Important SOL Information

2nd Period will take their SOL on Friday January 13th (Friday the 13th yikes) in Lab 211 at 8:30.
5th Period will take their SOL on Tuesday January 17th in Lab 211 at 11:00.

There will be three after school study sessions. Jan. 3, Jan. 5, and Jan. 10 all in room 220.

12/15 and 12/16 5th and 2nd Period APWH

5th Period students took a RQ in class on Chapter 14.
All classes wrote their European and Japanese Feudalism Comparative essay in class today. We also finished notes on Chapter 14.  For homework students need to read pages 331-338 before next class and as always be ready for a possible RQ.

12/13 and 12/14 5th and 2nd APWH

The students took notes on the first half of Chapter 14.  We also compared Japanese Feudalism to European Feudalism.  The student need to be ready to write a comparative essay on the two types of Feudalism next class.  Students also need to finish reading chapter 14.  Possible RQ

12/9 and 12/12 5th and 2nd Period APWH

We finished our notes on Chapter 13 in class today.  Students need to read pages 308-319 before next class.  Possible RQ.

12/7 and 12/8 5th and 2nd Period APWH

Students took a RQ on Chapter 13 pages 287-299 today and we took notes on the first half of Chapter 13.  The students need to read pages 299 to the end of the chapter 13 before next class and as always be ready for a possible RQ. The students also started a graded assignment in class and it needs to be completed for HW.  Use the link below to complete steps 1-6.

http://www.chinese-poems.com/lb.html

1. Pick a poem.
2. Translate the poem into your own words.
3. Why did you choose this poem?
4. What does it say to you?
5. What elements strike a chord with you?
6. What feelings and ideas does it evoke in you? Why?

12/5 and 12/6 5th and 2nd Period APWH

The students took their Chapter 11-12 test today.  We also reviewed their DBQs.  Students need to read pages 287-299 and be ready for a possible RQ next class.

12/1 and 12/2 5th and 2nd Period APWH and REVIEW VIDEO

We finished our notes on chapter 12 and took another RQ on chapter 12.  Students will take their test next class.  Review video link is below:

https://www.youtube.com/watch?v=jOZLfBcc6Fc&feature=youtu.be

11/29 and 11/30 5th and 2nd Period APWH

The students took a RQ on the first half of chapter 12 in class and we took notes on the first half of Chapter 12. The students got their review sheet for Chapter 11-12 today in class.  5th period will take the test on Monday December 5th and 2nd Period will take it December 6th.  I will post the review sheet questions below in case you were absent.  Students need to read the rest of Chapter 12 and be ready for a possible RQ next class.

 

Stearns Chapter 11-12 Test Review

1. Describe the details of manorialism and feudalism in detail.

2. List key information about the medieval church and the Crusades.

3. Describe the importance of the Magna Carta.

4. What importance did medieval guilds serve?

5. Describe the Aztecs rise to power.

6. Describe the Aztec religious system.

7. List some key characteristics of the Aztec economic system.

8. List key characteristics of the Aztec social system.

9. Describe the key aspects of the Inca civilization.

*Possible short answers are about medieval manors and Aztec and Inca political systems.

 

 

11/22 and 11/28 5th and 2nd Period APWH

We finished our notes on Chapter 11 today.  Students need to read pages 265-272 before next class.  Possible RQ!

11/18 and 11/21 5th and 2nd Period APWH

The students started two charts on Chapter 11 in class today.  They need to complete the two charts for homework and return next class.  We took notes on Chapter 11 in class today.  We will finish our Chapter 11 notes next class.  I also collected the DBQ in class today. Students need to finish reading Chapter 11 if they have not already.

11/16 and 11/17 5th and 2nd Period APWH

We started notes on Chapter 11 today in class and then we planned out the Middle Ages DBQ.  The students need to write their DBQ at home following the rubric we went over in class.  The essay is due Friday 11/16 for 5th period and Monday 11/21 for 2nd period.

11/14 and 11/15 5th and 2nd Period APWH

The entire focus of today was learning how to write the DBQ.  No new homework.  Read the parts of Chapter 11 posted earlier if you have not already.

11/10 and 11/11 5th and 2nd Period APWH

The students took their 7-10 test today.  I collected the HW after the test.  Students need to read pages 241-252 before next class and they need to answer the questions from the DBQ.  They SHOULD NOT follow the directions that are on the front of the DBQ sheet.  I will give them directions on how to write the DBQ in class.  Possible RQ next class and DBQ answers collected for a grade.

11/7 and 11/9 5th and 2nd Period APWH

Students worked on their Chapter 7-10 review sheets and 2 worksheets containing key questions on Chapter 10.  The two sheets from chapter 10 are due next class for homework grades.  Test on Chapters 7-10 is next class.

