course title: ap world history

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Mira Mesa High School 2019-2020 Syllabus Course Title: AP World History

Teacher: Curtis Fulks Tutoring Hours: 6:15-7:20 Email: [email protected] Phone: (858) 566-2262

Website: https://www.quia.com/pages/cfulks13/page15

Course Description: Advanced Placement World History is designed for students who wish to complete high school level studies that are equivalent to an introductory college course in World History. This course offers a detailed, and in depth study of our shared global history. It will examine the cultural and historical diversity among major civilizations from approximately 8000 B.C.E. to the present. By taking this course, students will develop a greater understanding of global processes and interactions among societies throughout the world. Secondly, students will examine how these societies have changed over periods of time, as well as being able to identify patterns of continuity between different civilizations and time periods. Students will read and organize data based on themes, write analytical and document-based essays, and analyze primary and secondary sources. Additionally, AP World History will prepare students for using evidence to make plausible arguments, while allowing ample practice in identifying point of view, context, and bias within historical documents and text. The culminating event of this course is the AP World History test, which the students will take in May of 2015. The current and official College Board AP World History Course Description is available online at http://apcentral.collegeboard.com/apc/public/courses/teachers_corner/4484.html.

Course Goals After taking the course, students will be able to accomplish and execute the following at their personal best: 1. Students will be sufficiently prepared for the AP World History test in May.

2. Each student will learn to think, read, write, and communicate with understanding.

3. Students will be able to identify and master the key concepts as outlined in the course description.

4. Students will learn how to outline and prepare a well-organized, multi-paragraphed essay in a time sensitive environment. With specific focus given to Document Based, Change Over Time, and Comparison essays.

5. Students will develop the ability to recognize multiple perspectives, historical context, and bias.

6. Students will be able to construct, analyze, and provide evidence to support an argument from both primary and secondary sources.

7. Students will be able to make comparisons, links, and draw conclusions between historical time periods and/or contemporary concepts.

8. Students will be able to identify and explain the historical significance of a person, event, or time period.

9. Students will be able to interpret, analyze, and evaluate primary documents & sources, secondary sources, maps, images, political cartoons, graphs, etc.

10. Students will be able to examine, analyze, identify, and interpret the differing perspectives of historians, and different types of historical scholarship.

11. Students will learn how to present a point of view, argument, or historical concept in a respectful, open-minded, and professional manner.

12. Students will learn what it takes to be prepared, organized, personally responsible, and successful in a college level class.

13. Students will learn how to develop and maintain efficient time management skills that are expected, in order to be successful in a college level class.

14. Interaction among students will create a positive and lasting classroom community. Historical Thinking Skills Listed below are the Four Historical Thinking Skills that we will be learning, practicing, and exploring throughout the scope of the course. They come directly from the current College Board AP World History Course Description. Each of these skills is defined below, along with some of the ways they fit within the context of the course. As young historians, one of the goals of this class is to help you learn to think historically.

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https://www.quia.com/pages/cfulks13/page15

http://apcentral.collegeboard.com/apc/public/courses/teachers_corner/4484.html

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Skill Tasks Questions Sample Activity

- Skill 1: Identify and explain historical developments and processes.

- Identify the characteristics and traits of a concept, development, or process.

- What does the historical evidence tell you about a concept, development, or process?

- Begin to think about the causation and patterns of continuity and change over time.

- Using specific historical evidence, explain how and why a historical concept, development or process emerged.

- Essays (DBQ, COT, Comparative)

- Discussion / Lecture

- Controversial Issue Comparison

- Analysis of Historian’s Scholarship

- Essay / Test Circles

- Historical Debate

- Student/Teacher Mock Trial

- Person of Influence Podcast Project

- Visual Discovery

- Philosophical Chairs

- Socratic Seminar

- Primary Document Analysis

- Graphic Organizer

- Quick write

- Discussion groups

- Critique reasoning

- Think-Pair-Share

- Close Reading

- Fishbowl

- Skill 2: Analyze sourcing and situation of primary and secondary sources.

o Identify the author, perspective, purpose, intended audience, and place the source within its historical situation.

o Explain the many different variables that impact a source’s Content, Tone, Interpretation, Audience, and Purpose.

o Why does the source’s point of view, purpose, historical situation, and audience matter?

o How could a historian use this source to develop an argument?

o What does the source not tell you? o How does the point of view, purpose, historical situation,

and or audience of a source affect its value to historians?






- Historical Debate



- Visual Discovery


- Socratic Seminar


- Graphic Organizer

- Quick write

- Discussion groups


- Think-Pair-Share

- Close Reading

- Fishbowl

- Skill 3: Analyze arguments in primary and secondary sources

- What is the author trying to prove in the source?

