Queen Creek High School

QUEEN CREEK HIGH SCHOOL

2017 –2018AP WORLD HISTORY SYLLABUS

Instructor Information

Name: Joe Hunsaker

Email:

Telephone:(480) 987-5973

Prep period: 4th hour: Room A-235

Course Overview

The AP World History is a college-level coursebased on a global perspective of the world and human interactions from c. 8000 BCE to present day. This time span is divided into six chronological eras and students will use various historical thinking skills within the context offive distinctivethemes in preparation to take the AP World History exam.All study of history in this class will be tied back to these historical thinking skills and themes.

Students refine their analytical abilities and critical thinking skills in order to:

• Understand historical and geographical context
• Make comparisons across cultures
• Use documents and other primary sources
• Recognize and discuss different interpretations and historical frameworks.

The course imposes a heavy reading and writing load throughout the year, and the demands on students are equivalent to a full-year introductory college course.

Course Text and Other Reading

The basic text for students in this course is:

Bentley, Jerry and Herbert Ziegler.Traditions and Encounters.5th ed.New York: McGraw-Hill, 2011.

This textbook is widely considered one of the best AP texts available as it presents in a clear chronological order framework in connection to the five AP World History Themes.

Students will also use selected primary and secondary sources (documents, images and maps) from our textbook and in a variety of other classroom resources.

Course Goals/Requirements and/or Major Student Outcomes

This course will prepare students to take and successfully pass the College Board’s Advanced Placement World History exam. In addition, this course will help students prepare for the rigor of a college and university education.

• Prepare to take the AP Exam on May 17, 2018.
• Actively participate in class and complete all assignments thoroughly and promptly.
• Attend class daily and on time.
• Make up work when absent, make prior arrangement when possible for planned absences.
• Keep a well-organized and complete notebook for the entire year; bring to class daily. Use the charts, lecture and reading notes in your notebook to study for tests. Seek assistance if the notebook is incomplete.
• Form and use study groups for test and large assignments; such as study cards, vocabulary tools and practice multiple choice questions.

Grading Policy:

Grades will be based on points and added up to a final quarterly grade based on the following:

90 percent and above = A

80 – 89 percent = B

70 – 79 percent = C

60 – 69 percent = D

Below 60 percent = F and no credit for the course.

Keep in mind that the course grade only relates to QCHS and is separate from the score you achieve on the AP Exam.

Class Notebook

One of the most important resources you will have for this class is your WHAP notebook. The notebook should have dividers for handouts I give you as well as your notes.

• Class Notes
• Handouts
• Chapter Summaries
• Key Concept outlines
• Vocabulary words

Assignments and missed work:

This is an honors-level class with higher expectations than on-level classes. Assignments are to be complete, legible, and ready to be turned inat the beginning of class on the day they are due. Assignments turned in later during class or later in the day are considered late. Late assignments can be turned in 1 day late for up to 50% credit;no late assignments will be accepted for credit after that. School policy for excused absences are full credit for the number of days absent plus 1 day. If an assignment is due the day you are absent, it is due at the beginning of class the day you return. This policy applies even if your absence is associated with a school function.

Missed Tests and Extra help:

Tests and quizzes must be made up within 1 week of their original administration. Students may not make up missed tests or quizzes during class time; I am available before school, during the Achievement Hour, after school, or during my prep period to make up work and/or meet with me. Students need to check Student Vue, my web site or email me if they are absent to check on missed work. I am here to help students be successful.

Classroom Management Plan:

The student handbook contains our school’s code of conduct; I will uphold and enforce the rules of conduct outlined there. As High School students, you have many years of experience knowing how to conduct yourselves at school. I think the Golden Rule is a good rule of thumb: Do to others as you would have them do to you. That being said, here are some specifics for my classes:

Basic Classroom rules:

• Be on time, in your seat, and prepared to start when the bell rings.
• Respect all people, their space and all property.
• Listen to instructions the first time they are given.
• Be polite and courteous at all times.
• Follow all school rules.

Consequences:

• First Offense: Warning/Conference with student
• Second Offense: Notification of Parent/Guardian
• Third Offense: Conference/Meeting with Parent/Guardian
• Fourth Offense: Written referral

Severe offense: Security or administrator escort to office.

Major Offense: Student sent immediately to office.

The student handbook states that electronic devices such as cell phones, iPods, mp3 players, CD players, etc. are not to be used during class time. The classroom has a pocket organizer for cell phones and students are expected to place their phones in that organizer for the duration of the class period.

Please refer to the STUDENT HANDBOOK for school polices and consequences for the above.

