• AP World History & Honors English 10 Blend Syllabus             

     

    Contact Information

    AP World History Instructor: Matthew Egnew (matthew.egnew@husd.org)

    Honors English 10 Instructor: Tommie Byrd (Higley High School) (tommie.byrd@husd.org)

    Room 524

     


     

    Required Supplies

    By Tuesday, July 24th, all students need to have a binder with the following supplies. They are expected to have the binder with them in every class (one single binder, not per class).

    • 2- to 3-inch binder (1) - no built-in folders; no accordion style 
    • Colored tabs (6-7) - one for each class period
    • Lined, loose-leaf paper package (1-2) 
    • Pens (black or blue)
    • Pencils
    • Highlighters (pink, orange, yellow, green, blue, purple) 
    • 3-hole punched pencil case/pouch (1)
     
    In addition to the items listed above, please bring the following to keep in the classroom.
    • 1 small pack of 5x8 note cards (these are the BIG ones; you won't want to be limited to anything smaller)
    • 5-pack of 3x3 Post-its (any color)
    • 2 red pens

    If you are able, we can always use more of the following, as well.

    • Tissue
    • Lined, loose-leaf paper
    • Black or blue pens
    • White-Out
    • Hand sanitizer
    • Disinfectant wipes

     


     

    Course Description

    AP World History/Honors 10 ELA develops a students’ understanding of world history from around 8000 BCE to present day while incorporating the English Language Arts standards and skills. In Honors English 10, students will be analyzing and evaluating a variety of text contemporary to the time period they are studying in AP World History, including literature and primary and secondary source documents. Students investigate significant events, important individuals, consequential developments, and overarching processes of history in six historical periods while honing and improving the critical thinking skills and methods used by historians that study and analyze the past. Students will synthesize the content of the course thematically to connect history holistically through place and time. All geographic regions of the globe will be equally valued with an inclusive approach to a “big picture” analysis. The course concentrates on analysis and interpretation of historical evidence in support of argumentation. In addition to make this an even more unique experience for the students and instructors, this course will be “blended” with half of the activities and learning online and other half in person. Students will meet with the instructor one hour of the day but also have one hour of online course work per day at home in an online environment. The course culminates with the AzMerit exam in April and national AP World History examination in May 2019. Students, if successful on the AP World History examination, will complete a required element for the AP Capstone diploma and may receive college credit at their preferred college or university.

     

    Six Historical Periods: AP World History Periodization

    Period 1- Technological and Environmental Transformation- circa 8,000 BCE- 600 BCE                    

    Period 2- Organization and Reorganization of Human Societies- 600 BCE- 600 CE                                 

    Period 3- Regional and Interregional Interactions- 600 CE-1450 CE          

    Period 4- Global Interactions- 1450 CE- 1750                                                                                           

    Period 5- Industrialization and Global Integration- 1750 CE- 1900 CE                 

    Period 6- Accelerating Global Change and Realignments- 1900 CE- to the Present Day

     

    Five Interconnected Themes: AP World History “Big Picture” Synthesis

    1. Interaction Between Humans and the Environment (ENV)
    2. Development and Interaction of Cultures (CUL)
    3. State Building, Expansion, and Conflict (SB)
    4. Creation, Expansion, and Interaction of Economic Systems (ECON)
    5. Development and Transformation of Social Structures (SOC)

     

    Nine Necessary Thinking Skills of the Historian: AP World Historians in Training

    1. Analyzing Evidence: Content Sourcing
    2. Analyzing Evidence: Interpretation
    3. Historical Comparison
    4. Historical Contextualization
    5. Synthesis
    6. Chronological Reasoning: Causation
    7. Chronological Reasoning: Patterns of Continuity and Change Over Time
    8. Chronological Reasoning: Periodization
    9. Creating and Supporting a Historical Argument

     

    Textbook

    Strayer, Robert W. Ways of the World: A Global History with Sources. First ed. Boston: Bedford/St. Martins, 2013

    Throughout the course, students will be reading a variety of supplemental texts. Honors English 10 will require the reading of several novels, some of the student’s choosing and others selected by the instructor.

