AP World History Syllabus 2017- 2018 Exam Date

AP World History Syllabus

2017- 2018

Exam Date: May 17, 2018 at 8:00 am

Overview: Advanced Placement World History is designed to prepare students for intermediate and

advanced college courses by making demands similar to those of full year college survey courses. In AP

World History, students will develop a greater understanding of the evolution of global processes and

contact including interactions over time. The course highlights the nature of changes in the international

frameworks and their causes and consequences, as well as comparisons among major societies. The

course imposes a heavy reading and writing load throughout the semester, and the demands on

students are equivalent to a full year introductory college course. For example, students can count on

having to read approximately 60 pages and complete reading logs each week (See attached Reading Log

Directions).

Course Design: Daily activities focus on the mastery of a selective body of factual knowledge and the

development of analytical skills required for success on AP World History examination. Critical writing

and thinking skills are developed through the evaluation of primary and secondary sources, oral

presentations, short essays, and research assignments. The five AP World History Themes will be used

throughout the course to identify the broad patterns and processes that explain change and continuity

over time when covering the six period of study.

AP World History course content is studied comparatively within and across the following periods of

study:

Period 1: Technological and Environmental Transformation – to 600 B.C.E

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

Period 3: Regional and Interregional Interactions – c. 600 C.E. to 1450 C.E.

Period 4: Global Interactions – c. 1450 C.E. to 1750 C.E.

Period 5: Industrialization and Global Integration – c. 1750 C.E. to 1900 C.E.

Period 6: Accelerating Global Change and Realignments – c. 1900 C.E. to the Present

Historical Thinking Skills:

I. Analyzing Historical Sources and Evidence

II. Making Historical Connections

III. Chronological Reasoning

IV. Creating and Supporting Argument

To be successful in this course, students must gain a proficiency in using these skills to help them

interpret the past.

World History Themes: Throughout this course, five themes will serve as common framework for looking

at the study of World History. These five themes as provided by College Board are as follows:

Theme 1. Interaction between humans and the environment

Demography and disease

Migration

Patterns of settlement

Technology

Theme 2. Development and interaction of cultures

Religions

Belief systems, philosophies, and ideologies

Science and technology

The arts and architecture

Theme 3. State-building, expansion and conflict

Political structures and forms of governance

Empires

Nations and nationalism

Revolts and revolutions

Regional, trans-regional, and global structures and organizations

Theme 4. Creation, expansion, and interaction of economic systems

Agricultural and pastoral production

Trade and commerce

Labor systems

Industrialization

Capitalism and socialism

Theme 5. Development and transformation of social structures

Gender roles and relations

Family and kinship

Racial and ethnic constructions

Social and economic classes

Note: AP World History Historical Thinking Skills and AP World History Themes are courtesy of College

Board (http://www.collegeboard.com)

Thematic Questions:

What is history? What is global history? What is world history? What is civilization?

What is globalization? What is global civilization? What is periodization?

How do historians divide time into periods? What is change? What is continuity?

How are change and continuity related? How do different societies and regions react?

What patterns emerge? How do technology and economics affect human populations?

How do humans interact with and change the environment?

How do societies organize social structure and gender?

How do the experiences of different classes and genders vary?

How do societies organize governments? How do societies organize religion?

What happens when religions interact? How do humans respond to different forms of government?

How have cultural and intellectual developments shaped human experience?

Habits of the Mind and Skills: In AP World History students will learn skills which will empower them to

act how historians:

http://www.collegeboard.com/

Use evidence to construct and evaluate arguments

Use point of view, context, and frame of reference to analyze documents

Understand and interpret information

Assess change and continuity over time

Identify global patterns of time

Understand the relationship between local and global developments

Make comparisons within and among societies

Understand diverse ideas, beliefs, and values in historical context

Also students should:

See global patterns and processes over time and space while connecting local developments to global

ones.

Comparing within and among societies, including comparing societies’ reactions to global processes

Consider human commonalities and differences

Explore claims of universal standards in relation to culturally diverse ideas

Explore the persistent relevance of world history to contemporary developments

Main Textbook Source

World Civilizations: The Global Experience, Peter Stearns et al, Upper Saddle River, N.J.: Prentice Hall, 5th

Advanced Placement edition, 2007.

Must Purchase the following text - $18.95

World History: Preparing for the AP Examination, AMSCO School of Publications, Inc., 2017. Print.

https://www.amscopub.com/social-studies/advanced-placement/world-history-ap-exam.html

Other Textbook Sources

Ways of the World With Sources, for Advanced Placement Bedford E-Book A Global History. Bedford/st

Martins, 2013. Print.

Reilly, Kevin. Worlds of History: A Comparative Reader. Fifth ed. Boston: Bedford/St. Martin's, 2013.

Print.

Pomeranz, Kenneth. Worlds Together, Worlds Apart. New York: W.W. Norton, 2011. Print.

Voyages in World History. 2nd Revised ed. S.l.: Wadsworth, 2013. Print.

Bentley, Jerry H., and Herbert F. Ziegler. Traditions & Encounters. Sixth Edition. AP ed. Print.

Primary Source Document Readers

In this course we will be studying numerous primary and secondary sources, including but not limited to:

texts, statistical charts and graphs, painting, political cartoon, journals, and census records.

Documents in World History, Peter Stearns, Stephen Gosch, and Erwin Grieshaber, New York:

Longman Publishing, 5th ed., Volumes 1 and 2, 2009.

https://www.amscopub.com/social-studies/advanced-placement/world-history-ap-exam.html

Worlds of History: A Comparative Reader, Kevin Reilly, Boston: Bedford/ St. Martin’s, 3rd

edition, 2009.

World History in Documents: A Comparative Reader, ed. Peter N. Stearns, New York: New York:

University Press, 1998.

Other Required Texts, Resources, and Secondary Resources (in part or whole)

2002, 2003, and 2006 AP World History Released Exam

AP World History Essay Questions, Rubrics and Student Samples

Andrea, Alfred J., and James H. Overfield. The Human Record: Sources of Global History. Vol. 1.

Boston: Houghton Mifflin. 2004.

Guns, Germs, and Steel, by Diamond (Norton, 1999)

Dunn, R. The Adventures of Ibn Battuta. University of California Press, 1998.

Medieval Literature in Translation (Dover Publications, 2001)

Rand McNally: Historical Atlas of the World. ISBN: 0528839691

Mitchell, Joseph R. and Hellen Buss. Taking Sides: Clashing Views on Controversial Issues in

World Civilizations. Guilford, McGraw-Hill 2000.

AP World History Requirements:

Students will be required to keep a binder notebook, which will be checked randomly

throughout the semester. These notebook checks can either add or subtract from a student’s overall

grade. All work completed and notes taken in class should be included in the binder notebook.

Organization and neatness are necessary to be successful in this assignment.

Students will be required to come to class prepared every day. Being prepared for AP World

History class includes having their notebook, textbook, a pen/pencil, paper and homework, as well as

any other materials we will be using that day. Textbooks must have a cover at all times.

Students will be required to read almost every night. This is a very reading intensive course and

it is imperative that students keep current with all of the required readings to be prepared for class and

the AP exam.

Students will be required to answer free response questions (FRQ) on a continual basis

throughout the semester. Students should count on at least one graded FRQ for each unit as well as

multiple practice versions. A FRQ in AP World History is in one of three formats: document-based

question (DBQ), continuity and change over time (CCOT) and comparative (COMP).

