AP World History – McKown



AP World History

2015-2016

Milton Honor Code

“I understand that academic integrity creates a strong academic and ethical environment at Milton High School. I pledge that I will be personally responsible for upholding the values of academic integrity by being honest and not tolerating academic dishonesty.”

P.Randolph email: randolphp1@ Room 5207

B. Jardine email: jardineb@ Room 4210

Class Web page – TBA

Course Description: 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. This understanding is advanced through a combination of selective factual knowledge and appropriate analytical skills. 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, along with geography, set the human stage. Periodization, explicitly discussed, forms an organizing principle for dealing with change and continuity throughout the course. Specific themes provide further organization to the course, along with consistent attention to contacts among societies that form the core of world history as a field of study. apcentral.

Textbook: The Earth and Its Peoples; A Global History, Bulliett, Crosley, et.al.; McDougall;

ISBN 0-618-42770-8 ($74.97). [We will use many other sources of reading material as well.]

Chronological Boundaries of the Course:

The course will have as its chronological framework approximately 8000 B.C.E. to the present, with the period 8000 B.C.E. to 600 C.E. serving as the foundation for the balance of the course.

An outline of the periodization for the course with associated percentages for suggested course content is listed below.

Foundations: C. 8000 B.C.E. 19-20% (6 weeks)

to 600 C.E.

600 C.E. – 1450 22% (6 weeks)

1450- 1750 19-20% (6 weeks)

1750 – 1914 19-20% (6 weeks)

1914 – the present 19-20% (6 weeks)

apcentral.

Course Themes: AP World History highlights five overarching themes that should receive approximately equal attention throughout the course beginning with the Foundation section:

1. Interaction between humans and the environment

▪ Demography and disease

▪ Migration

▪ Patterns of settlement

▪ Technology

2. Development 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, transregional 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 relationships

▪ Family and kinship

▪ Racial and ethnic constructions

▪ Social and economic classes

apcentral.

AP Exam: Thursday, May 14, 2016 you will take the Advanced Placement National test. It will be structured as follows:

70 multiple choice questions in a 55-minute section

3. free response essays:

1 50-minute document-based question (DBQ)

1 40-minute change-over-time question (CCOT)

1 40-minute comparative essay question (COMP)

The two sections of the exam are designed to complement each other and to measure a wide range of historical skills and world history knowledge. apcentral.

Grading and Exam Format (per semester)

Grading Scale

A 90 and

above

B 80 - 89

C 70 - 79

F Below 70

Course Materials:

• 1-inch three-ring binder

• 5 tab binder dividers

• Rubric Folder (3 pronged folder)

• Composition notebook

• College-ruled notebook paper

• Black or blue pen

• Red pen

• #2 pencil

Notebook (Homework/Assignments) 20%: Students will be expected to keep everything related to this course in a 1-inch three-ring binder with five tabs. Notebooks will be due on unit test days. Students will be expected to organize their notebooks in the following manner:

• Tab 1: Course Syllabus

• Tab 2: Quidditch

• Tab 3: Assignments/Essays/In-Class Work

• Tab 4: All graded tests/quizzes w/points make-up

• Tab 5: All class notes/slides/chapter outlines

Tab 2: In order to receive full credit for Tab 2 students must have the “Quiddich” sheet up-to-date and completed “date; question; answer.” If absent, worksheet should include “date; absent” (Dates will be checked to confirm absences).

Tab 3: All assignments, essays and in-class work must be in chronological order. Before every notebook check a list and order of these assignments will be presented to the students.

Tab 5: All notes and/or chapter outlines provided to students must be dated, organized and in chronological order.

Essay/Projects 20%: Rubrics given in class.

Vocabulary Quizzes 15%: As vocabulary is imperative for comprehension on the AP final exam, at the conclusion of each chapter, there will be an in-class vocabulary quiz. On occasion, chapters will be combined. Spelling IS GRADED.

• Vocabulary Notebooks:

In addition to quizzes, vocabulary notebooks will be assigned. Each student will be responsible for keeping his/her notebook complete and up-to-date providing a minimum of one paragraph for each vocabulary word assigned. Vocabulary notebooks will be checked at random and without advance notice. If the student does not have his/her notebook up-to-date or available a 50% deduction will be given to the grade.

▪ Paragraphs must include:

• Glossary definition

• Why is this word relevant?

• In which historical period does this term fall?

• What key concept does this term address?

• How does this term relate to other material or terms covered?”

