Advanced Placement World History

Transcription

1 Advanced Placement World History Main Text: Bentley and Ziegler. Traditions and Encounters: A Global Perspective on the Past. 2 nd Edition. McGraw-Hill Companies, Resources and Additional Readings: Primary and secondary source documents will be drawn from: Sherman et al. (2006). World Civilizations: Sources, Images, and Interpretations, Volumes I-II (4th). McGraw-Hill. Andrea, A.J. & Overfield, J.H. (2005). The Human Record: Sources of Global History. Houghton Mifflin. Stearns, Peter N., et al. World Civilizations: The Global Experience. 4th ed. AP version. New York: Pearson Longman, Textbook. Fellure, Jacob. The Everything Middle East Book. Adams Media. Avon Massachusetts Robert Morkot, The Historical Atlas of Ancient Greece. Penguin Books. London, England Cultures in Motion: Mapping Key Contacts and Their Imprints in World History by Stearns (Yale Press, 2001) Document-Based Assessment Activities for Global History Classes by Noonan (J., Weston Walch, 1999) DBQ Practice: 10 AP-Style DBQs (Williams, ed., Social Studies School Services, 2004) Something New Under the Sun: An Environmental History of the 20th Century World (J. R. McNeill, Norton, 2000) Diamond, Jared. Guns, Germs, and Steel. Norton & Company. New York, NY World History Map Activities by Scott (J. Weston Walch Publisher, 1997) Primary Sources: (C5) Selection from Hammurabi s Code Selection from The Epic of Gilgamesh The Hymn to the Nile Selection from The Republic Selection from the Classic of History (Shu Jing) Selection from Confucius Analects Selection from Corpus Juris Civilis Selection from The Qu ran A Mirror for Princes Collection of Chinese poetry from the Tang and Song dynasty (Li Bao, etc.) Selection from Sci Shonagon s The Pillow Book Selection from Eisai s Drinking Tea for Long Life 1

2 Selection from Yamaga Soko s The Way of the Samurai Selection from Matteo Ricci s Journal Selection from a Confucian Morality Book Meritorious Deeds at No Cost Selection from Niccolo Machiavelli s The Prince Selection from Martin Luther s 95 Theses Selection from Peter the Great Edict and Decrees Learning from Europe Selection from Cardinal Richelieu s The Political Testament The American Declaration of Independence The Declaration of the Rights of Men and The Declaration of the Rights of Women Selection from Wollstonecraft s Vindications of the Rights of Women Selection from Edward Jenner s An Inquiry into the Causes and Effects of the Variole Vaccine Selection from the Records of the Maji Maji Rebellion Selection from Rudyard Kipling s The White Man s Burden Selection from Kangxi s Self Portrait Selection from Lin Zexu s Letter to Queen Victoria (opium) Selection from The Treaty of Nanjing Selection from the Muslim Brotherhood s Toward the Light Selection from James Aggrey s Parable of the Eagle Description: This course is designed to focus on World History, commencing from Prehistory to the present. The course will cover all civilizations, people, events and places profound to the development of the present condition through the analysis of political institutions, economic activities, social structures, religious beliefs and practices, cultural achievements, and technological innovations. As this is an AP course, all students will be expected to perform at college level. Additionally, this course will offer the opportunity for students to take on the AP test which grants, upon passing the exam, college credit to the student. We will use primary sources and individual research to analyze the similarities and differences between civilizations. Finally, we will examine how these civilizations have interacted and influenced each other, leading to the globalization of the 21 st century. AP World History Themes: 1. Change and continuity across world history periods from 8,000BCE to the present. 2. Interaction among major societies (trade, systems of exchange, war, diplomacy) 3. Technology and demography on people and the environment (population growth, decline, disease, manufacturing, migrations, agriculture, weaponry) 4. Systems of social structure and gender structure 5. Cultural and intellectual developments and interactions among and within societies 6. Changes in functions and structures of states and in attitudes toward states and political identities Plagiarism Plagiarism, according to the University Of Maryland Code Of Academic Integrity, is "Intentionally or knowingly representing the words or ideas of another as one's own in any academic exercise." Examples of acts that would be defined as plagiarism 2

