• Syllabus for School Year 2014 - 2015

    AP World History

    ****Please note that portions of this syllabus are subject to change during the school year.  The syllabus found on my webpage will be kept current and will be the “official version.”


    Mr. Charles A. Eubanks

    Email:  charles.eubanks@hcisd.org

    Phone: (956) 430-9690       Fax: (956) 430-9693

    Conference Period:   Monday through Thursday --- 12:40 p.m. to 2:05 p.m.

    Tutorial Times:  Monday - 3:45 p.m. to 4:15 p.m.

                                 Wednesday - 3:45 p.m. to 4:15 p.m.

                                 Other times by appointment before and after school  


    The Early College High School community is committed to preparing the student to succeed in an academic setting.  Coming to class prepared is essential to succeeding in this endeavor.  The following materials lists, course requirements and expectations and other policies and procedures set out are a part of this preparation.


    Materials Required

    ·         Binder & Dividers:  Binder as required by ECHS and 1 set of 5 dividers for the AP World History Section

    ·         Notebook paper

    ·         Ball point pen (preferably blue or black), pencils

    ·         Highlighters  


    Course Requirements and Expectations:

    Students are expected to follow the core values set forth for the ECHS community.  In order to accomplish this, the following requirements and expectations are set out:

    ·         Be prepared to discuss each day’s reading assignment, students are expected to be reading ahead

    ·         Participate in all class discussion and other activities

    ·         Complete all assignments in a timely manner

    ·         Geographical knowledge is essential to a proper understanding of World History and the basis set in the World Geography course will be built upon

    ·         Keep journal/notebook/notes up to date

    ·         Makeup work should be completed as soon as possible

    ·         Ask for help sooner rather than later, this is a challenging and fast paced course

    ·         Do your best, don’t worry about the rest

    ·         Remember you are preparing for the AP World History Test.


    Grading and Assignments

    Preparation for success in taking the AP World History Test is just one part of the objectives of this course.  It is a reading, THINKING, and writing course.  Participation in class is essential and a part of the grade for the course.  The student must also be familiar with a basic set of facts in this subject.  The following are some of the things on which the student will be assessed: 

    ·         Lecture, handouts, group discussions, maps, news articles and various primary and secondary source materials will compliment the textbook readings.

    ·         The written work in this course will be:  (1) the three types of AP World History specific essays:  (a) Document Based Question (DBQ), (b) Continuity & Change Over Time (CCOT), and Comparison (CC), as well as, other types of writing as part of “Writing Across the Curriculum).

    ·         Unit Tests will be given at the end of the Unit and will be cumulative for the Unit.

    ·         Quizzes, chapter outlines, graphic organizers or other work product will be used for assessment of reading comprehension and retention for every chapter and are considered to be the study guide for the course.   

    ·         Class participation in various individual and group activities is essential and will be encouraged and made a part of the grade for the course.

    ·         Visual and vocabulary quizzes may be employed from time to time to enable the student to identify major elements within history both chronologically and geographically.

    ·         The student will maintain a binder that will be used to organize important information such as class notes, quizzes, vocabulary, difficult concepts, and other points explored as part of this course.  The expectation is that the AP World History Section of this binder will constitute the main review material for the course and the AP World History Test.  As a part of preparing my students for an academic career, I believe it is necessary for the individual student to take responsibility for his/her learning.  Therefore, there will be no instructor provided study guides.  The students will be encouraged to construct their own study guides.

    ·         From time to time, the students will be encouraged to prepare timelines to help develop a sense of how the various time periods and geographical areas fit together.


    Grading:  Points & Weights

    All Periods of this course will be graded using 100 points for all grades.  Please note that the ECHS campus, as per District requirements will be using the following percentages:

    ·         Tests, Major Assignments - 25%

    ·         Other Assignments – 75%

    Within this section, the AP World History course grades will be entered at 100 points and the following weights:

    §  1.0 - Homework, daily work and other low stakes assignments

    §  1.5 - Class participation, short essays (less than 1 page)

    §  2.0 - Weekly Quizzes, long essays (more than 1 page), high stakes assignments



    Please note that my stated tutorial times are as set out on the top of the first page.  Students are expected to attend tutorials when requested to do so; failure to attend will have consequences.  If the student is unable to make the stated tutorial times, I will generally be available for tutorials before school on Monday through Friday and after school on Monday through Thursday depending on my duty schedule, etc.  As a courtesy, I ask that students make arrangements (appointments) for tutorials before and after school since I will not always be at school past 4:30 in the afternoon.


