Council Rock High School- SOUTH Advanced Placement World History OverviewMs. Van Eysden (lvaneysden@crsd.org)215-944-1151 (Social Studies IPC) Room 215

We will have a rewarding and exciting year! This course is designed to prepare students for the AP World History exam to be administered on Thursday, May 17, 2018, at 8 am. START STUDYING! The content of the course is extensive and will address world history from approximately 5000 B.C.E. up to the present day. We will approach this vast quantity of information by taking several approaches to analysis that will help us to compare and analyze historical process in a meaningful way.

HOW is AP World History different from Traditional World History?“You might think that history is history, but AP World History is different from traditional approaches: Learning lists of “Kings and Wars” or “The West and the Rest” doesn’t cut it. The AP World History test developers want you to see the big picture. They want you to make connections across the globe and across time and to analyze common human experiences like migration, trade, religion, politics and society” – Jay Harmon, AP World History Crash Course.

We are essentially going to investigate world history through a process known as “Big History”, a concept supported by historian David Christian and embraced by the College Board who has written and supervised the AP World History curriculum. In this approach Christian suggests that we:

1) "See global patterns over time and space while also acquiring the ability to connect local developments to global ones and to move through levels of generalizations from the global to the particular" (PERSPECTIVE)

2) "Develop the ability to compare within and among societies, including comparing societies' reactions to global processes" (COMPARISONS)

3) "Develop the ability to assess claims of universal standards yet remaining aware of human commonalities and differences; putting culturally diverse ideas and values in historical context, not suspending judgment but developing understanding" (FRAMING)

WHY do we do this? WHY should we go through the trouble?According to the College Board: “The purpose of AP World History is to develop students’ understanding of, and appreciation for, the constantly changing world around us. The course concentrates on international frameworks, their causes and consequences, as well as comparisons among major societies. AP World History is designed to challenge and develop students’ analytical and reasoning skills.”

Aside from the benefits of being intellectually challenged, I also believe that without an understanding of how we arrived at our present state of affairs, it is impossible to speak with any authority on current day successes and failures. We must have a foundation of historical understanding and historical process before we can engage in meaningful debate about anything. If you invest the time and energy required in this course, you

too will benefit from exposure to these historical challenges, regardless of where your careers will take you. I promise.

The course and exam are designed around 5 overarching themes in world history:

Theme 1: Interaction between humans and the environment (ENV) demography and disease migration patterns of settlement technology

Overarching Questions:1. How have people used diverse tools and technologies to adapt to and

affect the environment over time?2. How and to what extent has human migration and settlement been

influenced by the environment during different periods in world history?3. How has the environment changed as a consequence of population growth

and urbanization?4. How have processes of industrialization and global integration been

shaped by environmental factors and in turn how has their development affected the environment over time?____________________________________________________________________________________________________

Theme 2: Development and interaction of cultures (CUL) religions belief systems, philosophies and ideologies science and technology the arts and architecture

Overarching Questions:1. How and why have religions, belief systems, philosophies, and ideologies

developed and transformed as they spread from their places of origin t other regions?

2. How have religions, belief systems, philosophies, and ideologies affected the development of societies over time?

3. How were scientific and technological innovations adapted and transformed as they spread from one society or culture to another?

4. In what ways do the arts reflect innovation, adaptation, and creativity of specific societies?____________________________________________________________________________________________________

Theme 3: State-building, expansion and conflict (SB) political structures and forms of governance empires nations and nationalism revolts and revolution regional, transregional, and global structures and organizations

Overarching Questions:1. How have different forms of governance been constructed and maintained

over time?2. How have economic, social, cultural, and environmental contexts

influenced the processes of state building, expansion, and dissolution?

3. How have conflicts, exchanges, and alliances influenced the processes of state building, expansion, and dissolution?____________________________________________________________________________________________________

Theme 4: Creation, expansion and interaction of economic systems (ECON) agricultural and pastoral production trade and commerce labor systems industrialization capitalism and socialism

Overarching Questions:1. How and to what extent have modes of production and commerce

changed over time?2. How have different labor systems developed and changed over time?3. How have economic systems and the development of ideologies, values,

and institutions influenced each other over time?4. What is the relationship among local, regional, and global economic

systems; how have those relationships changed over time?__________________________________________________________________________________________________

Theme 5: Development and transformation of social structures gender roles and relations family and kinship racial and ethnic constructions social and economic classes

Overarching Questions:1. How have distinctions based on kinship, ethnicity, class, gender, and race

influenced the development and transformations of social hierarchies?2. How, by whom, and in what ways have social categories, roles, and

practices been maintained or challenged over time?3. How have political, economic, cultural, and demographic changes affected

social structures over time?

