Chattooga High School - Advanced Placement World History Teacher: Mrs. Karen AppelbaumEmail: kappelbaum@chattooga.k12.ga.us

Room: B16

Advanced Placement World History (WHAP) will cover history from its beginnings to the present time. The course is designed to prepare students for the College Board Advanced

Placement World History Exam, which will be taken in May 2014. The AP World History Exam presumes at least one year of college-level preparation.

Course DescriptionThe purpose of the AP World History course is to develop a greater understanding of the evolution of global processes and contacts in different types of human societies over time. This course highlights the nature of changes in global frameworks and their causes and consequences, as well as comparisons among major societies.

Course Websitewww.kappelbaumwhap.weebly.comThe course website includes the class schedule, information about homework and tests, lecture PowerPoints, class documents, and Mrs. Appelbaum’s contact information.

Required TextbookStearns, Peter N., et al. Wo r ld Civ i liza t ion s : T he Global E x p e r i e nce. 6th edition. AP Version. New York: Pearson Education, Inc., 2011. Textbook.

Textbooks will be distributed at the beginning of the year. Students will be expected to use the textbook to complete homework. Students will return the textbook at the end of the year. It is the students’ responsibility to return the textbook in the condition it was issued. The cost of the book will be the responsibility of the student if the book is lost or stolen.

Online textbook resources: myhistorylab.com (working on access codes for this year)

Supplemental Textbook (Optional)Reilly, Kevin, ed. Wo r lds of H isto r y: A C o m p a r at i ve R ea d e r , V ol u me I: T o 1500. 2nd ed. New York: Bedford/St. Martin’s, 2004. Primary source reader.

Reilly, Kevin, ed. Wo r lds of H isto r y: A C o m p a r at i ve R ea d e r , V ol u me II: Si nce 1 5 00. 2nd ed. New York: Bedford/St. Martin’s, 2004. Primary source reader.

Required MaterialsStudents are required to bring a pencil, pen and a highlighter to class every single day. Students are also required to keep a spiral notebook where they will be taking notes during lectures and for homework. Lecture notes and homework notes will be periodically collected for credit toward the final grade. Notes should be organized and neat. S lo pp y, i n c o m p lete or mis s i ng not e s wi l l be g i ven p a r t i al c r e d it. In addition, students may want to keep a two-pocket folder to keep any hand-outs or loose paper.

AP World History ThemesThe five AP World History themes serve as unifying threads, helping students to put what is particular about each period of society into a larger framework. Themes also provide ways to make comparisons over time.

1. Interaction between humans and the environmenta. Demography and diseaseb. Migrationc. Patterns of settlementd. Technology

2. Cultural: Development and interaction of cultures

a. Religionsb. Belief systems, philosophies, and ideologiesc. Science and technologyd. The arts and architecture

3. Political: State-building, expansion and conflicta. Political structures and forms of governanceb. Empiresc. Nations and nationalismd. Revolts and revolutionse. Regional, transregional, and global structures and organizations

4. Economic: Creation, expansions and interaction of economic systems

a. Agriculture and pastoral productionb. Trade and commercec. Labor systemsd. Industrializatione. Capitalism and socialism

5. Social: Development and transformation of social structuresa. Gender roles and relationsb. Family and kinshipc. Racial and ethnic constructionsd. Social and economic classes

Examining the Historical Thinking SkillsThe set of four historical thinking skills and their components provide an essential framework for learning to think historically, and they apply equally to all fields of history.

1) Crafting Historical Arguments from Historical Evidencea. Historical argumentationb. Appropriate use of relevant historical evidence

2) Chronological Reasoninga. Historical causationb. Patterns of continuity and change over time

c. Periodization3) Comparison and Contextualization

a. Comparisonb. Contextualization

4) Historical Interpretation and Synthesisa. Interpretationb. Synthesis

Course Policies Attendance is critical to student success at Chattooga High School. Absences can

result in missed information, which can affect the student grades. Please be on time. Tardiness interrupts the education process, not only for the

student, but for the teacher and other students as well. Electronic devices (including, but not limited to: cell phones, iPods, calculators) are

n o t to be used in class. Students may not work on other homework during class. Reading the textbook is an expectation for this course. It is not feasible to cover

all the material in your textbook during class; it is the student’s responsibility to keep up with the textbook readings or any other assigned readings.

