World History Course Syllabus 2017-2018 Instructor: Angelia Jordan E-mail: angelia.jordan@douglas.k12.ga.us Phone: (770)-651-6083Textbook: Traditions & Encounters, 5th Edition / Jerry Bentley World History & Philosophy In an effort to promote and strengthen civic enlightenment and participation, World History is an interdisciplinary approach to studying, interpreting, and understanding human encounters and global interconnections. This course is designed to help students learn, understand, analyze, and synthesize the multitude of political, economic, and social themes concerning human interdependence and civilization. As such, this course will examine a variety of intellectual disciplines, themes, and ideas that help shape the modern world. This course conforms to College Board topics for the Advanced Placement World History Examination. Advanced Placement Notice The A.P. World History course is designed as a college-level survey course—a collaborative effort between universities and high schools, facilitated and faithfully managed by the College Board and its corresponding curriculum. Though students will have the opportunity to earn college credit,1 the course is more specifically designed to challenge and motivate students to discover, develop, and master the historical thinking skills that are vital for the advanced study and examination of the social sciences. Georgia DOE The high school world history course provides students with a comprehensive, intensive study of major themes in world history. Students begin with a study of the earliest civilizations worldwide and continue to examine major developments and themes in all regions of the world. The course culminates in a study of change and continuity and globalization at the beginning of the twenty first century. In accordance with the Georgia Department of Education, this course is designed to facilitate each student’s mastery of the 2017-2018 Georgia Standards of Excellence that provide the framework of the World History curriculum.

1 Colleges and universities set the minimum score criteria to award credit for AP courses. Minimum required scores vary between institutions.

Course Text and other Reading Main Text: Bentley and Ziegler. 2010. Traditions and Encounters, 5th ed. United States: McGraw-Hill. [CR1a] Primary Sources:

• Students will read and analyze selected primary sources (documents, images, and maps in »» Andrea, A. and Overfield, J. 2000. The Human Record: Sources of Global History, vols I & II. Houghton Mifflin College Division. and »» Spodek. 2000. The World’s History, 2nd edition. Prentice-Hall.

• Students will analyze quantitative sources through study and interpretation of graphs, charts and tables »»Stearns. 2008. World Civilizations: The Global Experience. Pearson. »»from Document Based Questions released by the College Board

Secondary Sources [CR1c] • McNeill, J.R. and McNeill, W.H. 2003. The Human Web. Norton & Co. • Pomeranz, K. and Topik, S. 1999. The World that Trade Created. M.E. Sharpe. • Friedel, D. and Schele, L. 1991. A Forest of Kings. Quill. • Pomeranz, K. 2000. The Great Divergence. Princeton. • Goldstone, J. 2008. Why Europe? The Rise of the West in World History. McGraw Hill.

Lost Book Policy Board Policy Descriptive Code: IFAD The student will be charged full replacement cost for any textbook lost, regardless of condition. The amount to be charged for a textbook damaged by a student will be the responsibility of the principal. Grading & Student Performance Summative Assessments 50% 90-100 A Formative Assessments 30% 80-89 B Midterm & Final Assessments 20% 71-79 C 70 D

00-69 F

Missed Tests, Assignments, Make-up Policy, & Academic Honesty The make-up policy in this class is in accordance with the Douglas County School System policy for excused absences. If failure to complete or submit an assignment or test is a result

of an unexcused absence, that student may receive a grade of 0. However, students with excused absences will be given the opportunity to make-up tests, quizzes, and submit missing assignments (the amount of time given for the make-up process will vary according to assignment, circumstance, and the specific needs of each student). Cheating and plagiarism on any assignment will result in a grade of 0. For a detailed description of plagiarism, please refer to the A.H.S. student handbook, available online or upon request. A.P. World History Course Structure The structure of this course conforms to the curriculum for AP World History as outlined by the College Board in the course and exam description guide. The Curriculum Framework contains four areas of focus—thematic learning objectives, the concept outline, historical thinking skills, and geographical coverage. Students will carefully learn to examine each historical source with these ideas in mind.

Focus 1: Thematic Learning Objectives Students in this course must learn to view history thematically. The AP World History course is organized around five overarching themes that serve as unifying threads throughout the course, helping students to relate what is particular about each time period or society to a “big picture” of history. The themes also provide a way to organize comparisons and analyze change and continuity over time. [CR2] 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

3. 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

4. Creation, Expansion, and Interaction of Economic Systems

• Agricultural and pastoral production • Trade and commerce • Labor systems

• Industrializations • Capitalism and socialism

5. Development and Transformation of Social Structures

• Gender roles and relationships • Family and kinship • Racial and ethnic constructions • Social and economic classes

Focus 2: The Concept Outline

Focus 3: Historical Thinking Skills The set of four historical thinking skills and their components provide an essential framework for learning to think historically, and they apply equally to all fields of history.

Crafting Historical Arguments from Historical Evidence

Historical argumentation Appropriate use of relevant historical evidence

Chronological Reasoning

Historical causation Patterns of continuity and change over time

Periodization

Comparison and Contextualization

Comparison Contextualization

Historical Interpretation and Synthesis

Interpretation Synthesis

Focus 4: Geographical Coverage

Required Supplies*

1. Ample supply of loose college ruled notebook paper (not from spiral-bound) 2. Four writing instruments must always be accessible—2 pencils and 2 pens 3. One flash drive with a minimum capacity of 4 GB 4. One 1.5 inch (or larger) 3-ring binder 5. A minimum of 10 subject dividers

*Pictures and examples for style and type of binder/subject divider can be accessed on my school website.

I have read and understand the expectations outlined in the syllabus for AP World History.

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