WHAP 2011 Approved Syllabus

World History Advanced Placement

Syllabus: World History Advanced Placement1

In the current environment of math and science emphasis, the role of the Humanities is to give us desperately needed context and meaning. There is no intrinsic value to a quadratic equation or a periodic table without understanding the purpose for which it may be used. History, literature, art, psychology, archeology anthropology and the like, give us perspective. They provide insight into what is, for our species, and for us as individuals, the most important narrative – the human story. This course is about striving for the answer to that greatest of questions, “What does it mean to be human?” We of course may never find that answer in its whole, the concept is too subjective, too big. What we can find are the constants, the unchangeable and various ways in which other people have approached that question. In doing so we will find a common vocabulary with which to communicate this striving, enrich our lives with our understanding, hone our skills as thinkers, and find the context and meaning that make all the other pursuits valuable.

Texts Primary Text:

Strayer, 2011. The Ways of the World: a Brief Global History with Sources, Boston: Bedford/St. Martin's

Secondary Sources: These are used to supplement the student’s understanding of the content and to broaden their perspective on historiography through the comparison of various historical approaches.

Adshead, 2004. Tang China: The Rise of the East in World History, London, Palgrave Macmillan

Bulliet, et. al., 2010. The Earth and Its Peoples 5th AP Edition, Boston: Houghton Mifflin

Cahill, 2003. Sailing the Wine Dark Sea: Why the Greeks Matter, New York: Doubleday

Diamond, 1999. Guns, Germs and Steel: The Fates of Human Societies, New York, W.W. Norton and Company

Goldstone, 2008. Why Europe? The Rise of the West in World History. McGraw Hill

Lockhard, "The Sea Common to All: Maritime Frontiers, Port Cities, and Chinese Traders in the Southeast Asian Age of Commerce, ca. 1400–1750” Journal of World History, 21:2 (June 2010), 219 – 248.

Pomeranz, 2000. The Great Divergence: China, Europe, and the Making of the Modern World Economy, Princeton, Princeton University Press

Strom, 1994. Facing History and Ourselves: Holocaust and Human Behavior, Brookline, MA., Facing History and Ourselves Foundation.

Additionally, this course utilizes two curriculum sets from Brown University's Choices Program that

1 AP and Advanced Placement are registered trademarks of the College Entrance Examination Board.

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include maps, time-lines, primary and secondary source readings in preparation for and in support of a

classroom simulation activity. These are Brazil: From Colony to Democracy (2nd Edition) and The

French Revolution (1st Edition), Choices.edu

Most “Case Study” issues referenced below are excerpted or abstracted from articles in the Journal of World History

Primary Sources: These are used to understand the process of “doing history” and form the gateway for the development of historical thinking skills. All the sources listed in the “Pacing Guide” below are taken from the Strayer text, Andrea & Overfield and the Fordham Sourcebooks Project.

Andrea and Overfield, 2009. The Human Record 7th Edition, Boston: Houghton-Mifflin; 5th Ed.

Several of the sources listed are accessed through the Paul Halsall/Fordham University: Internet History Sourcebooks Project, Fordham.edu. These are introduced and directed by the instructor in class and available through links on the course Moodle site and are listed below in the “Pacing Guide”.

ThemesThe themes investigated and considered throughout this course offer a “big picture” framework to assist in making sense of the broad scope of this content. These provide a fundamental structure in which to consider the human story in and across time periods and regions of the world. These will drive the investigations contained within each unit. That is, continuity and change over time are addressed throughout this course relative to these themes.

1. Interaction between Humans and the Environment: This theme includes considerations such as demography and disease; migration; patterns of settlement; technology

2. Development and Interaction of Culture: This theme includes considerations such as religions; belief systems; philosophies; ideologies; science and technology; the arts and architecture.

3. State Building, Expansion, and Conflict: This theme includes considerations such as political structures and forms of governance; empires; nations and nationalism; revolts and revolutions; regional, transregional, and global structures and organizations.

4. Creation, Expansion, and Interaction of Economic Systems: This theme includes considerations such as agricultural and pastoral production; trade and commerce; labor systems; industrialization; capitalism and socialism.

5. Development and Transformation of Social Structures: This theme includes considerations such as gender roles and relations; family and kinship; racial and ethnic constructions; social and economic classes.

Conceptual SkillsTo gain the depth of understanding necessary to make the study of the human story both useful and meaningful, students will develop the intellectual ability to think in abstract and wide-ranging ways about the topics considered in the course. A working definition of each of those intellectual skills is listed below.

1. Causation: Understanding the ways in which an event has one or more antecedents that led to the event (cause & effect) both in a short and long term historical context. This implies the

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ability to consider coincidence.2. Comparison: Identifying the various ways in which one event, person, place, era, society, etc.

resembles another or several others. Contrast is implied by comparison.3. Contextualization: Understanding the surrounding circumstances, conditions and connections

in which a particular event occurred or situation existed. This implies the ability to see beyond the particular and see things as part of a more general pattern.

4. Interpretation: Determining the meaning being conveyed by a historical source, a literary work or a secondary historical explanation of events or circumstances. This implies the ability to understand that interpretations may vary according to context and theme and the data available.

5. Argumentation: Drawing conclusions based on facts and/or sources and effectively defending those conclusions based on valid reasons. Those reasons must be relevant to a particular case under discussion.

6. Use of Evidence: Applying the available, reliable and relevant facts in support of an argument.7. Synthesis: Combining separate sources, facts and interpretations into a coherent whole.8. Periodization: Categorizing historical time into parts that have some level of commonality so

that the resulting periods contain events or structures that makes them useful to consider together as a whole.

9. Change over Time: Identifying patterns of characteristics between and among societies from one time period to others. This implies the ability to recognize characteristics and systems that have remained, in their essence, the same – continuity.

10. Skepticism: Applying a mindset in which one questions the bias or motives of a source or historical interpretation. This implies awareness of the point of view of the source.

