Advanced Placement World History Course Syllabus 2014-2015
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- (CR9: The course provides opportunities for students to examine relationships between causes and consequences of events or processes- historical causation)
- (CR11: The course provides opportunities for students to examine diverse models of periodization constructed by historians. – Periodization)
- Unit 1: Technological and Environmental Transformations to 600 B.C.E. (2 Weeks) (CR2) (CR5) All themes will be discussed
- (CR5c) (CR5a) (CR5d) (CR5b)
- (CR3: Each of the key concepts receives explicit attention in the relevant historical period and is integrated with the course themes. – Key concept)
- Unit 2: Organization and Reorganization of Human Societies, 600 B.C.E.- 600 C.E. (4 Weeks) (CR2)(CR5) All themes will be discussed
- Unit 3: Regional and Trans-regional Interactions, 600 C.E.- 1450 C.E. (6 Weeks) (CR2)(CR5) All themes will be discussed
- Unit 4: Global Interactions 1450 C.E.- 1750 C.E. (6 Weeks) (CR2)(CR5) All themes will be discussed
- (CR8, CR9)
- Unit 5: Industrialization and Global Integration, 1750 C.E.-1900 C.E. (6 Weeks) (CR2)(CR5) All themes will be discussed
- (CR11, CR 14)
- Grading Scale and Explanations
- Cumulative Project- CR 6,7,8,9,10,12,14,15
- The Five Themes of AP World History
- Historical Thinking Skills
- Introduction: What will AP World be like What skills will AP World demand of students Unit 1: Technological and Environmental Transformations to 600 B.C.E 2 Weeks
- Learning Objectives Key Concepts/ Themes/ Historical Thinking Skills
(CR8: The course provides opportunities for students to analyze evidence about the past from diverse sources, including written documents, maps, images, quantitative data (charts, graphs, tables), works of art, and other types of sources. – Appropriate use of historical evidence) (CR9: The course provides opportunities for students to examine relationships between causes and consequences of events or processes- historical causation) (CR10: The course provides opportunities for students to identify and analyze patterns of continuity and change over time and across geographic regions, relating these patterns to a global context. – Patterns of change and continuity over time) (CR11: The course provides opportunities for students to examine diverse models of periodization constructed by historians. – Periodization) (CR12: The course provides opportunities for students to: compare historical developments across or within societies in various chronological and/or geographical contexts. – Comparison) (CR13: The course provides opportunities for students to connect historical developments to specific circumstances of time and place, and to broader regional, national, or global processes. – Contextualization) (CR14: The course provides opportunities for students to: Apply multiple historical thinking skills to examine a particular historical problem or question and connect insights from one historical context to another, including the present. – Synthesis) (CR15: The course provides opportunities for students to recognize how the study of history has been shaped by the findings and methods of other disciplines such as anthropology, archaeology, visual arts, literature, economics, geography and political science-Synthesis) A1:Students will write Current Event Papers, based on a news article that relates to the current unit of study A2:Students will peer teach different events. Students will be assigned a topic, in which they will create notes, a presentation, and an assessment. A3:Students will partake in research and Paideia seminars and fishbowl discussions about different readings A4:Students will write a DBQ essay and/or a Continuity and change over time essay and/or a comparative essay- Writing Portfolio A5: Students will form their own notes using the textbook and information I provide. A6: Students will create SPICE charts, CCOT charts, Cause-Effect charts A7: Students will analyze primary and secondary sources.
