Download AP World History Mr. Bentz I.

Bentz-AP World History syllabus
Course Expectations
AP World History
Mr. Bentz
I.
Course Descriptions
A. Course scope- The purpose of the AP World History course is to develop
greater understanding of the evolution of global processes and contracts,
in interaction with different types of human societies. This understanding
is advanced through a combination of selective factual knowledge and
appropriate analytical skills. The material we will study reflects the
content of an introductory college course in world history. The
examination is representative of such a course and therefore, is considered
appropriate for the measurement of skills and knowledge in the field of
introductory world history.
B. Themes and course goals- In AP World History we will highlight five
overarching themes that we will explore and engage in throughout the
course’s content.
Theme 1: Interaction Between Humans and the Environment
Theme 2: Development and Interaction of Cultures
Theme 3: State-Building, Expansion, and Conflict
Theme 4: Creation, Expansion, and Interaction of Economic Systems
Theme 5: Development and Transformation of Social Structures
C. Texts
1. “World Civilizations- The Global Experience” AP Edition
written by Stearns, Adas, Schwartz, and Gilbert. Students will
be given a textbook checked out to them for the entire year.
2. A variety of other primary and secondary sources will be used
during the course. Check My.CCSD.NET frequently for
electronic versions of those sources or links to relevant websites.
3. Student resources for textbook available at:
http://www.ablongman.com/html/stearns/
4. “The Human Record, Sources of Global History” compiled by
Andrea/ Overfield. Volumes I and II. Articles from this book
will be given in handouts from copies as we work through the
chapters.
5. “World Civilizations, Sources, Images, and Interpretations”
edited by Sherman, Grunfeld, Markowitz, Rosner, and Heywood
6. The Basic High School library will be used frequently
throughout the school year to access primary resources, research
information, and to create presentations.
D. Teaching Strategies
1. Each week will work on developing and working towards
preparing to write essays as required on the AP test in May.
2. We will analyze primary sources both texts and visuals as much
as possible in helping to prepare for the tasks required to write
Bentz-AP World History syllabus
the Document-Based Question essay on the exam. Historical
documents will also be used to make arguments and
understanding point of view, context, and bias in these sources.
3. Students will also be working on preparing to write a five
paragraph compare and contrast essay. They will improve
comparing and contrasting skills by practicing comparing
societies’ reactions to global processes. We will be constantly
working on writing thesis statements on everything we study.
4. Students will also be developing skills in assessing change and
continuity over time. They will be keeping track of changes
and continuities in their notes they turn in each week along with
questions created by the students of the reason for changes or
continuities.
5. Students will be expected to take read the required chapter or
chapters each week prior to testing as assigned on the calendar
for each quarter. Quizzes will be given at the end of each
chapters reading as well as pop quizzes given at random on the
assigned reading.
6. Along with the notes, students are encouraged to create study
cards with important terms from each chapter. For each term
identified for the unit each student will write the term on the
front along with the source and theme of the term. Then on the
back it is recommended that it include its dictionary or glossary
definition, significance, and the analysis of the word.
7. Quizzes will be given following each lecture and notes sessions.
8. Each week we will spend one day per week building skills in
preparation for taking the AP exam in May
9. Inner/Outer circle- we will conduct Socratic seminars to
discuss student’s different viewpoints that historians present in
your textbook and other secondary sources that are prompted by
the teacher.
10. “Doing World History”- To review some chapters and units
material, we will work in groups and come up with higher level
questions and then present the answers to the class with
illustrations and explanations. This helps students think on
higher more in depth levels, make comparisons, and become
accustomed to the types of question and answering an AP course
requires.
Bentz-AP World History syllabus
III.
Course Outline
A. Breakdown
1. Technological and Environmental Transformations
to c. 600 B.C.E. 5%
2. Organization and Reorganization of Human Societies
c. 600 B.C.E. to c. 600 C.E. 15%
3. Regional and Tran regional Interactions
c. 600 C.E. to c. 1450 20%
4. Global Interactions
c. 1450 to c. 1750 20%
5. Industrialization and Global Integration
c. 1750 to c. 1900 20%
6. Accelerating Global Change and Realignments
c. 1900 to the Present 20%
B. Course outline
1. Unit 1 and II. Technological and Environmental Transformations
and Organization and Reorganization of Human Societies, c. 8000
BCE to 600 CE (4 weeks)
1. Reading: Chapter 1- From Human Prehistory to the Early
Civilizations.
