A.P. World History
2015 - 2016
Vista Del Lago High School
Mr. Messersmith
mmessers@fcusd.org
Course Description: In AP World History, you will develop a greater understanding of the evolution of
global processes and contacts including interactions over time. The course highlights the nature of changes
in global frameworks and their causes and consequences, as well as comparisons among major societies.
The course imposes a heavy reading and writing load throughout the year, and the demands on students are
equivalent to a full-year introductory college course.
The course, which adopts the periodization approach to analyzing global events and interactions from the
foundations of history to the present, is designed to challenge students to become “owners” and creators of
independent ideas by maintaining a student-centered classroom environment. One goal for the course is to
provide an engaging and rigorous curriculum that motivates students. The long-term objective is for
students to demonstrate an understanding of how the big picture of world history assists in understanding
the complexities of today’s global arena.
We will use the following AP World History themes throughout the course to identify the broad patterns
and processes that explain change and continuity over time. Students will also learn to analyze the
processes and causes involved in these continuities and changes. Each of the five themes will receive
approximately equal attention over the course of the term.
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
Recommended Materials: Homework or in-class assignments are to be done in blue or black ink on
white, college ruled paper only. Colored inks or colored paper is not acceptable. Students will need to redo any assignment turned in using unacceptable materials or no credit will be given. Accurate and neat
organization is necessary for maximum credit. Every student needs to do their best to obtain the following
supplies:
1.
2.
3.
Two black/blue ink pens
A 150 count notebook, 8 ½ X 11 – white college-ruled paper.
A highlighter (any color).
Course Objectives:

Students will be prepared for the Advanced Placement World History Exam.

Students will study selected historical themes and the context and significance of select interpretive
questions.

Students will be trained to analyze and interpret primary sources, including documentary material,
maps, statistical tables, and pictorial and graphic evidence of historical events.

Students will learn how to approach history critically and be able to analyze and evaluate competing
sources of historical information.

Students will be able to express themselves with clarity and precision and know how to cite sources
and credit the phrases and ideas of others.

Students will practice test-taking skills, including how to successfully take timed exams.

Students will learn to take effective notes from both printed materials and lectures.
Course Planner: AP World History is the equivalent of a college-level survey course in world history.
Like college students, you are expected to read the assigned pages in the textbook as listed in the unit
calendars and take notes in the charts and types of graphic organizers provided by the teacher. In designing
this course, the College Board aimed to help you gain the higher-order thinking skills you will need to be
successful in college. For example, almost every day in class we will analyze primary sources both texts
and visuals. This primary source analysis will help you directly with the tasks required for the DocumentBased 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.
A second important habit you will develop over the year is assessing issues of change and continuity over
time, including the capacity to deal with change as a process and with questions of causation. You will be
keeping track of changes in history through the annotated timelines and maps you will construct both in
class and for homework in all five units. Moreover, these timelines and maps will help you see 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. This skill will be especially
useful for writing the Change and Continuity over Time (CCOT) essay on the AP World History Exam and
often is a major focus in upper-level college courses in the social sciences as well as in the discipline of
science.
We will occasionally do simulations and/or debates that challenge you to address questions about human
commonalities and differences and the historical context of culturally diverse ideas and values. As high
school students, you have already developed the skill of comparison. You will improve that skill by
practicing comparing within and among societies, including comparing societies’ reactions to global
processes. On all of the graphic organizers, annotated timelines, and annotated maps you create there will
be directions to write a thesis statement that generalizes the data you presented. An easy thesis statement
can be simply a comparison, a statement of the similarities and differences. One of the essays you will
write on the AP World History Exam in May is the Comparative essay, so this skill is extremely important
for you to improve.
Although the timeline differs between the Fall and Spring Terms, three weeks are usually taken up by
testing and school activities each term. On average, we study a chapter every two days of dedicated class.
We will spend the first six weeks of the course covering the time period between 8000 bce and 600 ce, then
six weeks for 600–1450, six weeks for 1450–1750, six weeks for 1750–1914, and six weeks for 1914–
present. Change and continuity are addressed throughout the course across each unit. Each unit draws from
the five overarching themes: (1) interactions between humans and the environment; (2) development and
interaction of cultures; (3) state-building, expansion, and conflict; (4) creation, expansion, and interactions
of economic systems; and (5) development and transformation of social structures. Each theme receives
approximately equal attention. Global coverage is balanced throughout the course.
