Mr. Sink’s AP World History: Course Syllabus
COURSE DESCRIPTION:
Advanced Placement World History (WHAP) is a challenging one semester course that is meant to provide students with an
expansive view of the history of the human world. The course is structured around the investigation of selected themes woven into
key concepts covering distinct chronological periods. AP World History is the equivalent of an INTRODUCTORY COLLEGE SURVEY
COURSE! The purposes of this course are threefold. First, it is designed to prepare students for successful placement in higher-level
college and university history courses. Second, it is designed to help students understand and develop the skills and habits of mind
used by historians in constructing historical narratives. Finally, it is meant to teach students critical thinking, learning, and research
skills they will need to be active global citizens in the 21st century. Students will be able to demonstrate their mastery of course
content and materials by taking the College Board AP World History exam in May.
COURSE DESIGN:
WHAP is structured around the investigation of five themes woven into 19 key concepts across six distinct historical periods. (See the
appendix at the end of this syllabus for more detailed information.) The goal of this course is to encourage students to develop a
sophisticated “big picture” narrative of human history beyond the effort to just collect and memorize information. Though the
course will indeed deal with facts – names, dates, events, and the like - it places greater emphasis on historical analysis so that
students develop the skills and tools utilized by historians in their construction of history. This is done by focusing on four historical
thinking skills: (1) crafting historical arguments from historical evidence, (2) chronological reasoning, (3) comparison and
contextualization, and (4) historical interpretation and synthesis. In addition to fostering these skills, the course encourages students
to think on many different geographic and temporal scales in order to compare historical events over time and space.
Considering the ambitious goals of the course, it is no surprise that it relies heavily on college-level resources. This includes collegelevel textbooks, a wide variety of primary sources, and interpretations presented in historical scholarship. In addition, this course
contains a wealth of visual images – art, architecture, artifacts, photographs, etc.-meant to broaden the students’ understanding of
the products of human societies across the span of world history. These resources are designed to develop the skills required to
analyze point of view and interpret evidence to use in creating plausible historical arguments. These tools will also be used to assess
issues of change and continuity over time, identifying global processes, comparing and contrasting societies and various aspects of
their culture, and understanding diverse interpretations of historiography.
Moreover, this course is meant to show students that the advanced study of world history can be an enjoyable experience as well.
Therefore, a wide variety of student-centered activities have been included such as small group projects, debates, discussions, and
other interactive assignments that will help students develop higher level habits of mind while broadening their content knowledge.
Many of these activities will also encourage students to move beyond the typical Eurocentric view of global history presented in
most secondary world history courses and provide a more balanced global perspective.
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MATERIALS:
College-level Textbook:
Strayer, Robert W. Ways of the World: A Global History. Boston: Bedford/St. Martin’s, 2009
Supplemental Sources:
 Diamond, Jared. Guns, Germs, and Steel. The Fates of Human Societies. New York, NY: W. W. Norton, 1999
 Reilly, Kevin. World of History: A Comparative Reader. Boston: Bedford/St. Martin’s, 2009
 Readings in World History. Orlando, Fl.: Harcourt Brace Jovanovich, 1990
 Taking Sides: Clashing Views on Controversial Issues in World Civilizations, Volumes I and II, edited by Helen and Joseph
Mitchell, New York, NY: McGraw Hill. 5th edition, 2007
 The Human Record. Edited by Alfred Andrea and James Overfield, Boston: Houghton Mifflin; 5 th edition, 2004
COURSE REQUIREMENTS & ASSIGNMENTS:
In many ways WHAP may be different from any history course you have taken in the past. In this course YOU, the student, are
responsible for teaching yourself the factual content. My role as your teacher is to help you understand how all those factual details
fit together in the puzzle that is the “Big Picture” narrative of world history, while also teaching you the skills necessary for success
on both the AP exam and in the 21st century classroom. Therefore, the assignments in this course have been structured in such a
way as to help you master the course content on your own so we can use our
precious class time to learn “Big Picture” concepts and practice our historical
GRADING:
skills. The following is a brief overview of common activities that will be used in
each of the five units so that we may meet all of the objectives mentioned
Major Grades = 75%
previously in the course description section of the syllabus.
