2003 ap world history ccot essay
AP College Board Registration. Chronology and Periodization. Mapping to view world history. Neolithic DBQ. Skip to Main Content.
Staff Webpages
Students are to keep an electronic folder of this syllabus in their course folders on their iPad by downloading an electronic copy from CANVAS. This document will be referred to continuously throughout the year, sometimes several times in one week. The purpose of the AP World History course is to develop greater understanding of the evolution of global processes and contacts in different types of human societies.
This understanding is advanced through a combination of selective factual knowledge and appropriate analytical skills.
The course highlights the nature of changes in global frameworks and their causes and consequences, as well as comparisons among major societies. It emphasizes relevant factual knowledge, leading interpretive issues, and skills in analyzing types of historical evidence. Periodization, explicitly discussed, forms an organizing principle to address change and continuity throughout the course. Specific themes listed below provide further organization to the course, along with consistent attention to contacts among societies that form the core of world history as a field of study.
Selected Class Activities and Assignments: for each of the six time periods of the course, students will complete the following types of assignments:. Period 2. Organization and Reorganization of Human Societies B.
William H. This folder, along with your electronic files will serve as your lifeline for the entire course. Students will be instructed by the teacher when they are to power on and use their personal electronic devices. Misuse of these devices will result in disciplinary action. A brief extended essay requirement will consist of an examination of historical significance of Mohandas Gandhi. Students will view the film Gandhi and use the historical writing skills they have acquired throughout the year to interpret the significant events portrayed in the film.
Other resources will be provided. The syllabus page shows a table-oriented view of the course schedule, and the basics of course grading. You can add any other comments, notes, or thoughts you have about the course structure, course policies or anything else.
Course Syllabus. Jump to Today. Scott jason. Secondary : Reilly, Kevin. Martin, 4 th , Wadsworth Cengage Learning, Primary Sources: Students will read and analyze selected primary sources documents, images, and maps.
The two main sources of primary documents are located in: Andrea, Overfield, These comparisons will be a means to illustrate the similarities and differences in political, social, economic, artistic, religious, intellectual, technological, and military, gender roles, and geographical attributes of each society. The information gathered will allow students to compare historical developments across or within societies in various chronological and or geographical contexts. Leader analyses: Students will analyze both primary and secondary sources to better understand the legitimacy and sources of power for each leader and the effects of their rule.
Change and continuity analyses: Students will use both primary and secondary sources to identify and analyze patterns of continuity and change over time and across geographic regions. For example: during the second period, students will analyze the continuity and change of Arabian society before and after Muhammad. Map analyses: Students will use both mental maps and blank outline maps throughout the course to illustrate the changes and continuities in the five themes.
For example, during the second period students will draw mental maps and illustrate the spread of major world religions. Students will be assigned readings and will be required to come to class with questions they would like to discuss with the rest of the class. Both groups then switch roles. Students are assessed on the questions they prepare, their participation in the discussion, and the notes they take while observing in the outer circle.
Students will be assessed both on mastery of course content as well as their ability to develop coherent written arguments that have a thesis supported by relevant historical evidence. DBQ: Throughout the course students will practice the following skills: Evaluate primary sources for point of view, intended audience, purpose and tone.
Outside historical knowledge as supporting evidence Developing a thesis statement and supporting it with evidence from each document. Change Over Time: Analysis of continuities and changes over time within a periodization s via an understanding of the major themes and mastery of historical thinking skills.
Compare and Contrast Focus on the historical developments across at least two regions or societies, relating to the five major themes Periodization Chronological Reasoning Cause and Effect. Technological and Environmental Transformations to c. Theme 4 Students will identify and analyze the causes and consequences of the Neolithic Revolution in the major river valleys. E-to C. What other names can you think of?
In which, McNeill discusses the differences between the methods of social organization in classical Indian Caste and Greek society territorial sovereignty and the subsequent effects on the development of Indian and European society.
Theme 3 Students will evaluate the causes and consequences of the decline of the Han, Roman, and Gupta empires. Theme 3, 5 Students will conduct societal comparison of Kush, Axum, and Ethiopia. Theme 2 Students will complete a conflict analysis : Nomadic peoples vs. Theme 2 Change and Continuity : Students will analyze visual sources to evaluate Syncretism in Hinduism and Christianity. Primary Visual Sources : Examine visual sources located in Bulliet, chapters Period 3.
