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Barren County High School
Course Syllabus
AP World History
INSTRUCTOR:
Mr. Miller
CONTACT INFORMATION:
11:16)
270-651-6315 during planning time (2nd block 9:46-
COURSE OVERVIEW:
The AP World History Course is an academic, yearlong course with an emphasis
on non-western history. This course examines the history of human experience from a
global perspective. The development of human societies from hunting-gathering groups
and early agricultural societies into major civilizations and other complex societies will
be traced. Special attention will be given to those transformations which have produced
new modes of organizing human life. The course stresses the linkages between people
and states formed through trade, the resultant migration of people and ideas, and the
mobilizations of mass society, revolutions, and the impact of technology upon
humankind.
The primary focus will be on the period from the rise of ancient civilizations,
through the time of large-scale empires, to the early modern-era of worldwide trade and
gunpowder empires. Social, economic, and political dimensions will be discussed.
Students will be required to participate in class discussions and in group and individual
projects. A special emphasis will be given to historical writing through compare/contrast
and change and continuity over time (CCOT) essays and document-based questions
(DBQ). In addition, objective exams, quizzes, simulations, readings, and integrated
computer-technology assignments will also be given.
TEXTBOOK:
Bulliet, Richard W., Crossley, Pamela K., Headrick, Daniel R., Hirsch, Steven
W., Johnson, Lyman L., and Northrup, David. The Earth and Its People: A Global
History, 3rd AP Edition. Houghton Mifflin Company: Boston, Mass. 2005. BCHS will
The teacher reserves the right to alter this syllabus at any time during the course.
provide each student with a copy of the text. Lost and or damaged books are the student
and parent’s/guardian’s financial responsibility.
THEMES:
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The dynamics of change and continuity across the world history periods covered
in this course, and the causes and processes involved in major changes of these
dynamics
Patterns and effects of interaction among societies and regions: trade, war,
diplomacy, and international organizations
The effects of technology, economics, and demography on people and the
environment (population growth and decline, disease, labor systems,
manufacturing, migrations, agriculture, weaponry)
Systems of social structure and gender structure (comparing major features within
and among societies, and assessing change and continuity)
Cultural, intellectual, and religious developments, including interactions among
and within societies
Changes in functions and structures of states and attitudes toward states and
political identities (political culture), including the emergence of the nation-state
(types of political organization)
COURSE OUTLINE:
Unit 1: The Emergence of Human Communities, to 500 B.C. (3 weeks)
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Before civilization
Mesopotamia
Egypt
Indus Valley
Early China (Shang Period, Zhou Period, Confucianism, Daoism, and Society)
Nubia
Olmec and Chavin
Cosmopolitan Middle East
Aegean World
Assyrian Empire
Israel
Phoenicia and the Mediterranean
Failure and Transformation
Unit 2: The Formation of New Cultural Communities, 1000 B.C.-600 A.D. (4 weeks)
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Ancient Iran
Rise of the Greeks
Struggle of Persia and Greece
Hellenistic Synthesis
Rome’s Mediterranean Empire
Origins of Imperial China
Imperial Parallels
Foundations of Indian Civilization
Imperial Expansion and Collapse
Southeast Asia
The Silk Road
Indian Ocean Maritime System
Routes Across the Sahara
The teacher reserves the right to alter this syllabus at any time during the course.
