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Honors World History CHS Social Studies Department

C o n t a c t Information: Students and Parents may contact me by phone, email, or visiting the school.

Teacher : Barbara Coulter E mail Address : barbara.coulter@ccsd.us P ho n e N u m b e r : (740) 702-2287 ext. 16256 Online : http://www.ccsd.us/schools/chs/

In addition to the district/high school website, directions were given {as part of the summer work} for students to enroll in Schoology and REMIND, students or parents may join these sites using the following codes:

Schoology - 4DMPM-PWCGW & REMIND - @c9963. CHS Vision S t a t e m e n t: Our vision is to be a caring learning center respected for its comprehensive excellence.

C H S Mission S t a t e m e n t: Our mission is to prepare our students to serve their communities and to commit to life-long learning

T h e C o u r s e: The purpose of the World History Honors {WHH} course is to develop greater understanding of the evolution of global processes and contacts, in interaction with different types of human societies. This understanding is advanced through a combination of selective factual knowledge and appropriate analytical skills. This course is the first semester of content for WHAP and will cover units 1 – 3. The course highlights the nature of changes in international frameworks and their causes and consequences, as well as comparisons among major societies. WHH Honors emphasizes relevant factual knowledge deployed in conjunction with leading interpretive issues and types of historical evidence. The course builds on an understanding of cultural, institutional, and technological precedents that, along with geography, set the human stage. Periodization, explicitly discussed, forms an organizing principle for dealing with change and continuity throughout the course. Specific themes provide further organization to the course, along with the consistent attention to contacts among societies that form the core of world history as a field of study.

World History Honors offers motivated students the opportunity to immerse themselves in the processes, which have created the World, as we know it today. WHH is designed to give you an overview of WORLD history, from a regional perspective through a chronological exploration. The focus of WHH will be global – specifically, we wi l l focus our studies on the development of Africa, Asia, Oceania, Europe and the Americas: we will not spend much time on European or US issues, other than to look at how the these regions fit into the rest of the world: this will not be a Eurocentric view of history. WHH is an opportunity for students to “do history” and learn what it means to be an historian. Students will be introduced to the techniques and methods used by historians to analyze historical

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events and evidence. You will read, and by this I mean really read t h e information, to delve for answers. Discussion will be an integral part of this course. When an assignment is given, you are expected to have it completed by the due date: this will ensure that you can participate and contribute to our discussions. Much of what we discover will not be simply found in the textbook: our textbook serves as a base only. Other readings and discovery will be necessary, in order to enable your formation of the best interpretations of the documents, events, people, and regions.

T h i s co u r s e us e s the designation B .C .E. (B e f o r e Common E r a ) an d C . E. Common E r a) t h e s e labels correspond to B .C . (Be f o r e Christ ) a n d A . D. (An n o Domini}.

Course Expectations : Students will complete all assignments on time and participate in classroom activities and discussions as prescribed by the course syllabus and as assigned by the course instructor. Students in WHH will also complete and adhere to the AP Code of Conduct throughout the year. It is better to ask for an extension of time than to borrow a paper from a classmate to get it completed on time. THINK for yourself and complete your own work! The course pacing and content may be adjusted, as necessary. Students will adhere to the classroom teacher‘s rules. M y responsibilities, as your teacher, include instruction of the content and course objectives; assessment of the course content and objectives; evaluation of your work; and enforcing the rules while providing a positive learning environment. Students in WHH are expected to adhere to the contract and work ethic of an Advanced Placement Student. General Course Expectations:

• Successful completion of this Honors/AP course requires approximately six hours of individual study time per week: a little each day is MUCH better than a cram session!

• Homework may be assigned on holidays, long-weekends, and breaks. Summer work will be completed by the first of August.

• Sitting for a mock AP exam prior to the May exam is required [in mid-April] • Completion of the Nationwide AP Exam is required in May – there is a fee for this exam.

Evaluation : There will be an end – of-course test, in January, which will cover the content and concepts of units 1 – 3, as well as the writing strategies/essay formats and application. The course exam is two parts: the first being 75 multiple-choice questions: the second is a series of essays – Document Based/Evidence Based Responses, Comparison and Contrast, and Change and Continuity Over Time. Students wi l l have two days to complete the EOC: one day will be Multiple Choice with the second will be essays.

Grading : This course utilizes percentages to calculate grades:

Summative Assessments: End of Unit 50% ATQP {assessments, tests, quizzes, performance/project tasks, QWAP, TWEDYAOD?,} 30% Classwork {Skills based assignments, etc.} 10% Homework {Schoology Discussions, video notes, etc.} 10%

Grading Scale : The grading scale for Chillicothe High School can be found in the student

handbook: this course is considered a five-point honors course on the grading scale. All grading categories meet the guidelines of the CCSD Board of Education

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I n t h e event o f A N Y a b s e n c e, t h e s t u d e n t shall m a k e arrangements t o locate and complete all missed work. In the event of a school excused activity/absence, I expect the assignment on my desk prior to the missed day, or that class period’s assignment must be submitted immediately upon your return to school. Completion of make-up work {Classwork or tests} IS THE STUDENT’S RESPONSIBILITY! Make-up

work [f o r e x c u s e d a n d u n e x c u s e d a b s e n c e s ] will need to be completed within

the guidelines defined in the student handbook. The grading for make-up work will follow approved district grading and assessment guidelines.

Students will maintain a course notebook to better facilitate their learning experiences in the classroom. Organization is a key tool to success in high school and in this course. You may elect to create a LiveBinder into which you upload your weekly chapter notes and resources as you find them throughout the course. Students will log in to ProgressBook, often, to ensure that all assignments are completed on time and have been submitted, graded, and recorded accurately.

