Download AP World History Course Syllabus

AP World History Syllabus
2014-2015
Mrs. Hawks
Course Description
AP World History traces the development of world history from the earliest humans through modern times. The course focuses on the analytical
and writing skills that are necessary for success in a university-level history course, thus students are expected to work at a high academic level. To
this end, the course devotes considerable time to the critical evaluation of primary and secondary sources, analysis of historiography and
periodization, geography and essay writing. ALL students who take this course must take the national AP Exam on Thursday, May 14th.
The course includes six units of instruction, or periods, which will each be covered in approximately 6 weeks except for the first unit, which is only 2
weeks. During each unit of study we will be focusing on key concepts that the students will be responsible for on the examination in both the
multiple choice and essay portions of the exam:
1. Technological and Environmental Transformations: 8000 to 600 BCE (Ch. 1-6) - 5 %
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Concept 1.1: Big Geography and the Peopling of the Earth
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Concept 1.2: The Neolithic Revolution and Early Agricultural Societies
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Concept 1.3: The Development of Interactions of Early Agricultural, Pastoral and Urban Societies
2. Organization and Reorganization of Human Societies: 600 BCE to 600 CE (Ch. 7-12) - 15%
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Concept 2.1: The Development and Codification of Religious and Cultural Traditions
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Concept 2.2: The Development of States and Empires
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Concept 2.3: Emergence of Transregional Networks of Communication and Exchange
3. Regional and Transregional Interactions: 600-1450 CE (Ch. 13-22) - 20%
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Concept 3.1: Expansion and Intensification of Communication and Exchange Networks
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Concept 3.2: Continuity and Innovation in State Forms and their Interactions
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Concept 3.3: Increased Economic Productive Capacity and Its Consequences
4. Global Interactions: 1450-1750 CE (Ch. 23-28) - 20%
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Concept 4.1: Globalizing Networks of Communication and Exchange
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Concept 4.2: New Forms of Social Organization and Modes of Production
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Concept 4.3: State Consolidation and Imperial Expansion
5. Industrialization and Global Integration : 1750-1900 CE (Ch. 29-33) - 20%
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Concept 5.1: Industrialization and Global Capitalism
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Concept 5.2: Imperialism and Nation-State Formation
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Concept 5.3: Nationalism, Revolution and Reform
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Concept 5.4: Global Migration
6. Accelerating Global Change and Realignments: 1900 - Present (Ch. 34-40) - 20%
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Concept 6.1: Science and Environment
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Concept 6.2: Global Conflicts and their consequences
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Concept 6.3: New Conceptualizations of Global Economy, Society and Culture
Throughout the year students will be called upon to analyze continuity and change over time, and the processes and causes involved in these
continuities and changes. In order to do this, students will be focusing on five overarching themes that guide this course and exam, and should
direct student learning and exam preparation during each of the units of instruction:
1. Interaction between humans and their environment
a. Demography and disease
b. Migration
c. Patterns of settlement
d. Technology
2. Developments and interaction of cultures
a. Religions
b. Belief systems, philosophies, and ideologies
c. Science and technology
d. The arts and architecture
3. State-building, expansion, and conflict
a. Political structures and forms of governance
b. Empires
c. Nations and nationalism
d. Revolts and revolutions
e. Regional, trans-regional, and global structures and organizations
4. Creation, expansion, and interaction of economic systems
a. Agricultural and pastoral production
b. Trade and commerce
c. Labor systems
d. Industrialization
e. Capitalism and socialism
5.
Development and transformation of social structures
a. Gender roles and relations
b. Family and kinship
c. Racial and ethnic constructions
d. Social and economic classes
The AP World History Exam Description
The AP World History exam is divided into two sections: a multiple choice section weighted at 50% and a free-response essay section consisting of
three essays also weighted at 50%. Section 1 of the exam is comprised of 70 multiple choice questions to be answered in 55 minutes. Section 2
begins with a ten minute reading period (time to review the documents that must be used for the ‘documents based question’ or ‘DBQ,’) followed
by a two hour period to write three essays: the DBQ, the ‘change and continuity over time’ or ‘CCOT’ essay, and the ‘compare and contrast’ or ‘CC’
essay. The multiple choice and essay portions are each weighted 50 %.
The AP World History exam assesses 4 main historical thinking skills as well as content. These historical thinking skills will be reinforced throughout
the course.
