Download Advanced Placement World History Syllabus 2016

Advanced Placement World History Syllabus 2016-2017
Instructor’s Name: Mrs. Larissa Sturm
Instructor’s Email Address: [email protected]
Instructor’s Phone Number: 724-861-3005 extension 3227. Please leave a message and I will
return you call as soon as I can.
Availability: Room 227 daily by 6:45 and after school until 3:00. I will also be available during my
prep period if needed. Please email if you want to make special arrangements.
Additional Help: There will be review sessions every Wednesday after
school from 2:30-3:00. If you are having difficulty keeping up with the class,
please plan to attend the sessions. There will also be several Saturday
review sessions over the year. Dates to be determined.
Exam Date: The exam date for AP World History is Thursday, May 11, 2017.
The cost of the exam is $92.00.
Course Materials: Please bring the following items with you to class daily:


Stearns, Peter N., et al. World Civilizations: The Global Experience,
AP Edition. Fifth ed. New York: Pearson Longman, 2007.
World Literature. Third ed. Austin: Holt, Rinehart and Winston,
2001.
RESOURCES:
Classroom Sets (used within the classroom and not intended to be taken home)





Wiesner, Merry E., et al. Discovering the Global Past. Vols. 1 & 2. Boston: Houghton Mifflin,
2006.
Rand McNally & Co. Rand McNally World Atlas. Chicago: Rand McNally & Co., 2014.
Scott, Marvin. World History: Map Activities. Rev. ed. Portland: J. Weston Walch Publisher,
1999.
College Board. AP Best Practices in World History.
College Board. AP World History Released Exams.
Contemporary journals, magazines, and other media, including:







Education about Asia
National Geographic
The Atlantic Monthly
The journal Science
Newsweeklies such as U.S. News and World Report, Time, and Newsweek
Newspapers such as The New York Times, Washington Post, and Japan Times
Internet resources
*Multiple Resources will also be utilized throughout the school year including primary and
multimedia sources. They will be handed out in class and placed on skyward when
necessary.
Course Description:
AP World History focuses on developing students’ abilities to think conceptually about world history
from approximately 8000 BCE to the present and apply historical thinking skills. Five themes of equal
importance — focusing on the environment, cultures, state-building, economic systems, and social
structures — provide areas of historical inquiry for investigation across different periods and regions.
AP World History encompasses the history of the five major geographical regions of the globe: Africa,
the Americas, Asia, Europe, and Oceania, with special focus on historical developments and
processes that cross multiple regions.
Course Objectives:
1. To teach the dynamics of change and continuity across world history periods covered in this
course, and the causes and processes involved in major changes of these dynamics.
2. To provide students with an understanding of the interaction between humans and the
environment which are affected by the following: population growth and decline, disease,
migration, patterns of settlement, agriculture, and technology.
3. To guide students to an understanding of the development and interaction of cultures including
religions and belief systems, philosophies and ideologies, science and technology, the arts and
architecture.
4. To teach changes in functions and structures of states and political identities (political culture),
expansion, and conflict including, including the emergence of the nation-state (types of political
organization).
5. To provide students with an understanding of the creation, expansion, and interaction of
economic systems including: agricultural and pastoral production, trade and commerce, labor
systems, industrialization, capitalism and socialism.
6. To guide students to an understanding of the development and transformation of social
structures including: gender roles and relations, family and kinship, racial and ethnic
constructions, social and economic classes.
7. To prepare students to do well on the AP World History Exam in May.
Themes:
The five AP World History themes/periods connect key concepts throughout the course and serve as
the foundation for student learning. The themes are as follows:
Theme/Period 1: Interaction Between Humans and the Environment
Theme/Period 2: Development and Interaction of Cultures
Theme/Period 3: State building, Expansion, and Conflict
Theme/Period 4: Creation, Expansion, and Interaction of Economic Systems
Theme/Period 5: Development and Transformation of Social Structures
Research Project:
You will be responsible for completing one major research project this year that will require you to
compare and contrast different cultures using the different themes listed above. The project will be
graded using the AP College Board rubric will require you to utilize multiple resources. The project
and due date will be given to you at the end of the second nine week grading period.
Historical Thinking Skills:
1. Analyzing Historical Sources and Evidence
 Analyzing Evidence: Content and Sharing
2. Making Historical Connection
 Comparison
 Contextualization
 Synthesis
3. Chronological Reasoning
 Causation
 Patterns of Continuity and Change
 Periodization
4. Creating and Supporting a Historical Argument
 Argumentation
The following is what you can expect to learn throughout the year during each time period.
There are several primary and secondary sources in addition to your primary text book for the
class. You will be required to do the readings and will be tested on the information regularly
to check for understanding.
Period One: Technological and Environmental Transformations 8,000 B.C.E. to 600 B.C.E.
Text: Stearns, Chapter 1
The History of the World in Six Glasses
Key Concepts and Topics for Discussion:
 Big Geography and the Peopling of the Earth
1. Climate and Migration
 Analyze a map of the world and break it down by regions.
2. Gender Roles and Prehistoric Studies
3. The Rise of Religion
 Primary Sources: Cave drawing from Lascaux, France and Paleolithic Venus
figurines.
 Focus Question: Based on the historical evidence, what inferences can we make
about the role of religion in Paleolithic societies?

