AP® World History
2011-2012
Shea
mcshea@cps.edu
773-535-1350 ex 27387
Primary Textbook
Stearns, M., et al. World Civilizations: The Global Experience, 4th ed. Pearson-Longman. 2003.
Primary Source Document Reader
Weisner-Hanks, et al. Discovering the Global Past: a Look at the Evidence. Vol. I & II. Houghton Mifflin.
1997
Other Historical Sources & Readings
Carr, E. H. What is History?
Coe, M. The Maya, 6th ed. Thames & Hudson, 1999.
Crosby, Alfred. The Colombian Exchange: biological and cultural consequences of 1492. Greenwood Press.
1973
Diamond, J. Guns, Germs and Steel. W.W. Norton & Co., 1997.
Hucker, C. China’s Imperial Past. Stanford University Press, 1975.
Mignolo, W. The Darker side of the Renaissiance. University of Michigan Press, 1995.
Pomerantz & Topik. The World that Trade Created, 1400 to the present. M.E, Sharp. 1995
Starr, K. A History of the Ancient World. Oxford University Press, 1991.
Course Summary & Themes
AP® World History is for the exceptionally studious high school students who wishes to earn college credit
through a rigorous academic program. Students who take the AP® World History course are expected to take
the APWH exam in May.
This class approaches history in a non-traditional way in that it looks at the common threads of humanity over
time and it investigates how these things have changed and continued over time in different places. The AP
World History course is organized around five overarching themes that serve as unifying threads throughout the
course, helping students to relate what is particular about each time period or society to a “big picture” of
history. The themes below also provide a way to organize comparisons and analyze change and continuity over
time.
I. Interaction between humans and the environment
• Demography and disease
• Migration
• Patterns of settlement
• Technology
II. Cultural: development and interaction of cultures
• Religions
• Belief systems, philosophies, and ideologies
• Science and technology
• The arts and architecture
III. 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
IV. Economic: creation, expansion, and interaction of economic systems
• Agricultural and pastoral production
• Trade and commerce
• Labor systems
• Industrialization
• Capitalism and socialism
V. Social: development and transformation of social structures
• Gender roles and relations
• Family and kinship
• Racial and ethnic constructions
• Social and economic classes
APWH Unit Overview & Skill emphasis
Students will be able to:
 Construct and evaluate arguments, and plausibly use historical evidence
 Analyze and use primary source documents and evidence
 Evaluate change and continuity over time with an emphasis on process and causation
 Understand diverse interpretations of events through context and point of view
 Evaluate and understand patterns and interactions from local to global levels
 Analyze comparisons within and among societies
 Become aware of similarities and differences among peoples and understand cultural diversity
 Answer correctly AP-style multiple choice questions
 Effectively compose the three types of APWH essays: the document-based essay (DBQ), the changeover-time essay (CCoT), and the comparative essay (CC)
Unit 1 To 600 BCE: Technological and Environmental Transformations [7 days, 5%]
Key Concepts:
• Big Geography and the Peopling of the Earth
• Neolithic Revolution and Early Agricultural Societies
• Development and Interactions of Early Agricultural, Pastoral, and Urban Societies
Topics for Overview include:
• Prehistoric Societies
• From Foraging to Agricultural and Pastoral Societies
• Early Civilizations: Middle East, South Asia, East Asia, the Americas, Africa, and Oceania
Skill Focus:
 Lecture and Text note taking and time management
 Study skills & techniques
 AP World Map
 Document Based Question (DBQ): 1) Analyze the question: time, place & topic, 2) Organize the
information (poster project)
 Thesis writing & essay construction (diagramming): Geography, agriculture and the impact upon the
nuclear family (CC) Paleolithic and Neolithic ages
 Visual literacy: maps of human migrations, hominid fossil record, AP World Map
Unit 2 600 BCE-600 CE: Organization and Reorganization of Human Societies [22 days, 15%]
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 Overview include:
• Classical Civilizations
• Major Belief Systems: Religion and Philosophy
• Early Trading Networks
Skill Focus:
 Thesis writing & essay construction (diagramming)
 Essay: (CC) Hinduism & Buddhism, Decline of Classical Empires, Sumer & China; (CCoT)
Mediterranean World 600 BCE-600CE
 Mini Document Analysis: theme/main point, point of view, author/bias
 Chronological Reasoning Charts: a) distinguish between coincidence, causation & correlation, b)
continuity and Change over time
 Full DBQ Chart: Stearns, p. 32-33—emphasize theme & PoV and grouping/chunking docs.