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Sub-Saharan Africa
The Spread of Ideas
Unit 3: Competition Among Cultural Communities and Interregional Patterns, 6001450 (8 weeks)
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Origins of Islam
Rise and Fall of the Caliphate
Islamic Civilization
The Byzantine Empire
Early Medieval Europe
The Western Church
Kievan Russia
Western Europe Revives
The Crusades
The Early Tang Empires
Rivals for Power in Inner Asia and China
The Emergence of East Asia
New Kingdoms in East Asia
Classic-Era Culture and Society in Mesoamerica
The Postclassical Period in Mesoamerica
Northern Peoples
Andean Civilizations
The Rise of the Mongols
The Mongols and Islam
Regional Responses in Western Eurasia
Mongol Domination in China
The Early Ming Empire
Centralization and Militarism in East Asia
Tropical Lands and Peoples
New Islamic Empires
Indian Ocean Trade
Social and Cultural Change
Rural Growth and Crisis
Urban Revival
Learning, Literature, and the Renaissance
Political and Military Transformations
Global Maritime Expansion Before 1450
European Expansion
Encounters with Europe
Unit 4: The Globe Encompassed, 1450-1750 (7 weeks)
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Culture and Ideas
Social and Economic Life
Political Innovations
Columbian Exchange
Spanish America and Brazil
English and French Colonies in North America
Colonial Expansion
Plantations in the West Indies
Plantation Life in the 18th Century
Creating the Atlantic Economy
Africa, the Atlantic, and Islam
The Ottoman Empire
The Safavid Empire
The Mughal Empire
The teacher reserves the right to alter this syllabus at any time during the course.
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Trade Empires in the Indian Ocean
Japanese Reunification
The Later Ming and Early Qing Empires
The Russian Empire
Comparative Perspectives
Unit 5: Revolutions and Western Global Hegemony, 1750-1914 (7 weeks)
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Prelude to Revolution: The 18th Century Crisis
The American Revolution
The French Revolution
Revolution Spreads, Conservatives Respond
Causes of the Industrial Revolution
The Technological Revolution
The Impact of the Early Industrial Revolution
New Economic and Political Ideas
Industrialization and the Non-industrial World
Independence in Latin America
The Problem of Order
The Challenge of Social and Economic Change
Changes and Exchanges in Africa
India Under British Rule
Britain’s Eastern Empire
The Ottoman Empire
The Russian Empire
The Qing Empire
New Technologies and the World Economy
Social Changes
Socialism and Labor Movements
Nationalism and the Unification of Germany and Italy
The Great Powers of Europe
Japan Joins the Great Powers
The New Imperialism: Motives and Methods
The Scramble for Africa
Asia and Western Dominance
Imperialism in Latin America
The World Economy and the Global Environment
Origins of the Crisis in Europe and the Middle East
Unit 6: The 20th Century in World History (7 weeks)
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The “Great War” and the Russian Revolutions
Peace and Dislocation in Europe
China and Japan: Contrasting Destinies
The New Middle East
Society, Culture, and Technology in the Industrialized World
The Stalin Revolution
The Depression
The Rise of Fascism
East Asia
The 2nd World War
The Character of Warfare
Sub-Saharan Africa
The Indian Independence Movement
The Mexican Revolution
Argentina and Brazil
The Cold War
The teacher reserves the right to alter this syllabus at any time during the course.
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Decolonization and Nation Building
Beyond a Bipolar War
Postcolonial Crises and Asian Economic Expansion
The End of the Bipolar War
The Challenge of Population Growth
Unequal Development and the Movement of Peoples
Technological and Environmental Change
Trends and Visions/Global Culture
GOALS/OUTCOMES:
Unit 1:
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Analyze and demonstrate an understanding of the intended and unintended consequences of
decisions that were made in the past.
Analyze and cite examples of the effects of geography on history and on the development of the
various cultures on this vast planet.
Identify, describe and analyze examples of human interaction with the environment.
Demonstrate an understanding and cite examples of cause and effect relationship and multiple
causation in history.
Describe and analyze how specific economic systems make judgments about the value, allocation,
and distribution of resources.
Provide examples of movement from place to place of people, materials, and ideas.
Describe how geographic factors influence the development of civilizations.
Identify reasons for the location of places.
Describe the human and/or cultural characteristics of a place.
Unit 2:
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Describe the human and/or cultural characteristics of a place.
Identify characteristics of a culture.
Demonstrate and apply an understanding of how the traditions, beliefs and values, behavior
patterns, and artifacts of a culture are related to each other.
