Syllabus: Advanced Placement World History, 2009-2010This is a featured page

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Advanced Placement World History—Syllabus

The Human Web, the World-System and Globalization from 1250 to 2010


I. Welcome to your Advanced Placement World History class!!

This semester we will analyze history through a number of theoretical, academic and professional concepts and skills. We will also begin to prepare ourselves for the Advanced Placement Exam in World History and the SAT Subject Test in World History. A key element to this inquiry will be our respectful exchange of ideas with each other in class, and via the Internet with other students at MCSM, in NYC, in California and elsewhere.

II. TAPPING Our Potential™

The key to succeeding in this course is to TAP our potential to the fullest: My potential as a teacher and your potential as a student. We will do this through three kinds of aims: Theory Aims. Academic Aims and Professional Aims. Through this approach we will acquire the skills and knowledge needed to develop a sophisticated understanding of world history, to succeed in this course and on its culminating exams in May and June and to continue to reach our potential as individuals and an intellectual community throughout our high school, university and later careers. I call these aims the “Cs” of MCSM AP World History.
T—Theory Aims


Our aims as global citizens.
  • Developing a Cosmopolitan world-view (To better understand the Human Web, the World-System and the development of globalization—and “glocality”—for better and for worse.)

  • Engaging the world with Compassion (To better understand the past and present status of human rights and global equity, and what actions we can take to better the world.)
A—Academic Aims

Our aims as historians. 		AP World History Understandings
General World History Understandings
  • Change and Continuity over time
  • Comparison
  • Context
  • Causality
  • Conjuncture
  • Coincidence
  • Complexity
  • Contingency
Our aim is to become expert in applying the above concepts to our essay writing, our academic discussions, our group and independent research, and our overall study of history.
P—Professional Aims

Our aims as intellectuals.
  • Creating a Culture of Achievement
    • 100% credit granting scores (3+) on the APWH exam, 100% 600+ on the SAT Subject Test in World History, and 100% Mastery on the Regents in Global History.
    • 50% Mastery (4+) and 25% AP Scholar (5) scoring on the Advanced Placement Exam in World History; 50% 700+ on the SAT Subject Test in World History.
  • Sustaining a Community of Intellectuals
    • As a class, our aim is to support high level achievement in APWH and all other coursework.
    • As a class, our aim is to support each other as academic entrepreneurs by assisting each other in discovering and excelling in, study-abroad, extra-curricular, scholarship and other challenging opportunities.
    • As a class, our aim is to nurture this community of intellectuals across the Internet and in person for the length of our professional careers.


III. Key Dates

APWH Exam--2010
SAT Subject Test--2010
Regents Exam-2010
Thursday, May 13th. 8AM. Saturday, June 5th. TBD


IV.Topical Content of the Course

Fall Semester--The End of the Old Regimes
Spring Semester--A Turbulent Century, A Fractal Future
Unit
Sub-Topics/Foci
Unit
Sub-Topics/Foci
The Early Modern World System Indian Ocean Trade, The Old World Web, European Marginalization, Ibn Battuta, Zheng He, The Black Plague, The Mongols, The European Renaissance, Ming China World War ICauses and effects, modern weaponry, industrialized warfare, total war, crashing together of the Human Web,
Exchange and Encounter (The First Wave of Globalization) Spanish, Portuguese, Dutch and English Exploration, The Columbian ExchangeWorld Revolutions IIThe Post-Marxism Revolutions (Russia, China, Vietnam)
European Transformation The Reformation, the Scientific Revolution, The Enlightenment, the Commercial Revolution, mercantilism Interwar PeriodArt, the Great Depression, the Influenza Pandemic of 1919, rise of fascism and totalitarianism, retreat from globalization
New WorldsEuropean colonialism/imperialism in the Americas and the PacificWorld War IICauses and effects, military developments, U.S. nuclear attack on Japan
The Atlantic WorldTriangular Trade, the Atlantic Slave Trade, the Middle Passage, the African Diaspora, abolitionCold WarBi-polarism, Proxy Wars, nuclear arms race, MAD, the Cuban Missile Crisis, détente, rise and fall of the Soviet Union, Korean War, war in Afghanistan, Vietnam War, collective security and coalitions
East Asian Tradition and Change