- What is the source’s argument?

- What specific examples does the author use to support the argument?

- Identify the argument or main idea in each source.

- What are the similarities between the arguments or main ideas in each source?

- What are the differences between the arguments or main ideas in each source?

- Explain the source’s claim.

- Explain the evidence presented in the source.

- Explain how the outside evidence supports the claims in the source.

- Explain how the outside evidence contradicts the source’s claim.






- Historical Debate



- Visual Discovery


- Socratic Seminar


- Graphic Organizer

- Quick write

- Discussion groups


- Think-Pair-Share

- Close Reading

- Fishbowl

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Skill 4: Analyze the context of historical events, developments, or processes.

- What events led up to the one we are studying?

- What else is happening in the world at this time?

- Ask students to use historical reasoning to explain how an event relates to a broader process.

- Why are the events related?

- How does the relationship help us understand the event we are studying?






- Historical Debate



- Visual Discovery


- Socratic Seminar


- Graphic Organizer

- Quick write

- Discussion groups


- Think-Pair-Share

- Close Reading

- Fishbowl

Skill 5: Using Historical reasoning processes (comparison, causation, continuity and change), analyze patterns and connections between and among historical developments and processes.

- What historical developments or processes are described in this source?

- What are the causes of this development or process?

- What are the effects of this development or process?

- Where does the development or process fit into a pattern of continuity or change over time?

- What are the similarities and differences between this development or process and another?

- What does the data in a non-text based source show?

- What trends and patterns can you identify from data?

- What historical developments or processes are described in this source?

- How or why are the causes of this development or process related to another historical development or process?

- How or why are the effects of this development or process related to another historical development or process?

- How or why does the development or process fit into a pattern of continuity or change over time?

- How or why are developments and processes similar and /or different?






- Historical Debate



- Visual Discovery


- Socratic Seminar


- Graphic Organizer

- Quick write

- Discussion groups


- Think-Pair-Share

- Close Reading

- Fishbowl

Skill 6: Develop an argument.

- Make a historically defensible claim.

- Support an argument using specific and relevant evidence.

- Use historical reasoning to explain the relationships among pieces of historical evidence.

- Corroborate, qualify, or modify an argument using diverse and alternative evidence in order to develop a complex argument.

- Explain nuance of an issue by analyzing multiple variables.

- Explain relevant and insightful connections within and across periods.

- Explain the relative historical significance of a source’s credibility and limitations.

- Explain how or why a historical claim or argument is or is not effective.






- Historical Debate



- Visual Discovery


- Socratic Seminar


- Graphic Organizer

- Quick write

- Discussion groups


- Think-Pair-Share

- Close Reading

- Fishbowl

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AP World History Units: Unit 1: The Global Tapestry c. 1200-1450: 8-10% of AP Exam Unit 2: Networks of Exchange c. 1200-1450: 8-10% of AP Exam Unit 3: Land-Based Empires c. 1450-1750: 12-15% of AP Exam Unit 4: Transoceanic Interconnections c. 1450-1750: 12-15% of AP Exam Unit 5: Revolutions c. 1750-1900: 12-15% of AP Exam Unit 6: Consequences of Industrialization c. 1750-1900: 12-15% of AP Exam Unit 7: Global Conflict c. 1900 to the Present: 8-10% of AP Exam Unit 8: Cold War and Decolonization c. 1900 to the Present: 8-10% of AP Exam Unit 9: Globalization c. 1900 to the Present: 8-10% of AP Exam AP World History Themes: These themes will be present throughout the entirety of AP World History Course. When you read the course outline each area of study will have the theme that it pertains to in parentheses next to the explanation.

Theme 1: Interaction between humans and the environment (ENV) a. The environment shapes human societies, and as populations grow and change, these populations in

turn shape their environments. i. Students will gain an understanding of this theme by completing PERSIAN charts on each

civilization or empire we study and illustrate the importance of geography and how it related to each civilization or empire’s structure. These charts will explain the agricultural revolution and the ways in which humans transitioned from hunting and gathering to forming urban centers near river valleys.

Theme 2: Cultural Developments and Interactions (CDI) a. The development of ideas, beliefs, and religions illustrates how groups in society view themselves, and

the interactions of societies and their beliefs often have political, social, and cultural implications. i. Students will gain an understanding of this theme by writing a Change Over Time essay on the

impact that the Columbian Exchange had on Europe, the Americas, and Africa. This activity will center around the transfer of culture, disease, products, and ideas that changed the geography and society of Europe, the Americas, and Africa.