Chapters 7-10 Review and Review Video

Below is the link to the review video and a copy of the review sheet if you didn't get one in class.

https://www.youtube.com/watch?v=sy5Kh6ZDmFo&feature=youtu.be

Stearns Test Review Chapters 7-10

1. Give an account of the Arabian Peninsula prior to the rise of Islam.

2. Describe the start and expansion of Islam.

3. Describe the Sunni/Shia split.

4. Describe the power of the Ummayad caliphs.

5. What were the characteristics of the Abbasids?

6. Who benefited the most from the crusades?

7. Recall the importance of Ethiopia.

8. What was the importance of Timbuktu?

9. Describe the significance of the Swahili Coast.

10. List sims and difs between Byzantines and Western Europe.

11. Give an account of the Byzantine Empire.

Your short answers will be primary sources based on information about the Byzantines, Islam and Mali.

11/3 and 11/4 5th and 2nd Period APWH

Students took their 1st 9 weeks exam in class today.  After the exam they received a Chapters 7-10 review guide.  Review video will be posted in a day or two for that test and students will take that test on the 10th and 11th of next week.

11/1 and 11/2 5th and 2nd Period APWH

Students got back their CCOT Long Essay and we went over them in class.  We took notes on Chapter 10 in class and went over the 9 weeks exam review guide.  Students need to study for their 9 weeks test which is next class.

10/28 and 10/31 5th and 2nd Period APWH

We took notes on Chapter 9 in class today after writing our long essay on the Arabian Penn.  Students need to read pages 225-235 before next class.  Possible RQ.

Important Test Dates for APWH

11/3 and 11/4 Quarter One Exam
11/10 and 11/11 Test Chapters 7-10

10/26 and 10/27 5th and 2nd Period

We finished notes on Chapter 8. And we went over the Continuities and Changes over time on the Arabian Peninsula between the years 570-1258 CE.  Students will write a long essay about that topic next class.  Students also need to read the following sections from Chapter 9 before next class:

The Christian Kingdoms: Nubia and Ethiopia
The Empire of Mali and Sundiata, the "Lion Prince"
City Dwellers and Villagers
The whole section "The Swahili Coast of East Africa"
Lastly, just the little section at the start of "Peoples of the Forest and Plains"

10/24 and 10/25 5th and 2nd Period APWH

I collected the students homework charts from Chapter 7.  We started notes on Chapter 8.  Students need to read pages 183-192 before next class.  We are due for a RQ!!!! Also I forgot to hand the 2nd period student the 9 weeks exam review guide.  I will give them the review guide next class but below are the questions if they want to start on it in the meantime.  The 9 weeks exam will be next week (I'm still deciding the exact date).

APWH 1^st 9 Weeks Review Guide (2016)

1. Where does our understanding on Stone Age people come from?

2. Name the chief religion in Han China and give some key points about it.

3. Give a brief overview of the agricultural revolution.

4. What is filial piety?

5. Compare the 10 Commandments to the Code of Hammurabi.

6. Compare Buddhism and Hinduism.

7. Give a detailed account of Muslim expansion.

8. Which cultural group had the greatest impact on the Swahili Coast?

9. Describe the structure of Ancient Egypt’s political system and explain why they adopted that style.

10. Briefly describe each of the following trade routes; Silk Road, Trans-Sahara, and Indian Ocean.

11. Explain the importance of both Constantine’s and Vladimir’s conversions to Christianity.

12. What was the main reason for a rise in trade contact between 600-1450CE?

13. Describe the importance of the Bantu migrations.

14. What are some similarities between Buddhism and Christianity?

15. Which group influenced the Incas?

16. Briefly describe ancient Mesopotamia.

17. Describe the transition from River Valley period to classical civs.

18. Recount key elements of Confucianism, Legalism and Daoism.

19. Who were the first to embrace “reason”?

20. Describe the similarities between the Han and Romans.

21. What were the two main causes of the collapse of most classical civilizations?

 

10/21 and 10/22 5th and 2nd Period APWH

5th Period students had a sub and started working on charts from Chapter 7.  A few people finished in class, everyone else needs to complete them for HW grades.  They are due next class.

2nd Period students got their essays and tests back today.  We went over the essays in class.  The students started taking notes on Chapter 7.  The students got 4 charts that they need to complete before next class.  They will be due for HW grades.

10/18 5th Period APWH

Students got back their long essays and test grades today.  We started on Chapter 7 in class.  Students MUST bring their books next class!

10/14 and 10/17 5th and 2nd Period APWH

Students took their chapter 3-6 test today.  5th period needs to read all of Chapter 7 by Thursday 10/20. Possible RQ on 10/20. 2nd period needs to read all of Chapter 7 by Friday 10/21, possible RQ.

10/12 and 10/13 5th and 2nd Period APWH and REVIEW VIDEO!!!