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Reading & Chapter Outlines: In order to pass this course, you NEED to
READ. In the section of this syllabus titled Course Unit Planner I will
have a day-by-day breakdown of all your reading assignments from the
first day of class until the last. The readings are listed for the day they
should be completed (i.e. read them the night before). You will also be
expected to outline as you read. In class, I will teach you the Cornell
system of note-taking and that will serve as your model for how to do
your chapter outlines. These two assignments are the most effective
way for you to manage the enormous content load this course requires
on your own.
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Tests
Writing Assignments/DBQs
Small Group & Individual
Projects
Minor Grades = 25%
 Notebook (Chapter Outlines)
 Flashcards
 Snapshot Charts
 Quizzes
 Unit Review Timelines
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WHAP Flashcards: Another assignment that is meant to help you
manage the enormous content load in this course is AP World History Flashcards. This will help you gain familiarity with the
people, places, events, and ideas that you are required to know and keep it fresh over a long period of time. You are
required to make a flashcard for each term that appears at the end of each chapter of the textbook. Your flashcards must
be completed on an index card and must include the name of the term, a definition, analysis of the term’s significance in
World History, and ci. More information on how to do these flashcards will be provided to you via a handout we go over in
class. These flashcards will be enormously useful study tools that you can use for your unit tests, the final exam, and the AP
exam in May.

Multimedia Lessons: We will use two specific digital sources to reinforce course content and themes. The first of these
sources is the splendid You-Tube series World History Crash Course written and produced by history teachers John Green
and Raoul Meyer. Episodes from this series will be used to provide concise yet comprehensive overviews of key concepts
and historical events after introducing them in class. The second source we will use is the History Channel’s mini-series
Mankind: The Story of All of Us whose episodes correspond very closely with AP World History’s featured time periods and
themes. Selected episodes from this series will be shown to provide a visual review of the “Big Picture” content of the unit.
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Snapshot Charts: The last homework assignments you will be given in order to help you manage the content load in this
course are snapshot charts. Snapshot charts are graphic organizers that are meant to provide you with quick summaries of
civilizations, empires, concepts/ideas, or events that occur within a similar time period. They will be given to you at various
times this semester and will be another valuable study tool to help you prepare for tests.
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Unit Review Timelines: In addition to your readings, outlines, and flashcards, you will also be expected to create
a timeline of key dates for each unit. Two days before the end of a unit, I will provide you a handout with the
“Must Know Dates”. For homework that night you will need to identify the correct dates for each event, place
each date correctly on the timeline template, and briefly write the significance of each event on the back of the
timeline . Your timelines will also serve as review tools for all our unit tests. The day before each unit test we will
use them as part of a class debate in which we attempt to rank the top ten dates for that unit’s time period.
Again, we will go over more specific details on how to construct these timelines in class.
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Tests: When it comes to major assessments my ultimate goal is to prepare you for the AP exam. The first way that I will
prepare you is through unit tests. I will use each unit test to assess your understanding of course content and your mastery
of the AP historical skills we practice in class. You will have five unit tests over the course of this semester, and though each
will vary in the number of questions and the nature of the writing tasks, they will all feature AP caliber multiple-choice
questions, artifact identifications, document interpretation, and a writing task that will follow the progression from
constructing a thesis on the first test to writing a full essay by the end of the semester. Furthermore, the course will
culminate with a final exam modeled on an actual AP exam that you will take at the end of January. (*Note: Any student
who is absent during a unit testing day has 3 days to make up that test. They will receive a different test than their
classmates and must make it up on their own time – either BEFORE or AFTER school.)
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Writing Assignments: Writing is a huge part of the AP World History Exam. The section of the exam that usually makes or
breaks a student’s score is the open-ended section. In this section, you will have 130 minutes to write three historical
essays. The three types of essays you must write for the open-ended section of the WHAP exam are as follows…
1.
2.
3.
Document Based Question (DBQ): Students analyze evidence from a variety of sources in order to develop a
coherent written argument that has a thesis supported by relevant historical evidence. Students will apply multiple
historical thinking skills as they examine a particular historical problem or question.