• Prehistoric Societies • From Foraging to Agricultural and Pastoral Societies • Early Civilizations: Middle East, South Asia, East Asia, the Americas, Africa, and Oceania (CR5c) (CR5a) (CR5d) (CR5b) • Key Concept 1.1. Big Geography and the Peopling of the Earth • Key Concept 1.2. The Neolithic Revolution and Early Agricultural Societies • Key Concept 1.3. The Development and Interactions of Early Agricultural, Pastoral and Urban Societies
Students will analyze textbook readings to create their own notes and study guides. Students will research the findings of archaeologists and geographers in order to understand the shift from nomadic life to the beginning of civilization. (CR15) Students will create SPICE of civilizations and then participate in a carousel activity to check their classmates information. Students will analyze readings such as Epic of Gilgamesh, Hammurabi’s Code of Laws, and the Mahabharata and discuss how they support the rising state (CR8) Students will take part in a fishbowl discussion about Diamond’s “Guns, Germs, and Steel” (CR6, CR7) Students will learn the basics of AP writing. Students will take an exam that includes multiple choice questions and one of the following types of essays: CCOT, Comparative, or DBQ. Unit 2: Organization and Reorganization of Human Societies, 600 B.C.E.- 600 C.E. (4 Weeks) (CR2)(CR5) All themes will be discussed Topics for Overview include: • Classical Civilizations • Major Belief Systems: Religion and Philosophy • Early Trading Networks • Key Concept 2.1. The Development and Codification of Religious and Cultural Traditions • Key Concept 2.2. The Development of States and Empires • Key Concept 2.3. Emergence of Trans-regional Networks of Communication and Exchange [CR3]
Students will analyze textbook readings to create their own notes and study guides. Students will create snapshot maps and captions for different empires. (CR5) Students will discuss the rise and fall of empires using the Conrad-Demarest model. (CR9, CR10) Students will create CCOT and cause-effect charts about trade networks.(CR9) Students will compare and contrast different belief systems.(CR12) Students will annotate Shaffer’s “Southernization” using SOAPSTone and discuss if Westernization is the best model for the spread of culture and ideas. (CR8) Students will take an exam that includes multiple choice questions and one of the following types of essays: CCOT, Comparative, or DBQ. Unit 3: Regional and Trans-regional Interactions, 600 C.E.- 1450 C.E. (6 Weeks) (CR2)(CR5) All themes will be discussed Topics for Overview include: • Byzantine Empire, Dar-al Islam, & Germanic Europe • Crusades • Sui, Tang, Song, and Ming empires • Delhi Sultanate • The Americas • The Turkish Empires • Italian city-states • Kingdoms & Empires in Africa • The Mongol Khanates • Trading Networks in the Post-Classical World
• Key Concept 3.2. Continuity and Innovation of State Forms and Their Interactions • Key Concept 3.3. Increased Economic Productive Capacity and Its Consequences [CR3]
Students will analyze textbook readings to create their own notes and study guides. Students will analyze the spread of Islam using different secondary sources and discuss the impact on societies. (CR11) Students will research the expansion of different peoples. (CR13) Students will create a journal about their travels on the Silk Road. Students will create SPICE charts about decentralized governments in Europe and Japan. (CR12) Students will take an exam that includes multiple choice questions and one of the following types of essays: CCOT, Comparative, or DBQ.
Bringing the Eastern and Western Hemispheres Together into One Web • Ming and Qing Rule in China • Japanese Shogunates • The Trading Networks of the Indian Ocean • Effects of the Continued Spread of Belief Systems • Key Concept 4.1. Globalizing Networks of Communication and Exchange • Key Concept 4.2. New Forms of Social Organization and Modes of Production • Key Concept 4.3. State Consolidation and Imperial Expansion [CR3]
Students will analyze textbook readings to create their own notes and study guides. Students will use primary sources to create CCOT and SPICE charts about different empires. (CR8, CR9) Students will use excerpts from Bartolome de las Casas’ “Destruction of the Indies” to analyze the contact between the Europeans and Native Americans. (CR8, CR13) Students will list and then discuss the importance of technology on the Columbian Exchange and Encounter. (CR6) Students will take an exam that includes multiple choice questions and one of the following types of essays: CCOT, Comparative, or DBQ. Unit 5: Industrialization and Global Integration, 1750 C.E.-1900 C.E. (6 Weeks) (CR2)(CR5) All themes will be discussed Topics for Overview include: • The Age of Revolutions: » English Revolutions, Scientific Revolution & Enlightenment, » American Revolution, French Revolution and its fallout in Europe, Haitian & » Latin American Revolutions • Global Transformations: » Demographic Changes, the End of the Atlantic Slave Trade, Industrial Revolution and Its Impact, Rise of Nationalism, Imperialism and its Impact on the World
• Key Concept 5.2. Imperialism and Nation—State Formation • Key Concept 5.3. Nationalism, Revolution and Reform • Key Concept 5.4. Global Migration [CR3] Example of Activities and Skill Development (See the Curriculum Map for more details) Students will analyze textbook readings to create their own notes and study guides. Students will discuss using previous knowledge and primary sources the ideas of the Enlightenment and its’ impact on the world. Students will use the Crane Brinton model of revolutions to analyze the French, American, and Latin American revolutions. Students will analyze the causes and effects of Industrialization on Europe and Japan. (CR9) Students will use primary sources to discuss the difference between different ideologies. (CR8, CR13) Students will take an exam that includes multiple choice questions and one of the following types of essays: CCOT, Comparative, or DBQ.
Topics for Overview include: • Crisis and Conflict in the Early 20th Century: » Anti-Imperial Movements, World War I, Russian, Chinese and Mexican Revolutions, Depression, Rise of Militaristic and Fascist Societies, World War II • Internationalization: » Decolonization, the Cold War World, International Organizations, the Post-Cold War World, Globalization • Key Concept 6.1. Science and the Environment • Key Concept 6.2. Global Conflicts and Their Consequences • Key Concept 6.3. New Conceptualizations of Global Economy, Society and Culture [CR3]
Students will analyze textbook readings to create their own notes and study guides. Students will list scientific and technological innovations and analyze their impact on the 20th century. (CR6) Students will debate whether or not WWII was just a continuation of WWI. Students will analyze the rise of fascism and communism using primary sources. (CR7, CR8, CR13) Students will create an annotated timeline of the late 19th-mid 20th centuries. (CR11, CR 14) Students will take an exam that includes multiple choice questions and one of the following types of essays: CCOT, Comparative, or DBQ.
