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Advanced Placement World History
Ms. Cregar-Porch-Room 112 (West Wing)
732-981-0700 Ext. 7096
email: [email protected]
Extra Help: after school by appointment
Course Description
Advanced Placement World History is a 5-credit, full year course. The course enables
students to develop understanding of the evolution of global processes and contacts, in
interaction with different types of human societies. This understanding is advanced
through a combination of selective factual knowledge and appropriate analytical
analysis. The course highlights the nature of changes in international frameworks and
their causes and consequences, as well as comparisons among major societies. It
emphasizes relevant factual knowledge used in conjunction with leading interpretive
issues and types of historical evidence. The structure of the course involves lectures,
class discussions, plus in-depth readings of interpretative and historiographical
materials.
The Five AP World History Themes
Theme 1: Interaction Between humans and the Environment: Demography and disease,
Migration patterns of settlement, Technology
Theme 2: Development and Interactions of Cultures: Religions, Belief systems,
philosophies, and ideologies, Science and technology, The arts and architecture
Theme 3: State-building: Expansion, and Conflict: Political structure and forms of
governance, Empires, Nations and nationalism, Revolts and revolutions, Regional, transregional, and global structures and organizations
Theme 4: Creation, Expansion, and Interactions of Economic Systems: Agricultural and
pastoral production, Trade and commerce, Labor systems, Industrialization, Capitalism
and Socialism
Theme 5: Development and transformation of Social Structures: Gender roles and
relations, Family and kinship, Racial and ethnic constructions, Social and economic
classes
Purpose and Organization of Course Activities
AP World History is the equivalent of a college-level survey course in world
history. Like college students, you are expected to read the assigned pages in the
textbook as listed in the unit calendars and take notes in the charts and types of graphic
organizers provided by the teacher. In designing this course, the College Board aimed to
help you gain the higher-order thinking skills you will need to be successful in college.
For example, we will analyze primary sources, both texts and visuals. This
primary source analysis will help you directly with the tasks required for the DocumentBased Question (DBQ) essay on the exam, but the daily use of historical materials also
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will help you practice using evidence to make plausible arguments. You also will become
expert at identifying point of view, context, and bias in these sources.
A second important habit of mind you will develop over the year is assessing
issues of change and continuity over time, including the capacity to deal with change as
a process and with questions of causation. You will constantly be keeping track of
changes in history through the annotated timelines and maps you will construct both in
class and for homework in all five units. Moreover, these timelines and maps will help
you see global patterns and processes over time and space while also connecting local
developments to global ones and moving through levels of generalizations from the
global to the particular. This skill will be especially useful for writing the Change Over
Time essay on the AP World History Exam and often is a major focus in upper-level
college courses in the social sciences as well as in the discipline of science. About two or
three times in each unit, we will conduct whole-class seminars where you will discuss
diversity of interpretations that historians present in your textbook and in other
secondary sources such as articles given to you by the teacher. We also will do
simulations and debates that challenge you to address questions about human
commonalities and differences and the historical context of culturally diverse ideas and
values.
Materials Needed:
 Three-ring binder
 Pen and/or pencil at all times
 Hi-lighters/Crayons/markers/colored pencils
Classroom Expectations:
 BE ON TIME with all class materials
 Be respectful in class
 Complete all assigned work ON TIME
Grading Distribution: This will remain the same for each of the four marking periods.
 Tests/Quizzes: 35%
 Projects/Classwork: 35%
 Writing Tasks 30%
Marking Period Grade Breakdown for Year Grade:
 1st Marking Period: 22%
 2nd Marking Period: 22%
 3rd Marking Period: 22%
 4th Marking Period: 22%
 Final Exam: 12%
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Textbook
Bulliet, Richard, et al. The Earth and Its Peoples: A Global History. New York Houghton
Mifflin Company. 2008.
