Advance Placement World History 

 

 

 

 


 

Mr. Eugene A Stanton                                              E-Mail: Eugene_A_Stanton@mcpsmd.org or

Room: 57                                                                                     mr.s@worldjourney.net

Office Phone: e-mail is the best way to reach me      Website: http://www.worldjourney.net/phs/

 

Advance Placement World History Test (Given by College Board) Thursday - May 16, 2013(Morning)

 

OVERVIEW - Course Description

Advance Placement World History is a two-semester program that follows a course of study similar to that of a college introductory course in World History. Throughout the year, we will be looking for patterns in historical events, many of which revolve around the contacts among different human societies. To understand history, it is important to study not only the events that occur in time, but the methodology of those events. In Advance Placement World History, we will examine not only what happened, but also why it happened. We will look at historical continuity, along with change. Our studies will include the examination of world cultures, human institutions, the effects of new technologies, the environmental impact of human beings and world geography. It is my goal to give students the tools to obtain a score on their AP test, which could amount to credit for a 3-credit college course. Strong writing skills and advanced cognitive aptitude are required to succeed on the college level and it is for this reason that these skills will be emphasized in this course. It is understood that everyone taking this class will take the AP World History exam in May.

 

“Man lives consciously for himself, but is an unconscious instrument in the attainment of the historic, universal, aims of humanity.”    Leo Tolstoy (1829–1910), Russian novelist, philosopher.

“Consider your breed; you were not made to live like beasts, but to follow virtue and knowledge.”       Dante Alighieri (1265–1321), Italian poet.

“When a nation is filled with strife, then do patriots flourish.”    Lao-Tzu (6th century B.C.), Chinese philosopher.

 

UNITS OF STUDY - Exams & Projects

Evaluation       General Subject(s)                                                                   Approximate Exam Date

Unit 1 Test            Prehistoric period up to c. 600 B.C.E. (CH1)                                                         Early September

Unit 2 Test            World History from c. 600BCE to c. 600CE (CH2-5)                                            Early October

Unit 3A Test         World History from c. 600CE – c. 1200CE (CH6-10)                                            Late October

Unit 3B Test         World History from c. 1200CE – c. 1450CE (CH11-15)                                       Late November

Unit 4 Test            World History from 1450CE to 1750CE (CH16-22)                                             Mid January

Exam                     Semester Exam                                                                                                                Mid January

Unit 5 Test            World History from 1750CE to 1900CE (CH23-27)                                              Late February

Unit 6A Test         World History from 1900CE to 1945CE (CH28- 32)                                             Mid March

Unit 6B Test         World History from 1945CE to the Present (CH33-36)                                            Late April

Test Prep               AP Test Study, Writing Practice, and actual AP Test.                                       Late April & Early May

Main Exam           Advance Placement Test (Given by College Board)                                            Thurs May 16, 2013

Projects Due         Research Projects on Present day Global Issues.                                  After AP Exams to End of School

                                                                                                                                                                               

Note: Dates are approximate and may be changed at the discretion of the Teacher, the Administration, the College Board, or MCPS for a variety of reasons.

 

Course Objectives

  • Identify the impact of interaction among major world societies in trade, international exchange, war, and diplomacy from the foundations of human history to the present.
  • Explore relationships and distinctions in human political, social, economic, and intellectual history. 
  • Analyze the impact of technology, economics and change on human and non-human populations and the emergence of human social structures from relatively isolated despotic administrations to that of the present day series of globally connected nation states.
  • Evaluate the social structure, gender structures and intellectual developments of humans and the interactions among and within the various societies.
  • Using the periodization approach, analyze the relationship of change and continuity from 8,000 BCE to the present.
  • Appraise changes in the purpose and organization of states and the viewpoint toward states and political characteristics, including the development of nation-states.
  • Use and analyze primary sources, including documentary materials, maps statistical tables, and pictorial and graphic evidence, to study historical events.
  • Examine the problems faced by people at any given period in history, to relate these problems to the present, to investigate the attempts to find remedies for these problems and to plot humankind’s path to the future.

                                                   

GRADES - Grading Format (Per Quarter)

Type of Evaluation                                                                   Percentage % Value

Summative Assessments (This includes mostly Unit Exams,                              50%

but may also include Research Papers and Research Presentations)

Formative Assessments (Quizzes, Essays,                Worksheets, Projects, DBQ’s             40%                                                                

Simulations, Notebooks, Group Projects, and Group Presentations.)                       

