Download Course Syllabus/Grading Procedures

ADVANCED PLACEMENT WORLD HISTORY
Olympia High School
2010-2011
Instructor:
E-mail:
Schedule:
Website:
Mrs. Melissa Longnecker
[email protected] (best way to contact me)
On campus 7:00am – 12:45pm daily, available after school by appointment
http://olympia.osd.wednet.edu
COURSE OVERVIEW
The AP World History course is based on a global perspective of the world and human
interactions from 8000 BCE to present day. The general contours of this AP World History
course, in terms of content covered and skills developed, are shaped by the five themes and
the “habits of mind” that are outlined in the Course Description provided by the College
Board. These overarching themes and habits of mind foster critical thinking and encourage
students to develop their own abilities and to truly be part of the learning process.
The Five AP World History Themes:
1.
2.
3.
4.
5.
Interaction between humans and environment (Diffusion)
Development and interaction of cultures (religions, science, technology, art)
State-building, expansion, and conflict (Politics)
Creation, expansion, and interaction of economic systems
Development and transformation of social structures (gender, family, ethic relations)
The Habits of Mind or Skills:
History scholars must develop a set of skills that are necessary to develop in order to
understand the major themes. The AP World History curriculum refers to these skills as
"Habits of Mind" that may be divided into two categories:
Four habits of mind for the study of any rigorous history course:
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. Assessing issues of change and continuity over time
4. Understanding diverse interpretations through analysis of context, point of view,
and frame of reference
Five habits of mind for the study of a world history course:
1. Seeing global patterns and processes over time and space while connecting
local developments to global ones
2. Comparing within and among societies, including comparing societies’ reactions
to global processes
3. Considering human commonalities and differences
4. Exploring claims of universal standards in relation to culturally diverse
5. Exploring the persistent relevance of world history to contemporary developments
The AP World History Examination assesses both content and habits of mind in all types
of questions, both multiple choice and essay.
The course is designed to challenge students to become “owners” and creators of
independent ideas by maintaining a student-centered classroom environment. One goal for
the course is to provide an engaging and rigorous curriculum that motivates students.
Students will develop skills to refine their analytical abilities and critical thinking skills in
order to understand historical and geographical context, make comparisons across
cultures, use documents and other primary sources, and to recognize and discuss different
interpretations and historical frameworks.
The long-term objective is for students to demonstrate an understanding of how the big
picture of world history assists in understanding the complexities of today’s global arena.
The course imposes a heavy reading and writing load throughout the year, and the
demands of the students are equivalent to a full-year introductory college course.
COURSE OUTLINE
AP World History is broken up into five periods of study that will guide the structure of the
course. Each period will receive about equal treatment during the course of the school
year, which reflects the emphasis of each period on the AP exam.
 Unit 1:
Foundations: 8000 BCE – 600 CE
(5 weeks)
 Unit 2:
The Postclassical Era: 600 – 1450
(7 weeks)
 Unit 3:
An Age of Cross-Cultural Interaction: 1450 – 1750
(5 weeks)
 Unit 4:
An Age of Revolution, Industry, and Empire: 1750 – 1914
(6 weeks)
 Unit 5:
Contemporary Global Realignments: 1914 – Present
(5 weeks)
TEXTS
Bulliet, Richard W., et al. The Earth and Its Peoples: A Global History. 2nd ed. Boston:
Houghton Mifflin Company, 2001. (Textbook)
Burd, Ken ed. DBQ Practice: World History. Social Studies School Services, 2005.
(Reproducible activity book)
Diamond, Jared. Guns, Germs, and Steel: The Fates of Human Societies. New York:
W. W. Norton & Company, 1991. (Book)
Rand McNally Quick Reference World Atlas. Rand McNally & Company, 2006. (Atlas)
Sterns, Peter N., ed. World History in Documents: A Comparative Reader. New York:
New York University Press, 1998. (Primary-source reader)
Student resources for textbook available at http://college.hmco.com/students
GRADING AND ASSIGNMENT POLICY
All AP World History assignments are graded on a semester point system. Grades are
calculated by dividing the total number of points earned by the total possible points, to get
a percentage score.
The following grading scale applies to AP World History (Scores are NOT rounded!):
A
AB+
B
B-
=93.33-100%
=90.0-93.32%
=86.67-89.99%
=83.33-86.66%
=80.0-83.32%
C+
C
CD+
D
=76.67-79.99%
=73.33-76.66%
=70.0-73.32%
=66.67-69.99%
=60.0-66.66%
Late homework assignments are NOT accepted for credit.
You will be given five “FREE HOMEWORK TICKETS” each semester. This will allow you to
turn in five different homework assignment ONE DAY late, and still receive credit for the
work completed. Unused “TICKETS” are worth a total of 15 extra credit points at the end
of each semester.
ABSENCES AND MAKE UP WORK
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World History is a graduation requirement. Many assignments/discussions are
completed in class only and cannot be made up if you are absent. BE IN CLASS!
Excessive absences will affect your grade.
If absent, you are responsible for finding out what you missed. Ask another student, the
teacher, or check the course web page to find out what you missed.
