Southmoore High School 2015-2016
Mrs. Schawann McGee
AP WORLD HISTORY SYLLABUS
COURSE OVERVIEW
The AP World History course has two purposes that are linked to each other. The first purpose is to present the world’s history from
a global perspective demonstrating the evolution and development of the world’s leading societies by examining in detail the
interactions and resultant consequences for these societies throughout time. The element of time, or periodization, is critical in this
examination. It forms the framework for organizing and dealing with change and continuity in history. The periodization used in this
course, delineated in the chart below, mirrors the periodization recommended by the College Board. Also noted below in the chart
is a breakdown of the approximate school year time allotted for each time period.
Period
Title
Date Range
School Year Chronology
1
Technological and Environmental Transformations
2.5 million B.C.E – 600 B.C.E.
~ 2 weeks
2
Organization and Reorganization of Human Societies
600 B.C.E. – 600 C.E.
~ 3 weeks
3
Regional and Trans-regional Interactions
600 C.E. - 1450
~ 7 weeks
4
Global Interactions
1450 - 1750
~ 7 weeks
5
Industrialization and Global Integration
1750 - 1900
~ 7 weeks
5
Accelerating Global Change and Realignments
1900 - Present
~ 7 weeks
A second critical component to accomplishing the first stated purpose is the use of thematic organizing principles which provide
opportunities for comparisons over time. The themes used in this course reflect the recommendations of the College Board and
receive approximately equal attention throughout the length of the course. The five themes are:
1. Interactions between humans and the environment;
2. Development and interaction of cultures;
3. State-building, expansion, and conflict;
4. Creation, expansion, and interaction of economic systems;
5. Development and transformation of social structures.
The second purpose of this course is to assist the student in developing the skills necessary to be successful on the College Board’s
AP World History exam given each May. These skills, also known as historical thinking skills, are:
1. Crafting historical arguments from historical evidence;
2. Chronological reasoning;
3. Comparison and contextualization;
4. Historical interpretation and synthesis;
A more detailed description of the themes and thinking skills is available at the College Board AP web site for students at
http://www.collegeboard.com/student/testing/ap/about.html.
There are several methods used in developing the historical thinking skills during the course. The first is a form of comparative
historical analysis using a grid format. Generally the chronology is categorized vertically and the relevant themes are categorized
horizontally. This format is used for analysis of societal leaders, conflicts, and most especially for change analysis and societal
comparisons. Documents are analyzed for point of view, context, and bias. Geophysical environment and spatial relationships are
clarified through the use of maps.
Another method is the frequent use of essays in the form of DBQs, which include maps and photographs, and change over time and
comparison questions. Each chapter assessment includes AP format multiple choice questions. Development of essay writing skills
takes place in stages. Initially, the essays are assigned to be done outside of class allowing the student to become comfortable with
the formats and develop the skills required under less threatening circumstances. As the time for the exam approaches, the number
of essays required increases. As we progress, the essays will be required to be done in class to incorporate the time constraint
present in the AP exam.
If the two purposes of the AP World History course are achieved, then the result should be the ability to demonstrate an
understanding of world history’s big picture and how that helps the individual understand today’s world. As the world becomes
increasingly globalized, this ability becomes more critical to the general survivability of human beings individually, and as a species.
PRIMARY TEXT
Strayer, Robert W. Ways of the World: A Global History with Sources for AP. 2 nd Ed. Boston, MA: Bedford/St. Martin’s, 2013.
DOCUMENT READERS, PRIMARY AND SECONDARY SOURCES, AND ADDITIONAL
READINGS
Wood, Ethel. AP World History: An Essential Coursebook. 2nd Ed. Germantown, NY: Woodward Publications, 2011.
Stearns, Peter N. et al. World Civilizations: The Global Experience (5th Ed.), 2009.
Ames, Roger T., and Rosemont Jr., Henry. The Analects of Confucius: A Philosophical Translation. New York: Ballantine Publishing
Group, 1998.
