September 7, 2010

Dear Students and Families,

Welcome to Advanced Placement World History! I am excited about the opportunity to get to know
you, and I’m looking forward to a happy and productive school year.

AP World History is a college-level survey course that moves students toward an understanding of our
increasingly diverse and complex society. Its goal is to inform students of humanity’s shared values and
unique differences in order to produce tolerant and well-informed citizens. Curriculum areas we will
focus on this year include (but are not definitely limited to) early man, Islamic civilizations, the Middle
Ages, the Age of Exploration, imperialism, the World Wars and Cold War, and globalization.

Students are asked to bring the following supplies to school before Monday, September 13th: a 2”-3”
binder and tab dividers, marble composition notebook, pens and pencils, and a set of colored pencils.

Attached to this letter is a copy of our syllabus for AP World History. Please review it carefully, as it
contains my policies on homework and grading, as well as class rules, expectations, and procedures.

Upcoming school events you should be aware of include Back to School Night on Thursday, September
23rd and Parent-Teacher Conference Day on Monday, November 1st. Please mark those dates on your
calendar. Studies show that parental involvement in a child’s education is one of the strongest indicators
of student achievement. I hope you will make it a priority this year to attend as many school-sponsored
events as possible.

If you have any questions or concerns or if you would like to visit our classroom, schedule a conference,
or volunteer to help out, feel free to contact me by phone at (804)378-2420 or via e-mail (see contact
information below). I look forward to hearing from you!

After reading the attached syllabus, please sign, detach, and return the signature slip at the bottom of
this letter by Monday, September 13th.

Once again, welcome to AP World History. Let’s work together to make this the best year ever!

Sincerely,

Stephanie Burr
AP World History Instructor
stephanie_burr@ccpsnet.net

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“I have read and understood the procedures and expectations described in this syllabus.”

Student Print Name: _______________________________________________ Date: ______________

Student Signature: _________________________________________________

Parent/Guardian Signature: __________________________________________ Date: ______________

 Advanced Placement World History
Course Syllabus, 2010-2011
Instructor Information
Instructors: Mrs. Burr Email: stephanie_burr@ccpsnet.net
Classroom: Room 1413 Telephone: (804) 378-2420

When I am not teaching, I can generally be found in my classroom or in the Social Studies Workroom (1310).
Because of the dynamic nature of education, I am often engaged in meetings and have other responsibilities
outside of instruction; however, I am generally available a half-hour before and after school, and I encourage
my students to take advantage of my office hours during lunch or during AEP. Whenever possible, please
send me an email or see me personally to set up an appointment.

Course Introduction and Description

Advanced Placement World History is a rigorous, college-level course designed to explore human history
from 8,000 B.C.E. to the present. As such, this course will emphasize the development of analytical thinking
and writing skills necessary for success on the collegiate level. Furthermore, the curriculum devotes
considerable time to the critical evaluation of primary and secondary sources, historiographic analysis, and
inquiry into global connections that have shaped our present world. A special emphasis will be given to
preparation for the National AP Exam on May 12, 2010, which includes historical writing through essay and
document-based questions (DBQs) as well as objective evaluations.

Who Should Take This Course?

At James River High School, AP World History is currently offered as part of a two-year sequence in
conjunction with AP Human Geography. Informally, however, the primary prerequisites are motivation,
time, devotion, and willingness to read, write, and think critically as well as extensively. The purpose of the
course, however, extends beyond the possibility of earning college credit by providing students with the
opportunity to develop skills and knowledge that will form a useful foundation for college studies.