1. Crafting historical arguments from historical evidence
2. Chronological Reasoning
3. Comparison and Contextualization
4. Historical Interpretation and Synthesis
**Tips on how to excel on the exam are found in Part 1 of your Cracking the AP World History Exam Princeton Review book (required for course).
Required Course Materials
1. Traditions and Encounters: A Global Perspective on the Past by Jerry H. Bentley and Herbert F. Ziegler (provided)
2. This Fleeting World: A Short History of Humanity by David Christian
3. A History of the World in Six Glasses by Tom Standage
4. The Princeton Review Cracking the AP World History Exam by Monty Armstrong, et al.
Primary Source Documents and Secondary Source Documents
As we work together this year, I will distribute to you many primary source documents related to the time periods and themes that we are
studying. Such documents will include excerpts from short stories, essays, and poems, as well as documentary material, maps, statistical tables,
works of art, and pictorial and graphic materials, among other types of documents. We will carefully read and analyze these documents in order to
better understand the five themes that guide this course (listed above). Particular attention will be paid to the point of view that the creators of
the documents bring to their subjects.
Course Grading Policy
AP World History is a year long course. For each semester, the first and second/third and fourth quarter grades count for 90% of the semester
grade, and the semester exam counts for 10% of the semester grade.
Students are graded on a cumulative points system--no grades are weighted. Points will be earned from a variety of assignments including tests,
quizzes, homework assignments, essays, and in-class activities. Both parent and student can monitor their grade online at any time by using
‘PowerSchool’ program that is accessible through the school website: www.okemosschools.net. Please be assured that I will enter student grades
for each assignment as soon as I am able to finish grading them.
Assignments must be turned in on the date that they are due. Late work will not be accepted.
Quizzes, Essays and Exams:
Students can expect to have a reading quiz at least once a week and at times twice a week. When a reading quiz is given, students will need to turn
in their reading notes for the chapter/chapters that the quiz covers. Unit tests will be approximately every 5-6 weeks and will be cumulative for the
unit. Approximately 3 to 4 essays will be assigned per unit making them every week or other week. Dates for tests, quizzes and essays will be given
to students before the assessments are administered.
Classroom Expectations
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It is very important that we all treat each other with an open and respectful attitude. Whether speaking or listening, courtesy is always the
rule.
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Be responsible – Follow all rules in the Code of Conduct
o Electronic devices (mp3 players, calculators, cell phones) are not allowed in class. Cell phones are to be stored away and used only
in the case of an emergency.
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Be on time and prepared for class – Bring your book, notebook, homework and a writing utensil every day. *Do not throw any papers away!
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Participate – you and the rest of the students will get more out of the class
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Be mindful of how your attitude/behavior impacts others. Be sure that your attitude/behavior does not disrupt the class or impede any other
student’s opportunity to participate and learn in class.
Contact Information
My conference period is 5nd hour but please contact me at any time with questions or concerns. My phone number is 517-706-4795, and my email
address is [email protected].
Unit 1: The Early Complex Societies and the Formation of Classical Societies
8000 B.C.E. - 600 C.E. (6 Weeks)
Tuesday, 9/7
Unit 1
Wednesday, 9/8
Thursday, 9/9
Unit 1
Unit 1
Friday, 9/10
Unit 1
Monday, 9/13
Unit 1
Tuesday, 9/14
Unit 1
Wednesday, 9/15
Unit 1
Thursday, 9/16
Unit 1
Friday, 9/17
Unit 1
Monday, 9/20
Unit 1
Tuesday, 9/21
(early release day)
Wednesday, 9/22
Unit 1
Thursday, 9/23
Unit 1
Friday, 9/24
Unit 1
Monday, 9/27
Unit 1
Tuesday, 9/28
Wednesday, 9/29
Thursday, 9/30
Unit 1
Unit 1
Unit 1
Friday, 10/1
Monday, 10/4
Unit 1
Unit 1
Tuesday, 10/5
Wednesday, 10/6
Unit 1
Unit 1
Unit 1
 History Quotes – beginning discussion on history and histories – Show Peter’s Map
 Distribute texts and syllabus
 Discuss syllabus/course structure and content
 Assign Ch. 1 and 2 notes due/quiz on Friday (9/10)
 Assign Essay from Summer reading
No instruction—Students attend “Be Excellent Day”
 Barnga simulation
 Lecture: Historiography and Periodization
 Periodization Chart and questions
 Bentley Ch. 1&2 reading quiz and map quiz over countries and regions /notes due
 Paleolithic vs. Neolithic discussion and mini lecture
 Introduce students to process for “6 Themes Analysis Chart” and “World Regions Timeline”
work on Ch. 1
 History of the world in 7 minutes video
 Small groups complete “6 Themes Analysis Chart” and “World Regions Timeline” for Ch. 2
 Primary source analysis:
o How to analyze a primary source document…what should we be looking for?
