Download AP World History Syllabus

AP WORLD HISTORY
COURSE SYLLABUS
2014-2015
Instructor's Name: Steve Mattox
Phone Number: 254-336-0900
E-mail address: [email protected]
Class Room:
WHAT IS AP WORLD HISTORY? Advanced Placement World History is the College Board collegelevel survey course that introduces students to world civilizations and cultures. The course guide for the
class is the College Board’s AP World History course description. A student’s performance on the AP
World History exam (offered in May of the second semester) determines a student’s eligibility to earn up to
six hours of college credit. Course curriculum, materials, and expectations are designed to prepare students
for the rigorous three-hour exam.
COURSE PHILOSOPHY: WHY TAKE THIS COURSE? Please understand that this course extends
beyond the possibility of just earning college credit. The idea that students can develop skills and
knowledge to further their college careers is more than just theory. The reality of the “AP effect”
(“Benefits of AP Program – The AP Effect on Students’ Willingham and Morris, 1986, UT Study, 1998)
yields the following results:
 Better prepared academically
 More likely to choose challenging majors
 Likely to complete more college level work
 Likely to preform significantly better than students who did not take AP courses
 More likely to graduate with a double major
 Twice as likely to go into advanced study
COURSE PURPOSE: The purpose of the AP World History course is to develop greater understanding
of the evolution of global processes and contacts in interaction with different types of human societies. 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, among with geography, set the
human stage. Periodization, explicitly discussed, forms an organizing principle for dealing with change
and continuity (change over time) throughout the course. Specific Themes (6) provide further organization
to the curse, along with the consistent attention to contacts among societies that form the core of world
history as a field of study.
COURSE ORGANIZATION: The first semester of the AP World History course will cover events from
pre-historic human culture through 1750. The second semester of AP World History emphasizes early
modern, modern, and contemporary periods (1750-2014) and the mastery of skills critical to the May AP
World History exam.
In both semesters, traditional historical points of reference in world history are identified as students
analyze important events and issues in western civilization, as well as, in civilizations in Southwest, East,
and South Asia, Africa, and the Americas. Students evaluate traditions and institutions, which form the
basis of the world’s major civilizations and cultures. Students examine the impact of geographic factors on
major historic events and identify the historic origins of contemporary economic systems. Students analyze
the process by which democratic-republican governments evolved, as well as, the ideas from historic
documents that influenced that process. Students trace the historical development of important legal and
political concepts. Students examine the history and impact of major religious and philosophical traditions.
Students analyze the connections between major developments in science and technology and the growth of
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economies, and they use the process of historical inquiry to research, interpret, and use multiple sources of
evidence.
In both semesters, students will address the higher level thinking skills or Habits of the Mind and Six
Themes common to Advanced Placement social studies classes and PSAT and SAT admissions tests.
THE NINE HABITS OF THE MIND
1. Constructing and evaluating arguments; using evidence to make plausible arguments.
2. Using documents and other primary data; developing the skills necessary to analyze point of view,
context, and bias, and to understand and interpret information.
3. Developing the ability to assess issues of change and continuity over time.
4. Enhancing the capacity to handle diversity of interpretations through analysis of context, bias, and
frame of reference.
5. Seeing global patterns over time and space while also acquiring the ability to connect local
developments to global ones and to move through levels of generalizations from the global to the
particular.
6. Comparing within and among societies, including comparing societies’ reactions to global
processes.
7. Considering human commonalities and differences.
8. Developing the ability to assess claims of universal standards yet remaining aware of human
commonalities and differences; putting culturally diverse ideas and values in historical context,
not suspending judgment but developing understanding.
9. Explaining the persistent relevance of world history to contemporary developments.
Every part of the AP World History course assesses habits of mind as well as content. Students will take
multiple-choice tests and write essays, which will include studying maps, using graphs, analyzing art
works, and interpreting quotations. Other aspects include assessing primary data, evaluating arguments,
handling diverse interpretations, making comparisons, and understanding historical context.
