Wakefield High School
Course Syllabus: AP World History
2015-2016
Mr.Babichenko (Rm.C306)
Contact information: denis.babichenko@apsva.us
Web-site: apsva.us/wakefield
(Click on (1) “Departments,” (2) Social Studies, (3) Denis Babichenko)
Course Overview:
The purpose of the AP World History course is to develop greater understanding of the
evolution of global processes and contacts, in interaction with different types of human societies. This
understanding is advanced through a combination of selective factual knowledge and appropriate
analytical skills. The course highlights the nature of changes in international frameworks and their
causes and consequences, as well as comparisons among major societies. It emphasizes relevant
factual knowledge used in conjunction with leading interpretive issues and types of historical evidence.
The course builds on an understanding of cultural, institutional, and technological precedents that,
along with geography, set the human stage. Periodization, explicitly discussed, forms an organizing
principle for dealing with change and continuity throughout the course. Specific themes provide
further organization to the course, along with consistent attention to contacts among societies that form
the core of world history as a field of study.
The AP World History course offers motivated students and their teachers the opportunity to
immense in the processes that, over time, have resulted in the knitting of the world into a tightly
integrated whole. AP World History offers an approach that lets students “do history” by guiding them
through the steps a historian would take in analyzing historical events and evidence worldwide. The
course offers balanced global coverage, with Africa, the Americas, Asia, and Europe all represented.1
Historical Periodization
The AP World History course content is structured around the investigation of course themes and
key concepts in six chronological periods. The six historical periods, from approximately 8000 B.C.E.
to the present, provide a temporal framework for the course. The instructional importance and
assessment weighting for each period varies.2
Period:
Period Title:
Date Range:
Weight: # of Weeks per
Period
1
2
1
Technological and Environmental
Transformations
2
Organization and Reorganization of
Human Societies
3
To c.600 B.C.E.
5.00%
4 weeks
c.600 B.C.E. To c. 600 15.00%
C.E.
4 weeks
Regional and Transregional
Interactions
c.600 C.E. To c.1450
20.00%
7 weeks
4
Global Interactions
c.1450-1750
20.00%
6 weeks
5
Industrialization and Global
Interaction
c.1750-c.1900
20.00%
7 weeks
6
Accelerating Global Change and
Realignments
c.1900 to the Present
20.00%
6 weeks
“The Course.” Apcentral.collegeboard.com (2010).
http://media.collegeboard.com/digitalServices/pdf/ap/AP_World_HistoryCED.pdf
Five Themes of AP World History Course
The following course themes and related key topics will be investigated and revisited repeatedly
throughout the course. The themes encourage students to recognize broad patterns and processes
that have developed in various regions of the world over long periods of time. In addition, this
thematic framework allows students to connect a set of particular historic characteristics from
one period into a larger context.
1. Interaction Between Humans and the Environment
 Demography and disease
 Migration
 Patterns of settlement
 Technology
2. Development and Interaction of Cultures
 Religions
 Belief systems, philosophies, and ideologies
 Science and technology
 The arts and architecture
3. State-Building, Expansion, and Conflict
 Political structures and forms of government
 Empires
 Nations and nationalism
 Revolts and revolutions
 Regional, transregional, and global structures and organizations
 Creation,





