Advanced Placement World History
Syllabus 2018-2019
Course Description:
A.P. World History is a college-level course that analyzes global patterns of historical development and exchange from
roughly 8000 B.C.E. to the present. Using primary and secondary sources, AP World History students will track historical
change and continuity within and across six periods of study, paying close attention to unifying course themes and
accompanying learning objectives. Great emphasis is placed on the honing of historical thinking skills, such as
chronological reasoning, comparison, contextualization, argumentation, interpretation, and synthesis. The course
culminates with the national AP World History examination, which will be administered in May. Students will earn a
weighted grade for this class and, if successful on the national examination, they could receive college credit at their
preferred university.
The A.P. World History course offers motivated students and their teachers the opportunity to immerse themselves in the
historical developments and processes that, over time, have resulted in the knitting of the world into a tightly integrated
whole. The course offers balanced global coverage, with Africa, the Americas, Asia, Oceania, and Europe all represented.
The content covered in AP World History is structured around the investigation of five course themes and nineteen key
concepts in six different chronological periods, from around 8000 BCE to the present. These themes serve as unifying
threads helping students to relate the uniqueness of each time period to the “bigger picture” of history.
The course highlights the nature of changes in international frameworks and their causes and consequences, as well as
comparisons among major societies. The course emphasizes relevant factual knowledge deployed in conjunction with
leading interpretive issues and types of historical evidence. Focused primarily on the past thousand years of the global
experience, the course builds on an understanding of cultural, institutional, and technological precedents that, along with
geography, set the human stage.
Course Resources:
• Main Textbook:
• Bentley, Jerry H., et al. Traditions & Encounters: a Global Perspective on the Past. 4th ed., McGraw-Hill
Education, 2008.
• Analyzing Primary Sources and Historiographical Readings (Linked to course content and themes) • Reilly, Kevin. Worlds of History: A Comparative Reader. 3rd ed., Bedford/St. Martins, 2017
• Alternate Textbook:
• Bulliet, Richard W. The Earth and Its Peoples: A Global History, 2nd Edition, Houghton Mifflin
Company, New York, 2001. ISBN 0-618-00073-9. • (note: current edition available for teacher use)
• Primary Sources: (note: besides those found in the Ways of the World Textbook) • Andrea, Alfred J. and Overfield, James H. The Human Record: Sources of Global History, Fifth edition,
Volumes 1 and 2, Houghton Mifflin Company, NY, 2005 ISBN 0618-37040-4
• Sherman, Dennis; Grunfeld, A. Tom; Markowitz, Gerald; Rosner, David; and Heywood, Linda; World Civilizations: Sources, Images, and Interpretations, Third Edition, Volume 1, McGraw Hill, New York, 2002, ISBN 0-07-241816-8
• Secondary Sources:
• World History Preparing for the Advanced Placement Examination, Perfection Learning, Des Moines,
2017, ISBN 978-1-68064-800-3
• Mini-Qs in World History, Volume 1, Teacher Resource Binder (Only), ISBN: 978-0-9828137-0-6
• Clark, Leon E., Through African Eyes, Volume 1, Apex Press, New York, 1991, ISBN 0-938960-27-X
• Video Series: • Millennium, CNN Productions – Time Warner, Burbank, California, 1999
• War and Civilization, TLC, 1998
• Pillars of Faith: Religions around the World, Cromwell Films, 1998
• Patterns of Interaction: Cultural Connections Across Time and Place: Video Series on DVD, McDougal
Littell, 2005
• Bridging World History, Oregon Public Broadcasting, 2004
• Visual Sources and Video Clips that originate from the internet will include: art, political cartoons, photos, maps, charts, graphs, and anything else interesting or relevant to the course.
(Example: Gapminder: The Beauty of Statistics: shows trends in world development.)
Historical Thinking Skills: World History requires the development of thinking skills using the processes and tools
that historians employ in order to create historical narrative. Students will also be required to think on many different
geographical and temporal scales in order to compare historical events over time and space. Advanced Placement (AP)
World History is structured around the investigation of five themes woven into 19 key concepts covering six distinct
chronological periods. History is a sophisticated quest for meaning about the past, beyond the effort to collect and
memorize information. This course will continue to deal with the facts—names, chronology, and events—but it will also
emphasize historical analysis. This will be accomplished by focusing on four historical thinking skills: • Chronological Reasoning • Comparison and Contextualization • Crafting Historical Arguments from Historical Evidence • Historical Interpretation and Synthesis
Themes: Throughout the course, students will practice and be provided scaffolds to produce thesisdriven arguments. These essay assignments and practice exams will include the Document-Based Question (DBQ) as well as the Long-Essay Question types that address the targeted historical thinking skills of causation, comparison, continuity and change, and periodization.
