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Advanced Placement World History
Course Name:
Advanced Placement World History
Textbook Name: Traditions & Encounters: A Global Perspective on the Past
Textbook Cost:
3rd edition, Jerry H. Bentley & Herb F. Ziegler,
Boston, McGraw Hill, 2006.
$85.00 USED
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 factual
knowledge and 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 forms an organizing principle
for deaing with change, continuity, and comparison throughout the course.
Advanced Placement World History surveys the history of the world from 8000
B.C.E. until the present day. The course emphasizes “patterns of change” and the
connections that developed between the various world cultures throughout the history of
the world. Students analyze and gain a greater understanding of the global experiences of
humanity. This advanced placement course is on a traditional schedule with students
meeting daily for 52 minutes. The course will be taught using a wide variety of
instructional strategies including: traditional lecture/discussion format, small group
discussion, paired peer tutors, and individual research and discovery.
You are to be commended for taking the opportunity to complete college-level
studies during this school year. The rewards for completing college-level courses in high
school place you at a great advantage over the other college freshmen that do not take AP
courses. This syllabus will provide you with information on the AP program as well as
inform you with a general overview of topics that will be examined in this survey of
World History.
The purpose of this course is to provide you with a college level overview of the
World History. The course will be taught using a wide variety of instructional strategies
including: traditional lecture/discussion format, small group discussion, paired peer
tutors, and individual research and discovery. All AP World History students are required
to take the AP Exam in May.
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Student selection procedures:
Enrollment in AP World History is open to 10th grade students. All sophomores
who are willing to work hard, and are motivated to learn, are encouraged to challenge
themselves with this Advanced Placement course. This AP course and examination in
World History are intended for students who wish to complete studies in secondary
school equivalent to college introductory courses in World History.
Overview of the Advanced Placement Program:
From its inception over 30 years ago, the AP program has been broadened to include
more schools, students, and examinations than ever before. Each May, the AP
Examinations are administered.
In order to receive college credit for passing the AP exam, ninety-percent of
schools accept a score of “3”; however, some schools of “higher caliber”, require either a
“4” or “5”. Duke University, Georgia Tech, and Stanford University require a “4” on the
examination. Harvard University and the military service academies require a “5” on the
exam which is the highest score possible. The best comprehensive source to discover
college score requirements for Advanced Placement Credit is:
www.collegeboard.com/ap/creditpolicy
Chronological periods of the course:
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8,000 BCE to 600CE
600 to 1450
1450 to 1750
1750 to 1914
1914 to the present
AP World History: The Six Themes
1. Patterns and impacts of interaction among major societies: trade, war,
diplomacy, and international organizations.
2. The relationship of change and continuity across the world history periods
covered in this course.
3. Impact of technology, economics, and demography on people and the
environment (population growth and decline, disease, manufacturing, migrations,
agriculture, weaponry).
4. Systems of social structure and gender structure (comparing major features
within and among societies and assessing change).
5. Cultural, intellectual, and religious developments and interactions among and
within societies.
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6. Changes in functions and structures of states and in attitudes toward states and
political identities (political culture), including the emergence of nation-state
(types of political organization).
Habits of Mind or Skills
The AP World History course addresses habits of mind or skills in two categories: 1)
those addressed by any rigorous history course, and 2) those addressed by a world history
course.
Four Habits of Mind are in the first category:
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Construction 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 to interpret information.
Developing the ability to assess issues of change and continuity over time.
Enhancing the capacity to handle diversity of interpretations through analysis of
context, bias, and frame of reference.
Three Habits of Mind are in the second category:
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Seeing global processes over time and space while also acquiring the ability to
connect global developments to global ones and to move through levels of
generalizations from the global to the particular.
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Developing the ability to compare within and among societies, including
comparing societies' reactions to global processes.
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Developing the ability to assess claims of universal standards yet remaining aware
of human commonalities and differences; putting culturally diverse ideas and
values in historical context, not suspending judgment but developing
understanding.