Students wrote a long essay in class comparing the Roman Empire to Han China.  We then finished notes on Chapter 6.  Students will take a test on Chapters 3-6 next class.  Below is the link for the Test Review Video.

https://www.youtube.com/watch?v=D41le-zYGkw&feature=youtu.be

10/10 and 10/11 5th and 2nd Period APWH

We finished our notes on Rome today.  We also compared the Roman Empire to Han China.  Next class students will have 35 minutes to complete a long essay on the Roman Empire and Han China.  The students also got their Chapter 3-6 review sheet.  The test for chapters 3-6 will be on Friday October 14th.

10/6 and 10/7 5th and 2nd Period APWH

We went over the beginning of the Roman notes today.  Next class students need to bring a  list of sim and dif between Han China and the Roman Empire.  Finish reading the pages on Rome if you have not already.

MYYYY BAAAADDDDDDD!!!!!!!!!!!!!!!!!!

I was just informed that I have been accidently calling 2nd period 4th period on the blog posts sorry about that!

10/4 and 10/5 5th and 2nd Period APWH

Students completed an in class short answer assignment for a grade and took a RQ on Greece from Chapter 5.  We almost completed our notes on Greece but not all of them.  Students need to watch the video linked below to get the rest of the notes on Greece.  Ignore the section of the book that I refer to in the video.  The content about the Peloponnesian War and the Hellenistic Synthesis is the important stuff.  Students need to read the rest of Chapter 5 (page 101-103, 105-106, 111-115, this is all the stuff on Rome).  As always there will be a possible RQ next class.

https://www.youtube.com/watch?v=GeVdT9pigAI

9/30 and 10/3 5th and 4th Period APWH

We finished our notes on Persia today and started notes on Greece.  I also introduced how to write the Long Essay for the AP Exam.  No new HW tonight.

9/28 and 9/29 5th and 4th Period APWH

Students took a RQ on Ancient Persia from Chapter 5 in class today.  We recapped the Maurayan and Gupta Empires from Chapter 4 by making a Venn diagram.  We started our notes on Chapter 5.  Students need to read pages 99-101, page 103-105 (the section titled "Greece") and the Religion and Culture section starting on page 107 before next class.

9/26 and 9/27 5th and 4th Period APWH

5th Period students need to watch the youtube video that is posted below (4th Period students you can start the video a 4:54).  It picks up pretty much where we left off in Chapter 4.  Its says Chapter 6 in the video but ignore that.  Next class we will start chapter 5 and our study of Ancient Iran.  Read pages 95-98 in the Stearns book. I'm keeping the reading short for you due to the fact that you need to watch the video and take notes.  ***Bring a list of sim and dif between Mauryan and Gupta with you to next class.

https://www.youtube.com/watch?v=VH8pRo1ANhg

9/22 and 9/23 5th and 2nd Period APWH

Students turned in their Han Chinese tech adv. HW and took a quiz on those tech adv.  We finished our notes on Chapter 3 today and very briefly started notes on Chapter 4. Students need to read pages 75-87 before next class.  Possible RQ.

9/20 and 9/21 5th and 2nd Period APWH

Students took a RQ on Chapter 3 pages 54-67 in class today and took notes on the first half of Chapter 3.  For HW students need to finish reading the rest of Chapter 3, possible RQ.  They also need to write down the 8 technological advancements mentioned on page 69 and write at least one sentence for each advancement explaining how it helped with China's formation.  This assignment will be collected for a HW grade.

9/16 and 9/19 5th and 2nd Period APWH

Students took their test on Chapters 1 and 2 today in class.  They need to read pages 54-67 in the Stearns book before next class.  Possible RQ.

Review Video for Stearns Chapters 1-2 Test

The following link will help you prepare for our first test:

https://www.youtube.com/watch?v=DSe3Ojh7fQg&feature=youtu.be

9/14 and 9/15 5th and 4th Period APWH

The students wrote a short answer comparing Mesopotamia and Egypt today in class.  We finished our notes on Chapter 2 in class.  Students were given a review sheet for chapters 1 and 2 test that is next class.

9/12 and 9/13 5th and 2nd Period APWH

Students took a reading quiz on pages 21-30 of their Stearns textbook.  We took notes on the first half of chapter 2.  Students need to read pages 30-37 for homework and be ready for a possible RQ next class. Students also need to be prepared to compare the Mesopotamia River Valley Civ. to the Egyptian River Valley Civ.

1st Test:
The first test will be on chapters 1&2.  5th Period will take it on Friday 9/16 and 2nd Period will take it Monday 9/19.

9/8 and 9/9 5th and 2nd APWH

We took notes on Chapter 1 today in class.  We also had a discussion on Jared Diamond's article "The Worst Mistake in the History of the Human Race".  Before next class the students need to read pages 21-30 in the Stearns book.  There will be a Reading Quiz (RQ) next class.

