· Web viewAdvanced Placement World History (WHAP) Syllabus 2016-2017 Mrs. Moreno Room F223 [email protected] Course Description: The AP World History (WHAP) course will focus on

Advanced Placement World History (WHAP) Syllabus2016-2017

Mrs. Moreno Room [email protected]

Course Description: The AP World History (WHAP) course will focus on developing your understanding of World History from approximately 8000 B.C.E. to the present. You will investigate the content of World History for significant events, individuals, developments, and processes in SIX historical periods, and develop and use the same thinking skills and methods employed by historians. You will be able to identify and analyze primary and secondary sources, make historical comparisons, and complete chronological reasoning and argumentation. This course will also discuss FIVE themes:

1. Interaction between humans and the environment (ENV)2. Development and Interaction between cultures (CUL)3. State building, expansion, and conflict (SB)4. Creation, expansion, and interaction of economic systems (ECON)5. Development and transformation of social structures (SOC)

You will explore these themes throughout the course in order to make connections among historical developments in different times and places encompassing the five major geographical areas: Africa, the Americas, Asia, Europe, and Oceania. Remember, this is a college-level class and will taught as such. Be aware, there will be more reading, assignments, homework, and projects than a normal class. The objective of this class is not only to prepare for you for the exam in May, but to be able to do more than just read about history. The goal is to have everyone efficient at critical thinking, interpreting written material, and logical argumentation and analysis. All of this skills will be beneficial no matter your future plans.

Required Materials: Everyone

-Sturdy 5 Subject Notebook -Notebook Tabs/ Post Its (small)- 4 pack of Highlighters (Blue, Yellow, Pink, Orange)

3rd period- Box of Tissues4th period- Ream of copy paper5th period- Pack of Glue Sticks6th period- Bottle of Glue8th period- Scissors

Textbook: Strayer, Robert W. and Eric W. Nelson, Ways of the World: A Global History. Advanced Placement 3rd AP Ed., 2016.

Daily Homework:You will have homework on the majority of days in this class. This will never be busy work. It is to prepare you to pass the College Board’s Advanced Placement exam in May. Homework will usually consist of chapter readings and appropriate questions and/or video or PowerPoint notes. Every week you will also have a reading quiz will be posted online over the weekend. It is vital

mailto:[email protected]

that you keep up all assigned readings and questions. I will post all assignments on Schoology when they are assigned. Get in the habit of checking this daily.

MAKE-UP WORK:It is YOUR RESPONSIBILITY to ask about and make-up all missed assignments, quizzes, and tests. Failure to complete make-up work will result in a failing grade. There are exceptional circumstances under which allowances may be made. They will be dealt with on an individual basis. Please check with me when you return to class after each absence. Also, check the “Absent Folders” in our classroom for any work you might have missed.

LATE WORK:Assignments that are late will be accepted, however 11% will be subtracted for each day an assignment is late and work more than a week old will not be accepted. The highest grade you can receive after an assignment is 3 days late is a 67%. Exceptional circumstances will be dealt with on an individual basis. I do not accept any missing or make up work 1 week prior to the start of Finals Week (for both first and second semester). Plan accordingly. This is a college prep class, with that being said, students must be responsible enough to meet deadlines.

ATTENDANCE POLICY:Attendance is crucial to the success in this course. Should a student be absent they have two days for every day missed to make up any missing assignment and it is the student’s responsibility to take the missing assignment from the “Absent Folders”. After the allotted time the student will receive a ‘zero’ for any missing assignment.

TARDIES:Students are expected to be on time to all classes. Students who arrive late to class will be expected to have a tardy pass, a late pass, or a pass from a teacher or administrator. Without a pass, we will follow the school’s tardy policy.

Assignments and Homework: Homework must be turned in at the start of the class. In-Class assignments must be turned in at the end of class period. Notebooks should be brought to class EVERYDAY. Students can leave their notebook in their classroom shelf but I am not responsible if it gets lost or stolen. Student will be responsible for replacing it if this happens. Notebook checks account for 3 daily grades per 9 weeks or in some cases even a test grade.

Cheating: Cheating is not accepted. Zeros will be given to all students participating in cheating, copying and/or plagiarizing. If a student is caught giving answers they too will receive zeros and both will be given office referrals for academic dishonesty. (These zeros may not be made up in any way shape or form)

Extra Credit:Student is allowed 1 extra credit assignments per Nine week period.

Electronic Devices:Cell phones, IPods, MP3s, Headphones and any other electronic device will not be allowed in my class, unless students are given a technology activity. There is a cell phone box were students will drop off their phones at the beginning of class. Student will only receive one warning if caught with a phone at any other time. If student does not store electronic device after the first warning teacher will confiscate device.