Theme 3: Governance (GOV) a. A variety of internal and external factors contribute to state formation, expansion, and decline.

Governments maintain order through a variety of administrative institutions, policies, and procedures, and governments obtain, retain, and exercise power in different ways and for different purposes.

i. Students will gain an understanding of this theme by writing a LEQ essay discussing the similarities and differences of the Mongol and Spanish Empires. This assignment will focus how these empires political and economic systems enabled them to gain complete control over their respective territories.

Theme 4: Economic Systems (ECN) a. As societies develop, they affect and are affected by the ways that they produce, exchange, and

consume goods and services.

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i. Students will gain an understanding of this theme by writing a DBQ Essay on the impact of the Spanish influx of silver from the Columbian Exchange on the global economy primarily in the Indian Ocean Maritime System. The assignment will demonstrate the importance of cheap Spanish silver in regards to commerce and cultural diffusion among cultures in East Africa, Middle East, India, and China.

Theme 5: Social Interactions and Organization (SIO) a. The process by which societies group their members and the norms that govern the interactions

between these groups and between individuals influence political, economic, and cultural institutions and organization.

i.

Theme 6: Technology and Innovation (TEC) a. Human adaptation and innovation have resulted in increased efficiency, comfort and security, and

technological advances have shaped human development and interactions with both intended and unintended consequences.

i. Students will gain an understanding of this theme by writing an LEQ essay discussing the various technological advancements during the Industrial Revolution that helped shape and improve the human condition during the 1800s.

Purpose and Organization of Course Activities: AP World History is a college level course and daily activities rely heavily on student participation. Students will complete pair share, jigsaw and peer grading activities. Students are expected to complete all assignments including nightly readings, notes, timelines, and graphic organizers. In preparation for the Document Based Question (DBQ), students will work on a variety of activities to develop their habits of mind. A diverse group of primary sources are examined throughout the year. For example: maps, statistical tables, pictures, works of art, and written copies of historical documents. One of the themes of this course is to understand the relationship of change and continuity across the world throughout time. One way for students to record the changes in history is through chapter timelines. These thematic timelines are critical for the development of skills in assessing issues of change and continuity and writing LEQ essays on the AP World History Exam. In order for students to develop their comparative skills they routinely complete two types of graphic organizers throughout the e course. During unit students will compare societies based on their political, economic, religious, social, intellectual, artistic and geographic qualities in a PERSIAN chart. These charts are often the basis of a comparative essay. Students also complete a Theme Chart for each era of time covered in a unit of study. These comparative skills are extremely important for students to write a comprehensive comparative essay on the World History exam. Additionally, throughout the course students will be writing numerous essays. Most, but not all, of the essay questions and rubrics come from AP central. In the beginning of the year students will have an abundant amount of time to compete the essay but will shorten throughout the year to properly prepare them for the limited time granted during the AP exam. Course Outline: Key Events and Patterns through the 9 World History Units Unit 1: The Global Tapestry c. 1200-1450 Key Concept 1.1. Developments in East Asia from 1200-1450 Key Concept 1.2. Developments in Dar al-Islam from 1200-1450 Key Concept 1.3. Developments in South and Southeast Asia from 1200-1450 Key Concept 1.4. State Building in the Americas Key Concept 1.5. State Building in Africa Key Concept 1.6. Developments in Europe from 1200-1450 Key Concept 1.7. Comparison in the Period from 1200-1450

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Key Events and Patterns: 1.1

1. Cultural Traditions: a. Filial Piety in East Asia b. Neo-Confucianism and Buddhism in East Asia c. Confucian traditions of both respect and deference from women d. Chinese literary and scholarly traditions and their spread to Heian Japan and Korea

2. Branches of Buddhism: a. Theravada b. Mahayana c. Tibetan

3. Technological innovations: a. Champa Rice b. Transportation innovations, like the Grand Canal Expansion c. Steel and Iron production d. Textiles and porcelains for Export

1.2 1. New Islamic political entities:

a. Seljuk Empire b. Mamluk sultanate of Egypt c. Delhi sultanate

2. Innovations: a. Advances in mathematics (Nasir al-Din al-Tusi) b. Advances in literature (A’ishah al-Ba’uniyyah) c. Advances in medicine

3. Transfers: a. Preservation and commentaries on Greek moral and natural philosophy b. House of Wisdom in Abbasid Bagdad c. Scholarly and cultural transfers in Muslim and Christian Spain