AP World History Syllabus

AP World History 1 8/2/2016

Advanced Placement (AP) World History




Course Overview


Advanced Placement World History is a challenging year long course that is structured around the investigation of selected themes woven into key concepts covering distinct chronological periods. AP World History is equivalent to an introductory college survey course. The course has a three-fold purpose. First, it is designed to prepare students for successful placement into higher-level college and university history courses. Second, it is designed to develop skills of analysis and thinking in order to prepare students for success in the twenty-first century. Finally, it is the intent of this class to make the learning of world history an enjoyable experience. Students will be able to show their mastery of the course goals by taking part in the College Board AP World History Exam in May.
Course Design


Advanced Placement World History is structured around the investigation of five themes woven into 19 key concepts covering six distinct chronological periods. History is a sophisticated quest for meaning about the past, beyond the effort to collect and memorize information. This course will continue to deal with the facts—names, chronology, events, and the like but it will also emphasize historical analysis. This will be accomplished by focusing on four historical thinking skills: crafting historical arguments from historical evidence, chronological reasoning, comparison and contextualization, and historical interpretation and synthesis.

World history requires the development of thinking skills using the processes and tools that historians employ in order to create historical narrative. Students will also be required to think on many different geographical and temporal scales in order to compare historical events over time and space.

The course relies heavily on college-level resources. This includes texts, a wide variety of primary sources, and interpretations presented in historical scholarship. These resources are designed to develop the skills required to analyze point of view and to interpret evidence to use in creating plausible historical arguments. These tools will also be used to assess issues of change and continuity over time, identifying global processes, comparing within and among societies, and understanding diverse interpretations.

Students will be required to participate in class discussions using the Socratic seminar format. In addition, students will be responsible for preparing class presentations in order to further develop higher level habits of mind or thinking skills and broaden content knowledge.

The course emphasis is on balancing global coverage, with no more than 20% of course time devoted to European history. This course is designed to be rigorous and rewarding, inviting students to take a global view of historical processes and contacts between people in different societies.
The five AP World History Themes that connect the key concepts throughout the course and serve as the foundation for student reading, writing, and presentation requirements are as follows: [CR2]

Theme 1: Interaction Between Humans and the Environment: Demography and disease, Migration, Patterns of settlement, Technology

Theme 2: Development and Interaction of Cultures: Religions, Belief systems, philosophies, and ideologies, Science and technology, The arts and architecture

Theme 3: State-building, Expansion, and Conflict: Political structures and forms of governance, Empires, Nations and nationalism, Revolts and revolutions, Regional, transregional, and global structures and organizations

Theme 4: Creation, Expansion, and Interaction of Economic Systems: Agricultural and pastoral production, Trade and commerce, Labor systems, Industrialization, Capitalism and Socialism

Theme 5: Development and Transformation of Social Structures: Gender roles and relations, Family and kinship, Racial and ethnic constructions, Social and economic classes




Materials


Stearns, P.N., Adas, M., Schawartz, S.B., and Gilbert, M. J. World Civilizations: The Global Experience. Seventh Edition. Upper Saddle River, NJ: Prentice Hall. 2015. [CR1a]

Reilly, Kevin. Worlds of History: A Companion Reader for Advanced Placement. Fifth Edition. Boston, MA: Bedford/St.Martins. 2013. [CR1b, c] AP World History 2 8/2/2016




Unit Activities


The following activities will be utilized in each of the six units in order to develop the historical analysis skills necessary to establish a sophisticated quest for meaning about the past.
 Writing Assignments: Each unit includes writing assignments designed to develop the skills necessary for creating well-evidenced essays on historical topics highlighting clarity and precision. Throughout the year, these assignments will include all of the following:

 Document Based Question (DBQ): Students analyze evidence from a variety of sources in order to develop a coherent written argument that has a thesis supported by relevant historical evidence. Students will apply multiple historical thinking skills as they examine a particular historical problem or question. [CR6]

 Change and Continuity Over Time (CCOT): Students identify and analyze patterns of continuity and change over time and across geographic regions. They will also connect these historical developments to specific circumstances of time and place, and to broader regional, national, or global processes. [CR10]

 Comparative Essay: Students compare historical developments across or within societies in various chronological and/or geographical contexts. Students will also synthesize information by connecting insights from one historical context to another, including the present. [CR14]

 Learning Log: Each unit, the student will write a reflective commentary discussing how the history of the (identified) region or era fits into the larger story of world history. These commentaries should be three to five paragraphs in length and should show students’ reflections about "contextualization." It also allows the student to continue to refine their abilities to develop a written argument and analyze patterns of continuity and change over time. [CR13]

 Short Document Analysis: Students analyze at least three documents (one written, one visual and one quantitative) from the textbook or primary source reader for point of view, intended purpose, audience, and historical context. These skills of primary source analysis will be applied throughout the course.

