Mr. Riniker Grade 10 AP World History Term One
Grade 10 AP World History
Term One
Interest Packet
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Mr. Riniker Grade 10 AP World History Term One
Term Introduction:
World History explores the human past from around the globe to help us understand the world we
live in today. It seeks to identify how major forces have developed over time, like patterns of
migration or world trade. It explores the culture and political institutions of different regions, to
help explain commonalities and differences. World History builds on a growing amount of
historical scholarship, some of which has truly altered the picture of the past. It involves a rich
array of stories and examples of human variety. It helps develop skills that are vital not just to the
history classroom, but to effectively operate in a global society. We will learn how to compare
differ societies, appreciate various viewpoints, identify big changes and continuities in the human
experience. Always remember that no one society, past or present can be understood without
reference to other societies, and to larger global forces. The present can not be grasped without a
sense of the global historical record. (Stearns, 2006)
Topic(s) Overview:
1.1 Early Humans Societies: Origins and development
1.2 The Neolithic Revolution and Gathers
2.1 The Rise of Civilizations in the Middle East and Africa
3.1 Asia’s First Civilization: India and China
4.1 The classical Period: Uniting Large Regions
4.2 Unification and the Consolidation of Civilization in China
5.1 Classical Civilizations in the Eastern Mediterranean and Middle East
6.1 Religious Rivalries and India’s Golden Age
7.1 Rome and Its Empire
8.1 The Peoples and Civilizations of the Americas
9.1 The Spread of Civilizations and the Movement of People (Africa, Nomadic, Indo-European)
10.1 The End of Classical Era: World History in Transition
Essential Questions
1. During the Paleolithic Era, how did hunting-foraging bands of humans migrate from their
origin in East Africa to Eurasia, Australia and the Americas?
2. How did the Neolithic Revolution lead to the development of new and more complex
economic and social systems?
3. In what ways did agriculture and pastoralism transform human societies
4. Where did prominent civilizations exist and how ere the similar and different from each other?
5. How did the first states emerge?
6. What role did culture play in unifying these states?
7. How significant was codification for human society?
8. Describe new belief systems and cultural traditions that emerged during this period.
9. How did these new belief systems affect gender roles in society?
10. What other religious and cultural traditions help shape the lives of people during this time
period?
11. How did art, literature, drama, and architecture assist in the cultural developments of societies?
12. List and describe in detail how a number of key states grew and imposed their political unity
on areas around them.
13. How did empires and states organize control over their territory?
14. What social and economical developments occurred in Afro-Eurasia and Americas?
15. What led to the collapse of the Roman, Han, Persian, Mauryan, and Gupta Empires?
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Mr. Riniker Grade 10 AP World History Term One
16. Explain how land and water routes became the basis for trans-regional trade, communication,
and exchange in the Eastern Hemisphere.
17. Describe the new technologies that assisted in long-distance communication and exchange
during this time period.
18. What were the significant consequences and effects in the trade of goods, the exchange of
people, technology, religious beliefs, food crops, and domesticated animals?
Skills List:
RH.10.1. Cite specific textual evidence to support analysis of primary and secondary sources,
attending such features as the date and origin of the information.
RH.10.2. Determine the central ideas or information of a primary or secondary source, provide an
accurate summary of how key events or ideas develop over the course of the text.
RH.10.4. Determine the meaning of words and phrases as they are used in a text, including
vocabulary describing political, social, or economic aspects of history/social science.
WH.10.2. Write informative/explanatory texts, including the narration of historical events,
scientific procedures/ experiments, or technical processes.
WH.10.6. Use technology, including the Internet, to produce, publish, and update individual or
shared writing products, taking advantage of technology’s capacity to link to other information and
display information flexibly and dynamically.
SL.10.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with divers partners on grades 9-10 topics, texts, and issues, building on
others’ ideas and expressing their own clearly and persuasively.
SL.10.4. Present information, findings and supporting evidence clearly, concisely, and logically
such that listeners can follow the line of reasoning and the organization, development, substance,
and style are appropriate to purpose, audience, and task.
SL.10.5. Make strategic use of digital media (e.g., textual, geographical, audio, visual, and
interactive elements) in presentations to enhance understanding of findings, reasoning, and
evidence and to add interest.
Skills Chart:
Students when you feel confident in your skills/abilities, please take a moment to explain how you
reached these goals.
Skill: ___________ ☐
Explanation:
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Mr. Riniker Grade 10 AP World History Term One
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Mr. Riniker Grade 10 AP World History Term One
Reference Materials:
Course Textbook:
 Stearns, Peter N. World Civilizations: The Global Experience. 6th Edition. Upper Saddle
River, NJ: Longman, 2011
Primary Sources:
 Textual: Alfred, Andrea. The Human Record: Sources of Global History, Vol. I & II. Boston,
MA: Wadsworth, 2012th Edition. Upper Saddle River, NJ: Longman, 2011
 Visual: Hollingsworth, M. Art in World History Volume I & II. M.E. Sharpe, 2005. The
majority of images for analysis will stem from the textbook, primary sources, and the internet.