Change and Continuity Over Time (CCOT): Students identify and analyze patterns of continuity and change over
time and across geographic regions. They will also connect these historical developments to specific circumstances
of time and place, and to broader regional, national, or global processes.
Comparative Essay (C&C): Students compare historical developments across or within societies in various
chronological and/or geographical contexts. Students will also synthesize information by connecting insights from
one historical context to another, including the present.
However, many of you coming in to this class are new to AP history classes (and most of you are new to high
school!)Therefore, in this class we will have a progression of writing assignments that will help you practice the skills of
effective writing before you even attempt a WHAP essay. We will start first with the structure of a good history essay, next
work on crafting an effective thesis statement, and then move on to pre-writing strategies before we actually tackle a real
WHAP essay. Once you are ready to write a full essay, you will first write a DBQ, then a CCOT, and finally a C&C. Your full
essay assignments will first be given as take-home assignments and then by the end of the semester be timed in class. In
addition, we will use peer editing and review strategies in class to help you reach your maximum potential as a writer.
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Small Group Projects: In addition to tests and essays, you will also be expected to complete projects in small groups of 2, 3
or 4 students in each of our five units. These projects will be interactive assignments meant to enhance your understanding
of course content and themes while also providing you with the opportunity to practice the essential life skill of working
with others on a common task. They are also intended to provide you with a creative alternative to your other major
grades. Considering the difficulty of the tests and essays in this class, your small group projects will offer you vital
opportunities to boost your major grade average which accounts for 75% of your overall grade
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COURSE UNIT PLANNER – DAILY TOPICS & READING LIST
The following section will provide you with a day-by-day guide to our AP World History Course. This will provide you with
the topic of our lesson on each day of the semester and the reading assignments that must be completed the night
before that class period. Although we will attempt to follow this daily guide as closely as we can, you must remember
that it is subject to change depending on unforeseen emergencies such as inclement weather, class assemblies, pep
rallies, and other school functions that may cause us to miss class time. Still, this planner is a useful guide to the course
since it has been created to specifically meet all WHAP requirements in the short amount of time our course meets.
The History of the Human World in Only 90 Days!!! Are You Ready for the Challenge?
Course Unit Planner Key:
 Readings and assignments are listed in Italics (WOW = Strayer,Ways of the World Textbook)
 Readings are listed on the day they are to be completed NOT read (i.e. read the night before!)
 This list does NOT include all source readings.
 “Big Picture” Questions are listed to provide the focus of the unit lessons and activities. They represent the
larger themes of the unit that reflect the general patterns in global history during that time period.
 Skill Focus means that we will be working specifically that day on an important AP historical skill.
 Project means that we will be working on a small group project during that period.
Intro to the Course
Theme: Becoming “Travelers” not “Tourists” in their study of World History
Text Reading: Ways of the World: A Global History, Chapters 1
Class Periods: 5
“Big Picture” Questions:
1. What is the difference of between a “traveler” and a “tourist” in the study of world history? What
advantages does a “traveler” approach to world history offer students?
2. How should I behave while in this class so that I can maximize my potential as a student and
classmate?
3. What skills and materials are needed to be successful in this course?
Lessons:
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Wed. 9/3- People Bingo/ Class Rules
Summer Project due
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Thurs. 9/4 – Course Intro: Becoming “Travelers” not “Tourists”/Review Syllabus/Class Rules
Get Binder & Notebook; Have Parent Read Syllabus
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Fri. 9/5 – Skill Focus: Understanding Historical Time/ Note-taking Strategies (Cornell System)
WOW “Prologue” pp. li-lviii; WHAP Geography Challenge Worksheet
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Mon. 9/8 – Skill Focus: Working in Groups/”Paleolithic Pictionary” Group Assignment
WOW 11-32; Chap. 1 Outline due

Tues. 9/9 – Skill Focus: How historians “do” history? Reading & Interpreting source documents
WOW 49-56
4
Unit 1: Foundations in World History (Beginnings of History to c. 500 CE)
Theme: “Civilization & Empire” - Technological and Environmental Transactions in Early Human
History/Organization and Reorganization of Human Societies in the Classical Era
Text Reading: Ways of the World: A Global History, Chapters 2-7
Class Periods: 14
“Big Picture” Questions:
1.
