• Tour Intro
• Tour Agenda
• Tour Lodging
• Tour TPS
• Tour FAQ

Students who do not meet the demands of the 500 level course may opt for the 200 level history credit later in the year. For example, one who earned a total of 800 points, could choose from a "B" in HIST500 or an "A" in the 200 level world history course. Which is more important, the GPA or the advanced course designation?

Although HIST200 history students have the equivalent of four less writing assignments, they are graded according to the HIST500 track due dates (calendar included in this syllabus) for all assignments. Hopefully, many students will successfully maintain the advanced status.

For student's needing only one semester
The course readings generally move sequentially through world history. A student who has already had the 1st semester of world history elsewhere is advised to read the second semester material of this course and take the related quizzes. However, since the writing assignments do not necessarily correlate with the weekly readings, a student taking only one semester of this year long course must do the 1st semester assignments. Additionally, HIST500 students write two additional essays instead of the CLB project.

Course Requirements

I. Reading (452 points total for both levels)
The readings are the same for both levels and total to an average of 30 pages per week (excluding graphics). The reading materials have been carefully selected to enhance your attainment of reaching course objectives. All students are held accountable for the weekly reading assignments by a weekly quiz and by discussions over the readings in the forums. These discussions particularly assist to increase a Biblical perspective. While researching via the Internet, students are encouraged to recommend links which will enhance course objectives.

II. Writing (total points differ per level, see chart below)
A. Essays:
There are four types of writing assignments, each worth 20 points. HIST500 track students write three of each type. HIST200 track students write two of each type. Essays and biographies are to be between 800 and 1400 words, excluding citation and follow-up questions. Although students have freedom to design their own research topics, pre-approval is required in order to verify the topic is within the framework of the AP curriculum scope. Detailed instructions and scoring rubrics are provided in separate documents for each of the following four essay types. Forums are provided for topic proposals and constructive feedback.

1. Document Based Question (DBQ) - Write a clear, persuasive thesis demonstrating your insightful analysis of source documents with reference to historical context and author bias. Analyze by comparing and contrasting the documents to form various groupings. Focus on the Mental Skills listed above. For the second DBQ essay students are to submit 6 to 8 source documents from which base their essay response. (The DBQ2 is worth 20 points for sources and another 20 points for the essay.) Documents are provided for the other DBQs.

2. Change-Over-Time Essay (COT) - Explain how a large global issue has changed over time in one cultural area or several. Provide ample historical evidence to support your clear and comprehensive thesis. Each essay should focus on a separate region.

3. Comparative Essay (CMP) - Discuss the main similarities and differences between regional societies including chronology, causation, and connections as relevant to the content. Each essay should focus on a different time period and reflect on the 6 themes listed in the table above.
For each COT & CMP students are to design four multiple choice questions to be uploaded in the same document as their essay. Each COT or CMP essay has a maximum of 28 points possible broken down as follows:
20 points, each essay is rubric scored (required)
4 points, 4 multiple choice questions (required)
2 points, write the m/c questions into HTML (extra credit)
2 points, write the endnotes into HTML (extra credit)

4. Biography (BIO) - Select each name from a different time and place as noted on the list of biographies. Your third "biography" is actually a report on the life history of a city.

[Remember that the only difference between HIST200 and HIST500 is in the amount of writing required. HIST500 students have an additional 100 points worth of writing assignments. Specifically, these are a third series of essays (DBQ3, COT3, CMP3, BIO3), that total to 88 points (including the 8 m/c questions), and 12 additional points worth of 1st Semester discussions. All students must also choose to do the CLB or SUM project:

Collaborative Project (CLB) -option
Three students will work collaboratively (CLB) to write a 24 page paper as guided by the teacher and rubric. This is broken into multiple steps on the course calendar.

Summations (SUM) -option
There is a password protected website (thishistory.com) that contains hundreds of short (aprox. 1000 word) history essays. For each essay read, a student will condense the most important ideas and facts into bulleted form as well as other tasks. These essay summations (SUM) require very little additional research. Details for this assignment are in the classroom.

