Warwick School District

Curriculum❯AP World History

AP World History

Grade Levels: 11 | 12 |

Course Description

This course is designed to project a global perspective, which means that we will be discussing global processes and focusing on the “big picture”. At the same time, we will be unpacking common principles within each major society we study. A study of our world today demands an understanding of cultures beyond those shaped by Western ideas and values. We will discover that societal interaction has been a reality since the early days of written history, and we will explore the nature of those interactions and the ideas, technologies, and products that were exchanged.
We will be dealing with three main approaches in our investigation of world history: the first involved asking about the role of culture in individual and social behavior; the second approach is a comparative one where we will compare societies in different regions using the same specific categories of analysis to discover patterns of similarities and to account for differences; and the third is to pursue the question of change over time- how things change and what remains the same.
Primary Text:
1200 Update Ways of the World with Sources for the AP® Modern Course by Robert W. Strayer; Eric W. Nelson / Bedford/St. Martin's; Fourth edition (September 23, 2019)

Core Curriculum Content Standards

PA Common Core: History and Social Studies (2012)

  • Reading Informational Text: Students read, understand, and respond to informational text – with emphasis on comprehension, making connections among ideas and between texts with focus on textual evidence.

    • GRADES 11-12

      • Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.(8.5.11-12.A)
      • Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.(8.5.11-12.B)
      • Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.(8.5.11-12.C)
      • Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10).(8.5.11-12.D)
      • Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole.(8.5.11-12.E)
      • Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence.(8.5.11-12.F)
      • Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.(8.5.11-12.G)
      • Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information.(8.5.11-12.H)
      • Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.(8.5.11-12.I)
      • By the end of grade 12, read and comprehend history/social studies texts in the grades 11–CCR text complexity band independently and proficiently.(8.5.11-12.J)

  • Writing: Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content.

    • GRADES 11-12

      • Write arguments focused on discipline-specific content.-Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence.-Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience’s knowledge level, concerns, values, and possible biases.-Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.-Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.-Provide a concluding statement or section that follows from or supports the argument presented.(8.6.11-12.A)
      • Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.-Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.-Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.-Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.-Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers.-Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic).Note: Students’ narrative skills continue to grow in these grades. The Standards require that students be able to incorporate narrative elements effectively into arguments and informative/explanatory texts. In history/social studies, students must be able to incorporate narrative accounts into their analyses of individuals or events of historical import. In science and technical subjects, students must be able to write precise enough descriptions of the step-by-step procedures they use in their investigations or technical work that others can replicate them and (possibly) reach the same results.(8.6.11-12.B)
      • Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.(8.6.11-12.C)
      • Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.(8.6.11-12.D)
      • Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.(8.6.11-12.E)
      • 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.(8.6.11-12.F)
      • Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.(8.6.11-12.G)
      • Draw evidence from informational texts to support analysis, reflection, and research.(8.6.11-12.H)
      • 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.(8.6.11-12.I)

History (2009-2012)

  • World History

    • WORLD HISTORY 1450-PRESENT

      • Evaluate the role groups and individuals played in the social, political, cultural, and economic development throughout world history.(8.4.W.A)
      • Evaluate the importance of historical documents, artifacts, and sites which are critical to world history.(8.4.W.B)
      • Evaluate how continuity and change have impacted the world today.-Belief systems and religions -Commerce and industry -Technology -Politics and government -Physical and human geography -Social organization(8.4.W.C)
      • Evaluate how conflict and cooperation among groups and organizations have impacted the development of the world today, including its effects on Pennsylvania.(8.4.W.D)

NCSS - Curriculum Standards for Social Studies (1994)

  • Grades K-12

    • Culture - Social studies programs should include experiences that provide for the study of culture and cultural diversity, so that the learner can:(NCSS.I)
    • Time, Continuity, & Change Social studies programs should include experiences that provide for the study of the ways human beings view themselves in and over time, so that the learner can:(NCSS.II)
    • People, Places, & Environments Social studies programs should include experiences that provide for the study of people, places, and environments, so that the learner can:(NCSS.III)
    • Individual Development & Identity Social studies programs should include experiences that provide for the study of individual development and identity, so that the learner can:(NCSS.IV)
    • Individuals, Groups, & Institutions Social studies programs should include experiences that provide for the study of interactions among individuals, groups, and institutions, so that the learner can:(NCSS.V)
    • Power, Authority, & Governance Social studies programs should include experiences that provide for the study of how people create and change structures of power, authority, and governance, so that the learner can:(NCSS.VI)
    • Production, Distribution, & Consumption Social studies programs should include experiences that provide for the study of how people organize for the production, distribution, and consumption of goods and services, so that the learner can:(NCSS.VII)
    • Science, Technology, & Society Social studies programs should include experiences that provide for the study of relationships among science, technology, and society, so that the learner can:(NCSS.VIII)
    • Global Connections Social studies programs should include experiences that provide for the study of global connections and independence, so that the learner can:(NCSS.IX)
    • Civic Ideals & Practices Social studies programs should include experiences that provide for the study of the ideals, principles, and practices of citizenship in a democratic republic, so that the learner can:(NCSS.X)

Units

Unit #1 - Unit 0 - Foundations (Before 1200)

Unit #2 - Unit 1 - The Global Tapestry (1200-1450)

Unit #3 - Unit 2 - Networks of Exchange (1200-1450)

Unit #4 - Unit 3 - Land-Based Empires (1450-1750)

Unit #5 - Unit 4 - Transoceanic Interconnections (1450-1750)

Unit #6 - Unit 5 - Revolutions (1750-1900)

Unit #7 - Unit 6 - Consequences of Industrialization (1750-1900)

Unit #8 - Unit 7 - Global Conflict (1900-present)

Unit #9 - Unit 8 - Cold War and Decolonization (1900-present)

Unit #10 - Unit 9 - Globalization (1900-present)

Unit #11 - Post AP Exam

Unit #12 - Using the 4C's in the Lesson