Download ap world history course syllabus course

Name ___________________________________
Class Period____________________
South Atlanta High School
for
Law and Social Justice
AP WORLD HISTORY COURSE SYLLABUS COURSE
# of Carnegie Units: 1st semester 7.5 / 2nd semester 7.5
Semester/Year: Fall/Spring 2010-2011
Instructor: T. Thrasher
Class Location:
Tutorial Day and Time: Monday 3:30 -- 4:30
Telephone at Mays: 404-802-5100
Voice Mail/Fax Number: (866)222-3612
E-mail: [email protected]
Respect Rigor Responsibility
College Board’s World History Description
The purpose of the AP World History course is to develop greater understanding of the evolution of global
processes and contacts, in interaction with different types of human societies. This understanding is
advanced through a combination of selective factual knowledge and appropriate analytical skills. The
course highlights the nature of changes in international frameworks and their causes and consequences, as
well as comparisons among major societies. The course emphasizes relevant factual knowledge deployed in
conjunction with leading interpretive issues and types of historical evidence. The course builds on an
understanding of cultural, institutional, and technological precedents that, along with geography, set the
human stage. Periodization, explicitly discussed, forms an organizing principle for dealing with change and
continuity throughout the course. Specific themes provide further organization to the course, along with the
consistent attention to contacts among societies that form the core of world history as a field of study.
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LEARNING OUTCOMES
Chronological Boundaries of the Course
The course has as its chronological frame the period from approximately 8000 B.C.E. * to the present, with
the period 8000 B.C.E. to 600 C.E. serving as the foundation for the balance of the course.
An outline of the periodization with associated percentages for suggested course content is listed below.
Foundations: circa
8000 B.C.E.-600 C.E
19-20%
(6 weeks)
600 C.E..-1450
22%
(7 weeks)
1450-1750
19-20%
(6 weeks)
1750-1914
19-20%
(6 weeks)
1914-the present
19-20%
(6 weeks)
Foundations: c. 8000 B.C.E.–600 C.E.
Major Developments
1.
Locating world history in the environment and time
A. Environment
A.
Interaction of geography and climate with the development of human society
B.
The environment as historical actor
C.
Demography: Major population changes resulting from human and environmental
factors
B. Time
A.
Periodization in early human history
B.
Nature and causes of changes associated with the time span
C.
Continuities and breaks within the time span
C. Diverse Interpretations
A.
What are the issues involved in using "civilization" as an organizing principle in world
history?
B. What is the most common source of change: connection or diffusion versus independent
invention?
C. What was the effect of the Neolithic Revolution on gender relations?
2.
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Developing agriculture and technology
Name ___________________________________
Class Period____________________
.
Agricultural, pastoral, and foraging societies, and their demographic characteristics
(Include Africa, the Americas, Europe, and Asia)
A. Emergence of agriculture and technological change
B. Nature of village settlements
C. Impact of agriculture on the environment
D. Introduction of key stages of metal use
3.
.
Basic features of early civilizations in different environments: culture, state, and social structure.
Mesopotamia
A. Egypt
B. Indus
C. Shang
D. Mesoamerica and Andean South America
(Students should be able to compare two of the early civilizations above.)
4.
.
Classical civilizations
Major political developments in China, India, and the Mediterranean
A. Social and gender structures
B. Major trading patterns within and among Classical civilizations; contacts with adjacent regions
C. Arts, sciences, and technology
5.
Basic features of major world belief systems prior to 600 C.E. and where each belief system applied
by 600 C.E.
. Polytheism
A. Hinduism
B. Judaism
C. Confucianism
D. Daoism
E. Buddhism
F. Christianity
6.
Late Classical period (200 C.E.–600 C.E.)
. Collapse of empires (Han China, loss of western portion of the Roman Empire, Gupta)
A. Movements of peoples (Huns, Germans)
B. Interregional networks by 600 C.E.: Trade and religious diffusion
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Class Period____________________
Major Comparisons and Snapshots

Comparisons of the major religious and philosophical systems including some underlying
similarities in cementing a social hierarchy, e.g., Hinduism contrasted with Confucianism

Compare the role of women in different belief systems—Buddhism, Christianity, Confucianism,
and Hinduism

Understand how and why the collapse of empire was more severe in western Europe than it was in
the eastern Mediterranean or in China

Compare the caste system to other systems of social inequality devised by early and classical
civilizations, including slavery

Compare societies and cultures that include cities with pastoral and nomadic societies

