AP WORLD HISTORY Welcome to the 2016-2017 school year! Congratulations on choosing AP World

History, a demanding yet exciting course which emphasizes the development of non-western human society. This is a college level class in which you will be expected to do extensive outside reading, detailed writing assignments, and independent research.

AP Related Issues

AP course grades are weighted to reflect a greater level of achievement in terms of GPA and difficulty in course work. This means grade of a C in an AP class is equivalent to a B in a regular class due to weighted grades.

AP Related Issues

This class is designed to help you pass the AP World History test given in May. You may be able to receive college credit for passing the AP WH test, however each university makes their own determination or what score to accept in lieu of college course work. Colleges do look carefully at transcripts. Taking AP classes and passing the AP test rank very high for admissions consideration, especially at competitive institutions.

AP Related Issues Many religious and cultural values will be

explored; however no particular view will be favored over the others. AP World History reflects a global perspective of history, and the content will not exceed 30% Western History. Study will focus not just on facts, but rather overarching themes throughout human society.

AP Related Issues The course imposes a heavy reading and writing load

throughout the year, and the demands on the students are equivalent to a full-year introductory college course.

Students and Parents should expect that there is work/reading to be done nearly every school night, and study time should be planned for various assignments.

Students are always required to read the chapters that are covered in class. Failure to read will lead to poor results in the class and on the AP exam!

Class Motto:

Just keep reading!

Course Textbooks and Resources: The Earth and Its Peoples, by Richard Bulliet et.

al., Boston: Houghton Mifflin; 2nd ed., 2005. Reilly, Kevin, ed. Worlds of History: A

Comparative Reader, 3rd ed. Boston: Bedford/St. Martin’s, 2009.

A variety of other primary and secondary sources will be used during the course.

Students are encouraged to access additional resources online at:

http://college.cengage.com/history/world/bulliet/earth_peoples/2e/students/index.html

AP World History Themes

Interaction between humans and the environment Demography and disease Migration Patterns of settlement Technology

AP World History Themes

Development and interaction of cultures Religions Belief systems, philosophies, and ideologies Science and technology The arts and architecture

AP World History Themes

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

AP World History Themes

Creation, expansion, and interaction of economic systems Agriculture and pastoral production Trade and commerce Labor systems Industrialization Capitalism and Socialism

AP World History Themes

Development and transformation of social structures Gender roles and relations Family and Kinship Racial and ethnic constructions Social and economic classes.

Historical Thinking Skills Historical analysis requires familiarity with a

great deal of information about the past - names, dates, facts, events, and the like.

Without reliable and detailed information about the past, historical thinking is not possible.

Historical Thinking Skills

Historical analysis involves much more than the compilation of data about the past. It also calls for distinctive thinking skills.

History is not just a simple effort to collect information but rather a sophisticated quest for meaning about the past.

Historical Thinking Skills This quest involves analysis of documents and

other sources of information about the past. It requires that individuals respect all relevant

historical evidence and reasoning – not just those elements that support a preferred or preconceived position.

The quest for historical meaning entails the cultivation of six distinct but also interrelated and overlapping intellectual skills:

Historical Thinking Skills Analysis: Historical thinking depends on the

ability to understand and evaluate evidence about the past (including written documents as well as archaeological artifacts, oral traditions, works of art and other primary sources).

It involves the capacity to extract useful information and draw appropriate conclusions from historical evidence while also understanding that evidence in its context, recognizing its limitations, and assessing the point of view that reflects it.

Historical Thinking Skills

Argumentation: Historical thinking depends on the ability to construct plausible arguments on the basis of all the relevant historical evidence as well as the capacity to understand and evaluate the arguments of others fairly in light of all available evidence.

Historical Thinking Skills

Chronological Reasoning: Historical thinking depends on the ability to recognize patterns of change and continuity through time, to address questions of causation, and to compare and evaluate alternative models of periodization.

Historical Thinking Skills Interpretation: Historical thinking depends on

the ability to analyze the roles played by multiple causes of historical developments, to recognize that different witnesses from different communities have articulated multiple perspectives on historical experiences, and to understand and evaluate diverse interpretations of the past through examination of their evidence, reasoning, contexts, points of view, and frames of reference.

Historical Thinking Skills

Contextualization: Historical thinking depends on the ability to connect local developments with broader processes, to understand the various ways that global processes have influenced the development of individual societies, and to understand the similarities and differences between historical processes in different chronological and geographical contexts.

Historical Thinking Skills

Comparison: Historical thinking depends on the ability to compare the similarities and differences in historical developments among and between societies in order to understand the experiences of individual peoples and societies in relevant context.