Describe and analyze the special role literature and the arts play in reflecting the inner life of a
people and in projecting a people’s image of themselves in the world.
Analyze and compare the mythology, legends, myths of origin, and heroes and heroines of
societies of different times and places.
Demonstrate an understanding that all societies have ideals and standards of behavior.
Analyze the significance of religion in human society and its influence on history.
Unit 3:
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Interpret and respond to artifacts, documents, photographs, art, cartoons, and other sources utilized
by historians to understand the past and present.
Analyze and cite examples of the effects of geography on history and on the development of the
various cultures.
Identify, describe, and analyze examples of human interaction with the environment.
Demonstrate an understanding and cite examples of cause and effect relationship and multiple
causation in history.
Describe and analyze how specific economic systems make judgments about the value, allocation,
and distribution of resources.
Illustrate how movement demonstrates independence.
Demonstrate an understanding and cite examples of the vast diversity of the post classical world.
Provide examples of movement from place to place of people, materials, and ideas.
Identify reasons for the location of places.
Describe the human and/or cultural characteristics of a place.
Describe how culture is transmitted in various societies.
The teacher reserves the right to alter this syllabus at any time during the course.
Unit 4:
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Demonstrate knowledge of chronology of major cultures, people, and events in history.
Analyze and cite examples of the effects of geography on history and on the development of the
various cultures on this vast planet.
Demonstrate an understanding of the role of leadership in history.
Demonstrate an understanding and cite examples of cause and effect relationship and multiple
causation in history.
Analyze and cite examples of cultural diffusion throughout history.
Describe and analyze how specific economic systems make judgments about the value, allocation,
and distribution of resources.
Provide examples of movement from place to place of people, materials, and ideas.
Identify reasons for the location of places.
Describe the common characteristics of a region.
Unit 5:
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Identify, describe, and analyze the causes and consequences of conflict and cooperation between
nations, peoples, and cultures.
Demonstrate an understanding and cite examples of cause and effect relationship and multiple
causation in history.
Analyze and demonstrate an understanding of the intended and unintended consequences of
decisions that were made in the past.
Identify, analyze, and predict the effects of technology in economic systems.
Provide examples of economic inequalities.
Identify, analyze, and predict the effects of technology on the environment.
Provide examples of movement from place to place of people, materials, and ideas.
Describe how geographic factors have influenced historical events.
Describe how geographic factors influence contemporary issues.
Compare and contrast the causes and results of the political revolutions and independence
movements.
Demonstrate understanding of how governing bodies make decisions and how people participate
in those decisions.
Demonstrate understanding that all societies have ideals and standards of behavior.
Analyze the ways in which different societies have tried to resolve ethical issues when conflict
occurs between individuals, groups, and societies.
Unit 6:
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Interpret and respond to artifacts, documents, photographs, art, cartoons, and other sources utilized
by historians to understand the past and present.
Make judgments about the past after having considered the norms and expectations prevailing in
the culture at the time.
Identify, describe, and analyze the causes and consequences of conflict and cooperation between
nations, peoples, and cultures.
Demonstrate an understanding and cite examples of cause and effect relationship and multiple
causation in history.
Analyze and demonstrate an understanding of the intended and unintended consequences of
decisions that were made in the past.
Analyze the role of economics in political decisions.
Demonstrate the ways in which technology makes an impact on the environment.
Provide examples of movement from place to place of people, materials, and ideas.
Describe how geographic factors have influenced historical events.
Describe how geographic factors influence contemporary issues.
Recognize ethical and unethical behavior.
Analyze the ways in which different societies have tried to resolve ethical issues when conflict
occurs between individuals, groups, and societies.
Apply to content from all areas of social studies to propose and evaluate solutions to current
issues.
The teacher reserves the right to alter this syllabus at any time during the course.
ESSENTIAL QUESTIONS:
Unit 1:
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How do historians define agricultural, pastoral, and foraging societies and their demographic
characteristics?
