ADVANCED PLACEMENT WORLD HISTORY
2014/2015
Course scope- The purpose of the AP World History course is to develop greater understanding of the evolution of global processes
and contracts, in interaction with different types of human societies. This understanding is advanced through a combination of
selective factual knowledge and appropriate analytical skills. The material we will study reflects the content of an introductory
college course in world history. The examination is representative of such a course and therefore, is considered appropriate for the
measurement of skills and knowledge in the field of introductory world history.
Basic High School is a candidate for the International Baccalaureate Middle Years Program. Our students will engage in lessons using
the IB Learner Profile, IB Command terms, the six IB Global contexts, and the five approaches to learning skill categories. Students
will participate in one Interdisciplinary project per semester revolving around a central theme. Several times throughout the year we
will be using the IB grading Criterions to determine a grade. All IB components will be introduced in class and referred to throughout
the year. Please refer to IB's website for more details on these topics. (http://ibo.org/myp)
Texts: Students will read from the following sources during the course:
Principal Textbook: Stearns, Peter et. al., World Civilizations: The Global Experience. New York, Pearson- Longman; 5th ed., 2007.
Primary Source Readers:
Andrea, A. & Overfield, J. The Human Record: Sources of Global History. Vols. I & II. Boston:
Houghton Mifflin, 4th ed., 2001.
Selected Primary Sources From:
Stearns, P. et al. (2000). Documents in World History: Vols. 1 & 2. 2nd ed.
Reilly, K. (2007). Worlds of History: A Comparative Reader. 3rd ed.
Strayer, Robert W. Ways of the World: A Brief Global History with Sources. Boston: Bedford/St. Martin’s,
2011.
Noonan, Theresa. “Document-Based Assessment for Global History.” J. Weston Walch. 2007
Williams, William. “DBQ Practice: AP-Style Document-Based Questions Designed to Help Students Prepare
for the World History Examination.” Social Studies School Service.
Secondary Sources
Bulliet, et. Al. (2001). The Earth And Its Peoples: A Global History.
World History: Patterns of Interaction from McDougal-Littell
Themes of the course:
In AP World History we will highlight five overarching themes that we will explore and engage in throughout the course’s content.
The themes will provide a way to organize comparisons and analyze change and continuity over time. Everything we study in this
class will be tied to the following themes: Political, Economic, Religion, Social, Interactions, and Artistic (PERSIA) will be used to
relate what is particular about each time period or society to a “big picture” of history.
1. Social – the Development and transformation of social structures, including
 Gender roles and relationships
 Family and kinship structures
 Racial and Ethnic constructions
 Social and economic classes
2. Political – State-building, expansion, and conflict, including:
 Political structures and forms of governance
 Empires
 Nations and nationalism
 Revolts and revolutions
 Regional, trans-regional, and global structures and organizations
3. Environmental - Interaction between humans and the environment, including:
 Demography and disease
4.
5.
 Migration
 Patterns of settlement
 Technology
Cultural – Development and interaction of cultures, including:
 Religions
 Belief systems, philosophies, and ideologies
 Science and technology
 The arts and literature
Economic – Creation, expansion, and interaction of economic system, including:
 Agriculture and pastoral production
 Trade and commerce
 Labor system
 Industrialization
 Capitalism and socialism
Course Outline
Breakdown:
1. Technological and Environmental Transformations to c. 600 B.C.E.
2. Organization and Reorganization of Human Societies c. 600 B.C.E. to c. 600 C.E.
3. Regional and Tran regional Interactions c. 600 C.E. to c. 1450
4. Global Interactions c. 1450 to c. 1750
5. Industrialization and Global Integration c. 1750 to c. 1900
6. Accelerating Global Change and Realignments c. 1900 to the Present
5%
15%
20%
20%
20%
20%
PERIOD 1 – NEOLITHIC REVOLUTION THROUGH THE BRONZE AGE: 8000 – 600BCE (2Weeks)
Key Concepts:
 Big Geography and the Peopling of the Earth
 Neolithic Revolution and the Early Agricultural Societies
 Development and Interactions of Early Agricultural, Pastoral, and Urban Societies
Topics for Discussion:
Discuss the peopling of the earth: The Paleolithic Age and Early Humans
Discuss Neolithic transitions
Locate and identify basic features of River-Valley Civilizations: African (Egypt) and Middle Eastern (Mesopotamia)
Locate and identify basic features of River-Valley Civilizations: India (Indus) and China (Shang)
Locate and identify basic features of Meso-American and Andean Civilization (Olmec and Chavin)
Discuss new religious beliefs developed in this period: Vedic Religion, Hebrew Monotheism, Zoroastrianism
Discuss the expansion of trade from local to regional to trans-regional (including trade between Egypt and Nubia and
between Mesopotamia and the Indus Valley)
Discuss the role of culture in the development and expansion of civilization
Sources:
Beck, Roger et. al., World History: Patterns of Interaction from McDougal-Littell (Chapters 1 – 4)
Stearns, Peter et. al., World Civilizations: The Global Experience. New York, Pearson-Longman; 5th ed., 2007. (Chapters 1-2)
Supplemental Reading:
Diamond, J. (1987). The Worst Mistake in the History of the Human Race.