 Full Practice APWH Exam (optional)
 Debate: Isolation vs Integration: benefits of a “global” world vs. an isolated state
 Visual literacy: maps of Fertile Crescent, Huang He RV, Subcontinent of Asia, Roman Empire over
time, religious artifact and symbol
Unit 3 600-1450: Regional and Transregional Interactions [29 days, 20%]
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 Overview include:
• Byzantine Empire, Dar-al Islam, & Germanic Europe
• Crusades
• Sui, Tang, Song, and Ming empires
• The Americas
• The Turkish Empires
• Italian city-states
• Kingdoms & Empires in Africa
• The Mongol Khanates
• Trading Networks in the Post-Classical World
Skill Focus:
 Essays: (CC) Islamic Caliphate & Byzantine Europe, Feudal Europe & Japan; (CCoT) North and West
Africa and the Middle East.
 Mini Document Analysis: theme/main point, point of view, author/bias, & missing voice!
 Full DBQ Chart: Stearns p.118-119—grouping/chunking documents
 Practice APWH Exam (optional)
 Debate: Role of religion within the state apparatus
 Visual literacy: Crusades, writing, Renaissance, African & Islamic art
Unit 4: 1450-1750: Global Interactions [29 days, 20%]
Key Concepts:
• Globalizing Networks of Communication and Exchange
• New Forms of Social Organization and Modes of Production
• State Consolidation and Imperial Expansion
Topics for Overview include:
• The Trading Networks of the Indian Ocean
• Effects of the Continued Spread of Belief Systems
• Ming and Qing Rule in China
• Japanese Shogunates
Skill Focus & Activities:
 Essays: (CC) Reconquest & Conquest (Spain & the Americas), the world economy and the African slave
trade, Catholic Church & Protestantism, Columbian exchange & cultural diffusion, Feudalism in Europe
& Japan; (CCoT) the role of the state 1095-1750 (European monarchs, Japanese Shoguns)
 Document Based Question (DBQ): Stearns p.
 Mini Document Analysis: theme/main point, point of view, author/bias, & missing voice!
 Debate: concept of the “human”, civilization and the slave trade
 Visual literacy: maps: triangle trade, Columbian exchange, voyage of Zheng He, Ming art
Unit 5 1750-1900: Industrialization and Global Integration [29 days, 20%]
Key Concepts:
• Industrialization and Global Capitalism
• Imperialism and Nation-State Formation
• Nationalism, Revolution and Reform
• Global Migration
Topics for Overview include:
• The Age of Revolutions:
English Revolutions, Scientific Revolution & Enlightenment, American Revolution, French
Revolution and its fallout in Europe, Haitian & Latin American Revolutions
• Global Transformations:
Demographic Changes, the End of the Atlantic Slave Trade, Industrial Revolution and Its
Impact, Rise of Nationalism, Imperialism and its Impact on the World
Skill Focus:
 Mini Document Analysis: theme/main point, point of view, author/bias, & missing voice! Labor,
Gender/Women’s rights, nationalism,
 DBQ: Stearns, p. 532-533
 Essay: (CC) compare various political statements/ethos, decline of empires; (CCoT) The physical world
& universe 1095-1900, capital and labor 1750-1900
 Debate: Role of Women in Revolutions (Arab Spring & Enlightenment)
 Visual literacy: the universe, economic systems, industrial society
Unit 6 1900-present: Accelerating Global Change and Realignments [29 days, 20%]
Key Concepts:
• Science and the Environment
• Global Conflicts and Their Consequences
• New Conceptualizations of Global Economy and Culture
Topics for Overview include:
• Crisis and Conflict in the Early 20th Century:
Anti-Imperial Movements, World War I, Russian, Chinese and Mexican Revolutions,
Depression, Rise of Militaristic and Fascist Societies, World War II
• Internationalization:
Decolonization, the Cold War World, International Organizations, the Post-Cold War World,
Globalization
Skill Focus:
 DBQ: Stearns, p. 678-679
 Essay: (CC) compare independence movements in Europe, Asia and Latin America, compare economic
plans in Asia and Latin America, compare strengths & weaknesses of Fordism and Marxism, (CCoT)
