Ap world History 10 (1450-the Present) Mr. Jameson



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AP World History 10 (1450-the Present)

Mr. Jameson

CJameson@northlandprep.org

http://chandlerjamesonsocialstudies.weebly.com/

“I must not fear. Fear is the mind-killer. Fear is the little-death that brings total obliteration. I will face my fear. I will permit it to pass over me and through me. And when it has gone past I will turn the inner eye to see its path. Where the fear has gone there will be nothing. Only I will remain.”

-Frank Herbert, “The Litany Against Fear,” Dune.

Course Text and Other Reading

Main Text:

Stearns, Peter N. et. al. 2017. World Civilizations: The Global Experience, Revised AP Edition. United States: Pearson Education.



Primary Sources:

Students will read and analyze selected primary sources (documents, maps, and images) as well as analyze quantitative data through study and interpretation of graphs, charts, and tables in the following works:

Andrea, Al and Overfield, James. The Human Record, Sources of Global History, 4th ed. Vol. 1 & 2.

Boston: Houghton-Mifflin, 2001.

Diamond. “Worst Mistake in the History of the Human Race.”

Stearns. 2008. World History in Documents: A Comparative Reader. New York University Press.

Lewis. 1998. The Mammoth Book of Eye-Witness History. Carroll and Graf Publishers, Inc.

Strayer. 2011. Ways of the World: A Global History with Sources. Beford/St. Martin’s.

Document Based Questions released by the College Board.

Secondary Sources:

Morton, S. and Lewis, C. 2004. China: Its History and Culture, Fourth Edition. McGraw Hill.

Ansary, T. 2009. Destiny Disrupted: A History of the World Through Islamic Eyes. Public Affairs.

Van Loon, H. 2000. The Story of Mankind. Liveright.

Krondl, M. 2009. The Taste of Conquest: The Rise and Fall of Three Great Spice Cities. Ballantine

Books.


Along with any other secondary sources presented.

Themes and AP World History:

Students in this course must learn to view history thematically. The AP World History course is organized around five (5) overarching themes that serve as unifying threads through 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 changes 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. Furthermore, as an ongoing activity all notes will be color-coded identifying material relating directly to the five (5) themes. These themes are as follows:



  1. Social—Development and transformation of social structures

    1. Gender roles and relations

    2. Family and kinship

    3. Racial and ethnic constructions

    4. Social and economic classes

  2. Political-State-building, expansion, and conflict

    1. Political structures and forms of governance

    2. Empires

    3. Nations and nationalism

    4. Revolts and revolutions

    5. Regional, trans-regional, and global structures and organizations

  3. Interaction between humans and the environment

    1. Demography and disease

    2. Migration

    3. Patterns of settlement

    4. Technology

  4. Cultural-development and interaction of cultures

    1. Religions

    2. Belief systems, philosophies, and ideologies

    3. Science and technology

    4. The arts and architecture

  5. Economic-Creation, expansion, and interaction of economic systems

    1. Agricultural and pastoral production

    2. Trade and commerce

    3. Labor systems

    4. Industrialization

    5. Capitalism and socialism

    6. Entrepreneurship

These themes will help students structure their understanding of World History and make connections between the past and the present.

Course Layout

This section is meant to be a road map and is subject to change as the year goes on.



Unit 1: 1450-1750

Key Concepts:

Changes in trade, technology, and Global interactions

Knowledge of major empires and other political units and social systems

Slave systems and slave trade

Demographic and environmental changes

Cultural and intellectual developments



Topics for Overview Include:

Ottoman, China, Portugal, Spain, Russia, France, England, Mughal, Tokugawa

Emergence of African Empires

Gender and empire

Role of Islamic merchants and Sufi mystics in fusing World Trade systems and cultures

Diseases, animals, new crops, and population trends

Scientific revolution and the Enlightenment

Changes and Continuities in Confucianism

Global causes and effects of cultural change



Unit 2: 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:

Early Latin American society, culture, conflict, and ethnic development

Africa and Africans in the Age of the Atlantic Slave Trade

The Gunpowder Empires

China and Japan in the Age of Global Change



Special Focus:

The impact of silver mining in Colonial Spain on World Economies

Cross cultural exchange: The Columbian Exchange

Ethnicity in Colonial Spain: La Sociedad de Castas

European Political impact on Colonial Spain: The Bourbon Reforms

The character of Ottoman Expansion

Role of women in Gunpowder Empires

Religious conflict and compromise in Mughal India

The rise and fall of the Portuguese and Dutch Spice Empires

The rise and fall of Ming China

The naval expeditions of Zheng He

Tokugawa Shogunate and the Expulsion of the West



Activities and Skill Development:

  1. Craft a “Compare and Contrast” essay on the Iberian Conquest and the Mongolian Conquest. Special attention will be given to thesis construction, incorporation of SPICE, and support of thesis with applicable historical information.