Students will be required to meet with me individually at least twice during the semester to

discuss their writing, points of progress, and areas for improvement. These conferences will be

scheduled at a later date.

Students will be required to follow an honor code of academic integrity. At no point during the

semester will cheating, plagiarism, or any other type of academic dishonesty be tolerated.

Consequences for violating the code of academic integrity will be severe. Refer to your student

handbook for further clarification.

Class Discussions: Each day, students will be required to discuss the themes covered in the

reading from the night before as well as what information was important. This holds students

accountable for their learning and gives them a changes to verbalize their understanding of the material

or lack thereof. Students are encouraged to chime in and add information to other students as we move

through the chapter. We will point out key people, places and events that occurred that they need to

know and explain their importance on the bigger picture of World History.

Seminars and Debates: Students will use the Socratic seminar format during each unit to explore

key controversies in world history. The foundation for these conversations will be the book Taking

Sides: Clashing Views on Controversial Issues in World Civilizations. This text examines controversial

issues in a way that allows students to identify and evaluate diverse historical interpretations. All of the

topics/questions listed in each unit for this activity will come from this book.

Venn-Diagram and Comparison Charts/gallery Walks: Students will participate in numerous

comparison activities that will ask those to drawn on their synthesis and analysis skills to determine

which similarities and differences they can make between major civilizations. Not only that but students

will use these skills to analyze and interpret primary documents that come from the major civilizations,

empires, and people within them that have impacted that specific era in history. This will allow students

to think critically and assess themselves as well as each other as they walk around the classroom

interpreting and commenting on the documents.

Grading Policy: Student grades will be based on total points. Grades will be based on reading quizzes,

unit exams, in-class activities/projects, out of class activities/projects, article analysis’, notebook check,

and other possible assignments. The grading scale listed is in accordance to the Union County Public

School wide policy: 90% - 100% = A, 80% - 89% = B, 70% - 79% = C, 60% - 69% = D, 0% - 59% = F.

Course Outline: This course will be covered for the most part in chronological order starting with the

year 8000 BCE and continuing into the present. Each of our course units will be based on certain

historical periods. Periodization is key to understanding the big picture of World History. For the

purpose of this course and the AP exam, World History is divided into six periods that will be covered in

five units. Each unit will be given equal time in the course and will be treated equally on the AP exam.

Unit 1: Technological and Environmental Transformations, to c. 600 B.C.E. (5% of exam)

Unit 2: Organization and Reorganization of Human Societies, c. 600 B.C.E. to c. 600 C.E. (15% of exam)

Unit 3: Regional and Transregional Interactions, c. 600 C.E. to c. 1450 (20% of exam)

Unit 4: Global Interactions, c. 1450 to c. 1750 (20% of exam)

Unit 5: Industrialization and Global Integration, c. 1750 to c. 1900 (20% of exam)

Unit 6: Accelerating Global Change and Realignments, c. 1900 to Present (20% of exam)

Unit 1 - Technological and Environmental Transformations; Unit 2- Organization and Reorganization of

Human Societies

Period: 600 BCE to c. 600 C.E. Unit: 11 days (90 minutes)

Key Concepts: Key Concept 1.1: Big Geography and the Peopling of the Earth

I. Paleolithic migrations led to the spread of technology and culture

Key Concept 1.2: The Neolithic Revolution and Early Agricultural Societies

I. Neolithic Revolution leads to new and more complex economic and social systems

II. Agricultural and pastoralism begins to transform human society

Key Concept 1.3: The Development and Interactions of Early Agricultural, Pastoral, and Urban Societies

I. Location of early foundational civilizations

II. State development and expansion

III. Cultural development in the early civilizations

2.1. The Development and Codification of Religious and Cultural Traditions

2.2. The Development of States and Empires

2.3. Emergence of Interregional Networks of Communication and Exchange

Big Picture Questions: Unit 1: What are civilizations about? How does change occur within a society?

How are people impacted by, and how do they impact, geography and climate?

Unit 2: Do cultural areas, as opposed to states or empires, better represent history? How does change

occur within societies? How similar were the economic and trading practices that developed across

cultures?

This comprises Chapters 1-5 of the Stearns book and Chapters 1 – 6 in the AMSCO publication. You will

be responsible for this reading. Supplemental reading can be found in Chapters 1-4 of the Wood Course

book. Unless otherwise provided, primary and secondary sources can be found in the Reilly Comparative

Reader book. Primary and secondary sources will be analyzed using either AP PARTS or SOAPST one to

determine the speaker, occasion, intended audience, purpose, subject and tone, allowing students to

more deeply analyze a work and read between the lines, before being discussed in class. AP Parts will be

used similarly to break down each primary source document and further analyze its content, enabling it

to be paired with other documents and previous knowledge to allow students to think like a historian.

Topics to be covered:

Nomads, foraging societies, pastoral societies, agricultural societies

Neolithic Revolution

The Big Early civilizations (Mesopotamia, Sumer, Egypt, Indus River, Shang, Mesoamerica)

Indus River Civilizations Classical civilizations (China (early china: Shang and Hwang), India, Greece,

Rome)

Major trading patterns

Arts, sciences, and technology

Major belief systems (Mediterranean polytheism, Hinduism, Judaism, Confucianism, Daoism, Buddhism,

Christianity)

Early Mesoamerican and Andean

South America Changes and continuities in the woman’s role

Collapse of classical civilizations

Movements of peoples (Bantu, Huns, Germans, Polynesians)

The classical civilizations: Mediterranean

Classical Civilizations: Mesoamerican Classical Civilizations:

India and China

Late classical period: Empires collapse, people move (migration)

Cultural diffusion

Changes and continuities in the role of women

Major belief systems (polytheism, Confucianism, Daoism, Legalism, Hinduism, Buddhism,

Zoroastrianism, Judaism, Christianity)

Sample of primary sources used for this period (T: Textual; V: Visual; Q: Quantitative)

Ban Zhao’s Lessons for Women (T)

Charts of Growth of Religions by Members (Q)

Fayum Portraits (V)

Images of Ancient Egypt (V)

Maps of Spread of Religions (V)

Selection from Confucius Analects (T)

Selection from Hammurabi’s Code (T)

Selection from Teachings of the Rival Chinese Schools (T)

Selection from the Bhagavad-Gita (T)

Selection from The Epic of Gilgamesh (T)

Selection from The Republic (T)

Selections from the Holy Bible (T)

Selections from the Lotus Sutra (T)

Selections from A Forest of Kings (T)

Selections from Christian and Diamond (T)

Table of Urbanization in the Indo-Mediterranean Region (Q)

The Buddha’s First Sermon (T)

The Ten Commandments (T)

Selections from A Forest of Kings (T)

Early creation stories including: “The Kabyl Story” (Sahara), “A Babylonian Story” (Mesopotamia), and

“The Mayan Story, from Popul Vuh” (Mesoamerica) drawn from Stearns’ World History in Documents: A

Comparative Reader; “Genesis 1-3” (Hebrew); “Pan Gu and Nu Wa” (China); “Four Creations” (Hopi);

“Odin and Ymir” (Norse); “Separation of Heaven and Earth” (Maori); “Origin of Japan and Her People”

(Japan); “Creation of and by the Self” (India); and “Death, Life, and Death” (Guinea)

Additional Activities & Skill Development: After reading excerpts from A Forest of Kings by David Friedel

and Linda Schele and seeing the PBS Nova program ―Cracking the Maya Code, students will assess the

impact that archaeology and iconography have had on the study of history.

