AP World History Syllabus 4

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AP World History
Syllabus 4
Course Overview
The AP World History course provides a lens through which to understand
                                                                                       C2--The five
history and a foundation from which to view the complexities of today's global         overarching themes
arena. Its emphasis on encounters and interactions provides a framework that is        articulated in the Course
                                                                                       Description receive
especially important. The general contours of our AP World History course, in          approximately equal
terms of content covered and skills developed, are shaped by the dynamics of con-      attention throughout
                                                                                       the course. The course
tinuity and change across all five themes as well as the "habits of mind" outlined     requires students
in the AP Course Description. These overarching themes and the habits of mind          to engage with the
foster critical thinking and encourage students to develop their own abilities and     dynamics of continuity
                                                                                       and change across the
to truly be part of the learning process. [C2]                                         historical periods that are
                                                                                       included in the course.
The course, which adopts the periodization approach to analyzing global events
and interactions from the foundations of history to the present, is designed to        C1--Periodization
challenge students to become "owners" and creators of independent ideas by             guidelines are used to
                                                                                       select relevant course
maintaining a student-centered classroom environment. One goal for the course          content from 8000 bce to
is to provide an engaging and rigorous curriculum that motivates students. The         the present.
long-term objective is for students to demonstrate an understanding of how the big
picture of world history assists in understanding the complexities of today's global
arena. [C1] Additionally, it is expected that students who wish to take the AP Exam
will be prepared for that challenge.


Texts
Andrea, Alfred J., and James H. Overfield. The Human Record: Sources of Global
History Volume 2: Since 1500. Boston: Houghton Mifflin, 1998. Primary-source
reader.

Reilly, Kevin, ed. Worlds of History: A Comparative Reader, Volume 1: To 1500. 2nd
ed. New York: Bedford/St. Martin's, 2004. Primary-source reader.

Stearns, Peter N., et al. World Civilizations: The Global Experience. 4th ed. AP
version. New York: Pearson Longman, 2005. Textbook.

Pomeranz, Kenneth. The World That Trade Created: Society, Culture, and the
World Economy 1400 to the Present. 2nd ed. Armonk, NY: M.E. Sharpe, 2006.




                                                                                                                     1
Course Planner
There are 18 weeks in each semester; I plan 16 weeks of lessons. The other two
weeks are lost to testing and school activities. On average, we cover a chapter
every two days. I spend the first two weeks of the course covering the time period
between 8000 bce and 600 ce, then four weeks for 6001450, three weeks for
14501750, three weeks for 17501914, and four weeks for 1914present. Change        C2--The five
and continuity are addressed throughout the course across each unit. Each unit       overarching themes
                                                                                     articulated in the Course
draws from the five overarching themes: (1) interactions between humans and          Description receive
the environment; (2) development and interaction of cultures; (3) state-building,    approximately equal
expansion, and conflict; (4) creation, expansion, and interactions of economic       attention throughout
                                                                                     the course. The course
systems; and (5) development and transformation of social structures. Each theme     requires students
receives approximately equal attention. [C2] Global coverage is balanced through-    to engage with the
                                                                                     dynamics of continuity
out the course. [C3]                                                                 and change across the
                                                                                     historical periods that are
                                                                                     included in the course.
Week 1
Unit 1 (8000 bce600 ce). What Is a Civilization?                                    C3--The course
                                                                                     provides balanced global
Stearns, Chapters 1, 2, 3, 4                                                         coverage, with Africa,
    "What is world history?" activities (from Johnston, The New World               the Americas, Asia, and
                                                                                     Europe all represented.
      History)                                                                       No more than 30 percent
                                                                                     of course time is devoted

    Video: Jared Diamond's Guns, Germs, and Steel (first episode)                   to European history.



