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AP WORLD HISTORY SYLLABUS
Mrs. Carson
2016-2017
COURSE DESCRIPTION
Advanced Placement World History is a course that gives high-ability students the opportunity to earn
college credit in world history while still in high school. More importantly, an AP World History course
helps students develop a greater understanding of the evolution of global processes and contacts, within
interaction of different types of human societies. Through AP World History, students are introduced to
the nature of changes in international frameworks, such as their causes and consequences, as well as the
continuities. This course builds on an understanding of cultural, institutional and technological
precedents that, along with geography, set the human stage.
The AP World History course is organized around 4 curriculum framework skills:
1) Historical Thinking Skills
A) Analyzing historical sources and evidence
B) Making historical connections
C) Chronological reasoning, creating
D) Supporting historical arguments
2) Thematic Learning Objectives
A) Interaction between humans and the environment
B) Development and interaction of cultures
C) State Building, expansion and conflict
D) Creation, expansion and interaction of economic systems
E) Development and transformation of social structures
3) Geographical Coverage of world regions and subregions
4) Concept Outline structured around 6 chronological periods
Period 1 "Technological and Environmental Transformations"
Period 2 "Organization and Reorganization of Human Societies"
Period 3 " Regional and Transregional Interactions"
Period 4 "Global Integrations"
Period 5 "Industrialization and Global Integration
Period 6 "Accelerating Global Change and Realignments
up to 600BCE
600BCE-600CE
600-1450
1450-1750
1750-1900
1900-present
This course spends considerable time on the critical evaluation of primary and secondary sources, analysis of
historiography, oral presentations, short and formal essays, as well as various document based questions.
Reading assignments outside the required textbook will be given for each unit. Students are responsible for
keeping up with reading assignments and being aware of, and ready for, quizzes, tests and exams. Students are
required to take notes in class and on readings, keep up with reading assignments, participate in class
discussions, ask intelligent questions, and work independently on outside assignments. Emphasis is placed on
AP WORLD HISTORY SYLLABUS
Mrs. Carson
2016-2017
critical and evaluative thinking skills. The amount of time required for this class will vary with your reading
speed; plan ahead for long assignments, supplemental readings, and take home projects.
Students will be provided scaffolding and practice to produce historical arguments. Throughout the course
students will be required to address both short and long essay prompts that address the targeted historical
thinking skills above as well as demonstrate their mastery of content by producing a strong thesis supported by
relevant historical evidence. During the first semester the focus will be on the development of essay writing
skills. Essay writing workshops will include group discussion utilizing example essay, self evaluation and peer
evaluation. Students will also practice their skills at interpreting and analyzing primary sources by using them to
synthesize information in DBQ essays. Students are required to take notes in class and on readings, keep up
with reading assignments, participate in class discussions, ask intelligent questions, and work independently on
outside assignments. Emphasis is placed on critical and evaluative thinking skills. The amount of time required
for this class will vary with your reading speed; plan ahead for long assignments, supplemental readings, and
take home projects.
TEXTBOOK/SUPPLEMENTARY MATERIALS
*Andrea, Alfred J., James H. Overfield. The Human Record: Sources of Global History. 7th edition. Boston:
Houghton Mifflin Company., 2012. (volume 1 and 2)
*Bentley, Jerry and Herbert Ziegler, Traditions and Encounters: A Global Perspective on the Past. New York:
McGraw-Hill. Several editions published from 1999 to the present
*Bulliet, Richard., Crossley, Pamela K., and Headrick, Daniel R. The Earth and Its Peoples, 5th edition, Boston,
Wadsworth Cengage Learning, 2011.
*Diamond, Jared. Guns, Germs, and Steel: The Fates of Human Societies. New York: W.W. Norton and
Company, 1999.
*Nystrom, Atlas of World History
*Pomeranz, Kenneth & Steven Topik. The World that Trade Created: Society, Culture, and the World
Economy, 1400 to the Present. ME Sharpe, 2005
*Reilly, Kevin. Worlds of History: A Comparative Reader., 5th edition. Boston: Bedford/St. Martin's, 2013.
