Download ADVANCED PLACEMENT (AP) WORLD HISTORY

ADVANCED PLACEMENT (AP) WORLD HISTORY
COURSE OVERVIEW
The purpose of the AP World History course is to develop greater understanding of the evolution of global
processes and contacts in human societies. The course builds on an understanding of geographical,
cultural, institutional, and technological precedents which set the human stage. AP World History
emphasizes global connections and processes within a broad global perspective.
History is a sophisticated quest for meaning about the past, beyond the effort to collect information.
Historical analysis requires familiarity with a great deal of information — names, chronology, facts, events
and the like. Without reliable and detailed information, historical thinking is not possible. Yet historical
analysis involves much more than the compilation and recall of data; it also requires several distinctive
historical thinking skills. In other words, AP World History is not the simple retention of facts and dates;
rather it is the interpretation and analysis of these facts that are at the core of this class.
The College Board strongly encourages all students who are willing and academically prepared the
opportunity to participate in this AP course. Students will participate in activities and take formative
assessments that connect to the required course themes. Students are expected to think and formulate
their own views of the events and people studied. During this course, students will participate in Socratic
seminars to discuss the diverse interpretations of historians and scholars including those presented in the
textbook, documents in the reader, and supplemental sources. Additionally, students will be required to
analyze human commonalities and differences as well as examine the critical historical context of diverse
ideas and values. Students will acquire skills though work with primary documents in making cause and
effect relationships, identifying trends and cycles and detecting bias. Lastly, please remember that writing
is a manifestation of analysis and the thinking process.
Two main features of world history help explain the uniqueness of world history. First, world history is a
relatively new sub-discipline of history. It acquired a distinct identity only in the final decades of the 20th
century. Second, world history embraces longer time periods, larger geographical areas and much more of
human history than traditional sub-disciplines such as U.S. history and European history. AP World History
content knowledge is structured around six historical periods, five course themes, and six different
chronological periods from approximately 8000 B.C.E. to the present. The key concepts are rooted in the
chronological framework of a specific historical period, and each concept defines how a basic theme—or
combination of themes—is exemplified and developed concretely within that period.
The four historical thinking skills presented below, along with the descriptions of the components of each
skill, provide an essential framework for learning to think historically. Beyond basic comprehension of the
four historical thinking skills, students in AP World History are expected to apply those skills to better
understand world history, as well as understand that history is an account of the past constructed by
historians — each of whom may see the past differently. This approach also emphasizes historical
scholarship’s reliance on diverse sources—each of which may reveal a different facet of the past and
provides wonderful opportunities to help students understand historiography, the study of the different
methods or approaches various historians use to construct their accounts of the past. The large spatial and
temporal scope of world history also requires that students be willing to think on many different
geographical and temporal scales. Students have to be able to ask what was happening at any one time
throughout the world; they also have to be willing to explore large trends that may have developed over
centuries or even millennia.
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1. Crafting Historical Arguments from Historical Evidence
Historical Argumentation
Historical thinking involves the ability to define and frame a question about the past and to address that question through the
construction of an argument. A plausible and persuasive argument requires a clear, comprehensive and analytical thesis,
supported by relevant historical evidence — not simply evidence that supports a preferred or preconceived position.
Additionally, argumentation involves the capacity to describe, analyze and evaluate the arguments of others in light of
available evidence.
Application: In world history, historical argumentation often operates on exceptionally large scales. The basic skills of
argumentation are similar in other areas of history, but the scale on which they are applied is different than in World History
Appropriate Use of Relevant Historical Evidence
Historical thinking involves the ability to identify, describe, and evaluate evidence about the past from diverse sources
(including written documents, works of art, archaeological artifacts, oral traditions and other primary sources), with respect
to content, authorship, purpose, format and audience. It involves the capacity to extract useful information, make
supportable inferences and draw appropriate conclusions from historical evidence while also understanding such evidence
in its context, recognizing its limitations and assessing the points of view that it reflects.
Application: World history deals with such a diversity of eras, regions, and types of society that it must also use a great
diversity of sources. In some regions, states appeared before literacy was widespread; therefore, to understand the
evolution of states in these regions, scholars have to rely on archaeology or (in recent times) on oral traditions, instead of
relying on written sources that provide the main forms of evidence in traditional fields of historical research.
2. Chronological Reasoning
Historical Causation
Historical thinking involves the ability to identify, analyze and evaluate the relationships between multiple historical causes
and effects, distinguishing between those that are long-term and proximate, and among coincidence, causation and
correlation.
Application: In world history, arguments about causation are similar to those in other sub-disciplines, although they often
span much larger periods and regions.
Patterns of Continuity and Change over Time
Historical thinking involves the ability to recognize, analyze and evaluate the dynamics of historical continuity and change
over periods of time of varying length, as well as relating these patterns to larger historical processes or themes.
Application: World historians frequently have to look for very large patterns of continuity and change. This scale can make
world history seem somewhat abstract, because individuals do not loom so large; on the other hand, world history can bring
into sharper focus large patterns that cannot be seen clearly at more localized scales.
Periodization
Historical thinking involves the ability to describe, analyze, evaluate and construct models of historical periodization that
historians use to categorize events into discrete blocks and to identify turning points, recognizing that the choice of specific
dates privileges one narrative, region or group over another narrative, region or group; therefore, changing the periodization
can change a historical narrative. Moreover, the particular circumstances and contexts in which individual historians work
and write shape their interpretation and modeling of past events.
Application: Periodization is peculiarly challenging and important in world history, because historians do not agree about the
best way of dividing up the past on a global scale. This is an opportunity for students to ask questions that are particularly
challenging for world history, such as: What is the best way of dividing the history of the world into meaningful periods?
