Download WORLD HISTORY

ADVANCED PLACEMENT WORLD HISTORY
COURSE SYLLABUS
Ms. Marlowe: [email protected]
B Hall Room 281
Course Description
AP World History is a rigorous college level course that explores our world’s past. This year long history course is
intended to provide the student with an understanding of the base upon which the modern world was built. This course
is not similar to other 10th Grade World History classes. This course is designed to begin with an introduction from the
ancient world and includes major emphasis upon the religious, cultural, and political aspects of European, African, and
Asian history. A balanced approach will be taught covering the continents of Europe, Asia, Africa, Oceania, and the
Americas. The course will be centered on an examination of the five themes of World History across the five continents
spanning from 8,000 B.C.E. to the present. The course will emphasize reading, writing, and reasoning; while embracing
AP “habits of the mind” and writing strategies.
Course Philosophy
AP World History is designed with college-level expectations for all students. The course will be delivered/taught with a
student-centered, 21st century knowledge and skills philosophy that will place the responsibility for learning on the
student.
Course Goals
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Gain an understanding of the five themes and AP Habits of the Mind
Know relevant information about the past as it relates to topics and the five themes
Develop time management, organization, and study skills
Read primary and secondary sources critically
Construct and evaluate historical arguments using historical evidence
Identify, analyze, and evaluate historical causes and effects, patterns of continuity and change over time, and
major turning points in history.
Create interpretations of the past using a wide range of historical evidence.
Identify patterns of the historical processes.
Compare societies/events in World History and connect historical developments to specific circumstances of
time and place.
Become more efficient and effective writers and oral communicators.
Develop an understanding of what is necessary for success at the college level.
Become a global citizen.
Themes and AP World History:
Students in this course must learn to view history thematically. The AP World History course is organized around five
overarching themes that serve as unifying threads throughout the course, helping students to relate what is particular
about each time period or society to a “big picture” of history. The themes also provide a way to organize comparisons
and analyze change and continuity over time. Consequently, virtually all study of history in this class will be tied back to
these themes by utilizing a “SPICE” acronym. See handout for more details.
The Five Themes of AP World History:
Theme 1: Interaction between humans and the environment
Theme 2: Development and interaction of cultures
Theme 3: State‐building, expansion and conflict
Theme 4: Creation, expansion, and interaction of economic systems
Theme 5: Development and transformation of social structures
Required Supplies:
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Large 3-ring binder
Package of __ dividers
Lined notebook paper
Blue, Black, Red Pens
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Pencils
Colored pencils
3 x 5 index cards
Classroom Donations: One of the following: ream of copy paper, hand sanitizer, box of tissues, or package of
whiteboard markers (Any help would be greatly appreciated.)
Optional Supplies:
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AP WORLD HISTORY Preparation guide book (There are many options available online for a reasonable price. Just
make sure the guidebook is not dated prior to 2011-2012 school year, because the curriculum changed in that
year.)
An index card file box (to store/organize the index cards) is recommended.
Textbook: Strayer, Robert. Ways of the World
Class Expectations
AP World History is the equivalent of a college-level survey course in world history. Like college students, you are
expected to read the assigned pages in the textbook as listed in the unit calendars and take notes in the charts and types
of graphic organizers provided by the teacher. In designing this course, the College Board aimed to help you gain the
higher-order thinking skills you will need to be successful in college. Most of the work in this class will have to be done as
homework. There will be significant reading requirements, and students will be expected to perform at a higher level
than previously expected. You will rise to the challenge. The discipline requirement for this class is simple: be on time,
be prepared, be respectful, and be productive.
Writing Workshops
Every week will have a writing workshop. Students will be introduced to thesis development, essay
structure/organization, and the use of evidence several essay assignments. Many of the essays will require revision.
Students should be mindful of upcoming workshops and assignments due.
Additional Unit Readings and Assignments:
For some of the units, students will select two-four additional readings from the reading list provided in class on one
topic from the unit. The student will have to analyze and compare and contrast the additional readings to each other
and with the information in the text. Or, students will select a topic and find 3-5 primary sources to read and analyze for:
historical context, purpose and /or intended audience, author’s point of view, type or source, and tone.
