MR.SINK’S AP WORLD HISTORY: COURSE SYLLABUS

COURSE DESCRIPTION:Advanced Placement World History (WHAP) is a challenging one-semester course that is meant to provide students with an

expansive view of the history of the human world. The course is structured around the investigation of selected themes woven into key concepts covering distinct chronological periods. AP World History is the equivalent of an INTRODUCTORY COLLEGE SURVEY COURSE! The purposes of this course are threefold. First, it is designed to prepare students for successful placement in higher-level college and university history courses. Second, it is designed to help students understand and develop the skills and habits of mind used by historians in constructing historical narratives. Finally, it is meant to teach students critical thinking, learning, and research skills they will need to be active global citizens in the 21st century. Students will be able to demonstrate their mastery of course content and materials by taking the College Board AP World History exam on Thursday, May 17th, 2018.

COURSE DESIGN:WHAP is structured around the investigation of five themes woven into 19 key concepts across six distinct historical

periods. (See the appendix at the end of this syllabus for more detailed information.) The goal of this course is to encourage students to develop a sophisticated “big picture” narrative of human history beyond the effort to just collect and memorize information. Though the course will indeed deal with facts – names, dates, events, and the like - it places greater emphasis on historical analysis so that students develop the skills and tools utilized by historians in their construction of history. This is done by focusing on nine historical thinking skills that are defined in the appendix of this syllabus.

Considering the ambitious goals of the course, it is no surprise that it relies heavily on college-level resources. This includes college-level textbooks, a wide variety of primary sources, and interpretations presented in historical scholarship. In addition, this course contains a wealth of visual images – art, architecture, artifacts, photographs, etc.-meant to broaden the students’ understanding of the products of human societies across the span of world history. These resources are designed to develop the skills required to analyze point of view and interpret evidence to use in creating plausible historical arguments. These tools will also be used to assess issues of change and continuity over time, identifying global processes, comparing and contrasting societies and various aspects of their culture, and understanding diverse interpretations of historiography.

Moreover, this course is meant to show students that the advanced study of world history can be an enjoyable experience as well. Therefore, a wide variety of student-centered activities have been included such as small group projects, debates, discussions, and other interactive assignments that will help students develop higher-level habits of mind while broadening their content knowledge. Many of these activities will also encourage students to move beyond the typical Eurocentric view of global history presented in most secondary world history courses and provide a more balanced global perspective.

MATERIALS:College-level Textbook:

Strayer, Robert W. Ways of the World: A Global History. Boston: Bedford/St. Martin’s, 2009

Supplemental Sources: Diamond, Jared. Guns, Germs, and Steel. The Fates of Human Societies. New York, NY: W. W. Norton, 1999 Reilly, Kevin. World of History: A Comparative Reader. Boston: Bedford/St. Martin’s, 2009 Readings in World History. Orlando, Fl.: Harcourt Brace Jovanovich, 1990 Taking Sides: Clashing Views on Controversial Issues in World Civilizations, Volumes I and II, edited by Helen and Joseph

Mitchell, New York, NY: McGraw Hill. 5th edition, 2007 The Human Record. Edited by Alfred Andrea and James Overfield, Boston: Houghton Mifflin; 5th edition, 2004

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COURSE ASSIGNMENT DESCRIPTIONS & KEY:

In many ways WHAP may be different from any history course you have taken in the past. In this course YOU, the student, are responsible for teaching yourself much of the factual content. My role as your teacher is to help you understand how all those factual details fit together in the puzzle that is the “Big Picture” narrative of world history, while also teaching you the skills necessary for success on both the AP exam and in the 21 st century classroom. Therefore, the assignments in this course have been structured in such a way as to help you master the course content on your own so we can use our precious class time to learn “Big Picture” concepts and practice our historical skills. The following is a brief overview of common activities that will be used in each of the five units so that we may meet all of the objectives mentioned previously in the course description section of the syllabus.

Textbook Readings (WOW) & Active Reading Questions (ARQ): In order to pass this course, you NEED to READ. In the section of this syllabus titled Course Unit Planner I will have a day-by-day breakdown of all your reading assignments from the first day of class until the last. To reinforce what you read each night, you will be expected to answer all the margin review questions in your textbook that correspond with the pages you are reading. When you reach the end of a chapter you will also have to answer selected Big Picture questions (BPQs) that appear in your textbook. These BPQs focus on the larger ideas/concepts that are addressed in the chapter and will thus provide you with excellent opportunities to synthesize and summarize what you have learned. These assignments are the most effective way for you to manage the enormous content load this course requires on your own.

