AP World History Syllabus,

Transcription

1 AP World History Course Overview, Purpose, and Description AP World History (APWH) deals with the broad outlines of complex human societies from approximately 8000 B.C.E. to the present - a vast amount of time and material compared to most history courses - but it focuses on specific themes, key concepts, and historical thinking skills to help students understand, organize, and prioritze historical developments within six units of study. The course is aimed at developing foundational knowledge for college-level coursework in history and preparing students to take the AP World History exam in May. The fundamental purpose of the exam is NOT to test students' encyclopedic knowledge of world history, but rather to assess their ability to analyze and evaluate large scale global processes over time, and to test their analytical skills as historians. By the end of the course, students are expected to have sufficient knowledge of detailed and specific historical devlopments and processes, be able to recognize broad trends, and make global connections and comparisons. The following regions are covered throughout the course: Africa, the Americas, Asia, Europe, Oceania/Australia. The use of themes, key concepts, and historical thinking skills throughout the course provide an essential framework for mastering course content and support student investigation of historical developments within a chronological framework. The five themes and four historical thinking skills are briefly outlined below, but are explained in more detail with the key concepts in the course scope and sequence that follows. AP World History Themes 1. Interaction between humans and the environment Demography and disease Migration Patterns of settlement Technology 2. Development and interaction of cultures Religions Belief systems, philosophies, and ideologies Science and technology The arts and architecture 3. State-building, expansion, and conflict Political structures and forms of governance Empires Nation and nationalism Revolts and revolutions Regional, trans-regional, and global structures and organizations

2 4. Creation, expansion, and interaction of economic systems Agricultural and pastoral production Trade and commerce Labor systems Industrialization Capitalism and socialism 5. Development and transformation of social structures Gender roles and relations Family and kinship Racial and ethnic constructions Social and economic classes AP World History Historical Thinking Skills 1. Crafting Historical Arguments from Historical Evidence Historical Argumentation Appropriate Use of Relevant Historical Evidence 2. Chronological Reasoning Historical Causation Patterns of Continuity and Change over Time Periodization 3. Comparison and Contextualization Comparison Contextualization 4. Historical Interpretation and Synthesis Interpretation Synthesis Common Core Literacy in History-Social Science CCSS.ELA-Literacy.RH Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. CCSS.ELA-Literacy.RH Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. CCSS.ELA-Literacy.RH Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts. CCSS.ELA-Literacy.RH Compare and contrast treatments of the same topic in several primary and secondary sources.

3 Course Expectations and Organization Students who expect to succeed in the course and pass the AP examination must read the textbook and complete assignments. Students will be given daily reading assignments followed by short responses (focus questions), weekly quizzes and assignments, sourcework, projects, and discussion activities. Unit exams after each of the six units will consist of multiple-choice (MC) questions, a document based question (DBQ), continuity and change over time (CCOT), and comparative (CC) essays. These examinations are timed and are based upon textbook readings, primary source analysis, lectures, and class discussions. Grading is based upon weighted percentages. Students are responsible for keeping up with reading assignments and being aware of, and ready for, reading quizzes and unit exams. Please refer to the course scope and sequence, unit calendar, and online resources to assist with organization of the material. A binder or electronic notebook is recommended for each unit in the course due to the bulk of material. Students will need dividers for notes, responses to readings, focus questions, analysis sheets, sourcework, and handouts. Policies for LATE WORK, Missed Quizzes/Exams, Pullouts, Field Trips, Absences, Truancy, Plagiarism/Cheating LATE WORK will be accepted. However, students will have seven days from the original due date to submit any late assignments regardless of the type of absence (absent, illness, unexcused, pullout, etc). Students will receive a maxium of 70% C on any late assignment but if the quality of work does not warrant a C the grade earned may be a D or F. (If the assignment is a MBC, Moodle, or submission, it must be submitted by 11:59 p.m. by the 7 th day). Missed Quizzes and Exams must be made up by the next class period during class, by appointment, or afterschool. If a student fails to make up the assessment within the specified time, the student will earn an F. Each student may throw out (only) 3 quizzes first semester and 2 quizzes second semester regardless of the number of absences. Pullouts/Field Trips/Planned Absences. Students are expected to turn in assignments on the assigned date. If not, the AP late policy will be in effect. If you know you are going to be absent for any period of time, please make appropriate arrangements with your teacher prior to your absence for submitting assignments. Grading Policy. Grades will be based on the following weighted percentages: reading quizzes (20%), unit exams (40%), participation (scored discussions/socratic seminars, debates, and presentations (10%), assignments (15%) and projects (15%) involving research, analysis, historical interpretation, and synthesis of information. These include modified dcoument based questions, mapwork, charts, timelines, analysis sheets, online activities, essays, and sourcework (primary source analysis of textual, visual, quantative data, and art work).

