advanced placement world history 10 - 12 grade · 2018-10-11 · advanced placement world history...

Advanced Placement World History 10th- 12th Grade

Dr. Stacy Ray, Social Studies Curriculum Coordinator

Presented to the Board of Education on May 15, 2018 Approved by the Board of Education on June 19, 2018

TABLE OF CONTENTS

Advanced Placement World History

Hazelwood School District Mission Statement ............................................. 3

Hazelwood School District Vision Statement ................................................ 3

Hazelwood School District Goals ................................................................... 3

Course Overview ........................................................................................... 4

Course Goals ................................................................................................. 4

Curriculum Overview .................................................................................... 5

Hazelwood School District

Mission Statement

We are a collaborative learning community guided by a relentless focus to ensure

each student achieves maximum growth.

Vision Statement

HSD will foster lifelong learners, productive citizens and responsible leaders for an

ever-evolving society.

Board of Education on January 5, 2010

Goals

Goal # 1: Hazelwood students will meet or exceed state standards in all curricular

areas, with emphasis in reading, writing, mathematics, science and social studies.

Goal # 2: Hazelwood staff will acquire and apply the skills necessary for improving

student achievement.

Goal #3: Hazelwood School District, the community and all families will support

the learning of all children.

Course Overview

The AP history courses seek to apprentice students to the practice of history by emphasizing

the development of disciplinary practices and skills while learning historical content. Students

best develop these practices and skills by investigating the past through the exploration and

interpretation of a rich array of primary sources and secondary texts and through the regular

development of historical argumentation in writing.

The thematic learning objectives describe, at a high level, the knowledge colleges expect

students to develop in the AP World History course in order to be qualified for credit and

placement. In order to help students develop this knowledge, teachers will need to anchor their

locally developed AP syllabi in historical content and skills. The learning objectives are grouped

into five themes typically included in college-level world history courses:

Interaction Between Humans and the Environment (ENV)

Development and Interaction of Cultures (CUL)

State Building, Expansion, and Conflict (SB) n Creation, Expansion, and Interaction of

Economic Systems (ECON)

Development and Transformation of Social Structures (SOC)

These themes focus on major historical issues and developments, helping students connect the

historical content they study to broad trends and processes that have emerged over centuries.

Historical Periods

The historical periods, from approximately 8000 B.C.E. to the present, provide a temporal

framework for the course.

Source: AP World History: Course and Exam Description

https://apcentral.collegeboard.org/pdf/ap-world-history-course-and-exam-

description.pdf?course=ap-world-history

https://apcentral.collegeboard.org/pdf/ap-world-history-course-and-exam-description.pdf?course=ap-world-history

https://apcentral.collegeboard.org/pdf/ap-world-history-course-and-exam-description.pdf?course=ap-world-history

COURSE TITLE: Advanced Placement World History

GRADE LEVEL: 11th & 12th Grade

CONTENT AREA: Social Studies

Course Description: AP World History is designed to be the equivalent of a two-semester introductory college or university world history course. In AP World History students investigate significant events, individuals, developments, and processes in six historical periods from approximately 8000 B.C.E. to the present. Students develop and use the same skills, practices, and methods employed by historians: analyzing primary and secondary sources; developing historical arguments; making historical comparisons; and utilizing reasoning about contextualization, causation, and continuity and change over time. The course provides five themes that students explore throughout the course in order to make connections among historical developments in different times and places: 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 structures.

Course Rationale:

The Advanced Placement Program enables willing and academically prepared students to pursue college-level studies — with the opportunity to earn college credit, advanced placement, or both — while still in high school. The AP World History course helps students develop a conceptual understanding of world history from c. 8000 B.C.E. to the present, while enhancing students’ ability to think historically by developing proficiency with the AP history disciplinary practices and reasoning skills.

