12/17 and 12/18 3rd and 4th Period APWH

I introduced DBQs in class today.  If you were not in class to get your DBQ there is a link I posted earlier this week to the DBQ, please complete all the directions on the DBQ using your rubric to write the actual essay. The DBQs will be collected the class we return from break.  We took notes on Chapter 14 also in class.  Over the break the students should complete the DBQ activity and start looking over Chapter 15.  Our next test will be 2 or 3 class periods after we return from break.  The test will cover chapters 12-15.  I also posted the rubric for the biography project that is due in January.  See you when we all return!

Biography Project

AP World History 1^st Semester Biography Project

1.   Obtain a book about a historical figure that died before the year 1500CE.  You must show me your book for approval.  The book must be at least 100 pages long.

2.   Read the book.

3.   Create a display board using an old cereal box.  The display board must include the following:

a.   A description of WHO your project is about.

b.   SCHOLARY SOURCE- you need to write out the proper Chicago style citation.

c.    BASIC BIO- short description of the key details about their life.

d.   CONFIRMATION- what is something about this person the book confirmed that you already knew?

e.   LEARNED- what is something new you learned about this person?

f.      IMPORTANT- what is the most important thing we should know about this person?

g.    TIMELINE- of key events in their life. (This needs to be 3-D)

4.   You will be graded on neatness and accuracy of your project.  And you need to reference what you write about, with appropriate page numbers.

5.   DUE DATE- January 19^th or 20^th 2016 (depending on which day I have you in class).

12/15 and 12/16 3rd and 4th Period APWH

Students wrote a comparative essay on Mali and the Delhi Sultanate in class today and took notes on the first part of Chapter 14.  Students were each assigned a Cathedral to research.  The students need to record the Name, location, date built, cost (if they can find it) for building it, architecture style, interesting fact, and provide a sketch or photo copy of the Cathedral.  This is due next class for a homework grade.  Students also need to read the rest of Chapter 14.

DBQ Middle Ages

We will go over this later but I wanted to post the link ahead of time...

http://www.whiteplainspublicschools.org/cms/lib5/NY01000029/Centricity/Domain/353/DBQ%20Middle%20Ages.pdf

12/11 and 12/14 3rd and 4th Period APWH

Students took notes on all of Chapter 13 today.  For homework students need to bring a list of Sim and Dif with them to next class, comparing the Kingdom of Mali to the Delhi Sultanate.  All this information can be found in Chapter 13.  The students also need to read pages 399-412 in the textbook before next class.

12/9 and 12/10 3rd and 4th APWH

Students created a sales ad for a Mongolian horse and a recruiting poster for Zheng He in class today.  Students need to watch the following 2 videos and take notes on the rest of Chapter 12.

Next class we will go over Chapter 13, there is no reading assignment this weekend.

Watch this one first
https://www.youtube.com/watch?v=1djcq4sgxrA&feature=youtu.be

Watch this one second
https://www.youtube.com/watch?v=Id3MtFI7AZQ

APWH SOL Testing

The dates for your January SOL Test are as follows:

3rd Period Jan. 15 8:30 AM Lab 211
4th Period Jan. 19 11:00 AM Lab 218

There will be two after school study session on Jan. 12 and 14 in Room 220.

12/7 and 12/8 3rd and 4th Period APWH

We started notes on  Chapter 12 today.  Students need to finish reading Chapter 12 for homework and be ready for a possible reading quiz.  Students also need to read "All the Khan's Horses" if they did not finish it in class.  There could be a quiz on that as well.  Here is a link to the article if you were absent:
http://afe.easia.columbia.edu/mongols/conquests/khans_horses.pdf

12/3 and 12/4 3rd and 4th Period APWH

Students took their Chapter 8-11 test today.  After the test students got a chart and a map that they need to complete before next class.  To complete the HW students need to do the following:
1. Using information gathered from the text (Chapter 12) students need to complete the chart.  Not all blank areas will necessarily be equally complete.
2. On outline Map 12.1 trace the route of Marco Polo and of the Mongol raids. The mark the extent of the domain of the following:
Great Khan
Khanate of the Golden Horde
Khanate of Jagadai
Il-Khans
Then trace Zheng He's voyages and mark the extent of the Ming Empire.  Then plot:
Yi Korea
Japan
Annam
Champa
Beijing
Karakorum
*You should use colored pencils for this.
Students also need to read pages 341-356

12/1 and 12/2 3rd and 4th Period APWH

We finished the Chapter 11 notes today and went over the review sheet.  Students need to study for their test next class.  Thesis statements are as follows:

CCOT-Western Europe from 476-1453CE Political, Economic and Social.
COMP-Political, Social and Economic of Roman Empire and Inca.

You have to write a thesis statement on those two.

11/24 and 11/30 3rd and 4th Period APWH

We created a brochure for different Native civilizations to the Americas.  We also took notes on the beginning of Chapter 11.  We will finish Chapter 11 on Tuesday and take our test on Chapters 8-11 on Thursday.  Finish reading Chapter 11 and work on the review sheet a little over the break. 3rd Period Reading Quiz pages 320 to end of chapter.
4th Period your Native Thanksgiving assignment is due next class.

Review Sheet for 4th Period

Man!!!! I forgot to give 4th period their review sheets.  I blame Megan ;-)  Here are the review questions for your test next week.  Just in case you come out of your turkey coma and want to get a head start.

Test Review Bulliet Chapters 8-11

1.      Describe the economic impact of the camel on the Arabian Peninsula.

2.      List the key events in Muhammad’s influence on the Arabian Peninsula.

3.      Describe the lands controlled by the Umayyad dynasty and the lands controlled by the Abbasid dynasty.

4.      Describe the decline of the Umayyad and Abbasid dynasties.

5.      List key characteristics and events of the Seljuk Empire.

6.      Give a brief but detailed account of the crusades.

7.      Describe the Great Schism in detail.

8.      What role did Byzantine women play in society?

9.      Describe feudalism and give an account of the role that each figure played.

10. What role did the church play in the Middle Ages?

11. Why were cities in Italy and Flanders success in the Middle Ages?

12. Describe the start, accomplishments, and fall of the Sui dynasty.

13. Describe the start, accomplishments and fall of the Tang dynasty.

14. Describe the start, accomplishments and fall of the Song dynasty.

15. What advantage did the Liao people have?

16. Describe Zhu-Xi’s neo-Confucianism believes.

17. Describe what the Japanese did and did not adopt from the Chinese.

18. What was the importance of the Trung sisters?

19. Describe the start, accomplishments and fall of Teotihuacan.

20. Why were chinampas so important to people in Mesoamerica?

21. Describe the start, accomplishments and fall of the Mayan. Also the role of women.

22. Describe the start, accomplishments and fall of the Aztecs.  Also the role of women.

23. Describe the start, accomplishments and fall of the Inca.

Biography Report Update

Only a handful of students have cleared their book selection with me.  Please clear your book with me before Christmas Break.  Failure to do so will result in a zero for a homework grade.