 Comparative Timeline Review: Students compare the periodization for each unit with the periodization of the state standards by creating a timeline for the unit based on the AP outline and then placing items from the state standards onto the timeline. Students will then be asked to write their responses to the following prompts at the bottom of their timeline:

1. What is the relationship between the causes and consequences of the events or processes identified on the completed timeline? [CR9]

2. Discuss the contradictions/inconsistencies between the AP outline’s chronology and that of the state standards. [CR11]

 Point/Counterpoint: Students will use either a Socratic seminar/debate format or a writing assignment in each unit to explore key controversies in world history from ancient times to the present. Students analyze disparate secondary source documents on the same topic. Students then compare and contrast the viewpoints expressed in the documents, and supported by the evidence presented and in the context of the historical period, determine which authors made the better argument. [CR7]

 World History Artifact Presentations/Discussions: Each student will identify a historical artifact that they believe represents the unit and topic being studied. The teacher will set parameters each unit for these artifacts in order to ensure that students recognize that the study of history has been shaped by the findings and methods of other disciplines (archeology, visual arts, geography, and political science). The student will then present an image of the artifact along with a discussion that identifies the artifact (who, what, when, where, why significant) and addresses what the artifact says (indicates, suggests) about politics, society or culture in the time and place it was made. The students will participate in a class discussion concerning the various artifacts. Each student in the class will be required to ask a question to another student about their artifact that seeks to increase the clarity, accuracy, and precision of the conversation. The student presenting the artifact must then answer the questions posed. Answering these questions may require further research. Questions and answers should demonstrate that the respective presenters put honest thought into both the question and the answer. Throughout, students must cite the sources of the information provided. [CR15]



AP World History 3 8/2/2016





Unit Course Planner


UNIT ONE: Technological and Environmental Transformations

 PERIODIZATION: c. 8000 BCE to c. 600 BCE

 MAIN FOCUS: Beginnings in History

 LENGTH OF CLASS TIME FOR UNIT: 5 Days (90 minute blocks)

 READING TEXT: World Civilizations: The Global Experience. Chapters 1 – 2




Key Concepts: [CR3]

Key Concept 1.1: Big Geography and the Peopling of the Earth


I. Paleolithic migrations lead to the spread of technology and culture
Key Concept 1.2: The Neolithic Revolution and Early Agricultural Societies


I. Neolithic Revolution leads to new and more complex economic and social systems

II. Agricultural and pastoralism begins to transform human society
Key Concept 1.3: The Development and Interactions of Early Agricultural, Pastoral, and Urban Societies


I. Location of early foundational civilizations

II. State development and expansion

III. Cultural development in the early civilizations
Unit 1 Major Assignments:


1. Short Document Analysis: Students will begin to learn the skill of document analysis by identifying the point of view, intended purpose, audience, and historical context of each of the following sources: Four representations of women in early art (Sterns, et al., p. 11), a map showing human migration out of Africa (Sterns, et al., p. 12) and an excerpt from Hammurabi’s code (Sterns, et al., p. 26).

2. Comparison Essay: Students will write an essay contrasting human life before and after the Neolithic revolution and the development of civilizations. Include several characteristics of a civilization and a description of advantages human have after and because of the advent of farming. [CR10]

3. Comparative Timeline Review: See Unit Activities explanation regarding this activity.

4. Learning Log: Write a commentary considering gender roles before and after the agricultural revolution and its connection to the larger story of world history. [CR13]

5. Point/Counterpoint: Students will debate the role of agriculture in history by comparing the arguments of William Howells from Back of History: Man in the Beginning and Jared Diamond from "The Worst Mistake in the History of the Human Race". [CR7]

6. World History Artifact Presentations/Discussions: See Unit Activities explanation regarding this activity. Object must be connected to the field of archaeology, e.g. Neolithic Venus statues or archaeological data from Jericho. Students will learn how to question the historical context of sources and assess the reliability and validity of the information for specific historical questions. [CR1b] & [CR8] & [CR15]

UNIT ONE TEST: Multiple choice questions and in-class compare/contrast essay

UNIT TWO: Organization and Reorganization of Human Societies

 PERIODIZATION: c. 600 BCE to c.600 CE

 MAIN FOCUS: The Classical Era in World History

 LENGTH OF CLASS TIME FOR UNIT: 7 Days (90 minutes blocks)

 READING TEXT: World Civilizations: The Global Experience. Chapters 3-6




Key Concepts: [CR3]

Key Concept 2.1: The Development and Codification of Religious and Cultural Traditions


I. Codifications and further developments of existing religious traditions

II. Emergence, diffusion, and adaptation of new religious and cultural traditions

III. Belief systems affect gender roles

IV. Other religious and cultural traditions continue

V. Artistic expressions show distinctive cultural developments
Key Concept 2.2: The Development of States and Empires


I. Imperial societies grow dramatically
AP World History 4 8/2/2016

　


