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ROOM A 124
Philosophy for AP World History:
The philosophy for the course is to develop the 21st century skills
of students. These skills include finding and evaluating information, communication, analytical thinking,
problem solving, and collaborating. These skills will help to prepare each student to succeed in a
changing world.
Course Design: The AP World History course is an academic, yearlong course with an emphasis on nonWestern history. The course relies heavily on college level texts, primary source documents, and outside
readings. Students will be required to participate in class discussions, and in group and individual
projects. A special emphasis will be given to historical writing through essay and document based
questions (DBQ). In addition, objective exams, quizzes, and numerous writing exercises will be given.
Students are expected to take the AP exam in May.
Course Overview
This class approaches history in a non-traditional way in that it looks at the common threads of humanity
over time: trade, religion, politics, society and technology and it investigates how these things have
changed and continued over time in different places. This course curriculum and time periods is set by
the College Board and is based on the AP World History outline. This class is designed to help students
refine their analytical abilities and critical thinking skills in order to understand historical and
geographical context, make comparisons across cultures, use documents and other primary sources, and
recognize and discuss different interpretations and historical frameworks.
Time Period
Percentage of Exam
8000 BCE – 600 CE
19 – 20 %
Unit 2
600 – 1450
Unit 3
1450 – 1750
19 – 20 %
Unit 4
1750 – 1914
19 – 20 %
Unit 5
1914 – Present
19 – 20 %
The following themes will be addressed throughout the course and highlighted through lecture, reading
assignments, group activities, projects, test, unit reviews, and group discussions.
1. Interaction between humans and the environment
• Demography and disease
• Migration
• Patterns of settlement
• Technology
2. Development and interaction of cultures
• Religions
• Belief systems, philosophies, and ideologies
• Science and technology
• The arts and architecture
3. State-building, expansion, and confl ict
• Political structures and forms of governance
• Empires
• Nations and nationalism
• Revolts and revolutions
• Regional, transregional, and global structures and organizations
4. Creation, expansion, and interaction of economic systems
• Agricultural and pastoral production
• Trade and commerce
• Labor systems
• Industrialization
• Capitalism and socialism
5. Development and transformation of social structures
• Gender roles and relations
• Family and kinship
• Racial and ethnic constructions
• Social and economic classes
Primary Textbook (Take Home Book)
Stern, Peter N., Michael Adas, Stuart B. Schwartz, and Marc J. Gilbert.
World Civilizations: The Global Experience. New York: Pearson Longman 5th Edition.
Document Readers
Andrea, Alfred J., and James H. Overfield. The Human Record: Sources of Global History. Vols. 1 & 2.
Boston: Houghton Mifflin, (take home readers)
Stearns, Peter, Stephen S. Gosch, and Erwin P. Grieshaber. Documents in World History. Vols. 1 & 2.
New York: Longman (selected in class readings)
Course Assignments
There will be a variety of assignments throughout the course to reinforce the curriculum from the College
Board. The assignments for the entire course will fall into one of the following categories:
Essay Writing- This is a major portion of this course because 50% of the AP exam grade is based on
your essay scores. We will be writing three types of essays which you will be shown how to write in
class and you will get a variety of practice in class and at home. You will also be required to write a selfanalysis for each essay, which goes over what you did correctly and what you did not do correctly in each
of your essays.
1. Comparative- You will answer a question that compares issue from World History.
2. Change Over Time- You will answer a question based on Changes and Continuities over a very
specific time period.
3. Document Based Questions- You will answer a question that address a topic in several documents
that you are given that you must read and analyze.
Other Writing Activities- You will receive other assignments that will reinforce your abilities to write
including but not limited to thesis writing, short and extend response questions, write to learn activities,
analysis writing activities, evidence writing activities (these activities will be done in a variety of ways
including independent work, group activities, class discussion, technology activities, and others) blogging
Vocabulary Activities- You will receive short list of vocabulary words for each chapter that will help
you familiarize yourself with what we are going to cover.
Map Activities- You will receive a variety of mapping activities to reinforce your geographic knowledge
and skills throughout our curriculum.