How did improvements in technology lead to the formation of larger and more complex societies
in some regions and not in others?
What were the basic characteristics of the economic structures and technological innovations of
the key civilizations of this period?
Unit 2:
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What are the geographic locations of key political (Roman Empire at its height, ‘Abbasid
caliphate, Sudanic kingdoms of Ghana and Nubia, Chinese Empire (Han and Tang dynasties),
Byzantine Empire, Mayan Civilization)?
What caused the movement of peoples, the collapse of empires, and the emergence of new
empires and political systems?
What were the basic features of major world belief systems and how did they influence societies?
How were the basic characteristics of global social structures developed?
What were the nature and locations of the major slave systems in the world?
How is a Classical Age defined?
What were the trading patterns of the Ancient World?
Unit 3:
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How has the nature and causes of changes in the world history framework define a period in
history?
What were the developments and shifts in the interregional network of trade, technology, cultural
exchange, and communication during this period?
What was the role of Islam as a unifying cultural force in Eurasia and Africa?
How did the nature of Christianity change?
What was the impact of nomadic migrations on Afro-Asia?
What were the major Amerindian civilizations?
How did feudalism differ in Europe and Asia?
What was the gender structure of this time period in the various regions of the world?
Unit 4:
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How is this era in history distinguished from the previous period?
What were the changes in global interactions, trade, and technology during this period?
What were the political units and social systems of the major empires?
How was the Atlantic slave trade unique in the tradition of slavery?
How did the exploration and colonization of the Americas bring demographic and environmental
change?
What were Russia’s expansionist policies under the Tsars?
How was Russia influenced by Western Europe?
How did the Ottomans build an empire?
How did the Mughal domination of India decline?
Why did Europeans settle in Southern Africa?
How did the Japanese and Chinese react to European incursion?
Unit 5:
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How is this era in history distinguished from the previous period?
What were the changes in global interactions, trade, and technology during this period?
What were the demographic and environmental changes of this period?
How did social and gender structures change?
What were the political movements?
The teacher reserves the right to alter this syllabus at any time during the course.
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What allowed for the rise of the Western World?
What are the debates over the utility of the modernization theory as a framework for interpreting
events in this period and the next?
What are the debates about the reasons for serf and slave emancipation in this period?
What are the debates over the nature of women’s roles in this period and how do these debates
apply in understanding the role of women in colonial societies?
How do the causes and early phases of the industrial revolution compare in Western Europe and
Japan?
How do the following revolutions compare: Haitian, American, French, Mexican, and Chinese?
What were the reactions to foreign domination in: the Ottoman Empire, China, India, and Japan?
How do the roles and conditions of women in the upper/middle classes compare with the roles of
the peasantry/working class in Eastern and Western Europe, Asia, the Americas, and Africa?
Unit 6:
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How is this era in history distinguished from the previous period?
What were the changes in global interactions, trade, and technology during this period?
Is cultural convergence or diversity the best model for understanding increased intercultural
contact in the 20th century and why?
What are the advantages and disadvantages of using units of analysis in the 20 th century such as
the nation, the world, the West, and the developing world?
How did the World Wars, the Cold War, nuclear weaponry, and international organizations impact
the global framework?
What were the causes of the World Wars?
What were the cultural and political transformations resulting from the World Wars?
What leads to periods of genocide?
What were the new patterns of nationalism, especially outside the west?
What was the impact of major global economic developments: The Great Depression, Pacific Rim,
multinational corporations and the Information Age?
What was the nature of social reform and social revolution during the 20 th century?
How did global and regional cultures develop?
What was the consumer culture and how did it develop?
CORE CONTENT:
-SS-HS-5.1.1 Students will use a variety of tools (e.g., primary and secondary sources, data, artifacts) to
interpret perceptions and perspectives (e.g., gender, rate, region, ethnic group, nationality, age, economic
status, religion, politics, geographic factors) of people and historical events in the modern world (1500
A.D. to present). (DOK 3) (GEN 401)
-SS-HS-5.1.2 Students will explain how history is a series of connected events shaped by multiple cause
and effect relationships, tying past to present.
