Download 2016 Syllabus - Mr. Tyler`s Social Studies

WHAP Syllabus 2016
To: Students and their legal Guardians
COURSE DESCRIPTION: AP World History covers 10,000 years of world history, looking primarily
at the last 2,500 years. Rather than being focused solely on Western/European Civilization, the course
approaches the study of our world’s history from a truly global perspective, paying close attention to the
ways in which its major societies and cultures have interacted across time and influenced the
development of global processes and systems. This course provides students with the opportunity to
prepare for the May AP World History exam, challenging students to stretch toward reaching their
individual potential and preparing them for the rigor of future educational experiences at PHS and
beyond.
COURSE OBJECTIVES: At the heart of the AP World History course are nine overarching "Habits of
Mind," or historical thinking skills that drive and inform instruction and learning. My goal as a teacher is
to provide meaningful instruction, activities, and projects that challenge students to develop these skills
and move toward the following goals and objectives:
WHAP Habits of Mind: 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:

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 and change over time and over different world regions

Understanding diversity of interpretations 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
Every part of the AP World History Exam assesses habits of mind as well as content. For example, in
the multiple-choice section, maps, graphs, artwork, and quotations may be used to judge students' ability
to assess primary data, while other questions focus on evaluating arguments, handling diversity of
interpretation, making comparisons among societies, drawing generalizations, and understanding
historical context. In Part A of the essay section of the exam, the document-based question (DBQ)
focuses on assessing students' ability to construct arguments, use primary documents, analyze point of
view and context, and understand global context. The remaining essay questions in Parts B and C focus
on global patterns over time and space with emphasis on processes of continuity and change (Part B)
and on comparisons within and among societies (Part C).
THE FIVE THEMES OF WORLD HISTORY:
1. Interaction between humans and the environment
a. Demography and disease
b. Migration
c. Patterns of settlement
d. Technology
2. Development and interaction of cultures
a. Religions
b. Belief systems, philosophies, and ideologies
c. Science and technology
d. The arts and architecture
3. State-building, expansion and conflict
a. Political structures and forms of governance
b. Empires
c. nations and nationalism
d. revolts and revolutions
e. regional, trans regional, and global structures and organizations
4. Creation, expansion, and interaction of economic systems
a. agricultural and pastoral production
b. trade and commerce
c. labor systems
d. industrialization
e. capitalism and socialism
5. Development and transformation of social structures
a. gender roles an relations
b. family and kinship
c. racial and ethnic constructions
d. social and economic classes
Periodization: The course is broken into six units that follow the six chronological periods of history in
which the five themes of history are repeatedly used.
Period 1: Technological and Environmental Transformations, to c. 600 B.C.E. (2 weeks)

Key Concept 1.1. Big Geography and the Peopling of the Earth

Key Concept 1.2. The Neolithic Revolution and Early Agricultural Societies

Key Concept 1.3. The Development and Interactions of Early Agricultural, Pastoral, and Urban
Societies
Period 2: Organization and Reorganization of Human Societies, c. 600 B.C.E. to 600 C.E. (4 weeks)

Key Concept 2.1. The Development and Codification of Religious and Cultural Traditions

Key Concept 2.2. The Development of States and Empires

Key Concept 2.3. Emergence of Trans regional Networks of Communication and Exchange
Period 3: Regional and Trans Regional Interactions, c. 600 C.E. to c. 1450 (8 weeks)

Key Concept 3.1. Expansion and Intensification of Communication and Exchange Networks

Key Concept 3.2. Continuity and Innovation of State Forms and Their Interactions

Key Concept 3.3. Increased Economic Productive Capacity and Its Consequences
Period 4: Global Interactions, c. 1450 to c. 1750 (6 weeks)

Key Concept 4.1. Globalizing Networks of Communication and Exchange

Key Concept 4.2. New Forms of Social Organization and Modes of Production

Key Concept 4.3. State Consolidation and Imperial Expansion
Period 5: Industrialization and Global Integration, c. 1750 to c. 1900 (4 weeks)

Key Concept 5.1. Industrialization and Global Capitalism

Key Concept 5.2. Imperialism and Nation-State Formation

Key Concept 5.3. Nationalism, Revolution, and Reform

Key Concept 5.4. Global Migration
Period 6: Accelerating Global Change and Realignments, c. 1900 to the Present (6 weeks)