Supplemental Materials
Adas, Michael, Mark J. Gilbert, Peter Stearns, and Stuart Schwartz. World Civilizations
The Global Experience. Upper Saddle River: Prentice Hall, 2006.
Andrea, Alfred J., and James H. Overfield. The Human Record: Sources of Global History.
Boston: Houghton Mifflin, 2005.
Fernandez-Armesto, Felipe. The World a History: Combined Volume. Upper Saddle River:
Prentice Hall, 2007.
Lockard, Craig A. Societies, Networks, and Transitions: a Global History. Boston:
Wadsworth, Cengage Learning, 2008.
Mitchell, Joseph. Taking Sides: Clashing Views on Controversial Issues in World History.
Guilford: Mc Graw-Hill/Dushkin, 2002.
Noonan, Theresa C. Document-based Assessment Activities for Global History Classes.
Portland, ME: J. Weston Walch, 1999.
Pomeranz, Kenneth, and Steven Topik. The World That Trade Created: Society, Culture,
and the World Economy, 1400 to the Present. Armonk, NY: M.E. Sharpe, 2006.
Sargent, Marcia, and Wanda Baral. China-A Simulation of Ancient Chung Kuo.
Interaction, 1996.
Spodek, Howard. The World's History. 3rd ed. Upper Saddle River, NJ: Prentice Hall,
2005.
Strayer, Robert W. Ways of the World: a Brief Global History. Boston: Bedford/St
Martin's, 2009.
Wilson, Wendy S., and Gerald Herman. Critical Thinking Using Primary Sources in World
History. Portland, ME: Walch, 2004.
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AP World History Yearly Syllabus
The following activities will be utilized in each of the six units in order to develop the
historical analysis necessary to establish a sophisticated quest for meaningful about
the past.
Writing Assignments
Each unit includes writing assignments designed to develop the skills necessary for
creating well-evidenced essays on historical topics highlighting clarity and precision.
 Short Answer Questions: Questions provide opportunities for students to
demonstrate what they know best. Some questions include texts, images,
graphs, or maps
 Document Based Question (DBQ): Students analyze evidence from a variety of
sources in order to develop a coherent written argument that has a thesis
supported by relevant historical evidence. Students will apply multiple historical
thinking skills as they examine a particular historical problem or question.
 Long Essay: Students compare historical developments across or within societies
in various chronological and/or geographical contexts. Students will also
synthesize information by connecting insights from one historical context to
another, including the present.
Text Timeline Review
The Text Timeline Review is an activity that will be completed by the end of each unit.
The reason for this activity is to address chronological thinking. According to the authors
of the National Standards for History, “chronological thinking is the heart of historical
reasoning.” This activity requires students to use the chronological timeline of their
textbook as a baseline for the other primary and secondary source materials they
encounter in their readings, research, and other studies. The students will place items
from these other sources onto the timeline associated with their textbook. Students will
then be asked to write their responses to the following prompts at the bottom of their
timeline:
1. What is the relationship between the causes and consequences of the events
or processes identified on the completed timeline?
2. Discuss the contradictions/inconsistencies between the textbook’s
chronological timeline and that of the other sources.
World History Artifact Posting Assignment
Each student will discover a historical artifact that they believe represents the unit and
topic being studied. The teacher will set parameters each unit for these artifacts in order
to ensure that students recognize that the study of history has been shaped by the
findings and methods of other disciplines (archeology, visual arts, geography, or political
science). They will then post an image of the artifact along with a discussion that
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identifies the artifact (who, what, when, where, why significant) and addresses what the
artifact says (indicates, suggests) about politics, society or culture in the time and place
it was made. Classmates will then use the elements of critical thinking to organize class
discussion via Schoology.
Each student in the class will be required to ask a question about the artifact that seeks
to increase the clarity, accuracy and precision of the conversation. The student posting
the artifact must then answer the questions posed. Answering these questions may
require further research. Questions and answers should demonstrate that the
respective authors put honest thought into both the question and the answer.
