syllabus ap world civilization · martin, peggy, 5 steps to a 5: ap world history, 2010-2011,...

AP World History Syllabus 2013-2014 Elise Perry Rm. 19

Henry Clay High School

AP World History course is a comprehensive course examining the global development

of human civilizations from 8000BCE to the present day. Emphasizing the skills inherent

in the AP World History themes and Historical Thinking Skills, students will recognize

and compare the connections between cultures, their interactions, developments,

continuities, and changes throughout the centuries. Students will use, analyze, and

evaluate a wide variety of source material, including, primary sources, artifacts,

textbooks, articles, religious writings, and art and architecture.

Themes: AP World History highlights five overarching themes that will receive equal

attention throughout the course, in each unit:

1. Development and transformation of social structures (gender roles and

relations, Family and kinship, Racial Ethnic constructs, Social and economic

classes).

2. Political – State Building, expansion and conflict (Political structures and

forms of governance, Empires, Nations and nationalism, Revolts and

revolutions, Regional, trans-regional, and global structures and organizations).

3. Cultural – Development and interactions of cultures (religions, belief systems,

philosophy and ideologies, Science and technology, the arts and architecture).

4. Interactions between humans and the environment (demography and disease,

migration, patterns of settlement, technology).

5. Economic – Creation, expansion and interaction of economic system

(agriculture and pastoral production, trade and commerce, labor systems,

industrialization, capitalism and socialism).

Historical Thinking Skills The set of four historical thinking skills and the components provide an essential

framework for learning to think historically, and they apply equally to all fields of

history.

1. Crafting Historical arguments from

Historical Evidence

Historical Argumentation

Appropriate use of relevant historical

evidence.

2. Chronological Reasoning Historical Causation

Patterns of continuity and change over time

Periodization

3. Comparison and Contextualization Comparison

Contextualization

4. Historical Interpretation and

Synthesis

Interpretation

Synthesis

Every part of the AP World History Exam is designed to test historical thinking skills as well as content.

Class Goals/Objectives: (Students will be able to) 1. understand the importance of history in their lives.

2. identify bias in materials and documents.

3. comprehend the importance of geography and climate to current historical

perspective and contemporary knowledge.

4. see and define the role of the historian, and the historian’s relationship to the

anthropologist, archaeologist, sociologist, and geographer.

5. Using the Historical Thinking Skills, analyze and understand historical trends,

connections between the world’s civilizations, and the importance of historical

documentation.

CLASSROOM EXPECTATIONS

I hold the highest expectations for all my students. I expect that you will

always try and do your best. I take my commitment to students seriously I

expect that they will in turn conduct themselves in a manner that reflects they

understand this concept.

One of the most difficult things to accomplish as a class is to create an

environment where everybody can learn. The best way for us to accomplish

this is when each of us commits ourselves to work with the guidelines,

procedures, and rules for the class structure.

I also expect students to be proactive and problem solvers. AP World History

is a VERY demanding class it requires CONTINUAL effort! If you have a

problem or issue I expect you will contact me through email -

[email protected]

Curriculum Units: Intro to AP course topics

I Approx.8000BCE to 600 BCE(5%)

II 600 BCE – 600 CE (15%)

III600-1450 CE(20%)

IV 1450- 1750 CE (20%)

V 1750-1914 CE(20%)

VI 1900-Present(20%)

Review

Fun History

Required Texts: Strayer, Robert. Ways of the World, 2013; Bedford/St. Martin. Boston, MA.

Stearns, Peter, World History in Documents: a Comparative Reader; 2008, second

edition; New York University Press.

mailto:[email protected]

Additional Texts Include but Not Limited to (will be provided excerpts in

class): Andrea/Overfield, The Human Record: Sources of Global History, Volumes 1 and

2, 2005, Houghton Mifflin Company.

Reilly, K., Worlds of History: A Comparative History, Volumes 1 and 2, 2009,

Bedford/St. Martin.

Weisener, S. Discovering the Global Past, Volumes 1 and 2, 2007. Houghton

Mifflin Company. Boston, M.A.

Mitchell, J/H. Taking Sides: Clashing Views in World History. Volumes 1 and 2,

2007, McGraw Hill.