4 Grades will be updated and posted online approximately every three weeks on PowerSchool. Online resources and grades for online assignments for will be available on MBC and through Moodle, a free district supported site to assist with course management, address individual learning needs, differentiate lessons, and enrich course curriculum. Students will be able to communicate with one another and with the instructor online about course material in a safe, structured environment, access or download course calendar, rubrics, assignment/project handouts, and/or other instructional materials, take multiple-choice practice quizzes, and upload some of their assignments for assessment. Truancy Policy. Repeated tardies affect citizenship and may affect academic grades (as you may miss out on a quiz or an activity). Affect on citizenship: Zero tardies=e; First tardy=g; Second=S; Third=N; Fourth=U. Truant or unexcused students receive no credit and no amnesty on assignments missed. Plagiarism/Cheating. First Offense A zero on the assignment; Second Offense A zero on the assignment and a U in citizenship; Third Offense An F in the course and a U in citizenship. Text (Required) Note: This should have been picked-up prior to the start of school Bulliet, Richard et al. The Earth and Its Peoples. 4 th AP Edition. Boston: Houghton Mifflin, Readers (Required) TBA Andrea, Alfred and Overfield, James. The Human Record: Sources of Global History. Vols. I and II, 6 th ed. Boston: Houghton Mifflin, Wiesner, Merry E., William Bruce Wheeler, Franklin M. Doeringer, and Melvin E. Page. Discovering the Global Past: A Look at the Evidence. Vols. I and II, 3 rd ed. Boston: Houghton Mifflin, Supplemental Texts Duiker, William J., and Jackson J. Spielvogel. World History. 3 rd Edition. Wadsworth, Hansen, Valerie, and Kenneth R. Curtis. Voyages in World History. Wadsworth, Peter Stearns et al. World Civilizations: The Global Experience. 3 rd Editions. New York: Longman, Stearns, Peter. Cultures in Motion: Mapping Key Contacts and Their Imprints in World History. Yale University Press, Strayer, Robert W. Ways of the World: A Brief Global History with Sources. 1 st Edition. New York: Bedford/St. Martin s, Selected chapters, indepth essays, and primary source excerpts from the Duiker, Stearns, and Strayer texts are used to supplement the district adopted Bulliet textbook, along with Cultures in Motion.

5 Supplemental Readers Kishlansky, Mark. Sources of World History: Readings for World Civilization. Vols.I and II. 2 nd. Edition. Wadsworth, Reilly, Kevin. Worlds of History: A Comparative Reader. Vols. I and II. New York: Bedford/St. Martin s, Selected readings from the above readers are used to supplement the district course readers. Excerts from these readers are used for scored discussions, debates, primary and secondary source interpretation and analysis, and used to create modified document based questions (MDBQs) and document based questions (DBQs). Supplemental Reading List (Summer and Semester Readings) Achebe, Chinua. Things Fall Apart. Betts, Raymond. A History of Popular Culture: More of Everything, Faster and Brighter. Hessler, Peter. Oracle Bones: A Journey Through Time in China. Kim, Richard. Lost Names. Lee, Helie. Still Life with Rice. Levy, Buddy. Conquistador: Herman Cortes, King Montezuma, and the Last Stand of the Aztecs. Markandaya, Kamala. Nectar in a Sieve. Pukui, Mary Kawena. Folktales of Hawaii. Rose, Sarah. For All the Tea in China: How England Stole the World s Favorite Drink and Changed History. Weatherford, Jack. Secret History of the Mongol Queens: How the Daughters of Genghis Khan Rescued his Empire. Students select a book from the supplemental reading list to read over the summer or by the end of the first semester, and write a review. The book review includes the author s main argument, a thesis statement, and an analytical discussion of three chapters. Online Resources: Student Study Center (Student Companion for Textbook):

6 Moodle: Use APWH to enroll in the course. My Big Campus (MBC): Join our group using the following JOIN CODE 3cn7ydss. After logging into MBC, select groups from the far left. Next select Find Groups located on the far right in the large orange box. You can search for the APWH course under Pompilio or join using the code. MBC Course Title: SCPA-Pompilio-APWH-Per2. ** Refer to MBC, Moodle Code of Conduct, ipad use agreement, and Student/Parent Handbook for policies relating to appropriate technology use.

