Homework Syllabus for the 2012-2013 School Year
WHAP
Ms. Napp
The World History AP curriculum is a cross-cultural, chronological, and historical
examination of the connections and encounters between the world’s diverse peoples
and the development of individual cultures within diverse regions. Students of
World History AP are encouraged to interact with information on many levels.
From the gathering of facts concerning when and how events happened to the
greater complexities of how circumstances impacted different groups within
societies and between societies, students examine world history from a multiplicity
of perspectives.
Of course, a history of the world is a daunting undertaking and to ensure that
information is understood and remembered, the homework syllabus is designed to
provide students opportunities to analyze and synthesize information, to practice
concepts and skills, and to reinforce critical information. Therefore, the completion
of a weekly homework assignment is a required component of the course.
In this packet, students will find the assignments for the entire year. Before the
assignments are presented, students will find a supply list as well as sample
responses to the various types of homework questions asked. After the assignments,
students will find additional facts about the Advanced Placement Examination in
World History and general academic information to ensure a positive transition to
the Advanced Placement Level.
Ultimately, all students can achieve academic success in the Advanced Placement
World History classroom. The homework syllabus is designed to help students
achieve academic mastery.
Required Materials for the Completion of the Homework Syllabus:
1- The Textbook (All students will be issued a copy of Robert W. Strayer’s
Ways of the World: A Global History)
Note: The Textbook Companion Website is available at the following link:
http://bcs.bedfordstmartins.com/strayer1e/default.asp?s=&n=&i=&v=&o=&
ns=0&uid=0&rau=0
2- Cracking The AP World History Exam, 2013 Edition by The Princeton
Review
Note: All students are required to purchase the review book in September.
While the book will be used specifically for review for the Advanced
Placement Examination in May, it will also be useful as a valuable study
guide throughout the year.
3- Ms. Napp’s Social Studies Webpage
(In particular, the World History AP page and the Variations page)
Note: Ms. Napp’s Social Studies Webpage is available at the following link:
http://www.whiteplainspublicschools.org//Domain/353
Optional Materials but Highly Recommended:
1- A Box Set of World History AP Flashcards
Note: Many publishers such as Barron’s, Kaplan’s, and 5 Steps to a 5 offer
World History AP Flashcards
2- 5 Steps to a 5 500 AP World History Questions to Know by Test Day
Note: The 500 questions can be purchased in book form or as an app
Important Reminder: At the end of the listed assignments, there are critical facts to
know about the Advanced Placement World History examination. Please
familiarize yourself with these facts.
A Word about the Assignments:
 In general, each week an average of twenty pages is assigned from the
Strayer textbook.
 For each weekly reading, there are twelve questions to be answered in
bulleted note form and one critical thinking question to be answered in a
body paragraph.
 For questions to be answered in bulleted note form; there is a minimum of
five bullets and a maximum of seven bullets for each question.
 Students must either rewrite the question or provide an adequate title before
answering the question.
 It is advisable to write assignments by hand since students will be required to
write three essays by hand on the day of the Advanced Placement
Examination. Writing assignments by hand increases handwriting stamina.
 On occasion, students will write a College Board essay for the weekly
assignment.
 All weekly assignments are collected on Thursday and a full letter grade will
be subtracted for every late day.
 Finally, the last five weeks of the homework syllabus are devoted to the
Princeton Review book. Therefore, the Princeton Review book must be
purchased to complete the last five weeks of assignments and to prepare for
the AP World History examination.
A Note about Ms. Napp’s Homework Philosophy:
 Homework is an opportunity for reflection and analysis of the key concepts,
events, and themes of world history. Homework is an opportunity to
practice essential skills such as analytical reading and writing. Homework
is also a vehicle to practice and master the facts of the world history
classroom. Finally, the completion of homework will lead to the creation of
a superb review document for the Advanced Placement World History
examination. As such, all students are encouraged to maintain neat and
accurate homework assignments and to preserve these assignments for their
future preparation for the examination.
 Finally, I have provided one sample for each type of question asked in the
Homework Syllabus. Students are encouraged to examine these samples
before starting the assignments.
A Sample Bulleted Note Form for an Actual Question in the Syllabus:
The Question: Discuss significant beliefs of Daoism (pp. 131 – 133)
 Students must either rewrite the question or provide an adequate title before
answering.
Sample Response:
123-
456-
7-
Daoism
Associated with legendary figure, Laozi  sixth-century B.C.E., archivist
said to have penned Daodejing (The Way and Its Power)
Daoists urged withdrawal into the world of nature and encouraged
behavior that was spontaneous, individualistic, and natural
Whereas Confucius focused on the world of human relationships, Daoists
turned the spotlight on the immense realm of nature and its mysterious
unfolding patterns
Central concept  Dao  refers to the way of nature 
underlying/unchanging principle  governs all natural phenomena
Daoists invited people to withdraw from the world of political and social
activism, to disengage from the public life so important to Confucius
Yet although differences with Confucianism, Daoism regarded by the
Chinese as complementing Confucian values  like yin and yang 
belief in the unity of opposites
Daoism  on occasion provided an ideology for peasant uprisings  such
as the Yellow Turban Rebellion  imagined utopian society without
oppression of government/landlords
A Sample Critical Thinking Response for a Question Not in the Syllabus:
The Question: Was the Agricultural Revolution inevitable? Why did it occur so
late in the story of humankind?
 Students must either rewrite the question or provide an adequate title before
answering.
Sample Response:
Was the Agricultural Revolution inevitable? Why did it occur so late in the story of
humankind? (Sample Answer on Next Page)
According to the Merriam-Webster dictionary, the definition of inevitable is
“incapable of being avoided or evaded.” Is it therefore possible to write with
absolute certainty that the Agricultural Revolution was unavoidable? Perhaps not
yet it does seem that the Agricultural Revolution was highly probable. Indeed it
seems likely that in some place in some region of the world, some individual or
group of individuals would have discovered that edible plants sprouted from seeds
and that if these seeds were planted, then plants could be cultivated. Given the
intelligence of the human mind, it seems likely that the Agricultural Revolution
would have occurred. In fact, given that female gatherers spent much of their time
in the natural world studying the world of plants; it seems probable that some of
these gatherers would have unlocked the mystery of seed germination. But perhaps
the larger question, and the question that may answer why it occurred so late in the
history of humanity is “When did individuals begin to see the benefits of cultivation
and domestication?” Perhaps hunters and gatherers were quite content with their
lifestyles and benefited greatly from their way of life. While today the vast majority
of humans only know the world of agriculture and the subsequent rise of
civilization, it is easy to forget some of the advantages of hunter and gatherer
lifestyles. Hunters and gatherers had no class divisions and few gender divisions.
