AP World History Syllabus August 2009 n Welcome

AP World History Syllabus August 2009 n Welcome to the 2009 -2010 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 n AP course grades are weighted to reflect a greater level of achievement in terms of GPA and rigor 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. (check this)

AP Related Issues n 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. Colleges do look carefully at transcripts. Taking AP classes and attempting to pass the test rank very high for admissions consideration, especially at competitive institutions.

AP Related Issues n 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 on overarching themes throughout human society.

AP Related Issues n n n 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 some work/reading to be done almost every school night, and study time should be planned for various assignments. Students also need to understand that it is 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 n Just keep reading!

Materials You will need the following supplies by Wednesday, August 26, 2009: n a 3 ring binder n a supply of notebook paper n a 5 subject spiral (200 sheets, college ruled) notebook w/plastic covers and pockets for my class period only n a four color (black, blue, green, and red) pen n a #2 pencil n a four pack of colored hi-liter pens n 2 glue sticks

Course Textbooks and Resources n n n The Earth and Its Peoples, by Richard Bulliet et. al. , Boston: Houghton Mifflin; 2 nd ed. , 2005. Reilly, Kevin, ed. Worlds of History: A Comparative Reader, 3 rd 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/e arth_peoples/2 e/students/index. html

Communication Course lectures, assignments, and other information are available on my website at: http: //dibollhigh. tx. dih. schoolinsites. co m/? Page. Name='Teacher. Page'&Staff. ID=' 60526‘ n You may also contact me by email: rhoward@dibollisd. com n

SEATING: n I will initially seat students alphabetically, and make a seating chart; I will consider allowing students to choose their own seats next six weeks (after I learn all of your names). n It's important to remember that I maintain the right to change student’s seats at any time.

AP World History Class Themes n Interaction between humans and the environment ¨ Demography and disease ¨ Migration ¨ Patterns of settlement ¨ Technology

AP World History Class Themes n Development and interaction of cultures ¨ Religions ¨ Belief systems, philosophies, and ideologies ¨ Science and technology ¨ The arts and architecture

AP World History Class Themes n 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 Class Themes n Creation, expansion, and interaction of economic systems ¨ Agriculture and pastoral production ¨ Trade and commerce ¨ Labor systems ¨ Industrialization ¨ Capitalism and Socialism

AP World History Class Themes n 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 such as names, dates, facts, events, and the like. n Without reliable and detailed information about the past, historical thinking is not possible. n But historical analysis involves much more than the compilation of data about the past. It also calls for distinctive reasoning skills. n

Historical Thinking Skills In other words: n History is not just a simple effort to collect information but rather a sophisticated quest for meaning about the past. n This quest involves a rigorous and fair-minded analysis of documents and other sources of information about the past.

Historical Thinking Skills It calls for individuals who respect all relevant historical evidence and reasoning- not just those elements that support a preferred or preconceived position. n The quest for historical meaning entails the cultivation of six distinct but also interrelated and overlapping intellectual skills: n

Historical Thinking Skills Analysis: Historical thinking depends on the ability to understand evaluate evidence about the past (including written documents as well as archaeological artifacts, oral traditions, works of art and other primary sources). n 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. n

Historical Thinking Skills n 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 evaluate the arguments of others fairly in light of all available evidence.

Historical Thinking Skills n 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 n 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 evaluate diverse interpretations of the past through examination of their evidence, reasoning, contexts, points of view, and frames of reference.

Historical Thinking Skills n 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 assess the similarities and differences between historical processes in different chronological and geographical contexts.

Historical Thinking Skills n 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 n 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 n A) Multiple Choice Tests ¨ Multiple Choice Tests will be designed to simulate the AP Test. They will be timed. There will be 5 answer choices per question. Tests will be cumulative to try and build up and retain knowledge from earlier chapters. It is important to realize tests will cover assigned readings, not lecture topics. Reading needs to be finished over the weekend before we discuss the chapter. Failure to read will significantly lower your grade!

Course Activities n 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 n 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 grade.

Course Activities n D) Homework Assignment Packets ¨ Assignment packets are due each Friday for the assigned reading. They may include note cards, timelines, maps and analysis from the week.

Course Activities n 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 n F) Interactive Notebooks ¨ Students are required to keep their tests, essays, warm ups, notes, handouts and assignment packets for each chapter in their notebooks. These will be checked regularly and should be kept throughout the course as they are very helpful in reviewing information for the exam.

