Grade 10 AP World History Term Two -...

Mr.RinikerGrade10APWorldHistoryTermTwo 2016-2017

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Grade 10 AP World History Term Two


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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

Period 3 Overview: Though Afro-Eurasia and the Americas remained separate from each other, this era witnessed a deepening and widening of old and new networks of human interaction within and across regions. The results were unprecedented concentrations of wealth and the intensification of cross-cultural exchanges. Innovations in transportation state policies and mercantile practices contributed to the expansion and development of commercial networks, which in turn served as conduits for cultural, technological, and biological diffusion within and between various societies. Pastoral or nomadic groups played a key role in creating and sustaining these networks. Expanding networks fostered greater interregional borrowing while at the same time sustaining regional diversity. Significantly, Islam, a major religion, emerged at the start of this period and spread quickly through practices of trade, warfare, and diffusion characteristic of this period.

Bill Strickland 2016-2017

Key Concepts of Period 3 (Chronological Chapters 13-21): 3.1. Expansion and Intensification of Communication and Exchange Networks 3.2. Continuity and Innovation of State Forms and Their Interactions 3.3. Increased Economic Productive Capacity and its Consequences

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. How did trade networks in the post-Classical Era compare to the Classical Era? 2. What role did pastoral and nomadic groups play in these trade networks? 3. What factors contributed to the spread of religious traditions outside their regions of origin in this period? 4. In which specific ways have the legacies of the postclassical era survived to present day? 5. Cite some examples of syncretism that you see in the region, or area, where you live? 6. Why do you think Islam wasn’t able to expand and development in Europe as it did in other areas of the

world? 7. Compare and Contrast the spread of Hinduism and Islam in southeast Asia. 8. How did states in the Americas develop in the post-classical era? 9. In which ways did Hinduism and the caste system provide postclassical stability in south Asia when

government did not? 10. Why and where did Muslim trade networks change in the post-classical era? 11. Why did some post-classical urban areas decline? 12. Why did some post-classical urban areas prosper and grow? 13. What were some of the positive and negative effects of nomadic invasions that occurred after 1000 C.E.? 14. How was the Mongol empire able to spread and succeed when many other rulers failed in such

endeavors? 15. How did the intensification of trade routes facilitate the spread of new foods, agricultural techniques and

disease within the eastern hemisphere?


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16. What political, social and economic conditions present in this period encouraged or allowed the formation of new types of governments?

17. How do the writings of international travelers illustrate both the extent and limitations of cross-cultural knowledge and understanding?

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. RH.10.3. Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them. RH.10.9. Compare and contrast treatments of the same topic in several primary and secondary sources.

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.10.6 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. 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.10.1 Students compare the present with the past, evaluating the consequences of past events and decisions and determining the lessons that were learned.


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

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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 expectations, requirements of Term 2

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

Class: 2-3 Chapters 13 (Period 3: 500 – 1000 C.E.) 20% of AP Test


Synthesize when, where, and how expanding Chinese empires facilitate greater interregional economic and cultural opportunities. Compare/Contrast status of women

Topics: Restoration of Centralized Imperial Rule in China, Economic Development & Cultural Change in Tang & Song China, Complex societies in Korea, Vietnam, Japan

Materials Notebooks, laptop, textbook, videos

Class: 4-6 Chapters 14 (Period 3: 500 – 1000 C.E.) 20% of AP Test Students Should

Be Able To: Compare the fundamental beliefs and practices of Islam to those of Judaism, Christianity, and Zoroastrianism and assess the influence of each on the Islamic faith.

Topics: A Prophet & His World, The Expansion of Islam, Islamic Values and Cultural Exchanges, Economy and Society of the Early Islamic World

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


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Class: 7-11 Chapters 15 – 16 (Period 3: 500 – 1000 C.E.) 20% of AP Test Students Should

Be Able To: Explain why and in what ways social structures & religious cultures defined postclassical India more than political regimes. Compare and Contrast parts of the Classical Roman empire to that of the Byzantine empire.

Topics: Religious developments in South Asia, Islamic & Hindu Kingdoms, Trade in the Indian Ocean Basin, Evolution of Christian Societies, Quest for Political Order, Medieval Europe

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

Class: 12-13 Chapters 17 (Period 4: 1000 – 1500 C.E.) 20% of AP Test Students Should

Be Able To: Explain how the nomadic migrations and conquests in this chapter fit into a longer historical pattern of relation ships between nomadic and settled societies.