7 Core Activities and Strategies used and repeated throughout the Course: Mapping the World, Completion of map exercises, and Annotated Maps: Students are assigned an atlas activity to familiarize them with world regions, countries, bodies of water, and physical features. During the first few weeks of school, students draw a world map that represents the world during the development and interactions of early agricultural, pastoral, and urban societies for the first unit of study. Throughout the course and for each subsequent unit of study, students complete map exercises for represented regions and/or annotated map assignments that focus on a specific historical developments or global processes and how these reflect one or more course themes. Students are also required to investigate 5-10 events relating to a larger event or process, annotate them on a blank map and explain why the event was important. Using information from each of the maps and outside knowledge, students answer questions that connect to each period/unit of study. Timeline Activities and Comparison of Important Events: In groups of five, each group member selects one of the five AP themes and events/turning points for each time period assigned that reflect key historical developments related to that theme or can be used for broader comparisons or connections to global processes. Students place these developments on a timeline and explain why each was significant to world history, how it reflects change or continuity, and note key comparisons between regions and global connections. Throughout the course students complete timeline exercises to compare important historical developments chronologically and thematically. Analysis Sheets: These include geographic, leadership, people, conflict, change and continuity analysis, societal comparisons, and document analysis. All of these require students to explore one or more themes. Geographic analysis requires students to analyze how the geography of a region or sub-region shaped its political, social, economic, and cultural structures. Leadership analysis requires students to chart specific information about leaders or key historical figures, from political to economic to social. People analysis requires students to chart details about distinctive groups, societies, and civilizations as well as the impact these peoples/groups had on history and/or global processes. Conflict analysis is used to analyze wars and social and ideological conflicts. Change and continuity analysis are used to create awareness of the continuities and changes within one society or region over a period of time, record important historical developments, and analyze the causes and effects of the changes or reasons for the continuities and how these relate to global processes. Societal comparisons require students to chart comparisons between societies and across periods of study (i.e., comparison of migration patterns, belief systems, gender roles, forms or government, labor systems). Document analysis includes historical interpretation and synthesis of primary sources, and require students to record important information about a document, summarize its main ideas, analyze point of view of the account and the context of the time period being studied.

8 Scored/Structured Discussions: Socratic Seminar/structured discussion is designed to strengthen student inquiry and collaboration skills through in-depth analysis and investigation of material covered in class. Training students to facilitate discussions allows several group discussions to take place at the same time. Student readings include primary and secondary sources to develop the skills necessary to analyze historical evidence, interpretation, point of view, context, and to make inferences. Students are assigned a reading selection(s) and provide a summary of the reading, state the author s thesis, create three questions related to the reading(s), and be prepared for the discussion. The discussion is with the whole class earlier in the year and is later used in small groups with a student moderator and tally person. Modified DBQs: A modified document-based question is a writing task in which students work together to analyze key historical developments using primary source documents (textual and visual), quantative data, works of art, and secondary sources in order to reach an informed position on the question, and then present their position using relevent historical evidence in a persuasive, logical, and accurate thesis statement. The modified document based question helps students to develop the skills necessary to analyze point of view, context, historical evidence, and synthesize material to better understand and interpret information. Students go through the process and steps in writing a DBQ. This is a pre-step used prior to giving students a full DBQ. Thesis Writing and Timed Essay Practice: Throughout the course and for each unit of study, students work on thesis identification, development, and support using relevent historical evidence, analyze and construct historical arguments, examine diverse interpretations of key historical developments and global processes, analyze primary sources (textual, visual, quantative data, and art work), and practice timed document based questions (DBQs), change-over-time and continuity, and compare/contrast essays. Historians Roundtable: For each unit of study, students are afforded an opportunity to sign-up to participate in an Historians Roundtable to discuss some of the current debates in the field of world history and evaluate the work of various scholars. After examining the scholarship, students will prepare to participate in a videotaped (or live) roundtable discussion where they will summarize and evaluate the findings and debates in the field. Focus will be on diverse perspectives on key historical developments, i.e., approaches to World History, the crusades, the mongols, perspectives on the impact of Eurpean contacts, the rise of the west, revolutions, and challenges of globalization. Who Writes History: Throughout the course and for each unit of study, students explore and assess the work and interpretations of well-known historians including, but not limited to, Herodotus, Arnold Toynbee, Ibn Khaldun, Sima Qian, David Christian. Students also examine how the study of history has been shaped by the findings and methods of other disciplines such as anthropology, political science, geography, economics, literature, and art history.

