Transcript Historical Thinking Skills

AP World History Syllabus
August 2009

Welcome to the 2009-2010 school year!
Congratulations on choosing AP World
History, a demanding yet exciting course which
emphasizes the development of non-western
human society. This is a college level class in
which you will be expected to do extensive
outside reading, detailed writing assignments,
and independent research.
AP Related Issues

AP course grades are weighted to reflect a
greater level of achievement in terms of
GPA and rigor in course work. This means
grade of a C in an AP class is equivalent
to a B in a regular class due to weighted
grades. (check this)
AP Related Issues

This class is designed to help you pass the AP
World History test given in May. You may be
able to receive college credit for passing the AP
WH test. Colleges do look carefully at
transcripts. Taking AP classes and attempting to
pass the test rank very high for admissions
consideration, especially at competitive
institutions.
AP Related Issues

Many religious and cultural values will be
explored; however no particular view will
be favored over the others. AP World
History reflects a global perspective of history,
and the content will not exceed 30% Western
History. Study will focus not just on facts, but
rather on overarching themes throughout
human society.
AP Related Issues



The course imposes a heavy reading and writing load
throughout the year, and the demands on the
students are equivalent to a full-year introductory
college course.
Students and Parents should expect that there is
some work/reading to be done almost every school
night, and study time should be planned for various
assignments.
Students also need to understand that it is always
required to read the chapters that are covered in
class. Failure to read will lead to poor results in
the class and on the AP exam!
Class Motto
 Just
keep reading!
Materials
You will need the following supplies by Wednesday, August
26, 2009:
 a 3 ring binder
 a supply of notebook paper
 a 5 subject spiral (200 sheets, college ruled) notebook
w/plastic covers and pockets for my class period only
 a four color (black, blue, green, and red) pen
 a #2 pencil
 a four pack of colored hi-liter pens
 2 glue sticks
Course Textbooks and Resources

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The Earth and Its Peoples, by Richard Bulliet et.
al., Boston: Houghton Mifflin; 2nd ed., 2005.
Reilly, Kevin, ed. Worlds of History: A
Comparative Reader, 3rd ed. Boston:
Bedford/St. Martin’s, 2009.
A variety of other primary and secondary sources
will be used during the course.
Students are encouraged to access additional
resources online at:
http://college.cengage.com/history/world/bulliet/e
arth_peoples/2e/students/index.html
Communication
Course lectures, assignments, and
other information are available on my
website at:
http://dibollhigh.tx.dih.schoolinsites.co
m/?PageName='TeacherPage'&StaffID='
60526‘
 You may also contact me by email:
[email protected]

SEATING:

I will initially seat students alphabetically, and
make a seating chart; I will consider allowing
students to choose their own seats next six
weeks (after I learn all of your names).

It's important to remember that I maintain the
right to change student’s seats at any time.
AP World History Class Themes

Interaction between humans and the
environment
 Demography
and disease
 Migration
 Patterns
of settlement
 Technology
AP World History Class Themes

Development and interaction of
cultures
 Religions
 Belief
systems, philosophies, and ideologies
 Science and technology
 The arts and architecture
AP World History Class Themes

State- building, expansion, and conflict
 Political
structures and forms of governance
 Empires
 Nations
and nationalism
 Revolts and revolutions
 Regional, trans- regional and global structures
and organizations
AP World History Class Themes

Creation, expansion, and interaction of
economic systems
 Agriculture
and pastoral production
 Trade and commerce
 Labor systems
 Industrialization
 Capitalism and Socialism
AP World History Class Themes

Development and transformation of
social structures
 Gender
roles and relations
 Family and Kinship
 Racial and ethnic constructions
 Social and economic classes.
Historical Thinking Skills
Historical analysis requires familiarity with a
great deal of information about the past such
as names, dates, facts, events, and the like.
 Without reliable and detailed information about
the past, historical thinking is not possible.
 But historical analysis involves much more
than the compilation of data about the past. It
also calls for distinctive reasoning skills.

Historical Thinking Skills
In other words:
 History is not just a simple effort to collect
information but rather a sophisticated quest for
meaning about the past.
 This quest involves a rigorous and fair-minded
analysis of documents and other sources of
information about the past.
Historical Thinking Skills
It calls for individuals who respect all relevant
historical evidence and reasoning- not just
those elements that support a preferred or
preconceived position.
 The quest for historical meaning entails the
cultivation of six distinct but also interrelated
and overlapping intellectual skills:

Historical Thinking Skills
Analysis: Historical thinking depends on the
ability to understand and evaluate evidence
about the past (including written documents as
well as archaeological artifacts, oral traditions,
works of art and other primary sources).
 It involves the capacity to extract useful
information and draw appropriate conclusions
from historical evidence while also
understanding that evidence in its context,
recognizing its limitations, and assessing the
point of view that reflects it.

