ap world history - jessamine county · ap world history is a course that is designed to develop a...

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AP WORLD HISTORY HAVPA Requirement

Syllabus James Cabrera [email protected] B.A. Social Studies Education, History Eastern Kentucky University, 2011 Communication: A course Google Group will be used to post important documents and hosting discussions. It is important to remember that any post to the Google Group becomes available to the entire group. Appropriate language should be used based on school policies. This will require the use/creation of a Gmail account that will be checked regularly and class specific for the school year. Required Supplies: Pencils (all multiple choice must be completed in pencil) Black Pens (all free response must be completed in black pen) Princeton Review AP World History 2011, 2012, or 2013 Expectations: It is important to understand that this is a college level course. Course expectations for behavior, discussion, work completion, etc. will be comparable. This is not simply an accelerated course! Your efforts and ability will rewarded by earning college credit and the satisfaction of having mastered 10,000 years of history. Likewise, inability to prepare daily, master content, or work to your fullest potential will likely result in frustration and disappointment. It is also expected that every student that enters the class on August 15, 2012 will take the AP World History exam on May 17, 2013. Classroom Policies: In addition to school policies, we will adhere to the following:

1. No food in class unless designated as a special activity 2. Drinks are ONLY permitted if they are in containers specifically designed to be reusable. 3. We will use various types of technology in class. For this reason, smartphones, netbooks, etc. are both permitted and encouraged for CLASS

ACTIVITIES.

mailto:[email protected]

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Course Description: AP World History is a course that is designed to develop a greater understanding of the evolution of global processes and contacts. This course will rely on gaining both factual knowledge as well as the development of analytical thinking and writing. This course will focus on periodization of history as well as the changes and continuities taking place within each block of time. Specifically, the following AP World History skills and themes will be used throughout the course to identify these broad patterns and processes that explain change and continuity over time. The Four Historical Thinking Skills 1. Crafting Historical Arguments for Historical Evidence 2. Chronological Reasoning 3. Comparison and Contextualization 4. Historical Interpretation and Synthesis The Five AP World History Themes: 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 government

Empires

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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 relations

Family and kinship

Racial and ethnic constructions

Social and economic classes Required Textbooks Stearns, Peter; Adas, Michael; Schwartz, Stuart; and Gilbert, Marc. World Civilizations: The Global Experience, 5th ed. New York. Pearson Education, 2007. Companion web site (www.ablongman.com/stearns4epAP*) Strayer, Robert. Ways of the World: A Global History. Boston. Bedford/St. Martins, 2009 Companion web site (www.bedfordstmartins.com/strayer)

http://www.ablongman.com/stearns4epAP*

http://www.bedfordstmartins.com/strayer

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Outside Readings and Resources used in this course: Chang, Jung, Wild Swans: Three Daughters of China. Touchstone, 2003. Ji-LI, Jiang, Red Scarf Girl: A Memoir of the Cultural Revolution. New York. Harper Trophy, 1997. Andrea, Alfred and Overfield, James. The Human Record: Sources of Global History Volumes I and II, 5th ed. Boston Houghton Mifflin Company, 2005. Reilly, Kevin Worlds of History, a Comparative Reader 3rd Edition. Boston. Bedford/St. Martin’s, 2007. Williams, William. DBQ Practice: AP Style Document Based Questions Designed to Help Students Prepare for the World History Examination. Culver City Social Studies School Service, 2004. Wiesner, Wheeler, Doeringer, and Curtis. Discovering the Global Past Volumes I and II. Boston. Houghton Mifflin Company, 2002. 2002 AP World History Released Exam (College Board) 2003-2007 AP World History Free Response Questions, Rubrics, and Student Samples. (AP Central) Guns, Germs, and Steel by Diamond (Norton, 1999) Standage, Tom A History of the World in 6 Glasses. Walker Publishing Company, 2006.

