Advanced Placement World History
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Overview of AP World History
In AP World History you will develop a greater understanding of the evolution of global processes and
contacts including interactions over time. The course highlights the nature of changes in international
frameworks and their causes and consequences, as well as comparisons among major societies. We will
use the following AP World History themes throughout the course to identify the broad patterns and
processes that explain change and continuity over time. We will have both lectures and workshops
weekly. Lectures are carefully prepared to present outside information or review particularly difficult
aspects of the text or the subject matter in general. Workshops are student centered and designed to
use student strengths and remediate weaknesses. Workshops include but are not limited to the
following types of activities: role plays, mock trials, debates, seminar discussions, writing labs, group
research, and individual research.
The Five AP World History Themes
1 . Interaction Between Humans and the Environment.
2. Development and Interaction of Cultures.
3. State-Building, Expansion and Conflict
4. Creation, Expansion and Interaction of Economic Systems.
5. Development and Transformation of Social Structures.
Text:
World Civilizations: The Global Experience AP Edition, by Peter N. Stearns,
Michael Adas, Stuart B. Schwartz, and Marc Jason Gilbert; 5th edition. New York:
Harper Collins, 2007.
Supplemental Resources:
• World History, by William Duiker and Jackson J. Spielvogel; 3rd edition. United States: Thomson
Learning, 2001.
• Discovering the Global Past: A Look at the Evidence, by Mary Wiesner, et al. (Volumes I. and II.)
• Ways of the World: A Global History with Sources by Robert W. Strayer. Boston-New York:
Bedford/St. Martin’s, 2011
• Guns, Germs, and Steel, by Jared Diamond
• A History of the World in 6 Glasses, by Tom Standage
• Atlas of World History Oxford University Press, 2002
• Saudi Aramco World, ”The Indian Ocean and Global Trade,” July/August 2006
• A variety of other primary and secondary sources will be used throughout this course.
Course Requirements:
• Prepare to take the AP Exam in May.
• Actively participate in class and complete all assignments thoroughly and promptly.
• Attend class daily, arriving on time.
• Make up work when absent—contact instructor and send assignments due electronically if
possible; make prior arrangements for planned absences; two days allotted for each day absent
to turn in work. If you miss a quiz, you must set up a time to make it up outside of class.
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Keep a well-organized and complete notebook for the entire year; bring to class daily. Use the
charts and lecture and reading notes in your notebook to study for tests. Ask for help if your
notebook is incomplete.
Form a study group for tests and other large assignments, such as the study cards created to
help you master the vocabulary you will encounter in the multiple-choice questions.
Ask instructor for help if needed—I am committed to supporting your efforts!
Challenge yourself to work hard and maintain high standards.
Take advantage of opportunities to redo work for mastery of the content and skills of the
course.
Grading:
Grades will be based on points that are added up and averaged with total points possible. Grades are
available daily through Infinite Campus. Final grades will be computed in December and again in May.
Assessments:
• Quizzes: On readings from each chapter in the text book
• Homework: Assigned readings, Essay writing practice, Discovering the Global
Past primary source activities
• Tests: Follow every unit (approximately) and after completion of each unit.
• Essays: Assigned in class and out of class writing in preparation of the AP
• Exam. Three essays taught are the DBQ, Comparison, and Change and continuity essay. Proper
essay writing techniques will be taught in writing workshops throughout the year.
• Final Exam: Students will take a 3-hour, 5 minute AP Released Exam in preparation for the AP
World History exam. Students taking the exam will complete a group project for their final.
Unit One: Neolithic Revolution 8000B.C.E to 600 B.C.E.
Focus Questions: What is “civilization”? Who is “civilized”?
Stearns- Chapter 1
Key Concepts:
• 1.1 Big Geography and the Peopling of the Earth
• 1.2 The Neolithic Revolution and Early Agricultural Societies
• 1.3 The Development and Interactions of Early Agricultural, Pastoral, and Urban Societies
Sample Activities:
• Regional Maps (Activity): Students will receive a copy of a world map with a list of regions.
