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AP World History 2018-19

Welcome to Advanced Placement World History. In this class, we will cover 10,000 years of human history in two semesters, culminating in a rigorous exam in May. The class will challenge you to persevere through an intense workload, rigorous tasks, a fast pace, and balancing the many regions and perspectives in which we learn. You will challenged to think like an historian, to question opinions and assumptions, and to build a depth of understanding through contextual knowledge and interpretation. Yet the rewards for this endeavor go beyond the ability to earn college credit; you will benefit from being a more well-rounded individual, knowledgeable about the narratives of human progress and decline, and a savvy consumer of written and visual media. I welcome you to the class, and I am excited for another year of learning! Main Class Textbook:World Civilizations, The Global Experience. 6th Edition, AP Edition by Stearns, Adas, Schwartz & Gilbert. Pearson Publishing Co. ISBN 978-0-13-136020-4

Grading and Attendance:The semester grade will be determined by a continuous accumulation of scores over the 18-week semester (there will also be separate grades for each 9 weeks). Student grades are based on accuracy, completion, rigor, and presentation quality of all work. NOTE: Those students receiving a D or F first semester will be dropped from AP second semester.

Grading Scale:A A- B+ B B- C+ C C- D F93-100

90-92 87-89 83-86 80-82 77-79 73-76 70-72 60-69 0-59

Assignments will be given point values based on the time required and expectations of the assignment. Work must be turned in on time, as this is an expectation and demonstration of college readiness. Late homework will be accepted for 50% credit up to 48 hours after the original due date. Larger assignments (papers, projects, etc.) will be accepted for 50% credit up to one week late. After the late deadline cutoff, I am happy to accept and comment on work, but it will not count as a grade for the course.

Makeup work from excused absences must be completed within 48 hours of your return to school. It is your responsibility to find out what work you missed if you were absent. You can find this information on my class website or by coming in to see me during office hours. Makeup work will not be accepted for unexcused absences.

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Instructor: Jonathan Cohen e-mail: [email protected](720) 424- 1797

Office: 222 Classroom: 220Office hours are after school on Thursdays (2:55-3:20) or by appointment.

If at any point you need help or more time in order to finish an assignment or a project, communicate with me prior to the due date. Coming to me on the day assignments are due (or after) with excuses will do no good; please plan ahead. I am happy to help and/or negotiate due dates ahead of time, as long as it is not a regular occurrence.

IMPORTANT NOTE ABOUT GRADING! It is important to me that your written work is given the consideration it deserves. Please be patient with me, I want to be able to read and think about what you have to say- not just skim!

Progress Monitoring: Grades in Infinite Campus (IC) will be updated once a week (usually on Friday or Monday). Papers will

take a bit longer to update. Every week, IC Messenger will send notices regarding failing assignments and missing assignments.

Failure notices are for assignments that earned a failing grade (less than 59%). To verify a student’s class grade, you will need to check IC in more detail.

Homework:Being an AP course, the expectations of students will be college-level effort and performance. The workload for this course is substantial. As such, you are expected to keep up with the reading, ask questions when you have them, and work on upgrading your thinking and writing skills to that of a well-qualified college student.

Academic Honesty:Academic honesty is a cornerstone of this class. Cheating of any kind, including plagiarism, is never acceptable. Presenting someone else’s work as your own, whether the work is from a friend, the Internet, a parent, etc., is plagiarism. It is also unacceptable to turn in your own work done for another course/teacher; all work must be original to this class. Please review citation formats; a great guide to both MLA and APA Styles can be found in chapter 20 of Everything’s an Argument (and we will reference this in class). If you have further questions about what constitutes plagiarism, please contact me to discuss this so that there is no misunderstanding on future assignments.

Consequences for Academic Dishonesty:Since work submitted is not the student’s original academic work, proficiency of the requirements in the teachers standards aligned rubric will not have been demonstrated. Therefore, a grade of zero will be will be earned for the assigned work. The first violation of scholastic dishonesty will result in action taken by the classroom teacher. All other violations of the scholastic dishonesty policy will be referred to the Dean of Students/Culture for appropriate disciplinary action.

Absences: Please review DSA's attendance policies and other procedures in the student handbook. Due to the nature of the program, it is helpful for the student to be in attendance in each class every day.

Assignments:WRITING: Each unit includes writing assignments designed to develop the skills necessary for creatingwell-evidenced essays on historical topics highlighting clarity and precision.-Short Document Analysis: Students analyze three documents (one written, one visual andone quantitative) from the course primary source readers.

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-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. -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. -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.