     

    Course Sequence Overview

    The six Historical Periods of the course will process chronologically while the five Themes interconnect and the nine Thinking Skills applied throughout the entire year.

    Period 1 Technological and Environmental Transformation- circa 8,000 BCE- 600 BCE (August) Strayer-Chapters 1-3

    Period 2 Organization and Reorganization of Human Societies- 600 BCE- 600 CE (September-October) Strayer-Chapters 4-6

    Period 3 Regional and Interregional Interactions- 600 CE-1450 CE (November-December) Strayer-Chapters 7-13

    SEMESTER BREAK

    Period 4 Global Interactions- 1450 CE- 1750 CE (January-February) Strayer-Chapters 14-16

    Period 5 Industrialization and Global Integration- 1750 CE- 1900 CE (February-March) Strayer-Chapters 17-20

    Period 6 Accelerating Global Change and Realignments- 1900 CE- to the Present Day (March-April) Strayer-Chapters 21-24

    NOTE: Coursework will end in early May to allow time to review and prepare for the AP World Examination  

     

    Course Module/ Unit Structure 

    Typically, the approach to learning will be inquiry based. The investigations could include many if not all of the following: interactive lectures, assigned readings with focused tasks, structured discussions, primary and secondary source analysis, essay writing, cooperative learning, in class debates, student presentations, online interactions and collaboration, map exercises, critical thinking activities, and statistical data analysis, among other things. Throughout each module, students will be formatively assessed by stimulus based multiple choice questions, short answer questions, document based question essays, long essays targeting specific historical thinking skills, and other performance based assessments. Students will also develop culminating projects to inform, as well as target groups, of their findings from research during the course of the course. Honors English 10 will have short- and long-term modules. Long-term modules may include novel studies or essays.

    ***Students will also take mock exams in an effort to prepare them for the AP Exam in May. ***

     

    Online Expectations

    Students are expected to access Canvas and complete online modules and assignments each week for both parts of the AP Blend (AP World and Honors ELA 10). Each part of the class has a separate section in Canvas, but the students can see the assignments for the classes on a combined online calendar in Canvas. Students will be shown how to access their online calendar in Canvas the first week of the course.

    Additionally, students will collaborate with one another through Google Docs, and submit assignments online as part of their weekly modules and assignments. For this purpose, all students will be required to have a Gmail account. This account can already exist or can be set-up after the first day of class. 

    All interactions and submissions online will be monitored by the instructors and any violation of school policies or inappropriate behavior or posts online can lead to removal from the course.

     

    Homework Expectations

    This is a two-credit course and students will participate in one class period per school day in class and one period per school day outside of class in an online environment. The online participation allows flexibility to the student’s schedule. It is the students’ responsibility to keep up with their online calendar for due dates of online work and the expectations. For example, Module 1 may open on Monday July 23rd, but the students have the flexibility of completing the expectations at their discretion any time before the assigned due date for the module.

     


     

    Grading Policy

    Students will be assessed on course standards in a variety of methods. There will be online and in class assessments. 100% of a student’s grade is based on assessments.

    Grades will be found in synergy until the grade reports are due. Parents and students are expected to check synergy grade for an accurate view of the course grade and progress. 

    Grade reporting will be cumulative each semester. Each time a grade report is given, it will represent the total grade-to-date. For each semester, the grade intervals will be:

    • 5-weeks progress report
    • 9-week report card
    • 13/5-weeks progress report
    • Final exam
    • 18-week semester grade

    The following letter-grade system will be used to grade student work:

    • 100%-90%     A
    • 89%-80%       B
    • 79%-70%       C
    • 69%-60%       D
    • Below 60        F

    Student performance in connection with important course components contributes to each student’s final grade for the Honors English 10 course in the following manner:

    • Reading Analysis = 30 percent
    • Written Communication = 30 percent
    • Speaking & Listening = 20 percent
    • Midterms & Final Exams = 20 percent

     

    Plagiarism Policy

    Plagiarism is defined as intentionally using information from or property of another without permission in order to obtain an unfair advantage or receive a grade or score that was not legitimately earned. This includes copying information off of another student’s paper, copying and pasting or quoting/paraphrasing large amounts of information from outside sources (in excess of 20% in one assignment, even if properly cited), purchasing papers from the Internet and submitting them as one’s own, allowing others to complete one’s work, AND using one’s own final draft work previously submitted for a grade.