• Lecture: Neolithic Revolution, Civilization, the
Heritage of the River Valley Civilizations, and the
First Civilizations.
• Documents: Hammurabi’s Law Code- students will
analyze and interpret the document using Soapstone
acronym.
• Theme: Using a change over time sheet, students
will analyze the relationship of change and
continuities of the Neolithic Revolution.
• Essay: Using the change analysis sheet students will
write thesis statements and also begin structuring
change and continuities essay outline.
2. Reading: Chapter 2- Classical Civilizations: China
• Lecture: Patterns in Classical China, Political
Institutions, Religion and Culture, Economy and
Society, and How Chinese Civilization Fits Together,
Confucianism and Daoism belief systems.
• Documents: “Teachings of the Rival Chinese
Schools”- Students will analyze and interpret
information from the document using a document
analysis sheet.
• Chart: Religion/ Belief systems chart:
Confucianism, Hinduism, and Buddhism.
Bentz-AP World History syllabus
•
Theme and Reading: “Women in Patriarchal
Societies”- use to analyze systems of social and
gender structure.
3. Reading: Chapter 3- Classical Civilization: India.
• Lecture: Geography and a Formative Period of
India, Patterns in Classical China, Political
Institutions, Religion and Culture, Economy and
Society, Indian Influence, and China and India.
4. Reading: Chapter 4- Classical Civilization in the
Mediterranean: Greece and Rome
• Lecture: The Persian tradition, Patterns of Greek and
Roman History, Political Institutions, Religion and
Culture, and Decline of Rome.
• Compare and Contrast: Societal comparison sheet
comparing Greek and Roman society. ThemeChanges in functions and structures of states.
• Chart: Decline of Rome
• Document: “Rome and a Values Crisis” Students will
put together a SOAPSTONE using the document for
analysis and interpretation. Along with writing a
Thesis Statement.
• Essay: DBQ- Economic development in the Roman
and Han Empires. Packet of Documents from Bulliet.
5. Reading: Chapter 5- The Classical Period: Directions,
Diversities, and Declines by 500 C.E.
• Chart: Decline of Civilizations, graphic organizer
• Lecture: Expansion and Integration, Beyond the Classical
Civilizations, Decline in China and India, Decline and Fall in
Rome, and the New Religious Map
• Essay: Thesis statements sheet and “How did cultures and
civilizations change over time as they spread?”
• Comparisons-early civilizations, major belief systems, systems
of social inequality (caste system), cities, political systems,
trading systems, migrations, role of nomadic peoples.
2. Unit III. Regional and Trans regional Interactions, 600-1450 (6
weeks)
1. Reading: Chapter 6- The First Global Civilization: The Rise
and Spread of Islam
• Lecture: Birth of Islam, Life of Muhammad, and Genesis
of Islam, Arab Empire of the Umayyad, and From Arab to
Islamic Empire.
• Document Analysis: “The Thousand and One Nights as a
Mirror of Elite Society in the Abbasid Era” Stearns
• Theme and Daily Question: How did gender relations
change from early Bedouin and Islamic societies to later
Bentz-AP World History syllabus
Islam? Read Civilization and Gender Relationships
excerpt.
• Chart: Religion chart, Islam
2. Reading: Chapter 7- Abbasid Decline and the Spread of
Islamic Civilization to South and Southeast Asia.
• Lecture: Late Abbasid Eras, Age of Learning, Spread of
Islam.
• Reading: The Rise of Islam packet.
• Essay: Compare and contrast spread, conversion, and
accommodation in any two of these religions: Islam,
Christianity, Buddhism, or Hinduism.
3. Reading: Chapter 8- African Civilizations and the Spread of
Islam.
• Lecture: African societies: Diversities and Similarities,
Kingdoms of the Grasslands, Swahili Coast of East Africa,
and Peoples of the Forest and Plains.
• Document Analysis: The Great Oral Tradition and the
Epic of Sundiata and Faith, Devotion, and Salvation (The
Human Record- Andrea/ Overfield)
4. Reading: Chapter 9- Civilization in Eastern Europe:
Byzantium and Orthodox Europe.
• Lecture: The Byzantine Empire, the Spread of
Civilization in Eastern Europe, and Feudalism in Europe.
• Document Analysis: Justinian: God’s Deputy or a Devil?
(The Human Record- Andrea/ Overfield), Woman and
Power in the Byzantine Empire, and Russia Turns to
Christianity.