Course Scope and Sequence

Unit 1: Technological and

Environmental Transformations

4 Weeks

Unit 2: Organization and

Reorganization of Human Societies

5 Weeks

Unit 3: Regional and Interregional

Interactions

6 Weeks

Unit 4: Global Interactions

6 Weeks

Unit 5: Industrialization and

Global Integration

5 Weeks

Unit 6: Accelerating

Global Change and Realignments

8 Weeks

Exam Review:

2 Weeks

Proposed Course Materials and Resources: Ways of the World: A Brief Global History with Sources, Combined Volume, 2016. ISBN: 1457699915

Essential Terminology/Vocabulary

Unit 1: Geography: Its Nature and Perspectives Neolithic Revolution leads to Agrarian Societies (Agriculture) and Pastoral Societies (Herding)- pastoralists are great “disseminators” of information and technology. Domestication of plants and animals, patriarchy, polytheism, writing/record keeping, monumental architecture (ie pyramids, ziggurats), Hebrew Monotheism, Vedic traditions, early forms of literature, very beginning of transregional trade (ie Mesopotamia to Indus River Valley), River civilizations, urban planning, early empires (ie Egypt, Hittites, various Mesopotamian societies like Sumerians & Babylonians). Key Period 1 Core Agricultural Civilizations: Mesopotamia (Tigris & Euphrates Rivers – Middle East), Egypt (Nile River – Northeast Africa), Olmecs (Mesoamerica), Chavin (Andean Mountains - South America), Shang (Huang He River/Yellow River - China), Mohenjo-Daro & Harrappa (Indus River – India), Sub-Saharan Africa, and Paupa New Guinea. Unit 2: Population and Migration MORE empires, LARGER empires, Codification of major religions from Period 1 (ie Judaism, Hinduism), New religions of universal truths and philosophies codified in Period 2 (ie Buddhism, Christianity, Daoism, Confucianism, Roman/Greek Philosophy), patriarchy, 4 major transregional trade routes develop, Social Hierarchies (ie Hindu Caste System), some religious/cultural traditions continued in NON-core civilizations: (ie shamanism, ancestor veneration), Monumental architecture (ie Coliseum, Parthenon), cities serve as centers of administration, religious rituals, and trade (ie Rome, Athens, Persopolis), empires used new administrative techniques (ie centralized gov’ts, elaborate bureaucracies, elaborate legal systems), empires projected military power (ie diplomacy, supply lines, fortifications –Great Wall of China- and roads), emperors created economic success through building of roads and minting of coins, emperors used religion (Constantine with Christianity in Roman Empire-Mediterranean and Ashoka with Buddhism in Mayuran Empire-India) environmental damage as empires needed food production along with attacks on the frontiers of empires led to decline (ie Han and Roman), land trade technologies (ie yokes, saddles, stirrups), maritime trade technologies (ie lateen sails, dhow ships), increased trans-regional trade (the NEW 4 major networks) leads to diffusion MOSTLY in Afro-Eurasia (ie new crops, disease pathogens, religion through merchants & missionaries) Key Period 2 States & Empires: Persian Empire- HUGE (Southwest Asia), Qin and Han Empire (China) HUGE, Mauyra & Gupta Empire BIG (India), Phoenican Trade Empire (Mediterranean), Greek city-state Trade Empire (Mediterranean), Hellenistic Empire HUGE (Alexander the Great), Roman Empire HUGE (Mediterranean), Teotihuacan (city-state Mesoamerica), and Moche (South America).

