Honors/Advanced Placement World History Syllabus CHS Social Studies Department

Contact Information: Parents may contact me by phone or email or visiting the school by appointment.

Teacher: Mrs. Barbara Coulter Email Address: barbara.coulter@ccsd.us Phone Number: (740) 702-2287 ext. 16256 Online: http://www.ccsd.us/1/Home Teacher Digital Tools:

Schoology – our course code is: 2CHN9-MKWV9.

Google Classroom: WHAP 2016-17 code = 4wwchp {you must be signed in to your Google Student account to access this site}.

Remind: text @WHAP16CHS to 81010: use your phone to join REMIND. o If you have trouble using 81010? Try texting @WHAP16CHS to (440) 328-4562. o Parents are also encouraged to join REMIND o Signing up via email is also an option:

Send an email to: whap16chs@mail.remind.com

Chillicothe High School – WHAP also has an online textbook resource website course digital information can be accessed through Please join REMIND our code is:.

CHS Vision Statement: Our vision is to be a caring learning center respected for its comprehensive excellence.

CHS Mission Statement: Our mission is to prepare our students to serve their communities and to commit to life-long learning

Course Description and Prerequisite(s): Prerequisites: “B” average – no grade lower than a B in ANY high school Language Arts or Social Studies course work. If you do not meet the pre-requisites, you must meet with the instructor and secure the instructor’s approval to successfully enroll. Students must complete and submit a written application as part of the placement process. Once accepted into this AP course, each student, and parent, will sign a written contract signifying acceptance of course requirements and responsibilities, as well as complete an Honor Code.

Students who complete the first semester course, successfully, will be allowed to enter the Advanced Placement World History course that begins in January, following this prerequisite course (WHH is an honors level course that will have grades calculated at a 4.5). World History Honors (WHH) begins with 8,000 BCE and covers content through events to 1450 CE. AP World History (WHAP) continues the chronological and regional study of the world’s history: it begins in 1450 and concludes with 2015: through instruction of skills and content, the course will continue preparing students for the Advanced Placement exam in May. The course highlights the nature of changes in international frameworks and their causes and consequences, as well as comparisons among major societies. WHH emphasizes relevant factual knowledge deployed in conjunction with leading interpretive issues and types of historical evidence. The course builds on an understanding of cultural, institutional, and technological precedents that, along with geography, set the human stage. Periodization,

explicitly discussed, forms an organizing principle for dealing with change and continuity throughout the course. Specific themes provide further organization to the course, along with the consistent attention to contacts among societies that form the core of world history as a field of study. WHH is an opportunity for students to “do history” and learn what it means to be an historian. Students will be introduced to the techniques and methods used by historians to analyze historical events and evidence. WHH/WHAP is an opportunity for students to “do history” and learn what it means to be a historian. Students will be introduced to the techniques and methods used by historians to analyze historical events and evidence. You will read, and by this I mean really read the textbook and other readings to delve for answers. For an in-depth look at what the CollegeBoard considers part of this curriculum, please follow this link. WHAP is an Advanced Placement level course – [that means it is taught at the collegiate level: grades will be calculated on a 4.5 first semester and 5.0 scale 2nd semester]. Both courses have an emphasis on the requirements for a collegiate level course: analytical writing and survey level coverage of content, as well as primary and secondary source readings and analysis; also students will learn to write argumentative historical essays. Students are expected to complete assignments as they are given, by due dates assigned, in order to keep up with the rigorous pace of the course. Sitting for a mock exam in late March or early April [a Saturday or Sunday] is a requirement of the course. Students are required, by the CCSD Board of Education Policy, to pay for and take the national test in the Spring [May 11th 2017]. WHH/WHAP is a college level, survey course of World History: students who enroll in WHAP should expect a fairly heavy workload. There is about five – seven hours of homework per week. If you do not procrastinate and if you pace yourself throughout the week, this coursework will not be overwhelming. WHAP covers world history from 8,000 BCE to the present. An emphasis is placed on interpreting documents, mastering a significant body of factual information, and writing critical essays. WHAP fulfills the Ohio World History graduation requirement. Students can expect a variety of teaching methodologies: reading, analysis, guided discussion/lecture, student presentation, research, group collaboration, simulation, large and small group discussion, videos, and Harkness Seminar. Summative Assessments are also required at the completion of each unit and count as 50% of a student’s grade for each quarter: (the plan is to have two to three summative assessments per quarter). An AP World History workbook is a requirement: this will be discussed in more detail in class. Use your Chromebook, charge it each night, and bring it to class daily! In addition to the topics listed below, the course will emphasize a series of key themes throughout the year It will focus on instruction through the development of four skill sets, identified by the CollegeBoard as imperative to better understanding of history: chronological reasoning; comparison and contextualization; crafting historical arguments from historical evidence; and historical interpretation and synthesis. Each unit will build on a thematic approach with the AP World History identified themes noted on the one page overview; as well as focus on developing Critical Thinking Skills and Historical Thinking Skills: these themes have been determined by the College Board as essential to a comprehensive study of World History. The course will trace these themes throughout the year, emphasizing the ways in which they are inter-connected and examining the ways in which each helps to shape the changes over time that are so important to understanding United States history. Students are also expected to write throughout the course. Students will be taught Short Answer Response expectations, the Document Based Question (DBQ) (Evidence Based Response), and the Long Essay Question (LEQ) writing processes; and you will write on multiple topics throughout the course. This course

is CollegeBoard Approved through the annual audit process of syllabus review by College Professors hired by CollegeBoard.