For a final project student must select one course theme and identify the continuity and change that develops through
out the semester. At least 4 specific examples must be identified over the course.
Student Evaluation
Exams—Exams will be created in a number of different forms. Traditional objective formats (multiple choice, fill-in-theblanks, matching) will be common, as will short answer, short essay, and essays formats. The purpose is to prepare for
the AP WORLD HISTORY EXAM as well as for further academic success.
Essays—Students will have plenty of practice in writing essays in this class. I will have plenty of practice in reading and
grading them. Students will receive a rubric by which to evaluate their own effectiveness in writing a historical essay.
Webquests—These assignments will create skill in utilizing web resources for research. These efforts will be evaluated
by means of a rubric taught explained before the project begins.
Group Projects—Students will receive individual grades for group projects.
Homework/Daily Work: These assignments include but are not limited to: weekly reading assignments, snapshot
maps/theme charts, note card assignments, document analysis, peer essay review, class discussions/debates, graphic
organizers, thesis writing, and essay outlines
Quizzes- Students will periodically be assessed before the unit exam. These quizzes will be created in a number of forms
including, but not limited to: short answer, multiple choice, map assessments, vocabulary assessments, class
discussions/debates,
EOCT—All students enrolled in World History are required to take an End of Course Test.
Final Exam—All students will take a final exam in this course in preparation for the AP WORLD HISTORY EXAM.
GRADE DISTRIBUTION: Grades are earned by the student, not given by the teacher.
Essays: COT/COMP/DBQ
Quizzes
Tests
Daily Work/Homework/Daily Assessments
EOCT
30%
25%
30%
15%
20%
A
B
C
F
90 – 100
80 - 89
70 - 79
0 - 69
All homework assignments should be turned in, on time, at the beginning of class. The Final Exam is cumulative so it is
very important to keep up with your notes and assignments and to stay organized. This will help you when it is time for
the final. You should keep all assignments/notes in your notebook, in order divided by unit. Students are encouraged to
make arrangements for tutoring if they are having trouble with an assignment and/or concept before the test or before
an assignment is due.
**For additional information you may visit my website where you will find class notes, handouts, slideshows, helpful
links, enrichment materials, etc.
http://sites.jackson.k12.ga.us/emarlowe/
College Board Framework for AP World History:
http://apcentral.collegeboard.com/apc/public/repository/AP_WorldHistoryCED_Effective_Fall_2011.pdf
Course Schedule
Period 1 –Technological and Environmental Transformations to 600 B.C.E.
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
Time Period:
2 weeks
Textbook Chapters: 1, 2, 3
Topics for Discussion
 Paleolithic Age and Human Migration
 Development and spread of agriculture and the Neolithic Revolution
 Basic features of early civilizations: Mesopotamia, Egypt, Kush, Indus, Shang; Mesoamerican and Andean
 How does a civilization interact with its environment?
Period 2 –Organization and reorganization of Human Societies, 600 B.C.E to 600 C.E.
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
Time Period:
4 weeks
Textbook Chapters 4, 5, 6
Topics for Discussion
 Major Belief systems: Hinduism, Buddhism, Judaism, Christianity, Confucianism, and Daoism; polytheism and
shamanism
 Classical civilizations: Greece, Rome, China and India including migrations of the Huns, Germanic tribes
 Interregional trade networks by 600 CE and spread of belief systems
 Silk Road trade networks, Chinese model and urbanizations
Period 3: Regional and Transregional Interactions, c. 600 C.E. to 1450
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
Time Period:
6 weeks
Textbook Chapters
Topics for Discussion
 The Islamic World, the Crusades and Schism in Christianity
 European and Japanese feudalism
 Mongols across Eurasia and urban destruction in SW Asia, Black Death
 Bantu and Polynesian migrations
 Great Zimbabwe and Mayan empires and urbanizations
 Aztec and Incan empires and urbanization
 Ming Treasure Ships and Indian Ocean trade (Swahili Coast)
Period 4: Global Interactions 1450 to 1750
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
Time Period: 6 weeks
Textbook Chapters
Topics for Discussion
 Transformations in Europe – Renaissance to Scientific Revolution
 Encounters and Exchange: Reconquista, Europe in Africa, Spanish in the Americas
 Encounters and Exchange: Portuguese and Indian Ocean Trade networks, Southwest
 Asian trade networks and the Ming Slave trade/Rise of Qing
 Labor Systems in the Atlantic World—The Africanization of the Americas
 The Columbian Exchange in Atlantic and Pacific Context
 Expansion of Global Economy and Absolutism: Muslim, Tokugawa, and Romanov empires
 Effects of the Atlantic Slave Trade on demography in West Africa, resistance to the Atlantic slave trade, and
expansion of Islam in sub‐Saharan Africa
Period 5: Industrialization and Global Integration, 1750 to 1900
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
Time Period: 7 weeks
Textbook Chapters
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 and Egypt
 Imperialism and Modernization
 Anti‐Slavery, suffrage, labor movements, anti‐imperialist movements, non‐Industrial reactions
 Reaction to industrialism and modernization
Period 6: Accelerating Global Change and Realignments, 1900 ‐ Present
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
Time Period: 7 weeks
Textbook Chapters
Topics for Discussion
 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
AP EXAM REVIEW Period:
Time Period: 2 weeks
Classroom Expectations
 Be Prepared
o Bring your notebook, textbook, and writing utensils EVERY DAY. No leaving class to go to your locker.