Howells, William. (1963) Excerpt from: Back of History.
Reilly, Kevin. (1980) Excerpt From: The West and The World: A Topical History of Civilization. New York: Harper and Row.
Wolpert, Stanley. (2000) Excerpt from A New History of India 6th Edition. Oxford University Press.
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Kenoyer, Jonathan. (1998) Excerpt from Ancient Cities of the Indus Valley Civilization
Additional Sources:
Excerpts from Code of Hammurabi and Book of the Dead
“Map on Global Dispersion of Humankind,” Strayer Textbook
Selected visual images and primary sources including: cave paintings, cuneiform and hieroglyphics, irrigation techniques,
architectural comparisons, art, etc.
Activities Include:
Out of Africa: The earliest stages of Human Migration Map of Human Migration to 10,000 BCE (includes all regions, e.g.
Americas and Oceania)
Scored Discussion of Contrasting Scholarly Interpretations Using: “The Worst Mistake in the History of the Human Race?”
(Jared Diamond) versus “Back of History (Man in the Beginning)” (William Howells)
Comparative Activity. Law and Order in Egypt versus Mesopotamia: The Egyptian Book of the Dead and the Code of
Hammurabi. After reading the excerpts as a class, students will construct a T chart of similarities and differences and
develop a comparative thesis statement.
Culture as a unifying factor: Comparative analysis of Mesopotamian vs. Egyptian Cultures (including: religions, weapons,
transportation, architecture, urban planning, arts and artisanship, and recordkeeping), using Reilly reading. Following the
class discussion students will write a comparative thesis statement.
Historiographical controversy: “Were the Aryans Responsible for the Demise of the Indus Valley Civilization.” Using
Wolpert and Kenoyer readings.
PERIOD 2 – THE CLASSICAL PERIOD (ORGANIZATION AND REORGANIZATION OF HUMAN SOCIETIES) 600BCE-600CE (4 Weeks)
Key Concepts:
 Development and Codification of Religious and Cultural Traditions
 Development of States and Empires
 Emergence of Transregional Networks of Communication and Exchange
Topics for Discussion:
Discuss the codification and further developments of existing religious traditions (Judaism, Hinduism) and the way in which
they provide a unifying element to society.
Discuss the emergence of new belief systems and cultural traditions (Buddhism, Confucianism, Daoism, Christianity, GrecoRoman Philosophy and Science)
Discuss the impact of diverse belief systems on social and gender roles (including the role of monastic life and filial piety).
Discuss examples of the continued existence of traditional religions (ancestral veneration, animism).
Provide examples and discuss the reasons for variety in artistic expressions including literature, drama and architecture in
diverse cultures of the period.
Locate the Persian Empire, Qin and Han China, Maurya and Gupta India, Phoenicia, Greek City States, Hellenistic and Roman
Empires, societies in the Americas (Teotihuacan, Mayan City States, and Moche).
Discuss the development of new techniques of imperial administration (using illustrative examples from China, Rome, and
South Asia).
Discuss the attributes of imperial societies including military, bureaucracy, the role of cities, social structure, labor systems,
and patriarchy (using illustrative examples from China, Rome, and South Asia).
Discuss the common internal and external factors that led to the decline or transformation of Classical Empires (using
examples from the Roman, Han, Persian, Mauryan and Gupta Empires). Provide examples of both environmental and
external problems along frontiers that led to decline.
Discuss the emergence of the following trade routes: Silk Routes, Trans-Saharan, Mediterranean, Indian Ocean, Eurasian.