o Hammurabi’s Code – POV analysis
 Bentley Ch. 3&4 reading quiz/notes due
 Small groups complete “6 Themes Analysis Chart” and “World Regions Timeline” for Ch. 3
 Small groups complete “6 Themes Analysis Chart” and “World Regions Timeline” for Ch. 4
 Mini-Lecture: Early Human Societies—Similarities, Differences, and How Do We Know?
 In Class Comparison Essay Template Group work,
o “Compare the basic features of two of the early complex societies: culture, state, and
social structures.”
 Discuss Rubric, Thesis, Organization
 In Class Comparison Essay Write (based on group work of 9/16),
o “Compare the basic features of two of the early complex societies: culture, state, and
social structures.”
 Bentley Ch. 5&6 reading quiz/notes due
 Small groups complete “6 Themes Analysis Chart” and “World Regions Timeline” for Ch. 5
 Small groups complete “6 Themes Analysis Chart” and “World Regions Timeline” for Ch. 6
 Mini-lecture: Reasons for and advantages of River Systems
 Mini-Lecture: Aryan migrations, caste system, and Aryan religion
 Primary source analysis:
o Sun Tzu’s The Art of War and Ban Zhao’s Admonitions for Women
 Bentley Ch. 7 reading quiz/notes due
 Small groups complete “6 Themes Analysis Chart” and “World Regions Timeline” for Ch. 7
 In Class Comparison Essay Write,
o “Compare the adaptation of agriculture in Afro-Eurasia and the Americas”
 Bentley Ch. 8 reading quiz/notes due
 Small groups complete “6 Themes Analysis Chart” and “World Regions Timeline” for Ch. 8
 Lecture: Daoism, Legalism, Confucianism…and Why?
 Mapping activity: Qin kingdom, Qin dynasty, Han dynasty, Silk Road
 Bentley Ch. 9 reading quiz/notes due
 Small groups complete “6 Themes Analysis Chart” and “World Regions Timeline” for Ch. 9
 Lecture: The Mauryan and Gupta empires, caste system, and Indian Ocean trade routes
 Bentley Ch. 10 reading quiz/notes due
 Small groups complete “6 Themes Analysis Chart” and “World Regions Timeline” for Ch. 10
 Lecture: Roots of Greek society through Alexander’s empire
 Primary source analysis:
(early release day)
Thursday, 10/7
Unit 1
Friday, 10/8
Unit 1
Monday, 10/11
Unit 1
Tuesday, 10/12
Wednesday, 10/13
Thursday, 10/14
Friday, 10/15
Unit 1
Unit 1
Unit 1
Unit 1
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Monday, 10/18
Unit 1
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o Plato and Aristotle
Bentley Ch. 11 reading quiz/notes due
Small groups complete “6 Themes Analysis Chart” and “World Regions Timeline” for Ch. 11
In Class Comparison Essay Write,
o “Compare imperial Rome to imperial Han China in terms of three of the following
categories: politics, social structures, economics, religion, and
intellectual/technological advances.”
Bentley Ch. 12 reading quiz/notes due
Small groups complete “6 Themes Analysis Chart” and “World Regions Timeline” for Ch. 12
Socratic discussion: The collapse of the Han, Roman, and Gupta dynasties
Review for Unit 1 Test (Ch. 1-12)
Unit 1 Multiple Choice Test
Unit 1 Essay Test: Comparison
o “Compare the significant structures and beliefs of two of the major
religious/philosophical systems that you have studied so far.”
