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AP World History
Mr. Hermansen Room 1338
CONTACT INFORMATION:
Phone Number: 997-1399; Voice Mail: Email: [email protected]
Available Times for Help: By Appointment Only!!
4th hour prep; 6th hour lunch, before school
MATERIALS NEEDED:
* Textbooks: Worlds of History
Author-Robert W. Strayer (2011)
Traditions and Encounters
Authors – Jerry Bentley and Herbert Ziegler
**In order to keep the textbooks in the best possible
condition, you must cover them.
* Class Notebook & Folder
* Large 3-ring Binder
COURSE DESCRIPTION:
AP World History is a rigorous college level course that explores our world’s past. The
course will be centered on an examination of the five themes of World History across the
five continents. The course will emphasize reading, writing, and reasoning; while
embracing AP “habits of the mind” and writing strategies.
COURSE PHILOSOPHY:
AP World History is designed with college-level expectations for all
students. The course will be delivered/taught with a student-centered, 21st century
knowledge and skills philosophy that will place the responsibility for learning on the
student.
COURSE GOALS:
 Gaining an understanding of the five themes and AP Habits of the Mind
 Knowing relevant information about the past as it relates to topics and the five themes
 Identifying patterns of the historical processes
 Comparing and contrasting the worlds history
 Becoming more efficient and effective writers
 Developing an understanding of what is necessary for success at the college level
 Become a global citizen
COURSE STRUCTURE:
Each of the following methods will be used: Lecture, classroom discussion, small group
work, research projects, group projects, blogging, media materials, and creative inquiry.
GRADING SCALE:
(district established)
A+ =
A =
A- =
B+ =
B =
B- =
97-100%
93-96%
90-92%
87-89%
83-86%
80-82%
C+ =
C =
C- =
D+ =
D =
D- =
F =
77-79%
73-76%
70-72%
67-69%
63-66%
60-62%
59% & below
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GRADES:
 You will be graded on the following basis
o Blogging
o Quizzes
o Tests
o Primary Source Activities
o Considering Evidence Activities
o Occasional Project
o Group work and discussion
ATTENDANCE POLICY:
 It is very important that you attend class each day
 It is your responsibility to check about work missed due to an absence.
o I will not come to you!!
o Exams must be made up or arrangements must be made to make up an exam
within 24 hours of the student returning to school following the missed exam. If
not the exam may not be accepted for credit.
 No work will be accepted or exams taken if the absence is unexcused
 Being late for class will not be tolerated
o After three tardies, you will serve a detention
 “Attending” class is more than just being here physically. It is required that you are an
‘active’ participant in class, prepared for class (complete with assignments and materials),
and ready to learn.
o Failure to “attend” class {i.e. tuning out, sleeping, texting, listening to MP3
players, doing other work, etc. will be addressed and then will result in
disciplinary action.}
 Parent conferences will be called if there are any concerns.
CLASS RULES & EXPECTATIONS:
 Be in the room and be ready to go when the bell rings
 Be prepared for class and have all of your materials with you - EVERYDAY!!
 Work hard and to the best of your ability
 EFFORT is a Must!!
 Treat each other and me with respect
 Respect each other’s views and values. Disagree with issues and evidence, not with
personalities.
 Appropriate and mature language is expected in class at all times
 All papers MUST be typed (unless specified by me on an individual basis)
 Help me take care of my room and its belongings
 Honest and Integrity: Cheating/Plagiarism will not be tolerated and will result in a zero
for the assignment. Sacrificing your integrity is not worth the grade!!
 All other school-wide rules and procedures apply
 Other classroom rules, procedures, and expectations will apply and will be discussed with
the students in class and/or when and where they are appropriate.
 Bring your Strayer book to class.