Unit 3: Cultural Patterns and Processes Afro-Eurasian trade (ie Silk Roads, Trans-Saharan, Indian Ocean Sea Lanes, Mediterranean Sea Lanes), trade in Americas increases (Incan Road System, powerful trade cities Cahokia, Tenochtitlan) MORE empires, LARGER land-based empires, patriarchy (with some small exceptions: Mongols, SE Asia, Japan, West Africa), beginning and codification of ISLAM, spread of disease Afro-Eurasian trade routes “Black Death,” spread of Islam-Christianity-Buddhism using merchants and missionaries, Split of Islam (ie Shia and Sunni), Islamic Sufis become missionaries (SE Asia mainly), cities develop around trade (ie Timbuktu, Calicut, Venice, Baghdad), increased demand for luxury goods (ie gold, slaves, silk, cotton textiles, porcelain), increased use and further advancement of period 2 technologies (ie compass, astrolabe, caravan/caravanserai, larger ships), state sponsored commercial growth (ie minting of coins, paper money-China, Hanseatic League-Northern Europe, Grand Canal-China), Migrations of people (Berbers, Arabs, Turks, Bantu-Swahili Language, Polynesians, Vikings- Long Ships), trade leads to Diasporic communities and cultural diffusion (ie Jews, Chinese), interregional travelers (ie Ibn Battuta), Neoconfucianism in China, Islam spreads (ie Arabia, North Africa, parts of sub-Saharan Africa, parts of SE Asia), African Empires (ie Songhai), trade leads to science and technology spreading (ie Indian idea of “zero” to Dar-al-Islam which leads to Algebra, printing and gunpowder out of China, Greek/Roman Philosophy back to Europe through Spanish Muslims), New agricultural products introduced via trade diffusion (ie Champa rice in China, bananas in Africa, citrus, rice, cotton in Dar-al-Islam), technological agricultural innovations (ie terraced farming-Andean Mountains, Chinampa-Aztecs, Champa rice in China, horse collars), Internal trade and steel production increases in China via the Grand Canal, some cities decline (ie disease, little ice age), some cities revive (ie warmer temps, safer travel, more labor), forms of labor continued (ie slavery, corvee/mit’a-Incan, Pastoralism) new forms of labor began (ie trade guilds, feudalism-Europe & Japan), elaborate bureaucracies continue in new forms (ie Islamic Caliphate & Mongol Khanate) monumental architecture (Hagia Sophia-Byzantine) . Key Period 3 States & Empires: Mongol Empire HUGE (Asia), Sui-Tang-Song Dynasties (China), Byzantine Empire (Eastern Europe), Italian City-State Trade Empire of Venice and Genoa (Mediterranean), Mayan Empire (Mesoamerica BEFORE Aztecs), Aztec Empire (Mesoamerica AFTER Mayans), and Incan Empire (Andean Mountains). Unit 4: Political Organization of Space Empires, some LAND based and some OCEAN (MARITIME) based (mostly Western European), Gunpowder Empires (ie Ottoman-Sunni, Savafid Persian-Shia, Mughal-Sunni), COMUMBIAN EXCHANGE FINALLY CONECTS EASTERN AND WESTERN HEMISPHERES BEGINNING OF GLOBALIZATION (1492), Renaissance Philosophy leads to European exploration of oceans, School of Navigation-Portugal, Europeans attempting to find direct sea route to India, European discovery of Americas leads to new trade route-ATLANTIC SYSTEM (aka Triangle of Trade), New maritime technologies (ie mariner’s astrolabe, ships called caravels), Beginning of GLOBAL circulation of goods, Europeans dominate shipping in Indian Ocean Basin, Mercantialism becomes dominant economic theory of Maritime Empires, Joint-Stock Companies, heavy decline of Amerindian populations through introduction of European diseases, Christianity spreads to Americas (ie Jesuits), Christianity splits (ie Protestant Reformation-Europe), syncretic forms of religion develop (ie voodoo, cult of saints both Americas), rulers legitimize and consolidate power (ie monumental architecture-Taj Mahal,

