SOUTH TEXAS ACADEMY FOR MEDICAL PROESSIONALS AP WORLD HISTORY COURSE SYLLABUS Course Overview AP World History is a course for highly motivated High School students that wish to earn college credit in high school following a fast paced, rigorous and challenging academic program. Using historical thinking skills the student will analyze and organize the study of world history using five themes as a frame of reference. The course will cover the social, economic, political and cultural perspectives of world and human interactions from 8000 B. C. E. to present day. Through reading and writing assignments, as well as class discussions, students are encouraged to craft historical arguments from historical evidence, use chronological reasoning, make comparisons of developments in different regions and time periods, and contextualize important changes and continuities as well as make historical interpretations and synthesis of both local and global events and societies, using the five AP World History course themes utilizing a S.P.I.C.E acronym: Social-Development and Transformation of Social Structures (Social) Ø Gender roles and relations Ø Family and kinship Ø Racial and ethnic constructions Ø Social and Economic classes State-Building, Expansion, and Conflict (Political) Ø Political structures and forms of governance Ø Empires Ø Nations and nationalism Ø Revolts and revolutions Ø Regional, trans-regional, and global structures and organizations Interaction Between Humans and the Environment (Interactions-H.E.I.) Ø Demography and disease Ø Migration Ø Patterns of settlement Ø Technology Development and Interaction of Culture (Culture) Ø Religions Ø Belief systems, philosophies, and ideologies Ø Science and technology Ø The arts and architecture Creation, Expansion, and Interaction of Economic Systems (Economic) Ø Agriculture and pastoral production Ø Trade and commerce Ø Labor systems Ø Industrialization Ø Capitalism and socialism
Course Text and other Readings: Adas, Michael, Marc J. Gilbert, Peter Stearns, and Stuart B. Schwartz. World Civilizations: The global Experience. Upper Saddle River, NJ: Pearson, Fifth edition. Bulliet, Richard, Daniel R. Headrick, David Northrup, Lyman L. Johnson, and Pamela Kyle Crossley. The Earth and Its Peoples: A Global History. Boston: Houghton Mifflin. Third edition. Stearns, Peter, Stephens. Gosch, and Erwin P. Grieshaber. Documents in World History. Vols. 1 and 2. New York: Longman. Third edition. Andrea, Alfred J., and James H. Overfield. The Human Record: Sources of Global History. Volume one. Boston: Houghton Mifflin fourth edition. Reilly, Kevin. Worlds of History: A Comparative Reader. Vols. 1 and 2. New York: Bedford/St. Martin s second edition. Dunn, Ross E. The New World History, a Teacher s Companion. New York: Bedford/St Martin s, 2000. Primary source images and secondary source articles, maps, tables and graphs will originate from the textbook, readers, and internet and power points found in Multimedia learning, LLC. Course Content: The AP World History course is organized chronologically and thematically using key concepts to investigate and promote inquiry and debate. Unit 1: Technological and Environmental transformation v KC- 1.1 Big geography and the Peopling of the Earth v KC-1.2 The Neolithic Revolution and Early Agriculture Societies v KC-1.3 The Development and Interaction of early agriculture, pastoral and Urban Societies PERIODIZATION: c.8000 BCE to c. 600 BCE MAIN FOCUS: Beginnings in History CLASS TIME: 7 TD s (teaching Days) TEXT and OTHER READINGS: (but not limited to:) Stearns. 2007. World Civilizations: Global Experience, fifth edition. Pearson. Chapter1: From Hunting and Gathering to Civilizations 2.5 Milion-1000 BCE Selected Primary Sources: The Epic of Gilgamesh, the Judgments of Hammurabi. Selected Data Sources: Map 1 & 2 college board,