*Shaffer, Linda., Southernization Journal of World History 5, No. 1 (Spring 1994)
*Stearns, Peter, N., World History in Documents: A Comparative Reader, 2nd edition. New York: Pearson
Education, Inc., 2008. (volume 1 and 2)
*Strayer, Robert., Ways of the World: A Brief Global History 3rdedition. Boston: Bedford/St. Martin's, 2013.
AP WORLD HISTORY SYLLABUS
Mrs. Carson
2016-2017
MATERIALS
Students will need to bring to class each day: textbook, a 2 inch 3 ring binder with 8 dividers, post it notes,
pen/pencil and highlighters (at least two different colors).
EVALUATION
Homework is given as an essential part of the curriculum to reinforce student skills and assess student
learning. Believing homework is important to promote student success, I will assign homework as appropriate,
assess that homework for accuracy, provide timely feedback and assign the homework to the formative
category.
Small group workshops will be utilized within class for analysis of case studies, document (both written and
visual), essay writing and debates. Your grade will be based on summative assessments that include: formal
essays/ DBQs, chapter quizzes/tests, and unit exams. 40% of your grade will be based on various formative
assignments that are designed to create a basis for the summative assessments (60%). Deltona High School will
use the VCS grading scale:
Grade
Range
A
B
C
D
F
90 - 100
80 - 89
70 - 79
60 - 69
0 - 59
Quality
Points
4.0
3.0
2.0
1.0
0
Description
Outstanding Progress/Mastery
Above Average Progress/Mastery
Proficiency
Passing
Failing
TUTORING/CONTACT INFORMATION
My office hours for individual help are each morning between 6:45 and 7:15am. Class tutoring and
summative retakes will be during lunch on Tuesdays and Thursdays. AP testing review sessions and AP
Practice Test meetings will take place starting in October. A separate schedule will be sent home and
these sessions are strongly encouraged to ensure students are prepared for the AP Exam in May.
Intervention and Remediation will occur on an individual basis for those students who did not
demonstrate proficiency on a summative assessment. However, there is a time frame and necessary steps
for the opportunity to retake a weak summative. Each student must demonstrate evidence of learning
before assessment can be retaken and the Deltona High policy is that a retake for a summative MUST
occur before the next test summative or the opportunity for that test retake will be lost. The assigned
value of a retake is the grade earned – scores will not be averaged.
Parents and students can most easily contact me by emailing me at [email protected]. I can
also be reached by calling the school at 789-7252., ext. 44046. The Parent Internet Viewer of VIMS
will also allow both parents and students to be aware of the student’s progress in “real time”. Please see
separate instructions for accessing this opportunity.
AP WORLD HISTORY SYLLABUS
Mrs. Carson
2016-2017
Course Outline
Period 1: Technological and Environmental Transformation to 600BCE
1.1 Big Geography and the Peopling of the Earth
1.2 The Neolithic Revolution and Early Agricultural Societies
1.3 The Development and Interactions of Early Agricultural, Pastoral and Urban Societies
Reading Excerpts/Discussions Selections
Bulliet chapters 1 and 2
Epic of Gilgamesh
The Judgments of Hammurabi
The Negative Confession/ The Book of the Dead/Egyptian pyramid art
The Book of Documents/The Book of Songs
Activities and Assessments
1) Analyze differing historians’ interpretations of the origins of agriculture
2) Develop a chart listing how geography affected the development of political, social, economic
and belief systems in the earliest civilizations in Mesopotamia, Egypt, Kush, Indus, Shang China,
Mesoamerica and Andean South America
3) Discuss how new weapons (ex. iron weapons) and new modes of transportation (ex. chariots)
transformed warfare in agrarian civilizations
4) Explain how monumental architecture, urban planning and art were used as cultural unifying
forces
5) Discuss the rise of systems of record keeping: cuneiform, hieroglyphs, pictographs, alphabets,
Quipu
6) Analyze new religious beliefs and literature as cultural influencers
7) Explain how and why states developed legal aids to facilitate the rule of governments over
