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AP World History
Course Overview
This AP World History course provides a balanced global coverage, with Africa, the
Americas, Asia, and Europe all represented. No more than 20% of course time is devoted
to European history. Throughout this course, equal attention will be given to five
overarching AP World History Themes and four Historical Thinking Skills.
World History Themes
• Theme 1: Interaction between Humans and the Environment
• Theme 2: Development and Interaction of Cultures
• Theme 3: State-Building, Expansion, and Conflict
• Theme 4: Creation, Expansion, and Interaction of Economic Systems
• Theme 5: Development and Transformation of Social Structures
Historical Thinking Skills
• Crafting Historical Arguments from Historical Evidence
• Chronological Reasoning
• Comparison and Contextualization
• Historical Interpretation and Synthesis
Textbooks (distributed to each student)
Adas, M., Gilbert, M.J., Stearns, P., & Schwartz, S.B. (2007). World civilizations: The
global experience (5th ed.). Upper Saddle River, NJ: Prentice Hall.
Wiesner, M.E., Wheeler, W.B., Doeringer, F.M., & Page, M.E. (2001). Discovering the
global past (Vols. 1–2). Boston: Houghton Mifflin.
Beers, K. (2006). Elements of literature: World literature. Austin: Holt, Rinehart and
Winston.
Rand McNally & Co. (2005). Rand McNally world atlas. Chicago: Rand McNally & Co.
Ancillary Materials
Bailey, T. A. (1950). A diplomatic history of the American people (4th ed.). New York:
Appleton Cenutry Crofts Inc.
Brown, W.T. (2002). Religions and philosophies in China: Confucianism, Daoism, and
Buddhism. Stanford, CA: SPICE.
College Board (2002). AP best practices in world history.
College Board (2002.) AP world history released exam.
Dower, J.W. (1986). War without mercy: Race and power in the pacific war. New York:
Pantheon Books.
Francis, G., & Lamb, S. (2005). China’s culture revolution. Stanford, CA: SPICE.
Kim, R.E. (1998). Lost names: Scenes from a Korean boyhood. Berkley, CA: University
of California Press.
Lai, S., & Brown, W.T. (2007). Chinese dynasties, part one: The Shang dynasty through
the Tang dynasty 1600 BCE to 907 CE. Stanford, CA: SPICE.
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Lai, S., & Brown, W.T. (2007). Chinese dynasties, part two: The Song dynasty through
the Qing dynasty 960 to 1911. Stanford, CA: SPICE.
Lamb, S., Brown, W.T., Cheng, A., & Rose, T. (2003). Islamic civilization and the
arts. Stanford, CA: SPICE.
Scott, M.(1999). World history map activities. Portland: J. Weston Walch Publisher.
Tannahill, R. (1973). Food in history. New York: Stein and Day.
Contemporary journals, magazines, and other media, including:
• Education about Asia
• National Geographic
• The Atlantic Monthly
• The journal Science
• Newsweeklies, such as U.S. News and World Report, Time, and Newsweek
• Newspapers, such as The New York Times, Washington Post, and Japan Times
• Internet resources
Course Timeline
There are 36 weeks in the school year. Approximately four weeks each semester are used
for standardized testing and school programs. The AP exam occurs in early May, one
week before the end of our school year. Therefore, the material is distributed over 30
weeks.
Unit 1: Technological and Environmental Transformations (to c. 600 CE), 1 week
Unit 2: Organization and Reorganization of Human Societies (600 CE–600 CE), 3 weeks
Unit 3: Regional and Transregional Interactions (600 CE–1450 CE), 8 weeks
Unit 4: Global Interactions (1450 CE–1750 CE), 7 weeks
Unit 5: Industrialization and Global Integration (1750 CE–1900), 4 weeks
Unit 6: Accelerating Global Change and Realignment (1900 CE to the present), 7 weeks
Brief Topic Outline
UNIT 1: Technological and Environmental Transformations (to c. 600 CE)
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,
Why Study History
Week 1: The Purpose of History
• Students will read, identify, and evaluate diverse interpretations for the purpose of
studying history by analyzing Peter Stearns’s Why Study History
(http://www.historians.org/pubs/free/WhyStudyHistory.htm) and William
McNeill’s Why Study History
(http://www.historians.org/pubs/archives/whmcneillwhystudyhistory.htm).
