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AP World History Syllabus
Course Description
The AP World History course develops a greater understanding of the evolution of global
processes and contacts, in interaction with different types of human societies. The course
highlights the nature of changes in international frameworks and their causes and
consequences, as well as comparison among major societies. To accomplish this, the
course devotes considerable time to critical evaluation of primary and secondary sources,
analysis of different historical interpretations of events, oral presentations, short essays,
and major research paper.
The course will be rigorous and rewarding. Students are expected to familiarize
themselves with historical themes and social habits, as they analyze and interpret course
material. The ultimate reward of the course is that the student will be well rounded and
informed on how the world developed and how history develops the present.
We will use the following AP World History themes throughout the course to identify the
broad patterns of processes that explains change and continuity over time. Each unit
draws from the five overarching themes and global coverage is balanced throughout the
course.
The Five AP World History Themes
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2.
3.
4.
5.
Interaction between humans and the environment
Development and interaction of culture
State-Building, expansion, and conflict
Creation, expansion, and interaction of economic systems
Development and transformation of social structures
Chronological Boundaries of the Course
The course content is structured around the investigation of course themes and key
concepts of six chronological periods. The six historical periods, from approximately
8000 B.C.E. to the present, provide a sequential framework for the course.
The outline details the six units and the timeframe in which they are covered:
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Unit I. to c. 600 B.C.E. (3 weeks)
Unit II 600B.C.E. to 600 C.E. (5 weeks)
Unit III. 600 CE – 1450 (7 weeks)
Unit IV. 1450-1750 (6 weeks)
Unit V. 1750 – 1900 (7 weeks)
Unit VI. 1900 – the present (6 weeks)
Analyzing Material and Maximizing Cognitive Development
To gain an in-depth understanding of the vast material of the course, students will
analyze and organize the ebbs and flows of empires by utilizing the PERSIAN chart to
capture the characteristics of civilizations. This concept of evaluating information will be
used consistently throughout the course and will at a minimum examine the political,
economic, religious, social, intellectual, art and architecture, and geographical concepts
of empires.
Personal Philosophy
I believe that the AP World History course provides students with opportunities to be challenged
at a level of organization and critical thinking that prepares them for future AP classes, college or
university programs, or technical work. A course rich in the study of primary-source materials
allows students to develop an understanding of world history layered with the voices and
personalities of the past. Although initially the course may appear overwhelming to students, the
engaging topics and opportunities to probe the big questions of society and culture make this a
course where the students experience tremendous growth.
Purpose and Organization of Course Activities
AP World History is the equivalent of a college-level survey course in world history.
Like college students, you are expected to read the assigned pages in the textbook as listed in the
unit calendars and take notes in the charts and types of graphic organizers provided by the
teacher. In designing this course, the College Board aimed to help you gain the higher-order
thinking skills you will need to be successful in college.
For example, almost everyday in class we will analyze primary sources both texts and visuals.
The primary source analysis will help in the construction of the Document Based Question
(DBQ) essay for the examination, but also the daily use of historical documents and visuals will
allow practice using evidence and making credible arguments. The exercise will also enhance
writing skills such as point of view, context, syntax, and biases enclosed in primary sources.
A second important habit of mind you will develop over the year is assessing issues of change
and continuity over time, including the capacity to deal with change as a process and with
questions of causation. Also be aware to illustrate cause and effect as it impacts history. You will
constantly be keeping track of changes in history through the compare and
contrast/continuity/change over time charts and maps you will construct both in class and for
homework in all six units. Moreover, these charts and maps will help you see global patterns and
processes over time and space while also connecting local developments to global ones and
moving through levels of generalizations from the global to the particular. This skill will be
especially useful for writing the Change over Time essay on the AP World History Exam and
often is a major focus in upper-level college courses in the social sciences as well as in the
discipline of science.
About three to five times in each unit, we will conduct whole-class seminars where students will
discuss diversity of interpretations that historians present in your textbook and in other secondary
sources such as articles provided by your teacher.
We will also do simulations and debates that challenge you to address questions about human
commonalities and differences and the historical context of culturally diverse ideas and values.
At the sophomore level, you will be required to demonstrate the skill of comparison. You will
improve that skill by practicing comparing within and among societies, including comparing
societies’ reactions to global processes. On all of the graphic organizers, annotated timelines, and
annotated maps you create there will be directions to write a thesis statement that generalizes the
data you presented. An easy thesis statement can be simply a comparison, a statement of the
similarities and differences. The third essay you will write on the AP World History Exam in
May is the Comparative essay, so this skill is extremely important for you to improve.
Student Evaluation
Essays/Exams
Tests and quizzes cover information from the readings, handouts, and lectures and are
usually in multiple-choice format. The multiple-choice questions are taken from various
test banks and are also of my own creation. Early in the year the essays are take-home
assignments, and the students engage in peer-grading of each other’s work to better
understand what I am assessing. Later, I provide more practice with in-class essay
assignments using questions in the style of the AP World History Exam, as well as the
AP Exam free response questions posted on AP Central. Usually, exams are given at the
end of a unit. (60 percent)
Essay Preparation
Students are trained in writing the DBQ, change-over-time, and comparative essays by a
process of gradual reduction in supportive measures. For example, earlier in the course
students may learn a prompt in advance and prepare for an essay prior to the class period
when the essay is composed. Alternatively, students may be paired to work together on
document analysis and organization for a DBQ. Students are also given a rubric that will
help them construct their planning. As the year progresses, scaffolding is removed as
students become more independent and internalize the steps in the essay process.