What are the consequences of choosing one set of divisions instead of another?
3. Comparison and Contextualization
Comparison
Historical thinking involves the ability to describe, compare, and evaluate multiple historical developments within one
society, one or more developments across or between different societies, and in various chronological and geographical
contexts. It also involves the ability to identify, compare, and evaluate multiple perspectives on a given historical
experience.
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Application: Comparison is also particularly important in world history, because world history does not concentrate on any
one region or era of the past. Instead, it compares the diverse histories of different regions across large time spans. One of
the central questions of world history is: How similar and how different were historical changes in different parts of the
world?
Contextualization
Historical thinking involves the ability to connect historical developments to specific circumstances of time and place, and to
broader regional, national or global processes.
Application: What is the “context” for world history? The context for world history is the world as a whole. World historians try
to understand events and changes within a much larger context that U.S. historians or Europeanists, and the skill of
“contextualization” therefore takes on different forms. One of the central questions of world history is: How does the history
of this specific region or era fit into the larger story of world history as a whole?
4. Historical Interpretation and Synthesis
Interpretation
Historical thinking involves the ability to describe, analyze, evaluate and create diverse interpretations of the past — as
revealed through primary and secondary historical sources — through analysis of evidence, reasoning, contexts, points of
view and frames of reference.
Application: The skill of historical interpretation takes on distinctive forms within world history, which deals with many
different societies and cultures, each of which may interpret the past in its own way. World historians have to be alert to
these differences and take care not to impose the values and viewpoints of their own societies on the many different
societies they are studying.
Synthesis
Historical thinking involves the ability to arrive at meaningful and persuasive understandings of the past by applying all of the
other historical thinking skills, by drawing appropriately on ideas from different fields of inquiry or disciplines and by
creatively fusing disparate, relevant (and perhaps contradictory) evidence from primary sources and secondary works.
Additionally, synthesis may involve applying insights about the past to other historical contexts or circumstances, including
the present.
Application: Synthesis takes distinctive forms in world history, because it grapples with such diverse materials. In the history
of a particular society or region, it is not too hard to get a sense of the main lines of the historical story. But is there a single
narrative in world history that brings together so many different regional histories? This is one of the central historiographical
questions raised by world history, and it is a question that students should be challenged to answer in their own way. By
doing so, they will better understand their place in an increasingly globalized and diverse world.
AP WORLD HISTORY THEMES
The following five (5) course themes below present areas of historical inquiry that will be investigated at
various points throughout the course and revisited as manifested in particular historical developments over
time. These themes articulate at a broad level the main ideas that are developed throughout the entire
span of the course. They are used throughout the course to organize the vast amount of material and to
identify patterns and processes that explain both the changes and the continuities throughout time as
students learn to make connections between one period of time and the next.
Each theme includes a list of related key topics. The key concepts were derived from an explicit
consideration of these themes, with the goal of making the themes more concrete for the course content
within each historical period. This clear connection between themes and key concepts means students can
put what is particular about one historical period into a larger framework. In this way, the themes facilitate
cross-period questions and help students recognize broad trends and processes that have developed over
centuries in various regions of the world.
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AP World History Theme 1: Interaction between humans and the environment
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AP World History Theme 2: Development and interaction of cultures
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AP World History Theme 3: State-building, expansion, and conflict
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AP World History Theme 4: Creation, expansion, and interaction of economic systems
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AP World History Theme 5: Development and transformation of social structures
• Demography and disease
• Migration
• Patterns of settlement
• Technology
• Religions
• Belief systems, philosophies, and ideologies
• Science and technology
• The arts and architecture
• Political structures and forms of governance
• Empires
• Nations and nationalism
• Revolts and revolutions
• Regional, transregional, and global
structures and organizations
• Agricultural and pastoral production
• Trade and commerce
• Labor systems
• Industrialization
• Capitalism and socialism
• Gender roles and relations
• Family and kinship
• Racial and ethnic constructions
• Social and economic classes
TEXTS AND SUPPORT PRIMARY AND SECONDARY SOURCE MATERIALS
Students will read and learn the material presented in the course textbook. In addition, students will read
and analyze primary source documents, images, and maps, as well as quantitative sources through the
study and interpretation of graphs, charts, and tables.
Text:
Bentley, Jerry and Herbert Ziegler. Traditions and Encounters: A Global Perspective on the Past. New York: McGrawHill, 2005 (3rd edition).
Websites for textbook student support:
McGraw-Hill Online Learning Center for Traditions and Encounters, 3rd Edition: www.mhhe.com/bentley3
McGraw-Hill Online Learning Center for Traditions and Encounters, 4th Edition: www.mhhe.com/bentley4
Primary Source Readers:
Andrea, Alfred J., and James H. Overfield. The Human Record: Sources of Global History. Vols. 1 and 2. Boston:
Houghton Mifflin, 2005 (5th edition).
Other book sources include, but are not limited to, the following:
Diamond, Jared. Guns, Germs, and Steel: The Fates of Human Societies. New York: W.W. Norton & Company, 2005.
Dunn, Ross. The New World History: A Teacher’s Companion. Boston: Bedford/St. Martin’s, 2000 (1st edition).
Freidel, David, and Schele, Linda. A Forest of Kings: The Untold Story of the Ancient Maya. New York: William
Monroe and Complany, 1992.
Goldstone, Jack. Why Europe? The Rise of the West in World History 1500-1840. New York: McGraw-Hill, 2008.