Hunters and gatherers did not have slavery. Perhaps the Agricultural Revolution
occurred so late in the story of humankind because hunters and gatherers were
content with their way of life and as long as nature was bountiful, there was no need
for such a profound change. Of course, ultimately, the question cannot be answered
for students of history will never know the innermost thoughts of the first hunters
and gatherers who made the transition to an agricultural way of life. Paleolithic
hunters and gatherers did not record their thoughts in diaries or journals.
Paleolithic hunters and gatherers did not have writing. So, the story of Paleolithic
hunting and gathering is not told from their point of view. The student of world
history can wonder “What if?” but only wonder. There is much that historians are
still trying to discover about the past.
A Sample Comparative Essay and A Sample Change over Time Essay:
Periodically, students will be asked to write a Comparative Essay or a Change over
Time Essay for homework. In class, students will also write Document-Based Essay
questions. These essays have been created by the College Board and rubrics for
these essays are provided at the end of this packet. However, the following link
provides sample essays of the 2011 Free Response Questions for students to study
and examine:
Sample DBQ Essay (Provided after Rubrics):
http://apcentral.collegeboard.com/apc/public/repository/ap11_world_history_q1.pdf
Sample Continuity and Change over Time Essay (Provided after Rubrics):
http://apcentral.collegeboard.com/apc/public/repository/ap11_world_history_q2.pdf
Sample Comparative Essay (Provided after Rubrics):
http://apcentral.collegeboard.com/apc/public/repository/ap11_world_history_q3.pdf
The Assignments:
Strayer Textbook:
Questions:
Due Date:
Read pp. 3 - 20
Answer Questions as Notes:
1- Discuss the evolutionary line of descent
leading to Homo Sapiens – be sure to
include hominids, Homo Habilis,
Homo Erectus, and Homo Sapiens (p.
3)
2- Describe the Paleolithic era (p. 4)
3- What event led to the single most
significant and enduring
transformation of the human
condition? (p. 5)
4- How did the various beginnings of
food production lay the foundations
for some of the most enduring
divisions within the larger human
community? (pp. 5 – 6)
5- Describe the significant characteristics
of civilization (p. 6)
6- Why has the dating of historical events
changed? (pp. 6 – 7)
7- Why have historians often neglected
the human journey before the coming
of agriculture? (p. 12)
8- Describe the first 150,000 years of the
human experience (pp. 12 – 13)
9- Describe the cultural changes that
occurred as humans migrated out of
Africa and into the Eurasia (pp. 1617)
10- Describe the cultural changes that
occurred as humans migrated out of
Africa and into Australia (pp. 17- 18)
11- Describe the cultural changes that
occurred as humans migrated out of
Africa and to the Americas (p. 18)
12- Describe the cultural changes as
humans migrated out of Africa and
into the Pacific (pp. 19 – 20)
13- Critical Thinking: 
What is the significance of the
Paleolithic era in world history?
Thursday,
September
13, 2012
Questions continue
on the next page 
Questions
continue on
the nest page

Read pp. 25 – 48
Read pp. 49 – 68
Answer Questions as Notes:
1- Describe the culture of the San of
Southern Africa (pp. 25 – 29)
2- Describe the culture of the Chumash of
Southern California (pp. 29 – 31)
3- What was the most revolutionary
aspect of the age of agriculture? (pp.
36 – 37)
4- What were some of the common
patterns that facilitated the
Agricultural Revolution? (pp. 37 – 39)
5- Describe the Agricultural Revolution
in the Fertile Crescent (pp. 39 – 41)
6- Describe the process of domestication
in the African continent (p. 41)
7- Describe the process of farming in
Africa (p. 41)
8- Describe the pattern of agricultural
development in the Americas (pp. 41 –
42)
9- Describe the two ways in which
agriculture spread (p. 42)
10- What are the Indo-European
languages? (p. 43)
11- Who were the Bantu? (p. 46)
12- Describe the culture of agriculture (pp.
47 – 48)
13- Critical Thinking: 
The Agricultural Revolution marked a
decisive turning point in human
history. What evidence might you
offer to support this claim, and how
might you argue against it?
Answer Questions as Notes:
1- Describe significant characteristics of
pastoral societies (p. 49)
2- Describe characteristics of Çatal
Hüyük, a very early agricultural
village in southern Turkey (p.50)
3- Discuss the lineage system in Africa
which provided the framework within
which large numbers of people could
make and enforce rules, etc. (p. 50)
4- Describe characteristics of chiefdoms
(p. 51)
5- Discuss the six major locations of the
Thursday,
September
20, 2012
Thursday,
September
27, 2012
Read pp. 69 – 84
first civilizations after 3500 B.C.E. –
include important facts about each
(pp. 56 – 61)
6- Discuss the other smaller civilizations
that flourished beyond the six First
civilizations (p. 61)
7- What has anthropologist Robert
Carneiro argued about the origins of
civilization? (p. 62)
8- Describe the city of Uruk (p. 62)
9- Describe the city of Mohenjo Daro (p.
63)
10- Describe the city of Teotihuacán (p.
63)
11- Discuss the class hierarchies that
developed in the First Civilizations
(pp. 64 – 66)
12- Discuss hierarchies based on gender
and the practice of patriarchy in the
First Civilizations (pp. 66 – 68)
13- Critical Thinking: 
What distinguished civilizations from
other forms of human community?
Answer Questions as Notes:
1- Why did states develop in the First
civilizations? (p. 69)
2- How did the formation of states give
rise to greater inequalities? (pp. 69 –
70)
3- Discuss the importance of the
“remarkable invention of writing” and
compare and contrast several early
writing systems (pp. 70 – 72)
4- Discuss the lavish lifestyle of elites (pp.
