Download Syllabus - swofford.org

AP World History (This is a labor intensive course)
Course Overview
The AP® World History course provides a lens through which to understand history and a
foundation from which to view the complexities of today’s global arena. Its emphasis on encounters
and interactions provides a framework that is especially important. The general contours of our AP
World History course, in terms of content covered and skills developed, are shaped by the dynamics
of continuity and change across all five themes as well as the “habits of mind” outlined in the AP
Course Description. These overarching themes and the habits of mind foster critical thinking and
encourage students to develop their own abilities and to truly be part of the learning process. The
course, which adopts the periodization approach to analyzing global events and interactions from the
foundations of history to the present, is designed to challenge students to become “owners” and
creators of independent ideas by maintaining a student-centered classroom environment. One goal
for the course is to provide an engaging and rigorous curriculum that motivates students. The longterm objective is for students to demonstrate an understanding of how the big picture of world
history assists in understanding the complexities of today’s global arena. Additionally, it is expected
that students who wish to take the AP Exam will be prepared for that challenge.
Main Text
The Earth and Its Peoples, by Richard Bulliet et. al., Boston: Houghton Mifflin;3rd AP ed., 2004.
Website
www.swofford.org click on AP World History. All homework, study guides, lectures, and other
important information on the course can be found on the site.
User Name: APWorld (with capital letters)
Password: swofford
Primary Sources Document Reader
The Human Record Volume 1, By Alfred Andrea and James Overfield, Boston: Houghton Mifflin; 5th
Ed., 2004.
The Human Record Volume 2, By Alfred Andrea and James Overfield, Boston: Houghton Mifflin; 5th
Ed., 2004.
UNIT 1 Primary Source Resources
•selections from Hammurabi’s Code
• Selections from The Epic of Gilgamesh
• The Hymn to the Nile
• The Ten Commandments
• The Sermon on the Mount
UNIT 2 Primary Source Resources
• Selection from The Republic
• Selection from the Classic of History (Shu Jing)
• Selection from Confucius’ Analects
• Selection from Ashoka’s Rock and Pillar Edicts
• Selection from Constantine’s Edict of Toleration
• Selection from The Art of War
• Setting in Motion the Wheel of the Law
UNIT 3 Primary Source Resources
UNIT 4 Primary Source Resources
 Selection from Bernal Diaz’s The True Story of the
Conquest of Mexico (Montezuma’s death)
• Selection from Bartoleme de Las Casas’ Brief Account
of the Devastation of the Indies
• Selection from Christopher Columbus’s journal—The
First Voyage of Christopher Columbus
 Corpus Juris Civilis
• Selection from The Qu’ran
• A Mirror for Princes
• Collection of Chinese poetry from the Tang
and Song dynasty (Li Bao,etc.)
• Selection from Sci Shonagon’s The Pillow
Book
• Selection from Eisai’s Drinking Tea for Long
Life
• Selection from the Mayan Popol Vuh
• Ordinances of the Merchants
• Urban II’s Call for the Crusades
• Selection from Bahul ad-Din’s Saladin’s
Courage and Steadfastness
• Selection from Ibn Battuta’s Travels in Africa
• Selection from Sundiata: An Epic of Old Mali
• Selection from the Magna Carta
• Selection from The Decameron
• Selection from The Travels of Marco Polo
• Letters from the King of the Kongo to the King of
Portugal
• Selection from Tokugawa Iemitsu’s Exclusion of the
Portuguese; Closed Country Edict of 1635
• Selection from Yamaga Soko’s The Way of the
Samurai
• Selection from Matteo Ricci’s Journal
• Selection from a Confucian Morality Book—
Meritorious Deeds at No Cost
• Selection from Niccolo Machiavelli’s The Prince
• Selection from Martin Luther’s 95 Theses
• Selection from Peter the Great—Edict and Decrees—
Learning from Europe
• Selection from Cardinal Richelieu’s The Political
Testament
• Selection from the English Bill of Rights
• Art from the Renaissance, the Mughals (miniatures),
and Ming art, including porcelain
UNIT 5 Primary Source Resources
• The American Declaration of Independence
• The Declaration of the Rights of Men and The
Declaration of the Rights of Women
• Selection from Wollstonecraft’s Vindications of the
Rights of Women
• Selection from Edward Jenner’s An Inquiry into the
Causes and Effects of the Variole Vaccine
• Selection from the Records of the Maji Maji
Rebellion
• Selection from Rudyard Kipling’s “The White
Man’s Burden”
• Selection from Kangxi’s Self Portrait
• Selection from Lin Zexu’s Letter to Queen Victoria
(opium)
• Selection from The Treaty of Nanjing
• Selection from Mitsui Takafusa’s Some
Observations on Merchants
UNIT 6 Primary Source Resources
Helpful Websites
www.collegeboard.com
www.learner.org/courses/worldhistory/
www.regentsprep.org