11. Imagination: Using the ability to create a theoretical concept, vision or interpretation that one is not aware of or that does not exist based on known phenomena or circumstances. This implies the ability to generate alternative explanations or predict a range of outcomes.

Applied SkillsAs this course progresses, students will be trained in a variety of practical skills which may be applied to particular or variety of investigations. These are tools an active student, historian and literary investigator could used to insure their understanding and access the conceptual skills in a systematic and thorough manner. Some of these follow.

Journals & Notes: The continuous use of two dialectical journals forms the organizational framework of the course for students (along with the primary text). A dialectical journal assists students in developing a dialogue with the primary and secondary sources so that they become more actively engaged and prepared to take maximum advantage of instructional time. These growing documents will serve as a comprehensive study guide for future use, but also the answers to directed questions intended to help the students see and write about the broader context of a particular topic in relation to previous and later events and trends. This is the primary tool to develop the conceptual skills listed above and to strengthen the ability to reflect on, and communicate in writing, their understanding of the broad historical picture and how specific regions in a particular period fit in to the larger human story.

Students will maintain and bring to class each day one journal for the secondary sources (usually the Strayer text) and one for the primary sources.

Specific Applied Skills: Students will develop the following specific skill to ensure their success in the course. Instruction and practical practice of these is integrated into each unit.

1. APPARTS: Acronym used to analyze a primary source document.

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2. GPERSIA: Acronym used to deconstruct a secondary source reading.3. TODALSIGS: Acronym used to interpret a map in detail.4. OPTICS: Acronym used to analyze a visual source such as an artifact or art object.5. Map projections: Students must understand the methods and special bias involved in depicting

the earth or parts of it in a two dimensional space.6. Timelines: Students create or read these to determine the sequencing of events, issues and/or

historical figures.7. Graphic organizers and webbing: Students can organize information or plan their writing in a

more visual format.8. Charts & graphs: Students interpret and, to a limited degree, create data representations of a

statistical nature. These are especially useful for, but not limited to, demographic and economic information.

9. Bloom's Taxonomy: Students can understand the cognitive level used in their questioning and in an objective question or essay prompt and respond accordingly.

10. Study Groups: These significantly improve student’s ability to manage the totality of the data and reach deeper levels of understanding through out-of-class peer interaction on the course content. Managing them and contributing to them is a learned skill.

11. Test taking: There are many skills related to test taking that can significantly improve the student’s ability to demonstrate their understanding in an assessment.

12. Academic writing, general rules: Academic writing has its own rules, style and conventions. Now is the time to learn them.

13. Question and prompt analysis: Understanding the actual question being asked and its structure are critical to success, especially on essays. It is an important skill to learn to break down the prompt into its parts and decode the verb to write an essay that directly addresses the question.

14. Sentence frames: These are templates for commonly used statements used in academic writing. They can serve as a starting point to help students gain confidence in their writing.

World History Advanced Placement Essays: Students will develop the skills, mindset and analytical ability to write the three types of essays used for assessment on the World History AP Exam in May.

1. Comparative Essay: Compare historical developments across or within societies in various chronological and/or geographical contexts; and synthesize information by connecting insights from one historical context to another, including the present.

2. Document Based Question Essay (DBQ): Analyze evidence from a variety of sources in order to develop a coherent written argument that has a thesis supported by relevant historical evidence; and apply multiple historical thinking skills as they examine a particular historical issue or question.

3. Change and Continuity Over Time (CCOT): Identify and analyze patterns of continuity and change over time and across geographic regions; and connect these historical developments to specific circumstances of time and place, and to broader regional, national, or global processes.

Pacing GuideThis course is planned on a week by week basis. That is, for each week the student may view those readings, activities and assessments that will be conducted some time during the week. It is expected that students will read, deconstruct and understand the readings and noted sources (marked with an asterisk *) before the beginning of each week. A reading check is conducted each Monday to determine the level of effort expended by each student in out-of-class learning. Students are not required to bring the text to class, but they are expected to bring their secondary sources journal and their primary sources journal. The journals are spot checked regularly by the instructor and interns. Students are further expected to manage an accelerating pace through the course as their skills

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improve and their experience begins to benefit their learning.

During the year (at least twice) the instructors will guide the students through particular exhibits at both the Natural History Museum and Museum of Fine Arts on a full day field trip.

The Internet is an integral part of this course. Students will check the calendar on the main class site daily. The Moodle site World History AP are available for downloadable copies of secondary and primary sources, links to publisher companion sites, images, charts & maps, blogs, practices quizzes, videos, video tutorials and links to specific web content. All of this is organized in Moodle by week for relevance and ease of use.

Unit One: Technological and Environmental Transformations, to c. 600 B.C.E. “Foundations”

Key Concepts:1.1: Big Geography & the Peopling of the Earth 1.2: The Neolithic Revolution & Early Agricultural Societies1.3: The Development & Interactions of Early Agricultural, Pastoral, and Urban Societies

Big Ideas:• Hunting & gathering societies were relatively egalitarian, small, mobile and spiritual. • Early humans spread out from Africa to the entire world and adapted to a variety of climates.• After the last Ice Age, humans settled around available sources of grains and water forming

larger populations and societies.• Agriculture developed independently in many parts of the world.• Agricultural societies became more varied, complex and socially stratified.• Core and foundational civilizations developed around these centers of agriculture.• Because of the Agricultural Revolution, larger and expanding civilizations resulted in more

complex, urban, organized, and unequal societal structures. • Power became increasingly consolidated in various forms of government.• Civilization developed unifying cultures based on language, literature, laws, myths, religion,

and monumental art.

