Download AP® World History Syllabus

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AP World History
Kurtz
AP® World History Syllabus
AP® World History is for the exceptionally studious high school sophomore who wishes to earn
college credit through a rigorous academic program. This class approaches history in a nontraditional way in that it looks at the common threads of humanity over time: trade, religion,
politics, society, economics, and technology and it investigates how these things have changed
and continued over time in different places. Students who take the AP® World History course are
expected to take the APWH exam on May 11th, 2017 during the morning session. The difficulty
level of this course will depend on the ability and skills that each student possesses before,
during, and after the course. It will take the time and commitment of each student to determine
the level of their success.
The course is designed to help students:
Construct and evaluate arguments, and plausibly use historical evidence
Analyze and use primary source documents and evidence
Evaluate change and continuity over time with an emphasis on process and causation
Understand diverse interpretations of events through context and point of view
Evaluate and understand patterns and interactions from local to global levels
Analyze comparisons within and among societies
Become aware of similarities and differences among peoples and understand cultural diversity
Answer correctly AP-style multiple choice questions
Effectively compose short answer responses, a document-based essay (DBQ), and a long essay
question (LEQ).
Main Textbooks:
Bentley, Jerry H., and Herbert F. Ziegler. Traditions & Encounters: A Global Perspective on the
past. 5th ed. New York, NY: McGraw-Hill, 2011.
Stearns, Peter N. World History; the basics. New York: Routledge, 2011.
World History work book: TBD
My email address and website: [email protected]
My website is on Issaquah Connect, Keyword: Mr. Kurtz
http://connect.issaquah.wednet.edu/high/liberty/staff/mr_kurtzs_site/default.aspx
Reading Calendar:
A copy of the tentative reading schedule will be handed out to each student during the
first day of class. It outlines the page numbers, chapters, and project due dates for each cycle to
be completed during the duration of the course. Students are to complete all readings by the date
assigned. This reading calendar is used to keep the student up to date regardless of attendance or
unforeseeable events.
Primary Sources:
Students will read and analyze selected primary sources (documents, images, and mps) from
many textbooks but some of them may derive from the following texts:
World History in Documents: A Comparative Reader Stearns NYU Press 1998
Ways of the World; A Global History with Sources Strayer Bedford/St. Martin’s 2011
Traditions & Encounters: A Global Perspective on the past. Bentley, Jerry H., 2011
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The AP World History Exam is 3 hours and 15 minutes long and includes both a 1 hour and 45
minute multiple-choice/short-answer section and a 1 hour and 30 minute free-response. Each
section is divided into two parts, as shown in the table below. Student performance on these four
parts will compiled and weighted to determine an AP Exam score.
Section Question Type
Number of
Questions
Timing
I
Part A: Multiple Choice questions
Part B: Short Answer questions
Part A: Document Based Question (DBQ)
55 Questions
4 Questions
1 Question
Part B: Long Essay Question (LEQ)
1 Question
(chosen from
a pair)
55 minutes
50 minutes
55 minutes
-includes a
reading
period of
15 minutes
35 minutes
II
Percentage
of Total
Exam
Score
40%
20%
25%
15%
Multiple-Choice Questions The multiple-choice section will contain a number of sets of questions, with between two and
five questions per set that ask students to respond to stimulus material: a primary or secondary
source, including texts, images, charts, graphs, maps, etc. This stimulus material will reflect the
types of evidence that historians use in their research on the past. The set of multiple-choice
questions about the material will draw upon knowledge required by the curriculum framework,
and each question will address one of the learning objectives for the course. While a set may
focus on one particular period of world history, the individual questions within that set may ask
students to make connections to thematically linked developments in other periods. Multiple-choice questions will assess students’ ability to reason about the stimulus material in
tandem with their knowledge of the historical issue at hand. The possible answers for a
multiple-choice question will reflect the level of detail present in the required historical
developments found in the concept outline for the course. Events and topics contained in the
illustrative example lists will not appear in multiple-choice questions unless accompanied by text
that fully explains that topic to the student. (See page 24 of Social Studies Guide)
Short-Answer Questions
Short-answer questions will directly address one or more of the thematic learning objectives for
the course. At least two of the four questions will have elements of internal choice, providing
opportunities for students to demonstrate what they know best. All of the short-answer questions
will require students to use historical thinking skills to respond to a primary source, a historian’s
argument, nontextual sources such as data or maps, or general propositions about world history.
