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AP WORLD HISTORYHAVPA Requirement

Syllabus James [email protected]. Social Studies Education, HistoryEastern Kentucky University, 2011

Communication:A course Google Group will be used to post important documents and hosting discussions. It is important to remember that any post to the Google Group becomes available to the entire group. Appropriate language should be used based on school policies. This will require the use/creation of a Gmail account that will be checked regularly and class specific for the school year.

Required Supplies:Pencils (all multiple choice must be completed in pencil)Black Pens (all free response must be completed in black pen)Princeton Review AP World History 2011, 2012, or 2013

Expectations:

It is important to understand that this is a college level course. Course expectations for behavior, discussion, work completion, etc. will be comparable. This is not simply an accelerated course! Your efforts and ability will rewarded by earning college credit and the satisfaction of having mastered 10,000 years of history. Likewise, inability to prepare daily, master content, or work to your fullest potential will likely result in frustration and disappointment.

It is also expected that every student that enters the class on August 15, 2012 will take the AP World History exam on May 17, 2013.Classroom Policies: In addition to school policies, we will adhere to the following:

1. No food in class unless designated as a special activity2. Drinks are ONLY permitted if they are in containers specifically designed to be reusable.3. We will use various types of technology in class. For this reason, smartphones, netbooks, etc. are both permitted and encouraged for CLASS

ACTIVITIES.

mailto:[email protected]

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Course Description:

AP World History is a course that is designed to develop a greater understanding of the evolution of global processes and contacts. This course will rely on gaining both factual knowledge as well as the development of analytical thinking and writing. This course will focus on periodization of history as well as the changes and continuities taking place within each block of time.

Specifically, the following AP World History skills and themes will be used throughout the course to identify these broad patterns and processes that explain change and continuity over time.

The Four Historical Thinking Skills

1. Crafting Historical Arguments for Historical Evidence2. Chronological Reasoning3. Comparison and Contextualization4. Historical Interpretation and Synthesis

The Five AP World History Themes:

1. Interaction between humans and the environment. Demography and Disease Migration Patterns of settlement Technology

2. Development and interaction of cultures Religions Belief systems, philosophies, and ideologies Science and technology The arts and architecture

3. State-building, expansion, and conflict Political structures and forms of government Empires

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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

Required Textbooks

Stearns, Peter; Adas, Michael; Schwartz, Stuart; and Gilbert, Marc. World Civilizations: The Global Experience, 5 th ed. New York. Pearson Education, 2007.Companion web site (www.ablongman.com/stearns4epAP*)

Strayer, Robert. Ways of the World: A Global History. Boston. Bedford/St. Martins, 2009Companion web site (www.bedfordstmartins.com/strayer)

Outside Readings and Resources used in this course:

http://www.bedfordstmartins.com/strayer

http://www.ablongman.com/stearns4epAP*

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Chang, Jung, Wild Swans: Three Daughters of China. Touchstone, 2003.

Ji-LI, Jiang, Red Scarf Girl: A Memoir of the Cultural Revolution. New York. Harper Trophy, 1997.

Andrea, Alfred and Overfield, James. The Human Record: Sources of Global History Volumes I and II, 5th ed. Boston Houghton Mifflin Company, 2005.

Reilly, Kevin Worlds of History, a Comparative Reader 3rd Edition. Boston. Bedford/St. Martin’s, 2007.

Williams, William. DBQ Practice: AP Style Document Based Questions Designed to Help Students Prepare for the World History Examination. Culver City Social Studies School Service, 2004.

Wiesner, Wheeler, Doeringer, and Curtis. Discovering the Global Past Volumes I and II. Boston. Houghton Mifflin Company, 2002.

2002 AP World History Released Exam (College Board)

2003-2007 AP World History Free Response Questions, Rubrics, and Student Samples. (AP Central)

Guns, Germs, and Steel by Diamond (Norton, 1999)

Standage, Tom A History of the World in 6 Glasses. Walker Publishing Company, 2006.