Homework/Notebook
Students keep an organized note keeping system (preferably Cornell Note System)
devoted solely to history, as well as a binder for handouts. They take lecture notes and
outline notes on the textbook chapters. All homework is due the last school day of the
week. (40 percent)
Notebook Criteria
One of the biggest keys to success in the course is organization. Students will have to
return to previously filed work to prepare for the AP examination.
Requirements:
• 2-3-inch hard-cover three-ring binder used exclusively for AP World History
• Sections can be labeled in the following manner
➢ General Course Information/ syllabus
➢ Rubrics/Guides
➢ Charts and Notes
➢ Maps and Images
➢ Handouts/Documents
➢ Essays/Tests
Class Participation
Participation is a crucial part of the class. I often employ the Socratic Method for whole-class
discussion and encourage all relevant opinions and ideas to be introduced by the students.
Projects
First semester project is to prepare a product that matches the Texas History Fair theme.
The project requires research at the collegiate level and will use campus libraries,
archives, and a vast array of databases to conduct their investigation. The student can
work individually or in groups and prepare a historical paper, exhibit, performance,
documentary, or a website. Students will participate in the campus History Fair
Competition and subsequent competition if the students advance. The project has three
components: The process paper (1 test grade), the product (3 test grades), and the
annotated bibliography (1 test grade).
Second semester project will be a research project that correlates to our post-course topic.
The project will be constructed from research, the field trip, and personal experience with
the topic. The project will be due after the AP Examination.
Teacher Resources
Textbook Resource Materials
Bulliet, Richard W., et al. The Earth and Its Peoples: A Global History. 3rd ed. Boston:
Houghton Mifflin, 2005. Publisher’s supplements provide many teacher resource
materials: transparencies, study guides, test banks, and Web sites.
Nystrom, Elsa A., Primary Source Reader for World History, Volume I: to 1500.
Kennesaw State University: Thomson-Wadsworth, 2006.
Nystrom, Elsa A., Primary Source Reader for World History, Volume II: since 1500.
Kennesaw State University: Thomson-Wadsworth, 2006.
Brady, Charles and Roden, Phil. Document Based Questions in World History. Evanston,
Illinois: The DBQ Project, 2005.
Internet Sources
http://www.maps101.com – evaluate change over time in areas of the world
http://www.fordham.edu – students will identify and evaluate diverse historical
interpretations from this website
http://www.pbs.org – various film segments
http://www.nationalgeographic.com – map and film segments
http://historychannel.com
http://www.historyworld.net
Additional sources that will be used in the course to analyze an array of primary
sources, written documents, maps, images, quantitative date (maps, charts, and
graphs) art work, and other sources.
Textual:
World History, a Collection of Primary Sources by Dr. Richard Cruz, Dr Chris Guthrie,
and Dr. Janet Schmeltzer
The Human Record: Sources of Global History, by Alfred Andrea and James Overfield,
6th edition, Volumes I and II, Houghton Mifflin Company, 2009.
Worlds of History: a Comparative Reader by Kevin Reilly
Visual: Most images for analysis will originate from the textbooks, readers, and internet
sources. Samples for analysis are but not limited to art, political cartoons, and photos
Quantitative: Tables and graphs in Maps of Time: An Introduction to Big History by
David Christian
Secondary Sources:
David Christian, Maps of Time
Jared Diamond, Guns, Germs, and Steel
Adam Hochschild, King Leopold’s Ghost
John Keegan, The First World War
Other works of historical interpretation and reviews used in the course are taken from the
professional database (JSTOR).
Course Timeline
Week 1
1. Introduction to the course
2. Syllabus
3. Parent letter
4. School business
5. binder composition and standards
6. Introduction to the National History Fair competition
7. Historiography lecture
8. Biases and point of view activity
9. Test: Historiography
Unit I. (Early River Civilizations) to 600 CE (3 weeks)
Period 1: Technological and environmental transformations
Key Concept 1.1 Big Geography and the Peopling of the Earth
Key Concept 1.2 The Neolithic Revolution and Early Agricultural Societies
Key Concept 1.3 The development and interactions of Early Agricultural, Pastoral, and
Urban Societies
Week 2
1. Nature, Humanity, and History handout/outline/PERSIAN Chart
2. Analyze early evolution of humans, including migration, foraging, fire building
and interaction with their environment
3. Primary source analysis: Creation stories from the Bantus of Africa, Aborigines
from Oceania, and The Book of Genesis. Students will analyze the primary
sources and compare how peoples understood and explained their natural worlds
that surrounded them.
4. Examine the Ice Age
5. Analyze the transformation of early gender roles and social patterns
6. Examine the economic system of the Agricultural Revolution and crop surpluses
that followed
7. Discuss the development of tools
8. Animal domestication and pastoralism development
9. Activity – class discussion on gender roles
10. Discuss the importance of the early urban centers of Catal Huyuk and Jericho and
how trade impacted their development
11. Student will study archeological date from Jericho and learn how to question the
reliability and validity of the information for a specific historical question.