The Neolithic Revolution and Early Agricultural Societies
1. Early Sedentary Societies
2. Urban Life
 Secondary Sources: Reilly, Kevin. “Cities and Civilization.” In World History. A
High School Edition. Selections. New York: Bedford/St. Martin’s Press, 2013.
 Focus Question: How did urban life change human societies?

The Development and Interaction of Early Agricultural, Pastoral, and Urban Societies
1. Civilization as a Concept
2. Political Power and Religion
 Primary Sources: Photos of the Pyramids of Giza and the Ziggurats of
Mesopotamia.
 Focus Question: Compare and Contrast the pyramids of the ancient world and
determine the importance of them in their society.
3. Social Hierarchy and Patriarchy
 Primary Sources: Ancient texts Code of Hammurabi and the Laws of Manu.
 Focus Question: How were laws in ancient society designed to protect the people
that lived there?
4. Creation and Dissemination of Technologies
 Map Analysis: Map detailing the spread of human beings in Europe, Asia and
Oceania
 Summative Assessment: Compare the spread of Indo-Europeans with the
settling of islands of Oceania.
Discussion Question:
How did the invention of beer and wine from the History of the World in Six Glasses and the readings
throughout the text compare? Why did different civilizations rely on beer and wine and use it as a
form of currency or payment for services?
Period Two: Organization and Reorganization of Human Societies 600 B.C.E.-600 C.E.
Text: Sterns Chapters 2-5
Key Concepts and topics for Discussion:
 The Development and Codification of Religious and Cultural Traditions
1. Jerusalem and Varanasi Religious Visions
 Focus Question: Analyze differences between the Jerusalem and Varanasi visions.
2. The Foundational Beliefs of Hinduism
 Primary Sources: Selections from ancient tests Upanishads and Ramayana, and
epic poem written by Valmiki
 Focus Question: How did classical Hinduism differ from the earlier religions in the
area?
 Formative Assessment: How did Hindu beliefs differ from Jewish beliefs?
3. The Foundational Beliefs of Christianity
 Primary Source: Anderson, William A. Letters to the Romans and Galatians:
Reconciling the Old and New Covenants, selections, Liguori, MO: Ligouri
Publications, 2013.
 Primary Source: Confucius’s The Analects.
 Focus Question: How did Christianity build upon Hebrew beliefs?
 Formative Assessment: Compare early Christianity’s view of gender and class with
Confucius’s The Analects and selections from the Letter to the Romans and
Galatians.
4. Comparing the Universalist Messages of Buddhism and Christianity
 Primary Sources: The Buddha’s First Sermon and selections from the New
Testament.
 Focus Question: Why were the sermon of Buddha and the writings of the apostles
appeal to all people and not just the elite in society?
5. Views of Harmony in East Asia
 Primary Source: Confucius’s The Analects
 Map analysis of religions and how they spread. Students should hypothesize as to
how they spread and quickly or slowly as they did and why.
 Summative Assessment: In an in class essay assignment, students compare views
of social hierarchies in Hinduism, Christianity and Confucianism.

