AP World History - Fulton County Schools

AP WORLD HISTORY—201202013

D. Gribble—Room 604

S. Leyden—Room 601

Welcome to AP World History

We would like to welcome you to the new school year! You will be taking AP World History this year as part of the

Social Studies curriculum. We are looking forward to an exciting year and hope that you are as well. This will be a challenging, yet rewarding course. We always like to encourage parental participation and involvement in our class, so parents, please feel free to contact us with your questions or comments. A large volume of information concerning the class can be found on the website, including the syllabus, a section for parents, homework assignments, a class calendar and some useful links.

D.Gribble: gribble@fultonschools.org

Cell: 678-687-4308 Phone: 404-847-1980 ext 331

Phone: 404-847-1980 ext 236 S. Leyden: leyden@fultonschools.org

Web Site: http://sites.google.com/site/ricsapworldhistory/

Reading Materials

Textbook: The textbook used in class. The Earth and Its People: A Global History. 5 th

. Ed. Bulliet, Richard W., et al.

Boston: Houghton Mifflin Co., 2011. $74.97

Other readings : There will be additional documents from a variety of sources assigned to be read and analyzed in class, including but not limited to documents from World History in Documents by Peter N. Sterns and Worlds of History: A

Comparative Reader by Kevin Reilly. In addition to these readings there are two books assigned as a summer/winter reading assignment. A Little History of the World by E.H. Gombrich and Wild Swans by Jung Chang.

Course Design

AP World History is an academic yearlong class. This course is a global approach of study that traces the development of civilization to the present. It will utilize the critical and analytical thinking skills necessary for success in college courses. There will be an emphasis on writing and reading skills as well. Students will learn how to analyze primary source documents. For a copy of the AP World History Course Description used in outlining the course, please visit http://apcentral.collegeboard.com




In this course we will focus on several themes (Referenced in the Unit Outline as T1, T2 etc):

1.

Interaction between Humans and their Environment: a.

How does the environment shape social and cultural institutions? b.

How do humans impact their environment? c.

What environmental changes result in migration?

2.

Development and Interaction of Cultures: a.

What types of social institutions developed in different cultures? b.

How did cultural institutions spread across the globe? c.

To what extent do cultural institutions and beliefs shape political behavior?

3.

State Building, Expansion and Conflict: a.

How and why did states grow? b.

What types of challenges did states face as they grew? c.

As states came into contact with each other why did some have conflict while others were able to coexist?

4.

Creation, Interaction, and Expansion of Economic Systems: a.

What types of trading systems developed? (when, how, and why?) b.

To what extent did geographic location between trading systems shape access to raw materials and the growth of wealth? c.

How did technology shape patterns of economic dependence and inter-dependence?

5.

Development and transformation of Social Structures: a.

Where do you draw the line between cultural institutions and social structures? b.

How do gender relationships and roles change over time? c.

To what extent do political and economic issues shape Social Structures?.

6.

In addition, students will develop an understanding for the periodization of each unit as outlined in the AP World

History Course Description .

Historical Understandings :

We will also focus on developing several thinking processes that are important to historical understanding: (Referenced in Unit Outline as HU1, HU2 etc)

1.

The use of historical evidence to craft and support an argument

2.

Understanding cause and effect based on Chronological Reasoning

3.

Comparison between societies with appropriate contextual understanding

4.

Interpreting and Synthesizing Primary Data with Secondary historical arguments.




Communication Skills:

While themes are the basis for our study of World History and Historical Understandings represent the craft that we employ as students of history, there are also several communication skills that are important for students to develop in order to demonstrate their knowledge and understanding to others.

1.

Written: writing is an integral and necessary component of the course. Students will constantly be challenged to compose essays that show the historical understandings. In order to do this well, students must learn to articulate a clear and arguable thesis for every essay. Additionally students must learn to organize their essay according to the type of question—comparison, change over time, dbq etc. Students will need to learn how to analyze causation as well as historical and geographic context.

2.

Visual: a picture is worth a thousand words—perhaps not always, but in a survey course of 8000+ years of

World History the ability to capture information as a “picture” is extremely important. Students must be able to use and/or create visual aides for a variety of individual and/or group presentations over the course of the year.

Students must understand that maps, charts, graphs are all VISUAL ways of synthesizing and presenting historical data. In addition to more traditional artistic forms of expression, these types of visual aides should be present during formal or informal presentation.

3.

Verbal: the spoken word is a powerful tool and the ability to communicate verbally is increasingly important in today’s society. Students will learn to present information in informal and formal settings working on mastering the art of pubic speaking. In many cases, informal oral presentations will serve as formative assessment that the instructor can provide feedback on. In some cases presentations may be part of a formal discussion or debate. In those instances students must learn to how to analyze impacts and weigh them against each other in order.

Units of Instruction: In AP World History there are 6 units—all but the first unit last between 6 and 7 weeks. The first unit lasts approximately 2 weeks.

At the end of each unit there is a multiple choice exam. Each exam will consist of 70 questions. At the end of each unit there will also be either a comparative essay, change over time essay, or DBQ as part of the unit assessment. In addition to these assessments, there will be periodic quizzes based on the chapter readings from the textbook. Students will also engage in Socratic discussions and class debates on various readings and concepts. With regards to the projects and assessments listed below, these are some of the highlights, additional essays, projects, or Socratic discussions may be added. In the following course outline the notation KC#.# should help you identify the KEY CONCEPTS in each unit.