Student Supplies: [to begin the year] one 1.5” notebook w/

5 dividers 2 black or blue ink

pens at all times 24 pack of coloring

pencils

a composition book or spiral notebook

post-it notes/arrows/flags

highlighters [2] a box of Kleenex

3x5 cards to make

flashcards [optional] a 3” ring or storage

container to organize your flashcards [optional]

Please restock supplies periodically

Learning Targets per Unit: Defined below, for clarity, are the Unit Titles, Big Ideas of every unit, and the Essential Questions to be answered to better understand the Big Ideas. A student’s ability to grasp and answer the Essential Questions will define whether or not he or she adequately learns and can apply the skills found in Big Ideas. This will ultimately define whether or not a student scores well on assessments given for this course. All EQs are based on the Key Concepts provided by CollegeBoard

o Unit I: Understand and Apply TLH and Analysis Strategies: Technological and Environmental Transformations to c. 600 B.C.E.

Big Idea #1: Apply the skills of Thinking, Reading, and Writing Like an Historian

Essential Question #1: What are Historical Thinking (HTS) and Critical Thinking Skills (CTS) and how will we use them in this course?

Essential Question #2: What is history, how do we know about history, and where should humanity begin to tell its story?

Essential Question #3: What are the writing and analysis strategies that will aid my success in WHAP?

Essential Question #4: What are the themes of WHAP?

Essential Question #5: What are the regions of WHAP?

Essential Question #6: What is the periodization identified for WHAP?

Big Idea #2: 8,000 B.C.E. to 600 B.C.E.: Analyze how Humans have created/used Technological and Environmental Innovations and how these impact the world, even in our early days.

Essential Question #1: What is the geography of the earth? – Regions matter in WHAP

Essential Question #2: How did Migrations influence the earth and how did the earth influence migrations?

Essential Question #3: What is the Neolithic Revolution?

Essential Question #4: Where are the Early Agricultural Societies?

Essential Question #5: How have people used diverse tools and technologies to adapt to and affect the environment over time? (ENV-1, 2)

Essential Question #6: How were scientific and technological innovations adapted and transformed as they spread from one society or culture to another? (CUL-6, 7, 8, 9)

Essential Question #7: How and to what extent has human migration and settlement been influ- enced by the environment during different periods? (ENV-3, 4, 5, 6, 7)

Essential Question #8: How have distinctions based on kinship, ethnicity, class, gender, and race influenced the development and transformations of social hierarchies? (SOC-1, 2, 3)

Essential Question #9: How has the environment changed as a consequence of population growth and urbanization? (ENV-7, 8)

Essential Question #10: How have different forms of governance been constructed and maintained over time? (SB-1, 2)

Essential Question #11: How have different labor systems developed and changed over time? (ECON-5, 6, 7)

Essential Question #12: How have economic, social, cultural, and environmental contexts influenced the processes of state building, expansion, and dissolution? (SB-3, 4, 5, 6)

Essential Question #13: How and to what extent have modes of production and commerce changed over time? (ECON-1, 2, 3, 4)

Essential Question #14: What is the relationship among local, regional, and global economic systems; how have those relationships changed over time? (ECON-10, 11, 12, 13)

Big Idea #3: Analyze the Technological and Environmental Transformations to c. 600 B.C.E.

Essential Question #1: How and what societies developed in this period?

Essential Question #2: What are the similarities/differences between pastoral and urban societies?

Essential Question #3: What Changes and Continuities existed from 8,000 B.C.E. – 600 B.C.E.?

o Unit II: Organization and Reorganization of Human Societies, c. 600 B.C.E. to c. 600 C.E.

Big Idea #1: Identify and Describe/Analyze the Religious and Cultural Traditions that developed throughout this period, c. 600 B.C.E. to c. 600 C.E

Essential Question #1: What Religions developed c. 600 B.C.E. to c. 600 C.E.?

Essential Question #2: What Cultural Traditions developed c. 600 B.C.E. to c. 600 C.E.?

Essential Question #3: What similarities exist(ed) in religious and cultural traditions that developed c. 600 B.C.E. to c. 600 C.E.?

Essential Question #4: What changes/continuities existed in religion c. 600 B.C.E. to c. 600 C.E.?

Essential Question #5: How and why have religions, belief systems, philosophies, and ideologies developed and transformed as they spread from their places of origin to other regions? (CUL-1, 2, 3)

Essential Question #6: How have religions, belief systems, philosophies, and ideologies affected the development of societies over time? (CUL-4, 5)

Big Idea #2: Identify, Describe, and Analyze the states and empires that developed c. 600 B.C.E. to c. 600 C.E.

Essential Question #1: What states/empires developed c. 600 B.C.E. to c. 600 C.E.?

Essential Question #2: What similarities/differences existed between states/empires c. 600 B.C.E. to c. 600 C.E.?

Essential Question #3: What changes/continuities existed between states/empires c. 600 B.C.E. to c. 600 C.E.?

Essential Question #4: How have economic, social, cultural, and environmental contexts influenced the processes of state building, expansion, and dissolution? (SB-3, 4, 5, 6)

Essential Question #5: How have conflicts, exchanges, and alliances influenced the processes of state building, expansion, and dissolution? (SB-7, 8, 9, 10)

Essential Question #6: How and to what extent have modes of production and commerce changed over time? (ECON-1, 2, 3, 4)

Essential Question #7: How have distinctions based on kinship, ethnicity, class, gender, and race influenced the development and transformations of social hierarchies? (SOC-1, 2, 3)

Essential Question # 8: How have different labor systems developed and changed over time? (ECON-5, 6, 7):

Big Idea #3: Identify, Describe, and Analyze the interregional networks of communication and exchange that emerged c. 600 B.C.E. to c. 600 C.E.

Essential Question #1: What forms/networks of communication developed c. 600 B.C.E

to c. 600 C.E.?

Essential Question #2: What forms/networks of exchange developed c. 600 B.C.E. to c.

