Welcome to AP World History!!! Ms. Sullivan Room 212 Main Office

Welcome to AP World History!!! Ms. Sullivan Room 212 Main Office 221-3186 sasullivan@mcpss.com

Advanced Placement World History Syllabus Course Overview Advanced Placement World History is a challenging year long course that is structured around the investigation of selected themes woven into key concepts covering distinct chronological periods. AP World History is equivalent to an introductory college survey course. The course has a three-fold purpose. First, it is designed to prepare students for successful placement into higher-level college and university history courses. Second, it is designed to develop skills of analysis and thinking in order to prepare students for success in the twenty-first century. Finally, it is the intent of this class to make the learning of world history an enjoyable experience. Students will be able to show their mastery of the course goals by taking part in the College Board AP World History Exam in May. Course Purpose The purpose of the course, however, extends beyond the possibility of earning college credit by providing students with the opportunity to develop skills and knowledge that will form a useful foundation for college studies. A recent study of this AP Effect reported the following results: Better prepared academically for college More likely to specialize in majors with tougher grading standards More likely to complete more college course work More likely to take subjects in their AP subject area Likely to perform significantly better over four years of college course work More likely to be superior in terms of leadership More likely to make significant accomplishments in college Twice as likely to do graduate level studies Course Design Advanced Placement World History is structured around the investigation of five themes woven into 19 key concepts covering six distinct chronological periods. History is a sophisticated quest for meaning about the past, beyond the effort to collect and memorize information. This course will continue to deal with the facts names, chronology, events, and the like but it will also emphasize historical analysis. This will be accomplished by focusing on four historical thinking skills: crafting historical arguments from historical evidence, chronological reasoning, comparison and contextualization, and historical interpretation and synthesis. World history requires the development of thinking skills using the processes and tools that historians employ in order to create historical narrative. Students will also be required to think on many different geographical and temporal scales in order to compare historical events over time and space. The course relies heavily on college-level resources. This includes texts, a wide variety of primary sources, and interpretations presented in historical scholarship. These resources are designed to develop the skills required to analyze point of view and to interpret evidence to use in creating plausible historical arguments. These tools will also be used to assess issues of change and continuity over time, identifying global processes, comparing within and among societies, and understanding diverse interpretations. Students will be required to participate in class discussions and will be responsible for preparing class presentations in order to further develop higher level habits of mind or thinking skills and broaden content knowledge. The course emphasis is on balancing global coverage, with no more than 20% of course time devoted to European history. This course is designed to be rigorous and rewarding, inviting students to take a global view of historical processes and contacts between people in different societies. The five AP World History Themes (SPICE) that connect the key concepts throughout the course and serve as the foundation for student reading, writing, and presentation requirements are as follows: Theme 1: Interaction Between Humans and the Environment: Demography and disease, Migration, Patterns of settlement, Technology

Theme 2: Development and Interaction of Cultures: Religions, Belief systems, philosophies, and ideologies, Science and technology, The arts and architecture Theme 3: State-building, Expansion, and Conflict: Political structures and forms of governance, Empires, Nations and nationalism, Revolts and revolutions, Regional, trans-regional, and global structures and organizations Theme 4: Creation, Expansion, and Interaction of Economic Systems: Agricultural and pastoral production, Trade and commerce, Labor systems, Industrialization, Capitalism and Socialism Theme 5: Development and Transformation of Social Structures: Gender roles and relations, Family and kinship, Racial and ethnic constructions, Social and economic classes Historical Periods and Key Concepts PERIOD 1 TECHNOLOGICAL AND ENVIRONMENTAL TRANSFORMATIONS TO 600 B.C.E. PERIOD 2 ORGANIZATION AND THE REORGANIZATION OF HUMAN SOCIETIES, C. 600 B.C.E. TO 600 C.E. PERIOD 3 REGIONAL AND TRANSREGIONAL INTERACTIONS, C. 600 C.E. TO C. 1450 PERIOD 4 GLOBAL INTERACTIONS, C. 1450 TO C. 1750 PERIOD 5 INDUSTRIALIZATION AND GLOBAL INTERACTION, C. 1750 TO C.1900 PERIOD 6 ACCELERATING GLOBAL CHANGE & REALIGNMENTS, C. 1900 TO THE PRESENT Key Concept 1.1. Big Geography and the Peopling of the Earth Key Concept 1.2. The Neolithic Revolution and Early Agricultural Societies Key Concept 1.3. Development/Interactions: Early Agricultural, Pastoral, Urban Societies Key Concept 2.1. Development and Codification of