humble independent school district · web viewgeneral objectives. this course is equivalent to an...

Advanced Placement® World History Syllabus 2016-17

General ObjectivesThis course is equivalent to an introductory college course. As such, the student is held accountable for a greater portion of material and evaluated with a higher level of expectation than in a regular World History course. HISD issues the state adopted textbook as a foundation for the course. This textbook will be heavily supplemented with readings from college level sources. The course demands the use of higher order thinking skills to master the overarching themes and the habits of the mind as stated in the AP World History Course Description. Course Objectives

Mastering the content. Seeing global patterns over time and space. Developing an awareness and appreciation of the commonalities and differences of

human experiences over time and space. Constructing and evaluating arguments, both oral and written. Using historic data, either primary or secondary, in an analytical fashion. Developing sophisticated research and writing methods.

Skills ObjectivesThe course stresses the eight habits of the mind as set out in the AP World History Course Description.

The course is designed to help students:o think critically and analyticallyo write persuasivelyo discuss articulatelyo read extensively with content mastery and discernment

The course is designed to promote sophisticated research and writing appropriate for students of history

The course includes techniques in advanced research

The Five Themes of AP World History (Component 2)1. Human\Environment Interaction2. Development and interaction of culture (Intellectual Development)3. State-building, expansion and conflict4. Creation, expansion and interaction of economic systems5. Development and transformation of social structure

Habits of Mind1. Constructing and evaluating arguments: using evidence to make plausible arguments2. Using documents and other primary source data: developing the skills necessary to analyze point of view, context, and bias, and to understand and interpret information3. Assessing issues of change and continuity over time, including the capacity to deal with change as a process and with questions of causation4. Understanding diversity of interpretations through analysis of context, point of view (POV), and frame of reference5. Seeing global patterns and processes over time and space while also connecting local developments to global ones and moving through levels of generalizations from the global to the particular6. Comparing within and among societies, including comparing societies reactions to global processes7. Being aware of human commonalities and differences while assessing claims of universal standards, and understanding culturally diverse ideas and values in historical context

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Course Texts HISD Primary Text:Strayer, Robert W. Ways of the World: A Global History with Sources. AP Edition. Boston: Bedford/St.

Martin’s, 2011.Secondary Texts:Bentley, Jerry, and Herbert Ziegler. Traditions and Encounters: A Global Perspective on the Past. 1st.

Boston: McGraw-Hill, 2000.Stearns, Peter N., Michael Adas, and Stuart B. Schwartz. World Civilizations: The Global Experience. New

York: HarperCollins, 1992. Print

Additional SourcesArticles:- Peter Stearns *“Nature of Civilization”, “Buddhist Challenge”, Creativity in Greek and Hellenistic Culture”, “Changing Hellenistic World”, “Greek and Roman Political Institutions”, “Decline of Empires” (*Diverse Interpretations)& “Islamic Civilization” - E. Pernicka “Early Bronze Age Metallurgy”- Oliver Johnson “Hindu Caste System”- Jiu-Hw Upshur “Great Faiths and Philosophers”, *“The Decline of Empires” (*Diverse Interpretations)- Frank Smitha *“Decline and Fall of the Gupta” (*Diverse Interpretations)- Jean Johnson *“Why don’t Empires Last?” (*Diverse Interpretations)- Howard Spodek “China and Rome, How they Compare”- Sarah Shaver Hughes “Hindu Caste and the Status of Women”- Paul Welty “Female Property Rights in India”- Miguel Leon-Portillo “The Broken Spears: The Aztec Account of the Conquest of MexicoBooks:Beck, Roger B. et. al. World History: Patterns of Interaction. New York: McDougall Littell, 2007.Reilly, Kevin. Worlds of History: A Comparative Reader, 3rd ed. Boston: Bedford/St. Martin’s, 2009.Andrea, Al and Overfield, James. The Human Record: Sources of Global History, 5th ed. Vols. 1 & 2. Boston: Houghton Mifflin, 2005.Gonick, Larry. The Cartoon History of the Universe. New York: Broadway Books, 1990.Pomeranz, Kenneth and Steven Topik. The World That Trade Created. M.E. Sharpe. 2000.Standage, Tom. A History of the World in 6 Glasses. New York: Walker & Company, 2006.Martin, Peggy. 5 Steps to a 5 AP World History. New York: McGraw-Hill, 5th ed., 2013.Armstrong, Monty. Cracking the AP World History Exam. New York: Princeton Review, 2012. Harmon, Jay. AP World History Crash Course. New York: Research & Education Association, 1st ed., 2011

Electronic Resources:- Millenium Series. (CNN, 1999)- Engineering an Empire. (History Channel.)- Lost Civilizations Series. (Time/Life)

