Sunday, January 10, 2010

Getting Ready for the Next Academic New Year


This is a really handy little document created by A. Bourne at THS. I know that is not the proper citation but I have long since lost the first name of the creator and what THS is (other than a high school), but I digress.

This is a list of objectives that synchronize with the 2007-2008 APWH Outline. The objectives are not perfect and you may want to use an alternative level of Bloom's Taxonomy to tailor the objectives to your class. Also, these learning objectives are missing the conditions under which students will perform the task and the criteria for evaluating student performance. If you would like to turn these into really great learning objectives use this article by Raoul A. Arreola, Ph.D from the University of Tennessee at Memphis.

AP World History Objectives

Time Period I (c. 8000 BCE/BC – 600 CE/AD) – 29 Objectives

1. 1.1 – Explain the interaction of geography and climate with the development of human society.
2. 1.2 – Discuss major population changes resulting from human and environmental factors.
3. 1.3 – Discuss periodization in early human history.
4. 1.4 – Analyze the nature and causes of changes associated with the time span.
5. 1.5 – Analyze the continuities and breaks within the time span, especially the transition from river valley civilizations to classical civilizations.
6. 1.6 – Explain the issues involved in using “civilization” as an organizing principle in world history.
7. 1.7 – Assess the most common source of change: connection or diffusion versus independent invention.
8. 1.8 – Analyze the effect of the Neolithic Revolution on gender relations.
9. 1.9 – Identify the agricultural, pastoral, and foraging societies, and their demographic characteristics, including Africa, the Americas, Europe, and Asia.
10. 1.10 – Explain the emergence of agriculture and technological change.
11. 1.11 –Discuss the nature of village settlements.
12. 1.12 – Explain the impact of agriculture on the environment.
13. 1.13 – Identify the key stages of metal use.
14. 1.14 – Outline the basic features of early civilizations in different environments – culture, state, and social structure: (GRAPES) Mesopotamia, Egypt, Indus Valley or Harappan civilization, Shang or Huang He (Yellow River) Valley civilization, and Mesoamerica and Andean South America.
15. 1.15 – Outline the major political developments, social and gender structures, arts, and sciences, in the classical civilizations: (GRAPES) China (Zhou, Qin, and Han), India, the Mediterranean, and Mesoamerica.
16. 1.16 – Describe the major trading patterns within and among classical civilizations, including contacts with adjacent regions.
17. 1.17 – Outline the basic features and locations of major world belief systems prior to 600 CE/AD, including Polytheisms, Hinduism, Judaism, Confucianism, Daoism, Buddhism, and Christianity.
18. 1.18 – Analyze the collapse of the empires/states of the late classical period (200 – 600 CE/AD), including Han China, the western portion of the Roman Empire, and Gupta India.
19. 1.19 – Discuss the movements of peoples in the late classical period (200 – 600 CE/AD), including the Bantu, Huns, Germans, and Polynesians.
20. 1.20 – Describe interregional networks by 600 CE/AD, including trade and the spread of religions.
21. 1.21 – Compare major religious and philosophical systems including some underlying similarities in cementing a social hierarchy, for example, Hinduism contrasted with Confucianism.
22. 1.22 – Compare the role of women in different belief systems – Buddhism, Christianity, Confucianism, and Hinduism.
23. 1.23 – Understand how and why the collapse of empire was more severe in Western Europe than it was in the Eastern Mediterranean or in China.
24. 1.24 – Compare the caste system to other systems of social inequality devised by early and classical civilizations, including slavery.
25. 1.25 – Compare societies that include cities with pastoral and nomadic societies.
26. 1.26 – Compare the development of traditions and institutions in major civilizations, for example, Indian, Chinese, and Greek/Roman.
27. 1.27 – Describe interregional trading systems, for example, the Silk Roads.
28. 1.28 – Compare the political and social structures of two early civilizations: Mesopotamia, Egypt, Indus Valley, Shang, and Mesoamerica and Andean South America.
29. 1.29 – Analyze the role of technologies in the growth of large state structures.
AP World History Objectives

