Download AP WORLD HIST E03

AP WORLD HISTORY
(SECONDARY)
ESSENTIAL UNIT 3 (E03)
(Organization & Reorganization of Human Societies: to 600 BCE through 600 CE)
(July 2015)
Unit Statement: The student will explore the development of states and empires and the
expansion of networks of communication and trade. The AP College Board has defined three
key concepts that apply to this unit; the Development and Codification of Religious and
Cultural traditions, the Development of States and Empires, as well as the Emergence of
Trans regional Networks of Communication and Exchange.
Essential Outcomes: (must be assessed for mastery)
1. The Student Will define the key concepts outlined in this unit.
2. TSW evaluate the bond created among a people through the codification of religious
traditions. (APWHKC 2.1)
3. TSW analyze the impact the tenants of new belief systems, such as Buddhism, Daoism, and
Confucianism had on the cultural traditions of various societies. (APWHKC 2.1)
4. TSW analyze the influence that belief systems had on gender roles. (APWHKC 2.1)
5. TSW describe cultural development through artistic expressions; including literature
and drama, architecture, and sculpture from the period. (APWHKC 2.1)
6. TSW locate and describe the key states and empires in: Persia, China, South Asia, the
Mediterranean, Mesoamerica, and the Andes. (APWHKC 2.2)
7. TSW compare new techniques of imperial administration adopted by states. (APWHKC 2.2)
8. TSW compare social and economic developments in societies in Africa and the
Americas. (APWHKC 2.2)
9. TSW compare the decline, collapse, and transformation of the Roman, Han, Persian,
Mauryan, and Gupta empires. (APWHKC 2.2)
10. TSW identify land and water routes that became the basis for trans-regional trade,
communication, and exchange in the Eastern Hemisphere. (APWHKC 2.3)
11. TSW describe how new technologies facilitated long distance communication and
exchange. (APWHKC 2.3)
12. TSW analyze the impact of the exchange of people, technology, religious and cultural
beliefs, food crops, domesticated animals, and disease pathogens. (APWHKC 2.3)
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QSI AP WORLD HISTORY SEC E03
Copyright © 1988-2015
Practiced and Ongoing Skills: (not formally assessed)
1. The Student Will analyze interactions between humans and the environment in
different regions around the world in the time period defined by this unit.
2. TSW identify and analyze continuities and changes that occurred in social, political,
economic and cultural institutions in different regions around the world in the
time period defined by this unit.
3. TSW compare the development and governance of states in different regions around
the world in the time period defined by this unit.
4. TSW outline patterns of interaction in trade of commodities, war and diplomacy in
different regions around the world in the time period defined by this unit.
5. TSW describe major transitions in human economic activity including advances in
technology, agriculture, labor systems, industry as well as economic systems
that developed in different regions around the world in the time period defined
by this unit.
6. TSW analyze the process through which social categories, roles and practices were
created, maintained and transformed in different regions around the world in the
time period defined by this unit.
Key Terms and Concepts: The following key terms and concepts should be applied to TSW 1
Achaemenid
Parthians
Seleucids
Daoism
Ahura Mazda
Qanat
Zarathustra
Legalism
Gathas
Sasanids
Zoroastrianism
Wuwei
Arthashatra
Four Noble Truths
Mauryan Empire
Antigonid
Etruscans
Pax Romana
Christianity
Manichaeism
Bagavhad Gita
Gupta
Siddhartha Gautama
Cult of Dionysus
Latifundia
Barracks Emperor
Byzantine
Nestorian
Bodhisattva
Hinduism
Silk Road
Mycenaean
Mithraism
Bubonic Plague
Judaism
Sasanids
Medes
Satraps
Confucianism
Yellow Turban
Uprising
Caste
Jainism
Upanishads
Phoenicians
Pater familias
Buddhism
Edict of Milan
Zen Buddhism
Suggested Materials:
Basic Resource: Traditions and Encounters Chapter 7-12
Additional Resource: Documents in World History
The Human Record: Volume I
Daoism: The Way That Is and Is Not
Confucianism: The Moral Way of the Past
Legalism: The Way of the State
Thucydides: The History of the Peloponnesian War
Socrates: Defense of Philosophy
Art and Human Form: Three Hellenistic Works of Art
The Pax Romana: Tacitus, Agricola, and Annals
Asoka’s Rock and Pillar Edicts
Huan Kuan: Discourses on Salt and Iron
Ban Zhou: Lessons for Women
The Laws of Manu
The State and Economy in India: The Arthashastra
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QSI AP WORLD HISTORY SEC E03
Copyright © 1988-2015
The Opening of the Silk Road: Chinese and
Roman Sources
Other Sources:
Princeton AP Review
AP Achiever McGraw Hill AP Exam Prep Guide
Technology Links:
http://highered.mheducation.com/sites/0073406937/student_view0/index.html
This is a website that compliments the textbook for this course.
http://worldhistoryforusall.sdsu.edu/
This is a resource page for teachers; it includes lesson plans, documents, and articles
related to AP World History.