9 AP World History, Course Scope and Sequence Instr: Pompilio Unit I: Technological and Environmental Transformations, c B.C.E. to c. 600 B.C.E. (2 Weeks) September 2-15, Readings: Stearns In-Depth Essays; Bulliet, Chapters 1-3; Supplemental Readings. AP Exam Percent: 5% Big Ideas: Interaction among regions and the environmental factors transform human society. Focus: Why study world history? What is world history and how do historians approach the study of past peoples and cultures? Questions of periodization and issues involved in using civilization as an organizing principle in world history. Review of geography and location of regions and sub-regions covered. Attention to the global nature of world history how does the history of a specific region or era fit into the global context of world history? Overview of themes, key concepts, and how are they used in the course. Common sources and causes for continuities and change, early migration patterns and the peopling of the earth, causes and effects of the Neolithic Revolution, changes and continuities in gender roles and family structures in agricultural and nomadic societies, and comparisons of early agricultural, pastoral, and urban societies their development and interactions. Thematic Questions: What were the ways that humans interacted with the environment? What were the ways that cultures developed and interacted? What were the developments in state-building, expansion, and conflict? How did economic systems expand and how did they interact? How did social systems develop and transform over time? Key Concepts 1.1. Big Geography and the Peopling of the Earth 1.2. The Neolithic Revolution and Early Agricultural Societies 1.3. The Development and Interactions of Early Agricultural, Pastoral and Urban Societies Topics: 1. Questions of periodization what is the best way of dividing the history of the world into meaningful periods of study? What are the consequences of choosing one set of divisions? 2. The global nature of world history and how key historical developments like the Neolitic Revolution fit into larger trends and/or processes. 3. Migration patterns from Africa to Eurasia, Australia and the Americas. 4. Development of agriculture and technology agricultural, pastoral, and urban socieites. 5. Characteristics of early societies in different environments and their interactions:

10 Culture, state, and social structure Mesopotamia, Egypt, Mohenjo-Daro and Harappa in the Indus River Valley, Shang and Zhou in early China, Olmecs in Mesoamerica and Chavin in Andean South America. Unit I Assessment: Complete one of the following project menu choices: Due: Sept.16/17. Timed Essay: What effect did the agricultural revolutions have on neolithic societies? Short Analytical Response: Which AP theme(s) do you see reflected in this unit? Give three examples of key historical events that correspond to that theme. Paper: In a 3-5 page paper, compare the role of trade in two of the following early civilizations: Indus Valley, Shang, Mesopotamia, Egypt, and Olmec or Chavin. Research and Present Findings: Research the migration patterns from Africa to Eurasia, Austrialia, and the Americas. Discuss the similarities and differences, as well as the motives behind the migrations. Document Analysis: Examine instructor provided documents on gender roles before and after the Agricultural Revolution and answer the following prompt: How were gender roles changed by the Agriculture Revolution? Unit II: Organization and Reorganization of Human Socieities, c. 600 B.C.E. to c. 600 C.E. (4 Weeks) September 16-October 14, Readings: Bulliet, Chapters 4-7 and 11, pp and pp ; Stearns In-Depth Essays; Supplemental Readings. AP Exam Percent: 15% Big Ideas: Development and interactions of states and empires shape, and are transformed by, their religious, political, economic, social, and cultural systems. Focus: Development and transformation of major religions and belief systems, the relationship between artistic expression and cultural developments, the development and expansion of states and empires, the role of institutions, transregional trade networks, and reasons for the collapse and transformation of states or empires. Thematic Questions: What were the ways that humans interacted with the environment? What were the ways that cultures developed and interacted? What were the developments in state-building, expansion, and conflict? How did economic systems expand and how did they interact? How did social systems develop and transform over time?

