advanced placement world history participation and...

Mrs. Kopala 2015-2016 APWH Student Syllabus

Advanced Placement World History

Participation and motivation are the keys to SUCCESS!

For all the information listed below as well as other helpful information and videos related to this course, visit my

website: druryhistory.weebly.com

COURSE OVERVIEW:

Advanced Placement World History is a challenging course, equivalent to an introductory college survey course. It is

designed to prepare students for higher-level college and university history courses. APWH focuses on the development

of analysis and critical thinking skills. The investigation of selected themes (or topics) is woven into key concepts

covering distinct chronological periods. Students are assessed on their mastery of the course goals when they take the

College Board AP World History Exam in May.

AP Exam Format: TEST DATE – THURSDAY, MAY 12th

70 multiple choice (55 minutes) 50% of overall grade

3 essays (40 minutes each, 10 minute prep time) 50% of overall grade

COURSE DESIGN:

APWH is structured around five themes and 19 key concepts (essential questions) covering six time periods. The course

deals with the facts—names, chronology, events, but emphasis is on HISTORICAL THINKING SKILLS: 1) crafting

historical arguments from evidence, 2) chronological reasoning, 3) comparison and contextualization, and 4) historical

interpretation and synthesis. By using the processes and tools used by historians, students practice and apply

understanding to gain the “big picture” of world history. AP World History balances global coverage, with no more than

20% of course time devoted to European history.

Students will be required to think on many different geographical and temporal scales in order to compare historical

events. The course relies heavily on college-level resources that extend beyond the textbook, including supplemental text

extracts, a wide variety of primary sources, and interpretations presented in historical scholarship. Point of view is used to

create plausible historical arguments, and students will be required to synthesize their understanding (orally and in

writing). Students will assess issues of change and continuity over time, identify global processes, and compare diverse

interpretations within and among societies.

COURSE PARTICIPATION:

Discussions are based on learned knowledge and reading (SEE COURSE SCHEDULE FOR SPECIFIC READINGS).

Presentations (independent and collaborative) will demonstrate acquisition of content knowledge. Quizzes and tests

evaluate reading comprehension and measure content knowledge. Essays evaluate historical analysis, the ability to

synthesize information, apply critical thinking skills, and show understanding of the material.

Students develop proficiency in the historical thinking skills when they approach lessons according to the model:

**Five AP WH Themes connect key concepts and serve as the foundation for student reading, writing, and presentation.

Define

Describe

Identify

Recognize

Analyze

Explain

Assess

Evaluate

Synthesize

Critique

Create

Construct


COURSE THEMES: Each of the themes receives explicit attention and is addressed throughout the course.

Theme 1: Interaction Between Humans and the Environment: Demography and Disease, Migration, Patterns of

Settlement, Technology

Theme 2: Development and Interaction of Cultures: Religions, Belief Systems, Philosophies and Ideologies, Science and

Technology, the Arts and Architecture

Theme 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

Theme 4: Creation, Expansion, and Interaction of Economic Systems: Agricultural and Pastoral Production, Trade and

Commerce, Labor Systems, Industrialization, Capitalism and Socialism

Theme 5: Development and Transformation of Social Structures: Gender Roles and Relations, Family and Kinship,

Racial and Ethnic Constructions, Social and Economic Classes

CORE COURSE MATERIALS: The course includes a college level world history textbook.

• Bulliet, Richard et al. The Earth and Its Peoples: A Global History. 5th ed. Boston: Wadsworth, 2011.

• The Human Record edited by Alfred Andrea and James Overfield, Boston: Houghton Mifflin; 7th Ed., 2012.

• TEXTBOOK COMPANION WEBSITE: http://college.cengage.com/site_engine/#0840059582

• World History for Us All (http://worldhistoryforusall.sdsu.edu/shared/units.php)

• Bridging World History, Annenberg Foundation (http://www.learner.org/courses/worldhistory/units.html

REQUIRED COURSE MATERIALS BEYOND THE TEXTBOOK:

A STONG WORK ETHIC – bring this to class EVERYDAY!