Course Outline:

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Time Period Key Concept AP World History required examples of content

Illustrative Example (Must know the examples in BOLD)

Stearns Chapters

Strayer Chapters

Princeton Review 2011-2013

Period 1: Technological and Environmental Transformation, to c. 600 B.C.E. (5% of exam)

Standard 1.1 Big Geography and the Peopling of the Earth

Standard 1.2The Neolithic Revolution and Early Agricultural societies

Standard 1.3The Development and Interactions of Early Agricultural, Pastoral, and Urban Societies

Standard 1.21. Improvements in

Agricultural Production, Trade, and Transportation

a. Potteryb. Plowsc. Woven Textilesd. Metallurgye. Wheels and

Wheeled Vehicles

Standard 1.31. Core and Foundational

Civilizationsa. Mesopotami

ab. Egyptc. Indus River

Valleyd. Yellow River

Valley

Standard 1.31. New Weapons

a. Compound Bowsb. Iron Weapons

2. New Modes of Transportationa. Chariotsb. Horseback Riding

3. Monumental Architecture and Urban Planning

a. Ziggurats

Standard 1.1Ch. 1

Standard 1.1Ch. 1

Standard 1.2Ch. 2

Standard 1.3Ch. 3

Standard 1.1Pages 91-92 (III,A)

Standard 1.2Pages 92-94 (III,B)

Standard 1.3Pages 94-104 (III,C-F)

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e. Olmecsf. Chav’in

2. New Religious Beliefsa. Vedicb. Hebrewc. Zorastrianis

m3. Trade Expansion from

Local to Regional and Transregional

a. Between Egypt and Nubia

b. Between Mesopotamia and the Indus Valley

b. Pyramidsc. Templesd. Defensive Wallse. Streets and Roadsf. Sewage and Water Systems

4. Arts and Artisanshipa. Sculptureb. Paintingc. Wall Decorationsd. Elaborate Weaving

5. Systems of Record Keepinga. Cuneiformb. Hieroglyphsc. Pictographsd. Alphabetse. Quipu

6. Literaturea. The “Epic of Gilgamesh”b. Rig Vedac. Book of the Dead


Illustrative Example Stearns Chapters

Strayer Chapters


Period 2: Organization and Reorganization of Human Societies, c. 600 B.C.E. to c. 600 C.E. (15% of exam)

Standard 2.1The Development and Codification of Religious and Cultural Traditions

Standard 2.11. Influence of Daoism on the

Development of Chinese Culturea. Medical Theories and

Practicesb. Poetryc. Metallurgyd. Architecture

2. Regions where ancestor veneration

Standard 2.1Chapter 5Chapter 6

Standard 2.1Pages 117-127 (IV-VII)

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Standard 2.2 The Development of States and Empires

Standard 2.21. Southwest Asia: Persian

Empires2. East Asia: Qin and Han

Empire3. South Asia: Maurya and

Gupta Empires4. Mediterranean regions:

Phoenicia and its colonies, Greek city-states and colonies, and Hellenistic and Roman Empires

5. Mesoamerica: Teotihuacan, Maya city-states

6. Andean South America: Moche

persisteda. Africab. The Mediterraneanc. East Asiad. The Andean areas

3. Literature and Dramaa. Greek Playsb. Indian Epics

4. Regions where Distinctive Architectural Styles Developed

a. Indiab. Greecec. The Roman Empired. Mesoamerica

Standard 2.21. Persian Empires

a. Achaemenidb. Parthianc. Sassanid

2. Regions where rulers created administrative institutions

a. Chinab. Persiac. Romed. South Asia

3. Citiesa. Persepolisb. Chang’anc. Pataliputrad. Athense. Carthagef. Rome

Standard 2.2Ch. 2Ch. 3Ch. 4

Standard 2.2Ch. 4Ch. 7

Standard 2.2Pages 105-116 (III, F-III, H,5)