11 Key Concepts 2.1. The Development and Codification of Religious and Cultural Traditions 2.2. The Development of States and Empires 2.3. Emergence of Transregional Networks of Communication and Exchange. Topics: 1. Major Belief Systems and Cultural Practices: Hinduism, Buddhism, Judaism, Christianity, Confucianism, Daoism, Legalism, and Shamanism (Polytheistic versus Monotheistic religions). 2. States and Empires: Major political, economic, social, and cultural developments in Southwest Asia (Persian Empires), East Asia (Qin and Han dynasties), South Asia (Maurya and Gupta Empires), Mediterranean region (Phoencian and Greek colonization, Hellenistic and Roman Empire), Mesoamerica (Teotihuacan, Maya city-states), Andean South America (Moche). 3. Transregional Networks of Communication and Exchange and their Impact Eurasian Silk Roads, Trans-Saharan caravan routes, Indian Ocean sea lanes, and the north-south Eurasian trade routes linking the Baltic region, Constantinople and Central Asia. Unit II Assessment: (Note: Covers Units I-II) MDBQ Mesoamerica and Andean South America (In-Class: TBA) CCOT Essay China, India, or the Mediterrean (In-Class: Wed. Oct.8/Thu. Oct.9) CC Essay Transregional Trade, Communication and Exchange Networks: Eurasian Silk Roads, Trans-Saharan Caravan Routes, and/or Indian Ocean Sea Lanes (In-Class: Mon. Oct.13/Tue. Oct.14) MC Exam (In-Class: Mon. Oct.13/Tue. Oct.14) DBQ Belief Systems (Take-Home Due: Mon. Oct.14/Tue. Oct.15) Unit III: Regional and Trans-regional Interactions, c. 600 C.E. c (6 Weeks) October 15-Dec.4, (Thanksgiving Break November 22-26, 2014) Readings: Bulliet, Chapters 8-14; Stearns In-Depth Essays; Supplemental Readings and Sources. AP Exam Percent: 20% Big Ideas: Increased networks of human interaction across regions intentisfied crosscultural exchanges. The rise of new states on the periphery, nomadic migrations, innovations in transportaton, state policies, and mercantile practices helped fuel commercial networks, which in turn, resulted in the diffusion of literary, artistic, science and technology innovations, and cultural practices. Focus: Issues involved in using cultural areas rather than states as units of analysis; what accounts for change during this period nomadic migrations, the widening of trans-

12 regional networks, urban growth, and/or the spread of major belief systems? Continuities from the previous period such as cross-cultural exchanges, the continued diffusion of crops and pathogens along trade routes; new opportunities and constraints on women; interregional networks and cross-regional contacts trans-saharan trade, Mediterranean, Indian Ocean basins trade, silk routes; the impact of commercial and exchange networks, expansion of Islam, and the Mongols. Thematic Questions: What were the ways that humans interacted with the environment? What were the ways that cultures developed and interacted? What were the developments in state-building, expansion, and conflict? How did economic systems expand and how did they interact? How did social systems develop and transform over time? Key Concepts: 3.1. Expanision and Intensification of Communication and Exchange Networks Continuity and Innovation of State Forms and Their Interactions 3.3. Increased Economic Productive Capacity and Its Consequences. Topics: 1. Innovations in transportation, production, and commerical practices; changes in labor management. 2. The expansion and/or reorganization of existing empires including China and Byzantine Empire, new state formation the development and expansion of Islamic states the Caliphates, and the role of new empires such as the Mongols. 3. Increased interregional and trans-regional networks and contacts Developments and shifts in trade networks, technology, communication, and cultural exchanges; impact of major religions, pastoral or nomadic groups, and migrations. 4. Developments in Europe Restructuring of Economies, Social, and Political Institutions; Feudalism; Division of Christendom into eastern and western Christian cultures; impact of the Crusades. 5. Social, Cultural, Economic, and Poltiical Patterns in the Amerindian World Maya, Aztec, and Inca 6. Demographic and Environmental Changes Impact of migrations on Afro- Eurasia, the Americas (nomadic and agricultural), and maritime migrations of Polynesian peoples, growth and role of cities, and the consequences of the plague pandemics. Unit III Assessment: DBQ Islam (In-Class: Thu. Oct.24/Fri. Oct.25) MDBQ Crusades (In-Class: TBA) DBQ Impact of the Mongols (In-Class: Wed. Nov.20/Thu. Nov.21)

