Download ADVANCED PLACEMENT – WORLD HISTORY HISTORY 2013

ADVANCED PLACEMENT – WORLD HISTORY HISTORY 2013-14 COURSE INFORMATION
Melissa Von Blon, M.Ed.
Westchester Academy for International Studies | Class Phone: 713-251-1975|
Email: [email protected]
Tutorials: Tuesdays 3:10 – 4:10 and Fridays during Lunch by Appointment
The course’s organization around a limited number of key concepts instead of a perceived list of facts, events, and dates makes
teaching each historical period more manageable. The three to four themes per period define what is most essential to know about
each period based upon the most current historical research in world history. This approach enables students to spend less time on
factual recall, more time on learning essential concepts, and helps them develop historical thinking skills necessary to explore the
broad trends and global processes involved in their study of AP World History.
Mastery of content and grades are important, but of equal value is:
 study and analytical skills
 critical reading of primary and secondary sources
 making historical analogies
 constructing and evaluating historical interpretations
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using historical knowledge as a guide to present
understanding and action
empathizing with the past
comparing the development and changes among
various peoples
Any AP class requires hard work and a commitment to intellectual growth. All students are strongly encouraged to dedicate themselves
to the goals of AP World History and to take the AP Exam at the end of the school year (Thursday, May 15, 2014 – AM). I hope that
you will be rewarded with a sense of accomplishment and the belief that even a rigorous class can be enjoyable.
Middle Years Programme (MYP) Humanities- Level 5
As of September 1, 2011...
Westchester Academy of International Studies is a candidate school* for the Middle Years Programme. This school is pursuing
authorization as an IB World School. These are schools that share a common philosophy—a commitment to high quality, challenging,
international education that Westchester Academy of International Studies believes is important for our students.
Note: Westchester is an authorized Diploma Programme IB World School.
*Only schools authorized by the IB Organization can offer any of its three academic programmes: the Primary Years Programme
(PYP), the Middle Years Programme (MYP), or the Diploma Programme (and in addition the IB Career-related Certificate). Candidate
status gives no guarantee that authorization will be granted.
**Please see the list of MYP AIMS and OBJECTIVES included at the bottom of this syllabus.
Grading
Six Weeks grades will be determined as follows:
Major Grades (40%)
- Including exams, major summative essays, and/or projects
Quizzes/Minor Projects (30%)
- Includes any planned quizzes, pop quizzes, pre-writes, reading quizzes, or lengthy activities
Classwork (15%)
- Includes any in class activity that is taken for a grade.
- Classwork can also include participation in small group discussions and/or whole class debates
Homework (15%)
- Homework will be graded periodically to check that students are reading and taking homework notes over the assigned
chapters. Students are required to keep one spiral dedicated to AP US History for this task. Loose-leaf notes will not be
accepted.
- Article analysis tasks will be assigned for any articles required for in class discussions
**Homework is meant to enrich and emphasize class content. The amount and level of homework assigned corresponds to the level of
the Social Studies course being taken by the student. (IB, AP, Pre-AP, Academic) Homework in not optional and should be turned in
on the date assigned. The Social Studies late policy for homework is as follows. Students have one class period to turn in late
assignments and will receive only up to 70%. No credit (0 points) will be given for homework assignments turned in more than one
class period late.
Text
World Civilizations: The Global Experience, Third Edition, AP* Edition. Addison-Wesley Educational Publishers, Inc. 2003
You are responsible for reading and studying the textbook World Civilizations (as well as ALL other readings). There will be a daily
calendar located on my website at the beginning of each month. While most of the textbook and course readings will be discussed in
detail through our class discussions, seminars, and debates, some of it will be covered through independent learning. You are
responsible for ALL MATERIAL ASSIGNED, whether we discussed it in class or not.
The AP World History Exam
The AP World History exam gives students the opportunity to receive college credit for the effort that they put forth throughout the year
in the class. The AP World History exam determines whether or not students are qualified to receive college credit for World History.
The scores are based on a scale from 1 – 5, 5 receiving six hours of college credit and traditionally a 4 would receive three hours of
college credit, depending on the university or college. A score of 3 is considered qualified and passing by College Board, but many
larger universities will not reward credit for a score of 3 or lower. More information can be found at http://www.collegeboard.org/.
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 grade (50%), and the
free-response section for the other half (50%).
