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Within a Biblical perspective, this course surveys the history of the world from its foundations up through current events. This syllabus and the course List of Readings are based on the AP World History College Board recommendations. Also considered are the Oregon Education Standards for World History.
Major Course Goals: |
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| Regional Scope: In accordance with College Board recommendations, regional content of World History is equally divided among Africa, Europe, Asia and the Americas, and focuses on the last 1000 years. |
Mental Skills:
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Chronological Boundaries:
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Themes: |
For student's needing only one semester
The course readings generally move sequentially through world history. A student
who has already had the 1st semester of world history elsewhere is advised to
read the second semester material of this course and take the related quizzes.
However, since the writing assignments do not necessarily correlate with the
weekly readings, a student taking only one semester of this year long course
may do the 1st semester assignments.
Course Suggestions
I. Reading
The readings average 30 pages
per week (excluding graphics). The reading materials have been carefully selected
to enhance your attainment of reaching course objectives. Only tutored students, and those taking the live class have access to the weekly quizzes and discussions
forums over the readings. These discussions particularly assist to increase
a Biblical perspective.
II. Writing (total points differ per level, see
chart below)
A. Essays:
There are four types of writing assignments, each with a self scoring rubric worth 20 points. Students accessing this material for free may write as many or as few essays as they would like but it is recommended to write HIST500
track students write three of each type. Quality essays and biographies that are between 800 and 1400
words, excluding citation and follow-up questions, may be submitted for possible anonymous publication. Students who would like to contribute essays should contact the guide at historytour.net for help in designing a research topic that is within the framework of the AP curriculum scope. Detailed instructions
and scoring rubrics are provided in separate
documents for each of the following four essay types.
1. Document Based Question (DBQ) - Write
a clear, persuasive thesis demonstrating your insightful analysis of source
documents with reference to historical context and author bias. Analyze by comparing
and contrasting the documents to form various groupings. Focus on the Mental
Skills listed above. For the second DBQ essay students are to submit 6 to
8 source documents from which base their
essay response. (The DBQ2 is worth 20 points for sources and another 20 points
for the essay.) Documents are provided for the other DBQs.
2. Change-Over-Time Essay (COT) - Explain
how a large global issue has changed over time in one cultural area or several.
Provide ample historical evidence to support your clear and comprehensive thesis.
Each essay should focus on a separate region.
3. Comparative Essay (CMP) -
Discuss the main similarities and differences between regional societies including
chronology, causation, and connections as relevant to the content. Each essay
should focus on a different time period and reflect on the 6 themes listed
in the table above.
For each COT & CMP students are to design four multiple choice questions
to be uploaded in the same document as their essay. Each COT or CMP essay has
a maximum of 28 points possible broken down as follows:
20 points, each essay is rubric scored
4 points, 4 multiple choice questions
2 points, write the m/c questions into
HTML (to consider for publication, but not required)
2 points, write the endnotes into HTML (to consider for publication, but not required)
4. Biography (BIO) - Select each
name from a different time and place as noted on the list
of biographies. Your first "biography" may be a report on
the life history of a city.
(For teachers who are supervising students in need of some point tracking system, here are the suggested point values.)
Essays: 20 points each (240pts)
3 DBQ + source docs for DBQ2
3 COT
3 CMP
3 BIO
Options to Writing CMP and COT Essays
Writing all the assigned essays will increase the likelihood of
success on the AP exam, especially if your first draft is written without notes
under a time constraint which is strongly suggested but not required for this
class. Any student may substitute up to one COT essay, one CMP essay, and the
DBQ3 with the following options. This may be particularly inviting if you are
taking this World History class without the intention of
taking the World History AP (WHAP) exam.
Follow the links for examples.
PowerPoint Presentation:
You may design a PowerPoint presentation which reviews one of the seven week
time periods (see "Chronological Boundaries" above) of a specific
regional scope. With three or four slides per week (for a total of 21-28 slides),
the presentation should highlight the major themes and events of your selected
time period and region. Bulleted phrases are are preferred over paragraphs.
Keeping the total file size under 2MB, it should include less than 500 words
of narrative and at least seven graphics, e.g., a map, graph, or other appropriate
visuals. (Working with a partner would double all requirements.) The goal is
to fill in this table of PowerPoint Historical
Summaries.
