Grade 10 AP World History Term One

Transcription

1 Grade 0 AP World History Term One Interest Packet!! of

2 Term Introduction: World history explores the human past, around the globe, to help us understand the world we live in today. It seeks to identify how major forces have developed over time, like patterns of migration or world trade. It explores the cultures and political institutions of different regions, to help explain commonalities and differences. World history builds on a growing amount of historical scholarship, some of which has truly altered the picture of the past. It involves a rich array of stories and examples of human variety. It helps develop skills that are vital not just to the history classroom, but to effectively operate in a global society. We will learn how to compare different societies, appreciate various viewpoints, identify big changes and continuities in the human experience. Always remember that no one society, past or present, can be understood without reference to other societies, and to larger global forces. The present can not be grasped without a sense of the global historical record. (Stearns, 006) Topic(s) Overview:. Early Humans Societies: Origins and development. The Neolithic Revolution and Gathers. The Rise of Civilizations in the Middle East and Africa. Asia s First Civilization: India and China. The Classical Period: Uniting Large Regions. Unification and the Consolidation of Civilization in China 5. Classical Civilizations in the Eastern Mediterranean and Middle East 6. Religious Rivalries and India s Golden Age 7. Rome and Its Empire 8. The Peoples and Civilizations of the Americas 9. The Spread of Civilizations and the Movement of People (Africa, Nomadic, Indo-European) 0. The End of the Classical Era: World History in Transition Essential Questions:. During the Palaeolithic Era, how did hunting-foraging bands of humans migrate from their origin in East Africa to Eurasia, Australia, and the Americas?. How did the Neolithic Revolution lead to the development of new and more complex economic and social systems?. In what ways did agriculture and pastoralism transform human societies?. Where did prominent civilizations exist and how were the similar and different from each other? 5. How did the first states emerge? 6. What role did culture play in unifying these states? 7. How significant was codification for human society? 8. Describe new belief systems and cultural traditions that emerged during this period. 9. How did these new belief systems affect gender roles in society? 0. What other religious and cultural traditions help shape the lives of people during this time period?. How did art, literature, drama, and architecture assist in the cultural developments of societies?. List and describe in detail how a number of key states grew and imposed their political unity on areas around them.. How did empires and states organize their control over their territory?. What social and economical developments occurred in Afro-Eurasia and Americas? 5. What led to the collapse of the Roman, Han, Persian, Mauryan, and Gupta Empires? 6. Explain how land and water routes became the basis for transregional trade, communication, and exchange in the Eastern Hemisphere. 7. Describe the new technologies that assisted in long-distance communication and exchange during this time period.!! of

3 8. What were the significant consequences and effects in the trade of goods, the exchange of people, technology, religious beliefs, food crops, and domesticated animals? Skills List: RH.0.. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. RH.0.. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. RH.0.. Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science. WH.0. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. WH.0.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology s capacity to link to other information and to display information flexibly and dynamically. SL.0.. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9 0 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. SL.0.. Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. SL.0.5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. Reference Materials: Course Textbook: Stearns, Peter N. World Civilizations: The Global Experience. 6th Edition. Upper Saddle River, NJ: Longman, 0. Primary Sources: Textual: Andrea, Alfred. The Human Record: Sources of Global History, Vol. I & II. Boston, MA: Wadsworth, 0. Visual: Hollingsworth, M. Art in World History Volume I & II. M.E. Sharpe, 005. The majority of images for analysis will stem from the textbook, primary sources, and the internet. Quantitative: Tables and graphs in Christian, D. Maps of Time: An Introduction to Big History. University of California Press, 0. Lesson Overview:. Introduction to Grade 0 AP World History Goal: To go over the expectations for Gr.0 AP World History Class Topics: Class routines, Term One Outline, Student Responsibilities Materials: Notebooks, pens & pencils, Textbook, and a smile ;)!! of