72 – 73)
5- Compare the physical geography of
Mesopotamia and Egypt and the
effects of geography on the cultures of
the regions (pp. 73 – 76)
6- Discuss the impact of population
growth and demand for resources on
the environments of Mesopotamia and
Egypt (pp. 76 – 77)
7- Compare the political realities of
Mesopotamia and Egypt (pp. 77 – 79)
8- Compare Mesopotamian and Egyptian
Thursday,
October 4,
2012
Read pp. 87 – 101
Questions continue
on the nest page 
trade interactions (pp. 79 – 80)
9- Discuss the significance of the Hebrews
in world history (p. 80)
10- Discuss the significance of the
Phoenicians in world history (p. 80)
11- Compare Mesopotamian and Egyptian
interactions with neighboring cultures
(also pp. 80 – 81 )
12- Discuss the significance of the Hittites
and Hyksos (p. 81)
13- Critical Thinking: 
In the development of the First
Civilizations, what was gained for
humankind, and what was lost?
Answer Questions as Notes:
1- Summarize reasons for the decline of
some of the First Civilizations (p. 87)
2- What happened in the thousand years
between 500 B.C.E. and 500 C.E.?
( pp. 87 – 88)
3- State specific continuities from the
First civilizations to the second and
third waves of civilization (pp. 88 – 89)
4- State specific changes that occurred in
the second and third waves of
civilization (pp. 89 – 91)
5- Summarize significant facts
concerning long-distance trade routes
in the second and third waves of
civilization (pp. 91 – 92)
6- Why do historians refer to the period
between 500 B.C.E. and 500 C.E. as
the “classical era” (p. 92)
7- How are the current identities of
nations still linked to the classical era?
(p. 91)
8- How does the author define empire in
the text? (p. 98)
9- Summarize significant facts about the
location of the Persian Empire (p. 99)
10- Describe the Persian Empire’s cult of
kingship (p. 99)
11- Discuss the importance of satraps in
the Persian Empire (p. 100)
12- Describe the infrastructure of the
Persian empire (p. 101)
Thursday,
October 11,
2012
Questions
continue on
the nest page

Read pp. 101 – 121
Essay Writing:
Students will write
the 2010
Comparative Essay
from the World
13- Critical Thinking: 
Discuss changes and continuities from
the First Civilizations to the Second
and Third Waves of Civilizations.
Answer Questions as Notes:
1- Discuss the impact of geography on the
Greek city-states (p. 102)
2- Describe causes and effects of Greek
expansion (p. 103)
3- Describe Athenian democracy and the
role of the “citizen” (pp. 103 - 104)
4- Discuss the causes and effects of the
Greco-Persian Wars (pp. 104 – 105)
5- Describe the achievements of
Alexander the Great as well as his
chief significance in world history (pp.
106 – 108)
6- Describe the Roman Republic and the
outcomes of conflict between the
patricians and plebeians (p. 109)
7- Discuss Roman expansion (pp. 109 –
111)
8- Discuss the outcome of Rome’s civil
war (p. 112)
9- Describe the accomplishments of
Shihuangdi (pp. 112 – 114)
10- Compare the Roman and Chinese
Empires (pp. 114 – 116)
11- Discuss causes of the collapse of
empires (pp. 117 – 118)
12- Describe the Indian subcontinent
before the Mauryan empire, during
the Mauryan empire, after the
Mauryan empire, and during the
Gupta empire (pp. 119 – 120)
13- Critical Thinking: 
Are you more impressed with the
“greatness” of empires or with their
destructive and oppressive features?
Why?
Write the Following Essay:
2010 Comparative Essay from the World
History AP
Analyze similarities and differences in
Thursday,
October 18,
2012
Thursday,
October 25,
2012
History AP
examination for
this week’s
homework
assignment
methods of political control in TWO of the
following empires in the Classical period.
Han China (206 B.C.E.–220 C.E.)
Mauryan/Gupta India (320 B.C.E.–550 C.E.)
Imperial Rome (31 B.C.E.–476 C.E.)
Read pp. 128 – 148
Read pp. 156 – 176
Answer Questions as Notes:
1- Discuss beliefs of Legalism (p. 128)
2- Discuss significant beliefs of
Confucianism (pp. 129 – 131)
3- Discuss significant beliefs of Daoism
(pp. 131 – 133)
4- Discuss early texts of Hinduism and
Hindu concepts of atman, moksha,
samsara, and karma (pp. 133 – 134)
5- Discuss significant beliefs of Buddhism
(pp. 135 – 137)
6- Discuss the Hindu epic poems (the
Mahabharata and the Ramayana) and
especially the text known as the
Bhagavad Gita (pp. 137 – 138)
7- Discuss Bhakti (p. 138)
8- Discuss significant beliefs of
Zoroastrianism (pp. 139 – 140)
9- Discuss significant beliefs of Judaism
(pp. 140 – 141)
10- Discuss the ideas of Socrates, Thales,
Democritus, Hippocrates, Plato, and
Aristotle (pp. 142 – 144)
11- Compare the lives of Jesus and
Buddha (p. 146)
12- Compare the transformations of
Buddhism and Christianity (pp. 146 –
148)
13- Critical Thinking: 
“Religions are fundamentally alike.”
Do your notes support or undermine
this idea?
Answer Questions as Notes:
1- Describe the responsibilities and
lifestyles of the elite officials or
scholar-gentry in classical China (pp.
Thursday,
November 1,
2012
Thursday,
November 8,
2012
Read pp. 184 – 203
156 – 157
2- Compare the status and lifestyles of
the landlord class, the peasant class,
and the merchant class in classical
China (pp. 158 – 160)
3- Discuss the four varnas of India (pp.
160 – 162)
4- Discuss the role of jatis in Indian
society (pp. 163 – 164 )
5- How did a caste-based social structure
shape India’s classical civilization (p.
164)
6- Discuss slavery in the Greco-Roman
world (pp. 167 – 169)
7- Discuss the slave rebellion of
Spartacus (pp. 169 – 170)
8- Discuss the common elements of
patriarchy (p. 170)
9- Discuss patriarchy in China (pp. 171 –
173)
10- Discuss the unusual reign of Empress
Wu (p. 173)
11- Discuss patriarchy in Athens (pp. 173
– 175)
12- Discuss patriarchy in Sparta (pp. 175 –
177)
13- Critical Thinking: 
What philosophical, religious, or
cultural ideas served to legitimate the
class and gender inequalities of
classical civilization?