Homework (Graded on accuracy or quality in relation to established                  10%

learning outcomes. This includes mostly Chapter Worksheets)                                                

 

Exams

AP World History tests are designed to prepare you for a challenging Advance Placement Exam in May. There will be five tests that will cover all 36 Chapters in the book. The exams will center on the AP designated unit of study and may include up to 10 chapters at one time. It is critical that you keep up with your reading and your assignments so that you will be adequately prepared for the test. Because there will be an assignment associated with the exam, it is essential that you not miss the exam on the test date. However, if this is unavoidable, you will need to take a make-up exam, different than that administered in class, with-in the MCPS designated allotted time.   

 

Essays & DBQ’s

One to two times a month, you will be given an essay or a DBQ (Document Based Question) that critiques a subject of discussion. This assignment is to be at least two pages in length, but no more than four pages. It should also be hand written. You need to use the writing format for AP that we will study in class. Essays and DBQ’s will be graded on a 20 point scale with a maximum of 9 points given for the draft essay, 9 points maximum for the re-write, and 2 points for the thesis worksheet.

 

Outlines

For each chapter you will be required to complete a formatted outline. These assignments will normally be due with-in two days of the assigned reading. This assignment is an individual obligation. Collaboration with other classmates on the chapter worksheets will not help you learn the material and is considered cheating. Cheating is a serious offence and all parties will receive a 0, without exception.

 

Quizzes

It can be argued that your greatest tool for success in this course is the textbook. It is for this reason that you will be quizzed after each reading assignment. Quizzes may be given in any format and can vary in duration. Each reading assignment will be one chapter in length. You are encouraged to read the chapter more than once in order to help you understand and retain the large amounts of information in each chapter.

 

Group Based Projects

Occasionally you will be given an assignment to complete, as homework, during class, in the Media Center, or in one of the Computer Labs. Grades will be given individually, based on the individual contribution of each participant. For grading purposes, each person must have evidence of their participation. It is your responsibility to make sure that you have a current and active school computer password. If you do not have an active password now, you need to register for one before or after school with-in a week of the start of class.

 

Worksheets

For each chapter you will receive a worksheet or a non-essay based homework assignment. These assignments will normally be due the next day of class. This assignment is an individual obligation. Collaboration with other classmates on the chapter worksheets will not help you learn the material and is considered cheating. Cheating is a serious offence and all parties will receive a 0, without exception.

 

Class Discussion

It is critical that everyone participate in class discussions and class activities in order to get a variety of viewpoints on the subjects that we will be covering. Class discussions are an integral part of this course and every student is required to respond when questioned and encouraged to give input to class discussions.

 

Cell Phones

Once you walk in the door you are required to TURN YOUR CELL PHONE OFF AND PUT IT AWAY! THIS NOTICE ACTS AS YOUR WARNING! If I see your cell phone, you will be required to put your cell phone in the teacher’s desk for the rest of the period. You will then need to see me to retrieve it when the bell rings. If you refuse to put your cell phone in the teacher’s desk, you will be sent to the office immediately where they will take your cell phone and keep it for the rest of the day. If you are repeatedly asked to put your cell phone in the teacher’s desk you may also be sent to the office. Please note that if you do not pick up your cell phone at the end of the period, once you put it in the desk, and it is lost, stolen, or damaged, it is your responsibility and the teacher and school cannot be held liable.

 

Reassessment

The opportunity for reassessment of quizzes will be offered for a maximum of two quizzes each quarter, provided the student has completed all work associated with the chapter quiz being reassessed and quiz corrections have been properly completed. Reassessments must be taken within three days of the original quiz. The reassessment grade will replace the original grade with no exceptions. Make-ups must be taken during lunch.           

 

Late Work

Please note that MCPS guidelines state that late work received prior to the deadline will receive a 10% deduction in grade. In accordance to MCPS policy, late work submitted after the deadline will receive a zero grade. Extenuating circumstances, like a death in the family or a serious illness will be considered on an individual, one-time only basis, if allowed under MCPS policy. This rule will be strictly adhered to, so these circumstances must be exceptional and allowable under the MCPS policy. Please be aware that MCPS policy does not allow teachers to give extra credit for any reason; therefore, it is important to do your work properly and to turn it in early or on time.

 

 

 

 

 

Important information if you are Absent

You are responsible for the material discussed in class, this includes days you are absent. Quizzes may be excused, but tests will not. Make-up tests are your responsibility. When you return remind me that you need a make-up test. Make-up tests will be different and have a different format than the original test. They also must be given with-in the MCPS designated allotted days. It is your responsibility to pick up your assignments and turn in your work the day after you return from any excused absence. Being absent from class does not excuse you from doing the assignment.  It is your responsibility to collect and complete missed assignments when you are absent.

