Download World History AP - Syllabus - South Texas Academy for Medical

SOUTH TEXAS ACADEMY FOR MEDICAL PROESSIONALS
AP WORLD HISTORY COURSE SYLLABUS
Course Overview
AP World History is a course for highly motivated High School students that wish to earn
college credit in high school following a fast paced, rigorous and challenging academic
program. Using historical thinking skills the student will analyze and organize the study
of world history using five themes as a frame of reference. The course will cover the
social, economic, political and cultural perspectives of world and human interactions
from 8000 B. C. E. to present day. Through reading and writing assignments, as well as
class discussions, students are encouraged to craft historical arguments from historical
evidence, use chronological reasoning, make comparisons of developments in different
regions and time periods, and contextualize important changes and continuities as well as
make historical interpretations and synthesis of both local and global events and societies,
using the five AP World History course themes utilizing a S.P.I.C.E acronym:
Social-Development and Transformation of Social Structures (Social)
Ø Gender roles and relations
Ø Family and kinship
Ø Racial and ethnic constructions
Ø Social and Economic classes
State-Building, Expansion, and Conflict (Political)
Ø Political structures and forms of governance
Ø Empires
Ø Nations and nationalism
Ø Revolts and revolutions
Ø Regional, trans-regional, and global structures and organizations
Interaction Between Humans and the Environment (Interactions-H.E.I.)
Ø Demography and disease
Ø Migration
Ø Patterns of settlement
Ø Technology
Development and Interaction of Culture (Culture)
Ø Religions
Ø Belief systems, philosophies, and ideologies
Ø Science and technology
Ø The arts and architecture
Creation, Expansion, and Interaction of Economic Systems (Economic)
Ø Agriculture and pastoral production
Ø Trade and commerce
Ø Labor systems
Ø Industrialization
Ø Capitalism and socialism
Course Text and other Readings:
Adas, Michael, Marc J. Gilbert, Peter Stearns, and Stuart B. Schwartz. World
Civilizations: The global Experience. Upper Saddle River, NJ: Pearson, Fifth edition.
Bulliet, Richard, Daniel R. Headrick, David Northrup, Lyman L. Johnson, and Pamela
Kyle Crossley. The Earth and Its Peoples: A Global History. Boston: Houghton
Mifflin. Third edition.
Stearns, Peter, Stephens. Gosch, and Erwin P. Grieshaber. Documents in World History.
Vols. 1 and 2. New York: Longman. Third edition.
Andrea, Alfred J., and James H. Overfield. The Human Record: Sources of Global
History. Volume one. Boston: Houghton Mifflin fourth edition.
Reilly, Kevin. Worlds of History: A Comparative Reader. Vols. 1 and 2. New York:
Bedford/St. Martin’s second edition.
Dunn, Ross E. The New World History, a Teacher’s Companion. New York:
Bedford/St Martin’s, 2000.
Primary source images and secondary source articles, maps, tables and graphs will
originate from the textbook, readers, and internet and power points found in Multimedia
learning, LLC.
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Course Content:
The AP World History course is organized chronologically and thematically using key
concepts to investigate and promote inquiry and debate.
Unit 1: Technological and Environmental transformation
v KC- 1.1 Big geography and the Peopling of the Earth
v KC-1.2 The Neolithic Revolution and Early Agriculture
Societies
v KC-1.3 The Development and Interaction of early agriculture, pastoral and Urban
Societies
PERIODIZATION: c.8000 BCE to c. 600 BCE
MAIN FOCUS: Beginnings in History
CLASS TIME: 7 TD’s (teaching Days)
TEXT and OTHER READINGS: (but not limited to:)
• Stearns. 2007. World Civilizations: Global Experience, fifth edition. Pearson.
Chapter1: From Hunting and Gathering to Civilizations 2.5 Milion-1000 BCE
• Selected Primary Sources: The Epic of Gilgamesh, the Judgments of Hammurabi.
• Selected Data Sources: Map 1 & 2 college board,
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Dunn,” Primary Sources and How We Read Them.”
Jared Diamond, Guns, Germs, and Steel
Selected images from Multimedia sources, LLC
TOPICS FOR DISCUSSION:
• Prehistoric Societies
• Neolithic Revolution: From foraging to Agriculture and Pastoral societies
• Basic Features of early civilizations: Middle East, South Asia, East Asia,
the Americas, Africa and Oceania
• Interaction of civilizations with their environment
ACTIVITIES/ASSESSMENTS:
Quizzes and Unit test
Map exercises students will analyze how geography affected the development of
political, social, economic, and belief systems in the earliest civilizations.