Dunn, Primary Sources and How We Read Them. Jared Diamond, Guns, Germs, and Steel Selected images from Multimedia sources, LLC TOPICS FOR DISCUSSION: Prehistoric Societies Neolithic Revolution: From foraging to Agriculture and Pastoral societies Basic Features of early civilizations: Middle East, South Asia, East Asia, the Americas, Africa and Oceania Interaction of civilizations with their environment ACTIVITIES/ASSESSMENTS: Quizzes and Unit test Map exercises students will analyze how geography affected the development of political, social, economic, and belief systems in the earliest civilizations. Discussion, and analysis on: What, How and Why we study history Dunn. Students will read selected excerpts from Guns, Germs and Steel to discuss historical interpretation as well as the origins of agriculture Class discussion: How were gender roles changed by the Neolithic revolution? Writing workshop: Introduction to AP College Board rubrics with emphasis on thesis statements and essay development. Lesson on primary and secondary sources: analysis of excerpts and visuals KC 1.1-Students will complete map exercises to acquire the geospatial awareness necessary to understand the cross-cultural contacts, trade routes, migrations, communication and exchange of civilizations. (College Board map 1 &2, and period snap shot map.) KC 1.2-Develop a chart listing for each of the river valley civilizations: the location, food sources, economic and social systems, political structures and environmental and technological changes. KC1.3 Compare and contrast early agricultural, pastoral and urban societies using AP College Board rubric. Unit 2: Organization and Reorganization of Human Societies v KC-2.1-The Development and Codification of Religious and Cultural traditions v KC-2.2 The Development of States and empires v KC-2.3 Emergence of Trans-regional networks of Communication and Exchange PERIODIZATION: 600 BCE to 600 CE MAIN FOCUS: The classical era CLASS TIME: 10 Teaching days TEXT AND OTHER READINGS: Sterns. 2007. World Civilizations: Global Experience, fifth edition. Pearson. Chapters 2-5: The Classical Period, 1000 BCE-500 CE Uniting Large Regions Selected Primary Sources: Excerpts from the Four Noble Truths, Old Testament, The Gospel of Mathew, and Paul
Images from Multimedia, LLC TOPICS FOR DISCUSSION: Major Belief systems: Hinduism, Buddhism, Judaism, Christianity, Confucianism, and Daoism; polytheism and shamanism Classical civilizations: Greece, Rome, China and India including migration of the Huns, Germanic tribes Interregional networks by 600 CE and spread of belief systems Early Trading networks-the Silk Road and Indian Ocean Developments in China-Confucian society and imperial structure Developments in Mesoamerica and Andean South America and Sub-Saharan Africa ACTIVITIES/ASSESSMENTS: Quizzes and Unit test From Teacher notes students will complete charts and use various graphic organizers to make comparisons of the major belief systems. After a review of maps in text and selected internet map sources students will trace long distance trade networks in the Eastern Hemisphere: Eurasian Silk Roads, Trans-Saharan caravan routes, Indian Ocean sea lanes, and Mediterranean Sea lanes and identify the changes and continuities. KC-2.2 In collaborative groups students will complete a period snap shot using the SPICE acronym to organize, make comparison and analyze change and continuity overtime. KC-2.1Write a compare and contrast essay on the Political and social structures of any two of the following ancient civilizations: China, India, and the Mediterranean. Writing workshop: introduction of the continuity and change over time essay and rubric. KC-2.3Completion of map analysis that shows the changes and continuities in the five themes. KC-2.1 Essay: compare/contrast gender relations in any two of the following: China, India, Mediterranean, Africa, or the Americas. Scheduled review sessions, mornings, after-school and Saturday Academy. Unit 3: Regional and Trans-regional Interaction v KC -3.1 Expansion and intensification of Communication and Exchange Networks v KC-3.2 Continuity and Innovation of State Forms and Their Interactions v KC-3.3 Increased Economic Productive Capacity and its consequences PERIODIZATION: c. 600 C.E. to c. 1450 MAIN FOCUS: Globalization CLASS TIME: 15 Teaching Days TEXT AND OTHER READINGS: (but not limited to:) Stearns: Chapters 6-15: THE POST CLASSICAL PERIOD 500-1450: NEW FAITH AND NEW COMMERCE
