Ap world History is a 2 year long course. During 9



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World History

Syllabus


AP World History is a 2 year long course. During 9th grade, students will examine the time period from the origins of civilization to the Age of Exploration. The 10th grade year will cover the time period from the European Renaissance to the present. At the end of the tenth grade year, students will be well prepared to take the AP World History Exam.

In AP World History you will develop a greater understanding of the evolution of global processes and contacts including interactions over time. The course highlights the nature of changes in international frameworks and their causes and consequences, as well as comparisons among major societies.

We will use the following AP World History themes throughout the course to identify the broad patterns and processes that explain change and continuity over time.
The Five AP World History Themes

1. Impact of interaction among and within major societies.

2. Impact of technology, economics, and demography on people and the environment.

3. Systems of social structure and gender structure.

4. Cultural, religious, and intellectual developments.

5. Changes in functions and structures of states and in attitudes toward

states and political identities, including the emergence of the nationstate.
Texts

The Earth and Its Peoples, by Richard Bulliet et. al., Boston: Houghton Mifflin;

3rd AP ed., 2004.

Student resources for textbook available at: http://college.hmco.com/students
The Human Record, By Alfred Andrea and James Overfield, Boston: Houghton

Mifflin; 5th Ed., 2004.

(available online for free at: http://books.google.com/books?id=tiz6jbjgSjEC&printsec=frontcover&dq=the+human+record&cd=1#v=onepage&q&f=false)
A variety of other primary and secondary sources will be used during the course. Check the class website frequently for electronic versions of those sources or links to relevant websites.

Course Requirements



  • Prepare to take the AP Exam

  • Actively participate in class and complete all assignments thoroughly and

  • promptly.

  • Attend class daily

  • Arriving on time.

  • Make up work when absent—contact instructor and send assignments due

electronically if possible; make prior arrangements for planned absences;

two days allotted for each day absent to turn in work.



  • Keep a well-organized and complete notebook for the entire year; bring to

class daily. Use the charts and lecture and reading notes in your notebook to study for tests. Ask for help if your notebook is incomplete.

  • Ask instructor for help if needed—I am committed to supporting your efforts!

  • Challenge yourself to work hard and maintain high standards.

  • Take advantage of opportunities to redo work for mastery of the content and skills of the course.

Grading Policy

Grades will be based on points and added up to a final quarterly grade based on

the following: 90 percent and above—A; 80 percent and above—B; 70 percent and

above—C, 60 percent and above—D; below 60 percent—E. Interims—C and

below.
Purpose and Organization of Course Activities


AP World History is the equivalent of a college-level survey course in world history.

Like college students, you are expected to read the assigned pages in the

textbook as listed in the unit calendars and take notes in the charts and types of

graphic organizers provided by the teacher. In designing this course, the College

Board aimed to help you gain the higher-order thinking skills you will need to be

successful in college.

For example, almost every day in class we will analyze primary sources both

texts and visuals. This primary source analysis will help you directly with the

tasks required for the Document-Based Question (DBQ) essay on the exam, but

the daily use of historical materials also will help you practice using evidence to

make plausible arguments. You also will become expert at identifying point of

view, context, and bias in these sources.

A second important habit of mind you will develop over the year is assessing

issues of change and continuity over time, including the capacity to deal with

change as a process and with questions of causation. You will constantly be keeping

track of changes in history through the annotated timelines and maps you will

construct both in class and for homework in all five units. Moreover, these timelines

and maps will help you see global patterns and processes over time and space

while also connecting local developments to global ones and moving through levels

of generalizations from the global to the particular. This skill will be especially

useful for writing the Change Over Time essay on the AP World History Exam

and often is a major focus in upper-level college courses in the social sciences as

well as in the discipline of science.

Throughout the course the class will periodically conduct seminars, simulation and debates where you will discuss diversity of interpretations that historians present in

your textbook and in other secondary sources such as articles given to you by the

teacher and were you to address questions about human commonalities and differences and the historical context of culturally diverse ideas and values.

Course Outline
UNIT 1. Foundations, c. 8000 BCE to 500 BCE
Focus questions: What is “civilization”? Who is “civilized”? Does change occur by

diffusion or independent invention?