Unit I: Foundations: circa 8000 B.C.E—600 C.E. (6 weeks)
Bentley, Chapters 1-12
1.
2.
3.
4.
5.
6.
7.
8.
Before History
 Evolution of Homo Sapiens
 Paleolithic society
 The Neolithic Era and the Transition to Agriculture
Early Societies in Southwest Asia and the Indo-European Migrations
 The Quest for Order
 The Formations of a Complex Society and Sophisticated Cultural Traditions
 The Broader Influence of Mesopotamian society
 The Indo-Europeans Migrations
Early African Societies and the Bantu Migrations
 Early Agricultural Society in Africa
 The formation of Complex societies and Sophisticated Cultural Traditions
 Bantu Migrations and Early Agricultural Societies of Sub-Saharan Africa
Early Societies in South Asia
 Harappan Society
 The Indo-European Migrations and Early Aryan India
 Religion in the Vedic Age
Early Society in East Asia
 Political Organization in Early China
 Society and Family in Ancient China
 Early Chinese Writing and Cultural Development
 Ancient China and the Larger World
Early Societies in The Americas and Oceania
 Early Societies of Mesoamerica
 Early societies of south America
 Early Societies of Oceania
The Empires of Persia
 The Rise and Fall of the Persian Empires
 Imperial Society and Economy
 Religions of salvation in Classical Persian Society
The Unification of China
 In Search of Political and Social Order
 The Unification of China
 From Economic Prosperity to Social Disorder
9.
State, Society and the Quest for Salvation in India
 The Fortunes of Empire in Classical India
 Economic Development and Social distinctions
 Religions of Salvation in Classical India
10. Mediterranean Society: The Greek Phase
 Early Development of Greek Society
 Greece the Larger World
 The Fruits of Trade: Greek Economy and Society
 The Cultural Life of Classical Greece
11. Mediterranean Society: The Roman Phase
 From Kingdom to Republic
 From Republic to Empire
 Economy and Society in the Roman Mediterranean
 The Cosmopolitan Mediterranean
12. Cross-Cultural Exchanges on the Silk Roads
 Long Distance Trade and the Silk Roads Network
 Cultural and Biological Exchanges Along the Silk Roads
 China After the Han Dynasty
 The Fall of the Roman Empire
Unit II: 600 C.E.—1450 (6 weeks)
Bentley, Chapters 13-22
13: The Commonwealth of Byzantium
 The Early Byzantine Empire
 Byzantine Economy and Society
 Classical Heritage and Orthodox Christianity
 The Influence of Byzantium in Eastern Europe
14: The Expansive Realm of Islam
 A Prophet and His World
 The Expansion of Islam
 Economy and Society of the Early Islamic World
 Islamic Values and Cultural Exchanges
15: The Resurgence of Empire in East Asia
 The Restoration of centralized Imperial Rule in China
 The Economic Development of Tang and Song China
 Chinese Influence in East Asia
16: India and the Indian Ocean Basin
 Islamic and Hindu Kingdoms
 Production and Trade in the Indian Ocean Basin
 The Meeting of Hindu and Islamic Traditions
 Islam and Its Appeal
17: The Foundations of Christian Society in Western Europe
 The Quest for Political Order
 The Formation of Christian Europe
18: Nomadic Empires and Eurasian Integration
 Turkish Migrations and Imperial Expansion
 The Mongol Empires
 After the Mongols
19. States and Societies of Sub-Saharan Africa
 Effects of Early African Migrations
 Islamic Kingdoms and Empires
20: Western Europe during the High Middle Ages
 The Establishment of Regional States
 Economic Growth and Social Development
 European Christianity During the High Middle Ages
 The Medieval Expansion of Europe
21: Worlds Apart: The Americas and Oceania
 States and Empires in Mesoamerica and North America
 States and Empires in South America
 The Societies of Oceania
22: Reaching Out: Cross-Cultural Interactions
 Long-Distance Trade and Travel
 Crisis and Recovery
 Exploration and Colonization
Unit III: 1450—1750 (6 weeks)
Bentley, Chapters 23-28
23: Transoceanic Encounters and Global Connections
 The European Reconnaissance of the World's Oceans
 Trade and Conflict in Early Modern Asia
 Commercial Rivalries and the Seven Years' War
24: The Transformation of Europe
 The Fragmentation of Western Christendom
 The Consolidation of Sovereign States
 Early Capitalist Society
 Science and Enlightenment
25: New Worlds: The Americas and Oceania
 Colliding Worlds
 Settler Colonies in North America
 Europeans in the Pacific
26: Africa and the Atlantic World
 African Politics and Society in Early Modern Times
 The Atlantic Slave Trade
 The African Diaspora
27: Tradition and Change in East Asia
 The Quest for Political Stability
