Download AP World History Syllabus - Mater Academy Lakes High School

AP World History Syllabus
This full-year course explores the expansive history of the human world. You will learn many
facts, but also the critical thinking skills necessary to analyze historical evidence. Five themes
will be used as a frame of reference in the chronological study of our world’s history; these
themes are: Interaction between humans and the environment; development and interaction
of cultures; state-building, expansion and conflict; creation, expansion, and interaction of
economic systems; and development and transformation of social structures.
An important skill you will acquire in the class is the ability to examine change over time,
including the causation of events as well as the major effects of historical developments, the
interconnectedness of events over time, and the spatial interactions that occur over time that have
geographic, political, cultural, and social significance. It is important for each student to develop
the ability to connect the local to the global, and vice versa. You also will learn how to compare
developments in different regions and in different time periods as well as contextualize important
changes and continuities throughout world history.
Course Text and other Reading:
Main text: Tignor, Robert et al. Worlds Together, Worlds Apart: A History of the World from
the Beginnings of Humankind to the Present, Fourth Edition. New York, New York: W.W.
Norton & Company, 2014. Print.
Primary/Secondary sources: Reilly, Kevin. Worlds of History, A Comparative Reader, Volume
One: To 1550. 4th ed. Vol. 1 Boston: Bedford/St. Martin’s, 2010.
Primary/Secondary source: Reilly, Kevin. Worlds of History, A High School Edition: A
Comparative Reader. 5th ed. Vol. 1 Boston: Bedford/St. Martin’s, 2013.
AP World History Test Prep: Cox, Phil et al.World History: Preparing for the Advanced
Placement Examination. AMSCO School Publications, INC., Perfection Learning, 2015. Print.
Course Materials:
•
•
•
•
One 3 ring binder dedicated for this class only.
Colored pencils for labeling and creating maps, charts, graphs, and timelines.
Notebook paper
Pens/Pencils
Sample Assignments and Assessments:
•
Textbook Readings from Worlds Together, Worlds Apart
•
•
•
•
•
•
•
•
•
•
Utilization of SPICE acronym (Social, Political, Interaction, Culture, Economic) =
Students will use this acronym to analyze and identify characteristics of the early river
civilizations and the first states.
Writing Assignments= Students will learn how to properly write the three types of
historical essays found on the AP World History examination. The three essay types are:
Compare and contrast; continuity and change over time; and lastly a document based
essay.
Analysis of historical documents= Students will be presented with numerous documents
that focus on key concepts and ideas presented within the six units of this course. The
sources will include both primary and secondary sources, which will be used as a guide to
aid students understand the key concepts of each unit in this course.
Maps/Charts/Graph analysis= Students will learn how to analyze graphics that will be
on the AP World History examination.
Harkness Discussions= Students will lead their own class discussions after modeling by
the instructor, in order for the students to discuss the subject matter with each other,
which personalizes the subject material for the students.
Notes= Students will properly outline their notes and be presented with different types of
note taking strategies.
Think/Pair/Share= Allows students the opportunity to work with a partner to analyze
historical sources together. This activity will be utilized when students are instructed to
analyze DBQ sources such as graphs, charts, maps, or journal and diary entries.
Vocabulary Cards= Students will create vocabulary cards of the key terms from each
assigned chapter. Students will not only define the word, but also mention historical
significance.
Reading Quizzes= Students will complete a multiple choice and short/long response
assessment based on their chapter readings throughout the school year.
Unit Tests= Students will complete a multiple choice and essay examination which
assesses their knowledge of the material taught and discussed with regard to the unit
being assessed.
Unit 1= Technological and Environmental Transformations, to c.
600 B.C.E.:
•
•
•
Key Concept 1.1= Big Geography and the Peopling of the Earth.
Key Concept 1.2= Neolithic Revolution and Early Agricultural Societies.
Key Concept 1.3= Development and Interactions of Early Agricultural, Pastoral, and
Urban Societies.
Key Topics= Impact of geography/environment on humans; Agricultural and Urban
Revolutions; Nomadic groups and pastoralists; Early Civilizations: Middle East, South Asia,
East Asia, the Americas, Africa, and Oceania; Early and developing religious beliefs;
Expansions of local trade to regional and transregional trade.
