Download AP World History - Prescott Unified School District

From the Desk of Mr. Tyler
Prescott High School
1050 Ruth Street, Prescott AZ, 86301
(928) 445-2322
[email protected]
WHAP Syllabus 2015
To: Students and their legal Guardians
COURSE DESCRIPTION: AP World History covers 10,000 years of world history, looking primarily
at the last 2,500 years. Rather than being focused solely on Western/European Civilization, the course
approaches the study of our world’s history from a truly global perspective, paying close attention to the
ways in which its major societies and cultures have interacted across time and influenced the
development of global processes and systems. This course provides students with the opportunity to
prepare for the May AP World History exam, challenging students to stretch toward reaching their
individual potential and preparing them for the rigor of future educational experiences at PHS and
beyond.
COURSE OBJECTIVES: At the heart of the AP World History course are nine overarching "Habits of
Mind," or historical thinking skills that drive and inform instruction and learning. My goal as a teacher is
to provide meaningful instruction, activities, and projects that challenge students to develop these skills
and move toward the following goals and objectives:
WHAP Habits of Mind: The AP World History course addresses habits of mind or skills in two
categories: 1) those addressed by any rigorous history course, and 2) those addressed by a world history
course.
Four habits of mind are in the first category:
Constructing and evaluating arguments: using evidence to make plausible arguments
Using documents and other primary data: developing the skills necessary to analyze point of
view and context, and to understand and interpret information
Assessing continuity and change over time and over different world regions
Understanding diversity of interpretations through analysis of context, point of view, and frame
of reference
Five habits of mind are in the second category:
Seeing global patterns and processes over time and space while connecting local developments
to global ones
Comparing within and among societies, including comparing societies' reactions to global
processes
Considering human commonalities and differences
Exploring claims of universal standards in relation to culturally diverse ideas
Exploring the persistent relevance of world history to contemporary developments
Every part of the AP World History Exam assesses habits of mind as well as content. For example, in
the multiple-choice section, maps, graphs, artwork, and quotations may be used to judge students' ability
to assess primary data, while other questions focus on evaluating arguments, handling diversity of
interpretation, making comparisons among societies, drawing generalizations, and understanding
historical context. In Part A of the essay section of the exam, the document-based question (DBQ)
focuses on assessing students' ability to construct arguments, use primary documents, analyze point of
view and context, and understand global context. The remaining essay questions in Parts B and C focus
on global patterns over time and space with emphasis on processes of continuity and change (Part B)
and on comparisons within and among societies (Part C).
THE FIVE THEMES OF WORLD HISTORY:
1. Interaction between humans and the environment
a. Demography and disease
b. Migration
c. Patterns of settlement
d. Technology
2. Development and interaction of cultures
a. Religions
b. Belief systems, philosophies, and ideologies
c. Science and technology
d. The arts and architecture
3. State-building, expansion and conflict
a. Political structures and forms of governance
b. Empires
c. nations and nationalism
d. revolts and revolutions
e. regional, trans regional, and global structures and organizations
4. Creation, expansion, and interaction of economic systems
a. agricultural and pastoral production
b. trade and commerce
c. labor systems
d. industrialization
e. capitalism and socialism
5. Development and transformation of social structures
a. gender roles an relations
b. family and kinship
c. racial and ethnic constructions
d. social and economic classes
Periodization: The course is broken into six units that follow the six chronological periods of history in
which the five themes of history are repeatedly used.
Period 1: Technological and Environmental Transformations, to c. 600 B.C.E. (2 weeks)
Key Concept 1.1. Big Geography and the Peopling of the Earth
Key Concept 1.2. The Neolithic Revolution and Early Agricultural Societies
Key Concept 1.3. The Development and Interactions of Early Agricultural, Pastoral, and Urban
Societies
Period 2: Organization and Reorganization of Human Societies, c. 600 B.C.E. to 600 C.E. (4 weeks)
Key Concept 2.1. The Development and Codification of Religious and Cultural Traditions
Key Concept 2.2. The Development of States and Empires
Key Concept 2.3. Emergence of Trans regional Networks of Communication and Exchange
Period 3: Regional and Trans Regional Interactions, c. 600 C.E. to c. 1450 (8 weeks)
Key Concept 3.1. Expansion and Intensification of Communication and Exchange Networks
Key Concept 3.2. Continuity and Innovation of State Forms and Their Interactions
Key Concept 3.3. Increased Economic Productive Capacity and Its Consequences
Period 4: Global Interactions, c. 1450 to c. 1750 (6 weeks)
Key Concept 4.1. Globalizing Networks of Communication and Exchange
Key Concept 4.2. New Forms of Social Organization and Modes of Production
Key Concept 4.3. State Consolidation and Imperial Expansion
Period 5: Industrialization and Global Integration, c. 1750 to c. 1900 (4 weeks)
Key Concept 5.1. Industrialization and Global Capitalism
Key Concept 5.2. Imperialism and Nation-State Formation
Key Concept 5.3. Nationalism, Revolution, and Reform
Key Concept 5.4. Global Migration
Period 6: Accelerating Global Change and Realignments, c. 1900 to the Present (6 weeks)
Key Concept 6.1 Science and the Environment
Key Concept 6.2 Global Conflicts and Their Consequences
Key Concept 6.3 New Conceptualizations of Global Economy, Society, and Culture
Class Structure Organization: Students are expected to read the required text according to the attached
WHAP Pacing Guide (last page). Points will be assessed in some of the following ways:
1.) Daily bell work: students will receive big picture prompts to analyze and journal. These will be
turned in weekly.