Throughout, students must cite the sources of the information provided. The initial
artifact posts are due after the unit has been studied for one week. Classmates writing
queries should post their questions from that point until the end of the unit.
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September/October Marking Period One
Emergence of Human Communities (Chapters 1-3)
Formation of New Cultural Communities (Chapters 4-7)
Growth and Interaction of Cultural Communities (Chapters 8-11)
Period 1: Technological and Environmental Transformation, to c. 600 B.C.E.
Key Concepts:
Key Concept 1.1: Big Geography and the Peopling of the Earth
I. Paleolithic migrations lead to the spread of technology and culture
Key Concept 1.2: The Neolithic Revolution and Early Agricultural Societies
I. Neolithic Revolution leads to new and more complex economic and social
systems
II. Agricultural and pastoralism begins to transform human society
Key Concept 1.3: The Development and Interactions of Early Agricultural, Pastoral, and Urban
Societies
I. Location of early foundational civilizations
II. State development and expansion
III. Cultural development in the early civilizations
Period 2: Organization and Reorganization of Human Societies, c. 600 B.C.E. to c.
600C.E.
Key Concepts:
Key Concept 2.1: The Development and Codification of Religious and Cultural
Traditions
I. Codifications and further developments of existing religious traditions
II. Emergence, diffusion, and adaptation of new religious and cultural traditions
III. Belief systems affect gender roles
IV. Other religious and cultural traditions continue
V. Artistic expressions show distinctive cultural developments
Key Concept 2.2: The Development of States and Empires
I. Imperial societies grow dramatically
II. Techniques of imperial administration
III. Social and economic dimensions of imperial societies
IV. Decline, collapse, and transformation of empires (Rome, Han, Maurya)
Key Concept 2.3: Emergence of Trans-regional Networks of Communication and
Exchange
I. The geography of trans-regional networks, communication and exchange
networks
II. Technologies of long-distance communication and exchange
III. Consequences of long-distance trade
Primary Sources:
First Civilizations: Epic of Gilgamesh, Judgments of Hammurabi, The Person Who Was
Tired of Life and Tale of the Eloquent Peasant.
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China: Laozi, The Classic of the Way and Virtue, Confucius, Analects and Qin Shi Huangdi,
Qin Penal Laws, images of the tombs of the ancient Egyptians, Chinese, Indus Valley and
Mesopotamians. (Discuss burial practices)
Possible Activities:
 Writing: Students will write an essay, assessing the validity of the following
statement, “The Bible is a reasonably accurate source for the history of the
Jewish people from the period of the Egyptian captivity to the Babylonian
captivity.”
 Cooperative Groups: Judging a Dispute: Students will be randomly assigned to a
group. The groups are Monarchy, Aristocracy, Oligarchy or Direct Democracy.
Each group will judge a dispute between a wealthy landowner and a poor
neighbor; each group is to judge the dispute based on the beliefs of the group.
After the group comes to a consensus, the group will create poster outlining its
judgment.
 Debate: Which civilization is the best! Each team will debate the merits of the
River Valley civilizations. Student are required to research each civilization to
create questions and respond to question from other teams. The research must
include primary sources as back up.
