Shoemaker High School
A.P. World History Syllabus
Mr. McKinney
2013-2014
General objectives:
 The course is designed to meet the objectives for high school graduation in world
history in the state of Texas.
 The course is designed to prepare students to meet the challenges of a rigorous
college level social science curriculum.
 The course is designed to meet the objectives of the Advanced Placement World
History curriculum as set by the AP College Board.
 The course is designed to promote a truly global understanding of human events
that have shaped our modern world.
Skills objective:
 The course is designed to help students:
1. think critically and analytically
2. write persuasively
3. discuss articulately
4. read extensively with content mastery and discernment
 These skills will be developed by understanding and applying the two categories
of “Habits of Mind” listed as follows:
1. Those addressed by any rigorous history course and applying the following
four principles:
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
2. Those addressed specifically by a world history course to include
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
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The course is designed to promote sophisticated research and writing appropriate
for students of history entering college.
Text:
Stearns, Peter: World Civilizations: The Global Experience, 3rd edition 2003.
Supplemental Readings:
Stearns, Peter: Documents in World History, 3rd edition, volumes 1 & 2 2003
Numerous primary source readings, historical essays and current event articles will
also be assigned to supplement instruction and discussions.
Instructors Note:
AP World History is a difficult and challenging course. Success in the course
requires that students taking this course be motivated, organized, self-disciplined, and
prepared for class every day. It is in essence a freshman level college course with national
standards determined by the AP College Board; go to www.apcentral.collegeboard.com
to view course descriptions for all AP courses.
The majority of students who take APWH are sophomores and this course will be
their first exposure to a highly rigorous, academically challenging class. Reading,
writing, thinking, and articulating ideas are at the heart of the teaching methods in this
course. Homework, reading assignments, class work and all other class related activities
need to be completed and turned-in at the assigned time. Books, writing instruments,
paper, binders, and all other necessary materials for class are very important to have
every day in order to help ensure the students success in the course.
It is recommended though not mandatory that a student keep a binder specifically
dedicated to this one class that they bring with them to class everyday. There will be a lot
of handout and supplemental reading’s that are chosen specifically because they apply to
course Key Concepts as well as rubrics and class resources that will benefit the student if
they are readily available. A well organized student spends less time looking for given
resources and will have a much better time reviewing for the AP exam in May
The Course:
The course is separated into units based on the AP model of periodization.
 8000 B.C.E. to 600 B.C.E.
 600 B.C.E. to 600 C.E.
 600 C.E. to1450 C.E.
 1450 C.E. to 1750 C.E.
 1750 C.E. to 1900 C.E.
 1900 C.E. to Present
Each unit will highlight and emphasize the five AP historical themes.
1. Interaction between humans and the environment
 Demography and disease
 Migration
 Patterns of settlement
 Technology
2. Developments and interaction of cultures
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 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, transregional, 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
Course Outline:
I. Unit I - 8000 B.C.E to 600 B.C.E.
A. Stearns – Chapters 1 and supplimental
 Each chapter will be accompanied by Study Question’s and “Terms,
People, and Events” taken from Instructor’s resource
 Chapter reading quizzes will be given at the scheduled conclusion of
each chapters reading
B. The Nature of History and Historical influences
 The World and a Very Small Place in Africa: reading and charting
global influence of civilizations through the reach of history
 Guns Germs and Steel in 40 minutes: reading and discussion about the
role of geography in human interactions
 Stratfor “The Geography of Recession:” reading and discussion about
the role of geography in the modern era. Compare the influence of
geography to the origins of civilization and under the continuing
influence throughout history
C. Early Civilizations
 Stone Age Technology reading with questions
 Neolithic Revolution and the beginnings of civilization: lecture and
discussion
 Characteristics of early river valley civilizations - SPICES chart
comparisons of:
o China
o India
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o Greece
o Rome
o Persia
 Diverse interpretations – how is civilization defined and by who is it
defined – discussion
 Nomads, migration, pastoralism – Indo Europeans and Bantu – lecture
and powerpoint
D. Wednesday September 12, 2013 - Unit I Exam (8000 B.C.E. to 600 C.E.)
II. Unit II - 600 B.C.E. to 600 C.E.
A. Stearns Chapter’s 2 -5 Classical civilizations
 Each chapter will be accompanied by Study Question’s and “Terms,
People, and Events” taken from Instructor’s resource
 Chapter reading quizzes will be given at the scheduled conclusion of
each chapters reading
B. Revolutionary Breakthroughs in Religion and Thought - a comparative
look at Hinduism, Buddhism, Judaism, Confucianism, Greek philosophy
and Christianity.
