Advanced Placement World History Course Syllabus
Ms. Barton, Room 116
Kbarton.HOWARDHS@bibb.k12.ga.us
I.
Course Description:
Advanced Placement (AP) World History is a course designed for college-bound students who wish to get an
early start on their college education by challenging themselves in high school and potentially earning college
credit. AP World History develops a greater understanding of global processes, encounters, and interactions
that have shaped human history since 8000 B.C.E. Daily activities focus on the mastery of a selective body of
factual knowledge and the development of analytical skills required of advanced college students. Critical
reading and writing skills are developed through the evaluation of primary and secondary sources, oral
presentations, short essays, and research assignments. Students will take the AP World History Examination
in May.
This course will require students to be disciplined in study, manage time effectively, be willing to improve
reading and writing skills, be able to work independently, and prioritize activities. Since the nature of the
course requires that students spend a considerable amount of time preparing and studying outside of the
class period, students need to approach this course with an expectation that it will require more
commitment than previous history classes. Perhaps the most important attitude that students can bring to
class is one that is willing to listen to new ways of studying. Students will learn the skills needed to succeed
not only in this class, but in any class at the university level.
II.
Course Themes and Habits of Mind:
AP World History highlights six themes that receive equal attention throughout the course. Because of the
extent of the material, an overview and connections are emphasized rather than knowledge of year to year
facts. Students will examine specific time periods and cultures from the perspective of the six themes, which
help them have a unifying structure to study the history of the world.
World History Themes
1. The dynamics of change and continuity across the world history periods covered in this course, and
the causes and processes involved in major changes of these dynamics.
2. Patterns and effects of interaction among societies and regions: trade, war, diplomacy, and
international organizations.
3. The effects of technology, economics, and demography on people and the environment (population
growth and decline, disease, labor systems, manufacturing, migrations, agriculture, weaponry).
4. Systems of social structure and gender structure (comparing major features within and among
societies, and assessing change and continuity)
5. Cultural, intellectual, and religious developments, including interactions among and within societies.
6. Changes in function and structures of states and in attitudes toward states and political identities
(political culture), including the emergence of the nation-state (types of political organization).
Habit of Mind Skills
How do historians…
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Use evidence to construct and evaluate arguments?
Use point of view, context, and frame of reference to analyze documents?
Understand and interpret information?
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Assess change and continuity over time?
Identify global patterns of time?
Understand the relationship between local and global developments?
Make comparisons within and among societies?
Understand diverse ideas, beliefs, and values in historical context?
III.
The Course of Study:
The AP World History course consists of several broad topics which are divided into five periods. These topics
will be taught over the course of one 90 day semester in 90 minute block schedule classes:
Time Period
% of Test
Time Allotted
Foundations: circa 8000 B.C.E. – 600 C.E.
19-20%
(3weeks)
I.
The Emergence of Complex Societies to 600 B.C.E.
II.
Ideas and Empires in the Axial Age, 800 B.C.E. to 200 C.E.
III.
Global Patterns of Interactions and Exchange to 600 C.E.
600-1450
IV.
V.
VI.
22%
The Islamic World and Christian Europe
Resurgent East Asia and Mongol Eurasia
Global Patterns of Interaction and Exchange
(3 weeks)
1450-1750
19-20%
(3 weeks)
VII.
Maritime Expansion and European Transformation
VIII.
The Americas, Africa, and the Atlantic World
IX.
Comparative Maritime and Land-Based Empires
1750-1914
19-20%
(3 weeks)
X.
Revolutions, Rebellions, and Reform
XI.
Industrialization, the Global Economy, and the Global Order
XII.
Empires Old and New in the Age of Imperialism
1914-Present
19-20%
XIII.
Global Conflict: The Crisis of the Old Order
XIV.
Global Conflict: The Collapse of the Old Order
XV.
Globalization at High Speed
(4 weeks)
***Many World History courses devote the majority of their time focusing on European History. This course
provides a balanced global coverage. Though Europe is represented, no more than 30 % of the course is
devoted to European history.
IV.
Course Texts:
Main Texts:
Brown, Cynthia S. Big History: From Big Bang to the Present (New York / London: The New Press, 20007).
Duiker, William J. and Spielvogel, Jackson J. World History 4th ed. (Belmont, CA: Wadsworth, 2004).
Kishlansky, Mark A. Sources of World History Readings for World Civilization 3rd ed. Volume I. (Belmont, CA:
Wadsworth, 1998).
Kishlansky, Mark A. Sources of World History Readings for World Civilization 2nd ed. Volume 2. (Belmont, CA:
Wadsworth, 1998).
Supplemental Texts available for student use:
Bentley, Jerry and Herb Ziegler, Traditions and Encounters, 3rd ed. (New York: McGraw-Hill, 2008).
Bulliet, Richard et al. The Earth and Its Peoples: A Global History, 3rd ed. (Boston: Houghton Mifflin Company,
2005).
Stearns, Peter et al. Documents in World History: The Great Traditions: From Ancient Times to 1500, 4th ed.
Volume 1 (New York: Pearson, 2009).
Stearns, Peter et al. Documents in World History: The Modern Centuries: From 1500 to the Present, 4th ed.
Volume 2 (New York: Pearson, 2009).
Strayer, Robert W. Ways of the World: A Global History (Boston/New York: Bedford/St. Martin’s, 2009).