Key Concept Chart By Unit

Unit 6

6.1 Science and the environment.

Unit 1 Unit 2

1.1 Big Geography and the Peopling of the Earth

2.1 The development and codification of religious and cultural traditions

1.2 The Neolithic

Revolution and early agricultural societies

1.3 The development and interactions of early agricultural, pastoral, and urban societies

2.2 The development of states and empires

2.3 The emergence of trans-regional networks of communication and exchange.

Unit 3

3.1 Expansion and intensification of communication and exchange networks.

Unit 4

4.1 Globalizing networks of communication and exchange.

3.2 Continuity and innovation of state forms and their interactions.

4.2 New forms of social organization and modes of production.

3.3 Increased economic productive capacity and its consequences.

4.3 State consolidation and imperial expansion.

Unit 5

5.1 Industrialization and global capitalism.

5.2 Imperialism and nation-state formation.

5.3 Nationalism, revolution, and reform.

5.4 Global migration.

6.2 Global conflicts and their consequences.

6.3 New conceptualizations of global economy, society, and culture.




Unit One: Transformations: c. 8000 B.C.E to 600 B.C.E

.

This unit focuses on:

Theories of Evolution—Big History, evolution of hominids, migratory patterns.— KC 1.1 (T1)

Prehistory through the Neolithic and agricultural revolutions— KC 1.2 (T1)

Developing agriculture and technology— KC 1.2 (T1)

Early river valley civilizations, including the basic features of civilization; culture, state, and social structure—

KC 1.3 (T2, T3)

The major religious, economic, social, and cultural systems through out the world through 600 B.C.E.— (T4, T5)

Chapter 1-3

Assessments for this unit may include (but are not limited to) the following:

Quizzes on Chapters 1-3

Summer Reading Assessment— Gombrich, E.H. A Little History of the World. (English Edition 2005—ISBN:

0-300-10883-4) Yale University Press. Students must be able to analyze how the authors context (time, place, culture) impact the choice of information that is presented in the book. Key Question: What is the major difference between a “traditional” approach to World History and a more modern (AP) approach? How do other disciplines inform us about “pre-history”?

(HU1, HU2, HU3, HU4)

An “Early Civilization” group project (HU 1)

You will be completing a group presentation on one of the following civilizations: Mesopotamia, Egypt, the

Indus River Valley, Early China, Mesoamerica and South America, Nubia, the Aegean World, the Assyrians, the Ancient Israelites, or Phoenicia.



Your presentation MUST include the following:

 the location of the civilization, the years the civilization thrived, environmental factors

 the political system, the economic system, the social system

 important art and architecture, the form of writing, religion

 other important contributions

 a document or primary source

 a bibliography written in MLA format

A Comparative Essay on early civilization—students must be able to identify similarities and differences in: the use of natural resources, the impact of the environment, and the social structures that developed (sedentary/urban vs. semi-nomadic/agricultural). Students must work to create a well developed thesis that does more than restate the question. The thesis must present an argument. (HU3, HU1)

Resources for this Unit:

Textbook chapters 1-3.

MAP and Primary Source Document on Mesopotamia: http://www.piney.com/BabUmmLag.html

Primary Source Document—Letter demonstrating interaction between Southwest Asia and Africa: http://www.fordham.edu/halsall/ancient/1350lachish.html

Secondary Source: Discussion by R.Wright on the difficulties of early chronology: http://www.nyu.edu/classes/wright/spring97/chron.htm

Primary Source Document—The Code of Nesilim (demonstrates development of gender roles): http://www.fordham.edu/halsall/ancient/1650nesilim.html

Primary Source Document—A Letter from Assyrian Father to Son (demonstrates development of family structure): http://www.fordham.edu/halsall/ancient/2200akkad-father.html

Africa

Egypt—old, middle, new kingdoms.

Kushitie kingdom.

Nubian kingdom.

Carthage

Americas

Olmecs

Chavin




MAJOR CONTENT BY REGION

Asia Europe

Harrapa and

Mohenjo Daro

Shang Dynasty

Zhou Dynasty

Aryan migration

Minoan civilization

Mycenaean civilization

Archaic period

Middle East

Sumerian civilization

Akkadian empire

Assyrian empire

Israel

Hittites

Hammurabi

Phoenicians

Oceana/Aust.

Austronesia migrations across parts of Oceana.




Unit Two: Structure and Organization of Societies--600 B.C.E. to 600 CE

This Unit Focuses on:

The Classical Period (T6 )

Comparisons of Great Empires—Han vs Rome— KC 2.2 (T2, T3, T4)

The international connections and trade networks that developed— KC 2.3 (T4)

The rise of major international religions/philosophies— KC 2.1 (T2, T5)


Quizzes Chapter 4-7

A project on religion: (HU3, HU2)

You will be completing a group presentation on one of the world’s major religions or philosophies. These include: Hinduism, Buddhism, Judaism, Christianity, Islam, and

Confucianism.

Your presentation MUST include the following: o If it is a world religion, include whether it is polytheistic or monotheistic and who the main god(s) is/are. o The founder or prophet. o An outline of the belief system. o Important literature (be sure to include an actual document/primary source) o Location: where did the religion/philosophy begin? Where did it spread to and by what method? (Missionaries, trade, etc) How prevalent is it in the world today? What regions of the world does this religion have an impact on today? o The role of women within this religion or philosophy during the foundations period. o A bibliography with a minimum of 5 sources written in MLA format.

A Comparative Essay on religion—students must be able to identify similarities and differences in: religious codes of conduct across the globe, the spread of religion in different regions, and the basic belief systems (monotheism vs polytheism etc). Students must work to create a well developed thesis that does more than restate the question. The thesis must present an argument.