Having an electronic device out in class puts you at risk to losing your personal property. Once an item has been stolen it is difficult to find and the school is not responsible for lost property. Most importantly it interferes with classroom instruction!!

Tutoring:Should you need any additional help with assignments or tutoring please make arrangements with me so that you may not fall behind on content. After school and lunch tutoring is available as long as arrangements are made in advance. Every Thursday I will be available in my classroom for scheduled tutoring from 8:00 am to 8:40 am.

Classroom Ethics:1. Treat teachers, peers, and their property with respect.2. Students should raise their hands and wait for permission to speak or leave their seats.3. Follow instructions the first time they are given.4. Do all grooming before entering the classroom.5. Follow all school rules and regulations.

Discipline Plan:1st Infraction: Student Warning2nd Infraction: Teacher Consequence (i.e. lunch detention, teacher’s after-school detention)3rd Infraction: Parent Contact4th Infraction: Referral to Administrator.

Note: Severe or drastic behavior that disrupts teaching or other students' learning will result in immediate referral to an administrator.

AP World History Exam*:The AP World History Exam will be at 8 AM on May 11, 2018. The exam is 3 hours and 15 minutes long and is composed of multiple choice/short answer and free-response. Each section is divided into two parts. Students performance on these four parts will be complied and weighted to determine an AP Exam Score*taken from the apcentral.collegeboard.com

Course Requirements:● Prepare to take the AP Exam in May.● If you do not take the AP test in May you will still be required to take a comprehensive

AP like exam for a major grade in May.

● Actively participate in class and complete all assignments thoroughly and promptly (majority of your grade will come from these discussions and assignments)

● Attend class daily, arriving on time. The course moves very quickly. Missing class is very detrimental to your progress.

● Make up work when absent—contact me and send assignments due electronically if possible; make pre-arrangements for planned absences; one day is allotted by school policy for each day absent to turn in assignments. If you miss a quiz or test, you must set up a time to make it up outside of class. Daily missed assignments should be checked in the “While You Were Out” Folder on the back table. Any handouts can be picked up in the same folder.

● Keep a well-organized and complete notebook for the entire year; bring to class every day. Use flash cards, worksheets, lecture and reading notes to study for tests. Keep up with the notebook all year!! There will a grade given with each Unit test.

● Form a study group for tests and other large assignments. As the AP Exam date grows closer, we will be forming in-class study groups of my choosing.

● Index cards will be used for flash cards for key words, places, and people with each unit. You will responsible for keeping up with cards all year. They will be graded with each Unit test, then an overall grade at the end of the year.

● Ask for help if needed—I am committed to supporting you!!

Assessments:● Quizzes: On readings from each chapter in the text book. Be prepared for pop quizzes to

be given at any time, and Friday-Sunday online MOST WEEKS. ● Homework: Assigned readings, Essay writing Practice, Assignments from World

History: Preparing for the Exam and World Civilizations: The Global Experience● Tests: Following the completion of each unit, around 4 Chapters.● Essays: Assigned in class and out of class in preparation for the AP Exam. We will write

about 10-15 essays this year and writing constitutes 60% of your AP Exam grade, so it is important to work hard to improve this skill.

● Mock Exam: Students will take a MOCK AP Exam in March-April 2018 to better prepare them for the AP World History Exam.

Grading:Grades will be based on points that are added up and averaged with total points possible. Grades are available through the Tyler system at your home. You must check your grades and take personal responsibility for your grade and turning in missing assignments. Final grades will be computed in December and again at the end of the school year. If you find discrepancies with your grades, please see me before or after class. I will not discuss grades in the middle of a lesson.

Mock Exam and Review— This will be a day where you will take the 2016 Released AP World History Exam. We will take the exam like it will be given to you on exam day. We will take these days to review for the AP Exam on May 11th.

Course Work**

UNIT 1: Technological and Environmental Transformation (to c. 600 BCE)Chapter One: First Peoples; First Farmers: Most of History in a Single Chapter (to 4000 BCE)● Objectives:

o ENV-1: Explain how early humans used tools and technologies to establish communities

o ENV-4: Explain how environmental factors influenced human migrations and settlements

o CUL-9: Explain the relationship between expanding exchange networks and the emergence of various forms of transregional culture, including music, literature, and visual art

● Readings: Strayer, Chapter 1 and 2● Major Activities and Assessments*:

● AGSPRITE Chart over Chapter 1o Think-Pair-Share (TPS): Development of Agricultureo PowerPoint: First Peoples; First Farmerso The Idea of Civilization in World Historical Perspective (Stearns)o Chapter 1 Quiz

