DORAL ACADEMY PREPARATORY SCHOOL
Advanced Placement World History Syllabus
Mrs. A. Delgado
2010-2011
E-Mail: ADelgado26@dadeschools.net
Congratulations! And welcome to Advanced Placement World History. This course is designed to
provide advanced high school students, like you, with the skills and knowledge necessary to
succeed in a Tier One University Level World History course (a.k.a. Harvard’s Level).
You will not only be required to process massive amounts of information, you will also be forced to
analyze and interpret this historical evidence so that you will be able to make valid arguments
and clearly present evidence to support these arguments in several forms. The Advanced
Placement World History exam is scheduled for May 12, 2011 at 8:00a.m. You are required by the
district to take this exam. This exam is not easy unless you are prepared.
Students will have some type of assignment for this class every day, including weekends, and nonclass days. It may be working on their Cornell notebook, doing some assigned reading, working
on their charts, reviewing for a test, writing a self-timed essay in their composition notebooks, or it
may be a more formal assignment. As a general rule of thumb, University level courses demand
two to three hours of work outside class for each hour spent in the classroom. You should expect
that your work is going to take about one to three hours each day of the week (7-21 hours per
week, every week). Home learning assignments will be announced in class and will also be
posted online at the doralacademyprep.org teacher website. This class is not for those who
procrastinate. Expect to work hard and to be challenged.
We will have a MANDATORY Advanced Placement Mock Exam on Saturday, February 27, 2010
from 8am-12pm. This exam will better prepare you for the lengthy A.P. Exam in May where the
students will have 55 minutes to answer 70 multiple choice content area questions and 120
minutes to answer three essay questions: Document-Based Essay Question, Comparative Essay
Question, Continuity & Change Over Time Essay Question.
Study Time Sessions: Study time sessions are available to help you revisit areas where you need
help understanding certain topics. They are not sessions in which I re-teach topics covered in
class. Study Time Sessions are open to anyone who wishes to study. Study Time Sessions are held
on Mondays and Wednesdays from 7:00am to 7:20am and from 3:00pm-4:00pm. Study Time
Sessions are for students to study either individually, in partners or in groups. Usually it helps if you
are studying with a friend. If you are in the Performing Arts program or an Athletics program,
morning study sessions are EXTREMELY helpful. Students may attend as many study sessions as they
wish.
Required Reading (Summer):
- Guns, Germs and Steel by Jared Diamond
- Plus any two additional books listed in the Advanced Placement World History Summer Projects
List on the Doral Academy Preparatory Website.
Required Texts:
Class text books:
- The Earth and Its Peoples, by Richard Bulliet, et. al. (4th Edition).
- Discovering the Global Past (Volumes I & II) by Merry Weisner, et. al. (4 th Edition)
Supplemental Texts/Worksheets:
- Study Guide for The Earth and Its Peoples (Volumes I & II) by Michele James (4th Edition)
- Gardner’s Art Through the Ages, 13th Edition.
- Documents in World History (Volumes I & II), Peter Stearns.
- World Atlas, World Map Outline Worksheets, Visuals, Country Map Outlines, etc.
A.P. Exam Required Class Study Guide: ($13.00 at Amazon.com)
- Cracking the AP World History Exam, 2009 Edition by Princeton Review
Required Materials:
1. A 2- inch, 3-ring binder. Bring to class. It will stay in class. It will hold everything I
give back to you: essays, worksheets, etc. You will see your progress, be organized and it will
serve as a massive study guide for the exam. The binders should be kept neat and organized.
This syllabus should be the first page. Binders are checked frequently and will account for 5% of
your total grade each quarter.
2. Two 5 Subject Notebooks. This will be used for Cornell Notes. Bring ONE notebook
to class EVERY DAY.
3. Two Composition Notebooks titled AP World History Writing. You will use this for all
essays, bell-work, timed writings, etc. Bring ONE notebook to class EVERY DAY.
4. A 2009/2010 Weekly Academic Planner. It will keep you organized with due dates and
assignments. Bring to class EVERY DAY.
5. Blue or Black ink pens ONLY (no orange, purple, etc.).
6. ABSOLUTELY NO PENCILS unless it’s a Unit Exam day.
7. Two 3x5 packs of Index Cards.
8. Two highlighters.
9. Standard white loose-leaf notebook paper for Quizzes.
10. Cornell Notebooks will be checked at each Unit Exam and it will count for a letter
grade. Composition books will be checked when due as per the Daily Assignments List.
Classroom Methods & Guidelines:
1. Plan your studying accordingly. Make sure to write down the Daily Assignments List
and the respective due dates in your Weekly Academic planner. If you need help, come to me
at the beginning of the quarter. Do not procrastinate; it will bite you in the end.
2. Assignments, unless otherwise specified, are to be written, not typed or done on a
word processor, on white lined paper (8 ½ x 11) with your name, the date and class period in
the upper right hand corner. As such, I do not accept assignments via e-mail or USB.
3. I do check spelling and grammar. Please see General Grading Definitions.
4. Read the assigned chapters before class. You are responsible for your own learning.
Reading quizzes will be given at random. Come prepared to actively participate, discuss and
learn. You will be responsible for all reading assigned. Reading quizzes will consist of ten
questions in which you have seven minutes to answer. You will need to identify the time period,
important people, and the significance of the events.
5. Unit Exams are given at the end of each Unit (about every three chapters). Unit Exams
are cumulative. Unit Exam dates are listed in the attached Daily Assignments List. Cornell
Notebooks will be graded on Unit Exam days. Please make sure to write these important dates
in your planner and study accordingly.
6. I do not grade on a curve for ANY exam, quiz or assignment. The grade you get is the
grade you’ve earned.
7. Make-up: It is your responsibility to make-up any Unit exams you’ve missed. Reading
Quizzes and Timed Writings are not made up; you were either in class or you weren’t. Also, you
have the assignments ahead of time; you are still responsible for them when you come back to
school. I do not provide make up exams during class time. You will need to see me before or
after school.
8. Bell-work will be done within the first 5 minutes of class each day. You will walk in, sit
down and start on it. DO NOT WASTE YOUR TIME. It will either be a Timed Writing Topic,
Grammatical Error, Latin quote, etc. You have ten minutes from the moment the late bell
rings to complete the Bell-work. You will use your Composition Books for this. BE SURE TO
BRING YOUR COMPOSITION BOOK WITH YOU EACH DAY. Each bell-work should be numbered
and dated, all written on the same page. You will write the bell-work each day and then your
answer. At the end of each quarter I will check the bell-work for a test grade.
