Advanced placement course syllabus world history – mr. Scott cole



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ADVANCED PLACEMENT

COURSE SYLLABUS

WORLD HISTORY – MR. SCOTT COLE

Course Description

Credit: 1 High School Credit – 1 College Credit for Passing the Exam (Varies by Institution)

Pre-Requisite – Permission of Instructor and Completion Required Summer Reading Assignment

Advanced Placement World History is a yearlong survey of World History from the Foundations Period to Contemporary Era. It is designed to develop greater understanding of the evolution of global processes and contacts in different human societies. This understanding is advanced through a combination of selective factual knowledge and appropriate analytical skills. The course highlights the nature of changes in global frameworks and their causes and consequences, as well as comparisons among major societies. It emphasizes relevant factual knowledge, leading interpretive issues, and skills in analyzing types of historical evidence. Periodization, comparing and contrasting as well as change and continuity are explicitly discussed throughout the course. Specific themes provide further organization to the course, along with consistent attention to contacts among societies that form the core of world history as a field of study. Students will be required to read every night. Tests and essays will be based on the readings and class lectures. Students will take the AP exam in early May at the cost of approximately $85.00. If the student chooses not the take the AP exam, a class exam will be given at the end of the course (taken from College Board website).


Format of the AP World History Exam
The AP World History exam is 3 hours and 5 minutes in length, consisting of a 55-minute multiple choice section and a 130 minute free-response section. The multiple-choice section contains 70 questions, which will come from all time periods covered in the course. Section II of the exam consists of two parts. Part A is a required document-based question (DBQ) comprised of a 10-minute required reading period and a 40-minute writing period. In Part B, students are asked to write 2 different types of essays, Change- Over-Time and a Comparative essay. Parts I and II of the exam count equally towards the final score.

Outline of Topics


  1. Technological and Environmental Transformations, 8000 B.C.E. – 600 B.C.E.

    1. Prehistoric Societies

    2. From Foraging to Agricultural and Pastoral Societies

    3. Early Civilizations: Middle East, South and East Asia, Africa and the Americas




  1. Organization and Reorganization of Human Societies, 600 B.C.E. – 600 C.E.

    1. Classical Civilizations

    2. Major Belief Systems

    3. Early Trading Networks




  1. Regional and Trans-Regional interactions, 600 – 1450

    1. Byzantine Empire/Germanic Europe

    2. Crusades

    3. Sui, Tang, Song and Ming Dynasties

    4. Mongols

    5. Americas

    6. Kingdoms and Empires of Africa

    7. Turkish Empires/Italian City States




  1. Global Interactions, 1450 - 1750

    1. Trading Networks of the Indian Ocean

    2. Japanese Shogunates

    3. Atlantic Slave Trade

    4. Colombian Exchange

    5. Islamic Empires




  1. Industrialization and Global Integration, 1750 – 1900

    1. Age of Revolutions

    2. 19th Century Imperialism

    3. Nationalism

    4. Industrial Revolution




  1. Global Change and Realignments, 1900 – Present

    1. Anti-Imperial Movements

    2. World War I and World War II

    3. Communism and the Cold War

    4. International Organizations

    5. Globalization

Course Materials

  1. Books

    1. Bentley and Ziegler, Traditions and Encounters: A Global Perspective on the Past, 4th Edition, New York, McGraw-Hill – 2008.

    2. Sterns. 2008 World Civilizations: The Global Experience. Pearson



  1. Maps and Videos

    1. Rand McNally World Atlas

    2. Hammond Historical Atlas

    3. PBS and History Channel Videos

    4. Scenes from Historical Fiction Movies



  1. Practice AP Tests

    1. Barron’s: How to Prepare for the World History AP Exam, Hauppauge, NY, 2002.

    2. Released items from AP College Central



  1. Primary and Secondary Source Documents – Students will read and analyze selected primary and secondary sources (documents, images, and maps) in

    1. Essays from “Taking Sides- Clashing Views in World History”, Volumes 1 and 2, 3rd edition, McGraw-Hill, 2007.

    2. Andrea,A. and Overfield, J. 2000. The Human Record:Sources of Global History, Vols I & II. Houghton Mifflin College Division.