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Each question will ask students to identify and analyze examples of historical evidence relevant
to the source or question; these examples can be drawn from the concept outline or from other
examples explored in depth during classroom instruction. (See page 25 of the SS Guide)
Document-Based Question
The document-based question measures students’ ability to analyze and synthesize historical data
and to assess verbal, quantitative, or visual materials as historical evidence. As with the long
essay, responses to the document-based question will be judged on students’ ability to formulate
a thesis and support it with relevant evidence.
The documents in the document-based question are not confined to a single format, may vary in
length, and are chosen to illustrate interactions and complexities within the material. Where
suitable, the documents could include maps, charts, graphs, or pictures, as well as written
materials. In addition to calling upon a broad spectrum of historical skills, the diversity of
materials will allow students to assess the value of different sorts of documents.
The document-based question will typically require students to relate the documents to a
historical period or theme and, thus, to focus on major periods and issues. For this reason,
outside knowledge beyond the specific focus of the question is important and must be
incorporated into students’ essays to earn the highest scores. (See page 26 of the SS Guide)
Long Essay Question
To provide opportunities for students to demonstrate what they know best, they will be given a
choice between two comparable long essay options. The long essay questions will measure the
use of historical thinking skills to explain and analyze significant issues in world history as
defined by the thematic learning objectives. Student essays must include the development of a
thesis or argument supported by an analysis of specific, relevant historical evidence. Questions
will be limited to topics or examples specifically mentioned in the concept outline but framed to
allow student answers to include in-depth examples of large-scale phenomena, drawn either from
the concept outline or from additional topics discussed in the classroom. (See pg. 30 of the SS
Guide)
Period Weights
1 Technological and
2 Organization and
3 Regional and TransEnvironmental Transformation
Reorganization
regional Interactions c. 600
s to c. 600 B.C.E. 5%
of Human Societies c.
C.E. to c. 1450 20%
600 B.C.E. to c. 600
C.E. 15%
4 Global Interactions c. 1450 to 5 Industrialization and 6 Accelerating Global Change
c. 1750 20%
Global Integration c. and Realignments c. 1900 to
1750 to c. 1900 20%
Present 20%
Notice that 1450 to present constitutes 60% of the content for the exam!
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AP World History Course Work:
Essay Writing
Throughout the course students will be required to write essays in class demonstrating their
mastery of content as well as their ability to develop coherent written arguments that have a
thesis supported by relevant historical evidence. Essay writing and short answer workshops will
include group discussion utilizing example essay, self-evaluation, and peer evaluation.
Source Document Assignments
Throughout the year students will have the opportunity to develop and enhance their skills at
interpreting, summarizing, and analyzing primary source material including documents, maps,
charts & graphs, and visuals. The ability to comprehend and analyze sources will first be
practiced in large group and small group discussion then in individual primary source
assignments that students will summarize and analyze to turn in. Some example directions are
located in the World History Skills Packet as Source Write-ups and MAPS Student Aid.
Chapter Reading Outlines (CRO-Homework)
Students will be required to read the textbook outside of class (on average a chapter a week, see
reading calendar). The format for completing the Chapter Outlines, along with multiple guides to
help complete CROS, is located in the Social Studies Skills Guide.
Assessments (Quizzes and Exams)
Students’ understanding of the course work will be assessed using multiple-choice questions,
essay writing, quizzes (both book reading quizzes and pop quizzes). Every student enrolled will
take several practice AP exams in class to assess their understanding of the course and prepare
them for the AP Exam assessment. All of these assessments mentioned above will be used to
assess every AP student enrolled in this course. If you are absent on the day of the test, you must
make up the test the period you return with no exceptions (The answers are in the book after all).
Suggested Grading: (These are estimates as a guide and are liable to change)
30%
Assessments
20%
20%
Quizzes
Homework
30%
Class work
Assessments will take place in class and usually consist of multiplechoice, essay, or projects.
Book Quizzes and Pop Quizzes will be administered in class.
Usually assigned weekly so that students may plan to fulfill by the due
date. Homework includes Chapter Outlines and out of class reflections.
