"AP World History"
AP World History 2008‐2009 Syllabus The AP World History Course and the examination reflect the content and evaluation of an introductory college course in world history. The course offers an opportunity for students to develop a greater understanding of the evolution of human societies and includes selected factual information and the development of analytical skills used by historians. Causes and consequences, the nature of global change, and comparisons among societies are presented and discussed. Themes unify the different aspects and threads of history as it is examined in the course. Six AP World History Themes 1. The relationship of change and continuity from 8000 B.C.E. to 600 C.E. 2. The impact of interaction among and within major societies 3. The impact of technology, economics, and demography on people and the environment 4. Systems of social and gender structures 5. Cultures, belief systems, and intellectual developments 6. Changes in functions and structures of states and in attitudes toward states and political identities, including the emergence of nation‐states. Texts: The Earth and Its People, Richard Bulliet et al., Boston: Houghton Mifflin; 3rd AP ed., 2004, and the accompanying Study Guide, Vols. 1 and 2. This is a districtwide adopted yext and will be the most important secondary source. The Human Record, Vols. 1 and 2, Alfred Andea and James Overfield, Boston: Houghton Mifflin; 5th ed., 2004. A collection of primary sources; challenging reading. The BhagavadGita, translated by Barbara Stoller Miller, New York: Bantam Books, 1986. Old and New Testament Bible readings. We will also cross reference books that students may read in English Classes. Examples might be, but are not limited to Candide by Voltaire, Things Fall Apart by Chinua Achebe, Bless Me Ultima by Rudolfo Anaya, The Kite Runner by Khaled Hosseni, A Slave No More by David W. Blight, and The Life of Pi by Yann Martel. Course Guidelines and Grading Policy 1. Attendance – Students will be expected to be in class on time and prepared each day. If absent, they are expected to consult the unit reading calendar or a reliable classmate to be ready for dicussions and reading quizzes when they 1 return. If absent on the day of an exam, the student is expected to take the exam upon return to school. Students are expected to contact the instructor through email in extenuating circumstances to make needed arrangements. 2. Tardies – Students should refer to guidelines in the Student Handbook. 3. Course participation – Students are expected to go well beyond the level of effort needed to succeed in typical high school courses. Nightly reading and extensive note taking are the norm. Students will practice analysis and critical thinking, formulating questions and possible answers as to why events occur, rather than simply relaying a description of the events. 4. Tests and exams – There will be two (2)tests given in each unit worth 100 points. Daily reading quizzes will be given to help insure students’ understanding of what they are reading and as the bases for class discussions. 5. Projects – Each 9 weeks students will complete a project highlighting the 6 themes of AP World History. 6. Essays – Students will write three (3) full essays and nine (9) essay outlines for each unit. There will be at least one (1) D.B.Q. (Document Based Question) in each unit. 7. Review Sessions – For the first three unit tests, the instructor will conduct an after‐school review session. Afterwards, students will be expected to form their own study groups. Two months prior to the AP exam there will be student‐led review sessions conducted in the classroom twice each week. 8. Grading policy – See Student Handbook. Students may come before or after school to review grades. Additionally, K‐12 Planet, the school’s remote‐access program may be consulted. Habits of Mind and Skills The course is at college level and so it is important that students develop constructive habits and skills. Following are the AP College Board habits and our use of them: 1. Construct and evaluate an argument: using evidence to make plausible arguments. a. Students will write essays demonstrating mastery of this skill. b. Rsources such as planning sheets and rubrics will be provided to help master this skill. 2. Using documents and other primary data: developing the skills necessary to analyze points of view, contexts, biases, and to interpret information. a. Students will read primary sources and the textbook b. The class will examine each component individually leading to a group DBQ c. Students will write DBQs for each unit that they will then score using the AP rubric 3. Assessing issues of change and continuity over time, including the capacity to deal with change as a process and with the question of causation. 