AP World History
Philipsburg-Osceola Area High School
Mr. Shawn Arnold
Room 204
Prep Periods: 4th and 5th
sarnold@pomounties.org
Course Overview
Our greatest glory is not in never falling, but in rising every time we fall.
- Confucius
History is a gallery of pictures in which there are few originals and many copies.
- Alexis de Tocqueville
We learned the value of research in World War II
- Amar Bose
The world is flat!!! No not in the scientific way that was disproven centuries ago. But rather the world is an
economic and social level ground. The actions of a country cannot be simply viewed as only concerning
themselves. The economic, social, and technological paths of a country have a lasting impact upon other
places and markets. The world is truly connected and thus its history should be examined as such.
To be honest, the study of history as “world history” only academically dates back (in the US) to the 60’s
or 70’s. Prior to this history was viewed on a nation state level where causalities were only examined from
one national/regional viewpoint. World history in fact existed forever, dating back to the first humans
sharing political and agricultural methods. This would progress up into the 21st century where we see a
truly global picture and interconnected world. To fully appreciate the impact of this world viewpoint we
will be examining not only typical geo-political history, but also cultural history. It is this spread of ideas
that makes world history truly special. You will be challenged to think beyond your conventional, centralPA, US-centric viewpoint. It is this ability to consider and empathize with the other that will bring you
great success in this class and also in life.
This class is a global survey of the human past. From the 1 st humanoids to the complex multiregional
alliances of the current century, we will be examining the history of mankind warts and all. This will be
done from a complex, college level. Being an AP class we will concentrate on developing historical
thinking skills and written reflective ability. I, however, do realize you are all high school students with
other classes and extra-curricular activities. An adequate balance of the collegiate and secondary will be
attained.
The benefits of taking this college level history class are much more significant than the course overview.
The chance to gain college credit should simply be icing on the cake of what this class provides. A recent
study found the following “AP Effect.” Students of AP World History are:
- Better prepared academically for college
- Better prepared for other reading intensive AP classes (such as AP US and AP Lit)
- More likely to specialize in majors with tougher grading standards
- More likely to complete more college course work
- More likely to indentify and take more AP classes in a specialized subject area of
interest
- Likely to perform significantly better over 4 years of college course work
- More likely to be superior in terms of leadership
- More likely to make significant accomplishments in college
- Twice as likely to do graduate level studies
Course Materials
There are some items that I will provide for you and others that I expect you get your hands on.
What I give you:
-
Class Textbook:
o Bentley and Ziegler Traditions and Encounters: A Global Perspective on
the Past 5th Edition
o NOTE: You will be expected to return the textbook and books given to you
in a condition relatively similar to the condition they were assigned to you.
- Primary Sources (Selections including some from the following):
o Bedford The Bedford Series in History and Culture
o Wiesner, Wheeler, Doeringer, and Curtis Discovering the Global Past: A
Look at the Evidence Volumes 1 and 2
o Sherman, Grunfeld, Markowits, Rosner, and Heywood World Civilizations:
sources, Images, and Interpretations Volumes 1 and 2
o Reilly Worlds of History: A Comparative Reader 3 rd Edition
o Halsall Internet History Sourcebook Project
- Select Readings from other College Level Textbooks:
o Stearns, Adas, Schwartz, and Gilbert World Civilizations: The Global
Experience 6th Edition
o Hansen and Curtis Voyages in World History
o Bulliet, Crossley, Headrick, Hirsch, Johnson, and Northrup The Earth and
Its Peoples: A Global History 4th Edition
- 2ndary and Histriographical Readings (Selections including some from the
following):
o Mitchell and Mitchell Annual Editions: World History
o McNeill and McNeill The Human Web
o Diamond Guns, Germs, and Steel
o Pomerantz The World that Trade Created
o Harman A People’s History of the World
o Friedman The World is Flat: A Brief History of the Twenty-first Century
o Africa The Immense Majesty: A History of Rome and the Roman Empire
o Brigden New Worlds, Lost Worlds: The Rule of the Tudors, 1485-1603
o Said Orientalism
o Hochschild King Leopold’s Ghost: A Story of Greed, Terror, and Heroism
in Colonial Africa
What you NEED to get and are expected to have:
- Pencils, pens, or other writing utensils (black or blue)
- Lined, three holed paper
A binder that is at least 1.5 inches
- 6 tab dividers
Things that would be useful if you acquire them:
- A good dictionary (either Oxford English or American Heritage) and thesaurus
(Roget’s)
- An AP World History Study Guide
- A flash drive
- Internet access to keep up on current events (bbc.com is my favorite, but cnn.com
does a decent job on the world front)
Historical Thinking Skills and the 9 Habits of the Mind:
This year you as AP students will be thinking as young historians. Although facts and information are
important to a historian’s work, they are only significant to the extent of having practical, historical skills
that help make the information useful. Informative fact void of these skills is meaningless and trivial. More
than building knowledge of history this year, we will be working of developing the following 9 habits of
the mind to help prepare you to think critically not only about historical content but also the world around
you:
- Appropriate use of relevant evidence
- Argumentation
- Causation
- Patterns of Continuity and Change over Time
- Periodization
- Comparison
- Contextualization
- Interpretation
- Synthesis
-
Themes of AP World History:
Covering the entire history of Homo Sapiens in less than one academic year is an absolutely daunting task.
To make this more feasibly possible we will look at history from a “big picture.” The College Board has
assisted in this by emphasizing important themes that must be analyzed in all eras of humankind. This will
help as both a means to compare multiple complex societies within or between different periods. Just
remember this “SPICE” pneumonic device:
Social (Development and transformation of social structures)- Gender roles and relations
- Family and kinship
- Racial and ethnic constructions
- Social and economic classes
Political (State-building, expansion, and conflict)- Political structures and forms of governance
- Empires
- Nations and nationalism
- Revolts and revolutions
- Regional, trans-regional, and global structures and organizations
Imprinting (of humans on the environment)- Demography and disease
- Migration
- Patterns of settlement
- Technology
Cultural (Development and interaction of cultures)
- Religions
- Belief systems, philosophies, and ideologies
- Science and technology
- The arts and architecture
Economic (Creation, expansion, and interaction of economic systems)
- Agricultural and pastoral production
- Trade and commerce
- Labor systems
- Industrialization
- Capitalism and socialism
Periodization and AP World History:
Using the skills and themes mentioned above, students of history must also understand the flow of the
“story” of history. This comes in the form of cause and effect in history. To help simplify this the College
Board has emphasized certain periods in history and their relative significance to the overall global
understanding desired as an end result of this class. Although we will be working on developing our own
categorization of periods in history, the following are the periods delineated by the College Board:
Time Period
College Board
Official Name
Chronological
Dating
Percent of Test
World History for
Us All Correlation
Period 1
Technological and
Environmental
Transformations
Beginnings to 600
B.C.E
5%
Big Era 1
Big Era 2
Big Era 3
Period 2
Organization and
Reorganization of
Human Societies
600 B.C.E to 600
C.E.
15%
Big Era 4
Period 3
Regional and Transregional Interactions
c. 600 C.E. to c.
1450 C.E.
20%
Big Era 5
Period 4
Global Interactions
c. 1450 C.E. to c.
1750 C.E.
20%
Big Era 6
Period 5
Industrialization and
Global Integration
c. 1750 C.E. to c.
1900 C.E.
20%
Big Era 7
Period 6
Accelerating Global
Change and
Realignments
c. 1900 C.E. to the
Present
20%
Big Era 8
Big Era 9
Course Expectations and Consequences
Ah yes rules time. Although I could create an insane list of classroom rules and expectations, I feel a more
simplistic list of key adjectives to describe what a warm, accepting classroom entails is more easily
understood. So I dove into a dictionary and here are three basic adjectives I expect you young adults to
exhibit throughout the year.
Room 204 will be a(n) . . .
Active /ˈaktiv/ classroom - Characterized by energetic activity
We will be taking part in discussions, projects, and simulations that will require all of you
to be actively engaged in class. It matters what you think. It matters so much that your
participation will usually be graded in some form. Be brave! Be bold! Speak your mind
during our discussions. Don’t feel your classmates will think you’re stupid. If they do,
they will get what’s coming to them (we will get into this a bit more in “Considerate”).
Diligent /ˈdiləjənt/ classroom - Having or showing care and conscientiousness in one's work or
duties
To be “active” you usually have to be “diligent.” You as students have duties and
responsibilities. If you haven’t done the reading, how can you actively take part in the
discussion in class? If you are late to class how can you fully grasp the deep metaphysical
conversation we will be having? If you forget your notebook how will you be able to
remember the exploits of King Henry the VIII’s court? (Its really a lot like the Jersey
Shore.) You get the point right? Do what is assigned to you. Be on time to class. Daily
bring a writing utensil, notebook, planner, and paper with you unless other wise noted.
Considerate /kənˈsidərət/ classroom - Showing kindly awareness or regard for another's feelings,
circumstances, etc.
This is the most important adjective in my book. It is also the most all encompassing.
Obviously you must do things like wait to be called on during discussions, refrain from
seriously distracting or off topic banter, not running around the room screaming (unless I
ask you to), not invade the sanctity of my desk, refrain from doing homework for another
class (or this class that was due), abstain from vandalizing someone else’s property or
personage. More important, however, is personal consideration. To learn and grow in a
safe environment requires the understanding that we will respect others’ viewpoints and
different learning levels. Equally important is considerate language. There is a zero
tolerance policy for name calling or derogatory slurs.
Now the question of consequences. Obviously your student handbook outlines certain consequences that
have certain pre-established procedures throughout the entire building (ie tardy policy, tobacco policy,
dress code, etc). Others are left to my crazy imagination. Generally speaking I will try to keep everything
within the “house” of our classroom and not seek outward intervention. Ample warnings will be given, and
consequences or referrals will only occur if the problem is persistent. Generally speaking, however, if you
think of these three simple rules you will be fine. You guys and gals are almost adults, and I promise you I
will give you the respect you deserve provided you give me the respect I deserve.
Classroom Structure:
My class is structured in a more college centric way to begin with. We sit as a group in a circle to help
facilitate discussion of key concepts within the class. Our class meets every day for 45 minutes. A typical
day will include a warm-up exercise and 1-3 different activities. These will usually include a short lecture
followed by 1-2 activities to check for understanding. Next to my desk is a stack of turn in trays. One of
these is dedicated to your class. All homework is due at the beginning of class in the tray. There is no time
to work in class on old homework for this course or any other course. Consequently I will confiscate work
for either this class (that was due at the start of class) or another class if I catch you working on it. I retain
the right to either keep or return the work as I see fit.
Student Evaluation and Grading Policy
Students’ final and marking period grades will be determined by a points system. Total points earned will
be divided into total points possible.