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- Videos from Discovery Education- Guns, Germs, and Steel with Jared Diamond. (PBS, 2005) - The Story of India with Michael Wood. (PBS, 2009)- Warrior Empire: The Mughals. (History Channel, 2007)- Islam: Empire of Faith. (PBS, 2000)- Around the World in 80 Faiths with Peter Owen-Jones. (BBC, 2009)- Cracking the Maya Code. (PBS NOVA, 2008)- Gandhi (1982, Ben Kingsley)- Crash Course World History with John Green (YouTube, 2012)

AP World History -- Units of StudyI. Technological and Environmental Transformations, to c. 600 B.C.E. [1 week]A. (Key Concept) Big Geography & Peopling of the earth: How do Anthropology and Archeology work together to tell the history of pre-literate peoples? 1. Ascent of Man (AP World History Theme 2) 2. Paleolithic societies (AP World History Theme 1, 2)

B. The Nature of History1. POV—frame of reference and historic context—

C. (Key Concept) Neolithic Revolution and Early Agricultural Societies (AP W. History Theme 4) 1. Usefulness of the word "civilization" (AP World History Theme 5) 2. Neolithic Revolution

Nomads, migrations and pastoralist a. Bantu (AP World History Theme 1) b. Indo-European c. Huns d. Germans e. Polynesians (AP World History Theme 1)

D. (Key Concept) Development and interactions of early agricultural, Pastoral and Urban Societies: Core and foundational civilizations developed in a variety of geographical and environmental settings where agriculture flourished. (AP World History Theme 5)

1. Characteristics of early river valley societies such as Catal Huyuk, Mesopotamia, the Nile River Valley and Sub-Saharan Africa, the Indus River Valley, the Yellow River or Huang He Valley, Papua New Guinea, Mesoamerica, and the Andes.

a. Metal use in Shang China and Ur (AP World History Theme 1)b. culture, monumental architecture, urban planning, religion, trade, artisanship, social and gender hierarchy (AP World History Theme 2)

2. Growth of states (AP World History Theme 3) a. Hittites, Babylon (including Hammurabi’s code as primary document for POV

analysis)

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II. Organization and Reorganization of Human Society c. 600 B.C.E. to c. 600 C.E. [6 weeks]A. (Key Concept) Development and Codification of Religious and Cultural Traditions.

1. New belief systems emerge and spread. (AP World History Theme 2)2. Revolutionary Breakthroughs in Religion and Thought—A Comparative Look— Polytheism, Monotheism, Hinduism (vedic), Buddhism, Judaism, Confucianism, Daoism, Christianity, Hellenic-Roman Philosophy

B. (Key Concept) Parallel unwritten religions (AP World History Theme 2)1. Animism, ancestor veneration and shamanism

C. (Key Concept) How belief systems effect Gender Roles (AP World History Theme 5) 1. Buddhist and Christian monasteries, Confucian Filial Piety (Pan Chao’s Letters) D. (Key Concept) Comparing artistic expression in the Classical World Greek plays and Roman Architecture, etc (AP World History Theme 3)E. (Key Concept) The number and size of key states and empires grow. (Snapshot comparison with emphasis on Social, Politics, Economics and Culture)

1. Persia2. Alexander the Great and the Hellenistic World (Excerpt of Primary document from

Plato)3. Classical India (Excerpt of Primary document from Manu the Law Giver)4. Qin and Han China (Key Concept) Centralized government, legal system and

bureaucracy5. Roman Empire (Key Concept) Centralized government, legal system and bureaucracy (Excerpts from primary documents from Seneca and Cicero)6. Cross Cultural connections in the Classical World (mental mapping) (AP World History Theme 1) (AP World History Theme 4) (Key Concept) economic dimensions develop globally, (Key Concept) land and water routes become basis for trade, communication and exchange networks

a. Indian Ocean and Silk Road (Key Concept) new technologies facilitate communication and exchangeb. (Key Concept) Spread and transformation of cultural beliefs Buddhism and Christianity (AP World History Theme 5)c. (Key Concept) Effects of epidemics and nomadic invasions

F. Students will evaluate the causes and consequences of the Decline and Fall of the Han, Gupta and Roman Empires (In Class Essay) (Key Concept) Difficulties lead to collapse

Unit I and II Activities and Skill Development - For diverse interpretations: students will read:

Peter Stearns “Decline of Empires”Jiu-Hw Upshur “The Decline of Empires”Frank Smitha “Decline and Fall of the Gupta”Jean Johnson “Why don’t Empires Last?”

Diverse interpretations activity These four sources offer differing interpretation of why the classical empires collapsed. After reading the sources, the students will be assigned an empire and have to make a written argument as to why the empire collapsed. Ideally the students will blend differing ideas from the sources to make a convincing argument. Students will also be asked to find similarities and differences among the reasons for collapse of the various empires.

