Download AP World History Syllabus 15-16

AP World History
2015-2016
Milton Honor Code
“I understand that academic integrity creates a strong academic and ethical environment at Milton High School. I pledge that I
will be personally responsible for upholding the values of academic integrity by being honest and not tolerating academic
dishonesty.”
P.Randolph email: [email protected]
B. Jardine
email: [email protected]
Room 5207
Room 4210
Class Web page – TBA
Course Description: The purpose of the AP World History course is to develop greater understanding of the
evolution of global processes and contacts, in interaction with different types of human societies. This understanding
is advanced through a combination of selective factual knowledge and appropriate analytical skills. The course
highlights the nature of changes in international frameworks and their causes and consequences, as well as
comparisons among major societies. The course emphasizes relevant factual knowledge deployed in conjunction with
leading interpretive issues and types of historical evidence. The course builds on an understanding of cultural,
institutional, and technological precedents that, along with geography, set the human stage. Periodization, explicitly
discussed, forms an organizing principle for dealing with change and continuity throughout the course. Specific
themes provide further organization to the course, along with consistent attention to contacts among societies that form
the core of world history as a field of study.
apcentral.collegeboard.com
Textbook: The Earth and Its Peoples; A Global History, Bulliett, Crosley, et.al.; McDougall;
ISBN 0-618-42770-8 ($74.97). [We will use many other sources of reading material as well.]
Chronological Boundaries of the Course:
The course will have as its chronological framework approximately 8000 B.C.E. to the present, with the period 8000
B.C.E. to 600 C.E. serving as the foundation for the balance of the course.
An outline of the periodization for the course with associated percentages for suggested course content is
listed below.
Foundations: C. 8000 B.C.E.
to 600 C.E.
600 C.E. – 1450
1450- 1750
1750 – 1914
1914 – the present
19-20%
(6 weeks)
(6 weeks)
(6 weeks)
(6 weeks)
(6 weeks)
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Course Themes: AP World History highlights five overarching themes that should receive approximately equal
attention throughout the course beginning with the Foundation section:
1. Interaction between humans and the environment
 Demography and disease
 Migration
 Patterns of settlement
 Technology
2. Development and interaction of cultures
 Religions
 Belief systems, philosophies, and ideologies
 Science and technology
22%
19-20%
19-20%
19-20%
 The arts and architecture
3. State-building, expansion and conflict
 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
 Agricultural and pastoral production
 Trade and commerce
 Labor systems
 Industrialization
 Capitalism and socialism
5. Development and transformation of social structures
 Gender roles and relationships
 Family and kinship
 Racial and ethnic constructions
 Social and economic classes
apcentral.collegeboard.com
AP Exam: Thursday, May 14, 2016 you will take the Advanced Placement National test. It will be structured as
follows:
70 multiple choice questions in a 55-minute section
3 free response essays:
1 50-minute document-based question (DBQ)
1 40-minute change-over-time question (CCOT)
1 40-minute comparative essay question (COMP)
The two sections of the exam are designed to complement each other and to measure a wide range of historical skills
and world history knowledge.
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Grading and Exam Format (per semester)
a.
b.
c.
d.
Final Exam
Tests
Notebook
Performance Based
Assessments
e. Vocabulary Quizzes
15%
30%
20%
20%
(1 Final Comprehensive Exam)
( Unit Tests)
(Homework/Assignments.)
(Essays/Projects)
15% (each chapter (in-class))
Grading Scale
A
B
C
F
90 and
above
80 - 89
70 - 79
Below 70
Course Materials:
 1-inch three-ring binder
 5 tab binder dividers
 Rubric Folder (3 pronged folder)
 Composition notebook
 College-ruled notebook paper
 Black or blue pen
 Red pen
 #2 pencil
Notebook (Homework/Assignments) 20%: Students will be expected to keep everything related to this
course in a 1-inch three-ring binder with five tabs. Notebooks will be due on unit test days. Students will be
expected to organize their notebooks in the following manner:
 Tab 1: Course Syllabus
 Tab 2: Quidditch
 Tab 3: Assignments/Essays/In-Class Work
 Tab 4: All graded tests/quizzes w/points make-up
 Tab 5: All class notes/slides/chapter outlines
Tab 2: In order to receive full credit for Tab 2 students must have the “Quiddich” sheet up-to-date and
completed “date; question; answer.” If absent, worksheet should include “date; absent” (Dates will be
checked to confirm absences).
Tab 3: All assignments, essays and in-class work must be in chronological order. Before every notebook
check a list and order of these assignments will be presented to the students.
Tab 5: All notes and/or chapter outlines provided to students must be dated, organized and in chronological
order.
Essay/Projects 20%: Rubrics given in class.
Vocabulary Quizzes 15%: As vocabulary is imperative for comprehension on the AP final exam, at the
conclusion of each chapter, there will be an in-class vocabulary quiz. On occasion, chapters will be
combined. Spelling IS GRADED.