 

EXTRA HELP AND COMMUNICATION

Course Grades will be posted on Edline and Course information can always be found at my website: worldjourney.net

I am available during lunch daily and periodically before and after school.  

 

 

Seven Simple Rules

 

I)             Be on time each day. When the bell rings, you must be in your seat or well on your way. If you are standing around outside talking, you will be marked tardy.

 

II)           You will be assigned a seat and will be expected to sit in that seat each day. If you are sitting in an unassigned seat, you may be marked absent.

 

III)               Be prepared. Bring paper, pen or pencil and your notebook to class each day. You will not be permitted to go to your locker or to another classroom to get your notebook or assignments once class has started.

 

IV)          Do not bring food, drink, or gum into the classroom. Let’s keep our school clean. It’s an issue of pride.

 

V)            It is your responsibility to make sure that your assignments are completed and turned in on time.

 

VI)          No one will be allowed to sleep (or put their head down) in class. If you have a health issue, please let me know. Your privacy will be completely respected.

 

VII)             School rules will be adhered to strictly. You are expected to know them and follow them. Any variation will result in immediate disciplinary action.

 

 

Books

The text for the course is:

World Civilizations: The Global Experience 4th Ed.-AP* Edition, by Peter N. Stearns, Michael Adas, Stuart B. Schwartz, and Marc Jason Gilbert, 2005, published by Pearson/Longman in New York City, NY.

 

Suggested AP Pep book Purchase:

5 Steps to a 5: AP World History 2012-2013, by Peggy Martin, 2011, published by McGrawHill, in New York, NY.

 

Supplemental book for this course:

Critical Thinking Using Primary Sources in World History, By Wendy Wilson and Gerald Herman, 2004, published by Walch Publishing, Portland, ME.

 

 

Fast Track to a 5: Preparing for the AP* World History Examination, by Brun-Ozuna, Healey, Whelan, Adams, Schwartz, Uhler, Williams, 2011, published by Wadsworth, Boston, MA.

 

Sources of World Civilization Volume I – Diversity of Traditions 3rd Ed., by Oliver A Johnson & James L Halverson, 2004, published by Pearson/Prentice Hall, Upper Saddle River, NJ.

 

The Human Record: Sources of Global History, Volume I & II, 7th Ed, by Andrea Overfield, 2012, published by Wadsworth, Boston, MA

 

AP* World History: An Essential Coursebook, by Ethel Wood, 2008, published by Woodyard, Reading, PA.

 

World Civilizations, 9th Ed, Volumes 1&2, by Ralph, Lerner, Meacham, Wood, Hull, & Burns, 1997, published by WW Norton, New York, NY

 

Ways of the World: A Global History with Sources, by Robert W. Strayer, 2011, published by Bedford St. Martin’s, Boston, MA.

 

World History 6th Ed., by William J. Duiker & Jackson J. Spielvolgel, 2010, published by Wadsworth, Boston, MA.

 

The Earth and Its People: Global History-AP Edition 5th Ed., Bulliet, Crossley, Headrick, Hirsch, Johnson, Northrup, 2011, published by Wadsworth, Boston, MA.

 

Societies, Networks, and Transitions: A Global History 6th Ed., By Craig A Lockard, 2011, published by Wadsworth, Boston, MA

 

World War II: Primary sources, by Christine Slovey, 2000, published by UXL Publishing, in Detroit, MI.

 

Middle Ages: Primary sources, by Judson Knight and Judy Galens, 2001, published by UXL Publishing, in Detroit, MI.

 

World War I: Primary sources, by Tom Pendergast, 2001, published by UXL Publishing, in Detroit, MI.

 

Korean War: Almanac and primary sources, by Sonia Benson and Gerda-Ann Raffaelle, 2001, published by UXL Publishing, in Detroit, MI.

 

Vietnam War: Primary Sources, by Kevin Hillstrom, 2001, published by UXL Publishing, in Detroit, MI.

 

AP Student Review Manual to Accompany Sterns, World Civilizations: The Global Experience, AP* Edition, Stearns, Adas, Schwartz, Gilbert, 2004, published by Persons Education, Inc. in New York, NY.

 

Instructor Resources to accompany World Civilizations: The Global Experience, AP* Edition, Jay Harmon, 2004, published by Persons Education, Inc. in New York, NY.