WHH is a course that focuses on multiple perspectives and historical analysis, not simply about memorized facts, dates, places, and events. You MUST read, think about, question, and analyze readings and content. Knowing the w h a t of history leads itself, in fact, to students‘ need to focus on understanding history from a thematic perspective: [CR 2] T h e m e 1: Interaction B e t w e en Humans an d the Environment T h e m e 2: D e v e l o p m e n t and Interaction o f C u l t u r e s T h e m e 3: S t a t e - Building, Expansion, an d Conflict T h e m e 4: Creation, Expansion, an d Interaction o f Economic S y s t e m s

T h e m e 5: D e v e l o p m e n t an d Transformation o f Social S t r u c t u r e s

With this information, students will piece together global patterns over space and time, compare movements, and assess universal standards. What do these revolutions have in common or are they unique? How are they connected? What universal human needs do they meet? Or do they?

WHH will spend a great deal of time teaching writing a n d thinking skills. Students will need to construct arguments for three different types of essays: document based questions [DBQ] require evidence based responses [EBR], change and continuity over time[CCOT], and comparison/contrast [CC]. Each type uses a different set of skills that must be taught, practiced, and used. The focus is on writing a well- constructed, thought-provoking, persuasive, historic essay. For example, the evidence-based essays will require that students identify another point of view not presented or another type of document or documents that would help draw a more complete picture. Techniques we use will include SHOAPSTone + (Subject, Historical Context, Occasion, Audience, Purpose, Speaker, Tone), APPARTSS (Author, Place/Time, Purpose, Argument, Reason, The Main Idea[s], Summary, Significance) PERSIA (Political, Economic, Religious, Social, Intellectual, Artistic), or PIRATES (Political, Intellectual, Religious, Artistic, Technology, Economic, Social) to encourage student analysis. [ C R 4 ]

Another necessary skill is the ability to answer multiple-choice questions, which also require that students think historically. Students will be asked to evaluate the relative strengths of an argument or to interpret information: Pictures, graphs, maps, and artwork will be used in class and in unit tests in an effort to help students become familiar with creating and interpreting these artifacts. [CR 1b]

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If students can think historically, construct an historical argument, and analyze data within an historical viewpoint, they will be most of the way there. Remember this is a survey, overview course that briefly touches on historic events and places over the course of history across the globe.

Course Text and Other Resources: [C R 1 a , b , c ]

Bentley, Jerry and Ziegler, Herbert. Traditions and Encounters: A Global Perspective on the Past, AP Edition, Fifth Edition, 2011. [1a]

Martin, Peggy. 5 Steps to a 5 AP World History. 2 0 1 2 - 201 3 Edition. M c G r a w Hill;

N e w Y o r k. 2011. Important W e b Sites [1 b ]

Grupe, Greg and Grupe, Dixie. “Essay Writer’s Handbook AP World History Test Prep

Booklet” to accompany Traditions and Encounters a Global Perspective on the Past, AP Edition. 2011. [1c]

The Companion Website for our textbook: this area contains map analysis, online multiple-choice practice tests, and other student aids:

AP Central --

Numerous Podcasts exists through ITunes and ITunesU – locate one that best assists you with learning to think, analyze, and store the multitude of facts you will need throughout the year!

MHE: Primary Source Investigator: Traditions and Encounters 5e. McGraw-Hill Higher

Education. Web. 2010.

This resource contains primary source documents, photos of artifacts, maps, charts, and other important data, which students will read and analyze throughout the courses six primary units. Reading lists included on the syllabus are not all inclusive – others may be added and some may be omitted.

Primary S o u r c e s [ C R 1 b ] Specific Documents include, but are not limited to the following:

• Anderson, Bonnie and Judith Zinsser. ―Women and Science • Diamond, Jared. ―The Worst Mistake in the History of the Human Race • Goldstone, Jack. ―Why Europe? • Ebrey, Patricia Buckley. The Cambridge Illustrated History of China . [excerpts] • Hammurabi‘s Code • Christian, D. 2004. Maps of Time: An Introduction to Big History • Shaffer, L. 1994. ―Southernization, Journal of World History, 5/1: 1-21 • Stearns, Peter. ―Why Study History? • Stearns, Peter. ―The Industrial Revolution Outside the West • Toussaint, Eric. ―Globalization from Christopher Columbus and Vasco da Gama

until today • Wright, D. 2010. The World and a Very Small Place in Africa: A History of Globalization in Niumi, the Gambia

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S e c o n d a r y S o u r c e s [ C R 1 c ] • Art – East Asian and European Connections. Berkshire Encyclopedia • The Black Death A Catastrophe in Medieval Europe. Constitutional Rights

Foundation, Winter 2010

• Christian, David. ― This Fleeting World : a s h o r t h i s t o r y o f h u m a n i t y . Berkshire Publishers. 2008

• Commerce and Culture: 500-1500‖ • McNeill, William, etal. Africa in World History [excerpts] • Woods, Ethel. A P * W o r l d H i s t o r y : An Essential Coursebook . 2nd Edition.

Woodyard Publications. 2011

•Indigenous Traditions – Africa.‖ Berkshire Encyclopedia

• Tea and Tea Culture. Berkshire Encyclopedia

Student Supplies : [ t o b e g i n t h e y e a r ] one 1.5” notebook w/ 5-8 dividers -

labels 2 black or blue ink pens [at all times] 24 pack of coloring pencils 12-#2 pencils mechanical or wooden

pencils Composition Book

post-it notes & highlighters

3x5 cards to make flashcards {or Quizlet} a box of Kleenex

loose-leaf college-rule or wide-rule lined paper

WHH students will spend a great deal of time practicing writing and critical thinking skills. Students will need to construct arguments for three different types of essays: analysis using documents [DBQ] {Evidence Based Responses}, change and continuity over time[CCOT], and comparison/contrast [CC]. Each type uses a different set of skills that must be taught and practiced. For example, the document-based essays will require that students identify another point of view not presented or another type of document or documents that would help draw a more complete picture.

