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From the Desk of Mr. Tyler Prescott High School 1050 Ruth Street, Prescott AZ, 86301 (928) 445-2322 [email protected] WHAP Syllabus 2015 To: Students and their legal Guardians COURSE DESCRIPTION: AP World History covers 10,000 years of world history, looking primarily at the last 2,500 years. Rather than being focused solely on Western/European Civilization, the course approaches the study of our world’s history from a truly global perspective, paying close attention to the ways in which its major societies and cultures have interacted across time and influenced the development of global processes and systems. This course provides students with the opportunity to prepare for the May AP World History exam, challenging students to stretch toward reaching their individual potential and preparing them for the rigor of future educational experiences at PHS and beyond. COURSE OBJECTIVES: At the heart of the AP World History course are nine overarching "Habits of Mind," or historical thinking skills that drive and inform instruction and learning. My goal as a teacher is to provide meaningful instruction, activities, and projects that challenge students to develop these skills and move toward the following goals and objectives: WHAP Habits of Mind: The AP World History course addresses habits of mind or skills 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 multiple-choice 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). THE FIVE THEMES OF WORLD HISTORY: 1. Interaction between humans and the environment a. Demography and disease b. Migration c. Patterns of settlement d. Technology 2. Development and interaction of cultures a. Religions b. Belief systems, philosophies, and ideologies c. Science and technology d. The arts and architecture 3. State-building, expansion and conflict a. Political structures and forms of governance b. Empires c. nations and nationalism d. revolts and revolutions e. regional, trans regional, and global structures and organizations 4. Creation, expansion, and interaction of economic systems a. agricultural and pastoral production b. trade and commerce c. labor systems d. industrialization e. capitalism and socialism 5. Development and transformation of social structures a. gender roles an relations b. family and kinship c. racial and ethnic constructions d. social and economic classes Periodization: The course is broken into six units that follow the six chronological periods of history in which the five themes of history are repeatedly used. Period 1: Technological and Environmental Transformations, to c. 600 B.C.E. (2 weeks) Key Concept 1.1. Big Geography and the Peopling of the Earth Key Concept 1.2. The Neolithic Revolution and Early Agricultural Societies Key Concept 1.3. The Development and Interactions of Early Agricultural, Pastoral, and Urban Societies Period 2: Organization and Reorganization of Human Societies, c. 600 B.C.E. to 600 C.E. (4 weeks) Key Concept 2.1. The Development and Codification of Religious and Cultural Traditions Key Concept 2.2. The Development of States and Empires Key Concept 2.3. Emergence of Trans regional Networks of Communication and Exchange Period 3: Regional and Trans Regional Interactions, c. 600 C.E. to c. 1450 (8 weeks) Key Concept 3.1. Expansion and Intensification of Communication and Exchange Networks Key Concept 3.2. Continuity and Innovation of State Forms and Their Interactions Key Concept 3.3. Increased Economic Productive Capacity and Its Consequences Period 4: Global Interactions, c. 1450 to c. 1750 (6 weeks) Key Concept 4.1. Globalizing Networks of Communication and Exchange Key Concept 4.2. New Forms of Social Organization and Modes of Production Key Concept 4.3. State Consolidation and Imperial Expansion Period 5: Industrialization and Global Integration, c. 1750 to c. 1900 (4 weeks) Key Concept 5.1. Industrialization and Global Capitalism Key Concept 5.2. Imperialism and Nation-State Formation Key Concept 5.3. Nationalism, Revolution, and Reform Key Concept 5.4. Global Migration Period 6: Accelerating Global Change and Realignments, c. 1900 to the Present (6 weeks) Key Concept 6.1 Science and the Environment Key Concept 6.2 Global Conflicts and Their Consequences Key Concept 6.3 New Conceptualizations of Global Economy, Society, and Culture Class Structure Organization: Students are expected to read the required text according to the attached WHAP Pacing Guide (last page). Points will be assessed in some of the following ways: 1.) Daily bell work: students will receive big picture prompts to analyze and journal. These will be turned in weekly. 