Week 0 (Summer)Topics Paleolithic period, Neolithic Revolution, Foundational Civilizations Readings Bulliet Chap 1 - 3/AP Tips & Tricks packet/Course SyllabusSourcesInstructional Highlights

Class blog

Case Studies/ SubtopicsAssessments AP Review Questions (Bulliet)

Week 1 (August 22 - 26)Topics Palaeolithic period & Neolithic Revolution Readings Bulliet Chap 1 – 2, Strayer prologueSources Glimpses of Paleolithic Life - Nisa: The Life and Words of an !Kung Woman; Stories

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from the Dreamtime; (Images) Stonehenge Site; The Aboriginal Rock Painting of Australia; Catalhuyuk: an Early Map & Landscape Painting

Instructional Highlights

Discussion: Based on the Strayer chart, The History of the Universe as a Cosmic Calendar, what have been the turning points in pre-human “big history”?Lecture: The “Human Revolution”, culture supersedes biology (Theme 1); Group Map Study: Human Migration (Theme 1); Textual conversation: Diamond, Guns, Germs and Steel, is “geographic luck” a plausible explanation for early developmental trends? (Theme 1)

Case Studies/ Subtopics

Nuts & bolts: How the World History AP Class Works; Linguistics as a tool to trace migratory patterns - The Bantu migrations.

Assessments Objective Bulliet 1-2

Week 2 (August 29 – September 2)Topics Foundational Civilizations Readings Bulliet Chap 3Sources Agricultural Village Societies - Hagia Triada Sarcophagus; Egypt: Tale of the Eloquent

Peasant; China: The Mandate of Heaven; Mesopotamia: The Epic of GilgameshInstructional Highlights

Group analysis: Hydraulic Civilizations Compared (Theme 1); Map Study: Core & Foundational Civilizations, what can we learn from the geography? (Theme 1); Socratic Dialogue: Culture Defined (Theme 2)


New weapons & modes of transportation - Iron weapons & horseback riding; Monumental architecture and urban planning – Temples; Arts & artisanship – Sculpture; Systems of record keeping - Cuneiform writing

Assessments Objective, Unit Summative

Week 3 (September 6 -9)Topics AP Skills WorkshopKey Concept Success at the AP level is based on the active use of effective skills and strategies.Readings AP Tips & Tricks packageSourcesInstructional Highlights

Lecture and group practice: Developing and supporting a written argument using evidence; familiarity & practice with the Conceptual Skills and Applied Skills (listed above).


Past student testimonials

Assessments Open Ended Response

Unit Two: Organization and Reorganization of Human Societies, c. 600 B.C.E. to c. 600 C.E. “Classical Era”

Key Concepts:2.1: The Development and Codification of Religious and Cultural Traditions 2.2: The Development of States and Empires 2.3: Emergence of Transregional Networks of Communication and Exchange

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Big Ideas:• Imperial systems emerged in this period.• Worldwide population grew dramatically in this period and the rise and fall of these empires

had enormous impact on their people.• Enduring cultural and religious traditions emerged including Confucianism, Daoism, Hinduism,

Buddhism, Greek rationalism, Judaism, Zoroastrianism, and Christianity.• More widespread and dense networks of communication and exchange developed and

facilitated many of the first encounters of separate societies.• The human ability to manipulate the environment continued to evolve.• Literature, sculpture, architecture and drama developed reflecting unique cultural identities.• Transregional networks developed that had various degrees of impact on the diffusion of ideas,

technology, food crops, domesticated animals, and disease.• The modern identities of many nations and cultures are tied to this period.

Week 4 (September 12 -16))Topics Eurasian EmpiresReadings Strayer, Chap 4Sources Athenian Democracy - Pericles: Funeral Oration; Roman Empire - Aelius Aristides: The

Roman Oration*; (Images) China - An Eighteenth-Century Representation of Qin Shihuangdi*; The Terra-Cotta Army of Shihuangdi; Terra-Cotta Infantry; Terra-Cotta Archer; A Bronze Horse-Drawn Chariot


Map Studies: Conquests of Alexander and Han & Xiongnu, compare the role of geography in these societies and their leadership, write a summary. (Themes 1 & 3); Socratic Seminar, Cahill, Why the Greeks Matter, how does Cahill’s organization of Ancient Greek history vary from the Strayer text? What new insights does his treatment offer? Write a thesis. (Themes 2 & 3)


Persian Empires – The Sassanid Empire; Environmental damage – Desertification; External problems along frontiers – The Gupta and the White Huns

Assessments Objective

Week 5 (September 26 - 30)Topics Social and cultural developments in the states and empires of Eurasia.Readings Strayer Chap 6Sources Comparison – Han Fei: The Writings of Master Han Fei* & Ashoka: The Rock Edicts*;

(Images) Terentius Neo and His Wife*; A Pompeii Banquet; Scenes in a Pompeii Tavern*; A Domestic Shrine*; The Cult of Dionysis*


Small Group Document Analysis: APPARTS, Write two Point of View statements, one each for Han Fei & Ashoka; Field Trip- Museum of Natural Science: How has anthropology and archeology helped historians broaden their understanding of past societies? Write a three paragraph summary in response; Socratic Dialogue: What makes Classical Empires different from First Civilizations? (All Themes)


Administrative Institutions - China


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Week 6 (October 3rd - 7th)Topics Eurasian Cultural DevelopmentReadings Strayer, Chap 6Sources Women in Society - Fu Xuan: How Sad it is to be a Woman*; Ban Zhao: Lessons for

Women*; India: Psalms of the Sisters (4 selections)* Instructional Highlights

Debate: Varying degrees of the oppression of women, what cultural factors impact gender relations in China vs. India? Write a thesis statement. (Theme 5); Lecture: Slavery in the Greco-Roman World, what is the argument in favor of slavery? Does it hold up to reason? How does your morality affect your analysis? Write a reflection. (Theme 4)


Literature & drama - Greek plays; Food production methods – Slavery


Week 7 (October 11th - 14th) Topics Old and new belief systems emerged and spread. Readings Strayer, Chap 5Sources The Purpose of Religious Texts - Unknown, India, Chandogya Upanishad*; The

Buddha: Setting in Motion the Wheel of the Law*; Zarathustra: Gathas*; Isaiah: The Second Book of Isaiah*; Laozi: The Way, The Wise Person, Ideal Government*