D. More on the Writing:
A student may choose a topic prompt from the list of Comparative Essays, the list of Change Over Time Essays, or suggest a new topic. Either way, all essay topics must have instructor approval in the forums. The classroom forums contain areas to obtain thesis approval, advice, and constructive feedback during the writing process. Sometimes revision comments are offered on how to improve the content of an essay, but more often submitted essays are revised and published for student review.
There are many links on the Internet from where research may begin. Students are encouraged to have all essays proofread for proper mechanics and stylistic advice prior to submission. Students upload material into the Moodle classroom where writings will be graded according to the appropriate rubric.

E. Uploads
You must include the assignment code and topic in the file name. For example, according to nomenclature standards, if I wrote an essay over diseases in Africa, the file name might look like: NicholsB-WHIST500-COT2africandisease.doc where "COT2" means my second "change over time" essay. The important thing is that you are consistent in order to enable easier sorts and searches for the many essays of the year.

Options to Writing CMP and COT Essays

Writing all the assigned essays will increase the likelihood of success on the AP exam, especially if your first draft is written without notes under a time constraint which is strongly suggested but not required for this class. Any student may substitute up to one COT essay, one CMP essay, and the DBQ3 with the following options. This may be particularly inviting if you are taking this World History class without the intention of taking the World History AP (WHAP) exam.
Each alternative essay substitution assignment is to be uploaded into the particular CMP or COT submission area that the substitution is replacing. Some options may be done collaboratively as noted. None of these options need to include multiple choice questions. Each is worth 24 points. Follow the links for examples and enter the Moodle classroom for more details and topic approval.

PowerPoint Presentation:
You may design a PowerPoint presentation which reviews one of the seven week time periods (see "Chronological Boundaries" above) of a specific regional scope. With three or four slides per week (for a total of 21-28 slides), the presentation should highlight the major themes and events of your selected time period and region. Bulleted phrases are are preferred over paragraphs. Keeping the total file size under 2MB, it should include less than 500 words of narrative and at least seven graphics, e.g., a map, graph, or other appropriate visuals. (Working with a partner would double all requirements.) The goal is to fill in this table of PowerPoint Historical Summaries.

Illustrated Dictionary:
You may design an Illustrated Dictionary which reviews the vocabulary of one of the seven week time periods. The dictionary should define 35 - 40 terms and include 7-10 original illustrations. (Working with a partner would double these requirements.)

Reader's Theater:
You may write a humorous, but fact filled, 5 minute dialog between 3-5 characters that might have occurred in one of the following settings: Ottoman harem, Chinese court, slavery debate, European saloon, UN Security Council, World Bank, Jewish Synagogue, or a gathering of Old Testament prophets. The conversation should reference a wide variety of historically accurate data (which are to be cited with endnotes and a bibliography). Here is an idea starter that provides roles for answering, "What options did Kublai Khan and the Mongols face as they established the Yuan Dynasty and how they should rule China?" The Reader's Theater can also be group project.

Song Composition:
You may record your original song in which the lyrics tell of a historical event or person. The lyrical information is to be cited with endnotes where applicable. (If done collaboratively, vocals need to be in harmony, with an instrument and a lead sheet submitted, i.e., notated melody line with chords lettered over staff.) Flaming Sword (3.8MB, mp3) is an example of a song with great music and adequate lyrics but was submitted without endnotes. Magellan the Sailin' Man is a truthfully funny song about the first ill fated round the world trip.

Oral History Interview:
You may interview and report on the life of a person who is over 70 years old. This is known as an oral history. (If done collaboratively this would need to include a short audio and video clip of the interview along with stills from the subject's past.)

Chapter of historical fiction book:
Rit Nosotro is writing a historical fiction novel about a family who experiences the political, religious, economic, and social upheavals in Europe between 1588 and 1688. You may participate by drafting a chapter as an option to writing an essay. Chapters do not need to be written in sequence as the story outline of each chapter is provided for students to fill in with imagination and historical facts. Collaboration is encouraged with the final submission equivalent to one chapter per student. Chapters may be requested in the classroom forum entitled, "Option: Historical Fiction Writer's Circle".