Vocabulary Notebooks:
In addition to quizzes, vocabulary notebooks will be assigned. Each student will be responsible for
keeping his/her notebook complete and up-to-date providing a minimum of one paragraph for each
vocabulary word assigned. Vocabulary notebooks will be checked at random and without advance
notice. If the student does not have his/her notebook up-to-date or available a 50% deduction will be
given to the grade.
 Paragraphs must include:
 Glossary definition
 Why is this word relevant?
 In which historical period does this term fall?
 What key concept does this term address?
 How does this term relate to other material or terms covered?”
Tests 30%:
Multiple Choice questions conform to the standard AP format of 5 answer options, and you will learn
each of the three types of essay questions before you are asked to demonstrate usage. All essay questions must be
passed.
Tests will typically take the entire class period and be given approximately three times a quarter. Tests will
consist of multiple choice questions pulled from past AP exams along with workbook practice questions in
order to practice, in every opportunity possible, the style and rigor of questions that will be asked on the AP
exam. Tests will also consist of one DBQ or essay question (Comparative or CCOT) from past exams.
Before each exam, a pool of possible essay questions w/rubrics will be given to students to aid in studying.
The questions on the test will be pulled from this pool.
Points Make-Up/Recovery: Following each test, students will be given the opportunity to raise their test
grade with test corrections. In order to receive the “points make-up” students must write out the question and
correct answer along with corresponding page number in the book for each wrong answer. To be eligible for
points make-up students must be present on the day of the test or arrange to take the test prior to any
scheduled absences that occur on the day of the test (field trips, doctor/dentist appointments, etc.). If an
absence occurs that is Excused but was not scheduled the student must take the test the day they return to
school following the excused absence.
Recovery Policy: Opportunities designed to allow students to recover from a low or failing cumulative grade will be
allowed when all work required to date has been completed and the student has demonstrated a legitimate effort to
meet all course requirements including attendance.
Students should contact the teacher concerning recovery opportunities. Teachers are expected to establish a
reasonable time period for recovery work to be completed during the semester. All recovery work must be directly
related to course objectives and must be completed ten school days prior to the end of the semester.
*Teachers will determine when and how students with extenuating circumstances may improve their grades.*
but students must initiate the discussion.
Makeup Work: Generally you have the amount of days absent to complete the assignment. For example, if you are
absent two days and have missed something, you will have two days upon your return to complete it. This policy does
not apply in the case of long term due dates. For example, if I have told you that a take home essay is due on a certain
date, I require that it be turned in on the due date, absent or not. It is YOUR responsibility to approach the teacher
for missed work on the day of your return and to make up tests and quizzes. Always check the calendar on the
web page.
LATE WORK: Department and School policies: Late work: For every day late, 10% of maximum points
possible will be deducted from earned grade for a maximum of 5 school days. On the 6th day the grade is a “0”.
Classroom Environment:
Respect others:
o
o
o
o
o
Come prepared for class
Participate in class; share your ideas and knowledge
Wait for others to express their ideas…and listen to them
Address people’s arguments not the individual
Don’t waste other people’s time
School Policies: You will be responsible for following the policies as outlined in the student handbook including the
tardy policy. Any electronic device seen or used in class will be confiscated. If you have questions, please ask.
Plagiarism is defined as the use of another’s words or ideas and the presentation of them as though they are entirely
one’s own. Acts of plagiarism include but are not limited to using words or ideas from a published source without
proper documentation; using the work of another student (e.g., copying another student’s homework, composition or
project); using excessive editing suggestions of another student, teacher, parent, or paid editor.
STUDENT PERFORMANCE
Students who take this course should realize that AP courses are taught and graded at the college level; they
significantly exceed the demands and expectations for typical high school courses. But the class is truly manageable,
and I am aware that you have other classes and extracurricular responsibilities.
Reading
There is NO substitute for reading. This cannot be overstated. Reading assignments should always be
completed for the following day. All studies show that truly talented and gifted students read and read well.
And the one single ingredient to remedy low grades and low performance is to read. Other aspects of
preparation enhance learning and understanding, but a student MUST read to be prepared. You cannot read too
much.
Writing
The writing process takes practice and considerable attention to the details of the formula the College Board
has laid out in their rubrics. Students will learn three different types of essays. National test requires students
to write one of each of essay. It is possible to get a 3 on the final AP exam just by answering the three essays
in an orderly manner accompanied with a mastery of content (that is, with a 0 on the multiple choice!).
Extra Help
Students, if you have a personal question or concern, please come by before or after school, or e-mail me. I
will help you as much as is possible. Don’t leave problems unresolved.
Also – Right at the beginning of the year you need to form a study group with some other people in AP
World. They don’t need to be people in your class.
Habits of Mind
2015-2016
The AP World History course addresses habits of mind 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 ad change over time and over different world regions
 understanding diversity of interpretation 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
apcentral.collegeboard.com
Parent Connect/contact: Parents should sign up for “Parent Connect” if they haven’t already done so. The
system is a wonderful tool for tracking student performance and attendance.
I encourage your parents (and you!) to utilize it. Parents – please e-mail me with any questions or concerns. I will
send out a group e-mail update every month or so. However up to date class calendars are on the website.
Final Words: For the majority of you (students), this is your first exposure to Advanced Placement expectations. This
is a rigorous course requiring you to learn and put into practice college level analysis.
If you are to be successful in the course work and on the May exam, you must commit the necessary effort. I will
teach you the writing and analytical tools to be successful. You must supply the patience, time, and dedication. Don’t
get discouraged and don’t give up.
AP World History Units
Themes
Main Text: Bulliet, The Earth and its People, A Global History
st