people
8) Analyze how trade expanded from local to regional to transregional, focusing on Egypt and
Nubia or Mesopotamia and the Indus Valley
9) Discuss techniques for comparing societies; how to write a comparison essay
10) Essay: Compare and contrast the political and social structure of any two of the following
ancient civilizations: Mesopotamia, Egypt, Kush, Indus, Shang China, Mesoamerica and Andean
South America
11) Exam on Period 1
Period 2: Organization & Reorganization of Human Societies 600BCE to 600CE
2.1 The Development and Codification of Religious and Cultural Traditions
2.2 The Development of States and Empires
2.3 The Emergence of Transregional Networks of Communication and Exchange
Reading Excerpts/Discussions Selections
Bulliet chapters 3-7
The Classic of the Way and Virtue
The Rig Veda
The Analects
AP WORLD HISTORY SYLLABUS
Mrs. Carson
2016-2017
Lessons for Women, Ban Zhao
Book of Genesis and Book of Deuteronomy
The Laws of Manu
The Upanishads
Rock and Pillar Edicts, Asoka
History of the Peloponnesian War, Thucydides
Republic, Plato
Politics, Aristotle
Natural History, Pliny the Elder
Gospel of St. Matthew
The Quran
Sufi Poems, Jalaluddin al Rumi
The Chronicle of the Seeker, Mahmud Kati
Poems, Du Fu
Memorial on Buddhism, Han Yu
Activities and Assessments
1) Map the major regions, cities, and trading centers of the Roman Empire, including the various
peoples incorporated into the empire
2) Discuss the effects of polytheism and the lack of unification in India prior to Asoka
3) Evaluate the causes and consequences of the decline of the Han, Roman and Gupta empires
4) Map the changes and continuities in long distance trade networks in the Eastern Hemisphere
Eurasian Silk Roads, Trans Saharan Caravan routes, Indian Ocean sea lanes, and Mediterranean sea
lanes
5) Evaluate the influence of new belief systems and cultural traditions that emerged and spread during
this period
6) Discuss artistic expressions, including literature, architecture and sculpture, that influenced artistic
development in neighboring regions
7) Compare the variety of techniques used by imperial governments over larger areas in this period
8) Outline the new key states and empires that grew by imposing political unity in areas where
previously had been competing states: SW Asia (Persian), East Asia (Qin and Han), South Asia
(Maurya/Gupta), Mediterranean, Mesoamerica (Mayan) and Andean (Moche)
9) Discuss the condition of Indian women during the Gupta Empire; what important factors affected
women’s lives?
10) Research and present a major world religion/belief system examining origin, belief and practices,
and diffusion
11) Essay: Compare and contrast the methods of political control in the Classical Period, choosing two
of the following: Han China, Mauryan/Gupta India, Imperial Rome or Persian Empire
12) Exam on Period 2
Period 3: Regional and Transregional Interactions 600CE to 1450
3.1 Expansion and Intensification of Communication and Exchange Networks
3.2 Continuity and Innovation of State Forms and Their Interactions
3.3 Increased Economic Productive Capacity and Its Consequences
AP WORLD HISTORY SYLLABUS
Mrs. Carson
2016-2017
Reading Excerpts/Discussions Selections
Bulliet chapters 8- 15
The Pillow Book, Sei Shonagon
The History of the Indies of New Spain, Friar Diego Duran, 1581
Chronicles, Pedro de Cieza de Leon
The Codex Mendoza
The Mosaics of San Vitale
On the Buildings/The Secret History, Procopius
Journey to the Land of the Tartars, William of Rubruck
Description of the World, Marco Polo
Magna Carta
Summa Theologiae, Thomas Aquinas
Activities and Assessments
1) Evaluate the causes and consequences of the spread of Islamic empires
2) Discuss the images of mosques in Spain and Africa, considering the impact of geographical
and cultural contexts on religion
3) Compare the status of Muslim women with the status of women in other part of the world at that time
4) Compare the Polynesian and Viking migrations
5) Debate on the Mongols: How Barbaric were the “Barbarians”
6) Discuss the causes and consequences of the Crusades
7) Debate: Were the economic causes of the voyages of the Ming navy in the first half of the 15th
century the main reason for their limited use?