Chapter 1. River Valley Civilizations

Chapter 2. New Civilizations in the Eastern and Western Hemispheres

Chapter 3. The Mediterranean and the Middle East
Comparisons: early civilizations, major belief systems, systems of social inequality,

cities, political systems, trading systems, migrations, role of nomadic peoples


Unit II. The Formation of New Cultural Communities, 1000 BCE-600 CE
Focus Questions: How did a cultural synthesis develop during the Hellenistic age? How did increased cultural contact foster change?
Chapter 4. Greece and Iran

Chapter 5. Age of Empires: Rome and China

Chapter 6 India and Southeast Asia

Chapter 7 Networks of Communication and Exchange
Comparisons: Greece and Persia, Han China and Roman Empire, political systems, major belief systems
UNIT III. Growth and Interactions of Cultural Communities, 300 BCE–1500 CE
Focus questions: Should we study cultural areas or states? Did changes in this period occur from the effects of nomadic migrations or urban growth? Was there a world economic network during this period?
Chapter 8 The Rise of Islam

Chapter 9 Christian Societies Emerge in Europe

Chapter 10 Inner and East Asia

Chapter 11 Peoples and Civilizations in the Americas
Comparisons: Islam and Christianity, Japanese versus European feudalism, role of major cities, Aztec versus Incan empires.
UNIT IV. Interregional Patterns of Culture and Contact, 1200–1550
Focus Question: How did increased cultural contact foster change? How does the environment shape cultural differences?
Chapter 12 Mongol Eurasia and its Aftermath

Chapter 13 Tropical Africa and Asia

Chapter 14 The Latin West

Chapter 15 The Maritime Revolution
Comparisons: European monarchy versus African empires
Unit V The Globe Encompassed, 1500-1750
Focus question: To what extent did Europe become predominant in the world economy during this period?
Chapter 16 Transformations in Europe

Chapter 17 The Diversity of American Colonial Societies

Chapter 18 The Atlantic System

Chapter 19 Southwest Asia and the Indian Ocean

Chapter 20 Northern Eurasia
Comparisons: Imperial systems in Europe versus Asia; coercive labor systems, empire building in Asia, Africa, and Europe; interactions with the West (Russia versus others).
UNIT VI. Revolutions Reshape the World 1750–1870
Focus questions: Through what processes did the influence of industrialization spread throughout the world? How did the rights of individuals and groups change in this period? To what degree did new types of social conflict emerge during the nineteenth century?
Chapter 21. Revolutionary Changes in the Atlantic World

Chapter 22 The Early Industrial Revolution

Chapter 23. Nation building and Economic Transformation in the Americas

Chapter 24. Land Empires in the Age of Imperialism

Chapter 25. Africa, India, and the New British Empire
Unit VII Global Diversity and Dominance, 1850-1945
Focus Questions: How and with whom did the idea of “The West” as a coherent and leading force in history gain currency? How do ideological struggles provide an explanation for many of the conflicts of the 20th century? To what extent have the rights of the individual and the state replaced the rights of the community?
Chapter 26 The New Power Balance

Chapter 27 The New Imperialism

Chapter 28 The Crisis of the Imperial Order

Chapter 29 The Collapse of the Old Order

Chapter 30 Striving for Independence
Comparisons: Industrial Revolution in Europe versus Japan, political revolutions, reactions to foreign domination, nationalism, western interventions, women in Europe of different classes.
UNIT V. Perils and Promises of a Global Community, 1945–Present
Focus Questions: How have conflict and change influenced migration patterns internally and internationally? How have international organizations influenced change?
Chapter 31 Cold War and Decolonization

Chapter 32 The End of the Cold War and the Challenge of Economic Development and Immigration

Chapter 33 Globalization and the New Millennium
Comparisons: Decolonization in Africa versus India, role of women in revolutions, effects of the World Wars on areas outside Europe, nationalist movements, impact of Western consumer society and culture on others.

Instructions for Assignments


Generic Annotated Timeline Assignment

Select one of the AP World History themes and 10 events for the time period

assigned that show the largest changes related to that theme for the time period

and place each event on the timeline. The annotations go below the timeline and

explain why each event was significant to world history. At the very bottom of the

page, write a thesis statement about how the changes in the “theme” in this time

period show continuity and change over time. An example of a thesis statement

might be: “Although manufacturing technology rapidly changed in the nineteenth

century, many farmers continued to use the same tools their ancestors developed

in the past.” Be sure to title the timeline.


Generic Annotated Map Assignment

Take note of the large event or process assigned for the annotated map, e.g. industrialization,

imperialism, World War II, etc. Find 10 events related to that larger

process or event and place them on the map. The annotations should go near the

location on the map and explain why the event was important. Write a thesis statement

at the bottom or on the back of the map on how the process or event shows



continuity and change over time. Be sure to title the map.
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