WHAP Flashcards (FC): Another assignment that is meant to help you manage the enormous content load in this course is AP World History Flashcards. This will help you gain familiarity with the people, places, events, and ideas that you are required to know and keep it fresh over a long period of time. You are required to make a flashcard for each term that appears at the end of each chapter of the textbook. These flashcards will be enormously useful study tools that you can use for your unit tests, the final exam, and the AP exam in May.

World History Crash Course (WHCC): Another way I will reinforce key course content and themes is to assign you to watch episodes of the splendid You-Tube series World History Crash Course hosted by author John Green. Episodes from this series will be used to provide concise yet comprehensive overviews of key concepts and historical events after introducing them in class. I will assign questions to complete for each episode to check for comprehension.

Snapshot Charts (SC): The last homework assignments you will be given in order to help you manage the content load in this course are snapshot charts. Snapshot charts are graphic organizers that are meant to provide you with quick summaries of civilizations, empires, concepts/ideas, or events that occur within a similar time period. They will be given to you at various times this semester and will be another valuable study tool to help you prepare for tests.

Quizzes: You will be given two different types of quizzes in this class. The first will be flashcard quizzes, in which you will be able to use your flashcards to identify a few selected terms. You will also have general quizzes that will allow you to assess your understanding of key content and concepts as we progress through each unit of the course. Your general quizzes will consist of general knowledge multiple-choice questions, other content-based exercises like map identifications or matching, and short answer responses modeled after those on the actual AP exam.

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GRADING:

Major Grades = 75% Tests Writing Assignments/DBQs Projects (both small group &

individual)

Minor Grades = 25% Big Picture Questions Flashcards Snapshot Charts Quizzes

Tests: When it comes to major assessments my ultimate goal is to prepare you for the AP exam. The first way that I will prepare you is through unit tests. I will use each unit test to assess your understanding of course content and your mastery of the AP historical skills we practice in class. You will have five unit tests over the course of this semester. Each test will feature AP caliber multiple-choice questions, a short-answer question, document analysis, and a writing task that will progress from constructing a thesis on the first test to writing a full essay by the end of the semester. Furthermore, the course will culminate with a final exam modeled on an actual AP exam that you will take at the end of January. (*Note: Any student who is absent during a unit testing day has 3 days to make up that test. They will receive a different test than their classmates and must make it up on their own time – either BEFORE or AFTER school.)

Writing Assignments: Writing is a huge part of the AP World History Exam. In fact, the written portion of the AP exam makes up 60% on the recently redesigned AP exam. Therefore, how well you master the different writing tasks featured in the exam will ultimately make or break your score. The three types of writing tasks you must master for the open-ended section of the WHAP exam are as follows…

1. Short Answer Questions (SAQs) : On the AP exam, the students will complete three short answer questions in 40 minutes. All short-answer questions will require the students to use historical thinking skills to respond to a primary source, a historian’s argument, non-textual sources such as data or maps, or general propositions about world history. Each short answer questions contains multiple parts and responses to each part of a question need not be longer than 3-4 sentences.

2. Document Based Question (DBQ) : The DBQ measures students’ ability to analyze and synthesize historical data and to assess verbal, quantitative, or visual materials as historical evidence in a full essay format. Responses to the DBQ will be judged on students’ ability to formulate a thesis and support it with relevant evidence from seven different documents, of varying length, style, and complexity, that have been provided for them, and outside knowledge on the prompt they have gained from the class. Students will have 60 minutes to write this essay on the AP exam.

3. Long Essay Question (LEQ) : To provide opportunities for students to demonstrate what they know best, they will be given a choice between two long essay options. The long essay questions will measure the use of historical thinking skills to explain and analyze significant issues in world history as defined by the thematic learning objectives. Student essays must include the development of a thesis or argument supported by an analysis of specific, relevant historical evidence. Students will have 40 minutes to complete the LEQ on the AP exam.