Kishlansky, Mark, ed. Sources of World History: Readings for World Civilization. Vols. 1 and 2. Belmont, CA:
Wadsworth, 2007 (4th edition).
Kurlansky, Mark. Cod: A Biography of the Fish that Changed the World. New York: Penguin Book, 1998.
Kurlansky, Mark. Salt, A World History. New York: Penguin Books, 2003.
Mann, Charles. 1491: New Revelations of the Americas Before Columbus. New York: Alfred A. Knopf, 2005.
Mann, Charles. 1493:.Uncovering the New World Columbus Created. New York: Alfred A Knopf, 2011
McNeill, J.R., and McNeill, William H. The Human Web: A Bird’s-Eye View of World History (1st edition). New York:
W.W. Norton & Company, 2003 (1st edition).
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Mitchell, Joseph R., and Mitchell, Helen Buss, eds.. Taking Sides: Clashing Views in World History. Vols. 1 and 2.
New York: McGraw-Hill, 2009 (3rd edition).
Pomeranz, Kenneth. The Great Divergence: China, Europe, and the Making of the Modern World. Princeton:
Princeton University Press, 2000.
Pomeranz, Kenneth, and Topik, Steven. The World That Trade Created: Society, Culture, and the World Economy.
New York: M.E. Sharpe, 2005
Reilly, Kevin. Worlds of History: A Comparative Reader. Vols. 1 and 2. New York: Bedford/St. Martin's, 2007 (3rd
edition).
Spodek,Howard. The World’s History, The Combined Volume. New York: Prentice-Hall, 2005 (3rd
edition).
Wiesner, Merry E., William Bruce Wheeler, Franklin M. Doeringer, and Melvin E. Page. Discovering the Global Past: A
Look at the Evidence. Vols. 1 and 2. Boston: Houghton Mifflin, 2007 (3rd edition).
Additional Sources:
A selection of additional primary sources will be used throughout the year. Electronic versions of sources and links to
relevant websites will be provided as needed.
AP WORLD HISTORY HISTORICAL PERIODIZATION
The AP World History course content is structured around the investigation of course themes and key
concepts in six (6) chronological periods. These historical periods, spanning from approximately 8000
B.C.E. to the present, provide a temporal framework for the course. The instructional importance and
assessment weighting for each period varies. Weighting
• Periodization 1: “Technological and Environmental Transformations” – c. 8000 to c. 600 B.C.E. (assessment weighting
for this period = 5%)
• Periodization 2: “Organization and Reorganization of Human Societies” – c. 600 B.C.E. to c. 600 C.E. (assessment
weighting for this period = 15%)
• Periodization 3: “Regional and Transregional Interactions” – c. 600 C.E. to c. 1450 (assessment weighting for this period
= 20%)
• Periodization 4: “Global Interactions” – c. 1450 to c. 1750 (assessment weighting for this period = 20%)
• Periodization 5: “Industrialization and Global Integration” – c. 1750 to c. 1900 (assessment weighting for this period =
20%)
• Periodization 6: “Accelerating Global Change and Realignments” – c. 1900 to the present (assessment weighting for this
period = 20%)
The AP World History Curriculum Framework emphasizes global connections and processes throughout
the course. Therefore, different regions will not be studied separately from each other, but instead, will be
studied within a broad global perspective. Also, AP World History provides balanced global coverage, with
Africa, the Americas, Asia, Europe, Oceania and Australia all represented; no more than 25% of the
coursework will be devoted to European History.
COURSE OUTLINE
Target Date: AP World History Exam on Thursday morning, May 17, 2012
Periodization 1: “Technological and Environmental Transformations” – c. 8000 to c. 600 B.C.E. (Chapters
1-6)
Key Concept 1.1. Big Geography and the Peopling of the Earth
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Archeological evidence indicates that during the Paleolithic era, hunting/foraging bands of humans gradually
migrated from their origin in East Africa to Eurasia, Australia and the Americas, adapting their technology and
cultures to new climate regions.
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Key Concept 1.2. The Neolithic Revolution and Early Agricultural Societies
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Beginning about 10,000 years ago, the Neolithic Revolution led to the development of new and more complex
economic and social systems.
Agriculture and pastoralism began to transform human societies.
Key Concept 1.3. The Development and Interactions of Early Agricultural, Pastoral, and
Urban Societies
I.
II.
Core and foundational civilizations developed in a variety of geographical and environmental settings where
agriculture flourished. The first states emerged within core civilizations.
Culture played a significant role in unifying states through laws, language, literature, religion, myths and
monumental art.
Content:
Chapter 1 – Before History
Chapter 2 – Early Societies in Southwest Asia and the Indo-European Migrations
Chapter 3 – Early African Societies and the Bantu Migrations
Chapter 4 – Early Societies in South Asia
Chapter 5 – Early Society in Asia
Chapter 6 – Early Societies in the Americas and Oceania
Topics for Overview:
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Prehistoric Societies
From Foraging to Agricultural and Pastoral Societies
Early Civilizations: Middle East, South Asia, East Asia, the Americas, Africa, and Oceania
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Issues Regarding the Use of the Concept of Civilization
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Students will identify and analyze the causes and consequences of the Neolithic Revolution in the major river
valleys as well as in Sub-Saharan Africa and Papua New Guinea.
Class Discussion: How were gender roles changed by the Neolithic Revolution?
Collaborative Group Jigsaw: Students will analyze how geography affected the development of political, social,
economic, and belief systems in the earliest civilizations in Mesopotamia, Egypt, South Asia. East Asia.
Mesoamerica, and the Andes. Each group will examine a different civilization then compare findings with a new
group in which each student examined a different civilization.