THE SIX THEMES
1. Patterns and impacts of interaction among world societies including trade, war, diplomacy and
international organizations.
2. The relationship of change and continuity across world history.
3. The impact of technology and demography on people and the environment including population
changes, disease, manufacturing, migrations, agriculture, and weaponry.
4. Systems of social structure and gender structure.
5. Cultural, religious, and intellectual developments and interactions.
6. Changes in the functions and structures of states and political identities including the emergence
of the nation-state and other types of political organizations.
CLASS STRUCTURE AND EVALUATION: Students who take this course should realize that AP
courses are taught and graded at the college level; this includes all AP tests and essays. Consequently, the
courses exceed the demands and expectations for typical high school courses.
Textbook: Stearns, Peter: World Civilizations: The Global Experience, 3rd edition 2003.
Supplemental Readings:
Stearns, Peter: Documents in World History, 3rd edition, volumes 1 & 2 2003
Numerous primary source readings, historical essays and current event articles will
also be assigned to supplement instruction and discussions.
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The Course: Separated into units based on the AP model of periodization.
 8000 B.C.E. to 600 B.C.E.
 600 B.C.E. to 600 C.E.
 600 C.E. to1450 C.E.
 1450 C.E. to 1750 C.E.
 1750 C.E. to 1900 C.E.
 1900 C.E. to Present
Each unit will highlight and emphasize the five AP historical themes.
1. Interaction between humans and the environment
 Demography and disease
 Migration
 Patterns of settlement
 Technology
2. Developments 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, trans-regional, 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:
I. Unit I - 8000 B.C.E to 600 B.C.E.
A. Stearns – Chapters 1 and supplemental materials
 Each chapter will be accompanied by Study Question’s and “Terms,
People, and Events” taken from Instructor’s resource
 Chapter reading quizzes will be given at the scheduled conclusion of
each chapters reading
B. The Nature of History and Historical influences
 The World and a Very Small Place in Africa: reading and charting
global influence of civilizations through the reach of history
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
Guns Germs and Steel in 40 minutes: reading and discussion about the
role of geography in human interactions
 Stratfor “The Geography of Recession:” reading and discussion about
the role of geography in the modern era. Compare the influence of
geography to the origins of civilization and under the continuing
influence throughout history
C. Early Civilizations
 Stone Age Technology reading with questions
 Neolithic Revolution and the beginnings of civilization: lecture and
discussion
 Characteristics of early river valley civilizations - SPICES chart
comparisons of:
o China
o India
o Greece
o Rome
o Persia
 Diverse interpretations – how is civilization defined and by who is it
defined – discussion
 Nomads, migration, pastoralism – Indo Europeans and Bantu – lecture
and powerpoint
D. Wednesday September 12, 2014 - Unit I Exam (8000 B.C.E. to 600 C.E.)
II. Unit II - 600 B.C.E. to 600 C.E.
A. Stearns Chapter’s 2 -5 Classical civilizations
 Each chapter will be accompanied by Study Question’s and “Terms,
People, and Events” taken from Instructor’s resource
 Chapter reading quizzes will be given at the scheduled conclusion of
each chapters reading
B. Revolutionary Breakthroughs in Religion and Thought - a comparative
look at Hinduism, Buddhism, Judaism, Confucianism, Greek philosophy
and Christianity.
 (Optional) World Religions Research Project: Students will be
assigned a major world religion and will be required to research and
create a display that analyzes, chronicles, and portrays specific aspects
of the above mentioned religions and will be required to share their
results with the entire class.
C. Philosophy or religion: What’s the difference and why do humans have
such a strong need to believe in something? – reading, lecture and
discussion
D. The Classical World – A Comparative Study
 Introduction to the Classical World
o Greco-Roman political legacy
o COT chart - What are the changes since the foundational period?