 

Hammond Historical World Atlas , by Hammond World Atlas Corporation, 2003 Edition, Langenscheidt Publishing Group, in Union, NJ

 

An Important teacher resource is:

AP World History to accompany World Civilizations: The Global Experience, Fifth Advance Placement Edition, Pamela Marquez, Noah Bopp, Deborah Smith Johnston, Victoria Robins, Ane Lintvedt, 2007, 2004, published by Persons Education, Inc. in New York, NY.

 

Supplementary Resources

There are a number of primary sources that I use to teach global historical concepts. I subscribe to National Geographic Magazine, Smithsonian Magazine, and the Washington Post and will occasionally use historical articles from these publications as well as other publications that our media center subscribes too. Our media center also has an active membership for “Facts on File,” “Proquest,” and “SIRS Knowledge Source.” These are electronic primary source databases that my students and I use to supplement the text.

 

Electronic Resources

Here is a sampling of websites that we will use in class as primary and secondary sources for historical issues:

Primary Source Materials & Document Based Questions - http://www.kn.pacbell.com/wired/fil/pages/listdocumentpa.html

Downloadable World History Atlas - http://www.atlasofworldhistory.com/

Macro History - http://www.fsmitha.com/

Country Studies from Library of Congress – http://countrystudies.us/

History Channel Website - http://www.historychannel.com/

Hyper History On-Line - http://www.hyperhistory.com/online_n2/History_n2/a.html

History World Website - http://www.historyworld.net/
Info. Please Timelines - http://www.infoplease.com/ipa/A0001196.html

World History Archives - http://www.hartford-hwp.com/archives/
Fact Monster - http://www.factmonster.com/ipka/A0001196.html
Historical Timelines - http://timelines.ws/
Ancient History Source Book - http://www.fordham.edu/halsall/ancient/asbook.html
Modern History Source Book - http://www.fordham.edu/halsall/mod/modsbook.html
The Complete History of China - http://www-chaos.umd.edu/history/toc.html
The History of Africa - http://www.bbc.co.uk/worldservice/africa/features/storyofafrica/index.shtml
Native American History - http://www.tolatsga.org/Compacts.html
Story of India - http://www.pbs.org/thestoryofindia/
Art History Site - http://witcombe.sbc.edu/ARTHLinks.html
European Monarchs Website - http://www.royalty.nu/Europe/index.html
Full History of the British Monarchy - http://britannia.com/history/h6f.html

Guide to Castles in Europe - http://www.guide-to-castles-of-europe.com/

Events in Japanese History - http://www.japan-101.com/history/history_timeline.htm

History of Buddhism - http://webspace.ship.edu/cgboer/buddhahist.html

History of Judaism - http://www.crystalinks.com/judaism.html

History of Islam - http://www.barkati.net/english/

History of Mesoamerica - http://www.historyworld.net/wrldhis/PlainTextHistories.asp?historyid=ab58
Ancient and Medieval, and Renaissance Documents- http://avalon.law.yale.edu/subject_menus/medmenu.asp
Petersons Study Guide Info.- http://www.petersons.com/books/apworldhistory.asp
McGraw Hill Practice Questions – http://www.MHPracticePlus.com

 

Course Topic Outline & Writing Assignments

The following is a list of the main topics that will be covered in class discussions, lectures and PowerPoint presentations, reading assignments, DBQ’s, change over time essays, comparison essays, worksheets, homework, group projects, Webquest, research projects, and presentations.

 

First Semester

 

Unit 1: Technological and Environmental Transformations

Prehistoric period up to c. 600 B.C.E.

(1 week)

Text: Chapters 1

Value of AP Exam 5%

Topics:

  • Prehistoric Humans
    • Pottery
    • Plows
    • Woven Textiles
    • Metallurgy
    • Wheels and wheeled vehicles
  • Early River Valley Civilizations
    • Egypt

§  Hittite Chariots

§  Pyramids

§  Sculpture

§  Hieroglyphs

§  Trade between Egypt and the Nubians

    • Mesopotamia
      • Ziggurats
      • Cuneiform
      • Hebrew monotheism
      • Zoroastrianism
      • The “Epic of Gilgamesh”
      • Code of Hammurabi
    • China/India

§  The Vedic religion

      • Trade between Mesopotamia and the Indus Valley

 

In this unit, students will learn basic historical essay techniques including how to write a proper historical thesis statement. They will also learn how to analyze historical evidence and how to craft historical arguments for the purpose of historical argumentation. Students will write thesis statements comparing pre-historic civilizations with river valley civilizations. We will discuss the interaction between humans and the environment, the beginnings of interactions between cultures, state building and conflict and the creation of economic systems.