The above themes are investigated through the analysis of 6 specific historical time periods:

I. Technological and Environmental Transformations (5%) (Secondary Reading) (to c. 600 BCE)

II. Organization and Reorganization of Human Societies (15%) (Chapters 6- 12)

(c. 600 BCE – c. 600 CE)III. Regional and Interregional Interactions (20%) (Chapters

13-21)(c. 600 C.E. – c. 1450).

IV. Global Interactions (20%) (Chapters 22-27) (c. 1450 – c. 1750)

V. Industrialization and Global Integration (20%) (Chapters 28-32)

( c. 1750 – c. 1900)

VI. Accelerating Global Change and Realignments (20%) (Chapters 33-38)

(c. 1900 – Present)

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We will utilize the following disciplinary practices and reasoning skills to investigate our content:As per the College Board:

AP History Disciplinary PracticesPractice #1: Analyze Historical EvidenceStudents will be assessed on their ability to:

Primary Sources: Describe historically relevant information and/or arguments within a source Explains how a source provides information about the broader historical setting

within which it was created Explain how a source’s point of view, purpose, historical situation, and/or audience

might affect a source’s meaning Explain the relative historical significance of a source’s point of view, purpose,

historical situation, and/or audience. Evaluate a source’s credibility and/or limitations.

Secondary Sources: Describe the claim or argument of a secondary source, as well as the evidence

used. Describe a pattern or trend in quantitative data in non-text-based questions. Explain how a historian’s claim or argument is supported with evidence. Explain how a historian’s context influences the claim or argument. Analyze patterns and trends in quantitative data in non-text-based sources. Evaluate the effectiveness of a historical claim or argument.

Practice #2: Argument DevelopmentStudents will be assessed on their ability to:

Make a historically defensible claim in the form of an evaluative thesis. Support an argument using specific and relevant evidence. Use historical reasoning to explain relationships among pieces of historical

evidence. Consider ways that diverse or alternative evidence could be used to qualify or

modify an argument.AP History Reasoning Skills

Skill#1: Contextualization Describe an accurate historical context for a specific historical development or

process.

Explain how a relevant context influenced a specific historical development or process.

Use context to explain the relative historical significance of a specific historical development or process.

Skill#2: Comparison Describe similarities and/or differences between different historical developments

or processes. Explain relevant similarities and/or differences between specific historical

developments and processes. Explain the relative historical significance of similarities and/or differences

between different historical developments or processes.Skill#3: Causation

Describe causes or effects of a specific historical development or processes. Explain how a relevant context influenced a specific historical development or

process. Use context to explain the relative historical significance of a specific historical

development or process.

Skill#4: Continuity and Change Over Time (CCOT) Describe patterns of continuity and/or change over time. Explain patterns of continuity and/or change over time. Explain the relative historical significance of specific historical developments in

relation to a larger pattern of continuity and/or change.

The AP Exam: The AP test itself is divided into two parts, each of which will count 50% toward your AP score. Your test score will be reported on a scale of 1-5:

5 = Extremely Well Qualified4 = Well Qualified3 = Qualified2 = Possibly Qualified1 = No Recommendation

The exam itself:Section 1 Part A

55 Stimulus Based Multiple Choice Questions/ 55 min (40%)

- sets of 2 to 5 questions- analyze historical texts, interpretations, evidence- primary and secondary sources, images, graphs, maps

Section 1 Part B: (20%)Short Answer (SAQ): 3 questions/ 40 minutes

Required: Question 1/ Periods 3-6Required: Question 2/ Periods 3-6Choose between: Question 3/ Periods 1-3 OR

Question 4/ Periods 4-6

________________________________________________________ BREAK _________________________

Section 2 Part A: (25%)Document Based Question/ 60 minutes (7 Docs)

Periods 3-6

Section 2 Part B: (15%)Long Essay Question (LEQ)/ 40 minutes(one question chosen from three options on the same theme and will assess

the same reasoning skill:Choice one: Periods 1-2Choice two: Periods 3-4Choice three: Periods 5-6

I expect that you will take this exam! You have the possibility of earning between 3-6 college credits for a score of 4 or 5 on this test! If you have a particular college in mind already, I would encourage you to go to their website for their specific AP credit policy.

SAT Subject Test: If you plan to apply to a competitive college, then you will probably be required to take at least 2 -3 SAT Subject tests. There is an SAT Subject test available for world history and I strongly encourage you to take it on Saturday June 3, 2017. The students who have taken this exam have all scored very well (600-800 range) since they had just finished preparing for the AP exam a few weeks before. You will need to register for this exam through the College Board.

Expectations: The course is fast paced and rigorous but will ultimately be challenging and rewarding. I expect that you will keep up to date on your reading assignments and follow the outline for the course in order to inform your learning.

I expect you to be a committed student and develop a strong work ethic, and strong study skills. You must learn quickly how to allocate your time in order to ensure your success. I will help you prepare for the exam and teach you the style of writing and analyzing that the test requires for you to be successful.

