Download A.P. World History: Rebecca Douglas

A.P. World History:
Rebecca Douglas
Course Text and other Reading: (CR1)
Main Text: Stearns, P. 2006. World Civilizations: The Global Experience. 4th Edition.
Pearson (CR1a)
Primary Sources:
• Students will read and analyze selected primary sources (documents, images and maps)
in
Stearns, P. 2006. World Civilizations: The Global Experience. 4th Edition. Pearson (CR1b)
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Students will analyze quantitative sources through study and interpretation of graphs,
charts and tables
Stearns, P. 2006. World Civilizations: The Global Experience. 4th Edition. Pearson (CR1b)
Secondary Sources:
Stearns, P. 2006. World Civilizations:
The Global Experience. 4th Edition. Pearson (CR1c)
Themes and AP World History: (CR2) (CR3) (CR5a) (Cr5d)
Students will learn the themes of AP World History through charts that they will create called
SPRITE. The SPRITE model will allow students to study all aspects of a particular civilization
focusing on the big picture. The SPRITE model is as follows:
S - Social
 Gender Roles
 Family Roles
 Social hierarchies
 Racial and Ethnic constructions
P - Political
 Political structure - models of government
 Revolutions, Revolts, Rebellions
 Role of people in government
 Empires
 Centralized vs. Regional structures
R - Religion
 Belief System
 Practices
 Blending of Religion and Political Systems
I - Intellectual
 Art
 Architecture
 Philosophy
 Learning
T - Technology
 Scientific development
 Scientific Achievement
E - Economic
 Agricultural Production
 Manufacturing
 Trade and Commerce
 Profit-making
 Free Market, Centrally Planned
 Labor availability
 Globalization
Course Schedule
Unit I:
To 600 BCE:
Technological and Environmental Transformations
Key Concepts:
(CR1a, CR1b, CR1c, CR2, CR3, CR4, CR5a, CR5b, CR7, CR8, CR9, CR11)
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Human Prehistory
Changed due to the Neolithic Revolution
Early Agriculture
Early Sedentary Civilizations
Topics Include for Overview Include:
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Prehistoric Societies
Development of Civilization
Early River Valley Civilizations: Mesopotamia, Egypt, Indus River Valley, Chinese River
Valley, Mesoamerica, Africa, Oceania
Special Focus:
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Issues Regarding the Use of the Concept of Civilization
Consequences of the Neolithic Revolution
Changes in Gender Roles due to the Neolithic Revolution
Activities and Development of Skills including the use of maps:
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Students will identify and analyze the causes, changes and consequences that occurred
as a result of the Neolithic Revolution.
Students will evaluate the effectiveness of the civilizations that developed in the major
river valleys as well as Mesoamerica (CR1a, CR1b, CR4, CR5, CR5b, CR8, CR9)
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Mapping
o Students will use maps to analyze the movement of the Neolithic Revolution to
major river valleys.
Primary Sources: (CR1b)
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Hammurabi’s Law Code
Secondary Sources: (CR1c, CR7, CR8, CR11)
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Unit II:
Elise Boulding, Women and the Agricultural Revolution
600 BCE – 600 CE:
Organization and Reorganization of Human Societies
Key Concepts:
(CR1a, CR1b, CR1c, CR2, CR4, CR6, CR7, CR8, CR9, CR10, CR11, CR15)
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Cultural Traditions
Religious Traditions
Regionality
Centralization
Empires
Emergence of Communication Networks
Emergence of Trade Networks
Classical Societies
Topics for Overview Include:
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Classical Civilizations
o China
o India
o The Middle East
o Greece
o Rome
o Mesoamerica
World Religions and the Globe
Early Trading Networks (Silk Road)
Special Focus:
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World Religions
o Polytheistic animism
o Judaism
o Hinduism
o Buddhism
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o Daoism
o Legalism
o Confucianism
o Christianity
Early Systems of Government
o China
o India
o The Middle East
o Use of Bureaucracy
o Regionalism
o Centralization
o Confucian Ideals
Activities and Skill Development:
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Write a Comparison Contrast Essay: Compare and Contrast Classical India and Classical
China’s methods of respectively organizing their citizens. (CR1a, CR1b, CR1c, CR6, CR8,
CR12)
Write a Change over Time Essay: Students can choose to assess the change in time
from pre-classical India or China to the late classical period in India or China. Students
must discuss changes in social structure, political organization, religious traditions,
intellectual patterns, technological advancements and economic developments.
