AP WORLD HISTORY
SYLLABUS
Course Overview
Advanced Placement World History is a challenging one-year course that is
structured around the investigation of selected themes woven into key concepts
covering distinct chronological periods. AP World History is equivalent to an
introductory college survey course. The course has a three-fold purpose. First, it is
designed to prepare students for successful placement into higher-level college and
university history courses. Second, it is designed to develop skills of analysis and
thinking in order to prepare students for success in the twenty-first century. Finally,
it is the intent of this class to make the learning of world history an enjoyable
experience. Students will be able to show their mastery of the course goals by
taking part in the College Board AP World History Exam in May.
Course Design
Advanced Placement World History is structured around the investigation of five
themes woven into 19 key concepts covering six distinct chronological periods.
History is a sophisticated quest for meaning about the past, beyond the effort to
collect and memorize information. This course will continue to deal with the facts—
names, chronology, events, and the like but it will also emphasize historical analysis.
This will be accomplished by focusing on four historical thinking skills: crafting
historical arguments from historical evidence, chronological reasoning, comparison
and contextualization, and historical interpretation and synthesis.
World history requires the development of thinking skills using the processes and
tools that historians employ in order to create historical narrative. Students will be
required to think on many different geographical and temporal scales in order to
compare historical events over time and space.
The course relies heavily on college-level resources. This includes texts, a wide
variety of primary sources, and interpretations presented in historical scholarship.
These resources are designed to develop the skills required to analyze point of view
and to interpret evidence to use in creating plausible historical arguments. These
tools will also be used to assess issues of change and continuity over time,
identifying global processes, comparing within and among societies, and
understanding diverse interpretations.
Students will be required to participate in class discussions using the Socratic
seminar format. In addition, students will be responsible for preparing class
presentations in order to further develop higher-level habits of mind and/or
thinking skills and broaden content knowledge. The course emphasis is on
balancing global coverage, with no more that 20% of course devoted to European
history. This course is designed to be rigorous and rewarding, inviting students to
take a global view of historical processes and contacts between people in different
societies.
Themes and AP World History
The five AP World History Themes that connect the key concepts throughout the
course and serve as the foundation of student reading, writing, and presentation
requirements are as follows (using the SPICE acronym): (CR2)
Social—Development and transformation of social structures
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Gender roles and relations
Family and kinship
Racial and ethnic constructions
Social and economic classes
Political—State-building, expansion, and conflict
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Political structures and forms of governance
Empires
Nations and nationalism
Revolts and revolutions
Regional, trans-regional, and global structures and organizations
Interaction between humans and the environment
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Demography and disease
Migration
Patterns of settlement
Technology
Cultural—Development and interaction of cultures
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Religions
Belief systems, philosophies, and ideologies
Science and technology
The arts and architecture
Economic—Creation, expansion, and interaction of economic
systems
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Agricultural and pastoral production
Trade and commerce
Labor systems
Industrialization
Capitalism and socialism
Resources
Main text: Adas, Michael, Marc J. Gilbert, Peter Stearns and Stuart B. Schwartz.
World Civilizations: The Global Experience. 3rd ed. Upper Saddle River, NJ: Prentice
Hall, 2003. (CR1a)
Primary Sources:
Students will read and analyze selected primary sources (documents, images, and
maps) in but not limited to
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The Human Record edited by Alfred Andrea and James Overfield, Boston:
Houghton Mifflin; 5th ed., 2004.
World History in Documents: A Comparative Reader edited by Peter N. Stearns,
New York: New York University Press; 1998.
Worlds of History, a Comparative Reader by Kevin Reilly
Students will analyze quantitative sources through study and interpretation of graphs,
charts and tables
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Bentley and Ziegler. 2010. Traditions and Encounters, 5th ed. United States:
McGraw-Hill.
Bulliet, Richard, Daniel R Headrick, David Northrup, Lyman L. Johnson, and
Pamela Kyle Crossley. The Earth and Its People: A Global History. Boston:
Houghton Mifflin. Several editions are used from 1997 to present.