4 8000 B.C.E to 600 B.C.E. Chapter : The Neolithic Revolution & the Birth of Civilization Goal: To understand human life in the Era of hunters and gatherers Topics: hunters & gatherers, Neolithic Revolution, and The First Towns. Materials: timeline & maps handout, paper, laptops, rulers, color pencils, primary and secondary resources. Chapter : The Rise of Civilization in the Middle East & Africa Goal: To identify & compare how different civilizations evolved Topics: Mesopotamia, Ancient Egypt, Civilization Centers in Africa & the East Mediterranean Materials: timeline & maps handout, paper, laptops, rulers, color pencils, primary and secondary resources, world atlas. 600 B.C.E to 600 C.E.. Chapter : Asia s First Civilizations: India & China Goal: to analyze and understand different civilizations that developed in south Asia and China. Topics: The Indus Valley, Early Aryan Society, the Beginnings of China, and the Decline of Shang and the Era of Zhou. Materials: maps, timeline, world atlas, primary and secondary resources, internet. 5. Chapter : Unification and the Consolidation of Civilization in China Goal: to focus on the conditions that gave rise to confucianism as well as Legalism, Daoism, and Buddhism. Topics: Philosophical Remedies, Qin and the Imperial Unity, The Han Dynasty Materials: maps of china (internet), timeline, primary and secondary resources. 6. Chapter 5: Classical Civilizations in the Eastern Mediterranean & Middle East Goal: to explore the rich history of the Greeks and Persians and their military might. Topics: The Persian Empire, Classical Greece, Patterns of Mediterranean and Middle Eastern Society. Material: greek drama examples, maps, timelines, PBS videos, internet. 7. Chapter 6: Religious Rivalries Goals: explore the widespread social change and inequality as the social norm Topics: The Age of Brahman Dominance, Era of Widespread Social Change, the Gupta Age, Caste and Gender Inequities. Materials: maps, timeline, internet, primary and secondary resources. 8. Chapter 7: Rome and Its Empire Goals: Understand how Rome established balanced political institutions and how they engaged in territorial expansion. Topics: the Roman Republic, How Rome Ruled, Rome s Economic Structure, Origins of Christianity, the Decline of Rome. Materials: videos, maps, timeline, internet, primary and secondary resources, book: The Rise and Fall of the Roman Empire. 9. Chapter 8: The Peoples and Civilizations of the Americas Goals: Explore the origins of the American Societies Topics: Origins of American Societies, Spread of Mesoamerica, and The Peoples to the North. Materials: maps, timeline, internet, primary and secondary resources.!! of

5 0. Chapter 9: The Spread of Civilization & the Movement of Peoples Goals: Explore the spread of civilization in Africa and Japan Topics: Spread of Civilization in Africa, Nomadic Societies & Indo-European Migrations, Spread of Chinese Civilization to Japan, the Societies of Polynesia, Materials: maps, world atlas, timeline, internet, primary and secondary resources.. Chapter 0: The End of the Classical Era: C.E. Goals: To analyze the changes and decline of civilizations in Asia, north Africa, and the Mediterranean. Topics: Upheavals in Eastern & Southern Asia, The Decline and Fall of the Roman Empire, and The Spread of World Religions. Materials: videos, maps, timeline, internet, primary and secondary resources. Assessment & Projects: Grading Summary: Assessment Value Participation - Timeline projects 5% Mapping projects 5% Historical Portfolio 0% Mini Lesson Quizzes 5% Essay/Project 5% Participation: Participation makes up zero percent of your grade for each term. You should expect to behave and perform well in class without being given a grade. Paying attention and being actively involved in class will greatly improve your learning and scores in the other assessments. So it is to your advantage to give and do your best in each and every class in order to be successful. Timeline Projects: You will use evidence and your own historical judgment to choose events that you then argue are the most significant for a global pattern in world history (e.g., the impact of technology and demography on people and the environment). You will be assessed on your ability to correctly place events in time as well as evaluate how they link the events to the larger global pattern. Details will be discussed in class and an assessment rubric given out. Mapping Projects: Mapping projects will allow students to make spatial connections between different regions. Students will create an annotated map of a particular region (such as Africa or Asia) or of the world. Details will be discussed in class and an assessment rubric given out. Historical Portfolio: The historical portfolio is designed to assess individual growth and improvement in historical thinking and writing throughout this course. You will be responsible for all course readings and filling in all!! 5 of