Unit I and II Essay Work: 4


DBQ Skills: Analyzing the question, answering the prompt, document analysis, categorization, point of view, and introduction to rubric.Comparative Skills: Compare and contrast t-chart, direct comparison statements, analysis statements, evidence weaving, compare/contrast essay structure, and introduction to rubric.Change and Continuity over Time Skills: Not introduced.DBQ2004: Spread of Buddhism in China to 5th century BCE--9th century CE2007: Han, Roman Technology c. 100 BCE—c. 200 CE2002: Christianity/Islam attitudes toward trade, 1st century CE to 16th centuryComparative2010: Political Control: Han/Mauryan-Gupta/Rome(AP Curriculum Guide): Collapse of Western Rome and Han China(AP Curriculum Guide): Effects of Inter-regional trading systems (Mesopotamia, India, China, Mesoamerica and Andean systems, Classical Mediterranean World) 8000 BCE --600 CECCOT2009: Silk Roads 200 BCE-1450 CE2006: Fall of classical empires, c.100-c.600 CE2013: Mediterranean region, c. 200-c.10002012: Africa—Eurasia Trade, c. 300-1450(AP Curriculum Guide): Religious and Other Belief Systems 8000BC to 600CE (The Middle East, South Asia, East Asia, Europe). Students will categorize the reasons why empires fall, noting in which areas the four historians agree and where they disagree. Students will use a venn diagram and class graded discussion to show understanding.Unit I/II Assignments:Analyzing POV, VENN Bronze and Iron Age, World Religions (Chart and journal), Hellenistic Readings, # Periodization Activity: Snapshot of Classical World, # Periodization Activity: Mental Map of Classical World, Introduction of Comparative Essay, Decline of Han, Rome and Gupta VENN, CCOT Charts, Gender Jigsaw- Gender Jigsaw: The Gender Jigsaw involves examining primary and secondary documents concerning the roles of women and men in the regions of Europe, Africa, South Asia, West Asia and East Asia from about 8000 BCE to 600 CE. Students will then compare the different roles of elite and common women and men in the different regions and make observations concerning the social distinctions of gender.- CCOT Chart: At the end of each unit of study, the students will work in study groups to create CCOT charts for the remaining four themes of AP World History (social structure is covered in the assignment listed above). Some themes have been further sub-divided to make the assignment more manageable. The Instructor will model the activity by walking the students through a CCOT chart on State Systems.

Unit I and II Major Assessments:Comparative Essay on Fall of Empires, Foundation Exam

III. Regional and Transregional Interactions, c. 600 C.E. to c. 1450 [8 weeks]A. (Key Concept) Improved transportation technologies and commercial practices (AP World History Theme 4) 1. Existing trade routes flourished with new trading cities (AP World History Theme 1) 2. New trade routes & interregional trade

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B. (Key Concept) Creation of new states (Tang, Mayan, Byzantine, Charlemagne’s Europe, Feudal Japan, Ghana, Abbasid Empire)C. Medieval Travelers—A Document Study

1. Crusaders (Byzantine primary source on sacking of Constantinople) (AP WH Theme 2)

2. Marco Polo (Primary source)3. Mansa Musa (AP World History Theme 2)4. Mongols (Primary source - Guyuk’s letter to the Pope)5. Ibn Battuta (Primary source - Rilha)6. Zheng He7. Black Death (Multiple Primary sources) (AP World History Theme 5)

D. Students will evaluate the causes and consequences of the rise of the Islamic World –Umayyad to Ottomans (AP World History Theme 3)

1. Political unity - Umayyad, political disunity - Abbasid to present (Key Concept) effect of religion on gender and family life2. Artistic changes: Calligraphy and arabesque (show many primary examples of art forms) (AP World History Theme 2)

E. (Key Concept) Agricultural and industrial expansion: China-Song and early Ming (AP World History Theme 3)F. Africa-West and East—Mali, Swahili Coast, Great ZimbabweG. (Key Concept) Agricultural and industrial expansion Medieval Europe (AP World History Theme 4)H. Mongols (AP World History Theme 3)I. (Key Concept) Cross-Cultural trade in the Medieval World intensifies and creates new networks of trade and communication (AP World History Theme 4)

1. (Key Concept) Technological and cultural transfer (including Hanseatic League and Muslim expansion) (AP World History Theme 1)2. (Key Concept) The movement of people caused environmental and linguistic effects:

a. Migration (Aztec, Mongols, Turks, Vikings, Arabs) (AP World History Theme 1)b. Missionaries (William of Rubric’s primary account of the Mongols)c. Warfared. (Key Concept) epidemic and crop diffusion (AP World History Theme 1)