Tourist Guidebook to History:
This is the same as the BIO3 assignment except that the city MUST have ancient significance as well as current attractions.

III. Forums
Students are offered material to discuss in the forums nearly every week. Although discussions are required, students are advised to not be concerned with contributing each week as long as they over contribute other weeks. Of the 34 discussion forums that are offered, HIST500 students are required to contribute slightly more than HIST200 students during first semester. Second semester requirements are the same.

Forum Pts./Sem	HIST500	HIST200
1st Semester	61	49
2nd Semester	61	61

The scoring rubric is detailed in the classroom with a single post worth a maximum of 4 points. For example, if a student posted once per week for 33 weeks and earned the maximum value of 4 points each then they would accumulate 132 points for the year. Because of the interactive nature of the forums, 1st semester forums close on January 25th and comments are no longer allowed. Additional Credit possibilities are available for students as explained in section V below.

The weekly "WHY" off the Assignment Bank often contains prompts which may be discussed in the weekly forum found in the classroom. Your written comments should demonstrate strong authentic opinion supported by facts. To comment on a reading, as in a DBQ, make specific reference to the article but do not summarize it. At times, students are asked to constructively critique the readings and lectures by providing alternative perspectives on the facts of history and a broader analytical context. Forum comments are rubric scored based on quality rather than quantity.You are encouraged to constructively critique the author's written analysis and those offered by your classmates. Encourage in honest love "as iron sharpens iron" since the author of the article may be your classmate. Tie your comments into a broader analytical context. Although fewer carefully chosen words can carry more weight than a thoughtless mouthful, a mere comment like, "Ditto, Dude!" will earn very few points. Avoid a flame of inappropriate emotion by being "quick to hear, slow to speak, slow to anger" (James 1:19). I will monitor the discussion and direct issues for debate within a historical and Biblical context. Our goal is "If anyone speaks, let him speak as the oracles of God" (1 Peter 4:11), and, "Let no corrupt communication proceed out of your mouth, but that which is good to the use of edifying, that it may minister grace unto the hearers." (Eph 4:29)

IV. Assessment
Students are graded in three areas: Assessments, Participation, and Essays. Assessments are automatically scored immediately making results available in the classroom from the “Grades” link. Tracking student weekly participation in the discussion forums is easily done by clicking the tab entitled “Forum Posts”. Parents are encouraged to view the rubric based quality and quantity of student posts in order to better know their child. Essays are scored using a rubric (scoring guide). Essays that don’t meet the rubric’s standards may be returned with feedback to the student for improvement until the “A” category is reached. Thus, students can be assured of their success in all areas of the course. Due to the design of the assessments, there is rarely any discrepancy between teacher and parent records. The online grade book is updated during the first week of each month. Parents and students are encouraged to use a modification of an Excel grade card to track weekly assessment results, forum posts, and essays. The one provided here has formulas set up to differentiate between first and second semester work.

A. Writing Scores
All writing is scored on a rubric standard. After research is completed, students registered to take the AP World History Exam should write each essay within a timed period to prepare for exam conditions. The essay can then be compared to the rubric and improved before uploading.

B. Quizzes over the Readings: (32 readings, 10 points each = 320 points)
Each quiz is "open book", multiple choice, password protected, one attempt only, and not timed. Each quiz over the weekly reading has 5 to 20 multiple choice questions. There are no quizzes during each week of the two semester exams. The quiz for each week is located in the classroom.

C. Forum comments over the course content: 33 weekly postings in the classroom (4 points each = 132 pts).
The weekly "WHY" off the Assignment Bank often contains prompts which may be discussed in the weekly forum found in the classroom. Your written comments should demonstrate strong authentic opinion supported by facts. To comment on a reading, as in a DBQ, make specific reference to the article but do not summarize it. Students are encouraged to constructively critique the readings and lectures by providing alternative perspectives on the facts of history and a broader analytical context. Forum comments are rubric scored based on quality rather than quantity.You are encouraged to constructively critique the author's written analysis and those offered by your classmates. Encourage in honest love "as iron sharpens iron" since the author of the article may be your classmate. Tie your comments into a broader analytical context. Although fewer carefully chosen words can carry more weight than a thoughtless mouthful, a mere comment like, "Ditto, Dude!" will earn very few points. Avoid a flame of inappropriate emotion by being "quick to hear, slow to speak, slow to anger" (James 1:19). I will monitor the discussion and direct issues for debate within a historical and Biblical context. Our goal is "If anyone speaks, let him speak as the oracles of God" (1 Peter 4:11), and, "Let no corrupt communication proceed out of your mouth, but that which is good to the use of edifying, that it may minister grace unto the hearers." (Eph 4:29)

