AP World History Syllabus
Instructor: Mrs. Tara Gupton
Web Page: http://www.gwhs.warren.k12.ky.us/pages/tgupton/home.htm
E-mail: tara.gupton@warren.kyschools.us
Room #345
Course Overview:
AP World History is for the exceptionally studious high school students who wish to earn
college credit in high school through a rigorous academic program. This class approaches
history in a nontraditional way in that is looks at the common threads of humanity over
time- trade, religion, politics, society, and technology and it investigates how these things
have changed and continued over time in different places. It is expected that students
taking this course will take the AP World History Exam in May 2011. As is expected,
this course is taught at a college level.
Specifically, the following AP World History theme will be used throughout the course
to identify these broad patterns and processes that explain change and continuity over
time.
The Five Time Periods Covered in Class:
I. 8000 BC – 600 AD 19-20%
II. 600 – 1450
22%
III. 1450 – 1750
19-20%
IV. 1750 – 1914
19-20%
V. 1914 – the present 19-20%
*(Percentages indicate % of AP Exam)
The SIX AP World History Themes
1: The relationship of change and the continuity from 8,000 B.C. to the present.
2: Impact of interaction among and within major societies
3: Impact of technology, economics, and demography on people and the
environment.
4: Systems of social structure and gender structure.
5: Cultural, religious, and intellectual developments.
6: Changes in functions and structures of states in attitude towards states and
political identities, including the emergence of the nation-state.
Main Textbook:
Adas, Michael, Marc J. Gilbert, Peter Stearns, and Stuart B. Schwartz. World
Civilization: The Global Experience. 5th ed. Upper Saddle River, N.J.: Prentice
Hall, 2007.
Additional Textbooks:
Halverson, James. Oliver A Johnson. Sources of World Civilization Volume I- A Diversity
Traditions. 3rd ed. Upper Saddle River, N.J.: Prentice Hall, 2004.
Halverson, James. Oliver A Johnson. Sources of World Civilization Volume II- A
Diversity Traditions. 3rd ed. Upper Saddle River, N.J.: Prentice Hall, 2004.
Course Planner:
Unit One: The Newest Stage of World History: 1914- Modern
Times
(“Where are we?”)
Possible Primary Source Reading:







Charter of the United Nation
Universal Declaration of Human Rights
Report of an Investigation into the Peasant Movement in Hunan
U.S. News and World Report , December 27th, 1999
Adolf Hitler, Mein Kampf
Draft of Basic Plan for Establishment of Greater East Asian Co-Prosperity Sphere
The Effects of Atomic Bombs on Hiroshima and Nagasaki
A: Introduction into World History
B: Decent into the Abyss: World War I and the Crisis of the European Global Order
C: The World Between the Wars: Revolution, Depression, and Authoritarian Reponses
D: A Second Global Conflict and the end of the European World Order
E: Western Society and Eastern Europe in the decades of the Cold War
Unit Two: Formation of Civilization: Foundations from 8000
BC to 600 AD
(“Where we came from?)
Possible Primary Source Reading:





















The Epic of Gilgamesh
Hymn to the Nile
Papyrus Lansing
The Code of Hammurabi
Genesis
Song of Creation
The Laws of Manu
The Iliad, Homer
The Odyssey, Homer
The Republic, Plato
The Politics, Aristotle
Histories, Polybius
The Lives of the Caesars, Suetonius
The Third Satire, Juvenal
The Christian Scriptures
Analects, Confucius
Records of the Historian, Ssu-ma Chi’en
Bhagavad Gita, Hinduism
From the Seventh Pillar Edicts, Buddhism
From the Thirteenth Rock Edict, Buddhism
Tao-Ch’o- Buddhism
A: World Geography and the Agricultural Revolution
B: Major Early Civilizations and the Emergence of Cities
C: Establishment of World Religions
Unit Three: Expanding Zones of Exchange and Encounter:
The World from 600 to 1450
Possible Primary Source Reading:












The Enchiridion, St Augustine
The Qur’an, Muhammad
The Perfect State, AL-Farabi
The Kojiki or Records of Ancient Matters, Futo No Yasumaro
Rule of St. Benedict, St. Benedict
The Life of Charlemagne, Einhard
The Crusades
Magna Carta, Magna Carta
Summa Contra Gentiles, St. Thomas Aquinas
Ancestral Rites, Ssu-Ma Kwang
The Book of Ser Marco Polo, Marco Polo
Sundiata
A: Human Prehistory to the Early Civilizations
B: Hunters and Gathers to Civilizations, 2.5 Million- 1000. B.C.
C: Classical Civilization: China
D: Classical Civilization: India
E: Classical Civilizations in the Mediterranean: Greece and Rome
F: The Classical Period: Directions, Diversities and Declines by 500 A.D.
G: The Classical Period: 1000 B.C.- 500 A.D.: United Large Regions
Unit Four: Emergence of the First Global Age: The World
from 1450 to 1750
Possible Primary Source Reading:
