6 worksheets associated with the readings. The portfolio is a living document, which you will be adding all finished work to as you progress through this course. Details about and how it will be assessed will be discussed in class. Mini Lesson Quizzes: End of lesson quizzes will be assigned the day after a lesson finishes. You will be told one day in advance to prepare for the quiz. Schedule for the quizzes To Be Determined. Essay/Project (optional): Students will be given the option of completing an essay or project near the end of each term (assignment). Details of the essay or project will be given out two weeks prior to the due date. Expansion Pack: For those who like reading more or would like to learn more about other views on the world s history World History, 7th Edition by Duiker & Spielvogel Ways of the World: A Global History by Strayer A History of the World in Maps by Jerry Brotton, 0 Worlds of History, Volume One: to 550: A Comparative Reader by Kevin Reilly Worlds of History, Volume Two: Since: 00: A Comparative Reader by Kevin Reily Documents in World History, Vol. I, 850~, Pearson Prentice Hall 005 Documents in World History, Vol. II, Since 500~, Pearson Prentice Hall 005 The Decline and Fall of the Roman Empire, Edward Gibbon, Wordsworth Edition Ltd., 998 The Lives of the Noble Grecians and Romans, Plutarch, Wordsworth Edition Ltd., 998 Histories, Herodotus, Wordsworth Edition Ltd., 996 War & Peace, Leo Tolstoy, Wordsworth Edition Ltd., 99 The Iliad, Homer, Wordsworth Edition Ltd., 00 The Odyssey, Homer, Wordsworth Edition Ltd., 00 The Aeneid, Virgil, Wordsworth Edition Ltd., 997 The Sorrows of Empire, Chalmers Johnson, Henry Holt & CO., 005 The Chinese Century, O. Shenkar, Wharton School Publishing, 005 The Broken Spears: The Aztec Account of the Conquest of Mexico, Leon-Portilla, Miguel Buddha: A Story of Enlightenment, Chopra, Deepak Cod: A Biography of the Fish that Changed the World, Kurlansky, Mark Collapse: How Societies Choose to Fail or Succeed, Diamond, Jared Cortes and Montezuma, Collis, Maurice Cows, Pigs, Wars, and Witches: The Riddles of Culture, Harris, Marvin The Death Of Woman Wang, Spence, Jonathan D. Genghis Khan and the Making of the Modern World, Weatherford, Jack Gilgamesh: A Verse Narrative, Mason, Herbert Guns, Germs, and Steel: The Fates of Human Societies, Diamond, Jared Gunpowder: Alchemy, Bombards, and Pyrotechnics, Kelly, Jack Mapping the Silk Road and Beyond, Nebenzahl, Kenneth The Murder of King Tut, Patterson, James The Ottoman Centuries, Lord Kinross Salt: A World History, Kurlansky, Mark Siddhartha, Hesse, Hermann!! 6 of

7 Timeline Rubric: Student Name: Date: Category Quality of content Included events are important and interesting. No major details are excluded. Most of the included events are important or interesting. One or two major events may be missing. Some events included are trivial, and major events are missing. Many major events are excluded, and too many trivial events are included. Quantity of facts The timeline contains at least 8 0 events related to the topic being studied. The timeline contains at least 6 7 events related to the topic being studied. The timeline contains at least 5 events related to the topic being studied. The timeline contains fewer than 5 events. Accuracy of content Facts are accurate for all events reported on the timeline. Facts are accurate for almost all events reported on the timeline. Facts are accurate for most (~75%) of the events reported on the timeline. Facts are often inaccurate for events reported on the timeline. Sequence of content Events are placed in proper order. Almost all events are placed in proper order. Almost all events are placed in proper order. Most events are incorrectly placed on the timeline. Dates An accurate, complete date has been included for each event. An accurate, complete date has been included for almost every event. An accurate date has been included for almost every event. Dates are inaccurate or missing for several events. Sentence fluency Events are clearly described using accurate and vivid language. Events are described well, but language is sometimes vague or inaccurate. Events are not described well and language is often vague or inaccurate. Events are described using vague language or inaccurate information. Mechanics Punctuation, spelling and capitalization were checked by another student and are correct throughout. Punctuation, spelling and capitalization were checked by another student and are mostly correct. Punctuation, spelling, and capitalization are mostly correct, but were not checked by another student. There are many punctuation, spelling, and capitalization errors.!! 7 of

