Download AP World History

Palm Springs Unified School District
High School Course Description Template
Please read: Sections 1, 2 and 4 below must be completed and submitted to the Director of
Secondary Curriculum and Instruction for all courses seeking Palm Springs Unified School
District Cabinet and Board approval. Sections 3 and 5 must also be completed if the course
will be submitted to the University of California (UC) for placement on your school’s a-g list.
For yes/no or check box questions, mark the appropriate blank with an X.
District Office Use Only
World History AP
Transcript Title(s)/Abbreviation:
Transcript Course Code(s)/Number(s):
Cabinet/
BOE Approval Date: June 11, 2013
1508
Section 1: Course Content
1. Course Title:
Advanced Placement World History
May 21, 2013
Date this course was first submitted to the Curriculum Steering Committee:
Note: All courses submitted to the Curriculum Steering Committee will be evaluated for Cabinet and Board approval following the
established guidelines and timelines. Incomplete or missing information will delay the approval process.
2. Is this a re-write of an existing course?
X
No
Yes
If “Yes,” what is the Zangle Course Code:
3. CALPADS Code :
2778
4. PSUSD graduation requirement subject area:
World History
Note: Choose one from the following list- English I, II, III, or IV; Algebra; Math; World History; U.S. History; Civics; Economics;
Foreign Language; Fine Art; Physical Education; Health; General Elective; Biological Science; Physical Science.
ALSO: All courses in the subject area listed above must be taught by teachers who hold the appropriate and valid single subject
or designated subject teaching credential and/or are approved by the Human Resources Department to teach the course.
5. Unit Value for
complete course:
6. Grade Level:
2.5 PSUSD credits (one
quarter)
5 PSUSD credits (half
year/one semester)
9
X
10
X
10 PSUSD credits (one
year/two semesters)
Other (indicate value)
11
12
Note: Grade level pertains to which grades the course has been designed.
Note: For UC, 9th grade cannot be selected for Advanced Visual/Performing Arts courses. 9 th and 10th grades cannot be
selected for honors courses.
7. PSUSD Department:
Social Science
Note: Choose one from the following list- English; Mathematics; Social Science; Science; Visual and Performing Arts; Vocational
and Applied Technology; Foreign Language; Physical Education; Special Education; or Non-Departmental.
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8. PSUSD weighted GPA?
No
9. Is this an “online” learning course?
X
X
No
Yes
Yes
If “Yes,” list the online provider:
Note: If “Yes,” an additional course code will be created by ETIS with a virtual designation.
10. Will this course be offered only through the Alternative
Education Program?
X
No
11. Is this course an NCLB core subject course?
If “Yes,” list the NCLB subject area:
Yes
No
X
Yes
History
Note: Choose one from the following list: Arts; Biology; Chemistry; Civics and Government; Economics; English; Foreign
Language- French, German, Latin, Spanish, other; Geography; Geoscience; History; Math; Physics; Reading/Language Arts;
Science.
12. Career Pathway Relationship
Note: Refer to the list of Industries and their associated Pathways in Section 5, Item #38
Is this course an Industry and Career Pathway-related Course?
X
No
Yes
If “Yes,” which Industry?
Which Pathway?
What sequence level?
Note: Must be one of the following: 16-Beginning Literacy; 17-Beginning; 18-Intermediate; 19-Advanced (Capstone)
13. Is this course an Academy-related Course?
X
No
Yes
If “Yes,” which Academy?
14. California Content Standards Taught in This Course:
World History 10.1, 10.2, 10.3, 10.4, 10.5, 10.6, 10.7, 10.8, 10.9, 10.10, 10.11
15. California Standards Test Relationship - Name of the CST taken at the end of this course:
World History
16. Course Outline:
Themes
Themes are virtually the language of this course. We will use the themes below to organize our
thinking, reading, writing, and review.
The Six Key Reoccurring Themes in AP World History

The relationship of change verses continuity from around 8,000 BCE to the present.
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How and why do some aspects of societies, including their bureaucracies, social
systems, institutions, goals, fears, diets, products, demographics, local traditions,
global views, self image, and image of others change over time? At the same time,
how and why do these things sometimes remain unchanged for many years?

The impact of interaction among and within major societies
How does contact between different groups within a culture, or between two or
more cultures, change or fail to change those cultures?

The impact of technology, economics, and demography on peoples and their
environments over time
How does ease of labor, travel, learning, surplus, and shortage,
impact groups of people?