(CR10)
Socratic Circle: Decline of Classical Civilizations (CR9)
Socratic Circle: What did modern day civilizations gain from the classical civilizations of
Greece and Rome? (CR9, CR10)
Group Jigsaw: Students will be assigned either Chapter 2, Classical China or Chapter 3,
Classical India. They will complete a SPRITE chart, defining the Social, Political,
Religious, Intellectual, Technological, and Economic properties of each civilization.
They will present their findings. Students will then be mixed up to Jigsaw their findings
with other groups. (CR2)
Students will work to develop mapping skills in the following areas: (CR4, CR8)
o Size and location of the Zhou, Qin and Han Empires
o Size and location of the Mauryan and Gupta Empires
o Indian Ocean Trade Patterns
o Empire of Alexander the Great
o Roman Empire
o African-Eurasian Trade Routes in the Classical Age
o Civilizations of Central and South America
o Division of the Roman Empire at its fall
Group Project: (CR15)
o Each group will research a world religion and present their findings to the class
o Students will compare the religion to today, raw numbers, monotheistic,
polytheistic, explain deity or deities, founder, who received the revelation,
geographic region where founded and practiced today, central beliefs, origins of
the universe, the afterlife, major sects, any syncretism, sacred text, what does it
say, how do they worship, holy days
Primary Sources Used: (CR1b)
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Cicero’s Pro Archia Poetra (CR1b)
Excerpts from the Rig Veda (CR1b) Sacrifice as Creation
Excerpts from the Upanishads (CR1b) Brahman and Atman, Karma and Reincarnation
Excerpts from Plato’s , The Republic (CR1b)
Excerpts from Confucius’s, The Analects (CR1b)
Secondary Sources Used: (CR1c, CR7, CR8, CR11)
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Unit III:
William H. McNeill, Greek and Indian Civilization (CR1c)
S. A. M. Adshead, China and Rome Compared (CR1c)
Sarah Shaver Hughes and Brady Hughes, Women in the Classical Era (CR1c)
600 – 1450:
Regional and Transregional Interactions
Key Concepts:
(CR2, CR5, CR5c, CR5d, CR5e, CR7, CR8, CR12, CR13)
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Expanding civilizations
Expanding Trade Networks
Increased Economic Communication
Topics for Overview:
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Development of Islam
Spread of Islam and Global Civilization
Byzantine Empire
Medieval Europe
Christian Syncretism
The Americas (Andean and Mesoamerican civilizations)
Sui, Tang and Song Empires
Mongol Conquests
Rise of Western Europe
Special Focus:
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Islam spans the civilized world
American Civilizations (Aztecs and Incas)
African Civilizations
Polynesia/Hawaii
Activities and Skill Development:
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Write a Comparison Contrast essay on the political, social and economic characteristics
of eastern and western Christianity. (CR6, CR7, CR8, CR9)
Students will evaluate the causes and consequences of the spread of Islamic empires.
(CR4, CR10, CR11, CR12)
Students will compare the methods used to spread Islam in Asia and South Asia with
those used to spread Islam in Africa (CR9, CR11, CR13)
Socratic Circle: Students will discuss the universal elements of Islam and its appeal
to the people of the world
Students will evaluate the effects of the Polynesian migrations (CR5d, CR15)
Write a Comparison Contrast essay on the political, social and economic differences and
similarities between the American civilizations and the Mongols. (CR6, CR7, CR8, CR9)
Socratic Circle: What were the positive effects of the Mongol conquests.
DBQ: The Mongols were a terrible people who devastated far larger and advanced
civilizations. Nine documents for students to evaluate. (CR1b, CR1c)
Mapping Skills: Expansion of Islam in the 7th-8th centuries, Arabian Peninsula, Abbasid
Empire and its trading networks, spread of Islam in 10th – 16th centuries, Islamic Empires
of Western Africa, Byzantine Empire, Aztec and Inca Empires, Sui, Tang and Song
Dynasties of China, Chinese influence into Japan, Korea and Vietnam, Mongol
conquests, Polynesian Expansion. (CR4, CR8)
Primary Sources Used: (CR1b)
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The Thousand and One Nights
Persian Illustrations from the Khamsah of Nizami
Ibn Khaldun’s Rise and Decline of Empires
The Good Wife – A 14th century Parisian manual on the changing roles for women
Bernadino de Sahagun (Spanish missionary) 16th century encyclopedia of Aztec Culture
- The General History of the Things of New Spain
Epic of Sundiata – African griots
Lady Murasaki’s, The Tale of Genji
Magna Carta - 1215
Secondary Sources Used: (CR1c, CR7, CR8, CR11)
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Jerry H. Bentley – The Spread of World Religions
Kevin Reilly – Love in Medieval Europe, India and Japan
Gregory Guzman – Were the Barbarians a Negative or Positive Factor in Ancient and
Medieval History?