use religion to unite people-Savafid Persians with Shia Islam, recruitment of bureaucratic elites-Ottoman Devshirme system, three things became challenges to state authority (ie competition over trade routes, state rivalry, local resistance), peasant labor intensified (ie China, India, Russia), growing demand for labor in Americas due to demand for plantation goods (ie sugar) and due to declining Amerindian population from Afro-Eurasian diseases, European colonization of Americas, plantation economies lead to forms of coerced labor in Americas (ie Chattel slavery, indentured servitude, Encomienda and hacienda systems), Spanish conquer Aztecs and Incans, smaller European families, increased world population because of global foods, new ethnic and racial classifications in Americas by Europeans (ie mestizo, mullato, creole), intense mining operations in Americas leads to MASSIVE silver circulating globe through Spanish Empire, patriarchy, reduced usage of land trade routes as oceanic transportation improves. Key Period 4 States & Empires: Land Based Empires Increased in Size, such as: Manchus (China), Mughals (India), Ottoman Empire (southwestern Asia-Turkey), Russian Empire (Europe but mostly Asia). Maritime Empires of EUROPE emerged and spread to the Americas, such as: Portugese, Spanish, French, English, and Dutch. Unit 5: Agriculture and Rural Land Use INDUSTRIAL REVOLUTION in Western Europe 1st-United States-Japan, Decline of many LAND based Empires, Most early European colonization ends with INDEPENDENCE MOVEMENTS and REVOLUTIONS THANKS TO ENLIGHTMENT PHILOSPHY SPREADING, European Enlightenment thinkers (ie Locke, Montesquieu, Voltaire, Rousseau) and rise of Nationalism leads to development of major ideas (ie Locke’s natural rights) which spreads to Americas and leads to revolutionary movements (ie American, Haitian and various South American revolutions), Also leads to French Revolution in Europe to overthrow King, women fight for suffrage but don’t get it, some systems begin as response to evils of capitalism (socialism, communism, anarchism), development of machines (ie steam engine & internal combustion engine) leads to massive use of fossil fuels (ie coal & oil), Putting out system replaced by factory system, urbanization, growing global populations, patriarchy (but women are really starting the big struggle against it), monumental architecture (ie US Capitol Building), European industrialization leads to decrease in some countries productivity (ie India in cotton textiles), IMPERIALISM by European civilizations into Africa, and parts of Asia through warfare or diplomacy, economic Imperialism (ie China with Britain and France defeating China in Opium Wars and forcing it to open up economically & US using Latin American countries as “banana republics”), increased demand for precious metals/diamonds leads to intense mining operations, Mercantialism begins to transform into Capitalism (ie Adam Smith & John Stuart Mill), financial institutions emerge (ie stock markets, insurance, limited liability corporations, gold standard), transnational businesses emerge, transportation modernizes (ie telegraph, railroad, steamships, canals), alternative visions to industrial societies to better support workers (ie Marxism, utopian socialism, anarchism), resistance to industrial change (ie Ottoman and Qing Empires), state sponsored industrial change (ie Meiji Japan, China’s Self-Strengthening Movement, & Czarist Russia), gov’ts respond to exploitation of workers with reforms (worker pensions, increased male suffrage, public education-Western Europe/US), Strengthening of earlier colonies (ie British Raj in India after Sepoy Rebellion in 1858, Dutch control Indonesia), Imperialism through Diplomacy (ie Berlin Conference & Britain’s taking of West Africa/Gold Coast), Settler colonies established (ie Britain in New

Zealand, Australia, South Africa & France in Algeria), Expansion of land borders of US and Russia, nationalistic unification of Germany and Italy, racial ideologies explain and justify imperialism (ie white man’s burden, social Darwinism), end of most chattel slavery from Africa leads to increased indentured servitude out of south and east Asia, rise of global population with new medical innovations and larger food supply, Mass migration (ie indentured servitude & European migration to Americas for work), ethnic enclaves emerge (ie China Towns), ethnic prejudice emerges in receiving countries (ie Chinese Exclusion Act and White Australia policies). Key Period 5 States and Empires: European states, as well as the Americans and Japanese, established empires throughout Asia and the Pacific, while Spanish and Portuguese influence declined. European states that established empires included: 1. British, 2. Dutch, 3. French, 4. German, and 5. Russian. Unit 6: Industrialization and Economic Development PERIOD 5 IMPERIALISM LEADS TO PERIOD 6 DECONOLINATION WHICH LEADS TO END OF EMPIRES (ie violently Algeria/Vietnam peacefully India/Ghana), World War I (British-German Rivalry), World War II British-German Rivalry, the Cold War (Soviet-US rivalry, proxy wars (ie Vietnam War/Korean War for US), new scientific paradigms (ie psychology, Big Bang Theory), poverty diseases (ie TB, Malaria), human threatening diseases (ie AIDS, Ebola, Flu), industrialized country diseases (ie heart disease, diabetes), longevity diseases (ie Alzheimer’s), GREEN REVOLUTION leads to more food and more population along with better medical advances (ie antibiotics), women’s suffrage in most industrialized countries, changing sexual practices (ie the pill), competition over resources leads to war and HUGE impact on environment (ie Global Warming), GLOBALIZATION of world economics (ie regional trade agreements such as European Union & NAFTA, World Bank), GLOBALIZATION of politics (ie League of Nations/United Nations), increased speed of information and travel (ie automobiles, airplanes, internet), END OF EMPIRES mostly after WWII, Increased wartime casualties with new technologies, GENOCIDES, Ethnic problems after decolonization (ie India/Pakistani Split), end of land-based empires (ie Ottomans, Russians, Qing), communism emerges (ie Angola, Cuba, China, North Korea, Vietnam, Soviet Union), communism ends in Soviet Union in 1990 with collapse of gov’t, Nationalist leaders emerge (ie Ho Chi Minh, Kwame Nkrumah, Ghandi), reverse diaspoa of Jews back to Israel after WWII leads to conflicts with Muslims mostly Palestinians, use of imperial armies of non-European countries by European countries during both world wars, TOTAL WAR in world wars, global economic crisis in 1920’s and 30-‘s, increased economic liberalization and increased global capitalism in 1980’s on, military dictatorships emerge (ie Uganda, Chile, Spain), terrorists groups, control of Soviet and Chinese economies through communist plans like 5 Years Plan and Great Leap Forward, and sports represents nationalist ideas.