TESTS/QUIZZES: You will have weekly quizzes over the chapter assigned (generally on the first day of the week). You will have a unit test over each unit that will build upon the previous unit with questions from all study.

OTHER WRITING: Throughout each unit, students will complete POV analysis writing, preparation for debates, teaching lessons, and reflective essays.

PROJECTS/ACTIVITES: Throughout the year, students will take part in a variety of projects and activities such as: simulations, Socratic seminars, small research projects and reports, jigsaw teaching activities, artifact finding/posting, and online discussion through the use of moodle and/or Edmodo. Some activities described on the next page

Teaching/Discussion Activity: Each week, two students will be assigned to report out on the chapter reading and bring in class discussion questions as well as a primary/secondary source about something in the chapter to share with classmates. This will always be due the first day of the week as we start working on a new chapter. Students will present at least three times throughout the course of the school year.

RESEARCH PROJECTS: Each Semester, students will complete a research project with a partner or group of three students that will include a presentation, artifacts, sources, and an assessment for the other members of the class.

OTHER AREAS OF STUDY: As a class, each unit will consist of several areas of group analysis such as: Leader analysis, Change and Continuity analysis, Conflict analysis, Map and Charting or Graphing analysis, and Periodization Debates.

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Keys to Success in an AP Course:- Prepare to take the AP Exam in May. - Actively participate in class and complete all assignments thoroughly and promptly. - Attend class daily, arriving on time. - Keep a well-organized and complete notebook for the entire year; bring to class daily. Use the charts and lecture and reading notes in your notebook to study for tests. Ask for help if your notebook is incomplete. - Form a study group for tests and other large assignments, such as the study cards created to help you master the vocabulary you will encounter in the multiple-choice questions. - Challenge yourself to work hard and maintain high standards. - Take advantage of opportunities to redo work for mastery of the content and skills of the course.

Sample activities (Debates, Simulations, and Artifact Posting)

Debates:Periodization Debates: Periodization debates will require students to form small teams to research and rank at least three significant events that happened 100 years before and 100 years after the beginning and the ending dates for the six APWH periods. Students will argue whether they agree with the beginning and ending dates for each of the six APWH time periods or if they would propose a new periodization based on conclusions from their research. These debates will also include discussion on the labeling of time periods such as: classical vs. post-classical.

Secondary Source Debates: Part of the reading of secondary source documents is in the assessment and evaluation of each document’s point of view (POV) and perspective. Students will learn through a Socratic seminar approach to assess POV, purpose, and audience and apply, synthesize, and debate the perspective of relevant secondary sources.

Point/Counterpoint: Students will use the Socratic seminar format in each unit to explore key controversies in world history from ancient times to the present. The foundation for these conversations will be Taking Sides: Clashing Views on Controversial Issues in World Civilizations. This book examines issues that allow students to identify and evaluate diverse historical interpretations by introducing students to controversies in world civilizations. This debate style reader contains readings representing the arguments of leading historians and commentators on world history and reflects a variety of viewpoints presented in pro/con format. All of the topics/questions listed in each unit for this activity come from this book.

Simulations:Throughout each unit, students will recreate many important movements, debates, situations, and circumstances using relevant literature, art, and primary source documents. One such simulation will take place in unit 1. Students will recreate Athenian democracy by taking on various roles of members in Athenian society (females, slaves, intellectuals…). This allows the student a look at life outside of documents, and lends a deeper understanding to the themes presented in the course.

Artifact Posting:Each unit will include an assignment of artifact posting for the students. They must choose a relevant piece of literature, art, architecture, or archaeological find from the time period studied. They will post the artifact in picture, video, text form to an online discussion board with an interpretive text linked to the primary artifact. The text can be an art historian’s perspective, a literary critic’s interpretation, or a scientist’s hypothesis of the artifact. They will also search for and post a secondary source about the time period outside of the historical field. It could be an architects understanding and use of the Islamic Fort, or a feminist sociological critique of Communist China. This will be due around the test date for each unit. I will demonstrate using unit 1 and discuss Internet and library research strategies to find appropriate and relevant sources.

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Curricular Requirements CR1a The course includes a college-level world history textbook.

• See page 1

CR1b The course includes diverse primary sources, including written documents and images as well as maps and quantitative data (charts, graphs, tables). • See pages 1, 5, 8, 9, 11

CR1c The course includes multiple secondary sources written by historians or scholars interpreting the past. • See pages 3, 6, 7

CR2 Each of the course historical periods receives explicit attention. • See page 2

CR3 Students are provided opportunities to investigate key and supporting concepts through the in-depth study and application of specific historical evidence or examples.

