AP World History
Day
Unit 3: 600-1450
Topic
Agenda


Reading
Due
Unit 3 Outline Discussion
Mini-Q: Why did Islam spread so quickly?
8

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Quiz 7
Spread of Islam Map & Reading
8
CH8 Guided Reading
CC: Mansa Musa
Finish Spread
of Islam Qs


Mali & Delhi PPT
CCOT Activity [use Met Museum resources]
13
Spread of Islam
Questions
CCOT Essay
CC: Indian
Ocean Trade


Document Exercise: Ibn Battuta
Document Exercise: Marco Polo
13
CH13 Guided
Reading
CC: Indian Ocean
Trade
GG&S
CH2/15


Sui & Tang Reading
Tang Documents: Law Code
10
CCOT Essay


Song Reading
Song Documents: Analects for Women;
Remonstrance Against the New Laws
10
GG&S CH2/15
Questions


Tang/Song Reading
Document Exercise: Buddhism in China
10
CH10 Guided
Reading


CC: Mongols
Mongols & Silk Road Reading
12


POV Exercise: Mongols
Mongols DBQ
12
CH12 Guided
Reading


Quiz 8
Mongols DBQ
12
Comparative Essay


Peasant Revolts
Document: Justinian Suppresses Nike Riots
9


Periodization Exercise
Thematic Web Project [See Middle Ages PPT]
9
DBQ Essay
Finish
Thematic
Web


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
Quiz 9
CC: Crusades
Argumentation Exercise: Crusades
Petrarch & Boccaccio Sources
9
CH9 Guided Reading
Comparison:
HL & GC
14
Map Analysis
Comparison Activity
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

Quiz 10
Renaissance PPT
CC: Renaissance
14
3.3.II.B
4.1.VII.A
Americas

CH14 Guided
Reading
Thematic Web
Project
American Civ. SPICE Charts
11
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
Quiz 11
Comparison Activity: Tribute Systems
11
3.1.II.A
Unit 3 Exam

