Download AP World History Mr. Brett Delune Leonardtown High School 23995

AP World History
Mr. Brett Delune
Leonardtown High School
23995 Point Lookout Road
Leonardtown, MD 20650
Phone: 301-475-0200
Fax: 301-475-0206
[email protected]
APWH Site
Http: my.homeworknow.com/teacher/bdelune
Office Hours
7:00 am- 8:00 am M-F
2:45 pm- 3:15 pm M-R
SMCPS: Global International Studies Program (2009-2010)
AP World History is designed and intended to enhance and develop student understanding of the advancement over time of
the global human experience. The course emphasizes the transformation of international frameworks and their sources and
their ultimate outcome, as well as the evaluation of significant societies.
Five Themes of AP World History
1.
Impact of interaction among and within major societies.
2.
Impact of technology, economics, and demography on people and their environment.
3.
Systems of social structure.
4.
Cultural, religious, and intellectual developments.
5.
Changes in function and structures of states and in attitudes toward states and political identities, including the
evolution of the nation states.
Main Textbook

Sterns et al World Civilizations: The Global Experience


Summer Reading: Monkey Journey to the West David Kherdian
Sterns et al Documents in World History
Other Text
Course Requirements






Prepare for the AP Examination on May 14, 2010.
Actively participate in class and complete all assignments thoroughly and promptly.
All assignments are to be returned on the date that they are due. There will be no exceptions. Parents cannot excuse
student assignments.
Attend class daily, arriving on time.
Keep a well organized and complete notebook for the entire year; must be brought to class each day. Use notes,
charts, and reading notes in your notebook to study for test.
Substantial review and reflection is required to ensure the mastering and assimilation of concepts learned. In order to
be successful on the AP World History Exam students must constantly review on their own away from class.
1|Page




Form study groups for test and other large assignments, such as study cards created to help you master vocabulary
you will encounter in multiple-choice questions.
Ask for help if you need it- as my student you are a priority and my responsibility and here to support you.
Challenge yourself to work hard and maintain high standards.
Redo work if necessary to ensure mastery of the content, skills, or concepts learned.
Parameters




To be taught at Leonardtown High School in room F15 (F Hallway)
9th grade course –St. Mary’s County Public Schools Global International Studies Program
Course meets five days a week for 90 minutes a day.
Course builds upon SMCPS middle school curriculum which includes World History to 500 CE; World History
geography/religions.
Grading Policy
Grades will be based on points and added up to a final quarterly grade based on the following: 90 percent and above-A; 80
percent and above-B; 70 percent and above-C; 60 percent and above-D; 59 percent and below-F.
Grades are determined based on a weighted system of total points accumulated during the semester. Each assignment is given
a specific point value. At the end of each marking period and semester, grades are determined as follows:
Unit Test
▶
40% of overall grade
Unit Quizzes
▶
30% of overall grade
In-class Assignments & Homework
▶
30% of overall grade
* Make up tests must be within the five day SMCPS provided window. Typically, tests are returned and discussed within a few
days so timely make-ups are important to receive the benefits of our test de-brief process.
Cases of exceptional hardship that involve multiple days of absence will be dealt with at the teachers’ discretion. On the first
day back, the student is responsible to initiate writing a note listing the absent days and requesting a plan to make up points
missed.
NOTE: Grade updates are posted frequently on the Home Access Center provided by SMCPS.
Essays/Exams
Tests and quizzes cover information from the readings, handouts, and lectures and are usually in multiple-choice format. The
multiple-choice questions are taken from various test banks and are also of my own creation. Early in the year the essays are
take-home assignments, and the students engage in peer-grading of each other’s work to better understand what I am
assessing. Later, I provide more practice with in-class essay assignments using questions in the style of the AP World History
Exam, as well as the AP Exam free-response questions posted on AP Central. Usually, exams are given at the end of a unit. (40
percent)
Absence Work
Students will be afforded five days in accordance with school system guidelines to make up work missed due to absence. If a
student is absent, but in-class or made aware of the assignment prior to absence, the student will be expected to return the
assignment or take the quiz or test on the first day the student returns to class. Students who miss class, as the result of the
2|Page
field trips or school activities will be expected to return missed work or take quizzes or test the day they return. Students are
not afforded five days, as the absence was not as the result of an absence from school.
Make-Up Assessments
All make-up assessments will be made up before (7 AM - 7:50 AM) and after school (2:45 PM – 3:15 PM) and not during class
time. During class time is not an option.