CLASS WEBSITE:
 Instructional materials can be found at this website
 http://sharepoint.aasd.k12.wi.us/staff/NHSStaff/HERMANSENJOEL/APWH/default.aspx
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BLOGGING:
One of the cornerstones of the new models on 21st century learning involve publishing and
discussion. You do it all the time, you text, facebook, myspace, blog, etc…your generation
publishes more than any generation in history! Every student is expected to produce one blog
post (or comment/addition to a previous blog post) each week beginning during the third week of
school. We will be discussing potential topics in class and share them periodically with the larger
group. Your blog will be available for the three AP World classes it is not something that strangers
can participate in. A couple key notes:
 Your posts must not be offensive or inappropriate in anyway. If you think it may
be, it is.
 You will turn in a complete report of all the blogs you did for each semester during
the week of finals.
 Each blog will be worth 5 points provided it was
o Relevant
o Historical
o Published at a rate of one per week beginning each Monday at 12:01 am
and ending at the following Sunday at 11:59 PM.
This will be worth 75 points and can either be a big boost or a destroyer of grades.
Blogging is not time consuming, but is very important to our class.
APPENDIX: KEY FILES (please have these upon request)
 Page 4: Five Themes of the AP Exam as published by the College Board
 Page 5-6: Four Thinking Skills of the AP Exam as published by the College Board
 Page 7-9: Course Outline
 Page 10: Suggestions for studying civilizations and societies
 Page 11-12: What is a primary source and how do I read them?
 Page 13: Tips for thinking critically as a historian
 Page 14: Tips for taking notes and processing text information
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FIVE THEMES OF AP WORLD HISTORY:
1. Interaction between humans and the environment (Geography)
Demography and disease
Migration
Patterns of settlement
Technology
2. Development and interaction of cultures (Cultural)
Religions
Belief systems, philosophies & ideologies
Science & technology
The arts and architecture
3. State-building, expansion and conflict (Political Science)
Political structures and forms of governance
Empires
Nations and nationalism
Revolts and revolutions
Regional, transregional and global structures and organizations
4. Creation, expansion and interaction of economic systems (Economics)
Agricultural and pastoral production
Trade and commerce
Labor systems
Industrialization
Capitalism and socialism
5. Development and transformation of social structures (Social/Behavioral)
Gender roles and relations
Family and kinship
Racial and ethnic constructions
Social and economic classes
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AP WORLD HISTORY THINKING SKILLS (HABITS OF THE MIND)
Skill 1: Crafting Historical Arguments from Historical Evidence
Components
Historical argumentation
Historical thinking involves the ability to define and frame a question about the past and to
address that question by constructing an argument. A plausible and persuasive argument
requires a clear, comprehensive and analytical thesis, supported by relevant historical
evidence—not simply evidence that supports a preferred or preconceived position.
Additionally, argumentation involves the capacity to describe, analyze and evaluate the
arguments of others in light of available evidence.
Appropriate use of relevant historical evidence
Historical thinking involves the ability to identify, describe and evaluate evidence about the
past from diverse sources (including written documents, works of art, archaeological artifacts,
oral traditions and other primary sources), with respect to content, authorship, purpose, format
and audience. It involves the capacity to extract useful information, make supportable
inferences and draw appropriate conclusions from historical evidence while also
understanding such evidence in its context, recognizing its limitations and assessing the points
of view that it reflects.
Skill 2: Chronological Reasoning
Components
Historical causation
Historical thinking involves the ability to identify, analyze and evaluate multiple cause-andeffect relationships in a historical context, distinguishing between the long-term and proximate.
Patterns of continuity and change over time
Historical thinking involves the ability to recognize, analyze and evaluate the dynamics of
historical continuity and change over periods of time of varying lengths, as well as relating
these patterns to larger historical processes or themes.
Periodization
Historical thinking involves the ability to describe, analyze, evaluate and construct models of
historical periodization that historians use to categorize events into discrete blocks and to
identify turning points, recognizing that the choice of specific dates favors one narrative,
region or group over another narrative, region or group; therefore, changing the periodization
can change a historical narrative. Moreover, the particular circumstances and contexts in
which individual historians work and write shape their interpretations and modeling of past
events.
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Skill 3: Comparison and Contextualization
Components
Comparison
Historical thinking involves the ability to describe, compare and evaluate multiple historical
developments within one society, one or more developments across or between different
societies, and in various chronological and geographical contexts. It also involves the ability to
identify, compare and evaluate multiple perspectives on a given historical experience.
