Advanced Placement World History

Syllabus 2018-2019

Course Description: This course offers balanced global coverage, with Africa, the

Americas, Asia, Europe, and the Oceania all represented. The purpose of this AP World

History course is to develop a greater understanding of the evolution of global processes

and contacts on different types of human societies. The AP World History course

highlights the nature of changes in global frameworks and their causes and consequences,

as well as comparisons among major societies. Emphasis should be on relevant factual

knowledge, leading interpretive issues, and skills in analyzing types of historical

evidence. Periodization explicitly discussed forms and organizing principle to address

change and continuity throughout the course. Specific themes provide further

organization to the course, along with consistent attention to contacts. Students will be

expected to read outside of class and will be given homework assignments on a regular

basis. Special emphasis will be placed on preparation skills for the AP Exam; thus,

students will be expected to participate in enrichment opportunities that may occur on the

weekends or during intersession. Receipt of college credit is contingent upon their score

on the AP Exam, which all students are expected to take at the end of the Spring

Semester.

Course Resources:

Primary Textbook:

- Bentley, Jerry H. & Herbert F. Ziegler Traditions & Encounters (2nd Edition) McGraw

Hill, New York, 2003

Supplementary Textbooks:

- Stearns, Peter N. et al. World Civilizations: The Global Experience (4th Edition)

Pearson Longman, New York, 2005

- Strayer, Robert. Ways of the World, with Resources, Bedford/St. Martins, New

York, 2011

- Bulliet, Richard W., et al. The Earth and Its Peoples: A Global History - AP

Edition (3rd Edition) Houghton Mifflin, New York, 2001

Primary Sources:

- Source: Ralph T. Griffith, trans. The Hymns of the Rigveda, 4 vols., 2nd ed.

Benares: E. J. Lazarus, 1889–92, 4:289–93. (Translation slightly modified.)

-

Nine Historical Thinking Skills of AP World History:

Course Themes: The AP World History course consists of 5 themes. These themes present a broad level of

main ideas that the student will see throughout the span of the course. These themes

should be able to present cross period connections and help to recognized broad trends

and processes that have developed over centuries in various regions of the world.

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, transregional, 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

Period 1: Technological and Environmental Transformations to 600

BCE Key Concept 1.1: Big Geography and the Peopling of the Earth

Key Concept 1.2: The Neolithic Revolution and the Early Agricultural Societies

Key Concept 1.3: The Development and Interactions of Early Agriculture, Pastoral and

Urban Societies

Topics for Overview

-Hunting and foraging bands and early migration

-Adaptation of technology and cultures to new regions

-Neolithic revolution

-Development of complex economic and social systems

-Agriculture and Pastoralism and the transformation of human societies

-Foundational Civilizations: Mesopotamia, Egypt, Mohenjo-Daro, Shang, Olmecs, and

Chavine

-Foundational Culture: law, language, literature, religion, myths and monumental art..

Selected Activities and Assignments include but are not limited to:

Key Concept 1.1: Big Geography and the Peopling of the Earth

- Students will complete any textbook reading assignments and quizzes.

- Students will create maps of the global pattern migrations of the early peoples.

- Students will analyze reasons as to why early people migrated in to particular

regions of the world.

Key Concept 1.2: The Neolithic Revolution and the Early Agricultural Societies

- Students will complete any textbook reading assignments and quizzes.

- Students will create charts using S.C.R.I.P.T.E.D. or P.E.R.S.I.A.N methods for

specific civilizations and present to the class.

- Students will create charts of differences/similarities within the given

civilizations.

Key Concept 1.3: The Development and Interactions of Early Agriculture, Pastoral and

Urban Societies

- Students will complete any textbook reading assignments and quizzes.

- Students will be introduced to primary source analysis (SOAPPS-Tone)

- Students will analyze primary source documents of Early River Valley

Civilizations

- Students will perform cause and effect exercises for the Neolithic Revolution.

Period 2 Organization and Reorganization of Human Societies, c. 600

BCE to 600 CE

Key Concept 2.1: The 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 of Communication and

Exchange

Topics for Overview

- Codification and development of existing religions and its connection to ethical codes to

live by. Special Focus on Judaism and Hinduism.

- New Belief Systems and traditions asserted universal truths. Special Focus on

Buddhism, Confucianism, Daoism, Christianity.