The evolution of social and gender structural systems over time
How does age, gender, beliefs, self-image, traditions, region, race, wealth, poverty,
and knowledge, impact the groups we belong to and the rights or obligations we
experience?

Developing cultural, religious, philosophical, and intellectual movements over time
How is culture created? How do beliefs grow and spread or decline? Why do ideas
become popular or unpopular?

Changes in the goals, functions, and structures of states ( including the rise of nation
states) and in the relationships between those states and their various classes of peoples
Why do people need to organize themselves? How is political power
distributed? Why do governments and empires succeed and fail? Why do people
identify with or fail to identify with leaders, places, and systems?
Organizational Themes
We will be using these themes extensively to organize our comparative reading, comparative
writing, comparative review, and overall analysis

Political
-including but not limited to governmental systems, bureaucracies, foreign policy and
warfare, the law, and human rights

Economic
-including but not limited to trade exchange, the creation of and distribution of wealth and
property, productivity, and shortage
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
Social
-including but not limited to tradition, class/caste social systems, gender status, age
status, language, world view and religious beliefs, intellectual ideas and philosophies,
technology, and cultural exchange

Geographic
-including but not limited to climate, typography, natural barriers or bridges, and natural
resources

Technological
- including material, procedural, and strategic advances or innovations and their degree of
implementation
Units
The course is organized around six thematic/ chronological units.
UNIT 1-Technological and Environmental Transformations to c. 600 B.C.E. = 5%
The global watersheds that generally frame this unit are the Neolithic revolution, the
components of “civilization” and the four “Old World” river societies.
UNIT 2- Organization and Reorganization of Human Societies c. 600 B.C.E. to c.
600 C.E. = 15%
The global watersheds that generally frame this unit are the causes, rise, spread, and
evolution of the world’s major religions and philosophies and the rise, decline, and fall of
the classical world
UNIT 3- Regional and Trans-regional Interactions c. 600 C.E. to c. 1450 = 20%
The global watersheds that generally frame this unit are the world following the fall of the
classical empires, the rise and spread of Islam as an “Old World” global political and
economic system, the continuing spread, evolution, and influence of the world’s major
religions and philosophies (Buddhism in Asia and Christianity in Europe), challenges to
Islamic trade dominance, the continued spread of Islamic systems south of the equator,
the origin and rise of European nation states from out of the Dark and Middle Ages and
their influence, the global impact of the Mongol Empire, post-Mongol recovery in China,
and permanent distant contact
UNIT 4- Global Interactions c. 1450 to c. 1750 = 20%
The global watersheds that generally frame this unit are the global consequences of the
Columbian Exchange, the massive migratory movement (forced and otherwise) of
peoples to different continents, the establishment of a global European presence, the
rise of mercantile systems and coercive labor systems, the reemergence of enlightened
political and social ideas, revolutionary challenges to monarchy, the origins of the middle
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class in the west, and the dawn of western proto-industrialization
UNIT 5 - Industrialization and Global Integration c. 1750 to c. 1900= 20%
The global watersheds that generally frame this unit are industrialization, global interior
colonization and settlement by Europe, continued compulsory and voluntary global
migrations of large numbers of people, competition between European nations over
global influence, colonial holdings, the rise of ethnic nationalism, the emergence of
resistance to western hegemony, and the long term causes of global conflict
UNIT 6- Accelerating Global Change and Realignments c. 1900 to the Present= 20%
The global watersheds that generally frame this unit are the decline of western
dominance following the First World War, the rise of Marxist systems, the failure of
global economic and trading systems, the rise of industrialized totalitarian states, World
War Two, the various approaches and paths toward independence and their local and
global consequences, the global impact of the Cold War and its conclusion
17. Key Assignments:
Unit 1 To 600 BCE: Technological and Environmental Transformations
Key Concepts:
• Big Geography and the Peopling of the Earth
• Neolithic Revolution and Early Agricultural Societies
• Development and Interactions of Early Agricultural, Pastoral, and Urban Societies
Week 1
Daily Reading and Classroom Topics

FIRST DAY OF SCHOOL-COURSE INTRODUCTION- RULES- INFORMATION
EXCHANGE-GLOBAL GEOGRAPHY-Continents, Oceans, Seas and Rivers

GEOGRAPHY OF REGIONS-key political empires up to the year 1000 AD

PALEOLITHIC MIGRATIONS AND LIFESTYLE-hunter-gatherer societies and their
demographics and patterns- Text pp. 2-9 Guns, Germs, and Steel reading