Pastoral, and Urban Societies
Week 1: Human Prehistory to Early Civilizations
• Analyze creation narratives and identify purpose and/or intended purpose
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Students will read and analyze the creation narratives in Genesis from the Old
Testament and the Kojiki from
http://public.wsu.edu/~brians/world_civ/worldcivreader/world_civ_reader_1/koji
ki.html. Students will identify the world view, shaped by monotheism and
polytheism, and explain how it influences the modern day culture’s world view.
• Compare and contrast the six core and foundational civilizations
• Architecture Analysis: Compare and contrast monolithic structures and urban
design by using findings from art history based on scale, proportion, and balance
(visual images)
• While recognizing the contributions made by archaeologists and
anthropologists to our understanding of early societies, students will evaluate
archeological evidence relying on archeological methods in order to demystify
food production/hunting/gathering by generating explanations for findings like the
round stones found at Alishar Hüyük (source: Food in History)
• Identify the common geographical and climatic characteristics of each civilization
• Theme Project: Students will produce a travel poster representing a core and
foundational civilization, identifying key characteristics and geographical location
UNIT 2: Organization and Reorganization of Human Societies (600 CE–600 CE)
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 of Transregional Networks of Communication and
Exchange
Week 2: Classical China
• Social and gender structure analysis: Confucius’s and Laozi’s writings. Students
identify the author’s point of view and create a graphic text depicting Confucian
and Taoist attitudes toward education, leadership, filial piety, and roles of women
• Image analysis from Chinese dynasties, Part One: The Shang Dynasty through
the Tang Dynasty 1600 BCE to 907
Week 3: Classical India
• Art History: Compare and contrast Hindu and Buddhist iconography by relying
on methods used by art historians like summarizing, describing, discussing
from one side of the work to the other, and explaining in a similar manner as
one’s eyes pass over the object (visual artwork)
Week 4: Classical Greece and Rome/Conclusion of Classical Period
• Evaluation of Periodization: Various methods of recording eras are analyzed like
tracking time by imperial rule and by calendars. Periodization is also critically
evaluated in terms of major events and how the importance of these events is not
universally accepted but is instead relative to the culture that produced them.
Examples would be classical vs. post –classical based on the collapse of two
civilizations, Rome and Han Empires. Students will develop a unique method of
periodizing history from 8000BCE to 600 CE.
• World religions multimedia project: Compare and contrast belief systems and
rituals
• “The Need for Water in Ancient Societies,” from Wiesner’s Discovering the
Global Past (analyze various types of primary sources)
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Teach the process of writing essays by using a thesis supported by relevant
historical evidence pertaining to classical civilizations
“Han and Rome: Asserting Imperial Authority,” from Wiesner’s Discovering the
Global Past (analyze primary sources for differing points of view and historical
context)
Write comparison essay comparing and contrasting Han China with Rome in a
timed setting modeling the AP exam
Theme Project: Students will produce a board game teaching/reviewing the belief
systems, philosophies, religions, and ideologies of the classical period. The
project requires students to include examples of art and architecture often
associated with these belief systems.