Multiple-choice 70 questions 55 minutes
Document-based question 1 question 50 minutes (includes a 10-minute reading period)
Change-over-time essay 1 question 40 minutes
Comparative essay 1 question 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. This section follows the percentages listed below; questions will draw from individual or multiple periods. Multiple-choice
questions will also measure various geographical regions, with no more than 20 percent of multiple-choice questions focusing solely on
European history.
In Section II, the free-response section of the exam, Part A (DBQ essay) 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 (CCOT
essay) 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/or
outlining the answer. In Part C (Comparison essay) 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/or outlining the answer. Each essay is equal in value for Section II of the AP Exam.
The AP World History Exam is scheduled for Thursday, May 15, 2014 – morning session.
Expectations
Materials Required for the Course
By the end of the first week of school- students must have the following materials:
 Binder
 Dividers
 Blue or black ink pens
 Pencils
 College rule loose leaf paper
 College rule spiral
It is highly suggested that students purchase a review book for the AP Exam. Both Barnes and Noble and Half Price Books offer a
variety of preparation guides for the AP World History Exam. Students who purchase a review book, such as the Princeton Review
book or Baron’s Review book for the AP Exam will be given one homework pass to be used during the first semester.
Academic Honesty
Scholastic dishonesty includes, but is not limited to, cheating on a test, plagiarism, and collusion. Cheating on a test includes copying
from another student’s test paper; using, during a test, materials not authorized by the instructor; collaborating with another student
during a test without permission; knowingly using, buying, selling, stealing, transporting, or soliciting in whole or part the contents of an
un-administered test; or bribing another person to obtain a test that is to be administered. Plagiarism means the appropriation of
another’s work and the unacknowledged incorporation of that work in one’s own written work for credit. Collusion means the
unauthorized collaboration with another person in preparing work offered for credit.
* The instructor considers four (4) words or more taken from someone else or some other written source for which credit is not given as
plagiarism.
* Notes for reading quizzes MUST be in student’s own handwriting and MUST be in their spiral.
* Students found to be in violation of this policy will be dealt with severely.
Absences
Each student will choose a classmate to represent him or her in case they are absent from class. These partners will be chosen within
the first week of school. If a student is absent from class, they should be able to email their partner to find out what daily activity was
done and if a grade was taken for the task.
Students who do not take responsibility for making up work that they missed with be penalized with zeros. The WAIS make up policy
requires that students who are out for one class period have one class period to make up any assignments that they missed on the day
they were out.
HOWEVER, if a student misses a quiz or due date for an assignment when they are absent, it will be expected that they will
turn in that assignment and/or take that quiz the day that they return.
Late Work
WAIS late work policy states that assignments turned in the next day (not class period) after it is due will receive -30%. If a student fails
to bring the assignment to the teacher until the next class period, the assignment will receive -50% credit. In the case that a student is
absent the day after an assignment is due, the assignment will still receive -50% if turned in the next class period. Should this happen,
please send an e-mail notification and arrangements will be made.
Once a grading period has ended, students will not be allowed to submit late work. The grading period will be announced each six
weeks, so that students are aware of the deadlines. Students will not be allowed to turn in late work between the end of the grading
period and the date grades are drawn. This time period is reserved for the teacher to grade work that was submitted before the
deadline.
Classroom Management
Verbal warning | 2. One-on-One conference | 3. Disciplinary action (e.g., detention) | 4. Parent contact | 5. Office referral.
**Note: All steps may be skipped and students may be sent directly to the Upper School Office, depending on the situation
Test Corrections
*An additional handout will be provided to explain the Westchester Social Studies Department test correction policy.
Taking Notes and Organization
Taking notes is a required and independent activity for this course – these are done at home and over the chapters in the textbook,
required audio/video lectures, lecture transcripts, as well as from all other readings assigned. Notes for each chapter will be checked
on days scheduled according to each of the monthly schedules. Each student will be required to take notes in an AP World History
spiral notebook, This spiral notebook is to be for WHAP ONLY, it should not be shared with other classes.
Students are allowed to take whatever kind of notes they think are helpful to them, the notes are for the student, NOT the instructor.
The only requirement is that the entire chapter be covered. This assignment will count as a homework grade when taken up.
All students should get a three-ring binder with dividers:
1. Outside Readings
2. Discussion Notes
3. Pre-Writes
4. Assessments
5. Unit Reflections
*This is not required and will not be taken for a grade, but organization can help with success in any class.
Class Participation Points
Discussion points can be earned on days scheduled for official “Class Discussions” of the textbook chapters. When we cover a chapter
in class, we discuss it as a class. We will talk about the information and its implications for the past, present, and the future of America.
