AP World History

AP World History - Syllabus

Room 913

2023-2024

Class: 1st Semester - 1st & 3rd periods and 2nd Semester 1st & 2nd periods 

Planning: 1st Semester - 2nd period and 2nd Semester - 4th period

Extra Help (Office Hours) 8:00 to 8:30 a.m. Monday through Thursday

AP WORLD HISTORY TEST DAY = Thursday, May 15, 2024 at 8:00 a.m.

Course Text and other Reading:

 New District-wide Cell Phone Policy


Cellphone, Earbuds, and Electronic Devices Usage:

Main Text: Bentley, Ziegler, Streets-Salter – Traditions & Encounters: A Global Perspective on the Past; McGraw-Hill 2017

 

Primary Sources:

Students will read and analyze selected primary sources (documents, images, and maps) in:

Students will analyze quantitative sources through study and interpretation of graphs, charts and tables

·         from Document Based Questions released by the College Board

 

Secondary Sources 

• McNeill, J.R. and McNeill, W. H. 2003. The Human Web. Norton & Co.

• Pomeranz, K. and Topik, S. 1999. The World that Trade Created. M.E. Sharpe.

• Friedel, D. and Schele, L. 1991. A Forest of Kings. Quill.

• Pomeranz, K. 2000. The Great Divergence. Princeton. and

• Goldstone, J. 2008. Why Europe? The Rise of the West in World History. McGraw Hill.

Possible Summer Readings for AP World History: Modern

L'Amour, Louis, The Walking Drum, 1985.  

J.L. Mann Course Book List 2023-2024

Overview:  The purpose of this course is to prepare the students for   the AP Test to be given on May 14th, 2015.  Therefore, the course will be taught in a manner to cover all aspects of the AP requirements as dictated by the College Board, including the 5 Overarching Themes and 7 Habits of Mind or Skills.  In the process of meeting the AP requirements, we will also fulfill those of the State.

 

There is a standard that must be met to excel in this class.  The students must come prepared to learn every day.  They will need to bring with them their best attitude, an open mind, the required materials, and the expectation of success.  This course has a large amount of work that will be done outside of class, and I expect the students to complete it on time, and on their own, unless otherwise noted by me.  Every student is expected to give 100% everyday, no matter what.  I will do the same.

 

 

There is no time for negotiating or neglecting any assignments.  Additional subject matter/ more in depth study   requests will be handled after the AP Exam.

 

 

 

State Objectives: The South Carolina Global Studies Standards are:

GS-1:  The student will demonstrate an understanding of life in the classical civilizations and the contributions that these civilizations have made to the modern world.

GS-2:  The student will demonstrate an understanding of the social, political, geographic, and economic changes that took place in Africa, Asia, Europe, and the Americas from the time of the Byzantine Empire through the Middle Ages.

GS-3:  The student will demonstrate an understanding of the influence of the Western world in the spread of new ideas that took place from the Renaissance through the eighteenth century.

GS-4:  The student will demonstrate an understanding of the effects of the economic, geographic, and political interactions that took place throughout the world during the 19th century.

GS-5:  The student will demonstrate an understanding of the effects of economic, geographic, and political interactions that  took place throughout the world during the early 20th century.

GS-6:  The student will demonstrate an understanding of the effects of economic, geographic, and political interactions that have taken place throughout the world from the period of the Cold War to the present day.

 

 

Themes of World History:  Students in this course must learn to view history thematically. The AP World History course is organized around five overarching themes that serve as unifying threads throughout the course, helping students to relate what is particular about each time period or society to a “big picture” of history. The themes also provide a way to organize comparisons and analyze change and continuity over time. Consequently, virtually all study of history in this class will be tied back to these themes by utilizing a “SPICE” acronym.

 

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

 

Political--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

 

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

 

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

 

Economic--Creation, expansion, and interaction of economic systems • Agricultural and pastoral production • Trade and commerce • Labor systems • Industrialization • Capitalism and socialism

 

 

The Habits of Mind and Skills: AP College Board requires the following:

   4 Habits for History:

         1) Constructing and evaluating arguments from historical

evidence: using evidence to make & support plausible arguments.

