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AP World History SyllabusInstructor: Mr. Joshua Childs(305) 532-4515 ext.2707327531@Course: AP World HistoryText: Traditions & Encounters by Bentley and ZieglerRequired Supplemental Material: The Princeton Review’s Cracking the AP World History Exam 2017 Edition, by Armstrong et. Al, Random House, Inc. (See instructor for used copy or purchase on Amazon for $13.95)Highly RecommendedGuns, Germs, and Steel: The Fates of Human Societies by Jared M. Diamond 1997(available on Amazon from $5 to $18.99; free pdf available on google)The Human Story: Our History, From Stone Age to Today by James C. Davis, London: Harper Perennial 2005. (See instructor for used copy or purchase on Amazon for $10.15)Red China Blues: My Long March From Mao to Now by Jan Wong 1997 Amazon $6.95Additional Readings: a variety of primary and secondary source readings will be assigned during the course. Required Materials:Students must bring a charged device with keyboarding capabilities to class everyday. Cell phones are not permitted. Students must register for their course on . Content and assessment will largely take place on Schoology. Students will receive an AP World History OneNote class notebook via their district email where additional course content and student work will be stored digitally.Students are also required to maintain a binder with paper or spiral notebooks for handwritten notes and essays. The binder must be divided into the 6 time periods of the course: to 600 B.C.E., 600 B.C.E. to 600 C.E., 600 to 1450, 1450 to 1750, 1750 to 1900 and 1900 to present. Alternatively, students may opt to take handwritten notes in 6 different small plastic folders with pockets for each time period where graded essays can be stored.Additional materials include: blue pens, mechanical pencils, index cards, and highlighters (yellow, orange, green, pink, blue)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 the organizing principle for dealing with change and continuity throughout the course. Specific themes provide further organization to the course, along with the consistent attention to contacts among societies that form the core of world history as a field of study. Students will further be introduced to the historiography of world history and thereby create an understanding as to why we should study it. Essential questions such as: Why is history considered a highly eclectic discipline? Does history develop in a deterministic fashion, or does free will apply? Is history governed by personal or impersonal forces? – or both? What is cultural diffusion and why is it so important?Grading Policy: Grades are not given to you, you earn them. You always know when something is due. There is no excuse that “you did not know.” Assignments are posted online and students should be prepared for any quizzes, tests when they return to school after an absence. The course graded by a point system. The points should reflect the listed below:10% Participation and Mini-tasks. This may include coming prepared for class, being on task, participation in discussions and small in class assignments. 10% Notebook Check. Students will take notes from main text on each time period. They will also maintain records of all of the assignments that they are given. They will create vocabulary note cards of important words and concepts from each section. These will be checked on the day of the Unit exam or at any time at the teacher's discretion.20% Quizzes and Mini-Assessments. This may include reading quizzes, map tests, vocabulary tests and short writing assignments.10% Projects and Reactions. Students will have the opportunity to research and present historical issues at least once a quarter. There will also be reactions assigned for supplemental readings.50% AP Style Assessments. Students will be given major AP style unit tests that will consist of multiple choice questions, short response questions, and essays. Technology in the Classroom: You MUST bring a CHARGED device to use in class. Students without a charged device (not a cell phone) will receive a zero for participation for the day. If a student is caught off task or cheating with their device, the device will be confiscated and the student will receive a 0. Students will use any and all technological devices for the appropriate educational purposes only; the use of such devices is at the discretion of the instructor. If any device is misused students will be asked to put them way or they will be confiscated. These tools are a privilege not a right. Any and all time given in class with these devices must be used only for in-class assignments, projects, research for the course, or homework for this course only. Cell Phones: Cellphones are not to be used in class. This is done to help students limit distractions and be mindful. Testing Policy: When testing, talking, sharing, or disruption is considered cheating; if there are students still taking a quiz/exam in the time allotted no student in the classroom may talk or go to the bathroom. A student will receive a zero on a quiz/exam grade if this rule is not followed. Your tests will be timed and as close to the AP Exam as possible.Academic Honesty: Students are to be honest both in the work turned in as their own and cited properly as well as honest in class. I do not tolerate lying, cheating, or plagiarism. You will receive double Zeros for any assignment that you have cheated on or plagiarized and a referral will be sent to the Scholars Academy.I have received the AP World History syllabus. I have read and understand the syllabus and expectations for World History._________________________________________________________Student _________Date_____________________________________________________Parent/Guardian_______DateThemes and AP World History:The course themes will frame and drive the course. Essays, journal