•Interaction Between Humans and the Environment (ENV) •Development and Interaction of Cultures (CUL) •State Building, Expansion, and Conflict (SB) •Creation, Expansion, and Interaction of Economic Systems (ECON)
•Development and Transformation of Social Structures (SOC)
Analyzing Primary Sources and Historiographical Readings (Linked to course content &
themes)
• Reilly, Kevin. Worlds of History: A Comparative Reader. 3rd ed., Bedford/St. Martins, 2017
Readings:
1.) Majorie Shostak, From Nisa: The Life and Words of a !Kung Woman (ENV and CUL)- Pre-History
2.) From the Epic of Gilgamesh pg. 41 (CUL)- 3500-100BCE
3.) From Hammurabi’s Code, pg. 51 (SB)- 3500-1000 BCE
4.) From the Rig Veda: Sacrifice as Creation, pg. 76 (CUL)- 1000-300 BCE
5.) From the Upanishads: Brahman and Atman, pg. 79 (CUL)- 1000-300 BCE
6.) Thucydides, The Fraternal Oration of Pericles. Pg. 90 (SOC, SB)– 1000-300 BCE
7.) Plato, from The Republic, pg. 95 (SOC,SB) 1000-300 BCE
8.) S.A.M Adshead, China and Rome Compared, pg. 112 (SB,ECON,CUL) – 300 BCE -300 CE
9.) Confucius, from The Analects, pg. 123 (SB,CUL, ECON) – 300 BCE – 300 CE
10.) The Salt and Iron Debates, pg. 142 (CUL, ECON,SOC)
11.) Sarah Shaver Hughes and Brady Hughes, Women in the Classical Era, pg. 156 (SB, CUL,SOC) – 500 BCE – 500 CE
12.) Aristophanes, from Lysistrata, pg. 173 (SB,SOC,CUL) – 500 BCE – 500 CE
13.) Buddhism: Gotama’s Discovery, pg. 193 (CUL,SOC) – 1000 BCE – 100 CE
14.) The Bible: History, Laws, and Psalms pg. 201 (CUL, SOC) – 1000 BCE – 100 CE
15.) Christianity: Jesus According to Mathew pg. 216 (CUL,SOC) – 1000 BCE – 100 CE
16.) Jerry H. Bentley, The Spread of World Religions, pg. 224 (SOC,CUL,SB) – 400 BCE – 1400 CE
17.) From the Koran, pg. 250 (SB,CUL,SOC) – 400 BCE – 1400 CE
18.) Feudalism: An Oath of Homage and Fealty, pg. 269 (SB,CUL,SOC,ECON) – 600 -1400 CE
19.) From the Magna Carta, pg. 274 (SB,ECON,ECON) – 600 – 1400 CE
20.) Islam: Sayings Ascribed to the Prophet, pg. 279 (CUL,SOC,SB) -600 – 1400 CE
21.) Keven Reilly, Love in Medieval Europe, India, and Japan, pg. 302 (CUL,SOC) – 400 – 1200 CE
22.) Kalidasa, from Shakuntala, pg. 323 (CUL,SOC) – 400 – 1200 CE
23.) Fulchher of Chartres, Pope Urabn at Clermont, pg. 340 (SB,CUL,SOC) – 1095 -1099
24.) Gregory Guzman, Were the Barbarians a Negative or Positive Factor in Ancient and Medieval History. Pg. 379
(SB,SOC,ECON)- 750 -1350 CE
25.) Mark Wheelis, Biological Warfare at the 1346 Siege of Caffa, pg. 423 (CUL,SOC,SB,ENV) – 1346 -1350 CE
26.) Charter of Henry I for London, 1130-1133, pg. 468 (ENV,ECON,SB,SOC) – 1000 – 1550 CE
27.) Marco Polo, from The Travels of Marco Polo, pg. 472 (ENV,ECON,SB,CUL,SOC) – 1000 – 1550 CE
28.) Bernal Diaz, Cities of Mexico, Pg. 483 (SB,CUL) – 1000 – 1550 CE
29.) Lynn White Jr., The Historical Roots of Our Ecological Crisis, pg. 495 (ENV,ECON,SB,SOC) – 500 -1550 CE
30.) Gavin Menzies, from 1421: The Year China Discovered America, pg. 551 (ENV,SB,SOC,CUL) – 1400 – 1600
31.) Bernal Diaz, from The Conquest of New Spain, pg. 583 (SB,CUL,ENV,ECON) – 1500 – 1700
32.) Matteo Ricci, Jesuit Missionaries in Ming China, pg. 631 (CUL,SOC) 1500 – 1800
33.) Bada’uni, Akbar and Religion, pg. 640 (CUL,SOC) 1500 -1800
34.) Galileo Galile, Letter to the Grand Duchess Christina, pg. 704 (ENV,SOC,CUL) – 1600 -1800
35.) Benjamin Franklin, Letter on a Balloon Experiment in 1783, pg. 725 (ENV,SOC,CUL) – 1600 – 1800
36.) Mary Wollstonecraft, A Vindication of the Rights of Woman, pg. 748 (CUL,SOC,SB) – 1650 – 1850
37.) Simon Bolivar, A Constitution for Venezuela, pg. 758 (SB,CUL,SOC) – 1650 – 1850
38.) Adam Smith, from The Wealth of Nations, pg. 772 (SB,ECON,SOC,CUL) – 1750 – 1900
39.) Karl Marx and Frederick Engels, from The Communist Manifesto, pg. 783 (SB,ECON,ENV,SOC,CUL) – 1750 –
1900
40.) Philippe Legrain, Cultural Globalization is Not Americanization, pg. 1051 (ENV,SOC,CUL,SB) – 1960 – Present
Periodization:
The course will have as its chronological frame the period from approximately 8000 BCE to the
present.