http://www.hippocampus.org/
• Selection from Wilfred Owen—Dulce et Decorum Est
• Selection from Woodrow Wilson—Fourteen Points
• The Balfour Declaration
• Selection from Lazaro Cardenas’s Speech to the
Nation
• Selection of twentieth-century propaganda posters—
World War I, Russian
Revolution, World War II, the Cultural Revolution,
peace protests in the
nuclear world
• Selection from the Muslim Brotherhood’s Toward the
Light
• Selection from James Aggrey’s Parable of the Eagle
• Selection from Gandhi’s Indian Home Rule
 Selection from Nehru’s On the • Colonial
Revolution
• Selection from Joseph Stalin’s The Results of the First
Five-Year Plan
• Selection from the U.S. Strategic Bombing Survey—
The Effects of the
Atomic Bomb
• Israeli Proclamation of Independence
http://worldhistoryforusall.sdsu.edu/
http://college.cengage.com/history/world/bulliet/earth_peoples/2e/students/ace/index.html
Other Resources
2007 AP World History Released Exam (College Board)
2003–2009 AP World History Essay Questions, Rubrics and Student Samples (AP Central)
*Cracking the AP World History Exam: Student Study Guide. Princeton Review, 2004.
Document-Based Assessment Activities for Global History Classes by Noonan (J., Weston Walch, 1999)
DBQ Practice: 10 AP-Style DBQs (Williams, ed., Social Studies School Services, 2004)
Fast Track to A 5: Preparing for the World History Examination (Adams, McDougal Littell)
A variety of other primary and secondary sources will be used during the course. Check my
website (www.swofford.org) frequently for electronic versions of those sources or links to relevant
websites.
Course Requirements
 Prepare to take the AP Exam in May.
 Actively participate in class and complete all assignments thoroughly and Attend class daily,
arriving on time.
 Make up work when absent—contact instructor and send assignments due electronically if
possible; make prior arrangements for planned absences.
 Keep a well-organized and complete notebook for the entire year; bring to class daily. Use the
charts and lecture and reading notes in your notebook to study for tests. Ask for help if your
notebook is incomplete.
 Form a study group for tests and other large assignments, such as the study cards created to
help you master the vocabulary you will encounter in the multiple-choice questions.
 Ask instructor for help if needed—I am committed to supporting your efforts!
 Challenge yourself to work hard and maintain high standards.
 Take advantage of opportunities to redo work for mastery of the content and skills of the
course.
Grading Policy
Grades will be based on points and added up to a final quarterly grade based on the following: 93
percent and above—A; 85 percent and above—B; 77 percent and above—C, 70 percent and above—D;
below 70 percent—F.
Tests and DBQ’s - 40%
Chapter Quizzes/Short Essays – 30%
Chapter Outlines, Class Activities, article reviews, and at home assignments - 20%
UNIT Projects-10%
Almost half of your grade is based on your ability to write cohesive essays and master material for
multiple choice tests, responsibility for mastering the material rests with you. Parents, please keep in
mind when you establish expectations for your child’s performance that this is a college level class
and the level is difficult and demanding for high school students. My primary objective is the
improvement of student information processing skills, with an emphasis on improving their ability to
analyze and evaluate the relative significance of historical data, and a corresponding ability to
express those ideas through the written word. Students who successfully complete the course stand a
good chance of making a passing grade on the Advanced Placement World History Examination in
May. Please continue to have high expectations for your child while being supportive and
understanding of the fact that they are being asked to perform at a higher level than they have been
accustomed to in the past.
Purpose and Organization of Course Activities
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. For example, almost every day in class we will analyze primary sources
both texts and visuals. This primary source analysis will help you directly with the tasks required for
the Document-Based Question (DBQ) essay on the exam, but the daily use of historical materials also
will help you practice using evidence to make plausible arguments. You also will become expert at
identifying point of view, context, and bias in these sources.
A second important habit of mind you will develop over the year is assessing issues of change and
continuity over time, including the capacity to deal with change as a process and with questions of
causation. You will constantly be keeping track of changes in history through the annotated timelines
and maps you will construct both in class and for homework in all five units. Moreover, these
timelines and maps will help you see global patterns and processes over time and space