600 C.E.?

Essential Question #3: How did communication and exchange networks (c. 600 B.C.E. to c. 600 C.E.) influence the Organization or Human Societies?

Essential Question #4: What is the relationship among local, regional, and global economic systems; how have those relationships changed over time? (ECON-10, 11, 12, 13)

Essential Question #5: How and to what extent has human migration and settlement been influenced by the environment during different periods? (ENV-3, 4, 5, 6)

Big Idea #4: Analyze the interregional networks of communication and exchange that emerged c. 600 B.C.E. to c. 600 C.E.

Essential Question #1: How did migrations influence development and government c. 600 B.C.E. to c. 600 C.E.?

Essential Question #2: What significant geographic features (map) developed throughout 600 B.C.E. to c. 600 C.E.?

Essential Question #3: What are the similarities/differences between states/empires across the world c. 600 B.C.E. to c. 600 C.E.?

Essential Question #4: What Changes and Continuities existed from c. 600 B.C.E. to c. 600 C.E.?

o Unit III: Regional and Interregional Interactions, c. 600 – 1450 Big Idea #1: Identify, Describe, and Analyze the expansion and intensification of

communication and exchange networks.

Essential Question #1: What and why did forms of communication and exchange continue

from the previous periodization through c. 600 – 1450?

Essential Question #2: What and why did forms of communication and exchange

discontinue from the previous periodization through c. 600 – 1450?

Essential Question #3: How did these changes in forms of communication and exchange change the world?

Essential Question #4: How were scientific and technological innovations adapted and transformed as they spread from one society or culture to another? (CUL-6, 7, 8, 9)

Essential Question #5: How and to what extent have modes of production and commerce changed over time?

Essential Question #6: What is the relationship among local, regional, and global economic systems; how have those relationships changed over time?

Essential Question #7: How have different forms of governance been constructed and maintained over time? (SB-1, 2)

Essential Question #8: How and to what extent has human migration and settlement been influenced by the environment during different periods? (ENV-3, 4, 5, 6)

Essential Question #9: How and why have religions, belief systems, philosophies, and ideologies developed and transformed as they spread from their places of origin to other regions? (CUL-1, 2, 3)

Big Idea #2: Identify, Describe, and Analyze the continuities and innovations of state forms and their interactions c. 600 - 1450.

Essential Question #1: What forms of government developed c. 600 – 1450?

Essential Question #2: How did the governments (state forms) of c. 600 – 1450 interact?

Essential Question #3: In what locations did these governments develop and interact? What were some of the results of these “interactions” c. 600 – 1450?

Essential Question #4: How have different forms of governance been constructed and maintained over time? (SB-1, 2)

Essential Question #5: How have economic, social, cultural, and environmental contexts influenced the processes of state building, expansion, and dissolution? (SB-3, 4, 5, 6)

Big Idea #3: Identify, Describe, and Analyze the increased economic productive capacity and Its consequences c. 600 - 1450

Essential Question #1: What economic advancements developed c. 600 – 1450?

Essential Question #2: What were the consequences of economic advancements c. 600 –

1450?

Essential Question #3: Where did the economics change and how did economic

advancements change migratory patterns c. 600 – 1450?

Essential Question #4: How did economic advancements change migratory patterns

c. 600 – 1450?

Essential Question #5: How have conflicts, exchanges, and alliances influenced the

processes of state building, expansion, and dissolution? (SB-7, 8, 9, 10)

Essential Question #6: How and to what extent have modes of production and commerce

changed over time?

Essential Question #7: How have economic, social, cultural, and environmental contexts

influenced the processes of state building, expansion, and dissolution? (SB-3, 4, 5, 6)

Essential Question #8: How have religions, belief systems, philosophies, and ideologies

affected the development of societies over time? (CUL-4, 5)

Essential Question #9: How, by whom, and in what ways have social categories, roles, and

practices been maintained or challenged over time?

Essential Question #10: How have different labor systems developed and changed over

time?

Big Idea #4: Analyze the Regional and Interregional Interactions, c. 600 – 1450

Essential Question #1: How did migrations influence development and government c. 600-1450?

Essential Question #2: What significant geographic features (map) developed c. 600 to c. 1450?

Essential Question #3: What are the similarities/differences between states/empires across the world c. 600 to c. 1450?

Essential Question #4: With what major issues did the states/empires deal/overcome c. 600 – 1450?

Essential Question #5: What Changes and Continuities existed from c. 600 to c. 1450?

THE SEMESTER DIVIDES THE COURSE AT THIS POINT

o Unit IV: Global Interactions, c. 1450 – c. 1750 Big Idea #1: Identify, Describe, and Analyze Globalizing Networks of Communication and

Exchange

Essential Question #1: What networks of communication developed c. 1450 - 1750?

Essential Question #2: What networks of exchange developed c. 1450 -1750?

Essential Question #3: What were the causes/effects of these networks?

Essential Question #4: How and to what extent have modes of production and commerce changed over time? (ECON-1, 2, 3, 4)

Essential Question #5: How have economic, social, cultural, and environmental contexts influenced the processes of state building, expansion, and dissolution? (SB-3, 4, 5, 6)

Essential Question #6: How have different forms of governance been constructed and maintained over time? (SB-1, 2)

Essential Question #7: How have different labor systems developed and changed over time? (ECON-5, 6, 7)

Essential Question #8: How have economic systems and the development of ideologies, values, and institutions influenced each other over time? (ECON-8, 9)

Essential Question #9: What is the relationship among local, regional, and global economic systems; how have those relationships changed over time? (ECON-10, 11, 12, 13)

Essential Question #10: How has the environment changed as a consequence of population growth and urbanization? (ENV-7, 8)

Essential Question #11: How and to what extent has human migration and settlement been influenced by the environment c. 1450 - 1750? (ENV-3, 4, 5, 6, 7)

Essential Question #12: How and why have religions, belief systems, philosophies, and ideologies developed and transformed as they spread from their places of origin to other regions?(CUL-1, 2, 3)

Essential Question #13: How have political, economic, cultural, and demographic changes affected social structures over time? (SOC-8)

Big Idea #2: Identify, Describe, and Analyze New Forms of Social Organization and Modes of Production

Essential Question #1: What new forms of social organization developed c. 1450-1750?