UNIT 3: Regional and Transregional Interactions (600 CE–1450 CE)
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 Its
Consequences
Week 5: Rise and Spread of Islamic Civilization
• Social analysis using graphic organizer to depict Sunni and Shiite split
• Literature Analysis: Identify the five pillars and tone in Islamic poetry
• Art History—Architecture Analysis: Mosques from around the world from
Islamic Civilization and the Arts (visual artwork)
Week 6: Abbasid Decline and Spread of Islam to Asia
• “Two Faces of ‘Holy War’: Christian and Muslim ‘Jihads’,” from Wiesner’s
Discovering the Global Past (analyze primary sources for type of source and
author’s point of view)
Week 7: African civilizations and the spread of Islam
• Analysis of the Epic of Sundiata: Evaluating social values and customs of the
Mali civilization from Stearns’s World Civilizations
Week 8: Civilizations in Eastern and Western Europe
• Cultural diffusion analysis: Islam and Byzantine iconoclasm through PowerPoint
slide show (analyze continuity and change of imagery and styles within a regional
and global context)
• Names Matter: Analysis of periodization in terms of Early, High, and Late Middle
Ages compared to Low or Dark Ages.
Week 9: The Americas on the Eve of European Influence
• “World Populations” chart analysis, from Stearns’s World Civilizations
Week 10: Reunification and Renaissance in China: Sui, Tang, and Song
• Map Analysis: Comparing and contrasting dynasty boundaries and location
relative to food resources, natural land barriers, and outside threats
• Continuity and change analysis of social attitudes in Tang literature; Li Po’s and
Tu Fu’s continuation and break from Taoist and Confucius social norms.
Readings from Holt’s World Literature
• Picture analysis from Chinese dynasties, Part Two: The Song Dynasty Through
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the Qing Dynasty 960 to 1911
Week 11: Spread of Chinese Culture to Japan, Korea, and Vietnam
• Cause and Effect Analysis: China’s Neoconfucian movement and the spread of
Buddhism East and South.
• Teach the process of writing a continuity and change essay
• Cultural diffusion exercise examining Chinese, Japanese, and Korean Buddhist
folktales identifying tone and intended audience
• Write a continuity and change essay comparing and contrasting East Asian
cultures before and after Buddhist influence in a timed setting modeling the AP
exam
Week 12: Nomadic Civilizations in Asia and Human Migration in Polynesia and Oceania
• “Nomadic Migrants,” from AP Best Practices in World History (comparison
within and among societies)
• Map analysis of nomadic empire expansion and disintegration comparing and
contrasting growth of the Mongol empire, followed by division and regionalism
• “The Mongol Impact,” from Wiesner’s Discovering the Global Past (practice
reading and analyzing primary sources for descriptive data and historical context)
• Art PowerPoint: Picture analysis of Russian paintings, analyzing to determine
Mongol/Asian influence on eastern Europe in dress, activities, trade, and
technology
Theme Project: Students will select an individual studied during the post-classical
period and write a journal entry that includes a reflection of the empire and an
evaluation of the political structure and form of governance.
UNIT 4: Global Interactions (1450 CE–1750 CE)
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 13: The Early Global Market
• “Who’s Driving? The Birth of World Trade: Silver in 1571,” from AP Best
Practices in World History (constructing and evaluating arguments and
interpreting two diverse views for the motivation of trade—the Chinese desire for
silver, or the Spanish desire for Chinese goods) students not only read the article
but role play, writing a journal entry revealing how and why their assigned role
would align themselves with the perspective that Iberia or East Asia is driving
trade
• Identify those outside the global market like some of the populations of Oceania
and Australia
Week 14: Europe’s Renaissance and Enlightenment
• Star Power Simulation: Analyze characteristics that lead to the creation of the
proletariat
Week 15: Rise of Russia
• Continuity and change essay about the creation of a nation-state in Russia
Week 16: Early Latin America
• Comparison: New social classes and religious faiths in Latin America
Week 17: Africa during the Atlantic Slave Trade