The Development of States and Empires
1. Elites and Empires
 Secondary Source: Perkin, Harold. “The Rise and Fall of Empires: The Role of
Surplus Extraction.” History Today 5, no. 4 (April 2002)
 Focus Question: Analyze the role of elites in imperial institutions.
2. Geography and Its Impact on Empire
3. Religion and Imperial Authority
 Primary Sources: Edict of Milani (313 AD); Church of the Holy Sepulchre; Rock and
Pillar Edicts of Ashoka; Stupa at Sanchi; and Confucius’s The Analects (Comparison
and Context).
 Focus Question: How did empires use religion to impose political unity?
4. The Rise and Fall of Empires
 Primary Source: Thucydides. History of the Peloponnesian War, selections. Edited
by M.I. Finley and translated by Rex Warner. New York: Penguin Classics, 1972.
 Primary Source: Selections of Discourses on Salt and Iron, a debate held at the
imperial courts in 81 B.C.E. on state policy during the Han dynasty in China.
 Document Based Question: The fall of the Roman Empire
 Compare and Contrast: What strategies did the Roman and Han empires use to
unite their empires?

Emergence of Interregional Networks of Communication and Exchange
1. Intercultural Cultural Exchanges
 Secondary Source: Maps of the spread of Buddhism and Christianity
 Secondary Source: Sen, Tansen. The Travel Records of Chinese Pilgrims Faxian,
Xuanzang, and Yijing: Sources for Cross-Cultural Encounters Between Ancient
China and Ancient India.
 Focus Question: How did the emergence of travel routes like the Silk Road lead to
cultural exchange?
2. Environmental Exchange
 Focus Question: How can trade lead to the emergence of diseases in different
empires?
3. Migration
Document-Based Essay (Theme, various): Students write a response to the 2004 APWH DBQ,
“Analyze the responses to the spread of Buddhism in China (100 C.E.-900 C.E.).”
Period Three: Regional and Interregional Interactions 600 C.E.-1450 C.E.
Text: Stearns, Chapters 6-15
Key Concepts and topics for Discussion:
 Expansion and Intensification of Communication and Exchange Networks
1. World Trade
 Silk Route Simulation using different maps, weather routes and time tables.
 Trans-Sahara trade and routes taken simulation using maps.
 Focus Question: Explain how sand, land and sea routes constitute a single trade
system.
2. Monks and Merchants
 Primary Source: The Questions of King Milinda and Ibn Battuta’s A Donation to
Those Interested in Curiosities.
 Focus Question: What was the purpose of the Questions of King Milinda and A
Donation to Those Interested in Curiosities? Compare and Contrast the documents.
3. Commodities and Exchange Networks
 Secondary Source: http://asiasociety.org/education/silk-road
 Classroom Discussion: Determine how silk from Asia had an impact on the
European continent.
4. Environmental Impact of Communication and Exchange Networks
 Primary Source: Map of the spread of Plague from Asia to Eurasia.
 Secondary Source: Article discussing the spread of plague from one continent to
another through trade.
http://asianhistory.about.com/od/asianenvironmentalhistory/p/Black-Death-In-AsiaBubonic-Plague.htm
 Classroom Discussion: How was the plague that struck the Romans similar and
different from the plague that struck Medieval Europe?
 Summative Assessment: From your book and the secondary sources in class, write an
essay that showcases the positive and negative effects of the Silk Road. Be sure to
develop a clear thesis and demonstrate cultural exchanges as well as environmental.

Continuity and Innovation of State Forms and Their Interactions
1. The Rise of Islam
 The Spread of Islam in West Africa: Containment, Mixing and Reform from the
Eighth to the Twentieth Century. Spice Digest, Spring 2009
 Focus Question: How did Islam’s understanding of unity in the Umma change to
meet new cultural and political realities?
Document Based Question: How was Islam able to spread so quickly?
2. East Asia
 Primary Sources: Paintings including Huizong’s A Banquet with the Emperor, At Table
with the Empress and Ma Yuan’s Solitary Reflection.
 Classroom Discussion: Analyze the paintings and determine what the importance of
each one is. Can you relate one to the other or not?
 Summative Assessment: From you readings and classroom research, how do the Sui,
Tang, and Sung Dynasties continue the imperial policies of the Han? Be sure to answer
the question completely and discuss each Dynasty.
3. Byzantium and Europe
 Primary Source: Photos of Hagia Sophia and Notre Dame.
 Classroom Discussion: How are Hagia Sophia and notre Dame different? Do they
reflect different time periods architecturally speaking or culturally speaking?
 Secondary Source: Feudal Life in Europe.
http://www.learner.org/interactives/middleages/religion.html