Unit 1: Technological and Environmental Transformations –
Origins to c. 600 BCE (5%) [Aug. 29 – Sept. 16]
Unit 2: Organization and Reorganization of Human Societies –
c. 600 BCE to c. 600 CE (15%) [Sept. 19 – Oct. 21]
Unit 3: Regional and Transregional Interactions –
c. 600 CE to c. 1450 CE (20%) [Oct. 24 – Dec. 9]
Unit 4: Global Interactions –
c. 1450 CE to c. 1750 CE (20%) [Dec.12 – Feb. 3]
Unit 5: Industrialization and Global Integration –
c. 1750 to c. 1900 (20%) [Feb. 6 – Mar. 17]
Unit 6: Accelerating Global Change and Realignments –
c. 1900 to the present (20%) [Mar. 20 – April 28]
Review for AP Exam May 11th
[May 1 – May 11]
Curricular Requirements
• CR1a The course includes a college-level world history textbook. (page 1) • CR1b The course includes diverse primary sources, including written documents and images as well as maps and
quantitative data (charts, graphs, tables). (page 1,2) • CR1c The course includes multiple secondary sources written by historians or scholars interpreting the past. (page 1,2) • CR2 Each of the course historical periods receives explicit attention. (pages 5-14) • CR3 Students are provided opportunities to investigate key and supporting concepts through the indepth study and
application of specific historical evidence or examples. (pages 5-14) • CR4 Students are provided opportunities to apply learning objectives in each of the five themes throughout the course.
(pages 5-14) • CR5a The syllabus must show explicit coverage of Africa in more than one unit of the course. (pages 5-14) • CR5b The syllabus must show explicit coverage of the Americas in more than one unit of the course. (pages 5-14) • CR5c The syllabus must show explicit coverage of Asia in more than one unit of the course. (pages 514) • CR5d The syllabus must show explicit coverage of Oceania in more than one unit of the course. (pages 5-14)
• CR5e Europe must be specifically addressed in more than one unit of the course, but no more than 20 percent of course
time is devoted specifically to European history. (pages 5-14) • CR6 Students are provided opportunities to evaluate the reliability of primary sources by analyzing the author’s point
of view, author’s purpose, audience, and historical context. — Analyzing evidence (pages 5-14) • CR7 Students are provided opportunities to analyze and compare diverse historical interpretations. — Interpretation &
Comparison (pages 5-14) • CR8 Students are provided opportunities to compare historical developments across or within societies in various
chronological and geographical contexts. — Comparison & Synthesis (pages 514) • CR9 Students are provided opportunities to situate historical events, developments, or processes within the broader
regional, national, or global context in which they occurred. — Contextualization (pages 5-14) • CR10 Students are provided opportunities to make connections between different course themes and/or approaches to
history (such as political, economic, social, cultural, or intellectual) for a given historical issue. — Synthesis (pages 5-
14) • CR11 Students are provided opportunities to use insights from a different academic discipline or field of inquiry (such
as archaeology, anthropology, art history, geography, political science, or linguistics) to better understand a given
historical issue. — Synthesis (pages 5-14) • CR12 Students are provided opportunities to explain different causes and effects of historical events or processes, and
to evaluate their relative significance. — Causation (pages 5-14) • CR13 Students are provided opportunities to identify and explain patterns of continuity and change over time, relating
these patterns to a larger historical process. — Patterns of continuity and change over time (pages 5-14) • CR14 Students are provided opportunities to explain and analyze different models of periodization. — Periodization
(pages 5-14) • CR15 Students are provided opportunities to articulate a defensible claim about the past in the form of a clear thesis. —
Argumentation ((pages 5-14) page 8) • CR16 Students are provided opportunities to develop written arguments that have a thesis supported by relevant
historical evidence that is organized in a cohesive way. — Argumentation (pages 5-14)
Unit 1: Technological and Environmental Transformations –
Origins to c. 600 BCE
Key Concept 1.1: Big Geography and Peopling of the Earth
Key Concept 1.2: The Neolithic Revolution and Early Agricultural Societies
Key Concept 1.3: The Development and Interactions of Early Agricultural, Pastoral and Urban
Societies
Classroom Topics:
Introduction to World History
World Regions
Hunter/Foragers and early human migration
Adaptation to differing environmental influences
Economic structure of Hunter/Forager society
The Neolithic Revolution and its effects on economic and social systems, and
environmental impacts
Foundational civilizations: Mesopotamia, Egypt, Mohenjo-Daro, Shang, Olmec, and
Chavin
Foundational cultural developments: law, language, literature, religion, art, and architecture
Bronze Age states
Selected Activities and Assignments (not limited to)
Key Concept 1.1: Big Geography and Peopling of the Earth
Students will complete textbook reading assignments and reading quizzes as enumerated
below.
