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					Advance Placement World History
Course Syllabus
Instructor: Mohammad Ali




Muchin College Prep
AP World History Course Syllabus
Course Overview & Description
2010-2011




    Ali                            AP World History   1
                        Muchin College Prep of Noble Charter Schools
                            Advance Placement World History
                                          Mr. Ali
                                2010-2011 Course Syllabus

Course Overview and Design

Advance Placement world History is designed to prepare for intermediate and advanced college
courses by making demands similar to those of full-year college survey course. In AP World
History, students will develop a greater understanding of the evolution of global processes and
contact including interactions over time. The course provides a way to understand history and a
foundation from which to view the complexities of today’s world. It emphasizes on encounters
and interactions provided a framework that is especially important. The course highlights the
nature of changes in the international frameworks and their causes and consequences, as well
as comparison among major societies. Our AP World History course is shaped by the six themes
and the “habits of mind” that are outlined in the Course Description provided by the College
Board. These overarching themes and the habits of mind foster critical thinking and encourage
students to develop their own abilities and to truly be part of the learning process.

The course, which adopts the periodization approach to analyzing global events and interactions
from the foundations of history to the present, is designed to challenge students to create
independent ideas by maintaining a student-centered classroom environment. One goal for the
course is to provide an engaging and rigorous curriculum that motivates students. The long-term
objective is for students to demonstrate an understanding of how the big picture of world
history assists in understanding the complexities of today’s world.

As students, you will improve your analytical abilities, and critical thinking skills in order to
understand historical and geographical context, make comparisons across cultures, use
documents and other primary sources to recognize and discuss different interpretations and
historical frameworks. The course imposes a heavy reading and writing load throughout the
year. Students will be assessed on their ability to master the themes and habits of mind and
skills within AP World History curriculum through the use of essay composition, objective exams,
simulations, projects, and various other learning experiences specific to the course and the
learning needs of the students.

Why bother with World History?

In the twenty-first century the world is becoming smaller than ever. The age of instantaneous
communications, global markets, international economy, and global violence etc., demand that
we be aware of cultures and histories outside of our own in order to understand others, to
succeed and to prosper. In another regard, students need to understand the historical
backgrounds and preconceptions of other societies if they wish to forge political and economic
alliances, and to exchange ideas successfully in a meaningful manner. This course is designed to
help students obtain a deeper understanding of other societies and how they came to be in
order to prepare them for future. In addition, the personal reading, writing, and analytical skills
which students will enhance for themselves in this course will equip them to be responsible
citizens.




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Themes of AP World History
The following themes are the major themes that have been set up by the college boards. They
will be the major focuses of the AP Exam in May. They will therefore be our major focus in our
analysis of the history of the world.
     1. Impact of interaction among societies (trade, systems of international exchange, war,
         and diplomacy.
                  How does interaction impact societies? “Among major societies” implies that
         interaction is a phenomenon that must be looked at globally one, event two places is
         not sufficient. This theme is looking for impact but does not want only one side of the
         relationship. Impacts are themselves often “impacted” by resistance, tradition, local
         environment etc.

      2. The relationship of change and continuity across the world history periods covered in
         this course
                  What changes and continuities can be identified through global processes
         experienced over time? For example, immigration, trade, disease, spread of religion,
         government, democracy, might be identified as global processes and help students
         understand the global historical context in any situation. Knowing how these processes
         have changed or stayed the same allows students to provide global context as well as
         identify the relationship between change and continuity.

      3. Impact of technology and demography on people and the environment (population
         growth and decline, disease, manufacturing, migrations, agriculture, weaponry).
                How do humans interact with the environment (two way process) and how does
                technology impact the environment? Additionally, what then is the impact of
                these environmental changes and technological developments on demography?

      4. Systems of social structure and gender structure (comparing major features within
         among Societies and assessing change).
                 How have different societies dealt with class and gender? The theme
         emphasizes the need to compare these structures within societies and over time
         between places? So for example, how would one compare economic opportunities for
         lower class women in Japan with lower class women in the United States and how has
         that changed (or stayed the same) over time?

      5. Cultural and intellectual developments and interactions among and within societies.
                 How cultural and intellectual endeavors develop within societies and how do
                 they adapt, often creating change in the place of origin as well, as they are
                 spread between places?