Discussion, and analysis on: “What, How and Why we study history” Dunn.
Students will read selected excerpts from Guns, Germs and Steel to discuss historical
interpretation as well as the origins of agriculture
Class discussion: How were gender roles changed by the Neolithic revolution?
Writing workshop: Introduction to AP College Board rubrics with emphasis on thesis
statements and essay development.
Lesson on primary and secondary sources: analysis of excerpts and visuals
KC 1.1-Students will complete map exercises to acquire the geospatial awareness
necessary to understand the cross-cultural contacts, trade routes, migrations,
communication and exchange of civilizations. (College Board map 1 &2, and period snap
shot map.)
KC 1.2-Develop a chart listing for each of the river valley civilizations: the location,
food sources, economic and social systems, political structures and environmental and
technological changes.
KC1.3 Compare and contrast early agricultural, pastoral and urban societies using AP
College Board rubric.
Unit 2: Organization and Reorganization of Human
Societies
v KC-2.1-The Development and Codification of Religious and Cultural traditions
v KC-2.2 The Development of States and empires
v KC-2.3 Emergence of Trans-regional networks of Communication and Exchange
PERIODIZATION: 600 BCE to 600 CE
MAIN FOCUS: The classical era
CLASS TIME: 10 Teaching days
TEXT AND OTHER READINGS:
• Sterns. 2007. World Civilizations: Global Experience, fifth edition. Pearson.
Chapters 2-5: The Classical Period, 1000 BCE-500 CE Uniting Large Regions
• Selected Primary Sources: Excerpts from the Four Noble Truths, Old Testament,
The Gospel of Mathew, and Paul
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Images from Multimedia, LLC
TOPICS FOR DISCUSSION:
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Major Belief systems: Hinduism, Buddhism, Judaism, Christianity,
Confucianism, and Daoism; polytheism and shamanism
Classical civilizations: Greece, Rome, China and India including migration of the
Huns, Germanic tribes
Interregional networks by 600 CE and spread of belief systems
Early Trading networks-The Silk Road and Indian Ocean
Developments in China-Confucian society and imperial structure
Developments in Mesoamerica and Andean South America and Sub-Saharan
Africa
ACTIVITIES/ASSESSMENTS:
Quizzes and Unit test
From Teacher notes students will complete charts and use various graphic organizers to
make comparisons of the major belief systems.
After a review of maps in text and selected internet map sources students will trace long
distance trade networks in the Eastern Hemisphere: Eurasian Silk Roads, Trans-Saharan
caravan routes, Indian Ocean sea lanes, and Mediterranean Sea lanes and identify the
changes and continuities.
KC-2.2 In collaborative groups students will complete a period snap shot using the
‘SPICE” acronym to organize, make comparison and analyze change and continuity
overtime.
KC-2.1Write a compare and contrast essay on the Political and social structures of any
two of the following ancient civilizations: China, India, and the Mediterranean.
Writing workshop: introduction of the continuity and change over time essay and rubric.
KC-2.3Completion of map analysis that shows the changes and continuities in the five
themes.
KC-2.1 Essay: compare/contrast gender relations in any two of the following: China,
India, Mediterranean, Africa, or the Americas.
Scheduled review sessions, mornings, after-school and Saturday Academy.
Unit 3: Regional and Trans-regional Interaction
v KC -3.1 Expansion and intensification of Communication and Exchange
Networks
v KC-3.2 Continuity and Innovation of State Forms and Their Interactions
v KC-3.3 Increased Economic Productive Capacity and its consequences
PERIODIZATION: c. 600 C.E. to c. 1450
MAIN FOCUS: “Globalization”
CLASS TIME: 15 Teaching Days
TEXT AND OTHER READINGS: (but not limited to:)
Stearns: Chapters 6-15: THE POST CLASSICAL PERIOD 500-1450: NEW FAITH
AND NEW COMMERCE
Selected sources: Images, maps, charts and graph from text and Multimedia Learning,
LLC
Selected Readings from: J. H. Bentley, “The Spread of World Religions,” and Gregory
Guzman, “Were the Barbarians a Negative or Positive Factor in Ancient and Medieval
History?” “The History of thee Indies,” “the conquest of New Spain.” in Reilly
TOPICS FOR DISCUSSION:
• The Islamic World, the Crusades and Schism in Christianity
• Byzantine Empire and Germanic Europe
• Italian city-states
• Sui, Tang, song, and Ming empires
• Japanese feudalism
• Mongols across Eurasia and urban destruction in SW Asia, Black Death
• Bantu and Polynesian migration
• Kingdoms and Empires in Africa
• The Americas
• Trading networks in the Post Classical World
ACTIVITIES/ASSESSMENTS:
Quizzes and Unit test
Review text timeline and other visuals with emphasis on “Topics for Discussion”
Class Debate: based on Reading by Guzman
Writing workshop: Overview of essays from previous years of AP Exams
KC 3.3Writing assignment: CCOT essay: Changes and continuities in World Trade
from 500 BCE to 1000 CE.