Test taking will simulate the actual AP. I am available during Flex period and after-school in Room B16. If you need to meet

with me at another time, just ask or email.

Student EvaluationQuarterly and semester grades are based on the following weighted scale: Unit Tests: 30%Chapter Quizzes: 20%Homework Assignments: 20% Take-Home Sample Essays: 20% In Class Assignments: 10%

Grading ScaleA= 100-90% B= 89-80% C= 79-70% D= 69-60% F= 59% and below

Plagiarism PolicyRespect the time & creative effort of those whose information you use. Plagiarism of any kind will not be tolerated. Cheating, plagiarism, copying others’ work or sharing answers is unacceptable, and will be dealt with according to CHS policy. Students will receive a zero on any plagiarized assignment, and the incident will be referred to administration which may have consequences up to and including expulsion.

Course Information There is extra credit offered for this course. It is only in the form of study guides for

the unit exams which are due in class on the day of the unit exams. Since this is extra credit, there is no negotiation on this matter.

If a student scores a 4 on the AP, one semester grade will be changed to an A. If the student scores a 5 on the AP, both semester grades will be changed to an A.

This syllabus is subject to change at the instructor’s discretion. Assignments are due at the beginning of class, unless otherwise stated. Students

will have until the Unit Exam for that particular unit to turn in any late work; after the Unit Exam, any homework from that unit will no longer be accepted. Assignments turned in late will be reduced by 20%. Students may email their assignments to Mrs. Appelbaum on the day they are due and the assignment will be considered on time.

Missed tests and quizzes must be scheduled to take after-school, during lunch or during Flex time. Students have one week from the date of the test or quiz to take the

test or quiz. I cannot hand back papers until all are graded. Any material that is handed in (homework, essays, etc.) is to be done in blue or

black pen only or they may be typed. Students may not turn in any assignment in pencil.

Course ScheduleThe AP World History course will be divided into six units. Each unit will have one DBQ essay, one Continuity and Change Over Time essay, one Comparison essay and one Unit Exam, with the exception of Unit 1. The first essays in Units 2, 3 and 4 will be partially completed in class and students will be able to take them home to finish. Essay for Units 5 and 6 will be timed, in class essays. In addition, each Unit Exam will be 70 questions and students will have 55 minutes to complete the exam (like the AP Test will be). The tests taken in class and the essays written in class will simulate the actual way the AP test will be administered.

U n it O n e: T e c hnolo g ic a l and E nvir o nm e n t al T r a n sfo r mati o n ( to 6 00 B C E) (Approximately 2 weeks)

Sterns Textbook: Chapter 1

Key Conceptso Big Geography and the Peopling of the Eartho Neolithic Revolution and Early Agricultural Societieso Development and Interactions of Early Agricultural, Pastoral, and

Urban Societies Introduction to AP World History/ Pre-History and Early Civilizations (1 week)

o Objectives Students will be able to describe characteristics of the Paleolithic and

Neolithic Eras. Students will be able to analyze factors which led to the

development of civilizations.o Readings

-Selection from Hammurabi’s Code (primary source) Kevin Reilly’s “Cities and Civilizations” (secondary source)

o Major Activities and Assessments Lecture over Chapter 1 from Sterns Quiz over Chapter 1 in Stearns Discussion of Neolithic Revolution Discussion of primary and secondary sources

U n it T wo: O r g a ni z ati o n and R e o r ga n izati o n of Hu man S o cie t ies (600 B C E to 600 C E) (Approximately 3 weeks + the DBQ week)

Stearns Textbook: Chapters 2-5

Key Conceptso Classical Civilizationso Major Belief Systems; Religion and Philosophyo Early Trading Networks

DBQ Introduction (1 week)o Objectives

Students will be able to analyze documents to be able to use in a DBQ essay. Students will be able to accurately assess sample DBQ essays from

previous AP World History tests.o Major Activities and Assessments

2008 DBQ on factors that shaped the modern Olympic movement Discussions on Point of View, groupings and additional sources for DBQ DBQ sample essays and analysis

Classical Civilizations in China and India (2 weeks)o Objectives

Students will be able to analyze how classic Chinese dynasties shaped future Chinese systems of government.

