Course Syllabus

AP World History Course Syllabus

Waukegan High School

Course Number:                                                          Program Area:  Social Sciences

Course Title:  AP World History                                Grade Level:  10^th , 11^th or 12^th          

                                                                                    One Year Course

                                                                                    Credit:  0.5 per semester

I.  Course Overview:

Advanced Placement World History is a sophisticated quest for meaning about the past, beyond the effort to collect information. This course is designed to provide students with a college-level, introduction to the study of World History.  Students in AP World History will explore the six chronological periods through the following course themes: 

           

            Theme 1) Interaction between humans and the Environment:  Demography and disease,   Migration, Patterns of settlement, Technology

            Theme 2) Development and Interaction of Cultures:  Religions, Belief systems,     philosophies, and ideologies, Science and technology, The arts and architecture

            Theme 3) State-Building, Expansion, and Conflict:  Political structures and forms of        governance, Empires, Nations and nationalism, Revolts and revolutions, Regional,         trans-regional, and global structures and organizations.  

            Theme 4) Creation, Expansion, and Interaction of Economic Systems:  Agricultural and   pastoral production, Trade and commerce, Labor systems, Industrialization, Capitalism       and Socialism

            Theme 5) Development and Transformation of Social Structures:  Gender roles and          relations, Family and kinship, Racial and ethnic constructions, Social and economic   classes.

This course is designed to emphasize students’ ability to craft historical arguments from historical evidence, reason chronological, compare and contextualize, and interpret and synthesize historical information in a classroom setting.   This course is aligned with the College Board and Advanced Placement Program and its assessment program.  Students completing the course are expected to take the AP World History examination, which includes multiple choice questions, document based essay questions, continuity and change-over-time essay and a comparative essay. Successful completion of the AP World History course may result in the awarding of college credit, and/or advanced placement in social sciences at the undergraduate level.

Essential Content, Processes and Skills

This course is aligned to the standards instituted by the College Board for all AP courses and covers all of the topics in the AP World History Course Description.

For detailed information about the College Board and AP World History visit:

http://www.collegeboard.com/student/testing/ap/sub_worldhist.html

Instructional Teaching Strategies

Small Group Activities

Problem-Based Activities

Document Analysis and Document Based Questions

Direct Instruction and Modeling

Discussion

Interactive Notebook

Differentiated Instruction

Historical Interpretations

Historical Questioning

Research Based Projects

Course Assessment Methods

DBQs

Activity Products

Practice/Homework

Written Responses

Oral Responses

Essays

Quizzes/Tests

Grade Distribution:

Class/Homework = 20%

Participation = 10%

Projects/Activities = 30%

Assessments = 40%

Grading Scale:

A = 100% - 92%

B = 91% - 82%

C = 81% - 72%

D = 71% - 62%

F = 61% - 0

Required Assessments

First and Second Semester Final Exams

AP World History Exam

II. Required Texts – Resources – Technology

Textbook:

·         Recommended Text:  Strayer, Robert W. Ways of the World: A Brief Global History.  Boston: Bedford/St. Martens, 2009.  ISBN-ISBN-10: 0-312-54947-4   

·         Supplement:  A Students Guide to History. ISBN-13: 978-0-312-54947-3

·         Supplement:  A Pocket Guide to Writing in History.  ISBN-13: 978-0-312-54948-0

·         Secondary Text:  Taking Sides: Clashing Views on Controversial Issues in World Civilizations, Volumes 1 & 2, edited by Helen and Joseph Mitchell, New York: McGraw Hill; 5^th Ed., 2007.

III.  AP World History Units of Study:

Semester One

Quarter 1:

Unit One:  Technological and Environmental Transformations (8000 b.c.e. to 600 B.C.E.)

·   Main Focus:  History’s Beginnings

·   Length of Class Time for Unit:  7 days

·   Reading Text:  Ways of the World: A Global History. Chapter 1-3

·   Key Concepts:

• Key Concept 1.1:  Big Geography and the Peopling of the Earth

-Paleolithic migrations lead to the spread of technology and culture

• Key Concept 1.2:  The Neolithic Revolutions and Early Agricultural Societies

-The Neolithic Revolution leads to new and more complex economic and social systems

-Agricultural and pastoralism begins to transform human society

• Key Concept 1.3:  The Development and Interactions of Early Agricultural, Pastoral, and Urban societies

-Location of early foundational civilizations

-State development and expansion

-Cultural development in the early civilization

Major Assignments: 

1.      Outline/Cornell notes:  Ways of the World: A Global History. Chapters 1-3

2.      Mapping/Geography:  Students will complete maps of East Asia, Central America, The Caribbean, South America, South and Southeast Asia, Europe, Africa, Southwest Asia, and the world attending to such features as regions, physical features, civilizations, city-states, kingdoms and empires.  Students will also make inferences as to the effect of geographical conditions on the developments of human societies.

3.      Terminology:  Students will have to define in their own words, based on the readings and reliable resources the following terms pertinent to Unit One:

-Paleolithic (or Old Stone Age) 

-Mesolithic (or Middle Stone Age)

-Neolithic Revolution

-Slash and Burn Agriculture

-Patriarchal Society

-Prehistory

-Metalworking

-Civilization

-Catal Huyuk

-River Valley Civilizations

·         Tigris-Euphrates Civilization (including Sumerians)

·         Egyptian Civilization

·         Indus River-Valley Civilization (Harappan Society)

·         Chinese River-Valley Civilization ( The Shang Dynasty)

4.      Chronological Ice Breaker & Connection to World History:  In order to introduce the concept of time and chronological thinking, students will begin by creating their own timeline as an introduction to each other while also comparing their timelines to find overarching commonalities and differences.  In this way, students will come to understand the way in which the AP World History will be taught, with a focus on not just a single student (civilization) but on the development of each student as an integral part of the entire class (world) as a whole.  In this activity, students will also be required to supply an “artifact” (anything on their person like a cell phone) to supplement their timeline.  This will help the students make the connection to applying primary sources to the timelines of every unit. 