Mark Wheelis – Biological Warfare at the 1346 Siege of Caffa
Unit IV:
1450 – 1750:
Global Interactions
Key Concepts:
(CR1b, CR1c, CR2, CR4, CR5b, CR5c, CR5d, CR6, CR7, CR8, CR9, CR10, CR12, CR13, CR15)
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Global Networks
Increasing Openness of Communication and Trade
Changing Political and Social Organization
Development of New Empires
Absolute and Parliamentary Competition
Topics for Overview Include:
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The World Economy
Transformation and Development of Western Europe
Reforms in Russia in the Post Mongol Era
Early Latin America and European Colonization
African during the age of the Atlantic Slave Trade
Muslim Empires
Ming China, Resisting the West
Special Focus:
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Rise of Islamic Empires
Effects of Colonization in the Americas
Results and Consequences of the Atlantic Slave Trade
Rise of Western Europe
Activities and Skill Development:
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Class Discussion: What technological innovations made the dominance of Western
Europe possible? (CR2)
Class Discussion: Describe the ways that the creation of a global economy in the 16th
and 17th centuries differed from previous trade networks that had existed between
civilizations. (CR4, CR5b, CR5c, CR5d, CR10)
Mapping: European Ports and colonization (CR8)
Navigating the Renaissance: www.activehistory.co.uk (CR8)
Class Discussion: How did the Renaissance, Reformation and Enlightenment change
the political organization of Europe? (CR1c, CR8, CR9)
Write a comparison contrast paper: Compare the Italian Renaissance with the
Northern Renaissance. (CR6)
Mapping: Using a map of Europe, mark those nations that are Protestant and Catholic,
then mark those nations that are using an absolute monarchy, as opposed to those
using a parliamentary monarchy. (CR8)
Class Discussion: Westernization under Peter the Great, Catherine the Great, Ivan III
and Ivan IV. (CR9)
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Group Work: Enlightenment Project: Historical Enlightenment figure, profession,
lasting achievements, great works, why are they important, who did they influence, how
is your person truly and Enlightenment figure? (CR7, CR8, CR9)
Conflict Analysis: Eighteenth century revolts in the Americas
Socratic Circle: Spanish and Portuguese colonies were extensions of the global
network of the west. (CR5b)
Write a comparison contrast paper: Compare the social organization of the Americas
and Europe, and explain why the differences in social hierarchy contributed to a sense
of self-identity in the colonies. (CR6)
Change analysis: Effects of slavery (CR9, CR15)
Compare the political, social and economic organization of the Americas with those of
Africa. (CR15)
Socratic Circle: Discuss the arguments concerning the profitability of the slave trade.
(CR12, CR13, CR15)
Mapping: What does the location of the emerging states of Africa during the era of
the slave trade suggest about the geographic reorientation of Africa? Where were the
emerging states located in comparison to the previous kingdoms of Ghana, Mali and
Songhay? (CR8)
Internet Simulation: Take on the role of a young African kidnapped into slavery.
www.activehistory.co.uk (CR8) (CR12)
Compare and Contrast the problems confronting the early modern Muslim empires and
the earlier Umayyad and Abbasid empires. (CR12)
Discussion Question: How will the growth of Russia affect the three Muslim empires?
