SOMERSET ACADEMY MIRAMAR HIGH SCHOOL

SOMERSET ACADEMY MIRAMAR HIGH SCHOOL Advanced Placement World History Syllabus 2012-2013 Mrs. A. Delgado E-Mail: [email protected]

Congratulations! And welcome to Advanced Placement World History. This course is designed to

provide advanced high school students, like you, with the skills and knowledge necessary to

succeed in a Tier One University Level World History course (a.k.a. Harvard’s Level).

You will not only be required to process massive amounts of information, you will also be forced to

analyze and interpret this historical evidence so that you will be able to make valid arguments

and clearly present evidence to support these arguments in several forms. The Advanced

Placement World History exam is scheduled for May 16, 2013 at 8:00a.m. You are required by the

district to take this exam. This exam is not easy unless you are prepared.

Students will have some type of assignment for this class every day, including weekends, and non-

class days. It may be working on their Cornell notebook, doing some assigned reading, working

on their charts, reviewing for a test, writing a self-timed essay in their composition notebooks, or it

may be a more formal assignment. As a general rule of thumb, University level courses demand

two to three hours of work outside class for each hour spent in the classroom. You should expect

that your work is going to take about one to three hours each day of the week (7-21 hours per

week, every week). Home learning assignments will be announced in class and will also be

posted online at the Somersetcentral.org teacher website. This class is not for those who

procrastinate. Expect to work hard and to be challenged.

We will have a MANDATORY Advanced Placement Mock Exam on Saturday, February 23, 2013

from 8am-12pm. This exam will better prepare you for the lengthy A.P. Exam in May where the

students will have 55 minutes to answer 70 multiple choice content area questions and 120

minutes to answer three essay questions: Document-Based Essay Question, Comparative Essay

Question, Continuity & Change Over Time Essay Question.

Study Time Sessions: Study time sessions are available to help you revisit areas where you need

help understanding certain topics. They are not sessions in which I re-teach topics covered in

class. Study Time Sessions are open to anyone who wishes to study. Study Time Sessions are held

on Mondays through Thursdays from 7;00a.m.-7:50am and on Mondays, Wednesdays and

Thursday afternoons from 2:50pm-3:40pm. Study Time Sessions are for students to study either

individually, in partners or in groups. Usually it helps if you are studying with a friend. If you are in an

Athletics program, morning study sessions are EXTREMELY helpful. Students may attend as many

study sessions as they wish.

Required Reading (Summer): - Guns, Germs and Steel by Jared Diamond

Required Texts: Class text books: - The Earth and Its Peoples, by Richard Bulliet, et. al. (5th Edition).

- Discovering the Global Past (Volumes I & II) by Merry Weisner, et. al. (4th Edition)

Supplemental Texts/Worksheets: - Study Guide for The Earth and Its Peoples (Volumes I & II) by Michele James (4th Edition)

- Gardner’s Art Through the Ages, 13th Edition.

- Documents in World History (Volumes I & II), Peter Stearns.

- World Atlas, World Map Outline Worksheets, Visuals, Country Map Outlines, etc.

- Other sources will be used throughout the course.

A.P. Exam Required Class Study Guide: ($11.00 at Amazon.com)

- Cracking the AP World History Exam, 2013 Edition by Princeton Review

Required Materials: 1. A 2- inch, 3-ring binder. Bring to class. It will stay in class. It will hold everything I give

back to you: essays, worksheets, charts, etc. You will see your progress, be organized and it will

serve as a massive study guide for the exam. The binders should be kept neat and organized.

This syllabus should be the first page. Binders are checked frequently and will account for 5% of

your total grade each quarter.

2. Two spiral 5 Subject Notebooks. This will be used for Cornell Notes. Bring ONE

notebook to class EVERY DAY.

3. Two Composition Notebooks titled AP World History Writing, make sure to write your

name on it. You will use this for all bell-work, essays, timed writings, etc. Bring ONE notebook to

class EVERY DAY.

4. A 2012-2013 Weekly Academic Planner. It will keep you organized with due dates and

assignments. Bring to class EVERY DAY.

5. Blue or Black ink pens ONLY (no orange, purple, etc.).

6. #2 Pencils for Unit Exam/Mock Exam day ONLY.

7. Two 3x5 packs of Index Cards.

8. Two highlighters.

9. Colored Pencils.

10. USB Flash Drive

11. Standard white loose-leaf notebook paper for Quizzes.

12. Cornell Notebooks will be checked at each Unit Exam and it will count for a letter

grade. Composition books will be checked when due as per the Daily Assignments List.

Classroom Methods & Guidelines: 1. Plan your studying accordingly. Make sure to write down the Daily Assignments List

and the respective due dates in your Weekly Academic planner. If you need help, come to me

at the beginning of the quarter. Do not procrastinate; it will bite you in the end.

2. Assignments, unless otherwise specified, are to be written, not typed or done on a

word processor, on white lined paper (8 ½ x 11) with your name, the date and class period in

the upper right hand corner. As such, I do not accept assignments via e-mail or USB.

3. I do check spelling and grammar. Please see General Grading Definitions.

4. Read the assigned chapters before class. You are responsible for your own learning.

Reading quizzes will be given at random. Come prepared to actively participate, discuss and

learn. You will be responsible for all reading assigned. Reading quizzes will consist of ten

questions in which you have seven minutes to answer. You will need to identify the time period,

important people, and the significance of the events.

5. Unit Exams are given at the end of each Unit (about every three chapters). Unit Exams

are cumulative. Unit Exam dates are listed in the attached Daily Assignments List. Cornell

Notebooks will be graded on Unit Exam days. Please make sure to write these important dates

in your planner and study accordingly.

6. I do not grade on a curve for ANY exam, quiz or assignment. The grade you get is the

grade you’ve earned.

7. Make-up: It is your responsibility to make-up any Unit exams you’ve missed. Bell-work,

Reading Quizzes and Timed Writings are not made up; you were either in class or you weren’t.

Also, you have the assignments ahead of time; you are still responsible for them when you

come back to school. I do not provide make up exams during class time. You will need to see

me before or after school.

8. Bell-work will be done within the first 5 minutes of class each day. You will walk in, sit

down and start on it. DO NOT WASTE YOUR TIME. It will either be a Timed Writing Topic,

Grammatical Error, Latin quote, etc. You have ten minutes from the moment the late bell rings

to complete the Bell-work. You will use your Composition Books for this. BE SURE TO BRING YOUR

COMPOSITION BOOK WITH YOU EACH DAY. Each bell-work should be numbered and dated, all

written on the same page. You will write the bell-work each day and then your answer. At the

end of each quarter I will check the bell-work for a test grade.

9. Late work will not be accepted. If you were absent (and it was excused), your

work is due the following day you get back in school, whether you have me that day or

not. You know of the assignments in advance, you are still responsible for them. No

exceptions.