Religious and Cultural Traditions Key Concept 2.2. The Development of States and Empires Key Concept 2.3. Emergence of Transregional Networks: Communication and Exchange Key Concept 3.1. Expansion, Intensification of Communication and Exchange Networks Key Concept 3.2. Continuity and Innovation of State Forms and Their Interactions Key Concept 3.3. Increased Economic Productive Capacity and Its Consequences Key Concept 4.1. Globalizing Networks of Communication and Exchange Key Concept 4.2. New Forms of Social Organization and Modes of Production Key Concept 4.3. State Consolidation and Imperial Expansion Key Concept 5.1. Industrialization and Global Capitalism Key Concept 5.2. Imperialism and Nation-State Formation Key Concept 5.3. Nationalism, Revolution and Reform Key Concept 5.4. Global Migration Key Concept 6.1. Science and the Environment Key Concept 6.2. Global Conflicts and Their Consequences Key Concept 6.3. New Conceptualizations of Global Economy, Society and Culture Historical Thinking Skills The historical thinking skills provide opportunities for students to learn to think like historians, most notably to analyze evidence about the past and to create persuasive historical arguments. Focusing on these practices enables teachers to create learning opportunities for students that emphasize the conceptual and interpretive nature of history rather than

simply memorization of events in the past. You will be given a chart that gives direction and explains the skills. These will be practiced in class using various activities. Applied Skills As this course progresses, students will be trained in a variety of practical skills which may be applied to particular or variety of investigations. These are tools an active student, historian and literary investigator could be used to insure their understanding and access the conceptual skills in a systematic and thorough manner. Some of these follow. Students will develop the following specific skill to ensure their success in the course. Instruction and practical practice of these is integrated into each unit. 1. APPARTS: Acronym used to analyze a primary source document. 2. SPICE: Acronym used to deconstruct a secondary source reading. 3. Map projections: Students must understand the methods and special bias involved in depicting the earth or parts of it in a two dimensional space. 4. Timelines: Students create or read these to determine the sequencing of events, issues and/or historical figures. 5. Graphic organizers and webbing: Students can organize information or plan their writing in a more visual format. 6. Charts & graphs: Students interpret and, to a limited degree, create data representations of a statistical nature. These are especially useful for, but not limited to, demographic and economic information. 7. Bloom's Taxonomy: Students can understand the cognitive level used in their questioning and in an objective question or essay prompt and respond accordingly. 8. Study Groups: These significantly improve student s ability to manage the totality of the data and reach deeper levels of understanding through out-of-class peer interaction on the course content. Managing them and contributing to them is a learned skill. 9. Test taking: There are many skills related to test taking that can significantly improve the student s ability to demonstrate their understanding in an assessment. 10. Academic writing, general rules: Academic writing has its own rules, style and conventions. 11. Question and prompt analysis: Understanding the actual question being asked and its structure are critical to success, especially on essays. It is an important skill to learn to break down the prompt into its parts and decode the verb to write an essay that directly addresses the question. Every part of the AP World History course assesses habits of mind as well as content. Students will take multiple-choice tests and write essays which will include studying maps, using graphs, analyzing art works, and interpreting quotations. Other aspects include assessing primary data, evaluating arguments, handling diverse interpretations, making comparisons, and understanding historical context. Academic Expectations Since we literally have a whole world of information to cover, using class time wisely is of utmost importance. I expect every student to come to class with all readings finished and ready to discuss any of the topics covered. It is also mandatory that you stay current with what is happening in the world by watching the news and reading the newspaper. We learn in order to understand ourselves and our world better. What you get from a class is what YOU put into it when you make an effort to learn outside of the four walls of the classroom, you will be more engaged, interested, and understand more inside the classroom The May National Exam The AP exam will be given in May. All students will take the exam. The test is cumulative and comprehensive covering material from the entire course. Students should maintain a notebook, participate in reviews, form student study groups, and work your review books. Final responsibility for preparing and passing the exam is of course the student s. The AP Exam questions measure students knowledge of world history and their ability to think historically. Questions are based on key and supporting concepts, course themes, and historical thinking skills. Exam questions represent various geographical regions, with no more than 20 percent of the multiple-choice questions focusing solely on Europe.