Class work is administered daily. Remember to turn in all assignments on
time since this is the “bread and butter” of the class. Examples may
include Journaling, Note-taking, Vocab., Warm-ups, Graphic
Organizers, Classroom Participation, and Primary Source Assignments.
Bonus Points may be given for attendance, participation, or extra efforts performed without prior
notification. These points cannot be made up for any reason. They serve to reward students who
came and participated in class or increased their understanding of history, rather than to punish
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those who did not.
Late Work
Late work will always be accepted for Half Credit. This course is an advanced class in which
participation was optional. Assignments must be turned in on time for full credit.
Extra Credit-There will be one extra credit assignment available each quarter. These are the
only extra credit assignments a student can earn for the class unless the teacher offers an
additional opportunity. Students must complete the extra credit during the quarter assigned
below. The four Quarter assignments are:
1. Practice-choose a film with a historical connection to the class. Write a
comparative essay analyzing the history presented in the film. What are the
similarities and differences between the histories presented in the film, and to
what really occurred in recorded history? Remember to follow the rubric of an AP
comparative essay and to research the true history behind the film for full credit. I
will use a comparative essay rubric to score the essay. (Medium Level- Due
before the end of Grading Quarter 1)
2. Development-complete an additional chapter outline for homework as described
in the World History Skills Packet. This extra-credit should be turned in at the
same time as the homework to show that the student completed outside work in
addition to the assigned work of the course. (Low Level-Due before the end of
Grading Quarter 2 end of semester 1)
3. Research-Using one of the potential outside readings from the list located on
page 3 of the World History Skills Packet, create and answer a DBQ question
using the AP essay format. Use the potential outside reading as the documents for
evidence to write your essay. You may reference pages from the book in place of
document numbers. I will loosely use an AP rubric to score your essay. If you
need help, please do not hesitate to see me. (High Level- Due before the end of
Grading Quarter 3)
4. Synthesis-create your own DBQ essay. You need to mimic the same format while
creating your new question. Make sure to include a copy of your self-created
rubric with specific details to answer your question. For full credit, the essay must
include a copy of the documents, your question, your rubric, and a sample essay.
You have freedom to pick the topic of history and write your own essay question
and rubric. (High Level Due before the end of Grading Quarter 4 end of year)
Teacher Tips
You will need to keep up and do well as you go along. Since assessments count for so much of
your grade, one failure can significantly affect your end-grade. If you are having trouble or are
feeling lost, PLEASE come and see me before you get too far behind.
Make sure you turn in everything, especially for days missed, and consider having fun with the
extra credit because you may need it. Class work is easy and the bread and butter of your grade
in this course. Many do well in this class and enjoy the process.
It is hoped that you will find this class interesting and enriching. It will take your commitment,
your time, and your interest to make it so. Have Fun!
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(Teacher Tips)
Recognize that a teacher is simply a guide or academic coach. I can advise and teach but I
cannot make your learning happen. You undoubtedly know yourself better than I do so use
that knowledge to adapt my instruction for your benefit. The work, growth, and
development are be your responsibility so do not pretend that I will be taking the exam and
it is therefore my responsibility to make you learn. It is my hope that all of us will grow
from the time we have together.
Remember that you have online access and a hard copy of the textbook.
You have 24-hour access to my grade book. Use it to your advantage.
Use and review the Social Studies Skills Guide frequently.
Supplies needed:
Binder
Notebook dividers
Lots of Paper!
Colored Pens-Green, Blue, Red, Yellow, Purple
1 Flash Drive- must be 1 GB or larger
Hand Exercise ball or Hand Gripper (optional but recommended to increase writing speed for
the AP examination)
Classroom Rules of Conduct & Consequences:
Rules:
1).
No Electronic Devices in the classroom unless approved by Mr. Kurtz for educational
purposes
(No Cell phones, I-pods, et cetera)
2).
Respect your School and School Property
3).
Respect all others around you
4).
Respect yourself
5).
No Food or Drink in the classroom. The classroom is a place of study and education. It is
not designed nor equipped to support students with food and drink. Students who do not
follow this rule will be asked to leave and may receive either a tardy or truancy for their
absence from the classroom.
Consequences:
1).