10. Homework will be on my desk before the late bell rings, otherwise, it is late

and I will not accept it. Being that this is a Tier One University Level course, I have

attached a Daily Assignment List. YOU ARE RESPONSIBLE for completing ALL the Daily

Home Learning Assignments. I reserve the right to change the due dates and

assignments.

11. Do not even think about cheating! Any activity deemed by the teacher to be

cheating will result in a zero for that assignment, a conduct grade of F for the nine

weeks and a detention to be served the Wednesday following the incident. Cheating

includes but is not limited to: copying in any form, plagiarism, cheat sheets, looking over

another student’s paper, or talking during an exam.

12. You will be required to take notes on my lectures. If it is not in the book, it is in

the lecture. You will be tested on both. Notes will be hand-written in your Cornell

Notebook.

13. Extra credit: consists of attending school sponsored events, school sports

events, art and cultural events. Extra Credits will be announced. You are allowed two

extra credits per quarter. Extra Credits do not count if you were absent from my class

the day the extra credit event occurs.

14. We will read the entire textbook and other supplementary readings.

Classroom Rules:

1. RESPECT others (that includes the teacher) and their property (that includes my

stuff!). Disruptive, disrespectful, or uncooperative behavior, bad attitudes, and smart

mouths will not be tolerated. Name-calling, profanity, and teasing will NOT be tolerated.

Be respectful of others. Treat others as you like to be treated. Students who display

these undesirable behaviors will be removed from the classroom which will make it

extremely difficult to pass this class.

2. Do not complain. It is unbecoming, and it makes you sound old.

3. Regular class attendance is required. If you are absent, you are only allowed

to make-up Unit Exams. You will not be allowed to make up Bell-work, Timed Writings

and Reading Quizzes. You were either here or you weren’t. Also, if you skip, I will catch

you. Don’t do it.

4. Food and drinks need to be consumed elsewhere. Water bottles are ok.

Candy and gum are not allowed. Do not sell things in my class. I will throw it away.

5. Please put all of your trash in the appropriate garbage cans. My classroom is

not a locker. If it is left in my room, it will be trash. No exceptions.

6. Raise your hand and wait for permission to speak. I need to know who is talking

so I can give participation points.

7. Restroom breaks are for emergencies only. You have five minutes to get from

class to class. Use your time wisely. However, if it is an EMERGENCY and you MUST go to

the Restroom, raise your hand and do this signal: . This will help differentiate between

participation within class and permission for restroom breaks.

8. Be proactive in improving your skills, work hard, come to class prepared, and

seek help early.

9. Do all assignments completely and according to the directions. Read the

General Grade Definitions.

10. Participate. Ask reasonable questions. We will be moving at a Tier One

University level pace, and I need your complete cooperation.

** Please do not hesitate to ask for help. It is your responsibility to seek out assistance if

you run into roadblocks or would like additional feedback from me.

The Social Studies departmental grading policy is: 30% Tests (Unit Exams, A.P. Practice Exams, etc.) and Notebook (Entire Cornell, 2-inch Binder,

etc.)

25% ALL Essays and Projects (including Timed Writings, etc.)

20% Quizzes (including Pop Quizzes, Reading quizzes, etc.)

15% Classwork and Homework (Cornell Chapters, Charts, Maps, etc.)

10% Participation (including Extra Credit, Class participation, etc.)

Required Yearly Exams (Federal/State/District): August-June: Interim Assessments throughout year

August-September: Baseline Benchmark Assessments

January: Midterm Exams

February: Interim Exams

April: FCAT Reading/Mathematics/Science, Writing Post-Tests

May: Advanced Placement Exams/EOC Exams

June: Final Exam Project Due*

* ALL students are required to complete the final exam project unless otherwise

informed.

Grading Scale:

A 100-90

B 89-80

C 79-70

D 69-60

F 59-0

General Grade Definitions: A = Strong scholarship, work significantly exceeds the requirements of the instructor, and

demonstrates independent thought and resourcefulness. Work is on time, neat, organized and

free from spelling and grammatical errors. Work shows significant increase development of the

student, and the work, if shared, enhances the group’s learning. ABOVE and BEYOND AVERAGE.

B= Accurate and complete scholarship that goes beyond the requirements of the instructor, and

demonstrates above-average achievement. Work is on time, neat, organized and free from

spelling and grammatical errors. Work shows some increased development of the student, and

the work, if shared, is beneficial to the group’s learning. BEYOND AVERAGE.

C= Scholarship meets the minimum requirements of the instructor, and demonstrates little

independent thought or it may simply parrot the text. Work is on time, neat, but may not be well

organized and may contain spelling errors. Work shows little increased development of the

student, if any. The work, if shared, is marginally beneficial to the group’s learning. AVERAGE.

D= Scholarship does not meet the requirements of the instructor, and demonstrates no

independent thought and may be copied from another source, or paraphrased. Work may or

may not be neatly done and well organized. The work may contain spelling errors. Work shows

no evidence of increasing the development of the student. The work, if shared, has little, or no,

benefit for the group’s learning. BELOW AVERAGE.

F= Scholarship does not meet the minimum requirements of the instructor or the assignment. The

work shows no evidence of independent thought, was copied from another source, or was

paraphrased. The work may not be neat, may contain spelling errors, and may be incomplete. If

shared, the work is not beneficial to the group’s learning. SIGNIFICANTLY BELOW AVERAGE.

PARENTS:

Please note that any textbook supplied to your child by the teacher belongs to the school unless otherwise

indicated. If the textbook is lost, stolen or damaged, the student and the parent are financially responsible

for the FULL cost of the book as when it was valued when it was originally purchased.

There are three ways to contact me:

1. E-MAIL

It is faster to contact me through e-mail at [email protected]. Please make sure to: include

your child's name, class subject and Period on the subject line (example: John Doe-AP World History-Period

6), make sure to address your inquiry, and include your direct phone number in the e-mail.

Please note: For the students' privacy, I do not reply to e-mails. You will get a call back to the phone

number you provide in your e-mail.

2. PHONE

If you do not have e-mail access, please call (954) 435-1470 and leave a message with one of the school's

receptionists.

3. PARENT CONFERENCE

If you wish to have a Parent Conference, please note that I am only available on Tuesday and

Wednesday mornings from 7:00am to 7:50am. To schedule a Parent Conference, please call the

counselor's office and speak to your child's counselor to schedule an appointment for Tuesday or

Wednesday morning from 7:00am-7:50am at (954) 435-1970. All conferences are held in the Main Office.

STUDENTS AND PARENTS: After reading the above syllabus and the attached Daily

Assignments List, Please sign both copies of the statements below. My signature below indicates that I have read and understood the Advanced Placement World

History Syllabus and Daily Assignments List in its entirety, given to me by Mrs. Delgado.

I acknowledge that Mrs. Delgado has the right to adjust the terms of this syllabus and Daily

Assignments List as needed. I understand, agree, and will comply with the classroom methods &

guidelines, rules, and expectations of Mrs. Delgado and the course stated herein.