Students will be able to describe how classical India alternated between widespread empires and small kingdoms in the period following the Indus River Valley civilizations.

o Readings Selection from Ban Zhao’s “Lessons for Women” (primary source) Selection from Confucian’s T he A n alects (primary source)

o Major Activities and Assessments Lectures over Chapters 2 and 3 from Stearns Quiz over Chapter 2 in Stearns Quiz over Chapter 3 in Stearns Lecture about Hinduism and Buddhism

Change and Continuity Essay from 2006 which analyzes cultural and political changes in either classical China, India or Rome

Civilizations in the Mediterranean: Classical Rome and Greece (2 weeks)o Objectives

Students will be able to compare and contrast classical civilizations in the Mediterranean.

Students will be able to compare and contrast classic civilizations of the Han, Roman and Mauryan/Gupta Empires.

o Readings Selection from Plato’s T h e R e pu blic (primary source) Selection from Livy’s T h e Histo r y o f R o m e (primary source)

o Major Activities and Assessments Lectures over Chapter 4 and 5 from Stearns Quiz over Chapters 4 and 5 from Stearns

Comparison Essay from 2010 AP World History test about methods in political control in Han China, Mauryan/Gupta India, and Imperial Rome

Socratic Method discussion and analysis

Unit One Exam

U n it Th r ee: R e g ion a l a nd Tr ans r egio n al I nte r ac t i o ns ( 600 C E - 1450 C E ) (Approximately 5.5 weeks)Stearns Textbook: Chapters 6-15

Key Conceptso Expansion and Intensification of Communication and Exchange Networkso Continuity and Innovation of State Forms and Their Interactionso Increased Economic Productive Capacity and Its Consequences

DBQ / Foundation of Islam and the Building of Islamic Empires (1.5 weeks)o Objectives

Students will be able to analyze documents related to cotton production in India and Japan.

Students will be able to describe what life was like in pre-Islamic Arabia. Students will be able to describe Abbasid decline and the spread

of Islamic civilization to south and southeast Asia. Students will be able to describe how Islam influences the

development of civilizations in Africa.o Readings

Selection from the “Islamization of the Silk Road” by Richard Foltz(secondary source)

Selection from “Religious Conversion and the Spread of Innovation” by Richard Bulliet (secondary source)

o Major Activities and Assessments DBQ from 2010 AP World History test about cotton production in

India and Japan Lectures from Chapters 6, 7, and 8 from Stearns Quiz over Chapters 6, 7 and 8 from Stearns

Civilizations in Eastern Europe and Western Europe in the Post Classical Period/ The Americas (1.5 weeks)

o Objectives Students will be able to describe the rise and fall of the Byzantine

Empire and what led to its ultimate decline. Students will be able to analyze factors which led to the emergence of

the Kievan Rus. Students will be able to describe the role of the Church in

European politics. Students will be able to explain about politics, religion and manorial

life in the Middles Ages in Europe. Students will be able to analyze the Aztec and Incan rise to power in

the Americas.o Readings

Selection from J u st i ni a n ’ s Flea by William Rosen (secondary source) Selection from C a nte r b u r y T ales by Geoffrey Chaucer (literature) Selection from B e o wulf (poetry)

o Major Activities and Assessments

Lectures from Chapters 9, 10 and 11 from Stearns Quiz over Chapters 9, 10 and 11 from Stearns Map Activity, the spread of Justinian’s Plague

Chinese Civilizations in the Era of Tang and Song/ Spread of Chinese Civilizations and Culture (1 week)

o Objectives Students will be able to analyze what led the Sui collapse and the rise

of the Tang dynasty. Students will be able to compare and contrast political institutions,

culture and the bureaucracies of the Tang and Song dynasties. Students will be able to describe how Japan, Korea and Vietnam

were influenced by Chinese civilization and culture.o Major Activities and Assessments

Lectures from Chapters 12 and 13 from Stearns Quiz over Chapters 12 and 13 from Stearns

Comparison Web of Shang, Zhou, Qin, Han, Sui and Tang dynasties of China

The Last Nomadic Civilizations and the Rise of the West (1 week)o Objectives

Students will be able to compare and contrast the political and economic effects of Mongol rule in China, the Middle East and Russia.

Students will be able to describe how the Mongols were able to establish such a vast empire in Asia.

Students will be able to analyze continuities and changes in patterns of interaction along the Silk Road.

o Readings Selection from “The Secret History of the Mongols” (primary source)

o Major Activities and Assessments Lectures from Chapters 14 and 15 from Stearns Quiz over Chapters 14 and 15 from Stearns

Comparison Essay from 2005 AP World History exam about comparing and contrasting the effects of Mongol rule on the regions of the Middle East, Russia and China

CCOT Essay from 2009 AP World History exam about the continuities and changes in patterns of interaction along the Silk Road.

