Ap world history 2014-2015



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AP WORLD HISTORY 2014-2015

Our job is not to make up anyone’s mind, but to open minds- to make the agony of decision-making so intense that you can escape only by thinking.”



---Fred Friendly, CBS News
Just whose history are we studying? The history of the human race and how humankind developed in time encompasses the study of philosophy, art, language and literature and political history. We will avoid the stereotypical Eurocentric approach to World History. We study people, places, events and how all of these relate in time. What effect did a person have upon an event? Where did an event happen and why is that important? We can understand others and ourselves by studying history. We can learn to be more tolerant of others, maybe even be front runners in avoiding future wars--or know when our only recourse is to fight. This is an AP class. The approach to studying history in an AP class is different from in regular classes. We ask how and why and analyze events critically. We study the interaction and impact of systems on a global scale.
The Five Themes of AP World History
Students in this course must learn to view history thematically. The AP World History course is organized around five overarching themes that serve as unifying threads throughout the course, helping students to relate what is particular about each time period or society to a “big picture” of history. The themes also provide a way to organize comparisons and analyze change and continuity over time. Consequently, virtually all study of history in this class will be tied back to these themes by utilizing a “SPEC” acronym.
Social-Development and transformation of social structures

  • Gender roles and relations

  • Family and kinship

  • Racial and ethnic constructions

  • Social and economic classes


Political-State building, expansion and conflict

  • Political structures and forms of governance

  • Empires

  • Nations and nationalism

  • Revolts and revolutions

  • Regional, transregional, and global structures and organizations


Interaction between humans and the environment

  • Demography and disease

  • Migration

  • Patterns of settlement

  • Technology


Cultural-Development and interaction of cultures

  • Religions

  • Belief systems, philosophies and ideologies

  • Science and technology

  • The arts and architecture


Economic-Creation, expansion and interaction of economic systems

  • Agricultural and pastoral production

  • Trade and commerce

  • Labor systems

  • Industrialization

  • Capitalism and socialism


Habits of Mind:


  • Constructing and evaluating arguments: using evidence to make plausible arguments

  • Using documents and other primary data: developing the skills necessary to analyze point of view, context, and bias, and to understand and interpret information

  • Assessing issues of change and continuity over time, including the capacity to deal with change as a process and with questions of causation

  • Understanding diversity of interpretations through analysis of context, point of view, and frame of reference.

  • Seeing global patterns and processes over time and space while also connecting local developments to global ones and moving through levels of generalizations from the global to the particular

  • Comparing within and among societies, including comparing societies reactions to global processes

  • Being aware of human commonalities and differences while assessing claims of universal standards, and understanding culturally diverse ideas and values in historical context


Text:

Bentley, Jerry, and Herbert Ziegler. Traditions and Encounters: A Global Perspective on the Past. 1st. Boston: McGraw-Hill, 2000.


Bulliet, Richard, Pamela Kyle Crossley, Daniel Headrick, Steven Hirsch, Lyman Johnson and David Northrup. The Earth and Its Peoples: A Global History. 2nd. Boston: Houghton Mifflin, 2001.
Additional Secondary sources: (a partial listing)

Peter Stearns *“Nature of Civilization”, “Buddhist Challenge”, Creativity in Greek and Hellenistic Culture”, “Changing Hellenistic World”, “Greek and Roman Political Institutions”, “Decline of Empires” & “Islamic Civilization” (*Diverse Interpretations)


Grading Policy

The following are the approximate percentages awarded per grading area per teacher.