1.3 1. Beliefs and practices:

a. Bhakti movement b. Sufism c. Buddhist monasticism

2. Hindu/Buddhist States: a. Vijayanagara Empire b. Srivijaya Empire c. Rajput Kingdoms d. Khmer Empire e. Majapahit f. Sukhothai kingdom g. Sinhala dynasties

1.4 1. State Systems in the Americas:

a. Maya city-states b. Mexica c. Inca d. Chaco e. Mesa Verde f. Cahokia

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1.5 1. State systems in Africa:

a. Great Zimbabwe b. Ethiopia c. Hausa kingdoms

1.6 1. Religious and State Systems in Europe

a. Christianity b. Judaism c. Islam d. Feudalism e. Serfdom f. Manorial System

1.7 1. Explain the similarities and differences in the processes of state formation from 1200-1450.

Unit 2: Networks of Exchange: c. 100-145- Organization and Reorganization of Human Societies, c. 600 B.C.E. to c. 600 C.E. Key Concept 2.1. The Silk Roads Key Concept 2.2. The Mongol Empire and the Making of the Modern World Key Concept 2.3. Exchange in the Indian Ocean Key Concept 2.4. Trans-Saharan Trade Routes Key Concept 2.5. Cultural Consequences of Connectivity Key Concept 2.6. Environmental Consequences of Connectivity Key Concept 2.7. Comparison of Economic Exchange Key Events and Patterns 2.1

1. Trading cities a. Kashgar b. Samarkand

2. New forms of credit and money economies a. Bills of Exchange b. Banking houses c. Use of Paper Money

2.2 1. Technological and cultural transfers:

a. Transfer of Greco-Islamic medical knowledge to Western Europe b. Transfer of numbering systems to Europe c. Adoption of Uyghur script

2.3 1. Growth of states:

a. City-states of the Swahili Coast b. Gujarat c. Sultanate of Malacca d. New transportation and commercial technologies (Compass, Astrolabe, Junk) e. Zheng He f. Monsoon Winds

2. Diasporic communities: a. Arab and Persian communities in East Africa b. Chinese merchant communities in Southeast Asia c. Malay communities in the Indian Ocean basin

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2.4 1. Technologies encouraging interregional trade:

a. Camel Saddle b. Caravans c. Empire of Mali (Mansa Musa)

2.5 1. Diffusion of cultural traditions

a. The influence of Buddhism in East Asia b. The spread of Hinduism and Buddhism into Southeast Asia c. The spread of Islam in sub-Saharan Africa and Asia

2. Diffusion of scientific or technological innovations: a. Gunpowder from China b. Paper from China

3. Travelers a. Ibn Battuta b. Margery Kempe c. Marco Polo

2.6 1. Diffusion of crops:

a. Bananas in Africa b. New rice varieties in East Asia c. Spread of citrus in the Mediterranean

2. Diffusion of pathogens and epidemic disease: a. Bubonic plague along trade routes

2.7 1. Explain the similarities and differences among the various networks of exchange in the period from 1200-1450.

Unit 3: Land Based Empires c. 1450-1750 Key Concept 3.1. Empires Expand Key Concept 3.2. Empires: Administration Key Concept 3.3. Empires: Belief Systems Key Concept 3.4. Comparison in Land-Based Empires Key Events and Patterns 3.1

1. State rivalries a. Safavid-Mughal conflict b. Songhai Empire’s conflict with Morocco c. Other Empires include the Manchu in China and the Ottoman in Southern Europe.

3.2 1. Bureacratic elites or military professionals

a. Ottoman Janisarries (Devshirme) b. Salaried samurai

2. Religious ideas: a. Mexica practice of human sacrifice b. European notions of divine right c. Songhai promotion of Islam

3. Art and monumental architecture a. Qing imperial portraits b. Incan sun temple of Cuzco c. Mughal mausoleums and mosques

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d. European palaces, such as Versailles 4. Tax collection systems

a. Mughal zamindar tax collection b. Ottoman tax farming c. Mexica tribute lists d. Ming practice of collecting taxes in hard currency

3.3 1. Belief Systems:

a. Protestant Reformation in Europe b. Sunni-Shia split (Ottoman and Safavid rivalry) c. Sikhism

3.4 1. Compare the methods by which various empires increased their influence from 1450 to 1750.

a. Empires include Manchu, Mughal, Ottoman, and Safavid. Unit 4: Transoceanic Interconnections c. 1450 to c. 1750 Key Concept 4.1. Technological Innovations from 1450-1750 Key Concept 4.2. Exploration: Causes and Events from 1450-1750 Key Concept 4.3. Columbian Exchange Key Concept 4.4. Maritime Empires Established Key Concept 4.5. Maritime Empires Maintained and Developed Key Concept 4.6. Internal and External Challenges to State Power from 1450-1750 Key Concept 4.7. Changing Social Hierarchies from 1450-1750 Key Concept 4.8. Continuity and Change from 1450-1750 Key Events and Patterns 4.1