2.
3.
4.
What is meant by “civilization”? Why did the earliest human civilizations begin in Afroeurasia?
How did geographic and environmental factors influence the development of the first civilizations?
What is an “empire”? What factors account for the rise and fall of empires?
What is the purpose of religion in human societies? What are the world’s major belief systems and
how were they used to both support and undermine traditional power structures in the earliest
civilizations/empires?
Lessons:
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Wed. 9/10 – Milestones in Early Human History
WOW 56-67; Chapter 1 Flashcards due
Thurs. 9/11 – Mankind: The Story of All of Us, Episode #1, “Inventors”
WOW 85-94
Fri. 9/12 – The Origins of Civilization?
WOW 94-98; Chapter 2 Flashcards due
Mon. 9/15 – Skill Focus: Writing a Thesis Statement
WOW 99-113, 133-139; Early Civilization Snapshot Chart due
Tues. 9/16 – What is an Empire? (Conrad-Demarest model)
WOW 143-154; Chapter 3 Flashcards due
Wed. 9/17 – Skill Focus: Making Historical Comparisons
WOW 154-168, Quiz #1
Thurs. 9/18 – Comparing Classical Empires: Han China vs. Rome
WOW 189-197
Fri. 9/19 – Mankind: The Story of All of Us, Episode #3, “Empires”
WOW 197-205; Chapter 4 Flashcards due
Mon. 9/22 – What is the Purpose of Religion in Human Societies? / World’s Major Belief Systems
WOW 205-215; Snapshot Chart on Classical Empires due, Quiz #2
Tues. 9/23 – Project: World Religion Commercial
WOW 247-260
Wed. 9/24 – Project: World Religion Commercial Presentations
Chapter 5 Flashcards due; Snapshot Chart on World Religions due
Thurs. 9/25 & Fri. 9/26– NO CLASS: ROSH HASHANAH
Mon. 9/29– Intro to Unit Review Timelines/ Classical Patriarchy Document Analysis
WOW 281-306; Chapters 6 & 7 Flashcards due
Tues. 9/30 – Unit Review Timeline: The 10 Most Significant Dates from the Beginning to 600 CE
Unit 1 Review Timeline due
Wed. 10/1 – Unit 1 Test
5
Unit 2: An Age of Accelerating Connections (c.500 CE – c.1500)
Theme: “Trade”- Regional and Transregional Interactions in Post-Classical Afroeurasia
Text Reading: Ways of the World: A Global History, Chapters 8-12
Class Periods: 16
“Big Picture” Questions:
1. Why is it necessary for human societies to establish networks of trade and exchange with one
another?
2. What besides goods or items is exchanged when human societies trade with one another? What are
the negative and positive effects of these exchanges on human societies?
3. How do different cultures modify and adapt new ideas, especially religious ones, to meet their own
needs?
4. Were the “barbarians” a negative or positive factor in the advancement of civilization during this time
period?
Lessons:
 Thurs. 10/2– Unit 2 Intro: What makes trade tick?
WOW 325-329, 333-341
 Fri. 10/3 – World History Crash Course #9: “The Silk Road and Ancient Trade Routes”
WOW 341-348
 Mon. 10/6 – Project: Silk Road Diary (research day)
WOW 348-355; Chapter 8 Flashcards due
 Tues. 10/7 - The Middle Kingdom: China at the “center” of the Post-classical World
WOW 379-390; Snapshot Chart on Afro-Eurasian Trade Networks due
 Wed. 10/8 – Skill Focus: The Document-Based Question (DBQ)
WOW 390-404; Students should bring shoe to class
 Thurs. 10/9– Spread of Buddhism in China DBQ (from 2004 Exam)
WOW 425-434, Chapter 9 Flashcards due
 Fri. 10/10 – Comparing the Worlds of Christian Europe: Eastern vs. Western Christendom
WOW 434-453
 Mon. 10/13 – World History Crash Course #13: “Islam, the Quran, and the Five Pillars”
WOW 473-488; Chapter 10 Flashcards due
 Tues. 10/14 – A Traveler’s Guide to the Islamic World (courtesy of Ibn Battuta)
WOW 488-500
 Wed. 10/15 – World History Crash Course #16: “Mansa Musa, Islam in Africa, & the Tran-Saharan Trade”
WOW 521-529, Quiz #3
 Thurs. 10/16 – World History Crash Course #17: “Wait for it…The Mongols!”