Students will create pre-maps and post-maps illustrating the concept of mental mapping and World
regions as identified by the College Board.
Students will view as an introduction to the concept of point of view and diverse
interpretations of Jared Diamond’s “Guns, Germs, and Steel,” and complete a subsequent
discussion and writing summary activity.
Key Concept 1.2: The Neolithic Revolution and Early Agricultural Societies Students will
complete textbook reading assignments and reading quizzes as enumerated below.
Students will use of Ishmael a novel by Daniel Quinn (1992), pp. 68-9 and;
Ears of Plenty, Dec. 20th 2005, from The Economist print edition as an introduction to the
Agricultural Revolution – students will highlight the most important statements.
Students will create chart comparisons between early civilizations through the use of the
S.P.I.C.E. acronym (individual and group activity)
Students will analyze archeological evidence and what it suggests about Mohenjo-Dara
and Harrapan Civilization by use of internet sources, discussion, and summary
writing activity.
Key Concept 1.3: The Development and Interactions of Early Agricultural, Pastoral, and Urban
Societies
Students will complete textbook reading assignments and reading quizzes as enumerated
below.
Students will be introduced to, and analyze primary documents (including the Epic of Gilgamesh,
excerpts from the Egyptian Book of the Dead, the Analects, Tao te Ching; students will then use what
they have learned to write a thesis statement for an essay linking environment to early religious
beliefs. Students will complete a document analysis activity leading to the interpretation of
environmental influence on early civilizations.
Special Focus:
Issues Regarding the Use of the Concept of Civilization Activities & Skill Development
• Students will identify and analyze the causes and consequences of the Neolithic Revolution in the major
river valleys as well as in Sub-Saharan Africa and Papua New Guinea
• Class Discussion
» How were gender roles changed by the Neolithic Revolution?
• Collaborative Group-Jigsaw
» Students will analyze how geography affected the development of political, social, economic, and belief systems in the earliest civilizations in:
Mesopotamia Egypt
South Asia East Asia Mesoamerica Andes
Textbook Reading Assignments: UNIT I
From Cosmic History to Human History xxii-xxix
Beginnings in History Prehistory and the Neolithic Era 2 – 44
The First Civilizations 61 – 90
Unit 2: Organization and Reorganization of Human Societies –
c. 600 BCE to c. 600 CE
Key Concept 2.1: The Development and Codification of Religious and Cultural Traditions
Key Concept 2.2: The Development of States and Empires
Key Concept 2.3: Emergence of Transregional Networks of Communication and Exchange
Classroom Topics:
The Rise of Classical Civilization: Greece, Rome, Han China, Gupta India
The development of major belief systems: Hinduism, Buddhism, Judaism,
Christianity, Confucianism, Daoism, polytheism, and shamanism
Pastoral Nomadic migration and the end of the Classical Age: the Huns, Germanic tribes
Networks of exchange and the spread of belief systems
Silk Road trade networks
Early Urbanization and its impacts
Selected Activities and Assignments (not limited to)
Key Concept 2.1: The Development and Codification of Religious and Cultural Traditions
Students will complete textbook reading assignments and reading quizzes as
enumerated below.
Students will engage in a silent discussion activity exploring the use of “civilization” as an organizing
principle in World History
Students will use of the Torah as an historical document to analyze how the Hebrews lived,
including: foods, social structure, housing, clothing.
Students will read the article by Dr. Sophie Lunn-Rockliffe: Christianity and the Roman
Empire and answer the question: “In the space of a few hundred years, a small, often brutally
persecuted cult rose to become the dominant religion of the West. How did it happen?”
Students will utilize a chart comparison of Cofucianism, Legalism, and Doaism through the
interpretation of the basic tenets of each as they relate to modern social situations
Students will use the Sherman and Grunfeld reader to compare the status of women in
Greek, Roman and Chinese society; i.e.: “Poem on Women” by Semonides of Amorgos,
and a picture of a 5th century Greek jar depicting the daily activities of Greek women with
“A Confucian poem: The Role of Women”
Key Concept 2.2: The Development of States and Empires
Students will complete textbook reading assignments and reading quizzes as
enumerated below.
Students will use the Conrad-Demarist Model of Empire as a structure for the writing of the
comparison essay comparing Rome and Han China. Students will identify, evaluate, and
compare the similarities and differences between the causes and consequences of the
declines of the Han, Roman, and Gupta Empires.
Key Concept 2.3: Emergence of Transregional Networks of Communication and
Exchange
Students will complete textbook reading assignments and reading quizzes as
enumerated below .
Students will identify similarities and differences, and map the long distance trade networks in
Eurasian world, including the Silk Roads, trans-Saharan routes, Indian Ocean routes, and the
Mediterranean world.