I expect that everyday you will come to class ON TIME and READY TO LEARN. I expect that you will take notes EVERYDAY and keep them organized by time period and date. This insistence on your engagement will limit the opportunity for you to practice distracting behaviors such as talking, texting or completing homework for other classes.

Materials:

Pen/Pencil, Highlighters (different colors), access to colored pencils and markers for projects throughout the year. PLEASE make sure that you have these items ready for use during any given class period.

A two pocket folder and writing paper for everyday use. I will give you a lot of handouts that you’ll need to keep track of and you will be expected to take notes EVERYDAY in class.

A flashdrive for your personal use. While we won’t be doing too many group projects, you need a reliable way to share and store information. You should have this with you every day.

A large 3 ring notebook ( 2 +inches) divided into the following sections (you will need to buy subject dividers):

1. Reference Materials: handouts that focus on the logistics of the class such as the syllabus, general reference maps, project assignments, etc. AND MOST IMPORTANTLY the College Board “Key Concepts”.

2. Writing: handouts regarding the writing of AP World essays, rubrics, graphic organizers, etc. You will also keep all graded essays here along with any notes regarding the de-briefing of these essays.

3. Time Periods: you will have a section for each of the 6 distinct AP World time periods. You will also periodically receive study questions, maps, and graphic organizer activities for each chapter which you will keep together with the answers, in chronological order. These time periods will be separated by dividers. You will print out each chapter outline from our textbook website and place it here.

4. Review: term sheets, charts and tables, unit timelines, etc. As the year goes on, we will create and collect review materials for each time period that you should keep together for review for the AP exam.

You will keep all notes together for each time period in the appropriately labeled section of

your notebook. The key to success here is ORGANIZATION OF INFORMATION. I will periodically check that your notebooks are neat and complete. Keep the large 3 ring binder at home unless I ask you otherwise. Bring a two pocket folder or something smaller to class for daily use and organization.

AP WORLD HISTORY STUDY GUIDES: You should purchase an AP World Study Guide as soon as possible. These books are great references to supplement what we are doing in class. They are available at Barnes and Noble or any local bookstore. I know there are also plenty available at a used or discounted price through Amazon.com . If you do decide to purchase a used version, please realize that an edition earlier than 2012 will not have current information about the revised exam and scoring, although the historical review content will of course be the same.

Choices include:Cracking the AP World History Exam (Princeton Review)

AP World History Crash Course (Research and Education Association)AP World History (Kaplan)

Barron's How to Prepare for the AP World History Exam

Class Procedures and Expectations:

LATENESS POLICY: Lateness is inexcusable without a signed pass from the teacher whose class you have just left to come to me. If you are habitually late, even with a signed teacher pass, you are disrupting the learning process and focus of our entire group. Please do everything you can to NOT make lateness a habit.

o lst time late: warningo 2nd time late: teacher detentiono 3rd time late: referral to grade level principal

Class Assignments and Reminders will be posted in a designated part of our classroom.

You will be provided with a copy of our textbook, Traditions and Encounters: A Global Perspective on the Past , 5th edition by Jerry Bentley and Herbert Ziegler. You will be financially responsible for any unnecessary wear and tear that your book has experienced over the course of the year. You must put your name in the front inside cover and you must cover your textbook. If you need to bring your book to class, I will let you know ahead of time; otherwise you should leave it at home.

PASSES : Passes are provided for routine trips out of class. You may only request a pass at the beginning of class. One person out at a time only! Please see me before class if you need to see your counselor or the nurse, etc. DO NOT ask to leave the room while I am teaching a lesson. If you have a pass from the counselor or nurse to leave in the middle of class, please let me know at the beginning of class so I can anticipate your leaving.

We will adhere to all school policies for dress and behavior, including our current classroom eating and drinking policy. Water is the only acceptable drink to have in class! No soda, juice, etc. DO NOT eat in class. DO NOT ask to go to the vending machines. Thank you for your help and consideration with these simple requests.

________________________________________________________________________________________ You may not have a cell phone or headsets /iPODs/ iPADs/iPHONEs etc out

at any time . This has become an increasing problem every year. If there is some emergency that requires you to call home, please let me know and of course I will allow you to go the main office to make a call or even use the phone in the classroom. Texting is incredibly distracting for you, for me, and for your neighbors who know you should not be doing it.

Having said this, there will be times when it is helpful to have someone in class quickly research a question, name or historical fact that comes up in the course of our class discussions. I will let you know when you should use your phone for these type of things- we will work together on this.

EXTRA HELP: Judge a man by his questions, not by his answers.----Voltaire

Please see me if you need help in understanding ANYTHING. Please feel free to ask me during class to repeat or rephrase anything! In addition, I am available Tuesdays and Thursdays for clinic after school here in room 215.