9. Late work will not be accepted. If you were absent (and it was excused), your
work is due the following day you get back in school, whether you have me that day or
not. You know of the assignments in advance, you are still responsible for them. No
exceptions.
10. Homework will be on my desk before the late bell rings, otherwise, it is late
and I will not accept it. Being that this is a Tier One University Level course, I have
attached a Daily Assignment List. YOU ARE RESPONSIBLE for completing ALL the Daily
Home Learning Assignments. I reserve the right to change the due dates and
assignments.
11. Do not even think about cheating! Any activity deemed by the teacher to be
cheating will result in a zero for that assignment and a conduct grade of F for the nine
weeks. Cheating includes but is not limited to: copying in any form, plagiarism, cheat
sheets, looking over another student’s paper, or talking during an exam.
12. You will be required to take notes on my lectures. If it is not in the book, it is in
the lecture. You will be tested on both. Notes will be hand-written in your Cornell
Notebook.
13. Extra credit: consists of attending school sponsored events, school sports
events, art and cultural events. Extra Credits will be announced. You are allowed two
extra credits per quarter. Extra Credits do not count if you were absent from my class
the day the extra credit event occurs.
14. We will read the entire textbook and other supplementary readings.
Classroom Rules:
1. Respect others (that includes the teacher) and their property (that includes my
stuff!). Disruptive, disrespectful, or uncooperative behavior, bad attitudes, and smart
mouths will not be tolerated. Students who display these undesirable behaviors will be
removed from the classroom which will make it extremely difficult to pass this class.
2. Do not complain. It is unbecoming, and it makes you sound old.
3. Regular class attendance is required. If you are absent, you are only allowed
to make-up Unit Exams. You will not be allowed to make up Bell-work, Timed Writings
and Reading Quizzes. You were either here or you weren’t. Also, if you skip, I will catch
you. Don’t do it.
4. Food and drinks need to be consumed elsewhere. Water bottles are ok.
Candy and gum will not be allowed if I start finding evidence left behind.
5. Please put all of your trash in the appropriate garbage cans. My classroom is
not a locker. If it is left in my room, it will be trash.
6. Raise your hand and wait for permission to speak. I need to know who is talking
so I can give participation points.
7. Restroom breaks are for emergencies only. You have five minutes to get from
class to class and there is a restroom that is not even five feet away from my classroom.
Use your time wisely. However, if it is an EMERGENCY and you MUST go to the Restroom,
raise your hand and do this signal: . This will help differentiate between participation
within class and permission for restroom breaks.
8. Name-calling, profanity, and teasing will NOT be tolerated. Be respectful of
others. Treat others as you like to be treated.
9. Be proactive in improving your skills, work hard, come to class prepared, and
seek help early.
10. Do all assignments completely and according to the directions. Read the
General Grade Definitions.
11. Participate. Ask reasonable questions. We will be moving at a Tier One
University level pace, and I need your complete cooperation.
** Please do not hesitate to ask for help. It is your responsibility to seek out assistance if
you run into roadblocks or would like additional feedback from me.
The Social Studies departmental grading policy is:
30% Tests (Unit Exams, A.P. Practice Exams, etc.)
25% ALL Essays and Projects (including Timed Writings, etc.)
20% Quizzes (including Pop Quizzes, Reading quizzes, etc.)
15% Classwork and Homework (Cornell Chapters, Charts, Maps, etc.)
5% Notebook (Entire Cornell, 2-inch Binder, etc.)
5% Participation (including Extra Credit, Class participation, etc.)
Required Yearly Exams (Federal/State/District):
August-June: Interim Assessments throughout year
August-September: Baseline Benchmark Assessments
December: Midterm Exams
March: FCAT Writing
April: FCAT Reading/Mathematics/Science, Writing Post-Tests
May: Advanced Placement Exams
June: Final Exam Project Due*
* ALL students are required to take the complete the final exam project unless otherwise
informed.
Grading Scale:
A 100-90
B 89-80
C 79-70
D 69-60
F 59-0
General Grade Definitions:
A = Strong scholarship, work significantly exceeds the requirements of the instructor, and
demonstrates independent thought and resourcefulness. Work is on time, neat, organized and
free from spelling and grammatical errors. Work shows significant increase development of the
student, and the work, if shared, enhances the group’s learning. ABOVE and BEYOND AVERAGE.
B= Accurate and complete scholarship that goes beyond the requirements of the instructor, and
demonstrates above-average achievement. Work is on time, neat, organized and free from
spelling and grammatical errors. Work shows some increased development of the student, and
the work, if shared, is beneficial to the group’s learning. BEYOND AVERAGE.
C= Scholarship meets the minimum requirements of the instructor, and demonstrates little
independent thought or it may simply parrot the text. Work is on time, neat, but may not be well
organized and may contain spelling errors. Work shows little increased development of the
student, if any. The work, if shared, is marginally beneficial to the group’s learning. AVERAGE.
D= Scholarship does not meet the requirements of the instructor, and demonstrates no
independent thought and may be copied from another source, or paraphrased. Work may or
may not be neatly done and well organized. The work may contain spelling errors. Work shows
no evidence of increasing the development of the student. The work, if shared, has little, or no,
benefit for the group’s learning. BELOW AVERAGE.
F= Scholarship does not meet the minimum requirements of the instructor or the assignment. The
work shows no evidence of independent thought, was copied from another source, or was
paraphrased. The work may not be neat, may contain spelling errors, and may be incomplete. If
shared, the work is not beneficial to the group’s learning. SIGNIFICANTLY BELOW AVERAGE.
PARENTS:
Please note that any textbook supplied to your child by the teacher belongs to the school unless otherwise
indicated. If the textbook is lost, stolen or damaged, the student and the parent are financially responsible
for the FULL cost of the book.
There are three ways to contact me:
1. E-MAIL
It is faster to contact me through e-mail at ADelgado26@dadeschools.net. Please make sure to: include
your child's name, class subject and Period on the subject line (example: John Doe-AP World History-Period
6), make sure to address your inquiry, and include your direct phone number in the e-mail.