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Standard 2.3 Emergence of Transregional Networks of Communication and Exchange

7. Administrative Institutions

a. Centralized Governments

b. Elaborate legal systems and bureaucracies

8. Techniques used by imperial governments to project military power

a. Diplomacyb. Developing

supply linesc. Building

fortifications, defensive walls, and roads

d. Drawing new groups of military officers and soldiers from the local populations or conquered peoples

Standard 2.31. Trade Routes

a. Eurasian Silk Roads

b. Trans-Saharan

g. Alexandriah. Constantinoplei. Teotihuacan

4. Methods to maintain production of food and provide rewards for elites

a. Corv’eeb. Slaveryc. Rents and tributesd. Family and household

production5. Environmental Damage

a. Deforestationb. Desertificationc. Soil Erosiond. Silted Rivers

6. External Problems Along Frontiersa. Between Han and

Xiongnub. Between Gupta and

White Hunsc. Between Romans and

their northern and eastern neighbors

Standard 2.31. New Technologies

a. Yokesb. Saddlesc. Stirrups

2. Domesticated Pack Animals

Standard 2.3Ch. 5

Standard 2.3Page 115: Contrast Them:

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caravan routes

c. Indian Ocean sea lanes

d. Mediterranean sea lanes

2. Transformed religious and cultural traditions

a. Christianityb. Hinduismc. Buddhism

a. Horsesb. Oxenc. Llamasd. Camels

3. Innovations in Maritime Technologies

a. Lateen Sailsb. Dhow Ships

4. Changes in Farming and Irrigation Techniques

a. The qanat system5. The Effects of the Spread of Disease

on Empiresa. Roman Empireb. Chinese Empires

The Fall of Han China, the Gupta Empire, and Rome



Stearns Chapters

Strayer Chapters


Period 3: Regional and Transregional Interactions, c 600 C.E. to c. 1450 (20% of exam)

Standard 3.1 Expansion and Intensification of Communications and Exchange Networks

Standard 3.11. Existing Trade Routes

a. The Silk Roadsb. The

Mediterranean Sea

c. The Trans-Saharan

d. The Indian Ocean basins

2. Empiresa. Chinab. The Byzantine

Empire

Standard 3.11. New Trading Cities

a. Novgorodb. Timbuktuc. The Swahili city-statesd. Hangzhoue. Calicutf. Baghdadg. Veniceh. Tenochtitlan

2. Luxury Goodsa. Silk and Cotton textilesb. Porcelainc. Spices

Standard 3.1Ch. 6Ch. 7Ch. 8Ch. 9

Standard 3.1Ch. 8Ch. 9Ch. 10Ch. 11

Standard 3.1Pages 133-162 (III-III,F)

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c. The Caliphatesd. The Mongols

3. Migrations and their environmental impact

a. Bantu-speaking peoples in Sub-Saharan Africa

b. Maritime migrations of the Polynesian peoples

d. Precious metals and gemse. Slavesf. Exotic Animals

3. Caravan Organizationa. Caravanseraib. Camel Saddles

4. New Forms of Credit and Monetization

a. Bills of Exchangeb. Creditc. Checksd. Banking Houses

5. State Practicesa. Minting of Coinsb. Use of Paper Money

6. Trading Organizationsa. Hanseatic League

7. Environmental Knowledge and Technological Adaptations

a. The way Central Asian pastoral groups used horses to travel in the steppes

b. The way the Arabs and Berbers adapted camels to travel across and around the Sahara