 Classical Empires – SPICES charts
o Ancient Greece
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o Classical India: Gupta and Mauryans
o Qin and Han China
o Roman Empire
 Why do empires collapse?
o Causes of the fall of Rome
o Comparison of fall of Rome with the fall of Han China –
discussion and essay
o Is modern America on the same path as Rome – lecture and
discussion
 Cross cultural connections in the Classical World
o Mapping exercise – Indian Ocean trade, the silk roads, and the
trans-Saharan trade routes
 Graded discussion based on several prompts from learned information
of the classical era such as “In which of the classical civilizations
would you most want to live as a woman?” “Which of the classical
civilizations would you consider to be the most powerful politically?
Economically? Culturally? Technologically?
E. Comparative essay writing
 Students will be introduced to the AP comparative essay rubric and
will write in class timed comparative essay(s) during this unit.
F. Document Based Question (DBQ) essay
 Students will be introduced to the AP DBQ essay rubric and will write
in class timed DBQ essay(s) during this unit.
G. Unit 2 Exam (Thursday October24, 2014)
III. Unit III - 600 C.E. to 1450 C.E.
A. Stearns – Chapters 6-15
 Each chapter will be accompanied by Study Question’s and “Terms,
People, and Events” taken from Instructor’s resource
 Chapter reading quizzes will be given at the scheduled conclusion of
each chapters reading
B. Medieval Worlds
 Islamic World – Muhammad to Ottoman
o PBS video – Empire of Faith
 Byzantine
o Reading – Byzantine diplomacy
o Primary Source Reading: Procopious and two differing
views of Emperor Justinian – an exercise in Point of View
 China – Tang and Song Dynasties
o SPICES charts
 Africa – West and East
o Mental map of Mali, Swahili Coast, Great Zimbabwe
o Primary Source Reading – Al Bakri an Arab report of early
African civilizations – Discussion about the nature and
challenge of understanding the history of Africa
 Medieval Europe
o Feudalism and manorialism – lecture and discussion
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
Mongols
o The last, dominating stand of the nomads
o Impact of Mongols on the world
o Reading: “How the Stirrup changed the world” discussion
about the role of technology in shaping the interaction of
civilizations
o The world after the Mongols
 India
o Dealing with the Islamic influence
o Delhi Sultanate
C. Comparison of Medieval Europe and Japan
 Internet research – chart of feudalistic Europe compared to feudalistic
Japan
D. Calamitous 14th century and the Black Death
 History Channel video – The Plagues
 Lecture and discussion of impact of plagues and the resulting change
to European civilization with it’s corresponding effect on the other
world’s civilizations
E. Indian Ocean – Global trade
 Comparison discussion and essay – How effective were Muslim
traders in spreading the message of Islam to India as compared with
the effectiveness of spreading the message of Islam to Africa
 Comparison of Islamic and Christian missionary efforts worldwide
F. The Changing West – the after effects of the “Black Death”
 New political structures – National monarchies
 Division of Christian world
 Renaissance
G. The Americas – SPICES comparison of the three empires of the Americas
– class jigsaw
 Aztecs
 Incas
 Mayans
H. This unit will also encompass the introduction of Document Base
Questions and POV
 Football DBQ will be used to introduce concepts for understanding
requirements for successful DBQ writing
I. First look at an actual DBQ
 The Crusades – SOAP analysis of documents
 Understanding POV
J. Unit III Exam/Semester Exam (December 17-19, 2014 )
IV. Unit IV - 1450 C.E. to 1750 C.E.
A. Stearns – Chapters 16-22
 Each chapter will be accompanied by Study Question’s and “Terms,
People, and Events” taken from Instructor’s resource
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
B.
C.
D.
E.