Essential Question #2: What new modes of production developed c. 1450-1750?

Essential Question #3: What new modes of transportation developed c. 1450-1750?

Essential Question #4: What were the causes/effects of these developments?

Essential Question #5: How have conflicts, exchanges, and alliances influenced the processes of state building, expansion, and dissolution? (SB-7, 8, 9, 10)

Essential Question #6: How have economic, social, cultural, and environmental contexts influenced the processes of state building, expansion, and dissolution? (SB-3, 4, 5, 6)

Essential Question #7: How and to what extent have modes of production and commerce changed over time? (ECON-1, 2, 3, 4)

Essential Question #8: How have distinctions based on kinship, ethnicity, class, gender, and race influenced the development and transformations of social hierarchies? (SOC-1, 2, 3)

Essential Question #9: How have political, economic, cultural, and demographic changes affected social structures over time? (SOC-8)

Big Idea #3: Identify, Describe, and Analyze State Consolidation and Imperial Expansion

Essential Question #1: Which empires consolidated and which ones expanded.

Essential Question #2: What were the causes and effects of state consolidation?

Essential Question #3: What were the causes and effects of Imperial expansion?

Essential Question #4: How have different forms of governance been constructed and

maintained over time? (SB-1, 2)

Essential Question #5: How have conflicts, exchanges, and alliances influenced the processes of state building, expansion, and dissolution? (SB-7, 8, 9, 10)

Essential Question #6: How and to what extent have modes of production and commerce changed over time? (ECON-1, 2, 3, 4)

Essential Question #7: How have economic, social, cultural, and environmental contexts influenced the processes of state building, expansion, and dissolution? (SB-3, 4, 5, 6)

Essential Question #8: What is the relationship among local, regional, and global economic systems; how have those relationships changed over time? (ECON-10, 11, 12, 13)

Essential Question #9: How have conflicts, exchanges, and alliances influenced the processes of state building, expansion, and dissolution? (SB-7, 8, 9, 10)

Big Idea #4: Analyze Global Interactions, c. 1450 – c. 1750

Essential Question #1: How did environmental changes, economics, governments, and social developments influence global interactions c. 1450 – 1750?

Essential Question #2: What significant geographic features (map) developed c. 1450 to c. 1750?

Essential Question #3: What are the causes/effects of global interactions c. 1450 to c. 1750?

Essential Question #4: What Changes and Continuities existed from c. 1450 to c. 1750?

o Unit V: Industrialization and Global Integration c. 1750 - 1900 Big Idea #1: Identify, Describe, and Analyze Industrialization and Global Capitalism

Essential Question #1: What are the causes/effects of industrialization beginning c. 1750-

1900?

Essential Question #2: What are the necessary components of industrialization?

Essential Question #3: What is Global Capitalism?

Essential Question #4: What regions benefitted from Industrialization and Global Capitalism and what areas suffered due to its increased presence across the world?

Essential Question #5: How and to what extent have modes of production and commerce changed over time? (ECON-1, 2, 3, 4)

Essential Question #6: How have different labor systems developed and changed over time? (ECON-5, 6, 7)

Essential Question #7: What is the relationship among local, regional, and global economic systems; how have those relationships changed over time? (ECON-10, 11, 12, 13)

Essential Question #8: How and why have religions, belief systems, philosophies, and ideologies developed and transformed as they spread from their places of origin to other regions? (CUL-1, 2, 3)

Essential Question #9: How have economic systems and the development of ideologies, values, and institutions influenced each other over time? (ECON-8, 9)

Essential Question #10: How have distinctions based on kinship, ethnicity, class, gender, and race influenced the development and transformations of social hierarchies? (SOC-1, 2, 3)

Essential Question #11: How, by whom, and in what ways have social categories, roles, and practices been maintained or challenged over time?

Big Idea #2: Identify, Describe, and Analyze Imperialism and Nation-State Formation

Essential Question #1: How did Industrialization lead to Imperialism?

Essential Question #2: Where/Why did Imperialism spread c. 1750 - 1900?

Essential Question #3: What Nation-States grew/shrank due to Imperialism?

Essential Question #4: How have processes of industrialization and global integration been

shaped by environmental factors and in turn how has their development affected the environment over time?

Essential Question #5: How have different forms of governance been constructed and maintained over time? (SB-1, 2)

Essential Question #6: How and to what extent have modes of production and commerce changed over time? (ECON-1, 2, 3, 4)

Essential Question #7: How have economic, social, cultural, and environmental contexts influenced the processes of state building, expansion, and dissolution? (SB-3, 4, 5, 6)

Essential Question #8: How and why have religions, belief systems, philosophies, and ideologies developed and transformed as they spread from their places of origin to other regions? (CUL-1, 2, 3)

Big Idea #3: Identify, Describe, and Analyze Nationalism, Revolution, and Reform

Essential Question #1: What are the causes/effects of Nationalism?

Essential Question #2: What are the causes/effects of Revolution C. 1750-1900?

Essential Question #3: What similarities/differences exist between American, Latin American, French, and later revolutions?

Essential Question #4: What is a revolt and how is it different from a revolution?