2.) Weekly chapter quizzes and note assessments: Students will take a chapter quiz each week and will turn in their self-generated notes with the test. 3.) Weekly in class activities associated with the chapter: students will work independently or with others to bring the book to life with day activities or multiday projects. 4.) In class end of unit exams and CCOT notes: students will take a unit exam at the end of each historical period and turn in their unit CCOT self-generated notes. 5.) Weekly writing/essay skill improvement activities: students will work on developing skills for the three AP essays which will involve many thesis statements, outlines, and practice essays (group and individual) to hone their ability to master the many components of each essay. 6.) Study group assignments: students will create a study group outside of school and will receive tasks/assignments specific for their groups to help break down material, navigate essays, and enrich the class. 7.) Primary source analysis: students will read primary sources and investigate their multiple lessons as well as complete assigned tasks unique to that document. 8.) Quarterly novel assignment: students will read a book each quarter and present their understanding to the teacher and/or class in a meaningful way. Points Breakdown: Task grades are based on the type of assignment, length of lesson, and complexity of completion. All formative assessments such as chapter and unit quizzes will be worth no more than 50% of the overall grade with classwork and activities the other 50%. Formal Grades are issued by Semester per PHS rules. Each 9 week grade is worth 40% and the Semester Final is worth 20%. The first semester final will be a full practice AP test graded with a college curve. The second semester final will involve review of the full course through multiple forms of questioning. Required Texts: The attached WHAP pacing guide and reading assignments come from World History: Preparing for the Advanced Placement Exam, an AMSCO Publication, ISBN 978-1-62974-845-0 In addition, students will be using The Earth and its Peoples: A Global History by Bulliet, ISBN 0-61824730-0 Supplementary Texts: There are a variety of supplemental texts that students will use in class to get a broader understanding of world history including but not limited to the following list: Worlds Together Worlds Apart Volume 2: A Companion Reader, by Pomeranz, Given, and Mitchell, ISBN 978-0-393-91161-9 Sources of the Western Tradition Volume 1: From Ancient Times to the Enlightenment, by Perry, Peden, and Von Laue, ISBN 0-395-47304-7 The Western Heritage since 1648, by Kagan, Ozment, and Turner, ISBN 0-02-361860-4 The Human Record: Sources of Global History to 1700, Volume 1 fifth edition, by Andrea and Overfield, ISBN 0-618-37040-4 World Tapestries: An Anthology of Global Literature, by Globe Fearon Publishing, ISBN 0-8359-18130 In addition to these books are single primary documents taken from a variety of websites, other textbooks, and teacher source material to be used throughout the year as needed. Tips for Student Success: “WHAP students should be the last one to turn the lights out,” Charles Hart Read Discuss what you read with others who are also reading Reorganize what you have read to make connections to other readings Analyze what you have read through structured AP esoteric methodology Enjoy doing the work On a more practical aspect, success comes through organization: Keep your binder in order Don’t get behind: set goals and deadlines and adhere to them (procrastination lets tasks pile up) If you feel like you are being buried, come talk to me or someone you trust to help you sort it all out. You are not alone! Create a schedule with all classes and extracurricular activities to help budget your time. Remember that grades are not earth shattering, the AP Exam is the reward Relieve stress and enjoy life. Sometimes you need to put down the book and take some play time. Great Student Links: http://apcentral.collegeboard.com/home - the official AP website with many helpful tools and links http://mrtylersocialstudies.weebly.com/ - my webpage for assignments, due dates, and documents https://www.youtube.com/watch?v=Yocja_N5s1I&list=PLBDA2E52FB1EF80C9 - John Green and his Crash Course series on World History. This may seem dorky but he does a great job in overviewing times in a quick, funny way. Mostly used for regular history courses but AP students should take note. http://www.historyteacher.net/APEuroCourse/APEuro_Main_Weblinks_Page.htm - for AP Euro, but still