 Quantitative: Tables and graphs in Christian, D. Maps of Time: An Introduction to Big History.
University of California Press, 2011
Lesson Overview:
1.
Introduction to Grade 10 AP World History
Goal: Go over the expectations for Gr. 10 World History Class
Topics: Class routines, Term One Outline, Student Responsibilities
Materials: Notebooks, pens/pencils, and textbook
8000 B.C.E. to 600 B.C.E.
2.
Chapter 1: The Neolithic Revolution & the Birth of Civilization
Goal: To understand human life in the Era of hunters and gatherers
Topics: hunters & gatherers, Neolithic Revolution and the First Towns
Materials: timeline & maps handout, paper, laptops, rulers, color pencils, primary and
secondary resources, world atlas
3.
Chapter 2: The Rise of Civilization in the Middle East & Africa
Goal: To identify & compare how different civilizations evolved
Topics: Mesopotamia, Ancient Egypt, Civilization Centers in Africa & East Mediterranean
Materials: timeline & maps handout, paper laptops, rulers, color pencils, primary and
secondary resources, world atlas.
600 B.C.E. to 600 C.E.
4.
Chapter 3: Asia’s First Civilizations: India & China
Goal: to analyze and understand different civilizations that developed in South Asia and
China
Topics: The Indus Valley, Early Aryan Society, The Beginnings of China, and the Decline
of Shang and the Era of Zhou
Materials: maps, timeline, world atlas, primary and secondary resources internet
5.
Chapter 4: Unification and the Consolidation of Civilization in China
Goal: to focus on the conditions that gave rise to Confucianism as well as Legalism,
Daoism, and Buddhism
Topics: Philosophical Remedies, Qin and the Imperial Unity, the Han Dynasty
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Mr. Riniker Grade 10 AP World History Term One
Materials: maps of China (internet), timeline, primary and secondary sources.
6.
Chapter 5: Classical Civilizations in the eastern Mediterranean & Middle East
Goal: to explore the rich history of the Greeks and Persians and their military might
Topics: The Persian Empire, Classical Greece, Patterns of Mediterranean and Middle
Eastern Society.
Materials: Greek drama examples, maps timelines, PBS videos, internet
7.
Chapter 6: Religious Rivalries
Goal: explore the widespread social change and inequality as the social norm
Topics: The Age of Brahman Dominance, Era of Widespread Social Change, the Gupta
Age, Caste and Gender inequities.
Materials: maps, timeline, internet, primary and secondary resources.
8.
Chapter 7: Rome and Its Empire
Goal: Understand how Rome established balanced political institutions and how they
engaged in territorial expansion
Topics: the Roman Republic, How Rome Ruled, Rome’s Economic Structure, Origins of
Christianity, the Decline of Rome
Materials: videos, maps, timeline internet, primary and secondary resources, book: The
Rise and Fall of the Roman Empire
9.
Chapter 8: The Peoples and Civilizations of the Americas
Goal: Explore the origins of the American Societies
Topics: Origins of American Societies, Spread of Mesoamerica, and the Peoples to the
North
Materials: maps, timeline, internet, primary and secondary resources
10.
Chapter 9: The Spread of Civilization & the Movement of Peoples
Goal: Explore the spread of civilization in Africa and Japan
Topics: Spread of Civilization in Africa, Nomadic Societies & Indo-European Migrations,
Spread of Chinese Civilization to Japan, the Societies of Polynesia
Materials: maps, world atlas, timeline, internet, primary and secondary resources.
11.
Chapter 10: The end of the Classical Era: 200 – 700 C.E.
Goal: To analyze the changes and decline of civilizations in Asia, North Africa, and the
Mediterranean
Topics: Upheavals in Eastern & Southern Asia, The Decline and Fall of the Roman
Empire, and The Spread of World Religions
Materials: videos, maps, timeline, internet, primary and secondary sources
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Mr. Riniker Grade 10 AP World History Term One
Assessment & Projects:
Grading Summary:
Assessment
Participation
Timeline projects
Mapping projects
Historical Portfolio
Mini Lesson Quizzes
Essay/Project
Value
15%
15%
30%
15%
25%
Participation:
Participation makes up zero percent of your grade for each term. You should expect to behave and
perform well in class without being given a grade. Paying attention and being actively involved in
class will greatly improve your learning and scores in the other assessments. So it is to your
advantage to give and do your best in each and every class in order to be successful.