8. Diffusion of Languagesa. The spread of Bantu

languages including Swahilib. The spread of Turkic and

Arabic languages9. Diasporic Communities

a. Muslim merchant

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communities in the Indian Ocean Region

b. Chinese merchant communities in the Southeast Asia

10. Interregional Travelersa. Ibn Battutab. Marco Poloc. Xuanzang

11. Diffusion of literary, artistic, and cultural traditions

a. Neoconfucianism and Buddhism in East Asia

b. Hinduism and Buddhism in Southeast Asia

c. Islam in Sub-Saharan Africa and Southeast Asia

12. Diffusion of scientific and technological traditions

a. The influence of Greek and Indian mathematics on Muslim scholars

b. The return of Greek science and philosophy

c. The spread of printing and gunpowder technologies

13. New foods and agricultural techniques

a. New rice varieties in East Asia

b. The spread of cotton, sugar, and citrus throughout Dar al-Islam and the

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Standard 3.2Continuity and Innovation of State Forms and Their Interactions

Standard 3.3Increased Economic Productive Capacity and its Consequences

Standard 3.21. Technological and

Cultural Transfersa. Between Tang

China and the Abbasids

b. Across the Mongol empires

c. During the Crusades

Standard 3.31. Multiple factors

contributed to the decline of urban areas

a. Invasionsb. Diseasec. Decline of

Mediterranean basin

Standard 3.21. Traditional sources of power and

legitimacya. Patriarchyb. Religionc. Land-owning elites

2. Innovationsa. New methods of taxationb. Tributary systemsc. Adaptation of religious

institutions3. Islamic States

a. Abbasidsb. Muslim Iberiac. Delhi Sultanates

4. City-Statesa. Italian Peninsulab. East Africac. Southeast Asiad. Americas

5. Synthesis by Statesa. Chinese traditions that

influenced states in Japan

Standard 3.31. Technological Innovations

a. Champa rice varietiesb. The Chinampa field systemsc. Waru waru agricultural

techniques in the Andean areas

Standard 3.2Ch. 10Ch. 11Ch. 12Ch. 13Ch. 14

Standard 3.3Ch. 15

Standards 3.2 and 3.3Ch. 12Ch. 13


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Agricultural Productivity

d. The Little Ice Age2. Urban Revival

a. End of Invasionsb. Safe and reliable

transportc. Rice of

commerce and the warmer temperatures between 800 and 1300

d. Increased agricultural productivity

e. Greater availability of labor

3. Labor Organizationa. Free peasant

agricultureb. Nomadic

pastoralismc. Craft production

and guild organization

d. Various forms of coerced and unfree labor

e. Government-imposed labor taxes

d. Improved terracing techniques

e. The horse collar2. Regions where free peasants

revolteda. China b. Byzantine Empire

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f. Military obligations



Stearns Chapters

Strayer Chapters


Period 4: Global Interactions, c. 1450 to c. 1750 (20% of exam)

Standard 4.1Globalizing Networks of Communication and Exchange

Standard 4.11. Official Chinese

maritime activity2. Portuguese maritime

activity3. Spanish maritime

activity4. Multiple routes to Asia

Standard 4.11. New tools

a. Astrolabeb. Revised Maps

2. Innovations in Ship Designsa. Caravels

3. American foodsa. Potatoesb. Maizec. Manioc

4. Cash Cropsa. Sugar b. Tobacco

5. Domesticated Animalsa. Horsesb. Pigsc. Cattle

6. Foods brought by African slavesa. Okrab. Rice

7. Syncretic and new forms of religiona. Vodunb. Cults of Saintsc. Sikhism

8. Innovations in visual and performing arts

a. Renaissance art in Europe


Standards 4.1, 4.2, and 4.3Ch. 14Ch. 15Ch. 16

Standard 4.1Pages 185-198 (III, B-IV, A)

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Standard 4.2New forms of Social Organization and Modes of Production

b. Wood-block prints in Japan9. Popular authors, literary forms, and

works of literaturea. Shakespeareb. Kabukic. Sundiata

Standard 4.21. Intensification of Peasant Labor

a. The development of frontier settlements in Russian Siberia

b. Cotton textile production in India

c. Silk textile production in China

2. Coerced Labora. Chattel Slaveryb. Indentured Servitudec. Encomienda and hacienda

systemsd. The Spanish adaptation of

the Inca mit’a3. New Elites

a. Manchus in Chinab. Creoles in Spanish Americac. European Gentry

4. Existing Elitesa. The zamindars in the Mughal

Empireb. The nobility of Europec. The daimyo in Japan

5. Gender and family restructuring


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Standard 4.3State Consolidation and Imperial Expansion