 Economic and Social Changes
 The Confucian Tradition and New Cultural Influences
 The Unification of Japan
28: The Islamic Empires
 Formation of the Islamic Empires
 Imperial Islamic Society
 The Empires in Transition
Unit IV: 1750—1914 (4 weeks)
Bentley, Chapters 29-32
29: Revolutions and National States in the Atlantic World
 Popular Sovereignty and Political Upheaval
 The Influence of Revolution
 The Consolidation of National States in Europe
30: The Making of Industrial Society
 Patterns of Industrialization
 Industrial Society
 Global Effects of Industrialization
31: The Americas in the Age of Independence
 The Building of American States
 American Economic Development
 American Cultural and Social Diversity
32: Societies at Crossroads
 The Ottoman Empire in Decline
 The Russian Empire Under Pressure
 The Chinese Empire Under Siege
Unit V: 1914—the present (6 weeks)
Bentley, Chapters 33-40
33: The Building of Global Empires
 Foundations of Empire
 European Imperialism
 The Emergence of New Imperial Powers
 Legacies of Imperialism
34: The Great War: The World in Upheaval
 The Drift Toward War
 Global War
 The End of the War
35: An Age of Anxiety
 Probing Cultural Frontiers
 Global Depression
 Challenges to the Liberal Order
37: New Conflagrations: World War II
 Origins of World War II
 Total War: The World Under Fire
 Life During Wartime
 Neither Peace Nor War
38: The Bipolar World
 The Formation of a Bipolar World
 The End of the Cold War
39: The End of Empire
 Independence in Asia
 Decolonization in Africa
 After Independence: Long-term Struggles in the Post- Colonial Era
40: A World without Borders
 Economic Growth in Asia
 Cross-Cultural Exchanges and Global Communications
 Global Problems
 Crossing Boundaries
AP World History Exam: Thursday May 12, 2016
Expectations: Be respectful! Show respect to everyone and everything in the classroom. Leave a negative
attitude at the door. In particular, please respect others’ opinions (which does not mean that you have to
agree with them). If you show disrespect in any way when a substitute is in the class you will be
suspended from class upon my return.
Be prepared to succeed! Always give your best effort on all class assignments and activities, they are
opportunities to learn, achieve, and grow. Arrive prepared to discuss any assigned readings. Homework,
reading and projects should be done before coming into class. Be sure you bring all of your daily-required
materials. Use your break time wisely; you only get ONE restroom pass per semester.
Be an example! All students are expected to behave in an appropriate manner. Those who do not can
expect fair, consistent, and natural disciplinary consequences for their inappropriate actions or attitudes.
Typical consequences include but are not limited to warnings, detentions, and referrals to administration,
parent phone calls, parent conferences, behavior contracts, and even expulsion from the class. No gum,
food or drink, except water, may be consumed in the classroom without permission. Electronic devices
taken during class will be given to the office.
Be a person of integrity! Remember that your personal honor is a very precious and important part of
who you are as an individual. While students are encouraged to help each other and work together,
cheating will not be tolerated. Cheating occurs whenever a student attempts to take credit for someone
else’s effort. For definitions of behaviors that are considered cheating and their consequences refer to the
Vista del Lago Academic Integrity Contract.
Grading: The course will be divided into 5 units of instruction. Each week students will be required to
read between one and three chapters of their textbook, Traditions & Encounters, and complete a reading
assignment in the form of an outline, reading guide, interactive journal, study guide or practice test. For
each unit, students will also be required to read selected writings from class readers and select primary
sources. Assessment for this will vary depending on the topic, but may include quizzes, short writing
assignments or chapter tests.
A five-answer, multiple-choice test will be given approximately every three weeks over the previous unit.
All unit exams will be 70 questions in length. This approach closely approximates the format of the
multiple-choice portion of the AP World History exam.
Students will also be required to write an in-class AP World History style essay for each unit. The essay
prompts will be previously asked AP World History essay questions, and will be timed according to A.P.