11/20 and 11/23 3rd and 4th Period APWH

Students took notes on the second half of chapter 10 today and read a primary source on footbinding.  Poem homework was collected at the beginning of class.  Students need to read pages 309-319 before next class.  Students were also given a review sheet for Chapters 8-11 test.  The test schedule is:
3rd Period-12/3
4th Period-12/4

11/18 and 11/19 3rd and 4th Period APWH

Students took notes on the first half of Chapter 10.  They need to read the last half of chapter 10 before next class.  Students also need to follow the link below and answer the following things:

http://www.chinese-poems.com/lb.html

1. Pick a poem
2. Translate the poem into your own words
3. Why did you choose this poem?
4. What does it say to you?
5. What elements strike a chord with you?
6. What feelings and ideas does it evoke in you and why?

11/16 and 11/17 3rd and 4th Period APWH

Students need to review their lists of sim. and dif. between Eastern and Western Europe during the Middle Ages and read pages 284-297 before next class.

Monastaries

http://www.cengage.com/music/book_content/049557273X_wrightSimms/assets/ITOW/7273X_03_ITOW_Rule_of_St_Benedict.pdf

11/12 and 11/13 3rd and 4th APWH

Students took a RQ on the first half of Chapter 9 today.  And we took notes on the first half of Chapter 9.  Students need to read the 2nd half of Chapter 9 before next class.

11/10 3rd Period APWH

Students wrote their CCOT essay today.  Students need to complete the reading from Chapter 9 that was assigned last class if they have not already.

11/6 and 11/9 3rd and 4th Period APWH

Students learned how to write a CCOT essay in class today and we graded a CCOT essay on the Silk Road.  Students took notes on Chapter 8.  Students need to be ready to write their CCOT essay on the Arabian Peninsula from 570-1258CE next class.  Students should also read Chapter 9 pages 253-263 before next class.  Possibly RQ.

11/4 and 11/5 3rd and 4th Period APWH

Students turned in their 3 column notes for a grade and took a reading quiz on Chapter 8.  We started notes on Chapter 8 today.  Students need to bring a list of Continuities and Changes on the Arabian Peninsula from the years 570CE to 1258CE in regards to political, social, economic, and religious characteristics.  Bring this next class.  I will collect it for a grade and you will be learning how to write CCOT essays next class.

For In Class Today

http://college.cengage.com/history/primary_sources/world/the_constitution_of_medina.htm

http://college.cengage.com/history/primary_sources/world/the_quran.htm

10/30 and 11/2 3rd and 4th Period APWH

Students took their 1st 9 weeks exam today.  Students need to read Chapter 8 and complete 3 column notes by next class.  Notes will be collected for a grade.

10/28 and 10/29 3rd and 4th Period APWH

Students participated in a review for the 9 weeks exam.  Students will take the exam next class.
PLEASE BRING BOOKS NEXT CLASS!!!!!!! We will be doing an assignment after the 9 weeks exam.

10/26 and 10/27 3rd and 4th Period APWH

Students took their Chapters 4-7 test today and got their 9 weeks review guide.  Next class he 9 weeks exam.  3rd Period will take the 9 weeks exam on 10/30 and 4th period will take it on 11/2.

Test Review Chapters 4-7

https://www.youtube.com/watch?v=rKEfPL1BP3w&feature=youtu.be

10/21 4th Period APWH

We reviewed the notes from the youtube video about India.  We looked at a writing about Buddha and looked over the requirements for our project that is due in January.  Next class we will go over chapter 7.  We will cover the key information in class but there are about 12 test questions from Chapter 7 on the test so you may also want to skim that chapter for key information.

IMPORTANT DATES

Here are some important dates:

3rd Period-
10/26 Chapters 4-7 Test
10/30 9 Weeks Exam

4th Period-
10/27 Chapters 4-7 Test
11/2 9 Weeks Exam

Your projects will be due on Jan. 19th and 20th

10/19 and 10/20 4th and 5th Period AP WH

We spent time reviewing the Comparative Essays between the Roman Empire and Han China. We took a reading quiz on chapter 6. We continued taking notes on chapter 6 but did not finish chapter 6.  Please watch the video link below for the rest of the notes on chapter 6.  Take good notes.  There are a lot of test questions in the video.  Write down any questions you have from the video and we will discuss in class.  Next class we will go over chapter 7.  Being familiar with pages 202-212 before next class will be very helpful, I'm not saying you have to read every word, but I would look that information over.  We are shooting for having our next test at the end of this week or the beginning on next week.

https://www.youtube.com/watch?v=VH8pRo1ANhg

10/15 and 10/16 4th and 3rd Period

Students wrote their comparative essay today.  We started notes on Chapter 6 today.  All students should finish reading chapter 6 before next class.

10/12 and 10/13 3rd and 4th Period APWH

We reviewed the Roman notes and took notes on Han China.  Students need to finish preparing for the Roman Empire and Han China comparative essay which will be next class.  Students also need to read pages 174-190 before next class, possible RQ.

10/8 and 10/9 3rd and 4th Period APWH

Students wrote a very short practice comparative essay today.  We started notes on Rome.  Rome is such a big topic I am posting two videos that will serve as the notes for Rome.  You need to watch them and take notes before next class.  We will not take anymore notes on Rome in class, however we will discuss things that the video covered.  You need to come to next class with Rome notes and having read page 157-167 (possibly RQ).  During the next class we will discuss things from the Roman video notes and take notes on Han China.  We will then begin to discuss comparisons between Rome and Han China to prepare for a comparative essay we will be writing in class at the end of next week.  I am thinking 4th period will do it 10/15 and 3rd period will do it 10/16.  Here are the links to the Rome video notes.  Some of the information on the first link I may have covered in class already.

https://www.youtube.com/watch?v=ps22TastiKc

https://www.youtube.com/watch?v=h6eL-tn1Htc

Watch this short Video!

You need to watch this video and TAKE NOTES before next class.  It is the section of Greece that we did not get to cover in class.  And Chelsea I tried not to say "Uhm" a lot!

https://www.youtube.com/watch?v=GeVdT9pigAI

10/6 and 10/7 3rd and 4th Period APWH

We almost finished our notes on Greece today.  Students need to "Compare Greek and Persian civilizations in terms of cultural traits, religious beliefs, and social organizations."  They just need to find one example of each and bring it to the next class.  When we finish the notes on Greece next class we are going to write a VERY short comparative essay.  This will be just practice before our big essay on Rome and China in a week or two. 
***Students need to read pages 142-156 before next class and be ready (as always) for a possible RQ.  We will be studying Rome next class.

10/2 and 10/5 3rd and 4th Period APWH

We only got through half our notes on chapter 4 today.  So the students only need to read Chapter 4 if they have not already.

9/30 and 10/1 3rd and 4th Period

Students need to finish reading chapter 4 and may have a reading quiz next class.

9/28 and 9/29 3rd and 4th Period APWH

Students were given time in class to work on their religion charts and Chapter 4 charts.  All charts will be collected on Wed and Thur of this week in class.  Students need to read pages 108-116 and be ready for a possible reading quiz next class.

