All the world's a stage,
And all the men and women merely players:
They have their exits and their entrances;
Shakespeare: As You Like It.
Instructor Information: Larry E.
Gates, Jr., J.D.
Home Telephone: 365-8823
Students and parents should feel free to
contact me at any time to discuss any concerns that may arise.
Stearns, et. al:
World Civilizations: The Global Experience, 4th Edition.
Students should bookmark the text website:
In addition to textbook materials, substantial reliance will be made upon Notes
posted on the Course Website:
The following books will be assigned for reading throughout
the term of the course. Due dates will be announced in advance:
A New History of the Crusades
The Adventures of Ibn Battuta
A Tale of Two Cities
It is anticipated that, at the completion of the
course, students will be able to:
§ Gain a working
knowledge of the basic chronology and major events and trends in World History
from Early Man to the present.
§ Develop an understanding of some of the principal themes
in modern World History.
§ Analyze historical evidence and express historical
understanding in writing.
§ Construct and
evaluate arguments using evidence to make one’s argument plausible.
§ Analyze point of
view, context and bias as well and understand and interpret information.
§ Assess issues
of change and continuity over time.
§ Work with a
diversity of interpretations through analysis of context, bias, and frame of
§ See global patterns
over time and space while also acquiring the ability to connect local
developments to global ones and to move through level of generalizations from
the global to the particular.
Themes of World History:
The list below is adopted directly from the AP World History Course Description
published by Educational Testing Service. It contains some of the important
areas that will be treated in the course. Some will be dealt with explicitly,
others implicitly. This list may be expanded as the course develops, therefore
it should not be considered exclusive. Questions on the AP World History
Examination will require students to interrelate various categories and/or trace
developments in a particular category through several chronological periods.
§ The dynamics of change and continuity across
the world history periods covered
in the course and the causes and processes involved in major changes of
§ Patterns and effects of interaction among
societies and regions: trade, war, diplomacy, and international organizations.
§ The effects of technology, economics, and
demography on people and the environment (population growth and decline,
disease, labor systems, manufacturing migrations, agriculture, weaponry.)
§ Systems of social structure and gender
structure (comparing major features within and among societies, and assessing
change and continuity.
§ Cultural, intellectual, and religious
developments, including interactions among and within societies.
§ Changes in functions and structures and in
attitudes towards states and political identities (political culture), including
the emergence of the nation-state (types of political organizations.)
Students will be assigned readings from the textbook and notes posted on the
Class Website not less than weekly in anticipation of topics to be discussed in
class. Additional reading material from a variety of sources will also be
provided as part of individual lessons. Written homework from the text website
will be assigned periodically. When practicable, these assignments should be
Additionally, unit tests will be administered
at the end of each unit of study. Ample notice will be given before test dates.
Tests will consist of multiple choice questions and a brief essay. Each part of
the test will be equally weighted unless otherwise specified.
Students will also periodically be assigned
historical essays for writing, approximately one each week. Essays will be
assigned more frequently as students become comfortable with historical writing,
and the date for the examination approaches. Every precaution will be taken that
essays and tests are not scheduled too closely. During the first few weeks of
class, essays will be assigned as homework, with students normally given two to
three days to complete the same. Other essays will be written in class
with a time limit imposed similar to that imposed under actual testing
conditions to acclimate students to writing under time constraints.
Whenever possible, essays will be drawn from previous DBQ’s or Free Response
Due Dates: All assignments will be due at the
tardy bell on the date designated. No late work will be accepted unless a
student is absent on the due date and an excused absence presented on the date
the student returns to class. Assignments not handed in by the tardy bell on
the due date will receive a grade of zero. I reserve the right to require
essays to be turned in at the beginning of the school day if circumstances
Grading Scale: Grades will be
determined as follows:
Unit Tests and Essays
The very nature of an Advanced Placement Course is such
that daily attendance is essential to success. Students should take care
that they are absent from class only when attendance is impossible.
Students who are absent are responsible for all missed work. Those
students who present an excused absence report from the school attendance office
will be allowed three school days to complete missed assignments. This
time may be extended for good cause shown. Students who fail to present an
excused absence report will not be allowed to complete missed work and a grade
of zero assigned therefor. There will be no exceptions to this rule.
