Download World History

Advance Placement World History
I. Course Description:
Advance Placement World History is intended for qualified students who wish to complete a college
level equivalent introductory course. The course will primarily focus on preparing students to pass the
College Board Examination which takes place during the month of May of every school year. The
course emphasizes the analysis and synthesis of 6 major chronological periods through the framework of
specific themes, and key concepts. Students will learn diverse systematic methods for studying history
that include the analysis and evaluation of primary sources, chronological reasoning skills, comparison
and contextualization skills, as well as interpretation and synthesis of historical content.
Advance Placement World History students will develop necessary critical thinking skills in order to
compare and contrast historical events happening throughout the world at any one time, and construct
proper argumentation supported by historical evidence. The development analytical skills will enable
students to understand history through the use of different methods and approaches used by historians to
construct the accounts of the past. The course will include the study historiography as a tool to help
students develop the necessary global awareness of historical trends. Students will be able make proper
connections among multiple eras in order to create appropriate historical arguments. The framework of
the course is designed to develop the synthesis of strategic thinking skills and historical content in order
for students to succeed. The course instruction will be composed of two approaches such as the
chronological delivery of content as well as thematic. The key concepts will provide the necessary
structure and pacing for the class. Overall the course design will allow students to make proper
connections of historical developments throughout the world in order to build their awareness of
Contextualization and Periodization.
II. Themes of AP World History
The outlined themes that follow indicate some of the important areas that might be treated in a World
History AP course.
A. Interaction Between Humans and the Environment – Demography, migration, Patterns of
settlement, and Technology
B. Development and Interaction of Cultures-Religion, Belief systems, philosophies and
ideologies, Science and Technology, and The arts and architecture
C. State Building, Expansion and Conflict – Political structures, Empires, Nations and
nationalism, Revolts and revolutions, and regional, global structures and organizations
D. Creation, Expansion and Interaction of Economic Systems- Agriculture and pastoral
production, Trade and commerce, Labor systems, Industrialization, Capitalism and socialism
E. Development and Transformation of Social Structure – Gender roles and relations, Family
and kingship, Racial and ethnic constructions, and Social and economic classes
III. Materials
A. Main Text
The Earth and Its Peoples by Bulliet, Crossley, Headrick, Hirsch, Johnson, Northrup
(4th edition)
B. Alternate Texts/Required Readings/Primary Sources
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The Princeton Review Cracking the AP World History Exam, 2010 edition
Worlds of History A Comparative Reader by Kevin Reilly Vol. I &II
Bulliet Study Companion Online Guide. Building Historical skills
Sterns. 2008. World Civilizations: The Global Experience .Pearson.
Primary Sources- (documents, maps, and images) in Andrea, A. and Overfield, J.2000.
The Human Record: Sources of Global History vol. 1 & II. Houghton Mifflin College
Division.
Document -Based Questions released by the College Board
Pomeranz, K., and S. Topik. 1999. The World that Trade Created. M.E.Sharpe.
World History in Documents: A Comparative Reader edited by Peter N. Sterns, New
York: New York University Press; 1988.
Worlds Together, Worlds Apart: A History of the World: Beginnings Through the
Fifteenth Century/ Edition 3 by Robert Tignor, Jeremy Adelman, Peter Brown, Benjamin
Elman, Xinru Liu
Gardner’s Art through the Ages: Global History, Enhanced Edition, Volume I, 13th
Edition by Fred S. Kleiner
University of Texas Map Library Internet.< http//www.lib.texas.edu/maps>
Worldhistoryforusall.org. Internet http://worldhistoryforusall.sdsu.edu/
Purdue University Online writing Lab-http://owl.english.purdue.edu/
PBS LearningMedia (http://www.pbslearningmedia.org/)
C. Additional Required Readings:
 Day of Empire: How Hyper powers Rise to Global Dominance and Why
 Germs, Guns and Steel by Jared Diamond
 How Societies Choose to Fail or Succeed by Jared Diamond
 The Adventures of Ibn Battuta by Ross Dunn
D. Skill Development Activities:
The following activities will be incorporated into each unit of the course to help students develop proper
analytical skills such as strategic/extended thinking beyond memorization. Sample activities from each
unit will be provided.
