Course Overview: As your instructor I welcome you to the exciting yet challenging course known as AP World History. This course is designed to emulate the rigor and breadth of content found in a collegiate survey World History class. Throughout the course we will seek active connections between diverse regions of the World and analyze changes and continuities that can be expressed over the time-span of our study. You will become familiarized with the five themes that are central to the study of AP World History along with the five habits of mind that are detailed in the AP Course description. These two key areas are embedded within the periods of study and are meant to challenge your critical thinking skills and increase your ability to analyze the complexities of World History from a multifaceted approach.

Primary Course Text:

Adas, Michael, Marc J. Gilbert, Peter Stearns, and Stuart B. Schwartz. World Civilizations:

The Global Experience. Upper Saddle River, NJ: Prentice Hall 5th

Edition and AP and other

editions are used throughout the course

Other readings which include primary sources, maps and activities

Bentley, Jerry and Herbert Ziegler. Traditions and Encounters: A Global Perspective on the

Past. New York: McGraw Hill. 3rd ed., 2006.

Reilly, Kevin, ed. Worlds of History: A Comparative Reader, 3rd Ed.

New York: Bedford/St. Martin’s, 2009. Primary-source reader.

Wiesner, Merry E., William Bruce Wheeler, Franklin M. Doeringer, and Melvin E. Page.

Discovering the Global Past: A Look at the Evidence. Boston: Houghton Mifflin, 1997.

Jared Diamond, Guns, Germs and Steel: The Fates of Human Societies. New York: W. W.

Norton, 1997.

*Note* Included but not limited to the above-mentioned texts we will also utilized a variety of primary and secondary source material.

AP World History and Themes

Central to the study of AP World History is the use of five overarching themes that help

students make connections and see both changes and continuities over long time spans. These

five themes will be embedded throughout all units of study in this course and serve as one of

the foundations for our study. The following are the themes and the key concepts found within

each theme.

Theme 1: Social--Development and transformation of social structures • Gender roles and relations • Family and kinship • Racial and ethnic constructions • Social and economic classes

Theme 2: Political--State-building, expansion, and conflict • Political structures and forms of governance • Empires • Nations and nationalism • Revolts and revolutions • Regional, trans-regional, and global structures and organizations

Theme 3: Interaction between humans and the environment • Demography and disease • Migration • Patterns of settlement • Technology

Theme 4: Cultural--Development and interaction of cultures • Religions • Belief systems, philosophies, and ideologies • Science and technology • The arts and architecture

Theme 5: Economic--Creation, expansion, and interaction of economic systems • Agricultural and pastoral production • Trade and commerce • Labor systems • Industrialization • Capitalism and socialism

Course Schedule: Including activities and reading list

Unit 1 To 600 BCE: Technological and Environmental Transformations

Key Concepts:

*Big Geography and the Peopling of the Earth

* Neolithic Revolution and Early Agricultural Societies

*Development and Interactions of Early Agricultural, Pastoral, and Urban Societies

(Stearns) Chapter 1 *Class organization structure on individualized notebook for World History and standards and objectives for class including careful syllabus review and contract · Reilly Reader; Natalie Angier, Furs for the Evening, But Cloth Was the Stone Age Standby · Hammurabi’s code, from C.H. Johns, Babylonian and Assyrian Laws, Contracts and Letters (Library of Ancient Inscriptions) (New York: Charles Scribner’s Sons, 1904), 33-35 · Chart ‐ C&C River valley civilizations · Early River Valley Civilization focus: Mesopotamia, Nile-River, Hwang-He, Mesoamerica and Indus Valley cultures · Questions: What important components were comprised to make a Civilization? (Stearns) Chapters 2 · Classical Civilizations in China · Reilly Reader, Confucius from the Analects · Video Series: Engineering an Empire: China · Discussion‐C&C Confucius/Legalists in China · Examine the concept of Chinese dynasties and their continuity over time · G.E.R. Lloyd, The Ambitions of Curiosity (Cambridge: Cambridge University Press, 2002) (Stearns) Chapter 3 · Classical Civilizations in India · Reilly Reader, R.K. Narayan, The Ramayana · Use Football DBQ practice activity to introduce the concept of point of view · Prepare for Compare and Contrast Essay on China/India Civilizations · In class essay assignment on China v. India a compare/contrast work · Activity on the Natural Features of importance to India

Unit 2 600 BCE-600 CE: Organization and Reorganization of Human Societies

Key Concepts: *Development and Codification of Religious and Cultural Traditions *Development of States and Empires *Emergence of Transregional Networks of Communication and Exchange

