AP WORLD HISTORY
(SECONDARY)
ESSENTIAL UNIT 5 (E05)
(Regional & Trans-regional Interactions: 1000 – 1450 CE)
(July 2015)
Unit Statement: The student will examine the expansion of old and new networks of human
interaction. This unit represents the second part of period three outlined by the AP College
Board; the AP College Board has defined three key concepts that apply to this unit; the
Expansion and Intensification of Communication and Exchange Networks, the Continuity
and innovation of State Forms and Their Interactions, as well as the Increased Economic
Productive Capacity and Its Consequences.
Essential Outcomes: (must be assessed for mastery)
1. The Student Will define the key concepts outlined in this unit.
2. TSW define the environmental impact of: the migration of Bantu-speaking and the
maritime migrations of the Polynesian peoples. (APWHKC 3.1)
3. TSW show how some migrations and commercial contacts led to the diffusion of
languages throughout a new region or the emergence of new languages.
(APWHKC 3.1).
4. TSW identify diaspora communities that introduced their own cultural traditions into
indigenous cultures. (APWHKC 3.1)
5. TSW analyze the writings of interregional travelers examining both the extent and
the limitations of intercultural knowledge and understanding. (APWHKC 3.1)
6. TSW identify how increased cross-cultural interactions resulted in the diffusion of
literary, artistic, and cultural traditions. (APWHKC 3.1)
7. TSW assess causes for the decline and emergence of empires within the time period
defined in this unit. (APWHKC 3.2)
8. TSW describe the cultural transfers that occurred as a result of interregional contact.
(APWHKC 3.2)
9. TSW analyze the consequences of the increased economic productive capacity.
(APWHKC 3.3)
10. TSW analyze the changes that occurred in labor management and religious
conversion on gender relations and family life. (APWHKC 3.3)
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QSI AP WORLD HISTORY SEC E05
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Practiced and Ongoing Skills: (not formally assessed)
1. The Student Will analyze interactions between humans and the environment in
different regions around the world in the time period defined by this unit.
2. TSW identify and analyze continuities and changes that occurred in social, political,
economic and cultural institutions in different regions around the world in the
time period defined by this unit.
3. TSW compare the development and governance of states in different regions around
the world in the time period defined by this unit.
4. TSW outline patterns of interaction in trade of commodities, war and diplomacy in
different regions around the world in the time period defined by this unit.
5. TSW describe major transitions in human economic activity including advances in
technology, agriculture, labor systems, industry as well as economic systems
that developed in different regions around the world in the time period defined
by this unit.
6. TSW analyze the process through which social categories, roles and practices were
created, maintained and transformed in different regions around the world in the
time period defined by this unit.
Key Terms and Concepts: The following key terms and concepts should be applied to TSW
1
Chaghatai
Nestorian
Kilwa
Swahili
Fief
Scholasticism
Cahokia
Marae
Humanists
Ming
Ghaznavids
Ottomans
Ghana
Capetians
Guilds
Three Estates
Chinampas
Quipu
Ibn Battuta
Spanish Inquisition
Golden Horde
Timur the Lame
Griot
Cathars
Hanseatic League
Waldensians
Inca
Bubonic Plague
100 Years War
Yongle
Ilkhanate
Yuan
Stateless Societies
Chivalry
Investiture
Aztec
Iroquois
Eunuchs
Melaka
Sufis
Suggested Materials:
Basic Resource: Traditions and Encounters Chapter 18-22
Additional Resource: Documents in World History
Chingis Khan and the Rise of the Mongols:
The Secret History of the Mongols
Mongol Empire Takes Shape: Asian and European
Sources
Ibn Battuta: A Donation to Those Interested in
Curiosities
The Land of Zanj
Ethiopian Royal Chronicle
Al-Bakri: The Book of Routes and Realms
The Italian Renaissance: Letters from Petrarch
Other Sources:
Princeton AP Review
AP Achiever McGraw Hill AP Exam Prep Guide
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QSI AP WORLD HISTORY SEC E05
Copyright © 1988-2015
Technology Links:
http://highered.mheducation.com/sites/0073406937/student_view0/index.html
This is a website that compliments the textbook for this course.
http://worldhistoryforusall.sdsu.edu/
This is a resource page for teachers; it includes lesson plans, documents, and articles
related to AP World History.
http://legacy.fordham.edu/halsall/ancient/asbook.asp
This is a digital library of primary source documents in World History.