http://legacy.fordham.edu/halsall/ancient/asbook.asp
This is a digital library of primary source documents in World History.
http://apcentral.collegeboard.com/apc/public/courses/teachers_corner/4484.html?excmpid
=MTG243-PR-16-cd
This is the AP College Board address for the AP World History course; it includes past
exams, lesson plans and data related to the exam.
http://worldhistoryconnected.press.illinois.edu/AP_WH_Essentials.html
This is an AP World History directory with a number of links to other resources helpful
in instruction for the AP World History course.
https://www.youtube.com/watch?v=Yocja_N5s1I&list=PLBDA2E52FB1EF80C9
The Crash Course World History series by John Green is a comprehensive set of videos,
each between ten and fifteen minutes in length, which complement the AP World History
course. Unfortunately, schools in certain regions may have difficulty retrieving these
sources due to issues related to website accessibility.
http://www.pburgsd.net/cms/lib04/NJ01001118/Centricity/Domain/179/blank%20persian
%20chart.pdf
This is a link to a pneumonic device (PERSIAN chart) used in gathering information in
different regions and time periods in AP World History.
http://wheretheclassroomends.com/wp-content/uploads/2011/11/SOAPSTone-QuestionsChart.pdf
This is a link to a pneumonic device (SOAPSTONE chart) used in gathering information
from primary source documents in AP World History.
Suggested Assessment Tools and Strategies:
1. Cornell Notes
2. Chapter Quizzes
3. Document Analysis using SOAPSTONE
4. CCOT ANALYSIS using PERSIAN
RUBRIC FOUND ON FOLLOWING PAGE………………………………….
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QSI AP WORLD HISTORY SEC E03
Copyright © 1988-2015
Suggested Essential Unit 3 (E03) Rubric
Name___________________________________ Class_______ Date____________
 All TSW’s must be mastered for a ‘B’.
 4 of 7 ‘A’-level blocks should be met for an ‘A’.
 Teachers may choose to use their own rubrics; however, all TSW’s must be assessed.
TSW
1. Define key concepts
outlined in this unit.
2. Evaluate the bond created
among the people through
the codification of religious
traditions
3. Analyze the impact the
tenants of new belief
systems, such as
Buddhism, Daoism, and
Confucianism had on the
cultural traditions of
various societies.
4. Analyze the influence that
belief systems had on
gender roles.
‘A’-Level
Evaluate the bond created
among the people through the
codification of religious
traditions offering original
insight and/or a number of
specific details.
Analyze the impact the
tenants of new belief systems,
such as Buddhism, Daoism,
and Confucianism had on the
cultural traditions of various
societies offering original
insight and/or a number of
specific details.
Analyze the influence that
belief systems had on gender
roles offering original insight
and/or a number of specific
details.
5. Describe cultural
development through
artistic expressions;
including literature and
drama, architecture, and
sculpture from the period.
6. Locate and describe the
key states and empires in:
Persia, China, South Asia,
the Mediterranean,
Mesoamerica, and the
Andes.
7. Compare new techniques
of imperial administration
adopted by states
Compare new techniques of
imperial administration
adopted by states offering
original insight and/or a
number of specific details.
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QSI AP WORLD HISTORY SEC E03
Copyright © 1988-2015
‘B’-Level
Define key concepts outlined
in this unit.
Evaluate the bond created
among the people through the
codification of religious
traditions offering general
ideas from the text.
Analyze the impact the
tenants of new belief systems,
such as Buddhism, Daoism,
and Confucianism had on the
cultural traditions of various
societies offering general
ideas from the text.
Analyze the influence that
belief systems had on gender
roles offering original insight
and/or a number of specific
details.
Describe cultural
development through artistic
expressions; including
literature and drama,
architecture, and sculpture
from the period. Nile River
Valley and Sub-Saharan
Africa, the Indus River
Valley, the Yellow River or
Huang He Valley, Papua New
Guinea, Mesoamerica, and
the Andes.
Locate and describe the key
states and empires in: Persia,
China, South Asia, the
Mediterranean, Mesoamerica,
and the Andes.
Compare new techniques of
imperial administration
adopted by states offering
general ideas from the text.
Notes
8. Compare social and
economic developments in
societies in Africa and the
Americas
9. Compare the decline,
collapse, and
transformation of the
Roman, Han, Persian,
Mauryan, and Gupta
empires.
10. Identify land and water
routes that became the
basis for trans-regional
trade, communication, and
exchange in the Eastern
Hemisphere.
11. Describe how new
technologies facilitated
long distance
communication and
exchange.
12. Analyze the impact of
the exchange of people,
technology, religious and
cultural beliefs, food crops,
domesticated animals, and
disease pathogens.
Compare social and economic
developments in societies in
Africa and the Americas
offering original insight
and/or a number of specific
details.
Compare the decline,
collapse, and transformation
of the Roman, Han, Persian,
Mauryan, and Gupta empires
offering original insight
and/or a number of specific
details.
Compare social and economic
developments in societies in
Africa and the Americas
offering general ideas from
the text.