Summative Assessment: Write an essay using the website and your book to determine
how much influence the Catholic Church had on the lives of the people of Medieval
Europe. Be sure to include specific details.
4. Pastoral Peoples and Empire
 Summative Assessment: Analyze the impact of the Mongol Empire on World
History.
Increased Economic Productive Capacity and Its Consequences
1. Innovations in Economic Production
 Classroom Discussion: From your reading, how did different areas around the world
regulate their economies? How were they able to control trade and commerce?
2. Religion and Social Hierarchy and Gender Roles
 Primary Source: Classics of Filial Piety and Li Jings’s The Customs of Various
Barbarians.
 Focus Question: To what extent does religion reinforce or challenge gender and
class systems?
 Primary Sources: Maps showcasing the Amerindian world (Aztecs, Inca, Maya)
 Classroom Discussion: How were the societies of the Americas different from those
in Asia? How did their class system differ?
Period Four: Global Interactions
Text: Stearns, Chapters 16-22
Key Concepts and topics for Discussion:
 Globalizing Networks of Communication and Exchange
1. Globalization and Regional Impacts
 Secondary Source: Gunn, Geoffrey. History Without Borders: The Making of an
Asian World Region, 1000 – 1800, selections. Hong Kong: Hong Kong University
Press, 2011.
 Classroom Discussion: How did globalization impact existing trade routes?
2. The Making of the Atlantic World
 Focus Question: From your reading, how were the Europeans the dominant force of
the trans-Atlantic discoveries?
3. Maritime Reconnaissance
 Primary Sources: Inscription of World Voyages by Zheng He, A Journal of the first
voyage of Vasso da Gama, and Prologue to the Logbook of the First Voyage by
Christopher Columbus.
 Summative Assessment: Write an essay that showcases the similarities and
differences between Zheng He, Vasco da Gama and Christopher Columbus. How
were their intentions different from one another? What were their successes and
failures in their voyages?
4. New Institutions For a New Commercial World
 Secondary Source: Born in Blood and Fire: A Concise History of Latin America by
John Charles Chasteen. Selections. New York: Norton, 2001.
 Classroom Discussion: Discuss how the Spanish were able to defeat the people of
Latin America. What cultural influences did the Spanish have on the indigenous
people and their own homogenous culture?
 Secondary Source: The Dutch East India Company (VOC) by Wieze van Elderen.
 Focus Question: How did companies create new markets and insert themselves into
existing markets?
5. The Columbian Exchange
 Secondary source: Map analysis of the Columbian Exchange.
 Classroom Discussion: What would some effects be of the Columbian Exchange?
Compare the Columbian Exchange to the Silk Road and the effects it had over
Eurasia.
 Group Activity: Discuss how the exchange of goods can lead to environmental and
health problems today. On a map, draw out and label what has spread to the United
States from different countries around the world. Keep current events in mind.
6. Religious Reform
 Primary Source: Sultan Selim I’s Letter to Shah Ismail of Persia.
 Summative: Compare how global interactions led to religious reform in Southwest
and South Asia?
 Focus Question: From your reading focus on how the Scientific Revolution and the
Enlightenment led to the development of different ideas that no longer included the
Church. Compare this to lives of medieval people.
7. Projecting Power Through Art and Architecture




Primary Sources: Various portraits at the Palace of Versailles and portions of William
Shakespeare’s The Tempest (1611).
Focus Question: Using the above sources, explain how leaders use art and
architecture to legitimize their rule.
New Forms of Social Organization and Modes of Production
1. Climate and the World System
 Secondary Source: Little Ice Age by Michael E Mann, Volume 1, The Earth system:
physical and chemical dimensions of global environmental change. Encyclopedia of
Global and Environmental Change, 2002.
 Focus Question: How did the Little Ice Age alter the World Economy? Were there
some areas of the world that were more affected than others?
2. Elites and the New Economy
 Primary Source: Jean-Baptiste Colbert’s Memorandum on English Alliances (1664).
 Focus Question: To what extent did profit-taking elites challenge older more
established elite groups?
State Consolidation and Imperial Expansion
1. Continuities and Changes in Political Legitimacy
 Primary Sources: Poetry by Shah Ismail; Winter Palace; the Taj Mahal; and Qing
and Ottoman portraits.
 Focus Question: To what extent did methods of political legitimacy change and
remain the same from the previous time period?
2. Gunpowder Empires
 Focus Question: After reading, why were some countries referred to as the
Gunpowder Empires? Did gunpowder play that important of a role during this time in
history?
3. State Rivalries and Piracy
 Secondary Source: Pirates of the Whydah by Donovan Webster. National
Geographic Magazine, May 1999.
 Focus Question: How did piracy change how the Atlantic trading system had been
working? What motivation did one have to leave their life and become a pirate?
Period Five: Industrialization and Global Integration
Text: Stearns, Chapters 23-27
Key Concepts and topics for Discussion:
 Industrialization and Global Capitalism
1. Industrialization
 Focus Question: Based on your reading and knowledge of the Age of Exploration,
why were the Europeans the dominant force in the Industrial Revolution? Why did
Europe industrialize before Asia?
2. Industrialization and Global Trade
 Trends in International Trade, World Trade Organization. selections, 2013.
 Focus Questions: How did industrialization change the world economy in terms of
trade?
3. Industrialization and Finance
 Focus Question: How did industrialization and trade lead to the need for financial
institutions and how would they be monitored?
4. Industrialization and Technology
 Focus Question: After the reading, how did technology allow for industrialization to
occur and what were some of the major advancements in technology during the time
period? Additional research may be required.
5. Industrialization and Capitalism
 Primary Source: Otto von Leixner’s Letters from Berlin with Special Reference to
Social-Democratic Movements (1888-1891).
 Focus Question: Explain how capitalism differed from financial systems in the
previous time period?
 Formative Assessment: Using the SOAPStone set of skills for primary source
analysis, students analyze the Letters from Berlin for point of view, author’s purpose,
audience, and historical context.