1. Innovations in ship design. a. Caravel b. Carrack c. Fluyt

2. European technological developments influenced by cross-cultural interactions with the Classical, Islamic and Asian worlds:

a. Lateen Sail b. Compass c. Astronomical charts (Cartography)

4.2 4.3

1. Domesticated animals a. Horses b. Pigs c. Cattles

2. Foods brought by African slaves a. Okra b. Rice

4.4 1. Asian states that adopted restrictive or isolationist trade policies

a. Ming China b. Tokugawa Japan

2. Indian Ocean Asian merchants a. Swahili Arabs b. Omanis

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c. Gujaratis d. Javanese

4.5 1. Competition over trade routes

a. Muslim-European rivalry in the Indian Ocean b. Moroccan conflict with the Songhai Empire

2. Increased peasant and artisan labor a. Western Europe-wool and linen b. India-cotton c. China-silk

4.6 1. Local resistance

a. Pueblo Revolts b. Fronde c. Cossack revolts d. Maratha conflict with Mughals e. Ana Nzinga’s resistance (as ruler of Ndongo and Matamba) f. Metacom’s War (King Philip’s War)

2. Slave resistance a. The establishment of maroon societies in the Caribbean and Brazil b. North American slave resistance

4.7 1. Differential treatment of groups in society, politics, and the economy

a. Expulsion of Jews from Spain and Portugal; the acceptance of Jews in the Ottoman Empire b. Restrictive policies against Han Chinese in Qing China c. Varying status of different classes of women within the Ottoman Empire

2. Existing elites a. Ottoman timars b. Russian boyars c. European nobility

4.8

Unit 5: Revolutions c. 1750-1900 Key Concept 5.1. The Enlightenment Key Concept 5.2. Nationalism and Revolutions in the Period from 1750-1900 Key Concept 5.3. Industrial Revolution Begins Key Concept 5.4. Industrialization Spreads in the Period from 1750-1900 Key Concept 5.5. Technology of the Industrial Age Key Concept 5.6. Industrialization: Government’s Role from 1750-1900 Key Concept 5.7. Economic Developments and Innovations in the Industrial Age Key Concept 5.8. Reactions to the Industrial Economy from 1750-1900 Key Concept 5.9. Society and the Industrial Age Key Concept 5.10. Continuity and Change in the Industrial Age

Key Events and Patterns

5.1

1. Demands a. Mary Wollstonecraft’s A Vindication of the Rights of Woman b. Olympe de Gouges’s Declaration of the Rights of Woman and of Female Citizen c. Seneca Falls Conference (1848) organized by Elizabeth Cady Stanton and Lucretia Mott

5.2 1. Call for national unification or liberation

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a. Propaganda Movement in the Philipines b. Maori nationalism and the New Zealand wars in New Zealand c. Puerto Rico- writings of Lola Rodriguez de Tió d. German and Italian unifications e. Balkan nationalisms f. Ottomanism

5.3 5.4

1. Decline of Middle Eastern and Asian share in global manufacturing a. Shipbuilding in India and Southwest Asia b. Iron works in India c. Textile production in India and Egypt

5.5 5.6

1. State-sponsored visions of industrialization a. Muhammad Ali’s development of a cotton textile industry in Egypt

5.7 1. Transnational businesses

a. Hong Kong and Shanghai Banking Corporation (HSBC) b. Unilever based in England and the Netherlands and operating in British West Africa and the Belgian

Congo 2. Financial Instruments

a. Stock markets b. Limited-liability corporations

5.8 5.9 5.10

Unit 6: Consequences of Industrialization c. 1750-1900 Key Concept 6.1. Rationales for Imperialism from 1750-1900 Key Concept 6.2. State Expansion from 1750-1900 Key Concept 6.3. Indigenous Responses to State Expansion from 1750-1900 Key Concept 6.4. Global Economic Development from 1750-1900 Key Concept 6.5. Economic Imperialism form 1750-1900 Key Concept 6.6. Causes of Migration in an Interconnected World Key Concept 6.7. Effects of Migration Key Concept 6.8. Causation in the Imperial Age Key Events and Patterns 6.1 6.2

1. Non-state to state colonial control a. Shift from the private ownership of the Congo by King Leopold II to the Belgium government b. Shift from the Dutch East India Company to Dutch government control in Indonesia and Southeast Asia