• Essay: Compare and Contrast the development of
civilization in eastern and Western Europe.
5. Reading: Chapter 10- A New Civilization Emerges in Western
Europe.
• Lecture: Stages of Postclassical Development, Western
Culture, Changing Economic and Social forms, the decline
of the medieval synthesis.
• Map analysis: Crusades Map, pg. 238 Bulliet, handout
• Essay: Analyze the changes brought to Europe by the
spread of world religions.
6. Reading: Chapter 11- The Americas on the Eve of Invasion.
• Lecture: Postclassical Mesoamerica, Aztec and Incan
societies, and Indians elsewhere in the Americas.
• In Depth reading: The “Troubling” Civilizations of the
Americas. Pg. 250 (Stearns)
• Document analysis: Aztec Women and Men (Stearns),
Map- Major Mesoamerican Civilizations (Bulliet pg. 270)
handout, and Book of Gods and Rites (Andrea/Overfield
pg. 403) handout.
Bentz-AP World History syllabus
7. Reading: Chapter 12- Reunification and Renaissance in
Chinese Civilization: The Era of the Tang and Song Dynasties
• Lecture: Rebuilding the Imperial Edifice in the Sui-Tang
Era, Tang Decline and Rise of the Song, Golden Age, and
China’s World Role
• Essay: Document-Based Question: Women in Tang and
Song China.
8. Reading: Chapter 13- The Spread of Chinese Civilization:
Japan, Korea, and Vietnam
• Lecture: Japan, Warrior dominance and feudalism, Korea,
and Vietnam.
• Essay: Compare and contrast Japanese and European
feudalism.
• Outside Reading: The Ideal Samurai (Andrea/ Overfield)
pg. 285, handout
9. Reading: Chapter 14- The Last Great Nomadic Challenges:
From Chinggis Khan to Timur.
• Lecture: Mongol Empire of Chinggis Khan, Mongol
exploration and conquering, impact upon Chinese
history
• In Depth: The Eclipse of the Nomadic War Machine,
reading
• Essay: Compare the Islamic Middle East and North
Africa, addressing the following issues: Conditions for
women, Structures of monarchy, and Dominant artistic
styles.
10. Reading: Chapter 15- The West and the Changing World
Balance.
• Lecture: Decline of the Old Order, Rise of the West,
Western Expansion, Inside and Outside of the World
Network.
• In Depth: The Problem of Ethnocentrism (Stearns)
• Document Analysis: Italian Renaissance Culture
• Comparisons and snapshots- Japanese and European
feudalism, developments in political and social institutions
in both eastern and western Europe, role of cities in major
societies, Islam and Christianity, analyze gender systems
and changes, Aztec and Incan Empire, European and subSaharan African contacts with the Islamic world
Unit III. Global Interactions, 1450-1750 (6 weeks)
1. Themes and Focus Questions for Unit III- To what
extent did Europe become predominant in the world
economy during this period? What effect did
exploration have upon the rest of the world?
2. Reading: Chapter 16- The World Economy
Bentz-AP World History syllabus
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6.
Lecture: West’s first outreach, Moving
toward a world economy, Colonial
expansion
• Map analysis: Spain and Portugal:
Explorations and Colonies
• Essay: Change over time- Assess the
impact of the Columbian Exchange by
describing two of the following civilizations
both before and after 1492. The AmericasAsia- Europe
Reading: Chapter 17- The Transformation of the
West, 1450-1750
• Lecture: Culture and commerce, Science and
Politics, The West by 1750, Controversies
About Women, and Global Trade Network
• Inner/ Outer Circle: Causation and the
Western Expansion, and Columbian Exchange
Reading: Chapter 18- The Rise of Russia
• Lecture: Expansionist Politics Under the Tsars,
Russia’s First Westernization, Themes in Early
Modern Russia, Oppressed Peasants
• Film: “Last of the Tsars”
• Leader Analysis: Peter the Great
• Document Analysis: “The Nature of
Westernization” (Stearns), “Peter the Great’s
Blueprint for Russia, Edicts and Decrees”
(Andrea/ Overfield) , “A Russian Critic of
Westernization” (Andrea/ Overfield) and
“Oppressed Peasants” (Stearns).
Reading: Chapter 19- Early Latin America
• Lecture: Spaniards and Portuguese: From
Reconquest to Conquest, Destruction of
American Indian Societies, Colonial Economies
and Governments, Brazil, and Multiracial
Societies.