5.      Reflective Journal:  Students will be required to reflect on their learning on a daily basis.  As a part of their homework each day, students will write a response to one of the following prompts:

-Something interesting I learned today was…

-Something I am confused about is…

-A question I still have is…

-Today I made a connection between…

-Overall, today I learned…

-I could have prepared better for class today by…

-Today’s lesson relates to a past unit/lesson in that…

-Write a first-person account of a historical period or event "as if I was there," focusing on specific details, including "how," "why," and "what if..."

-Write a dialogue between myself and a person in history, or between two people in history (from the same or different times), focusing on specific details, including "how," "why," and "what if..."

On occasion, the teacher reserves the right to assign a specific prompt for the reflective journal.  Also, the reflective journal will be checked based on the phases of the moon.   

6.      Primary Source Analysis:  Teacher will model activity by having students analyze the following textual, visual and data sources.  Aboriginal Rock Paintings of Australia, Maps and figurines of Catalhuyuk, African pastoral community rock art painting in Algeria, Stonehenge, West African sculpture, The Epic of Gilgamesh, The Law Code of Hammurabi, A Pyramid Text, Book of the Dead, Be a Scribe, seal from the Indus Valley, Man from Mohenjo daro, Dancing Girl from Indus Valley.  The source analysis will include identifying point of view, intended purpose, audience, and historical context of each source. 

7.      Philosophic Chairs/Socratic Seminar:  Students will use the Socratic Seminar or Philosophic Chair activity in each unit to explore key controversies in world history from ancient times to the present.  The foundation for these conversations will be drawn from varying viewpoints in historical journals, articles and the book Taking Sides:  Clashing Views on Controversial Issues in World Civilizations.  This book examines issues that allow student to identify and evaluate diverse historical interpretations by introducing students to controversies in world civilizations.  This debate style reader contains readings representing the arguments of leading historians and commentators on world history and reflects a variety of viewpoints presented in pro/con format.

8.      Edmodo polls, quizzes and assignments     

9.      Free-response essays:  Students will be required to write 4 free response essays based on the chapter readings above as well as two supplementary readings (the Law Code of Hammurabi & “The Worst Mistake in the History of the Human Race”  by Jared Diamond).  The free response essays are a way of introducing the four main historical thinking skills and are as follows:

·         Chronological Reasoning:  After reading chapter one, answer the following questions.  What is the significance of the Paleolithic era in world history?  In what ways did various Paleolithic societies differ from one another, and how did they change over time?  Which statements in this chapter seem to be reliable and solidly based on facts, and which ones are more speculative and uncertain?  How might our attitudes toward the modern world influence our assessment of Paleolithic societies?

·         Historical interpretation and synthesis:  After reading chapter three and excerpts from The Law Code of Hammurabi, answer the following questions.  If you knew nothing else about ancient Mesopotamia, what could you conclude from the Code of Hammurabi about the economy and society of this civilization in the eighteenth century b.c.e.?  How might you describe the economy of this region?  What distinct social groups are mentioned in this code?  What rights did women enjoy and to what restrictions were they subject?  What can you infer from the code about the kind of social problems that afflicted ancient Mesopotamia?  How would you define the principles of justice that underlay Hammurabi’s code?  In what different ways might twenty-first-century observers and those living at the time of Hammurabi assess that system of justice? 

·         Crafting Historical Arguments from Historical Evidence:  After reading Chapter Two and the article by Jared Diamond, respond to the following.  After countless millennia of relying on the gathering of wild foods and the hunting of wild animals, why and how did human societies begin to practice agriculture and herding?  What changes to human life did this new technology bring with it?  Why did almost all our hunter-gatherer ancestors adopt agriculture?  To answer the previous questions be sure to use and cite sources from the text and from Jared Diamond’s, “The Worst Mistake in the History of the Human Race.”

·         Comparison and contextualization:  After reading chapter three, respond to the following prompt.  Stemming from your response in the section on historical arguments from historical evidence, compare the relationship of the first six civilizations- Mesopotamia (present day Iraq), Egypt, Pakistan and northern India, China, Peru, and Mexico- to the Agricultural Revolution.  What new ways of life did each bring to the experience of humankind?  Be sure to draw on similarities and differences with regard to equality, origins, culture and innovation.  What was gained and what was lost with the emergence of each civilization?

Unit One Test:  50 Multiple-Choice Questions and a take-home compare/contrast essay:  Compare and contrast the political and social structures of any two of the following ancient civilizations:  Mesopotamia, Egypt, Kush-Meroe, Indus Valley, Shang China, Mesoamerica (Olmec/Maya) and Andean South America.   (Themes 1, 2, 3, 4, and 5)

Unit Two:  Organization and Reorganization of Human Societies (c. 600 B.C.E to c. 600 C.E.)