Chapter reading quizzes will be given at the scheduled conclusion of
each chapters reading
The Encounter and the Exchange
 Why the West Wins
o Graded discussion
o DBQ – Why Europe
 Effects of the Encounter on Conquerors and the Conquered
 Trans Atlantic Slave Trade – class jigsaw
o African connection
o European connection
o American connection
 Labor systems in America
o Video segment from movie Amistad covering the middle
passage with discussion of impact of slavery on the psyche of
today’s African-American’s
o Coerced labor system chart of Encomienda system, chattel
slavery, Russian serfdom
 Mental map of Columbian Exchange and Trans Atlantic slave trade
 DBQ essay American and Muslim slaveries
The Transformation of Europe
 Protestant Reformation
o Shift from Catholic dominance – lecture discussion
 Scientific Revolution
o Chart notable achievements and personalities
 Enlightenment
o A change in thinking – lecture and discussion
Development of Absolutism and the Gunpowder Empires
 France under Louis XIV
o Extravagance run amok (powerpoint and lecture)
o Graded discussion: “How much power is too much power, and
what limits should be taken to control power?”
 Russian under Peter and Catherine
o The need for Russia to be more western – lecture, discussion
 Ottoman Empire
o From threat to nuisance
 Mughal Empire
 Ming/Qing China
o Restoration of a traditional Chinese dynasty
o Revived Chinese society and restored scholar-gentry
o From potential world dominance with the voyages of Zheng Fe to
isolationist kingdom
 Tokugawa Shogunate
o Isolationist culture and society
Change over Time concepts will be introduced during this unit – Students
will be assigned a COT chart asking them to trace and analyze the changes
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and developments in world events based on any one of the six themes of
the course in three civilizations of their choice
F. Mental Map – The World in 1750
G. Unit IV Exam (Friday February 13, 2015)
V. Unit V - 1750 C.E. to 1900 C.E.
A. Stearns – Chapters 23-27
 Each chapter will be accompanied by Study Question’s and “Terms,
People, and Events” taken from Instructor’s resource
 Chapter reading quizzes will be given at the scheduled conclusion of
each chapters reading
B. Age of Revolutions
 Political Revolutions (Fever Model – Craine Brinton)
o American Independence – ppt notes lecture
o French Revolution: case study and analytical models
o Haitian Revolution: cause and effect relationships
o Latin American Independence
 Simon Bolivar – “Letter to Jamacia” – what it
means to be hispanic
o Mexican Revolution
C. Comparative essay on the impact of revolutions world wide on any of the
following: gender relations, environment, economic systems, political
identities
D. Nationalism, Napoleon, nation states and unification in 19th century
Europe
E. Industrial Revolution
 Urban Game
o Causes and factors of production
o Conditions for workers
o Impact on society
o What’s the difference between an agrarian society and
money-based economy? Discussion and lecture
 Diverse interpretations
o Changing labor systems and the abolition of slavery
o Analyze and discuss the changing role of women in an
industrial society
o Nature of modernization
o Critics of capitalism
 Karl Marx – Dialeticalism –historical progressivismsocialism to communism
 World reaction to Western Dominance – Russia, Japan, Ottoman
Empire case studies
 Global implications – How does the world deal with the Rise of
European power and yet maintain their individual identities – Lecture
and graded discussion
 Ottoman and Russians at the Crossroads
F. Imperialism
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
Players, places, motives, methods, means – COT comparison with the
first era of European expansion
 Responses of China, Japan, and the Ottoman Empire
 Scramble for Africa – Dash for Africa classroom exercise
 Neo-colonialism and Latin America
 Environmental impact of industrialism and imperialism
 Ottoman Decline – Middle East and the Balkans
G. Mental map on Imperialism and Global connections 1750- 1914
H. (Time permitting) Great leaders single elimination debate tournament to
be incorporated in conjunction with March madness.