Please note: For the students' privacy, I do not reply to e-mails. You will get a call back to the phone
number you provide in your e-mail.
2. PHONE
If you do not have e-mail access, please call (305) 597-9950 and leave a message with one of the school's
receptionists.
3. PARENT CONFERENCE
If you wish to have a Parent Conference, please note that I am only available on Tuesday and Thursday
mornings from 7:00am to 7:20am. To schedule a Parent Conference, please call the counselor's office and
speak to your child's counselor to schedule an appointment for Tuesday or Thursday morning from 7:00am7:20am at (305) 597-9950.
STUDENTS AND PARENTS: After reading the above syllabus and the attached Daily
Assignments List, Please sign both copies of the statements below.
My signature below indicates that I have read and understood the Advanced Placement World
History Syllabus and Daily Assignments List in its entirety, given to me by Mrs. Delgado.
I acknowledge that Mrs. Delgado has the right to adjust the terms of this syllabus and Daily
Assignments List as needed. I understand, agree, and will comply with the classroom methods &
guidelines, rules, and expectations of Mrs. Delgado and the course stated herein.
I also understand, that any textbook supplied to me [my child] by the teacher belongs to the
school unless otherwise indicated and if the textbook is lost, stolen or damaged upon return to
the school, I agree that I am responsible for the FULL cost of the textbook.
I understand that this course is a Tier One University Level course (Harvard’s level) and it is my
[child’s] responsibility to:
- read the designated chapters before coming to class;
- do all the work assigned;
- attend study time sessions;
- get help early if the material is not understood;
- not procrastinate; and
- try my [their] best in this class.
I also understand that if I cheat in any way as stated in the syllabus, I will not only receive a zero
for that specific assignment but also a conduct grade of F for the nine weeks.
Student Name (please print) __________________________________________
Student Signature___________________________________________________
Parent/Guardian Name (please print)___________________________________
Parent/Guardian Signature____________________________________________
Dated_________________________
Advanced Placement World History Course Information
Taken from http://www.collegeboard.com/student/testing/ap/sub_worldhist.html?worldhist
The Five AP World History Themes
AP World History course requires students to engage with the dynamics of continuity and change across the historical
periods that are included in the course. At the end of this course, students will be able to analyze the processes and
causes involved in these continuities and changes. The Themes below serve as unifying threads that assist students to
know what is particular about each period or society into a larger framework. The themes provide ways to make
comparisons over time and facilitate cross-period questions. Each theme should receive approximately equal
attention over the course of the year.
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 governance
Empires
Nations and nationalism
Revolts and revolutions
Regional, trans-regional, 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
Habits of Mind
The AP World History course addresses habits of mind in two categories:
A. those addressed by any rigorous history course, and
B. those addressed by a world history course.
A. Four habits of mind are in the first category:
B. Five habits of mind are in the second category:
1. Constructing and evaluating arguments: using
evidence to make plausible arguments.
2. Using documents and other primary data:
developing the skills necessary to analyze point of view
and context, and to understand and interpret
information.
3. Assessing continuity and change over time and
over different world regions.
4. Understanding diversity of interpretations
through analysis of context, point of view, and frame of
reference.
1. Seeing global patterns and processes over time
and space while connecting local developments to
global ones.
2. Comparing within and among societies,
including comparing societies' reactions to global
processes.
3. Considering human commonalities and
differences.
4. Exploring claims of universal standards in
relation to culturally diverse ideas.
5. Exploring the persistent relevance of world
history to contemporary developments.
Every part of the AP World History Exam assesses habits of mind as well as content. For example, in the multiple-choice
section, maps, graphs, artwork, and quotations may be used to judge students' ability to assess primary data, while
other questions focus on evaluating arguments, handling diversity of interpretation, making comparisons among
societies, drawing generalizations, and understanding historical context. In Part A of the essay section of the exam, the
document-based question (DBQ) focuses on assessing students' ability to construct arguments, use primary
documents, analyze point of view and context, and understand global context. The remaining essay questions in Parts
B and C focus on global patterns over time and space with emphasis on processes of continuity and change (Part B)
and on comparisons within and among societies (Part C).
Advanced Placement World History Course Outline
A. Foundations 8000 B.C.E. to 600 C.E.
Topics will include prehistory societies, ancient civilizations including China, Africa, Mesopotamia, Egypt, India, the
Mediterranean, Caribbean, North America, Middle America and South America. Students will keep their Cornell
Notebooks according to what they read and they will be comparing and contrasting all civilizations and how they
have helped our society today. Students will be tested every Unit.
Focus questions: What is “civilization”? Who is “civilized”? Does change occur by diffusion or
independent invention?
Topic 1. Locating world history in the environment and time
Topic 2. Developing agriculture and technology
Topic 3. Basic features of early civilization: Mesopotamia, Egypt, Indus, Shang; Mesoamerican and
Andean
Topic 4. Major belief systems: Hinduism, Buddhism, Judaism, Christianity, Confucianism, and
Daoism; polytheism and shamanism
Topic 5. Classical civilizations: Greece, Rome, China, and India including migrations of the Huns,
Germanic tribes
Topic 6. Interregional networks by 600 CE and spread of belief systems
COMPARISONS: early civilizations, major belief systems, systems of social inequality, cities,
political systems, trading systems, migrations, role of nomadic peoples.
B. The Post Classical World 600 C.E. to 1450 C.E.
In this unit, we will cover the rise and spread of Islam, the Byzantine world, the growth of Western Europe including the
Middle Ages and Renaissance as well as the Middle Ages of Asia. Students will be tested every Unit.
Focus questions: Should we study cultural areas or states? Did changes in this period occur from the
effects of nomadic migrations or urban growth? Was there a world economic network during this
period?
Topic 1. The Islamic World, the Crusades, and Schism in Christianity
Topic 2. Silk Road trade networks, Chinese model and urbanization
Topic 3. Compare European and Japanese feudalism, Vikings
Topic 4. Mongols across Eurasia and urban destruction in Southwest Asia, Black Death
Topic 5. Compare Bantu and Polynesian migrations, Great Zimbabwe and Mayan empires and
urbanization; Aztec and Incan empires and urbanization
Topic 6. Ming Treasure Ships and Indian Ocean trade networks (Swahili coast)
COMPARISONS: Japanese versus European feudalism, European monarchy versus African
empires, role of major cities, Aztec versus Incan empires.