·         Main focus:  The Classical Era in World History

·         Length of class time for unit:  18.5 days

·         Reading Text:  Ways of the World:  A Global History.  Chapters 4-7

·         Key Concepts:

• Key Concept 2.1:  The Development and Codification of Religious and Cultural Traditions

-Codifications and further developments of existing religious traditions

-Emergence, diffusion, and adaptation of new religious and cultural traditions

-Belief systems affect gender roles

-Other religious and cultural traditions continue

-Artistic expressions show distinctive cultural developments

• Key Concept 2.2:  The Development of States and Empires

-Imperial societies grow dramatically

-Techniques of imperial administration

-Social and economic dimensions of imperial societies

-Decline, collapse, and transformation of empires (Rome, Han, Maurya)

• Key Concept 2.3:  Emergence of Trans-regional Networks of Communication and Exchange

-The geography of trans-regional networks, communication and exchange networks

-Technologies of long-distance communication and exchange

-Consequences of long-distance trade

Major Assignments: 

1.      Outline/Cornell Notes:  Ways of the World: A Global History Chapters 4-7.

2.      Mapping/Geography:  Rather than focus on physical features, students will complete their own mapping of the following themes:  development of world religions (Vedic religions, Buddhism, Confucianism, Daoism, Judaism, Christianity, Greco-Roman philosophy), the development of states and empires (Mesoamerica, India, China, Greece, Rome) and networks of communication and exchange. (Eurasian Silk Roads, Trans-Saharan Caravan routes, Indian Ocean sea lanes, Mediterranean sea lanes) 

3.      Terminology: Students will have to define in their own words, based on the readings and reliable resources the following terms pertinent to Unit Two:

-Persian Empire

-Athenian democracy

-Greco-Persian Wars

-Alexander the Great

-Hellenistic Era

-Caesar Augustus

-Pax Romana

-Qin Shihuangdi

-Han Dynasty

-Mauryan Empire

-Ashoka

-Legalism

-Confucianism

-Ban Zhao

-Daoism

-Vedas

-Upanishads

-Sidartha Gautama (the Buddha)

-Theravada/Mahayana

-Bhagavad Gita

-Zoroastrianism

-Judaism

-Greek Nationalism

-Socrates, Plato, Aristotle

-Jesus of Nazareth

-Saint Paul

-Wang Mang

-China’s scholar gentry class

-Yellow Turban Rebellion

-caste as varna and jati

-“ritual purity” in Indian social practice

-Greek and Roman slavery

-Spartacus

-the three “obediences”

-Empress Wu

-Aspasia and Pericles

-helots

-Meroe

-Axum

-Niger Valley Civilization

-Bantu expansion

-Maya Civilization

-Teotihuacan

-Chavin

-Moche

-Chaco phenomenon

-Mound builders/Cahokia

4.      Chronological Timeline/First Order Primary Sources:  In order to continue chronological thinking, students will be required to supply an “artifact” to supplement their timeline.  Throughout the unit, students will make connections using their timeline and to conclude the unit, students will present their own first order primary source that encapsulates the unit as a whole.  The first order primary source for unit two must be related to artistic expression (literature, architecture, or sculpture) which emphasizes theme 2 the development and interaction of cultures.

5.      Reflective Journal:  Students will be required to reflect on their learning on a daily basis.  As a part of their homework each day, students will write a response to one of the following prompts:

-Something interesting I learned today was…

-Something I am confused about is…

-A question I still have is…

-Today I made a connection between…

-Overall, today I learned…

-I could have prepared better for class today by…

-Today’s lesson relates to a past unit/lesson in that…

-Write a first-person account of a historical period or event "as if I was there," focusing on specific details, including "how," "why," and "what if..."

-Write a dialogue between myself and a person in history, or between two people in history (from the same or different times), focusing on specific details, including "how," "why," and "what if..."

On occasion, the teacher reserves the right to assign a specific prompt for the reflective journal.  Also, the reflective journal will be checked based on the phases of the moon.  

6.      Primary Source Analysis:  Teacher will model primary source analysis worksheet using Funeral Oration and Roman Oration.  Students will then work in groups in order to analyze the following textual, visual and data sources: The Writings of Master Han Fei, The Rock Edicts, 18^th Century visual representation of Qin Shihuangdi, Photos of The Terra-Cotta Army of Shihuangdi, including infantry and kneeling archer, A Bronze Horse-Drawn Chariot from the funeral procession of Shihuangdi, The Analects, Bhagavad Gita, Apology, The Gospel of Matthew, Photo of Footprints of the Buddha, A classic Indian Buddha statue, A statue of a Bodhisattva of Compassion, Kannon of 1,000 arms, Illustration of The Amitabha Buddha, How Sad it is to Be a Woman, Lessons for Women, Psalms of the Sisters, History of Rome, Illustration of Terentius Neo and His Wife,  An illustration of a Pompeii Banquet, Scenes in a Pompeii Tavern, A Domestic Shrine, A Wall painting from Pompeii- Mystery Religions: The Cult of Dionysus.  Primary sources will then be discussed as a whole throughout the unit.  

7.      Philosophic Chairs/Socratic Seminar:  Students will use the Socratic Seminar or Philosophic Chair activity in unit 2 to explore the following topics from the book, Taking Sides:  Clashing Views on Controversial Issues in World Civilizations:  Does Alexander the Great merit his exalted reputation?  Did the benefits of the First Emperor of China’s rule outweigh the human cost?  Did Christianity liberate women? 

8.      Edmodo polls, quizzes and assignments    

9.      Free-response essays:  Students will be introduced to the major elements and format of writing a comparative essay.  As an end of unit assignment, students will be required on the day of the unit two test to turn in a comparative essay on one of the following prompts: 

-Compare the basic features of two classical civilizations (Mesoamerica, India, China, Greece, Rome)

-Compare two of the following major religions or philosophical systems (Historical Vedic religions, Buddhism, Confucianism, Daoism, Judaism, Christianity, Greco-Roman Philosophy)

-Compare the reasons for and the outcomes of the fall of two classical civilizations (Rome, Han China, Gupta)

Unit Two Test:  50 Multiple-Choice Questions and modified DBQ based on the following prompt:

Ancient Rome and Han China: How Great were the Differences?  (Theme 2, 4 and 5)

Quarter 2-

Unit Three:  Regional and Trans-regional Interactions (c. 600 C.E. to c. 1450)

·   Main Focus:  A time of Accelerating Connections

·   Length of Class Time for Unit:  24 days

·   Reading Text:  Ways of the World: A Global History.  Chapters 8-13

·   Key Conecpts:

• Key concept 3.1:  Expansion and Intensification of Networks of Communication and Exchange