Historical Thinking Skills

Argumentation: Historical thinking
depends on the ability to construct
plausible arguments on the basis of all the
relevant historical evidence as well as the
capacity to understand and evaluate the
arguments of others fairly in light of all
available evidence.
Historical Thinking Skills

Chronological Reasoning: Historical
thinking depends on the ability to
recognize patterns of change and
continuity through time, to address
questions of causation, and to compare
and evaluate alternative models of
periodization.
Historical Thinking Skills

Interpretation: Historical thinking depends on
the ability to analyze the roles played by
multiple causes of historical developments, to
recognize that different witnesses from different
communities have articulated multiple
perspectives on historical experiences, and to
understand and evaluate diverse interpretations
of the past through examination of their
evidence, reasoning, contexts, points of view,
and frames of reference.
Historical Thinking Skills

Contextualization: Historical thinking
depends on the ability to connect local
developments with broader processes, to
understand the various ways that global
processes have influenced the
development of individual societies, and to
assess the similarities and differences
between historical processes in different
chronological and geographical contexts.
Historical Thinking Skills

Comparison: Historical thinking depends
on the ability to compare the similarities
and differences in historical developments
among and between societies in order to
understand the experiences of individual
peoples and societies in relevant context.
Historical Thinking Skills

Synthesis: Historical thinking depends on
the ability to construct plausible historical
narratives and create persuasive
understandings of the past by drawing
resourcefully on relevant primary sources
and secondary works while acknowledging
them in appropriate fashion.
Course Activities

A) Multiple Choice Tests
 Multiple
Choice Tests will be designed to simulate the
AP Test. They will be timed. There will be 5 answer
choices per question. Tests will be cumulative to try
and build up and retain knowledge from earlier
chapters. It is important to realize tests will cover
assigned readings, not lecture topics. Reading
needs to be finished over the weekend before we
discuss the chapter. Failure to read will
significantly lower your grade!
Course Activities

B) Essay Tests
 Essays
will include three types: Document Based Questions
(DBQ), Change over Time (COT), Comparative (COMP)
writings. Essays will be written both outside of class and
timed essays written during class. Essay packets may be
assigned to do at home for selected units, these will include
all 3 types of essays. Take home essays need to be typed
and are due at the end of each unit.
 We will analyze primary sources, outside readings, oral
histories, maps, charts and visuals (art, architecture, and
political cartoons). This primary source analysis will help you
directly with the tasks required for the Document-Based
Question (DBQ) essay on the exam, but the daily use of
historical materials also will help you practice using evidence
to make plausible arguments. You also will become expert at
identifying point of view, context, and bias in these sources.
Course Activities

C) Final
 Each
semester will conclude with a
cumulative final. Students will have an
opportunity to show what they have learned
over the entirety of the course, and should
understand like a college course, finals have
a significant impact on their grade.
Course Activities

D) Homework Assignment Packets
 Assignment
packets are due each Friday for
the assigned reading. They may include note
cards, timelines, maps and analysis from the
week.
Course Activities

E) Projects
 Both
group and individual projects will be
assigned to help review the course material.
 After the AP Test in May, enrichment projects
will also be assigned.
Course Activities

F) Interactive Notebooks
 Students
are required to keep their tests, essays,
warm ups, notes, handouts and assignment packets
for each chapter in their notebooks. These will be
checked regularly and should be kept throughout
the course as they are very helpful in reviewing
information for the exam.
Course Activities

G) Participation
 Students
are expected to participate at a high
level in an AP class, both in answering
questions and volunteering information for
discussions.
Course Outline:
 UNIT I. Foundations, c. 8000 BCE to 600
CE Chapters 1 – 8 (7 weeks)
Introduction to the AP World Course
 become familiar with the AP World Curricular Requirements and AP
World History Themes
 introduce the concepts of change, continuity and comparison that will
be used throughout the course
 discuss how and why the course is broken up into five units: an
understanding of periodization from 8000 BCE to present
Agricultural Revolution to the First River-Valley Civilizations (8000-1500
BCE)
 define civilization and its key traits
 comparison of river valley civilizations: first comparison essay topic
New Civilizations in the Eastern & Western Hemispheres (2200-250
BCE)
 early Chinese civilizations
 first civilizations of the Americas
The Mediterranean & Middle East (2000-500 BCE)
 world religions overview: students use internet sources to investigate
major world religions
 introduce the DBQ: interpret and analyze primary and secondary
source documents
Greece and Iran (1000-30 BCE)
 rise of Greek city-states
 struggles of Persia & Greece
 spread of Hellenism
An Age of Empires: Rome & Han China
 comparison essay on the empires of Rome & Han China
India & Southeast Asia (1500 BCE – 600 CE)
 spread of Buddhism & Hinduism
 point of view analysis on Buddhist & Hindu primary & secondary
source documents
Networks of Communication & Exchange (300 BCE – 600 CE)
 Silk Road, Indian Ocean, Saharan and Sub-Saharan trade and
activity
 introduce the change over time essay: 1st change over time essay
assigned