  2. Students will apply the skills of an art historian to analyze colonial Spanish Sociedad de Castas ethnic artwork determining the purpose behind their construction.

  3. Students will apply the skills of an art historian in comparing the artistic styles of the Persian Safavids compared to the Turkish Ottomans.

  4. In class analysis reviewing multiple primary source documents regarding Zheng He’s Indian Ocean exploration; special focus on the character of the voyages, comparing the logic of the voyages to the logic of the European voyages, and the possible reason for the halting of the Ming explorations.

  5. Students will craft an essay on the multiples causes and consequences of Mughal Imperial decline.

  6. In reading A Short Account of the Destruction of the Indies by Bartolome de las Casas, students are asked to consider how it both reflects and was informed by the political and cultural circumstances of its time.

  7. Students discuss the role of economics, supply and demand, and relative purchasing power as motivating factors in the African slave trade.

Unit 3, 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 emergence of Industrial society in the West

Industrialization and Imperialism: the making of the European Global Order

The consolidation of Latin America

Civilizations in Crisis: The Ottoman Empire, the Islamic Heartlands, and Qing China

Russia and Japan: Industrialization outside the West

Special Focus:

The French and American Revolutions

The Revolutions of 1848

Western Cultural Transformations in Art, Science, and Gender

Western settlement in Australia, Canada, and New Zealand

The shift to Western Land Empires in the East

European conflict over Colonial holdings

Emergence of Scientific Racism

Revolution in Latin America and Haiti with special attention to Ethnic Evolution

Contrasting Brazilian Independence with Latin American Independence

Independent Latin America and Global Markets/Politics

The Decline of the Ottoman Empire

The modernization of the Middle East

Qing Dynasty: internal conflict and external threats

The making of Modern Russia: liberation, revolution, and industrialization

The end of the Tokugawa Shogunate and the rise of industrial Japan

Tensions arising from modernization in Japan

Activities and Skill Development:


  1. Students will read three secondary excerpts on the decline of the Ottoman Empire and discuss the relative strengths and weaknesses of each argument. The sources include:

    1. Ansary’s Destiny Disrupted: A History of the World Through Islamic Eyes, Chapter 12.

    2. Stearns’ World Civilizations: The Global Experiences, Chapter 24.

    3. Strayer’s Ways of the World: A global History with Sources, Chapter 19.

  2. Complete 2009 DBQ on African actions and reactions in response to the European scramble for Africa. The document set includes primary sources, drawings, and quantitative data.

  3. Review assignment: taking the historical events from 1450-1900, assign a four-to-six bracket new periodization model with rationale explaining the new formations.

  4. Taking Qing China as a focal point, students write a change and continuity essay regarding Chinese response to foreign contact and intervention.

  5. Students analyze a document set regarding Social Darwinism and discuss the role of Social Darwinism in European Imperialism as well as racial policy within settled countries.

  6. Class discussion: students compare the decline of the Roman Empire, Mongol Empire, and the Ottoman Empire noting in particular how contributing circumstances to decline were impacted by specific circumstances.

Unit 4, 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:

Descent into the Abyss: World War One and the crisis of the European Global order

The World Between the Wars: Revolutions, Depression, and Authoritarian Response

A Second Global Conflict and the End of the European World Order

Western Society and Eastern Europe in the Decades after the Cold War

Revolution and reaction into the 21st Century Latin America

Africa, the Middle East, and Asia in the Era of Independence

Nation-building in East Asia and the Pacific Rim, an Era of Rebirth and Revolution

The end of the Cold War and the Shape of a New Era

Era of Globalization

Special Focus:

International Political, Economic, and Ideological factors leading up to The Great War

Global consequences of the Treaty of Versailles and the Great War

The rise of Militant Nationalism

The rise of Dangerous Ideologies (Communism, Nazism, Fascism)

Communism in China

The impact and role of Global Depression

Militarization of early 20th century Japan

Liberation of nonsettler Africa

Decline of the British Empire

The complicated role of Atomic Weaponry

The Cold War in Asia and Africa

The rise of the Welfare State in Europe

International organizations such as NATO, the EU, the UN, and the Warsaw Pact

The changing role of women in industrialized and developing nations

Communism, nationalism, and fascism in Latin America

The Green Revolution, AIDS, and Development in Africa

Revolution in the Middle East: Egypt, Iran, Lebanon, and Israel

The Japanese and Korean Miracles

The Era of Globalization and International Terrorism

Activities and Skill Development:


  1. Class discussion: was the Treaty of Versailles a success? Who defines success? Was future conflict inevitable after the Great War? Points given determined by use of historical evidence.