Key Concept 6.1 Science and the Environment

Key Concept 6.2 Global Conflicts and Their Consequences

Key Concept 6.3 New Conceptualizations of Global Economy, Society, and Culture
Class Structure Organization: Students are expected to read the required homework text according to
the attached WHAP Pacing Guide (last page). Points for the class will be assessed in some of the
following ways:
1.) Daily bell work: students will receive big picture prompts to analyze and journal. These will be
turned in weekly.
2.) Weekly chapter quizzes and note assessments: Students will take a chapter quiz each week and will
turn in their self-generated homework notes with the test. This is in addition to the in class quizzes and
comprehension checks.
3.) Weekly in class activities associated with the chapters of text: students will work independently or
with others to bring the books to life with day activities or multiday projects.
Examples:
A.) Çatal Hüyük Investigation: Students will investigate the excavations of Catul Hüyük and answer
questions and make hypotheses based on those findings. They will then watch a video on the subject
and use readings from www.history-world.org to relate their findings to archeological and
anthropological conclusions to understand how the different disciplines work together to examine
societies. (as adapted from Carol Furchert)
B.) Where is the Garden of Eden? Students will use biblical quotes and historical text to discuss and
conclude where they believe the Garden of Eden was. They will compare their findings with historical
interpretations of the question and discuss how archeology under the water due to changing ocean levels
can change our understanding of world civilizations. (as adapted from Charles Hart in summer institute)
C.) Cause of the fall of Rome. After examining 28 contributing factors to the fall of Rome students
will form groups to create causation chains. After linking as many factors as possible in each chain
groups will conclude as to the greatest chain and overall cause. They will then compare to other groups
and defend their answers.
D.) Cause and Effect of the Battle of Alexandria. Reviewing 38 pieces of information students will
form groups to sort the information into long term causes, short term causes, short term effects, and long
term effects. They will then compare to other groups and come to a class consensus. Afterwards the
real chart will be shown and students will discuss historical accuracy.
E.) Cause and Effect of the Pilgrimage of Mansa Musa. Reviewing 31 pieces of information students
will form groups to sort the information into long term causes, short term causes, short term effects, and
long term effects. They will then compare to other groups and come to a class consensus. Afterwards
the real chart will be shown and students will discuss historical accuracy.
F.) Map Activities: At least once per unit. Students will create a map that show the historical
geographic features relevant for the period. This may include but not limited to: trade routes,
civilization growth (directly or through conquest), spread of information or disease, and geopolitical
features that help define a place.
G.) Timelines: Students will create a timeline of the information covered during each period. They will
use their textbook, other textbooks and books in class, and if need be, the internet. They will also mark
which theme(s) the item corresponds to.
H.) Periodization: At the end of each unit/period students will turn in their unit CCOT self-generated
notes (as adapted by Bill Strickland). They will then discuss what makes that period unique and develop
a project based on the characteristics of that unit. For Example: After Unit three students must decide
where the Medieval Period ends and where the Renaissance begins. They must use real events and dates
to explain their reasoning and compare it the historian (AP) official viewpoint of periodizations.
4.) Weekly writing/essay skill improvement activities: students will work on developing skills for the
two AP essays which will involve many thesis statements, outlines, and practice essays (group and
individual) to hone their ability to master the many components of each essay. All essays come from