13 CCOT Essay Migration Patterns and Impact (At home over break) CC Essay Cross-Cultural Exchanges (In-Class: Wed. Dec.3/Thu. Dec.4) MC Exam (In-Class: Wed. Dec.3/Thu. Dec.4) Unit IV: Global Interactions, c c (6-7 Weeks) December 1, 2014-January 16, (Holiday Break December 22, 2014-January 2, 2015) Readings: Bulliet, Chapter 15-20; Stearns In-Depth Essays; Supplemental Readings. AP Exam Percent: 20% Big Ideas: Key changes in trade patterns, technology, labor, and global interactions bring both prosperity and economic disruption to merchants and governments. New global connections and processes result in the Columbian Exchange, the expansion and spread of existing religions, new elites and hierarchies, and changes in the modes of production and labor systems. Focus: Continuities and changes from the previous period. To what extent did Europe become predominant in the world economy during this period? How does the world economic system of this period compare with the world economic network of the previous period? Thematic Questions: What were the ways that humans interacted with the environment? What were the ways that cultures developed and interacted? What were the developments in state-building, expansion, and conflict? How did economic systems expand and how did they interact? How did social systems develop and transform over time? Key Concepts: 4.1. Globalizing Networks of Communication and Exchange 4.2. New Forms of Social Organization and Modes of Production 4.3. State Consolidation and Imperial Expansion Topics: 1. Changes in trade, technology, and global interactions causes/effects of European exploration, navigational changes, patterns of world trade, Columbian exchange, triangular trade, and European encounter with the Americas. 2. Gun Powder empires and other political units and social systems Ottomans, Safavids, and Mughals; Tokugawa Japan, Ming and Qing China; European Absolutism; Empire building in Asia compared to Africa and Europe, and its effects of gender roles. 3. New forms of social organization and production changes in agricultural labor and manufacturing, slave systems and trade slave systems in the Americas and

14 its effects on Africa and the African slave trade. Serfdom in Russia and forms of indentured servitude. 4. Demographic and environmental changes impact of diseases, animals, and new crops; comparative population trends. 5. Cultural and intellectual developments Renaissance, Scientific Revolution, Reformation, and Enlightenment. Compare global causes and consequences of cultural exchanges. 6. Interaction with the West Russia, Ottomans, Ming and Qing China, Tokugawa Japan, and Mughal India. Unit IV Assessment: CC Essay Labor systems (In-Class: Thu. Jan.8/Fri. Jan.9) DBQ Encounters with the West (In-Class:TBA) CCOT Essay State-Building and Expansion (In-Class: Mon. Jan.13/Tue. Jan.14). CCOT Essay will include previous course content. MC Unit Exam (Questions will be included in the Midterm exam) Midterm Exam (c B.C.E. c C.E.) Tue. Jan.20 & Wed. Jan. 21 End of Semester Jan. 23, 2014 (Grading Period Ends) Unit V: Industrialization and Global Interaction, c (6 Weeks) January 26-March 6, Readings: Bulliet, Chapters 21-27; In-Depth Essays; Supplemental Readings. AP Exam Percent: 20% Big Ideas: Industrialization, imperialism, and revolution drive the struggle for rights, nation-state formation, and competition for resources, thus changing the nature of relationships, human rights, and the global economy. Focus: Causes of changes from the previous period and within this period; the impact of industrialization and timing of modernization; imperialism and responses to it; debates about rights, the causes of serf/slave emancipation, and the nature of women s roles; global migration patterns; comparison of revolutions and independence movements; and nationalism. Thematic Questions: What were the ways that humans interacted with the environment? What were the ways that cultures developed and interacted? What were the developments in state-building, expansion, and conflict? How did economic systems expand and how did they interact? How did social systems develop and transform over time? Key Concepts: 5.1. Industrialization and Global Capitalism