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Course Outline:

Time Period Key Concept AP World History required examples of content

Illustrative Example (Must know the examples in BOLD)

Stearns Chapters

Strayer Chapters

Princeton Review 2011-2013

Period 1: Technological and Environmental Transformation, to c. 600 B.C.E. (5% of exam)

Standard 1.1 Big Geography and the Peopling of the Earth Standard 1.2 The Neolithic Revolution and Early Agricultural societies Standard 1.3 The Development and Interactions of Early Agricultural, Pastoral, and Urban Societies

Standard 1.2 1. Improvements in

Agricultural Production, Trade, and Transportation

a. Pottery b. Plows c. Woven Textiles d. Metallurgy e. Wheels and

Wheeled Vehicles

Standard 1.3 1. Core and Foundational

Civilizations a. Mesopotami

a b. Egypt c. Indus River

Valley d. Yellow River

Standard 1.3 1. New Weapons

a. Compound Bows b. Iron Weapons

2. New Modes of Transportation a. Chariots b. Horseback Riding

3. Monumental Architecture and Urban Planning

Standard 1.1 Ch. 1

Standard 1.1 Ch. 1 Standard 1.2 Ch. 2 Standard 1.3 Ch. 3

Standard 1.1 Pages 91-92 (III,A) Standard 1.2 Pages 92-94 (III,B) Standard 1.3 Pages 94-104 (III,C-F)

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Valley e. Olmecs f. Chav’in

2. New Religious Beliefs a. Vedic b. Hebrew c. Zorastrianis

m 3. Trade Expansion from

Local to Regional and Transregional

a. Between Egypt and Nubia

b. Between Mesopotamia and the Indus Valley

a. Ziggurats b. Pyramids c. Temples d. Defensive Walls e. Streets and Roads f. Sewage and Water Systems

4. Arts and Artisanship a. Sculpture b. Painting c. Wall Decorations d. Elaborate Weaving

5. Systems of Record Keeping a. Cuneiform b. Hieroglyphs c. Pictographs d. Alphabets e. Quipu

6. Literature a. The “Epic of Gilgamesh” b. Rig Veda c. Book of the Dead


Illustrative Example Stearns Chapters

Strayer Chapters


Period 2: Organization and Reorganization of Human Societies, c. 600 B.C.E. to c. 600 C.E. (15%

Standard 2.1 The Development and Codification of Religious and Cultural Traditions

Standard 2.1 1. Influence of Daoism on the

Development of Chinese Culture a. Medical Theories and

Practices b. Poetry c. Metallurgy d. Architecture

Standard 2.1 Chapter 5 Chapter 6

Standard 2.1 Pages 117-127 (IV-VII)

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of exam) Standard 2.2 The Development of States and Empires

Standard 2.2 1. Southwest Asia: Persian

Empires 2. East Asia: Qin and Han

Empire 3. South Asia: Maurya and

Gupta Empires 4. Mediterranean regions:

Phoenicia and its colonies, Greek city-states and colonies, and Hellenistic and Roman Empires

5. Mesoamerica: Teotihuacan, Maya city-states

6. Andean South America:

2. Regions where ancestor veneration persisted

a. Africa b. The Mediterranean c. East Asia d. The Andean areas

3. Literature and Drama a. Greek Plays b. Indian Epics

4. Regions where Distinctive Architectural Styles Developed

a. India b. Greece c. The Roman Empire d. Mesoamerica

Standard 2.2 1. Persian Empires

a. Achaemenid b. Parthian c. Sassanid

2. Regions where rulers created administrative institutions

a. China b. Persia c. Rome d. South Asia

3. Cities a. Persepolis b. Chang’an c. Pataliputra d. Athens e. Carthage

Standard 2.2 Ch. 2 Ch. 3 Ch. 4

Standard 2.2 Ch. 4 Ch. 7

Standard 2.2 Pages 105-116 (III, F-III, H,5)

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Standard 2.3 Emergence of Transregional Networks of Communication

Moche 7. Administrative

Institutions a. Centralized

Governments b. Elaborate legal

systems and bureaucracies

8. Techniques used by imperial governments to project military power

a. Diplomacy b. Developing

supply lines c. Building

fortifications, defensive walls, and roads

d. Drawing new groups of military officers and soldiers from the local populations or conquered peoples