99-100 =A+ 95-98=A
91-92= B+
87-90=B
83-84=C+
79-82=C
75-76=D+
70-71=D
69 and below = F
93-94=A85-86=B77-78=C70-71=D-
Students’ 9 weeks grades will be reflected based upon a percentage derived from points earned divided into
points possible. Semester points will generally range from 2000-2500 points. Your 9 weeks grades will
roughly be reflected in the following way:
25%- In-Class Essays (5 Total)
15%- Tests (3 Total)
15%- Quizzes
10%- Daily Written Work
10%- Individual Assignments
9%- Notebook Checks (3 Total)
7%- Geography Quizzes
6%- Document Analysis
3%- Oral Exams
Tests: Tests are important. A comprehensive multiple choice section plays a big role in the AP exam this
spring. To prepare you for this we need to spend time taking multiple choice exams in a timed
fashion. To maintain the interval of questions per minute, tests will consist of 55 questions. This
will include 40 from new material on the unit and 15 from old materials relevant to the current
content being tested. Students should keep and study old tests for the possibility of future
reappearances.
In-Class Essays: Writing is also an essential element in history. It is in fact even more relevant than being
able to recall factoids to a historian. On the AP exam there will be three types of essays you will
be responsible to write (Document Based, Comparison/Contrast, and Continuity and Change Over
Time). These are all timed essays. To simulate the high stakes of the testing situation there will be
frequent in class essay writing opportunities. For each type of essay we will include
developmental activities and writing workshops to hone your ability to tackle these different styles
of written reflection. All essays will be graded based upon the official College Board AP World
History rubrics.
Quizzes: Quizzes are formative in nature and determine what areas are being neglected and which ones are
being adequately covered. Part of this also is to assure required homework readings are being
done. Again to have the more in depth discussions in class that I want to have, you need to read.
Random, pop quizzes are a way to assure this. Generally speaking there will be a quiz at least for
each chapter in the textbook.
Daily Written Work: These will be different activities that we work on and examine in class. At times these
will be in the form of exit slips. Other times these will take the form of reflective questions posed
in class. When we work on developing essay writing skills this will fall under this category.
Notebook Checks: Notebooks are a required element of this class. You are required to have your notebook
with you at all times. In the notebook you need 6 tab dividers. The tabs should be labeled as
follows:
- Handouts
- Lecture and class notes
- Daily Work (Daily Written Work, SOAPPSTones, OPPTICS, Charts, and Reading
Exercises)
- Returned Work
- Essays
- Geography and Map Work
Geography Quizzes: Geography is an essential part to having an understanding of the world. Periodically
there will be Geography Quizzes given to assess the knowledge of the areas being studied. This
will usually be on a unit by unit basis. The date will be given a night in advance. Students have the
option of taking the quiz early the 1st day of a unit after school. Following this I will assign them a
more advanced and creative geography assignment. This will be due the day of the unit test. I will
then give credit based upon which the student scored better on.
Document Analysis: These are the different analysis work that we will be doing on documents throughout
the year. They will typically take the form of SOAPSTones or OPPTICS.
Individual Assignments: Any other homework or assignments that I may give throughout a quarter. This
will include the summer reading assignment for the 1 st quarter.
Oral Exams: Much like quizzes I need to formatively make sure you are actively engaged in class and
where you need to be. One of the easiest ways to do this is randomly call upon people to
participate in classroom discussion and connection to content. The easiest way to earn these points
is to participate. Check with me after class to see where your Oral Exam points are at.
The College Curve: This is college level work. Because I have to be honest with you on the quality of your
assessments, before I figure your final grades, I will curve your tests and quizzes. For example, to
a test average of 81% I will take the square root (or 9) and multiply by 10. The grade you will
receive is a 90%. This applies to only tests and quizzes. Essays, Geography quizzes, Oral Exams,
and all other work will never be curved.
Replacement Essay: I will offer 1 replacement essay per 9 weeks. This can replace an essay or the
equivalent points of a map tests or quizzes. I will give you the higher of the two scores.
Cheating/Plagiarism: Cheating or plagiarism will result in an immediate zero on the assignment in question
and application of the school’s plagiarism policy. For more questions see your student handbooks.
Late Work: Late work will be accepted with the equivalence of a 7% deduction (rounded down to tenths)
of the total assignment grade every two school days it is late. Every two school days 7% more will
be deducted until the total deductions reach 50%. At this point students are able to only get 50%
on the assignment if they turn it in completed. Any work not turned in by the end of the grading
period will be a 0.
Absences: In the case of an absence, students have 1 day upon return to school to make up the assignments
that were missed per day missed. If the day missed was a test day, students have 3 days upon
return to school to make up the test. All make up work is to be done on free time and will not be
done during class time.
Early Dismissals/Late Arrivals: Early dismissals or late arrivals are not excuses for late work. If you arrive
at school late or are going to miss class due to an early dismissal drop your assignment due off to
me. If you miss a test due to this, you are expected to make that test up during your next study
hall.
Extra Credit: Extra credit is just that, extra. Here and there a few extra points may be assigned if you really
stun with really profound work that exhibits either creativity or progress. Aside from this and
provided you have no missing work (which means you need to turn in all late work 1 st), I will be
willing to meet with you to come up with an extra credit assignment. The assignment must be
relative to the period we are studying in class or to come in class during the 9 weeks. More effort
and creativity will result in more extra credit. There is a cap at extra credit exceeding 20% of a
quarter’s grade.
After School Tutoring and Preparation for the AP Exam: If you are having a particularly hard time with a
specific part of class, I will be more than willing to stay and help you. You simply have to be
brave enough to come up to me and make arrangements for a specific day and time. I weekly
proctor tutorials in the library and would be more than willing to help you out at this point too. I
will be holding biweekly review sessions in March as a means to get you more ready for the AP
Exam. Students are required as a graded assignment to attend at least 3 of these review sessions.
Midterm and Final Examinations: This class will have both a cumulative Midterm and Final. The midterm
will be given in January and will count as a Test and 2 In-Class Essay scores on the 3rd Marking
Period. This is to further prepare you for the high stakes situation of taking this AP Exam. The
final will be arranged based upon the school’s final schedule. This will roughly mirror the style a
full AP Exam would be like (70 multiple-choice and 3 essays). Students have the option of
exempting from this final if they participate in either planned review sessions or an individual
research project (more on both of these to be distributed in January). It is within your interest to
either come to the review sessions or do the project. Who wants to take 2 full blown AP Exams in
2 weeks?
Scope and Sequence of the Course
What follows is a basic overview of the year. It will let you know generally when tests are and when
readings are due. It is expected that you have reading done the first day a unit is due. I’ve also provided a
calendar to help you plan out your year. Enjoy!
Periodization:
Technological and Environmental Transformation, to c.
600 B.C.E.
Approx. Days to
Teach:
8/29-9/7
Theme:
AP Historical Skills/ Periodization/ Humans and the Environment
Topic:
The Discipline of World History and Prehistory
Essential Topics, Subtopics, and Comparisons:
I. The Syllabus and Introduction to AP World History
A. Document Analysis: SOAPPS-TONE, OPPTICS
B. Geography: The Five Themes
C. Historiography
1. Chronology
2. Themes
III. Historical Thinking Skills
A. Historical Argumentation
B. Appropriate Uses of Relevant Historical Evidence
C. Historical Causation
D. Change and Continuity Over Time
E. Periodization
F. Contextualization
G. Interpretation
H. Synthesis
I. Compare and Contrast
IV. Notebooks, Note-taking and Lesson Plans
V. Writing
VI. Big Eras
A. Big Era 1: 13 Billion-200,000 Years B.C.E.
B. Big Era 2: 200,000-10,000 B.C.E.
C. Big Era 3: Farming, Emergence of Complex Societies
VII. Big Geography and the Peopling of the Earth
A. Human Origins and Migration out of Africa
B. Hunters and Foragers
VIII. Neolithic Revolution, Early Agricultural Societies
A. Independent Emergence of Agriculture
B. 1st Farmers
C. Technologies: Invention and Adaptation
D. Social Hierarchies and Specialization
Student Readings:
Bentley: Preface: xxxi-xxxviii
Part 1) Early Complex Societies: 2-3
Chapter 1) Before History: 4-23
Goucher: What is World History?
Christian: World History in Context
Manning: The Problems of Interactions in World History
Christian: The Case for Big History
Bentley: Crosscultural Interaction, Periodization in History
History, Geography and Time
Big Era One, Big Era Two, Big Era Three
Kelley: The Rise of Pre-History
Monastersky: Gone but Not Forgotten
Wells: Out of Africa
Pringle: Kelp Highway
Key Concepts:
1.1: Big Geography and the Peopling of the Earth
1.2: The Neolithic Revolution and Early Agricultural
Societies
Essential Geography:
Students should know the major continents, islands,
archipelagos, oceans, seas, rivers, mountain chains,
and physical features of the world. They should also
be able to identify the Afroeurasia, the Americas,
Eurasia, the Great Arid Zone, the Indo-Mediterranean
Zone, Inner Eurasia, Oceania, and Southwest Asia.
They should also know the relative location of the
following:
Olduvai Gorge (Tanzania)
New Guinea
Neander Valley (Germany)
Lascaux, France
Gatal Huyuk
Jomon Society
Historical Terms To Know:
historian
geography
chronology
periodization
theme
demography
gender
historiography
fact
opinion
point of view
primary sources
secondary
big geography
sources
big era
Pre-history
Ancient Period
complex society
Lucy
Paleolithic
Neolithic
domestication
sedentary
nomad
pastorialism
revolution
technology
anthropologist
archeologist
Venus figurines
Lascaux cave painting
polytheism
patriarchal societies
metallurgy
textile
social class
social structures
Primary Sources:
Cave Paintings
Neolithic Goddess
Periodization:
Technological and Environmental Transformation, to c.
600 B.C.E.
Approx. Days to
Teach:
9/10-9/19
Theme:
Humans and the Environment/ Development and Transformation of Social
Structures
Topic:
First “Civilizations”
Essential Topics, Subtopics, and Comparisons:
I.
Beginnings of Civilization
A. Civilization: The Complex Culture of Cities
B. River Valley Civilizations
1. Fertile Crescent: Cuneiform cultures
2. The Nile: Egypt and Nubia
3. Indus Valley: Dravidians and Aryans
4. Chinese Rivers: From Xsia to Zhou
C. The Cycle of Civilization
II.
