AP World HistoryBasics Packet

Put this in the front of your notebook and bring it to

class everyday!

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AP World HistoryMargret Flusche

margret.flusche@birdvilleschools.netTutorials Daily (except Thursdays) from 2:45-3:15

Course Description AP World History is a challenging course that is structured around the investigation of selected themes woven into key

concepts covering six distinct chronological periods. AP World History is equivalent to an introductory college survey course. It is designed to prepare students for successful

placement into higher-level college and university history courses. It is also designed to develop skills of analysis and thinking in order to prepare students for success in the twenty-first century.

The course relies heavily on college-level resources. This includes texts, a variety of primary sources, and interpretations presented in historical scholarship.

Homework/Test Requirements Since AP courses are taught and graded based on college-level expectations, this course will significantly exceed the

demands and expectations for a typical high school course. You must complete all assigned readings to be prepared for class. Tests, quizzes, and essays will be drawn from everything

we do, including your outside reading. Just because something is not specifically mentioned in class, does not mean that it will not be evaluated.

It is essential that once information is learned, it is not forgotten. Therefore, approximately 25% of questions on each multiple-choice Unit Test will be based on material from earlier Units.

On some reading quizzes, you may be permitted to use notes and/or note-cards. o These notes must be handwritten by you and may not be borrowed from someone else. All notes used must be

located in your Reading Spiral. All ID cards must also be handwritten by you and each card must have your name written on it in ink.

o If you are caught using someone else’s note-cards and/or reading notes, this will be considered cheating and both individuals will receive a “0” for the quiz grade and a disciplinary referral.

Grades will be promptly entered into Skyward. As an AP student, you are responsible for logging into Skyward on a regular basis and keeping track of your grades.

Materials You must bring ALL supplies with you to class every day. Please do not ask class-mates for supplies. If you do not have the

proper supplies to complete an assignment, you will receive a reduced grade or a 0 depending on how much of the work you can complete.

Either a small three-ring notebook or a folder with brads to keep your handouts in Spiral for Reading/Class Notes Dark blue or black ink pens – all essays must be handwritten in ink Pencils on test days Highlighters Zipper pencil bag or Ziploc to keep note-cards, pens, highlighters, etc Post-It Notes (tab-size) 3x5 Note-cards (keep the ones that we are currently using in your zipper pencil bag/Ziploc and keep the rest at home in a

shoebox) Class Policies

Late-Work Policy o If you come to class without an assignment that is to be turned in, please get a “0 Slip” and fill it out to hand-in when I

take up the homework assignment.o One day late= Up to 70, BUT you must attend tutorials. If an assignment is discussed/graded in class the day it was due,

it can NOT be turned in late.o After one day late= 0 o Long-term assignments/projects (Test Grades) will NOT be accepted late. If you are absent on the day a long-term

assignment/project is due you must submit it via email on the day it is due.

Make-up Work2

o You must check with me to find out what you missed in class when you are absent. A great way to do this is to email me on the day of your absence. You are also welcome to come into tutorials or Hawk Time. Class time or the 5-minute passing period will not be utilized for taking care of make-up work.

o Any work (notes, readings, tests, quizzes, etc.) that was assigned prior to your absence is due upon your return to class. o Missed Tests/Quizzes must be scheduled immediately upon your return to school. You will have the same number of

days that you were absent in which to make-up Tests/Quizzes. If the Quiz/Test that you missed during your absence has been returned and/or discussed with the class, then you will have to take a different version/format of the Quiz/Test.

o Extra-Curricular Absences: If you miss AP World History class due to a school-related absence, you must obtain all work PRIOR to your absence. No extra time will be given to complete this work. Any assignments that are due on a day you will be missing due to a school-related absence must be turned in PRIOR to your absence. A make-up date for Tests/Quizzes must be scheduled PRIOR to your absence.

Test Re-Takeso No re-takes will be offered for Era (Unit) Tests. However, you may complete test corrections during after-school

tutorials. Due dates for corrections will be announced once all tests have been taken. o If you fail a Geography, Dates, or ID Test, you may re-take the test within 48 hours of receiving your grade. You must

schedule your re-take time within 24 hours of receiving your grade. If a curve was given on the original version of the test, the curve will not be applied to the re-take version of the test.