C. The World Shrinks 1450 C.E. to 1750 C.E.
The main focus is on the Age of Exploration, imperialism and its economic, political and social impact on a global
scale. Students will be tested every Unit.
Focus questions: To what extent did Europe become predominant in the world economy during this
period?
Topic 1. “Southernization” in Western Europe and the Scientific Revolution and Renaissance;
Change—Reformation and Counter Reformation
Topic 2. Encounters and exchange: Reconquista, Portuguese in Morocco, West Africa, Spanish in
the Americas
Topic 3. Encounters and exchange: Portuguese in Indian Ocean trade networks, Manila galleons and
the Ming Silver Trade
Topic 4. Labor systems in the Atlantic World—The Africanization of the Americas (slave trade,
plantation economies, resistance to slavery); Labor systems in the Russian Empire and resistance to
serfdom
Topic 5. Expansion of Global Economy and Absolutism: Ottoman, Safavid, Mughal, Bourbons,
Tokugawa, and Romanov
Topic 6. Effects of the Atlantic Slave Trade on demography in West Africa, resistance to the
Atlantic slave trade, and expansion of Islam in sub-Saharan Africa
COMPARISONS: Imperial systems in Europe versus Asia; coercive labor systems, empire building
in Asia, Africa, and Europe; interactions with the West (Russia versus others).
D. Midterm Examinations
Midterm Examinations are cumulative and in AP style. Students are to use their class notes, Cornell notes, charts,
worksheets, maps, etc. to study for their End of First Semester Grade.
Advanced Placement World History Course Outline (Cont.)
E. Industrialization and Western Hegemony 1750 C.E. to 1900 C.E.
This section challenges us to consider the rapidly changing modern world in light of the industrial period. We will
continue to explore the impact of western dominance on the world. Students will be tested every Unit.
Focus questions: Through what processes did the influence of industrialization spread throughout the
world? How did the rights of individuals and groups change in this period? To what degree did new
types of social conflict emerge during the nineteenth century? How and with whom did the idea of
“The West” as a coherent and leading force in history gain currency?
Topic 1. European Enlightenment, American, French, Haitian, and Latin American Revolutions,
Napoleon
Topic 2. British Industrial Revolution and De-Industrialization of India and Egypt
Topic 3. Imperialism and Industrialization
Topic 4. Nationalism and Modernization
Topic 5. Anti-Slavery, Suffrage, Labor, and Anti-Imperialist movements as Reactions to
Industrialization and Modernization
Topic 6. Chinese, Mexican, and Russian Revolutions as Reactions to Industrialization and
Modernization
COMPARISONS: Industrial Revolution in Europe versus Japan, political revolutions, reactions to
foreign domination, nationalism, western interventions, women in Europe of different classes.
F. The 20th Century: 1900-Present
Internationalism, globalization and interdependence are the themes of this section. We will study the independence
movements of former western colonies and territories. Students will be tested every Unit.
Focus questions: How do ideological struggles provide an explanation for many of the conflicts of
the 20th century? To what extent have the rights of the individual and the state replaced the rights of
the community? How have conflict and change influenced migration patterns internally and
internationally? How have international organizations influenced change?
Topic 1. World War I, Total War, and Reactions to the 14 Points
Topic 2. Rise of Consumerism and Internationalization of Culture
Topic 3. Depression and Authoritarian Responses
Topic 4. World War II and Forced Migrations
Topic 5. United Nations and Decolonization
Topic 6. Cold War, Imperialism, and the End of the Cold War
COMPARISONS: Decolonization in Africa versus India, role of women in revolutions, effects of
the World Wars on areas outside Europe, nationalist movements, impact of Western consumer
society and culture on others.
G. The AP Exam Review
We will have in-class writing workshops once or twice a week in order to help the students focus on preparing for the
CCOT, DBQ and C&C essay. We will also have study time groups before school on Mondays from 7:00am to 7:20am
and after school on Wednesdays from 3:00pm to 4:30pm delving into the AP exam; taking practice exams, learning
test taking strategies and time management, reviewing writing requirements and general expectations for the test. A
mandatory timed Mock A.P. Exam will be held in February in order to further prepare the students for the lengthy
exam.
H. Advanced Placement World History Exam
Students are to take the Advanced Placement World History Exam on May 12, 2011 at 8:00am.
I. Final Exam Project: History of My Life Video Project
Students are to make a video about them, detailing their life experiences and what was going on in history while they
were going through their personal lives.
DORAL ACADEMY PREPARATORY SCHOOL
PERIOD ____
Advanced Placement World History Syllabus
Mrs. A. Delgado
2010-2011
E-Mail: ADelgado26@dadeschools.net
NOTES:
1. This is a Tier One University Level course. Prepare to work, and study at a Harvard University level pace. YOU
are responsible for completing all the Daily Home Learning Assignments listed below. I reserve the right to change the
due dates and assignments.
2. This is given to you in advance so you may plan out your time to study. Write down all due dates in your
2009/2010 Academic Planner. USE YOUR TIME WISELY IN THIS COURSE. Do not procrastinate; it will bite you in the end.
3. Cornell Chapter Summaries are due at each Unit Exam. Reading quizzes are given at random.
4. All charts are worksheets stationed and labeled on the side of the classroom. It is your responsibility to obtain,
complete and turn in all charts when due below. Charts will be handed back to you so you may study via your 2-inch
binder, after that they will be placed in your student folders. It is to YOUR benefit that you complete and turn in all
charts. Charts will be given completion grades. All charts are due on the dates below unless told otherwise.
5. All timed writings will be scored as essay grades. These are kept in your Composition Book entitled: Advanced
Placement World History Writing. Please make sure your name and period is written on your Composition book.
6. One day each week will be set aside to do work in the document readers.
7. As stated in the class syllabus, late work will not be accepted. You know of the assignments in advance. No
excuses.
DONE
DATE
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Aug. 23/
Aug. 24
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Aug. 25/
Aug. 26
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Aug. 27/
Aug. 30
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Aug. 31/
Sept. 1
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Sept 2/
Sept. 3
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Sept. 6
Sept 7/
Sept.8
CLASS TOPIC
Class Introduction
Icebreaker
Time Management
Organization
Collect Summer Projects
Class Introduction
World Regional Map Compass Activity
Textbook Administration
How to Use the Textbook (Bulliet’s bullets)
How to Take Notes
SQ3R (Speed Reading)
How to Write in Social Science
BW/CE/CD
Lecture/Discussion: Origins of Civilization and
Agriculture.