Using notes, the textbook, Table of Urbanization in the Indo-Mediterranean Region, and the internet,

students will explore how the findings of archeologists have contributed to our knowledge of one of the

following cultures: Harappan, Shang, or Mesopotamia.

Students will read the chapters from Christian and Diamond and discuss the historians’ interpretations

of the origins of agriculture in order to compare and contrast the two Neolithic representations and

describe their possible purpose.

Students will read Ch. 1-2 of The Human Web and evaluate the authors’ perspective on the existence of

a very loose knit global web during this early period.

Evaluate the periodization in Ch.3—Look at 200 CE as a natural break versus the break provided by the

course curriculum - Discuss how historians break up history and evaluate the possibility of alternative

breaks throughout a fluid historical timeline.

Students will work on how to write a comparative essay. Possible prompts include: Compare the basic

features of two classical civilizations: Mesoamerica, India, China, Greece, or Rome; Compare two of the

following major religions or philosophical systems: Historical Vedic Religions, Buddhism, Confucianism,

Daoism, Judaism, Christianity, or Greco-Roman philosophy; Compare the reasons for and the outcomes

of the fall of two classical civilizations: Rome, Han China, and the Gupta. Students will also be introduced

to the CCOT essay and rubric.

Students will evaluate the causes and consequences of the decline of the Han, Roman, and Gupta

empires.

Using the panorama lesson on the ―World History For Us All web site

(sdsu.edu/units/two/panorama/02_panorama.pdf]) provides archaeological data compiled from real

archaeological sites in the Czech Republic, the Ukraine, and Russia. Archaeologists date them to

between about 28,000 and 14,000 years. We will use that data to analyze what archeology can tell us

about the effects of the shift to agriculture and pastoralism on economic and social systems, on

environmental and technological changes, and on the development of patriarchy.

Student Activity: SPICE (Social, Political, Interaction with Environment, Cultural, and Economic) Chart

(Themes, various): Students create a chart listing SPICE information for each of the early river

civilizations. Using their data as evidence, students will practice writing thesis statements.

Using the Socratic Seminar method, students will use the Taking Sides topics: Did Homo Sapiens

Originate in Africa? Did Egyptian Civilization Originate in Africa?

Student Activity: “Epic of Gilgamesh.” In Worlds of History: A Comparative Reader, Volume One: to

1550, edited by Kevin Reilly, 58-67. Boston: Bedford/St. Martin’s, 2000. Students will work in groups to

discuss (Cul 1)

Student Activity: Working with Primary Sources— Interpreting Art (Theme 2): After practicing as a class

with Paleolithic cave art, students individually analyze Paleolithic and Neolithic art from Australia

(Aboriginal cave paintings), Catalhuyuk (Mother Goddess statue), and Europe (Willendorf Venus and

Stonehenge standing stones) and practice how to discern cultural values and religious beliefs. (Cul 1, 2)

Students will answer the question: Were the tributary and labor obligations in the Aztec and Inca

empires more effective than similar obligations in the Eastern Hemisphere?

Students will construct a paragraph analyzing similarities or differences between Egypt and

Mesopotamia in terms of culture, economics, politics, social structures, or environmental interaction.

Student Activity: Split class into two sections and assign each section a different graphic organizer. One

half of the class will compare and contrast social structures between Classical China and Classical India.

The other half of the class will compare and contrast the role of women within Buddhism and

Christianity. Students will pair up with someone from a different group and discuss the cultural and

social aspects of their work. (SOC 1, 5)

Student Activity with a Comparative Religion Chart: Students create a chart that outlines central ideas of

major religions of the classical era, then look for similarities and differences. (CUL-1)

Student activity involving an Annotated Map: Students recreate maps showing the routes of the Silk,

Sea, and Sand Roads. Additionally, students will annotate their map showing the various commodities,

technologies, and ideas that spread along these roads. (ECON-10, 12)

Changes and Continuities: Students will write an essay dealing with the patterns of interactions along

the Silk Roads 200 BCE-1450 CE.

Student Activity: Creation Myth Presentations (Cul 1,2): In small groups, students present a selected

creation story, making interpretations of their given society (for example, how does the story represent

a Paleolithic world-view?) and relate the myth to themes from Strayer, paying special attention to the

purpose of such stories as it relates to hunter-gathering, pastoral, and/or agricultural lifestyles.

Student Activity: Hammurabi’s Code Simulation (SB): Students role-play village elders of a

Mesopotamian city and render legal decisions based upon “eye for an eye” principles, then compare

their decisions with corresponding selections from Hammurabi’s Code

Student Activity: Annotated Map (ENV): Students read Finney’s “The Other One-Third of the Globe” and

participate in a class discussion forum on how anthropology explains the means and extent of

Austronesian migrations.

Student Activity: Historical Causation and Thesis Development (ENV 2, 4): Students read, annotate, and

practice thesis development comparing Chapter 8 in Christian’s Maps of Time to Chapter 6 from

Diamond’s Guns, Germs, and Steel while addressing prompts such as “What caused the agricultural

revolution? How does archaeology help explain history? How does a ‘Big History’ approach change our

perspective of history?”

Document-Based Essay (Theme, various): Students write a response to the 2004 APWH DBQ, “Analyze

the responses to the spread of Buddhism in China (100 C.E.-900 C.E.).”

Students will write a Historical Causation Comparison Essay: Students write a thesis driven comparative

essay analyzing reasons for the expansion of or reasons for the fall of two of the following classical era

civilizations: Persia, Macedonia, Rome, Mauryan, Han. (SB-3, 4)

Vocabulary Terms

Alexander the Great

Anasazi

Andean societies

Aryan invasion of India

Ashoka

Assyrians

Bantu migrations

Brahma, Vishnu, Shiva

Buddhism civilization

Confucianism

Daoism

Edict of Milan

Egypt

Eightfold Path

Fertile Crescent

Four Noble Truths

Hammurabi’s Law Code

Hebrews

Hieroglyphics

Hinduism

Hittites

Holy Bible (Old and New

Testament)

Indian caste system

Indus valley civilization

Jesus of Nazareth

Jewish Diaspora

Julius Caesar

K’ung Fu-tzu (Confucius)

Laozi

Mandate of Heaven

Maya

Neolithic Revolution

Olmec

Patrilineal/ matrilineal

Peloponnesian War

Persian Wars

Phoenicians

Polytheism

Punic Wars

Qin, Han, Tang Dynasties

Roman Empire

Roman Republic

Shi Huangdi

Siddhartha Gautama

Silk Road

Ten Commandments

Torah Vedism

Zoroastrianism

Unit 3 - Regional and Transregional Interactions Period: c. 600 C.E. to c. 1450

Unit: 11 days (90 minutes)

Key Concepts:

3.1. Expansion and Intensification of Communication and Exchange Networks

3.2. Continuity and Innovation of State Forms and Their Interactions

3.3. Increased Economic Productive Capacity and Its Consequences

Big questions: Do cultural areas, as opposed to states or empires, better represent history?

How does change occur within societies?

How similar were the economic and trading practices that developed across cultures?

How does the environment impact human decision making?

