Doris R. Dant - Education

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Doris R. Dant 4069 JKHB Brigham Young University Provo, UT 84602 801-422-4707 Education 1997, M.S. Brigham Young University Major: Educational Psychology, Counseling and Guidance Track 1972, M.A. Brigham Young University Fellowships (summer, fall, and winter), 1967–69 Major: American Literature Minor: Linguistics Certified to teach in junior college 1966, B.A. Brigham Young University Full-tuition scholarships, 1963–66.

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• Workbook
• Difficulty
• Faculty
• Exposé
• Student
• Series
• Léonard
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Informations

• Publié par: romek
• Nombre de lectures: 21
• Langue: English

Extrait

Course Description

AP World History

The purpose of the AP World History course is to develop greater understanding of the development of global processes and contacts, in interaction with different types of human societies. This understanding is advanced through a combination of factual knowledge and 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 AP World History course offers motivated students and their teachers the opportunity to immerse themselves in the processes that, over time, have resulted in the knitting of the world into a tightly integrated whole. AP World History offers an approach that lets students “do history” by guiding them through the steps a historian would take in analyzing historical events and evidence worldwide. The course offers balanced global coverage with Africa, the Americas, Asia, and Europe each represented.

Many entries in this syllabus are excerpted from the College Board’s Acorn Book for World History:

College Credit

Each college or university decides which AP Examination grades it will accept for credit. Almost all colleges and universities in the United States, Canada, and Europe, take part in the AP program, most institutions accept grades of “3” and above.

Text and Resources th Bulliet, Richard et.al.The Earth and Its Peoples: A Global Historyed. Boston:, 4 Houghton Mifflin, 2008.

Student resources for textbook available at:http://college.hmco.com/students

Andrea, Al and Overfield, James.The Human Record: Sources of Global History, 2 vols.,Boston: Houghton Mifflin, 2008.5th ed.

Rand McNally Historical Atlas of the World(2003) Other supplemental texts, articles, and materials will also be used throughout the year to produce assignments, essays, and document-based questions.(DBQs).

Expectations ·Always come to class prepared ·Have a desire to learn ·Be prepared to participate ·Keep a well organized notebook ·Exhibit integrity, honor, and character ·Assume responsibility for makeup work ·Read consistently ·Analyze information – don’t just memorize it

Evaluation A: 90-100 B: 80-89  C: 73-79 D: 70-72 (Note: a factor of 1.05 will be used in determining nine weeks grade;  i.e., 88 x 1.05 = 92)  Grading Breakdown:  Tests and Essays – 60%  Quizzes and Current Events Notebook–25% Daily Assignments and Reading Quizzes-15% Projects will count aa a test grade or quiz grade depending on the amount of work required. Themes This course is based on a global perspective of the world and human interactions from 8000 B.C.E. to present day, using the six themes outlined in theAP World History Course Descriptionconsistently throughout the course.

1.

Patterns and impacts ofinteractionamong major societies: trade, war, diplomacy, and international organizations.

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3.

4.

5.

6.

The relationship ofchange and continuityacross the world history periods covered in this course.

Impact oftechnology, economics, and demographyon people and the environment (population growth and decline, disease, manufacturing, migrations, agriculture, weaponry).

Systems ofsocial structure and gender structure(comparing major features within and among societies and assessing change).

Cultural,intellectual,andreligiousdevelopmentsandinteractionsamong and within societies.

Changes infunctions and structures of statesand in attitudes toward states and political identities (political culture), including the emergence of nation-state (types of political organization).

The themes are used throughout the course as unifying threads, helping students to put what is particular about each period or society into a larger framework. The themes also provide ways to make comparisons over time. The interaction of themes and periodization encourage cross-period questions.

Habits of Mind or Skills The AP World History course addresses habits of mind or skills in two categories: 1) those addressed by any rigorous history course, and 2) those addressed by a World History course.

Four Habits of Mind are in the first category: • Constructing and evaluating arguments: using evidence to make plausible arguments.

• Using documents and other primary data: developing the skills necessary to analyze point of view, context, and bias, and to understand and interpret information.

•

Developing the ability to assess issues of change and continuity over time.

