Download AP World History 2011-2012

AP World History Course Syllabus
Course Overview:
The Advanced Placement World History (APWH) course is a college-level survey course that introduces students to the rich environmental,
cultural, political, economic, and social interactions among human civilizations beginning around 8000 BCE and continuing to the present. It is
a part of a cooperative endeavor by high schools, colleges and The College Board that provides highly motivated students with the challenge
and opportunity to earn college credit during their high school years. Performance on the College Board’s Advanced Placement World History
Exam determines a student’s eligibility for up to six hours of college credit (the equivalent of a two-semester course. Collegiate credit is
typically earned by obtaining a three, four, or five on the AP Examination, but this varies by college program. The primary objective of AP
World History is to prepare students in content knowledge and skill development for the three hour and fifteen minute AP World History
Exam on May 11th, which students are expected (but not required) to take. While course curriculum, materials, and expectations are
designed to prepare students for success on the AP Exam, the purpose of this course extends beyond the possibility of earning college credit
on the exam. The overarching goal is for students to develop strong academic skills and historical content knowledge that will build a solid
foundation for their continuing educational endeavors.
APWH promotes an understanding of the evolution of global processes and contacts among different types of human societies. This
understanding is developed through themes, key concepts, and historical thinking skills. The course highlights the nature of changes in
international frameworks, their causes and consequences, as well as comparisons among societies. The curriculum balances global coverage
of all regions. It is designed to be rigorous, yet rewarding.
APWH is built upon college-level resources. This includes all texts, a wide variety of primary sources, and interpretations presented via
historical, anthropological, geographical and related discipline scholarship. Students will analyze point of view, interpret evidence, and use
evidence to create plausible historical arguments. Students will assess issues of continuity and change over time, compare and contrast
environmental, cultural, political, economic, and social elements of societies and eras, as well as synthesize material by applying their
understanding in a global historical context. Students will participate in class discussions, produce and provide class presentations, and work
individually as well as collaboratively. All students are expected to complete required readings, fulfill accompanying reading tasks, and come
to class prepared. An advanced-level academic environment must exist and students need to be dedicated to their own learning, highly
motivated, and willing to put forth the extensive time and effort required for a course of this intensity.
Five AP World History Themes:
Theme 1: Interaction between Humans and the Environment (ENV): Demography and disease, Migration, Patterns of
settlement & Technology
Theme 2: Development and Interaction of Cultures (CUL): Religions, Belief systems, philosophies, and ideologies, Science
and technology & the arts and architecture
Theme 3: State-building, Expansion, and Conflict (SB): Political structures and forms of governance, Empires, Nations and
nationalism, Revolts and revolutions & Regional, trans-regional, and global structures and organizations
Theme 4: Creation, Expansion, and Interaction of Economic Systems (ECON): Agricultural and pastoral production, Trade
and commerce, Labor systems, Industrialization & Capitalism and socialism
Theme 5: Development and Transformation of Social Structures (SOC): Gender roles and relations, Family and kinship,
Racial and ethnic constructions & Social and economic classes
Historical Thinking Skills
Skill Type
I. Chronological Reasoning
II. Comparison and Contextualization
III. Crafting Historical Arguments from
Historical Evidence
IV. Historical Interpretation and Synthesis
Historical Thinking Skill
1. Historical Causation
2. Patterns of Continuity and Change over Time
3. Periodization
4. Comparison
5. Contextualization
6. Historical Argumentation
7. Appropriate Use of Relevant Historical Evidence
8. Interpretation
9. Synthesis
Periodization: Historical thinking involves the ability to describe, analyze, evaluate and construct models of historical periodization that
historians use to categorize events into discrete blocks and to identify turning points. For purposes of this course the following periodization
will be utilized:
Period 1: 8,000 to 600 BCE
Period 2: 600 BCE to 600 CE
Period 3: 600 to 1450
Period 4: 1450 to 1750
Period 5: 1750 to 1900
Period 6: 1900 – Present
2017 APWH Exam Format in May:
Part One: MCQ 55 Minutes & SAQ 50 Minutes
Section I Part A: Multiple Choice | 55 Questions | 55 Minutes | 40% of Exam Score
Questions appear in sets of 2 to 5.
Analyze historical texts, interpretations, and evidence.
Primary and secondary sources, images, graphs, and maps are included.
Section I Part B: Short Answer Questions| 4 Questions | 50 Minutes | 20% of Exam Score
Questions provide opportunities for students to explain the historical examples that they know best.
Some questions include texts, images, graphs, or maps.
Part Two: DBQ 55 Minutes & LEQ 35 Minutes
Section II Part A: Document Based | 1 Question | 55 Minutes (includes a 15-minute reading period) | 25% of Exam Score
Analyze and synthesize historical data.
Assess written, quantitative, or visual materials as historical evidence.
Section II Part B: Long Essay | 1 Question | 35 Minutes | 15% of Exam Score
Select one question among two.
Explain and analyze significant issues in world history.
Develop an argument supported by an analysis of historical evidence.
Course Texts:
Reilly, Kevin. Worlds of History: A Comparative Reader for Advanced Placement. Boston: Bedford/St. Martins. 2013.
Strayer, Robert W. Ways of the World: A Global History. Boston: Bedford/St. Martin’s, 2013.
Sampling of Website & Video Resources:
Bridging World History: http://www.learner.org/courses/worldhistory/
Columbia University Asia for Educators: http://afe.easia.columbia.edu/
Crash Course World History: https://www.youtube.com/playlist?list=PLBDA2E52FB1EF80C9
World History for us All: http://worldhistoryforusall.sdsu.edu/
Ancient World History Sourcebook: http://www.fordham.edu/halsall/ancient/asbook.html
Medieval world History Sourcebook: http://www.fordham.edu/halsall/sbook.html
Modern World History Sourcebook: http://www.fordham.edu/halsall/mod/modsbook.html
Assessment: Students will have a timed formal exam at the end of each unit. All unit exams will include a 55 question multiple-choice test
and a writing assessment (will vary between SAQs & LEQs). Three of the unit exams will include a full timed essay component: a Document
Based Question, Periodization, Causation, Continuity and Change Over Time, OR Comparison. Three unit exams will include two Short
Answer Questions. For the APWH Exam in May, students will complete 55 Multiple Choice Questions, 4 Short Answer Questions, 1
Document Based Question Essay, and 1 Long Essay Question (out of 2 options).
In addition to unit exams, students will have routine reading tasks covering the chapters of our texts and unit activities or assignments that
support content coverage and skill development. Reading tests/quizzes may also be administered at any time.
Unit Activities/Assignments: The following activities and assignments will be utilized in the six units in order to develop the historical analysis
necessary to establish a sophisticated understanding about the past:
Writing Assignments & Preparation: Each unit includes writing assignments designed to develop the skills necessary for creating
evidence-based essays on historical topics highlighting clarity and precision of content. These will include preparation activities for
SAQs, DBQs, and LEQs.
Primary Source Analysis: Students analyze documents (written, visual, and quantitative) from course texts and other College Board
resources. For instance, students may analyze sources for point of view, intended purpose, audience, and historical context of each
source. Theses skills of primary source analysis will be applied throughout the course.
Journals/Reflections: Each unit, the student will write a reflective commentary discussing how the history of the (identified) region or
era fits into the larger framework of world history. These commentaries should include examples and discussion of what has been
covered in class and the text for the corresponding unit. These prompts enable students develop their contextualization skills and to
analyze patterns of continuity and change over time.
Chapter Process Work & Discussions: Students are required to provide short answer responses with direct quote references to all
of Learning Objectives and Historical Thinking Skill questions for the Strayer text chapters, which will be submitted to turnitin.com.
The chapter process work is required for every unit by 8 AM in turnitin.com on the day of the unit exam.
Mapping & Timeline: In addition to completing an introductory world map, students will complete multiple map assignments in each
unit to continue to gain familiarity with geography and locations of historical patterns. The Text Timeline Review is an activity that will
be paired with the Unit Map at the end of each unit. This activity develops chronological reasoning. According to the authors of the
National Standards for History, “chronological thinking is the heart of historical reasoning.” Timelines must have a minimum of five
related visuals.
Daily Vocabulary: Students will compile a daily vocabulary list in order to fully understand course readings and class discussions.
These words will apply to many different cultures or events throughout history. Definitions and visuals will be hand-written and
thoroughly demonstrate the word as it relates to the discipline of history. Term quizzes are issued on a bi- or tri-weekly basis.
Performance Projects & Presentations: Each unit, students will complete various role-plays and presentations to enhance their
learning and bring historical content to life. These projects are designed to bolster the information conveyed in the Strayer textbook.
PIRATES Charts: Throughout the course students will break down cultures and civilizations to a basic level to allow recognition of
the most important characteristics and easily compare or contrast one civilization to another. A PIRATES chart will be used
throughout the course to analyze a civilization/culture in seven components, that relate to the five major themes of AP World History.
These charts will show similarities and differences between the civilizations/cultures over time.. Explanation of PIRATES categories:
*Political: gaining, seeking and organizing power, events related to the function of government ex: making laws, enforcing laws, and
interpreting laws.
*Interaction with the Environment: how the environment shaped societies and how humans shaped the environment ex: agricultural
production, demography, disease, migration, patterns of settlement, and environmental technology.
*Religious: beliefs (organized or traditional), religious institutions of culture.
