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AP World History II

10th Grade AP World History II
Mr. Brady

Lincoln Southwest High School
tbrady@lps.org

The purpose of the AP World History 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. The course highlights the nature of changes in international frameworks and their causes and consequences, as well as comparisons among major societies. The course 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.

College world history courses vary considerably in the approach used, the chronological framework chosen, the content covered, the themes selected, and the analytical skills emphasized. The material that follows describes the choices the AP World History Development Committee has made to create the course and exam. These choices themselves are compatible with a variety of college-level curricular approaches.

The course will cover the period from approximately 8000 B.C.E. to the present, with the period 8000 B.C.E. to 600 C.E. serving as the foundation for the balance of the course. An outline of the periodization for the course with associated percentages for suggested course content is listed below:

Foundations: c. 8000 B.C.E.-600 C.E. (19-20%)
600 C.E.-1450 (22%)
1450-1750 (19-20%)
1750-1914 (19-20%)
1914-Present (19-20%)

Current Event News Sites:
Al Jazeera
BBC
CNN
Fox News
MSNBC
Journal Star

Term Quiz Schedule
Week 1
Quiz 1 ()
Quiz 2 ()
Week 2
Quiz 3 ()
Wed. AP Test Prep #1 @ 3:15pm

Quiz 4 ()

Fri. AP Test Prep #1 @ 7:30am
Week 3
Quiz 5 ()
Wed. AP Test Prep #2 @ 3:15pm

Quiz 6 ()
Fri. AP Test Prep #2 @ 7:30am

Week 4
Quiz 7 (*)
Quiz 8 ()
Wed. AP Test Prep #3 @ 3:15pm

Quiz 9 ()
Fri. AP Test Prep #3 @ 7:30am

Week 5
Quiz 10 (*)
MIDTERM
Quiz 11 (*)

Rest TBD
Week 6
Quiz 12 ()
Quiz 13 ()
Wed. AP Test Prep #4 @ 3:15pm

Quiz 14 ()
Fri. AP Test Prep #4 @ 7:30am

Week 7
Quiz 15 ()
Quiz 16 ()
Week 8
Quiz 17 ()
Quiz 18 ()
Quiz 19 ()
Week 9
Quiz 20 ()
FINAL EXAM

Daily Notes/Assignments
AP World History Syllabus
Classroom Rules

AP World History Packet
Movie/Video Permission Form
Industrial Revolution Breakout Groups
Socialism & Communism PPT
European Changing Lives PPT
AP Latin American Revolutions Worksheet
AP Nationalism Activity
Simulation Break-Down
Imperialism Simulation Packet

Imperialism Simulation Proposal Form
WWI PowerPoint

AP World History II Midterm Study Guide

Causes fo WWII Video
Causes of WWII Video Sheet
Rise of Dictators Comparison Chart
Swing Kids Movie Review
WWII Timeline
AP Holocaust Research
Lindbergh Quotes

Rise of Japan PPT
Rise of Japan PPT Notes
War in the Pacific PPT
War in the Pacific PPT Notes

AP World History II DBQ 2
AP Modern Times Research
AP World History II Final Study Guide

 

 

 

 

AP World History Syllabus

Textbook:
We will be using A History of World Societies by McKay, Hill, Buckler, and Ebrey as the main textbook.

Requirements:
1) Read A History of World Societies as assigned.
2) Read: You must read and supplemental handouts, and be prepared to discuss them in discussion.
3) Exams: Exams will be non-cumulative covering information from the textbook, lectures, and any handouts or videos/documentaries viewed.
4) Various individual and group projects and activities: There will be projects and small group activities daily, participation not only helps facilitate learning, but it is required.
5) Assigned Current Events: Each student will be responsible for providing a current event for class discussion (as assigned throughout the term).
6) Research Project: The research project will reflect research into an historical event or person (discussed with the teacher on an individual group basis). The project will be further explained in subsequent handouts.
7) Class Presentation: You will be expected to present your project to the class (10 minutes in length). This will be explained in subsequent handouts.

Classroom Conduct:
1) Respect Other Opinions: There will be a tremendous amount of group discussion and small group work; without respect these (and other activities) would be impossible. Every person in the classroom is entitled to have his/her opinion(s) heard in a safe environment, free from ridicule. You may not agree with someone?s opinion, but please respect his/her right to be heard!
2) Be on time to class: We will be starting off class time with a question of the day and current events; both designed to get you thinking about the information we will be discussing that day. Attendance is required and will be taken daily. If you arrive late make sure you have a signed pass. You will not be allowed to go back for a pass.
3) Participation is expected: I have designed classroom activities and informative sessions to coincide to better help the learner grasp the material; without participation the learning process is greatly hindered and you might find yourself trailing behind others in academic success.
4) Report a bad day: Everybody has bad days; it?s going to happen! If you are having a particularly bad day please inform me. If I am aware of this fact I can modify my teaching to accommodate the situation. Please don?t wait until I call on you for an answer or assign you to a small group activity before you let me know (either directly a.k.a. telling me, or indirectly a.k.a. having a verbal altercation with me or another fellow student).
5) A day planner is needed to leave the classroom.
6) Required materials are expected to be brought daily; including a pen, #2 pencil, text(s), and your notebook.
7) Makeup Work is the responsibility of the student. You will be given the same days to make up the work as you missed.
8) Academic dishonesty will not be tolerated. Students are responsible for completing their own work. Any violation will follow the Social Studies Department cheating/plagiarism policy.