Compare the decline,
collapse, and transformation
of the Roman, Han, Persian,
Mauryan, and Gupta empires
offering general ideas from
the text.
Identify land and water routes
that became the basis for
trans-regional trade,
communication, and
exchange in the Eastern
Hemisphere.
Describe how new
technologies facilitated long
distance communication and
exchange.
Analyze the impact of the
exchange of people,
technology, religious and
cultural beliefs, food crops,
domesticated animals, and
disease pathogens offering
original insight and/or a
number of specific details.
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QSI AP WORLD HISTORY SEC E03
Copyright © 1988-2015
Analyze the impact of the
exchange of people,
technology, religious and
cultural beliefs, food crops,
domesticated animals, and
disease pathogens offering
general ideas from the text.
AP World History
Rubric for a Document based Question (DBQ)
BASIC CORE (competence)
0-7 Points
1. Has acceptable thesis
1 Point
2. Understands the basic meaning of documents.
(May misinterpret one document.)
1 Point
3. Supports thesis with appropriate evidence from all documents.
2 Points
(Supports thesis with appropriate evidence from all but one document)
(1 Point)
4. Analyzes point of view in all or all but one of the documents
1 Point
5. Analyzes documents by grouping them in two or three ways, depending on the
question
1 Point
6. Identifies and explains the need for one type of appropriate additional
document or source
1 Point
Subtotal
/7 Points
EXPANDED CORE (excellence)
(Historical skills and knowledge required to show excellence)
Expands beyond basic core of 1-7 points. A student must earn 7 points in the basic
core area before earning points in the expanded core area.
Examples:







Has a clear, analytical, and comprehensive thesis
Shows careful and insightful analysis of the documents
Uses documents persuasively as evidence
Analyzes point of view in most or all documents
Analyzes the documents in additional ways - groupings, comparisons,
syntheses
Brings in relevant "outside" historical content
Explains why additional types of document(s) or sources are needed
0-2 Points
Subtotal
/2 Points
TOTAL
/9 Points
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QSI AP WORLD HISTORY SEC E03
Copyright © 1988-2015
AP World History
Rubric for a Comparative Historical Essay
BASIC CORE (competence)
(Historical skills and knowledge required to show competence)
0-7 Points
1. Has acceptable thesis
(Addresses comparison of the issues or themes specified)
1 Point
2. Addresses all parts of the question, though not necessarily evenly or thoroughly
2 Points
(Addresses most parts of the question: for example, deals with differences but not
similarities)
(1 Point)
3. Substantiates thesis with appropriate historical evidence
2 Points
(Partially substantiates thesis with appropriate historical evidence)
(1 Point)
4. Makes at least one or two relevant, direct comparisons between or among
societies
1 Point
5. Analyzes at least one reason for a similarity or difference identified in a direct
comparison
1 Point
Subtotal
/7 Points
EXPANDED CORE (excellence)
(Historical skills and knowledge required to show excellence)
Expands beyond basic core of 1-7 points. A student must earn 7 points in the basic
core area before earning points in the expanded core area.
Examples:






Has a clear, analytical, and comprehensive thesis
Addresses all parts of the question (as relevant): comparisons, chronology,
causation, connections, themes, interactions, content
Provides ample historical evidence to substantiate thesis
Relates comparisons to larger global context
Makes several direct comparisons consistently between or among societies
Consistently analyzes the causes and effects of relevant similarities and
differences
0-2 Points
Subtotal
/2 Points
TOTAL
/9 Points
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QSI AP WORLD HISTORY SEC E03
Copyright © 1988-2015
AP World History
Rubric for a Continuity and Change over Time Essay (CCOT)
BASIC CORE (competence)
(Historical skills and knowledge required to show competence)
0-7 Points
1. Has acceptable thesis
(Addresses global issues and the time period(s) specified)
1 Point
2. Addresses all parts of the question, though not necessarily evenly or thoroughly
2 Points
(Addresses most parts of the question: for example, addresses change but not
continuity)
(1 Point)
3. Substantiates thesis with appropriate historical evidence
2 Points
(Partially substantiates thesis with appropriate historical evidence)
(1 Point)
4. Uses relevant world historical context effectively to explain change over time
and/or continuity
1 Point
5. Analyzes the process of change over time and/or continuity
1 Point
Subtotal
/7 Points
EXPANDED CORE (excellence)
(Historical skills and knowledge required to show excellence)
Expands beyond basic core of 1-7 points. A student must earn 7 points in the basic core
area before earning points in the expanded core area.
Examples:





Has a clear, analytical, and comprehensive thesis
Analyzes all issues of the question (as relevant): global context, chronology,
causation, change, continuity, effects, content
Addresses all parts of the question evenly
Provides ample historical evidence to substantiate thesis
Provides links with relevant ideas, events, trends in an innovative way
0-2 Points
Subtotal
/2 Points
TOTAL
/9 Points
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QSI AP WORLD HISTORY SEC E03
Copyright © 1988-2015