Ap world History Syllabus

Mr. Ivey—Rm. 211

817-252-2179

iveyj@castleberryisd.net

The design of the course is at a college level, in which college-level textbooks, various primary and secondary sources from those time periods, historians, such as Lynda Schieffer, and non-historians who do have an impact on the study of history, like Jared Diamond, as well as a variety of geographic maps and charts are utilized to bring students into a deeper understanding of the history of the world. This understanding will be accomplished through the lens of historical thinking skills including the following: crafting historical arguments from historical evidence through historic argumentation while appropriately using relevant historical evidence, developing chronological reasoning by examining historical causation, patterns of continuity and change over time, and periodization, properly identifying appropriate comparisons and contextualization, and becoming proficient in historical interpretation and synthesis.

Each unit includes writing assignments designed to develop the skills necessary for creating well-evidenced essays on historical topics highlighting clarity and precision. While teaching students how to answer these various kinds of essays, students will also be instructed in various graphic organizers that will allow the students, as historical analytical writers, to be concise and thorough in the planning and execution of the writing process. Three specific types of essays emphasized in the course are the three types of essays that will need to be composed during their AP World History examination, the document based question, the compare and contrast essay, and the continuity and change over time essay. These three essays are described below.

1. 
   _{Time Period}
   
2. 
   _Region(s)
   
3. 
   _{the answer to the prompt}
   

1. 
   _{Topic Sentence--this can be general since the thesis contains specificity}
   

1. 
   _{General Assertion--identifies one aspect of thesis (i.e. a change, a difference, etc.)}
   

1. 
   _{Support/evidence/examples--Be specific!}
   

1. 
   _{Analysis--Explain cause and/or effect}
   

1. 
   _{General Assertion--identifies one aspect of thesis (i.e. a change, a difference, etc.)}
   

1. 
   _{Support/evidence/examples--Be specific!}
   

1. 
   _{Analysis--Explain cause and/or effect}
   

1. 
   _{Repeat format as necessary}
   

1. 
   _{Concluding Sentence}
   

1. 
   _{3-4 sentences}
   

1. 
   _{Start by restating (a rephrased) thesis in its entirety}
   

Essay writing workshops will include group discussion utilizing example essay, self-evaluation, and peer evaluation.

ASAP-XY—this is a document analysis tool. A—creating an attribution for the article, S—summarizing the article, A—analyzing the document based on historical occasion, audience, purpose, point of view or tone for why the speaker believed what he/she did in the summary, P—clearly stating the point of the view of the article, X—naming an additional document that would be important to support or refute the document, and Y—why is that missing document so needed for the analysis of this document.

Throughout both the fall and spring semester, students will be doing independent reading of an academic novel written from a historical perspective. The novel will be the student's choice, but must be approved by the instructor. Criteria for novels to be read is that they must be historical works, written by historians or about a period of history. Novels must be at least 200 pages long, must have an index, end notes/footnotes and a bibliography. Following the reading of their choice of historical work, students will write an essay in which students will examine and analyze the validity of work as a piece of historical academia, while evaluating the use of historical thinking skills and analysis tools to ascertain the validity of the historical work and should other historians use the work as an appropriate tool to understand some aspect of world history. One will be done every 12 weeks over the time periods covered during those units.

Throughout the duration of the course, students will be keeping their notes utilizing a digital notebook for websites, digital handouts, and video lessons. Cornell notes and other learning tools in both their digital notebooks. Digital notebooks will be shared for accountability with the teacher. Part of the note-taking process will be the creation of civilization maps that will be utilized with each unit to illustrate the change and continuity over time of different regions throughout the world. There will be bi-weekly notebook checks where students will electronically submit segments of their netbooks. It will be key for students to keep up with their digital notebooks. IT WILL BE ACCEPTABLE FOR STUDENTS TO TAKE NOTES DURING CLASS ON PAPER, BUT IT WILL STILL BE EXPECTED FOR THEM TO TRANSCRIBE THOSE NOTES INTO THEIR DIGITAL NOTEBOOK FOR NOTEBOOK CHECKS AND STUDY PURPOSES.