Expansion, and Interaction of Economic Systems
Agricultural and pastoral production
Trade and commerce
Labor systems
Industrialization
Capitalism and socialism
5. Development and Transformation of Social Structures
 Gender roles and relations
 Family and kinship
 Racial and ethnic constructions
 Social and economic classes
THE FOUR HISTORICAL THINKING SKILLS3
The four historical thinking skills presented below provide an essential structure for learning to think historically.
These skills not only apply to AP World History; they also represent the type of skills required in all collegelevel historical scholarship. Mastery of the skills presented below is absolutely essential for achieving academic
success in this class as well as other AP level social studies classes.
SKILL #1: Crafting Historical Arguments from Historical Evidence
 Historical Argumentation (the ability to define and frame a question about the past and to address
that question through the construction of an argument. A plausible and persuasive argument
requires a clear, comprehensive and analytical thesis, supported by relevant historical evidence.
Additionally, argumentation involves the capacity to describe, analyze, and evaluate the
arguments of others in light of available evidence)
 Appropriate Use of Relevant Historical Evidence (the ability to identify, describe, and evaluate
evidence about the past from diverse sources, with respect to content, authorship, purpose,
format, and audience. It involves the capacity to extract useful information, make supportable
inferences and draw appropriate conclusions from historical evidence while also understanding
such evidence in its context, recognizing its limitations and assessing the points of view that it
reflects).
SKILL #2: Chronological Reasoning
 Historical causation (the ability to identify, analyze, and evaluate the relationship between
multiple historical causes and effects, distinguishing between those that are long-term and
proximate, and among coincidence, causation, and correlation).
 Patterns of Continuity and Change Over Time (the ability to recognize, analyze, and evaluate the
dynamics of historical continuity and change over periods of time of varying length, as well as
relating these patterns to larger historical processes or themes).
 Periodization (the ability to describe, analyze, evaluate, and construct models of historical
periodization that historians use to categorize events into discrete blocks and to identify turning
point, recognizing that the choice of specific dates privileges one narrative, region or group over
another narrative, region or group; therefore, changing the periodization can change a historical
narrative).
SKILL #3: Comparison and Contextualization
 Comparison (the ability to describe, compare, and evaluate multiple historical developments
within one society, one or more developments within one society, one or more developments
across or between different societies, and in various chronological and geographical contexts. It
also involves the ability to identify, compare, and evaluate multiple perspectives on a given
historical experience).
 Contextualization (the ability to connect historical developments to specific circumstances of
time and place, and to broader regional, national, or global processes).
SKILL #4: Historical Interpretation and Synthesis
 Interpretation (the ability to describe, analyze, evaluate, and create diverse interpretations of the
past – as revealed through primary and secondary historical sources – through analysis of
evidence, reasoning, contexts, points of view, and frames of reference).
 Synthesis (the ability to arrive at meaningful and persuasive understandings of the past by
applying all of the other historical thinking skills, by including ideas from different fields of
inquiry or disciplines and by creatively fusing disparate, relevant evidence from primary
sources and secondary works. Additionally, synthesis may involve applying insights about the
past to other historical contexts or circumstances, including the present.
3
http://media.collegeboard.com/digitalServices/pdf/ap/AP_World_HistoryCED.pdf
AP WORLD HISTORY: Long Term Goals:
(1) Develop and advance THE FOUR Historical Thinking Skills (see previous page)
(2) Understand the content by applying FIVE THEMES of AP World History (see p.2)
(3) Be prepared to take AP World History Exam in May 2016
Letter Grade:
A
B+
B
C+
C
D+
D
E
Grading Scale:
Percentages:
Quality Points:
90-100
4.0
87-89
3.5
80-86
3.0
77-79
2.5
70-76
2.0
67-69
1.5
60-66
1.0
0-59
0.0
AP Quality Points:
5.0
4.5
4.0
3.5
3.0
2.5
2.0
0.0
Grading Policy:
The final course grade will be calculated using the following formula:
*Final year grade = Q1 (22.5%) + Q2 (22.5%) + Q3 (22.5%) + Q4 (22.5%) + Final exam (10%)
*The final year grade will be calculated using the quality points and not percentages, letter
grades, or number/point systems.
*Final Quality Point Averages will be used to determine a student’s final grade as follows:
Final Quality Point Average
Final
Grade
3.75 and above
A
3.25 to 3.749
B+
2.75 to 3.249
B
2.25 to 2.749
C+
1.75 to 2.249
C
1.25 to 1.749
D+
0.75 to 1.249
D
below 0.75
E
**A final grade of 0.75/D and a demonstrated pattern of consistent achievement will be required in
order to pass the class.
*Student grades will reflect student achievement and not student behavior.
*Rounding: The school gradebook program will be set up automatically to round to the whole
number (example: 90.4% will round to 90% and 90.5% will round to 91%) during
and at the end of each quarter.
CLASSROOM RULES:
1. Be respectful to yourself, your classmates, and your teacher.
2. Come to class on time (attendance policy – see below).
3. Come to class prepared (pen and/or pencil, notebook, and additional reading handouts).
4. Follow provisions of the student handbook and adhere to school/county policies
5. Food is NOT ALLOWED in the classroom during class time.
Teacher Pledge:
I pledge to you that during this school year I will:





Treat you with respect and courtesy
Cultivate and uphold the 5Rs of the Wakefield Way in my classroom
(Rigor, Relationships, Resilience, Responsibility, Results)
Provide fast and constructive feedback on graded assignments
Commit myself to helping you during the Warriors’ period, lunch, and after school
Be a role model of my expectations of you (in terms of work ethic, organization, commitment to
due dates and deadlines, communication, etc.)
Grading Categories:
Quarter:
Weekly / Bi-weekly Quizzes – 25%
Unit Tests – 30 %
Essay Writing – 25%
Classwork (includes note-taking
2nd – 4th Quarters:
1. Weekly / Bi-weekly Quizzes – 25%
checks, primary source handouts, and
participation in class discussions) –
3. Writing assignments (essays) – 25%
1st
1.
2.
3.
4.
2. Unit Tests – 30%
4. Primary Source Packets – 10%
10%
5. Summer assignment – 10%
*Extra 3% will be added to the final grade for the first
quarter for those students who attended 2015 AP Summer
Bridge (w/perfect attendance)
5. Classwork/homework – 10% (includes
any activity/handout designated for a
grade other than primary source packets)
Reading Materials for the Course:
Primary text: Bulliet, Richard W., et.al. The Earth and Its Peoples: A Global History.
5th Ed. Boston, MA: Wadsworth, Cengage Learning, 2011.
Important!!! All Social Studies textbooks are available online through Blackboard. Through a
login, students will have access to any textbook materials they may need for this course. There are,
however, enough hard copies of the AP World History textbook available.
Students will also receive study guides for every unit test and numerous primary and secondary
sources related to the topics of study.
SUPPLIES:



A writing utensil (pen or pencil)
Notebook (for taking notes in class and at home)
A three ring – binder or a folder (for classroom and homework handouts)
COURSE EXPECTATIONS AND REQUIREMENTS:











AP World History is a college level course. It will be more intense and challenging than regular
social studies courses. Success in the class depends on your ability to stay organized,
manage stress, and develop historical thinking skills listed above throughout the year.
You are expected to be a proactive learner, constantly striving to produce high quality work on
a consistent basis. This is an elective class, so you are taking the course because you want to,
not because you have to. Be productive and stay focused during each class.
If you find yourself struggling with the course’s overall work load or any particular type of
assignment, you are expected to sign up for a one on one review/help session with me. Your
placement in this class will be evaluated at the end of the first quarter.
Homework (notes and other assignments) will be checked randomly. Notebooks will not be
collected for grading. You are expected to take notes on every chapter in the textbook. The
notes will help you take open-notebook quizzes.
You are responsible for taking your own notes during lectures, discussions, videos, reading
assignments, etc. Don’t expect me to tell you when to take notes. Basically, when in doubt,
take notes!
Besides weekly or bi-weekly quizzes, you will be responsible for completing take-home and/or
in-class writing assignments at least twice every month (every other week). You will be
expected to complete the dominant majority of graded assignments during class time.
Late assignments will be accepted only if a student had an excused absence. If you know that
you will be absent on a particular day, communicate this information to me ahead of time (in
person or by email). It is your responsibility to turn in your late work promptly to me. Make up
of missed assignments should be completed within two rotations.
The teacher is under no obligation to accept work after the assigned due date in cases when
student absences were unexcused. For selected essays and other written responses late work
will be accepted, but the grade will be reduced by a letter grade for every day it is late.
Please check my web site for links to assignments and upcoming due dates, especially if
you were absent.
Being in class on time is extremely important. Students will be marked tardy if they are not
inside the classroom when class is scheduled to begin. Students will not be allowed to make
up work for unexcused absences and will receive ZEROs for those assignments.
Students are encouraged to form study groups in order to prepare for tests and quizzes.
Students are expected to follow an academic honor code and refrain from plagiarism and
other forms of academic fraud.
No student will be excused from taking the final exam/project. However, students with an
“A” average will have an option to take their exams or present their final projects earlier.
Teacher Availability:
In case you need additional assistance, have questions about assignments, need to make up
work, etc. I am available by appointment during the Warriors’ Period or at lunch every school
day and/or after school on selected days. A sign-up sheet for one-one-one conferences will be
posted in the classroom. Also, optional review sessions will be offered later in the year as we
approach the date of the AP exam.
The best way to get in touch with me outside of the class is by e-mail: denis.babichenko@apsva.us
I have read and understand all of the information in this syllabus:
Student Name: ______________________
Parent Guardian Name: ______________________
Student signature: ___________________
Parent/Guardian signature: ___________________
____________ - I give consent to my son’s/daughter’s teacher to discuss his/her performance and
(parent initials) behavior in the class via email.
Date: __________
Date: __________
KEYS TO SUCCESS:
1. CONSISTENT FOCUS
2. PERSONAL DISCIPLINE (RESPONSIBILITY)
3. HONEST SELF-REFLETION/SELFASSESSMENT
4. YOUR OWN STUDY and ORGANIZATIONAL SYSTEM
5.
MENTAL TOUGHNESS (DO NOT GIVE UP!!!)
(http://1.bp.blogspot.com/_vlOACGynmm8/SSpBd0pp5CI/AAAAAAAAAOI/Lo- CbaXwrkw/s400/maya_cartoon.jpg)
2015-2016 AP World History Pacing, Documents, and
Activities Chart
(*Subject to Change/includes, but not limited to)
Period I – Technological and Environmental Transformations to 600 B.C.E.
• Key Concept 1.1. Big Geography and the Peopling of the Earth
• Key Concept 1.2. The Neolithic Revolution and Early Agricultural Societies
• Key Concept 1.3. The Development and Interactions of Early Agricultural, Pastoral and
Urban Societies
Chapter:
Week of / date:
Pages:
1
09.08-09.14
02-15
1
09.15-09.18
16-34
2
09.21-09.25
38-64
3
09.28-10.02
68-98
Topic(s):