Standard 2.3 1. Trade Routes

a. Eurasian Silk Roads

b. Trans-

f. Rome g. Alexandria h. Constantinople i. Teotihuacan

4. Methods to maintain production of food and provide rewards for elites

a. Corv’ee b. Slavery c. Rents and tributes d. Family and household

production 5. Environmental Damage

a. Deforestation b. Desertification c. Soil Erosion d. Silted Rivers

6. External Problems Along Frontiers a. Between Han and

Xiongnu b. Between Gupta and

White Huns c. Between Romans and

their northern and eastern neighbors

Standard 2.3 1. New Technologies

a. Yokes b. Saddles c. Stirrups

Standard 2.3 Ch. 5

Standard 2.3 Page 115: Contrast

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and Exchange

Saharan caravan routes

c. Indian Ocean sea lanes

d. Mediterranean sea lanes

2. Transformed religious and cultural traditions

a. Christianity b. Hinduism c. Buddhism

2. Domesticated Pack Animals a. Horses b. Oxen c. Llamas d. Camels

3. Innovations in Maritime Technologies

a. Lateen Sails b. Dhow Ships

4. Changes in Farming and Irrigation Techniques

a. The qanat system 5. The Effects of the Spread of Disease

on Empires a. Roman Empire b. Chinese Empires

Them: The Fall of Han China, the Gupta Empire, and Rome



Stearns Chapters

Strayer Chapters


Period 3: Regional and Transregional Interactions, c 600 C.E. to c. 1450 (20% of exam)

Standard 3.1 Expansion and Intensification of Communications and Exchange Networks

Standard 3.1 1. Existing Trade Routes

a. The Silk Roads b. The

Mediterranean Sea

c. The Trans-Saharan

d. The Indian Ocean basins

2. Empires a. China b. The Byzantine

Standard 3.1 1. New Trading Cities

a. Novgorod b. Timbuktu c. The Swahili city-states d. Hangzhou e. Calicut f. Baghdad g. Venice h. Tenochtitlan

2. Luxury Goods a. Silk and Cotton textiles b. Porcelain

Standard 3.1 Ch. 6 Ch. 7 Ch. 8 Ch. 9

Standard 3.1 Ch. 8 Ch. 9 Ch. 10 Ch. 11

Standard 3.1 Pages 133-162 (III-III,F)

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Empire c. The Caliphates d. The Mongols

3. Migrations and their environmental impact

a. Bantu-speaking peoples in Sub-Saharan Africa

b. Maritime migrations of the Polynesian peoples

c. Spices d. Precious metals and gems e. Slaves f. Exotic Animals

3. Caravan Organization a. Caravanserai b. Camel Saddles

4. New Forms of Credit and Monetization

a. Bills of Exchange b. Credit c. Checks d. Banking Houses

5. State Practices a. Minting of Coins b. Use of Paper Money

6. Trading Organizations a. Hanseatic League

7. Environmental Knowledge and Technological Adaptations

a. The way Central Asian pastoral groups used horses to travel in the steppes

b. The way the Arabs and Berbers adapted camels to travel across and around the Sahara

8. Diffusion of Languages a. The spread of Bantu

languages including Swahili b. The spread of Turkic and

Arabic languages 9. Diasporic Communities

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a. Muslim merchant communities in the Indian Ocean Region

b. Chinese merchant communities in the Southeast Asia

10. Interregional Travelers a. Ibn Battuta b. Marco Polo c. Xuanzang

11. Diffusion of literary, artistic, and cultural traditions

a. Neoconfucianism and Buddhism in East Asia

b. Hinduism and Buddhism in Southeast Asia

c. Islam in Sub-Saharan Africa and Southeast Asia

12. Diffusion of scientific and technological traditions

a. The influence of Greek and Indian mathematics on Muslim scholars

b. The return of Greek science and philosophy

c. The spread of printing and gunpowder technologies

13. New foods and agricultural techniques

a. New rice varieties in East Asia

b. The spread of cotton, sugar, and citrus throughout Dar

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Standard 3.2 Continuity and Innovation of State Forms and Their Interactions Standard 3.3 Increased Economic Productive Capacity and its Consequences

Standard 3.2 1. Technological and

Cultural Transfers a. Between Tang

China and the Abbasids

b. Across the Mongol empires

c. During the Crusades

Standard 3.3 1. Multiple factors

contributed to the decline of urban areas

a. Invasions b. Disease

al-Islam and the Mediterranean basin

Standard 3.2 1. Traditional sources of power and

legitimacy a. Patriarchy b. Religion c. Land-owning elites

2. Innovations a. New methods of taxation b. Tributary systems c. Adaptation of religious

institutions 3. Islamic States

a. Abbasids b. Muslim Iberia c. Delhi Sultanates

4. City-States a. Italian Peninsula b. East Africa c. Southeast Asia d. Americas

5. Synthesis by States a. Chinese traditions that

influenced states in Japan Standard 3.3 1. Technological Innovations

a. Champa rice varieties b. The Chinampa field systems c. Waru waru agricultural

techniques in the Andean

Standard 3.2 Ch. 10 Ch. 11 Ch. 12 Ch. 13 Ch. 14 Standard 3.3 Ch. 15

Standards 3.2 and 3.3 Ch. 12 Ch. 13


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c. Decline of Agricultural Productivity