12. Migration Map activity
13. Compare and contrast the development of modern humans
14. Chart the evolution of human lifestyles
15. Test: First four million years of history
Week 3
1. First River Valley Civilization handout/outline/PERSIAN Chart
2. Group Discussion – Conrad Demarest’s model of empire building
3. Group activity – outline elements and design a civilization
4. View Mesopotamian Geography
5. Sumerians and Semitic languages and their assimilation
6. Mesopotamian society, religion, and technologies
7. Primary source analysis: Selections from The Hammurabi Code
8. Literature analysis: The Epic of Gilgamesh
9. Egypt and the Nile – isolation, weapons, and modes of transportation
10. Primary source analysis: Selections from Hymn to the Nile, Hymn to the Sun, and
The Book of the Dead.
11. Egyptian pharaohs, administration, people, religion, record keeping, monumental
building, and urban planning
12. The rise and fall of the Indus Valley Civilization
13. Outline the grid, sewer and water systems of Indus Valley
14. Students will analyze the history of Harappa and Mohenjo-Daro by analyzing
archeological records to attempt to understand the society since it lacks a
deciphered written record
15. Analyze the continuities and changes in early river civilizations
16. Socratic seminar: Define the elements of a civilization
17. Map activity of Mesopotamia and Egypt
18. Compare and Contrast the belief systems of Mesopotamia and Egypt
19. Chart the locations of Mesopotamia, Egypt, and the Indus Valley Civilization
20. Internet activity: Students will explore how the findings of archeology have
contributed to one of the following civilizations: Mesopotamia, Egypt, or
Harappa.
21. Test: The first river civilizations
Week 4
1. The Late Bronze Age handout/outline/PERSIAN Chart
2. Early China geography
3. Analyze the expansion and conflicts of the Shang Dynasty
4. Analyze the expansion and conflicts of the Zhou Dynasty
5. Discuss Chinese ancestor veneration
6. Outline the Cause and effects of Confucianism and Daoism on Chinese culture
7. Primary source analysis: Selections from Saying from Confucius
8. The cosmopolitan Middle East
9. The Hittites and the chariot
10. Discuss the establishment of the New Kingdom of Egypt
11. Nubia’s interaction with Egypt economically and in warfare
12. The Aegean World – trade and commerce
13. Analyze the writings of Homer and even though his history was full of fiction,
assess the validity of his writings of political, economic and most geography
leading experts to unearth Troy.
14. The fall of late Bronze Age civilizations
15. Compare and contrast the Nubian and Aegean World
16. Chart the uses of bronze in early civilizations
17. Primary Source Assessment: analyze various visual sources using OPTIC
18. Map Activity of the Aegean World and Nubia
19. Test: The late Bronze Age
Unit II. (Classical) 600 BCE to 600 CE (5 weeks)
Period 2: Organization and Reorganization of Human Societies
Key Concept 2.1 The Development and Codification of Religious and Cultural Traditions
Key Concept 2.2 The Development of States and Empires
Key Concept 2.3 Emergence and Transregional Networks of Communication and
Exchange
Week 5
1. New civilizations in the Americas and Western Eurasia
handout/outline/PERSIAN Chart
2. Analyze the economic, religious, and social classes of the Mesoamerican Olmecs
3. Examine the South American Chavin economic, political, and social systems
4. Study Celtic Europe through warfare and gender roles
5. The Assyrian Empire – ebbs and flows of empires – the effect of expansion
6. Students will asses the use of military technology up to 600 BCE and compare it
to the technologies of 600 BCE to 600 CE.
7. Israel and Hebrew monotheism
8. Group activity – illustrate various Old Testament stories and make presentations
9. Primary source analysis: The Ten Commandments
10. Phoenician and the Mediterranean World
11. Explore the expansion and rise of Carthage
12. Compare the changes and migrations of the Celts, Israelites, and Phoenicians
13. Socratic seminar: What makes great empires fall?
14. Compare the Assyrian Empire to that of the Phoenician
15. Map activity of the Olmecs and Chavins
16. Test: New civilizations of the Americans and Europe
Week 6
1. Greece and Iran handout/outline/PERSIAN Chart
2. Evaluate the rise of Ancient Iran
3. The rise of the Persian Empire
4. Darius I and Zoroastrianism
5. The rise of the Greeks – The polis and its architecture (Athens vs. Sparta)
6. Primary Source analysis: Herodotus’ Histories
7. Assess the political posture of Athens and Sparta – were the polis the cause of
egocentric poleis?
8. Socratic seminar: Which early Greek city-state was the greatest – Sparta or
Athens?
9. Primary source analysis: Selections from Lycurgus’s Spartan Life
10. The changes and struggles of Persia and Greece through warfare
11. The Hellenist synthesis
12. Outline the phases of Greek history
13. Explore the elements of Greek Plays
14. Activity: Analyze documents from the Greek era
15. Compare the religions of Persia and Greece
16. Map Activity of Phoenicia and its colonies
17. Test: Greece and Iran
Week 7
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2.
3.
4.
5.
6.