● Vocabulary:o Dreamtimeo Clovis Cultureo Megafaunal extinctiono Austronesian migrationso “the original affluent society”o Shamanso Trance danceo Paleolithic settling downo Gobekli Tepeo Fertile Crescento Teosinteo Diffusiono Bantu migrationo Ishio Banpo “secondary products revolution”o Pastoral societieso Catalhuyuk

o chiefdoms● Chapter Two: First Civilizations: Cities, States, and Unequal Societies (c. 3500 BCE to

c. 600 BCE)

● Objectives:o CUL-4: Analyze the ways in which religious and secular belief systems affected

political, economic, and social institutionso SB-1: Explain and compare how rulers constructed and maintained different

forms of governanceo ECON-5: Explain and compare forms of labor organization, including families

and labor specialization within and across different societieso ECON-10: Analyze the roles of pastoralists, traders, and travelers in the diffusion

of crops, animals, commodities, and technologies● Readings: Strayer Chapter 2● Major Activities and Assessments*:

● AGSPRITE Chart over Chapter 2o Compare Chart of Shag Dynasty and Sumerianso Cuneiform Worksheeto PowerPoint: First Civilizationso The Epic Gilgamesho Code of the Hammurabio Chapter 2 Quiz

● Vocabulary:

o Norte Chico/Caralo Indus Valley Civilizationo Central Asian/Oxus Civilizationo Olmec Civilizationo Uruko Epic of Gilgamesho Mohenjo Daro/Harappao Code of Hammurabio Patriarchyo Rise of the stateo Egypto Sumero Panebo Nubia

UNIT 2: Organization and Reorganization of Human Societies (c. 600 BCE to c. 600 CE)-● Chapter 3: State and Empire in Eurasia/North Africa (c. 600 BCE to c. 600 CE)● Objectives:


o SB-1: Explain and compare how rulers constructed and maintained different forms of governance

o SB-2: Analyze how the functions and institutions of governments have changed over time

o ECON-2: Analyze the economic role of cities as centers of production and commerce

● Readings: Chapter 3 ● Major Activities and Assessments*:

● AGSPRITE Chart (Chp 3)o Working with Evidence: Perceptions of Outsiders in the Ancient Worldo Breaking down Maps: Persian Empire; Greek colonization; Alexander’s Empire;

Roman Empire; Classical Chinao Rise and Fall of Major Empireso PowerPoint: State and Empire

● Vocabulary:

o Persian Empireo Athenian democracyo Greco-Persian Warso Alexander the Greato Hellenistic Erao Augustuso Pax Romanao Qin Shihuangdio Han Dynastyo Trung Traco Kushan Empireo Mauryan Empireo Ashoka

● Chapter 4: Culture and Religion in Eurasia/North Africa (c. 600 BCE to c. 600 CE)● Objectives:

o CUL-2: Explain how religious belief systems developed and spread as a result of expanding communication and exchange networks

o CUL-3: Explain how major philosophies and ideologies developed and spread as a result of expanding communication and exchange networks

o CUL-5: Explain and compare how teaching nd social practices of different religious and secular belief systems affected gender roles and family structures

o SOC-3: Assess the impact that different ideologies, philosophies, and religions had on social hierarchies


● AGSPRITE Chart (Chp 4)o “Do You See What I See?”: Artist Wang Shuguo Compare and Contrast Essayo Buddhism v. Hinduismo Working with Evidence: Representations of the Buddha

o PowerPoint: Culture and Religion● Vocabulary:

o Legalismo Confucianismo Ban Zhaoo Daoismo Vegaso Upanishadeso Siddhartha Gautama (Buddha)o Theraveda/Mahayanao Nalandao Bhagavad Gitao Zoraostrianismo Judaismo Greek rationalismo Socrateso Platoo Aristotleo Jesus of Nazaretho Saint Paulo Church of the Easto Perpetua

● Chapter 5: Society and Inequality in Eurasia/North Africa (c. 600 BCE to c. 600 CE)● Objectives:

o SB-10: Analyze the political and economic interactions between states and non-state actors

o SOC-1: Analyze the development of continuities and changes in gender hierarchies, including patriarchy

o SOC-2: Assess how the development of specialized labor systems interacted with the development of social hierarchies



● AGSPRITE Chart (Chp 5)o “Is the Caste System Cast in Stone?” Worksheeto Comparing and Contrasting Patriarchies: China v. Sparta/China v. Athenso Rebellion of Spartacus: Mapo Crash of the Empire: Why Did Rome Fall?o Working With Evidence: Pompeii as a Window on the Roman Worldo PowerPoint: Society and Inequality

● Vocabulary:

o Wang Mango China’s Scholar-Gentry classo Ge Hongo Yellow Turban Rebelliono Varnao Jatio “Ritual Purity” in Indian Social Practiceo Greek and Roman Slaveryo Spartacuso Patriarchyo The “three obedience”o Empress Wuo Aspasiao Pericleso helots