AP World History Themes

AP World History focuses on five overarching themes that serve throughout the course as unifying threads,
helping students to put what is particular about each period of society into a larger framework. Each theme
will receive approximately equal attention over the course of the school year.
1. Interaction between humans and the environment  Regional, transregional, and global
 Demography and disease structures and organizations
 Migration 4. Creation, expansion, and interaction of
 Patterns of settlement economic systems
 Technology  Agricultural and pastoral production
2. Development and interaction of cultures  Trade and commerce
 Religions  Labor systems
 Belief systems, philosophies, and ideologies  Industrialization
 Science and technology  Capitalism and socialism
 The arts and architecture 5. Development and transformation of
3. State-building, expansion, and conflict social structures
 Political structures and forms of governance  Gender roles and relations
 Empires  Family and kinship
 Nations and nationalism  Racial and ethnic constructions
 Revolts and revolutions  Social and economic classes
Habits of Mind
The AP World History course addresses habits of mind or skills in two categories: (1) those addressed by any
rigorous history course, and (2) those addressed by a world history course.
Four habits of mind are in the first category:
1. Constructing and evaluating arguments: using evidence to make plausible arguments
2. Using documents and other primary data: developing the skills necessary to analyze point of view
and context, and to understand and interpret information
3. Assessing continuity and change over time and over different world regions
4. Understanding diversity of interpretations through analysis of context, point of view, and frame of
reference
Five habits of mind are in the second category:
5. Seeing global patterns and processes over time and space while connecting local developments to
global ones
6. Comparing within and among societies, including comparing societies' reactions to global
processes
7. Considering human commonalities and differences
8. Exploring claims of universal standards in relation to culturally diverse ideas
9. Exploring the persistent relevance of world history to contemporary developments

Course Readings
Textbook: Stearns, Peter, et al. World Civilizations: The Global Experience, 4th ed..
* Reading is essential for success in this course – there is NO substitute! Assigned
readings are expected to be completed by the first day of the week assigned.
Optional, but highly recommended: Cracking the AP Exam, The Princeton Review (available at book
stores and online)
Additional primary sources and supplemental readings will be provided by the instructor.

Helpful Web Resources

 http://www.collegeboard.com/student/testing/ap/sub_worldhist.html -- Select “World History”
from the “Subjects” drop-down menu to see a course description, sample multiple choice
questions, and explanations of DBQ, Comparative, and Continuity/Change-Over-Time essays.
Downloading the “Acorn Guide” will be your first homework assignment of the year.
 http://wps.ablongman.com/long_stearns_wcap_4 -- Electronic companion to our textbook,
featuring chapter outlines, e-flashcards, and sample multiple choice questions.

Course Supplies
 2”-3” binder (for keeping lecture notes, handouts, and returned work)
 Tab dividers, each labeled with the following:
o “Syllabus and Acorn Guide”
o “General Handouts”
o “Returned Work”
o “Unit I: Foundations”
o “Unit II: Postclassical”
o “Unit III: Early Modern”
o “Unit IV: Modern”
o “Unit V: Contemporary”
 Looseleaf paper
 Pens (any color except red or green) and pencils
 Colored pencils
Student Enrollment, Performance, and Evaluation
Students who take this course should realize that AP courses are taught and graded at the college level; they
significantly exceed the demands and expectations for typical high school courses.
Reading and Attendance
You will need to read a minimum of ten to twenty pages per class (including or in addition to
supplemental readings), and there is no substitute for this. Although there are certainly several other
aspects of preparation that will enhance learning and understanding, the single most important
ingredient to remedy low grades is to read. Likewise, attending class is essential. Lectures and in-class
assignments will be designed to augment the readings, not simply “go over” them. Tests, quizzes, and
essays will be drawn from everything we do: readings, lectures, and class activities.
Grading
Please remember that an Advanced Placement course is graded more rigorously than a usual high
school class. Credit is weighted in accordance with James River High School‟s policy on weighting
AP-level courses. Grades for this class will be computed based on the following:
 In-class activities (group and individual)
DAILY  Students are expected to participate in class. Individuals who fail
PRACTICE/ to meet this criteria will lose points and will be the most likely
25%
CLASS candidates for being called on at random
PARTICIPATION  Participation in discussions/seminars

