AP World History SyllabusAugust 2009

Welcome to the 2009-2010 school year! Congratulations on choosing AP World History, a demanding yet exciting course which emphasizes the development of non-western human society. This is a college level class in which you will be expected to do extensive outside reading, detailed writing assignments, and independent research.

AP Related Issues

AP course grades are weighted to reflect a greater level of achievement in terms of GPA and rigor in course work. This means grade of a C in an AP class is equivalent to a B in a regular class due to weighted grades. (check this)

AP Related Issues

This class is designed to help you pass the AP World History test given in May. You may be able to receive college credit for passing the AP WH test. Colleges do look carefully at transcripts. Taking AP classes and attempting to pass the test rank very high for admissions consideration, especially at competitive institutions.

AP Related Issues Many religious and cultural values will be

explored; however no particular view will be favored over the others. AP World History reflects a global perspective of history, and the content will not exceed 30% Western History. Study will focus not just on facts, but rather on overarching themes throughout human society.

AP Related Issues The course imposes a heavy reading and writing load

throughout the year, and the demands on the students are equivalent to a full-year introductory college course.

Students and Parents should expect that there is some work/reading to be done almost every school night, and study time should be planned for various assignments.

Students also need to understand that it is always required to read the chapters that are covered in class. Failure to read will lead to poor results in the class and on the AP exam!

Class Motto

Just keep reading!

Materials

You will need the following supplies by Wednesday, August 26, 2009:

a 3 ring binder   a supply of notebook paper a 5 subject spiral (200 sheets, college ruled) notebook

w/plastic covers and pockets for my class period only  a four color (black, blue, green, and red) pen a #2 pencil a four pack of colored hi-liter pens 2 glue sticks

Course Textbooks and Resources

The Earth and Its Peoples, by Richard Bulliet et. al., Boston: Houghton Mifflin; 2nd ed., 2005.

Reilly, Kevin, ed. Worlds of History: A Comparative Reader, 3rd ed. Boston: Bedford/St. Martin’s, 2009.

A variety of other primary and secondary sources will be used during the course.

Students are encouraged to access additional resources online at:

http://college.cengage.com/history/world/bulliet/earth_peoples/2e/students/index.html

Communication

Course lectures, assignments, and other information are available on my website at: http://dibollhigh.tx.dih.schoolinsites.com/?PageName='TeacherPage'&StaffID='60526‘

You may also contact me by email: rhoward@dibollisd.com

SEATING:

I will initially seat students alphabetically, and make a seating chart; I will consider allowing students to choose their own seats next six weeks (after I learn all of your names).

It's important to remember that I maintain the right to change student’s seats at any time.

AP World History Class Themes

Interaction between humans and the environmentDemography and diseaseMigrationPatterns of settlementTechnology

AP World History Class Themes

Development and interaction of culturesReligionsBelief systems, philosophies, and ideologiesScience and technologyThe arts and architecture

AP World History Class Themes

State- building, expansion, and conflictPolitical structures and forms of governanceEmpiresNations and nationalismRevolts and revolutionsRegional, trans- regional and global structures

and organizations

AP World History Class Themes

Creation, expansion, and interaction of economic systemsAgriculture and pastoral productionTrade and commerceLabor systems IndustrializationCapitalism and Socialism

AP World History Class Themes

Development and transformation of social structuresGender roles and relationsFamily and KinshipRacial and ethnic constructionsSocial and economic classes.

Historical Thinking Skills

Historical analysis requires familiarity with a great deal of information about the past such as names, dates, facts, events, and the like.

Without reliable and detailed information about the past, historical thinking is not possible.

But historical analysis involves much more than the compilation of data about the past. It also calls for distinctive reasoning skills.

Historical Thinking Skills

In other words: History is not just a simple effort to collect

information but rather a sophisticated quest for meaning about the past.

This quest involves a rigorous and fair-minded analysis of documents and other sources of information about the past.

Historical Thinking Skills It calls for individuals who respect all relevant

historical evidence and reasoning- not just those elements that support a preferred or preconceived position.

The quest for historical meaning entails the cultivation of six distinct but also interrelated and overlapping intellectual skills:

Historical Thinking Skills

Analysis: Historical thinking depends on the ability to understand and evaluate evidence about the past (including written documents as well as archaeological artifacts, oral traditions, works of art and other primary sources).

