WHAP Syllabus - Atascocita High School - Mr. Duez

Mr. David Duez - Red 2 Room 1207 - http://whap.mrduez.com  & david.duez@humble.k12.tx.us

Units of Study (Periodization) and % of AP Test

Unit 1: Technological & Environmental Transformations 8,000 B.C.E. to 600 B.C.E. (5% of AP TEST)

Strayer: Part 1 - First Things First: Beginnings in History, to 500 BCE

CH 1. First Peoples: Populating the Planet, to 10,000 BCE

CH 2. First Farmers: The Revolutions of Agriculture, 10,000 BCE to 3,000 BCE

CH 3. First Civilizations: Cities, States, and Unequal Societies, 3500 BCE to 500 BCE

Unit 2: Organization & Reorganization of Human Societies c. 600 B.C.E. to c. 600 C.E. (15% of AP TEST)

Strayer: Part 2 - The Classical Era in World History, 500 BCE to 500 CE

        CH 4. Eurasian Empires, 500 BCE - 500 CE

        CH 5. Eurasian Cultural Traditions, 500 BCE - 500 CE

        CH 6. Eurasian Social Hierarchies, 500 BCE - 500 CE

        CH 7. Classical Era Variations: Africa and the Americas, 500 BCE - 1200 CE

Unit 3: Regional & Transregional Interactions c. 600 C.E. to c. 1450 (20% of AP TEST)

Strayer: Part 3 - An Age of Accelerating Connections, 500 - 1500

CH 8. Commerce and Culture, 500 - 1500

CH 9. China and the World: East Asian Connections, 500 - 1300

        CH 10. The Worlds of European Christendom: Connected and Divided, 500 - 1300

        CH 11. The Worlds of Islam: Afro-Eurasian Connections, 600 - 1500

CH 12. Pastoral Peoples on the Global Stage: The Mongol Moment, 1200 - 1500

CH 13. The Worlds of the Fifteenth Century

Unit 4: Global Interactions c. 1450 to 1750 (20% of AP TEST)

Strayer: Part 4 - The Early Modern World, 1450 - 1750

        CH 14. Empires and Encounters, 1450 - 1750

        CH 15. Global Commerce, 1450 - 1750

        CH 16. Religion and Science, 1450 - 1750

Unit 5:  Industrialization & Global Interaction c. 1450 to c. 1750 (20% of AP TEST)

Strayer: Part  5 - The European Moment in World History, 1750 to 1914

        CH 17. Atlantic Revolutions and Their Echoes, 1750 - 1914

        CH 18. Revolutions of Industrialization, 1750 - 1914

                CH 19. Internal Troubles, External Threats: China, Ottoman Empire, & Japan, 1800 - 1914

                CH 20. Colonial Encounters, 1750 - 1914

Unit 6:  Accelerating Global Change & Realignments c. 1900 to the Present (20% of AP TEST)

Strayer: Part 6 - The Most Recent Century, 1914 - 2010

        CH 21. The Collapse and Recovery of Europe, 1914 - 1970s

        CH 22. The Rise and Fall of World Communism, 1917 - Present

                CH 23. Independence and Development in the Global South, 1914 - Present

                CH 24. Accelerating Global Interaction, Since 1945

5 Historical Themes: (Overarching Big Ideas)

Theme 1: Interaction Between Humans and the Environment (ENV)

Theme 2: Development and Interaction of Cultures (CUL)

Theme 3: State-Building, Expansion, and Conflict (SB)

Theme 4: Creation, Expansion, and Interaction of Economic Systems (ECON)

Theme 5: Development and Transformation of Social Structures (SOC)

4 Critical Historical Thinking Skills: (The Work of a Historian)

HTS 1: Crafting Historical Arguments from Historical Evidence Creating a thesis (answer to the prompt), Appropriate use of relevant historical evidence

HTS 2: Chronological Reasoning Historical causation, Patterns of Continuity and Change over time, Periodization

HTS 3: Comparison and Contextualization Associating Connections, Similarity, Juxtaposition, Contrast; While associating Meaning

HTS 4: Historical Interpretation and Synthesis Explanation, Interpretation & Analysis, While Aggregating, Sequencing, or Integrating

Course Overview:

The scope and sequence are tightly aligned with the curriculum prescribed by the College Board.  As a result students will move through college level material at a rapid, but thorough pace. AP World History is a challenging course in which students will not only gain understanding through reading the work of historians, but will become historians themselves. Students need to master historical fact, but must first learn to find, assess, validate, and interpret information from a variety of sources.