Nomads and the Cycle of Civilization
A. Nomadic Challenges
1. Pastoral Nomadism
2. Nomads and Civilizations
B. Interactions of Pastoral, Agricultural Societies
C. Semites and Indo-Europeans
Student Readings:
Bentley: Chapter 2) Early Societies in Southwest Asia: 25-47
Chapter 3) Early African Societies: 48-69
Chapter 4) Early Societies in South Asia: 70-85
Chapter 5) Early Societies in East Asia: 86-105
Chapter 6) Early Societies in America and Oceania: 106-125
State of the World: 126-127
Goucher: Ideas and Powers: Goddesses, God-Kings, Sages
Goucher: Settled Societies, Emergence of Cities
Bulliet: The First River Valley Civs
Lawler: Beyond the Family Feud
Bower: Dawn of the City
Draper: Black Pharaohs
Merola: Messages from the D
Loewe: China’s First Empire
Primary Sources:
Hammurabi’s Code
Book of the Dead
Book of Songs
Epic of Gilgamesh
Zigguraut
Scene from Book of the Dead
Wall Painting of Nubians
Olmec Head
Elder’s Advice to His Son
Arjuna’s Dilemma
Annals of Spring/Autumn
The Rig Veda
Pyramid
Harappan Priest
Oracle Bones and Writing
Minoan Fresco
Key Concepts:
1.3: Development and Interactions of Early Agricultural,
Pastoral, and Urban Societies
Essential Geography:
Students should know the location of the major complex
societies of the era and the rivers they grew around using
the maps in the Bentley text as a starting point. Students
should also know the relative location of the following:
Anatolia
Arabia
steppes of Eurasia
Mesopotamia
Ur
Phoenicia
Babylon
Judea
Jerusalem
Sudan
Sahara
sahel
Egypt (kingdom) Nubia (Kingdom) Kush (kingdom)
Meroe
Memphis
Mehnjo-daro
Harappa
Sumer
Burma
Tibetan plateau
Historical Terms to Know:
cycle of civilization
complex society
Cultural Diffusion
technology
monotheism
irrigation
kingdom
Sargon
Hammurabi’s Code
Stele
Assyrians
Hebrews, Israelites, Jews
Abraham
Phoenicians
savannah
pharaoh
cataracts
pyramids
Harappans
republic
jati
brahmins
Dravidians
dynasty
hereditary state
Shang
artisans
“mandate of heaven”
steppe nomads
civilization
institutions
revolution
polytheism
patriarchal societies
city-state
empire
Hammurabi
Indo-Europeans
Hitties
pastoral nomads
cuneiform
Moses
mummification
mercenary
scribe
hieroglyphics
Aryans
Vedas
varna
caste
sati
karma
loess
Xia
Zhou
consort
cowry shells
Periodization:
Organization and Reorganization of Human Societies c.
600 B.C.E. to 600 C.E.
Approx. Days to
Teach:
9/24-10/11
Theme:
State-Building, Expansion, and Conflict/ Development and Transformation of
Social Structures/ Creation, Expansion, and Interaction of Economic Systems
Topic:
Classical Empires
Essential Topics, Subtopics, and Comparisons:
I. Big Era 4: 1200 B.C.E. to 600 C.E.
A. Expanding Networks of Exchange and Encounters
II. The Development of States and Imperial Societies
A. The Classical Empires Defined
1. Technologies of conquest and control
2. Standardization of political institutions
3. Social and economic aspects of empire
B.
Classical Empires
1. Southwest Asia: Assyrians, Chaldeans, Phoenicians
2. Southwest Asia: Three Persian Empires
3. South Asia: From Mauryans to Guptas
4. China: Qin and Han
5. Mediterranean: the Greco-Roman World
6. Africa: Kush, Axum, and Ghana
III. Transregional Networks of Communication, Exchange
A. Trade diasporas: Jews, Sogdians, Nestorians
B. Trade spreads ideas, religions, diseases, crops
C. Popular developments along the peripheries
D. Technologies facilitates communication, exchanges
IV. The End of Empires
A. Internal Decay: Economic, Social, Political
B. Continental Migrations and Invasions
1. Germans, Early Slavs, and Kushans
2. Steppe Nomads: Hsiung Nu across Asia
3. Bantu: Farmers and Technology Spread
4. Polynesians and Malayo-Polynesians
Student Readings:
Bentley: Part 2) Formation of Classical Societies: 128-129
Chapter 7) Empires of Persia: 130-147
Chapter 8) Unification of China: 148-167
Chapter 9) State, Society, and Salvation in India: 168-186
Chapter 10) Greek Phase: 188-209
Chapter 11) Roman Phase: 210-230
Chapter 12) Cross Cultural Exchange on Silk Road: 232-253
State of the World: 254-255
Big Era Four
Goucher: Ideas and Powers
Smith: Libyans?
Stearns: Part II Bulliet: Age of Empires
Lidz: Sudden Death
Hadingham: Mysteries of the Panthenon Hardman: Woman & Power
Cartledge: Alexander the Great Faulkner: Apocalypse
Hadingham: Secrets of a Desert Metropolis
Key Concepts:
2.2: The Development of States and Empires
2.3: Emergence of Trans-regional Networks of
Communication and Exchange
Essential Geography:
Students should be able to identify the major geographic
world of the classical civilizations using the maps in the
Bentley text as a starting point. They should also be
prepared to compare the geographic map as it has
changed since the beginning of the Ancient period in
world history. They should also know the relative location
of the following:
Iran
Bactria
Afghanistan Macedonia
Thrace Great Wall Taklamakan Desert
South China Sea Java
Sumatra
Hindu Kush Mountains Ceylon Balkan Peninsula
Crete Cyprus Peloponnesius
Byzantium
Mycenae
Troy
Sicily Tiber River Po River
Gaul Carthage Western Roman Empire
Eastern Roman Empire Antioch Damascus Tyre
Historical Terms to Know:
Classical Period Axial Age Iron Age Classical
empire barbarian bureaucracy
caste
social hierarchy
centralization cosmopolitan
trade diaspora communities
Achaemenids
Darius
Seleucids Parthians Persepolis
satrapies tribute Royal Road qanat
Xerxes Alexander magi Sima Qian
castration eunuchs Kong Fuzi Qin Shihuangdi
Great Wall conscription Liu Bang Chang’an
Han Wudi Xiongnu hegemony silk
Yellow Turban Uprising
epidemics
political vacuum
tributary alliance varna
jati dharma patronage Homer Mycenaeans
Polis Pericles Ptolemy tyrant
Stoics
Persian War
Peloponnesian War republic
Senate consuls patricians plebeians tribunes
dictator Punic Wars Pax romana
Mare nostrum
paterfamilias
“bread and circuses” Diocletian Constantine
476 C.E.
Primary Sources:
Confucian Government
Lisi: Qin Legalism
Cyrus/Kurash Prism
Thuycididies Athems
Women in India
Slaves in Roman Law
Indo-European Chariot
Greek Krater
Roman Arches
Han Horse
Sima Qian: First Emperor
Iron and Salt Debates
Plato’s Republic
Aristotle on Slavery
Ashokan Decree
Seutonius on Augustus
The Parthenon
Roman Veritas Busts
Qin Terracotta army
Periodization:
Organization and Reorganization of Human Societies
c. 600 B.C.E. to 600 C.E.
Approx. Days to
Teach:
10/15-10/24
Theme:
Development and Interaction of Cultures/ Development and Transformation
of Social Structures
Topic:
Religion, Cultural Traditions to 1st Millennium
Essential Topics, Subtopics, and Comparisons:
I. Codification of Religious, Cultural Traditions
II. Early Religious Traditions
A. Shamanism, Animism, and Ancestor Worship
B. Theogenies and Complex Polytheisms
C. From Nature Worship to Shinto, Popular Daoism
III. Philosophy and Intellectual World Views
A. Greco-Roman Philosophies
B. Legalism, Confucianism, and Philosophic Daoism
C. Buddhism and Jainism
IV. Classical Religious Traditions
A. Judaism and Zoroastrianism
B. From Brahmanism to Hinduism
C. Early Christianities
V. Spreading the Faith
A. Buddhist and Christian Missionaries
B. Confucian Scholars
C. Gnostics along the Silk Road
D. Syncretisms
VI. Comparative World Views
A. Views on Gender
B. Views on Social Inequality and Social Hierarchy
VII. Comparative Artistic Traditions
B. Literature and Drama
C. Architectures
D. Sculptures
Student Readings:
Bentley: re-read 128-255
Goucher: Religion and State – Buddhism, Christianity
Liu Xinru: Migration & Settlement of the Yuezhi
Sundaram: Ancient Jewel
Lawler: First Churches of the Jesus Cult
King: Women in Ancient Christianity
Key Concepts:
2.1: The Development and Codification of Religious and
Cultural Traditions
Essential Geography:
Students should be able to illustrate the spread of
Christianity and Buddhism geographically including trade
routes and religious connections using the maps in the
Bentley text as a starting point.
Historical Terms to Know:
polytheism monotheism
atheism
agnostic
pantheism
monism
philosophy
transcendental religion
universalist religion
ethnic religion
caste
pilgrim
pilgrimage
“Catholic”
“Orthodox”
schism
heresy
heretics
mysticism
literature
drama
Zoroastrianism
magi
Legalism
missionaries
Brahmin
Jainism
Buddha
Four Noble Truths
Eightfold Path
Stoics
Jesus of Nazareth
Constantine
St. Augustine
Primary Sources:
Upanishads Samsara
Law of Manu
Gospel of Luke
Exodus 20
Job (Parts)
Deer Park (Benares) Sermon
Zoroastrian Gathas
Daodeching: Way, Virtue
Origin Myths
Hindu Temple
Buddhist Stupa
Greek Temple
Solomon’s Temple
Christian Church (Early)
Stonehenge
Images of Buddha
Periodization:
Regional and Trans-Regional Interactions c.
600-1450 C.E.
Approx. Days to
Teach:
10/29-11/8
Key Concepts:
3.1: Expansion and Intensification of Communication and Exchange
Networks
3.2: Continuity and Innovation of State Forms and Their
Interactions
Theme:
State Building, Expansion and Conflict/ Development and Interaction of Cultures/ Creation, Expansion, and Interaction of Economic
Systems
Topic:
A Bipolar World: Muslims and China
Essential Topics, Subtopics, and Comparisons:
I.
Big Era 5: 300-1500 C.E.
A. Patterns of Interregional Unity
II.
The Realm of Islam: A New Society
A. Islamic Religion and Civilization
B. Economics, Society, and Trade
C. Expansion of Islam and Cultural Exchange
III.
Resurgence of Empire in East Asia
A. From Tang to Song
B. Economic, Society, and Trade
C. Cultural Exchanges
IV.