*Art and Architecture: visual, musical, written, architecture, as well as intellectual movements/philosophy.
*Technology: technology used by society, new inventions
*Economic: how people meet their basic materials needs, production, distribution, and consumption of goods and services, issues on
domestic and international trade, monetary policies and taxation.
*Society: dealing with people in groups, living together, and relations with one another, issues like gender, economic status and
ethnicity.
Curve Packets: Students are required to read and complete chapter processing prompts for assigned text chapters each unit. However,
students may choose to turn in Curve Packets to be eligible for the unit test curve points. The curve points are basically extra credit points
on the unit exam score. This is an optional extra assignment task due at the end of each unit on exam day. No unexcused late Curve
Packets will be accepted. Note: No daily terms bonus points are awarded for Curve Packets.
To earn the Curve Notes points students must:
1. Complete color-coded notes (min. of 3 full pages -front & back- per chapter) that contain information from ALL assigned unit
chapters & have completed summary boxes on every page of notes.
2. Number, define, and explain the unit relevance of ALL Curve Packet Supplemental Topics list per unit.
*If the Curve Packets are incomplete in any way the student will NOT earn the possible exam curve points for that unit. No
partial Curve Packets will be accepted.
UNIT PLANS:
INTRODUCTORY UNIT: Orienting to World History & Collegiate Level Study Skills
LENGTH OF CLASSTIME FOR UNIT: ~5 days
SUMMER ASSIGNMENT EXAM & FOLLOW UP
READING TEXT: Ways of the World: A Global History. Overview & familiarization of text.
PRIMARY SOURCE READER: Worlds of History: A Comparative Reader. Introduction for students & Historical Thinking, Reading & Writing
Skills for AP World History.
SUMMER READING ASSIGNMENT OPTIONS:
Bernstein, William. J. A Splendid Exchange: How Trade Shaped the World. New York:
Grove Press, 2009. Print.
Craughwell, Thomas J. The Rise and Fall of the Second Largest Empire in History: How
Genghis Khan's Mongols Almost Conquered the World. Beverly, Mass.: Fair Winds Press, 2010. Print.
Diamond, Jared. Collapse: How Societies Choose to Fail or Succeed. New York: Viking
Press, 2004. Print.
Diamond, Jared. Guns, Germs, and Steel: The Fates of Human Societies. New York:
Norton, 1997. Print.
Pomeranz, Kenneth and Topik, Steven. The World That Trade Created: Society, Culture,
and the World Economy, 1400 to the Present. New York: Routledge, 2012.
Standage, Tom. An Edible History of Humanity. New York: Walker and Company, 2009.
Print.
Standage, Tom. A History of the World in 6 Glasses. New York: Walker and Company,
2005. Print.
Standage, Tom. Writing on the Wall: Social Media-The First 2,000 Years. New York: Bloomsbury, 2013.
Print.
Wilson, Samuel M. The Emperor's Giraffe and Other Stories of Cultures in Contact.
Boulder: Westview Press, 1999. Print.
SUMMER ASSIGNMENT EXAM Class Day #2: 30 MCQs: Mapping, AP World History Themes, Reading Analysis, and Historical Thinking
Skills
Key Concepts/Questions:
Geography is the foundation of world history.
What is world history? How does one look at local history and do world history?
How does perspective shape the way we view the world & influence historical interpretation?
What is periodization and what are its advantages & disadvantages?
Skills Taught:
1. How to actively read a college text & use Cornell Notes, Tri-column Notes & Concept Maps.
2. How to read and understand maps, mental mapping.
3. Understanding periodization, themes & historical thinking skills.
Possible Student Activities:
1. Review Summer Assignment
2. Perspective & World View: Messages in Maps & 5 Tricks
4. Supplemental Scholarly Reading: Lewis & Wigen’s The Myth of Continents excerpt.
5. College textbook reading & note-taking skills.
6. Journal: Why is World History a relatively new field of study?
Unit One: Technological and Environmental Transformations (5% of APWH Exam content)
PERIODIZATION: c.8000 BCE to c. 600 BCE
MAIN FOCUS: Beginnings in History
LENGTH OF CLASS TIME FOR UNIT: ~6 days
READING TEXT: Introductory Readings & Ways of the World: A Global History. Chapters 1-2
UNIT ONE TEST: 55 Multiple Choice Questions (MCQ), 2 SAQs
Key Concepts:
Key Concept 1.1: Big Geography and the People of the Earth
i. Paleolithic migrations lead to the spread of technology and culture
Key Concept 1.2: The Neolithic Revolution and Early Agricultural Societies
i. Neolithic Revolution led to the development of new and more complex economic and social systems
ii. Agriculture and pastoralism began to transform societies
Key Concept 1.3: The Development and Interactions of Early Agricultural, Pastoral, and Urban Societies
i. Location of early foundational civilizations
ii. State development and expansion
iii. Cultural development in the early civilizations
Unit 1 Major Assignments:
1. Unit Vocabulary
2. PIRATES Charts: Jericho, Catal Huyuk, Mesopotamia, Ancient Egypt, Indus River Valley, Huang He River Valley, Peru, &
Mesoamerica
3. Optional Curve Notes
4. Comparative Reader Assignments May Include: Hammurabi’s Code, Women in Prehistory, Women in the First Urban Communities,
The Epic of Gilgamesh, Hunefer’s Book of the Dead, Assyrian Law and a Palace Decree, Greek & Indian Civilization, The Rig Veda:
Sacrifice as Creation
5. Journal: In what ways did the Neolithic Revolution lead to new and more complex economic and social systems within human
societies after 10,000 BCE?
6. Comparative Essay Work: Foraging and Early Agricultural Societies graphic organizer
7. Map & Timeline: origins, migrations & 1st wave civs
8. Supplemental Scholarly Readings:
Diamond, Jared. The Worst Mistake in the History of the Human Race, Discover Magazine, May, 1987, available at
http://anthropology.lbcc.edu/handoutsdocs/mistake.pdf
Wall, Tim. People Grew Shorter Growing Crops. Discovery News, 16 June, 2011, available at
http://news.discovery.com/earth/people-grew-shorter-growing-crops-110616.html?print=true
Wood, Jim. Agriculture the World Mistake in the History of the Human Race? A Few Words in Defense of Farming.
http://ecodevoevo.blogspot.com/2013/11/agriculture-worst-mistake-in-history-of.html
14 November 2013. Web.
Unit 1 Possible Student Activities:
1. Timeline of Big History, Textbook & AP
Students create a timeline based on Big History by David Christian and draw conclusions about impacts of humans, relative length of modern
human history, and compare/contrast their timelines to the contents in their textbook and to AP periods.
2. Graded Oral Discussion - Neolithic Revolution
Students debate the impact of the Neolithic Revolution on gender, social hierarchy, nutrition, environment, etc., based on their reading by
Diamond, Wall, and Wood.
3. PowerPoint Presentations-Settlements & 1st Wave Civilizations
Students create visual presentations that incorporate artifacts from the settlements and first wave civilizations into PIRATES categories of:
politics, interactions with geography, religion, arts & architecture, technological advances, economic developments and social structure.
4. Writing development: SAQs
Compare & contrast graphic organizer
Periodization
Causation
Continuity & change over time
Unit One Required Chapter Process Work (CPW) Questions: Introduction & Chapters 1 & 2 Number, answer each
prompt with “quotes/direct evidence” (pg #) from the Strayer text, and provide analysis/explanation. All answers must
be typed and turned in on assigned due date to Turnitin.com.
INTRODUCTION
I. Historical Thinking Skill: Periodization: Why do you suppose the periodization in world history can be so
controversial?
UNIT 1
CHAPTER 1:
II. ENV 1: Explain how early humans used tools and technologies to establish communities.
III. CUL 6: Explain how cross-cultural interactions resulted in the diffusion of technologies and scientific knowledge.
IV. ECON 10: Analyze the roles of pastoralists, traders, and travelers in the diffusion of crops, animals, commodities,
and technologies.
CHAPTER 2:
V. SB 1: Explain and compare how rulers constructed and maintained different forms of governance.
VI. CUL 4: Analyze the ways in which religious and secular belief systems affected political, economic and social
institutions.
VII. SOC 1: Analyze the development of continuities and changes in gender hierarchies, including patriarchy.
A. Unit One Optional CURVE Notes=color-coded, minimum of 3 FULL sheets (front & back) per unit chapters completed
summary box EACH page.
B. Unit One Optional CURVE Notes Supplemental Topics:
Number, define, & explain relevance of term in context
of the unit.