    3. Spodek. 2000. The World History, 2nd Edition. Prentice Hall

    4. DBQ’s – Released AP exams and Social Studies School Service – California.

    5. McNeill, J.R. and McNeill, W.H. 2003. The Human Web. Norton & Co.

    6. Pomeranz, K. and Topik, S. 1999. The World that Trade Created. M.E. Sharpe.

    7. Pomeranz, K. 2000. The Great Divergence. Princeton

    8. Goldstone, J. 2008. Why Europe? The Rise of the West in World History, McGraw Hill.




  1. Class Notebook

    1. 3-Ring Binder with Dividers


Grading Policy – Smyrna School District
Students will have assignments including readings, writings, and analyzing of documents to reinforce the day’s lesson. Every assignment will be given a point value, which will be totaled at the end of the semester and divided by the total amount possible. The percentage will then be compared to the school’s grading scale.
Grading Scale
A = 93-100 Excellent

B = 85 0 92 Above Average

C = 76 – 84 Average

D = 70 – 75 Unsatisfactory

F = Below 69 Failing
Grading Policy – DBQs and Essay Assessments

(From the AP College Board Rubric for Essays and DBQs.)


The 8-9 Essay

  1. Contains a clear, well-developed thesis that provides an in-depth examination of the question

  2. Provides an effective analysis of the political, economic or social issues within the question

  3. Uses substantial number of documents effectively

  4. Supports with substantial and relevant outside information

  5. May contain minor errors

  6. Is clearly organized and well-written


The 5-7 Essay

  1. Contains a thesis, which may be partially developed when providing an examination of the question

  2. Provides a limited analysis of the political, economic or social issues within the question

  3. Uses some documents effectively

  4. Supports thesis with some relevant outside information

  5. May have errors that do not seriously detract from the quality of the essay

  6. Shows acceptable organization and writing; language errors do not interfere with the comprehension of the essay

The 2-4 Essay

  1. Contains a thesis, which may be limited or undeveloped

  2. Deals with the question in a simplistic manner

  3. May address only 1 part of the question

  4. Merely refers to, quotes, or briefly cites documents

  5. Contains little outside information

  6. May have major errors

  7. May be poorly organized


The 0-1 Essay

  1. Contains no thesis

  2. Exhibits inadequate or incorrect understanding of the question

  3. Has little or no understanding of the documents

  4. Has numerous errors

  5. Written so poorly that it inhibits understanding



Themes of World History AP
Students in this course must learn to view history thematically. The AP Course is organized around five overarching themes that as unifying threads throughout the course, helping students to relate what is particular about each time period or society to a “big picture” of history. The themes also provide a way to organize comparisons and analyze change and continuity over time. Consequently, virtually all study of history in this class will be tied back to these themes by utilizing a “PERSIAN” acronym.


  1. Social – Development and transformation of social structures

  1. Gender roles and relations

  2. Family and Kinship

  3. Racial and ethnic constructions

  4. Social and economic classes




  1. Political – State building, expansion, and conflict

  1. Political structures and forms of governance.

  2. Empires

  3. Nations and nationalism

  4. Revolts and revolutions



  1. Interaction between humans and the environment

  1. Demography and disease

  2. Migration

  3. Patterns of settlement

  4. Technology


  1. Cultural Development and interaction of cultures

  1. Religions

  2. Belief systems, philosophies, and ideologies

  3. Science and technology



  1. Economic – Creation, expansion, and interaction of economic systems

  1. Agricultural production

  2. Trade and commerce

  3. Labor systems

  4. Industrialization

  5. Capitalism and socialism



Course Outline
Summer Work

  1. Read “The Great Warming” by Brian Fagan

  2. Complete a critical book review based on the NY Times book review format.

  3. “Traditions and Encounters” – Bentley and Ziegler

    1. Chapter 1 – Before History

    2. Paleolithic and Neolithic Eras


Units One and Two


Key Concepts

  1. Big Geography and the Peopling of Earth

  2. Neolithic Revolution and Early Agricultural Societies

  3. Development of Interactions of Early Agricultural, Pastoral and Urban Societies

  4. Development of Codification of Religious and Cultural Traditions

  5. Development of States and Empires

  6. Emergence of Trans-regional Networks of Communication and Exchange


Readings

    • Traditions and Encounters, Chapters 2-12

      1. Early Complex Societies, Chapters 2-6

      2. Formation of Classical Societies, Chapters 7-12



Assignments

    • Lectures

      1. World History – Environment and Time

      2. Agriculture and Technology Development

      3. Basic Features of Early Civilizations: Culture and Societies

      4. Major Belief Systems – Religion and Philosophy

      5. Classical Civilizations – Greco/Roman

      6. Trading Patterns

      7. Movement of Societies

      8. Animism focusing on Australasia and Sub-Saharan Africa

    • Critique of cave paintings – primary source

    • Chart, early societies – similarities and differences

    • PowerPoint – Neolithic art/architecture

    • Map Quiz – mental mapping – eastern hemisphere

    • Computer Lab – Egyptian hieroglyphics

    • Critique of Women’s status after Aryan takeover – secondary source

    • Mahabharata map – critique historical/religious significance

    • Critique excerpts – “Art of War” – primary source

    • Critique excerpts – “Admonitions for Women” – primary source

    • Critique early societies’ monuments –assess culture

    • Assess video – Alexander the Great – PBS

    • Identifications – Classical World

    • Analyze/Interpret Confucian ideas

    • Class Debate – Daoism, Legalism, Confucianism

    • Gender Issues – China – Qin/Han eras

    • Primary source – Critique – “Legend of King Ashoka”

