Chapter 18: The Rise of Russia

        Primary Source Readings:
             “The Two New Sciences” by Galileo
             “Discourse on Method” by Rene Descartes
             “The Wealth of Nations” by Adam Smith
             “The Social Contract” by Jean-Jacques Rousseau
             “On Crimes and Punishments” by Cesare Beccaria
             “Journal of the First Voyage of Vasco De Gama”
             “Indentured Servitude”

Week 15-17:
Reading and Writing Skills
    CCOT
    DBQs
Major Activities and Assessment
    The Columbian exchange of disease and food discussion
    The world economy and imbalance in world trade
    Analyzing the early European exploration of the world
    Examine the colonial system and the Atlantic Colonies of North America
    Compare western Europe in 1700s to Medieval West
    Contrast the Renaissance with Scientific Revolution
    Examine the commercial revolution of 16th century and how it changed the world
    Discussion on exploitation, economy of America and slave trade
    (Component 11) CCOT Essay: Trace the changes in the volume of the Atlantic slave
    Expansion of Russia under Ivan                                                This course provides
                                                                                   students with frequent
    Peter the Great and Westernization                                            practice in writing analytical
    Compare-contrast 18th century Russia and the West                             and interpretive essays such
    (Component 12) Comparative essay: Russia and the West (18th century)          as Document-Based
                                                                                   Questions (DBQ) and
    Quizzes chapters 15-17                                                        thematic essays addressing
                                                                                           Change, continuity over time
                                                                                           (CCOT) and comparison

3.2     Text Chapters (4 weeks)
             Chapter 19: Early Latin America
             Chapter 20: The Muslim Empires
             Chapter 21: Africa and the Africans in the Age of the Atlantic Slave Trade
             Chapter 22: Asian Transitions in an Age of Global Change

        Primary Source Readings:
             “The True History of the Conquest of New Spain” by Bernal Diaz
             “An Aztec Account of the Conquest of Mexico”
             “Apologetic History of the Indies” by Barolome de las Casas

               Week 18-22
               Reading and Writings Skills
                   DBQs
                   Continued development on Comparison, CCOT, and DBQs using rubric
               Major Activities and Assessment
                   Examine early Latin America
                   Analyze Brazilian plantation colony
                   Compare-contrast Spanish-Portuguese empires
                   Compare and contrast economies of Spanish America and Brazil
                   Examine Portuguese and exploitation of Africa
                   Examine the structure of the Atlantic Slave Trade
                   (Component 10) DBQ essay: causes for the end of Atlantic slave trade
                   Examine the reason European participation in Slave trade d
                   Discussion on the social and political organization of the Ottoman Empire
                   Compare and contrast the causes for decline and collapse of each of the Islamic early
                      modern empires
                   Examine the religious complexion of Mughal India
                   (Component 12) Comparative essay: compare the religious complexion of Mughal
                      India from that of other Islamic empire(s).
                   Unit Exam chapters 16-22

This course provides students with frequent practice in
writing analytical and interpretive essays such as
Document-Based Questions (DBQ) and thematic essays
addressing Change, continuity over time (CCOT) and
comparison essays.

               Unit IV: 1750 -1950

               4.1        Text Chapters (4 weeks)
                               Chapter 23: The Industrialization of the West
                               Chapter 24: Industrialization and Imperialism: the Making of the European
                                 Global Order
                               Chapter 25: The Consolidation of Latin America, 1830-1920

                          Primary Source Readings:

                                   “Injury into the Condition of the Poor”
                                   “The Condition of the Working Class in England”
                                   “ Communist Manifesto”
                                   “A Description of Calcutta” by Muhabbat Khan
                                   “The White Man’s Burden”

             Week 23-26
             Reading and Writing Skills
                 Continued development on DBQs, Comparative and CCOT essay writing
                 Timed Writing: Pacing 3 essays
             Major Activities and Assessment
                 Examine American and French Revolutions
                 Analyze the reforms of the American and French Revolution
                 Evaluate the Napoleonic period
                 Examine the causes and consequences of Industrial revolution
                 Examine the social changes due to Industrial Revolution
                 Examine the causes and consequence of Imperialism
                 Compare the British Imperialism with Dutch (India and Java)
                 Examine the European reforms in the colonies
                 Analyze the ideological and practical consequences of European racism
                 Analyze the extent to which the colonial experience transformed the lives of Asians
                    and Africans
                 Examine the revolutions in Latin America in the early 19th century
                 Compare revolutionary movements in Mexico, North and South America and Southern
                    South America
                 Examine the Latin American economy and its dependence on Industrial nations of
                 Examine / evaluate the United States relationship with Latin America in the mid 19th
                 (Component 10) DBQ essay: examine the causes and consequences of Imperialism in
                 (component 12) Comparative essay: compare the revolutionary movements in Latin
                 Test chapters 23-25

This course provides students with frequent practice in
writing analytical and interpretive essays such as Document-
Based Questions (DBQ) and thematic essays addressing
Change, continuity over time (CCOT) and comparison essays.