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SQ3R Chapter outlines (Survey, Question, Read, Review, and Recite) – This note taking
method must be completed in question answer format. Students will be able to trace the historical
facts and developments in each unit such as causes and consequences as well as its connection to
each of the themes. The content in each outline will include acronyms such as SPRITE or
PERSIA. The chapter outlines will help students grasp a “Big Picture” of the Historical Content.
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Thematic Charts Activities- discussion/lecture notes of early civilizations written in Charts that
include the themes: Interaction w/ Environment, Development of Culture, State
Building/Expansion & Conflict, Creation of Economic Systems, and Development and
Transformation of Social Structure. Students will be able to use the charts to trace similarities
and differences among societies across the world, the evolution of civilization as well as the
patterns of continuity and change over time. Thematic Charts will help students develop their
command of the world history themes and their ability to determine how facts, names, and events
across time are connected to the themes.
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Primary Source Analysis Activities- are introductory document analysis activities using
SPRITE acronym to help students understand and identify Bias, point of view, intended
audience, purpose and overall context of the sources. This skill will be developed throughout the
course through the use of multiple primary source documents that include works of art, charts,
and written documents. Students will develop awareness of the proper methods used by
historians to understand and study history. Students will learn to examine multiple sources to
gain the proper insight and strategic thinking to create written arguments using historical
evidence to answer document based questions.
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Timelines/Map Analysis Activities- are an additional resource that will help students study
maps, graphs and charts to develop global awareness in order for students to connect historical
content to specific world regions and time periods. Students will be able to trace effects of
interaction of people and the environment, migrations, development of economic systems and
State Building over time ultimately enhancing their understanding of contextualization and
periodization.
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Writing Lab Activities- are scaffolding activities that begin with the understanding of essay
focus words and the writing of an appropriate thesis statement (recycling the question, including
a time period, and a region). The introduction of a Comparative Essay is also part of this activity
as well as the (CCOT Essay) Change and Continuity over Time. Students will develop their
writing skills and their ability to compare historical evidence that include causes and
consequences of events from various time periods and regions across the world as well as the
ability to identify the patterns of change and continuity.
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Discovery Learning Activities- are cooperative learning activities that involve that use of the
internet allowing students to research and evaluate both written documents and visual findings
of archeologists from specific cultures and geographical regions within a specific unit. Students
will create short power point presentations that enhance their awareness of the connection
between archeology and the study of history. This activity will give students the opportunity to
use different methods and approaches used by historians to construct the accounts of the past.
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Assessments Activities – in class unit multiple choice examinations timed, in class Comparative,
Continuity and Change over Time essays, and primary source analysis of College Board
Released documents.
IV. Course Outline
Period 1. Key Concepts: Technological and Environmental Transformations -8000 B.C.E -600 C.E.
1.1. Geography and Peopling the Earth
1.2. The Neolithic Revolution and Early Agricultural Societies
1.3. The Development and Interaction of Early Agricultural, Pastoral and Urban
Societies.
Period 1. Focus Topics:
 Pastoral ,Forager, and Agricultural Societies
 Role of rise of Trade, diffusion of Technology and ideas
 Early Civilizations: Middle East, South Asia, East Asia, The Americas, Africa, Oceania
Sample Unit Activities:
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Students will complete unit SQ3R outline- Developing a “Big Picture” of the early societies and
the causes and consequences of the Neolithic Revolution across geographical regions the Middle
East, South Asia, East Asia, The Americas, Africa and Oceania.
Thematic Charts- Focus on effects/consequences and patterns of change of Neolithic Revolution
across regions and the development of technology, culture, and economic systems leading to the
rise of civilization.