NEOLITHIC/AG REVOLUTION AND EARLY SETTLED CIVLIZATIONS-agricultural and
pastoral people and their technology and demographics- Text

(CHAPTER 1) Civilization-what is it?The Four Major River Societies Tigris-Euphrates-Text
pp. 13-19-Egypt- Text
Week 2
Daily Reading and Classroom Topics

(CHAPTER 1) Indus-India and Huang He-China- Text

(CHAPTER 1) Heritage of River Societies - Text - Conclusions and comparisons
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Weekly Additional Readings (Completed by the following Monday)
***Please be prepared to discuss the readings below in a graded seminar format. You may
use reading notes. All graded seminars will focus on the backgrounds, motivations, goals,
perspectives, biases, validity, and persuasiveness of the authors and their works within
the context of the broader historic period ***
 Read- Guns, Germs, and Steel- pp 83-114
 Read- Experiencing World History- pp. 21-88

Ancient History Sourcebook: The Code of the Assyria, c. 1075 BCE-athttp://www.fordham.edu/halsall/ancient/1075assyriancode.html
Weekly Homework Assignments (Always due the following Monday)
 Practice Essays and Assignments:
 1) After reading and taking notes on Guns, Germs, and Steel- pp 83-114, and
Experiencing World History- pp. 21-88 write a thoughtful comparison of the varying
author’s perspectives concerning both the origins (causes) and consequences of the
transition between nomadic and settled (agricultural) societies for the peoples involved.
You should evaluate the degree to which multiple causes lead to the transition from
Paleolithic behaviors to Neolithic behaviors in some human groups and how these new
behaviors contributed to multiple consequences. Use evidence to support your
conclusions. You will have two weeks to complete this assignment.
2) Compare and contrast the political, social, economic, and technological conditions
exhibited by Paleolithic peoples to those exhibited by Neolithic peoples.
3) Compare and contrast the civilizations of Mesopotamia and Egypt politically, socially
And economically
4) Periodization Review Chart: Please create a Cause and Effect flow chart listing the
significant watershed trends, changes, innovations and new practices and ideas that best
characterize why this time in history (to 600 BCE) is considered a “period” of study and
why a new period is necessary. You should examine both established trends that decline
and new trends that emerge.

Answer Global Context Questions:
1) What permanent political, social, economic, demographic, and technological changes
occurred for humans as a result of the Neolithic revolution and what multiple causes led
to these changes occurring?
2) Specifically, what conditions led to the rise of the first “civilization” in Mesopotamia?
3) How did the image, behavior, activities, and role of women change following the
Neolithic Revolution?
 Complete Political/Social/Economic Graphic Organizers for:
1) Mesopotamia 2) Egypt
Weekly Assessments
 Multiple Choice Reading Quiz-UNIT #1-Text
-[Start of UNIT #2 –]
Unit 2 600 BCE-600 CE: Organization and Reorganization of Human Societies
Key Concepts:
• Development and Codification of Religious and Cultural Traditions
• Development of States and Empires
• Emergence of Transregional Networks of Communication and Exchange
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
(CHAPTER 2) Classical China-Patterns- Text

(CHAPTER 2) Classical China-Political Institutions- Text pp. 39-40- Religion and Culture
pp. 40-44
(CHAPTER 2) Classical China-Economy and Society- Text -Conclusions and summary of
Classical China

Weekly Additional Readings (Completed by the following Monday)
***Please be prepared to discuss the readings below in a graded seminar format. You may
use reading notes. All graded seminars will focus on the backgrounds, motivations, goals,
perspectives, biases, validity, and persuasiveness of the authors and their works within
the context of the broader historic period ***

Han Fei-tzu (d. 233 BCE): Legalist Views on Good Government -athttp://www.wsu.edu:8080/~wldciv/world_civ_reader/world_civ_reader_1/hanfeitzu.html

Examples of Filial Piety (14th Century CE)-athttp://www.wsu.edu:8080/~wldciv/world_civ_reader/world_civ_reader_1/filial.html

Chinese Cultural Studies: Mengzi Meng-tse [Mencius]: Selections from the Mencius
(c.300 BCE)-at-http://academic.brooklyn.cuny.edu/core9/phalsall/texts/mencius.html

Chinese Cultural Studies: Xunzi Hsun-tse: Selections From Xunzi (c. 213 BCE)-athttp://academic.brooklyn.cuny.edu/core9/phalsall/texts/hsun-tse.html