    In the event of plagiarism or cheating of any kind, the minimum action to be taken includes a verbal warning, parent contact, and loss of credit. See the HUSD Student Code of Conduct for a more detailed explanation of the plagiarism policy and penalties.

     

    Late Work Policy

    Work will be accepted late with a 50% deduction up to the end of the unit per department policy. Students who are absent (excused or school business only) will receive an automatic extension equal to the number of days they are absent. 

    Extension Requests: Requests must be discussed and approved by the instructor. 

    Emergency Due Date Extensions: During all quarters, in cases of emergency--illness, injury, family business, etc.--a student and/or parent may request an emergency extension either via email or upon returning to class. 

    Individualized Education Plans (IEPs): During all quarters, students with IEPs and 504 plans are strongly encouraged to follow the policies outlined herein. However, if an IEP specifically allows for extra time on assignments, the student may automatically extend a due date upon conference with the instructor, either verbally or in writing.

     

    Make-Up Work Policy

    In the event of an excused absence, an assignment due date will be extended equal to the number of days the student was excused. Make-up work will be accepted for full credit up to the new due date and IF it is submitted correctly. It is the student’s responsibility to find out what s/he missed while absent by checking the Homework Calendar on the teacher page.

     

    Attendance Policy

    An absence is defined as a student's non-attendance in the student's assigned classroom during an assigned period. Parents/Guardians are charged by law with the responsibility for their student’s attendance. In the event of a necessary absence known in advance, the parent/guardian is expected to inform the school. All absences not verified by either parental or administrative authorization within 24 hours will be recorded as unexcused. Parents are asked to prioritize their child’s education by scheduling medical and dental appointments outside of school hours, as well as scheduling family vacations during school breaks, holidays and summer vacation.

    IMPORTANT!!! 

    Per board policy, a student will be considered absent from class if they enter the classroom more than ten minutes after the designated start time.  If the student has a valid reason to be late to class it will be an excused absence. The absence will be considered unexcused if the student is late without being excused by the school administration or the parent signing in the child late.  If you would like to receive attendance updates throughout the day, you have the option to sign up in ParentVUE.

     

    Tardy Policy

    A student is tardy if s/he is not in the classroom when the bell rings. The accumulation of excused and unexcused tardies will result in potential consequences as follows:

    • 1st Tardy: Student Conference
    • 2nd Tardy: Student Conference + Parent Phone Call + Warning that 3rd tardy is ASD
    • 3rd Tardy: ASD
    • 4th + Tardy: Office Referral 

     

    Classroom Expectations

    Students are expected to adhere to all guidelines outlined in the HUSD Student Code of Conduct, including (but not limited to) the following:

    • No food, drink, or gum is allowed in classrooms (no gum allowed on campus).
    • No hats are allowed in classrooms.
    • Students are expected to come to class prepared every day with their school binder and interactive notebooks and all homework and reading assignments completed.
    • Unless otherwise permitted by the instructor for a particular classroom activity, cell phone use is not permitted in the classroom. Cell phones must be turned off AND put away as directed or they will be confiscated and stored in the front office for pick-up after school.
    • Students must be in their assigned seats when the beginning bell rings and must remain on task until dismissed by the instructor at the closing bell.
    • Hall passes will be permitted on a limited basis, per teacher discretion, and all students must sign out and back in to the classroom.

     

    Discipline Policy

    Failure to adhere to any of the guidelines outlined in the HUSD Student Code of Conduct and/or the expectations listed above are subject to the following disciplinary actions.

    • First Offense: Student-teacher conference (possible parent communication)
    • Second Offense: Parent contact
    • Third Offense: After school detention and parent contact
    • Fourth Offense: Parent-student-teacher conference (may involve counselor/administrator)
    • Fifth Offense: Referral to administration

    Note that more serious offenses may result in immediate detention, parent conference, and/or referral to administration.