Confiscation of device
(It will be returned to the student after class provided a plan is in place to avoid class
disruptions in the future)
2).
Change of seat or location in the classroom
3).
Student-teacher conference
4).
Detention notice assigned and sent home.
5).
Dismissal to another classroom for reflection (Removal from class)
6).
Phone call home for intervention
7).
Referral to administration and begin process of removal from school.
8).
A Tardy is disruptive and disrespectful to the classroom. Although mistakes happen, an
abusive amount of tardies will result in a referral to the administrative team. The faculty
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at Liberty has determined >5 tardy/semester to be abusive. The 6th tardy will receive a
referral to the administrative team.
2.2 Academic Freedom
Institutions of higher learning exist for the common good. The common good depends upon a
free search for truth and its free expression. Therefore, it is essential that faculty be free to pursue
scholarly inquiry without undue restriction and to voice and publish their conclusions concerning
the significance of evidence they consider relevant. The faculty member must be free from the
corrosive fear that others, inside or outside the college community, may threaten his or her
professional career because their vision differs from that of others. Faculty members are entitled
to freedom in the classroom in discussing the subject being taught to the full extent permitted by
law. Furthermore, faculty members are free from institutional censorship or discipline when they
speak, write, or act as citizens of their nation, state, and community. The concept of academic
freedom must be accompanied by an equally demanding concept of responsibility, shared by the
Board, administrators, and faculty members. Exercise of professional integrity by a faculty
member includes recognition that the public will judge the member’s profession and the College
System by the faculty member’s statements. Therefore, faculty members should strive to avoid
creating the impression that they are speaking or acting for the school system when speaking or
acting as private citizens. Faculty members should be judicious in the use of controversial
material in the classroom and should only introduce such material when it has a clear
relationship to the subject matter of the course being taught.
*Forgery, Lying, Cheating, Plagiarism and Misuse of Documents -- A student shall tell the
truth, shall present oneself honestly and shall not forge any signature or make any false entry or
alteration of any document, either paper or electronic, used or intended to be used in connection
with the operation of the school. A student shall not attempt to earn credit or receive a grade for
coursework in a manner other than defined as acceptable by the teacher. Cheating/plagiarism
include, but are not limited to, copying another’s work to use as one’s own or making an effort to
distribute class assignments or test information without teacher permission to another student
(written or verbal). A student shall not open or alter official school documents and private
documents, either paper or electronic.
A Study Guide of Topics for the AP Examination
Unit 1 To 600 BCE: Technological and Environmental Transformations (5%)
Key Concepts:
• Big Geography and the Peopling of the Earth
• Neolithic Revolution and Early Agricultural Societies
• Development and Interactions of Early Agricultural, Pastoral, and Urban Societies
Topics for Overview include:
• Prehistoric Societies
• From Foraging to Agricultural and Pastoral Societies
• Early Civilizations: Middle East, South Asia, East Asia, the Americas, Africa, and Oceania
Special Focus:
Issues Regarding the Use of the Concept of Civilization
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Activities & Skill Development
• Students will identify and analyze the causes and consequences of the Neolithic
Revolution in the major river valleys as well as in Sub-Saharan Africa and Papua New
Guinea.
Classroom Examples could include:
• Class Discussion
»»How were gender roles changed by the Neolithic Revolution?
• Student Project-Multiple Choice Exam
»»Students will write Multiple Choice Exam in order to gain a deeper understanding of the time
period and the development of standardized questions.
»»Students will analyze how geography affected the development of political, social, economic,
and belief systems in the earliest civilizations in: Mesopotamia, Egypt
-The course provides balanced global coverage, with Africa represented. The course provides
balanced global coverage, with Oceania and Australia represented. Each of the key concepts
receives explicit attention in the relevant historical period and is integrated with the course
themes.
– Key concepts, South Asia, East Asia, Mesoamerica, Andes
Each group will examine a different civilization then compare findings with a new group where
each student examined a different civilization.
• Parallel Reading--Students will read --Students will read Ch.1 of The World’s History in 6
Glasses. Consider the development of beer in Mesopotamia and its impact in developing culture
in early civilizations.