I also understand, that any textbook supplied to me [my child] by the teacher belongs to the

school unless otherwise indicated and if the textbook is lost, stolen or damaged upon return to

the school, I agree that I am responsible for the FULL cost of the textbook as when the textbook

was originally purchased.

I understand that this course is a Tier One University Level course (Harvard’s level) and it is my

[child’s] responsibility to:

- read the designated chapters before coming to class;

- do all the work assigned;

- attend study time sessions;

- get help early if the material is not understood;

- not procrastinate; and

- try my [their] best in this class.

My child and I also understand that plagiarism (cheating) is a serious matter and if my child

cheats in any way as stated in the syllabus, s/he will not only receive a zero for that specific

assignment but also a conduct grade of F for the nine weeks and a detention to be served the

next Wednesday after the incident.

[PARENT & STUDENT COPY. Please see the last page of this syllabus for the copy you must sign

and turn in to Mrs. Delgado.]

Advanced Placement World History Course Information Taken from http://www.collegeboard.com/student/testing/ap/sub_worldhist.html?worldhist

The Five AP World History Themes

AP World History course requires students to engage with the dynamics of continuity and change across the historical

periods that are included in the course. At the end of this course, students will be able to analyze the processes and

causes involved in these continuities and changes. The Themes below serve as unifying threads that assist students to

know what is particular about each period or society into a larger framework. The themes provide ways to make

comparisons over time and facilitate cross-period questions. Each theme should receive approximately equal

attention over the course of the year.

1. Interaction between humans and the environment

Demography and disease

Migration

Patterns of settlement

Technology

2. Development and interaction of cultures

Religions

Belief systems, philosophies, and ideologies

Science and technology

The arts and architecture

3. State-building, expansion, and conflict

Political structures and forms of governance

Empires

Nations and nationalism

Revolts and revolutions

Regional, trans-regional, and global structures and organizations

4. Creation, expansion, and interaction of economic systems

Agricultural and pastoral production

Trade and commerce

Labor systems

Industrialization

Capitalism and socialism

5. Development and transformation of social structures

Gender roles and relations

Family and kinship

Racial and ethnic constructions

Social and economic classes

Historical Thinking Skills

The AP World History course addresses the following Historical Thinking Skills:

1. Crafting Historical Arguments from Historical Evidence: Historical thinking involves the ability to

define and frame a question about the past and to address that question by constructing an

argument.

2. Chronological Reasoning: Involves the ability to identify, analyze and evaluate multiple cause-and-

effect relationships in a historical context, distinguishing between the long-term and proximate.

3. Comparison and Contextualization: Involves the 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.

4. Historical Interpretation and Synthesis: Involves the ability to describe, analyze, evaluate and create diverse

interpretations of the past — as revealed through primary and secondary historical sources — through analysis of

evidence, reasoning, contexts, points of view and frames of reference.

Every part of the AP World History Exam assesses Historical Thinking Skills as well as content. For example, in the multiple-

choice section, maps, graphs, artwork, and quotations may be used to judge students' ability to assess primary data,

while other questions focus on evaluating arguments, handling diversity of interpretation, making comparisons among

societies, drawing generalizations, and understanding historical context. In Part A of the essay section of the exam, the

document-based question (DBQ) focuses on assessing students' ability to construct arguments, use primary

documents, analyze point of view and context, and understand global context. The remaining essay questions in Parts

B and C focus on global patterns over time and space with emphasis on processes of continuity and change (Part B)

and on comparisons within and among societies (Part C).

Mrs. Delgado’s Advanced Placement World History Course Outline

A. Period I – Technological and Environmental Transformations to 600 B.C.E. • Key Concept 1.1. Big Geography and the Peopling of the Earth

• Key Concept 1.2. The Neolithic Revolution and Early Agricultural Societies

• Key Concept 1.3. The Development and Interactions of Early Agricultural, Pastoral and Urban Societies

Topics will include prehistory societies, ancient civilizations including China, Africa, Mesopotamia, Egypt, India, the

Mediterranean, Caribbean, North America, Middle America and South America. Students will keep their Cornell

Notebooks according to what they read and they will be comparing and contrasting all civilizations and how they

have helped our society today. Students will be tested every Unit.

Focus questions: What is ―civilization‖? Who is ―civilized‖? Does change occur by diffusion or independent invention?

How does a civilization interact with its environment?

Topic 1. Locating world history in the environment and time

Topic 2. Developing agriculture and technology

Topic 3. Basic features of early civilization: Mesopotamia, Egypt, Indus, Shang; Australian/Oceanic, Mesoamerican and

Andean Civilizations

COMPARISONS, DISCUSSIONS & INTERPRETATIONS: early civilizations, Neolithic Revolution, Basic features of early

civilizations: Mesopotamia, Egypt, Kush, Indus, Shang; Australian/Oceanic, Mesoamerican and Andean civilizations.

B. Period II – Organization and reorganization of Human Societies, 600 B.C.E to 600 C.E. • Key Concept 2.1. The Development and Codification of Religious and Cultural Traditions

• Key Concept 2.2. The Development of States and Empires

• Key Concept 2.3. Emergence of Transregional Networks of Communication and Exchange

In this unit, we will cover the Major Belief systems: Hinduism, Buddhism, Judaism, Christianity, Confucianism, and

Daoism; polytheism and shamanism, Classical civilizations: Greece, Rome, China and India including migrations of the

Huns, Germanic tribes, Interregional networks by 600 CE and spread of belief systems, Silk Road trade networks,

Chinese model and urbanizations.

Focus questions: Should we study cultural areas or states? Did changes in this period occur from the effects of

nomadic migrations or urban growth? Was there a world economic network during this period?

Topic 1. Major belief systems: Hinduism, Buddhism, Judaism, Christianity, Confucianism, and Daoism; polytheism and

shamanism

Topic 2. Classical civilizations: Greece, Rome, China, and India including migrations of the Huns, Germanic tribes

Topic 3. Interregional networks by 600 CE and spread of belief systems

COMPARISONS, DISCUSSIONS & INTERPRETATIONS: major belief systems, systems of social inequality, cities, political

systems, trading systems, migrations, role of nomadic peoples

C. Period III: Regional and Transregional Interactions, c. 600 C.E. to 1450 • Key Concept 3.1. Expansion and Intensification of Communication and Exchange Networks

• Key Concept 3.2. Continuity and Innovation of State Forms and Their Interactions

• Key Concept 3.3. Increased Economic Productive Capacity and Its Consequences

In this unit, we will cover the rise and spread of Islam, the Byzantine world, the growth of Western Europe including the

Middle Ages and Renaissance as well as the Middle Ages of Asia. Students will be tested every Unit.