Regional and Transregional Interactions C. Theme 1 Students will analyze the causes and effects of the Black Death. Students will analyze the authors intended audience, point of view, and tone for each source.
How does the Aztec account of the conquest differ from that of the Spanish? Primary Visual Sources : Bulliet, chapters Period 5. Theme 1,4 Students will analyze the cause and effects of the industrial revolution, including the need for raw materials and the scramble for Africa, and the need to find markets to sell goods.
Theme 3 Students will write the following comparative essay: 1. Pick any two revolutions American, French, Haitian, and Latin American and compare their effects on government structures, social structures, and economic structures.
Primary Visual Sources: Bulliet, chapters Theme 3,4 After reading excerpts from Donald R. Theme 1 Students will evaluate multiple arguments on the causes and consequences of resource and environmental problems population growth, economic, political, and geographic factors. Lahart et. Theme 1, 2, 3, 4, 5 20 th Century Resource Competition Presentation — Utilize the various documents and create a presentation which outlines the competition created over scare resources amongst developed, developing and under developed countries over the course of the Post-War Era.
Tests will consist primarily of multiple choice questions, covering 1 or 2 chapters. Essays are written in class or as take home assignments. These assignments include research and analysis of historic documents, events, trends and periods.
The questions will come from prior AP World History Exams, from primary sources readers, or created by the instructor. Essays will consist of essay questions from past AP Examinations.
ALL tests for the first semester will be scheduled on odd monthly days and even monthly days for the second semester. Course Readings — The chapters assigned to each Periodization consist of nightly course work. Restroom passes are the middle 20 minutes of class ONLY.
Notes are NOT to be shared. Plagiarism and Cheating will be dealt with severely. ONLY water can be consumed during class. Maintain it and you will be successful. Any student with an excused absence from class is responsible for all work missed.
It is your responsibility to make up work that you missed. Work can be completed after school. Participation and Expectations Students are expected to participate in all classroom discussions. The time given over to discussion provides an opportunity for students to think through their ideas and learn from others in the class.
Conduct yourself accordingly and the classroom environment will be one of a learning community. Assignments Homework is due at the beginning of class. Late assignments are given full credit ONLY if you have an excused absence. If you miss class because you are late to school, then it is your responsibility to turn in the assignment before the end of the day. If you miss class because you are dismissed early, then it is your responsibility to attempt to turn in the assignments before you leave campus.
Use black or blue ink ONLY or you may type your work. It is your responsibility to make up quizzes, tests and essays that you missed due to an excused absence. Weekend Review Sessions will be offered May 6 and 7, including after school. Exam Day — Thursday, May 11, To add some comments, click the "Edit" link at the top. Show Course Summary.
Cancel Update Syllabus.
Thesis need not be stated at the beginning of the essay and may be split. 2) Uses all 4) Uses global historical context effectively to show change-over-time OR. Available to AP professionals at parrotsprint.co.nz and to students and You should spend 5 minutes organizing or outlining your essay. Uses historical context to show change over time and/or continuities. 2.
Sharpe, The value of this work and others that followed served to encourage me to prepare the following resource guide for teachers who are not merely new to the field, but who may in addition be tasked at the end of the school year to begin teaching an Advanced Placement course in World History the following fall. The following has been prepared to assist those who, for perhaps more than merely time constraints, are unable to attend these workshops and have limited access to published guides and other literature. An instructor who has not mastered the Acorn book is depriving their students of much of their chance of passing the examination. His website points to textbooks, readers, other teachers' sites; in short, most everything you need to get started.
Students are to keep an electronic folder of this syllabus in their course folders on their iPad by downloading an electronic copy from CANVAS.
First and foremost, I applaud you for your decision to take this higher-level class. Because you have chosen this over the regular World History course, I expect that you are a conscientious student who enjoys learning history, who enjoys being surrounded by other academically-driven students, and who enjoys taking on a challenge to become a better student in the end. Good Luck!!!