Tutorialso I am at school every day until 3:15. Please try to let me know ahead of time if you plan to attend tutorials so that I make

sure not to leave my room to run copies, etc. When you arrive for tutorials please sign-in.Class Rules

Come into class ready to learn. o All phones, tablets, ear buds etc. must be kept put away in your bag/pocket/purse at all times or these items will be

taken up. o Focus on what we are working on in class. Do not bring in work for another class or work on homework during class (if

you do so, the other work will be taken up.) o You must be sitting, with your materials out, by the time the bell rings. The bell does not dismiss you.o No grooming in class. (This includes spraying cologne, perfume, applying lotion, etc…)

Respect all others at all times. o This course incorporates much class discussion, partner, and group-work. It is critical that students follow all

instructions and respect each other. o Do not use profanity, insult others, or speak crudely/hatefully.o Please throw away all trash and put away all supplies before you leave the classroom each day.

No food or drinks are allowed in class. o The only exception is bottled water. o I have a severe airborne allergy to peanuts/peanut butter so these items can NOT be brought into the classroom

under any circumstances. Academic Integrity Policy

o Plagiarism is the use of another person’s written ideas without proper citation. This includes downloading essays or portions of essays (whether it be a sentence, paragraph, or page), copying another student’s work, or allowing a person to write an essay that a student calls his own. The disciplinary actions for plagiarism or cheating for all students involved are as follows: Student will receive a zero (which cannot be made-up) for the assignment and a discipline referral.

BHS dress code, electronic device policies, and school rules will be strictly enforced. Failure to follow class rules will result in an after-school detention. If the behavior is severe in nature, then you will receive

an immediate discipline referral. If after serving the detention, class rules are still not followed, then you will receive a discipline referral.

AP Exam Information All students MUST take the Mock AP Exam. This exam will be administered on a Saturday in the Spring. The date for this will

be announced at least 3 weeks ahead of time. All students MUST take the AP Exam. The Advanced Placement exam lasts a total of 3 hours and 5 minutes.

o All students in AP MUST take the Exam on Thursday, May 12th. o 55 minutes to complete 70 multiple-choice questions.o 130 minutes to complete the following 3 essays: DBQ, CCOT, Comparative

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Periodization in World History

Periods 1&28000BCE – 600 CE

Period 3Postclassical

600 – 1450 CE

Period 4Early Modern1450-1750 CE

Period 5Modern Period1750-1900 CE

Period 6Contemporary Age

1900-Present

East Asia - China

ARVC – Shang & Zhou Confucianism &

Daoism Warring States Classical – Han

Dynasty & collapse

Recovery – Sui Golden Age – Tang &

Song Mongols/Yuan Recovery – Ming Zheng He

Later Ming/more isolated

Rise of the Manchus = Qing dynasty

Trade, but limited contact/other diffusion

Contact w/West Opium Wars Taiping Rebellion Self-Strengthening Boxer Rebellion 1911-Republic

1911-Republic Warlord Era Nationalists win WWII Civil War = Mao

1949 Great Leap Forward Cultural Revolution Deng Xiaoping

India ARVC – Indus Indo-European

Migrations Hinduism & Buddhism Classical India –

Muaryan & Gupta

Regional kingdoms after collapse

Silk Roads Mongol contact (not

control) Tamerlane

Gunpowder Empire – Mughals

British involvement in trade

East India Company Indian Ocean Trade

East India Company Sepoy Revolt = direct

British control/empire Opium Wars INC forms

Contributions to WWI & WWII

Decolonization efforts

Independence & division

Non-aligned movement

Current issues

East Asia – Japan

Decentralized Nara Reforms Influence of China Heian Period Feudalism/shogun

Feudalism Impact of Christianity Tokugawa Shogunate Isolationism/1600’s Dutch Studies Native culture

Matthew Perry Treaty of Kanagawa Meiji Restoration Industrialization &

modernization

Rise of empire Sino-Japanese War Russo-Japanese War Impact/ Great Dep WWII Modern economy

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SW Asia (Middle East)

ARVC – Mesopotamia Judaism and the

Kingdom of Israel Conquest by Greece Conquest by Romans Diaspora

Bedouin Culture Muhammad &

Rise of Islam Rightly-guided

Caliphs Umayyad

Caliphate Abbasid Caliphate Il-Khanate Rise of Ottoman

Turks

Safavid (Gunpowder) Ottoman Empire

(Gunpowder)