II. Techniques of imperial administration

III. Social and economic dimensions of imperial societies

IV. Decline, collapse, and transformation of empires (Rome, Han, Maurya)
Key Concept 2.3: Emergence of Trans-regional Networks of Communication and Exchange


I. The geography of trans-regional networks, communication and exchange networks

II. Technologies of long-distance communication and exchange

III. Consequences of long-distance trade
Unit 2 Major Assignments:


1. Short Document Analysis: Students will identify the point of view, intended purpose, audience, and historical context of each of the following sources: excerpt from the Bhagavad Gita about caste (Reilly, p. 93-99); the funeral oration of Pericles (Reilly, p. 102-106); Han Fei on Legalism (Reilly, p. 138-141); map of Indian Ocean trade (Sterns, et al, p. 91) and image of Roman baths (Sterns, et al., p. 52)

2. Document Based Question (DBQ): Using the documents, analyze Han and Roman attitudes toward technology (College Board, 2007) [CR6] & [CR14]

3. Change and Continuity Over Time (CCOT): What was the importance of the Persian Empire? [CR10]

4. Comparative Timeline Review: See Unit Activities explanation regarding this activity.

5. Learning Log: Write a reflective commentary considering the social organization of classical societies and its connection to the larger story of World History. [CR13]

6. Point/Counterpoint: Students will debate "Did Rome Really Fall?" by comparing the arguments of Elizabeth Fentress and Jan Gadeyne (http: //www.pbs.org/thinktank/transcript501.html).

7. World History Artifact Presentations/Discussions: See Unit Activities explanation regarding this activity. Object must be connected to artistic expression (literature, architecture, or sculpture), e.g. examples of architecture in Mediterranean, Middle East, South Asia, East Asia, or Mesoamerica; Greek sculpture, Buddhist art, or Moche art. Students will learn how to question the historical context of sources and assess the reliability and validity of the information for specific historical questions. [CR15]

UNIT TWO TEST: Multiple choice questions, and in-class essay on analyzing comparisons or changes over time.

UNIT THREE: Regional and Transregional Interactions

 PERIODIZATION: c. 600 CE-c.1450

 MAIN FOCUS: A Time of Accelerating Connections

 LENGTH OF CLASS TIME FOR UNIT: 17 days (90 minutes blocks)

 READING TEXT: World Civilizations: The Global Experience. Chapters 7-16




Key Concepts:

Key Concept 3.1: Expansion and Intensification of Communication and Exchange Networks


I. Improved transportation technologies and commercial practices and their influence on networks

II. Linguistic and environmental contexts for the movement of peoples

III. Cross-cultural exchanges fostered by networks of trade and communication

IV. Continued diffusion of crops and pathogens throughout the Eastern Hemisphere
Key Concept 3.2: Continuity and Innovation in State Forms and Their Interactions


I. Empires collapse and were reconstituted

II. Greater inter-regional contacts and conflict encourages technology and cultural transfer
Key Concept 3.3: Increased Economic Productive Capacity and Its Consequences


I. Increasing productive capacity in agriculture and industry

II. Changes in urban demography

III. Changes and continuities in labor systems and social structures
Unit 3 Major Assignments:


1. Short Document Analysis: Students will identify the point of view, intended purpose, audience, and historical context of each of the following sources: Aztec illustration of sacrifice (Sterns, et al., p.270.); excerpt on Chinese bureaucracy (Sterns, et al., p. 293); population trend graphs (Sterns, et al., p. 357)

2. Document Based Question (DBQ): Using the Documents, compare and contrast the attitudes of Christianity and Islam toward merchants and trade from the religions’ origins until about 1500. Are there indications of change over time in either case, or both? What kinds of additional documents would you need to assess the consequences of these attitudes on merchant activities? (College Board, 2002) [CR6]



AP World History 5 8/2/2016


　

3. Comparative Essay: Compare and contrast two of the pastoral groups in the period 600-1450: Central Asia – Mongols; Southwest Asia – Bedouin Arabs; Africa – Berbers [CR14]

4. Comparative Timeline Review: See Unit Activities explanation regarding this activity.

5. Learning Log: Write a reflective commentary considering the continued diffusion of flora, fauna, and pathogens throughout the Eastern Hemisphere during this era and its connection to the larger story of world history using statistics on mortality rates from the fourteenth century bubonic plague pandemic. [CR13]

6. Point/Counterpoint: Students will debate the Role of the West in World History by comparing the arguments of Lynda Norene Shaffer from "Southernization" (Reilly, p. 286 – 298) and the arguments of David Landes from "Why Europe and the West? Why Not China?" ( http: //www.ssc.wisc.edu/~walker/wp/wp-content/uploads/2012/10/Landes2006.pdf) [CR7]