(HU3, HU4, HU1)

Students will be introduced to primary source documents analysis as well—2004 AP World

History DBQ—Peer Review Exercise. (HU1, HU4)

Students will work in a group to analyze the role that the Indian Ocean Maritime System played in the agriculture of Africa. As part of this assignment students will evaluate the importance of other academic disciplines to understanding pre-literate African society, including (but not limited to) linguistics, botany, and archeology.




Resources for this Unit

Textbook chapters 4-7

Secondary Source: Cartledge, Paul. The Greeks and Anthropology. http://classicweb.archive.org/web/20031105130054/http://www.ucd.ie/classics/95/Cartledge95.html

Primary Source: Macrobius: Saturnalia Convivia , III.13: The Bill of Fare of a Great Roman Banquet. http://www.fordham.edu/halsall/ancient/macrobius-3-13.html

Primary Source: Tzu, Lao. Tao The Ching. (translated John Wu)

Primary Source: Zhao, Ban. Lessons for Women (From the Human Record—pg 145)

Primary Source: Five Robed Statues (From the Human Record—pg 166)

MAP: China under the Han: http://academic.brooklyn.cuny.edu/core9/phalsall/images/hanmap.jpg


Africa Americas Asia Europe Middle East Oceana/Aust.

Bantu Migrations

Meroe

Ptolemaic Dynasty

Ethiopia—spread of

Christianity.

Punic Wars

Indonesian migration to Madagascar.

Chavin

Teotihuacan

Mayan

Confucius

Buddha

Mauryan Empire

Gupta Empire

Qin Dynasty

Han Dynasty

Funan

Athens/Sparta

Hellenistic Empire

Roman republic

Roman empire

Rise of Christianity

Neo-Babylonians

Meads and Persians

Seleucids

Parthians

Sasanid Empire

Austronesia migrations reach

Fiji, Tonga etc.




Unit Three: Interaction and Long Distance Trade--600 C.E. - 1450.


The Islamic world— KC 3.2 (T2, T3, T4, T5)

Changes in Christianity—( T5)

Further expansion of the interregional networks of trade— KC 3.1 (T4)

China’s expansion— KC 3.2 (T3)

Non-Islamic Africa— (T2)

New state forms in the aftermath of classical collapse— KC 3.2 (T3)

Amerindian civilizations— (T1, T4, T5)

Demographic and environmental changes based on economic development— KC 3.3 (T1)


Quizzes on Chapters 8-15

A Socratic discussion on the Mongols--based on primary source documents—How does the development of the Mongol Yam impact the development of long distance trade? Of political expansion? (HU1, HU4)

A Comparative Essay on the Mongols—students must be able to discuss similarities and differences in: economic policies across the Mongol empire (Il-khanate, Golden Horde, Yuan etc), social stratification by region, and methodology of rule by region. Students must work to create a well developed thesis that does more than restate the question. The thesis must present an argument. (HU1, HU3)

A Comparative Essay on feudalism—students must be able to discuss similarities and differences in feudal systems in Europe and Japan by discussing: economic structure and interaction, social classes, and codes of conduct for warriors. Students must work to create a well developed thesis that does more than restate the question. The thesis must present an argument. (HU1, HU3)

A Change Over Time Essay on Islam—students must be able to discuss political changes due to expansion across three continents, changes in treatment of women due to exposure to other cultures, continuities in language and hospitality. Students should be able to address global or regional historical context as they analyze causation. Students must work to create a well developed thesis that does more than restate the question. The thesis must present an argument.

(HU1, HU2)

There will be further primary source document analysis and development of the understanding of point of view—2002 AP World History DBQ (HU1, HU4)

Students will research an early explorer, Ibn Battuta, Mansa Musa, or Zheng He, and create a travel log as part of the unit assessment. (HU1)




Resources for this Unit:

Secondary Source: Tables on Population in Europe: http://www.fordham.edu/halsall/source/pop-ineur.html

Primary Source: Accounts of the Routes of the Jewish Merchants to the East, 847. http://www.fordham.edu/halsall/source/847radanite.html

MAP: China under the Ming Dynasty. http://academic.brooklyn.cuny.edu/core9/phalsall/images/mingmap.jpg

Primary Source: Po, Li. “Drinking Alone By Moonlight.” (Chinese Poetry) http://www.wsu.edu:8080/~wldciv/world_civ_reader/world_civ_reader_1/drink.html

Primary Source: Polo, Marco. “On the Tartars.” http://www.fordham.edu/halsall/source/mpolo44-

46.html

PICTURE: Mongol Archer. http://academic.brooklyn.cuny.edu/core9/phalsall/images/mongarch.jpg

Secondary Source: Watt, Montgomery W. “Muhammad, Prophet and Statesman.” http://www.fordham.edu/halsall/med/watt.html

Primary Source: Rumi, Jalal ad-Din. Poems from the Divan-I, Shams-I Tabriz. http://www.fordham.edu/halsall/med/watt.html

Primary Source: Al-Bakir. “Glimpses of the Kingdom of Ghana in 1067.” http://classicweb.archive.org/web/20010210035839/http://www.humanities.ccny.cuny.edu/history/reader/ghana.htm

Primary Source: Africanus, Leo. “Description of Timbuktu.” http://www.wsu.edu:8080/~wldciv/world_civ_reader/world_civ_reader_2/leo_africanus.html

Primary Source: Yakut. “Baghdad Under the Abbasids.” http://www.fordham.edu/halsall/source/1000baghdad.html

Secondary Source: Leiden, Brill. “Yacov Lev. State and Society in Fatimid Egypt.” http://www.fordham.edu/halsall/med/lev.html

Africa

Bantu Migrations

Trans-Saharan trade routes (camel)

Fatimid Dynasty

Ghana

Mali

Benin

Great Zimbabwe

Solomonic Dynasty

Americas

Maya

Tiwanaku

Wari

Anasazi

Toltecs

Aztecs

Inca (begin)


Asia Europe

Sui

Tang

Heian Japan

Tibet (Buddhist)

Koryo

Song

Kamakura

Shogunate

Ahikaga Shoguante

Rise of Mongols

Yuan Empire

Ming Empire

Delhi Sultanate

Yi Kingdom

Champa

Decentralization =

Feudal system

Umayyad Spain

Carolingian Empire

Holy Roman Empire

Kievan Russia

Schism—East/West orthordoxy.