● Chapter 6: Commonalities and Variations: Africa, the Americas, and Pacific Oceania (c. 600 BCE to c. 1200 CE)

● Objectives:o ENV-2: Explain and compare how hunter-forager, pastoralist, and settled

agricultural societies adapted to and affected their environments over timeo CUL-1: Compare the origins, principle beliefs, and practices of the major world

religions and belief systemso SB-4: Explain and compare how social, cultural, and environmental factors

influenced state formation, expansion, and dissolutiono ECON-3: Assess the economic strategies of different types of states and empires

● Readings: Chapter 6● Major Activities and Assessments*:

● AGSPRITE Chart (Chp 6)o Early Writing Systems Charto Germanic Kingdoms After the Invasions: Map (Stearns)o Compare and Contrast TPS of Mayan and Romans (Workbook)o DBQ: Period 2 (Workbook)o LEQ: Period 2 (Workbook)o Maps: Civilizations of the Andes; Africa; Pacifica Oceaniao PowerPoint: Commonalities and Variations

● UNIT EXAMo Notebook

● Vocabulary:

o Meroeo Piyeo Axumo Niger Valley Civilizationo May Civilizationo Teotihuacan

o Chavino Mocheo Wario Tiwanakuo Bantu expansiono Chaco Phenomenono Mound Builders/Cahokiao Pohnpeio Tongao Manao Tapuo Yap

UNIT 3: Regional and Interregional Interactions (c. 600 CE to c. 1450 CE● Chapter 7: Commerce and Culture (c. 600 CE to c. 1450 CE)● Objectives:



o SB-4: Explain and compare how social, cultural, and environmental factors influenced state formation, expansion, and dissolution

o ECON-2: Analyze the economic role of cities as centers of production and commerce


● AGSPRITE Chart (Chp 7)o PowerPoint: Commerce and Cultureo Economic Exchange Charto Silk Road Projecto Silk Road Mapo Indian Ocean Commerce Charto Working With Evidence: Travelers’ Tales and Observations

● Vocabulary:

o Silk Roadso Black Deatho Indian Ocean trading networko Srivijayao Angkor Wato Swahili civilizationo Great Zimbabweo Sand Roadso Arabian camelo Ghana, Mali, Songhay

o Trans-Saharan slave tradeo American webo Thorfinn Karlsefnio pochteca

● Chapter 8: China and the World: East Asian Connections (c. 600 CE to 1300 CE)● Objectives:

o CUL-5: Explain and compare how teachings and social practices of different religious and secular belief systems affected gender roles and family structures

o SB-6: Assess the relationships between states with centralized governments and those without, including pastoral and agricultural societies

o SB-8: Assess how and why external conflicts and alliances have influenced the process of state building, expansion, and dissolution


● AGSPRITE Chart (Chp 8)o PowerPoint: China and the Worldo SAQ-page 200 (Workbook)o Map: Tang and Song Dynasty China; Korean Kingdoms; Vietnam; Japan; World

of Asian Buddhismo Working With Evidence: The Leisure Life of China’s Elite

● Vocabulary:

o Sui Dynastyo Tang Dynastyo Song Dynastyo Hangzhouo Gunpowdero Economic revolutiono Foot bindingo Tribute systemo Xiongnuo Khitan and Jurchen Peopleo Silla Dynasty (Korea)o Hangulo Chu nomo Shotoku Taishio Bushidoo Izumi Shikibuo Chinese Buddhismo Emperor Wendi

● Chapter 9: The Worlds of Islam: Afro-Eurasian Connections (c. 600 CE to 1450 CE)● Objectives:

o CUL-1: Compare the origins, principal beliefs, and practices of the major world religions and belief systems


o SB-3: Analyze how state formation and expansion were influenced by various forms of economic organization, such as agrarian, pastoral, mercantile, and industrial production

o SB-9: Assess how and why commercial exchanged have influenced the processes of state building, expansion, and dissolution


● Readings: Chapter 9; Section of Quran● Major Activities and Assessments*:

● AGSPRITE Chart (Chp 9)o “What Does Islam Say About Terrorism?” (FALL BREAK ASSIGNMENT)o Five Pillars of Islam and Meaningso PowerPoint: The Worlds of Islamo Map: Arabia at the time of Muhammad; Spread of Islam; Growing World of

Islam (900-1500)o “Do You See What I See?”-The Hajjo AP Historical Thinking-pg. 390o Working With Evidence: The Life of the