Additional School-wide Policies

Cellphones and Electronic Devices:

• Students are permitted to use cell phones and other electronic devices during instructional time with teacher permission.
• Students must turn in their cell phone when going to the bathroom or other non-instructional areas.
• If a student has a phone in the hallway during instructional time, it will be confiscated by campus administration and returned upon conclusion of the school day.

Drinks in the Classroom:

• Drinks with a twist off cap only will be permitted in the classrooms.

Food Deliveries:

• Outside food delivered to the front office may only be picked up during lunch or passing periods in order to honor instructional time.

Skateboards:

• Skateboards must be dropped at the administration office in order to avoid damage or theft. Skateboards can be picked up after2:00pmin the administration office.

Wireless Speakers:

• Music played from wireless speakers is not permitted during school hours.

Binders: (All 9th and 10th grade students are expected to keep a clean, organized binder throughout the year. All 9th and 10th grade binders must include)

• Tabbed Dividers that can be labeled for each class (6 total)
• A pencil pouch with pencils, pens, highlighters, colored pencils, and a ruler
• Notebook paper or Cornell Note paper.

Planners:All 9thand 10thgrade students will be provided with an agenda planner/daily calendar to help them record assignments for all of their classes plus extracurricular activities, chores and other home responsibilities.Planners will be checked weekly and Incentives will be provided to students who use their planner to help keep themselves organized.

Themes and AP World History

There are different ways to study history. The AP World History course is organized around five overarching themes that serve as unifying threads throughout the course, helping students to relate what is particular about each time period or society to a “big picture” of history. The themes also provide a way to organize comparisons and analyze change and continuity over time. Consequently, virtually all history will be tied back to these themes by utilizing a “SPICE” acronym.

Five AP World History Themes:

• Social- Development and transformation of social structures
• Gender roles and relations
• Family and kinship
• Racial and ethnic constructions
• Social and economic classes
• Political – State-building, expansion, and conflict
• Political structures and forms of governance
• Empires
• Nations and nationalism
• Revolts and revolutions
• Regional, trans-regional, and global structures and organizations
• Interaction between humans and the environment
• Demography and disease
• Migration
• Patterns of settlement
• Technology
• Cultural – Development and interaction of cultures
• Religions
• Belief systems, philosophies, and ideologies
• Science and technology
• The arts and architecture
• Economic – Creation, expansion, and interaction of economic systems
• Agricultural and pastoral production
• Trade and commerce
• Labor systems
• Industrialization
• Capitalism and socialism

CourseSchedule

PERIOD 1:Technological and Environmental Transformations to c. 600 B.C.E.

Chapters 1 – 6 July 25 – August 4

Key Concepts:

Key Concept 1.1 — Throughout the Paleolithic era, humans developed sophisticated technologies and adapted to different geographical environments as they migrated from Africa to Eurasia, Australasia, and the Americas.

Key Concept 1.2 — Beginning about 10,000 years ago, some human communities adopted sedentism and agriculture, while others pursued hunter-forager or pastoralist lifestyles—different pathways that had significant social and demographic ramifications.

Key Concept 1.3 — The appearance of the first urban societies 5,000 years ago laid the foundations for the development of complex civilizations; these civilizations shared several significant social, political, and economic characteristics.

Topics for overview include:

• From Foraging to Agricultural and Pastoral Societies
• Early Civilizations: Middle East, South Asia, East Asia, the Americas, Africa and Oceania

Special Focus:

• Issues regarding the use of the concept“civilization”

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

Chapters 7 – 12 August 7 – September 15

Key Concepts:

Key Concept 2.1 — As states and empires increased in size and contacts between regions intensified, human communities transformed their religious and ideological beliefs and practices.

Key Concept 2.2 — As the early states and empires grew in number, size, and population, they frequently competed for resources and came into conflict with one another.

Key Concept 2.3 — With the organization of large-scale empires, transregional trade intensified, leading to the creation of extensive networks of commercial and cultural exchange.

Topics for overview include:

• Classical Civilizations
• Major Belief Systems: Religion and Philosophy
• Early Trading Networks

Special Focus:

• World Religions
• Animism, Zoroastrianism, Confucianism, Daoism, Hinduism, Buddhism, Jainism, Judaism and Christianity
• The rise and fall of the Greek and Roman empires
• Trans-regional Trade: The Silk Road and the Indian Ocean
• Developments in China: Development of the Imperial Structure an Confucian Society

PERIOD 3: Regional and Interregional Interactions – c. 600 to c. 1450

Chapters 13 – 21 September 18 – December 1

Key Concepts:

Key Concept 3.1 — A deepening and widening of networks of human interaction within and across regions contributed to cultural, technological, and biological diffusion within and between various societies.