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The following historical thinking skills and their components provide an essential framework for learning to think historically

Objective Facts, Concepts, Skills : SWBAT (students will be able to) conduct historic research construct arguments for three different types of essays:

o analysis using documents, evidence based response o change over time, o comparison/contrast.

Identify another point of view, not presented or another type of document or documents that would help draw a more complete picture of the event or concepts being discussed, examined, analyzed.

Utilize techniques to perform historical analysis o SHOAPSTone + (Subject, Historic Connections, Occasion, Audience, Purpose, Speaker, Tone) o APPARTSS + (Author, Place/Time, Prior Knowledge, Audience, Reason, Topic main idea,

Summary, Significance) o PERSIA (Political, Economic, Religious, Social, Intellectual, Artistic) o PIRATES (Political, Intellectual, Religious, Artistic, Technological, Economic, Social)

WHH is divided into three units *(see Course Description/Year at a Glance for the entire course) of instruction, which includes:

Technological and Environmental Transformations to c. 600 B.C.E. 5% Organization and Reorganization of Human Societies c. 600 B.C.E. to c. 600 C.E 15% Regional and Transregional Interactions c. 600 C.E. to c. 1450 C.E. 20%

WHAP will pick up with the following units of instruction in the second semester

Global Interactions c. 1450 to c. 1750 C.E. 20% Industrialization and Global Integration c. 1750 C.E. to c. 1900 C.E. 20% Accelerating Global Change and Realignments c. 1900 C.E. to the Present 20%

AP Exam Practice and Review

Extension Activities following the Exam The % represent the amount of content that will be tested from each unit on the National Exam.

1. Crafting Historical Arguments from Historical Evidence

Historical argumentation Appropriate use of relevant historic evidence

2. Chronological Reasoning Historical causation Patterns of continuity and changes over time

3. Comparison and Contextualization Comparison Contextualization

4, Historical Interpretation and Synthesis Interpretation Synthesis

T h e Five T h e m e s [ C R 2 ]

World History Honors is about multiple perspectives and historical analysis, not about memorized facts, dates, places, and events. Knowing the WHAT of history leads itself in fact, to students‘ need to focus on understanding history from a thematic perspective: [CR 2] World History Honors highlights six overarching themes, which receive approximately equal attention throughout the course: each theme builds on the previous theme[s].

Interactions between Humans and the Environment o Demography and disease, Migration, Patterns of settlement, Technology

Development and Interactions of Cultures o Religion

s; Belief systems, philosophies, and ideologies; Science and technology; The arts and architecture

S t a t e - Building , Expansion , an d Conflict o Political structures and forms of governance; o Empires; Nations and nationalism; Revolts and revolutions; Regional,

trans-regional, and global structures and organizations o Creation, Expansion, an d Interaction of Economic Systems

Agricultural and pastoral production; Trade and commerce; Labor systems; Industrialization; Capitalism and socialism

D e v e l o p m e n t an d Transformation of Social Structures s

Gender roles and relations; o Family and kinship; Racial and ethnic constructions; Social and economic

classes

Multiple-choice questions also require that students think historically. Or, students will be asked to evaluate the relative strengths of an argument or to interpret information. Pictures, graphs, maps, and artwork will be used in class so students become familiar with interpreting these artifacts.

If students can think historically, construct an historical argument, and analyze data within an historical viewpoint, they will be most of the way there. The rest of the way is lined with historical jewels -- some that need to be taught, some that would be nice to know, and still other gems that are best left to other classes. Unit C o v e r a g e an d C a p s t o n e Assignments– E a c h unit/time period contains

practice for the CollegeBoard course requirements 1- 15 * A PowerPoint overview of the themes, objectives, and concepts we will discuss and cover.

* Content coverage from textbook reading and analysis*, a variety of primary sources readings and

evaluation assignments (ranging from active reading, answering basic reading questions, summarization, and/or critical analysis: ie: extended SHOAPSTone+/APPARTS+).

* A web assignment*(for example: Indian Oceans Trade http://www.indianoceanhistory.org/ a webquest)

that encourages critical thinking and discussion of materials/concepts not covered through traditional classroom discussion.

* A review* of the themes presented and discussion of each theme‘s evidence.

* Creation of maps that require analysis of data and transference of information

* A comprehensive exam: multiple-choice and timed-writings (DBQ, CCOT*, and C&C).

* A topic specific ―research component in which students will do in-depth discovery of a specific

concept covered in the unit. (these will be from the list of sub topics which are recommended by CollegeBoard)

* Each unit has weekly theme analysis through QuickWrites, daily TWEDYAOD? [to what extent do you

agree or disagree?] questions/statements that require students to THINK and ANALYZE key topics. Responses should be made in complete thoughts, Thesis style with details and facts to substantiate the response.

* Throughout each unit students will conduct research on subjects and present findings to classmates

through multimedia presentations

G e o g r a p h i c Co n t e x t 8

Students also need basic geographical knowledge in order to understand world history. It is imperative that students KNOW where places are located in relationship to other places on the globe. Some of the analysis questions [Free Response Questions] may rely on student‘s knowledge of a specific geographic region. The two maps that follow give students a starting point for identifying regions and their locations relative to other regions and landforms.