World standards. Essays will alternate between document based questions (DBQ), Continuities and
Changes over time (CCOT), and Comparative. Essays will be graded on the 4 point AP World History
grading scale. The following chart shows how the Rubrics point values point values will be converted into
a grade on the 4-point scale.
9-8= 4.3
7=4
6 = 3.7
5= 3
4 = 2.3
3=2
2 = 1.7
1=1
0 = 0.
Both formative and summative assessments will be used for gathering and reporting student achievement.
Formative assessments (classwork, homework, etc.) are used for practice, skill development and guiding
instruction; they will be assessed and recorded to inform parents of the student’s progress, and will makeup 30% of your overall grade. Summative assessments (quizzes, unit exams, timed writes) are used as a
final measure of student learning at the end of a period of instruction (like a unit or grading period); they
will make up 70% of your grade. Grades are calculated by the relative weight given to each category.
Grades will be posted regularly in class and on Power School. Students failing to achieve mastery on any
summative exam may schedule a re-test, if done within 2 days of receiving the results of the original exam.
Students who have achieved a score of 2 or better on all work from that unit, may then take a re-test. Only
one re-test will be allowed for any summative assessment, assessments taken during the mid-terms or finals
period may not be re-tested.
Grading Category Weights
Unit Exams
Timed Writes
Quizzes
40%
30%
30%
All student work will be graded on a 4 point grading scale. See grading definitions below.
Letter
Grade
Earned
Equivalent
Percentage
Equivalent Rubric
Score
Percentage
Cutoff
Calculation in
Powerschool
Gradebook
Performanc
e Level
Descriptor
A+
97%-100%
4.3
102%
Advanced
A
93%-96%
4.0
95%
The student has advanced knowledge and
skills and is able to demonstrate
sophisticated application in new contexts and
exemplary work.
A-
90%-92%
3.7
88%
B+
87%-89%
3.3
82%
Advanced
Proficient
B
83%-86%
3.0
75%
BC+
80%-82%
77%-79%
2.7
2.3
68%
62%
C
73%-76%
2.0
55%
The student has an advanced-proficient
understanding of grade level content and is
able to demonstrate and apply this
consistently.
The student is able to demonstrate grade
level skills and understanding with minor
mistakes and omissions.
The student has a basic understanding of
content but requires further assistance or
study to meet proficient level.
C-
70%-72%
1.7
48%
D+
67%-69%
1.3
42%
D
65%-66%
1.0
35%
F
Below 65%
0
0
You will see the above
rubric score reflected in
Powerschool.
Assignments and tests
assessed on a point
basis are converted to a
rubric score. Most
assignments will be
graded with individual
rubrics. Refer to those
rubrics to understand
the grade earned and
the equivalent
percentage and letter
grade earned on these
assignments.
You will see the
above calculation in
Powerschool. This is
not the percentage
you earned on
assignments nor is
it a representation
of your overall
grade; it is a
computer
calculation to let
you know how close
you are to the next
letter grade.
You will
see the
above
letter
grade in
Powerschool and
is reflected
as your
overall
grade.
You will not
see the above
percentage
grade in
Powerschool
for tests and
assignments
graded on a
percentage
basis.
Proficient
Basic-working
towards
proficient
Below Basic
Far Below
Basic
The above
descriptors
represent your
performance
level on skills
and concepts.
Student demonstrates limited understanding
of concepts and skills and is not ready to
move on to next level.
Student has failed to demonstrate skills or
understanding of content.
The above descriptor defines your grade
level performance on skills and concepts.
Film Clips: In conjunction with many of the units, I may at times show short clips from various films as a
way to enhance students’ understanding of many perspectives of World history. The films designated are
either Not Rated, PG, PG-13 or R, calling for parental guidance. Clips from the following films may be
shown:
Troy
PG-13 (Ancient Greece)
Cromwell
NR (English Civil War)
Mountains of the Moon NR (Colonialism )
The Last Samurai
R (Meiji Reformation)
Zulu
NR (Colonialism)
Gandhi
PG-13 (Nationalism)
Paths of Glory
NR (WW I)
Saving Private Ryan
R (WWII)
For films on the above list, parent signature at the conclusion of this document will warrant permission for student
viewing. Parents: please feel free to contact me if you have any concerns about your student viewing clips from
these films.
Late Work: I expect students to demonstrate responsibility by meeting all deadlines for assigned work.
