AP World History
Day
Unit 2: 600BCE – 600CE
Topic
Key Concepts
Agenda
14
09/29
Persia
2.2.I


Period 2 Outline
Persia Fact Card
15
09/30
Greece

Greece Documentary
16
10/01
Quiz 4


Quiz 4
Begin Map Analysis: Empires & Trade Routes
17
10/05
Rome &
Imperial
Cities



Assignments Due
2.2.I
Rome
2.1.I.b
2.1.II.D
19
10/07
China
20
10/09
China
21
10/13
Patriarchy
CC: Persia &
Greeks
CC: Persia & Greeks
2.1.II.B
2.2.III.C
2.1.II.B, C
2.2.III.D
CH4 Guided Reading
Vocab. 4
Map Analysis
Imperial City Brochure
Map Analysis
Thematic
Web
Imperial City
Brochure

Rome & Religion: Judaism & Christianity
Document: On Augustus’ Confirmation of the
Rights of Jewish Communities
Document: Edict of Milan
The Early
Chinese
Empires
Excerpt


Confucianism: Analects + Filial Piety
Mandate of Heaven
The Early Chinese
Empires Excerpt





CC: Confucius
Empires in
World History
Excerpt





Reading: Daoism & Confucianism
Document: Daoism in Poetry
Comparison: Daoism & Confucianism
Reading: Patriarchy in Ancient Rome
Document: Roman Women Demonstrate
Against Oppian Law
Comparison: Roman Patriarchy &
Confucianism
Quiz 5
Historiography: Fall of Rome
Reading: Malaria & Fall of Rome
Lecture: Early Indian Civilizations
Image Study: Infrastructure


Document: Laws of Manu
Document: Rock Edicts of Ashoka

CH4
CC: Confucius
Empires in World
History Excerpt
22
10/14
Quiz 5
23
10/16
India
24
10/19
India
25
10/20
Religions
2.1.III


Lecture: Buddhism, Hinduism, & Jainism
Yoga
CC: Buddha &
Ashoka
26
10/22
Religions

CCOT Activity: Buddhism, Christianity, Judaism
Thematic Web
27
10/23
Religions
2.1.III