Historical Thinking Skills

Synthesis: Historical thinking depends on the ability to construct plausible historical narratives and create persuasive understandings of the past by drawing resourcefully on relevant primary sources and secondary works while acknowledging them in appropriate fashion.

Course Activities

A) Multiple Choice Tests Multiple Choice Tests will be designed to simulate the AP

Test. They will be timed. There will be 4 answer choices per question. Tests will be cumulative in order to build up and retain knowledge from earlier chapters.

It is important to realize tests will cover assigned readings and lecture topics. Reading needs to be finished before we discuss the chapter. Failure to read will significantly lower your grade!

Remember the class motto!

Course Activities B) Essay Tests

Essays will include three types: Document Based Questions (DBQ), Change over Time (COT), Comparative (COMP) writings. Essays will be written both outside of class and timed essays written during class. Essay packets may be assigned to do at home for selected units, these will include all 3 types of essays. Take home essays need to be typed and are due at the end of each unit.

We will analyze primary sources, outside readings, oral histories, maps, charts and visuals (art, architecture, and political cartoons). This primary source analysis will help you directly with the tasks required for the Document-Based Question (DBQ) essay on the exam, but the daily use of historical materials also will help you practice using evidence to make plausible arguments. You also will become expert at identifying point of view, context, and bias in these sources.

Course Activities

C) Final Each semester will conclude with a

cumulative final. Students will have an opportunity to show what they have learned over the entirety of the course, and should understand like a college course, finals have a significant impact on their semester grades.

Course Activities

D) Assignment Packets Assignment packets are due each Friday for

the assigned reading. They may include outlines, vocabulary, multiple choice items, short answer and essay responses, timelines, maps and internet activities or analysis from the materials covered.

Course Activities

E) Projects Both group and individual projects will be

assigned to help review the course material. After the AP Test in May, enrichment projects

will also be assigned.

Course Activities

F) Notebooks Students are required to keep their tests, essays,

warm ups, notes and assignment packets for each unit in their notebook. These will be due at the end of each unit and should be kept throughout the course as they are very helpful in reviewing information for the exam.

Course Activities

G) Participation Students are expected to participate at a high

level in an AP class, both in answering questions and volunteering information for discussions.

Course Outline: UNIT I. Foundations, c. 8000 BCE to

600 CE Chapters 1 – 8 (7 weeks) Introduction to the AP World Course become familiar with the AP World Curricular Requirements and six AP World

History Themes introduce the concepts of change, continuity and comparison that will be used

throughout the course discuss how and why the course is broken up into five units: an

understanding of periodization from 8000 BCE to present Agricultural Revolution to the First River-Valley Civilizations (8000-1500 BCE) define civilization and its key traits comparison of river valley civilizations: first comparison essay topic New Civilizations in the Eastern & Western Hemispheres (2200-250 BCE) early Chinese civilizations first civilizations of the Americas The Mediterranean & Middle East (2000-500 BCE)

world religions overview: students use internet sources to investigate major world religions

introduce the DBQ: interpret and analyze primary and secondary source documents

Greece and Iran (1000-30 BCE) rise of Greek city-states struggles of Persia & Greece spread of Hellenism An Age of Empires: Rome & Han China comparison essay on the empires of Rome & Han China India & Southeast Asia (1500 BCE – 600 CE) spread of Buddhism & Hinduism point of view analysis on Buddhist & Hindu primary & secondary

source documents Networks of Communication & Exchange (300 BCE – 600 CE) Silk Road, Indian Ocean, Saharan and Sub-Saharan trade and

activity introduce the change over time essay: 1st change over time essay

assigned

UNIT II. 600–1450 Chapters 9-16 (7 weeks)

The Rise of Islam (600-1200 CE) origins of Islam, caliphates, and Islamic civilization DBQ topic: Moral & Social Behavior in the Islamic World Christian Europe Emerges (600-1200 CE) Byzantine Empire, Medieval Europe, Kievan Russia, and the

Crusades cultural diffusion and diversity exercise: Christianization of the

Scandinavians & Slavs Inner & East Asia (600-1200 CE) Tang & Song China and New Kingdoms in East Asia: Korea, Japan

& Vietnam DBQ Topic: Women in Tang & Song China Civilizations of the Americas (600-1500 CE) Mesoamerican Cultures: Maya & Aztecs Northern Cultures: Southwestern & Mississippian peoples