(CR13)
Inner/Outer Circle: Means and Motives for Overseas Expansion: Europe and China
compared (CR10)
Rise of the Ming (CR5c)
Contrast: India, China and Japan on European Aggression (CR5c)
Primary Sources:
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(CR1b)
Excerpts from The Prince, Nicollo Machiavelli
Columbus’s letter to the Spanish Monarchy after his 1492 Expedition
Description of how the Incas were defeated as told by the brother of Francisco Pizarro
Joseph Swetham’s, Arraignment of Women
Catherine the Great, Instruction
Peter the Great, Decrees on Compulsory Education of the Russian Nobility
Guaman Poma de Ayala’s Vision from the Vanquished
Olaudah Equiano’s, The Life of Olaudah Equino or Gustavus Vassa, The African
Abu Taleb, An Islamic Traveler Laments the Muslims’ Indifference to Europe
Bernal Diaz from the Conquest of New Spain
Martin Luther: Law and the Gospel: Princes and Turks
David Hume: The Philosophical works of David Hume
Adam Smith: Wealth of Nations
Secondary Sources:
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Unit V:
(CR1c, CR7, CR8, CR11)
Simon Sebag Montefiore – His Place in History, How Putin became a modern icon, look
to the heroes and villains of Russia’s Past.
Kirkpatrick Sale from The Conquest of Paradise
Jonathan Spence – The Ming Chinese State and Religion
Donald Quataert Ottoman Inter-communal Relations
1750 – 1900:
Industrialization and Global Integration
Key Concepts:
(CR1b, CR1c, CR2, CR3, CR4, CR5a, CR5b, CR5c, CR5e, CR6, CR7, CR8, CR9, CR10, CR11, CR12,
CR13, CR14, CR15)
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Industry and Imperialism
Western Hegemony
Political Developments in the Americas and Europe
Technology and Intellectual Developments
Changes and Continuities in the Role of Women
Growth of Nationalism
Topics for Overview Include:
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Emergence of Industrial Society in the West
Industrialization and Imperialism: Making of the European Global Order
Consolidation of Latin America
Ottoman Empire, Islamic Heartlands and Qing China
Russia and Japan: Industrialization Outside of the West
Special Focus:
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Agricultural Revolution Part II
Factory system
New Economic and Social Philosophies
Capitalism, Enlightenment and Reform
Imperialism in India
British Colonialism in India
Imperialism in China
Opium Wars
Boxer Rebellion
Japanese Imperialism
European Imperialism in Africa
End of the Slave Trade
England in South Africa
Egypt and the Suez Canal
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American Revolution
French Revolution
Independence Movements in South America
Unifications of Italy and Germany
Czars of Russia
U. S. Foreign Policy
Activities and Skill Development:
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Class Discussion: Evaluate the influence of the revolutions beginning in 1820 and
extending through 1870 in reconstructing the map of Europe and how the
reconstruction affected the development of European diplomacy by 1907. (CR 4, CR8,
CR9)
Socratic Circle: Appraise how the Industrial Revolution changed the social structure and
political alignment of the West. (CR4, CR7, CR9, CR10)
Internet Simulation: Overview of the Industrial Revolution www.activehistory.co.uk
(CR11, CR13, CR14, CR15)
Compare the causes of the American and French Revolution and the lasting reforms of
each. (CR3, CR5b, CR6)
Mapping: How was the map of Europe altered after 1871? What effect did these
changes have on traditional alliances and rivalries in Europe? (CR8)
Contrast: Ethnocentrism in Europe and Elsewhere (CR2, CR3)
Compare and Contrast Paper: European Imperialism in China and in India (CR5c, CR6)
Compare and Contrast Paper: The Industrial Revolution in Europe and in Japan. (CR5c,
CR6)
Role play: Discuss 19th century imperialism by advancing the viewpoints of an
imperialist and a member of a colonized society. (CR4, CR7, CR13)
Class discussion: Evaluate the motives behind the global scramble for colonies. (CR4,
CR5a, CR6, CR7)
Mapping: Compare the colonial holdings of the European nations in 1914 to the colonial
ventures of the 17th century. What nations became more significant as imperial
powers? What nations ceased to play a major role in worldwide imperialism? How does
this reflect the political changes in Europe? (CR7, CR8)
Project: Students will create a magazine with stories on Imperialism. Each group will be
assigned a different nation and will be responsible for writing a factually correct and
detailed article outlining the imperialistic endeavors of that nation. (CR7, CR8)
Compare and Contrast: European Colonialism in Africa and Latin America. (CR4, CR5a,
CR5b, CR7, CR12)
Summarize the economic boom after 1870. (CR14, CR15)
Contrast the Brazilian move to independence with other Latin American independence
movements. (CR5b, CR6, CR12)
Generalize the ways in which the United States entered the political and economic
affairs of Latin America. (CR5b)
Socratic Circle: Compare the Islamic and Chinese responses to the challenge of the west
and explain which society was best able to retain aspects of its traditional civilization.
