Download ADVANCED PLACEMENT WORLD HISTORY Instructor: Katelyn A

ADVANCED PLACEMENT WORLD HISTORY
Instructor: Katelyn A. Kmieciak
Northwest Cabarrus High School
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COURSE DESCRIPTION
The purpose of the Advanced Placement (AP) World History Course is to develop a greater understanding of the
evolution of global processes and contacts in interaction with different types of human societies. This
understanding is advanced through a combination of selective factual knowledge and appropriate analytical
skills. The course highlights the nature of changes in international frameworks and their causes and
consequences, as well as comparisons among major societies. The course emphasizes relevant factual
knowledge deployed in conjunction with leading interpretive issues and types of historical evidence. The
course builds on an understanding of cultural, institutional, and technological precedents that, along with
geography, set the human stage. Specific themes provide further organization to the course, along with the
consistent attention to contracts among societies that form the core of world history as a field of study. Unlike
regular high school courses, students may receive college credit based upon an acceptable score on the AP World
History Examination and specific requirements of individual institutions.
COURSE TEXTBOOK
Bentley, J. and Ziegler, H. Traditions and Encounters: A Global Perspective on the Past. Fifth Edition. New York:
McGraw-Hill. 2011.
*Although the purchase of a supplemental course review book is not required, it is highly suggested.
COURSE THEMES & KEY TOPICS
The five courses themes below represent ideas and patterns of historical inquiry that will be investigated
continuously throughout the duration of the course.
Theme 1: Interaction between Humans and the Environment
 Demography and disease
 Migration
 Patterns of settlement
 Technology
Theme 2: Development and Interaction between Cultures
 Religions
 Belief systems, philosophies, and ideologies
 Science and Technology
 The arts and architecture
Theme 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
Theme 4: Creation, Expansion and Interaction of Economic Systems
 Agricultural and pastoral production
 Trade and commerce
 Labor systems
 Industrialization
 Capitalism and socialism
Theme 5: Development and Transformation of Social Structures
 Gender roles and relations
 Family and kinship


Racial and ethnic constructions
Social and economic classes
HISTORICAL THINKING SKILLS
The set of four historical thinking skills and their components provide an essential framework for learning to
think historically, and they apply equally to all fields of history. The mastery of these skills will be practiced
and assessed throughout the semester, culminating in the AP World History Exam.
1. Crafting Historical Arguments from
Historical Evidence
Historical Argumentation
2. Chronological Reasoning
Historical Causation
Appropriate use of relevant historical evidence
Patterns of continuity and change over time
Periodization
3. Comparison and Contextualization
Comparison
Contextualization
4. Historical Interpretation and
Synthesis
Interpretation
Synthesis
HISTORICAL PERIODIZATION
The six historical periods, from approximately 8000 BCE to the present, provide a framework for this course.
Period Title
Date Range
Weight
Period 1: Technological & Environmental Transformations
8000-600 BCE
5%
Period 2: Organization & Reorganization of Human Societies
600 BCE-600 CE
15%
Period 3: Regional & Transregional Interactions
600 CE-1450
20%
Period 4: Global Interactions
1450-1750
20%
Period 5: Industrialization & Global Integration
1750-1900
20%
Period 6: Accelerating Global Change & Realignments
1900-present
20%
KEY CONCEPTS
There are nineteen key concepts that explain the required depth of knowledge for this course.
Period 1: Technological &
Environmental
Transformations (8000-600
BCE)
Period 2: Organization &
Reorganization of Human
Societies (600 BCE-600 CE)
Period 3: Regional &
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
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 Transregional Networks of
Communication and Exchange
Key Concept 3.1. Expansion and Intensification of Communication and
Transregional Interactions
(600 CE-1450)
Period 4: Global
Interactions
(1450-1750)
Period 5: Industrialization
& Global Integration (17501900)
Period 6: Accelerating
Global Change &
Realignments (1900present)
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 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 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 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
GEOGRAPHICAL COVERAGE
Students need basic geographical knowledge to understand world history. Geospatial awareness is
fundamental knowledge necessary for students to build an understanding of cross-cultural contacts, trade
routes and migrations that constitute the key concepts in this course. More specifically, students in the AP
World History Course will become substantially familiar with five major geographical regions (Africa, the
Americas, Asia, Europe and Oceania) as well as various subregions within these distinct areas. The AP World
History Course provides balanced geographical coverage of all of these regions mentioned.