UNIT II. 600–1450 Chapters 9-16 (7 weeks)
The Rise of Islam (600-1200 CE)
 origins of Islam, caliphates, and Islamic civilization
 DBQ topic: Moral & Social Behavior in the Islamic World
Christian Europe Emerges (600-1200 CE)
 Byzantine Empire, Medieval Europe, Kievan Russia, and
the Crusades
 cultural diffusion and diversity exercise: Christianization
of the Scandinavians & Slavs
Inner & East Asia (600-1200 CE)
 Tang & Song China and New Kingdoms in East Asia:
Korea, Japan & Vietnam
 DBQ Topic: Women in Tang & Song China
Civilizations of the Americas (600-1500 CE)
 Mesoamerican Cultures: Maya & Aztecs
 Northern Cultures: Southwestern & Mississippian
peoples
Andean Cultures: Moche & Inca
 Environment & Technology: Inca Roads, p. 317
Mongol Eurasia (1200-1500 CE)
 The Rise & Effect of the Mongols
 Ming China
 Environment & Technology: gunpowder to guns, p. 359
 DBQ Topic: The Integration of Mongol Eurasia
Tropical Africa & Asia (1200-1500 CE)
 new Islamic Empires: Mali & the Delhi Sultanate
 The Indian Ocean Trade
 cultural diffusion and diversity exercise: style of rule in
Mali & India, p. 334
The Latin West (1200-1500 CE)
 population growth and Black Death
 The Renaissance, Hundred Years War & new monarchs
 analytical & interpretive essay on religion & society in the
Latin West

 UNIT
III. 1450–1750: Chapters 1722, (6 weeks)
The Maritime Revolution (to 1500 CE)
 expansion before 1450: Pacific, Indian, & Atlantic Ocean
 European expansion
 DBQ Topic: cross-cultural exchange in the Atlantic World
Transformation in Europe (1500-1750 CE)
 The Reformation, Scientific Revolution & Enlightenment
American Colonial Societies (1530-1770 CE)
 Spanish America & Brazil and the English & French
Colonies
analysis & interpretation of primary sources: map & work
of art
The Atlantic System & Africa (1550-1800)
 plantations in the West Indies, the Gold & Slave Coasts
 change-over-time essay on World Trade & change-overtime essay on the Atlantic World (see 2002 & 2005
exams)
Southwest Asia & the Indian Ocean
 the Ottoman, Safavid, & Mughal Empires
 analysis & interpretation activity on Islamic Law &
Ottoman Rule, p. 492
Eastern Eurasia (1500-1800 CE)
 The Russian Empire, Late Ming & Early Qing Empires,
Japanese Reunification
 cultural, social, and economic comparisons: Russia,
China & Japan

 UNIT
IV. 1750–1914: Chapters 2329, (5 weeks)
Revolutionary Changes in the Atlantic World (1750-1850)
 The Enlightenment & the old order
 The American & French Revolutions and how revolution spreads
 DBQ topic: Revolutionary ideas in the Americas & France
The Early Industrial Revolution (1760-1851)
 causes, technology & impact of the Industrial Revolution
 comparison essay topic: industrialization & the non-industrialized
world
Nation Building & Economic Change in the Americas (1800-1890)
 independence in Latin America
 abolition of slavery & women’s rights
 primary source activity on race & ethnicity in the Americas
Africa, India & the New British Empire (1750-1870)
new African states, European penetration, empires in Eastern Africa
 India under British rule & Britain’s Eastern Empire
 DBQ topic: British Rule in India
Land Empires in the Age of Imperialism (1800-1870)
 The Ottoman, Russian, and Qing Empires
 comparison essay topic: Europe & the Ottoman Empire
The New Power Balance (1850-1900)
 industrialization: new technologies, social changes & labor
movements
 nationalism & the unification of Germany & Italy
 Japan joins the great powers
 environment & technology activity on railroads & immigration
The New Imperialism (1869-1914)
 the scramble for Africa
 imperialism in Latin America
 analysis & interpretation of primary & secondary source documents:
The African Colonial Experience