Introduction Activity in Class
J.Diamond’s article
Before Civilization
Mesoamerica
Egypt
The Indus Valley Civilization
Early China
Nubia
Celtic Europe
First Civilizations of the Americas
The Cosmopolitan Middle East
The Aegean World
The Assyrian Empire
Israel
Phoenicia and the Mediterranean
Sample Activities, Assessments, Topics, and Supplemental Readings*
Topics for Discussion:
 What makes us human?
 Was switching to agriculture the worst mistake in the
history of the human race?
 What were the basic features of early civilizations?
 How did surrounding environment impact political,
economic, and cultural structures of early civilizations?
Activities and Assessments:
 Weekly quizzes (multiple choice questions + writing skills
assessment – thesis, opening paragraph, primary source
analysis, etc.)
 Venn Diagram – comparing various aspects of early
civilizations (example: political structures of Egypt and
Mesopotamia)
 Writing workshops: (1) How to interpret primary sources;
(2) Building Blocks of Historic Argumentation.
 Analysis in writing: Compare and contrast views on
afterlife in Mesopotamian and Egyptian religious
traditions (The Human Record Book, Volume I)


Supplemental Sources:

Short answer/discussion – After reading selected chapters
from J.Diamond and D.Christian, summarize the
historians’ arguments/view on the transition to agriculture
Debate on reliability and validity of primary and
secondary sources.
“Maps, Time, and History” – Unit 1 from Bridging World
History (from learner.org), Venus of Willendorf, The Epic
of Gilgamesh, The Code of Hammurabi, The Reign of
Sargon, The Palette of Narmer, Shang Oracle Bones, The
Book of Documents, J.Diamond’s article “The Worst
Mistake in the History of the Human Race,” “This
Fleeting World,” by D.Christian, pp.24-37.
Period II – Organization and reorganization of Human Societies, 600 B.C.E to 600
C.E.
• Key Concept 2.1. The Development and Codification of Religious and Cultural Traditions
• Key Concept 2.2. The Development of States and Empires
• Key Concept 2.3. Emergence of Transregional Networks of Communication and Exchange
Chapter:
Week of / date:
Pages:
Topic(s):
4
10.05-10.09
104-135
5
10.12 -10.20
140-167
6-7
10.21-10.30
172-194
 Ancient Iran
 The Rise of the Greeks
 The Struggle of Persia and Greece
 The Hellenistic Synthesis
 Rome’s Mediterranean Empire
 The Origins of Imperial China
 Imperial Parallels
 Foundations of Indian Civilization
 Imperial Expansion and Collapse
 Southeast Asia
_________________________________
 The Silk Road
 The Sassanid Empire
 The Indian Ocean Maritime System
 Routes Across the Sahara
 Sub-Saharan Africa
 The Spread of Ideas
PERIODS 1 and 2 TEST :
CHAPTERS 1-7
End of the First Quarter
200-220
11.02 -11.06
11.10