Skills include:
 Analyzing documents that contradict and how to use them in an effective DBQ
 Free Response writing tasks
 Simulation-India
 Original Poetry
 Content specific vocabulary
November/December/January Marking Period Two
Interregional Patterns of Culture and Contact (Chapters 12-15)
The Globe Encompassed (Chapters 16-20)
Period 3: Regional and Transregional Interactions, c.600 C.E. to c. 1450
Key Concepts:
Key Concept 3.1: Expansion and Intensification of Communication and Exchange
Networks
I. Improved transportation technologies and commercial practices and their
influence on networks
II. Linguistic and environmental contexts for the movement of peoples
III. Cross-cultural exchanges fostered by networks of trade and communication
IV. Continued diffusion of crops and pathogens throughout the Eastern
Hemisphere
Key Concept 3.2: Continuity and Innovation in State Forms and Their Interactions
I. Empires collapse and were reconstituted
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II. Greater inter-regional contacts and conflict encourages technology and
cultural
transfer
Key Concept 3.3: Increased Economic Productive Capacity and Its Consequences
I. Increasing productive capacity in agriculture and industry
II. Changes in urban demography
III. Changes and continuities in labor systems and social structures
Period 4: Global Interactions, c. 1450 to c. 1750
Key Concept 4.1: Globalizing Networks of Communication and Exchange
I. Intensification of regional trade networks (Mediterranean, trans-Saharan,
overland Eurasian, and Siberian trade routes)
II. Trans-oceanic maritime reconnaissance
III. New maritime commercial patterns
IV. Technological developments enabling trans-oceanic trade
V. Environmental exchange and demographic trends: Columbian Exchange
VI. Spread and reform of religion
VII. Global and regional networks and the development of new forms of art and
expression
Key Concept 4.2: New Forms of Social Organization and Modes of Production
I. Labor systems and their transformations
II. Changes and continuities in social hierarchies and identities
Key Concept 4.3: State Consolidation and Imperial Expansion
I. Techniques of state consolidation
II. Imperial expansion
III. Competition and conflict among and within States
Primary Sources:
Crusades: Ibn Jubayr, Travels, Innocent III, Letters to the Crusaders, Nicetas Choniates,
Annals, Christopher Columbus, A letter, An anonymous woodcut of South American
Indians, Bartolome de las Casa, In Defense of the Indians, images of the Casas.
Possible Activities:
 Analyzing Primary Sources: Students will analyze artwork from the Islamic
Civilization and Medieval Europe. Each student is to find similarities and
differences between the two civilizations and describe why there are similarities
and differences.
 Cooperative Groups: Talk Show-Each group will create an original talk-show skit
presenting the important accomplishments of one of the following people using
primary sources: Genghis Khan, Khubilai Khan, or Zheng He.
Skills include:
 Free Response writing tasks
 DBQ Development
 Research Paper-Americas
 Content specific vocabulary
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February/March/April Marking Period Three
Revolutions Reshape the World (Chapters 21-25)
Global Diversity and Dominance (Chapters 26-30)
Period 5: Industrialization and Global Integration, c. 1750 to c. 1900
Key Concepts:
Key Concept 5.1: Industrialization and Global Capitalism
I. Industrialization
II. New patterns of global trade and production
III. Transformation of capital and finance
IV. Revolutions in transportation and communication: Railroads, steamships,
canals,
telegraph
V. Reactions to the spread of global capitalism
VI. Social transformations in industrialized societies
Key Concept 5.2: Imperialism and Nation-State Formation
I. Imperialism and colonialism of trans-oceanic empires by industrializing powers
II. State formation and territorial expansion and contraction
III. Ideologies and imperialism
Key Concept 5.3: Nationalism, Revolution, and Reform
I. The rise and diffusion of Enlightenment thought
II. 18th century peoples develop a sense of commonality
III. Spread of Enlightenment ideas propels reformist and revolutionary
movements
IV. Enlightenment ideas spark new transnational ideologies and solidarities
Key Concept 5.4: Global Migration
I. Demography and urbanization
II. Migration and its motives
III. Consequences of and reactions to migration
Period 6: Accelerating Global Change and Realignments, c. 1900 to the Present
Key Concepts:
Key Concept 6.1: Science and the Environment
I. Rapid advances in science spread assisted by new technology
II. Humans change their relationship with the environment
III. Disease, scientific innovations, and conflict led to demographic shifts
Key Concept 6.2: Global Conflicts and Their Consequences
I. Europe’s domination gives way to new forms of political organization
II. Emerging ideologies of anti-imperialism contribute to dissolution of empires
III. Political changes accompanied by demographic and social consequences
IV. Military conflicts escalate
V. Individual and groups oppose, as well as, intensify the conflict
Key Concept 6.3: New Conceptualizations of Global Economy, Society, and Culture
I. States, communities and individuals become increasingly interdependent
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II. People conceptualize society and culture in new ways
III. Popular and consumer culture become global
Primary Sources:
English Bill of Rights, Peter, the Great, Edicts, Decrees, Voltaire, Treatise on Toleration,
Adam Smith, The Wealth of Nations, Olaudah Equiano, The Interesting Narrative of
Olaudah Equiano Written by Himself, Thomas Phillips, A journal of a voyage Made in the
Hannibal of London, Kangxi, Self-Portrait, Sir Henry Dundas, Letter to Lord George
Mcartney, Emperor Qianlong, Edit on Trade with Great Britain, images of Imperialism.