 

 

 

Unit 2: Organization and Reorganization of Human Societies

c. 600BCE to c. 600CE

(6 weeks)

Text: Chapters 2-5

Value of AP Exam 15%

Topics:

  • Classical China
    • Confucius & Beliefs
    • Qin and Han Empire
    • Bureaucracies and Administrative Institutions
    • Fortifications & Defensive Walls
    • The Silk Road
    • Yokes
    • Horses & Animal Domestication
    • Changes in Farming and Irrigation Systems
  • Classical India
    • Nomadic Incursions
    • Maurya Empire
    • Gupta Empire
    • Indian Ocean Sea Lanes
    • Dhow Ships
  • Classical Greece
    • Phoenician Colonies
    • Greek Colonies
    • Athens & Sparta
    • Democracy
    • Greek Plays
    • Greek City States
    • Distinctive Architectural Styles
    • Persian Empire
    • Hellenistic Influences
    • Legal System
    • Slavery
  • Classical Rome
    • Distinctive Architectural Styles
    • Early Republic
    • Centralized government
    • Imperial government
    • Diplomacy
    • Supply Lines
    • Roads
    • Military organization
    • Constantinople
    • Soil Erosion & Desertification
    • Mediterranean Sea Lanes
  • Decline of the Great Classical Period
    • Rome and Incursions from the North & East
    • Effects of Disease on the population
    • Spread of Religion
      • Buddhism
        • Gender Roles in Buddhism
      • Christianity
        • Gender Roles in Christianity
      • Hinduism
    • Influence of  Daoism
      • Medical theories and practices
  • Early Africa & America’s
    • Trans Saharan Caravan Routes
    • Ancestor Veneration
    • Mesoamerica
      • Teotihuacán
      • Mayan City States
    • Andean
      • Moche

 

In this unit, students will learn how to analyze historical content for the purpose of writing a good comparison essay. We will continue working on historical argumentation and work on comparison and contextualization. Students will write two comparison essays, one comparing Confucianism and Daoism and one comparing the Roman Empire and Han China. I will introduce students to historical interpretation by looking at different views of history for the fall of the Roman Empire and we will start discussing chronological reasoning. They will also do a series of assignments analyzing conflict and leadership for this period in history. We will continue discussing the interaction between humans and the environment, take a much closer look at the interactions between cultures, discussing state building and conflict and evaluate different economic systems. We will also analyze the transformation of social structures.

 

 

Unit 3: Regional and Transregional Interactions

c. 600CE – c. 1450CE

(7 weeks)

Text: Chapters 6-15

Value of AP Exam 20%

Topics:

  • The Rise and Spread of Islam
    • The Arabian World
    • Life of Muhammad
    • The Umayyad Empire
  • Abbasid Empire
    • Abbasid Decline
    • Spread of Islam to South and Southeast Asia
      • Indian Ocean Basins Trade Routes
      • Muslim merchant communities in the Indian Ocean region
      • Literary, Cultural, and Artistic Diffusion of Islam in Southeast Asia
    • Ibn Battuta
  • African Civilizations
    • Before Islam
    • After Islam
      • Timbuktu
    • Trans-Saharan Trade Routes
      • Caravanserai
    • Bantu transmission of iron and agricultural techniques
    • Spread of Bantu languages like Swahili
    • Literary, Cultural, and Artistic Diffusion of Islam in Sub-Saharan Africa
    • Nomadic pastoralism
  • Civilization in Eastern Europe
    • The Byzantines
    • Eastern Europe
  • Medieval Europe
    • Mediterranean Sea Routes
    • Hanseatic League
    • Env. Knowledge & Tech Adaptation - Vikings use of longships for open sea & inland travel
    • Technological and cultural transfers of the Crusades
    • Coerced and unfree labor
    • Decline of Urban Areas – Little Ice Age
    • Craft production and guild organization
  • The Early Americans & Oceania
    • Early Mesoamerica
      • Teotihuacán
      • Mayan City States
    • The Aztecs
      • The chinampa field systems
      • Safe and Reliable Urban Transport
      • Aztec practice of human sacrifice
    • The Incas
      • Improved Terracing techniques
    • Maritime migrations of the Polynesian peoples
  • Reunification of China
    • The Sui, Tang, & Song Dynasties
      • The Silk Road
      • Silk and Cotton Textiles
      • Paper Money
      • diffusion of scientific and technological traditions -spread of printing & gunpowder to Islamic Empires and Europe
      • Religion as a traditional source of power and legitimacy
      • Tributary systems
      • Tang and Abbasid technological and cultural transfer
      • Decline of Agricultural Productivity
      • Disease and Invasions
      • End of Invasions
      • Gender Relations
      • Free peasant revolts
  • The Spread of Chinese Ideas
    • Early Japan
      • Chinese traditions that influenced states in Japan
      • Neoconfucianism and Buddhism in East Asia
      • Coerced and unfree labor
    • Early Korea & Vietnam
      • New Foods and Agricultural Techniques - New Rice Varieties in East Asia
  • The Mongol Empire
    • Technological and cultural transfers throughout the empire
  • The Rise of the West
    • Banking Houses
    • Italian City-States
    • Rise of Commerce and Warmer Temperatures between 800-1300
    • Increased agricultural productivity and rising population
    • Availability of labor and urban growth
    • Free Peasant agriculture
    • Government-imposed labor taxes
    • Military obligations