Rome and Han China handout/outline/PERSIAN Chart
The creation of Rome
Roman roads, aqueducts, and arches and their effects on modern society
Roman social strata– citizen vs. slave
The political development of the Roman Republic
Primary source analysis: Selections from Plato’s The Republic and The Twelve
Tables
7. The political change/continuity in the Roman Empire
8. The expansion of the empire and how to defend it? Can it be defended due to
outside pressures?
9. The rise of Christianity and the social impact on the Roman Empire
10. Literature analysis: Livy’s Horatius at the Bridge
11. Origins of Imperial China
12. Compare the Qin and the Han
13. Activity: Analyze documents from Han China
14. Analyze change/continuity in Rome using PERSIAN
15. Analyze change/continuity in Han China using PERSIAN
16. Compare and Contrast essay: Compare and contrast the intellectual
accomplishments of the classical Chinese (Zhou, Qin, and Han) and
Mediterranean civilizations (Hellenic, Hellenistic, and Roman)
17. Map activity of the Roman and Han Empires
18. Test: Rome and Han China
Week 8
1. India and Southeast Asia handout/outline/PERSIAN Chart
2. Foundations of Indian Civilizations
3. Outline the cause and effects of the Aryan invasion
4. Outline Sanskrit scriptures and the caste system
5. Analyze the belief systems of Hinduism, Jainism, and Buddhism
6. Examine Indian Epics
7. The Mauryan Empire – political structures, government, and military
8. The Gupta Empire– political structures, government, and military
9. Group activity – illustrate the elements of Mauryen and Gupta Empires and
present to class
10. Early Southeast Asia civilization
11. Animism focusing on Australasia
12. The social aspect of the Srivijayan Kingdom
13. Compare women’s roles in India
14. Chart the growth of Southeast Asia
15. Map Activity of the Gupta and Mauryan Empires
16. Test: India and Southeast Asia
Week 9
1. Networks of communication and exchange handout/outline/PERSIAN Chart
2. Analyze the economic factors of the Silk Road – the importance of the caravan
and urban centers as hubs of trade and culture
3. Socratic Seminar: How to manage the Silk Road – it is not only trade, don’t forget
to pass the disease too!
4. The change/continuity in trade of the region
5. The Indian Ocean Maritime Trade System: new maritime technologies (Lateen
sails and dhow ships)
6. The trans-Saharan caravan routes, domesticated animals, and new technologies
7. The coming of the camel and its role in trade
8. The kingdom of Ghana
9. Sub-Sahara Africa – a new source of economic wealth
10. Trace cultural diffusion
11. Luxury goods such as silk, spices, slaves, and exotic animals are traded
12. Compare and contrast the trade routes
13. Activity – “The Trading Game”
14. Continuity/Change over Time Essay: Trace the changes and continuities in world
trade from 500 BCE to 1000 CE in one of the following areas: the Silk Road, the
Indian Ocean, or sub-Sahara Africa
15. Map activity: Trace the trade routes
16. Test: Communication and exchange
Unit III. (Post-Classical) 600-1450 (7 weeks)
Period 3: Regional and Transregional Interactions
Key Concept 3.1 Expansion and Intensification of Communication and Exchange
Networks
Key Concept 3.2 Continuity and Innovation of State Forms and their Interactions
Key Concept 3.3 Increased Economic Productive Capacity and Consequences
Week 10
1. The Rise of Islam handout/outline/PERSIAN Chart
2. Analyze the rise of the Sasanid Empire
3. Examine the origins of Islam and its beliefs
4. Primary source analysis: Selections from The Qur’an and Hadith
5. Activity: Design a flip book on the Five Pillars of Islam
6. The formation of the umma and its change on the Islamic community
7. The rise and fall of the Caliphate and its effect on Islam
8. The Umayyad and Abbasid Caliphates
9. Examine roles of women and slaves in an Islamic Civilization
10. Socratic seminar: What were the forces that caused Islam to spread so rapidly?
11. Compare and contrast the beliefs of Judaism, Christianity, and Islam
12. Compare and contrast the Umayyad and Abbasid
13. List the importance of Damascus and Baghdad as centers of Islam
14. Compare Essay: Compare the roles of politics, social classes, and gender in
Christianity and Islam
15. Map Activity: Expansion of Islam
16. Test: Islam
Week 11
1. Christian Europe Emerges handout/outline/PERSIAN Chart
2. Early Medieval Europe emerges as a new social institution
3. Discussion: Does the label “Renaissance” apply to members of the lower classes
in the late medieval Europe? Are there other “Renaissances” in other parts of the
world? If so, how might this change our understanding of this term as a marker of
a particular period in time?
