2012-2013 Welcome to 10th grade world history. This class will prepare you for the May 2013 AP World History exam, and will complete our unique three year world history program at PCS. In this class, we study the history of human civilization: how civilizations develop, how they change over time, how they stay the same, how they’re similar, and how they’re different.
We start the course at about 8,000 BCE with the change from nomadism to agriculture, and we end the class at the present day. No more than 20% of the information we cover will be focused on the continent of Europe, ensuring a broader understanding of the world’s many cultures. Some of this material will be a review of the ancient and medieval world history you have already been exposed to, and we will spend less time on these areas of the course in order to spend more time on the modern period of world history. This class has two primary goals: 1) to develop your knowledge of world history as a chronological narrative, and 2) to enable you to think like world historians, making comparisons and drawing conclusions as you synthesize and evaluate themes and patterns through history.
This class requires much more concentration and dedication than other classes you have taken at PCS.
The AP curriculum is rigorous and challenging, and achieving the necessary level of mastery requires substantial effort and focus. To achieve this level of mastery, you will be reading and taking notes on about one chapter from the text every week, and this reading will be accompanied by lectures, video clips, primary and secondary readings, comparison exercises, and review activities. You will be reading most of your textbook, as a thorough exposure to your text is a necessary component of your preparation (the AP exam should not test you on anything outside of your text). A multiple-choice reading quiz will follow each chapter (with the exception of the first and last chapter), and you will be given two cumulative midterms (in October and March) and two cumulative final examinations (in December and May). You will write several essays each semester, and supplemental readings in class and for homework will be assigned as necessary. Additionally, you will be responsible for researching and presenting a specific historical topic in the first semester to your classmates that is related to what we’re studying at the time. In the second semester, you will be reading a history-related novel or non-fiction book and writing and presenting a book report about what you’ve read.
Required texts: Bulliet, Richard, Daniel R. Headrick, David Northrup, Lyman L. Johnson, and Pamela
Kyle Crossley. The Earth and Its Peoples: A Global History. Boston: Houghton Mifflin, 2003.
Diamond, Jared M. Guns, Germs, and Steel. New York: W.W. Norton Company, Inc.,
AP World History Reader- you MUST bring this reader to class everyday! (includes
numerous primary and secondary source readings used in class, maps, and study materials)
Second semester work of historical literature (to be checked out from our collection)
Your participation grade will include both your in-class assignments and our assessment of your participation and behavior during class. MOST grades for a given week will be entered in Powergrade by the following Sunday night, but please do give us some space here, as it takes more than a little time and energy to grade your heartier assignments. The percentage breakdown for the different assignment categories is as follows:
Quizzes and tests: Quizzes will test your knowledge of the chapter and lecture material for each mini-unit. These quizzes will consist of thematically-based multiple choice questions, and will frequently require you to compare and contrast, sometimes with reference to a prior mini-unit. This format is designed to recreate AP questions as authentically as possible—many of the questions on the AP test require you to compare and contrast in some way. We might occasionally give you an essay test or a shortened multiple choice section with an essay outline or geography exercise though, so be ready!
Your midterms will consist of twenty multiple choice questions, one essay (AP format), and a chronology/geography exercise which will require you to know specific dates and locations.
Your finals will consist of forty (fall) or fifty (spring) multiple choice questions, one essay (AP format), and the same chronology/geography exercise.
Homework: Chapter outlines are the most common homework assignment in this course. For most weeks, your only homework will be an outline of the chapter. However, there will occasionally be substitutions and additions, especially when you don’t have a full weekend between quizzes. For those chapters, you’ll most likely be asked to respond to a series of questions instead.
In addition to the outlines and the alternative assignments, students will need to watch THREE historical movies per semester. These films will not be shown during regular class hours. You may watch these movies at our official “movie nights,” or you may watch them on your own. If you choose the latter option, please make an appointment to meet with one of us so we can give you a verbal quiz.
AP World History Themes: The following themes, set out by the College Board, guide our discussions throughout the course in roughly equal proportions (more on these later):
Interactions between Humans and Environment
Development and Interaction of Cultures
State Building, Expansion, and Conflict
Creation, Expansion and Interaction of Economic Systems
Development and Transformation of Social Structures
First Semester Presentations: Everyone is required to make one in-depth presentation first semester. These will be short oral presentations accompanied by a poster, a powerpoint, or a handout to be distributed to your classmates (this could also be done as a video or as an in-class skit)—any type of appropriate visual is fine.