Unit 3 Exam: 600-1450
Key Concepts
31
Oct.30
Islamic Civ.
32
Nov.3
Islamic Civ.
33
Nov.4
Mali & Delhi
34
Nov.9
Indian
Ocean Trade
3.2.I.B, C
3.1.III.A
3.1.III.E
3.2.I.B, C
3.1.I.A, C, D
3.1.III.C
3.3.I.B
35
Nov.11
China
36
Nov.12
China
37
Nov.13
China
38
Nov.17
Mongols
39
Nov.18
Mongols
40
Nov.19
Mongols
41
Nov.23
Byzantines
42
Nov.24
Early
Medieval
Europe
3.1.I.E
3.2.I.A
3.3.II.D
3.1.III.D
3.3.III.D
3.1.I.E
3.2.II
3.1.II.A
3.3.II.B
3.1.II.A
3.3.III.C
3.2.I.B
3.3.II.A, B
3.3.III.A, C
43
Nov.25
44
Crusades
3.1.I.D
Black Death
3.1.IV
45
46
Renaissance
3.1.I.B
3.2.I.D
3.3.I.A
47
49
Americas
Assignments Due
HW Assigned
CC: Mansa
Musa
Comparative
Activity
DBQ Essay
Map Analysis
CH11 Guided
Reading
Essential Questions
 Why and how did networks of
human interaction widen and
deepen in this period? What
were the consequences?
 How did state forms change
through 1450? To what extent
did they remain the same as in
prior times?
 How did social structures
respond to increased economic
productive capacity?
Enduring Understandings
 Networks of communication and exchange deepened and widened in the period 6001450 due to innovations in transportation, state policies, and mercantile practices;
consequently, there was increased interregional borrowing, as well as cultural,
technological, and biological diffusion.
 While some states attempted to preserve or revive imperial structures, smaller, lesscentralized states continued to develop. Additionally, Islam introduced a new concept
– the Caliphate – to statecraft. Moreover, pastoral peoples in Eurasia –the Mongolsconsolidated and expanded their power, integrating people and institutions from
both the pastoral and agrarian worlds.
 Increased trade, agricultural productivity, and urbanization fostered retention of class
and caste systems in societies as well as patriarchy and coerced labor. In some areas,
the introduction of new religious beliefs altered gender relations and family structure.
Essay Prompts
 DBQ: The Mongols: How barbaric were the barbarians? Or How different were Christian and Muslim responses to the Black
Death?
 Comparative: Analyze similarities and differences in TWO of the following trade networks in the period 600-1450: Indian
Ocean, Silk Roads, or Trans-Sahara. Your response may include comparisons of biological, commercial, or cultural exchanges.
 CCOT: Analyze changes and continuities in societies that adopted Islam in the period 600-1450.
 Map Analysis: Create a map showing the spread of Christianity and Islam in the Mediterranean from their origins to 1450,
noting dates changes occurred.
 Thematic Web: Demonstrate political, social, environmental, cultural, and economic characteristics of the Middle Ages in
Europe.
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
 CR11 The course provides opportunities for students to examine diverse models of periodization constructed by historians. –
Periodization
 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
 Asia for Educators. Columbia University. http://afe.easia.columbia.edu/
 Crash Course World History. https://www.youtube.com/playlist?list=PLBDA2E52FB1EF80C9
 Metropolitan Museum of Art. “The Empires of The Western Sudan: the Mali Empire.”
http://www.metmuseum.org/toah/hd/mali/hd_mali.htm
 Metropolitan Museum of Art. “Islamic Art.” http://www.metmuseum.org/about-the-museum/museumdepartments/curatorial-departments/islamic-art
Assessments
 Quizzes & Exams
Additional Assignments:
o Quiz 7: Islam & The West
o Quiz 8: Mongol Empire & Indian Ocean Trade
o Quiz 9: Medieval Europe
o Quiz 10: Latin West & Age of Exploration
o Quiz 11: China & The Americas
o Unit 3 Exam: 600-1450
 Writing Assignments
o DBQ Essay
o CCOT Essay
o Comparative Essay
 Class Activities
o Document Exercise: _________________________
o Guns, Germs, & Steel Excerpt Questions
o Spread of Islam Questions
o Thematic Web Project
o Map Analysis
o Comparison: Tribute Systems
 21st Century Skills
o Guided Reading: CH8, CH9, CH10, CH11, CH12, CH13, CH14
o Crash Course: Mansa Musa; Indian Ocean Trade
Learning Objectives
 Theme 1: Interactions Between Humans and the Environment
o ENV-3: Explain the environmental advantages and disadvantages of major migration, communication, and exchange
networks (3.1.I, II)
o ENV-4: Explain how environmental factors influenced human migrations and settlements (3.3.II)
o ENV-5: Explain how human migrations affected the environment (3.1.II, IV; 3.3.II)
o ENV-6: Explain how people used technology to overcome geographic barriers to migration over time (3.1.I, 3.1.II)
o ENV-7: Assess the causes and effects of the spread of epidemic diseases over time (3.1.IV, 3.3.II)
o ENV-8: Assess the demographic causes and effects of the spread of new foods and agricultural techniques (3.1.IV,