8) Outline the multiple factors that contributed to the decline of urban areas in the period, as well as the
multiple factors that contributed to urban renewal
9) Discuss how the growth of interregional trade in luxury goods was encouraged by innovations such as
the compass, astrolabe, and new forms of credit and monetization
10) Evaluate the similarities and differences between regional trading organizations, such as the Swahili
states and the Hanseatic League
11) Debate: Were the tributary and labor obligations in the Aztec and Inca empires more effective than
similar obligations in the Eastern Hemisphere?
12) Introduce Document Based Questions: Group documents on Aztecs; Black Death; impact of the
nomadic migrations on Afro Eurasia (e.g. Mongols)
13) Essay: Compare the effects of Mongol conquest and rule in two of the following: Russia, China or
Middle East
14) Essay: Compare and contrast Japanese and Western European feudalism OR Compare and contrast
the Trans Saharan trade, Indian Ocean Trade and Silk Routes
15) DBQ on Mongols
16) Exam on Period 3
Period 4: Global Interactions 1450CE to 1750
4.1 Globalizing Networks of Communications and Exchange
4.2 New Forms of Social Organization and Modes of Production
4.3 State Consolidation and Imperial Expansion
AP WORLD HISTORY SYLLABUS
Mrs. Carson
2016-2017
Reading Excerpts/Discussions Selections
Bulliet, chapters 16-20
The Chronicle of the Discovery and Conquest of Guinea, Gomes Eannes de Azurara
Christopher Columbus from Journal of the First Voyage to America Christopher Columbus
Native American Account of Cortes conquest from Miguel Leon Portilla in the Broken Spears: The Aztec
Account of the Conquest of Mexico
95 Theses, Martin Luther
1421: The Year China Discovered America, G. Menzies
Decrees of the Council of Trent
Table Talk, Martin Luther
The Powers of the Monarch, James I speech
The Leviathan: Political Order and Political Theory, Thomas Hobbes
Candide, Voltaire
Letter to the Grand Duchess Christina, Galileo Galilei
Compendium and Description of the West Indies, Antonio Vazquez de Espinoia
Olaudah Equiano's narrative
The Book of Counsel of Viziers and Governors, Mehmid Pasha
Legal Opinions of Khayr al Din Ramlui
Akbarnama, Abul Fazl
Closed Country Edict of 1635, Tokugawa Iemitsu
Journals, Matteo Ricci
Activities and Assessments
1) Evaluate the causes and consequences of European maritime expansion, including the
development of armed trade using guns and cannon
2) The later Middle Ages was a period of great intellectual and artistic achievement marked by what
is often called the renaissance. What was the renaissance and what were some of its most important
and lasting cultural and artistic achievements?
3) Discussion: Does the label “Renaissance” apply to members of the lower classes in late medieval
Europe? Are there other “Renaissances” in other parts of the world? If so, how might this change
our understanding of this term as a marker of a particular period of time?
4) Debate: Who was Christopher Columbus – hero or villain? Use primary sources to develop and
defend your argument
5) Debate the process of empire building: Compare Spanish Empire to either the Ottoman or Russian
Empires
6) Discuss the disparities among the various social classes in European urban society between the
sixteenth and eighteenth centuries. Who were the bourgeoisie? What conditions did the poorer
classes endure?