• Enhancing the capacity to handle diversity of interpretations through analysis of context, bias, and frame of reference.

Three Habits of Mind are in the second category: • Seeing global patterns over time and space while also acquiring the ability to connect local developments to global ones and to move through levels of generalizations from the global to the particular.

• Developing the ability to compare within and among societies, including comparing societies' reactions to global processes.

• Developing the ability to assess claims of universal standards yet remaining aware of human commonalities and differences; putting culturally diverse ideas and values in historical context, not suspending judgment but developing understanding.

AP Examination

The AP World History Examination is given in May of each school year. It assesses habits of mind as well as content. For instance, in the multiple-choice section, maps, graphs, artwork, and quotations are used to determine student’s ability to assess primary data, while some questions focus on evaluating arguments, handling diversity of interpretation and drawing comparisons among societies, making generalizations and understanding historical context. In the essay section of the examination, the document-based question (DBQ) focuses on assessing student’s ability to construct arguments; use primary documents; analyze point of view, context and bias; and understand the global context. The remaining two essay questions focus on global patterns over time and space and comparisons within and among societies. Chronological Boundaries of the Course The course will have as its chronological framework the period from approximately 8000BCE to the present as listed in the periodization outline below.

Foundations (8000BCE – 600CE) 600- 1450 1450- 1750 1750- 1914 1914 - the present

Manageable Coverage

19-20% 22% 19-20% 19-20%  19-20%

For each time period, knowledge of major developments that illustrate or link the six thematic areas and of major civilizations in Asia, Africa, Europe, and the Americas is expected. Knowledge of year-to-year political events is not required.

Maximum Percentage Coverage of European History

Coverage of European history does not exceed 30% of the total course. This encourages increased coverage of topics that are important to Europe in the world and not just to Europe itself, as well as attention to areas of the world outside Europe.

Outside Readings and Resources used in the course:

2002 AP World History Released Exam (College Board) 2003–2006 AP World History Essay Questions, Rubrics and Student Samples (AP Central) CNN’s MillenniumVHS(Turner Home Entertainment, 1999) Cracking the AP World History Exam: Student Study Guide(Princeton Review, 2004). DBQ Practice: AP-Style Document-Based Questions to Help Students Prepare for the World History Examination, Williams, ed., (Social Studies School Services, 2004)

*Guns, Germs and Steelby Diamond (Norton, 1999)

Guns, Germs and Steelby Diamond (DVD 2005)

*Genghis Khan and the Making of the Modern Worldby Weatherford (Three Rivers Press, 2005)

*King Leopold’s Ghostby Hochschild (Mariner, 1999)

*My Name is Redby Pamuk (Vintage, 2002)

*Nectar in a Sieveby Markandaya ( Signet Classic, 2002) Norton Anthology of World Masterpieces(1997) Rand McNally Historical Atlas of the World(2003)

*Samarkandby Maalouf (Interlink Publishing Group, 1998)

*Sophie’s World: A Novel About the History of Philosophyby Gaardner, (Berkley Press, 1996)

*Things Fall Apartby Achebe (Anchor, 1994)

The Silk RoadDVD Collection (Central Park Media ,2002)

nd *The World That Trade CreatedEdition 2005)by Pomeranz and Topik (A.E. Sharpe, 2 *When China Ruled the Seasby Levathes (Oxford University Press, 1996) *Denotes use as summer reading assignment. Students are required to choose one non-fiction and one fiction book to read over the summer. Students prepare a report on each of the books read. Assignments are due the first week of school.

Essays/Test Tests and quizzes cover information from the readings, handouts, and lectures and are usually in multiple-choice format. The multiple-choice questions are taken from test banks and are also teacher generated.

At the beginning of the school year the essays are take-home assignments. Later, more practice with in-class essay assignments using questions in the style of the AP World History Exam will be provided, as well as the AP Exam free-response questions posted ® on AP Central . Usually, tests are given at the end of each unit.

Homework/Notebook Students keep a spiral-bound notebook devoted exclusively to history, as well as a binder for handouts. They take lecture notes and outline notes on the textbook chapters to process the information. Students will keep a notebook for current events. Each week they choose a news article and connect the story with a theme in the course by writing comments in their notebook. Notebooks are collected periodically, and they are graded at the end of each nine weeks.

