COLLIERVILLE HIGH SCHOOL, AP WORLD HISTORY Course Description/Objective The purpose of the AP World History course is to develop greater understanding of the evolution of global processes and contacts in interaction with different societies. The course highlights the nature of changes in international frameworks and their causes and consequences, as well as comparisons among major societies. In simpler terms, the course presents a broad view of the history of the world between 8000 BCE to the present in order to understand from where we've come and to better predict where we are going. In addition to learning many facts, students will be required to think critically and to analyze historical evidence. Chronological Boundaries of the Course The following is an approximate percentage of the school year per content era leading up to the exam. 8000 BCE – 600 BCE – Technological and Environmental Transformation 5% 600BCE – 600 CE – Organization and Reorganization of Human Societies 15% 600 CE – 1450 – Regional and Transregional Interactions 20% 1450 – 1750 – Global Interactions 20% 1750 – 1900 – Industrialization and Global Integration 20% 1900 to the Present – Accelerating Global Change and Realignments 20% Themes: AP World History highlights six overarching themes. These themes will serve as the unifying threads throughout the course. They are: 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, arts and architecture) 3. State Building, Expansion, and Conflict (Political structures and forms of government, empires, nations and nationalism, revolts and revolutions, regional, transregional, 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) -­‐College Board Historical Thinking Skills: The following skills will be used: 1. Crafting Historical Arguments from Historical Evidence 2. Chronological Reasoning 3. Comparison and Contextualization 4. Historical Interpretation and Synthesis Additionally you will develop the ability to: A) See global patterns over time and space while connecting and traversing local and global particularities. B) Compare within and among societies. C) Assess claims of universal standards while remaining aware of human commonalities and differences; putting culturally diverse ideas and values in historical context, not suspending judgment but developing understanding through documents. -­‐ College Board Text Stearns. 2007. World Civilizations: Global Experience, fifth edition.
Pearson
Outside Readings
1. Andrea, Alfred J., and James H. Overfield. The Human Record: Sources
of Global History. Vols. 1 & 2. Boston: Houghton Mifflin. All editions
published from 1998 to the present.
2. Ishmael by Daniel Quinn 3. Guns, Germs, and Steel by Jared Diamond 4. World History in Documents: A Comparative Reader by Peter Stearns Student Assignments: 1. Summer assignment with Ishmael attached at the end. This work will be used to introduce students to the course and issues surrounding the Neolithic Revolution. Students will write an essay that compares ideas of the agricultural revolution asserted by Ishmael with those learned from the text. Other standard assignments 2. Societal comparisons – students will refer to primary/secondary sources (religious and political texts, images of art and architecture, charts, graphs and maps) to develop evidence for written comparative arguments. 3. Leader Analyses – students will study primary sources in order assess claims to power. Sources will be analyzed for point of view. 4. Conflict Analysis – students will analyze primary/secondary source material to assess cause and effect of conflict. 5. Change and Continuity Analyses -­‐ students will analyze primary/secondary source material to trace patterns of development in a number of areas: rise and fall of empires, expansion of trade, spread of religion/beliefs, industrial development. 6. Map Analyses – students will create annotated maps that reflect change and continuity in several areas: creation and extension of political systems, spread of agriculture, cause and effect of migration. 7. Periodization – Students will read different arguments on periodization and debate the validity of choice dates as marker dates in different areas of the world. 8. SPICE charts – students will read text chapters and find information that reflects the following historical themes: social structures, political state building, interaction between humans and environment, culture, economic. 