To encourage class discussion and active participation on your part, I reward those students who are engaged in the “history” class
discussion. We go over a set of critical thinking questions for each chapter – students are asked to share their opinions and ideas. All
chapters covered in a unit will have chapter questions posted on the class website.
Students can earn bonus points for contributing to the class discussion. The check system will be discussed in class prior to the first
class discussion. These bonus points will be the only bonus points that will be given on major assessments. There will be a maximum
of 6 bonus points on any exam.
Discussion is voluntary – no one is punished for not participating, it is simply a way to encourage and reward positive active student
participation. Whether or not you get a check for the day is based on your level of contribution to our class discussion.
Waiting till the last 5 minutes of class to start talking will NOT get you any points. In order to be eligible for checks, participation must be
steady and consistent throughout the entire class period. One student will not be able to dominate a class discussion – I keep track of
the checks during class and will call on as many people as possible who want to participate. The points are ONLY good for that unit,
they do not accumulate. Once that unit test is over, those points must be applied to that test or they are lost.
In the event of an excused absence on the day that we discuss the questions, students can turn in a handwritten copy of their answers
to the discussion questions for that day. In order to get ANY credit, the assignment must be completed (i.e., you must do all of the
questions, no partial credit is given) and it must be turned in the day that you return to class (it is your responsibility to turn this in, not
mine to collect it from you – if it is not turned in on time, don’t bother asking me for an extension – you won’t get it). Your response must
answer all parts of the question, including opinion and analysis of the question. How many points you receive is based on the depth,
breadth, and analysis of your responses (you could receive 0 – 2 points).
John Irish’s Strategies for Success Strategies for Success in an AP History course:
1. Discussion – NOT Lecture (learning is an active process, not passive). There are lots of opportunities for you to be an active learner
in this class – take advantage of them!
2. Stress Historical Analysis and Interpretation (History is not black-and-white and memorizing facts).
3. Simulate the Difficulty of the AP Exam. Every year over half the students around the country fail the World History AP Exam, it is not
an easy test. However, the good news is that this class WILL prepare you for the Exam in May if you are willing to do what you are
asked to do.
4. Expose the students to LOTS of information.
5. Learning can be FUN as well as CHALLENGING. This is not an easy class, but it is a fun class, remember you chose to be in this
class. You will not be asked to do anything that previous students were not asked to do. They survived, so will you.
Scope and Sequence for WHAP
First Six Weeks (August 26 - October 2)
- The Rise of Agriculture and the Agricultural Civilizations (Chapter 1)
- The Classical Period 1000BCE-500CE (Chapters 2-5)
Second Six Weeks (October 3 - November 8)
- The Postclassical Era, 500 – 1450 (Chapters 6 – 15)
Third Six Weeks (November 11 - December 20)
- Globalization, 1450 – 1750 (Chapters 16 – 22)
Fourth Six Weeks (January 7 - February 21)
- Industrialization and Global Hegemony, 1750 – 1914 (Chapters 23 – 27)
Fifth Six Weeks (February 24 - April 16)
- 20th Century: Part I (Chapters 28 – 32)
Sixth Six Weeks (April 17 - June 4)
- 20th Century: Part II (Chapters 33 – 36)
MYP AIMS AND OBJECTIVES
IB Middle Years Programme (MYP) Humanities Aims:
The aims of the teaching and study of MYP humanities [World Geography is part of the humanities] are to encourage and enable students to develop:
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an inquiring mind
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the skills necessary for the effective study of humanities
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a sense of time and place
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a respect and understanding of others’ perspectives, values and attitudes
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awareness and understanding of people, cultures and events in a variety of places at different times
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an understanding of the interactions and interdependence of individuals, societies, and their
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environments
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an understanding of the causes and consequences of change through physical and human actions
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and processes
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an understanding of contemporary humanities issues
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a sense of intercultural awareness and a desire to be proactive as a responsible global citizen an awareness of the connections with other subjects
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a lifelong interest in and enjoyment of humanities.
IB Middle Years Programme (MYP) Humanities Objectives:
The objectives below [state specific targets that are set for learning]. They define what the student will be able to accomplish as a result of studying [humanities].
They relate directly to the assessment criteria found in the “Humanities assessment criteria”.
Objective A: Knowledge
Knowledge is fundamental to studying humanities, and forms the base from which to explore concepts and develop skills.