Imperialism and Nation-State Formation
1. The Development of Transoceanic Empires
 Primary Source: Selections from Multatuli’s Max Havelaar: Or the Coffee Auctions of
the Dutch Trading Company (1860).
 Focus Question: What strategies did European nations use to build their empires?
2. Imperialism and State Formation
 Primary Sources: Proclamation of the Young Turks (1908) and Sakuma Shozan’s
Reflections on My Errors (1860).
 Focus Question: How did other regions respond to the rise of European imperialism?
3. Creation of New Categories
 Primary Source: Heinrich von Treischke’s German History in the 19th Century
(1879).
 Focus Question: How did imperialism promote national and racial identities?

Nationalism, Revolution, and Reform
1. The Enlightenment and revolutions
 Primary Source: Jean-Jacques Rousseau’s The Social Contract (1762).
 Focus Question: To what extent did the Enlightenment challenge the power of
traditional elites?
 Primary Source: What is the Third Estate? Abbe Sieyes
 Focus Question: How did the Abbe Sieyes cause a movement among the members
of the Third Estate?
2. Rise of Nationalism
 Secondary Source: Anderson, Benedict. Imagined Communities: Reflections on the
Origin and Spread of Nationalism, selections.
 Focus Question: How did nation-states attempt to impose cultural uniformity?
3. Revolution and Reform in Europe
 Focus Question/Collaboration: After reading the textbook, students will be placed
into groups to put together materials to showcase individual countries and how
changes in thought brought about revolution in their given country.
4. Transnational Movements
 Primary Source: E. Sylvia Pankhurst’s The Suffragette (1911).
 Focus Question: How did nationalism lead to new types of identities?