Unit Two Exam

U n it Fo u r: Glob a l In t e r a c tions (1450 C E -17 5 0 C E ) (Approximately 5.5 weeks)

Stearns Textbook: Chapters 16-22

Key Conceptso Globalization Networks of Communication and Exchangeo New Forms of Social Organization and Modes of Productiono State Consolidation and Imperial Expansion

The West Emerges as the World Leader (2 weeks)o Objectives

Students will be able to analyze the social and economic effects of the global flow of silver from the mid-sixteenth century to the early eighteenth century.

Students will be able to describe why Europeans began exploring overseas and how it affected their economies.

Students will be able to describe thinking in Europe at the time of the Renaissance, Scientific Revolution, Protestant Reformation and the Enlightenment.

o Readings Selection from Christopher Columbus’ reading “Letter to King

Ferdinand and Queen Isabella” (primary source) Selection from Franklin Le Van Baumer’s “The Scientific

Revolution in the West” (secondary source)o Major Activities and Assessments

DBQ from 2006 AP World History exam about the effects of the flow of silver bouillon

Lectures from Chapter 16 and 17 from Stearns Westernization: Russia and the Conquest of Latin America (1 week)

o Objectives Students will be able to describe Russia’s expansionist policies under the

tsars and the effects of westernization in Russia. Students will be able to describe the fall of the Aztec and Incan

Empires of the Americas and why these civilizations fell to Europeans so quickly.

Students will be able to analyze Columbian Exchange and its effects on the Old World and New World.

o Readings Selection from “The Broken Spears: The Aztec Account of the Conquest

of Mexico” (primary source)o Major Activities and Assessments

Lectures from Chapter 18 and 19 from Stearns Quiz over Chapters 16, 17, 18 and 19 from Stearns

Atlantic Slave Trade and the Muslim Empires (2 weeks)o Objectives

Students will be able to analyze goods traded through the Triangular Trade system.

Students will be able to analyze race relations following the years of African slavery in the Americas and indigenous groups throughout the Americas.

Students will be able to explain the formation of the Ottoman Empire bureaucracy.

Students will be able to differentiate between powers of Shi’a Islam and powers of Sunni Islam.

o Readings Selection from John Chardin’s “Travels in Persia, 1673-1677” (primary

source)o Major Activities and Assessments

Lectures from Chapter 20 and 21 from Stearns

Comparison Essay from 2007 AP World History exam about the process of empire building in the Ottoman Empire or the Russian Empire

Assessing graphs of African slave imports to the Americas by importing regions

The Asian Trading Network (1 week)o Objectives

Students will be able to analyze the three major zones in the Asian sea trading network, while describing those goods traded throughout each.

Students will be able to describe Ming China’s trade and exploration andanalyze why exploration was halted after a period of xenophobia.

Students will be able to analyze the social and economic transformations that occurred in the Atlantic world as a result of new world contacts.

o Major Activities and Assessments Lecture from Chapter 22 from Stearns Analysis of maps that detail the Asian sea trading network

CCOT Essay from 2005 AP World History exam that analyzes the social and economic transformations that occurred in the Atlantic world as a result of new world contacts

Unit Three Exam

U n it Fiv e : Ind u st r i ali z at i on and Glob a l I n teg r ati o n ( 1 750 C E - 1900 C E ) (Approximately 5.5 weeks)

Stearns Textbook: Chapters 23-27

Key Concepts:o Industrialization and Global Capitalism o Imperialism and Nation-State Formation o Nationalism, Revolution and Reformo Global Migration

Industrialization and Imperialism (2 weeks)o Objectives

Students will be able to describe the forces working to disrupt Europe during the Age of Revolution.

Students will be able to describe popular forms of government in Europeand their ramifications.

Students will be able to label the vast land empires of European nations on a map.

Students will be able to describe the continuity and change of European colonies from 1750-1914.

Students will be able to analyze African actions and reactions in response to the European scramble for Africa.

o Readings Selection from “The French Declaration of the Rights of Man and Citizen”

(primary source)o Major Activities and Assessments

Lecture from Chapters 23 and 24 from Stearns Mapping activity for European land empires

DBQ essay from 2009 AP World History Exam which analyzes African actions and reactions in response to the European scramble for Africa

Latin America: From Colonies to Nations (2 weeks)o Objectives

Students will be able to analyze how the American Revolution, French Revolution and the Haitian Revolution all influenced Latin American independence efforts.

