Grade 10 AP World History Term One -...

Mr.RinikerGrade10APWorldHistoryTermOne 2016-2017

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Grade 10 AP World History Term One


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Term Introduction: There are five themes that form the arteries of the AP World History course, these themes are as follows:

Ø Theme 1: Interaction Between Humans and the Environment Ø Theme 2: Development and Interaction of Cultures Ø Theme 3: State Building, Expansion, and Conflict Ø Theme 4: Creation, Expansion, and Interaction of Economic Systems Ø Theme 5: Development and transformation of Social Structures

Within each theme there are Learning Objectives that specify expectations for your performance on the

AP World History Exam. For Theme 1, for example, you will learn to “Explain how early humans used tools and technologies to establish communities” and “Analyze the environmental causes and effects of industrialization.” As well as other Learning Objectives, Notice the different-colored text, as you read the textbook you will notice the colors correspond to the Themes they support.

AP World History will focus primarily on societies based in cities and surrounding farmland, called urban-based complex societies or civilizations. You will learn how to compare societies in terms of certain core characteristics: their cities, complex institutions (such as government bureaucracies, armies, and religious hierarchies), multi-layered social structures, record keeping abilities and technologies and organized long distant trading relationships. Key Concepts of Periods 1 & 2 (Chronological): 1.1 Big Geography and the Peopling of the Earth 1.2 The Neolithic Revolution and Early Agricultural Societies 1.3 The Development & Interactions of Early Agricultural, Pastoral and Urban Societies 2.1 The Development and Codification of Religious & Cultural Traditions 2.2 The Development of States and Empires 2.3 Emergence of Interregional Networks of Communication and Exchange

Essential Questions: You must answer these questions as we progress through each term. You must type your answers using GOOGLE DOCS. You will then print your answers and submit them with your historical portfolio at the end of the term 1. What caused early humans to migrate from their places of origin? Consider what geographers call the

push-pull factors 2. Explain the similarities and differences between the economics and social structures of the hunting and

gathering peoples and urban-based societies. 3. How did technological developments, in both forager societies and urban-based societies, help humans

adapt to different environments and regions? 4. Describe the general characteristics of urban-based societies. Why is each characteristic necessary? 5. Compare the political, social, and religious structures/institutions of early river civilizations. 6. What circumstances incited peaceful or conflict-ridden relations between pastoralists and urban-based

societies? 7. What effects did pastoralism & agriculture have on the food supply? 8. What were the long-term demographic, social, political, and economic effects of the Neolithic

Revolution? How did pastoral societies resemble or differ from early agricultural societies? 9. What are the views on gender roles among each of the world religions/philosophies? 10. Where did the earliest civilizations develop, and why did they develop in those locations?


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11. What techniques were used by imperial states to control vast parcels of land and diverse, multi-ethnic populations?

12. How did social and gender identities develop pre-600 BCE? 13. Cite reasons for the collapse of empires. What are some of the internal and external issues and

problems? 14. How did the transregional trade routes contribute to development? Who and what moved along the

routes? What were some of the significant consequences of networks and exchanges? 15. What is a ‘civilization,’ and what are the defining characteristics of a civilization? How did civilizations

develop and grow more complex before 600 B.C.E.? What were the effects of this increasing complexity?

Skills List: RH.10.1. Cite specific textual evidence to support analysis of primary and secondary sources, attending such features as the date and origin of the information. RH.10.2. 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.10.4. 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.10.2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. WH.10.3 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

WH.10.5. 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 display information flexibly and dynamically. WH.10.9 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. SL.10.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with divers partners on grades 9-10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. SL.10.4. 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.10.5. Make strategic use of digital media (e.g., textual, geographical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. HT.10.2 Students analyze how change happens at different rates at different times; understand that some aspects can change while others remain the same; and understand that change is complicated and affects not only technology and politics but also values and beliefs. HT.10.3 Students use a variety of maps and documents to interpret human movement, including major patterns of domestic and international migration, changing environmental preferences and settlement patterns, the frictions that develop between population groups, and the diffusion of ideas, technological innovations, and goods.


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Skills Chart: Students when you feel confident in your skills/abilities, please take a moment to explain how you reached these goals.