Time Period II (600 – 1450) – 28 Objectives

1. 2.1 – Explain the nature and causes of changes in the world history framework leading up to 600 – 1450 CE/AD as a period.
2. 2.2 – Describe the emergence of new empires and political systems: (GRAPES) Umayyad Caliphate, Abbasid Caliphate, Byzantine Empire, Russia, Sudanic States (Mali, Ghana, and Songhay), Swahili Coast, Tang China, Song China, Ming China, Delhi Sultanate, Vietnam, Mongol Empires, Turkish Empires, Aztec, and Inca.
3. 2.3 – Explain the continuities and breaks within the period, especially the effects of the Mongols on international contacts and on specific societies.
4. 2.4 – Outline the basic features and locations of major world belief systems, specifically Islam.
5. 2.5 – Analyze the rise and role of Dar al-Islam as a unifying cultural and economic force in Eurasia and Africa.
6. 2.6 – Explain the development of, and shifts in, interregional trade, technology, and cultural exchange, especially Trans-Sahara trade, Indian Ocean trade, and the Silk Roads.
7. 2.7 – Explain the development of, and shifts in, economic innovations, especially Tang China, Song China, Early Ming China, Swahili Coast trade, and economic systems in the Americas.
8. 2.8 – Assess the missionary outreach of major religions and the contacts between major religions, especially Islam and Buddhism, and Christianity and Islam.
9. 2.9 – Analyze the impact of the Mongol Empires.
10. 2.10 – Discuss China’s expansion and Chinese influence on surrounding areas (Japan, Vietnam, and Korea) and its limits.
11. 2.11 – Analyze the changes and continuities in Confucianism.
12. 2.12 – Describe the apex and decline of the Maya, the rise of the Aztec, and the rise of the Inca.
13. 2.13 – Explain the restructuring of Europe, including decentralization (medieval society), the division of Christianity, and the revival of cities.
14. 2.14 – Identify the impact of migrations on Afro-Eurasia and the Americas, especially Aztecs, Mongols, Turks, Vikings, and Arabs.
15. 2.15 – Outline the consequences of plague pandemics in the 14th century.
16. 2.16 – Evaluate the growth and role of cities, especially the expansion of urban commercial centers in Song China and administrative centers in Africa and the Americas.
17. 2.17 – Explain the issues involved in using cultural areas rather than states as units of analysis.
18. 2.18 – Assess the sources of change: nomadic migrations versus urban growth.
19. 2.19 – Assess the existence of a world economic network in this period.
20. 2.20 – Assess the common patterns in the new opportunities available to and constraints placed on elite women in this period.
21. 2.21 – Analyze the extent to which Dar al-Islam was a unified cultural and/or political entity.
22. 2.22 – Compare the role and function of cities in major societies.
23. 2.23 – Analyze gender systems and changes, such as the effects of Islam.
24. 2.24 – Analyze the interactions between Jews, Christians, and Muslims.
25. 2.25 – Compare developments in political and social institutions in both Eastern and Western Europe.
26. 2.26 – Compare Japanese and European feudalism.
27. 2.27 – Compare European and sub-Saharan African contacts with the Islamic world.
28. 2.28 – Analyze the Chinese civil service exam system and the rise of meritocracy.


AP World History Objectives

Time Period III (1450 – 1750) – 18 Objectives

1. 3.1 – Explain the continuities and causes of changes from the previous period and within this period.
2. 3.2 – Identify and describe changes in trade, technology, and global interactions, especially the Columbian Exchange, the impact of guns, and changes in shipbuilding and navigational devices.
3. 3.3 – Outline the characteristics (GRAPES) of the major empires, political units, and social systems, including the role of women in households and in politics – Aztec, Inca, Ottoman, China, Portugal, Spain, Russia, France, Britain, Tokugawa, and Mughal.
4. 3.4 – Outline the basic characteristics (GRAPES) of African kingdoms in general, but knowing one (Kongo, Benin, Oyo, Dahomey, Ashanti, or Songhay) as illustrative.
5. 3.5 – Analyze slave systems and slave trade.
6. 3.6 – Explain demographic and environmental changes, especially diseases, animals, new crops, and comparative population trends.
7. 3.7 – Analyze the causes and effects of cultural and intellectual developments, especially the Scientific Revolution, and the Enlightenment.
8. 3.8 – Discuss comparative global causes and impacts of cultural change, especially African contributions to cultures in the Americas.
9. 3.9 – Describe major developments and exchanges in the arts, especially in the Mughal Empire and in the Americas.
10. 3.10 – Outline the basic features and the creation of new religions, specifically Vodun, Zen, Sikhism, and Protestantism.
11. 3.11 – Explain the debates about the timing and extent of European predominance in the world economy.
12. 3.12 – Compare the world economic system of this period with the patterns of interregional trade in the previous period.
13. 3.13 – Compare colonial administrations.
14. 3.14 – Compare coercive labor systems: slavery and other coercive labor systems in the Americas.
15. 3.15 – Analyze the development of empire, specifically general empire building in Asia, Africa, Europe, and the Americas.
16. 3.16 – Analyze imperial systems, specifically a European seaborne empire compared with a land-based Asian empire.
17. 3.17 – Compare Russia's interaction with the two of the following: Ottoman Empire, China, Western Europe, and/or Eastern Europe.
18. 3.18 – Compare Mesoamerican and Andean systems of economic exchange.


