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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 Historical documents will also be used to make arguments and understanding point of view, context, and bias in these sources. 3.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 • 3. 4. 5. 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 • 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 • 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 • • • • • 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