Standard 4.31. Land Empires

a. Manchusb. Mughalsc. Ottomansd. Russians

2. Maritime Empiresa. Portugueseb. Spanishc. Dutchd. Frenche. British

a. Smaller size of European families

6. New ethnic and racial classificationsa. Mestizob. Mulattoc. Creole

Standard 4.31. The arts as displays of political

powera. Monumental architectureb. Urban designc. Courtly literatured. The visual arts

2. Religious ideasa. Divine Rightb. Shiismc. Human Sacrificed. Confucian Rituals

3. Differential treatment of ethnic and religious groups

a. Ottoman treatment of non-Muslim subjects

b. Manchu policies toward Chinese

c. Spanish creation of a separate “Republica de Indios”

4. Bureaucratic Elites or Military Professionals

a. Ottoman Devshirmeb. Chinese Examination

System


Standard 4.3Pages 199-207 (IV, B-VII)

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c. Salaried Samurai5. Competition over trade routes

a. Piracy in the Caribbean6. State Rivalries

a. Thirty Years Warb. Ottoman-Safavid Conflict

7. Local Resistancea. Food riotsb. Samurai revoltsc. Peasant uprisings



Stearns Chapters

Strayer Chapters


Period 5: Industrialization and Global Integration, c. 1750-c. 1900 (20% of exam)

Standard 5.1Industrialization and Global Capitalism

Standard 5.11. Factors leading to the

rise of industrial production

a. Europe’s location on the Atlantic Ocean

b. Geographical distribution of coal, iron, and timber

c. European demographic changes

d. Urbanizatione. Improved

agricultural

Standard 5.11. Production and export of single

natural resourcesa. Cottonb. Sugarc. Guanod. Metals and minerals

2. Declining agriculturally based economy

a. Textile production in India

3. New consumer marketa. The Chinese market in

the 19th century4. Mining centers

a. Copper mines in Mexicob. Gold and diamond

mines in South Africa


Standard 5.1Ch. 18

Standard 5.1Pages 214-221 (III –III,A)

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Standard 5.2

productivityf. Legal

protection of private property

g. An abundance of rivers and canals

h. Access to foreign resources

i. The accumulation of capital

2. Developments in transportation and communications

a. Railroadsb. Steamshipsc. Telegraphsd. Canals

5. Financial Instrumentsa. Stock Marketsb. Insurancec. Gold Standardd. Limited Liability

Corporations6. Transnational businesses

a. The United Fruit Company

b. The HSBC-Hong Kong and Shanghai Banking Corporation

7. Alternative Visionsa. Utopian Socialismb. Marxismc. Anarchism

8. State sponsored visions of industrialization

a. Meiji Japanb. Tsarist Russiac. China’s self-

strengthening movement

d. Muhammad Ali in Egypt9. Reforms

a. State pensions and public health in Germany

b. Public Education

Standard 5.2 Standard 5.2 Standard Standard

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Imperialism and Nation-State Formation

1. States with existing coloniesa. British in Indiab. Dutch in Indonesia

2. European states that established empires

a. Britishb. Dutchc. Frenchd. Germane. Russian

3. Europeans who established settler colonies

a. British in southern Africa, Australia, and New Zealand

b. The French in Algeria4. European states that established

empires in Africaa. Britain in West Africab. Belgium in the Congo

5. Industrialized states practicing economic imperialism

a. Opium Warsb. Latin America

6. Contraction of the Ottoman Empirea. Independent states in

the Balkansb. British influence in Egypt

7. New states on the edges of existing empires

a. Zulu Kingdomb. Siam

8. Nationalism

Ch. 26Ch. 27

5.2Ch. 19Ch. 20

5.2Pages 221-227 (III, B-III, E)