      6. Changes in functions and structures of states and in attitudes toward states and political
         identities (political culture), including the emergence of the nation-state (types of
         political organization).
                  The key word here is change. How have the functions of political control and/or
         governance changed over time? How is government legitimacy acquired, affirmed,
         maintained and lost? How attitudes towards governments evolved as their role have has
         changed? An additional possible issue is that government takes place not only through
         states. Families, lineages, associations also govern especially at local levels.



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        The course also addresses skills, “habits of mind,” as follows:

        1. Habits of mind addressed by any rigorous history course
              a. Constructing and evaluating arguments: using evidence to make plausible
                   arguments

                b. Using documents and other primary data: developing the skills necessary to
                   analyze point of view, context, and bias, and to understand and interpret
                   information

                c. Assessing issues of change and continuity overtime, including the capacity
                   to deal with change as a process and with questions of causation

                d. Understanding diversity of interpretations through analysis of context, point
                   of view, and frame reference


        2. Habits of mind addressed by a world history course
              a. Seeing global patterns and processes overtime and space while also
                   connecting local developments to global ones and moving through levels of
                   generalizations from the global to the particular

                b. Comparing within and among societies, including comparing societies’
                   reactions to global processes

                c. Being aware of human commonalities and differences while assessing claims
                   of universal standards and understanding culturally diverse ideas and values
                   in historical events


Chronological Parameters of the Course:
The course will have as its chronological frame the period from approximately 8000 B.C.E. to the
present, with the period 8000 B.C.E to 600 C.E. serving as the foundation for the balance of the
course. An outline of the periodization with associated percentages for suggested course
content is listed below (corresponds to AP World History Exam)

                Unit I:         Foundations: circa 8000 B.C.E. – 600 C.E.       7 weeks
                Unit 2:         600 C.E. – 1450                                 7 weeks
                Unit 3:         1450 – 1750                                     7 weeks
                Unit 4:         1750 -1914                                      7 weeks
                Unit 5:         1914- present                                   7 weeks




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OBJECTIVES:

         To understand and use vocabulary and terminology appropriate to historical
          investigation

         To understand the relationship between “evidence” and “interpretation”; to appreciate
          the nature of the problem of “interpretation” as it applies to historical research; to
          understand how given the same set of data one scholar may reach a different
          conclusion than another

         To refine analytical abilities and critical thinking skills in order to understand historical
          and geographical context, make comparisons across cultures, use documents and other
          primary sources, and recognize and discuss different interpretations and historical
          frameworks

         To develop a framework for identifying significant aspects of a given culture: politics,
          military, economics, society, technology, philosophy, religion, and art

         To use such a framework to describe a culture as it exists within a specific area of
          geography and time, to understand how change may have occurred within the society,
          and to compare/contrast it with cultures that have come before and after it

         To find precursory events that helped shaped the culture of a particular society, to trace
          influences of such a framework into the future, and to be able to distinguish between
          similarities and influences among cultures

         To understand the impact of geography and the environment on the rise, sustenance,
          and downfall of a civilization

         To understand the nature of the political structure of a particular society, the factors
          that contribute to its stability or instability, and the causes and consequences of reform
          movements within that society

         To understand the structure of the government of a particular society and the nature of
          the extension of citizenship with respect to different types of people living within that
          society

         To understand the role of the military in a particular society in establishing frontiers,
          provinces, and colonies; to understand the role of the military in the rise and fall of
          empire building; to understand the impact of victory or conquest upon a particular
          society

         To understand the economic structure of a given society: natural resources, agriculture,
          manufacturing, trade, family as an economic unit, division of labor, industrialization

         To understand the social aspects of a particular society: hierarchical social structure, the
          family, marriage, roles of and opportunities for women (and others usually considered
          minorities), urbanization, lifestyles



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         To understand the cultural aspects of a particular society: religion, writing, literature,
          philosophy, music, dance, painting, sculpture, architecture

         To identify works of art (literature, music, painting, sculpture, architecture, dance, etc.)
          from the great cultures, to describe the subject matter and compositional aspects of art
          as it relates to the society in which it was produced

         To understand scientific and technological innovation in a given society

         To read and interpret different types of maps (geographical, political, economic, etc.)
          and historical data displays (bar graphs, circle graphs, etc.)