Documents in World History: Volume One: Women in Classical China pp. 54-60
Weekly Homework Assignments (Always due the following Monday)
 Practice Essays and Assignments:
1) Please read the following documents: Han Fei-tzu (d. 233 BCE): Legalist Views on
Good Government -athttp://www.wsu.edu:8080/~wldciv/world_civ_reader/world_civ_reader_1/hanfeitzu.ht
ml (AND) Examples of Filial Piety (14th Century CE)-athttp://www.wsu.edu:8080/~wldciv/world_civ_reader/world_civ_reader_1/filial.html
(AND) Chinese Cultural Studies: Mengzi Meng-tse [Mencius]: Selections from the
Mencius (c.300 BCE)-athttp://academic.brooklyn.cuny.edu/core9/phalsall/texts/mencius.html (AND) Chinese
Cultural Studies: Xunzi Hsun-tse: Selections From Xunzi (c. 213 BCE)-athttp://academic.brooklyn.cuny.edu/core9/phalsall/texts/hsun-tse.html (AND)
Documents in World History: Volume One: Women in Classical China pp. 54-60
(along with) Chapter 2 from your text and evaluate (in writing) the relationship
between early Chinese philosophical systems and early Chinese social and political
systems. Use evidence to support your conclusions


2) Compare and contrast the Harappan civilization to that of Shang/Zhou China socially,
Geographically, and in terms of economic trade.
Answer Global Context Questions:
1) What is continuity and how might geography have an impact on it?
2) What does the term “classical” mean, and what makes Han Dynasty China Classical?
Complete Political/Social/Economic Graphic Organizers for:
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1) Harappan (Indus) 2) Shang/Zhou China 3) Qin China 4) Han China
Weekly Assessments
 Multiple Choice Reading Quiz-Text
Week 3
Daily Reading and Classroom Topics

(CHAPTER 3) Classical India- Framework and Patterns- Text

(CHAPTER 3)Classical India- Political institutions and Religion- Text

(CHAPTER 3)Classical India- Economy and Society - and conclusions on Indian influence
in S.E. Asia and the ancient world- Text

(CHAPTER 4)Classical Mediterranean Societies-Persia, Greece, and Rome- Text

(CHAPTER 4) Greek and Roman political and religious institutions- Text
Weekly Additional Readings (Completed by the following Monday)
***Please be prepared to discuss the readings below in a graded seminar format. You may
use reading notes. All graded seminars will focus on the backgrounds, motivations, goals,
perspectives, biases, validity, and persuasiveness of the authors and their works within
the context of the broader historic period ***
 Documents in World History: Volume One: Emperor Ashoka and “Right Conduct”-pp. 8187
 Documents in World History: Volume One: Gender Relations in India: Four Types of
Evidence-pp. 93-99
 Ancient History Sourcebook: Aristotle: Spartan Women-athttp://www.fordham.edu/halsall/ancient/aristotle-spartanwomen.html

Readings in World Civilizations: Volume One: The Great Traditions: War, Slaves, and
Land Reform: Tiberius Gracchus-pp. 86-92
Weekly Homework Assignments (Always due the following Monday)
 Practice Essays and Assignments:
1) Please read the following documents. Documents in World History: Volume One:
Emperor Ashoka and “Right Conduct”-pp. 81-87 (AND) Documents in World History:
Volume One: Gender Relations in India: Four Types of Evidence-pp. 93-99 along with
chapter 3 from your text and evaluate (in writing) the contribution of Hinduism and
Buddhism to social and gender structures in early India. Use evidence to support your
conclusions
2) Compare and contrast the impact on Christianity in the Roman Empire to the impact of
Buddhism in the Mauryan and Gupta Empires.
3) Discuss Rome’s political, social, and economic changes over time from 508 BCE to
476 CE.
 Answer Global Context Questions:
1) What political, economic, social. geographic, and demographic problems did the
Roman Empire face that it could not overcome?
2) What elements of the world’s major religions tend to transcend political boundaries and
social traditions, and why?
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3) What is the difference between Theravada and Mahayana Buddhism and why was
Mahayana Buddhism more appealing to the masses?
 Complete Political/Social/Economic Graphic Organizers for:
1) Greco/Roman Civilization 2) Mauryan/Gupta Civilization
Weekly Assessments
 Multiple Choice Reading Quiz-Text
Week 4
Daily Reading and Classroom Topics

(CHAPTER 4) Greek and Roman economies and conclusions- Text

(CHAPTER 5) The Classical Period, Directions, Diversities, and Declines -Expansion and
Integration-Beyond Classical Civilizations- Text