D. Semester Exams (2 exams, 32 pts each)
Each semester exam is "open book", multiple choice, and password protected and timed in the style of the AP exam. Even though semester exams are "open book" to avoid the necessity of a proctor, there is virtually no time to look up answers in a textbook since students have less than 40 seconds per question. About half the exam questions are taken directly from the weekly quizzes. There is no final exam over the year's content.

F. World Geography Test, Religions/Ideologies Test (20 points each)
The World Geography test has you locate most of the countries of the world. Knowledge of the globe’s natural features is also required. The Religions test includes beliefs and practices of major world religions and also ideologies of major philosophical, political, and economic systems.

G. AP World History Exam: (optional)
A student's score on the College Board AP World History Exam will not effect the grade for this course. The once a year exam is about three hours long with the first session containing 70 multiple choice questions and the second session composed of three essay questions. A comprehensive sample exam is available on line. You usually request a local high school to order the AP exam in January in order for them to proctor the exam for you in May. Only about 60% of all students who take the exam earn a score of 3 or better. The low passing rate indicates how challenging the exam is. Remember, the HIST500 level is like a first year college level course. Here are some APWH exam tips.

V. Additional Credit (optional - of course!)
Any single option worth eight points or more requires prior teacher approval. Students may earn up to 50 points additional credit from the following categories:
18 points by placing the multiple choice questions over their essays into specified HTML code (2 pts. per essay), e.g., Papal Succession
18 points by placing the Chicago style endnotes into specified HTML code (2 pts. per essay), e.g., Ancient Law
15 points for a video clip which impersonates someone on the list of biographies.
12 points by writing a book report over a pre approved book.
10 points by summarizing early people groups of either South America, North America, South Pacific, Asia, or Europe, e.g., Africa
8 points by critiquing the accuracy of a historical fiction movie.
5 points by writing an auto-biographical sketch for our yearbook, e.g., class of 2001-2002
5 points per essay SUM as described in the classroom
3 points by including one hand drawn or original computer generated graphic (map, chart, picture, flow chart, political cartoon...) per essay. These must be of exceptional quality to earn the full three points each. (gladiator earned only one point)
1 point per each photo or drawing, e.g., Erasmus, sent in to compliment a biography (prefer 120 pixels wide).

VI. Logistics of Implementation

A. Materials:
All materials needed for this course are on-line. A student only needs a connection to the Internet, word processing software (OpenOffice is free!), and e-mail. However, although there are no required books to puchase, it would be helpful to have certain reference materials at hand. In addition to these recommendations, it would be good for a student to have some sort of world history textbook. Given the rising cost of new textbooks that are not substantially different from previous versions, this course implements the advice of AP world history teacher Tom Laichas (at http://worldhistoryconnected.press.uiuc.edu/3.2/laichas.html). Rather than require a specific textbook, students have the option of choosing among multiple editions of several different texts. Assignments require background knowledge in particular subjects rather than chapters. Students are advised to obtain one of the common World History textbooks editions mentioned at http://worldhistoryconnected.press.uiuc.edu/3.2/ap_and_college.html as listed in the appendix to this syllabus.

Additionally, the site refers students to a wealth of online resources for original source documents such as http://worldhistorymatters.org/, http://historicaltextarchive.com/, http://www.fordham.edu/halsall/, http://www.ukans.edu/history/VL/, and others.