They are to label each area on the map of what they believe to be each region. Once students
are complete, the class will discuss what the real regions of the world are. Students will have to
memorize the regions for a quiz next class
• Guns, Germs, Steel Discussion Groups: . Students are to write notes and engage in a discussion
about their summer reading. Students and teacher will make connections to the rise of
advanced urban societies, examples of improvements in agricultural production and trade,
pastoralism v. agricultural societies, and locations of agricultural hearths.
• Note taking (Skill Assignment): Students will be taught how to write notes for each of their
chapter readings. These notes are based on an adapted Cornell Note.
• Note Cards: Students will be given their note card/vocabulary assignment for the unit including
all of illustrative examples from Period I.
• Ancient Life and Afterlife in Mesopotamia and Egypt (Document Activity): Students will be
placed in groups of five students will be assigned one document to read and analyze using
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provided questions. Students will then present their document to the group. When finished,
the group will answer final questions together. (Strayer, pg. 115)
Ancient Civilizations SPICE Chart (Activity/Discussion): Students will be placed in small groups
of four-five and assigned a civilization. They will be given 10 minutes to fill in their charts. The
class will discuss each group’s chart utilize the document camera.
Unit I. Test: Students will be given 40 minutes to complete the test that consist of multiple
choice, identification, and short answer questions.
Unit Two: Organization and Reorganization of Human Societies 600B.C.E. to 600C.E.
Stearns Chapter 2-5
Focus Questions
How does change occur? Individually or by Diffusion?
Key Concepts:
• 2.1 The Development and Codification of Religious and Cultural Traditions
• 2.2 The Development of States and Empires
• 2.3 Emergence of Transregional Networks of Communication and Exchange
Sample Activities:
• World Religions Gallery Hop (Activity): Students will be paired into groups of 4 to 5. Students
are to research their assigned world religion and then create a visual representation on butcher
block paper for Hinduism, Buddhism, Judaism, Christianity, Confucianism, Daoism,
Zoroastrianism, and Greek Religions. When all groups are complete, students will display their
art and participate in a gallery hop in which they write down notes about key aspects of all
world religions. If groups are not complete by the end of class, gallery hop may take place next
block.
• Ancient China (PowerPoint): Each student will receive a notes handout that will be used for all
the classical civilizations. They will be required to take part in discuss and take notes on early
Chinese culture.
• Chinese Philosophies Fill-in the Blank (Handout): Students will complete a fill-in the blank
handout comparing Chinese philosophies
• Caste System Reading and Questions (Handout): Students will read an excerpt about the caste
system in India and complete questions.
• Ashoka (Video Clip and Activity): Students will watch a five minute video clip about Ashoka.
Following the video clip, they will complete an activity about Ashoka’s transition from Hinduism
to Buddhism.
• Ashoka Reading and Questions (Handout): Students will read about the impacts of Buddhism
in India and answer questions.
• Caste v. Slavery (Reading Handout): Students will read and answer questions focusing them to
compare caste and class in Ancient India and Greece.
• Greece and Rome (Jigsaw): Students will work in small groups on an assigned question. Once
groups are completed they will present the answer to their question.
• The Greeks: Crucible of Civilization (Documentary): Students will watch and take notes on a
documentary about the achievements and lasting influence of Greek civilization. Students will
be required to write a short response on the following: Analyze the impacts of the Greeks on the
classical world.
• Other Classical Civilizations (Activity): Students will work in small groups to answer questions
about one of the following: Persia, Maya, Moche, Nubia, Bantu, and Polynesia
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Trade Networks (Group Activity): Students will work in small groups to complete a
presentation on their assigned trading network (Mediterranean, Silk Road, Trans-Sahara, Indian
Ocean). Presentation includes information about new technologies, goods exchanged, beliefs,
and new ideas diffused.