Sample Activities, Assessments, Topics, and Supplemental Readings*
Topics for Discussion:
 Analyze distinct features of Eastern cultural and religious
traditions (compare them to monotheistic religions and
animistic traditions).
 What factors contributed to the rapid spread of Buddhism
as well as Christianity?


Activities and Assessments:








Supplemental Sources:

What internal as well as external aspects/features
contributed to the expansion (collapse) of Han Empire and
Rome? (compare and contrast)
Analyze “large-scale” consequences of increased
interactions between many regions around the world
through various trade systems.
Weekly quizzes (multiple choice questions + essay
writing)
DBQ essays relevant topics
Chronology of events in Roman history: Roman Republic
– Road to Decline
Constructing Mandala of Hindu Beliefs
Unit 1 and 2 Test (Chapters 1-7)
Map Work – The Silk Roads vs. the Indian Ocean
Maritime Network – Specific trade routes, connections,
products/ideas exchanged
Video Guide: Connections Across Land / Connections
Across Water (www.learner.org)
Debate: Is Alexander the Great Deserving of his Title and
Exalted Reputation?
Excerpts from The Four Noble Truths, Excerpts from
Bhagavad Gita, The Example of Mahavira, The Periplus
of the Erythraean Sea (The Story of the Half-Drowned
Sailor), Herodotus: The Persians Reject Democracy,
Camel Saddles (textbook, p.214)
Period 3: Regional and Transregional Interactions, c. 600 C.E. to 1450
• Key Concept 3.1. Expansion and Intensification of Communication and Exchange
Networks
• Key Concept 3.2. Continuity and Innovation of State Forms and Their Interactions
• Key Concept 3.3. Increased Economic Productive Capacity and Its Consequences
Chapter:
Week of / date:
Pages:
Topic(s):
8
11.09-11.13
224-247



The Origins of Islam
The Rise and Fall of the Caliphate
Islamic Civilization
9
11.16-11.24
252-278






The Byzantine Empire, 600-1200
Early Medieval Europe
The Western Church
Kievan Russia, 900-1200
Western Europe Revives
The Crusades, 1095-1204
10
11.24-12.02
(Includes
Thanksgiving
Holiday)
282-303



11 and 13
12.03 - 12.11
308-331

372-394
12
12.14 – 01.06
01.07- 01.08
340-368
The Sui and Tang Empires
The Emergence of East Asia
New Kingdoms in East Asia and
Southeast Asia
Classic –Era Culture and Society in
Mesoamerica, 200-900
 The Postclassic Period in
Mesoamerica, 900-1500
 Northern Peoples
 Andean Civilizations, 600-1500
________________________________
 Tropical Lands and Peoples
 New Islamic Empires
 Indian Ocean Trade
 Social and Cultural Change
 The Rise of the Mongols
 The Mongols and Islam
 Regional Responses in Western Eurasia
 Mongol Domination in China
 The Early Ming Empire
 Centralization and Militarism in East
Asia, 1200-1500
PERIOD 3 TEST: CHAPTERS 8-13
Sample Activities, Assessments, Topics, and Supplemental Readings*
Topics for Discussion:
 Identify and explain factors that explain Muslim success
in spreading of their religion into SW Asia, West and East
Africa, parts of Central Asia, and Indonesia.
 What were the major causes and consequences of the
Crusades?
 How did the Byzantine Empire differ from political
entities in Western Europe?
 What were the patterns of interaction and influences in the
Imperial China (Sui, Tang, and Song Dynasties)?
 Examine and evaluate the impact of the Mongol expansion
on various geographic regions (ex: China, Russia, the
Muslim world, Japan, Western Europe).
Activities and Assessments:
 Weekly quizzes (multiple choice questions + essay
writing)
 Web-based presentation on the Mongols (group work)
 Analyze and interpret: Two Imperial Portraits:
Justinian and Theodora
 Visual/graphic organizer – Comparing and contrasting
Feudalism in Western Europe and Japan
 Definitions and Map Activity: Key Terms from Ch.11 and
Map and Timeline of Early Civilizations
 Primary Source Analysis: Three Mayan Ceramic Sculptures
Supplemental Sources:

“Dark Passages” (Boston.com), Video Guide: The
Byzantine Empire (from the Western Tradition /
learner.org), BBC article: “Monsoon link to fall of
dynasties,” Webquest on the Mongols
(afe.easia.columbia.edu/Mongols/index.html), Excerpts from
Ibn Battuta’s Journal, The Emergence of Renaissance
(excerpts from Surah), Influence of Monsoon Winds.
Period 4: Global Interactions 1450 to 1750
• Key Concept 4.1. Globalizing Networks of Communication and Exchange
• Key Concept 4.2. New Forms of Social Organization and Modes of Production
• Key Concept 4.3. State Consolidation and Imperial Expansion
Chapter:
Week of /
Pages:
Topic(s):
date:
14 -15
01.11 - 01.20
398-422
 Rural Growth and Crisis
 Urban Revival
 Learning, Literature, and the
Renaissance
 Political and Military Transformations
______________________________
 Global Maritime Expansion Before
1450
426-449
 European Expansion, 1400-1550
 Encounters with Europe, 1450-1550
16
01.21-01.29
458-483
 Culture and Ideas
 Social and Economic Life
 Political Innovations
 
01.29
End of the Second Quarter
17-18
02.02-02.10
488-513
 The Columbian Exchange
 Spanish America and Brazil
 English and French Colonies in
North America

Colonial Expansion and Conflict
_________________________________
518-542
19-20
02.11-02.19
546-568
572-593











Plantations in the West Indies
Plantation Life in the 18th Century
Creating the Atlantic Economy
Africa the Atlantic, and Islam
The Ottoman Empire, to 1750
The Safavid Empire, 1502-1722
The Mughal Empire, 1526-1761
The Maritime Worlds of Islam
_____________________
Japanese Reunification
The Later Ming and Early Qing
Empires
The Russian Empire
02.2-02.26
PERIOD 4 TEST: CHAPTERS 14-20
Sample Activities, Assessments, Topics, and Supplemental Readings*
Topics for Discussion:
 What is meant by the “rise of the West?”
 Compare and contrast the voyages of Zheng He to the
European explorers/conquistadors.
 What was the impact of the Atlantic economic circuit on
the regions engaged in interactions? (the Americas,
Europe, and Africa)
 What is your understanding of the “big picture” or
systemic history?
 What were the similarities and differences in colonial
structures and administrations of the European mothercountries?
 Analyze various coercive labor systems of the time period
and examine factors that contributed to their use and
expansion.
 Identify and examine unique characteristics and
limitations of the land-based empires.
Activities and Assessments:
 Weekly quizzes (multiple choice questions + essay
writing)
 Primary Source Analysis (group work) – Renaissance and
the Rise of the West
 DBQ essays on relevant topics
 Jigsaw activity – Compare and Contrast Empires from
Ch.19 and 20.
 Change and continuity – building the framework: Indian
Ocean (650 C.E. to 1750 C.E)
 Group exercise: Analyze trends in global migrations
through time: Bantu, Polynesian, European (Age of
Exploration).
 Debate: Understanding and evaluating J.Diamond’s thesis
in “Guns, Germs, and Steel.”
Supplemental Sources:
 Table on Population in Medieval Europe, Grant of a
Goldsmiths’ Gild, Excerpts from Machiavelli’s “The
Prince,” A leaf of the Gutenberg Bible, Video Guide: Land
and Labor Relationship, Figure 18.1 in the textbook
(p.522), East Asian Porcelain, Portrait of Emperor
Kangxi.
Period 5: Industrialization and Global Integration, 1750 to 1900
• Key Concept 5.1. Industrialization and Global Capitalism
• Key Concept 5.2. Imperialism and Nation—State Formation
• Key Concept 5.3. Nationalism, Revolution and Reform
• Key Concept 5.4. Global Migration
Chapter:
Week of / date:
Pages:
Topic(s):
21
02.29-03.04
598-624
 Prelude to Revolution: The
Eighteenth-Century Crisis
 The American Revolution, 1775-1800
 The French Revolution, 1789-1815
 Revolution Spreads, Conservatives
Respond, 1789-1850
22
03.07-03.11
628-650
 Causes of the Industrial Revolution
 The Technological Revolution
 The Impact of the Early Industrial
Revolution
 New Economic and Political Ideas
 The Limits of Industrialization outside
the West
23
03.14-03.18
654-681
 Independence in Latin America
 The Problem of Order, 1825-1890
 The Challenge of Social and
Economic Change