Dunn, R. A New World History: A teachers companion. 2006. Bedford/St.

Martin.

Bentley, J. Traditions and Encounters 5th ed. 2011, McGraw Hill, New York,

N.Y.

Sanders, T. Nelson, S., Morillo, S., Ellenberg, N. Encounters in World History:

sources and themes from the global past. Vol. 1., 2006, McGraw Hill, New York,

N.Y.

Recommended Student Purchase: Armstrong, Monty, Daniel, Kanarek, Abby, Freer, Alexander The Princeton AP

Review; 2011 Edition

OR,

Martin, Peggy, 5 Steps to a 5: AP World History, 2010-2011, McGraw Hill.)

Grading Criteria: 1. The class will be graded according to the following requirements (subject to

change)

40% Assignments

Includes but not limited to

All in class work

Notes

Discussion/Participation

Reflective Writing/Spiral Entries

40% Assessments

Includes but not limited to

Quizzes

Tests

Essays

Major Projects

Notebook Organization

20% Final Exam

2. Participation in class discussions is required to earn class participation points

as well as coming to class prepared.

Grading Scale: the school district’s policy on grading for high schools is as follows:

100-92 A

91-83 B

82-74 C

73-65 D

Below 64 F

All teachers must adhere to this scale as per board policy.

Class Requirements:

Notebooks/Binders:

Spiral Notebook (Assignment) 3 or 5 Subject Notebook

- Daily or Semi Daily assignments will be given in class including but not

limited to reflective writings, document analysis, guided questions, etc.

- Students will also keep their class notes in the spiral notebook.

- The spiral notebook will be collected randomly, but no less than every 6

weeks. Students must be current on their class notes in Cornell style to

receive full credit.

- If you are absent get the notes from someone else!

Portfolio (Assessment) Students will be required to create a portfolio, or body of work that demonstrates

learning on each of the Key Concepts. You will need a 3 ring binder, 6 dividers. In this

notebook, you will select work and assignments that best demonstrates your learning of

the AP World History key concepts as outlined in the curriculum map(you will receive a

copy of this). This could include tests, quizzes, essays, class assignments, reflective

journal entries. The choice is yours, but you must have at least 1 assignment to represent

each Key Concept. In addition, you will write a reflective essay to the reviewer to

introduce each unit and explain how the assignments are the best representation of your

learning, what you learned, how you know you learned it (besides a good grade), and the best representation of the key concepts. This is not necessarily the assignments you like

or that you earned the best grade but a collection of assignments that stretched you as a

learner. This ongoing assignment will be due on unit test days and will be worth 100 pts.

A rubric will be given closer to the due date.

Class Work/ Homework: All students will be required to take notes in class as well as reading notes from

assigned readings. Students will be given a variety of options to meet this requirement.

This will be discussed in the first days of school. A schedule of reading notes will be

handed out at the beginning of each unit. Reading Notes will be collected on their due

dates, graded and returned to students. They should IMMEDIATELY be placed in your

binder. Occasionally, I will collect individual assignments these also should be placed in

your binder upon return to the students. I will collect the spirals at random and without

any advance notice. It is imperative that you are organized and ready to submit them at

any time. It is your responsibility to keep up with your spiral and to keep it organized at

all times. DO NOT LOSE YOUR SPIRAL!!

Random Grading: Because of the vast amount of written work required by this class, some assignments will

be graded at random. Random means, students don’t know ahead of time when their

spirals will be collected, so they must ALWAYS be ready. Second, although some

assignments will NOT be graded, students don’t know which ones these are and so they

must do all the assignments. This policy allows me to assign more reflective writing and

note-taking, which helps the students learn more, but I can still manage to keep up with

the grading.

Listening and reading skills are essential in all AP classes. Most information in class will

come through lectures and assigned readings. Note taking from class lectures and assigned readings is required and part of your participation grade.

Students who habitually work on other class material will have it confiscated to be

returned at teacher’s discretion.

Re-do Policy: Any work that was completed but does not meet minimum standards or does not follow

directions may (at my discretion) be returned for you to re-do. You must turn in the re-

done work on that Friday. You may re-do the work as many times as necessary, but will

have a zero grade on that assignment until minimum standards are met. If you receive a

C or lower, you may voluntarily re-do an assignment (except quizzes and tests) for a

higher grade, by that Friday. If a student intended to re-do but did not make the Friday

deadline the grade will stand and will not be eligible for late work!

