AP World History
Day
Topic
Key Concepts
Unit 1: 8000BCE – 600BCE
Agenda
Reading Due
Assignments Due
HW Assigned
1
Sept
3
Introduction
& Syllabus



Introduction to APWH
Student Introductions
Syllabus Overview
Sign Syllabus
2
Sept
4
3
Sept
8
Pre-Test


Released APWH Multiple Choice Exam
Annotate Period 1 Outline
Read The
Human Web
Human
Migrations


The Human Journey: Interactive Map Activity
Crash Course World History: Agricultural
Revolution
4
Sept
9
Geographic
Determinism


Quiz 1
Guns, Germs, & Steel Excerpt
5
Sept
11
Early
Civilizations



Artwork
Technology
Image Study: Monumental Architecture;
Composite Bows & Chariots
6
Sept
14
Early
Civilizations



Quiz 2
Religion
Document: Epic of Gilgamesh
7
Sept
15
Early
Civilizations


Social Structures
Reading: Women in the First Urban
Communities
8
Sept
17
Early
Civilizations


Government Structure
Document: Hammurabi’s Code
9
Sept
18
10
Sept
21
DBQ

Environment & Religion


Quiz 3
Ancient Civilizations Comparison Activity
1.1.I.A, B, C
Signed Syllabus
CH1
1.2.I.A, C, D, E
1.2.I.D
1.2.II.B, C, D
1.3.II.C
1.3.III.A, B, C
1.3.I.
1.3.III.E, H, G
1.2.II.D
CH2
The Human Web
Questions
CH1 Guided Reading
Vocab 1
Map Analysis
Map Analysis
Begin
Comparative
Activity
CC:
Mesopotamia
CH2 Guided Reading
Vocab 2
CC: Mesopotamia Qs
Thematic
Web
CC: Egypt
CC: Egypt Qs
CC: Indus
Valley
CC: Indus Valley Qs
1.3.III.D
Thematic Web
DBQ Essay
CH3 Guided Reading
Vocab 3
Comparative
Essay
1.3.III.E
Comparison
1.3.II.A
1.3.III.
CH3
11 Writing
DBQ Essay
 DBQ & Comparison Writing Workshop
Sept Workshop
23
12 CCOT
Comparative Essay
Finish Outline
 Hunter-Gatherers  Settled Agricultural
Sept 1.1.I.C
Civilizations CCOT Activity
24 1.2.II.B, D
 CCOT Essay Outline
13 Unit 1 Exam  Unit 1 Exam
CCOT Essay Outline
Sept
25
Essential Questions
Enduring Understandings
 How did the shift from hunter-  Shifting from hunter-forager bands to settled agricultural communities resulted in the
forager bands to settled
formation of more complex, stratified civilizations as people were distinguished by
agricultural civilizations
occupation, prestige, and gender.
change human societies?
 Humans adapted to the environment by migrating to areas suitable for food
 How did humans adapt to the
production, domesticating plants and animals for their own benefit, and creating new
environment during the
technologies to manipulate the environment like fire, wheels, and irrigation systems.
Foundational Period?
 Early civilizations in Mesopotamia, Egypt, the Huang He Valley, and the Indus River
 How were early civilizations
Valley were similar in their religious perspectives, technological innovations, social
similar and why?
stratification, and political organization. Similarities existed as all peoples formed
civilizations by adapting to their environment and promoting religion in society.
Essay Prompts
 DBQ: Analyze the relationship between geography and religion in ancient civilizations.
 Comparative: Analyze similarities and differences in the relationship between Mesopotamians and Egyptians with their
respective gods.
 CCOT: How did human societies become more complex from the Neolithic Revolution to 600BCE?
AP Course Requirements
 CR4 The course provides opportunities for students to demonstrate command of course themes and key concepts through
activities and assignments where students use their knowledge of detailed and specific relevant historical developments and
processes – including names, chronology, facts, and events
 CR6 The course provides opportunities for students to develop coherent written arguments that have a thesis supported by
relevant historical evidence – Historical Argumentation
 CR7 The course provides opportunities for students to identify and evaluate diverse historical interpretations.
 CR8 The course provides opportunities for students to analyze evidence about the past from diverse sources – Use of
historical evidence
 CR9 The course provides opportunities for students to examine relationships between causes and consequences of events or
processes – Causation
 CR10 The course provides opportunities for students to identify and analyze patterns of continuity and change over time and
across geographic regions, relating these patterns to a global context – Patterns of change and continuity
 CR12 The course provides opportunities for students to compare historical developments across or within societies in various
chronological and/or geographical contexts – Comparison
 CR13 The course provides opportunities for students to connect historical developments to specific circumstances of time
and space, and to broader regional, national, or global processes – Contextualization
 CR14 The course provides opportunities for students to apply multiple historical thinking skills to examine a particular
historical problem or question and connect insights from one historical context to another, including the present – Synthesis
 CR15 The course provides opportunities for students to recognize how the study of history has been shaped by the findings
and methods of other disciplines, such as anthropology, archaeology, visual arts, literature, economics, geography, and
political science
Supplemental Materials & Links
 Clay, Catherine et. al. Women in the First Urban Communities. 2009. From Worlds of History: A Comparative Reader: Vol. I.
 Crash Course World History. https://www.youtube.com/playlist?list=PLBDA2E52FB1EF80C9