d. The Little Ice Age 2. Urban Revival

a. End of Invasions b. Safe and reliable

transport c. Rice of

commerce and the warmer temperatures between 800 and 1300

d. Increased agricultural productivity

e. Greater availability of labor

3. Labor Organization a. Free peasant

agriculture b. Nomadic

pastoralism c. Craft production

and guild organization

d. Various forms of coerced and unfree labor

e. Government-imposed labor

areas d. Improved terracing

techniques e. The horse collar

2. Regions where free peasants revolted

a. China b. Byzantine Empire

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taxes f. Military

obligations



Stearns Chapters

Strayer Chapters


Period 4: Global Interactions, c. 1450 to c. 1750 (20% of exam)

Standard 4.1 Globalizing Networks of Communication and Exchange

Standard 4.1 1. Official Chinese

maritime activity 2. Portuguese maritime

activity 3. Spanish maritime

activity 4. Multiple routes to Asia

Standard 4.1 1. New tools

a. Astrolabe b. Revised Maps

2. Innovations in Ship Designs a. Caravels

3. American foods a. Potatoes b. Maize c. Manioc

4. Cash Crops a. Sugar b. Tobacco

5. Domesticated Animals a. Horses b. Pigs c. Cattle

6. Foods brought by African slaves a. Okra b. Rice

7. Syncretic and new forms of religion a. Vodun b. Cults of Saints c. Sikhism

8. Innovations in visual and performing arts


Standards 4.1, 4.2, and 4.3 Ch. 14 Ch. 15 Ch. 16

Standard 4.1 Pages 185-198 (III, B-IV, A)

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Standard 4.2 New forms of Social Organization and Modes of Production

a. Renaissance art in Europe b. Wood-block prints in Japan

9. Popular authors, literary forms, and works of literature

a. Shakespeare b. Kabuki c. Sundiata

Standard 4.2 1. Intensification of Peasant Labor

a. The development of frontier settlements in Russian Siberia

b. Cotton textile production in India

c. Silk textile production in China

2. Coerced Labor a. Chattel Slavery b. Indentured Servitude c. Encomienda and hacienda

systems d. The Spanish adaptation of

the Inca mit’a 3. New Elites

a. Manchus in China b. Creoles in Spanish America c. European Gentry

4. Existing Elites a. The zamindars in the Mughal

Empire b. The nobility of Europe c. The daimyo in Japan


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Standard 4.3 State Consolidation and Imperial Expansion

Standard 4.3 1. Land Empires

a. Manchus b. Mughals c. Ottomans d. Russians

2. Maritime Empires a. Portuguese b. Spanish c. Dutch d. French e. British

5. Gender and family restructuring a. Smaller size of European

families 6. New ethnic and racial classifications

a. Mestizo b. Mulatto c. Creole

Standard 4.3 1. The arts as displays of political

power a. Monumental architecture b. Urban design c. Courtly literature d. The visual arts

2. Religious ideas a. Divine Right b. Shiism c. Human Sacrifice d. Confucian Rituals

3. Differential treatment of ethnic and religious groups

a. Ottoman treatment of non-Muslim subjects

b. Manchu policies toward Chinese

c. Spanish creation of a separate “Republica de Indios”

4. Bureaucratic Elites or Military Professionals

a. Ottoman Devshirme b. Chinese Examination


Standard 4.3 Pages 199-207 (IV, B-VII)

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System c. Salaried Samurai

5. Competition over trade routes a. Piracy in the Caribbean

6. State Rivalries a. Thirty Years War b. Ottoman-Safavid Conflict

7. Local Resistance a. Food riots b. Samurai revolts c. Peasant uprisings



Stearns Chapters

Strayer Chapters


Period 5: Industrialization and Global Integration, c. 1750-c. 1900 (20 % of exam)

Standard 5.1 Industrialization and Global Capitalism

Standard 5.1 1. Factors leading to the

rise of industrial production

a. Europe’s location on the Atlantic Ocean

b. Geographical distribution of coal, iron, and timber

c. European demographic changes

d. Urbanization e. Improved

Standard 5.1 1. Production and export of single

natural resources a. Cotton b. Sugar c. Guano d. Metals and minerals

2. Declining agriculturally based economy

a. Textile production in India

3. New consumer market a. The Chinese market in

the 19th century 4. Mining centers

a. Copper mines in Mexico b. Gold and diamond


Standard 5.1 Ch. 18

Standard 5.1 Pages 214-221 (III –III,A)