Unit III Activities and Skill DevelopmentComparisons and snapshots for Unit III:1. Periodization: Students will evaluate whether the break of 600 CE represents the most appropriate period encapsulation. Students will work in three groups and prepare and present a 5 minute argument for periodization to occur at the BCE\CE (beginning of Christianity), 450 CE (collapse of classical empires) or 600 CE (Rise of Islam). After arguments, students will vote on the best argument for periodization with the caveat that they may not vote for their own argument.2. Medieval cities (AP World History Theme 1) (Key Concept) The fate of cities: Calamitous 14th

Century3. European vs. Japanese Feudalism (Primary sources to compare Bushido and Chivalry) (AP World History Theme 5)4. The Changing West

a. division of Christian world (AP World History Theme 2)

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b. rise of national monarchies (Key Concept) changing labor systemsc. Renaissance (Use of Medieval and Renaissance art depicting the same scene to show change) (AP World History Theme 2)

5. The Americans (A comparative study)a. Aztec (primary source Diaz’s description of the Aztec) (AP World History Theme 2)b. Inca (primary source Spaniard’s description of the encounter with Atahualpa)

Unit III Essay Work: DBQ Skills: Introduction to missing document, completion of full DBQ t-chart: use of all Docs, categorization, POV, thesis and missing document.CC Skills: Completing CC Thesis and writing body paragraphs.CCOT Skills: Introduction to CCOT thesis, writing a proper change statement, use of analysis, essay structure and introduction to CCOT Rubric.DBQ2004: Spread of Buddhism in China to 5th century BCE--9th century CE2002: Christianity/Islam to 1500 attitudes toward trade, 1st century CE to 16th centuryComparative2005: Effects of Mongol rule2011: Rise of Two Empires: Sudanic, Aztec, Mongol(AP Curriculum Guide): Japanese and European Feudalism(AP Curriculum Guide): Spread of Christianity and Islam 100-1450CE(AP Curriculum Guide): Impact of Plague Pandemics circa 600-1450 in TWO regions (Western Europe, Eastern Asia, South Asia, Eastern Europe)(AP Curriculum Guide): A National Monarchy in Europe (France or Spain) w/ National Monarchy in West Africa (Ghana, Mali or Songhai). CCOT2009: Silk Roads 200 BCE-1450 CE2013: Mediterranean region, c. 200-c.10002012: Africa—Eurasia Trade, c. 300-14502008: Indian Ocean trade, 650-17502003: Impacts of Islam, 1000-1750(AP Curriculum Guide): Religions 600-1450 (Middle East, South Asia, Europe, North Africa)

Unit III Assignments:- Periodization Activity: Snapshot of the Post-Classical World Why 600? Why 1450? – expansion of empires (AP World History Theme 3)Dar al Islam Readings, Ibn Batuta Primaries and Map, Snapshot: Middle Ages, How to do a DBQ, Age of Faith Readings, Mansa Musa Primaries and Map, Feudalism Compared Group Activity, Africa DBQ, Mongols and Marco Polo Primaries and Map, Zheng He and Ming Primaries and Map, Black Death Readings, CCOT Charts, Periodization Activity: Mental Map - Southernization (Linda Shaffer Article), Gender Jigsaw (effects of conversion on gender and family life. Primary sources from Ur, and Mary the Jewess), National Monarchs Readings, Inca and Aztec Readings and comparison chart and essay, CCOT Essay- Gender Jigsaw: The Gender Jigsaw involves examining primary and secondary documents concerning the roles of women and men in the regions of Europe, North Africa, Sub-Saharan Africa, South Asia, West Asia and East Asia from 600-1450. Students will then compare the different roles of elite and common women and men in the different regions and make observations concerning the social distinctions of gender.

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- CCOT Chart: At the end of each unit of study, the students will work in study groups to create CCOT charts for the remaining four themes of AP World History (social structure is covered in the assignment listed above). Some themes have been further sub-divided to make the assignment more manageable. Students will then compare the current CCOT charts to the ones created for the last unit and identify major changes and continuities.Unit III Major Assessments:DBQ on Comparative Feudalism, Fall Research Project, Middle Ages Exam I and II, Quest: Middle Ages III

IV. Era of Global Interactions (1450-1750) [7 weeks] A. The Encounter and the causes and consequences of the Columbian Exchange (AP World History Theme 1)

1. Why the West wins— diverse interpretations activity (J. Diamond “The Encounter”) Students will read the article by Diamond that asserts that horses and helmets are the reason for Spanish dominance over the natives and compare that to accounts of disease as the major factor allowing for the easy conquest of the Americas. Students will have to write and defend a statement as to what they believe is the reason for the domination of the natives by the Europeans. Ideally they will blend both ideas together; they may also see that the North American accounts all credit disease while the Diamond article is a South American account. Students may also be shown the clip from the Empire of the Sun which depicts the Inca as idiots unable to resist.