Contextualization
Historical thinking involves the ability to connect historical developments to specific
circumstances in time and place, and to broader regional, national or global processes.
Skill 4: Historical Interpretation and Synthesis
Components
Interpretation
Historical thinking involves the ability to describe, analyze, evaluate and create diverse
interpretations of the past — as revealed through primary and secondary historical sources —
through analysis of evidence, reasoning, contexts, points of view and frames of reference.
Synthesis
Historical thinking involves the ability to arrive at meaningful and persuasive understandings
of the past by applying all the other historical thinking skills, by drawing appropriately on
ideas from different fields of inquiry or disciplines and by creatively fusing disparate, relevant
(and perhaps contradictory) evidence from primary sources and secondary works.
Additionally, synthesis may involve applying insights about the past to other historical contexts
or circumstances, including the present.
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COURSE OUTLINE:
Our job will be to incorporate the four AP World History Thinking Skills (Habits of the Mind) across 6 eras
while using the five themes listed above.
Era I: Foundations of World History 8,000 BCE-600 BCE (approximately 2 weeks)
 Populating the planet-Geographic Determinism—a new theory of history. Dr. Jared Diamond
 The Agricultural Revolution
 Criteria for civilization: the transformation to civilization
 First Civilizations through five themes
o Mesopotamia
o Egypt
o India
o China
Era II: Classical Era in World History 600 BCE-600 CE (approximately 6 weeks)
 Characteristics of Classical civilizations
 Periodization
 Challenges and successes of Classical civilizations
 Populating the Classical world
 Evolution of religion and cultural traditions
 Emergence of cultural diffusion and economic interaction
 Development of empires
 Classical Civilizations through five themes
o Eurasian Empires
 Persia
 Greece
o Asian Empires
 China
 India
o Global Empires
 Rome
o Regional Empires
 Africa
 Americas
 Oceania
Era III: Post-Classical Era in World History 600 CE-1450 CE (approximately 8 weeks)
 Periodization
 Characteristics of Post-Classical civilizations
 Challenges and success of Post-Classical civilizations
 Continuity and innovation
 Expansion of trade
 Evolution of global religions
 Specific content
o Silk Road trade networks and civilizations
o China and the World
o The Christian World
o Post-Classical Civilizations in
 Byzantium
 Islam and Near East
 Mongol intrusion
 Sub-Saharan and Post-Islamic Africa
 Americas prior to Columbian Exchange
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Era IV: Early Modern World 1450-1750 (approximately 8 weeks)
 Periodization
 Characteristics of Early Modern World
 Rise of Europe
 Demographic revolution of the Columbian Exchange
 Early Modern Globalization
 Early Imperialism
 New forms of social organization
 Consolidation of modern states
 Specific Content
o European History:
 Exploration
 Renaissance
 Reformation
 Scientific Revolution
 Enlightenment
 Political and social changes (Absolutism)
o Global Commercial Networks
o Religion and Science
o Regional Empires
 Africa
 Americas
 Russia
Era V: The Age of Europe and Global Interaction 1750-1914 (approximately 8 weeks)
 Periodization
 Characteristics of European ascendency
 Growth of Industrialization
 Rise of Globalization
 Imperialism
 Nationalism
 Specific Content
o Revolutions in the Atlantic World
o Revolutions in Industry
o Empires at a Crossroads
 Qin China
 Ottoman Empire
 Meiji Japan
o Colonialism and Imperialism
 Europe and the Middle East, Asia, and Africa
Era VI: The Modern World 1914-2010 (approximately 8 weeks)
 Periodization
 Characteristics of the Modern World
 Scientific Advancements
 Global Conflict: Cause and Effect
 Global Economics: Cause and Effect
 Specific Content
o Recovery of Empire
o Rise of Communism
o WWI
o Age of Anxiety and alternative socio-political systems
o WWII
o Cold War
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Post-Imperial World: Case studies in
 Asia
 Middle East
 Latin America
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SUGGESTION FOR STUDYING CIVILIZATION AND SOCIETIES: ASPIRES
Artistic/cultural: how does the art and culture of the period
reflect societal values?