(FIELD TRIP)
Ming and Qing China, Neo-Confucianism, changes in Buddhism, Tokugawan Japan De-Colonization and Revolution Collapse of Imperialism and Overseas Empires, the Struggle for Democracy in Global Society, the Indian Independence Movement and Partition, revolutionary and independence movements in Asia and Africa
Islamic Transitionsthe Muslim Gunpowder Empires, the Ottomans, the Safavids and the Mughals, Islam in South and Southeast AsiaConsolidation: The Third Wave of Globalization

(FIELD TRIP)
Environment and globalization, terrorism, racism, ethnic cleansing and genocide, human rights, the United Nations
World Revolutions IThe Post-Enlightenment Revolutions: the American Colonies, France, Latin America, Haiti; NapoleonAP Review2-3 weeks before exam; total review of Human History
Industrial Transformations ISMs: Industrialization, Nationalism, Socialism, Marxism, Communism, Capitalism, Unionism, Abolitionism; wars and revolutions in Europe Final ProjectsThe Human Web and Human Rights: Interconnection, Interdependence and Implication as a Global Citizenry
World Transformations
(The Second Wave of Globalization) 		ISMs: Imperialism, Social Darwinism, Scientific and Institutional Racism, Modernization, Westernization; the Sepoy Mutiny (Ghadar), the Taiping and Boxer Rebellions, The Sino-Japanese War, The Russo-Japanese WarSAT/Regents Review1 week before each exam, total review of Global History 1-4


V. Course Requirements and Accessibility

  • Supplies
    1. The assigned textbooks (Traditions and Encounters, The Human Web and 5 Steps to a 5)
    2. 2 Blue/black ballpoint pens. 2 pencils. DAILY. Pencils will not be made available on test days.
    3. 3 ring binder
    4. 5 sections which shall be labeled (in order):
Section Contents
Syllabus Syllabus, other organizational material as instructed
Fieldwork Content from class (worksheets, documents, maps, lecture notes, etc.)
Research Homework Cornell Notes, other homework assignments, etc.
Portfolio All writing assignments, all draft and other work geared toward your online portfolio
Projects Team project work, elevation work, extra credit, individual projects.
All materials and products must be hole-punched and arranged neatly in the appropriate section by date.

  • Course Technology and Access
    1. All students without them will be required to open a Google account. Invitations will be sent to the students who need one within the first week of school. Students will then be required to use this email for all course functions.
      • Student Google accounts must have professional usernames. So no, "brawnxxDRprincessHAWTshawty@google.com" but something like: "abreu-emely1994@google.com". It is essential you have a presentable email address for conducting professional electronic correspondence.
    2. You should also know how to contact me by now, but as as reminder:
Mr. William J. Tolley
Email: wtolley@schools.nyc.gov MCSM Phone: 212-876-4639 Office Rm.#: 354



VI. Grading and Homework

  • Grading
ProductPercentage of Grade
1) Tests, essays, student lectures and projects 40%
2) Binder Checks and Cornell Note Checks 20%
3) Homework Quizzes 20%
4) Respectful Participation 20%
5) Extra-Credit: Is often available.
Take advantage of this!! 		Varies

  • Homework
  1. Will be largely based on reading assignments and Cornell Notes.
  2. Will be checked 2-3 times weekly in quizzes on which you may use your Cornell Notes.
  3. Cornell notes will be collected 2-3 times per marking period randomly and without advance notice.
  4. Students who are absent are still responsible for completing assignments. No excuses.
  5. Homework is a CRITICAL study tool for all three APWH culminating exams.