Ottomans – Sick Man of Europe by end of 19th century

Ottoman attempts at reform: Young Turks, Industrialization

WWI (loss) Arab Revolt Independent, secular

Turkey created Mandate system Independence

movements – Israel Iranian Revolution

(Ayatollah)

Africa Neolithic Communities Bantu Migrations ARVC – Egypt Hellenistic World Roman Conquest

Spread of Islam Swahili Coast Great Zimbabwe Bantu Migrations W. African

kingdoms – Mali, Ghana, Songhay

Songhay European

exploration/ settlement along coasts

Kongo Triangular Trade &

Middle Passage

Imperialism Muhammad Ali breaks

Egypt from Ottomans Suez Canal Belgian Congo Boer War

Contributions to WWI & WWII

Decolonization Suez Canal Crisis South Africa -

Apartheid & ANC

Europe Indo-European Migrations

Greeks Romans –Republics &

Empire/collapse Germanic Tribes

Byzantine Empire Medieval Period Al-Andulus Crusades, Plague Vikings

Exploration Renaissance Reformation Sci Rev Enlightenment Absolutism & Const.

French Revolution Industrial Rev Rev of 1848 Age of “isms” – Marx,

socialism, Darwin, etc.. Imperialism

World War I Russian Revolution Interwar Period World War II Cold War Post-Cold War

Americas Migrations across the land bridge & throughout the Americas

Olmec Chavin

Maya (& collapse) Inca Aztec N. American

tribes Turquoise Road

Exploration Conquest Columbian Exchange Colonization &

European domination

Haitian Revolution Latin American

Revolutions Independence

challenges US rev. & growth

Castro and Cuba Mexico Rev/1910 Issues: controlling gov,

population, modernization, industrialization

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Must Know Geography – Regions

The AP exam expects you not only to know the location of certain countries, but also be able to identify the characteristics of a certain region within a given time period (as well as being able to identify which countries are in each region). If an essay question asked you to address a region (as they frequently do) you need to be able to talk about the region in

general and to talk about several countries within that region as examples.

North AfricaAlgeriaEgyptLibyaTunisiaEgyptMoroccoWestern Sahara

East AfricaDjiboutiEthiopiaMadagascarSomaliaS. SudanEritreaKenyaSudanTanzania

West. AfricaBenin Burkina FasoChad Côte D’IvoireGambia GhanaGuinea LiberiaGuinea-Bissau MaliMauritania NigerNigeria SenegalSierra Leone Togo

Central AfricaBurundi CameroonCentral African Republic (CAR)Eq. Guinea GabonRep. of CongoRwanda SudanUgandaDem. Republic of

Congo (Zaire)

Southern AfricaAngola BotswanaDem. Rep. of Congo (Zaire)Lesotho MalawiMozambiqueNamibia S AfricaSwaziland ZambiaZimbabwe

Central AsiaAfghanistanKazakhstanKyrgyzstanTajikistanTurkmenistanUzbekistan

Western EuropeUnited KingdomFranceSpainPortugalIrelandBelgium

Mid East/SW AsiaArmenia YemenAzerbaijan BahrainGeorgia IranIraq IsraelJordan KuwaitLebanon OmanQatarSaudi ArabiaSyria TurkeyUnited Arab

Emirates (UAE)

East AsiaChina (PRC)JapanNorth KoreaMongoliaSouth KoreaChina (ROC, Taiwan)

South AsiaAfghanistanBangladeshBhutan IndiaNepal PakistanSri Lanka

SE AsiaCambodia IndonesiaLaos MalaysiaMyanmar (Burma)PhilippinesSingaporeThailand Vietnam

Meso Am & Carib

Meso-AmericaBelize Costa RicaEl Salvador GuatemalaHonduras MexicoNicaragua Panama

CaribbeanBahamas CubaDominican Rep. HaitiJamaica Puerto RicoTrinidad & Tobago

South AmericaArgentina BoliviaBrazil ChileColombia EcuadorFr. Guiana GuyanaParaguay PeruSuriname UruguayVenezuela

Eastern EuropeRussiaPolandCroatiaUkraine

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How to Read (and REMEMBER!)Managing Reading Area and Time

1. Create an effective reading area (lots of workspace, minimize distractions) – NOT on your bed– PUT YOUR PHONE IN ANOTHER ROOM!