Lands on the Periphery
A. Lands on the Periphery
1. Al –Andalus: Muslim Spain
2. Christian Ethiopia
B. States and Societies of Sub-Saharan Africa
1. Berbers, Arabs, Trade, and Islam
2. Bantu Cultural Development
3. East, Central Africa: Zimbabwe, Swahili Coast
C. South & Southeast Asia Two Indias, Many Lands
1. Contacts & Conflict: Hindus & Muslims
2. Economics, Society, and Trade
3. Meeting and Blending of Traditions
Essential Geography:
Students will be able to identify major states and landforms in the
Post-Classical world. They will also be able to geographically argue
for or against the following concept: despite regional differences
and distance in reality there was one united realm called AfroEurasia. They should also know the relative location of the
following:
Toledo Seville Cordoba Delhi Tunis Jerusalem Mecca
Medina Baghdad Isfahan Constantinople Samarkand Merv
The Sind Khyber Pass al-Andalus Sasanid Empire Sui China
Tang Ching Song China Beijing Hangzhou Grand Canal Korea
Japan Vietnam Chola Vijayanagar Sultanate of Delhi
Cambay Surat Calicut Quilon Madagascar Axum Mogadishu
Malindi Mombassa Kilwa Sofala Adulis Funan Srivijaya
Angkor Ife Benin Kongo Niger River Senegal River Congo
River Zimbabwe River Ghana Mali Jenne Timbuktu Gao
Anatolia Manzikert Sultanate of Rum
Karakorum Samarkand Moscow
Historical Terms to Know:
Post-Classical Age of Faith Age of Aristocracy Caliph Sultan
Son of Heaven accommodation Mameluks jihad Dar es Islam
Dhimmis tribute Neo-confucianism Muhammad Arab Muslim
Islam Quarn Five Pillars sharia hijra umma Umayyad
Abbasid ulama Qadis
sufi
“seal of the prophets” Ibn
Rushd
Sui
equal field system footbinding Porcelain
gunpowder
printing paper money Uighers Zen Buddhism
Heian court Tale of Genji Silla dynasty Samurai Harsha
Sultanate of Delhi Swahili states yurt shamans Khan ilkhanate
Battle of Manzikert Sljuks Temujin Hulegu Yuan Tamerlane
Ming Hongwu Ming Yongle Bantu migration
Sundiata Mansa Musa Ibn Battuta stateless society kinship
groups age groups creator god sugar cane
Primary Sources:
Hadith on Jiha Quran on Women
Exerpts 1001 Arabian Nights Ibn Haldun Rise of Civils
Omar Khayyam Poem Ibn Battuta: In India, Africa
Descriptions of East Africa Sundiata Ali of Mali
Song Advisor to Emperor Empress Wu on Buddhism
Mosques of Muslim World Muslim Textile Arabic Caligraphy
Central Asian Stirrups Buddhist Cave Paintings
Song Water Clock Song Silk Painting
Chart on Religious Conversion African Bronze Statue
Temples of India Church of Lalibela
Student Readings:
Bentley: Part 3) Postclassical Era: 256-257
Chapter 13) Expansive Realm of Islam: 258-279
Chapter 14) Resurgence of Empire in East Asia: 280-303
Chapter 15) India and the India Ocean Basin: 304- 325
Chapter 17) Nomadic Empires: 352-369
Chapter 18) Sub-Saharan Africa: 370-389
Clark: Muslims & Hindus of Quanzhou
Goucher: Commerce/Change in Asia, Europe, & Africa
Coope, "Religious and Cultural Conversion to Islam in NinthCentury Umayyad Cordoba
Periodization:
Regional and Trans-Regional Interactions c. 600-1450
C.E.
Approx. Days to
Teach:
11/15-11/29
Theme:
State Building, Expansion and Conflict/ Development and Transformation of
Social Structures/ Creation, Expansion, and Interaction of Economic Systems
Topic:
Worlds Apart- Regional Civilizations
Essential Topics, Subtopics, and Comparisons:
I.
Demographic Changes and Migration
A. Avars, Slavs, Magyars, Vikings and Others
B. “Dark Ages” and Stabilization
II.
The Orthodox World
A. Byzantine State: Caesaro-papism
B. Economics and Society
C. Peripheral Lands: Russia & Eastern Europe
III.
The Catholic World
A. Quest for Political Order
B. Feudalism and Manorialism
C. Developments in the Christian World
IV.
The Land of the Rising Sun, Lands in-between
A. From Heian Japan to Bakufus and Samurai
B. Korea and Vietnam
V.
The High Middle Ages
A. Development of Centralized Monarchies
B. Conflict between Papal and royal authority
C. European Expansion: Crusades and Trade
Student Readings:
Bentley: Chapter 16) Worlds of Christendom: 326-347
State of the World: 348-349
Part 4) Acceleration of Interaction: 350-351
Chapter 19) Increasing Influence of Europe: 390-413
Williams: The Survival of the Eastern Roman Empire
Chamberlin: The Ideal of Unity
Christensen: The Age of the Vikings
Goucher: Ties that Bind: Lineage, Clientage, Caste
Key Concepts:
3.1: Expansion and Intensification of Communication and
Exchange Networks
3.2: Continuity and Innovation of State Forms and Their
Interactions
Essential Geography:
Students will be able to examine maps of the era (in
Bentley) and decide whether geographical factors
facilitated the “isolation” of the main cultures from the
ecumene. Students should also know the relative location
of the following:
Frankish Kingdom Papal States Britain Scandinavia
Holy Roman Empire Castile Aragon Granada
Portugal Navarre Iberian Peninsula France
Poland Hungary Serbia Bulgaria
Byzantine Empire London Paris Toledo Vienna
Venice Rome Florence Naples Budapest Kiev
Caspian Sea
Historical Terms to Know:
feudalism reciprocity vassal fiefs lords
knights manorialism manor serf estates
crusades schism heretics papacy
Caesaro-papism chivalry sinification Charlemagne
Clovis Vikings Magyars
Holy Roman Empire Pope Gregory I
William of Normandy Hanseatic League
Thomas Aquinas Gothic cathedrals
Leif Erikson Leo III Iconoclasm Theme system
Fourth Crusade Hagia Sophia horse collars
watermills heavy plows three estates
guilds
Greek fire
Primary Sources:
Justinian’s Code Conversion of Russia
3rd Rome of Filofei Fall of Constantinople
European Women Chester Town Charter
Song of Roland Shi Shonagon Pillow Book
Bayeux Tapestry Byzantine Church
Iron Smelting Illuminated Manuscript
Byzantine Mosaics on Emperors
Russian Cathedral and Icon
Imperial Palace in Kyoto
Gothic Cathedral, Painting Style
Renaissance Architecture, Painting
Periodization:
Regional and Trans-Regional Interactions c. 600-1450 C.E.
Approx. Days
to Teach:
12/4-12/11
Theme:
Humans and the Environment/ Development and Interaction of Cultures/
State Building, Expansion and Conflict/ Development and Transformation of
Social Structures
Topic:
Worlds Apart- America and Oceania
Essential Topics, Subtopics, and Comparisons:
I.
Geography and Environment of the Americas
A. Micro-Climates
B. Vertical Zonation
II. Pre-History
A. Migrations and Theories
B. What Does DNA say?
C. The Valley of Mexico and Corn
D. Origins of American Societies
III. Meso-America
A. The Olmecs and Teotihuacan
B. The Mayans and Toltecs
C. The Aztecs
D. Change and Continuity
IV. Andean Americas
A. Chavin, Mochica, and others
B. The Inca
C. Change and Continuity
V. Peoples of the North
A. Mound Builders
B. Pueblo Builders
VI. Societies of Oceania
A. The Nomadic Foragers
B. Development of Pacific Island Societies
VII.Case Study: Similarities and Differences
A. American Societies Compared
B. Americas and Old World Compared
Student Readings:
Bentley:Chapter 6) Early Societies of Americas and Oceania: 106-125
Chapter 20) Worlds Apart- Americas and Oceania: 414-433
Schele: "History, Writing, and Image in Maya Art
Goucher: Trade, Transport, Temples, and Tribute
Key Concepts:
3.1: Expansion and Intensification of Communication and
Exchange Networks
3.2: Continuity and Innovation of State Forms and Their
Interactions
Essential Geography:
Students will need to know the physical geography of both
North and South America including the rivers and
neighboring seas. Also the micro-climates, biomes, vertical
zonation and themes of migration. They should also know
the relative location of the following:
Bering Strait Australia New Guinea
Mississippi River Amazon River Polynesia
Hawaii Yucatan Peninsula Indonesia
Olmec city-states
Easter Island
Chavin de Huantar Andes Mountains
Maya empire Teotihuacan Chichen Itza Tikal
Aztec Empire Tenochtitlan Pueblo societies
Iroquois lands Mount-building lands Cahokia
Cuzco Inca Empire Great Lakes Ohio River
Sierra Madre Mountains
Historical Terms to Know:
Mesoamerica “Three Sisters” chiefdom
slash and burn agriculture
puna Quetzalcoatl
Chinampas Pochteca indigenous development
Ayalas calpulli split Inheritance Mita Quipu
Waru-waru obsidian maize ceremonial centers
authoritarian society agricultural terraces
bloodletting rituals Austronesian peoples
Double-hulled canoes Olmec ball games
Chichen Itza Huitzilopochtli Pueblos Cahokia
Cuzco chinampa calpulli calendars matriarchy
Confederation ayllus quipu mummification
Primary Sources:
Victory over Underworld
Xicohtencoatl “I Say This”
Song of Tlaltecatzin
Incan Government
Incan Sun Worship
Toltec Queztalcoatl
Olmec Temple
Olmec Jaguar
Azztec Calendar
Macchu Picchu
Periodization:
Regional and Trans-Regional Interactions c. 600-1450 C.E.
Approx. Days
to Teach:
12/14-12/19
Theme:
Development and Interaction of Cultures/ Creation, Expansion, and Interaction of
Economic Systems/ Human and the Environment
Topic:
Popular Movements and Trade Routes Link Continents
Essential Topics, Subtopics, and Comparisons:
I.
Case Study: Migration and Trade
A. Factors Impacting Migration
B. Terms and Conditions of Trade
C. Agents of Diffusions and Exchanges
D. Interactions and Syncretisms
E. Roles of Trade Cities, Luxury Goods, Technologies
F. Role of States in Trade and Migration
II.
Migrations and Demographic Changes
A. Europe: Germans, Slavs, Magyars and Vikings
B. Southweast Asia and North Africa: Berbers, Arabs
C. Central Asia: Kushans, Khazars, Turks, Mongols
D. Sub-Saharan Africa: Bantus
E. South, Southeast Asia: The “Yueh” Peoples
III.
Trans-Regional Trading Zones
A. Dar es Islam as a Trading Realm
B. Central Asia and The Silk Road
C. Mediterranean: Italians, Byzantines, Jews, Arabs
D. Northern Seas: The Hansa from London to Novgorod
E. Trans-Saharan Trade and the Swahili Coast
F. The Indian Ocean
IV.
Case Study: S.E. Asia - Funan, Khmer, Srivijaya, Melaka
Student Readings:
Bentley: Chapter 12) Silk Road: 232-253
Chapter 21) Expanding Horizons of CC Interaction: 434-459
State of the World: 460-461
Reading 1: SE Asian Riverine, Island Empires
Unit 1: Connections Across Land
Unit 2: Connections Across Water
Key Concepts:
3.1: Expansion and Intensification of Communication and
Exchange Networks
3.2: Continuity and Innovation of State Forms and Their
Interactions
Essential Geography:
Students will need to have a concept of the big-picture
geography of Eurasia as well as North Africa, the Sahel, and
East Africa.