Missing deadlines will hinder your probability of success in this course. No credit will be given for late
work, except in the case of excused absences. All work is considered late if it is not ready to hand in at
the beginning of the period. Students who miss class with a valid excuse will be allowed to make up
missed work for full credit, subject to Vista’s late work policy.
Extra Credit: Will be available as Historical Novel Response book reviews and/or selected film reviews.
Forms may be found and downloaded from Schoolwires. It is the student’s responsibility to receive
approval on any book or movie chosen to be reviewed before they begin. Acceptable books include
biographies, historical fiction or other texts that relate to the course content. HNR’s and/or movie
responses may be turned in for a maximum of twenty points per semester, applied to the quiz category.
Academic Dishonesty: All Vista students are expected to adhere to the rules of responsible scholarship,
requiring student grades to be earned honestly through hard work and good study habits. Students who
violate Vista del Lago Academic Integrity Contract will be suspended or assigned Saturday School and
required to complete an assigned project on the consequences of academic and workplace dishonesty. The
student will receive a lowered citizenship grade in that class which may impact the student’s ability to
participate in extracurricular activities, including athletics and school events. All teachers will be notified
and a notation will be made in the student’s record. In addition, the student will be expected to complete
and resubmit the assignment or test, which will be considered late and subject to Vista’s late work policy.
Powerschool: All parents and students are strongly encouraged to use Powerschool to keep up to date on class
activities. For this class you can use it to view your grades, get class updates, see class calendars, check standards
we are covering, and in some instances get missed work from an absence, etc. Information about Powerschool and
how to access it will be distributed during the first few weeks of school.
Hats: As a sign of respect, all head covering will be removed upon entering the classroom. You will be
reminded once and upon a second violation the head piece will be confiscated and returned at the end of the
day.
Tardy Policy: Tardiness is not acceptable. It disrupts class, is unfair to students who are on time, reflects
negative attitude toward the instructor and develops a habit which could make future employment and
academic success difficult. Students who are not in their assigned seats when the bell rings are considered
to be late. The consequences for the first three violations will be based on the classroom policy of the
individual teacher.
4th late Detention, Lunch or Classroom Work Service (15 minutes minimum)
Parent contact by teacher
5th late Detention, Lunch or Classroom Work Service (30 minutes minimum)
Parent contact by teacher
6th late Detention, Lunch or Classroom Work Service (50 minutes)
Parent contact by teacher
7th late Saturday School—lowered citizenship grade
Student/Parent conference with administrator
8th late Saturday School—lowered citizenship grade
Student/Parent conference with administrator
9th late Referral to Student Attendance Review Team (SART)
Parent and Student Contract
No Shows to detention, lunch or classroom work service will increase penalty to the next level.
Contacting Me: I am available before school, during advisory, and after school if you need any help. You
must arrange an appointment ahead of time for scheduling purposes. I can be contacted at 294-2410 ext.
410365 and at mmessers@fcusd.org I typically respond to all messages received before 3:00 p.m. that same
day.
Texts:
Traditions & Encounters, by Jerry H. Bentley and Herbert F. Ziegler, Boston: McGraw Hill; 4th ed., 2008.
Student resources for textbook available at: http://glencoe.mcgraw-hill.com/sites/2222555555/
A variety of other primary and secondary sources will be used during the course
AP World History – The Fine Print
Carefully read each of the following statements. Initial each item in the space provided.
_____ I have read the course expectations and understand that every section pertains to me; I know that I
will be held directly and immediately accountable for my actions should I choose to violate any
provisions.
_____ I understand that I will be marked tardy if I am not in my seat, writing in my planner/notebook when
the bell rings.
_____ I will do all of my own work. I understand that if I am caught cheating, I will be held accountable
to Vista’s Academic Integrity Policy.
_____ I am responsible for getting missed work on the next school day. I will use both the teacher
webpage and classmates to help me stay up to speed while I am out.
_____ I will make sure both my parents and I are activated on the Power School Portal for communication
throughout the term.
This summary is meant to highlight some of the key points from the course expectations. Please read the
entire course expectations for more details about AP World History. Return this completed and signed
document to Mr. Messersmith by the third day of class
.
I have read, understood, and will abide by all of the provisions of the entire AP World History course
expectations. I have shared this with a parent or guardian.
Student Name: __________________________________________
Student Signature: _______________________________________
Parent/Guardian Name: ___________________________________
Parent/Guardian Signature: ________________________________
Parent phone # _______________________________________
Block _______