Review Results of Unit 1 Multiple Choice Test
Unit 2: The Post-Classical Era
600 C.E.-1450 C.E. (6.5 weeks)
Unit 2
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Bentley Ch. 13 reading quiz/notes due
Small groups complete “6 Themes Analysis Chart” and “World Regions Timeline” for Ch. 13
Lecture: Overview of the Byzantine Empire and ‘The City’
Unit 2
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Friday, 10/22
Unit 2
Monday, 10/25
Tuesday, 10/26
Unit 2
Unit 2
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Wednesday, 10/27
Unit 2
Thursday, 10/28
Unit 2
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Friday, 10/29
Unit 2
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Monday, 11/1
Unit 2
Tuesday, 11/2
Unit 2
Primary source analysis:
o Justinian’s Code, Hagia Sophia
Bentley Ch. 14 reading quiz/notes due
Small groups complete “6 Themes Analysis Chart” and “World Regions Timeline” for Ch. 14
Lecture: The establishment of Islam and the expansion of the dar al-Islam
Primary source analysis:
o the Quran, the Ka’ba, Karbala, and Cordoba
Bentley Ch. 15 reading quiz/notes due
Small groups complete “6 Themes Analysis Chart” and “World Regions Timeline” for Ch. 15
In-class Change and Continuity Over Time Essay Template Group Work
o “Explain the processes through which Islam became a unifying cultural and economic
force in Eurasia and Africa during the post-classical era.”
Discuss Rubric, Thesis, Organization
In Class Change and Continuity Essay Write (based on group work of 10/28),
o “Explain the processes through which Islam became a unifying cultural and economic
force in Eurasia and Africa during the post-classical era.”
Bentley Ch. 16 reading quiz/notes due
Small groups complete “6 Themes Analysis Chart” and “World Regions Timeline” for Ch. 16
Mapping activity: Indian Ocean Basin kingdoms, monsoons, religions, trade routes/goods, and
major physical features
Mini-lecture: Sui, Tang, and Song China
Lecture: The Sui and Tang dynasties and the creation of a tributary system
Bentley Ch. 17 reading quiz/notes due
Small groups complete “6 Themes Analysis Chart” and “World Regions Timeline” for Ch. 17
In Class Change and Continuity Over Time Essay Write,
o “What processes caused the tremendous growth in the number and size of cities in the
post-classical era? Use two of the following as examples: Beijing, Constantinople,
Timbuktu, and Paris.
Lecture: Foundation and Influence of the early Christian Church
Bentley Ch. 18 reading quiz/notes due
Small groups complete “6 Themes Analysis Chart” and “World Regions Timeline” for Ch. 18
Lecture: ‘pax-Mongolica’
Tuesday, 10/19
Unit 2
Wednesday, 10/20
(early release day)
Thursday, 10/21
Wednesday, 11/3
Thursday, 11/4
Unit 2
Unit 2
Friday, 11/5
Unit 2
Monday, 11/8
Tuesday, 11/9
Unit 2
Unit 2
Wednesday, 11/10
(early release day)
Unit 2
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Thursday, 11/11
Friday, 11/12
Unit 2
Unit 2
Monday, 11/15
Tuesday, 11/16
Unit 2
Unit 2
Wednesday, 11/17
Unit 2
Thursday, 11/18
Friday, 11/19
Unit 2
Unit 2
Monday, 11/22
Unit 2
Tuesday, 11/23
Unit 2
Wednesday, 11/24
Monday, 11/29
Unit 2
Unit 2
Tuesday, 11/30
Wednesday, 12/1
Thursday, 12/2
Friday, 12/3
Unit 2
Unit 2
Unit 2
Unit 2
Monday, 12/6
Unit 2
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Trial of Chinggis Khan: savage war criminal or instigator of important cultural legacies?
Bentley Ch. 19 reading quiz/notes due
Small groups complete “6 Themes Analysis Chart” and “World Regions Timeline” for Ch. 19
Lecture: Sub-Saharan social structures and state politics
Primary Source Analysis:
o Ibn Battuta, Sundiata, historic maps of Africa
 Bentley Ch. 20 reading quiz/notes due
 Small groups complete “6 Themes Analysis Chart” and “World Regions Timeline” for Ch. 20
 Lecture: Europe during the High Middle Ages
 In Class Change and Continuity Over Time Essay Write,
o “To what extent did the Mongol invasions alter the fabric of Eurasian societies and to
what extent were their influences temporary?”