Class Discussion and Lecture- A variety of topics and materials will be presented in a class discussion
and lecture format and sometimes you will receive grades for this. Powerpoints will be used to aid lecture
and as a starting point for discussions. You will be required to keep up with your notes from our in class
lectures or discussions.
Projects- You will receive projects throughout the year that address topics in AP World History and these
projects may be done in an individual manner or through group work and count as a percentage of your
grade for each quarter.
Unit Reviews- You will be required to complete a unit review for each unit of study in this class. These
unit reviews will help you prepare for your Unit Test at the end of each unit.
Chapter & Unit Test(s)- You will have a chapter test or quiz for each chapter and each of the units we
cover in this class.
Reading Assignments- You will be required to follow your reading plan for the year and have all
readings completed before we cover the chapter(s) in class.
Grading Scale
93 - 100
85 - 92
75 - 84
65 - 74
0 - 64
Semester Weighted Scale
Quarter A
Quarter B
Semester Exam
Summer Reading Assignment:
You will be reading A History of the World in 6 Glasses by Tom Standage. Allong with reading this book
you will be required to do a map activity, timeline, and answer questions related to each chapter. This
assignment will be handed out in the spring and will be due in August.
Some popular APWH reading assignments
The Columbian Exchange: Biological and Cultural Consequences of 1492 by Dr. Alfred Crosby. Guns,
Germs and Steel, King Leopold's Ghost, Nectar in a Sieve, Salt, Things Fall Apart, The World That Trade
Created and Something New Under the Sun: An Environmental History of the 20th Century are among
the many excellent and readable "new World History" books. You can look these up at & PS: If you look up The Columbian Exchange at, you'll see a sidebar with a helpful
list put together by APWH teacher and essay reading Table Leader Tom Martin of California.
The APWH exam
There are 70 Multiple Choice questions, a DBQ, a Change Over Time essay and a Comparative essay.
Unlike in EH or USH, the three essays are equally weighted. There are no essays to choose among, as in
the EH or USH Free Response Questions, although internal choice is possible in the COT and
Comparative essays. The biggest difference is the DBQ asks students to write what additional document
would they like to see included.
Habits of Mind: The guidelines from the College Board suggest the development of the following skills:
The AP World History course addresses habits of mind in two categories: (1) those
addressed by any rigorous history course, and (2) those addressed by a world history
Four habits of mind are in the fi rst category:
• Constructing and evaluating arguments: using evidence to make plau si ble
• Using documents and other primary data: developing the skills neces sary to
analyze point of view and context, and to un der stand and interpret information
• Assessing continuity and change over time and over different world regions
• Understanding diversity of interpretations through analysis of context, point of
view, and frame of reference
Five habits of mind are in the second category:
• Seeing global patterns and processes over time and space while connecting local
developments to global ones
• Comparing within and among societies, including comparing societies’ reactions
to global processes
• Considering human commonalities and differences
• Exploring claims of universal standards in relation to culturally diverse ideas
• Exploring the persistent relevance of world history to contemporary
APWH is not"anti-Western Civ".
All of the APWH people I have run into are "pro-global" rather than "anti" anything. It was explained to
me this way: Look at history as if you were viewing the world from the moon. What common themes run
through all humanity over time? Another way of looking at it is when you studied US History; did you
study the history of the 50 individual states? No, you studied American history. Same with this "New
World" History.
Grading System
The student’s grade will be based upon quizzes, tests, and document-based essays. Test materials will
frequently be taken from past advanced placement examinations. Research and projects will also be
Assessment. Grades will be based on quizzes, tests, essays, in class writing assignments and daily work.
Participation is also a large part of this class. We will also be using Socratic Circles that will count toward
your grade. Your notebook will also be graded (see below). Each nine weeks, at least one major DBQ
(Documents Based Question) essay will be assigned. We will also write free response essays throughout
the year and they may be included on the unit exams.
Unannounced reading quizzes. History is a subject that must be read so expect frequent quizzes. In
addition, students are expected to participate in class discussions and will be graded upon their leadership
of some discussions and oral presentations.