This includes a discussion of new technologies that facilitated trade.
Discuss, using examples, the diffusion of people, technology, foods, religious and cultural beliefs, domesticated animals and
disease.
Discuss the transformation of religious and cultural traditions as they spread (Hinduism, Christianity and Buddhism).
Sources:
Beck, Roger et. al., World History: Patterns of Interaction from McDougal-Littell (Chapters 4-9)
Stearns, Peter et. al., World Civilizations: The Global Experience. New York, Pearson-Longman; 5th ed., 2007. (Chapters 2-5)
Supplemental Readings:
Spodek, Howard. “The Meaning of Empire” from The World’s History.
Johnson, Jean. “The Axial Age” from The Human Drama: World History from the Beginning for 500 CE.
Additional Sources:
Primary source readings on the characteristics of empire from various societies.
Excerpts from the Analects, Dao de Ching
Maps of trade routes used by Mauryan India and Han China
Selected visual sources including: Terra Cotta Army, Greek and Roman art and architecture, Pillars of Asoka, Persian Roads,
Persepolis, Clips from “The Story of India”
Maps of War website to examine spread of religion
Activities Include:
Scored discussion using “The Meaning of Empire” and primary source readings in which students identify characteristics of
empire in China, Rome and India.
“The Axial Age” which compares Middle East (Persia), South Asia, China and Greece in the Axial Age: jigsaw reading
followed by scored discussion of the historical causation of the development of ethical belief systems (philosophical and
religious) in diverse regions of the world following the fall of earlier societies.
Using quotes from Analects, Dao de Ching, and Legalist philosophy, students identify the values reflected and the
philosophy with which they fit. Students then look at a modern problem and use one the philosophies to come up with a
solution to the problem.
Long-distance trade with Mauryan India and Han China (Map activity and comparison)
Students will write an essay comparing and contrasting the causes of decline of the Roman Empire and Han China.
PERIOD 3 – 600 CE –1450 (5Weeks)
Key Concepts:
Expansion and Intensification of Communication and Exchange networks
Continuity and Innovation of State Forms and Their Interactions
Increased Economic Productive Capacity and Its Consequences
Topics for Discussion:
Discuss improved transportation technologies and commercial practices that led to intensification in existing trade
networks (in volume and geographic dimensions): Silk Road, Mediterranean Sea, Trans-Saharan, and Indian Ocean.
Discuss the emergence of new trade routes in Meso-America and the Andes.
Discuss the environmental and linguistic consequences of the migration of peoples (examples including the Bantu and
Polynesian migrations).
Discuss the cross-cultural exchanges that developed and intensified as a result of trade (Diffusion through: Islam, diasporic
communities, interregional travellers. Diffusion of: culture, technology, crops, and disease).
Discuss and show examples of the reconstitution of empires (ex. Byzantine and Chinese) following the end of the Classical
Era and the rise of new empires and state forms (ex. Islamic States, Mongols, Feudal Societies).
Discuss how contact and conflict led to the exchange of technology and culture (Mongols, Islamic Caliphate, Crusades).
Discuss how innovation stimulated the growth in agricultural and industrial production (ex. Production of textiles and
porcelain in China).
Discuss changes in role and nature of cities.
Discuss changes in labor systems (peasant agriculture, nomadic pastoralism, guilds, slavery, serfdom, labor tax i.e. mita,
military obligations).
Discuss the effect of religion (Buddhism, Christianity, Islam, Neoconfucianism) on gender and family life.
Sources:
Stearns, Peter et. al., World Civilizations: The Global Experience. New York, Pearson-Longman; 5th ed., 2007. (Chapters 6-15)
Supplemental Readings:
Excerpts from World History: A Comparative Reader. Reilly. (Marco Polo, Ibn Battuta, S.D. Gotten, Gregorio Dato,
Guzman).
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Dunn, R. (1989) The Adventures of Ibn Battuta.
Weatherford, Jack. Ghengis Khan and the Making of the Modern World.
Weiser-Hanks, Mary. Discovering the Global Past Vol. 1 to 1650.
Additional Sources (Primary Sources):
AP Exam DBQ: Muslim and Christian Views on Trade.
Qingming Scroll (from Asia for Educators website).
Maps, diagrams and charts on Polynesian migrations from Weisner book.
Map of Indian Ocean trade network.