Parallel Reading: Students will read and analyze Chapters1 and 2 of The Human Web and evaluate the
authors’ perspective on the existence of a very loose knit global web during this early period.
Primary Source Document Work (will include, but is not limited to, the following):
o The Epic of Gilgamesh
o The Rig Veda
o Book of the Dead
o The Code of Hammurabi
o The Great Hymn to the Aten
o The Laws of Manu
o The Upanishads
o The Book of Songs
Essay Writing Assignment(s):
o Continuity/Change-Over-Time: Examine use of animal dung as fertilizer.
Special Focus:
Assignments and Skill Development:
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Periodization 2: “Organization and Reorganization of Human Societies” – c. 600 B.C.E. to c. 600 C.E.
(Chapters 7-12)
Key Concept 2.1. The Development and Codification of Religious and Cultural Traditions
I.
Codifications and further developments of existing religious traditions provided a bond among the people and an
ethical code to live by.
II. New belief systems and cultural traditions emerged and spread, often asserting universal truths.
III. Belief systems affected gender roles (such as Buddhism’s encouragement of a monastic life or Confucianism’s
emphasis on filial piety).
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IV. Other religious and cultural traditions continued parallel to the codified, written belief systems in core civilizations.
V. Artistic expressions, including literature and drama, architecture, and sculpture, show distinctive cultural
developments.
Key Concept 2.2. The Development of States and Empires
I.
The number and size of imperial societies grew dramatically by imposing political unity on areas where previously
there had been competing states.
II. Empires and states developed new techniques of imperial administration based, in part, on the success of earlier
political forms.
III. Imperial societies displayed unique social and economic dimensions.
IV. The Roman, Han, Maurya and Gupta empires created political, cultural, and administrative difficulties that they
could not manage, which eventually led to their decline, collapse and transformation into successor empires or
states.
Key Concept 2.3. Emergence of Transregional Networks of Communication and Exchange
I.
Land and water routes created transregional trade, communication and exchange networks in the Eastern
Hemisphere, while separate networks connected the peoples and societies of the Americas somewhat later.
II. New technologies facilitated long-distance communication and exchange.
III. Alongside the trade in goods, the exchange of people, technology, religious and cultural beliefs, food crops,
domesticated animals, and disease pathogens developed across far-flung networks of communication and
exchange.
Content:
Chapter 7 – The Empires of Persia
Chapter 8 – The Unification of China
Chapter 9 – State, Society, and the Quest for Salvation in India
Chapter 10 – Mediterranean Society: The Greek Phase
Chapter 11 – Mediterranean Society: The Roman Phase
Chapter 12 – Cross-Cultural Exchanges on the Silk Roads
Topics for Overview:
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Classical Civilizations
Major Belief Systems: Religion and Philosophy
Early Trading Networks
Special Focus:
World Religions (Animism focusing on Australasia and Sub-Saharan Africa, Judaism and Christianity, Hinduism
and Buddhism, Daoism and Confucianism)
• Developments in Mesoamerica and Andean South America: Moche and Maya (Bantu Migration and its Impact
in Sub-Saharan Africa, Transregional Trade: the Silk Road and the Indian Ocean, Developments in China—
development of imperial structure and Confucian society)
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Sample Assignments and Skill Development:
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Students will evaluate the causes and consequences of the decline of the Han, Roman, and Gupta empires.
Students will 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.
Group Presentations: Each group will research and present a major world religion/belief system examining the
following: origin, beliefs and practices, diffusion.
After reading excerpts from A Forest of Kings by David Friedel and Linda Schele and seeing the PBS Nova
program “Cracking the Maya Code”, students will assess the impact that archaeology and iconography have
had on the study of history.
Parallel Reading: Students will read Chapter 3 of The Human Web and trace the development of civilization in
each region utilizing a linear thematic organizer for note-taking and a circular organizer for the big picture
evaluate the periodization in Chapter 3 (e.g., the use of 200 C.E. as a break as opposed to the periodization of
the course curriculum).
Critique historians' interpretations of the past using a variety of sources, including Lynda Shaffer’s
“Southernization.”
Primary Source Document Work (will include, but is not limited to, the following):
o Writings from Buddha
o Confucius, The Analects
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o Writings from Zarathustra, such as Gathas
o Writings from Lao Zi, such as Daodejing
o Writings from Herodotus
o Bhagavad Gita
o Variety of Greek, Roman, and Persian writings
o The Conversion of Constantine
• Essay Writing Assignment(s):
o DBQ: Buddhism in China
o Continuity/Change-Over-Time: Political and Cultural Changes in the Late Classical Period (student choice:
China, India, or Rome)
o Comparative: Methods of Political Control in the Classical Period (student choice: Han China,
Mauryan/Gupta India, Imperial Rome, Persian Empire)
o Comparative: Hinduism and Buddhism
Periodization 3: “Regional and Transregional Interactions” – c. 600 C.E. to c. 1450 (Chapters 13-22)
Key Concept 3.1. Expansion and Intensification of Communication and Exchange Networks
I.
Improved transportation technologies and commercial practices led to an increased volume of trade, and
expanded the geographical range of existing and newly active trade networks.
II. The movement of peoples caused environmental and linguistic effects.
III. Cross-cultural exchanges were fostered by the intensification of existing, or the creation of new, networks of trade
and communication.
IV. There was continued diffusion of crops and pathogens throughout the Eastern Hemisphere along the trade routes.
Key Concept 3.2. Continuity and Innovation of State Forms and Their Interactions
I.
II.
Empires collapsed and were reconstituted; in some regions new state forms emerged.
Interregional contacts and conflicts between states and empires encouraged significant technological and cultural
transfers.