Socratic Dialogue: Buddhism, Christianity and Confucianism compared, prepare a comparison chart. (Theme 2);Lecture: The Symbiosis of Religion & Government in 2nd Wave Societies, to what extent is religion a necessity of rule? To what extent does religion rely on the consent of the political system? Write a thesis for each. (Themes 2 & 3)


The influence of Daoism on the development of Chinese culture – Daoism; Ancestor veneration - East Asia; Regions that developed distinct architectural styles – India


Week 8 (October 17 - 21st)2

Topics Social and Economic development in Africa and the Americas, HistoriographyReadings Strayer, Chap 7Sources Indian Ocean Commerce - The Periplus of the Erythraean Sea*; The Axumite Empire -

Inscription on a Stone Throne*; Julian: Report to the Byzantine Emperor on Axum*(Images) Moche, Seated Figure; Maya, Shield Jaguar and Lady Xok, A Royal Couple of Yaxchilan; The Presentation of Captives; A Bloodletting Ritual; The Ball Game; An Embracing Couple


Role Play: More evidence of Axum, what do you want to know? What sources would you seek? Prepare a detailed plan of action.Lecture: How we know, historiography considered, rewriting African history; Lecture & Individual Practice: How we know, analysis of the visual sources from the Americas;Individual practice: Planning the comparative essay, submit a draft thesis;

Case Studies/ The role of cities – Teotihuacan

2 State testing scheduled, one or more instructional days may be lost.

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SubtopicsAssessments Comparative Essay

Week 9 (October 24th - 28th)Topics The Emergence of Networks of Communication and ExchangeReadings Parts Strayer, Chap 8, parts Bulliet Chap 7Sources Pliny the Elder: Natural History (Travel to the Land of Seres) & (Commerce with

India)*; Hou Hanshu: Chronicle of Western Regions; Faxian: TravelsInstructional Highlights

Map Study: Putting the routes in geographical context, prepare an annotated map using aspects of Theme 4 (Themes 1 & 4); Socratic Dialogue: Transportation & Diffusion (Theme 5)


New technologies that improved communication & exchange – Stirrups; The use of pack animals - Camels; Maritime technology - Dhow ships; The impact of disease on empires – The Antoinine Plague; Farming & irrigation systems – Quanat

Assessments Objective, Unit Summative

Unit Three: Regional and Transregional Interactions, c. 600 C.E. To 1450 “Third Wave Civilizations”

Key Concepts:3.1 Expansion and Intensification of Communication and Exchange Networks 3.2 Continuity and Innovation of State Forms and Their Interactions3.3 Increased Economic Productive Capacity and Its Consequences

Big Ideas:• It is difficult to ascribe a distinct identity for this period.• In some regions there was the creation of new but smaller civilizations where none had existed

before such as the East African Swahili civilization, Kievan Rus, and in East and Southeast Asia.

• The most expansive and influential civilization of this period was Islam.• Many older civilizations persisted or restructured such as Byzantium, China, India, and the

Niger Valley.• The Maya civilization and Teotihuacán of the Americas declined so that the Inca formed an

empire out of various centers of Andean civilization.• In Western Europe, third wave states tried to hold on to Greco-Roman ideals while

incorporating Christian traditions. • Many instances of increasing interactions between regions and cultures occurred resulting in

significant changes including improved and varied food production, cosmopolitan regional centers and the spread of diseases.

• Trade emerged as a major driver in the human story.

Week 10 (October 31st – November 4th)Topics Trade & Communication – Commerce & CultureReadings Parts Strayer Chap 8, Parts Bulliet Chap 7Sources Traveler’s Observations - Huili: The Biography of a Tripitaka Master*; Xuanzang:

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Record of the Western Region*; Marco Polo: The Travels of Marco Polo*; Ibn Battuta: Travels in Asia and Africa*


Small Group Study: How do changes in transportation alter societies? Write a thesis and essay outline. (Theme 5); Small Group Study: Why 600 C.E.? What events and developments justify and which refute this break in the periodization? Write a reflection.Lecture: Early Patterns of Globalization, why was trade significant? (Themes 1, 2 & 4)


Environmental knowledge & technological adaptations - Horses on the Central Asian Steppes; The adoption of new foods & agricultural techniques – Cotton, sugar & citrus throughout Dar al-Islam & the Mediterranean basin

Assessments Comparative Essay

Week 11 (November 7th - 11th)Topics China and East Asian ConnectionsReadings Strayer Chapter 9Sources Japanese Culture – Shotoku: The Seventeen Article Constitution*; Dogen: Writings on

Zen Buddhism*; Kitabatake Chikafusa: The Chronicle of the Direct Descent of Gods and Sovereigns*; Sei Shonagon: Pillow Book*; Shiba Yoshimasa: Advise to Young Samurai* Imagawa Ryoshun: The Imagawa Letter *


Discussion: Chinese Imperial management, tribute or blackmail?, Prepare a comparison chart and write a thesis, outline the evidence. (Theme 3) Lecture/Discussion: The value of the sources in understanding Japanese culture considering bias, audience, purpose and tone. (Theme 5); Small Group Study: Compare China’s interaction with its northern ‘barbarians’ to U.S. interaction with the Plains Indians in the nineteenth century, write a thesis and essay outline. (Theme 3)


Luxury goods compared - Spices & porcelain; Diffusion of scientific & technological traditions - Gunpowder & printing technologies; Innovations in sources of power – The tributary system in China; State synthesized traditions – Buddhism from China to Japan; Peasant Revolts – China


Week 12 (November 14th - 18th)Topics European Christendom and its DivisionReadings Strayer Chapter 10Sources Gregory of Tours: History of the Franks*; The Venerable Bede: Advice to the English

Church*; Charlemagne: Capitulary on Saxony*; Willibald: Life of Boniface*; Unknown: Leechbook*; Unknown: The Jesus Sutras in China*


Discussion: To what extent has the Christian faith remained the same to this period? How has it adapted? Write a summary.Lecture: Symbiosis in government and faith, religion and the legitimacy of power. (Themes 2 & 3); Student Led Discussions: Tying together the Case Studies, synthesize them in an essay outline.