Note Cards: Students will be given their note card/vocabulary assignment for the unit including
all of illustrative examples from Period II.
2010 Comparison Essay- students will be given 40 minutes to complete a comparison essay
about classical imperial administrations.
Document Based Question (Handout)- the class will discuss the DBQ. Students will work on a
handout to help pre-writing for the 2007 DBQ question. Students will review the rubric and be
given 50 minutes to complete the essay. When essays are complete, students will participate in
a writing workshop where they are given sample essays to read and score based on the rubric.
Students will rewrite their essay to address missed points.
Unit II. Exam- Students will be given 70 multiple choice questions to complete in 55 minutes.
Unit Three: Regional and Transregional Interactions 600-1450
Stearns Chapter 6-15
Focus Questions: Should we study cultural areas or states? Did changes in this period occur from the
effects of nomadic migrations or urban growth? Was there a world economic network during this
period?
Key Concepts
• 3.1 Expansion and Intensification of Communication and Exchange Networks
• 3.2 Continuity and Innovation in State Forms and their Interactions
• 3.3 Increased Economic and Productive Capacity and Its Consequences
Sample Activities:
• Note Cards: Students will be given their note card/vocabulary assignment for the unit including
all of illustrative examples from Period III.
• Periodization (Discussion)- students will discuss major changes and continuities between the
Classical and Post-Classical era.
• Islam: The Basics (PowerPoint)- students will take notes and engage in discussion about Islam
including beliefs, practices, and comparisons with other religions.
• The Arab World (Handout)- students will complete a handout on the trade and interactions of
the pre-Islamic world.
• Islam, Empire of Faith (Documentary)- students will take notes while watching the first
segment on the life of Muhammad
• Islam Storybooks- students will be assigned a storybook topic (including: Pre-Islamic World,
The Golden Age of Islam, Sunni-Shiite split, Travels of Ibn Battuta, Life in the Abbasid Empire,
The Crusade from an Islamic Point of View, Five Pillars of Islam, Spread of Islam into Asia, Africa,
and Spain) and will complete in class research. When completed, students participate in a book
club reading day.
• Muslim Empires Maps (Activity)- students will work with a partner to complete questions
about the geographic extent of the Muslim empires. (Oxford Atlas of World History)
• African Kingdoms (Stations Activity)- Students will complete work from 5 different stations
focusing on Islamic diffusion into Africa, city-states in East Africa, trade with other regions.
• Middle Ages in East and West Europe (PowerPoint)- students will take notes and discuss the
decline of the urban areas, invasions by Arabs and Vikings, compare East and West political
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organization, impact/changes of Christianity, along with changing social structures and labor
organizations.
Ancient Mysteries –The Black Death (Documentary) and TCI Black Death Graphic Organizerstudents will watch the documentary and take notes using the graphic organizer.
Amerindian World (Activity)- students will trace the diffusion of Olmec and Toltec literary and
cultural traditions to the Maya, Aztec, and Inca and compare the city-states of this region with
European and Chinese cities.
Medieval China Group Activity (Collaborative Learning Activity)- students will be divided into
six groups. In their groups they are to answer one of the following assigned topics and create
an overhead transparency to teach the class with. (Contrast the Era of Division with the SuiTang era, Explain the decline of Buddhism in the later Tang and Song Dynasties, Compare and
contrast the empire under the Tang and Song dynasties, What were the elements of Tang-Song
economic prosperity, In what ways did the Chinese empire during the Tang-Song era depart
from previous developments in Chinese civilization, Describe the artistic, literary, and
technological achievements of the Chinese Renaissance.)
Foot binding (PowerPoint)- Students will take notes and engage in a discussion about Chinese
gender roles focusing in on the practice of foot binding. Students will also compare Chinese
concepts of gender with that of other post-classical civilizations.