9. Chapter one-­‐pagers – instructions included at the end of syllabus. Syllabus for AP World History, Collierville High School Chapters from World Civilizations Summer Work Review and Writing Seminar Week One: Class Requirements, Essay Formats, Discussion Requirements, Summer Reading Evaluation, Geography -­‐ Locations and Topography, Map Skills, Document Analysis Period 1: 8000 BCE – 600 BCE – Technological and Environmental Transformation – The Neolithic Revolution – approx. one week • Key Concept 1.1 Big Geography and the Peopling of the Earth • Key Concept 1.2 The Neolithic Revolution and Early Agricultural Societies • Key Concept 1.3 The Development and Interaction of Early Agricultural, Pastoral, and Urban Societies Text: Stearns, Chapter 1 The Rise of Agriculture and Agricultural Civilizations Activities – Societal comparison of Mesopotamia and Egypt Visual Analysis – Students will compare cultural contributions and gender roles through evaluation of artistic sources such as cave paintings and Venus statues Document Analysis – Students will compare Hammurabi’s Code with an excerpt of Jewish Law from the book of Deuteronomy and analyze for purpose and tone. Map Activity – Students will annotate a map showing the spread of agriculture as a result of the Neolithic Revolution and the development of ancient civilizations. Data Sources: archeological data on early Neolithic sites. These activities reflect Themes 1,4, and 5. Period 2: 600 BCE – 600 CE – Organization and Reorganization of Human Societies – The Ancient and Classical World approx. 4 weeks • Key Concept 2.1 The Development and Codification of Religious and Cultural Traditions • Key Concept 2.2 The Development of States and Empires • Key Concept 2.3 Emergence of Transregional Networks of Communications and Exchange Text: Stearns, Chapters 2 -­‐ 5 Students will trace the rise and fall of classical empires (Rome, Han, Maurya/Gupta) and then write a comparative essay addressing the methods of political control in two of the three. Students will spend time studying the emergence of major belief systems and their effects on various social structures including gender roles. Students will evaluate the architectural contributions of the classical civilizations and trace their impact into the modern era. Sample assignments include: Societal comparisons (Rome, Han, Maurya/Gupta), Leader Analyses (Ashoka, Constantine, Shi Huangdi). Documents – Analects – (excerpts) – Rig Veda – excerpts – Sun Tzu’s The Art of War – The Apology, The Republic, Aristotle’s Politics (Excerpts) Visual Sources – Lion pillars of Ashoka, Cyrus cylinder, ancient maps. Students will determine purpose of the artifacts in their historical context. Themes 1,2,3,4, and 5 addressed. Period 3: 600 to 1450 -­‐ Regional and Transregional Interactions – The Postclassical World – will last approximately 6 weeks • Key Concept 3.1 Expansion and Intensification of Communication and Exchange • Key Concept 3.2 Continuity and Innovation in State Forms and Their Interactions • Key Concept 3.3 Increased Economic Productive Capacity and its Consequences Text: Stearns, Chapters 6 – 15 Students will analyze images and textual sources on the beginnings of Islam and the Islamic Empires, trace the dynastic cycle of the Tang and Song dynasties and then determine the degree of influence on surrounding areas, compare methods of political control in the Aztec and Inca, assess the validity of The Song of Roland as a true representation of Charlemagne and its role in French history. Students will perform a role-­‐playing assignment to determine the relationship between the Mongols and Chinese. As well students will compare Viking and Polynesian migrations and Middle-­‐Eastern, Byzantine, and Middle-­‐Ages Gothic art. Sample assignments include Leader Analysis (Harun al-­‐Rashid, Charlemagne, Chinggis Khan), Change and Continuity Analysis (effects od bubonic plage, trade along Silk Road), Conflict Analysis (Sunni vs. Shiite, Eastern Orthodoxy vs. Roman Catholicism, Crusades) Map activity (tracing economic developments along the Silk Road, tracing economic and technological developments in long distance trading networks in AfroEurasia and Bantu migrations). Themes addressed 1,2,3,4,and 5. Primary Sources -­‐ The Thousand and One Nights, Song of Roland, Tale of Genji, excerpts from the Qu’ran, The Haj of Mansa Musa Visual Sources – Byzantine art (mosaics from the Hagia Sophia) and architecture (Hagia Sophia), Gothic art (Black Death images) and architecture (Notre Dame) Islamic architecture in Jenne Secondary Source – Chapter from Guns, Germs, and Steel “Collision at Cajamarca” – Students will evaluate Jared Diamond’s account of the events between Pizarro and Atahualpa. Students will also read the article “The Silk Road:The Making of a Global Cultural Economy” from AnthroNotes. Students will use this as a resource in an evaluation of change over time essay on Silk Road trade. Data Sources – table showing data on conversion to Islam through the 11th century (p.337 The Earth and Its