4. Analyze the change that the Germanic Kingdoms brought to Europe
5. The Western Church and its beliefs and influence on people
6. The rise of the Byzantine Empire
7. Activity – analyze the architecture of the time and design your own Hagia Sophia
8. Primary source analysis: Selections from Justinian’s Code
9. The rise of Kievan Russia and its Byzantine influence
10. The Crusades – the social impact of two belief systems and the scramble for
economic dominance including the change on Europe
11. Primary source analysis: Selections from Ekkehard’s Aurach’s Crusader’s
Motives
12. Change over time from Roman Empire to Germanic Kingdoms
13. Change over time from Latin West to Byzantine Empire
14. Map Activity: The Crusades
15. Test: Early Christian Europe
Week 12
1. Central and Eastern Asia handout/outline/PERSIAN Chart
2. The rise of the Sui and Tang Empires
3. The Tang Empire and its partnership with Buddhism
4. Fractured power in Central China
5. The rise of the Song Empire
6. Korea, Japan, and Vietnam – economically and their subordinate roles
7. Analyze change/continuity in Kamakura Shogunate
8. Compare and contrast the Tang and Song Dynasties
9. Map Exercise: The rise and fall of the Sui, Tang, and Song
10. Test: Central and Eastern Asia
Week 13
1. Civilizations and Peoples of the Americas handout/outline/PERSIAN Chart
2. Analyze the political, religious, economic, demographic, social, and gender roles
of the following American Indian societies:
 Teotihuacán
 The Maya
 The Toltecs
 The Aztec
 The Anasazi
 The Moche and Chimu
 The Tiwanku and Wari
 The Inca
3. Socratic seminar: Which early American people made the greatest contributions
to social advancement (economic, religious, political, technological, and social)
4. After reading excerpts from A Forest of Kings by David Friedel and Linda Schele
and seeing the PBS Nova program “Cracking the Maya Code,” students will
assess the impact that archeology have had on the study of history.
5. DBQ Essay: The Aztecs: What Should History Say?
6. Compare and Contrast Essay: compare and contrast the Aztec and Inca Empires
7. Analyze the technologies used by various American civilizations
8. Map exercise: Plot the major cities of American civilizations
9. Test: Peoples and civilizations of the Americas
Week 14
1. Western Eurasia handout/outline/PERSIAN Chart
2. The rise of the Mongols through warfare and technologies
3. Group Activity – You are responsible to develop a military plan to conquer the
world for Genghis Khan – using maps and available military technologies
4. The impact of the bubonic plague on society and the changes in beliefs
5. The fall and rise of Islam in Eurasia
6. The Islamic state – religiously and politically
7. Russia and their rule
8. The migration of the Egyptian Mamluks
9. Compare and contrast nomadic sedentary lifestyles
10. Analyze the Mongol influence on controlled and peripheral territories
11. Map Exercise: Draw the conquered territories of the Great Khan
12. Test: The Mongols
Week 15
1. Eastern Eurasia handout/outline/PERSIAN Chart
2. The Mongolian conquests, expansions, and patterns of settlement
3. The rise of the Yuan Empire and the changes Kublai Kahn enacted
4. Socratic seminar: Who was the greatest khan: Genghis, Ogodei, or Kublai?
Student will analyze documents, maps, charts, and pictures to take a stance and
explain the point of view of their selection.
5. The dispersal of the Mongols
6. The rise of the Ming Empire and their economic impacts on maritime trade
7. Primary source analysis: Selections from Gavin Menzies’ 1421: The Year China
Discovered America
8. Korea, political change/continuity from the Mongols to the Yi
9. Japan’s political transformation
10. The emergence of Vietnam
11. Analyze the Mongols in China in terms of politics and economics
12. DBQ essay: The Mongols: How Barbaric Were the “Barbarians”?
13. Compare and contrast Kamakura and Ashikaga Shogunate
14. Map Activity: Map the voyage of Zheng He
15. Test: Eastern Asia
Week 16
1. The Latin West handout/outline/PERSIAN Chart
2. The social impact of rural growth and its impact on the social order
3. Analyze the impact of the Black Death on religious, economic, and scientific
beliefs
4. Primary source analysis: Selections from The Black Death from The Decameron
by Giovanni Boccacio
5. Analyze change/continuity in post-black death urban revival
6. Computer Activity – Analyze Renaissance art through various websites and then
construct an OPTIC outline on your favorite art piece (visual art activity)
7. Scrutinize the idea Humanism
8. The impact of the Hundred Years War and its blow to humanity
9. The unification of Iberia as a political entity
10. DBQ essay: The Black Death: How Different Were Christian and Muslim
Responses?
11. Analyze the Pre-plague, plague, and the recovery
12. Map Exercise: The advancement of the Black Death
13. Test: The Latin West
Unit IV. (Early Modern) 1450 – 1750 (6 weeks)
Period 4: Global Interactions
Key Concept 4.1 Globalizing Networks of Communication and Exchange
Key Concept 4.2 New Forms of Social Organization and Modes of Production
Key Concept 4.3 State Consolidation and Imperial Expansion
Week 17
1. The Maritime Revolution handout/outline/PERSIAN Chart
2. Global expansion in the Pacific(Oceania), Indian, and Atlantic Oceans
3. European expansion of trade
4. Portuguese and Spanish explorers and their technologies
5. Analyze the validity of cartography of the Ptolemy’s of Egypt in the period of 600
BCE to 600 CE to that of the maritime world of 1450 CE to 1750 CE.
6. Socratic seminar: Who made the largest contribution to maritime exploration:
Spain or Portugal?