Historical Terms to Know:
long-Distance Trade luxuries vs. Staple Goods
domestic trade diaspora communities
trade diaspora trade languages
tribute States tribute trade
depot (entrepot) cities interregional travelers
expatriate merchants Nestorians syncretic
syncretism Atilla Visigoths Huns Marco Polo
Yaun Dynasty Khubilai Khan Manchus
Rabban Sauma Chinggis Khan Ibn Battuta
Emperor Yongle Sufis John of Montecorvino
Masaccio King Louis XI Da Vinci
Fernando and Isabel Donetello
Grand Prince Ivan III Michalangelo Zheng He
Brunelleschi Henrique of Portugal Erasmus
Bartolomeo Dias Petrarch De Gama
Cristoforo Columbo Ming Dynasty
Bubonic plague Emperor Hong Wu
The Renaissance
Primary Sources:
Al-Bakri: Ghana Leo Africanus: Timbuktu
al-Jâhiz: El Zanj Benjamin of Tudela: Itinerary
Jewish Merchants to the East
Accounts of the Khazars
Ibn Batutta: Travels
Tang Monochromatic Horse
Chinese Porcelain, Arab Vase
Map of Indian Ocean Trade
Map of Silk Road Trade
Map of Mediterranean Sea
Map of Hanseatic Trade
Periodization:
Interactions 1450-1750 C.E.
Approx. Days to Teach:
12/21-1/14
Theme:
State Building, Expansion, and Conflict/ Creation, Expansion and Interaction of
Economic Systems/ Development and Transformation of Social Structures
Topic:
When World Collide
Essential Topics, Subtopics, and Comparisons:
I.
Big Era 6: 1400-1800
A. The Great Global Convergence
II.
Nomadic Disruptions and Continental Changes
A. Turkish Migration and Imperial Expansion
B. Mongols, Khanates, and Eurasian Integration
C. Eurasian Pandemics; Demographic Changes
D. Migrations: Farmers and Others
III.
Successors to the Mongols
A. The Ming
B. Tamerlane and The Mughals
C. The Ottomans and Safavids
D. The Russians
IV.
The Rise of the West: A New Balance of Power
A. Decline of the Old Order
B. The European Renaissances
C. European Expansions
D. European Maritime Powers
V.
A New Global Circulation of Goods, Ideas, People
A. Maritime Power and Technology
B. Old and New Trade Routes
C. The Columbian Exchange
D. Early Colonial Empires
VI.
Outside the Networks: Oceania and Polynesia
Student Readings:
Bentley: Part 5) Origins of Global Interdependence: 462-463
Chapter 17) Nomadic Empires: 352-369
Chapter 21) Reaching Out: 434-459
Chapter 22) Transoceanic Encounters: 464-490
Goucher Connections (Diplo, Culture) Prior to 1500
Goucher Connections (Econ) Prior to 1500
David Christian, "Silk Roads or Steppe Roads?
Goucher: Invisible Exchanges in the Ancient World
Goucher: Trade, Transport, Temples, and Tribute
Di Cosmo, State Formation, Periodization in Inner Asia
McNeill: Of Rats and Men – The Pacific Islands
Big Era Six
Key Concepts:
4.1: Globalizing Networks of Communication and
Exchange
4.2: New Forms of Social Organization and Modes of
Production
Essential Geography:
Students will be able to compare the political maps of the
world between 1450 and 1750. They will also become
aware of the major wind/water currents and locations
associated with major contacts and exchanges in this
period. They should also know the relative location of the
following:
Portugal Spain England Lisbon Cape Verde Isles
Azore Isles Canary Isles Philippine Isles
Straits of Melaka Calicut Ottoman Empire
Cape of Good Hope northeast trade winds
Siberia westerlies Hawaiian Isles Java
Historical Terms to Know:
Early Modern Age Age of Gunpowder Empires
Age of Reconnaisance The Great Convergence
The Great Dying Khanates Mongols Mughals
Tartars maritime technologies trading Companies
core nations mercantilism capitalism kin
Khanbaliq khan gunpowder Battle of Manzikert
Sljuks Temujin Golden Horde Hulegu
Tamerlane Ming Hongwu Ming Yongle
Marco Polo Khubilai Khan Manchus
Chinggis Khan Zheng He Dias Da Gama
Pico della Mirandola Christopher Columbus
James Cook Vitus Bering Henry the Navigator
Manila galleons Columbian exchange lateen
Primary Sources:
Polo: China under Mongols
Ibn Batutta on Mongols
Petrarch to Cicero
Dante on Virgil
Aztec on their defeat
Differing views on Aztecs
Images of Mongols and their rulers from Russian, Chinese,
Muslim, Mongol culture
European images of natives
Images of Europeans by natives
Chinese Star Rafts
Portuguese Caravels
Periodization:
Interactions 1450-1750 C.E.
Approx. Days to Teach:
1/17-1/31
Theme:
Development and Transformation of Social Systems/ Expansion and
Interaction of Economic Systems/ State Building, Expansion and Conflict/
Development and Interaction of Cultures
Topic:
The 1st Global Age
Essential Topics, Subtopics, and Comparisons:
I.
The Transformation of Europe
A. Christian Reformations
B. Consolidation of Sovereign States
C. The Commercial Revolution: Early Capitalism
II.
Trade and Change in Asia
A. Quest for Political Stability
B. Economic and Social Changes
C. Confucian Tradition and New Influences
D. Tokugawa Japan and Portugal
E. Southeast Asia and the Dutch
III.
Islamic Gunpowder Empires
A. Mughals, Safavids, and Ottomans
B. Imperial Islamic Societies in Transition
IV.
Russian Empire in Europe and Asia
A. Foundations of the Absolutist State
B. Society: Westernization and Cultural Clashes
V.
The Americas and Africa in the Atlantic Age
A. Forest Kingdoms, Sahel Empires
B. The Slave Trades link continents
C. Early American colonial societies
Key Concepts:
4.2: New Forms of Social Organization and Modes of
Production
4.3: State Consolidation and Imperial Expansion
Essential Geography:
Students will be able to locate the major
gunpowder/seaborne empires which arose across the
globe in this period. They should also know the relative
location of the following:
Holy Roman Empire England Netherlands Spain
Switzerland Italian States Rome Paris Madrid
Amsterdam Russia St. Petersburg Vienna London
Hispaniola Cuzco Brazil Mexico Peru New France
Mesoamerica New Spain New Castile St.Augustine
Quebec Jamestown New York Philadelphia Tahiti
Sierra Leone Songhay Malindi Kilwa Oyo Asante
Cape Town Kanem-Bornu Sofala Angola
Cape Verde Isles Manchuria Nanjing Confucianism
Forbidden City Mongolia Tibet Vietnam Burma
Nepal Macau Guangzhou Batavia Edo Nagasaki
Istanbul Belgrade Danube River Yemen Aden
Malta Tabriz Caucasus Kabul Qandahar Delhi
Isfahan Ottoman Empire Safavid Empire
Mughal Empire
Historical Terms to Know:
nation-state absolutism centralization
gunpowder empires westernization capitalism
Commercial Revolution joint stock company
European style family Scientific Revolution
Parliaments nation-state Enlightenment
Martin Luther Henry VIII Council of Trent
Society of Jesus 30 Years War Treaty of Westphalia
Protestant Charles V Siege of Vienna
Spanish Inquisition Glorious Revolution Louis XIV
Peter I St. Petersburg Catherine II
balance of power Adam Smith putting-out system
deism Newton Locke Ptolemaic universe
Copernican universe Cortes Malintzin
Treaty of Tordesilla 7 Years War Potosi ecomienda
Smallpox conquistadors mestizo viceroy
Peninsulares mita system hacienda plantation
Tobacco indentured servitude Pizarro Sunni Ali
Songhay Kongo Antonian movement
Olaudah Equiano Queen Nzinga manioc
middle passage maroons creole call-and-response
Ming Dynasty Qing Dynasty Qing Kangxi
Qing Qianlong “Son of Heaven” Shinto
Francis Xavier queue scholar-bureaucrat infanticide
treasure ships “mean people” shogun bakufu
daimyo samurai Matteo Ricci Sha Jahan
Peacock Throne Taj Mahal Mehmed II Janissaries
Selim the Grim Sha Ismail Twelver Shiism Babur
Akbar Aurangzeb Safavids ghazi devshirme
Qizilbash divine faith coffeehouses millet telescope
printing press
Periodization:
Interactions 1450-1750 C.E.
Approx. Days to Teach:
2/4-2/22
Theme:
Development and Transformation of Social Systems/ Creation,
Expansion, and Interaction of Economic Systems/ State Building,
Expansion and Conflict/ Development and Interaction of Cultures
Topic:
The Global Age Impacts Faith and the Arts
Essential Topics, Subtopics, and Comparisons:
I.
New Social and Cultural Elites
II. Religious Changes
A. The Fragmentation of Western Christianity
B. From Akbar’s Religion to the Sikhs in India
C. Chinese Syncretism: Neo-Confucianism in Action
D. Chan Buddhist Sects in Japan and Vietnam
E. Catholicism and Islam In Sub-Saharan Africa
F. Islam Spreads To Southeast Asia
G. African Traditional Religions Spread, Blend
III. Innovations in the Sciences
A. The Yongle Encyclopedia in China
B. The Scientific Revolution in Europe
C. The Enlightenment in Europe and Abroad
D. The Jesuits in China and the Americas
IV. Innovations in the Arts
A. Art, Music: Renaissance to Neo-Classicism
B. Islamic Miniature Painting and Architecture
C. Japanese Arts and Music
D. Art in the Americas and Africa After Contact
E. The Rise of the Popular Literary Forms
Student Readings:
Bentley: Chapter 23) Transformation of Europe: 492-521
Chapter 25) Africa and the Atlantic World: 548-569
Chapter 26) Tradition&Change in East Asia: 570-593
Chapter 27) Islamic Empires: 594-613
Goucher: Crucibles of Change: Products, Ideas
Flynn and Giráldez: Cycles of Silver
Goucher: Cultural Creativity and Borrowed Art
Goucher: Traditions & Transformations (Sufis to Sikhs)
Key Concepts:
4.2: New Forms of Social Organization and Modes of Production
4.3: State Consolidation and Imperial Expansion
Essential Geography:
Students will be able to identify the locations of the world’s religions
by continent and major countries studied in AP World History. Using
the 5 Elements of Geography, students will be able to analyze the
reasons for the spread of these religions, influences on the religions
and impact on regions.
Historical Terms to Know:
elite art
popular art
Reformation
Vodun
Sikhs
Protestants
Scientific Revolution
European Enlightenment
secularization
patronage of art
Martin Luther
95 Theses
Council of Trent
Society of Jesus
30 Years War
Treaty of Westphalia
Newton
Locke
deism
Ptolemaic universe
Copernican universe
Primary Sources:
Luther: Salvation by Faith
Calvin: On Predestination
Loyola: Rules on Thinking
Copernicus: Heavenly Bodies
Akbar and the Jesuits
St. Francis Xavier in India
Tokugawa Closing Japan
Kabir: Poems, Saying
The Blue Mosque
Isfahan Mosque
Taj Mahal
St. Peter’s Basilica
Versailles, El Escorial
Forbidden City
Mughal Miniature Painting
Select Baroque paintings
Artistic images from West Africa and Colonial Americas showing
changes and syncretism
Periodization:
Global Interactions 1750-1900
Approx. Days to Teach:
2/25-3/12
Theme:
Development and Transformation of Social Systems/ Creation, Expansion, and
Interaction of Economic Systems/ State Building, Expansion and Conflict/
Development and Interaction of Cultures
Topic:
Atlantic Revolutions and Reactions 1750-1865
Essential Topics, Subtopics, and Comparisons:
I.