2) Chronological Reasoning: cause and effect, and  short term v long term effects.

         3)Comparison and contextualization:  similarities and

differences between societies, time periods, events…

         4)Historical interpretation and synthesis: analyze, create,

defend, describe historical interpretations based on primary/secondary evidence and point of view.

 

   3 Habits for World History:

1) Seeing global patterns and processes over time and space while also connecting local developments to global ones and moving through levels of generalization from global to particular.

2) Comparing within and among societies, including comparing societies' reactions to global processes.

         3) Being aware of human commonalities and differences while                 assessing claims of universal standards, and understanding              culturally diverse ideas and values in historical context.

 

Additional Materials:

Additional texts will include, but are not limited to, Patterns of Interaction published by McDougal-Littell, (used to supplement the main text); Guns, Germs, and Steel by Jared Diamond, The World That Trade Created by Pomeranz and Topik,(assignments will be given to facilitate discussion of topics throughout Unit 3: 1450-1750.  There will be some written assignments based on the readings); The Walking Drum by Louis L'Amour, Celebrated Cases of Judge Dee translated by Robert Hans Van Gulik, and All Quiet on the Western Front by Erich Maria Remarque (both will be used to as secondary readings and book reports will be written on each one), The Human Record Vol. I & II by Andrea and Overfield. A variety of videos such as “Art Through Time: A Global View” from Learner.org, handouts, graphic organizers, and maps will be used to enhance the learning environment.

Each student will be assigned a copy of the Princeton Review Book for AP World History.

 

Class Organization:

A variety of teaching methods will be used throughout the year.  This will consist of lecture, class discussions/debates, class work, group work & presentations, at least two projects (one per semester min.), book reviews, map studies, document based questions (dbq’s), numerous essays both Continuity/Change over time (COT) and Compare & Contrast (C&C), notebook checks, and individual instruction. This is a student driven course.  They must be prepared for the day’s activity by maintaining their reading habits as the course demands.

Students are requested to have a Twitter account so they may follow the APWHSHS postings.  It is a private account and students will have to request to follow it.  I will use it to update students especially over weekends, holidays, breaks, or missed school days.

 

EVERY NIGHT the students will have required reading for the next class from any of the previously mentioned works.  Quizzes on this reading should be expected every day.  There is a map quiz every Friday, and all students in class on Friday will take the quiz that day.  This is their notification.  Exceptions to this rule will be announced by me in advance.

Book reviews and long term projects are not counted as part of their daily homework time.  This is an AP course, for which the students may receive college credit when they pass the exam.  We are going to run and run hard until May 14th.  Those who wish to pass will do the daily tasks as well as the major projects, enabling them to put together the big picture of World History.

 

Grading Scale:

   A= 90-100

   B= 80-89

   C= 70-79

   D= 60-69

   F= 59 & below

 

Grades: *** NO EMAILED WORK IS ACEPTED ***

   All grades will be determined by finding the average of their daily, homework, test and extra credit grades. Work is due at the time it is collected at the beginning of the class period.  If it is not turned in when called for, it is late NO EXCEPTIONS and loses 10% per school day late.

*****EMAILED WORK IS NOT ACCEPTED! ALL WORK MUST BE TURNED IN ON PAPER UNLESS REQUIRED TECHNOLOGY FORMAT IS SPECIFICALLY GIVEN IN THE ASSIGNMENT.*****

   Plagiarism and other forms of cheating are not tolerated.  Students who are too lazy to site sources or do their own work will receive a final grade of "0" on the assignment and a referral. 

   Daily: this is a participation grade.  Every student starts with a 100.  They lose points by not having the required materials, and/or not participating in class activities.

