AP World History
Mr. Tormey – Santa Barbara High School
Dear Parents & Guardians
Welcome to AP World History. Your son or daughter has chosen to take Advanced Placement World History, a very
rigorous, college-level course. With a passing score of 3 or higher on the AP World History Exam, a high school student may
earn college credit. Please note that by taking this course your student is expected to take the AP World History Exam in
May, 2014. There is a heavy and rigorous workload associated with this course. Students will have homework assignments
every night of the week and one night/day on the weekend. Generally speaking, students achieve the highest level of success
when there exists a partnership between home and school. Please support your son or daughter in this undertaking and feel
free to contact me at any time if you have questions or concerns. Please sign below to indicate that you have read and
understood the course expectations as outlined. In addition, please provide a phone number and email address, as well as the
best time of day to reach you. I urge you to attend Back to School Night, and thank you in advance for your support and
involvement.
Sincerely,
John Tormey
Student Name: ________________________
Student Signature: _________________________
Parent Name: ________________________ Parent Signature: __________________________
Phone Number: _______________________
Best time to call: __________________________
Email Address: ___________________________________________
AP World History Syllabus 2013-2014
Mr. Tormey – Santa Barbara High School
Course Description:
AP World History is a demanding two-semester, college level course. In order to be successful, students must show
consistent good attendance, arrive on time each day, and be prepared to learn. In addition to daily preparedness, students
must also spend a minimum of 7 hours a week of independent reading, note taking, and completing written assignments
outside of class. Each of the 5 units of study will consist of regular outlined notes, lecture discussion, document analysis,
group assignments, study questions, take home essays, and weekly AP style cumulative exams. AP World History is about
skills, not just content materials, students will develop these skills through data based themes, writing analytical and
document based questions, and analyzing primary and secondary documents. Students must take responsibility for their own
learning!
Course Materials
Textbooks
Strayer, Robert W. Ways of the World: A Global History with Sources, 2011
Primary Source Materials
Students will read and analyze selected primary source materials (documents, images, and maps) in
-Stearns, Gosch, Grieshaber. Documents in World History Vol. I and II
-Pearson Prentice Hall. Documents in World History. 2005 (Accompany to Spodek)
-Reilly, Kevin. World of History: A Comparative Reader (Vol. I & II). Bedford/St. Martin’s, 2000.
-Wiesner, Wheeler, Doeringer, Curtis. Discovering the Global Past: A Look at the Evidence (Vol.
I & II). Houghton-Mifflin, 2002.
-Overfield, Andrea. The Human Record: Sources of Global History (Vol. I & II). Houghton-Mifflin,
2001.
-Rogers, Perry. Aspects of Western Civilization (Vol. I & II). Prentice Hall, 1988
-Strayer, Robert W. Ways of the World: A Global History with Sources, 2011
Students will analyze quantitative data (charts, graphs, tables) in
-Strayer, Robert W. Ways of the World: A Global History with Sources, 2011
-Document Based Questions, College Board, 2002-2011
Course Overview (there is also a weekly calendar posted on Edu 2.0)
Unit 1: Technological and
Environmental Transformations
to 600 BCE
California History-Social Science Standards
Chronological and Spatial Thinking
Historical Research, Evidence, and Point of View
Historical Interpretation
Strayer Ch. 1-3
Origins of Human Societies & Agricultural Transition
Introduce Textbook Analysis
Early Complex River Valley Societies:
Introduce Primary Document Analysis
Review Expository Essay
Introduce Document Based Essay
Unit 2: Organization and
Reorganization or Human
Societies (600 BCE-600 CE)
California History-Social Science Standards
Chronological and Spatial Thinking
Historical Research, Evidence, and Point of View
Historical Interpretation
Classical Empires
Major Belief Systems
Cross-Cultural Trade:
Pattern of Empire: Rise, Apex, Fall
Strayer Ch. 4-7
Develop Textbook Analysis skills
World History 10 Content Standards
Primary Document Analysis
Expository Essay
10.1 Students relate the moral and ethical principles in ancient Greek and Roman
philosophy, in Judaism, and in Christianity to the development of Western
political thought.