7. Group activity – Is Columbus a great man or a murderer? Hero or Villain?
8. Exploration of Africa: seeking economic gain
9. Exploration of the Americas
10. Primary source analysis: Christopher Columbus’s Letter to King Ferdinand and
Queen Isabella
11. Analyze the expansion of Oceania as the Polynesian peoples occupy the islands of
the Pacific Ocean
12. Analyze the motives, methods, and responses of European impact in Asia,
America, and Africa
13. Map Exercise: Sketch the major exploration routes
14. Test: The Maritime Revolution
Week 18
1. The transformation of Europe handout/outline/PERSIAN Chart
2. Protestant Reformation and the change/continuity in Christian beliefs
3. Primary source analysis: Martin Luther’s 95 Thesis
4. Compare and contrast Absolutism and Constitutionalism
5. Parallel Reading – Read excepts from Jane Dunn’s Elizabeth and Mary and G.J.
Meyer’s The Tudors and compare and contrast the author’s point of view on how
Elizabeth I used her political influence to maintain power.
6. Warfare and diplomacy in Europe
7. The change in Urban social classes
8. The Little Ice Age and its environmental impacts
9. The Scientific Revolution and its clash with the Church
10. The Enlightenment: a rise to new philosophies
11. Socratic Seminar: Who was the greatest mind of the time?
12. Primary source analysis: Selections from John Locke’s Two Treatises of
Government and Thomas Hobbes’ The Leviathan
13. DBQ essay: What Was the Most Important Consequence of the Printing Press?
14. Compare and contrast the religious concerns of the European region
15. Map Exercise: The expansion of the Holy Roman Empire
16. Test: Transforming Europe
Week 19
1. The Diversity of the American Colonial Societies handout/outline/PERSIAN
Chart
2. The Columbian exchange and its impacts on trade, agriculture, and diets
3. Spanish America and Brazil
4. English America– change/continuity in social aspect
5. French America – change/continuity in social aspect
6. Primary source analysis: Selections from Two European Views of Native
Americans
7. Colonial expansion and conflict with native people
8. Analyze the Columbian Exchange in terms of Old versus New World
9. Compare American colonies with the characteristics of their colonizers
10. Map Exercise: Identify the viceroys of New Spain
11. Test: The Diversity of the American Colonial Societies
Week 20
1. The Atlantic System and Africa handout/outline
2. The function of Plantations in the West Indies
3. Evaluate Sugar and slaves – their economic factors
4. Primary source analysis: Selections from William Bosman’s Slave Trader
5. Plantation life and its social elements
6. Capitalism and Mercantilism – economic systems
7. The Great Circuit and the Middle Passage- a change in the trade system
8. Group activity – construct a map and a visuals that illustrate the routes and goods
of the Triangle Trade
9. The Gold Coast and the Slave Coast
10. Comparing European and Islamic contacts
11. DBQ essay: What Drove the Sugar Trade?
12. Outline the legs of the Great Circuit
13. Compare the slave lifestyles of the Caribbean to North America
14. Compare and contrast essay: Compare and contrast the Caribbean labor system to
that of the English North American colonies
15. Map Exercise: Sources for African slaves for the New World
16. Test: The Atlantic System and Africa
Week 21
1. Southwest Asia and the Indian Ocean handout/outline/PERSIAN Chart
2. The Ottoman Empire and expansion
3. Assess change/continuity in central institutions and economic activities
4. The Safavid Empire and its belief system
5. The Mughal Empire and its political impact
6. Socratic Seminar: The Hindu-Muslim relationship, why do they clash?
7. Primary source analysis: Selections from A Muslim Explains the Hindu Religion
by Abul Fazl Akbarnama
8. Trade empires in the Indian Ocean
9. Compare and contrast the Ottoman, Safavid, and Mughal Empires
10. Contrast Istanbul with Isfahan
11. Map Exercise: Label components of the Ottoman, Safavid, and Mughal Empires
12. Test: Southwest Asia and the Indian Ocean
Week 22
1. Eastern Eurasia handout/outline/PERSIAN Chart
2. The Society of Jesus and their influence on the emperors
3. The rise of the Romanovs as a political legacy
4. Peter the Great – his military and economic accomplishments
5. Activity: You are Peter the Great’s chief architect – design his new city
6. The end of the Ming and rise of the Qing
7. Primary source analysis: Kangxi’s Self-Portrait of a Chinese Emperor
8. Tea and diplomacy – trade deficit of Great Britain
9. Tokugawa Japan – a military society
10. Primary source analysis: Selections from Laws Governing the Military Household
of Tokugawa Hidetada
11. Closing of Japan – no trade with the outside world
12. Compare and contrast Russia and Qing Dynasty
13. Compare and contrast China and Japan
14. Continuity/Change over Time Essay: Trace the transformation in gender roles
from 600 to 1750 CE in any one region: the Muslim world, the Christian world,
the Hindu world, the Confucian world, or the world of the Central Asia nomad
15. Map Exercise: Qing Empire expansion
16. Test: Eastern Eurasia
Unit V. (Modern) 1750– 1900 (7 weeks)