It involves the capacity to extract useful information and draw appropriate conclusions from historical evidence while also understanding that evidence in its context, recognizing its limitations, and assessing the point of view that reflects it.

Historical Thinking Skills

Argumentation: Historical thinking depends on the ability to construct plausible arguments on the basis of all the relevant historical evidence as well as the capacity to understand and evaluate the arguments of others fairly in light of all available evidence.

Historical Thinking Skills

Chronological Reasoning: Historical thinking depends on the ability to recognize patterns of change and continuity through time, to address questions of causation, and to compare and evaluate alternative models of periodization.

Historical Thinking Skills

Interpretation: Historical thinking depends on the ability to analyze the roles played by multiple causes of historical developments, to recognize that different witnesses from different communities have articulated multiple perspectives on historical experiences, and to understand and evaluate diverse interpretations of the past through examination of their evidence, reasoning, contexts, points of view, and frames of reference.

Historical Thinking Skills

Contextualization: Historical thinking depends on the ability to connect local developments with broader processes, to understand the various ways that global processes have influenced the development of individual societies, and to assess the similarities and differences between historical processes in different chronological and geographical contexts.

Historical Thinking Skills

Comparison: Historical thinking depends on the ability to compare the similarities and differences in historical developments among and between societies in order to understand the experiences of individual peoples and societies in relevant context.

Historical Thinking Skills

Synthesis: Historical thinking depends on the ability to construct plausible historical narratives and create persuasive understandings of the past by drawing resourcefully on relevant primary sources and secondary works while acknowledging them in appropriate fashion.

Course Activities

A) Multiple Choice Tests Multiple Choice Tests will be designed to simulate the

AP Test. They will be timed. There will be 5 answer choices per question. Tests will be cumulative to try and build up and retain knowledge from earlier chapters. It is important to realize tests will cover assigned readings, not lecture topics. Reading needs to be finished over the weekend before we discuss the chapter. Failure to read will significantly lower your grade!

Course Activities B) Essay Tests

Essays will include three types: Document Based Questions (DBQ), Change over Time (COT), Comparative (COMP) writings. Essays will be written both outside of class and timed essays written during class. Essay packets may be assigned to do at home for selected units, these will include all 3 types of essays. Take home essays need to be typed and are due at the end of each unit.

We will analyze primary sources, outside readings, oral histories, maps, charts and visuals (art, architecture, and political cartoons). This primary source analysis will help you directly with the tasks required for the Document-Based Question (DBQ) essay on the exam, but the daily use of historical materials also will help you practice using evidence to make plausible arguments. You also will become expert at identifying point of view, context, and bias in these sources.

Course Activities

C) Final Each semester will conclude with a

cumulative final. Students will have an opportunity to show what they have learned over the entirety of the course, and should understand like a college course, finals have a significant impact on their grade.

Course Activities

D) Homework Assignment PacketsAssignment packets are due each Friday for

the assigned reading. They may include note cards, timelines, maps and analysis from the week.

Course Activities

E) ProjectsBoth group and individual projects will be

assigned to help review the course material.After the AP Test in May, enrichment projects

will also be assigned.

Course Activities

F) Interactive NotebooksStudents are required to keep their tests, essays,

warm ups, notes, handouts and assignment packets for each chapter in their notebooks. These will be checked regularly and should be kept throughout the course as they are very helpful in reviewing information for the exam.

Course Activities

G) ParticipationStudents are expected to participate at a high

level in an AP class, both in answering questions and volunteering information for discussions.

Course Outline: UNIT I. Foundations, c. 8000 BCE to 600

CE Chapters 1 – 8 (7 weeks)

Introduction to the AP World Course become familiar with the AP World Curricular Requirements and AP

World History Themes introduce the concepts of change, continuity and comparison that will

be used throughout the course discuss how and why the course is broken up into five units: an

understanding of periodization from 8000 BCE to presentAgricultural Revolution to the First River-Valley Civilizations (8000-1500

BCE) define civilization and its key traits comparison of river valley civilizations: first comparison essay topicNew Civilizations in the Eastern & Western Hemispheres (2200-250