(Stearns) Chapters 4 and 5 · Classical Civilizations in the Mediterranean: Greece and Rome · Geography of Greece and Rome activity Map including natural features · The History of Thucydides, Book II, trans. Benjamin Jowett (Tandy-Thomas, 1909). · Classical Civilizations and Empires: China and Rome comparison using S.A.M. Ashdead China and Rome Compared

· Video series: Engineering and Empire: Greece (Stearns) Chapters 4 and 5 · Continuation of Greece and Rome · Activity on the architecture of the Romans including the Coliseum & Aqueducts · Slideshow Power Point presentation on the architectural achievements of the Ancient Romans · Video Series: Engineering an Empire: Rome · Students design, plan, and create their own Power Point outline notes with images and text · Discussion C&C Greeks/Romans Conclusion of the Classical Age · Examine the establishment of the major religions and political thinking systems including Hinduism, Buddhism, Judaism, Christianity, Confucianism, and Daoism · Read Historical context in Reilly From Tribal to Universal Religion; Hindu-Buddhist and Judeo-Christian Traditions · Selections from the Svetasvatara Upanishad

Unit 3 600-1450: Regional and Transregional Interactions

Key Concepts: * Expansion and Intensification of Communication and Exchange Networks *Continuity and Innovation of State Forms and Their Interactions * Increased Economic Productive Capacity and Its Consequences

Islam Stearns, Chapters 6, 7, 8 · Examining the creation of Islam, the Bedouin Culture, and the life of Muhammad · Video Series: Islam “Empires of Faith” · Using the resources on the Saudi Aramco website to learn about the spread of Islam http://www.saudiaramcoworld.com/issue/200805/ · Use Socratic seminar method on the similarities and differences of Islam and Christianity · The spread of Islam through the Mediterranean World with a case study of Spain · Map-Islam · Test- Ch.6, 7, 8 · Reading-Riley: Approaching the Qu’ran: The Early Revelations Stearns, Chapter 9 · Power Point Presentation and lecture notes on Chapter 9: Civilization in Eastern Europe: Byzantium and Orthodox Europe · Video Series: “The Byzantine Empire” · Map-Byzantine Empire · Discussion of reading. With each student offering a written explanation of whom they

agree with. · Map‐ Middle east Stearns, Chapter 10 · Read and analyze using DAW format: “Charter of Homage and Fealty of the Viscount of Carcassone, 1110,” in D.C. Munro, Translations and Reprints from the Original Sources of European History · Riley: “Services Due from Villein, 1307,” in Customals of Battle Abbey · Art History slideshow on Medieval European art http://witcombe.sbc.edu/ARTHmedieval.html · Compare and Contrast essay assignment on Feudal society in Europe and Japan · Power Point Presentation and lecture notes on Medieval Europe · Students will create a timeline with major events that occurred during this time. · Discuss Feudalism vs. Roman Empire Chinese Renaissance Stearns, Chapters 12, 13 · Change and continuity over-time in China essay assignment · Working with the DBQ process utilizing the AP test released questions on PDF file · Tang and Song China Web quest activity · Riley: Liu Tsung-yuan, “Camel Kuo the Gardener,” in Anthology of Chinese Literature · Silk Road Video internet resource: http://www.adventurevideo. com/taklimakan/video.html · Power Point presentation on the spread of Chinese ideas to other regions including Japan and Southeast Asia Stearns, Chapter 14 · Film Mongol · Read and analyze article by Gregory Guzman, “Were the Barbarians a Negative or Positive Factor in Ancient and Medieval History?” The Historian L (August 1988) · Virtual Tour Computer Lab Activity on Mongol culture http://www.kiku.com/electric_samurai/virtual_mongol/index.html · http://travel.nationalgeographic.com/places/regions/region_centralasia.html · Presentation on the spread of the Mongol Empire through Power Point · Genghis Khan and the World of the Mongols computer web quest · Discussion-Mongols vs. other Conquerors Chart · Video- “The Mongols”-students will take notes on the video, Students will label paper on the right column “interesting facts” and left side will be labeled “thoughts or connections.” Stearns, Chapter 11 · Major Topic areas: Maya, Inca, and Aztec and their legacies · Virtual tour assignment on the Mayan world using the following website http://research.famsi.org/whos_who/pm_index.php · Geographic Map assignment on the Pre-Colombian World

· Lecture the Inca World on Power Point · Lecture the greatness of the Aztec · Readings from the Riley book: Bernal Diaz, Cities of Mexico Review Week Stearns Chapter 15 The West and the Changing World Balance · Review DBQ format · DBQ practice on Indian Ocean Trade

