AP WORLD HISTORY
(SECONDARY)
ESSENTIAL UNIT 2 (E02)
(Early Complex Societies: to 600 BCE)
(July 2015)
Unit Statement: The student will explore the shift in human organization from small bands
of foragers to the formation of urban-based societies characterized by settled agriculture and
trade. The AP College Board has defined three key concepts that apply to this unit; they
include Big Geography and the Peopling of the Earth, Neolithic Revolutions and Early
Agricultural Societies, as well as the Development and Interactions of Early Agricultural,
Pastoral and Urban Societies.
Essential Outcomes: (must be assessed for mastery)
1. The Student Will define key concepts outlined in this unit.
2. TSW outline archaeological evidence of Paleolithic human migration patterns from
their origin in East Africa to Eurasia, Australia, and the Americas. (AP World
History Key Concept 1.1)
3. TSW analyze the development of technological and cultural adaptions as early man
inhabited new climate regions. (APWHKC 1.1)
4. TSW describe ways in which the Neolithic Revolution led to the development of new
and more complex economic and social systems. (APWHKC 1.2)
5. TSW identify and describe social, political and economic characteristics of early
agricultural societies that emerged in Mesopotamia, the Nile River Valley and
Sub-Saharan Africa, the Indus River Valley, the Yellow River or Huang He
Valley, Papua New Guinea, Mesoamerica, and the Andes. (APWHKC 1.3)
6. TSW outline the growth and expansion of the early state. (APWHKC 1.3)
7. TSW assess the role played by culture in unifying states through laws, language,
literature, religion, myths, and monumental art. (APWHKC 1.3)
Practiced and Ongoing Skills: (not formally assessed)
1. The Student Will analyze interactions between humans and the environment in
different regions around the world in the time period defined by this unit.
2. TSW identify and analyze continuities and changes that occurred in social, political,
economic and cultural institutions in different regions around the world in the
time period defined by this unit.
3. TSW compare the development and governance of states in different regions around
the world in the time period defined by this unit.
4. TSW outline patterns of interaction in trade of commodities, war and diplomacy in
different regions around the world in the time period defined by this unit.
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5. TSW describe major transitions in human economic activity including advances in
technology, agriculture, labor systems, industry as well as economic systems
that developed in different regions around the world in the time period defined
by this unit.
6. TSW analyze the process through which social categories, roles and practices were
created, maintained and transformed in different regions around the world in the
time period defined by this unit.
Key Terms and Concepts: The following key terms and concepts should be applied to TSW
1
Paleolithic
Homo Erectus
Cro Magnon
Chinook
Epic of Gilgamesh
Indo European
Migration
Akkadians
Assyrians
Nubia
Indra
Varna
Mandate of Heaven
Chavin
Popol Vuh
Neolithic
Homo Sapiens
Agricultural
Revolution
Jomon
Lex talionis
cuneiform
Venus figures
Homo Sapien Sapiens
Catal Huyuk
Australopithecus
Neandertal
Jericho
Natufian
Hammurabi
Chaldeans
Assyrians
Hittites
Babylon
ziggurats
Bantu Migrations
Osiris
Jati
Upanishads
Oracle bones
Lapita
Yucatan
Phoenicians
Hieroglyphics
Hyksos
Lawbook of Manu
Vedas
Xia
Mohica
Maya
Sumerians
Kush
Harappa
Moksha
Books of the Zhou
Shang
Olmec
Teotihuacan
Suggested Materials:
Basic Resource:
Traditions and Encounters Chapter 1-6
Additional Resource:
Documents in World History
The Human Record: Volume I
Mesopotamian Values: Ideas About the nature of
Life and Death: The Epic of Gilgamesh
Babylonian Law: How an Early State Regulated its
Subjects: Hammurabi’s Code of Law
Egypt: Religious Culture and the Afterlife: Book Of the Dead
Temple Reliefs: Egypt and Nubia
Seals from: Mesopotamia, Harrapan India, and Minoan Crete
Book of Documents: Illustration of the Mandate of Heaven
Life, Death, and the Gods in Aryan India: The Rig Veda
Israelites and their Neighbors: Excerpts from the Books of
Genesis and Deuteronomy
Other Sources:
Princeton AP Review
AP Achiever McGraw Hill AP Exam Prep Guide
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QSI AP WORLD HISTORY SEC E02
Copyright © 1988-2015
Technology Links:
http://highered.mheducation.com/sites/0073406937/student_view0/index.html
This is a website that compliments the textbook for this course.