entries, class discussions, lectures, assessments, exams and group projects will touch upon each of the following themes and sub-themes:Theme 1: Interaction Between Humans and the Environment? Demography and disease? Migration? Patterns of settlement? TechnologyTheme 2: Development and Interaction of Cultures? Religions? Belief systems, philosophies, and ideologies? Science and technology? The arts and architectureTheme 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 organizationsTheme 4: Creation, Expansion, and Interaction of Economic Systems? Agricultural and pastoral production? Trade and commerce? Labor systems? Industrialization? Capitalism and socialismTheme 5: Development and Transformation of Social Structures? Gender roles and relations? Family and kinship? Racial and ethnic constructions? Social and economic classesHistorical Periodization:The AP World History periodization scheme will be utilized to frame the course. Each instructional unit will be broken according to the six AP World History periodizations. 9144005029200PeriodPeriod Title Date Range1 Technological and Environmental Transformations to c. 600 B.C.E. 2 Organization and Reorganization of Human Societies c. 600 B.C.E. to c. 600 C.E. 3 Regional and Transregional Interactions c. 600 C.E. to c. 1450 4 Global Interactions c. 1450 to c. 1750 5 Industrialization and Global Integration c. 1750 to c. 1900 6 Accelerating Global Change and Realignments c. 1900 to the Present 00PeriodPeriod Title Date Range1 Technological and Environmental Transformations to c. 600 B.C.E. 2 Organization and Reorganization of Human Societies c. 600 B.C.E. to c. 600 C.E. 3 Regional and Transregional Interactions c. 600 C.E. to c. 1450 4 Global Interactions c. 1450 to c. 1750 5 Industrialization and Global Integration c. 1750 to c. 1900 6 Accelerating Global Change and Realignments c. 1900 to the Present Concept Outline & Course Lectures:The basis for the course lectures will be the concept outline for each unit including all suggested and required examples.Period 1: Technological and Environmental Transformations, to c. 600 B.C.E.Key Concept 1.1. Big Geography and the Peopling of the EarthKey Concept 1.2. The Neolithic Revolution and Early Agricultural SocietiesKey Concept 1.3. The Development and Interactions of Early Agricultural, Pastoral, and Urban SocietiesPeriod 2: Organization and Reorganization of Human Societies, c. 600 B.C.E. to c. 600 C.E.Key Concept 2.1. The Development and Codification of Religious and Cultural TraditionsKey Concept 2.2. The Development of States and EmpiresKey Concept 2.3. Emergence of Transregional Networks of Communication and ExchangePeriod 3: Regional and Transregional Interactions, c. 600 C.E. to c. 1450Key Concept 3.1. Expansion and Intensification of Communication and Exchange NetworksKey Concept 3.2. Continuity and Innovation of State Forms and Their InteractionsKey Concept 3.3. Increased Economic Productive Capacity and Its ConsequencesPeriod 4: Global Interactions, c. 1450 to c. 1750Key Concept 4.1. Globalizing Networks of Communication and ExchangeKey Concept 4.2. New Forms of Social Organization and Modes of ProductionKey Concept 4.3. State Consolidation and Imperial ExpansionPeriod 5: Industrialization and Global Integration, c. 1750 to c. 1900Key Concept 5.1. Industrialization and Global CapitalismKey Concept 5.2. Imperialism and Nation-State FormationKey Concept 5.3. Nationalism, Revolution, and ReformKey Concept 5.4. Global MigrationPeriod 6: Accelerating Global Change and Realignments, c. 1900 to the PresentKey Concept 6.1 Science and the EnvironmentKey Concept 6.2 Global Conflicts and Their ConsequencesKey Concept 6.3 New Conceptualizations of Global Economy, Society, and CultureUnit 1 Overview: Period 1: Technological and Environmental Transformations, to c. 600 B.C.E.Lectures: Lectures cover all of the key concepts from the periodization 1 of the course outline, and all of the required and suggested topics on the AP World History Course Outline.Key Concept 1.1. Big Geography and the Peopling of the EarthKey Concept 1.2. The Neolithic Revolution and Early Agricultural SocietiesKey Concept 1.3. The Development and Interactions of Early Agricultural, Pastoral, and Urban SocietiesMain Text Reading and Corresponding Assessments:Bentley. Chapters 1-6 with corresponding 5 question “Reading Checks” per chapter or half chapter.Journal Entries:A 10 to 20 minute block is provided at the beginning of most classes to analyze a primary or secondary source document and respond to an accompanying prompt. After individually writing, students then participate in a whole class discussion.Unit 1 Journal Primary Source Analysis Documents include:Chavet Cave Art Image; investigating archaeological and anthropological methods of respectively interpreting meaning of art and making connections to contemporary peoplesSelections from The Epic of Gilgamesh (Andrea, pg. 7) comparing to earlier religions; assessing relevance to emergence of hierarchySelections from the Code of Hammurabi (Spodek, pg. 59) evaluating gender and property values; looking for continuities and changes with earlier erasSelections from Rig Veda (Bentley, pg. 79) evaluating role in social stratification and comparing to other societes of the timeEgyptian Painting of Pharoah Ramses II attacking Nubians investigating Point of view.Life in the Fields from the Book of Songs (Duiker, pg. 70) analyzing reflections on East Asia economics and POV of writerMap of Olmec Heartland (Tignor, pg. 184) analyzing map and how it compares to other urbanized societies geographic settlement patterns of the timeAustronesian Migrations (Tignor, pg. 113) analyzing migrations map and how this may have affected societal development as compared to other socities.Unit 1 Journal Secondary Source Analysis Documents include:Spodek (pgs. 112- 114). Comparing Jenne-jeno with other urban societies and evaluating Spodeks argument.Other Activities:- Contextualization Activity: In groups, using the quote from “Book of the Eskimo” (Graeber, Debt, pg. 79) page and evidence from the book, explain why the hunter said what he said with at least three supporting arguments. Groups present and discussion follows.