Materials Needed Strayer, 2011. The Ways of the World: a Brief Global History with Sources, Boston: Bedford/St. Martin's Bentley and Ziegler. 2010. Traditions and Encounters, 5th ed. United States: McGraw-Hill McCannon, John. Barron's AP World History. 5th ed. New York: Barron s Educational Series, 2012. You will leave your textbooks at home. You do not have to carry it to school every day. We also have several other AP texts in the classroom that will be excellent resources. The website for your Strayer textbook has excellent material to help you. You will be required to go to the site, register, and take assigned quizzes. There are also chapter outlines that can help your reading and note taking. The web address is http://bcs.bedfordstmartins.com/strayerdocutext1e/default.asp#t_597721. A STURDY 2 inch binder it will need to last the entire year. Please do NOT buy the zipper binders. Blue/black pens, highlighters, notebook paper. Dividers should be labeled as follows: Miscellaneous, Compare/Contrast, DBQ, CCOT, Unit 1, Unit 2, Unit 3, Unit 4, Unit 5, Unit 6, and Exam Review. You will bring your binder to class EVERY DAY. College Board and the Course Description for AP World History The official AP World website is at https://apstudent.collegeboard.org/apcourse/ap-world-history. Visit the site; there is a great deal of information about the AP philosophy, the program, and materials or hints for students.

Suggestions for Students The single most important contributor to student success is whether he/she completes each reading assignment and its accompanying work. There is no substitute. Do the reading faithfully. Reading is assigned for each class period. At first it may seem time consuming and difficult, but practice makes perfect! And use a dictionary every time you do not understand a word. Although we are in high school, this is a college course. We will discuss topics that may be new and different. Please keep an open mind. You do not have to agree with what you read and hear, but you will need to think historically and critically. Keep in mind that we will be covering a large amount of material. This means that we may not have time in class to cover every single topic but you will still be responsible for knowing material that was assigned in the readings. Keep an organized notebook for both semesters and use it to review. Proper prior planning prevents poor performance. This is especially true of college courses. Work at mastering writing styles. In that one-half of the AP grade is writing, you must be able to write if you want to pass. Do not worry about your grade unless it is failing. This is a college course and universities know the difference on transcripts between regulars and Advanced Placement classes. University Admissions will tell you they would rather see a C in an AP than an A in a regulars class. AP classes earn higher grade points As students you should look to form and join an informal study Group with students who are in the same class. These are very successful. The group is not a substitute for reading or the work, but two heads are often better than one. This also allows you to get missing notes. And exchange phone numbers so you can call each other if need be. If you have a question or concern, email me, or come by. I will help you all as much as is possible, but you have to see me outside of class. Please do not have parents call me until you yourself have tried to resolve a concern. Make-up Policy and Late Work Because this is a college level class and because we will devote the majority of in-class time to skills practice, missing even one day a semester could seriously set you back. We will follow the school s make-up work policy for excused absences (see your student handbook for details). Regardless, come and see me when you get back to school so that we can get you up to speed on what you missed while you were absent. You have a calendar so there is no excuse to not know what is due. No make- up work will be given for unexcused absences. I will accept assignments ONE day late and will DEDUCT one letter grade. If you plan on being absent on a test/quiz/essay/or project due date, make arrangements to turn in the assignment early. However, I understand that things happen (e.g. illness, field trips, etc.) If you are anticipating: computer glitches, being the victim of street crime, bad planning, a Senate filibuster, animal attacks, being struck by space junk, unforeseen cataclysmic acts of God, funding cuts for higher education, rude Tweets, the debilitating shame of buying a Justin Bieber CD, dating a Kardashian, losing your history mojo, or anything else that might interfere with getting your work