-The effect of belief systems on gender roles. Special Focus on Buddhism, Christianity

and Confucianism.

-Other religious culture traditions that parallel to the codified written belief systems of

core civilizations. Special Focus on shamanism and animism.

-Political unity of key states and empires (ex. Administrative institutions). Special Focus

on Persian Empires, Qin, Han, Maurya, Gupta, Greek and Roman Empires, Mayas,

Moche.

- Socio-Economic developments of Afro-Eurasia societies and the Americas.

-Collapse, decline, or transformation of empires through political, cultural or

administrative difficulties. Special Focus on Roman, Han, Persian, Mauryan and

Gupta empires.

- Land and water routes for transregional trade, communication and exchange in the

Easter Hemisphere. Special Focus on Eurasian Silk Roads, Trans-Saharan caravan

routes, Indian Ocean sea lanes, Mediterranean Sea lanes.

-Development of the following amongst large networks of communication and exchange:

trade in goods, exchange of people, technology, religion, culture, agriculture,

domestication and disease.

Selected Activities and Assignments include but are not limited to:

Key Concept 2.1: The Development and Codification of Religious and Cultural

Traditions.

- Students will complete any textbook reading assignments and quizzes.

- Students will analyze the tenets of Judaism through the use of the Torah and

discuss how these tenets influence and create an ethical code to live by for people.

- Students will analyze the tenets of Hinduism by reviewing the caste system and

how this structure has led to a secularization of this system in a social, political

and economic sense.

- Students will read a section of the Rig Veda and discuss how this creation story

compares to other religious creation stories.

- Students will also perform Illustrative Analysis on images of the major belief

systems.

- Students will create and present a chart comparing and contrasting the major

tenets or Buddhism, Daoism, Confucianism and Christianity. They will also

explain how these belief systems were paralleled in other religious cultural

traditions.

- Students will write an essay discussing the impact of the above belief systems and

their effect on gender roles and political systems of then and now.

Key Concept 2.2: The Development of States and Empires

- Students will complete any textbook reading assignments and quizzes.

- Students will identify the rise of major classical empires

- Students will identify the causes and consequences of the decline of major

classical empires of the Mediterranean, Meso-America, South Asia and East Asia.

- Students will write an essay that will evaluate the similarities and differences of

the causes and consequences of the decline of major classical empires of the

Meditterrean, Meso-America, South Asia and East Asia.

Key Concept 2.3: Emergence of Transregional Networks of Communication and

Exchange

- Students will complete any textbook reading assignments and quizzes.

- Students will be able to identify and map out various trade routes of the Eurasian

Silk Roads, Trans-Saharan routes, Indian Ocean routes and Mediterranean routes.

- Students will be able to identify the major goods of each trade route and the

diffusion of religion, culture and disease along the various trade routes.

Period 3: Regional and Transregional Interactions, c. 600 CE to c. 1450

CE

Key Concept 3.1: Expansion and 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

Topics for Overview

-Expansion of existing and newly developed trade routes and networks through improved

transportation technologies and commercial practices. Special focus on Silk Roads,

Mediterranean Sea, Trans-Saharan, Indian Ocean Basin, MesoAmerica and Andes.

-Expansion of the following empires through Trans-Eurasion trade: China, Byzantine,

Islamic, Mongolian.

-Linguistic and environmental of effects of long distance trade. Special Focus on Bantu

and Polynesian migrations.

- Cross-cultural exchanges between existing or new networks of trade and

communication. Special focus on the Islamic World.

-Contacts and conflicts between empires that encouraged technological and cultural

transfers. Special focus on Tang and Abbassid, across Mongol empires, and Crusades.

- Agricultural and Industrial stimulation through innovation

-Decline and Revival of Urbanization through the aid of productivity and expanding trade

networks.

- Changes in labor management and the effect of religious conversion on gender relations

and family life. Special focus on Middle Ages: Crusades, Schism, Feudalism.

Selected Activities and Assignments include but are not limited to:

Key Concept 3.1: Expansion and Intensification of Communication and Exchange

Networks

- Students will complete any textbook reading assignments and quizzes.

- Students will write a comparative essay on the migrations of the Bantus, Vikings

and Polynesians and how each migration contributed to environmental, linguistic,

cultural and religious diffusion..