Class Participation Participation is a crucial part of the class. Students are expected to fully participate in Socratic Seminars, group projects presentations and daily discussion.

Semester One

Course Outline Introductions to AP World History ·Syllabus power point ·Assignments due on Summer Reading ·Historiography ·Using primary sources and Writing for AP World History ·Geography and Map Activities

Student Activities: Practice work with primary sources, map quiz.

Unit I: Foundations, 8,000 B.C.E. – 600 C.E. (5 weeks) Focus: What is “civilization?” Does change come about by diffusion or independent invention? Topics: ·Developing Agriculture ·Basic features of early civilization: Mesopotamia, Egypt, Indus, Shang; Mesoamerican and Andean ·Major Belief Systems: Hinduism, Buddhism, Judaism, Christianity, Confucianism, and Daoism; polytheism and shamanism. ·Classical Civilizations of Greece, Rome, China, and India to include migration of the Huns, and Germanic tribes ·Late classical period: Collapse of empires, interregional networks: trading systems, migrations, and the spread of belief systems Activities to include but not limited to: Student created annotated timeline for Unit I., early civilization and beliefs systems timed writings, and current events journal or notebook, and Unit I Test.

Supplemental Readings:The Human Record: Sources of Global History,and through http://college.hmco.com/history/world/bulliet/earth_peoples/2e/students/primary/index.ht ml The Epic of Gilgamesh: A Great Flood The Judgments of Hammurabi The Mandate of Heaven: The Classic of History The Analects A Dead Sea Scroll: The Essenes: Manual of Discipline A Geocentric Explanation: The Earth Must Be Stationary Existence The Odyssey The Upanishads The Buddha, Setting in Motion the Wheel of the Law Apologia Ecclesiastical History

Unit II. More Connections, Urbanization, and Imperial Expansions 600-1450 C.E. (7 weeks) Focus:Did changes occur because of nomadic migration or urban growth? Was their a global economic network during this time period?

Topics: ·The Islamic World, the Crusades, and Schism in Christianity

· · · ·

·

Silk Road trade networks, Chinese model and urbanization Compare European and Japanese feudalism, Vikings Mongols across Eurasia and urban destruction in Southwest Asia, Black Death Bantu and Polynesian migrations, Great Zimbabwe and Mayan empires and urbanization; Aztec and Incan empires and urbanization Ming Treasure Ships and Indian Ocean trade networks

Activities to include but not limited to:Continuation of Current Events Notebook,questions over theDVDThe Silk Road, timed mini-DBQs on Crusades, the Silk Road, and Comparative Essay on Feudalism, Socratic Seminar, Unit II Test.

Supplemental Readings:The Human Record: Sources of Global History,and through http://college.hmco.com/history/world/bulliet/earth_peoples/2e/students/primary/i ndex.html The Qur’an: Call for Jihad The Life of the Messenger of God Frank-land: An Islamic View of the West The Smoothed Path Book of Travels Chronicles of Japan The Pillow Book Chronicles of the Grand Pacification The Old Tang History Lives of Nuns The Merits of the Turks and of the Imperial Army as a Whole Travels On Buildings and the Secret History Annals Ethiopian Royal Chronicle The Book of Gods and Rites A Description of Foreign Peoples Letter to Changchun Description of the World The Overall Survey of the Ocean’s Shores

Unit III. Encounters and Change 1450-1750 C.E. Chapters 16-20(4 weeks) Focus:To what degree did the economy of Europe dominate the world during this time period?

Topics: ·in Western Europe and the Scientific Revolution and“So uthernization” Renaissance, Change-Reformation and Counter Reformation ·Reconquista, Portuguese in Morocco, West Africa, Spanish in the Americas ·Portuguese in Indian Ocean trade networks, Manila galleons and Ming Silver Trade ·LabT—ehArfcinazitaionoftheSroetsyismhtnAtentlaWicldor Americas(slave trade, plantation economies, resistance to slavery); Labor systems in the Russian Empire and resistance to serfdom ·Expansion of Global Economy and Absolutism: Ottoman, Safavid, Mughal, Bourbons, Tokugawa, and Romanov ·Effects of the Atlantic Slave Trade on demography in West Africa, resistance to the Atlantic slave trade, and expansion of Islam in Sub- Saharan Africa

Activities to include but not limited to:Continuation of Current Events Notebook, Renaissance Art Research Project, and Socratic Seminar. DBQs: Encounters, Comparing labor systems, Change Over Time Essay: Changes in trade patterns from 1000-1750; Unit III Test.