Christian, David, Maps of Time: An Introduction to Big History
from Document Based Questions released by College Board
Secondary Sources: (CR1c)
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McNeil, J.R. and McNeil, W. H. 2003. The Human Web. Norton & Co.
Pomeranz, K. and Topik, S. 1999. The World that Trade Created. M.E. Sharpe.
Taking Sides: Clashing Views on Controversial Issues in World Civilizations,
Vols. I & II, edited by Helen and Joseph Mitchell, New York: McGraw Hill; 5th
ed., 2007.
Unit Activities
The following activities will be used in each of the six units in order to develop the
historical analysis to establish a sophisticated quest for meaning about the past. As
much as possible, we will follow the same general schedule for each unit. One day
will be dedicated to independent reading of course assignments only; two to three
days will be devoted to a group discussion of a reading or content topic; one to two
days will be set aside for project research and work; and one day will be reserved
for lecture OR assessment, which will include frequent quizzes, unit tests, and
practice writing document-based essays. The course is organized around
addressing historical problems and/or questions and students must demonstrate
more than one historical thinking skill such as: contextualization, comparison, and
periodization. Throughout the course, instruction in AP exam taking skills and
strategies will be offered. (CR6) & (CR14).
Tag Team Teaching
Students will be divided into five or six groups each unit. These groups correspond
to the AP World History key concepts. The students will be given “workshop” days
where they will be expected to consult a variety of sources, including the “big six” AP
texts (Bentley, Bulliet, Spodek, Stearns, Lockard, and Armesto) along with regular
class texts. Students consider and analyze the different themes and periodizations
that are contained in these sources and record their findings on Unit Focus Sheets in
categories mirroring the AP World History themes. Students will identify
continuities from previous studies, as well as , the nature and causes of change as
they apply to their assigned topic. Students will also evaluate multiple causes and
consequences of the main historical developments represented in the textbooks.
Using an inverted pyramid approach, students will prioritize their most important
information. The goal is to synthesize information into five listings per identified
heading. Students will use this information to prepare a Power Point presentation
for their classmates. Students are required to cite the information used on their
slides and they must be able to answer questions and justify their selections.
Student Notebook
Each student will create and maintain a Notebook for each unit of study. The
Notebook will be turned in once each 6-week grading period and will include study
guides, notes, maps, Time Text Review, Learning Log, and Primary Source Write-Ups.
Throughout the first semester, students will have the opportunity to develop and
enhance their skills at interpreting, summarizing, and analyzing primary source
material including documents, maps, charts, and graphs, and visuals. The ability to
comprehend and analyze primary sources will first be practiced in large group and
small group discussion then in individual primary source assignments that students
will summarize and analyze and place in their Notebooks. The Notebook will be
color-coded for the unit and the following sections are needed:
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General- syllabus, procedures/guidelines
Class notes/handouts/maps- all work should be dated and kept in sequential
order
Homework – study guides, outlines, assigned SPICE charts, handwritten
notes
Chronology- timelines
Writing – rubrics for each type of essay, directions for essay writing, personal
essays
Directions for Primary Source Write-Ups: (CR8)
READ the document or STUDY the data or visual then write a summary (the MAIN
point or points) of the document. This summary should be a brief paragraph and
should highlight the main gist of the source in the student’s own words. The
analysis of the source will be contained in a separate paragraph and should include:
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Historical context
Subject
Occasion
Audience
Intended Purpose
Point of View
Tone
Essay Writing
Each unit includes writing assignments designed to develop the skills necessary for
creating well-evidenced essays on historical topics highlighting clarity and precision.