Essential Question #5: How have different forms of governance been constructed and maintained over time? (SB-1, 2)

Essential Question #6: How and why have religions, belief systems, philosophies, and ideologies developed and transformed as they spread from their places of origin to other regions? (CUL-1, 2, 3)

Essential Question #7: How have religions, belief systems, philosophies, and ideologies affected the development of societies over time? (CUL-4, 5)

Essential Question #8: How have econ- omic, social, cultural, and environmental contexts influenced the processes of state building, expansion, and dissolution? (SB-3, 4, 5, 6)

Essential Question #9: How have distinctions based on kinship, ethnicity, class, gender, and race influenced the development and transformations of social hierarchies? (SOC-1, 2, 3)

Essential Question #10: How have conflicts, exchanges, and alliances influenced the processes of state building, expansion, and dissolution? (SB-7, 8, 9, 10)

Essential Question #11: How, by whom, and in what ways have social categories, roles, and practices been maintained or challenged over time?

Big Idea #4: Identify, Describe, and Analyze Global Migration c. 1750-1900.

Essential Question #1: How did Imperialism influence global migrations c. 1750-1900?

Essential Question #2: What are the causes/effects of global migrations c. 1750-1900?

Essential Question #3: How has the environment changed as a consequence of population growth and urbanization? (ENV-7, 8)

Essential Question #4: How and to what extent have modes of production and commerce changed over time? (ECON-1, 2, 3, 4)

Essential Question #5: What is the relationship among local, regional, and global economic systems; how have those relationships changed over time? (ECON-10, 11,

12,13)

Essential Question #6: How and to what extent has human migration and settlement been influenced by the environment during different periods? (ENV-3, 4,5, 6, 7)

Essential Question #7: How have different labor systems developed and changed over time? (ECON-5, 6, 7)

Essential Question #8: How were scientific and technological innovations adapted and transformed as they spread from one society or culture to another? (CUL-6, 7, 8, 9)

Essential Question #9: How have distinctions based on kinship, ethnicity, class, gender,

and race influenced the development and transformations of social hierarchies? (SOC-1, 2, 3)

Big Idea #5: Analyze Industrialization and Global Integration c. 1750 – c. 1900

Essential Question #1: How did Industrialization and Global Integration c. 1750 – c. 1900 influence migrations?

Essential Question #2: What significant geographic features (map) developed c. 1750 – c. 1900?

Essential Question #3: What are the similarities/differences between industrialization and global integration across the world c. 1750 – c. 1900?

Essential Question #4: What were the causes/effects of Industrialization and Global Integration c. 1750 – c. 1900?

Essential Question #5: What Changes and Continuities existed from c. 1750 – c. 1900?

o Unit VI: Accelerating Global Change and Realignments, c. 1900 to the present

Big Idea #1: Identify and Describe the influences on/of science and the environment c. 1900 to the present.

Essential Question #1: How did science develop c. 1900 – present and what influences have those developments had on humanity? The world?

Essential Question #2: What man-made environmental influences developed c. 1900 – Present?

Essential Question #3: What environmental issues have created challenges for man and how has man interacted with the environment to conquer these challenges?

Essential Question #4: How were scientific and technological innovations adapted and transformed as they spread from one society or culture to another? (CUL-6, 7, 8, 9)

Essential Question #5: How and to what extent have modes of production and commerce changed over time? (ECON-1, 2, 3, 4)

Essential Question #6: How has the environment changed as a consequence of population growth and urbanization? (ENV-7, 8)

Essential Question #7: How have processes of industrialization and global integration been shaped by environmental factors and in turn how has their development affected the environment over time?

Essential Question #8: How and to what extent has human migration and settlement been influenced by the environment during different periods? (ENV-3, 4, 5, 6, 7)

Big Idea #2: Identify, Describe, and Analyze Global Conflicts and their consequences

Essential Question #1: What are the causes/effects of Global Conflicts c. 1900 – present?

Essential Question #2: How have different forms of governance been constructed and maintained over time? (SB-1, 2)

Essential Question #3: How have economic, social, cultural, and environmental contexts influenced the processes of state building, expansion, and dissolution? (SB-3, 4, 5, 6)

Essential Question #4: How and why have religions, belief systems, philosophies, and ideologies developed and transformed as they spread from their places of origin to other regions? (CUL-1, 2, 3)

Essential Question #5: How have economic, social, cultural, and environmental contexts influenced the processes of state building, expansion, and dissolution? (SB-3, 4, 5, 6)

Essential Question #6: How have economic systems and the development of ideologies, values, and institutions influenced each other over time? (ECON-8, 9)

Essential Question #7: How have religions, belief systems, philosophies, and ideologies affected the development of societies over time? (CUL-4, 5)

Essential Question #8: How have distinctions based on kinship, ethnicity, class, gender, and race influenced the development and transformations of social hierarchies? (SOC-1,

2, 3)

Essential Question #9: How have different labor systems developed and changed over time? (ECON-5, 6, 7)

Essential Question #10: How have con- flicts, exchanges, and alliances influenced the processes of state building, expansion, and dissolution? (SB-7, 8, 9, 10)

Essential Question #11: How have political, economic, cultural, and demographic changes affected social structures over time? (SOC-8)

Big Idea #3: Identify, Describe, and Analyze new conceptualizations of global economy, society, and culture c. 1900 to the present

Essential Question #1: What and how have developments in the global economy created global conflict?

Essential Question #2: How have societal developments created global conflict?

Essential Question #3: How have cultural developments created global conflict?

Essential Question #4: Where have global conflicts occurred c. 1900 to present?

Essential Question #5: How have conflicts, exchanges, and alliances influenced the processes of state building, expansion, and dissolution? (SB-7, 8, 9, 10)

Essential Question #6: How and to what extent have modes of production and commerce changed over time? (ECON -1, 2, 3, 4)

Essential Question #7 How have different forms of governance been constructed and maintained over time? (SB-1, 2)

Essential Question #8: How were scientific and technological innovations adapted and transformed as they spread from one society or culture to another? (CUL - 6, 7, 8, 9)

Big Idea #4: Analyze Industrialization and Global Integration c. 1750 – c. 1900

Essential Question #1: How did migrations influence development of industrialization and global integration? c.1750 – c. 1900?