Age of Exploration: Technology, Columbian Exchange, Economic developments2. Effects of the Encounter on Conquerors and the Conquered (AP World History Theme 4)3. Transatlantic Slave Trade (AP World History Theme 4) (AP World History Theme

5)4. (Key Concept) Global Networks of Communication and Exchange, Maritime

Empiresa. African connection (quantitative Charts, tables and graphs discussing slave trade over time) (Key Concept) New Social Organization and Modes of Productionb. European connection (primary source from slave ship log)c. American connection (Key Concept) New Social Organization and Modes of Production

5. Labor systems in the Americas (primary source: The Black Legend)6. Economic shift from old to new world (Including new economic and political elites such as Manchu, creoles, Euro Gentry and urban Entrepreneurs) (AP World History Theme 5)

B. The Transformation of Europe (AP World History Themes 1 & 2)1. Reformation (primary source: excerpt from the 95 Theses)2. Scientific Revolution3. Enlightenment – simulated salon (primary sources from Madame Geoffrin, Denis Diderot et al)

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C. Development of absolutism and the Gunpowder Empires (Snapshot comparison with emphasis on Social, Politics, Economics and Culture) (AP World History Theme 3) (Key Concept) State Consolidation and Imperial Expansion

1. A model: France under Louis XIV2. Russia under Peter and Catherine 3. Ottoman Empire4. Mughal Empire (examine Mughal Miniature Paintings)5. Ming/Qing China (including Zheng He)6. Tokugawa Shogunate7. Characteristics of African Empires (Kongo, Benin, Oyo or Songhay)8. Comparison of how above empires interact with the West

Unit IV Activities and Skill Development:- Students will discuss periodization: Why 1750? Unit IV Essay Work: DBQ Skills: Writing full DBQsCC Skills: Writing full CC essaysCCOT Skills: Writing full CCOT essays

DBQ2006: Global effects of silver trade, mid 16th—early 18th centuriesComparative2007: Empire Building, 1450-1800 (Spain and Russia or Otto Empire)2009: Racial Identities, N. America/ Latin Am, Caribbean2012: Compare Demographic and Environmental Effects of the Columbian ExchangeCCOT2008: Indian Ocean trade, 650-17502003: Impacts of Islam, 1000-17502005: Transformations in the Atlantic World, 1492-17502010: Religious Beliefs, Practices 1450-present (Latin Am or Sub Sahara Africa)(AP Curriculum Guide): Demographic shifts due to migration in ONE region 1450-1750 (Latin America, North America, West Africa, Western Europe, South Asia, East Asia)(AP Curriculum Guide): Technology 1450 to 1750 (Latin America, North America, West Africa, Western Europe, South Asia, East Asia)

Unit IV Assignments:- Exploration Readings, The Encounter: Primaries, Jigsaw on Columbian Exchange, Periodization Activity: Mental Map: Atlantic World, Comparative African Kingdoms and European Monarchs Mini-Essay, Snapshot: Absolutism and Gunpowder Empires, Martin Luther Readings, Scientific Revolution and Enlightenment Readings, CCOT Charts, Gender Jigsaw- Gender Jigsaw: The Gender Jigsaw involves examining primary and secondary documents concerning the roles of women and men in the regions of the Americas, Europe, North Africa, Sub-Saharan Africa, South Asia, West Asia, East Asia and Oceania from 1450-1750. Students will then compare the different roles of elite and common women and men in the different regions and make observations concerning the social distinctions of gender.- CCOT Chart: At the end of each unit of study, the students will work in study groups to create CCOT charts for the remaining four themes of AP World History (social structure is covered in

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the assignment listed above). Some themes have been further sub-divided to make the assignment more manageable. Students will then compare the current CCOT charts to the ones created for the last unit and identify major changes and continuities.

Unit IV Major Assessments:Spring Research Project, Age of Exploration Exam

V. Industrialization and Global Integration (1750-1900) [7 weeks] A. Liberalism and Political Change (a comparative study) (AP World History Theme 3) (Key Concept): Spread of “western” thought

1. Who are they?--A look at Simon Bolivar and the nature of classical liberalism2. British Constitutionalism and the Glorious Revolution (AP World History Theme 3)3. American Independence (AP World History Theme 3)4. French Revolution (primary source: Declaration of the rights of man and Declaration of the rights of women - Diverse Interpretations activity: Students will read the two primary documents as well as other contemporary sources and explore the POV of the authors in a SOAPS activity to explain why they would write or speak the way they did.5. Haitian Revolution: Compared to France6. Latin American Independence: South American and Mexican Revolutions (primary source: Simon Bolivar’s Jamaica Letter) (AP World History Theme 1)7. Limits of Revolutions (reform, women, voting rights, racism, end of Atlantic Slave Trade, causes for end of slavery) (AP World History Theme 5)8. (Key Concept) Coercive and semi-coercive labor systems; Causes for slave emancipation: moral, religious, economic9. Diverse Interpretations: Causes for slave emancipation; Students will read excerpts from Abraham Lincoln, William Wilberforce, Olaudah Equiano, Frederick Douglass, and Henry David Thoreau and develop and argument as to why slavery was ended. Diverse Interpretations activity: students will, in a BDQ format, read and analyze the political, moral\religious and economic reasons for the end of slavery and be able to defend their answer in a DBQ essay.