Tests 30%: Multiple Choice questions conform to the standard AP format of 5 answer options, and you will learn each of the three types of essay questions before you are asked to demonstrate usage. All essay questions must be passed.

Tests will typically take the entire class period and be given approximately three times a quarter. Tests will consist of multiple choice questions pulled from past AP exams along with workbook practice questions in order to practice, in every opportunity possible, the style and rigor of questions that will be asked on the AP exam. Tests will also consist of one DBQ or essay question (Comparative or CCOT) from past exams. Before each exam, a pool of possible essay questions w/rubrics will be given to students to aid in studying. The questions on the test will be pulled from this pool.

Points Make-Up/Recovery: Following each test, students will be given the opportunity to raise their test grade with test corrections. In order to receive the “points make-up” students must write out the question and correct answer along with corresponding page number in the book for each wrong answer. To be eligible for points make-up students must be present on the day of the test or arrange to take the test prior to any scheduled absences that occur on the day of the test (field trips, doctor/dentist appointments, etc.). If an absence occurs that is Excused but was not scheduled the student must take the test the day they return to school following the excused absence.

Recovery Policy: Opportunities designed to allow students to recover from a low or failing cumulative grade will be allowed when all work required to date has been completed and the student has demonstrated a legitimate effort to meet all course requirements including attendance.

Students should contact the teacher concerning recovery opportunities. Teachers are expected to establish a reasonable time period for recovery work to be completed during the semester. All recovery work must be directly related to course objectives and must be completed ten school days prior to the end of the semester.

*Teachers will determine when and how students with extenuating circumstances may improve their grades.* but students must initiate the discussion.

Makeup Work: Generally you have the amount of days absent to complete the assignment. For example, if you are absent two days and have missed something, you will have two days upon your return to complete it. This policy does not apply in the case of long term due dates. For example, if I have told you that a take home essay is due on a certain date, I require that it be turned in on the due date, absent or not. It is YOUR responsibility to approach the teacher for missed work on the day of your return and to make up tests and quizzes. Always check the calendar on the web page.

LATE WORK: Department and School policies: Late work: For every day late, 10% of maximum points possible will be deducted from earned grade for a maximum of 5 school days. On the 6th day the grade is a “0”.

Classroom Environment:

Respect others:

o Come prepared for class

o Participate in class; share your ideas and knowledge

o Wait for others to express their ideas…and listen to them

o Address people’s arguments not the individual

o Don’t waste other people’s time

School Policies: You will be responsible for following the policies as outlined in the student handbook including the tardy policy. Any electronic device seen or used in class will be confiscated. If you have questions, please ask.

Plagiarism is defined as the use of another’s words or ideas and the presentation of them as though they are entirely one’s own.  Acts of plagiarism include but are not limited to using words or ideas from a published source without proper documentation; using the work of another student (e.g., copying another student’s homework, composition or project); using excessive editing suggestions of another student, teacher, parent, or paid editor.

STUDENT PERFORMANCE

Students who take this course should realize that AP courses are taught and graded at the college level; they significantly exceed the demands and expectations for typical high school courses. But the class is truly manageable, and I am aware that you have other classes and extracurricular responsibilities.

Reading

There is NO substitute for reading. This cannot be overstated. Reading assignments should always be completed for the following day. All studies show that truly talented and gifted students read and read well. And the one single ingredient to remedy low grades and low performance is to read. Other aspects of preparation enhance learning and understanding, but a student MUST read to be prepared. You cannot read too much.

Writing

The writing process takes practice and considerable attention to the details of the formula the College Board has laid out in their rubrics. Students will learn three different types of essays. National test requires students to write one of each of essay. It is possible to get a 3 on the final AP exam just by answering the three essays in an orderly manner accompanied with a mastery of content (that is, with a 0 on the multiple choice!).

Extra Help

Students, if you have a personal question or concern, please come by before or after school, or e-mail me. I will help you as much as is possible. Don’t leave problems unresolved.

Also – Right at the beginning of the year you need to form a study group with some other people in AP World. They don’t need to be people in your class.

Habits of Mind 2015-2016

The AP World History course addresses habits of mind in two categories (1) those addressed by any rigorous history course, and (2) those addressed by a world history course.

Four habits of mind are in the first category:

❖ constructing and evaluating arguments: using evidence to make plausible arguments

❖ using documents and other primary data: developing the skills necessary to analyze point of view and context, and to understand and interpret information

❖ assessing continuity ad change over time and over different world regions

❖ understanding diversity of interpretation through analysis of context, point of view and frame of reference

Five habits of mind are in the second category:

❖ seeing global patterns and processes over time and space while connecting local developments to global ones

❖ comparing within and among societies, including comparing societies’ reactions to global processes

❖ considering human commonalities and differences

❖ exploring claims of universal standards in relation to culturally diverse ideas

❖ exploring the persistent relevance of world history to contemporary developments apcentral.