a great resource http://apworldhistory101.com/ - Overview of the five world regions with information and videos. https://www.getafive.com/ - Great resource with instruction and videos to help you ace the AP exam. http://legacy.fordham.edu/halsall/index.asp - a website so big you will never get through it all but great to find both relevant and obscure summaries and translated primary sources. Closing Thoughts: The WHAP course is designed to be rigorously structured in order to push students to their fullest potential. It mirrors college material and expectations, and yet these students are not in college. So all of us engaged in this endeavor must work together, especially at times when we believe the path to be too daunting or the student is not being as successful as he/she would normally be in the regular class. We also know that students who excel in AP course do far better in college than students who don’t, so hang in there. Together let us have a successful year! If you have any questions, comments, or concerns, please do not hesitate to contact me at any time through my email, website, or school phone messaging system. My preferred contact is through email and I will get back to you as quickly as possible. WHAP Reading Calendar The following is a calendar for the school year. Some changes may be necessary based on immediate needs or schedule changes. Specific deadlines will be provided regarding testing, deadlines, and reading schedules. Date Book Chapters Topics 06-07 August 10-14 August 17-21 August 24-28 August 31 Aug - 4 Sept 7-11 September 14-18 September 21-24 September 28 Sept - 2 Oct 5-9 October 12-16 October 19-23 October 26-30 October 2-6 November 9-13 November 16-20 November 23-27 November 30 Nov -04 Dec 7-11 December 14-18 December 21 Dec - 1 Jan Begin Semester 2 4-8 January 11-15 January 18-22 January 25-29 January 1-5 February 8-12 February 15-19 February 22-26 February 29 Feb - 4 March 7-11 March 14-18 March 21-25 March 28 March - 1 April 4-8 April 11-15 April 18-22 April 25-29 April 2-6 May 9-13 May 16-20 May 23-26 May Chap 1 Chap 2 Chap 3 Chap 4 Chap 5 Chap 6 Hunter Foragers to Settled Society First Civilizations Classical Greece and Persia The Roman World Classical India and China Early American Civilizations Review Period 1-2 Byzantine Empire and Kievan Rus Islamic World Through 1450 October Break Expansion of African Trade East Asia in the Post-Classical Era South and Southeast Asia 600-1450 Western Europe after Rome 400-1450 Mongols and Trans-regional Empires Americas on the Eve of Globalization Thanksgiving Review Period3 Western Europe Extends its Influence Finals Winter Break -----------------------------------------The Americas in The Early Colonial Era Africa in the Early Colonial Era Russia Unifies and Expands Islamic Gunpowder Empires East Asian Stability Meets foreign Traders Review Period 4 Enlightenment, Nationalism, Revolutions Industrial Revolution 1750-1900 Turkey, China, Japan, and the West Spring Break Global Links and Imperialism Review Period 5 WWI Era 1900-1919 The Interwar Years 1919-1939 WWII The Cold War Era Decolonization Post Cold War World 1990-Present Review Period 6 Student Projects and Final review Finals Chap 7 Chap 8 Chap 9 Chap 10 Chap 11 Chap 12 Chap 13 Chap 14 Chap 15 -----Chap 16 Chap 17 Chap 18 Chap 19 Chap 20 Chap 21 Chap 22 Chap 23 Chap 24 Chap 25 Chap 26 Chap 27 Chap 28 Chap 29 Chap 30 Essays Focus DBQ DBQ DBQ DBQ DBQ Comparative Comparative Comparative Comparative CCOT CCOT CCOT CCOT CCOT CCOT Practice ALL Practice ALL Practice ALL ---------Comparative CCOT Comparative CCOT DBQ Comparative CCOT Comparative DBQ Comparative CCOT Comparative CCOT Comparative DBQ AP Test May 12 ADVANCED PLACEMENT WORLD HISTORY COURSE, 2015-2016 To Mr. Tyler, I have read the syllabus and course description for AP World History. I have also studied the website for further rules. I understand my responsibilities in this course, the requirements to be successful, and that there will be more work than in a typical class. I will do my best to abide by class expectations. ________________________________________ ________________ Student Date I/we have read the course syllabus for AP World History. I/we understand the long-term benefits of the intellectual development offered by this course, and support my/our student’s enrollment in this course. I/we have also read the class rules and will do my/our best to have our student abide by class expectations. ________________________________________ ______________ Parent/Guardian Date _______________________________________ Parent/Guardian Date ______________