   Homework: everyday, the students will have an assignment posted on the board when they come in the room.  This “To do” assignment is to be worked on before I start class.  Once class starts they stop the work and finish it for homework.  Additional work may be assigned if necessary.  TimeLine Cards (TLC) are due at the end of every unit highlighting major events, people, and their PERSIA relationship.  These will be used in class for review activities and will be part of their notebook. ALL "to do" assignments, notebook checks, TLC’s and class work are parts of the homework grade.  This average counts twice.  If all the homework assignments have been turned in, the lowest two homework grades will be dropped.  Zeros for cheating cannot be dropped.

Quizzes: Map quizzes cover almost every country but will be separated by continents or by world regions designated by CB.  These occur every Friday.  Chapter quizzes from the textbook will be announced in batches.  Students are responsible for keeping track of dates when they are announced.  Reminders are given regularly.  “I did not know it was today” is not an excuse. 

   Tests: tests will be given on every unit covered in class.  Notice will be given of test dates at least a week in advance.  Changes may occur to allow for more instruction as needed.  Each test will be divided into two days and will count as two separate test grades. One class period will be used for the multiple choice section and the other for the essay(s).  Each section will be graded separately and then averaged to find their final test grade.  The class will start off with the privilege of reviewing the day before the test, and this may be revoked based on student effort and cooperation during the review.  Instruction time given for review is a privilege, not a guarantee.

   Essays:  All essays, no matter when they are assigned will be graded according to corresponding generic rubric provided by the College Board for the AP World History Exam.  The training and practice essays will be graded according to the rubric, but will either receive a grade for completion or a grade based on the rubric score (9=100, 8=96, 7=92, 6=88, 5=84, 4=80, 3=76, 2=72, 1=68, 0-64).

   Projects: the students will be assigned a project each semester.  In the first semester it will cover the Renaissance/Enlightenment Era, and in the Spring, WWII.  A group of three people will be assigned a topic in which they will divide the work as they deem appropriate and will present their information as a whole to the class.  Details will be spelled out when the projects are assigned.  These will count as one or two test grades depending on the unit they are in.

   Extra credit may be earned all through out the semester.  Anyone who brings in a political cartoon or a comic relating to our school, class, or world history in general, and has an accurate written explanation receives extra credit points (limit one per week).  The good ones will be posted on the bulletin board.  Additional extra credit assignments may be given at random during the course of instruction.  These points will be added to their lowest test grade.  No self-assigned extra credit work is accepted.  Extra Credit work IS NOT ACCEPTED LATE!

   Projects:

   A variety of projects will be assigned throughout the year.  Some will be individual, and some will be in groups and will even require a presentation to the class.  The rubrics for each project will be discussed and published at the time it is assigned.  Each project’s value and due date will be announced when assigned as well.  ANY PROJECT NOT TURNED IN AT THE BEGINNING OF CLASS ON THE DAY IT IS DUE IS LATE! NO EXCEPTIONS.

 

             The students will divide into pairs and there will be one group of three.  Each group will be responsible for researching and presenting information on various combinations people from the Renaissance.  A PowerPoint presentation is required, and must last at least ten minutes, but no longer than fifteen.  The students will be graded on the accuracy of their information, the quality of their presentation(the slides), and their ability to answer questions that are asked by the students and the instructor.  Guidelines will be given to each group to ensure they include all of the desired information for each group.  Those required elements will be the source of the instructor’s questions.  If a group cannot answer a specific question, they have until the next class meeting to find it and present it to the class.

   Value: 2 homework grades

   Penalty: those who do not turn in their PowerPoint’s to be reviewed are docked 10% each day.