This comprises Chapters 6-15 of the Stearns book and Chapters 7 – 14 in the AMSCO publication. You

will be responsible for this reading. Supplemental reading can be found in Chapters 5-9 of the Wood

Course book. Unless otherwise provided, primary and secondary sources can be found in the Reilly

Comparative Reader book.

Primary and secondary sources will be analyzed using either AP PARTS or SOAPSTone to determine the

speaker, occasion, intended audience, purpose, subject and tone, allowing students to more deeply

analyze a work and read between the lines, before being discussed in class. AP Parts will be used

similarly to break down each primary source document and further analyze its content, enabling it to be

paired with other documents and previous knowledge to allow students to think like a historian.


Emergence of new empires

The Islamic world

Interregional networks and contacts (Trans-Sahara, Indian Ocean, Silk Roads)

Economic innovations (Tang, Song, and Ming China, Swahili Coast, the Americas)

Contacts between major religions

The Rise of Islam

Developments in Africa

Developments in America

Trade Networks and Cultural Diffusion (Silk Road, Indian Ocean Trade)

Developments in Europe and the Byzantine Empire

Middle Ages (trade and crusading)

Developments in Asia (China, Japan, Vietnam, Korea)

Impact of the Mongol empires

Political systems and cultural patterns (East Asia, the Americas, Restructuring of Europe, Africa, South

and Southeast Asia)

Arts, sciences, and technology

Environmental and demographic change on islands in Oceania

Demographic and environmental changes (Migrations, Plague Pandemics, Growth of cities)

Primary sources for this period (T: Textual; V: Visual; Q: Quantitative)

Feudalism: An Oath of Homage and Fealty (T)

Graphs Detailing Spread of Black Plague (Q)

Images of the Black Death (V)

Origins of the Black Death (T)

Picture of Islamic mosques (V)

Pictures of Mesoamerican sculpture (V)

Selection from the Epic of Sudiata (T)

Selection from the Magna Carta (T)

Selections from Ibn Battuta’s Travels in Asia and Africa (T)

Selections from the Quran (T)

Selections from The Thousand and One Nights (T)

Selections from The Travels of Marco Polo (T)

Additional Activities & Skill Development Student Paper: What were the causes and consequences of the

Crusades?

Student Activity: Indian Ocean Trade Simulation: Using maps and charts found in Strayer, Chapter 8

(“Commerce and Culture: 500-1500”) and information taken from the “Medieval Era” map found at the

website ( Indianahistory.org) student teams role-play ocean-going merchants and port traders of the

Indian Ocean trade network. (Examples include Mombassa, Aden, Calicut, and Canton.) (SB-4; ECON-2)

Student Paper: Describe the relationship(s) between the causes and consequences of the events or

processes identified on the completed timeline you have received for the Middle Ages.

Student Activity: (ENV 4, 8) Students will analyze regional environmental factors facing the Aztec and the

Inca and how each society increased agricultural production through adaptation and technological

innovation.

Conflict Analysis for which we will use primary and secondary sources including historical data to analyze

the causes and effects of conflicts.

Student Practice: Free-Response Essay (Themes 3 and 4): Students prepare and then write a thesis-

driven response to the 2005 free-response essay: “Compare and contrast the political and economic

effects of Mongol rule on TWO of the following regions: China, Middle East, Russia.”

Write a reflective commentary considering the role of human migration during this era and its

connection to the larger story of world history.

Student Activity: Muslim Chart (Themes 2, 3, and 4): Students make a chart documenting various

cultural, political, and economic achievements and make summaries of Islam’s significance to world

history.

Write a reflective commentary considering trans-regional networks of communication and exchange and

the consequences of long-distance trade during this era and its connection to the larger story of world

history.

Writing a Comparison Essay, students will compare the level of technological achievement including

production of goods.

Students will evaluate the causes and consequences of the spread of Islamic empires.

Students will compare the Polynesian and Viking migrations.

Compare the Periodization provided by the book versus that of the course outline

Vocabulary Terms

Abbasid

Almohadis

Benin boyars

Byzantine Empire

Caliph Carolingians

Castile and Aragon

Charlemagne

Chinggis Khan

Crusades

Empress Wu

Footbinding

Hanseatic League

Hundred Years War

Ibn Battuta

Islam

Khmers

Kongo

Kubilai Khan

Magna Carta

Manorialism

Mecca

Medina

Middle Ages

Mongols

Muhammad

Quipu

Qur’an

Ramadan

Renaissance

Russian Orthodox

Samurai

Sharia

Shoguns

Shrivijaya

Song Dynasty

Songhay

Sundiata

Sunni-Shi’a Taika reforms

Tang Dynasty

Temple of the Sun

Thomas Aquinas

Three field system

Toltec

Vikings

White Lotus Society

William the Conqueror

Zakat

Unit 4 - Global Interactions Period: c. 1450 to c. 1750

Unit length: 11 days

Key Concepts:

4.1. Globalizing Networks of Communication and Exchange

4.2. New Forms of Social Organization and Modes of Production

4.3. State Consolidation and Imperial Expansion

Big Picture: Why did Europe become a dominant power during this time period?

What were some of the difference among the ways in which non-European cultures interacted with

Europe?

What contributed to these differences?

How did the global economy change during this time period?

What was the impact on the world’s civilizations?

What were the impact of global interaction on the environment?




Comparative Reader book. Primary and secondary sources will be analyzed using either AP PARTS or

SOAPST one to determine the speaker, occasion, intended audience, purpose, subject and tone,

allowing students to more deeply analyze a work and read between the lines, before being discussed in

class. AP Parts will be used similarly to break down each primary source document and further analyze

its content, enabling it to be paired with other documents and previous knowledge to allow students to

think like a historian.

Topics to be covered

The Rise of Islam

Women and Islam

Development of the Europe and Byzantine Empire

Development in Asia Rise and fall of Mongols

Developments in Africa Developments in Americas (Mayan decline, Aztecs, Incas)

Review of interactions among cultures

Trade and Cultural Diffusion (Silk Road, Hanseatic League, Indian ocean Trade)

The Columbian Exchange

Impact of guns, shipbuilding, and navigational devices

Major empires, political units, and social systems (Aztec, Inca, Ottoman, China, Portugal, Spain, Russia,

France, Britain, Tokugawa, Mughal)

African kingdoms Gender and empire

Slave systems and slave trade

Demographic and environmental changes (diseases, animals, new crops, population trends)

Scientific Revolution and the Enlightenment

Developments and exchanges in the arts

Creation of new religions (Vodun, Zen, Sikhism, Protestantism)


Art from opposing European views on Native Americans (V)

Excerpts of speeches of Montezuma and Cortes (T)

Graph of Slave Trade to the Americas (Q)

Hans Holbein’s The Dance of Death (V)

Japanese Edicts Regulating Religion (T)

Painting of Sugar Plantation Mill Yard Island of Antigua Caribbean, 1823. (V)

Selection from An Africans Description of the Middle Passage (T)

Selection from Catherine’s Instruction of 1767 (T)

Selection from Columbus’ letters to the Spanish monarchy (T)

Selection from Olaudah Equiano’s Enslaved Captive (T)

Selection from Peter the Great’s Decrees on Compulsory Education of Russian Nobility (T)

Selection from The Devastation of the Indies (T)

Swetham’s Arraignment of Women (T)

Table of Estimates of Changes in Population in Selected Regions, 1300-1700 (Q)

Additional Activities & Skill Development Students will examine and compare a collection of sixteenth

through eighteenth century maps of the Atlantic Ocean from the Ransom Library website to investigate

shifting understandings of the Atlantic World.