Tignor, Robert et al. Worlds Together, Worlds Apart: A History of the World From the Beginnings of
Humankind to the Present, 2nd ed. (New York / London: W.W. Norton & Company, 2009).
*** Additional texts including readers and other secondary sources are also used for activities such as DBQs
and secondary source readings.
V.
Course Assignments:
1. Homework: Generally consists of reading assignments periodically checked with briefmultiple-choice quizzes or short essays at the beginning of class. The quizzes check basic
understanding of the assigned reading. Map assignments and document exercises complete
the homework grade.
2. Essays: Are an important part of the course and require students to master three specific
skills: document analysis, comparative analysis, and change-over-time analysis. I will assign a
variety of written assignments throughout the year. You can expect to complete
approximately 2 or 3 writing assignments every 3 weeks. These assignments will usually be
timed assignments in class. The purpose of these is to make you dig deeper and better
prepare you for the exam.
3. Examinations: are given at the end of each unit and consist of multiple choice and essay
questions in accordance with the APCDG.
4. Projects: expand student knowledge and skills. The following includes some of the projects
students will be expected to complete during this course:
 Summer reading (Text noted above)
 DBQ practice activity on major world religions with analysis of writing afterward
 DBQ on African colonization with analysis of writing afterward
 Change & continuity over time essay dealing with women’s roles with teacher and
student evaluation
 Comparison essay comparing various Latin American Independence Movements
 Comparison essay comparing Japanese and Medieval Europe’s feudal systems
 Using the Internet students will evaluate Art from Ancient India/ Middle East/ Africa &
Renaissance Europe and write an essay comparing and contrasting the time periods and
geographic regions
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Using the Internet Students will evaluate maps made during various time periods
including the 500’s, 1400’s, 1600’,1700’s, 1800’s & today to determine change over time
Research paper: Religion in the Modern World
Reading History: Reading a primary source of history and writing a document analysis.
Reading History: Reading a secondary work of history and writing a historical interview.
The AP Exam:
The exam for AP World History will be in May. The actual date and time are yet to be determined. While
students are not required to take the exam, they are strongly encouraged to do so. Taking and scoring high
on the exam is the only way that students can earn college credit for this course. Taking the AP exam will
also add 5 points to your final average in this course.
The national exam will be seventy multiple choice questions, one document-based question (DBQ), one
change-over-time essay, and one comparative essay. The exam is three hours and five minutes in length. The
test is graded on a one-to-five scale. Most colleges accept a 4 or 5 for college credit but some accept a 3.
Classroom Principles and Assignment Requirements:
The classroom environment affects the learning that takes place in the class. Students deserve a classroom
that is friendly, safe, and intellectually stimulating. To help insure that environment, a few simple principles
must be adhered to at all times.
1. Students must show respect for one another.
a. Quietly listening to others opinions
b. Disagreeing without putting down the other person
c. Common courtesy
2. Students must come to class and must be on time.
a. No replacement for being in class
b. No excuse for being late and disrupting class by tardiness
3. Students must come prepared to participate.
a. With their textbooks, pens, and paper
b. Interaction, not only helps with learning, it is essential to learning
c. Participation requires a completed homework assignment
The following are requirements for all assignments in this class:
 Name, date, and block numbers must be written in the upper right-hand corner.
 Late assignments will not receive credit.
Grading:
There will be very few daily grades in this course. The core of your final grade will come from tests
and essays. Sporadically we will have reading quizzes and projects, as well.
The grading scale is as follows:
Examinations
35%
Essays
30%
Projects
10%
Homework/Classwork
10%
Final
15%
100-90 A
89-80 B
79-70 C
69-0 F
Teaching Philosophy:
I teach high school history because I have had a lifelong love for history and I enjoy sharing my love of
history with students. I find history to be far more than a collection of facts about past events, but rather a
series of choices and decisions that influence the politics, culture, religion, economy, and foreign relations of
the present. Only when we understand the events of the past and why they occurred, can we understand the
world we live in today. The past informs the decisions of policy makers, economists, politicians, religious
leaders, and the general citizenry in both overt and subtle ways. Helping students to understand how the
past affects the present is one of the most rewarding aspects of teaching history.
Teaching high school history is especially exciting for me because of my background in art history and
world history. Because my undergraduate major was in art history, I often view world history from an artistic
perspective. I see how historical events have shaped art through the centuries, and how art functions as a
cultural underpinning. Art can be used as a barometer of the sociocultural, sociopolitical and socioeconomic
climate of almost any period in world history. Thus art informs my personal teaching philosophy.
Really studying history can be hard work but also intriguing. I want to challenge you as a learner and
encourage you to think and study in new ways. I will assist you every way possible. I want you to reach your
potential.
Note to Parents / Guardians
At times, this class will address controversial issues. All students will be free to develop their own ideas and
arguments during class discussion. If you have any questions, comments, or concerns, about this or any other
aspect of the class, you are encouraged to contact me via email at:
Kbarton.HOWARDHS@bibb.k12.ga.us.
I would also like to request the best means for contacting you, as our ongoing contact can help to ensure the
success of your child in this class. Please provide the best an email address and/or telephone number(s) at which I
can reach you below along with your acknowledgement of receipt of this syllabus. This will help me to keep you
informed of your child’s progress throughout the course.
Please sign below indicating that you have reviewed the above syllabus for this class. A copy of this document
will be available for your review on my website.
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