1. Pottery
2. Plows
3. Woven textiles
4. Wheels & wheeled vehicles
5. Metallurgy
6.Composite bows
7. Iron Weapons
8. Chariots
9. Horseback riding
10. Ziggurats
11. Pyramids
12. Temples
13. Defensive walls
14. Streets & roads
15. Sewage & water systems
16. Cuneiform
17. Hieroglyphs
18. Pictographs
19. Alphabets
20. Quipu
21. Code of Hammurabi
22. Code of Ur-Nammu
23. Trade between Mesopotamia & Egypt
24. Trade between Egypt & Nubia
25. Trade between Mesopotamia & Indus Valley
26. Epic of Gilgamesh
27. Rig Veda
28. Book of the Dead
Skills Taught:
1. Writing – interpret prompt, use of specific evidence, organization
2. How to read a college-level text and use Cornell Notes
3. How to read and interpret a primary source document
4. How to "read" and understand maps
5. How to draw inferences from the evidence
UNIT TWO: Organization and Reorganization of Human Societies (15% of APWH Exam content)
PERIODIZATION: c. 600 BCE to c. 600 CE
MAIN FOCUS: The Classical Era in World History
LENGTH OF CLASS TIME FOR UNIT: 18.5 days
READING TEXT: Ways of the World: A Global History. Chapters 3-6
UNIT TWO TEST: 55 MCQs & Classical Civilizations LEQ
Key Concepts:
Key Concept 2.1: The Development and Codification of Religious and Cultural Traditions
i. Codifications and further developments of existing religious traditions
ii. Emergence, diffusion, and adaptation of new religious and cultural traditions
iii. Belief systems affect gender roles
iv. Other religious and cultural traditions continue
v. Artistic expressions show distinctive cultural developments
Key Concept 2.2: The Development of States and Empires
i. Imperial societies grow dramatically
ii. Techniques of imperial administration
iii. Social and economic dimensions of imperial societies
iv. Decline, collapse, and transformation of empires (Rome, Han, Maurya)
Key Concept 2.3: Emergence of Trans-regional Networks of Communication and Exchange
i. The geography of trans-regional networks, communication and exchange networks
ii. Technologies of long-distance communication and exchange
iii. Consequences of long-distance trade
Unit 2 Major Assignments:
1. Unit Vocabulary
2. PIRATES Charts: Greece, Persia, Maurya, Gupta, Rome, Qin, Han, Axum, Maya & Nazca
3. Optional Curve Notes
4. Comparative Reader Assignments May Include: Empire & Government: China & Rome, Gender, Sex & Love in Classical Societies:
India, China & the Mediterranean, Hinduism: Svetasvatara Upanishad, Buddhism: Gotama’s Discovery, Judaism & the Bible: History,
Laws, & Psalms.
6. Journal: To what extent was the organization and reorganization of human societies between 600 BCE and 600 CE the result of
internal changes and external challenges, including environmental challenges?
7. Essay Development: DBQ, C/C response, CCOT
8. Map & Timeline: second wave civilizations, trade networks, religious movements, & human migrations
9. Supplemental Scholarly Reading:
Armstrong, Karen. Interview: “A New Axial Age.” http://www.adishakti.org/_/a_new_axial_age_by_karen_armstrong.htm.
and Diarmaid MacCulloch’s counter claim.
Unit 2 Possible Student Activities:
1. Create mental/concept maps of second wave civilizations using PIRATES categories, symbols, text & images.
2. The Axial Age Human Drama skits. Students create skits that include Axial Age concepts, primary source references (ex. Analects, Vedas,
Tripitaka, etc.) and answers to guiding questions.
3. Syncretism along the Silk Road. Students analyze examples of Buddhist sculpture from various sites along the Silk Road.
4. Document Based Question activity comparing the Han and Roman attitude toward technology, begin the process of analyzing documents
for sourcing, essay organization and planning.
5. Student discussion regarding Axial Age in the past & present.
6. Analyze primary documents from early religious texts: Mencius’s writing, Ramayana, and Roman legal decisions to determine the roles of
women in classic China, India and Rome.
7. Compare Chinese philosophies: Legalism, Daoism, and Confucianism by creating a chart while reading descriptions of each philosophy,
including quotes and excerpts from each philosophy.
8. Gender Choices: Compare the role of women in Athens and Sparta, Rome, Gupta, India, and Han China using Legal document from Rome,
Mencius’s writing, and Ramayana excerpt. Following the model given in Ban Zhao’s Advice to her daughters, assume the role of a mother in
one of these cultures, and write a letter of advice to your daughter about how to live well in your chosen culture.
9. Writing Development:
a. Choose two belief systems and compare them in terms of their treatment of women, their beliefs about social class, and
their influence on political structures.
b. C/C three ideas of the Axial Age.
c. C/C religious diffusion.
d. Periodization
e. Causation
f. Change over time
Unit Two Required Chapter Process Work (CPW): Chapters 3-6: Number, answer each prompt with “quotes/direct
evidence” (pg #) from the Strayer text, and provide analysis/explanation. All answers must be typed and turned in on
assigned due date to Turnitin.com.
UNIT 2
CHAPTER 3:
I. SB2: Analyze how the functions and institutions of governments have changed overtime.
II. SB5: Assess the degree to which the functions of cities within states or empires have changed over time.
III. ENV4: Explain how environmental factors influenced human migrations and settlements.
CHAPTER 4:
IV. CUL1: Compare the origins, principal beliefs and practices of the major world religions and belief systems.
V. SOC3: Assess the impact that different ideologies, philosophies, and religions had on social hierarchies.
CHAPTER 5:
VI. SOC4: Analyze ways in which legal systems have sustained or challenged class, gender, and racial ideologies.
VII. ECON3: Assess the economic strategies of different types of states and empires.
VIII. SOC2: Assess how the development of specialized labor systems interacted with the development of social
hierarchies.
CHAPTER 6:
IX. ENV2: Explain and compare how hunter-forager, pastoralists, and settled agricultural societies adapted to and
affected their environment over time.
X. SB10: Analyze the political and economic interactions between states and non-state actors.
XI. ECON12: Evaluate how and to what extent networks of exchange have expanded, contracted, or changed over
time.
A. Unit Two Optional CURVE Notes=color-coded, minimum of 3 FULL sheets (front & back) per unit chapters completed
summary box EACH page.
B. Unit Two Optional CURVE Notes Supplemental Topics: Number,
define, & explain relevance of term in context of the unit.
1. Medical theories & practices (esp. Daoism in China)
2. Poetry (China)
3. Metallurgy (China)
4. Architecture (China)
5. Hindu art & architecture
6. Buddhist art & architecture
7. Christian art & architecture
8. Greco-Roman art & architecture
9. Persian Achaemenid Empire
10. Persian Parthian Empire
11. Persian Sassanian Empire
12. Administrative Institutions in: China, Persia, Rome & South Asia
13. Persepolis
14. Chang’an
15. Pataliputra
16. Athens
17. Carthage
18. Rome
19. Alexandria
20. Constantinople
21. Teotihuacan
22. Corvee labor
23. Slavery
24. Rents & tribute
25. Peasant communities
26. Family & household production
27. Conflict between Han & Xiongnu
28. Conflict between Gupta & White Huns
29. Conflict between Romans & Vandals, Visigoths & Huns
30. Qanat system
31. Noria & Sakia water wheels
32. Shaduf wells & pumps
33. Effects of disease on Roman Empire
34. Effects of disease on Chinese Empires
Skills Taught:
1. Analyzing & using primary documents
2. Writing development
3. Causation
4. Periodization
5. Sourcing
6. Change over time
UNIT THREE: Regional and Trans-regional Interactions (20% of APWH Exam content)
PERIODIZATION: c. 600 CE to c.1450
MAIN FOCUS: A Time of Accelerating Connections
LENGTH OF CLASS TIME FOR UNIT: 24 days
READING TEXT: Ways of the World: A Global History. Chapters 7-12
UNIT THREE TEST: 55 MCQs & DBQ Essay
Key Concepts:
Key Concept 3.1: Expansion and Intensification of Communication and Exchange Networks
i. Improved transportation technologies and commercial practices and their influence on networks
ii. Linguistic and environmental contexts for the movement of peoples
iii. Cross-cultural exchanges fostered by networks of trade and communication
iv. Continued diffusion of crops and pathogens throughout the Eastern Hemisphere
Key Concept 3.2: Continuity and Innovation in State Forms and their Interactions
i. Empires collapse and were reconstituted
ii. Greater inter-regional contracts and conflict encourages technology and cultural transfer
Key Concept 3.3: Increased Economic Productive Capacity and Its Consequences
i. Increasing productive capacity in agriculture and industry
ii. Changes in urban demography
iii. Changes and continuities in labor systems and social structures
Unit 3 Major Assignments:
1. Unit Vocabulary
2. PIRATES Charts: Vikings, Mongols, Byzantine, Khmer, Aztec, Inca, Umayyads, Abbasid, Fatimid, Ghana, Mali, Great Zimbabwe, Tu’i
Tonga, Holy Roman Empire, Song China,
3. Comparative Reader Assignments May Include: The Islamization of the Silk Road, Epic of Sundiata, Austronesian, Indio-European,
and Bantu Migrations, Ibn Battuta Travels, Love in Medieval Europe, India & Japan, The Tale of Genji, An Account of Pope Urban’s
Speech at Clermont, Chronicle of Solomon bar Simson, Al-Athir’s Causes of the Crusade, Guzman’s Were the Barbarians a Negative
or Positive Factor in Ancient & Medieval History? Fadlan’s The Viking Rus, Cunliffee’s The Western Vikings, Yvo of Narbona’s The
Mongols, The Secret History of the Mongols, Wheelis’s Biological Warfare at the 1346 Siege of Caffa, Mussis’s Origins of the Black
Death, Images of the Black Death 14th & 15th Centuries, Polo’s On the City of Hangzhou,
4. Journal: What were the primary causes and consequences of the expansion and intensification of communication and exchange
networks between 600 CE and 1450?
5. Essay: DBQ
6. Map & Timeline: Migrations, spread of Islam, trade routes, disease & empires
7. Supplemental Scholarly Readings:
Abu-Lughod, Janet. “World System in the 13th Century: Dead end or Precursor?” American History
Association, 1993.