1 semester:

Period I: 8,000 BCE – 600 CE
Unit 1: Foundations of early cultural
communities:

Ch. 1-3
3 weeks

Neolithic communities;
civilizations in Middle-East, Indus Valley, China, Nubia;
Early Empires: New Kingdom Egypt; Assyria & Persia;
Phoenicia & Israel
[unit 1 mc test; compare & contrast essay)
Unit 2: Formation of Classical societies:
Ch. 4-7
Classical Mediterranean societies: Greece & Rome
Classical Imperial China
Mauryan & Gupta India
Trade networks:
Sasanid Empire & Silk Road
Indian Ocean Maritime system
Trans-Saharan Trade
Sub-Saharan Africa
[unit 2 mc test] practice DBQ


3 weeks




Period II: 600 CE – 1450 CE

Unit 3: Growth and Interaction
Ch. 8-11 3 weeks
Islam & Islamic Caliphates & civilization
Early Medieval Europe: Byzantines, Western Europe, Russia
Crusades impact
Struggles for Inner and East Asia: Tibet, Tang, Song
Korea, Japan, Vietnam
Classic & Post-Classic Meso-America: Maya & Aztecs
Andean civilizations: Inca
Northern American Peoples
[unit 3 mc test; essay: compare & contrast]




Unit 4: Cross-cultural Interaction
Ch. 12-14 3 weeks
Mongol Empire, cultural diffusion, responses to
Yuan to Ming China
Tropical Lands – issues & resources
Islamic Mali & Delhi Sultanate
Indian Ocean Trade & cultural diffusion
Latin West, late Middle Ages to Renaissance: Demographic,
Economic, Social, Cultural changes
Conflict & the New Monarchies
Maritime expansion before & after 1450
Yali’s question; analyzing the roots
of differences
How do creation stories reveal the
values and world views of early
peoples?
How did geography impact
development?
How are primary sources used to
make inferences about a culture
How were the world classical
societies similar and different?
Analyze the varieties of political and
social systems of the classical
period?
Analyze the value of “empire”: how
are rights, technology, culture and
social class impacted?
Why did classical civilizations
decline?
How were the monotheistic
religions similar and different from
each other and from polytheism?
How did the roles of religion in
Western Europe and the Islamic
World compare and contrast?
How do regions interact? How does
interaction impact culture?
How does industry evolve?
Compare and contrast the trade and labor
systems that developed in the Americas,
Africa and Asia.
Cultural diffusion: how does it impact
the various societies?
Analyze the similarities and differences
in how cultures and peoples view one
another.
New Encounters between Europe & the World
[unit 4 mc test; essay: change & continuity over time]
Themes

Period III: 1450 CE – 1750 CE
Unit 5: Global Interdependence Europe,
Americas, Africa
Ch. 15-17
3 weeks