• See page 9

CR4 Students are provided opportunities to apply learning objectives in each of the themes throughout the course.

• See pages 3, 5, 6, 8, 9, 11

CR5a The syllabus must show explicit coverage of Africa in more than one unit of the course. • See pages 3, 4, 6, 8, 9, 11, 12

CR5b The syllabus must show explicit coverage of the Americas in more than one unit of the course. • See pages 4, 6, 8, 9, 11

CR5c The syllabus must show explicit coverage of Asia in more than one unit of the course. • See pages 3, 4, 6, 8, 9, 11

CR5d The syllabus must show explicit coverage of Oceania in more than one unit of the course. • See pages 3, 4, 6, 8, 9

CR5e Europe must be specifically addressed in more than one unit of the course, but no more than 20 percent of course time is devoted specifically to European history.

• See pages 3, 4, 6, 8, 9, 11

CR6 Students are provided opportunities to analyze primary sources and explain the significance of an author’s point of view, author’s purpose, audience, and historical context. — Analyzing Primary Sources

• See page 10

CR7 Students are provided opportunities to analyze and evaluate diverse historical interpretations. — Analyzing Secondary Sources

• See page 7

CR8 Students are provided opportunities to compare historical developments across or within societies in various chronological and geographical contexts. — Comparison

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• See page 6CR9 Students are provided opportunities to explain the relationship between historical events,

developments, or processes and the broader regional, national, or global contexts in which they occurred. — Contextualization

• See page 10

CR10 Students are provided opportunities to explain different causes and effects of historical events or processes, and to evaluate their relative significance. — Causation • See page 11

CR11 Students are provided opportunities to identify and explain patterns of continuity and change over time, explaining why these patterns are historically significant. — Continuity and Change Over Time • See page 5

CR12 Students are provided opportunities to articulate a historically defensible and evaluative claim (thesis).— Argument Development

• See page 4

CR13 Students are provided opportunities to develop and substantiate an argument using historical reasoning, considering ways diverse or alternative evidence could be used to support, qualify, or modify the argument. — Argument Development

• See pages 5, 12

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Advanced Placement World History Course Syllabus

Course Description AP World History is a college-level course that analyzes global patterns of historical development and exchange from roughly 8000 B.C.E. to the present. Using primary and secondary sources, AP World History students will track historical change and continuity within and across six periods of study, paying close attention to unifying course themes and accompanying learning objectives. Great emphasis is placed on the honing of historical thinking skills, such as chronological reasoning, comparison, contextualization, argumentation, interpretation, and synthesis. The course culminates with the national AP World History examination, which will be administered in May. Students will earn a weighted grade for this class and, if successful on the national examination, they could receive college credit at their preferred university.

Course Resources Textbook:

Stearns, Peter N., Michael Adas, Stuart B. Schwartz, and Marc J. Gilbert. World Civilizations: The Global Experience, AP Edition. 6th ed. New Jersey: Pearson Education, Inc., 2011. [CR1a]

[CR1a] — The course includes a college-level world history textbook.

Primary Source Reader:

Stearns, Peter. World History in Documents: A Comparative Reader. 2nd ed. New York: New York University Press, 2008. [CR1b: textual] [CR1b] — The course includes diverse primary sources, including written documents and images as well as maps and quantitative data (charts, graphs, tables).

Unit Structure A typical AP World History unit will consist of interactive lectures, structured discussion of the assigned readings, primary source analysis, cooperative group work, class debates, technology-based instruction, essay skill development, short-answer skill development, map exercises, critical thinking activities, statistical data analysis, and Socratic Seminars. Some of these activities are showcased below in the detailed course outline. Occasionally, students will assemble in the library or computer lab for additional historical inquiry tasks. Finally, each unit will close with assessments consisting of stimulus-based multiple-choice questions, short-answer questions, a document-based question, and/or a long essay targeting a specific historical thinking skill.

AP World History Geographical Coverage The five major geographical regions of the AP World History course include Africa, the Americas, Asia, Europe, and Oceania. The AP World History course provides balanced geographical coverage with all five of these regions represented.

AP World History Periodization AP World History course content is studied comparatively within and across the following periods of study:

Period 1: Technological and Environmental Transformation – to 600 B.C.E Period 2: Organization and Reorganization of Human Societies – c. 600 B.C.E. to c. 600 C.E. Period 3: Regional and Interregional Interactions – c. 600 C.E. to 1450 C.E.