- Students will perform an Illustrative Analysis based on diffusion of cross cultural

exchanges.

- Students will get in groups and discuss the importance of cross cultural trade

based on trade migrations and present the importance of each migration to the

class.

Key Concept 3.2: Continuity and Innovation of State Forms and their Interaction

- Students will complete any textbook reading assignments and quizzes.

- Students will be introduced to the DBQ and application of the PERSIAN or

SCRIPTED method with the use of the DBQ.

- Students will compare and contrast the reconstitution of the Byzantine Empire and

Chinese dynasties.

- Students will complete a cause and effect exercise on the emergence of Islamic states,

Mongols, city-states, and Feudalistic ideas of Europe and Japan.

-Students will discuss the importance of synthesis amongst local and borrowed traditions.

-Students will create a chart showing technological and cultural transfers of interregional

contacts and conflicts.

Key Concept 3.3: Increased Economic Productive Capacity and its Consequences

- Students will complete any textbook reading assignments and quizzes.

- Students will create a cause and effect chart on productivity base on trade

networks.

- Students will be introduced to the Continuity and Change over time essay.

- Students will write a Continuity and Change overtime essay based on labor

management, religious conversion and its effects on gender roles.

- Students will perform a cause and effect chart on coerced labor within European,

Japanese and Mesoamerican Empires.

Period 4: Global Interactions, c. 1450 to c. 1750

Key Concept 4.1: Globalizing networks of Communication 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

Topics for Overview

- Revolutions in Sailing

- European exploration and interactions with American and Asian markets. Special focus

on Portugese, Spanish, Dutch, French, and British.

- Colombian Exchange

- Interactions between hemispheres spread and reformed existing religions creating

syncretic belief systems and practices

- Slavery and Plantation systems

- Development of new social, political elites and restructuring of new ethnic, racial and

gender hierarchies.

- Legitimacy and Centralized powers, imperial expansion through armory and the trade of

armory. Special focus on Manchus, Mughals, Ottomans, Russia.

Selected Activities and Assignments include but are not limited to:

Key Concept 4.1: Globalizing Networks of Communication and Exchange

Period 5: Industrialization and Global Integration, c. 1750-c. 1900

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

Topics for Overview

- Factors leading to Industrial Revolution

- Consequences of the Industrial Revolution. Special focus on transportation,

communication, global economies, and societal development.

-Growth of imperialism and the spread of transoceanic empires. Special focus on British

empire’s imperialism, Scramble for Africa, Latin American imperialism, and Asian

and Pacific imperialism.

- Revolutions and the spread of transnational ideologies and solidarities. Special focus on

American Revolution, French Revolution, Haitian Revolution and Latin American

independence movement.

- Social impact of Revolutions. Special focus on conservatism, liberalism, socialism,

communism, women’s suffrage.

- Migration: consequences and reactions

Period 6: Accelerating Global Change and Realignments, c. 1900 to the

Present

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

Topics for Overview

- Development of new technologies which led to the advancements of science.

- Human – environment relationships

- World War I: Before and After. Special focus on Imperialist expansion s by European

powers, competition for resources, ethnic conflict, great power rivalries, nationalist

ideologies.

- Worldwide Economic Depression Special Focus on closer involvement of

governments in economic roles, communist nation’s economic control (i.e. Soviet

Union and China).

- Dissolution of Empires and restructuring of states. Special focus on national leaders,

regional, religious and ethnic movements, and transnational movements.

- World War II: Before and After.

- Cold War

- Global Organizations and Alliances

- Non-violent methods of change. Special focus on Picasso art, Gandhi, Martin Luther

King.

- The proliferation and intensification of conflicts through military and militarized states

to reach political aims. Special focus on military dictatorship of Chile, Spain and

Uganda, IRA, ETA, Al-Qaeda

- Globalization and the interdependence of states, communities and individuals. Special

focus on economic institutions, humanitarian organizations, regional trade

agreements, multinational corporations, global changes in environmental and

economic consequences.

Periodization

In-class/Homework:

In order to support the student mastery of content and synthesis of historical patterns over

time students will be expected to complete a number of activities that will help them

prepare for the AP Exam in the spring. These activities include but are not limited to the

following: primary source analysis, illustrative analysis, comparative analysis,

historiographic analysis, graphic organizers, mapping of exploration over time, writing

skills practice, discussions and debates.