Latin America 19th and 20th century, Capitalism from 1492-1989
 Practice APWH Exam (optional)
 Visual literacy: propaganda, role of media, capitalism & capitalism (1st vs 2nd world), branding &
culture, race
Kenwood Academy Grade Scale:
A: 100-90%
B: 89-80%
C: 79-70%
D: 69-60%
F: 59-0%
APWH Grade Summary:
Tests: 30%
Essays: 30%
Participation*: 15%
Projects: 15%
Quizzes: 10%
*Participation is defined by the following tasks/responsibilities:
1. Homework: maintaining course notebook with reading notes and class notes.
2. Discussions: contributing to class discussions, attentively listening to others ask and answer questions
3. Class Preparation: regularly attending class with all required material (text, notebook, notes, pen, other
materials required for a project)
4. Punctuality: being on time every day.
5. Responding to the attention signal (raised hand)
6. Table leader: in small group assignments the table leader will be responsible for managing and/or
directing the work of his/her peers. This includes ensure students are on task, following directions and
following class rules. Table leaders will rotate for each small group assignment.
7. Showing respect to one’s peers and all faculty or staff
****Extra credit is not offered in AP World History.****
AP Course Requirements:
 Practice AP Exams (tests):
Students are required to take two of three practice AP tests. Your overall average grade will be lowered one full
letter grade for failure to take one practice exam by the end of the first semester.
 Attendance (participation):
Exam dates are posted, therefore students are not allowed to make up an exam because of an appointment or
field trip. To compensate for points, the following test will count as “double” replacing the missed exam score
with the same score earned on the subsequent test.
I will not sign out students the day of an event or on any day we have a scheduled test.
Homework Policy:
Reading assignments are to be completed before class the day following the date assigned. For example:
Wednesday 9/7 read p.2-7 is to be completed before class on Thursday 9/8.
Essays are due on the date stated in the assignment. Failure to do so will result in 10% reduction in points for
each each day following the due date. This does NOT include weekends, Example: if an assignment is due on
Friday and a student turns it in on Monday, they will loose 10%, if student turns it in on Tuesday they loose
20%. After 4 days, students can only earn a maximum of 60% of the assigned points.
Class Tips:
There are several key things one must do in order to be successful in this class. Here they are:
 Manage your time
 Do all the reading
 Answer the prompt
 Know the facts; emphasize the relationships and themes
 Use all of your resources:
o Me!
o The AP World History Wikispace page: http://apwh-shea.wikispaces.com/
o Online help (see Wikispace page)
o Practice tests
o Do all of your assignments
Tests
AP tests are not easy and do be successful you must prepare. None of your work will be worth your time or
effort if you do not prepare for tests.
How do I prepare? What must I do?
Here are some tips (not in order of importance):
1. Perfect practice makes perfect.
You will make mistakes, and you will be frustrated. Learn from your mistakes and do not allow
yourself to become impossibly discouraged; you can do everything this class asks if you decide to.
I am here to help you achieve your goals for this class.
2. Block out your time
Use the reading/test schedule. You know the date of every test for this class on day one—use that
calendar to plan your study/review time.
3. Manage your test time
To do well, you must read accurately and quickly so you have time to think and create or select an
answer. This is difficult and very stressful—but you will get better with proper practice. You have
reading to do every day and the AP test is in May—so you have tons of reading, many chapter tests and
2 practice AP tests to assess your ability.