Timeline Projects:
You will use evidence and your own historical judgment to choose events that you then argue are
the most significant for a global pattern in world history (e.g., the impact of technology and
demography on people and the environment). You will be assessed on your ability to correctly
place events in time as well as evaluate how they link the events to the larger global pattern.
Details will be discussed in class and an assessment rubric given out.
Mapping Projects:
Mapping projects will allow students to make spatial connections between different regions.
Students will create an annotated map of a particular region (such as Africa or Asia) or of the
world. Details will be discussed in class and an assessment rubric given out.
Historical Portfolio:
The historical portfolio is designed to assess individual growth and improvement in historical
thinking and writing throughout this course. You will be responsible for all course readings and
filling in all worksheets associated with the readings. The portfolio is a living document, which
you will be adding all finished work to as you progress through this course. Details about the
portfolio and how it will be assessed will be discussed in class.
Mini Lesson Quizzes:
End of lesson quizzes will be assigned the day after a lesson finishes. You will be told one day in
advance to prepare for the quiz. Schedule for the quizzes To Be Determined.
Essay/Project (optional):
Students will be given the option of completing an essay or project near the end of each term
(assignment). Details of the essay or project will be given out two weeks prior to the due date.
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Mr. Riniker Grade 10 AP World History Term One
Expansion Pack:
For those who like reading more or would like to learn more about other views on the world’s
history…
World Hisory, 7th Edition by Duiker & Spielvogel
Ways of the World: A Global History by Strayer
A History of the World in 12 Maps by Jerry Brotton 2013
Worlds of History, Volume One: to 1550: A Comparative Reader by Kevin Reilly
Worlds of History, Volume Two: Since: 1400: A Comparative Reader by Kevin Reilly
Documents in World History Vol. I, 1850, Pearson Prentice Hall 2005
Documents in World History Vol. II, Since 1500, Pearson Prentice Hall 2005
The Decline and Fall of the Roman Empire, Edward Gibbon, Wordsworth Edition Ltd., 1998
The Lives of the Noble Grecians and Romans, Plutarch, Wordsworth Edition Ltd., 1998
Histories, Herodotus, Wordsworth Edition Ltd., 1996
War & Peace, Leo Tolstoy, Wordsworth Edition Ltd., 1993
The Iliad, Homer, Wordsworth Edition Ltd., 2003
The Odyssey, Homer, Wordsworth Edition Ltd., 2002
The Aeneid, Virgil, Wordsworth Edition Ltd., 1997
The Sorrows of Empire, Chalmers Johnson, Henry Holt & CO., 2005
The Chinese Century, O. Shenkar, Wharton School Publishing, 2005
The Broken Spears: The Aztec Account of the Conquest of Mexico, Leon-Portilla, Miguel
Buddha: A Story of Enlightenment, Chopra, Deepak
Cod: A Biography of Fish that Changed the World, Kurlansky, Mark
Collapse: How Societies Choose to Fail or Succeed, Diamond, Jared
Cortes and Montezuma, Collis, Maurice
Cows, Pigs, Wars, and Witches: The Riddles of Culture, Harris, Marvin
The Death of Woman Wang, Spence, Jonathan D.
Genghis Khan and the Making of the Modern World, Weatherford, Jack
Gilgamesh: A Verse Narrative, Mason, Herbert
Guns, Germs, and Steel: The Fates of Human Societies, Diamond, Jared
Gunpowder: Alchemy, Bombards, and Pyrotechnics, Kelly, Jack
Mapping the Silk Road and Beyond, Nebenzahl, Kenneth
The Murder of King Tut, Patterson, James
The Ottoman Centuries, Lord Kinross
Salt: A World History, Kurlansky, Mark
Siddhartha, Hesse, Hermann
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Mr. Riniker Grade 10 AP World History Term One
Timeline Rubric:
Name: _________________________
Date: _________________________
Category
4
3
2
1
Quality of
content
Included events
are important and
interesting. No
major details are
excluded
Some events
included are
trivial, and major
events are missing
Many major
events are
excluded, and too
many trivial events
are included.
Quantity of
facts
The timeline
contains at least 810 events related
to the topic being
studied.
Facts are accurate
for all events
reported on the
timeline.
Events are placed
in proper order.
Most of the
included events
are important or
interesting. One
or two major
events may be
missing.
The time line
contains at least 67 events related to
the topic being
studied.
Facts are accurate
for almost all
events reported on
the timeline.
Almost all events
are placed in
proper order.
An accurate,
complete date has
been included for
almost every
event.
Events are
described well, but
language is
sometimes vague
or inaccurate.
Punctuation,
spelling and
capitalization were
checked by
another student
and are mostly
correct.