An Open Letter to the Christian Nobility of the German Nation Concerning the
Reform of the Christian Estate, 1520, Martin Luther
Institutes of the Christian Religion, John Calvin
The Canons and Decrees of the Council of Trent
Journals and Letter, Christopher Columbus
The Conquest of New Spain, Bernal Diaz Del Castillo
Novum Organum, Francis Bacon
Optics, Isaac Newton
The Mathematical Principles of Natural Philosophy, Isaac Newton
Palm Springs Cahuilla Creation Myth, Cahuilla
The Life of Gustavus Vassa, Olaudah Equinao
The Portuguese in Asia
Limitation on the Propagation of Christianity
Expulsion of Missionaries
The Edict of 1635 Ordering the Closing of Japan: Addressed to the Joint Bugyo of
Nagasaki
To: Sakakibara Hida no-kama, Sengoku Yamoto no-kami Completion of the
Exclusion, 1639
The Fate of the Embassay from Macao, 1640, by Antonio Cardim, S.J.
A: Columbian Exchange and the Emergence of Atlantic Trade
B: World Trade Empires: Empire Building (Spanish, Portuguese, Dutch)
C: The Transformation of Europe
D: Civilization in Eastern Europe: Byzantium and Orthodox Europe
E: Demographic and Environmental Changes
C: The Americas on the Eve of Invasion
D: African Civilizations and the Spread of Islam
E: The Spread of Chinese Civilizations: Japan, Korea, and Vietnam
Unit Five: Age of Revolutions and Empire: The World from
1750 to 1914
Possible Primary Source Reading:










Christopher Columbus: Journal and Letter.
Bernal Díaz Del Castillo: The Conquest of New Spain.
The Portuguese in Asia: The Conquest of Malacca.
Japan Encounters in the West: The Expulsion of Foreigners.
Cahuilla: Palm Springs Cahuilla Creation Myth.
Olaudah Equiano: The Life of Gustava Vassa.
Martin Luther: An Open Letter to the Christian Nobility of the German Nation
Concerning the Reform of the Christian Estate, 1520.
John Calvin: Institutes of the Christian Religion.
The Catholic-Reformation: The Canons and Decrees of the Council of Trent.
Francis Bacon: Novum Organum.
Isaac Newton: Optics; The Mathematical Principles of Natural Philosophy.
A: The World Economy
B: The Transformation of the West
C: The Rise of Russia
D: Early Latin America
E: Africa and the African in the age of the Atlantic Slave Trade
C: The Muslim Empires
D: Asian Transitions in an age of Global Change
Performance Tasks and Assessments:


