 

In the first half of this unit, students will learn how to write a proper change-over-time essay. Students will work on historical interpretation, synthesis and chronological reasoning in two patterns of continuity and change-over-time essays; one on changes of political institutions in Western Europe from the fall of the Roman Empire to the end of the Middle Ages and another on the position of woman in the Muslim world from Muhammad through the fall of the Abbasids. Classroom activities during this period will include work on periodization and historical argumentation.  In the second half of this unit, students will learn how to write a good Document Based Question. Students will write their first DBQ on views held by men on the economic and social roles of women between the 13th and 16th century. Students will do a series of assignments analyzing change-over-time, conflict, leadership, and civilizations for this period in history. Students will also do a series of assignments analyzing historical documents, including graphs and maps. We will continue discussing the interaction between humans and the environment, cultural interactions, state building, the development and transformation of social structures, and expansion and conflict.

 

Unit 4: Global Interactions

c. 1450CE – c. 1750CE

(7 weeks)

Text: Chapters 16-22

Value of AP Exam 20%

Topics:

  • Western Expansion
    • The World Economy
      • Voyages of Zheng He
      • Astrolabe
      • Innovations in ship design
    • Colonial Expansion
      • Dutch maritime empires
      • French maritime empires
      • British maritime empires
      • Dutch & British East India Companies
      • Mercantilism
      • Piracy in the Caribbean (competition over trade routes)
  • Europe in a time of Change
    • Renaissance
      • Renaissance art in Europe
      • Cervantes
    • Reformation
  • The Rise of Russia
    • Russian land empire
  • Early Latin America
    • Re-conquest to Conquest
      • New forms of religion - The cults of saints in Latin America
    • Columbian Exchange
      • To Eurasia
        • Food Crops - Potatoes
        • Food Crops - Maize
        • Cash Crops – Sugar
      • To the America’s
        • Slaves
        • Christianity
        • Horses
        • Cattle
        • Rice
        • Disease
    • Destruction of Native Societies
    • Multiracial Societies
      • New ethnic and racial classifications
      • Gender and family restructuring
    • Colonial Spanish America & Colonial Brazil
      • Portuguese maritime empire (Including Azores)
      • Spanish maritime empire (Including Philippines)
      • Encomienda and hacienda systems
      • Creole elites in Spanish America
      • Arts as displays of political power - Urban design
  • Africa in the time of the Slave Trade
    • Coerced labor migration
  • Later Muslim Empires
    • The Ottoman Empire
      • Ottoman land empire
      • Ottoman treatment of non-Muslim subjects
      • Ottoman devshirme
    • The Safavid Empire
      • Safavid use of Shiism
      • Ottoman/Safavid conflict
    • The Mughal Empire
      • Mughal land empire
      • Cotton textile production in India
  • Asian Transition
    • Ming China
      • Silk textile production in China
      • Chinese examination system
    • Manchu China (Qing Dynasty)
      • Qing land empire
    • Feudal Japan
      • The daimyo in Japan
      • Samurai revolts

 

In this unit, students will use techniques learned in the previous units to improve their writing skills. Students will write two DBQ’s, one analyzing the differences and similarities of the Hanseatic and Swahili trading alliances and one analyzing the slave system of the Atlantic and the Muslim slave trade. Students will also continue to work on comparison and contextualization and write an essay comparing the rise of the Russian Empire with Western European maritime empires like Spain, Portugal, and The Netherlands. Students will do more assignments analyzing chronological reasoning, periodization, and historical interpretation for change-over-time and conflict, leadership of civilizations for this period in history. Students will also do assignments analyzing historical documents, including graphs and maps. Students will analyze a number of historical documents, some with maps and graphs on the effects of European colonialism on subject peoples. We will take a much closer look at the interaction between humans and the environment, cultural interactions, state building, the development and transformation of social structures, and expansion and conflict.