- A Whole Class Essay Outline Activity based on the following prompt: Analyze continuities and changes in the role of religion in the emergence of hierarchy in one of the following regions to 600 BCE: The Middle East or East Asia.- A Socratic Seminar on various Egyptian primary source documents (Andrea, pgs. 17- 22). In which students use details from the texts to analyze Egyptian society with regards to culture and belief systems utilizing details from the documents to support your views.- Essay Workshop: Timed comparative essay 40 min.: Utilizing one of the five course themes, compare TWO of the following regions of urban development: Middle East & North Africa, West Africa, Meso-America, Andean South America, China & the Indus Valley- Socratic Seminar: Students analyze and discuss the archaeological methods of interpreting non-written sources from various Indus River Valley visual artifacts in Stayer pgs. 103- 107Unit Exam: 30 Question, 30 minute timed, Multiple Choice Exam on Unit 1 focusing on the Key Concepts.Unit Group Project: End of unit 1 thematic jigsaw presentation. There will be five groups each group will be assigned one of the course themes and each of the corresponding subthemes. Each group will be responsible for addressing how the major continuities and changes within their particular theme from Paleolithic to Neolithic to at least 3 Urban Societies from different regions until 600 BCE. Students present their findings in a 5 to 10 minute group presentation at the end of the course.Unit 2 Overview: Period 2: Organization and Reorganization of Human Societies, c. 600 B.C.E. to c. 600 C.E.Lectures: Lectures cover all of the key concepts from the periodization 2 of the course outline, and all of the required and suggested topics on the AP World History Course Outline.Key Concept 2.1. The Development and Codification of Religious and Cultural TraditionsKey Concept 2.2. The Development of States and EmpiresKey Concept 2.3. Emergence of Transregional Networks of Communication and ExchangeMain Text Reading and Corresponding Assessments:Bentley. Chapters 7- with corresponding 5 question “Reading Checks” per chapter or half chapter.Journal Entries:A 10 to 20 minute block is provided at the beginning of most classes to analyze a primary or secondary source document and respond to an accompanying prompt. After individually writing, students then participate in a whole class discussion.Unit 1 Journal Primary Source Analysis Documents include:Chavet Cave Art Image; investigating archaeological and anthropological methods of respectively interpreting meaning of art and making connections to contemporary peoplesSelections from The Epic of Gilgamesh (Andrea, pg. 7) comparing to earlier religions; assessing relevance to emergence of hierarchySelections from the Code of Hammurabi (Spodek, pg. 59) evaluating gender and property values; looking for continuities and changes with earlier erasSelections from Rig Veda (Bentley, pg. 79) evaluating role in social stratification and comparing to other societes of the timeEgyptian Painting of Pharoah Ramses II attacking Nubians investigating Point of view.Life in the Fields from the Book of Songs (Duiker, pg. 70) analyzing reflections on East Asia economics and POV of writerMap of Olmec Heartland (Tignor, pg. 184) analyzing map and how it compares to other urbanized societies geographic settlement patterns of the timeAustronesian Migrations (Tignor, pg. 113) analyzing migrations map and how this may have affected societal development as compared to other socities.Unit 1 Journal Secondary Source Analysis Documents include:Spodek (pgs. 112- 114). Comparing Jenne-jeno with other urban societies and evaluating Spodeks argument.Other Activities:- Contextualization Activity: In groups, using the quote from “Book of the Eskimo” (Graeber, Debt, pg. 79) page and evidence from the book, explain why the hunter said what he said with at least three supporting arguments. Groups present and discussion follows.- A Whole Class Essay Outline Activity based on the following prompt: Analyze continuities and changes in the role of religion in the emergence of hierarchy in one of the following regions to 600 BCE: The Middle East or East Asia.- A Socratic Seminar on various Egyptian primary source documents (Andrea, pgs. 17- 22). In which students use details from the texts to analyze Egyptian society with regards to culture and belief systems utilizing details from the documents to support your views.- Essay Workshop: Timed comparative essay 40 min.: Utilizing one of the five course themes, compare TWO of the following regions of urban development: Middle East & North Africa, West Africa, Meso-America, Andean South America, China & the Indus Valley- Socratic Seminar: Students analyze and discuss the archaeological methods of interpreting non-written sources from various Indus River Valley visual artifacts in Stayer pgs. 103- 107Unit Exam: 30 Question, 30 minute timed, Multiple Choice Exam on Unit 1 focusing on the Key Concepts.Unit Group Project: End of unit 1 thematic jigsaw presentation. There will be five groups each group will be assigned one of the course themes and each of the corresponding subthemes. Each group will be responsible for addressing how the major continuities and changes within their particular theme from Paleolithic to Neolithic to at least 3 Urban Societies from different regions until 600 BCE. Students present their findings in a 5 to 10 minute group presentation at the end of the course. ................
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