Blunden, Caroline, and Elvin, Mark. Cultural Atlas of China. Revised ed. Abingdon, England: Andromeda Oxford Limited, 1998.
Cleary, Thomas. Code of the Samurai: A Modern Translation of the Bushido Shoshinsu of Taira Shigesuke. Boston: Tuttle Publishing,
1999.
Davis, Roger J., and Ikeno, Osamu, ed. The Japanese Mind: Understanding Contemporary Japanese Culture. Rutland, Vermont: Tuttle
Publishing, 2002.
De Barry, William Theodore, and Lufrano, Richard. Sources of Chinese Tradition: From 1600 through the Twentieth Century. 2nd ed.
Vol. II. New York: Columbia University Press, 2000.
Diamond, Jared. Guns, Germs and Steel: The Fates of Human Societies. New York: W.W. Norton & Company, 1999.
Ebrey, Patricia Buckley. Chinese Civilization: A Sourcebook. 2nd ed. New York: The Free Press, 1993.
Gordon, Andrew. A Modern History of Japan from Tokugawa Times to the Present. New York: Oxford University Press, 2003.
Kurlansky, Mark. Salt: A World History. Reprint ed. New York: Penguin Group, 2003.
McComb, David, ed. Annual Editions: World History. 7th ed. Vol. I & II. Guilford, CT: McGraw-Hill/Duskin, 2002.
Pomeranz, Kenneth, and Topik, Steven. The World That Trade Created: Society, Culture, And the World Economy, 1400 to the Present
(Sources and Studies in World History). 2nd ed. New York: M.E. Sharpe, 2005.
Sherman, Dennis, et al, ed. World Civilizations: Sources, Images, and Interpretations. 4th ed. Vol. 1 and 2. New York: McGraw-Hill,
2006.
Course Planner
To be able to cover the entire curriculum the course will be broken down into units of study based on time periods guided by our
textbook. Students should note that this course curriculum also requires global coverage of all major areas of the world.
Approximate equal time will be spent on the study of Africa, the Americas, Asia, Oceania and Australia, and Europe with no more
than 20% of the course focused on Europe. For every unit of study students will be asked to examine historical evidence from
diverse sources including written documents, maps, images, quantitative data and works of art and analyze primary sources. For
every unit of study students will be asked to examine and discuss differing historical interpretations or viewpoints for an event or
issue of that time period. Also, students will be introduced to the three types of essays utilized by the College Board for World
History; the Comparative essay, the Continuity and Change-Over-Time essay (CCOT) and the Document Based Question essay (DBQ).
Students will practice their writing skills throughout the course until they are proficient in all three styles.
Period One: Technological and Environmental Transformations to 600 B.C.E.
8 class days (5%)
Textbook Correlation= Chapters 1-2
Key Concept 1.1 Big Geography and the Peopling of the Earth
Key Concept 1.2 The Neolithic Revolution and Early Agricultural Societies
Key Concept 1.3 The Development and Interactions of Early Agricultural, Pastoral and Urban Societies
Period Two: Organization and Reorganization of Human Societies, 600 B.C.E. – 600 C.E.