Assessments:

Assessments will be given in order to assess content mastery and synthesis of historical

patterns over time. Frequent quizzes over assigned reading material will be given on a

regular basis. Tests will usually be over 2 to 3 chapters, usually every 3 weeks. Quizzes

will be multiple choice and short answer. Where as tests will be multiple choice in

conjunction with one of the three varieties of AP Style essay exams. Essays may be Data

Based, Short Answer or a Long Essay Question.

Period Title Date Range Weight

1 Technological

and

Environmental

Transformations

To c. 600 b.c.e. 5%

2 Organization and

Reorganization of

Human Societies

c. 600 bce to

c.600 c.e.

15%

3 Regional and

Transregional

Interactions

c. 600 c.e. to

1450 c.e.

20%

4 Global

Interactions c. 1450 to c.

1750

20%

5 Industrialization

and Global

Integration

c. 1750 to c.

1900

20%

6 Accelerating

Global Change

and Realignments

c. 1900 to the

Present

20%

Essays:

APWH EXAM DESCRIPTION

Class Procedures

1. Attendance is vital in order to have success in this class. Come to class on time.

2. Come prepared. (Laptops, pens, pencils, paper etc.)

3. This is a wireless zone. Absolutely NO cell phones out unless I AUTHORIZE

IT. No ear buds hanging out. Just put everything away.

4. READING AND WRITING IS A MUST in this class. Be prepared to do lots of

it.

5. Assignments are due when stated. Just because I don’t tell you to turn in your

work doesn’t mean it’s not due.

6. Please make sure your binder is up to date I will be performing random checks at

anytime.

7. If you are absent it is YOUR RESPONSIBILITY to come to me for your make

up work.

8. RESPECT each other.

9. RESPECT the Teacher, this includes any substitutes that are here on my behalf.

In-Class Work: In class work is to be completed the same day in class, unless

otherwise told by the teacher.

Homework: Homework is to be turned in the following day that class meets, unless

otherwise told by the teacher.

Test/Quizzes: Test and quizzes will be given to check for understanding at random

or with notice. BE PREPARED. STUDY! STUDY! STUDY! (You may NOT use your

notes)

Tests & Quizzes will be multiple choice, short answer & essay.

Re-do Work: 5 days from the date the assignment is returned to you (district policy).

The student MUST seek the teacher in order to redo their work.

Absent Work: Student has two days from the date of absence to turn in work (ex.

Monday you are absent assignment is due Wednesday). However, if you know an

assignment was due on the date of absence then that assignment is due upon your return

to class (ex. Notes on Monday, due Tuesday when you come back).

School Supply List

1. 1 1/2 inch binder

2. Highlighters (Blue, Orange, Green & Yellow)

3. 9 dividers

4. Black/Blue Pens (Must write in these colors for any free response per AP College Board)

5. Pencils (Multiple choice Responses per AP College Board)

For Extra Credit for the 1st 9 weeks a student may bring in a combination of any of the

items below (up to 3 items per student only):

1. Kleenex box

2. Ream of Copy paper (1 ream=2 items)

3. Markers

4. Colored Pencils

All items will be used for the purpose of academic instruction by the student.

Student and Parent Agreement:

I have thoroughly read the syllabus and agree to adhere to the standards and

expectations set forth within the syllabus to be successful in the class. If for any reason

I am not succeeding in the class it is my responsibility, as the student, to advocate for

myself and seek tutoring/remediation from the teacher. I will take the AP World

History exam in May.

Student Signature_________________________

Parent Agreement

As a parent, I have thoroughly read the syllabus and agree to support my child’s

success in the class. This includes but is not limited to keeping updated on Tyler SIS

grading system, discussion of material with my child and keep updated on the

completion of their notes EVERY week. I understand that if my child is not

succeeding/failing the class it is the responsibility of my child to advocate for

themselves and seek tutoring/remediation from the teacher. I understand that my

involvement with my child is pivotal to their success in the class. Lastly, I intend for my

child to take the AP World History Exam in May.

Parent Signature______________________________________

Current Phone #______________________________________

Most viewed Email____________________________________