Working with graphic organizer: compare and contrast women, feudalism, and trade.
KC 3.1,2,3 Student Power Points: Research and, make presentations on: the
geographical impact of new ideas and technology, social and cultural interactions,
development of political institutions, globalization.
KC3.1 Primary Source Analysis: travel books of Marco Polo, Ibn Battuta, De Las Casas,
and Bernal d\Diaz.
Scheduled review sessions, mornings, after-school and Saturday Academy.
Unit 4: GLOBAL INTERACTIONS
v KC-4.1 Globalizing Networks of Communication and Exchange
v KC-4.2 New Forms of social Organization and Modes of production
v KC-4.3 State consolidation and Imperial expansion
PERIODIZATION: c. 1450 to c. 1750
MAIN FOCUS: Early Modern World
CLASS TIME: 15 Teaching days
TEXT AND OTHER READINGS: (but not limited to:)
Stearns: Chapters 16-22 The Early Modern Period, 1450-1750: the World Shrinks
Selected sources: Maps, charts, graphs and other visuals from text and Multimedia, LLC.
TOPICS FOR DISCUSSION:
• Transformation in Europe-Renaissance to Scientific Revolution
• Encounters and Exchange: Reconquista, Europe in Africa, Spanish in the
Americas, Portuguese and Indian Ocean trade networks, southwest Asian trade
networks and the Ming slave trade/
• Ming and Qing rule
• Islamic empires, and expansion of Islam in sub-Saharan Africa
• Japanese Feudalism
• The Columbian Exchange in Atlantic and Pacific Context
• Expansion of global Economy and Absolutism: Muslim, Tokugawa, and
Romanov empires
• Labor systems in the Atlantic World and the effects of the Atlantic Slave Trade
on demography in west Africa, resistance to the Atlantic slave trade, and
ACTIVITIES/ASSESSMENTS:
Quizzes and Unit Test
Review of text timeline and other visuals with emphasis on “Topics for Discussion.”
KC 4.1,2,3 Periodization: In groups, the class conducts a map shot of the four time
periods covered and at home students complete charts using the “SPICE” acronym and
their map shots.
Writing workshop: Analyze documents from previous AP Exam DBQ’s and identify the
historical context and the AP themes that the sources address.
KC4.3Writing assignment: Work in groups to produce a DBQ question with documents
on Imperial Expansion.
Scheduled review sessions, mornings, after-school and Saturday Academy.
Unit 5: INDUSTRIALIZATION AND GLOBAL
INTEGRATION
v KC-5.1 Industrialization and Global Capitalism
v KC-5.2 Imperialism and nation-State Formation
v KC-5.3 Nationalism, revolution and Reform
v KC-5.4 Global Migration
PERIODIZATION: c. 1750 to c. 1900
MAIN FOCUS: European Movement in World History
CLASS TIME: 13 Teaching days
TEXT AND OTHER READINGS: (but not limited to:)
Stearns: Chapters 23-27: THE DAWN OF THE INDUSTRIAL AGE, 1750-1914
Reilly, The American Declaration of Independence, the French Declaration of the rights
of Man and citizen, The Communist Manifesto.
Various selections of visuals, charts, maps and graphs from Multimedia Learning LLC
and textbook internet sources.
TOPICS FOR DISCUSSION:
• European Enlightenment
• American, French, Haitian, and Latin American Revolutions
• Napoleonic wars/Congress of Vienna/Conservatism vs. Liberalism
• British Industrial Revolution
• De-Industrialization of India an Egypt
• Imperialism and Modernization
• Anti-Slavery, suffrage, labor movements, anti-imperialist movements, nonindustrial reactions
• Reactions to industrialism and modernization
ACTIVITIES/ASSESSMENTS:
Quizzes and Unit tests
KC 5.1 & 3 Class discussion of primary sources: American Declaration of
Independence, The Declaration of the Rights of Man, the Declaration of the Rights of
Woman, Conditions of the Working class in England, excerpts from the Communist
Manifesto, writing of Adam smith and John Stuart Mill.