Writing Lab- Introduction to identifying essay focus words and writing thesis statements and
Comparative Essays. Question Topics- effects of Agricultural Revolution on Gender, Impact of
Pastoralism, effects of surpluses and rise of trade, and Technological diffusion.
Primary Source analysis- Introduction to specific primary sources visual and written. Students
will work with a partner on understanding point of view, intended audience, purpose and overall
context of the source to the unit at hand. (Sources used in this activity are excerpts from various
texts such as Stearns, World Civilization , Andrea, The Human Record and Gardner’s, Art
Through the Ages, Discovery Learning internet streaming) Code of Hammurabi, Female figure
from Mesopotamia (visuals) From Nomads to Farmers, Cuneiform, Photographs of farming
artifacts from different regions.
Cooperative learning activity- Students will be divided in groups to complete a research project
and create a presentation of civilizations across geographical regions such as Mesopotamia,
Egypt, Indus Valley, China, Andean as well as Oceania. Students must evaluate and analyze the
journey and rate of success of the above societies in developing advanced civilization. Students
will create a presentation that includes the world history themes and how each theme connects to
the journey of each society.
Timeline/Map Analysis- Students will complete map and timeline activities every part of every
unit to help them develop their awareness of chronology. Students will develop global awareness
of specific regions, States, major cities, and trade centers as well as migrations.
Assessments- Unit multiple choice examination, in class Comparative Essay, Primary source
analysis of College Board Released documents.
Period 2. Key Concepts: Organization and Reorganization of Human Societies 600 B.C.E-600 C.E.
2.1. The Development and Codification of Religious and Cultural Traditions
2.2. The Development of States and Empires
2.3. Emergence of Trans regional Network of Communication and Exchange
Period 2. Focus Topics:
 Major Belief Systems
 Classical Civilizations & the Rise of States and Empires
 Trade Networks and Diffusion of Technology and Ideas
Sample Unit Activities:
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Students will complete unit SQ3R outline- Developing a “Big Picture” of the early society belief
systems and its cultural consequences across geographical regions the Middle East, South Asia,
East Asia, The Americas, Africa and Oceania leading to the establishment of world religions.
Thematic Charts- Focus on effects/consequences and patterns of change that come with the rise
of Classical Empires across regions. Students will evaluate the role of centralization and strong
bureaucracies such as (Confucianism) and the rise and decline of Empires (Rome, Han, Maurya)
in the Classical era. Students will also analyze the role of trans-regional trade networks such as
the Silk Road and Indian Ocean Trade Networks.
Writing Lab- Students will be introduced to (CCOT) essays geared toward tracing the patterns of
change and continuity in the Classical Era in reference political developments, belief systems
and overland and overseas trade across regions.
Primary Source analysis- Students will work with a partner on understanding point of view,
intended audience, purpose and overall context of the source to the unit at hand. (Sources used in
this activity are excerpts from various texts such as Stearns, World Civilization , Andrea, The
Human Record and Gardner’s, Art Through the Ages, Discovery Learning internet streaming)
for example- Roman, Han, Maurya Photos, excerpts from the Analects, Gospels, Women in the
Classical Era.
Cooperative learning activity- Students will be divided in groups to complete a research project
and create a presentation of developing world belief systems across geographical regions
including the Americas, Sub-Saharan Africa and Oceania. Students must evaluate and analyze
the similarities and differences among religions as far as region of origin, deities, basic
teachings, sacred texts, place of worship, gender roles, and diffusion as well as patterns of
change and continuity. Students will create a presentation including Judaism, Zoroastrianism,
Christianity, Buddhism, Daoism, Confucianism, Ancestor worship, Animism, Polytheism.
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Timeline/Map Analysis- Students will complete map and timeline activities every part of every
unit to help them develop their awareness of chronology. Students will develop global awareness
of specific regions, States, major cities, and trade centers as well as migrations.