Era 7: 1750-1914
A. Industrialization and its Consequences
II.
Enlightenment: Antecedent to Change
III.
The Rise of Isms
IV.
The Tides of Revolution
A. Popular Sovereignty and Revolution
1. American Revolution
2. French Revolution and Napoleon
B. The World-wide Influence of Revolution
1. Haiti and the Spanish Americas
2. Ideologies and Conflicting “Isms”
3. Emancipations: Slaves, Serfs, Women
V.
First Industrial Societies
A. The Factory and Patterns of Industrialization
B. New society and social change
C. Global Ramifications of Industrialization
D. Demographic, Environmental changes
E. Responses to Industrialization
VI.
Societies at Crossroads
A. Consolidation of Latin America
B. The Americas: Brazil and Mexico
Student Readings:
Bentley: Part 6) Age of Revolution, Industry, and Empire: 618-619
Chapter 28) Revolutions & National States in Atlantic: 620-648
Chapter 29) Making of Industrial Society: 650-675
Goucher: Themes in History: Revolution, Nation-State
Thornton, " 'I am the Subject of the King of Congo'
Goucher: Themes in History: Europe,Roles in World
Pratt Guterl: After Slavery: Asian, American Labor
Buck: Was It Pluck or Luck: European Political Economy
Goldstone: Rethinking the Rise of West, Industrial Rev
BIG ERA SEVEN
Key Concepts:
5.1: Industrialization and Global Capitalism
5.3: Nationalism, Revolution, and Reform
Essential Geography:
Students will be able examine maps related to
industrialization, imperialism, and migration and relate
what technologies made the developments on the maps
possible. They will also be able to locate nations that
experienced political and economic revolutions. They
should also be able to know the relative location of the
following:
Berlin Moscow Madrid Boston Chicago
Mexico City Caracas Bogota Lima Buenos Aires
European countries in 1750 N/S Am.colonies c.1750
European countries in 1875 N/S Am.colonies c.1875
Argentina Cuba China Japan Colombia Texas Louisiana
Purchase Ecuador California Ontario Chile Northwest
Territories
Historical Terms to Know:
New Imperialism Industrial Revolution nationalism
popular sovereignty revolution secularization
Darwinism Enlightenment Socialism Marxism
Unionism classical economics modernization
Westernization underdevelopment
mass leisure culture industrialization
“Machinofacture” racism Social Darwinism capital
Corporation caudillos emancipation Louis XVI
French and Indian War Ancien Regime
Estates General National Assembly Robespierre
Jacobins Olympe de Gouges Napoleon
Napoleonic Code Waterloo Congress of Vienna
Boukman Louverture De Hidalgo Bolivar
Gran Columbia Pedro I “Jamaican Letter” Juarex
De Rosas Zionism Cavour Garibaldi Bismarck
Lincoln BNA Act Dominion of Canada
John MacDonald Voltaire Rousseau Montesquieu
Adam Smith Santa Anna levee en masse guillotine
“cult of reason” gen de couleur caudillos secession
Federalism factory system capitalism corporation
monopolies trusts cartels utopian socialists
zaibatsu steam engine Luddites Josiah Wedgwood
Eli Whitney Crystal Palace Exhibition Malthus
Witte Henry Ford
Primary Sources:
Dec. of Independence Dec of Rights of Man, Citizen
Jamaica Letter
Seneca Falls Declaration
Womens’ Roles In Europe J. S. Mill On Women
Latin American Governments Latin Progressives
Gotha Program on Socialism Gast: Progress
Conditions: Russian Factories Meiji Constitution
Revolutionary Cartoons Periods of European Art
David, Delacroix, Goya paintings Manet: Maximillian
Monet: Train stations St. Lazaire Rivera Murals
J. M. Turner: Western Railroad An Industrial Canal
Periodization:
Global Interactions 1750-1900
Approx. Days to Teach:
3/14-3/27
Theme:
Development and Transformation of Social Systems/ Creation, Expansion, and
Interaction of Economic Systems/ State Building, Expansion and Conflict/
Development and Interaction of Cultures
Topic:
Neo-Imperialism and Resistance
Essential Topics, Subtopics, and Comparisons:
I.
The Second Industrial Revolution
A. Science Applied to Technology
B. New Markets: Domestic and Abroad
C. Globalization of Industry
D. State Sponsored Change
E. Societies Transformed
F. Decline of Older Economies and Models
II.
New International Actors: Russia, Japan, USA
III.
Expansion of Empires: Western Imperialism
A. Proponents of Empire
B. Tools of Empire: Technology
C. Types of Imperial Rule
D. Carving up the World and its Local Impact
E. Reactions to Imperialism
F. New Racial Constructs
IV.
Neo-Europes
A. Settlement Colonies
B. Dominions: Canada, Australia, New Zealand
V.
Societies at Crossroads, Societies Beseiged
A. The Ottoman Empire and Muhammad Ali’s Egypt
B. The Russian Empire
C. The Chinese Empire
D. Global Migrations: Causes and Consequences
Student Readings:
Bentley: Chapter 30) Americas in the Age of Independence: 676-702
Chapter 31) Societies at Crossroads: 704-729
Chapter 32) The Building of Global Empires: 730-756
State of the World: 758-759
Goucher: Themes in History – Transformation (Islam)
Dual Revolutions: Capitalist Industrialism, Nation State
Headrick:: Botany, Chemistry, and Tropical Development
Goucher: Themes in World History - Frontiers
Goucher: Themes in World History – Identity Changes
Gump: The Imperialism of Cultural Assimilation
Goucher: New Imperialism, Nationalisms in Asia, Africa
Key Concepts:
5.2: Imperialism and Nation State Formation
5.3: Nationalism, Revolution, and Reform
5.4: Global Migration
Essential Geography:
Students will be able to identify the geography of
imperialism using the Bentley text as a guiding point. The
will also know the relative location of the following:
Greece Serbia Alexandria Crimean Peninsula
Russia
Baltic provinces Caucusus Guangzhou
Hong Kong Korea Kyoto Suez Canal
Panama Canal
Historical Terms to Know:
Neo-Europes White Dominions settlement colonies
Social Darwinism “Civilizing Mission” reform
Westernization protectorates unequal treaties
extraterritoriality treaty ports zones of influence
Manifest Destiny Trail of Tears Louisiana Purchase
Wounded Knee Mexican-America War La Reforma
Treaty of Guadalupe Hidalgo Emancipation Proclamation
California Gold Rush Mexican Revolution National Policy
Reconstruction Seneca Falls Convention Abe Lincoln
Northwest Rebellion Bolivar Zapata Santa Anna
Louis Riel Juarez Sarmiento Porfirio Diaz Jose Hernandez
Villa Zamudio Walt Whitman De Rosas machismo
tierra y libertad “railroad time” metis gauchos
Muhammed Ali Mahmud II Tanzimat reforms
Young Ottomans Young Turks Constitution of 1876
Tsar Alexander II Alexander III Nicholas II Crimean War
Great Reforms Sergei Witte Russo-Japanese War
Bloody Sunday Duma Opium War Treaty of Nanjing
Hong Kong Taiping Rebellion Hong Xiuquan Boxer Revolt
Self-Strengthening Movement Empress Cixi AdmiralPerry
Tokugawa Meiji Reforms Imperial Diet capitulations
Emancipation zemstvos pogroms cohong system bakufu
zaibatsu Cecil Rhodes Cape to Cairo White Man’s Burden
Battle of Omdurman BEIC VOC Livingstone Stanley
Boer War Suez Canal French Indochina Sepoy Revolt
Lili’uokalani Maoris Indian National Congress
Monroe Doctrine Roosevelt Corollary Russ-Japanese War
hegemony civilizing mission steam-powered gunboat
breech-loading rifles maxim guns submarine cables
The Great Game
Primary Sources:
Colonizer, Colonized Imperialism in Africa
Commissioner Lin Qianlong Reply to UK
Qichao: Building New China Young Turk Rebellion
Periods of European Art David, Delacroix, Goya paintings
Manet: Maximillian Monet: Train stations St. Lazaire
Rivera Murals J. M. Turner: Western Railroad
An Industrial Canal Gast: Progress Visuals of Imperialism
Belgian Snake in Congo Suez Canal
Boxer Rebellion Poster Japanese Children, War
Japanese Art Over Time
Periodization:
1900 to the Present
Approx. Days to Teach:
4/4-4/16
Theme:
Humans and the Environment/ Development and Transformation of Social
Systems/ Creation, Expansion, and Interaction of Economic Systems/ State
Building, Expansion and Conflict/ Development and Interaction of Cultures
Topic:
The Great War and Age of Anxiety
Essential Topics, Subtopics, and Comparisons:
I.
Big Era 8 : 1900-1950
A. A Half Century of Crisis
II.
The Drift Toward War
A. Nationalist Aspirations, Rivalries, and Alliances
III.
Global War
A. Guns of August
B. Mutual Butchery and Total War
IV.
End of the War
C. Revolution in Russia
D. US Intervention and Collapse of Central Powers
E.
After the War and Challenges to Euro Preeminence
V.
Probing Cultural Frontiers
A. Postwar Pessimism
B. Revolutions in Physics, Psychology, Art, and Architecture
VI.
Global Depression
A. The Great Depression
B. Despair, Government Action, and Econ. Experimentation
VII.
Challenges to the Liberal Order
A. Communism in Russia
B. Fascist Alternative
C. Italian Fascism and German National Socialism
VIII. Asian Paths to Autonomy
A. India’s Quest for Home Rule
B. China’s Search for Order
C. Imperial and Imperialist Japan
IX.
Africa und Colonial Domination
X.