 Comprehension quizzes – Students will take periodic quizzes

based on in-class activities and/or outside readings and
QUIZZES/
assignments 25%
WRITING
 Practice AP exercises – This will include DBQs, Comparative,
and CCOT essays
 Unit tests – There are only five for the entire course, so each
test is worth a considerable portion of the grade. These will
provide an assessment of material learned over the course of a
unit.
TESTS/PROJECTS  Unit projects – One per nine weeks 30%
 Year-long research project – Students will conduct research and
report on a topic of their choosing (related to world history)
 Review Wiki – As a class, students will create a Wiki that focuses
on specific topics presented in the textbook
 One per semester (NOTE: Students can exempt from their final
EXAMS exam if they pass the World History II SOL test) 20%

Classroom Expectations
In any classroom, both the teacher and the students have specific expectations of them and of their
behavior. Success in meeting the goals and objectives of this course can only be achieved if the roles of each
are defined clearly and are supported by course and school policies. The behavioral expectations of this
course are governed by a general rule of respect; this guideline, furthermore, has three essential facets:
1. Respect our property – This includes a regard for the property of other students and the teacher,
which extends also to school property (i.e. desks, chairs, etc.). A respect for property can likewise
apply to intellectual property, in which students must be cognizant in avoiding acts of cheating
and plagiarism.
2. Respect others – It is especially important in a world history course for the array of different
opinions, beliefs, and abilities to be respected. I will not tolerate abusive language or behavior in
 any form towards any person. Disregard for this policy will result in immediate disciplinary
action.
3. Respect yourself – This might be the most important facet of all. Respecting yourself does not
mean conceit; it means making the right choices for yourself based on what will ultimately benefit
you. In the context of this class, this could be interpreted to underscore the importance of
punctuality, attendance, and participation, so that you will get the most out of this class.

Expectations and Procedures

 Entering the Room: Students must be in the classroom and in their assigned seats when the bell
rings. An introductory assignment will be posted on the board everyday, and students are
expected to begin the assignment as soon as they are seated (meaning: before class starts!). We will
start class on time, and so any student that is not in their seat and ready to learn by the time the
bell rings will be considered tardy.
 Beginning of Class: An opening assignment will be posted on the board or on the projector
screen at the beginning of every class. It is the expectation that students complete this assignment
to the best of their ability, as it is part of their classwork grade.
 If You Are Tardy: Students should enter quietly and place their pass or admittance slip in the
basket on Mrs. Burr‟s desk.
 Leaving Early: If a student needs to leave early, they should let the instructors know before class
begins. When it is time to leave, the student should leave quietly.
 Student Jobs: Throughout the school year, students will be assigned specific responsibilities in
order to ensure the smooth running of the classroom. These responsibilities will be specifically
outlined and will rotate every nine weeks.
 Absences: If a student is absent, they should check the Homework Notebook for any missed
notes and assignments. Students should make arrangements with the instructor to make up
quizzes or tests before or after school, during lunchtime office hours, or during AEP. Makeup
work is due no more than six (6) days after the date of absence. For long-term absences, speak
with the instructor before or after class. Do NOT expect Mrs. Burr to hunt you down and give
you your makeup work – it is the student’s responsibility to monitor all missing assignments!
 Homework: Homework is due on the assigned date or when a student returns from an absence.
 Class Participation: Students are expected to participate in class activities, as class participation
is 10% of their grade; however, points will be deducted for inattentive behavior, lack of
preparation, inappropriate actions, etc.
 Behavior: Because this is a high school classroom, students are expected to conduct themselves
appropriately. For example, when a student wishes to speak and be acknowledged by the
instructor, they must raise his or her hand and wait quietly. Likewise, students are expected to
remain seated throughout class unless otherwise directed. Personal space – that of the instructor
and of other students – must be respected.
 Excusal: If students need to be excused for an acceptable reason (i.e. going to the bathroom,
getting a drink of water, going to your locker, going to the School Counseling Office, etc.), they
may ask the instructor during a transition between activities. Passes will be recorded on the Pass
Clipboard and will be monitored; students that abuse this privilege will be restricted from leaving
during class time.
 Dismissal: Students may pack up and prepare to leave when the instructor indicates that it is
appropriate to do so. Remember, the bell does not dismiss you – I do!
 Materials: Students are expected to bring all required materials to class everyday. If a student
forgets an item, they may be excused; however, if this becomes excessive, students may lose
participation points and may also receive a phone call home.
 Cheating: Copying someone else‟s work, regardless of the source, is considered cheating and
plagiarism and will result in an automatic zero. Both the one who copies and the one who allows
their work to be copied (in the case of a student) will receive zeros. In more serious cases, an “F”
for the course could result as well as academic and/or athletic suspensions.
 Course Reading Calendar*
*tentative – subject to change
¡¡ (Note: Assigned readings are expected to be completed by the first day of the week it is
assigned for. Ex. The first reading assignment – Chapter 1 – is due on Monday, Sept. 13th.
This list does NOT include additional or supplemental readings.) !!