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Standard 5.3Nationalism, Revolution, and Reform

Standard 5.31. Required Documents

a. The American Declaration of Independence

b. The French Declaration of the Rights of Man and Citizen

c. Bolivar’s Jamaica Letter

2. Rebellionsa. American

Revolutionb. French

Revolutionc. Haitian

Revolutiond. Latin

American Independence Movements

a. The German nationb. Filipino nationalismc. Liberian nationalism

Standard 5.31. New ways of understanding the

natural worlda. Rousseaub. Voltaire

2. Enlightenment Thinkersa. Lockeb. Montesquieu

3. Subjects challenging imperial government

a. The challenge of the Marathas to the Mughal Sultans

4. Slave resistancea. Maroon societies

5. Anti-colonial movementsa. Sepoy Rebellionb. Boxer Rebellion

6. Rebellions influenced by religion and millenarianism

a. Taipingb. Ghost Dancec. Xhosa Cattle-Killing

Movement7. Reforms in Imperial Policies

a. Tanzimatb. Self-Strengthening

Movement8. Demands for Women’s Suffrage

Standard 5.3Ch. 23

Standard 5.3Ch. 17


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Standard 5.4Global Migration

Standard 5.41. Coerced and semi-

coerced labor migrationa. Slaveryb. Chinese and

Indian indentured servitude

c. Convict labor

a. Resolutions passed at the Seneca Falls Conference in 1848

Standard 5.41. Relocation for work

a. Manual laborersb. Specialized professionals

2. Temporary and seasonal migrantsa. Japanese agricultural

workers in the Pacificb. Lebanese merchants in

the Americasc. Italians in Argentina

3. Migrant ethnic enclaves in different parts of the world

a. Chinese in Southeast Asia, the Caribbean, South America, and North America

4. Regulation of Immigrantsa. The Chinese Exclusion

Actsb. The White Australia

PolicyTime Period Key Concept AP World History required

examples of contentIllustrative Example (Must know the examples in BOLD)

Stearns Chapters

Strayer Chapters


Period 6: Accelerating Global Change and

Standard 6.1Science and the Environment

Standard 6.11. New Scientific Paradigms

a. The theory of relativityb. Quantum Mechanics


Standard 6.1Ch. 21

Standard 6.1Pages 249-262

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Realignments, c. 1900 to the Present (20% of exam)

Standard 6.2 Standard 6.2

c. The Big Bang Theoryd. Psychology

2. Medical Innovationsa. The polio vaccineb. Antibioticsc. The artificial heart

3. Diseases associated with povertya. Malariab. Tuberculosisc. Cholera

4. Emergent epidemic diseasesa. The 1918 influenza

pandemicb. HIV/AIDS

5. Diseases associated with changing lifestyles

a. Heart Disease6. Improved military technology

a. Tanksb. Airplanesc. The atomic bomb

7. New tactics of warfarea. Trench warfareb. Firebombing

8. Wartime casualtiesa. Nanjingb. Dresdenc. Hiroshima

Standard 6.2 Standard 6.2 Standard

(III-III,B)

Standard

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Global Conflicts and Their Consequences