Compare the development of traditions and institutions in major civilizations, e.g., Indian, Chinese,
and Greek/Roman

Describe interregional trading systems, e.g., the Silk Roads
600 C.E.–1450
Major Developments
1.
Questions of periodization
A. Nature and causes of changes in the world history framework leading up to 600 C.E. – 1450 as a
period
B. Emergence of new empires and political systems
C. Continuities and breaks within the period (e.g., the impact of the Mongols on international
contacts and on specific societies)
2.
.
The Islamic world
The rise and role of Dar al-Islam as a unifying cultural and economic force in Eurasia and Africa
A. Islamic political structures, notably the caliphate
B. Arts, sciences, and technologies
3.
.
Interregional networks and contacts
Development and shifts in interregional trade, technology, and cultural exchange
A. Trans-Sahara trade
B. Indian Ocean trade
C. Silk routes
D. Missionary outreach of major religions
E. Contacts between major religions, e.g., Islam and Buddhism, Christianity and Islam
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F. Impact of the Mongol empires
4.
.
Political systems and cultural patterns
East Asia
A. China's expansion
B. Chinese influence on surrounding areas and its limits
C. Changes and continuities in Confucianism
A. The Americas
.
Apex and decline of the Maya
A.
Rise of the Aztec
B.
Rise of the Inca
B. Restructuring of Europe
.
Decentralization - Medieval society
A.
Division of Christianity
B.
Revival of Cities
C.
.
Sudanic Empires (Mali, Ghana, Songhay)
A.
Swahili coast
D.
South Asia and Southeast Asia
.
Delhi Sultanate
A.
Vietnam
E.
5.
Africa
Arts, sciences, and technologies
Demographic and environmental changes
. Impact of nomadic migrations on Afro-Eurasia and the Americas (e.g., Aztecs, Mongols, Turks,
Vikings, and Arabs)
A. Consequences of plague pandemics in the fourteenth century
B. Growth and role of cities
6.
Diverse interpretations
. What are the issues involved in using cultural areas rather than states as units of analysis?
A. What are the sources of change: nomadic migrations versus urban growth?
B. Was there a world economic network in this period?
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C. Were there common patterns in the new opportunities available to and constraints placed on elite
women in this period?
D. To what extent was Dar-al-Islam a unified cultural/political entity?
Major Comparisons and Snapshots

Compare the role and function of cities in major societies

Analyze gender systems and changes, such as the effects of Islam

Analyze the interactions between Jews, Christians, and Muslims

Compare the developments in political and social institutions in both eastern and western Europe

Compare Japanese and European feudalism

Compare European and sub-Saharan African contacts with the Islamic World

Analyze the Chinese civil service exam system and the rise of meritocracy
1450–1750
Major Developments
1.
Questions of periodization
A. Continuities and breaks, causes of changes from the previous period and within this period
2.
Changes in trade, technology, and global interactions
3.
Knowledge of major empires and other political units and social systems
.
Aztec, Inca, Ottoman, China, Portugal, Spain, Russia, France, Britian, Tokugawa, Mughal
A. Characteristics of African kingdoms in general but knowing one as illustrative ( Kongo, Benin, Oyo,
Dahomey, Ashanti, or Songhay
B. Gender and empire (including the role of women in households and in politics)
4.
5.
Slave systems and slave trade
Demographic and environmental changes: diseases, animals, new crops, and comparative population
trends
6.
Cultural and intellectual developments
.
Scientific Revolution and the Enlightenment
A. Comparative global causes and impacts of cultural change
B. Major developments and exchanges in the arts (Mughal, the Americas)
C. Creation of new religions (Vodun, Zen, Sikhism, Protestantism)
7.
Diverse interpretations
.
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What are the debates about the timing and extent of European predominance in the world
economy?
Name ___________________________________
Class Period____________________
A. How does the world economic system of this period compare with the world economic network of
the previous period?
Major Comparisons and Snapshots

Compare colonial administrations

Imperial systems: European monarchy compared with a land-based Asian empire

Coercive labor systems: slavery and other coercive labor systems in the Americas

Analyze the development of empire (i.e. general empire building in Asia, Africa, Europe, and the
Americas

Analyze the development of imperial systems: a European seaborne empire compared with a landbased Asian empire.