Three ring binder with paper/notebook (at least 2 inches usually does it – past students tell me 3 inches is needed)

Pencils, Pens and Highlighters

Headphones

CLASSROOM RULES, EXPECTATIONS AND RESPONSIBILITIES: I expect each of you to be committed to the

duties of being a student in this class. This means that you will:

Remain on top of assignments, come to class on time - the tardiness policy will be strictly enforced – and come

to class prepared with books, notebooks, and writing utensils. If something interferes with your completing an

assignment, let me know and realize that you will have to double your efforts the next night.

Participate in class dialogues/discussion groups by asking questions, sharing ideas and/or confusions, defending

your positions, and exploring the ideas of history.

Respect yourself, your surroundings, as well as your classmates at all times.

Stay on task and in your seats until I end class.

Take responsibility for your actions. In this class you get out what you put

in. If you slack, your grade WILL reflect your effort (or lack thereof). Read all assignments carefully and employ active reading techniques to help you learn relevant information

and relate to the story accurately. This means paying attention to annotations as you read text and source materials

and taking conclusive notes to help you participate in the discussion about the material read.

Work on your writing to improve legibility, clarity, cohesion, and conclusive support.

Work to determine point of view when reading documents.

Memorize facts to help you own the material, understand cause and effect, see connections, and draw your own

conclusions.

Taking effective notes in class during discussions and from reading assignments.

Keep a timeline section in your notebook and update it regularly.

Hand in all written assignments on time.

Open your thinking to see all sides of a situation to help you better understand the past and the present.

Follow all other school rules posted in the student handbook, website, or per administration.

http://college.cengage.com/site_engine/#0840059582

http://worldhistoryforusall.sdsu.edu/shared/units.php

http://www.learner.org/courses/worldhistory/units.html


DRURY GRADING POLICY 2015-2016

(History Department)

10% HOMEWORK (H) Determined through the scoring of any independent

practice that students are expected to complete outside

of class time. There will be a 5 - 10 Homework

assignment grades entered into the Gradebook each

quarter however electives may vary. There may be

additional outside work that may not be graded, such as

reading assignments.

20% CLASS PARTICIPATION (CP) Determined through a teacher-specified combination of

attendance, preparedness, contribution to class

activities, completion of classwork, plus the use of the

school-wide collaboration and personal

responsibility/productivity rubrics. Class Participation

grades will be entered into the Gradebook a minimum

of 4 times per quarter.

30% ASSIGNMENTS (A) Determined through the scoring of in-class assignments

and activities that are used for formative assessment

purposes. The expectation is that students would be

given multiple formative assessments in each class

every week. 10 - 25 Assignment grades will be entered

into the Gradebook each quarter. However, electives

may vary.

40% MASTERY ASSESSMENTS (MA) Determined through the scoring of summative

assessments used to measure standards mastery.

Qualifying assessments would include projects, papers,

presentations, portfolios, mastery quizzes, tests and

other summative measures. The expectation is that

students would be given multiple mastery assessments

in each class every quarter, with the majority completed

during class time and not assigned as homework. A

minimum of 4 Mastery Assessments will be entered

into the Gradebook each quarter.

What is the policy regarding students who want to submit late Homework assignments?

Late Homework assignments will not be accepted after the third day (at a penalty rate of 15 points per day) unless

prior arrangements have been made with the teacher or in the case of a documented absence. Extenuating

circumstances may result in teachers allowing late Homework to be submitted for other reasons on a case-by-case

basis.

What is the policy regarding students who want to make up in-class Assignments they may have missed?

In-class Assignments missed due to excused absences may be made up within 3 days from the date the student

returns to class or they will receive a zero for work missed. Class assignments not completed due to student

refusal may not be made up. If a teacher chooses to exempt students from in-class Assignments they may have

missed, those Assignments will not factor into the quarterly grade.

What if a student is absent? Does that affect the Class Participation grade?

A student who is absent infrequently will not be penalized, but a student who misses more than a few days each

quarter will likely receive a lower Class Participation grade, based on the Drury Personal Productivity rubric. No

student’s Class Participation grade will be penalized due to their absence from other classes due to school-

required field trips or activities.


Will late projects or papers be accepted?