      4.2       Text Chapters (3 weeks)

                          Chapter 26: Civilization in Crisis: The Ottoman Empire, the Islamic Heartlands,
                           and Qing China
                          Chapter 27: Russia and Japan: Industrialization Outside the West

                Primary Source Readings:
                     “The Hai-Lu” by Hsieh Chi’ing Kao
                     “The Emancipation of the Serfs”
                     “Memoirs of a Captivity in Japan”
                     “The Meji Constitution”

      Week 27-29
      Reading and Writing Skills
          Writer’s workshop – targeted practice
      Major activities and assessment
          Compare and contrast the conditions leading to the overthrow of the Ottoman Empire
             and the Qing Dynasty
          Analyze the emergence of industrialized West and the effects on the pattern for the
             decline of civilizations
          Compare and contrast British intervention in Egypt with of China
          Examine the Chinese challenge to the West
          Compare and contrast Japanese and Russian societies
          Compare political reforms of Russia and Japan
          Compare and contrast Industrialization in Japan and Russia
          Examine leadership roles of China and Japan in Asia
          (Component 12) Comparative essay: British imperialism in Egypt and China
          (Component 11) CCOT: China and Japan leadership role(s)
          Unit Exam 23-27

This course provides students with frequent practice in writing analytical
and interpretive essays such as Document-Based Questions (DBQ) and
thematic essays addressing Change, continuity over time (CCOT) and
comparison essays.

Unit V: 1914 – To Present
5.1     Text Chapters (2 weeks)
             Chapter 28: International Contacts and Conflicts, 1914-1999
             Chapter 29: The West in the 20th Century
             Chapter30: Russian and Eastern Europe

        Primary Source Readings:

                “Storm of Steel” by Ernst Junger
                “The Fourteen Points” by Woodrow Wilson
                “Mein Kempf” by Hitler
                “Speeches” by Churchill
                “The Second Sex” by Simone de Beauvior
                “Songs” by Bob Dylon
                “The Iron Curtain” by Churchill

Week 30-31
Reading and Writing Skills
    Writer’s workshop
    Continued development on essay writing

Major activities and assessment:
    Discuss the aftermath of WWI and effects on European society
    Examine the effects of WWI outside Europe
    Analyze the changes in gender roles brought by the War
    Discuss Gandhi’s role to the removal of the British from India
    Discuss Zionism and WWI
    Discuss revolutionary Russia from liberalism to Communism
    Examine the characteristics of 20th century revolutions
    Discuss Stalin and Russia
    Define and discuss total war
    Discuss Churchill                                       This course provides students with frequent practice in
    Discuss Hitler                                          writing analytical and interpretive essays such as
    (Component 10 DBQ) DBQ essay: Churchill                 Document-Based Questions (DBQ) and thematic essays
                                                             addressing Change, continuity over time (CCOT) and
    Test chapters 28-30                                     comparison essays.

5.2    Text Chapters (2 Weeks)
            Chapter 31: Japan and the Pacific Rim
            Chapter 32: Latin America: Revolution and Reaction in the 20th Century
            Chapter 33: Decolonization and the Decline of the European World Order

      Primary Source Readings:
           “An Ideal Portrait of 20th Century Japan” by Kamei Katsuichiro
           “Big Business in Japanese Politics” by Chitsohi Yanaga
           “The Arab-Israeli Conflict”
           “Hind Swaraj” by Gandhi
           “My Vision for South Africa” by Tutu
Week 32-33

Reading and Writing Skills
    Continued development of essay writing

Major Activities and Assessment
    Discuss and describe the social, political changes of the mid 20th century
    Discuss populist politics in Latin America
    Compare and contrast radical revolutions in Cuba and Guatemala
    Discuss the problems of third world nations
    Analyze role of women in the newly independent nations
    Examine the Arab-Israeli conflict
    Compare India and Egypt
    Discuss Iranian Revolution
    Analyze and examine the decolonization (positive /negative effects)          This course provides
    (Component 12) Comparative essay: Arab and Israeli                           students with frequent
                                                                                  practice in writing analytical
    Test chapters 31-33                                                          and interpretive essays such
                                                                                  as Document-Based
                                                                                  Questions (DBQ) and
                                                                                  thematic essays addressing
                                                                                  Change, continuity over time
                                                                                  (CCOT) and comparison

5.3      Text Chapters (3 weeks)
              Chapter 34: Africa and Asia in the Era Independence
              Chapter 35: War Revolution in China and Vietnam
              Chapter 36: A 21st Century World: Trends and Prospects
              Latin America Changes
              Islamic Revolution in Iran and Afghanistan
              9/11s
              Afghanistan
              Iraq
              Iran
              N. Korea

      Primary Source Readings:
              “One Letting a Hundred Flowers Blossom” by Mao Zedong
              “Selected Writings” by Ho Chi Minh
              “Character of Economic Rights and Duties of States”

Week 34-35

Reading and Writing Skills
    Writing workshop

Major Activities and Assessments
    Discuss cultural developments in Japan
    Discuss Mao and peasant revolution
    Discuss Women in China and Vietnam
    Discuss independence movement in Africa (West Africa)
    Discuss Internationalism
    Discuss globalization & radicalism (terrorism)                       This course provides
    Examine the extremism in the Middle East                             students with frequent
                                                                          practice in writing analytical
    (Component 11) CCOT essay: Extremism in the Middle East and beyond   and interpretive essays such
    Unit Exam chapters 28-36                                             as Document-Based
                                                                          Questions (DBQ) and
                                                                          thematic essays addressing
                                                                          Change, continuity over time
                                                                          (CCOT) and comparison

Classroom Standards:
         Respect – In this classroom, we will strive to create an atmosphere that embraces
           understanding and celebrates diversity among us by working together in respectful
           and positive ways.