Key Concept 3.3. Increased Economic Productive Capacity and Its Consequences
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II.
Innovations stimulated agricultural and industrial production in many regions.
The fate of cities varied greatly, with periods of significant decline, and with periods of increased urbanization
buoyed by rising productivity and expanding trade networks.
III. Despite significant continuities in social structures and in methods of production, there were also some important
changes in labor management and in the effect of religious conversion on gender relations and family life.
Content:
Chapter 13 – The Commonwealth of Byzantium
Chapter 14 – The Expansive Realm of Islam
Chapter 15 – The Resurgence of Empire in East Asia
Chapter 16 – India and the Indian Ocean Basin
Chapter 17 – The Foundations of Christian Society in Western Europe
Chapter 18 – Nomadic Empires and Eurasian integration
Chapter 19 – States and Societies of Sub-Saharan Africa
Chapter 20 – Western Europe during the High Middle Ages
Chapter 21 – Worlds Apart: The Americas and Oceania
Chapter 22 – Reaching Out: Cross-Cultural Interactions
Topics for Overview:
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Byzantine Empire, Dar-al Islam, and Germanic Europe
Crusades
Sui, Tang, Song, and Ming empires
Delhi Sultanate
The Americas
The Turkish Empires
Italian City-states
Kingdoms & Empires in Africa
The Mongol Khanates
Trading Networks in the Post-Classical World
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Special Focus:
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Islam and the establishment of empire
Polynesian Migrations
Empires in the Americas: Aztecs and Inca
Expansion of Trade in the Indian Ocean: The Swahili Coast of East Africa
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Students will evaluate the causes and consequences of the spread of Islamic empires.
Students will compare the Polynesian and Viking migrations.
Class Debates: Topic 1—“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?”; Topic 2—“Were the tributary and labor obligations in the
Aztec and Inca empires more effective than similar obligations in the Eastern Hemisphere?”
Parallel Reading: Students will read Chapters 4 and 5 of The Human Web and trace the development of
civilization in each region utilizing a linear thematic organizer for note-taking and a circular organizer for the big
picture. Students will also evaluate the periodization in the book compared to that of the periodization in the
course curriculum (e.g., Why 200-1000 CE and 1000-1500 CE instead of 600-1450? In what regions does each
work best? Why? In what areas does each present a problem? Why?)
Critique historians' interpretations of the past using a variety of sources, including Jerry H. Bentley’s
“Hemispheric Integration, 500-1500 C.E.”.
Socratic Seminar: Postclassical Age and the Rise of Islam
Primary Source Document Work (will include, but is not limited to, the following):
o Three Bodhisattvas
o The Gospel of Thomas
o Passages from the Quran
o The Rule of Saint Benedict
o Writings from Benjamin of Tudela
o Chronicles of Japan
o Han Yu, Memorial on Buddhism
o Vikrama’s Adventures
o Chinggis Khan, Letter to Changchun
o Writings from Marco Polo
o Writings from Ibn Battuta
o Writings from Xuanzang
o Polynesian voyaging stories, Aka and Pepe-iu
o Ma Huan, The Overall Survey of the Ocean’s Shores
Essay Writing Assignments:
o DBQ: Mongols
o Continuity/Change-Over-Time: Changes and Continuities in Patterns of Interactions along the Silk Roads
200 B.C.E.-1450 C.E.
o Continuity/Change-Over-Time: Diffusion of Technologies
o Comparative: Effects of Mongol Conquest and Rule (student choice: Russia, China, Middle East)
o Comparative: Comparing the Level of Technological Achievement including Production of Goods 500-1000
(student choice: Middle East, South Asia, East Asia, Eastern Europe)
o Comparative: City-States versus Central Governments
Sample Assignments and Skill Development:
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Periodization 4: “Global Interactions” – c. 1450 to c. 1750 (Chapters 23-28)
Key Concept 4.1. Globalizing Networks of Communication and Exchange
I.
In the context of the new global circulation of goods, there was an intensification of all existing regional trade
networks that brought prosperity and economic disruption to the merchants and governments in the trading
regions of the Indian Ocean, Mediterranean, Sahara and overland Eurasia.
II. European technological developments in cartography and navigation built on previous knowledge developed in
the classical, Islamic and Asian worlds, and included the production of new tools, innovations in ship designs. and
an improved understanding of global wind and currents patterns — all of which made transoceanic travel and
trade possible.
III. Remarkable new transoceanic maritime reconnaissance occurred in this period.
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IV. The new global circulation of goods was facilitated by royal chartered European monopoly companies that took
silver from Spanish colonies in the Americas to purchase Asian goods for the Atlantic markets, but regional
markets continued to flourish in Afro-Eurasia by using established commercial practices and new transoceanic
shipping services developed by European merchants.
V. The new connections between the Eastern and Western hemispheres resulted in the Columbian Exchange.
VI. The increase in interactions between newly connected hemispheres and intensification of connections within
hemispheres expanded the spread and reform of existing religions and created syncretic belief systems and
practices.
VII. As merchants’ profits increased and governments collected more taxes, funding for the visual and performing arts,
even for popular audiences, increased.
Key Concept 4.2. New Forms of Social Organization and Modes of Production
I.
II.
Traditional peasant agriculture increased and changed, plantations expanded, and demand for labor increased.
These changes both fed and responded to growing global demand for raw materials and finished products.
As new social and political elites changed, they also restructured new ethnic,
racial and gender hierarchies.
Key Concept 4.3. State Consolidation and Imperial Expansion
I.
II.
Rulers used a variety of methods to legitimize and consolidate their power.