while also connecting local developments to global ones and moving through levels of
generalizations from the global to the particular. This skill will be especially useful for writing the
Change Over Time essay on the AP World History Exam and often is a major focus in upper-level
college courses in the social sciences as well as in the discipline of science. About two or three times
in each unit, we will conduct whole-class seminars where you will discuss diversity of interpretations
that historians present in your textbook and in other secondary sources such as articles given to you
by the teacher. We also will do simulations and debates that challenge you to address questions
about human commonalities and differences and the historical context of culturally diverse ideas and
values.
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.
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 crossperiod questions.
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
• 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
Course Outline
Unit One: Technological and Environmental Transformations, to c. 600 B.C.E.
1. World History in Place and Time
• Interaction of geography and climate with the development of human society
• Major population changes resulting from human and environmental factors
• Nature and causes of changes
• Continuities and breaks within the course—what “works” and doesn’t?
2. Developing Agriculture and Technology
• Agricultural, pastoral, and foraging societies and their characteristics
• Emergence of agriculture and other technological change
• Nature of villages
• Effects of agriculture on the environment and peoples
3. Basic Features of Early Civilizations in Different Environments
• Political and social structure of: Mesopotamia, Egypt, Indus, Shang, Mesoamerican
and Andean South America
Possible UNIT 1 Essay Topics: (Students will do two of the following or similar topics during the
UNIT)
1. Compare and contrast life in foraging societies with life in agricultural societies after the
Agricultural Revolutions.
2. Compare and contrast the basic features of TWO of the following religious systems prior to
600 C.E. Polytheism, Judaism, or Christianity.
Unit Two: Organization and Reorganization of Human Societies, c. 600 B.C.E. to c. 600 C.E.
1. Classical Civilizations
• Major political developments in China, India, and the Mediterranean
• Social and gender structures
• Major trading patterns within and among Classical civilizations
• Arts, sciences, and technology
2. Late Classical period (200 ce to 600 ce)
• Collapse of empires (Han, Western Roman Empire, Gupta)
• Movements of peoples (Huns, Germans)
• Interregional networks by 600 ce: trade and religious diffusion
3. Major Belief Systems
• Basic features of major world belief systems prior to 600 ce
• Physical place of each belief system by 600 ce: Polytheism, Hinduism, Judaism,
Confucianism, Daoism, Buddhism, Christianity
Possible UNIT 2 Essay Topics: (Students will do two of the following or similar topics during the
UNIT)
1. Analyze similarities and differences in methods of political control in TWO of the following
empires in the Classical period. Han China (206 B.C.E.–220 C.E.), Mauryan/Gupta India (320
B.C.E.–550 C.E.), Imperial Rome (31 B.C.E.–476 C.E.)
Students will do one practice DBQ on topics dealing with the UNIT and will do one graded DBQ
during the UNIT Exam.
Unit Three: Regional and Transregional Interactions, c. 600 C.E. to c. 1450
1. The Islamic World
• The rise and role of Dar al-Islam in Eurasia and Africa
• Islamic political structures
• Arts, sciences, and technologies
2. Interregional networks and contacts
• Development and shifts in interregional trade, technology, and cultural exchange:
Trans-Sahara trade, Indian Ocean trade, Silk routes
• Missionary outreach of major religions
• Contacts between major religions, e.g., Islam and Buddhism, Christianity and Islam
• Impact of the Mongol empires
3. China’s Expansion
• The Tang and Song economic revolutions and the early Ming dynasty
• Chinese influence on surrounding areas and its limits
4. Developments in Europe
• Restructuring of European economic, social, and political institutions
• The division of Christendom into Eastern and Western cultures
5. Social, Cultural, Economic, and Political Patterns in the Amerindian World:
• Maya, Aztec, Inca
6. Demographic and Environmental Changes
• Causes and effects of the nomadic migrations on Afro-Eurasia
• Bantu migrations
• Consequences of the plague in the fourteenth century
• Growth and role of cities
Possible UNIT 3 Essay Topics: (Students will do two of the following or similar topics during the
UNIT)
Compare the social and economic characteristics of the Muslim caliphates and the Mongols in the
Middle East from 600 to 1450.
Evaluate the political changes and continuities over time in western and eastern Europe from 600
to 1450.