 Students will be assigned one of the world’s 64 great rulers and will be
required to research and then debate classmates as to why their
particular leader is the worlds greatest ruler
I. DBQ on imperialism
J. COT chart 1750-1914
K. Unit V exam (Thursday March 20, 2015)
VI. Unit VI - 1900 C.E. to present
A. Stearns – Chapters 28-36
 Each chapter will be accompanied by Study Question’s and “Terms,
People, and Events” taken from Instructor’s resource
 Chapter reading quizzes will be given at the scheduled conclusion of
each chapters reading
B. World War I
 A century of causation reaches its climax
 A total and truly global event
C. Russian Revolution with a comparison to Mexico and Chinese Communist
revolution (using fever model analysis)
D. Women and the Revolution – China, Cuba, Iran
E. Gender COT chart and essay
F. Impact of world wide depression
 Global economy
 Setting the stage for the rise of dictators such as Hitler, Stalin, and
Mussolini
G. Fascism, Communism, and the age of dictators (powerpoint)
H. World War II
 Global conflict (lecture)
 Holocaust and genocide in the 20th century (lecture and discussion)
I. Cold War
 Bi-polarism and Nonalignment
o USA and USSR take center stage
o The world is asked to take a side
J. Decolonization and New Nationalism – India, Africa, Middle East and
Vietnam
 CCOT and comparison essay – Revolutions of the 19th century to
independence movements of the 20th century
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K. Globalization and the challenges of the modern world
L. Timeline of the events of the 20th century
M. COT essay – Changes in the world from 1850 to 1950
N. Unit VI Exam (Friday May 1, 2015)
VII. APWH Exam review and preparation
APWH exam date: Thursday May 14, 2015 at 8:00 am.
VIII. After the APWH exam
A. One of two possible projects will be given to complete the school year
 State of the World Mural - Students will research critical issues of
today’s world and will complete a class mural which depicts the
major issues facing the world today
 DBQ assignment – students will be required to formulate a world
history topic and research that topic in order to create and complete a
DBQ
Grading: KISD mandated in the 2010-2011 school year that all grades fall into one of
two categories: summative and formative. Summative grades will include Unit Exams,
chapter reading quizzes, essays, and graded discussions. As per KISD policy the
summative category for advanced academic courses such as APWH will be weighted at
70 percent of the overall grade for the class. Formative grades will include weekly
chapter assignments, charts, classroom assignments, homework, primary source reading,
supplemental reading, and class participation. The formative category will be weighted at
30 percent of the overall grade for the class.
Assignments will be graded using a point system for each assignment assigned within
either the summative or formative categories. The following standard will apply to each
of the following assignments: weekly chapter assignments are worth 30 points,
supplemental reading’s 20 points, Unit Exams 70 points, reading quizzes 20 points,
essays 50 points. On each graded assignment the student will see the points they earned
for the assignment divided by the value of the assignment. For example a reading quiz
would be returned with a grade such as “16/20” meaning that the student earned 16 points
on the 20 point quiz. The percentage is determined simply by dividing the numerator by
the denominator, which in this example would be 80%.
Homework:
Students can expect to have homework from this course every night of the school year.
At a minimum there will be nightly reading assignments from the text with
accompanying chapter outlines and or study questions. At other times there will be class
projects and supplemental readings that accompany the course that will have to be
completed outside of class. Successful students will budget additional time outside of
class to complete the necessary assignments. Please also be aware that assignments are
highly likely to be given over Christmas break and Spring break in order to maintain the
appropriate pacing necessary to cover the course requirements in their entirety.
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Tutoring schedule: Monday thru Friday mornings, but students will be required to make
arrangements with the teacher on the previous day to get a pass to enter into the building
and to get to the classroom. As a rule tutoring is designed to help the student better
understand the course content, but it is NOT designed to re-teach the daily lessons.
Tutoring is much more effective when the students have specific items that they wish to
discuss for understanding.
Honor Statement:
One characteristic of outstanding people whether young or old is integrity: people who
are honest and trustworthy. In order to truly grow and develop yourself as a person and
student of integrity it is important that you learn to take responsibility for your own
learning and for doing your own work. In the electronic age, information is accessible at
the click of a mouse or keypad and the temptation to copy and paste information for
assignments is great. Do your own work! Use the textbook and the Internet as a tool for
learning, but do not merely copy and paste someone else’s ideas because that’s called
plagiarism. Student’s caught plagiarizing will receive a zero for that assignment and their
parents will be notified. Repeat offenders will face additional consequences. Be a person
of integrity and do your own work!