Peoples, 5th Ap Edition) Secondary Sources – “The Other One Third of the Globe” by Ben Finney about Polynesian migrations and history. Students will evaluate this source for evidence in their comparison of Viking and Polynesian migrations. Period 4: 1450 to 1750 – Global Interactions – The Early Modern World – will last approximately 6 weeks • Key Concept 4.1 Globalizing Networks of Communication and Exchange • Key Concept 4.2 New Forms of Social Organization and Modes of Production • Key Concept 4.3 State Consolidation and Imperial Expansion Text: Stearns, Chapters 16 -­‐ 22 We will coordinate with our art department to conduct an examination of the characteristics of and influences on Italian Renaissance art. Our art teacher will lead a discussion on the different approaches to the analysis of Renaissance art. Students will analyze the conflicts among European colonists, European missionaries, and indigenous peoples in the Americas and the new cultures that resulted. Part of this will be accomplished through the viewing of “The Mission” and reading primary sources. Students will examine the global extent of the Columbian exchange by preparing and sampling meals that demonstrate a change from the 1400s to the present. Sample assignments: Change and Continuity (Columbian Exchange, European incursion in Asian trading networks), Conflict analysis (English Civil War, Tokugawa Shogunate, expansion of Gunpowder Empires), Leader Analysis (Peter the Great, Akbar, Suleiman the Magnificent), Map activities (European exploration and colonization and Polynesian migration). Themes 1-­‐5 addressed. Primary Source Documents – Letter from Christopher Columbus, Source from Fra Bartholome de la Casas. Assess for tone and point of view. Data Sources – Charts and maps on Columbian Exchange DBQ from College Board DBQ Period 5: 1750 to 1900 – Industrialization and Global Integration – The Industrial Age – will last approximately 4 weeks • Key Concept 5.1 Industrialization and Global Capitalism • Key Concept 5.2 Imperialism and Nation-­‐State Formation • Key Concept 5.3 Nationalism, Revolution, and Reform • Key Concept 5.4 Global Migration Text: Stearns, Chapters 23 -­‐ 27 Students will study and compare the causes and impacts of the American Revolution, the French Revolution and the Haitian Revolution. Students will also watch documentaries on the Industrial Revolution and the reign of Queen Victorian and determine the impact of these in the development of Imperialism and the ultimate Partitioning of Africa. Sample lessons include: Change Analysis (Industrial Revolution, Partition of Africa, Meiji Restoration), Conflict Analysis (Boer War, Spanish American War, Opium Wars), Comparison and Contrast (American, French, and Haitian Revolutions), Leader Analysis (Queen Victoria, Toussaint L’Ouverture, Napoleon), Map activities (exercises showing effects if Industrialization and impact on imperialism). Primary Sources – “What is the Third Estate?” “The Declaration of the Rights of Man and the Citizen”, Lin Zexu Letter to Queen Victoria, Excerpts from the Communist Manifesto. Visual Sources – photographs of industrialized cities in England and in the United States, specifically Jacob Riis images of New York at the turn of the century. Data Sources – Hans Rosling’s “The Joy of Stats” showing the population growth and growth of wealth over the last two hundred years www.youtube.com/watch?v=jbkSRLYSojo Period 6: 1900 to Present – Accelerating Global Change and Realignments – The Twentieth Century – will last approximately 6 weeks • Key Concept 6.1 Science and the Environment • Key Concept 6.2 Global Conflicts and Their Consequences • Key Concept 6.3 New Conceptualizations of the Global Economy, Society, and Culture Text: Stearns, Chapters 28 -­‐ 36 Students will examine the two world wars to determine their social, economic, and political impact on the major events of the twentieth century and continuing influence on the modern world. Students will also spend a substantial amount of time evaluating the role of Africa, Asia and Oceania in World War II and the resulting independence movements in those areas. As well students will analyze political and social revolutions in Latin America. Sample lessons include: Change Analyses (Technological innovation, Europe before/after the Cold War, Iran after Khomeini) Conflict Analyses (World Wars, Vietnam and Cambodia, African independence movements) Leader Analysis (Stalin, Mao Zedong, Kwame Nkrumah, Gandhi) Document Analysis – Trench warfare p.685 in text, Socialist Realism p.745 text, Japan and the Loss in WWII p.763 in text, “The Treaty of Versailles” Visual Sources – photos of student protest in Tiananmen Square Course Activities and Assignments -­‐ Students will be required to keep up with an AP notebook, which will contain their one-­‐pagers and notes. Once a week students will complete a writing assignment in class, which will be in a variety of formats. Depending on the weekly primary source or unit assignment, students may practice thesis statement writing or engage in a more in-­‐depth writing assessment. Students will be given instruction throughout the year on AP exam taking skills as well as instruction on writing document-­‐based essays. Name of country or region -