    Missed Exams, Quizzes, Assignments or Projects

    ·         It is the student’s responsibility to make-up missed tests, quizzes, assignments or projects upon return to school from any absence.  Students have one school day for each day of excused absence to complete the missing work or make other arrangements.

    ·         Unexcused late work is 10 points off per day.

    ·         Missed work is counted as “ZERO.”

    ·         The Semester Final and the Yearly Final are usually made up of a multiple choice section and an essay section unless other types of exams are required by the district.  Adequate time will be allowed to complete the Finals. 


    Progress Reports

    I will post grades generally once a week on Monday subject to the school calendar.  It is the student’s responsibility, within the week after posting, to let me know of any corrections which need to be made. You must have documented proof for me to change a grade.  Progress reports will be sent out according to the district schedule whether the student is failing or not.


    Re-Test Policy

    Re-testing is in accordance with the HCISD Teacher’s Handbook.

    Please note that the AP World History Exam is administered on Thursday, May 15, 2015 at 8:00 am.  ALL ECHS students enrolled in AP World History are expected to take this exam.

    Course Overview

                AP World History is the equivalent to a college level survey course.  AP World History seeks to improve the student’s understanding of the world around them by training them to think analytically and historically.  It is a reading, THINKING, and writing course.  The student will be required to engage with the dynamics of continuity and change across historic periods as well as comparing and contrasting various civilizations and cultures.  The focus of this course will be on the wider world beyond Western Civilization. In collaboration with the instructor and fellow students, the skills essential to successful mastery of the AP World History Test will be gained.  (Further detail of the course structure is set out in a separate handout)




    Textbook:  Ways of the World: A Global History with Sources for AP, Robert W. Strayer, Boston: Bedford/St. Martin’s; 2nd ed., 2013. 


    Primary Sources:

    Textual: World History, A Collection of Primary Sources by Dr. Richard Cruz, Dr. Chris Gurthrie and Dr. Janet Schmelzer

    The Human Record:  Sources of Global History, by Alfred Andrea and James Overfield, Boston: Houghton Mifflin; 4th Ed., 2001.  This is a reference book that will be available in a limited number.

    Worlds of History, a Comparative Reader for Advanced Placement, Kevin Reilly, Boston:  Bedford/St. Martin’s; 5th ed., 2013.


    Visual:  Most images for analysis will originate from the textbook, readers, and internet.  Samples for analysis will include but are not limited to art, political cartoons, and photos; please refer to the course outline below for specific examples. 


    Quantitative: Tables and graphs in Maps of Time: An Introduction to Big History, by David Christian.


    Secondary sources:

    David Christian, Maps of Time.

                Jared Diamond, Guns, Germs, and Steel.

    Other works of historical interpretation used in the course are taken from the ancillary material provided with the textbook, current events articles and other similar sources. See course outline below for specific examples.


    The Five Themes of AP World History

    ·            Theme 1 – Interaction between humans and the environment

    ·            Theme 2 – Development and Interaction of Cultures

    ·            Theme 3 – State-building, expansion and conflict (con’t)

    ·            Theme 4 – Creation, expansion and interactions of Economic Systems

    ·            Theme 5 – Development and transformation of social structures



    Course Schedule

    Period I – Technological and Environmental Transformations to 600 B.C.E.

    Time Period: Two/Three Weeks (Approx.)

    ·         Key Concept 1.1. Big Geography and the Peopling of the Earth

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

    ·         Key Concept 1.3. The Development and Interactions of Early Agricultural, Pastoral and

    Urban Societies


    Topics for Discussion

    ·         Neolithic Revolution

    ·         Basic features of early civilizations: Mesopotamia, Egypt, Kush, Indus, Shang; Mesoamerican and Andean

    ·         How does a civilization interact with its environment?



    ·         Textbook Chapters 1 & 2

    ·         Maps in textbook


    Supplemental Readings or Reader (such as but not limited to):

    The Epic of Gilgamesh

    The Judgments of Hammurabi


    Alternate Readings (such as but not limited to):

    The Urban Revolution: Origins of Patriarchy (Gerda Lerner from Reilly)

    Neolithic Petroglyph from the Sahara, 4th millennium BCE; Neolithic Stone Figure from

    Aegean Islands, 5th millennium BCE.

    Tables on population growth in Maps of Time.

    David Christian, Maps of Time, Ch. 8, on origins of agriculture.

    Jared Diamond, Guns, Germs, and Steel, excerpts from Summer Reading Assignment


    Selected Activities/Assessments

    ·         Writing Workshop (Thesis statements and essay development)

    Theme 1 – Students will develop a chart listing for each of the river valley civilizations:  the location, food sources, social roles, political structure and changes humans made to the environment to suit their needs.