9/24 and 9/25 3rd and 4th Period APWH

Students took their test on Chapters 1-3 today.  After the test they were given a chart on the Persian Empire and Classical Greece.  The charts are due for a homework grade on Wed 9/30 (3rd Period) and Thur 10/1 (4th Period).  Next class religion charts are due!

9/22 and 9/23 3rd and 4th APWH

We finished our notes on chapter 3 today.  Test next class.  BRING YOUR BOOK ON TEST DAY!

Test Review Video

https://www.youtube.com/watch?v=ctuvfYCzlT0

Important Religion Charts Update

I will not collect the religion charts on test day.  I will give you an extra weekend to work on them so you can focus this week on preparing for your first test this Thursday and Friday.  New due dates for the religion chart are:
3rd Period-Monday 9/28
4th Period- Tuesday 9/29

9/18 and 9/21 3rd and 4th Period AP World History

Students took notes on the first half of Chapter 3 today.  Students received their copy of the Test Review sheet.  The test will cover chapters 1-3 and will take place next Thursday and Friday.  Review sheets are NOT collected for a homework grade.  The students received their World Religion charts and they have until Thursday and Friday to complete them.  Students need to turn in their chapter 3 maps next class.  On side 3.1 they need to label: Assyrian Empire, Phoenicia, Israel and Egypt.  On the 3.2 side label: Crete and the extent of the Minoan civilization and the extent of the Mycenaean Civ.

9/16 and 9/17 3rd and 4th Period AP WH

Students got their essays back today and we went over them in great detail. I collected the three column notes as a homework grade.  We took a reading quiz on the second half of chapter 2 and we took notes on the second half of chapter 2.  Students need to read pages 69-83 for homework and be ready for a possible reading quiz.  And I forgot to give the 3rd period students their religion charts (4th Period did get their charts), I will give them out on Friday and they will be due next Thursday (4th Period charts are due next Friday).  But if they wanted to get a head start they need to describe the beginning, supreme beings, sacred book, method of achieving salvation, core beliefs, religious laws, important words or terms, and common symbol of the following religions:  Judaism, Christianity, Islam, Hinduism, Buddhism, Confucianism, Taoism, Shintoism, Sikhism, and Zoroastrianism.

9/14 and 9/15 3rd and 4th Period APWH

Students wrote their comparative essay on the Mesopotamian and Egyptian River Valley Civs in class today.  Student then took notes on the Chinese River Valley Civ.  Tonight students need to finish reading chapter 2 about Nubia, the Celts and the Olmecs.  They need to take 3 column notes (that I showed in class).  The notes will be checked for a homework grade.  Possible reading quiz.

9/10 and 9/11 3rd and 4th Period AP World

Students took notes on Mesopotamia and Egyptian River Valley Civs.  Students need to study their list of sims and difs and be ready to write a comparative essay on Monday.  Students also need to read the first half of Chapter 2 (pages 39-51).  Possible reading quiz next class.

9/8/15 and 9/9 3rd and 4th Period AP World History

Students took notes on early civilizations today.  They need to read pages 16-31 in their textbooks and create a list of similiarities and differences between Mesopotamia and Egypt.  Be ready for a quiz on the those two river valley civilizations next class.
*BRING YOUR BOOKS TO CLASS*