 UNIT
V. 1914–2000: Chapters
30-35, (5 weeks)
The Crises of the Imperial Order (1900-1929)
 The Great War & the Russian Revolution
 contrasting destinies of China & Japan
 The New Middle East
 Diversity & Dominance activity: The Middle East After WWI
The Collapse of the Old Order (1929-1949)
 The Stalin Revolution & the Great Depression
 rise of Fascism
 East Asia from 1931-1945
 WWII
 DBQ topic: The Status of Women in the Mid-Twentieth Century
Independence in Africa, India & Latin America (1900-1949)
Diversity & Dominance Activity: Vietnamese Nationalist Denounces
French Colonialism
 primary & secondary source document analysis: Nationalism & the
Struggle for Independence
The Cold War & Decolonization (1945-1975)
 The Cold War, Vietnam & Korea
 emergence of environmental concerns: The Green Revolution
The Dawn of the Post-Cold War World (1975-1991)
 revolutions in Latin America, Iran & Afghanistan
 collapse of the socialist bloc
 Persian Gulf War
 the challenge of population growth, unequal development & the
environment
 change-over-time essay topic: the struggle for women’s rights
Globalization at the Turn of the Millennium
 the global economy & terrorism
 universal & women’s rights
 DBQ topic: Global Integration

Class Procedures

There is an enormous amount of required
reading, writing, and speaking for this
class—you will also have homework
assignments nearly every night.
Agenda

Beginning tomorrow you will copy the
"daily objective" from the board.
1. Copy it into your agenda
2. Copy it every day as soon as the tardy
bell rings.
3. If you are absent, borrow someone's
agenda and copy any objectives missed.
(makeup work, notebook test)
Heading

Be sure to put a complete heading on
everything you turn in.
Example:
Robert Howard (full name)
August 27, 2009 (date)
World History-4th (class/period)
Title? (assignment name)
Class Notes

You will take lots of notes in this class;
they are not optional; they will be
graded, and you will be tested over the
material.
Incomplete/Late work

Students with a verified absence must turn in
work due and make up any assessment on
the day they return to class in order to
receive full credit.

Students may make up work that is
incomplete or below basic until the end of
each unit for a maximum score of 2 (basic;
70%) Don’t have any missing assignments,
turning something in is much better than not
turning anything in (60% vs. 0%)
GRADING SYSTEM

Major tests and papers will make up 75%
of your grade. (homework counts as 25%
of this portion of your grade)

Daily papers and quizzes will make up the
remaining 25%.
GRADING SYSTEM

The course will use the
following grade scale;
 A:
 B:
 C:
 F:
90 - 100 %
80 - 89%
70 - 79%
0 - 69%

Most tasks will be graded
using the 5 point AP
Rubric scale;






5 (Exemplary)
100%
4 (Advanced)
90%
3 (Proficient)
80%
2 (Basic)
70%
1 (Below Basic) 60%
0 (Not turned in)
0%
Extra Credit

There will be no extra credit work in this
course except when announced in
advance.
Contact Info
Robert Howard
 Phone: (936) 829-5626
 Email: [email protected]
 Conferences available by appointment
during 7th period

Tutorials

Available Mondays and Wednesdays from
7:30 – 7:55
Course Expectations

My main class rule is RESPECT.
 This
means respect for me, your peers, and the
classroom. No putdowns are allowed, even if
you’re joking. Keep your hands to yourself. Use
proper language and keep our room clean.

Be ready to learn.
 This
means stay in your assigned seat and work
quietly. Pay attention and don’t use any electronic
devices.
Course Expectations

Be Responsible
 This
means come to class and be on time. Make
sure you are inside the classroom when the bell
rings. The school attendance and tardy policy will
be enforced, and grades can be lowered for missing
too much class. If you miss class, find out the
assignment.

Do the Right Thing
 Be
honest, have integrity. Do your own work. Stay
positive; ask yourself how I can do better? Do
whatever it takes to get the job done to the best of
your ability. Don’t take shortcuts.
Course Expectations

The following consequences will be applied
for rule violations;
 1st
Warning: Verbal
 2nd Warning: Discipline Paragraphs
 3rd Warning; Time Out/After School Detention
 4th Warning; Parent Contact
 5th Warning; Office Referral

You are in an AP class; we work too hard for
any distractions. If you can’t behave,
transfer out!

Please return the signature page provided and
keep the syllabus for future reference. I look
forward to having you in class this year. If we
work together, we can succeed!
Mr. Howard