Textbook Reading Assignments UNIT II
State and Empire in Eurasia/North Africa 117-144
Culture and Religion in Eurasia/North Africa 165-196
Society and Inequality in Eurasia/North Africa 217-241
Commonalities and Variations: Africa and the Americas 261-290
Special Focus:
Issues Regarding the Use of the Concept of Civilization Activities & Skill Development
• Students will identify and analyze the causes and consequences of the Neolithic Revolution in the major
river valleys as well as in Sub-Saharan Africa and Papua New Guinea
• Class Discussion
» How were gender roles changed by the Neolithic Revolution?
• Collaborative Group-Jigsaw
» Students will analyze how geography affected the development of political, social, economic, and belief systems in the earliest civilizations in:
Mesopotamia Egypt
South Asia East Asia Mesoamerica Andes
Unit 3: Regional and Transregional Interactions –
c. 600 CE to c. 1450 CE
Key Concept 3.1: Expansion and Intensification of Communication and Exchange Networks
Key Concept 3.2: Continuity and Innovation of State Forms and Their Interactions
Key Concept 3.3: Increased Economic Productive Capacity and Its Consequences
Classroom Topics:
The Islamic World
The Mongols: Conquest and Impact
The Bubonic Plague
Bantu and Polynesian migrations
Great Zimbabwe, Ghana, Mali, Songhai
Amerindian Civilization: Mayan Empire, Aztecs, Inca
Ming China – Voyages of Exploration
Europe in the “Middle Ages:” The Schism in Christianity, The Crusades,
European Feudalism
Selected Activities and Assignments (not limited to)
Key Concept 3.1: Expansion and Intensification of Communication and Exchange Networks
Students will complete textbook reading assignments and reading quizzes as
enumerated below.
Students will read: The Polynesian Voyagers by Ramon Arjona, 28 January 2002; and
will highlight the key points.
Students will summarize the Bantu migrations, Viking migrations, and Polynesian migrations
through a summary comparison essay of linguistics, technology, and religious transference.
Students will complete a jigsaw activity linking the spread of culture through trade, migration
and conquest.
Key Concept 3.2: Continuity and Innovation of State Forms and Their Interactions
Students will complete textbook reading assignments and reading quizzes as
enumerated below.
Students will be introduced to the Document Based Question through the analysis and completion
of the “Africa before European” DBQ activity and essay.
Students will answer the question: “To what extent was Islam a unifying cultural force in
Afro-Eurasia?” through the interpretation and analysis of select documents and a summary essay.
Students will compare Islamic mosques in different regions of Eurasia and attempt to explain
similarities and differences.
Students will complete a document based activity: “judging the Mongols” by which they can
analyze differing perspectives to come to a conclusion.
Students will read: “The Flea” excerpted from Serum by Edward Rutherford, and view the
Millennium video series on the bubonic plague to compare the impact of the plague on
various regions of the world.
Key Concept 3.3: Increased Economic Productive Capacity and Its Consequences
Students will complete textbook reading assignments and reading quizzes as
enumerated below.
Students will complete a Change over time activity comparing changes in Europe from the early
middle ages to the later middle ages.
Students will complete a silent discussion activity in which they will analyze and summarize
differing viewpoints on the Crusades.
Students will summarize this unit through a visual creation of their own in which they
illustrate the comparison of issues surrounding the interactions of pastoral and settled
agricultural societies; identification and analysis of cultural and technological diffusion and
the resulting effects on the development of regionalism in this time period.
Textbook Reading Assignments UNIT III:
The Worlds of Islam 411-442
China and the World: East Asia Connections 365-393
Commerce and Culture 315-342
The Worlds of Christendom: Contraction, Expansion, and Division 463-497
Pastoral Peoples on the World Stage(The Mongols) 513-540 The Worlds of the
15th Century 559-591
Activities & Skill Development:
• Writing a Comparison Essay
» Comparing the level of technological achievement including production of goods 500-1000
• Student choice: Middle East, South Asia, East Asia, Eastern Europe
• Students will evaluate the causes and consequences of the spread of Islamic empires [CR4]
• Students will compare the Polynesian and Viking migrations
• Writing a Comparison Essay
» Effects of Mongol conquest and rule, students choose two: Russia, China, Middle East
• Class Debates
» Topic—Were the economic causes of the voyages of the Ming navy in the first half of the 15th century the main reason for their limited use?
» Topic—Were the tributary and labor obligations in the Aztec and Inca empires more effective than similar obligations in the Eastern Hemisphere?
• Writing a Change and Continuity over Time Essay
» Changes and Continuities in patterns of interactions along the Silk Roads 200 BCE- 1450 CE
• Parallel Reading--Students will read Ch. 4 & 5 of The Human Web and
» Trace the development of civilization in each region utilizing a linear thematic organizer for note-taking and a circular organizer for the big picture
» evaluate the periodization in the book compared to that of the periodization in the course curriculum
Why 200-1000 CE and 1000-1500 CE instead of 600-1450? In what regions does each work best? Why? In what areas does each present a problem? Why?