 

Semester Two

 

Unit 5: Industrialization and Global Integration

c. 1750CE- c. 1900CE

(7 weeks)

Text: Chapters 23-27

Value of AP Exam 20%

Topics:

  • Industrialization
    • Europe’s location on the Atlantic Ocean
    • The geographical distribution of coal, iron and timber
    • European demographic changes
    • Urbanization
    • Improved agricultural productivity
    • Enclosure & Legal protections for private property
    • Steam Engines & Railroads
    • Factory System
    • Use of  rivers & Canals for transportation
    • Development of  Steamships
    • Access to foreign resources
    • Accumulation of capital
    • Spread of Industrialization outside of Europe
    • Second Industrial Revolution
    • Telegraph systems
    • Marxism
    • Expansion of suffrage in Britain
    • Development of Middle Class & Working Class
    • Change in Gender Roles
    • Parasitic Cities and the Response
    • Human Migration to Cities for Manual Labor
  • The Enlightenment
    • Voltaire & Rousseau
    • The Salons of Paris
    • John Locke
    • American Declaration of Independence
    • The American Revolution
    • Expanded Rights
    • Abolition of Slavery
  • The French Revolution
    • The Rights of Man and Citizen
    • Olympe de Gouges’s “Declaration of the Rights of Woman and Female Citizen
  • Imperialism, Economics and European Domination
    • Industrial Rivalries
    • The British Empire
    • British Settler Colonies in South Africa, Australia, & New Zealand
    • British in India & Dutch Indonesia
    • Decline of textile production in India
    • Gold and diamond mines in South Africa
    • Adam Smith and John Stuart Mill
    • Dutch and British Stock Markets
    • Gold Standard
    • HSBC – Hong Kong/Shanghai Banking Corp.
    • The Belgian Congo
    • The Zulu Kingdom
    • Social Darwinism
    • Indian indentured servitude
    • Convict Labor
    • White Australia Policy (regulations against immigrants)
  • Consolidation of Latin America
    • From Colonies to Nations

•          The Haitian Revolution

•          Simon Bolivar’s Jamaica Letter

•          Latin American Independence Movement

    • Economics in the new nations

•          Export of Guano

•          Slave Resistance movement in Brazil

•          Italian temporary and seasonal migrants  in Argentina

•          Japanese migrants to Brazil & Peru and ethnic enclaves

    • Neo-Imperialism

•          U.S. and Britain and Neo-imperialism in Latin America

  • New States of Germany & Italy
    • German Nationalism
  • Muslim and Chinese Decline
    • Subjects Challenge of Imperialist Government
    • Ottoman Retreat

•          Resistance of Economic Change

•          Sick Man of Europe – Establishment of Independent states in the Balkans

•          The Tanzimat Reform Movement

    • Rise and Fall of Qing China

•          Resistance of Economic Change

•          British and French attempts to open the Chinese market

•          The Opium Wars

•          The Boxer Rebellion

•          The Taiping Rebellion

•          Chinese indentured servitude

  • Russia and Japan Industrialize
    • Russian Reforms and Industrialization

•          Industrialization in Russia

•          Development of Railroads and Factories in Tsarist Russia

    • Japan’s Transformation

•          Economic reforms of Meiji Japan

•          Industrialization in Japan

 

In this unit, students will use techniques learned in the previous units to continue improving their writing skills. We will continue taking a close look at the interaction between humans and the environment, cultural interactions, state building, the development and transformation of social structures, and expansion and conflict. Students will write a change-over-time essay on the rise and fall of the Qing Dynasty in China, evaluating historical causation, chronological reasoning and periodization. Students will continue to work on comparison and contextualization by writing two comparison essays, one comparing the incursion of Europeans into the Islamic heartland and China versus their entry into Africa, and one comparing Latin American economic dependence on the West with European colonialism in Africa. Students will also do a DBQ analyzing issues the Muslim leaders confronted in South Asia and North Africa. Students will continue to do more classroom and homework assignments analyzing change-over-time, conflict, leadership, and civilizations for this period in history. Students will also do more assignments analyzing historical documents, including graphs and maps.