Available at: https://web1.caryacademy.org/facultywebs/joe_staggers/WH_10_11/Sources_3/Sources_1/Abu-Lughod.pdf
Gilbert, Erik. “Introduction to the Indian Ocean World.” 2006.
http://apcentral.collegeboard.com/apc/public/repository/World_History_SF_Indian_Ocean_World07.pdf.
Shaffer, Lynda. “Southernization.” Journal of World History. 5:1-21. 1994.
Available at: http://www.uhpress.hawaii.edu/journals/jwh/jwh051p001.pdf.
Unit 3 Possible Student Activities:
1. Rise of Islam: After watching Part 2: The Awakening, Islam, Empire of Faith, available at http://www.youtube.com/watch?v=yX3UHNhQ1Zk
students create concept/mental maps of the Islamic Golden Age.
2. Islamic Golden Age concept maps.
3. Graded Oral Discussion based on two articles: “Southernization “and “World System in the 13th Century: Dead end or Precursor?”
Students read to discover author’s thesis for both articles, and what evidence was provided to support thesis and a discussion of points of view.
4. LEQ development: 2003 modified prompt (600-1450) and spread of Islam. Students complete graphic organizer or outline & thesis
paragraph for writing workshop.
5. Indian Ocean Trade Simulation in which students play various roles & debrief the following prompts:
What kind of networks formed to allow goods to travel from China to Africa and the Middle East?
Compare and contrast experiences of merchants and pilgrims. Were any long distance voyages attempted? What were the results? What
were the most successful strategies? Who dominated trade in the Indian Ocean? Which goods were the most difficult to obtain? How many
groups managed to get all of the items their city demanded? Which city amassed the greatest wealth? How realistic was this?
6. Empires Presentation. Students present PIRATES presentations of Post Classical Empires: Vikings, Mongols, Khmer, Great Zimbabwe,
Umayyad, Abbasid, Fatimid, Ghana, Mali, Song China, Tu’i Tonga, Holy Roman Empire, Byzantine Empire, Kamakura Japan
7. Chinggis Khan Mock Trial.
8. Essays:
a. DBQ: Compare Christian and Muslim attitudes towards trade from their inception through 1450 – requires students to think
both comparatively and in terms of change and continuity.
b. DBQ: Analyze attitudes responses to the spread of Buddhism in China – students consider varying responses to the spread of
Buddhism and see the rise of Neo-Confucianism.
9. Students explore Columbia’s History of the Mongols: http://afe.easia.columbia.edu/mongols/index.html.
10. Map & Timeline: Students will map out various trade networks, including new trading cities that emerged along existing trade routes: Silk
Roads, Mediterranean Sea, Trans-Saharan, Indian Ocean (including East African city-states), and the spread of the Black Death. Students will
also label New World trade cities and routes, Polynesian migration and its impact, Viking migration and impact, Bantu migration and impact,
spread of Islam, migration and impact. Finally, students indicate empires, such as Byzantine, Mongol, Chinese, Mayan, Khmer, Aztec, Inca,
Abbasid, Fatimid, Delhi Sultanate, Ghana, Mali on their maps. Students create a timeline showing the big picture of the post-classic era,
including the time period’s key beginning and ending dates. Students discuss what the key events were that define the start and end of this
era in each region and whether these are “defining” events.
Unit Three Required Chapter Process Work (CPW): Chapters 7-12: Number, answer each prompt with “quotes/direct
evidence” (pg #) from the Strayer text, and provide analysis/explanation. All answers must be typed and turned in on
assigned due date to Turnitin.com.
Unit 3
CHAPTER 7:
I. ENV3: Explain the environmental advantages and disadvantages of major migration, communication and exchange
networks. (Specifically: Silk Roads, Sea Roads, Sand Roads and Andes)
II. ENV8: Assess the demographic causes and effects of the spread of new foods and agricultural techniques.
CHAPTER 8:
III. SB6: Assess the relationships between states with centralized governments and those without, including pastoral
and agricultural societies.
IV. ECON11: Explain how the development of financial instruments and techniques facilitated economic exchanges.
CHAPTER 9:
V. CUL2: Explain how religious belief systems developed and spread as a result of expanding communication and
exchange networks. (Specifically Islam, Judaism, Christianity, and Zoroastrians).
VI. SB9: Assess how and why commercial exchanges have influenced the processes of state building, expansion, and
dissolution.
VII. CUL7: Analyze how new scientific, technological, and medical innovations affected religions, belief systems,
philosophies, and major ideologies.
CHAPTER 10:
VIII. SOC5: Analyze ways in which religious beliefs and practices have sustained or challenged class, gender, and
racial ideologies.
CHAPTER 11:
IX. SB4: Explain and compare how social, cultural, and environmental factors influenced state formation, expansion
and dissolution. (Specifically the Mongols)
CHAPTER 12:
X. SOC8: Analyze the extent to which migrations changed social structures in both the sending and receiving
societies.
A. Unit Three Optional CURVE Cornell Notes=color-coded, minimum of 3 FULL sheets (front & back) per unit chapters
completed summary box EACH page.
B. Unit Three Optional CURVE Notes Supplemental Topics: Number, define, & explain
relevance of term in context of the unit.
1. Novgorod
2. Timbuktu
3. Swahili city-states
4. Hangzhou
5. Calicut
6. Baghdad
7. Melaka
8. Venice
9. Tenochtitlan
10. Cahokia
11. Mississippi River Valley
12. Mesoamerica
13. Andes
14. Silk & cotton textiles
15. Porcelain
16. Spices
17. Precious metals & gems
18. Slaves
19. Exotic animals
20. Bills of exchange
21. Credit
22. Checks
23. Banking houses
24. Minting of coins
25. Use of paper money
26. Spread of Bantu languages
27. Spread of Turkic & Arabic languages
28. Muslim merchant communities in the Indian Ocean regions
29. Chinese merchant communities in SE Asia
30. Sogdian merchant communities in Central Asia
31. Jewish communities in the Mediterranean, Indian Ocean basin & along Silk Roads
32. Ibn Battuta
33. Marco Polo
34. Xuanzang
35. Spread of Christianity throughout Europe
36. Influence of Neoconfucianism & Buddhism in E Asia
37. Spread of Hinduism & Buddhism in SE Asia
38. Spread of Islam in Sub-Saharan Africa & Asia
39. Influence of Toltec/Mexica & Inca traditions in Mesoamerica & Andean America
40. Influence of Greek & Indian mathematics on Muslim scholars
41. Return of Greek science & philosophy to Western Europe via Muslim al-Andalus in Iberia
42. Spread of printing & gunpowder technology from E Asia into Islamic empires
43. Bananas in Africa
44. New rice varieties in East Asia
45. Spread of cotton, sugar, and citrus throughout Dar al-Islam & Mediterranean basin
46. Patriarchy
47. Religion
48. Land-owning elites
49. New methods of taxation
50. Tributary systems
51. Adaptation of religious institutions
52. Islamic states: Abbasids, Muslim Iberia & Delhi Sultanates
53. City-States in Italian Peninsula, East Africa, SE Asia, and Americas
54. Persian traditions that influence Islamic states
55. Chinese traditions that influence Japan
56. Paper-making techniques between Tang China & Abbasids
57. Gunpowder during the Mongol Empire
58. Neoconfucianism from China to Korea & Japan
59. Chinampa field system
60. Waru waru agricultureal techniques
61. Terracing techniques
62. Horse collar
63. Chinese peasant rebellions
64. Byzantine peasant rebellions
65. Divorce for men & women in Muslim states
66. Song practice of foot binding
Skills Taught:
1. The impact of having written history compared to having history written by outside cultures. For example, Viking, Polynesian, and Mongol
cultures as perceived by Europeans who wrote about them.
2. Mapping: Part I: Students will map out various trade networks, including new trading cities that emerged along existing trade routes: Silk
Roads, Mediterranean Sea, Trans-Saharan, Indian Ocean (including East African city-states), Slavic, (Hanseatic League). These will be used
during the trade simulation. Part II: Add Americas trade cities and routes, Polynesian migration and its impact, Viking migration and impact,
Bantu migration and impact, spread of Islam, migration and impact. Part III: Empires, such as Byzantine, Mongol, Chinese, Mayan, Khmer,
Aztec, Inca, Abbasid, Fatimid, Delhi Sultanate, Ghana, Mali, Part III: Black Death, path, spread, impact
UNIT FOUR: Global Interactions (20% of APWH Exam content)
PERIODIZATION: c.1450 to 1750
MAIN FOCUS: The Early Modern World
LENGTH OF CLASS TIME FOR UNIT: 24 days
READING TEXT: Ways of the World: A Global History. Chapters 13-15
UNIT FOUR TEST: 55 MCQs & 2 SAQs
Key Concepts:
Key Concept 4.1: Globalizing Networks of Communication and Exchange
i. Intensification of regional trade networks (Mediterranean, trans-Saharan, overland Eurasian, and Siberian trade routes)
ii. Trans-oceanic maritime reconnaissance
iii. New maritime commercial patterns
iv. Technological developments enabling trans-oceanic trade
v. Environmental exchange and demographic trends: Columbian Exchange
vi. Spread and reform of religion
vii. Global and regional networks and the development of new forms of art and expression
Key Concept 4.2: New Forms of Social Organization and Modes of Production
i. Labor systems and their transformations
ii. Changes and continuities in social hierarchies and identities
Key Concept 4.3: State Consolidation and Imperial Expansion
i. Techniques of state consolidation
ii. Imperial expansion
iii. Competition and conflict among and within States
Unit 4 Major Assignments:
1. Unit Vocabulary
2. PIRATES Charts: Russia, Mughal, Ottoman, Ming, Safavids, Ottomans, Safavids, Tokugawa Japan, Spain,
Portugal, England, France, Kongo, Benin, Oyo, Songhay.