http://worldhistoryforusall.sdsu.edu/
This is a resource page for teachers; it includes lesson plans, documents, and articles
related to AP World History.
http://legacy.fordham.edu/halsall/ancient/asbook.asp
This is a digital library of primary source documents in World History.
http://apcentral.collegeboard.com/apc/public/courses/teachers_corner/4484.html?excmpid
=MTG243-PR-16-cd
This is the AP College Board address for the AP World History course; it includes past
exams, lesson plans and data related to the exam.
http://worldhistoryconnected.press.illinois.edu/AP_WH_Essentials.html
This is an AP World History directory with a number of links to other resources helpful
in instruction for the AP World History course.
https://www.youtube.com/watch?v=Yocja_N5s1I&list=PLBDA2E52FB1EF80C9
The Crash Course World History series by John Green is a comprehensive set of videos,
each between ten and fifteen minutes in length, which complement the AP World History
course. Unfortunately, schools in certain regions may have difficulty retrieving these
sources due to issues related to website accessibility.
http://www.pburgsd.net/cms/lib04/NJ01001118/Centricity/Domain/179/blank%20persian
%20chart.pdf
This is a link to a pneumonic device (PERSIAN chart) used in gathering information in
different regions and time periods in AP World History.
http://wheretheclassroomends.com/wp-content/uploads/2011/11/SOAPSTone-QuestionsChart.pdf
This is a link to a pneumonic device (SOAPSTONE chart) used in gathering information
from primary source documents in AP World History.
Suggested Assessment Tools and Strategies:
1. Cornell Notes
2. Chapter Quizzes
3. Document Analysis using SOAPSTONE
4. CCOT ANALYSIS using PERSIAN
RUBRIC FOUND ON FOLLOWING PAGE……………………………………
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QSI AP WORLD HISTORY SEC E02
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Suggested Essential Unit 2 (E02) Rubric
Name___________________________________ Class_______ Date____________
 All TSW’s must be mastered for a ‘B’.
 2 of 2 ‘A’-level blocks should be met for an ‘A’.
 Teachers may choose to use their own rubrics; however, all TSW’s must be assessed.
TSW
1. Define key concepts
outlined in this unit.
2. Outline archaeological
evidence of Paleolithic
human migration patterns
from their origin in East
Africa to Eurasia, Australia,
and the Americas, and
identify technological and
cultural adaptions as early
man inhabited new climate
regions.
3. Analyze the development
of technological and cultural
adaptions as early man
inhabited new climate
regions.
4. Describe ways in which the
Neolithic Revolution led to
the development of new and
more complex economic and
social systems.
5. Identify and describe social,
political and economic
characteristics of early
agricultural societies that
emerged in Mesopotamia,
the Nile River Valley and
Sub-Saharan Africa, the
Indus River Valley, the
Yellow River or Huang He
Valley, Papua New Guinea,
Mesoamerica, and the
Andes.
6. Outline the growth and
expansion of the early state.
7. Assess the role played by
culture in unifying states
through laws, language,
literature, religion, myths,
and monumental art.
‘A’-Level
‘B’-Level
Define key concepts outlined in
this unit.
Outline archaeological evidence
of Paleolithic human migration
patterns from their origin in
East Africa to Eurasia,
Australia, and the Americas,
and identify technological and
cultural adaptions as early man
inhabited new climate regions.
Analyze the development of
technological and cultural
adaptions as early man
inhabited new climate regions
offering original insight
and/or a number of specific
details.
Analyze the development of
technological and cultural
adaptions as early man
inhabited new climate regions
offering general ideas from the
text.
Describe ways in which the
Neolithic Revolution led to the
development of new and more
complex economic and social
systems.
Identify and describe social,
political and economic
characteristics of early
agricultural societies that
emerged in Mesopotamia, the
Nile River Valley and SubSaharan Africa, the Indus River
Valley, the Yellow River or
Huang He Valley, Papua New
Guinea, Mesoamerica, and the
Andes.
Outline the growth and
expansion of the early state.
Assesses the role played by
Assesses the role played by
culture in unifying states
culture in unifying states
through laws, language,
through laws, language,
literature, religion, myths, and literature, religion, myths, and
monumental art offering
monumental art offering
original insight and/or a
general ideas from the text.
number of specific details.