Crusades

Magna Carta

Mongol invasion of

Russia/eastern

Europe

Bubonic Plague

100 Years war

Middle East

Islam!

Islam Conquests—

Middle East, North

Africa

Umayyad Caliphate

Abbasid Caliphate

Seljuk Turks

Crusades

Mongols—Il-khanate

Mamluks stop

Mongols

Rise of Ottomans

Oceana/Aust.

Polynesian settlement of New

Zealand.

Polynesian settlement of Hawai.




Unit Four: New World Meets Old—the Beginning of a Global System. 1450 - 1750.

The focus of this unit includes:

The change in global interaction, trade, and technology; including the Age of Exploration and the

Columbian Exchange— KC 4.1 (T1, T2, T3, T4)

The development and expansion of the Gunpowder Empires— KC 4.3 (T3)

Demographic and environmental change including the slave trade and the Columbian

Exchange— KC 4.2 (T1)

Cultural developments including the Renaissance, the Reformation, and the Scientific

Revolution— KC 4.2 (T2)

Understanding Multiple Perspectives on the West— (HU4)

Chapters 15-20


Students will read two articles (listed below) on the Columbian Exchange and evaluate the different perspectives that these articles bring to the subject. Students will discuss how different disciplines affect the study of history and even develop sub levels of historical specialization.

Additionally, students will make a subjective decision about which article provides a better understanding of the Columbian Exchange by weighing the quality of the authors arguments.

(HU4) o Snow, Dean R., and Kim M. Lanphear. 1988. "European Contact and Indian Depopulation in the

Northeast: The Timing of the First Epidemics." Ethnohistory 35, no. 1: 15.

o Crosby, Alfred. “The Columbian Exchange.” The Gilder Lehrman Institute of American History. http://www.gilderlehrman.org/historynow/06_2007/historian2.php

A written DBQ Global Exchange—2006 AP World History DBQ (HU1, HU4)

A group project on the gunpowder empires—Students will engage in an exploration of the development of the gunpowder empires, considering the influence of Islam, the importance of the

Sunni/Shia split, the level of engagement in Indian Ocean and Silk Road commerce, and the characteristics of each government. After working on a single gunpowder empire in a small group, students will work in larger groups to compare/contrast the empires. (HU1, HU3)

Write a change over time essay focusing on the time period 1450-1750. Students should be able to address global or regional historical context as they analyze causation. Students must work to create a well developed thesis that does more than restate the question. The thesis must present an argument. (HU1, HU2)

A Socratic discussion based on a series of documents examining varying views of the West from

World History in Documents, edited by Peter N. Sterns. (HU 4)




Resources for this unit:

Primary Source: Ludlow, James. “The Tribute of Children.” http://www.fordham.edu/halsall/islam/1493janissaries.html

Primary Source: Halde, Pierre du. “The Chinese Educational System.” http://www.fordham.edu/halsall/eastasia/1575duhalde1.html

PIC: “Ming Vase” http://academic.brooklyn.cuny.edu/core9/phalsall/images/mingvase.gif

PIC: “Ming Tribute System” http://academic.brooklyn.cuny.edu/core9/phalsall/images/mingtrib.jpg

PIC: Gribble, Daniel. “Slideshow: Forbidden City.” (personal pictures taken while in China)

Secondary Source: “The Nature of History: A Debate between Marc Trachtenberg and James M.

Banner, Jr., 1998.” http://www.fordham.edu/halsall/mod/1998historydebate.html

Secondary Source: Huntington, Samuel. “The West Unique, Not Universal.” http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=1a7588b3-e0a1-4278-8c60-

0b363574aa51%40sessionmgr114&vid=7&hid=113

Primary Source: Columbus, Christopher. “Extracts from Journal.” http://www.fordham.edu/halsall/source/columbus1.html

Primary Source: Reis, Sidi Ali. “Mirat ul Memalik (The Mirror of Countries).” http://www.fordham.edu/halsall/source/16CSidi1.html

Primary Source: D’Avenant, Charles. “An Essay on the East-India Trade.” http://avalon.law.yale.edu/17th_century/eastindi.asp

Secondary Source: Crosby, Alfred. “The Columbian Exchange.” http://www.gilderlehrman.org/historynow/06_2007/historian2.php

Secondary Source: Meisler, Stanley. “The Golden Age of Andalusia Under the Muslim Sultans.” http://web.ebscohost.com/ehost/detail?sid=1a7588b3-e0a1-4278-8c60-

0b363574aa51%40sessionmgr114&vid=16&hid=113&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#d b=a9h&AN=9208177278

Africa

Portuguese—slave trade

Swahili Coast

Songhai defeated by

Morrocco

Asante Kingdom

Americas

Aztecs

Incas

Columbus, Cortes,

Pizarro

Silver mining

(Potosi)

Slavery

Colonies 1—Spanish and Potuguese

Colonies 2—

England and France

SUGAR CANE


Asia Europe

Ming Dynasty

Qing Dynasty

Arrival of Europeans

Rise of Annam

Mughals

Tokugawa

Shogunate

British in India

Renaissance

Exploration

Reconquista

Reformation

Scientific Revolution

Dutch

Thirty Years War

England—civil war, glorius rev etc.