previous AP exams and AP textbook suggestions with commentary.
5.) Study group assignments: students will create a study group outside of school and will receive
tasks/assignments specific for their groups to help break down material, navigate essays, and enrich the
class.
Examples:
A.) Students will research a person(s) from the Medieval Era that they believe to be the most influential
of the time. They must define the criteria they used to pick the person(s), compare and rank that
person(s) with at least five others, and then in a Socratic Seminar defend their choice by showing how
their person(s) was more influential then all others picked.
B.) Students will compare Legalism, Daoism, and Confucianism. Then categorize a series of
quotes/teachings into the correct Chinese philosophy. Afterwards, students will explain how each
philosophy had an impact on China or other countries. Finally, they will apply to American Presidential
elections to decide on a campaign slogan. As a class, we will break down the slogans and decide on
their philosophy and what we expect from such a President in the modern world.
C.) Students will attempt to crack the culture of the Harappan society. With over 400 codes and no
written language, historians must rely on material evidence to understand early India. Using a list of
evidence students must make inferences on what the Harappan society was like. They will then write a
one page historical dissertation on the society and bring it to group study for peer review. As a class we
will share conclusions.
6.) Primary source analysis: students will read primary sources (i.e. textual, visual, and quantitative) and
investigate their multiple lessons as well as complete assigned tasks unique to that document.
Examples:
A.) Students will read Hammurabi’s Code, The Ten Commandments, The Corpus Juris Civilis, and
selected Western Law to examine continuities and changes of judicial thought over time using historical
context. They will then way in on the future of what Justice will mean.
B.) Students will read Petrarch’s Letter to Tomasso da Messina and write an opinion as to whether they
agree or disagree with Petrarch’s explanation on Logic and how it applies to the Renaissance. They must
consider the intellectual tone in their opinion and write from the perspective of one in that time period.
C.) Students will read Nampo Bunshi’s descriptions in the Teppo-ki for Lord Tanegashima, Japan, c
1603 and focusing on POV, interpret how guns in Japan played an important part in dealing/trading with
foreigners.
D.) Students will read The Poisonous Mushroom, understand the intended audience and purpose, and
examine the use of Propaganda and its effect on class/racial warfare in the post-modern world.
E.) Students will be able to recognize and explain a variety of images and artwork from history – not
even slightly limited to: Angkor Wat, Macho Picchu, Hagia Sophia, Taj Mahal, Borobudur, Great
Masque of Cordoba, Catul Huyuk, Parthenon, Dome of the Rock, Sistine Chapel, David Donatello and
David Michelangelo, Lady Murasaki, Olmec Statue, Rosetta Stone, Hindu God Shiva, Lewis Chess
Pieces, Last Supper, School of Athens, Betrothal of the Virgin, and Wedding Portrait
F.) Students will examine religious affiliations over the last 150 years, including future hypotheticals,
and explain possible theories for trends: suggested websites are:
http://www.pewforum.org/2012/10/09/nones-on-the-rise/,
http://www.adherents.com/Religions_By_Adherents.html,
http://www.gallup.com/poll/1690/religion.aspx, http://www.globalreligiousfutures.org/explorer/about,
http://www.worldreligiondatabase.org/wrd_default.asp,
http://www.norc.org/PDFs/Beliefs_about_God_Report.pdf
G.) Students will use maps to determine trade patterns, growth of civilizations, and other interactions
over time; sample resources include but are not limited to World History Atlas by georgefcram.com,
ISBN 1-930194-00-5, and Historical Atlas of the World by Rand McNally, ISBN 0-528-83969-1
H.) Using historical data from sites such as Gapminder.org, students will gather information to compare
and contrast world regions with discussion and hypothesis building as to why regions have developed