Compare Russia's interaction with the West with the interaction of one of the following (Ottoman
Empire, China, Tokugawa Japan, Mughal India) with the West

Compare Mesoamerican and Andean systems of economic exchange
1750–1914
Major Developments
1.
Questions of periodization
A. Continuities and breaks, causes of changes from the previous period and within this period
2.
Changes in global commerce, communications, and technology
.
Industrial Revolution (transformative effects on and differential timing in different societies;
mutual relation of industrial and scientific developments; commonalities)
A. Changes in patterns of world trade
3.
Demographic and environmental changes (migrations, end of the Atlantic slave trade, new birthrate
patterns, food supply)
4.
Changes in social and gender structure (Industrial Revolution; commercial and demographic
developments; emancipation of serfs/slaves; and tension between work patterns and ideas about gender)
5.
.
Political revolutions and independence movements; new political ideas
United States and Latin American independence movements
A. Revolutions (United States, France, Haiti, Mexico, China)
B. Rise of nationalism, nation-states, and movements of political reform
C. Rise of democracy and its limitations: reform; women; racism
6.
7.
Rise of Western dominance (economic, political, social, cultural and artistic, patterns of expansion;
imperialism and colonialism) and different cultural and political reactions (reform; resistance; rebellion;
racism; nationalism)
Diverse interpretations
.
What are the debates over the utility of modernization theory as a framework for interpreting
events in this period and the next?
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A. What are the debates about the causes of serf and slave emancipation in this period and how do
these debates fit into broader comparisons of labor systems?
B. What are the debates over the nature of women's roles in this period and how do these debates
apply to industrialized areas and how do they apply in colonial societies?
Major Comparisons and Snapshots

Compare the causes and early phases of the industrial revolution in western Europe and Japan

Comparative revolutions (compare the Haitian and French Revolutions)

Compare reaction to foreign interference in: the Ottoman Empire, China, India, and Japan

Compare nationalism

Explain forms of Western intervention in Latin America, Africa, and Southeast Asia
Compare the roles and conditions of women in the upper/middle classes with peasantry/working class in
western Europe

1914–Present
Major Developments
1.
Questions of periodization
A. Continuities and breaks, causes of changes from the previous period and within this period
2.
War and peace in global context (The World Wars, colonial soldiers in the First World War, the Holocaust,
the Cold War, nuclear weaponry, international organizations and their impact on the global framework,
globalization of diplomacy and conflict; global balance of power; reduction of European influence; the
League of Nations, the United Nations, the Non-Aligned Nations)
3.
New patterns of nationalism (the interwar years; decolonization; racism, genocide; new nationalisms,
including the breakup of the Soviet Union)
4.
Impact of major global economic developments (the Great Depression in Latin America; technology;
Pacific Rim; multinational corporations)
5.
6.
7.
New forces of revolution and other sources of political innovations
Social reform and social revolution (changing gender roles; family structures; rise of feminism; peasant
protest; international Marxism; religious fundamentalism)
Globalization of science, technology, and culture
.
Developments in global cultures and regional reactions, including science and consumer culture
A. Interactions between elite and popular culture and art
B. Patterns of resistance including religious responses
8.
9.
.
Demographic and environmental changes (migrations; changes in birthrates and death rates; new forms
of urbanization; deforestation; green/environmental movements, rural to urban shifts)
Diverse interpretations
Is cultural convergence or diversity the best model for understanding increased intercultural contact in the
twentieth century?
A. What are the advantages and disadvantages of using units of analysis in the twentieth century,
such as the nation, the world, the West, and the Third World?
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Name ___________________________________
Class Period____________________
Major Comparisons and Snapshots

Compare patterns and results of decolonization in Africa and India

Pick two revolutions (Russian, Chinese, Cuban, Iranian) and compare their effects on the roles of women

Compare the effects of the World Wars on areas outside of Europe

Compare legacies of colonialism and patterns of economic development in two of three areas (Africa,
Asia, and Latin America)

Compare legacies of colonialism and patterns of economic development in two of three areas (Africa,
Asia, Latin America)

Analyze nationalist ideologies and movements in contrasting European and colonial environments

Compare the different types of independence struggles

Examine global interactions in cultural arenas (e.g. reggae, art, sports)

Analyze the effects of global consumer society

Compare major forms of twentieth-century warfare

Asses different proposals (or models) for third world economic development and the social and
political consequences
Themes
The AP World History course requires students to engage with the dynamics of continuity and change across the
historical periods that are included in the course. Students should be taught to analyze the processes and
causes involved in these continuities and changes. In order to do so, students and teachers should focus on
FIVE overarching themes which serve throughout the course as unifying threads, helping students to put what is
particular about each period or society into a larger framework. The themes also provide ways to make
comparisons over time and facilitate cross-period questions. Each theme should receive approximately equal
attention over the course of the year.
1.
Interaction between humans and the environment