Possible Activities:
 Analyzing Primary Sources: Trial of Robert Peel and the Corn Laws- Using primary
sources the class will conduct a mock trial to determine if Robert Peel, Member
of Parliament and Prime minister of Great Britain, is charged with the pain and
suffering of the industrial working classes in British society due to his support of
the Corn Laws.
 Writing: Students will write an essay, assessing the validity of the following
statement, “The New Imperialism brought improvements in the lives and status
of African women.”
 Cooperative Groups: Each group will role play a prominent figure form he
Industrial revolution for a press conference, the students must research and
have quotations from the person they are representing.
Skills include:
 Project: What is Diversity?
 DBQ Development
 Original Songs
 Analyzing Political Cartoons
 Content specific vocabulary
April/May/June Marking Period Four
Perils and Promises of a Global Community (Chapters 31-33)
Period 6: Accelerating Global Change and Realignments, c. 1900 to the Present
Key Concepts:
Key Concept 6.1: Science and the Environment
I. Rapid advances in science spread assisted by new technology
II. Humans change their relationship with the environment
III. Disease, scientific innovations, and conflict led to demographic shifts
Key Concept 6.2: Global Conflicts and Their Consequences
I. Europe’s domination gives way to new forms of political organization
II. Emerging ideologies of anti-imperialism contribute to dissolution of empires
III. Political changes accompanied by demographic and social consequences
IV. Military conflicts escalate
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V. Individual and groups oppose, as well as, intensify the conflict
Key Concept 6.3: New Conceptualizations of Global Economy, Society, and Culture
I. States, communities and individuals become increasingly interdependent
II. People conceptualize society and culture in new ways
III. Popular and consumer culture become global
Primary Sources:
Popular art and poster art from Germany, England and Australia, Henry S. Clapham,
Mud and Khaki, Memoirs of an Incomplete Soldier, Lenin, What is to be Done?,
Communist Decrees and Legislation, Adolf Hitler, Mein Kampf, The Way of Subjects, Iwao
Nakamura and Atsuko Tsujioka, Recollections, Mustafa Kemal Speech to Congress of the
People’s Republican Party, The Muslim Brotherhood, Toward the Light, Mohandas
Gandhi, Indian Home Rule, Nguyen Thai Hoc, Letter to the French Chamber Deputies,
Patrice Lumumba, Independence Day Speech.
Possible Activities:
 Writing: Students will write an essay, assessing the validity of the following
statement, “Economic development tends to be accompanied by and requires
political liberalization, democratization, and secularization.”
 Cooperative Groups: Each group will write a proposal to the United Nations
outlining a plan that will solve the problems of population growth and the
limited resources of the Earth using current articles.
 Cooperative Groups: Each group will create a play that emphasizes events in
history. An example would be the time period of the Reformation. This is an
activity for reviewing the significant events in world history. Students will choose
different time periods to write about and include primary sources in the play.
Skills include:
 Monologues
 DBQ Development
 Creating Story Books
 Content specific vocabulary
End of June Final Examination (Chapters 1-33)
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