1. Sources of Global Conflict in the first half of the 20th century

a. Imperialist expansion by European powers and Japan

b. Competition for resources

c. Ethnic conflict

d. Great power rivalries between Great Britain and Germany

e. Nationalist ideologies

f. The economic crisis engendered by the Great Depression

1. Internal and external factors resulting in the collapse of empires

a. Economic hardshipb. Political and social

discontentc. Technological stagnationd. Military defeat

2. Colonies negotiate their independence

a. India from the British Empire

b. The Gold Coast from the British Empire

3. Colonies achieve independence through armed struggle

a. Algeria and Vietnam from the French empire

b. Angola from the Portuguese empire

4. Nationalist leaders in Asia and Africa challenged imperial rule

a. Mohandas Gandhib. Ho Chi Minhc. Kwame Nkrumah

5. Regional, religious, and ethnic movements challenged both colonial rule and inherited imperial boundaries

a. Muhammad Ali Jinnah6. Transnational movements sought to

unite peoplea. Communismb. Pan-Africanism

Ch. 32Ch. 33Ch. 34

6.2Ch. 22Ch. 23

6.2Pages 262-282 (III, C-III,E)

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7. Population resettlementsa. The India/Pakistan

partitionb. The Zionist Jewish

settlement of Palestinec. The division of the

Middle East into mandatory states

8. Migrationsa. South Asians to Britainb. Algerians to Francec. Filipinos to the United

States9. Ethnic Violence

a. The Holocaustb. Cambodiac. Rwandad. Armenia

10. Displacement of Peoplesa. Palestiniansb. Darfurians

11. Mobilization of state resourcesa. Military conscription

12. Groups and individuals who challenged war

a. Picasso in his Guernicab. Thich Quang Duc by self-

immolation13. Examples of nonviolence as a way to

bring about political changea. Gandhib. Martin Luther King

14. Groups and individuals opposed and

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Standard 6.3New Conceptualizations of Global Economy, Society, and

promoted alternatives to the existing economic, political, and social orders

a. Vladimir Lenin and Mao Zedong

b. Anti-Apartheid Movement in South Africa

c. The Tiananmen Square protestors that promoted democracy in China

15. Responses that intensified conflictsa. The buildup of the

“military-industrial complex” and arms trading

16. Movements that used violence against civilians to achieve political aims

a. Al-Qaedab. IRA

17. Global conflicts had a profound influence on popular culture

a. Dadab. Socialist Realism

Standard 6.31. Communist governments controlled

their national economiesa. The Five-Year Plansb. The Great Leap Forward

2. Government intervention in the


Standard 6.3Ch. 24

Standard 6.3Pages 283-289 (III,E-V)

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Culture economya. The New Deal

3. Governments guiding economic lifea. The encouragement of

export-oriented economies in East Asia

4. Governments encourage free market policies

a. The United States beginning with Ronald Reagan

b. China under Deng Xiaoping

5. New international organizationsa. The League of Nationsb. The United Nations

6. New economic institutionsa. The International

Monetary Fund (IMF)b. World Bankc. World Trade

Organization (WTO)7. Humanitarian Organizations

a. World Health Organization (WHO)

b. Amnesty International8. Regional trade agreements

a. The European Unionb. NAFTAc. ASEANd. Mercosur

9. Multinational Corporationsa. Royal Dutch Shell

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b. Coca-Colac. Sony

10. Protest movementsa. Greenpeaceb. Earth Day

11. Human Rightsa. The U.N. Universal

Declaration of Human Rights

12. New cultural identitiesa. Negritude

13. Exclusionary reactionsa. Xenophobiab. Race riotsc. Citizenship restrictions

14. New forms of spiritualitya. Hare Krishnab. Falun Gong

15. Application of religion to political issues

a. Fundamentalist movements

b. Liberation Theology16. Sports were more widely practiced

and reflected national and social aspirations

a. World Cup Soccerb. The Olympics

17. Widespread diffusion of music and film

a. Bollywood

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Assessments: Formative: 20% (Notes, Vocab, Activities, Assignments, etc.)

Dialectical Journals: This is the foundation of writing needed for success on the AP World History exam. It is expected that each student will submit onecompleted DJ for each chapter. This will be scored for mastery not completing. Students can rework DJs and resubmit multiple times if needed to receive full credit; however, no DJ will be accepted after the completion of a unit.