Peter the Great

Spanish Succession

Middle East

Ottomans

Safavids

(patterns of economic and political decline)

Oceana/Aust.




Unit Five: The Ramifications of Technology in a Global Era: 1750 - 1900.


The changing patterns of world trade— KC 5.1 (T4)

Demographics—how changing populations affect trade— KC 5.4

(T1)

The Industrial Revolutions— KC 5.1 (T1, T4)

Political revolutions, including democracy and nationalism— KC 5.2-5.3 (T3)

The rise of Western dominance through imperialism— KC 5.2 (T2, T3)

Changes in gender and social structure— (T5)

Chapters 21-27


Students will be assigned a major research project during this unit which examines the relationship between imperialism, revolution, and nationalism. The project will consist of a 6-10 page paper***, an annotated bibliography (including 15 sources, nine of which must be primary sources), small group discussions, and a formal presentation—this project will be completed during Unit 6. (HU1, HU2, HU3, HU4)

Students will complete a group project on the Latin American revolutions. Students will compare revolutions in: Haiti, Brazil, Spanish South America (Bolivar/San Martin), and Mexico to the French revolution. Students will give special attention to causes and effects of these revolutions. (HU1, HU2. HU3)

Write a comparative essay analyzing revolutions in two (students will have 5 to choose from) different countries—students should be able to use the “5 stages of revolutions” model from their study of the French Revolution. Students must work to create a well developed thesis that does more than restate the question. The thesis must present an argument. (HU1, HU3)

Read and analyze documents from World History in Documents, edited by Peter N. Sterns on

Industrial Revolutions outside the West. (HU4)

Write a change over time essay identifying social and economic changes as a result of

Industrialism as well as political continuities. Students should be able to address global or regional historical context as they analyze causation. Students must work to create a well developed thesis that does more than restate the question. The thesis must present an argument.

(HU1, HU2)

Engage in a Socratic discussion on the Opium Wars after analyzing several documents from the

British and Chinese points of view. (HU4)

Write a change over time essay on the impact of imperialism in one of the following Regions:

West Africa, South Asia, South East Asia, or Oceana. Students should be able to address global or regional historical context as they analyze causation. Students must work to create a well developed thesis that does more than restate the question. The thesis must present an argument.

(HU1, HU2)

Write a DBQ on indentured servitude—2003 AP World History DBQ (HU1, HU4)

Students will have a benchmark assessment that requires them to view several types of historical information from the time period and interpret it correctly or provide an argument for causation based on historical context. Students will be asked to view maps that show railroads at different points in time, charts of economic output of cotton, political maps of the Napoleonic Empire at different points in time, and pictures of revolutionaries from across the globe.

Debate: Students will engage in a debate about the appropriateness of starting the unit in 1750.




Students will be given 1789 (the French revolution) as the beginning of the early Modern Period.

As a part of the debate students will evaluate the J-Brown paradigm (James S. Brown, PhD—

Vanderbilt University) and the historical viewpoint that the Nation-state and nationalism as defined by the French Revolution mark the beginning of the early modern period.


Primary Source Reading: Responses to Industrialism (excerpts from G.F. List, A. Carnegie, F. Engels, W. Sumner)

Primary Source: Herder, Johann. “Materials for the Philosophy of the History of Mankind.” http://www.fordham.edu/halsall/mod/1784herder-mankind.html

Primary Source: Fichte, Johann. “To the German Nation.” http://www.fordham.edu/halsall/mod/1806fichte.html

Primary Source: Ukhtomskii. “Russia's Imperial Destiny, 1891.” http://www.fordham.edu/halsall/mod/1891ukhtomskii.html

Primary Source: Kossuth, Louis. “Speech to US Congress—1852.” http://www.hnet.org/~habsweb/sourcetexts/kosswash.html

Primary Source: Paton, John G. “British Missionary Letters: Urging the Annexation of The South Sea Islands,

1883.” http://www.fordham.edu/halsall/mod/1883hebrides.html

Primary Source: Roy, Raja. “A Second Conference Between an Advocate for, and An Opponent of the Practice of

Burning Widows Alive.” http://www.wsu.edu:8080/~wldciv/world_civ_reader/world_civ_reader_2/roy.html

Primary Source: Perry, Matthew. “When We Landed in Japan.” http://www.fordham.edu/halsall/mod/1854Perryjapan1.html

Primary Source: Burney, James. “The Maoris.” http://www.fordham.edu/halsall/mod/1777burney-maoris.html

Primary Source: “Waitangi: Declaration of Independence.” http://www.fordham.edu/halsall/mod/1835waitangi.html

Primary Source: Veblen, Thorstein. “The Theory of the Leisure Class, 1899.” http://www.fordham.edu/halsall/mod/1899veblen.html

Africa

Slave Trade

Sokoto Caliphate

British in south

Africa

Zulu Kingdom

Liberia

Opobo

Ethiopia defeats Italy

West Africa—to

England/France

Mamluks

Egypt—reforms under Ali/Ismail

British—Egypt

Americas

French and Indian

War

US—independence

Revolutions—Haiti,

Brazil, Mexico,

Bolovia et al.