The people:

Sofonisba Anguissola

Roger Bacon

Boccaccio

Peter Bruegel

John Calvin

Miguel de Cervantes

Geoffrey Chaucer

Christopher Columbus

Nicholas Copernicus

Leonardo Da Vinci

Dante

Rene Descartes

Lorenzo de Medici

Donatello

John Dunne

Albrecht Durer

Queen Elizabeth

Desiderius Erasmus

Jan Van Eyck

Galileo Galilei

Johannes Gutenberg

William Harvey

Henry VIII

Henry the Navigator

Ignatius of

Loyola

Johannes Kepler

Anton van Leeuwenhoek

Gottfried Leibnitz

Martin Luther

Niccolo Machiavelli

Gerardus Mercator

Michelangelo

John Milton

Thomas More

Isaac Newton

Petrarch

Francois Rabelais

Raphael

Rembrandt

William Shakespeare

Andres Vesalius

  

The students be given a chance to change partners from their Renaissance project of they so desire.  They will then draw from a list of events, individuals, groups of people, characters, and ideals that they will be responsible for.  The day the project is due, they will be able to describe and defend their importance in either, causing the war, winning/losing the war, or their role in the aftermath of the war.

Value: 2 homework grades

the list includes:

Nazis, Fascists, The Big Three, Holocaust, Pearl Harbor, D-Day, the Atomic Bomb, propaganda, Patton, Axis Powers leaders, Iwo Jima, Battle of the Bulge, Operation Torch, Battle of Britain, Midway, Rosie the Riveter,  Eisenhower,  Treaty of Versailles, total warfare, Pope Pius XII, and the Yalta Conference

The students will be responsible for researching and compiling information to help prepare the class for the AP Exam.  The manner in which it is presented does not matter, but PowerPoint presentations will be encouraged.  The students will have the opportunity to switch partners from the first project if they so desire.  The students will have the entire class period they are assigned to present their review material.  Topics include general ideas such as migrations of people, Revolutions, genocide, and international trade, as well as specific topics such as World Wars, religions, iron, the Industrial Revolution, and the Agricultural Revolutions.

Value: 2 homework grades

Due:  the due date for each group will vary depending on which topic they draw.

Penalty:  those who are not ready to present on time are docked 10%.

Book Review:

Each student will be assigned three reviews during the course of the year.

The Walking Drum

The students will read the entire book and then complete a review of the book.  What to do:

As you read the book, do the following:

1)  make notes of words, ideas, events, or phrases that impact you.

2)  POV of the main character and those he encounters

3)  Keep notes of comparisons between the settings of Medieval Europe and the Islamic World.

For your review:

   Answer the questions, “Did you like the book? Why or why not?”.  This should be about a page in length.  Then you are to write a brief comparison between the two settings mentioned above.  This should have specific details, not vague references.  DO NOT SHORT CUT THE BOOK AND GO TO SPARK/CLIFF NOTES.  That will kill your grade!  This should be a page to a page and a half.  Combined, the two should not make a review longer that 2½  pages, if you run over, shorten the yes or no defense, not the comparison.

Details:

Worth = two test grades.

Font = Times New Roman or Arial (Narrow preferred)

Size = 11 or 12 pt only

Margins = default

Length = 2 – 2 ½ pages maximum

Late penalty = 10% off each day it is late.  NO EXCEPTIONS!

Celebrated Cases of Judge Dee

Worth: 1 test grade

What: Read Celebrated Cases and write a 2 page paper discussing the role/power of the

Mandarins in Chinese society.  This is to specifically discuss the roles of the “Judges” and actual methods and techniques used in the book by Judge Dee to solve the three cases.

 

Details: 2 PAGES 12 point font Times New Roman ONLY.

Any papers turned in after the beginning of class on the 19th will be late and will have 10% taken off for each day.  If a student will not be here on the 19th, the assignment should be turned before they leave for Christmas Break.

 

  All Quiet on the Western Front

 

 

Task: All Quiet is a novel written from the German perspective in the WWI era.  Your mission, if you choose to accept it (and you better if you wish to pass the classJ), is to read this wonderful, exciting, account of WWI.  The purpose of this is for you to once again, evaluate pov, but this time, you will also judge its effect on the story.  Additional information from the book to clarify how the writer’s pov affected the story is expected and may include possible alternatives if the POV was different.  This review should include your opinion of the story, and specific details that led you to that opinion. .  DO NOT SHORT CUT THE BOOK AND GO TO SPARK/CLIFF NOTES

 

Value: one test grade

Length: 2 page minimum; 4 page maximum

Font: 12 point only; Times New Roman, or Ariel Narrow.