  2. Compare and Contrast essay comparing the approach to economic reform of Chairman Mao and Deng Xioping

  3. Identify the multiple causes and consequences of the Green Revolution in Africa

  4. Analyze the Change and Continuity of U.S. foreign policy throughout the 20th century

Materials:
2 inch 3-ring binder (for AP World History), filler paper, dividers- 5 to 10, slip covers/paper protectors, highlighters (multicolored-5), ballpoint pens (blue or black), pencils and eraser, colored pencils, flash drive, and a box of tissues for the classroom.

Statement of Student Expectations

I expect all students to behave in a respectful manner to both their fellow students and myself. This is an academic setting and as such academic discourse is expected. All opinions and interpretations will thrive upon their own merit and the evidence presented to support it. There will be no bullying, no putting down of interpretations (save through contrary evidence), and until disproved all opinions/interpretations will be treated with respect. Further, given that this is an academic setting I expect every student to be present and prepared to begin the day’s work at the assigned time.

All students are expected to be on time and to come prepared to class with all necessary materials. Tardiness will not be tolerated. Homework and reading should be completed before class and ready to discuss or submit. Every student is expected to respect one another and actively participate in class discussions and class activities. After school review sessions will be available once a week.
Classroom Rules:
All school wide rules will be enforced. Every student is expected to work without disturbing others. Students are to accept each other for individual differences and to treat one another with respect. I have zero tolerance for academic dishonesty and bullying.
Food and Drinks are (at this time) allowed in my classroom. This is subject to immediate change based upon my own discretion. If a student has food in my room and leaves a mess, that student can expect to have food privileges in the room revoked. Ipods are allowed during work time and after exams.
If my expected code of conduct is broken the following actions will be taken in order:


  1. A warning will be given.

  2. Student will be asked to complete a reflection sheet/behavior contract.

  3. Student will receive lunch detention and parent and dean will be notified.

  4. Student will receive lunch detention and a conference will be made with the parents and the dean.

  5. Student will receive a referral to the dean of students.


Homework:
If you are absent, it is your responsibility to catch up on the assignments you missed! You will have the number of days missed to complete the assignment for full credit. Homework will be posted on the website. Please put your name on your work or it will NOT be accepted.

Assignments

Essay Writing

Throughout the course we will be engaging in the three different AP World style essays: Short Answer, Long Essay Question and the Document Based Question. At least once per chapter, and as many as six times in a given unit, students will be given guidance and feedback on writing these specific pieces. As we draw closer to the test, essays will be given in the timed format.

Below is a rough sketch of how each essay will be laid out:


  1. Introductory Paragraph—3 to 4 sentences, ending with thesis statement

    1. Thesis Statement—what does it need to include?

      1. Time period

      2. Region(s)

      3. The answer to the prompt

  2. Organization of Body Paragraphs—

    1. Topic Sentence—this can be general since the thesis contains specificity

    2. General Assertion—identifies one aspect of thesis (i.e. a change, a difference, etc.)

    3. Support/evidence/examples—Be Specific!!!!

    4. Analysis—explain cause and/or effect

    5. General Assertion—identifies one aspect of thesis (i.e. change, a difference, etc.)

    6. Support/evidence/examples—Be Specific!!!!

    7. Analysis—explain cause and/or effect

    8. Repeat format as necessary

    9. Concluding sentence

  3. Concluding paragraph

    1. 3-4 sentences

    2. Start by restating (a rephrased) thesis in its entirety

Notebook

Students will be required to keep a well-organized notebook. All class notes and out-of-class notes will be color coded using the SPICE acronym. At the conclusion of each chapter, the notebook will be reviewed and graded on a 50-point scale. Additional guidance will be given in another handout. Additionally, the notebooks will be collected at the conclusion of each semester and graded for completeness, order, form, and an organization to be discussed at a later date.



One-Pagers

One-Pagers are an opportunity for students to collect their thoughts, synthesize materials, review AP themes, and use historical thinking skills. In essence, they are complex chapter summaries that require creativity and knowledge. A One-Pager will be completed for each chapter and will be graded on a 40-point scale. Additional guidance will be given in another handout.



Current Events

Once a week on Fridays one student will present a current event (i.e. a news article from the last 7 days) to the class and lead the class in an in-depth discussion. Students need to summarize the article, explain why it is important/why it interested them, and connect it to the SPICE framework. Each student is expected to complete this assignment at least once per semester, a schedule will be devised so that students will know when they are expected to present.



History in Cinema

Twice per semester students will be expected to watch and review a film set during a particular time period, relevant to the material that we have reviewed. The particulars of this assignment will be discussed in a separate handout.



Historical Research Paper

Given that this course is intended to be a college level course, students will be expected to conduct college-level work. Students in this class will be expected to write a 5-7 page historical research paper on a topic of their choosing. Students will be expected to utilize multiple primary and secondary sources that they have found on their own. The details for this assignment will be discussed in a separate handout.