Skill: ___________ � Explanation: Skill: ___________ � Explanation: Skill: ___________ � Explanation:

Skill: ___________ � Explanation: Skill: ___________ � Explanation:

Skill: ___________ � Explanation: Skill: ___________ � Explanation: Skill: ___________ � Explanation: Skill: ___________ � Explanation:

Skill: ___________ � Explanation:




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Reference Materials: Course Textbook: • Bentley, Jerry H. Traditions & Encounters: A Global Perspective on the Past. 6th AP Updated Edition.

New York, NY: McGraw-Hill, 2017 Primary Sources: • Textual: Alfred, Andrea. The Human Record: Sources of Global History, Vol. I & II. Boston, MA:

Wadsworth, 2012th Edition. Upper Saddle River, NJ: Longman, 2011 • Visual: Hollingsworth, M. Art in World History Volume I & II. M.E. Sharpe, 2005. 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, 2011

Lesson Overview:

Class: 1 Introduction to Grade 10 AP World History Students Should

Be Able To: Develop & Discuss class rules, expectations, requirements of the course

Topics: Class routines, Term one outline, Student responsibilities, Overview of the course Materials Notebooks, pens/pencils, textbook, and laptop

Class: 2-3 Chapters 1 – 2 (Period 1: 3500 – 500 B.C.E.) 5% of AP Test

Students Should Be Able To:

Contextualize relationships between technology & humans, compare social and economic structures and analyze cultural artifacts. Understand the similarities and differences of mono and polytheism.

Topics: Evolution of Homo Sapiens, Paleolithic society, Neolithic era, transition to agriculture, quest for order, complex societies, Mesopotamia

Materials Notebooks, pens/pencils, textbook, maps, rulers, colored pencils and laptop

Class: 3-4 Chapters 3 – 4 (Period 1: 3500 – 500 B.C.E.) 5% of AP Test Students Should

Be Able To: Understand common features of “civilizations”, analyze the Bantu civilization and discern why order is needed for society.

Topics: Early Agricultural society in Africa, Bantu people, Formation of Complex Societies, Harappan Society, Migrations in Indo-Europe, Religions of the Vedic Age

Materials Notebooks, pens/pencils, textbook, maps, rulers, colored pencils and laptop

Class: 5 Chapters 5 – 6 (Period 1: 3500 – 500 B.C.E.) 5% of AP Test Students Should

Be Able To: Synthesize relationships and interactions between nomadic/pastoralist peoples on the central Asian Steppes & Understand the role of ancestor worship. Understand similarities and differences in the developments of societies in the Americas & Afro-Eurasia

Topics: Political Organization in Early China, Family, writing and cultural developments of China. Early societies of Mesoamerica South America & Oceania

Materials Notebooks, pens/pencils, textbook, vides, handouts and laptop


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Class: 6-8 Chapter 7 (Period 2: 500 B.C.E. – 500 C.E.) 15% of AP Test Students Should

Be Able To: Understand the beliefs of Zoroastrianism and its influence on Christianity and Islam. Contextualize the advancements of the Persian Empire and techniques for using administrative intuitions and understand the decline and fall of the Persians’

Topics: The Persian Empires, Imperial Society and Economy, Religions of Salvation in Classical Persian Society

Materials Notebooks, pens/pencils, textbook, videos and laptop

Class: 9-11 Chapters 8 – 9 (Period 2: 500 B.C.E. – 500 C.E.) 15% of AP Test Students Should

Be Able To: Compare & Contrast the Qin and Han Empires and the internal/eternal factors that led to their eventual collapse. Synthesize Confucian philosophy and its implication on Chinese Society. Understand the roots and spread of Buddhism along with the Mauryan & Gupta

Topics: The Unification of China, Political and Social Order, Economic Disparity Empires of Classical India, Economic and Social Distinctions Religions of Classical India

Materials Notebooks, pens/pencils, textbook, videos, primary sources, essays and laptop


Be Able To: Analyze distinctive features of Greek Arts and philosophies, consider political/social data and analyze Greek “democracy” Compare and contrast the role of city-states & colonies.