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Period 4: Global Interactions – c. 1450 C.E. to 1750 C.E. Period 5: Industrialization and Global Integration – c. 1750 C.E. to 1900 C.E. Period 6: Accelerating Global Change and Realignments – c. 1900 C.E. to the Present

AP World History Historical Thinking Skills I. Analyzing Historical Sources and Evidence II. Making Historical ConnectionsIII. Chronological ReasoningIV. Creating and Supporting a Historical Argument

AP World History Course Themes and Corresponding Thematic Learning Objectives Theme 1: Interaction Between Humans and the Environment (ENV) Theme 2: Development and Interaction of Cultures (CUL) Theme 3: State Building, Expansion, and Conflict (SB) Theme 4: Creation, Expansion, and Interaction of Economic Systems (ECON) Theme 5: Development and Transformation of Social Structures (SOC)

Course Overview [CR2] Unit 1: Technological and Environmental Transformation – c. 8000 B.C.E. to c. 600 B.C.E. (August) Stearns, Chapters 1–5

Unit 2: Organization and Reorganization of Human Societies – c. 600 B.C.E. to c. 600 C.E. (September – October) Stearns, Chapters 6-9

Unit 3: Regional and Interregional Interactions – c. 600 C.E to c. 1450 C.E. (October – December) Stearns, Chapters 10-15

Unit 4: Global Interactions – c. 1450 C.E. to c. 1750 C.E. (January – February) Stearns, Chapters 16–22

SEMESTER BREAK

Unit 5: Industrialization and Global Integration – c. 1750 C.E. to c. 1900 C.E. (February – March) Stearns,

Chapters 23-27

Unit 6: Accelerating Global Change and Realignments – c. 1900 to the present (March – April) Stearns, Chapters 28-36

NOTE: Coursework will end in early May to allow two weeks of review for the AP World History Examination. [CR2] — Each of the course historical periods receives explicit attention.

Detailed Course Outline FIRST SEMESTER

Unit 1: Technological and Environmental Transformation – to c. 600 B.C.E.

AP World History Curricular Key Concepts: 1.1. Big Geography and the Peopling of the Earth

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1.2. The Neolithic Revolution and Early Agricultural Societies 1.3. The Development and Interactions of Early Agricultural, Pastoral, and Urban Societies

Readings: • Stearns, Chapters 1–5• Primary source selections from Stearns• Diamond, Jared. “The Worst Mistake in the History of the Human Race.” Discover Magazine (May

1987): 60–66. [CR1c]

[CR1c] — The course includes multiple secondary sources written by historians or scholars interpreting the past. Major Topics: World geography; Paleolithic societies and migrations; Paleolithic peoples and environmental adaptation; Neolithic agricultural settlements; pastoral societies; innovations and technological diffusion; foundational civilizations; Zoroastrianism, Hebrew Monotheism, Vedic religion, and other foundational belief systems; regional and interregional exchange networks; Bantu and Austronesian migrations; early state and empire formation; and monumental architecture. [CR5a] [CR5c] [CR5d] [CR5e]

[CR5a] — The syllabus must show explicit coverage of Africa in more than one unit of the course.

[CR5c] — The syllabus must show explicit coverage of Asia in more than one unit of the course.

[CR5d] — The syllabus must show explicit coverage of Oceania in more than one unit of the course.

[CR5e] — Europe must be specifically addressed in more than one unit of the course, but no more than 20 percent of course time is devoted specifically to European history.

Theme Activity (CUL-1): Students will analyze similarities and differences between the flood stories cited below. Further, students will attempt to determine important cultural values based on these readings. [CR4]

• “Epic of Gilgamesh.” In Worlds of History: A Comparative Reader, Volume One: to 1550, edited by Kevin Reilly, 58–67. Boston: Bedford/St. Martin’s, 2000. Originally published in N.K. Sanders, trans., The Epic of Gilgamesh (London: Penguin Books, 1972).

• “The Book of Genesis.” In Encounters in World History: Sources and Themes from the Global Past, Volume One: to 1500, edited by Thomas Sanders, Samuel Nelson, Stephen Morillo, and Nancy Ellenberger, 48–53. New York: McGraw-Hill, 2006.

[CR4] — Students are provided opportunities to apply learning objectives in each of the themes throughout the course.

Skill Development: • Using Diamond’s article above, students will pinpoint the author’s thesis, arguments, and evidence.

Group discussion will follow in which students will be prompted to support and criticize the author’s arguments.

• Students will role play as anthropologists and deduce societal clues through analysis of diagrams of structures and grave sites from Çatalhöyük, and photographic details of the Lascaux cave paintings, the Standard of Ur, the Indus Valley Dancing Girl, and Egyptian Hieroglyphics.