         To learn how to write effective answers to essay questions by understanding and using
          the appropriate “directive words”: analysis, assessment/evaluation,
          comparison/contrast, description, discussion, and explanation

         To learn how to read individual source documents (writings, maps, works of art),
          analyze them, and write about them; to relate the contents of one source document to
          other source documents within a common theme and effectively compare and contrast
          major ideas

         To learn how to write essays which focus on change and continuity over time as well as
          similarities and differences in different societies

         To develop proper writing skills by using topic, developmental, and ending sentences

         To develop a respect for the accomplishments of people who existed in earlier periods
          of time and for the people in our present Twenty-First Century who exit in different
          geographical and cultural areas

         To develop an appreciation for the importance of history as an area of study and to
          develop an interest in historical inquiry that will continue beyond the confines of the
          course


 Main Texts:

World Civilizations: The Global Experience, by Peter N. Stearns et. al., New York: AP ed. 2003 or
the latest edition

Documents in World History Volumes 1 & 2, 7th Edition, by Peter N. Stearns et al

Supplemental required readings:

Guns, Germs and Steel, by Jared Diamond

Nectar in a Sieve by Kamala Markandaya

A Red Scarf Girl, Ji Li Jiang


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Unit 1: Foundations 8000 BCE – 600 CE

1.1     Text Chapters (3-4 weeks)
             Chapter 1: From human Prehistory to the Early Civilization
             Chapter 2: Classical China
             Chapter 3: Classical India

1.2     Text Chapters (3 weeks)
             Chapter 4: Civilization in the Mediterranean: Greece and Rome
             Chapter 5: The Classical Period: Directions, Diversities, and Declines by 500 CE


Unit II: 600 CE – 1450

2.1     Text Chapters (3 weeks)
             Chapter 6: The Rise and Spread of Islam
             Chapter 7: Abbasid Decline and the Spread of Islamic Divination to the South
               and Southeast Asia
             Chapter 8: African Civilization and the Spread of Islam


2.2 Text Chapters (2 weeks)
            Chapter 9: Civilization in Eastern Europe: Byzantine and Orthodox Europe
            Chapter 10: A New Civilization Emerges in Western Europe
            Chapter 11: The Americas on the Eve of Invasion


2.3   Text Chapters (2 weeks)
             Chapter 12: Reunification & Renaissance in Chinese Civilization: The Era of The
               Tang and Song Dynasties
             Chapter 13: The Spread of Chinese Civilization: Korea, Japan, and Vietnam
             Chapter 14: The Last Nomadic Challenges: from Chinnggis Khan to Timur
             Chapter 15: The West and the Changing World Balance



Unit III: 1450-1750
3.1      Text Chapters (3 weeks)
              Chapters 16: The Transformation of the West
              Chapter 17: The West and the World
              Chapter 18: The Rise of Russia




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3.2    Text Chapters (4 weeks)
            Chapter 19: Early Latin America
            Chapter 20: The Muslim Empires
            Chapter 21: Africa and the Africans in the Age of the Atlantic Slave Trade
            Chapter 22: Asian Transitions in an Age of Global Change


Unit IV: 1750 -1950

4.1    Text Chapters (4 weeks)
            Chapter 23: The Industrialization of the West
            Chapter 24: Industrialization and Imperialism: the Making of the European
              Global Order
            Chapter 25: The Consolidation of Latin America, 1830-1920


4.2    Text Chapters (3 weeks)

              Chapter 26: Civilization in Crisis: The Ottoman Empire, the Islamic Heartlands,
               and Qing China
              Chapter 27: Russia and Japan: Industrialization Outside the West



Unit V: 1914 – To Present
5.1     Text Chapters (2 weeks)
             Chapter 28: International Contacts and Conflicts, 1914-1999
             Chapter 29: The West in the 20th Century
             Chapter30: Russian and Eastern Europe


5.2    Text Chapters (2 Weeks)
            Chapter 31: Japan and the Pacific Rim
            Chapter 32: Latin America: Revolution and Reaction in the 20th Century
            Chapter 33: Decolonization and the Decline of the European World Order

5.3    Text Chapters (3 weeks)
            Chapter 34: Africa and Asia in the Era Independence
            Chapter 35: War Revolution in China and Vietnam
            Chapter 36: A 21st Century World: Trends and Prospects
            Latin America Changes
            Islamic Revolution in Iran and Afghanistan
            9/11
            Afghanistan
            Iraq
            Iran
            N. Korea
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Classroom Standards:
         Respect – In this classroom, we will strive to create an atmosphere that embraces
           understanding and celebrates diversity among us by working together in respectful
           and positive ways.