4. Answer the prompt
You must answer the question or writing prompt in front of you to receive credit. Pay attention to
dissecting the question lessons in class. The AP test was constructed by some very bright people and the
questions are very specific—as a result, deviating from that question will lead you in the wrong
direction. The “wrong” answers in multiple choice tests are purposely created to distinguish between
those that know and those that guess. (Yes, they created that wrong answer to “correctly” answer a
misreading of the question—so that answer is, therefore, wrong.)
5. All tests are cumulative—including the AP test on May 17
Consistently review old material on your own throughout the year. Keep all your notes and study
material
6. Organize your notes
You must take class notes (format is optional) so be sure they are organized: date each page, clearly
label the topic, highlight or make note of important relationships/theme and the details that accompany
that relationship/theme
7. Use flash cards for the simple facts: who, what, when, where?
See the APWH page for a link to the textbook’s online flashcards
8. Read, read, read!
Do all the reading. The APWH exam emphasizes relationships and themes of history and the facts and
important details that accompany them. The textbook and supplemental readings will describe and
explain those relationships—so if you don’t do the reading, you won’t understand the relationships or
how what facts/details are associated with them.
No, this class does not assign more reading than a typical college level history class. In fact, you’d be
expected to read the same quantity of pages in half the time (most colleges use a semester schedule).
This ties into managing your time. Which explains why you may receive college credit for successfully
learning the material and navigating APWH exam in May!
9. Find a good place to read, study, review and do your work.
Find it now. Make it a habit to go there every day and it will be easy later on. You won’t need to worry
about “finding a place.”
10. Relax.
If you manage your time, stay on top of your work then you will be able to relax. Playing catch-up is
stressful and does allow you to do your best, or relax.
Writing Mechanics
Each essay assignment will address the items from each column below in relation to the specific AP essay type
(comparison, continuity and change over time, and document based question). Central to each essay type is
thesis construction and that is tied to each of the items within Column II. The lessons around DBQ’s will
emphasize Column III, whereas the CCoT and CC essays will emphasize column II, and column I and IV will
be specifically integrated into each assignment.
Column I
(Length)
1. Sentence
2. Paragraph
3. Multiparagraph
Column II
(Purpose/Style)
1.Identify/Describe/Summarize
2. Explain the sequence
3. Analyze and Explain cause and
effect
4. Compare/Contrast
5. Evaluate and Explain the
significance
Column III
(Using sources)
1. Paraphrase
2. Quote
3. Plagiarize
4. Citations
Column IV
(Common Writing Errors)
1. subject-verb agreement
2. tense errors
3. pronoun errors
4. run-on/fragment errors
5. commas
6. other punctuation
7. homonym and other
common word errors
Standards:
This class will adhere to the Illinois learning standards pertaining to high school and the ACT college readiness
standards
ISBE Standards:
16.A.3a Describe how historians use models for organizing historical interpretation
16.A.3b Make inferences about historical events and eras using historical maps and other historical sources.
16.A.4a Analyze and report historical events to determine cause-and-effect relationships.
16.A.4b Compare competing historical interpretations of an event.
16.A.5a Analyze historical and contemporary developments using methods of historical inquiry
16.A.5b Explain the tentative nature of historical interpretations.
16.B.3a (W) Compare the political characteristics of Greek and Roman civilizations with non-Western civilizations, including the early Han dynasty
and Gupta empire, between 500 BCE and 500 CE.
16.B.3b (W) Identify causes and effects of the decline of the Roman empire and other major world political events (e.g., rise of the Islamic empire,
rise and decline of the T’ang dynasty, establishment of the kingdom of Ghana) between 500 CE and 1500 CE.
16.B.3d (W) Describe political effects of European exploration and expansion on the Americas, Asia, and Africa after 1500 CE
16.B.4a (W) Identify political ideas that began during the Renaissance and the Enlightenment and that persist today (e.g., church/state
relationships).