Unit Objectives: Unit 1: Technological and Environmental Transformations Key Concept 1.1 — Throughout the Paleolithic era, humans developed sophisticated technologies and adapted to different geographical environments as they migrated from Africa to Eurasia, Australasia, and the Americas.

ENV-1 Explain how different types of societies have adapted to and affected their environments.

ENV-2 Explain how environmental factors, disease, and technology affected patterns of human migration and settlement over time.

CUL-3 Explain how cross-cultural interactions resulted in the diffusion of culture, technologies, and scientific knowledge.

ECON-2 Explain the causes and effects of economic strategies of different types of communities, states, and empires.

ECON-7 Explain how local, regional, and global economic systems and exchange networks have influenced and impacted each other over time.

Key Concept 1.2 — Beginning about 10,000 years ago, some human communities adopted sedentism and agriculture, while others pursued hunter-forager or pastoralist lifestyles-different pathways that had significant social and demographic ramifications.



ENV-3 Evaluate the extent to which migration, population, and urbanization affected the environment over time.

SB-5 Explain how societies with states and state-less societies interacted over time.



SB-1 Explain how different forms of governance have been constructed and maintained over time.

SB-4 Explain how and why internal and external political factors have influenced the process of state building, expansion, and dissolution.

SOC-1 Explain how distinctions based on kinship, ethnicity, class, gender, and race influenced the development and transformations of social hierarchies.

SOC-4 Explain how the development of specialized labor systems interacted with the development of social hierarchies.

Key Concept 1.3 — The appearance of the first urban societies 5,000 years ago laid the foundations for the development of complex civilizations; these civilizations shared several significant social, political, and economic characteristics.




SB-2 Explain how and why different functions and institutions of governance have changed over time.

SB-3 Explain how and why economic, social, cultural, and geographical factors have influenced the processes of state building, expansion, and dissolution.




ECON-3 Explain how different modes and locations of production and commerce have developed and changed over time.

ECON-5 Explain how and why labor systems have developed and changed over time.



Unit 2: Organization and Reorganization of Human Societies Key Concept 2.1 — As states and empires increased in size and contacts between regions intensified, human communities transformed their religious and ideological beliefs and practices.


CUL-1 Explain how religions, belief systems, philosophies, and ideologies originated, developed, and spread as a result of expanding communication and exchange networks.

CUL-2 Explain how religions, belief systems, philosophies, and ideologies affected political, economic, and social developments over time.

CUL-5 Explain how the arts are shaped by and reflect innovation, adaptation, and creativity of specific societies over time.

CUL-6 Explain how expanding exchange networks shaped the emergence of various forms of transregional culture, including music, literature, and visual art.