Supplemental Readings:The Human Record: Sources of Global History,and through http://college.hmco.com/history/world/bulliet/earth_peoples/2e/students/primary/i ndex.html Book of the Family No More Precious Treasure Is on the Earth Than a Gentle Wife who Longs for Honor “Unyoked is the Best? Happy the woman with a Man” Letter to the Grand Duchess of Christina The Portuguese in West Africa Letters to the King of Portugal Columbus Announces his Discovery Encomienda Records from Nestalpa Two Letters of Charles V History and Description of Africa Martin Luther, Table Talk The Council of Trent and Catholic Reformation An Eyewitness Describes the Slave Trade in Guinea An African Slave Relates His First Impressions Upon Boarding a Slave Ship

Exam Review and Semester Exam

Second Semester

Unit IV. Industrialization, Modernization, and Reactions 1750-1914 C.E. (6 weeks) Focus:How did the influence of Industrialization spread throughout the world? How did the rights of individuals change during this period? How and with whom did the idea that western civilization was superior to other civilizations originate? Topics: ·Enlightenment, John Locke, American, French, Haitian, and Latin American Revolutions, Napoleon ·British Industrial Revolution and De-Industrialization of India and Egypt ·Imperialism and Industrialization ·Nationalism and Modernization ·Anti-Slavery, Suffrage, Labor, and Anti-Imperialist movements as Reactions to Industrialization and Modernization ·Chinese, Mexican, and Russian Revolutions as Reactions to Industrialization and Modernization

Activities to include but not limited to:Continuation of Current Events Notebook, DBQs: Change Over Time Essay Imperialism, Comparative Essay on Nationalism. Comparisons of Industrialization in Europe versus Japan, charts comparing: political revolutions, reactions to foreign domination, women in Europe of different classes. Students will answer questions from selected portions of the DVD Guns, Germs and Steel and Unit Test.

Supplemental Readings:The Human Record: Sources of Global History,and through http://college.hmco.com/history/world/bulliet/earth_peoples/2e/students/primary/i ndex.html Treatise on Toleration The Wealth of Nations Peter the Great, Edicts of Decrees On Corruption of Morals in Russia English Bill of Rights Common Sense The Declaration of Independence Cahier of the Third Estate of the City of Paris

Declaration of the Rights of Man and of Citizen The Jamaica Letter The Mexican View of the War The Book of Viziers and Governors Edict on Trade with Great Britain A Secret Plan of Government Testimony Before Parliamentary Committees on Working Conditions in England Self Help and Thrift The Communist Manifesto On the Origin of Species and The Descent of Man Speech before the French National Assembly Royal Niger Company, Standard Treaty Announcement to the Arabs, Sons of Qahtan The Azamgarb Proclamation

Unit V. Permanent Globalization and Reactions 1914-present (7 weeks) Focus:To what degree have the rights of individuals and the state replaced the rights of the society? How have conflict and change influenced migration patterns internally and globally? Did international organizations bring about change?

Topics: ·World War I, Total War and Reactions to the Fourteen Points ·Rise of Consumerism and Internationalization of Culture ·World War Two and Forced Migration ·United Nations and De-Colonization ·Cold War, Imperialism, and the End of the Cold War

Activities to include but not limited to:Continuation of Current Events Notebook, DBQs: Change Over Time in Attitudes Towards Political Structures, Map Test on Colonization since 1500, Comparison of Decolonization in Africa versus India, role of women in revolutions, effects of World Wars on areas outside Europe, nationalist movements. Socratic Seminar on Consumerism, Unit V Test.

Supplemental Readings:The Human Record: Sources of Global History,and through http://college.hmco.com/history/world/bulliet/earth_peoples/2e/students/primary/i ndex.html The Fourteen Points