Special note: any student using an electronic device for any reason during a
summative assignment (Reading Quizzes, Exams, or Essay’s) will be given a zero for
that assignment without chance for redoing the assessment.
Make-up policy:
Given the advanced nature of this course, I do not have to accept assignments that are
late, but in the interest of the student having a chance to learn the material, late
assignments will be accepted but can only earn a maximum of 70% depending on the
quality of the work submitted.
There is one exception. If a student does not turn in their weekly chapter study questions
and vocabulary (TPE’s) on time then they will have to submit an outline of that chapter,
which meets the specified requirements outlined by instructor. The 70% maximum credit
rule will apply.
Those who have a KISD excused absence should turn their assignments in on the same
day that they return to school and if they do not it will be considered late. District policy
is that you have five days to turn the assignment in, but that only applies to assignments
that were assigned the day the student missed. Assignments like chapter study questions
and TPE’s are known about well in advance and the student should have them completed
the day they return after an absence. Special circumstances are always possible and any
questions about such should be directed to Coach Mattox.
Extra Credit:
Extra credit opportunities may be included as part of specific classroom assignments but
as a rule no extra or additional assignments will be given to students during any grading
period. Students should be diligent to do quality work on the multitude of assignments
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assigned during each grading period and should not expect that there will be an additional
assignment provided to compensate for lack of diligence during the grading period.
Supplies
 3-ring binder with 10 dividers (not numbered dividers)
 Map pencils (not colored markers)
 Loose leaf notebook paper
 Pen (blue or black ink) and pencils
 Highlighter
Suggestions for Students and Parents:
 The ability to follow instructions is crucial for success in AP World History.
 Form and join an informal study group with students in the same
class. These are very successful. Two heads are better than one
(although both heads still need to keep up with the reading). Study groups
can help you get missing notes, understand concepts, study for quizzes
and tests, etc.
 This is a college course and universities know the difference on transcripts
between regular and Advanced Placement classes. University Admissions
will tell you they would rather see a “C” in an AP class than an “A” in a
regular class.
 It is suggested that students purchase an AP World History Review book.
 Please visit the CollegeBoard.com AP World History site. There are
several links on this page that will give you an excellent idea of what to
expect on the AP World History Exam in
May: http://www.collegeboard.com/student/testing/ap/sub_worldhist.html?
worldhist
 The following link includes how the AP Exam is set up and
administered:http://www.collegeboard.com/student/testing/ap/history_worl
d/exam.html?worldhist
 The following links include the 5 periodizations and the Major
Developments, Major Comparisons and Snapshots, and Examples of
What You Need to Know for each of the 5 parts/units:
o Part/Unit
1:http://www.collegeboard.com/student/testing/ap/history_world/fun
d_8000bc.html?worldhist
o Part/Unit
2:http://www.collegeboard.com/student/testing/ap/history_world/600
ce.html?worldhist
o Part/Unit
3:http://www.collegeboard.com/student/testing/ap/history_world/145
0.html?worldhist
o Part/Unit
4:http://www.collegeboard.com/student/testing/ap/history_world/175
0.html?worldhist
o Part/Unit
5:http://www.collegeboard.com/student/testing/ap/history_world/191
4.html?worldhist
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
PLEASE go to this website to get an idea of what a PORTION of the AP,
World History test will be like. It contains Sample Questions & Scoring
Guidelines, Multiple-Choice Questions, Free-Response Questions and
Scoring Guidelines of past AP World History
Exams: http://www.collegeboard.com/student/testing/ap/history_world/sa
mp.html?worldhist
What is AP World History?