3 are: o Copying word for word, and neglecting to both enclose the words in quotation marks and to cite the source o Summarizing or paraphrasing someone else's words or ideas and failing to cite the source o Reproducing the organization or structure of another person's work and failing to cite it o Any other act in which someone presents someone else's intellectual material as their own, whether it involves graphics, code, data, charts, etc. Plagiarism is a serious act of academic dishonesty which is not taken lightly at Somerset Academy. Repercussions for a student who is caught plagiarizing. Immediate referral to the Administration Failing grade on the assignment Student will be required to redo the assignment Conference with parents/guardian Grading Policy: A= 100=90% B= 89-80% C= 79-70% D= 69-60% F= 59-0% Grades are based on the following scale: 1. Test/ Essays/ Projects: 40% 2. Quizzes 30% 3. Assignments 20% 4. Participation 10% Effort Grading Systems: 1. Outstanding = 1 2. Satisfactory = 2 3. Insufficient = 3 Objectives: C1 Periodization guidelines are used to select relevant course content from 8000 B.C.E to the present. C2 The five overarching themes articulated in the Course Description receive approximately equal attention throughout the course. The course requires students to engage with the dynamics of continuity and change across the historical periods that are included in the course. C3 The course provides balanced global coverage, with Africa, the Americas, Asia, and Europe all represented. No more than 30 percent of course time is devoted to European history. C4 The course teaches students to analyze evidence and interpretations presented in historical scholarship. C5 The course includes extensive instruction in analysis and interpretation of a wide variety of primary sources, such as documentary material, maps, statistical tables, works of art, and pictorial and graphic materials. C6 The course provides students with frequent practice in writing analytical and interpretive essays such as document based questions (DBQ) and thematic essays addressing issues of change, continuity, and comparison (see the AP World History Course Description for more information). 3

4 Requirements: Home Reading: You will be expected to complete daily reading assignments and take your own written Political, Economic, Culture, and Social (PECS) notes. These notes will be completed using Cornell Style Two Column Notes. Quizzes: Daily quizzes will be conducted daily on the previous night s reading assignments. These quizzes will check for understanding of the assigned chapter. Exams: Daily readings and assignments will be geared towards all unit exams. Unit exams will include multiple choice and critical thinking essay questions. There will be 5 unit exams total. Assignments: Home learning and class assignments will be a major portion of this course and MUST BE TURNED IN ON TIME. Assignments will include readings, independent-research, document based questions (DBQ), outlines, essays, and projects. Advanced Placement World History Course Information Taken from The Five AP World History Themes AP World History course requires students to engage with the dynamics of continuity and change across the historical periods that are included in the course. At the end of this course, students will be able to analyze the processes and causes involved in these continuities and changes. The Themes below serve as unifying threads that assist students to know what is particular about each period or society into a larger framework. The themes provide ways to make comparisons over time and facilitate cross-period questions. Each theme should receive approximately equal attention over the course of the year. 1. Interaction between humans and the environment Demography and disease Migration Patterns of settlement Technology 2. Development and interaction of cultures Religions Belief systems, philosophies, and ideologies Science and technology The arts and architecture 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 4

5 4. Creation, expansion, and interaction of economic systems Agricultural and pastoral production Trade and commerce Labor systems Industrialization Capitalism and socialism 5. Development and transformation of social structures Gender roles and relations Family and kinship Racial and ethnic constructions Social and economic classes Habits of Mind The AP World History course addresses habits of mind in two categories: A. those addressed by any rigorous history course, and B. those addressed by a world history course. A. Four habits of mind are in the first category: B. Five habits of mind are in the second category: 1. Constructing and evaluating arguments: using evidence to make plausible arguments. 2. Using documents and other primary data: developing the skills necessary to analyze point of view and context, and to understand and interpret information. 3. Assessing continuity and change over time and over different world regions. 4. Understanding diversity of interpretations through analysis of context, point of view, and frame of reference. 1. Seeing global patterns and processes over time and space while connecting local developments to global ones. 2. Comparing within and among societies, including comparing societies' reactions to global processes. 3. Considering human commonalities and differences. 4. Exploring claims of universal standards in relation to culturally diverse ideas. 5. Exploring the persistent relevance of world history to contemporary developments. 5