Topic 1. The Islamic World, the Crusades, and Schism in Christianity

Topic 2. Silk Road trade networks, Chinese model and urbanization

Topic 3. Compare European and Japanese feudalism, Vikings

Topic 4. Mongols across Eurasia and urban destruction in Southwest Asia, Black Death

Topic 5. Compare Bantu, Australia/Oceanic and Polynesian migrations, Great Zimbabwe and Mayan empires and

urbanization; Aztec and Incan empires and urbanization

Topic 6. Ming Treasure Ships and Indian Ocean trade networks (Swahili coast)

COMPARISONS, DISCUSSIONS & INTERPRETATIONS: Australian/Oceanic migrations v. Polynesian migrations, Japanese

versus European feudalism, European monarchy versus African empires, role of major cities, Aztec versus Incan

empires. The Islamic World, the Crusades and Schism in Christianity, European and Japanese feudalism, Mongols

across Eurasia and urban destruction in SW Asia, Black Death, Bantu and Polynesian migrations, Great Zimbabwe and

Mayan empires and urbanizations

D. Period IV: Global Interactions 1450 to 1750 • Key Concept 4.1. Globalizing Networks of Communication and Exchange

• Key Concept 4.2. New Forms of Social Organization and Modes of Production

• Key Concept 4.3. State Consolidation and Imperial Expansion

The main focus is on the Age of Exploration, imperialism and its economic, political and social impact on a global

scale. Students will be tested every Unit.

Focus questions: To what extent did Europe become predominant in the world economy during this

period?

Topic 1. ―Southernization‖ in Western Europe and the Scientific Revolution and Renaissance; Change—Reformation

and Counter Reformation

Topic 2. Encounters and exchange: Reconquista, Portuguese in Morocco, West Africa, Spanish in the Americas

Topic 3. Encounters and exchange: Portuguese in Indian Ocean trade networks, Manila galleons and the Ming Silver

Trade

Topic 4. Labor systems in the Atlantic World—The Africanization of the Americas (slave trade, plantation economies,

resistance to slavery); Labor systems in the Russian Empire and resistance to serfdom

Topic 5. Expansion of Global Economy and Absolutism: Ottoman, Safavid, Mughal, Bourbons, Tokugawa, and

Romanov

Topic 6. Effects of the Atlantic Slave Trade on demography in West Africa, resistance to the

Atlantic slave trade, and expansion of Islam in sub-Saharan Africa

COMPARISONS, DISCUSSIONS & INTERPRETATIONS: Imperial systems in Europe versus Asia; coercive labor systems,

empire building in Asia, Africa, and Europe; interactions with the West (Russia versus others), Transformations in Europe –

Renaissance to Scientific Revolution, Encounters and Exchange: Reconquista, Europe in Africa, Spanish in the

Americas, Encounters and Exchange: Portuguese and Indian Ocean Trade networks, Southwest, Asian trade networks

and the Ming Slave trade/Rise of Qing, Labor Systems in the Atlantic World, The Africanization of the Americas, The

Columbian Exchange in Atlantic and Pacific Context, Expansion of Global Economy and Absolutism: Muslim,

Tokugawa, and Romanov, Empires, Effects of the Atlantic Slave Trade on demography in West Africa, resistance to the

Atlantic slave trade, and expansion of Islam in sub-Saharan Africa

E. Midterm Examinations Midterm Examinations are cumulative and in AP style. Students are to use their class notes, Cornell notes, charts,

worksheets, maps, etc. to study for their End of First Semester Grade.

F. Period V: Industrialization and Global Integration, 1750 to 1900 • Key Concept 5.1. Industrialization and Global Capitalism

• Key Concept 5.2. Imperialism and Nation—State Formation

• Key Concept 5.3. Nationalism, Revolution and Reform

• Key Concept 5.4. Global Migration

This section challenges us to consider the rapidly changing modern world in light of the industrial period. We will

continue to explore the impact of western dominance on the world. Students will be tested every Unit.

Focus questions: Through what processes did the influence of industrialization spread throughout the

world? How did the rights of individuals and groups change in this period? To what degree did new

types of social conflict emerge during the nineteenth century? How and with whom did the idea of

―The West‖ as a coherent and leading force in history gain currency?

Topic 1. European Enlightenment, American, French, Haitian, and Latin American Revolutions, Napoleon

Topic 2. British Industrial Revolution and De-Industrialization of India and Egypt

Topic 3. Imperialism and Industrialization

Topic 4. Nationalism and Modernization

Topic 5. Anti-Slavery, Suffrage, Labor, and Anti-Imperialist movements as Reactions to Industrialization and

Modernization

Topic 6. Chinese, Mexican, and Russian Revolutions as Reactions to Industrialization and Modernization

COMPARISONS, DISCUSSIONS & INTERPRETATIONS: Industrial Revolution in Europe versus Japan, political revolutions,

reactions to foreign domination, nationalism, western interventions, women in Europe of different classes, European

Enlightenment, American, French, Haitian, and Latin American Revolutions, Napoleonic Wars/Congress of Vienna/

Conservatism vs. Liberalism, British Industrial Revolution, De-Industrialization of India and Egypt, Imperialism and

Modernization, Anti-Slavery, suffrage, labor movements, anti-imperialist movements, non-industrial reactions, Reaction

to industrialism and modernization

G. Period VI: Accelerating Global Change and Realignments, 1900 - Present [CR3] • Key Concept 6.1. Science and the Environment

• Key Concept 6.2. Global Conflicts and Their Consequences

• Key Concept 6.3. New Conceptualizations of Global Economy, Society and Culture

Internationalism, globalization and interdependence are the themes of this section. We will study the independence

movements of former western colonies and territories. Students will be tested every Unit.

Focus questions: How do ideological struggles provide an explanation for many of the conflicts of the 20th century? To

what extent have the rights of the individual and the state replaced the rights of the community? How have conflict

and change influenced migration patterns internally and internationally? How have international organizations

influenced change?

Topic 1. World War I, Total War, and Reactions to the 14 Points

Topic 2. Rise of Consumerism and Internationalization of Culture

Topic 3. Depression and Authoritarian Responses

Topic 4. World War II and Forced Migrations

Topic 5. United Nations and Decolonization

Topic 6. Cold War, Imperialism, and the End of the Cold War

COMPARISONS, DISCUSSIONS & INTERPRETATIONS: Decolonization in Africa versus India, role of women in revolutions,

effects of the World Wars on areas outside Europe, nationalist movements, impact of Western consumer society and

culture on others, World War I, Total War, and Reactions to the Fourteen Points, Rise of Consumerism and Internalization

of Culture, Depression and Authoritarian Responses, World War II and Forced Migrations, United Nations and

Decolonization, Cold War, Imperialism, and the End of the Cold War, The Information and Communication

Technologies Revolution

H. The AP Exam Review We will have in-class writing workshops twice a week in order to help the students focus on preparing for the CCOT,

DBQ and C&C essay. We will also have study time groups before school on Mondays from 7:00am to 7:20am and after

school on Wednesdays from 2:50pm to 4:30pm delving into the AP exam; taking practice exams, learning test taking

strategies and time management, reviewing writing requirements and general expectations for the test. A mandatory

timed Mock A.P. Exam will be held in February in order to further prepare the students for the lengthy exam.