Students will be able to outline the foreign policy efforts by the United States in the Monroe Doctrine.

Students will be able to argue the historical context of Toussain L’Ouverture’s letter to the citizens of Haiti and its implications.

o Readings Selection from Toussaint L’Ouverture’s “Letter to Citizens” (primary

source) Selection from the Monroe Doctrine (primary source)

o Major Activities and Assessments Lecture from Chapter 25 from Stearns Quiz over Chapters 23, 24 and 25 from Stearns

CCOT Essay from 2010 AP World History Exam which describes and explains continuities and changes in religious beliefs and practices in Latin America and Africa from 1450 to the present

Empires in Decline and Industrialization Outside of the West (1.5 weeks)o Objectives

Students will be to compare the roles of women in East Asia, Latin America, Sub-Saharan Africa and Western Europe.

Students will be able to interpret the fall of the Ottoman Empire to the birth of Turkey.

Students will be able to compare the fall of the Ottoman Empire and the fall of Qing China.

Students will be able to explain the Russian Revolution of 1905 and how it led to the installation of a communist government in Russia.

o Readings Selection from Lady Mary Wortley Montague’s “Letter on Turkish

Smallpox Inoculation” (primary source) Selection from Karl Marx’s “Communist Manifesto” (primary source)

o Major Activities and Assessments Lectures from Chapters 26 and 27 from Stearns

Comparison Essay from 2003 AP World History Exam which compares and contrasts the roles of women in East Asia, Latin America, Sub- Saharan Africa and Western Europe

Unit Three Exam

U n it Si x : Mo d e r n T imes ( 1900 CE to P r esen t ) (Approximately 5.5 weeks)

Stearns Textbook: Chapters 28-36

Key Conceptso Science and the Environmento Global Conflicts and Their Consequenceso New Conceptualizations of Global Economy and Culture

World War I, the World In-Between and World War II (3 weeks)o Objectives

Students will be able to describe how ideological struggles provide an explanation for many of the conflicts in the 20th century.

Students will be able to describe how conflict and change influenced migrational patterns internally and internationally.

Students will be able to analyze Roman and Han attitudes toward technology.

Students will be able to analyze change and continuity in labor systems in Latin America and the Caribbean, Russia and Sub-Saharan Africa.

o Readings Selection from Erich Maria Remarque’s “All Quiet on the Western

Front” (literature) Selection from Heinrich Himmler’s “Speech to the SS” (primary source) Selection from Jean-Francois Steiner’s “Treblinka” (primary source)

o Major Activities and Assessments Lectures from Chapters 28, 29 and 30 from Stearns Quiz on Chapters 28, 39 and 30 from Stearns

DBQ Essay from 2007 AP World History Exam which analyzes Roman and Han attitudes toward technology.

CCOT Essay from 2004 AP World History Exam which analyzes the changes and continuities in labor systems between 1750 and 1914 in Latin America and the Caribbean, Russia and Sub-Saharan Africa.

The World Since WWII (2.5 weeks)o Objectives

Students will be able to describe the revolution and reactions in Latin America during the 21st century.

Students will be able to describe culture and society in the West following World War II.

Students will be able to analyze nation-building techniques in East Asiaand the Pacific Rim.

Students will be able to critique attitudes of nations following the end of the Cold War.

Students will be able to analyze globalization and its effects on the United States and other nations throughout the world.

Readingso Selection from Jawaharal Nehru’s “Tryst With Destiny” (primary source) o Selection from Fidel Castro’s “History Will Absolve Me” (primary source) o Selection from Betty Friedan’s “The Feminine Mystique” (primary source)

Major Activities and Assessments

o Lectures from Chapters 31, 32, 33, 34, 35 and 36 in Stearnso Quiz over Chapters 31, 32, and 33 in Sterns

o Comparison Essay from 2008 AP World History Exam which compares the emergence of nation-states in 19th century Latin America with either Sub-Saharan Africa or the Middle East

o Unit Five Exam

In addition, we will be left with approximately four weeks for review for the AP Exam. Students will take two practice AP Exam tests before the test date, the higher grade of which will count as the students’ final.