(DOK3) (REL 403)
-SS-HS-5.3.1 Students will explain how humans began to rediscover the ideas of the Classical Age and to
question their place in the universe during the Renaissance and Reformation. (DOK 2) (GEN 402)
-SS-H-5.3.2 Students will explain how new ideas and technologies led to an Age of Exploration by
Europeans that brought great wealth to the absolute monarchies and significant political, economic and
social changes (disease, religious ideas, technologies, new plants/animals, forms of government) to the
other regions of the world. (DOK 2) (REL 402)
-SS-HS-5.3.3 Students will analyze how an Age of Revolution brought about changes in science, thought,
government, and industry that shaped the modern world. (DOK 3) (GEN 402)
-SS-HS-5.3.4 Students will explain how nationalism, militarism, and imperialism led to world conflicts,
economic booms and busts, and the rise of totalitarian governments. (DOK 3) (REL 402)
-SS-HS-5.3.5 Students will explain how after World War II, the United States and the Soviet Union
emerged as world super powers; a Cold War developed; and new nations formed in Africa, Asia, Eastern
Europe, and the Middle East.
(DOK3) (GEN 401)
--SS-HS-5.3.6 Students will analyze how the second half of the 20 th century was characterized by rapid
social, political, and economic changes that created new challenges (e.g., population growth, diminishing
The teacher reserves the right to alter this syllabus at any time during the course.
natural resources, environmental concerns, human rights issues, technological and scientific advances,
shifting political alliances, globalization of the economy) in countries around the world. (DOK2) (GEN
402)
ASSESSMENT:
 Objective exams (multiple choice)
 Objective Essay exams (Compare/Contrast, Change/Continuity Over Time,
Document Based Questions)
 Quizzes
 Class discussions
 Class/Homework Assignments
o Primary Source Reviews/Analysis included
 Special Projects
o Ex.—Preparation of a DBQ. Students will research a topic and prepare a
set of primary source documents. They will write a question asking a
reader to draw on the information in the documents in order to formulate a
response. Finally, students will draft what they consider to be the “ideal”
response to the question.
 Student grades will be calculated on a point/percentage system: for example,
each assignment will be worth a specified number of points and weighted to the
appropriate category.
Tests100 points
35% of nine weeks grade
Quizzes100 points
35% of nine weeks grade
Daily Work100 points
30% of nine weeks grade
 Students will be required to analyze and interpret a wide variety of primary
sources such as documentary material, maps, statistical tables, works of art, and
pictorial and graphic materials in historical scholarship. Students should learn to
assess historical materials—their relevance to a given interpretive problem, their
reliability, and their importance—and to weigh the evidence and interpretations
presented in historical scholarship developing the skills necessary to arrive at
conclusions on the basis of an informed judgment and to present reasons and
evidence clearly and persuasively in essay format.
 APPARTS will be the criteria used for analyzing primary sources.
o Author- Who created the source, and what is his/her point of view?
o Place and Time- Where and when was the source created? How does this
affect the meaning of the source?
o Prior Knowledge- What information did you bring to this source? What
do you already know that will help you understand the source?
o Audience- For whom was the source created? How does this affect the
source?
o Reason- At the time it was created, for what purpose was the source
created?
o The Main Idea- What is the central point the source is trying to make?
What does it say—literally? Personally? Universally? (To the individual
interpreting, most documents have three meanings: Literal, Personal, and
Universal.)
The teacher reserves the right to alter this syllabus at any time during the course.
o Significance- Why is the source important to what you are studying or the
way you want to use it?
RESOURCES:
 Bulliet, Richard W., Crossley, Pamela K., Headrick, Daniel R., Hirsch, Steven
W., Johnson, Lyman L., Northrup, David. The Earth and Its People: A Global
History, 3rd AP Edition, Houghton Mifflin Company: Boston, Mass. 2005.