WOW 529-535; Chapter 11 Flashcards due
 Fri. 10/17–Were the Mongols “civilized”? (DBQ Practice)
WOW 535-541
 Mon. 10/20 – Diseases in Transit: The Black Death Pandemic
WOW 541-548; Chapter 12 Flashcards due
 Tues. 10/21 – Unit Review Timeline: The 10 Most Significant Dates from the 600 CE – 1450 CE
Unit 2 Review Timeline due
 Wed. 10/22 – Unit 2 Test
 Thurs. 10/23 – NO CLASS: DIWALI
 Fri. 10/24 – Diary of a Trade Good Project Presentations
Diary of a Trade Good Project due
6
Unit 3: The Early Modern World (1450-1750)
Theme: “Encounters”- Global Interactions and the Global Expansion of Europe
Text Reading: Ways of the World: A Global History, Chapters 13-16
Class Periods: 15
“Big Picture” Questions:
1. Why was Europe the civilization that came to explore the world, dominate global trade, and begin the
process of world conquest during this period?
2. What occurs when different peoples encounter each other for the first time? What are the positive
and negative consequences of such encounters?
3. In what ways did European expansion establish the world’s first global economy during this period?
How did this new global economy shift the world’s balance of power to the West?
Lessons:
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Mon. 10/27 – Unit 3 Intro: Encounter, The Dilemma Facing Planet Eporue
WOW 569-584
Tues. 10/28 – Why did Europe, and not Ming China, explore and conquer the “New World”?
WOW 584-594
Wed. 10/29 – Encounter 1492
WOW 594-599, 619-621
Thurs. 10/30 – World History Crash Course #23: “The Columbian Exchange”
WOW 625-631; Chapter 13 Flashcards due
Fri. 10/31 – The Spanish Conquest of the Americas
WOW 631-639
Mon. 11/3 – Project: Colonial Societies Mural Project (Day 1)
WOW 639-650; “Why Europe?” DBQ outline due
Tues. 11/4– NO CLASS: TEACHER INSERVICE
Wed. 11/5 – Project: Colonial Societies Mural Project (Day 2)
WOW 673-685; Chapter 14 Flashcards due
Thurs. 11/6 & Fri. 11/7 – NO CLASS: NJEA CONVENTION
Mon. 11/10 – Colonial Societies Mural Project Presentations
WOW 685-698, 721-732; Chapter 15 Flashcards due
Tues. 11/11– Silver and Global Commerce
WOW 732-737; Eurasian Land Empires Snapshot Chart due
Wed. 11/12 – Commerce in People: The Atlantic Slave Trade
WOW 737-747
Thurs. 11/13 – The Globalization of Christianity
Silver Trade DBQ Outline due
Fri. 11/14 – Skill Focus: Understanding Continuity and Change Over Time (CCOT)
Mon. 11/17– CCOT Practice: Indian Ocean Commerce, 650-1750 (2008 WHAP Exam)
Tues. 11/18 – Unit Review Timeline: The 10 Most Significant Dates from the 1450 – 1750
Unit 3 Review Timeline due
Wed. 11/19 – Unit 3 Test
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Unit 4: The European Moment in World History (1750-1914)
Theme: “Revolutions”- Revolutions in Politics, Industrialization, and Imperialism that led to the Westernization
of the Globe
Text Reading: Ways of the World: A Global History, Chapters 17-20
Class Periods: 17
“Big Picture” Questions:
1. What are the ingredients needed for a successful revolution? Are the changes wrought by a revolution
really worth all the trouble?