Margins: default

Penalty:  If the paper is not turned in at the beginning of class on February 20, 2015 5% will be taken off the final grade.

 

 

Course Timeline: time references are subject to change without notice

               test dates will be confirmed/ adjusted as necessary.


 

  

              

Unit 1: Foundations I c. 8000 BCE – 600 BC: Technological and Environmental Transformations Key Concepts:

• Big Geography and the Peopling of the Earth

• Neolithic Revolution and Early Agricultural Societies

• Development and Interactions of Early Agricultural, Pastoral, and Urban Societies

 

Topics for Overview include:

• Prehistoric Societies

• From Foraging to Agricultural and Pastoral Societies

• Early Civilizations: Middle East, South Asia, East Asia, the Americas, Africa, and Oceania

 

Special Focus: Issues Regarding the Use of the Concept of Civilization Activities & Skill Development

• Students will identify and analyze the causes and consequences of the Neolithic Revolution in the major river valleys as well as in Sub-Saharan Africa and Papua New Guinea

• Class Discussion » How were gender roles changed by the Neolithic Revolution?

• Collaborative Group-Jigsaw » Students will analyze how geography affected the development of political, social, economic, and belief systems in the earliest civilizations in: Mesopotamia, Egypt, South Asia, East Asia, Mesoamerica, and Andes.

Each group will examine a different civilization then compare findings with a new group where each student examined a different civilization to evaluate the existence of a very loose knit global web during this early period.

 

The students will also complete a packet of questions on graphs, timelines, and charts to begin their training on analyzing documents and interpreting graphs (activities copied from McDougal Littell Test Prep Transparencies for World Geography, 2005).  These questions start off with basic understanding of the material questions and build to comparing that information on one chart and finally to comparing multiple charts.

A map lesson will be given, focusing on the use of various maps, and how the type of map can be manipulated to influence the person looking at it. 

Encounters – chapters 1-6. Intro of Comparative essay (C&C)

         Mesopotamians & other river civs, Bantu, Americas,

Oceania – settlement/ early migrations

Early religions – polytheism, animsm, ancestral worship

 

Introduction of AP essay writing specifics for C&C: powerpoint and guided writings, and explanation of vocabulary and rubric

“C&C the impact of geography on the development of two river valley civilizations.”-

Human Record – “Anonymous Woodcut of 1544” and supporting questions

Analysis of pictures for historical interpretations.

News article “Before Lucy came Ardi new earliest hominid found”  by Randolph E. Schmid, AP.  Students will read the article and answer the following questions: “how does this change the perspective of early humans and their development?” and “If the development of Ardi is true, how does that explain the growth and development of humanoids?”

“Gobekli Tepe – the Birth of Religion” by Charles C. Mann (National Geographic June ’11)  Discussion topic: “Which came first the plants or the prayers?” “How does this article provide evidence to support its thesis?”

Analysis exercise: Students are given groups of sentences and must determine the cause and effect in each group.  They must then explain each choice.

 

Unit 2 600 BCE-600 CE: Organization and Reorganization of Human Societies Key Concepts:

• Development and Codification of Religious and Cultural Traditions

• Development of States and Empires

• Emergence of Transregional Networks of Communication and Exchange Topics for

 

Topics for Overview include:

• Classical Civilizations

• Major Belief Systems: Religion and Philosophy

• Early Trading Networks

 

Special Focus on World Religions

 

Possible Activities & Skill Development:

• Writing a Comparison Essay Methods of political control in the Classical period, student choice of two Han China, Mauryan/Gupta India, Imperial Rome, Persian Empire

• Writing a Change and Continuity over Time Essay Political and Cultural Changes in the Late Classical Period, students choose China, India, or Rome • Students will evaluate the causes and consequences of the decline of the Han, Roman, and Gupta empires.