Map 1, AP World History: World Regions — A Big Picture View, identifies five major geographical regions: Africa, the Americas, Asia, Europe, and Oceania. The AP World History Course provides balanced geographical coverage with all five of these regions represented. [CR 1b]

M a p 2 : A P W o r l d H i s t o r y : W o r l d R e g i o n s — A Closer Look, identifies various sub-regions within the five major geographical regions. Geospatial awareness is fundamental knowledge necessary for students to build an understanding of cross-cultural contacts, trade routes, migrations, etc., which constitute the key concepts in WHAP. These maps are a reference point for teachers and students alike. Since geographic naming conventions are not universal, these maps define regions, show the locations of regions, and the names that students will encounter on the WHAP Exam.

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WHH - Key C o n c e p t s : – further details about where each concept is covered is included in each unit‘s overview

Time Period 1: to 600 BCE: Technological and Environmental Transformations o 1.1 Big geography and the peopling of the earth o 1.2 The Neolithic and early agricultural societies o 1.3 The development and interaction of early agricultural, pastoral, and urban societies

Time Period 2: 600 BCE-600 CE: Organization and reorganization of Human Societies (Classical Period)

o 2.1 The development and codification of religious and cultural traditions o 2.2 The development of States and empires o 2.3 The emergence of trans-regional networks of communications and exchange

Time Period 3: 600 CE-1450 CE: Regional and Trans-regional Interactions o 3.1 Expansion and intensification of Communication and exchange networks o 3.2 Continuity and innovation of State forms and their interactions o 3.3 Increased economic productive capacity and its consequences

Throughout each unit students will be practicing the skills of development of strong writing. Each unit requires a CC and CCOT.

Students will continue to practice their skills at interpreting and analyzing primary sources by using them to synthesize information in DBQ essays. After introduction of the concept of the DBQ to the students via lecture, discussion, small group, partner activities, and practice writing thesis statements and structured paragraphs, will write 5-8 DBQ essays that include written and visual sources as well as map, charts, and graphs. [CR 6 & CR 14]

Possible DBQ Topics: [DBQ Topics on which students may write are released DBQ‘s from CB [CR 6, 10, & 14]: these should be written as Evidence Based Responses Agricultural production by the Native Americans and the Ancient Chinese during the

period 500 C.E. – 1000 C.E.

Han/Roman Attitudes toward Technology

Islamic Women‘s Roles

Buddhism in China

Role of Pilgrimages

Early Global Trade

Silver Trade

Age of Exploration

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CHS T E N T A T I V E C o u r s e S c h e d u l e

This is an overview, tentative plan for what will be covered in World History Honors a t C H S f o r t h e 2014-2015 academic year: although I would like to follow this plan, verbatim, this y e a r s ‘ tentative s c h e d u l e is subject to c h a n g e. Plan to read one text chapter per week, as well as a primary source reading for analysis and information.

C o u r s e S c h e d u l e - - Y e a r a t a G l a n c e Unit 1 to 600 BCE : T e c h n o l o g i c a l a n d E n v i r o n m e n t a l T r a n s f o r m a t i o n Key Concepts [CR 3]

* Big Geography and the peopling of the Earth o Archeological evidence indicates that during the Paleolithic era, hunting-

foraging bands of humans gradually migrated from their origin in East Africa to Eurasia, Australia, and the Americas, adapting their technology and cultures to new climate regions.

* Neolithic Revolution and Early Agricultural Societies o Beginning about 10,000 years ago, the Neolithic Revolution led to the

development of new and more complex economic and social systems. o Agriculture and pastoralism began to transform human societies. o Belief systems affected gender roles (such as Buddhism‘s encouragement of a

monastic life or Confucian emphasis on filial piety). * Development and Interactions of early Agricultural, Pastoral, and Urban Societies

o Core and foundational civilizations developed in a variety of geographical and environmental settings where agriculture flourished.

o The first states emerged within core civilizations. o Culture played a significant role in unifying states through laws, language,

literature, religion, myths and monumental art. o The number and size of imperial societies grew dramatically by imposing

political unity on areas where previously there had been competing states. o Empires and states developed new techniques of imperial administration based,

in part, on the success of earlier political forms. o Imperial societies displayed unique social and economic dimensions.

The Roman, Han, Maurya, and Gupta empires created political, cultural and administrative difficulties that they could not manage, which eventually led to their decline, collapse, and transformation into successor empires states.

Topics for Overview include: Prehistoric Societies 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 of Civilization, Activities, and Skill Development Activities and Skills D e v e l o p m e n t Reading each chapter {1 – 8} of the primary textbook, annotate, create Reading

and Thinking Notes, define key vocabulary, and answer critical thinking questions, as well as completion of the online chapter M/C quizzes [CR 1a]

Students will identify and analyze causes and consequences of the Neolithic revolution in the major river valleys as well as in Sub-Saharan Africa and Papua New

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Guinea [CR 5a, 5d, & 11] Analyze – “The Human Spark” [anthropology] and referring to the readings

[secondary] discuss what it means to ―civilize and become Human – Where did the first civilization begin - Africa, Middle East, Asia, or Europe? [CR15]

“Epic of Gilgamesh” – active reading, analysis, and discussion* [CR 15] Based on use of all readings, videos, and classroom notes, students will discuss --