Canada

US—Civil War

Women Rights

Industrialism (US)

Spanish American

War

Immigration from

Europe


Asia Europe

Qing

East India Company

(Bengal)

Russia—central asia

Opium Wars

Sepoy Rebellion

Taiping Rebellion

Sino Japanese War

Meiji Restoration

French—Indo China

Indian National

Congress

7 year war

Industrial revolution

French Revolution

Congress of Vienna

Frankfurt Assembly

Crimean War

Berlin Conference

Abolishment of slavery (British)

Nationalism—

Germany and Italy

Middle East

Ottomans in decline

Young Turk

Suez Canal

Tanzimat reforms

Oceana/Aust.

Cook “discovers”

Australia and New

Zealand.

US to Hawai




Unit Six: Transformations II: Human Society Reorganizes and Reshapes their Environment:

1900 - The Present.

The focus of this unit is on:

The World Wars—Causes and Effects of Conflict— KC 6.2 (T2, T3)

The Cold War: Technology and Political organization— KC 6.1 (T1, T3)

Changes in technology including nuclear weaponry— KC 6.1 (T1)

International organizations— KC 6.3 (T2, T4)

National organizations— KC 6.3 (T3)

Patterns of nationalism— (T3)

The impact of major global economic developments including the Great Depression, the Pacific

Rim, and multinational corporations.— KC 6.2 (T4)

Social reform and revolution; including the rise of feminism, Marxism, and religious fundamentalism— KC 6.3 (T5)

Demographic and environmental changes— KC 6.1

(T1)

Chapters 27-33


Quizzes—Chapters 27-33

Students will complete the research project on revolution and nationalism during this unit.

Write a DBQ examining the impact of WWI (HU1, HU4)

Examine propaganda and its purpose—to include a discussion of our understanding of truth, how public education shapes historical knowledge etc. (HU1, HU4)

A group project on the Cold War—students will investigate the space race, arms race, proxy conflicts and the alignment of “3 rd ” world countries with either the US or the Soviet Union.

Students should trace the impacts of the Cold War on the following regions: Africa, Latin

America, and Asia. (HU3)

Write a change over time essay on the impact of the Cold War—students should be able to discuss realignment, technological changes, demographic and industrial changes in the developing world, and political continuity of cultural imperialism. Students should be able to address global or regional historical context as they analyze causation. Students must work to create a well developed thesis that does more than restate the question. The thesis must present an argument. (HU1, HU2)

Write a DBQ on nationalism—2005 AP World History DBQ (HU1, HU4)

Debate: Students will engage in a debate about the appropriateness of starting the unit in 1900.

Students will be informed that previously the date established by the AP curriculum was 1914.

As a part of the debate students will be asked to view images from the “Fin de Siecle” to see if perhaps 1900 provides a better sense of periodization relative to change.

( http://thefindesiecle.com/ )





Primary Source: United Nations: “Declaration on Granting Independence to Colonial Countries and

Peoples.” http://www.fordham.edu/halsall/mod/1960-un-colonialism.html

Primary Source: Sukarno. “Speech at the Opening of the Bandung Conference, April 18 1955.” http://www.fordham.edu/halsall/mod/1955sukarno-bandong.html

Primary Source: Wilfred, Own. “Dulce et Decorum Est.” http://www.warpoetry.co.uk/owen1.html

Primary Source: “The Versailles Treaty.” http://avalon.law.yale.edu/subject_menus/versailles_menu.asp

Primary Source: Churchill, Winston. “We Shall Fight on the Beaches.” http://history.hanover.edu/courses/excerpts/111chur.html

Primary Source: New York Times. “The Nanking Massacre, 1937.” http://www.fordham.edu/halsall/mod/nanking.html

Primary Source: “The Manila Accord, July 31, 1963.” http://www.fordham.edu/halsall/mod/1963manila1.html

Primary Source: Tutu, Desmond. “The Question of South Africa.” http://www.fordham.edu/halsall/mod/1984tutu.html

Secondary Source: Meisler, Stanley. “Reacting to Big-Stick Diplomacy.” http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=1a7588b3-e0a1-4278-8c60-


Secondary Source: Meisler, Stanley. “Tribal Politics Harass Kenya.” http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=1a7588b3-e0a1-4278-8c60-


Primary Source: Hussein, Taha. “The Future of Culture in Egypt.” http://www.fordham.edu/halsall/mod/1954taha.html

Secondary Source: Davis, Roger. “The Odyssey of Identity: Culture and Politics in the Evolution of

Latin American Nationalism.” http://historicaltextarchive.com/sections.php?action=read&artid=105

Secondary Source: Sale, Kirkpatrick. “Bioregionalism—A Sense of Place.” http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=1a7588b3-e0a1-4278-8c60-


Secondary Source: Sale, Kirkpatrick. “Ecofeminism—A New Perspective.” http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=1a7588b3-e0a1-4278-8c60-


Secondary Source: Sale, Kirkpatrick. “Lessons from the Luddites: Setting Limits on Technology.” http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=1a7588b3-e0a1-4278-8c60-


Africa

Congo—Belgium

African National

Congress

Industrialism

WWII—soldiers

UN

Apartheid

Ghana— independence

Military rule

AIDS




Americas

Panama Canal

Mexican Revolution

WWI—US

Great Depression

Argentina—Peron

WWII

UN

Cuban Revolution

Brazil—dictatorship

Allende—Chile

Argentina— dictatorship

Nicaragua/El

Salvador

NAFTA

Chiapas revolts in

Mexico

Terrorist attacks


Asia Europe

Russo-Japanese War

Qing Dynasty- collapse

Manchurian invasion

WWII

A-Bomb

Communist Party in

China

India/Pakistan independence and partition

UN

Korean War

Vietnam War

Cultural Revolution

(China)

Bangladesh

USSR—Afghanistan

Rise of Japan—

“Asian Tigers”

Industrialization

Tiananmen Square

Financial Crisis

WWI

Russian Revolution

Fascism—Italy and

Germany

Great Depression

WWII

UN

Marshall Plan

NATO

Warsaw Pact

Berlin Wall

Helsinki Accords

Solidarity

Fall of USSR

Germany—unified

European Union

Middle East

Young Turk Reforms

Balfour Declaration

WWI

Ottomans gone

Mandate System

WWII

Israel

UN

OPEC

Six Day War

Iranian Revolution

Iran-Iraq War

Persian Gulf War

US/Britain invade

Iraq

Oceana/Aust.