Demography and disease

Migration

Patterns of settlement

Technology
2.
Development and interaction of cultures

Religions

Belief systems, philosophies, and ideologies

Science and technology

The arts and architecture
3.
State-building, expansion, and conflict

Political structures and forms of governance

Empires
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Name ___________________________________
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
Nations and nationalism

Revolts and revolutions

Regional, transregional, and global structures and organizations
4.
Creation, expansion, and interaction of economic systems

Agricultural and pastoral production

Trade and commerce

Labor systems

Industrialization

Capitalism and socialism
5.
Development and transformation of social structures

Gender roles and relations

Family and kinship

Racial and ethnic constructions

Social and economic classes
Habits of Mind
The AP World History course addresses habits of mind in two categories: (1) those addressed by any rigorous
history course, and (2) those addressed by a world history course.
Four habits of mind are in the first category:
Constructing and evaluating arguments: using evidence to make plausible arguments

Using documents and other primary data: developing the skills necessary to analyze point of view and
context, and to understand and interpret information


Assessing continuity and change over time and over different world regions

Understanding diversity of interpretations through analysis of context, point of view, and frame of reference
Five habits of mind are in the second category:

Seeing global patterns and processes over time and space while connecting local developments to global ones

Comparing within and among societies, including comparing societies' reactions to global processes

Considering human commonalities and differences

Exploring claims of universal standards in relation to culturally diverse ideas

Exploring the persistent relevance of world history to contemporary developments
Every part of the AP World History Exam assesses habits of mind as well as content. For example, in the multiplechoice section, maps, graphs, artwork, and quotations may be used to judge students' ability to assess primary
data, while other questions focus on evaluating arguments, handling diversity of interpretation, making
comparisons among societies, drawing generalizations, and understanding historical context. In Part A of the
essay section of the exam, the document-based question (DBQ) focuses on assessing students' ability to
construct arguments, use primary documents, analyze point of view and context, and understand global context.
The remaining essay questions in Parts B and C focus on global patterns over time and space with emphasis on
processes of continuity and change (Part B) and on comparisons within and among societies (Part C).
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The Exam
Test your knowledge of world history -- and potentially earn college credit while you're at it -- with the AP World
History Exam.
About the Exam
The three-hour-and-five-minute exam includes a 55-minute multiple-choice section and a 130-minute freeresponse section.
Section I: Multiple-Choice
The 70 multiple-choice questions cover world history from the Foundations period up to the present. Several
questions are cross-chronological but, for the most part, the subject breakdown is:

Foundations period: c. 8000 B.C.E. to 600 C.E. -- 19–20 percent

600 C.E. to 1450 -- 22 percent

1450 to 1750 -- 19–20 percent

1750 to 1914 -- 19–20 percent

1914 to the present -- 19–20 percent
Total scores on the multiple-choice section are based on the number of questions answered correctly. Points are
not deducted for incorrect answers and no points are awarded for unanswered questions.
Section II: Free-Response
There are three free-response questions. You'll write a document-based essay (DBQ), a Continuity and Change
Over Time Essay, and a comparative essay. Each essay is counted equally toward your final grade.
Please pay close attention to the directive words in the essay questions. Ignoring directives will result in a lower
exam score. The following directives may be included:


Analyze: determine their component parts; examine their nature and relationship
Assess/evaluate: judge the value or character of something; appraise; evaluate the positive and
negative points; give an opinion regarding the value of; discuss the advantages and disadvantages of

Compare: examine for the purpose of noting similarities and differences

Contrast: examine in order to show dissimilarities or points of difference

Describe: give an account of; tell about; give a word picture of

Discuss: talk over; write about; consider or examine by argument or from various points of view;
debate; present the different sides of

Explain: make clear or plain; make clear the causes or reasons for; make known in detail; tell the
meaning of
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Document-Based Essay Question
Put on your "historian" hat to demonstrate your ability to analyze source materials and develop an essay based
on those materials. Your goal: a unified essay that integrates your analysis of four to ten given documents with
your treatment of the topic. Comparative topics on the major themes will provide one of the focuses of the DBQs,
including comparative questions about different societies in situations of mutual contact. The DBQ begins with a
mandatory 10-minute reading period. Then you'll have 40 minutes to write the essay.
The source materials are chosen for two reasons: the information they convey about the topic and the
perspective they offer on other documents used in the section. There is no one perfect DBQ answer; a variety of
approaches and responses are possible depending on your ability to understand the documents and, ultimately,
judge their significance. Remember: You'll most fully understand some of the documents when you view them
within the wider context of the entire series.
When writing the document-based essay, it's important to:

Refer to individual documents within the framework of the overall topic.