Quiz 6
Image Study: Hindu & Buddhist Temples
28
10/26
Trade
Networks


Crash Course: Silk Road
The Human Web CH3

DBQ Essay

Unit 2 Exam: 600BCE – 600CE
2.2.IV
2.2.II.B
2.2.III.B
2.1.I.C
2.1.II.A
2.1.I
2.1.II
2.1.III
2.3.III. D
2.3
29
10/28
Trade
Networks
2.3
30
10/29
HW Assigned
2.2.I
2.2.III.A
18
10/06
Reading Due
Unit 2 Exam
CH5
CH5 Guided Reading
Vocab. 5
Comparison Activity
Comparative Essay
CH6
Comparison:
Fall of Rome
& Han China
Comparative
Essay
CC: Buddha &
Ashoka
CCOT Essay
CH6 Guided Reading
Vocab. 6
CCOT Essay
CH7
CH7 Guided Reading
DBQ Essay
Finish DBQ
Essay
Essential Questions
 How did religion impact
classical-era states and
civilizations?
 How did empires maintain in
the Classical Era?
 Why did empires fall?
 How did the emergence of
interregional trade networks
change societies and cultures?
Enduring Understandings
 Religions were sources of both unity and conflict in the Classical Era; rulers also used
religion to legitimize their rule.
 Rulers maintained their empires by using religion, military successes, and complex
bureaucratic systems.
 Classical Era Empires, including the Roman and Han, fell due to internal and external
pressures, including social tensions, economic difficulties, and invasions along the
frontier.
 As interregional trade networks emerged, religions, food crops, philosophies, and
diseases spread from one location to another, shaping the destination culture.
Religions transformed as they spread to adapt to local customs.
Essay Prompts
 DBQ: Analyze the relationship between technology and the development of large Eurasian empire sup to the year 600CE.
 Comparative: Analyze similarities and differences between the fall of the Roman and Han Empires OR Analyze similarities and
differences in the ways rulers used religion to govern in two empires: Roman, Persian, & Mauryan/Gupta
 CCOT: Analyze changes and continuities in the foundations and spread of two religions in the period 600BCE to 600CE:
Buddhism, Christianity, Judaism
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
 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
 Crash Course World History. https://www.youtube.com/playlist?list=PLBDA2E52FB1EF80C9
 McNeill, JR and William. The Human Web.
https://books.google.com/books?id=RvR6I6VzpzMC&printsec=frontcover&source=gbs_atb#v=onepage&q&f=false
 Top Documentary Films. The Bizarre World of Ancient Greece. https://www.youtube.com/watch?v=zuWNFT_c3H0
 History Channel. Ancient Greeks: Golden Age of Civilization. https://www.youtube.com/watch?v=vHMu2gVzspA
Assessments
 Quizzes & Exams
o Quiz 4: Greece & Persia
o Quiz 5: Rome & Han China
o Quiz 6: India & Africa, 1500BCE – 600CE
o Unit 2 Exam: 600BCE – 600CE
 Writing Assignments
o DBQ Essay
o CCOT Essay
o Comparative Essay
 Class Activities
o Persia Fact Card
o Map Analysis
o Imperial City Brochure
o Comparison: Roman Patriarchy & Confucianism
o Historiography Debate Paragraph
o The Human Web CH3
 21st Century Skills
o CH4 Guided Reading
o CH5 Guided Reading
o CH6 Guided Reading
o CH7 Guided Reading
o Crash Course: Persia & the Greeks
o Crash Course: Confucius
o Crash Course: Buddha & Ashoka
o Classical Greece Documentary Notes
Additional Assignments:
Learning Objectives
 Theme 1: Interactions Between Humans and the Environment
o ENV-2: Explain and compare how hunter-forager, pastoralist, and settled agricultural societies adapted to and
affected their environments over time (2.1.II, 2.1.IV, 2.2.II, 2.2.IV, 2.3.1, 2.3.II, 2.3.III)
o ENV-3: Explain the environmental advantages and disadvantages of major migration, communication, and exchange
networks (2.3.I, 2.3.III)
o ENV-4: Explain how environmental factors influenced human migrations and settlements (2.3.I)
o ENV-5: Explain how human migrations affected the environment (2.2.IV)
o ENV-6: Explain how people used technology to overcome geographic barriers to migration over time (2.3.II)
o ENV-7: Assess the causes and effects of the spread of epidemic diseases over time (2.3.III)
o ENV-8: Assess the demographic causes and effects of the spread of new foods and agricultural techniques (2.2.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 (2.1.I,
2.1.II, 2.1.III, 2.3.III)
o CUL-2: Explain how religious belief systems developed and spread as a result of expanding communication and
exchange networks (2.1.I, 2.1.II, 2.3.III)
o CUL-3: Explain how major philosophies and ideologies developed and spread as a result of expanding
communication and exchange networks (2.1.II, 2.1.III)
o CUL-4: Analyze the ways in which religions and secular belief systems affected political, economic, and social
institutions (2.1.I, 2.1.II)
o CUL-5: Explain and compare how teachings and social practices of different religious and secular belief systems
affected gender roles and family structures. (2.1.I, 2.1.III)
o CUL-6: Explain how cross-cultural interactions resulted in the diffusion of technologies and scientific knowledge
(2.3.II, 2.3.III)
o CUL-8: Explain how economic, religious, and political elites defined and sponsored art and architecture (2.1.II,
2.2.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 (2.1.II)
 Theme 3: State-Building, Expansion, and Conflict
o SB-1: Explain and compare how rulers constructed and maintained different forms of governance (2.2.II, 2.2.III)
o SB-2: Analyze how the functions and institutions of governments have changed over time (2.1.II, 2.2.I-IV)
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 (2.2.IV)
o SB-4: Explain and compare how social, cultural, and environmental factors influenced state formation, expansion,
and dissolution (2.1.II, 2.2.II, 2.2.III, 2.2.IV, 2.3.III)
o SB-5: Assess the degree to which the functions of cities within states or empires have changed over time (2.2.I,
2.2.III)
o SB-6: Assess the relationship between states with centralized governments and those without, including pastoral
and agricultural societies (2.2.II, 2.2.IV)
o SB-7: Assess how and why internal conflicts, such as revolts and revolutions, have influenced the process of state
building, expansion, and dissolution (2.1.I)
o SB-8: Assess how and why external conflicts and alliances have influenced the process of state-building, expansion,
and dissolution (2.2.II, 2.2.IV)
o SB-9: Assess how and why commercial exchanges have influenced the processes of state-building, expansion, and
dissolution (2.2.II, 2.2.III)
o SB-10: Analyze the political and economic interactions between states and non-state actors (2.2.I, 2.2.II, 2.2.III, 2.3.I,
2.3.II)
 Theme 4: Creation, Expansion, and Interaction of Economic Systems
o ECON-1: Evaluate the relative economic advantages and disadvantages of foraging, pastoralism, and agriculture
(2.3.III)
o ECON-2: Analyze the economic role of cities as centers of production and commerce (2.2.III)
o ECON-3: Assess the economic strategies of different types of states and empires (2.2.II, 2.2.III)
o ECON-5: Explain and compare forms of labor organization, including families and labor specialization within and
across different societies (2.2.III)
o ECON-6: Explain and compare the causes and effects of different forms of coerced labor systems (2.2.III)
o ECON-8: Analyze the relationship between belief systems and economic systems (2.1.II, 2.3.III)
o ECON-10: Analyze the roles of pastoralists, traders, and travelers in the diffusion of crops, animals, commodities,
and technologies (2.3.III)
o ECON-12: Evaluate how and to what extent networks of exchange have expanded, contracted, or changed over
time (2.3.I, 2.3.III, 2.3.II)
 Theme 5: Development and Transformation of Social Structures
o SOC-1: Analyze the development of continuities and changes in gender hierarchies, including patriarchy (2.1.III,
2.2.III)
o SOC-2: Assess how the development of specialized labor systems interacted with the development of social
hierarchies (2.2.III)
o SOC-3: Assess the impact that different ideologies, philosophies, and religions had on social hierarchies (2.1.I,
2.1.II, 2.2.III)
o SOC-4: Analyze ways in which legal systems have sustained or challenged class, gender, and racial ideologies (2.1.II,
2.2.III, 2.2.IV)]
o SOC-5: Analyze ways in which religious beliefs and practices have sustained or challenged class, gender, and racial
ideologies (2.1.I, 2.1.II, 2.1.III)
2.1: The Development & Codification of Religious and Cultural Traditions
2.2: The Development of States & Empires
2.3: Emergence of Interregional Networks of Communication and Exchange