    Teach the process for comparison essays by using chapters on classical          C6--The course
      civilizations and a jigsaw activity [C6]                                       provides students with
                                                                                     frequent practice in

    Write first comparison essay [C6]                                               writing analytical and
                                                                                     interpretive essays
                                                                                     such as document-
                                                                                     based questions (DBQ)
Week 2                                                                               and thematic essays
                                                                                     addressing issues of
Unit 1 (8000 bce600 ce). Focus on Point of View and World Religions                 change, continuity, and
                                                                                     comparison (see the AP
Stearns, Chapter 5                                                                   World History Course

    Find current events articles on the same topic from different perspectives,
                                                                                     Description for more
                                                                                     information).
      and use to introduce the concept of point of view
                                                                                     C5--The course
    World religions overview: Using Internet sources, students investigate the      includes extensive
                                                                                     instruction in analysis
      major religions as homework                                                    and interpretation
                                                                                     of a wide variety of
    In-class activities on comparing and contrasting major world religions          primary sources, such as
                                                                                     documentary material,
                                                                                     maps, statistical tables,
    Cultural diffusion exercise: Analyzing images of the Buddha from                works of art, and pictorial
                                                                                     and graphic materials.
      different locations

    Mental mapping on the origins, spread, and influence of Christianity,
      Islam, Buddhism, and Judaism, using Stearns, Cultures in Motion (on
      mental mapping, see Johnston, The New World History) [C5]

UNIT EXAM




                                                                                                                   2
Week 3
Unit 2 (6001450). Birth and Spread of Islam
Stearns, Chapters 6, 7, 8
    Point-of-view practice using articles on wearing hajib (Council on Islamic   C5--The course
      Education)                                                                  includes extensive
                                                                                  instruction in analysis
    DBQ practice activity on women in Islam                                      and interpretation
                                                                                  of a wide variety of
                                                                                  primary sources, such as
    Innerouter discussion on non-Muslims living in Muslim Empire and            documentary material,
                                                                                  maps, statistical tables,
      the spread of Islam to Africa (use primary sources from Andrea and          works of art, and pictorial
      Overfield's The Human Record) [C5]                                          and graphic materials.


    Reading on the city of Baghdad from the Council on Islamic Education
      and comparison with the city of Pittsburgh

    Crusades--using The Crusades from Medieval European and Muslim
      Perspectives

Week 4
Unit 2 (6001450). Chinese Renaissance [C3]                                       C3--The course
                                                                                  provides balanced global
Stearns, Chapter 12 (pp. 26271) and Chapter 13                                   coverage, with Africa,
    Each day this week, students spend 15 to 20 minutes doing one aspect         the Americas, Asia, and
                                                                                  Europe all represented.
      of the DBQ with a partner, using the DBQ practice activity sheet. By the    No more than 30 percent
                                                                                  of course time is devoted
      end of the week, all components have been covered and modeled in class;     to European history.
      students then write a response to that DBQ over the weekend. Each year,
      I change the DBQ topic. I try to use topics that we do not get to discuss   C6--The course
      much in class. This year it was on pilgrimages. [C6]                        provides students with
                                                                                  frequent practice in
    Song dynasty activity using Asia for Educators website                       writing analytical and
                                                                                  interpretive essays
      (afe.easia.columbia.edu)                                                    such as document-
                                                                                  based questions (DBQ)
                                                                                  and thematic essays
Week 5                                                                            addressing issues of
                                                                                  change, continuity, and
Unit 2 (6001450). Changes in Europe                                              comparison (see the AP
                                                                                  World History Course
Stearns, Chapters 10, 14                                                          Description for more
                                                                                  information).
    Compare Middle Ages European society to that of Japan [C3]
    Innerouter circle discussion on Mongols and interaction (Reilly, Worlds
      of History)

    Mapping activities on interaction




                                                                                                                3
Week 6
Unit 2 (6001450). Unit Review
Stearns, Chapter 15
    Review activities, comparison of major learning centers, theme charts,
      and time lines. Because of the incredible pace of the course, the students
      need this time to put together the interactions between areas and to play
      with ideas.