Make-up Work Your success in this class is dependent upon your attendance. It is your responsibility to

get your MAKE-UP assignments. Check the class web calendar for missed assignments.

This should be done at an appropriate time (not during class time) on the day of your

return. Assignments must be turned in on the Friday following your return (they will

need to be stamped). Check with your study buddy to see what was placed in the spiral

etc.

Late Work: ONLY ONE LATE ASSIGNMENT PER SEMESTER WILL BE PERMITTED

WITH ADVANCE TEACHER APPROVAL

Tardy Policy: If you are not in the room when the bell rings you are TARDY!!! School policy will

apply.

Food:

Student will only use drinking containers that have a closable lid, please. In addition,

LOLIPOPS WILL NEVER BE TOLERATED!!!

The AP Exam: Thursday May 15, 2014

Students are STRONGLY ENCOURAGED to take the AP EXAM.

You’ve done the work now celebrate the knowledge!

Item of Special Note:

This year ALL World History courses will receive part 1 of arts and humanities

curriculum. This is graduation requirement. Mr. Junker will teach one day every other

week. On those days, it is his classroom! All requirements, grades, assignments, and

tests will be separate from your World History class. It is a class within a class. All A/H

questions should be directed to him.

Time line for course units:

Unit 1 8000 B.C.E – 600 B.C.E

Key Concepts

Big Geography and the Peopling of the Earth

Neolithic Revolution and Early Agricultural Societies

Development and Interactions of Early Agricultural, Pastoral and Urban

Societies.

Overview of Content:

“Big Picture Questions from Princeton Review (*Cracking the AP world history

Exam, Princeton Review, 2008.)”

What are civilizations all about?

How does change occur within a society?

How are people impacted by and how do they impact geography and

climate?

Topics of Discussion

Reading the Historical Record – History and Archeology Activity

Geographic Determinism – Diamond, J. (1999). Guns Germs and Steel; the fates of human societies. W. Norton & Company, N.Y., N.Y.

Pastoral/Nomadic Life

What defines civilization?

Compare/Contrast River Valley Civilizations Activities Include but not limited to:

The unit will emphasize the role of geography, climate, trade and commerce,

gender, and human migration in the development of human civilizations. The

students will begin by analyzing the art and technology of the early civilizations

as documentation of those civilizations. Dialectical Journals, Free Response,

Group Discussion will be incorporated as well as traditional lecture and reading

assignments. Reflective writing assignment will include accepting or refuting

Jared Diamond’s supposition of geographic determinism. Students will also be

responsible for 2 point of view activities in this unit.

Unit 2 600 B.C.E – 600 C.E.

Key Concepts

Development and Codification of Religious and Cultural Traditions

Development of States and Empires

Emergence of Trans-regional Network of Communication and Exchange


Strickland, B (2010) AP Key Concepts & Focus Questions. East Grand Rapids

High School, East Grand Rapids, MI. Retrieved from

How did religions help strengthen political, economic, and cultural ties within societies?

What is an “empire,” and what were empires’ common characteristics

during the Classical Era?

How did Classical era trade networks compare to Ancient era networks?


Classical Civilizations & Comparisons

World Religions

Early Trade Networks

Activities include but are not limited to:

The major project in this unit will be a class presentation and research comparing

and contrasting the world’s “great religions (including: Australian Aboriginal,

Shinto, Buddhism, Hinduism, Christianity, Islam & Judaism).” The project will

need to analyze cross cultural contacts, and the influence of other belief systems

on the chosen religion. In addition, students will outline the basic beliefs, stories

of creation, founders and leader etc. As in all subsequent units, frequent essay

writing assignments will be given. Students will also be introduced to essay

writing. The AP test requires three different types of essays: a Document-Based-

Question (DBQ) essay, a Change-over-Time essay, and a comparative essay.

Students will be assigned a document based question to complete, peer review,

and conference with teacher Students will also analyze primary and secondary

sources on the role gender (compare contrast Ban Zhao & Code of Manu taken

from Sanders, T. Nelson, S., Morillo, S., Ellenberg, N. (2006). Encounters in

World History: sources and themes from the global past. Vol. 1. McGraw Hill,

New York, N.Y.), & social class and make major comparison among societies.