Key Concept 3.2 — State formation and development demonstrated continuity, innovation, and diversity in various regions.

Key Concept 3.3 — Changes in trade networks resulted from and stimulated increasing productive capacity, with important implications for social and gender structures and environmental processes.

(Continued …)

(Period 3 continued)

Topics for Overview:

• The formation of Islam and Dar-al Islam
• Byzantine Empireand the Great Schism
• Crusades
• Sui, Tang, Song, and Ming Empires
• Delhi Sultanate
• The Americas; rise and fall of the Toltec, Aztec, and Incas
• Kingdoms and Empires in Africa
• The Mongol Khanates
• Trading Networks in the Postclassical World

Special Focus:

• Islam and the Establishment of an Empire
• Chinese bureaucracy of merit
• Monasticism and the crusades
• Empires in the Americas: Aztecs and Inca
• Expansion of Trade in the Indian Ocean – the Swahili Coast of East Africa

PERIOD 4: Global Interactions – c. 1450 to c. 1750

Chapters 22 – 27 December 4 – January 26

Key Concepts:

Key Concept 4.1 — The interconnection of the Eastern and Western Hemispheres, made possible by transoceanic voyaging, transformed trade and religion and had a significant economic, cultural, social, and demographic impact on the world.

Key Concept 4.2 — Although the world's productive systems continued to be heavily centered on agriculture, major changes occurred in agricultural labor, the systems and locations of manufacturing, gender and social structures, and environmental processes.

Key Concept 4.3 — Empires expanded around the world, presenting new challenges in the incorporation of diverse populations and in the effective administration of new coerced labor systems.

Topics for Overview include:

• Bringing the Eastern and Western Hemispheres Together into One Web
• Ming and Qing Rule in China
• Japanese Shogunates
• The Trading Networks of the Indian Ocean
• Effects of the Continental Spread of Belief Systems

Special Focus:

• Three Islamic Empires: Ottoman, Safavid, and Mughal
• Cross-Cultural Interactions: the Columbian Exchange
• The Atlantic Slave Trade

PERIOD 5: Industrialization and Global Integration – c. 1750 to c. 1900

Chapters 28 – 32 January 29 – March 2

Key Concepts:

Key Concept 5.1 — The process of industrialization changed the way in which goods were produced and consumed, with far reaching effects on the global economy, social relations, and culture.

Key Concept 5.2 — As states industrialized, they also expanded existing overseas empires and established new colonies and transoceanic relationships.

Key Concept 5.3 — The 18th century marked the beginning of an intense period of revolution and rebellion against existing governments, leading to the establishment of new nation-states around the world.

Key Concept 5.4 — As a result of the emergence of transoceanic empires and a global capitalist economy, migration patterns changed dramatically, and the numbers of migrants increased significantly.

Topics for Overview include:

• The Age of Revolutions: English Revolutions, Scientific Revolution and Enlightenment, American Revolution, French Revolution and its fallout in European, Haitian,, and LaTIN American Revolutions
• Global Transformations: Demographic changes, the end of The Atlantic Slave Trade, Industrial Revolution and its impact, Rise of Nationalism, Imperialism and its impact on the world

Special Focus:

• Decline of Imperial China and the rise of Imperial Japan
• 19th Century Imperialism: Sub-Saharan Africa and South and Southeast Asia
• Comparing the American, French and Latin American Revolutions
• Changes in production in Europe and the global impact of those changes

PERIOD 6: Accelerating Global Change and Realignment – c. 1900 to the Present

Chapters 33 – 38 March 5 – April 27

Key Concepts:

Key Concept 6.1 — Rapid advances in science and technology altered the understanding of the universe and the natural world and led to advances in communication, transportation, industry, agriculture, and medicine.

Key Concept 6.2 — Peoples and states around the world challenged the existing political and social order in varying ways, leading to unprecedented worldwide conflicts.

Key Concept 6.3 — The role of the state in the domestic economy varied, and new institutions of global association emerged and continued to develop throughout the century.

Topics for Overview include:

• Crisis and Conflict in the Early 20th Century: Anti-Imperialist Movements, World War I, Russian, Chinese, and Mexican Revolutions, Depression, Rise of Militaristic and Fascist Societies, World War II
• Internationalization: Decolonialization, the Cold War World, International Organizations, the Post-Cold War, World Globalization

Special Focus:

• World War I and World War II: Global Causes and Consequences
• Activity – Essay Skill Development

Purpose and Organization of Course Activities:

AP World History is the equivalent of a college-level survey course in World History. Students are expected to read the assigned pages in the textbook listed in the unit calendars, complete notes and fill out the charts and various graphic organizers provided by the teacher. This course is designed to help you gain some of the higher–order thinking skills you will need to be successful in college.