Japanese invasion

(Pearl Harbor)

WWII

Australia— headquarters for US during WWII

UN

Independence of

Indonesia

Bandung Conference




Grading Scale:

90-100

80-89

70-79

69 and below

A

B

C

Grading Percentages:

Quizzes: 15

Tests: 20

Projects & presentations: 20

Writing Assignments: 20

Final Exam: 15

Homework: 10

Tests and Quizzes: Tests will be multiple choice and essay in form. There will be a multiple choice test of 50-70 questions at the end of each unit. There will be either a DBQ, comparative essay, or change over time essay at the end of each unit. There will be periodic quizzes in class. All quizzes are considered POP quizzes.

Projects and presentations: There will be a variety of group and individual projects throughout the course. Students will also participate in Socratic discussions. There will be a major research based written assignment each semester.

Writing assignments: Writing is an integral part of the curriculum, thus there will be an emphasis on writing in the course. These assignments will vary. Included will be DBQs, comparative essays, and change over time essays. These assignments are graded according to the rubrics provided by the College

Board and located in the AP World History Course Description . There will be a major research based written assignment each semester. A requirement for some writing assignments will include submission to www.turnitin.com in order to receive a grade. Additionally, some writing assignments will be for peer review purposes which will be done online and as such CAN NOT be submitted late.

Final exam: There will be a comprehensive final at the end of each semester. Each exam will include multiple choice questions, essay questions, and document analysis.

Homework: Although a requirement for the course, homework will not be graded on a daily basis. It will be randomly collected and graded. It is important to stay current on all homework assignments, as it will often be the basis for class discussion and classroom activities. Students will participate in a biweekly online discussion stimulated by a historical question that is relevant to the time period. Students are responsible for participating in this discussion through www.turnitin.com

. The other major

“homework” component will be notes for each chapter. Notes MUST BE HAND WRITTEN and are due on the assigned date.




The AP World History Exam

The AP World History exam is scheduled for the morning session on ____________________, 2013.

The exam includes a multiple choice section and an essay section. There are 70 multiple choice questions on the exam. Students are given 55 minutes to answer these questions. Each student will also answer three free response essays. One will be a DBQ. Students will be given 10 minutes to read the documents and 40 minutes to write the essay. The second essay will be a Change-Over-Time Essay.

Students will be given 40 minutes to complete the essay. The final essay is a Comparative Essay. Again, students will have 40 minutes to complete this essay. Every student will receive a rubric showing how each essay is graded. Students will use these rubrics when writing similar essays in class. Students are expected to take the AP Examination if they are enrolled in the course.

AP Grades

5: Extremely well qualified

4: Well qualified

3: Qualified

2: Possibly qualified

1: No recommendation

Materials:

Textbook: The textbook used in class. The Earth and Its People: A Global History. 5 th

. Ed. Bulliet,

Richard W., et al. Boston: Houghton Mifflin Co., 2011. $74.97

Other readings : There will be additional documents from a variety of sources assigned to be read and analyzed in class, including but not limited to documents from World History in Documents by Peter N.

Sterns and Worlds of History: A Comparative Reader by Kevin Reilly. In addition to these readings there are two books assigned as a summer/winter reading assignment. A Little History of the World by

E.H. Gombrich and Wild Swans by Jung Chang.

Required: A large binder with loose leaf paper and tabs to divide the notebook into sections.

Suggested:

1.Pocket dictionary

2.Historical Atlas

3.Highlighter

4.A MLA Manual

5.One of the AP World History preparation workbooks. There are several to choose from; Barron’s,

Peterson’s, Kaplan, and Princeton Review are just a few.




C lassroom Policies:

Responsibilities: Students are expected to be on time for class and attend daily, come prepared, complete all assignments, and respect themselves and others.

As an AP student, one must be informed. Students should watch national newscasts, read newspapers, news magazines, visit news websites, and read books.

Dresscode: The school dresscode will be enforced.

Tardy Policy: Students who are tardy to class must report to the attendance office to receive a pass— they will not be admitted without a pass. Consequences for repeated tardiness are outlined in the student handbook.

Dishonesty: Cheating of any form will NOT be tolerated. Copying another student’s work, allowing a student to copy your work, using notes on an exam, and plagiarism from any published source is unacceptable. Any cheating will result in a zero for that particular assignment with NO opportunity to make the assignment up. Cheating will be reported to the Honor Code Violation Committee.

Late Work: Late is work is unacceptable. If a student does not have an assignment when it is due, it is late. Late work for major assignments will be penalized 10% each day it is late up to a 50% penalty (10% a day for 5 days). Major assignments that are not submitted within 10 days of the due date will receive no credit. Homework/online discussion grades are not considered major assignments and because of their ongoing nature and the value of timely participation will never be accepted late. Should a student turn in an assignment the day it is due, but not at the time it was collected it will be considered late and there will be penalty of 10%.