Finally, students will participate in a inner-outer circle discussion on Alexander

the Great.

Unit 3 600C.E. – 1450 C.E.

Key Concepts

Expansion and intensification of Communication and Exchange Networks

Continuity and Innovation of State Forms and Their Interactions

Increased Economic Productive Capacity and Its Consequences. Overview of Content:


exam, Princeton Review, 2008.)”

Do cultural areas, as opposed to states or empires, better represent history?

How does change occur in societies?

How similar were the economic and trading practices that developed

across cultures? How do they link up?

How does the environment impact human decision making?


Rise of Islam

Byzantine Empire

Development of Keivan/ Rus

Rise of the Nation States and Urbanization

North American Cultures

Latin/ South American Societies

China’s Renaissance

Japanese Feudalism

Mongol Impact

Power Vacuum: China Turns inward Activities include but are not limited to:

The major project for this unit will be a RAFT. Students design and create

primary or secondary source material that demonstrates historical thinking skills.

In addition, to the major project, students will be assigned an in-class DBQ essays

on cultural responses to the Black Death. Students will also complete an

introduction to the comparison essay; responses to Mongol invasion released

exam 2005 question. Mapping the spread of Islam through Africa and analyzing

primary sources related to topics from this unit.

Unit 4 1450-1750 AD: In this unit, student will write a children’s book on a topic from this time period. They

will be instructed on what material they need to present, but will allowed to supplement

and required to demonstrate changes and continuities over time in their story.

Key Concepts Unit 4 1450 C.E. – 1750 C.E.

Globalization Networks of Communication and Exchange

New Forms of Social Organization and Modes of Production

State Consolidation and Imperial Expansion Overview of Content:


exam, Princeton Review, 2008.)”

Why did Europe become a dominate power during this time period?

What were some of the differences among the ways in which non-European cultures interacted with Europe?

How did the global economy change during this time period?

What were the impacts of global interaction on the environment? Topics of Discussion

Early European Exploration and the Role of Technology

Columbian Exchange

Interactions between Hemispheres

Renaissance, Reformation, Enlightenment, Scientific Revolution.

Absolutism and Social Uprisings

Race, gender, ethnicity in new social hierarchies

Rise of the Great Gun Powder Empires


Students will develop their working and writing knowledge of continuity and

change over time. Using Shafer and Volt’s opposing arguments on

“Sotuhernization” (taken from: Dunn, R. A New World History: A teachers

companion. 2006. Bedford/St. Martin.) Students will participate in an inner/outer

circle discussion supporting or refuting the concept of “Southernization.” Students

will continue to analyze primary and secondary source material based on topics

above. In class assignments will include, dialectic journals entries, reflective

writing exercises, DBQ and compare and contrast essay writing with peer review

and refining the thesis statement. The major project for this unit is student will

write a children’s book on a topic from this time period requiring to demonstrate

changes and continuities over time in their story.

Unit 5 1750-1900:

Key Concepts Unit 5 1750 C.E. – 1900 C.E.

Industrialization and Global Capitalism

Imperialism and Nation-State Formation

Nationalism, Revolution and Reform

Global Migration Overview of Content:

“Big Picture Questions from Princeton Review (*Cracking the AP world history exam,

Princeton Review, 2008.)” & Strickland, B (2010) AP Key Concepts & Focus Questions.

East Grand Rapids High School, East Grand Rapids, MI.

How did Industrialization affect seemingly unrelated fields like social structures, culture, and the economy?

How did both the Enlightenment and colonized peoples’ actions affect

political developments after 1750?

What are the similarities & differences between colonialism and imperialism?

How did the impact of nationalism vary among different countries?

How did migrations in this period compare to earlier periods? Topics of Discussion

Rise & Impact of the Industrial Revolution around the world.

Impact of Enlightenment on social thought (French Rev., Amer. Rev, Rev of 1830, 1840)

Rise of nationalism in non-western nations

Comparison of Imperialism in Latin America, Asia and Africa.