The Advanced Placement
Examination: The AP World History Examination is scheduled for Thursday,
May 17, 2012 at 8:00 a.m. Location will be announced well in advance. South Carolina law requires that all students
enrolled in Advanced Placement courses sit for the examination. All fees
for the examination are paid by the State of South Carolina.
Scores on the exam range from 1 – 5 with 5 the
highest. Three is considered a passing grade. Students who achieve a
passing grade may be entitled to college credit. Individual colleges
determine the necessary scores required before credit will be awarded.
Academic Integrity: It is
assumed all students understand that all work turned in for credit must be the
student’s own work; it must not be plagiarized nor obtained by any other
dishonest or inappropriate means. Typical college policy is expulsion from
the institution for the first offense. Students guilty of cheating on any
work for this course will receive a grade of zero for the assignment, and the
student’s parents notified. Additionally, the National Honor Society and
Educational Testing service will be notified, and a signed report of the
incident placed in the student’s scholarship file.
The intense workload of an Advanced Placement Course will frequently cause
inappropriate shortcuts to suggest themselves to students who are rushed for
time. Resist the temptation! It isn't worth it. Past experience
has shown that the first defense of those who commit dishonest acts is to
adamantly deny having done so. Outrage, tears, and appeals for parental
intervention are often part of the scheme. I have no intention of engaging in a
swearing contest with those whom I suspect of cheating; however those who do so
should not assume that they have "gotten away with it" simply because no
sanction was imposed. You, I, and your classmates will know that you a
thief, that you have stolen from us, and cannot be trusted.
All students are expected to be fully prepared and to participate actively in
class discussion. Some students are more comfortable speaking publicly than
others; therefore students who merely listen and are attentive will be
considered to be actively participating in the lesson. All students must remain
100 per cent engaged throughout the course of the lesson.
Sleeping, inattentiveness, and distractive behavior do not constitute active
engagement, and any such conduct will bear heavily in my mind when grades are
determined. No one is perfect, and occasional lapses are to be expected;
for that reason, warnings will be given liberally before anyone is penalized.
However any student who continuously or persistently fails to participate will
be penalized. Students who are reading, working on assignments for other
classes, or otherwise consciously disengaged will warrant immediate sanction.
Please don’t insult my intelligence by telling me you can do two things at once.
Course Sequence: The following
Sequence of Instruction will be followed. Changes will be made when and where
Early Complex Societies 3500 to 500 B.C.E.
Early Societies in Southwest Asia and
the Indo-European Migrations
Early African Societies and the Bantu Migrations
Early Societies in South Asia
Early Society in East Asia
Early Societies in the
The Formation of Classical Societies 500 B.C.E. to 500
The Empires of Persia
The Unification of
State, Society, and the Quest for Salvation in India
Mediterranean Society: The Greek Phase
Mediterranean Society: The Roman Phase
The Post Classical Era, 500 to 1000 C.E.
The Commonwealth of Byzantium
The Expansive Realm of Islam
The Resurgence of Empire in East Asia
and the Indian Ocean Basin
The Age of Cross-Cultural Interaction, 1000 to 1500
Nomadic Empires and Eurasian Integration
States and Societies of Sub-Saharan Africa
- Western Europe
during the High Middle Ages
Cross Cultural Interactions
The Origins of Global Interdependence 1500 to 1800
Transoceanic Encounters and Global Connections
The Transformation of Europe
New Worlds: The
and the Rise of the Atlantic World.
Tradition and Change in East Asia
The Islamic Empires
The Russian Empire in Europe and Asia
The Age of Revolution, Industry, and Empire 1750 –
Revolutions and National States in the Atlantic World.
The Making of Industrial Society.
The Americas in the Age of Independence.
Societies at Crossroads
The Building of Global Empires.
Contemporary Global Realignments: 1914 to the Present
The Great War: The World in Upheaval
An Age of Anxiety
New Conflagrations: World War II
The Bipolar World
The Retreat from Empire
A World without Borders