Short-Document Analysis: Students analyze three documents (one written, one
visual, and one quantitative) from the course primary source readers. (Primary
Source Write-ups as described above)
Document Based Question (DBQ): Students analyze evidence from a variety of
sources in order to develop a coherent written argument that has a thesis supported
by relevant historical evidence. Students will apply multiple historical thinking
skills as they examine a particular historical problem or question. (CR6)
Continuity/Change Over Time (CCOT): Students identify and analyze patterns of
continuity and change over time and across geographic regions. They will also
connect these historical developments to specific circumstances of time and place,
and to broader regional, national, or global processes. (CR10)
Comparative Essay (C/C): Students compare historical developments across or
within societies in various chronological and/or geographical contexts. Students
will also synthesize information by connecting insights from one historical context
to another, including the present. (CR14)
Text Timeline Review
The Text Timeline Review is an activity that will be completed by the end of each
unit and placed in Notebook. This activity requires students to use the
chronological timeline of their textbook as a baseline for the other primary and
secondary source materials they encounter in their readings, research, and other
studies. The students will place items from these other sources onto the timeline
associated with their textbook. Students will then be asked to write their responses
to the following prompts at the bottom of their timeline:
1. What is the relationship between the causes and consequences of the events
or processes identified on the completed timeline? (CR9)
2. Discuss the contradictions/inconsistencies between the textbook’s
chronological timeline and that of the other sources. (CR11)
Learning Log
Each unit, the student will write a reflective commentary discussing how the history
of the (identified) region or era fits into the larger story of world history. These
commentaries should be three to five paragraphs in length and will be submitted in
the Student Notebook. This is not a place to put your notes, but rather to think
about what you really learned concerning “contextualization.” It also allows the
student to continue to refine their abilities to develop a written argument and
analyze patterns of continuity and change over time. (CR13)
Point/Counterpoint
Students will use the Socratic seminar format in each unit to explore key
controversies in world history from ancient times to the present. The foundation
for these conversations will be Taking Sides: Clashing Views on Controversial Issues
in World Civilizations. This book examines issues that allow students to identify and
evaluate diverse historical interpretations by introducing students to controversies
in world civilizations. This debate- style reader contains readings representing the
arguments of leading historians and commentators of world history and reflects a
variety of viewpoints presented in pro/con format. All of the topics/questions
listed in each unit for this activity come from this book. (CR7)
Course Schedule (CR4)
Unit 1: Technological and Environmental Transformations
Periodization: c. 8000 B.C. (BCE) to 600 B.C. (BCE)
Main Focus: Beginnings in History
Length of Class Time for Unit: Approximately 2 weeks
Key Concepts: (CR3)
Key Concept 1.1: Big Geography and the Peopling of the Earth
I.
Paleolithic migrations lead to spread of technology and culture
Key Concept 1.2: The Neolithic Revolution and Early Agricultural Societies
I.
II.
Neolithic Revolution leads to new and more complex economic and social systems
Agriculture and pastorialism begin to transform human society
Key Concept 1.3: The Development and Interactions of Early Agricultural,
Pastoral, and Urban Societies
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II.
III.
Location of early foundational civilizations
State development and expansion
Cultural development in the early civilizations
Unit 1 Major Assignments
1. TEXT READING ASSIGNMENT: World Civilizations: Chp. 1
2. TAG TEAM TEACHING: Students will prepare to present this unit. They will be
introduced to the How Historians Work packet and activities (source, classification,
value action, garbageolgy, drawing conclusions, periodization; Teacher will review
group presentation approach, requirements, and rubric. Teacher will also explain
how to use the themed unit focus sheets along with power point presentations on
how geography affected the development of political, social, economic, and belief
systems in the earliest civilizations: Mesopotamia, Egypt, Indus, Shang (CR5c),
Mesoamerica (CR5b)
3. POINT/COUNTERPOINT: Students will be introduced to the workings of Socratic
Seminar (see Unit Activities).
4. PARALLEL READING—Students will read from Chp. Guns, Germs & Steel and
evaluate Jared Diamond’s perspective on the advantages of the development of
civilizations on the East –West axis (Eurasian continent) as well as the development
of agriculture (CR7)
5. WRITING ASSIGNMENTS: Students will begin preliminary work on how to write
a comparative essay (individual timelines/periodization). Handout Essay Writing
Packet and begin serious work on the comparative essay. Assign essay comparing
the political, economic and social features of Mesopotamia and Egypt. (CR12)
6. SHORT PRIMARY SOURCE ANALYSIS: Teacher will model activity by having
students analyze the following textual, visual, and data sources: creation stories in
the Rig Veda and Bible; Epic of Gilgamesh, the Egyptian Book of the Dead. The
source analysis will include identifying point of view, intended purpose, audience,
and historical context of each source. (CR1b) & (CR8).