ABSENCES : If you are absent, it is your responsibility to find out what you've missed. Exchange phone numbers or e-mail addresses with one or two people in class so that you can help each other stay on track. My CR webpage will have assignments and handouts that you can print and access as well. You should also get a phone number/ e-mail address of someone in class as a contact person in the event of your absence or confusion.

o If a homework assignment (daily homework/ project/ essay) was due on the day you were absent, it is due on the day you return. There are no exceptions. It is your responsibility to come to me and show me your homework.

o If a test or quiz was given on the day you were absent, you will take that test or quiz during the next available clinic time.

o You will make up missed tests during clinic times- I don’t want you to miss a lecture or discussion that you will be held accountable for at a later date.

Common Problems: It is YOUR responsibility to make sure you can come to clinic to make up a missed test.

If you have a game/dentist appointment/ doctor appointment/ driver’s license test, etc. immediately after school on the day you should be with me making up a test, let me know EARLY, so we can make other arrangements.

Sports practice/ play rehearsal/ orchestra or choir rehearsals: all (should) begin at 2:55 pm on clinic days- do not use these issues as excuses for NOT making up a test. I will absolutely be happy to write you a pass for coach or club advisor so that you can responsibly take care of your academic obligations.

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PROGRESS: Your progress in the class will be formally monitored through report cards and interim reports. If you are failing, or doing unsatisfactory work, at any point, I will notify your parent or guardian so that we can all work together to improve your performance. Come after school during clinic if you want to speak to me about your grade at any time. You can also check the Home Access Center.

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EVALUATION:

Remember: I don’t GIVE you grades; you EARN them. Your marking period grade will be based on a scale of points. Your grade will be a ratio of points earned/ total points possible.Your grades will be calculated based a variety of assessments including:

o objective tests and quizzes (20-100 pts)o homework: questions, charts, reading analysis, graphic organizers (5-20

pts)o essays: planning organizers and full essays (always in-class)(points will

vary)o small group activities, review assignments, debates, Socratic Discussions as

our schedule permits (points will vary)o periodic notebook checks o annotated timeline for each time period (50 points): A group grade.o LATE ASSIGNMENTS:

IMPORTANT: assigned chapter homework can not be made up Please don’t ask.

Projects or writing assignments that are handed in late will receive a letter grade penalty per day. Weekends count as two days late.

Do not make excuses for your lateness: Running out of ink in your printer is not a valid excuse. DO NOT bring me a note from a parent trying to explain your inability to be responsible. PLAN AHEAD.

Marking Period and Final grades are calculated by using the formulas given in your student handbooks.

For the 4th marking period, I will “round” grades up from .5 (example: 65.9% = 66%, 79.5% = 80%). I will also use the same discretion for unit test grades throughout the year.

FINAL GRADES FOR THE COURSE are based on the criteriaestablished in the student handbook. The end of the year is NOTthe time to ask me to round up your grade. Take responsibilityfor your grades THROUGHOUT the year.

ACADEMIC INTEGRITY:The academic integrity guidelines and consequences as outlined in your Student

Handbook will be strictly enforced. If you have ANY DOUBT as to what constitutes a violation of this policy, including the nature and definition of PLAGIARISM, ASK ME. In addition, I will ask that all students and their parents acknowledge the academic integrity policy that I will adhere to in my classroom by signing the attached page and returning it to me._________________________________________________________________________________________

Consequences for Inappropriate Behavior:

I can’t emphasize enough how distracting inappropriate behavior is to ME and to your fellow students. I assume that we all know how to conduct ourselves, in a high school setting, with respect, patience and integrity, however in the event that inappropriate behavior occurs:

1st offense: In-class notice of inappropriate behavior 2nd offense: Teacher detention 3rd offense: Call home to parents or guardian/ referral to grade level principal

Useful resources:

Check my CR teacher webpage for deadlines and updates.

Our textbook website which contains supplemental resources and practice quizzes:http://glencoe.mcgraw-hill.com/sites/0024122010/student_view0/

The AP World College Board website:http://apcentral.collegeboard.com/apc/public/courses/teachers_corner/4484.html____________________________________________________________________________________________________

Interim Report and Report Card Schedule:

1st marking period interim: October 6, 2017End of 1st marking period: November 9, 2017Report Cards: November 22, 2017

2nd marking period interim: December 15, 2017End of 2nd marking period: January 25, 2018Report Cards: February 8, 2018

3rd marking period interim: February 28, 2018End of 3rd marking period: April 9, 2018Report Cards: April 23, 2018

4th marking period interim: May 10, 2018Report Cards: Mailed

You MUST become familiar with these geographic regions: Be able to identify them on a map and have an idea of the physical, cultural and historical characteristics of them through time and space. We will constantly refer to them