Student Activity: Aztec Art Primary Source Analysis (Themes 3 and 5): Students analyze and assess the

clash of cultures that took place during Spanish colonization of Mexico from the Aztec perspective. They

then evaluate the strengths and limitations of using visual sources. Using only these sources, students

write a narrative of the Spanish invasion of Mexico

Student activity involving periodization: Students read the unit introduction from Strayer and compare

the appropriateness of 1450 to 1750 C.E. as threshold dates for the early modern period in both

Western and world history.

Students will evaluate the causes and consequences of European maritime expansion including the

development of armed trade using guns and cannons. Students 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.


Student Activity: Students examine several Renaissance works of art including The Presentation of the

Virgin by Paolo Uccello, The Flagellation by Piero della Francesca, and Leonardo da Vinci’s The Last

Supper. In a classroom discussion, students consider how and why art historians emphasize the

importance of artists’ discovery of linear perspective in the Renaissance. (CUL-8)

Student Activity: Students will analyze and reflect on the demographic effects of diseases and crops that

were part of the Columbian Exchange (ENV 5,7) Student Activity: Students write an essay response to

the APWH 2006 DBQ: “Analyze the social and economic effects of the global flow of silver from the mid-

sixteenth century to the early eighteenth century.” (Theme 4 and 5)

Vocabulary Terms:

Abbas the Great

Absolutism

African diaspora

British East India Company

Caravel ships

Christopher Columbus

Columbian exchange

Copernicus

Council of the Indies

Dutch East India Company

Encomienda

English Civil War

Enlightenment

Ferdinand Magellan

Glorious Revolution

Hacienda

Hernán Cortes

Hispaniola

Hongwu

Humanism

Isaac Newton

Ivans of Russia

Johannes Gutenberg

John Locke

Martin Luther

Matteo Ricci

Mercantilism

Mestizos

Mughal Empire

Nation-state

Niccolo Machiavelli

Ottoman Empire

Peninsulares

Rene Descartes

Romanov dynasty

Royal African Company

Safavid Empire

Scientific Revolution

Seven Years War

Sikhs

Taj Mahal

Thirty Years War

Tokugawa Ieyasu

Treaty of Tordesillas

Treaty of Westphalia

Triangular trade

War of the Spanish

Succession

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

Unit Length: 11 Days

Key Concepts:

5.1. Industrialization and Global Capitalism

5.2. Imperialism and Nation-State Formation

5.3. Nationalism, Revolution, and Reform

5.4. Global Migration

Big Questions: How are the events of this time period interconnected?

Why did Nationalism grow during this time period? How and why does change occur?

How did the environment impact industrial and economic development?





SOAPSTone to determine the speaker, occasion, intended audience, purpose, subject and tone, allowing

students to more deeply analyze a work and read between the lines, before being discussed in class. AP

Parts will be used similarly to break down each primary source document and further analyze its

content, enabling it to be paired with other documents and previous knowledge to allow students to



Industrial Revolution

Revolutions (America and Europe)

Independence Movements (Latin America)

Industry and Imperialism

European Imperialism in India and China Imperialism in Africa, Asia, and Oceania

Japanese Imperialism

Imperialism in Africa

Nationalism movements

Changes in patterns to world trade

Major European Developments (revolutions, renaissance, protestant reformation)

Demographic and environmental changes (migrations, end of the Atlantic slave trade, birthrate patterns,

food supply, medicine)

Changes in social and gender structure

Technology and intellectual developments

Political revolutions and independence movements (United States, Latin America, France, Haiti, Mexico,

China)

Rise of nationalism, nation-states, and political reform movements

Rise of democracy, limits to democracy, reform, women, and racism

Rise of Western dominance (economic, military, political, social, cultural and artistic, patterns of

expansion)

Imperialism, colonialism, and neocolonialism

Iberian Maritime Expansion

Plantation societies in colonial America

Development of specific countries and empires (European rivals)

Russia out of Isolation

Islamic Empires (Ottoman, Safavid, Mughal)

Africa

Asia in isolation

Japan

Scientific Revolution

The enlightenment Global trade of silver, sugar, fur, and other commodities

Connections and comparisons between the Atlantic, Indian, and Pacific Ocean networks

European exploration and expansion

Cultural and political reactions (dissent, reform, resistance, rebellion, racism, nationalism)

Patterns of cultural and artistic interactions among societies


A Vindication of the Rights of Women (T)

Chart of Economic and Social Effects of Colonialism, 1850-1914 (Q)

Excerpts from The Communist Manifesto (T)

Graphs of migrations from 1830-1914 (Q)

Image of The Former Great Dinner of the Modern Gargantua with His Family (V)

Mitsubishi Letter to Employees (T)

Selection from The Wealth of Nations (T)

Selection from Batouala (T)

Selection from Toussaint L’Ouverture’s Letter to the Directory (T)

Selection from Women in the Industrial Rev. (T)

Simón Bolívar’s A Constitution for Venezuela (T)

Simón Bolívar’s Jamaica Letter (T)

Table of Population Densities and GDP in 1800 (Q)

The American Declaration of Independence (T)

The French Declaration of the Rights of Man and Citizen (T)

Views of westernization by Japanese artists (V)

Additional Activities & Skill Development Student Activity:

Comparison Chart (Themes 2, 3, and 5): Students complete a chart comparing motivations, causes,

methods for change, and short- and long-term consequences of revolutions in America, France, Haiti,

and Spanish-America We will use a documentary on Napoleon Bonaparte, to defend or refute the

statement, ―Napoleon was a great man.

Student Activity: Students select a prominent Enlightenment figure (such as Voltaire, Montesquieu, or

Locke), research and become familiar with his or her philosophies, and participate in discussion groups

making arguments from their thinker’s perspective. (CUL-5)

Student Activity: Students will utilize a graphic organizer to compare the specific origins, characteristics,

and consequences of the Chinese Self-Strengthening Movement and the Ottoman Tanzimat Movement

that developed as responses to imperialistic pressure by foreign countries. (SB 2, 10)

Student Activity: Students will analyze statistical data from graphs, charts, and tables to reach

conclusions regarding global production and migration patterns during the Industrial Revolution (ECON

2, 5)

Students will write a paper comparing the roles of Women from 1750 to 1900—East Asia, Western

Europe, South Asia, Middle East.

Student Activity: Students read, analyze, and discuss (through a forum) selections from Things Fall Apart

and a Hochschild selection with special attention paid to the effects of European contact upon African

tribal life. (SB-9, SOC-7)

Student Activity: Students examine different documents that reveal different philosophies and reactions

to the Industrial Revolution; compare ideologies of capitalism and socialism for classroom discussion;

and debate using the “Philosopher’s Chair” teaching model. (ECON-9)

Vocabulary Terms:

American Revolution

Auguste Comte

Benito Juárez

Bolsheviks

Boxer Rebellion

Brazilian empire

Caudillos

Cientificos

Compradors

Congress of Vienna

Crimean War

Decembrist uprising

Duma

French Revolution

Guano

Holy Alliance

Hong Xiuquan

Imperialism

Industrial Revolution

José de San Martín

Karl Marx

Louis Pasteur

Louis XVI

Mahmud II

Matthew Perry

Monroe Doctrine

Muhammad Ali

Murad

Napoleon Bonaparte

Nationalism

Opium War

Otto von Bismarck

Ottoman

Society for Union and

Progress

Panama Canal

Qing dynasty

Russo Japanese War

Siberian railroad

Simon Bolívar

Sino-Japanese War

Socialism

Suez Canal

Sun Yat-sen

Taiping Rebellion

Tanzimat reforms

Terakoya

Toussaint L’Overture

Treaty of Guadlupe-Hidalgo

Triple Alliance

Triple Entente

Vladimir Lenin

Unit 6 - Accelerating Global Change and Realignments Period: c. 1900 to Present

Unit Length: 11 days

Key Concepts:

6.1 Science and the Environment

6.2 Global Conflicts and Their Consequences

6.3 New Conceptualizations of Global Economy, Society, and Culture

Big Questions: How do nationalism and self-determination impact global events?