16.B.4b (W) Identify political ideas from the early modern historical era to the present which have had worldwide impact (e.g., nationalism/Sun
Yat-Sen, non-violence/Ghandi, independence/Kenyatta).
16.B.5a (W) Analyze worldwide consequences of isolated political events, including the events triggering the Napoleonic Wars and World Wars I
and II.
16.B.5b (W) Describe how tensions in the modern world are affected by different political ideologies including democracy and totalitarianism.
16.C.3a (W) Describe major economic trends from 1000 to 1500 CE including long distance trade, banking, specialization of labor,
commercialization, urbanization and technological and scientific progress.
16.C.3b (W) Describe the economic systems and trade patterns of North America, South America and Mesoamerica before the encounter with the
Europeans.
16.C.3c (W) Describe the impact of technology (e.g., weaponry, transportation, printing press, microchips) in different parts of the world, 1500 present.
16.C.4a (W) Describe the growing dominance of American and European capitalism and their institutions after 1500.
16.C.4b (W) Compare socialism and communism in Europe, America, Asia and Africa after 1815 CE.
16.C.4c (W) Describe the impact of key individuals/ideas from 1500 - present, including Adam Smith, Karl Marx and John Maynard Keynes.
16.C.4d (W) Describe how the maturing economies of Western Europe and Japan led to colonialism and imperialism.
16.C.5a (W) Explain how industrial capitalism became the dominant economic model in the world.
16.C.5b (W) Describe how historical trends in population, urbanization, economic development and technological advancements have caused
change in world economic systems.
16.C.5c (W) Analyze the relationship between an issue in world economic history and the related aspects of political, social and environmental
history
16.D.3 (W) Identify the origins and analyze consequences of events that have shaped world social history including famines, migrations, plagues,
slave trading
16.D.4 (W) Identify significant events and developments since 1500 that altered world social history in ways that persist today including
colonization, Protestant Reformation, industrialization, the rise of technology and human rights movements.
16.D.5 (W) Analyze the relationship between an issue in world social history and the related aspects of political, economic and environmental
history.
16.E.3a (W) Describe how the people of the Huang He, Tigris-Euphrates, Nile and Indus river valleys shaped their environments during the
agricultural revolution, 4000 - 1000 BCE.
16.E.3b (W) Explain how expanded European and Asian contacts affected the environment of both continents, 1000 BCE 16.E.4a (W) Describe how cultural encounters among peoples of the world (e.g., Colombian exchange, opening of China and Japan to external
trade, building of Suez canal) affected the environment, 1500 - present.
16.E.4b (W) Describe how migration has altered the world’s environment since 1450
16.E.5a (W) Analyze how technological and scientific developments have affected human productivity, human comfort and the environment.
16.E.5b (W) Analyze the relationship between an issue in world environmental history and the related aspects of political, economic and social
history.
17.A.5 Demonstrate how maps, other geographic instruments and technologies are used to solve spatial problems (e.g., land use, ecological
concerns).
17.B.4b Analyze trends in world demographics as they relate to physical systems.
17.C.5a Compare resource management methods and policies in different regions of the world.
18.A.3 Explain how language, literature, the arts, architecture and traditions contribute to the development and transmission of culture.
18.A.4 Analyze the influence of cultural factors including customs, traditions, language, media, art and architecture in developing pluralistic
societies.
17.C.5b Describe the impact of human migrations and increased urbanization on ecosystems.
18.A.5 Compare ways in which social systems are affected by political, environmental, economic and technological changes
18.B.3b Explain how social institutions contribute to the development and transmission of culture.
18.B.4 Analyze various forms of institutions
18.C.4a Analyze major cultural exchanges of the past
18.C.5 Analyze how social scientists’ interpretations of societies, cultures and institutions change over time.
18.C.4b Analyze major contemporary cultural exchanges as influenced by worldwide communications.
ACT college readiness standards:
*Main Idea and Author’s Approach
*Supporting Detail
*Sequential, Comparative and Cause & Effect
*Meaning of Words
*Generalizations and conclusions