The course includes extensive instruction in analysis and interpretation of a wide variety of primary sources, such as documentary material, maps, works of art, and other graphic materials. Secondary sources, such as statistical tables displayed in a textbook, are used to enhance a general understanding of world history.
It has been noted that "world history textbooks have two major drawbacks: they obscure the story of history with mind-numbing detail, and they eat up the curriculum." (quoted from a Student's Friend) Never-the-less, textbooks can greatly help in the understanding of course content and be a valuable resource for writing assignments. Although any sort of World History textbook will generally suffice for a reference (see the appendix to this syllabus), the following textbooks (and those in the Appendix) are recommended by many APWH teachers:
o Jerry H. Bentley, Herbert F. Ziegler, Traditions and Encounters, v. I, (New York: McGraw Hill, 1999)
o Wiesner, et. al., Discovering the Global Past: A Look at the Evidence, v. I, (New York: Houghton Mifflin, 1997)
o Howard Spodek, The World's History: Volume II-Since 1100.
o Stearns, (et al) World Civilizations: The Global Experience
• Supplemental readers: Andrea and Overfield's: The Human Record
• The CollegeBoard site suggests the SATII Prep Workbook for World History (approx. $15.00). ISBN: 0764113852
• A concise study guide popularly recommended is called Cracking the AP World History Exam
Indicated in the first column of the following table is a sample of how the scope and sequence of the List of Readings for this AP World History class can be keyed to the subject matter. Content from any world history textbook can keyed to the scope and sequence of this class material. This particular sample is keyed to: Roger Beck et al., World History: Patterns of Interaction, McDougal Littell, 1999*. ISBN 0-395-87274-X
* The 1999 edition is packed with illustrations, maps, and other graphics to enhance the experience of a reader. Case studies invite analysis of primary sources, art, and technology. The reading level targets ninth grade students with each chapter nicely subdivided into four manageable sections. The 2005 edition (about $100 new) is more politically correct in its promotion of minorities, diversity, and globalization - although the facts of history are little changed. Since history doesn’t change much, students can save money by purchasing used textbooks that are one or more editions behind current publications.

If the student plans to apply to for a scholarship to organizations such as the National Collegiate Athletic Association (NCAA), then students will need to list the texbooks used in their education.

B. Example from the List of Readings:
The chart above outlines the basic scope and sequence of world history topics as per College Board recommendations of regions and periodization. Week 9, for example, requires students to study “Asian Powerhouses” from 600-1450. One of the required readings for week 9 is a summary of Chinese history compiled from Compton’s Encyclopedia and published at: http://academic.brooklyn.cuny.edu/core9/phalsall/texts/chinhist.html and is to be read up through the Ming dynasty. Another reading is about Christianity in Asia prior to 1450, http://www.religion-online.org/showchapter.asp?title=1553&C=1365. There are also AP style CMP and COT essays to read, for example, a comparative look at feudalism in Japan and Europe, and a change over time essay concerning the rise and decline of Islam in India. Readings are supplemented by visuals, such as a map of Silk Trade Routes and The Path of the Black Plague. Keyed textbook materials enhance understanding and provide additional research materials for writing assignments. Connections between readings and other content for this week are summarized in the mp3 for week 9. Students are held accountable for week 9 material through quizzes, discussion forums, and essays.

C. Classroom Rules:
What Classroom? You may chew gum and show up in your PJs. That is, if you are taking this course at home and its OK with your parents. ;) Just be nice. When we meet for our 90 minutes each week, please feel free to type in any question or comment at any time but try to keep to related content.

D. Procrastination and Due Dates:
The Potter's School course is known as a synchronous course, meaning, students begin together and stay together. In order to take the AP Exam in May, you should give yourself plenty of time and begin before September. The Assignment Bank provides 35 weeks of rigorous assignments which might require 8 -12 hours per week, with one writing assignment (almost three pages long) about every other week.

Every writing assignment is due by Friday midnight (before Saturday) as assigned on the calendar. After a one week grace period there is a one time 50% penalty for late papers. Avoid procrastination. Quizzes over the weekly readings must be taken before class starts of the week they are assigned [except for week one] in order to receive any credit. This zero tolerance deadline for quizzes is to ensure that you complete them in advance of class in order for us to go over the readings and quiz answers during class. Concerned students are encouraged to build up "Additional Credit" as described above (see IV). [All TPS times are in EDT/EST. Eastern Daylight Time/Eastern Standard Time. Five hours behind GMT from October to April, and three hours ahead of California (PDT/PST).] As a backup to submitting assignments in our classroom, you may upload all assignments into the TPS folder. It will also automatically put your name, date, and time on the file. You must include the assignment code and topic in the file name. For example, "COT2africandisease" means your second "change over time" essay (over diseases in Africa).