VII. Elevation Opportunities

I believe strongly in offering students opportunities to go beyond the basic requirements of the course to challenge themselves, receive additional training for college and earn extra points for the course. Below are several of the options available to students in my classes:

  1. Peer Tutoring
    1. In the next few weeks I and several other teachers will be re-opening our peer-tutoring center. This center offers opportunities for both tutors and tutees to earn additional points.
    2. If you maintain an excellent homework and quiz record during the first marking period, I will ask you to become a tutor. Tutors who commit to 10 hours of tutoring during the semester will earn 3 extra-credit points on their semester average. (EC points are full points.)
    3. Schedules, supervisors and locations for tutoring will be announced in the near future.
  2. Class Management: Building a cooperative class environment and student community enhances everyone’s learning experience. Therefore, I sponsor several student “squads” in the APWH class. Students can only belong to one squad. Each member of the following squads will earn 2 EC points per marking period. If student demand is great, squads may have to rotate.
    1. AV Squad: Responsible for occasionally setting up and running the computer, Smartboard and other media.
    2. Paperwork/Environment Squad: Responsible for making sure there is no trash or forgotten items on the floors or desks and straightening desks at the beginning of class. Also responsible for handing out worksheets, quizzes, tests, etc.
    3. Student Moderators: Confident students who would like the challenge of serving as moderators during our open group discussions. I prefer discussions and deliberations to be student-led and you would be the people to do it.
    4. Ecumene Admins and Moderators: For students with strong “geek” qualities. Will be responsible for helping with the administration of our wiki and helping out other less geeky students.
    5. Further Opportunities: May become available as the year progresses. Also, motivated students who develop their own ideas (good ideas) for useful squads are welcome to pitch them to me.

____________________

Bibliography

Ideas contributing to this syllabus stem from many inspiring discussions with co-workers, peers, teachers and mentors. As it is a work in progress that I plan to develop into further curriculum outlines and strategies, I would like to start thanking them now. Without, at various points in my career, talking with Michael Adas, Jesse Corburn, Edmund "Terry" Burke, David Glasner, Bill Gaudelli, Brady Gunnink and Mariuxi Andrade, none of the ideas in this syllabus would exist coherently. For the ideas I have brazenly stolen, applied a new thin layer of gloss to and then claimed as my own, my sincere thanks to you all.

Further inspiration for the concepts contained within this syllabus stem from a reading of the following texts:

  • Abu-Lughod, J. L. (1991). Before European hegemony. Oxford University Press US.
  • Appiah, A. (2006). Cosmopolitanism. Allen Lane.
  • Braudel, F. (1992). Civilization and Capitalism, 15th-18th Century: The wheels of commerce. University of California Press.
  • Diamond, J. M. (1997). Guns, germs, and steel. W. W. Norton & Company.
  • Dunn, R. E. (2000). The new world history. Macmillan.
  • Fukuyama, F. (2006). The end of history and the last man. Simon and Schuster.
  • Gaudelli, W. (2003). World class. Lawrence Erlbaum Associates.
  • Hodgson, M. G. S. (1974). The venture of Islam. University of Chicago Press.
  • Hodgson, M. G. S., & Burke, E. (1993). Rethinking world history. Cambridge University Press.
  • Marks, R. (2002). The origins of the modern world. Rowman & Littlefield.
  • Mazlish, B., & Iriye, A. (2005). The Global History Reader. Routledge.
  • McNeill, J. R., & McNeill, W. H. (2003). The Human Web: A Bird's-Eye View of World History (1st ed.). W. W. Norton & Company.
  • Nehru, J. (1942). Glimpses of world history. The John Day Company.
  • Wallerstein, I. M. (2004). World-systems analysis. Duke University Press.
  • What Does It Mean to Think Historically? (n.d.). . Retrieved July 20, 2009, from http://www.historians.org/Perspectives/issues/2007/0701/0701tea2.cfm.
  • Zakaria, F. (2009). The Post-American World. W W Norton & Co Inc.



©William J. Tolley 2009

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TAP™, TAP Our Potential™ and TAPPING Our Potential™ are intellectual property represented by unregistered trademarks (™) and awaiting recognition as registered trademarks (®). The author of this property nevertheless grants use of all three terms to borrowers under the existing Creative Commons Attribution-Noncommercial-Share Alike License applied to this website and Wetpaint sites in general.


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