Uses all of the documents.

Discuss the materials in reference to the question -- don't just summarize them.

Cite documents by naming the author and/or by naming the document number.
Also, remember:
There are no irrelevant or deliberately misleading documents.


It's important that you put your analytic skills to work and demonstrate that you understand context,
bias, and frame of reference regarding the documents' sources and the authors' points of view. Group or
juxtapose documents in a variety of ways (e.g. according to their ideas or points of view); suggest reasons for
similarities or differences in perspective among the documents; and identify possible biases or inconsistencies
within documents.

You'll be asked to explain the need for additional documents that would help you answer the question
more completely. You may also have to discuss which points of view are missing from the given documents.
Since the DBQ focuses on historical skills within a world history framework, remember to place documents
chronologically, culturally, and thematically.

You're not expected to know the author or topic of all the DBQ documents, or to include information
outside of the documents.
Continuity and Change Over Time Essay
The Continuity and Change Over Time Essay focuses on large global issues such as technology, trade, culture,
migrations, or biological developments. It covers at least one of the periods in the course outline and one or more
cultural areas. You'll have 40 minutes to write the essay. It's recommended that you spend five minutes planning
and/or outlining your answer before you begin writing. You may be able to choose different cases to illustrate
your point.
Comparative Essay
In the final free-response essay you'll answer a comparative question that focuses on developments in two or
more societies, and their interactions with each other or with major themes or events (e.g. culture, trade,
religion, technology, migrations). You'll have 40 minutes to write the essay. It's recommended that you spend
five minutes planning and/or outlining your answer before you begin writing.
Scoring the Exam
The multiple-choice and free-response sections are each worth half of the final exam grade.
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TEXT, READINGS, AND ISNTRUTIONAL RESOURCES
REQUIRED TEXT: (CLASS SET)
SUPPLEMENTAL TEXTS:
SELECTED READINGS:
USEFULWEBSITES
EVALUATION PROCEDURES
GRADING PROCEDURE
Your grade for the course will be awarded
based on the scale below.
Perormance Assessments 40 %
Unit Tests
40%
Quizzes
10%
Class work
5%
Homework
5%
For EOCT courses, these weights will be
slightly adjusted at the beginning of the 2nd
semester to reflect that the End of Course Test
is 15% of the student’s grade.
ATLANTA PUBLIC SCHOOLS
OFFICIAL GRADING SCALE
The Atlanta Public School System
grading scale is outlined below.
90 – 100
A
EXCELLENT
80 - 89
B
ABOVE AVERAGE
70 - 79
C
AVERAGE
0 - 69
F
FAILURE
S
SATISFACTORY
U
Unsatisfactory
CLASS POLICIES
WRITING
Written expression is involved in the entire school curriculum including this class. There will be lots of writing in
this course. All written assignments must be typed and double-spaced. Always use 12-point Times New Roman
Font and white lineless paper 8 ½ x 11. The teacher may require additional writing assignments.
CLASSROOM MATERIALS Each student must bring to class on a daily basis:
1. Several No. 2 pencils
2. Several black and blue pens
3. One USB 2.0 GB Flash Drive
4. College ruled paper (8 ½ x 11)
5. One 2” binder with the following tabbed sections:
a. Section one—Syllabus
b. Section two—Vocabulary
c. Section three—Outlines, Notes, and Handouts
d. Section four—Writing: DBQ’s, C
e. Section five— Projects
f. Section six—Assignment sheet Tests/quizzes/other graded assignments
g. Section seven—Researched Materials
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CREDIT RECOVERY WORK
It is the student’s responsibility to request academic make-up work within two (2) school days after an
excused absence. All assignments must be picked up before or after school. The student is responsible for
requesting and completing make-up work within the timeframe set by the teacher. Failure to do so will
result in “0” for academic work missed.
EXCUSED ABSENCES: There are three types of excused absences:
I. Officially out of school
Official out means not reporting to homeroom or checking in to school. The student must bring a note to the next class meeting
containing the following:
II. On a school sanctioned trip/event.
The student is on a trip or an event administered by the school such as a college fair, college recruiter, or a college trip.
Documentation required.
III. Early Dismissals
A variety of reasons exist for leaving school early but it is still the student’s responsibility to clear them with the teacher. During
the next class meeting the student must bring the early dismissal slip to class for verification.
No Excuse Late Work Policy: Assignment(s) is(are) due in during class meeting time or time specified by teacher.
Work turned in after the teacher has collected in class will only count for half of the graded assignment.(late work