Late Work
In order to encourage student accountability and eliminate the "paper trail syndrome", late work is not accepted. However, I
recognize that there are occasions when unavoidable obstacles keep assignments from being completed on time. With this in
mind, a no-penalty "grace period" (typically 24 hours) is provided for one assignment per semester.
Parents Please Be Advised
Please do not send notes or e-mails attempting to excuse your child’s late work. These notes will not be accepted in an attempt
to maintain fairness and student responsibility.
Communication & Support
Positive, constructive communication is one of my highest priorities. Problem solving is one important aspect of
communication. I care deeply about questions and confusion that students may be experiencing. Please be encouraged to
approach me after class is over so I can give you my undivided attention or set up a meeting time with you. If you do not have
time after class, please write a memo or e-mail so I will know that we need to talk. Never hesitate to share your respectful
feelings with me. We should discuss any concerns/issues you have prior to parent involvement. Parent partnerships are
sincerely encouraged, fostered and appreciated. However, student empowerment and problem solving is a vital element of our
classroom. Student growth and maturity can result from direct communication about problems that may arise. Students
quickly learn that they will be respected and cared for when they approach me with a concern. Parent notes/requests are
inappropriate when they occur prior to student requests for help. Once we have worked together on an issue, parent input and
feedback is important and welcomed.
Homework
Homework must be returned in hard copy form in class on the day it’s due. Homework is not to be sent via-email to Mr.
Delune unless directed to so.
Students are required to purchase the following materials







A 3-ring binder
A 3 subject notebook (exclusively for AP World History)
Lots of pens & #2 pencils (for Scantron formatted test and quizzes).
A collegiate dictionary
A collegiate thesaurus
3 ring paper hole punch
Stapler (multiple page assignments are not to be returned “rabbit eared” or paper clipped-but stapled in
the appropriate order).
Teaching Strategies
Lectures
In our 90-minute classes, I find it unproductive to lecture more than half the time. I usually talk for only 30 to 35 minutes.
Almost all of my lectures are accompanied by a PowerPoint presentation.
Discussions
I train students using the Socratic seminar method from the first week of school. To scaffold to the level I would like, I start
with fishbowls with students peer-grading each other, and I model how to facilitate using the Socratic Method. To create
3|Page
fishbowl discussion, I merely split the students into two groups, where one group first discusses a prompt in an inner circle,
while the outer circle observes silently. When the inner circle is done, I solicit critiques from the outer circle observers. The
two groups then switch places, and the new inner circle is given a related, but new prompt. Eventually, students come
prepared with their own prompts and can ideally lead a whole-class discussion.
Group Work
I often put students in groups to process primary-source documents or large amounts of content, usually with the goal of
generating theses and outlines for sample questions that I have written on the board. The processing is accomplished through
various exercises that focus on a selected set of skills. For example, the groups might focus on how to determine and analyze
point of view, or on how to group a set of documents.
Class Participation
Participation is a crucial part of the class. I often employ the Socratic Method for whole-class discussion and use “fishbowl”
techniques as described above.
The AP Exam
All students are expected and required by our school system to take the AP examination for APUSH History on TBA. It is
advised that you do not schedule or make any other commitments on this day. Students who are absent or otherwise
unavailable the day of the AP World History examination will be placed on the debt list for a total of $90.
The AP World History exam itself is three hours and ten minutes long and has both a multiple choice and essay section. The
multiple-choice section has 80 questions and accounts for 50 percent of the final score. The essay portion consist of a required
DBQ and a section in which students write two essays that they choose from a group of questions. The DBQ and the essays
account for 50 percent of the composite score. The final score is on a scale of 1 to 5 with 5 being the highest and 3 being the
minimum necessary to be awarded college credit by most universities.
Purpose and Organization of Course
AP World History is the equivalent of a college-level survey course. As a college student would be expected, each student is
expected to read all assigned readings (textbook, readers, or teacher supplied supplemental readings- i.e. handouts) and to
take notes in the charts and types of graphic organizers provided by Mr. Delune. AP World History is designed to enable
higher-order thinking skills that you will need to be successful at the next level of your education.
Our class will meet for a double period each day. For a portion of each day, we will analyze primary sources both text and
visuals. Primary source analysis is a crucial element within the course that will facilitate a student’s ability to undertake the
task required for the Document Based Question essay on the exam. The use of these materials will help students practice
using historical evidence to make plausible arguments. Students will also become proficient at identifying point of view,
context, and bias within historical text.