    Theme 2 – Compare and Contrast the Political and social structures of any two of the following ancient civilizations: Mesopotamia, Egypt, Kush-Meroe, Indus Valley, Shang China, Mesoamerica (Olmec, Mayan) Andean South America


    ·         Students will read the chapters from Christian and Diamond and discuss the historians’ interpretations of the origins of agriculture.

    Theme 1 – Compare and contrast the two Neolithic representations and describe their possible purpose. Activity: using the textbook and the internet, students will explore how the findings of archeologists have contributed to our knowledge of one of the following cultures:

    Harappan, Shang, or Mesopotamia.



    Period II – Organization and reorganization of Human Societies, 600 B.C.E to 600 C.E.

    Time Period: Four Weeks (approx.)

    ·         Key Concept 2.1. The Development and Codification of Religious and Cultural Traditions

    ·         Key Concept 2.2. The Development of States and Empires

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


    Topics for Discussion

    ·         Major Belief systems:

    Hinduism, Buddhism, Judaism, Christianity, Confucianism, and Daoism; polytheism and shamanism

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

    ·         Interregional networks by 600 CE and spread of belief systems

    ·         Silk Road trade networks, Chinese model and urbanizations



    ·         Textbook Chapters 3 - 6

    ·         Maps in Textbook


    Supplemental Readings or Reader (such as but not limited to):

    The Gospel of Matthew and Saint Paul, epistle to the Romans

    Excerpts from The Quran

    Excerpts from The Four Noble Truths


    Additional Readings:

    Demos and Polis

    The Challenge to the Urban Order

    The Imperial Capital – Rome 50BC-AD100: The Tradition of Public Works” from Cities in

    Civilization by Sir Peter Hall

    Greek and Indian Civilization: by William H. McNeill (Reilly)

    China and Rome Compared by S.A.M. Adshead (Reilly)

    Women in the Classical Era by Sarah Shaver Hughes and Brady Hughes (Reilly)

    Lessons for Women by Ban Zhao (Reilly)

    Fayum Portraits (Reilly)


    Selected Activities/Assessments

    ·         Short Essay: Ancient Rome and Han China: How Great Were the Differences?

    ·          Map Answer: refer to the map on p. 146 in your text and show the major regions, cities, and trading centers of the Roman Empire. Include the various peoples incorporated into the empire.

    ·         Short Answer: What was the condition of Indian women during the Gupta Empire? What important factors affected women’s lives?

    ·         Short Answer: Analyze the Fayum portraits to consider their purpose and social context.

    ·         Essay: Compare and Contrast the development and beliefs of any two religions

    ·         Short Answer: Discuss the effects of polytheism and the lack of unification in India prior to Ashoka.


    Period III: Regional and Trans-regional Interactions, c. 600 C.E. to 1450

    Time Period: Six Weeks (approx.)

    ·         Key Concept 3.1. Expansion and Intensification of Communication and Exchange Networks

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

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

    Topics for Discussion

    ·         The Islamic World, the Crusades and Schism in Christianity

    ·         European and Japanese feudalism

    ·         Mongols across Eurasia and urban destruction in SW Asia, Black Death

    ·         Bantu and Polynesian migrations

    ·         Great Zimbabwe and Mayan empires and urbanizations

    ·         Aztec and Incan empires and urbanization

    ·         Ming Treasure Ships and Indian Ocean trade (Swahili Coast)



    ·         Ming Treasure Ships and Indian Ocean trade (Swahili Coast)

    ·         Textbook Chapters 7 - 12

    ·          Maps (in text)


    Supplemental Readings or Reader (such as but not limited to):


    The Popul Vuh

    Mayan Creation Story, written in Latin during the 16th century, based on Mayan codices

    Daniel Defoe, A Journal of the Plague Year

    The Secret History of the Mongols

    African Kingdoms and Islam

    The Mongol Empire Takes Shape

    Aristotle on the world is round

    The Concordat of Worms

    Gregory Guzman, “Were the Barbarians a Negative or a Positive Factor in Ancient and

    Medieval History?” in Reilly.

    Images of mosque architecture in Cordoba, and Timbuktu.


    Selected Activities/Assessments

    ·         Maps (in text)

    ·         Debate: The Mongols: How Barbaric Were the “Barbarians?” Discuss in relation to the Guzman reading.

    ·         Short Answer: What were some of the technological advances that the Silk Road was responsible for?

    ·         Short Answer: What does the chapter reveal about the status of Muslim women?