Period 5: Industrialization and Global Capitalism
Key Concept 5.1 Industrialization and Global Capitalism
Key Concept 5.2 Imperialism and Nation-State formation
Key Concept 5.3 Nationalism, Revolution, and Reform
Key Concept 5.4 Global Migration
Week 23
1. Revolutionary Changes in the Atlantic World handout/outline/PERSIAN Chart
2. Prelude to the Revolution and the philosophes
3. The American Revolution – warfare and a new nation
4. Constitutional Convention
5. The French Revolution-warfare and a social terror
6. Primary source analysis: Selections from The Declaration of the Rights of Man
and The Declaration of the Rights of Women
7. Napoleon Bonaparte and the economic and political conquest of Europe
8. Secondary source analysis: Examine excerpts from Napoleon by Alan Schom
9. Socratic seminar: Which revolution was more complex: the American or French?
10. Group Activity – cause, effects, and consequences of events in the French
Revolution
11. Haitian Revolution
12. The Congress of Vienna – change/continuity in the restoration of the Old Order
13. Nationalism, reform, and Revolution of 1848
14. Compare and Contrast essay: Compare and Contrast the American and French
Revolutions
15. Outline the Revolution of 1848
16. Map Exercise: Napoleonic War
17. Test: Revolutionary Changes in the Atlantic World
Week 24
1. The Industrial Revolution handout/outline
2. Assess the causes of the Industrial Revolution
3. The Second Agricultural Revolution
4. The Technological Revolution – the impact of new technologies and advancement
5. The Impact of the Industrial Revolution
6. Students will analyze tables showing increased urbanization in various parts of
the world to consider connections between urbanization and industrialization.
7. Ideological and Political responses to Industrialization
8. Primary source analysis: Selections from Adam Smith’s The Wealth of Nations
9. Industrialization and the nonindustrial world
10. DBQ essay: Female Workers in England and Japan: How Similar Were Their
Experiences?
11. Compare and contrast revolutionary inventions in various nations
12. Map Exercise: Trace the railroad routes in the United Kingdom and Europe
13. Test: The Industrial Revolution
Week 25
1. Nation Building and Economic Transformation in the Americas
handout/outline/PERSIAN Chart
2. Independence of Latin America through warfare
3. Primary source analysis: Jamaican Letter by Simon Bolivar
4. The problems of maintaining order – the political state
5. Group activity – Present the characteristics of a personalist leader – how do men
become so popular that the masses emulate and even die for them? Make
comparisons to twentieth century personalist leaders.
6. The challenge of economic and social change
7. Analyze immigration and women’s rights
8. Compare and contrast the Constitutional challenges in American nations
9. Map Exercise: Outline the provinces of South America and Canada
10. Test: Nation Building and Economic Transformation in the Americas
Week 26
1. The Ottoman Empire and East Asia handout/outline/PERSIAN Chart
2. Change/continuity in the Ottoman Empire and the European Model
3. The Crimean War and its impact on Christianity
4. The Qing Empire and foreign coercion
5. The Opium War and the economic devastation
6. The Taiping Rebellion and its impact on China’s economy and population
7. Japan from Shogunate to Empire – change of political structure
8. Activity: Create cause and effect chart analyzing the Meiji Restoration
9. Primary source analysis: Selections from The Meiji Constitution
10. Compare and contrast the role of women in modernizing Europe
11. Map Exercise: Map the territorial losses of the Ottoman Empire
12. Test: The Ottoman Empire and East Asia
Week 27
1. Africa, India, and the New British Empire handout/outline/PERSIAN Chart
2. Explore changes and Exchanges in Africa
3. Analyze India under British Rule and the social suffering
4. Primary source analysis: Selections from An Indian Scholar Describes Calcutta
by Nawab Muhabat
5. Analyze change/continuity in Britain’s Eastern Empire
6. Compare and contrast British imports with exports
7. Group discussion – outline the impact of trade deficits and how far should and can
a nation go to eliminate deficits? War, human exploitation, or illegal activities?