Answer Questions as Notes:
Thursday,
1- Discuss significant facts about Meroë
November
(pp. 184 – 186)
15, 2012
2- Discuss significant facts about Axum
(pp. 186 – 188)
3- Describe the distinctive features of
Jenne-Jeno (pp. 188 – 189)
4- Describe the Bantu migrations and the
impact of these migrations on SubSaharan Africa (pp. 190 – 192)
5- Describe Mesoamerica’s geography
and cultures (pp. 193)
6- Discuss significant facts about the
Maya (pp. 194 – 195)
7- Discuss significant facts about
Read pp. 219 - 239
Teotihuacán (pp. 195 – 197)
8- Discuss significant facts about the
Chavín (pp. 198)
9- Discuss significant facts about the
Moche (pp. 198 – 200)
10- How might the peoples of the Americas
in the pre-Columbian era be divided?
(p. 201)
11- Discuss significant facts about the
southwestern region of North America,
specifically Chaco canyon (pp. 201 –
203)
12- Discuss significant facts about the
eastern woodlands of North America
(p. 203)
13- Critical Thinking: 
“The histories of Africa and the
Americas during the classical era
largely resemble those of Eurasia.” Do
you agree with this statement?
Explain why or why not.
Answer Questions as Notes:
Thursday,
1- Describe Silk Road trade (pp. 219 –
November
220)
29, 2012
2- Discuss the significance of Silk in the
history of the Silk Road (pp. 221 – 222)
3- Discuss significant facts about cultural
diffusion on the Silk Road (pp. 222 –
224)
4- Discuss the transmission of disease on
the Silk Road (pp. 224 – 225)
5- Discuss significant facts about Indian
Ocean trade (pp. 225 – 226)
6- State one reason why Indian Ocean
trade increased in the classical era (p.
227) and two major processes that
changed Indian Ocean trade (p. 228)
7- Discuss significant facts about
Srivijaya (pp. 229)
8- Discuss significant facts about
Sailendra and especially, Borobudur
(pp. 229 – 230)
9- Discuss significant facts about Swahili
civilization (pp. 230 – 232)
10- Discuss significant facts about TransSaharan trade (pp. 232 – 233)
Read pp. 242 - 263
11- Discuss significant facts about the
West African kingdoms of Ghana,
Mali, and Songhay (pp. 234 – 235)
12- Discuss trade in the Western
Hemisphere, especially geographic
obstacles and yet trading successes (pp.
235 – 238)
13- Critical Thinking: 
In what ways did commercial
exchange foster other changes?
Answer Questions as Notes:
Thursday,
1- Discuss significant facts about China’s December 6,
golden age (pp. 242 – 246)
2012
2- Discuss the status of women in the
Song Dynasty (pp. 246 – 247)
3- Discuss the Chinese Tribute System in
theory (pp. 249 – 250)
4- Discuss the Chinese Tribute System in
practice (pp. 250 – 251)
5- Discuss Korea’s historical relationship
with China (pp. 253 – 254)
6- Discuss Vietnam’s historical
relationship with China (pp. 254 – 256)
7- Discuss Japan’s historical relationship
with China (pp. 256 – 257)
8- Discuss unique features of Japanese
culture and belief such as samurai,
Bushido, kami, tanka, The Tale of the
Genji, and the status of Japanese
women (pp. 257 – 259)
9- In what ways did China participate in
Eurasian commerce and with what
outcomes? (pp. 259 – 260
10- How did China benefit from contact
with other cultures? (pp. 260 – 261)
11- What was the most important gift that
China received from India? Why? (p.
261)
12- Describe Buddhism’s history in China
(pp. 262 – 263)
13- Critical Thinking: 
Based on your notes, how would you
respond to the idea that China was a
self-contained or isolated civilization?
Read pp. 271 - 291
Read pp. 302 - 322
Answer Questions as Notes:
1- Why did Byzantium have no clear
starting point and how was it a
continuation of the Roman Empire?
(pp. 271 – 272)
2- Describe significant facts about the
Byzantine State (pp. 272 – 273)
3- What was caesaropapism and how did
Orthodox Christianity differ from
Latin Christianity or the Roman
Catholic Church? (pp. 273 – 275)
4- In what ways was the Byzantine
Empire linked to a wider world? (pp.
276 – 277)
5- How did links to Byzantium transform
the new civilization of Kievan Rus?
(pp. 277 – 278)
6- How did geography affect Western
Europe? (pp. 278 – 279)
7- What happened in Western Europe
after the fall of the Roman Empire?
(pp. 279 – 281)
8- Discuss significant facts about the role
of the Roman Catholic Church in the
Medieval period (pp. 281 – 282)
9- Discuss significant changes that
occurred during the High Middle Ages
(pp. 282 – 284)
10- Describe changing roles of women
during the High Middle Ages (p. 284)
11- Discuss significant facts about the
Crusades (pp. 286 – 289)
12- In what ways did borrowing from
abroad shape European civilization
after 1000 (pp. 290 – 291)
13- Critical Thinking: 
How did the histories of the Byzantine
Empire and Western Europe differ
during the era of third-wave
civilizations?
Answer Questions as Notes:
1- In what ways did the early history of
Islam reflect its Arabian origin? (pp.
302 – 303)
2- Discuss significant facts about
Muhammad and the revelations he
Thursday,
December 13,
2012
Thursday,
December 20,
2012
Read pp. 341 - 360
received (pp. 303 – 306)
3- Define hijra, umma, and sharia as well
as describe facts about the young
Islamic community (pp. 306 – 308)
4- Why were Arabs able to construct
such a huge empire so quickly? (pp.