Extra credit may be available in the form of written projects, book reports, analysis of historical
movies, etc. It is NOT intended to boost a grade at the last minute.
The grading scale is: 100-93%-A, 92-85%-B, 84-75%-C, 74-65%-D, 64-0%-F
A student who is absent is responsible to find out what he/she missed. It is not the responsibility of the
teacher to seek out the student and inform him/her what the makeup work is. In an AP course, absences
are especially difficult because of the amount of work that is done both in the classroom and the
homework. District policy will be followed with regard to absences and dropping the class. Two days is
allowed for make up work to be completed. If an assignment is due on the day a student is absent and the
student had prior knowledge of the assignment, it is expected that the assignment will be handed in the
day the student returns to class.
Notebooks. All students will keep a separate notebook for history. A three ring binder is required. Your
notebook should contain room for syllabi, study questions, and the numerous supplementary readings that
you will be assigned. Reading notes are an integral part of a well-designed notebook. The study
questions are designed to help you read and take notes more effectively. You are not expected to answer
each question in writing; use the questions to help identify main ideas and to assess how well you
understand the material. If you choose not to take reading notes because “it’s too much work,” then
don't expect me to guide you through the reading. (see AP Binder section below).
Homework is due on time. Assignments are given to support a topic being covered in class, they are not
given as busy work, therefore, late work will be docked one letter grade for each day it is late. In order to
be successful in this class and in life, work must be completed on time.
Class Expectations
Students are expected to:
A. Keep a class notebook
B. Arrive to class on time every day
C. Complete assignments on time
D. READ the assignments
E. Participate in class discussions and activities in a positive way
F. Be respectful of each class member’s right to learn and participate
G. Be engaged in the intellectual discipline associated with the study of history
H. Check grades on Infinite Campus at least once a week
I. Score a 3-5 on the AP exam
The AP Binder
Your binder will be your best friend in this class. Periodically I will ask you to leave your binders so
that I may grade them. Some assignments will not be collected - I will look for them in your binder. Not
all binder collections will be announced in advance!
Study Groups:
I encourage you to form study groups. I think you will find it very helpful to work on discussion
questions and review for tests with fellow students. The amount of daily reading and related assignments
will be consistent throughout the year. However, you will probably need to adjust to the workload during
the first few weeks of school. You may find this particularly true if this is your first AP class. Sharing
this experience with a study group will, most likely, make the adjustment period easier.
How to get in touch with me other than during class time:
If you or your parents/guardians want to talk with me about your progress, clarification of assignments,
constructive suggestions about the class, get to know me better, etc., please feel free to try any of these
channels. Hopefully, we will successfully link up with each other. When you leave messages, please be
sure to give me a telephone number and times when you can be reached as well as a brief idea of why you
are calling. This will help me be prepared to best respond to your questions when we talk.
Email: [email protected]
Call the Social Studies Office:
Drop by Room A124 or the Social Studies TPC A150 before or after school.
Leave a note in my mailbox in the Main Office.
FINALLY-WHS uses the TURNITIN Plagiarism program. This is an online program that scans papers
for any misuses of copyrighted materials, including past DBQs and free response essays written by WHS
students. If you are not yet familiar with this program, I will introduce you to it early in the first quarter.
This program will prove invaluable to you as you prepare for college work. Plagiarism is a serious
offense and in college can result in failure of a class or being removed from the university. WHS also
takes plagiarism very seriously. You will receive a zero for any paper that is plagiarized.
Identifying the argument.
Restating major ideas in concise form.
Asking intelligent questions.
Distinguishing relevant from irrelevant material.
Distinguishing between fact and opinion.
Evaluating the credibility of different views.
Altering reading approaches to a variety of purposes: skimming, reading for main ideas, factual
Using what you already know to help you comprehend new material.
Using new material to challenge and modify what you already know.
Recognizing bias.
Making inferences and drawing conclusions
Be able to write an effective and well-organized essay that includes:
an introductory paragraph
a thesis statement
body paragraphs with topic sentences
a concluding paragraph, and
citations and a “Works Cited” page.