Imperial expansion relied on the increased use of gunpowder, cannons and armed trade to establish large
empires in both hemispheres.
III. Competition over trade routes, state rivalries, and local resistance all provided significant challenges to state
consolidation and expansion.
Content:
Chapter 23 – Transoceanic Encounters and Global Connections
Chapter 24 – The Transformation of Europe
Chapter 25 – New Worlds: The Americas and Oceania
Chapter 26 – Africa and the Atlantic World
Chapter 27 – Tradition and Change in East Asia
Chapter 28 – The Islamic Empires
Topics for Overview:
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Bringing the Eastern and Western Hemispheres Together into One Web
Ming and Qing Rule in China
Japanese Shogunates
The Trading Networks of the Indian Ocean
Effects of the Continued Spread of Belief Systems)
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Three Islamic Empires: Ottoman, Safavid, Mughal
Cross-Cultural Interaction: the Columbian Exchange
The Atlantic Slave Trade
Changes in Western Europe: Roots of the “Rise of the West”
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Students will evaluate the causes and consequences of European maritime expansion, including the
development of armed trade using guns and cannons student project.
Each student will apply techniques used by art historians to examine visual displays of power in one of the land
or sea based empires that developed in this time period
Parallel Reading: Students will read Chapter 6 of The Human Web and trace the development of civilization in
each region utilizing a linear thematic organizer for note-taking and a circular organizer for the big picture.
Students will also consider the question of periodization: 1750 or 1800?
Critique historians' interpretations of the past using a variety of sources, including Joseph Kahn’s “China Has an
Ancient Mariner to Tell You About”, Dennis Flynn’s and Arturo Giraldez’s “Cycles of Silver: Global Economic
Unity through the Mid-Eighteenth Century”, Janet J. Ewald’s “Crossers of the Sea: Slaves, Freedmen, and other
Migrants in the Northwestern Indian Ocean, c. 1750-1914", and Immanuel Wallerstein’s “Incorporation of Indian
Subcontinent into Capitalist World-Economy”.
Socratic Seminar: The Impacts of the Age of Exploration
Primary Source Document Work (will include, but is not limited to, the following):
Special Focus:
Sample Assignments and Skill Development:
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o Afonso I, Letters to the King of Portugal
o Matteo Ricci, Journals
o Tokugawa Iemitsu, Closed Country Edict of 1635
o Abul Fazl, Akbarnama
o Yamaga Soko, The Way of the Samurai
o Martin Luther, Justification by Faith
o Jerome Blum, Lords and Peasants
o Habbah Khatun, A Women’s Voice in India
o Writings from Shakespeare
o Writings from Cervantes
o Sundiata
o Journey to the West
• Essay Writing Assignments:
o DBQ: Feudalism in Europe and Japan
o DBQ: Hemispheric Integration
o Continuity/Change-Over-Time: The Atlantic World’s Social and Economic Changes
o Continuity/Change-Over-Time: Changes and Continuities in Trade and Commerce in the Indian Ocean
Basin 600-1750
o Comparative: Processes of Empire Building (student choice: Spanish Empire to either the Ottoman or
Russian Empires
o Comparative: Islam 1000-1750
Periodization 5: “Industrialization and Global Integration” – c. 1750 to c. 1900 (Chapters 29-33)
Key Concept 5.1. Industrialization and Global Capitalism
I.
II.
Industrialization fundamentally changed how goods were produced.
New patterns of global trade and production developed that further integrated the global economy as industrialists
sought raw materials and new markets foe the increasing amount of goods produced in their factories.
III. To facilitate investments at all levels of industrial production, financiers developed and expanded various financial
institutions.
IV. There were major developments in transportation and communication, including railroads, steamships, telegraphs
and canals.
V. The development and spread of global capitalism led to a variety of responses.
VI. The ways in which people organized themselves into societies also underwent significant transformations in
industrialized states due to the fundamental restructuring of the global economy.
Key Concept 5.2. Imperialism and Nation-State Formation
I. Industrializing powers established transoceanic empires.
II. Imperialism influenced state formation and contraction around the world.
III. New racial ideologies, especially Social Darwinism, facilitated and justified imperialism.
Key Concept 5.3. Nationalism, Revolution and Reform
I.
The rise and diffusion of Enlightenment thought that questioned established traditions in all areas of life often
preceded the revolutions and rebellions against existing governments.
II. Beginning in the 18th century, peoples around the world developed a new sense of commonality based on
language, religion, social customs and territory. These newly imagined national communities linked this identity
with the borders of the state, while governments used this idea to unite diverse populations.
III. The spread of Enlightenment ideas and increasing discontent with imperial rule propelled reformist and
revolutionary movements.
IV. The global spread of Enlightenment thought and the increasing number of rebellions stimulated new transnational
ideologies and solidarities.
Key Concept 5.4. Global Migration
I.
Migration in many cases was influenced by changes in demography in both industrialized and unindustrialized
societies that presented challenges to existing patterns of living.
II. Migrants relocated for a variety of reasons.
III. The large-scale nature of migration, especially in the 19th century, produced a variety of consequences and
reactions to the increasingly diverse societies on the part of migrants and the existing populations.