However, many of you coming in to this class are new to AP history classes (and most of you are new to high school), Therefore, in this class we will have a progression of writing assignments that will help you practice the skills of effective writing before you even attempt a WHAP essay. We will start first with the structure of a good history essay, next work on crafting an effective thesis statement, and then move on to pre-writing strategies before we actually tackle a real WHAP essay. In addition, we will use peer editing and review strategies in class to help you reach your maximum potential as a writer.

Small Group Projects: In addition to tests and essays, you will also be expected to complete projects in small groups of 2, 3 or 4 students in each of our five units. These projects will be interactive assignments meant to enhance your understanding of course content and themes while also providing you with the opportunity to practice the essential life skill of working with others on a common task. They are also intended to provide you with a creative alternative to your other major grades. Considering the difficulty of the tests and essays in this class, your small group projects will offer you vital opportunities to boost your major grade average which accounts for 75% of your overall grade

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COURSE UNIT PLANNER – DAILY TOPICS, READING, AND ASSIGNMENT LIST

The following section will provide you with a day-by-day guide to our AP World History Course. This will provide you with the topic of our lesson on each day of the semester and the reading assignments that must be completed the night before that class period. Although we will attempt to follow this daily guide as closely as we can, you must remember that it is subject to change depending on unforeseen emergencies such as inclement weather, class assemblies, pep rallies, and other school functions that may cause us to miss class time. Still, this planner is a useful guide to the course since it has been created to specifically meet all WHAP requirements in the short amount of time our course meets.

Course Unit Planner Key: Readings and assignments are listed in Italics (WOW = Strayer,Ways of the World Textbook) Readings are listed on the day they are to be completed NOT read (i.e. read the night before!) This list does NOT include all source readings. “Big Picture” Questions are listed to provide the focus of the unit lessons and activities. They represent the

larger themes of the unit that reflect the general patterns in global history during that time period. Skill Focus means that we will be working specifically that day on an important AP historical skill. Project means that we will be working on a small group project during that period.

Intro to the CourseTheme: Becoming “Travelers” not “Tourists” in their study of World HistoryText Reading: Ways of the World: A Global History, Chapters 1Class Periods: 4

“Big Picture” Questions:1. What is the difference of between a “traveler” and a “tourist” in the study of world history?

What advantages does a “traveler” approach to world history offer students?2. How should I behave while in this class so that I can maximize my potential as a student and

classmate? 3. What skills and materials are needed to be successful in this course?

Lessons:

Wed. 9/6- Breaking the Ice/ People BingoSummer Project due

Thurs. 9/7 – Course Intro: Becoming “Travelers” not “Tourists” Get Binder & Notebook

Fri. 9/8 - Skill Focus: How historians “do” history? Reading and interpreting source documentsWOW 3-7, 11-20

Mon. 9/11 - Skill Focus: Working in Groups/”Paleolithic Pictionary” Group AssignmentWOW 20-32; Chap. 1 ARQ due

Unit 1: Foundations in World History (Beginnings of History to c. 500 CE)4

The Entire History of the Human World in Only 90 Days!!! Are You Ready for the Challenge?

Theme: “Civilization & Empire” – Early humans harness new technologies to alter their environments and develop the first civilizations/Early human societies are reorganized during the Classical Era to create large-scale empires in Afro-Eurasia Text Reading: Ways of the World: A Global History, Chapters 2-7Class Periods: 15

“Big Picture” Questions:1. What is meant by “civilization”? Why did the earliest human civilizations begin in Afroeurasia? 2. How did geographic and environmental factors influence the development of the first

civilizations?3. What is an “empire”? What factors account for the rise and fall of empires? 4. What is the purpose of religion in human societies? What are the world’s major belief systems

and how were they used to both support and undermine traditional power structures in the earliest civilizations/empires?

Lessons: Tues. 9/12 – WHAP Pre-Test/Milestones in Early Human History

WOW 49-62 Wed. 9/13 – Mankind: The Story of All of Us, Episode #1, “Inventors”

WOW 62-67; Chap. 2 ARQ due Thurs. 9/14 – Document Analysis: The Origins of Civilization?