8 Mapping Project Rubric: Student Name: Date: Category Distinguished Mastery Partial Mastery Novice Quality of content All labels and symbols are included and are spelled and placed carefully and accurately; Additional places not requested are placed on the map. Correct colours for labels are used. -5 labels and/or symbols * missing * misspelled * placed inaccurately a few colours for labels are used incorrectly 6-8 labels and/or symbols * missing * misspelled * placed inaccurately a few colours for labels are used incorrectly. 9 or more labels and/or symbols * missing * misspelled * placed inaccurately a few colours for labels are used incorrectly. Quantity of visuals Very colourfully and clean looking; required areas are coloured correctly, neatly, smoothly, and completely; labels are neat and very easy to read; proper pens, pencils, etc. are utilized. Some color; not as clean or colourful; labels are fairly neat and somewhat easy to read; not all proper pens, pencils, etc are utilized. Limited use of colour; labels are somewhat difficult to read; proper materials not utilized; labels are somewhat difficult to read. Very little colour; labels are very difficult to read; messy. Accuracy of map elements and content Includes clearly labeled title; key; compass rose; date; lines of latitude and longitude (if required). Included most standard map elements; most are accurate and easy to read. Missing several standard map elements. Missing most standard map elements.!! 8 of

9 Historical Portfolio Rubric: Student Name: Date: Course Content: The content of demonstrated that the student has thought critically about the course subject matter as described in the term(s) syllabus. 6 Strongly 5 Strongly The contents of demonstrate that, during the course, the student has encountered global perspectives (i.e. those perspectives that are not exclusively devoted to western culture). 6 Strongly 5 Strongly Communication: The contents of demonstrate that the student has drafted papers before final copies were submitted. 6 Strongly 5 Strongly The contents of demonstrates that the student has made oral presentations in class. 6 Strongly 5 Strongly Collaboration: The contents of demonstrate that during the course the student has had experience working in groups. 6 Strongly 5 Strongly!! 9 of

10 Overall Portfolio Score: demonstrate superior work in the class. demonstrate very good work in the class. demonstrate average work in the class. demonstrate below average work in the class. demonstrate work that is at a level of near failure in the class. demonstrate work that is at a level of failure in the class.!! 0 of

11 Due Dates: Dates:. Aug. 6-9 ( classes). Sept. - ( classes). Sept. - ( classes). Sept. 5-9 (5 classes) 5. Sept. - 5 (.5 classes) 6. Sept. 9 - Oct. ( classes) 7. Oct. 6-0 (5 classes) 8. Oct - 7 (Oct. 5 PSAT) (5 classes) 9. Oct 0 (End of Term ) (one class). Sept.. Sept.. Sept. 5. Sept. 7 Gr. 0 AP WH (M-T-W) What is due?. Read Ch. - Stearns Read Ch. - Andrea. Timeline project I. Mini Quiz I. Mapping Project I. Sept.. Essay/Project I. Sept. 9. Oct.. Oct. 6. Oct. 8. Read Ch. -0 Stearns Read Ch. -8 Andrea. Timeline II. Quiz II. Mapping Project II. Oct.. Essay/Project II. Oct. 0. Historical Portfolio Note: In order to contribute to the class and to your fellow classmates knowledge, students should keep up to date with all the readings, and try to finish the readings well before the due date.!! of