Evaluate the cultural changes and continuities over time in Mesoamerican society from 600 to
1450.
Students will do one practice DBQ on topics dealing with the UNIT and will do one graded DBQ
during the UNIT Exam.
Unit Four: Global Interactions, c. 1450 to c. 1750
1. Changes in Trade, Technology, and Global Interactions
2. Knowledge of Major Empires and Other Political Units and Social Systems
• Ottoman, China, Portugal, Spain, Russia, France, England, Tokugawa, Mughal
• African empires: Kongo, Benin, Oyo, Songhay
• Gender and empire
3. Slave Systems and Slave Trade
4. Demographic and Environmental Changes:
• Diseases, animals, new crops, and comparative population trends
5. Cultural and Intellectual Developments
• Scientific Revolution and the Enlightenment
• Comparative global causes and effects of cultural change
• Changes and continuities in Confucianism
• Major developments and exchanges in the arts
Possible UNIT 4 Essay Topics: (Students will do two of the following or similar topics during the
UNIT)
 The Period 1450-1750 witnessed important transformations in Africa. Trace significant
changes and continuities in TWO of the following areas. Social, political, economic
 Describe changes and continuities in the political structure of the Middle East from 1400 to
1750.
 Europeans’ changing world-view had enormous impact following the end of the Middle Ages.
Evaluate cultural and intellectual changes and continuities in Europe in the period 1450-1750.
Students will do one practice DBQ on topics dealing with the UNIT and will do one graded DBQ
during the UNIT Exam.
Unit Five: Industrialization and Global Integration, c. 1750 to c. 1900
1. Changes in Global Commerce, Communications, and Technology
• Changes in patterns of world trade
• Causes and effects of the Industrial Revolution: political, economic, social,
environmental
2. Demographic and Environmental Changes
• Migrations, the end of the Atlantic slave trade, new birthrate patterns, food supply
3. Changes in Social and Gender Structure, Especially as Related to the Industrial Revolution
4. Political Revolutions and Independence Movements and New Political Ideas
• Revolutions in the United States, France, Haiti, Mexico, China, Latin America
• Rise of nationalism, nation-states, and movements of political reform
• Rise of democracy and its limitations
5. Rise of Western Dominance
• Imperialism
• Cultural and political reactions
Possible UNIT 5 Essay Topics: (Students will do two of the following or similar topics during the
UNIT)
 European colonization had a significant impact on the systems of government of the New
World. Discuss changes and continuities in the political system of ONE of the following areas
during the period 1450-1750. North America, Mesoamerica, the Caribbean, or South America.
 Compare and contrast the causes, goals, and effects of “old imperialism” and New
Imperialism in Africa.
 Compare and contrast the rise of nationalism in China and India from 1850 until 1914.
Students will do one practice DBQ on topics dealing with the UNIT and will do one graded DBQ
during the UNIT Exam.
Unit Six: Accelerating Global Change and Realignments, c. 1900 to the Present
1. Wars and Diplomacy
• The World Wars, Holocaust, Cold War, international organizations
• Globalization of diplomacy and conflict
• Reduction of European influence
• League of Nations, United Nations, European Union, nonaligned nations.
2. Patterns of Nationalism
• Decolonization: its political, economic, and social causes and effects
• Genocide
• Rise and fall of the USSR
3. Effects of Major Global Economic Developments
• The Great Depression: political, social, and economic causes and effects
• Development of the Pacific Rim and multinational corporations
4. Social Reforms and Social Revolutions
• Changing gender roles; family structures; rise of feminism
• Marxism in its various forms
5. Globalization of Science, Technology, and Culture
• Developments in global cultures and regional reactions
• Patterns of resistance against technology
6. Demographic and Environmental Changes
• Migrations; explosive population growth; new forms of urbanization; deforestation
and environmental movements
Possible UNIT 6 Essay Topics: (Students will do two of the following or similar topics during the
UNIT)
 Discuss the political changes and continuities experienced in ONE of the following nations
from World War I to the end of World War II. Argentina, Brazil, Mexico
 Compare and contrast the economic and political responses to the global depression of Two of
the following.
 Compare and contrast the struggle for independence in TWO of the following nations.
Algeria, Ghana, Kenya, or South Africa
Course Expectations
 Extra Credit:
This class follows an introductory college level World History curriculum, therefore
Extra credit will NOT be available. It is imperative that every assignment be completed
to the best the student’s ability.