A second skill students will acquire is assessing the issue of change and continuity over time, including change as a process
over time. Students will consistently be charged with keeping track of changes over time through timelines and maps students
will construct in class or for homework in all five units. The purpose of these timelines and maps will be to provide students
with a perspective to recognize global patterns and processes over time and space while connecting local developments to
global developments both in a broad sense and a specific or particular sense. These skills are cultivated for the purpose of the
Change Over Time essay on the AP World History Exam and are often the focus in upper-level courses in a university setting.
Analysis Handouts
Students will complete a series of graphic organizers to enable students to arrange information in an approach that students
can best assimilate the diverse content of AP World History. These graphic organizers are a crucial element to the writing
process, which is a staple of AP World History. These graphic organizers will be completed in all five units.
4|Page
CHANGE ANALYSIS
Filling out this chart will help students become aware of the continuities and changes within one society over a period of time. It also asks
students to record important events in that time period and to start to thinking about the causes and effects of the changes or reasons for
continuities.(pg.10)
CONFLICT ANALYSIS
This chart is intended to help students organize and record important details about conflicts of all types. It is useful for finite wars, but can also
be utilized to describe on-going social or ideological conflicts.(pg.10)
SOCIETAL COMPARISON
The purpose of this chart is to facilitate comparisons between contemporaneous societies.(pg.11)
PEOPLES ANALYSIS
This chart is intended to help students process and record important details about distinctive groups, societies, and civilizations. It also demands
of the student to consider the impact these peoples had on history.(pg.12)
LEADER ANALYSIS
This chart is to be used to record important specific information about leaders of all kinds, from political to economic and social.(pg.13)
DOCUMENT ANALYSIS
This chart asks students to record important information about a document and then summarize the main ideas. Students describe the setting
in which the document was created, including the author and his background, and then analyze it in the context of its time period.(pg.14)
THESIS PLANNER
This chart will enable students to properly state a position and answer the prompt. Also, it will ask students to identify and rank their specific
historical evidence according to its strength. (pg.15)
As freshmen in high school, students have already begun to clearly develop the skill of comparison. This skill will be
developed further by practicing comparing within and among major societies. On all of the graphic organizers, timelines, and
maps students will be expected to create there will be directions to create a thesis statement of the similarities and
differences. The third essay on the World History Exam will require is the Comparative essay, so these skills will be crucial to
success on the AP World History Exam.
Semester 1
Course Outline
Unit 1: The Twentieth Century to the Present.
1. Wars and Diplomacy
• The World Wars, Holocaust, Cold War, international organizations
• Globalization of diplomacy and conflict
• Reduction of European influence
• League of Nations, United Nations, European Union, nonaligned
nations.
2. Patterns of Nationalism
• Decolonization: its political, economic, and social causes and effects
• Genocide
• Rise and fall of the USSR
3. Effects of Major Global Economic Developments
• The Great Depression: political, social, and economic causes and effects
• Development of the Pacific Rim and multinational corporations
4. Social Reforms and Social Revolutions
• Changing gender roles; family structures; rise of feminism
5|Page
• Marxism in its various forms
5. Globalization of Science, Technology, and Culture
• Developments in global cultures and regional reactions
• Patterns of resistance against technology
6. Demographic and Environmental Changes
• Migrations; explosive population growth; new forms of urbanization;
deforestation and environmental movements
Unit 2: Foundations—c. 8000 bce to 600 ce
1. World History in Place and Time
• Interaction of geography and climate with the development of human
society
• Major population changes resulting from human and environmental
Factors
• Nature and causes of changes
• Continuities and breaks within the course—what “works” and doesn’t?