6 Teaching Strategies Lectures: In our two hour classes, I find it unproductive to lecture more than half the time. Therefore I engage in a minute lecture, usually accompanied by a PowerPoint presentation. All class notes will be posted online in order for students to have full access to in class material. Discussions: Students will engage in class discussions, this will force students to develop an educated argument. I will give a prompt question to the class, students must do independent research and be prepared to compose and participate in intellectual conversations. Participation in these discussions will included within the participation grade. Homework/ Notebooks: Students are expected to complete all assignments on time; this will make the learning process in class more efficient. Assignments will include: reading passages, outlining, DBQ, thematic essays, and Current Event assignments. Additionally, I anticipate that all students keep a notebook of all notes given in class and taken at home. Students will use two column notes using PECS (Political, Economics, Culture, and Science) organization. I will conduct notebook check every two weeks. Projects: Each term has at least one larger project. Because our school year ends in mid-june, the research paper is completed in 4 th Quarter, after the AP Exam, and counts for approximately 50 percent of that quarter s grade. The other parts of the grading scheme are recalculated (for instance, essays/ exams would be worth only 20 percent, and the notebook would be 10 percent, as the students are no longer assessed in these areas). Students can choose any topic within the span of world history and are given instruction over the course of the year about how to complete different parts of the research paper. The bulk of the paper is written after the AP Exam. 6

7 Course Outline I. Unit 1- The Foundations ( C.E.) 7 weeks Bentley and Ziegler Chapter 1-12 Sherman: Selections from Volume 1, Chapters 1-5 A. Early Civilizations 1. Mesopotamia 2. Egypt 3. Indus 4. Shang 5. Mesoamerica and Andean South America B. The what, where and why of belief systems 1. Polytheism 2. Zoroastrianism 3. Judaism 4. Hinduism 5. Buddhism 6. Confucianism 7. Daoism 8. Legalism 9. Christianity C. Science and Technology 1. From foraging to farming 2. Growing and domesticating 3. The consequences of putting down roots 4. The wheel, writing and what else? 5. The merits of metallurgy D. The Late Classical period 1. The Conrad-Demarest Model of Empire 2. The fall of empire 3. Western Roman 4. Han 5. Gupta 6. Germanic invaders and Asiatic Huns 7. Bantu migrations and movement in Oceania 8. Trade and religion: interaction among regions E. Writing Lab: What is a Thesis? Document Based Questions H. Analysis 1. Analyze the roles played by geography and religion in the civilizations of Mesopotamia and Egypt. 7

8 2. What were the chief features of Harappan civilization, and in what ways was it similar to the civilizations of Egypt and Mesopotamia? 3. What are the main tenets of Hinduism and Buddhism, and how did each religion influence a) Indian civilization and b) other civilizations? 4. Outline the similarities and differences between Hinduism and Confucianism as they worked to establish a social hierarchy. 5. Compare and contrast the role and status of women in the following belief systems: Christianity, Buddhism, Hinduism and Confucianism. 6. What did the Greeks mean by democracy, and in what ways was the Athenian political system a democracy? 7. Compare and contrast the three major axial age ethical systems that emerged in China during the Warring States period. 8. Compare and contrast the rise and fall of the Roman Empire and the Han Chinese Empire. 9. In what ways were the early civilizations in the Americas similar to early Eurasian civilizations, and in what ways were they unique? 10. What fundamental underlying force (geography, religion, trade, technology, etc.) is the best prism through which to view and understand the development of early civilizations? Explain and defend your position against other possible competing views. II. Expanding Encounters Unit (6 weeks) Bentley Chapter Sherman: Selections from Volume 1, Chapters 6-12 A. The Islamic world 1. Muhammad and his world 2. Expanding influence: Dar al-islam as unifier in Eurasia and Africa 3. Political structures (caliphate) and early dynasties 4. Values and cultural exchanges B. Interregional networks and contacts 1. Development and shifts in interregional trade, technology, and cultural exchange 2. Trans-Sahara trade 3. Indian Ocean trade 4. Silk routes 5. Missionary outreach of major religions 6. Contacts between major religions, e.g., Islam and Buddhism, Christianity and Islam 7. Impact of the Mongol empires C. Political systems and cultural patterns 1. East Asia a. China's expansion b. Chinese influence on surrounding areas and its limits c. Changes and continuities in Confucianism 2. The Americas a. Apex and decline of the Maya b. Rise of the Aztec c. Rise of the Inca 8