• Extra Reading: Handout- “Bolivar’s Dreams
for Latin America” (Andrea/ Overfield)
• Film: “Conquistadors”
• Essay: Columbian Exchange
Reading: Chapter 20- Africa and the Africans in
the Age of the Atlantic Slave Trade
• Lecture: Atlantic Slave Trade, African
Societies, Slave Trade, White Settlers, African
Diaspora
• Extra Reading: “Political Breakdown in the
Kingdom of Kongo” and “The Path to
Bentz-AP World History syllabus
Enslavement in America” handouts from
(Andrea/ Overfield)
• Film: “Middle Passage”
7. Reading: Chapter 21- The Muslim Empires
• Lecture: Causes of decline of Islamic modern
empires and how it relates to the rise of the
West along with comparing early modern
Muslim Empires to earlier Umayyad and
Abbasid empires
• Inner/ Outer Circle discussion: Gunpowder
Empires and the Shifting Balance of Global
Power.
• Peoples Analysis: Ottomans, Safavids, and
Mughals
• Map and art analysis: The Ottoman and
Russian Empires, 1829-1914, Persian Court
artist (Stearns page 472), The Ottoman, Safavid,
and Mughal Empires (Stearns 475), Ottoman
Siege of Constantinople (477), Safavid Capital
(487).
8. Reading: Ch. 22- Asian Transitions in an Age of
Global Change
• Lecture: Asian Trading World and the coming
of the West, Ming China, and Japan’s isolation
• Document Analysis: Exam Questions as a
Mirror of Chinese Values (Stearns) and “The
Seclusion of Japan” (Andrea/ Overfield)
• Inner/ Outer Circle: Means and Motives for
Overseas Expansion: Europe and China
compared
Comparisons and snapshots- Imperial systems in Europe versus
Asia, coercive labor systems, empire building in Asia, Africa, and
Europe; interactions with the West
Unit IV. Industrialization and Global Integration, 1750-1914 (6
Weeks)
1. Reading: Chapter 23- The Emergence of Industrial Society in
the West, 1750-1914.
• Lecture: Age of Revolution, Industrial Revolution,
Women in the Industrial Revolution, Cultural
Transformations, Events leading up to World War I
• Document Analysis: Women in the Industrial
Revolution (Stearns).
• Timeline Assignment: Unit IV
Bentz-AP World History syllabus
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Conflict Analysis Presentations: American
Revolution, French Revolution, Industrial Revolution,
Revolution of 1848, and Feminism
2. Reading: Chapter 24- Industrialization and Imperialism: The
Making of the European Global Order.
• Lecture: Shift to Land Empires, Partition of the World
and Industrial Rivalries, Dominance of the West,
Capitalism, and Colonialism.
• Map: Partition of Africa
• Extra Reading: The Beginnings of Britain’s Indian
Empire, Robert Clive. (Andrea/Overfield) handout
3. Reading: Chapter 25- The Consolidation of Latin America,
1830-1920.
• Lecture: Shifting from colonies to nations, Latin
American economies, Great Boom, 1880-1920.
• Change Analysis: Independent Latin American Nations
• Documents: Confronting the Hispanic Heritage: From
Independence to Consolidation, Map: Independent States
of Latin America and the photos in Chapter 25.
• Essay: Compare and Contrast- Haitian revolution with one
of the following: United States, French, or Chinese
4. Reading: Chapter 26- Civilizations in Crisis: The Ottoman
Empire, The Islamic Heartlands, and Qing China.
• Lecture: Ottoman Empire to the birth of Turkey, Western
Intrusions and impact on Islamic Empires, and Rise and
Fall of the Qing Empire in China
• Extra Reading: Western Dominance and the Decline of
Civilizations (Stearns 620)
• Computer Lab: Opium War Research
5. Reading: Chapter 27- Russia and Japan: Industrialization
Outside the West
• Lecture: Russia’s Reforms and Industrial Advance,
Protest and Revolution in Russia, and Japan’s
transformation.
• Timeline: Russia and Japan’s industrialization
• Extra Reading: Lenin and Joseph Stalin
Comparisons and Snapshots- Compare the causes and early phases
of the Industrial Revolution in Western Europe and Japan, Haitian
and French Revolutions, reactions to foreign dominance,
nationalism, western interventionists, and women in Europe of
different classes.