15 5.2. Imperialism and Nation-State Formation 5.3. Nationalism, Revolution and Reform 5.4. Global Migration Topics: 1. Continuities and breaks causes of changes from the previous period and within this period. 2. Changes in global commerce, communications, and technology: changes in patterns of world trade; transportation revolution and its effects; causes and phases of industrialization in northwest Europe, Russia, the United States, and Japan. 3. Demographic and environmental changes: global migration patterns, end of slave systems, new birth rate patterns, and food supply. 4. Changes in social and gender structure: Industrialization and its effects on gender, social mobility, and work patterns. 5. Political revolutions and independence movements: independence movements in Latin America; comparison of revolutions in Haiti, Mexico, and China to the French and American revolutions. Rise of nationalism and new political ideologies, nation-states, and political reform movements (Austria-Hungary, Russia, Japan) 6. Imperialism and colonization Europe in India, SE Asia, China, Africa, ME, and Latin America; Japanese imperialism; causes of and reactions to the imperialism and colonization. Unit V Assessment: MDBQ Global Migrations or Scramble for Africa (In-Class: TBA) DBQ Opium War (In-Class: TBA) CCOT Essay Industrialization (In-Class: Thu. Mar.5/Fri. Mar.6) CC Essay Revolutions (In-Class: Thu. Mar.5/Fri. Mar.6) MC Exam (In-Class: TBA) Unit VI: Accelerating Global Change and Realignments, c to the Present (6 Weeks) March 9-April 17, (*Spring Break March 30-April 3) Readings: Bulliet, Chapters 28-33; Stearns Packets; Supplemental Readings. AP Exam Percent: 20% Big Ideas: Accelerating new technologies, advancements in science, disease, and global conflicts produce unprecedented changes and alter the way humans interact with their environment; global conflicts, economic collapse, and consequences of international rivalry; new patterns of nationalism effect global economic, political, and social developments. Focus: Causes of changes from the previous period and within this period; causes and consequences of global conflicts; patterns and results of decolonization; revolutions and

16 their effect on the roles of women and human rights; questions on the degree of modernization, independence struggles, and new conceptualizations of the economy, society, and culture. Key Concepts: 6.1. Science and the Environment 6.2. Global Conflicts and their Consequences 6.3. New Conceptualizations of Global Economy, Society, and Culture Topics: 1. Global conflicts and their impact World Wars, holocaust/genocide, Cold War; new technologies; development of international organizations; and new forms of political and social change. 2. New patterns of nationalism The interwar years; patterns and results of decolonization in Africa and India; legacies of colonialism and patterns of economic development in Africa, Asia, and Latin America; struggles for democracy. 3. Impact of key global economic developments global depression, end of the arms race, economic globalization, spread and impact of technology. 4. New forces of revolution and their effects on women Russia, Chinese, Cuban, and Iranian Revolution. 5. Social reform and revolution changing gender roles; family structures; rise of feminism; peasant protests; struggles for human rights; ethnic and religious conflicts. 6. Globalization of science, technology, and culture global and regional inequality; rise of consumerism and the development of an international culture. 7. Demographic shifts and environmental changes demographic trends in the developed and the developing worlds; changes in birthrates and death rates; deforestation and the effect of environmental movements. Unit VI Assessment: MDBQ: Struggles for Democracy (In-Class: TBA) DBQ: Nationalism in Asia, Africa, and the ME (In-Class: TBA) CCOT Essay Globalization (In-Class: Thu. Apr.9/Fri. Apr.10) CC Essay Global Conflicts (In-Class: Thu. Apr.9/Fri. Apr.10) MC Exam (In-Class: Thu. Apr.16/Fri.Apr.17) CST, SBAC, and AP Testing Window (April 20-May 15) (TBA) *Review for Exam: (Approx. 2 Weeks) *Simulated AP Exam: Saturday before AP Exam (TBA) *AP World History Exam Thu. May 14 *Final Exam and Post Exam Activities: (Letters to next year s class, Survival Guides, Constructing DBQs, Film Analysis, and Global Issue Projects) TBA