earned 80 points but late final grade 40points.) Students that are absent from school with a note may turn in work
without penalty.
Detention
1. Teacher reserves the right to hold a student or class for detention because of disruptive behavior and/or
violations of classroom rules.
2. During detention the teacher may assign work or allow students to complete homework assignments.
CLASSROOM RULES AND REGULATIONS
The Principal is the designated leader of the school and, with the staff, is responsible for its orderly operation.
In case of discipline violations, or illegal activities not covered by prescribed dispositions in the Atlanta Public
Schools Student Discipline Handbook and High School Students and Parents Handbook (issued to every student at
the beginning of the school year or upon enrollment), the Principal may enact corrective measures that he or
she feels are in the best interest of the school and student(s) involved. The teacher is responsible for the
orderly operation of the classroom. With that said, the following rules are highlighted.
1. Come to class on time. Standing outside the door and rushing in after the bell has begun to ring will
constitute a tardy.
2. Begin the start up activity immediately.
3. Attend to personal needs before coming to class.
4. Remain in your assigned seat unless you have permission to get up.
5. Do not eat or drink in the classroom.
6. Bring your textbook and other required materials every day.
7. Talk only when permitted.
8. Use polite speech and body language.
9. Follow the School’s honor code.
10. Always follow the teacher's directions.
11. Cell phones and other electronic devices must be out of sight and turned off during the official school day
and the lunch break.
12. No student shall photograph, videotape, record or reproduce, via any audio or video means, another student
or staff member while on school system premises without the expressed prior permission of the student or
staff member.
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13. The classroom computers are for academic work only. Personal use of the computers is prohibited.
14. Bring your Students-Parents Handbook to class daily because the Hall Pass is in the back.
15. Students are not permitted to put their heads on the desk and/or sleep during class.
16. NO more than 5 restroom passes per student will be written for the semester
17. Tardy Students must write a late letter to be give to the teacher otherwise the assignment class is working on
will not count for a grade. Students with passes must attach it to the late letter. After three late letters the
student is referred to the counselor. After two more late unexcused times an administrative referral is sent.
The teacher will take the following corrective action if a student decides not to follow the above rules.
1.
2.
3.
4.
5.
Teacher Warning
Teacher & Student Conference
Teacher Contacts Parent
Teacher, Parent, and Student Conference
Administration Conference with Teacher, Parent, & Student
Proper Paper heading for all papers in class unless specified by teacher
All papers must have the following heading in the top right hand corner of paper.
No names on paper –No grade
4th hour
Class Period (5 points)
Shaqkeyta Doe
Full Name (5 points)
1/1/00
Full Date (5 points)
Pg 10 Section Review
Assignment Title (5 points)
_____________________
Total possible point deduction (20)
Deficiency-Must be signed by parent and returned.
Those without deficiency will get a good news letter that must be signed and returned
1. Deficiency Notice
.
/
/ 2010 , 2011, 2012.
2 Deficiency Notice
/
/ 2010 , 2011, 2012
ACADEMIC HONESTY
Students are expected to adhere to the highest standards of academic honesty. Plagiarism occurs when a student uses or
purchases ghost-written papers or products. It also occurs when a student utilizes ideas or information obtained from another
person without giving credit to that person. If plagiarism or another act of academic dishonesty occurs, it will be dealt with in
accordance with the academic misconduct policy as stated in the Atlanta Public Schools Handbook and the Benjamin E. Mays
High School
Assigned Text Book: Stearns AP World
$
.
If textbook is lost, it must be replaced (paid for) before a new book is issued to that student. Failure to
return book will result in a transcript hold notice, which is removed when the book is returned or paid for.
PLEASE KEEP THIS SYLLABUS IN YOUR NOTEBOOK AT ALL TIMES.
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Name ___________________________________
Class Period____________________
PARENT-TEACHER CONFERENCES
The purposes of a parent-teacher conference are
1. To give parents and teachers a better understanding of the child’s academic and social performances.
2. To promote close cooperation between the home and school in fostering the growth of the whole child.
3. To give a more accurate picture of the child’s school growth as shown by achievement.
4. To promote a better understanding of the objectives of the school.
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