"The most violent element in society is ignorance." Emma Goldman

 Description: This is a true world history course in that its focus will be those topics and issues that are global or hemispheric in scope. It is the study of those aspects of human experience that relate to the experience of the larger grouping of humanity, like whole societies, civilizations, hemispheres, and humanity as a whole. This will be accomplished through a chronological comparative study of cultures from the year 8000bce to the present. This course is geared for students who wish to begin AP training in their sophomore year. The depth and pace of the course is similar to a college level course so the honors student will need to be skilled in reading and writing and be committed to daily homework requirements. The Student will be trained to interpret, analyze, and synthesize historical documents, as well as primary and secondary sources. The course is meant to challenge the most motivated and disciplined student to perform at a high level of mastery. 

 Resources:

·          Primary source documents as provided by instructor.

·          The Earth and it’s Peoples

·          How to Study for the AP World History Exam, Barron’s (students may want to purchase their own copy)

 Themes:

·          Impact of interaction among major societies (trade, systems of international exchange, war, and diplomacy). (1.3.3)

·          The relationship of change and continuity across the world history periods covered in this course. (1.1.3, 2.1.3)

·          Impact of technology and demography on people and the environment (population growth and decline, disease, manufacturing, migrations, agriculture, weaponry). (2.2.3)

·          Systems of social structure and gender structure (comparing major features within and among societies and assessing change). (1.3.3)

·          Cultural and intellectual developments and interactions among and within societies. (1.3.3)

·          Changes in functions and structures of states and in attitudes toward states and political identities (political culture), including the emergence of the nation-state (types of political organization). (2.1.3)

 Note: Numbers in parenthesis refer to the corresponding Washington State Essential Academic Learning Requirements in world history.

 Habits of Mind (skills):

·          Constructing and evaluating arguments: using evidence to make plausible arguments. (1.1.3b)

·          Using documents and other primary data: developing the skills necessary to analyze point of view, context, and bias, and to understand and interpret information. (1.1.3b)

·          Developing the ability to assess issues of change and continuity over time. (1.1.3, 2.1.3)

·          Enhancing the capacity to handle diversity of interpretations through analysis of context, bias, and frame of reference.(1.1.3b,1.3.3)

·          Seeing global patterns over time and space while also acquiring the ability to connect local developments to global ones and to move through levels of generalizations from the global to the particular. (1.1.3, 2.1.3)

·          Developing the ability to compare within and among societies, including comparing societies’ reactions to global processes. (1.1.3b, 1.3.3, 2.1.3)

·          Developing the ability to assess claims of universal standards yet remaining aware of human commonalities and differences; putting culturally diverse ideas and values in historical context, not suspending judgment but developing understanding.(1.1.3b, 1.3.3)

         Specific AP Required Skills: Before taking the course final in June students will be able to…

·          Write a multi-paragraph “change over time” and “compare and contrast” essay within an 80 minute time period.

·          Write a multi-paragraph essay responding to a DBQ (document based question) within a 45 minute time period.

·          Answer 70 objective test questions in a 55 min. time period.

 Assessment & Grading:

On a weekly basis students will be required to present logical arguments (through both timed essays and discussion), master an objective test on content covered in text, take useful notes on lecture and discussion, and analyze documents. Assessment may include, but not limited to, the following:

·          Weekly study guides

·          Notes on graded discussions

·          Dialectical journals on primary source readings

·          Weekly objective tests over text material

·          Quarterly writing portfolios consisting of weekly in-class essays and a quarter edited final essay

·          Year end final (Required)

·          AP College Board national exam (Optional)

·          Culminating project: final thesis paper and scored debate.

 NO LATE WORK will be accepted unless you have an excused absence. All tests, essays, and homework must be turned in BEFORE the next chapter test OR within one week, which ever comes first. This is a required class for graduation, thus extracurricular activities, work, etc. will not be accepted as excuses NOT to make up missed work.

  Grading:

 ·          This is a college level class, thus grades initially be lower than those to which students have been accustomed. It is important to remember that AP and honors classes are weighted and that only the semester average is reported on a student’s transcript. I DO NOT round up grades or offer extra credit.