7. TEXT TIMELINE REVIEW
8. LEARNING LOG: Write a reflective commentary considering the role of human
migration during this era and its connection to the larger story of world history.
(CR4)
Unit 1 Assessments:
TEST: 70 Multiple Choice Questions
Essay: In-class Comparative Essay
Notebook Assignments for Unit
UNIT 2:
Organization and Reorganization of Human Societies
Periodization: 600 B.C. (BCE) to 600 A.D. (CE)
Main Focus: The Classical Era in World History
Length of Class Time: 4 Weeks
Key Concepts: (CR3)
Key Concept 2.1: The Development & Codification of Religious and Cultural
Traditions
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IV.
V.
Codifications and further developments of existing religious traditions
Emergence, diffusion, and adaptation of new religious & cultural
traditions
Belief systems affect gender roles
Other religious and cultural traditions continue
Artistic expressions show distinctive cultural developments
Key Concept 2.2: The Development of States and Empires
I.
II.
III.
IV.
Imperial societies grow dramatically
Techniques of imperial administration
Social and economic dimensions of imperial societies
Decline, collapse, and transformation of empires (Rome, Han)
Key Concept 2.3: Emergence of Trans-regional Networks of Communication &
Exchange
I.
II.
III.
The geography of trans-regional networks, communication and exchange
networks
Technologies of long-distance communication and exchange
Consequences of long-distance trade
Unit 2 Major Assignments:
1. TEXT READING ASSIGNMENT: Chapters 2-5 (Stearns)
2. TAG TEAM TEACHING: Students will present this unit. Student groups will
research and make presentations using the tools and guidelines established
in Unit 1. Presentation groups will include explaining political and cultural
developments in : Southwest Asia, East Asia, South Asia, Mediterranean
region, Mesoamerica. (CR5b)
3. WRITING ASSIGMENTS: Students will continue to work on how to write a
comparative essay. Possible prompts include: Compare the basic features of
two classical civilizations: Mesoamerica, India, China, Greece, or Rome;
Compare two of the following major religions or philosophical systems:
Historical Vedic religions, Buddhism, Confucianism, Daoism, Judaism,
Christianity or Greco-Roman philosophy; Compare the reasons for the
outcomes of the fall of two classical civilizations: Rome, Han China, and the
Gupta. Students will also be introduced to the CCOT essay and rubric. (CR4),
(CR12), (CR5a), (CR5b), (CR5e)
4. TEXT TIMELINE REVIEW
5. LEARNING LOG: Write a reflective commentary considering trans-regional
networks of communication and exchange and the consequences of longdistance trade during this era and its connection to the larger story of world
history. (CR4)
6. SHORT PRIMARY SOURCE ANALYSIS: Sources include lion pillars of Ashoka,
Cyrus cylinder, ancient maps; Leviticus, Twelve Tables, Hammurabi’s Code
and/or the Analects; Ban Zhao’s Lessons for Women, Songs of Buddhist Nuns,
Hindu mythology; artistic and architectural expression of the classical era:
Greek sculpture, Buddhist art, landscape painting of Han China ; architecture
in Mediterranean, Middle East, South Asia, East Asia or MesoAmerica.
7. POINT/COUNTERPOINT: “Does Alexander the Great merit his exalted
reputation?” “Did the benefits of the First Emperor of China’s rule outweigh
the human cost?” “Did Christianity liberate women?” (CR4) & (CR5c)
Unit 2 Assessments:
Test: 70 Multiple Choice Questions
Essay: In-class essay on analyzing comparisons or changes over time.