Bentz-AP World History syllabus
Unit V. Acceleration Global Change and Realignments, 1914-2000 (6
Weeks)
2. Reading: Chapter 28- Descent in the Abyss: World War I
and the Crisis of the European Global Order
• Timeline: Unit V themes and events
• Lecture: Events leading up to World War I, Effect
upon the world, trench warfare, results and failed
peace treaty, and effect upon European Colonial
Order.
• Map: World War I maps
• Documents Analysis: Lessons for the Colonized
from the Slaughter in the Trenches
• Extra Reading: The Trauma of World War I and
(Andrea/Overfield)
3. Reading: Chapter 29- The World in the 1920s: Challenges
to European Dominance
• Lecture: Post World War Western Europe, Industrial
Societies outside of Europe, Revolutions and
Nationalism Movements
• Leader Analysis: Benito Mussolini and Adolph Hitler
• Extra Reading: Adolph Hitler, Hitler’s Dreams
(Andrea/Overfield) handout
• In Depth: A Century of Revolutions (Stearns)
4. Reading: Chapter 30- The Great Depression and the
Authoritarian Response.
• Lecture: Global Great Depression, Economic and
political changes in Latin America, Militarization of
Japan, Stalinism in the Soviet Union, and New political
and Economic Realities.
• Extra Reading: The Nationalist Agenda in Japan,
(Andrea/Overfield)
• Workshop: Great Depression
• Essay: Effects of the Great Depression
5. Reading: Chapter 31- A Second Global Conflict and the
End of the European World Order
• Lecture: Old and New Causes of World War II,
Aggression and War in Europe and the Pacific, Results
of World War II, Nationalism and Decolonization.
• Document Analysis: Japan and the Loss in World War
II and Pacific Rim Growth (Stearns)
• Extra Reading: “The Legacy of World War II”
(Andrea/ Overfield)
6. Reading: Chapter 32- Western Society and Eastern
Europe in the Decades of the Cold War
Bentz-AP World History syllabus
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Lecture: The West after World War II, Resurgence of
Western Europe, Political Stability, Cold War, Soviet
Empire and Culture
• Extra Reading: “Unrest in Eastern Europe and Soviet
Response” (Overfield)
• Film: Cold War
• Essay: DBQ on Cold War
7. Reading: Chapter 33- Latin America: Revolution and
Reaction into the 21st Century
• Lecture: Latin America after World War II, Radicals,
Reform, and Societies in Change.
• Theme and Focus Question: What problems were
associated with Latin America’s attempt to achieve
economic development?
• Document Analysis: Figure 32.3, Participation in the
PRI, Murals and Posters: Art and Revolution, the
People Speak, Intervention in Central America and the
Caribbean 1898-1987.
8. Reading: Chapter 34- Africa, the Middle East, and Asia in
the Era of Independence
• Lecture: The Challenges of Independence, Economic
Growth and Social Justice, Decolonization in India and
Egypt.
• Extra Reading and Leader Analysis:
Gandhi
(Andrea/ Overfield)
• Conflict Analysis: Indian Independence Movement
compared to Egyptian Independence Movement
• Essay:
Compare and contrast:
Independence
Movements
9. Reading: Chapter 35- Rebirth and Revolution: Nationbuilding in East Asia and the Pacific Rim
• Lecture: East Asia in Postwar settlements, Japan,
incorporated, Pacific Rim, Mao’s China and beyond,
Colonialism and Revolution in Vietnam
• Conflict Analysis: Chinese Revolution and Vietnam
War
• Document: Women in the Revolutionary Struggle
• Theme and Focus Question: What was new following
the revolutions in China and Vietnam and what was
retained from traditional civilization?
• Change over time essay: Focus question from Chapter
35
10. Reading: Chapter 36- Globalization and Resistance:
World History 1990-2003.
Bentz-AP World History syllabus
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Lecture: End of the Cold War, Great Powers and new
disputes, Religious and Ethnic conflicts, Global
Warming and other Perils, and Toward the Future.
Theme and Focus Question: In what sense can it be
said that the twentieth century represents a new period
in world civilizations?
Inner/Outer Circle discussion: Twentieth Century
issues
Timed writings: All 3 AP essays from Unit V.
Multiple choice: Simulated AP multiple choice test
Comparisons and Snapshots- Compare patterns and results of
decolonization in Africa and India, Roles of women in revolutions,
effects of the World Wars on areas outside Europe, nationalist
movements, impact of Western consumer society and culture on
others.