-Improved transportation technologies and commercial practices and their influence on networks

-Linguistic and environmental contexts for the movement of peoples

-Cross-cultural exchanges fostered by networks of trade and communication

-Continued diffusion of crops and pathogens throughout the Eastern Hemisphere

• Key Concept 3.2:  Continuity and Innovation of State Forms and their Interactions

-Empires collapse and were reconstituted

-Greater inter-regional contacts and conflict encourages technology and cultural transfer

• Key Concept 3.3:  Increased Economic Productive Capacity and its Consequences

-Increasing productive capacity in agriculture and industry

-Changes in urban demography

-Changes and continuities in labor systems and social structures

Major Assignments: 

1.      Outline/Cornell Notes:  Ways of the World: A Global History Chapters 8-13.

2.      Mapping/Geography:  Students will continue their mapping of the expansion of communication networks including the consequences of regional interaction (ie. Black Death) while using maps from unit two to show the fall of empires over time as well as introducing a new theme in mapping the relationship between demography and productivity. 

3.      Terminology: Students will have to define in their own words, based on the readings and reliable resources the following terms pertinent to Unit Three:

-Silk Roads

-Black Death

-Indian Ocean trading network

-Srivijaya

-Borobudur

-Swahili Civilization

-Great Zimbabwe

-Sand Roads

-Ghana, Mali, Songhay

-trans-Saharan slave trade

-American web

-Sui Dynasty

-Tang Dynasty

-Song Dynasty economic revolution

-Hangzhou

-foot binding

-tribute system

-Xiongnu

-Khitan/Jurchen people

-Silla Dynasty (Korea)

-hangul

-chu nom

-Trung sisters

-Shotoku Taishi

-bushido

-Chinese Buddhism

-Emperor Wendi

-Byzantine Empire

-Constantinople

-Justinian

-caesaropapism

-Eastern Orthodox Christianity

-icons

-Kievan Rus

-Prince Vladamir of Kiev

-Charlemagne

-Holy Roman Empire

-Roman Catholic Church

-Western Christendom

-Crusades

-European cities

-system of competing states

-Aristotle and Classical Greek Learning

-Quran

-Umma

-Pillars of Islam

-hijra

-sharia

-jizya

-ulama

-Umayyad Caliphate

-Abassid Caliphate

-al-Ghazali

-Sikhism

-Anatolia

-Ibn Battuta

-Timbuktu

-al-Andalus

-madrassas

-House of Wisdom

-Ibn Sina

-pastoralism

-Xiongnu

-Modun

-Turks

-Masai

-Temujin/Chinggis Khan

-the Mongol World War

-Yuan Dynasty China

-Khubilai Khan

-Hulegu

-Timur

-Fulbe

-Songhay Empire

-Timbuktu

-Mughal Empire

-Ming Dynasty China

-Zheng He

-European Renaissance

-Aztec Empire

-Inca Empire

-Malacca

4.      Chronological Timeline/First Order Primary Sources:  In order to continue chronological thinking, students will be required to supply an “artifact” to supplement their timeline.  Throughout the unit, students will make connections using their timeline and to conclude the unit, students will post their own first order primary source that encapsulates the unit as a whole accompanied by an analysis/explanation.  The first order primary source for unit three must be connected to political power which emphasizes theme 3 state-building, expansion and conflict.    

5.      Reflective Journal:  Students will be required to reflect on their learning on a daily basis.  As a part of their homework each day, students will write a response to one of the following prompts:

-Something interesting I learned today was…

-Something I am confused about is…

-A question I still have is…

-Today I made a connection between…

-Overall, today I learned…

-I could have prepared better for class today by…

-Today’s lesson relates to a past unit/lesson in that…

-Write a first-person account of a historical period or event "as if I was there," focusing on specific details, including "how," "why," and "what if..."

-Write a dialogue between myself and a person in history, or between two people in history (from the same or different times), focusing on specific details, including "how," "why," and "what if..."

On occasion, the teacher reserves the right to assign a specific prompt for the reflective journal.  Also, the reflective journal will be checked based on the phases of the moon.  

6.      Primary Source Analysis:  In this unit, students will be required to become experts on select primary sources and to present them to the class as we arrive at each one.  They will model the primary source analysis worksheet for the class as well as make connections to the unit timeline.  Student will analyze the following textual, visual and data sources: A Biography of the Tripitaka Master, Record of the Western Region, The Travels of Marco Polo, Travels in Asia and Africa, A 4^th Century Kushan pendent, A 10^th Century Chinese Painting, An illustration of Manichaean Scribes from a page in a Manichaean Book dated between the 8^th and 11^th centuries, Chinese Painting titled “Khubilai Khan on a Hunt”, A 16^th Century Turkish painting, The Seventeen Article Constitution, Writings on Zen Buddhism, The Chrinicle of the Direst Descent of Gods and Sovereigns, Pillow Book, Advice to Young Samurai, The Imagawa Letter, A painting depicting a Banquet with the Emperor, A Silk Painting depicting women dining with the Empress, A 10^th century painting depicting a literary gathering, A painting and poem titled” On a Mountain Path in Spring”, An illustration of an Elite Night Party, History of the Franks, Advice to the English Church, Capitulary on Saxony, Life of Boniface, The Leechbook, The Jesus Sutras, A Sixth Century image of Jesus Christ, A 15^th Century Russian depiction of the birth of Jesus, and a 12^th century Byzantine painting illustrating the Ladder of Divine Descent, The Quran, The Hadith, The Sharia, Inscription in Rumi’s Tomb, Poem, “Drowned in God,” Mathnawi, A 16^th Century Persian painting of a Rural Landscape, A 16^th century Persian painting of an Urban landscape, A 16^th Century painting of religious themes, The Secret History of the Mongols, Letter to Changchun, The Chronicle of Novgorod, Epitaph for the Honorable Menggu, Journey to the land of the Mongols, a visual representation of Flagellants, An illustration from 1349 of the burial of plague victims, An Illustration from 1463 of the Dance of Death, A 15^th Century English painting questioning or affirming the faith, Laws, Ordinances, and Regulations, Book of the Gods and Rites, Chronicles of the Incas, Hall of Prayer for Good Harvest at the Temple of Heaven in Beijing, Kinkakuji: A Buddhist Temple in Japan, The Dome of the Rock in Jerusalem, and The Church of St, George in Ethiopia. Primary sources will be discussed as a whole throughout the unit.  