7) Compare examples of different coercive labor systems: Chattel slavery, indentured servitude,
encomienda and hacienda systems, and Spanish adaption of the Inca mita system
8) Trace the intellectual and artistic transformation from 600 to 1750 in any one region: East Asia,
South Asia, SE Asia, Western Europe, Eastern Europe
9) Introduce the Change over time essay format
10) Essay: Compare and contrast any two coercive systems of labor: Caribbean Slavery, Slavery in
the English North American colonies, Slavery in Brazil, Spanish Mita system in South America,
West African Slavery, Muslim slavery in SW Asia, India Hindu castes, or East European
serfdom
AP WORLD HISTORY SYLLABUS
Mrs. Carson
2016-2017
11) Essay: Compare the process of empire building of one European and one Afro-Asiatic empire:
France, Portugal, Spain, England, Holland, Russia, Ottoman Empire, Safavid Empire, Mughal
Empire, Ming Empire, West African Forest State, West African Sahel State, Japanese Shogunate
12) Essay: Analyze the changes and continuities in commerce in the Indian Ocean region from
650CE to 1750CE
13) Presentation: Explain and illustrate the new connections between the Eastern and Western
hemispheres (Columbian Exchange)
14) Period 4 Exam
Period 5: Industrialization and Global Integration 1750-1900
5.1 Industrialization and Global Capitalism
5.2 Imperialism and Nation-State formation
5.3 Nationalism, Revolution and Reform
5.4 Global Migration
Reading Excerpts/Discussion Selections
Bulliet, Chapter 21-27
Sample excerpts from the Cathier of the Third Estate
Declaration of the Rights of Man and of the Citizen
Rousseau, Social Contract
Testimony before Parliamentary Committees on Working Conditions in England
Resolutions, Ohio Women's Convention of 1850
Jules Ferry, speech before the French National Assembly
History of Germany in the Nineteenth Century, Heinrich von Treitschke
The Jamaica Letter, Simon Bolivar
Does Germany Need Colonies?, Friedrich Fabr
The White Man's Burden, Rudyard Kipling
Loyalty to the King (Can Vuong) Edict, 1885
Roosevelt Corollary, 1904
The Communist Manifesto, Karl Marx and Friedrich Engels
The Secret Plan of Government, Honda Toshiaki
The English Bill of Rights
Toussaint L Ouverture, Letter to the Directory
Activities and Assessments
1) Discuss: What are the debates about the causes of serf and slave emancipation in this period and how
do these debates fit into broader comparisons of labor systems?
2) What are the debates over the nature of women's roles in this period and how do these debates apply
to industrialized areas and how do they apply in colonial societies?
3) Analyze political cartoons about European imperial expansion in Asia and Africa to identify how
nationalism and the Industrial Revolution served as motivating factors in empire building in this time period.
How did the spread of Social Darwinism in the 19th century influence justifications for European imperialism?
4) Trace the demographic shift from 1450 to 1900 in any one region: Latin America, Western Europe,
North America, Sub Saharan Africa or East Asia
5) Outline the variety of factors that led to the rise of industrial production
6) Evaluate the variety of responses that the development and spread of global capitalism provoked:
utopian socialism, Marxism, and Anarchism
AP WORLD HISTORY SYLLABUS
Mrs. Carson
2016-2017
7) Trace the changes and continuities in world trade from 1450 to 1900CE in any one of the following
regions: Latin America, North America, Western Europe, Eastern Europe, SW Asia, Sub Saharan Africa, South
Asia, East and SE Asia
8) Analyze tables showing increased urbanization in various parts of the world to consider connections
between urbanization and industrialization
9) Utilizing a series of documents, maps and charts regarding indentured servitude in the 19th and 20th
centuries, students will assess the connections between abolition and plantation slavery and increased
migrations from Asian counties to the Americas
10) Create a comparison chart for the following revolutions: American, French, Haitian, and the Latin
American independence movements by evaluating associated revolutionary documents
11) Essay: Compare the roles of women from 1750 to 1900 – East Asia, Western Europe, South Asia,
Middle East
12) Essay: Trace the changes and continuities in world trade from 1450 to 1900 in any one region: Latin
Am, West Europe, East Europe, SW Asia, Sub Saharan Afria, South Asia or East/SE Asia
13) Period 5 Exam
Period 6: Accelerating Global Change and Realignments, 1900-Present
6.1 Science and Environment
6.2 Global Conflicts and Their Consequences
6.3 New Conceptualizations of Global Economy, Society, and Culture
Reading Excerpts/Discussions Selections
Bulliet, chapters 28-33
Popular Art and Poster Art from WWI, various countries
Fourteen Points, Woodrow Wilson
April Thesis: The Bolshvik Strategy
Indian Home Rule, Mohandas Gandhi
Speech to the Nation, Lazaio Cardinas
What is to be Done?, Lenin
Report on an Investigation of the Peasant Movement on Hunan, Mao Zedong
The Balfour Declaration, 1917
Chief Awolowo's Autobiography (Nigeria in the 1930s)
Mein Kampf, Adolf Hitler
Memoirs, Rudolf Hoss
The Decision to Drop the Atomic Bomb, Henry L Stimson
Social Constitution among Bantu Women and Girls, speech by Charlotte Maxeke
Truman Doctrine
History of the Communist Party of the Soviet Union, 1960
UN Resolution 242, 1967
Nigeria's 1979 Constitution
Activities and Assessments
1) Discuss: Is cultural convergence or diversity the best model for understanding increased intercultural
contact in the twentieth century?