http://apcentral.collegeboard.com/apc/public/courses/teachers_corner/4484.html?excmpid
=MTG243-PR-16-cd
This is the AP College Board address for the AP World History course; it includes past
exams, lesson plans and data related to the exam.
http://worldhistoryconnected.press.illinois.edu/AP_WH_Essentials.html
This is an AP World History directory with a number of links to other resources helpful
in instruction for the AP World History course.
https://www.youtube.com/watch?v=Yocja_N5s1I&list=PLBDA2E52FB1EF80C9
The Crash Course World History series by John Green is a comprehensive set of videos,
each between ten and fifteen minutes in length, which complement the AP World History
course. Unfortunately, schools in certain regions may have difficulty retrieving these
sources due to issues related to website accessibility.
http://www.pburgsd.net/cms/lib04/NJ01001118/Centricity/Domain/179/blank%20persian
%20chart.pdf
This is a link to a pneumonic device (PERSIAN chart) used in gathering information in
different regions and time periods in AP World History.
http://wheretheclassroomends.com/wp-content/uploads/2011/11/SOAPSTone-QuestionsChart.pdf
This is a link to a pneumonic device (SOAPSTONE chart) used in gathering information
from primary source documents in AP World History.
Suggested Assessment Tools and Strategies:
1. Cornell Notes
2. Chapter Quizzes
3. Document Analysis using SOAPSTONE
4. CCOT ANALYSIS using PERSIAN
RUBRIC FOUND ON FOLLOWING PAGE……………………………………..
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QSI AP WORLD HISTORY SEC E05
Copyright © 1988-2015
Suggested Essential Unit 5 (E05) Rubric
Name___________________________________ Class_______ Date____________
 All TSW’s must be mastered for a ‘B’.
 3 of 4 ‘A’-level blocks should be met for an ‘A’.
 Teachers may choose to use their own rubrics; however, all TSW’s must be assessed.
TSW
1. Define key concepts
outlined in this unit.
2. Define the environmental
impact of: the migration of
Bantu-speaking and the
maritime migrations of the
Polynesian peoples.
3. Show how some
migrations and
commercial contacts led to
the diffusion of languages
throughout a new region
or the emergence of new
languages.
4. Identify diaspora
communities that
introduced their own
cultural traditions into
indigenous cultures.
5. Analyze the writings of
interregional travelers
examining both the extent
and the limitations of
intercultural knowledge
and understanding.
6. Identify how increased
cross-cultural interactions
resulted in the diffusion of
literary, artistic, and
cultural traditions.
7. Assess causes for the
decline and emergence of
empires within the time
period defined in this unit.
‘A’-Level
‘B’-Level
Define key concepts
outlined in this unit.
Define the environmental
impact of: the migration of
Bantu-speaking and the
maritime migrations of the
Polynesian peoples.
Show how some migrations
and commercial contacts
led to the diffusion of
languages throughout a new
region or the emergence of
new languages.
Analyze the writings of
interregional travelers
examining both the extent
and the limitations of
intercultural knowledge and
understanding offering
original insight and/or a
number of specific details.
Assess causes for the decline
and emergence of empires
within the time period
defined in this unit offering
original insight and/or a
number of specific details.
8. Describe the cultural
transfers that occurred as a
result of interregional
contact.
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QSI AP WORLD HISTORY SEC E05
Copyright © 1988-2015
Identify diaspora
communities that
introduced their own
cultural traditions into
indigenous cultures.
Analyze the writings of
interregional travelers
examining both the extent
and the limitations of
intercultural knowledge and
understanding. offering
general ideas from the text.
Identify how increased
cross-cultural interactions
resulted in the diffusion of
literary, artistic, and
cultural traditions.
Assess causes for the
decline and emergence of
empires within the time
period defined in this unit
offering general ideas from
the text.
Describe the cultural
transfers that occurred as a
result of interregional
contact.
Notes
9. Analyze the consequences
of the increased economic
productive capacity upon
society.
10. Analyze the changes
that occurred in labor
management and religious
conversion on gender
relations and family life.
Analyze the consequences of
the increased economic
productive capacity upon
society offering original
insight and/or a number of
specific details.
Analyze the changes that
occurred in labor
management and religious
conversion on gender
relations and family life
offering original insight
and/or a number of specific
details.
38
QSI AP WORLD HISTORY SEC E05
Copyright © 1988-2015
Analyze the consequences
of the increased economic
productive capacity upon
society offering general
ideas from the text.