Essay Practice: [CR12]

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• Students will create a thesis that establishes a historically defensible and evaluative claim in response to a prompt and then brainstorm a bulleted list of evidence in support of the thesis; students will turn this list into a sample body paragraph.

• Students will construct a paragraph analyzing similarities or differences between Egypt and Mesopotamia in terms of culture, economics, politics, social structures, or environmental interaction.

• Introduction to the AP World History Short-Answer Question (SAQ).

[CR12] — Students are provided opportunities to articulate a historically defensible and evaluative claim (thesis). — Argument Development

Major Assessments: Quiz with one SAQ and test with stimulus-based multiple-choice questions.

Unit 2: Organization and Reorganization of Human Societies – c. 600 B.C.E to c. 600 C.E

AP World History Curricular Key Concepts: 2.1. The Development and Codification of Religious and Cultural Traditions 2.2. The Development of States and Empires 2.3. Emergence of Interregional Networks of Communication and Exchange

Readings: • Stearns, Chapters 6-9• Primary source selections from Stearns

Major Topics: Greek city-states; the Persian Achaemenid Empire; Alexander the Great and the Hellenistic World; Mauryan Empire; Gupta Empire; Qin Empire; Han Empire; Roman Empire; stateless societies in Sub-Saharan Africa; economic centers and centralized states in East Africa; Teotihuacan; Mayan Civilization; the Chavin; the Moche; Confucianism; Daoism; Hinduism; Buddhism and its diffusion into Central, East, and Southeast Asia; Christianity and its diffusion across the Mediterranean Basin, Europe, and East Africa; commerce and exchange along Afro-Eurasian trade networks; diasporic communities; Polynesian migrations; and classical art, architecture, and literary forms. [CR5a] [CR5b] [CR5c] [CR5d] [CR5e]


[CR5b] — The syllabus must show explicit coverage of the Americas in more than one unit of the course.




Theme Activity (SOC-1, 2): Half of the class will use a graphic organizer to compare and contrast social structures between Classical China and Classical India. The other half of the class will compare and contrast the role of women within Buddhism and Christianity. Students will pair up with someone from a different group and discuss the cultural and social aspects of their work. [CR4]

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Skill Development: • Students will choose either the Mauryan and Gupta Empires or the Qin and Han Empires and complete a

graphic organizer showcasing changes and continuities from one empire to the next. [CR11] • Students will analyze images of Mayan hieroglyphics, murals, and monumental architecture of

Teotihuacan, and Moche pottery. [CR1b: visual] • Students will determine key ethical concepts and cultural values from the reading and analysis of an

excerpt from the Bhagavad-Gita in: ◊ “The Indian Epic Tradition: The Bhagavad Gita.” In World History in Documents: A Comparative

Reader, edited by Peter N. Stearns, 36–43. New York: New York University Press, 1998. Originally published in Franklin Edgerton, trans., The Bhagavad Gita (New York: Harper, 1944). [CR1b: textual]

• Students will engage in a discussion seminar on likely reasons why the College Board in 2012 split the original Period 1 (c. 8000 B.C.E. to c. 600 C.E.) into two separate periods divided at the c. 600 B.C.E. mark. Students will continue the discussion on periodization analyzing reasons for 600 C.E. as a marker for a new period.

[CR11] — Students are provided opportunities to identify and explain patterns of continuity and change over time, explaining why these patterns are historically significant. — Continuity and Change Over Time

[CR1b] — The course includes diverse primary sources, including written documents and images as well as maps and quantitative data (charts, graphs, tables).

Essay Practice: • Using the scoring criteria, students will learn how to write a long essay and practice prompt analysis for

the following targeted skills: comparison and causation. • Collaborative SAQ work.

Major Assessments: • Quiz and test using stimulus-based multiple-choice questions• Two SAQs• Full long essay with comparison as the targeted skill [CR13]

[CR13] — Students are provided opportunities to develop and substantiate an argument using historical reasoning, considering ways diverse or alternative evidence could be used to support, qualify, or modify the argument. — Argument Development

Unit 3: Regional and Interregional Interactions – c. 600 C.E. to c. 1450 C.E.