Notebook: Assignments for unit
Team Presentations
UNIT 3: Regional and Transregional Interactions
Periodization: 600 A.D. (CE) to 1450
Main Focus: A Time of Accelerating Connections
Length of Class Time for Unit: 6 weeks
Key Concepts: (CR3)
Key Concept: 3.1: Expansion and Intensification of Communication and
Exchange Networks
I.
Improved transportation technologies and commercial practices and
their influence on networks
II.
Linguistic and environmental contexts for the movement of peoples
III.
Cross-cultural exchanges fostered by networks of trade and
communication
IV.
Continued diffusion of crops and pathogens throughout the Eastern
Hemisphere
Key Concept 3.2: Continuity and Innovation in State Forms and Their
Interactions
I.
Empires collapse and were reconstituted
II.
Greater inter-regional contacts and conflict encourages technology and
cultural transfer
Key Concept 3.3: Increased Economic productive Capacity & Its
Consequences
I.
Increasing productive capacity in agriculture and industry
II.
Changes in urban demography
III.
Changes and continuities in labor systems and social structures
Unit 3 Major Assignments:
1. TEXT READING ASSIGNMENTS: Chapters 6-15 (Stearns)
2. TAG TEAM TEACHING: Student groups will research and make presentations
on: development of political institutions in the Islamic World (Abbasid
Caliphate, Seljuq empire, sultanate of Delhi, Mali Empire), Central Asia
(Mongol Khanates), East Asia (Tang/Song dynasties), Latin West and
Byzantine Empire, Africa (Swahili city-states and Great Zimbabwe, South and
Southeast Asia, Mesoamerica and the Andes; Bantu peoples, Vikings,
Polynesians, and Bedouins; importance of travelers such as Marco Polo and
Ibn Battuta; role of new cities such as Timbuktu, Tenochtitlan, or Cordoba;
influence of new ideas and technologies: Neo-Confucianism, printing,
gunpowder, and medical responses to the bubonic plague and other diseases
(CR5a), (CR5b), (CR5d) & (CR5e)
3. WRITING ASSIGNMENTS: Students will continue to work on how to write
essays that compare historical developments and assess the effects of
changes over time. Possible prompts include questions from previous
released AP exams: Compare European and sub-Saharan African contacts
with the Islamic world; Essay: Compare the Aztec and Inca empires;
Compare Japanese and and European feudalism; Compare effects of Islam
and Christianity on social systems and gender roles; Compare developments
in political and social institutions in both eastern and western Europe;
Assess the effects of the spread of Islam up to 1450. Students also will learn
how to incorporate analysis of primary sources into their written arguments.
Practice using the DBQ on the spread of Buddhism to China (CR5b), (CR5c)
& (CR12)
4. TEXT TIMELINE REVIEW; Place in Notebook
5. LEARNING LOG: Write a reflective commentary considering the continued
diffusion of flora, fauna, and pathogens throughout the Eastern Hemisphere
during this era and its connection to the larger story of world history using
statistics on mortality rates from the fourteenth century bubonic plague
pandemic.
6. SHORT PRIMARY SOURCE ANALYSIS: The source analysis will include
identifying point of view, intended purpose, audience, and historical context
of each source. Sources include excerpts from the travel books of Marco Polo,
Ibn Battuta and the Secret History of the Mongols. Visual images of mosque
architecture in Cordoba and Timbuktu; images of Western European knights
and Japanese samarai armor and weapons; maps of Mansa Musa’s pilgrimage,
Ibn Battuta’s travels, Crusades, Marco Polo travels, Silk Road, Indian Ocean
trade complex, Trans-Sahara trade routes, Swahili trading cities on East
African coast, Black Death, spread of Islam, Mongols, Cairo, Baghdad,
Venice .(CR1b) , (CR8)
7. POINT/COUNTERPOINT: Students will employ Socratic Seminar strategy.
Taking Sides topics: Does the modern University have its roots in the Islamic
world? Were environmental factors responsible for the collapse of Mayan
civilization? Were the Crusades an early example of western imperialism?