(CHAPTER 5) Decline of Empires in China, India, and Rome and the rise of new
societies.Contrast and compare –conclusions – Text

(CHAPTER 5) The New diffusion and interaction- Text

Religious Map-Contrast and compare new religions- Review-Foundations-Continuities v.
Changes and their causes in the ancient world- major interactions of people- compare rise
and fall of great empires
Weekly Additional Readings (Completed by the following Monday)
***Please be prepared to discuss the readings below in a graded seminar format. You may
use reading notes. All graded seminars will focus on the backgrounds, motivations, goals,
perspectives, biases, validity, and persuasiveness of the authors and their works within
the context of the broader historic period ***
 Documents in World History: Volume One: The Fall of Rome- pp. 129-132
 Readings in World Civilizations: Volume One: Paul and His Opponents-pp. 122-130
Weekly Homework Assignments (Always due the following Monday)
 Practice Essays and Assignments:
1) Compare and contrast the various causes of decline in the Roman, Han Dynasty China,
and the Gupta Empire and the various consequences to each region as a result of decline
2) Compare and contrast the impact of Confucianism on Han China to that of Hinduism on
Gupta India.
3) Compare and contrast the roles and status of women in the Roman, Han, and Gupta
Empires
4) Periodization Review Chart: Please create a Cause and Effect flow chart listing the
significant watershed trends, changes, innovations and new practices and ideas that best
characterize why this time in history (600 BCE to 600 CE) is considered a “period” of study
and why a new period is necessary. You should examine both established trends that
decline and new trends that emerge.


Answer Global Context Questions:
1) What elements of Roman, Han, and Gupta Civilization are considered “classical” and
why?
Complete Political/Social/Economic Graphic Organizers for:
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1) Decline of Rome 2) Decline of Han 3) Decline of Gupta
Weekly Assessments
 Multiple Choice Reading Quiz-Text pp. 80-107
 Multiple Choice Unit Exam -Text pp. 2-107
 Unit Essay Exam (Contrast and Compare)
[Start of UNIT #3 - ]
Unit 3 600-1450: Regional and Transregional Interactions
Key Concepts:
• Expansion and Intensification of Communication and Exchange Networks
• Continuity and Innovation of State Forms and Their Interactions
• Increased Economic Productive Capacity and Its Consequences
Week 5
Daily Reading and Classroom Topics

PERIODIZATION (CHAPTER 6) The First Global Civilization (Islam) Birth of Islam - Text



(CHAPTER 6) Empire of the Umayyads- Text

(CHAPTER 7)Abbasid Decline- Text

(CHAPTER 7) Islam's Spread to South Asia- Text
(CHAPTER 6)Empire of the Abbasidsand impact of Islam- Text
Weekly Additional Readings (Completed by the following Monday)
***Please be prepared to discuss the readings below in a graded seminar format. You may
use reading notes. All graded seminars will focus on the backgrounds, motivations, goals,
perspectives, biases, validity, and persuasiveness of the authors and their works within
the context of the broader historic period ***

Medieval Sourcebook: Accounts of The Arab Conquest of Egypt-athttp://www.fordham.edu/halsall/source/642Egypt-conq2.html

Medieval Sourcebook: Arabs, Franks, and the Battle of Tours, 732: Three Accounts-athttp://www.fordham.edu/halsall/source/732tours.html
Weekly Homework Assignments (Always due the following Monday)
 Practice Essays and Assignments:
1) Please read carefully: Medieval Sourcebook: Arabs, Franks, and the Battle of Tours,
732: Three Accounts-at-http://www.fordham.edu/halsall/source/732tours.html and
discuss (in writing) your analysis of the author’s varying perspectives as being influential to
the purpose and goal of each document. Please use specific evidence from the
documents themselves and your background knowledge to support your conclusions.
2) Discuss in detail the social, economic, and political changes that occurred in Arabia
and adjoining regions following the introduction and spread of Islam
 Answer Global Context Questions:
1) Why did Islam diverge into two distinct groups: Sunni and Shiite?
2) What impact did the spread of Islam have on the Byzantine and Sassanian Empires?
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
3) What role did Sufism play in the spread and practice of Islam?
Complete Political/Social/Economic Graphic Organizers for:
1) The Umayyad Caliphate 2) The Abbasid Caliphate
Weekly Assessments
 Multiple Choice Reading Quiz-Text
Week 6
Daily Reading and Classroom Topics

(CHAPTER 7) Islam's Spread to S.E. Asia and impact of global Islamic diffusion- Text