11. Review for the Exam- Global points projects and
presentations. 300 points.
IV.
Hours of availability
I will be available at 6:45 AM before school begins, also after school until
2:00 PM if you need additional help or have any questions regarding this
class.
V.
Grading System
All coursework will be assigned to a category with a percentage value.
Categories
Percentage of Grade
1. Tests/ Quizzes
30%
2. Compositions (Essays)
30%
3. Homework/ Classwork
20 %
4. Projects
10%
5. Class Participation
10%
6. Semester and Final Exam
20%
VI.
Grading Standards
Coursework will be evaluated along the following guidelines:
A-outstanding achievement
B-above average achievement
C-average, minimal achievement
D-unacceptable
F-failure to meet objectives of the course
VII.
Classroom Behavior
To be successful in AP World History, students need to be in class on time,
prepared to learn, and be cooperative class participants. In addition, the class
Bentz-AP World History syllabus
utilizes a tremendous amount of group work that requires student cooperation
and a team spirit.
Continued negative participation, including being off-task, defiant, or
displaying a lack of cooperation will result in one or more of a series of
mediations: detention, in-school suspension, behavioral referral, and/or
possible removal from the class. More than three behavior referrals may
result in the student being dropped from the class.
VIII. Academic Honesty
The often rampant misuse of academic materials is taken seriously. Cheating
will be taken very seriously and all students caught cheating will be given a
zero for the assignment. Students are expected to complete all assignments
independently unless it is a group assignment and failure to do so will result in
further discipline. This includes unauthorized collaboration and plagiarism.
IX.
Attendance and Make up procedures
a. After any absence, the students must initiate a request for make-up work
within 3 school days directly after the student’s return from the absence.
They then have at least 3 days to complete assignments. Students are
responsible for checking the monthly calendar to receive make-up work
b. LATE WORK WILL BE NOT BE ACCEPTED, by students who are
present in school. Work must be turned in on the due date for full credit to
avoid RECEIVING A ZERO. This is a school-wide AP policy to help
prepare the students for college.
c. Make-up work must be marked, make-up on top, and turned into
appropriate basket marked make-up following a students absence.
d. Tests, quizzes, and other in-class work that must be made up will be done
on individual basis and it is your responsibility to make arrangements with
me.
e. Class work must be turned in at the end each period unless more time is
given by me as a whole class or an arrangement is made verbally between
the student and teacher.
f. Attendance is vital upon a student’s success and is expected to be present
and prepared every day. Students who exceed 10 unexcused absences
will not receive credit for the course.
X.
Supplies
a. Students need to have a notebook for this class, paper, and writing
implements every day. (Please use Blue or Black ink.)
b. You will also need note cards for vocabulary throughout the year, along
with a ring to keep them on.
Bentz-AP World History syllabus
X. Welcome and Introductions:
I would like to introduce myself as your son or daughters AP World History
teacher for the 2012-2013 school year. I look forward to having your son/daughter in
class and guiding them to a great year of academic success. Feel free to contact me if
you have any questions regarding our class, your son/daughters progress in the class, or
the class expectations throughout the year.
As this course is an AP class it will be very challenging and move at a much
faster pace your son or daughter may be accustomed to, I wanted to alert you of what
they and you can do to make this a successful experience. The first challenge is the
textbook and how it is aligned with the AP test which is equivalent to a college textbook.
Students will be required and in order to succeed and do well will have to thoroughly
read and analyze the content along with writing weekly notes on each chapter. Along
with the text AP students are required to do a lot of writing to illustrate their
understanding and analysis of World History in which we will do throughout the year.
There are three different types of essays they will be required to write which include:
document analysis, change over time and compare and contrast essays. Lastly another
challenge is the data based questions (multiple choice) used on the test are higher level
thinking questions and require analytical and interpretations skills rather than simple
knowledge questioning students may be accustomed to.
I will work hard to build and develop these valuable skills to overcome these
challenges that an AP class entails. In order to achieve these goals an AP presents
students they will be required to dedicate themselves and a lot of their time to meet them.
As a teacher of sophomores in an AP class, my focus is more on the process and
development of a higher level learning level that will provide the foundations and
experiences that will prepare them for their future education. This is only possible
through cooperation between the three of us as student, teacher, and parents.
XI. Signatures/ Acknowledgement: Please sign and acknowledge that you have
read and understand the course expectations for your son/daughter’s class.