Feudalism compared - Japan & Europe; New forms of credit & monetization – The Rise of banking houses & minting of coins;

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Trading organizations - The Hanseatic League; Traditional sources of power & legitimacy – The Roman Catholic Church in Europe


Week 13 (November 28th – December 2nd)Topics Islam: the Caliphates and Cultural ExpansionReadings Strayer Chap 11, parts Bulliet Chap. 8Sources Islam, Foundational Texts – The Voice of Allah: The Quran, Surah 1, 2, 4 & 5*;

Muhammad: The Hadith*; Various Legal Traditions: The Sharia, on prayer, on zakat, on marriage, on government, on things disliked in the law*; The Sufis (Rumi): Inscription on Rumi’s Tomb*; Rumi Poem*; Rumi “Drowned in God” Mathnawi*


Lecture: The Delhi Sultanates, To what degree was this a cultural renaissance? Write a thesis. (Theme 3); Small Group Analysis: Why did Islam spread so quickly and so far? Write a thesis and supporting evidence . (Theme 2)Individual Practice: Using any two of the course themes, prepare an annotated timeline of Islam through the 16th century.


New trading cities - Baghdad; The diffusion of languages - The Spread of Turkic & Arabic Languages; Interregional travelers – Ibn Battuta;Diffusion of literary, artistic and cultural traditions – Islam in Sub-Saharan Africa and Southeast Asia


Week 14 (December 5th - 9th)Topics The Rise of Pastoral PeoplesReadings Strayer Chap 12Sources Unknown: The Secret History of the Mongols*; Chinggis Khan: Letter to Changchun*;

Russian encounters with the Mongols – Unknown: Chronicle of Novgorod*; Chinese perception of the Mongols – Menggu: Epitaph for the Honorable Menggu*; European view – William of Rubruck: Journey to the Land of the Mongols*


Map Study & Textual Reflection: The Mongol Empires, are the pastoralists underrated in World History? Quick write essay. (Themes 1 & 3); Close study - Mongol Khanates, how did Mongol Rulers impact China, Russia, Europe and the Islamic world? Prepare a comparative chart. (Theme 3)


Caravan organization - Caravansarai along the Silk Roads; Diasporic communities - Jewish communities along the Silk Roads & Mediterranean basin


Week 15 (December 12th - 16th)Topics Semester ReviewReadings All to dateSources All to dateKey Concept Longitudinal, focused and organized studying is the most effective strategy in order to be

successful on a cumulative exam.Instructional Socratic dialogue: The Big Ideas reconsidered;

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Highlights Study Group Meetings: Synthesizing the journalsCase Studies/ Subtopics

All to date

Assessments Semester Final

Week 16 (January 3rd – 6th)Topics Worlds at CrossroadsReadings Strayer 13Sources Diego Duran: King Moctezuma – Laws, Ordinances & Regulations*; Pedro de Cieza De

Leon: Chronicles of the Incas*Instructional Highlights

(Video) Parts, The Little Ice Age, how susceptible were 3rd wave societies to climate change, how might this change effect future societies?, write a thesis (Themes 1, 3 & 4); Lecture: Variations and Changes in Labor Systems, write a comparative thesis;Lecture & Practical Application: Demography and trade considered, deciphering and gaining meaning from charts & graphs (Themes 4 & 5); Textual conversation: Diamond, Conquest, Does his thesis hold up to the evidence? (Theme 3 & 5)


Mesoamerican & Andean States & Empires; Technological innovations in agricultural techniques – Terracing crop fields

Assessments

Week 17 (January 9th - 13th)Topics Worlds at CrossroadsReadings Strayer 13, Part Bulliet 15, Maritime Networks Before 1450, Lockard, “A Sea Common

to All”Sources (Images) sacred Places in the World of the 15th Century – China: The Temple of Heaven*;

Japan: Temple of the Golden Pavilion*; Jerusalem: The Dome of the Rock*; Ethiopia: The Church of St. George*


Lecture: Trade, Wealth & the Italian City States (Themes 3 & 4); Socratic Seminar: Adshead, Tang China (All Themes); Map Study & Discussion: Strayer p. 575 15th cent. Ming voyages in the Indian Ocean, reasons and outcomes (Theme 4); Lecture: Is there an “up side” to the horrors of disease? - The Black Death and its legacy (Themes 4 & 5);Applied Practice: APPARTS essentials and charting the documents.


Techno-cultural Transfers - Tang – Abbasid, Across Mongol Empires, The Crusades

Assessments Document-Based Essay, Objective Unit Summative

Unit Four: Global Interactions, c. 1450 to 1750 “The Modern World Begins”

Key Concepts:4.1 Globalizing Networks of Communication and Exchange 4.2 New Forms of Social Organization and Modes of Production4.3 State Consolidation and Imperial Expansion

Big Ideas:• Europe's role in the world began to expand significantly beginning with world wide exploration.

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• Slave trade across the Atlantic linked Africa and the Americas.• Silver from the Americas allowed Europeans to buy their way in to Asian markets.• The Columbian Exchange led to new and unexpected interactions including probably the

world’s greatest demographic collapse - as much as 90% of the population in the Americas died in this period.

• Christianity became a global religion.• Islam spread most rapidly in Asia and Africa.• Large cities in Eurasia and the Americas became the centers for new commercialized

economies.• Major states became stronger in various parts of the world promoting trade, manufacturing and

common cultures.• The “gun powder revolution” increased the military power of major states.• The Scientific Revolution transformed the thinking and processes of progress, but only for the

educated elite.• The world population continued to grow significantly, largely as a result of new foods from the

Americas.• Long time elites in societies continued to maintain power and leadership.• Most government was monarchical.• The dominance of men over women was considered “natural”.• For most of humanity, this was a continuation of the traditional agrarian societies.