• Students will map the changes and continuities in long-distance trade networks in the Eastern Hemisphere: Eurasian Silk Roads, Trans-Saharan caravan routes, Indian Ocean sea lanes, and Mediterranean Sea lanes

• Group Presentations - Each group will research and present a major world religion/belief system examining: origin, beliefs and practices, & diffusion.

 

 

Foundations II 600 BCE – 600

Test days 9/26-27 covers both units(’10 C&C essay on imperial administration between Han China, Imperial Rome or M/G India.)

Encounters – chapters 7-12: Persia, Unification of China, Indian Empires, Greeks, Romans, the Silk Road, rise of empires, new religions/philosophies: Daoism, Confucius, Christianity, Manichaeism Buddhism

Human Record – “Struggle between Good and Evil” v “A New Covenant for All People” and supporting questions to help in comparing religions.

C&C the fall of the Han and Rome, Guptas, or Persia

End of unit review: essay q “Why does AP begin the Classical Era end in 600 BCE and end it in 600?” “What were the common characteristics of this era that separate it from the earlier period and the post-classical era?”

Unit 2: AD 600 – 1450

Encounters Chapters 13 – 22 

         Introduction of the CoT essay, vocab and rubric

         Byzantium, Rus, Vikings, Islam, Cultural interactions in

India and Indian Ocean, Rise of Catholic Church, nomadic Empires, development of SSAfrica, Middle Ages, Americas, & Oceania, Mongols

 

Interactive Map activity: “Tracing the Silk Roads” (McGraw Hill, Traditions and Encounters) a map of Eurasia will be projected and on it will be the Silk Road at various times showing its length & breadth across the continent.  The students will identify and explain changes and reasons for the changes along the routes the Road follows as we move from one era to another. “What happened to cause these changes?”

Class ex – thesis write for “C&C how did the environment effected the development of people in two of the following regions: Scandinavia, the Middle East, or Meso-America.”

 

Book review #1 due 10/31

Article review excerpts from Gilbert Waldbauer's "Fireflies, Honey and Silk,"  Berkley:  U. of Calif. Press, 2009 – use of insects/animals by humans and its affects on diets, economies, clothing, and entertainment.

Time’s “Travel Through Islam” on the travels of Ibn Battuta.  Discussion on the article and the descriptions of places in it v what we have previously studied about those regions.  Syncretic faiths v the original.  How/Why do syncretic faiths form?  How do people react to the differences?

  

 

 

Unit 3 600-1450: Regional and Transregional Interactions Key Concepts:

• Expansion and Intensification of Communication and Exchange Networks

• Continuity and Innovation of State Forms and Their Interactions

• Increased Economic Productive Capacity and Its Consequences

 

Topics for Overview include:

• Byzantine Empire, Dar-al Islam, & Germanic Europe

• Crusades • Sui, Tang, Song, and Ming empires

• Delhi Sultanate

• The Americas

• The Turkish Empires

• Italian city-states

• Kingdoms & Empires in Africa

• The Mongol Khanates

• Trading Networks in the Post-Classical World

 

Special Focus:

• Islam and the establishment of empire

• Polynesian Migrations

• Empires in the Americas: Aztecs and Inca

• Expansion of Trade in the Indian Ocean—the Swahili Coast of East Africa

 

Possible Activities & Skill Development:

• Writing a Comparison Essay Comparing the level of technological achievement including production of goods 500-1000.

• Student choice: Middle East, South Asia, East Asia, Eastern Europe • Students will evaluate the causes and consequences of the spread of Islamic empires.

• Students will compare the Polynesian and Viking migrations

• Writing a Comparison Essay

Effects of Mongol conquest and rule, students choose two: Russia, China, Middle East

 

• Possible Class Debates »

·         Topic—Were the economic causes of the voyages of the Ming navy in the first half of the 15th century the main reason for their limited use?

·         Topic—Were the tributary and labor obligations in the Aztec and Inca empires more effective than similar obligations in the Eastern Hemisphere?