Parent Connect/contact: Parents should sign up for “Parent Connect” if they haven’t already done so. The system is a wonderful tool for tracking student performance and attendance.

I encourage your parents (and you!) to utilize it. Parents – please e-mail me with any questions or concerns. I will send out a group e-mail update every month or so. However up to date class calendars are on the website.

Final Words: For the majority of you (students), this is your first exposure to Advanced Placement expectations. This is a rigorous course requiring you to learn and put into practice college level analysis.

If you are to be successful in the course work and on the May exam, you must commit the necessary effort. I will teach you the writing and analytical tools to be successful. You must supply the patience, time, and dedication. Don’t get discouraged and don’t give up.

AP World History Units

Main Text: Bulliet, The Earth and its People, A Global History

1st semester:

Period I: 8,000 BCE – 600 CE

Unit 1: Foundations of early cultural Ch. 1-3 3 weeks

communities:

Neolithic communities;

civilizations in Middle-East, Indus Valley, China, Nubia;

Early Empires: New Kingdom Egypt; Assyria & Persia;

Phoenicia & Israel

[unit 1 mc test; compare & contrast essay)

Unit 2: Formation of Classical societies: Ch. 4-7 3 weeks

Classical Mediterranean societies: Greece & Rome

Classical Imperial China

Mauryan & Gupta India

Trade networks:

Sasanid Empire & Silk Road

Indian Ocean Maritime system

Trans-Saharan Trade

Sub-Saharan Africa

[unit 2 mc test] practice DBQ

Period II: 600 CE – 1450 CE

Unit 3: Growth and Interaction Ch. 8-11 3 weeks

Islam & Islamic Caliphates & civilization

Early Medieval Europe: Byzantines, Western Europe, Russia

Crusades impact

Struggles for Inner and East Asia: Tibet, Tang, Song

Korea, Japan, Vietnam

Classic & Post-Classic Meso-America: Maya & Aztecs

Andean civilizations: Inca

Northern American Peoples

[unit 3 mc test; essay: compare & contrast]

Unit 4: Cross-cultural Interaction Ch. 12-14 3 weeks

Mongol Empire, cultural diffusion, responses to

Yuan to Ming China

Tropical Lands – issues & resources

Islamic Mali & Delhi Sultanate

Indian Ocean Trade & cultural diffusion

Latin West, late Middle Ages to Renaissance: Demographic, Economic, Social, Cultural changes

Conflict & the New Monarchies

Maritime expansion before & after 1450

New Encounters between Europe & the World

[unit 4 mc test; essay: change & continuity over time]

Period III: 1450 CE – 1750 CE

Unit 5: Global Interdependence Europe, Ch. 15-17 3 weeks

Americas, Africa

Europe: Religious, social, economic & political changes

Absolutism & Constitutionalism

Columbian Exchange & varieties of colonialism

Atlantic System & Africa: change and continuity

[Unit 4 mc test; essay DBQ}

First Semester Final Exam: December 16-18, 2009

2nd semester:

Period III: 1450 CE – 1750 CE

Unit 6: Global Interdependence: Asia Ch. 18-20 3 weeks

Islamic Land Empires:

Ottoman

Safavid

Mughal

Indian Ocean Trade developments

Japan, Shogunate & Isolation

China – Later Ming & Early Qing

Russia – expansion and westernization

[unit 6 mc test; essay: DBQ essay]

Period IV: 1750 CE – 1914 CE

Unit 7: Revolutions and Change Ch. 21-23 3 weeks

Enlightenment

American, French, Haitian Revolutions

Conservatism & Reform

Industrial Revolution: Causes, developments, impacts

Political and Economic ideas

Latin American Revolutions, political, regional and ethnic issues

Abolition of Slavery

[unit 7 mc test; essay: DBQ essay]

Unit 8: Growth of Empire Ch. 24-27 3 weeks

Interactions with Europe:

Developments in Africa & India & Australia

Land Empires: Ottomans, Russians, Qing; Japan

2nd Industrial Revolution: developments, impacts

Nationalism & Unification/ tensions among the “great powers”

New Imperialism impacts Africa and Asia

Latin America and “free trade” imperialism

Sample primary sources used:

[unit 8 mc test; change and continuity over time]

Period V: 1914 – present

Unit 9: Global Crises Ch. 28-30 3 weeks

Nationalism, WWI & Russian Revolutions

Between the wars in Europe

Impact on West Asia

China & Japan contrasted

Totalitarian states; how were communist Russia and the fascist states different & similar?