2. Small portions of time– Use a timer– Start by reading for 5 to 10 minutes (maybe use a kitchen timer)– Gradually increase each session

3. “Vacation” list (not a doodle sheet) – Sheet of paper next to you– Random thoughts?--write them down on paper– At end of reading, take quick “vacation”

Pre-Reading1. Skim Chapter Reading Guide

– Quick quiz after you skim them (This is VERY VERY important!)2. Look over ID’s

– Write them on Post-It’s to use when reading– Quick quiz after you write them

Reading1. Skim sections in chapter

– Move index finger, pen, or pencil down middle of reading • Notice topic headings• Look at visuals• Skim words• Look for & tab (place Post-It’s near) ID’s

– Quick quiz after you skim each section (This is VERY VERY important!)2. Speed read text

– Start by reading a paragraph at a time• Eventually read several paragraphs before you stop to take notes

– Move index finger, pen, pencil, or 3X5 card down middle of reading • Follow model of how you pleasure read

• Push the story along• Allow your eyes to look for:

• Capitalized words• Numbers• Strong words

• Do not worry with small words like a, an, etc.• Fill in “story” of text using closure

– Get one or two pieces of information per paragraph• Does NOT have to be the “most important”

– Take notes into PERSIAN charts, answer Guiding questions and Reading Guide– Do timelines and maps – Notice change and continuity, and comparisons– Quick quiz as you read/take notes (This is VERY VERY important!)

3. Before you begin to read each day:– Look over previous notes– Quick quiz over your notes (This is VERY VERY important!)

4. After you have read each day:– Look over your notes for the day– Quick quiz over those notes(This is VERY VERY important!)

If you follow these steps, you will find that you will spend LESS time reading and officially “studying” for tests.

Note-taking11

3X5 ID cardsYOU MUST MAKE A CARD FOR EACH ID

1. Make notes on ID’s on 3X5 cardsa. Front is termb. Back is who/what/when/where/why is it significant, including words and images

2. Can be color-coded3. Put the cards for the Era we are studying in a zipper pouch or Ziploc in your AP World History

binder. You must have these with you each day.4. After each Era Test, organize and store in a box at home for GREAT end-of-year review

PERSIAN Charts**Good for Empires/Civilizations – helps with making Comparisons

Political

Economic

Religious

Social

Interactions

Arts and Sciences

Nature

Venn Diagrams & Comparison Charts**Good for looking at similarities and differences

1. Create overlapping circles or rectangles2. Fill with information on subjects

Topic Federal Concurrent StateTaxes Federal income tax Power to tax Income taxWar Declare war ------------------ -------------------Treaties Make treaties with

foreign powers------------------ -------------------

Marriage -------------------- ------------------ Regulate marriage requirements

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Conrad-Demarest Model of Empires

1. Necessary preconditions for the rise of empires – the region must have:a. State-level governmentb. High agricultural potential of the environmentc. An environmental mosaicd. Several small states with no clear dominant state (power vacuum)e. Mutual antagonism among those statesf. Adequate military resources (or a military or technological advantage)

2. States succeed in empire building if they have an ideology that promotes personal identification with the state, empire, leader, conquest, and/or militarism.

3. Characteristics of well-run empires:a. Build roads and transportation systems, canals, ports, etc.b. Trade increasesc. Cosmopolitan cities – art and education flourishd. Effective bureaucracy to ensure communication, collect taxes, oversee coinage, ensure the

emperor’s laws are enforcede. Common official language (communication)f. System of justice, law for entire empireg. Citizenship or rights extend in some degree to conquered; must be some buy-in

4. Major results of empire:a. Economic rewards, especially in the early years, redistributed to elite and trickles down to other

classes (esp. merchants, scribes, etc.)b. Relative stability and prosperityc. Population increase

5. Empires fall because:a. Failure or leadership; focus on wealth, etc. not the needs of the stateb. Ideology of expansion and conquest leads to attempting new conquests beyond a practical

limit: overstretching of bureaucracy, military, resources, communicationsc. Lack of new conquests erodes economic base and lessens faith in ideology that supported the

empired. Rebellions from within/challenges from without

6. Consider also the issues of hegemony vs. dominance and core vs. peripherya. Hegemony – acculturation and assimilation of conquered peoples for a peaceful empire.b. Dominance – conquerors promote themselves and their culture at everyone else’s expense.c. Core – traditional lands on conquerors and how they treat those within versus those new lands

(Periphery) they conquered (taxes, laws, etc.)