done, GET STARTED EARLY!!! Unit Assessments Each chapter will be assessed using reading quizzes, vocabulary tests, map activities, writing activities, and will culminate in a Unit Exam. The Unit Exam will consist of 55 multiple choice questions done in the AP style and will be timed for 55 minutes. A Midterm Exam will be given in December at the end of 2 nd Quarter. There is no final exam in the spring semester because of the National Exam. COURSE OUTLINE UNIT ONE: Technological and Environmental Transformations PERIODIZATION: c. 8000 BCE to c. 600 BCE MAIN FOCUS: Beginnings in History READING TEXT: Ways of the World: A Global History. Chapters 1 3 Key Concept 1.1: Big Geography and the Peopling of the Earth I. Paleolithic migrations lead to the spread of technology and culture Key Concept 1.2: The Neolithic Revolution and Early Agricultural Societies

I. Neolithic Revolution leads to new and more complex economic and social systems II. Agricultural and pastoralism begins to transform human society Key Concept 1.3: The Development and Interactions of Early Agricultural, Pastoral, and Urban Societies I. Location of early foundational civilizations II. State development and expansion III. Cultural development in the early civilizations Hunting & gathering societies were relatively egalitarian, small, mobile and spiritual. Early humans spread out from Africa to the entire world and adapted to a variety of climates. After the last Ice Age, humans settled around available sources of grains and water forming larger populations and societies. Agriculture developed independently in many parts of the world. Agricultural societies became more varied, complex and socially stratified. Core and foundational civilizations developed around these centers of agriculture. Because of the Agricultural Revolution, larger and expanding civilizations resulted in more complex, urban, organized, and unequal societal structures. Power became increasingly consolidated in various forms of government. Civilization developed unifying cultures based on language, literature, laws, myths, religion, and monumental art. UNIT TWO: Organization and Reorganization of Human Societies PERIODIZATION: c. 600 BCE to c.600 CE MAIN FOCUS: The Classical Era in World History READING TEXT: Ways of the World: A Global History. Chapters 4 7 Key Concept 2.1: The Development and Codification of Religious and Cultural Traditions I. Codifications and further developments of existing religious traditions II. Emergence, diffusion, and adaptation of new religious and cultural traditions III. Belief systems affect gender roles IV. Other religious and cultural traditions continue V. Artistic expressions show distinctive cultural developments Key Concept 2.2: The Development of States and Empires I. Imperial societies grow dramatically II. Techniques of imperial administration III. Social and economic dimensions of imperial societies IV. Decline, collapse, and transformation of empires (Rome, Han, Maurya) Key Concept 2.3: Emergence of Trans-regional Networks of Communication and Exchange I. The geography of trans-regional networks, communication and exchange networks II. Technologies of long-distance communication and exchange III. Consequences of long-distance trade Imperial systems emerged in this period. Worldwide population grew dramatically in this period and the rise and fall of these empires had enormous impact on their people. Enduring cultural and religious traditions emerged including Confucianism, Daoism, Hinduism, Buddhism, Greek rationalism, Judaism, Zoroastrianism, and Christianity. More widespread and dense networks of communication and exchange developed and facilitated many of the first encounters of separate societies. The human ability to manipulate the environment continued to evolve. Literature, sculpture, architecture and drama developed reflecting unique cultural identities. Transregional networks developed that had various degrees of impact on the diffusion of ideas, technology, food crops, domesticated animals, and disease. The modern identities of many nations and cultures are tied to this period. UNIT THREE: Regional and Trans-regional Interactions