Assessments- Unit multiple choice examination, in class (CCOT) Essay, Primary source analysis
of College Board Released documents.
Period 3. Key Concepts: Regional and Trans-regional Interactions -600 B.C.E.-1450
3.1. Expansion and Intensification of Communication and Exchange Networks
3.2. Continuity and Innovation of State Forms and Their Interaction
3.3. Increased Economic Productive Capacity and its Consequences
Period 3. Focus Topics:
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The Rise of Islam, The Spread of Islamic Empire to Africa, South Asia, And South East Asia
Byzantines- Conflict between Christianity and Islam-Crusades
Feudalism- West vs. East
Rise of Tang, and Song Chinese Dynasties
The Spread of Chinese Culture- Japan, Korea, and Vietnam
Polynesian
The Delhi Sultanate
The Americas
The Mongols
Sub-Saharan Kingdoms Mali, Ghana, Songhai (Berbers)
Indian Ocean Trade Network, Sub-Saharan Africa Trade, East Africa
Sample Unit Activities:
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Students will complete unit SQ3R outlines- Developing a “Big Picture” of the early societies and
the causes and consequences of the Rise of Islamic Empires across geographical regions the
Middle East, South Asia, and Africa. The Conflicts and Challenges between the Byzantines and
the expanding Muslim Empire leading to the Crusades.
Thematic Charts- Focus on effects/consequences and patterns of change brought about expansion
of Indian Ocean Trade Network, Sub-Saharan and East African Trade Networks and the
Americas. Reconstitution of Tang and Song Chinese Empires and the Spread of Chinese Culture
in Japan, Korea and Vietnam.
Writing Lab- Comparative Essays on Spread of Islam Africa and India, Comparison of Western
Feudalism and Japanese. (CCOT) Essay Question Topics- effects of Mongol Conquest, World
Trade overland and overseas.
Primary Source analysis- Introduction to specific primary sources visual and written. Students
will work with a partner on understanding point of view, intended audience, purpose and overall
context of the source to the unit at hand. (Sources used in this activity are excerpts from various
texts such as Stearns, World Civilization , Andrea, The Human Record and Gardner’s, Art
Through the Ages, Discovery Learning internet streaming) Journals of History: Rise of Islam,
Excerpts from the Koran, visual -Song Technology Art, African Kingdom and Islam, History of
the Mongols, and Travels of Ibn Battuta.
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Cooperative learning activity- Students will be divided in groups to complete a research project
and create a presentation on one of the above focus topics in the unit. Students must trace the
patterns of continuity and change using the World History themes to identify continuity and
change in the areas of Gender Roles, State Building, Religion, Social Structures, Economic
Systems and Environment. Students will create a Power Point presentation that includes the
world history themes and how each theme connects to the journey of each society.
Timeline/Map Analysis- Students will complete map and timeline activities every part of every
unit to help them develop their awareness of chronology. Students will develop global awareness
of specific regions, States, major cities, and trade centers as well as migrations.
Assessments- Unit multiple choice examination, in class Comparative Essay, Primary source
analysis of College Board Released documents.
Period 4. Key Concepts: Global Interactions 1450-1750
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4.1. Globalizing Networks of Communication and Exchange
4.2. New Forms of Social Organization and Modes of Production
4.3. State Consolidation and Imperial Expansion
Period 4. Focus Topics
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The Rise of the West- Renaissance and Scientific Revolution
The Columbian Exchange/ Spanish Exploration in the Americas
The Atlantic Slave Trade
Gun Powder Empires –Ottoman
Portuguese Exploration and The Indian Ocean Trade Network
Ming/Qing China
Japanese –Tokugawa
West Africa and the Slave Trade
Western Technological Developments
Sample Unit Activities:
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Students will complete unit SQ3R outlines- Developing a “Big Picture” the causes and
consequences of the expansion of global and regional Trade Networks in the Middle East, South
Asia, East Asia, South East Asia, Africa and the Americas. The continuity and Change of new
maritime commercial patterns. The effects of European Exploration of the Spanish and
Portuguese.
