AP World History Course Outline Raoul Bozio (class website:

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1 COURSE DESCRIPTION AND EXPECTATIONS: AP World History covers the history of world civilizations (approx. 8,000 B.C.E. - present). As such, this college level course will be one of the most difficult you will take during your high school career. All students are responsible for learning the voluminous material in order to prepare them for the AP exam. Thus, students must thoroughly read, outline, and study their textbook, handouts and additional readings which I assign. We will cover the overarching themes of the units and the most critical information during class time. Students, however, must be prepared for weekly quizzes on all of the material. This requires students to pace their textbook readings and review throughout the week. It is helpful to think of this course as a Big Picture view of world history. The course emphasizes patterns of change and the connections between the various world cultures throughout the time period being studied. I look forward to an exciting year wherein this class engages in an interactive exploration of history. The class will frequently contain class lectures, PowerPoint presentations, analysis of primary historical documents, and class discussions. Students will have significant opportunity for group work, projects and group debate. As such, all students are expected at all times to consider differing views and demonstrate respect for their teacher and one another. You will need to become intimately familiar with the course outline and sample questions on the AP website This outline provides substantial detail elaborating on the below course outline and is a terrific tool to guide your study throughout the course. We will frequently review and discuss the course outline in class. COURSE OBJECTIVES: Students will work toward a mastery of the four key historical thinking skills emphasized by the course: 1. crafting historical arguments from evidence, 2. chronological reasoning, 3. comparison and contextualization, and 4. historical interpretation and synthesis. Students will be able to analyze the processes and causes involved in the continuity and change across periods by focusing their study on the following AP World History course themes. We will frequently utilize the acronym PERCI as a tool to analyze the following course themes for each civilization we cover: State-building, expansion, and conflict (forms of governance, empires, nationalism, revolts and revolutions, regional, transregional, and global structures and organizations) Creation, expansion, and interaction of economic systems (trade and commerce, agriculture, labor systems, industrialization, capitalism and socialism) Development and interaction of cultures (religions, belief systems, philosophies, science and technology, the arts) Development and transformation of social structures (gender roles/relations, family, racial and ethnic, and social and economic classes, ) Interaction between humans and the environment (demography, migration, settlement, technology) TEXTBOOK MATERIALS AND OUTSIDE READINGS Textbooks: World History. W. Duiker and J. Spielvogel, 5 th Ed. (2007). In addition to our primary textbook, the class will utilize a class set and the related resource material

2 from each of the following textbooks: 1) Traditions & Encounters. J. Bentley and H. Ziegler, 3 rd Ed. (2006); 2) The Earth and Its Peoples. R. Bulliet et al., 4 th Ed. (2008). Secondary Sources: Students will select one of the following outside reading sources each semester and compose a critical analysis essay dealing with how the book and the disciplines of science, geography, medicine, anthropology, addresses one or more of the key themes of the AP World course outlined above (cross cultural interactions, human-environment interactions, social structures, state building, etc.) (1 st semester) Guns, Germs, and Steel. Diamond, Jared. W.W. Norton & Company (1999). (2 nd semester) Cultures in Motion: Mapping Key Contact and Their Imprints in World History. Stearns, Peter. Yale University Press (2001). (alternative 2 nd semester) Gender in World History. Stearns, Peter. Routledge (2000). Primary Resources: Students will work in groups and individually to analyze primary text, visuals, graphs and charts, etc., to develop the course skills. For each of the assignments dealing with primary source documents and writing of essays for Document Based Questions that are outlined below we will focus on analysis of historical context, the authors messages, perspectives and points of view, including biases, intended audience, and tone, in order to better understand multiple historical perspectives and determine how each primary source assists in a deeper understanding of the course material themes and key concepts. They will utilize the documents to analyze the course themes and key concepts from each unit and develop the skills of: 1. crafting historical arguments from evidence, 2. chronological reasoning, 3. comparison and contextualization, and 4. historical interpretation and synthesis. Students will be able to analyze the processes and causes involved in the continuity and change. Students will analyze on a weekly basis the numerous sets of primary source documents from the following sources: Primary source documents, texts, visuals, maps, graphs and charts, included in the above class textbooks and accompanying materials (CD s, Readers) Released AP World History exams, including primary source DBQ materials. Wiesner, et al. Discovering the Global Past, A look at the Evidence, Volumes I and II. Houghton, Mifflin, 3 rd Edition, 2007 Nystrom, et al. Primary Source Reader for World History, Volumes I and II. Thomson Wadsworth, 2006 Primary sources from textbook companion resources CD (Duiker, Boulliet, Bentley Textbook supplemental reader materials) Practice Exams, including DBQ documents from numerous study review books, including Barron s, Princeton Review and Kaplan (various materials) The History Project, University of California, Davis, World History Enrichment, (various materials), Teachers Curriculum Institute (TCI), (various materials) AP Summer Training Institute Materials (numerous, various)