 (Optional) World Religions Research Project: Students will be
assigned a major world religion and will be required to research and
create a display that analyzes, chronicles, and portrays specific aspects
of the above mentioned religions and will be required to share their
results with the entire class.
C. Philosophy or religion: What’s the difference and why do humans have
such a strong need to believe in something? – reading, lecture and
discussion
D. The Classical World – A Comparative Study
 Introduction to the Classical World
o Greco-Roman political legacy
o COT chart - What are the changes since the foundational period?
 Classical Empires – SPICES charts
o Ancient Greece
o Classical India: Gupta and Mauryans
o Qin and Han China
o Roman Empire
 Why do empires collapse?
o Causes of the fall of Rome
o Comparison of fall of Rome with the fall of Han China –
discussion and essay
o Is modern America on the same path as Rome – lecture and
discussion
 Cross cultural connections in the Classical World
o Mapping exercize – Indian Ocean trade, the silk roads, and the
trans-Saharan trade routes
 Graded discussion based on several prompts from learned information
of the classical era such as “In which of the classical civilizations
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would you most want to live as a woman?” “Which of the classical
civilizations would you consider to be the most powerful politically?
Economically? Culturally? Technologically?
E. Comparative essay writing
 Students will be introduced to the AP comparative essay rubric and
will write in class timed comparative essay(s) during this unit.
F. Document Based Question (DBQ) essay
 Students will be introduced to the AP DBQ essay rubric and will write
in class timed DBQ essay(s) during this unit.
G. Unit 2 Exam (Thursday October28, 2013)
III. Unit III - 600 C.E. to 1450 C.E.
A. Stearns – Chapters 6-15
 Each chapter will be accompanied by Study Question’s and “Terms,
People, and Events” taken from Instructor’s resource
 Chapter reading quizzes will be given at the scheduled conclusion of
each chapters reading
B. Medieval Worlds
 Islamic World – Muhammad to Ottoman
o PBS video – Empire of Faith
 Byzantine
o Reading – Byzantine diplomacy
o Primary Source Reading: Procopious and two differing
views of Emperor Justinian – an exercize in Point of View
 China – Tang and Song Dynasties
o SPICES charts
 Africa – West and East
o Mental map of Mali, Swahili Coast, Great Zimbabwe
o Primary Source Reading – Al Bakri an Arab report of early
African civilizations – Discussion about the nature and
challenge of understanding the history of Africa
 Medieval Europe
o Feudalism and manorialism – lecture and discussion
 Mongols
o The last, dominating stand of the nomads
o Impact of Mongols on the world
o Reading: “How the Stirrup changed the world” discussion
about the role of technology in shaping the interaction of
civilizations
o The world after the Mongols
 India
o Dealing with the Islamic influence
o Delhi Sultanate
C. Comparison of Medieval Europe and Japan
 Internet research – chart of feudalistic Europe compared to feudalistic
Japan
D. Calamitous 14th century and the Black Death
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History Channel video – The Plagues
Lecture and discussion of impact of plagues and the resulting change
to European civilization with it’s corresponding effect on the other
world’s civilizations
E. Indian Ocean – Global trade
 Comparison discussion and essay – How effective were Muslim
traders in spreading the message of Islam to India as compared with
the effectiveness of spreading the message of Islam to Africa
 Comparison of Islamic and Christian missionary efforts worldwide
F. The Changing West – the after effects of the “Black Death”
 New political structures – National monarchies
 Division of Christian world
 Renaissance
G. The Americas – SPICES comparison of the three empires of the Americas
– class jigsaw
 Aztecs
 Incas
 Mayans
H. This unit will also encompass the introduction of Document Base
Questions and POV
 Football DBQ will be used to introduce concepts for understanding
requirements for successful DBQ writing
I. First look at an actual DBQ
 The Crusades – SOAP analysis of documents
 Understanding POV
J. Unit III Exam/Semester Exam (December 17-19, 2013 )
IV. Unit IV - 1450 C.E. to 1750 C.E.
A. Stearns – Chapters 16-22
 Each chapter will be accompanied by Study Question’s and “Terms,
People, and Events” taken from Instructor’s resource
 Chapter reading quizzes will be given at the scheduled conclusion of
each chapters reading
B. The Encounter and the Exchange
 Why the West Wins
o Graded discussion
o DBQ – Why Europe
 Effects of the Encounter on Conquerors and the Conquered
 Trans Atlantic Slave Trade – class jigsaw
o African connection
o European connection
o American connection
 Labor systems in America
o Video segment from movie Amistad covering the middle
passage with discussion of impact of slavery on the psyche of
today’s African-American’s
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o Coerced labor system chart of Encomienda system, chattel
slavery, Russian serfdom
 mental map of Columbian Exchange and Trans Atlantic slave trade
 DBQ essay American and Muslim slaveries
C. The Transformation of Europe
 Protestant Reformation
o Shift from Catholic dominance – lecture discussion
 Scientific Revolution
o Chart notable achievements and personalities
 Enlightenment
o A change in thinking – lecture and discussion
D. Development of Absolutism and the Gunpowder Empires
 France under Louis XIV
o Extravagance run amok (powerpoint and lecture)
o Graded discussion: “How much power is too much power, and
what limits should be taken to control power?”