Selected sources: Images, maps, charts and graph from text and Multimedia Learning, LLC Selected Readings from: J. H. Bentley, The Spread of World Religions, and Gregory Guzman, Were the Barbarians a Negative or Positive Factor in Ancient and Medieval History? The History of thee Indies, the conquest of New Spain. in Reilly TOPICS FOR DISCUSSION: The Islamic World, the Crusades and Schism in Christianity Byzantine Empire and Germanic Europe Italian city-states Sui, Tang, song, and Ming empires Japanese feudalism Mongols across Eurasia and urban destruction in SW Asia, Black Death Bantu and Polynesian migration Kingdoms and Empires in Africa The Americas Trading networks in the Post Classical World ACTIVITIES/ASSESSMENTS: Quizzes and Unit test Review text timeline and other visuals with emphasis on Topics for Discussion Class Debate: based on Reading by Guzman Writing workshop: Overview of essays from previous years of AP Exams KC 3.3Writing assignment: CCOT essay: Changes and continuities in World Trade from 500 BCE to 1000 CE. Working with graphic organizer: compare and contrast women, feudalism, and trade. KC 3.1,2,3 Student Power Points: Research and, make presentations on: the geographical impact of new ideas and technology, social and cultural interactions, development of political institutions, globalization. KC3.1 Primary Source Analysis: travel books of Marco Polo, Ibn Battuta, De Las Casas, and Bernal d\diaz. Scheduled review sessions, mornings, after-school and Saturday Academy. Unit 4: GLOBAL INTERACTIONS v KC-4.1 Globalizing Networks of Communication and Exchange v KC-4.2 New Forms of social Organization and Modes of production v KC-4.3 State consolidation and Imperial expansion PERIODIZATION: c. 1450 to c. 1750 MAIN FOCUS: Early Modern World CLASS TIME: 15 Teaching days TEXT AND OTHER READINGS: (but not limited to:) Stearns: Chapters 16-22 The Early Modern Period, 1450-1750: the World Shrinks Selected sources: Maps, charts, graphs and other visuals from text and Multimedia, LLC.
TOPICS FOR DISCUSSION: Transformation in Europe-Renaissance to Scientific Revolution Encounters and Exchange: Reconquista, Europe in Africa, Spanish in the Americas, Portuguese and Indian Ocean trade networks, southwest Asian trade networks and the Ming slave trade/ Ming and Qing rule Islamic empires, and expansion of Islam in sub-saharan Africa Japanese Feudalism The Columbian Exchange in Atlantic and Pacific Context Expansion of global Economy and Absolutism: Muslim, Tokugawa, and Romanov empires Labor systems in the Atlantic World and the effects of the Atlantic Slave Trade on demography in west Africa, resistance to the Atlantic slave trade, and ACTIVITIES/ASSESSMENTS: Quizzes and Unit Test Review of text timeline and other visuals with emphasis on Topics for Discussion. KC 4.1,2,3 Periodization: In groups, the class conducts a map shot of the four time periods covered and at home students complete charts using the SPICE acronym and their map shots. Writing workshop: Analyze documents from previous AP Exam DBQ s and identify the historical context and the AP themes that the sources address. KC4.3Writing assignment: Work in groups to produce a DBQ question with documents on Imperial Expansion. Scheduled review sessions, mornings, after-school and Saturday Academy. Unit 5: INDUSTRIALIZATION AND GLOBAL INTEGRATION v KC-5.1 Industrialization and Global Capitalism v KC-5.2 Imperialism and nation-state Formation v KC-5.3 Nationalism, revolution and Reform v KC-5.4 Global Migration PERIODIZATION: c. 1750 to c. 1900 MAIN FOCUS: European Movement in World History CLASS TIME: 13 Teaching days TEXT AND OTHER READINGS: (but not limited to:) Stearns: Chapters 23-27: THE DAWN OF THE INDUSTRIAL AGE, 1750-1914 Reilly, The American Declaration of Independence, the French Declaration of the rights of Man and citizen, The Communist Manifesto. Various selections of visuals, charts, maps and graphs from Multimedia Learning LLC and textbook internet sources.