● Vocabulary:

o Qurano Ummao Pillars of Islamo Hijrao Shariao Jizyao Umayyad capliphateo Abbasid caliphateo Ulamao Sufismo Mulla Nasruddino Al-Ghazalio Sikhismo Ibn Battutao Timbuktuo Al-Andaluso Mansa Musao Madrassaso House of Wisdomo Ibn Sina

● Chapter 10: The Worlds of Christendom: Contraction, Expansion, and Division (c. 600 CE to c. 1300 CE)

● Objectives:o CUL-1: Compare the origins, principal beliefs, and practices of the major world

religions and belief systemso CUL-3: Explain how major philosophies and ideologies developed and spread as

a result of expanding communication and exchange networkso CUL-5: Explain how cross-cultural interactions resulted in the diffusion of

technologies and scientific knowledgeo SOC-5: Analyze ways in which religious beliefs and practices have sustained or

challenged class, gender, and racial ideologies● Readings: Chapter 10; Section of the Bible; The Jester (extra credit)● Major Activities and Assessments*:

● AGSPRITE Chart (Chp 10)o “Do You See What I See?”-Charlemagneo PowerPoint: The Worlds of Christendomo Map: Byzantine Empire; Western Europe in the Ninth Century; Europe in the

Middle Ages; The Crusadeso European Borrowing Charto Working With Evidence: The Making of Christian Europeo DBQ-Religion and Politics in Early Christian Europeo EXTRA CREDIT: 2 Page Summary over The Jester by James Patterson

● Vocabulary:

o Jesus Sutraso Nubian Christianityo Ethiopian Christianityo Byzantine Empireo Constantinopleo Justiniano Caesaropapismo Eastern Orthodox Christianityo Icono Kievan Ruso Prince Vladimir of Kievo Charlemagneo Holy Roman Empireo Roman Catholic Churcho Western Christendomo Cecilia Penifadero Crusades

● Chapter 11: Pastoral Peoples on the Global Stage: The Mongol Moment (c. 1200 CE to c. 1450 CE)

● Objectives:

o CUL-4: Analyze the ways in which religious and secular belief systems affected political, economic, and social institutions

o SB-6: Assess the relationships between states with centralized governments and those without, including pastoral and agricultural societies


● Readings: Chapter 11; Khutulun, a Mongol Wrestler Princess● Major Activities and Assessments*:

● AGSPRITE Chart (Chp 11)o PowerPoint: Pastoral Peoples on the Global Stageo Compare and Contrast Roman and Mongol Empires Essayo Map: The Mongol Empire; Trade and Disease in the Fourteenth Centuryo Working With Evidence: Perspectives on the Mongolso LEQ: page 545-B

● Vocabulary:

o Pastoralismo Moduno Xiongnuo Turkso Almoravid Empireo Temujin/Chinggis Khano The Mongol World Waro Yuan Dynasty Chinao Khubilai Khano Huleguo Khutuluno Kipchak Khanate/Golden Hordeo Black Death/Plague

● Chapter 12: The Worlds of the Fifteenth Century● Objectives:


o ENV-7: Assess the causes and effects of the spread of epidemic diseases over time

o CUL-6: Explain how cross-cultural interactions resulted in the diffusion of technologies and scientific knowledge

o ECON-11: Explain how the development of financial instruments and techniques facilitated economic exchanges

● Readings: Chapter 12; The Prince● Major Activities and Assessments*:

o PERSIAN Chart (Chp 12)o PowerPoint: The Worlds of the Fifteenth Centuryo “Do You See What I See?”-Columbus

o Map: Asia in the Fifteenth Century; Europe in 1500; Africa in the Fifteenth Century; Empires of the Islamic World; The Americas in the Fifteenth Century; Religion and Commerce in the Afro-Eurasian World

o Afro-Eurasian Debateo Working With Evidence: Islam and Renaissance Europe


● Vocabulary:

o Paleolithic persistenceo Igboo Iroquoiso Timuro Fulbeo Ming Dynasty Chinao Zheng Heo European Renaissanceo Ottoman Empireo Seizure of Constantinople in 1453o Safavid Empireo Songhay Empireo Timbuktuo Mughal Empireo Malaccao Aztec Empireo Inca Empire

UNIT 4: Global Interactions (c. 1450 CE to c. 1750 CE)● Chapter 13: Political Transformations: Empires and Encounters (c. 1450 CE to 1750

CE)● Objectives:




o ECON-1: Evaluate the relative economic advantages and disadvantages of foraging, pastoralism, and agriculture

● Readings: Chapter 13 and Articles over the Columbian Exchange● Major Activities and Assessments*:

● AGSPRITE Chart (Chp 13)o PowerPoint: Empires and Encounters

o Map: European Colonial Empires in the Americas; Russian Empire; Qing Dynasty; Ottoman Empire

o Chart: American Plants that impacted Africa, Asia, and Europeo Effects of the Columbian Exchange on the Americas vs. Afro-Eurasia Debate and

coordinating SAQs and LEQs.● Vocabulary:

o Corteso Dona Maraino The Great Dyingo Little Ice Age and the General Crisiso Columbian Exchangeo Peninsulareso Mestizoo Mulattoeso Plantation complexo Settler colonieso Siberiao Yasako Qing Dynasty Empireo Mughal Empireo Akbaro Aurangzebo Ottoman Empireo Constantinopleo devshirme

● Chapter 14: Economic Transformations: Commerce and Consequence (c. 1450 CE to 1750 CE)

● Objectives:o ECON-2: Analyze the economic role of cities as centers of production and

commerceo ECON-3: Assess the economic strategies of different types of states and empireso ECON-6: Explain and compare the causes and effects of different forms of

coerced labor systemso ECON-8: Analyze the relationship between belief systems and economic systems


o PERSIAN Chart (Chp 14)o PowerPoint: Economic Transformationso “Do You See What I See?”-Atlantic Slave Tradeo Cause and Effect of Global Tradeo Map: Global Silver Trade; North American Fur Trade; Atlantic Slave Tradeo Chart: Destinations of Slaveso Working With Evidence: Exchange and Status in the Early Modern Worldo DBQ: Slave Trade

● Vocabulary:o Indian Ocean commercial network

o Trading post empireo Philippines (Spanish) `o British/Dutch East India Companieso Tokugawa shogunateo “Silver drain”o Potosio “soft gold”o African diasporao Benin/Dahomeyo Ayuba Suleiman Diallo

● Chapter 15: Cultural Transformations: Religion and Science (c. 1450 CE to 1750 CE)● Objectives:


o CUL-6: Explain how cross-cultural interactions resulted in the diffusion of technologies and scientific knowledge

o CUL-8: Explain how economic, religious, and political elites defined and sponsored art and architecture


● Readings: Chapter 15; Adam Smith; Voltaire; John Locke● Major Activities and Assessments*:

● AGSPRITE Chart (Chp 15)o PowerPoint: Religion Reformations and Scientific Revolutionso Cause and Effect of the Scientific Revolutiono Compare and Contrast Essay: Blended forms of Afro-Asian Christianity and Latin

American Belief systemso DBQ-page 388 (workbook)o SAQ-page 299 (workbook)o LEQ-page 387 (workbook)o UNIT EXAM

▪ Notebook ● Vocabulary:

o Protestant Reformationo Catholic-Counter Reformationo Ursula de Jesuso Taki Onqoyo Jesuits in Chinao Wahhabi Islamo Kaozhengo Mirabaio Sikhismo Copernicus

o Newtono Galileoo Voltaireo European Enlightenmento Condorcet and the idea of progress

UNIT 5: Industrialization and Global Integration (c. 1750 CE to c. 1900 CE)● Chapter 16: Atlantic Revolutions, Global Echoes (c. 1750 CE to 1900 CE)● Objectives:

o CUL-2: Explain how religious belief systems developed and spread as a result of expanding communication and exchange networks




● Readings: Chapter 16; A Tale of Two Cities by Charles Dickens● Major Activities and Assessments*:

● AGSPRITE Chart (Chp 16)o PowerPoint: Echoes of Revolutionso “You Say You Want a Revolution?” Worksheeto Map: United States after American Revolution; Napoleon’s European Empire;

Latin American Independence; Nations and Empires of Europe, c. 1880o Compare and Contrast: American and French Revolutionso Compare and Contrast: Haitian and Spanish Revolutions

● Vocabulary:o North American Revolutiono Declaration of the Rights of Man and Citizeno French Revolutiono Napoleon Bonaparteo Haitian Revolutiono Spanish American revolutionso Abolitionist movemento Decembristso Nationalismo Vindication of the Rights of Womano Elizabeth Cady Stantono Maternal feminismo Kartini

● Chapter 17: Revolutions of Industrialization (c. 1750 CE to 1900 CE)● Objectives:

o ENV-5: Explain how human migrations affected the environmento ENV-6: Explain how people used technology to overcome geographic barriers to

migration over time

o ENV-9: Analyze the environmental causes and effects of industrializationo CUL-3: Explain how major philosophies and ideologies developed and spread as

a result of expanding communication and exchange networkso SB-3: Analyze how state formation and expansion were influenced by various

forms of economic organization, such as agrarian, pastoral, mercantile, and industrial production

● Readings: Chapter 17; The Communist Manifesto by Karl Marx● Major Activities and Assessments*:

o PERSIAN Chart (Chp 15)o PowerPoint: Industrialization Revolutionso Urban Development Game (WILL NEED COLORED