Feudalism Comparison Essay- students will be given 40 minutes to complete and essay
comparing Japanese and European feudal origins and impacts.
Mongol Map Activity- students will complete a map question activity focusing on the growth
of the Mongol empire. (Oxford Atlas of World History)
Traveler’s Readings (Jigsaw)- students will work in jigsaw groups to read about the impacts of
travelers and cross cultural exchanges. (Saudi Aramco World, July/August 2005)
Cross Cultural Exchange (PowerPoint)- students will engage in discussion and take notes on
cultural exchanges of the Post Classical world.
Post Classical Times (Group Project)- students will be assigned section groups (News, Business,
Living, Arts, Food, and Religion) and will collaborate to create news articles for a larger class
version of the Post Classical Times.
Unit III. Exam- Students will be given 70 multiple choice questions to complete in 55 minutes.
Unit Four: Global Interactions 1450-1750
Stearns Chapters 16-22
Key Concepts:
• 4.1 Globalizing Networks of Communication and Exchange
• 4.2 New Forms of Social Organization and Modes of Production
• 4.3 State Consolidation and Imperial Expansion
Focus Questions: To what extent did Europe come predominate in the world economy?
Sample Activities:
• Note Cards: Students will be given their note card/vocabulary assignment for the unit including
all of illustrative examples from Period IV.
• Periodization (Discussion)- students will discuss major changes and continuities between the
Post-Classical and Early Modern Period.
• Art Comparison Activity- Students will view various art pieces from the Classical Greece and
Rome, Medieval Europe, and the Renaissance. Using their knowledge, they will tell me what
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time period they think the pieces come from and list elements that led them to that belief.
When finished students will fill out a comparison chart and creative a piece in their favorite
style.
History’s Turning Points: the Siege of Constantinople (documentary)- students will watch the
documentary and take notes, specifically focusing on the impacts of the fall of Constantinople.
Tipping Point and the Rise of the West (PowerPoint)- Students will take notes and engage in a
discussion of the rise of the west, exploration, new technologies, global circulation, the
Columbian Exchange, mercantilism, and the spread of belief systems.
Famous Faces of Exploration Jigsaw (Activity)- Students will work in small groups to create a
biography on a famous face from exploration. Students will share their biographies with the
class.
Dani California Change and Continuity Activity (Music Video)- Students will watch the video
twice and answer the following questions: 1. What is the style of the video of at the beginning?
Middle? And end? 2. What changes? What stays the same? 3. What do you think are the
reasons for changes and continuities? The class will discuss the answers and the teacher will
relate these to the CCOT essay.
CCOT Essay Sheet (Handout)- Students will work with a partner filling out the worksheet
leading them to write a CCOT essay. The class will discuss the essay and how to write it.
Students will be given 40 minutes to complete the essay.
Transformation of Europe (PowerPoint)- Students will take notes and engage in a discussion
about Reformation, Absolutism, Scientific Revolution, and Enlightenment.
The Rise of Russia (Pair Activity)-Students will work with their partner to complete a quiz over
Russian Absolutism.
The Colonies Magazine (Activity)- Students will be separated into three different groups
representing the American, French (Canada), Spanish (Latin America), and Australian colonies.
In groups, they are to create a magazine that introduces new and prospective colonists to their
colony. Magazines are to include a map, historical founding, government, economy/jobs,
education/culture, native religion, demographics, and places to visit (cities, etc.). Groups will
have all class to research and write articles.
Colonies Comparison (Handout)- while listening to presentations, students will fill out their
comparison sheets. We will discuss differences as a class.
Labor Systems and Social Organization and Production (PowerPoint)- Students will listen and
take notes about the impact of slavery, indentured servitude, serfdom, and the hacienda
systems
Muslim Empires Propaganda (Activity)- Students will be split into small groups and assigned an
empire. Students will complete the empires comparison chart using chapter 21 in their
textbooks and begin designing their advertisement campaign.