    Comparing women using primary sources from Economic Roles of Women            C5--The course
      in World History [C5]                                                        includes extensive
                                                                                   instruction in analysis
                                                                                   and interpretation
UNIT EXAM                                                                          of a wide variety of
                                                                                   primary sources, such as
                                                                                   documentary material,
Week 7                                                                             maps, statistical tables,
                                                                                   works of art, and pictorial
Unit 3 (14501750). Why the West? Europe and the "New World" [C3]                  and graphic materials.

Stearns, Chapters 16, 17, 22
                                                                                   C3--The course
    World trade mental mapping                                                    provides balanced global
                                                                                   coverage, with Africa,

    "Who's the Driver--Silver Trade?" from AP World History Best Practices
                                                                                   the Americas, Asia, and
                                                                                   Europe all represented.
                                                                                   No more than 30 percent
    Jigsaw on Protestant Reformation                                              of course time is devoted
                                                                                   to European history.

    The Day the Universe Changed video, with James Burke
    Absolutism: Compare Louis XIV, Peter the Great, and Oliver Cromwell
Week 8
Unit 3 (14501750). Opening the Atlantic and Slave Trade [C3]
Stearns, Chapters 19, 20
    Primary-source activity on South American societies prior to European
      encounter [C5]

    Jared Diamond's Guns, Germs, and Steel video, part 2
    Debate: Advantages/disadvantages to colonies
    Reading/Discussion: The World That Trade Created, Chapter 5 [C4}              C4--The course
                                                                                   teaches students to
                                                                                   analyze evidence and
Week 9                                                                             interpretations presented
                                                                                   in historical scholarship.
Unit 3 (14501750). Muslim and Asian Empires [C3]
Stearns, Chapters 18, 21
    Jigsaw on empires: Russia, Mughals, Safavids, Ottomans, Tokugawa,
      Ming, Oya

    Comparing women using primary sources from Economic Roles of Women
      in World History [C5]


                                                                                                                 4
    Jigsaw on free and unfree labor systems using primary sources from Free
      and Unfree Agrarian Workers, Peasants and Slaves, 15501750

MIDTERM EXAM / END OF FIRST QUARTER

Week 10
Unit 4 (17501914). Revolution and Industrialization
Stearns, Chapters 23, 24
    Enlightenment salon: Innerouter circle discussion
    Comparing revolutions jigsaw (mini-research activity)
    Latin American revolutions
Week 11
Unit 4 (17501914). Imperialism
Stearns, Chapter 25
    Mental mapping of global technological and transportation changes
    Debate on Malthus's theories
    Comparing women in the industrial age using primary sources from                   C5--The course
      Economic Roles of Women in World History [C5]                                     includes extensive
                                                                                        instruction in analysis
    Reading/Discussion: The World That Trade Created, Chapter 6 [C4}                   and interpretation
                                                                                        of a wide variety of
                                                                                        primary sources, such as
                                                                                        documentary material,
Week 12                                                                                 maps, statistical tables,
                                                                                        works of art, and pictorial
Unit 4 (17501914). Encounters: West and East [C3]                                      and graphic materials.
Stearns, Chapters 26, 27
    A one-act play: Qianlong Meets Macartney: Collision of Two World Views             C4--The course
                                                                                        teaches students to
                                                                                        analyze evidence and
    Compare Tokugawa to Meiji using readings from Tokugawa Japan                       interpretations presented
                                                                                        in historical scholarship.

    Debate: Who had the most successful response to the West? [C4]                     C3--The course
                                                                                        provides balanced global
UNIT EXAM                                                                               coverage, with Africa,
                                                                                        the Americas, Asia, and
                                                                                        Europe all represented.
                                                                                        No more than 30 percent
Week 13                                                                                 of course time is devoted
Unit 5 (1914the present). World War I and Its Aftermath                                to European history.

Stearns, Chapters 28, 29
    Compare symbols and types of nationalism: Japan, India, Germany, and
      England [C3]

    World War I simulation
    Arts activity: Surrealism, dada, cubism, social realism (see student activities)
                                                                                                                      5
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