Major Grades (Tests, Projects, Essays and Quizzes) 60%

Daily Assignments/ Homework 40%



OUR SOCIAL CONTRACT
All men are made by nature to be equals, therefore no one has a natural right to govern others, and therefore the only justified authority is the authority that is generated out of agreements or covenants. The most basic covenant, the social pact, is the agreement to come together and form a people, a collectivity, which by definition is more than and different from a mere aggregation of individual interests and wills. This act, where individual persons become a people is "the real foundation of society". Through the collective renunciation of the individual rights and freedom that one has in the State of Nature, and the transfer of these rights to the collective body, a new ‘person', as it were, is formed. After careful and thoughtful negotiations, these by-laws establish a groundwork for the success of our educational goals as a society.
1. FOLLOW INSTRUCTIONS. This includes those given by me or substitute teachers. Please ask me for help on something you don't understand. I won't do your work for you, but I am willing to help. You must pay attention.
2. COME TO CLASS PREPARED WITH ALL REQUIRED MATERIAL. Always assume that you need pen, pencil, paper and notebook despite any special period. Music will be played in class on a regular basis.
3. TURN IN YOUR ASSIGNMENTS ON TIME. It is your responsibility to keep up with your work. No credit will be given for late daily assignments. If all students finish all their homework assignments in a grading period, an additional 100 point grade will added to the students’ average.
4. PROMPTNESS. Be in your seat before the bell rings. Get notebooks out. Start copying the quote of the day and responding to it using a TWEDYADWTS. There is no assigned seating unless it becomes a disciplinary situation.
5. ALLOW TEACHER TO TEACH. I'll treat you with RESPECT and consideration and it's expected that you will treat peers and adults in a courteous and respectful manner. Be a historian.
6. COMPLY WITH ALL SCHOOL RULES, REGULATIONS, AND POLICIES. It's most important that you know the rules if you are expected to follow them. Read your student handbook. Dress code will be strictly enforced.
7. KEEP THE CLASSROOM (and desks) CLEAN. Put trash in the trash can by the door. Bottled water will be allowed in class.
8. TESTS. These are a way to evaluate your progress and understanding of the material. You will have a variety of these evaluations including oral debates and circles, objective tests, essays (both DBQ’s and FRQ’s) and culminating projects with a research paper. You will often have weekly reading quizzes but you may use your handwritten notes on your reading quizzes.
9. KEY CONCEPTS. These are goals that will be accomplished during the study of the chapter or unit. Use them as study guides. They are reading objectives as well. When we are finished with the chapter or unit, this is what you are expected to know and understand. Your evaluations (tests) come from these objectives. Your test essay questions come from this list as well.
10. GROUPS. We often work in groups. This requires cooperation and that you pull your own weight. If you have not participated in the group activity and allowed others to do all of the work you risk receiving a zero for the activity or for a daily grade. Forming study groups outside of class is a good way to understand and study the material.
11. PARTICIPATION. Everyone is expected to answer oral questions, ask questions and participate in class and group discussions. Participation is graded. The learning environment requires maturity and as a class we will make it possible for all to participate comfortably. Rude, unpleasant, or insulting remarks during a class discussion will result in a zero for the assignment.
12. ETHICAL BEHAVIOR. Do your own work. Work that has been copied from others or plagiarized will not be accepted. **** Cheating on tests or quizzes will result in a zero on that test and parental contact. Honor code violations will result in course-wide restrictions. The honor code will be explained and strict adherence will be required. Establishing study groups, assisting fellow students with notes and combining work on homework assignments will not be considered cheating.
13. ATTENDANCE. Please avoid absences. Absenteeism can quickly become a very serious problem. Many class activities cannot be reproduced. Often in group work other students are depending upon you to be present with your completed work. Frequent absences inadvertently impact your grade. Make-up work is done outside of class.
15. AP EXAM. The AP World History Exam is on Thursday, May 14th, 2015 at 8:00a.m. Students agree to attend monthly study sessions, as needed, in preparation for the test.
The Six Units of AP World History –Periodization and Historical Objectives
Unit 1: 8000 BCE to 600 BCE-Technological and Environmental Transformations
Key Concepts

  • Big Geography and the Peopling of the Earth

  • Neolithic Revolution and Early Agricultural Societies

  • Development and Interactions of Early Agricultural, Pastoral and Urban Societies

Topics for Overview include:



  • Prehistoric Societies

  • From Foraging to Agricultural and Pastoral Societies

  • Early Civilizations: Middle East, South Asia, East Asia, the Americas, Africa and Oceania


Unit 2: 600 BCE-600 CE-Organization and Reorganization of Human Societies
Key Concepts:

  • Development and Codification of Religious and Cultural Traditions

  • Development of States and Empires

  • Emergence of Transregional Networks of Communication and Exchange

Topics for Overview include:



  • Classical Civilizations

  • Major Belief Systems: Religion and Philosophy

  • Early Trading Networks


Unit 3: 600-1450 –Regional and Transregional Interactions
Key Concepts:

  • Expansion and Intensification of Communication and Exchange Networks

  • Continuity and Innovation of State Forms and Their Interactions

  • Increased Economic Productive Capacity and Its Consequences

Topics for Overview include:



  • Byzantine Empire, Dar-al Islam and Germanic Europe

  • Crusades

  • Sui, Tang, Song and Ming empires

  • Delhi Sultanate

  • The Americas

  • The Turkish Empires

  • Italian City-States

  • Kingdoms and Empires in Africa

  • The Mongol Khanates

  • Trading Networks in the Postclassical World


Unit 4: 1450-1750-Global Interactions
Key Concepts:

  • Globalizing Networks of Communication and Exchange

  • New Forms of Social Organization and Modes of Production

  • State Consolidation and Imperial Expansion

Topics for Overview Include:

Bringing the Eastern and Western Hemispheres Together into One Web


  • Ming and Qing Rule in China

  • Japanese Shogunates

  • The Trading Networks of the Indian Ocean

  • Effects of the Continued Spread of Belief Systems


Unit 5: 1750-1900-Industrialization and Global Integration
Key Concepts:

  • Industrialization and Global Capitalism

  • Imperialism and Nation-State Formation

  • Nationalism, Revolution and Reform

  • Global Migration

Topics for Overview include:



  • The Age of Revolutions:

English Revolutions, Scientific Revolution and Enlightenment, American Revolution, French Revolution and Its Fallout in European, Haitian and Latin American Revolutions

  • Global Transformations: Demographic Changes, the End of the Atlantic Slave Trade, Industrial Revolution and Its Impact, Rise of Nationalism, Imperialism and Its Impact on the World


Unit 6: 1900-Present-Accelerating Global Change and Realignments
Key Concepts:

  • Science and the Environment

  • Global Conflicts and Their Consequences

  • New Conceptualization of Global Economy and Culture

Topics for Overview include:



  • Crisis and Conflict in the Early 20thCentury:

Anti-Imperial Movements, World War I, Russian, Chinese and Mexican Revolutions, Depression, Rise of Militaristic and Fascist Societies, World War II

  • Internationalization:

Decolonization, the Cold War World, International Organizations, the Post-Cold War, World Globalization

Student Name ___________________________________________________


I have read the handout titled "World History, Introduction and Rules" and understand that the student is responsible for their learning and that the teacher will help in this process to the best of his ability. The student will be prepared, obey rules and participate in the classroom assignments. I understand that the teacher is available for conferences by appointment but will return an email or a phone call as soon as possible. I understand that the student will be using the Internet and that district policies will be maintained by teacher supervision.
_________________________________________ Date ____________________

Student Signature


__________________________________________ Date____________________

Parent's Signature


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