Unless otherwise stated on the assignment sheet, late projects or papers (and similar Mastery Assessments with a

defined deadline) will be accepted at a penalty of -10 points per day late.

Can students try again on Mastery Assessments? In other words, can they retake a test or redo a project if they are

unsatisfied with the grade?

No, because Mastery Assessments are a measurement of what a student should know and be able to do by that

point in the course. If a student does poorly on a Mastery Assessment, the student and teacher should work

together to determine what additional support the student might need to be more successful on the next Mastery

Assessment.

What extra help is available?

All teachers are required to stay after school for 15 minutes to help students as needed. Individual teachers may

also establish after-school tutorial sessions a few times per month, and sometimes after-school programs provide

“Homework Help” sessions. Contact your teacher for more information.

AP WRITING GOALS: Each unit includes writing assignments designed to develop the skills necessary for creating

well-evidenced essays on historical topics highlighting clarity and precision (AP College Board prompts and rubrics for

grading essays).

Short Document Analysis: Students analyze (at least) three documents (one written, one visual and one quantitative) from

the course primary source supplemental readings. For example in Unit 1: Students will reference the source, time period,

and perspective of author to analyze point of view, intended purpose, audience, and historical context of each source.

Comparative perspectives will be identified, and students will create graphic interpretations of their understanding.

Primary source analysis skills will be applied throughout the course.

Document Based Question (DBQ): Students will examine a particular historical problem, question, or event using

evidence from a variety of sources that offer opposing or concurring perspectives on a given topic or event. Students will

be required to develop a coherent thesis and supporting arguments, justified by relevant historical evidence and

references. Students will identify “additional document” and explain how/why such a document may offer another

perspective on the topic/concept/event. Students will apply multiple historical thinking skills, and will be assessed

according to the AP College Board DBQ essay rubric. IT SHOULD NEVER TAKE MORE THAN 40 MINUTES TO

WRITE THIS ESSAY.

Change and Continuity Over Time (CCOT): Students identify and analyze patterns of continuity and change over time

and across geographic regions, connecting these historical developments to specific circumstances of time and place, and

to broader regional, national, or global processes. IT SHOULD NEVER TAKE MORE THAN 40 MINUTES TO

WRITE THIS ESSAY.

Comparative Essay (C/C): Students compare historical developments across or within societies in various chronological

and/or geographical contexts. Students will also synthesize information by connecting insights from one historical

context to another, including the present. Focus: Non-Traditional Comparisons, i.e., Tang v. Byzantine 600-1450. IT

SHOULD NEVER TAKE MORE THAN 40 MINUTES TO WRITE THIS ESSAY.


SUGGESTIONS FOR WAYS TO SUCCEED IN APWH:

Hints to help you survive this course

Priority Course Requirements: READING, THINKING, WRITING!

HOW TO BE AN ACTIVE READER:

Reading the Textbook: Specific reading sections are assigned daily. Note taking is essential to comprehension and to the

integration of new knowledge. Cornell Notes (2-Column) in notebook should include the following for each reading

section: (See Note-taking Rubric)

Identify the main ideas and supporting details (use the Chapter Outline as a guide for note set-up)

Identify historical or unfamiliar vocabulary (define these words with synonyms and an example)

Notice cause and effect patterns

Construct timelines to organize facts

Review terms and concepts for recall and understanding by providing examples in notes.

Ask/design questions about the ideas that may be confusing.

Organize ideas by categories to create a “Big Picture” among societies or regions, or within groups, to show

changes or comparisons.

Reading Primary Source Documents: Supplemental historical documents and primary source readings require

interpretation and careful consideration, so that students are able to learn how the document or source contributes to what

is already known about a time period, group of people, individual, issue or event being studied. Students act as historians,

deciphering meaning from their analysis of the primary source. Tasks associated with document analysis include:

Detailing Document Information: Analyze information in a document by “SOAPStoning” it!

Subject What are the main ideas expressed in the document?

Occasion When was this document written? What clues could this give you?

Audience Who was the intended audience?

Purpose Why was it written/produced?

Speaker Who is the author, artist, or speaker? Why were they expressing these ideas?