         Integrity – Honesty is always the best policy. Muchin College Prep Academic
          Integrity Policy will be firmly upheld.

         Participation – Every person in this class can and will be expected to contribute- our
          different ideas and perspectives will make the class interesting! Class discussions,
          group activities & projects, preparation, listening and note-taking skills are all areas
          necessary to participate in.

         Tardiness – Be punctual: class starts with the bell. You disrupt the learning
          environment when you enter late. For every 3 tardies, you will lose 15 points from
          your grade (5 points per tardy). Multiple tardies will result in a chronic tardy form
          sent to the Dean’s office. (Muchin College Prep tardy policy will be enforced I.e.
          demerits)

         Late Assignment – Complete each assignment and project by the due date. Late
          assignments will be lowered by 50% per day for unexcused late work.

         Absences – You are responsible to find out what you missed from either a classmate
          or me. In case of an excused absence, you will be given time equal to the length of
          your absence to complete the assigned work.

         Grading Scale – Grades will be given for all tests, quizzes, papers, and projects
          during the semester. Class participation will also figure into your quarter and
          semester grades. All assignments will be graded according to a point scale.

         Extra Help – Ask me for extra help. I am committed to supporting your efforts! Form
          a study group, keep organized, and take opportunities to redo work to improve your
          skills and grade. Keep high standards and challenge yourself.

         AP Exam - Prepare to take the AP Exam in May.

Classroom Environment
All students should feel welcomed, included, and free from harassment based upon race,
religion, gender, or sexual orientation. If you feel at any time that this is not the case, either
because of my behavior or that of your classmates, I hope you will let me know. I try to be
aware of what goes on in class and the comfort levels of students, but especially when we are
focused on the curriculum, we don’t always see, hear, or understand all that transpires. I
believe it is crucial that we strive to provide an inclusive learning environment at Muchin College
Prep and I hope that you will each help us make that a reality in this classroom. Essentially, we
ask that you adhere to the Golden Rule: that is, treat others the way you yourself want to be
treated.




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Note: No drinking or eating is expected or allowed in class. Turn off and put away all cell
phones and I PODS before entering class. Please familiarize yourself with the dress code of the
school



Class Participation
I strongly recommend you participate in class. Doing so gives me another way to evaluate your
performance. If you are the shy type, make it a goal this year to speak up a bit more, or drop a
note to me, or stay after class to make a point, or schedule a meeting with me. Class
participation is a subjective component of your grade that could raise your semester grade
tremendously if you have been an active participant. Finally, class is more interesting with lots
of participants.

Evaluations and Grading Scale
You will be evaluated in this course based upon your ability to analyze and interpret the
materials studied. Emphasis will be place on written work, discussion, collaborative work,
research, projects, etc. In other words, you will have lots of ways to shine in this course! You
are expected to come to class prepared to read, write, and discuss on any given day, and you
will be held accountable for this responsibility, whether or not I announce a quiz or writing
activity beforehand.

Grading Scale is as follows:
99-100 = A+      88-89 = B+      78-79 = C+      68-69 = D+       0-59 = F
92-98 = A        82-87 = B       72-77 = C       62-67 = D
90-91 = A-       80-81 = B-      70-71 = C-      60 -61 = D-

Students will be assessed in the following manner:

Participation:                   15%
Homework:                        10 %
Writing:                         10%
Tests/projects/quizzes:          45%
Final Exam:                      20%
Total:                           100 %




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Muchin College Prep Academic Integrity Policy
Be familiar with the Academic Policy as outlined in the Student Handbook and comply with it. If
there are any questions or any confusion, please seek clarification during class or during my
office hours. This is a critical issue; we must all be clear about our responsibilities in this area.

Materials Needed:
    Main texts & supplemental
    Three-ring binder (at least 3 inches)
    1 subject notebook
    1 notebook for journal writing
    Paper
    Pencil and Pen
    Folder (TWO POCKETS)
    Pocket dictionary

      NOTE: All assignments, homework, papers that are collected MUST be stapled. I will NOT
      accept the assignment without it.

                            Have a nice year at Muchin College Prep!




Ali                                              11

				
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