Course Activities n 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: n UNIT I. Foundations, c. 8000 BCE to 600 CE Chapters 1 – 8 (7 weeks) Introduction to the AP World Course n become familiar with the AP World Curricular Requirements and AP World History Themes n introduce the concepts of change, continuity and comparison that will be used throughout the course n 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) n define civilization and its key traits n comparison of river valley civilizations: first comparison essay topic New Civilizations in the Eastern & Western Hemispheres (2200 -250 BCE) n early Chinese civilizations n first civilizations of the Americas

The Mediterranean & Middle East (2000 -500 BCE) n world religions overview: students use internet sources to investigate major world religions n introduce the DBQ: interpret and analyze primary and secondary source documents Greece and Iran (1000 -30 BCE) n rise of Greek city-states n struggles of Persia & Greece n spread of Hellenism An Age of Empires: Rome & Han China n comparison essay on the empires of Rome & Han China India & Southeast Asia (1500 BCE – 600 CE) n spread of Buddhism & Hinduism n point of view analysis on Buddhist & Hindu primary & secondary source documents Networks of Communication & Exchange (300 BCE – 600 CE) n Silk Road, Indian Ocean, Saharan and Sub-Saharan trade and activity n introduce the change over time essay: 1 st change over time essay assigned

n UNIT II. 600– 1450 Chapters 9 -16 (7 weeks) The Rise of Islam (600 -1200 CE) n origins of Islam, caliphates, and Islamic civilization n DBQ topic: Moral & Social Behavior in the Islamic World Christian Europe Emerges (600 -1200 CE) n Byzantine Empire, Medieval Europe, Kievan Russia, and the Crusades n cultural diffusion and diversity exercise: Christianization of the Scandinavians & Slavs Inner & East Asia (600 -1200 CE) n Tang & Song China and New Kingdoms in East Asia: Korea, Japan & Vietnam n DBQ Topic: Women in Tang & Song China Civilizations of the Americas (600 -1500 CE) n Mesoamerican Cultures: Maya & Aztecs n Northern Cultures: Southwestern & Mississippian peoples

Andean Cultures: Moche & Inca n Environment & Technology: Inca Roads, p. 317 Mongol Eurasia (1200 -1500 CE) n The Rise & Effect of the Mongols n Ming China n Environment & Technology: gunpowder to guns, p. 359 n DBQ Topic: The Integration of Mongol Eurasia Tropical Africa & Asia (1200 -1500 CE) n new Islamic Empires: Mali & the Delhi Sultanate n The Indian Ocean Trade n cultural diffusion and diversity exercise: style of rule in Mali & India, p. 334 The Latin West (1200 -1500 CE) n population growth and Black Death n The Renaissance, Hundred Years War & new monarchs n analytical & interpretive essay on religion & society in the Latin West n

n UNIT III. 1450– 1750: Chapters 1722, (6 weeks) The Maritime Revolution (to 1500 CE) n expansion before 1450: Pacific, Indian, & Atlantic Ocean n European expansion n DBQ Topic: cross-cultural exchange in the Atlantic World Transformation in Europe (1500 -1750 CE) n The Reformation, Scientific Revolution & Enlightenment American Colonial Societies (1530 -1770 CE) n Spanish America & Brazil and the English & French Colonies

analysis & interpretation of primary sources: map & work of art The Atlantic System & Africa (1550 -1800) n plantations in the West Indies, the Gold & Slave Coasts n change-over-time essay on World Trade & change-overtime essay on the Atlantic World (see 2002 & 2005 exams) Southwest Asia & the Indian Ocean n the Ottoman, Safavid, & Mughal Empires n analysis & interpretation activity on Islamic Law & Ottoman Rule, p. 492 Eastern Eurasia (1500 -1800 CE) n The Russian Empire, Late Ming & Early Qing Empires, Japanese Reunification n cultural, social, and economic comparisons: Russia, China & Japan n