Don't procrastinate! The Apostle Paul wrote, "Be very careful then how you walk, not as unwise but as wise, making the most of your time, because the days are evil" (Eph. 5:16 NKJV). Putting off today what can be done tomorrow is wrong thinking. Proverbs 27:1 exhorts, "Do not boast about tomorrow, for you do not know what a day may bring forth." Deadline management is an essential skill for college or job preparation. When a planned future event might preclude a timely submission, the student's workload should be increased before the event so work is submitted in advance, rather than falling behind and increasing the student's workload afterward. Send me an e-mail if you get stuck, lack motivation, or need an extra grace period due to unanticipated circumstances beyond your family's control.

THERE WILL BE NO COURSE EXTENSIONS AFTER JUNE 15

TPS 2008-2009 World History
35 Week Synchronous Class Schedule PRINTABLE
. Have you been procrastinating?

Learning more about Mr. N.
Why does he do what he does? Prompt, mutual responsiveness to concerns is necessary to limit misunderstandings and achieve success. Students may always email Mr. N. at with any question related to the course content or procedures. Here is his brief autobiography and resume.

A few mp3 audio lectures may be provided to enhance student understanding but these are not required. Additionally, students may encounter short video files (produced by the teacher in places such as the British Museum, Rome, Africa, South America, and other locations) that are definitely optional downloads.

<><><><><><><><><><><><><><><><><><><><>

APPENDIX of Commonly Used Textbooks in AP and Introductory College/University Courses (as of 2006)
http://worldhistoryconnected.press.uiuc.edu/3.2/ap_and_college.html

Philip Adler, et al., World Civilizations, 4th ed. (Thomson Wadsworth: 2006). View details at: http://www.wadsworth.com/cgi-wadsworth/course_products_wp.pl?fid=M2b&product_isbn_issn=0534599338&discipline_number=21
Jerry Bentley and Herbert Ziegler, Traditions and Encounters: A Global Perspective on the Past, 3rd ed. (McGraw Hill: 2006). View details at: http://catalogs.mhhe.com/mhhe/viewProductList.do?cnt=12&descr=World%20History%20Texts&catid=932586
Richard Bulliet et al., The Earth and Its People: A Global History, 3rd ed. (Houghton Mifflin: 2006). View details at: http://www.college.hmco.com/CollegeCatalog/CatalogController?cmd=Portal&subcmd=display&ProductID=10845
Albert Craig, et al., Heritage of World Civilizations, 6th ed. (Prentice Hall: 2003). View details at: http://vig.prenhall.com/catalog/academic/product/0,1144,0130456780,00.html
William Duiker, World History, 5th ed. (Thomson Wadsworth: 2007). View details at: http://websites.swlearning.com/cgi-wadsworth/course_products_wp.pl?fid=M2b&product_isbn_issn=0534603637&discipline_number=436
Jiu-Hwa Upshur, et al., World History, 4th ed. (Thomson Wadsworth: 2002). View details at: http://websites.swlearning.com/cgi-wadsworth/course_products_wp.pl?fid=M2b&product_isbn_issn=0534587259&discipline_number=436
Howard Spodek, The World's History, 3rd ed. (Pearson Prentice Hall: 2006). View details at: http://vig.prenhall.com/catalog/academic/product/0,1144,0131773186,00.html
Peter Stearns, et al., World Civilizations: The Global Experience, 5th ed. (Pearson Longman: 2007). View details at: http://www.ablongman.com/catalog/academic/product/0,1144,0321391926,00.html
Robert Tignor, et al., Worlds Together, Worlds Apart: A History of the Modern World from the Mongol Empire to the Present (W. W. Norton: 2002). View details at: http://www.wwnorton.com/college/titles/history/worlds/