this way using anecdotal evidence from readings over time.
7.) Clashing viewpoints: At least, but not limited to once a unit, students will exam historical debates
with opposing viewpoints and take a side based on historical evidence and analytical review. Formats
can be written essay, Socratic Seminar, formal debate, or group discussion. Both example below are
taken from Taking Sides: Clashing Views in World History, Volume I, Third Ed., McGraw-Hill 2007,
ISBN 0-07-351499-3; and from Taking Sides: Clashing Views in World History, Volume 2, McGrawHill 2006, ISBN 0-07-351492-6.
Examples:
A.) Students will read from David Drew, The Last Chronicles of the Maya King, University of
California Press, 1999 and from Payson D. Sheets, “Warfare in Ancient America: A Summary View”,
in M Kathryn Brown and Travis W. Stanton, eds., Ancient Mesoamerican Warfare, AltaMira Press,
2003, to come to a conclusion as to whether environmental factors caused the collapse of the Maya
Civilization.
B.) Students will read from Arthur Jones, “Memories of the Crusades Live on in Today’s War,”
National Catholic Reporter, October 26, 2001 and from Jonathan Phillips “Who Were the First
Crusaders?” History Today, March 1997 and explain whether the Crusades could be considered the first
Holy War and reflect on how they affect/resemble the Middle East wars of today.
8.) Semester novel assignment: students will read a book each Semester to understand how
historians/authors interpret the past.
Summer Assignment: The Human Web: A Bird’s Eye View of Human History by J.R. McNeill and
William H. McNeill, Maple-Vail Books 2003, ISBN 0-393-05179-X
Semester 1: A History of the World in 6 Glasses by Tom Standage, Walker Publishing Company 2005,
ISBN-13: 978-0802715524
Semester 2: How We Got to Now: Six Innovations that Made the Modern World by Steven Johnson,
Riverhead Books 2014, ISBN 978-1-59463-296-9
9.) End of unit/period exams. Students will have multiple choice questions take from prior exams that
increase in number throughout the year. Starting at 20 and going to 55 questions. They will also have a
CCOT review for that unit/period and a DBQ.
Points Breakdown: Task grades are based on the type of assignment, length of lesson, and complexity
of completion. All formative assessments such as chapter and unit quizzes will be worth no more than
60% of the overall grade with classwork and activities the other 40%.
Formal Grades are issued by Semester per PHS rules. Each 9 week grade is worth 40% and the
Semester Final is worth 20%. The first semester final will be a full practice AP test graded with a
college curve. The second semester final will involve review of the full course through multiple forms
of questioning.
Required Texts: The in class, school textbook students will be using is Ways of the World: A Global
History, 3rd Edition 2016, Robert W. Strayer and Eric W. Nelson, ISBN 978-1-319-02272-3
Supplementary Texts: There are a variety of supplemental texts that students will use in class to get a
broader understanding of world history including but not limited to the following list:
1.) A book of primary sources for class use. Worlds Together Worlds Apart Volume 2: A Companion
Reader, by Pomeranz, Given, and Mitchell, ISBN 978-0-393-91161-9
2.) A book of primary sources and explanations. Sources of the Western Tradition Volume 1: From
Ancient Times to the Enlightenment, by Perry, Peden, and Von Laue, ISBN 0-395-47304-7
3.) An alternate textbook used for comparison. The Western Heritage since 1648, by Kagan, Ozment,
and Turner, ISBN 0-02-361860-4
4.) A book of primary sources and explanations. The Human Record: Sources of Global History to 1700,
Volume 1 fifth edition, by Andrea and Overfield, ISBN 0-618-37040-4
5.) Stories and background information from the world over. Chapter five is used to discuss
development and transformation of social structures in Oceana. World Tapestries: An Anthology of
Global Literature, by Globe Fearon Publishing, ISBN 0-8359-1813-0. Selections focused on but not
limited to, are from Tahiti, New Zealand, and Australia.
Tips for Student Success: “WHAP students should be the last one to turn the lights out,” Charles Hart