        Integrity – Honesty is always the best policy. ___________Academic Integrity Policy
         will be firmly upheld.

        Participation – Every person in this class can and will be expected to contribute- our
         different ideas and perspectives will make the class interesting! Class discussions,
         group activities & projects, preparation, listening and note-taking skills are all areas
         necessary to participate in.

        Tardiness – Be punctual: class starts with the bell. You disrupt the learning
         environment when you enter late. For every 3 tardies, you will lose 15 points from
         your grade (5 points per tardy). Multiple tardies will result in a chronic tardy form
         sent to the Dean’s office. (_________tardy policy will be enforced I.e. demerits)

        Late Assignment – Complete each assignment and project by the due date. Late
         assignments will be lowered by 50% per day for unexcused late work.

        Absences – You are responsible to find out what you missed from either a classmate
         or me. In case of an excused absence, you will be given time equal to the length of
         your absence to complete the assigned work.

        Grading Scale – Grades will be given for all tests, quizzes, papers, and projects
         during the semester. Class participation will also figure into your quarter and
         semester grades. All assignments will be graded according to a point scale.

        Extra Help – Ask me for extra help. I am committed to supporting your efforts! Form
         a study group, keep organized, and take opportunities to redo work to improve your
         skills and grade. Keep high standards and challenge yourself.

        AP Exam - Prepare to take the AP Exam in May.

Classroom Environment
All students should feel welcomed, included, and free from harassment based upon race,
religion, gender, or sexual orientation. If you feel at any time that this is not the case, either
because of my behavior or that of your classmates, I hope you will let me know. I try to be
aware of what goes on in class and the comfort levels of students, but especially when we are
focused on the curriculum, we don’t always see, hear, or understand all that transpires. I
believe it is crucial that we strive to provide an inclusive learning environment at ________and I
hope that you will each help us make that a reality in this classroom. Essentially, we ask that you
adhere to the Golden Rule: that is, treat others the way you yourself want to be treated.

Note: No drinking or eating is expected or allowed in class. Turn off and put away all cell
phones and I PODS before entering class. Please familiarize yourself with the dress code of the

Class Participation
I strongly recommend you participate in class. Doing so gives me another way to evaluate your
performance. If you are the shy type, make it a goal this year to speak up a bit more, or drop a
note to me, or stay after class to make a point, or schedule a meeting with me. Class
participation is a subjective component of your grade that could raise your semester grade
tremendously if you have been an active participant. Finally, class is more interesting with lots
of participants.

Evaluations and Grading Scale
You will be evaluated in this course based upon your ability to analyze and interpret the
materials studied. Emphasis will be place on written work, discussion, collaborative work,
research, projects, etc. In other words, you will have lots of ways to shine in this course! You
are expected to come to class prepared to read, write, and discuss on any given day, and you
will be held accountable for this responsibility, whether or not I announce a quiz or writing
activity beforehand.

Grading Scale is as follows:
99-100 = A+      88-89 = B+      78-79 = C+      68-69 = D+       0-59 = F
92-98 = A        82-87 = B       72-77 = C       62-67 = D
90-91 = A-       80-81 = B-      70-71 = C-      60 -61 = D-

Students will be assessed in the following manner:

Participation:                   15%
Homework:                        10 %
Writing:                         10%
Tests/projects/quizzes:          45%
Final Exam:                      20%
Total:                           100 %

I feel strongly that grades should not overshadow learning, effort, and improvement as they
often do for some, but rather they should reflect these elements of class performance.
Sometimes, to de-emphasize a grade, we will not put a numerical value on it, but just comments
instead. Also, I do not hand out regular computerized printouts of your grades. You are always
welcome to make an appointment for a conference where we can discuss your performance,
learning and progress. Beyond this, you are responsible for your own awareness of your current
standing, and before we dialogue about your grade, I ask you keep track of your graded

____________Academic Integrity Policy
Be familiar with the Academic Policy as outlined in the Student Handbook and comply with it. If
there are any questions or any confusion, please seek clarification during class or during my
office hours. This is a critical issue; we must all be clear about our responsibilities in this area.

Materials Needed:
    Main texts & supplemental
    Three-ring binder (at least 3 inches)
    1 subject notebook
    1 notebook for journal writing
    Paper
    Pencil and Pen
    Folder (TWO POCKETS)

    NOTE: All assignments, homework, papers that are collected MUST be stapled. I will NOT
    accept the assignment without it.

                                 Have a nice year at___________!


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