Topics: Turkish Migrations and Imperial Expansion, The Mongol Empires, After the Mongols Materials Notebooks, pens/pencils, textbook, videos, primary sources, essays and laptop

Class: 14-15 Chapter 18 (Period 4: 1000 – 1500 C.E.) 20% of AP Test


Compare the impact of Arab traders on people of West African states to the impact of Indian Ocean basin traders on the peoples of the Swahili states

Topics: Effects of Early African Migrations, Islamic Kingdoms and Empires, African Society & Cultural Development

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

Class: 16-17 Chapter 19 (Period 4: 1000 – 1500 C.E.) 20% of AP Test Students Should

Be Able To: Explain ways the governments in medieval western Europe were products of cultural syncretism. Analyze the significance of the crusades in facilitating interregional technology and cultural transfers

Topics: Regional States of Medieval Europe, Economic Growth and Social Development, European Christianity during the High Middle Ages, Medieval Expansion of Europe

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

Class: 17-20 Chapter 20 – 21 (Period 4: 1000 – 1500 C.E.) 20% of AP Test Students Should

Be Able To: Compare the advantages and disadvantages of a tributary empire, think about the Aztec, Inca, Mongol and Chinese postclassical empires. Describe the long & short time effects of the outbreak of the plague in western Europe and the extent to which trade contributed to the pandemic.

Topics: States and Empires in the Americas, The Societies of Oceania, Long Distance Trade and Travel, Crisis and Recovery, Exploration and Colonization

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

Class: 21-22 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% Homework 10%

Historical Portfolio 10% Essays 20%

Religions Project 25% Final Exam 25%

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. Homework: Homework will include the completion of SPICE charts, primary source documents, video questions, textbook assessments, and various other supplementary materials. It is essential that students keep up with the readings and complete the tasks given in class, in addition students should be prepared to discuss readings and questions during classroom discussions. 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.

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. Religions Project: This project will allow students to research and develop an in-depth PowerPoint presentation looking at world religions from a global perspective and assessing major shifts and/or turning points. Students will display how certain religions have changed over time, and how religions have stay the same. Please be aware this is not simply a presentation on the history of the religion. Final Exam: At the end of this term students will take a final exam over the content of the first two terms. The test will be in AP format to allow students to experience a similar environment they will encounter when they take the real AP exam in May.

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


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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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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/___% of your Term____ Class____ Contents:

1. Illustrated Cover Page 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. Essential Questions & Threads through History (this is all of your completed classwork and homework from the term) o Make sure to include all the content we have covered throughout the term

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

4. Completed Social Studies Standards & Benchmarks Checklist (this is located in your Term Assignment) 5. 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.

6. Layout & Aesthetics (Does the layout provide a readable, logical & appealing organized portfolio) 7. Completed projects from the term or a picture of the project (Maps, Timelines etc…)

Assessment Criteria

Contents Excellent + Adequate √ Below Standard -

Illustrated Cover Page

Intro

& Table of contents

q Cover has all identification info, including title and subtitle, cover is 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

Essential Questions

& Threads of

History (Home &

Class Work)

q Essential questions thoroughly answered with in-depth thought & analysis

q Threads are answered thoroughly and all work shows historical thinking & in-depth thought

q Dynamic writing, thought provoking

q Essential questions are answered but without much depth or analysis

q Questions are answered but haven’t been completed with much thought or analysis

q Well written, but with some errors

q Essential questions not completed or show very little thought or analysis

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

q Weak writing—poor organization, many errors

Skills Checklist

& Masery of Standards

q Proof (work samples) clearly shows, understanding & mastery of content.

q Excellent samples, clearly fit the standard. Reflection paragraphs clearly explains how work samples show mastery

q Checklist is complete (but not thorough) Proof shows some mastery

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

q Incomplete checklist. Little or no proof of understanding

q Samples unrelated to standard selected, reflections are vague, only a sentence or two long, incomplete or missing

Layout &

Aesthetics

q Layout & flow of portfolio is logical easy to follow & read

q Organized and visually appealing

q Layout of portfolio is easy to read but a few items are out of order

q Organized

q Layout of portfolio is very random q Disorganized & lacks visual appeal

Additional Comments:


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

Oct 19 – 20

(2 classes)

Oct 24 – 28

(3 classes)

Oct 31 – Nov 4

(3 classes)

Nov 7 – 11

(3 classes)

Nov 14 – 18

(3 classes)

Nov 21 – 23

(2 classes)

Nov 28 – Dec 2

(3 classes)

Dec 5 – 9

(3 classes)

Dec 12 – 16 End of Term 2

(3 classes) TESTING

WEEK

Grade 10 AP World History Term Two -...

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