Essential Question #2: What significant geographic features (map) developed c. 1750 – c. 1900?

Essential Question #3: What are the similarities/differences between states/empires across the world c. 1750 – c. 1900?

Essential Question #4: With what major issues did the states/empires deal/overcome c. 1750 – c. 1900?

Essential Question #5: What Changes and Continuities existed from c. 1750 – c. 1900?

Essential Question #6: How and why have religions, belief systems, philosophies, and ideologies developed and transformed as they spread from their places of origin to other regions? (CUL-1, 2, 3)

Essential Question #7: How have religions, belief systems, philosophies, and ideologies affected the development of societies over time? (CUL-4, 5)

Essential Question #8: How have distinctions based on kinship, ethnicity, class, gender, and race influenced the development and transformations of social hierarchies? (SOC-1, 2, 3)

Essential Question #9: How, by whom, and in what ways have social categories, roles, and practices been maintained or challenged over time?

o Unit VII Title: It’s TIME to review

Big Idea #1: Analyze the results of a full-length WHAP exam

Essential Question #1: What were your strengths (periodization, HTS, writing)

Essential Question #2: What were your weaknesses (periodization, HTS, writing)

Essential Question #3: What strategies have you utilized throughout the course that have worked to prepare for tests? What strategies will you use and how much time will you commit to your success?

Big Idea #2: Create and complete a review plan for preparation for the national exam

END OF COURSE EXAM Abbreviations utilized throughout this course include, but are not limited to:

CCOT: Change and Continuity over time C/E: Cause and Effect C/C: Compare and Contrast HTTE: History through their eyes P: Periodization Syn: Synthesis

Textbook and Ancillaries:

Bentley, Jerry and Ziegler, Herbert. Traditions and Encounters: A Global Perspective on the Past, AP Edition, Fifth Edition, 2011.

Burnett, Eric. Our World’s Story. 2013. World History: Preparing for the Advanced Placement Exam. AMSCO. 2016. Online support materials and assignments:

Traditions and Encounters – online materials: summaries, quizzes, primary and secondary source analysis, geography activities, etc. http://glencoe.mheducation.com/sites/0024122010/student_view0/index.html

Primary Source Investigator World History 5e. McGraw Hill. http://psi.mheducation.com/current/psi.php

A variety of historic primary and secondary selections from other resources [readings] A wide variety of PBS and YouTube videos, as well as other historic content videos, are assigned/used to facilitate student understanding of concepts/content covered in their weekly reading. Other digital resources will be added throughout the course (check the Schoology Resources folder) Course Expectations: Students will complete all assignments on time and participate in classroom activities and discussions as prescribed by the course syllabus and as assigned by the course instructor. The course instructor may adjust pacing and content as necessary for students within their course. Students are expected to perform at the level of an Advanced Placement student; and to prepare for the May 11th Advanced Placement Examination, which is a requirement of the course. If, at any time, you are unable to complete a weekly chapter’s reading or another assignment, you MUST contact Mrs. Coulter via email to explain the extenuating situation and to propose a new time frame. As you can see by the schedule, getting behind, within a unit’s readings, will place you at a disadvantage and make you a less effective team member on your learning team. PACE yourself, do a little of the weekly reading assignments EVERYDAY, rather than trying to CRAM on Sundays. Students in WHH/WHAP are expected to adhere to the contract, work ethic, and honor code of an Advanced Placement Student.

Summer work will be completed by the first day of class.

Compliance with the CHS WHH/WHAP Code and Contract.

Successful completion of the AP course requires approximately seven+ hours of individual study time per week. Stay ahead of the assignments, procrastination will make you grumpy!

Late work will be accepted and graded according to the CCSD policy for grading. [daily, homework, or major assignments].

Homework may be assigned on holidays, long-weekends, and breaks: refer to the Schoology and the Google WHAP calendar often – stay connected!

Sitting for a mock WHAP exam prior to the May exam is required (it will be in late March or early April.) Students find that sitting for this exam is some of the best prep we complete during the month of review prior to the test.

Completion of the Nationwide AP Exam is required – there is a fee for this exam. Students will adhere to the classroom teacher’s rules that include:

Come to class on time (in your seat working on the bellringer when the bell rings) and prepared to work: BRING your textbook, notebook, paper, pencils/pens, Chromebook, and homework to each class, unless I tell you differently.

All student rules and regulations in our student handbook will be enforced daily: this includes but isn’t limited to dress code, attendance, hall passes, etc.

When you miss class, FIND OUT WHAT WE DID! √ Google Classroom for updates. Ask a peer!

Act polite, mature, and respectful to all in our classroom it will avoid many problems! Profanity will not be tolerated.

Listen when others are talking: talk when it is your turn

My responsibilities, as your teacher, include teaching and enforcing the rules; instruction of the course objectives; assessment of the course objectives; evaluation of daily work; class participation; and effort; and providing a positive learning environment.

Students will maintain a course notebook to better facilitate their learning experiences in the classroom and as they prepare for the AP Exam in May. Check grades, on ProgressBook, often to ensure that all assignments have been submitted, graded, and recorded accurately.

Students enrolled in WHAP should understand that this is a collegiate level survey course; and we will be working DAILY toward success in May.

o You should keep up with the readings…one chapter per week, rain or shine, extensive snow days or cancellations for other reasons – school or holiday.

o The exam doesn’t wait. o You CANNOT cheat the reading…you must know and be able to use Specific Factual

Information {SFI} -- people, events, places, etc. and be able to make critical thinking connections between content, concepts, and themes.