Make-up Policy for Classwork: Attendance is important. Please come to class daily and on time. It is the student’s responsibility to see the instructor regarding work that has been missed due to an absence.

A make-up work request must be made the day that the student returns from an absence. Please see the instructor before school, after school or during lunch. Students should not interrupt class to get make-up work. If a student knows in advance of an absence, see the instructor prior to the absence to get any work that will be missed.

Make-up Policy for Tests and Major Assignments: If a student is absent on the day of exam, they are expected email the instructor to let him/her know about the absence so that arrangements for a make-up exam can be made. The student will be expected to make up the exam when they return to school. In the case of projects and papers, the student is expected to email the instructor regarding the absence. The project (if it is on Powerpoint) or paper should be attached to this email. All other projects should be brought to the school that day, if possible. If not, they need to be turned in by 8:15 the following day. In the case of presentations, a paper will have to be written in lieu of a missed presentation.

Recovery: In the event that a student is failing the course, opportunities for academic assistance are available. An academic assistance plan is a second opportunity to demonstrate competence in the originally evaluated objectives. In order to receive this opportunity, the STUDENT must initiate the request, and it is at the discretion of the teacher as to which type of assistance is necessary and proper.

Making up assignments that were never completed is NOT an example of recovery; neither is retaking a test. Students will have an appropriate time period to complete the work which corresponds to the recovery assignment, however, this period will not exceed five (5) total days (not class periods). ALL

REQUESTS FOR ASSITANCE MUST BE INITIATED BY THE END OF THE 14

TH

WEEK OF THE

SEMESTER.




Instructor Availability: If a student needs additional help during the course of the year, we highly encourage them to seek individual assistance by making an appointment or taking advantage of the following times that are set aside for academic assistance. If scheduling an appointment please do so via email at least 48 hours in advance.

D. Gribble—Monday, Tuesday, Thursday 8:00-8:30 A.M. by appointment only, Wednesday

8:00-8:30 A.M. no appointment necessary, other times by appointment.

S. Leyden—Monday through Friday after school (3:50-4:30) by appointment. Wednesday 8:00-

8:30 AM, no appointment necessary.

ACADEMIC INTEGRITY:

The Social Studies Mission Statement provides that teachers develop the whole person by nurturing in students a sense of responsibility. Students need to be cognizant of what is right and what is wrong.

Honesty is one of our highest values. If we are to develop students as contributing citizens of society, we as teachers need to ensure the moral honesty of our students and instill academic integrity. We define a lack of academic integrity to be dishonest or deceitful behavior shown by students who gain an unfair academic advantage through, but not limited to, some of the following methods; plagiarism; copying another's work when it is not explicitly encouraged by the teacher; providing details of a specific test or quiz before, during, or after the event; after the event; the use of unauthorized aids on tests, such as cheat sheets or programmed calculators; or recycling/reusing a previous paper or project of one's own or another's without the explicit consent of the teacher. (for further information see the integrity policy in the student handbook or you may request the departmental guidelines for academic integrity)

PREVENTATIVE MEASURES:

Social Studies Teachers will use Turnitin.com as a tool to combat plagiarism. All Students will be required to upload major papers to this website, or any other papers deemed necessary by the teacher. At any time, teachers should be able to verify references by pulling them up on the Internet (for web references), or books (confirmed through Amazon.com). If the teacher is unable to confirm references, it shall be referred to the student to provide evidence of such references.

THERE WILL BE NO DISCUSSION OF EXAMS, QUIZZES, OR WRITING ASSIGNMENTS:

Students are NOT to discuss exam, quiz, or writing questions unless it is done so in class under the direction of their teacher.

PERSONAL HONOR VERIFICATION: Each student will hand write the following pledge on designated assignments prior to handing it in to the instructor,

“I have neither given nor received any unauthorized assistance on this assignment” followed by the student’s signature.







Please read the syllabus and review it with your son or daughter. If you have any questions, please contact your child’s instructor by phone or via email. Please sign below to indicate that you have read the syllabus. Please provide your contact information as well.

Thank you,

Daniel Gribble and Shaun Leyden

___________________________________________________________________________________

(Parent Names) (Student Name)

____________________________________________________________________________________

(Parent Signature) (Student Signature)

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

(Contact Info—email if possible)

YOU’RE INVITED!!!

AP World History PARENT Meeting

Thursday, August 16th

Media Center—5:45 PM

Over the last several years we have developed a good understanding of the types of questions that parents have regarding the AP World History Course. We have also learned that most of the stress and anxiety surrounding the course has resulted from miscommunication or a lack of understanding about the basics of the course. Unfortunately a great majority of these questions have come up during the times with the most stress—exam week, the day before a research paper is due etc. More often than not it is already too late to fix any problems that are occurring, and the damage of unnecessary stress has already occurred. This year we am inviting you, the parents of our wonderful students, to a “Parents of AP

World History Students” workshop. The whole goal of this time is to enable you to help your child in the best way possible during the course of the year, and to give you the information that will help you understand how grades work and what the national exam is all about. We are also going to make sure that you have ALL the information that you need as a parent, including the best way to get in-touch with us and stay on top of your child’s performance.

During this session I am requesting that you not bring your child! Why??? Because I want to be able to speak about the entirety of the course as well as the national exam—during the 1 st

week of school your child needs to be focused on doing their daily reading, not trying to understand normalized grade distributions. While this meeting is not a requirement, I STRONGLY encourage you to attend as I believe that this time will be very helpful to you and may alleviate some stress in your life over the next 9 months.

Looking forward to seeing you there!

AP World History - Fulton County Schools

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