308 – 310)
5- What accounts for the widespread
conversion to Islam? (pp. 310 – 311)
6- What is the difference between Sunni
and Shia Islam (pp. 311 – 312)
7- Discuss significant facts about Sufis
(pp. 313 – 314)
8- How did the rise of Islam change the
lives of women? (pp. 314 – 316)
9- Describe significant facts about Islam
in India (pp. 317 – 318)
10- Describe significant facts about Islam
in Anatolia (pp. 319 – 320)
11- Describe significant facts about Islam
in West Africa (pp. 320 – 321)
12- Describe significant facts about Islam
in Spain (pp. 322 – 323)
13- Critical Thinking: 
“Islam was simultaneously both a
single world of shared meaning and
interaction and a series of separate and
distinct communities, often in conflict
with one another.” What evidence
could you provide to support both
sides of the argument?
Answer Questions as Notes:
Thursday,
1- What impact did the Mongols have on January 3,
the people they conquered? (pp. 342 – 2013
343)
2- Who was Temujin, how did he build a
powerful empire, and what were the
Mongols’ successes and failures? (pp.
344 – 345)
3- What accounts for the political and
military success of the Mongols? (pp.
345 – 347)
4- How did Mongol rule change China
and how were the Mongols changed by
China? (pp. 348 – 350)
5- How was Mongol rule in Persia
Essay Writing:
Students will write
the 2005
Comparative Essay
from the World
History AP
examination for
this week’s
homework
assignment
different from that in China? (pp. 350
– 351)
6- How did the Mongols rule Russia and
how was Russia changed by Mongol
rule? (pp. 351 -353)
7- In what ways did the Mongol Empire
contribute to the globalization of the
Eurasian world? (pp. 354)
8- Why did the Mongols not conquer
Europe? (pp. 354 – 355)
9- Describe cultural exchanges in the
Mongol Empire (pp. 356 – 357)
10- Discuss significant facts about Black
Death (p. 357)
11- What was the impact of the plague (be
specific)? (p. 358)
12- Provide examples of bias in the
portrayal of nomads in history books
(pp. 359 – 360)
13- Critical Thinking: 
In what ways did the Mongol Empire
resemble other empires, and in what
ways did it differ from them? Why did
it last a relatively short time?
Write the Following Essay:
Thursday,
January 10,
2005 Comparative Essay from the World
2013
History AP
Compare and contrast the political and
economic effects of Mongol rule on TWO of
the following regions:
China
Middle East
Russia
Read pp. 370 – 390
Answer Questions as Notes:
1- What were the major achievements of
the Ming dynasty? (pp. 370 – 371)
2- Who was Zheng He and why was he
significant? (pp. 371 – 372)
3- Discuss similarities and differences in
Thursday,
January 17,
2013
Read pp. 406 – 428
the histories of fifteenth-century China
and Western Europe (pp. 372 – 373)
4- State significant facts about the
Renaissance (pp. 373 – 374)
5- How and why did European maritime
voyaging differ from Chinese maritime
voyaging? (pp. 374 – 378)
6- State significant facts about the
Ottoman Empire (pp. 378 – 379)
7- State significant facts about the
Safavid Empire (p. 380)
8- State significant facts about the
Songhay Empire (pp. 380 – 381)
9- State significant facts about the
Mughal Empire (pp. 381 – 382)
10- State significant facts about the Aztec
Empire (pp. 382 – 385)
11- State significant facts about the Inca
Empire (pp. 386 – 388)
12- In what different ways did the peoples
of the fifteenth century interact with
one another? (pp. 388 – 390)
13- Critical Thinking: 
Assume for the moment that the
Chinese had not ended their maritime
voyages in 1433. How might the
subsequent development of world
history have been different? Is there
value in asking this kind of “what if”
or counterfactual question? Or is it an
irrelevant waste of time?
Answer Questions as Notes:
Thursday,
1- State significant facts about “The
January 24,
Great Dying” (pp. 406 – 407)
2013
2- What was the Columbian Exchange
and how did it change world history?
(pp. 407 – 409)
3- Define mercantilism (pp. 409 – 410)
4- Describe the kinds of societies that
developed in the lands of the Aztecs
and Incas after the Spanish conquest
(pp. 410 – 412)
5- Describe the colonies of sugar and how
plantation societies of Brazil and the
Caribbean differed from those of
southern colonies in British North
Read pp. 435 - 456
America? (pp. 412 – 415)
6- Describe the settler colonies in North
America (pp. 415 – 417)
7- What motivated Russian empire
building? (pp. 417 – 418)
8- How did the Russian Empire
transform the life of its conquered
people and of the Russian homeland
itself? (pp. 418 – 421)
9- What were the major features of
Chinese empire building in the early
modern era? (pp. 422 – 424)
10- How did the Mughal attitudes and
policies towards Hindus change from
the time of Akbar to that of
Aurangzeb? (pp. 424 – 425)
11- Discuss significant facts about the
Ottoman Empire (pp. 425 – 427)
12- Describe the Ottoman devshirme
system (p. 427) and the Ottoman
threat to Christendom (pp. 427 – 428)
13- Critical Thinking: 
Why did the European empires in the
Americas have such an enormously
greater impact on the conquered
people than did the Chinese, Mughal,
and Ottoman empires?
Answer Questions as Notes:
Thursday,
1- State significant facts about the
January 31,
Portuguese presence in Indian Ocean
2013
commerce (pp. 435 – 437)
2- Describe significant facts regarding the
Spanish presence in the Philippines
(pp. 437 – 438)
3- To what extend did the British and
Dutch trading companies change the
societies they encountered in Asia?
(pp. 439 – 440)
4- How does Japan provide a fascinating
case study in the ability of major Asian
powers to control the European
intruders in the early modern era?
(pp. 441 – 442)
5- State significant facts about the silver
trade (pp. 442- 445)
6- Describe the impact of the fur trade on
Essay Writing:
Students will write
the 2005
Change Over Time
Essay from the
World History AP
examination for
this week’s
homework
assignment
Read pp. 463 – 484
North American native societies (pp.
445 – 448)
7- Discuss similarities and differences
between the North American and
Siberian fur trades (p. 448)
8- State significant facts about the Middle
Passage and the Atlantic slave trade
(p. 449 – 450)
9- What was distinctive about the
Atlantic slave trade? What did it
share with other patterns of slave
owning and slave trading? (pp. 450 –
451)
10- What explains the rise of the Atlantic
slave trade? (p. 451 – 452)
11- What roles did Europeans and
Africans play in the unfolding of the
Atlantic slave trade? (pp. 452 – 453)
12- In what different ways did the Atlantic
slave trade transform African
societies? (pp. 455 – 456)
13- Critical Thinking: 
What lasting legacies of early modern
globalization are evident in the early
twenty-first century? Pay particular
attention to the legacies of the slave
trade.