Unit 4: Global Interactions –
c. 1450 CE to c. 1750 CE
Key Concept 4.1: Globalizing Networks of Communication and Exchange
Key Concept 4.2: New Forms of Social Organization and Modes of Production
Key Concept 4.3: State Consolidation and Imperial Expansion
Classroom Topics
The Revolution in sailing
European Exploration and Encounter
European Transformation: From Reformation to Enlightenment
American Colonial Societies
The Columbian Exchange
The Atlantic Economy: Slavery and the plantation system
Centralized Empires evolve across Asia: Ottomans, the Qing, Mughals, Romanovs, Safavids,
and Tokugawa
Selected Activities and Assignments (not limited to)
Key Concept 4.1: Globalizing Networks of Communication and Exchange
Students will complete textbook reading assignments and reading quizzes as enumerated
below.
Students will identify the impact of European encounters with civilizations in
Africa, the Americas, and Oceania through readings and questions illustrated in
“African Reactions to European presence,” The Battle for Tenochtitlan,”
“Pizarro conquers the Inca,” and “Memorandum to the Earl of Bathurst –
Early Reports from New Zealand.”
Students will identify the impact of the Columbian Exchange by comparing impacts on Africa,
Europe, and the Americas including demographic and environmental changes.
Key Concept 4.2: New Forms of Social Organization and Modes of Production
Students will complete textbook reading assignments and reading quizzes as enumerated
below.
Students will read and analyze a summary of Immanuel Wallerstein’s “The
Modern World System: Capitalist Agriculture and the Origins of the European World
Economy in the Sixteenth Century,” Academic Press 1974.
Students will examine and summarize the creation of a world trading system by linking the spread of
agricultural products worldwide; i.e. Sugar from the Pacific islands, potatoes from the
Americas etc.
Students will compare and contrast American slavery with the following coercive
system of labor: the encomienda system.
Students will use a series of graphs and charts to examine reasons for the rise and decline in
the transport and importation of slaves from different parts of Africa to the Americas and SW
Asia.
Key Concept 4.3: State Consolidation and Imperial Expansion
Students will complete textbook reading assignments and reading quizzes as enumerated
below.
Students will complete a concept map activity comparing commonalities and the unique
characteristics of land based Asian Empires.
Students will write a comparison essay of imperial systems and empire building in
Europe with imperial land based systems and empires in Asia, including the Ottoman Turks, the
Mughals, Tokugawa, with the European nations of Spain, the Netherlands, France, and
England.
Students will complete a change and continuity analysis describing the developments and shifts in
thought in Europe between 1450 and 1750. Students will use two of the following cultural
movements to discuss the causes of the changes as well as the reasons for the continuities:
Reformation, Renaissance, Enlightenment, or Scientific Revolution.
Textbook Reading Assignments UNIT IV:
Empires and Encounters 617-648
Commerce and Consequence 669-698
Religion and Science 719-752
Activities & Skill Development
• Students will evaluate the causes and consequences of European maritime expansion including the development of armed trade using guns and cannons
• student project
» Each student will apply techniques used by art historians to examine visual displays of power in one of the land or sea based empires that developed in this time period
• Writing a Comparison Essay
» Processes of empire building, students compare Spanish Empire to either the Ottoman or Russian empires
• Writing a Change and Continuity over Time Essay
» Changes and Continuities in trade and commerce in the Indian Ocean Basin 600- 1750
• Parallel Reading--Students will read Ch. 6 of The Human Web and
» Trace the development of civilization in each region utilizing a linear thematic organizer for note-taking and a circular organizer for the big picture
» Consider the question of periodization: 1750 or 1800?
Unit 5: Industrialization and Global Integration –
c. 1750 to c. 1900
Key Concept 5.1: Industrialization and Global Capitalism
Key Concept 5.2: Imperialism and Nation-State Formation
Key Concept 5.3: Nationalism, Revolution, and Reform
Key Concept 5.4: Global Migrations
Classroom Topics:
American, French, Haitian, and Latin American Revolutions
Napoleon, Congress of Vienna, Conservatism vs. Liberalism
The Industrial Revolution
Social Impact of industrialization
Abolitionist Movement, suffrage, unionization, socialism
The British Empire
Breakdown of the “Gunpowder Empires” Imperialism of the late
1800s:
The Scramble for Africa,
Spheres of Influence in China
Imperialism in Latin America
Modernization: New Technology and a new world economy
Selected Activities and Assignments (not limited to)
Key Concept 5.1: Industrialization and Global Capitalism
Students will complete textbook reading assignments and reading quizzes as
enumerated below.
Students will identify and analyze the impact of changes in social and gender structure
resulting from the Industrial Revolution by writing a summary essay explaining cause and
effect. Use of the “Economic Role of Women” will be utilized from AP World Teaching Unit
D-1.
Students will identify commercial, and demographic developments during this time period through
the completion of a change and continuity regional comparison chart.
Key Concept 5.2: Imperialism and Nation-State Formation
Students will complete textbook reading assignments and reading quizzes as
enumerated below.
Students will analyze five political cartoons related to European Imperial expansion in Africa
and Asia and identify how nationalism and industrialization served as the motivating factors for
empire building. Students will define nationalism through a silent discussion activity analyzing
different points of view from differing world regions.