How did Man become agricultural? How did the first cities form? Why did religion originate? What was the origin of communication? How did trade begin? How did civilizations transfer their cultural practices to others? What were the migration patterns for this periodization? [From Foraging to Agricultural and Pastoral Societies] [large group] [CR 15]

o Utilizing the summer assignment map, students will discuss and compare the discovered data [CR15][individual]

o Students will analyze how geography affected the development of political, social, economic, and belief systems in the earliest civilizations in [group] [CR15] Mesopotamia Egypt South Asia East Asia Mesoamerica Andes

o Students will view and discuss ”The Human Spark: Becoming Us.” PBS Video. This is a video about survival, our ancestors vs. Neanderthals and why one survived and flourished while the other became extinct utilizes anthropological and archeological evidence: it also analyzes migration patterns of the first hominids. [Active Notes] and participate in a discussion following the segment. [CR15]

o Students will watch segments 1 & 2 of “Guns, Germs, and Steel” to determine what questions historian‘s are trying to answer. [Active Notes and APPARTS analysis of Jared Diamond][CR15]

o Students may be divided into groups, study the cultures of the areas listed below, and prepare chapter/expert presentations to their classmates utilizing the data from a specified chapter. [CR 12]

Experts: small group exploration of topics – prepare presentations. [CR 4]

• Early Societies in Southwest Asia and Indo-European Migrations • Early African Societies in South Asia • Early Societies in South Asia • Early Society in East Asia • Early Societies in the Americas and Oceania • Early Societies in Persia • Unification of China

All information from the chapters will be gathered through reading, completing a reading/thinking worksheet, and creation of the presentation. Students have the option of preparing a PREZI or PPT for this information. [group]

Students completed two readings as part of their summer assignment, analysis [SHOAPSTone] and share via Schoology. [CR 1c] The two assigned articles are: Stearns, Peter. “Why Study History”; Diamond, Jared. “The Worst Mistake in the History of the Human Race”; during the first week of school student will read an excerpt from This Fleeting World. They will also locate, read, and analyze a fourth scholarly reading, on the time period, and complete the same extended SHOAPSTone analysis. [CR 7, 11, & 15] C l a s s D i s c u s s i o n : How were gender roles changed by the Neolithic Revolution? [individual] [CR 4]

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S e c o n d a r y R e a d i n g s : a l l s e c o n d a r y r e a d i n g s r e q u i r e a c t i v e r e a d i n g , note taking a n d a n a l y s i s [ S H O A P S T o n e or APPARTS + q u e s t i o n s ] [ C R 1b , 1 c , 7 , 8 , 15 ]

Boulding, Elise. “Women and the Agricultural Revolution.” Lerner, Gerda. “The Urban Revolution: Origins of Patriarchy.” Reilly, Kevin. “Cities and Civilization.” Worlds of History: A Comparative Reader

Volume I. p. 32 – 41. Reilly, Kevin. Ed. Thinking Historically – “Gathering, Agricultural, and Urban Societies – 20,000 – 3000 BCE.” and “Thinking about History in Stages.” ―Reflections. Worlds of History: A Comparative Reader Volume I. p 1-2, 26-28. ”The Urban Revolution and Civilization: Mesopotamia and Egypt. 3500-1000 B.C.E.” p. 29 –31.

Unit 2 600 BCE – 600 CE: Organization and Reorganization of Human Societies.

Key Concepts: [CR 3]

Development and Codification of Religious and Cultural Traditions o Codifications and further developments of existing religious traditions provided a

bond among the people and an ethical code to live by. o New belief systems and cultural traditions emerged and spread, often

asserting universal truths. o New belief systems and cultural traditions emerged and spread, often

asserting universal truths. o Artistic expressions, including literature and drama, architecture, and

sculpture, show distinctive cultural developments. (Arts in Classical civilizations)

Development of States and Empires o Empires and states developed new techniques of imperial administration

based, in part, on the success of earlier political forms. o The Roman, Han, Maurya and Gupta empires created political, cultural and

administrative difficulties that they could not manage, which eventually led to their decline, collapse and transformation into successor empires or states.

o The number and size of imperial societies grew dramatically by imposing political unity on areas where previously there had been competing states.

Continuity and Innovation of State Forms and Their Interactions o Empires collapsed and were reconstituted; in some regions new state forms emerged.

Emergence of Trans-regional Networks of Communication and Exchange o Alongside the trade in goods, the exchange of people, technology, religious

and cultural beliefs, food crops, domesticated animals, and disease pathogens developed across far-•flung networks of communication and exchange.

o New technologies facilitated long-•distance communication and exchange. o Land and water routes created trans-regional trade, communication and

exchange networks in the Eastern Hemisphere, while separate networks connected the peoples and societies of the Americas somewhat later.

o The movement of peoples caused environmental and linguistic effects. o Cross-cultural exchanges were fostered by the intensification of existing, or the creation of new, networks of trade and communication.

Increased Economic Productive Capacity and Its Consequences o Despite significant continuities in social structures and in methods of production,

there were also some important changes in labor management and in the effect

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of religious conversion on gender relations and family life. Unit 2 activities continued: Topics for Overview

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

Special Focus: World Religions

Animism focusing on Australasia and Sub-Saharan Africa Judaism and Christianity Hinduism and Buddhism Daoism and Confucianism

Developments in Mesoamerica and Andean South America: Mocha and Maya Bantu Migration and its Impact in Sub-Saharan Africa Transregional Trade: the Silk Road and the Indian Ocean Developments in China – development of imperial structure and Confucian society

Activities and Skill Development Reading chapters 9 - 14 of the primary textbook, annotate, create Reading and

Thinking, Worksheet, define key vocabulary, and answer critical thinking questions as well as completion of the online chapter M/C quizzes [CR 1a]