Write the Following Essay:
Thursday,
February 7,
2005 Change Over Time Essay from the
2013
World History AP
Analyze the social and economic
transformations that occurred in the Atlantic
world as a result of new contacts among
Western Europe, Africa, and the Americas
from 1492 to 1750.
Answer Questions as Notes:
1- State significant facts about Martin
Luther, the Ninety-Five Theses, and
the Protestant Reformation (pp. 463 –
465)
2- What was the Catholic CounterReformation? (pp. 465 – 466)
Thursday,
February 14,
2013
Read pp. 501 - 521
3- How was European imperial expansion
related to the spread of Christianity?
(pp. 467 – 468)
4- In what ways was European
Christianity assimilated into the Native
American cultures of Spanish
America? (pp. 468 – 470)
5- What example did Matteo Ricci set for
Jesuit missionaries in China? (p. 470)
6- Compare and contrast missionary
activity in China and missionary
activity in Spanish America (pp. 471 –
472)
7- How did Islam spread in the early
modern era, how did orthodox
Muslims view religious syncretism,
and who was Abd al-Wahab (pp. 473 –
474)
8- State significant facts about NeoConfucianism and kaozheng (pp. 474 –
475)
9- State significant facts about bhakti and
Sikhism in India (pp. 476 – 477)
10- State significant facts about the
Scientific Revolution and why the
Scientific Revolution occurred in
Europe rather than in China or the
Islamic world (pp. 477 – 479)
11- State significant facts about Nicolaus
Copernicus, Johannes Kepler, Galileo
Galilei, and Isaac Newton (pp. 480 –
481)
12- In what ways did the Enlightenment
challenge older patters of European
thinking? (pp. 482 – 484)
13- Critical Thinking: 
In what ways did the spread of
Christianity, Islam, and modern
science give rise to culturally based
conflicts?
Answer Questions as Notes:
Thursday,
1- What was revolutionary about the
February 21,
American Revolution, 1775 – 1787,
2013
and what was not? (pp. 501 – 502)
2- State significant facts about the French
Revolution, 1789 – 1815 (pp. 504 – 506)
Read pp. 529 – 549
3- How did the French Revolution differ
from the American Revolution? (p.
507)
4- State significant facts about the
Haitian Revolution, 1791 – 1804 (pp.
507 – 510)
5- State significant facts about the
Spanish American revolutions (pp. 510
– 512)
6- How were the Spanish American
revolutions shaped by the American,
French, and Haitian revolutions that
happened earlier? (pp. 512 – 513)
7- What accounts for the end of Atlantic
slavery during the nineteenth century?
(pp. 513 – 514)
8- How did the end of slavery affect the
lives of the former slaves? (p. 515)
9- What accounts for the growth of
nationalism? (pp. 516 – 517)
10- Provide examples of nationalism (pp.
517 – 519)
11- Prove that nationalism was not limited
to the Euro-American world in the
nineteenth century (pp. 519 – 520)
12- What were the achievements and
limitations of nineteenth-century
feminism? (pp. 520 – 521)
Answer Questions as Notes:
1- Why is it surprising that the Industrial
Revolution began in Europe and yet
what factors contributed to Europe’s
industrialization (pp. 529 – 531)
2- How did the Americas help fuel
Europe’s Industrial Revolution? (p.
532)
3- What was distinctive about Britain
that may help to explain its status as
the breakthrough point of the
Industrial Revolution? (pp. 532 – 533)
4- State significant facts about the first
industrial society (p. 534)
5- How did the Industrial Revolution
change the British aristocracy? (pp.
534 – 535)
6- How did the Industrial Revolution
Thursday,
February 28,
2013
Read pp. 563 – 584
change the middle classes? (pp. 536 –
537)
7- How did the Industrial Revolution
change the laboring classes? (pp. 537 –
538)
8- How did workers and their supporters
respond to the conditions of the early
Industrial Revolution? (pp. 538 – 539)
9- Who was Karl Marx and what did he
believe? (pp. 539)
10- State significant facts about
industrialization in the United States
(pp. 542 – 543)
11- Why did Marxist socialism not take
root in the United States? (pp. 543 –
545)
12- State significant facts about
industrialization and revolution in
Russia (pp. 545 – 548)
13- Critical Thinking: 
What did humankind gain from the
Industrial Revolution, and what did it
lose?
Answer Questions as Notes:
1- State significant facts about and
differences between the “civilizing
mission” and “social Darwinism” (p.
564)
2- State significant facts about the
Taiping Rebellion (pp. 565 – 566)
3- States significant facts about opium in
China (pp. 567 – 568)
4- Discuss the causes and effects of the
first Opium War in 1839 and the
Treaty of Nanjing (pp. 568 – 569)
5- State significant facts about the “selfstrengthening” movement (p. 570)
6- What happened to the Ottoman
Empire that it became known as “The
Sick Man of Europe” (pp. 571 – 572)
7- Discuss the Tanzimat reforms in the
Ottoman Empire (pp. 574 – 575)
8- Who were the “Young Ottomans” and
later who were the Young Turks? (pp.
575 – 576)
9- State significant facts regarding the
Thursday,
March 7,
2013
Read pp. 590 - 610
Tokugawa Shogunate (pp. 578 – 579)
10- Who was Commodore Perry and how
did he change Japanese history? (pp.
580 – 581)
11- Discuss the changes that occurred in
Japan during the Meiji Restoration
(pp. 580 – 583)
12- How did Japan’s relationship to the
larger world change during its
modernization process? (p. 584)
13- Critical Thinking: 
What differences can you identify in
how China, the Ottoman Empire, and
Japan experienced Western
imperialism and confronted it? How
might you account for those
differences?
Answer Questions as Notes:
Thursday,
1- How did the second-wave of European March 14,
empires differ from the first-wave?