2. How did industrialization change the course of human history? How did industrialization allow
Europeans to finally complete their conquest of the globe?
3. Would you consider 19th century European imperialism as the “White Man’s Burden” or the “White
Man’s crime”? Did European conquest make life better or worse for the indigenous peoples living
within European colonies?
Lessons:
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Thurs. 11/20 – Unit 4 Intro: The Fever Model of Revolution
WOW 771-775
Fri. 11/21 – Project: Revolutionary Diseases (featuring the Atlantic Revolutions)
WOW 779-793
Mon. 11/24 - Echoes of the Atlantic Revolutions
WOW 793-804
Tues. 11/25 – Review Unit 3 Test/ Project: Revolutionary Diseases (work day)
WOW 825-832; Chapter 17 Flashcards due
Wed. 11/26 – Revolutionary Diseases Project Presentation
WOW 832-839; Snapshot Chart on Atlantic Revolutions due
Thurs. 11/27 & Fri. 11/28 – NO CLASS: THANKSGIVING BREAK
Mon. 12/1 – World History Crash Course #32: “Coal, Steam, and the Industrial Revolution”
WOW 840-854; Chapter 18 Flashcards due
Tues. 12/2– The Urbanization Game I: A Case Study of the New Industrial City
WOW 877-882
Wed. 12/3 – Project: Urbanization Game II: Taming the Industrial City
WOW 882-889
Thurs. 12/4 – Urbanization Game II Presentations
WOW 889-894
Fri. 12/5 – The New Industrial Class System: A Classroom Simulation
WOW 894-903
Mon. 12/8 – Something Old, or Something New? European Imperialism in the late 19th century
WOW 923-932; Chapter 19 Flashcards due
Tues. 12/9 – Responses to Imperialism in East Asia: China vs. Japan
WOW 932-940
Wed. 12/10 – European Imperialism in Africa and South Asia:White Man’s Burden or Crime?
WOW 941-948
Thurs. 12/11– Colonial Resistance Artifact Analysis
Chapter 20 Flashcards due
Fri. 12/12 – CCOT Practice: Long-Distance Migrations,1700-1900 (2011 WHAP Exam)
Mon. 12/15 – Unit Review Timeline: The 10 Most Significant Dates from the 1750-1914
Unit 4 Review Timeline due
Tues. 12/16 – Unit 4 Test
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Unit 5: The Most Recent Century (1914-Present)
Theme: “Conflict”- Accelerating Global Changes, Realignments, & Challenges for Humanity in the 21 st Century
Text Reading: Ways of the World: A Global History, Chapters 21-24
Class Periods: 20
“Big Picture” Questions:
1. To what extent were the two world wars distinct and different conflicts, and in what ways were they
related to each other? In what ways did Europe’s internal conflicts between 1914 and 1945 have
global implications?
2. What was the appeal and promise of the Communist Experiment and why did it fail in the end?
3. To what extent is violence necessary in the process of decolonization? How was the end of colonial
rule both a blessing and a curse for the new developing nations (former colonies)?
4. Where is the human story headed in the 21st century? What are the changes and challenges on the
horizon that may shift the human story in new directions in the near future?
Lessons:
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Wed. 12/17 – Unit 5 Intro: A Century of Conflict?
WOW 969-973
Thurs. 12/18 – World History Crash Course #36: “Archdukes, Cynicism and World War I”
WOW 977-984
Fri. 12/19 – World War I Propaganda: What can it tell us about the “war to end all wars”?
WOW 985-996
Mon. 12/22 – The Great Depression: A Global Economic Crisis
WOW 996-1008
Tues. 12/23 – Review Unit 4 Test/Project: A History of the World in Six Artifacts
Chapter 21 Flashcards due
Wed. 12/24 through Fri. 1/2 – NO CLASS: WINTER BREAK
Mon. 1/5 – Look Out Here Come the Dictators! The Rise of Authoritarian/Totalitarian States
WOW 1029-1058
Tues. 1/6 – World History Crash Course #38: “World War II”
WOW 1081-1086; Chapter 22 Flashcards due
Wed. 1/7 – The Legacy of World War II: What did the World Learn?