Write a comparison essay [CR 6,11 & 12] ―Methods of political control in the Classical period. Student choice: select two civilizations from the following – Han China, Mauryan/Gupta India, Imperial Rome, Persian Empire. Write a change and continuity essay [CR 6 & 10] ―Political and Cultural Changes in the Late Classical Period‖ Student choice: China, India, or Rome. Students will create a trade network map for the time period. Networks to

evaluate/analyze: Eastern Hemisphere, Eurasian Silk Roads, Trans-Saharan caravan routes, Indian Ocean sea- lanes, and Mediterranean sea lanes. [map 2] [CR11]

Students will participate in the design of a village following the guidelines in “village game.” Written by Paul Sutliff, MS ED. An Educator's Reference Desk Lesson Plan: Lesson Plan #: AELP-ANH0203. [This is a game that teaches (in a discovery mode) what the essentials were for early civilizations. Students explore scenarios that leaders of growing villages may have had to encounter.] Group Presentations – Each group will research and present information on a

major world religion/belief system examining: [CR 12] Origin Beliefs and Practices Diffusion Impact – regional/world [at the time]

Students will discuss and create a list of the causes and consequences of the decline of the Han, Roman, and Gupta Empires in this time period [CR 9 & 11]

Students will compare Pacific Island trade patterns [http://www.pardeehome.org/Oceania_module.pdf] [CR 5d]

Secondary Readings: a l l s e c o n da r y r e ad i n g s r e q u i r e a c t i v e r e ad i n g , notetaking , a n d a n a l y s i s SHOAPSTone + or APPARTS + format ”Belief Systems Along the Silk Roads.” Asia Society.org.

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”Classical Civilizations : China and Rome 300 B . C . E – 3 0 0 C . E .” Worlds of

History: A Comparative Reader Volume I. p. 108 – 123. ”Climate Change May Have Sparked Civilization.” Environment News Service.

September 7, 2006.. Images of Ancient Egypt. Worlds of History: A Comparative Reader Volume I. p. 58

– 65. Possehl, Gregory L. “H a r r a p a n S t a t e a n d I n d u s C i v i l i z a t i o n .” Berkshire

Encyclopedia . 2 0 1 0 . U n i t 3 600 – 1 4 5 0 : R e g i o n a l a n d T r a n s r e g i o n a l I n t e r a c t i o n s Key Concepts:

Expansion and Intensification of Communication and Exchange Networks o Improved transportation technologies and commercial practices led to an

increased volume of trade, and expanded the geographical range of existing and newly active trade networks.

o Cross-•cultural exchanges were fostered by the intensification of existing, or the creation of new, networks of trade and communication.

o The movement of peoples caused environmental and linguistic effects. * Continuity and Innovation of State forms and their interactions

o Empires collapsed and were reconstituted; in some regions new state forms emerged. o Interregional contacts and conflicts between states and empires encouraged significant technological and cultural transfers, for example between Tang China and the Abbasids, across the Mongol empires and during the Crusades.

Increased economic productivity/capacity and the consequences o Innovations stimulated agricultural and industrial production in many regions. o The fate of cities varied greatly, with periods of significant decline, and with periods

of increased urbanization buoyed by rising productivity and expanding trade networks.

o Despite significant continuities in social structures and in methods of production, there were also some important changes in labor management and In the effect of religious conversion on gender relations and family life.

o European technological developments in cartography and navigation built on previous knowledge developed in the classical, Islamic and Asian worlds, and included the production of new tools (such as the astrolabe or revised maps), innovations in ship designs (such as caravels), and an improved understanding of global wind and currents patterns all of which made transoceanic travel and trade possible.

o Remarkable new transoceanic maritime reconnaissance occurred in this period.

Topics for Overview Include:

Byzantine Empire, Dar-al Islam, and Germanic Europe

Crusades

Sui, Tang, Song, and Ming empires

Delhi Sultanate

The Americas

• The Turkish Empires • Italian City-States • Kingdoms and Empires of Africa • The Mongol Khanates • Trading Networks in the Post- Classical World

Special Focus: Islam and the establishment of Empire Polynesian Migrations Empires in the Americas: Aztecs, and Inca Expansion of Trade in the Indian Ocean – the Swahili Coast of East Africa

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Unit Three {Continued} Activities and Skill Development: Reading chapters 15 – 21 of the primary textbook, annotate, create Reading and

Thinking, Worksheet, define key vocabulary, and answer critical thinking questions as well as completion of the online chapter M/C quizzes [CR 1a]

Comparison [chart] technological level/progression 500 – 1000 [CR 4 & 11] then write an essay

CCOT: student choice: Middle East, South Asia, East Asia, Eastern Europe [CR 6 & 10]

Evaluate [chart] the causes and effects of the Spread of Islam [“Islam: Empire of Faith” PBS Video] [CR 4]

Comparison [Venn] Polynesian and Viking Migrations [CR 4 & 6] Comparison Essay or Chart {tbt} – Effects of Mongol Conquest and Rule on [select

two] Russia, China, Middle East CCOT – essay ―Patterns of Interactions 200 BCE – 1450 CE [CR 4 & 6] Compare and contrast two of the following trading societies during the time period

600-1450CE: Songhai, Mali, Ghana [CR 6 11] Compare and contrast the interaction among or within two of the following

regions during the time period 600-1450 CE: Aztecs, Mayan, Incas [CR 6 & 11] Student Research and presentation: on the topics from Overview and Special Topics for this unit. [CR 12]

View the movie: “Crusades” – History Channel and create a list of issues in Europe

and Middle East in the time period [CR11]

Comparison Chart – Tributary/Labor obligations of Aztec, Inca, and Eastern Europe [CR 11]