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Content:
Chapter 29 – Revolutions and National States in the Atlantic World
Chapter 30 – The Making of Industrial Society
Chapter 31 – The Americas in the Age of Independence
Chapter 32 – Societies at Crossroads
Chapter 33 – The Building of Global Empires
Topics for Overview:
The Age of Revolutions: English Revolutions, Scientific Revolution and Enlightenment, American Revolution,
French Revolution and its fallout in Europe, Haitian and Latin American Revolutions
• Global Transformations: Demographic Changes, the End of the Atlantic Slave Trade, Industrial Revolution and
Its Impact, Rise of Nationalism, Imperialism and its Impact on the World
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Special Focus:
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Decline of Imperial China and the Rise of Imperial Japan
19th Century Imperialism: Sub-Saharan Africa, South and Southeast Asia
Comparing the French and Latin American Revolutions
Changes in Production in Europe and the Global Impact of those Changes
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Parallel Reading: Students will read Chapter 7 of The Human Web and trace the development of civilization in
each region utilizing a linear thematic organizer for note-taking and a circular organizer for the big picture.
Students will also consider the question of periodization: 1900 or 1914?
Students will analyze five 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.
Students will analyze tables showing increased urbanization in various parts of the world to consider
connections between urbanization and industrialization.
Students will identify and evaluate diverse historical interpretations regarding the rise of the West utilizing
Kenneth Pomeranz’s The Great Divergence and Jack Goldstone’s Why Europe? The Rise of the West in World
History.
Utilizing a series of documents, maps and charts in the released DBQ about indentured servitude on in the 19th
and 20th centuries, students will assess the connections between abolition of plantation slavery and increased
migrations from Asian countries to the Americas.
Critique historians' interpretations of the past using a variety of sources, including Adam McKeown’s “Global
Migration, 1856-1940”.
Socratic Seminar: The Impacts of Industrialization
Primary Source Document Work (will include, but is not limited to, the following):
o Voltaire, Treatise on Toleration
o Adam Smith, The Wealth of Nations
o Declaration of the Rights of Man and of the Citizen
o Mary Wollstonecraft’s A Vindication of the Rights of Woman
o Olympe de Gouges’s “Declaration of the Rights of Women and the Female Citizen”
o Seneca Falls Conference resolutions
o Simon Bolivar, The Jamaica Letter
o Olaudah Equiano, The Interesting Narrative of Olaudah Equiano Written by Himself
o Kangxi, Self-Portrait
o Emperor Qianlong, Edict on Trade with Great Britain
o Honda Toshiaki, A Secret Plan of Government
o Karl Marx and Friedrich Engels, The Communifest Manifesto
o Charles Darwin, On the Origin of Species and the Descent of Man
o Theodor Herzl, The Jews’ State
o Ndansi Kumalo, His Story
o Lin Zexu, Letter to Queen Victoria
o Chinese Exclusion Act
Essay Writing Assignments:
o DBQ: Indentured Servitude
o Continuity/Change-Over-Time: Colonization to Imperialism
Sample Assignments and Skill Development:
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o Continuity/Change-Over-Time: Evaluating Changes in Production of Goods from 1000 to 1900 in the
Eastern Hemisphere
o Comparative: Comparing the Roles of Women from 1750 to 1900—East Asia, Western Europe, South
Asia, Middle East
o Comparative: Effects of Mongol Conquest and Rule (student choice: Russia, China, Middle East)
Periodization 6: “Accelerating Global Change and Realignments” – c. 1900 to the present (Chapters 3340)
Key Concept 6.1. Science and the Environment
I.
Researchers made rapid advances in science that spread throughout the world, assisted by the development of
new technology.
II. Humans fundamentally changed 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 dominated the global political order at the beginning of the 20th century, but both land-based and
transoceanic empires gave way to new forms of transregional political organization by the century’s end.
II. Emerging ideologies of anti-imperialism contributed to the dissolution of empires.
III. Political changes were accompanied by major demographic and social consequences.
IV. Military conflicts occurred on an unprecedented global scale.
V. Although conflict dominated much of the 20th century, many individuals and groups — including states —
opposed this trend. Some individuals and groups, however, intensified the conflicts.
Key Concept 6.3. New Conceptualizations of Global Economy, Society, and Culture
I.
States, communities and individuals became increasingly interdependent, a process facilitated by the growth of
institutions of global governance.
II. People conceptualized society and culture in new ways; some challenged old assumptions about race, class,
gender and religion, often using new technologies to spread reconfigured traditions.
III. Popular and consumer culture became global.
Content:
Chapter 34 – The Great War: The World in Upheaval
Chapter 35 – An Age of Anxiety
Chapter 36 – Nationalism and Political Identities in Asia, Africa and Latin America
Chapter 37 – New Conflagrations: World War II
Chapter 38 – The Bipolar World
Chapter 39 – The End of Empire
Chapter 40 – A World without Borders
Topics for Overview:
Crisis and Conflict in the Early 20th Century: Anti-Imperial Movements, World War I, Russian, Chinese and
Mexican Revolutions, Depression, Rise of Militaristic and Fascist Societies, World War II
• Internationalization: Decolonization, the Cold War World, International Organizations, the Post-Cold War World,
Globalization
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Special Focus:
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World War I and World War II: Global Causes and Consequences
Development of Communism in China, Russia, and Cuba
Responses to Western Involvement in Sub-Saharan Africa: Imperialism, the Cold War, and International
Organizations
Sample Assignments and Skill Development:
Students will identify and analyze the causes and consequences of the global economic crisis in the 1930s
Students will debate the benefits and negative consequences of the rapid advances in science during the 20th
and early 21st centuries
• Students will trace the development of one form of popular culture in the 20th century and present a graphic or
visual display of their research to the class
• Parallel Reading: Students will read Chapter 8 of The Human Web and consider the following: Why does this
chapter reach back to 1890?
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Critique historians' interpretations of the past using a variety of sources, including Robert Strayer’s
“Decolonization, Democratization, and Communist Reform: The Soviet Collapse in Comparative Perspective”.