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Primary source reading: “Sweet Nexus,” from Wiesner’s Discovering the Global
Past (analyze point of view, purpose, and intended audience)
• Teach the process of writing a Document–Based Question (DBQ)
• Write a DBQ essay using primary documents about global trade and the supply
and demand of sugar in a timed setting modeling the AP exam
Week 18: Ottoman, Safavid, and Mughal empires
Week 19: East and Southeast Asia’s role in the Post-Classical Global Market
• Art History: Analyzing Ming screen prints and Tokugawa Ukiyo-e (wood block
prints) using the methods of an art historian
Theme Project: Students will analyze the origins of food as a result of the Columbian
Exchange
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UNIT 5: Industrialization and Global Integration (1750 CE–1900 CE)
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 20: Industrialization in the West, Russia, and Japan
• Continuity and Change Essay: Japan during and after isolation
• Changing interpretations of the American Revolution: comparing Emanuel
Leutze’s 1851 oil on canvas Washington Crossing the Delaware with Mort
Künstler’s more recent interpretation by critiquing the work for historical
accuracy
Week 21: Imperialism
• Comparative Essay: Rudyard Kipling’s White Man’s Burden
(http://www.fordham.edu/halsall/mod/kipling.asp) vs. Edward Morel’s Black
Man’s Burden (http://www.csun.edu/~jaa7021/hist434/Morel.pdf)
(constructing and evaluating arguments as well as evaluating varying
interpretations like Morel’s anti-colonial opinion and Kipling’s pro-colonial
thoughts) students not only read, but interpret each author’s attitude toward
colonialism, categorizing different societies based on their similar mindset
• Investigate Polynesian and Oceanic reaction to European colonialism
Week 22: Nation-States of Latin America
• Primary Source Analysis: “Confronting the Hispanic Heritage: From
Independence to Consolidation,” from Stearns’s World Civilizations
• “The Liberation-Hero and Western Revolutions,” from Wiesner’s Discovering the
Global Past (analyze primary sources for differing points of view and tone)
Week 23: Collapse of Civilizations in Asia
• Read excerpt from Lost Names to evaluate impact of Japanese imperialism on
Korean society followed by comparative evaluation of Great Britain in China
Theme Project: Students will be issued a role and will write an editorial in response to the
social changes in the appropriate society in terms of ethnicity, race, or gender roles
UNIT 6: Accelerating Global Change and Realignment (1900 CE–present)
KEY CONCEPT 6.1 Science and the Environment
KEY CONCEPT 6.2 Global Conflicts and Their Consequences
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KEY CONCEPT 6.3 New Conceptualizations of Global Economy, Society, and
Culture
Week 24: World War I
• Chart and graph analysis from A Diplomatic History of the American People pgs.
611, 618, 701
• Comparative Essay: American and Japanese militarism
Week 25: Challenges to European Dominance
• Continuity and change analysis of European loss of hegemony in the Pacific
Week 26: The Great Depression
• “The Industrial Crisis and the Centralization of Government,” from Wiesner’s
Discovering the Global Past. Primary source analysis of documents containing
political, social, and economic responses to the Depression
• DBQ Essay based on Depression-era documents in a timed setting modeling the
AP exam
Week 27: World War II
• Image analysis from War Without Mercy
• Assessing claims of universal standards: “Genocide,” from AP Best Practices in
World History
Week 28: Cold War
• Historical Phenomena Analysis: Ethnocentrism, nationalism, and “dehumanizing
the other,” a study of circumstances surrounding civil wars and genocide
• Art PowerPoint: Socialist realism comparison of Russian and Chinese images
from China’s Culture Revolution
Week 29: Latin American Revolutions of the 21st Century
Week 30: Nationalism in Africa, Middle East, and Asia
• Analyze Cause and Effect: Imperialism, nationalism, and the Arab Spring
(developing a historical argument with historical evidence and chronological
reasoning)
• Compare and Contrast Analysis: Nationalist movements and their symbolism
Theme Project: Students will complete a capstone project that responds to a transnational
problem by engineering a solution that requires cultural understanding blended with
knowledge from science, technology, engineering, and math (STEM)
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