Asian Empires (Handout)- Students will be placed in partners and will answer set of questions
about Tokugawa Japan and Ming/Qing China.
Unit IV. Exam- Students will be given 70 multiple choice questions to complete in 55 minutes.
Unit Five: Industrialization and Global Interaction 1750-1900
Stearns Chapter 23-27
Key Concepts:
• 5.1 Industrialization and Global Capitalism
• 5.2 Imperialism and Nation-State Formation
• 5.3 Nationalism, Revolution, and Reform
• 5.4 Global Migration
Focus Questions: Through what processes did the influence of industrialization spread throughout the
world? How did the right of individuals and groups change in this period?
Sample Activities:
• Note Cards: Students will be given their note card/vocabulary assignment for the unit including
all of illustrative examples from Period V.
• Periodization (Discussion)- students will discuss major changes and continuities between the
Early Modern Period and the Period of Industrialization and Global Integration.
• French Revolution Primary Sources (Handout)- Prior to class, students will have completed the
handout that includes primary sources about the causes and events of the French Revolution.
• History Channel’s The French Revolution (Documentary)- Students will watch and take notes
focusing on the causes and major events of the French Revolution.
• Declaration of the Rights of Man and Citizen and Declaration of the Rights of Woman and the
Female Citizen- Students will read both documents and answer the following questions. 1.
How does the Declaration of Man limit the power of the monarchy? 2. What are the rights and
responsibilities of citizenship? 3. According to this document, what is the origin and purpose of
government? 4. Why was the Declaration of Woman written? 5. Compare both declarations
on format and content.
• Revolutions Comparison Chart (Handout)- Students will pair up to fill out a comparison chart
on the French, Haitian, and American Revolutions.
• Revolutions (PowerPoint)- This PowerPoint will continue the discussion over the major causes,
events, and consequences of the French, Haitian, and American Revolutions. They will be
responsible for listening, engaging in discussion, and taking notes in their comparison charts.
• Recipe for Revolution (Project)- Using their comparison information, students will create a list
(or recipe) for a revolution. Students should identify similarities in revolutions (or ingredients)
and determine how these aspects mix together to create a revolution.
• Causes of the Industrial Revolution Chart (Handout)- Students will work with a partner to fill
out the causes of the Industrial Revolution chart. Once finished, the class will engage in a
discussion over the causes of the French Revolution.
• Urban Game (Activity)- Students will be given a sheet of paper. They will draw different urban
elements. The goal of the game is for students to identify problems with urban sprawl caused
by the industrial revolution.
• Industrial Revolution Effects (Activity)- Students will work on an activity that includes primary
source readings and pictures that requires them to identify positive and negative effects of the
Industrial Revolution.
• Industrial Revolution DBQ (Essay)- Students will be given 50 minutes of class time to complete
a document based question about the Industrial Revolution.
• World Imperialism (Map)- Students will work on questions about Imperial Maps (Oxford Atlas
of World History)
• Case Study: Java and India (Document Activity)- Students will read documents in groups and
answer guiding questions about the colonization impacts on Java and India and compare English
and Dutch approaches to colonization.
• Cultural Trends Mixer (Activity)- Students will come to class prepared to be in character
(important economic, social, and political thinkers of the 19th century). They will take part in a
Speed Meet and Greet where they will ask questions and get to know the accomplishments and
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personalities of the famous faces of the 18th and 19th centuries. Once completed, students will
discuss cultural and social trends of the 18th and 19th centuries.
Cultural Trends (PowerPoint)- Students will take notes and engage in discussions about gender,
social class, and mass cultural trends of the 18th and 19th centuries.
Latin America in the 19th century (PowerPoint)- Students will be given a handout. They will be
required to take notes and engage in discussion about political and social impacts of the
independence movements in Latin America along with their relationship with the United States
and other major world powers.