Map of Ibn Battuta’s travels
Various visuals including: Islamic art and mosques, Byzantine icons and architecture, Medieval European religious art and
Gothic architecture, art and architecture of Mali and the Great Zimbabwe, Art and architecture of Sui, Tang and Song China
Focus on Economics: World History – activity on the black death and feudalism
Visuals of Amerindian (Aztec, Incan, Mayan) art, architecture, roads, and recordkeeping.
Activities Include:
Using a list of key events around 600 CE and a list of key events around 700 CE, students will rank their significance to
determine whether 600 or 700 was more obviously an end to the Classical Period and the beginning of a new era in World
History. (from AP World History Workshop Handbook)
Indian Ocean Trade Simulation
Comparison of Cities using various readings from Reilly supplemental reader. Students read about cities in different parts
of the world and produce skits or posters to present the political, economic, cultural, and social characteristics of their city.
Ibn Battuta jigsaw reading followed by comparison of Islam and society in different part of the world.
Polynesian Migration lesson – uses maps, diagrams, sea charts, stars to discuss how people travelled through the Pacific to
Hawaii. From Weisner-Hanks.
Comparison activity: the Swahili States vs. West Africa (Mali, Ghana and the Songhay States) discussion of the political
structure, role of Islam, and role of trade. Students will develop a thesis and T chart comparing the two regions of Africa.
Using supplemental readings from Guzman, “Were the Barbarians a Positive or Negative Factor in Ancient and Medieval
History.” (Reilly) and Weatherford, Ghengis Khan and the Making of the Modern World, students will debate on the role of
the Mongols in World History.
Mongol Point of View Activity: Using primary sources students analyze why different sources would have such a variety of
perspectives and things to say about the Mongols.
DBQ: Muslim and Christian views on trade (from AP Exam) – using the documents, students will identify evidence, point of
view and support for a thesis on the differing views on trade.
Song Dynasty Scroll Activity (Qingming scroll from http://afe.easia.columbia.edu)
National Council for Economic Education Activity: How the Black Death ended Feudalism. Students will discuss the causes
and consequences of the Black Death on the European social and economic structure. This activity requires students to use
the economic concept of resource intensity to examine the use of labor in Europe.
Comparison activity – using visuals and reading students compare political, economic, and social structure of the Aztec and
Incan empires.
PERIOD 4 – THE EARLY MODERN ERA 1450 – 1750 (5 WEEKS)
Key Concepts:
Globalizing Networks of Communication and Exchange
New Forms of Social Organization and Modes of Production
State Consolidation and Imperial Expansion
Topics for Discussion:
Discuss the economic impact of the intensification of existing trade networks in the Indian Ocean, Mediterranean, Sahara,
and Overland Eurasia.
Discuss how development in navigational technology and understanding of maritime patterns made expansion of trade
possible.
Discuss how existing trade networks led to new contacts between regions and cultures (China, Portugal, Spain, the
Americas, West Africa, North Atlantic)
Discuss the development of the new economics of trade, including European monopolies, silver, plantation economics, and
early slave trade.
Discuss how regional markets continued to flourish.
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Discuss the Columbian Exchange and its varying implications for Eurasia, the Americas and Africa.
Discuss how new interactions led to the spread of world religions and the creation of syncretic belief systems.
Discuss the emergence of patronage of the arts as a result of increased profits from trade.
Discuss the changes in labor systems that occurred – changes in peasant labor, emergence of plantation economies using
coerced labor, and the overall increase in demand for labor as a result of the increased demand for resources and goods.
Discuss changes in social and political hierarchies: formation of new political and economic elites, fluctuation in existing
political and economic elites, restructuring of gender and family relationships, and new ethnic and racial classifications.
Discuss methods by which rulers created legitimacy and consolidated power: arts, religion, ethnicity, bureaucratic elites,
military professionals, and taxation.
Discuss the connection of military imperial expansion with the use of gunpowder, canons and armed trade.
Discuss how competition over trade routes, state rivalries and local resistance challenged state consolidation and expansion
of trade.
Sources:
Stearns, Peter et. al., World Civilizations: The Global Experience. New York, Pearson-Longman; 5th ed., 2007. (Chapters 16-22)
Supplemental Readings:
Jordan, Winthrop D. “The Simultaneous Invention of Slavery and Racism”
Williams, Eric. “Economics Not Racism as the Root of Slavery.”