Are world cultures converging? If so, How?

How do increasing globalization, population growth, and resource use change the environment?





SOAPSTone to determine the speaker, occasion, intended audience, purpose, subject and tone, allowing

students to more deeply analyze a work and read between the lines, before being discussed in class. AP

Parts will be used similarly to break down each primary source document and further analyze its

content, enabling it to be paired with other documents and previous knowledge to allow students to


Topics to be covered

War and peace in a global context (the World Wars, colonial soldiers in WWI, the Holocaust, the Cold

War, nuclear weaponry)

International organizations and their effects on the global framework (League of Nations, United

Nations, and Nonaligned Nations)

New patterns of nationalism (fascism, decolonization, racism, genocide, breakup of the Soviet Union)

Effects of major global economic developments (Great Depression in Latin America, technology, Pacific

Rim, multinational corporations)

Social reform and social revolution (changing gender roles, family structures, rise of feminism, peasant

protest, international Marxism, religious fundamentalism)

Globalization of science, technology, and culture

Demographic and environmental changes (migrations, birthrates and death rates, urbanization,

deforestation, environmental movements)

The World War I Era

The World War II Era

Communism and the Cold War

Independence Movements and Developments in Asia and Africa

Globalization and the World since 1980


A Bolivian Woman Describes Her Life (T)

Excerpt from Jawaharlal Nehru’s autobiography dealing with Gandhi (T)

Excerpts of Gorbachev’s 1986 speech on reform (T)

Newscasts from Tiananmen Square incident (V)

Picasso’s Images of Guernica (V)

Quiché Indian’s Description From Peasant to Revolutionary Selection from Lenin’s War and Revolution

(T)

Selection from Letters From Burma (T)

Selections from All Quiet on the Western Front (T)

Selections from The Rape of Nanking (T)

Table of Land Disputes in Israeli-Palestinian Conflict (Q)

Table of Colonia Soldiers in World War I (Q)

World Wars I and II propaganda posters (V)

Zhdanov’s Socialist Realism (T)

Additional Activities & Skill Development

Students will use the Socratic seminar format in each unit to explore key controversies in world history

from ancient times to the present. The foundation for these conversations will be Taking Sides: Clashing

Views on Controversial Issues in World Civilizations. This book examines issues that allow students to

identify and evaluate diverse historical interpretations by introducing students to controversies in world

civilizations. This debate style reader contains readings representing the arguments of leading historians

and commentators on world history and reflects a variety of viewpoints presented in pro/con format. All

of the topics/questions listed in each unit for this activity come from this book.

Student Activity: Students will evaluate and compare state-sponsored propaganda from Stalin’s Soviet

Union and Mao Zedong’s China (Cul-8, SB-1)

Students will write a comparative analysis of Latin American independence movements. Sample

assignments include: Change Analysis (steam engine, pencil, telegraph), Conflict Analyses (Zulu Wars,

Boer War, Spanish American War, Taiping Rebellion), and Leader Analyses (Queen Victoria, Muhammad

Ali, Toussaint L’Ouverture), and map exercises investigating connections between imperialism and

industrialization. Student Activity Cold War “Empires:” Students apply the specific hallmarks of empire

building from the classical era (Persian, Macedonian, Roman, Han, Mauryan) and apply those models to

the Soviet Union and United States geo-political and economic spheres of the Cold War era. They also

assess to what degree the USSR and U.S.-built empires. (SB-10)

Student Activity: Students will analyze the complex and changing relationship between technology,

agricultural, and employment using the following online article and its accompanying graphs. Bui,

Quoctrung. “How Machines Destroy Jobs, In 4 Graphs,” NPR, May 19, 2015.

Students will analyze a documentary on imperialism in Africa with a focus on how Queen Victoria’s reign

affected the geo-political, social, and cultural implications of European eventual domination of Africa.

Decolonization Case Studies: Students identify similarities and differences in movements to separate

from colonial rule in Algeria, India, and Vietnam and write an analytic comparison essay with an

appropriate thesis.

Student Activity: Global Environment Research Project: Students read the Simon and Meyers dialogue,

read policy views of various countries (from Stearns), use internet lab to research various and specific

twenty-first century environmental issues such as resource scarcity, global warming, and population

growth, and then complete choice projects to demonstrate learning. (ENV-10)


Vocabulary Terms

African National Congress

Apartheid

Archduke Franz Ferdinand

Ayatollah

Khomeini Balfour

Declaration

Big Four

Chiang Kai-shek

Cold War

Cuban Revolution

Cultural Revolution

Emiliano Zapata

European Union

Fascism

Gamal Abdul

Nasser

Globalization

Great Depression

Great War

Green Revolution

Indira Gandhi

Juan Perón

Kenya Africa Union (KAU)

Korean War

Mao Zedong

Mohandes Gandhi

Multinational corporations

Muslim Brotherhood

NAFTA

National Congress Party

National Liberation Front

(FLN)

Negritude

Neocolonial economy

New Deal

Nicholas II

Pacific Rim

Party of the Institutionalized

Revolution (PRI)

People’s Liberation Army

Porfirio

Díaz

Sandanista

Satyagraha

Solidarity

Spanish Civil War

Terrorism

Third world

Totalitarianism

Treaty of Versailles

United Nations

USSR

Vietnam War

World War II

Zionist movement

Other sources consulted in the course:

Adshead, S.A.M. China in World History. London: St. Martin’s, 2000.

Axtell, James. Beyond 1492: Encounters in Colonial North America. New York: Oxford University Press,

1992.

Barber, Benjamin. ―Jihad vs. McWorld.‖ The Atlantic, March, 1992.

Bentley, Jerry H. Old World Encounters: Cross-Cultural Contacts and Exchanges in Pre- Modern Times.

Oxford: Oxford University Press. 1993.

Boulding, Elise. The Underside of History: A View of Women Through Time. Boulder: Westview Press,

1976.

Coatsworth, John H. ―Economic and Institutional Trajectories in Nineteenth-Century Latin America.‖ In

Latin

America and the World Economy Since 1800. Cambridge: Harvard University Press, 1998.

Cunliffe, Barry. Facing the Ocean: The Atlantic and Its Peoples. Oxford: Oxford University Press, 2001.

Diamond, Jared. ―The Worst Mistake in the History of the Human Race.‖ Discover Magazine, May,

1987.

Fest, Joachim C. Hitler. New York: Harcourt Brace and Co., 1974.

Fromkin, David. A Peace to End All Peace. New York: Avon Books, 1989.