3. Optional Curve Notes
4. Comparative Reader Assignments May Include: Diaz’s Cities of Mexico & 1524 Map of Aztec Capital & Gulf of Mexico, Images of
Medieval Cities 15th & 16th Centuries, Diamond’s Easter Island’s End, Hunt’s Rethinking the Fall of Easter Island, Romero’s Once
Hidden by Forest, Carvings in Land Attest to Amazon’s Long World, Kristof’s 1492: The Prequel, Ma Huan’s On Calicut, India,
Columbus’s Letter to King Ferdinand & Queen Isabella, Sale’s The Conquest of Paradise, The Broken Spears: The Aztec Account of
the Conquest of Mexico, De Las Casas’s The Devastation of the Indies, Mbemba’s Appeal to the King of Portugal, Phillips’s Buying
Slaves in 1693, Spence’s Emperor Kangxi on Religion, Japanese Edicts Regulating Religion, Bada’Uni’s Akbar & Religion, Luther’s
Sermon on Religion & the State, Qing Law Code on Marriage, Bijns’s Unyoked Is Best! Happy the Woman without a Man, Goldstone’s
Why Europe?
5. Journal: To what extent did technological and cultural developments within human societies result in the "globalizing" of communication
and exchange networks between 1450 and 1750? In what ways did the communication and exchange networks during this era reflect
changes from and continuities with exchange networks in the previous period of world history?
6. Essay: CCOT
7. Map & Timeline: Columbian Exchange, Zheng He’s travels, Empires, Religious shifts, Fur Trade, etc.
8. Supplemental Scholarly Readings:
Diamond, Jared. “Collision at Cajamarca.” Guns, Germs and Steel. New York: WW Norton & Co,1997. pgs. 67 81. Available
at: http://teachers.sduhsd.k12.ca.us/tpsocialsciences/ap_wld_history/exploration/cajamarca.htm.
Finney, Ben. “The Other One-Third of the Globe.” Journal of World History. V5, no. 2. 1994.
Available at: http://www.uhpress.hawaii.edu/journals/jwh/jwh052p273.pdf.
Georgidis, Konstantin. “Rethinking the Rise of the West, the Great Divergence Debate.”
Lesson plan and readings available at http://afe.easia.columbia.edu/neh/course6/index.html
Stutz, Bruce. “Megadeath in Mexico”. Discover Magazine, Vol 27, No. 2, February 2006,
available at http://discovermagazine.com/2006/feb/megadeath-in-mexico.
Unit 4 Possible Student Activities:
1. Global Interactions Art Project & Gallery Walk.
2. Great Divergence Debate: Based on reading article excerpts by Bin Wong (China Transformed), Kenneth Pomeranz (The Great
Divergence), listening to clips by Peter DeVries on Bridging World History video Rethinking the Rise of the West, and examining various visual
sources at http://afe.easia.columbia.edu/neh/course6/index.html students will debate the merits of various historical arguments, take a position,
and support it with relevant evidence.
3. Columbian Exchange: various primary source readings, students identify difference in worldview between Europeans and Amerindians.
Create maps that show exchanged crops, animals, disease, and ideas. Changes and continuities chart to look at new political, economic,
social, religious structures that emerge as a result.
4. Students discuss which had a greater impact in world, the spread of the potato or spread of disease in terms of demographic effects.
5. Using primary documents students fill in a comparison chart on forced labor systems: Russian serfdom, Latin America’s encomienda and
mita systems, and slavery in the Americas.
6. Essay Work:
a. LEQ for any of the empires/regions of this era: Russia, Mughal, Ottoman, Ming, Latin America, and Safavids
b. Graphic organizer for LEQ essay on forced labor systems: Encomienda, Slavery, and Serfdom
c. Outline for DBQ on Silver Trade.
d. LEQ empire building.
Unit Four Required Chapter Process Work (CPW): Chapters 13-15: Number, answer each prompt with “quotes/direct
evidence” (pg #) from the Strayer text, and provide analysis/explanation. All answers must be typed and turned in on
assigned due date to Turnitin.com.
UNIT 4
CHAPTER 13:
I. SB3: Analyze how state formation and expansion were influenced by various forms of economic organization, such
as agrarian, pastoral, mercantile, and industrial production.
II. ECON5: Explain and compare forms of labor organization, including families and labor specialization within and
across different societies.
CHAPTER 14:
III. ENV6: Explain how people used technology to overcome geographic barriers to migration over time.
IV. ECON13: Analyze how international economic institutions, regional trade agreements, and corporations – both
local and multinational – have interacted with state economic authority.
V. SOC7: Analyze the ways in which colonialism, nationalism, and independence movements have sustained or
challenged class, gender, and racial ideologies.
CHAPTER 15:
VI. CUL6: Explain how cross-cultural interactions resulted in the diffusion of technologies and scientific knowledge.
A. Unit Four Optional CURVE Cornell Notes =color-coded, minimum of 3 FULL sheets (front & back) per unit chapters
completed summary box EACH page.
B. Unit Four Optional CURVE Notes Supplemental Topics: Number, define, &
explain relevance of term in context of the unit.
1. Caravel
2. Carrack
3. Fluyt
4. Potatoes
5. Maize
6. Manioc
7. Sugar
8. Tobacco
9. Horses
10. Pigs
11. Cattle
12. Okra
13. Rice
14. Development of frontier settlement in Russian Siberia
15. Cotton textile production in India
16. Silk textile production in China
17. Chattel slavery
18. Indentured servitude
19. Encomienda & hacienda systems
20. Spanish adaptation of the Inca Mit’a
21. Manchus in China
22. Creole elites in Spanish America
23. European gentry
24. Zamindars in Mughals Empire
25. Daimyo in Japan
26. Dependence of European men on SE Asian women for conducting trade in region
27. Smaller size of European families
28. European notions of divine right
29. Safavid use of Shiism
30. Mexica or Aztec practice of human sacrifice
31. Songhay promotion of Islam
32. Chinese emperors’ public performance of Confucian rituals
33. Ottoman miniature painting
34. Mughal mausolea & mosques (Taj Mahal)
35. Versailles
36. Ottoman treatment of non-Muslim subjects
37. Manchu policies towards Chinese
38. Spanish creation of separate Republica de Indios
39. Spanish & Portuguese creation of Mestizo, Mulatto, & Creole classificiations
40. Ottoman devshirme
41. Chinese examination system
42. Salaried samaurai
43. Omani-European rivalry in the Indian Ocean
44. Piracy in Caribbean
45. Thirty Years War
46. Ottoman-Safavid conflict
47. Foot riots
48. Samurai revolts
49. Peasant uprisings
New Skills:
1. SAQ development
2. Historical argumentation
3. Crafting historical arguments from evidence
4. Document analysis and point of view
UNIT FIVE: Industrialization and Global Integration (20% of APWH Exam content)
PERIODIZATION: c.1750 to c. 1900
MAIN FOCUS: The European Movement in World History
LENGTH OF CLASS TIME FOR UNIT: 24 days
READING TEXT: Ways of the World: A Global History. Chapters 16-19
UNIT FIVE TEST: 55 MCQs & 1 LEQ
Key Concepts:
Key Concept 5.1: Industrialization and Global Capitalism
i. Industrialization
ii. New Patterns of global trade and production
iii. Transformation of capital and finance
iv. Revolutions in transportation and communication: Railroads, steamships, canals, telegraph
v. Reactions to the spread of global capitalism
vi. Social transformations in industrial societies
Key Concept 5.2: Imperialism and Nation-State Formation
i. Imperialism and colonialism of trans-oceanic empires by industrializing powers
ii. State formation and territorial expansion and contraction
iii. Ideologies and imperialism
Key Concept 5.3: Nationalism, Revolution and Reform
i. The rise and diffusion of Enlightenment thought
ii. 18th century peoples develop a sense of commonality
iii. Spread of Enlightenment ideas propels reformist and revolutionary movements
iv. Enlightenment ideas spark new transnational ideologies and solidarities
Key Concept 5.4: Global Migration
i. Demography and urbanization
ii. Migration and its motives
iii. Consequences of and reactions to migration
Unit 5 Major Assignments:
1. Unit Vocabulary
2. PIRATES Charts: Britain, Russia, Belgium, Dutch, Ottoman, Qing, Ayutthaya/Siam, Zulu, United States
2. Optional Curve Notes
3. Timeline
4. Comparative Reader Assignments May Include: Gempaku’s A Dutch Anatomy Lesson in Japan, Rousseau’s The Social Contract,
The American Declaration of Independence, Adams’s Remember the Ladies, French Declaration of the Rights of Man and Citizen,
De Gouges’s French Declaration of Rights for Women, L’Ouverture’s Letter to the Directory, Chakrabarty’s Compassion and the
Enlightenment, Pacey’s Asia and the Industrial Revolution, Smith’s The Wealth of Nations, The Sadler Report of the House of
Commons, Marx & Engels’s The Communist Manifesto, Stearns’s The Industrial Revolution outside the West, Italians in Two Worlds:
An Immigrant’s Letters from Argentina, Orwell’s Burmese Days, Conrad’s Heart of Darkness, Achebe’s Things Fall Apart, Kipling’s
The White Man’s Burden, Yukichi’s Good-bye Asia, Images from Japan: Views of Westernization, Roy’s Letter on Indian Education,
5. Journal: Why might this period in world history be considered the "Age of Revolution?" What were the causes and consequences of
these revolutions? How effective were revolutionaries in achieving their goals? How did revolutions in one part of the world compare
with those in another part of the world? Consider both causes and consequences.
