AP World History
Instructor: Mr. Kroeger
Email:
Phone: 678-337-1776
Blog: http://campbellhighschool.typepad.com/phil_kroeger/
Tutoring: Tuesday and Thursday 7:45-8:15 or by appointment
Course Overview
The AP course in World History invites students to take a global view of historical processes and contacts between people in different societies. An important skill students will acquire in the class is the ability to examine change over time, including the causation of events as well as the major effects of historical developments, the interconnectedness of events over time, and the spatial interactions that occur over time that have geographic, political, cultural, and social significance. It is important for each student to develop the ability to connect the local to the global, and vice versa. Students will also learn how to compare developments in different regions and in different time periods as well as contextualize important changes and continuities throughout world history.
The AP World History course meets for 18 consecutive weeks for 90 minutes each day. Students are expected to participate in class discussion, develop note taking skills from lecture, group projects, individual and group classroom presentations, analysis of original documents, map work, definition of important terms, audio-visual aids, and Unit Tests containing both objective and essay test questions. The course is taught in chronological order.
The course will be rigorous and rewarding. Attention will also be given to preparing students with the skills necessary to engage the AP World History Examination given in the spring. The ultimate benefits of this course will be an informed view of how the world has developed to the start of the third millennium, plus stimulating intellectual growth. Essay
Grading:
A point system will be used, assigning a point value to each assignment. Percentage values for each category of assignments are as follows:
Tests and Quizzes: 15%
Essays 20%
Projects: 20%
Homework and Classwork: 25%
SLO 10%
Final Exam: 10%
Primary Text:
Stearns. 2007. World Civilizations: Global Experience, fifth edition. Pearson.
The Five Themes of AP World History
The five AP World History Themes that connect the key concepts throughout the course and
serve as the foundation for student reading, writing, and presentation requirements are as
follows:
• Theme 1 – Interaction between humans and the environment
• Theme 2 – Development and Interaction of Cultures
• Theme 3 – State-building, expansion and conflict
• Theme 4 – Creation, expansion and interactions of Economic Systems
• Theme 5 – Development and transformation of social structures
Historical Periodization:
The six historical periods, from approximately 8000 B.C.E. to the present, provide a temporal framework for the course.
1: Technological and Environmental Transformations to 600 BCE 5% 1 week Ch. 1
2: Organization and Reorganization of human Societies 600 BCE-600 CE 15% 2 weeks Ch. 2-5
3: Regional and Transregional Interactions 600 CE-1450 20% 4 weeks Ch. 6-15
4: Global Interactions 1450-1750 20% 4 weeks Ch. 16-22
5: Industrialization and Global Integration 1750-1900 20% 3 weeks Ch. 23-27
6: Accelerating Global Change and Realignments 1900-present 20% 4 weeks Ch. 28-36
Course Requirements
CR1a: The course includes a college level world history textbook.
CR1b: The course includes diverse primary sources, including written documents, maps, images, quantitative
data (charts, graphs, tables), works of art, and other types of sources.
CR1c: The course includes sources written by historians or scholars interpreting the past.
CR2: Each of the course themes receives explicit attention and is addressed throughout the course. – Course themes
CR3: Each of the key concepts receives explicit attention in the relevant historical period and is integrated with the course themes. – Key concepts
CR4: The course provides opportunities for students to demonstrate command of course themes and key concepts through activities and assignments where students use their knowledge of detailed and specific relevant historical developments and processes – including names, chronology, facts
CR5a: The course provides balanced global coverage, with Africa represented.
CR5b: The course provides balanced global coverage, with the Americas represented.
CR5c: The course provides balanced global coverage, with Asia represented.
CR5d: The course provides balanced global coverage, with Oceania and Australia.
CR5e: The course provides balanced global coverage with Europe represented. No more than 20% of course time is devoted to European History.