 Bentley Ch. 21 reading quiz/notes due
 Small groups complete “6 Themes Analysis Chart” and “World Regions Timeline” for Ch. 21
 Socratic discussion: Continuities in patterns of development even without contact between the
Americas and the eastern hemisphere
 Primary source analysis: architecture of the Americas and what it can reveal
 Bentley Ch. 22 reading quiz/notes due
 Small groups complete “6 Themes Analysis Chart” and “World Regions Timeline” for Ch. 22
 Lecture: European contact with the outside world—conquest, trade, and crusades
Review for Unit 2 Test (Ch.13-22)
Unit 2 Multiple Choice Test
Unit 2 Essay Test: Change and Continuity Over Time,
o “Pick two post-classical empires and explain how much of their political, social, and
cultural systems was new or innovative and how much of it was based on the
foundations of a preceding classical empire.”
Review Results of Unit 2 Multiple Choice Test
Unit 3: The Age of Revolutions
1450 C.E.-1750 C.E. (5.5 weeks)
Unit 3
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Bentley Ch. 23 reading quiz/notes due
Small groups complete “6 Themes Analysis Chart” and “World Regions Timeline” for Ch. 23
Lecture: The Columbian Exchange
Unit 3
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Friday, 12/10
Unit 3
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Monday, 12/13
Unit 3
Tuesday, 12/14
Wednesday, 12/15
Unit 3
Unit 3
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Unit 3
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Friday, 12/17
Unit 3
Monday, 1/3
Tuesday, 1/4
Unit 3
Unit 3
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Wednesday, 1/5
Unit 3
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In-class Document Based Question Essay Template Group Work
o “Determine how much the lives of the peoples of the ancient world were shaped by
the geography of their region.”
Discuss Rubric, Thesis, Organization
In Class Document Based Question Essay Write (based on group work of 12/9),
o “Determine how much the lives of the peoples of the ancient world were shaped by
the geography of their region.”
Bentley Ch. 24 reading quiz/notes due
Small groups complete “6 Themes Analysis Chart” and “World Regions Timeline” for Ch. 24
Lecture: The Reformation
Primary source activity:
o Students analyze documents relating to absolutism/Scientific
Revolution/Enlightenment, then create their own DBQ
Pairs complete the ‘relationship’ activity—linking key people/events/concepts of the
Renaissance, Reformation, Enlightenment, and Scientific Revolution
Bentley Ch. 25 reading quiz/notes due
Small groups complete “6 Themes Analysis Chart” and “World Regions Timeline” for Ch. 25
Lecture: Gunpowder empires—how and why Europeans conquered the ‘New World’
Small groups complete comparison chart of European colonization:
o Comparison of Spanish, Portuguese, English, and French strategies, profit
opportunities, social structures, political organizations
Lecture: Syncretic societies in the Americas, varying degrees of miscegenation
Tuesday, 12/7
Unit 3
Wednesday, 12/8
(early release day)
Thursday, 12/9
Thursday, 1/6
Unit 3
Friday, 1/7
Unit 3
Monday, 1/10
Tuesday, 1/11
Wednesday, 1/12
(early release day)
Unit 3
Unit 3
Unit 3
Thursday, 1/13
Unit 3
Friday, 1/14
Unit 3
Tuesday, 1/18
Weds.-Fri, 1/19-21
(Exam week)
Monday, 1/24
Unit 3
Unit 3
Tuesday, 1/25
Wednesday, 1/26
(early release day)
Thursday, 1/27
Friday, 1/28
Unit 3
Unit 3
Monday, 1/31
Unit 3
Unit 3
Unit 3
Unit 3
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Bentley Ch. 26 reading quiz/notes due
Small groups complete “6 Themes Analysis Chart” and “World Regions Timeline” for Ch. 26
In Class Document Based Question Essay Write,
o “How did the views toward women in different societies impact their education,
economic status, and social status during the period of 1450-1750? What
commonalities and differences exist between regions/cultures?”
 Lecture: African societies/trade routes before and after the arrival of Europeans
 Socratic discussion: changes and continuities in Africa before and after European arrival
 Bentley Ch. 27 reading quiz/notes due
 Small groups complete “6 Themes Analysis Chart” and “World Regions Timeline” for Ch. 27 as
homework
 Check in homework from Ch. 27
 Lecture: Ming and Ching China—society and politics
 In Class Document Based Question Essay Write,
o “Analyze the aspects of early global trade including its motivations. Discuss the
establishment of trade in early societies and the complexity of trade networks during
the postclassical and early modern eras.