ECON-6 Explain how economic systems and the development of ideologies, values, and institutions have influenced each other.

SOC-2 Evaluate the extent to which different ideologies, philosophies, and religions affected social hierarchies.

SOC-3 Evaluate the extent to which legal systems, colonialism, nationalism, and independence movements have sustained or challenged class, gender, and racial hierarchies over time.

SOC-5 Explain how social categories, roles, and practices have been maintained or challenged over time.

Key Concept 2.2 — As the early states and empires grew in number, size, and population, they frequently competed for resources and came into conflict with one another.



ENV-5 Evaluate the extent to which the development of diverse technologies, industrialization, transportation methods, and exchange and communication networks have affected the environment over time.






SB-6 Explain the political and economic interactions between states and non-state actors over time.



Key Concept 2.3 — With the organization of large-scale empires, transregional trade intensified, leading to the creation of extensive networks of commercial and cultural exchange.











Unit 3: Cultural Patterns and Processes Key Concept 3.1 — A deepening and widening of networks of human interaction within and across regions contributed to cultural, technological, and biological diffusion within and between various societies.













Key Concept 3.2 — State formation and development demonstrated continuity, innovation, and diversity in various regions.















Key Concept 3.3 — Changes in trade networks resulted from and stimulated increasing productive capacity, with important implications for social and gender structures and environmental processes.


ENV-4 Explain how environmental factors have shaped the development of diverse technologies, industrialization, transportation methods, and exchange and communication networks.






Unit 4: Political Organization of Space Key Concept 4.1 — The interconnection of the Eastern and Western Hemispheres, made possible by transoceanic voyaging, transformed trade and religion and had a significant economic, cultural, social, and demographic impact on the world.







Key Concept 4.2 — Although the world's productive systems continued to be heavily centered on agriculture, major changes occurred in agricultural labor, the systems and locations of manufacturing, gender and social structures, and environmental processes.



ECON-3 Explain how different modes and locations of production and commerce have developed and changed over time. ECON-5 Explain how and why labor systems have developed and changed over time.




Key Concept 4.3 — Empires expanded around the world, presenting new challenges in the incorporation of diverse populations and in the effective administration of new coerced labor systems.


CUL-5 Explain how the arts are shaped by and reflect innovation, adaptation, and creativity of specific societies over time.








Unit 5: Agriculture and Rural Land Use Key Concept 5.1 — The process of industrialization changed the way in which goods were produced and consumed, with far-reaching effects on the global economy, social relations, and culture.




ECON-1 Explain how technology shaped economic production and globalization over time.





Key Concept 5.2 — As states industrialized, they also expanded existing overseas empires and established new colonies and transoceanic relationships.










SOC-6 Explain how political, economic, cultural, and demographic factors have affected social structures over time.

Key Concept 5.3 — The 18th century marked the beginning of an intense period of revolution and rebellion against existing governments, leading to the establishment of new nation-states around the world.



CUL-4 Explain how technological and scientific innovations affected religions, belief systems, philosophies, and ideologies over time.



ECON-4 Explain the causes and effects of labor reform movements.


SOC-2 Evaluate the extent to which different ideologies, philosophies, and religions affected social hierarchies.




SOC-6 Explain how political, economic, cultural, and demographic factors have affected social structures over time.

Unit 6: Industrialization and Economic Development Key Concept 6.1 — Rapid advances in science and technology altered the understanding of the universe and the natural world and led to advances in communication, transportation, industry, agriculture, and medicine.






CUL-4 Explain how technological and scientific innovations affected religions, belief systems, philosophies, and ideologies over time.



Key Concept 6.2 — Peoples and states around the world challenged the existing political and social order in varying ways, leading to unprecedented worldwide conflicts.





ECON-1 Explain how technology shaped economic production and globalization over time.



CUL-6 Explain how expanding exchange networks shaped the emergence of various forms of transregional culture, including music, literature, and visual art.





Key Concept 6.3 — The role of the state in the domestic economy varied, and new institutions of global association emerged and continued to develop throughout the century.


advanced placement world history 10 - 12 grade · 2018-10-11 · advanced placement world history...

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