Illustrated Dictionary:
You may design an Illustrated Dictionary
which reviews the vocabulary of one of the seven week time periods. The dictionary
should define 35 - 40 terms and include 7-10 original illustrations. (Working
with a partner would double these requirements.)
Reader's Theater:
You may write a humorous, but fact filled, 5 minute dialog between 3-5 characters
that might have occurred in one of the following settings: Ottoman
harem, Chinese court, slavery debate,
European saloon, UN Security Council, World Bank, Jewish Synagogue, or a gathering
of Old Testament prophets. The conversation should reference a wide variety
of historically accurate data (which are to be cited with endnotes and a bibliography).
Here is an idea
starter that provides roles for answering, "What options did Kublai
Khan and the Mongols face as they established the Yuan Dynasty and how they
should rule China?" The Reader's Theater can also be group
project.
Song Composition:
You may record your original song in which the lyrics tell of a historical event
or person. The lyrical information is to be cited with endnotes where applicable.
(If done collaboratively, vocals need to be in harmony, with an instrument and
a lead sheet submitted, i.e., notated melody line with chords lettered over
staff.) Flaming Sword (3.8MB, mp3)
is an example of a song with great music and adequate lyrics but was submitted
without endnotes. Magellan the Sailin' Man
is a truthfully funny song about the first ill fated round the world trip.
Oral History Interview:
You may interview and report on the life of a person who is over 70 years old.
This is known as an oral history. (If done
collaboratively this would need to include a short audio and video clip of the
interview along with stills from the subject's past.)
Chapter of historical fiction book:
Rit Nosotro is writing a historical
fiction novel about a family who experiences the political, religious, economic,
and social upheavals in Europe between 1588 and 1688. You may participate by
drafting a chapter as an option to writing an essay. Chapters do not need to
be written in sequence as the story outline of each chapter is provided for
students to fill in with imagination and historical facts. Collaboration is
encouraged with the final submission equivalent to one chapter per student.
Chapters may be requested in the classroom forum entitled, "Option: Historical
Fiction Writer's Circle".
Tourist Guidebook to History:
This is the same as the BIO1 assignment except
that the city MUST have ancient significance as well as current attractions.
III. Forums
Tutored students are offered material to discuss in the weekly forums. The following paragraph does not apply to students accessing this web site for free.
The weekly "WHY" off the Assignment Bank often contains prompts which may be discussed in the weekly forum found in the classroom. Your written comments should demonstrate strong authentic opinion supported by facts. To comment on a reading, as in a DBQ, make specific reference to the article but do not summarize it. At times, students are asked to constructively critique the readings and lectures by providing alternative perspectives on the facts of history and a broader analytical context. Forum comments are rubric scored based on quality rather than quantity.You are encouraged to constructively critique the author's written analysis and those offered by your classmates. Encourage in honest love "as iron sharpens iron" since the author of the article may be your classmate. Tie your comments into a broader analytical context. Although fewer carefully chosen words can carry more weight than a thoughtless mouthful, a mere comment like, "Ditto, Dude!" will earn very few points. Avoid a flame of inappropriate emotion by being "quick to hear, slow to speak, slow to anger" (James 1:19). I will monitor the discussion and direct issues for debate within a historical and Biblical context. Our goal is "If anyone speaks, let him speak as the oracles of God" (1 Peter 4:11), and, "Let no corrupt communication proceed out of your mouth, but that which is good to the use of edifying, that it may minister grace unto the hearers." (Eph 4:29)
IV. Assessment
Essays are self-scored using
a rubric (scoring guide). Supervisors may return essays that don’t meet the rubric’s standards for improvement until the “A”
category is reached. Thus, students can be assured of their success in all areas
of the course.
A. Writing Scores
All writing is scored on a rubric standard.
After research is completed, students registered to take the AP World History
Exam should write each essay within a timed period to prepare for exam conditions.
The essay can then be compared to the rubric and improved before uploading.
B. AP World History Exam: (optional)
The once a year exam is about three hours long with
the first session containing 70 multiple choice questions and the second session
composed of three essay questions. A comprehensive sample exam is available
on line. Students or supervisors usually request a local high school to order the AP exam in January
in order for them to proctor the exam for you in May. Only about 60% of all
students who take the exam earn a score of 3 or better. The low passing rate
indicates how challenging the exam is. Remember, the advanced level is like
a first year college level course. Here are some APWH
exam tips.