    • Chart – Early Religions

    • Group Work – “Social Classes of Ancient Greece”

    • Change Analysis Chart – Olympic Games

    • Identifications – “Roman Period”

    • Computer Lab – Silk Road” project

    • Identify and analyze the causes and consequences of the Neolithic revolution in the major river valleys as well as in Sub-Saharan Africa and Papua New Guinea.

    • Students will read chapters 1 and 2 of the Human Web and evaluate the author’s perspective on the existence of a very loose knit global web during this early period.

    • Students will read excerpts from A Forest of Kings and watch the PBS program “Cracking the Mayan Code”. Students will then assess the impact that archaeology and iconography have had on the study of history.



Assessments

    • Multiple Choice Assessments

    • Timed Essays

      1. Compare 2 Features of Early Complex Societies

      2. Compare and Contrast the Collapse of Early Complex Societies

      3. Change and Continuity of Political changes in the late Classical Period, China, India, or Rome.

      4. Compare and Contrast Social and Intellectual Accomplishments of Greco/Roman and Chinese Societies

    • DBQs (Timed)

      1. Role of Women in Buddhism and Christianity

      2. Reaction to the Spread of Buddhism in China

      3. Collapse of the Roman Empire, Han, and Gupta Dynasties



Unit Three



Key Concepts



  1. Expansion of Intensification of Communication and Exchange Networks

  2. Continuity and Innovation of State Forms and Their Interactions

  3. Increased Economic Productive Capacity and Its Consequences


Readings

    • Traditions and Encounters, Chapters 13-22

      1. Post-Classical Era, Chapters 13-17

      2. Age of Cross-Cultural Interaction, Chapters 18-22


Assignments

    • Lectures

      1. Justinian and His Legacy

      2. Byzantium and Russia

      3. Islam Expansion

      4. Islamic Values

      5. Tang, Song, Sui Dynasties

      6. Hindu Kingdoms of India

      7. Establishment of Medieval Society

      8. Indian Ocean – Trade

      9. Revival of Towns and Trade(Middle Ages)

      10. States/Empires of the Americas

      11. Patterns of Long-Distance Trade

      12. Polynesian Migrations

    • PowerPoint – Architecture (Constantinople)

    • Critique Reading – “Hagia Sophia” – secondary source

    • Critique excerpts – “Koran”

    • Assess video – “Scientific Advances” – PBS

    • Trade Route identifications

    • Critique “Religions and Trade” – secondary source

    • Computer lab – “Indian Caste system”

    • Analyze Visual Primary Sources – “ Gothic Architecture”

    • Computer Lab – “Women’s Role in the Middle Ages”

    • Map Work – Analyze “Black Death”

    • Identifications – “Middle Ages”

    • Mock Trial – “Genghis Khan”

    • Assess Video – “Genghis Khan”

    • Mental mapping – “Marco Polo’s Journey”

    • Critique Video – “African Voices” – PBS

    • Analyze Reading – “Popol Vuh” – primary and secondary sources

    • Students will compare the Polynesian and Viking migrations.

    • Class debate – Were the tributary and labor obligations in the Aztec and Inca Empires more effective than similar obligations in the Eastern Hemisphere?

    • Students will read Ch. 4 and 5 of The Human Web to evaluate the periodization in the book compared to that of the periodization in the course curriculum: Why
      200-1000 CE and 1000–1500 CE instead of 600-1450? In what regions does each work best? Why? In what areas does each present a problem? Why?