(CHAPTER 8) Spread of Islam into Africa-Contrast and Compare traditional African
societies Africa's Grassland Kingdoms- Text

(CHAPTER 8) East Coast of Africa-Swahili societies- Text

(CHAPTER 8) Central African and Societies- contrast and compare African societiesconclusions- Text

Global Economic, Social, and Political Impact of Islam in the Eastern HemisphereComparison of Islams diverse evolution resulting from its spread into diverse areas of the
“Old World”
Weekly Additional Readings (Completed by the following Monday)
***Please be prepared to discuss the readings below in a graded seminar format. You may
use reading notes. All graded seminars will focus on the backgrounds, motivations, goals,
perspectives, biases, validity, and persuasiveness of the authors and their works within
the context of the broader historic period ***

Documents in World History: Volume One: African Kingdoms and Islam (Ibn Battuta)pp.266-271

Medieval Sourcebook: Ibn Battuta: Travels in Asia and Africa 1325-1354athttp://www.fordham.edu/halsall/source/1354-ibnbattuta.html
Weekly Homework Assignments (Always due the following Monday)
 Practice Essays and Assignments:
1) Compare and contrast the spread of Islam into Africa to that of its spread into South
East Asia
2) Please read carefully: Documents in World History: Volume One: African Kingdoms
and Islam (Ibn Battuta)-pp.266-271 (AND) Medieval Sourcebook: Ibn Battuta: Travels
in Asia and Africa 1325-1354-at-http://www.fordham.edu/halsall/source/1354ibnbattuta.html (NOTE: from this web source read only the entries entitled- The town of
Mogadishu in Somalia, Kulwa on the African mainland, Ibn Battuta praises his natural
lord, the sultan of Morocco, Life at Walata, Ibn Battuta arrives at the city of Mali, capital
of the kingdom of Mali, Ibn Battuta meets the king of Mali, Ibn Battuta judges the
character of the people of Mali , Their piety, and The nakedness of the women. While
reading these sources actively consider potential examples of this author’s perspective
and bias and create (in writing) a list of passages that you believe contains the best
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examples of these characteristics. Your lists will be used in a graded seminar
discussion
3) Compare and contrast Islam’s impact of the western Sudan and the Swahili Coast
 Answer Global Context Questions:
1) How did Islam standardize trade throughout much of the Eastern Hemisphere?
2) How do stateless African societies compare with the Empires of the Western Sudan?
 Complete Political/Social/Economic Graphic Organizers for:
1) Ghana 2) Mali 3) Songhai 4) Swahili Coast
Weekly Assessments
 Multiple Choice Reading Quiz-Text
Week 7
Daily Reading and Classroom Topics

(CHAPTER 9) Eastern Europe-Byzantine and Orthodox societies-Byzantine Empire-rise
and decline- Text

(CHAPTER 9) Byzantine Empire cont… and Kievan Rus. Conclusions of outside impact
on Eastern Europe- Text

(CHAPTER 10) New Civilization in Western Europe- Post Classical Europe- Text

(CHAPTER 10) Post Classical Medieval Religion and Economy- Text

(CHAPTER 10) Medieval Apex and Decline- impact of exterior and interior factors- Text
Weekly Additional Readings (Completed by the following Monday)
***Please be prepared to discuss the readings below in a graded seminar format. You may
use reading notes. All graded seminars will focus on the backgrounds, motivations, goals,
perspectives, biases, validity, and persuasiveness of the authors and their works within
the context of the broader historic period ***

Medieval Sourcebook: An Arab Ambassador in Constantinople late 10th century-athttp://www.fordham.edu/halsall/source/byz-arabambas.html

Documents in World History: Volume One: Russia Converts to Christianity-pp.225-229

Documents in World History: Volume One: Feudalism: Contemporary Descriptions and the
Magna Carta-pp. 229-235
Documents in World History: Volume One: Merchants and the Rise of Commerce-pp. 256260


Medieval Sourcebook: Witchcraft Documents [15th Century]-athttp://www.fordham.edu/halsall/source/witches1.html
Weekly Homework Assignments (Always due the following Monday)
 Practice Essays and Assignments:
1) Compare and contrast the role of Catholicism in Medieval Western Europe to that of
Orthodox
Christianity on the Byzantine Empire
2) Discuss the economic changes over time in Western Europe from the fall of Rome to
1400 CE.
 Answer Global Context Questions:
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1) What diverse cultural elements merged to create European Russia?
2) How does Byzantine Bureaucracy compare to that of China during the same period?
 Complete Political/Social/Economic Graphic Organizers for:
1) Byzantine Empire 2) Kievian Rus 3) Feudal, Manorial, and Monastic Europe
Weekly Assessments
 Multiple Choice Reading Quiz-Text
Week 8
Daily Reading and Classroom Topics