2013
(pp. 590 – 591)
2- Describe the various ways the passage
to colonial status occurred (i.e. “The
scramble for Africa” (pp. 592 – 594)
3- State reasons for some subject people
to cooperate with the colonial
governments (p. 595)
4- What were the causes and effects of
the Indian Rebellion, also known as
the Sepoy Mutiny? (p. 596)
5- How did “scientific racism” affect life
in the Asian and African colonies? (pp.
596 – 598)
6- How did farming change as a result of
imperialism? (pp. 598 – 599)
7- How did the power of colonial states
transform the economic lives of
colonial subjects – be sure to mention
the Congo Free State? (pp. 599 – 600)
8- How did cash-crop agriculture
transform the lives of colonized
peoples? (p. 601)
9- What kinds of wage labor were
available in the colonies? (p. 601 – 603)
10- How were the lives of African women
altered by colonial economies? (pp. 604
Read pp. 627 – 647
– 605)
11- What three facts seem reasonably
clear to historians regarding the
economic impact of colonial rule on
Asian and African societies? (pp. 605 –
606)
12- How did Western education and
Western religion impact colonies? (pp.
607 – 610)
13- Critical Thinking: 
Was colonial rule a transforming, even
a revolutionary, experience, or did it
serve to freeze or preserve existing
social and economic patterns?
Answer Questions as Notes:
1- State the significant causes of the First
World War (pp. 627 – 629)
2- Describe fighting in the First World
War (p. 630)
3- Discuss the significant outcomes of the
First World War, be sure to mention
the Treaty of Versailles (pp. 630 – 631)
4- Discuss the impact of the Great War
beyond Europe – be sure to mention
the treatment of Armenians in the
Ottoman Empire (p. 631)
5- State significant facts about the Great
Depression (pp. 633 – 634)
6- State significant facts regarding
Franklin Delano Roosevelt’s New Deal
(pp. 635 – 636)
7- Discuss the rise of fascism in Italy (pp.
637 – 638)
8- Discuss the rise of Adolf Hitler in
Germany (pp. 638 – 640)
9- State significant facts about antiSemitism in Nazi Germany (pp. 640 –
641)
10- Discuss the rise of militarism in Japan
(pp. 641 – 644)
11- Compare and contrast Japan with
fascist Italy and Nazi Germany during
the 1930s (pp. 644 – 645)
12- State significant facts about the “road
to World War II in Asia” (pp. 645 –
647)
Thursday,
March 21,
2013
Read pp. 647 – 656,
pp. 662 – 668, and
pp. 670 – 673
13- Critical Thinking: 
What explains the disasters that befell
Europe in the first half of the twentieth
century?
Answer Questions as Notes:
Thursday,
1- State significant facts about the “road April 4, 2013
to World War II in Europe” (pp. 647 –
648)
2- What were the outcomes of World
War II – be sure to mention the
number of casualties, the haunting
realization of the Holocaust, and
independence movements in Africa
and Asia? (pp. 648 – 652)
3- State significant facts about the United
Nations (p. 653)
4- Discuss Europe’s recovery after World
War I – be sure to mention the
Marshall Plan, the European
Economic Community, and NATO
(pp. 653 – 656)
5- State significant causes of the Russian
Revolution (pp. 662 – 663)
6- State significant facts about Vladimir
Ulyanov, more commonly known as
Lenin, the Bolsheviks, and the civil
war (pp. 664 – 665)
7- State significant facts about Mao
Zedong’s and the CCP’s strategy for
increasing communism’s appeal in
China and its struggles against the
Guomindang and the Japanese (pp.
665 – 667)
8- Compare and contrast the building of
socialism in the Soviet Union and in
China (p. 668)
9- How did collectivization of agriculture
differ between the USSR and China?
(pp. 670 – 671)
10- What were the achievements of
communist efforts at industrialization?
(pp. 671 – 673)
11- What was a unique feature of Chinese
history under Mao Zedong’s
leadership? (pp. 673)
12- State specific facts about The Great
Read pp. 678 – 687,
pp. 694 – 703 and
pp. 715 – 718
Leap Forward and the Great
Proletarian Cultural Revolution (p.
673)
13- Critical Thinking: 
What was the appeal of communism,
in terms of both its promise and its
achievements? To what extent did it
fulfill its promise?
Answer Questions as Notes:
Thursday,
1- In what ways did the United States
April 11,
play a global role after World War II? 2013
(pp. 678 – 679)
2- Describe the strengths and weakness of
the communist world by the 1970s?
(pp. 680 – 681)
3- What explains the rapid end of the
communist era? (pp. 681 – 682)
4- Discuss changes implemented in China
under Deng Xiaoping (pp. 682 – 683)
5- Discuss changes and the effects of
changes in the Soviet Union under
Mikhail Gorbachev (pp. 684 -687)
6- What international circumstances and
social changes contributed to the end
of colonial empires (pp. 694 – 695)
7- State significant facts about India’s
nationalist movement and in particular
the role of Mohandas K. Gandhi (pp.
696 -699)
8- Discuss the All-Muslim League and the
creation of Pakistan (pp. 699 -700)
9- State significant facts about the history
of South Africa – be sure to mention
the Boers or Afrikaners, the ANC,
apartheid, and Nelson Mandela (pp.
700 -703)
10- State significant facts about Mustafa
Kemal Atatürk and the emergence of
modern Turkey (pp. 715 – 716)
11- State significant facts about
Muhammad Reza Pahlavi (p. 717)
12- State significant facts about the
Ayatollah Ruholla Khomeini (pp. 717
– 718)
13- Critical Thinking: 
In what ways did the colonial
Complete the
Princeton Review
Templates
Note: Review
Templates can be
found on the
Variations Page of
Ms. Napp’s Social
Studies Webpage
Complete the
Princeton Review
Templates
Note: Review
Templates can be
found on the
Variations Page of
Ms. Napp’s Social
Studies Webpage
Complete the
Princeton Review
Templates
Note:
Note: Review
Templates can be
found on the
Variations Page of
Ms. Napp’s Social
Studies Webpage
Complete the
Princeton Review
Templates
Note: Variations
Page of Ms. Napp’s
Webpage
Complete the
Princeton Review
Templates
(Webpage)
experience and the struggle for
independence shape the agenda of
developing countries in the second half
of the twentieth century?