6. Essay: DBQ & LEQ development
7. Map & Timeline: Industrial Era Migrations, Imperialist acquisitions, & Revolutions
Unit 5 Possible Student Activities:
1. The Industrial Revolution debate.
2. World revolutions presentations. Focused Case Study: Atlantic Revolutions & their impact on the world – leading to Latin American
independence movements. Examine liberator paintings and writings of Napoleon Bonaparte, Toussaint L’Overture, George Washington,
Hidalgo, Iturbide and Simon Bolivar. Determine leadership abilities and styles of leaders of this era compared with leaders of the previous era.
3. Scramble for Africa simulation & debrief.
4. Modern Empires concept maps.
5. Essay work:
DBQ: Causes/consequences of indentured servitude in 19th/20th centuries.
LEQ: Global trade patterns 1750-1900.
LEQ: Responses of Japanese & Chinese to western penetration in 19th century
Unit Five Required Chapter Process Work (CPW) Questions: Chapters 16-19: Number, answer each prompt with
“quotes/direct evidence” (pg #) from the Strayer text, and provide analysis/explanation. All answers must be typed
and turned in on assigned due date to Turnitin.com.
Unit 5
CHAPTER 16:
I. CUL3: Explain how major philosophies and ideologies developed and spread as a result of expanding commination
and exchange networks.
CHAPTER 17:
II. ENV9: Analyze the environmental cause and effects of industrialization.
III. ECON2: Analyze the economic role of cities as centers of production and commerce.
IV. ECON4: Analyze how technology shaped the processes of industrialization and globalization.
CHAPTER 18:
V. CUL5: Explain and compare how teachings and social practices of different religious and secular belief systems
affected gender roles and family structures.
CHAPTER 19:
VI. ECON5: Explain and compare forms of labor organization, including families and labor specialization within and
across different societies.
VII. ECON6: Explain and compare the causes and effects of different forms of coerced labor systems.
VIII. ECON7: Analyze the causes and effects of labor reform movements, including the abolition of slavery.
IX. ECON8: Analyze the relationship between belief systems and economic systems.
A. Unit Five Optional CURVE Cornell Notes=color-coded, minimum of 3 FULL sheets (front & back) per unit chapters
completed summary box EACH page.
B. Unit Five Optional Curve Notes Supplemental Topics: Number, define, &
explain relevance of term in context of the unit.
1. Cotton
2. Rubber
3. Palm oil
4. Sugar
5. Wheat
6. Meat
7. Guano
8. Metals
9. Shipbuilding in India & SE Asia
10. Iron works in India
11. Textile production in India & Egypt
12. Opium produced in ME or SE Asia exported to China
13. Cotton in SA, Egypt, Caribbean and N America shipped to Europe
14. Palm oil produced in Sub-Saharan Africa exported to Europe
15. Copper mines in Mexico
16. Gold & diamond mines in S Africa
17. United Fruit Company operating in Central America
18. Hong Kong & Shanghai Banking Corporation by British bankers
19. Stock markets
20. Insurance
21. Gold standard
22. Limited-liability corporations
23. Utopian socialism
24. Anarchism
25. Tanzimat movement in Ottoman Empire
26. Self-Strengthening Movement in Qing Empire
27. Economic reforms of Meiji Japan
28. Factories & railroads in Tsarist Russia
29. Muhammad Ali’s development of cotton textiles industry in Egypt
30. State pensions & public health in Germany
31. Expansion of suffrage in Britain
32. Public education in nation-states
33. British in India
34. Dutch in Indonesia
35. Empires: British, Dutch, French, German, Russian
36. Britain in West Africa
37. Belgium in the Congo
38. British in S Africa, Australia & New Zealand
39. French in Algeria
40. British & French in China
41. Opium Wars
42. British & USA in Latin America
43. Cherokee Nation
44. Zulu Kingdom
45. Independent states in the Balkans
46. Voltaire
47. Montesquieu
48. Locke
49. Rosseau
50. German nationalism
51. Italian nationalism
52. Filipino nationalism
53. Argentinian nationalism
54. Maroon societies in Caribbean or Brazil
55. North American slave resistance
56. Indian Revolt of 1857
57. Boxer Rebellion in Qing China
58. Ghost Dance in USA
59. Xhosa Cattle Killing Movement in S Africa
60. Wollstoncraft’s A Vindication of the Rights of Women
61. de Gouges’s Declaration of the Rights of Women & the Female Citizen
62. Resolutions passed at Seneca Falls Conference of 1848
63. Japanese agricultural workers in the Pacific
64. Lebanese merchants in the Americas
65. Italian workers in Argentina
66. Migrant manual laborers
67. Migrant specialized professionals
68. Chinese Exclusion Acts
69. White Australia Policy
New Skills:
1. LEQ development
2. Historical argumentation
3. Crafting historical arguments from evidence
4. Interpretation & synthesis
UNIT SIX: Accelerating Global Change and Realignments (20% of APWH Exam content)
PERIODIZATION: c.1900 to present
MAIN FOCUS: The most recent century
LENGTH OF CLASS TIME FOR UNIT: 24 days
READING TEXT: Ways of the World: A Global History. Chapters 19-23
UNIT SIX TEST: 55 MCQs & 2 SAQs
Key Concepts:
Key Concept 6.1: Science and the Environment
i. Rapid advances in science spread assisted by new technology
ii. Humans change their relationship with the environment
iii. Disease, scientific innovations, and conflict led to demographic shifts
Key Concept 6.2: Global Conflicts and Their Consequences
i. Europe’s domination gives way to new forms of political organization
ii. Emerging ideologies of anti-imperialism contribute to dissolution of empires
iii. Political changes accompanied by demographic and social consequences
iv. Military conflicts escalate
v. Individual and groups oppose, as well as, intensify the conflict
Key Concept 6.3: New Conceptualizations of Global Economy, Society, and Culture
i. States, communities and individuals become increasingly interdependent
ii. People conceptualize society and culture in new ways
iii. Popular and consumer culture become global
Unit 6 Major Assignments:
1. Unit Vocabulary
2. Optional Curve Notes
3. Timeline
4. Comparative Reader Assignments May Include: Gandhi’s Hind Swaraj, Nehru’s Gandhi, Fromkin’s Europe’s Last Summer, WWI
Propaganda Poster 1915-1918, Memories of Senegalese Soldiers, Lenin’s War and Revolution, Hitler’s Mein Kampf, Steiner’s
Treblinka, Wilson’s Letters from Nanking, Truman’s Announcement of the Dropping of an Atom Bomb on Hiroshima, Takahashi’s
Memory of Hiroshima, Kwon’s Origins of the Cold War, Lansdale’s Report on CIA Operations in Vietnam, Khrushchev’s We Will Bury
You, Soviet Telegram on Cuba, Bonafini & Sanchez’s The Madwomen at the Plaza de Mayo, Mandela’s Nobel Peace Prize Address,
1993, Ghonim’s Revolution 2.0, Legrain’s Cultural Globalization is Not Americanization, Louie’s Sweatshop Warriors: Immigrant
Women Workers Take on the Global Factory, Barber’s Jihad vs. McWorld, World Bank’s World Development Report: Gender and
Development, 2012, Cartoons on Globalization, 2000s.
5. Journal: To what extent does ideology play a role in explaining the frequency and duration of conflict in the 20th century? OR What
are the economic, social, and political characteristics of globalization? Does 20th century globalization represent a new phenomenon
in world history? Why are why not?
6. Essay: DBQ & LEQ selections.
7. Map & Timeline: Alignments during global conflicts: WWI, WWII & Cold War,
Colonies achieving independence, Genocides, Current Conflicts: Congo, Afghanistan, Iraq, Israel, Arab Spring, Syria, China,
Non-renewable Resource Conflicts: minerals, oil, water & land, Migration: internally displaced people, refugees, & immigration.
8. Supplemental Scholarly Readings:
“The Anthropocene: A Man-Made World”. The Economist. 26 May 2011.
Available at: http://www.economist.com/node/18741749.
Kunzig, Robert. “Population 7 Billion” National Geographic Magazine. January 2011.
Available at: http://ngm.nationalgeographic.com/2011/01/seven-billion/kunzig-text.
Unit 6 Possible Student Activities:
1. Paris Peace Conference Role Play.
2. Cold War topic presentations.
3. World leaders talk show role-play in which they discuss the leader’s motivations, methods, slogans and impacts. Sample leaders include:
Vladimir Lenin, Joseph Stalin, Benito Mussolini, Adolf Hitler, Mao Zedong, Mohandas Gandhi, Kwame Nkrumah, Mustafa Ataturk, Ho Chi Minh,
Theodore Roosevelt, Winston Churchill, Fidel Castro, Ayatollah Khomeini, Deng Xiaoping, Augusto Sandino, Nelson Mandela, etc.