·          I grade well over 3000 essays each year. Because of this volume written commentary will be restricted to a rubric, but each essay will be discussed/debriefed in class orally. Students are encouraged to seek individual help with their writing after school.

·          Not every assignment is graded. It is to the student’s benefit, however, to do each and every assignment. Keeping up with assignments will help improve understanding and test scores. Thus, it is expected that students will complete and realize the importance of doing all their homework to encourage independent study, discipline, and academic rigor.

 Optional College Credit Options:

 ·          College Board Credit – If students take the AP national exam (cost is usually $150-200) in May, depending on their score they may be awarded up to 5 college credits. About 80% of 2 an 4 year colleges and universities accept AP credit,  however you will have to check with each institution for varying  policies. AP scores are reported to colleges only at the request of the student. AP applications will be distributed in the spring for students wishing to participate.

·          Everett Community College Credit – I am adjunct faculty member at Everett CC, thus students my sign up to receive CC credit for taking this class rather than taking the AP exam and receiving College Board credit. If students elect to take this class for ECC credit they must take the ASSAT proficiency test, apply to the college, and pay tuition (cost is usually $150-200 for 5 credits). If students earn at least a C for the course they are guaranteed 5 ECC quarter credits. (Note: CC credits are usually only transferable in-state). Application packets will be distributed in class in the fall for those students wishing to participate.

 Behavioral & Academic Expectations:

 ·          There are NO behavior problems in my class

·          Respect the free flow of ideas and opinions of your classmates at all times. Personal attacks will not be tolerated. I will not tolerate off color, lewd, or intolerant remarks – orally or in writing. Be critical of ideas, NOT people.

·          Class starts when the bell rings. Have paper, black pen, and notes out and ready EVERY day. I will not tolerate stragglers. Class ENDS when I say it does. DO NOT pack up early or leave your seat until you are excused by the person in charge.

·          It is your responsibility to check the board and your calendar for each day’s activities, test dates, ect

·          All written work needs to be in black pen, properly formatted, each page clearly labeled in the upper right-hand corner, organized, and stapled BEFORE coming to class.

·          Attend to restroom, locker, and water issues BEFORE coming to class.

·          No food or drink allowed.

·          No electronic devices, of any kind, will be tolerated. If I see it or hear it I will take it. No exceptions. Welcome to World History Unplugged J

·          Refrain from extraneous noise during silent reading and testing (pen tapping/clicking, binder clicking, bag zipping, wrapper crinkling, gum smacking, sniveling, etc)

·          Blow your nose, wash your hands, and COVER you mouth!

·          Cheating will not be tolerated in any form (this includes copying homework, talking to other classes about tests, and plagiarism) and will result in both academic and disciplinary consequences.

·          Please use your best manners. Enter and exit the room quietly, look behind you and hold the door for others,  greet the teacher as you walk in the room,  don’t interrupt,  never walk between two people who engaged in conversation, if someone drops something pick it up. Remember to always say, “Please, thank you, I’m sorry, and excuse me.” Be nice to people!!

·          The grade you EARN is the grade you will receive. DO NOT ask me to “round up” or give extra credit. You will have every opportunity to EARN you grade legitimately.

·          Most importantly, get enough sleep, eat a good breakfast, maintain a positive attitude, and don’t forget to laugh J

Student – Teacher – Parent Communication (in that order J):

·          Being that this is a college level class you must be working on being responsible, disciplined, and independent just as hard as you work on your academics. It is YOUR responsibility to track your own progress and communicate this with your parents. YOU need to check your grades, missing assignments, etc, NOT your parents! If you are not yet able to do this you are not ready for this level of work.

·          Students AND parents, please use e-mail for only those situations that cannot be handled any other way. Missed work,  progress checks, getting extra help need to done IN PERSON! LIVE! FACE TO FACE by the student J  I  only check e-mail twice a day, and only during school hours. I will  make every attempt to reply in a timely manner, which in some cases may take up to 48 hours (every minute I spend staring at my computer is a minute I have lost interacting with my students. I prefer interacting with my students!). I am almost always available before and after school by appointment. Please show  me the courtesy of making an appointment. Unannounced visits are considered disrespectful and may disrupt another student’s and/or parent’s scheduled appointment.