Japanese imperialism & militarism

World War II: causes & impacts

Post War developments in Africa, India & Latin America:

Indian Independence

Mexican Revolution & civil war

Argentina & Brazil

[unit 9 mc test]

Unit 10: Modern Global Interdependence Ch. 31-33

3 weeks

Global Cold War conflicts and impacts

Decolonization and nation building in Asia and Africa

Developments in Latin America, East Asia & Middle East

Reforms in Latin America

Islamic Revolutions

Asia; Chinese economic growth

World demographics, technology & environmental concerns

World inequality & globalization

Problems of a global economy

Trends: religion, women, media, pop culture

Sample primary sources used:

[unit 10 mc test; essay DBQ]

Class Final Exam (practice AP Exam and Essay): May 6 & 9, 2016

Teachers are available before and after school in their classrooms.

Check Course Website.

Review and Practice: TBD

National AP World History Exam: Thursday, May 14, 2016

• 70 multiple choice questions

• 3 essays; one of each type

Student Name: ________________________________________ Date__________ Period __________

PLEASE SIGN BELOW THAT YOU HAVE READ AND UNDERSTAND THE SYLLABUS.

Student name:_______________________________________________

Student Signature:___________________________________________

Parent Signature:___________________________________________

Parent e-mails:______________________________________________

_______________________________________________

Questions?:_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Student: Something about yourself?

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

-----------------------

a. Final Exam 15% (1 Final Comprehensive Exam)

b. Tests 30% ( Unit Tests)

c. Notebook 20% (Homework/Assignments.)

d. Performance Based 20% (Essays/Projects)

Assessments

e. Vocabulary Quizzes 15% (each chapter (in-class))

Themes

▪ Yali’s question; analyzing the roots of differences

▪ How do creation stories reveal the values and world views of early peoples?

▪ How did geography impact development?

▪ How are primary sources used to make inferences about a culture

▪ How were the world classical societies similar and different?

▪ Analyze the varieties of political and social systems of the classical period?

▪ Analyze the value of “empire”: how are rights, technology, culture and social class impacted?

▪ Why did classical civilizations decline?

▪ How were the monotheistic religions similar and different from each other and from polytheism?

▪ How did the roles of religion in Western Europe and the Islamic World compare and contrast?

▪ How do regions interact? How does interaction impact culture?

▪ How does industry evolve?

▪ Compare and contrast the trade and labor systems that developed in the Americas, Africa and Asia.

▪ Cultural diffusion: how does it impact the various societies?

▪ Analyze the similarities and differences in how cultures and peoples view one another.

Themes

▪ Why and how were western European cultures transformed during the time period: intellectual, technological, religious, social, economic & political?

▪ Analyze the varieties of cultural interaction.

▪ How did the scientific revolution impact European world view?

▪ How and why did political developments in Europe vary? How did these differences impact society and culture?

Themes

▪ How and why did Asian land Empires rise and fall?

▪ Why did Asian Empires encounter problems?

▪ How did concepts of kingship vary?

▪ How did Asian nations deal with European presence?

▪ historiography: causes of the French Revolution: Peyre vs Brun

▪ stages of revolution; to what extent do they apply to American, French & Haitian Revolutions?

▪ class structure: how and why did classes shift? How did the Industrial revolution impact classes and genders differently?

▪ How did the ideas and impact of nationalism vary?

▪ How did countries deal with changing social structure?

▪ analyze the dynamics of the new imperialism: causes, impacts on participants, cultural diffusion, economic exploitation, inner outer zones

o

Themes

▪ How and why did global war develop?

▪ Historiography: causes of WWI

▪ How did technology impact war and propaganda?

▪ How did WWI & II impact regions differently?

▪ How did nationalism impact world developments?

▪ historiography: 3 interpretations of the Russian Revolutions

▪ Balance of power: How and why was the Cold War global?

▪ Analyze the impact of global economy and cultural imperialism.

▪ How did global developments impact domestic developments in various countries: eg. role of government

▪ Analyze the various global challenges of the present

▪ How did the ideas and impact of nationalism vary?

▪ How did countries deal with changing social structure?

▪ analyze the dynamics of the new imperialism: causes, impacts on participants, cultural diffusion, economic exploitation, inner outer zones

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download