4. Contemporary Issues Newscasts or News-briefs.
5. Sample essay work:
a. DBQ Cuban Revolution impacts on women
b. DBQ Green Revolution 2010
c. LEQ: Discuss the changes and continuities in political and economic structure in one of the
following countries between 1750 and the present: Ottoman Empire, Germany, Russia, China
d. LEQ – Discuss the changes and continuities in political and economic structure in one of the
following regions between 1750 and the present: India, Russia, Japan, China, Latin America
e. LEQ Cold War impacts in one country in Africa with one country in Latin America
f. LEQ Impact of the Great Depression in Japan and Argentina
6. Decolonization and Independence Movements.
7. Globalization – case studies, CocaCola-nization, Americanization? Who is helped? Who is harmed? Students create their own political
cartoons making statements about globalization.
8. New Problems, new solutions: How science and technology are changing our world – students will choose one scientific/technological
innovation and consider its impact on world history. Students may refer to World History for us All, Unit 9.5 (medical advances) for this project.
9. Genocide Project – After research based on several genocides, students design an action project.
10. Globalization spider web assignment. Include: trade, conflict, migration, human rights, economics, current events, and culture.
Unit Six Required Chapter Process Work (CPW) Questions: Chapters 20-23 Number, answer each prompt
with “quotes/direct evidence” (pg #) from the Strayer text, and provide analysis/explanation. All answers
must be typed and turned in on assigned due date to Turnitin.com.
UNIT 6
CHAPTER 20:
I. SB8: Assess how and why external conflicts and alliances have influenced the process of state building,
expansion, and dissolution.
II. CUL8: Explain how economic, religious, and political elites defined and sponsored art and architecture.
CHAPTER 21:
III. SOC3: Assess the impact that different ideologies, philosophies, and religions had on social hierarchies.
IV. ECON9: Explain and compare the ways in which economic philosophies influenced economic policies
and behaviors.
CHAPTER 22:
V. SB7: Assess how and why internal conflicts, such as revolts and revolutions, have influenced the
process of state building, expansion, and dissolution.
VI. CUL9: Explain the relationship between expanding exchange networks and the emergence of various
forms of transregional culture, including music, literature, and visual art.
CHAPTER 23:
VII. ENV5: Explain how human migrations affected the environment.
VIII. ENV7: Assess the causes and effects of the spread of epidemic diseases over time.
IX. ECON1: Evaluate the relative economic advantages and disadvantages of foraging, pastoralism, and
agriculture. (ie: Green Revolution)
X. SOC6: Analyze the extent to which philosophies, medical practices, and scientific theories sustained or
challenged class, gender, and racial ideologies.
A. Unit Six Optional CURVE Cornell Notes =color-coded, minimum of 3 FULL sheets (front & back) per unit
chapters completed summary box EACH page.
B. Unit Six Optional Curve Notes Supplemental Topics: Number, define, & explain relevance of term
in context of the unit.
1. Polio vaccine
2. Antibiotics
3. Artificial heart
4. Malaria
5. Tuberculosis
6. Cholera
7. 1918 Influenza Pandemic
8. Ebola
9. AIDS
10. Diabetes
11. Heart disease
12. Alzheimer’s disease
13. Tanks
14. Airplanes
15. Atomic bomb
16. Trench warfare
17. Firebombing
18. Rape of Nanjing
19. Dresden firebombing
20. Hiroshima & Nagasaki
21. Political & social discontent
22. Technological & economic stagnations
23. Military defeat
24. Indian independence from Britain
25. Gold Coast independence from Britain
26. French West African independence
27. Algerian & Vietnamese independence
28. Angolan independence from Portuguese
29. Indian National Congress
30. Ho Chi Minh
31. Kwame Nkrumah
32. Muhammad Ali Jinnah
33. Quebecois separatists
34. Biafra secessionists in Nigeria
35. Communism
36. Pan-Arabism
37. Pan-Africanism
38. Partition of India
39. Zionist Movement
40. Mandates of the Middle East
41. South Asian migration to Britain
42. Algerian migration to France
43. Filipino migration to USA
44. Genocide & Ethnic Violence: Armenia, Cambodia, Rwanda
45. Picasso’s Guernica
46. Anti-Nuclear Movement during the Cold War
47. Thich Quang Duc’s self immolation
48. Mohandas Gandhi
49. Dr. Martin Luther King Jr.
50. Nelson Mandela
51. Anti-Apartheid Movement
52. 1968 Global Uprisings
53. Tiananmen Square Democracy Movement & Protest
54. Military dictatorships in: Chile, Spain & Uganda
55. Military Industrial Complex & arms trade
56. Terrorist Organizations: IRA, ETA, Al-Qaeda
57. Five Year Plans
58. Great Leap Forward
59. New Deal
60. Fascism
61. Nasser’s economic development in Egypt
62. Export-economies in East Asia
63. Ronald Regan
64. Margaret Thatcher
65. Deng Xiaoping
66. Augusto Pinochet
67. Reggae
68. Bollywood
69. World Cup Soccer
70. The Olympics
New Skills:
1. SAQ development
2. Sourcing: point of view
3. Crafting historical arguments from evidence
4. Interpretation & synthesis
5. Contextualization
Pacing & Sequence:
Intro Content:
Unit 1:
Unit 2:
Unit 3:
Unit 4:
Unit 5:
Unit 6:
Cram Weeks (cram packets, writing workshops, MCQs):
AP WORLD HISTORY EXAM:
*Homework/Assignments continue into all breaks.
1 ½ weeks
2 weeks
4 weeks
6 weeks
*Thanksgiving Break
6 weeks
*Winter Break
5 weeks
* Mid-Winter
5 1/2 weeks
*Spring Break:
2 ½ weeks
3 hours & 15 minutes, SLC
(9/7-9/16)
(9/19-9/30)
(10/3-10/28)
(11/1-12/9)
(12/12-1/27)
(1/31 – 3/3)
(3/1 – 4/12)
(4/13 – 5/10)
Thursday, May 11, 2017
POST EXAM
During the six weeks of school following the APWH Exam students will have one “History in Hollywood” movie day to watch one selected film
related to a unit/topic of study. Following that, students will complete individual World History Passion Projects. Passion Projects require a
defendable thesis statement, an annotated bibliography, and a PowerPoint/Keynote integrating research sources that will be presented to a
small group of peers for review and evaluation. Work during these final weeks of school is graded & counted in the Q4 GPA.
APWH Class Expectations & Policies
Here are some of the basic things you can expect from me:
 I will treat you with the respect you deserve as a young adult, individual, and human being.
 I will come to class each day prepared with meaningful & purposeful lessons to help you pass the APWH exam.
 I will maintain high academic standards & challenge you to increase your understanding.
Here are some of the expectations I have of you:

Take Care of You:
 You are expected to arrive to class ON TIME (= in your seat WHEN the bell rings).
 You must be ready with materials and assignments.
 You are expected to TRY – even when it may seem too hard, too boring, too easy.
 You are expected to remember that this is a public classroom, NOT your private home. Therefore, use your manners & maintain
a sense of community.
 You are expected to take care of all matters due to absences (excused and unexcused). Do this during appropriate times and
use the process shown to you.

Take Care of One Another:
 You are expected to be polite and respectful when interacting with your teacher and classmates. This means that you will:
Listen to what is being said – don’t be inattentive or be a distraction.
Observe appropriate times to make a statement, ask questions, or to get up.
Be thoughtful about your words – both in discussions and conversations.



You are expected to participate fully in class/group activities to ensure collaboration and a positive learning environment.
You are expected to teach and to learn from one another – challenge and be challenged.
You are expected to help take care of our shared classroom materials and supplies.
What happens if a student fails to keep meet these expectations? General rule violations result in:
1. Verbal warning.
2. Student/Teacher conversation.
3. Teacher e-mail/phone call to parent/guardian & counselor regarding behavior. Drafting of student behavior action plan with
parents/guardians.
4. Referral to the Dean of Students.
Note: Depending upon the situation and the severity of the offense, immediate removal from the class to the Dean of Students. My reaction
will directly correlate with your action.
Classroom Unexcused Tardies: You have ample passing time to get to your classes. If you are late to class without a pass you will be
marked tardy in the school records and you will need to relinquish one of your “Emergency Passes.” If you have run out of “Emergency
Passes” you will be issued a TARDY DEBT, which you are expected to serve ASAP. Tardy debts require 15 minutes of before or after school
classroom work time. Any un-served tardy debts will reduce your quarterly Participation grade by -5 per debt. IF you are consistently tardy
your counselor, parents/guardians and the Dean of Students will be notified. *You will also comply with the SW Tardy Policy regarding
accumulated offences.
What should a student have in class each day? You will need the following:

Three-Ring Binder with 4 section dividers labeled
1) APWH Terms Chart
2) APWH Handouts & Assignments
3) APWH Cornell Notes
4) APWH Maps & Timelines


Colored pencils & highlighters for maps & projects
Pens/pencils & loose-leaf paper (lots of it!)



