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:
[email protected] Cell: 678-687-4308
Phone: 404-847-1980 ext 331
S. Leyden:
[email protected]
Phone: 404-847-1980 ext 236
Web Site: http://sites.google.com/site/ricsapworldhistory/
Reading Materials Textbook: The textbook used in class. The Earth and Its People: A Global History. 5th. 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
AP WORLD HISTORY—201202013
D. Gribble—Room 604 S. Leyden—Room 601
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.
AP WORLD HISTORY—201202013
D. Gribble—Room 604 S. Leyden—Room 601
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 1
Unit 2
Unit 3
Unit 4
Unit 5
Unit 6
1.1 Big Geography and
2.1 The development
3.1 Expansion and
4.1 Globalizing
5.1 Industrialization
6.1 Science and the
the Peopling of the Earth
and codification of
intensification of
networks of
and global capitalism.
environment.
religious and cultural
communication and
communication and
traditions
exchange networks.
exchange.
1.2 The Neolithic
2.2 The development of
3.2 Continuity and
4.2 New forms of social
5.2 Imperialism and
6.2 Global conflicts and
Revolution and early
states and empires
innovation of state forms
organization and modes
nation-state formation.
their consequences.
and their interactions.
of production.
agricultural societies 1.3 The development
2.3 The emergence of
3.3 Increased economic
4.3 State consolidation
5.3 Nationalism,
6.3 New
and interactions of early
trans-regional networks
productive capacity and
and imperial expansion.
revolution, and reform.
conceptualizations of
agricultural, pastoral,
of communication and
its consequences.
and urban societies
exchange.
global economy, society, and culture. 5.4 Global migration.
AP WORLD HISTORY—201202013
D. Gribble—Room 604 S. Leyden—Room 601
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
AP WORLD HISTORY—201202013
D. Gribble—Room 604 S. Leyden—Room 601
MAJOR CONTENT BY REGION Africa
Americas
Asia
Europe
Middle East
Oceana/Aust.
Egypt—old, middle,
Olmecs
Harrapa and
Minoan civilization
Sumerian
Austronesia
new kingdoms.
Chavin
Mohenjo Daro
Mycenaean
civilization
migrations across
Kushitie kingdom.
Shang Dynasty
civilization
Akkadian empire
parts of Oceana.
Nubian kingdom.
Zhou Dynasty
Archaic period
Assyrian empire
Carthage
Aryan migration
Israel Hittites Hammurabi Phoenicians
AP WORLD HISTORY—201202013
D. Gribble—Room 604 S. Leyden—Room 601
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) Assessments for this unit may include (but are not limited to) the following: 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.
AP WORLD HISTORY—201202013
D. Gribble—Room 604 S. Leyden—Room 601
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 MAJOR CONTENT BY REGION Africa
Americas
Asia
Europe
Middle East
Oceana/Aust.
Bantu Migrations
Chavin
Confucius
Athens/Sparta
Neo-Babylonians
Austronesia
Meroe
Teotihuacan
Buddha
Hellenistic Empire
Meads and Persians
migrations reach
Ptolemaic Dynasty
Mayan
Mauryan Empire
Roman republic
Seleucids
Fiji, Tonga etc.
Ethiopia—spread of
Gupta Empire
Roman empire
Parthians
Christianity.
Qin Dynasty
Rise of Christianity
Sasanid Empire
Punic Wars
Han Dynasty
Indonesian migration
Funan
to Madagascar.
AP WORLD HISTORY—201202013
D. Gribble—Room 604 S. Leyden—Room 601
Unit Three: Interaction and Long Distance Trade--600 C.E. - 1450. This unit focuses on: 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) Assessments for this unit may include (but are not limited to) the following: 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)
AP WORLD HISTORY—201202013
D. Gribble—Room 604 S. Leyden—Room 601
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/mpolo4446.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 MAJOR CONTENT BY REGION Africa
Americas
Asia
Europe
Middle East
Oceana/Aust.