AP World History Curricular Key Concepts: 3.1. Expansion and Intensification of Communication and Exchange Networks 3.2. Continuity and Innovation of State Forms and Their Interactions 3.3. Increased Economic Productive Capacity and Its Consequences

Readings: • Stearns, Chapters 10-15

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• Primary source selections from Stearns• Shaffer, Lynda. “Southernization.” Journal of World History 5, no. 1 (Spring 1994): 1–21. [CR1c]• Pocha, Jehangir S. “Mongolia Sees Genghis Khan’s Good Side,” New York Times, May 10, 2005.• Frazier, Ian. “Invaders: Destroying Baghdad,” New Yorker, April 25, 2005.

[CR1c] — The course includes multiple secondary sources written by historians or scholars interpreting the past.

Major Topics: Rise of Islam; Sunni-Shia division; Islamic politics and culture; diffusion of Islam into West Africa, Spain, Anatolia, India, and the Indian Ocean basin; medieval Germanic kingdoms in Western Europe; European feudalism and manorialism; the Byzantine Empire; Catholic and Orthodox Christianity; the Crusades; Sui, Tang, and Song China; diffusion of Buddhism in Central, East, and Southeast Asia; productivity and economics in Song China; environmental and demographic change on islands in Oceania; rise of the Mongols; Mongol Khanates; trade and exchange during Mongol rule; interregional trade along Silk Road, Trans-Saharan, Mediterranean, and Indian Ocean routes; Heian Japan; Islamic Ghana, Mali and Songhai; Aztec society; Incan society; and Zheng He and the Ming presence in the Indian Ocean. [CR5a] [CR5b] [CR5c] [CR5d] [CR5e]






Theme Activity (ENV-1, 2): Students will analyze regional environmental factors facing the Aztec and the Inca and how each society increased agricultural production through adaptation and technological innovation. [CR4]


Skill Development: • In a writing assignment, students will compare discoveries from the above theme activity with modern

technologies that facilitate the cultivation of agriculture in the world’s more difficult climates. [CR8] • Students will use outline maps of Afro-Eurasia and label trade routes, diffusing religions, and key cities

and states from c. 600 C.E. to 1450 C.E. • Students will identify the significance of Islamic art from the point of view of an art historian using online

analysis of The Metropolitan Museum of Art’s website, “The Nature of Islamic Art.”

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Students will use the Mongol articles by Pocha and Frazier to isolate differing points of view on Genghis Khan, as well as track how perceptions have changed over time.

• In a writing assignment, students will compare differing scholarly interpretations of the Crusades using excerpts from the following secondary sources that showcase opposite perspectives: [CR7]◊ Runciman, Steven. A History of the Crusades, Vol. I The First Crusade and the Foundations of the

Kingdom of Jerusalem. New York: Cambridge University Press, 1987.◊ Madden, Thomas F. “Crusade Propaganda,” The National Review, November 2, 2001.

[CR8] — Students are provided opportunities to compare historical developments across or within societies in various chronological and geographical contexts. — Comparison

[CR7] — Students are provided opportunities to analyze and evaluate diverse historical interpretations. — Analyzing Secondary Sources

Essay Practice • Using the scoring criteria, students will learn how to write the DBQ essay.• Students will construct theses and create arguments using evidence from provided documents.• Collaborative SAQ work.

Major Assessments: Quiz and test using stimulus-based multiple-choice questions; four SAQs; long essay with causation as the targeted skill; shortened DBQ essay.

Unit 4: Global Interactions – c. 1450 C.E. to c. 1750 C.E.

AP World History Curricular Key Concepts: 4.1. Globalizing Networks of Communication and Exchange 4.2. New Forms of Social Organization and Modes of Production 4.3. State Consolidation and Imperial Expansion

Readings: • Stearns, Chapters 16-22• Primary source selections from Stearns• Flynn, Dennis O. and Arturo Giráldez. “Born with a ‘Silver Spoon’: The Origin of World Trade in 1571.”

Journal of World History 6, no. 2 (1995): 201–221. [CR1c]• Healey, Jonathan. “John Millward’s Beard Brush: A Global Tale from 1623.” In The Social Historian,

website edition, January 2015.