V. Logistics of Implementation
A. Materials:
All materials needed for this course are on-line. A student only needs a connection
to the Internet, word processing software (OpenOffice is free!), and e-mail.
However, although there are no required books to purchase, it would be helpful
to have certain reference materials at hand. In addition to these recommendations,
it would be good for a student to have some sort of world history textbook.
Given the rising cost of new textbooks that are not substantially different
from previous versions, this course implements the advice of AP world history
teacher Tom Laichas (at http://worldhistoryconnected.press.uiuc.edu/3.2/laichas.html).
Rather than require a specific textbook, students have the option of choosing
among multiple editions of several different texts. Assignments require background
knowledge in particular subjects rather than chapters. Students are advised
to obtain one of the common World History textbooks editions mentioned at
http://worldhistoryconnected.press.uiuc.edu/3.2/ap_and_college.html as listed
in the appendix to this syllabus.
Additionally, the site refers students to a wealth of online resources for original source documents such as http://worldhistorymatters.org/, http://historicaltextarchive.com/, http://www.fordham.edu/halsall/, http://www.ukans.edu/history/VL/, and others.
The course includes extensive instruction in analysis and interpretation
of a wide variety of primary sources, such as documentary material, maps,
works of art, and other graphic materials. Secondary sources, such as statistical
tables displayed in a textbook, are used to enhance a general understanding
of world history.
It has been noted that "world history textbooks have two major drawbacks:
they obscure the story of history with mind-numbing detail, and they eat up
the curriculum." (quoted from a Student's Friend) Never-the-less, textbooks
can greatly help in the understanding of course content and be a valuable
resource for writing assignments. Although any sort of World History textbook
will generally suffice for a reference (see the appendix to this syllabus),
the following textbooks (and those in the Appendix) are recommended by many
APWH teachers:
o Jerry H. Bentley, Herbert F. Ziegler, Traditions and Encounters, v. I, (New
York: McGraw Hill, 1999)
o Wiesner, et. al., Discovering the Global Past: A Look at the Evidence, v.
I, (New York: Houghton Mifflin, 1997)
o Howard Spodek, The World's History: Volume II-Since 1100.
o Stearns, (et al) World Civilizations: The Global Experience
• Supplemental readers: Andrea and Overfield's: The Human Record
• The CollegeBoard site suggests the SATII Prep Workbook for World History
(approx. $15.00). ISBN: 0764113852
• A concise study guide popularly recommended is called Cracking the
AP World History Exam
Indicated in the first column of the following table is a sample of how the
scope and sequence of the List of Readings for this AP World History class
can be keyed to the subject matter. Content from any world history textbook
can keyed to the scope and sequence of this class material. This particular
sample is keyed to: Roger Beck et al., World History: Patterns of Interaction,
McDougal Littell, 1999*. ISBN 0-395-87274-X
* The 1999 edition is packed with illustrations, maps, and other graphics
to enhance the experience of a reader. Case studies invite analysis of primary
sources, art, and technology. The reading level targets ninth grade students
with each chapter nicely subdivided into four manageable sections. The 2005
edition (about $100 new) is more politically correct in its promotion of minorities,
diversity, and globalization - although the facts of history are little changed.
Since history doesn’t change much, students can save money by purchasing
used textbooks that are one or more editions behind current publications.