7. World History Artifact Presentations/Discussions: See Unit Activities explanation regarding this activity. Object must be connected to political power, e.g. images from Rashid al-Din Fadl Allah’s book on the Mongols or maps of Cairo, Baghdad, Delhi, and Florence. [CR15]

UNIT THREE TEST: Multiple choice questions and DBQ in-class essay




FIRST SEMESTER EXAM


UNIT FOUR: Global Interactions

 PERIODIZATION: c. 1450 to c.1750

 MAIN FOCUS: The Early Modern World

 LENGTH OF CLASS TIME FOR UNIT: 13 days (90 minutes blocks)

 READING TEXT: World Civilizations: The Global Experience. Chapters 17-23




Key Concepts: [CR3]

Key Concept 4.1: Globalizing Networks of Communication and Exchange


I. Intensification of regional trade networks (Mediterranean, trans-Saharan, overland Eurasian, and Siberian trade routes)

II. Trans-oceanic maritime reconnaissance

III. New maritime commercial patterns

IV. Technological developments enabling trans-oceanic trade

V. Environmental exchange and demographic trends: Columbian Exchange

VI. Spread and reform of religion

VII. Global and regional networks and the development of new forms of art and expression
Key Concept 4.2: New Forms of Social Organization and Modes of Production


I. Labor systems and their transformations

II. Changes and continuities in social hierarchies and identities
Key Concept 4.3: State Consolidation and Imperial Expansion


I. Techniques of state consolidation

II. Imperial expansion

III. Competition and conflict among and within States
Unit 4 Major Assignments:


1. Short Document Analysis: Students will identify the point of view, intended purpose, audience, and historical context of each of the following sources: de las Casas, "In Defense of the Indians" (My History Lab); graph of silver production in Spanish America (Sterns, et al., p. 437); painting The Meeting of Cortez and Moctezuma (Sterns, et al., p. 434)

2. Document Based Question (DBQ): Based on the documents, discuss the strengths and weaknesses of the Muslim empires. What factors led to the rise and fall of the Ottomans, Safavids, and Mughals? [CR6]

3. Change and Continuity Over Time (CCOT): Students will complete an essay by choosing 2 of the areas listed below and analyze how each area’s relationship to global trade patterns changed from 1450-1750: Latin America; East Asia; Eastern Europe; South and Southeast Asia; Sub-Saharan Africa; North America [CR10]

4. Comparative Timeline Review: See Unit Activities explanation regarding this activity.

5. Learning Log: Write a reflective commentary analyzing the causes and effects of isolationist policies in East Asia and their connection to the larger story of world history. [CR13]

6. Point/Counterpoint: Students will debate the contributions of Christopher Columbus by comparing the arguments from "Christopher Columbus and the New World" (National Review) and "How Columbus Sailed into History: Thanks to the Italians" (National Public Radio).


AP World History 6 8/2/2016

　

7. World History Artifact Presentations/Discussions: See Unit Activities explanation regarding this activity. Object must be connected to Trans-oceanic trade e.g. images of caravels, dhows, Ming Treasure Ship fleet, Polynesian outrigger canoes, and tools used to facilitate the trade (coins, maps, compasses, astrolabes, and sails). [CR1b] & [CR8]

UNIT FOUR TEST: Multiple choice questions and in-class essay drawn from either the past Compare/Contrast, CCOT, or DBQ formats.

UNIT FIVE: Industrialization and Global Integration

 PERIODIZATION: c. 1750 to c. 1900

 MAIN FOCUS: The European Moment in World History

 LENGTH OF CLASS TIME FOR UNIT: 10 days (90 minute blocks)

 READING TEXT: World Civilizations: The Global Experience. Chapters 24 – 28.




Key Concepts: [CR3]

Key Concept 5.1: Industrialization and Global Capitalism


I. Industrialization

II. New patterns of global trade and production

III. Transformation of capital and finance

IV. Revolutions in transportation and communication: Railroads, steamships, canals, telegraph

V. Reactions to the spread of global capitalism

VI. Social transformations in industrialized societies
Key Concept 5.2: Imperialism and Nation-State Formation


I. Imperialism and colonialism of trans-oceanic empires by industrializing powers

II. State formation and territorial expansion and contraction

III. Ideologies and imperialism
Key Concept 5.3: Nationalism, Revolution, and Reform


I. The rise and diffusion of Enlightenment thought

II. 18th century peoples develop a sense of commonality

III. Spread of Enlightenment ideas propels reformist and revolutionary movements

IV. Enlightenment ideas spark new transnational ideologies and solidarities
Key Concept 5.4: Global Migration


I. Demography and urbanization

II. Migration and its motives

III. Consequences of and reactions to migration
Unit 5 Major Assignments:


1. Short Document Analysis: Students will identify the point of view, intended purpose, audience, and historical context of each of the following sources: "Declaration of the Rights of Man and Citizen, 1789" (Reilly, p. 783-785); maps showing "World Centers of Industrialization" and "The Partition of Africa" (Sterns, et al., p.556 & p.599); images of the Spanish American War (Sterns, et al., p. 634); "Jamaica Letter" by Simon Bolivar (Sterns, et al.,p.625-626)