Topics: Early Development of Greek Society, Greece and the Larger World, The cultural life of Classical Greece, Fruits of Trade: Greek Economy and Society

Materials Notebooks, pens/pencils, textbook, videos, primary/secondary sources and laptop


Be Able To: Analyze the extent of which Greek culture influence Roman culture. Analyze the collapse of the Roman Empire. Compare Persian and Roman empires use of control over political and social classes. Understand the impact of Christianity on the Roman people.

Topics: From Kingdom to Republic, From Republic to Empire, Economy and Society in the Roman Mediterranean, The Cosmopolitan Mediterranean

Materials Notebooks, pens/pencils, textbook, videos, primary/secondary sources and laptop


Be Able To: Explain why the Han and Roman Empires collapsed around the same time, analyze how the spread of religions was related to the travel of merchants and Compare and Contrast the reasons for the fall of the Han and Roman Empires

Topics: Long-Distance Trade & the Silk Roads Network, Cultural & Biological Exchanges along the Silk Roads, China after the Han Dynasty, Collapse of the Western Roman Empire

Materials Notebooks, pens/pencils, textbook, videos and laptop

Class: 21-24 Projects & Writing (DBQ, Long & Short Essay) 60% of AP Test Students Should

Be Able To: Understand the importance of writing for the AP Exam, develop and discuss essays in groups and individually to share in class. Students should be able to use time in class to finish and outstanding work or projects

Topics: AP writing changes, DBQ’s Long and Short Essays Materials Notebooks, pens/pencils, textbook, and laptop


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Assessment Summary: Assessment Value

Progression Checklist 10% Timeline project 15% Mapping project 15%

Mini Lesson Quizzes 15% Historical Portfolio 20%

Essays 25% Participation: Participation makes up zero percent of your grade for each term, students undertaking the vast amount of work and struggles of the AP course are held to high academic standards and are expected to participate in class activities. Students in this course will find that it is in their best interest to maintain a high degree of participation throughout the year in order to succeed. Progression Checklist Students are expected to complete work as they advance through this course, sometimes their work, such as Cornell notes, study guides, and essays are subjective and unique to the individual and cannot be graded based on a set rubric or content. Instead students will receive a grade based on their ability to stay current with their work and meet all deadlines. 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 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 the portfolio 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: Writing makes up 60% of the AP Exam and is a vital asset for students to learn and grow as critical thinkers. Students will complete multiple long and short essays throughout each term in order to hone their writing skills. Details of each essay will be given during class and will relate to the subject matter being studied.


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Expansion Pack: For those who like reading more or would like to learn more about other views on the world’s history… World Hisory, 7th Edition by Duiker & Spielvogel Ways of the World: A Global History by Strayer A History of the World in 12 Maps by Jerry Brotton 2013 Worlds of History, Volume One: to 1550: A Comparative Reader by Kevin Reilly Worlds of History, Volume Two: Since: 1400: A Comparative Reader by Kevin Reilly Documents in World History Vol. I, 1850, Pearson Prentice Hall 2005 Documents in World History Vol. II, Since 1500, Pearson Prentice Hall 2005 The Decline and Fall of the Roman Empire, Edward Gibbon, Wordsworth Edition Ltd., 1998 The Lives of the Noble Grecians and Romans, Plutarch, Wordsworth Edition Ltd., 1998 Histories, Herodotus, Wordsworth Edition Ltd., 1996 War & Peace, Leo Tolstoy, Wordsworth Edition Ltd., 1993 The Iliad, Homer, Wordsworth Edition Ltd., 2003 The Odyssey, Homer, Wordsworth Edition Ltd., 2002 The Aeneid, Virgil, Wordsworth Edition Ltd., 1997 The Sorrows of Empire, Chalmers Johnson, Henry Holt & CO., 2005 The Chinese Century, O. Shenkar, Wharton School Publishing, 2005 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 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 Ottoman Centuries, Lord Kinross Salt: A World History, Kurlansky, Mark Siddhartha, Hesse, Hermann


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Timeline Rubric: Name: _________________________ Date: _________________________

Category 4 3 2 1

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 8-10 events related to

the topic being studied.

The time line 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.


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Mapping Project Rubric: Name: _________________________ Date: _________________________

Category Distinguished 4

Mastery 3

Partial Mastery 2

Novice 1

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 colors for

labels are used

1-5 labels and/or symbols are

missing, misspelled,

misplaced and label colors are used incorrectly

6-8 labels and/or symbols are



9 or more labels and/or symbols are



Quantity of visuals

Very colorful and clean looking;

required areas are colored 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 colorful; labels are fairly

neat and somewhat easy to read; not all proper pens, pencils, etc are

utilized.