Tone What is the tone/point of view of this document? Is it biased? Is it persuasive?

Think about it: What/whose voice is missing? Never forget perspective! WHY DID THIS PERSON WRITE

THIS DOCUMENT?

Helpful Hints for Interactive Reading and Cornell Note Taking

Circle Main Ideas

Box historical or unfamiliar vocabulary

Underline supporting details

Number listed items

Bracket dates

Write margin notes to summarize essential ideas or to make specific points


HOW TO BE A CRITICAL THINKER:

Analysis requires students to pay attention to the broad themes as well as the specific case studies. Students will classify

and categorize information by answering the following questions regarding case studies or event summaries:

What are the identifying motives, causes, and assumptions related to this document or event?

What are the dominant patterns of this document or event? Which ideas are subordinate (lesser)?

What generalizations can you make from this document or event? What is the substantiating evidence for these

generalizations?

What conclusions can you draw about this document and event?

What influenced the points of view of the authors, artists, or historical actors involved in the document or event?

Synthesis requires students to incorporate detailed, specific information into the larger framework or “big picture”,

drawing conclusions logically, using valid arguments based on multiple sources. Students will prepare for reflective

commentaries by completing prewriting activities or by filling in graphic organizers or charts.

To visualize the thinking process, use graphic organizers or diagrams

Complete charts and create outlines, including pre-writing your thesis and grouping documents

HOW YOU WILL LEARN TO BE AMAZING AT HISTORICAL WRITING:

Be clear, persuasive, and concise when you write. Writing assignments in this class may be long or short, formal or

informal.

EXPOSITORY WRITING practice will include: (Usually count as T1s or T2s)

1. Short Writing Assignments titled “What Happened?” Describe, explain, or review an event, phenomenon, or idea.

Summarize it. Grade based on: accuracy, summarization, and logic.

2. “Think Alouds” on paper. Take a position on an event or issue to introduce topic. Students will be given a hypothesis

and then asked to explain in writing: “To What Extent Do You Agree with this Statement and Why?”

3. Constructing arguments in response to prompts or essay questions.

HISTORICAL ESSAY WRITING practice will focus on format and content:

1. Introductory or Thesis Paragraph: Establish a clear position or response to the essay question, with a clear idea of the

direction to be argued.

a. Include dates (the period of time covered)

b. Place (what region of the world the writing will focus on)

c. Thesis (what will be proven in the essay with direct connection to the question being asked.

d. Controlling ideas (categories of information you intend to discuss to explore your topic and prove your thesis)

2. Body Paragraphs: One paragraph for each controlling idea will prove your thesis. You must have at least three points

or controlling ideas for an effective argument. Include the following in each body paragraph:

a. Topic sentence needs to articulate the main idea or topic of the paragraph, or the connection of the paragraph

to the main topic or idea of the essay, or transition/connection to what came before the paragraph

b. Explanation and/or definition of terms in the paragraph or major ideas

c. Evidence: factual proof described and interpreted (how the evidence proves the main topic or idea

d. A concluding sentence reflecting on what was proven in the paragraph

3. Conclusion Paragraph: Remind the reader what you are proving and why it is important. Do not just restate your

thesis, and do not add new information here. Use the conclusion to expand on the main ideas argued and to show the

important points that support your essay’s significance.


COURSE SCHEDULE & READINGS, ASSIGNMENTS & ASSESSMENTS*:

IF YOU READ ONE THING, PLEASE READ BELOW THIS LINE!

*All assigned readings should be completed by the date specified, regardless of the drop schedule. For the most part,

this means no later than WEDNESDAY.

*For textbook readings, there will be a quiz, at the beginning or end of the class, AT ANY TIME DURING THE WEEK

a chapter is assigned. These quizzes will range from quick 15 minute check-ins to full period quizzes SO BE PREPARED

FOR ANYTHING! If you are organized, reading, and taking notes, your notes should be completed as early as possible

and no later than the reading due date. DO NOT WAIT until the date notes are checked to complete them…you will learn

why very quickly!