Academic Dishonesty:
This applies to both written and oral presentations. Examples of academic dishonesty
include, but are not limited to the following: the willful giving or receiving of
unauthorized text, unfair, dishonest, or unscrupulous advantage in academic work over
students using fraud, duress, theft, trickery, signs, gestures, copying, or any other
method. Also includes plagiarism: Submitting or presenting another person’s work as
your own without proper documentation, including downloaded information form the
Internet and lab data, or using another student’s material without approval. If a
student is caught the student will receive an automatic 0 on the assignment and face
disciplinary actions according to the Pinecrest Student Handbook.

Cheating:
Giving or receiving information during a test, quiz, and/or class work assignments
without teacher authorization, using hand signals, gestures, and the like during a
test/quiz or discussion of any quiz, test, or essay question with students who have not
yet completed that assignment. Having electronics devise out at any point during a
quiz, test, or other graded activity. If a student is caught the student will receive an
automatic 0 on the assignment and face disciplinary actions according to the Pinecrest
Student Handbook.

Materials Required:
A wide loose leaf binder (at least three inches or larger) with dividers.
Loose leaf paper.
Colored pencils, highlighters, pen, and pencil
Tabs.
Organization is extremely important!

Notebook:
Bring your note book to class every day. Organize your notebook into the following
sections. This will be graded at the end of each semester. At the front of your notebook
should be a copy of the class syllabus.
A. UNIT 1 (Chapter Outlines, UNIT Project, class notes, & other things)
B. UNIT 2 (Chapter Outlines, UNIT Projects, class notes, & other things)
C. UNIT 3 (Chapter Outlines, UNIT Projects, class notes, & other things)
D. UNIT 4 (Chapter Outlines, UNIT Projects, class notes, & other things)
E. UNIT 5 (Chapter Outlines, UNIT Projects, class notes, & other things)
F. UNIT 6 (Chapter Outlines, UNIT Projects, class notes, & other things)
G. Chapter Quizzes and study guides
H. Essays (C&C, S&D, & DBQs)
I. UNIT Exams and study guides (1 a Unit)

Late Policy:
Ten points per a day NOT A CLASS DAY. Most of my assignments can be submitted
via the internet there is no excuse for being late.

Homework:
Homework will consist almost entirely of reading assignments, taking notes over their
reading, and on online practice quizzes. It is your responsibility to keep up with your
assignments and being prepared for class. You must come to class with your notes and
be ready to have class discussions over what you have read. There will be about ONE
HOUR of homework for every class period. No excuses will be taken for why
homework is late. If you wait until the last minute and something happens to your
work then you must accept the late penalty for the work. It is the student’s
responsibility to make sure they understand how to operate my website and how to use
turnitin.com. I will help anyone who asks before the due date of any assignment I will
not help students who wait until the day an assignment is due to upload their work.
GET YOUR WORK DONE EARLY AND YOU WILL NOT HAVE ANY PROBLEMS.