Unit reading materials
Your laptop/ipad (charged)
Your COMPLETED assignments
What is the grading policy? I tally points each quarter. The quarter grades continue to run throughout the semester term for your semester
grade. You semester grade is your transcript grade. *NOTE: LATE WORK cut off is ONE WEEK BEFORE each quarter ends. For example,
if Q1 ends on 11/25, ALL Q1 late work is due on 11/18. Any Q1 late work submitted after 11/18 would not be credited. Assignments are
typically scored on a 100% scale. Larger projects or assignment will be weighted & counted more than one time. All final grades are divided
into the following grading categories and percentages:
Tests/Quizzes/Exams
50%
Classwork & Homework
20%
Projects
20%
Daily Participation/Effort/Behavior/Attitude
10%
Grading scale is as follows:
A = 100 – 93%
C+ = 79 – 77%
A - = 92 – 90%
C = 76 – 73%
B+ = 89 – 87%
C- = 72 – 70%
B = 86 – 83%
D+ = 69 – 67%
B- = 82 – 80%
D = 66 -- 60%
F = 59%-0%
NOTES:
*An F at semester results in your loss of Social Studies Credit. A loss in SS credit means either summer school, you retake the
course, or have a delayed graduation!
* I do NOT round grades up at quarter or semester, so monitor your exact scores on the Dashboard.
* Please be sure to put your First and Last Name on all Assignments, Period, Date and Title.
* All written work must be completed independently using complete sentences, unless the assignment directions indicate otherwise.
*Anticipate using Turnitin.com for CPW and other work submissions.
Many assignments may be graded on the Check System. Point values for the check system include:
++
+
=
=
100%
95%

- -
=
=
=
85%
75%
60%
Late Work Policy: Late work will be accepted (except the summer assignment), but reduced in score by 50%. Missing work will earn a
zero for that assignment. NOTE: I do NOT accept any late work the one-week before the end of EACH quarter, so plan accordingly
& monitor grades on Dashboard. Also, in a semester you may NOT submit late work for the prior quarter in a later quarter, for
instance no Q3 work may be turned in during Q4. NO Unit CURVE Packets are accepted past the date of each unit exam.
Is there extra credit? Yes. You will have one opportunity per unit to complete a unit CURVE Packet that will extend your learning about
the topics we’re studying. The CURVE Packet will give you the extra points on the unit exams of the class curve to boost your test score &
GPA. For example, if the class average on the unit exam is 70% and IF you thoroughly completed ALL sections of the curve packet
requirements for that unit, you get +30 points added to your exam grade for that unit exam score. If you do NOT do a curve packet for that
unit, you do NOT get the exam curve points; you simply get your actual earned score. CURVE Packets are due on the exam day of each
Unit. NO unexcused late Curve Packets are accepted. Also, no bonus terms on CURVE or CRAM Packets permitted.
Additionally, if you correctly use your APWH Terms (underlined & with context clues) in your regular WRITTEN, graded assignments (NOT
CURVE or CRAM PACKETS) you will earn one bonus point per term for that assignment! Vocabulary knowledge is essential to your success
on the APWH exam.
Earning a 5 on the APWH Exam in May: IF you earn a 5 on your APWH exam in May your SEMESTER TWO grade will automatically
be an A!
What happens if I’m absent?
*Be aware that Shoreline Public Schools maintains an attendance policy: At the 9th absence in any class a letter will be sent to
the parent/guardian informing them of the student’s loss of credit. Questions regarding loss of credit are referred to an Assistant
Principal.

Unexcused Absences: If you do not clear an absence with the attendance office, I am not obligated to provide you with the
opportunity to make up work you missed. You are NOT entitled to make up points/work missed on an unexcused absence and
you earn an automatic zero for the missing work.

Excused Absences: Be informed that an excused absence does NOT waive your work responsibilities. Instead it provides you
with equitable time to complete required work. First you must clear your absence with the Attendance Office. If at all possible
(you know you will be absent on a particular day) let me know in advance, so we can work out a plan ahead of time. Upon your
return from an excused absence you should:
 Check in the Daily Class Record Notebook for what you missed, read the daily log & get copies of handouts out of the
class crate or from the current handouts pile.
 Talk with someone in class about what happened and what work was assigned, and go over the daily log with him/her.
 Do all of this before/after school or during SAS. Do NOT ask me as I’m trying to get class started for the day.
 Refer to Ms. Fletcher’s website on the Shoreline Staff page to track homework assignments & documents.
 Only come to Ms. Fletcher after you have followed the above steps and still have questions or need clarifications.
 Work missed for an Excused Absence you will be granted one class period per excused absence for full-credit. If
you missed 1 day, you get 1 extra class day to get the work in for full credit. If you miss 1 day & you turn in your work 2
class days later, it’s late and -50%. For missed work based on circumstantial extended absence, we discuss due dates
individually.
 Place all excused late work in the Late Work basket with your name, class period, etc. Simply note EX AB at the top of
the page.
 TESTS/QUIZZES/EXAMS MUST BE MADE UP PROMPTLY UPON YOUR RETURN! They are recorded as zero
scores until completed.
Academic Honesty: I expect academic integrity at all times. This means you are doing your own work and appropriately citing sources when
you paraphrase or quote someone else’s ideas. CHEATING AND PLAGIARISM ARE ABSOLUTELY UNACCEPTABLE!
What counts as cheating/plagiarism?

Copying the writing, words, ideas or concepts of another and trying to pass them off as your own/not giving credit to the
source – this is plagiarism.
 Cutting & pasting from the Internet (ex. Wikipedia).
 Having someone else do any of your work for you is cheating.
 Copying off someone else’s assignment is cheating.
 Letting someone copy off of your work is cheating.
 Using unapproved resources (notes, electronics etc.) during tests/quizzes is cheating.
What are the consequences for violating the Academic Honesty Policy?

First Offense: You will receive NO CREDIT for the Assignment and I will write up a formal referral for your permanent
record.
 Second Offense: You will receive NO CREDIT for the Assignment and will have an administrative referral written and
a parent conference requested.
 Third Offense: Chances are if you are caught for the 3rd time, you have probably been dishonest about your work even
more than that. I will doubt your fundamental academic integrity, and further disciplinary steps will be taken and you
may lose credit for the course..
*Turnitin.com – As a way of further discouraging possible plagiarism, I may ask you to submit your written work to Turnitin.com, which is a
plagiarism detection website.
What is the Harassment Policy?
Shorewood High School is a place where all students are safe to learn without threat of violence or concern for safety. Shorewood adheres to a strict zero
tolerance policy regarding harassment of any form between students, faculty, and staff. Students and staff who experience or witness harassment of any
form should report the incident to a SW adult or the Dean of Students. You may also fill out a harassment incident report that is available in the security
office, main office, or with your counselor. See something? Report it: http://www.shorelineschools.org/schools/alert_flyer.pdf
Can I just leave the room for the Bathroom/Office, etc.? – Should you need to leave the room for any reason, you will need to use one of
your EMERGENCY PASSES. These passes are only issued ONE time per semester so do not lose them. Any unused passes at the end of
the semester may be “cashed in” for participation bonus points. You get 5 EMERGENCY PASSES per semester.
Can I have electronics out during class? – NO! I ask all electronic equipment, cell phones, laptops/ipads, ipods/iphones & HEADPHONES
be off and stored out of sight before the bell. I will tell you when it will be permissible to use your laptops/ipads and other electronic device
use is based on my discretion. If I hear your cell phone ring during class or if you’re texting, your phone will be taken to the Dean of
Students & you must pick it up at the end of the day. This same procedure follows any misuse of your laptop/ipad or other electronics
during class time!
Can I eat & drink during class? You may not eat or have open drink containers/cans during class. You may have a closed top water bottle
or travel mugs & you may have food/snacks during breaks.
Ms. Fletcher’s website is available on the Shorewood Teacher Websites page: http://learn.shorelineschools.org/shorewood/jfletcher
This is an excellent resource for you and your parents/guardians to check homework assignments and various course documents. The class
homework table is updated each day & grades are posted at least every ten days. Please get used to checking in on this website & the Data
Dashboard!
***Final Exam Note: The APWH exam is a cumulative exam that reflects on content from the whole year. Do NOT discard materials
at the end of units. Be sure to store them at home in your unit folders for exam review.
APWH Class Contract
DUE:
Student Name (Print): ____________________________________________
Period: ______
“I have read through and understand the expectations and policies for this course and will try to the best of my abilities to uphold & fulfill them.
Should I fail to do so at any time, I accept the consequences for any actions that go against the stated policies. I am aware that this teacher
maintains a website with a documents tab that contains the homework assignments table and other useful materials for me to check at any
time. I will also refer to the Dashboard to monitor my grades.”
Student Signature: ___________________________________
Date: ________
“I have read through and understand the expectations and policies outlined for this course and support the learning environment in this
classroom. I am aware that this teacher maintains a website with a documents tab that contains the homework assignments table and other
useful materials for me to check at any time. I will also refer to the Dashboard to monitor my son’s/daughter’s grades.”
Parent/Guardian Signature: __________________________________
Date: ________
Name (Print):__________________________________________________________
Day-Time Phone Number(s): ______________________________________________
Email Address (please print neatly):
Other information that I feel Ms. Fletcher should know regarding my son/daughter:
Additional Comments or Questions:
Thank you for taking the time to review the class syllabus, expectations, and policies. I look forward to working with you and your
daughter/son during the academic year!