3 COURSE OUTLINE Unit #1: Technological and Environmental Transformations to 600 B.C.E (approximately 2-3 weeks) 1. Big Geography and the Peopling of the Earth 2. the Neolithic or Agricultural Revolution and early societies 3. Development and interactions of early agricultural, pastoral, and urban societies. Civilizations of the River Valleys 4. Geographic Areas included: Middle East, South Asia, East Asia, the Americas, Africa and Oceania Focus Activities and skills for the unit: Class analyzes and holds discussions regarding factors giving rise to early civilizations and describing same culture, religion, trade, technology, writing, etc. Secondary source assignment on Guns, Germs and Steel is introduced to students and incorporated in discussions. Class will discuss and write critical essays on the incorporation of geography, science, economics as outside disciplines which contribute to our understanding of history, specifically how these affect change over time and the development of culture, environment, and technology across civilizations. AP Skills- primary document analysis conducted in small groups. Primary sources include analysis of primary sources and visual archeological evidence (pictures, maps, charts) from textbook materials, including excavated Mohenjo Daro and Mayan ruins. Passages from Rig Veda to analyze development of religion and caste in South Asia to be analyzed. Intro to the DBQ groups analyze documents from sample DBQ from Bulliet textbook. DBQ includes text and maps from ancient civilizations to analyze relationship between humans and environment. Students will develop the skills of historical interpretation from a variety of perspectives and synthesizing diverse materials to answer the course theme based question (humans and environment) by completing CAMPS (Context, Author, Message, Perspective, Significance) Worksheet Introduction of Historical Figure Project Presentations (mock trial, press conference, round table discussion, etc.) Groups of students work together and conduct research from outside secondary and primary sources to prepare a class presentation debate/discussion centering on key course concepts and themes related to historical figure. Figures: Asoka, Julius Caesar, Shi Huang Di, Joan of Arc, Genghis Kahn, Columbus. Introduction to AP essay formats DBQ, Compare/Contrast, and Change and Continuity with focus of practice essays on issues relating to factors influencing development of civilizations and patriarchal societies. Class read of patriarchy/gender roles essay for class debate relating to evolving gender and social hierarchy related to Neolithic Revolution and early civilizations Course Unit Periodization analysis through class discussion Weekly chapter multiple choice quizzes

4 Unit #2: Organization and Reorganization of Human Societies, 600 B.C.E. to 600 C.E. (approximately 4-5 weeks). 1. Development and Codification of Religious and Cultural Traditions 2. Development of States and Empires 3. Emergence of Transregional Networks of Communication and Exchange Chapters covered by week: 1. Classical India development of religions, caste and Mauryan, Gupta Empires 2. Classical China development of culture Han Dynasty political traditions 3. Classical Greece and Rome culture, state building, Western political ideals, and factors of rise and fall of Roman Empire 4. Classical Americas culture, religion and development of Mayan City States Focus Activities and Skills for the unit: The students will work in groups to analyze and outline a response to the 2007 AP DBQ Essay comparing Han and Roman primary sources demonstrating views of technology. Students will develop skill of historical interpretation from a variety of sources, analysis of author s perspectives and historical synthesis through document analysis and creation of graphic organizer outline based on numerous document groupings/categorizations that assist in answering a course theme/key concept based question (state building, humansenvironment, economic systems, etc.) Development and comparison of key cultural and religious characteristics of classical civilizations Brahmanism/Caste, Buddhism, Confucianism/Daoism/Legalism, Judaism, Christianity. Primary sources from each religion/belief system from the textbook and outside sources shall be examined and used for comparison. These include maps showing spread of belief systems and visuals representing beliefs, etc. Passages from Rig Veda, bible, Mayan Popul Vuh are compared and analyzed (Wiesner reader and AP Summer Institute documents). Weekly AP Skills practice- document analysis and practice DBQ essays including role of technology and economy/trade in classical civilizations Asoka primary document analysis primary text, visuals, maps, focusing on his conversion and spreading of Buddhism (AP Summer Institute, Wiesner Reader) Compare and Contrast essay practice comparing the classical civilizationsstate building, economy, culture, religion Change and Continuity essay practice on development and spread of trade, religion and culture Historical Figure Group Presentations- mock trials, debates, round table, etc. Weekly multiple choice quizzes Course unit Periodization analysis through class discussion When did Roman Empire actually fall? Unit Test: multiple choice and timed compare/contrast essay

