Download AP World History Syllabus

AP World History Syllabus – 2013/2014
Instructor:
Tutorials:
Mr. Kosarek (Mr. “K”)
Email: [email protected]
Monday 2:45-3:45, Wednesday 2:45-3:45, Thursday 2:45-3:45
If you need me to stay later, please give me at least one day’s notice.
Course Description: AP World History is a COLLEGE LEVEL course that helps students develop a
greater understanding of global historical processes by examining the interaction of different types of
human societies throughout the span of world history. The course highlights major developments, their
causes and consequences, and the interaction between major societies and cultures from the
development of early humans to the end of the 20th century. The course emphasizes relevant factual
knowledge as well as the use of both primary and secondary sources in order to help students analyze
the critical issues that have taken place throughout the course of human history.
Course Objectives: AP World History is designed to prepare students to pass a rigorous test given in
May. The purpose of the test is to determine if a student has reached a sufficient level of mastery to earn
college credit.
A student’s performance on the AP World History exam, offered in May, will determine a
student’s eligibility to earn up to six hours of college credit. The purpose of the course extends beyond
the mere mastery of one college level exam. It offers students the opportunity to heighten skills and
knowledge that will form a useful foundation for their continuing education. A recent study of this “AP
Effect” reported that AP students are…….
* Better prepared academically for college
* More likely to specialize in majors with more rigorous standards
* More likely to complete college course work
* More likely to advance to positions of leadership
Text
-- Earth and Its Peoples- 2nd Edition - Bulliet
Reader – The Human Record Volumes I & II – Andrea/Overfield
Supplies Needed Pen/Pencil, Paper, Folder – keep all handouts and notes, and Notepad of at least 100 pages.
Recommended items 
Students should have access to a computer with internet. We have them at school available before and

after school. Computers are available at all Garland public libraries.
An e-mail account where I can send additional work and information. I can send information to parent email accounts as well. If you don’t have one, try to find a friend or relative that does.
Classroom Rules
1. Must abide by ALL LCHS/GISD rules and regulations including dress-code and the possession of
banned items (cell-phones, CD players, electronic devices, etc. etc…)
2. No talking while I am talking or while another student is asking a question, answering a question, or
doing a presentation. Raise your hand and wait for me to acknowledge you.
3. No cheating. You will receive a zero for cheating and I will contact your parents.
4. Be in the classroom before the tardy bell rings.
5. NO Food in the classroom, drinks with secure lid ONLY.
Attendance
This class is very demanding. You CAN NOT pass if you are frequently absent or tardy. There is no
substitute for being present and alert in class. If you are absent, it is your responsibility to find out what
work you missed and make it up. I send out e-mail reminders explaining what work you need to do.
Assignments are also written on the board. I recommend you exchange e-mails with your classmates
and or cell phone numbers and contact someone to find out what you missed. You may always e-mail
me to ask as well.
Grading Procedure
Quizzes 30% Daily work 10% Homework 10% participation = 10%
Test/Essays/Projects
= 40%
Homework and Quizzes
*** This is a college level class*** and so… For every hour of class, expect at least an hour of work
at home. I will write assignments on the board, send them via e-mail, and tell you as well. Most days
that I assign reading, there will be a reading quiz the next class. Reading quizzes are always open note
and are designed to make sure you read. They are not detailed. Even if I do not actually assign reading,
you should be reviewing the chapter or re-examining the notes we do in class. I recommend you
summarize the notes in your own words and highlight areas where you need help. The class is far more
interesting if you are prepared by having done the assigned reading. If you are absent for a quiz, you do
not have to make it up. I will simply count your next quiz double.
*** If you know that you will be unwilling or unable to do the work necessary to be successful in
this class, I urge you to consult with your parents and with the counselors immediately and
consider making a schedule change ***
Optional homework
Occasionally I will assign a homework assignment that is OPTIONAL. I will grade them but only put
the grade into the grade book if it does NOT lower your average. These assignments are created to
boost your average and to provide additional information about a topic that we are studying. Students
who choose not to do them receive an exemption or “no-grade.” Doing these assignments shows me
that you are trying and therefore I may be more willing to adjust your final 6 weeks grade if I see that
you have put forth greater effort.
Tests
There will usually be 1-2 major tests given every 6 weeks. They will consist of a timed multiple choice
section and an essay portion. The essay portion may be assigned as homework.
