Deadline for the initial submission of course materials (a syllabus and Course Audit form) for the 2014-15 school year.
The AP® Program unequivocally supports the principle that each individual school must develop its own curriculum for courses labeled “AP.” Rather than mandating any one curriculum for AP courses, the AP Course Audit instead provides each AP teacher with
a set of expectations that college and secondary school faculty nationwide have established for college-level courses. More
AP teachers are encouraged to develop or maintain their own curriculum that either includes or exceeds each of these expectations; such courses will be authorized to use the “AP” designation. Credit for the success of AP courses belongs to the individual schools and teachers that create powerful, locally designed AP curricula.
The AP World History course should be designed by your school to provide students with a learning experience equivalent to that of an introductory college course in world history. The purpose of your course should be to understand the evolution of global processes and contacts, in interaction with different types of human societies. Your course should highlight the nature of changes and continuities over time and their causes and consequences, as well as comparisons among major societies. Students develop analytic skills through exposure to historical documents, visual and statistical evidence and conflicting interpretations.
There are no specific curricular prerequisites for students taking AP World History.
All students who are willing and academically prepared to accept the challenge of a rigorous academic curriculum should be considered for admission to AP courses. The College Board encourages the elimination of barriers that restrict access to AP courses for students from ethnic, racial and socioeconomic groups that have been traditionally underrepresented in the AP Program. Schools should make every effort to ensure that their AP classes reflect the diversity of their student population.
High schools offering this exam must provide the exam administration resources described in the AP Coordinator’s Manual.
Course and Exam Description
Describes in detail the AP course and exam. Includes the curriculum framework and a representative sample of exam questions.
Review this resource to establish your understanding of the objectives and expectations of the AP course and exam.
Syllabus Development Tutorial
Describes the resources available to support syllabus development and walks through the syllabus development guide requirement by requirement.
Teacher Resources Overview
This subject-specific presentation with voiceover describes the resources available emphasizing the syllabus development guide. Also included is an activity to help AP teachers ensure that their syllabus demonstrates the evidence necessary to meet each curricular requirement.
Identifies the set of curricular and resource expectations that college faculty nationwide have established for a college-level course.
Example Textbook List
Includes a sample of AP college-level textbooks that meet the content requirements of the AP course.
Syllabus Development Guide
Includes the guidelines reviewers use to evaluate syllabi along with three samples of evidence for each requirement. This guide also specifies the level of detail required in the syllabus to receive course authorization.
Four Annotated Sample Syllabi
Provide examples of how the curricular requirements can be demonstrated within the context of actual syllabi.
Review these resources to ensure that you have included the required level of detail in your syllabus to successfully complete the course audit.
Syllabus Self Evaluation Checklist
Includes a list of items that teachers should verify prior to submitting the syllabus for review.
Use this checklist to ensure that your syllabus includes all required elements before submitting for review.
These teacher resources model approaches for planning and pacing curriculum throughout the school year.
A new report on AP provides the perspective of a national sample of AP teachers on issues of the program's quality, growth, equity and rigor.