REVIEW-Exchanges in peoples and ideas-class and gender roles-trade-continuity v.
breaks in tradition

INTERIM EXAM

(CHAPTER 11) Civilization in the Americas at its apex- prior to invasion- The Aztecs- Text

(CHAPTER 11) The Inca Empire and Inca Socialism- Text

(CHAPTER 11) Other Indian Societies- Impact of interaction between American societiesconclusion- Text
Weekly Additional Readings (Completed by the following Monday)
***Please be prepared to discuss the readings below in a graded seminar format. You may
use reading notes. All graded seminars will focus on the backgrounds, motivations, goals,
perspectives, biases, validity, and persuasiveness of the authors and their works within
the context of the broader historic period ***
 Documents in World History: Volume One: The Mayan Creation Story-pp. 273-277
 Documents in World History: Volume One: Tribute under the Aztecs-pp. 277-280
Weekly Homework Assignments (Always due the following Monday)
 Practice Essays and Assignments:
1) Compare and contrast in detail Incan Bureaucracy to that of Aztec Bureaucracy
2) Discuss the changes in Aztec Culture from their time as mercenary nomads to their
time of contact with the Spanish
 Answer Global Context Questions:
1) How does Aztec human sacrifice compare to examples of human sacrifice in the “old
World?”
2) How did the Inca conquer and govern such a sizable empire in such a short amount
of time?
 Complete Political/Social/Economic Graphic Organizers for:
1) Olmec 2) Maya 3) Inca 4) Aztec
Weekly Assessments
 Multiple Choice Reading Quiz-Text
Week 9
Daily Reading and Classroom Topics

(CHAPTER 12) Chinese Renaissance and Unification- Sui rise, decline and rise of the
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Tang- Text

(CHAPTER 12) Tang decline and rise of Song- Text

(CHAPTER 12) Tang and Song golden age legacy and conclusions- Text

(CHAPTER 13) Spread of Chinese Civilization- Japan in the Imperial Age- Text

(CHAPTER 13) Korea -Vietnam and conclusion of Chinese influence- Text
Weekly Additional Readings (Completed by the following Monday)
***Please be prepared to discuss the readings below in a graded seminar format. You may
use reading notes. All graded seminars will focus on the backgrounds, motivations, goals,
perspectives, biases, validity, and persuasiveness of the authors and their works within
the context of the broader historic period ***
 Experiencing World History: Gender Structures in the Post-Classical Period: East Asiapp.226-228
 Experiencing World History: Labor and Leisure Systems in the Post-Classical Period:
Feudalism and Manorialism in Circum Meditarranian and Japan 234-236
 Experiencing World History: Labor and Leisure Systems in the Post-Classical Period: The
State and Labor in Prosperous China-pp.237-239
Weekly Homework Assignments (Always due the following Monday)
 Practice Essays and Assignments:
1) After reading Experiencing World History: Gender Structures in the Post-Classical
Period:
East Asia-pp.226-228 evaluate (in writing) the multiple causes for why gender
structures changed during the period in question and the numerous consequences for
BOTH genders
2) Create DBQ Documents and Prompt with sample Response (Topic: impact of global
belief systems on various global cultures and their classes)
3) Compare and contrast the degree to which Sinification influenced Post-Classical
Korea, Japan, and Vietnam.
4) Discuss how did the attitude toward Buddhism changed over time in China during the
Sui/Tang/Song Era?
 Answer Global Context Questions:
1) Why is the Sui/Tang/Song Era considered a Renaissance in Chinese History?
2) What is the relationship in Sui/Tang/Song China between the Scholar-Gentry class
and the Merchant class and what are the causes of this relationship? why
 Complete Political/Social/Economic Graphic Organizers for:
1) Sui/Tang/Song China 2) Feudal Japan
Weekly Assessments
 Multiple Choice Reading Quiz-Text
2nd Quarter
Week 10
Daily Reading and Classroom Topics

(CHAPTER 14) Rise of the Mongols Under Chinggis Khan - Text
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
(CHAPTER 14) Nomadic Mongols Conquer parts of the West- Text