(CR4) & CR5b)
Unit 3 Assessments:
Test: 70 Multiple Choice Questions
Essay: In-class, C/C or CCOT topic; also DBQ in-class essay
Notebook: Unit 3 assignments
Team Presentation
UNIT 4: Global Interactions
Periodization: 1450 to 1750
Main Focus: The Early Modern World
Length of Class Time for Unit: 5 weeks
KEY CONCEPTS: (CR3)
KEY CONCEPT 4.1: Globalizing Networks of Communication and Exchange
I.
Intensification of regional trade networks
II.
Trans-Oceanic maritime reconnaissance
III.
New maritime commercial patterns
IV.
Technological developments enabling trans-oceanic trade
V.
Environmental exchange and demographic trends: Columbian Exchange
VI.
Spread and reform of religion
VII.
Global and regional networks and the development of new forms of art
and expression
KEY CONCEPT 4.2: New Forms of Social Organization and Modes of
Production
I. Labor systems and their transformations
II. Changes and continuities in social hierarchies and identities
KEY CONCEPT 4.3: State Consolidation and Imperial Expansion
I.
Techniques of state consolidation
II.
Imperial expansion
III.
Competition and conflict among and within States
Unit 4 MAJOR ASSIGNMENTS:
1. TEXT READING ASSIGNMENTS: Chapters 15-22
2. TAG TEAM TEACHING: Student groups will research and make presentations.
Presentation groups will be responsible for explaining: the political and
cultural developments in Spain, Portugal, France, England, Holland, Russia,
Ottoman Empire, Ming/Qing China, Tokugawa Japan, Mughal Empire,
Safavid Empire, Aztec and Inca empires; economic effects of cod fisheries,
mercantilism, astrolabe, caravels, gunpowder, Columbian Exchange, and new
labor systems (encomienda, indentured servitude, janissaries, chattel slavery
in the Americas) (CR5a), CR5b), (CR5d), (CR5e), & (CR4).
3. WRITING ASSIGNMENTS: Students will continue work on how to write
essays. Possible prompts include questions from previous released AP
exams: Compare coercive labor systems in the Americas; economic and
social systems: European monarchy compared with a land-based Asian
empire (China or Japan); Compare Russia’s interaction with the West and one
of the following: Ottoman Empire, China, Tokugawa Japan, Mughal India;
CCOT the Indian Ocean Trade complex 600 to 1750 (CR10), (CR12)
4. TEXT TIMELINE REVIEW: Place in Notebook
5. LEARNING LOG: Write a reflective commentary considering the impact of
the Columbian Exchange during this era and its connection to the larger story
of world history.
6. SHORT PRIMARY SOURCE ANALYSIS: The source analysis will include
identifying point of view, intended purpose, audience, and historical context
of each source. Sources include: De Las Casas, Letter from Cortes, Martin
Luther’s 95 Theses; visual sources: Ming Treasure Ships, caravels, dhows,
Polynesian outrigger canoes; tools used to facilitate trade: coins, maps,
compasses, astrolabes and sails; chart of world silver flow during 1450-1750;
maps of Atlantic slave trade and triangular trade, Indian Ocean trade
complex (changes from previous era), expansion of Russia; Ming porcelain,
Renaissance perspective in art, Mughal art/architecture, Spanish Baroque
art/architecture, Dutch art, Ottoman art/architecture. (CR1b), (CR8)
7. POINT/COUNTERPOINT: Socratic Seminar: Should Christopher Columbus
be considered a hero? Did Tokugawa policies strengthen Japan? Did Oliver
Cromwell advance political freedom in seventeenth-century Europe? Did
Peter the Great exert a positive influence on the development of Europe?
8. DISCUSSION: Does the term “Renaissance” apply to members of lower
classes in late Medieval Europe? Are there other Renaissances in other parts
of the world? If so, how might this change our understanding of this term as a
marker of a particular period in time? (CR11)
9. SYNTHESIS: Students consider how and why art historians emphasize the
importance of artists’ discovery of linear perspective in the Italian
Renaissance. (CR15)
Unit 4 Assessments:
Test: 70 Multiple choice questions
Essay: In-class essay drawn from either the past C/C, CCOT or DBQ formats
Notebook: Unit 4 completed assignments
Team Presentation
UNIT 5: Industrialization and Global Integration
Periodization: 1750-1900
Main Focus: The European Moment in World History
Length of Class Time for Unit: 6 weeks
KEY CONCEPTS: (CR3)
KEY CONCEPT 5.1: Industrialization and Global Capitalism
I.
