AP World History Syllabus s1

AP World History Syllabus Mr. Rogers [email protected]

Course Overview Advanced Placement World History is for the exceptionally studious high school student, who wishes to earn college credit in high school through a rigorous academic program. This class approaches history in a non-traditional way in that it looks at the common threads of humanity over time by examining currents of trade, religion, politics, society, and technology, and it investigates how these themes have manifested themselves in different places and at different times.

This course is designed to empower students to master a broad body of historical knowledge, to demonstrate an understanding of historical chronology, to use historical data to support an argument or position, understand historiography and differing schools of opinion, interpret and apply data from original documents, including cartoons, graphs, laws, and letters to name a few, to effectively use analytical tools for evaluation, to understand cause and effect and compare and contrast, and to prepare for and successfully pass the AP World History Exam.

This course will require students to act as historians, analyzing historical evidence to determine its validity and relevance to a given historical question. Students will identify point of view and the nature of bias in certain primary sources; in addition, students will be able to formulate generalizations, interpret data, as well as analyze and weigh evidence from conflicting sources of information.

Rigorous preparation is a vital and necessary part of the Advanced Placement curriculum. Extensive amounts of reading, writing, and critical thinking will be required. One of the most challenging changes for many sophomores in AP World History is the quantity of reading that will be assigned and must be completed. Reading assignments will be followed by reading quizzes. It is imperative for students to develop and maintain consistent study habits due to the rigor and intense pacing of the course. These include the following College Board’s “Historical Thinking Skills.” These skills include: 1) Crafting Historical Arguments from Historical Evidence 2) Chronological Reasoning 3) Comparison and Contextualization 4) Historical Interpretation and Synthesis Course expectations

1. Actively participate in class and complete all assignments on time. 2. Follow all classroom rules 3. Develop a clear understanding of the broad themes of World History. 4. Develop learning skills that will prepare the student for the future. 5. Participate in extensive high-level discussions through thought and questioning. 6. Examine and analyze historical document and use them to make logical arguments. 7. Develop reading and writing skills that will benefit the student for future educational expeditions. 8. Complete a summer reading and writing assignment to be turned in the first day of class.

2. THE FIVE THEMES OF WORLD HISTORY:

The themes serve throughout the course as unifying threads, helping students to put what is particular about each period or society into a larger framework. The AP World History course requires students to engage with the dynamics of continuity and change across the historical periods that are included in the course. Students will be taught to analyze the processes and causes involved in these continuities and changes. In order to accomplish this task we will focus on the FIVE overarching themes which serve throughout the course as unifying threads, helping students to put what is particular about each period or society into a larger framework. The themes also provide ways to make comparisons over time and facilitate cross-period questions.

1. Interaction between humans and the environment • Demography and disease • Migration • Patterns of settlement • Technology

2. Development and interaction of cultures • Religions • Belief systems, philosophies, and ideologies • Science and technology • The arts and architecture

3. State-building, expansion, and conflict • Political structures and forms of governance • Empires • Nations and nationalism • Revolts and revolutions • Regional, trans-regional, and global structures and organizations 4. Creation, expansion, and interaction of economic systems • Agricultural and pastoral production • Trade and commerce • Labor systems • Industrialization • Capitalism and socialism

5. Development and transformation of social structures • Gender roles and relations • Family and kinship • Racial and ethnic constructions • Social and economic classes

Type of assignments:

1. Analytical papers 2. Daily reading assignments from textbook 3. Quizzes from each textbook chapter 4. Group Projects 5. Unit Exams 6. Group discussions 7. Out of Class Book readings 8. One 5 page term paper 9. Whole Group Essay Instruction and Sampling: document-based (DBQs) and Free Response-Compare and Contrast, Continuities and Change Over Time 10. Small Group Essay Instruction and Sampling: document based (DBSs) and Free Response, Compare and Contrast, Continuities and Change Over Time Individual Essay Instruction: document based (DBQs) and Free Response – Compare and Contrast, Continuities and Change Over Time Textbook and Required Reading Materials:

Books provided: Bulliet, Richard, Pamela Crossley, Daniel R. Headrick, Steven W. Hirsch, Lyman L. Johmson, and David Northrup. The Earth and its Peoples. 3rd edition. New York: 2005.

Andrea, Alfred, and James H. Overfield. The Human Record: Sources of Global History. Volume I. Houghton Mifflin co, New York: 2005.

Andrea, Alfred, and James H. Overfield. The Human Record: Sources of Global History. Volume II. Houghton Mifflin co, New York: 2005.

Books that students are required to provide on their own: 1. Princton Review. Cracking the AP World History Exam. It can be purchased at www.amazon.com for less than $15.00. Must have by Feb. 1st (this book will not be required but very highly recommended for those planning to take the AP Exam)

2. Martel, Gordon. Origins of the First World War. 3rd Ed. London: Pearson Longman 2003.

3. Headrick, Daniel. The Tools of Empire: Technology and European Imperialism in the Nineteenth Century. New York: Oxford University Press, 1981.

5. Diamond, Jared. Guns, Germs, and Steel. New York: W.W. Norton & Company, 1999. (Summer assignment)

Classroom Website

The majority of assignments will be located on this website along with additional resources and materials. http://www.madison.kyschools.us/olc/class.aspx?id=3189&s=1753 www.quia.com – All quizzes and exams will be taken on this website Classroom Rules:

1. Be on time and prepared everyday.

Students must be on time and be prepared for class everyday. This means students must come to class with a textbook, writing utensil, notebook, and homework. This is to allow for minimum disruptions during class and will provide every student the opportunity to learn the material that is presented and perform well on assessments. This rule also teaches students good responsibility skills that they will need to establish for later in life.