·          I prefer to handle issues of a serious, personal, or confidential nature, in person. I feel very strongly that e-mail should NOT be used for this purpose.  It is nearly impossible to convey tone and intent, and is not secure and thus cannot ensure confidentiality.

·          E-mail: oglesbysr@mukilteo.wednet.edu, voice mail: 356-6620, website: www.shanoglesby.net

 Weekly Schedule:

Monday

·          Essay debrief, scoring, & peer edit

·          Unit overview & schedule

·          Current Events

·          Homework: Re-read chapter & prepare notes/questions (read, take notes, study)

Tuesday

·          Homework: Prepare notes/questions for Socratic Seminar on Wednesday(read, take notes, study)

·          Lecture and/or skill instruction

·          Homework:(read, take notes, study)

Wednesday

·          Small group discussion/Socratic Seminars

·          Primary source readings & dialectical journals

·          Art analysis

·          Homework: Prepare notes/questions for study groups on Thursday(read, take notes, study)

Thursday

·          Study groups

·          Essay prep

·          Homework: Study for essay on Friday & assemble homework packet (STUDY! You should NOT be reading you book at this point!!!!)

Friday

·          Free Response essay

·          Multiple choice reading quiz

·          Homework: Read next week’s chapter

Course Outline: (WH 1.2.3)

I. Foundations

1.        Basic features of world geography

2.        Definitions of basic economic systems.

3.        Crisis of late antiquity

a.        Movements of peoples

b.        Collapse of empires

c.        Emergence of new empires and political systems

4.        Basic features of major world belief systems prior to 1000 and where each belief system applied by 1000.

5.        Principal international connections that had developed between 700 and 1000.

6.        Diverse interpretations.

7.        Amerindian civilizations

II. 1000-1450

1.        Questions of periodization.

2.        Interregional networks.

3.        Nature of philosophy and knowledge.

4.        China’s internal and external expansion

5.        The Islamic world

6.        Changes in Christianity

7.        Non-Islamic Africa

8.        Demographic and environmental change

III.1450-1750

1.        Change in global interactions, trade, and technology

2.        Knowledge of major empires and other political units and social systems

a.        Aztec, Ottoman, Inca, Ming, Portugal, Spain, Mongol, Tokugawa, Songhay, etc.

b.        Gender and empire

c.        Slave systems and slave trade

3.        Demographic and environmental changes: diseases, animals, new crops, and comparative population trends.

4.        Cultural and intellectual developments

a.        Scientific Revolution

b.        The Enlightenment

c.        Neoconfucianism

IV. 1750-1914

1.        Changes in global commerce, communications, and technology

a.        Changes in patterns of world trade

b.        Industrial Revolution

2.        Demographic and environmental changes

3.        Changes in social and gender structure

4.        Political revolutions

a.        Latin American independence movements

b.        Revolutions

c.        Rise of nationalism

d.        Rise of democracy and its limitations: reform; women; racism

5.        Rise of Western dominance

a.        Patterns of expansion

b.        Cultural and political reactions

V. 1914-Present

1.        The World Wars, the Cold War nuclear weaponry, international organizations, and their impact on the global framework.

2.        New patterns of nationalism, especially outside the West

a.        Decolonization

b.        Racism and genocide

c.        new nationalism (including the breakup of the Soviet Union)

3.        Impact of major global economic developments

a.        Great Depression

b.        Technology

c.        Pacific Rim

d.        Multinational corporations

4.        Social reform and social revolution

a.        Changing gender roles

b.        Family structures

c.        Rise of feminism

d.        Peasant protest

e.        International Marxism

5.        Internationalization of culture and reactions

a.        Developments in global and regional cultures

b.        Interactions between elite and popular culture and art

c.        Global cultural forces and patterns of resistance

 Internet Resources:

 ·          AP Central (exams, course outlines, practice tests, ect)

o         http://apcentral.collegeboard.com

·          Schools accepting AP Credit

o         http://www.collegeboard.com/ap/creditpolicy

·          Everett Community College (college in the high school program)

o         http://www.evcc.ctc.edu/template.cfm?doc_id=268

·          Ms. Oglesby

o         www.shanoglesby.net