KC 1,2,3, & 4 Independent research and document analysis on assigned topic (see topics
for discussion): Gather various visuals, tables, charts, graphs and readings and bring to
class (store information on USB and presentation on “SMART” board.
KC 1,2,3,4 Short answer questions (compare/contrast and CCOT) on themes 1-5 based
on topics for discussion.
Scheduled review sessions, mornings, after-school and Saturday Academy.
Unit 6: ACCELERATING GLOBAL CHANGE AND
REALIGNMENTS
v KC-6.1 Science and the Environment
v KC-6.2 Global conflicts and Their consequences
v KC-6.3 New conceptualizations of global Economy, society and Culture
PERIODIZATION: c. 1900 to Present
MAIN FOCUS: The Modern World
CLASS TIME: 10 teaching days
TEXT AND OTHER READINGS: (but not limited to:)
Stearns: Chapters 28-36 THE NEWEST STAGES OF WORLD HISTORY: 1914PRESENT
Maps, charts, graphs and visuals from text and Multimedia Learning, LLC
Arab opposition in the State of Israel in Reilly
Nelson Mandel Rivonia Statement in Reilly
Women’s world 1950-2000 in Reilly
African Nationalism, Changes in African culture and society, The Environment in the
Twentieth Century; A Disaster Story in Volume #2 Documents in World History, Stearns
TOPICS FOR DISCUSSION:
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World War I, total war, and reactions to the fourteen points
Rise of Consumerism and Internalization of Culture
Depression and authoritarian Responses
World War II and forced Migrations
United Nations and Decolonization
Cold War, Imperialism, and the End of the Cold War
The Information and Communication Technologies Revolution
ACTIVITIES/ASSESSMENTS:
Quizzes and Unit test
Review session prior to AP world History Exam (Saturday Academy, before and after
school (recommended, but voluntary.)
KC-6.2 & 3 Reviews will include timelines from texts and selected internet sources KC
1,2, & 3 Reflective commentaries (in writing) on social, economic, and political
movements during the eras and their connection to the Big Picture.
KC 6.1, 2 & 3 In-class writing: compare/contrast, CCOT, or DBQ formats. Possible
topics: cold war ideology, revolutions, Nationalist movements, patterns of economic
development, causes and effects of WWII, decolonization in Africa and India
KC 6.2 & 3 Primary source analysis (War Posters) and leader analysis (Gandhi, HoChi
Min, Nkrumah, Mao Zedong, Lenin)
AP Style seventy-Question Multiple Choice Exam
Course Expectations:
Students are expected to adhere to Student Handbook guidelines.
Assigned reading material should be brought to class everyday
Lengthy reading assignments are the norm rather than the exception.
Completion of all written assignments is required and due at the beginning of the period.
Oral class participation is expected. Frequency, originality and accuracy are considered
when class participation is evaluated.
Study groups are encouraged for tests and large project assignments.
Re-testing is not available but alternative means will be used to help students who are
failing.
Students will take the World history Advance Placement Examination in May 2010.
ASSESSMENTS:
Formative and Summative Assessments will take place throughout the entire year. Test
will include chapters, units and nine weeks test, projects, case studies (DBQ’s) and
presentations will also be considered as mastery work. Class work, homework, oral
discussions as well as quizzes will be used to evaluate their understanding of the material.
Daily Quizzes: On assigned readings and vocabulary
Daily Homework: Completion of assigned readings with questions, mapping, short
Answer questions, timelines and charts. .
Group work:
Unit Exams:
Students will be assigned and encouraged to form study groups that meet
A few times a week to work on Power Point presentations on early
Civilizations, major belief systems, social and political systems, trading,
migrations, and their impact
During the second semester students will work in groups to construct an
AP World History-style DBQ
Unit exams are a combination timed essays and multiple-choice
questions. Essays that students are expected to write include:
Comparative essays, Change–Over-Time-Essay, Biographical essay,
and Document Based Question. On average students will complete
three to four essay during each nine week period.
Semester Exam: Students will take a timed AP Released Exam as a
mid-term and final exam, in preparation for the “live” AP World
History exam. Semester exam is 25% of their grade.