Document Based Essay
Unit 3: Regional and
Transregional Interactions (600
CE-1450 CE)
California History-Social Science Standards
Chronological and Spatial Thinking
Historical Research, Evidence, and Point of View
Historical Interpretation
World History 10 Content Standards
10.1 Students relate the moral and ethical principles in ancient Greek and Roman
philosophy, in Judaism, and in Christianity to the development of Western
political thought.
10.2 Students compare and contrast the Glorious Revolution of England, the
American Revolution, and the French Revolution and their enduring effects
worldwide on the political expectations for self-government and individual
liberty.
Byzantium
Emergence of Islam
Strayer Ch. 8-13
Tang & Song China
Expository Essay
India-Regional Kingdoms & Introduction of Islam
Document Based Essay
Europe: Christian Society & High Middle Ages
Introduce Comparison Essay
Sub-Saharan Africa
Introduce Change over Time Essay
Mongol Invasions
Trade Networks
Cultural Exchange: Contacts between major religions
Biological Exchange: The Plague
The Americas & Oceania:
Unit 4: Global Interactions
(1450-1750)
California History-Social Science Standards
Chronological and Spatial Thinking
Historical Research, Evidence, and Point of View
Historical Interpretation
10.2 Students compare and contrast the Glorious Revolution of England, the
American Revolution, and the French Revolution and their enduring effects
worldwide on the political expectations for self-government and individual
liberty.
European Voyages of Exploration
Strayer Ch. 14-16
Transformation of Europe: Reformation, Scientific Revolution
Expository Essay
The Atlantic World
Document Based Question Essay
New Political States: Europe, Asia, Africa
Comparison Essay
New Global Trade: Colombian Exchange, Mercantilism, African Slavery
Change Over Time Essay
Unit 5: Industrialization and
Global Integrations (1450-1750)
California History-Social Science Standards
Chronological and Spatial Thinking
Historical Research, Evidence, and Point of View
Historical Interpretation
10.2 Students compare and contrast the Glorious Revolution of England, the
American Revolution, and the French Revolution and their enduring effects
worldwide on the political expectations for self-government and individual
liberty.
10.3 Students analyze the effects of the Industrial Revolution in England, France,
Germany, Japan, and the United States.
10.4 Students analyze patterns of global change in the era of New Imperialism in
at least two of the following regions or countries: Africa, Southeast Asia,
China, India, Latin America, and the Philippines.
Enlightenment and Political Revolutions
Strayer Ch. 17-20
Industrialization
Expository Essay
European Imperialism
Document Based Question Essay
Collapse of Empire: Ottomans, China, Russia, Japan
Comparison Essay
Change Over Time Essay
Unit 6: Accelerating Global
Change and Realignments (1900Present)
California History-Social Science Standards
Chronological and Spatial Thinking
Historical Research, Evidence, and Point of View
Historical Interpretation
10.5 Students analyze the causes and course of the First World War.
10.6 Students analyze the effects of the First World War.
10.7 Students analyze the rise of totalitarian governments after World War I.
10.8 Students analyze the causes and consequences of World War II.
10.9 Students analyze the international developments in the post-World War II
world.
10.10 Students analyze instances of nation-building in the contemporary world in
at least two of the following regions or countries: the Middle East, Africa,
Mexico and other parts of Latin America, and China.
10.11 Students analyze the integration of countries into the world economy and
the information, technological, and communications revolutions
World Wars I and II
Strayer Ch. 21-24
Cold War
Expository Essay
Genocide
Document Based Question Essay
New Nationalism and Economics
Comparison Essay
Social Revolutions
Change Over Time Essay
Globalization
Comprehensive Review:
-California Content Standards 10.1-10.11
-Students create an annotated world map for each unit of study including places, themes, comparisons, developments, etc.