Andean Cultures: Moche & Inca Environment & Technology: Inca Roads, p. 317 Mongol Eurasia (1200-1500 CE) The Rise & Effect of the Mongols Ming China Environment & Technology: gunpowder to guns, p. 359 DBQ Topic: The Integration of Mongol Eurasia Tropical Africa & Asia (1200-1500 CE) new Islamic Empires: Mali & the Delhi Sultanate The Indian Ocean Trade cultural diffusion and diversity exercise: style of rule in

Mali & India, p. 334 The Latin West (1200-1500 CE) population growth and Black Death The Renaissance, Hundred Years War & new monarchs analytical & interpretive essay on religion & society in the

Latin West

UNIT III. 1450–1750: Chapters 17-22, (6 weeks)

The Maritime Revolution (to 1500 CE) expansion before 1450: Pacific, Indian, & Atlantic Ocean European expansion DBQ Topic: cross-cultural exchange in the Atlantic World Transformation in Europe (1500-1750 CE) The Reformation, Scientific Revolution & Enlightenment American Colonial Societies (1530-1770 CE) Spanish America & Brazil and the English & French

Colonies

analysis & interpretation of primary sources: map & work of art

The Atlantic System & Africa (1550-1800) plantations in the West Indies, the Gold & Slave Coasts change-over-time essay on World Trade & change-over-

time essay on the Atlantic World (see 2002 & 2005 exams)

Southwest Asia & the Indian Ocean the Ottoman, Safavid, & Mughal Empires analysis & interpretation activity on Islamic Law &

Ottoman Rule, p. 492 Eastern Eurasia (1500-1800 CE) The Russian Empire, Late Ming & Early Qing Empires,

Japanese Reunification cultural, social, and economic comparisons: Russia,

China & Japan

UNIT IV. 1750–1914: Chapters 23-29, (5 weeks)

Revolutionary Changes in the Atlantic World (1750-1850) The Enlightenment & the old order The American & French Revolutions and how revolution spreads DBQ topic: Revolutionary ideas in the Americas & France The Early Industrial Revolution (1760-1851) causes, technology & impact of the Industrial Revolution comparison essay topic: industrialization & the non-industrialized

world Nation Building & Economic Change in the Americas (1800-1890) independence in Latin America abolition of slavery & women’s rights primary source activity on race & ethnicity in the Americas Africa, India & the New British Empire (1750-1870)

new African states, European penetration, empires in Eastern Africa India under British rule & Britain’s Eastern Empire DBQ topic: British Rule in India Land Empires in the Age of Imperialism (1800-1870) The Ottoman, Russian, and Qing Empires comparison essay topic: Europe & the Ottoman Empire The New Power Balance (1850-1900) industrialization: new technologies, social changes & labor

movements nationalism & the unification of Germany & Italy Japan joins the great powers environment & technology activity on railroads & immigration The New Imperialism (1869-1914) the scramble for Africa imperialism in Latin America analysis & interpretation of primary & secondary source documents:

The African Colonial Experience

UNIT V. 1914–2000: Chapters 30-35, (5 weeks)

The Crises of the Imperial Order (1900-1929) The Great War & the Russian Revolution contrasting destinies of China & Japan The New Middle East Diversity & Dominance activity: The Middle East After WWI The Collapse of the Old Order (1929-1949) The Stalin Revolution & the Great Depression rise of Fascism East Asia from 1931-1945 WWII DBQ topic: The Status of Women in the Mid-Twentieth Century Independence in Africa, India & Latin America (1900-1949)

Diversity & Dominance Activity: Vietnamese Nationalist Denounces French Colonialism

primary & secondary source document analysis: Nationalism & the Struggle for Independence

The Cold War & Decolonization (1945-1975) The Cold War, Vietnam & Korea emergence of environmental concerns: The Green Revolution The Dawn of the Post-Cold War World (1975-1991) revolutions in Latin America, Iran & Afghanistan collapse of the socialist bloc Persian Gulf War the challenge of population growth, unequal development & the

environment change-over-time essay topic: the struggle for women’s rights Globalization at the Turn of the Millennium the global economy & terrorism universal & women’s rights DBQ topic: Global Integration

Contact Information Teacher: Robert Howard Phone: (936) 829 – 5626

email: rhoward@dibollisd.com High School Website: http://hs.dibollisd.com/index.jsp ALL classes will use www.turnitin.com for submitting major

writing assignments.

Class Supplies Students will need the following supplies by Tuesday, August 23, 2016:

Required Class Supplies:

* an inexpensive daily planner for writing down Daily

Agendas and important dates

* a three or five subject 9 x 11 inch college-ruled spiral with

pockets (exclusively for my class period)

* a black pen and a #2 pencil

* An unopened package of 8 1/2 x 11 inch college-ruled

notebook paper (the smallest available is fine)

Class Procedures

There is an enormous amount of reading, writing, and speaking required for this class—students will also have frequent homework assignments.