Thematic Charts- Focus on effects/consequences and patterns of change brought about expansion
of Indian Ocean Trade Network, Sub-Saharan and East African Trade Networks and the
Columbian Exchange. The decline of Ming and Qing China and Middle Eastern Empires.
Writing Lab- Comparative Essays on Gun Powder Empires, Comparison of Spread of Islam and
Christianity across geographical regions. (CCOT) Essay Question Topics- effect of the Slave
trade on West Africa, World Trade overland and overseas in the Pacific, and Transformation of
Western Europe/Consequences of the Renaissance and Scientific Revolution.
Primary Source analysis- Students will work with a partner on understanding point of view,
intended audience, purpose and overall context of the source to the unit at hand. ( College Board
Released DBQ) Students will write entire document based essay.
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Cooperative learning activity- Students will be divided in groups to complete a research project
and create a presentation on Rise of the West and Exploration. Students must trace the patterns
of continuity and change using the World History themes to identify continuity and change and
the effects of Spanish exploration in the West vs. Portuguese Exploration in the East.
Timeline/Map Analysis- Students will complete map and timeline activities every part of every
unit to help them develop their awareness of chronology. Students will develop global awareness
of specific regions, States, major cities, and trade centers as well as migrations.
Assessments- Unit multiple choice examination, in class Comparative Essay, Primary source
analysis of College Board Released documents.
Period 5. Key Concepts: Industrialization and Global Capitalism 1450-1750
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5.1. Industrialization and Global Interaction
5.2. Imperialism and Nation-State Formation
5.3. Nationalism, Revolution and Reform
Period 5. Focus Topics:
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Age of Revolutions –Europe/Americas/Social Reform
Industrialization and The Global Effects of Capitalism
Imperialism/Colonization and Industrial Empires
Global Demographics, Migrations and Transportation
Rise of Nationalism and the Nation State
Decline of the Ottoman Empire
Decline of
Sample Unit Activities:
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Students will complete unit SQ3R outlines- Developing a “Big Picture” of the causes and
consequences of the Industrial Revolution in England. Students will study new patterns of
global trade and production.
Thematic Charts- Focus on effects/consequences and patterns of change brought about by the
transformation and expansion of Western Nation States into powerful industrial empires.
Writing Lab- Comparative Essays on Revolution in the Americas in Haiti and France.
Comparison of Western intervention in Latin America and Africa. (CCOT) Essay Question
Topics- Social Transformations caused by the Industrial Revolution in the West and Japan. The
impact of industrialization on Gun Powder Empires.
Primary Source analysis- DBQ Essay -Students will work with a partner to analyze point of
view, intended audience, purpose and overall context of the sources in College Board Released
DBQ essay questions. Students will also examine graphs and statistics on labor migrations from
Africa and from Asia to the Americas.
Cooperative learning activity- Students will be divided in groups to debate the pros and cons of
Western Imperialism in East Asia, and Africa.
Timeline/Map Analysis- Students will complete map and timeline activities every part of every
unit to help them develop their awareness of chronology. Students will develop global awareness
of specific regions, States, major cities, and trade centers as well as migrations.
Assessments- Unit multiple choice examination, in class Comparative Essay, CCOT Essays
DBQ Essays. Primary source analysis of College Board Released documents. Students will
complete take home practice exams.
Period 6. Key Concepts: Accelerating Global Change and Realignments 1900-to the present
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6.1. Science and the environment
6.2. Global Conflict and its Consequences
6.3. New Conceptualization of Global Economy, Society, and Culture
Period 6. Focus Topics
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20th Century Conflict- World Wars (Total War) Science and Technology (genocide)
Economic Crisis
Impact of Decolonization (anti-imperialism)
Cold War, Communism, Containment
Global Migrations, Social Transformations
Global economy, International Organizations
Sample Unit Activities:
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Students will complete unit SQ3R outlines- Developing a “Big Picture” of the causes and
consequences of 20th century conflicts and the role of imperialism, and economic crisis during
the interwar periods leading the rise of totalitarian States.
