Download AP World History Syllabus - Beemon`s Blog

Sprayberry High School
Advanced Placement World History/2016-2017
Instructor: Mrs. N. Beemon E-Mail: [email protected]
Overview: This course explores the expansive history of the
human world. AP World History is equivalent to an introductory
college survey course. In this class we will focus on three main
goals. First, the course is designed to prepare students for
success in college level history courses. Second, you will develop
skills of analysis and thinking in order to prepare you to become
a global, 21st century citizen. Finally, it is the intent of this class to
make the learning of world history an engaging and enjoyable
experience. You will learn many facts, but also critical thinking
skills necessary to analyze historical evidence. The course is
designed around nine crucial higher-order thinking skills. These
critical thinking skills include:
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Analyzing Evidence: Content and Sourcing
Interpretation: Historiography
Comparison
Contextualization
Synthesis
Causation
Patterns of Continuity and Change Over Time
Periodization
Argumentation
Students will be able to show their mastery of the course goals by
taking part in the College Board AP World History Exam on May
11, 2017.
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Rules:
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Main Text:
Stearns. 2007. World Civilizations: Global Experience, fifth edition.
Pearson.
Recommended Text:
Martin, Peggy J. AP World History, 2016. New York: McGraw-Hill
Education, 2016. Print.
Supplies:
o 3 ring binder with loose-leaf paper and dividers
o Pen / pencil / highlighters
o Markers, Kleenex, hand-sanitizer, and colored pencils
are always needed. Donations are welcome!
o My classroom is BYOD (Bring Your Own Device)
friendly. Feel free to bring laptops, tablets, smart
phones. The teacher is not responsible for the security
of these items.
o Up Time: Devices can be out
o Down Time: Devices need to be put away
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Gmail Account and suggested Study Apps to download:
StudyBlue, Quizlet, Kahoot, QR Reader, Schoology,
Socrative, and Remind
Assignments and Makeup Work:
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If a student has an excused absence, they have the
amount of days absent to make-up that assignment (Ex:
Student is out on Monday and Tuesday with an excused
absence, the work would be due by the start of class on
Friday) Students with unexcused absences will need to
make-up the work and will have late points deducted.
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Late work is 50% off regardless of the date in which it is
late.
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Incomplete or late work will not be accepted after the
unit assessment. (Ex: After the Unit One Exam is
administered, students will not be
allowed to turn in late work from Unit One)
Tardies will be enforced and doors will be closed at the
final bell.
Make-up policy: before or after school during tutoring
hours (see blog for times/dates) Students must request
an appointment to make-up work here:
http://mrsbeemon.weebly.com/contact.html
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Bring all needed materials to class - You are EXPECTED
to bring your notebook, paper, and a writing utensil
EVERYDAY to class.
Be Respectful to:
o Teachers, Staff, and Administration- This
means display common courtesy to your
authorities; be polite and respectful at all
times.
o Each Other- Respect your peers as you would
like to be respected. Everyone has different
opinions, views, and beliefs
o Environment- do not write on the desks or
take things from the classroom or your peers.
Absolutely NO cheating or copying from a peer or the
Internet. This act will not be tolerated and will be
punishable first through receiving a grade of zero on the
assignment and a phone call home. Academic integrity
is essential throughout the scholarly community. All
guidelines regarding cheating as outlined in the student
handbook will be adhered to.
NO SLEEPING or putting your head down during class.
Teacher Website:
My blog/website is: http://mrsbeemon.weebly.com/
We use Google frequently for papers, assignments, and
submission. It is highly recommended you make an account if you
do not have one.
My Gmail is: [email protected]
Remind 101: text @apwhfall2 to 81010
Grading:
Grades in this class will be calculated by percentages allocated to
categories.
o Assessments
35%
o Writing Assignments
35%
o Daily Assignments_
20%
o Final Exam
10%
A: 100% - 90% B: 89% - 80% C:79% - 74% D: 73% - 70%
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Student Survey:
http://goo.gl/forms/rGSICg2cWWawgLJH2
Due by Friday 8/5
Scan Me Students!
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Parent Survey:
http://goo.gl/forms/PoVRcAS4XAqqr1Nd2
Due by Friday 8/5
Scan Me Parents!
Periodization:
Course Information
Unit 1 – To 600 BCE: Technological and Environment
Transformations
Key Concepts:
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1.1 Big Geography and the Peopling of the Earth
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1.2 The Neolithic Revolution and Early Agricultural
Societies
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1.3 The Development and Interactions of Early
Agricultural, Pastoral, and Urban Societies
Unit 2 – 600 BCE to 600 CE: Organization and Reorganization of
Human Societies
Key Concepts:
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2.1 The Development of Codification of Religious
and Cultural Traditions
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2.2 The Development of States and Empires
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2.3 Emergence of Transregional Networks of
Communication and Exchange
Unit 3 – 600-1450: Regional and Transregional Interactions
Key Concepts:
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3.1 Expansion and Intensification of Communication
and Exchange Networks
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3.2 Continuity and Innovation of State Forms and
Their Interactions
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3.3 Increased Economic Productive Capacity and Its
Consequences
Unit 4 – 1450-1750: Global Interactions
Key Concepts:
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4.1 Globalizing Networks of Communication and
Exchange
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4.2 New Forms of Social Organization and Modes of
Production
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4.3 State Consolidation and Imperial Expansion
Unit 5 – 1750-1900: Industrialization and Global Integration
Key Concepts:
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5.1 Industrialization and Global Capitalism
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5.2 Imperialism and Nation – State Formation
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5.3 Nationalism, Revolution and Reform
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5.4 Global Migration
Unit 6 – 1900 – present: Accelerating Global Change and
Realignments
Key Concepts:
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6.1 Science and the Environment
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6.2 Global Conflicts and Their Consequences
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6.3 New Conceptualizations of Global Economy,
Society and Culture
Themes and AP World History:
Students in this course will 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.
Social – Development and transformation of social structures
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Gender roles and relations
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Family and kinship
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Racial and ethnic constructions
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Social and economic classes
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Demographics
Political – State-building, expansion, and conflict
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Political structures and forms of governance
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Empires
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Nations and nationalism
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Revolts and revolutions
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Regional, trans-regional, and global structures and
organizations
Interaction between humans and the environment
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Demography and disease
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Migration
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Patterns of settlements
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Technology
Cultural – Development and interaction of cultures
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Religions
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Belief systems, philosophies, and ideologies
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Science and technology
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The arts and architecture
Economic – Creation, expansion, and interaction of economic
systems
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Agricultural and pastoral production
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Trade and commerce
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Labor systems
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Industrialization
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Capitalism and socialism
Essay Writing
Throughout the course students will be required to write essays in class
demonstrating their mastery of content as well as their ability to develop
coherent written arguments that have a thesis supported by relevant
historical evidence. Types of essays:
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Document Based Question (DBQ)
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Students will analyze evidence from a variety of
sources in order to develop a coherent written
argument that has a thesis supported by relevant
historical evidence. Students will apply multiple
historical thinking skills as they examine a particular
historical problem or question.
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Long Essay Question (LEQ)
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Students will be given two essay prompts and will
write about one of the prompt. The question will
measure the use of historical thinking skills to
explain and analyze significant issues in world
history as defined by the thematic learning
objectives. Students will answer with in-depth
examples of large-scale phenomena.
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Short Answer Question (SAQ)
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Students will answer four short answer questions,
with two of the questions having internal choice.
Questions will address one or more of the thematic
learning objectives and will require students to use
historical thinking skills.