Typed Assignments:
All assignments that can be typed must be typed no exceptions. I have plenty of
computers in my classroom that can be used before, after school, or during lunch. The
library is open before school, during lunch, and afterschool for students use. The local
library is also open for students to use if needed. All assignments must be typed in
Microsoft word. All assignments must be typed in times new roman, .5 inch margins all
around, 11 font. If you do not know how to change the settings then please talk to me.
If you do not have Microsoft word you can use works or openoffice.org and then save
your document as a word document. IF YOU DO NOT KNOW HOW TO DO THIS
PLEASE SEE ME BEFORE THE DUE DATE OF ANY ASSIGNMENT. I cannot help
you if you wait until the last minute to do your work. For every day (not class day) an
assignment is late I will deduct 10 points. When I post the answers to the homework no
student can turn in late work and must accept a 0 for the assignment.

Attendance:
Attendance in this class is essential. We cover a large amount of material each class and
making it up is difficult. You are also expected to participate in daily discussions.

Semester and End of Course Exams:
At the end of the first semester you will take a comprehensive exam over the first half of
the year’s material. If you choose to not take the AP World History Exam you will be
required to take a comprehensive exam on the same day as the AP exam to test your
knowledge of the course.

Study Groups:
It is recommended that you form a study group with your friends who are serious
about doing well in this class. It is suggested you help each other review for quizzes
and tests.

World History Forum:
Any questions a student might have about the class can be posted on the forum. I will
also post answers to the homework on the forum and other important information for
the class.

Calendar
I will post the due dates of all assignments on the website calendar. It is the students
responsibility to keep up with the calendar and to know when everything is due. I will
not remind the students every single day when every single assignment is due. Check
the calendar for all up dates.

Review Sessions:
I am available to help students every morning from 8:15 to 8:45 AM. If a student needs
help after school then they need to make an appointment because of my practice
schedule but I will more than gladly make myself available on every day but Tuesday
after school if given notice.
Dear Parents:
We are delighted that your student has chosen to take one of our rigorous Advanced Placement courses and
want to thank you in advance for supporting this endeavor. The curriculum is guided by the College Board
and all AP teachers have had their syllabi approved by that governing body. Students will be responsible for a
great deal of out-of-class work and will need to learn time-management skills and how to prioritize reading
and assignments.
This year the state of North Carolina has communicated that every high school student must take a final exam
which will be worth 25% of his/her grade. At this point we are unsure of all the logistics, but we will be
keeping him/her updated as we receive more information.
Passing the Advanced Placement exam in the spring can earn college credit, and students are encouraged to
take it. Many former students report that even if the 3 or 4 they earned on the exam did not warrant college
credit at their campus, those students earned A’s and B’s in the comparable college courses and felt totally
prepared.
If after five class meetings, you and your student believe that the AP class is too demanding, he or she may
choose to drop the class without penalty. (However, students must understand that dropping a class on the
A/B schedule might result in major schedule changes.) Students who withdraw after five class periods will
have a WP on their transcripts if they are passing. Students who withdraw after five class periods will have a
WF on their transcripts if they are failing.
Please feel free to contact any AP teacher or Jennifer Kearney with concerns and questions. All of our email
addresses are available on the Pinecrest website and further information can be found at our individual
websites.
In conclusion I’m looking forward to teaching your child. I hope that this year will be a fun and rewarding
experience for them as they continue on in their education. If you have any questions please call Pinecrest
High School or email me at [email protected] . For course up dates please look on my website
www.swofford.org.
My signature below indicates that I have read the information above and understand that my student has chosen to take a
college-level course which demands more time and effort than other high school courses.
Parent Signature: ________________________________________________________________________
(Your signature lets us know that you have read this important information)
Student Signature: _______________________________________________________________________
Student Name (PRINT): __________________________________________________________________
Contact Number: _________________________________________________________________________
Email (optional): Please go to my website and fill out the form labeled mailing list on the front page
Mailing address: _________________________________________________________________________
Home Phone: ____________________________________________________________________________
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