 Stearns, Peter N., Adas, Michael, Schwartz, Stuart. World Civilizations: The
Global Experience, 2nd Edition, HarperCollins College Publishers: New York.
1996.
 Andrea, Alfred J., Overfield, James H. The Human Record: Sources of Global
History, 5th Edition Vols. 1 and 2. Houghton Mifflin Company: Boston, Mass.
2005.
 Wiesner, Merry E., Wheeler, William B., Doeringer, Franklin M., Curtis, Kenneth
R. Discovering the Global Past: A Look at the Evidence, 3rd Edition Vols. 1 and
2. Houghton Mifflin Company: Boston, Mass. 2007.
 Reilly, Kevin. Worlds of History: A Comparative Reader, 2nd Edition Vols. 1 and
2. Bedford/St. Martin’s: Boston, Mass. 2004.
 Holt, Rinehart, and Winston. Readings in World History, Harcourt Brace & Co.:
Austin, Texas. 2007.
 Diamond, Jared. Guns, Germs, and Steel: The Fates of Human Societies. Norton:
New York 1997.
o The Guns, Germs, and Steel video by National Geographic is also used.
 Schaffer, Lynda. Southernization. Journal of World History 5(1994): 1-21.
 Bentley, Jerry H. Old World Encounters: Cross-Cultural Contacts and
Exchanges in Pre-Modern Times. Oxford University Press: New York 1993.
 McNeill, William H. Plagues and Peoples. Revised. Anchor Books/Doubleday:
New York 1998.
 Crosby, Alfred W. The Columbian Exchange: Biological and Cultural
Consequences of 1492. Cambridge University Press: Cambridge; New York 1993.
 Dunn, Ross E. The Adventures of Ibn Battuta: A Muslim Traveler of the
Fourteenth Century. University of California Press: Berkeley 1986.
 Pomeranz, Kenneth, Topik, Steven. The World That Trade Created: Society,
Culture, and the World Economy, 1400 to the Present. Sources and Studies in
World History. M.E. Sharpe: Armonk 1999.
 Mintz, Sidney. Sweetness and Power: The Place of Sugar in Modern History.
Reprint. Viking Press: New York 1995.
 Pacey, Arnold. Technology in World Civilization: A Thousand-Year History.
MIT Press: Cambridge, Mass. 1990.
INTERNET RESOURCES:
An extensive and continually updated list of Internet Resources can be found on The
Earth and Its Peoples website.
 College.hmco.com
The teacher reserves the right to alter this syllabus at any time during the course.
Classroom Rules:
Rule #1 Be Respectful
Rule #2 Be Prompt
Rule #3 Be Prepared
Consequences:
Verbal Warning
Teacher /Student Conferences
Parent Contact
Office Referral
ATTENDANCE POLICY: Students have up to five school days to make up
assignments and/ or tests due to an excused absence. Work may be made up before or
after school and must be scheduled with the course instructor.
SEMESTER TEST POLICY: Students with any unexcused absences in a course or
have been assigned to ASP are required to take the semester exam which counts as part of
the semester grade.
PLAGIARISM/ACADEMIC DISHONESTY POLICY: Plagiarism and academic
dishonesty are serious offenses. The academic work of a student is expected to be his/her
own effort. Students must give the author(s) credit for any source material used. To
represent ideas or interpretations taken from a source without giving credit is a flagrant
act. To present a borrowed passage after having changed a few words, even if the source
is cited, is also plagiarism. Students who commit any act of academic dishonesty (i.e.students who are caught cheating on an assessment) will receive a failing grade in that
portion of the course work. Acts of academic dishonesty will be reported to the
administration.
I have read the course syllabus for AP World History and I understand the
expectations and requirements for this course.
Parent Signature: __________________
Student Signature: __________________
The teacher reserves the right to alter this syllabus at any time during the course.