7.      Philosophic Chairs/Socratic Seminar:  Students will use the Socratic Seminar or Philosophic Chair activity in unit 3 to explore the following topics from the book, Taking Sides:  Clashing Views on Controversial Issues in World Civilizations:

-Does the modern University have its roots in the Islamic World? 

-Were environmental factors responsible for the collapse of Mayan civilization?

-Were the Crusades an early example of western imperialism?

-Did women and men benefit equally from the Renaissance?

8.      Edmodo polls, quizzes and assignments    

9.      Free-response essays:  Students will be introduced to the major elements and format of writing a continuity and change over time essay.  As an end of unit assessment, students will be required on the day of the unit three test to complete a continuity and change over time essay on the following prompt:

-Trace the changes and continuities in world trade from 500BCE to 1000CE in any one of the following regions:  the Mediterranean, the Silk Road (Central Asia, East Asia, Southwest Asia), the Indian Ocean, Sub-Saharan Africa.

Unit Three Test:  50 Multiple-Choice Questions and modified DBQ based on the following prompt:  The Black Death:  How different were Christian and Muslim responses?  (Themes 1, 2 and 5)

Unit Four: Global Interactions (c. 1450 to 1750)

·   Main Focus:  The Early Modern World

·   Length of Class Time for Unit:  24 days

·   Reading Text:  Ways of the World:  A Global History.  Chapters 14-16.

·   Key Concepts:

• Key Concept 4.1:  Globalizing Networks of Communication and Exchange

-Intensification of regional trade networks (Mediterranean, trans-Saharan, overland Eurasian, and Siberian trade routes)

-Trans-oceanic maritime reconnaissance

-New maritime commercial patterns

-Technological developments enabling trans-oceanic trade

-Environmental exchange and demographic trends: Columbian Exchange

-Spread and reform of religion

-Global and regional networks and the development of new forms of art and expression

• Key Concept 4.2:  New Forms of Social Organization and Modes of Production

-Labor systems and their transformations

-Changes and continuities in social hierarchies and identities

• Key Concept 4.3:  State Consolidation and Imperial Expansion

-Techniques of state consolidation

-Imperial expansion

-Competition and conflict among and within states

Major Assignments: 

1.      Outline/Cornell Notes:  Ways of the World: A Global History Chapters 14-16.

2.      Mapping/Geography:  Students will continue their mapping of the expansion of communication networks with an emphasis on the Columbian Exchange and intensification of regional trade networks (ie. Mediterranean, trans-Saharan, overland Eurasian, Siberian trade routes)as well as religious diffusion , state consolidation and Imperial Expansion.  

3.      Terminology: Students will have to define in their own words, based on the readings and reliable resources the following terms pertinent to Unit Four:

-the great dying

-Columbian Exchange

-Peninsulares

-Mestizo

-Mulattoes

-Plantation complex

-settler colonies

-Siberia

-yasak

-Qing Dynasty Empire

-Mughal Empire

-Akbar

-Aurangzeb

-Ottoman Empire

-Constantinople 1453

-devshirme

-Indian Ocean Commercial Network

-trading post empire

-Philippines (Spanish Empire)

-British/Dutch East India Companies

-Tokugawa Shogunate

-“silver drain”

-Potosi

-“soft gold”

-African Diaspora

-Benin/Dahomey

-Protestant Reformation

-Catholic-Counter Reformation

-Taki Onqoy

-Jesuits in China

-Wanhabi Islam

-Wang Yangmin

-kaozheng

-Mirabai

-Sikhism

-Copernicus

-Newton

-European Enlightenment

-Voltaire

-Condorcet and the idea of progress

4.      Chronological Timeline/First Order Primary Sources:  In order to continue chronological thinking, students will be required to supply an “artifact” to supplement their timeline.  Throughout the unit, students will make connections using their timeline and to conclude the unit, students will post their own first order primary source that encapsulates the unit as a whole accompanied by an analysis/explanation.  The first order primary source for unit four must be connected to Trans-Oceanic trade (images of caravels, dhows, Ming Treasure Ship Fleet, Polynesian outrigger canoes, and tools used to facilitate the trade like compass or astrolabe) which emphasizes theme 4 the creation, expansion, and interaction of economic systems.      

5.      Reflective Journal:  Students will be required to reflect on their learning on a daily basis.  As a part of their homework each day, students will write a response to one of the following prompts:

-Something interesting I learned today was…

-Something I am confused about is…

-A question I still have is…

-Today I made a connection between…

-Overall, today I learned…

-I could have prepared better for class today by…

-Today’s lesson relates to a past unit/lesson in that…

-Write a first-person account of a historical period or event "as if I was there," focusing on specific details, including "how," "why," and "what if..."

-Write a dialogue between myself and a person in history, or between two people in history (from the same or different times), focusing on specific details, including "how," "why," and "what if..."

On occasion, the teacher reserves the right to assign a specific prompt for the reflective journal.  Also, the reflective journal will be checked based on the phases of the moon.  