Zinn, Howard. A People’s History of the United States.
World History on File. “The Expanding World: Global Expansion and Encounter.”
Focus on Economics: World History. “Why the Chinese Didn’t Discover The New World.”
Diamond, Jared. Guns, Germs and Steel. (Prologue)
Additional Readings/Primary Sources:
AP World Exam Silver DBQ
AP World Exam Atlantic World Change over Time Question.
AP World Exam Indian Ocean Change over Time Question.
Nzinga Mbemba (Afonzo I) “Letters to the King of Portugal: 1526”
Selected readings from Bartolomeo de las Casas.
Maps of Zheng He’s travels
Maps of Indian Ocean trade before and after the Europeans came to the region.
Maps of the Atlantic trade systems
Charts and data on the Columbian Exchange from World History on File
Map of the global flow of silver
Data on timing of Chinese and European invention of navigation technologies
Selected visuals including: Renaissance art and architecture, Ming Chinese art, architecture and manufacturing innovations,
visuals of slave ships, visuals of navigation technology, etc.
Codex Mendoza
Activities Include:
Slavery Debate: Using two differing interpretations (the Jordan and Williams readings) students will evaluate differing
interpretations of the motivations, racial and economic, behind the African slave trade.
Scored discussion using Howard Zinn chapter 1 in which students examine both the author’s point of view and the reasons
that he is so critical of Columbus.
Using visuals, data, and secondary source readings, students will evaluate the causes and consequences of the European
exploration.
Continuity and Change essay discussion and writing: The Indian Ocean Trade Network.
AP World History Exam Silver DBQ as class activity.
Using maps of Zheng He’s travels, comparison charts on European vs. Chinese navigation technologies, and a discussion of
cultural context (Confucianism vs. Renaissance thought), students will examine why the Chinese did not come into contact
with the Americas well before the Europeans.
State-building Summit Simulation – students will portray leaders of European Maritime Empire and Eurasian Land Empires
to discuss challenges and successes in state-building and imperial administration.
Columbian Exchange Activity: using maps, students will visually depict the demographic changes, transmission of disease,
animals and plants between regions. This activity includes the use of charts and primary source readings and line drawings.
Scored discussion on “Yali’s Question” – Students will read the prologue to Guns, Germs and Steel and address the question
posed by a young man from New Guinea: Why did Eurasians dominate New Guinea and other cultures as opposed to the
other way around?
PERIOD 5 – THE INDUSTRIAL ERA 1750-1900 (4 WEEKS)
Key Concepts:
 Industrialization and Global Capitalism
 Imperialism and Nation-State Formation
 Nationalism, Revolution, and Reform
 Global Migration
Topics for Discussion:
Discuss the factors that led to industrialization and why some areas industrialized early, some industrialized later, while
others did not industrialize at all.
Discuss the variety of impacts of industrialization on the production of goods, including what was available and how goods
were produced.
Discuss how industrialization impacted patterns of global trade and production, including the impact on the relationship
between core and dependent states.
Discuss how industrialization impacted the development of new financial institutions.
Discuss how industrialization led to changes in the creation of transportation and communication as well as the effects.
Discuss the variety of responses to the spread of global capitalism.
Discuss how industrialization led to changes in social structure (class, gender and family relationships and urbanization).
Examine the relationship between industrialization and imperialism (the industrialization of the core states and the
expansion of empire).
Discuss how imperialism influenced state formation and contraction.
Discuss the development of new racial ideologies as justification for imperialism.
Discuss the spread of Enlightenment ideas and discontent with imperial rule led to the questioning of traditional authority,
including rebellion and outright revolution.
Discuss the emergence of nationalism based on a sense of shared language, religion, social customs and territory.
Discuss the impact of the global spread of European political and social thought (liberalism, socialism, communism,
feminism)
Discuss the causes and consequences of increasing global migration in both industrialized and unindustrialized societies
(including internal migration such as urbanization, as well as large scale external migration).
Sources:
Stearns, Peter et. al., World Civilizations: The Global Experience. New York, Pearson-Longman; 5th ed., 2007. (Chapters 23-27)
Selected Readings:
Excerpts from Things Fall Apart
Excerpts from King Leopold’s Ghost
Excerpts from Communist Manifesto
Excerpts from Wealth of Nations
Wollstonecraft, Mary. Excerpts from “A Vindication of the Rights of Woman.”