Evaluation: This course utilizes summative assessments at the completion of every unit, projects, student analysis, summaries, and an end of course exam as evaluative tools. Students can also expect to experience 1 – 2 projects [individual or group] per quarter. Final evaluation will be based upon the national exam, which students will take in May.

Most assignments will be submitted utilizing Google Docs in Google Classroom or Schoology. Make sure you learn to utilize this tool over the summer! We will utilize the Chromebooks: CHARGE YOURS NIGHTLY AND BRING IT TO SCHOOL DAILY! During the first semester, WHH, students will complete assignments and assessments from Periods 1 through 3, with the end date being 1450. During the second semester, APUSH, students will complete assignments and assessments from units 4 through 6 (1450 – Present); and they will have a unit of review, prior to the May 2017 testing, which is scheduled for Friday, May 11th, during the morning testing session. Units of study are made up by use of the following chapters in Our World’s Story

Unit 1 (period 1: 8,000 bce – 600 bce) – Thinking/Reading/Writing like an Historian and Chapters 2 - 6

Unit 2 (period 2: 600 bce – 600 ce) -- 6 - 12 Unit 3 (period 3: 600 ce – 1450 ce) – Chapters 12 - 20

Unit 4 (period 4: 1450 - 1750)– Chapters 19 - 27

Unit 5 (period 5: 1750 - 1900) – Chapters 27 - 34 Unit 6 (period 6: 1900 - present) – Chapters 35 – 41+

Unit 7: REVIEW Period Covered Approximate Percentage of Test in May: (Test Date is May 11th in the morning) (Stimulus Based-Multiple-choice section only)

Second Semester

First Semester

Grading: Grading for this course is based on the following percentages: Analysis [tests, quizzes, QWAP, projects, weekly chapters, primary and secondary source readings, etc.] 30% Unit Assessments 50% Daily/ Homework [TWEDYAOD? reading guides, reviews, assignments, projects, and Source Analysis: HIPP+] 20% Grading Scale: The grading scale for Chillicothe High School can be found in the student handbook. In the event of ANY absence, the student shall make arrangements to locate and complete all missed work. Completion of make-up work [daily assignments or tests] is the student’s responsibility! Make-Up work [for excused and unexcused absences] will need to be completed within the guidelines defined in the student handbook. The grading for make-up work will follow approved district grading and assessment guidelines. If this is a school excused activity [Cavalier sport or other extra-curricular activities], I expect the assignment on my desk, or in turned in through Google Classroom or Google share or Schoology prior to the missed day, or immediately upon your return to school. If something happens, and you have an extended absence due to any reason, PLEASE contact me, immediately, to facilitate assignment/collection of assignments. Students who fall behind on weekly reading notes, in class assignments, or who need to make up a unit assessment will be assigned to SHARP. This course requires self-motivation and good time management skills.

Major Themes of the Course

These themes are woven throughout unit discussions, within assessments (quizzes, essays, and exams) being structured around them:

Interactions between Humans and Environment {ENV}

Development and Interaction of Cultures {CUL}

State Building, Expansion, and Conflict {SB}

Creation, Expansion, and Interaction of Economic Systems {ECON}

Development and Transformation of Social Structures {SOC}

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Focus Themes [CR5] (Understanding and Applying these themes will aid your comprehension of World History!)

Interactions between Humans and Environment {ENV} Analysis of how the environment shaped human societies, and increasingly how human societies have affected the environment.

Development and Interaction of Cultures {CUL} Analysis of the origins, uses, dissemination, and adaptation of ideas, beliefs, and knowledge within and between societies: studying the dominant belief system(s) or religions, philosophical interests, and technical and artistic approaches can reveal how major societies view themselves and others. The ideas of diaspora and diffusion are central to the exploration of this theme.

State Building, Expansion, and Conflict {SB} This explores the processes by which hierarchical systems of rule were constructed and maintained, as well as the conflicts created by those processes. (e.g. kingdoms, empires, nation-states) across time and space as well as the interactions among them.

Creation, Expansion, and Interaction of Economic Systems {ECON} A focus on the patterns and systems that human societies have developed as they exploit their environments to produce, distribute, and consumed desired goods and services across time and space. The development of labor systems, ideologies, and patterns is integral to better understanding this theme.

Development and Transformation of Social Structures {SOC} An analysis of relationships among/between humans: societies develop ways of grouping their members, norms/expectations for interactions, social stratification, hierarchies, and the processes through which social categories, roles, and practices were created, maintained, and transformed.

Each Unit will be accompanied by primary and/or secondary source reading assignments; students will analyze each as HIPPO+ assignments and answer Critical Thinking questions.

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CHS TENTATIVE Course Schedule This is an overview of what will be covered in your WHH/WHAP course at CHS during the 2015-2016 school year. (This years’ tentative schedule is subject to change at my discretion and as we need to adjust pacing). Please follow course assignments on Schoology and Google Classroom: make sure you are signed up for Remind! Get into the habit of checking ProgressBook to make sure you do not have any missing assignments!

notes are required for each chapter, one chapter per week.