2.) Weekly chapter quizzes and note assessments: Students will take a chapter quiz each week and will
turn in their self-generated notes with the test.
3.) Weekly in class activities associated with the chapter: students will work independently or with
others to bring the book to life with day activities or multiday projects.
4.) In class end of unit exams and CCOT notes: students will take a unit exam at the end of each
historical period and turn in their unit CCOT self-generated notes.
5.) Weekly writing/essay skill improvement activities: students will work on developing skills for the
three AP essays which will involve many thesis statements, outlines, and practice essays (group and
individual) to hone their ability to master the many components of each essay.
6.) Study group assignments: students will create a study group outside of school and will receive
tasks/assignments specific for their groups to help break down material, navigate essays, and enrich the
class.
7.) Primary source analysis: students will read primary sources and investigate their multiple lessons as
well as complete assigned tasks unique to that document.
8.) Quarterly novel assignment: students will read a book each quarter and present their understanding to
the teacher and/or class in a meaningful way.
Points Breakdown: Task grades are based on the type of assignment, length of lesson, and complexity
of completion. All formative assessments such as chapter and unit quizzes will be worth no more than
50% of the overall grade with classwork and activities the other 50%.
Formal Grades are issued by Semester per PHS rules. Each 9 week grade is worth 40% and the
Semester Final is worth 20%. The first semester final will be a full practice AP test graded with a
college curve. The second semester final will involve review of the full course through multiple forms
of questioning.
Required Texts: The attached WHAP pacing guide and reading assignments come from World History:
Preparing for the Advanced Placement Exam, an AMSCO Publication, ISBN 978-1-62974-845-0
In addition, students will be using The Earth and its Peoples: A Global History by Bulliet, ISBN 0-61824730-0
Supplementary Texts: There are a variety of supplemental texts that students will use in class to get a
broader understanding of world history including but not limited to the following list:
Worlds Together Worlds Apart Volume 2: A Companion Reader, by Pomeranz, Given, and Mitchell,
ISBN 978-0-393-91161-9
Sources of the Western Tradition Volume 1: From Ancient Times to the Enlightenment, by Perry, Peden,
and Von Laue, ISBN 0-395-47304-7
The Western Heritage since 1648, by Kagan, Ozment, and Turner, ISBN 0-02-361860-4
The Human Record: Sources of Global History to 1700, Volume 1 fifth edition, by Andrea and
Overfield, ISBN 0-618-37040-4
World Tapestries: An Anthology of Global Literature, by Globe Fearon Publishing, ISBN 0-8359-18130
In addition to these books are single primary documents taken from a variety of websites, other
textbooks, and teacher source material to be used throughout the year as needed.
Tips for Student Success: “WHAP students should be the last one to turn the lights out,” Charles Hart
Read
Discuss what you read with others who are also reading
Reorganize what you have read to make connections to other readings
Analyze what you have read through structured AP esoteric methodology
Enjoy doing the work
On a more practical aspect, success comes through organization:
Keep your binder in order
Don’t get behind: set goals and deadlines and adhere to them (procrastination lets tasks pile up)
If you feel like you are being buried, come talk to me or someone you trust to help you sort it all
out. You are not alone!
Create a schedule with all classes and extracurricular activities to help budget your time.
Remember that grades are not earth shattering, the AP Exam is the reward
Relieve stress and enjoy life. Sometimes you need to put down the book and take some play time.
Great Student Links:
http://apcentral.collegeboard.com/home - the official AP website with many helpful tools and links
http://mrtylersocialstudies.weebly.com/ - my webpage for assignments, due dates, and documents
https://www.youtube.com/watch?v=Yocja_N5s1I&list=PLBDA2E52FB1EF80C9 - John Green and his
Crash Course series on World History. This may seem dorky but he does a great job in overviewing
times in a quick, funny way. Mostly used for regular history courses but AP students should take note.
http://www.historyteacher.net/APEuroCourse/APEuro_Main_Weblinks_Page.htm - for AP Euro, but
still a great resource
http://apworldhistory101.com/ - Overview of the five world regions with information and videos.
https://www.getafive.com/ - Great resource with instruction and videos to help you ace the AP exam.
http://legacy.fordham.edu/halsall/index.asp - a website so big you will never get through it all but great
to find both relevant and obscure summaries and translated primary sources.