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Copyright © 1988-2015
Notes
AP World History
Rubric for a Document based Question (DBQ)
BASIC CORE (competence)
0-7 Points
1. Has acceptable thesis
1 Point
2. Understands the basic meaning of documents.
(May misinterpret one document.)
1 Point
3. Supports thesis with appropriate evidence from all documents.
2 Points
(Supports thesis with appropriate evidence from all but one document)
(1 Point)
4. Analyzes point of view in all or all but one of the documents
1 Point
5. Analyzes documents by grouping them in two or three ways, depending on the
question
1 Point
6. Identifies and explains the need for one type of appropriate additional
document or source
1 Point
Subtotal
/7 Points
EXPANDED CORE (excellence)
(Historical skills and knowledge required to show excellence)
Expands beyond basic core of 1-7 points. A student must earn 7 points in the basic
core area before earning points in the expanded core area.
Examples:







Has a clear, analytical, and comprehensive thesis
Shows careful and insightful analysis of the documents
Uses documents persuasively as evidence
Analyzes point of view in most or all documents
Analyzes the documents in additional ways - groupings, comparisons,
syntheses
Brings in relevant "outside" historical content
Explains why additional types of document(s) or sources are needed
0-2 Points
Subtotal
/2 Points
TOTAL
/9 Points
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QSI AP WORLD HISTORY SEC E02
Copyright © 1988-2015
AP World History
Rubric for a Comparative Historical Essay
BASIC CORE (competence)
(Historical skills and knowledge required to show competence)
0-7 Points
1. Has acceptable thesis
(Addresses comparison of the issues or themes specified)
1 Point
2. Addresses all parts of the question, though not necessarily evenly or thoroughly
2 Points
(Addresses most parts of the question: for example, deals with differences but not
similarities)
(1 Point)
3. Substantiates thesis with appropriate historical evidence
2 Points
(Partially substantiates thesis with appropriate historical evidence)
(1 Point)
4. Makes at least one or two relevant, direct comparisons between or among
societies
1 Point
5. Analyzes at least one reason for a similarity or difference identified in a direct
comparison
1 Point
Subtotal
/7 Points
EXPANDED CORE (excellence)
(Historical skills and knowledge required to show excellence)
Expands beyond basic core of 1-7 points. A student must earn 7 points in the basic
core area before earning points in the expanded core area.
Examples:






Has a clear, analytical, and comprehensive thesis
Addresses all parts of the question (as relevant): comparisons, chronology,
causation, connections, themes, interactions, content
Provides ample historical evidence to substantiate thesis
Relates comparisons to larger global context
Makes several direct comparisons consistently between or among societies
Consistently analyzes the causes and effects of relevant similarities and
differences
0-2 Points
Subtotal
/2 Points
TOTAL
/9 Points
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QSI AP WORLD HISTORY SEC E02
Copyright © 1988-2015
AP World History
Rubric for a Continuity and Change over Time Essay (CCOT)
BASIC CORE (competence)
(Historical skills and knowledge required to show competence)
0-7 Points
1. Has acceptable thesis
(Addresses global issues and the time period(s) specified)
1 Point
2. Addresses all parts of the question, though not necessarily evenly or thoroughly
2 Points
(Addresses most parts of the question: for example, addresses change but not
continuity)
(1 Point)
3. Substantiates thesis with appropriate historical evidence
2 Points
(Partially substantiates thesis with appropriate historical evidence)
(1 Point)
4. Uses relevant world historical context effectively to explain change over time
and/or continuity
1 Point
5. Analyzes the process of change over time and/or continuity
1 Point
Subtotal
/7 Points
EXPANDED CORE (excellence)
(Historical skills and knowledge required to show excellence)
Expands beyond basic core of 1-7 points. A student must earn 7 points in the basic core
area before earning points in the expanded core area.
Examples:





Has a clear, analytical, and comprehensive thesis
Analyzes all issues of the question (as relevant): global context, chronology,
causation, change, continuity, effects, content
Addresses all parts of the question evenly
Provides ample historical evidence to substantiate thesis
Provides links with relevant ideas, events, trends in an innovative way
0-2 Points
Subtotal
/2 Points
TOTAL
/9 Points
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QSI AP WORLD HISTORY SEC E02
Copyright © 1988-2015