478-779-3100 Course Description World History AP/Gifted was designed with a broad focus on world cultures from approximately 8000 BCE to the present. Students will develop a greater understanding of global processes and interactions among societies through a study of historical patterns and comparisons among major societies.
World History AP/Gifted is about skills, not just content, and will encourage all students in attaining their highest achievement level through skill acquisition and personal growth. Students will read and organize data based on themes, write analytical and document-based essays, and analyze primary and secondary sources.
World History AP/Gifted is a differentiated curriculum in depth, complexity, pacing, and novelty, meeting the state guidelines for gifted and talented education through a variety of instructional strategies, including individual and group work, questioning, critical reading and thinking, and class activities.
World History Content GPS
SSWH1 The student will analyze the origins, structures, and interactions of complex societies in the ancient Eastern Mediterranean from 3500 BCE to 500 BCE.
SSWH2 The student will identify the major achievements of Chinese and Indian societies from 1100 BCE to 500 CE.
SSWH3 The student will examine the political, philosophical, and cultural interaction of Classical Mediterranean societies from 700 BCE to 400 CE.
SSWH4 The student will analyze the importance of the Byzantine and Mongol empires between 450 CE and 1500 CE.
SSWH5 The student will trace the origins and expansion of the Islamic World between 600 CE and 1300 CE.
SSWH6 The student will describe the diverse characteristics of early African societies before 1800.
SSWH7 The student will analyze European medieval society with regard to culture, politics, society, and economics.
SSWH8 The student will demonstrate an understanding of the development of societies in Central and South America.
SSWH9 The student will analyze change and continuity in the Renaissance and Reformation.
SSWH10 The student will analyze the impact of the age of discovery and expansion into the Americas, Africa, and Asia.
SSWH11 Students will investigate political and social changes in Japan and in China from the seventeenth century CE to mid-nineteenth century CE.
SSWH12 The student will examine the origins and contributions of the Ottoman, Safavid, and Mughal empires.
SSWH13 The student will examine the intellectual, political, social, and economic factors that changed the world view of Europeans.
SSWH14 The student will analyze the Age of Revolutions and Rebellions.
SSWH15 The student will be able to describe the impact of industrialization, the rise of nationalism, and the major characteristics of worldwide imperialism.
SSWH16 The student will demonstrate an understanding of long-term causes of World War I and its global impact.
SSWH17 The student will be able to identify the major political and economic factors that shaped world societies between World War I and World War II.
SSWH18 The student will demonstrate an understanding of the global political, economic, and social impact of World War II.
SSWH19 The student will demonstrate an understanding of the global social, economic, and political impact of the Cold War and decolonization from 1945 to 1989.
SSWH20 The student will examine change and continuity in the world since the 1960s.
SSWH21 The student will analyze globalization in the contemporary world.
* interactions among societies and the subsequent developments
* changing attitudes toward state and political culture
At the completion of the course all students will be able to perform the following at a higher personal level:
* think, read, listen, write, and communicate with understanding
* analyze evidence and interpretations presented in a variety of historical texts, both primary and secondary and use the information to plan a meaningful discussion, written or oral
* prepare and execute a well-constructed, multi-paragraph essay, timed and not; including the Document-based, Change-Over-Time, and Comparison essay types
* utilize a variety of resources in planning and directing research for a mixture of projects, essays, and activities
* flesh out a series of questions that challenges a text's meaning and shows an understanding of the document
An important aspect of the course will center on the themes that are part of the AP Course Description (see above).
Students will be part of Thematic Groups that will plot the changes and continuities that occurred in world history, across time and space. These Thematic Groups will form the basis of class discussions, mid-unit reviews, as well as the final review for the AP Exam in May. A detailed handout will explain the form and substance of each activity.
The six Thematic Groups are: Patterns of Interaction Patterns of Gender Relations
Patterns of Technology and Demography Patterns of Social Order
Patterns of Political Order Patterns of Cultural Invention
The AP World History course is divided into six time periods. Along with the themes and the habits of mind, the periods make up the basis of the course. Our study throughout the year
will focus on these three aspects of world history: time, themes, and habits of mind.
The six historical periods are: to 600 BCE Technological and Environmental Transformations
600 BCE – 600 CE Organization and Reorganization of Human Societies
600 – 1450 Regional and Transregional Interactions
1450 – 1750 Global Interactions
1750 – 1900 Industrialization and Global Integration
*Students must be aware for the AP World History course, BCE will be used instead of BC, CE will be used instead of AD. Although, BC and AD are still used by many educators, the AP World History exam uses only BCE and CE, therefore students need to be aware of this change.* Texts
All students will be required to read, analyze, interpret, and take notes from a variety of sources throughout the course including textbooks, novels, short stories, poetry, primary and secondary sources, maps, charts, graphs, and artwork.
All students will interpret and analyze primary and secondary evidence from a variety of sources.
Strategies and techniques will be used in class in order to strengthen a students’ ability to interpret and analyze the reading, and relate its component parts: speaker, subject, purpose, audience, tone, and point-of-view.
The classroom environment affects the learning that takes place in the class. Students deserve a classroom that is friendly, safe, and intellectually stimulating. To help insure that environment, a few simple principles must be adhered to at all times.
Students must come to class and must be on time.
No replacement for being in class
No excuse for being late and disrupting class by tardiness
No standing at the door until the bell rings
Students must come prepared to participate.
With their textbooks, pens, and paper
Interaction, not only helps with learning, it is essential to learning
Participation requires a completed homework assignment
Cell phones must be turned off
*** All rules included in the Bibb County School District Code of Conduct will be enforced. Materials Time management and organizational skills are essential for high achievement and should begin with adequate supplies. Materials should be brought to class every day.
3 notebooks (spiral or loose) – Text, Themes, Discussion
Assignment Information Following is an outline of the types of assignments.
Students will be assigned a variety of readings each week, which need to be completed prior to attending class. Readings will come primarily from the main texts, but may be assigned from additional sources.
Outside written work, unless otherwise noted, must be typed double-spaced on 8½ x 11 paper with 1-inch margins. 12-point Times or another standard font is acceptable. Identifying information must be included on cover page (title, name, period, date, teacher’s name).
In-class written work must be hand written on 8½ x 11 paper in black or dark blue ink. Identifying information must be included on the first page (assignment title, name, period, date, teacher’s name).
Tests/Quizzes will consist of multiple-choice, identification, short answer, thesis, document analysis, and/or essays.
Participation is an integral part of the class and will consist of everyday class participation, individual and group activities, presentations, formal and impromptu speeches, and other activities.
All assignments are due on the scheduled date at the beginning of the class period. Any assignments turned into the teacher on a timely manner may be rewritten for credit. Assignments turned into the teacher after the scheduled date or class period will be considered late and will be accepted for
half credit until the end of the grading period, without benefit of revision.
Some in-class assignments cannot be made up and if missed will result in a loss of credit, whether excused or not. Many in-class assignments may be made up and the student has one week from the original date to make up the assignment.
Disclaimer: The course syllabus is a general plan for the course; all information contained in the course syllabus/calendar is subject to change. Any changes will be announced in class and a revised syllabus distributed to students to be shared with their parents/guardians.
Please sign below indicating that you have reviewed the above syllabus for this class. A copy of this document will be available for your review on my website. Student Name: ____________________________________________________