Latin American Struggles with Neocolonialism
A. Impact of the Great War and Depression
B. Economic Imperialism and Conflicts with a “Good Neighbor”
Student Readings:
Bentley: Part 7) Contemporary Global Realignment: 760-761
Chapter 33) The Great War: 762-789
Chapter 34) Age of Anxiety: 790-811
Chapter 35) Nationalism and Political Identities: 812-832
BIG ERA 8
Goucher: War and Peace in the Twentieth Century
Adas: The Great War and the Afro-Asia
Goucher: Resistance, Revolution - East Asia
Goucher: Resistance, Revolution – Islamic World
Manz: Tamerlane and his career (Cult of Personality)
Key Concepts:
6.1: Science and the Environment
6.2: Global Conflicts and their Consequences
6.3: New Conceptualizations of global Economy, Society,
and Culture
Essential Geography:
Students must be able to identify and locate the AP
World History historical regions and the major countries
of world history. Additionally students should be able to
identify major alliances and groupings of nations based on
shared characteristics. See project: The 20th Century in
Maps. They should also know the relative location of the
following:
Belgium Austria-Hungary Italy colonies in Africa
Alps Seine River Marne River Berlin Sarajevo
Damascus Balkans Serbia Ottoman Empire c.1914
Persia Siam German colonies in Pacific Verdun
Dardenelle Straits Republic of Turkey Syria
Palestine Iraq Yugoslavia USSR Weimar Republic
Vienna Washington D.C. Leningrad Moscow Germany
India Manchuria Taiwan Kenya Nicaragua USA
Historical Terms to Know:
Decolonization protectionism GDP Marxists Bolsheviks
Fascism Nazism consumerism leisure class
Great Depression Keynesian Economics Nationalization
Totalitarianism welfare state internationalism Total War
Genocide technocrat Archduke Ferdinand Pan-Slavism
Triple Alliance Triple Entente Schlieffen Plan Wilhelm II
Tsar Nicholas II Verdun Lenin Bolsheviks collectivization
“Peace, Land, Bread” Treaty of Brest-Litovsk Lusitania
Easter Rebellion Weimar Republic Woodrow Wilson
14 Points Mustafa Kemal Big 4 League of Nations USSR
Treaties of Versailles self-determination western front
Stalemate no-man’s land home front mustard gas
soviets influenza mandate system Petrograd Hitler
“lost generation” Spendgler Toynbee Freud Einstein
Heisenberg Picasso Gauguin Bauhaus Gropius
Depression New Deal Reds vs. Whites corporatism
New Economic Policy Stalin Trotsky 5 Year Plan
“socialism in one country” Great Purge Mussolini NSDAP
Nuremberg Laws Kristallnacht Anti-Semitism cubism
Indian National Congress Muslim League Gandhi fascism
Ali Jinnah Amritsar massacre Pakistan Gov’t of India Act
Sun Yatsen May 4th Movement Mao Zedong kulaks
Guomindang Jiang Jieshi Long March Mukden incident
Kenyatta Garvey Pan-Africanism Zapata Pancho Villa
Rivera United Fruit Company Standard Oil Vargas
Sandino Somoza Cardenas FDR Chiquita Banana
“Good Neighbor Policy” “dollar diplomacy”
Primary Sources: Two views of American life
Tagore on Br. Imperialism Gandhi Civil Disobedience
Ayalas Plan in Mexico A Gandhi and Technology
Partitioning India Diego Rivera’s Mexico Soviet Realist Art
frican, Asians in WWI Attaturk’s Six Arrows
Armenian Massacre Electrification of Russia
Trench Warfare Buy War Bonds Lenin and the Crowd
Periodization:
1900 to the Present
Approx. Days to Teach:
4/19-4/30
Theme:
Humans and the Environment/ Development and Transformation of
Social Systems/ Creation, Expansion, and Interaction of Economic
Systems/ State Building, Expansion and Conflict/ Development and
Interaction of Cultures
Topic:
New Conflagrations and End of Empire
Essential Topics, Subtopics, and Comparisons:
I. Origins of WWII
A. Japans War in China and Italian and German Aggression
II. Total War: World Under Fire
A. Blitzkrieg and German Invasion of the Soviet Union
B. Battles in Asia and the Pacific
C. Defeat of the Axis
III. Life During Wartime
A. Occupation, Collaboration, and Resistance
B. The Holocaust
C. Women and the War
IV. Big Era 9- 1945- Now
A. Paradoxes of Global Acceleration
V. The Cold War
A. Origins and Globalization of the Cold War
B. Dissent, Intervention, and Rapprochement
VI. Independence in Asia
A. India’s Partitioned Independence
B. Nationalism in Vietnam
C. Arab National States and Problem of Palestine
VII. Decolonization in Africa
A. Black African Nationalism
B. Freedom and Conflict in Sub-Saharan Africa
VIII. Long-Term Struggles in the Postcolonial Era
A. Communism and Democracy in Asia
B. Islamic Resurgence in SW Asia and N Africa
C. Colonial Legacies in Sub-Saharan Africa
D. Politics and Economics in Latin America
Student Readings:
Bentley: Chapter 36) WWII and Cold War: 834-862
Chapter 37) End of Empire: 864-888
BIG ERA 9
Goucher: Culture, Identity, and Global Community
Simensen: Democracy and Globalization: 1989
Goucher: Crossroads of History: Culture, Globalization
Goucher: Resistance, Revolution – Rev. Literature
Strayer: The Soviet Collapse in Comparative Perspective
Key Concepts:
6.1: Science and the Environment
6.2: Global Conflicts and their Consequences
6.3: New Conceptualizations of global Economy, Society, and
Culture
Essential Geography:
Students must be able to identify major alliances in the
contemporary world and their ramifications on international
policy. They should also know the relative location of the
following:
Manchuria Beijing Nanjing Ethiopia Libya Albania
Sudetenland Czechoslovakia Poland Stalingrad Petrograd
Moscow DutchEastIndies Pearl Harbor
French Indochina Dresden Berlin Iwo Jima
Okinawa Tokyo Hiroshima Nagasaki East Germany
West Germany FDR GDR Korea 38th Parallel Cuba
Yugoslavia Czechoslovakia Pakistan Kashmir Palestine(mandate)
Syria Iraq Lebanon Jordan
Israel Algeria Ghana Kenya Argentina Guatemala
Nicaragua
Historical Terms to Know:
Cold War Non-Governmental Organizations globalization
ecocide non-alignment post-industrial society
economic worlds model North-South controversy
newly industrialized economies decolonization neo-colonialism
Axis Allied powers Manchuria Rape of Nanjing Tripartite Pact
Munich Conference Nonagression Pact Warsaw Pact Blitzkrieg
U-boat Luftwaffe The Blitz Lebensraum Operation Barbarossa
Stalin Stalingrad “Asia for Asians” D-Day Dresden final solution
Greater Asian co-Prosperity Sphere Wannsee Conference
Potsdam Truman Doctrine Marshall Plan NATO UN Berlin Wall
Bandung Conference “containment” Cuban Missile Crisis
Anschluss appeasement lend-lease superpowers
settler colonies nonsettler colonies dominon-status civil rights
hegemony détente Ho Chi Minh Balfour Declaration Nehru
MAD Suez crisis 38th Parallel Negritude Geneva Agreements
Mau Mau Revolt Khrushchev Friedan Nasser FLN Cardenas
Great Leap Forward Nkrumah Guzman Kenyatta Somoza
“Brezhnev doctrine” Prague Spring Cultural Revolution
Vietnam Perons Tito De-Stalinization Ali Jinnah CIA-led coups
Gandhi Sandinistas
Primary Sources:
Auschwitz Survivor Surrender of Japan (POVs)
Eyewitness to Hiroshima UN Declaration Human Rights
King: I Have A Dream Peronism People Speak: Latin America
Bandung Declaration Educated Elites Speak Out
Nkrumah African Unity Khomeini’s Vision of State
China’s One Child Policy Women in Revolution
Ho: Decl of Independence Gandhi and Technology
Partitioning India Diego Rivera’s Mexico Soviet Realist Art
Castro and Che 7 Rules of Health Women at Work Statistics
Andy Warhol Pop Images May Day in USSR Images of Power
Cult of Personalities
Images of Cultural Rev
Periodization:
1900 to the Present
Days to
Teach:
5/1-5/29
Theme:
Humans and the Environment/ Development and Transformation of Social
Systems/ Creation, Expansion, and Interaction of Economic Systems/ State
Building, Expansion and Conflict/ Development and Interaction of Cultures
Topic:
A World Without Borders
Essential Topics, Subtopics, and Comparisons:
I. End of the Cold War
A. Revolutions in East and Central Europe
B. Collapse of the USSR
II. Global Economy
A. Economic Globalization
B. Economic Growth in Asia
C. Trading Blocs
III. Cross-Cultural Exchanges and Global Communication
A. Consumption and Cultural Interaction
B. Age of Access
IV. Global Problems
A. Population Pressures and Climate Change
B. Economic Inequities and Labor Servitude
C. Global Diseases
D. Global Terrorism
E. Coping with Global Problems
V. Crossing Boundaries
A. Women’s Traditions and Feminist Challenges
B. Migration
Student Readings:
Bentley: Chapter 38) A World Without Borders: 890-923
State of the World: 924-925
Levene: Why Is the 20th Century the Century of Genocide?
McKeown: Global Migration, 1846–1970
Key Concepts:
6.1: Science and the Environment
6.2: Global Conflicts and their Consequences
6.3: New Conceptualizations of global Economy, Society,
and Culture
Essential Geography:
Student will study contemporary political geography.
They will be able to identify the trends of regional
integration.
Historical Terms to Know:
less developed countries multinational corporations
import substitution populism corporatism
globalization Green Revolution
religious fundamentalism interdependence
ecology global commons globalization
service industry mass consumption dissidents
demographic transitions World Trade Organization
ethnic cleansing terrorism nuclear proliferation
cultural imperialism fundamentalism
popular culture free trade barrios biodiversity
GATT IMF “Little Tigers” EU OPEC ASEAN
AFTA NGOs WHO HIV/AIDS Greenpeace
Universal Declaration of Human Rights
Amnesty International
Human Rights Watch
Operation Iraqi Freedom
Primary Sources:
Gorbachev: Reform
Russian Ecocide
Carson: Silent Spring
Protest in Tiannaman
Anti-Globalization
Religious Fundamentalism
Images of 1989
US, China in Cartoons
Environment in Cartoons
Images of Globalization
Images of Year (TIME)
Sept.
SUNDAY MONDAY
TUESDAY WEDNESDAY
THURSDAY
FRIDAY
SATURDAY
AUG. 26
AUG. 27
AUG. 28
AUG. 29
Syllabus and
Intro to AP
World History
AUG. 30
Historical
Thinking
Skills
AUG. 31
Historical
Thinking
Skills
SEPT. 1
2
3NO
SCHOOL
4NO
Historical
SCHOOL
Thinking
Skills
5
Big
Erasof1,2,
1st Day
and
3
School
6
Peopling of
the Earth
7
The
Neolithic
Revolution
8
9
10
NO
Big
Era 3 and
SCHOOL
“Civilization”
vs. “Complex
Society”
11
The Fertile
Crescent
and The
Nile
12
Nomads and
Indus River
Valley
13
Chinese River
Societies
14
15
Teach
Comparison
Contrast
Essay
16
17
More
Nomads
18
Americas
and
Oceania
19
Nomads Again
20
TEST on
Prehistory and
First
“Civilizations”
21
22
IN-CLASS
ESSAY:
Comparison
Contrast
23
24
Big Era 4 and
Expanding
Networks
25
Definition
of
“Classical”
Empires
and
Classical
Southwest
Asia
26
Classical
Southwest Asia
and South Asia
27
Classical
South Asia
28
Classical
China
29
Oct.
SUNDAY MONDAY
TUESDAY
WEDNESDAY THURSDAY
FRIDAY
SATURDAY
SEPT. 30
OCT. 1
Classical
China
2
Classical
“Greece”
3
Classical Rome
4
Classical
Africa
5
6
IN-CLASS
ESSAY:
Comparison
Contrast
7
8
9
TransRegional
Networks
10
End of Empires
11
TEST on
Classical
Empires
12
13
IN-CLASS
ESSAY:
Comparison
Contrast
14
15
NO
What
is
SCHOOL
religion?