Students are given a calendar at the beginning of each month detailing their
assignments.
An independent Research paper (Year long Assignment).
Terms, Tests, and Discussion Tests
Researched Critical Analysis Essays (Document Based Questions)
Examine a wide variety of primary sources, such as documentary material
Work with maps, statistical tables, and works of art (pictorial and graphic)
Editing, discussing, and revising student writing, peer review
Peer review of essays
Minor papers
Nightly reading
Vocabulary/terms assignments and quizzes
Group and individual PowerPoint presentations
Regular class discussion of reading
Practice AP tests in-class and at-home multiple choice
Quizzes in reading comprehension
In-class timed writing
Individual conferences with the teacher
Students can earn a 3 point semester curve by completing all work, meaning
an 87% = A, 77%= B, 67%= C, 57%= D
CLASS ROOM POLICIES AND PROCEDURES:
Attendance: Students are expected to be in class everyday. If you cannot avoid being
absent then it is your responsibility to find out what you’ve missed. You will have three
days to submit all missed assignments and one week to make up any missed quizzes or
exams. If you are absent or miss an assignment make sure to check your class period’s
homework tray. You are responsible for making up any work that you miss.
Tardy Policy: Please limit classroom disruptions. Have your pencil sharpened, your
bladder empty and your mind ready to work. Students who fail to bring all needed
supplies will be counted as tardy. YOU MUST BE IN YOUR SEAT WHEN THE BELL
RINGS.
Quizzes and Tests: Tests and quizzes can ONLY be made up with an excused absence.
We will be covering a lot of material so it is imperative that you are present in class. If
you know in advance you will not be present on a test/quiz day please let me know. I will
reserve the right to give essay tests in the place of missing assessments.
Restrooms: Students are expected to go to the restroom prior to coming to class.
Emergencies will be dealt with on a case by case basis. Students are allowed three
bathroom passes per semester for emergencies. Once these passes are used you will not
be allow to leave class.
Food and Drink: GHS policy states that food and drink are not permitted outside the
cafeteria. DO NOT bring food or drink into my classroom. You will be required to
throw it away. You may also be subject to other disciplinary actions. Gum is allowed as
long as it doesn’t become a problem. Please be respectful and make sure your gum and
wrappers make it to the trashcan.
Seating: All students will have an assigned seat. I will be taking role according to the
seating chart. If you are not in your seat when I take role you will be counted as absent.
Sleeping: You are not allowed to sleep in my class. Sleeping includes laying your head
down, closing your eyes while propping up your head or daydreaming with your eyes
open. If you sleep you will be required to stand for an unspecified period of time with the
magic clipboard.
Cheating: Students caught cheating will earn a zero on that assignment. It is very
possible that cheating can lead to a failing grade and keep a student from earning a world
civilization credit. DO NOT CHEAT!!!
Teacher’s Desk: You have no business near or around the teacher’s desk or
workstations. Students who fail to respect this boundary will be subject to disciplinary
action.
Late Work: I will NOT to accept late homework. Please have your assignments ready
to turn in ON TIME!
Class Discussions: We will often have classroom discussions. Whenever you have a
question or would like to contribute to the classroom discussions please raise your hand
and wait to be called on. Excess talking without permission will result in disciplinary
action.
Class Work: Your name, class period and date must be in the right hand margin of ALL
assignments. Nameless papers will become automatic zeros! We will often have bell
ringer assignments on the active board or dry erase board at the beginning of class. Begin
work on these activities immediately!
Dismissal: Class is dismissed NOT when the bell rings but when I dismiss class. Please
be respectful! DO NOT gather your belongs in anticipation of the bell. Students who do
not follow this policy will be required to remain in class after the bell.
Extra Credit: You should not need extra credit in my class so don't ask for it. Extra
credit will ONLY be given under certain circumstances. There is NO reason every single
person shouldn't make a C or higher. If you need extra credit then you haven't done what
is expected of you.
Notebook: Students are required to have a separate notebook binder for AP World
History that is at least 1½ inches thick. The notebook should have 7 tabbed sections
which will include: (1) Writing (with subdivisions for Comparison Essays, DBQ, COT
Essays), (2) Themes, (3) Foundations Unit, (4) 600-1450 Unit, (5) 1450-1750 Unit, (6) 17501914 Unit, and (7) 1914-Present Unit.
** The web page is essential to your success in this class. You should check it often for
test dates, study guides and other information.
Grading Scale:
Homework- 10 to 20 pts
Quizzes- 20 pts
Tests and Projects- 100 pts
Midterms and Finals- 200 pts
100-90= A
89-80 = B
79-70 = C
69- 60= D
To the Student:
All test dates are “Cast in Stone” and will not be changed. Consult the class website for
exact dates and required readings. Your weekend essay will be due each Monday when
the tardy bell rings—there will be no exceptions. Essays will be either Free Response or
Document Based in style. Any additional assignments will also be due when the tardy
bell rings on the due date. Late work WILL NOT be accepted. In addition to the assigned
supplemental texts you will be expected to keep up with readings posted on the class
webpage and participate on the class forum.
Expect homework every night, if you do not have written work or reading to complete
you are expected to review material presented in class. Only by heeding such instructions
can you expect to succeed in an AP class.






All work turned in will be done in dark ink or typed
Students are to be in their seats and ready to work when the tardy bell rings
Class participation is expected every day!
If you miss a class you are responsible for obtaining make-up work and notes for
that day
If you miss a class but are on campus during the day, you are responsible for
turning in the work on that day.
There will be no extra credit given.
To Parents/Guardian:
I have read and discussed the class rules for Mrs. Gupton’s AP classes with my
son/daughter. We are both aware of the rigor and demands of this course and will comply
with the directives set forth. I understand that if either us of have questions or concerns
we may contact Mrs.Gupton to discuss them. (tara.gupton@warren.kyschools.us)
Parent/Guardian : ___________________________ Date:________________________
Student: __________________________________ Date:________________________
Materials Needed for Class






One large college rule paper notebook (it is recommended you purchase
between 500 to 1000 pages)
A standard 1’ inch binder with individual tabs for each chapter
About 1000 3x5 index cards
Books you plan to purchase for this course (there are options for this
purchase)
A Shoe Box (empty)
Pencil, Pens, and Highlighters