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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