o Be on time and in your seat working on the bell assignment when the bell rings. You will be considered
late if you are not in your desk when the bell rings.
o Turn in assignments on time and be working on the bell assignment when the bell rings.
o It is YOUR job to see me about makeup work.
o Sleep at home, not school. 
o Be prepared to participate in classroom discussions.
o Be prepared to challenge yourself.
 Be respectful
o Respect your classmates. Don’t tease, interrupt, or argue with your classmates.
o Express your concerns and/ or appeals with teacher privately before/ after class or submit to teacher in
writing after class.
o To respond, do not speak out of turn, but raise your hand and wait patiently.
o Remain in your seat until the bell rings.
o Respect the rights and property of others.
o Be courteous to your teacher and your classmates.
o Abstain from eating, drinking and grooming in our classroom.
 Be Responsible
o Turn in assignments on time. Revise work when requested.
o If you are absent, make arrangements to get your make-up work.
o Create a plan to complete assignments ahead of time, so you are not stuck pulling an “all-nighter.”
o Create a weekly homework/study schedule.
o Do your best they can, on every assignment, no matter how large or how small.
o Challenge yourself to step out of your comfort zone. Don’t be afraid to ask questions or state your
opinion.
Consequences for rule violations:
 1st offense: Verbal Warning/conference with teacher
 2nd offense: Detention
 3rd offense: Parental Contact
 4th offense: Referral to advisor
 5th offense: Administrative referral
**Certain infractions will automatically result in an administrative referral.
Student Tardiness
 1st Tardy: Warning
 2nd Tardy: Parent Contact
 3rd Tardy: Detention
 4th Tardy: Parental Suspension (loss of exam exemption)
 5th Tardy: Parental Suspension and/or driving/parking privilege revoked
 6th Tardy: Behavior Contract
Parents/Students: Please sign below to indicate that you have read and understand the grading procedures and the
classroom expectations.
Student Name: _______________________ Student Signature:_____________________________
Parent Signature: ____________________Parent Email address (if applicable): ________________________________
Parents/Students: Please sign below to indicate that you have read and understand the grading procedures and the
classroom expectations.
Student Name: _______________________ Student Signature:_____________________________
Parent Signature: ____________________Parent Email address (if applicable): ________________________________
Parents/Students: Please sign below to indicate that you have read and understand the grading procedures and the
classroom expectations.
Student Name: _______________________ Student Signature:_____________________________
Parent Signature: ____________________Parent Email address (if applicable): ________________________________
Parents/Students: Please sign below to indicate that you have read and understand the grading procedures and the
classroom expectations.
Student Name: _______________________ Student Signature:_____________________________
Parent Signature: ____________________Parent Email address (if applicable): ________________________________
Parents/Students: Please sign below to indicate that you have read and understand the grading procedures and the
classroom expectations.
Student Name: _______________________ Student Signature:_____________________________
Parent Signature: ____________________Parent Email address (if applicable): ________________________________