Grading Policy:
We will be following the same grading scale as the rest of the social studies department. A=90-100%, B+=85-89%, B=80-84%, C+=75-79%, C=70-74%, D+=65-69%, D=60-64%, F=0% Cheating on tests or individual assignments will not be tolerated, and we will follow the LSW policy that is posted on the front board.

Tests/Quizzes:
Tests and quizzes will be given periodically to ascertain the progress of the student. The tests/quizzes will be graded according to the Social Studies Department grading scale.

Extra Credit:
There will be opportunities presented throughout the term for extra credit at my discretion.

Make - Up Work:
It is your responsibility to inquire about any work missed. If you will be missing school for a school organized event see me prior to the absence to inform me; once informed we can work together to make sure you have the covered material or assignment. Failure to complete the missed work will result in a lower grade. Any exceptional circumstances will be dealt with on an individual basis. Once again, homework and assignments will be posted on the class website.

Late Work:
Late assignments will always be accepted, but will be penalized. Assignments two weeks past their due date will not be accepted. Exceptional cases will be dealt with on an individual basis.

Attendance Policy:
A student will be allowed 3 absences per term before being placed on a non-credit status. All absences will be included in this total with the exception of school activities and parent-excused absences (communication with attendance office must be made within two days). We will follow the Southwest attendance policy listed in your student planner.

The consequences for absences are as follows:
1st absence: Student-teacher conference
2nd absence: A letter will be sent home from the office alerting the parent/guardian of the attendance situation.
4th absence: When a student has four absences recorded in any class, they will be placed on non-credit status. A student may appeal for credit in a class where they have accumulated four or more absences, and are receiving a passing grade. Appeal forms are available in the attendance office and must be submitted for consideration on the last Wednesday of each term during which the absence occurred.

Tardies:
Students are expected to be on time to all classes. Students who arrive late to class will need to fill out a tardy slip, which may be found near the door. The consequences are as follows:
1st tardy: Fill out a tardy slip and discuss why I was late with my teacher.
2nd tardy: Fill out a tardy slip, discuss why I was late with my teacher, and parents will be notified.
3rd tardy: Fill out a tardy slip, discuss why I was late with my teacher, parents will be notified, and I will be referred to the appropriate administrator.


Tentative Schedule:
Foundations: c. 8000 B.C.E.-600 C.E.
Major Developments
1. Locating world history in the environment and time

A. Environment
1. Geography and climate: Interaction of geography and climate with the development of human society
2. Demography: Major population changes resulting from human and environmental factors
B. Time
1. Periodization in early human history
2. Nature and causes of changes associated with the time span
3. Continuities and breaks within the time span
C. Diverse Interpretations
1. What are the issues involved in using "civilization" as an organizing principle in world history?
2. What is the most common source of change: connection or diffusion versus independent invention?
2. Developing agriculture and technology
A. Agricultural, pastoral, and foraging societies, and their demographic characteristics (Include Africa, the Americas, and Southeast Asia.)
B. Emergence of agriculture and technological change
C. Nature of village settlements
D. Impact of agriculture on the environment
E. Introduction of key stages of metal use
3. Basic features of early civilizations in different environments: culture, state, and social structure
A. Mesopotamia
B. Egypt
C. Indus
D. Shang
E. Mesoamerica and Andean South America
(Students should be able to compare two of the early civilizations above.)

4. Classical civilizations
A. Major political developments in China, India, and the Mediterranean
B. Social and gender structures
C. Major trading patterns within and among Classical civilizations; contacts with adjacent regions
D. Arts, sciences, and technology
5. Major belief systems
A. Basic features of major world belief systems prior to 600 C.E. and where each belief system applied by 600 C.E.
B. Polytheism
C. Hinduism
D. Judaism
E. Confucianism
F. Daoism
G. Buddhism
H. Christianity
6. Late Classical period (200 C.E.-600 C.E.)
A. Collapse of empires (Han China, loss of western portion of the Roman Empire, Gupta)
B. Movements of peoples (Huns, Germans)
C. Interregional networks by 600 C.E.: Trade and religious diffusion