    Compare their status with the status of women in other parts of the world at that time.

    ·         Discuss the images of mosques in Spain and Africa, considering the impact of geographical and cultural contexts on religion.

    ·         Essay: Compare and Contrast Japanese and Western European feudalism; or Compare and Contrast the Trans-Saharan trade, Indian Ocean trade and Silk Routes (any two).

    ·         Essay: What were the causes and consequences of the Crusades?

    ·         Essay (Theme 4): Trace the changes and continuities in world trade from 500 BCE to 1000CE in any one of the following regions: the Mediterranean, the Silk Road (Central Asia, East Asia, and Southwest Asia), the Indian Ocean, Sub-Saharan Africa.


    Period IV: Global Interactions 1450 to 1750

    Time period: Six Weeks (approx.)

    • Key Concept 4.1. Globalizing Networks of Communication and Exchange

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

    • Key Concept 4.3. State Consolidation and Imperial Expansion


    Topics for Discussion

    ·         Transformations in Europe – Renaissance to Scientific Revolution

    ·         Encounters and Exchange: Reconquista, Europe in Africa, Spanish in the Americas

    ·         Encounters and Exchange: Portuguese and Indian Ocean Trade networks, Southwest Asian trade networks and the Ming Slave trade/Rise of Qin

    ·         Labor Systems in the Atlantic World—The Africanization of the Americas

    ·         The Columbian Exchange in Atlantic and Pacific Context

    ·         Expansion of Global Economy and Absolutism: Muslim, Tokugawa, and Romanov Empires

    ·         Effects of the Atlantic Slave Trade on demography in West Africa, resistance to the Atlantic slave trade, and expansion of Islam in sub-Saharan Africa



    ·         Textbook Chapters 13 - 15

    ·         Maps (in text)


    Supplemental Readings or Reader (such as but not limited to):

    Nzinga Mbemba from Basil Davidson, trans.

    The African Past

    Christopher Columbus from Journal of the First Voyage to America Christopher Columbus

    Native American Account of Cortés’s Conquest from Miguel Leon-Portilla in The Broken

    Spears: The Aztec Account of the Conquest of Mexico

    Amerigo Vespucci from The Letters of Amerigo Vespucci trans. by Clements R. Markham

    Martin Luther’s 95 Theses


    Selected Activities/Assessments

    ·         Short Answer: The Late Middle Ages was a period of great intellectual and artistic achievement marked by what is often called the Renaissance. What was the Renaissance, and what were some of its most important and lasting cultural and artistic achievements?

    ·         Discussion: Does the label “Renaissance” apply to members of the lower classes in late medieval Europe? Are there other “Renaissances” in other parts of the world? If so, how might this change our understanding of this term as a marker of a particular period in time?

    ·         Debate: Who was Christopher Columbus – hero or villain? Students will use primary sources listed (see Supplemental Readings) to develop arguments for their case.

    ·         Essay (Theme 4): Compare and Contrast any two coercive systems of labor: Caribbean Slavery, Slavery in the English North American colonies, Slavery in Brazil, Spanish Mita system in South America, West African slavery, Muslim slavery in South West Asia, India Hindu castes, or East European serfdom.

    ·         Essay (Theme 3): Compare the process of empire-building of one European and one Afro-Asiatic empire (gun-powder empire): France, Portugal, Spain, England, Holland, Russia, Austria or Prussia, Ottoman Empire, Safavid Empire, Mughal Empire, Ming (Chinese) Empire, West African Forest  State, West African Sahel State, Japan Shogunate

    ·         Essay (Theme 4): Analyze the changes and continuities in commerce in the Indian Ocean region from 650 CE to 1750 CE

    ·         Essay (Theme 2): Trace the intellectual and artistic transformation from 600 to 1750 in any one region: East Asia; South Asia; Southwest Asia, Western Europe; Eastern Europe Class Discussion: Describe the disparities among the various social classes in European urban society between the sixteenth and eighteenth centuries. Who were the bourgeoisie? What conditions did the poorer classes endure?




    Period V: Industrialization and Global Integration, 1750 to 1900

    Time period: Six Weeks

    ·         Key Concept 5.1. Industrialization and Global Capitalism

    ·         Key Concept 5.2. Imperialism and Nation—State Formation

    ·         Key Concept 5.3. Nationalism, Revolution and Reform

    ·         Key Concept 5.4. Global Migration


    Topics for Discussion

    ·         European Enlightenment

    ·         American, French, Haitian, and Latin American Revolutions

    ·         Napoleonic Wars/Congress of Vienna/ Conservatism vs. Liberalism

    ·         British Industrial Revolution

    ·         De-Industrialization of India and Egypt

    ·         Imperialism and Modernization

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

    ·         Reaction to industrialism and modernization



    ·         Textbook Chapters – 16 – 19 *** Due to the structure of the textbook, the students will be issued a more detailed reading requirement that will track the AP suggested periodization.