S Social – class/social structures,
gender roles, status of women,
P Political – State building, Rulers,
wars,
Empires, military, govt, laws
I Interaction – between humans
and environment
C Culture – Priests, gods, dogma
Ritual, persecutions, influences,
Intellectual – thinkers, ideas,
Education, literacy, philosophy,
art and architecture
E Economic – Goods, mfg.,trade,
Technology,exchange, coinage
AP World History Summer Assignment
Collierville High School
Mr. Clifton Mann
Ishmael: An Adventure of the Mind and Spirit by Daniel Quinn
Ishmael is the story of a young man in search of a teacher. The teacher he finds
challenges him to examine human history from an entirely different perspective and to reexamine the role of humans in the universe.
The Assignment AP World History is a very challenging class, covering 10,000 years of
history. The course requires an open mind and critical thinking. So, we begin with an
assignment that introduces and requires both.
1. As you read take notes. In fact, your notes on Ishmael will be one of your first
grades in APWH, as part of the notebook requirement. You may keep your notes
in a spiral notebook – a 70 page one will be fine as we will be using it throughout
the year for other reading assignments. You may take notes however you wish.
There is no rule for note taking. A guide for the critical reading process is
included.
2. As you read the book, take notes relating to the specific reading questions.
3. Outline the essential questions that are provided. During the first full week of
class in August 2012, you will write short essays over the presented questions.
These will be done in class as a baseline writing assignment. Writing and taking
notes in class and over assigned readings are very important in order to be
successful in this class.
4. You will need to view at least two of the movies listed at the end of this
assignment.
5. We will also be reading two other books over the course of the year so you may
want to get a head start. These will be listed at the end as well.
The Essential Questions 1. As fully as you can, explain what Ishmael means by “Mother culture” and “her”
relationship to us as individuals.
2. Explain and discuss the meaning of THREE (3) of the following stories:
a. The jellyfish story
b. The Taker Thunderbolt
c. Cain and Abel
d. The tree of knowledge of good and evil
e. The Old Testament story of Ishmael
3. According to Ishmael, what three specific ingredients make up culture? Which of
these do you think is most important? Remember to support your position with
evidence.
4. Comparison and Contrast – Discuss the important similarities(comparison) and
differences (contrast) between the Taker and Leaver cultures, according to the
book. Support with evidence from the book.
5. Explain the importance of the agricultural revolution, according to Ishmael. How,
specifically, did it change society? Support with evidence.
6. Toward the end of the book, the narrator says that people “need a vision of the
world and of themselves that inspires them.” What are the specific ingredients of
that vision, according to Ishmael and the narrator?
7. Would you accept an invitation to join the “faraway land” described in Chapter 7?
Explain why or why not?
8. Review the twilight treadmill scenario in Chapter 11 and respond to Ishmael’s
question. “So, do you press the button?”
Critical Reading Suggestions
1. Find a comfortable place to read. It must be relatively quiet and allow you to write
easily in your notebook.
2. Get your pen or pencil and spiral notebook. Read the text slowly and carefully,
allowing yourself to stop and reflect on what’s being said and how it’s being said.
3. Read the text again.
a. In your notebook, noting the pages you are referring to, write any words
that are new to you. Draw a box around the word, and leave a space to
define the word – either from the context of the reading or use a
dictionary.
b. Write down the major ideas or points you feel the author is trying to make.
c. Write down any questions that the author raises in your mind. Mark these
with a “Q” in the margins.
d. Write down any intriguing phrases or descriptive images that “grab” you.
e. Finally, write your own questions or comments.