*If the assignment due date falls on a day in which we do not meet, the assignment, in-class essay, or test will be collected

or given the next time we meet. THIS IS NOT THE CASE FOR PAPERS or FORMAL TAKE HOME ESSAYS

WHICH ARE DUE ON THE DUE DATE REGARDLESS OF THE DROP SCHEDULE.

*Socratic Seminars are student led discussions. We will hold these multiple times per week. If a Socratic is listed on the

syllabus below, it will count as a MASTERY ASSESSMENT and students will be given AMPLE time to prepare. If a

Socratic is not listed on the syllabus, it will count as class participation.

HELPFUL HINT: If you read 10 pages of the textbook EVERY NIGHT (M-F), you will never be behind on the reading

and you should be able to complete your daily homework in about 30 minutes per day. However, skipping one day and

then reading 20 pages in one night or waiting until the last minute to write an essay might be difficult for some, and will

double your time spent on homework, so reading daily and staying on top of this syllabus is important!

After school study sessions will be held on the FIRST Monday of the month starting 10/5 through 5/2. They will be held

from 2:30 - 3:25 (late bell). Attendance is optional and no extra credit will be given for attending. These after school

sessions will be strictly held as a writing workshop to improve student ability to write the essays.

ADDITIONAL HELP: Students who require additional help, or more individualized support, may schedule a time to

stay after school with Mrs. Kopala on a first come, first serve basis. My schedule after school is VERY busy, so you must

schedule a date and time with me to ensure I can stay and offer you the time and attention you need.

Week 1 & 2: (9/3 – 9/11) Introduction to AP World History

Discussion Topics:

o How to succeed in AP World History (DBQ, CCOT, and comparative essay, the five themes,

periodization, historical skills, general information, note-taking expectations, why study history?)

o AP World Regions

o Human Evolution

o Global Migration

Readings, Assignments & Assignments Due Date

Syllabus & Parent Questionnaire (Handouts) & write down

questions/concerns/class expectations (T1)

9/8

Sign up for the Get A Five Website 9/9

Get A Five Introduction Video w/video quiz 9/10

The Great Human Migration & Lucy and the Leaky’s (Handouts) w/Think About It

(T2 open response)

9/11


Week 3: (9-14 – 9/18) Unit 1: Technological and Environmental Transformations, to c. 600 B.C.E.

Discussion Topics:

o The Agricultural Revolution

o Megaliths and their meanings

o Çatal Hüyük: A Neolithic Town

o Gender Roles in early societies

o Indus Valley civilizations: What we still don’t know and why

o Daily life in the River Valley

Readings, Assignments & Assessments Due Date

1. Get A Five Part 1 Video w/Quiz

2. What Happened? Motives for Migration (In-class T2)

9/14

Digging Deeper (Handout) 9/15

1. AMSCO: Chapter 1

2. Bulliet: Chapter 1 pages 3 – 35*

9/16

1. Comparison chart on early civilizations (Egypt, Indus, Mesopotamia)

2. Chapter 1 Study Guide & Notes Check on AMSCO

3. Comparison essay

9/18

* Remember to be prepared for a quiz on this chapter at any point after the due date listed in the right hand

column. This will remain my practice until you reach chapter 33. Notes should also be completed by the reading

due date, despite the fact I will be checking them on Fridays.

Week 4: (9/21 – 9/25) Unit 1: Technological and Environmental Transformations, to c. 600 B.C.E.

Discussion Topics:

o Who was Gilgamesh?

o Religious practices in the ancient world

o Pyramids of Giza

o Trade Networks in the ancient world

o Chinese politics, society, and religion in the Shang and Zhou Dynasties

o The Olmec and Chavin civilizations of South America

o Women’s roles in Celtic Europe and the Middle East: Which was better?


1. Get A Five Part 2 Video w/Quiz

2. Comparison chart of early civilization social structures (China, Nubia, Celtic,

Americas)

9/21

DBQ (In-class) 9/22

1. AMSCO: Chapter 2

2. Bulliet: Chapter 2 pages 38 - 65

9/23

1. Unit 1 - Five Themes Project or Essay (Student choice of format)


3. End of unit test (multiple choice only – 70 questions so be ready!)

9/25*

*End of unit test will be on the last class day of week 4 – varies based on drop schedule


Week 5: (9/28 – 10/2) Unit 2: Organization and Reorganization of Human Societies, c. 600 B.C.E. - c. 600 C.E.