I. Advanced Placement World History Exam Students are to take the Advanced Placement World History Exam on May 16, 2011 at 8:00am.

J. Final Exam Project: History of My Life Video Project Students are to make a video about themselves, detailing their life experiences and what was going on in history while

they were going through their personal lives.

*We shall be using a variety of documents, articles, discussions, projects, plays, analysis, synthesis and

applications to address the topics above. *

Readings & Excerpts We Will Be Utilizing (by Period)

We will be evaluating, discussing and analyzing these documents in class and creating analytical essay

prompts to answer in your study groups.

The Epic of Gilgamesh The Judgments of Hammurabi The Urban Revolution: Origins of Patriarchy (Gerda Lerner from Reilly) Neolithic Petroglyph from the Sahara, 4th millennium BCE; Neolithic Stone Figure from Aegean Islands, 5th millennium BCE. Tables on population growth in Maps of Time. David Christian, Maps of Time, Ch. 8, on origins of agriculture. The Gospel of Matthew and Saint Paul, epistle to the Romans Excerpts from The Quran Excerpts from The Four Noble Truths Demos and Polis The Challenge to the Urban Order The Imperial Capital – Rome 50BC-AD100: The Tradition of Public Works” from Cities in Civilization by Sir Peter Hall Greek and Indian Civilization: by William H. McNeill (Reilly) China and Rome Compared by S.A.M. Adshead (Reilly) Women in the Classical Era by Sarah Shaver Hughes and Brady Hughes (Reilly) Lessons for Women by Ban Zhao (Reilly) Fayum Portraits (Reilly) Mayan Creation Story, written in Latin during the 16th century, based on Mayan codices Daniel Defoe, A Journal of the Plague Year African Kingdoms and Islam The Mongol Empire Takes Shape Aristotle on the world is round Philostratos, Life of Apolloios of Tyana The Concordat of Worms Gregory Guzman, “Were the Barbarians a Negative or a Positive Factor in Ancient and Medieval History?” in Reilly. The African Past Christopher Columbus from Journal of the First Voyage to America Christopher Columbus Native American Account of Cortés’s Conquest from Miguel Leon-Portilla in The Broken Spears: The Aztec Account of the Conquest of Mexico Amerigo Vespucci from The Letters of Amerigo Vespucci trans. by Clements R. Markham Martin Luther’s 95 Theses The United States Bill of Rights The English Bill of Rights Toussaint L’Ouverture, Letter to the Directory A call to expel the British: The Azamgarh Proclamation Olaudah Equiano, The Interesting Narrative Testimony for the Factory Act 1833 Jamaican Letter by Símon Bolivar The United States Declaration of Independence Karl Marx, Communist Manifesto Chinese Footbinding, ed. Dr. Richard Cruz, et. al. Woodrow Wilson Fourteen Points

WWI propaganda posters in Reilly Vladimir Lenin, Power to the Soviets, September 1917 Mohandas Gandhi, There is no salvation for India, and The Doctrine of the Sword by Mohandas K. Gandhi – 1920 Mao Zedong, Problems of China’s Revolutionary War by Mao Zedong – 1936 Adolf Hitler, Mein Kempf Benito Mussolini, The Political and Social Doctrine of Fascism Yamaoka Michiko The Bombing of Hiroshima--1945 Sherif Hetata, “Dollarization” (Reilly) Philippe Legrain, “Cultural Globalization Is Not Americanization” (Reilly)

SOMERSET ACADEMY CENTRAL MIRAMAR SCHOOL PERIOD ____ Advanced Placement World History Syllabus 2012-2013 Mrs. A. Delgado E-Mail: [email protected] NOTES:

1. This is a Tier One University Level course. Prepare to work, and study at a Harvard University level pace. YOU

are responsible for completing all the Daily Home Learning Assignments listed below. I reserve the right to change the

due dates and assignments.

2. This is given to you in advance so you may plan out your time to study. Write down all due dates in your

2012/2013 Academic Planner. USE YOUR TIME WISELY IN THIS COURSE. Do not procrastinate; it will bite you in the end.

3. Cornell Chapter Summaries are due at each Unit Exam. Reading quizzes are given at random.

4. All charts are worksheets stationed and labeled on the side of the classroom. It is your responsibility to obtain,

complete and turn in all charts when due below. Charts will be handed back to you so you may study via your 2-inch

binder, after that they will be placed in your student folders. It is to YOUR benefit that you complete and turn in all

charts. Charts will be given completion grades. All charts are due on the dates below unless told otherwise.

5. All timed writings will be scored as essay grades. These are kept in your Composition Book entitled: Advanced

Placement World History Writing. Please make sure your name and period is written on your Composition book.

6. One day each week will be set aside to do work in the document readers.

7. As stated in the class syllabus, late work will not be accepted. You know of the assignments in advance. No

excuses.

DONE DATE CLASS TOPIC

HOME LEARNING

ASSIGNMENT

DUE DATE

□

August 20-

August 21

Class Introduction

Icebreaker

Time Management

Organization

Collect Summer Projects

Bring back signed syllabus.

Print out World Regional

Map and bring to class.

8/22-

8/23

□

Aug. 22-

Aug. 23

Class Introduction

World Regional Map Compass Activity

Textbook Administration

How to Use the Textbook (Bulliet’s bullets)

How to Take Notes

SQ3R (Speed Reading)

How to Write in Social Science

Read Ch. 1; do Ch. 1 Charts;

do Chapter Summary in

Cornell Style Notebook.

8/28-

8/29

□

Aug. 24-Aug.

27

BW/CE/CD

Baseline Assessment Exam

Lecture/Discussion: Origins of Civilization and

Agriculture.

Activity: Read Aloud using article: Richard E. Leakey

on the Nature of Homo Sapiens

Timed Writing: Analyze the advantages and

disadvantages in using ―civilization‖ as the basic unit

of historical study. Be sure to explain why historians

use the concept of periodization to mark important

historical events.



Cornell Style Notebook.

□

Aug. 28-Aug.

29

BW/CE/CD

Ch. 1-2 READING QUIZ

Lecture/Discussion: New Civilizations in the Eastern

and Western Hemispheres

WRITING LAB (RUBRICS, Essay Directions, SQ3R,

Speed Reading), Comparative Essay & What is a

Thesis?

2pg Essay: Compare and

Contrast the advantages

and disadvantages in using

―civilization‖ as the basic

unit of historical study.

□

Aug.30-Aug.

31

BW/CE/CD

Lecture/Discussion: Babylonia, Syria-Palestine,

Anatolia, The Aegean World, Assyrian Empire, Israel,

Phoenicia, Hellenistic Empires.

Article: Hammurabi’s Laws on Family Relationships

and Israelites’ Relations with Neighboring Peoples.

NORTH AFRICA MAP REGION QUIZ.



Cornell Style Notebook. 2pg

Essay: How did Phoenicia

differ from the civilizations of

Egypt, Assyria and Israel?

□

Sept. 4-Sept.

