600 C.E. – 1450 C.E.
(35 Days)
Day 1:
Introduction to Islam (K.C. 3.1)
 Major themes and topics of unit
 Bedouin society and social unrest
 Reading: Stearns pp. 132-143
Day 2:
Mohammad (K.C. 3.1)
 Arabia at the time of Mohammad
 Story of Muhammad
 Five Pillars and other major characteristics - chart
 Attractiveness of Islam
 Reading: Stearns pp. 143-148
Day 3:
Sunni v. Shi’ite (K.C. 3.1)
 Umayyad caliphate
 Sunni v. Shi’ite split – notes from A&O “Creed Concerning the Imams”
 Early Abbasid dynasty
 Islamic art
 Reading: A&O pp. 232-236 “The Qur’an”; A&O pp. 237-241 “Gardens of the Righteous”
Day 4:
Muslim Holy books (K.C. 3.1)
 The Koran and Hadith
 Definition of jihad – A&O pp. 244-246 “The Treatise on Law” – discussion Q’s
 Islam and unbelievers – A&O pp. 254-264 “Islam and Unbelievers”
 Comparison to today – Islam in the World
 Reading: Stearns pp. 150-160
Day 5:
Impact of Islam (K.C. 3.1, 3.2 and 3.3)
 End of the Abbasid Empire
 Impact of the Crusades
 Science and Technology
 Reading: Stearns pp. 160-167
Day 6:
Spread of Islam – South Asia (K.C. 3.1, 3.2 and 3.3)
 Jigsaw Comparison - Spread of Islam to South Asia, South East Asia, and Africa
 Reading: Stearns pp. 167-177
Day 7:
Spread of Islam – Southeast Asia & North Africa (K.C. 3.1, 3.2 and 3.3)
 Jigsaw Comparison - Spread of Islam to South Asia, South East Asia, and Africa
 Reading: Stearns pp. 177-184
Day 8:
Spread of Islam – Grassland Kingdoms (K.C. 3.1, 3.2 and 3.3)
 Jigsaw Comparison - Spread of Islam to South Asia, South East Asia, and Africa
 Reading: Stearns pp. 184-191
Day 9:
Spread of Islam – East Africa & Central Africa (K.C. 3.1, 3.2 and 3.3)
 Jigsaw Comparison - Spread of Islam to South Asia, South East Asia, and Africa
 Reading: Ibn Battuta primary sources
Day 10:
Ibn Battuta (K.C. 3.1 and 3.2)
 National Geographic - The Travels of Ibn Battuta
 Primary sources and discussion and analysis Q’s
 Reading: Study for Test!
Day 11:
Assessment
 Chapters 6-8 Quiz
 NO HMWK!
Day 12:
Introduction to the Document-Based Question (DBQ)
 Instructions for Tackling a DBQ
 AP Grading Rubric
 Assignment: Analysis of Documents for tomorrow’s DBQ
Day 13:
Writing a DBQ
 Students will complete a DBQ – Islamic and Christian views towards merchants
 Reading: Stearns pp. 256-266
Day 14:
China in the Post-classical Era (K.C. 3.1, 3.2 and 3.3)
 Review of collapse of the Chinese classical civilization
 Lecture questions on the Sui-Tang era – transparency of empires
 Reading: Stearns pp. 266-276
Day 15:
Tang/Song China (K.C. 3.1, 3.2 and 3.3)
 The Family and Society in Tang/Song China
 Footbinding
 Tang decline/Song emergence
 Reading: A&O pp. 292-295 “13th Century Hangzhou”
Day 16:
Tang/Song China (K.C. 3.1, 3.2 and 3.3)
 Discuss the Song capital
 Inventions and art
 Debate – positive and negative effects of the renaissance of Confucianism
 Innovation and conservatism of the Tang-Song era
 Reading: Stearns pp. 278-300 (Complete individual assignment)
Day 17/18: Sinification (K.C. 3.1 and 3.2)
 Group activity – Spread of Chinese civilization to Japan, Korea, and Vietnam
 Causes and effects of each
 Which of the 3 states was least affected the Chinese and why? – Inner/Outer circle
 Reading: Marco Polo Readings (after Day 18)
Day 19:
Post-Classical Travelers Comparison (K.C. 3.1 and 3.2)
 Comparison activity – Marco Polo and Ibn Batutta - Map
 Who was more influential and why?
 Reading: Stearns pp. 194-203
Day 20:
Byzantine Empire (K.C. 3.1, 3.2 and 3.3)
 Leader analysis – Justinian
 Significance of the Byzantine Empire/Orthodox Christianity v. Roman Catholicism – Great Schism


Reasons for decline/Similarities with China
Reading: Stearns pp. 203-207; A&O pp. 366-368 “The Alexiad”
Day 21:
Kievan Russia (3.1 and 3.2)
 Crusades from the Western POV
 Eastern Europe’s development
 Video: Kievian Russia
 Reading: Stearns pp. 210-221
Day 22:
Western Europe (3.1, 3.2 and 3.3)
 Discussion questions from chapter
 Reading: Stearns pp. 221-232
Day 23:
Western Europe (3.1, 3.2 and 3.3)
 Invasion v. feudalism v. dynastic kingship (CHANGE OVER TIME!)
 Geocentric world view
 Hmwk: Study for Test
Day 24:
Assessment
 Test – Chapters 9,10,12,13
 Hmwk: DBQ Document Analysis
Day 25:
DBQ
 DBQ – Two Feudalisms Compared
 Reading: Stearns pp. 302-310
Day 26:
Mongols (3.1, 3.2 and 3.3)
 Intro to Mongols
 Focus questions for unit
 Lecture – Who were the Mongols?
 Reading: Steans pp. 310-321
Day 27:
Mongols (3.1, 3.2 and 3.3)
 How were the Mongols able to do what they did?
 Handout – Assignment sheet #1
 Group activity
 Reading: Assignment Sheet #3
**Sometime during unit - World History Costume Contest – refer to handout for details**
Day 28:
Effect of Mongols (3.1, 3.2 and 3.3)
 Social, political, and economic effects of Mongols on conquered
 Produce a class list
 Hmwk: Preparation for Socratic Seminar
Day 29:
Mongols Socratic Seminar (3.1, 3.2 and 3.3)
 Socratic Seminar – the Mongol Empire
 Reading: Socratic Seminar reflection & Stearns pp. 234-244
Day 30:
Aztecs (3.1, 3.2 and 3.3)
 Ch. 14 Practice tests
 Aztecs – men and women; rise to power
 Stearns – these civilizations were “troubling”?
 Reading: Stearns pp. 244-252
Day 31:
Aztecs/Incas comparison (3.1, 3.2 and 3.3)
 Venn Diagram – Incas v. Aztecs
 Reading: Bubonic plague readings
Day 32:
Black Death (3.1 and 3.3)
 Plague – meaning
 Spread of the Black Death – how and why?
 Global Spread of the Black Death
 Hmwk: Plague chart
Day 33/34: Black Death (3.1 and 3.3)
 Perceptions of the Black Death
 Comparison - Europe and the Middle East
 Video – “The Scourge of the Black Death”
 Hmwk: 600-1450 Unit Assessment/Vocabulary Assignment
 Reading: Stearns pp. 324-337
Day 35:
West & the World (3.1, 3.2 and 3.3)
 Comparison of the world in the Post-classical era
 Reading: Stearns pp. 342-347