Assessments



    • Multiple Choice Assessments

    • Timed Essays

      1. Compare practices of Japanese and European feudalism

      2. Compare Aztec and Incan empires in terms of political and economic structures and cultural achievements.

      3. Identify political and economic effects of the Mongols.

      4. Change and Continuity Essay in patterns of interactions along the Silk Roads 200 BCE-1450 CE

      5. Comparison essay – level of technological achievement including production of goods, 500-1000.

    • DBQs (Timed)

      1. Explain the process of Islam’s unifying cultural and economic force in Africa.

      2. Identify the Indian Ocean Basin’s role as a coherent unit or just a region of the world in the post-classical era.



Unit Four



Key Concepts

  1. Globalizing Networks of Communication and Exchange

  2. New Forms of Social Organization and Modes of Production

  3. State Consolidation and Imperial Expansion


Readings

    • Traditions and Encounters, Chapters 23-28

      1. Global Connections and transformation of Europe, Chapters 23-25

      2. Asia, Africa and the Islamic World, Chapters 26-28



Assignments

    • Lectures

      1. Exploration – Motives and Technology

      2. Trading Post Empires – Indian Ocean

      3. Colombian Exchange

      4. New Monarchs – Europe

      5. Witch-hunts and Religious Wars

      6. Social Change in Early Modern Europe

      7. Spanish Caribbean

      8. Multicultural Societies of the New World

      9. Impact of Slave Trade

      10. Patriarchal Families – East Asia

      11. Unification of Japan

      12. Islamic Empires

    • Computer lab – “Age of Exploration”

    • Mapping – Assess and Critique – 15th/16th Century Maps

    • Assess – “Colombian Exchange” Video – PBS

    • Reformation Vocabulary and Identification

    • Chart – Analyze “Catholicism vs. Protestantism”

    • Critique – “Women’s Role in Reformation”- primary documents

    • Analyze – “Treaty of Westphalia” – secondary sources

    • Critique video – “Spanish Inquisition” - History Channel

    • Interpret – “Slave music” – Globalization

    • Critique – “Slave Trade” – primary and secondary documents

    • PowerPoint – “Asian Art of Ming and Qing dynasties

    • Historical critique – “Tripmaster Monkey” – Kingston

    • Analyze – “Fabian Fucan Rejects Christianity” – primary source

    • Create tri-level timeline of 3 Islamic empires

    • Islamic Empire Vocabulary and Identifications

    • Critique Babur” – secondary sources

    • Students will read Ch. 6 of The Human Web and consider the question of periodization: 1750 or 1800?

    • Students will analyze techniques used by art historians to examine visual displays of power in one of the land or sea-based empires that developed in this time period.



Assessments

    • Multiple Choice Assessments

    • Timed Essays

      1. How did the “rise of European powers” change the balance of power in the world?

      2. Analyze cultural, economic and political impact of Islam, ca. 1000-1750.

      3. Compare the degree of control the Europeans exerted over 2 of the following areas during the time era: Latin American, Qing China or Tokugawa Japan

      4. Changes and Continuities in trade and commerce in the Indian Ocean Basin 600-1750.

    • DBQs (Timed)

      1. Examine technologies of China, Ottoman and Africa during this era.

      2. Examine the role of women in families and politics. Pick 2: Qing China, England, East Africa, and/or Spain


Unit Five



Key Concepts

  1. Industrialization and Global Capitalism

  2. Imperialism and Nation-State Formation

  3. Nationalism, Revolution and Reform

  4. Global Migration


Readings

    • Traditions and Encounters, Chapter 29-33

      1. Revolutions, Industry and Societies at a Crossroads



Assignments

    • Lectures

      1. Influences of Revolution

      2. Conservatism vs. Liberalism

      3. Fruits of Industry

      4. Socialist Challenge

      5. Latin America – Fragmentation and Political Experimentation

      6. Ottoman Empire – Declining

      7. Treaties and the Opium War

      8. Japan – Tokugawa to Meiji

      9. European Imperialism

    • Critique – “Declaration of Women’s Rights”- primary source

    • Critique video – “The Age of Enlightenment”

    • Analyze excerpts from – “Crime and Punishment” – Cesere Becarria

    • Critique chart of the “Continental System”

    • Analyze the historical list of “-isms”

    • Analyze the chart – “1848 Revolutions”

    • Critique historical map of Europe in 1848

    • “Age of Revolution” – vocabulary and identification

    • “Haitian Revolution” – primary and secondary sources

    • Critique excerpts of “Hard Times” – Dickens

    • Assess video – “Boxer Rebellion” – A & E

    • Mock Trial – “Opium War”

    • Assess historical maps – “Chinese and Japanese Empires, 1750-1900”

    • Assess video – “The Last Queen” – PBS

    • Critique “White Man’s Burden” – Kipling

    • Analyze – “Social Darwinism – primary and secondary sources

    • Read Chapter 7 of the Human Web and trace the development of civilization in each region utilizing the PERSIAN chart.

    • Students will analyze tables showing increased urbanization in various parts of the world to consider connections between urbanization and industrialization.