Discussion Topics:

o Egypt under the Pharaohs

o The rise and fall of Minoan and Mycenaean Civilizations

o Life in Assyria

o The Phoenicians

o The rise of the Greeks


1. Get A Five Unit 2 Introduction & Mediterranean Videos w/quizzes

2. Bulliet: Chapter 3 & Animal Domestication pages 68 - 103

9/28

Comparison chart on Middle Eastern civilizations (chart 3.2) 9/29

1. AMSCO: Chapter 3


9/30

1. Chapter 3 & 4 Study Guide & Notes Check on AMSCO

2. CCOT essay

10/2


Discussion Topics:

o The rise of Classical Civilizations: Rome, Han China, and Gupta India

o Why empires fall

o The Persian Empire


Get A Five America’s Video w/quiz 10/5

1. AMSCO: Chapters 4


10/7

Mastery Assessment Socratic: on the most significant causes of the decline,

collapse, and transformation of empires (Greece, Rome, Han China, and Gupta

India) as related to internal and external conflicts.

10/8


2. DBQ

10/9


Discussion Topics:

o The Development of major belief systems: Hinduism, Buddhism, Judaism, Christianity, Confucianism,

Daoism, polytheism, and shamanism

o Women in Rome, India, and China: A comparison


1. Get A Five Beliefs Parts 1 & 2 Videos w/quizzes

2. Document Analysis Practice

10/13

1. AMSCO: Chapter 5

2. Bulliet: Chapter 6 pages 172 – 199 (includes Oral societies reading)

10/14

Chart on Women’s changing roles in India 10/15


2. CCOT

10/16



Discussion Topics:

o Iron Age and Bantu Migrations

o Trade Networks: Silk Road, Indian Ocean, Tran-Saharan


Get A Five Trade Networks Video w/Quiz 10/19

DBQ (In-class) 10/20

Bulliet: Chapter 7 pages 200 – 221 & Chart on Trade Routes 10/21

Mastery Assessment Socratic on changes over time from 10,000 BCE to 600 CE

– students should research and generate questions about any of the topics we

discussed such as migration or trade patterns

10/22

1. Unit 2 - Five Themes Project or essay (Student choice of format)

2. Chapter 7 Study Guide

3. End of unit test (multiple choice only)

10/23*


Week 9: (10/26 – 10/30) Unit 3: Regional and Transregional Interactions, c. 600 to c. 1450 CE

Discussion Topics:

o The rise and fall of the Caliphate

o Islamic Civilization: Science, technology, and the spread of Islam

o The Holy Roman Empire and the Byzantine Empire


Get A Five Unit 3 Intro & Islam Videos Part 1 & 2 w/quizzes 10/26

1. AMSCO Chapter 8

2. Bulliet: Chapter 8 pages 226 – 249

10/27

1. Comparison Chart on Judaism, Christianity, and Islam

2. AMSCO Chapter 7


10/28

1. Chapters 8 & 9 Study Guides & Notes check on AMSCO chapters

2. Comparison Essay

10/30


Discussion Topics:

o Manorial systems in feudal Europe

o The Crusades: Causes and effects

o Merchants and money in Tang and Song China


Get A Five Byzantine and the West Videos Part 1 & 2 w/quizzes 11/2

1. AMSCO: Chapters 10 & 11


11/4

1. Comparison chart on the Tang and Song political and social structures

2. Get A Five China Video w/quiz

11/5

1. Chapter 10 Study Guide & Notes check on AMSCO chapters

2. DBQ

11/6

Mrs. Kopala 2015-2016 APWH Student Syllabus Week 11: (11/9 – 11/13) Unit 3: Regional and Transregional Interactions, c. 600 to c. 1450 CE

Discussion Topics:

o The Maya, Inca, and Aztec civilizations


Get A Five Americas and Oceania Video w/quiz 11/9

1. AMSCO: Chapters 6 & 14


11/10

Think About It? Mesoamerica or Feudal Europe: Which was more advanced? (In-

class)