WOW 85-94; Chaps. 1 & 2 FC due Fri. 9/15 – Writing Workshop: Practicing the Short-Answer Question (SAQ)

WOW 94-103 Mon. 9/18 – What is an Empire? (Conrad-Demarest model)

WOW 103-113, 133-139; Quiz #1; Chap. 3 ARQ due Tues. 9/19 – Skill Focus: Making Historical Comparisons – The Roman Empire vs. Han China

WOW 143-145, 154-165 Wed. 9/20– Writing Workshop: Writing a Thesis Statement

WOW 145-154, 165-168; Classical Empires SC due Thurs. 9/21 – NO CLASS: ROSH HASHANAH Fri. 9/22 – Document Analysis: Comparing Patriarchy in the Roman Empire and Han China

WOW 189-197; Chaps. 3 & 4 FC due; Chap. 4 ARQ due Mon. 9/25 – What is the Purpose of Religion in Human Societies? / World’s Major Belief Systems

WOW 197-215 Tues. 9/26 – Project: World Religion Commercial

WOW 237-246; Chap. 5 ARQ due Wed. 9/27 – Project: World Religion Commercial

WOW 247-260 Thurs. 9/28 – Project: World Religion Commercial Presentations

Chap. 6 ARQ due; Chap. 5 & 6 FC due; Fri. 9/29– Mankind: The Story of All of Us, Episode #3, “Empires”

WOW 281-292; Quiz #2 Mon. 10/2 – Unit 1 Time Cards Test Review

WOW 292-305; Chapters 7 FC due Tues. 10/3 – Unit 1 Test

Unit 2: An Age of Accelerating Connections (c.500 CE – c.1500)Theme: “Trade”- Regional and Trans-regional Interactions accelerate in Post-Classical Afro-Eurasia

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Text Reading: Ways of the World: A Global History, Chapters 8-12Class Periods: 16

“Big Picture” Questions:1. Why is it necessary for human societies to establish networks of trade and exchange? 2. What besides goods or items is exchanged when human societies trade with one another?

What are the negative and positive effects of these exchanges on human societies?3. How do different cultures modify and adapt new ideas, especially religious ones, to meet their

own needs? 4. Were the “barbarians” a negative or positive factor in the advancement of civilization during

this time period? Lessons:

Wed. 10/4– Unit 2 Intro: The Five Components of Trade WOW 325-329, 333-341

Thurs. 10/5 – Unit 1 Test Review/Project: Silk Road DiaryWOW 341-351; Afro-Eurasian Trade Networks SC due

Fri. 10/6 – Project: Silk Road Diary (research day) Mon. 10/9– NO CLASS: TEACHER INSERVICE Tues. 10/10 - The Middle Kingdom: China at “center” of the Post-Classical Afro-Eurasia

WOW 351-355, 379-399; Chap. 8 ARQ due Wed. 10/11 – NO CLASS: PSAT TESTING Thurs. 10/12 – Writing Workshop: The Document-Based Question (DBQ)

WOW 399-404; Chap. 9 ARQ due Fri. 10/13– Writing Workshop: Spread of Buddhism in China DBQ (from 2004 Exam)

WOW 425-434, Chap. 8 & 9 FC due Mon. 10/16– Comparing the Worlds of Christian Europe: Eastern vs. Western Christendom

WOW 434-453; WHCC #14: The Dark Ages due; Chap. 10 ARQ due Tues. 10/17 – Writing Workshop: The Emergence of Islam and Causes of Its Expansion

WOW 473-480; WHCC #13: Islam due; Quiz #3 Wed. 10/18 – A Traveler’s Guide to the Islamic World (courtesy of Ibn Battuta)

WOW 480-488 Thurs. 10/19 – Africa in the Post-Classical Era: Mansa Musa, Islam, and the Trans-Saharan Trade

WOW 488-500; Chap. 11 ARQ due Fri. 10/20 – Pastoral People on the World Stage: The Barbarian Moment in World History

WOW 521-529; Chap. 10 & 11 FC due; WHCC #16: Mansa Musa, Islam in Africa…due Mon. 10/23–Writing Workshop: Mongol DBQ

WOW 529-541; WHCC #17: The Mongols Tues. 10/24 – Diseases in Transit: The Black Death Pandemic

WOW 541-548; Chap. 12 ARQ due; Quiz #4 Wed. 10/25 – Unit 2 Time Cards Test Review

Chap. 12 FC due Thurs. 10/26 – Unit 2 Test Fri. 10/27 – Silk Road Diary Project Presentations