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CORE-PERIPHERY MODEL

1. Core Most economically diversified, wealthy, and powerful2. Semi-Periphery

Nations that are midway between the core and periphery3. Periphery

Least economically diversified/developed

CORECountries: England, France, HollandDescription:

Strong, central governmentExtensive bureaucraciesLarge mercenary armiesRising bourgeoisieImproved laborUrban centers because of migrationImproving farming techniquesEnclosureCommercially-oriented farmers

SEMI-PERIPHERYCountries: Spain, Portugal, ItalyDescription:

Lacked middle classExploited peripheryPower struggle between government and landed aristocratsLimited access to bankingLimited manufacturing

PERIPHERYCountries: Poland, Latin America, Eastern EuropeDescription:

Imported goodsInflationBullionism

EXTERNALCountries: RussiaDescription:

Outside of world economyInternal market

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AP World History Jargon

Below is a list of words you will encounter at some point during AP World History. I do not expect you to know all thesewords before the course, but I do expect you to know them by the end of the course, and each chapter/unit will add severalmore examples to your vocabulary. Note: these are far from all the words you may encounter this year. You’ll learn far morenew words/phrases in your English class that will also help you write better historical essays and understand your assignedhistorical readings. These are just the words that have a specific application in history.

abolitionabsolutismadminister / -strationadmonish /mentAfro-after-lifeagrarianAmer-analyze/ analysisanarchism / anarchyancientante bellumanti-semitismapathyappease / -mentarablearchaeologyarchaicarchitecture-archyargue / argumentartifactartisanaristocracyatheismasceticismausterityauthoritarian / -ismbalance of powerbalance of tradebarbarianblockadeborder (national)boycottbourgeoisiebroker (v.)bullionbureaucracy / -craticcabinet (governmental)capital / -ismcapitolcapitulatecartel

castecasualtycausationcelibacy / celibatecentral / -centriccenturycirca (c. ca.)city-statecitizencivilization / civilizedchauvinismchivalryclass struggleclassicalclergycoercecoincidencecolony, colonialcommoditycommunalcommunismconflateconjunctureconscript / -ionconservativeconstitution (small “c”)conflateconsumer / -ismcontemporarycontest (v.)contextcontinentcontingency / contingentconvention / -alconvergeconverse (v.& n.)convert (v. & n.)corporation / corporatecorollarycorrelationcosmopolitancoup d’état-cracy

(autocracy, democracy)craft (n. & v.)creditcurrencycurrentDarwinismde factodebitdebtdecadedeficitdeforestationdeity / deismdelay (v. & n.)democracydemographydemon / -izedestinydeterminismdictator / -shipdiffuse / diffusiondiplomacy / diplomaticdiversity / diversedivinity / divinedoctrine / doctrinaldocument (v. & n.)dogma / dogmaticdomesticdraft (v. & n.)dualismdynastyeclecticeconomy/ economicedictedifice / edifyegalitarianeliteemancipate / -tionempire /emperoremporiaencounterenlightenentrepótepidemic

eraethicethnic / ethnicity / ethno-eunuchEuro-executive(branch)expenseexplicateexplicitfacadefascismfeminismfeudalismfief / fiefdomfigurativefilialfiscalforagefortnightframe of referencefraternize / -zationfree tradefrontierfundamental / -ismgendergenocidegeo-globalizationgovernment-graphy (demography, geography)guildhagglehegemonyhelio-hierarchyhistoriographyhyper-hypo-hypocrisy/ hypocriteidentityideology