• Socratic Seminar: The Ramifications of Globalization
• Primary Source Document Work (will include, but is not limited to, the following):
o Lenin, “What is to be Done?”
o Joseph Stalin, The Results of the First Five Year Plan
o Writings from Tolstoy
o Adolf Hitler, Mein Kampf
o Iwao Nakamura and Atsuko Tsujioka, Recollections
o Charlotte Maxeke, Social Conditions among Bantu Women and Girls
o Mohandas Gandhi, Indian Home Rule
o Writings from Mao Zedong
o Ruhollah Khomeini, Islamic Government
o Writings from Deng Xiaoping
o Mikhail Gorbachev, Perestroika
o Ralph Nader, Free Trade and the Decline of Democracy
o Writings from Martin Luther King, Jr.
• Essay Writing assignments:
o DBQ: Muslim Nationalism in the 20th Century
o Continuity/Change-Over-Time: Changes and Continuities in Global Trade
o Continuity/Change-Over-Time: Changes and Continuities in the Formation of National Identities 1900present (student choice: Middle East, South Asia, or Latin America)
o Comparative: Comparing the Political Goals and Social Effects of Revolution (student choice: China,
Russia, Mexico)
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A.P. Exam Review Unit
Content:
Students will review the material from the six periodization units in preparation for the A.P. exam. This review
will include maps, charts, graphs, primary source readings, and cartoon interpretations. After-school sessions
are scheduled to administer a practice test in real time that is scored and analyzed. Review lectures, practice
essays, and test-taking skills are also included.
Sample Assignments and Skill Development:
At least one full-length practice exam and scoring session
Practice free-response essay writing sessions for DBQs, Change-Over-Time/Continuity, and Comparative
essays
• After-school/weekend review sessions
• Review unit study guides: students create a detailed study aid for the unit they believe is their weakest.
• “Flashback” test(s) over previous periodizations
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ESSAY WRITING
Throughout the course, students will be required to write essays in class demonstrating their mastery of
content, as well as their ability to develop coherent written arguments that have a thesis supported by
relevant historical evidence. Essay writing workshops will include group discussion, utilization of sample
essays, self-evaluation, and peer evaluation.
Introductory Paragraph
o Minimum 2 sentence thesis statement, preceded by 1 or 2 introductory sentences
o Include time period, region(s), and answer to the prompt
• Organization of Body Paragraphs
o Topic Sentence: can be general since the thesis contains specificity
o General Assertion: identifies one aspect of thesis (i.e. a change, a difference, etc.)
o Support/Evidence/Examples: specific!
o Analysis: explain cause and/or effect
o General Assertion: identifies one aspect of thesis (i.e. a continuity, a similarity, etc.)
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o Support/Evidence/Examples: specific!
o Analysis-explain cause and/or effect
o Repeat format as necessary
o Concluding Sentence
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Concluding Paragraph
o Approximately 3-4 sentences
o Start by restating (a rephrased) thesis in its entirety.
PRIMARY SOURCE DOCUMENT NOTEBOOK ASSIGNMENT
Throughout the year, students will have the opportunity to develop and enhance their skills of interpreting,
summarizing, and analyzing primary source material including documents, maps, charts, graphs, and
visuals. The ability to comprehend and analyze primary sources will first be practiced in large group and
small group discussion then in individual primary source assignments that students will summarize and
analyze and place in a Primary Source Notebook which will be turned in once each six-week grading
period.
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Read the document and/or study the data or visual. Then write a summary (the main point or points) of the document.
This summary should be brief paragraph and should highlight the main gist of the source in the students own words. The
analysis of the source will be contained in a separate paragraph and should include:
o Historical Context: where the source fits in the framework of history
o AP themes that the source addresses: students are required to identify where and explain how the source addresses
that theme; students will identify as many themes as they can find. but then evaluate those themes and only include
what they consider to be the two most prominent
o Point of View: students must consider point of view of the author, the type of document and/or tone of the source , and
the purpose and/or intended audience (This skill will be developed throughout much of first semester using class
discussion and partner discussions with the end goal that all students will understand how to analyze the overall point
of view of a source and be able to discuss how that point of view may affect the source by the end of first semester.)
In addition to the sources listed in each periodization unit, these sources will also be used for these
exercises:
• Tacitus from Germania
• Female figure from Catalhuyuk (visual)
• Graph—world population 3000 BCE -1500 CE
• The Code of Hammurabi
• “Be a Scribe”
• The Writings of Han Fei
• Ashoka, Rock and Pillar Edicts
• Pericles’ Funeral Oration
• Shi Huangdi’s Terracotta Army (visual)
• Fu Xuan, How Sad It Is To Be a Woman
• Live, History of Rome
• Procopius, On the Buildings and The
Secret History
• Images of the Great Zimbabwe
Shield Jaguar and lady Xoc: A Royal Couple of
Yaxchilan (visual)
• Xuanzang, Record of the Western Region
• Einhard, The Life of Charlemagne
• Ibn Battuta, Travels in Asia and Africa
• Kitabatake Chikafusa, The Chronicle of the
Direct Descent of Gods and Sovereigns
• The Chronicle of Novgorod
• William of Rubruck, Journey to the Land of the
Mongols
• World Population Growth 1000-2000 (graph)
• Jahangir, Memoirs
Students will continue to practice their skills of interpreting and analyzing primary sources by using them to
synthesize information through the writing of DBQ essays. After introducing the concept of the DBQ to the
students via roundtable discussions, as well as the writing of thesis statements, individual body
paragraphs, and conclusions, students will write four to six DBQ essays that include written and visual
sources as well as map, charts, and graphs.
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