 In class activity: Japanese vs. Chinese reaction to European influence
 Bentley Ch. 28 reading quiz/notes due
 Small groups complete “6 Themes Analysis Chart” and “World Regions Timeline” for Ch. 28
 Class completes comparison chart of Ottoman, Mughal, and Safavid empires—political,
economic, cultural, social, technological achievements of each
 Lecture: Cultural legacies of the Islamic Empires
Review for Unit 3 Test (Ch. 23-28)
Unit 3 Multiple Choice Test
Unit 3 Essay Test: Document Based Question
o “Why was it Europe, and not another region, that was able to explore and conquer the
rest of the world?”
Review Results of Unit 3 Multiple Choice Test
Unit 4: Revolutions and the Rise of Europe
1750 C.E.-1914 C.E. (5.5 weeks)
Tuesday 2/1
Unit 4
Wednesday 2/2
Unit 4
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Thursday, 2/3
Unit 4
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Friday,2/4
Monday, 2/7
Unit 4
Unit 4
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Tuesday, 2/8
Unit 4
Wednesday, 2/9
Thursday, 2/10
Friday 2/11
Unit 4
Unit 4
Unit 4
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Unit 4
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Tuesday 2/15
Unit 4
Wednesday 2/16
(early release day)
Thursday, 2/17
Unit 4
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Bentley Ch. 29 reading quiz/notes due
Small groups complete “6 Themes Analysis Chart” and “World Regions Timeline” for Ch. 29
Primary source activity:
o Students analyze and discuss the writings of the Philosophes—Locke, Rousseau,
Voltaire, Montesquieu, Smith, and Wallstonecraft
Lecture: the political spectrum in the 18th and 19th centuries (status quo, liberal, conservative,
radical, revolutionary)
Socratic discussion: compare the causes and outcomes of the American and French Revolutions
Small group activity: Which revolution was most revolutionary? (American, French, Haitian,
etc…)
Bentley Ch. 30 reading quiz/notes due
Small groups complete “6 Themes Analysis Chart” and “World Regions Timeline” for Ch. 30
In class activity: “Urban game”
In class activity: “Urban game” (debrief)
In-Class Comparison Essay Write:
o “Compare the British, French, and Spanish treatment of native peoples in the
Americas.”
Small group activity: Impact of the Industrial Revolution on various social groups (women,
working class, unfree labor, immigrants, colonized peoples, aristocracy)
Bentley Ch. 31 reading quiz/notes due
Small groups complete “6 Themes Analysis Chart” and “World Regions Timeline” for Ch. 31
Lecture: The struggle to build nation-states in the United States, Canada, and Latin America
Unit 4
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Primary source analysis: Letter from Jourdan Anderson to his former master
Tuesday, 2/22
Unit 4
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Wednesday, 2/23
Thursday, 2/24
Unit 4
Unit 4
Friday, 2/25
Unit 4
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Monday 2/28
Unit 4
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Tuesday, 3/1
Wednesday, 3/2
(early release day)
Thursday, 3/3
Unit 4
Unit 4
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Unit 4
Friday, 3/4
Unit 4
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Monday, 3/7
Tuesday, 3/8
Wednesday, 3/9
Thursday, 3/10
Friday 3/11
Unit 4
Unit 4
Unit 4
Unit 4
Unit 4
Monday, 3/14
Unit 4
Socratic discussion: the fate of indigenous populations as a result of nation building and
territorial expansion
Simon Bolivar resume activity
Bentley Ch. 32 reading quiz/notes due
Small groups complete “6 Themes Analysis Chart” and “World Regions Timeline” for Ch. 32
In Class Change and Continuity Over Time Essay Write:
o “Choose two of the revolutions discussed in Ch. 29 and compare their impacts on
governmental, social, and economic structures.”
Ch. 32 group work: class divided between Ottoman, Russian, Qing, and Japanese empires—
tasked with completing review documents on each empire
Ch. 32 group work, continued
Groups present Ch. 32 information to each other, review material
Bentley Ch. 33 reading quiz/notes due
Small groups complete “6 Themes Analysis Chart” and “World Regions Timeline” for Ch. 33
In Class Document Based Question Essay Write:
o “Compare the impact of both political and economic crises on the Qing and Ottoman
empires in the 19th century.”
 Scramble for Africa simulation
 Scramble for Africa simulation, complete and debrief
Review for Unit 4 Test (Ch. 29-33)
Unit 4 Multiple Choice Test
Unit 4 Essay Test: Comparison
o “Compare the causes of the industrial revolution in Western Europe and Japan.”