EXAM INFORMATION
The AP World History Exam will be administered on Thursday, May 14, 2015 at 8:00am. All NCHS students
enrolled in this course are expected to register and take the exam, which exempts students from taking a
teacher-made exam at the end of the semester. The exam fee is $89.00 and will be collected during the exam
registration period.
The AP World History Exam is 3 hours and 5 minutes long and includes both a 55-minute multiple-choice
section and a 130-minute free-response section. The multiple-choice section of the examination accounts for
half of the student's exam score, and the free-response section for the other half.
Question Type
Multiple-Choice
Document-Based Question
Change & Continuity Over Time Essay
Comparative Essay
Number
70
1
1
1
Timing
55 Minutes
50 Minutes
40 Minutes
40 Minutes
Section I consists of 70 multiple-choice questions designed to measure the student's knowledge of world
history from Period 1 to the present. Multiple-choice questions will also measure various geographical
regions, with no more than 20 percent of multiple-choice questions focusing solely on Europe.
In Section II, the free-response section of the exam, Part A begins with a mandatory 10-minute reading period
for the document-based question. Students should answer the document-based question in approximately 40
minutes. In Part B students are asked to answer a question that deals with continuity and change over time
(covering at least one of the periods in the concept outline). Students will have 40 minutes to answer this
question, 5 minutes of which should be spent planning and outlining the answer. In Part C students are asked
to answer a comparative question that will focus on broad issues or themes in world history and deal with at
least two societies. Students will have 40 minutes to answer this question, 5 minutes of which should be spent
planning and outlining the answer.
GRADING
 Essays, Projects & Exams: 50%
 Classwork, Homework & Participation: 30%
 Quizzes: 20%
LATE WORK & MAKE-UP WORK
All assignments are due on the date designated. It is my policy to NOT accept late work. However, I
understand that particular circumstances can arise and prevent completion. If this is the case, students may
turn in assignments after designated deadlines for a possible score of 50%.
If you are absent it is YOUR responsibility to find out what work you missed. A make-up tray, located on the
front table, will be maintained and should be referred to before contacting me or another classmate. If you
need additional explanation or clarification, you may come see me before and after school or at the END of the
period.
EXTRA CREDIT OPPORTUNITIES
Because this is a college-level course, extra credited will not be offered.
REQUIRED SUPPLIES
All students are required to bring a pen or pencil to class everyday as well as a two-inch three-ring binder
with plenty of loose-leaf paper and six dividers. Students must also purchase one pack of brightly colored
computer paper. Colored pencils, crayons, highlighters, glue, scissors, rulers and other supplies will be
provided for sharing. These items are not mandatory unless you would like to purchase them for your own
personal use.
WISH LIST
The following items are NOT required, but are greatly appreciated for classroom use.
 Liquid Glue/Glue Sticks
 Scissors
 Colored Computer Paper
 Rulers
 Construction Paper
 Crayons
 Hand Sanitizer
 Markers
 Highlighters
 Red Pens
CLASS RULES
1. Obey all NCHS rules and policies outlined in the Student Handbook.
2. Be in your seat when the bell rings.
3. Bring all required books and materials to class every day.
4. Raise your hand and wait for permission to speak.
5. Follow directions the first time they are given.
6. Be respectful of yourself, your teacher, your peers and your classroom.
CONSEQUENCES FOR POOR CHOICES
Every action results in a consequence. If you break a rule, you are not being punished; you have consciously
made a poor choice and must accept the consequences.
1.
2.
3.
4.
Verbal Warning
15 Minute Detention
30 Minute Detention & Parent Contact
Referral to Control Room
I reserve the right to skip any of the above consequences depending on the severity of the exhibited behavior.