5

BW/CE/CD

Lecture/Discussion: The Empire of Persia

WRITING LAB: Thesis Writing Practice: Discuss the

legacy of Greece and Persia. What effect did they

have on their neighbors and on their descendants?

Read Ch. 4; do Charts; do

Chapter Summary in Cornell

Style Notebook

□

Sept. 6-Sept.

7

BW/CE/CD

Lecture/Discussion: Rome : Rise of the Roman

Empire, Economy and Social Structures, Culture,

technology & Religions, Division and Collapse.

Articles: Jesus’ Moral & Ethical Teachings and Tacitus

on Corruption in the Early Roman Empire

Read Ch. 5; do charts; do

chapter summary in Cornell

Notebook; 2pg Essay:

Compare and Contrast the

legacy of Greece and

Persia. What effect did they

have on their neighbors and

on their descendants?

□

Sept. 10-

Sept. 11

BW/CE/CD


Lecture/Discussion: China: Warring States, Shi

Huangdi, Confucianism (Confucius on Good

Government Handout), Shang, Zhou, Qin, Han, Silk

Road

Group: Chinese Dynasty Song

2pg Essay:

Discuss the Fall of Rome.

Why did such a society

collapse? What legacy did

it leave behind? Did it

influence any countries

today?

□

Sept 12-Sept.

13

BW/CE/CD

Lecture/Discussion: India & Southeast Asian

Societies; Vedic Age

Timed Writing: What are Asian Migrations?

SOUTHEAST ASIA MAP REGION QUIZ.

Read Ch. 6; do charts;

do chapter summary in

Cornell Notebook ;

2.5pg Essay: Compare

and Contrast Rome &

Han China.

□

Sept 14-Sept.

18

BW/CE/CD


Lecture/Discussion: TRADE. Cross-Cultural

Exchanges, Networks of Communication.

Articles: Cosmos Indicopleustes on Trade in

Southern India and Ibn Battuta on Muslim Society at

Mogadishu and Ibn Battuta on Customs in the Mali

Empire.

Timed Writing: Compare and contrast two of the

following civilizations: Rome, China, India, Greece,

Iran, Babylonia, Syria-Palestine, Anatolia, The

Aegean World, Assyrian Empire, Israel, or Phoenicia.

MIDDLE EAST MAP REGION QUIZ.



Cornell Notebook;

2.5 pg Essay:

Discuss Asian migrations.

Why did people migrate?

Where did they go?

How did they get there?

What was the impact of

their migrations?

□

Sept. 19-

Sept. 20

BW/CE/CD

UNIT REVIEW SESSION.

Review Cornell Notes,

Charts, Class Notes and

Study for your Unit Test!

□

Sept 21-Sept.

24

STUDY TIME

UNIT AP STYLE (45 questions in 30 minutes) TEST,

Chapters 1-7.

ALL CHARTS & CORNELL NOTEBOOKS ARE DUE TODAY.

STUDY FOR YOUR TEST!

□

Sept. 25-

Sept. 27

BW/CE/CD

Lecture/Discussion: Islam: Rise, Muhammad, Sunni,

Shia. Article: The Quran on Allah and His

Expectations of Humankind.

WRITING LAB: Document Based Question using

Benjamin of Tudela on the Caliph’s Court at

Baghdad.



Cornell Notebook

□

Sept. 28- Oct.

1

BW/CE/CD

Lecture/Discussion: Christian Societies in Europe,

Byzantine Empire, Crusades, Kiev Russia, Medieval

Europe, Holy Roman Empire.

DBQ Practice.

Article: Jesus’ Moral & Ethical Teachings



Cornell Notebook 1.5pg

Essay: Compare Baghdad

and Constantinople on the

basis of descriptions

provided by Benjamin of

Tudela.

□

Oct. 2-Oct. 3 BW/CE/CD

Lecture/Discussion: Buddhism, Korea, Japan,

Vietnam, Tang Empires, Tibetian Empire, Uigher

Empire, Song China.

DBQ Practice: Buddhism.

SOUTH ASIA MAP REGION QUIZ.



Cornell Notebook.

1pg Essay: How do the

Crusades Contradict Jesus’

Moral and Ethical

Teachings? Support your

thesis with evidence from

the book.

□


READING QUIZ CH. 9-11

Lecture/Discussion: Mesoamerican Societies,

Andean Civilizations, Mound Builders

Timed Writing: How do the road networks and road-

building technologies of the Inca compare to those

of the Romans?



Cornell Notebook.

BUDDHISM DBQ

□


CH. 11-12 READING QUIZ

Lecture/Discussion: Mongols and Genghis Khan.

DBQ Practice.



Cornell Notebook. 2pg

Essay: Compare and

contrast the Mesoamerican

societies to the Mound

Builders.

□

Oct. 10-

Oct.11

BW/CE/CD

UNIT REVIEW SESSION.

2pg Essay: Describe the

process by which trade was

conducted on the Indian

Ocean. Who participated,

what kinds of vessels were

used, what goods were

exchanged, and who

benefited from the system?


□

Oct. 12-Oct.

15

STUDY TIME


Chapters 8-12. ALL CHARTS & CORNELL NOTEBOOKS

ARE DUE TODAY.


□

Oct. 16-Oct.

17

BW/CE/CD

Lecture/Discussion: Swahili City-States and their

Culture. Shoe Activity.

SOUTH AFRICA MAP REGION QUIZ.

WRITING LAB: Continuity and Change Over Time

Essay Part I.



Cornell Notebook.

□

Oct. 18-Oct.

19

BW/CE/CD

Lecture/Discussion: Black Death and Its Effects on

Europe.

WRITING LAB: Continuity and Change Over Time

Essay Part II.



Cornell Notebook.

□

Oct. 22-Oct.

23

BW/CE/CD

Lecture/Discussion: Technology of the European

Expansion, Columbus and the Iberian Empire.

Timed Writing: Explain why you agree or disagree

with the thesis that their use of firearms technology

was what enabled the Spanish to conquer the Aztec

and the Inca empires.



Cornell Notebook. 1.5 page

Essay: Compare Ming

China’s and Europe’s

attitudes and actions

toward exploration from

1400 to 1550 C.E. How have

their attitudes changed over

time?

□

Oct. 24-Oct.

25

BW/CE/CD


Writing Lab CCOT Practice



Cornell Notebook. 2pg

Essay: Compare the

technology and voyages of

the Portuguese explorers to

those of the Chinese admiral

Zheng He.

□

Oct. 29-Oct.

30

BW/CE/CD

CH. 16 READING QUIZ

Lecture/Discussion: The Enlightenment and the

Military and Scientific Revolutions.

Writing Lab: CCOT Practice/ Peer Review

BREAK!

Feel free to catch-up a bit

on your reading.

□

Oct. 31-Nov.

1

BW/CE/CD

Lecture/Discussion: The Columbian Exchange.

Writing Lab: CCOT Practice.