Excerpts from “Declaration of the Rights of Man and Citizen.”
Excerpts from Simon Bolivar’s “Jamaica Letter.”
Excerpts from “The Declaration of Independence.”
Additional Readings/Primary Sources:
Primary sources on industrialization and imperialism from Noonan, Theresa. “Document-Based Assessment for Global
History.” J. Weston Walch. 2007
AP Exam DBQ on Japanese and Indian Industrialization
Selected visuals of industrialization including industrial towns and slums, factories, mining, trains, pollution
Maps and data on resources, tribal boundaries, and religion for Scramble for Africa activity. Wiley. World Regional
Geography. 1984.
Activities:
Comparison of Revolutions: Using a modified version of the Crane-Brinton Model, students evaluate the American, French
and Haitian Revolutions and the resulting degree of revolutionary change.
-
-
Scramble for Africa Simulation Activity – students represent European powers as they divide up the continent of Africa
using maps and datasets on resources.
Within the context of global industrialization students will compare Russian, Japanese and Ottoman responses to European
industrialization using a variety of primary and secondary sources.
DBQ activities on things that led to early industrialization as well as the political impacts of industrialization
Using excerpts from Things Fall Apart students participate in a scored discussion on the African response to imperialism.
Comparison Activity: Using primary and secondary sources students evaluate the differences in Spanish, British and French
imperialism and the resulting impacts on treatment of indigenous populations (specifically comparing North American and
South American colonies)
Discuss and summarize the nature of settler colonies using Australia as an example.
DBQ Activity: Using AP Exam Japanese and Indian Cotton Industry DBQ
PERIOD 6 – 1900-PRESENT (5 WEEKS)
Key Concepts:
Science and the Environment
Global Conflicts and Their Consequences
New Conceptualizations of Global Economy and Culture
Topics for Discussion:
Discuss rapid advances in science spread throughout the world through new technologies.
Discuss the unprecedented growth of the human population had environmental consequences.
Discuss demographic shifts that occurred as a result of disease, scientific innovations, and conflict
Discuss how Europeans maintained hegemony in the beginning of the twentieth century, but by the end of the century
transoceanic and land-based empires declined in favor of new forms of political organization.
Discuss anti-imperialist ideologies contributed to the fall of empires and restructuring of states.
Discuss political changes coincided with major demographic and social change.
Discuss global military conflicts involving most nations occurred.
Discuss how many groups opposed violent conflict while some intensified them.
Discuss how states responded to the century’s economic challenges in different ways.
Discuss growing interdependence of states, communities, and individuals led to institutions of global governance.
Discuss how society and culture were thought of in new ways, including ways that challenged how race, class, gender, and
religion were seen and often involving new technologies to propagate new visions.
Discuss how global popular and consumer culture arose.
Sources:
Stearns, Peter et. al., World Civilizations: The Global Experience. New York, Pearson-Longman; 5th ed., 2007. (Chapters 28-36)
Supplemental Readings:
Powers, Samantha. Excerpts from A Problem from Hell.
Kennan, George. Excerpts from The Long Telegram.
Novikov, Nikolai. “Telegram.” 1946.
Additional Readings/Primary Sources:
Balfour Declaration
The Palestine Mandate: The Council of the League of Nations
UN General Assembly Resolution 181
Declaration of Israel’s Independence 1948
Camp David Accords
Focus on Economics: World History – decline of the Soviet Union activity
Images form WWI and WWI – photography comparison of the destruction and technology of war
Photographs from the Great Depression
Propaganda posters
Map of the nations and colonies involved in WWI, changes in nation-states as a result of WWI
Maps of the nations and colonies involved in WWII
Political maps of before and after decolonization
Maps of Cold War division of the world, map of proxy wars
Demographic data through the 20th century
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“Population Connections” video of population growth over time
“Hans Rosling’s 200 Countries, 200 Years in 4 Minutes – The Joy of Stats.” Video from BBC.
Excerpt from the Freeman’s Journal, Sydney. April 27, 1916.
Activities Include:
Versailles Simulation Activity: Students represent both European powers and colonial leaders to present differing goals
following WWI. The activity allows students to examine the role that the peace treaties played in continuation of the old
colonial systems and in the future of European and colonial relations.
Document analysis activity examining the multiple causes of WWI.