The purpose of the AP World History course is to develop greater understanding of the global processes and contacts, in interaction with different types of human societies. This understanding is advanced through a combination of selective factual knowledge and appropriate analytical skills. The course highlights the nature of changes in international frameworks and their causes and consequences, as well as comparisons among major societies. It emphasizes relevant factual knowledge used in conjunction with leading interpretive issues and types of historical evidence.  The course builds on an understanding of cultural, institutional, and technological precedents that, along with geography, set the human stage. Specific themes provide further organization to the course, along with consistent attention to contacts among societies that form the core of world history as a field of study.

Although the course will be approached chronologically, themes and trends will be emphasized. The purpose of the course is to develop an understanding of the evolution of global processes and contacts, in interaction with different types of human societies. Class time will be spent in a variety of ways, all of which are designed to aid students in academic and Advanced Placement success.  Students will be expected to engage in role-play simulations, primary source analysis, debates, and in class writing.

50% of the score on the AP Test is determined by student performance on three Free Response Questions (Essays).

  1. Document-Based Question (DBQ)
  2. Continuity and Change Over Time (CCOT)  
  3. Comparative (COMP)

It is imperative that students realize they will be writing more in this class than any other class on their schedule. Of course, the instructor will be guiding them through this learning process and there will be a lot of in class practice and development. Writing as a historian is quite different than writing creatively in an English class. There is a method that guides students through the analysis of the prompt, creation of a thesis, proving the thesis, and scoring points on the rubric.

About the AP Test for World History AP:

The exam scoring process, like the course and exam development process, relies on the expertise of both AP teachers and college faculty. While multiple-choice questions are scored by machine, the free-response questions are scored by thousands of college faculty and expert AP teachers at the annual AP Reading. AP Exam Readers are thoroughly trained, and their work is monitored throughout the Reading for fairness and consistency. In each subject, a highly respected college faculty member fills the role of Chief Reader, who, with the help of AP Readers in leadership positions, maintains the accuracy of the scoring standards. Scores on the free-response questions are weighted and combined with the results of the computer-scored multiple-choice questions, and this raw score is summed to give a composite AP score of 5, 4, 3, 2 or 1.

WHAP Commitment: It is worth it!

        Taking World History AP is a big commitment. 70% of the nation’s high school graduates attempt college. Yet fewer than 30% of adult Americans hold a college degree! Most colleges and universities agree that it is because students are not prepared for the academic challenge of college coursework. There is only one way to prepare for the rigors of a college education: students need to take challenge courses in high school. High school students who have taken at least two Advanced Placement classes double their chances of graduating from college, according to the College Board!

“Those students who do the work, do the learning.”  Hard work and dedication will pay off in the end.


Main Textbook: Strayer, Robert W. Ways of the World: A Global History with Sources. Boston: Bedford/St. Martin’s 2011.

Summer Reading: Standage, Tom A History of the World in Six Glasses. Walker & Company 2005.

College Dictionary: Essential for using the textbook and reading other sources.

**None of these need to be brought to class. Please keep them at home and bring your notes.**


The Strayer text will remain at home so that students can read it to prepare for class. The only thing students need to bring to class each day is a 3 Ring Binder Notebook, blue or black ink pen, and lined paper. Students will be writing notes while reading the text, while learning from the notes/screencasts, and during class.

We will be taking tests over multiple chapters, Mock AP Tests at various points of the school year, and much of what students will be held accountable for will be cumulative. It is essential that the student is organized and can recall information quickly.

Within the three-ring binder it is acceptable to include a spiral notebook. However the three-ring binder is needed due to the amount of handouts (mostly in the form of historical documents to analyze). Mr. Duez will have a three-hole punch available for students in the classroom.

Target Sheets:

These are mini unit plans that will be posted on the website and will help to guide students as they read and study the text. Students may use these target sheets to help them take notes and understand material discussed in the textbook. Detailed vocabulary and definitions, essential questions, and chapter objectives are outlined in the sheet.