23 class days (15%)
Textbook Correlation= Chapters 3-6
Key Concept 2.1 The Development and Codification of Religious and Cultural Traditions
Key Concept 2.2 The Development of States and Empires
Key Concept 2.3 Emergence of Transregional Networks of Communication and Exchange
Period Three: Regional and Transregional Interactions, 600 C.E. to 1450
30 class days (20%)
Textbook Correlation: Chapters 7-12
Key Concept 3.1 Expansion and Intensification of Communication and Exchange Networks
Key Concept 3.2 Continuity and Innovation of State Forms and Their Interactions
Key Concept 3.3 Increased Economic Productive Capacity and Its Consequences
Period Four: Global Interactions, 1450-1750 (20%)
30 class days (20%)
Textbook Correlation: Chapters 13-15
Key Concept 4.1 Globalizing Networks of Communication and Exchange
Key Concept 4.2 New Forms of Social Organization and Modes of Production
Key Concept 4.3 State Consolidation and Imperial Expansion
Period Five: Industrialization and Global Integration, 1750-1900
30 class days (20%)
Textbook Correlation: Chapters 16-19
Key Concept 5.1 Industrialization and Global Capitalism
Key Concept 5.2 Imperialism and Nation State Formation
Key Concept 5.3 Nationalism, Revolution and Reform
Key Concept 5.4 Global Migration
Period Six: Accelerating Global Change and Realignments, 1900 to Present
30 class days (20%)
Textbook Correlation: Chapters 20-23
Key Concept 6.1 Science and the Environment
Key Concept 6.2 Global Conflicts and Their Consequence
Key Concept 6.3 New Conceptualizations of Global Economy, Society and Culture
Review for AP World History Exam: 12 class days
AP World History Exam: Thursday, May 12, 2015
Course Assignments, Activities and Evaluations
Assignments, activities and evaluations used throughout the year may include but not be limited to the following:
1. Lecture: I will lecture on specific, detailed content to enhance what you read in the text.
2. Maps: Students will create several historical maps for each unit of study.
3. Timelines: Students will create annotated timelines for each unit of study to track changes over time.
4. Cornell/Two-Column Notes: Students will take Cornell Notes for each assigned reading.
5. Identifications: Students will identify the importance of people, places and events from their reading.
6. Quizzes: Quizzes will be given over the assigned readings from the textbook.
7. Debates and Mock Trials: These activities will help us better understand differing historical interpretations.
8. Class Discussions: Students will be asked to participate in various forms of discussion for different purposes such as retention,
clarification and review of information, hearing differing viewpoints and interpretations, and categorizing and comparison.
Discussion may take forms such as Socratic Seminar, Fishbowl, Inner-Outer Circle, Roundtable, Jigsaw, etc.
9. Document Analysis: We will be examining various primary sources throughout the course. We will use SOAPPSTone, OPTICS,
APPARTS, and other formats.
10. Graphic Organizers: Students will be asked to make mental maps or organization charts for the information learned in class.
Most of these charts will be used to compare societies or show change/continuity over time.
11. Notebooks: Students are asked to keep a binder that contains all assignments and evaluations from the class. Students should
use these notebooks to study for exams.
12. Exams: An exam will be given for every unit of study and for each semester. The exams may up to 70 multiple choice
questions. You will have 55 minutes to complete each exam.
13. Essays: Students will learn how to successfully write the three types of essays required for AP World History; the
Comparative, the Change and Continuity over Time (CCOT), and the Document Based Question (DBQ).
*Students will be introduced to and assigned these types of essays throughout the course. Essays will be graded using the
College Board Rubrics for AP World History.
Grading Policy
In accordance with district guidelines concerning grading, the following grading scale will be used:
90-100%=A, 80-89%=B, 70-79%=C, 60-69%=D, 0-59%=F
Student’s percentage grades will be determined by a weighted system as follows:
Daily Assignments and Homework = 25%
Reading Quizzes = 25%
Exams and Essays = 35%
Semester Exam = 15%
Late Work: Assignments turned in one day late will receive only 75% of the earned credit for that assignment. Assignments turned
in two or more days late will receive no credit.
Extra Credit: Extra Credit may be earned once for the semester by completing an independent study project or paper. Please see
Mrs. McGee personally to discuss ideas for such a project. Extra Credit will be due two weeks before the end of the semester. Extra
Credit shall not exceed 5% of your semester grade.
Class Materials
Students will need to bring the following to class everyday:
1. Writing utensils (pen, pencil, highlighter)
2. Textbook with a book cover
3. Notebook (3-ring, 1-2” binder with 7 dividers)
4. Notebook paper
Besides these supplies, I ask that each student bring one box of facial tissue for the classroom. Hand sanitizer is also appreciated.
