Advanced Placement World History

Canyon Crest Academy

Course Information

Instructor: Mr. Jones

Course Description:

This course is designed to study World History from approximately 8000 BCE to 2000 CE, with emphasis on interpretation and analysis of the material through in-depth analysis of documents, as well as the analysis by contemporary and modern historians. Using primary and secondary sources, the student will not only acquire a basic understanding of the factual material but will develop the analytical and interpretive skills to deal with the subject in greater depth. At the end of the course, students will be prepared to take the Advanced Placement World History Exam—offered by the College Board onThursday,May 15, 2008.

Course Goals:

This course will:

  • Instruct students with the analytical skills and factual knowledge to deal with the problems and situations of World History as presented on the AP World History Exam.
  • Prepare students for intermediate and advanced college courses by placing demands upon them equivalent to those of full-year introductory college and university courses.
  • Require exposure to standard college textbooks, works dealing with diplomatic and economic history, documentary histories, and a variety of specialized period supplementary works that place emphasis on the themes of World History as determined by the College Board and the Advanced Placement program.
  • Test for factual knowledge and the ability to analyze, compare, contrast, and draw valid conclusions based on evidence—using the Habits of Mind developed by the College Board and the Advanced Placement program.
  • Assess historical materials (their relevance to a given interpretation problem, their reliability, and their importance) and to weigh evidence and interpretations presented in historical scholarship.
  • Require students to interpret documents, maps, charts, graphs, statistical tables, pictures, and private journals, correspondence for content, meaning, and usefulness.

(Goals have been compiled and borrowed from various sources encountered through professional instruction)

Required Texts

The following textbooks will be used consistently throughout the course and are checked out to students:

  • Bentley, Jerry H. and Herbert F. Ziegler. Traditions and Encounters: A Global Perspective on the Past. 3nd Ed.
  • The textbook publisher also provides online resources such as outlines, flashcards, quizzes, internet activities, study guides, etc. The textbook website can be found through my class website at or directly at The textbook website should be used often, if not nightly, by each student.
  • On my school website ( students will find copies of the AP THEMES and AP HABITS of MIND that should be printed out and kept in your 3 ring binder. You will be using these often. Generally, students can find materials from class or assignments posted on my website
  • Various documents, primary source readings, and artistic works posted on my website.

Suggested Texts:

Because of the intense nature of the AP World History course, and because of the short time in which to learn the materials, many commercially available materials may substantially aid a student in mastering the course and the AP Exam. The following supplements are RECOMMENDED for purchase. However, it is not required to purchase these texts. The purchase of these aids will help students with both Unit Exams and with the final AP Exam in May.

McCannon, John and Pamela Jordan. How to Prepare for the AP World History Advanced Placement Examination. ISBN # 0764118161

This has also been a favorite with past students. It tends to be along the lines of the AP Success book shown above, but I do like how the book has sample test questions at the end of each chapter. This can help students with review of the content before a Unit Exam and with reviewing for the AP Exam.

Anglin, Jay P. Harper Collins College Outline World History to 1648. ISBN: 0064671232

Anglin, Jay P. Harper Collins College Outline World History from 1500. ISBN: 0064671380

These books are definitely like the “Cliff’s Notes” for our World History textbook. Many students report that they are quite helpful in preparing for unit quizzes and for unit exams.

Class Organization:

  • Unit assignment sheets and study packets are usually provided at the beginning of each unit—either in class or online. These are for student use to interact with material in the textbook, material in class, and material expected on the exam. Students are encouraged to complete the study guide information, but they will not generally be collected for credit. It is possible for the study guide to be assigned at various times.
  • Weekly assignment sheets are provided on Mondays/Tuesdays listing the schedule for that particular week. (SEE 1st week agenda attached) These will list any discussion questions for which to prepare, the reading assignments discussed that week, all announced quiz and test dates, and other anticipated information. Also, the entire reading assignments for the term are located on my website and should be printed out by each student.
  • Daily class meetings are a combination of lecture, group work, coverage of discussion questions, and answering student questions.
  • Periodically, student essays, reports, or presentations will be required.
  • “General” homework assignments are given, in most cases, nightly. However, a sample of these homework assignments will be collected for credit. These collections will be unannounced.
  • Tardy Policy: Students should be seated and ready to work when the bell rings. The tardy policy for the class is the Canyon Crest Tardy policy which is:
  • 1st offense - verbal warning
  • 2nd offense - teacher contacts parent
  • 3rd offense – teacher refers student to a 4-hour Saturday School
  • 4th offense - teacher refers student to the Assistant Principal

Recommended materials:

  • One three-ring binder. I would advise obtaining a 2-inch size binder (minimum), as you will have a multitude of materials!
  • Blue or black in pens
  • #2 Lead pencils
  • Index Cards (to help you study for exams)

Study Techniques:

This is a college level course! It very well could be the most intense course you will take in high school. Realize that most World History courses at the university/college level do not cover the material as fast as the AP World History course offered at CCA. WE COVER MORE MATERIAL THAN COLLEGE FRESHMEN IN LESS TIME!!!!!!!!!!!!!!!!!!!!!!!!!!