n UNIT IV. 1750– 1914: Chapters 2329, (5 weeks) Revolutionary Changes in the Atlantic World (1750 -1850) n The Enlightenment & the old order n The American & French Revolutions and how revolution spreads n DBQ topic: Revolutionary ideas in the Americas & France The Early Industrial Revolution (1760 -1851) n causes, technology & impact of the Industrial Revolution n comparison essay topic: industrialization & the non-industrialized world Nation Building & Economic Change in the Americas (1800 -1890) n independence in Latin America n abolition of slavery & women’s rights n 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 n India under British rule & Britain’s Eastern Empire n DBQ topic: British Rule in India Land Empires in the Age of Imperialism (1800 -1870) n The Ottoman, Russian, and Qing Empires n comparison essay topic: Europe & the Ottoman Empire The New Power Balance (1850 -1900) n industrialization: new technologies, social changes & labor movements n nationalism & the unification of Germany & Italy n Japan joins the great powers n environment & technology activity on railroads & immigration The New Imperialism (1869 -1914) n the scramble for Africa n imperialism in Latin America n analysis & interpretation of primary & secondary source documents: The African Colonial Experience n

n UNIT V. 1914– 2000: Chapters 30 -35, (5 weeks) The Crises of the Imperial Order (1900 -1929) n The Great War & the Russian Revolution n contrasting destinies of China & Japan n The New Middle East n Diversity & Dominance activity: The Middle East After WWI The Collapse of the Old Order (1929 -1949) n The Stalin Revolution & the Great Depression n rise of Fascism n East Asia from 1931 -1945 n WWII n 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 n primary & secondary source document analysis: Nationalism & the Struggle for Independence The Cold War & Decolonization (1945 -1975) n The Cold War, Vietnam & Korea n emergence of environmental concerns: The Green Revolution The Dawn of the Post-Cold War World (1975 -1991) n revolutions in Latin America, Iran & Afghanistan n collapse of the socialist bloc n Persian Gulf War n the challenge of population growth, unequal development & the environment n change-over-time essay topic: the struggle for women’s rights Globalization at the Turn of the Millennium n the global economy & terrorism n universal & women’s rights n DBQ topic: Global Integration n

Class Procedures n There is an enormous amount of required reading, writing, and speaking for this class—you will also have homework assignments nearly every night.

Agenda Beginning tomorrow you will copy the "daily objective" from the board. 1. Copy it into your agenda 2. Copy it every day as soon as the tardy bell rings. 3. If you are absent, borrow someone's agenda and copy any objectives missed. (makeup work, notebook test) n

Heading n Be sure to put a complete heading on everything you turn in. Example: Robert Howard (full name) August 27, 2009 (date) World History-4 th (class/period) Title? (assignment name)

Class Notes n You will take lots of notes in this class; they are not optional; they will be graded, and you will be tested over the material.

Incomplete/Late work n Students with a verified absence must turn in work due and make up any assessment on the day they return to class in order to receive full credit. n 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%)

GRADING SYSTEM n Major tests and papers will make up 75% of your grade. (homework counts as 25% of this portion of your grade) n Daily papers and quizzes will make up the remaining 25%.

GRADING SYSTEM n The course will use the following grade scale; ¨ A: 90 - 100 % ¨ B: 80 - 89% ¨ C: 70 - 79% ¨ F: 0 - 69% n Most tasks will be graded using the 5 point AP Rubric scale; ¨ ¨ ¨ 5 (Exemplary) 4 (Advanced) 3 (Proficient) 2 (Basic) 1 (Below Basic) 0 (Not turned in) 100% 90% 80% 70% 60% 0%

Extra Credit n There will be no extra credit work in this course except when announced in advance.

Contact Info Robert Howard n Phone: (936) 829 -5626 n Email: rhoward@dibollisd. com n Conferences available by appointment during 7 th period n

Tutorials n Available Mondays and Wednesdays from 7: 30 – 7: 55

Course Expectations n 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. n Be ready to learn. ¨ This means stay in your assigned seat and work quietly. Pay attention and don’t use any electronic devices.

Course Expectations n Be Responsible ¨ This means come to class and be on time. Make sure you are inside the classroom 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. n 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 the job done to the best of your ability. Don’t take shortcuts.

Course Expectations n The following consequences will be applied for rule violations; ¨ 1 st Warning: Verbal ¨ 2 nd Warning: Discipline Paragraphs ¨ 3 rd Warning; Time Out/After School Detention ¨ 4 th Warning; Parent Contact ¨ 5 th Warning; Office Referral n You are in an AP class; we work too hard for any distractions. If you can’t behave, transfer out!

n Please return the signature page provided and keep the syllabus for future reference. I look forward to having you in class this year. If we work together, we can succeed! Mr. Howard