Global Migration
1. Migrants and Their Motivations
 Secondary Source: Map Analysis of Migrations and discussion as to why many of
the people would choose to move in mass.
2. The Challenges of Migration
 Summative Assessment: Analyze Chinese communities in Southeast Asia with
Japanese communities in Hawaii. Research will be required to answer.
Period Six: Accelerating Global Change and Realignments
Length of Unit:
Text: Stearns, Chapters 28-36
Key Concepts and topics for Discussion:
1. Science and the Environment
1. Science and the Promise of Progress
 Secondary Source: Technology and Medicine. Students should read the article and
make note of changes throughout history.
http://www.sciencemuseum.org.uk/broughttolife/themes/technologies
 Formative Assessment: How have advancements in technology changed the way
we practice medicine? What major changes have been made in the past hundred
years that have changed how we live today?
2. Science and Humanity’s Impact on the Environment
 From the Chapter Reading: Students should not how different forms of technology
have changed the world around us and why that has happened.
 Classroom Discussion: What changes can be made to change how technology is
affecting the environment?
 Formative Assessment: How did technology change the environment?
3. Science and Shifting Demographics
 Secondary Source: The Next Breadbasket by Joel K. Bourne, Jr., National
Geographic Magazine July 2014.
 Formative Assessment: How did advancements in farming in Africa change the
demographics? How is Africa benefiting from the current situation?
2. Global Conflicts and Their Consequences
1. The Deconstruction of Empires
 Secondary Source: A History of British India: A Chronology by John F. Riddick.
2006
 Focus Question: To what extent is the fall of empire the result of global conflict?
2. Anti-Imperialist Ideologies
 Secondary Source: The Wretched Earth by Frantz Fanon. New York: Gross Press,
1963.
 Focus Question: To what extent is the fall of empire the result of ideology?
3. The Elusive Nature of Nationalism
 After reading the Chapter in the textbook, students should prepare to discuss
Nationalism and how it can lead to revolution. What are the factors that create a
nationalistic environment? How does Nationalism and Revolution go hand in hand?
4. Global Conflict and the End of Progress
 Primary Source: Treaty of Versailles
 Classroom Discussion: How did the Treaty of Versailles set Germany up to fail?
What conditions in the treaty were unfair to the German people? How did this treaty
give way to the rise of Adolf Hitler?
 Primary Source: Fascism, selections by Benito Mussolini, Mein Kampf, selections by
Adolf Hitler, and Homage to Catalonia, selections by George Orwell
 Focus Question: While does each document have in common? How did the
selection of Mein Kampf showcase how Hitler felt regarding the final solution?
5. Forms of Protest
 Primary Sources: Photographs by Thich Quang Duc and Gandhi’s The Story of My
Experiments with Truth (1927).
 Summative Assessment: To what extent was Indian independence the result of
nonviolence or British weakness after World War II?
3. New Conceptualizations of Global Economy, Society, and Culture
1. Managing Economic Extremes
 Secondary Source: Do international institutions make the world a safer place? By
Oliver Stuenkel. Post-Western World, 2, March 2010.
http://www.postwesternworld.com/2010/03/02/do-international-institutions-make-theworld-a-safer-place/
 Focus Question: To what extent did international organizations promote stability?
2. International Organizations
 Primary Sources: Universal Declaration of Human Rights (1948) and The World
Bank’s World Development Report (various years).
 Focus Question: To what extent did international organizations promote stability?
3. Liberation Movements
 Secondary Source: Video: Nelson Mandella Biography
 Secondary Source: Sacrifice After Mandela: Liberalism and Liberation Among South
Africa’s First Post-Apartheid Generation by Change, Kerry Ryan, Anthropological
Quarterly. Fall 2015, Volume 88 Issue 4 p857-880.
4. Pop Cultures and Consumerism
 In class activity: Students will research which companies exist around the world.
How did consumerism create a global market? What companies have accomplished
that?
 Focus Question: To what extent does a global culture exist?
 Socratic Seminar: To what extent was 1989 a turning point in world history? Student
will need time to research and develop an answer.
AP Exam Information:
The AP World History Exam is 3 hours and 5 minutes long and includes both a 1 hour and 45 minute
multiple-choice/short-answer section and a 1 hour and 30 minute free response section. Each
section is divided into two parts. Student performance on these four parts will be compiled and
weighted to determine an AP Exam Score.
Section
Question Type
Number of
Questions
Timing
I
Part A: Multiple
Choice questions
Part B: Short
Answer questions
Part A: Document
Based questions
55 questions
55 minutes
Percentage of
Total Exam
Score
40%
4 questions
50 minutes
20%
1 questions
25%
Part B: Long
essay question
1 question
(chosen from a
pair)
55 minutes
(includes a
reading period
with a suggested
time of 15
minutes)
35 minutes
II
15%
Section I Part A consists of 55 multiple choice questions designed to measure the student’s
knowledge of world history from Period 1 to present. This section follows the percentages
listed below; questions will draw from individual or multiple periods:
Periods
1
2
3
4
5
6
Technological and
Environmental Transformation
Organization and
Reorganization of Human
Societies
Regional and Trans-regional
Interactions
Global Interactions
Industrialization and Global
Integration
Accelerating Global Change
and Realignments
To c. 600 B.C.E.
Period Weights
5%
c. 600 B.C.E. to c. 600 C.E.
15%
c. 600 C.E. to 1450
20%
c. 1450 to c. 1750
c. 1750 to c. 1900
20%
20%
c. 1900 to c. Present
20%
GRADES
All assignments will be graded using points. Grade letters will be assigned as stated in the student
handbook. AP courses are weighted 10%. The actual grade earned for the nine-week period will
appear on the student’s report card. The conversion scale/weighted grade is used to calculate the
nine-week average percentage and the Q.P.A. only.