 

• Writing a Change and Continuity over Time Essay »

·         Changes and Continuities in patterns of interactions along the Silk Roads 200 BCE- 1450 CE

 

          

 

Encounters – Chapters 23 – 28

         Transoceanic encounters and global connections WTTC,

transformation of Europe, new worlds of America and Oceania, tradition and change in East Asia, Islamic Empires

World That Trade Created­ ­– group presentations.  Students answer questions to further understanding of material presented in class and enhance in-depth analysis. Emphasis on impacts of Europeans on the established systems/cultures of Indian Ocean basin and isles of South Pacific. Fujian Diaspora: why and its results v Bantu v. Austronesians

Human Record – “Mountain of Silver” excerpt and questions

Excerpts from “The Potato’s Contribution to Population…” essay (Nunn & Qian) and guiding questions

  

Exam is 70 mc questions and one essay in a two hour time period

   planned essay is ’05 C&C state building 600-1450 in Islamic states, city states or Mongol Khanates

  

 

 

Unit 4: 1450-1750: Global Interactions Key Concepts:

• Globalizing Networks of Communication and Exchange

• New Forms of Social Organization and Modes of Production

• State Consolidation and Imperial Expansion

 

Topics for Overview include:

• Bringing the Eastern and Western Hemispheres Together into One Web

• Ming and Qing Rule in China • Japanese Shogunates

• The Trading Networks of the Indian Ocean

• Effects of the Continued Spread of Belief Systems

 

Special Focus:

• Three Islamic Empires: Ottoman, Safavid, Mughal

• Cross-Cultural Interaction: the Columbian Exchange

• The Atlantic Slave Trade

• Changes in Western Europe—roots of the “Rise of the West”

 

Activities & Skill Development

• Students will evaluate the causes and consequences of European maritime expansion including the development of armed trade using guns and cannons.

• Possible student project: Each student will apply techniques used by art historians to examine visual displays of power in one of the land or sea based empires that developed in this time period.

• Writing a Comparison Essay: Processes of empire building, students compare Spanish Empire to either the Ottoman or Russian empires.

• Writing a Change and Continuity over Time Essay: Changes and Continuities in trade and commerce in the Indian Ocean Basin 600- 1750

 

Encounters – Chapters 30 – 34

   Making of Industrialized society, Revolutions and national states in the Atlantic World, Industrial Rev & Society, Americas in Age of Independence, technology changing society, making global empires-scramble for Africa. Migrations of slave labor, indentured servants, Potato Famine

Intro of the DBQ. Football play dbq to teach process, introduce rubric, vocab, and practicing analyzing docs and POV. 

Essay Q: How did Africa become today’s Africa?  Write over-night-self timed 40 min.  Peer review next day (2 reads) and then class discussion.  Pull in Arab Spring with Libya and Egypt to compare to Americas during age of Independence and Algiers movement.

Human Record: Practice analysis of documents, POV, and comparing docs.

Graphs & charts from “Mobility Transition Europe Revisited 1500-1900” Sources and Methods, Jan and Leo Lucassen, project chart on screen.  Students use available information to explain why the migrations occurred and why that destination. (Migrations and cause and effect)

Imagery activity “The Third of May” by Francisco de Goya– what information can be gathered from the image, POV, message

  

Test days= 2/21-22 (possible essay C&C the forced migrations of African people to the New World and Europeans or Asian migrants to the New World.)

 

 

Unit 5 1750-1900: Industrialization and Global Integration Key Concepts:

• Industrialization and Global Capitalism

• Imperialism and Nation-State Formation

• Nationalism, Revolution and Reform

• Global Migration

 

Topics for Overview include:

• The Age of Revolutions:

·         English Revolutions, Scientific Revolution & Enlightenment,

·         American Revolution, French Revolution and its fallout in Europe, Haitian &

·         Latin American Revolutions

• Global Transformations:

·         Demographic Changes, the End of the Atlantic Slave Trade, Industrial Revolution and Its Impact, Rise of Nationalism, Imperialism and its Impact on the World

 

Special Focus:

• Decline of Imperial China and the Rise of Imperial Japan

• 19th Century Imperialism: Sub-Saharan Africa, South and Southeast Asia

• Comparing the French and Latin American Revolutions

• Changes in Production in Europe and the Global Impact of those Changes

 

 

Possible Activities include:

• Writing a Comparison Essay

·         Comparing the roles of Women from 1750 to 1900—East Asia, Western Europe, South Asia, Middle East.