600 C.E.-1450
Major Developments
1. Questions of periodization

A. Nature and causes of changes in the world history framework leading up to 600 C.E. √ 1450 as a period
B. Emergence of new empires and political systems
C. Continuities and breaks within the period (e.g., the impact of the Mongols on international contacts and on specific societies)
2. The Islamic world
A. The rise and role of Dar al-Islam as a unifying cultural and economic force in Eurasia and Africa
B. Islamic political structures, notably the caliphate
C. Arts, sciences, and technologies
3. Interregional networks and contacts
A. Development and shifts in interregional trade, technology, and cultural exchange
B. Trans-Sahara trade
C. Indian Ocean trade
D. Silk routes
E. Missionary outreach of major religions
F. Contacts between major religions, e.g., Islam and Buddhism, Christianity and Islam
G. Impact of the Mongol empires
4. China's internal and external expansion
A. The importance of the Tang and Song economic revolutions and the initiatives of the early Ming dynasty
B. Chinese influence on surrounding areas and its limits
5. Developments in Europe
A. Restructuring of European economic, social, and political institutions
B. The division of Christendom into eastern and western Christian cultures
6. Social, cultural, economic, and political patterns in the Amerindian world
A. Maya
B. Aztec
C. Inca
7. Demographic and environmental changes
A. Impact of nomadic migrations on Afro-Eurasia and the Americas (e.g., Aztecs, Mongols, Turks, Vikings, and Arabs)
B. Migration of agricultural peoples (e.g., Bantu migrations, European peoples to east/central Europe)
C. Consequences of plague pandemics in the fourteenth century
D. Growth and role of cities
8. Diverse interpretations
A. What are the issues involved in using cultural areas rather than states as units of analysis?
B. What are the sources of change: nomadic migrations versus urban growth?
C. Was there a world economic network in this period?
D. Were there common patterns in the new opportunities available to and constraints placed on elite women in this period?

1450-1750
Major Developments
1. Questions of periodization

A. Continuities and breaks, causes of changes from the previous period and within this period
2. Changes in trade, technology, and global interactions
3. Knowledge of major empires and other political units and social systems

A. Ottoman, China, Portugal, Spain, Russia, France, England, Tokugawa, Mughal, characteristics of African empires in general but knowing one (Kongo, Benin, Oyo, or Songhay) as illustrative
B. Gender and empire (including the role of women in households and in politics)
4. Slave systems and slave trade
5. Demographic and environmental changes: diseases, animals, new crops, and comparative population trends
6. Cultural and intellectual developments
A. Scientific Revolution and the Enlightenment
B. Comparative global causes and impacts of cultural change
C. Changes and continuities in Confucianism
D. Major developments and exchanges in the arts (e.g., Mughal)
7. Diverse interpretations
A. What are the debates about the timing and extent of European predominance in the world economy?
B. How does the world economic system of this period compare with the world economic network of the previous period?

1750-1914
Major Developments
1. Questions of periodization

A. Continuities and breaks, causes of changes from the previous period and within this period
2. Changes in global commerce, communications, and technology
A. Changes in patterns of world trade
B. Industrial Revolution (transformative effects on and differential timing in different societies; mutual relation of industrial and scientific developments; commonalities)
3. Demographic and environmental changes (migrations, end of the Atlantic slave trade, new birthrate patterns, food supply)
4. Changes in social and gender structure (Industrial Revolution; commercial and demographic developments; emancipation of serfs/slaves; and tension between work patterns and ideas about gender)

5. Political revolutions and independence movements; new political ideas
A. Latin American independence movements
B. Revolutions (United States, France, Haiti, Mexico, China)
C. Rise of nationalism, nation-states, and movements of political reform
D. Overlaps between nations and empires
E. Rise of democracy and its limitations: reform; women; racism
6. Rise of Western dominance (economic, political, social, cultural and artistic, patterns of expansion; imperialism and colonialism) and different cultural and political reactions (reform; resistance; rebellion; racism; nationalism)
A. Impact of changing European ideologies on colonial administrations
7. Diverse interpretations
A. What are the debates over the utility of modernization theory as a framework for interpreting events in this period and the next?
B. What are the debates about the causes of serf and slave emancipation in this period and how do these debates fit into broader comparisons of labor systems?
C. What are the debates over the nature of women's roles in this period and how do these debates apply to industrialized areas and how do they apply in colonial societies?

1914-Present
Major Developments
1. Questions of periodization

A. Continuities and breaks, causes of changes from the previous period and within this period
2. The World Wars, the Holocaust, the Cold War, nuclear weaponry, international organizations, and their impact on the global framework (globalization of diplomacy and conflict; global balance of power; reduction of European influence; the League of Nations, the United Nations, the Non-Aligned Nations, etc.)
3. New patterns of nationalism (the interwar years; decolonization; racism, genocide; new nationalisms, including the breakup of the Soviet Union)
4. Impact of major global economic developments (the Great Depression; technology; Pacific Rim; multinational corporations)
5. New forces of revolution and other sources of political innovations
6. Social reform and social revolution (changing gender roles; family structures; rise of feminism; peasant protest; international Marxism)
7. Globalization of science, technology, and culture

A. Developments in global cultures and regional reactions, including science and consumer culture
B. Interactions between elite and popular culture and art
C. Patterns of resistance including religious responses
8. Demographic and environmental changes (migrations; changes in birthrates and death rates; new forms of urbanization; deforestation; green/environmental movements)
9. Diverse interpretations
A. Is cultural convergence or diversity the best model for understanding increased intercultural contact in the twentieth century?
B. What are the advantages and disadvantages of using units of analysis in the twentieth century, such as the nation, the world, the West, and the Third World?