Evaluate the photos, maps, and charts found in the Gilbert Article – “Paper Trails: Port Cities in the Classical Era of World History”: Discuss through round-table conversations the importance of trade in the Classical Era; make a prediction regarding the importance of this development in the world : “ w h a t w i l l h a p p e n … ?“ [ C R 1 5 ]

Secondary Readings: a l l s e c o n da r y r e ad i n g s r e q u i r e a c t i v e r e ad i n g , n o t e taking , a n d analysis [ S H O A P S T o n e or APPARTS+ q u e s t i o n s ] [ C R 1b , 1 c , 7 , 8 , 15 ] ”The Black Death: Afro – Eurasia 1346 – 1350.” Worlds of History: A Comparative Reader Volume I. p. 421 - 442 ”Ecology, Technology, and Science: Europe, Asia, Oceania, and Africa, 500 – 1550 C.E.” Worlds of History: A Comparative Reader Volume I. p. 493 – 539. ”Encounters and Conversations: Monks, Merchants, and Monarchs –

Expansion of Salvation Religions, 400 B.C.E – 1400 C.E.” Worlds of History: A Comparative Reader Volume I. p. 221 – 233.

Ghosh, Bobby. “Behind the Sunni-Shi'ite Divide.” TIME . F e b r u a r y 2 2 , 2 0 0 7 . Gilbert, Marc Jason. “Paper Trails: Port Cities in the Classical Era of World History.” World History Connected, 2006. ”Jannissaries.” 5Feb07. ”Medieval Civilizations Europena, Islamic, and Chinese Societies 600 – 1400 C.E.”

Worlds of History: Comparative Reader Volume I. p. 268 – 280. ”The Salt and Iron Debates.” Worlds of History: A Comparative Reader Volume I p. 142 –147. [Following this reading – students will look at the development of resources in other

regions and determine the #1 & #2 contributor to civilization growing there.] ”Southernization” Lynda Shaeffer [with map and analysis questions] ”Women in Classical Societies: India, China, and the Mediterranean 500 B.C.E. – 500 C.E.” Worlds of History: A Comparative Reader Volume I. p. 154 – 163.

Unit content/assignments may vary at the instructor’s discretion.

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Primary Source Notebook Document Analysis Throughout the first semester, students will have the opportunity to develop and enhance their skills at interpreting, summarizing, and analyzing primary source material including documents, maps, charts & graphs, and other visuals. The ability to comprehend and analyze primary sources will be practiced through their summer assignments, and through large & small group discussions following all assigned readings. Individual primary source assignments will be given bi-weekly and students will read, annotate, analyze and summarize following the SHOAPSTone assignment parameters [attached] Following grading/evaluation by the instructor each completed assignment will be placed in their primary source section of their notebook. [CR 8] This skill will be developed throughout the course. The end goal is for students to identify the historic information and then be able to identify the Point of View and discuss how that may influence the writing or artifact.

Analyzing Primary Sources A L W AY S complete a l l of the following steps for your assigned primary source reading assignment[s] – Please type and post on Schoology in the correct folder.

B e f o r e y o u b e g i n t o r e a d , a n a l y z e t h e s p e a k e r / w r i t e r -- complete this step through writing a statement about each of the following: {A LIST is preferred for student responses

S H O A P S T o n e –this is the basis for analysis

S ource – who, gender, age, social status, H i s t o r i c a l C o n t e x t – what else is going on in this period O ccupation – what do they do? [politician, baker, farmer, etc.] A rgument - what is the speaker/author trying to persuade you to believe P urpose –is it a speech, a written communication, an article, a map,

an artistic interpretation? S ubject – what‘s it about T one – angry, happy, persuasive, defeated, etc.

To complete SHOAPSTone, you may need to use your friend GOOGLE, especially for information about the Source/Person. DON’T use Wikipedia!

MLA Citation : Correctly cite the article and locations to which you went for additional information

PL U S Actively read the article … that means underlining, writing notes in the margins, defining terms you do not know in the margins, STOP and THINK about WHAT you are reading. Outline the Article T h e n THINK about what you read to create the following…

→ Article Summary – 5 – 10 sentences that explain – in your own words with a few quotes, what the article‘s point is.

→ Information – a list of facts that you learned from reading this article → I n f e r e n c e s – a list of hypothesis/best guesses about the time period,

people involved, context of the argument/information, etc. → Outside Information – a list of what you know about this time period: important changes occurring, developing territories, important people, concepts, economic development, etc. → W H A P T h e m e s: Into which category does this best fit? There may be some articles that address more than one theme. Make sure to identify all that apply and explain why.

OR COMPLETE

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APPARTS+

Analyzing Documents I. Dissect the article’s information

A u t h o r

Who created the source? What do you know about the author? What is the author‘s point of view?

P l a c e a n d Time

Where and when was the source produced? How might this affect the meaning of the source?

Prior K n o w l e d g e

Beyond information about the author and the context of its creation, what do you know that would help you further understand the primary source? For example, do you recognize any symbols and recall what they represent?

Audience

For whom was the source created and how might this affect the reliability of the source? R e a s o n Why was this source produced at the time it was produced?

T h e Main I d e a

What point is the source trying to convey?

Significance?

Why is this source important? What inferences can you draw from this document? As yourself, ―so what?‖ in relation to the question asked.

Summary

M L A Correct Citation F o r m a t + = Questions to answer: II . Asking Questions , Drawing I n f e r e n c e s The ability to pose good questions is a critical element of historical investigation. Students with the latter skill may then develop the ability to draw inferences beyond the stated text, and formulate hypotheses, based on evidence, that can be tested. The following is an exercise using the Asking Questions/Drawing Inferences strategy: → What interesting facts/characteristics do you notice in the above document? → What questions are raised by this information? → What inferences can be drawn from these questions? → What evidence is there in the documents to support these inferences? → What further questions come to mind? → What insights about this historical period have you gained from this document?