Students will continue to answer multiple choice questions. Students will write timed DBQ, CCOT, and Comparison essays. Students will peer teach topics they find most difficult to remember. Grading Scale and Explanations The grading scale has been changed to reflect our school’s new and more rigorous Advanced Placement grading scale. 15% Class-work/Participation College preparation is an important goal of this category. It includes, but is not limited to grading of daily “Do Nows”, Notebooks, Class Discussions, Reaction Papers, Mental Mapping and Group Work. 45% Quizzes/Tests Students will be evaluated through a variety of assessment methods weekly. The evaluations will be designed to bolster creative thinking skills and prepare students to achieve mastery of the standards set forth by the AP examination of this course. These include, but are not limited to Multiple Choice Exams, Document Based Questions with Coinciding Essays, Thematic essays (comparative, change over time, overarching themes, etc), and Alternative Assessments (portfolios, open ended questions, etc.) 25% Projects Projects will be a critical portion of this course as a means to create critically thinking students. They will be centered on mastery of the AP examination and creating authentic real-world correlations/connections to the course material. Each semester will have at least one major project. Examples of projects include, but are not limited to Writing Portfolios (Historical letter writing, Reaction Papers to content, Opinion Papers, Newspaper Articles, Essays, Historical Fiction), Mock Trials/Congress (Putting historical figures on trial, Creating laws, Making course of action decisions for nations), Debates , Map Creation (World and Regional, Battle, Physical, Political, etc), Compare and Contrast Activities (Societies, Empires, Religions, Leaders, Actions), Oral Presentations, Poster Creation, Working Timeline Creations (The class will create a timeline across the back wall of major historical events with illustrations and descriptions), Illustrated Dictionaries/Encyclopedias, Pamphlets of Historical Event Creations, Political Cartoon Creations, Murals of Historical Events (Holocaust, Dynasties, Empires, Wars, etc) Chart Creation, Internet Activities, Power Point Creations, Composing Songs on World History, etc 15% Homework Homework in this course will be designed to ensure mastery of previously learned material or to serve as an introductory piece for a new topic of study. Homework will be given on a daily basis. Examples of homework include, but are not limited to Textbook Reading, Worksheets, Writing Assignments, Standardized Test Practice Questions, etc. All homework assignments will be posted by week on our school’s homework website. Support Students will have the necessary support from the instructor to pass the AP World History exam. The instructor will be available each day for after school help and enrichment. Review sessions will take place bi-weekly starting three months prior to the AP exam. Cumulative Project- CR 6,7,8,9,10,12,14,15 Thesis Driven Research Paper: Students will choose a topic from any of the units of study. They will demonstrate knowledge of the four Historical Thinking Skills. Students will narrow their body of research and thesis, and outline, research, draft, and finalize a 5 page research paper, double spaced- typed Times New Roman size 12 font, 1 inch margins, with proper heading. Students will not only pose a question regarding a historical issue or phenomena, students will use other disciplines such as sociology, anthropology, art, literature, and geography, to aid them in their research and conclusions. Students will then present their research to the class in a presentation with PowerPoint and assessment. Sample Research Questions:
AP WORLD CURRICULUM MAP 2014-2015
Historical Thinking Skills: Students will be able to apply these skills through all themes of AP World History-
Activities: A1:Students will write Current Event Papers, based on a news article that relates to the current unit of study A2:Students will peer teach different events. Students will be assigned a topic, in which they will create notes, a presentation, and an assessment. A3:Students will partake in research and Paideia seminars and fishbowl discussions about different readings A4:Students will write a DBQ essay and/or a Continuity and change over time essay and/or a comparative essay- Writing Portfolio A5: Students will form their own notes using the textbook and information I provide. A6: Students will create SPICE charts, CCOT charts, Cause-Effect charts A7: Students will analyze primary and secondary sources. Textbook: Bentley and Zeigler, Traditions and Encounters: A Global Perspective on the Past, Fourth Edition, 2008, McGraw-Hill. Introduction: What will AP World be like? What skills will AP World demand of students? Unit 1: Technological and Environmental Transformations to 600 B.C.E 2 Weeks Essential Questions: How did different groups of humans successfully adapt to changing environmental conditions or migrate to different regions of the earth? What are the causes and consequences of new ways of living following the Neolithic Revolution?
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