Make up work is for excused absences only! Contact instructor and/or send
assignments that are due electronically if possible; make prior arrangements for planned
absences; one (1) day allotted for each day absent to turn in missed work.
All make-up tests will be administered within two days of return outside of regular class
time (regardless of the reason for missing the test). Tests not completed will be recorded
as a zero.
TEACHING STRATEGIES
Lectures:
In 55-minute classes, I find it unproductive to lecture more than half the time. Lectures
usually last for only 20-30 minutes. Almost all of my lectures are accompanied by a
multimedia presentation.
Discussions (Inside/Outside Circle, Socratic Seminars):
From the first week of school, students learn to use the Socratic seminar method. To
scaffold questions/prompts to a higher level of thinking, I start with fishbowl discussions,
and I model how to facilitate a group discussion using the Socratic method. To create a
fishbowl discussion, I merely split the students into two groups, where one group first
discusses a question/prompt in an inner circle, while the outer circle takes notes silently.
When the inner circle is done, I solicit critiques from the outer circle observers. The two
groups then switch places, and the new inner circle is given a new prompt/question.
Eventually, students come prepared with their own prompts and can ideally lead a wholeclass discussion.
Group Work:
The classroom seating arrangement automatically places students in a group (or pod) with
two to three others. This allows students to communicate and participate on a daily basis.
Student groups will often process primary-source documents or large amounts of content,
usually with the goal of generating theses and outlines for sample focus questions. The
processing is accomplished through a variety of exercises that focus on a selected set of
skills. For example, the group might focus on how to determine and analyze point of view,
or how to group a set of documents.
STUDENT EVALUATION
AP World History is the equivalent of a college-level survey course in world history. Like
college students, you are expected to read the assigned pages in the textbook as listed in
the monthly calendars and take notes. In designing this course, the College Board aimed to
help you gain the higher-order thinking skills you will need to be successful in college.
Course Work:
Challenging reading and writing assignments will be given throughout the school year.
They include primary and secondary documentary source readings, map/atlas exercises,
interpretation of works of art, analysis of pictorial and graphic materials, vocabulary
mapping, and analytical writing assignments, as well as a major research project.
Notebook/Binders:
Students keep a 3-ring binder for notes and handouts. Students take lecture notes and
outline textbook notes on the textbook in order to process the chapters. Each grading
period the notebooks/binders may be collected and graded.
Class Participation:
Students will be rewarded for classroom involvement. The classroom seating arrangement
automatically places students in a group (or pod) with two to three others. This allows
students to communicate and participate on a daily basis. Class activities will also include
debates, inside/outside circle discussions, Socratic seminars, role-playing, and informal as
well as formal presentations.
Chapter Quizzes/Unit Exams:
Chapter quizzes will be given regularly (almost every week). Quizzes will cover information
from the readings, handouts, and lectures and are usually in multiple-choice format. The
multiple-choice questions are taken from various test banks. Each unit exam may be a
combination of multiple choice, vocabulary identifications, map skills, short answer, and
essay (DBQ, Change-Over-Time, and Comparative) questions. A comprehensive midterm
and final examination will be given to all students at the conclusion of each term.
Essays:
There are three types of essays on the AP Exam: the DBQ (Document-Based Question)
essay, the Change/Continuity-Over-Time (CCOT) essay, and the Comparative (C&C) essay.
At least two complete essays of each type will be written for assessment. Early in the year,
the essays are take-home assignments with prompts provided, and the students engage in
peer grading of each other’s work to better understand how each type of essay is assessed.
Later, students will practice with in-class timed essay writing assignments using questions
in the style of the AP World History Exam as well as past AP Exam free-response questions.
Projects:
Each grading period has at least one larger project. After the AP Exam in May, each
student will complete a Multimedia Research Project.
COURSE EXPECTATIONS
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Students enrolled in AP World History are expected take the AP Exam on May 12, 2011.
The exam costs approximately $86.00, and will be paid during the spring semester.
Keep a well-organized and complete notebook for the entire year; bring to class daily.
Use the charts, lecture and reading notes in your notebook to study for quizzes/exams.
Ask for help if your notebook is incomplete.
Actively participate in class and complete all assignments thoroughly and promptly.
Attend class daily; arriving on time.
Turn off all electronic devices BEFORE walking into the classroom.
DO NOT talk while the teacher or another student is speaking.
DO NOT pack up your things before the bell rings.
Ask instructor for help if needed – I am committed to supporting your efforts!
Challenge yourself to work hard and maintain high standards.
I expect you to act appropriately and maturely. Any questions or problems can be
discussed privately before or after class.
It is recommended that students purchase an AP World History review/resource book.
A list of recommended review books is available on the class website.
CHEATING
Any type of cheating on homework assignments, optional assignments, quizzes, exams,
projects or plagiarism in essay papers, is unacceptable. A first occurrence of cheating will
result in a referral and a zero on the assignment, quiz, exam, project or paper. A second
occurrence will result in the student being dropped from the class.
REMEMBER: This policy also includes copying and/or “sharing” homework assignments!