II.
III.
IV.
V.
VI.
Industrialization
New patterns of global trade and production
Transformation of capital and finance
Revolutions in transportation and communication; Railroads,
steamships, canals, telegraph
Reactions to the spread of global capitalism
Social transformations in industrialized societies
KEY CONCEPT 5.2: Imperialism and Nation-State Formation
I.
II.
III.
Imperialism and colonialism of trans-oceanic empires by
industrializing powers
State formation and territorial expansion and contraction
Ideologies and imperialism
KEY CONCEPT 5.3: Nationalism, Revolution, and Reform
I.
II.
III.
IV.
The rise and diffusion of Enlightenment thought
18th century peoples develop a sense of commonality
Spread of Enlightenment ideas propels reformist and revolutionary
movements
Enlightenment ideas spark new transnational ideologies and
solidarities
KEY CONCEPT 5.4: Global Migration
I.
Demography and urbanization
II.
Migration and its motives
III.
Consequences of and reactions to migrations
Unit 5: MAJOR ASSIGNMENTS:
1. TEXT READING ASSIGNMENTS: Chapters 23-27 (Stearns)
2. TAG TEAM TEACHING: Student groups will research and make presentations.
Presentation groups will be responsible for the following topics: Seven Years’
War, Napoleonic Wars, Berlin Conference, Opium Wars, Zulu, Formation of
Hawaii, German and Italian Unification, Meiji restoration, Abolition, Marxism,
Indian National Congress, Industrialization; Migration, suffrage, Scientific
Revolution, Atlantic revolutions, Latin America Independence movements,
Boxer Rebellion, Indian Revolt of l857, Taiping rebellion, Wahhabi Movement,
Tanzimat, Self-Strengthening movement, Liberalism, Socialism, Communism,
Anarchism, pan-Slavism, pan-Islamism, Factory System, and Second
Industrial revolution (CR4)
3. WRITING ASSIGNMENTS: Students will continue work on how to write
essays. Possible prompts include questions from previous released AP
exams: DBQ-Indentured Servitude; Development of Global trade patterns
1750-1914; Compare the French and Haitian revolutions; Compare reaction
to foreign domination in the Ottoman Empire, China, India, and Japan;
Compare nationalism, e.g., China and Japan, Cuba and the Philippines, Egypt
and Nigeria; Compare forms of Western intervention in Latin America and in
Africa; Compare the roles and conditions of women in the upper/middle
classes with peasantry/working class in Western Europe and Japan. (CR12)
4. TEXT TIMELINE REVIEW: Place in Notebook
5. LEARNING LOG: Write a reflective commentary considering the roots and
influences of Enlightenment thought during this era and its connection to the
larger story of world history. (CR4)
6. SHORT PRIMARY SOURCE ANALYSIS: The source analysis will include
identifying point of view, intended purpose, audience, and historical context
of each source. Sources might include excerpts from: Locke, Montesquieu,
Declaration of Independence, Declaration of the Rights of Man and Citizen,
Adam Smith, and Karl Marx; statistics about bonded labor migrations from
Asia to the Americas and Africa.: images of factories in England, USA, France
and Japan showing the size of the steam-powered machines and women
working in the factories; images of industrial cities with air or water
pollution (CR1b), (CR8)
7. POINT/COUNTERPOINT: Socratic Seminar: Did the West define the modern
world? Was the French Revolution worth its human costs? Did the Meiji
Revolution Constitute a revolution in 19th century Japan? Were Confucian
values responsible for China’s failure to modernize? (CR4)
8. SIMULATION: Students will create an English village in l700’s and will
experience the changes caused by the Industrial Revolution over a 100 years
period.