PENCILS/CRAYONS/PENS)o “Do You See What I See?”-Industrial Britaino Map: Early Phase of Europe’s Industrial Revolutiono Fall of Russia: Why and How?o Working With Evidence: Voices of European Socialismo SAQ-page 439 (workbook)o LAQ-page 484 (workbook)

● Vocabulary:o Steam engineo Indian cotton textileso Middle-class valueso Lower middle classo Karl Marxo Ellen Johnstono Labour Partyo Ludditeso Socialism in the United Stateso Progressiveso Russian Revolution of 1905o Caudilloso Latin American export boomo Mexican Revolutiono Dependent development

● Chapter 18: Colonial Encounters in Asia, Africa, and Oceania (c. 1750 CE to 1950 CE)● Objectives:




o SB-9: Assess how and why commercial exchanges have influenced the processes of state building, expansion, and dissolution

● Readings: Chapter 18

● Major Activities and Assessments*:● AGSPRITE Chart (Chp 18)o PowerPoint: Colonial Encounterso “Do You See What I See?”-American View of British Imperialismo Map: Colonial Asia in the Early Twentieth Century; Conquest and Resistance in

Colonial Africao SAQ-page 482 (workbook)o LAQ-page 484 (workbook)

● Vocabulary:

o European racismo Scramble for Africao Indian Rebelliono Congo Free Stateo Leopold IIo Cultivation systemso Cash-crop agricultureo Wanjikuo Western-educated eliteo Africanization of Christianityo Swami Vivekanandao Edward Blyden

● Chapter 19: Empires in Collision: Europe, the Middle East, and East Asia (c. 1800 CE to c. 1900 CE)

● Objectives:o CUL-4: Analyze the ways in which religious and secular belief systems affected

political, economic, and social institutionso CUL-7: Analyze how new scientific, technological, and medical innovations

affected religions, belief systems, philosophies, and major ideologieso SB-2: Analyze how the functions and institutions of governments have changed

over timeo SB-6: Assess the relationships between states with centralized governments and

those without, including pastoral and agricultural societies● Readings: Chapter 19● Major Activities and Assessments*:

● AGSPRITE Chart (Chp 19)o PowerPoint: Empirical Collisiono “Do You See What I See?”-Carving Up Chinao Map: China and the World in the Nineteenth Century; the Contraction of the

Ottoman Empire; the rise of Japano Working with Evidence: Changing Chinao SAQ-page 463 (workbook)o DBQ-page 485 (workbook)

● UNIT EXAMo Notebook and Flash Card Check

● Vocabulary:o Taiping Uprisingo Opium Warso Commissioner Lino Unequal treatieso Self-strengthening movemento Boxer Uprisingo Chinese revolution of 1911-1912o “the sick man of Europe”o Tanzimato Young Ottomanso Sultan Abd al-Hamid IIo Young Turkso Informal empireso Battle of Adowao Tokugawa Japan o Meiji Restorationo Russo-Japanese War

UNIT 6: Acceleration Global Change and Realignments (c. 1900 CE to the Present) Chapter 20: Collapse at the Center: World War, Depression, and the Rebalancing of Global Power (c. 1900 CE to c. 1970 CE)● Objectives:




o SB-10: Analyze the political and economic interactions between states and non-state actors

● Readings: Chapter 20; excerpts of Mein Kampf; Night by Elie Wiesel● Major Activities and Assessments*:

● Chart (Chp 20)o PowerPoint: Collapse at the Centero “Do You See What I See?”-The United States and WWIIo 20th Century Timelineo Map: World in 1914; Europe on the Eve of WWI; Europe AFTER WWI; WWII

In Europe and Africa; Growth of European Integrationo “If WWI Was a Bar Fight”o SAQ-page 508 (workbook); page 531 (workbook); page 549 (workbook)o DBQ-page 624 (workbook)o Quiz-Night (chapter 1-5)o Genocide Project (DUE AT END OF UNIT)

● Vocabulary:

o World War Io Treaty of Versailleso Woodrow Wilsono Fourteen Pointso Great Depressiono New Dealo Fascismo Mussolinio Nazi Germanyo Hitlero Etty Hillesumo Revolutionary Right (Japan)o World War II in Asiao World War II in Europeo Total waro Hiroshimao Holocausto Marshall Plano European Economic Communityo NATO

● Chapter 21: Revolution, Socialism, and Global Conflict: The Rise and Fall of World Communism (c. 1917 CE to PRESENT)

● Objectives:o CUL-3: Explain how major philosophies and ideologies developed and spread as

a result of expanding communication and exchange networkso CUL-4: Analyze the ways in which religious and secular belief systems affected

political, economic, and social institutionso CUL-7: Analyze how new scientific, technological, and medical innovations

affected religions, belief systems, philosophies, and medical innovations affected religions, belief systems, philosophies, and major ideologies


o SB-3: Analyze how state formation and expansion were influenced by various forms of economic organization, such as agrarian, pastoral, mercantile, and industrial production