Silk Road Diary Project dueUnit 3: The Early Modern World (1450-1750)Theme: “Encounters”- Global interactions connect the hemispheres and speed Europe’s expansion. Text Reading: Ways of the World: A Global History, Chapters 13-16

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Class Periods: 16

“Big Picture” Questions:1. Why was Europe the civilization that came to explore the world, dominate global trade, and

begin the process of world conquest during this period? 2. What occurs when different peoples encounter each other for the first time? What are the

positive and negative consequences of such encounters?3. In what ways did European expansion establish the world’s first global economy during this

period? How did this new global economy shift the world’s balance of power to the West? Lessons:

Mon. 10/30 – Review Unit 2 Test/Unit 3 Intro: Encounter, The Dilemma Facing Planet Eporue WOW 569-584

Tues. 10/31 –Why did Europe connect the hemispheres and not Ming China?WOW 584-594; WHCC #21: 15th c. Mariners due

Wed. 11/1– Encounter 1492WOW 594-599; Chap. 13 ARQ due

Thurs. 11/2 – The Spanish Conquest of the Americas (through Aztec eyes)WOW 619-621, 625-631; WHCC #25: The Spanish Empire

Fri. 11/3 – Project: Colonial Americas Mural Project WOW 631-639

Mon. 11/6 through Fri. 11/10 – NO CLASS: FALL BREAK Mon. 11/13 – Project: Colonial Americas Mural Project Presentations

WOW 639-650; Colonial Mural Project due Tues. 11/14 – Skill Focus: Understanding Continuity and Change Over Time (CCOT)

WOW 673-682; Chap. 14 ARQ due Wed. 11/15– Writing Workshop: CCOT Practice: Indian Ocean Commerce, 650-1750

WOW 682-688; WHCC #18: The Indian Ocean Trade due Thurs. 11/16– The Columbian Exchange Game

WOW 689-698; Chaps. 13 & 14 FC due Fri. 11/17– Silver and Global Commerce

Chap. 15 ARQ due; WHCC #23: The Columbian Exchange due Mon. 11/20 – Writing Workshop: Silver Trade DBQ

WOW 721-732; Source Silver Trade DBQ docs Tues. 11/21– Commerce in People: The Atlantic Slave Trade

WOW 732-737; WHCC #24: The Atlantic Slave Trade due Wed. 11/22– Quiz #5: Exploration and Colonization (1450-1750)

Silver Trade DBQ due Thurs. 11/23 through Fri. 11/24 – NO CLASS: THANKSGIVING BREAK Mon. 11/27 - The Globalization of Christianity

WOW 737-747; Chap. 16 ARQ due Tues. 11/28 – Unit 3 Time Cards Test Review

Chap. 15 & 16 FC due Wed. 11/29 – Unit 3 Test

Unit 4: The European Moment in World History (1750-1914)Theme: “Revolutions”- Revolutions in Politics and Industry drive the European Moment in World History.Text Reading: Ways of the World: A Global History, Chapters 17-20Class Periods: 17

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“Big Picture” Questions:1. What are the ingredients needed for a successful revolution? Are the changes wrought by a

revolution really worth all the trouble? 2. How did industrialization change the course of human history? How did industrialization allow

Europeans to finally complete their conquest of the globe? 3. Would you consider 19th century European imperialism as the “White Man’s Burden” or the

“White Man’s crime”? Did European conquest make life better or worse for the indigenous peoples living within European colonies?

Lessons: Thurs. 11/30 – Unit 4 Intro: The Fever Model of Revolution

WOW 771-775 Fri. 12/1– Project: Revolutionary Diseases (featuring the Atlantic Revolutions)

WOW 779-787 (stop at Haitian Revolution) Mon. 12/4 – Review Unit 3 Test/ Revolutionary Diseases Project work day

WOW 787-804 Tues. 12/5– Echoes of the Atlantic Revolutions

WOW 825-832; Chap. 17 ARQ due Wed. 12/6 – Revolutionary Diseases Project Presentation

Revolutionary Disease Project due Thurs. 12/7 – What is the Industrial Revolution and why did it begin in Great Britain?