[CR1c] — The course includes multiple secondary sources written by historians or scholars interpreting the past. Major Topics: Iberian maritime expansion; contact and conquest of the Americas; the Columbian Exchange; social structure and syncretism in colonial America; colonial comparisons: Spanish, Portuguese, British, and French colonies; Atlantic slave trade; politics and conflict in West Africa; the Atlantic System; plantation societies in the colonial Americas; Ottoman Empire; Mughal Empire; Ming and Qing Dynasties; Tokugawa Japan; the Russian Empire; global trade of silver, sugar, fur, and other commodities; and connections and comparisons between the Atlantic, Indian, and Pacific Ocean networks. [CR5a] [CR5b] [CR5c] [CR5d] [CR5e]

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Theme Activity (ENV-3, 5): Students will analyze the demographic effects of diseases and crops that were part of the Columbian Exchange. [CR4]


Skill Development: • Students will work in groups to identify the primary thesis posited by Flynn and Giráldez in their “Silver

Spoon” article, as well as the traditional arguments regarding the global silver trade that they are seeking to counter. After discussion, students will compare the effects of the global silver trade on China, Japan, and Spain. Students will also track continuities and changes in the global silver trade from 1450 to 1750. They will develop their own theses on comparing the effects of the silver trade and write an essay using evidence from “Silver Spoon.”

• Students will work in groups using the article on John Millward to identify real examples of specific key concepts from the AP World History curriculum framework.

• Students will examine and compare a collection of sixteenth through eighteenth century maps of the Atlantic Ocean from the Ransom Library website to investigate shifting understandings of the Atlantic World. [CR1b: maps]


Essay Practice: • Using the scoring criteria, students will learn how to write a long essay and practice prompt analysis for

the following targeted skills: continuity/change over time and periodization. • Students will brainstorm examples of contextualization and synthesis for specific prompts.

Major Assessments: • Quiz and test with stimulus-based multiple-choice questions• Four SAQs• Long essay with continuity and change over time as the targeted skill

Long essay with periodization as the targeted skill

First Semester Final Exam: 55 stimulus-based multiple-choice questions; two SAQs; DBQ essay

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SECOND SEMESTER

Unit 5: Industrialization and Global Integration – c. 1750 C.E. to c. 1900 C.E.

AP World History Curricular Key Concepts: 5.1. Industrialization and Global Capitalism 5.2. Imperialism and Nation-State Formation 5.3. Nationalism, Revolution, and Reform 5.4. Global Migration

Readings: • Stearns, Chapters 23-27• Primary source selections from Stearns• Chapters 3–5 from John Charles Chasteen’s Born in Blood and Fire: A Concise History of Latin America

(New York: W. W. Norton & Company, 2011)

Major Topics: Scientific Revolution; the Enlightenment; the Seven Years’ War; the American Revolution; the French Revolution; the Haitian Revolution; Revolutions in Latin America; the Industrial Revolution; industrial society and material life; social class dynamics in Industrial societies; nineteenth-century reform movements; feminism; rise of nationalism; the New Imperialism; effects of imperialism in Sub-Saharan Africa, Asia, Latin America, and Oceania; responses of indigenous peoples to imperialism in Sub-Saharan Africa, Asia, Latin America, and Oceania; Ottoman decline and reform; struggles in Russia’s multinational state; the Qing Dynasty and its handling of domestic and foreign pressures; the Meiji Restoration; decline of Atlantic slavery; and industrial-era migration and indentured servitude. [CR5a] [CR5b] [CR5c] [CR5d] [CR5e]






Theme Activity (SB-2, 3, 4): Students will use a graphic organizer to compare the specific origins, characteristics, and consequences of the Chinese Self-Strengthening Movement and the Ottoman Tanzimat Movement that developed as responses to imperialistic pressure by foreign states. [CR3] [CR4]

[CR3] — Students are provided opportunities to investigate key and supporting concepts through the in-depth study and application of specific historical evidence or examples.


Theme Activity (ECON-1, 3, 7): Students will analyze statistical data from graphs, charts, and tables to reach conclusions regarding global production and migration patterns during the Industrial Revolution. [CR1b: quantitative] [CR4]

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Skill Development: • Students will identify the historical context, audience, purpose, and point of view for the following

documents: [CR6] ◊ Fu, Yan. “Learning from the West.” In China’s Response to the West: A Documentary Survey, 1839–

1923, edited by Ssu-yü Teng and John K. Fairbank, 150–151. Cambridge, MA: Harvard University Press, 1979.

◊ Excerpt of the ancient text: “The Gµlhane Decree and the Beginning of the Tanzimat Reform Era in the Ottoman Empire” (1839).

• Students will use artistic images and primary sources to analyze gender roles from the French Revolution through the reform movements of the latter nineteenth century.

• In a writing assignment, students will evaluate Bolivar’s “Jamaica Letter” and contextualize it within the era’s broader events. [CR9]

[CR6] — Students are provided opportunities to analyze primary sources and explain the significance of an author’s point of view, author’s purpose, audience, and historical context. — Analyzing Primary Sources

[CR9] — Students are provided opportunities to explain the relationship between historical events, developments, or processes and the broader regional, national, or global contexts in which they occurred. — Contextualization

Essay Practice: • A DBQ will be broken down into parts, with students working in groups to analyze one document’s

historical context, audience, purpose, and point of view. Students will present their extended analysis to the class, and the class as a whole will discuss possible ways to organize a proper response to the prompt.