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agricultural productivity

f. Legal protection of private property

g. An abundance of rivers and canals

h. Access to foreign resources

i. The accumulation of capital

2. Developments in transportation and communications

a. Railroads b. Steamships c. Telegraphs d. Canals

mines in South Africa 5. Financial Instruments

a. Stock Markets b. Insurance c. Gold Standard d. Limited Liability

Corporations 6. Transnational businesses

a. The United Fruit Company

b. The HSBC-Hong Kong and Shanghai Banking Corporation

7. Alternative Visions a. Utopian Socialism b. Marxism c. Anarchism

8. State sponsored visions of industrialization

a. Meiji Japan b. Tsarist Russia c. China’s self-

strengthening movement

d. Muhammad Ali in Egypt 9. Reforms

a. State pensions and public health in Germany

b. Public Education

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Standard 5.2 Imperialism and Nation-State Formation

Standard 5.2 1. States with existing colonies

a. British in India b. Dutch in Indonesia

2. European states that established empires

a. British b. Dutch c. French d. German e. Russian

3. Europeans who established settler colonies

a. British in southern Africa, Australia, and New Zealand

b. The French in Algeria 4. European states that established

empires in Africa a. Britain in West Africa b. Belgium in the Congo

5. Industrialized states practicing economic imperialism

a. Opium Wars b. Latin America

6. Contraction of the Ottoman Empire a. Independent states in

the Balkans b. British influence in Egypt

7. New states on the edges of existing empires

a. Zulu Kingdom b. Siam



Standard 5.2 Pages 221-227 (III, B-III, E)

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Standard 5.3 Nationalism, Revolution, and Reform

Standard 5.3 1. Required Documents

a. The American Declaration of Independence

b. The French Declaration of the Rights of Man and Citizen

c. Bolivar’s Jamaica Letter

2. Rebellions a. American

Revolution b. French

Revolution c. Haitian

Revolution d. Latin

American Independence Movements

8. Nationalism a. The German nation b. Filipino nationalism c. Liberian nationalism

Standard 5.3 1. New ways of understanding the

natural world a. Rousseau b. Voltaire

2. Enlightenment Thinkers a. Locke b. Montesquieu

3. Subjects challenging imperial government

a. The challenge of the Marathas to the Mughal Sultans

4. Slave resistance a. Maroon societies

5. Anti-colonial movements a. Sepoy Rebellion b. Boxer Rebellion

6. Rebellions influenced by religion and millenarianism

a. Taiping b. Ghost Dance c. Xhosa Cattle-Killing

Movement 7. Reforms in Imperial Policies

a. Tanzimat b. Self-Strengthening

Movement

Standard 5.3 Ch. 23

Standard 5.3 Ch. 17


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Standard 5.4 Global Migration

Standard 5.4 1. Coerced and semi-

coerced labor migration a. Slavery b. Chinese and

Indian indentured servitude

c. Convict labor

8. Demands for Women’s Suffrage a. Resolutions passed at

the Seneca Falls Conference in 1848

Standard 5.4 1. Relocation for work

a. Manual laborers b. Specialized professionals

2. Temporary and seasonal migrants a. Japanese agricultural

workers in the Pacific b. Lebanese merchants in

the Americas c. Italians in Argentina

3. Migrant ethnic enclaves in different parts of the world

a. Chinese in Southeast Asia, the Caribbean, South America, and North America

4. Regulation of Immigrants a. The Chinese Exclusion

Acts b. The White Australia

Policy



Stearns Chapters

Strayer Chapters


Period 6: Accelerating Global Change

Standard 6.1 Science and the Environment

Standard 6.1 1. New Scientific Paradigms

a. The theory of relativity


Standard 6.1 Ch. 21

Standard 6.1 Pages

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and Realignments, c. 1900 to the Present (20% of exam)

b. Quantum Mechanics c. The Big Bang Theory d. Psychology

2. Medical Innovations a. The polio vaccine b. Antibiotics c. The artificial heart

3. Diseases associated with poverty a. Malaria b. Tuberculosis c. Cholera

4. Emergent epidemic diseases a. The 1918 influenza

pandemic b. HIV/AIDS

5. Diseases associated with changing lifestyles

a. Heart Disease 6. Improved military technology

a. Tanks b. Airplanes c. The atomic bomb

7. New tactics of warfare a. Trench warfare b. Firebombing

8. Wartime casualties a. Nanjing b. Dresden c. Hiroshima

Ch. 30

249-262 (III-III,B)