 Diamond, Jared. Guns, Germs, and Steel. http://www.cloverport.kyschools.us/userfiles/3/Classes/308/Jared%20Diamond%20%20Guns%20Germs%20and%20Steel.pdf
 McNeill, JR and William. The Human Web.
https://books.google.com/books?id=RvR6I6VzpzMC&printsec=frontcover&source=gbs_atb#v=onepage&q&f=false
 National Geographic. “The Human Journey Interactive Maps.” https://genographic.nationalgeographic.com/human-journey/
Assessments
 Quizzes & Exams
o Quiz 1: Beginnings of Civilization
o Quiz 2: Early Civilizations
o Quiz 3: Later Civilizations
o Unit 1 Exam: 8000BCE – 600BCE
 Writing Assignments
o DBQ Essay
o CCOT Essay
o Comparative Essay
 Class Activities
o Human Journey Questions
o The Human Web Analysis
o Guns, Germs, & Steel Analysis
o Hammurabi’s Code Document Questions
 21st Century Skills
o CH1 Guided Reading
o CH2 Guided Reading
o CH3 Guided Reading
o Crash Course: Mesopotamia
o Crash Course: Egypt
o Crash Course: Indus Valley
Additional Assignments:
Learning Objectives
 Theme 1: Interactions Between Humans and the Environment
o ENV-1: Explain how early humans used tools and technologies to establish communities (1.1.I; 1.2.I, 1.2.II, 1.3.II)
o ENV-2: Explain and compare how hunter-forager, pastoralist, and settled agricultural societies adapted to and
affected their environments over time (1.2.I, 1.2.II, 1.3.I, 1.3.III)
o ENV-4: Explain how environmental factors influenced human migrations and settlements (1.1.I, 1.2.I, 1.3.I, II)
o ENV-5: Explain how human migrations affected the environment (1.2.I, II)
o ENV-6: Explain how people used technology to overcome geographic barriers to migration over time (1.1.I, 1.2.I,
1.3.II)
 Theme 2: Development and Interaction of Cultures
o CUL-1: Compare the origins, principal beliefs, and practices of the major world religions and belief systems (1.3.III)
o CUL-2: Explain how religious belief systems developed and spread as a result of expanding communication and
exchange networks (1.3.III)
o CUL-3: Explain how major philosophies and ideologies developed and spread as a result of expanding
communication and exchange networks (1.3.III)
o CUL-4: Analyze the ways in which religions and secular belief systems affected political, economic, and social
institutions (1.3.III)
o CUL-6: Explain how cross-cultural interactions resulted in the diffusion of technologies and scientific knowledge
(1.1.I)
o CUL-8: Explain how economic, religious, and political elites defined and sponsored art and architecture (1.3.III)
o CUL-9: Explain the relationship between expanding exchange networks and the emergence of various forms of
transregional culture, including music, literature, and visual art (1.3.III)
 Theme 3: State-Building, Expansion, and Conflict
o SB-1: Explain and compare how rulers constructed and maintained different forms of governance (1.2.II, 1.3.II, III)
o SB-2: Analyze how the functions and institutions of governments have changed over time (1.3.II, III)
o SB-3: Analyze how state formation and expansion were influenced by various forms of economic organization, such
as agrarian, pastoral, mercantile, and industrial production (1.3.II)
o SB-4: Explain and compare how social, cultural, and environmental factors influenced state formation, expansion,
and dissolution (1.3.II)
o SB-5: Assess the degree to which the functions of cities within states or empires have changed over time (1.3.III)
o SB-6: Assess the relationship between states with centralized governments and those without, including pastoral
and agricultural societies (1.2.II, II, 1.3.II)
o SB-8: Assess how and why external conflicts and alliances have influenced the process of state-building, expansion,
and dissolution (1.2.II)
o SB-9: Assess how and why commercial exchanges have influenced the processes of state-building, expansion, and
dissolution (1.2.II, 1.3.II, III)
o SB-10: Analyze the political and economic interactions between states and non-state actors (1.3.III)
 Theme 4: Creation, Expansion, and Interaction of Economic Systems
o ECON-1: Evaluate the relative economic advantages and disadvantages of foraging, pastoralism, and agriculture
(1.1.I, 1.2.I, II, 1.3.II)
o ECON-2: Analyze the economic role of cities as centers of production and commerce (1.3.III)
o ECON-3: Assess the economic strategies of different types of states and empires (1.3.II)
o ECON-5: Explain and compare forms of labor organization, including families and labor specialization within and
across different societies (1.2.II, 1.3.II)
o ECON-8: Analyze the relationship between belief systems and economic systems (1.3.III)
o ECON-10: Analyze the roles of pastoralists, traders, and travelers in the diffusion of crops, animals, commodities,
and technologies (1.1.I, 1.2.I, II, 1.3.II)
o ECON-11: Explain how the development of financial instruments and techniques facilitated economic exchanges
(1.3.III)
o ECON-12: Evaluate how and to what extent networks of exchange have expanded, contracted, or changed over time
(1.2.II, 1.3.III)
 Theme 5: Development and Transformation of Social Structures
o SOC-1: Analyze the development of continuities and changes in gender hierarchies, including patriarchy (1.2.II,
1.3.III)
o SOC-2: Assess how the development of specialized labor systems interacted with the development of social
hierarchies
o SOC-3: Assess the impact that different ideologies, philosophies, and religions had on social hierarchies (1.3.III)
o SOC-4: Analyze ways in which legal systems have sustained or challenged class, gender, and racial ideologies
(1.3.III)