5 Unit #3: C.E. Post-Classical Era Regional and Transregional Interactions (approx. 8 weeks). 1. Expansion and Intensification of Communication and Exchange Networks 2. Continuity and Innovation of State Forms and Their Interactions 3. Increased Economic Productive Capacity and Its Consequences Chapters Covered by Week: 1. Rise and Spread of Islam 2. Early African Civilizations- Mali and Swahili Coast 3. Expansion of Civilizations in Southern Asia 4. Traditional China modernization in China 5. The Rise of the Mongol Empire spread of trade and religion 6. Early Japan, Korea and Vietnam 7. The Making of Europe- Political unification and religious divisions Focus areas and Activities of note for the unit: Activities and AP format Practice essays related to: o Migrations of peoples and cross-cultural interactions. Student groups conduct comparison of Mongol with Vikings and Polynesian expansions. Students will use primary text, maps and visuals (from combination of the textbook resources) to evaluate the causes and effects of each of these 3 great migrations/expansions. o Effects of Mongols on silk road trade and Technology. Students analyze primary documents of text and visuals related to Mongols from Wiesner reader and Bulliet Textbook sample dbq. o Students analyze factors relating to spread of Islam (group primary document analysis, Ibn Battuta explorations using Battuta s own diaries, maps and graphs demonstrating spread of Islam) o Analysis of developing Economy and Urbanization in China (Groups analyze Kaifeng scroll primary document visual and webquest utilizing primary source images- pictures, diagrams, maps and text from Song China) o Practice DBQ related to spread of large Empires of period from Bulliet textbook materials. Students analyze the factors that provided for the spreading of empires and the cultural contacts created. Students will develop skill of historical interpretation from a variety of sources, analysis of author s perspectives and historical synthesis through document analysis in answering a course theme/key concept based question (state building, humansenvironment, economic systems, etc.) o Group activity/simulation of Indian Ocean trade network (AP Summer Institute Training Materials). o Essay comparison of spread of Islam, Buddhism, Christianity Course unit Periodization analysis through class discussion Unit Test: multiple choice and timed DBQ essay

6 Unit #4: C.E. Global Interactions - Encounters and Change in a Shrinking World (approx. 6 weeks). 1. Globalizing Networks of Communication and Exchange 2. New Forms of Social Organization and Modes of Production 3. State Consolidation and Imperial Expansion Chapters Covered by Week: 1. New Encounters: The Creation of a World Market through the Columbian Exchange 2. Europe Transformed: Reform and State Building 3. The Muslim Empires Land Based Gunpowder Empires 4. The East Asian World reestablishment of traditional Chinese Society Focus areas and Activities of note for the unit: Prepare group Power Point presentations on assigned topics for semester final Group primary document analysis activity and practice DBQ on Columbian Exchange and effects on Americas and Europe, African and Asia- cultural, economic, political and environmental. Sources include primary text, visuals, maps and quantitative graphs and charts from Bulliet sample DBQ and AP Summer Institute resource packet Creation of Empires in Europe and comparison of land and maritime empires characteristics utilizing maps (European, Muslim, South and East Asian empires) PERCI (course themes). Students compare and contrast the factors and characteristics leading to the various forms of empire. Development of religion and culture in Europe Class visual analysis activity of Renaissance art (School of Athens and others) in comparison to medieval art analyzing change over time in culture and belief systems/philosophy. Course Unit Periodization analysis through class discussion Assignment of second semester group historical figure presentations and projects Unit test: multiple choice and timed change and continuity over time essay Unit #5: C.E. Industrialization and Global Integration (approx. 6 weeks). 1. Industrialization and Global Capitalism 2. Imperialism and Nation-State Formation 3. Nationalism, Revolution and Reform 4. Global Migration Chapters Covered by week: 1. The West on the Eve of a New World Order 2. The Beginnings of Modernization: Industrialization and Nationalism 3. The Emergence of Mass Society in the Western World 4. Imperialism- European hegemony in Africa and Asia 5. East Asia under pressure and transformation Focus areas and Activities of note for the unit: Continued in class essay practice for each of 3 essay formats, with focus on below areas:

7 o Effects of Imperialism on world peoples (map and primary document group analysis assignment) o Comparison of slavery and other labor systems in Americas and Muslim world (practice DBQ including primary textual, visual and maps, charts from Bulliet textbook and AP Summer Institute packet) Students continue to develop skill of historical interpretation from a variety of sources, analysis of author s perspectives and historical synthesis through document analysis in answering a course theme/key concept based question (social structures, economic systems, belief systems, etc.) o Change and continuity of world economic and social hierarchies (classes) and gender relations (change and continuity practice essay) o World migrations- causes and effects. Students will analyze primary source documents from textbook, texts, maps and graphs and charts demonstrating movements of peoples to understand the demographic shifts of the period. o Change and continuity essay -Revolutions. Students analyze the factors leading to the French Revolution and influencing Latin American revolutions. What were the factors bringing about the revolutions and what key changes did they bring social, economic, political? Groups complete Empire priorities analysis activity utilizing maps and charts relating to colonies/territories of European Empires. Scramble for Africa. How and why did the empires spread as they did? Students write critical analysis essay discussing continuity and changes that result in the use of the periodization of the current unit. What are the key changes and continuities that determined the unit s periodization? Why not another set of years? Historical Figure group presentations second semester relating key individuals to course themes and key concepts. Utilizing skills of comparison and synthesis among time periods and regions to gain deeper understanding of historical figures and their civilizations and issues faced. Figures: Stalin, Mao, Simon Bolivar, Castro, Kennedy, Truman Unit Test: multiple choice and timed DBQ essay Unit #6: 1900 Present. The 20 th Century: Accelerating Global Change and Realignments (approx. 10 weeks). 1. Science and the Environment 2. Global Conflicts and Their Consequences 3. New Conceptualizations of Global Economy and Culture Chapters covered by week: 1. Crisis of the 20 th Century War and Revolution 2. Nationalism, Revolution and Dictatorship: Africa, Asia, and Latin America 3. World War II 4. The Cold War 5. Communism on Trial 6. Europe and the Western Hemisphere post Challenges of Nation Building in Africa and the Middle East

8 8. 21 st Century Trends and Prospects- the Pacific Century Focus areas and Activities of note for the unit: DBQ and continuity/change and comparison essay practice on following focus areas: o Continuity and changing political and social structures. Class debate: Communism v. Capitalism o Class Debate after examination of primary source documents text, visuals, etc., regarding use of atomic bomb in WWII o Students analyze the changing roles and rights of 20 th Century women (primary document analysis 20 th Century Women DBQ, sample DBQ from Bulliet Textbook, including photographs, etc.) Causal factors analyzed. Change and continuity analyzed. CAMPS worksheet. Students write critical essays on same. o Compare and contrast numerous genocides and their causes and effects. Students will analyze primary documents, including maps and visuals from the Holocaust, the Armenian Genocide and other 20 th Century genocides. o Nationalism and Globalization analyzed. Students analyze primary documents from released 2008 AP Exam DBQ regarding the Olympic Movement of the 20 th Century o Changing science and technology in comparison with religions and belief systems- primary sources taken from practice DBQ from Bulliet textbook and released AP Exam DBQ, including visuals, graphs and text o Students utilize outside disciplines of demography, geography, environmental sciences and economics to analyze rapid population growth and effects on world s environment. Groups analyze changes in world demography and environmental impacts through comparison of visuals and demographic charts and graphs from textbooks primary source companion CDs and New York Times news articles. o Students utilize resources from field of economics to analyze process of economic globalization and determine the benefits and costs of same versus established cultures primary resources including charts, graphs, and maps from textbooks companion CD s, AP released DBQ exams, Summer Institute documents, and current even new articles from New York Times are used for analysis Course outline unit Periodization analysis through class discussion Historical Figure Group Presentations Review for AP Exam Preparation and presentation of final project assigned topic presentations

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