B. (Key Concept) Nationalism, Revolution, Reform, nation states and unification in 19th century Europe (AP World History Theme 3) 1. Compare China and Japan 2. Compare Cuba and the Philippines 3. Compare Egypt and NigeriaC. Students will evaluate the causes and consequences of the Industrial Revolution (Key Concept) Industrialization

a. Causes and factors of Industrializationb. (Key Concept): Global Migration & demographic changes (AP World History

Theme 1)c. Impact on the environment (AP World History Theme 1)d. Conditions for workers ([Key Concept] including regulation of immigration) (multiple primary sources)e. Impact on society (primary sources from Marx, the Fabians, J.S. Mill, Jonathan Swift) (AP World History Themes 4 & 5)f. New developments in global trade: factory system, capitalism, agricultural revolution, new transportation and communication, reform movements, and new social classes (Key Concept) Global Capitalism

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g. diverse interpretations activity: Is the industrial revolution a positive or negative in the short term? Students will examine, in DBQ format, the positive and negative effects of the industrial revolution on women.

i. Changing labor systems (AP World History Theme 4)ii. Place of women (primary sources: advertisements and drawings of upper class and lower class women and their roles in society) (AP World History Theme 5)iii. Nature of modernization

D. Non-western experiences—Japan, Russia (causes and results of emancipation of serfs), and Egypt (Suez canal and Muhammad Ali)E. Global ImplicationsF. (Key Concept) Imperialism and Nation-state formation

1. Europe, USA and Japan establish colonies (Including economic imperialism and social Darwinism)2. Causes and comparisons (Social Darwinism, Primary document "White Man's Burden")3. Response of China (events leading up to Revolution of 1911)4. Response of Japan (Meiji Restoration)5. Response of Ottoman—Middle East and Balkans (contractions)6. Response of Africa (AP World History Theme 3)7. Response of Latin America8. Compare intervention in Latin America to Africa9. Reaction in India10. Settler and non-settler colonies11. Women in industrial areas compared to colonial societies. (APWH Theme 5)

G. Cultural and artistic interactions among societies during this time period

Unit V Activities and Skill Development:Unit V Essay Work:DBQ Skills: Timed DBQComparative Skills: Timed CCCCOT Skills: Timed CCOTDBQ2013: Seven Years War, mid 18th c2003: Causes and consequences, Indentured servants-19th c-20th c2009: African responses to Imp’ism 19th-20th c2010: Japan/India Cotton Industrial Rev 19th-20th c2012: Cricket and Politics 19th-20th cComparative2003: Roles of Women, 1750-1914 East Asia, Latin Am, W Euro, sub-Sahara2002: China/Japan responses to West, 19th c(AP Curriculum Guide): Effects of Industrial Revolution, 1750-1914 in TWO regions (Western Europe, South Asia, East Asia, Latin America)(AP Curriculum Guide): Impact of Atlantic Slave Trade TWO regions (West Africa, Latin America, North America)(AP Curriculum Guide): Political Revolutions in TWO of the following regions, 1750-1914 (Latin America, North America, East Asia)

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(AP Curriculum Guide): Reaction to foreign domination (Imperialism) in TWO regions (East Asia, South Asia, Middle East)(AP Curriculum Guide): forms of western intervention in Latin America and in Africa, circa 1750 to 1914(AP Curriculum Guide): W. Europe/Japan Causes and Early Phases of the Industrial Revolution 1750-1914(AP Curriculum Guide): New World/ Muslim Slave Labor Systems (AP Curriculum Guide): Causes, Stages and effects of TWO revolutions or independence movements (American Revolution, French Revolution, Haitian Revolution, Independence Movements in S. America, Brazil or Mexico)(AP Curriculum Guide): Technology impact on family structure (including social and gender relations) 1700 to 1900 in TWO regions (East Asia, Latin America, Europe).(AP Curriculum Guide): Russian/Ottoman attempts at modernization, 1850-1900CCOT2010: Religious Beliefs, Practices 1450-present (Latin Am or Sub Sahara Africa)2004: Labor Systems, 1750-19142002: Global trade 1750-present2011: 18th, 19th century migrations(AP Curriculum Guide): Demographics Foundations -- 1900

