AP World History syllabus 2015-16

AP World History Fall & Spring Semesters 2015-16
Mr. Cottingham, FC 201 (Office Hours – Tue and Thurs 3:30-4 pm)
Email: [email protected]
Our website: http://www.mceachernhigh.org/
AP website: http://apcentral.collegeboard.com/
Info for Remind 101 to follow
Course text: World Civilizations: The Global Experience 5th AP Edition by Peter Stearns, et al
(2007). Pearson. We will make use of other print and internet primary and secondary sources
during the year. It is recommended that you purchase and use an AP World History test prep
Course Description: AP World History focuses on the vast expanse of human experience, from the
origins of civilization to the present. The course offers a balanced coverage of Africa, Asia, Europe, and the
Americas. There are five over-arching themes that receive approximately equal coverage:
Theme 1: Interaction Between Humans and the Environment
Theme 2: Development and Interaction of Cultures
Theme 3: State-Building, Expansion, and Conflict
Theme 4: Creation, Expansion, and Interaction of Economic Systems
Theme 5: Development and Transformation of Social Structures
The focus is on thematic development, rather than strict memorization of names, dates, and
places. Students should use the framework above as "unifying threads" to help make
comparisons over time. Typical questions may include, "Select four turning points in history
since 1000 C.E. and explain why you chose them," or "To what extent have civilizations
maintained their political distinctiveness of the time period covered in the course?" We will often
be “doing” history!Earlier history, concepts and skills in problem solving, critical thinking, and
essay writing will also be reviewed and studied in accordance with state and College Board
Course Outline:
Title Date Range Weight
1. Technological and Environmental Transformations, to c. 600 BCE (5% of course
coverage, approx. 1 week):
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
Student Activities: What is “civilization”? Socratic Seminar: Students analyze historians’ varied
definitions and viewpoints on “civilization” controversy: Kishlansky, Stearns, Bulliet, and
Fields. Student questions from Jared Diamonds’ theory of civilization development in Guns,
Germs and Steel (prologue & Ch.6). Mesopotamia (students will analyze primary sources such
as Hammurabi’s Code), Egypt, Indus, Yellow River, Mesoamerican and Andean civs, major
belief systems Stearns textbook: chapter 1
2. Organization and Reorganization of Human Societies, c. 600 BCE to 600 CE (15% of
course coverage approx. 4 weeks):
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
Student Activities: Students will analyze the Conrad-Demarest model of empires for Classical
Greece, Rome, China & India, Indian Ocean trade simulation.
Stearns textbook: chapters 2-5
3. Regional and transregional interactions, c. 600 CE –1450 CE (20% of course
coverage, approx. 6 weeks ):
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
Student Activities: Debate topic: Which civilization was more “successful” – Dar al Islam v.
Christendom, Mongols Mock Trial
Stearns: chapters 6-15
4. Global Interactions, c. 1450-1750 CE (20% of course coverage, approx. 6 weeks):
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
Student Activities: Timed writing and analysis of primary sources – DBQ on Christian and
Muslim Attitudes Toward Trade (2002 exam), CCOT Indian Ocean Trade (2008 exam),
Shaffer’s article on “Southernization” from Journal of World History (Spring 1994): Socratic
seminar to practice analyzing historical interpretation. Mercantilism simulation.
Stearns: chapters 16-22
5. Industrialization and Global Integration, c. 1750-1900 (20% of course coverage,
approx. 6 weeks):
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
Student Activities: Latin American Revolutions (Simon Bolivar’s Jamaica Letter, 1815, will be
analyzed by students), Crane Brinton’s pendulum model of revolutions analyzed and applied to
French, Haitian, American, Russian. Assigned reading and analysis of selection from Clive
Ponting’s A Green History of the World to explore human-environment interaction during
Industrial Revolution. Primary source analysis of visuals related to the Atlantic Slave Trade.
Imperialism in Africa simulation.
Stearns: chapters 23-27
6. Accelerating Global Change and Realignments, c. 1900-present: (20% of course
coverage, approx. 6 weeks):
Key Concept 6.1 Science and the Environment
Key Concept 6.2 Global Conflicts and Their Consequences
Key Concept 6.3 New Conceptualizations of Global Economy, Society, and Culture
Student Activities: World War I simulation. Cold War simulation, Niall Ferguson’s Wars of the
World: a new history of the 20th century
Stearns: chapters 28-36
Evaluation: Summative Assessments will mirror closely the format for the AP exam in May. As
per school policy, formative assessments will count for no more than 25% of your overall grade.
Unit Test Essays may be re-assessed as often as you wish; we will re-assess all unit test multiple
choice in the spring, when we are reviewing for the AP test. Frequent quizzes over assigned
readings will be given, but these are OPEN-NOTE. You may also replace quiz grades by writing
a comparison or CCOT essay. Final year-long grade will be based on the following categories:
UNIT I: Tech. & Environmental Transformations, to c. 600 BCE
UNIT II: Org. & Reorg. Of Human Societies, c. 600 BCE to 600 CE
UNIT III: Regional & Transregional Interactions, c. 600-1450 CE
UNIT IV: Global Interactions, c. 1450-1750 CE
UNIT V: Industrialization & Global Integration, c. 1750-1900
UNIT VI: Accelerating Global Change & Realignments, c.1900-present
FINAL EXAM (SLO – required + Final – may exempt)
Grades will be updated regularly in Synergy.
E. Organization of Course Activities: Along with learning important content knowledge, this
course is designed to foster and improve several habits of mind. Along these lines, you will be
asked to analyze and evaluate different types of primary sources. You will move beyond merely
recalling facts to interpreting and judging interpretations of history. At times, research skills will
be fostered, and we will make use of the computer lab and media center. You will learn to write
well three types of essays this year: DBQ, comparative, and change over time. You will also
practice analyzing point of view, context, and bias in historical sources. We will also do
simulations and debates that challenge you to address questions about human commonalities and
differences and the historical context of culturally diverse ideas and values. This is done to help
you improve your grade and AP test score. We have had more students pass the A.P. World
History exam than any other A.P. exam at McEachern the last ten years we have offered this
course. All of you taking this course have been handpicked because I believe you can pass this
AP World history is not a “Western Civilization” course. We will devote no more than
20% of class content to European History – all world regions will be studied. Cross-cultural
contacts will be emphasized.
F. My Expectations of You
 Prepare to take the AP exam in May (opportunity for college credit!)
 Actively participate in class and complete all assignments thoroughly and
 Attend class regularly, arriving on time. Be engaged!
 Make up work when absent-it is your responsibility to find out what you missed
and how you need to make it up.
 Keep a well-organized and complete notebook; bring to class daily, along with
textbook and/or reader. Use the charts, reading quizzes, lecture notes, etc. in your
notebook to study for tests.
 Form a study group for tests and other large assignments.
 Ask me for help if needed – that’s why I’m here!
 Challenge yourself, work hard, maintain high standards, and take advantage of
this opportunity.
 Love stickers. Honor, Prestige, Glory.
 Play Nice! I’m the Ref – Yellow and Red Cards will be issued
“Victory belongs to the most persevering.” – Napoleon
“Smooth seas do not make skillful sailors.” – African proverb
“Hard work beats talent when talent doesn’t work hard.” – Tim Notke