AP World History Syllabus

NNPS AP World History Syllabus 1
Advanced Placement World History
I. Overview of the Course
Advanced Placement (AP) World History is designed to offer you the equivalent of an introductory college level course in
world history. You will learn the analytic skills and factual knowledge necessary to understand how global processes and
contacts developed in interaction with different types of human societies. In addition, you will use the steps a historian
would to analyze historical events and evidence.
II. Course Objectives (Curriculum Requirements)
Themes: AP World History highlights five overarching themes that will receive equal and explicit attention
throughout the course.
Theme 1: Interaction between Humans and the Environment
1. Demography and disease
2. Migration
3. Patterns of settlement
4. Technology
Theme 2: Development and Interaction of Cultures
1. Religions
2. Belief systems, philosophies, and ideologies
3. Science and technology
4. The arts and architecture
Theme 3: State-Building, Expansion, and Conflict
1. Political structures and forms of governance
2. Empires
3. Nations and nationalism
4. Revolts and revolutions
5. Regional, trans-regional, and global structures and organizations
Theme 4: Creation, Expansion, and Interaction of Economic Systems
1. Agricultural and pastoral production
2. Trade and commerce
3. Labor systems
4. Industrialization
5. Capitalism and socialism
Theme 5: Development and Transformation of Social Structures
1. Gender roles and relations
2. Family and kinship
3. Racial and ethnic constructions
4. Social and economic classes
NNPS AP World History Syllabus 2
Habits of Mind: The AP World History course addresses specific academic skills, as well as content
knowledge. These skills, called habits of mind, will be addressed throughout the course.
1. Crafting Historical Arguments from Historical Evidence
 Ability to define and frame a question about the past and to address that question through the construction of an
argument
 Capacity to describe, analyze, and evaluate the arguments of others in light of available evidence
 Ability to identify, describe, and evaluate evidence about the past from diverse sources
 Consistently analyze such features of historical evidence as audience, purpose, point of view, format, argument,
limitations, and context germane to the historical evidence considered
2. Chronological Reasoning
 Ability to identify, analyze, and evaluate the relationships between multiple historical causes and effects
 Distinguish between those that are long-term and proximate, and among causation, coincidence, and correlation
 Ability to recognize, analyze, and evaluate the dynamics of historical continuity and change over periods of time
 Ability to describe, analyze, evaluate, and construct models of historical periodization that historians use to
categorize events into discrete blocks and to identify turning points.
3. Comparison and contextualization
 Ability to describe, compare, and evaluate multiple historical developments within one society, one or more
developments across or between different societies, and in various chronological and geographical contexts
 Ability to connect historical developments to specific circumstances of time and place
2. Historical Interpretation and synthesis
 Ability to describe, analyze, evaluate, and create diverse interpretations of the past
 Be alert to differences and take care not to impose the values and viewpoints of their own societies on the many
different societies being studied
 Arrive at meaningful and persuasive understandings of the past by applying all of the other historical thinking skills
Virginia Standards of Learning: In addition to AP course content, this course will cover the Virginia
Standards of Learning for World History and Geography to 1500 A.D. and World History and Geography 1500
A.D. to the Present.
III. Required Textbooks
The textbooks for this course are college level textbooks.
1. Bulliet, Richard, et al. The Earth and It’s People: A Global History. 5th ed. 2011
2. Riley, Gerome, Lembright, Myers, and Yoon. Global Experience: Readings in World History to 1550, Vol. 1
3. Stearns, et al. Documents in World History, Vol. 2. 5th ed.
In addition, a variety of other readings and diverse primary and secondary sources will be used during the
course. The teacher will provide these materials or students will have access to them via the school media
center or the Internet.
III. Grading
Your academic progress will be evaluated through a variety of assessments with an emphasis on critical thinking
and in-depth reading and writing.
Marking Period Grades will be calculated as follows:
50% = Tests and Quarterly Assessments
30% = Quizzes
20% = Class Activities, Essays, Performance Assessments.
NNPS AP World History Syllabus 3
Semester Grade will be calculated as follows:
40% = First Quarter (9 Weeks)
40% = Second Quarter (9 Weeks)
20% = Exam.
The Advanced Placement Exam is administered in May to all students enrolled in AP World History. The test consists of 70
multiple-choice questions and 3 essays. If you perform well, you may earn college credits and be exempt from taking a
World History course in college.
The VA Standards of Learning (SOL) End-of-Course Tests for World History and Geography to 1500 A.D. and World History
and Geography 1500 A.D. to the Present are also administered in January and May respectively. They consist of 70
Multiple-choice questions. Students who pass the tests will receive verified credits towards high school graduation.
III. Expectations
Pages of Reading
PER CLASS
Hours of study
PER CLASS
Tests, essays, papers,
PER QUARTER
Performance
Assessments
30 or more 2 – 3
 2 – 3 Unit Tests
 5 – 8 writings/essays
 Daily reading/Chapter quizzes
 Quarterly Assessment
 4 major
performance
assessments
IV. Course Outline and Pacing Guide
AP World History is a full academic year course (two semesters) and is organized into four quarters that are each nine
weeks long.
Please note the following abbreviations in the course outline and pacing guide that follows on the next pages: SOL refers to
the VA Standards of Learning and WH refers to the World History SOL.
NNPS AP World History Syllabus 4
QUARTER 1
Unit 1: Foundations (8000 B.C.E. – 2,500 B.C.E.)
Time Estimate: 1 week, 3 extended block sessions
AP Themes: 1 – 5 VA Standards of Learning: SOL WHI 1a – 2d
Key Concepts
1.1 Big Geography and the Peopling of the Earth
1.2 The Neolithic Revolution and Early Agricultural Societies
Topics
A. The Peopling of East Africa, Eurasia, Australia, and the Americas
B. Characteristics of early societies, development of civilization
 Mesopotamia, the Nile River Valley and Sub-Saharan Africa, the Indus River Valley, the Yellow River or Huang He Valley, Papua
New Guinea, Mesoamerica, and the Andes
C. The world’s religions, social structure, and gender issues
Assignments and Assessments
A. Readings
1. Textbook: Bulliet, et al., Chapter 1
2. Riley, Gerome, Lembright, Myers, and Yoon. Global Experience: Readings in World History to 1550, Vol. 1, pp. 1-16
3. Diamond, Jared. The Worst Mistake in the History of The Human Race Discover Magazine, May 1987, pp. 64-66.
4. Hunter Gatherers. Noble or Savage The Economist, December 19, 2007
5. Robinson, Kirsti. Was Adopting Agriculture Our Biggest Mistake? Student Pulse.Com 2011
B. Visual and Quantitative Sources
 Early Centers of Plant and Animal Domestication (Bulliet, Map 1.1)
C. Assignments
1. Group work: “Read-Pair-Share” activity on creation stories from prehistory. The source analysis will include identifying the
point of view, the intended purpose/audience, and the historical context of each source. (Global Experience: Readings in World
History to 1550, Vol. 1)
1. The Egyptian Creation Story: The Creation According to Ra
2. The Hebrew Creation Story: Genesis
3. P’an Ku, China’s Creation Story
4. A Hindu Creation Story: Rig Veda
5. A Greek Creation Story: Hesiod’s Theogeny
6. A Mayan Creation Story: Popol Vuh
2. Read the articles from Robinson, Diamond, and the Economist. Discuss and evaluate the historians’ varying interpretations of
the origins and outcomes of agriculture
3. Examine samples of cave art on the following websites:
 http://www.lascaux.culture.fr/#/en/00.xml
 http://www.culture.gouv.fr/culture/archeosm/en/fr-cosqu2.htm,
 http://www.culture.gouv.fr/culture/arcnat/chauvet/en/index.html
Answer the following questions:
 What were the cave artists trying to say?
 Why do you think that there were so many animals and not as many people in the paintings?
 What can the paintings tell us about other aspects of the life of cave dwellers or Paleolithic people?
 How did they make these pictures if there were no stores to buy paint and brushes or tools for carving?
 What colors are prominent in the paintings, and what natural sources might provide these pigments if they didn't have
crayons or markers?
Record answers and then study the Lascaux Web site under the sections titled "Techniques," "Archeological Artifacts," and