Week 18 (January 17th – 20th)Topics Empires and their Subject PeoplesReadings Strayer 14Sources An Outsider’s View of Suleiman I, Ogier Ghiselin De Busbecq: The Turkish Letters*;

Paintings from the Mughal Court, Unknown Artist: Lord Krishna Lifts Mount Govardhan* & Abu al-Hasan, Jahangir’s Drea*; Confucianism in China: Meritorious Deeds at No Cost*; The Battle for Tenochtitlan, Bernardo de Sahagun: General History of the Things New of Spain*; Japan under the Tokugawa, Hideyoshi: Edict on the Collection of Swords & Laws Governing Military Households*


Lecture/Discussion: Two Colonies Compared-Maryland & Mexico, Prepare a three column chart. (Theme 3); Map Study: Colonial Powers Before and After, Prepare a two column comparison chart (Themes 3 & 4); Lecture: The Dutch Golden Age, a government of money? Write a thesis. (Theme 4)Close Study: Write a POV statement for two of the sources, compare and contrast them.


Art & religion used to legitimize rule – The Mughal & China; Military Professionals - Salaried Samurai; Rivalries between states - The Ottoman-Safavid Conflict; Subject uprisings - The Pueblo Revolt in New Mexico; New elites - The Manchus in China; Existing elites - the daimyo in Japan


Week 19 (January 23rd – 27th)Topics Increasing Worldwide CommerceReadings Strayer 15Sources The Slave Trade and the Kingdom of Kongo, King Alffonso I*, Letters to King Jao of

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Portugal; (Images) Exchange and Status*: Tea & Porcelain in Europe, An Ottoman Coffee House, Clothing and Status in Colonial Mexico


Lecture/Small Group Chart Breakouts: Ships of the Sea, the Technology of the New World Order (Theme 4)


The Columbian Exchange Including - Potatoes, Tobacco, Cattle, Okra & Smallpox; Innovations in cartography - making the world “Look Right” Mercater’s New Map; Innovations in ship design – Caravels; Intensification of peasant labor - Cotton Textile Production in India; Dependence on a range of coerced labor – the encomienda & hacienda systems; Competition over trade routes – Piracy in the Caribbean


Week 20 (January 30th – February 3rd)Topics The Spread and Persistence of Cultures and the Emergence of Modern ScienceReadings Strayer 16Sources The Protestant View of Christianity - Martin Luther, Table Talk*; The Wahhabi

perspective on Islam – Abdulla Wahhab: History and Doctrine of the Wahhabis*; Confucianism - Wang Yangming: Conversations*; Raphael: The School of Athens; A 15th Century Wedding, Jan van Eyck: Arnolfini Portrait*; Science & Religion, Galileo Galilei: Letter to the Grand Duchess Christina*


Field Trip: Museum of Fine Arts, in what ways does art reflect its societal milieu? (Theme 2); Lecture & small group discussion: Linear perspective in Renaissance painting, What’s the big deal for Art Historians? (Theme 2)Lecture: Science and a mechanical world, what fundamentally changed? Write a summary. (Themes 1 & 2)


Syncretism – Vodun in the Caribbean; Innovations in visual & performing arts – Renaissance art in Europe; The proliferation of popular authors, literary forms & works of literature in Afro-Eurasia – Wm. Shakespeare; Sikhism in South Asia; Gender and family restructuring – smaller families in Europe; New ethnic & racial labels – Creole; Differing treatment of ethnic & religious groups – “Republica de Indios

Assessments Objective Unit Summative

Week 21 (February 6th – February 10th)Topics Putting the Modern World in PerspectiveReadings Choices Program, Brown UniversitySourcesInstructional Highlights

Simulation: From Colony to Democracy: Considering Brazil’s Development (Themes 2, 3 & 5); Workshop: The C&COT Essay, what touch points offer us opportunities to recognize and analyze continuity and change over time?


Brazil’s transformation analyzed and evaluated.

Assessments Continuity & Change Over Time Essay

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Unit Five: Industrialization and Global Integration, c. 1750 to 1900 “The European Moment and Its Impact”

Key Concepts:5.1 Industrialization and Global Capitalism5.2 Imperialism and Nation-State Formation5.3 Nationalism, Revolution and Reform5.4 Global Migration

Big Ideas• Revolutions on both sides of the Atlantic led to new societies of a distinctly different character

than those of the past.• These new societies exerted significant influence on the rest of the world, especially through

colonial empires and control of military, economic, diplomatic and educational affairs.• Emerging from the Scientific Revolution, the Industrial Revolution caused the most

fundamental transformation in the human story since the Agricultural Revolution.• Significant new financial institutions and instruments emerged facilitation global exchange and

investment in industrialization.• Many societies reorganized in response to the Industrial Revolution.• New ideologies such as Social Darwinism justified Imperialism.• The spread of Enlightenment ideas encouraged the questioning of traditional social structures

and lead to reform and revolutionary movements.• Large scale migrations occurred for a variety of reasons with wide ranging consequences in the

diffusion of culture and ideologies.• While this period is characterized by European preeminence, that must be understood in the

following contexts:o This period is recent and relatively brief in the whole human story.o This dominance began, in part, because of the withdrawal of the Chinese fleet from the

Indian Ocean.o Disease and internal struggles were a vital component in the European domination of the

Americas.o The Scientific Revolution drew on ideas from around the world.o The Industrial Revolution was fueled by resources from all over the world.o Other societies altered and adapted European ideas for their own purposes and based on

their own traditions.