Activity: Read Aloud using article: Richard E. Leakey
on the Nature of Homo Sapiens
Timed Writing: List the advantages and
disadvantages in using “civilization” as the basic unit
of historical study.
BW/CE/CD
Ch. 1-2 READING QUIZ
Lecture/Discussion: New Civilizations in the Eastern
and Western Hemispheres
WRITING LAB (RUBRICS, Essay Directions, SQ3R,
Speed Reading), Comparative Essay & What is a
Thesis?
BW/CE/CD
Lecture/Discussion: Babylonia, Syria-Palestine,
Anatolia, The Aegean World, Assyrian Empire, Israel,
Phoenicia, Hellenistic Empires.
Article: Hammurabi’s Laws on Family Relationships
and Israelites’ Relations with Neighboring Peoples.
NORTH AFRICA MAP REGION QUIZ.
NO SCHOOL
Baseline Assessment Exam
HOME LEARNING
ASSIGNMENT
Bring back signed syllabus.
Print out World Regional
Map and bring to class.
DUE DATE
8/258/26
Read Ch. 1; do Ch. 1 Charts;
do Chapter Summary in
Cornell Style Notebook.
8/278/30
Read Ch. 2; do Ch. 2 Charts;
do Chapter Summary in
Cornell Style Notebook.
9/2-9/3
2pg Essay: Compare and
Contrast the advantages
and disadvantages in using
“civilization” as the basic
unit of historical study.
9/2-9/3
Read Ch. 3; do Ch. 3 Charts;
do Chapter Summary in
Cornell Style Notebook. 2pg
Essay: How did Phoenicia
differ from the civilizations of
Egypt, Assyria and Israel?
9/9-9/10
Read Ch. 4; do Charts; do
Chapter Summary in Cornell
Style Notebook
9/9-9/10
□
Sept 10/
Sept. 13
BW/CE/CD
Lecture/Discussion: The Empire of Persia
WRITING LAB: Thesis Writing Practice: Discuss the
legacy of Greece and Persia. What effect did they
have on their neighbors and on their descendants?
□
Sept 14/
Sept.15
BW/CE/CD
Lecture/Discussion: Rome : Rise of the Roman
Empire, Economy and Social Structures, Culture,
technology & Religions, Division and Collapse.
Articles: Jesus’ Moral & Ethical Teachings and
Tacitus on Corruption in the Early Roman Empire
□
Sept 16/
Sept.17
□
Sept 20/Sept.
21
BW/CE/CD
Ch. 3-5 READING QUIZ
Lecture/Discussion: China: Warring States, Shi
Huangdi, Confucianism (Confucius on Good
Government Handout), Shang, Zhou, Qin, Han, Silk
Road
Group: Chinese Dynasty Song
BW/CE/CD
Lecture/Discussion: India & Southeast Asian
Societies; Vedic Age
Timed Writing: What are Asian Migrations?
SOUTHEAST ASIA MAP REGION QUIZ.
□
Sept 22/Sept.
23
□
Sept 24/Sept.
27
□
Sept 28/
Sept.29
□
Sept. 30/
Oct. 1
□
Oct. 4/ Oct.
5
BW/CE/CD
Ch. 6-7 READING QUIZ
Lecture/Discussion: TRADE. Cross-Cultural
Exchanges, Networks of Communication.
Articles: Cosmos Indicopleustes on Trade in
Southern India and Ibn Battuta on Muslim Society at
Mogadishu and Ibn Battuta on Customs in the Mali
Empire.
Timed Writing: Compare and contrast two of the
following civilizations: Rome, China, India, Greece,
Iran, Babylonia, Syria-Palestine, Anatolia, The
Aegean World, Assyrian Empire, Israel, or Phoenicia.
MIDDLE EAST MAP REGION QUIZ.
BW/CE/CD
UNIT REVIEW SESSION.
STUDY TIME
UNIT AP STYLE (45 questions in 30 minutes) TEST,
Chapters 1-7.
ALL CHARTS & CORNELL NOTEBOOKS ARE DUE TODAY.
BW/CE/CD
Lecture/Discussion: Islam: Rise, Muhammad, Sunni,
Shia. Article: The Quran on Allah and His
Expectations of Humankind.
WRITING LAB: Document Based Question using
Benjamin of Tudela on the Caliph’s Court at
Baghdad.
BW/CE/CD
Lecture/Discussion: Christian Societies in Europe,
Byzantine Empire, Crusades, Kiev Russia, Medieval
Europe, Holy Roman Empire.
DBQ Practice.
Article: Jesus’ Moral & Ethical Teachings
Read Ch. 5; do charts; do
chapter summary in Cornell
Notebook; 2pg Essay:
Compare and Contrast the
legacy of Greece and
Persia. What effect did they
have on their neighbors and
on their descendants?
2pg Essay:
Discuss the Fall of Rome.
Why did such a society
collapse? What legacy did
it leave behind? Did it
influence any countries
today?
Read Ch. 6; do charts;
do chapter summary in
Cornell Notebook ;
2.5pg Essay: Compare
and Contrast Rome &
Han China.
9/169/17
Read Ch. 7; do charts;
do chapter summary in
Cornell Notebook;
2.5 pg Essay:
Discuss Asian migrations.
Why did people migrate?
Where did they go?
How did they get there?
What was the impact of
their migrations?
Review Cornell Notes,
Charts, Class Notes and
Study for your Unit Test!
9/239/24
STUDY FOR YOUR TEST!
9/289/29
Read Ch. 8; do charts;
do chapter summary in
Cornell Notebook
10/710/8
Read Ch. 9; do charts;
do chapter summary in
Cornell Notebook 1.5pg
Essay: Compare Baghdad
and Constantinople on the
basis of descriptions
provided by Benjamin of
Tudela.
Read Ch. 10; do charts;
do chapter summary in
Cornell Notebook.
1pg Essay: How do the
Crusades Contradict Jesus’
Moral and Ethical
Teachings? Support your
10/710/8
9/169/17
9/239/24
9/24
10/710/8
□
Oct. 6/
Oct. 7
BW/CE/CD
Lecture/Discussion: Buddhism, Korea, Japan,
Vietnam, Tang Empires, Tibetian Empire, Uigher
Empire, Song China.