2. Developing Agriculture and Technology
• Agricultural, pastoral, and foraging societies and their characteristics
• Emergence of agriculture and other technological change
• Nature of villages
• Effects of agriculture on the environment and peoples
3. Basic Features of Early Civilizations in Different Environments
• Political and social structure of: Mesopotamia, Egypt, Indus, Shang,
Mesoamerican and Andean South America
4. Classical Civilizations
• Major political developments in China, India, and the Mediterranean
• Social and gender structures
• Major trading patterns within and among Classical civilizations
• Arts, sciences, and technology
5. Major Belief Systems
• Basic features of major world belief systems prior to 600 ce
• Physical place of each belief system by 600 ce: Polytheism, Hinduism,
Judaism, Confucianism, Daoism, Buddhism, Christianity
6. Late Classical period (200 ce to 600 ce)
• Collapse of empires (Han, Western Roman Empire, Gupta)
• Movements of peoples (Huns, Germans)
• Interregional networks by 600 ce: trade and religious diffusion
Unit 3: 600–1450
1. The Islamic World
• The rise and role of Dar al-Islam in Eurasia and Africa
• Islamic political structures
• Arts, sciences, and technologies
2. Interregional networks and contacts
• Development and shifts in interregional trade, technology, and cultural exchange: Trans-Sahara
Ocean trade, Silk routes
• Missionary outreach of major religions
• Contacts between major religions, e.g., Islam and Buddhism, Christianity and Islam
• Impact of the Mongol empires
3. China’s Expansion
• The Tang and Song economic revolutions and the early Ming dynasty
• Chinese influence on surrounding areas and its limits
4. Developments in Europe
• Restructuring of European economic, social, and political institutions
• The division of Christendom into Eastern and Western cultures
6|Page
trade, Indian
5. Social, Cultural, Economic, and Political Patterns in the Amerindian World:
• Maya, Aztec, Inca
6. Demographic and Environmental Changes
• Causes and effects of the nomadic migrations on Afro-Eurasia
• Bantu migrations
• Consequences of the plague in the fourteenth century
• Growth and role of cities
Semester 2
Course Outline
Unit 4: 1450–1750
1. Changes in Trade, Technology, and Global Interactions
2. Knowledge of Major Empires and Other Political Units and Social Systems
• Ottoman, China, Portugal, Spain, Russia, France, England, Tokugawa, Mughal
• African empires: Kongo, Benin, Oyo, Songhay
• Gender and empire
3. Slave Systems and Slave Trade
4. Demographic and Environmental Changes:
• Diseases, animals, new crops, and comparative population trends
5. Cultural and Intellectual Developments
• Scientific Revolution and the Enlightenment
• Comparative global causes and effects of cultural change
• Changes and continuities in Confucianism
• Major developments and exchanges in the arts
Unit 5: 1750–1914
1. Changes in Global Commerce, Communications, and Technology
• Changes in patterns of world trade
• Causes and effects of the Industrial Revolution: political, economic, social, environmental
• (also see #3 below)
2. Demographic and Environmental Changes
• Migrations, the end of the Atlantic slave trade, new birthrate patterns, food supply
3. Changes in Social and Gender Structure, Especially as Related to the
Industrial Revolution
4. Political Revolutions and Independence Movements and New Political Ideas
• Revolutions in the United States, France, Haiti, Mexico, China, Latin America
• Rise of nationalism, nation-states, and movements of political reform
• Rise of democracy and its limitations
5. Rise of Western Dominance
• Imperialism
• Cultural and political reactions
REVIEW, FINAL EXAM, and AP EXAM
7|Page
AP WORLD HISTORY READING & PACING GUIDE
Unit 1: 1914 to the Present
Days 1-4:
International Contacts and Conflicts
CH. 28
Days 5-7:
The West in the 20th Century CH. 29
Days 8-11:
Russia and Eastern Europe
CH.30
Days 12-15:
Japan and the Pacific Rim
CH. 31
Days 16-19:
Latin America: Revolution and Reaction in the 20th Century
Days 20-23:
Decolonization and the Decline of the European World Order CH. 33
Days 24-28:
Africa and Asia in the Era of Independence
CH. 34
Days 29-32:
War and Revolution in China and Vietnam
CH. 35
Days 33-34
A 21st Century World: Trends and Prospects CH.36
Day 35:
Unit 1: 1914 to the Present TEST
CH. 32
Unit 2: Foundations
Days 36-38
From Human History to Early History CH. 1
Days 39-41
Classical Civilizations: China
CH. 2
Days 42-44
Classical Civilizations: India
CH. 3
Days 45-47
Classical Civilizations in the Mediterranean: Greece and Rome
Days 48-51
The Classical Period: Directions, Diversities, and Declines by 500 CE CH.5
Day 52
Unit 2: Foundations TEST
CH. 4
Unit 3: 600–1450
Days 52-56
The First Global Civilization: The Rise and Spread of Islam
Days 57-60