Europe: Religious, social, economic & political changes
Absolutism & Constitutionalism
Columbian Exchange & varieties of colonialism
Atlantic System & Africa: change and continuity
[Unit 4 mc test; essay DBQ}

Why and how were western European
cultures transformed during the time
period: intellectual, technological,
religious, social, economic & political?
Analyze the varieties of cultural
interaction.
How did the scientific revolution impact
European world view?
How and why did political developments
in Europe vary? How did these
differences impact society and culture?
First Semester Final Exam: December 16-18, 2009
2nd semester:
Period III: 1450 CE – 1750 CE
Unit 6: Global Interdependence: Asia


Ch. 18-20 3 weeks


Islamic Land Empires:
Ottoman
Safavid
Mughal
Indian Ocean Trade developments
Japan, Shogunate & Isolation
China – Later Ming & Early Qing
Russia – expansion and westernization
[unit 6 mc test; essay: DBQ essay]
Period IV: 1750 CE – 1914 CE
Unit 7: Revolutions and Change



Ch. 21-23 3 weeks
Enlightenment
American, French, Haitian Revolutions
Conservatism & Reform
Industrial Revolution: Causes, developments, impacts
Political and Economic ideas
Latin American Revolutions, political, regional and ethnic issues
Abolition of Slavery
[unit 7 mc test; essay: DBQ essay]






Unit 8: Growth of Empire
Ch. 24-27 3
weeks
Interactions with Europe:
Developments in Africa & India & Australia
Land Empires: Ottomans, Russians, Qing; Japan
2nd Industrial Revolution: developments, impacts
Nationalism & Unification/ tensions among the “great powers”
New Imperialism impacts Africa and Asia
Latin America and “free trade” imperialism
Sample primary sources used:
[unit 8 mc test; change and continuity over time]
Period V: 1914 – present
Unit 9: Global Crises
Nationalism, WWI & Russian Revolutions
Ch. 28-30 3 weeks




Themes
How and why did Asian land Empires
rise and fall?
Why did Asian Empires encounter
problems?
How did concepts of kingship vary?
How did Asian nations deal with
European presence?
historiography: causes of the French
Revolution: Peyre vs Brun
stages of revolution; to what extent do
they apply to American, French &
Haitian Revolutions?
class structure: how and why did classes
shift? How did the Industrial revolution
impact classes and genders differently?
Themes
How and why did global war develop?
Historiography: causes of WWI
How did technology impact war and
propaganda?
How did WWI & II impact regions
differently?
How did nationalism impact world
developments?
historiography:
How did the3ideas
and impactofofthe
interpretations
nationalism
vary?
Russian Revolutions
 How did countries deal with changing
 social
Howstructure?
did the ideas and impact of
 analyze
the dynamics
nationalism
vary? of the new
imperialism:
causes,
 How did countries impacts
deal withonchanging
participants,
cultural
diffusion,
economic
social
structure?
Balance of power: How and why was
the
exploitation,
inner
outer
zones

analyze
the
dynamics
of
the
new
Cold War global?
imperialism:
on and
Analyze
the impact causes,
of globalimpacts
economy
culturalparticipants,
imperialism.cultural diffusion,
economic
exploitation, inner
outer
How did
global developments
impact
zones
domestic
developments in various countries:
eg. role of government
Analyze the various global challenges of the
present
Between the wars in Europe
Impact on West Asia
China & Japan contrasted
Totalitarian states; how were communist Russia and the fascist states different & similar?
Japanese imperialism & militarism
World War II: causes & impacts
Post War developments in Africa, India & Latin America:
Indian Independence
Mexican Revolution & civil war
Argentina & Brazil
[unit 9 mc test]
Unit 10: Modern Global Interdependence
Ch. 31-33
3 weeks
Global Cold War conflicts and impacts
Decolonization and nation building in Asia and Africa
Developments in Latin America, East Asia & Middle East
Reforms in Latin America
Islamic Revolutions
Asia; Chinese economic growth
World demographics, technology & environmental concerns
World inequality & globalization
Problems of a global economy
Trends: religion, women, media, pop culture
Sample primary sources used:
[unit 10 mc test; essay DBQ]
Class Final Exam (practice AP Exam and Essay): May 6 & 9, 2016
Teachers are available before and after school in their classrooms.
Check Course Website.
Review and Practice: TBD
National AP World History Exam: Thursday, May 14, 2016
 70 multiple choice questions
 3 essays; one of each type
Student Name: ________________________________________ Date__________ Period __________
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THE SYLLABUS.
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