Cornell Notebook.1.5pg

Essay: Describe and justify

your position on the

Enlightenment thinkers’

ideas concerning women.

□

Nov. 2-Nov. 3 BW/CE/CD

CH. 17-18 READING QUIZ

Lecture/Discussion: The Slave Trade.

Writing Lab: CCOT Practice.

AP REVIEW SESSION



Cornell Notebook.1.5pg

Essay: Compare and

explain the reasons for

differences or similarities

between the European

colonies of North and South

America.

□

Nov. 5-Nov. 7 STUDY TIME


Chapters 13-19. ALL CHARTS & CORNELL NOTEBOOKS

ARE DUE TODAY.



Cornell Notebook.1.5 Essay:

Describe capitalism and

mercantilism, and explain

their roles in the

development of the Atlantic

system. STUDY FOR YOUR

TEST!

□

Nov. 8-Nov. 9

BW/CE/CD

Lecture/Discussion: The Ottoman Empire, The

Safavid Empire, The Mughal Empire.

WRITING LAB: DBQ Practice



Cornell Notebook.

□

Nov. 13-

Nov.14

BW/CE/CD

Lecture/Discussion: Japanese Reunification, Ming

Collapse, The Russian Empire.

EAST ASIA MAP REGION QUIZ.

BREAK!


on your reading.

□

Nov. 15-Nov.

16

BW/CE/CD

READING QUIZ CH. 20-21

Lecture/Discussion: REVOLUTION! American, French,

Haitian.

Group Activity: Rewrite History. Act it out.



Cornell Notebook.1 pg

Essay: What did the Russian

and Qing Empires have in

common, and how did

these common features

affect the relationship

between the two?

□

Nov. 19-Nov.

20

BW/CE/CD

Lecture/Discussion: Industrial Revolution, Technology

WRITING LAB: Venn Diagram Activity



Cornell Notebook.

3 pg. Essay: Discuss and

compare the course of the

American, the French, and

the Haitian revolutions and

analyze the reasons for and

significance of the different

outcomes of these three

revolutions.

□

Nov. 21- Nov.

26

BW/CE/CD

READING QUIZ 22-23

Lecture/Discussion: IMPERIALISM. The Taiping

Rebellion.

LATIN AMERICA MAP REGION QUIZ.



Cornell Notebook.

□

Nov. 27-Nov.

28

BW/CE/CD

Lecture/Discussion: The Building of Global Empires.

Timed Writing: What were the causes of the

development of new states in southern and inland

West Africa between 1750 and 1870? What role did

the West play in the establishment of these states?



Cornell Notebook.

□

Nov. 29-Nov.

30

BW/CE/CD

WEST AFRICA MAP REGION QUIZ.

Lecture/Discussion: Nationalism in Germany &

France, Women, Marxism & the Workers’ Movement.

Timed Writing: State and justify your position on the

effects of industrialization on the quality of life in

Europe from 1850-1900.



Cornell Notebook.

1.5 pg Essay: Compare the

women’s movements in the

United States and in Latin

America in the nineteenth

century.



Cornell Notebook.

□

Dec. 3-Dec.

4

BW/CE/CD

Lecture/Discussion: Imperialism; The Scramble for

Africa.

Timed Writing: How did imperialism affect the

societies of Asia, Africa and Latin America?

EAST AFRICA MAP REGION QUIZ.

BREAK!


on your reading.

□

Dec. 5-Dec.

6

BW/CE/CD

Lecture/Discussion: The Crisis of Imperial Order

Timed Writing: What were the causes of World War I?

Group: Around the World Activity

Read Chapters 27. Do

Cornell Notes; Do All Charts.

□

Dec. 5-Dec.

6

BW/CE/CD

Lecture/Discussion: Stalin Revolution, Depression,

Hitler’s Germany, Fascism

Timed Writing: What are the advantages and

disadvantages of state intervention in the economy

on the basis of the historical experience of the

industrialized nations in the period 1929-1949?

Group: Chain Reaction Activity

Read Chapters 28. Do


□

Dec. 7-

Dec. 10

BW/CE/CD

Lecture/Discussion: WWII; The Holocaust

Timed Writing: What were the causes of Japan’s

entry into WWII?

Group: Cause/Effect Activity

Read Chapters 28 & 29. Do


2 pg. Essay: Describe and

analyze the causes and

significance of the

development of colonial

administration in a particular

colony in Africa, Southeast

Asia or the Pacific.

□

Dec. 11-Dec.

12

BW/CE/CD

Lecture/Discussion: Colonialism in Africa

Timed Writing: How and why did the economies in

Sub-Saharan Africa change during the period from

1900-1945? Are these changes best explained in

terms of internal or external causes?

CENTRAL AFRICA MAP REGION QUIZ.

Read Chapter 31. Do

Cornell Notes; Do all charts.

2 pg. Essay: Compare World

War I with the Taiping

Rebellion. Make sure to

mention: technology and its

impact on warfare, the

effects of war on the role of

the state, and the effects of

war on society.

□

Dec. 13-Dec.

14

BW/CE/CD

Reading Quiz Ch. 31

Lecture/Discussion: Cold War and Decolonization,

Arab-Israeli Conflict, Soviet Collapse, The End of the

Cold War

Timed Writing:

How did the Cold War affect Asian, African, and

Latin American Countries?

Have a great Winter Break!

2 pg. Essay: Compare and

analyze Napoleon,

Mussolini, Hitler and Stalin.

What were their goals?

What was their motivation?

How did they get to hold so

much power?

□

Dec. 17-Dec.

18

BW/CE/CD

Lecture/Discussion: AP MEMORY REFRESH

Activity: Around the World

FULL WRITING LAB: CCOT practice, COMP & DBQ

Review.

Read Chapter 32-33. Do

Cornell Notes; Do All Charts

1.5pg. Essay: Compare the

effects of the Depression

and World Wars on different

parts of the world. You may

use Africa, India and Latin

America as examples.

1.5pg. Essay: Compare the

impact of industrialization on

the environment and

human health in the

nineteenth century and in

the postwar twentieth

century.

□

Dec. 19-Dec.

20 – Dec. 21

BW/CE/CD

Lecture/Discussion: AP MEMORY REFRESH

AP REVIEW: Ch. 27-33

FULL WRITING LAB: CCOT practice, COMP & DBQ

Review.

BREAK!


on your reading.

□

Jan. 7-Jan. 8 BW/CE/CD

Lecture/Discussion: Globalization. The Green

Movement. Tying it together.

WRITING LAB: How has the study of history shaped

the findings and methods of other disciplines (i.e.

anthropology, archaeology, visual arts, literature,

economics, geography and political science)? Give

specific examples. Be sure to use at least three

sources from our required readings as evidence.

Read Cracking The AP

Exam, Chapter 1.

□

Jan. 9-Jan.

10

STUDY GROUP ASSIGNMENTS

MIDTERM REVIEWS

STUDY FOR MIDTERM

EXAMS!!

□

Jan. 11-Jan.

14

BW/CE/CD

MIDTERM EXAMS!