The schedule is posted on our Google Calendar Summer Work is due August 23rd due on the first day of school

This Fleeting World and notes Video Viewing Notes: First Peoples (all episodes)

1st Quarter: Week 1 - 4: Period One 8000 BCE – 600 BCE: Course Intro, WHAP full course Pre-Test; setting goals for learning; Thinking like an Historian, Writing like an Historian, BEGIN CONTENT: geography of the course, pre - history; Big Geography and the Peopling of the Earth: student reading, research, and presentation creation. Completion of short answer discovery questions [partner/small group]: period 1 timeline, cover page, CCOT graphic organizer: Connecting the Themes – Synthesis. Period 1 Review/Test Week 5 - 9: Period Two: 600 BCE – 600 CE: period 2 timeline, cover page, CCOT Graphic Organizer: Connecting the Themes – Synthesis: Developing SAQ responses. Period 2 Review/Test

2nd Quarter:

Week 1 - 8: Period Three: 600 – 1450: completion of short answer discovery questions [partner/small group], mapping the historic world – migrations grow: period 3 timeline, cover page, CCOT chart. Writing - Introduce DBQ requirements and strategies. Period 3 Review/Test

*Thanksgiving Break - continue reading chapters/primary sources as assigned

Week 9 -- 1st semester concludes: semester exams December 19th, 20th, 21st Periods 1 – 3 End of WHH: test SBM/C, SAQ, DBQ Skills/Strategies Finals Week

READINGS for Second Semester Units will begin in December.

3rd Quarter Week 1 - 3: Period Four 1450 - 1750: mapping the historic world: completion of short answer discovery questions [individual, partner/small group], period 4 timeline, cover page, CCOT Graphic Organizer, and Period on a page: Connecting the Themes – Synthesis. Period 4 Review/Test Week 5 - 8: Period Five 1750 - 1900: timeline period 5; completion of short answer discovery questions [partner/small group], mapping historic world: continue DBQ skills and strategies: begin writing full length DBQs independently, LEQ requirements and strategies; cover page, CCOT graphic organizer: Connecting the Themes – Synthesis. Period 5 Review/Test * Full course, Periods 1 – 9 Practice test will be in late March/early April

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Week 9: Period Six 1900 to present: period 6 timeline; completion of short answer discovery questions[partner/small group], continue DBQ/LEQ requirements and strategies: continue writing full DBQs. Small group research/PPT/Prezi construction., cover page, CCOT: Connecting the Themes – Synthesis. Period 6 Review/Test

4th Quarter:

Week 1-2: Periodization review: WHAP Exam Review Practice Test early April: exam analysis and debrief: set up a learning/study plan to utilized outside of class time for preparation.

SPRING BREAK April 13 – 17th Week 3-6: WHAP Exam Review, WRITING, writing, and more writing…

WHAP Exam May 11, 2017 Week 7-9: Performance based tasks determined in May.

Student Activities and Learning Experiences In addition to exposing students to the historical content listed above, the AP course will also train students to analyze and interpret primary sources, including documentary material, maps, statistical tables, political cartoons, artworks, literature, and graphic evidence of historical events. Students need to have an awareness of multiple interpretations of historic issues in secondary sources. Students will be exposed to the concept of multiple causations and changes over time, and should be able to compare developments or trends from one period to another. Historical and Critical Thinking Skills will be strengthened and utilized. Discussion and identification of Historic Context and Synthesis will be utilized throughout the course. Students will learn to utilize Apps and 21st Century Technology skills on your Chromebook.

WHENEVER you have any questions, do not hesitate to email me… barbara.coulter@ccsd.us

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CHS Honors/AP World History {WHH/WHAP} Course Syllabus Acknowledgement Signatures After you have reviewed the preceding packet of information with your parent(s) or guardian(s), please sign this sheet and return it to me by Friday, August 28th. This will be my verification that you understand what I expect of each of my students. Student Name (please print): Student Signature: Parent/Guardian Name (please print): Phone: Parent/Guardian Signature: Best time to contact: Email: Date:

COURSE EXPECTATIONS

Students will complete all assignments on time and participate in classroom activities and discussions as prescribed by the course syllabus and as assigned by the course instructor. The course instructor may adjust pacing and content as necessary for students within their course.

Sitting for a mock APUSH exam [in April] prior to the May exam is required (it will be in late March or early April.) Students find that sitting for this exam is some of the best prep we complete during the month of review prior to the test.

Students are expected to perform at the level of an Advanced Placement student; and to prepare for the May Advanced Placement Examination, which is a requirement of the course.

Successful completion of Advanced Placement World History requires approximately seven hours of weekly individual study time. Late work will be accepted and graded according to the CCSD policy for grading. [daily/homework, or major assignments]. Homework may be assigned on holidays, long-weekends, and breaks. FOLLOW THE CALENDAR! It is expected that you will follow CHS Building Rules at all times…many of those are included in the following set of behavior

guidelines. Students will adhere to the classroom teacher’s rules that include: Come to class on time (in your seat working on the warm – up when the bell rings) and prepared to work: BRING your supplies:

book, notebook, paper, pencils/pens, and homework to each class. Electronic Devices – We will utilize the Chromebooks DAILY! Take it home nightly, charge it, and bring it DAILY! Devices MAY be

used during class when I assign it, so, if we are taking notes, working in small groups to research a topic, etc. When I say, you may use your personal electronic device. Otherwise – place your phone in your backpack, pocket, or bag or in the phone basket to avoid the temptation to text or surf the net while we are doing an assignment without them. PED will be in the basket on my desk during testing.

When you miss class, find out what we did! A study partner is a GREAT idea! No food or soda (candy, suckers, chips, cookies, etc.) are permitted (I will ask you to throw it away!): Except items purchased

through Cavalier Café. I do allow water: keeping your body hydrated will help your brain focus and learn. Act polite, mature, and respectful to all in our classroom: it will avoid problems! Listen when others are talking: talk when it is your turn. Students will maintain a course notebook to better facilitate their learning experiences in the classroom. You may decide to empty

it at the completion of each unit, but DO NOT THROW ANYTHING into recycling until the end of the course! Students should check grades on ProgressBook often to ensure that all assignments have been submitted, graded, and recorded

accurately. My responsibilities, as your teacher, include teaching and enforcing the rules; instruction of the course objectives and skills

essential to being a good citizen; evaluation of daily work; assessment of the course objectives; and providing a positive learning

environment.