Reading Assignment(s) – applies to

Dates Topics
Stearns text ONLY
Week 1 - Introduction to the course Download, print, and read p. 3 (“AP World
Sept. 7-10 - Note-taking skills History – Introduction”) to p. 19 (“The
- Historical methods Exam”) – available at http://apcentral.
- Spatial interpretations over time collegeboard.com/apc/public/repository/
(MAPS!) ap-world-history-course-description.pdf
UNIT I: FOUNDATIONS ERA

Week 2 - Early man and agriculture Chapter 1

Sept. 13-17 - The concept of civilization
8000 B.C.E. – 600 C.E.

- Introduction to the compare &

contrast essay
Week 3 - The earliest religions: Judaism and Chapters 2 and 3
Sept. 20-24 Hinduism
- “Universal religions”
- Greek and Chinese philosophies
- Interregional trade networks
Week 4 - What is a “classical” civilization? Chapters 4 and 5
Sept. 27- - Classical China and India
Oct. 1 - The Mediterranean world (Greece
and Rome)
Week 5 - What causes an empire to fall? Review for test
Oct. 4-8

FOUNDATIONS ERA TEST (8000 B.C.E. – 600 C.E.)

October 6th and 7th
Week 7 - The foundations of Islam Chapters 6 and 7
Oct. 11-15 - Gender roles in Islamic societies
- Empires: Umayyad and „Abbasid
- Clash of Civilizations: The
UNIT II: POSTCLASSICAL ERA

Crusades
- Dar-al-Islam/Indian Ocean trade
600 C.E. – 1450 C.E.

Week 8 - Spread of Islam into Africa Chapters 8 and 12

Oct. 18-22 - The Sudanic “States”: Ghana, Mali,
and Songhai
- Urbanization: China
Week 9 - Urbanization: Byzantine and Aztec Chapters 9 and 11
Oct. 25-29 Empires END OF 1st NINE WEEKS
- Political development in Japan
Week 10 - Political development in W. Chapters 10 and 13
Nov. 3-5 Europe
- Comparison of European and
Japanese feudalism
 Reading Assignment(s) – applies to
Dates Topics
Stearns text ONLY
Week 11 - Political development in Andean Focus on the trial!
Nov. 8-12 South America
UNIT II (CONT’)

- Postclassical migrations
- Genghis Khan and the Mongolian
“Civilization”
Week 12 - The Pax Mongolica Chapters 14 and 15
Nov. 15-19 - Pandemics in history: The Black
Death
- The revival of Western Europe
POSTCLASSICAL ERA TEST (600 C.E. – 1450 C.E.)
November 22nd and 23rd
Week 14 - Age of European Exploration (and Chapters 16 and 19
Nov. 29-Dec. why not anyone else?)
3 - Columbus: Hero or Villain?
- Conquistadors and missionaries
- Labor systems in the Americas
- Sociedad de castas
Week 15 - Silver trade (DBQ) Chapter 17
Dec. 6-10 - The Renaissance: “Rebirth” of
Western Europe
Week 16
Dec. 13-17 EXAM WEEK
UNIT III: EARLY MODERN ERA

Have a wonderful Winter Break!