Your presentation must include information from sources other than your textbook. You must also provide us with a bibliography IN MLA FORMAT, citing these outside sources. This presentation can be done in pairs or individually, and will be graded on content (40%), effort (40%), and creativity (20%). The content grade will be based on the quality of your information, your use of themes, and the extent of your research. The effort grade is based upon how much time and energy you have invested in the project. The creativity grade is based upon how well you engage your audience of fellow students—your goal is to make a presentation that’s both scholarly and interesting.
Your presentation must be at least seven minutes in length—if it falls short of this time requirement, you will lose five points (out of fifty) for every minute under. Please see the rubric and powerpoint presentation on this subject which follows later in the reader for more information.
Second Semester Book Report: Specific guidelines for this project have not been fully formed at time of publication, but generally speaking, you’ll be picking a history-related book from our collection during the first semester, reading it over winter break and/or during the second semester, turning in a paper about the book, and giving the class a report. More details to follow later in the semester.
Class Rules: 1) Be nice to people. Respect and tolerance for your classmates and your teacher are mandatory at all times.
2) Keep the classroom clean. This means no eating and no littering. Don’t draw on the desks, don’t write on the chairs, and please leave the chairs and tables where they are.
3) Be in your seat when the bell rings. The school’s attendance policy requires that we take attendance immediately. If you’re not here when the bell rings, you’re tardy.
4) Pay attention. This is a college-level, lecture-based class. You can’t thrive in this class if you’re talking to your friends all the time or working on material from other classes.
A failure to follow the rules—especially rule #4—will result in a loss of participation points and temporary ejection from the classroom. If you’re ejected from the room, it’s your responsibility to talk to fellow students for any material missed in the lecture.
Missed/late work 1) Late assignments will be accepted for half credit up until the end policies: of the semester.
2) If you are going to be absent, try to check with us for makeup work beforehand, if possible. If you can't do the work during your absence, we try to be lenient about return time for missed work- we realize that things come up and it may take awhile. You can still earn full credit, but work missed because of an excused absence must be done before the end of the semester (for first semester) or the AP test (for second semester).
Plagiarism/Academic Honesty: It is the expectation that all work you submit for this class will be your own, and more broadly, that you conform to the requirements for academic honesty laid out in the student handbook. Failure to meet these expectations will not only harm your grade (as per school policy) and possibly your behavioral record, but will tarnish your reputation with your teachers and potentially your peers. Have pride in all the hard work that you do, don’t share your work with others, and don’t plagiarize in an attempt to take the easy way out of an assignment. This “easy way” will almost certainly become far more difficult when you are eventually caught. Outlines are considered plagiarized if you turn in an assignment that contains elements which are identical to another student’s assignment, and obviously, if you take them off the internet. In an effort to further encourage academic honesty, we require that all non-AP essays be turned in through turnitin.com.
ABOUT THE AP TEST The AP Test is composed of four sections: three essays, and one multiple-choice.
On the multiple-choice section of the AP Exam, students have 55 minutes to answer 70 questions. This section accounts for half of the test grade.
In theory, multiple-choice questions are supposed to be distributed into six periods:
Prehistory to 600 BCE (5%)
600 BCE-600 CE (15%)
600 CE to 1450 (20%)
1450 to 1750 (20%)
1750 to 1914 (20%)
1914 to the present (20%)
Note: You have a big advantage
over other test takers here—you’ve
already had all of this in 8th and 9th!
Accounting for the other half of your AP grade are three different essays. You will be writing each of these essays between four and eight times over the course of the year.
Document Based Question (DBQ): This question requires you to analyze, interpret and synthesize the various primary sources that you’ve been required to study in history class over the last several years, including documents, visual data, maps, statistics, etc. (50 minutes)
Continuity and Change Over Time: The change over time essay requires you to look at how some aspect of civilization or history has both changed and stayed the same over time. Your discussion must demonstrate a clear understanding of historical cause and effect, supported by chronologically specific data. (40 minutes)
Comparative Question: This essay focuses on broad ideas in world history, and requires you to compare at least two societies. The essay is often based on one of the AP World History themes. (40 minutes)
Schedule: What follows is an outline of what to expect on a day-to-day basis in AP World History. The homework laid out here is probably not the only homework that will be assigned to you, nor will you necessarily have to read everything listed here. However, the bulk of the reading, the presentation dates, the essay dates and the quiz dates will be fairly accurate. If they are not accurate, you will a) be informed of any changes as soon as possible, and b) deal with the situation stoically! You MUST refer to the schedule on the board and our verbal instructions for real, honest-to-goodness due dates and extra assignments- please know that it is your responsibility to keep up to date with assignments.