(CR5c, CR5e)
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Class Discussion: Compare the incursion of the European nations into the Islamic
heartland and China with their entry into Africa. (CR5a, CR5c, CR12)
DBQ: How did leaders in Europe, the United States and Japan justify the expansion of
educational opportunity in the 19th century? (CR6, CR1b, CR1c, CR3, CR11)
Class Discussion: Crisis in the Ottoman Empire (CR9)
Socratic Circle: Problems of the Manchu dynasty during the 19th century and its
eventual overthrow. (CR5c, CR9)
Mapping: Which of the two declining empires was closest to the European imperial
interests in the Asian trade network? Does this help explain the more direct incursion
of Europeans in one civilization than in the other? (CR8)
Societal Comparison: Russia and Japan (CR12)
Change Analysis: Emancipation of Serfs in Russia, Meiji Era, Industrialization in Japan
Compare and Contrast: Russian and Japanese independence from the West with Latin
American independence from the West. (CR5b, CR5c, CR6, CR12)
Class Discussion: Forces leading to the revolution in Russia by 1905. (CR5c)
Class Discussion: Trace the social and economic changes that took place in Japan as a
result of industrialization. (CR2, CR5c)
Mapping: Where did Russian and Japanese imperial ambitions conflict? To what
extent were both countries following older traditions of expansion?(CR8)
Primary Sources: (CR1b)
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The Former Great Dinner of the Modern Gargantua with His Family – Cartoons from the
French Revolution
Anonymous – Women as Civilizers
English Woman’s Magazine – Motherhood as Power and Burden
British Housewife – Servant Problem
Excerpts from John Buchan’s Prester John
Excerpts from Rene Maran’s Batouala
Simon Bolivar’s Letter of Jamaica
Domingo F. Sarmiento’s Life in the Argentine Republic in the Days of the Tyrants or
Civilization and Barbarism
Liang Qichao, A People Made New
Ministry of Finance of Russia’s Factory Conditions
Secondary Sources: (CR1c, CR8, CR9, CR11)
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Excerpts from Sydney Pollard’s Peaceful conquest: The Industrialization of Europe
Excerpts from Dvide Landes’ The Unbound Prometheus: Technological Change and
Industrial Development in Europe from 1700 to the Present
Excerpts from Merle Ricklets’ A History of Modern Indonesia
Excerpts from Stanley and Barbara Stein’s The Colonial Heritage of Latin America
Excerpts from David Kusher’s The Rise of Turkish Nationalism
Excerpts from Victoria Bonnel’s The Russian Worker: Life and Labor Under the Tsarist
Regime.
Unit VI:
1900 – present:
Accelerating Global Change and Realignments
Key Concepts:
(CR1b, CR1c, CR2, CR3, CR4, CR5a, CR5b, CR5c, CR5d, CR6, CR7, CR8, CR9, CR10, CR11, CR12,
CR13, CR14, CR15)
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Repositioning of the West
International Contacts
International Challenges in Politics and Culture
The 20th Century as a New Period in World History
Globalization
Topics for Overview Include:
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Descent into the Abyss: World War I and the Crisis of the European Global Order
The World in 1920s: Challenges to European Dominance
The Great Depression and the Authoritarian Response
A second Global Conflict and the End of the European World Order
Western Society and Eastern Europe in the Decades of the Cold War
Latin American: Revolution and Reaction into the 21st Century
Africa, the Middle East, and Asia in the Era of Independence
Rebirth and Revolution: Nation-building in East Asia and the Pacific Rim
Globalization and Resistance: World History 1990 - 2011
Special Focus:
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World War I – Causes and Consequences
Industrial Societies Outside of Europe
Rise of Nazism and Fascism in Europe; Militarism in Japan
World War II – Causes and Consequences
Cold War – Causes and Consequences
Latin America after World War Two
Economic Growth and Social Justice
Postwar Asia
Globalization
Activities and Skill Development:
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Societal Comparison: Education European Elites and the Peasantry in Asia and Africa
(CR2, CR5a, CR5c, CR12)
Socratic Circle: Causes of World War One (CR7, CR9)
Class Discussion: Trace how the Treaty of Versailles led to Totalitarianism in Europe
(CR10, CR11, CR13)
Simulation: World War I Trenches (CR14)
Mapping: Discuss the geophysical and geopolitical advantages and disadvantages of
the Central Powers during World War One. (CR8)
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Analyze how Australia, Canada and New Zealand forged separate autonomous
communities within the British Empire, called the British Commonwealth of Nations.