Bantu Migrations
Maya
Sui
Decentralization =
Islam!
Polynesian
Trans-Saharan trade
Tiwanaku
Tang
Feudal system
Islam Conquests—
settlement of New
routes (camel)
Wari
Heian Japan
Umayyad Spain
Middle East, North
Zealand.
Fatimid Dynasty
Anasazi
Tibet (Buddhist)
Carolingian Empire
Africa
Polynesian
Ghana
Toltecs
Koryo
Holy Roman Empire
Umayyad Caliphate
settlement of Hawai.
Mali
Aztecs
Song
Kievan Russia
Abbasid Caliphate
Benin
Inca (begin)
Kamakura
Schism—East/West
Seljuk Turks
Great Zimbabwe
Shogunate
orthordoxy.
Crusades
Solomonic Dynasty
Ahikaga Shoguante
Crusades
Mongols—Il-khanate
Rise of Mongols
Magna Carta
Mamluks stop
Yuan Empire
Mongol invasion of
Mongols
Ming Empire
Russia/eastern
Rise of Ottomans
Delhi Sultanate
Europe
Yi Kingdom
Bubonic Plague
Champa
100 Years war
AP WORLD HISTORY—201202013
D. Gribble—Room 604 S. Leyden—Room 601
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 Assessments for this unit may include (but are not limited to) the following: 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 o
Northeast: The Timing of the First Epidemics." Ethnohistory 35, no. 1: 15. 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)
AP WORLD HISTORY—201202013
D. Gribble—Room 604 S. Leyden—Room 601
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-e0a1-4278-8c600b363574aa51%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-e0a1-4278-8c600b363574aa51%40sessionmgr114&vid=16&hid=113&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#d b=a9h&AN=9208177278
MAJOR CONTENT BY REGION Africa
Americas
Asia
Europe
Middle East
Portuguese—slave
Aztecs
Ming Dynasty
Renaissance
Ottomans
trade
Incas
Qing Dynasty
Exploration
Safavids
Swahili Coast
Columbus, Cortes,
Arrival of Europeans
Reconquista
(patterns of
Songhai defeated by
Pizarro
Rise of Annam
Reformation
economic and
Morrocco
Silver mining
Mughals
Scientific Revolution
political decline)
Asante Kingdom
(Potosi)
Tokugawa
Dutch
Slavery
Shogunate
Thirty Years War
Colonies 1—Spanish
British in India
England—civil war,
and Potuguese
glorius rev etc.
Colonies 2—
Peter the Great
England and France
Spanish Succession
SUGAR CANE
Oceana/Aust.
AP WORLD HISTORY—201202013
D. Gribble—Room 604 S. Leyden—Room 601
Unit Five: The Ramifications of Technology in a Global Era: 1750 - 1900. This unit focuses on: 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 Assessments for this unit may include (but are not limited to) the following: 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.
AP WORLD HISTORY—201202013
D. Gribble—Room 604 S. Leyden—Room 601
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. Resources for this unit: 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
MAJOR CONTENT BY REGION Africa
Americas
Asia
Europe
Middle East
Oceana/Aust.
Slave Trade
French and Indian
Qing
7 year war
Ottomans in decline
Cook “discovers”
Sokoto Caliphate
War
East India Company
Industrial revolution
Young Turk
Australia and New
British in south
US—independence
(Bengal)
French Revolution
Suez Canal
Zealand.
Africa
Revolutions—Haiti,
Russia—central asia
Congress of Vienna
Tanzimat reforms
US to Hawai
Zulu Kingdom
Brazil, Mexico,
Opium Wars
Frankfurt Assembly
Liberia
Bolovia et al.