At the end of the course, students should be able to:
• know and use humanities terminology in context
• demonstrate subject content knowledge and understanding through the use of descriptions and explanations, supported by relevant facts and examples, and
may show other ways of knowing.
Objective B: Concepts
Concepts are powerful ideas that have relevance within and across the disciplines. Students should be able to develop an understanding of the following key
humanities concepts over the course at increasing levels of sophistication.
Time
Students should understand the concept of “time” not simply as the measurement of years or time periods, but as a continuum of significant events of the past.
Students can achieve this through the study of people, issues, events, systems, cultures, societies and environments through time.
At the end of the course, students should be able to:
• establish a personal sense of identity in a context of time and place
• understand different perceptions of time
• show an understanding of people in past societies
• demonstrate an awareness of chronology that links people, places and events through time
• recognize and explain the similarities and differences that exist between people, places and events through time.
Place and space
The concept of “place and space” refers to a student’s awareness of how place/space is categorized, and the significance of place/space in humanities
disciplines.
At the end of the course, students should be able to:
• recognize, describe and explain patterns and relationships in space, including natural and human environments
• recognize and explain similarities and differences between places
• understand constraints and opportunities afforded by location
• understand issues related to place/space on a local, national and global scale.
Change
Change necessitates an examination of the forces that shape the world. It may be viewed as positive or negative based on people’s perceptions. The concept of
“change” addresses both the processes and results of change—natural and artificial, intentional and unintentional.
At the end of the course, students should be able to:
• understand and explain short-term and long-term causes of change
• establish and explain links between causes, processes and consequences
• recognize and explain continuity and change
• recognize that change is inevitable and that the rate of change is relevant to the context
• understand that as people interact with their environment, both change
• understand and explain how environmental, political, economic and social interactions can change levels of sustainability.
Systems
The concept of “systems” refers to the awareness that everything is connected to a system or systems. Systems provide structure and order to both natural and
artificial domains.
At the end of the course, students should be able to understand, identify and compare:
• how systems, models and institutions operate
• social structures and controls
• the complex and dynamic nature of systems
• different types of equilibrium within systems
• systems in local, national and global societies
• rights and responsibilities within systems
• cooperation within and between systems.
Global awareness
The concept of “global awareness” engages students in a broader global context and encourages understanding of, and respect for, other societies and cultures.
It also emphasizes the need to understand one’s own culture in order to understand others’ cultures.
At the end of the course, students should be able to:
• explain different perceptions of places, societies and environments
• show an understanding of how culture and perception can affect a sense of intercultural awareness
• show an understanding of the interdependence of societies
• demonstrate international awareness and intercultural awareness and understanding
• explore issues facing the international community
• recognize issues of equity, justice and responsibility
• know when and how to take responsible action where relevant.
Objective C: Skills
The development of skills in humanities is critical in enabling students to undertake research and demonstrate their understanding of knowledge and concepts.
Students should be able to demonstrate the following skills during the humanities course to an increasing level of sophistication.
Technical skills
At the end of the course, students should be able to:
• observe, select and record relevant information from a wide range of sources
• use a variety of media and technologies to research, select, interpret and communicate data
• use sources, such as maps, graphs, tables, atlases, photographs and statistics, in a critical manner
• represent information using maps, models and diagrams, including use of scale, graphs and tables.
Analytical skills
At the end of the course, students should be able to:
• analyse and interpret information from a wide range of sources
• identify key questions, problems and issues
• critically evaluate the values and limitations of sources
• compare and contrast events, issues, ideas, models and arguments in a range of contexts.
Decision-making skills
At the end of the course, students should be able to:
• develop appropriate strategies to address issues
• formulate clear, valid and sound arguments, make balanced judgments on events, and draw conclusions, including implications
• make well-substantiated decisions and relate them to real-world contexts.
Investigative skills
At the end of the course, students should be able to:
• test hypotheses and/or ideas and modify them where necessary
• plan, carry out and present individual and group investigations
• engage in fieldwork in order to complement an investigation.
Objective D: Organization and presentation
Students should be comfortable using a variety of formats to organize and present their work (including oral presentations, essays, reports, expositions) and
using a variety of media and technologies. They should understand that every presentation is unique and hence shows their new perspective.
At the end of the course, students should be able to
• communicate information that is relevant to the topic
• organize information in a logically sequenced manner, appropriate to the format used
• present and express information and ideas in a clear and concise manner, using appropriate language, style and visual representation
• use referencing and a bibliography to clearly document sources of information, using appropriate conventions.