Depression Activity: Use data on GDP, Unemployment and Inflation to look at economic changes over time and define
economic depression. Then use a decision-making activity to examine different responses to depression in multiple
societies (Japan, US, Britain, China, USSR, Brazil). This allows students to synthesize their understanding of economic and
political ideology and apply to the Depression era.
Decolonization Video Discussion: After watching “Freedom Now” students participate in a scored discussion.
Debate on the usefulness of the United Nations
DBQ Activity Middle East Conflict
Comparison Activity: Russian, Chinese and Mexican Revolutions.
Cold War – students analyze contrasting views of George Kennan vs. Nikolai Novikov on the causes of the Cold War and
evaluate their differing points of view and purposes and/or intended audiences.
DBQ Activity – using the “Green Revolution DBQ” discuss the role of agricultural developments in demographic change.
Focus on economics lesson – students examine the problems in Soviet-style communism and why it caused the eventual
collapse of the system.
Australia Activity: How participation in WWI by Australian troops and Anzac Day fostered the idea of nationalism in
Australia.
Scope and Sequencing:
1st Quarter
Mon.
Tues.
Wed.
Thurs.
Fri.
August 25
Registration/Book
Check out
August 26
Introduction
August 27
Chapter 1
August 28
September 1
OFF
Labor Day
September 2
Ch. 2
August 29
Ch. 1
Skills
Unit I.
Classical
September 5
Ch. 1-2
Test
Chapter 1
September 3
Ch. 2
September 4
Close Read of
Document
*Notes/Voc due
September 8
Ch. 3
September 15
Ch. 4
September 22
Ch. 5
September 9
Writing:
Thesis
Statements
September 16
Writing:
Thesis
Statements
September 23
Writing:
Comp/Cont
September 10
Ch. 3
September 11
Ch. 3
September 12
Ch. 1-3
Test
*Notes/Voc due
September 17
Ch. 4
September 18
Ch. 4
September 19
Ch. 1-4
Test
*Notes/Voc due
September 24
Ch.5/close read
September 25
Close Read of
Document
October 1
Ch. 6 and Ch. 7
October 2
Ch. 7
September 26
Ch. 1-5 Test
End of
Classical
*Notes/Voc due
September 29
Unit 2:Post
September 30
Writing:
October 3
Ch. 6 and 7
Classical
Ch. 6
October 6
Ch. 8
Doc. Analysis
Quiz
*Notes/Voc due
October 7
Ch. 8
October 8
Writing skills
DBQ
October 9
Ch. 6-8
October 10
Ch. 6-8
Test
*Notes/Voc due
October 13
Ch. 9
October 20
Ch.10
October 14
Writing:
Comp/Cont
October 21
Ch. 10
Close Read of
DBQ
October 15
Ch. 9
October 16
Ch.9
October 22
Ch. 10
October 23
Ch. 6-10
October 17
Chapter 9
Vocabulary due
October 24
Ch. 6-10
Test
Ch. 10
*Notes/Voc due
2nd Quarter
Mon.
Tues.
Wed.
Thurs.
Fri.
October 27
Ch. 11
October 28
Ch. 11
October 29
Ch. 11
October 30
Writing:
Doc. Analysis
October 31
Writing:
Doc. Analysis
*Notes/Voc Due
November 3
Ch. 12
November 4
Ch. 12
November 5
Ch. 12
November 10
OFF
Veterans Day
November 11
Writing:
Com/Cont
November 12
Ch. 13
November 6
Close Read:
DBQ and
discussion
November 13
Ch. 13
November 7
Chapter 12
Essay
November 14
Ch. 6-13
Test
*Ch. 12 and 13
Notes/Voc Due
November 17
Ch. 14
November 18
Ch.14
November 19
Ch. 14
November 20
Ch. 14
November 21
Ch. 14
Quiz
November 28
OFF
Thanksgiving
Family Day
December 5
Ch. 16
Quiz
November 24
Ch. 15
November 25
Ch. 15
December 1
Unit 3:
World Shrinks
Ch. 16
December 8
Ch. 17
December 2
Ch. 16
November 26
Ch.15
Writing:
Doc. Analysis
December 3
Writing:
C.O.T.
November 27
OFF
Thanksgiving
Family Day
December 4
Writing
C.O.T.