Almost every day in class we will analyze primary or secondary sources, both texts and visuals. The daily use of historical materials will help you learn how to make thesis statements and practice using evidence to make plausible arguments which are a key part of the essay writing portion of the AP exam. This skill development and analysis will help you directly with the tasks required for the Document-Based Question (DBQ) essay, the short answer questions and the long essay on the AP World History Exam. You will work to become expert at interpretation by identifying point of view and context in the sources we will study. You will also develop an important skill of assessing issues of change and continuity over time, including the capacity to deal with change as a process and with questions of causation.

About two or three times in each unit, we will conduct whole-class seminars where you will discuss diversity of interpretations that historians present in your textbook and in other secondary sources such as articles given to you by the teacher. We also will do simulations and debates that challenge you to address questions about human commonalities and differences and the historical context of culturally diverse ideas and values. You will improve the skill of comparison by practicing comparing within and among societies, including comparing societies’ reactions to global processes.

2017 – 2018 WHAP Planning Calendar – Mr. Hunsaker

DateChaptersTopicsMisc.

Period 1: Technological & Environmental Transformations, to 600 B.C.E.
July 25 – 28 / 1 – 2 / Intro to WHAP, World geography, peopling of the earth, Neolithic Revolution River Valley civilizations, early agricultural societies
July31 –Aug 4 / 3 – 6 / Survey of early African, South Asian (India), East Asian (Chinese), American and Oceania societies
Period 2: Organization and Reorganization of Human Societies, c. 600 B.C.E. to c. 600 C.E.
Aug 7 - 11 / 7 / Early Persian Empire, Zoroastrianism / 9 – Early Release
Aug 14 - 18 / 8 / Qin & Han Dynasties in China; Confucianism, Daoism, Legalism; Silk and Paper development
Aug 21 - 25 / 9 / Mauryan & Gupta Dynasties in India; Hinduism & classic writings; Caste System & Guilds; Buddhism; Jainism / 23 – Early Release
Aug 28 – Sept 1 / 10
11 / Greek Society; Persian War; Alexander of Macedon & Hellenism; Greek Philosophers; Greek Gods
Roman Republic; Punic Wars
Sept 4 - 8 / 11 / Roman Empire; Julius Caesar; PaxRomana; Christianity / 4 – Labor Day
Sept 11 - 15 / 12 / Silk Road Exchanges: Goods, Diseases, Culture, Ideas Split & Fall of Roman Empire; Han & Rome Comparison / 13 – Early Release
15 – Unit 2 Test
Period 3: Regional and Transregional Interactions, c. 600 C.E. to c. 1450
Sept 18 - 22 / 14 / Sui, Tang, Song Dynasties in China; Bureaucracy of Merit; Technological advances; Early & Medieval Japan
Sept 25 – 29 / 13 / Formation of Islam; Umayyad & Abbasid Empires / 29 – Early Release
Oct 2 – Oct 13 / Fall Break
Oct 16 – 20 / 15 / CholaVijayanagar Kingdoms in India; Delhi Sultanate Indian Ocean Trade; Islamic Expansion
Oct 23 - 27 / 16 / Early Byzantine Empire; Caesaropapism; Great Schism Charlemagne & Medieval Europe; Feudalism / 25 – Early Release
Oct 30 – Nov 3 / 17
18 / Mongol Expansion; Yuan Empire;
African Migrations; Trans-Saharan Trade
Nov 6 – 10 / 18 / Mansa Musa; Swahili City-States / 8 – Early Release
10 – Veterans Day
Nov 13 - 17 / 19
21 / High Middle Ages; Byzantine Empire; Holy Roman Empire
Afro-Eurasia Cross Cultural Exchanges
Nov 20 – 24 / 21 / Ming Dynasty; Zheng He Expeditions; Renaissance; / 22 – Early Release
23 – 24 Thanksgiving
Nov 27 – Dec 1 / 20 / Toltec, Aztec & Inca Empires; N. American Indians; Australian Nomads; Oceania / 1 – Unit 3 Test
Period 4: Global Interactions, c. 1450 to c. 1750
Dec 4 - 8 / 22 / Early Ocean Explorers; Trading Post Empires; Columbian Exchange; Seven-Year’s War / 6 – Early Release
Dec 11 - 15 / 24
23 / European Conquest of the Americas;
Protestant Reformation; Enlightenment; Scientific Revolution; Absolutism
Dec 18 – 22 / Semester Review and Semester Exam over periods 1 – 3 / 20 & 21 – Early Release
22 – Winter Break
Dec 25 – Jan 7 / Winter Break

Semester 2