2. Document Based Question (DBQ): Using the documents, identify the issues raised by the growth of Manchester, England and analyze the various reactions to those issues over the course of the 19th century. (College Board, 2002) [CR6]

3. Comparative Essay: Compare and contrast forms of western intervention in Latin America and in Africa, c. 1750-1914.

4. Comparative Timeline Review: See Unit Activities explanation regarding this activity.

5. Learning Log: Write a reflective commentary analyzing the causes and effects of the Latin American Revolutions and their connection to the larger story of world history. [CR13]

6. Point/Counterpoint: Students will debate economic systems by comparing the arguments from Adam Smith’s The Wealth of Nations (Reilly, p.806-812) and Karl Marx’s The Communist Manifest (Reilly, p. 816-823)

7. World History Artifact Presentations/Discussions: See Unit Activities explanation regarding this activity. Object must be connected to industrialization e.g. images of factories in England, USA, France, and Japan showing the size of the steam-powered machines and women working in the factories; images of industrial cities with air or water pollution; political cartoons about American imperialism related to the Spanish-American war that affected Cuba, Puerto Rico, the Philippines, and Guam. [CR1b] & [CR8]



AP World History 7 8/2/2016


UNIT FIVE TEST: Multiple choice questions and in-class essay drawn from either the past compare/ contrast, CCOT, or DBQ formats.

UNIT SIX: Accelerating Global Change and Realignments

 PERIODIZATION: c. 1900 to the present

 MAIN FOCUS: The most recent century

 LENGTH OF CLASS TIME FOR UNIT: 10 days (90 minute blocks)

 READING TEXT: World Civilizations: The Global Experience. Chapters 29 – 37.




Key Concepts: [CR3]

Key Concept 6.1: Science and the Environment


I. Rapid advances in science spread assisted by new technology

II. Humans change their relationship with the environment

III. Disease, scientific innovations, and conflict led to demographic shifts
Key Concept 6.2: Global Conflicts and Their Consequences


I. Europe’s domination gives way to new forms of political organization

II. Emerging ideologies of anti-imperialism contribute to dissolution of empires

III. Political changes accompanied by demographic and social consequences

IV. Military conflicts escalate

V. Individual and groups oppose, as well as, intensify the conflict
Key Concept 6.3: New Conceptualizations of Global Economy, Society, and Culture


I. States, communities and individuals become increasingly interdependent

II. People conceptualize society and culture in new ways

III. Popular and consumer culture become global
Unit 6 Major Assignments:


1. Short Document Analysis: Students will identify the point of view, intended purpose, audience, and historical context of each of the following sources:

2. Document Based Question (DBQ): Using the following documents, analyze the causes and consequences of the Green Revolution in the period from 1945 to the present. Identify and explain one additional type of document and explain how it would help your analysis of the Green Revolution. [CR6]

3. Comparative Essay: Analyze similarities and differences between the role of the state in Japan’s economic development and the role of the state in the economic development of ONE of the following during the late nineteenth and early twentieth centuries: China; Ottoman Empire; Russia

4. Comparative Timeline Review: See Unit Activities explanation regarding this activity.

5. Learning Log: Write a reflective commentary considering social movements during this area and its connection to the larger story of world history.(Examples: Japanese Internment Camps, Nationalism Movements, Women’s Suffrage, Civil Rights Movement, Protest and Repression in China) [CR13]

6. Point/Counterpoint: Students will debate the role of technology in modern revolutions by comparing the arguments from Wael Ghonim’s "Revolution 2.0" (Reilly, p.1064-1071) and Li Peng on "Democratic Protest and Repressions in China" (Sterns, et al., p. 907 – 908)

7. World History Artifact Presentations/Discussions: See Unit Activities explanation regarding this activity. Object must be connected to advances in science and technology e.g. CERN collider, small pox and polio vaccination delivery programs, atomic bombs, or computers [CR1b] & [CR8]

Unit 6 Test: Multiple choice questions and in-class essay drawn from either the past Compare/Contrast, CCOT, or DBQ formats.

AP WORLD HISTORY EXAM Review and Test. After-school time will be spent reviewing major concepts and ideas from all the units, including essay strategies. Review sessions will be offered on selected days after school. Attendance at the review sessions is recommended, but voluntary.

UNIT 7: Historical Inquiry

Concepts: Various concepts with an emphasis on connections to current events

Assignment: Performance Assessment




SECOND SEMESTER EXAM