2 a. Students will graphically represent the changes over time for each period of history, indicating both changes and continuities b. Students will discuss turning points and how they shaped global interactions c. Students will outline and write Change Over Time essays and use the AP rubric to score them 4. Understanding diversity of interpretation through analysis of content, point of view, and frame of reference. a. Students will read secondary sources as well as primary sources that offer conflicting interpretations of the same time period and events such as Jared Diamond’s interpretation of the Agriculural Revolution with that of Bulliet and conduct class debates demonstrating understanding and articulation of the ideas b. Students will analyze DBQ packets for point of view, context, and frame of reference 5. Seeing global patterns and processes over time and space while also connecting local developments to global ones and moving through levels of generalizations from global to the particular. a. Students will bring in current events that relate to the course readings for each unit b. The class will make connections as much as are possible between the processes and motivations across time and space with our local events 6. Comparing within and among societies, including comparing societies’ reactions to global processes. a. Students will outline and write essays comparing and contrasting within and among societies b. Students will take topics from the Major Comparisons and Snapshots provided by AP Central 7. Recognizing human commonalities and differences while assessing claims of universal standards, and understanding culturally diverse ideas and values in historical context. a. Students will be coached to make every effort to understand the various standards of belief in a global context while continuing to foster their ability to evaluate their own judgement of civilizations past and present b. Students will complete a project, possibly Making World History All About Me, incorporating the 6 themes in their personal history and their interpretation of historical events. The Course Outline Unit I. Foundations, 8000 BCE to 600 CE Topic 1. Locating world history in the environment and time Topic 2. Developing agriculture and technology 3 Topic 3. Basic features of early civilizations: Mesopotamian, Egyptian, Indus, Shang, Mesoamerican and Andean Topic 4. Major belief systems: Hinduism, Buddhism, Judaism, Christianity, Confucianism, Daoism, polytheism, and Shinto. Topic 5. Classical civilizations: Greece, Rome, China, and India, including the migrations of Huns and Germanic tribes Topic 6. Interregional networks by 600 CE including the Silk Road, Indian maritime trade routes, and the spread of belief systems Comparisons include: river valley civilizations, major belief systems, systems of inequality, cities, political systems, trading systems, migrations, and the role of nomadic peoples Unit II. 600 to 1450 Topic 1. Questions of periodization, new empires, changes, and communities Topic 2. The Islamic world, dar al‐Islam, the caliphate, as well as the art, science, and technology Topic 3. Interregional trade networks and contacts, including Trans‐Sahara, Indian Ocean and the Silk Road, and the impact of the Mongols Topic 4. China’s internal and exteral expansion with emphasis on the Tang and Song Dynasties Topic 5. Developments in Europe’s economy, societies, and politics including schisms and The Crusades. Topic 6. Amerindian World, including the Maya, Aztecs, and Incas. Topic 7. Demographic and environmental changes including nomadic migrations, plague epidemics, and urbanization. Unit III. 1450 to 1750 Topic 1. Questions of periodization, changes and continuities Topic 2. Changes in trade, technology, and global interactions including the Columbian Exchange and gunpowder Topic 3. Empires, including The Ottoman, China, Portugal, Spain, Russia, France, England, Tokugawa, Mughal, and African empires, also, the role of women in each. Topic 4. Slave systems and slave trade 4 Topic 5. Demographic and environmental changes with new crops, diseases, and animals Topic 6. Cultural and intellectual developments including The Scientific Revolution, The Enlightenment, changes in Confucianism, African c ontributions in the Americas, Mughal art and architecture Unit IV. 1750 to 1914 Topic 1. Questions of periodization and nationalism Topic 2. Changes in global commerce, communication, and technology including the Industrial Revolution and the end of the slave trade Topic 3. Demography and environmental changes including migrations and the effects of the Industrial Revolution Topic 4. Changes in societal and gender structure including the effects of the Industrial Revolution and the end of slave trade Topic 5. Political revolutions and independence movements Topic 6. The rise of Western dominance Topic 7. Patterns of cultural and artistic interactions among societies in different places in the world Unit V. 1914 to the Present Topic 1. Questions of periodization Topic 2. World Wars, The Holocaust, The Cold War, nuclear armaments, international organization Topic 3. New patterns of nationalism Topic 4. The effects of major global economic developments Topic 5. New forces of revolutions and other sources of political innovations Topic 6. Social reform and social revolution Topic 7. Globalization in science, technology and cultures Topic 8. Demographic and environmental changes 5 Course Calendar with Readings, Assignments, Tests, Essays, and Projects Unit I. Foundations ( August 20 – September 20) Reading: Bulliet: selected pages in chapters 1 – 7 BhagavadGita