DBQ Practice: Buddhism.
SOUTH ASIA MAP REGION QUIZ.
BW/CE/CD
READING QUIZ CH. 9-11
Lecture/Discussion: Mesoamerican Societies,
Andean Civilizations, Mound Builders
Timed Writing: How do the road networks and roadbuilding technologies of the Inca compare to those
of the Romans?
BW/CE/CD
CH. 11-12 READING QUIZ
Lecture/Discussion: Mongols and Genghis Khan.
DBQ Practice.
□
Oct. 8/
Oct. 11
□
Oct. 12/
Oct.13
□
Oct.
14/Oct.15
BW/CE/CD
UNIT REVIEW SESSION.
□
Oct. 18/Oct.
19
□
Oct. 20/Oct.
21
□
Oct. 22/Oct.
25
STUDY TIME
UNIT AP STYLE (55 questions in 40 minutes) TEST,
Chapters 8-12. ALL CHARTS & CORNELL NOTEBOOKS
ARE DUE TODAY.
BW/CE/CD
Lecture/Discussion: Swahili City-States and their
Culture. Shoe Activity.
SOUTH AFRICA MAP REGION QUIZ.
WRITING LAB: Continuity and Change Over Time
Essay Part I.
BW/CE/CD
Lecture/Discussion: Black Death and Its Effects on
Europe.
WRITING LAB: Continuity and Change Over Time
Essay Part II.
□
Oct. 26
/Oct.27
□
Oct. 28/ Oct.
29
□
Nov. 3/ Nov.
4
thesis with evidence from
the book.
Read Ch. 11; do charts;
do chapter summary in
Cornell Notebook.
BUDDHISM DBQ
10/1410/15
Read Ch. 12; do charts;
do chapter summary in
Cornell Notebook. 2pg
Essay: Compare and
contrast the Mesoamerican
societies to the Mound
Builders.
2pg Essay: Describe the
process by which trade was
conducted on the Indian
Ocean. Who participated,
what kinds of vessels were
used, what goods were
exchanged, and who
benefited from the system?
STUDY FOR YOUR TEST!
STUDY FOR YOUR TEST!
10/1410/15
Read Ch. 13; do charts;
do chapter summary in
Cornell Notebook.
10/2110/22
Read Ch. 14; do charts;
do chapter summary in
Cornell Notebook.
10/2610/27
10/1410/15
10/1810/19
Read Ch. 15; do charts;
do chapter summary in
Cornell Notebook. 1.5 page
Essay: Compare Ming
China’s and Europe’s
attitudes and actions
toward exploration from
1400 to 1550 C.E. How have
their attitudes changed over
time?
BW/CE/CD
Read Ch. 16; do charts;
Lecture/Discussion: Technology of the European
do chapter summary in
Expansion, Columbus and the Iberian Empire.
Cornell Notebook. 2pg
Timed Writing: Explain why you agree or disagree
Essay: Compare the
with the thesis that their use of firearms technology
technology and voyages of
was what enabled the Spanish to conquer the Aztec the Portuguese explorers to
and the Inca empires.
those of the Chinese admiral
Zheng He.
BW/CE/CD
Ch. 13-15 READING QUIZ
Writing Lab CCOT Practice
END OF FIRST GRADING PERIOD
10/2610/27
BW/CE/CD
CH. 16 READING QUIZ
Lecture/Discussion: The Enlightenment and the
Military and Scientific Revolutions.
Writing Lab: CCOT Practice/ Peer Review
11/911/10
Read Ch. 17; do charts;
do chapter summary in
Cornell Notebook.1.5pg
Essay: Describe and justify
your position on the
Enlightenment thinkers’
11/311/4
□
Nov. 5/
Nov. 8
BW/CE/CD
Lecture/Discussion: The Columbian Exchange.
Writing Lab: CCOT Practice.
□
Nov. 9/ Nov.
10
BW/CE/CD
CH. 17-18 READING QUIZ
Lecture/Discussion: The Slave Trade.
Writing Lab: CCOT Practice.
AP REVIEW SESSION
Nov. 11
Nov.
12/Nov.15
VETERAN’S DAY NO SCHOOL
STUDY TIME
UNIT AP STYLE (60 questions in 55 minutes) TEST,
Chapters 13-19. ALL CHARTS & CORNELL NOTEBOOKS
ARE DUE TODAY.
BW/CE/CD
Lecture/Discussion: The Ottoman Empire, The
Safavid Empire, The Mughal Empire.
WRITING LAB: DBQ Practice
BW/CE/CD
Lecture/Discussion: Japanese Reunification, Ming
Collapse, The Russian Empire.
EAST ASIA MAP REGION QUIZ.
□
□
Nov.
16/Nov.17
□
Nov. 18/Nov.
19
□
Nov. 22/Nov.
23
BW/CE/CD
READING QUIZ CH. 20-21
Lecture/Discussion: REVOLUTION! American, French,
Haitian.
Group Activity: Rewrite History. Act it out.
□
Nov. 24/
Nov. 29
BW/CE/CD
Lecture/Discussion: Industrial Revolution, Technology
WRITING LAB: Venn Diagram Activity
□
Nov. 24/Nov.
29
BW/CE/CD
READING QUIZ 22-23
Lecture/Discussion: IMPERIALISM. The Taiping
Rebellion.
LATIN AMERICA MAP REGION QUIZ.
Nov. 25/Nov.
26
Nov. 30/Dec.
1
THANKSGIVING HOLIDAY
NO SCHOOL
BW/CE/CD
Lecture/Discussion: The Building of Global Empires.
Timed Writing: What were the causes of the
development of new states in southern and inland
West Africa between 1750 and 1870? What role did
the West play in the establishment of these states?
□
ideas concerning women.
Read Ch. 18; do charts;
do chapter summary in
Cornell Notebook.1.5pg
Essay: Compare and
explain the reasons for
differences or similarities
between the European
colonies of North and South
America.
Read Ch. 19; do charts;
do chapter summary in
Cornell Notebook.1.5 Essay:
Describe capitalism and
mercantilism, and explain
their roles in the
development of the Atlantic
system. STUDY FOR YOUR
TEST!
Read Ch. 20; do charts;
do chapter summary in
Cornell Notebook.