PERSIAN Charts will be the foundation of their periodization studies. Each time period will be coded in a different color, as to help the students in recalling information specific to each time period. Those same color code will be used throughout the room for related content. When completing PERSIAN Charts about any time period, students will be evaluating the political, economic, religious, intellectual, artistic, and near other civilizations. The N part of the PERSIAN charts will help students make connections when the historical examination of civilizations turns toward core/periphery.

SPICE Charts are similar and link directly back to the themes for AP World History, but utilize other factors for organization than PERSIAN charts, which are 1) the development and transformations of social structures, 2) state building, expansion, and the conflict that accompanied it, 3) the interaction between humans and their surrounding environment, 4) the development and interaction of cultures, and 5) the creation, expansion, and interaction of economic systems.

There are other thematic acronyms that can be used, such as GRAPES, SPRITE, or SCRIPTED. There is no set thematic acronym system that guarantees success on the AP exam, so students will be exposed heavily to several different systems so that they can determine which system works best for them and for the situation in which they are called on to historically analyze.

Every other week, students will use Socratic seminars and/or Fishbowl formats in each unit to explore key controversies in world history from ancient times to the present. The foundation for these conversations will be Taking Sides: Clashing Views on Controversial Issues in World Civilizations. This book examines issues that allow students to identify and evaluate diverse historical interpretations by introducing students to controversies in world civilizations. This debate style reader contains readings representing the arguments of leading historians and commentators on world history and reflects a variety of viewpoints presented in pro/con format. All of the topics/questions listed in each unit for this activity come from this book. The Point/Counterpoint activity will be used as a preamble to the AP Exam free-response question (DBQ, CCOT, & Comparative essay).

Flynn, D. and Giraldez, A. "Born with a Silver Spoon: The Origin of World Trade in 1571," Journal of World History, 6/2: 201-222.

Manning, P. "Migration of Africans to the Americas: The Impact of Africans, Africa, and the New World," The History Teacher, 26/3: 206-219.

Mitchell, Helen and Joseph. Taking Sides: Clashing Views on Controversial Issues in World Civilizations, Vol. 1 and 2. McGraw Hill, 2007.

Northrup, David. Crosscurrents in the Black Atlantic 1770-1965 A Brief History with Documents. Boston: Bedford/St. Martin‟s; 2008.

Pomeranz, Kenneth and Steven Topik. The World Trade Created Society, Culture, and the World Economy 1400 to the Present Second Edition. Armonk, New York: M.E. Sharpe; 2006.

Reilly, Kevin. Worlds of History A Comparative Reader Volumes 1 & 2 Second Edition. Boston: Bedford/St. Martin‟s; 2004.

Shaffer, Lynda. “Southernization”; Journal of World History Vol. 5, N. 1. Univeristy of Hawaii Press; 1994.

Sherman, Dennis and A. Tom Grunfeld et.el. World Civilizations Sources, Images, and Interpretations Fourth Edition, Volumes 1&2. Boston: McGraw Hill; 2006.

Spodeck, Howard. The World’s History. Upper Saddle River, NJ: Prentice Hall. I use several editions published from 1998 to the present.

Standage, Tom. An Edible History of Humanity. New York: Walker, 2009. Print.

1.1 Big Geography and the Peopling of the Earth

A. Paleolithic migrations lead to the spread of technology and culture

2. 
   The Neolithic Revolution and Early Agricultural Societies
   

1. 
   Neolithic Revolution lead to new and more complex economic and social systems
   
2. 
   Agricultural and pastoralism begins to transform human society
   

1.3 The Development and Interactions of Early Agricultural, Pastoral and Urban Societies

A. Location of early foundational civilizations

B. State development and expansion

C. Cultural development in the early civilizations
Geographic focus in this period will be on the core and foundational civilizations.

1. 
   Mesopotamia in the Tigris and Euphrates River Valleys
   
2. 
   Egypt in the Nile River Valley
   
3. 
   Mojenjo-Daro and Harappa in the Indus River Valley
   
4. 
   Shang in the Yellow River of the Huang He Valley
   
5. 
   Olmecs in Mesoamerica
   
6. 
   Chavin in Andean South America