Just to make you aware, September and October are going to be the worst months for you, in terms of the workload—we promise that it will get better soon.
SEMESTER ONE (*denotes advisory/ASM schedule)
Week 1: August 15th to 17th
8/15* Introduction to AP World History
Read Mann, “The Birth of Religion” (google search for the article online) plus half-page response for Friday; ALSO, Bulliet (pgs 14-25 only) for Monday
8/17 GGS essay discussion, review essay guidelines and rubric,
discuss Mann, response to Mann reading due Week 2: August 20th to 24th
8/20 Prehistory Group Quizzes, River Valley Civilizations
Read Bulliet, Chapters 2 & 3 for Friday, complete questions
8/21* River Valley Civilizations
8/23 8/22-3 Bronze Age Civilizations
8/24*River Valley and Bronze Age Civilizations Quiz/Questions due/GEOGRAPHY,
4/19* PRACTICE TEST PART 1- Multiple Choice (not graded)
Week 16: April 22nd to 26th
4/22 PRACTICE TEST PART 2- DBQ (not graded), review M/C
4/23-5 (STAR TESTING) PRACTICE TEST PART 3 and 4- C/O/T, C/C (not
graded)/TERMS LOG DUE
4/26* Peer edit essays, compare w/ samples, review problem spots
Foundations timeline due Monday
Week 17: April 29th to May 3rd
4/29 Review Foundations
600-1450 CE timeline due Tuesday
4/30* TIMELINE DUE/Review 600-1450 CE
1450-1750 CE timeline due Wednesday
5/1 TIMELINE DUE/Review 1400-1750 CE
1750-1914 timeline due Thursday
5/2 TIMELINE DUE/Review 1750-1914 CE
1914-present timeline due Friday
5/3* TIMELINE DUE/Review 1914-present
Week 18: May 6th to 10th
5/6 Finish review
5/7* Finish review
5/8-9 Final Exam Parts I/II (Multiple choice, DBQ)
5/10* Final Exam Part III (Dates)/What to Expect on Thursday
Week 18: May 13th to 17th
5/13 Review Final Exam
5/16 AP WORLD HISTORY EXAM
Week 19: May 20th to 24th
5/22-23 Collapse (video)
5/24* Collapse discussion
Week 20: May 27th to May 31st
5/27 NO SCHOOL—Memorial Day
5/28 FINALS: 1st and 4th
5/29 FINALS: 2nd and 5th
5/30 FINALS: 3rd and 6th
5/31 Graduation, etc.
Advanced placement classes are intended to prepare students for the Advanced placement tests and all PCS students enrolled in AP classes are expected to take an AP test for each class that they are taking. Each Advanced Placement test is a non-biased, standardized means of evaluating students' understanding of the subject.
PCS teachers have the option to use AP test scores as an assessment for subject understanding as well as an incentive for students to take the test. If teachers choose to use the AP scores as a means of incentive and assessment, grades can be adjusted based upon the score in the class as well as the student's score on the test. The College Board states that AP scores are "… set so that the lowest composite score for an AP grade of 5 is equivalent to the average score for college students earning grades of A.
Similarly, the lowest composite scores for AP grades of 4, 3, and 2 are equivalent to the average scores for students with college grades of B, C, and D, respectively." With this understanding, final course grades can be adjusted using AP scores only if AP test are scores higher than course score. Final course grades can be adjusted if a student's score is higher on the AP test than on class grade. The maximum adjustment that can be made by a teacher is one letter grade above class grade. For example if a student receives a B- in as a class grade and scores a 5 on the AP test, the grade will be adjusted to an A-.
1. Class grades lower than a C- cannot be adjusted.
2. Since AP scores are not received until July, seniors will be given a previously released AP test or equivalent test that can be used by the teacher to fairly adjust the grades of the seniors.
3. If an AP class is taught by more than one teacher, a policy about grade adjustment and AP scores must be agreed upon by the teachers prior to the school and placed in writing in the syllabus at the beginning of the year.