Every part of the AP World History Examination assesses habits of mind as well as
content. For example, in the multiple-choice section, maps, graphs, artwork, and
quotations are used to judge students' ability to assess primary data, while other questions
focus on evaluating arguments, handling diversity of interpretation and making
comparisons among societies, drawing generalizations and understanding historical
context. In the essay section of the examination, the document-based question (DBQ)
focuses on assessing students' ability to construct arguments; use primary documents;
analyze point of view, context and bias; and understand the global context. The
remaining two essay questions focus on global patterns over time and space and
comparisons within and among societies.
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Course Outline by topics:
Introduction
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Early Advances in technology & art
Beginnings of agriculture
Agricultural Revolution
Rise of Civilizations
Themes and concepts:
 the need for society
 common characteristics
 comparisons of civilizations
 unique civilizations
 impact of influential individuals
 why trade developed
 consequences of trade
 diffusion of culture
 continuity & change due to trade & diffusion
 development of government
 relationship of religion & political authority
 religious development and influence
 writing and language
New Empires Develop
Themes and concepts:
 Development and expansion of trade networks
 Interaction among empires
 Origins and diffusion of Christianity and Islam
 Rise and fall of empires
Shift to the Modern World
Themes and concepts:
 Religion and political authority
 Feudalism
 Growth of towns and cities
 Expansion of trade
 Humanism
 Renaissance artists
 Importance of Gutenberg and printing press
 Contributions of scientists
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Worldwide Interactions
Themes and concepts:
 Migrations of people
 Columbian Exchange
 Expansion of trade networks
 Advancements in navigation
 Agricultural innovations
 Religious changes
 Kingdoms and empires develop
 Impact of conquistadors
Revolutions
Themes and concepts:
 Chinese and Japanese empires
 Struggles for independence
 Absolutism
 Enlightenment
 Nationalism
 Self-determination
 Opium War
 French Revolution
 American Revolution
 Scientific Revolution
Industrial Revolution & Global War (WWI)
Themes and concepts:
 Industrial Revolution
 Urbanization
 Role of women
 Rise of Germany & Japan
 Imperialism
 Alliances
 Russo-Japanese War
 Russian Revolution
 World War I
 Treaty of Versailles
 Capitalism
 Marxism
 Socialism
 Nationalism
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World War II Era
Themes and concepts:
 The Holocaust
 Totalitarianism (Fascism, Nazism, Stalinism)
 Axis v. Allies
 Fascist aggression
 Potsdam, Yalta, Teheran Conferences
 Scientific and technological advances of WWII
The Global Community
Themes and concepts:
 technology & communications
 the Arms Race
 Female world leaders
 Fall of Soviet Communism
 Movements for democratic ideals
 Cold War
 International organizations (UN, OPEC, etc.)
 Impact of terrorism
 Nationalism (China, Africa, India, Balkans)
 Rise of fundamentalism
Grading:
Since our objective in this course will be to prepare you for the National
AP Exam, which is given in May, your grade for each grading period will consist
of college-level multiple choice tests, free response essay tests, quizzes
and class work/homework grades. The Grading System will consist of the
following:
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Tests: 55 % of the semester grade
Class work/homework: 20 % of the semester grade.
Quizzes: 10 % of the semester grade.
Semester Exam: 15 % of the semester grade.
There will be two types of regular tests:
1.) Multiple choice (in-class): 100% (50-70 questions)
2.) Free response (take-home): 100% (one type of question from below)
a.) document-based questions
b.) change-over-time essays
c.) comparative essays
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Quizzes
Students should expect regular quizzes. Students should always be prepared for
a quiz by keeping up with required chapter readings. We cannot possibly cover
everything in class. Quizzes will help me hold you accountable for the textbook reading.
Comprehensive Semester Exam
There will be a comprehensive semester exam at the end of each semester. It
includes all material covered up to that point in the year.