1450 C.E. – 1750 C.E.

(December 20th – 31st)

Week 17 - The Scientific Revolution Chapter 19
Jan. 3-7 - The Protestant Reformation
- Absolutism in France and China
- The reception of “foreign” ideas in
Ming and Qing China
Week 18 - Absolutism in Russia Chapters 18 and 22
Jan. 10-14 - Reactions to absolutism in
England, China, and Russia
Week 19 - West African kingdoms (focus on Chapters 20 and 21
Jan. 17-21 Asante)
- European settlers in South Africa
- Ottomans and Safavids
- Muslims in India: the Mughal
Empire
Week 20 - Japan‟s reunification and self- Review for the test
Jan. 24-28 imposed isolation END OF 2nd NINE WEEKS/
1st SEMESTER
EARLY MODERN TEST (1450 C.E. – 1750 C.E.)
January 26th and 27th
 Reading Assignment(s) – applies to
Dates Topics
Stearns text ONLY
Week 21 - Enlightenment Chapter 23
Feb. 1-4 - The French Revolution (using the
Fever Model of Revolutions for
analysis)
Week 22 - The impact of revolutionary ideas: Chapter 25
Feb. 7-11 Haitian and Latin American
independence
- Nationalism in Germany, Italy, and
UNIT IV: MODERN ERA

Egypt
1750 C.E. – 1914 C.E.

Week 23 - Ethnic separatism in the Ottoman Chapter 27

Feb. 14-18 and Russian Empires
- Industrial Revolution
- The impact of industrialization on
non-Western societies (DBQ)
Week 24 - Colonization of India Chapter 24
Feb. 22-25 - Partition of Africa
- “White Dominions” and economic
extraction in the colonies
Week 25 - The Columbian Exposition: An Chapter 26
Feb. 28-Mar. 4 intersection of industrialization
and imperialism
- Adaptation and resistance in China
and Japan
MODERN ERA TEST (1750 C.E. – 1914 C.E.)
March 7th and 8th
Week 26 - World War I: Causes and Chapter 28
Mar. 7-11 Consequences
Week 27 - Russian Revolution and the Chapters 29 and 30
Mar. 14-18 establishment of communism
- Interwar/Great Depression
- The rise of fascist regimes in
Europe and Japan
UNIT V: CONTEMPORARY ERA

Week 28 - World War II: Causes and Chapter 31

Mar. 21-25 Consequences
1914 C.E. – PRESENT

- Genocide in the 20th century

Week 29 - Cold War: A Dichotomy of Chapters 32 and 35 (China only)
Mar. 28-31 Ideologies
- Establishment of communism in
China and Vietnam
Week 30 - Independence movements in Asia Chapter 34
Apr. 4-8 and Africa
- International terrorism
Week 31 - Globalization in the 20th and 21st Chapter 36
Apr. 11-15 centuries
- The future role(s) of the U.S.?
CONTEMPORARY ERA TEST (1914 C.E. – PRESENT)
April 14th and 15th
 Reading Assignment(s) – applies to
Dates Topics
Stearns text ONLY
Week 32-34 - SOL/AP Review Review notes, textbook and any other
Apr. 25-May supplementary materials
11

National Advanced Placement World History Exam

Thursday, May 12th, 2011, 8:00 a.m.
~
World History II SOL Test
Date not known at time of syllabus publication

Weeks 35/36 - History vs. Hollywood Selected readings

May 16-20 and
POST-SOL

May 23-27
Weeks 37 - Presentation of year-long research Selected readings
and 38 projects
May 31-June 3
and June 6-10

FINAL EXAMS
June 13th-17th