11/1011/12
11/10/09
11/1811/19
11/1811/19
Read Ch. 21; do charts;
do chapter summary in
Cornell Notebook.1 pg
Essay: What did the Russian
and Qing Empires have in
common, and how did
these common features
affect the relationship
between the two?
Read Ch. 22; do charts;
do chapter summary in
Cornell Notebook.
3 pg. Essay: Discuss and
compare the course of the
American, the French, and
the Haitian revolutions and
analyze the reasons for and
significance of the different
outcomes of these three
revolutions.
Read Ch. 23; do charts;
do chapter summary in
Cornell Notebook.
11/2311/24
11/2911/30
11/3012/1
Read Ch. 24; do charts;
do chapter summary in
Cornell Notebook.
12/212/3
Read Ch. 25; do charts;
do chapter summary in
Cornell Notebook.
12/212/3
1.5 pg Essay: Compare the
women’s movements in the
United States and in Latin
America in the nineteenth
century.
Read Ch. 26; do charts;
do chapter summary in
Cornell Notebook.
□
Dec. 2 /Dec.
3
□
Dec. 6-Dec.
17
□
Dec. 7Dec. 17
□
Dec. 20,
2010Dec. 31, 2010
□
Jan. 3,
2011/Jan. 4
□
Jan. 5/Jan. 6
□
Jan. 7/Jan.
10
□
Jan. 11/Jan.
12
□
Jan. 13/
Jan.14
Jan. 17
BW/CE/CD
WEST AFRICA MAP REGION QUIZ.
Lecture/Discussion: Nationalism in Germany &
France, Women, Marxism & the Workers’ Movement.
Timed Writing: State and justify your position on the
effects of industrialization on the quality of life in
Europe from 1850-1900.
STUDY TIME SESSIONS OPEN ALL WEEK
AP MIDTERM REVIEW SESSION (MIDTERM: Chapters 126, 70 questions, 55 minutes)
STUDY FOR MIDTERM!
TBA
STUDY FOR YOUR MIDTERM!
Remember, ALL Cornell,
Charts are due the day of
YOUR midterm exam!
TBA
Midterms
(midterm review sessions otherwise)
No School
WINTER BREAK
Happy Holidays! 
Read Chapters 27, 28, 29, &
30. Do Cornell Notes; Do All
Charts. Yes, it CAN be done.
Do not procrastinate!
Remember your time
management!! We’re
almost done!! 
BW/CE/CD
2 pg. Essay: Describe and
READING QUIZ Ch. 27-30
analyze the causes and
Lecture/Discussion: Imperialism; The Scramble for
significance of the
Africa.
development of colonial
Timed Writing: How did imperialism affect the
administration in a particular
societies of Asia, Africa and Latin America?
colony in Africa, Southeast
EAST AFRICA MAP REGION QUIZ.
Asia or the Pacific.
BW/CE/CD
2 pg. Essay: Compare World
Lecture/Discussion: The Crisis of Imperial Order
War I with the Taiping
Timed Writing: What were the causes of World War I? Rebellion. Make sure to
Group: Around the World Activity
mention: technology and its
impact on warfare, the
effects of war on the role of
the state, and the effects of
war on society.
BW/CE/CD
2 pg. Essay: Compare and
Lecture/Discussion: Stalin Revolution, Depression,
analyze Napoleon,
Hitler’s Germany, Fascism
Mussolini, Hitler and Stalin.
Timed Writing: What are the advantages and
What were their goals?
disadvantages of state intervention in the economy What was their motivation?
on the basis of the historical experience of the
How did they get to hold so
industrialized nations in the period 1929-1949?
much power?
Group: Chain Reaction Activity
BW/CE/CD
1.5 pg. Essay: How and why
Lecture/Discussion: WWII; The Holocaust
did the social and political
Timed Writing: What were the causes of Japan’s
effects of the Depression
entry into WWII?
vary in different parts of the
Group: Cause/Effect Activity
world?
BW/CE/CD
Read Chapter 31. Do
Lecture/Discussion: Colonialism in Africa
Cornell Notes; Do All Charts
Timed Writing: How and why did the economies in
1.5pg. Essay: Compare the
Sub-Saharan Africa change during the period from
effects of the World Wars on
1900-1945? Are these changes best explained in
Africa, India and Latin
terms of internal or external causes?
America.
CENTRAL AFRICA MAP REGION QUIZ.
.
NO SCHOOL
1/3-1/4
1/6-1/7
1/111/12
1/131/14
1/181/19
1/271/28
□
Jan. 18/ Jan.
19
□
Jan. 20/
Jan. 24
□
Jan. 21
Jan. 25/ Jan.
26
BW/CE/CD
Reading Quiz Ch. 31
Lecture/Discussion: Cold War and Decolonization,
Arab-Israeli Conflict, Soviet Collapse, The End of the
Cold War
Timed Writing:
How did the Cold War affect Asian, African, and
Latin American Countries?
END OF SECOND GRADING PERIOD
BW/CE/CD
FULL WRITING LAB: CCOT practice, COMP & DBQ
Review.
NO SCHOOL
BW/CE/CD
READING QUIZ Ch. 32-33
Lecture/Discussion: Globalization. The Green
Movement.
WRITING LAB: DBQ
AP REVIEW SESSION
Read Chapter 32. Do
Cornell Notes; Do All Charts
1/271/28
Read Chapter 33. Do
Cornell Notes; Do All Charts
1.5pg. Essay: Compare the
impact of industrialization on
the environment and
human health in the
nineteenth century and in
the postwar twentieth
century.
1/271/28
STUDY FOR UNIT EXAM!
2/3-2/4
□
Jan. 27/
Jan. 28
STUDY FOR UNIT EXAM!
□
Jan. 31/
Feb. 1
□
Feb. 2/ Feb. 3
□
Feb. 4/ Feb. 7
□
Feb. 8/ Feb. 9
□
Feb. 10/ Feb.
11
BW/CE/CD
Review
WRITING LAB: Comparative
Read Chapter 5 in Cracking
the AP Exam.
□
Feb. 14/
Feb. 15
BW/CE/CD
Review
WRITING LAB: DBQ
Read Chapter 6 in Cracking
the AP Exam.
□
Feb. 16/ Feb.
17
BW/CE/CD
Review
WRITING LAB: DBQ
Read Chapter 7 in Cracking
the AP Exam.