6.      Primary Source Analysis:  In this unit, students will be required to complete primary source analysis sheets on all of the sources below. They will then group the primary sources together in order to make connections among the sources and to the unit timeline.  Student will analyze the following textual, visual and data sources: Reflections, Memoirs(Jahangir), The Turkish Letters, Memoirs(Louis XIV), Instructions for Intendants, Duran Codex, Lienzo de Tlaxcala, Codex Duran, Tlaxcala Codex, Florentine Codex, The interesting narrative of the life of Olaudah Equiano, A Journal of a Voyage Made in the Hannibal of London, Letters to King Jao of Portugal, Conversation with Joseph Dupuis, 18^th Century German Painting of tea in Europe, A painted tile from the 18^th century showing a chocolate party, A 16^th Century miniature painting depicting a Turkish coffeehouse in the Ottoman Empire, A painting of clothing and status in Colonial Mexico, 18^th century illustration depicting a procession held for the king, Table Talk, Sketch of the Progress of the Human Mind, Conversations, History and Doctrines of the Wahhabis, Poetry, 1645 painting of Dutch Reformed Church interior, Picture of the interior of the Pilgrimage Church of Mariazell in Austria, A 1740 painting of Andean Christianity, A wood block print depicting Chinese Christianity and a 17^th century Indian painting of the Holy Family.  Primary sources will be discussed as a whole throughout the unit with an emphasis on identifying point of view/bias, intended purpose, audience and historical context.  

7.      Philosophic Chairs/Socratic Seminar:  Students will use the Socratic Seminar or Philosophic Chair activity in unit 4 to explore the following topics from the book, Taking Sides:  Clashing Views on Controversial Issues in World Civilizations:

-Should Christopher Columbus be considered a hero?

-Did Tokugawa policies strengthen Japan?

-Did Oliver Cromwell advance political freedom in seventeenth-century Europe?

-Did Indian Emperor Aurangzeb’s rule mark the beginning of Mughal decline?

-Did Peter the Great exert a positive influence on the development of Europe?

8.      Edmodo polls, quizzes and assignments    

9.      Free-response essays:  Students will continue work on essay writing using prompts from previous AP exams which might include: 

-Compare coercive labor systems:  slavery and other coercive labor systems in the Americas

-Economic and social effects of the Columbian Exchange

-Analyze Imperial Systems:  European monarchy compared with a land-based Asian empire (China or Japan)

-Compare Russia’s interaction with the West with the interaction of the West and one of the following: Ottoman Empire, China, Tokugawa Japan, Mughal India.

Unit Four Test:  50 Multiple-Choice Questions and modified DBQ based on the following prompt:  Who was Christopher Columbus- hero or villain?  (Christopher Columbus from Journal of the First Voyage to America, Native American Account of Cortes’ Conquest from Miguel Leon-Portilla in the Broken Spears:  The Aztec Account of the Conquest of Mexico; Bartolome de las Casas, Howard Zinn) (Themes 1, 3, 4 and 5)

Quarter 3-

Unit 5:  Industrialization and Global Integration (c. 1750 to c. 1900)

·   Main Focus:  The European Moment in World History

·   Length of Class Time for Unit:  24 days

·   Reading Text:  Ways of the World:  A Global History.  Chapters 17-20

·   Key Concepts:

• Key Concept 5.1:  Industrialization and Global Capitalism

-Industrialization

-New patterns of global trade and production

-Transformation of capital and finance

-Revolutions in transportation and communication:  Railroads, steamships, canals, telegraph

-Reactions to the spread of global capitalism

-Social transformations in industrialized societies

• Key Concept 5.2:  Imperialism and Nation-State Formation

-Imperialism and colonialism of trans-oceanic empires by industrializing powers

-State formation and territorial expansion and contraction

-Ideologies and imperialism

• Key Concept 5.3:  Nationalism, Revolution and Reform

-The rise and diffusion of Enlightenment thought

-18^th Century peoples develop a sense of commonality

-Spread of Enlightenment ideas propels reformist and revolutionary movements

-Enlightenment ideas spark new transnational ideologies and solidarities

• Key Concept 5.4:  Global Migration

-Demography and urbanization

-Migration and its motives

-Consequences of and reactions to migration

Major Assignments: 

1.      Outline/Cornell Notes:  Ways of the World: A Global History Chapters 17-20.

2.      Mapping/Geography:  :  Students will continue their mapping of the expansion of communication networks with an emphasis on new patterns of global trade and production as a result of Industrialization and the revolutions in transportation (railroads, steamships, canals, and telegraph).  Political geography will also be emphasized as imperial powers expand and establish colonies.  Students will also take what they’ve learned from the spread of Industrialization and apply it to new patterns of demography and urbanization analyzing motives and consequences of global migration. 

3.      Terminology: Students will have to define in their own words, based on the readings and reliable resources the following terms pertinent to Unit Five:

-North American Revolution

-French Revolution

-Declaration of the Rights of Man and Citizen

-Napoleon Bonaparte

-Haitian Revolution

-Spanish American revolutions

-abolitionist movement

-nationalism

-Vindication of the Rights of Woman

-maternal feminism

-Elizabeth Cody Stanton

-steam engine

-Indian cotton textiles

-British Royal Society

-middle-class values

-lower middle class

-Karl Marx

-Labour Party

-proletariat

-socialism in the United States

-Progressives

-Russian Revolution of 1905

-caudillos

-Latin American export boom

-Mexican Revolution

-dependent development

-social Darwinism

-Taiping Uprising

-Opium Wars

-unequal treaties

-self-strengthening movement

-Boxer Uprising

-China 1911

-“the sick man of Europe”

-Tanziman

-Young Ottomans

-Sultan Abd al-Hamid II

-Young Turks

-informal empires

-Tokugawa Japan

-Meiji restoration

-Russo-Japanese War 1904-1905

-scramble for Africa

-Indian Rebellion 1857-1858

-Congo Free State/Leopold II

-cultivation system

-cash-crop agriculture

-Western-educated elite

-Africanization of Christianity

-Swami Vivekananda

-European racism

-Edward Blyden

-colonial tribalism

4.      Chronological Timeline/First Order Primary Sources:  In order to continue chronological thinking, students will be required to supply an “artifact” to supplement their timeline.  Throughout the unit, students will make connections using their timeline and to conclude the unit, students will post their own first order primary source that encapsulates the unit as a whole accompanied by an analysis/explanation.  The first order primary source for unit five must be connected to industrialization (ie. Images of factories in England, USA, France, and Japan showing the size of steam powered machines and women working in the factories; images of industrial cities with air or water pollution; political cartoons about American Imperialism related to the Spanish-American War that affected Cuba, Puerto Rico, the Philippines and Guam) which emphasizes theme 4 the creation, expansion and interaction of economic systems. 