03.21-03.25
Spring Break



The Ottoman Empire
The Russian Empire
The Qing Empire
712-734



Changes and Exchanges in Africa
India Under British Rule
Britain’s Eastern Empire
740-766

New Technologies and the World
Economy
Social Changes
Socialism and Labor Movements
Nationalism and the Rise of Italy,
Germany, and Japan
The Great Powers of Europe
China, Japan, and the Western
Powers
The New Imperialism: Motives and
Methods
The Scramble for Africa
Imperialism in Asia and the Pacific
Imperialism in Latin America
The World Economy and the Global
Environment
24
03.28-04.01
686-708
25
04.04-04.08
26-27
04.11 – 04.20





770-794





04.15
04.20-04.22

End of the THIRD QUARTER
PERIOD 5 Test: CHAPTERS 21-27
Sample Activities, Assessments, Topics, and Supplemental Readings*
Topics for Discussion:
 Analyze the impact of the Renaissance, the Scientific
Revolution, and the Enlightenment on political revolutions
in America and France.
 How were the Enlightenment ideas perceived and
interpreted in various parts of the world? (Western Europe,
Eastern Europe, the Caribbean, etc.)
 Compare and contrast economic changes and their impact
on society during the Song Dynasty of China and England
during the Industrial Revolution.
 Analyze various reactions to industrialization and
modernization in Europe and in non-Western world.
 What were the motives of the “New Imperialism?”
 The “Isms” of the 18th and 19th centuries.
Activities and Assessments:
 Weekly quizzes (multiple choice questions + essay
writing)
 Primary Source Analysis (group work) – Political ideas in
the Age of Enlightenment – Reactions from Leaders
 Short answer: Analyze how the larger global processes of
the time period (factors that shaped the authors’ point of
view –social context) influenced main arguments
expressed in Kipling’s poem “The White Man’s Burden,”
as well as Labouchere’s response poem “The Brown
Man’s Burden.”
 Compare and contrast essays on relevant topics
 Debate: The Role of Social Darwinism in the process of
European colonization (Africa, East Asia, the Pacific
region)
 Debate: Is nationalism still the most potent political force
in today’s world?
Supplemental Sources:
 Video Guide: “Ideas Shape the World,” Excerpts from the
Declaration of Independence, Thomas Malthus’ “..on the
principles of population,” The Communist Manifesto,
Friedrich List’s “The National System of Political
Economy,” F.Hassaurek’s “How to Conduct a LatinAmerican Revolution,” Excerpts from Simon Bolivar’s
speeches, “The White Man’s Burden,” “The Brown Man’s
Burden,” Excerpts from Bismarck’s “Blood and Iron”
speech, Advertisements and Illustrations from British
Books and Cartoons, Usman dan Fodio’s “Selections from
his Writings,” “George A. Robinson, “Report to the
Lieutenant Governor-General of Tasmania.”
Period 6: Accelerating Global Change and Realignments, 1900 - Present
• Key Concept 6.1. Science and the Environment
• Key Concept 6.2. Global Conflicts and Their Consequences
• Key Concept 6.3. New Conceptualizations of Global Economy, Society and Culture
Chapter:
Week of / date:
Pages:
28-29
04.25-04.29
798-825
Topic(s):