· Focus area is the Indian Ocean trading networks in Africa, Asia, and Southwest Asia and

the resulting cultural relations that resulted due to trade

· Discussion of Indian Ocean Trade-Worksheet

· Map of Indian Ocean

· Chapter 15 test

· Readings from Riley book: Joseph Kahn, “China Has an Ancient Mariner to Tell You About”

· Readings from Riley book: Zheng He, Inscription to the Goddess

Analyzing the Islamic perspective on the Indian Ocean Trade using the Saudi Aramco

site http://www.saudiaramcoworld.com/issue/200801/where.the.pepper.grows.htm Unit 4: 1450-1750: Global Interactions

Key Concepts: *Globalizing Networks of Communication and Exchange * New Forms of Social Organization and Modes of Production * State Consolidation and Imperial Expansion

Stearns, Chapter 16 · The Transformation of the West and the Rise of Europe as the Global power · Readings from Guns, Germs, and Steel by Jared Diamond · Jigsaw activity on Protestant Reformation · World Trade Mental Mapping Stearns, Chapter 17 · Readings from Riley: Bernal Diaz, The Conquest of New Spain · Readings from Riley: The Broken Spears; The Aztec account of the Conquest of Mexico · In class debate activity The Aztecs vs. The Spaniards; conquest through the eyes of conquered

· Early American settlements: A visual history of Virginia

Stearns Chapter 18 · Primary Topic and Objective Russia and its contact and development with the rest of the World · Primary Source reading: Russian Single Inheritance at http://artsci.shu.edu/reesp/documents/single_inheritance.htm · Compare and Contrast essay on the formation of Russia and the difference with the rest of Europe · Geography activity in computer lab on the natural features of Russia

Stearns, Chapter 19 Major Topic: The development of Early Latin America · Reading: John E. Wills, Jr., “Sor Juana Ines de la Cruz,” in 1688: A Global History (New York: W.W. Norton, 2001) · PowerPoint presentation lecture on the development of Early Latin America · Jigsaw activity on the different regions of Latin America with a focus on Mexico, Peru, Brazil, and Argentina

Stearns, Chapter 20 · The Muslim Empires · Change and Continuity over time Essay on the changing role of Islamic power in the World · Power Point presentation on Islamic Art and centers of faith Stearns, Chapters 21, 22 · Major Topics: The development of the Atlantic Ocean and Slave Trades and the Opening of Asia and trading networks · Reading: Slave Trade Olaodah Equiano · Discussion: How reliable is this source? · In-Class discussion on “The World That Trade Created” · Jared Diamond Video: Part II, Guns, Germs and Steel · Reading from William Bosman, A New and Accurate Description of the Coast of Guinea, Divided into Gold, the Slave, and the Ivory Coasts, 2nd Edition · Readings from Lynda Norene Shaffer, “China, Technology, and Change,” World History Bulletin, 4, no. 1 · Lecture on Ming Dynasty in China - Discussion: The Scramble for Africa vs. The Age of Exploration-worksheet comparing the two. Unit 5 1750-1900: Industrialization and Global Integration Key Concepts:

*Industrialization and Global Capitalism

* Imperialism and Nation-State Formation *Nationalism, Revolution and Reform *Global Migration

Stearns, Chapter 23, 24 · Major Topics: The Industrialization of the West · Reading from Riley: Capitalism and the Industrial Revolution, Europe and the World 1750-1900 · Class project on the Industrial Revolution and inventions and innovations today · Lecture Notes on Power Point on the development of Industry in the West · Jigsaw activity on Revolutions throughout the world * Map on the Pacific and Oceania *Compare and contrast chart on settler colonies in Oceania vs. S. Africa *Essay on the development of colonies in Oceania and the Pacific Stearns, Chapter 25

· Major Topics: Imperialism, and the Consolidation of Latin America · Student created Power Point projects on Latin America · Geography mapping of Latin America · Readings: John H. Coatsworth, “Economic and Institutional Trajectories in Nineteenth-Century Latin America,” in Latin America and the World Economy Since 1880 · Latin America Timeline project analyzing continuities over time Stearns, Chapter 26

· Major Topics: Civilizations in crisis, Ottoman, Arab Heartland, and Qing China · Readings from Reilly: Colonized and Colonizers: Europeans in Africa and Asia, 1850-1914 Readings Lady Mary Wortley Montagu: Dining With The Sultana, 1718 http://www.fordham.edu/halsall/mod/1718montague-sultana.html · Compare and contrast essay on Qing China v. Ottoman Empire Stearns, Chapter 27