TOPICS FOR DISCUSSION: European Enlightenment American, French, Haitian, and Latin American Revolutions Napoleonic wars/congress of Vienna/Conservatism vs. Liberalism British Industrial Revolution De-Industrialization of India an Egypt Imperialism and Modernization Anti-Slavery, suffrage, labor movements, anti-imperialist movements, nonindustrial reactions Reactions to industrialism and modernization ACTIVITIES/ASSESSMENTS: Quizzes and Unit tests KC 5.1 & 3 Class discussion of primary sources: American Declaration of Independence, The Declaration of the Rights of Man, the Declaration of the Rights of Woman, Conditions of the Working class in England, excerpts from the Communist Manifesto, writing of Adam smith and John Stuart Mill. KC 1,2,3, & 4 Independent research and document analysis on assigned topic (see topics for discussion): Gather various visuals, tables, charts, graphs and readings and bring to class (store information on USB and presentation on SMART board. KC 1,2,3,4 Short answer questions (compare/contrast and CCOT) on themes 1-5 based on topics for discussion. Scheduled review sessions, mornings, after-school and Saturday Academy. Unit 6: ACCELERATING GLOBAL CHANGE AND REALIGNMENTS v KC-6.1 Science and the Environment v KC-6.2 Global conflicts and Their consequences v KC-6.3 New conceptualizations of global Economy, society and Culture PERIODIZATION: c. 1900 to Present MAIN FOCUS: The Modern World CLASS TIME: 10 teaching days TEXT AND OTHER READINGS: (but not limited to:) Stearns: Chapters 28-36 THE NEWEST STAGES OF WORLD HISTORY: 1914- PRESENT Maps, charts, graphs and visuals from text and Multimedia Learning, LLC Arab opposition in the State of Israel in Reilly Nelson Mandel Rivonia Statement in Reilly Women s world 1950-2000 in Reilly African Nationalism, Changes in African culture and society, The Environment in the Twentieth Century; A Disaster Story in Volume #2 Documents in World History, Stearns TOPICS FOR DISCUSSION:
World War I, total war, and reactions to the fourteen points Rise of Consumerism and Internalization of Culture Depression and authoritarian Responses World War II and forced Migrations United Nations and Decolonization Cold War, Imperialism, and the End of the Cold War The Information and Communication Technologies Revolution ACTIVITIES/ASSESSMENTS: Quizzes and Unit test Review session prior to AP world History Exam (Saturday Academy, before and after school (recommended, but voluntary.) KC-6.2 & 3 Reviews will include timelines from texts and selected internet sources KC 1,2, & 3 Reflective commentaries (in writing) on social, economic, and political movements during the eras and their connection to the Big Picture. KC 6.1, 2 & 3 In-class writing: compare/contrast, CCOT, or DBQ formats. Possible topics: cold war ideology, revolutions, Nationalist movements, patterns of economic development, causes and effects of WWII, decolonization in Africa and India KC 6.2 & 3 Primary source analysis (War Posters) and leader analysis (Gandhi, HoChi Min, Nkrumah, Mao Zedong, Lenin) AP Style seventy-question Multiple Choice Exam
Course Expectations: Students are expected to adhere to Student Handbook guidelines. Assigned reading material should be brought to class everyday Lengthy reading assignments are the norm rather than the exception. Completion of all written assignments is required and due at the beginning of the period. Oral class participation is expected. Frequency, originality and accuracy are considered when class participation is evaluated. Study groups are encouraged for tests and large project assignments. Re-testing is not available but alternative means will be used to help students who are failing. Students will take the World history Advance Placement Examination in May 2010. ASSESSMENTS: Formative and Summative Assessments will take place throughout the entire year. Test will include chapters, units and nine weeks test, projects, case studies (DBQ s) and presentations will also be considered as mastery work. Class work, homework, oral discussions as well as quizzes will be used to evaluate their understanding of the material. Daily Quizzes: On assigned readings and vocabulary Daily Homework: Completion of assigned readings with questions, mapping, short Answer questions, timelines and charts.. Group work: Unit Exams: Students will be assigned and encouraged to form study groups that meet A few times a week to work on Power Point presentations on early Civilizations, major belief systems, social and political systems, trading, migrations, and their impact During the second semester students will work in groups to construct an AP World History-style DBQ Unit exams are a combination timed essays and multiple-choice questions. Essays that students are expected to write include: Comparative essays, Change Over-Time-Essay, Biographical essay, and Document Based Question. On average students will complete three to four essay during each nine week period. Semester Exam: Students will take a timed AP Released Exam as a mid-term and final exam, in preparation for the live AP World History exam. Semester exam is 25% of their grade.