● Readings: Chapter 21; Night by Elie Wiesel● Major Activities and Assessments*:

● AGSPRITE Chart (Chp 21)o PowerPoint: What Goes Up, Must Come Downo “Do You See What I See?”-Russian Civil War through Bolsheviks

o Map: Rise of Communism in China; The Global Cold War; The Collapse of the Soviet Union

o Working With Evidence: Post Art in Mao’s Chinao SAQ-page 531 (workbook); page 570 (workbook)

● Vocabulary:o Russian Revolution (1917)o Bolshevikso Vladimir Lenino Guomindango Mao Zedongo Chinese Revolutiono Josef Stalino Building socialismo Zhenotdelo Collectivizationo Cultural Revolutiono Great Purges/Terroro Anna Dubovao Cuban Revolutiono Cuban Missile Crisiso Nikita Khrushchevo Deng Xiaopingo Perestroikao Glasnosto Mikhail Gorbachev

● Chapter 22: The End of Empire: The Global South on the Global Stage (c. 1900 CE to PRESENT)

● Objectives: o CUL-2: Explain how religious belief systems developed and spread as a result of

expanding communication and exchange networkso SB-3: Analyze how state formation and expansion were influenced by various

forms of economic organization, such as agrarian, pastoral, mercantile, and industrial production


o SB-7: Assess how and why internal conflicts, such as revolts and revolutions, have influenced the process of state building, expansion, and dissolution


● AGSPRITE Chart (Chp 22)o PowerPoint: The End of Empireo Map: The End of Empire in Africa and Asia; Iran, Turkey, and the Middle Easto SAQ-page 596o Working With Evidence: Contending for Islam o Genocide Project

o He Named Me Malala DVD● Vocabulary:

o Decolonizationo Indian National Congresso Mhatma Gandhio Satyagrahao Muslim Leagueo Muhammad Ali Jinnaho Abdul Ghaffar Khano African National Congresso Nelson Mandelao Black Consciousnesso Sowetoo Military Governmento Mozambique’s Civil Waro Globalization of Democracyo Import Substitution Industrializationo Export-Led Industrializationo Mustafa Kemal Ataturko Ayatollah Ruhollah Khomeini

● Chapter 23: Capitalism and Cultures: The Acceleration of Globalization (c. 1945 CE to PRESENT)

● Objectives:o ENV-9: Analyze the environmental causes and effects of industrializationo CUL-2: Explain how religious belief systems developed and spread as a result of

expanding communication and exchange networkso CUL-5: Explain and compare how teachings and social practices of different

religious and secular belief systems affected gender roles and family structureso CUL-9: Explain the relationship between expanding exchange networks and the

emergence of various forms of transregional culture, including music, literature, and visual art


● AGSPRITE Chart (Chp 23)o PowerPoint: Capitalism and Cultureso Genocide Projecto SAQ-page 620 (workbook)o Working With Evidence: Faces of Globalization


● Vocabulary:

o Neoliberalismo Reglobalizationo Transnational corporations

o North/South gapo Anti-globalizationo Prague Springo Che Guevarao Second-wave feminismo Fundamentalismo Hindutvao Islamic renewalo Osama ibn Ladeno Al-Qaedao Global warmingo Environmentalismo Rachel Carson

*Major Activities are examples and not necessarily exhaustive of the content covered. They are subject to change at any time.

Other Information The exam will cover the entire textbook (2 semesters of study). College credit is possible if a high enough score is achieved on the exam. There will be a significant review period prior to the national exam, this will involve

independent study, starting two months prior to the national exam. There are lots of resources available for our AP World History course to help you review and

better understand the material being covered.

Contact the instructor:

Anytime at [email protected], or 915-937-3941. Emails and phone calls will be returned as soon as possible. (I am asking for your phone numbers and email so I have your information more readily available. I appreciate your assistance.)

Please have your parents read over the syllabus and the expected plan for this school year. Your parents, and yourself, will need to sign and return this page by AUGUST 1, 2017. By signing, you and your parents understand the expectations and requirements set forth in this class. I am also asking that your parents provide an email address and phone number for me to keep them informed of the events occurring within the class.

Thank you,Mrs. Moreno

________________________________________ Student Signature

________________________________________ Parent Signature

________________________________________ Parent Email

________________________________________Parent Phone Number

Documents

· Web viewAdvanced Placement World History (WHAP) Syllabus 2016-2017 Mrs. Moreno Room F223 [email protected] Course Description: The AP World History (WHAP) course will focus on