11/12

1. Chapter 11 Study Guide & Notes check on AMSCO Chapters

2. CCOT essay

11/13


Discussion Topics:

o The Mongols, Genghis Khan, and world trade


Get A Five Mongols Video w/quiz 11/16

1. AMSCO: Chapter 13


11/18

1. Chapter 12 Study Guide & Notes check on AMSCO

2. Comparison essay

11/20


Discussion Topics:

o Mali and Delhi: A comparison of empires

o Commerce on the Indian Ocean

o Slavery in Indian and Africa


1. Get A Five Africa Video w/quiz

2. AMSCO: Chapter 9


11/23

DBQ 11/24

Chart on Indian Ocean Trade *Happy Thanksgiving!* 11/25


Discussion Topics:

o The Bubonic Plague and its effect on Europe




12/2

Map: Bubonic Plague 12/2

Unit 3 - Five Themes Project or essay (Student choice of format) 12/3

1. Chapters 13 & 14 Study Guide & Notes check on AMSCO (9 & 12)

2. End of unit test (multiple choice only)

12/4*



Week 15: (12/7 – 12/11) Unit 4: Global Interactions, c. 1450 to c. 1750

Discussion Topics:

o Maritime expansion before 1450

o The Age of Exploration


1. Get A Five Trade Video and Unit 4 Intro Video w/quizzes


12/7

1. Get A Five European Exploration Video w/quiz

2. “Needed: Ships, Winds, Maps, Stars, Guns, and Guts?” (Handouts)

12/8

Group Presentations on above handouts 12/9 & 12/10

1. Chapter 15 Study Guide & Notes check on and the Handouts

2. CCOT

12/11

Week 16 & 17: (12/14 – 12/22) Unit 4: Global Interactions, c. 1450 to c. 1750

Discussion Topics:

o European transformations: Reformation, the Scientific Revolution, and the Enlightenment




12/16

Religious concerns chart 12/17

Mastery Assessment Socratic on European transformations – were they really

that special? We will discuss.

12/18

DBQ 12/21

Chapter 16 Study Guide & Notes check on AMSCO *Happy Holidays! See you

next year!*

12/22


Discussion Topics:

o The Columbian Exchange

o American Colonialism

o Relationships among Europeans. Amerindians, and the environment

o The Atlantic System


1. Get A Five Spanish Empire in the America’s Video w/quiz



1/4

Document Analysis practice 1/5

1. AMSCO: Chapter 17 2. Bulliet: Chapter 18 pages 518 - 543

1/7

Chapters 17 & 18 Study Guide & Notes check on AMSCO (16 & 17) 1/8



Discussion Topics:

o The Atlantic System

o The rise and decline of Muslim empires: Ottoman, Safavid, and Mughal


Get A Five Gunpowder Empire’s Video w/quiz 1/11

Group Presentations on Muslim Empires 1/12



1/13


2. Comparative essay

1/15


Discussion Topics:

o Tokugawa Japan

o Ming and Qing Empires

o The rise of Russia


Get A Five China Video w/quiz 1/19




1/20



2. End of unit test (multiple choice)

1/22*


Week 21: (1/25 – 1/29) END OF SEMESTER Mid-term Assessment – Practice full AP exam

This week will be used to complete our first FULL practice AP test. Make sure to get a lot of rest!

Mon – MC

Tue – DBQ

Wed – CCOT

Mini-Break – Game Day! (only in the event of drop conflicts)

Fri –C/C

Mrs. Kopala 2015-2016 APWH Student Syllabus Week 22: (2/1 – 2/5) Unit 5: Industrialization and Global Integration, c. 1750 to c. 1900

Discussion Topics:

o Ideology of a revolution: American, French, and Haitian

o Women in the American and French Revolutions


Comparison Chart of Revolutions 21.1 2/2



2/3

Mastery Assessment Socratic: You say you want a REVOLUTION…well you

know, we all want to change the world!