 Russian under Peter and Catherine
o The need for Russia to be more western – lecture, discussion
 Ottoman Empire
o From threat to nuisance
 Mughal Empire
 Ming/Qing China
o Restoration of a traditional Chinese dynasty
o Revived Chinese society and restored scholar-gentry
o From potential world dominance with the voyages of Zheng Fe to
isolationist kingdom
 Tokugawa Shogunate
o Isolationist culture and society
E. Change over Time concepts will be introduced during this unit – Students
will be assigned a COT chart asking them to trace and analyze the changes
and developments in world events based on any one of the six themes of
the course in three civilizations of their choice
F. Mental Map – The World in 1750
G. Unit IV Exam (Friday February 11, 2014)
V. Unit V - 1750 C.E. to 1900 C.E.
A. Stearns – Chapters 23-27
 Each chapter will be accompanied by Study Question’s and “Terms,
People, and Events” taken from Instructor’s resource
 Chapter reading quizzes will be given at the scheduled conclusion of
each chapters reading
B. Age of Revolutions
 Political Revolutions (Fever Model – Craine Brinton)
o American Independence – ppt notes lecture
o French Revolution: case study and analytical models
o Haitian Revolution: cause and effect relationships
o Latin American Independence
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C.
D.
E.
F.
G.
H.
I.
J.
K.
Simon Bolivar – “Letter to Jamacia” – what it
means to be hispanic
o Mexican Revolution
Comparative essay on the impact of revolutions world wide on any of the
following: gender relations, environment, economic systems, political
identities
Nationalism, Napoleon, nation states and unification in 19th century
Europe
Industrial Revolution
 Urban Game
o Causes and factors of production
o Conditions for workers
o Impact on society
o What’s the difference between an agrarian society and
money based economy? Discussion and lecture
 Diverse interpretations
o Changing labor systems and the abolition of slavery
o Analyze and discuss the changing role of women in an
industrial society
o Nature of modernization
o Critics of capitalism
 Karl Marx – dialeticalism –historical progressivismsocialism to communism
 World reaction to Western Dominance – Russia, Japan, Ottoman
Empire case studies
 Global implications – How does the world deal with the Rise of
European power and yet maintain their individual identities – Lecture
and graded discussion
 Ottoman and Russians at the Crossroads
Imperialism
 Players, places, motives, methods, means – COT comparison with the
first era of European expansion
 Responses of China, Japan, and the Ottoman Empire
 Scramble for Africa – Dash for Africa classroom exercise
 Neo-colonialism and Latin America
 Environmental impact of industrialism and imperialism
 Ottoman Decline – Middle East and the Balkans
Mental map on Imperialism and Global connections 1750- 1914
(Time permitting) Great leaders single elimination debate tournament to
be incorporated in conjunction with March madness.
 Students will be assigned one of the world’s 64 great rulers and will be
required to research and then debate classmates as to why their
particular leader is the worlds greatest ruler
DBQ on imperialism
COT chart 1750-1914
Unit V exam (Thursday March 20, 2014)
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VI. Unit VI - 1900 C.E. to present
A. Stearns – Chapters 28-36
 Each chapter will be accompanied by Study Question’s and “Terms,
People, and Events” taken from Instructor’s resource
 Chapter reading quizzes will be given at the scheduled conclusion of
each chapters reading
B. World War I
 A century of causation reaches its climax
 A total and truly global event
C. Russian Revolution with a comparison to Mexico and Chinese Communist
revolution (using fever model analysis)
D. Women and the Revolution – China, Cuba, Iran
E. Gender COT chart and essay
F. Impact of world wide depression
 Global economy
 Setting the stage for the rise of dictators such as Hitler, Stalin, and
Mussolini
G. Fascism, Communism, and the age of dictators (powerpoint)
H. World War II
 Global conflict (lecture)
 Holocaust and genocide in the 20th century (lecture and discussion)
I. Cold War
 Bi-polarism and Nonalignment
o USA and USSR take center stage
o The world is asked to take a side
J. Decolonization and New Nationalism – India, Africa, Middle East and
Vietnam
 CCOT and comparison essay – Revolutions of the 19th century to
independence movements of the 20th century
K. Globalization and the challenges of the modern world
L. Timeline of the events of the 20th century
M. COT essay – Changes in the world from 1850 to 1950
N. Unit VI Exam (Friday May 1, 2014)
VII. APWH Exam review and preparation
APWH exam date: Thursday May 15, 2014 at 8:00 am.