Notebook guidelines:
A three-ring binder is required for this course. Students should use it to keep all
class notes, handouts, notes from the text, outlines, study guides, and assignments. I will
provide you with the order in which items should be placed in the notebook. Notebooks
will be checked periodically for a quiz grade. Success in the course, and ultimately on the
AP exam, depends on this type of organization and discipline.
Additional Reading Assignments:
1.) Comparative Readers:
a.) Worlds of History: A Comparative Reader, Volume One: To 1550,
Kevin Reilly, Raritan Valley College, Bedford/St. Martin’s, 2000.
b.) Worlds of History: A Comparative Reader, Volume Two: Since 1400,
Kevin Reilly, Raritan Valley College, Bedford/St. Martin’s, 2000.
2.) Types of Essays in the course:
[There are three types of essay assignments.]
a.) Document-Based-Question(DBQ) - Write a clear, persuasive thesis demonstrating
your insightful analysis of source documents with reference to historical context and
author bias. Analyze by comparing and contrasting the documents to form various
groupings.
b.) Change-Over-Time Essay (COT)- Explain how a large global issue has changed
over time in one cultural area or several. Provide ample historical evidence to
support your clear and comprehensive thesis. Each essay should focus on a separate
region.
c.) Comparative Essay (CMP) - Discuss the main similarities and differences
between regional societies including chronology, causation, and connections as
relevant to the content. Each essay should focus on a different time period and reflect
on the Six AP World History Themes listed previously.
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Sample Essays:
1.) Earliest civilizations (CMP)
2.) Religious Belief systems (CMP)
3.) Earliest Empires (CMP)
4.) Classical Civilizations (CMP)
5.) Crusades (DBQ)
6.) Silk Road (DBQ)
7.) Feudalism: Europe & Japan (CMP)
8.) Forced Labor systems (COT)
9.) Revolutions (CMP)
10.) Political structures (COT)
11.) Economic systems (CMP)
12.) Diseases (COT)
13.) Fall of Empires (DBQ)
14.) Merchants (DBQ)
15.) Columbian Exchange (DBQ)
16.) Rise of the West (COT)
17.) Scientific Revolutions (CMP)
18.) Industrial Revolution (DBQ)
19.) China & Japan (CMP)
20.) Global Trade Patterns (COT)
Classroom Rules and Discipine Procedures:
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Students should not talk when the teacher is talking to the class.
If the door is closed, you are late and will need to go to the commons area
to be admitted to class.
Be in your seat and begin working on the bell work when the bell rings.
Sit in your assigned seat each day.
Physical horseplay and loud talking are not allowed in class.
No food, candy, or drinks are allowed in class.
No personal grooming in class.
Disrespectful behavior to teacher and classmates will not be tolerated, to
include foul or suggestive language, physical contact, and respect of
property.
All students are responsible for information in the Student handbook and
this syllabus.
Be prepared for class with all materials & assignments.
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Steps taken for minor rules violations:
1. Reminder
2. Phone call to parent
3. Reminder with documentation
4. Detention
5. Discipline referral
In the case of minor violations, one or more of these steps may be taken. Serious
violations will be referred to the Principal (pages 23-47 of the Student Handbook).
How do I reach you if I have a question or concern about my child?
 You can reach me at my Email address.
 Email: [email protected]
 Phone number- (770) 474-8747
 Voicemail Extension # 435
 www.edline.net [Parent codes may be obtained in Student Services]
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Advanced Placement WORLD HISTORY
Class period__________
Syllabus Parent/Student signatures:
I have read and understand all of the objectives, requirements, and expectations for
this Advanced Placement WORLD HISTORY course as taught by Mrs. Carolyn
Douglas and do hereby agree to them.
_________________________________________
Student Signature
_______________________
Date
_________________________________________
Parent (Guardian) Signature
_______________________
Date
________________________________________
Child’s Name
_________________________________________ Home Number
_________________________________________ Work Number
_________________________________________ Cell Number
_________________________________________ Email address
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