2. European states that expanded empires in Africa a. Britain in West Africa b. Belgium in the Congo c. French in West Africa

3. Settler colonies established in empires a. New Zealand

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6.3 1. Direct resistance

a. Túpac Amaru II’s rebellion in Peru b. Samory Touré’s military battles in West Africa c. Yaa Asantewaa War in West Africa d. 1857 rebellion in India

2. New States a. Establishment of independent states in the Balkins b. Sokoto Caliphate in modern-day Nigeria c. Cherokee Nation d. Zulu Kingdom

3. Rebellions a. Ghost Dance in the U.S. b. Xhosa Cattle-Killing Movement in Southern Africa c. Mahdist wars in Sudan

6.4 1. Resource export economies

a. Cotton production in Egypt b. Rubber extraction in the Amazon and the Congo basin c. The palm oil trade in West Africa d. The guano industries in Peru and Chile e. Meat from Argentina and Uruguay f. Diamonds from Africa

6.5 1. Industrialized states practicing economic imperialism

a. Britain and France expanding their influence in China through the Opium Wars b. The construction of the Port of Buenos Aires with the support of British firms

2. Commodities that contributed to European and American economic advantage a. Opium produced in the Middle East or South Asia and exported to China b. Cotton grown in South Asia and Egypt and exported to Great Britain and other European countries c. Palm oil produced in sub-Saharan Africa and exported to European countries d. Copper extracted in Chile

6.6 1. Return of migrants

a. Japanese agricultural workers in the Pacific b. Lebanese merchants in the Americas c. Italian industrial workers in Argentina

2. Migrants a. Irish to the United States b. British engineers and geologists to South Asia and Africa

6.7 1. Migrant ethnic enclaves

a. Chinese in Southeast Asia, the Caribbean, South America, and North America b. Indians in East and Southern Africa, the Caribbean, and Southeast Asia c. Irish in North America d. Italians in North and South America

2. Regulation of immigrants a. Chinese Exclusion Act b. White Australia policy

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Unit 7: Global Conflict 1900-Present Key Concept 7.1. Shifting Power After 1900 Key Concept 7.2. Causes of World War I Key Concept 7.3. Conducting World War I Key Concept 7.4. The Economy in the Interwar Period Key Concept 7.5. Unresolved Tensions After World War I Key Concept 7.6. Causes of World War II Key Concept 7.7. Conducting World War II Key Concept 7.8. Mass Atrocities After 1900 Key Concept 7.9. Causation in Global Conflict Key Events and Patterns 7.1 7.2 7.3 7.4

1. Government intervention in the economy a. The New Deal b. The fascist corporatist economy c. Governments with strong popular support in brazil and Mexico

7.5 1. Territorial gains

a. Transfer of former German colonies to Great Britain and France under the system of League of Nations mandates

b. Manchukuo/Greater East Asia Co-Prosperity Sphere 2. Anti-imperial resistance

a. Indian National Congress b. West African resistance (strikes/congresses) to French rule

7.6 7.7

1. Western democracies mobilizing for war a. Great Britain under Winston Churchill b. United States under Franklin Roosevelt

2. Totalitarian states mobilizing for war a. Germany under Adolf Hitler b. USSR under Joseph Stalin

7.8 1. Genocides, ethnic violence, or attempted destruction of specific populations

a. Armenians in the Ottoman Empire during and after World War I b. Cambodia during the late 1970s c. Tutsi in Rwanda in the 1990s d. Ukraine in the Soviet Union in the 1920s and 1930s

7.9 Unit 8: Cold War and Decolonization c. 1900-Present Key Concept 8.1. Setting the Stage for the Cold War and Decolonization Key Concept 8.2. The Cold War Key Concept 8.3. Effects of the Cold War Key Concept 8.4. Spread of Communism After 1900 Key Concept 8.5. Decolonization After 1900 Key Concept 8.6. Newly Independent States Key Concept 8.7. Global Resistance to Established Order After 1900

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Key Concept 8.8. End of the Cold War Key Concept 8.9.Causation in the Age of the Cold War and Decolonization Key Events and Patterns 8.1 8.2

1. Non-Aligned Movement a. Sukarno in Indonesia b. Kwame Nkrumah in Ghana

8.3 1. Proxy wars

a. Korean War b. Angolan Civil War c. Sandinista-Contras conflict in Nicaragua

8.4 1. Land and resource redistribution

a. Communist Revolution for Vietnamese independence b. Mengistu Haile Mariam in Ethiopia c. Land reform in Kerala and other states within India d. White Revolution in Iran