2/4



2/5

Week 23: (2/8 – 2/12) Unit 5: Industrialization and Global Integration, c. 1750 to c. 1900

Discussion Topics:

o Technology and the Industrialization of the world


Get A Five Russia Westernization Video w/quiz 2/8



2/9

Global Industrialization chart 2/10

DBQ 2/11


2. Peer Grading on DBQ

2/12


Discussion Topics:

o Latin American Revolutions


Get A Five Labor Systems and Revolutions Videos w/quizzes 2/22

Bulliet: Chapter 23 pages 654 - 683 2/24

Latin American Independence Chart 2/25


2. CCOT essay

2/26


Discussion Topics:

o Conflicts in Asia: the Opium War and the Taiping Rebellion




3/2

Comparison Chart: Successes and challenges in the Ottoman Empire, Russia, and

China

3/3


2. DBQ

3/4

Mrs. Kopala 2015-2016 APWH Student Syllabus Week 26: (3/7 – 3/11) Unit 5: Industrialization and Global Integration, c. 1750 to c. 1900

Discussion Topics:

o The British Empire and global trade


Get A Five Unit 5 Introduction Video w/quiz 3/7



3/9

Document Analysis Practice 3/10


2. Comparison Essay

3/11


Discussion Topics:

o Technology and Imperialism

o Modernization in China and Japan


Get A Five Industrialization Videos Part 1 and 2 w/quizzes 3/14


2. What Happened? Think About it - China and Japan

3/16

Mastery Assessment Socratic – modernization, who is the best? 3/17


2. CCOT

3/18


Discussion Topics:

o The new Imperialism


Get A Five Imperialism Videos Part 1 & 2 w/quizzes 3/21

Bulliet: Chapter 27 pages 770 – 795 3/22


1. Chapter 27Study Guide


3/24*


Week 29: (3/28 – 4/1) Unit 6: Accelerating Global Change and Realignments, c. 1900 to present

Discussion Topics:

o World War I

o Technology and social change


Get A Five Unit 6 Intro Video and WWI Video w/quizzes 3/28




3/30

1. Chapters 28 Study Guide & Notes Check on AMSCO chapters

2. CCOT essay

4/1



Discussion Topics:

o Revolutions: Russia, China, and Mexico

o Fascism and Stalinism

o World War II


Get A Five WWII Video w/quiz 4/4




4/6

1. Study Guide on chapter 29 & 30 & Notes Check on AMSCO


4/8


Discussion Topics:

o Decolonization

o The Cold War

o The World economy in a postwar world


1. Get A Five Cold War Part 1 & 2 Videos w/quizzes




4/11

1. Get A Five Decolonization Part 1 & 2 Videos w/quizzes

2. African independence chart

4/13

Mastery Assessment Socratic – Decolonization: The good, the bad, the ugly 4/14

1. Study Guide on Chapter 31 & Notes Check on AMSCO

2. CCOT

4/15

Week 32 (4/25 – 4/29) Unit 6: Accelerating Global Change and Realignments, c. 1900 to present

Discussion Topics:

o Underdeveloped nations

o Population, development, and the environment

o Human Rights

o Globalization

o Modern Technology

o Terrorism


Get A Five Science/Environment & Human Rights Videos w/quizzes 4/25




1. Chapter 32 & 33 Study Guides


4/29*



Week 33 & 34: (5/2 – 5/11) AP REVIEW & PRACTICE TESTS

This is when we will practice for the test one last time. You are ready! Believe in yourself and your abilities. All

your hard work this year is about to pay off! I am proud of you for sticking out the year and never giving up.

AP EXAM: 5/12 at 7:45 AM

Week 35 – 40: (5/13 – 6/15) End of Year Project

AP WORLD HISTORY END OF YEAR FINAL PROJECT: Pick one

Documentary on being an AP World History student – Survival tips for incoming students

Make your own movie, play, or write a story on one period from AP World History

Make your own Horrible Histories video

Make your own DBQs

GoAnimate cartoon on one period from AP World History

The ABCs of AP World History

Find something even cooler than these suggestions and submit it for approval

CONGRATULATIONS – YOU JUST SURVIVED AP WORLD HISTORY!!!!!!!!

(You are now a member of an elite group of students. You have the right to brag about your accomplishments and

pat yourself on the back.)