"Dating Methods" to see what archaeologists have concluded by studying these cave art images and how archaeologists
complete their work.
4. Review the concept of Periodization. Identify the “big issues” that bracket the time period 8,000 B.C.E. to 2,500 B.C.E.
Compare the time period of Unit 1 to the Periodization used by the author of your textbook and by the editors of the readers.
How can you account for these differences? Why do historians disagree as to how historical periods should be divided? Is
there a right or wrong answer to how to bracket world events? How might historians in different cultures view time periods
differently?
NNPS AP World History Syllabus 5
1. Primary source analysis: “What can we learn about social and economic classes in Mesopotamia through an analysis of
the Code of Hammurabi?”
2. Comparative essay – Compare the role of trade in Mesopotamia and Egypt.
3. Comparative essay – Compare the roles of women in Egypt, Mesopotamia and the Indus River Valley.
D. Assessment: Unit Test
Unit 2: Kingdoms and Empires (2,500 B.C.E. – 600 C.E.)
Time Estimate: 4 weeks, 9 extended block sessions
AP Themes: 1 – 5 VA Standards of Learning: SOL WHI 3a-e; 4a-f; 5a–g; 6a – k
Key Concepts
1.3 The Development and Interactions of Early Agricultural, Pastoral, and Urban Societies
2.1 The Development and Codification of Religious and Cultural Traditions
2.2 The Development of States and Empires
2.3 Emergence of Transregional Networks of Communication and Exchange
Topics
A. River Valleys, Greece, Rome, Han China, Africa, The Americas, and India
B. Contact and change over time
C. Trade and international connections
D. Cultural diffusion and migration of peoples
E. Collapse of classical empires
F. Interregional networks and contacts – Indian Ocean trade, Trans-Saharan trade, Silk Road
Assignments and Assessments
A. Readings
1. Textbook: Bulliet, Chapters 2–7
2. Bryn Mawr Classical Review - Walter Scheidel (ed.), Rome and China: Comparative Perspectives on Ancient World Empires.
Oxford Studies in Early Empires. Oxford/New York: Oxford University Press
3. Riley, Gerome, Lembright, Myers, and Yoon. Global Experience: Readings in World History to 1550, Vol. 1, pp. 39-42, 75-78,
92-104, 111-113, 117-125
 The Babylonian Code of Hammurabi
 Bhagavad-Gita
 Confucius, Analects
 Taoism [Daoism]: Lao Tzu [Lao Zi]
 Legalism: The Writings of Han Fei Tzu [Han Fei Zi]
 Herodotus, Persian Dialogue
 Thucydides, Peloponnesian War
B. Visual and Quantitative Sources
 The Earth and Its Peoples, Bulliet
 Ch. 1, 2, 3, 4 and 5 Chronology Charts (Bulliet)
 River-Valley Civilizations (Bulliet, Map 1.2)
 Ziggurat of Ur-Nammu, ca. 2100 B.C.E. (p. 21)
 Scene from the Egyptian Book of the Dead, ca. 1300 B.C.E. (p. 30)
 Vase Painting Depicting a Sacrifice to the God Apollo, ca. 440 BCE (p. 121)
 Vase Painting Depicting Women at an Athenian Fountain House, ca. 520 BCE (p. 127)
 The Roman Empire (Bulliet, Map 5.1)
 Roman Aqueduct Near Tarragona, Spain (p. 153)
 The Magic Canal (p. 154)
C. Assignments
1. Readings
 Bulliet, Chapter 5; A Republic of Farmers, p 142; An Urban Empire, p. 150; The Qin Unification of China, p. 157; The Long
Reign of the Han, p. 159; The Treatment of Slaves in Rome and China, p 148 - 149; and Water Engineering in Rome and
China, p. 154. (for comparison of the scientific and technological achievements of Rome and China through visual and text
sources that relate to water engineering)
 Bryn Mawr Classical Review of the Schiedel Book (for historical perspectives on these comparisons and for additional areas
of convergence or divergence)
NNPS AP World History Syllabus 6
2. Comparative Essay: Compare and contrast the political, social, and economic characteristics of Rome and Han China.
3. Compare the artistic techniques, images and themes (mythology and gender roles) reflected by Greek ceramics from two
different periods in time. (Bulliet, images on pp. 121 and 127) Discuss using the Art History Study Guide on “reading Greek
Vases” found at: http://cdm.reed.edu/cdm4/studyguides/vases/intro-ubiquity.html.
 Analyze the vase in terms of its iconography. What kind of scene is being portrayed? What is the relationship between the
scene and the vase’s function?
 What can be inferred from these physical artifacts about the culture and society of Ancient Greece?
4. Annotated timeline: Trace the development of Rome from its foundations (c. 750 BCE) through 600 CE by creating an
annotated timeline that includes at least 10 major events in Roman history.
5. Create a chart comparing social structures, culture, religion, politics, technology, economics, and demography from Unit 1
Foundations to Unit 2 Kingdoms and Empires. Analyze and discuss how these two periods in history differ in relation to these
concepts.
D. Assessments
1. Unit Test
2. DBQ: Analyze the causes of, and responses to, social inequality during the Classical Age (ca. 1000 BCE-500 CE). How did
one’s status within society affect one’s perspective of events in that society? (Bulliet, A6-A8)
Unit 3: Growth and Interaction of Cultural Communities (600 C.E. – 1450 C.E.)
Time Estimate: 3 weeks, 7 extended block sessions
AP Themes: 1 – 5 VA Standards of Learning: SOL WHI 7a-e; 8a-d; 9a-d; 10b-c; 11a-b
Key Concepts
3.1 Expansion and Intensification of Communication and Exchange Networks
3.2 Continuity and Innovation of State Forms and Their Interactions
Topics
A. Characteristics of the time frame, trade, technology, cultural exchange, demographic and environmental change, intellectual
development
B. Gender systems and changes
C. Development of nation states
D. Islamic World and Empires
E. China – Tang and Song dynasties, early Ming initiatives, influence on surrounding areas
F. Maya, Aztec, Inca
G. Relationship between China, Central Asia, Korea, Japan, and Vietnam
H. Byzantine and Medieval Europe
Assignments and Assessments
A. Readings
1. Textbook: Bulliet, Chapters 8–11
2. Riley, Gerome, Lembright, Myers, and Yoon. Global Experience: Readings in World History to 1550, Vol. 1, pp. 196-204,
214-218, 320-322
 The Qur’an
 One Thousand and One Nights: “The Tale of the Fisherman”
 Chinese Footbinding
B. Assignments
1. Continuity and Change over Time Essay: Evaluate the social changes and continuities over time within the Islamic World
between the years 661 CE and 1258 CE.
2. Map Analysis: Compare the patterns of diffusion for Buddhism, Islam, and Christianity. (Bulliet, pp. 204, 231, 257)
 To what places did this religion spread? How did it spread? (Military conquest, trade routes etc.)
 Compare the routes taken. How might you account for the similarities?
 What issues divided this religion into different forms or sects? Can these divisions be identified geographically?
 When this religion entered a specific region what effect did it have on existing belief systems and traditions? Did it enforce
or alter views concerning the role of women? Did it present challenges to the political authorities?
3. Using the 3 maps from Assignment 3, compare the extent of religious diffusion from the beginning of this period 600 C.E. to the
end, 1450 CE.
 Is this periodization relevant for Buddhism, Islam, and Christianity?
 How does this time frame focus the narrative about the diffusion of these religions?
 What alternative time frames could be applied?
NNPS AP World History Syllabus 7
C. Assessments
1. Unit Test
2. DBQ: Evaluate the degree that scientific discovery and technological invention developed in Muslim, Christian, and Chinese
societies during the post – Classical Age (600 CE – 1450 CE). (Bulliet, pp. A9-A13)
Review and Quarter 1 Assessment (Covers Units 1—3) Time Estimate: 2 days, 2 extended block sessions
QUARTER 2
Unit 4: Interregional Patterns of Culture and Contact (600 C.E. – 1450 C.E.)
Time Estimate: 4 weeks, 10 extended block sessions
AP Themes: 1 – 5 VA Standards of Learning: SOL WHI 10a; 10d, 12a-d, 13a-d
Key Concepts
3.1 Expansion and Intensification of Communication and Exchange Networks
3.3 Increased Economic Productive Capacity and Its Consequences
Topics
A. The Mongol empires effect on China, Russia, Middle East and Central Asia
B. Nomadic migrations, plague pandemics, growth and role of cities
C. Interregional trade patterns Silk Road, Trans-Saharan, and Indian Ocean
D. The transformations of Western Europe and Late Middle Ages
Assignments and Assessments
A. Readings
1. Textbook: Bulliet, Chapters 12–143.
2. Lynda Shaffer, Southernization Journal of World History, Spring 1994
3. Monks and Merchants, at http://sites.asiasociety.org/arts/monksandmerchants/silk3.htm
4. Riley, Gerome, Lembright, Myers, and Yoon. Global Experience: Readings in World History to 1550, Vol. 1, pp. 261-263,
305-307, 330-333, 335-337
 Ibn Battuta in Mali
 The Trial of Joan of Arc
 Marco Polo in China
 The Black Death in Florence
B. Assignments
1. Complete an Inner/Outer Circle Activity based on the Shaffer article.
2. Comparative Essay: Two Feudalisms Compared – Japan & Western Europe