----------------------------------------------------------------------------------------------- When writing history essays always try to cite ― S P E C I F I C H I S T O R I C A L E V I D E N C E . S = Specific H = Historical E = Evidence Documents, pictures, person, political cartoon, key event, places, etc.

Some of the sources used for these exercises include: secondary readings which require active reading, n o t e taking and analysis {four examples follow: [ SHOAPSTone+/APPARTS + q u e s t i o n s ] [ C R 1 b , 8 , 1 5 ]

Christian, David. Excerpts from This Fleeting World: “Acceleration: The Agrarian Era.” Christian, David. Excerpts from This Fleeting World: “Beginnings: The Era of Foragers.” Joyce, Christopher. “Food for Thought: Meat-Based Diet Made Us Smarter.”

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“Climate Change May Have Sparked Civilization.” Environment News Service. Essay Writing : Development of writing skills in the three essay categories is a crucial component of WHAP. Students will utilize the techniques and tips recommended by Greg and Dixie Grupe: Essay Writer’s Handbook AP WORLD History Practice Test Booklet to accompany Traditions and Encounters a A Global Perspective on the Past, AP Edition. Students in WHH and WHAP will also employ/learn other essay writing strategies throughout both courses. Essay strategies will be a weekly focus. Students will practice Thesis development through agreement or refutation of ToWhatExtentDoYouAgreeOrDisagree and QuickWrites focused on the unit focus topics and themes. [CR 1, 3, & 4] [individual]

Classroom Expectations/Behavior: It is expected that you will follow CHS Building Rules at all times: many of those are included in the following set of behavior guidelines. Students will adhere to the classroom teacher’s rules that include:

1. Come to class on time (in your seat working on the Bellringer when the bell rings) and p r e pa r e d t o w o r k : BRING your textbook, notebook, paper, pencils/pens, and homework to each class, unless I tell you differently.

2. E l e c t r o n i c D e v i c e s – This is still a fairly new rule…let‘s see if you can make it work

– devices MAY be used during class w h e n I assign it, so, if we are taking notes, working in small groups to research a topic, etc. Otherwise – place your phone in your backpack or in the phone basket if you find it too distracting. This includes IPad, IPhone, IPod, Laptop, any and all digital devices!}

3. When you miss class, find out what we did! {A study partner/group is a GREAT idea!}

Remember…missing one day of class is like missing two – a 72 minute period means we will cover much ground each day! Use Schoology to your advantage! ASK via email for assistance!! I am here to help you be successful!

4. N o food o r soda/tea/juice (candy, suckers, chips, cookies, etc.) are permitted I will ask

you to throw it away….

5. I do allow water, and encourage you to drink it, especially since it will be hot for the first few weeks of school, and again toward the end of the year. Keeping your body hydrated will help your brain focus and learn….

6. Act Polite and Mature at all times to each other and to me.

7. L i s t e n when others are talking: talk when it is your turn

8. ALL student rules and regulations in our student handbook will be enforced daily: this

includes but isn‘t limited to dress-code, attendance, hall passes, etc.

9. REMEMBER, you are also expected to adhere to the AP Honor Code to which you

acknowledged parameters in June.

My responsibilities include teaching and enforcing the rules, instruction of the course objectives, content, and skills; as well as assessment of your abilities as learners of the content evaluation of your daily work and summative assessments, and providing a positive learning environment.

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CHS WORLD HISTORY ADVANCED PLACEMENT COURSE

Syllabus Acknowledgement Signatures After you have reviewed the preceding packet of information with your parent(s)/guardian(s), please sign this sheet and return it by Wednesday, January 21st. Student Name: {Please Print}: Student Signature: Date: Parent Name: {Please Print}: Student Signature:

Best Contact email and phone number

Classroom Expectations/Behavior: It is expected that you will follow CHS Building Rules at all times: many of those are included in the following set of behavior guidelines. Students will adhere to the classroom teacher’s rules that include:

1. Come to class on time (in your seat working on the Bellringer when the bell rings) and p r e pa r e d t o w o r k : BRING your textbook, notebook, paper, pencils/pens, and homework to each class, unless I tell you differently.

2. E l e c t r o n i c D e v i c e s – This is still a fairly new rule…let‘s see if you can make it work

– devices MAY be used during class w h e n I assign it, so, if we are taking notes, working in small groups to research a topic, etc. Otherwise – place your phone in your backpack or in the phone basket if you find it too distracting. This includes IPad, IPhone, IPod, Laptop, any and all digital devices!}

3. When you miss class, find out what we did! {A study partner/group is a GREAT idea!}

Remember…missing one day of class is like missing two – a 72 minute period means we will cover much ground each day! Use Schoology to your advantage! ASK via email for assistance!! I am here to help you be successful!

4. N o food o r soda/tea/juice (candy, suckers, chips, cookies, etc.) are permitted I will ask

you to throw it away….

5. I do allow water, and encourage you to drink it, especially since it will be hot for the first few weeks of school, and again toward the end of the year. Keeping your body hydrated will help your brain focus and learn….

6. Act Polite and Mature at all times to each other and to me.

7. L i s t e n when others are talking: talk when it is your turn

8. ALL student rules and regulations in our student handbook will be enforced daily: this

includes but isn‘t limited to dress-code, attendance, hall passes, etc.

9. REMEMBER, you are also expected to adhere to the AP Honor Code to which you

acknowledged parameters in June.

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