8.5 1. Nationalist leaders and parties

a. Indian national Congress b. Ho Chi Minh in French Indochina (Vietnam) c. Kwame Nkrumah in British Gold Coast (Ghana) d. Gamal Abdel Nasser in Egypt

2. Negotiated independence a. India from the British Empire b. The Gold Coast from the British Empire c. French West Africa

3. Independence through armed struggle a. Algeria from the French empire b. Angola from the Portuguese empire c. Vietnam from the French empire

4. Regional, religious, and ethnic movements a. Muslim League in British India b. Québécois separatist movement in Canada c. Biafra secessionist movement in Nigeria

8.6 1. States creates by redrawing of political boundaries

a. Israel b. Cambodia c. Pakistan

2. Governments guiding economic life a. Gamal Abdel Nasser’s promotion of economic development in Egypt b. Indira Ghandi’s economic policies in India c. Julius Nyerere’s modernization in Tanzania d. Sirimavo Bandaranaike’s economic policies in Sri Lanka

3. Migrations a. South Asians to Britain b. Algerians to France c. Filipinos to the United States

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8.7 1. Responses that intensified conflict

a. Chile under Augusto Pinochet b. Spain under Francisco Franco c. Uganda under Idi Amin d. The buildup of the military-industrial complex and weapons trading

2. Movements that used violence a. Shining Path b. Al-Qaeda

8.8 Unit 9: Globalization c. 1900-Present Key Concept 9.1. Advances in Technology and Exchange After 1900 Key Concept 9.2. Technological Advances and Limitations After 1900: Disease Key Concept 9.3. Technological Advances: Debates About the Environment After 1900 Key Concept 9.4. Economics in the Global Age Key Concept 9.5. Calls for Reform and Responses After 1900 Key Concept 9.6. Globalized Culture After 1900 Key Concept 9.7. Resistance to Globalization After 1900 Key Concept 9.8. Institutions Developing in a Globalized World Key Concept 9.9. Continuity and Change in a Globalized World Key Events and Patterns 9.1 9.2

1. Diseases associated with poverty a. Malaria b. Turberculosis c. Cholera

2. Emergent epidemic diseases a. 1918 influenza pandemic b. Ebola c. HIV/AIDS

3. Diseases associated with increased longevity a. Heart disease b. Alzheimer’s disease

9.3 9.4

1. Government’s increased encouragement of free-market policies a. The United States under Ronald Reagan b. Britain under Margaret thatcher c. China under Deng Xiaoping d. Chile under Augusto Pinochet

2. Knowledge economies a. Finland b. Japan c. U.S.

3. Asian production and manufacturing economies a. Vietnam b. Bangladesh

4. Latish American production and manufacturing economies a. Mexico

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b. Honduras 5. Economic institutions and regional trade agreements

a. World Trade Organization (WTO) b. North American Free Trade Agreement (NAFTA) c. Association of Southeast Asian Nations (ASEAN)

6. Multinational corporations a. Nestlé b. Nissan c. Mahindra and Mahindra

9.5 1. Challenges to assumptions about race, class, gender, and religion

a. The U.N. Universal Declaration of Human Rights, especially as it sought to protect the rights of children, women, and refugees

b. Global feminism movements c. Negritude movement d. Liberation theology in Latin America

2. Increased access to education and political and professional roles a. The right to vote and/or to hold public office granted to women in the United States (1920), Brazil (1932),

Turkey (1934), Japan (1945), India (1947), and Morocco (1963) b. The rising rate of female literacy and the increasing numbers of women in higher education, in most parts

of the world c. The U.S. Civil Rights Act of 1965 d. The end of apartheid e. Caste reservation in India

3. Environmental movements a. Greenpeace b. Professor Wangari Maathai’s Green Belt Movement in Kenya

4. Economic movements a. World Fair Trade Organization

9.6 1. Global culture

a. Music: Reggae b. Movies: Bollywood c. Social media: Facebook, Twitter d. Television: BBC e. Sports: World Cup soccer, the Olympics

2. Global consumerism a. Online commerce: Alibaba, eBay b. Global brands: Toyota. Coca-Cola

9.7 1. Responses to economic globalization

a. Anti-IMF and anti-World Bank activism b. Advent of locally developed social media (Weibo in China)

9.8 The AP Exam This is the culmination of the entire course and will determine if you receive college credit that can be used after you graduate from High School. Each university has different qualifications on what they will or will not accept, but most will accept a “5” or a “4” score on the AP Test. Fewer colleges will accept a “3” score on the AP Test, but many still do. A “1” or a “2” score will not be accepted by most major universities. However, even if you do not score above a “2” on the AP Test, all universities look favorably on students who challenge themselves during high school. The structure of the exam is listed below. During the year our class will follow this type of structure when taking a unit test.