3. Continuity and Change over Time Essay: Evaluate the cultural changes and continuities over time in European society from
600CE to 1450CE.
4. Visual Analysis: Study the images of the Portuguese caravel, Indian Ocean dhow, Chinese junk, and ancient Greek trireme.
(Bulliett, pp. 431, 387, 431, 125) Discuss the themes of interaction between humans and the environment and the creation,
expansion, and interaction of economic systems.
 How was each civilization's shipbuilding influenced by geography?
 Explain how each affected patterns of trade and empire building.
C. Assessments
1. Unit Test
2. DBQ: Evaluate the factors that influenced cultural and technological diffusion in Eurasia and Africa up to the year 1500CE.
(Bulliet, A24-A28)
Unit 5: Global Interaction (1450 C.E. – 1750 C. E.)
Time Estimate: 4 weeks, 10 extended block sessions
NNPS AP World History Syllabus 8
AP Themes: 1 – 5 VA Standards of Learning: SOL WHI 1a–e; 2a–e; 3a-c; 4a-f; 5d-e; 6a-d, 6f
Key Concepts
4.1 Globalizing Networks of Communication and Exchange
4.2 New Forms of Social Organization and Modes of Production
4.3 State Consolidation and Imperial Expansion
Topics
A. Characteristics of the time period – Global interaction and trade
B. Motives for European exploration
C. The Patterns of European dominance in West Africa, East Africa, Indian Ocean states, and the Americas
D. Localized trade networks in the Americas and Oceania
E. The Impact of the Protestant Reformation, Scientific Revolution, and the Enlightenment on European views of the world
F. Demographic and environmental changes: diseases, animals, new crops, and population movements
G. Coercive labor systems
H. Gender differences between Europe, the Americas, and Africa
I. The role of capitalism and mercantilism in the commercial revolution
Assignments and Assessments
A. Readings
1. Textbook: Bulliet, Chapters 15–18
2. Lehigh University Digital Library History on Trial (Columbus). http://digital.lib.lehigh.edu/trial/reels/films/list/0_1
3. Review Essay: Bryan Le Beau, The Rewriting of America's First Lesson in Heroism--Christopher Columbus on the Eve of the
Quincentenary
4. Riley, Gerome, Lembright, Myers, and Yoon. Global Experience: Readings in World History to 1550, Vol. 1, pp. 348-350,
364-369, 375-377, 384-385
 Suleiman the Magnificent and His Courtiers
 Niccolò Machiavelli, The Prince and The Discourses on Titus Levy
 Martin Luther at the Diet of Worms
 Cheng Ho [Zheng He]: Ming Maritime Expeditions
 Christopher Columbus, Journal of First Voyage to America
5. Stearns, et al. Documents in World History, Vol. 2. 5th ed., pp. 20-30
 The Columbian Exchange in the Early Modern Period, The Migration of Food and Diseases
 Protestantism and Women, Conservative View
B. Visual and Quantitative Sources
1. Ridley Scott film 1492-Conquest of Paradise
2. Stearns, et al. Documents in World History, Vol. 2. 5th ed., p. 29
 The Potato Eaters by Vincent Van Gogh, 1885
C. Assignments
A. Read various accounts of Columbus voyages, including the account in Riley et al, The Lehigh University Digital Library articles,
the Le Beau article, view the movie, and other sources. Based on historical analysis, participate in a mock trial of Columbus in
the classroom to determine if he was a hero or a villain.
B. CCOT Essay. Describe and analyze the cultural, economic, and political impact of Islam on one of the following regions
between 1000 and 1750: West Africa, South Asia, Europe.
C. Review the concept of Periodization. Identify the “big issues” that bracket the time period 1450 to 1750 C.E. Compare the time
period of Unit 5 to the Periodization used by the author of your textbook, and by the editors of the readers.
 How can you account for these differences?
 Why do historians disagree as to how historical periods should be divided?
 Is there a right or wrong answer to how to bracket world events?
 How might historians in different cultures view time periods differently?
D. Analyze the historical implications of variations in climate on population growth and migration. (Bulliet, population growth charts
and text sources, p. 455)
E. Create a diagram of the Columbian Exchange (Bulliet, p 491-492). Define the Columbian Exchange. What consequences did
the Columbian Exchange have on regions both beyond the Atlantic world and within it? Focus on nutrition and disease.
Explain your answer by making connections to global world history.
D. Assessments
1. Unit Test
2. DBQ: Analyze the social and political changes in the Americas and Africa from 1492 to 1750. (Bulliet, A19-A23)
NNPS AP World History Syllabus 9
Review and VA SOL World History I Test (Covers Units 1—5) Time Estimate: 1 week, 3 extended block sessions
Semester Exam (Covers Units 1—5) Time Estimate: 1 day, 1 extended block session
QUARTER 3
Unit 6: Major Civilizations in Asia and Islamic Empires (1450 C.E. – 1750C.E.)
Time Estimate: 2 weeks, 5 extended block sessions
AP Themes: 1 – 5 VA Standards of Learning: SOL WHII 5a-c
Key Concepts
4.1 Globalizing Networks of Communication and Exchange
4.2 New Forms of Social Organization and Modes of Production
4.3 State Consolidation and Imperial Expansion
Topics
A. Three gun powder empires/Ottoman, Safavid, and Mughal Empires
B. Muslim influences in Southeast Asia and Coastal Africa
C. Muslim interactions with European traders
D. Changes and continuities in Confucianism
E. The Tokugawa political, economic, and political systems
F. The collapse of the Ming and rise of the Qing
G. Development and expansion of the Russian Empire
Assignments and Assessments
A. Readings
1. Textbook: Bulliet, Chapters 19–20
2. From Paul Kennedy The Rise and Fall of the Great Powers: Economic Change and Military Conflict from 1500 to 2000, Vintage
Books, 1989, found at http://academic.brooklyn.cuny.edu/core9/phalsall/texts/kennedy-risefall.html
3. Gale Stokes, "Why the West? The Unsettled Question of Europe's Ascendancy," Lingua Franca (November 2001), 30-38.
4. Stearns, et al. Documents in World History, Vol. 2. 5th ed., pp. 74-80, 90-98, 177-181
 Conquering and Ruling India: Babur and Akbar, Mughal Documents
 Early Modern Japan, Tokugáwa Documents
 Russian Peasants: Serfdom and Emancipation, Russian Documents
B. Visual and Quantitative Sources
 Stearns, et al. Documents in World History, Vol. 2. 5th ed., pp. 79, 97
 Babur Reading in His Garden, 16th century (detail)
 Geisha with Stringed Instrument (Shamisen) and text by Kitigawa Utamaro
C. Assignments
1. Read the Kennedy and Stokes articles. Identify, compare, contrast, and discuss their points of view about the relative
advantages and strengths of empires in the Eastern Hemisphere versus the west.
2. Comparative Essay – Compare Russia’s interaction with the West with the interaction of one of the following with the West:
Ottoman Empire, China, Tokugawa Japan, and Mughal India.
3. Analyze the changes and continuities in commerce in the Indian Ocean region from 650 CE to 1750 CE
4. Compare the events that bracket the 1450 CE - 1750 CE time period in Unit 5 Global Interaction to the events that bracket the
same time period in Unit 6 Major Civilizations in Asia and Islamic Empires. Is the periodization valid for both units, for both
hemispheres?
5. Architectural Analysis: Examine the photograph of the Hagia Sophia (Aya Sofya) on p. 549. Using this image and
http://www.newadvent.org/cathen/03094a.htm and http://www.princeton.edu/~asce/const_95/ayasofya.html, answer the
following:
 Who built the structure?
 What does Hagia Sophia mean?
 What kind of structure is it today?
 Where was Hagia Sophia built, and what is the city currently known as?
 Why did the dome collapse?
NNPS AP World History Syllabus 10
 Was the second dome built like the original?
 What was unique about the dome, and what happened to it?
 How is the dome situated on the walls of the building? What is the dome a symbol of?
D. Assessments
1. Unit Test
2. DBQ: Assess the validity of this statement: “The period from 1350 CE to 1750 CE was marked by increasing openness to
foreign ideas, culture, and peoples.” (Bulliet, pp. A29-A33)
Unit 7: Revolutions (1750 C.E. – 1914 C.E.)
Time Estimate: 3 weeks, 7 extended block sessions
AP Themes: 1 – 5 VA Standards of Learning: SOL WHII 6e; 7a-d; 8a-b; 9a-b
Key Concepts
5.1 Industrialization and Global Capitalism
5.2 Imperialism and Nation-State Formation
5.3 Nationalism, Revolution, and Reform
5.4 Global Migration
Topics
A. Political Revolutions and independence movements – Latin America, North America, France, Haiti, Mexico
B. Industrial Revolution
C. Changes in social, economic, and belief systems
D. Demographic and environmental changes
Assignments and Assessments
A. Readings
1. Textbook: Bulliet, Chapters 21–23
2. Stearns, et al. Documents in World History, Vol. 2. 5th ed., pp. 112-118, 127-141, 225-231
 Baroque Culture in Latin America, Samplings of Baroque Culture in Latin America
 The French Revolution and Its Aftermath, Classic Documents of the Revolution
 Work and Workers in the Industrial Revolution, Industrial Revolution Documents