Extra Credit

Throughout the year opportunities for Extra Credit will become available for any student to take advantage of. The details for these extra credit assignments will be discussed in a separate series of handouts.



Additional Assignments

The syllabus is merely a snapshot of the activities and topics to be covered in AP World History (10). New topics, assignments, and discussions will occur at the instructor’s behest and guided by student interest and need.




Historical Thinking Skills- Rubric





Excellent

Good

Fair

Poor

Thesis/Thesis Paragraph

Has a clearly defined, well-crafted thesis that directly answers the prompt or question.

Complex argument clearly presented and thesis serves to organize the entire paper.

All aspects of the paper support the thesis.


Thesis adequately answers the prompt or question

Argument presented well and thesis serves to support most of the paper.

Most aspects of the paper support the thesis.


Thesis is present but weak, too broad, or confusing.

Argument is presented weakly and thesis does not help organize most of the paper.

Some aspects of the paper support the thesis


No thesis.

Paper is predominantly narrative rather than argument.

No historical question answered.


Evidence

Collects and presents specific, relevant, and accurate evidence supportive of the thesis

When possible, uses primary documents.

Evidence is interpreted accurately.


Adequately collects and presents specific, relevant and accurate evidence.

When possible, uses primary documents.

Evidence is interpreted mostly accurately.


Collects and presents evidence that is not always specific, relevant or accurate.

Little use of major outside documents.



Collects and presents minimal evidence that is not always relevant or accurate.

Little evidence presented.



Organization/Writing Conventions

Organized so that all the parts support the whole.

Makes elegant and effective transitions.

Clear, compelling introduction; the conclusion effectively synthesizes strands of the main argument.

Confident writing style; student voice is evident; writes with lively, engaging language

Grammar and punctuation are nearly flawless.

All proper nouns capitalized



Organized so that most parts support the whole.

Makes effective transitions.

Clear introduction and well-constructed conclusion.

Writing is clear and focused; style is straightforward.

Some grammar and punctuation errors, but does not impair understanding of content.

All proper nouns capitalized.



Organized so that some parts support the whole.

Makes some transitions.

Introduction and conclusion exist, but fail to set up argument.

Writing somewhat hampers understanding of content.

Numerous grammar and punctuation errors that interfere somewhat with understanding of content.

Most proper nouns are capitalized.



Rarely or never makes connections of the parts to the whole

Rarely or never makes transitions.

Lacking discernible introduction or conclusion.

Writing is unclear with no particular style, individuality, or student voice

Grammar and punctuation errors interfere with understanding of content.
Proper nouns are mostly left uncapitalized.


Knowledge

Demonstrates the acquisition of in-depth knowledge about the topic.

Makes connections and demonstrates insights about the historical context of the specific topic examined.

If applicable, includes analysis of historiographical debate.


Demonstrates that author has gained strong knowledge about the topic

Demonstrates some understanding of the broader historical context.

If applicable, includes some analysis of historiographical debate


Demonstrates some new knowledge about the topic and the significance of events

Makes at least one larger connection

Does not include a deep discussion of historiographical debate


Demonstrates minimal knowledge about the topic and the significance of events

Larger connections not made

Does not include any mention of historiographical debate


Historical Fluency

Historical terms, names, and places are deployed with a great deal of accuracy.

Historical terms, names, and places are spelled correctly and used correctly.

Includes applicable historical thinking skills such as: historical significance, use of evidence, attention to continuity and change, attention to cause and consequence, attention to historical perspective, or attention to the moral dimensions of historical interpretation.


Historical terms, names, and places are deployed accurately.

Historical terms, names, and places are spelled and used mostly correctly.

Includes applicable historical thinking skills such as: historical significance, use of evidence, attention to continuity and change, attention to cause and consequence, attention to historical perspective, or attention to the moral dimensions of historical interpretation.


Historical terms, names, and places are occasionally deployed inaccurately.

Historical terms, names, and places are occasionally spelled incorrectly and used incorrectly.

Attempts to include applicable historical thinking skills such as: historical significance, use of evidence, attention to continuity and change, attention to cause and consequence, attention to historical perspective, or attention to the moral dimensions of historical interpretation.


Historical terms, names, and places are mostly deployed inaccurately.

Historical terms, names, and places are spelled incorrectly and used incorrectly.



Does include applicable historical thinking skills such as: historical significance, use of evidence, attention to continuity and change, attention to cause and consequence, attention to historical perspective, or attention to the moral dimensions of historical interpretation.


Student and Parent/Guardian:
I ask both parties to sign this syllabus as evidence that you have discussed my expectations and classroom policies. Thank you and please do not hesitate to contact me with any questions. I look forward to an exciting year!
Student signature:_________________________________
Parental signature:__________________________________


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