Student ________________________________________
Parent/Guardian ________________________________
Bentz-AP World History syllabus
1st Quarter
Mon.
Tues.
August 27
August 28
Registration/Book Introductions
Check out
and icebreakers
September 3
OFF
Labor Day
September 4
Ch. 2
Skills
Wed.
Thurs.
Fri.
August 29
Chapter 1
Lecture/notes
August 30
September 5
Lecture
Ch. 2
September 6
Close Read of
Document
August 31
Ch. 1
Skills
Unit I.
Classical
September 7
Ch. 1-2
Test
Chapter 1
activity
*Notes/Voc due
September 10
Ch. 3
Skills
September 17
Ch. 4
Skills
September 24
Ch. 5
Skills
September 11
Writing:
Thesis
Statements
September 18
Writing:
Thesis
Statements
September 25
Writing:
Comp/Cont
September 12
Lecture
Ch. 3
September 13
Activity
Ch. 3
September 14
Ch. 1-3
Test
*Notes/Voc due
September 19
Lecture
Ch. 4
September 20
Activity
Ch. 4
September 21
Ch. 1-4
Test
*Notes/Voc due
September 26
Lecture
Ch.5/close read
September 27
Close Read of
Document
September 28
Ch. 1-5 Test
End of
Classical
*Notes/Voc due
October 1
Unit 2:Post
Classical
Ch. 6 Skills
October 8
Ch. 8
Skills
October 2
Writing:
Doc. Analysis
October 9
Lecture
Ch. 8
October 3
Lecture/activity
Ch. 6 and Ch. 7
October 10
Writing skills
October 4
Ch. 7
Activity/
Review
October 11
Ch. 6-8
Test
*Notes/Voc due
October 15
Ch. 9
Skills
October 16
Writing:
Comp/Cont
October 17
Ch. 9 Lecture
and activities
October 18
Lecture and
Activity Ch.9
October 22
Ch.10
Skills
October 23
Lecture
Ch. 10
October 24
Ch. 10 Close
Read of DBQ
October 25
Ch. 6-10
Test
Ch. 10
*Notes/Voc due
October 5
Ch. 6 and 7
Quiz
*Notes/Voc due
October 12
Off- Staff
Dev. Day
October 19
Chapter 9
Vocabulary
due
October 26
OFF
Nevada Day
Bentz-AP World History syllabus
2nd Quarter
Mon.
Tues.
Wed.
Thurs.
Fri.
October 29
Ch. 11 skills
October 30
Ch. 11 writing
October 31
Lecture and
skills
Ch. 11
November 7
Lecture/
activity
Ch. 12
November 14
Lecture
Ch. 13
November 1
Writing:
Doc. Analysis
November 2
Writing:
Doc. Analysis
November 5
Ch. 12 skills
November 12
OFF
Veterans Day
November 6
Off- Staff
Development
Day
November 13
Writing:
Com/Cont
*Notes/Voc Due
November 8
Close Read:
DBQ and
discussion
November 15
Activity
Ch. 13
November 9
Chapter 12
Essay
November 16
Ch. 6-13
Test
*Ch. 12 and 13
Notes/Voc Due
November 19
Ch. 14
Skills
November 20
Ch.14
Lecture
November 21
Ch. 14
November 26
Ch. 15
Skills
November 27
Ch. 15
Lecture
November 28
Writing:
Doc. Analysis
November 22
OFF
Thanksgiving
Family Day
November 29
Writing
November 23
OFF
Thanksgiving
Family Day
November 30
Ch. 6-15
Unit II Test
*Ch. 14 & 15
Notes/Voc Due
December 3
Unit 3:
World Shrinks
Ch. 16
December 10
Ch. 17
Skills
December 17
Ch. 18
Skills
December 4
Ch. 16
Lecture
December 5
Writing:
C.O.T.
December 6
Writing
C.O.T.
December 7
Ch. 16
Quiz
*Notes/Voc Due
December 11
Ch. 17
Lecture
December 18
Ch. 18
Skills
December 12
Ch. 17
Quiz
December 19
Ch. 18
Lecture
December 13
Ch. 17
December 14
Ch. 17
December 20
Ch. 18
Activity
December 21
Ch.16-18
Test
*Ch. 17 and 18
Notes/Voc Due
January 7
Ch. 19
Skills
Winter Break December 22-January 7th
January 8
January 9
January 10
Ch. 19
Ch. 20
Ch. 19 and 20
Lecture
Lecture
Activity
January 11
Ch. 16-20
Test
*Ch. 19 and 20
Notes/Voc Due
January 14
January 15
Review
Review
January 16
Semester
Exams
January 17
Semester
Exams
January 18
Semester
Exams
Bentz-AP World History syllabus
3rd Quarter
Mon.