9 3. Restructuring of Europe a. Decentralization - Medieval society b. Division of Christianity c. Revival of Cities 4. Africa a. Sudanic Empires (Mali, Ghana, Songhay) b. Swahili coast 5. South Asia and Southeast Asia c. Delhi Sultanate d. Vietnam 6. Arts, sciences, and technologies D. The Amerindian world: society, culture, trade and politics 1. Toltec 2. Mexica 3. Aztec 4. Maya 5. Inca 6. Peoples/societies of the North E. Changes in demography and environment 1. Nomadic migrations in Afro-Eurasia and the Americas 2. The fourteenth-century plague and its aftermath 3. The growth and role of cities F. Analysis 1. Compare and contrast European and Japanese feudalism. 2. What were the main tenets of Islam, and how does the religion compare with Judaism and Christianity? 3. Why did the Arabs undergo such a rapid expansion in the seventh and eighth centuries, and why were they so successful in creating an empire? 4. Explain how long-distance trading patterns evolved between 600 and Be sure to discuss pertinent regions, traders, technologies and major trade items. 5. Compare European and sub-saharan African contacts with the Islamic world. 6. Why was China, unlike other classical empires, later able to reconstitute itself on the same political and cultural foundations? 7. What problems did Europeans face during the fourteenth century, and what impact did these problems have on economic, social and religious life? 8. What was the greatest weakness of the Mongols, and what was their greatest legacy? Explain your reasoning. 9. What caused the greatest change during this period nomadic migrations or urban growth? Explain your reasoning. 10. Compare and contrast the features of the Aztec Empire with those of the Inca Empire. 9

10 11. Analyze gender systems, noting what factors altered them most significantly during this period. What new opportunities were available to and constraints placed upon elite women? 12. Compare and contrast the travels, experiences and attitudes of Marco Polo and Ibn Battuta. Writing Lab: The Comparative Essay 1. What good responses must include 2. Guided practice III. The First Golden Age Unit (6 Weeks) Bentley: Chapter Sherman: Selections from Volume I, Chapters 13-15; Volume II, Chapters A. European reconnaissance and transformation 1. Motives for exploration 2. Technology 3. Trade and conflict 4. The Columbian Exchange a. New crops b. Animals and disease c. Demography and the environment 5. The Reformation 6. Consolidation of sovereign states 7. Early capitalism 8. The Scientific Revolution 9. The Enlightenment B. Major empires: political units, social systems and culture 1. Ottoman 2. China 3. Portugal 4. Spain 5. Russia 6. France 7. England 8. Tokugawa 9. Mughal 10. African C. Gender and empire 1. Women in households 2. Women in politics D. Africa and the Atlantic slave trade 1. States of West Africa and East Africa 2. The role of Islam and Christianity 3. Human cargoes and the impact in Africa 4. African Diaspora 10

11 E. AP Test Prep: The Change-Over-Time Essay 1. Reaching the expanded core 2. Guided practice F. Analysis 1. How did Portugal and Spain acquire their overseas empires, and how did their methods differ? 2. What were some of the consequences of the arrival of the European traders and missionaries for the peoples of Asia, Africa and the Americas? 3. Christopher Columbus has recently become a controversial figure in world history. Why do you think this is so, and how would you evaluate his contribution to the modern world? 4. What was the relationship between European overseas expansion and political, economic and social developments in Europe? 5. Analyze the similarities among the Muslim empires (Ottoman, Safavid and Mughal), explain why they are sometimes called gunpowder empires, and contrast them with their European counterparts. 6. What was the ethnic composition of the Ottoman Empire, and how did the government of the sultan administer such a diverse population? How did Ottoman policy in this regard compare with that applied in Europe and Asia? 7. How did China s economy and society change during the Ming and Qing eras, and to what degree did these changes seem to be leading toward an industrial revolution on the European model? 8. How did the society and economy of Japan change during the Tokugawa era, and how did Japanese culture reflect those changes? 9. What was absolutism, and what were the main characteristics of the absolute monarchies that emerged in France, Prussia, Austria and Russia? Who was the more effective monarch Louis XIV or Peter the Great? Explain your reasoning. 10. Compare and contrast the Atlantic slave trade with other systems of coerced labor, such as the encomienda in the Americas and serfdom in Europe. IV. Industrialization, Revolution and Empire 1750 to 1914 (6 weeks) Bentley: Chapters Sherman: Selections from Volume II, Chapters A. The arc of revolutionary ideas 1. Enlightenment values: freedom and equality 2. Crane Brinton and the anatomy of revolution 3. American Revolution 4. French Revolution 5. Reign of Napoleon 6. Haitian Revolution 7. Wars of independence in Latin America 11