· Major Topics: The Growth of Russia and Japan Reading by Nam-Lin Hur, Prayer and Play in Late Tokugawa Japan: Asakusa Sensoji and Edo Society Comparison Discussion on the Tokugawa Shogunate and the Meiji in class using Socratic seminar Primary source analysis in Reilly reader: Images from Japan: Views of Westernization · Lecture on the growth of Russia and the Czars during this period using PowerPoint Readings on Russia: Peter the Great and the Rise of Russia http://www.fordham.edu/halsall/mod/petergreat.html

Stearns, Chapter 27 Continued · Review lecture of Imperial Japan on Power Point

· Readings by Mark Ravina, The Last Samurai Chapters 1,2, and 3 · Compare and contrast essay on the rise of Japan v. the Rise of Russia during the Tokugawa period and Czarist Russia

Stearns, Chapter Review Week on Unit 5 · Computer Lab Assignment on Unit 5 using Power Point · Student led discussions on the major turning points of the World and the position of Europe as the leader of a new global environment · Student Presentations on Unit 5 Power Point Projects Unit 6 1900-present: Accelerating Global Change and Realignments

Key Concepts: * Science and the Environment * Global Conflicts and Their Consequences * New Conceptualizations of Global Economy and Culture Stearns, Chapter 28,29

· Major Topics: Begin the discussion of the Rise of Nationalism in various world regions including India, Japan, Germany and England · Film “Flyboys” · World War I trench diary activity and active simulation using props · Reaction to global forces through the arts: A deeper look into the works of Picasso through images · Readings in Reilly from Erich Maria Remarque, All Quiet on the Western Front Stearns Chapter 30 Major Topics: The World at peril between the years of 1914-1945 · Readings from Reilly; Joachim C. Fest, Hitler, trans. Clara and Richard Winston (New York: Harcourt Brace and Co., 1974) · Selected readings from Mein Kamf book · Analyze the rise of fascist states on the continents of Europe and Asia · Reading from Reilly, Heinrich Himmler, “Secret Speech at Posen,” A Holocaust Reader · Lecture notes on the development of Eastern Europe using Power Point

Stearns Chapter 31, 32 · Major Topics: The Post-WWII era and a new power structure in Global Politics, focus on Pacific Rim and Latin America · Readings from the Unfinished Conquest the story of Guatemala in the 20th century · Reilly Reader selection Glenn Garvin and Edward Hegstrom, Report: Maya Indians Suffered Genocide · Film Clips: “Salvador”

· Lecture on the Pacific Rim developments in Post-WWII age · Group debates and comparison of Colonial Latin America v. Post WWII era, has it really changed? Stearns, Chapter 33 Major Topics: Decolonization for the World and Europe’s decline in influence · Readings from Mahmood Mamdani, When Victims Become Killers: Colonialism, Nativism and Genocide in Rwanda · Film: “The Battle of Algiers” · Lecture Notes on Power Point Decolonization · Compare and Contrast Essay on Decolonization in the Caribbean and Africa Stearns, Chapter 34 · Major Topics: Africa and Asia in the Era of Independence · Comparing the viewpoints of Kwame Nkrumah, Jomo Kenyata, and the leaders of the Muslim Brotherhood from a post-colonial era · Compare and Contrast essay on Asia v. Africa in the post-colonial era

Stearns, Chapters 35, 36 Major Topics: Revolutions in China and Vietnam and the outlook for the 21st century · Readings from Mao Zedong: Report on an Investigation of the Peasant Movement in Hunan, 1927 · Film: “Apocalypse Now” · Readings from Ho Chi Minh: Program for Communists of Indochina, 1930 · Project on Globalization utilizing curriculum from Global World; Students choose a region affected by Globalization and present the Historical and current status of that region in their report Review for AP Test

Week 29: Review for AP Test using Monty Armstrong’s Cracking the AP World History Exam Week 30: Review for AP Test using Monty Armstrong’s Cracking the AP World History Exam Student Evaluation

Students are evaluated in a number of different ways utilizing various skills they will learn throughout the class. The course provides numerous ways of differentiated instruction and some of the key skills they pick up will be the ability to utilize sources from a variety of perspectives and gain analytical skills necessary to process the information. They will also employ the use of technology by creating several Power Point presentations throughout the course. The writing component is a very strong one in AP World History and the different writing examples included timed essays, document-based questions, quizzes, and exams. They also maintain a subject specific 3 ring binder with eight various tabs for categorizing their work. They have bi-weekly notebook checks to make sure they are completing their assignments and for general upkeep. Grading Scale

100-90 percent = A, 89-80 percent = B, 79-70 percent = C, 69-60 percent = D, 59-below = Failing Grade