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ADVANCED PLACEMENT WORLD HISTORY Instructor: Katelyn A. Kmieciak Northwest Cabarrus High School _________________________________________________________________________________________________________________________ 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. 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