Unit 2 600 BCE-600 CE: Organization and Reorganization of Human Societies (15%)
Key Concepts:
• Development and Codification of Religious and Cultural Traditions
• Development of States and Empires
• Emergence of Transregional Networks of Communication and Exchange
Topics for Overview include:
• Classical Civilizations
• Major Belief Systems: Religion and Philosophy
• Early Trading Networks
Special Focus:
• World Religions
»»Animism focusing on Australasia and Sub-Saharan Africa
»»Judaism and Christianity
»»Hinduism and Buddhism
»»Daoism and Confucianism
• Developments in Mesoamerica and Andean South America: Moche and Maya
»»Bantu Migration and its Impact in Sub-Saharan Africa
»»Transregional Trade: the Silk Road and the Indian Ocean
»»Developments in China—development of imperial structure and Confucian society
Classroom Examples could include:
• Writing a DBQ Essay-Methods of political control in the Classical period, student choice of
two Han China, Mauryan/Gupta India, Imperial Rome, Persian Empire
• Writing an essay that examines- Political and Cultural Changes in the Late Classical Period,
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students choose China, India, or Rome
• Students will evaluate the causes and consequences of the decline of the Han, Roman, and
Gupta empires.
• Students will map the changes and continuities in long-distance trade networks in the
Eastern Hemisphere: Eurasian Silk Roads, Trans-Saharan caravan routes, Indian Ocean sea
lanes, and Mediterranean Sea lanes.
• Group Presentations
Each group will research and present a major world religion/belief system examining:
»»origin
»»beliefs and practices
»»diffusion
• Parallel Reading--Students will read Ch.2 of The World’s History in 6 Glasses. Consider the
development of wine in the Mediterranean and its impact in developing culture in early
civilizations.
Unit 3 600-1450: Regional and Transregional Interactions (20%)
Key Concepts:
• Expansion and Intensification of Communication and Exchange Networks
• Continuity and Innovation of State Forms and Their Interactions
• Increased Economic Productive Capacity and Its Consequences
Topics for Overview include:
• Byzantine Empire, Dar-al Islam, & Germanic Europe
• Crusades
• Sui, Tang, Song, and Ming empires
• Delhi Sultanate
• The Americas
• The Turkish Empires
• Italian city-states
• Kingdoms & Empires in Africa
• The Mongol Khanates
• Trading Networks in the Post-Classical World
Special Focus:
• Islam and the establishment of empire
• Polynesian Migrations
• Empires in the Americas: Aztecs and Inca
• Expansion of Trade in the Indian Ocean—the Swahili Coast of East Africa
Classroom Examples could include:
• Writing an Essay comparing the level of technological achievement including production of
goods 500-1000
• Students will evaluate the causes and consequences of the spread of Islamic empires
• Students will compare the Polynesian and Viking migrations
• Writing an essay that examines
»» Effects of Mongol conquest and rule, students choose two: Russia, China, and Middle East
• Class Debates
»» Topic—Were the economic causes of the voyages of the Ming navy in the first half of the
15th century the main reason for their limited use?
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»» Changes and Continuities in patterns of interactions along the Silk Roads 200 BCE1450 CE
• Parallel Reading--Students will read Ch.3 of The World’s History in 6 Glasses. Consider the
development of spirits in the Mediterranean and its impact on the Muslim and European worlds
including the development of the triangular slave trade.
»» Trace the development of civilization in each region utilizing a linear thematic organizer for
note-taking and a circular organizer for the big picture.
»» evaluate the periodization in the book compared to that of the periodization in the
course curriculum.
Why 200-1000 CE and 1000-1500 CE instead of 600-1450?
In what regions does each work best? Why?
In what areas does each present a problem? Why?
Unit 4: 1450-1750: Global Interactions (20%)
Key Concepts:
• Globalizing Networks of Communication and Exchange
• New Forms of Social Organization and Modes of Production
• State Consolidation and Imperial Expansion
Topics for Overview include:
Bringing the Eastern and Western Hemispheres Together into One Web
• Ming and Qing Rule in China
• Japanese Shogunates
• The Trading Networks of the Indian Ocean
• Effects of the Continued Spread of Belief Systems
Special Focus:
• Three Islamic Empires: Ottoman, Safavid, Mughal
• Cross-Cultural Interaction: the Columbian Exchange
• The Atlantic Slave Trade
• Changes in Western Europe—roots of the “Rise of the West” (Arms Race-Colonization)
Classroom Examples could include:
• Students will evaluate the causes and consequences of European maritime expansion including
the development of armed trade using guns and cannons
• Student project
»» Each student will apply techniques used by art historians to examine visual displays of power
in one of the land or sea based empires that developed in this time period
• Writing an Essay that examines the processes of empire building, students compare Spanish
Empire to either the Ottoman or Russian empires or the Changes and Continuities in trade and
commerce in the Indian Ocean Basin 600-1750.