3.3.I)
o ENV-9: Analyze the environmental causes and effects of industrialization (3.3.I)
 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 (3.1.III)
o CUL-2: Explain how religious belief systems developed and spread as a result of expanding communication and
exchange networks (3.1.III, 3.2.I)
o CUL-3: Explain how major philosophies and ideologies developed and spread as a result of expanding
communication and exchange networks (3.1.III)
o CUL-4: Analyze the ways in which religions and secular belief systems affected political, economic, and social
institutions (3.1.III, 3.2.I, 3.3.III)
o CUL-5: Explain and compare how teachings and social practices of different religious and secular belief systems
affected gender roles and family structures. (3.2.I, 3.3.III)
o CUL-6: Explain how cross-cultural interactions resulted in the diffusion of technologies and scientific knowledge
(3.1.I, 3.1.II, 3.1.III, 3.2.II)
o CUL-7: Analyze how new scientific, technological, and medical innovations affected religions, belief systems,
philosophies, and major ideologies (3.1.III)
o CUL-8: Explain how economic, religious, and political elites defined and sponsored art and architecture (3.1.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 (3.1.III)
 Theme 3: State-Building, Expansion, and Conflict
o SB-1: Explain and compare how rulers constructed and maintained different forms of governance (3.1.I, 3.2.I)
o SB-2: Analyze how the functions and institutions of governments have changed over time (3.1.I, 3.2.I, 3.3.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 (3.2.I)
o SB-4: Explain and compare how social, cultural, and environmental factors influenced state formation, expansion,
and dissolution (3.1.I, 3.1.II, 3.2.I, 3.2.II, 3.3.II, 3.3.III)
o SB-5: Assess the degree to which the functions of cities within states or empires have changed over time (3.1.I,
3.2.I, 3.3.II)
o SB-6: Assess the relationship between states with centralized governments and those without, including pastoral
and agricultural societies (3.1.I, 3.2.I, 3.2.II, 3.3.III)
o SB-7: Assess how and why internal conflicts, such as revolts and revolutions, have influenced the process of state
building, expansion, and dissolution (3.3.III)
o SB-8: Assess how and why external conflicts and alliances have influenced the process of state-building, expansion,
and dissolution (3.2.II)
o SB-9: Assess how and why commercial exchanges have influenced the processes of state-building, expansion, and
dissolution (3.1.I, 3.1.III, 3.2.I, 3.3.II)
o SB-10: Analyze the political and economic interactions between states and non-state actors (3.1.III, 3.2.I, 3.2.II,
3.3.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
(3.3.I)
o ECON-2: Analyze the economic role of cities as centers of production and commerce (3.1.I)
o ECON-3: Assess the economic strategies of different types of states and empires (3.2.I, 3.3.I, II, III)
o ECON-5: Explain and compare forms of labor organization, including families and labor specialization within and
across different societies (3.1.I, 3.3.I, 3.3.II)
o ECON-6: Explain and compare the causes and effects of different forms of coerced labor systems (3.3.III)
o ECON-10: Analyze the roles of pastoralists, traders, and travelers in the diffusion of crops, animals, commodities,
and technologies (3.1.I, 3.1.III, 3.1.IV, 3.2.II, 3.1.I)
o ECON-11: Explain how the development of financial instruments and techniques facilitated economic exchanges.
(3.1.I)
o ECON-12: Evaluate how and to what extent networks of exchange have expanded, contracted, or changed over time
(3.1.I, 3.1.III, 3.1.IV, 3.2.I, 3.3.I, 3.3.II)
 Theme 5: Development and Transformation of Social Structures
o SOC-1: Analyze the development of continuities and changes in gender hierarchies, including patriarchy (3.2.I, 3.3.III)
o SOC-2: Assess how the development of specialized labor systems interacted with the development of social
hierarchies (3.3.III)
o SOC-3: Assess the impact that different ideologies, philosophies, and religions had on social hierarchies (3.1.III)
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SOC-4: Analyze ways in which legal systems have sustained or challenged class, gender, and racial ideologies (3.2.I,
3.3.III)
SOC-5: Analyze ways in which religious beliefs and practices have sustained or challenged class, gender, and racial
ideologies (3.1.III, 3.3.III)
SOC-8: Analyze the extent to which migrations changed social structures in both the sending and receiving societies
3.1 Expansion & Intensification of Communication and Exchange Networks
3.2 Continuity & Innovation in State Forms and Their Interactions
3.3 Increased Economic Productive Capacity & Its Consequences