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Standard 6.2 Global Conflicts and Their Consequences

Standard 6.2 1. Sources of Global

Conflict in the first half of the 20th century

a. Imperialist expansion by European powers and Japan

b. Competition for resources

c. Ethnic conflict

d. Great power rivalries between Great Britain and Germany

e. Nationalist ideologies

f. The economic crisis engendered by the Great Depression

Standard 6.2 1. Internal and external factors

resulting in the collapse of empires a. Economic hardship b. Political and social

discontent c. Technological stagnation d. Military defeat

2. Colonies negotiate their independence

a. India from the British Empire

b. The Gold Coast from the British Empire

3. Colonies achieve independence through armed struggle

a. Algeria and Vietnam from the French empire

b. Angola from the Portuguese empire

4. Nationalist leaders in Asia and Africa challenged imperial rule

a. Mohandas Gandhi b. Ho Chi Minh c. Kwame Nkrumah

5. Regional, religious, and ethnic movements challenged both colonial rule and inherited imperial boundaries

a. Muhammad Ali Jinnah 6. Transnational movements sought to

unite people a. Communism



Standard 6.2 Pages 262-282 (III, C-III,E)

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b. Pan-Africanism 7. Population resettlements

a. The India/Pakistan partition

b. The Zionist Jewish settlement of Palestine

c. The division of the Middle East into mandatory states

8. Migrations a. South Asians to Britain b. Algerians to France c. Filipinos to the United

States 9. Ethnic Violence

a. The Holocaust b. Cambodia c. Rwanda d. Armenia

10. Displacement of Peoples a. Palestinians b. Darfurians

11. Mobilization of state resources a. Military conscription

12. Groups and individuals who challenged war

a. Picasso in his Guernica b. Thich Quang Duc by self-

immolation 13. Examples of nonviolence as a way to

bring about political change a. Gandhi b. Martin Luther King

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Standard 6.3 New Conceptualizations of Global Economy,

14. Groups and individuals opposed and promoted alternatives to the existing economic, political, and social orders

a. Vladimir Lenin and Mao Zedong

b. Anti-Apartheid Movement in South Africa

c. The Tiananmen Square protestors that promoted democracy in China

15. Responses that intensified conflicts a. The buildup of the

“military-industrial complex” and arms trading

16. Movements that used violence against civilians to achieve political aims

a. Al-Qaeda b. IRA

17. Global conflicts had a profound influence on popular culture

a. Dada b. Socialist Realism

Standard 6.3 1. Communist governments controlled

their national economies a. The Five-Year Plans b. The Great Leap Forward


Standard 6.3 Ch. 24

Standard 6.3 Pages 283-289 (III,E-V)

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Society, and Culture

2. Government intervention in the economy

a. The New Deal 3. Governments guiding economic life

a. The encouragement of export-oriented economies in East Asia

4. Governments encourage free market policies

a. The United States beginning with Ronald Reagan

b. China under Deng Xiaoping

5. New international organizations a. The League of Nations b. The United Nations

6. New economic institutions a. The International

Monetary Fund (IMF) b. World Bank c. World Trade

Organization (WTO) 7. Humanitarian Organizations

a. World Health Organization (WHO)

b. Amnesty International 8. Regional trade agreements

a. The European Union b. NAFTA c. ASEAN d. Mercosur

9. Multinational Corporations

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a. Royal Dutch Shell b. Coca-Cola c. Sony

10. Protest movements a. Greenpeace b. Earth Day

11. Human Rights a. The U.N. Universal

Declaration of Human Rights

12. New cultural identities a. Negritude

13. Exclusionary reactions a. Xenophobia b. Race riots c. Citizenship restrictions

14. New forms of spirituality a. Hare Krishna b. Falun Gong

15. Application of religion to political issues

a. Fundamentalist movements

b. Liberation Theology 16. Sports were more widely practiced

and reflected national and social aspirations

a. World Cup Soccer b. The Olympics

17. Widespread diffusion of music and film

a. Bollywood

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Assessments: Formative: 20% (Notes, Vocab, Activities, Assignments, etc.)