Notes and Screencast Videos:

On the class website each week, Mr. Duez will be posting all notes in Google Doc Slides. He will also have a video screencast to accompany each slide presentation (unless it is done in class). These concepts are the basic fundamentals and teamed with reading the Strayer text, students should be coming to class each day with a “who, what, when, where” level of understanding.        

When we are in class, Mr. Duez will be using discussion questions that focus student understanding around the course themes, periods, and historical thinking skills. Most class time will be spent on writing exercises, thinking history, and actively working with classmates to attain a high level of comprehension at the analysis level.  It is imperative that students keep up with their work on a daily basis. This is an Advanced Placement class that is taught at a college level. Students simply will not be able to earn college credit for the course without putting in the time and effort outside of class.

Grading & Assessment:

For each 9 week period, approximately two assignments will be graded  per week. At least 3 test grades. At least 10 quiz or class work grades.

TESTS = 70% of the 9 week grade

QUIZZES & CLASS WORK = 30% of the 9 week grade

Reading Check Quizzes:

Keeping in accordance with the reading schedule (approx. 1 chapter per week) is the most taxing component of the WHAP course. Students are expected to read and be responsible for the text that is assigned. It is of the utmost importance to read the text completely and attentively. If the student is unable to dedicate multiple hours of history study per week, they will absolutely encounter difficulty in WHAP. Past students report devoting anywhere between 5 to 10 hours of study and preparation per week outside of class.

Typically the quizzes are 10 questions in length. Students may use any hand written notes during the quiz that were taken while reading Strayer or viewing Mr. Duez’s notes on the website. The quiz is 15 minutes in length.The goal of the quiz is to quickly check if students have completed the reading and have a good working understanding of the concepts.


The best possible preparation for the rigors of the 70 multiple choice questions on the AP Test is frequent practice at answering those types of questions. Typically the tests are all multiple choice with some short essay at the end. Students WILL NOT use any notes during our tests. They will be done on scantron so that it can be graded quickly to give students feedback. Students may come in to tutoring and review completed tests to better understand the material. Most tests days are on our “block” or extended learning period on Wednesday or Thursday. This gives students enough time to not only complete a sizeable number of multiple choice questions, but also show their writing skills. Most tests will be between 30 and 50 multiple choice questions in part one. The second portion of the test will focus on a particular essay (FRQ) or perhaps multiple essays.

Writing Assignments:

The World History AP Test will include 3 highly rigorous writing prompts. Students will practice the essays (Compare and Contrast-C&C, Change and Continuity Over Time-CCOT, and Document Based Question-DBQ). Essay writing may be done in class and also in take home projects to foster student growth in using these specific writing skills.

Extra Credit:

Students may choose to do 1 Extra Credit Documentary, Movie, or Book review per 9 week period. They may also do Students may choose to do one set of 2 Graphic Organizers each 9 week period. The extra credit is detailed on the class website. Please follow the directions specifically on the site. The form, a written review with documented links back to the Strayer textbook, and parent signature is required for both extra credit assignments. Review is worth an additional 20% points added to the lowest test score (no single score will be over 100%). The graphic organizers bump the lowest quiz grade to a 100.

When is tutoring?

Most days after school Mr. Duez is around until 3:15 if you have quick questions.

Thursday: 2:50 to 3:30 - Red 2 1207

Students must bring actual questions to tutoring. This is not a lecture session. It is student driven. Prepare for tutorials as if you are coming in to history class each day. Tutorials are a great time to go over quizzes and tests if you did not understand the questions.

Please feel free to email Mr. Duez at any time. He will respond within 24 hours and often will have the time to give a thoughtful reply to questions students may be struggling with as they study during the week.


Classroom rules:

1. Be Prompt. The expectation is that student will be in class and ready to learn when the bell rings.

2. Be Prepared. Being prepared means that students have their materials, have read the text and taken notes, and enter the class with questions about what they do not understand.

3. Be Polite. Everyone in the classroom will be treated as they wish to be treated themselves - with respect.

No Cell Phones or electronic devices are permitted to be viewable in class at any time. Disciplinary procedures will result when violating this rule. It is very important to pay attention, contribute, and actively learn in class. Passing periods in the hall or flex area is a good time to use the cell phone or electronic devices.