12 8. Ideologies square off: conservatism vs. liberalism 9. Revolutionary contradictions a. Racism and slavery b. Women s rights 10. Nations and nationalism a. Cavour and Italian unification b. Bismarck and German unification B. The Industrial Revolution 1. Foundations: why, when and where a. The Great Divergence b. Geography or cultural institutions? 2. Factory system and industrial capitalism 3. Effects on society a. Urbanization b. Migration and demographics c. Malthus and population d. Classes, families, women and children 4. Global effects a. International division of labor b. The rise of socialism c. Context: the end of slave and serf? C. The Americas and independence 1. Emerging American states a. Westward expansion and civil war in the United States b. Canada: independence without war c. Instability in Latin America 2. Economic development a. Migration b. Expansion in the U.S. c. Prosperity to the north, dependence to the south 3. Cultural and social diversity a. U.S. multiculturalism b. Canadian contrasts c. Ethnicity, identity and gender in Latin America D. Empires at crossroads 1. Ottoman Empire in decline 2. Russia a. Military defeat and social reform b. Repression and revolution 3. China: The Opium War and unequal treaties 4. Japan: From Tokugawa to Meiji E. The age of imperialism 1. Motives and tools 2. The British Empire in India 3. Imperialism in Central Asia and Southeast Asia 4. The Scramble for Africa 12

13 5. Europeans in the Pacific 6. New imperial powers: the United States and Japan 7. Legacies a. Empire and economy b. Labor migrations c. Social conflict and scientific racism d. Nationalism and anti-colonialism e. The diffusion of English F. The modern consciousness 1. Scientific frontiers: Curie, Planck and Einstein 2. Freud and psychoanalysis 3. Darwin and Spencer 4. Modernism in art and literature G. AP Test Prep: Multiple-choice strategies H. Analysis 1. Compare and contrast the American and Haitian revolutions, and assess whether each conforms to Crane Brinton s stages of revolution. 2. What were the basic features of the new industrial system created by the Industrial Revolution, and what effects did the new system have on urban life, social classes, family life and standards of living? 3. In what ways did intellectual and artistic developments relate to industrialization and nationalism? 4. What general political trends were evident in the nations of western Europe in the late nineteenth and early twentieth centuries, and to what degree were those trends also apparent in the nations of Latin America, North America, and central and eastern Europe? 5. Analyze the cross-pollination of economic, social, political, intellectual and cultural developments between 1871 and Assess the validity of the views of Malthus and Marx. Which of their respective insights were fundamentally correct, and in what ways did each fail to anticipate later developments that might have undermined their arguments? 7. Compare and contrast the patterns of Western intervention in Latin America and Africa. 8. Analyze the status and roles of women in various societal classes in western Europe. To what degree during this period did they continue to find themselves subject to inequality, and to what degree was progress being made and new opportunities being created? 9. Formulate a comparative analysis of how the Ottoman Empire, China, India and Japan reacted to foreign domination during this period. 10. Slavery has existed, in one form or another, for millennia all over the world. It reached unprecedented heights with the Atlantic slave trade during the seventeenth and eighteenth centuries. Why, then, did the institution of slavery largely end at least officially in the nineteenth century? 13