The Bible , Genesis, Exodus, Daniel and Acts Andrea: Epic of Gilgamesh, Mandate of Heaven, Rig Veda, Setting in Motion the Wheel of Law, The Analects, sections of Thucydides and Virgil, and Faxian Travels DBQ preparation: Andrea prologue, pp. 1 – 18 Possible collaboration with English teacher: Antigone, The Book of Tao, and I Ching Lecture and Discussion Topics: See course outline Assignments: Daily reading quizzes, comparison charts, people and vocabulary quizzes Supplemental videos: Guns, Germs, and Steel, episode one, and James Burke’s The Day the Universe Changed, episode one Essays, including but not limited to: Comparison outlines: Gender roles in major belief systems. Major political developments in China, India, and the Mediterranean Comparison full essay: Compare and contrast the relationship with the environment between any two (2) of the following: Mesopotamia, Egypt, The Indus Valley, Shang, Mesoamerica, and Andean. DBQ – The spread of Buddhism, 2004 AP question Change Over Time: In class review 2006 COT Unit II 600 to 1450 (September 22 – October 24) Reading: Bulliet, selected pages in chapters 8 – 14 6 Andrea: Quran, The Messenger of God, Chronicals of Japan, AlJihiz, Report on the Embassy to Constantinople, IbnBattuta and the Fourth Crusade: Nicetas Choniates Possible collaboration: Life of Pi, The Kite Runner Lecture and discussions topics: See course outline Assignments: Daily reading quizzes, comparison charts, people and vocabulary quizzes Video supplements: Bridging World History, episodes Mongols and Feudalism Essays, including but not limited to: Comparison outlines: Japanese and European feudalism, Aztec and Inca Empires, Contact with Islam in Europe and Africa Comparison full essay: Compare the role of women in Christianity and Islam DBQ: Role of the merchant in Christianity and Islam AP 2002 COT Outline: global trade networks 9 Weeks Project: World Religions Comparison; Pilgrimage Project incorporating the 6 themes of AP World History Unit III 1450 – 1750 (October 27 – December 19) Reading: Bulliet, selected pages, chapters 15 – 20 Andrea: Antonio Vasquez de Espinosa, A Benin Wall Plaque, Matteo Ricci Journals, Zheng He, Decrees of the Council of Trent, The Prince, Galileo: Letter to Grand Duchess, Encomienda Records Possible English collaboration: Thins Fall Apart, Candide, Tales of the Genji Lecture and discussion topics: See course outline Assignments: Daily reading quizzes, comparison charts, people and vocabulary quizzes Video supplements: Guns, Germs and Steel, episode 2; James Burke, The Day the Universe Changed, episode perspective Essays, including but not limited to: 7 Comparison outlines: Labor Systems, Russian and Chinese interaction with the West Comparison full essay: Russian and The Ottoman Empire’s interaction with the West DBQ – silver AP test 2006 COT outline: global interactions through trade COT full essay: Political systems in either Europe or China 9 Weeks Project: Examining Trade through Food Unit IV. 1750 – 1914 (January 5 – February 20) Reading: Bulliet, selected pages from chapters 21‐28 Andrea: Wealth of Nations, Peter the Great Edicts, Kangxi – Self Portrait, Communist Manifesto, Lin Zexu – Letter to Queen Victoria, Meji Prints and Drawings Possible English collaboration: Count of Monte Cristo, Inherit the Wind, Kipling poetry Lecture and discussion topics: See course outline Assignments: Daily reading quizzes, comparison charts, people and vocabulary quizzes Video supplements: James Burke, The Day The Universe Changed, Factory and Marketplace Essays, including but not limited to: Comparison outlines: Industrial Revolution in Europe and Japan, Haitian and French Revolutions, Western intervention in Latin America and Africa Comparison full essay: The role of women in the working class and the upper middle class in Western Europe DBQ – indentured servants AP Test 2003 COT: environmental impact of the Industrial Revolution Unit V. 1914 – Present (February 23 – March 27) Reading: Bulliet, selected pages, chapters 29‐33 8 Andrea: Lenin – What is to be Done?, Mein Kampf, Japan – Fundamental Principles of National Policy, Nguyen Thai Hoc – Letter to the French, Mao – The Little Red Book, Perestroika Lecture and discussion topics: See course outline Assignments: Daily reading quizzes, comparison charts, people and vocabulary quizzes Video supplements: To Live, Men with Guns Essays include, but are not limited to: Comparison outline: Decolonization in Asia and Africa, Russian and Chinese Revolutions, Goals of The West versus The East during the Cold War Comparison full essay: nationalism versus globalization, modernization theory versus Core‐Periphery Model DBQ: Muslim leaders and nationalism 2005 AP Test COT outline: nationalism in Europe from 1750 to the present, or communism from 1850 to the present COT full essay: global trade from 1750 to the present 9 Weeks Project: Making World History All About Me, students will create a book that relates their ethnic history to the 6 themes of AP World History Final days review: Students will create an Epic Study Guide tracing all the major civilizations and the patterns of global interaction. May 14, 2009 AP World History Examination Post AP Examination projects 9 10