Assessments

    • Multiple Choice Assessments

    • Timed Essays

      1. Compare and contrast the Industrial Revolutions in Western Europe and Japan.

      2. Compare forms of western domination in Latin America, Africa, and East Asia.




      1. Compare and Contrast the roles of women from 1750-1900 – East Asia, Western Europe, South Asia, Middle East.

      2. Analyze 5 political cartoons about European imperial expansion in Asia and Africa to identify how nationalism and the Industrial Revolution served as motivating factors in empire building in this time period.

      3. Change and Continuity Essay evaluating changes in production of goods from 1000-1900 in the Eastern Hemisphere

    • DBQs (Timed)

      1. Analyze the motives of Imperialism during the time period of 1750-1900.

      2. Analyze who benefited from the Industrial Revolution, politically and socially.



Unit Six


Key Concepts

  1. Science and the Environment

  2. Global conflicts and Their Consequences

  3. New Conceptualizations of Global Economy and Culture


Readings

  • Traditions and Encounters, Chapters 34-40

      1. 20th and 21st Centuries



Assignments

    • Lectures

      1. National Rivalries

      2. Great War

      3. Russian Revolution

      4. Global Depression

      5. Liberal Order – Challenges

      6. Asian Autonomy

      7. WWII – Origins

      8. Role of Australia and Oceania in the Pacific War effort

      9. “A Bi-Polar World”

      10. African Independence

      11. Global Economy

    • Computer Lab – Critique – “Armenian Genocide”

    • Assess video – “The Great War” – PBS

    • Assess map and reading – “1918-1919 Influenza Pandemic”

    • Critique excerpts – “Lawrence of Arabia”

    • Analyze chart – “14 Points”

    • Analyze primary source – “Treaty of Brest-Litovsk”

    • Visual documents – critique “Culture of 1920’s”

    • Critique and Assess Pre-WWI and Post WWI maps

    • 1914-1930 – Vocabulary and Identification

    • Critique “Asian Reactions to WWI” – primary sources

    • Analyze WWII cartoons

    • Critique map of Japanese, German and Italian aggressions

    • Computer Lab – Critique “Migration Issues” – Post WWII

    • Analyze chart of major WWII conferences

    • Cold War Vocabulary and Identifications

    • Computer Lab – “Effects of Technology on World Events”

    • Assess maps – NATO and Warsaw Pact Countries

    • Debate – Capitalism vs. Socialist communism

    • Computer Lab – Assess EU issues with a Global Theme

    • Project – “Guerrilla Warfare vs. Terrorism”; Compare 3 or more conflicts in late 20th century to present day

    • Assess video – “Tiananmen Square” – History Channel

    • Analyze primary sources – Taiwan, Tibet and China, (1960- present)

    • Critique primary and secondary – “Jihad and apartheid”

    • Analyze diary entries of Australian Soldiers and Japanese soldiers in WWII

    • Analyze quantitative data about demographic changes in the 20th century


Assessments

    • Multiple Choice Assessments

    • Timed Essays

      1. Compare the patterns and results of de-colonization in 2 of the following areas: Kenya, Algeria, India or South Africa.

      2. Compare the political, economic and social effects of the world wars on two regions outside the West. Consider 1945-1975.

      3. Evaluate the rationales for and roadblocks to creating interregional and international political and economic organizations in the 20th century.

      4. Change and Continuity Essay in the formation of national identities 1900- present. Choose from the following regions: Middle East, South Asia, or Latin America

    • DBQs (Timed)

      1. Analyze the effects of 20th century Muslim leaders in South Asia and North Africa.


Primary Source Assignments
Students will read the document or study the data or visual. They will then write a summary on the main points of the documents. The analysis of the source will be contained in a separate paragraph and include the following:

  1. Historical Context

  2. AP themes the source addresses

  3. Point of View

Sources included:



  • Tacitus from Germania

  • Female figure from Catalhuyuk (visual)

  • Graph – world population 3000 BCE – 1500 CE

  • Code of Hammurabi

  • ‘Be a Scribe”

  • The Writings of Han Fei

  • Asoka, Rock and Pillar Edicts

  • Pericles Funeral Oration

  • Shi Huangdi’s Terracotta Army (visual)

  • Fu Xuan, How Sad it is to be a Woman

  • Live, History of Rome

  • Procopius form On the Buildings and the Secret History

  • Shield Jaguar and Lady Xoc: A Royal Couple of Yaxchilan (visual)

  • Xuanzang, Record of the Western Region

  • Einhard, The Life of Charlemagne

  • Ibn Battuta, Travels in Asia and Africa

  • The Chronicle of Novgorod

  • William of Rubruck, Journey to the Land of the Mongols

  • World Population Growth 1000 -2000 (graph)




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