14 11. To what degree was the United States an imperial power during this period, and how did its imperial actions and tactics differ from those of European powers? 12. Given China s worldwide economic and technological preeminence up to the fifteenth century, what explains the rise of the West thereafter? Outline the competing arguments for why Europe industrialized first and quickly eclipsed China, and select the one you find most persuasive. Explain why this argument best answers the foregoing question. V. Contemporary Global Realignments 1914 to Present (6 weeks) Bentley: Chapters Sherman: Selections from Volume II, Chapters A. The Great War 1. Long-term causes a. A case of the isms: nationalism, imperialism and militarism b. A rat s nest of alliances 2. The spark in Sarajevo 3. Stalemate and the butchery of new weapons 4. The Home Front 5. Endgame a. Russian Revolution b. United States tips the balance 6. Paris Peace proves illusory B. The Great War s legacy 1. Postwar pessimism 2. Revolutionary ideas in art, architecture and science 3. The Great Depression 4. Illiberal challenges a. Communism in Russia b. Rise of fascism i. Mussolini and Italy ii. Hitler and German National Socialism 5. Nationalism in Asia a. Gandhi and India b. Civil War in China: Communists vs. Nationalists c. Japan turns imperial 6. The legacy in Africa a. Colonial economy b. African nationalism 7. Neocolonialism and the legacy in Latin America C. The Great War, Part II 1. Appeasement and the origins of World War II a. Japan in China b. Italian and German aggression 2. Total war 3. The Holocaust 14

15 4. Moral complexities: civilian targets and Truman s ultimate decision 5. Cold War: the stage is set 6. Global reconstruction and the United Nations D. The Cold War 1. Squaring off in Europe 2. Confrontations in Korea and Cuba 3. A MAD arms race 4. Communism in China 5. Bipolar world: Cold War strategies a. Africa b. Asia c. The Middle East d. Latin America 6. Vietnam 7. Wagging the dog: the limits of superpower influence 8. Cold War culture and counterculture 9. Endgame E. The end of empire 1. India s partitioned independence 2. Arab independence and the question of Palestine 3. Decolonization in Africa 4. Struggles in the post-colonial era a. Communism vs. democracy in Asia b. Islamic resurgence c. Politics and economics in Latin America d. Sub-Saharan strife F. Globalization 1. Multinational corporations and the global economy 2. Dynamism on the Pacific Rim 3. Culture and consumerism: the elite vs. the popular 4. The Great Disruption: from industrial- to information-based society 5. International organizations 6. Migration and demographic shifts 7. Global problems a. Environmentalism b. Disease c. Rogue nations and nuclear proliferation d. Terrorism 8. Women in the 21st century 9. Islam and the West G. AP Test Prep: Review 1. The big picture 2. Strategies for the essays and multiple-choice questions 3. Mock exams H. Analysis 15

16 1. Explain the long-range and immediate causes of The Great War, and identify the one cause that contributed most to the worldwide conflagration. Defend your argument. 2. What were the causes of the Russian Revolution of 1917, and why did the Bolsheviks prevail in the civil war and gain control of Russia? 3. Defend the following thesis: To understand the history of the world in the 20th century, one must understand the causes and consequences of The Great War. region of the globe since That legacy is still with us today. 4. What were the various stages in the rise of nationalist movements in Asia, Africa and the Middle East after The Great War, and how did they differ from one region to the other? 5. Outline the worldwide causes and repercussions of the Great Depression, assessing in particular its contributory role in changes to culture and politics. 6. Why were the United States and the Soviet Union suspicious of each other after World War II, and what events in the immediate postwar years heightened tensions between the two and contributed to the emergence of the Cold War? 7. How and why did Mao Zedong and the communists come to power in China, and what were the Cold War implications of their triumph? 8. Compare and contrast the history of China and the Soviet Union during the second half of the twentieth century, and explain why communism failed in the latter but continues to exist in the former to this day. 9. What problems have the nations of Latin America faced since 1945, and what role has Marxist ideology played in their efforts to solve these problems? 10. Discuss the causes and consequences of independence movements in Asia and decolonization in Africa, and assess the problems or conflicts that remain unresolved today. 11. Identify the most significant cultural developments in the West over the last half century, and analyze how these developments have influenced non-western nations both positively and negatively. 12. Formulate and defend a thesis on the most significant challenge facing the world in the age of globalization. 16