BCE) early Chinese civilizations first civilizations of the Americas

The Mediterranean & Middle East (2000-500 BCE) world religions overview: students use internet sources to investigate

major world religions introduce the DBQ: interpret and analyze primary and secondary

source documentsGreece and Iran (1000-30 BCE) rise of Greek city-states struggles of Persia & Greece spread of HellenismAn Age of Empires: Rome & Han China comparison essay on the empires of Rome & Han ChinaIndia & Southeast Asia (1500 BCE – 600 CE) spread of Buddhism & Hinduism point of view analysis on Buddhist & Hindu primary & secondary

source documentsNetworks of Communication & Exchange (300 BCE – 600 CE) Silk Road, Indian Ocean, Saharan and Sub-Saharan trade and

activity introduce the change over time essay: 1st change over time essay

assigned

UNIT II. 600–1450 Chapters 9-16 (7 weeks)The Rise of Islam (600-1200 CE) origins of Islam, caliphates, and Islamic civilization DBQ topic: Moral & Social Behavior in the Islamic WorldChristian Europe Emerges (600-1200 CE) Byzantine Empire, Medieval Europe, Kievan Russia, and the

Crusades cultural diffusion and diversity exercise: Christianization of

the Scandinavians & SlavsInner & East Asia (600-1200 CE) Tang & Song China and New Kingdoms in East Asia: Korea,

Japan & Vietnam DBQ Topic: Women in Tang & Song ChinaCivilizations of the Americas (600-1500 CE) Mesoamerican Cultures: Maya & Aztecs Northern Cultures: Southwestern & Mississippian peoples

Andean Cultures: Moche & Inca Environment & Technology: Inca Roads, p. 317Mongol Eurasia (1200-1500 CE) The Rise & Effect of the Mongols Ming China Environment & Technology: gunpowder to guns, p. 359 DBQ Topic: The Integration of Mongol EurasiaTropical Africa & Asia (1200-1500 CE) new Islamic Empires: Mali & the Delhi Sultanate The Indian Ocean Trade cultural diffusion and diversity exercise: style of rule in Mali

& India, p. 334The Latin West (1200-1500 CE) population growth and Black Death The Renaissance, Hundred Years War & new monarchs analytical & interpretive essay on religion & society in the

Latin West

UNIT III. 1450–1750: Chapters 17-22, (6 weeks)

The Maritime Revolution (to 1500 CE) expansion before 1450: Pacific, Indian, & Atlantic Ocean European expansion DBQ Topic: cross-cultural exchange in the Atlantic WorldTransformation in Europe (1500-1750 CE) The Reformation, Scientific Revolution & EnlightenmentAmerican Colonial Societies (1530-1770 CE) Spanish America & Brazil and the English & French

Colonies

analysis & interpretation of primary sources: map & work of art

The Atlantic System & Africa (1550-1800) plantations in the West Indies, the Gold & Slave Coasts change-over-time essay on World Trade & change-over-

time essay on the Atlantic World (see 2002 & 2005 exams)

Southwest Asia & the Indian Ocean the Ottoman, Safavid, & Mughal Empires analysis & interpretation activity on Islamic Law &

Ottoman Rule, p. 492Eastern Eurasia (1500-1800 CE) The Russian Empire, Late Ming & Early Qing Empires,

Japanese Reunification cultural, social, and economic comparisons: Russia,

China & Japan

UNIT IV. 1750–1914: Chapters 23-29, (5 weeks)

Revolutionary Changes in the Atlantic World (1750-1850) The Enlightenment & the old order The American & French Revolutions and how revolution spreads DBQ topic: Revolutionary ideas in the Americas & FranceThe Early Industrial Revolution (1760-1851) causes, technology & impact of the Industrial Revolution comparison essay topic: industrialization & the non-industrialized

world Nation Building & Economic Change in the Americas (1800-1890) independence in Latin America abolition of slavery & women’s rights primary source activity on race & ethnicity in the Americas Africa, India & the New British Empire (1750-1870)

new African states, European penetration, empires in Eastern Africa India under British rule & Britain’s Eastern Empire DBQ topic: British Rule in India Land Empires in the Age of Imperialism (1800-1870) The Ottoman, Russian, and Qing Empires comparison essay topic: Europe & the Ottoman EmpireThe New Power Balance (1850-1900) industrialization: new technologies, social changes & labor

movements nationalism & the unification of Germany & Italy Japan joins the great powers environment & technology activity on railroads & immigrationThe New Imperialism (1869-1914) the scramble for Africa imperialism in Latin America analysis & interpretation of primary & secondary source documents:

The African Colonial Experience

UNIT V. 1914–2000: Chapters 30-35, (5 weeks)

The Crises of the Imperial Order (1900-1929) The Great War & the Russian Revolution contrasting destinies of China & Japan The New Middle East Diversity & Dominance activity: The Middle East After WWIThe Collapse of the Old Order (1929-1949) The Stalin Revolution & the Great Depression rise of Fascism East Asia from 1931-1945 WWII DBQ topic: The Status of Women in the Mid-Twentieth CenturyIndependence in Africa, India & Latin America (1900-1949)

Diversity & Dominance Activity: Vietnamese Nationalist Denounces French Colonialism

primary & secondary source document analysis: Nationalism & the Struggle for Independence

The Cold War & Decolonization (1945-1975) The Cold War, Vietnam & Korea emergence of environmental concerns: The Green RevolutionThe Dawn of the Post-Cold War World (1975-1991) revolutions in Latin America, Iran & Afghanistan collapse of the socialist bloc Persian Gulf War the challenge of population growth, unequal development & the

environment change-over-time essay topic: the struggle for women’s rightsGlobalization at the Turn of the Millennium the global economy & terrorism universal & women’s rights DBQ topic: Global Integration

Class Procedures

There is an enormous amount of required reading, writing, and speaking for this class—you will also have homework assignments nearly every night.

Agenda

Beginning tomorrow you will copy the "daily objective" from the board.

1. Copy it into your agenda

2. Copy it every day as soon as the tardy bell rings.

3. If you are absent, borrow someone's agenda and copy any objectives missed. (makeup work, notebook test)

Be sure to put a complete heading on everything you turn in.

Example:Robert Howard (full name)August 27, 2009 (date)World History-4th (class/period)

Title? (assignment name)

Heading

Class Notes

You will take lots of notes in this class; they are not optional; they will be graded, and you will be tested over the material.

Incomplete/Late work

Students with a verified absence must turn in work due and make up any assessment on the day they return to class in order to receive full credit.

Students may make up work that is incomplete or below basic until the end of each unit for a maximum score of 2 (basic; 70%) Don’t have any missing assignments, turning something in is much better than not turning anything in (60% vs. 0%)

GRADING SYSTEM

Major tests and papers will make up 75% of your grade. (homework counts as 25% of this portion of your grade)

Daily papers and quizzes will make up the remaining 25%.

GRADING SYSTEM

The course will use the following grade scale; A: 90 - 100 % B: 80 - 89% C: 70 - 79% F: 0 - 69%

Most tasks will be graded using the 5 point AP Rubric scale; 5 (Exemplary) 100% 4 (Advanced) 90% 3 (Proficient)

80% 2 (Basic)

70% 1 (Below Basic) 60% 0 (Not turned in)

0%

Extra Credit

There will be no extra credit work in this course except when announced in advance.

Contact Info

Robert Howard Phone: (936) 829-5626 Email: rhoward@dibollisd.com Conferences available by appointment

during 7th period

Tutorials

Available Mondays and Wednesdays from 7:30 – 7:55

Course Expectations

My main class rule is RESPECT. This means respect for me, your peers, and the

classroom. No putdowns are allowed, even if you’re joking. Keep your hands to yourself. Use proper language and keep our room clean.

Be ready to learn. This means stay in your assigned seat and work

quietly. Pay attention and don’t use any electronic devices.

Course Expectations

Be ResponsibleThis means come to class and be on time. Make

sure you are inside the classroom when the bell rings. The school attendance and tardy policy will be enforced, and grades can be lowered for missing too much class. If you miss class, find out the assignment.

Do the Right ThingBe honest, have integrity. Do your own work. Stay

positive; ask yourself how I can do better? Do whatever it takes to get the job done to the best of your ability. Don’t take shortcuts.

Course Expectations

The following consequences will be applied for rule violations; 1st Warning: Verbal 2nd Warning: Discipline Paragraphs 3rd Warning; Time Out/After School Detention 4th Warning; Parent Contact 5th Warning; Office Referral

You are in an AP class; we work too hard for any distractions. If you can’t behave, transfer out!

Please return the signature page provided and keep the syllabus for future reference. I look forward to having you in class this year. If we work together, we can succeed!

Mr. Howard