Download Mrs. Casey King Room #C212 Advanced Placement World History

Mrs. Casey King
Advanced Placement World History (AP)
Room #C212
Voice Mail (623) 736-3212
[email protected]
dvusd.org/mrhs-king
Course Description:
In this class we explore ten thousand years of human history and development. We will analyze the events and
issues that shaped and continue to shape the world we live in. Critical thinking skills, decision making, problem
solving, and critical reading and writing will be emphasized. In order to be successful, you must take
responsibility for your learning. This is a fast paced, rigorous, college level course. This course is aligned
with Arizona Common Core and College Board standards. This course supports the school wide efforts to
increase student achievement. You have the ability to earn college credit with successfully achieving a score of
3 or above on the AP World History exam (subject to change and dependent on individual college criteria). I am
here to help you succeed and am looking forward to a great year!
Course Objectives:
By the time the student completes this course of study, the student will know or be able to:
1. Use research skills to interpret historical data.
2. Compare and contrast historical happenings to contemporary events.
3. Identify key ideas, cite strong and thorough textual evidence and determine author’s point of view of
information texts.
4. Write arguments to support claims in an analysis of historical subjects.
5. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information
clearly and accurately.
6. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time
frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
7. Initiate and participate effectively in a range of collaborative discussions (one-on one, in groups, and
teacher-led) with diverse partners on various historical topics, primary and secondary texts, and issues,
building on others’ ideas and expressing their own clearly and persuasively.
8. Apply knowledge of language to understand how language functions in different contexts, to make effective
choices for meaning or style, and to comprehend more fully when reading or listening.
Course Design:
Advanced Placement World History is structured around the investigation of five themes woven into 19 key
concepts covering six distinct chronological periods. Understanding these themes and concepts require
students to go beyond memorization of key names, dates and events and instead explore history in a global,
interdisciplinary context.
Theme 1: Interaction between Humans and the
Environment

Demography and disease

Migration

Patterns of settlement

Technology
Theme 2: Development and Interaction of Cultures

Religions

Belief systems, philosophies and ideologies

Science and technology

The arts and architecture
Theme 3: State Building, Expansion and Conflict

Political structures and forms of governance

Empires

Nations and nationalism

Revolts and revolutions

Regional, trans-regional &global structures/
organizations
Theme 4: Creation, Expansion and Interaction of
Economic Systems

Agricultural and pastoral production

Trade and commerce

Labor systems

Industrialization

Capitalism and socialism
Theme 5: Development & Transformation of Social
Structures

Gender roles and relations

Family and kinship

Racial and ethnic :constructions

Social and economic classes
The Deer Valley Unified School District does not discriminate on the basis of race, color, national origin, sex, disability, or age in its
programs and activities. For any inquiries regarding nondiscrimination policies contact the Superintendent's Department, 20402 N.
15th Avenue, Phoenix, AZ 85027. 623.445.5000.
Course Overview
The structure of the course is set up to encourage greater historical thinking skill development through content.
Typical Weekly Schedule
 Monday is typically a day for skill-building, such as crafting historical arguments from historical evidence (thesis
development, essay structure), chronological reasoning, comparison and contextualization, historical interpretation and
synthesis (document analysis), test review, or note-taking strategies.

Tuesday begins with a small multiple-choice reading quiz, followed by the Doing World History activity; student notes are
checked during the activity.

Wednesday and Thursday are activity, presentation and writing days. Students will present their Doing World History
posters, read/analyze/discuss documents or supplemental essays, and write essays within the forty-minute time period.
Teacher lecture on focus content, or a graphic organizer organized around the content, will be presented.