Classroom Rules/Student Responsibilities
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Be punctual.
Be prepared.
Be respectful; Respect the rights, property, and person of all classmates and all teachers.
Be our best self!
Student Consequences
1. Verbal warning
2. Student/teacher conference
3. Parent contact.
4. Office referral
Tardiness and Absences
School policy will be followed concerning tardiness and absences. District policy requires a failing grade to be given to any student
upon his/her eleventh absence. Two unexempt tardies equals one absence. If a student is five minutes or more tardies to class, the
student is counted absent. Also, please remember in the event of an absence it is the student’s responsibility to get any make-up
work. You will find make-up assignments written on the agenda on online on the class website.
Classroom Procedure
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Each student must keep a notebook. Your notebook should be organized by historical period of study. In the front of your
notebook place this syllabus. Then you need a tab for “Writing” and then one for each of the 6 Units.
Students should put their first and last name, their hour, and the date in the upper right-hand corner of each assignment.
No hall passes will be given. Don’t even ask.
There is to be absolutely no talking during announcements.
Students should always monitor their voice levels and match them to the activity at hand. When I give you a quieting cue
or ask you to be quiet, you are to stop talking immediately.
During group learning activities all desks must be touching.
All assignments will be written in complete sentences unless other directions are given.
The teacher, not the bell, dismisses the class. We will not exit the room until all trash has been disposed.
*A special note about plagiarism: Copying someone else’s work and passing it off as one’s own is wrong. It is stealing and is
obviously not permitted. Any student caught “cheating” on an assignment, exam, or essay will receive a zero for that assignment.
I will be greatly disappointed to witness this in our class. Respect yourself enough not to do it.
If you need to contact me, you can reach me
by phone at Southmoore at 735-4900
by e-mail at chasitymcgee@mooreschools.com
or visit my website through the Southmoore High School homepage.
For more information about the Advanced Placement Program go to www.collegeboard.com/ap.
Please keep this course syllabus in your notebook for the entire year along with your AP 3-ring Binder.
Dear parent or guardian,
I would like to take this opportunity to welcome you to the 2015-2016 school year. I have great expectations for an exciting
year. I hope all of my students find this AP World History course to be a wonderful learning experience. Please understand that this
is an Advanced Placement course. Your student will have the opportunity at the end of the course to take the national World
History AP Exam offered by the College Board in order to receive college credit. It is a very challenging exam and the course is
demanding. Expect your student to have at home reading and writing, a variety of homework, or projects to complete almost every
night and weekend. I encourage you to browse the Advanced Placement information for World History on the College Board’s
website www.collegeboard.com/ap
If you have questions or concerns regarding your child’s academic progress or behavior, please contact me by phone before
school, after school, or during my planning period, 9:17-10:18. Please also remember that you can check your student’s grades on
Parent Portal provided by the school district. Additional information and announcements regarding this class can also be found
weekly at my webpage.
Sincerely,
Mrs. Schawann McGee
Thank you for taking the time to read this course information. Please return this signature page by Wednesday, August 26th.
If you need to contact me, you can reach me
by phone at Southmoore at 735-4900
by e-mail at chasitymcgee@mooreschools.com
or visit my website through the Southmoore High School homepage.
For more information about the Advanced Placement Program go to www.collegeboard.com/ap.
I have read and understand the course information, classroom procedures, and classroom rules for this AP World History class. I
also understand the consequences if I choose to disobey the rules or not fulfill my academic requirements.
_________________________________________
Student signature
___________________
Date
I have read and understand the course information, classroom procedures, and classroom rules for this AP World History class. I
also understand the consequences my son/daughter will face should he/she choose to disobey the rules or not fulfill their academic
requirements.
I am aware that I can check my student’s grade on Parent Portal provided by the school district.
______________________________________
Parent /Guardian signature
____________________
Date