All optional assignments are to be completed alone/individually.
COURSE PLANNER
Unit 1: Foundations: 8000 BCE – 600 CE (5 weeks)
Textbook Chapters 1-8
Focus questions: What is “civilization”? Who is “civilized”? Does change occur by diffusion or
independent invention?
Topic 1. Locating world history in the environment and time
Topic 2. Developing agriculture and technology
Topic 3. Basic features of early civilizations: Mesopotamia, Egypt, Indus, Shang; Mesoamerican
and Andean
Topic 4. Major Belief Systems before 600 CE: Polytheism, Hinduism, Buddhism, Judaism,
Confucianism, Daoism, Christianity
Topic 5. Classical Civilizations (rise/collapse): Persia, Greece, Rome, Han China, and India
Topic 6: Movements of people (Bantus, Huns, Germanic, Polynesians); Interregional
network by 600 CE (trade and spread of religion)
Comparisons: early civilizations, major belief systems, roles of nomadic peoples, system of
social inequality, cities, political systems, trading systems, migrations
Unit 2: The Postclassical Era: 600 CE – 1450 CE (7 weeks)
Textbook Chapters 9-17
Focus questions: Should we study cultural areas or states? Did changes in this period
occur from the effects of nomadic migrations or urban growth? Was there a world economic
network during this period?
Topic 1. The Islamic World, the Crusades, the Schism in Christianity
Topic 2. China’s internal and external expansion: Sui, Tang, Song, early Ming
Topic 3. Compare European and Japanese feudalism
Topic 4. Patterns in Amerindian world: Maya, Aztec, and Inca
Topic 5. Mongols across Eurasia and destruction in Southwest Asia, Black Death
Topic 6: Interregional networks and contacts: Silk routes, Indian Ocean trade, TransSahara trade
Comparisons: European and Japanese feudalism, European monarchy versus African
empires, role of major cities, Islam and Christianity, Aztec versus Incan empires
Unit 3: An Age of Cross-Cultural Interaction
1450 CE - 1750 CE (5 weeks)
Textbook Chapters 18-22
Focus questions: To what extent did Europe become predominant in the world
economy during this period?
Topic 1. Scientific Revolution and Renaissance; Change: Reformation
Topic 2. Changes in trade, technology, and global interactions (Columbian Exchange,
impact of guns, changes in shipbuilding and navigational devices)
Topic 3. Major Empires and other political units and social systems: Ottoman, Safavid,
China, Portugal, Spain, Russia, France, England, Tokugawa, Mughal, African
Topic 4. Encounters and Exchange: Portuguese in Morocco, West Africa, Indian Ocean
trade networks; the Ming Silver Trade; Spanish in the Americas
Topic 5. Slave systems and slave trade: Labor Systems/Effects of the Atlantic World
Topic 6: Demographic and environmental changes: diseases, animals, new crops, and
comparative population trends
Comparisons: Imperial systems in Europe versus Asia; coercive labor systems, empire
building in Asia, Africa, and Europe; interactions with the West (Russia versus others)
Unit 4: Age of Revolution, Industry, and Empire
1750 CE - 1914 CE (6 weeks)
Textbook Chapters 23-29
Focus questions: Through what processes did the influence of industrialization spread
throughout the world? How did the rights of individuals and groups change in this period?
Topic 1. European Enlightenment, American, French, Haitian, and Latin American
Revolutions; Napoleon
Topic 2. British Industrial Revolution and De-Industrialization of India and Egypt
Topic 3. Nationalism and Modernization
Topic 4. Imperialism and Colonialism
Topic 5. Cultural and political reactions: Emancipation of slaves/serfs, Suffrage, Labor,
and Anti-Imperialist movements
Topic 6: Russian Revolution as reaction to Industrialization and Modernization
Comparisons: Industrialization Revolution in Europe versus Japan, political revolutions,
reactions to foreign domination, nationalism, western interventions in Latin America and
Africa, roles of women in Europe of different classes.
Unit 5: 20th Century
1914 CE - 1991 CE (5 weeks)
Textbook Chapters 30-35
Focus questions: How do ideological struggles provide an explanation for many of the
conflicts of the 20th century? To what extent have the rights of the individual and the state
replaced the rights of the community? How have conflict and change influenced migration
patterns internally and internationally? How have international organizations influenced
change?
Topic 1. World War I, Total War, Treaty of Versailles and Consequences
Topic 2. Comparison of Russian and Chinese Communist Revolutions
Topic 3. Depression and Authoritarian Responses
Topic 4. World War II and Forced Migrations
Topic 5. United Nations and Decolonization
Topic 6: Cold War, Imperialism, and the End of the Cold War
Comparisons: Decolonization in Africa versus India, role of women in revolutions, effects of
World Wars on areas outside of Europe, nationalist movements, impact of Western
consumer society and culture on others.
Weeks 28-32
 Review, and Final Exams
 AP EXAM ON THURSDAY, MAY 12, 2010 @ 8:00 a.m.!!!!
Week 33 Post-Exam
 Film Critique
Weeks 34-37 Post Exam
 Multimedia Research Project