Unit 5 Assessments:
Test: 70 Multiple choice questions
Essay: In-class essay drawn from either the past C/C, CCOT, or DBQ format
Notebook: Unit 5 completed assignments
Team Presentation
UNIT 6: Accelerating Global Change and Realignments
Periodization: 1900 to Present
Main Focus: The most recent century
Length of Class Time for Unit: 6 weeks
KEY CONCEPTS: (CR3)
KEY CONCEPT 6.1: Science and the Environment
I.
II.
III.
Rapid advances in science spread assisted by new technology
Humans change their relationship with the environment
Disease, scientific innovations, and conflict led to demographic shifts
KEY CONCEPT 6.2: Global Conflicts and Their Consequences
I.
II.
III.
IV.
V.
Europe’s domination gives way to new forms of political organization
Emerging ideologies of anti-imperialism contribute to dissolution of
empires
Political changes accompanied by demographic and social
consequences
Military conflicts escalate
Individual and groups oppose, as well as, intensify the conflict
KEY CONCEPT 6.3: New Conceptualizations of Global Economy, Society, and
Culture
I.
II.
III.
States, communities and individuals become increasingly
interdependent
People conceptualize society and culture in new ways
Popular and consumer culture become global
UNIT 6: MAJOR ASSIGNMENTS:
1. TEXT READING ASSIGNMENTS: Chapters 28-36
2. TAG TEAM TEACHING: Students will make individual presentations in this
unit. Topics include: WWI, WWII, Cold War, International Organizations,
3.
4.
5.
6.
7.
8.
Decolonization in Algeria, Decolonization in sub-Sahara Africa, economic
developments in Argentina/Brazil, Cuban Revolution, Great Depression,
economic developments in the Pacific Rim, Communism in Russia and China,
feminist movements, globalization, Indian/Pakistan Partition, Jewish
settlement/Palestine, Irish partition, Nuclear weapons, Marshall Plan, NATO,
Warsaw Pact, genocides of the 20th century, civil rights movements,
European Union, Antibiotics, and HIV/AIDS. (CR4), (CR5a), (CR5b), (CR5d)
WRITING ASSIGNMENTS: Students will continue to work on how to write
essays. Possible prompts include questions from previous released AP
exams: Compare the notion of the “East” and the “West” in Cold War
ideology ; DBQ- Muslim Nationalist Movements; Choose two revolutions
(Russian, Cuban, Chinese, Iranian) and compare their effects on the roles of
women; Compare the causes and effects of the World Wars on areas outside
of Europe; Compare legacies of colonialism and patterns of economic
development in two of the following regions: Asia, Latin America, Africa;
Compare patterns and results of decolonization in Africa and India. (CR5b),
(CR5c) & (CR5e)
TEXT TIMELINE REVIEW: Place in Notebook
LEARNING LOG: Write a reflective commentary considering social
movements during this era and its connection to the larger story of world
history. (CR4)
SHORT PRIMARY SOURCE ANALYSIS: Sources might include Gandhi,
Nkrumah, and Mao; data on the growth of outsourcing and business cycles of
multinational corporations in the 20th century; images of advancements in
science and technology in the 20th century, soviet realism; map of reverse
migration of the 20th century (CR1b) & (CR8)
POINT/COUNTERPOINT: Socratic Seminar: Did the Bolshevik Revolution
improve the lives of Soviet women? Was Stalin responsible for the Cold War?
Does Islam revivalism challenge a secular world order? Should Africa’s
leaders be blamed for the continent’s current problems? Were ethnic leaders
responsible for the disintegration of Yugoslavia? Will the Oslo Peace Accords
benefit both Israelis and Palestinians? (CR4)
Review sessions prior to AP World History Exam: Before and/or afterschool tutoring will be spent reviewing major concepts and ideas from all
units, including essay strategies. Review sessions will be offered on selected
days. Attendance at the review sessions is recommended, but voluntary.
UNIT 6 Assessments:
Test: 70 Multiple choice questions
Essay: C/C, CCOT or DBQ in-class essay format
Notebook: Unit 6 completed assignments
Individual Presentation