Be able to write for different purposes, including:
to analyze,
to synthesize,
to compare and contrast, and
to support conclusions and persuade your reader of the validity of your thesis.
Be able to analyze and interpret material in the following forms:
 Charts and graphs
 Historical atlases
 Art and literature
Maps and map symbols
Political cartoons
Visual materials
Utilizing library and Internet resources
Forming and defending opinions based upon evidence
Mastering large amounts of information for presentation on an examination or in a paper
Effectively communicating ideas orally
Recognizing recurring themes
Effectively organizing a notebook
Course Outline and Topics Covered
(Note; Readings from document readers are subject to change.)
Unit I: Foundations—c. 8000 BCE to 600 CE (1st Semester)
1. World History In Place And Time
• Interaction of geography and climate with the development of human society
• Major population changes resulting from human and environmental factors
• Nature and causes of changes
• Continuities and breaks within the course—what “works” and doesn’t?
2. Developing Agriculture and Technology
• Agricultural, pastoral, and foraging societies and their characteristics
• Emergence of agriculture and other technological change
• Nature of villages
• Effects of agriculture on the environment and peoples
3. Basic Features of Early Civilizations in Different Environments
• Political and social structure of: Mesopotamia, Egypt, Indus, Shang, Mesoamerican and
Andean South America
4. Classical Civilizations
• Major political developments in China, India, and the Mediterranean
• Social and gender structures
• Major trading patterns within and among Classical civilizations
• Arts, sciences, and technology
5. Major Belief Systems
• Basic features of major world belief systems prior to 600 CE
• Physical place of each belief system by 600 CE: Polytheism, Hinduism, Judaism,
Confucianism, Daoism, Buddhism, and Christianity
6. Late Classical period (200 CE to 600 CE)
• Collapse of empires (Han, Western Roman Empire, Gupta)
• Movements of peoples (Huns, Germans)
• Interregional networks by 600 CE: trade and religious diffusion
1. Sterns, Chapters 1-5
2. Egyptian Book of the Dead
3. Code of Hammurabi
4. The Mandate of Heaven
5. Bhagavad-Gita
Lecture Topics
1. Overview of World Geography-Quiz
2. The Neolithic Revolution-Quiz
3. Characteristics of Civilization-Quiz
4. Mesopotamia and Egypt-Quiz
5. China and India-Quiz
6. Early Empires
a. Greeks and Alexander
b. Persia
c. China
d. India
e. Rome
7. The Crisis of Late Antiquity-Open Book Test
1. The Ancient Near East
2. Alexander’s Empire
3. Roman Empire
4. Roman Trade
5. Early China
6.Indian Empire
1. Reading guides for Sterns CH. 1-5
Introduction of the Compare/Contrast essay with the generic rubric. The rubric is included in the
packet with the AP Course Description. Familiarize yourself with the rubrics for the three different types
of essays we will be writing in this class.