□
Feb. 18-21
NO SCHOOL
Teacher Planning Day
□
Feb.22/ Feb.
23
BW/CE/CD
Review
WRITING LAB: DBQ
Read Chapter 8 in Cracking
the AP Exam.
□
Feb. 24/ Feb.
25
Read Chapter 9 in Cracking
the AP Exam.
□
Feb. 26
BW/CE/CD
Review
WRITING LAB: CCOT
A.P. EXAM REVIEW
School-wide MANDATORY Mock A.P. Exam, 7am, HS
Cafeteria
UNIT AP STYLE (70 questions in 55 minutes) TEST,
Chapters 27-33. ALL CHARTS & CORNELL NOTEBOOKS
ARE DUE TODAY.
Read Chapter 1 in Cracking
the AP Exam.
STUDY GROUP ASSIGNMENTS
Read Chapter 2 in Cracking
the AP Exam.
BW/CE/CD
Review; WRITING LAB: Comparative
FCAT WRITING
Read Chapter 3 in Cracking
the AP Exam.
Read Chapter 4 in Cracking
the AP Exam.
School-wide MANDATORY
Mock A.P. Exam, 7am, HS
Cafeteria
□
Feb. 28/ Mar.
1
BW/CE/CD
Review
WRITING LAB: CCOT
Read Chapter 10 in
Cracking the AP Exam.
□
Mar. 2/Mar.
3/ Mar. 4
BW/CE/CD
A.P. Review
WRITING LAB: COMPARATIVE/ DBQ
Read Chapter 11 in
Cracking the AP Exam.
□
Mar. 7/ Mar.
8
□
Mar. 9/ Mar.
10/ Mar. 11
(FCAT WRITING DAYS)
BW/CE/CD
Review
WRITING LAB: CCOT
BW/CE/CD
A.P. Review
WRITING LAB: CCOT/DBQ/COMP
Read Chapter 13 in
Cracking the AP Exam.
Mar. 14Mar. 18
Mar. 21/ Mar.
22
BW/CE/CD
AP Review: Around the World Activity
Print out the NOTES:
Foundations- 8000 BCE,
bring to class!
□
Mar. 23/ Mar.
24
BW/CE/CD
AP Review: Jeopardy
Print out the NOTES: 8000
BCE,-600BCE bring to class!
□
Mar. 25/ Mar.
28
BW/CE/CD
CCOT REVIEW
Peer Edit Activity
Print out the NOTES: 600
BCE,-1450CE bring to class!
□
Mar. 29/ Mar.
30
BW/CE/CD
DBQ Review
Peer Edit Activity
Print out the NOTES: 1450
CE,-1750CE bring to class!
□
Mar. 31/
Apr. 1
BW/CE/CD
Comparative Review
Peer Edit Activity
END OF THIRD GRADING PERIOD
Print out the NOTES: 1750
CE,-1914CE bring to class!
Apr. 4
Apr. 5/ Apr. 6
NO SCHOOL
BW/CE/CD
AP REVIEW: Five Corners
□
Apr. 7/
Apr. 8
BW/CE/CD
Practice Test 1
□
Apr. 11-Apr.
21
FCAT WEEKS
□
Apr. 25/ Apr.
26
BW/CE/CD
Practice Test 2
STUDY!
□
Apr. 27/ Apr.
28
BW/CE/CD
Practice Test 3
STUDY!
□
Apr. 29/
May 2
BW/CE/CD
Practice Test 4
STUDY!
□
May 3/ May
4
BW/CE/CD
Practice Test 5
STUDY!
□
May 5/ May
6
BW/CE/CD
Practice Test 6
STUDY!
□
□
SPRING BREAK
Read Chapter 12 in
Cracking the AP Exam.
Have fun! 
Print out the NOTES: 1914
CE,-Present bring to class!
STUDY!
□
May 9/ May
10
BW/CE/CD
Practice Test 7
STUDY!
□
May 11
BW/CE/CD
A.P. Chill Day! You’ve worked hard enough! 
DON’T STUDY TODAY! Go to
bed early tomorrow. Bring
breakfast for our potluck! 
□
May 12
□
May 13/ May
16
BW/CE/CD
Final Project: History of My Life Video Project
Handout & Rubric
□
May 17/ May
18
BW/CE/CD
Work on Project
Work on Project
□
May 19/ May
20
BW/CE/CD
Work on Project
Work on Project
□
May 23/ May
24
BW/CE/CD
Work on Project
Work on Project
□
May 25/
May 26
BW/CE/CD
Watch & Grade Projects
□
May 27
BW/CE/CD
Watch & Grade Projects
□
May 31- June
8
BW/CE/CD
FINAL EXAMS
STUDY!!!!
□
JULY, 2011
If you enrolled in another A.P. Class, lookout for the
A.P. Summer Orientation and the Summer Project
Lists.
E-mail me when you get
your score! 
A.P. WORLD HISTORY EXAM TODAY!
A.P. World History Test at
8am; Potluck Breakfast at
6:30am
In Mrs. Delgado’s room!
Work on Project
Return this page to Mrs. Delgado.
My signature below indicates that I have read and understood the Advanced Placement World
History Syllabus and Daily Assignments List in its entirety, given to me by Mrs. Delgado. I
acknowledge that Mrs. Delgado has the right to adjust the terms of this syllabus and Daily
Assignments List as needed. I understand, agree, and will comply with the classroom methods &
guidelines, rules, and expectations of Mrs. Delgado and the course stated herein. I also
understand, that any textbook supplied to me [my child] by the teacher belongs to the school
unless otherwise indicated and if the textbook is lost, stolen or damaged upon return to the
school, I agree that I am responsible for the FULL cost of the textbook.
I understand that this course is a Tier One University Level course (Harvard’s level) and it is my
[child’s] responsibility to:
- read the designated chapters before coming to class;
- do all the work assigned;
- attend study time sessions;
- get help early if the material is not understood;
- not procrastinate; and
- try my [their] best in this class.
I also understand that if I cheat in any way as stated in the syllabus, I will not only receive a zero
for that specific assignment but also a conduct grade of F for the nine weeks.
Student Name (please print) __________________________________________
Student Signature___________________________________________________
Parent/Guardian Name (please print)___________________________________
Parent/Guardian Signature____________________________________________
Dated_________________________