Friday is generally a review day. Students may complete a Socratic seminar, role-play, debate, essay self/peer edits or
unit assessment. Friday is a day to take the learned knowledge of the week and use it to expand their understanding of
World History as a whole. Unit SPICE charts are due the Friday of the unit exams.
Doing World History
 Students will develop written questions based on the text reading for the week.
 Students, in a small group, will then develop an illustration of the concepts in the question and present these conceptmaps to the class.
Note taking
Students will be asked to take notes out of the main text, The Earth and Its Peoples.
1. Note-taking consisting of a thesis, main section ideas, and evidence written in Cornell fashion.
2. Doing World History questions, which consist of five questions:
 Big Picture – Looking at the main points of the overall chapter
 Comparison – Seeing the similarities and differences in two or more major elements
 Diffusion – Movement of a concept/item/group
 Syncretism – Movement of an external item that then combines with an internal item to develop something new
 Common Phenomena – Two or more societies/groups/people developing a similar response to a similar problem without
connections
3. SPICE Reflection, using the five themes to write how the chapter illustrates each theme
 Social – Development and Transformation of Social Structures
 Political – State Building, Expansion and Conflict
 Interaction – Interaction Between Humans and the Environment
 Cultural – Development and Interaction of Cultures
 Economic – Creation, Expansion and Interaction of Economic Systems
Essay Development
 Students will be give instruction in the three main essay types throughout the first semester, and practice on these types
using exam-tested questions.
 Students will begin with a DBQ essay with in-depth discussion of thesis development, structure, and evidence. Students
will then work through Comparison, and Continuity/Change over Time essays in that order.
 In the second semester, students will write one of the three essays every Thursday in rotation, for approximately twelve
weeks.
Document Analysis
Students will keep a document section throughout the year. Documents are part of the main text and will be made up of text,
visual, and quantitative sources. Students will analyze each document using four different methods:
1. Read and Interpret the document using SOAPStone (Speaker-Occasion-Audience-Purpose-Subject-tone) and through
annotation
2. Develop a Point-of-View statement, which shows the speaker, their identity, their belief, why they believe that way, and a
tonal adverb
3. Categorize the document using SPICE (five themes)
4. Analyze a possible Missing Voice (someone that is in support or opposition to the point-of-view presented in the document)
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Course Outline:
The course follows the periodization set-up by the curriculum framework. Our main text, The Earth and Its People, follows a
slightly different periodization which will give the class an opportunity to discuss how and why the author uses a different
schema than the framework.
The Earth and Its People
Key Concepts
Content Focus
The Earth and Its People
Key Concepts
Content Focus
The Earth and Its People
Key Concepts
Content Focus
The Earth and Its People
Key Concepts
Content Focus
The Earth and Its People
Key Concepts
Content Focus
The Earth and Its People
Key Concepts
Content Focus
REVIEW
Unit 1 – to 600 BCE Dates: Approximately 2 weeks Exam Weight 5%
Chapters 1-3 The Emergence of Human Communities
1.1 – Big Geography and the Peopling of the Earth
1.2 – Neolithic Revolution and Early Ag Societies
1.3 – Development and Interactions of Early Ag, Pastoral and Urban Societies

Migrations into Australia and Oceania

Agricultural Development in Papua New Guinea, Americas, Huang He

Mesopotamia and Egypt
Unit 2 – 600 BCE to 600 CE Dates Approximately 4 weeks Exam Weight 15%
Chapters 4-7- Formation of New Cultural Communities
2.1 – Development and Codification of Religious and Cultural Traditions
2.2 – Development of States and Empires
2.3 – Emergence of Transregional Networks of Communication and Exchange
Han and Rome
Christianity and Buddhism
African and American Variations
Unit 3 – 600 CE to 1450 CE Dates: Approximately 5 weeks Exam Weight 20%
Chapters 8-15
3.1 – Expansion & Intensification of Communication, Exchange Networks
3.2 – Continuity and innovation of State Forms and Their Interactions
3.3 – Increased Economic Productive Capacity and Its Consequences

