<p> AP World History</p><p>Mr Rooney</p><p>Introduction: The AP World History course invites students to take a global view of historical process and contacts between peoples in different societies. It is structured around the investigation of five distinct themes in six different chronological time periods from approximately 8000 BCE to the present. The themes this course will investigate are as follows:</p><p>A. Interaction between humans and the environment</p><p>B. Development and interaction of cultures</p><p>C. State building, expansion and conflict</p><p>D. Creation, expansion and interaction of Economic Systems</p><p>E. Development and transformation of social structures.</p><p>Through this investigation, students will develop a set of historical skills that will enable them to further their study of history at the college level. These are:</p><p>1. Historical Argumentation- The ability to define and frame a question about the past and construct an argument with a clear thesis supported by relevant historical evidence.</p><p>2. Chronological Reasoning- The ability to identify, analyze and evaluate the relationships between historical causes and effects, patterns of continuity and change over time, and models of periodization used by historians to identify turning points in history.</p><p>3. Comparison and Contextualization- The ability to describe, compare and evaluate historical developments within one society, between different societies and in various chronological and geographic contexts. </p><p>4. Historical Interpretation and Synthesis- The ability to create diverse interpretations of the past through the evaluation of both primary and secondary sources and their reasoning, point of view and frame of reference. It also involves the ability to draw upon ideas from different fields of study to create meaningful and persuasive understandings of the past. </p><p>This is a college level course. Students will develop and refine their analytic abilities and critical thinking skills in order to understand historical and geographic context, make comparisons across cultures, use documents and other primary sources, and recognize and discuss different interpretations and historical frameworks. At the end of the year, students will take the AP World History Examination. Success on this exam gives students an opportunity to earn college credit at most colleges and universities in the US. Consequently, the amount of work expected, and the quality of the work product, is far greater than anything that experienced in normal high school classes. In particular, students should expect to do an extensive amount of reading and writing. If students are not willing to put in the effort, they cannot expect to earn a respectful grade. </p><p>Units of Study</p><p>The course is divided into six units of study. These units correspond to the six historical periods that are tested on the AP World History Exam. The percentage in brackets refers to the percentage of the AP World History Exam coming from that unit.</p><p>I. Technological and Environmental Transformations: 8000 BCE – 600 BCE (Chapters 1-6) [5%]</p><p>1. Big Geography and the Peopling of the Earth</p><p>2. The Neolithic Revolution and Early Agricultural Societies</p><p>3. The Development and Interactions of Early Agricultural, Pastoral, and Urban Scocieties</p><p>II. Organization and Reorganization of Human Societies: 600 BCE – 600 CE (Chapters 7-12) [15%]</p><p>1. The Development and Codification of Religious and Cultural Traditions</p><p>2. The Development of States and Empires</p><p>3. Emergence of Transregional Networks of Communication and Exchange</p><p>III. Regional and Transregional Interactions: 600 CE -1450 CE (Chapters 13-22) [20%]</p><p>1. Expansion and Intensification of Communication and Exchange Networks</p><p>2. Continuity and Innovation of State Forms and Their Interactions</p><p>3. Increased Economic Productive Capacity and Its Consequences </p><p>IV. Global Interactions: 1450 CE – 1750 CE (Chapters 23-28) [20%]</p><p>1. Globalizing Networks of Communication and Exchange</p><p>2. New Forms of Social Organization and Modes of Production</p><p>3. State Consolidation and Imperial Expansion</p><p>V. Industrialization and Global integration: 1750 CE -1900 CE (Chapters 29-33) [20%] 1. Industrialization and Global Capitalism</p><p>2. Imperialism and Nation-State Formation</p><p>3. Nationalism, Revolution and Reform</p><p>4. Global Migration</p><p>VI. Accelerating Global Change and Realignments: 1900 CE – Present (Chapters 34-40)[20%]</p><p>1. Science and the Environment</p><p>2. Global Conflicts and their Consequences</p><p>3. New Conceptions of Global Economy, Society and Culture</p><p>Textbook:</p><p>1. Bentley, Jerry H and Herb F Zeigler. Traditions and Encounters: A Global Perspective 3rd Ed. Boston: McGraw-Hill, 2006. (This is the main textbook. Chapter references in Units of Study come from this text.)</p><p>2. Andrea, Alfred J. and James H Overfield. The Human Record: Sources of Global History, 5th Ed., Vols 1 & 2. Boston: Houghton Mifflin Company, 2005. [Primary source Reader]</p><p>3. Wiesner, Merry, et al. Discovering the Global Past: A Look at the Evidence., 2nd Ed. </p><p>Vols I & II. Houghton Mifflin Company, 2002. [Primary Source Reader]</p><p>Grading Policy:</p><p>1. Assessments: 60%. There will be several reading quizzes and one or two major era exams per quarter. There will also be one or two major written assignments each quarter.</p><p>2. Participation: 10%. If you don’t contribute to class discussions, don’t expect a grade. Unexcused absences and tardies will also result in a reduced participation grade. Two unexcused absences will result in a loss of half of your participation grade. For this calculation, two unexcused tardies equals an absence. </p><p>3. In Class Assignments: 15% (Maps, Document Analysis Exercises, Timelines)</p><p>4. Homework: 15% (Study guides/Chapter Outlines)</p><p>Ongoing Assignment: Thematic Timelines and Posters: Students will be divided into groups. Each group will be assigned one of the course themes each quarter. The group will be responsible for preparing a timeline that illustrates the historical developments connected to their assigned theme. Each group will also prepare an illustrated poster for their theme. The poster should illustrate through images the events and people that made significant historical contributions which they have documented on their thematic timeline. </p>