Complete Review Templates:
 1, 2, 3
Thursday,
April 18,
2013
Complete Review Templates:
 4, 5, 6
Thursday,
April 25,
2013
Compete Review Templates:
 7, 8, 9
Thursday,
May 2, 2013
Complete Review Templates:
 10, 11, 12
Thursday,
May 9, 2013
Complete Review Templates:
 13, 14, 15
Thursday,
May 16, 2013
Facts to Know about the World History Advanced Placement Examination:
 The examination consists of multiple-choice questions and essay questions.
 The first section of the examination is the multiple-choice section.
1. The multiple-choice questions account for 50% of the student’s total
examination grade.
2. There are 70 multiple-choice questions.
3. Students will have 55 minutes to answer the multiple-choice questions.
4. There are four responses for every multiple-choice question (the
change from five to four responses for each question occurred in
2012)
5. There is no guessing penalty (this change occurred in 2011).
Therefore, students are encouraged to answer every question.
6. It is important to note the percentages of questions for each period in
World History:
- Period 1: Technological and Environmental Transformations
Date Range: to c. 600 B.C.E.
Percentage of multiple-choice questions: 5%
- Period 2: Organization and Reorganization of Human Societies
Date Range: c. 600 B.C.E. to c. 600 C.E.
Percentage of multiple-choice questions: 15%
- Period 3: Regional and Transregional Interactions
Date Range: c. 600 C.E. to c. 1450
Percentage of multiple-choice questions: 20%
- Period 4: Global Interactions
Date Range: c. 1450 to c. 1750
Percentage of multiple-choice questions: 20%
- Period 5: Industrialization and Global Integration
Date Range: c. 1750 to c. 1900
Percentage of multiple-choice questions: 20%
- Period 6: Accelerating Global Change and Realignments
Date Range: c. 1900 to the Present
Percentage of multiple-choice questions: 20%
7. The second part of the examinations is called the Free Response
Section.
 The three essays in the Free Response Section of the examination account for
50% of the student’s total examination grade.
 During the remaining 2 hours and 10 minutes of the examination, students
will write three essays.
 The three essays are a Document-Based essay question (DBQ), a continuity
and change over time essay, and a comparative essay.
 The essays are based on the following themes of the course:
1- Interaction between humans and the environment
 Disease and its effects on population
 Migration
 Settlement patterns
 Technology
2- Development and interactions of cultures
 Religions, belief systems, and philosophies
 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 organizations and
structures
4- Creation, expansion, and interaction of economic systems
 Agriculture and pastoralism
 Trade and commerce
 Labor systems
 Industrialization
 Capitalism and socialism
5- Development and transformation of social structures
 Gender roles
 Family and kinship relations
 Race and ethnicity
 Social and economic class structures
* There is a mandatory 10-minute reading period for the DBQ documents.
1- During the mandatory 10-minute reading period, students may only
read and take notes.
Note: Students cannot start writing the essay during the mandatory
reading period.
2- The suggested writing time for each essay is 40 minutes.
3- Essays are graded according to the following rubrics:
Note: When a student receives a total of 7 points for the basic core, the
student qualifies for 2 additional points from the expanded core. Thus, there
are two rubrics for each essay,
The Basic Core for the DBQ:
Has an acceptable thesis
Understands the basic meaning of the
documents (may misinterpret one)
Supports thesis with appropriate
evidence from ALL documents
(supports thesis with appropriate
evidence from all but two documents)
Analyzes point of view in at least two,
but preferably three, documents
Analyzes documents, groups them in at
1 Point
1 Point
2 Points
Or
1 Point
1 Point
1 Point
least 2, preferably 3 ways
Identifies and explains the need for an
additional document or point of view
SUBTOTAL
1 Point
7 Points
The Expanded Core for the DBQ:
Do you have a comprehensive, analytical,
and explicit thesis?
Have you used the documents as
evidence?
Careful analysis?
Point of view in most or all documents?
Relevant historical evidence?
Explained missing documents?
SUBTOTAL
0-2 Points
2 Points
Basic Core Rubric for the Continuity and Change over Time Essay
Has an acceptable thesis (Addressing the
global issues and the correct time period)
Addressed all parts of the question or
most of the question
Substantiated thesis with appropriate
historical evidence (fully or partially)
Made effective use of historical context to
show the change and continuity over
time
Analyzed the process of change over time
and/or continuity
SUBTOTAL
Expanded Core
Do you have a comprehensive, analytical,
and explicit thesis?
Have you addressed all parts of the
issue?
Have you given ample historical evidence
to prove your thesis?
Have you provided connections to ideas,
events, and other issues in some
imaginative way?
SUBTOTAL
1 Point
2 Points
Or
1 Point
2 Points
Or
1 Point
1 Point
1 Point
7 Points
0-2 Points
2 Points
The Comparative Essay
Basic Core:
Thesis – 1 Point
Address all parts of the question – 2 Points or 1 Point
Supports thesis with appropriate historical evidence – 2 Points or 1 Point
Makes at least two direct, relevant comparisons – 1 Point
Include a similarity or difference in your comparison – 1 Point
Subtotal – 7 Points
Expanded Core:
Comprehensive, analytical and explicit thesis
Addressed all relevant parts
Ample historical evidence
Related comparisons to larger global context
Direct comparisons
Analyzed similarities and difference
Address all parts of question evenly
Subtotal – 2 Points
Ms. Napp’s Grading Policy:
Examination: 50%
Homework: 30%
Participation: 20%
The Homework Rubric:
 Students are assigned thirteen questions per week.
 The following table will help explain the scoring of homework:
Number of Correct Responses:
Grade Given:
13
A+
12 (Critical thinking required)
A
11 (Critical thinking required)
A10 (Critical thinking required)
B+
9
B
8
B7
C+
6
C
5
C4
D+
1–3
D
0
F
“World history facilitates the recognition and construction of larger contexts in
several ways: it brings focus to connections that help to explain historical
developments, it encourages the framing of comparisons that help clarify the
relationships between and among historical developments, and it prompts historians
to recognize and analyze large-scale systems that condition historical development.”
~ Jerry H. Bentley