Writing Activities
1. Chart on the characteristics of civilizations.
2. Compare/Contrast Essay over Early River Valley Civilizations
3. Compare/Contrast Essay over Greece and Iran
4. Compare/Contrast Essay over Rome and China
Unit II: 600–1450 (1st Semester)
1. The Islamic World
• The rise and role of Dar al-Islam in Eurasia and Africa
• Islamic political structures
• Arts, sciences, and technologies
2. Interregional networks and contacts
• Development and shifts in interregional trade, technology, and cultural exchange: TransSahara trade, Indian Ocean trade, Silk routes
• Missionary outreach of major religions
• Contacts between major religions, e.g., Islam and Buddhism, Christianity and Islam
• Impact of the Mongol empires
3. China’s Expansion
• The Tang and Song economic revolutions and the early Ming dynasty
• Chinese influence on surrounding areas and its limits
4. Developments in Europe
• Restructuring of European economic, social, and political institutions
• The division of Christendom into eastern and western cultures
5. Social, Cultural, Economic, and Political Patterns In The Amerindian World:
• Maya, Aztec, Inca
6. Demographic and Environmental Changes
• Causes and effects of the nomadic migrations on Afro-Eurasia
• Bantu migrations
• Consequences of plague in the fourteenth century
• Growth and role of cities
1. Sterns, Chapters 6-15
2. Muhammad ibn Ishaq, The Life of the Messenger of God
3. Ban Zhao, Lessons for Women
4. Buddhist Nun Song
5. Eightfold Path
6. Exodus
7. The Bible
8. The Qur’an
Lecture Topics:
2. Rise of World Religions
a. Hinduism
b. Buddhism
c. Judaism
d. Christianity
e. Islam
3. Political Islam-Quiz
4. The Mongol Impact
5. China
Open note quiz over 4 and 5
6. African Kingdoms/Islam, Ibn Battuta-Quiz
7. American Cultures
a. Maya
b. Aztecs
c. Inca
8. SE Asian Cultures -Quiz
9. The Crusades
10. Black Death and Europe-Test over 9 and 10
Audiovisual Resources:
1. Millennium #1
2. Millennium #2
3. Millennium #3
4. Millennium #4
1. Spread of Islam
2. European Middle Ages
3. Indian Ocean Trade
1. Reading guides for Sterns 6-15
Introduction of the DBQ and generic rubric.
Writing Activity:
1. 2002 DBQ-Christianity and Islam
2. 2005 Compare/Contrast Essay Mongol Impact
End of 1st Semester
Unit III- 1450-1750 (2nd Semester)
1. Changes in Trade, Technology, and Global Interactions
2. Knowledge of Major Empires and Other Political Units and Social Systems
• Ottoman, China, Portugal, Spain, Russia, France, England, Tokugawa, Mughal.
• African empires: Kongo, Benin, Oyo, Songhay
• Gender and empire
3. Slave Systems and Slave Trade
4. Demographic and Environmental Changes:
• Diseases, animals, new crops, and comparative population trends
5. Cultural and Intellectual Developments
• Scientific Revolution and the Enlightenment
• Comparative global causes and effects of cultural change
• Changes and continuities in Confucianism
• Major developments and exchanges in the arts
1. Sterns, Chapters 16-22
2. The Prince
3. The Italian Renaissance, Petrach
4. Protestantism and Women, John Knox
5. Suleiman The Lawgiver
6. Tokugawa Laws
7. Africa and the European Slave Trade
8. The Columbian Exchange
Lecture Topics:
1. The Renaissance: Italy-Take Home Test
2. The Reformation: Germany and England-Quiz
3. The Hapsburgs-Quiz
4. Rise of Parliamentary Government: Civil War and Revolution-MC Test
5. Romanov Russia-Quiz
6. Tokugawa Japan-Quiz
7. Ming Dynasty
8. Zheng He-Quiz over 7 and 8
9. The Moguls-Quiz
10. Songhay-Quiz
Audiovisual Resources:
1. Millennium 5
2. Millennium 6
3. Millennium 7
4. History Channel-Russia
5. Power Point-Tokugawa Japan
1. Reading guides for Sterns CH. 16-22
Introduction of the Change Over Time Essay with generic rubric.