VIII. After the APWH exam
A. One of two possible projects will be given to complete the school year
 State of the World Mural - Students will research critical issues of
today’s world and will complete a class mural which depicts the
major issues facing the world today
 DBQ assignment – students will be required to formulate a world
history topic and research that topic in order to create and complete a
DBQ
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Grading:
KISD mandated in the 2010-2011 school year that all grades fall into one of two
categories: summative and formative. Summative grades will include Unit Exams,
chapter reading quizzes, essays, and graded discussions. As per KISD policy the
summative category for advanced academic courses such as APWH will be weighted at
70 percent of the overall grade for the class. Formative grades will include weekly
chapter assignments, charts, classroom assignments, homework, primary source reading,
supplemental reading, and class participation. The formative category will be weighted at
30 percent of the overall grade for the class.
Assignments will be graded using a point system for each assignment assigned within
either the summative or formative categories. The following standard will apply to each
of the following assignments: weekly chapter assignments are worth 30 points,
supplemental reading’s 20 points, Unit Exams 70 points, reading quizzes 20 points,
essays 50 points. On each graded assignment the student will see the points they earned
for the assignment divided by the value of the assignment. For example a reading quiz
would be returned with a grade such as “16/20” meaning that the student earned 16 points
on the 20 point quiz. The percentage is determined simply by dividing the numerator by
the denominator, which in this example would be 80%.
Homework:
Students can expect to have homework from this course every night of the school year.
At a minimum there will be nightly reading assignments from the text with
accompanying chapter outlines and or study questions. At other times there will be class
projects and supplemental readings that accompany the course that will have to be
completed outside of class. Successful students will budget additional time outside of
class to complete the necessary assignments. Please also be aware that assignments are
highly likely to be given over Christmas break and Spring break in order to maintain the
appropriate pacing necessary to cover the course requirements in their entirety.
Tutoring schedule:
After school tutoring will be available Monday, Tuesday, and Thursday and take place
between 4:10 and 5:00 pm. Tutoring will also be available during the week in the
mornings, but students will be required to make arrangements with the teacher on the
previous day to get a pass to enter into the building and to get to the classroom. As a rule
tutoring is designed to help the student better understand the course content, but it is NOT
designed to re-teach the daily lessons. Tutoring is much more effective when the students
have specific items that they wish to discuss for understanding.
Honor Statement:
One characteristic of outstanding people whether young or old is integrity: people who
are honest and trustworthy. In order to truly grow and develop yourself as a person and
student of integrity it is important that you learn to take responsibility for your own
learning and for doing your own work. In the electronic age, information is accessible at
the click of a mouse or keypad and the temptation to copy and paste information for
assignments is great. Do your own work! Use the textbook and the Internet as a tool for
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learning, but do not merely copy and paste someone else’s ideas because that’s called
plagiarism. Student’s caught plagiarizing will receive a zero for that assignment and their
parents will be notified. Repeat offenders will face additional consequences. Be a person
of integrity and do your own work!
Special note: any student using an electronic device for any reason during a
summative assignment (Reading Quizzes, Exams, or Essay’s) will be given a zero for
that assignment without chance for redoing the assessment.
Make-up policy:
Given the advanced nature of this course, I do not have to accept assignments that are
late, but in the interest of the student having a chance to learn the material, late
assignments will be accepted but can only earn a maximum of 70% depending on the
quality of the work submitted.
There is one exception. If a student does not turn in their weekly chapter study questions
and vocabulary (TPE’s) on time then they will have to submit an outline of that chapter,
which meets the specified requirements posted on the McKinney APWH website. The
70% maximum credit rule will apply.
Those who have a KISD excused absence should turn their assignments in on the same
day that they return to school and if they do not it will be considered late. District policy
is that you have five days to turn the assignment in, but that only applies to assignments
that were assigned the day the student missed. Assignments like chapter study questions
and TPE’s are known about well in advance and the student should have them completed
the day they return after an absence. Special circumstances are always possible and any
questions about such should be directed to Mr. McKinney.
Extra Credit:
Extra credit opportunities may be included as part of specific classroom assignments but
as a rule no extra or additional assignments will be given to students during any grading
period. Students should be diligent to do quality work on the multitude of assignments
assigned during each grading period and should not expect that there will be an additional
assignment provided to compensate for lack of diligence during the grading period.
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