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AP World History
Mrs. Linnea Meister – Santa Barbara High School
Dear Parents & Guardians
Welcome to AP World History. Your son or daughter has chosen to take Advanced Placement World History, a very
rigorous, college-level course. With a passing score of 3 or higher on the AP World History Exam, a high school student may earn
college credit. Please note that by taking this course your student is expected to take the AP World History Exam in May, 2015.
There is a heavy and rigorous workload associated with this course. Students will have homework assignments every night of the
week and one night/day on the weekend. Generally speaking, students achieve the highest level of success when partnership between
home and school exist. Please support your son or daughter in this undertaking and feel free to contact me at [email protected]
or 805-966-9101 ext. 312 any time if you have questions or concerns. I will be using EDU 2.0 to post homework, powerpoints,
important resources as well as grades. Please have your son or daughter invite you to view the class (see access code below). This will
provide you important information on your son or daughter’s progress. Please view the course expectations on EDU 2.0 in the
“Syllabus” tab and sign below to indicate that you have read and understood the course expectations as outlined. I urge you to
attend Back to School Night, and thank you in advance for your support and involvement.
Sincerely,
Linnea Meister
Student Name: ________________________
Student Signature: _________________________
Parent Name: ________________________
Parent Signature: __________________________
Access Code: ______________
Materials Checkpoint: ___________
AP World History Syllabus
Mrs. Linnea Meister – Santa Barbara High School
Course Description:
AP World History is a demanding two-semester, college level course. In order to be successful, students must show
consistent good attendance, arrive on time each day, and be prepared to learn. In addition to daily preparedness, students
must also spend a minimum of 7 hours a week of independent reading, note taking, and completing written assignments
outside of class. Each of the 5 units of study will consist of regular outlined notes, lecture discussion, document analysis,
group assignments, study questions, take home essays, and weekly AP style cumulative exams. AP World History is about
skills, not just content materials, students will develop these skills through data based themes, writing analytical and
document based questions, and analyzing primary and secondary documents. Students must take responsibility for their own
learning!
AP World History Themes (SPICE)
 Interaction between humans and the
environment.
 Development and interaction on cultures.
 State-building, expansion, and conflict.
 Creation, expansion, and interaction of
economic systems.
 Development and transformation of social
structures

World History Habits of Mind
 Constructing and evaluating arguments
 Using documents and other primary data
 Assessing issues of change and continuity over time
 Understanding diversity of interpretations
 Seeing global patterns and processes over time and
space
 Comparing within and among societies
 Considering human commonalities and differences.
 Exploring claims of universal standards in relation to
culturally diverse ideas.
Course Materials
Textbooks
Strayer, Robert W. Ways of the World: A Global History with Sources, 2011
Primary Source Materials
Students will read and analyze selected primary source materials (documents, images, and maps) in
-Stearns, Gosch, Grieshaber. Documents in World History Vol. I and II
-Strayer, Robert W. Ways of the World: A Global History with Sources, 2011
Students will analyze quantitative data (charts, graphs, tables) in
-Strayer, Robert W. Ways of the World: A Global History with Sources, 2011
-Document Based Questions, College Board, 2002-2011Course Overview
Course Overview
Unit 1: Technological and
Environmental Transformations to
600 BCE
Strayer Ch. 1-3
Introduce Textbook Analysis
Introduce Primary Document Analysis
Review Expository Essay
Introduce Document Based Essay
Unit 2: Organization and
Reorganization or Human Societies
(600 BCE-600 CE)
Strayer Ch. 4-7
Develop Textbook Analysis skills
Primary Document Analysis
Expository Essay
Document Based Essay
Unit 3: Regional and Transregional
Interactions (600 CE-1450 CE)
Strayer Ch. 8-13
Expository Essay
Document Based Essay
Introduce Comparison Essay
Introduce Change over Time Essay
Unit 4: Global Interactions (14501750)
Strayer Ch. 14-16
Expository Essay
Document Based Question Essay
Comparison Essay
Change Over Time Essay
Unit 5: Industrialization and Global
Integrations (1450-1750)
Strayer Ch. 17-20
Expository Essay
Document Based Question Essay
Comparison Essay
Change Over Time Essay
Unit 6: Accelerating Global Change
and Realignments (1900-Present)
Strayer Ch. 21-24
Expository Essay
Document Based Question Essay
Comparison Essay
Change Over Time Essay
Origins of Human Societies & Agricultural Transition
Early Complex River Valley Societies:
Classical Empires
Major Belief Systems
Cross-Cultural Trade:
Pattern of Empire: Rise, Apex, Fall
Byzantium
Emergence of Islam
Tang & Song China
India-Regional Kingdoms & Introduction of Islam
Europe: Christian Society & High Middle Ages
Sub-Saharan Africa
Mongol Invasions
Trade Networks
Cultural Exchange: Contacts between major religions
Biological Exchange: The Plague
The Americas & Oceania:
European Voyages of Exploration
Transformation of Europe:
Reformation, Scientific Revolution
The Atlantic World
New Political States: Europe, Asia, Africa
New Global Trade: Colombian Exchange, Mercantilism, African Slavery
Enlightenment and Political Revolutions
Industrialization
European Imperialism
Collapse of Empire: Ottomans, China, Russia, Japan
World Wars I and II
Genocide
Social Revolutions
Cold War
New Nationalism and Economics
Globalization
Classroom Expectations
1. Be Present: Come to class on time, everyday ready to learn.
2. Be Prepared to Learn: Always bring your book, binder, paper, a pen or pencil to class.
-Materials Checkpoint (the underlined text are non-negotiable)
3. Be Professional: Respect yourself, your classmates, teacher & materials.
4. Be active in class by asking, answering and participating in lectures and discussions.
5. Be technological responsible: Cell phones, ear buds, or headphones are to be invisible, unless I give you
permission to use them (for an academic purpose or during free time)
***A student’s progress regarding student behavior will be assessed each quarter based on the “Rubric for Student
Success” and will be submitted as a grade in the category “classwork.”
Daily Required Materials
1.
2.
3.
4.
5.
6.
You book
3-ring binder with dividers and binder paper
o Divider Tabs labeled: Unit 1, Unit 2, Unit 3, Unit 4, Unit 5, Unit 6, Unit 7, DBQ essay, CC Essay,
CCOT essay
o Binder Paper (8 1/2 x 11 inch college ruled paper, none of the 8 x 10.5 paper, or paper ripped out of
a spiral notebook) –for homework notes
1 spiral notebook for all do nows, class notes, journal entries, reflections, document analysis, movie notes,
etc. This will be checked periodically for a classroom participation grade.
Pens or pencils, or both
Markers 8 or 10 pack or colored pencils
Post-it “Flags” or Notes to use for “marking” the textbook
Work Standards
Every piece of your work (other than class notes and journal writes) will:
1. be on a non-spiral 8 1/2 x 11 inch piece of binder paper;
2. have your full name (first and last), the date and period in the top right hand corner; and a title on the top margin; and
3. be neat and legible. Smeared, torn or dirty papers with messy handwriting are unacceptable.
***Work submitted that does not meet these criteria will receive a zero.***
Homework and Classwork
Homework is expected every night. You will be required to read the textbook and keep detailed notes.
For every week in which a chapter is covered chapter notes will be due on Wednesday and the Chapter test is on
Friday. Classwork will consist of document analysis, lecture/discussion notes, writing assignments, and group
activities.
Grades:
Grades will be updated and posted on the Santa Barbara High School “EDU 2.0” website. Students will receive
points for all the work that they do, both in and outside of class. The point totals for both quarters will be combined
and averaged to arrive at a final semester grade as follows.
A+ = 100-98%
A = 97-93%
A- = 92-90%
B+ = 89.9-88%
B = 87.9-83%
B- = 82.9-80.0%
C+ = 79.9-78%
C = 77.9-73%
C- = 72.9-70%
Approximate Grading Categories are as follows:
Homework 20%
Classwork (including participation) 20%
Multiple Choice Tests 25%
Essays and Written Tests 25%
Benchmark Exams 10% (Quarter, Midterm, Final)
D = 69.9-60%
F = 59.9-0%
Class Dojo:
This program will be used throughout the year to evaluate a student’s participation as well as behavior. The “Rubric
for Student Success” will be applied through this program. There will be an invitation for students and parents to
registrar coming soon.
Late Work
No late work accepted! Make sure to stay organized. If you are absent and it is excused any assignment due on the
day you were absent will be turned in the day you return. If you miss a chapter test and your absence is excused,
you will have until the following Monday to make up the test in class or at lunch. If you do not make up a test on
time your next chapter test will count double. If you must be absent, it is your responsibility to determine what you
missed and make it up.
Academic Dishonesty (Cheating):
A student who is caught cheating on ANY assignments (tests, quizzes, homework, essays, etc.) will receive a zero
on the assignment, the student’s parents will be called to discuss the situation, and a referral will be issued. Cheating
is copying homework assignments, copying from other students’ tests and quizzes, and borrowing others’ ideas to
use in essays without crediting the sources (plagiarism). To assure academic honesty, students will be using
turnitin.com to submit work throughout the year.
Tutorial/Extra Help
Any student who would like to take the opportunity to set up a meeting for extra help or a tutorial session may do so
by appointment at lunch or after school. Please consider my time and schedule your meeting in advance. You can
email me at [email protected] to schedule a meeting.
Restorative Approach:
Restorative Approaches is a systematic approach to developing the skills needed for conflict resolution and
enhancing relationships. At SBHS we will employ the RA process to guide decisions on policy, programs, and
practice. RA is a philosophy that creates opportunities to develop and promote empathy and accountability through
conversation