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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
citizens.
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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.
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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
arguments
b. Using documents and other primary data: developing the skills necessary to
analyze point of view, context, and bias, and to understand and interpret
information
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
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OBJECTIVES:
To understand and use vocabulary and terminology appropriate to historical
investigation
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
frameworks
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
society
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
society
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
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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
course
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
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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
strategies
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
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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”
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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
government
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”
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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
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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
empires
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
essays.
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”
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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”
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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
trade
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
essays.
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
13
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”
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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
Europe
Examine / evaluate the United States relationship with Latin America in the mid 19th
century
(Component 10) DBQ essay: examine the causes and consequences of Imperialism in
India
(component 12) Comparative essay: compare the revolutionary movements in Latin
America
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.
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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.
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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.
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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
essays.
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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
essays.
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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.
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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
school
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 %
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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
assignments.
____________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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