Unit V Assignments: - Students will use Jonathan Swifts’ short story “A Modest Proposal” to analyze how literature is used to bring attention to societal problems. Also, students will explain how Swifts’ original hypothesis based on the writings of Mathis was incorrect. Does this argument continue today?- Atlantic Revolutions Readings and Comparative Chart, Nationalism Readings, Comparative Essay on Atlantic Revolutions, Early Industrialism: Demand for Cotton, Trigram: Global Industrialization, Social Consequences Readings, Snapshot: Non-Western Societies, Imperialism Chart and Primaries, Mental Map: Imperialism, Gender Jigsaw, CCOT Charts- Gender Jigsaw: The Gender Jigsaw involves examining primary and secondary documents concerning the roles of women and men in the regions of the Americas, Europe, North Africa, Sub-Saharan Africa, South Asia, West Asia, East Asia and Oceania from 1750-1900. Students will then compare the different roles of elite and common women and men in the different regions and make observations concerning the social distinctions of gender.- CCOT Chart: At the end of each unit of study, the students will work in study groups to create CCOT charts for the remaining four themes of AP World History (social structure is covered in the assignment listed above). Some themes have been further sub-divided to make the assignment more manageable. Students will then compare the current CCOT charts to the ones created for the last unit and identify major changes and continuities.

Unit V Major Assessments:Early Revolutions Exam, Revolutions Exam, DBQ Essay on Imperialism

VI. Accelerating Global Change and Realignments (1900-present) [7 weeks]A. World War I (Key Concept) Global conflict its causes and its consequences, Military conflicts on an unprecedented global scale

1. Causes2. League of Nations3. Non-Europe effects (primary sources: Husain Letter and Balfour Declaration)

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4. Cultural and political resultsB. 20th Century Revolutions (AP World History Theme 3)

1. Mexico2. China (AP World History Theme 1)3. Russian (Key Concept) alternate economic, social and cultural order4. Cuban (primary source: Castro’s letters from prison)5. Iranian

C. Women and the Revolution—China, Russia, Cuba, Iran (AP World History Theme 5)D. Social Reform (AP World History Theme 5)

1. Gender roles and family structure2. Feminism3. Peasant protest4. Religious fundamentalism (AP World History Theme 2)5. (Key Concept) Many groups oppose conflict (Picasso, anti-nuclear, self-immolation, Dr. King, Gandhi)

E. Fascism vs. Communism and the Age of the DictatorsF. Impact of World Wide DepressionG. World War II (Key Concept) Global conflict and its consequences, Military conflicts on an unprecedented global scale

1. Causes2. Holocaust (AP World History Theme 1)3. Cultural and political results (AP World History Theme 2)4. United nations: Success or failure (Diverse Interpretations activity: students will

examine case studies from the Korean conflict, UNESCO, Darfur and Rwanda (or similar) to determine the success of the UN. Ideally, students will argue that the UN is both successful and not successful depending on circumstances like the politics of the era or the area.) (APWH Theme 3)

5. Effects on non-EuropeH. Cold War (Key Concept) Global conflict and its consequences, Military conflicts on an unprecedented global scale

1. Analyze the notion of the West and the East2. Nuclear Weapons3. Globalization of conflict (Guerrilla vs. high tech warfare)4. Non-Aligned Nations5. Collapse of USSR

I. (Key Concept) Anti-Imperialism, Decolonization and the New Nationalism—India and Africa (AP World History Theme 3) (Key Concept) Major demographic and social consequences

1. Legacies of colonialism in Africa, Asia and Latin America2. Nationalist ideologies in European and colonial environments3. Compare independence in Settled and non-settled colonies

J. (Key Concept) Violence and Non-violence for political change in the 20th centuryK. (Key Concept) Genocides and Racism (AP World History Theme 2)L. International Organizations, Globalization of diplomacy, reduction of European power, proposal for economic growth in the developing world and the social and political consequences of that growth, and problems of the modern worldM. (Key Concept) Globalization

1. (Key Concept) Consumerism [Multi-National Corporations] (APWH Theme 4)2. (Key Concept) Research and New Technology (AP World History Theme 2)

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3. (Key Concept) Culture, pop-culture and art (primary visual sources)4. Patterns of resistance to globalization (quantitative primary source: charts showing growing anger at the US by Arab states from 1990 - present)5. Increased intercultural contact - divergence or diversity? (Diverse Interpretations)

N. Rise of Pacific Rim (AP World History Theme 4)O. Demographic and Environmental Changes (AP World History Theme 1)

1. Migrations2. Urbanization3. (Key Concept) Deforestation and environmental movements

P. New scientific technologies and their impact on the environmentQ. New concept of culture and society in the 20th century