Students will compare and contrast the role of nationalism in both creating nation-states and defining
foreign policy in TWO of the following regions: Germany, China, Japan, or Egypt
Students will discuss and interpret Kipling’s “White Man’s Burden” as it relates to European
Imperialism.
Key Concept 5.3: Nationalism, Revolution, and Reform
Students will complete textbook reading assignments and reading quizzes as
enumerated below.
Students will complete the document based question: “Causes of Revolution in the global age.”
Students will identify political revolution and independence movements by the analysis
and comparison of primary documents including but not limited
to: “A Black Revolutionary Leader in Haiti” Toussain L’Ouverture; “What Is the Third
Estate?” Abbe Emmanuel Joseph Sieyes; and “The Declaration of Independence”
Thomas Jefferson.
Key Concept 5.4: Global Migrations
Students will complete textbook reading assignments and reading quizzes as
enumerated below.
Students will summarize the time period through the creation of map comparisons of
global commerce, migrations, and the rise of new nations across world history from 1450 to 1914.
Students will utilize internet resources to identify graphs, maps, and charts which show these changes.
Textbook Reading Assignments UNIT V
Atlantic Revolutions, Global Echoes 781-811
Revolutions of Industrialization 827-860
Colonial Encounters in Asia and Africa 879-911
Empires in Collision 931-956
Activities include:
• Writing a Comparison Essay
» Comparing the roles of Women from 1750 to 1900—East Asia, Western Europe, South Asia, Middle East
• Students will write a change and continuity over time essay evaluating changes in production of goods from 1000 to 1900 in the Eastern Hemisphere
• Parallel Reading--Students will read Ch. 7 of The Human Web and
» Trace the development of civilization in each region utilizing a linear thematic organizer for note-taking and a circular organizer for the big picture
» Consider the question of periodization: 1900 or 1914?
• Students will analyze five political cartoons about European imperial expansion in Asia and Africa to identify how nationalism and the Industrial Revolution served as motivating factors in empire building in this time period
• Students will analyze tables showing increased urbanization in various parts of the
world to consider connections between urbanization and industrialization
• Students will identify and evaluate diverse historical interpretations regarding the rise of the West utilizing Kenneth Pomeranz’s The Great Divergence (Princeton, 2000) and Jack Goldstone’s Why Europe? The Rise of the West in World History (McGraw Hill, 2008)
• Utilizing a series of documents, maps and charts in the released DBQ about indentured servitude on in the 19th and 20th centuries, students will assess the connections between abolition of plantation slavery and increased migrations from Asian countries to the Americas
Unit 6: Accelerating Global Change and Realignments –
c. 1900 to the present
Key Concept 6.1: Science and the Environment
Key Concept 6.2: Global Conflicts and Their Consequences
Key Concept 6.3: New Conceptualizations of Global Economy, Society, and Culture
Classroom Topics:
World War I
The Twenty Year Crisis – Years between the Wars
20th Century Revolutions: Russia, China, Mexico,
Worldwide Economic Depression
The Rise of Fascism
World War II
20th Century migrations
Decolonization
Modern world organizations
Cold War
Information, technological, and communications revolutions
Terrorism? - the post 9/11 world
Globalization
Selected Activities and Assignments (not limited to)
Key Concept 6.1: Science and the Environment
Students will complete textbook reading assignments and reading quizzes as
enumerated below.
Students will define Globalization using the AP World History Teaching Units
E3– “Consumerism and Global Cultures.”
Students will use the released AP World 2011 Exam’s DBQ question on the Green Revolution to
identify and analyze issues related to agriculture and the environment in the 20th century.
Students will debate the benefits and negative consequences of rapid scientific
advancement in the 20th and now 21st century – a variety of video clips will be used to spark
debate.
Key Concept 6.2: Global Conflicts and Their Consequences
Students will complete textbook reading assignments and reading quizzes as
enumerated below.
Students will compare and contrast the causes of World War I and World
War II.
Students will identify the influence of nationalism on the post-World War I
Middle East, using such documents as “The Balfour Declaration.”
Students will read excerpts from “the Nanking Massacre: the forgotten
Holocaust” to compare similarities and differences with the Holocaust in Europe.
Students will, after reviewing a series of internet images and comparing statistics, explain
why war and revolution in the 20th century had such devastating consequences.
Students will write an essay based on a Cold War DBQ activity. Students will
compare and contrast two of the following 20th century revolutions: Russian
Revolution 1917, Chinese Revolution 1949,
Cuban Revolution 1959, Iranian Revolution 1979
Key Concept 6.3: New Conceptualizations of Global Economy, Society, and Culture
Students will complete textbook reading assignments and reading quizzes as
enumerated below.
Students will be able to identify and compare the independence struggles of Africa while
answering why some nations more successful than others in diversifying their
economies, developing a stable political system, and social equality?
Students will use internet resources to analyze the demographic changes of 20th century
considering the following: Migration, Birth rates, Urbanization, Death rates.