Russia and Japanese Respond to the West (PowerPoint)- Students will take notes and
participate in discussion about the responses of the Russians and Japanese to western incursion.
Responses to Western Dominance Comparison (Chart)- Students will research and complete a
chart that outlines the Chinese, Ottoman, Russian, and Japanese responses to Western
Imperialism.
Russia and Japan Comparison Essay- Students will be given 40 minutes to complete the
comparison essay.
Unit V. Exam- Students will be given 70 multiple choice questions to complete in 55 minutes.
Unit Six: Accelerating Global Change and Realignments 1900-Present
Stearns Chapters 28-35
Key Concepts
• 6.1 Science and Environment
• 6.2 Global Conflicts and Their Consequences
• 6.3 New Conceptualizations of Global Economy, Society, and Culture
Focus Questions: How do ideological struggles provide and explanation for many of the conflicts of the
20th century? To what extent have the rights of the individual and the state replaced the rights of the
community? How have conflict and change influenced migration patterns?
Sample Activities:
• Note Cards: Students will be given their note card/vocabulary assignment for the unit including
all of illustrative examples from Period VI.
• Periodization (Discussion)- students will discuss major changes and continuities between the
Period of Industrialization and Global Integration and the period of Accelerated Global Change
and Realignments.
• World War I. (PowerPoint)- students will take notes and engage in discussion about the causes
of the war, Major Battles, style of warfare/technology, global scale of the war, Armenian
genocide, The Treaty of Versailles, and the impact of the war on colonies
• Treaty of Versailles (Simulation)- students will be assigned to act as diplomats at the Treaty of
Versailles. They are to present their demands for their country, colony, and/or ethnic group.
When complete students will write a Comparison Essay on the effects of the outcomes of the
First World War on two regions.
• Russian Revolution (Documentary)- students will watch a documentary about the communist
revolution in Russia.
• Russia Under Stalin (Activity)- Students will compare government party answers to other
primary sources in order to gain a deeper understanding of life in Russia under Stalin.
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Great Depression (Video Clips)- Students will watch a 5 minute clip about the Great Depression
and discuss the rise of welfare states as a response to the Depression. Students will complete a
comparison of government involvement in the economic system.
Rise of Dictators (Handout)- students will complete a handout on the rise of dictators in Europe
and Latin America throughout the first half of the 20th century.
Scientific Advances (Handout)- students will complete a handout that includes questions about
new medical innovations, new scientific paradigms, and epidemic disease.
World War II. (Jigsaw Activity)- students will complete a jigsaw activity that includes causes of
the conflict, new military technologies (atomic bombs, etc), fronts of warfare (including
Polynesia), Holocaust, colonial involvement, and impacts on governments.
Cold War Timeline (Activity)- students will create an illustrated timeline on the politics, war,
arms race, space race, and popular culture of the Cold War
Communism in the 20th Century (PowerPoint)- students will take notes on the spread of
communism (focusing on China, Vietnam, and Cuba)and the reactions throughout the 20th
century. The class will also discuss the end of communism in Eastern Europe and the opening of
relationships with China and Vietnam.
Comparison Essay- students will complete a comparison of the Chinese Revolution and the
Russian Revolution
Decolonization (PowerPoint)- students will take notes and participate in a discussion on the
decolonization of the 20th century focusing on early movements (Pan Africanism and Pan
Arabism), independence, and impacts (both of government organization and political party in
power)
Asian Tigers (Activity)- students will work in small groups reading articles about the 20th century
Asian Tigers and complete questions that focus on the globalization of the economy, regional
trade organizations, and multinational corporations.
Popular and Consumer Culture (PowerPoint)- students will discuss emerging consumer cultures
and brand recognition, while also focusing in on developed versus developing countries.
Contemporary World Issues (Activity)- students will complete presentations on the following
topics: Environmental Degradation, Human Rights, Regional Conflicts, Developing Economies,
Terrorism
Exam Review
AP World History Exam: May