5.      Extended Short Answer Journal:  Students will be required to reflect on their learning on a daily basis.  As a part of their homework each day for unit 5 and, in an effort to expand on preparation for the AP Exam, students will write a response to each of the following prompts:

-Defend or refute the following statement:  Napoleon was a great man.

-Do revolutions originate in oppression and injustices, in the weakening of political authorities, in new ideas, or in the activities of small groups of determined activists?

-Chapter 17… Defend or refute the following statement…“The influence of revolutions endured long after they ended? 

-What was revolutionary politically, socially and economically about the Industrial Revolution?

-In what ways might the Industrial Revolution be understood as a global rather than simply a European phenomenon? 

-How did European expansion in the Nineteenth Century differ from that of the early modern era (Chapters 14-16)?

-What differences can you identify in how China, the Ottoman Empire and Japan experienced Western Imperialism and confronted it?  How might you account for those differences?

-Why were Asian and African societies incorporated into European colonial empires later than those of the Americans?  How would you compare their colonial experiences? 

-In what ways did colonial rule rest upon violence and coercion, and in what ways did it elicit voluntary cooperation or generate benefits for some people?

-Was Colonial rule a transforming, even a revolutionary, experience, or did it serve to freeze or preserve existing social and economic patterns?  What evidence can you find to support both sides of this argument? 

6.       Primary Source Analysis:  In this unit, students will be required to complete primary source analysis sheets on all of the sources below. They will then group the primary sources together in order to make connections among the sources and to the unit timeline.  Student will analyze the following textual, visual and data sources: The Declaration of the Rights of Man and Citizen, A Vindication of the Rights of Woman, Simon Bolivar The Jamaican Letter, Frederick Douglass What to the slave is the Fourth of July?, Raden Adjeng Kartini Letter to a Friend, “The Joyous Accord”, The Three Estates of the Old Regime, “Patience, Monsignor, your turn will come.”, “Hell broke loose, the murder of Louis”, A German View of Napoleon, The Communist Manifesto, Evolutionary Socialism, German Socialist Women’s Movement, The Internationale, “What is to be done?”, The Machinery Department of the Crystal Palace, The Railroad as a Symbol of the Industrial Era, “The Dinner Hour, Wigan”, Child Labor 1912, Coalbrookdale by Night, Capital and Labor, Message to King George III, debating the Opium problem, Letter to Queen Victoria, Treaty of Nanjing, The Black Ships, Depicting the Americans, Women and Westernization, Critique of Wholesale Westernization, A Reversal of Roles, On Calcutta, Letter to Lord Amherst, The Azamghar Proclamation, Speech to a London Audience, Indian Home rule, Prelude to the Scramble, Conquest and Competition, From the Cape to Cairo, A French Critique of the Boer War, The Ethiopian Exception.  Primary sources will be discussed as a whole throughout the unit with an emphasis on identifying point of view/bias, intended purpose, audience and historical context.  

7.      Philosophic Chairs/Socratic Seminar:  Students will use the Socratic Seminar or Philosophic Chair activity in unit 5 to explore the following topics from the book, Taking Sides:  Clashing Views on Controversial Issues in World Civilizations:

-Did the West define the modern world?

-Was the French Revolution worth the human costs?

-Did the Meiji Revolution constitute a revolution in nineteenth-century Japan?

-Were Confucian values responsible for China’s failure to modernize?

8.      Edmodo polls, quizzes and assignments    

Unit Five Test:  50 Multiple-Choice Questions and modified DBQ based on the following: 

-Utilizing a series of documents, maps and charts in the released DBQ about Indentured Servitude in the 19^th and 20^th Centuries, students will assess the connections between abolition of plantation slavery and increased migrations from Asian countries to the Americas.  (Themes 1, 4 and 5) 

Unit Six:  Accelerating Global Change and Realignments (c. 1900 to Present)

·   Main Focus:  The Most Recent Century

·   Length of Class Time for Unit:  24 days

·   Reading Text:  Ways of the World:  A Global History.  Chapters 21-24.

·   Key Concepts:

• Key Concept 6.1:  Science and the Environment

-Rapid advances in science spread assisted by new technology

-Humans change their relationship with the environment

-Disease, scientific innovations, and conflict led to demographic shifts

• Key Concept 6.2:  Global Conflicts and their Consequences

-Europe’s domination gives way to new forms of political organization

-Emerging ideologies of anti-imperialism contribute to dissolution of empires

-Political changes accompanied by demographic and social consequences

-Military conflicts escalate

-Individual and groups oppose, as well as, intensify the conflict

• Key Concept 6.3:  New Conceptualizations of Global Economy, Society and Culture

-States, communities and individuals become increasingly independent

-Peoples conceptualize society and culture in new ways

-Popular and consumer culture become global

Major Assignments: 

1.      Outline/Cornell Notes:  Ways of the World: A Global History Chapters 21-24.

2.      Mapping/Geography:  Students will continue mapping demographic patterns especially focusing on shifts due to disease, scientific innovations, conflicts and changes in political geography.  Students will also be introduced to new forms of mapping such as cartograms to analyze the increased economic globalization based on consumption patterns. 