WOW 832-846; Quiz #6 Fri. 12/8– The Urbanization Game I: A Case Study of the New Industrial City

WOW 846-854; WHCC #32: The Industrial Revolution due Mon. 12/11 – Writing Workshop: Taming the Industrial City CCOT (Case Study: Manchester, UK)

WOW 877-882; Chap. 18 ARQ due Tues. 12/12 – Project: Urbanization Game II

WOW 882-889; Chap. 17 & 18 FC due Wed. 12/13 – The New Industrial Class System: A Classroom Simulation

WOW 889-894; WHCC #33: Capitalism and Socialism due Thurs. 12/14 – Something Old or Something New? European Imperialism in the late 19th century

WOW 894-903; WHCC #35: Imperialism due Fri. 12/15 – Responses to Imperialism in East Asia: China vs. Japan

Chap. 19 ARQ due; assigned WHCC #34: Nationalism due; Industrialization DBQ assigned Mon. 12/18 – European Imperialism in Africa and South Asia: White Man’s Burden or Crime?

WOW 923-940 Tues. 12/19 – Writing Workshop: CCOT Practice: Long-Distance Migrations,1700-1900

WOW 941-948; Chap. 20 ARQ due Wed 12/20 – Unit 4 Time Cards Review

Urbanization Game II Project due; Chap. 19 & 20 Flashcards due Thurs. 12/21 – Unit 4 Test Fri. 12/22 – Mankind: The Story of All of Us, Episode #3, “Empires”

Russian vs. Japanese Industrialization DBQ dueUnit 5: The Most Recent Century (1914-Present)Theme: “War”- Global conflict creates new changes, realignments, and challenges in the 20th and 21st c.Text Reading: Ways of the World: A Global History, Chapters 21-24Class Periods: 19“Big Picture” Questions:

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1. To what extent were the two world wars distinct and different conflicts, and in what ways were they related to each other? In what ways did Europe’s internal conflicts between 1914 and 1945 have global implications?

2. What was the appeal and promise of the Communist Experiment and why did it fail in the end?3. To what extent is violence necessary in the process of decolonization? How was the end of colonial

rule both a blessing and a curse for the new developing nations (former colonies)?4. Where is the human story headed in the 21st century? What are the changes and challenges on the

horizon that may shift the human story in new directions in the near future? Lessons:

Mon. 12/25 through Mon. 1/1 – NO CLASS: WINTER BREAK Tues. 1/2– Review Unit 4 Test and Industrialization DBQ/Unit 5 Intro: A Century of Conflict? Wed. 1/3 – The Great European Powder Keg: What caused World War I

WOW 969-973; 977-984 Thurs. 1/4 – The Trench Warfare Game

WOW 985-988; WHCC #36: WWI due Fri. 1/5 –The Great Depression: A Global Economic Crisis

WOW 988-996 Mon. 1/8 – Look Out Here Come the Dictators! The Rise of Authoritarian/Totalitarian States

WOW 996-1008; Chap. 21 ARQ due Tues. 1/9 – What caused World War II?

WOW 1029-1037; WHAP’s Most Wanted Dictator Project assigned Wed. 1/10 – The Legacy of World War II: What did the World Learn?

WOW 1038-1045; WHCC #38: WWII due Thurs. 1/11– The Communist Experiment of the 20th Century: What is life like in a communist state?

WOW 1045-1051 Fri. 1/12 – Document Analysis: Comparing Communist Propaganda – Mao’s China vs. Stalin’s USSR

WOW 1051-1058; Quiz #8 Mon. 1/15 – NO CLASS: MARTIN LUTHER KING, JR. DAY Tues. 1/16– The Cold War

WOW 1081-1086; Chap. 22 ARQ due; WHAP’s Most Wanted Dictator Project due Wed. 1/17 – 1989: The End of the Communist Experiment?

WOW 1086-1094; WHCC #39: The Cold War due Thurs. 1/18 – Decolonization: The End of Empires?

WOW 1094-1108; Chaps. 21 & 22 FC due Fri. 1/19 – Decolonization simulation: A Rebel without a Plan

WOW 1133-1144; WHCC #40: Decolonization due; Chap. 23 ARQ due Mon. 1/22 – Globalization: A Force for Good or Evil?