2. Students must stay seated at all times during class unless given permission. In order to reduce the number of disruptions during class students must remained seated so that every student can give their undivided attention to what they are learning. Students who are up and walking around during class create a disruptive environment and distract other students from learning.

3. Respect others feelings and property. It is important for every student to respect others and their property in order to prevent major disruptions such as fights or verbal abuse.

4. Students must remain in the classroom at all times unless it is an emergency. Students must remain in the classroom at all times because if a student leaves he or she will miss valuable information that might possibly mean a drop of a grade. This rule also teaches students valuable responsibility skills they will need for everyday life.

5. All handbook rules also apply.

6. All handbook consequences also apply. Make-Up work

1. I will not accept late work. Any assignment turned in late with out my approval will be given a zero. 2. Days you miss you will not receive a participation grade unless excused. 3. Students have the number of excused days missed to complete the make up work. 4. You must turn in make up work before class begins. 5. Students must ask the teacher for any missed assignments. If student does not approach the teacher the day after an absence the student will receive a zero for the assignment. Materials:

1. 3 – ring binder 2. Notebook paper 3. Pencils or pens. Blue or Black ink only 4. Textbook and required reading

Each of these materials will be needed EVERYDAY!!!!!!!!

Grading Policy:

A 92 – 100

B 83 – 91

C 74 – 82

D 65 – 73

. The Course: Periodization Historical Periodization Current Periodization Period Title Date Range Wt Old titles Weighting 8000BCE 5% Foundations: Period 1: Technological and to c. 600 BCE. c. 8000 B.C.E. to Environmental Transformations 600 C.E. 19-20% Period 2: Organization and c. 600 BCE. 15% Classic Reorganization of Human Societies to 600 CE Period 3: Regional and Trans c. 600 C.E. 20% Post Classic 22% regional Interactions to c. 1450 c. 1450 Period 4: Global Interactions 20% Early Modern 19—20% to c. 1750 Period 5: Industrialization and c. 1750 20% Modern 19—20% Global Integration to c. 1900 Period 6: Accelerating Global c. 1900 to 20% Contemporary 19—20% Change and Realignments the present AP World History Schedule

* The amount of time spent on each unit is subject to change

I. Unit One: 8000 B.C.E. to 600 C.E. 3 weeks A. Agricultural Revolution 1. Yali’s Question 2. Importance of Cities 3. Farming B. Early Civilizations 1. Early Civilizations 2. Comparative Essay 3. Mesopotamia C. Belief Systems 1. Hinduism 2. Buddhism 3. Judaism 4. Christianity 5. Confucianism and Daoism 6. Other early belief systems D. Classical Civilizations 1. Greece 2. Empire 3. Rome 4. Han 5. Gupta 6. Comparative Essay E. Big Picture 1. Annotated Maps F. Nomadic Peoples 1. Arabs, Turks, Indian Ocean trade G. Exam II. Unit Two: 600 – 1450 C.E. 6 weeks A. Islamic World 1. Spread of Islam 2. Abbasid Caliphate 3. Islamic Spain B. Latin West C. Vikings D. Byzantine Empire E. Silk Road F. Schism G. Crusades H. Silk Road I. Chinese Model 1. Tang and Sung Empires 2. Korea 3. Japan J. Feudalism 1. European Style 2. Japanese Style K. Gender Structures L. Bantu Migrations M. Zimbabwe and Swahili City-States N. Mongols 1. Empire Building 2. Black Death 3. Kahn 4. Timed Essay: Change-Over-Time O. Latin America 1. Mayan 2. Aztec 3. Incan P. Exam

Thanksgiving Break

III. Unit Three: 1450 – 1750 C.E. 6 weeks

A. Encounters, Conflict, and Exchange 1. Muslim Roots of the Renaissance 2. Reformation and Counter Reformation 3. Reconquista, Ottoman Conquest, and Portuguese Atlantic Voyages 4. Motives of the Monarchs 5. Atlantic World 6. Columbian Exchange 7. Silver Trade B. Labor Systems 1. Plantations 2. Political shifts in Africa 3. Serfdom in Eastern Europe 4. Indian Ocean Slavery 5. Timed Writing: Comparing Labor Systems

Christmas Break

C. Absolutism 1. King Louis XIV 2. Tokugawa and Romanov 3. Coffeehouses in the Ottoman, Safivid, and England D. Trade 1. Mughal Empire and Joint Stock Companies 2. British East India Company E. Exam

IV. Unit Four: 1750 – 1914 4 Weeks A. Revolutions 1. Scientific Revolution 2. English Evolution of Rights 3. American Revolution 4. French Revolution 5. Haitian Revolution 6. Latin America 7. Time Writing: Comparative Revolutions 8. British Industrial Revolution 9. Mexico B. Reforms 1. Labor, Suffrage, Abolition 2. 2nd Industrial Revolution C. Imperialism 1. European Nationalism 2. Ottoman Empire 3. China 4. Japan 5. India 6. Timed Writing: CCOT on Imperialism 7. Berlin Conference D. Exam

V. Unit Five: 1914 – Present 6 Weeks

A. The Great War 1. Causes and Effects 2. Marxism and Russian Revolution 3. Wilson’s 14 Points and Treaty of Versailles B. Great Depression 1. Causes and Effects 2. Consumerism and Depression 3. Rise of Fascism and Totalitarian Governments C. World War II 1. Technology 2. Pacific War 3. Causes and Effects D. Communism after World War II 1. Warsaw Pact 2. Soviet Union 3. China, Korea, Vietnam, Cuba 4. Comparative Essay: Communist Leaders E. De-Colonization 1. South Asia 2. Africa 3. Southeast Asia F. United Nations

Spring Break

G. Cold War 1. Latin America 2. Middle East 3. Collapse of Soviet Union H. Exam

VI. Review for Exam