 Economy and Society of Latin America, Plantation Life in Cuba and Yucatan
B. Visual and Quantitative Sources
 Stearns, et al. Documents in World History, Vol. 2. 5th ed., p. 118
 Exterior and Interior of Baroque Church, Santa María de Tonantzintla, near Cholula, Mexico
C. Assignments
1. Create a Venn diagram to compare and contrast the economic ideologies of socialism (Karl Marx) and capitalism (Adam Smith).
(Bulliet, pp. 753 and 646)
2. Analyze source documents by identifying point of view, intended purpose, audience, and historical context of each source.
Sources might include excerpts from: Locke, Montesquieu, Declaration of Independence, Declaration of the Rights of Man and
Citizen, Jamaica Letter, Adam Smith, and Karl Marx.
3. Comparative Essay: Compare the outcomes of the American, French, and Haitian Revolutions.
4. Performance Task (Choose one)
 Create a detailed resume for someone looking for a job during the Industrial Revolution. What background do you have
and what skills do you possess to be a good hire?
 Design an advertisement for an invention from this time period. The advertisement must include a picture of the invention
and the key characteristics of the invention. In addition, address how the invention will impact the lives of individuals and
the world itself.
5. Create a chart comparing social structures, culture, religion, politics, technology, economics, and demography from a previous
unit with this time period. Analyze and discuss how these two periods in history differ in relation to these concepts.
6. Using the picture of Versailles on p. 479, participate in a small group discussion of how monarchy changed with Louis XVI. List
the pros and cons of absolute and constitutional monarchies. Be prepared to share your lists with the class and to justify your
ideas.
D. Assessments
1. Unit Test
2. DBQ: How did the political and economic changes from 1750 CE to 1914CE influence the social order in Europe and the
NNPS AP World History Syllabus 11
Americas? (Bulliet, pp. A34-A38)
Unit 8: Age of Imperialism (1750C.E. – 1914 C.E.)
Time Estimate: 3 weeks, 7 extended block sessions
AP Themes: 1 – 5 VA Standards of Learning: SOL WHII 8b-d; 9b-e
Key Concepts
5.1 Industrialization and Global Capitalism
5.2 Imperialism and Nation-State Formation
5.3 Nationalism, Revolution, and Reform
5.4 Global Migration
Topics
A. Rise of nationalism, nation-states, and political movements
B. Rise of democracy – limitations
C. Imperialism and colonialism, reaction to foreign domination
D. Japan and the Meiji Restoration
E. Methods of New Imperialism in Africa, Asia, and the Pacific, including the role of the British in southern Africa, Australia, and New
Zealand
F. British influences in Africa and India
G. Responses to industrialization: trade unions and socialism
Assignments and Assessments
A. Readings
1. Textbook: Bulliet, Chapter 24–27
2. Stearns, et al. Documents in World History, Vol. 2. 5th ed., pp. 163-170, 196-212, 248-254
 European Imperialism, Documents by Lugard, Ferry, and Kipling
 The Meiji Restoration in Japan, Meiji Documents
 The 1857 Uprising in India, British and Indian Documents
 Racism in World History: The Discovery of “Personal Whiteness,” Mohandas K. Ghandi and W.E.B. DuBois
B. Visual and Quantitative Sources
 Stearns, et al. Documents in World History, Vol. 2. 5th ed., pp. 203, 211
 The Meiji Emperor in Traditional and Western-Style Dress
 “The Execution of ‘John Company.’” in Punch 33, 15 August 1857 and Photograph of the Execution of Rebels in India, 1858
C. Assignments
1. Comparative Essay: Compare and contrast the political differences among the Ottoman, Qing, and Russian empires.
2. Continuity and Change over Time Essay: Describe the continuities and changes in Western Imperialism between 1750 CE to
1914 CE.
3. Analyze and discuss the significance of 1914 as a pivotal date in world events. Does choice of date for the beginning or end of
a period privilege one point of view, or region, or group over another narrative, region, or group; therefore, changing the
historical narrative?
4. Political Cartoon Analysis: Compare and analyze French and British political cartoons portraying the French Revolution
(appropriate use of historical evidence). Identify the intended audience, purpose, point of view, argument, and context.
D. Assessments
1. Unit Test
2. DBQ: Utilizing the documents, maps, tables and charts in the released DBQ (2003), assess the connections between abolition
of plantation slavery and increased migration from Asian countries to the Americas.
Review and Quarter 3 Assessment (Covers Units 6—8) Time Estimate: 2 days, 2 extended block sessions
NNPS AP World History Syllabus 12
QUARTER 4
Unit 9: Global Conflict (1914 C.E. – 1945 C.E.)
Time Estimate: 2 weeks, 5 extended block sessions (Time adjusted as necessary based on scheduled date for AP & SOL tests)
AP Themes: 1 – 5 VA Standards of Learning: SOL WHII 10a-c; 11a-c; 12a-b
Key Concepts
6.1 Science and the Environment
6.2 Global Conflicts and Their Consequences
6.3 New Conceptualizations of Global Economy, Society, and Culture
Topics
A. Causes and Effects of The Great War and World War II
B. Russian Revolution
C. Rise of Totalitarianism
D. Global Depression
E. Indian Independence Movement
F. Development of the Mandate System and the effect on the Middle East
Assignments and Assessments
A. Readings
1. Textbook: Bulliet, Chapter 28 – 30
2. Stearns, et al. Documents in World History, Vol. 2. 5th ed., pp. 257-263, 277-286
 The Experience of World War I, Four Weeks in the Trenches and All Quiet on the Western Front
 Lenin, Stalin, and Russian Communist Society, Lenin’s Writings, Stalin and a Bitter Legacy
B. Assignment: Comparative Essay—Compare the immediate post war outcomes of World War I and World War II. Is the use of a
time frame 1914 - 1945 valid for scholarly inquiry globally? Discuss why it may or may not be not be reflective of unique “big picture”
concepts in all parts of the world.
C. Assessment: Unit Test
Unit 10: The Post War World (1945 – to the Present)
Time Estimate: 2 weeks, 5 extended block sessions (Time adjusted as necessary based on scheduled date for AP & SOL tests)
AP Themes: 1 – 5 VA Standards of Learning: SOL WHII 12c; 13a-d; 14a-c; 15a-b; 16a-d
Key Concepts
6.1 Science and the Environment
6.2 Global Conflicts and Their Consequences
6.3 New Conceptualizations of Global Economy, Society, and Culture
Topics
A. International issues – power of diplomacy, nuclear weapons, United Nations, racism and terrorism
B. New patterns of nationalism – decolonization and breakup of the Soviet Union
C. Social Reform and revolution – changing gender roles, feminism, family structure
D. Demographics and environmental change – migration, birth and death rates, urbanization, global warming and deforestation
E. Globalization
Assignments and Assessments
A. Readings
1. Textbook: Bulliet, Chapter 31 – 33
2. Trethewie, Sally, 2011 Feeding Southeast Asia in the 21st Century Policy Brief No 14. RSIS Centre for Non-Traditional Security
NNPS AP World History Syllabus 13
NTS Studies.
3. Stearns, et al. Documents in World History, Vol. 2. 5th ed., pp. 287-307, 333-338, 362-367, 389-401
 The Cold War, Cold War Documents
 The Collapse of the Soviet Union, Russian Documents: The End of an Era
 Chinese Revolutionaries: Sun Yatsen and Mao Zedong, Two Revolutionary Leaders
 Spinning Wheels, Black Flags, and a “Tryst with Destiny”: India Wins Independence, Nationalist Documents
 Latin America’s Social Crisis in the 20th Century, Latin America Struggles
 African Nationalism, African Nationalism Documents
B. Visual and Quantitative Sources
 Stearns, et al. Documents in World History, Vol. 2. 5th ed., pp. 368
 Title Page of Rashtriya Sangit Julmi Dayar by Manohar Lal Shukla, Kanpur, 1922
C. Assignments
1. Continuity and Change over Time Essay: Evaluate the social and economic factors in the Soviet Union between the years 1922
CE to 1991 CE.
2. Construct the racial and ethnic make-up of the country of South Africa utilizing two primary sources, I Write What I Like by Steve
Biko and Crying in the Wilderness by Bishop Desmond Tutu
3. Role play a mock committee session in the United Nations dealing with the ethnic conflict in Bosnia.
4. Read and discuss the Trethewie article and analyze the future role of food security in global stability.
D. Assessments
1. Unit Test
2. DBQ: Analyze the social, economic, and political challenges that women faced in the 20th century. (Bulliet, A44-A48)
Review and AP Test Time Estimate: 1-2 weeks, 3-5 extended block sessions
VA SOL World History II Test (Covers Units 6—10) Time Estimate: 1 day, 1 extended block session
Unit 11: Historical Inquiry
Time Estimate: 2 to 3 weeks, 5 to 7 extended block sessions (Time adjusted as necessary based on scheduled date for AP & SOL
tests)
AP Themes: 1 – 5 VA Standards of Learning: SOL WHII 1-15
Topics: Various, emphasis on connections to current events
Assignment: Performance Assessment
Semester Exam (Covers Units 6—10) Time Estimate: 1 day, 1 extended block session