STUDY FOR UNIT EXAM!

□

Jan. 15-Jan.

16

BW/CE/CD

AP Review

WRITING LAB: DBQ

DBQ Re-Write

□

Jan. 17-Jan.

22

BW/CE/CD

Review

WRITING LAB: Comparative

Read Chapter 2 in Cracking

the AP Exam.

□

Jan. 23-Jan.

24

BW/CE/CD

Review

WRITING LAB: DBQ


the AP Exam.

□

Jan. 25-Jan.

28

BW/CE/CD

AP Practice Exam 1


the AP Exam.

□

Jan. 29-Jan.

30

BW/CE/CD

Practice Exam 1 Results Review


the AP Exam.

□

Jan. 31-Feb.

1

BW/CE/CD

Review

WRITING LAB: CCOT

A.P. EXAM REVIEW


the AP Exam.

□

Feb. 4-Feb. 5 BW/CE/CD

Review

WRITING LAB: CCOT


the AP Exam.

□

Feb.6-Feb. 7 BW/CE/CD

A.P. Review

WRITING LAB: COMPARATIVE/ DBQ

(FCAT WRITING DAYS)


the AP Exam.

□

Feb. 8-Feb.

11

BW/CE/CD

Review

WRITING LAB: CCOT

Read Chapter 10 in

Cracking the AP Exam.

□

Feb. 12-Feb.

13

BW/CE/CD

A.P. Review

WRITING LAB: CCOT/DBQ/COMP

School-wide MANDATORY

Mock A.P. Exam, 7am, HS

Cafeteria

□

Feb. 14-Feb.

15

BW/CE/CD

Writing activity: Analyze the advantages and

disadvantages in using ―civilization‖ as the basic unit

of historical study. Be sure to explain why historians

Read Chapter 11 in


use the concept of periodization to mark important

historical events.

AP Review: Around the World Activity

□

Feb. 19-Feb.

20

BW/CE/CD

AP Review: Jeopardy

Read Chapter 12 in


□

Feb. 21-Feb.

22

BW/CE/CD

CCOT REVIEW

Peer Edit Activity

Read Chapter 13 in


□

Feb. 25-Feb.

26

BW/CE/CD

DBQ Review

Peer Edit Activity

Read Chapter 13 in


□

Feb. 27-Feb.

28

BW/CE/CD

Comparative Review

Peer Edit Activity

Print out the NOTES:

Foundations- 8000 BCE,

bring to class!

□

March 1-

Mar. 4

FCAT WRITING STUDY!!

□ Mar. 5 - Mar.

6

BW/CE/CD

AP REVIEW: Rubric’s Cube

STUDY!

□

Mar. 7- Mar.

8

BW/CE/CD

AP REVIEW: Five Corners

Print out the NOTES: 8000

BCE,-600BCE bring to class!

□

Mar. 11-Mar.

12

BW/CE/CD

Practice Test 2

Practice Test Review

AP REVIEW


BCE,-1450CE bring to class!

□

Mar. 13-Mar.

14

SPRING BREAK Print out the NOTES: 1450

CE,-1750CE bring to class!

□

Mar. 15-Mar.

18

BW/CE/CD

Practice Test 3


CE,-1914CE bring to class!

□

Mar. 19-Mar.

20

BW/CE/CD

Practice Test 3

Review


CE,-Present bring to class!

□ Mar. 21 BW/CE/CD

Practice Test 4

STUDY DURING SPRING

BREAK!


on your reading.

□

Apr. 1-Apr. 2 BW/CE/CD

Practice Test 5

STUDY!

□


Practice Test 6

STUDY!

□


Practice Test 7

Practice Test 7 Review

STUDY!

□

Apr. 9-Apr.

10

BW/CE/CD

AP REVIEW

STUDY!

□ Apr. 11-Apr.

12

BW/CE/CD

AP REVIEW

STUDY!

□

Apr. 15-Apr.

16

BW/CE/CD

AP REVIEW

STUDY!

□ Apr. 17-Apr.

18

BW/CE/CD

AP REVIEW

STUDY!

□ Apr. 19-Apr.

22

FCAT TESTING WEEKS STUDY!

□ Apr. 23-Apr.

24

BW/CE/CD

AP REVIEW

STUDY!

□ Apr. 25-Apr.

26

BW/CE/CD

AP REVIEW

STUDY!

□ Apr. 29-Apr.

30

BW/CE/CD

AP REVIEW

STUDY!

□ May 1-May

14

BW/CE/CD

AP REVIEW

STUDY!

□ May 15 BW/CE/CD

AP Chill Day

STUDY!

□ May 16 AP EXAM! GOOD LUCK!!! DON’T STUDY TODAY! Go to

bed early tomorrow. Bring

breakfast for our potluck!

□ May 17-May

20

BW/CE/CD

Final Exam Project: History of My Life Video Project

Handout & Rubric

A.P. World History Test at

8am; Potluck Breakfast at

6:30am

In Mrs. Delgado’s room!

□

May 21-May

30

BW/CE/CD

Work on Project

Work on Project

□

May 31-June

3

FINAL EXAM PROJECTS DUE! Work on Project

□

June 3-June

5

FINAL EXAMS

□

June 6 If you enrolled in another A.P. Class, lookout for the

A.P. Summer Orientation and the Summer Project

Lists.

□

JULY, 2013 AP SCORES ARE OUT! E-mail me when you get

your score!

Return this page to Mrs. Delgado.

My signature below indicates that I have read and understood the Advanced Placement World

History Syllabus and Daily Assignments List in its entirety, given to me by Mrs. Delgado.

I acknowledge that Mrs. Delgado has the right to adjust the terms of this syllabus and Daily

Assignments List as needed. I understand, agree, and will comply with the classroom methods &

guidelines, rules, and expectations of Mrs. Delgado and the course stated herein.

I also understand, that any textbook supplied to me [my child] by the teacher belongs to the

school unless otherwise indicated and if the textbook is lost, stolen or damaged upon return to the

school, I agree that I am responsible for the FULL cost of the textbook as when the textbook was

originally purchased.

I understand that this course is a Tier One University Level course (Harvard’s level) and it is my

[child’s] responsibility to:

- read the designated chapters before coming to class;

- do all the work assigned;

- attend study time sessions;

- get help early if the material is not understood;

- not procrastinate; and

- try my [their] best in this class.

My child and I also understand that plagiarism (cheating) is a serious matter and if my child

cheats in any way as stated in the syllabus, s/he will not only receive a zero for that specific

assignment but also a conduct grade of F for the nine weeks and a detention to be served the

next Wednesday after the incident.

Student Name (please print) __________________________________________

Student Signature___________________________________________________

Parent/Guardian Name (please print)___________________________________

Parent/Guardian Signature____________________________________________

Dated_________________________

SOMERSET ACADEMY MIRAMAR HIGH SCHOOL

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Transcript of SOMERSET ACADEMY MIRAMAR HIGH SCHOOL