Guzman, Gregory. ―Were the Barbarians a Negative or Positive Factor in Ancient and Medieval History?

The Historian, August, 1988.

Le Van Baumer, Franklin. ―The Scientific Revolution in the West‖. In Main Currents of Western Thought.

New Haven: Yale University Press, 1978.

Lim, Louisa. ―Painful Memories for China's Footbinding Survivors‖ in NPR Morning Edition, March 19,

2007.

Lu, David John. ―Mitsubishi Letter.‖ In Sources of Japanese History, Vol. 2. New York: McGraw-Hill,

1974.

Mamdani, Mahmood. When Victims Become Killers. Princeton: Princeton University Press, 2001.

Marks, Sally. The Ebbing of European Ascendancy, 1914-1945. New York: Oxford University Press, 2002

McNeill, William H. A World History. New York: Oxford University Press, 1971.

McNeill, William H. Plagues and Peoples. Garden City: Anchor Books, 1976.

Miyazaki, Ichisada. China’s Examination Hell. New York: Weaterhill, 1976.

Mustafa, Naheed. ―My Body Is My Own Business, In Globe & Mail, June 1993.

Pacey, Arnold. Technology in World Civilization. Cambridge: MIT Press, 1990.

Pomeranz, Kenneth. ―How the Other Half Traded‖. In The World That Trade Created. Armonk, NY: M.E.

Sharpe, 2006.

Prescott, William H. ―The ―Troubling‖ Civilizations of the Americas.‖ In History of the Conquest of

Mexico. New York: Harper and Brothers, 1843.

Quataert, Donald. The Ottoman Empire, 1700-1922. Cambridge: Cambridge University Press, 2000.

Reilly, Kevin. The West and the World: A History of Civilization. New York: Harper & Row, 1989.

Spence, Jonathan D. The Search for Modern China. New York: W.W. Norton, 1990.

Stannard, David E. American Holocaust: Columbus and the Conquest of the New World. New York:

Oxford University Press, 1992.

Stearns, Peter N. The Industrial Revolution in World History. Boulder: Westview Press, 1993.

Stoessinger, John G. Why Nations Go to War. Belmont, CA: Thomson Wadsworth, 2000.

Von Laue, Theodore. The World Revolution of Westernization. New York: Oxford University Press, 1987.

AP World History Reading Log

1. A reading log will be required for all textbook reading assignments. This will be your homework for

most nights. The reading logs will come from the AP textbook titled, World Civilizations, The Global

Experience. The material will cover a chronology of world history from 8000 B.C.E. to the present.

2. Your reading log is to be kept in either a separate loose-leaf notebook or in a separate section of your

three-ring binder for AP World History.

3. Entries must be written in your own handwriting- no word processed reading logs.

4. The format for all reading log notes will follow the layout of the text:

A. The chapter number is to be written in the upper left hand corner of each page of reading

logs- the student’s name goes in the upper right corner.

B. The chapter title is to be placed on the top line of the first page of reading log and is to be

underlined.

C. Complete the following for every blue heading and for each section in your textbook

1. Write the title of the section and underline it. Also put the page number where this

section starts to the left of the section title.

2. Write two clear, concise sentences stating the main idea of each and every blue typed

heading. For each blue section that includes orange sections, write the number of sentences

that coincide with the number of orange subsections.

3. List the three most important pieces of factual information which support your main

idea for each blue/orange section.

4. Write one sentence for each: Document, Visualizing the Past, and In-Depth.

Unit One: Hunting and Gathering to Classical Period: 2.5 million BCE to 500 CE

Reading Logs 1/29- 2/9

Test Day 2/9

Chapter 1-

From Human Prehistory to the Early Civilizations

Human Life in the Era of Hunters and Gatherers

Human Life Before Agriculture

The Neolithic Revolution · Civilization

The Heritage of the River Valley Civilization

The First Civilizations

GLOBAL CONNECTIONS: The Early Civilizations and the World

Chapter 2- Classical Civilization: China

Patterns in Classical China

Political Institutions

Religion and Culture

Economy and Society

How Chinese Civilization Fit Together

GLOBAL CONNECTIONS: Classical China and the World

Chapter 3- Classical Civilization: India

The Framework for Indian History: Geography and a Formative Period

Patterns in Classical India

Political Institutions


Economy and Society

Indian Influence

China and India

GLOBAL CONNECTIONS: India and the Wider World

Chapter 4- Classical Civilization in the Mediterranean: Greece and Rome

The Persian Tradition

Patterns of Greek and Roman History

Greek and Roman Political Institutions


Economy and Society in the Mediterranean

Toward the Fall of Rome

GLOBAL CONNECTIONS: Greece, Rome, and World

Chapter 5- The Classical Period: Directions, Diversities, and Declines by 500 C.E.

Expansion and Integration

Beyond the Classical Civilizations

Decline in China and India

Decline and Fall in Rome

The New Religious Map

GLOBAL CONNECTIONS: The Late Classical Period and the World

Unit Two: The Postclassical Period: 500 CE to 1450 CE


Test Day 3/2

Chapter 6- The First Global Civilization: The Rise and Spread of Islam

Desert and Town: The Arabian World and the Birth of Islam

The Life of Muhammad and the Genesis of Islam

The Arab Empire of the Umayyads · From Arab to Islamic Empire: the Early Abbasid Era

GLOBAL CONNECTIONS: Early Islam and the World

Chapter 7- Abbasid Decline and the Spread of Islamic Civilization to South and Southeast Asia

The Islamic Heartlands in the Middle and Late Abbasid Eras

An age of Learning and Artistic Refinements

The Coming of Islam to South Asia

The Spread of Islam to Southeast Asia

GLOBAL CONNECTIONS: Islam: A Bridge Between Worlds

Chapter 8- African Civilizations and the Spread of Islam

African Societies: Diversity and Similarities

Kingdoms of the Grasslands

The Swahili Coast of East Africa

Peoples of the Forest and Plains

GLOBAL CONNECTIONS: Internal Development and Global Contacts

Chapter 9- Civilizations in Eastern Europe: Byzantium and Orthodox Europe

The Byzantine Empire

The Spread of Civilization in Eastern Europe

GLOBAL CONNECTIONS: Eastern Europe and the World

Chapter 10- A New Civilization Emerges in Western Europe

Stages of Postclassical Development

Western Culture in the Postclassical Era

Changing Economic and Social Forms in the Postclassical Centuries

The Decline of the Medieval Synthesis

GLOBAL CONNECTIONS: Medieval Europe and the World

Chapter 11- The Americas on the Eve of Invasion

Postclassical Mesoamerica, 1000-1500 CE

Aztec Society in Transition

Twantinsuyu: World of the Incas

The Other Peoples of the Americas

GLOBAL CONNECTIONS: The Americas and the World

Chapter 12- Reunification and Renaissance in Chinese Civilization: The Era of the Tang and Song

Dynasties

Rebuilding the Imperial Edifice in the Sui-Tang Era

Tang Decline and the Rise of the Song

Tang and Song Prosperity: The Basis of a Golden Age

GLOBAL CONNECTIONS: China’s World Role

Chapter 13- The Spread of Chinese Civilization: Japan, Korea, and Vietnam

Japan: The Imperial Age · The Era of Warrior Dominance

Korea: Between China and Japan

Between China and Southeast Asia: the Making of Vietnam

GLOBAL CONNECTIONS: In the Orbit of China: The East Asian Corner of the Global System