Limited use of color; labels are

somewhat difficult to read; proper materials not

utilized; labels are somewhat difficult

to read.

Very little color 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.


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Historical Portfolio Rubric Your World History portfolio should demonstrate that you have mastered the standards and concepts studied during the Term. Your portfolio should show that you are able to connect specific details of an era to the larger fabric of history and thus see patterns in history. Format: 3 ring binder Points: 100 points/20% of your Term 1 Grade Contents:

1. Illustrated cover o Name, date, teacher, class o Title: title should refer to the thread, theme or major concept covered throughout the term. o Visual illustration or metaphor for that thread, theme or concept studied during the term

2. Introduction and table of contents o Paragraph introducing portfolio: explain cover art and how you've grown as a critical thinker. o On that same page include a table of contents (include page numbers)

3. Completed Social Studies Standards & Benchmarks Checklist (this is located in your Term Assignment)

4. Proof of mastery of five of the content standards (this is the meat of your portfolio) o Choose five of the Standards from your Standards & Benchmarks List. Prove that you have mastered these

standards by including work you've done. Suggested ways to show mastery: § Work samples, class work, student handouts, etc… § Create a new document about that standard (visual elements, Venn diagram, quotes, and

explanations.) o Write a short reflection on each standard explaining why the work samples prove mastery of the standard.

5. Completed projects from the term or a picture of the project (Maps, Timelines etc…)

6. Threads through History (this is all of your completed classwork and homework from the Term) o Make sure to include all evidence from the portfolio contents handout

§ Includes all classwork, homework, handouts, chapter questions, etc…

Assessment Criteria

Contents Excellent + Adequate √ Below Standard - Cover

Intro, table of contents

q Cover has all identification info, including title and subtitle, cover has a visually appealing and original metaphor which makes sense

q Intro paragraph clearly explains metaphor for theme, thread, or concept through history and explains how the student has grown as a thinker—shows reflection,

q Table of contents is complete & easy to follow

q Cover has most ID info, cover’s visual metaphor is neat/somewhat appealing but not original

q Intro paragraph shows some understanding of threads, theme, concept in history, but may lack some focus, explains student’s growth,

q Table of contents is organized but incomplete

q Cover is missing some ID info (title? Subtitle? Name? Period? Date? Teacher’s name?), cover’s visual metaphor is missing, or unrelated to a thread, theme, concept in history

q Intro paragraph is hard to follow, may not include thread through history, may vaguely explain student growth,

q Table of content is confusing

Standards & Benchmarks

Checklist

q Standards Checklist is complete q Proof (work samples) clearly

demonstrates, understanding of skills and mastery of content

q Checklist is complete (but not thorough)

q Proof shows some mastery

q Incomplete checklist q Little or no proof- what proof is

there doesn’t show mastery and is confusing

Proof of

mastery of 5 standards

q Excellent work samples for five standards, samples fit the standard and clearly demonstrate mastery

q Reflection paragraphs on each standard clearly explains how work samples show mastery

q Work samples for 4 standards

q Work samples match standard and show mastery, reflection is there but be vague or lack convincing details

q Work samples are missing or of poor quality

q Work samples may be unrelated to standard selected, reflections are vague, only a sentence or two long, incomplete or may be missing

Threads through History

q Questions are answered thoroughly and show historical thinking

q Dynamic writing, thought provoking

q Some historically accurate evidence, but may rely on repetition rather than convincing examples

q Well written, few errors

q Threads are confusing or missing, lacks accurate examples of thought or analysis of content

q Weak writing—poor organization, many errors

Aesthetics

q Organized and visually appealing

q Organized

q Disorganized and lacks visual

appeal Additional Comments:


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Due Dates: Dates: Gr. 10 AP What is due? (M-W-TH)

Aug 16 - 19

Aug 22 – 26

Aug 29– Sept 2

Sept. 5-9

Sept. 12-16 (No Classes Chuseok)

Sept. 19-23

Sept. 26-30

Oct. 3-7

Oct. 10-14

Oct. 18

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