Thematic Charts- Focus on effects/consequences and patterns of change brought about by the
disintegration of the Ottoman Empire, the impact of demographic shifts and decolonization.
Writing Lab- Comparative Essays on Causes and consequences of the World Wars across
geographic regions Europe, Middle East, South Asia, East Asia South East Asia and Africa.
(CCOT) Essay Question Topics- 20th Century Social Transformations.
Primary Source analysis- Students will complete DBQ essays released by the College Board.
Cooperative learning activity- Students will be divided in groups to debate the pros and cons of
globalization and International Institutions.
Graphs/Timeline/Map Analysis- Students will complete map and timeline activities every part of
every unit to help them develop their awareness of chronology. Students will develop global
awareness of specific regions, States, major cities, and trade centers as well as migrations.
(Forced Migrations of the 20th century and Genocide data)
Assessments- Unit multiple choice examinations, in class Comparative Essay, CCOT Essays,
and DBQ Essays. Primary source analysis of College Board Released documents. Students will
complete take home practice exams.
AP Course Reviews- Students will participate in weekly reviews after school. Student will have
the opportunity to complete additional review exams and essays. The review also included
viewing a series of video clips from PBS and Discovery Channel.
V. Additional Required Reading Assignments - (the following assignments are linked to the
additional required readings list written by scholars beyond the textbook) the activities will provide
students the opportunity to evaluate and identify diverse historical interpretation, and examine models of
periodization constructed by historians.
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Students will read chapters from (Day of Empire: By Amy Chua) and create a comparative
written argument that identifies and evaluates the author’s position on strategic tolerance, ethnic
diversity, inclusion of minorities, multiculturalism and citizenship practiced across geographical
regions during different historical periods by key successful empires over time Persia, Rome,
Tang China, Mongols versus the death of an empire lead by practices of intolerance, racial
purity, and religious orthodoxy by Spain’s Inquisition, Mughals, British “White Man’s Burden”,
and Nazi Germany which failed to exploit multiethnic talents.
Students will read chapters from (How Societies Choose to Fail or Succeed by Jared Diamond)
and identify and evaluate the author’s point of view on environmental abuse. Students will also
participate in class discussion about the consequences of how particular societies in the past and
present world cultures choose to respond to environmental crisis and how this may threaten
modern societies today more than ever.
Students will complete weekly primary source activities from College Board Released
Documents. The following activity will allow students to analyze evidence from diverse sources
including quantitative data, art, maps, documents, and images. (see skill development activities
primary sources)
#1-Students will compare and contrast attitudes of Christianity and Islam toward
merchants and trade.
Sources: Christian Bible New Testament (Mathew), Muslim Qur’an, Thomas Aquinas,
Summa Theologica, Ibn Khaldun Muslim Scholar
# 2 Students will analyze the main features including causes and consequences of the
system of indentured servitude that developed as part of global economic changes in the
19th and 20th centuries.
Sources: Editorial Natal Mercury, Itongati, South Africa on the visit of Sir George Grey,
British Colonial governor, Map of PRINCIPAL OVERSEAS INDENTURED
MIGRATIONS,1834-1919, INTERCONTINENTAL FLOWS OF INDENTURED OR
CONTRACT LABOR 19TH AND 20TH CENTURY FROM David Northrup, Images from
Asian Indian laborers harvesting sugar cane and European supervisor, Suriname(Dutch
Guiana)1920, British Guiana Indenture Agreement, 1895, Statistics from various official
government records (Total Population in Selected Territories Deriving From Indentured
Migrations).