The reading load, especially in the first three-to-six weeks, is considerable. In order to cover the maximum amount of material with the least amount of stress, sharing is DEFINITELY encouraged. While each student is expected to read ALL TEXT MATERIAL, outlining discussion questions and supplemental readings may be shared with a student study group. (Take care, however, to ensure that any work submitted is CLEARLY your own.) You are responsible for understanding all of this material for testing. The amount of time required for homework in this class will vary with your reading speed. Assignments vary in length. Watch your weekly syllabus and plan for long assignments and supplemental readings. Time management is an essential skill for this class, and you must take the responsibility for budgeting your time. As you become accustomed to course format and texts, things will fall into place and become easier. It is important to NOT GET DISCOURAGED!

Tests:

Tests will be a combination of objective (multiple choice), essay questions, or document based questions. All tests will attempt to recreate the testing environment of the AP Examination. Consequently, multiple-choice tests and quizzes will resemble an actual AP exam to the fullest extent possible. All multiple-choice tests will be graded in a manner similar to the method employed by the College Board. In addition, all tests will be timed in accordance with actual AP testing procedures. Students will receive guidance on how test scores would possibly translate to AP grading procedures.

Essays, Outlines and Written Work:

Written work will be assigned at least twice a month. AP style essays will also make-up a significant component of each Unit Exams and on the two Semester Finals. Both Finals will be DBQs. The Unit Exam essays will be either Compare and Contrast or Change Over Time. There will be three “APPARTS” style essays based on a Primary Source document and two Essay Outlines (one Compare and Contrast and one Change and Continuity Over Time). Essays will be graded following the College Board Rubric.

Quizzes:

Quizzes over material from your textbook are periodically scheduled throughout the course, particularly because the length of time between unit exams is large. Quizzes consist of no more that twenty multiple-choice questions, with occasional identification or brief response questions.

Grading Categories

Grades in this course are arranged in the following categories, with the percentage of the overall grade noted:

Class Participation:5% of overall grade

Coursework: 40% of overall grade

Reading Quizzes: 20% of overall grade

Unit Exams:35% of overall grade

“Coursework” consists of homework assignments, in-class assignments, projects, papers, and essays assigned as homework.

Grading Scale:

The grading scale is as follows:

A+98-100B+88-89C+78-79D+68-69

A93-97B83-87C73-77D63-67

A-90-92 B-80-82C-70-72D-60-63

F59-below

Course Grades:

The course is organized within the 4X4 schedule. Thus the entire course syllabus is fit into just one semester. Each class meets every day, five days a week for 90 minutes.

Each “semester” grade is actually reported at the end of what would be a quarter on the traditional system. A “final exam,” worth 20 % of the overall grade, is administered at the end of each “semester. “

Grades entered on for the first quarter and the second quarter grading periods will be computed as follows:

Running grade percentage:80%

Final Exam percentage:20%

Final semester grades are based on overall percentages. This means that the letter grade earned over the course of a semester is irrelevant—the percentage is what is used.

NO LATE WORK IS ACCEPTED AT ANY TIME.

The only exception to this is when a student is absent and excused for that absence. Make-up work policies, listed below, apply for student absences.

Homework Grading Guidelines

The following shows examples of what is considered to be A, B, C, and D student work on a homework assignment. It provides GENERAL guidelines for how an assignment will be graded; it is not, however, all-inclusive. Some assignments will have standards specific to that assignment. This, however, provides students with a general guideline of what is expected of their written homework.

ALL HOMEWORK: Typed, double-spaced. Free of the use of personal pronouns (I, we, you).

The question that was asked: Can political revolutions and reform between 1750—1800 be attributed to common phenomena?

Grade Earned / Response / Comments
A / Rebellion and political restructuring during this area was more the result of a specific chain of events as opposed to independent common phenomena. Obviously, this global movement began with the Reformation, which sprouted fundamental ideals such as popular sovereignty. These widespread beliefs challenged existing governments because they nullified divine right theory as well as most other monarchical justifications. With newfound inspiration derived from the writings of John Locke and Jean-Jacques Rousseau, prominent figures in society began to challenge unjust government and demanded revolution. The American Revolution, in particular, was the first large-scale revolt, and therefore set an example for Europe’s many oppressed factions. France was next to seek justice via rebellion. Although they experienced far less immediate success, the French Revolution had a handful of inadvertent consequences. The establishment of the Haitian Republic in the French colony of Saint Domingue was obscured by a shroud of military conflict in Europe. Moreover, opposition to Napoleonic rule sparked the unification of the European “super powers,” which culminated in the Congress of Vienna. In turn, failed attempts to restore the ancient regime promulgated a wave of nationalist uprisings, mainly in Greece, Italy, and Germany. Thus, it is evident that revolutions and reform from 1750 onward may be attributed to the cause-and-effect relationships of innumerable historical events, rather than common phenomenon. / This is an excellent response. The student begins the response by stating a direct answer to the question. They then go on to provide an explanation as to why revolutions are not the result of common phenomena. The student clearly explains the tracing of events that lead to the age of revolutions, and then provides relevant, actual historical examples to serve as evidence of their claim.
Here, the student not only met the standard that was expected (i.e., answered the question correctly), but also went well beyond the acceptable expectation for a student response. By AP standards, this is considered an EXCELLENT response.
In order to earn an “A” grade, responses need to:
  • Fully address the question asked, including all “sub-questions”
  • Provide a specific answer to the question
  • Include an explanation as to “why” or “how” a student arrived at that response
  • Provide historical examples to illustrate the student’s explanation.
  • Virtually no spelling and grammatical errors.