PERIODIZATION: c. 600 CE-c.1450 MAIN FOCUS: A Time of Accelerating Connections READING TEXT: Ways of the World: A Global History. Chapters 8 13 Key Concept 3.1: Expansion and Intensification of Communication and Exchange Networks I. Improved transportation technologies and commercial practices and their influence on networks II. Linguistic and environmental contexts for the movement of peoples III. Cross-cultural exchanges fostered by networks of trade and communication IV. Continued diffusion of crops and pathogens throughout the Eastern Hemisphere Key Concept 3.2: Continuity and Innovation in State Forms and Their Interactions I. Empires collapse and were reconstituted II. Greater inter-regional contacts and conflict encourages technology and cultural transfer Key Concept 3.3: Increased Economic Productive Capacity and Its Consequences I. Increasing productive capacity in agriculture and industry II. Changes in urban demography III. Changes and continuities in labor systems and social structures It is difficult to ascribe a distinct identity for this period. In some regions there was the creation of new but smaller civilizations where none had existed before such as the East African Swahili civilization, Kievan Rus, and in East and Southeast Asia. The most expansive and influential civilization of this period was Islam. Many older civilizations persisted or restructured such as Byzantium, China, India, and the Niger Valley. The Maya civilization and Teotihuacán of the Americas declined so that the Inca formed an empire out of various centers of Andean civilization. In Western Europe, third wave states tried to hold on to Greco-Roman ideals while incorporating Christian traditions. Many instances of increasing interactions between regions and cultures occurred resulting in significant changes including improved and varied food production, cosmopolitan regional centers and the spread of diseases. Trade emerged as a major driver in the human story. UNIT FOUR: Global Interactions PERIODIZATION: c. 1450 to c.1750 MAIN FOCUS: The Early Modern World READING TEXT: Ways of the World: A Global History. Chapters 14 16 Key Concept 4.1: Globalizing Networks of Communication and Exchange I. Intensification of regional trade networks (Mediterranean, trans-saharan, overland Eurasian, and Siberian trade routes) II. Trans-oceanic maritime reconnaissance III. New maritime commercial patterns IV. Technological developments enabling trans-oceanic trade V. Environmental exchange and demographic trends: Columbian Exchange VI. Spread and reform of religion VII. Global and regional networks and the development of new forms of art and expression Key Concept 4.2: New Forms of Social Organization and Modes of Production I. Labor systems and their transformations II. Changes and continuities in social hierarchies and identities Key Concept 4.3: State Consolidation and Imperial Expansion I. Techniques of state consolidation II. Imperial expansion III. Competition and conflict among and within States Europe's role in the world began to expand significantly beginning with world wide exploration. Slave trade across the Atlantic linked Africa and the Americas. Silver from the Americas allowed Europeans to buy their way in to Asian markets.

The Columbian Exchange led to new and unexpected interactions including probably the world s greatest demographic collapse - as much as 90% of the population in the Americas died in this period. Christianity became a global religion. Islam spread most rapidly in Asia and Africa. Large cities in Eurasia and the Americas became the centers for new commercialized economies. Major states became stronger in various parts of the world promoting trade, manufacturing and common cultures. The gun powder revolution increased the military power of major states. The Scientific Revolution transformed the thinking and processes of progress, but only for the educated elite. The world population continued to grow significantly, largely as a result of new foods from the Americas. Long time elites in societies continued to maintain power and leadership. Most government was monarchical. The dominance of men over women was considered natural. For most of humanity, this was a continuation of the traditional agrarian societies. UNIT FIVE: Industrialization and Global Integration PERIODIZATION: c. 1750 to c. 1900 MAIN FOCUS: The European Moment in World History READING TEXT: Ways of the World: A Global History. Chapters 17 20 Key Concept 5.1: Industrialization and Global Capitalism I. Industrialization II. New patterns of global trade and production III. Transformation of capital and finance IV. Revolutions in transportation and communication: Railroads, steamships, canals, telegraph V. Reactions to the spread of global capitalism VI. Social transformations in industrialized societies Key Concept 5.2: Imperialism and Nation-State Formation I. Imperialism and colonialism of trans-oceanic empires by industrializing powers II. State formation and territorial expansion and contraction III. Ideologies and imperialism Key Concept 5.3: Nationalism, Revolution, and Reform I. The rise and diffusion of Enlightenment thought II. 18th century peoples develop a sense of commonality