Read

Discuss what you read with others who are also reading

Reorganize what you have read to make connections to other readings

Analyze what you have read through structured AP esoteric methodology

Enjoy doing the work
On a more practical aspect, success comes through organization:

Keep your binder in order

Don’t get behind: set goals and deadlines and adhere to them (procrastination lets tasks pile up)

If you feel like you are being buried, come talk to me or someone you trust to help you sort it all
out. You are not alone!

Create a schedule with all classes and extracurricular activities to help budget your time.

Remember that grades are not earth shattering, the AP Exam is the reward

Relieve stress and enjoy life. Sometimes you need to put down the book and take some play time.
Great Student Links:
http://apcentral.collegeboard.com/home - the official AP website with many helpful tools and links
http://mrtylersocialstudies.weebly.com/ - my webpage for assignments, due dates, and documents
https://www.youtube.com/watch?v=Yocja_N5s1I&list=PLBDA2E52FB1EF80C9 - John Green and his
Crash Course series on World History. This may seem dorky but he does a great job in overviewing
times in a quick, funny way. Mostly used for regular history courses but AP students should take note.
http://www.historyteacher.net/APEuroCourse/APEuro_Main_Weblinks_Page.htm - for AP Euro, but
still a great resource
http://apworldhistory101.com/ - Overview of the five world regions with information and videos.
https://www.getafive.com/ - Great resource with instruction and videos to help you ace the AP exam.
http://legacy.fordham.edu/halsall/index.asp - a website so big you will never get through it all but great
to find both relevant and obscure summaries and translated primary sources.
WHAP Reading Calendar
The following is a calendar for the school year. Some changes may be necessary based on needs or scheduling.
Date
Book Chapters
Topics
04-17 August
17-24 August
25-26 August
26 Aug – 2 Sept
2–19 September
19-27 September
Chap 1
Chap 2
27 Sept – 4 Oct
Chap 6
First peoples, First Farmers
First Civilizations
Review Period 1
State & Empire Eurasia/North Africa
Culture and Religion Eurasia/North Africa
Society & Inequality Eurasia/North Africa
Commonalities and Variations
Africa/America/Pacific Ocean
Review Period 2
October Break
Commerce and Culture 600 - 1450
China & the World East Asian Connections
Worlds of Islam: Afro-Eurasian
Connections
Worlds of Christendom: Contraction,
Expansion, and Division 600-1300
Pastoral Peoples: Mongols 1200 - 1450
Thanksgiving
Worlds of the Fifteenth Century
Review Period 3
Finals
Winter Break
-----------------------------------------Political Transformations Empires &
Encounters 1450 - 1750
Economic Transformations Commerce &
Consequences 1450 - 1750
Cultural Transformations: Religion &
Science 1450 - 1750
Review Period 4
Atlantic Revolutions Global Echoes
Revolutions of Industrialization
Colonial Encounter in Asia, Africa, Oceania
Spring Break
Empires in Collision: Europe, Middle East,
& East Asia 1800 - 1900
Review Period 5
Collapse at the Center: World War,
Depression, Rebalancing of Power
Revolution, Socialism, Global Conflict
The End of Empires
Capitalism & Culture: Globalization
Review Period 6
Review For AP Test
Student Projects and Final review
Finals
Chap 3
Chap 4
Chap 5
4-7 October
10-14 October
17-25 October
25 Oct - 2 Nov
Chap 7
Chap 8
2-10 November
Chap 9
10-18 Nov
Chap 10
18-29 Nov
23-25 November
29 Nov - 9 Dec
12-16 January
21-23 December
26 Dec - 6 Jan
Begin Semester 2
Chap 11
9-17 January
Chap 13
17 Jan - 26 Feb
Chap 14
26-3 February
Chap 15
Chap 12
3-13 Feb
13 Feb 22 March
22-3 March
3-10 March
13-17 March
Chap 16
Chap 17
Chap 18
10-20 March
Chap 19
20-27 March
27 March – 3 April
Chap 20
3 - 12 April
12 – 21 April
21 – 28 April
1 – 5 May
8-11 May
15-19 May
22-25 May
Chap 21
Chap 22
Chap 23
Essays Focus
SAQ
SAQ
SAQ/DBQ
SAQ/DBQ
SAQ/DBQ
SAQ/DBQ
DBQ
DBQ
DBQ
DBQ
LEQ
LEQ
LEQ
LEQ
DBQ
---------All AP
All AP
All AP
DBQ
All AP
All AP
All AP
All AP
DBQ
All AP
All AP
All AP
ALL AP
DBQ
AP Test May 11
Closing Thoughts:
The WHAP course is designed to be rigorously structured in order to push students to their fullest
potential. It mirrors college material and expectations, and yet these students are not in college. So all of
us engaged in this endeavor must work together to persevere, especially at times when we believe the
path to be too daunting or the student is not being as successful as he/she would normally be in the
regular class. We also know that students who excel in AP course do far better in college than students
who don’t, so hang in there. Together let us have a successful year!
If you have any questions, comments, or concerns, please do not hesitate to contact me at any time
through my email, website, or school phone messaging system. My preferred contact is through email
and I will get back to you as quickly as possible.
ADVANCED PLACEMENT WORLD HISTORY COURSE, 2016-2017
To Mr. Tyler,
I have read the syllabus and course description for AP World History. I have also studied the website for
further rules. I understand my responsibilities in this course, the requirements to be successful, and that
there will be more work than in a typical class. I will do my best to abide by class expectations.
________________________________________
________________
Student
Date
I/we have read the course syllabus for AP World History. I/we understand the long-term benefits of the
intellectual development offered by this course, and support my/our student’s enrollment in this course.
I/we have also read the class rules and will do my/our best to have our student abide by class
expectations.
________________________________________
______________
Parent/Guardian Date
_______________________________________
Parent/Guardian Date
______________