December 9
Ch. 17
December 10
Ch. 17
December 11
Ch. 17
December 12
Ch. 17
December 15
Ch. 18
December 16
Ch. 18
December 17
Ch. 18
December 18
Ch. 18
December 19
Ch.16-18
Test
*Notes/Voc Due
*Ch. 17 and 18
Notes/Voc Due
January 5
Ch. 19
Winter Break December 22-January 2th
January 6
January 7
January 9
Ch. 19
Ch. 20
Ch. 19 and 20
January 10
Ch. 16-20
Test
*Ch. 19 and 20
Notes/Voc Due
January 12
January 13
Review
Review
January 14
Semester
Exams
rd
January 15
Semester
Exams
January 16
Semester
Exams
3 Quarter
Mon.
Tues.
Wed.
Thurs.
Fri.
January 19
No school:
MLK Day
January 20
Ch. 21
January 21
Ch. 21
January 22
Ch. 21
January 23
Ch. 21
Test
*Notes/Voc. Due
January 26
Ch. 22
January 27
Ch.22
January 28
Unit III
Activity
January 29
Unit III Review
February 2
February 3
Ch. 23
February 4
Chapter 24
February 5
Ch. 24
January 30
Unit III
Test
*Notes/Voc. Due
Unit IV:
Industrial-Global
Hegemony
Ch. 23 & 24
Notes/Voc. Due
Ch. 23
February 9
Ch. 25
February 6
Ch. 23 & 24
Quiz
February 10
Ch. 25
February 11
Chapter 25
February 12
Ch. 25
February 13
Ch. 23-25
Test
*Notes/Voc. Due
February 16
OFF
Presidents’
Day
February 23
Ch. 27
February 17
OFF
Staff Day
February 18
Ch. 26
February 19
Ch. 26
February 24
Ch.27
February 25
Writing
C.O.T.
February 26
Writing
March 2
Ch. 28
March 3
Ch. 28
March 4
Ch. 29
March 5
Ch. 29
February 20
Quiz Ch. 26
*Notes/Voc. Due
February 27
Unit IV test
Ch. 23-27
*Notes/Voc. Due
20th Century
March 6
Reading quiz
Ch. 28 and 29
*Notes/Voc. Due
March 9
Ch. 30
March 10
Ch. 30
March 11
Ch. 30
March 12
Ch. 30
March 16
Ch. 31
March 17
Ch. 31
March 18
Ch. 31
March 19
Writing
March 13
Test
Ch. 28-30
*Notes/Voc. Due
March 20
Test
Ch. 28-31
*Notes/Voc. Due
4th Quarter
Mon.
March 30
Ch. 32
Tues.
Wed.
Thurs.
Spring Break March 23-27
March 31
April 1
April 2
Ch. 32
Writing Prep
Timed CCOT
April 6
Ch. 33 and 34
April 7
Ch. 33-34
April 8
Ch. 33-34
April 9
Ch. 33-34
April 13
Ch. 35
April 14
Ch. 35 & 36
April 15
Ch. 35 & 36
April 16
Ch. 35 & 36
DBQ
Fri.
April 3
Ch. 28-32
Lecture/
Take-home test
April 10
Quiz
Ch. 33 and 34
*Notes/Voc. Due
April 17
Ch. 35 and 36
Timed writing
*Notes/Voc. Due
April 20
April 21
April 22
Global points
Global points
Global points
Review project Review project Review project
April 27
Review and
Prep for AP
Test
May 4
Review and
Prep for AP
Test
May 11
Review and
Prep for AP
Test
April 28
Review and
Prep for AP
Test
May 5
Review and
Prep for AP
Test
May 12
Review and
Prep for AP
Test
April 29
Review and
Prep for AP
Test
May 6
Review and
Prep for AP
Test
May 13
Review and
Prep for AP
Test
April 23
Global points
Review project
April 24
Global points
Review project
April 30
Review and
Prep for AP
Test
May 7
Review and
Prep for AP
Test
May 14
Review and
Prep for AP
Test
May 1
Review and
Prep for AP
Test
May 8
Review and
Prep for AP
Test
May 15
May 18
Formal essay
May 19
Formal essay
May 20
Formal essay
May 21
Formal essay
May 25
Off- Memorial
Day
May 26
Formal essay
May 27
Formal Essay
is Due
May 28
College prep
and films
AP
Test
8:00 AM
May 22
Off-Staff Dev.
Day
May 29
College prep
and films