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impede / impedimentimperialismimplicitincarnation / incarnateindenture (v.)independenceindigenousindustry / -trial / -isminherentinheritinverse / invertirrigation-ism / -ist / -izejudiciary / judicialjuncturejuntakin / kinshipking / kingdom

laissez-faire-lateral (uni- bi- multi-)the Leftlegislature / legislativelegitimacy / legitimateliberal-logymajoritymalnourish/ -nutritionmandate (v. & n.)manifestmanifestomanuscriptmaritimematerialmaterielmatri-matriarchmatrilinealmedievalmercantilismmerchandisemerchantmerit /meritocracymeso-meta-metallurgymetaphor / -icalmetropolitanmiddle classmigrate /migrationmilitary / -ismmillennia / millenniumminister (n. a diplomat)

minoritymodern / -itymonarch /monarchymonastery /monasticmonetarymono- (-gamy, -poly)monsoonmortal /mortalitymutatenationnation-statenationalismnegotiateneonether-NGOs (non-gov’t org)nobility / noblenomad /nomadicnunoptimismoracleoralorateordainorthodox / orthodoxypacifism / pacifypaganpaleo-pan-papacy/ papalpastoralpaternalpathogenpatri-(patriarch / -archy)patricianpatrilinealpatron / -izepeasantpeccadillopenultimatepeon / peonageperiodperspectivepessimismphilia / -philic / -ophilephobia / phobicpilgrim / pilgrimageplagueplausibleplethorapluralitypoint of viewpolitical / politicspolypolygamypostpragmatism/ pragmatic

pretextpriestprimaryprincipalprincipleproletariatpromulgatepropagandaprotectorateproto-providenceprovince / provincialpush-pull factorsqualifyquandaryquantifyquantityquestracism / racialradicalrare / rarityrational / rationaleraw materialrebel / rebellionreformregimeregister (n. & v.)regulationreincarnationrepublicrevenuerevoltrevolutionthe RightrimlandruralRussosacredsarcasmscholarscore (a unit of time)secede / secessionsecondarysectsecularsedentarysegregationserf / serfdomshaman / -ismslaverySocial Darwinismsocial democracysocialismsocio-economicsovereignty / sovereignstate (n.)status quostrata / stratificationsubsubmerge

subordinate (v. & n.)subsistencesubvert / subversivesurrendersyncretic / syncretismsynthesistangibletarifftemporaryterminalterritory / territorialterrorismtext / textualtextiletheo- (theology, theocracy)Third Worldtopographytotalitariantraditiontrust (n.)uberultimateultimatumunanimity / unanimousunify / unityunion (n.)urbanutopia / utopianvenerate / venerableverbal / verbalize verminvernacularviceroyxeno- (xenophobia , xenophobic)the Westworking classworld-systems theory

Units of Timecentury2fortnightmillennia / millenniumscoreBe sure to know how aparticular year corresponds toa century. (e.g. 2012 is in the21st century, 1877 was in the19th century)

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Guide to Class Participation in AP World History

You will regularly be assessed on your participation in class. Below are some guidelines for what you need to do to prepare for class discussions and how I expect you to participate.

1. PUT AWAY YOUR PHONE AND ANYTHING ELSE NOT DIRECTLY RELATED TO OUR CLASS DISCUSSION.

2. Come to class well prepared with notes (such as your PERSIAN charts) on the assigned reading and any source documents/materials assigned.

3. Put your ID cards in alphabetical order so that you can quickly locate the one you need.4. Have at least one analytical type question of your own prepared that challenges the class to think more

critically about the topic. Look at the “Bloom’s Taxonomy Guide to Writing Questions.” Try to make sure your questions are one of the top three levels (Analysis, Synthesis, or Evaluation)

5. Below are some helpful tips:a. Stick close to the text in discussion. Keep your notes and primary documents (if applicable)

ready to utilize. If needed, locate items in the text and be prepared to cite specifics in the language of the text to support, challenge or question.

b. Collaborate, don’t compete. It is not a debate, but a discussion.c. Challenge politely a comment that another student makes. Let any student finish phrasing a

question or developing an idea before you jump in. If you are addressing an individual, make eye contact with that person and use their name. Clarify a difference of opinion.

d. Look around the table/group; let people know that they are included. And be aware of people who might be trying to get a word in, but are reluctant.

e. Don’t address everything to the instructor.f. Affirm a comment that another student makes. Encourage each other to speak, to clarify or

expand an idea that might be foggy. Often, our contributions take a few attempts (oral “drafts”) before they congeal; articulation needs patience, support, listeners who are interested in allowing the speaker to get the most out of his or her point.