• Parallel Reading--Students will Ch.4 of The World’s History in 6 Glasses. Consider the global
impact of the trade of Tea its effect on regional culture and health.
»Consider the question of periodization: 1450 to 1750?
Unit 5 1750-1900: Industrialization and Global Integration (20%)
Key Concepts:
• Industrialization and Global Capitalism
• Imperialism and Nation-State Formation
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• Nationalism, Revolution and Reform
• Global Migration
Topics for Overview include:
• The Age of Revolutions:
»»English Revolutions, Scientific Revolution & Enlightenment,
»» American Revolution, French Revolution and its fallout in Europe, Haitian &
»»Latin American Revolutions
• Global Transformations:
»» Demographic Changes, the End of the Atlantic Slave Trade, Industrial Revolution and Its
Impact, Rise of Nationalism, Imperialism and its Impact on the World
Special Focus:
• Decline of Imperial China and the Rise of Imperial Japan
• 19th Century Imperialism: Sub-Saharan Africa, South and Southeast Asia
• Comparing the French and Latin American Revolutions
• Changes in Production in Europe and the Global Impact of those Changes
• Industrialization and specialization causing the development of global governmental isms.
Classroom Examples could include:
• Writing an Essay comparing the roles of Women from 1750 to 1900—East Asia, Western
Europe, South Asia, Middle East or write a change and continuity over time essay evaluating
changes in production of goods from 1000 to 1900 in the Eastern Hemisphere
• Parallel Reading--Students will Ch.5 of The World’s History in 6 Glasses. Consider the global
impact of the trade of Coffee, and its effect on regional culture and health. Analyze the point of
view of different cultures as coffee represents different classes in different societies.
»»Consider the question of periodization: 1900 or 1914?
• Students will analyze five political cartoons about European imperial expansion in
Asia and Africa to identify how nationalism and the Industrial Revolution served as motivating
factors in empire building in this time period
• Students will analyze tables showing increased urbanization in various parts of the world to
consider connections between urbanization and industrialization.
• Group Presentations
Each group will research and present on different philosophers, scientists, and theories of the
time period and focus on:
»»origin
»»diffusion
»»global impacts
• Students will examine primary documents of the Age of Revolution and analyze the global
impacts of revolutionary ideals as they spread throughout the world.
Unit 6 1900-present: Accelerating Global Change and Realignments (20%)
Key Concepts:
• Science and the Environment
• Global Conflicts and Their Consequences
• New Conceptualizations of Global Economy and Culture
Topics for Overview include:
• Crisis and Conflict in the Early 20th Century:
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»» Anti-Imperial Movements, World War I, Russian, Chinese and Mexican Revolutions,
Depression, Rise of Militaristic and Fascist Societies, World War II
• Internationalization:
»» Decolonization, the Cold War World, International Organizations, the Post-Cold War
World, Globalization
Special Focus:
• World War I and World War II: Global Causes and Consequences
Classroom Examples could include:
Students will identify and analyze the causes and consequences of the global economic crisis in
the 1930s
• Development of Communism in China, Russia, and Cuba
• Responses to Western Involvement in Sub-Saharan Africa: Imperialism, the Cold War, and
International Organizations
• Writing a DBQ Essay on the decolonization of Africa and the Cold War.
• Writing a DBQ Essay on the Changing image of War 1300-1945.
• Students debate the benefits and negative consequences of the rapid advances in science during
the 20th and early 21st centuries.
• Students trace the development of nationalism, fascism, and Nazism through the 19th and 20th
centuries.
• Parallel Reading--Students will read Ch.6 of The World’s History in 6 Glasses.
Consider the role corporations played in establishing global trends and developing the
international culture of today.
So Let’s Get Started!
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