AP World History Teacher\’s Guide

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AP World History
                   Teacher's Guide

                              Sharon Cohen
                        Springbrook High School
                         Silver Spring, Maryland

Note: This Teacher's Guide was developed prior to
the course changes in 2011-12.
While these materials are still relevant to teaching
the revised AP World History Curriculum Framework,
teachers should be aware of the differences.




                       connect to college successTM
                          www.collegeboard.com
     The College Board: Connecting Students to College
     Success
     The College Board is a not-for-profit membership association whose mission is to connect students to
     college success and opportunity. Founded in 1900, the association is composed of more than 5,000 schools,
     colleges, universities, and other educational organizations. Each year, the College Board serves seven million
     students and their parents, 23,000 high schools, and 3,500 colleges through major programs and services
     in college admissions, guidance, assessment, financial aid, enrollment, and teaching and learning. Among
     its best-known programs are the SAT, the PSAT/NMSQT, and the Advanced Placement Program (AP).
     The College Board is committed to the principles of excellence and equity, and that commitment is embodied
     in all of its programs, services, activities, and concerns.

     For further information, visit www.collegeboard.com.




      2007 The College Board. All rights reserved. College Board, Advanced Placement Program, AP, and
     the acorn logo are all registered trademarks of the College Board. connect to college success is a trademark
     owned by the College Board. All other products and services mentioned herein may be trademarks of
     their respective owners. Visit the College Board on the Web: www.collegeboard.com.



ii
                                                    Contents
Welcome Letter from the College Board ............................................................. v
Equity and Access.....................................................................................................vii
Participating in the AP Course Audit. ..............................................................xi
Preface. .........................................................................................................................xii
Chapter 1. About AP World History........................................................................... 1
          Overview: Past, Present, Future.............................................................................................. 1
          Course Description Essentials................................................................................................. 3
          Key Concepts and Skills.
                                 ........................................................................................................... 4

Chapter 2. Advice for AP World History Teachers................................................. 11
          Course Organization and Pacing........................................................................................... 11
          Developing Skills..................................................................................................................... 13
          Classroom Activities............................................................................................................... 15
          Assessments............................................................................................................................ 18
          Review for the Exam............................................................................................................... 20
          Communication with Parents and Colleagues.                         .................................................................... 20
          Resources for New AP Teachers.              ........................................................................................... 22

Chapter 3. Course Organization............................................................................... 25
          Syllabus Development.  ............................................................................................................ 25
          Eight Sample Syllabi............................................................................................................... 29

Chapter 4. The AP Exam in World History........................................................... 159
          Exam Format.......................................................................................................................... 159
          Exam Content........................................................................................................................ 159
          Preparing Your Students for the Exam.                 ............................................................................... 160
          Scoring the Exam and College Credit................................................................................. 163
          Postexam Activities.............................................................................................................. 165

Chapter 5. Resources for Teachers......................................................................... 167
          Useful Information Sources.................................................................................................. 167
          How to Address Limited Resources.................................................................................... 178
          Professional Development.................................................................................................... 179



                                                                                                                                                       iii
Welcome Letter from the College Board
Dear AP Teacher:

Whether you are a new AP teacher, using this AP Teacher's Guide to assist in developing a syllabus for the
first AP course you will ever teach, or an experienced AP teacher simply wanting to compare the teaching
strategies you use with those employed by other expert AP teachers, we are confident you will find this
resource valuable. We urge you to make good use of the ideas, advice, classroom strategies, and sample
syllabi contained in this Teacher's Guide.

You deserve tremendous credit for all that you do to fortify students for college success. The nurturing
environment in which you help your students master a college-level curriculum--a much better atmosphere
for one's first exposure to college-level expectations than the often large classes in which many first-year
college courses are taught--seems to translate directly into lasting benefits as students head off to college.
An array of research studies, from the classic 1999 U.S. Department of Education study Answers in the
Tool Box to new research from the University of Texas and the University of California, demonstrate
that when students enter high school with equivalent academic abilities and socioeconomic status, those
who develop the content knowledge to demonstrate college-level mastery of an AP Exam (a grade of 3 or
higher) have much higher rates of college completion and have higher grades in college. The 2006 National
Center for Educational Accountability (NCEA) study shows that students who take AP have much higher
college graduation rates than students with the same academic abilities who do not have that valuable AP
experience in high school. Furthermore, a Trends in International Mathematics and Science Study (TIMSS,
formerly known as the Third International Mathematics and Science Study) found that even AP Calculus
students who score a 1 on the AP Exam are significantly outperforming other advanced mathematics
students in the United States, and they compare favorably to students from the top-performing nations in
an international assessment of mathematics achievement. (Visit AP Central at http://apcentral
.collegeboard.com for details about these and other AP-related studies.)

For these reasons, the AP teacher plays a significant role in a student's academic journey. Your AP
classroom may be the only taste of college rigor your students will have before they enter higher education.
It is important to note that such benefits cannot be demonstrated among AP courses that are AP courses in
name only, rather than in quality of content. For AP courses to meaningfully prepare students for college
success, courses must meet standards that enable students to replicate the content of the comparable college
class. Using this AP Teacher's Guide is one of the keys to ensuring that your AP course is as good as (or
even better than) the course the student would otherwise be taking in college. While the AP Program does
not mandate the use of any one syllabus or textbook and emphasizes that AP teachers should be granted
the creativity and flexibility to develop their own curriculum, it is beneficial for AP teachers to compare
their syllabi not just to the course outline in the official AP Course Description and in chapter 3 of this
guide, but also to the syllabi presented on AP Central, to ensure that each course labeled AP meets the
standards of a college-level course. Visit AP Central at apcentral.collegeboard.com for details about the
AP Course Audit, course-specific Curricular Requirements, and how to submit your syllabus for
AP Course Audit authorization.

As the Advanced Placement Program continues to experience tremendous growth in the twenty-first
century, it is heartening to see that in every U.S. state and the District of Columbia, a growing proportion
of high school graduates have earned at least one grade of 3 or higher on an AP Exam. In some states,
between 18 and 20 percent of graduating seniors have accomplished this goal. The incredible efforts of
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