Week 22 (February 13th – 17th)Topics The Atlantic RevolutionsReadings Strayer 17Sources Claiming Rights - Jefferson: The Declaration of Independence; Bolivar: Jamaica

Letter*; Douglas: What to the Slave is the Fourth of July?*Instructional Highlights

Debate: How Revolutionary was the American Revolution? Write a position summary. (Theme 3); Lecture: A Long Look at Women’s roles in Non-Industrial Societies (Theme 5)

Case Studies/ New ways of understanding the natural world – Voltaire;

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Subtopics New political ideas – Locke Assessments Objective

Week 23 (February 21st – 24th)Topics The Industrial RevolutionReadings Strayer 18Sources Socialism – Marx & Engels: The Communist Manifesto*; Bernstein: Evolutionary

Socialism*; Russian Socialism - Lenin: What is to be Done?; (Images) The Machinery Department of the Crystal Palace*; (outside the factory) Eyre Crow: The Dinner Hour; (inside the factory) Lewis Hine: Child Labor, 1912*; Philip James de Loutherbourg: Coalbrookdale by Night*


Lecture: Economic Imperialism (Theme 3 & 4); Discussion: To what extent to you agree or disagree, “Europe must be special, since it came up with the Industrial Revolution.” Write a thesis;Document workshop: gisting and POVing quickly.Write a thesis that addresses the prompt: Compare the development of industrialization in Britain with one of the following: USA, France, Germany.


Alternative ideas for society – Marxism; Agriculturally based economies in decline – textile production in India; Financial instruments expanding – the gold standard; State sponsored ideas of industrialization – factories and railroads in Tsarist Russia; Government reforms – public education; Nationalism as an ideology – The German Nation

Assessments Document Based Essay

Week 24 (February 27th – March 2nd)Topics Western Dominance & Racism, The Collapse of the Ottoman & Chinese Empires

and the Rise of Industrialized JapanReadings Strayer 19, Pomeranz, The Great Divergence, Goldstone, Why Europe?Sources Debating the Opium Problem - Emperor Qianlong: Letter to King George III*; Xu Naiji:

An Argument for Legalization; Yuan Yulin: An Argument for Suppression; Lin Zexu: Letter Queen Victoria; (Image) Opium Warehouse in Macao


Student Led Teaching: The Case Studies, What is the new role of colonialism in political power? (Theme 3); Lecture: Confronting Racism (Theme 5); Discussion: Pomeranz and Goldstone - How do their interpretations differ? To what extent to you agree or disagree with each and why? Write a thesis.Discussion: How does the image (Opium Warehouse in Macao) impact our understanding of Lin Zexu’s argument? Write a summary.


The strengthening of existing colonies – The British in India; The establishment of new colonial empires – Germany in South West Africa and Belgium in the Congo; Economic imperialism – the Opium Wars; Ottoman contraction – the establishment of independent states in the Balkans; Slave resistance – the Maroon Societies (focus, Black Seminoles in Florida); Reforms in imperial policies – The Self Strengthening Movement in the late Qing; The migration of manual and seasonal laborers – Japanese agricultural workers in the Pacific; Ethnic enclaves in various parts of the world – Indians in East and southern Africa, the

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Caribbean, and Southeast Asia; The regulation of immigrants – the White Australia policy.


Week 25 (March 5th – 9th)Topics Colonialism Evolving & DevolvingReadings Strayer 20Sources Gandhi: Indian Home RuleInstructional Highlights

Student Led Teaching: The Case Studies, What is the evolving nature of economic systems in this period? (Theme 4); Video – Schama: The Empire of Good Intentions (Theme 3, 4 & 5)Write a thesis that addresses the prompt: Analyze the changes and continuities in subject people’s responses to outside rule from 1500 to 1900.


The production and export of single natural resources – rubber; New consumer markets – British & French efforts in China in the 19th Century; Development of mining centers – Gold & diamond mines in South Africa; Transnational businesses – The Hong Kong and Shanghai Banking Corporation; European settler colonies – The British in southern Africa, Australia, and New Zealand; New states on the edges of empires – The Zulu Kingdom; Challenges to imperial government –the Marathas and the Mughal Sultans; Anticolonial movements – The Boxer Rebellion; Millenarianism – The Xhosa Cattle Killing Movement

Assessments Continuity & Change Over Time Essay

Week 26 (March 19th – 23rd)Topics The European Moment Examined – The French RevolutionReadings Choices Program, Brown UniversitySources The Declaration of the Rights of Man and the Citizen; Jacque Louis David: The Oath of

the Horatii and The Death of Marat ;Various other visual sources including maps, charts, cartoons and posters from the French revolutionary period.


Discussion: David – Nationalism & Propaganda in Art (Themes 2 & 3)Simulation: The French Revolution (Themes 3, 4 & 5) Debate by of members of the National Constituent Assembly: Three choices for the future of France: 1) Conserve the power of the king, 2) Create a constitutional monarchy, 3) Liberate France from the Old Regime; Louis XVI on Trial

Case Studies/ SubtopicsAssessments Objective Unit Summative

Unit Six: Accelerating Global Change and Realignments, c. 1900 to the Present “The Contemporary Era”

Key Concepts:6.1 Science and the Environment6.2 Global Conflicts and Their Consequences6.3 New Conceptualizations of Global Economy, Society, and Culture

Big Ideas:

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• Whether the 20th century will hold up as a distinct period in world history is open to debate, recency makes it seem significant.

• The world wars were a result of Europe’s inability or unwillingness to coalesce into a single state.

• Mass violence and genocide occurred repeatedly on an unprecedented scale.• Communist revolutions had their roots in Western European Marxism, but took on their own

cultural attributes.• Land based and transoceanic empires gave way to new types of transregional political,

economic and diplomatic systems.• This period marks the end of great empires and the emergence of nation-states.• Anti-imperialism emerged as a major social and political force. • The most defining quality of this period is an explosion of the human population.• Industrial output grew dramatically during this period.• Globalization has taken on a new meaning in the context of rapid transportation, electronic

communication, greater economic interconnectedness and the processing of information at unprecedented speeds and volume.

• Popular and consumer culture became globalized.• The negative human impact on the environment is more significant and widespread than

previously in human history.

Week 27 (March 26th – 30th)Topics The “World” at WarReadings Strayer 21Sources Hitler: Mein Kampf*; Japanese Ministry of Education: 1937, Cardinal Principles of the

National Entity of Japan*; (Images) Propaganda in WWI: Women & the War*; Defining the Enemy*; War & the Colonies*; John Nash: The Battlefield *


Video- Schama, The Power of Art, Guernica (Theme 2 & 3); Lecture: European & Japanese Recovery from War, produce a three column comparison chart.Individual study: Synthesize the documents in an essay outline.