8. Examine Britain’s colonization of Oceania (Australia and New Zealand)
9. Map Exercise: Outline the major African kingdoms and European colonies
10. Test: Africa, India, and the New British Empire
Week 28
1. The New Power Balance handout/outline/PERSIAN Chart
2. New technologies and the world economy
3. Social transformations in Europe
4. Nationalism – analyze change/continuity in attitudes
5. Socratic seminar: Define nationalism and its boundaries
6. Explore the Unification of Germany and Italy
7. Primary source analysis: The Ems Telegram and Bismarck’s manipulation of the
dispatch
8. Secondary source analysis: excerpts from Duel of Giants by David Wetzel
9. The Great Powers of Europe – political dominance
10. New Great Powers: The United States and Japan
11. Compare and contrast gender and class in Victoria England and America
12. Map Exercise: Trace Japanese conquest in China
13. Test: The New Power Balance
Week 29
1. The New Imperialism handout/outline/PERSIAN Chart
2. The New Imperialism: motives and methods
3. Socratic seminar: Why did the Europeans carve up Africa?
4. The Scramble for Africa – economic power
5. Primary source analysis: Rudyard Kipling’s poem The White Man’s Burden
6. Secondary Source analysis: segments from King Leopold’s Ghost by Adam
Hochshild
7. The Berlin Conference and the avoidance of warfare
8. Assess change/continuity in Asia and Western Dominance
9. Imperialism in Latin America
10. The Spanish American War and the changes that followed
11. The world economy and the global environment
12. Group activity – analyze primary source documents from 2009 DBQ, group
documents, and prepare a thesis
13. DBQ essay: How Did Colonialism Affect Kenya?
14. Compare and contrast the world’s scramble for Africa
15. Map Exercise: Outline the European colonial presence in Africa
16. Test: The New Imperialism
Unit VI. (Contemporary) 1900 – Present (6 weeks)
Period 6: Accelerating Global Change and Realignments
Key Concept 6.1 Science and the Environment
Key Concept 6.2 Global Conflicts and their Consequences
Key Concept 6.3 New Conceptualizations of Global Economy and Culture
Week 30
1. The Crisis of the Imperial Order handout/outline/PERSIAN Chart
2. Origins of the crisis in Europe and the Middle East
3. The Great War – its social, political, and economic impact on humanity
4. Primary source analysis: The Schlieffen Plan
5. Analyze the archeological data of the dig sites of the trenches of World War I.
Estimate the lifestyles and hardships that man encountered.
6. Analyze the Russian Revolution
7. Peace and dislocation in Europe
8. China and Japan: contrasting destinies
9. Analyze change/continuity in The Middle East
10. Society, culture, and technology in the industrialized world
11. Socratic seminar: What were the causes of World War I?
12. Analyze cause and effects of the assassination of Archduke Franz Ferdinand
13. DBQ essay: What Were the Underlying Causes for World War I?
14. Compare and contrast the belligerents of the Great War
15. Parallel Reading Activity: Examine the war in the east from The First World
War by John Keegan and compare it to Hew Strachan’s First World War.
16. Map Exercise: Shade Triple Entente, Alliance, and Neutral countries
17. Test: The Crisis of the Imperial Order
Week 31
1. The Collapse of the Old Order handout/outline/PERSIAN Chart
2. The Stalin Revolution – a new political endeavor
3. The Great Depression and economic disaster
4. The rise of the political ideology of Fascism
5. Hitler – the great man theory?
6. Secondary source analysis – excerpts from Hitler by Joachim Fest
7. Primary source analysis: Selections from Hitler’s Mein Kampf
8. Evaluate change/continuity in East Asia PERSIAN
9. The Second World War– its social, political, and economic impact on humanity
10. Socratic seminar: What could have the world done to stop the Holocaust?
11. Primary source analysis: Selections from Elie Wiesel’s Night
12. The character of warfare and new technologies
13. Compare and contrast the Axis Powers during World War II
14. Map Exercise: Trace Hitler’s allies, enemies, and neutrals
15. Test: The Collapse of the Old Order
Week 32
1. Striving for Independence: Africa, India, and Latin America
handout/outline/PERSIAN Chart
2. A move for Independence in Sub-Sahara Africa
3. The Indian Independence Movement
4. Mahatma Gandhi and his changes on society
5. Group Activity – Serving as a panel in the United Nations, design a plan to
partition India to resolve the conflict – ensure religious areas of occupation are
considered – be prepared to compromise!!!!!!
6. The Mexican Revolution
7. Primary source analysis: The Plan of Ayala by Emiliano Zapata
8. Argentina and Brazil – economic thrive
9. Compare and Contrast Essay: compare and contrast the revolutions of India to
Mexico
10. Map Exercise: Outline British territory in India prior to independence
11. Test: Striving for Independence: Africa, India, and Latin America
Week 33
1. The Cold War and Decolonization handout/outline
2. Assess change/continuity on diplomacy and political decisions made during the
Cold War by the Soviet Union and the United States
3. The Korean War– its social, political, and economic impact on humanity
4. The Cuban Missile Crisis
5. Primary source analysis: Documents written from President Kennedy to Premier
Khrushchev and vice-versa during the Missile Crisis
6. The Vietnam War– its social, political, and economic impact on humanity
7. Analyze African Decolonization and the establishment of new states
8. Beyond a Bipolar World
9. Compare and contrast countries in African Independence
10. Students will analyze photos from Tiananmen Square in 1989 and assess the
power of anti-Communist movements in China
11. Map Exercise: Outline countries that are NATO and WARSAW PACT nations
12. Test: Cold War and Decolonization
Week 34
1. DBQ Essay: Gandhi, King, and Mandela: What made non-violence work?
2. Additional reviews, tips, and timed practices for essay writing
Week 35
1. Crisis, Realignment, and the Post-Cold World
2. Postcolonial crisis and Asian economic expansion
3. The end of a Bipolar world
4. The challenge of population growth
5. Unequal development and the movement of peoples
6. Changes/continuities in fragmented world
7. The struggles for rights
8. Elements of global culture
9. Continuity/Change over Time Essay: Trace the transformation of warfare from
1750 to 2000 CE in any one region: Western Europe, Eastern Europe, sub-Sahara
Africa, East Asia, or Southeast Asia
Week 36
1. Course review – prepare for AP Examination
2. Review/practice DBQ essay writing
3. Review/practice Change over Time essay writing
4. Review/practice Compare and Contrast Essay Writing
5. Discuss the contradictions/inconsistencies between the textbook’s chronological
timeline and that of the other sources. Explore techniques to organize
periodization for the examination.
6. AP Examination
Week 37
1. Post course topics selected by students
2. Field trip related to post course topics
3. Second Semester Project Due