• Students will respond to long essay prompts by creating a thesis and then listing pieces of evidence, contextualization, and synthesis; lists will be crafted into body paragraphs supportive of the thesis.

Major Assessments: • Quiz and test with stimulus-based multiple-choice questions• Four SAQs• Long essay • DBQ essay

Unit 6: Accelerating Global Change and Realignments – c. 1900 C.E. to the Present

AP World History Curricular Key Concepts: 6.1 Science and the Environment 6.2 Global Conflicts and Their Consequences 6.3 New Conceptualizations of Global Economy, Society, and Culture

Readings: • Stearns, Chapters 28-36• Primary source selections from Stearns

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• McNeill, J. R. “Of Rats and Men: A Synoptic Environmental History of the Island Pacific.” Journal of World History 5, no. 2 (1994): 1–21.

Major Topics: Collapse of the Qing Dynasty; Mexican Revolution; World War I; Armenian genocide; Bolshevik Revolution; reactions to the Treaty of Versailles process by non-Europeans; Egypt and Arab Nationalism; Atatürk’s Turkey; Great Depression; rise of fascism and authoritarianism in Italy, Germany, and Japan; World War II in Europe and the Pacific; the Holocaust; the Cold War; Mao Zedong and Chinese Communism; Stalinist Soviet Union; decolonization; independence and partition in South Asia; Israeli-Palestinian conflict; Iranian Revolution; armed independence struggles and Cold War proxy wars in Africa, Asia, and Latin America; collapse of communism in Russia; Deng Xiaoping’s China; rise and fall of apartheid in South Africa; global separatists movements; women’s liberation movements; genocide in Rwanda and Darfur; War in Congo; modern globalization; comparing environmentalism movements across the globe; climate change and sea-level rise; religion in the modern age; modernity vs. fundamentalism; and sports and popular culture on a global scale. [CR5a] [CR5b] [CR5c] [CR5e]





Theme Activity (ECON-1): Students will analyze the complex and changing relationship between technology, agricultural, and employment using the following online article and its accompanying graphs. Bui, Quoctrung. “How Machines Destroy (And Create!) Jobs, In 4 Graphs,” NPR, May 19, 2015. [CR4]


Theme Activity (CUL-5; SB-1, 2): Students will evaluate and compare state-sponsored propaganda from Stalin’s Soviet Union and Mao Zedong’s China. [CR4]


Skill Development: • Students will analyze causes of the Second World War using the following documents: ◊ “The

Obersalzberg Speech” by Adolf Hitler.◊ Table: “Unemployment Statistics for Europe, 1929–1933” from Lionel Robbins, The Great

Depression (New York: Macmillan, 1936). [CR1b: quantitative] ◊ Political cartoons showing Japanese aggression and expansion.

• In a Socratic Seminar, students will analyze the causes and effects of the Second World War using the following documents:◊ Statistical tables showing war casualties by country; preamble of the United Nations Charter of

1945; and the Truman Doctrine speech (1947) from the Yale Law School Lillian Goldman Law Library’s The Avalon Project. [CR1b: quantitative and textual] [CR10]

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• Students will synthesize scholarly work from historians, sociologists, cultural anthropologists, and statisticians in the analysis of globalization and its positive and negative elements.

• Students will practice writing a DBQ essay using the 2014 DBQ on the relationship between Chinese peasants and the Chinese Communist Party. [CR13]

• Students will compare domestic reactions to migrants, specifically Turkish migrants to Germany, Indonesian migrants to Australia, and North African migrants to France. [CR5a]

• Students will debate whether or not a new period of world history has actually begun. Students will then watch David Christian’s TED Talk on Big History, “The history of our world in 18 minutes” (Filmed March 2011. TED video, 17:40), and evaluate the ways in which Big History periodization would differ from that of AP World History.


[CR10] — Students are provided opportunities to explain different causes and effects of historical events or processes, and to evaluate their relative significance. — Causation

[CR13] — Students are provided opportunities to develop and substantiate an argument using historical reasoning, considering ways diverse or alternative evidence could be used to support, qualify, or modify the argument. — Argument Development


Major Assessments: • Quiz and test with stimulus-based multiple-choice questions• Four SAQs• Long essay• DBQ essay

Practice AP exam administered eight days prior to the official exam.

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