     

    Diversity Policy

    All individuals have a right to an educational environment free from bias, prejudice and bigotry. As members of the Higley High School educational community, students are expected to refrain from participating in acts of harassment that are designed to demean another student’s race, gender, ethnicity, religious preference, disability or sexual orientation.

     


     

    THE AP WORLD HISTORY EXAM (May 2019) Students are expected to take the exam as part of this course. The exam fees are $94 and will be collected in February/March of 2019.

    Part 1- Stimulus Based Multiple Choice Questions and Short Answer Questions

    • 55 MC Questions
      • Given 55 minutes to complete
      • Questions are in sets based on stimulus documents
      • Weighted as 40% of exam grade
    • 3 Short Answer Questions
      • Given 40 minutes to complete
      • Answers expected in format of a constructed response
      • Questions expect students to use historical thinking skills to address prompts adhering to thematic connections of the course
      • Weighted as 20% of exam grade

    Part 2- Essay Questions

    • 1 Document Based Question
      • Given 55 minutes to complete
      • Measures the students ability to analyze and synthesize evidence
      • Outside knowledge on topic must be incorporated
      • Essays graded with a specific AP Rubric
      • Weighted as 25% of exam grade
    • 1 Long Essay Question
      • Given 40 minutes to complete
      • Students choose to answer one essay from a pair of choices
      • Essays will focus on historical thinking skills like Comparison, CCOT, and or Causation.
      • Essays are grade with a specific AP Rubric
      • Weighted as 15% of exam grade

    Exam topic Weights

    1. Period 1-(5%) Technological and Environmental Transformation 8000-600 BCE
    2. Period 2-(15%) Organization and Reorganization of Human Societies 600 BCE-600 CE
    3. Period 3-(20%) Regional and Interregional Interactions 600-1450 CE
    4. Period 4-(20%) Global Interactions 1450-1750 CE
    5. Period 5-(20%) Industrialization and Global Integration 1750-1900 CE
    6. Period 6-(20%) Accelerating Global Change and Realignments 1900 CE- Present Day

    Exam Scoring

    5=Extremely Well Qualified

    4=Well Qualified

    3=Qualified

    2=Possibly Qualified

    1=No Recommendation

     


     

    This page must be signed and returned to Mr. Egnew by Friday, July 27th, 2018

    Syllabus Acknowledgement Form / Parent Contact Information

    I have read and understand the syllabus for AP World History & Honors English 10 Blend and agree to abide by all of the course requirements, classroom rules, and classroom procedures as stated in the syllabus.

    __________________________________________             _______________

    Print Student Name                                                                                        Date

     

    __________________________________________             _______________

    Student Signature                                                                                           Date

     

    Should the occasion arise that parent contact is needed, please provide contact information.

    ________________________________________________________________

    Parent name (please print legibly)

     

    ________________________________________________________________

    Parent Email

     

    ___________________________________________                                 _________________

    Parent Contact Number                                                                                   Best time to call

     

    ___________________________________________                                  ________________

    Parent/Guardian Signature                                                                             Date

     

    I prefer contact to be contacted via:          □ Email                       □ Phone

    Notes/Comments:_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

    Note to Parents: Grades are updated regularly on Synergy, and I also update my Canvas page regularly. You can set up ParentVue to send you emails when grades are updated, and create a Canvas Observer account to see upcoming assignments, projects, assessments, as well as student submissions and posts. The timeliest way to reach me is via email since I only have access to phones before or after school. Feel free to send us an email at any time at:

    tommie.byrd@husd.org   matthew.egnew@husd.org

    Synergy Availability and Access

    Parents can access their child’s grades and assignments by going to the school’s website and clicking on ParentVue/StudentVue on the quick links bar (right side of the page).  Teachers may include digital documents, classroom assignments, points and percentages, and individual feedback and comments. Students’ information is only accessible by using an individualized password assigned by the school.  Parents may contact office personnel/counselor for their child’s password at 480-279-8000.