 

 

Unit 6: Accelerating Global Change and Realignments

c. 1900CE- to present

(7 weeks)

Text: Chapters 28-36

Value of AP Exam 20%

 

Topics:

  • Scientific Paradigms, Medical Innovations, & Energy Technologies
    • Psychology
    • Antibiotics
    • Oil as an Energy Source
  • World War I
    • Power rivalries between Britain and Germany
    • Military conscription
    • Improved Military Technology
    • Trench Warfare
    • The Dada movement
  • The World Changes
    • From Russia to the Soviet Union
      • Collapse of Imperial Russia due Political & Social Discontent
      • Soviet Communism & Vladimir Lenin
      • Stalin’s Five Year Plans
    • Disarray of Western Europe
      • Nationalist Ideas & New States
      • Picasso and his Guernica
    • The League of Nations
  • The Great Depression and the Response
    • The New Deal and Keynesian Economics
  • World War II
    • Imperialist Expansion by European powers and Japan
    • Competition for resources
    • The Holocaust
    • The Rape of Nanjing
    • Formation of the United Nations
  • The Cold War & Other Responses
    • US and USSR as rival superpowers
    • NATO and the Warsaw Pact
    • Formation of the European Union
  • Latin America
    • Revolutions
      • Proxy Wars of the Cold War
      • Military Dictatorships in Latin America that further intensified conflict
    • Reactions
  • Africa, The Middle East, Asia, and Oceania
    • Collapse of Empires
      • Collapse of The Ottoman Empire
      • Collapse of Qing China
    • Independence Movements
      • Mohandas Gandhi & the nonviolence movement
      • Negotiated Independence of British India
      • Muhammad Ali Jinnah and Pakistan (Religious Movements)
      • The India/Pakistan Partition & Population Resettlements
      • Kwame Nkrumah and Ghana’s Independence
    • Challenges of Independence
      • Population Growth
      • Ethnic conflict
      • Proxy Wars of the Cold War
      • The Green Revolution
      • Rwandan Genocide and Xenophobia
    • Paths to Economic Growth and Social Justice
      • Pan African Movement
      • Migration of Educated Africans to Europe
      • Displacement of the Palestinians
  • Rebirth and Revolution
    • East Asia
      • Communism and Mao Zedong
      • Deng Xiaoping and Free Market Policies
      • China’s new export-oriented economy
      • New Cultural Identities in China and the one child policy
    • Japan after WWII
      • Japan’s export-oriented economy
    • Korea
      • South Korea’s export-oriented economy
    • Vietnam
      • Independence from the French Empire
  • Globalization and Resistance
    • The End of the Cold War & Dissolution of the Soviet Union
    • Global Warming
    • Birth Control
    • Violent movements like Al-Qeada
    • Fundamentalist Movements
    • The World Bank
    • Multinational Corporations
    • Greenpeace and the protest movement
    • The continuation of the Woman’s Rights movement
    • New Age Religions
    • World Cup Soccer
    • Hollywood and American diffusion of music and film worldwide
  • Population Growth
    • Exploitation of finite resources
    • Pollution
    • Extinction of Plant, Insect, Aquatic and Animal Species
  • Diseases & World Poverty
    • Malaria in Impoverished regions
    • AIDS/HIV
    • The World Health Organization
    • Diabetes as a major threat in the future

 

In this unit, students will use techniques learned in the previous units to continue improving their writing skills. In this unit we will evaluate modern issues that affect humans such as the interaction between humans and the environment, modern cultural issues, issues related to modern state building, the transformation of social structures, and expansion and conflict that plague modern society. Students will write a change-over-time essay on Gandhi’s approach to the removal of the British from India.  Students will write two comparison essays, one on post-colonial Egypt and post-colonial India and one on trends in political organizations and economic development in the 20th Century. Students will write two DBQ’s, one analyzing documents on Joseph Stalin’s rule of the Soviet Union and one analyzing documents on Decolonization in the 20th Century. Students will continue to do more assignments with analyzing historical causation, chronological reasoning, historical interpretation, and periodization, patterns of continuity and change over time, comparison and contextualization and historical argumentation for this period in history. Students will also do more assignments analyzing historical documents, including graphs and maps.

 

 

Review

Prehistoric period - to present

(2-3 weeks)

 

At the conclusion of this unit students will complete two or three (time permitting) full practice AP Exams with 70 multiple choice questions, a DBQ, a Change-over-time Essay, and a Comparison Essay. We will review the five course themes of Interaction Between Humans and the Environment, Development and Interaction of Cultures, State-Building, Expansion, and Conflict, Creation, Expansion, and Interaction of Economic Systems, and Development and Transformation of Social Structure and there importance on the AP Exam. We will also look at the four historical thinking skills of crafting historical arguments from historical evidence chronological reasoning, comparison and contextualization and historical interpretation and synthesis and how it fit with everything we studied this year.