(CR5d, CR14)
Class Discussion: Describe how the United States was so successful in its rapid
economic advance after the war. (CR15)
What factors led to Japan’s shift from a liberal democracy to a military controlled
government? (CR13)
Effects of the Great Depression on Latin America. (CR4, CR5b)
Techniques used by Gandhi in protesting British colonialism (CR4, CR7)
Contrast activity: Fascism and Totalitarianism (CR7, CR8, CR9)
Relationships: German policy toward Jews vs. Japanese policy toward Chinese (CR7)
Socratic Circle: How did the post-war conferences contribute to the Cold War? (CR7)
Comparison/Contrast Paper: Nationalism in Europe and Nationalism in Its Colonies
(CR6, CR12, CR15)
Change over Time Essay: Dynastic China to Communist China (CR6, CR10)
Project: Cold War Museum (CR14, CR15)
Timeline: Events that led to the Rise of the Cold War (CR4, CR8)
Purposes and Consequences of the Marshall Plan (CR7, CR8, CR9)
Contrast: Capitalism vs. Communism (CR12)
Comparison: Latin American, African and European attitudes towards women (CR5a,
CR5b, CR12)
Evaluation: Describe the political and economic reasons for the United States
involvement in Latin America (CR5b, CR7)
Appraise the reasons for high population growth rate in new Asian and African nations.
(CR5a, CR5c, CR7, CR8, CR9)
Compare and Contrast: Post-independence policies in India and Egypt (CR5c, CR7, CR8,
CR9)
Summarize the Influences that contributed to Islamic fundamentalists gaining ground in
Iran. (CR7, CR8, CR9)
Contrast Activity: High-Tech Warfare and Guerilla Warfare (CR12)
Compare the experience in China and Vietnam with the process of decolonization
elsewhere in Asia and Africa. (CR5a, CR5c, CR6, CR12)
Evaluate: The enormous growth of Japan after 1945. (CR9)
Class Discussion: Consider the role of traditional civilization identity versus the pace of
internationalization in 20th century culture. (CR14, CR15)
Change over Time Essay: Globalization and the Rise of nongovernmental organizations
(CR6, CR10)
Socratic Circle: the Independence Movements in Africa and India (CR5a, CR5c)
Socratic Circle: Role of Women After the Chinese Revolution and Before the Iranian
Revolution (CR10)
Primary Sources: (CR1b)
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Selected Poetry by Rabindranath Tagore
Selected Poetry by Mohandas Gandhi
Selected Poetry by Leopold Sedar Senghor
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Selected Poetry by Aime Cesaire
Andrey Zhdanov’s Socialist Realism
Diary of Yoshizawa Hisako
Mikhail Gorbachev’s A New Wave of Soviet Reform
Excerpts from the Betty Friedan’s The Feminine Mystique
Chinua Achebe’s No Longer at Ease
World War One and Two Propaganda Posters
Woodrow Wilson’s, Fourteen Points
Heinrich Himmler, Speech to the SS
Jean-Francois Steiner, Treblinka
Iris Chang, The Rape of Nanking
Secondary Sources: (CR1c)
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Sally Marks, The Coming of the First World War
Erich Maria Remanrque, All Quiet on the Western Front
Joachim C. Fest, The Rise of Hitler
Glenn Garvin and Edward Gegstrom: Report: Maya Indians Suffered Genocide
Theodor Herzl, The Jewish State
Abba Eban, The Refugee Problem
Sherif Hetata, Dollarization
Benjamin Barber, Jihad vs. McWorld
Essay Writing
Students will be responsible for the writing of numerous essays throughout this course.
Students will practice writing Document Based Questions, Change Over Time and
Comparison/Contrast Essays. During the first quarter we will focus on Comparison/Contrast
essays. During the second quarter we will incorporate the Document Based Question.
Students will use templates to guide them in their essay writing. We will also use procedures
outlined by the Princeton Review AP World History Manual.
Outside Reading
Students will often be responsible for reading material in addition to that of the textbook.
Material could include portions of a text or an entire text. Often times students will be
assigned this reading over breaks from school.