Unit VI Activities and Skill Development:Unit VI Essay Work:DBQ Skills: Timed DBQCC Skills: Timed CCCCOT Skills: Timed CCOTDBQ2005: Muslim Nationalism 20th c2008: Effects of Olympics 20th century2011: Green Revolution mid-late 20th centuryComparative2008: Emergence of Nation-states, 19th, 20th c Latin Am, Sub-Sahara, Mid East2013: Compare state role in Econ devel in Japan with: Russia, China, Otto Emp, 19th-20th c 2004: Outcomes of WWI outside Europe2006: 20th c Revolutions: Mexico, China, Russia(AP Curriculum Guide): Africa/India Patterns of Decolonization, 1900-Present(AP Curriculum Guide): Effects of Political Revolutions on roles of women in TWO regions, circa 1900-Present (Russia, China, Cuba, Iran)(AP Curriculum Guide): Legacies of Colonialism in TWO regions (Africa, Asia, Latin America)(AP Curriculum Guide): Independence Struggles in TWO regions (East Africa, West Africa, North Africa, Southeast Asia, South Asia)(AP Curriculum Guide): Cause for and Result of Genocide in TWO regions, circa 1914 to Present (Southwest Asia, Southeast Asia, Africa, and Europe)(AP Curriculum Guide): Political Revolutions on Social Class in TWO regions, circa 1914 to Present (Latin America, Central Asia, South Asia, East Asia, and Eastern Europe)(AP Curriculum Guide): Causes and Results of TWO 20c. revolutions (Russia--1917, China--1911, Mexico, Turkey, China--1947-49)(AP Curriculum Guide): Impact of Europe on the Americas and Sub-Saharan Africa(AP Curriculum Guide): Latin America/ India social and political Shifts(AP Curriculum Guide): China/Sub-Saharan Africa Roles of 20c womenCCOT2010: Religious Beliefs, Practices 1450-present (Latin Am or Sub Sahara Africa)2002: Global trade 1750-present2007: 20th century National Identities

Unit VI Assignments:

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- World War I and II Charts, Global Implications Readings, 20th Century Comparative Revolutions Chart, Great Depression Readings, Dictators Readings and Charts, Comparative Genocide Reading and Chart, CCOT Charts, Periodization Activity: Gender Jigsaw- Gender Jigsaw: The Gender Jigsaw involves examining primary and secondary documents concerning the roles of women and men in the regions of Europe, North Africa, Sub-Saharan Africa, South Asia, West Asia, East Asia and Oceania from 1900-Present. Students will then compare the different roles of elite and common women and men in the different regions and make observations concerning the social distinctions of gender.- CCOT Chart: At the end of each unit of study, the students will work in study groups to create CCOT charts for the remaining four themes of AP World History (social structure is covered in the assignment listed above). Some themes have been further sub-divided to make the assignment more manageable. Students will then compare the current CCOT charts to the ones created for the last unit and identify major changes and continuities.- Periodization: Students will evaluate the periodization of AP World History. Students will be divided into 4 groups and randomly assigned to the periods 600-1450, 1450-1750, 1750-1900 and 1900-present. Students will come up with a 5 minute presentation covering why the period’s beginning and ending dates were chosen and give justification for altering those beginning and ending dates to better represent periodization in world history.

Unit VI Major Assessments:Imperialism to World War I Exam, CCOT Essay*This is only a partial list of assignments, students participate in weekly graded discussions, lectures, reading quizzes and group activities too numerous and changing to list here in their entirety. Those listed are the core of the course.

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Year-long Project - Primary Source DOCUMENT NOTEBOOK:Throughout the year, students will have the opportunity to develop and enhance their skills at interpreting, summarizing, and analyzing primary source material including documents, maps, charts & graphs, and visuals. The ability to comprehend and analyze primary sources will first be practiced in large group and small group discussion then in individual primary source assignments.

Primary source material will be placed in the Documents section of the class Notebook, which will be graded once each 6-week grading period.

Directions for Primary Source Write-ups:READ the document or STUDY the data or visual. Using the SOAPSS-Tone document analysis tool, write a summary of the document.

The analysis of the source will be contained in a separate paragraph and should include: Historical Context--where the source fits in the framework of history. AP themes that the source addresses. Students will be required to identify where and

explain how the source addresses that theme. The course provides opportunities for students to analyze evidence about the past from diverse sources, including written documents, maps, images, quantitative data (charts, graphs, and tables), works of art, and other types of sources.

Students will use appropriate historical evidence to evaluate themes and only include what they consider to be the two most prominent themes.

Point of View—here students must consider point of view of the author, the type of document and/or tone of the source, purpose, and/or intended audience.

This skill will be developed throughout much of the first semester using class discussion and group discussions with the end goal that all students will understand how to analyze the overall point of view of a source and be able to discuss how that point of view may affect the source by the end of first semester.

Students will continue to practice their skills at interpreting and analyzing primary sources by using them to synthesize information in DBQ essays. After introducing the concept of the DBQ to the students via roundtable discussion and practice writing of thesis statements and individual body paragraphs, students will write 4-6 DBQ essays that include written and visual sources as well as map, charts, and graphs.

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