Closing Thoughts:
The WHAP course is designed to be rigorously structured in order to push students to their fullest
potential. It mirrors college material and expectations, and yet these students are not in college. So all of
us engaged in this endeavor must work together, especially at times when we believe the path to be too
daunting or the student is not being as successful as he/she would normally be in the regular class. We
also know that students who excel in AP course do far better in college than students who don’t, so hang
in there. Together let us have a successful year!
If you have any questions, comments, or concerns, please do not hesitate to contact me at any time
through my email, website, or school phone messaging system. My preferred contact is through email
and I will get back to you as quickly as possible.
WHAP Reading Calendar
The following is a calendar for the school year. Some changes may be necessary based on immediate needs or
schedule changes. Specific deadlines will be provided regarding testing, deadlines, and reading schedules.
Date
Book Chapters
Topics
06-07 August
10-14 August
17-21 August
24-28 August
31 Aug - 4 Sept
7-11 September
14-18 September
21-24 September
28 Sept - 2 Oct
5-9 October
12-16 October
19-23 October
26-30 October
2-6 November
9-13 November
16-20 November
23-27 November
30 Nov -04 Dec
7-11 December
14-18 December
21 Dec - 1 Jan
Begin Semester 2
4-8 January
11-15 January
18-22 January
25-29 January
1-5 February
8-12 February
15-19 February
22-26 February
29 Feb - 4 March
7-11 March
14-18 March
21-25 March
28 March - 1 April
4-8 April
11-15 April
18-22 April
25-29 April
2-6 May
9-13 May
16-20 May
23-26 May
Chap 1
Chap 2
Chap 3
Chap 4
Chap 5
Chap 6
Hunter Foragers to Settled Society
First Civilizations
Classical Greece and Persia
The Roman World
Classical India and China
Early American Civilizations
Review Period 1-2
Byzantine Empire and Kievan Rus
Islamic World Through 1450
October Break
Expansion of African Trade
East Asia in the Post-Classical Era
South and Southeast Asia 600-1450
Western Europe after Rome 400-1450
Mongols and Trans-regional Empires
Americas on the Eve of Globalization
Thanksgiving
Review Period3
Western Europe Extends its Influence
Finals
Winter Break
-----------------------------------------The Americas in The Early Colonial Era
Africa in the Early Colonial Era
Russia Unifies and Expands
Islamic Gunpowder Empires
East Asian Stability Meets foreign Traders
Review Period 4
Enlightenment, Nationalism, Revolutions
Industrial Revolution 1750-1900
Turkey, China, Japan, and the West
Spring Break
Global Links and Imperialism
Review Period 5
WWI Era 1900-1919
The Interwar Years 1919-1939
WWII
The Cold War Era
Decolonization
Post Cold War World 1990-Present
Review Period 6
Student Projects and Final review
Finals
Chap 7
Chap 8
Chap 9
Chap 10
Chap 11
Chap 12
Chap 13
Chap 14
Chap 15
-----Chap 16
Chap 17
Chap 18
Chap 19
Chap 20
Chap 21
Chap 22
Chap 23
Chap 24
Chap 25
Chap 26
Chap 27
Chap 28
Chap 29
Chap 30
Essays Focus
DBQ
DBQ
DBQ
DBQ
DBQ
Comparative
Comparative
Comparative
Comparative
CCOT
CCOT
CCOT
CCOT
CCOT
CCOT
Practice ALL
Practice ALL
Practice ALL
---------Comparative
CCOT
Comparative
CCOT
DBQ
Comparative
CCOT
Comparative
DBQ
Comparative
CCOT
Comparative
CCOT
Comparative
DBQ
AP Test May 12
ADVANCED PLACEMENT WORLD HISTORY COURSE, 2015-2016
To Mr. Tyler,
I have read the syllabus and course description for AP World History. I have also studied the website for
further rules. I understand my responsibilities in this course, the requirements to be successful, and that
there will be more work than in a typical class. I will do my best to abide by class expectations.
________________________________________
________________
Student
Date
I/we have read the course syllabus for AP World History. I/we understand the long-term benefits of the
intellectual development offered by this course, and support my/our student’s enrollment in this course.
I/we have also read the class rules and will do my/our best to have our student abide by class
expectations.
________________________________________
______________
Parent/Guardian Date
_______________________________________
Parent/Guardian Date
______________