Extra credit
I reserve the right to allow a student to do 1 extra credit assignment per 6 weeks. Extra credit is a
privilege that must be earned by doing all of the required work first. If you are not doing the
assigned reading, paying attention in class, or attending tutorials, then don’t waste my time asking about
extra credit assignments. Extra credit assignments that I allow includes watching an historical movie
from the following website: http://www.vernonjohns.org/snuffy1186/movies.html#I. This website
places movies into chronological order by time periods. Make sure you tell me the name of the movie
and that I approve it before you watch it. Watch the movie and write a 250-300 word summary. Have
your parents sign your summary. Make sure that you get permission from your parents before watching
any movie that has an “R” rating! I may also allow other extra credit work, you decide what you want to
do and check with me first to see if I agree on the work.
First Six Weeks
Unit 1 – The Emergence of Human Communities up to 500 BCE
Ch. 1 – Nature, Humanity, and History: 1st 4 million years
Ch. 2 – The First River-Valley Civilizations – 3500BCE-1500BCE
Ch. 3 – The Late Bronze Age in the Eastern Hemisphere – 2200-500BCE
Unit Test Ch 1-3
Writing Assessment – TWEDIADWTS, DBQ, Comparison Essay, Change-Over Time.
Reader – Volume I – article #’s 1-15, 23-26
Unit 2 – The Formation of New Cultural Communities 1000BCE-400CE
Ch.4 – New Civilizations in the Americas and Western Eurasia – 1200-250BCE
Ch.5 – Greece and Iran – 1000BCE-30CE
Ch.6 – An Age of Empires: Rome and Han China 753BCE-330CE
Ch.7 – India and Southwest Asia- 1500BCE-1100CE
Unit Test Ch 4-7
Writing Assessment – DBQ, Comparison Essay, Change-Over Time (at least 1)
Reader – Volume I – article #’s 10, 16-22, 26-41, 42-47
Second Six Weeks
Unit 3 – Growth and Interaction of Cultural Communities – 300BCE – 1200CE
Ch.8 – Networks of Communication and Exchange – 300BCE – 1100CE
Ch.9 – The Sasanid and Rise of Islam – 200-1200
Ch.10- Christian Europe Emerges – 300-1200
Ch.11 – Central and Eastern Asia – 400-1200
Ch.12 – Peoples and Civilizations of the Americas- 200-1500
Unit Test Ch. 8-12
Writing Assessment – DBQ, Comparison Essay, Change-Over Time (at least 1)
Reader – Volume I – 48-54, 56-65, 82-87, 97-100, 104
Unit 4 – Interregional Patterns of Culture and Contact 1200-1500
Ch 13-14 – Western and Eastern Eurasia
Third Six Weeks
Continuing Unit 4
Ch 15 – Tropical Africa and Asia - 1200-1500
Ch 16 – The Latin West – 1200-1500
Ch 17 – Maritime Revolution to 1550
Unit Test Ch 13-17
Writing Assessment – DBQ, Comparison Essay, Change-Over Time (at least 1)
Reader – Volume I – article #’s 88-92, 93-96, 102-104, 105, 110-111
Unit 5 - The Globe Encompassed
Ch 18 – The Transformation of Europe – 1500 – 1750
Ch 19 – Diversity of American Colonial Societies – 1530 – 1750
Ch 20 – The Atlantic System and Africa – 1550 – 1800
Ch 21 – Southwestern Asia and Indian Ocean – 1500 – 1750
Ch 22 – Eastern Eurasia – 1500 – 1800
Unit Test Ch 18-22
Writing Assessment – DBQ, Comparison Essay, Change-Over Time (at least 1)
Reader – Volume II – 1-10, 13, 16-20, 21-26, 36-40, 41-45, 48-50, 55
4th Six Weeks
Unit 6 – Revolutions Reshape the World
Ch 23 – Revolutions change the Atlantic World – 1750 – 1850
Ch 24 – The Early Industrial World – 1760 – 1851
Ch 25 – Nation Building and Economic Transformation of the Americas
Ch 26 – Africa, India, and the British Empire
Ch 27 – The Ottoman Empire and East Asia
Unit Ch 23 – 27
Writing Assessment – DBQ, Comparison Essay, Change-Over Time (at least 1)
Reader Volume II – 61-65, 66-68, 71-73, 74-77, 78-79
5th Six Weeks
Unit 7 – Global Dominance and Diversity
Ch 28 – The New Balance of Power
Ch 29 – The New Imperialism
Ch 30 – Crisis of Imperial Order
Ch 31 – Collapse of Old Order
Ch 32 – Independence in Africa, India, and Latin America
Unit Test – Ch 28-32
Writing Assessment – DBQ, Comparison Essay, Change-Over Time (at least 1)
Reader – Volume II – article #’s 88-108
Sixth Six Weeks
Unit 8 – Perils and Promises of a Global Community
Ch 33 – Cold War
Ch 34 – Post War Re-Alignment
Ch 35 – End of Global Century
Review for AP Test --- Special Projects --- Research Paper/Special Topics