    ·         Maps (in text)


    Supplemental Readings or Reader (such as but not limited to):

    The United States Bill of Rights

    The English Bill of Rights

    Toussaint L’Ouverture, Letter to the Directory

    A call to expel the British: The Azamgarh Proclamation

    Olaudah Equiano, The Interesting Narrative

    Testimony for the Factory Act 1833

    Jamaican Letter by Símon Bolivar

    The United States Declaration of Independence

    Karl Marx, Communist Manifesto

    Chinese Footbinding, ed. Dr. Richard Cruz, et. al.


    Selected Activities/Assessments

    ·         Discussion: How did the spread of Social Darwinism in the 19th century influence justifications for European imperialism?

    ·         Essay: Trace the demographic shift from 1450 to 1914 in any one region: Latin America, Western Europe, North America, Sub-Saharan Africa, or East Asia; or, Trace the changes and continuities in world trade from 1450 to 1914 CE in any one of the following regions:

    Latin America, North America, Western Europe, Eastern Europe, Southwest Asia, Sub-Saharan Africa, South Asia, East and Southeast Asia.

    ·         Essay: Analyze how the intended audience and purpose of Equiano’s “Interesting Narrative” may have affected the tone of his story.






    Period VI: Accelerating Global Change and Realignments, 1900 - Present

    Time Period: Six Weeks

    ·         Key Concept 5.4. Global Migration

    ·         Key Concept 6.1. Science and the Environment

    ·         Key Concept 6.2. Global Conflicts and Their Consequences

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


    Topics for Discussion

    ·         World War I, Total War, and Reactions to the Fourteen Points

    ·         Rise of Consumerism and Internalization of Culture

    ·         Depression and Authoritarian Responses

    ·         World War II and Forced Migrations

    ·         United Nations and Decolonization

    ·         Cold War, Imperialism, and the End of the Cold War

    ·         The Information and Communication Technologies Revolution



    ·         Textbook Chapters 20 – 23 *** Due to the structure of the textbook, the students will be issued a more detailed reading requirement that will track the AP suggested periodization.

    ·         Maps (in text)


    Supplemental Readings or Reader (such as but not limited to):

    Woodrow Wilson Fourteen Points

    WWI propaganda posters in Reilly

    Vladimir Lenin, Power to the Soviets, September 1917

    Mohandas Gandhi, There is no salvation for India, and The Doctrine of the Sword by

    Mohandas K. Gandhi – 1920

    Mao Zedong, Problems of China’s Revolutionary War by Mao Zedong – 1936

    Adolf Hitler, Mein Kempf

    Benito Mussolini, The Political and Social Doctrine of Fascism

    The Decision to Drop the Atom Bomb

    Yamaoka Michiko The Bombing of Hiroshima--1945

    Sherif Hetata, “Dollarization” (Reilly)

    Philippe Legrain, “Cultural Globalization Is Not Americanization” (Reilly)

    Tables showing variety of income and life expectancies around the world in 2000 (p.450

    Maps of Time)


    Selected Activities/Assessments

    ·         What do the WWI posters have in common, even though they are from different countries? Analyze the images for their point of view and purpose.

    ·         Essay: Compare and Contrast the impact and consequences of World War I on any two regions: East Europe, Middle East, South Asia, East Asia, Sub-Saharan Africa; or Compare and Contrast the impact and consequences of World War II on the following regions: Middle East, Oceania, Africa

    ·         Discuss the different views on globalization in the articles by Hetata and Legrain.

    ·         Compare the tables on income and life expectancies in 2000 and discuss possible conclusions that might be drawn.

    ·         Essay: Trace the transformation of warfare from 1750 to 2000 CE in any one region:

    Western Europe, Eastern Europe, Sub-Saharan Africa, East Asia, and Southeast Asia.


    Review Period

    Time period: Two Weeks (approx.)



    ·         Study Guide/Notebook (student created and containing materials used throughout the year, such as maps, timelines, notes and previous essays)


    Selected Activities/Assessments

    ·         Peer grading and discussion of AP Practice Exam

    ·         Various review activities based on Periodization Chart


    After AP Exam Period

    Time period: To the end of school


    Selected Activities/Assessments

    ·         Varied World History Enrichment Activities

    ·         Mini-Review for the Final Exam