Projects:
Projects will be assigned based on available time and student interest.
An addendum explaining student expectations and outcomes will be
provided before beginning each project.
Grading Procedures and Weights:
A student’s progress is assessed through written and oral work. Written work includes
in-class test, out of class essays, nightly reading assignments and unannounced reading
quizzes. Completion of all written assignments is required. Unless previously arranged
with the teacher, assignments are due at the beginning of the period. Oral work consists
of class participation in discussion groups and debates. Frequency, originality, and
accuracy are considered when class participation is evaluated.
Daily Work = 50%
A. Class discussions and Participation
B. Class work
C. Homework
D. Quizzes (oral and written)
E. Research
Mastery Grades=50%
A. Chapter and Unit Tests
B. Projects
C. Presentations
D. Case Studies (DBQ’s)
E. Nine Weeks Exam
WORK COMPLETION POLICY: All work is to be turned in at the designated assigned
time. Students who are absent on the day the work is due will be required to turn it in the
next class day prior to 9 a.m. Unexcused absences will result in a zero until it is changed
to an excused absence. Any student who will miss class as a result of a school event or
personal trip must turn in the assignment prior to leaving.
LATE WORK POLICY: All homework assignments are due at the beginning of the
class period. Assignments submitted after they have been collected in class will be
reduced to a maximum possible score of 70%. An assignment submitted after the day of
collection but before the beginning of the next class meeting will be reduced to a
maximum score of 50%. No assignments will be accepted after that time period and the
student will receive a Zero (see pyramid of intervention.) REMEDIATION AND RETESTING: Because of the fast paced nature of the course,
retesting will not be available but alternative means will be used to help students who are
failing. Students who get between a 64.5 and a 69.5 for the nine weeks will be given an
opportunity to receive a remediation contract. First, in order to qualify for this contract a
student must not have received any zeros for class work and quizzes. Secondly, a student
must have taken advantage of after school tutorial to qualify for a remediation contract.
Contracts will be available to students at the end of every nine week period. It will be the
student’s responsibility to request a Student Improvement Plan, and to become available
to complete the paperwork. A contract must be signed by the teacher, the student, parent
and the principal to be valid. Grade changes are submitted to the principal for approval
upon contract completion. If a student fails to request a contract during the course of the
year (when appropriate) then no contract will be provided at the end of the ye
Pyramid of Interventions
The objective of this class is for every student to successfully demonstrate a mastery of
the Texas Essential Knowledge and Skills (TEKS) and the South Texas ISD Essential
Learning Outcomes (ELO’s) for Social Studies. A student who is not progressing will
be assisted by the class pyramid of intervention and the campus pyramid of intervention.
Intervention may include special class activities and assignments, required tutorial during
the school day or after school, and other interventions specific for that student.
BEHAVIOR: The class will be conducted under an honor code. All students will be
expected to do their own work and adhere to student handbook guidelines.
ATTENDENCE & TARDIES:
Attendance is mandatory and all violations will be reported. Tardiness will also be
reported. Tardiness is defined as coming to class without a valid excuse after the bell has
rung. Students are required to be in their seat at the tardy bell. If a student is tardy, they
are to report to the automated tardy station at the front office window where they will
receive a tardy slip. A student will report to lunch detention on the 3rd tardy (listed on the
tardy slip). Mando Aguirre will proctor lunch detention in Lab 608.
Classroom rules:
1. Be courteous and practice good listening skills
2. No food or drink allowed in class (only exception is water)
3. No profanity, vulgar language, or obscene gestures
4. Class will not be dismissed until I dismiss you
5. Be prompt, prepared, and ready to participate
6. Use of electronic devices permitted only with teacher approval
I will be available for help during my conference period, academic advisement and by
appointment. I LOOK FORWARD TO A VERY PRODUCTIVE YEAR.
Filed on 8/2014
Approved______________________________
Cruz Castillo _____________________Room 303, Conference period 3-B
( 12:30-2:00) 956-399-4331. [email protected]
Course syllabus must be kept in your course folder at all times. Make sure to bring pen
(black or blue,) highlighter and USB device and folder to every class. Students will be
asked to purchase the McGraw-hill 5 steps to a 5 AP World History Guide
PLEASE COMPLETE AND RETURN THE ATTACHED ADVANCE PLACEMENT
PROGRAM EXPECTATIONS AND COURSE AGREEMENT.