Textbook Reading Assignment UNIT VI:
World War, Depression, and the Rebalancing Of Power 981-1016
Revolution, Socialism, and Global Conflict 1035-1067
The Global South on the Global Stage 1087-1118
A New Phase of Global Interaction 1137-1171
Activities include:
• Writing a Comparison Essay Comparing the political goals and social effects of revolution in: China, Russia, Mexico: Students choose two
• Writing a Change and Continuity over Time Essay: Changes and Continuities in the formation of national identities 1900-present. Students choose from among the following regions: Middle East, South Asia, or Latin America
• Students debate the benefits and negative consequences of the rapid advances in science during the 20th and early 21st centuries
• Students trace the development of one form of popular culture in the 20th century and present a graphic or visual display of their research to the class
• Parallel Reading--Students will read Ch.8 of The Human Web and
» Consider the following: Why does this chapter reach back to 1890?
Review for AP Exam:
Selected Activities (not limited to)
Students will be attending structured lunch study group meetings Students will be
attending a Saturday “Jams and Cram” review session. Students will be encouraged to
use posted review materials on the class webpage.
Students will be using released AP World practice tests – both multiple choice and essays
Students will be working in small groups to complete review guides based on
The A.P. EXAM IS ON THE MORNING OF MAY 11th
The AP World History Exam:
Part I (worth 60 percent of total grade)
• Part A: 55 stimulus-based multiple-choice questions, 55 minutes, 40 percent of total grade
• Part B: Four short-answer questions, 50 minutes, 20 percent of total grade
Part II (worth 40 percent of total grade)
• Part A: Document-based question, 55 minutes (includes 15-minute reading period), 25 percent of total
grade
• Part B: Long essay question selected from a pair, 35 minutes, 15 percent of total grade
Exam Scoring
5 = extremely well qualified
4 = well qualified
3 = qualified
2 = possibly qualified
1 = no recommendation
A.P. WORLD HISTORY - CLASS PROCEDURES
1. All students are required to attend class and be in class on time
2. It is suggested that students obtain the following materials: 3 ring binder, spiral notebook, dividers, highlighters, pens, #2 pencils. (It is suggested, but not required that students purchase a Review Study book for AP World)
3. All Assignments, quizzes and tests missed due to an absence should be made up. Excused absences will have
work counted without penalty. Work missed due to an unexcused absence may not count toward the end of
marking period grade. Make-ups are to done within five days of the return of the absent student. Make-
ups are the responsibility of the student. Students missing class should come to my office during
lunchtime enrichment, or need to make arrangements to stay after school, or have a friend pick up
needed materials. Students need to be aware of the difference between due dates and deadlines –
assignments not made up by the deadline will not be allowed to be made up. The deadline for all make-
up work is the date of the Unit Test for each unit.
4. Grades are based on how well students master the core concepts and skills of the course. Key Concepts, Themes,
and skills will be discussed at the beginning of each unit. All graded assignments are related to these objectives.
All work is graded on a point scale. Letter grades will be determined by the percentage of points earned. Grades
each quarter will reflect regular reading quizzes, online “Learning Curve” assessments, regular writing
assignments, unit tests, other classwork, homework, and study group assignments.
5. Students are expected to monitor their grades and assignments. Progress reports will be provided per school
policy.
6. Assignment books are the students pass to the bathroom. No assignment book, no leaving!
7. Use of personal electronic devices will be limited to appropriate class activities.
A.P. WORLD HISTORY
ADDENDUM TO THE SYLLABUS GRADING PROCEDURES 2016-2017
All assignments will attempt to reflect individual achievement on course expectations.
Grades will be determined using a variety of assessment methods.
Regular updates about achievement will be provided to parents and students.
There is no extra credit provided on any basis.
All graded assignments will be recorded as points and converted to percentages during each nine week marking period.
These percentages will then be converted to letter grades. 100-90%=A, 89-80%=B, 7970%=C, 69-60%=D, 59-50%=E. Borderline grades may be rounded up in most instances.
All assignments will be weighted. Assignments will be divided into three main categories: One; summative assessments,
including unit tests, major instructional objective quizzes, formal writing assignments, and major projects. This category
will be worth 50%; Two; formative assessments including classwork, homework, small quizzes, and short writings. The
category will be worth 40%. Three; homework for practice and completion including online textbook assessments. This
category will be worth 10%.
Late work will be accepted and will be marked down 50% anytime after the due date. Late work will not be accepted after the deadline periods: The deadline will set at the date of the Unit Test for each unit. All missed work should be made up.
Re-do opportunities will exist for some assignments. Students must understand; most reading quizzes and no unit test or
final exam is re-assessable. A student will get only one reassessment. The reassessment grade becomes the grade for the
assignment regardless of whether it is higher or lower than the initial grade. Reassessment deadlines will be set one week
before interims and one week before the end of a marking period. Are-do does not necessarily mean completing the same
assignment twice.
Students will also need computer access to participate from time to time in an online discussion forum related to A.P.
World History, do research, or use for review materials. They will be able to access the forum from home computers or
from computers here at school.
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