g. Use first names whenever possible.h. Ask for more information or further explanation.i. Be sure that the class is content with the exploration of one topic before heading off into new

territory. In moments of silence, determine whether we’re wrestling with an idea or passage just mentioned, or whether we’re ready to introduce a new line inquiry. Ask each other – What was said recently? Did we take it as far as it could go? Are we content? We need time to think, and so these moments are essential – but when are we simply waiting for someone to give us the green light, to break new ground.

j. Don’t hesitate to summarize a discussion, to understand where you’ve been before you move on.

k. LISTEN CAREFULLY.l. If you’re not a reluctant participant, and suspect that you might have a dominant presence at the

table, police your own frequency of involvement. Don’t answer every question that’s asked (by teacher or peer); don’t jump in at every opportunity. If you have a strong voice, then you need to be aware of when you’re speaking too much, when others will simply ‘shut down” because they know you’ll pick up the slack or fill the space. Pull your weight, but not everybody else’s.

m. Many of our discussions will be formatted as “Inner-Outer” Circles. If you are in the “Inner Circle” you are expected to speak and participate in the discussion. If you are in the “Outer Circle” you are expected to write notes on the “Inner Circles” discussion and be prepared to ask them questions if needed.

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Assessment Rubric

Objectives 5 4 3 2 1

Participation

Takes part on a regular basis, but does not dominate. Consistent, constructive participant.

A bit dominant; could let others speak more. ORCould speak a bit more regularly.

Has to be reminded on occasion to share timeORHas to be reminded on occasion to speak up.

Has been reminded on several occasions about being dominant. ORHas been reminded on several occasions to take part.

Never takes part.ORNever lets others speak.

Critical Thinking

Makes connections to previous comments, previous classes, homework, other events. Exhibits attention to detail and mastery of the work.Prepared with one or more higher level questions.

Comments are not as succinct as “5” comments.Does not make many connections.Will not take as many risks as a “5” in developing new ideas.Prepared with one or more higher level questions.

Does not often generate new ideas that further the discussion.Often just reiterates statements that have already been made. Has probably read the homework.Prepared with one or more questions, but they are not higher level.

Rarely offers new ideas. Does not show understanding of the material.Comments could be made without doing the homework.Prepared with one question, but not higher level.

Shows no understanding of the material. Exhibits no original thought.Never makes connections.Not prepared with any questions.

Text References

(Mainly applies if

incorporating primary

documents)

Habitually cites text, giving page number.

Cites text occasionally.

Cites text occasionally.

Rarely cites text. Never cites text.

Listens to peers. Likes to talk too Pushes away from Regularly makes Has been spoken to

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Behavior

Addresses comments to peers, not just teacher.Uses names, makes eye contact. Respects classmates and has earned respect of classmates.

much.Can get sidetracked, but pretty good.Does not use names or eye contact all the time.Inconsistent connection with the rest of the class, but not disruptive.Listens fairly well.

the table.Rests head on the table. Rarely uses names.Can be both distracted and slightly disruptive.Talks just to the teacher.Listens sometimes.

disruptive comments. ORIs disruptive by being withdrawn and quiet.Disconnected from the class.Rarely listens.

on a regular basis about disruptive behavior.ORNever takes part in class.Does not respect classmates, and is not respected.Never listens.

Outer Circle (If applicable)

Listens to peers. Writes copious notes and questions while the Inner Circle is conducting their discussion. Is prepared to ask higher level questions.

Listens to peers. Writes some notes and questions while the Inner Circle is conducting their discussion. Is prepared to ask questions, but they may not be higher level.

Listens sometimes. Appears distracted or disinterested.Does not write notes or writes few notes.Is not prepared with questions or questions may be lower level questions.

Is disruptive or withdrawn.Does not write note or writes few notes.Is not prepared to ask questions.

Is disruptive or withdrawn.Does not write notes.Is not prepared to ask questions.

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AP World History

I have read and understand all of the following for AP World History class: Course Description Homework/Test Requirements Materials Class Policies Class Rules AP Exam Information

________________________________________________(Printed Student Name)

_________________________________________________ _____________________(Student Signature) (Date)

_________________________________________________ _____________________(Parent/Guardian Signature) (Date)

_________________________________________________ (Parent/Guardian Email)

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