Unit 2= Organization and Reorganization of Human Societies, c. 600
B.C.E. to c. 600 C.E.
•
•
•
Key Concept 2.1= Development and Codification of Religious and Cultural Traditions.
Key Concept 2.2= Development of States and Empires.
Key Concept 2.3= Emergence of Transregional Networks of Communication and
Exchange.
Key Topics= Classical Civilizations (Han, Mediterranean, Indian, and Persian); Major
belief/religious systems: Zoroastrianism, Judaism, Christianity, Buddhism, Hinduism, Shinto,
Confucianism, Daoism; Migrations (Huns, Bantu, Aryans, Germanic Tribes); Spread of religion
through trade; Silk Road; Women of the ancient world.
Unit 3= Regional and Transregional Interactions, c. 600 C.E. to c.
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.
Key Topics= Islamic World, the Crusades and Schism in Christianity; European/Japanese
feudalism; Mongols across Eurasia and urban destruction in SW Asia, Black Death;
Bantu/Polynesian migrations; Great Zimbabwe and Mayan empires and urbanizations;
Aztec/Incan empires and urbanization; Improved maritime technology.
Unit 4= Global Interactions, c.1450 to c. 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
Key Topics= Transformation 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, SW Asian Trade Networks, and Ming slave
trade/Rise of Qing); Labor Systems in the Atlantic World (Africanization of Americas);
Columbian Exchange; Expansion of Global Economy and Absolutism (Muslim, Tokugawa, and
Romanov Empires); Effects of Atlantic Slave in West Africa, resistance to slave trade, and
expansion of Islam in sub-Saharan Africa.
Unit 5= Industrialization and Global Integration, c. 1750 to c. 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
Key Topics= 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; Reaction to industrialism
and modernization.
Unit 6= Accelerating Global Change and Realignments, c. 1900 to
the 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
Key Topics= 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.
Review for AP World History Examination
•
•
•
Review for each AP Exam by Course Description units, vocabulary quizzes covering
several units, and comprehensive final exams in each subject.
Students will participate in a mock AP World History Examination.
Students will participate in discussion on how to use content of the course, out of the
classroom in their everyday experiences.
Ms. Couso
World History
I have read the AP World History course syllabus. It will require dedication and commitment on
my part to be successful. I understand the expectations presented herein.
Homework/Classwork Expectations
•
Ample notice will be given for any assignment, quiz, or exam. The amount of work depends on the unit being
covered in class. There are assigned pages to read, take notes on and review every night. All information will be posted
on the course’s website.
•
Key terms & people are covered in each unit.
•
Quizzes are administered frequently, student can expect short quizzes almost every time a new reading is
assigned as homework. However, the quizzes range from using fill-in-the-blank, short answer, and/or multiple-choice
questions.
•
Exams will be given at the end of each unit and will consist of 50-100 multiple-choice questions. Chapter
tests may also have an FRQ similar to the AP test.
•
Completed learning guides for each unit must be completed for grading on the day of the test.
•
Other assignments given to students are class presentations, group projects, and papers. These assignments
vary with the unit being covered.
•
There will be no curve for any assignment.
•
Make up work will be provided only if the absence was excused. Students have 48 hours to ASK for the
make-up work. It’s the student’s responsibility to obtain and submit the make-up work within the specified time
period.
•
There will be no extra credit opportunities.
•
All writing assignments must be submitted thru www.turnitin.com Students will receive the necessary
account information in class.
Grading
Tests …………….. ……………... 30 %
Quizzes/Projects……..…..……….. 25%
Classwork………………………… 15%
Homework………………….…….. 20%
Participation……………………… 10%
Student’s Name: ______________________________________ Period: _____
Student’s Signature: ______________________________________________
Parent’s/Guardian’s Name: _________________________ Phone: ____________________
Parent’s/Guardian’s Email Address: ____________________________________________
Parent’s/Guardian’s Signature: ________________________________________________
Parent’s or guardian’s preferred method of contact (please check one):
_______phone call
_______via email