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Part 1 = Part A: 55 Multiple Choice Questions - 55 minutes (40%) Part B: 3 Short-Answer Questions – 40 minutes (20%) Part 2 = Essay Questions – 100 minutes (includes a recommended 15-minute reading period)

Part A: Document Based Question (DBQ) – 15 reading period, 40minutes for response (25%) Part B: Long Essay (15%)

Prerequisites: N/A Textbook(s): Pamela Kyle Crossley. The Earth and Its Peoples: A Global History. AP*Ed. Boston: Houghton Mifflin. 2005. Supplies/Materials Recommended: Computer access, paper, pen / pencil / internet access Student Fees: The Constitution of the State of California requires that we provide a public education to you free of charge. Your right to a free education is for all school/educational activities, whether curricular or extracurricular, and whether you get a grade for the activity or class. Subject to certain exceptions, your right to a free public education means that we cannot require you or your family to purchase materials, supplies, equipment or uniforms for any school activity, nor can we require you or your family to pay security deposits for access, participation, materials, or equipment. Under certain circumstances, students involved in extracurricular programs, clubs and/or sports may be required to attend fundraising events held by the program, sport or club just as you may be required to attend any other event put on by that program, club or sport. However, you will not be required to raise funds as a condition of participation.

Please visit the SDUSD Student Fees section for the completed list and additional resources by clicking here: https://www.sandiegounified.org/node/1436 then click on Student Fees in the menu on the left side.

Academic Honesty Policy: All students are expected to abide by the Mira Mesa High School Academic Honesty Policy which is clearly outlined in the Student & Parent Handbook as well as posted online with school registration forms for students and parents to review. Class Rules and Consequences: Be respectful to your peers and teacher. Arrive on time and be prepared to work. Please refer to the Academic Honesty Policy in the Parent/Student Handbook. Academic Grading Policy: Grades will be assessed according to set standards with 90% constituting an A, 80% a B, 70% a C. and 60% a D. Students who earn less than 60% will receive an F. Grades will be on a point basis but will approximately equal: Tests/Quizzes 40%, DBQ’s and Projects 35%, Final 15%, Participation/Homework 10%. Make-up/Late Policy: Your grade on an assignment will drop 10% each day it is late. If you are absent and it is excused, then the assignment will allowed to be turned in when you return. If you miss notes, you are expected to copy them from another student. If you miss a quiz, you will not be able to make up the quiz, but it will not count against your grade. Students may retake tests within one week if all the work for the unit is completed. Support Policy: I am available for tutoring Monday through Friday from 6:15 A.M. to 7:25 A.M. Online Grade Access: Please use PowerSchool for the latest and up to date grades. Please allow for one week from the due date to input assignments.

https://www.sandiegounified.org/node/1436

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Citizenship Rubric: Citizenship will be evaluated using the Mira Mesa High School Citizenship rubric.

MIRA MESA HIGH SCHOOL CITIZENSHIP RUBRIC FOR 2019-2020 Participation in learning means: Student is active during class discussions, constantly paying attention, and attempts to respond to teacher prompts. Follows classroom rules means: Come prepared to class, follow directions, and be respectful to self and all others. Displays on task behavior means: Student is actively completing the assigned task and is not working on work from another class. Respectful to others means: Student treats others with kindness, does not interrupt the teacher or other students, waits his/her turn to express opinions, and refrains from making discouraging or hurtful comments toward others.

Course Title: AP World History Mira Mesa High School 2019 - 2020 Teacher: Curtis Fulks

Citizenship

Behavior

E = Excellent

The student almost always:

Participates in learning.

Follows classroom rules.

Displays on-task behaviors.

Is respectful to others.

G = Good

The student usually:





S = Satisfactory

The student sometimes:





N = Needs Improvement

The student rarely:





U = Unsatisfactory

The student almost never:





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My signature below indicates I have read and understand the policies and rules of this class and will do my best to fulfill the requirements and expectations. Student Name (PRINT): _______________________________________________ Period: ______ Student Signature: ___________________________________________________ Date: _________________ Parent/Guardian Name (PRINT): ____________________________________________________________________ Parent/Guardian Signature: ____________________________________________ Date: _________________ I prefer to be contacted by:

Phone: _________________________________________________________________ Preferred Contact Number(s)

E-Mail: _________________________________________________________________ Preferred Email Address

course title: ap world history

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