III. Spread of Enlightenment ideas propels reformist and revolutionary movements IV. Enlightenment ideas spark new transnational ideologies and solidarities Key Concept 5.4: Global Migration I. Demography and urbanization II. Migration and its motives III. Consequences of and reactions to migration Revolutions on both sides of the Atlantic led to new societies of a distinctly different character than those of the past. These new societies exerted significant influence on the rest of the world, especially through colonial empires and control of military, economic, diplomatic and educational affairs. Emerging from the Scientific Revolution, the Industrial Revolution caused the most fundamental transformation in the human story since the Agricultural Revolution. Significant new financial institutions and instruments emerged facilitation global exchange and investment in industrialization. Many societies reorganized in response to the Industrial Revolution. New ideologies such as Social Darwinism justified Imperialism. The spread of Enlightenment ideas encouraged the questioning of traditional social structures and lead to reform and revolutionary movements.

Large scale migrations occurred for a variety of reasons with wide ranging consequences in the diffusion of culture and ideologies. While this period is characterized by European preeminence, that must be understood in the following contexts: o This period is recent and relatively brief in the whole human story. o This dominance began, in part, because of the withdrawal of the Chinese fleet from the Indian Ocean. o Disease and internal struggles were a vital component in the European domination of the Americas. o The Scientific Revolution drew on ideas from around the world. o The Industrial Revolution was fueled by resources from all over the world. o Other societies altered and adapted European ideas for their own purposes and based on their own traditions. UNIT SIX: Accelerating Global Change and Realignments PERIODIZATION: c. 1900 to the present MAIN FOCUS: The most recent century READING TEXT: Ways of the World: A Global History. Chapters 21 24 Key Concept 6.1: Science and the Environment I. Rapid advances in science spread assisted by new technology II. Humans change their relationship with the environment III. Disease, scientific innovations, and conflict led to demographic shifts Key Concept 6.2: Global Conflicts and Their Consequences I. Europe s domination gives way to new forms of political organization II. Emerging ideologies of anti-imperialism contribute to dissolution of empires III. Political changes accompanied by demographic and social consequences IV. Military conflicts escalate V. Individual and groups oppose, as well as, intensify the conflict Key Concept 6.3: New Conceptualizations of Global Economy, Society, and Culture I. States, communities and individuals become increasingly interdependent II. People conceptualize society and culture in new ways III. Popular and consumer culture become global Whether the 20th century will hold up as a distinct period in world history is open to debate, recency makes it seem significant. The world wars were a result of Europe s inability or unwillingness to coalesce into a single state. Mass violence and genocide occurred repeatedly on an unprecedented scale. Communist revolutions had their roots in Western European Marxism, but took on their own cultural attributes. Land based and transoceanic empires gave way to new types of transregional political, economic and diplomatic systems. This period marks the end of great empires and the emergence of nation-states. Anti-imperialism emerged as a major social and political force. The most defining quality of this period is an explosion of the human population. Industrial output grew dramatically during this period. Globalization has taken on a new meaning in the context of rapid transportation, electronic communication, greater economic interconnectedness and the processing of information at unprecedented speeds and volume. Popular and consumer culture became globalized. The negative human impact on the environment is more significant and widespread than previously in human history. Remind 101 - Class Website Our class website is located at www.mhspanthers.com. Click on School Staff on the left side of the page and scroll down to click on my name. Click on File Manager and AP World History to find your materials. Click on links to see many helpful websites. We will use the Remind 101 program as a way to communicate outside of the classroom. This will allow me to send out a mass message to the class and/or your parents. To sign up - Text @d7321 to 81010 or Email d7321@mail.remind.com.