Improved military technology – tanks; New military tactics & increased wartime casualties – Firebombing & Dresden; Population resettlements – The Zionist Jewish settlement of Palestine; Mobilization of a state’s resources – The ANZAC troops in Australia; Individuals and groups who challenged war – Picasso in Guernica; Military responses that intensify conflict – The “military industrial complex”; Government intervention in the economy – The New Deal


Week 28 (April 2nd – 5th)Topics The Rise and Fall of CommunismReadings Strayer 22Sources Stalin: 1933, The Results of the First Five Year Plan*; Living through Collectivization -

Maurice Hindus: Red Bread*; Irina Kakhovskaya: Personal Accounts of the Terror*; (Images) Poster Art in Mao’s China -Smashing the Old Society; Building the New Society: The People’s Commune; Women, Nature, and Industrialization; The Cult of Mao


Small group comparison study – Fascism & Stalinism (Themes 3 & 4) Small group comparison study: The Cult of the Personality (Theme 3)

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Why did communism fail?: Thesis and quick write.Case Studies/ Subtopics

Empires collapsed due to internal and external factors – Political & social discontent in Russia; Groups & individuals protested existing economic, politic & social order – Tiananmen Square; Communists governments controlling their national economies – The Vietnamese Five Year Plans


Week 29 (April 10th – 13th)Topics Decolonization, Development and the Clash Between Tradition and ModernityReadings Strayer 23Sources Development in Africa - A. Adu Boahen: The Colonial Legacy for Modern

Development*; Kwame Nkrumah: Africa Must Unite*; Julius Nyerere: The Arusha Declaration*; Mildred Malineo Tau: Women: Critical to African Development*; George Ayittey: Africa Betrayed & Africa in Chaos*


Synthesize the sources: Quick writeLecture: Dictatorship and the New Nations (Theme 3); Small Group Study: The Islamic Revolution in Iran (Themes 2 & 3)


Negotiated independence & nationalist leaders – Indian separation from the British Empire & Mohandas Gandhi; The practice of nonviolence – Gandhi; Independence through armed struggle – Algeria & Vietnam from the French Empire; Regional, religious and ethnic movements – Muhammad Ali Jinnah (Pakistan); Transnational movements – Pan-Africanism; The migration of former subjects to imperial metropoles – Filipinos to the United States; “Ethnic” violence and displacement of people – Rwanda & Darfur; Newly independent states guiding economic life – the encouragement of export-oriented economies in East Asia; Governments encouraging free market policies – Pinochet in Chile


Week 30 (April 16th – 20th)Topics Social & Economic Globalization, Feminism, Fundamentalism and

EnvironmentalismReadings Strayer 24Sources Islam toward the 21st Century - Mustafa Kemal Atatürk: Speech to the General

Congress of the Republican Party*; Hassan al-Banna: Toward the Light*; Ayatollah Khomeini: Sayings of the Ayatollah Khomeini*; Benazir Bhutto: Politics and the Muslim Women*; Sheikh Kabir Helminski: Islam and Human Values*; The World Bank: World Development Indicators


Lecture: Making Women Visible, Reflections on Women in History (Theme 5); Small Group Analysis: Reading the World Bank Charts – Economic Development, Summarize the data in writing (Themes 2 & 4)


Popular culture influenced by global conflict - Dada; New international organizations – The International Criminal Court; New economic institutions – The International Monetary Fund; Humanitarian Organizations – Amnesty International; Regional trade agreements – The European Union; Multinational corporations – Coca

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Cola; Protest movements – Greenpeace; Violent movements – The IRA; The notion of human rights – The U.N. Universal Declaration of Human Rights; New cultural identities – Negretude; Exclusionary reactions – Banning the burqa in France; New forms of spirituality – New Age Religions; Sports reflect national and social aspirations – World Cup Soccer; The widespread diffusion of music and film - Bollywood

Assessments Unit Summative Objective

Week 31 (April 23rd – 27th)3

Topics The 19th, 20th & 21st Centuries in Perspective.Readings From units 5 & 6SourcesInstructional Highlights

Student Led Round Table Debates: The Five WHAP themes examined & Comparing the Periods: Create a five column chartDiscussion & Quick Write: Is the 20th century a justifiable period in World History?


New scientific paradigms – Psychology; Medical innovations – Antibiotics; Persistence of diseases associated with poverty – Malaria;Diseases associated with changing lifestyles – Heart disease

Assessments None

Week 32 (April 30th – May 4th)Topics The Value of World History ReconsideredReadings To be determined based on diagnostics and student interest.SourcesInstructional Highlights

Essay Writing Reviewed: Purpose & Techniques;Lecture: Building neural pathways – reading, thinking and writing.Small Group Practice: Develop a chart, the themes across the periods.


Student generated “big picture” thematic lessons from the human story.

Assessments

Week 33 (May 7th – 11th)Topics Comprehensive Exam PreparationReadings AllSourcesInstructional Highlights

Practice exams: diagnostic analysis for preparation emphasis.

Case Studies/ SubtopicsAssessments None

Week 34 AP Exam Week

3 State mandated testing this week, some instructional time may be lost.

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Topics Post Exam Exploration – Identity & MembershipReadings Strom, The Holocaust & Human BehaviorSourcesInstructional HighlightsCase Studies/ SubtopicsAssessments None

Week 35Topics Race, Racism & EugenicsReadings Strom, The Holocaust & Human BehaviorSources Images – American Eugenics Movement: Eugenicsarchive.org/eugenics/Instructional Highlights

Video: Race, The Power of an Illusion

Case Studies/ SubtopicsAssessments Reflection

Week 36Topics Weimar, Holocaust and Transitional JusticeReadings AllSources Various from Facinghistory.org/campus/weimar.nsf/weimarresourcesInstructional Highlights

Silent ConversationGuest Lecture: Holocaust Survivor


The Nuremberg Trials

Assessments None

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Documents

WHAP 2011 Approved Syllabus