4. Write down any thoughts, points, or comments you would share in a class
discussion.
Additional Readings We will be reading other books during the year as outside reading assignments.
APWH – Final Project – Book Report
You will read a historical novel and write an analytical book report.
Report format:
- The report should be written in question and answer format.
- 2-4 typed pages in length. (font size 12 pt)
- Double-spaced
- Have a cover page – use your selection title as your paper title
Title choices:
- Siddhartha – Herman Hesse
- Tale of Genji – Shikibu Murasaki
- Girl with the Pearl Earring – Tracy Chevalier
- Kim – Rudyard Kipling
- The Bonesetter’s Daughter – Amy Tan *
- Nectar in a Sieve – Kamala Markandaya
- Still Life with Rice – Helie Lee
- Palace Walk – Naghib Mahfouz
- Cry the Beloved Country – Alan Paton
- One Day in the Life of Ivan Denisovich – Alexander Solzhenitsyn
- The Adventures of Ibn Battuta – Ross Dunn
- Germinal – Emile Zola
- The Scarlet Pimpernel – Baroness Emmuska Orczy
- The Kite Runner – Khaled Hosseini *
- My Name is Red – Orhan Pahmuk *
- Snow Flower and the Secret Fan – Lisa See *
Questions: You must type the question or prompt before you answer the question.
Background of author
1. Give a brief biographical sketch of the author
2. Why did the author write the book? (Motivation?)
3. Is there a definite point of view or bias expressed in the book?
Setting
4. Describe the historical and geographical setting.
5. Discuss important world history events that surround or influence this
story.
Summarize
6. What is the story in brief?
Application
7. What do you think can be learned in terms of world history and culture
from reading this book?
Evaluation
8. What part of the book, or quotation from the book, will be indelibly
etched in your mind and heart?
9. What historical or human connections did the book help to make for
you with other places and peoples, and other times?
10. What makes this story a “classic”? What makes this story part of all of
our histories and of your life today?
Each of the above questions should be discussed in at least a paragraph. Try not to be
vague. Use specific parts of the book to explain your points and give a complete, specific
and detailed picture of the historical context. Give definite dates, places, dynasties or
epochs, events in the dynasty that relate to the material in the book.
* Some adult situations and language.
AP World History One-Pager
Mr. Clifton Mann – Collierville High School
2011-2012
A one-pager is a double-page response (back and front of your paper in a spiral
notebook) of your reading. It is a way to summarize chapter material in an individual,
personal way. It is a way to be creative and experimental, a way to respond imaginatively
to the text information. It is also a way to be brief as well as to recall a large volume of
information. A one-pager is a valuable way to own what you are reading. We learn best
when we create our own patterns. Be sure to box in each section below and include the
number.
• Create the one-pager (after reading the chapter!) in such a way that your
audience will understand the context of your thinking and what you have read.
• Feel free to use colored pens, pencils, crayons, markers, etc. The more visually
appealing, the more you and your peers can learn from your pattern.
• These will be completed for each chapter in the book.
Directions:
1. Pull out two quotations/citations and write them on the page with the author
(this may be the book author or unique quote). Use them as a springboard to
explore your own ideas.
2. Use two (2) visual images, from your book or computer (or drawn), to create a
central focus for your page. DO NOT INCLUDE PORTRAITS.
3. Identify and state the historical significance of four individuals in the chapter.
Then select two pieces of art and/or architecture (identify by title, artist (if
available, and page #) and answer the following questions:
• Evaluate the artist’s meaning by identifying his or her point of view, motivation,
or bias
• Identify and explain any artistic/architectural techniques used in the work and the
impact it has on the work.
• How important is this piece of work?
4. Make a personal statement about what you have read.
5. Include a small box that reviews the sections In Depth and Visualizing the Past
when it occurs in the chapter.
6. List, in your opinion, the most important subheading in each chapter. Give a brief
summary and explain, in your own words, why it is the most important. Then list
a SPICE topics present during this time period with a complete description,
including a person or group that represents these characteristics. (6 sentences)
7. Include a timeline of events for the chapter with 15-20 significant items or
events.