WOW 1086-1094
Thurs. 1/8– The Communist Experiment in the 20th century: Stalin’s USSR vs. Mao’s Peoples Republic of China
WOW 1094-1108
Fri. 1/9 – World History Crash Course #39: “USA vs. USSR Fight! The Cold War”
Chapter 23 Flashcards due
Mon. 1/12 – The Cold War Melts: 1989 and the Fall of Communism(?)
WOW 1133-1144
Tues. 1/13 – World History Crash Course #40: “Decolonization and Nationalism Triumphant”
WOW 1145-1150
Wed. 1/14– Project: Flags of Freedom: Nation-Building in the Global South
WOW 1150-1158
Thurs. 1/15 – Flags of Freedom Project Presentations
WOW 1158-1165; Decolonization Snapshot Chart due
Fri. 1/16 – DBQ: The Olympic Movement (Timed in Class)
Mon. 1/19 – NO CLASS: MARTIN LUTHER KING, JR. DAY
Tues. 1/20 – Globalization : Good or Bad?
Chapter 24 Flashcards due
Wed. 1/21 – Unit Review Timeline: The 10 Most Significant Dates from the 1914-Present
World History Crash Courses #41 & 42; Unit 5 Review Timeline due
Thurs. 1/22– Unit 5 Test
Fri. 1/23 & Mon. 1/26 – A History of the World in Six Artifacts Project Presentations
Tuesday, January 27, 2015 – WHAP FINAL EXAM!!!!
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Appendix A: Historical Periodization for AP World History
riod Title Date Range Weight
Period
Period Title
Date Range
Weight
1
2
3
4
5
6
Technological and Environmental Transformations
Organization and Reorganization of Human Societies
Regional and Transregional Interactions
Global Interactions
Industrialization and Global Integration
Accelerating Global Change and Realignments
. to 600 B.C.E.
c. 600 B.C.E. to c. 600 C.E.
c. 600 C.E. to c. 1450
c. 1450 to c. 1750
c. 1750 to c. 1900
c. 1900 to the present
5%
15%
20%
20%
20%
20%
Appendix B: Key Concepts in AP World History
Period 1:
Technological and Environmental
Transformations, to 600 B.C.E.
Period 2:
Organization and Reorganization of
Human Societies, c. 600 B.C.E. to c.
600 C.E.
Period 3:
Regional and Transregional
Interactions, c. 600 C.E. to c. 1450
Period 4:
Global Interactions,
c. 1450 to c. 1750
Period 5:
Industrialization and Global
Integration, c. 1750 to c. 1900
Period 6:
Accelerating Global Change and
Realignments, c. 1900 to the
present
Key Concept 1.1. Big Geography and the Peopling of the Earth
Key Concept 1.2. The Neolithic Revolution and Early Agricultural Societies
Key Concept 1.3. The Development and Interactions of Early Agricultural,
Pastoral, and Urban Societies
Key Concept 2.1. The Development and Codification of Religious and Cultural
Traditions
Key Concept 2.2. The Development of States and Empires
Key Concept 2.3. Emergence of Transregional Networks of Communication
and Exchange
Key Concept 3.1. Expansion and Intensification of Communication and
Exchange Networks
Key Concept 3.2. Continuity and Innovation of State Forms and Their
Interactions
Key Concept 3.3. Increased Economic Productive Capacity and Its
Consequences
Key Concept 4.1. Globalizing Networks of Communication and Exchange
Key Concept 4.2. New Forms of Social Organization and Modes of Production
Key Concept 4.3. State Consolidation and Imperial Expansion
Key Concept 5.1. Industrialization and Global Capitalism
Key Concept 5.2. Imperialism and Nation State Formation
Key Concept 5.3. Nationalism, Revolution, and Reform
Key Concept 5.4. Global Migration
Key Concept 6.1. Science and the Environment
Key Concept 6.2. Global Conflicts and Their Consequences
Key Concept 6.3. New Conceptualizations of Global Economy, Society, and
Culture
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