Chapter 14- The Last Great Nomadic Challenges: From Chinggis Khan to Timur

The Mongol Empire of Chinggis Kham

The Mongol Drive to the West

The Mongol Interlude to Chinese History

GLOBAL CONNECTIONS: The Mongol Linkages

Chapter 15: The West and the Changing World Balance

The Decline of the Old Order

The Rise of the West

Western Expansion: The Experimental Phase

Outside the World Network

GLOBAL CONNECTIONS: 1450 and the World

Unit Three: The Early Modern Period: 1450 CE to 1750 CE


Test Day 3/21

Chapter 16- The World Economy

The West’s First Outreach: Maritime Power

Toward a World Economy

Colonial Expansion

GLOBAL CONNECTIONS: The World Economy- And the World

Chapter 17- The Transformation of the West 1450-1750

The First Big Changes: Culture and Commerce

Science and Politics: The Next Phase of Change

The West by 1750

GLOBAL CONNECTIONS: Europe and the World

Chapter 18- The Rise of Russia

Russia’s Expansionist Politics Under the Tsars

Russia’s First Westernization, 1650-1790

Themes in Early Modern Russian History

GLOBAL CONNECTIONS: Russia And The World

Chapter 19- Early Latin America

Spaniards and Portuguese: From Reconquest To Conquest

The Destruction and Transformation of American Indian Societies

Colonial Economies and Governments

Brazil: The First Plantation Colony

Multiracial Societies

The 18th -Century Reforms

GLOBAL CONNECTIONS: Latin American Civilization and the World Context

Chapter 20- Africa and the Africans in the Age of the Atlantic Slave Trade

The Atlantic Slave Trade

African Societies, Slavery, and the Slave Trade

White Settlers and Africans in Southern Africa

The African Diaspora

GLOBAL CONNECTIONS: Africa and the African Diaspora in World Context

Chapter 21- The Muslim Empire

The Ottomans: From Frontier Warriors to Empire Buildings

The Shi’a Challenge of the Safavids

The Mughals and the Apex of Muslim Civilization in India

GLOBAL CONNECTIONS: Gunpowder Empires and the Restoration of the Islamic Bridge Between

Civilizations

Chapter 22- Asian Transitions in an Age of Global Change

The Asian Trading World and the Coming of the Europeans

Ming China: A Global Mission Refused

Fending Off the West: Japan’s Reunification and the First Challenge

GLOBAL CONNECTIONS: An Age of Eurasian Closure

Unit Four: The Dawn Of The Industrial Age: 1750 CE to 1914 CE


Test Day 4/2

Chapter 23- The Emergence of Industrial Society in The West, 1750-1914

The Age Of Revolution

The Consolidation Of The Industrial Order, 1850-1914

Cultural Transformations

Western Settler Societies

Diplomatic Tensions and World War I

GLOBAL CONNECTIONS: Industrial Europe and the World

Chapter 24- Industrialization and Imperialism: The Making of European Global Order

The Shift to Land Empires in Asia

Industrial Rivalries and the Partition of the World, 1870-1914

Patterns of Dominance: Continuity and Change

GLOBAL CONNECTIONS: A European-Dominated World Order

Chapter 25- The Consolidation of Latin America, 1830-1920

From Colonies to Nations

New Nations Confront Old and New Problems

Latin American Economies and World Markets, 1820-1870

Societies in Search of Themselves

GLOBAL CONNECTIONS: New Latin American Nations and the World

Chapter 26- Civilizations In Crisis: The Ottoman Empire, The Islamic Heartlands, and Qing China

From Empire to Nation: Ottoman Retreat and the Birth of Turkey

Western Intrusions and the Crisis in the Arab Islamic Heartlands

The Last Dynasty: The Rise and Fall of the Qing Empire in China

GLOBAL CONNECTIONS: Muslim and Chinese Decline and a Shifting Global Balance

Chapter 27- Russia and Japan: Industrialization Outside the West

Russia’s Reforms and Industrial Advance

Protest and Revolution in Russia

Japan: Transformation Without Revolution

GLOBAL CONNECTIONS: Russia and Japan in the World

Unit Five: The Newest Stage of World History: 1914 CE to Present


Test Day 4/26

Chapter 28- Descent into the Abyss: World War I and the Crisis of the European Global Order

The Coming of the Great War

A World at War

Failed Peace

The Nationalist Assault on the European Colonial Order

GLOBAL CONNECTIONS: World War and Global Upheavals

Chapter 29- The World in The 1920s: Challenges To European Dominance

The Roaring Twenties

Revolution: The First Waves

The Global Great Depression

The Authoritarian Response

GLOBAL CONNECTIONS: Economic Depression, Authoritarian Response, and Democratic Retreat

Chapter 30- A Second Global Conflict and The End of the European World Order

Old And New Causes of a Second World War

Unchecked Aggression and the Coming of War in Europe and the Pacific

The Conduct of a Second Global War

War’s End and the Emergence of the Superpower Standoff

Nationalism and Decolonization

GLOBAL CONNECTIONS: Persisting Trends in a World Transformed by War

Chapter 31- Western Society and Eastern Europe in the Decades of The Cold War ·

After World War II: International Setting for the West

The Resurgence of Western Europe

Political Stability and the Question Marks

Cold War Allies: The United States, Canada, Australia, and New Zealand

Culture and Society in the West

Eastern Europe After World War II: A Soviet Empire

Soviet Culture: Promoting New Beliefs and Institutions

GLOBAL CONNECTIONS: The Cold War and the World

Chapter 32- Latin America: Revolution and Reaction into The 21st Century

Latin America After World War II

Radical Options in the 1950’s

The Search for Reform and the Military Option

Societies in Search of Change

GLOBAL CONNECTIONS: Struggling Toward the Future in the Global Era

Chapter 33- Africa, the Middle East, and Asia in the Era of Independence

The Challenges of Independence

Paths to Economic Growth and Social Justice

GLOBAL CONNECTIONS: Postcolonial Nations in the Cold War World Order

Chapter 34- Rebirth and Resolution: Nation-Building in East Asia and the Pacific Rim

East Asia in the Postwar Settlements

Japan, Incorporated

The Pacific Rim: New Japans?

Mao’s China and Beyond

Colonialism and Revolution in Vietnam

GLOBAL CONNECTIONS: East Asia and the Pacific Rim in the Contemporary World

Chapter 35- The End of the Cold War and the Shape of a New Era: World History 1920-2006

The End of the Cold War

The Spread of Democracy

The Great Powers and New Disputes

The United States as Sole Superpower

GLOBAL CONNECTIONS: New Global Standards, New Divisions

Chapter 36- Globalization and Resistance: World History 1990-2003

Globalization: Cause and Process

Resistance and Alternative

The Global Environment

Toward the Future

GLOBAL CONNECTIONS: Civilizations and Global Forces

4/26- 5/16 Study for AP Exam

5/17 AP EXAM AP Exam Date: May 11, 2017

Time: 8:00 am

Location: TBA

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: Three short-answer questions (Questions 1 and 2 are required then choose Question 3 or

4), 40 minutes, 20 percent of total grade

Part II (worth 40 percent of total grade)

Part A: Document-based question, 60 minutes (includes 15-minute reading period), 25 percent

of total grade

Part B: Long essay question selected from one of three options, 40 minutes, 15 percent of total

grade