Pastoral People – Xiongnu, Arabs, Masai, Mongols

Sea, Silk, and Sand Roads – Afro-Eurasia and Indian Ocean

China and the World

Europe on the Rise – Byzantium and Christianity

The World in the 15th Century – Americas, China, Islamic World
Unit 4 – 1450CE to 1750CE Dates: Approximately 5 weeks Exam Weight 20%
Chapters 16-20 The Globe Encompassed
4.1 – Globalizing Networks of Communication and Exchange
4.2 – New Forms of Social Organization and Modes of Production
4.3 – State Consolidation and Imperial Expansion
Comparative Empires – Spanish, Russian, Chinese, Islamic
Economic Globalization
Renaissance and Reformation
Scientific Revolution
Unit 5 – 1750CE to 1900 CE Dates approximately 5 weeks Exam Weight 20%
Chapters 21-25 Revolutions Reshape the World
5.1 – Industrialization and Global Capitalism
5.2 – Imperialism and Nation State Formation
5.3 – Nationalism, Revolution and Reform
5.4 – Global Migration
Revolutions – United States, France, Haiti, Latin American
Industrial Development and Expansion
Internal Reform – China, Ottoman, Japan
Colonial Encounters in Africa and Asia
Unit 6 – 1900 CE to date Dates: Approximately 5 weeks Exam Weight 20%
Chapters 26- 33
6.1 – Science and the Environment
6.2 – Global Conflicts and Their Consequences
6.3 – New Conceptualizations of Global Economy, Society, and Culture
Causes and Consequences of World Wars I and II
Genocide
Global Communism – Russia, China, Southeast Asia, Africa, Latin America
Decolonization in Africa, Asia, Latin America
Globalization – Economic Development, Feminism, Democratization
Approximately 3 Weeks
AP Exam May 14, 2015
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Classroom Rules and Consequences:
1. Be respectful - Treat everyone with consideration in language and actions. Do not speak while another person is speaking.
Keep your desk and the classroom neat and clean. Respect our time together and do your personal business on your
personal time. Keep food and drinks outside the building.
2. Be responsible - Arrive at class on time and with all necessary materials. Start work without prompting. Complete
assignments on time, ask questions for clarity, and stay aware of deadlines.
3. Be involved - You are in charge of your own learning. Be an active participant so that your learning experience is
meaningful and memorable. Take part in discussions; ask questions, answer questions. Stay on task. Take notes. Keep
your head up. Do your homework. Use class time efficiently.
Consequences for violating classroom rules may include the following:
Parental contact.
Immediate removal from the classroom.
Referral to the office.
Conference with parent/student.
Grading:
Cumulative 18 Week Grade
Assessments (tests, quizzes, projects)
Class work, participation, homework
65%
35%
Overall Semester Grade
18 Week cumulative grade
Final Exam
80%
20%
Report Cards:
In an effort to conserve resources and harness the capacity of our electronic grade reporting program (PowerSchool) district
schools will no longer print hard copies of report cards unless requested by individual parents. To request a hard copy of your
student’s report card, please contact the front office at 623-376-3000. To receive your PowerSchool login, please stop into the
office with a valid photo ID.
Power School Online Access:
Grades and attendance may be accessed 24 hours a day online with your Power School access code. Access codes are
available in the Counseling Office or Front Desk Monday – Friday 7:00 AM– 3:30 PM. You may check student progress regularly
on the PowerSchool site using the same login for one or more students. For Mountain Ridge parents/guardians without home
computer access, a computer with guest log-in capability is available in the Counseling Conference Room. You must provide
picture ID to be issued a code
Academic Assistance:
In addition to the Academic Prep times built into our schedule each week, additional assistance/tutoring is provided on a weekly
basis both by MRHS and individually by instructors. I am available to work with individual students before and after school. If you
need help, please see me to make an appointment. I post my weekly hours in the classroom and encourage students to write
the times down in their academic planners. I am always here to help.
Absences and Make up Policy:
After an absence, a student has one school day for each day missed to make up work/tests, regardless of the number of days
absent. If many days were missed, please schedule an appointment with me to formulate a plan for the completion of make-up
work. Make-up work for extended absences (over 3 days) may be requested through the Counseling Office and picked up there.
Late work will NOT be accepted as this is a college-level course.
Daily Device Use (iPads):
Students should come to school with their iPads charged and ready to use in each class every day. Within each classroom,
there are three possible technology environments. Teachers will identify for students the environment expected during their
class period. These environments are described below:
Red: No device use allowed. Devices are to be off and put away. If a device is out and being used at this time, students may
receive disciplinary consequences and/or zeroes if appropriate. This environment may be necessary for testing or non-electronic
based assessments.
Black: Limited device use allowed. Students may use devices in accordance with teacher instruction in a prescribed manner.
Students may be asked to place devices face down on their desk until appropriate to use. Teachers may ask to see students’
open apps and require that all apps are closed with the exception of a specific one or two. Games should not be open in this
environment unless the teacher indicates a specific game may be used.
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Green: Open device use. Students may use their device independently to take notes, complete assignments, conduct research,
communicate with the teacher, check grades, and other appropriate educational uses of the device. Students should not access
inappropriate content or cause disruption in this environment.
Devices may not be used to record or take photos of other people without their consent. Consequences for classroom
disruptions and misuse of devices will follow a progressive discipline model, beginning with a phone call home and progressing
to office referrals for repeated or more serious offenses. Students who have devices out during a Red environment or during
testing, may lose credit on their test or quiz. See the Student Rights and Responsibilities consequence chart in the handbook for
more specific descriptions of infractions and consequences.
Suggested Supplies for this course:
1. 3 ring binder
2. Lined paper
3. Pens, pencils, coloring pencils and a highlighter
4. Index cards
5. Highlighters
6. Post-it Notes
Donations of any supplies including copy paper, tissue, dry erase markers and hand sanitizer are always welcome and sincerely
appreciated.
Integrity and Character Counts:
Integrity can be defined as: “How you act when no one is looking” Any incidence of cheating will be handled in accordance with
the MRHS student handbook. Students who choose to cheat and or plagiarize will receive no credit for that work and will face
further consequences as outlined in the Student Handbook.
Video Viewing:
Throughout the year, the following videos and clips (ranging from no rating to PG-13) may be shown with accompanying
assignments to enhance the curriculum:
Assignment Discovery
Discovery Education Series
John Green’s Crash Course
Alexander: Beyond the Movie (National Geographic documentary)
Engineering an Empire Series
Mankind the Story of All of Us (History Channel Series)
The French Revolution (History Channel documentary)
The Christmas Truce (History Channel documentary)
My Boy Jack (BBC Special Movie)
People’s Century (PBS documentary series)
All Quiet on the Western Front (TV movie, 1979, NR)
Inside North Korea (National Geographic documentary)
Hotel Rwanda (PG-13)
** Additional relevant instructional ancillary videos/clips may be utilized in class
About the AP World History Exam:
The AP World course is extremely broad, covering the time beginning at 800 BCE through the present. While this may seem
very daunting, the exam is structured around the 5 course themes and 19 key concepts within the 6 chronological periods. By
focusing on these specific concepts, the topic is much more manageable.
For further information about the themes, key concepts, and chronological periods, be sure to check out the College Board’s AP
World History Course and Exam Description.
The AP World History Exam Format:
70 Multiple-choice questions (55 minutes)
1 Document-based question (50 minutes)
1 Continuity and change-over-time essay (40 minutes)
1 Comparative essay (40 minutes)
The multiple-choice questions account for half of your grade and the 3 essays account for the other half.
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