| Chapters | Weeks | Foundations |
| w01: | Orientation | |
| w02: | World Geography Overview | |
| 1,2,3 | w03: | Early Civilizations |
| 4,5 | w04: | Empire Management and Migration |
| w05: | Understanding Source Documents | |
| 6 | w06: | Religious Expansion and Division |
| w07: | Economic Expansion and Political Consolidation | |
| 600-1450 | ||
| 17 | w08: | Global Renaissance |
| 7,12 | w09: | Asian Powerhouses |
| w10: | Interdependence | |
| 10 | w11: | Islamic Expansion |
| 14 | w12: | Religious Division |
| 8,9 | w13: | Amerindian Civilizations and Non-Islamic Africa |
| w14: | Environmental Impact on Demographics | |
| 1450-1750 | ||
| 18,19 | w15: | East meets West |
| 16 | w16: | Europe meets the Americas |
| w17: | Semester Review: History Summaries | |
| 21 | w18: | Rise and Fall of the Monarchy in Europe |
| 15 | w19: | Rise and Fall of the Monarchy in Africa |
| 22 | w20: | Developments in Knowledge, Culture, Religion, and Trade |
| 11 | w21: | Russia, China, and Japan |
| 1750-1914 | ||
| 23,24 | w22: | Revolution and Nation |
| w23: | Demography and Environment | |
| 25 | w24: | Revolutions in Industry, Trade, Agriculture, and Technology |
| 26 | w25: | Social change and emancipation |
| 27 | w26: | Politics - nations and empires |
| w27: | The West and the Americas | |
| 28 | w28: | The East |
| 1914-Present | ||
| 29 | w29: | Ideologies, Theologies, Philosophies, Psychologies |
| 30,31,32 | w30: | Revolution and Cold War |
| 34,35 | w31: | Decolonization, Social Reform |
| 36 | w32: | Global Culture |
| w33: | International Economics | |
| w34: | International Alliances and Distracters | |
| w35: | Projecting Trends |
B. Example from the List of Readings:
The chart above outlines the basic scope and sequence of world history topics
as per College Board recommendations of regions and periodization. Week 9,
for example, requires students to study “Asian Powerhouses” from
600-1450. One of the required readings for week 9 is a summary of Chinese
history compiled from Compton’s Encyclopedia and published at: http://academic.brooklyn.cuny.edu/core9/phalsall/texts/chinhist.html
and is to be read up through the Ming dynasty. Another reading is about Christianity
in Asia prior to 1450, http://www.religion-online.org/showchapter.asp?title=1553&C=1365.
There are also AP style CMP and COT essays to read, for example, a comparative
look at feudalism in Japan and Europe, and a change over time essay concerning
the rise and decline of Islam in India. Readings are supplemented by visuals,
such as a map of Silk Trade Routes and The Path of the Black Plague. Keyed
textbook materials enhance understanding and provide additional research materials
for writing assignments. Connections between readings and other content for
this week are summarized in the mp3 for week 9. Students are held accountable
for week 9 material through quizzes, discussion forums, and essays.
C. Classroom Rules:
What Classroom? You may chew gum, show up in your PJs, listen to a Walkman
and interrupt with a loud voice whenever you want. That is, if you are taking
this course at home and its OK with your parents. ;) Just be nice.
D. Procrastination and Due Dates:
The FREE course is known as an asynchronous course, meaning, you may begin
at any time and work at your own pace within the restrictions of your advisor.
Aim to complete the whole course within eleven months of registration. However,
in order to take the AP Exam in May, you should give yourself plenty of time
and begin before September. The Assignment
Bank provides 35 weeks of rigorous assignments which might require 8 -12
hours per week, with one writing assignment (almost three pages long) about
every other week. Each of the 35 weeks includes assignments which are focused
on in the weekly "Why" for that correlating week. Since there is no penalty for late assignments
or make-up work, you may be tempted to procrastinate.
Don't procrastinate! The Apostle Paul wrote, "Be very careful then how you walk, not as unwise but as wise, making the most of your time, because the days are evil" (Eph. 5:16 NKJV). Putting off today what can be done tomorrow is wrong thinking. Proverbs 27:1 exhorts, "Do not boast about tomorrow, for you do not know what a day may bring forth." Deadline management is an essential skill for college or job preparation. When a planned future event might preclude a timely submission, the student's workload should be increased before the event so work is submitted in advance, rather than falling behind and increasing the student's workload afterward.
Suggested pace for World History assignments
35 Week Synchronous Class Schedule
. Have you been procrastinating?