Basic Information for Students and Parents
1. What is the difference between AP and pre-AP or honors?
AP (Advanced Placement) courses are classes designed by the College Board to offer
high school students an opportunity to earn college credit while in high school. College
credit can be earned by scoring well on the AP test administered by the College Board in
May. Thus, an AP class differs from a pre-AP or honors class in that students are
reading, thinking, and drawing conclusions on the college level in order to prepare for the
very important test.
2. How does taking AP World History benefit me?

Possibility of earning college credit by scoring well on the AP exam

Learn AP habits of mind that will help you in other AP classes

Plus a recent national study of the impact of the Advanced Placement program on
college performance reports students who have taken AP courses are better
prepared academically for college; are more likely to specialize in majors with
tougher grading standards; are more likely to perform significantly better over four
years of college course work; are more likely to be superior in terms of leadership;
and are twice as likely to do graduate level study.
3. What is the AP World History exam like?
The National Examination Format : 3 hours, 5 minutes in length:
 70 multiple-choice questions—55 minutes
 1 document-based question (DBQ) essay—50 minutes (includes 10 minute
reading period)—primary and secondary documents
 1 change-over-time essay—40 minutes (comparing periods studied)
 1 comparative essay—40 minutes (different regions of the world)
4. How will we prepare for the AP exam in class?
 Discuss as a class or complete activities relating to independent reading of the
textbook, articles, and primary sources in order for you to master the material
 Discuss the rubrics for the essays on the exam and write sample essays in class
 Tests will be designed to prepare you for the multiple-choice questions on the
exam
 A notebook of all work will be kept that will serve as a study guide for the exam
 Generally, all assignments will be assigned with a view to helping the student
develop the knowledge and skills to prepare for college level work
5. What can I do on my own to succeed in AP World History?
 THERE IS NO SUBSTITUTE FOR READING. Reading will be assigned for
virtually every class session. We cannot discuss every piece of information and
every idea you will need to know for the AP exam in class; therefore, you must
read!
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


All homework is important. It is designed to help you process activities that we
have done in class, understand and apply what you are reading, and/or to
improve your writing for the AP exam.
If may be helpful to organize a study group in order to discuss information and to
study for tests.
Study for tests--we will discuss study strategies in class.
6. Will I do well in AP World History?
 Ultimately, your success depends on whether or not you read and do the
work. This is not a class where you can sit and listen to class discussion and do
well. You must put forth the effort.
7. What do I do if I am having trouble in AP World History?
 First, evaluate whether you are studying properly, reading, doing homework, etc.
 If you are not doing what you need to be doing, turn over a new leaf! Start
reading, studying, etc. If you feel you are studying correctly or you are reading
but not processing what you read, please come to me for help.
 If you are studying, reading, etc. and still not doing as well as you would like,
please make an appointment to come in for tutoring. I am available before or
after school on most days.
 Ask a friend for help. Discussing the information will not only help you, but also
help your friend.
8. Will the college I want to go to take my AP score and how much credit will I
receive?
 Most colleges accept AP scores. The credit hours earned by exam usually
exempt the student from the corresponding college course (Ex. 3 credit by exam
hours for AP World History will exempt a student from at least one World History
survey course). If a student is not required to take this course, colleges usually
count this credit as elective credit. If you have earned credit in the area of your
major, some colleges will require you to take all introductory courses but will give
you elective credit for the AP class.
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Please sign and return this sheet ONLY
We have read Coach Mattox’s course syllabus for the 2014-2015 AP
World History course and are committed to support the
requirements and the completion of the assignments in full.
Additionally, because this is a college level course, we will,
periodically throughout the course, be discussing mature themes
and watching films that may contain adult themes. By signing this,
you are recognizing the content of the course and granting
permission to fully participate in the activities associated with the
course.
Student Name (Please Print):____________________________________
Student Signature: _____________________________________
Parent Name (Please Print): ______________________________
Parent/Guardian Signature: ______________________________
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