Course Notebook: Each student will compile and organize materials in a three ring binder to be submitted as scheduled for assessment. Each binder will contain all quizzes, exams, writing practice, chapter notes, online quizzes for each chapter, chapter guided readings, handouts, additional reading packets, etc. Notebook must be organized based on the six time periods: 8,000 B.C.E.-600 B.C.E., 600 B.C.E.-600 C., 600-1450 C.E., 1450-1750 C.E., 1750-1900 C.E., and 1900-present. These notebooks will not be collected unless a student chooses to complete test corrections for a unit exam. In this case, the student will complete all test corrections in room 211 before or after school, as approved by the instructor. If the student submits all exam corrections along with a completed notebook, the student will receive the next level of grade for that exam.

Assessments: Summative: 70% (Quizzes, Exams, etc)

Quizzes: Multiple Choice Quiz for each chapter of the Stearns and/or Strayer book, 10 questions…quiz will be graded using the AP format. For each quiz/exam students will have 47.14 seconds per question.

Quiz Scoring Score Grade AP Estimate Points 10 100% 5 428-9 92% 4 396-7 83% 3 354-5 70% 2 290-3 40% 1 17

Exams: Each Unit will be completed with a Unit Exam consisting of 70 multiple choice questions and one or two free response questions (a DBQ, CCOT, or a Comparative Response). Also, starting with unit two, each exam will contain 25% material from previously covered units.If a student is absent during an exam and has an excused absence the student will need to complete the alternate assessment/retake one week following the absence.

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Final Exam Summative Final: 10 %

Students will take mock exam that consists of 70 multiple choice questions (55 minutes) and three free response question; DBQ, COT, and Comparative response (2 hours 10 minutes)

Unit/Final Exam Grading Exams are graded using the following method:

[(number correct MC * 0.8571) + (FR out of 9 * 2.2222, 4.4444, or 6.6666)] = raw score. Free Response will be worth 50% of the exam score but the calculation will depend on the number of free response questions on the exam. This score (maximum of 120) is then converted into a grade based on the following scale:

Exams: Raw Score Grade AP Estimate Points 83-120 100% 5 100069-82 92% 4 92051-68 83% 3 83033-50 70% 2 7000-32 40% 1 400

Exam Rewards: Any student that demonstrates mastery on the free response section of a unit exam will be exempt from the dialectical journals assigned for the next unit. Mastery is defined as achieving a score of 7 or higher out of 9.

Make-up Assessments and Exam Corrections (MC only):

As this course is intended to create a rigorous atmosphere and hold students accountable for their work in ethic in class all make-up/late work will be held to strict guidelines for acceptance. All make-up work/late formative (class) assignments may be turned in late within 3 days of the due day for reduced points for the assignment. IMPORTANT: If students have all work in Infinite Campus they will be eligible to partake in exam corrections (multiple choice only) as to provide the opportunity to master the content and standards as presented in the AP World History course outline.

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Non-Traditional Instruction (NTI) Days: In the event of inclement weather work will be provided and expected to be completed at home as we would in a classroom setting. This is NOT optional and will be held to the same standard as regular class work as well as the make-up/late policy. The materials/assignment(s) may be accessible in various forms including class Google Groups, teacher webpage, and/or hard copy.

Standards Based Grading Policy:

According to school guidelines, students are expected to master each of the standards specified in the previously mentioned content areas for this subject. Grades for this course will be based entirely on the mastery of these standards as demonstrated on formative and summative assessments. No portion of the course grade will be obtained from bonus, additional assignments, etc. It is expected behavior that each student will prepare for these standards through completing the assigned reading, completing the standards based assignments, and participating in class discussion/activities.

Course Distribution BreakdownClass Activity Percentage of Course GradeSummative (Exams, Quizzes, etc.) 70% of Total Course Grade Formative (In-Class, notes, vocab, etc.) 20% of Total Course GradeFinals 10% of Total Course GradeActivities and Projects (TBA) Graded as either summative or formative upon discretion