Projects: Projects will be assigned based on available time and student interest. An addendum explaining student expectations and outcomes will be provided before beginning each project. Grading Procedures and Weights: A student s progress is assessed through written and oral work. Written work includes in-class test, out of class essays, nightly reading assignments and unannounced reading quizzes. Completion of all written assignments is required. Unless previously arranged with the teacher, assignments are due at the beginning of the period. Oral work consists of class participation in discussion groups and debates. Frequency, originality, and accuracy are considered when class participation is evaluated. Daily Work = 50% A. Class discussions and Participation B. Class work C. Homework D. Quizzes (oral and written) E. Research Mastery Grades=50% A. Chapter and Unit Tests B. Projects C. Presentations D. Case Studies (DBQ s) E. Nine Weeks Exam WORK COMPLETION POLICY: All work is to be turned in at the designated assigned time. Students who are absent on the day the work is due will be required to turn it in the next class day prior to 9 a.m. Unexcused absences will result in a zero until it is changed to an excused absence. Any student who will miss class as a result of a school event or personal trip must turn in the assignment prior to leaving. LATE WORK POLICY: All homework assignments are due at the beginning of the class period. Assignments submitted after they have been collected in class will be reduced to a maximum possible score of 70%. An assignment submitted after the day of collection but before the beginning of the next class meeting will be reduced to a maximum score of 50%. No assignments will be accepted after that time period and the student will receive a Zero (see pyramid of intervention.)
REMEDIATION AND RETESTING: Because of the fast paced nature of the course, retesting will not be available but alternative means will be used to help students who are failing. Students who get between a 64.5 and a 69.5 for the nine weeks will be given an opportunity to receive a remediation contract. First, in order to qualify for this contract a student must not have received any zeros for class work and quizzes. Secondly, a student must have taken advantage of after school tutorial to qualify for a remediation contract. Contracts will be available to students at the end of every nine week period. It will be the student s responsibility to request a Student Improvement Plan, and to become available to complete the paperwork. A contract must be signed by the teacher, the student, parent and the principal to be valid. Grade changes are submitted to the principal for approval upon contract completion. If a student fails to request a contract during the course of the year (when appropriate) then no contract will be provided at the end of the ye Pyramid of Interventions The objective of this class is for every student to successfully demonstrate a mastery of the Texas Essential Knowledge and Skills (TEKS) and the South Texas ISD Essential Learning Outcomes (ELO s) for Social Studies. A student who is not progressing will be assisted by the class pyramid of intervention and the campus pyramid of intervention. Intervention may include special class activities and assignments, required tutorial during the school day or after school, and other interventions specific for that student. BEHAVIOR: The class will be conducted under an honor code. All students will be expected to do their own work and adhere to student handbook guidelines. ATTENDENCE & TARDIES: Attendance is mandatory and all violations will be reported. Tardiness will also be reported. Tardiness is defined as coming to class without a valid excuse after the bell has rung. Students are required to be in their seat at the tardy bell. If a student is tardy, they are to report to the automated tardy station at the front office window where they will receive a tardy slip. A student will report to lunch detention on the 3rd tardy (listed on the tardy slip). Mando Aguirre will proctor lunch detention in Lab 608.
Classroom rules: 1. Be courteous and practice good listening skills 2. No food or drink allowed in class (only exception is water) 3. No profanity, vulgar language, or obscene gestures 4. Class will not be dismissed until I dismiss you 5. Be prompt, prepared, and ready to participate 6. Use of electronic devices permitted only with teacher approval I will be available for help during my conference period, academic advisement and by appointment. I LOOK FORWARD TO A VERY PRODUCTIVE YEAR. Filed on 8/2014 Approved Cruz Castillo Room 303, Conference period 3-B ( 12:30-2:00) 956-399-4331. cruz.castillo@stisd.net Course syllabus must be kept in your course folder at all times. Make sure to bring pen (black or blue,) highlighter and USB device and folder to every class. Students will be asked to purchase the McGraw-hill 5 steps to a 5 AP World History Guide PLEASE COMPLETE AND RETURN THE ATTACHED ADVANCE PLACEMENT PROGRAM EXPECTATIONS AND COURSE AGREEMENT.