2) Analyze WWI posters; what do WWI posters have in common, even though they are from different
countries? Analyze the images for their point of view and purpose
AP WORLD HISTORY SYLLABUS
Mrs. Carson
2016-2017
3) Debate: the benefits and negative consequences of the rapid advances in science during the 20 th and
21st centuries
4) Trace the development of one form of popular culture in the 20th century and present a graphic or
visual display to the class
5) Outline how the emerging ideologies of anti imperialism contributed to the dissolution of empires and
the restructuring of states
6) Create a chart organizing the main political and social causes and effects of the Russian, Mexican,
Chinese and Cuban Revolutions
7) Essay: Compare and contrast the impact and consequences of World War I on any two regions: East
Europe, Middle East, South Asia, East Asia, Sub Saharan Africa
8) Essay: Compare and contrast the impact and consequences of World War I on the following regions:
Middle East, Oceania, Africa
9) Essay: Trace the transformation of warfare from 1750 to 2000CE in any one region: Western Europe,
Eastern Europe, Sub Saharan Africa, East Asia, and Southeast Asia
10) Essay: Compare the political goals and social effects of revolution in two of the following Russia,
Mexico or China
11) Essay: Outline the changes and continuities in the formation of national identities 1900 to the
present in one of the following regions: Middle East, South Asia, or Latin America
12) Period 6 Exam
Three weeks before the AP Exam, I review for the AP Exam by providing students with a copy of the Course
Outline from the AP World History Course Description and asking them to define, illustrate or comment on
each item. We also complete numerous writing assignments throughout the units as well as complete and
discuss two to three full mock exams.
ACADEMIC HONESTY
Do not look at any other student’s work and do not show your work to any other student. Do not ask
another student about assignments or testing prompts. As all Deltona High Students are bound by the Honor
Code, plagiarism will not be tolerated. Copying someone else's work, whether written, spoken, or in any
other form, is unethical and strictly forbidden. Failure to credit your sources accurately (this includes your
text, books, encyclopedias, CD-ROMs, Internet sources, or other materials) will result in no credit for the
assignment. Simply put, use common sense and do not cheat. I have faith that you will not do any of the
above, for I have no reason not to trust you. However, if this trust is violated, it will be dealt with
appropriately and immediately. The bottom line is this, do what is right.
CLASS PROCEDURES
In this class we have a limited amount of time to pursue infinite opportunities. In an effort to
create and maintain the best possible learning environment, the teacher has established certain
classroom procedures. These guidelines are in direct conformity with the philosophy of
Deltona High School.
AP WORLD HISTORY SYLLABUS
Mrs. Carson
2016-2017
1. All assignments are listed in the folder under your name. You must complete all formative
activities and assessments in order to earn test corrections on the unit summative assessments.
2. All students are responsible for their own learning. Read the chapters under discussion. Quizzes
are given frequently to assure that you keep yourself up to date.
4. Every student must maintain a minimum of a 70 average to remain in good standing.
5. Every student must have a notebook, which they must keep up to date and organized. This
requirement is necessary to foster the student's organizational habits as well as their overall
understanding of the course material for the end of the year AP Exam
AP WORLD HISTORY SYLLABUS
Mrs. Carson
2016-2017
RETURN THIS SHEET TO MRS CARSON NO LATER THAN AUGUST 31, 2016
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