I also reserve the right to remove a student at any time for violation of NCHS rules.
POLICIES & PROCEDURES
Policies and procedures are a part of life. We follow policies and procedures for using a telephone book,
boarding an airplane, approaching a traffic light and attending a wedding. The reasons we have such things is
so a society can successfully function in the most acceptable and efficient manner.
There are also policies and procedures at NCHS and in this classroom. These policies and procedures
establish both a school-wide and classroom culture.
Beginning of Class
Students are to be in their seats when the bell rings unless otherwise directed. A daily schedule will be written
on the whiteboard at the front of the room. This daily schedule will not only let students know what material
will be covered and which activities completed but, will also allow them to prepare any necessary books,
resources and supplies. Additional directions may also be displayed on the Smart Board at the front of the
room. All book bags, purses and other belongings are to be placed under desks and all aisles and walkways
left clear.
Absence Policy
I adhere to the Cabarrus County School Board absence policy, which states that more than eight absences,
excused or unexcused, in a high school grade course is excessive and students will not receive credit for the
course. When an absence occurs, NCHS policy allows students five days to produce an original note from a
parent/guardian, doctor, court of law, etc. An absence may also occur when a student acquires a total of four
tardies, check-ins or checkouts. For further explanation, refer to the NCHS Student Handbook.
Tardy Policy
NCHS will continue to use the “sweep and keep” system of tardy management for the 2013-2014 school year.
Students who are tardy to class will be locked out of their classroom. Teachers, on planning that period, will
“sweep” the students to the Control Room where they will be assigned an after-school detention to be served
either that same day, or the day after. Students are then sent back to their classroom with a pass to be
admitted. Students who fail to report to their assigned after-school detention will be assigned a Saturdayschool detention.
Bathroom Policy
As required by NCHS, no one is allowed to use the bathroom in the first or last ten minutes of class. In my
classroom, each student will be given a neon orange bathroom pass that resembles a business card. The
student will be allowed five hole-punches for the entire semester. Students must use these opportunities
wisely. Should a situation arise in which a student needs to use the restroom, but have exhausted all
opportunities, they may still go. However, the student will owe Miss Kmieciak five minutes before or after
school. If a student loses their bathroom pass, they will owe Miss Kmieciak five minutes every time they leave
for the restroom.
Plagiarism Policy
Plagiarism is a form of cheating and can be defined as copying information from outside resource materials,
copying assignments from other students, collaborating with other students on any non-group assignment
and an abundance of assistance from parents. Plagiarism will automatically result in a zero on the assignment
and discipline referral. For further explanation, refer to the NCHS Student Handbook.
End of the Period
Like the beginning of class, there is also a procedure for the end of the period. In order to avoid disorder and
confusion, we will debrief and wrap-up class five minutes before the bell rings. This will also allow students to
physically and mentally prepare for their next class or activity. Students are to remain in their seats until I
dismiss the class. The bell does not dismiss the class. Students do not dismiss the class. The teacher dismisses
the class.
WELCOME 
I look forward to spending an exciting and educational semester with you at NCHS. Your success in this course
will be determined by your own hard work and dedication. Always, always give your best effort on all
assignments and activities. Take every opportunity to learn, grow and achieve. If you are determined to learn,
you will. However, if you ever feel as if you are falling behind or are “in over your head”, please let me know as
soon as possible. The sooner the issue is identified, the sooner we can work together to achieve success. I am
available before and after school to clarify any questions or address any issues. My contact information is also
listed below.
Katelyn Kmieciak
(704) 788-4111 Ext. 174
[email protected]
*Please sign the bottom half of this page and show it to Miss Kmieciak by Wednesday, August 27th.
**Hole-punch this syllabus and place it at the front of your AP World History Notebook.
_______________________________________________________________________________
I completely understand all policies and procedures included in Miss Kmieciak’s AP World History Syllabus. I
agree to follow all class rules and recognize the requirements of and my personal responsibilities within this
class. I will work accordingly and always try my best.
Student Signature _____________________________________________________________ Date _______________________
Parent Signature ______________________________________________________________ Date _______________________
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