Sepoy Rebellion
Crimean War
Opobo
Canada
Taiping Rebellion
Berlin Conference
Ethiopia defeats Italy
US—Civil War
Sino Japanese War
Abolishment of
West Africa—to
Women Rights
Meiji Restoration
slavery (British)
England/France
Industrialism (US)
French—Indo China
Nationalism—
Mamluks
Spanish American
Indian National
Germany and Italy
Egypt—reforms
War
Congress
under Ali/Ismail
Immigration from
British—Egypt
Europe
AP WORLD HISTORY—201202013
D. Gribble—Room 604 S. Leyden—Room 601
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 Assessments for this unit may include (but are not limited to) the following: 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 “3rd” 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/)
AP WORLD HISTORY—201202013
D. Gribble—Room 604 S. Leyden—Room 601
Resources for this unit: 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-e0a1-4278-8c600b363574aa51%40sessionmgr114&vid=11&hid=113 Secondary Source: Meisler, Stanley. “Tribal Politics Harass Kenya.” http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=1a7588b3-e0a1-4278-8c600b363574aa51%40sessionmgr114&vid=15&hid=113 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-e0a1-4278-8c600b363574aa51%40sessionmgr114&vid=24&hid=113 Secondary Source: Sale, Kirkpatrick. “Ecofeminism—A New Perspective.” http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=1a7588b3-e0a1-4278-8c600b363574aa51%40sessionmgr114&vid=27&hid=113 Secondary Source: Sale, Kirkpatrick. “Lessons from the Luddites: Setting Limits on Technology.” http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=1a7588b3-e0a1-4278-8c600b363574aa51%40sessionmgr114&vid=31&hid=113
AP WORLD HISTORY—201202013
D. Gribble—Room 604 S. Leyden—Room 601
MAJOR CONTENT BY REGION Africa
Americas
Asia
Europe
Middle East
Oceana/Aust.
Congo—Belgium
Panama Canal
Russo-Japanese War
WWI
Young Turk Reforms
Japanese invasion
African National
Mexican Revolution
Qing Dynasty-
Russian Revolution
Balfour Declaration
(Pearl Harbor)
Congress
WWI—US
collapse
Fascism—Italy and
WWI
WWII
Industrialism
Great Depression
Manchurian invasion
Germany
Ottomans gone
Australia—
WWII—soldiers
Argentina—Peron
WWII
Great Depression
Mandate System
headquarters for US
UN
WWII
A-Bomb
WWII
WWII
during WWII
Apartheid
UN
Communist Party in
UN
Israel
UN
Ghana—
Cuban Revolution
China
Marshall Plan
UN
Independence of
independence
Brazil—dictatorship
India/Pakistan
NATO
OPEC
Indonesia
Military rule
Allende—Chile
independence and
Warsaw Pact
Six Day War
Bandung Conference
AIDS
Argentina—
partition
Berlin Wall
Iranian Revolution
dictatorship
UN
Helsinki Accords
Iran-Iraq War
Nicaragua/El
Korean War
Solidarity
Persian Gulf War
Salvador
Vietnam War
Fall of USSR
US/Britain invade
NAFTA
Cultural Revolution
Germany—unified
Iraq
Chiapas revolts in
(China)
European Union
Mexico
Bangladesh
Terrorist attacks
USSR—Afghanistan Rise of Japan— “Asian Tigers” Industrialization Tiananmen Square Financial Crisis
AP WORLD HISTORY—201202013
D. Gribble—Room 604 S. Leyden—Room 601
Grading Scale: 90-100
A
80-89
B
70-79
C
69 and below 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.
AP WORLD HISTORY—201202013
D. Gribble—Room 604 S. Leyden—Room 601
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. 5th. 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.
AP WORLD HISTORY—201202013
D. Gribble—Room 604 S. Leyden—Room 601
Classroom 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 14TH WEEK OF THE SEMESTER.
AP WORLD HISTORY—201202013
D. Gribble—Room 604 S. Leyden—Room 601
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 8:008:30 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.
AP WORLD HISTORY—201202013
D. Gribble—Room 604 S. Leyden—Room 601
AP WORLD HISTORY—201202013
D. Gribble—Room 604 S. Leyden—Room 601
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 1st 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!