Dialectical Journals: This is the foundation of writing needed for success on the AP World History exam. It is expected that each student will submit one

completed DJ for each chapter. This will be scored for mastery not completing. Students can rework DJs and resubmit multiple times if needed to receive full credit; however, no DJ will be accepted after the completion of a unit.

Course Notebook: Each student will compile and organize materials in a three ring binder to be submitted as scheduled for assessment. Each binder

will contain all quizzes, exams, writing practice, chapter notes, online quizzes for each chapter, chapter guided readings, handouts, additional reading packets, etc. Notebook must be organized based on the six time periods: 8,000 B.C.E.-600 B.C.E., 600 B.C.E.-600 C., 600-1450 C.E., 1450-1750 C.E., 1750-1900 C.E., and 1900-present. These notebooks will not be collected unless a student chooses to complete test corrections for a unit exam. In this case, the student will complete all test corrections in room 211 before or after school, as approved by the instructor. If the student submits all exam corrections along with a completed notebook, the student will receive the next level of grade for that exam.

Assessments: Summative: 70% (Quizzes, Exams, etc) Quizzes: Multiple Choice Quiz for each chapter of the Stearns and/or Strayer book, 10 questions…quiz will be graded using the AP format. For each quiz/exam students will have 47.14 seconds per question.

Quiz Scoring Score Grade AP Estimate Points 10 100% 5 42 8-9 92% 4 39 6-7 83% 3 35 4-5 70% 2 29 0-3 40% 1 17 Exams: Each Unit will be completed with a Unit Exam consisting of 70 multiple

choice questions and one or two free response questions (a DBQ, CCOT, or a Comparative Response). Also, starting with unit two, each exam will contain 25% material from previously covered units. If a student is absent during an exam and has an excused absence the student will need to complete the alternate assessment/retake one week following the absence.

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Final Exam Summative Final: 10 %

Students will take mock exam that consists of 70 multiple choice questions (55 minutes) and three free response question; DBQ,

COT, and Comparative response (2 hours 10 minutes) Unit/Final Exam Grading Exams are graded using the following method:

[(number correct MC * 0.8571) + (FR out of 9 * 2.2222, 4.4444, or 6.6666)] = raw score. Free Response will be worth 50% of the exam score but the calculation will depend on the number of free response questions on the exam. This score (maximum of 120) is then converted into a grade based on the following scale:

Exams: Raw Score Grade AP Estimate Points 83-120 100% 5 1000 69-82 92% 4 920 51-68 83% 3 830 33-50 70% 2 700 0-32 40% 1 400 Exam Rewards: Any student that demonstrates mastery on the free response section of a unit exam will be exempt from the dialectical journals assigned for the next unit. Mastery is defined as achieving a score of 7 or higher out of 9. Make-up Assessments and Exam Corrections (MC only): As this course is intended to create a rigorous atmosphere and hold students accountable for their work in ethic in class all make-up/late work will be held to strict guidelines for acceptance. All make-up work/late formative (class) assignments may be turned in late within 3 days of the due day for reduced points for the assignment. IMPORTANT: If students have all work in Infinite Campus they will be eligible to partake in exam corrections (multiple choice only) as to provide the opportunity to master the content and standards as presented in the AP World History course outline.

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Non-Traditional Instruction (NTI) Days: In the event of inclement weather work will be provided and expected to be completed at home as we would in a classroom setting. This is NOT optional and will be held to the same standard as regular class work as well as the make-up/late policy. The materials/assignment(s) may be accessible in various forms including class Google Groups, teacher webpage, and/or hard copy. Standards Based Grading Policy: According to school guidelines, students are expected to master each of the standards specified in the previously mentioned content areas for this subject. Grades for this course will be based entirely on the mastery of these standards as demonstrated on formative and summative assessments. No portion of the course grade will be obtained from bonus, additional assignments, etc. It is expected behavior that each student will prepare for these standards through completing the assigned reading, completing the standards based assignments, and participating in class discussion/activities. Course Distribution Breakdown

Class Activity Percentage of Course Grade

Summative (Exams, Quizzes, etc.) 70% of Total Course Grade

Formative (In-Class, notes, vocab, etc.) 20% of Total Course Grade

Finals 10% of Total Course Grade

Activities and Projects (TBA) Graded as either summative or formative upon discretion