Social: how is social control established and preserved?
Gender relations?
Political: what is the philosophy and distribution of power?
Relationship between the governed and government?
How do cities function?
Intellectual: what ideas inform social institutions? To what
extent are new ideas encouraged?
Religious: is there an official belief system? What is the
relationship between government and religion? What
is the function of religion in the society?
Economic: does this society employ a forced labor system? If
not who does the work? What is the impact upon class
and politics? What is the relationship between the
economy and government? Is it a global economy?
Scientific: what achievements in technology had this society
had? How were they implemented?
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READING A PRIMARY SOURCE:
A question I hear 1,183 times a year. What is a primary source? A primary source is a document,
speech, or other sort of evidence written, created or otherwise produced during the time under
study. A secondary source is a source that provides interpretation and analysis of primary
sources. Secondary sources are one step removed from the original event or "horse's
mouth." Your textbook is a primary source. But there are primary sources within it. We will
spend a ton of time with primary sources, they are vital for the AP test.
What do they look like?
Original Documents
Autobiographies, diaries, e-mail, interviews, letters, minutes, news film footage,
official records, photographs, raw research data, speeches.
Creative Works
Art, drama, films, music, novels, poetry.
Relics or Artifacts
Buildings, clothing, furniture, jewelry, pottery.
Tips for successfully reading a primary source: consider these questions?
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Who is the author?
When was it written or produced?
What type of document is it?
Why was it written?
Who was the intended audience?
What is the point of view of the author?
Does the author have any potential bias?
Why was the author expressing these ideas?
What are the main ideas of the author?
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ACRONYM FOR PRIMARY SOURCE INTERPRETATION: SCARABS
Subject of documentary source
Circumstances (time, date, occasion) of the document’s
creation
Author or creator of the documentary source
Reason the document was created
Audience intended
Bias or point of view of the creator (why this person is
expressing this position about the topic at that time?
Significant point the author is making?
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THINKING CRITICALLY AS A HISTORIAN?
Analysis and synthesis are the benchmarks of thinking critically. As historians that involves
interpreting historical evidence. Students must pay attention to themes, cause and effect, and
case studies. Analysis involves breaking down information examining it piece-by-piece,
classifying it, and categorizing it. Synthesis involves taking detailed, specific information and
incorporating it into a larger framework…a “big picture”. Synthesis involves being able to
understand and draw valid conclusions from multiple sources of information (DBQ).
Our goal here is to move beyond the collection of information into the realm of synthetic
analysis. We can do it!
Some questions that help us achieve this aim:
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What are identifying motives, causes, biases, and assumptions related to a
document or event?
Cause and effect of events?
What are the dominant patters governing a particular event or idea (Chinese
history)?
What are main ideas and subordinate ideas?
What factors influence the point of a view of an author, artist, historical actor
involved in a document or event?
What conclusions can be drawn from a document or event?
Think of history as a story. Stories have characters, themes, plots, patterns, point
of view, etc…
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TAKING NOTES AND OBTAINING INFORMATION
Your classmates, your text, and I will dispense a lot of information. How do I process it all?
Think about these tips:
Working with text:
 Identify main points and supporting details.
 Identify unfamiliar vocabulary)
 Identify emerging patters as they emerge (Cause and Effect)
 Construct a timeline to organize facts
 Identify prior knowledge versus new material
 Jot down questions from reading
 Organize using a graphic organizer to identify “the big picture”
 Compare amongst prior knowledge whenever possible
Note taking in class
 You can’t write down everything…so don’t try. Identify what is available in
a digital format and focus on other things.
 Print digital things in advance (sometimes they are provided)
 Circle major ideas
 Underline supporting ideas
 Ask for clarification on unfamiliar words…words are chosen for a reason.
 Operate under the maxim…there are no dumb questions; if you are
confused…chances are someone else is as well.