Tues.
Wed.
Thurs.
Fri.
January 21
No school:
MLK Day
January 22
Ch. 21
Lecture
January 23
Ch. 21
Writing skills
January 24
Ch. 21 Activity
January 25
Ch. 21
Test
*Notes/Voc. Due
January 28
Ch. 22
Skills
January 29
Lecture
Ch.22
January 30
Unit III
Activity
January 31
Unit III Review
February 1
Unit III
Test
*Notes/Voc. Due
February 4
Unit IV:
Industrial-Global
Hegemony
February 5
Ch. 23
Lecture
February 6
Chapter 24
skills
February 7
Ch. 24
Lecture
Ch. 23
Skills
February 11
Ch. 25
Skills
February 12
Ch. 25
Lecture
February 13
Chapter 25
skills
February 14
Ch. 25
Lecture
February 19
OFF
Staff Day
February 20
Lecture
Ch. 26
February 21
Activity
Ch. 26
February 26
Ch.27
Lecture and
skills
March 5
Ch. 28
Lecture
February 27
Writing
C.O.T.
February 28
Writing
February 8
Ch. 23 & 24
Quiz
Ch. 23 & 24
Notes/Voc. Due
February 15
Ch. 23-25
Test
*Notes/Voc. Due
February 18
OFF
Presidents’
Day
February 25
Ch. 27
skills
March 4
Ch. 28
Skills
*Notes/Voc. Due
March 1
Unit IV test
Ch. 23-27
*Notes/Voc. Due
March 6
Ch. 29
Activity
March 7
Ch. 29
Lecture
Unit V:
20th Century
March 11
Ch. 30
Skills
February 22
Quiz Ch. 26
March 8
Reading quiz
Ch. 28 and 29
*Notes/Voc. Due
March 12
Ch. 30
Lecture
March 13
Ch. 30
Writing
March 14
Ch. 30
Writing
March 15
Test
Ch. 28-30
*Notes/Voc. Due
March 18
Ch. 31
Skills
March 19
Ch. 31
Writing
March 20
Ch. 31
Lecture
March 21
Writing
Ch. 31
March 22
Test
Ch. 28-31
*Notes/Voc. Due
Bentz-AP World History syllabus
4th Quarter
Mon.
April 1
Ch. 32
Skills
April 8
Ch. 33 and 34
Skills
Tues.
Wed.
Thurs.
Spring Break March 25-29
April 2
April 3
April 4
Ch. 32
Writing Prep
Timed CCOT
Activity
writing
April 9
Ch. 33-34
Lecture
April 10
Writing
April 11
Writing
Fri.
April 5
Ch. 28-32
Lecture/
Take-home test
April 12
Quiz
Ch. 33 and 34
*Notes/Voc. Due
April 15
Ch. 35
Lecture
April 16
Ch. 35 & 36
Lecture
April 17
Writing prep
April 18
Writing
April 19
Ch. 35 and 36
Timed writing
*Notes/Voc. Due
April 22
April 23
April 24
Global points
Global points
Global points
Review project Review project Review project
prep
prep
prep
April 29
April 30
May 1
Global points
Global points
Global points
presentations
presentations
presentations
May 6
May 7
May 8
Review and
Review and
Review and
Prep for AP
Prep for AP
Prep for AP
Test
Test
Test
May 13
May 14
May 15
Review and
Review and
Review and
Prep for AP
Prep for AP
Prep for AP
Test
Test
Test
April 25
Global points
Review project
prep
May 2
Global points
presentations
May 9
Review and
Prep for AP
Test
May 16
May 20
Formal essay
May 22
Formal essay
May 23
Formal essay
May 29
Formal Essay
is Due
May 30
College prep
and films
May 21
Formal essay
May 27
May 28
Off- Memorial Formal essay
Day
AP
Test
8:00 AM
April 26
Global points
Review project
prep
May 3
Global points
presentations
May 10
Review and
Prep for AP
Test
May 17
Formal essay
requirements
May 24
Off-Staff Dev.
Day
May 31
College prep
and films