B / The political revolutions can be considered common phenomenon, since they all occurred around the same time. This is due to the recent Enlightenment thinking, which stressed liberty and equality for all men and questioned monarchical rule. The idea of representation by the people led to many revolutions against the established government and creation of republics, all within a short period of time. For example, the drafters of the American Declaration of Independence relied heavily on Enlightenment political thought, evident in phrases such as “all men are created equal” and having rights to “life, liberty, and the pursuit of happiness.” / This example clearly responded to the question that was asked. The student provided a brief explanation that traced the evolution of ideas that was sparked by Enlightenment philosophy, and the provided a brief, actual historical example to serve as evidence of how the claim.
In order the earn a “B” grade, responses should:
  • Provide a comprehensive response to the question asked, including the sub-questions.
  • Address the question with a good degree of specificity.
  • Provide a general explanation that includes “why” and “how” for most parts of the question.
  • Provide at least one historical example to illustrate important points.
  • Largely free of spelling and grammatical errors. Errors present are few in number

C / I believe revolutions in this time were very much a common phenomenon. Colonies that were being held under the fleet of large western European countries began to break away. Up to that point these countries were pawns in the Western Europeans games for infinite wealth & control of all major trade routes & ports. Also, the enlightenment brang new ideas of equality & freedom that had remained dorment till then. / This response is a clear example of what is meant by “meeting” standards. The question is answered directly. However, the justification for the response is vague and non-specific. No actual historical examples are provided to illustrate the point being made. The student has simply done what is considered acceptable.
A “C” Response generally provides a superficial treatment of the question asked:
  • The question is answered correctly, but is general in the response.
  • The answer provides vague statements that are not substantiated by specific historical evidence.
  • The answer does not include an explanation of “how” or “why” in the response; it simply states that something “is.”
  • Frequently includes grammatical and spelling errors, and students often use shorthand-type symbols in place of words.

D / Political revolutions and reform cannot be considered common phenomena because they did not occur without outside influence. Most revolutions occur when people are dissatisfied with they way their government is operating. The reforms and change that they push for are based off the way another country is operating. / Here, the student has provided a brief answer of the question. There is a small justification for the response, but no historical examples are provided. There is no explanation that is grounded in any historical event. The answer, in reality, doesn’t say anything of substance.

AP World History Syllabus 1st Term 2007

Aug. 27-Aug. 31.Introduction: FoundationsChapters 1-6

AP skill: Compare and Contrast

Oral Presentations

Sept. 4-7Persia, China, IndiaChapters 7-9

AP skill: APPARTS

Sept. 10-14Greece and RomeChapter 10-11

AP skill: Change over time

Sept. 17-21Unit I: Foundations Unit Exam Chapter 12,13

Sept. 24-28Islam, China, IndiaChapters 14-16

AP skill: Free Response Writing

Oct. 1-5Medieval EuropeChapter 17

AP skill: DBQ

Oct. 8-12Unit II Exam, Mongols, AfricaChapter18-19

Oct. 15-19High Middle Ages, Aztecs, IndiaChapters 20-21

AP skill: APPARTS

Oct. 22-26Renaissance, Mid-term ExamChapter 22

Oct. 29- Nov. 2Explorations, Africa, AmericasChapters 23-24

AP skill: Change over time

Nov. 5-9Americas, Africa, East AsiaChapters 25-27

AP skill: DBQ

Nov. 13-16Islamic Empires, Unit IV ExamChapters 27-28

Nov. 26-Dec.30 Revolution- French, IndustrialChapters 29-30

AP skill: Compare and Contrast

Dec. 3-7Americas, Empires in declineChapters 31-32

Oral Presentations

Dec. 10-14Imperialism, Unit V ExamChapter 33

Dec. 17-20WWI, Anxiety Chapters 34-35

AP skill: Change over time

Jan. 7-11Nationalism, WWIIChapters 36-37

AP skill: DBQ

Jan.17-End of termCold War-2007Chapters 38-39