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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. Textbook: The Earth and Its Peoples; A Global History, Bulliett, Crosley,; McDougall; ISBN 0-618-42770-8 ($74.97). [We will use many other sources of reading material as well.] Primary Sources: various selections corresponding to theme and historical context from supplementary material from The Earth and Its People. Secondary Sources: David Christian, Maps of Time. Other works of historical interpretation used in the course are taken from various academic articles. 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. to 600 C.E. 600 C.E. 1450 1450- 1750 1750 1914 1914 the present 19-20% 22% 19-20% 19-20% 19-20% (6 weeks) (6 weeks) (6 weeks) (6 weeks) (6 weeks)

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

Skills: Periodization: Students will periodize World History in a variety of ways, including politics, international relations, and opportunities for women. Categories in History will be used such as political events, social changes, economic trends and intellectual and cultural movements. Such categories and periods will show overlapping or parallel timing of each other. Students will date transitions and cite reasons for their choices. Art Movements will be categorized into Renaissance, Baroque, Neoclassical, Romantic, Impressionist, and Modern both in the beginning of and the end of each and the characteristics of each. Time Lines will be used to visualize the chunks of History. After periodization, analysis will begin of the periods and further DBQs will be added to the analysis. Causality and Multiple Causality: Students will understand the distant (preconditions), intermediate (precipitants) and immediate (triggers) causes of events. In addition, students will cite differences of explanations by various historians in their analysis. Analysis writing will be used to teach this skill. Historical Phenomena and Experiences: Students will define important historical phenomena and experiences and explain their meanings. In addition, the students will apply and compare their definitions with other historical experiences and events. Sample FRQs will be given to teach this skill. Point of View (POV): Students will read and interpret primary and secondary sources for point of view. AAPARTs and SOAPS formats will be used in assisting with the point of view. In addition, the students will compare various sources and determine the bias of each which will lead to grouping skills. A Venn Diagram approach will be used for grouping. Differences in Experience:
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Students will learn and write about the events in relation to various groups i.e. gender roles, race and societal class. Comparative primary and secondary sources will be used for analysis. Development or Construction of Identity: Self Identity of members in classes, communities, religions and other categories from changes of time and place will be discussed and written in the context of FRQs. Primary and secondary sources will be grouped in a various ways included but not limited to: Class, nationality and/or gender of author; similar ideology, opposing ideology; type of document and time period; recognize bias and interpret authors point of view; analyze various sources as examples: diaries, private letters, experts in field, government reports, etc.; discuss, debate or write effectively your findings; expand analysis and details for expanded core on Essays and DBQs AP Exam: Thursday, May 17, 2012 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. Grading and Exam Format (per semester) Tests Quizzes Projects Homework Classwork/Participation 30% 20% 20% 20% 10%

The grade for the Semester will consist of the following: 40% First Quarter grade + 40% Second Quarter grade + 20% Semester Final Exam. Grading Scale A+ = 97-100% B+ = 87-89% C+ = 77-79% D+ = 67-69% F = 59 and below A = 93-96% B = 83-86% C = 73-76% D = 63-66% A- = 90-92% B- = 80-82% C- = 70-72% D- = 60-62%

Tests and Quizzes: 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. Classroom Environment: Respect others: Come prepared for class Participate in class; share your ideas and knowledge Wait for others to express their ideasand listen to them Address peoples arguments not the individual
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Dont waste other peoples 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 anothers words or ideas and the presentation of them as though they are entirely ones 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 students homework, composition or project); using excessive editing suggestions of another student, teacher, parent, or paid editor. Recovery Policy: Grade recovery opportunities will be allowed if a student's performance indicates a significant decline in achievement or a failing cumulative average. Students are responsible for contacting the teacher concerning recovery opportunities. Teachers will establish a reasonable time for recovery work to be completed. All recovery work must be completed by May 7, 2010, ten school days prior to the AP exam. Recovery is not for the student who has been failing for many weeks, then wishes to recover during the final days of a course. Students must complete all required work before recovery can be initiated. If a student has any "zeros" then he/she is not eligible for recovery until such assignments are complete (if the student is eligible to complete the assignment).*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. 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 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. Dont 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 dont need to be people in your class. Habits of Mind: 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 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. 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 Classical Mediterranean societies: Greece & Rome Classical Imperial China Mauryan & Gupta India Trade networks: Sasanid Empire & Silk Road Indian Ocean Maritime system Trans-Saharan Trade
! Themes Yalis 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? 5

3 weeks

Sub-Saharan Africa Sample primary sources used: [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 First Semester Final Exam: December 19-22, 2011 2nd semester: Period III: 1450 CE 1750 CE Unit 6: Global Interdependence: Asia Ch. 18-20 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]
! 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.

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?

3 weeks
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?

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: Mazzini Treitschke Jules Ferry on Imperialism Rammohun Roy, Letter to Lord Amherst Lin Zexu, Letter to Queen Victoria [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]

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

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

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]

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



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