| Week | Month | Event (All listed due dates are midnight Friday at week's end) |
| 0 | August | "Early Bird" start date, recommended for AP prep |
| 1 | August | Start of 1st Semester |
| 2 | August | BIO1 (1st Biography) due by Friday night |
| 3 | September | Test: World Geography |
| 4 | September | CMP1 (1st Comparative) due |
| 5 | September | |
| 6 | September | COT1 (Change Over Time) due |
| 7 | October | |
| 8 | October | DBQ (Document Based Question) 1 due |
| 9 | October | |
| 10 | October | CLB1 topic outline due / or SUM1 [2nd nine week period starts] |
| 11 | Oct/Nov | BIO2 due |
| 12 | November | |
| 13 | November | |
| XX | November | Thanksgiving Vacation: |
| 14 | November | CMP2 due |
| 15 | December | |
| 16 | December | COT2 due |
| 17 | December | |
| XX | December | Christmas Vacation |
| XX | Dec/Jan | Christmas Vacation |
| 18 | January | |
| 19 | January | DBQ2s, sources due [3rd nine week period starts] |
| 20 | January | DBQ2e, essay due |
| 21 | Jan/Feb | |
| 22 | February | CMP3 due |
| 23 | February | |
| 24 | February | DBQ3 due (register for APWH Exam if needed) |
| 25 | February | |
| 26 | March | |
| 27 | March | COT3 due |
| 28 | March | |
| XX | March | Spring Break |
| 29 | March/Apr | [4th nine week period starts] |
| 30 | April | |
| 31 | April | BIO3 |
| 32 | April | |
| 33 | April/May | |
| 34 | May | |
| 35 | May | (APWH Exam this week) |
| 36 | May |
D. Formation of this On-Line Course:
The course essays were written by an international mix of students under
the pseudonym of "Rit Nosotro".
By submitting your writing to the instructor
of this course, you are agreeing to have your work be considered as an anonymous
supplement to this site and transfer all rights to the site owner.
This course is also built on the shoulders of outstanding scholars who have
freely published articles on the Internet. In preparation for this course,
your instructor has traveled to several of the historic sites in Europe,
the Middle East, Asia and the Americas in addition to university studies.
E. Ready?
If you have not already done so, please complete the student
information survey and quiz in order to begin the registration application.
Learning more about Mr. N.
Why does he do what he does? Students may always
email Mr. N.
with questions related to the course content or procedures, and he may respond. Here is his
brief autobiography.
A few mp3 audio lectures may be provided to enhance student understanding but these are not required. Additionally, tutored students may encounter short video files (produced by the teacher in places such as the British Museum, Rome, Africa, South America, and other locations) that are definitely optional downloads.
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APPENDIX of Commonly Used Textbooks in AP and Introductory College/University
Courses
http://worldhistoryconnected.press.uiuc.edu/3.2/ap_and_college.html
Philip Adler, et al., World Civilizations, 4th ed.
(Thomson Wadsworth: 2006). View details at: http://www.wadsworth.com/cgi-wadsworth/course_products_wp.pl?fid=M2b&product_isbn_issn=0534599338&discipline_number=21
Jerry Bentley and Herbert Ziegler, Traditions and Encounters:
A Global Perspective on the Past, 3rd ed. (McGraw Hill: 2006).
View details at: http://catalogs.mhhe.com/mhhe/viewProductList.do?cnt=12&descr=World%20History%20Texts&catid=932586
Richard Bulliet et al., The Earth and Its People: A Global History,
3rd ed. (Houghton Mifflin: 2006). View details at: http://www.college.hmco.com/CollegeCatalog/CatalogController?cmd=Portal&subcmd=display&ProductID=10845
Albert Craig, et al., Heritage of World Civilizations, 6th
ed. (Prentice Hall: 2003). View details at: http://vig.prenhall.com/catalog/academic/product/0,1144,0130456780,00.html
William Duiker, World History, 5th ed. (Thomson
Wadsworth: 2007). View details at: http://websites.swlearning.com/cgi-wadsworth/course_products_wp.pl?fid=M2b&product_isbn_issn=0534603637&discipline_number=436
Jiu-Hwa Upshur, et al., World History, 4th ed. (Thomson
Wadsworth: 2002). View details at: http://websites.swlearning.com/cgi-wadsworth/course_products_wp.pl?fid=M2b&product_isbn_issn=0534587259&discipline_number=436
Howard Spodek, The World's History, 3rd ed. (Pearson
Prentice Hall: 2006). View details at: http://vig.prenhall.com/catalog/academic/product/0,1144,0131773186,00.html
Peter Stearns, et al., World Civilizations: The Global Experience,
5th ed. (Pearson Longman: 2007). View details at: http://www.ablongman.com/catalog/academic/product/0,1144,0321391926,00.html
Robert Tignor, et al., Worlds Together, Worlds Apart: A History
of the Modern World from the Mongol Empire to the Present (W.
W. Norton: 2002). View details at: http://www.wwnorton.com/college/titles/history/worlds/
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| Email: | ||||
| Syllabus for FREE students (contact for update) | ||||
| Syllabus for Live WHAP prep class | ||||
| Assignment Bank Readings (registered students) |