Abbasid Decline & the Spreads of Islamic Civilizations to the South and South East
Asia CH.7
Days 61-63
African Civilizations and the Spread of Islam CH. 8
Days 64-66
Civilization in Eastern Europe: Byzantium & Orthodox Empire
Days 67-70
A New Civilization Emerges in Western Europe
Days 71-74
The Americas on the Eve of Invasion CH. 11
8|Page
CH. 10
CH. 6
CH. 9
Days 75-78
Reunification & Renaissance in Chinese Civilization: The Era of Tang and Song
Dynasties
CH. 12
Days 79-82
The Spread of Chinese Civilization: Japan, Korea, and Vietnam
CH.13
Days 83-86
The Last Great Nomadic Challenges: From Chinggis Khan to Timur
CH. 14
Days 87-89
The West and the Changing World Balance
Day 90
Unit 3 600 t0 1450 TEST
CH. 15
Unit 4: 1450–1750
Day 91-93
The Transformation of the West, 1760-1750 CH. 16
Days 94-97
The West and the World
Days 98-102
The Rise of Russia
Days 103- 108 Early Latin America
CH. 17
CH. 18
CH. 19
Days 109-114 The Muslim Empires CH. 20
Days 115-120 Africa and the Africans in the Age of the Atlantic Slave Trade CH. 21
Days 121-126 Asian Transitions in the Age of Global Change CH.22
Day 127
Unit 4: 1450-1750 TEST
Unit 5: 1750-1914
Days 128-134 The Industrialization of the West
CH. 23
Days 135-140 Industrialization & Imperialism: The Making of the European Global Order
CH. 24
Days 141-146 Civilizations in Crisis: The Ottoman Empire, the Islamic Heartlands, and Qing China
CH.25
Days 147-153 Russia & Japan: Industrialization Outside the West
Day 154
Unit 5: 1750-1914
CH. 27
# Pacing guide is subject to change at Mr. Delune’s discretion.
9|Page
CH. 26
Name
AP WORLD HISTORY
Period
Date
CHANGE ANALYSIS
Filling out this chart will help you become aware of the continuities and changes within one society over a period of time. It also asks you to
record important events in that time period and to start to thinking about the causes and effects of the changes or reasons for continuities.
Society:
Time period:
Significant events during time period:
Characteristics at the beginning
of time period:
Political
Social
Economic
Artistic
Religious
Intellectual
Technological
Military
Geographic
Demographic
Women’s status
Causes and impact of changes:
10 | P a g e
Characteristics at the beginning
of time period:
Name
AP WORLD HISTORY
Period
Date
CONFLICT ANALYSIS
This chart is intended to help you organize and record important details about conflicts of all types. It is useful for finite wars, but can also be
utilized to describe on-going social or ideological conflicts.
Name of Conflict:
Dates/time period:
Type of Conflict:
Underlying causes:
Immediate cause:
Turning point/Important events:
Ending event(s):
End result:
Short term effects:
Long term effects:
11 | P a g e
Name
AP WORLD HISTORY
Period
Date
SOCIETAL COMPARISON
The purpose of this chart is to facilitate comparisons between contemporaneous societies.
Time period:
Significant events during time period:
Society One:
Society Two:
Characteristics of Society One:
Political
Social
Economic
Artistic
Religious
Intellectual
Technological
Military
Geographic
Demographic
Women’s status
Causes and impact of changes:
12 | P a g e
Characteristics of Society Two:
Name
AP WORLD HISTORY
Period
Date
PEOPLES ANALYSIS
This chart is intended to help you process and record important details about distinctive groups, societies, and civilizations. It also demands of
you to consider the impact these peoples had on history.
Name of Group:
Time period:
Location:
Important neighbors:
Strengths:
Weaknesses:
Impact on Neighbors:
Short-term effects:
Long-term effects:
13 | P a g e
Name
AP WORLD HISTORY
Period
Date
LEADER ANALYSIS
This chart is to be used to record important specific information about leaders of all kinds, from political to economic and social.
Name of Leader:
Lifespan:
Country/Region:
Years in Power:
Political, social, economic conditions prior to leader’s gaining power:
Ideology, motivation, goals:
Significant actions and events during term of power:
Short-term effects:
Long-term effects:
14 | P a g e
Name
AP WORLD HISTORY
Period
Date
DOCUMENT ANALYSIS
Source:
Author:
Time Period:
Society:
Political, social, economic characteristics at time written:
Purpose:
Tone:
Audience:
Point of view:
Important content:
Important content:
Evidence of bias:
Assessment of validity:
15 | P a g e
Name
AP WORLD HISTORY
Period
Date
THESIS PLANNER
What are the distinct task the prompt requires?
What general topics are you going to address in this essay? Write down the geographic regions, historical periods,
and themes you will discuss. Note any particular terms you will need to define your essay.
Write a simple statement of your answer to the prompt:
What specific historical evidence leads you to your conclusion?
Item One:
How it supports your answer:
Item Two:
How it supports your answer:
Item Three:
How it supports your answer:
Item Four:
How it supports your answer:
16 | P a g e