The timeline
contains at least 5
events related to
the topic being
studied.
Facts are accurate
for most (75%) of
the events reported
on the timeline.
Almost all events
are placed in
proper order.
An accurate date
has been included
for almost every
event.
The timeline
contains fewer
than 5 events.
Accuracy of
content
Sequence of
content
Dates
An accurate,
complete date has
been included for
each event.
Sentence
fluency
Events are clearly
described using
accurate and vivid
language.
Mechanics
Punctuation,
spelling and
capitalization were
checked by
another student
and are correct
throughout.
Events are not
described well and
language is often
vague or
inaccurate.
Punctuation,
spelling, and
capitalization are
mostly correct, but
were not checked
by another student.
Facts are often
inaccurate for
events reported on
the timeline.
Most events are
incorrectly placed
on the timeline.
Dates are
inaccurate or
missing for several
events.
Events are
described using
vague language or
inaccurate
information.
There are many
punctuation,
spelling, and
capitalization
errors.
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Mr. Riniker Grade 10 AP World History Term One
Mapping Project Rubric:
Name: _________________________
Date: _________________________
Category
Quality of Content
Quantity of visuals
Accuracy of map
elements and
content
Distinguished
4
All labels and
symbols are
included and are
spelled and placed
carefully and
accurately;
Additional places
not requested are
placed on the map.
Correct colors for
labels are used
Very colorful and
clean looking;
required areas are
colored correctly,
neatly, smoothly,
and completely;
labels are neat and
very easy to read;
proper pens,
pencils, etc. are
utilized.
Includes clearly
labeled title; key;
compass rose;
date; lines of
latitude and
longitude (if
required).
Mastery
3
1-5 labels and/or
symbols are
missing,
misspelled,
misplaced and
label colors are
used incorrectly
Partial Mastery
2
6-8 labels and/or
symbols are
missing,
misspelled,
misplaced and
label colors are
used incorrectly
Novice
1
9 or more labels
and/or symbols are
missing,
misspelled,
misplaced and
label colors are
used incorrectly
Some color; not as
clean or colorful;
labels are fairly
neat and somewhat
easy to read; not
all proper pens,
pencils, etc are
utilized.
Limited use of
color; labels are
somewhat difficult
to read; proper
materials not
utilized; labels are
somewhat difficult
to read.
Very little color
labels are very
difficult to read;
messy.
Included most
standard map
elements; most are
accurate and easy
to read
Missing several
standard map
elements
Missing most
standard map
elements.
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Mr. Riniker Grade 10 AP World History Term One
Historical Portfolio Rubric
Student Name:_______________________
Date:_________________
Course Content:
The content of the portfolio demonstrated that the student has thought critically about the course
subject matter as described in the term(s) syllabus.
Very Strongly Strongly Agree
Agree
5
6
Agree
4
Disagree
3
Strongly
Disagree
2
Very Strongly
Disagree
1
The contents of the portfolio demonstrate that during the course the student has encountered global
perspectives (i.e. those perspectives that are not exclusively devoted to western culture).
Very Strongly Strongly Agree
Agree
5
6
Agree
4
Disagree
3
Strongly
Disagree
2
Very Strongly
Disagree
1
Communication:
The contents of the portfolio demonstrate that the student has drafted papers before final copies
were submitted.
Very Strongly Strongly Agree
Agree
Disagree
Strongly
Very Strongly
Agree
5
4
3
Disagree
Disagree
6
2
1
The contents of the portfolio demonstrate that the student has made oral presentations in class.
Very Strongly Strongly Agree
Agree
5
6
Agree
4
Disagree
3
Strongly
Disagree
2
Very Strongly
Disagree
1
Collaboration:
The contents of the portfolio demonstrate that during the course the student has had experience
working in groups.
Very Strongly Strongly Agree
Agree
5
6
Agree
4
Disagree
3
The materials
in the portfolio
demonstrate
average work
in class.
The materials
in the portfolio
demonstrate
below average
work in class.
Strongly
Disagree
2
Very Strongly
Disagree
1
Overall Portfolio Score:
The materials in
the portfolio
demonstrate
superior work in
class.
The materials
in the portfolio
demonstrate
very good work
in class.
The materials in
the portfolio
demonstrate work
that is at a level
of near failure in
The materials
in the portfolio
demonstrate
work that is at a
level of failure
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Mr. Riniker Grade 10 AP World History Term One
the class.
in the class
Due Dates:
Dates:
Gr. 10 AP
(M-W-TH)
What is due?
Aug 17 - 21
Aug 24 – 28
Aug 31– 4 Sept
Sept. 7-11
Sept. 14-18
Sept. 21-25
Oct. 1-2
Oct. 5-7
(End of Term)
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