• Students will write a change and continuity over time essay evaluating changes in production of goods from 1000 to 1900 in the Eastern Hemisphere.

• Parallel Reading--Students will read Ch. 7 of The Human Web and » Trace the development of civilization in each region utilizing a linear thematic organizer for note-taking and a circular organizer for the big picture » Consider the question of periodization: 1900 or 1914?

• Students will analyze five political cartoons about European imperial expansion in Asia and Africa to identify how nationalism and the Industrial Revolution served as motivating factors in empire building in this time period.

• Students will analyze tables showing increased urbanization in various parts of the world to consider connections between urbanization and industrialization.

• Utilizing a series of documents, maps and charts in the released DBQ about indentured servitude on in the 19th and 20th centuries, students will assess the connections between abolition of plantation slavery and increased migrations from Asian countries to the Americas.

 

              

 

Unit 6 1900-present: Accelerating Global Change and Realignments Key Concepts:

• Science and the Environment

• Global Conflicts and Their Consequences

• New Conceptualizations of Global Economy and Culture

 

Topics for Overview include:

• Crisis and Conflict in the Early 20th Century:

·         Anti-Imperial Movements, World War I, Russian, Chinese and Mexican Revolutions, Depression, Rise of Militaristic and Fascist Societies, World War II

• Internationalization:

·         Decolonization, the Cold War World, International Organizations, the Post-Cold War World, Globalization

 

Special Focus:

• World War I and World War II: Global Causes and Consequences

• Activity—Skill Development

·         Students will identify and analyze the causes and consequences of the global economic crisis in the 1930s

• Development of Communism in China, Russia, and Cuba

• Responses to Western Involvement in Sub-Saharan Africa: Imperialism, the Cold War, and International Organizations.

 

Possible Activities may include:

• Writing a Comparison Essay Comparing the political goals and social effects of revolution in: China, Russia, Mexico: Students choose two

• Writing a Change and Continuity over Time Essay: Changes and Continuities in the formation of national identities 1900-present. Students choose from among the following regions: Middle East, South Asia, or Latin America

• Students debate the benefits and negative consequences of the rapid advances in science during the 20th and early 21st centuries

• Students trace the development of one form of popular culture in the 20th century and present a graphic or visual display of their research to the class

• Parallel Reading--Students will read Ch.8 of The Human Web and » Consider the following: Why does this chapter reach back to 1890?

 

 

 

Encounters – Chapters 35-40 reading quizzes and DBQs

         WWIⅈ Age of Anxiety/Great Depression; Rise of Nationalism in Asia, Africa, and Latin America; Cold War; End of World Empires; Information Age

Article study: Llewellyn Hinkes, "Les Betes Fromages."  What is the pov?  What evidence is given, what is left out, what is the real message?

Imagery analysis: Ling Long Women's Magazine, Shanghai, China, 1931-1937.Columbia U. Libraries. I will project images on the wall from the site, and ask question about each one, such as What information can we get from these pictures?  How would this style of dress be interpreted by the government?  By Rebels?  By Nationalists? What influences are visible in this picture?

   Guernica by Pablo Picasso  analysis of anti-war pov

   May 9 – May 10 = REVIEW for AP

               Student review project presentations.

           After school review sessions are offered daily during this time period. 

  

AP WORLD HISTORY TEST DAY = Thursday, May 15, 2024 at 8:00 a.m.

   May 15 – May 31 = fun topics we glossed over earlier – student requests are now entertained.

               History in the Cinema.

   Final exam –AP World Final Exam Grade will be on each student's AP World Notebook created in the class.