Writing Activity:
1. 2003 COT over the Impact of Islam on West Africa, South Asia, Europe
2. Research Report on the Columbian Exchange
3. 2006 DBQ over the Global Flow of Silver
Unit IV- 1750-1914 (2nd Semester)
1. Changes in Global Commerce, Communications, and Technology
• Changes in patterns of world trade
• Causes and effects of the Industrial Revolution: political, economic, social, and
2. Demographic and Environmental Changes
• Migrations, end of the Atlantic slave trade, new birthrate patterns; food supply
3. Changes in Social and Gender Structure, Especially as Related to the Industrial Revolution
4. Political revolutions and independence movements and new political ideas
• Revolutions in the United States, France, Haiti, Mexico, China, Latin America
• Rise of nationalism, nation-states, and movements of political reform
• Rise of democracy and its limitations
5. Rise of Western Dominance
• Imperialism
• Cultural and political reactions
1. Sterns, Chapters 23-27
2. Leviathan, Thomas Hobbes
3. Two Treatises on Government, John Locke
4. Social Contract, Jean Jacques Rousseau
5. Spirit of Laws, Baron Montesquieu
6. Declaration of Independence, Thomas Jefferson
7. Declaration of the Rights of Man, National Assembly
8. Economy and Society of Latin America
9. The Decades of Imperialism in Africa
11. The Meiji Restoration in Japan
12. The Tanzimat Reforms in the Ottoman Empire
14. Conservative Reaction in Europe, Metternich
15. The Communist Manifesto, Marx
Lecture Topics:
1. American Revolution
2. French Revolution and Napoleon
3. Haitian and Latin American Revolutions-Test over 1,2,3
4. Congress of Vienna and Metternich-Quiz
5. Industrial Revolution
6. Years of Revolt-Test
7. India and the Sepoys
8. Imperialism and European Conquest
a. Opium Wars
b. Scramble for Africa
c. Indonesia and the Dutch
d. Economic Imperialism in South America-Test over 7 and 8
9. Meiji Restoration and the Japanese Industrial Revolution-Open Note Test
10. Reform in the Ottoman Empire-Quiz
11. Italian and German Unification-Quiz
12. Marx and Communism
13. Late Romanov Russia-Test
Audiovisual Resources:
1. Millennium 8
2. Millennium 9
1. Europe in 1812
2. Italian Unification
3. German Unification
4. Imperialism in Africa
5. The World in 1914
1. Reading guides for Sterns Chapters 23-27
Writing Activity:
1. 2003 DBQ over Indentured Servitude
2. 2003 COT over role of Women
Unit V: 1914-Present (2nd Semester)
1. Wars and Diplomacy
• The World Wars, Holocaust, Cold War, international organizations
• Globalization of diplomacy and conflict
• Reduction of European influence
• League of Nations, United Nations, European Union, non-aligned nations.
2. Patterns of Nationalism
• Decolonization: its political, economic, and social causes and effects
• Genocide
• Rise and fall of the USSR
3. Effects of Major Global Economic Developments
• The Great Depression: political, social and economic causes and effects
• Development of the Pacific Rim and multinational corporations
4. Social Reforms and Social Revolutions
▪Changing gender roles; family structures; rise of feminism
▪Marxism in its various forms
5. Globalization of Science, Technology and Culture
• Developments in global cultures and regional reactions
• Patterns of resistance against technology
6. Demographic and Environmental Changes
• Migrations; explosive population growth; new forms of urbanization; deforestation and
environmental movements
1. Sterns, Chapters 28-36
2. The Experience of World War I
3. Lenin and the Russian Revolution
4. Stalin and the Soviet Union
5. Chinese Revolutionaries: Sun Yat-sen and Mao Zedong
6. The Resurgence of Islam
7. Gandhi and Modern India
8. Twentieth Century Latin American politics: The Revolutionary Challenge
9. African Nationalism
10. International Terrorism
Lecture Topics:
1. World War I
2. The Russian Revolution –Test over 1 and 2
3. World Wide Depression-Quiz
4. The Rise of Totalitarianism
a. Stalin
b. Hitler
c. Spanish Civil War-Test
5. Revolt and Civil War in China-Quiz
6. World War II-Test
7. The Cold War
8. Korea-Quiz over 7 and 8
9. The End of Colonialism-Quiz
10. Revolutions in the 20thCentury
a. Cultural Revolution in China
b. Cuban Revolution
c. Independence in Vietnam
d. Iran and Islamic Revolution
e. The Green Revolution-Test
11. World at the End of the 20thCentury
Audiovisual Resources:
1. Millennium 10
2. The Century, 1914-1918
3. The Century, 1929-36
4. The World at War: Genocide
5. Wars in Peace: The Six Day War
1. World War I
2. Europe in 1922
3. World War II in Europe
4. World War II in Asia
5. The Cold War
6. The Modern World
1. Reading guides for Sterns Chapters 28-36
Writing Activity:
1. 2005 DBQ over 20th Century Muslim Leaders
2. 2002 COT Changing Global Trade Patterns
End of 2nd Semester-AP EXAM