830-854
30-31
05.02-05.06
858-878
886-910
32-33
05.07-05.11
914-941
946-967












Origins of the Crisis in Europe and
the Middle East
The “Great War” and the Russian
Revolutions, 1914-1918
Peace and Dislocation in Europe
China and Japan Contrasting
Destinies
The New Middle East
Society, Culture, and Technology in
the Industrialized World
The Stalin Revolution
The Depression
The Rise of Fascism
East Asia, 1931-1945
The Second World War
The Character of Warfare
The Indian Independence Movement
Sub-Saharan Africa, 1900-1945
Mexico, Argentina, and Brazil
The Cold War
Decolonization and State Building
Beyond a Bypolar World

Postcolonial Crises and Asian
Economic Expansion, 1975-1991
 The End of the Bipolar World
 The Challenge of Population Growth
 Unequal Development and the
Movement of Peoples
 Technological and Environmental
Change
_________________________________
 Globalization and Economic
Crisis
 The Question of Values
 Global Culture
05.07 - 05.11
AP EXAM REVIEW (in class) –
if time allows
05.12
AP WORLD HISTORY EXAM
05.16 - 06.16
End of the year activities and projects
 Unit on GLOBALIZATION and World
Affairs
 Research and preparation for the Final
Exam (Final Project)
06.17 -06.22
End of
Final Exams
School
Year
Sample Activities, Assessments, Topics, and Supplemental Readings*
Topics for Discussion:
 What were the major causes of World War I?
 What factors contributed to the rise of totalitarian dictators
in Europe and Asia?
 How did the United Nations differ in its structure and
organization from the League of Nations?
 Analyze the impact of World War II on the major powers
involved as well as the peripheral regions, such as SubSaharan Africa, South Asia, and Latin America.
 Examine complexities associated wit the process of
decolonization in Africa and Asia.
 How did the bipolar world system during the Cold War
shape political and economic interactions of the world’s
regions?
 What were the major political, economic, and social
consequences of the collapse of the Soviet Union?
 Define and explain: Globalization.
Activities and Assessments:
 Weekly quizzes (multiple choice questions + essay
writing)
 Essays: Compare and contrast essays and change and
continuity essays on relevant topics
 Analyze: Common characteristics (purpose, intended
audience, communication style) of propaganda posters
from World War II (Nazi Germany, Soviet Union, The
United States, Italy, Japan).
 Class discussion: After reviewing “Maps, Time, and World
History” Episode from Bridging World History website
(learner.org) and watching “World in the Balance: The
Population Paradox” (PBS NOVA), examine the role of
geography, demography, political science, and other
disciplines in shaping our understanding of the past,
present and future.
 Debate: Is globalization the same thing as
“Americanization?”
 Written response/discussion: Do you agree with
D.Christian’s periodization of history? Do we live in the
fourth era? (Post – Modern). If so, what are this era’s main
characteristics / unique features? Explain.
Supplemental Sources:

Woodrow Wilson’s “Fourteen Points,” World War II
propaganda posters, Excerpts from Hitler’s “Mein
Kampf,” Mohandas Gandhi’s “Indian Home Rule,”
Winston Churchill’s “Iron Curtain Speech,” “Sympathy
for the Devil” by the Rolling Stones, Video Guide:
America’s Century (Episodes: “Shell Shock,” “Stormy
Weather,” “Civilians at War), “ Joseph Stalin’s “The
Results of the First Five-Year Plan,” Bob Marley’s “Africa
Unite” lyrics, “Appeal to the League of Nations” by Haile
Selassie, Excerpts from Osama bin Laden’s “Declaration
of Jihad Against Americans…,” Maps and statistics from
Worldmapper.org
Additional Clarifications and Instructions:
 Super Weeks ( in bold on the pacing chart) = 2 chapters in 1 or 1.5 week.
 Study Guides will be issued before every unit test

Changes to this pacing chart will only be made by the teacher. If no
changes/adjustments were announced, it is your responsibility to keep up
with reading and note-taking according to this handout.