-Review multiple choice test taking strategies
-Review DBQ, Continuity & Change, and Comparative Essay formats & strategies
Classroom Expectations
1. Come to class on time, everyday ready to learn.
2. Be prepared with appropriate materials (pens, pencils, paper, binder)
3. Be active in class by asking, answering and participating in lectures and discussions.
4. Be Cool: Respect yourself, your classmates, teacher & materials.
● Continued negative participation, including excessive tardiness or absences, consistently
asking to go the bathroom, being off task, defiant or disobedient behavior will result in one
or a series of mediations in accordance with the SBHS attendance and disciplinary policies.
Daily Required Materials
1. 3-ring binder (Not a Spiral Notebook)
2. Binder Paper –for class notes and journal entries The binder will be checked and graded at
periodically throughout the school year, therefore it is important that these are well maintained
3. 2. Pens or pencils, or both
4. 3. 8 1/2 x 11 inch college ruled paper, none of the 8 x 10.5 paper, or paper ripped out of a spiral
notebook.
5. 4. Markers 8 or 10 pack
6. 5. Note cards 3x5 or 4x6
7. Post-it “Flags” or Notes to use for “marking” the textbook
Work Standards
Every piece of your work (other than class notes and journal writes) will:
1. be on a non-spiral 8 1/2 x 11 inch piece of binder paper;
2. have your full name (first and last), the date and period in the top right hand corner; and a title on the top margin; and
3. be neat and legible. Smeared, torn or dirty papers with messy handwriting are unacceptable.
***Work submitted that does not meet these criteria will receive a zero.***
Homework and Classwork
Homework is expected every night. You will be required to read the textbook and keep detailed notes. For
every week in which a chapter is covered, notes will be due on Thursday and the Chapter test is on
Friday. Classwork will consist of document analysis, lecture/discussion notes, writing assignments, and
group activities.
Grades:
Students will receive points for all the work that they do, both in and outside of class. The point totals for both
quarters will be combined and averaged to arrive at a final semester grade as follows.
A+ = 100-98%
A = 97-93%
A- = 92-90%
B+ = 89.9-88%
B = 87.9-83%
B- = 82.9-80.0%
C+ = 79.9-78%
C = 77.9-73%
C- = 72.9-70%
D = 69.9-60%
F = 59.9-0%
Approximate Grading Categories are as follows:
Homework 20%
Classwork (including participation) 20%
Multiple Choice Tests 25%
Essays and Written Tests 25%
Benchmark Exams 10% (Quarter, Midterm, Final)
Late Work
No late work accepted! Make sure to stay organized. If you are absent and it is excused any assignment
due on the day you were absent will be turned in the day you return. If you miss a chapter test and your
absence is excused, you will have until the following Monday to make up the test in class or at lunch.
If you do not make up a test on time your next chapter test will count double.
Grades will be updated and posted on the Santa Barbara High School “Edu 2.0” website.
If you must be absent, it is your responsibility to determine what you missed and make it up. I don’t
meet students individually on this matter. This also applies to students who choose to take vacations
outside of those scheduled into the normal school year.
Academic Dishonesty (Cheating):
I take the rampant misuse of academic materials very seriously. There is nothing more unacceptable than
cheating. I am committed to punishing those who choose to cheat by giving you a zero on the assignment,
calling your parents and exercising all other options available. If I were you, I wouldn’t do it!
Tutorial/Extra Help
Any student who would like to take the opportunity to set up a meeting for extra help or a tutorial session
may do so by appointment at lunch or after school. I get my own children ready for school in the morning,
so mornings are out, and I am often picking up my children after school, so if you want to see me, make an
appointment and I will be sure to be there.
World History Habits of Mind
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Constructing and evaluating arguments
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Using documents and other primary data
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Assessing issues of change and continuity over time
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Understanding diversity of interpretations
Seeing global patterns and processes over time and space
Comparing within and among societies
Considering human commonalities and differences.
Exploring claims of universal standards in relation to culturally diverse ideas.
AP World History Themes
● Interaction between humans and the environment.
● Development and interaction on cultures.
● State-building, expansion, and conflict.
● Creation, expansion, and interaction of economic systems.
● Development and transformation of social structures