Analyze the changes that
occurred in labor
management and religious
conversion on gender
relations and family life
offering general ideas from
the text.
AP World History
Rubric for a Document based Question (DBQ)
BASIC CORE (competence)
0-7 Points
1. Has acceptable thesis
1 Point
2. Understands the basic meaning of documents.
(May misinterpret one document.)
1 Point
3. Supports thesis with appropriate evidence from all documents.
2 Points
(Supports thesis with appropriate evidence from all but one document)
(1 Point)
4. Analyzes point of view in all or all but one of the documents
1 Point
5. Analyzes documents by grouping them in two or three ways, depending on the
question
1 Point
6. Identifies and explains the need for one type of appropriate additional
document or source
1 Point
Subtotal
/7 Points
EXPANDED CORE (excellence)
(Historical skills and knowledge required to show excellence)
Expands beyond basic core of 1-7 points. A student must earn 7 points in the basic
core area before earning points in the expanded core area.
Examples:







Has a clear, analytical, and comprehensive thesis
Shows careful and insightful analysis of the documents
Uses documents persuasively as evidence
Analyzes point of view in most or all documents
Analyzes the documents in additional ways - groupings, comparisons,
syntheses
Brings in relevant "outside" historical content
Explains why additional types of document(s) or sources are needed
0-2 Points
Subtotal
/2 Points
TOTAL
/9 Points
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QSI AP WORLD HISTORY SEC E05
Copyright © 1988-2015
AP World History
Rubric for a Comparative Historical Essay
BASIC CORE (competence)
(Historical skills and knowledge required to show competence)
0-7 Points
1. Has acceptable thesis
(Addresses comparison of the issues or themes specified)
1 Point
2. Addresses all parts of the question, though not necessarily evenly or thoroughly
2 Points
(Addresses most parts of the question: for example, deals with differences but not
similarities)
(1 Point)
3. Substantiates thesis with appropriate historical evidence
2 Points
(Partially substantiates thesis with appropriate historical evidence)
(1 Point)
4. Makes at least one or two relevant, direct comparisons between or among
societies
1 Point
5. Analyzes at least one reason for a similarity or difference identified in a direct
comparison
1 Point
Subtotal
/7 Points
EXPANDED CORE (excellence)
(Historical skills and knowledge required to show excellence)
Expands beyond basic core of 1-7 points. A student must earn 7 points in the basic
core area before earning points in the expanded core area.
Examples:






Has a clear, analytical, and comprehensive thesis
Addresses all parts of the question (as relevant): comparisons, chronology,
causation, connections, themes, interactions, content
Provides ample historical evidence to substantiate thesis
Relates comparisons to larger global context
Makes several direct comparisons consistently between or among societies
Consistently analyzes the causes and effects of relevant similarities and
differences
0-2 Points
Subtotal
/2 Points
TOTAL
/9 Points
40
QSI AP WORLD HISTORY SEC E05
Copyright © 1988-2015
AP World History
Rubric for a Continuity and Change over Time Essay (CCOT)
BASIC CORE (competence)
(Historical skills and knowledge required to show competence)
0-7 Points
1. Has acceptable thesis
(Addresses global issues and the time period(s) specified)
1 Point
2. Addresses all parts of the question, though not necessarily evenly or thoroughly
2 Points
(Addresses most parts of the question: for example, addresses change but not
continuity)
(1 Point)
3. Substantiates thesis with appropriate historical evidence
2 Points
(Partially substantiates thesis with appropriate historical evidence)
(1 Point)
4. Uses relevant world historical context effectively to explain change over time
and/or continuity
1 Point
5. Analyzes the process of change over time and/or continuity
1 Point
Subtotal
/7 Points
EXPANDED CORE (excellence)
(Historical skills and knowledge required to show excellence)
Expands beyond basic core of 1-7 points. A student must earn 7 points in the basic core
area before earning points in the expanded core area.
Examples:





Has a clear, analytical, and comprehensive thesis
Analyzes all issues of the question (as relevant): global context, chronology,
causation, change, continuity, effects, content
Addresses all parts of the question evenly
Provides ample historical evidence to substantiate thesis
Provides links with relevant ideas, events, trends in an innovative way
0-2 Points
Subtotal
/2 Points
TOTAL
/9 Points
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QSI AP WORLD HISTORY SEC E05
Copyright © 1988-2015