World Geography Syllabus

MENCHVILLE HIGH SCHOOL

CLASSROOM EXPECTATIONS

 

Coach Chappell and Coach Day

World Geography

Email:  Christopher.chappell@nn.k12.va.us

             Patrick.day@nn.k12.va.us

Social Studies Dept. phone:  886-7722 ext. 45636

 

Overview:  World Geography is an inter-disciplinary course that encompasses a wide range of skills and knowledge including geology, anthropology, economics, and regional studies.  These components make the course exciting and versatile, as well as extremely demanding.  The course is divided into two main themes, theory and application.  The first semester will cover the theory of geography and includes:  physical, human, economic, and cultural geography.  During the second semester these theories will be applied to the different regions and countries of the world.  World Geography is important for two reasons:  It is required by the Virginia Standards of Learning in order to graduate High School, but more importantly it provides the student with a fundamental understanding of the world, and the many diverse and interesting cultures that live in it.

 

Supplies needed.                                         Classroom Rules:

3 Ring Binder                                      1.  Bring yourself

Pencil/pen                                           and supplies to class on time each

Colored pencils (12 pack)                   day(notebook checks are part of the   class grade).

2.  Raise your hand to be called on.                  3.  Demonstrate respect for yourself and your classmates.       

 

Consequences for Rule Infractions:

1.     Warning

2.     Teacher and student conference

3.     Parental Contact

4.     Administrative/Guidance Referral

 

 

 

 

 

Grading Scale:

A  90-100

B  80-89

C  70-79

D  60-69

F  Below 60

 

 

Academic Expectations:  All students should strive for academic excellence.  I believe that all students can be successful if they apply themselves.

 

-Students are expected to complete their work individually unless otherwise instructed.

 

-Make up work will be issued for absent students.  Students are to pick up make up work from the “Make up Work” folder.  It is to be completed within 5 days of the students return.  Full credit will be given for make up work completed on time, for excused absences.

 

-The grades will be broken into the following:

          Tests – 40%

          Quizzes – 25%

          Assignments – 25%

          9 Weeks Test- 10%

 

-Extra help is available and I encourage all students to speak with me if they are having problems.  Certain times will be arranged throughout the year for additional help.

 

 

Report Cards Issued

1st Marking Period-Nov.11 2nd Marking Period-Feb.8 3rd Marking Period-Apr.19 4th Marking Period-Mailed

Research Paper

1. Select any topic from the 20^th Century. Clear your choice with Coach Chappell by April 16^th or 17^th.
2. Paper must be 3-4 pages long. 12 point font Times New Roman. Double spaced. Your cover page and bibliography page don’t not count in total page count. So a three page paper will end up being 5 pages total with a cover page and bibliography.
3. Follow Turabian (Chicago) style formatting for citing your sources. You must use at least 3 sources, with at least one being a primary source. And only one can be an online source.
4. Papers are due June 1^st or 2^nd.  4th Period June 1st, 5th Period June 2nd.
5. 5-10 minute presentation on your paper June 1^st- 10^th utilizing Power Point.
6. The paper itself will count 75% and the presentation including the Power Point will count 25%. For a total of 100% for a TEST grade.
7. I am willing and able to stay after school to help, as you are working on your research papers, just ask!