16
Early
Religious
Traditions
17
Philosophical
and Intellectual
World Views
18
Classical
Religious
Traditions
19
Spreading
the Faith
21
22
IN-CLASS
ESSAY:
Comparison
Contrast
23
Comparative
World
Views
24
Comparative
Artistic
Traditions
25
TEST on
Religion in
the Classical
Age
26
27
IN-CLASS
ESSAY:
Comparison
Contrast
28
29
Big Era 5
and Patterns
of
Interregional
Unity
30
The Realm
of Islam
31
The Realm of
islam
20
Nov.
SUNDAY MONDAY
TUESDAY WEDNESDAY THURSDAY
4
5
Lands on the
Periphery
6
States of
SubSaharan
Africa
11
12
18
25
FRIDAY
SATURDAY
1
Resurgence
of Empire in
East Asia
2
3
Resurgence
of Empire in
East Asia
7
States of SubSaharan Africa
and South and
Southeast Asia
8
Two
Indias,
End of
1st
Many
QuarterLands
9
TEST on A
Bipolar
World
10
13
IN-CLASS
ESSAY:
Comparison
Contrast
14
Teach
Document
Based Question
15
Demographic
Changes and
Migrations
16
The
Orthodox
World
17
19
NO
The
Catholic
SCHOOL
World
20
The
Catholic
World
21
IN-CLASS
ESSAY:
Document
Based Question
22
23
24
26
27
28
Feudalism in
Japan, Korea,
and Vietnam
29
NO
High
Middle
SCHOOL
Ages
30
DEC. 1
NO
TEST
on
SCHOOL
Regional
Civilizations
NO
SCHOOL
NO
SCHOOL
Dec.
SUNDAY MONDAY
2
SATURDAY
6
MesoAmerica
7
Andean
Americans
8
11
Similarities
and
Differences
of Original
Americans
17
18
Migration
Transand
Regional
Demographic Trade
Change
12
TEST on
America and
Oceania
Societies
14
Migration
and Trade
15
23
24
25
26
13
IN-CLASS
ESSAY:
Document
Based
Question
20
IN-CLASS
ESSAY:
Document
Based
Question
27
30
31
NO
SCHOOL
NO
SCHOOL
NO SCHOOL
NO
SCHOOL
NO
SCHOOL
16
NO
SCHOOL
4
Geography
of
Americas
FRIDAY
5
Pre-History of
Americas
9
3
IN-CLASS
ESSAY:
Document
Based
Question
10
Peoples of
the North
TUESDAY WEDNESDAY THURSDAY
19
Funan, Khmer,
Srivijaya, and
Melaka
21
22
Big Era 6
and the
Great Global
Convergence
28
29
Jan.
SUNDAY MONDAY
TUESDAY WEDNESDAY
THURSDAY
FRIDAY
1
2
Nomadic
Disruptions
3
Nomadic
Distruptions
4
Mongol
Successors
5
6
7
Mongol
Successors
8NO
Mongol
SCHOOL
Successors
9
Rise of the
“West”
10
Rise of the
“West”
11
Global
Circulations
12
13
14
Outside the
Network:
Oceania and
Polynesia
15
MIDTERM
EXAM (on
3rd Quarter)
16
MID-TERM
EXAM ESSAY
(on 3rd Quarter)
17
18
19
Transformation Transformation
of Europe
of Europe
20
21
China’s
Quest for
Political
Stability
22
Confucian
Tradition
and New
Influences
23
Tokugawa
Japan and
Southeast Asia
24
Mughals,
Safavids, and
Ottomans
27
28
Russian
Empire
29
Forest
Kingdoms
End of 2nd
and
Sahel
Quarter
Empires
30
31
Slave Trades
Early
Link Continents American
Colonial
Society
25
Imperial
Islamic
Societies
SATURDAY
26
Feb.
SUNDAY MONDAY
3
4
New Social and
Cultural Elites
10
11
Scientific
Revolution and
Enlightenment
17
18
24
TUESDAY
WEDNESDAY THURSDAY
FRIDAY
1
TEST on the
Great Global
Convergence
5
Fragmentation
of Western
Christianity
and Akbar to
Sikhs in India
12
Scientific
Revolution
and
Enlightenment
19
IN-CLASS
ESSAY:
Comparison
Contrast
6
Chinese
Syncretism,
Chan Buddhists
Sects, and
Islam in
13
Southeast Asia
Art Music, and
Literature:
Renaissance to
Neo-Classicism
20
Innovations in
Art: Middle
East, Japan,
Americas, and
Africa
25
26
27
NO SCHOOL
Big Era 7 and
Enlightenment American
Industrialization and “isms”
Revolution
and Its
Consequences
7
Catholicism,
Islam, and
Traditional
Religions in
Africa
14
IN-CLASS
ESSAY:
Document
Based
Question
21
Innovations
in Art:
Middle East,
Japan,
Americas,
28
and Africa
French
Revolution
SATURDAY
2
8
9
Yongle
Encyclopedia
and Jesuits in
China
15
16
22
NO
Innovations
SCHOOL
in Art:
Middle East,
Japan,
Americas,
and Africa
23
Mar.
SUNDAY MONDAY
TUESDAY WEDNESDAY THURSDAY
FRIDAY
3
4
French
Revolution
5
Napoleon
6
World Wide
Influence of
Revolution
7
First
Industrial
Societies
8
9
Global
Ramifications
of
Industrialization
10
11
Global
Ramifications
of
Industrialization
13
TEST on
Atlantic
Revolutions
14
2nd Industrial
Revolution
18
2nd Industrial
Revolution
20
Expansion of
Empires
21
Expansion of
Empires
15
IN-CLASS
ESSAY:
Continuity and
Change Over
Time
22
Expansion of
Empires
16
17
12
Societies at
Crossroads:
Latin
America,
Brazil and
19
Mexico
2nd
Industrial
Revolution
24
25
Expansion of
Empires
26
NeoEuropes
27
Societies at
Crossroads:
Ottomans,
Russians, and
Chinese
28
29
30
NO
SCHOOL
NO SCHOOL
1
Teach
Continuity and
Change Over
Time Essay
SATURDAY
2
23
Apr.
SUNDAY MONDAY
TUESDAY
WEDNESDAY THURSDAY
FRIDAY
3
IN-CLASS
ESSAY:
Change and
Continuity
Over Time (on
10
4th Quarter)
Great
End of 3rd
Depression
Quarter
4
Big Eras 8
and Century
of Crisis
5
6
Drifting to
Global
War
11
Challenges to
the Liberal
Order
12
13
Asian
Path to
Autonomy
18
IN-CLASS
ESSAY:
Continuity
and Change
Over Time
25
Independence
in Asia
19
Origins of
WWII
MAR. 31
APR. 1
2
TEST on NeoImperialism
(on 4th Quarter)
7
8NO SCHOOL
The Great War
and Its End
9
Probing
Cultural
Frontiers
14
15
Africa Under
Colonial
Domination
16
Latin
America’s
Struggle with
Neocolonialism
17
TEST on Wars
and
Revolutions
21
22
Total War
23
Life During the
War
24
The Cold War
28
29
30
Decolonization After
Independence .
..
SATURDAY
20
26
27
INCLASS
ESSAY:
Continuity
and
Change
Over
Time
May
SUNDAY MONDAY
TUESDAY WEDNESDAY THURSDAY
5
6
A Global
Economy
12
19
26
FRIDAY
SATURDAY
1
End of the Cold
War
2
TEST on
Global
Challenges of
the Present
7
Cross
Cultural
Exchange
8
Global
Problems
9
Global
Problems
13
In Class
Review
14
In Class
Review
15
In Class
Review
16
DAY OF
TEST
17
Yoga
18
20
A World
Without
Borders or
US in the
World
27
21
A World
Without
Borders or
US in the
World
28
IN-CLASS
ESSAY:
Document
Based
Question
22
A World
Without
Borders or US
in the World
23
A World
Without
Borders or
US in the
World
30
A World
Without
Borders or
US in the
World
24
A World
Without
Borders or
US in the
World
31
A World
Without
Borders or
US in the
World
25
NO
SCHOOL
29
A World
Without
Borders or US
in the World
3
4
IN-CLASS
ESSAY:
Continuity
and
Change
10
Over Time 11
Crossing
Boundaries
Parting Words
Like all social studies classes, we will be spending time examining, debating, and discussing valuable life
lessons. After all social science is the study of us! We will be examining at times controversial issues that
have many different view points. It is imperative that you remember to be “considerate” and follow our
classroom expectation of respect.
I am fully aware of what my own personal values and beliefs are and how they can influence a lesson. I
will remain balanced in order to give you multiple view points on varying topics. Often this will entail
feeding off of what your beliefs are and challenging them by becoming the so called “devil’s advocate.” In
doing this I will be challenging your predetermined thoughts. This is important because it will allow you to
gain a more nuanced understanding of important themes and questions to be addressed in class.
Finally here are some words of wisdom that I think will help you out. If you follow them I promise you will
do well in this class.
-
DO THE READING: The single most important contributor to student success is
whether he/she completes each reading assignment and its accompanying work
DO THE WRITING: Writing is a skill that needs to be honed. Practice makes better
and you more likely attain mastery if you work on your writing
DO FORM A STUDY GROUP: Get “by with a little help from your friends.” Two
heads are often better than one in preparation for tests.
BE SECURE IN YOURSELF: No one makes you feel inferior without your consent
BE IN CONTROL OF YOUR ATTITUDE: Success is more mental attitude than
mental capability
BE HONEST AND ETHICAL: If you are careless with the truth your credibility will
be jeopardized when you are telling the truth
BE SURE TO THINK BEFORE YOU TALK: Think fast, pause, and then speak
purposefully
BE SILENT: Listen much more than you talk. Talk little but say a lot in the few
words you do say
BE ORGANIZED: Keep an organized notebook for the year and use it to review
(Proper prior planning prevents poor performance)
BE ORIGINAL: Watch, carefully observe what most people are doing in any
situation, and don’t do that
THINK: The higher you go up the mountain, the more treacherous the climb, the
more important it is to slow down and think things through. You’ll enjoy the view a
lot more also.
If you or your parents have any questions feel free to contact me. They can either call the school to set up a
meeting or send me an email at sarnold@pomounties.org. I look forward to what is going to be an amazing
year.
Sincerely,
Mr. Arnold
Philipsburg-Osceola Area High School
AP World History, 2012-2013
To Mr. Arnold,
I have read the course description for AP World History. I understand my responsibilities
in this course, the requirements to be successful, and that there will be more work than in
a typical class. I will do my best to abide by class expectations.
________________________________
Student
_____________________
Date
I/we have read the course syllabus for AP World History. I/we understand the long-term
benefits of the intellectual development offered by this course, and support my/our
student’s enrollment in this course. I/we have also read the class rules and will do my/our
best to have our student abide by class expectations.
________________________________
_____________________
Parent/Guardian
Date
________________________________
_____________________
Parent/Guardian
Date
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