Independence movements (Latin America) & Western influence

China’s resistance to Imperialism & the impact of the Opium Wars

Industrialism/ Westernization in Russia

Meji Restorations and the rise of Japanese Imperialism/Industrialism


Students will continue to analyze primary and secondary sources continuing to build

contextualization skills. In addition, they will analyze articles for POV. Writing

assignments will include a time DBQ and compare and contrast essay. Students will also

be assigned a CCOT essay (2005 released exam: Analyze social and economic

transformation of the Atlantic World.) and continue to refine the thesis statements.

Dialectical journals, reflective writing, and peer review will also be included. Students

will prepare an in class presentation on the rise of nationalism analyzing documents

focusing on Point of View from Japan, United States, Mexico, and Germany. The major

project for this unit is students must formulate their own web quest based on a topic from

this time. Students will post their web quests on-line and complete and evaluate another

students web quests. The pairing will occur over multiple sections of AP World History.

Unit 6 1900-Present:

Key Concepts Unit 6 1900- present

Science and Environment

Global Conflicts and Their Consequences

New Conceptualization of Global Economy


“Big Picture Questions from Princeton Review (*Cracking the AP world history exam,

Princeton Review, 2008.)” & Strickland, B (2010) AP Key Concepts & Focus Questions.

East Grand Rapids High School, East Grand Rapids, MI.

How do nationalism and self-determination impact global events?

Why did older, land-based empires decline and/or collapse?

How did science affect humans’ conception of the natural world in the 20th century?

What new governmental institutions emerged as a result of the 20th century

conflicts?

How did various reactions to the violence of the 20th century compare?

Are world cultures converging? If so how?

How do increasing globalization, population growth, and resource use change the environment?

Topics for Discussion

Mexican Revolution

M.A.I.N. causes of WWI (& consequences)

Conflicts of the interwar period (anit0imperialism, Russian Rev, Chinese Rev., Great Depression)

Rise of Fascism, & Militarism

WWII global Causes and Consequences

Cold War causes and consequences

Decolonization, Nationalism & Independence

Impact of the U.N. success and failures

Globalization


Students will write 3 (DBQ, Compare and Contrast, and CCOT) timed essays based on

released exams free response questions. Student will analyze WWI propaganda posters

from Australia, Japan, Germany and the United States for P.O.V. on war home front

issues. In addition, students will map the Pacific Theater and the involvement and impact

on Oceania. Students will participate in a whole class debate on the impact of the atomic

bomb “was it the right call?” Students will compare and contrast western responses to

independence in Africa, Asia and Latin/South America. Demonstrating Global

Interdependence an analysis of consumerism from Australia, United States, and France

utilizing documents from Weisener, S. Discovering the Global Past, Volume 2, 2007.

Houghton Mifflin Company. Boston, M.A. will be required. Dialectical Journals,

reflective writing, whole class discussion analyzing primary and secondary sources will

continue to be utilized.

The major project for this unit is a yet undetermined. It will be comprehensive, and it

must use the Themes of and Historical Thinking Skills AP World History.

At the conclusion of this unit, the class will conduct a two week comprehensive review.

During this review, basic AP test taking and essay writing skills will be honed.

*****IMPORTANT*****

KEEP THIS SYLLABUS IN YOUR NOTEBOOK AT ALL TIMES

Rules for Ms. Perry’s Class

1. Respect the people, equipment, and furnishings of the classroom. 2. Follow directions the first time they are given. 3. Follow all acceptable usage policies.

4. Follow all school wide rules.

If you choose to break a rule: First time: Warning (Name will be recorded) Second time: Phone call home Third time: Discipline referral & Phone call home Fourth time: Sent to office immediately with referral Severe disruptions: Student will be immediately sent to office with discipline referral Each term (every 6 weeks) the students' will start with a "clean slate." Rewards Praise (daily) Positive calls home (random) Whole-class radio time or free study time (random)

Various positive perks throughout the school year

Students: I have read this syllabus & classroom discipline plan and understand it. I will honor it while in Mrs. Perry’s classroom.

__________________________________ ___________________ Signature Date

Parents/Guardians: My child has discussed the syllabus & classroom discipline plan with me. I understand it and will support it.

___________________________________ __________________ Signature Date

Email: _______________________________

Best Phone/Time ______________________________