3.      Terminology: Students will have to define in their own words, based on the readings and reliable resources the following terms pertinent to Unit Six:

-World War I

-Treaty of Versailles

-Woodrow Wilson/Fourteen Points

-Great Depression

-New Deal

-fascism

-Mussolini

-Nazi Germany/Hitler

-Revolutionary Right (Japan)

-World War II (Asia)

-World War II (Europe)

-total war

-Holocaust

-Marshall Plan

-European Economic Community

-NATO

-Russian Revolution 1917

-Bolsheviks/Lenin

-Guomindang

-Chinese Revolution

-Mao Zedong

-building socialism

-Stalin

-Zhenotdel

-collectivization

-Cultural Revolution

-Great Purges/Terror

-Cuban missile crisis

-Nikita Khrushchev

-Mikhail Gorbachev

-Deng Xiaoping

-Perestroika/glasnost

-decolonization

-Indian National Congress

-Mahatma Gandhi

-satyagraha

-Muslim League

-Muhammad Ali Jinnah

-African National Congress

-Nelson Mandela

-Black consciousness

-Soweto

-democracy in Africa

-economic development

-Kemal Ataturk

-Ayatollah Khomeini

-neo-liberalism

-reglobalization

-transnational corporations

-North/South Gap

-antiglobalization

-Prague Spring

-Che Guevara

-second-wave feminism

-fundamentalism

-Hindutva

-Islamic Renewal

-Osama Bin Laden/al-Qaeda

-global warming

-environmentalism

4.      Chronological Timeline/First Order Primary Sources:  In order to continue chronological thinking, students will be required to supply an “artifact” to supplement their timeline.  Throughout the unit, students will make connections using their timeline and to conclude the unit, students will post their own first order primary source that encapsulates the unit as a whole accompanied by an analysis/explanation.  The first order primary source for unit six must be connected to advances in science and technology (ie. CERN collider, small pox and polio vaccination delivery programs, atomic bombs, or computers) which emphasizes theme 2 the development and interaction of cultures.

5.      Reflective Journal:  Students will be required to reflect on their learning on a daily basis.  As a part of their homework each day, students will write a response to one of the following prompts:

-Something interesting I learned today was…

-Something I am confused about is…

-A question I still have is…

-Today I made a connection between…

-Overall, today I learned…

-I could have prepared better for class today by…

-Today’s lesson relates to a past unit/lesson in that…

-Write a first-person account of a historical period or event "as if I was there," focusing on specific details, including "how," "why," and "what if..."

-Write a dialogue between myself and a person in history, or between two people in history (from the same or different times), focusing on specific details, including "how," "why," and "what if..."

On occasion, the teacher reserves the right to assign a specific prompt for the reflective journal.  Also, the reflective journal will be checked based on the phases of the moon.  

6.      Primary Source Analysis:  In this unit, students will be required to complete primary source analysis sheets on all of the sources below. They will then group the primary sources together in order to make connections among the sources and to the unit timeline.  Student will analyze the following textual, visual and data sources: “The Political and Social Doctrine of Fascism” (Mussolini), Mein Kampf (Hitler), Cardinal Principles of the National Entity of Japan, Women and the War, Defining the Enemy, War and the Colonies, The Battlefield, The Aftermath of War, The Results of the First Five-Year Plan (Stalin), Red Bread (Maurice Hindus), Personal Accounts of Soviet Industrialization, Personal Accounts of the Terror, Smashing the Old Society, Building the New Society: The People’s Commune, “Women, Nature, and Industrialization,” The Cult of Mao, Propaganda Posters of Mao, African Perspectives on Colonialism (Boahen), Africa Must Unite (Nkrumah), The Arusha Declaration (Nyerere), Women: Critical to African Development (Tao), Africa Betrayed (Ayittey), Non-Co-Operation Tree and Mahatma Gandhi, African National Congress, Vietnamese Independence and Victory over the United States, Winning a Jewish National State, A Palestinian Nation in the Making, Speech to the General Congress of the Republican Party (Ataturk), Toward the Light (al-Banna), Sayings of the Ayatollah Khomeini (Khomeini), Politics and the Muslim Woman (Buttho), Islam and Human Values (Helminski), Globalization and Work, Globalization and Consumerism, Globalization and Migration, Globalization and Protest, Globalization: One World or Many?  Primary sources will be discussed as a whole throughout the unit with an emphasis on identifying point of view/bias, intended purpose, audience and historical context.  

7.      Philosophic Chairs/Socratic Seminar:  Students will use the Socratic Seminar or Philosophic Chair activity in unit 4 to explore the following topics from the book, Taking Sides:  Clashing Views on Controversial Issues in World Civilizations:

-Did the Bolshevik Revolution improve the lives of Soviet women?

-Was Stalin responsible for the Cold War?

-Does Islam revivalism challenge a secular world order?

-Should Africa’s leaders be blamed for the continent’s current problems?

-Were ethnic leaders responsible for the disintegration of Yugoslavia?

-Will the Oslo Peace Accords benefit both Israelis and Palestinians?

8.      Edmodo polls, quizzes and assignments    

9.      Free-response essays:  Students will continue work on essay writing using prompts from previous AP exams which might include: 

-Compare the notion of the “East” and the “West” in Cold War ideology

-Choose 2 revolutions (Russian, Chinese, Cuban, Iranian) and compare their effects on the roles of women

-Compare the causes and effects of the World Wars on areas outside of Europe

-Compare patterns and results of decolonization in Africa and India

Unit Six Test:  50 Multiple-Choice Questions and modified DBQ based on the following prompt: 

            -Analyze the causes and consequences of the Green Revolution in the period from 1945 to the present.  Identify and explain one additional type of document and explain how it would help your analysis of the Green Revolution. (Themes 2 and 4)