WOW 1145-1158; WHCC #’s 41 & 42: Globalization I & II due Tues. 1/23 – Film, Earth 2100

WOW 1158-1165; Chap. 24 ARQ due Wed. 1/24– Unit 5 Time Cards Test Review

Chaps. 23 & 24 FC due Thurs. 1/25– Unit 5 Test Fri. 1/26 - Final Exam DBQ (Timed in Class) Mon. 1/29 – Review Unit 5 Test/ Final Exam Review

Appendix A: Historical Periodization for AP World Historyd Title Date Range Weight

Period Period Title Date Range Weight1 Technological and Environmental Transformations . to 600 B.C.E. 5%2 Organization and Reorganization of Human Societies c. 600 B.C.E. to c. 600 C.E. 15%3 Regional and Transregional Interactions c. 600 C.E. to c. 1450 20%

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Tuesday, January 30th & Wednesday, January 31st – WHAP FINAL EXAM!!!!

4 Global Interactions c. 1450 to c. 1750 20%5 Industrialization and Global Integration c. 1750 to c. 1900 20%6 Accelerating Global Change and Realignments c. 1900 to the present 20%

Appendix B: Key Concepts in AP World History

Period 1:Technological and Environmental Transformations, to 600 B.C.E.

Key Concept 1.1. Big Geography and the Peopling of the EarthKey Concept 1.2. The Neolithic Revolution and Early Agricultural SocietiesKey Concept 1.3. The Development and Interactions of Early Agricultural, Pastoral, and Urban Societies

Period 2:Organization and Reorganization of Human Societies, c. 600 B.C.E. to c. 600 C.E.

Key Concept 2.1. The Development and Codification of Religious and Cultural TraditionsKey Concept 2.2. The Development of States and EmpiresKey Concept 2.3. Emergence of Transregional Networks of Communication and Exchange

Period 3:

Regional and Transregional Interactions, c. 600 C.E. to c. 1450

Key Concept 3.1. Expansion and Intensification of Communication and Exchange NetworksKey Concept 3.2. Continuity and Innovation of State Forms and Their InteractionsKey Concept 3.3. Increased Economic Productive Capacity and Its Consequences

Period 4:Global Interactions,c. 1450 to c. 1750

Key Concept 4.1. Globalizing Networks of Communication and ExchangeKey Concept 4.2. New Forms of Social Organization and Modes of ProductionKey Concept 4.3. State Consolidation and Imperial Expansion

Period 5:Industrialization and Global Integration, c. 1750 to c. 1900

Key Concept 5.1. Industrialization and Global CapitalismKey Concept 5.2. Imperialism and Nation State FormationKey Concept 5.3. Nationalism, Revolution, and ReformKey Concept 5.4. Global Migration

Period 6:Accelerating Global Change and Realignments, c. 1900 to the present

Key Concept 6.1. Science and the EnvironmentKey Concept 6.2. Global Conflicts and Their ConsequencesKey Concept 6.3. New Conceptualizations of Global Economy, Society, and Culture

Appendix C: Thematic Learning Objectives

Interaction Between Humans and the Environment Development and Interaction of Cultures State Building, Expansion, and Conflict Creation, Expansion, and Interaction of Economic Systems Development and Transformation of Social Structures

Appendix D: Historical Thinking Skills

I. Analyzing Historical Sources and Evidence Analyzing Evidence: Content and Sourcing: Extracting useful evidence from sources and evaluating the

features of the evidence for point of view, format, purpose, limitations, and context.

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Interpretation: Analyzing diverse historical interpretations and understanding how historian’s interpretations change over time.

II. Making Historical Connections Comparison: Understanding the similarities and differences between different accounts, periods, or

events. Contextualization: Understanding the broader context of a document, event, or individual’s actions in

regards to the total cultural, political, social, intellectual, environmental, and economic environment of the time in which they took place.

Synthesis: Creating an understanding of the past from a wide variety of evidence, while applying insights about the past to other contexts and circumstances, including the present.

III. Chronological Reasoning Causation: Identifying the short term and long term causes and effects of a particular historical event. Patterns of Continuity and Change over Time: Recognizing what has stayed the same and what has

changed within a particular era or time period. Periodization: Evaluating various models used by historians to divide history into discreet periods and

recognizing relevant turning points that denote the end of one period and the beginning of another. IV. Creating and Supporting a Historical Argument

Argumentation: Assembling various explanations of an event and constructing interpretations of the event (especially as it applies to conflicting historical evidence). This skill will most likely be utilized and developed through your essay writing assignments in our class.

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