CR6: The course provides opportunities for students to develop coherent written arguments that have a thesis supported by relevant historical evidence. – Historical argumentation
CR7: The course provides opportunities for students to identify and evaluate diverse historical interpretations. – Interpretation
CR8: The course provides opportunities for students to analyze evidence about the past from diverse sources, including written documents, maps, images, quantitative data (charts, graphs, tables), works of art, and other types of sources. – Appropriate use of historical evidence
CR9: The course provides opportunities for students to examine relationships between causes and consequences of events or processes. – Historical causation
CR10: The course provides opportunities for students to identify and analyze patterns of continuity and change over time and across geographic regions, relating these patterns to a global context. – Patterns of change and continuity over time
CR11: The course provides opportunities for students to examine diverse models of periodization constructed by historians. – Periodization
CR12: The course provides opportunities for students to compare historical developments across or within societies in various chronological and/ or geographical contexts. – Comparison
CR13: The course provides opportunities for students to connect historical developments to specific circumstances of time and place, and to broader regional, national, or global processes. – Contextualization
CR14: The course provides opportunities for students to apply multiple historical thinking skills to examine a particular historical problem or question and connect insights from one historical context to another, including the present. – Synthesis
CR15: The course provides opportunities for students to recognize how the study of history has been shaped by the findings and methods of other disciplines such as anthropology, archaeology, visual arts, literature, economics, geography and political science. – Synthesis
Course Schedule
Unit 1 To 600 BCE: Technological and Environmental Transformations
• Key Concept 1.1. Big Geography and the Peopling of the Earth
• Key Concept 1.2. The Neolithic Revolution and Early Agricultural Societies
• Key Concept 1.3. The Development and Interactions of Early Agricultural, Pastoral and Urban Societies
Unit 2 600 BCE-600 CE: Organization and Reorganization of Human Societies
• Key Concept 2.1. The Development and Codification of Religious and Cultural Traditions
• Key Concept 2.2. The Development of States and Empires
• Key Concept 2.3. Emergence of Transregional Networks of Communication and Exchange
Unit 3 600-1450: Regional and Transregional Interactions
• Key Concept 3.1. Expansion and Intensification of Communication and Exchange Networks
• Key Concept 3.2. Continuity and Innovation of State Forms and Their Interactions
• Key Concept 3.3. Increased Economic Productive Capacity and Its Consequences
Unit 4: 1450-1750: Global Interactions
• Key Concept 4.1. Globalizing Networks of Communication and Exchange
• Key Concept 4.2. New Forms of Social Organization and Modes of Production
• Key Concept 4.3. State Consolidation and Imperial Expansion
Unit 5 1750-1900: Industrialization and Global Integration
• Key Concept 5.1. Industrialization and Global Capitalism
• Key Concept 5.2. Imperialism and Nation—State Formation
• Key Concept 5.3. Nationalism, Revolution and Reform
• Key Concept 5.4. Global Migration
Unit 6 1900-present: Accelerating Global Change and Realignments
• Key Concept 6.1. Science and the Environment
• Key Concept 6.2. Global Conflicts and Their Consequences
• Key Concept 6.3. New Conceptualizations of Global Economy, Society and Culture
Essay Writing
Throughout the course students will be required to write essays in class demonstrating their mastery of content as well as their ability to develop coherent written arguments that have a thesis supported by relevant historical evidence. During the semester the focus will be on the development of essay writing skills via time spent on essay writing workshops.
This syllabus is subject to change without notice.
CLASS EXPECTATIONS
ü Be present and on time every class day.
ü Follow the school dress code.
ü Sit in your assigned seat.
ü Be prepared for class with pen/pencil, notebook paper, books, etc.
ü Be respectful of the teacher and other students.
ü Follow instructions
ü Complete all assignments, make-up any missed work in a timely manner, prepare for tests and quizzes.
ü Visit the class blog to get missed information, assignments, PowerPoints, etc.
ü Observe “dead time” (first and last 15 minutes of each block).
ü Ask questions and participate!
THINGS YOU SHOULDN’T DO:
Ø Don’t use your cell phone for calls, texting, or listening to music during the class period. Listening to iPods, MP3s or similar devices during class are also not permitted.
Ø Don’t do things that could cause disruption or distraction of the class.
Ø Don’t eat or drink in the classroom. (Food and drink with the exception of bottled water are not permitted in the classroom).
Ø No personal grooming in the classroom. This means no combing/brushing of hair, no make-up application and no lotion or perfume (many people have extreme sensitivity to strong scents) in the classroom.
Ø Do not frequently ask to go to the restroom during the class period.
Ø No candy sales or other fund raising during the class period.
Ø PLEASE COMPLETE THE FORM AND RETURN AS SOON AS POSSIBLE.
Ø Syllabus can be accessed on the Campbell website faculty list at: http://www.campbellhs.com/ or directly at: http://campbellhighschool.typepad.com/phil_kroeger/ A paper copy is available upon request.
Dear Parents & Students,
Please read the following and check (√) the boxes to the left indicating your acknowledgement:
I have read and understand the class syllabus.
I understand the grade weighting system.
I have read and understand the class expectations and rules.
I have access to the Internet and will access the Pinnacle student & parent features to check on my student’s progress and attendance. I understand that teachers will make every effort to post grades promptly upon receipt of student work.
I will email Mr. Kroeger if I have any questions ().
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