AP World History Objectives

Time Period IV (1750 – 1914) – 22 Objectives

1. 4.1 – Explain the continuities and causes of changes from the previous period and within this period.
2. 4.2 – Outline changes in global commerce, communications, and technology.
3. 4.3 – Regarding the Industrial Revolution, explain the transformative effects on and differential timing in different societies; mutual relation of industrial and scientific developments; and commonalities.
4. 4.4 – Outline changes in patterns of world trade.
5. 4.5 – Discuss demographic and environmental changes, especially migrations, the end of the Atlantic slave trade, new birthrate patterns, the food supply, and medicine.
6. 4.6 – Describe changes in social and gender structure, especially the Industrial Revolution, commercial and demographic developments, emancipation of serfs and slaves, tension between work patterns and ideas about gender, new forms of labor systems.
7. 4.7 – Describe political revolutions and independence movements in the United States and Latin America.
8. 4.8 – Describe revolutions in France, Haiti, Mexico, and China.
9. 4.9 – Explain the rise of nationalism, nation-states, and movements of political reform.
10. 4.10 – Explain the rise of democracy and its limitations, especially reform, women, and racism.
11. 4.11 – Outline the rise of Western dominance (economic, military, political, social, cultural, and artistic), including patterns of expansion, imperialism, colonialism, and neocolonialism.
12. 4.12 – Describe different cultural and political reactions to the rise of Western dominance (dissent, reform, resistance, rebellion, racism, and nationalism), including the impact of changing European ideologies on colonial administrations.
13. 4.13 – Analyze patterns of cultural and artistic interactions among societies in different parts of the world, especially African and Asian influences on European art, and the cultural policies of Meiji Japan.
14. 4.14 – Discuss are the debates about the causes and effects of serf and slave emancipation in this period, and explain how these debates fit into broader comparisons of labor systems.
15. 4.15 – Discuss the debates over the nature of women’s roles in this period. Explain how these debates apply to industrialized areas, and how they apply in colonial societies.
16. 4.16 – Discuss the debates over the causes of European/British technological innovation versus development in Asia/China.
17. 4.17 – Compare the causes and early phases of the Industrial Revolution in Western Europe and Japan.
18. 4.18 – Compare the Haitian and French Revolutions.
19. 4.19 – Compare reaction to foreign interference in the Ottoman Empire, China, India, Southeast Asia, and Japan.
20. 4.20 – Compare nationalism in the following pairs: China and Japan, Egypt and Italy, Pan Africanism and the Indian Congress Movement.
21. 4.21 – Explain forms of Western intervention in Latin America, Africa, and Southeast Asia.
22. 4.22 – Compare the roles and conditions of elite women in Latin America with those in Western Europe before 1850.


AP World History Objectives

Time Period V (1914 – Present) – 23 Objectives

1. 5.1 – Explain the continuities and causes of changes from the previous period and within this period.
2. 5.2 – Discuss war and peace in a global context, especially World War I, World War II, the Holocaust, the Cold War, nuclear weaponry, and international organizations and their effects on the global framework, especially globalization of diplomacy and conflict, global balance of power, reduction of European influence, the League of Nations, the United Nations, and the Non-Aligned Nations.
3. 5.3 – Discuss new patterns of nationalism, including Fascism, decolonization, racism, genocide, and the breakup of the Soviet Union.
4. 5.4 – Outline and explain the effects of major economic developments, including the Great Depression in Latin America, technology, the Pacific Rim, and multinational corporations.
5. 5.5 – Identify new forces of revolution and other sources of political innovations.
6. 5.6 – Analyze the issues and instances of social reform and social revolution, especially changing gender roles, family structures, the rise of feminism, peasant protest, international Marxism, and religious fundamentalism.
7. 5.7 – Discuss the globalization of science, technology, and culture.
8. 5.8 – Analyze the developments in global cultures and regional reactions, including science and consumer culture.
9. 5.9 – Evaluate the interactions between elite and popular culture and art.
10. 5.10 – Assess patterns of resistance to globalization, including religious responses.
11. 5.11 – Explain demographic and environmental changes, including migrations, changes in birthrates and death rates, new forms of urbanization, deforestation, green/environmental movements, and rural to urban shifts.
12. 5.12 – Evaluate cultural convergence and diversity to determine which is the best model for understanding increased intercultural contact in the modern world.
13. 5.13 – Explain the advantages and disadvantages of using units of analysis for the modern world, such as the nation, the world, the West, and the developing world.
14. 5.14 – Compare patterns and results of decolonization in Africa and India.
15. 5.15 – Pick two revolutions (Russian, Chinese, Cuban, and/or Iranian) and compare their effects on the roles of women.
16. 5.16 – Compare the effects of the World Wars on areas outside of Europe.
17. 5.17 – Compare legacies of colonialism and patterns of economic development in two of three areas (Africa, Asia, and/or Latin America).
18. 5.18 – Analyze nationalist ideologies and movements in contrasting European and colonial environments.
19. 5.19 – Compare the different types of independence struggles.
20. 5.20 – Examine global interactions in cultural arenas, for example reggae, art, and sports.
21. 5.21 – Analyze the global effects of the Western consumer society.
22. 5.22 – Compare major forms of 20th century warfare.
23. 5.23 – Assess different proposals (or models) for economic growth in the developing world and the social and political consequences.

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