Review Results of Unit 4 Multiple Choice Test
Unit 5: The Twentieth and Twenty-First Centuries
1914 C.E.-Present (5.5 weeks)
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Tuesday, 3/15
Unit 5
Wednesday, 3/16
Thursday, 3/17
Friday, 3/18
Unit 5
Unit 5
Unit 5
Monday, 3/21
Tuesday, 3/22
Wednesday, 3/23
(early release day)
Unit 5
Unit 5
Unit 5
Thursday, 3/24
Friday, 3/25
Unit 5
Unit 5
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Monday, 3/28
Tuesday, 3/29
Unit 5
Unit 5
Wednesday, 3/30
Unit 5
Monday, 4/11
Tuesday, 4/12
Wednesday, 4/13
(early release day)
Unit 5
Unit 5
Unit 5
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Thursday, 4/14
Friday, 4/15
Unit 5
Unit 5
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Bentley Ch. 34 reading quiz/notes due
Small groups complete “6 Themes Analysis Chart” and “World Regions Timeline” for Ch. 34
Lecture: Overview of WWI
Socratic discussion: legacies of the Treaty of Versailles (intended and unintended)
Bentley Ch. 35 reading quiz/notes due
Small groups complete “6 Themes Analysis Chart” and “World Regions Timeline” for Ch. 35
Lecture: US and Europe react to WWI
Small group primary source document analysis activity to complement previous day’s lecture
Bentley Ch. 36 reading quiz/notes due
Small groups complete “6 Themes Analysis Chart” and “World Regions Timeline” for Ch. 36 as
homework
Check in Ch. 36 homework assignment
In-Class Comparison Essay Write:
o “Compare the forms of western domination in Latin America, Africa, and East Asia.”
Small group activity: Asian, African, and Latin American reactions to WWI
Bentley Ch. 37 reading quiz/notes due
Small groups complete “6 Themes Analysis Chart” and “World Regions Timeline” for Ch. 37
Mini-lecture: Causes of WWII
Mapping activity: empire-building of Japan, Germany, and Italy, battle fronts
Small group activity: genocide and human rights during WWII
Lecture: Results of WWII, causes of the Cold War
Bentley Ch. 38 reading quiz/notes due
Small groups complete “6 Themes Analysis Chart” and “World Regions Timeline” for Ch. 38 as
homework
Check in Ch. 38 homework assignment
In-Class Change and Continuity Over Time Essay Write:
o “Discuss the continuities and changes in global trade patterns from 1750 to the postWWII era.”
Monday 4/18
Tuesday, 4/19
Unit 5
Unit 5
Wednesday, 4/20
Thursday, 4/21
Friday, 4/22
Unit 5
Unit 5
Unit 5
Monday, 4/25
Unit 5
Tuesday, 4/26
Wednesday, 4/27
(early release day)
Thursday, 4/28
Friday, 4/29
Unit 5
Unit 5
Monday, 5/2
Unit 5
Unit 5
Unit 5
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




Lecture: Post WWII international political and economic organizations/international problems
Bentley Ch. 39 reading quiz/notes due
Small groups complete “6 Themes Analysis Chart” and “World Regions Timeline” for Ch. 39
Decolonization case study activity
Decolonization case study activity (complete and debrief)
In-Class Document Based Question Essay Write:
o “Discuss women’s attitudes toward warfare and the impact of warfare on women’s
lives”
 Bentley Ch. 40 reading quiz/notes due
 Small groups complete “6 Themes Analysis Chart” and “World Regions Timeline” for Ch. 40
 Globalization symposium
Review for Unit 5 Test (Ch. 34-40)
Unit 5 Multiple Choice Test
Unit 5 Essay Test: Change and continuity over time
o “To what extent does the end of the Cold War mark the end of the age of nation-states
that began around 1750?”
Review Results of Unit 5 Multiple Choice Test
Review in Preparation for AP World History Exam
Tuesday, 5/3
Wednesday, 5/4
Thursday, 5/5
Friday, 5/6
Monday 5/9
Tuesday, 5/10
Wednesday 5/11
Thursday 5/12
Review
Review
Review
Review
Review
Review
Review
AP
World
Exam
Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Essay rubric/structure/strategy review and practice Multiple Choice and Comparative Essay
Essay rubric/structure/strategy review and practice Document Based Essay and CCOT
AP World History AP Exam