The reading and writing assignments are challenging; the pace of the class will be intense.

Develop a routine to keep up with your work, and you will do fine.

You will receive Friday Night Live for missing assignments.

Grade Structure The course will use the

following grade scale; A: 90 - 100 % B: 80 - 89% C: 70 - 79% F: 0 - 69%

All short answer and essay tasks will be graded using the 5 point AP Rubric scale; 5 (Exemplary) 100% 4 (Advanced) 90% 3 (Proficient) 80% 2 (Basic) 70% 1 (Below Basic) 60% 0 (Not turned in) 0%

Incomplete/Late work In order to receive full credit, students with an excused absence

must turn in work due or make up any test on the day they return to class if they were aware of the assignment prior to their absence or within three class days of their return if the work was assigned during their absence.

Students may make up work that is incomplete or below basic until the end of each unit for a maximum score of 2 (basic; 70%) Don’t have any missing assignments, turning something in is much better than not turning anything in (60% vs. 0%) The student’s work must be original not simply copied from another student.

It is the student’s responsibility to keep up with missed assignments, and to obtain, complete, and turn them in within the appropriate time frame.

Communication

Course lectures, assignments, and other information are available on my website at: http://goo.gl/p7gm9P You may also contact me by email: rhoward@dibollisd.org

Cell Phones

Cell Phone use is not permitted in my class, nor are students allowed to leave the room with their cell phones during class per campus policy.

Students are to place their cell phones in the appropriate place in the cell phone holder next to my desk before the tardy bell rings.

If students are caught using their phones during class, the phone will be taken up and turned in to the office.

Seating:

I will assign seats and make a seating chart. Students may have the opportunity to change seats each nine weeks.

It's important to remember that Mr. Howard maintains the right to change student’s seats at any time.

Textbooks

Students will be issued textbooks and workbooks.

You will need to bring the appropriate textbook to class when asked. Failure to do so may result in a discipline referral or A.S.D.

Student’s textbooks are to be properly covered at all times.

Daily Agenda

Beginning Wednesday, 08/24/2016, you will copy the "daily objective/activity" from the board.

1. Copy it into your daily planner/agenda. 2. Copy it every day as soon as the tardy bell rings. 3. If you are absent, borrow someone's notebook and

copy any objectives you missed. (makeup work, agenda tests)

Complete Heading In order to receive full credit for an assignment, students

must put a complete heading on everything they turn in. Do this on your notes too.

Example: Robert Howard (full name) August 23, 2016 (date) English IV – 1 (class - period) Title (assignment name)

Restroom

Each student receives two free restroom passes each nine weeks; if you do not use a pass during the nine weeks it becomes a 100 test grade at the end of the 9 weeks.

If you use both your passes, you will still be permitted to go to the restroom (except during the 1st 20 minutes of class), but you may be assigned three discipline paragraphs for the class disruption.

Extra Credit

There is no extra credit work in this course except when announced by me in advance.

Tutorials

Tutorials are available most mornings from 7:40 – 7:55 (unless I have cafeteria duty) and are available by appointment Monday through Thursday from 3:45 – 4:30.

Course Expectations My main class rule is RESPECT. This means respect for me, your peers, and the

classroom. No putdowns are allowed, even if you’re joking. Keep your hands to yourself. Use proper language and keep our room clean.

Be ready to learn. This means stay in your assigned seat and work

quietly when necessary. Listen and be able to contribute to class discussions. Pay attention and don’t use any electronic devices.

Course Expectations Be Responsible This means come to class and be on time. Make

sure you are inside the classroom and seated when the bell rings. The school attendance and tardy policy will be enforced, and grades can be lowered for missing too much class. If you miss class, find out the assignment.

Do the Right Thing Be honest, have integrity. Do your own work. Stay

positive; ask yourself how I can do better? Do whatever it takes to get your assignments done to the best of your ability. Don’t take shortcuts.

Course Expectations

The following consequences will be applied for rule violations; 1st Warning: Verbal Warning 2nd Warning: Parent Contact 3rd Warning: Parent Contact/After School Detention 4th Warning: Office Referral In the event of a severe disruption, you may

immediately be sent to the office. You are in an AP class; we work too hard for

any distractions. If you can’t behave, transfer out!

Acknowledgement

Please return the signature page and keep these notes for future reference

I look forward to having you in class this year. If we work together, we can succeed!

Mr. Howard