(CHAPTER 14) Period of Mongol control in China- and conclusion- Text

(CHAPTER 15) The West-decline of the old West and Rise of the New West- Text

(CHAPTER 15) The Renaissance and the first Western exploration- Text
Weekly Additional Readings (Completed by the following Monday)
***Please be prepared to discuss the readings below in a graded seminar format. You may
use reading notes. All graded seminars will focus on the backgrounds, motivations, goals,
perspectives, biases, validity, and persuasiveness of the authors and their works within
the context of the broader historic period ***

Medieval Sourcebook: John of Monte Corvino: Report from China 1305-athttp://www.fordham.edu/halsall/source/corvino1.html

Medieval Sourcebook: Marco Polo: On the Tartars-athttp://www.fordham.edu/halsall/source/mpolo44-46.html
Weekly Homework Assignments (Always due the following Monday)
 Practice Essays and Assignments:
1) Contrast and compare the impact of the Mongol conquest of China to that of their
conquest of the Middle East and Russia
2) Explain how Mongol control of China could be considered a disruption to Chinese
continuity
 Answer Global Context Questions:
1) What was the Mongol contribution to the spread of trade, technology, and ideas
between the East and the West?
2) How does the Mongol conquest of Russia impact that nation’s social history and
outside contact?
3) How did the rise of the merchants in the Italian city-states alter the course of the
western European class and financial systems?
 Complete Political/Social/Economic Graphic Organizers for:
1) Mongols 2) Yuan Dynasty 3) Italian City- States during the Renaissance
Weekly Assessments
 Multiple Choice Reading Quiz-Text
Week 11
Daily Reading and Classroom Topics

(CHAPTER 15) Developments in the Pacific-Polynesia and New Zealand-and
conclusions- Text

REVIEW-Migrations of peoples-Mongol, Turks, Arabs-exchanges-diseases and ideascontinuity v. change-class and gender roles

UNIT EXAM PT. 1

UNIT EXAM PT. 2 (Essay)
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
PERIODIZATION- "The World Shrinks" – Text
Weekly Additional Readings (Completed by the following Monday)
***Please be prepared to discuss the readings below in a graded seminar format. You may
use reading notes. All graded seminars will focus on the backgrounds, motivations, goals,
perspectives, biases, validity, and persuasiveness of the authors and their works within
the context of the broader historic period ***
 Wayfinders: A Pacific Odyssey: Polynesian History and Origin-athttp://www.pbs.org/wayfinders/polynesian2.html
 Collapse: How societies Choose to Fail or Succeed: Twilight at Easter-chapter 2- pp. 79120
 Breaking the Cycles of Land Degredation Ban Lac Sip (Lao PDR)-athttp://www.iwmi.cgiar.org/Publications/Water_Policy_Briefs/PDF/wpb16.pdf -by Dr. Sandy
Williams and Dr. Jim Weale
Weekly Homework Assignments (Always due the following Monday)
 Practice Essays and Assignments:
1) After reading Collapse: How societies Choose to Fail or Succeed: Twilight at Easterchapter 2- pp. 79-120-by Jared Diamond (AND) Breaking the Cycles of Land
Degredation Ban Lac Sip (Lao PDR)-athttp://www.iwmi.cgiar.org/Publications/Water_Policy_Briefs/PDF/wpb16.pdf -by Dr.
Sandy Williams and Dr. Jim Weale discuss (in writing) the author’s varying views on
sustainable land usage and their opinions on how politics, geography, culture, and
economics impact sustainable policy. At the end of your paper (after consideration of
the readings) create a list of behaviors and policies you would avoid and a list of
behaviors and policies you would promote to advance sustainability amongst today’s
human population. Please use specific examples to support your conclusions
2) Compare and contrast the role of Islam on distant trade in the Eastern Hemisphere to
that of
the Mongol Empire
3)Periodization Review Chart: Please create a Cause and Effect flow chart listing the
significant watershed trends, changes, innovations and new practices and ideas that best
characterize why this time in history (600 CE to 1450 CE) is considered a “period” of
study and why a new period is necessary. You should examine both established trends
that decline and new trends that emerge.
4)After reading: Wayfinders: A Pacific Odyssey: Polynesian History and Origin-athttp://www.pbs.org/wayfinders/polynesian2.html....AND....... Collapse: How societies
Choose to Fail or Succeed: Twilight at Easter-chapter 2- pp. 79-120…Along with
Chapter 15 from your text, complete Political/Social/Economic Graphic Organizers for
the Polynesian groups examined in the readings
 Answer Global Context Questions:
1) How does geography (place) influence Maori notions of property and warfare
Weekly Assessments
 Multiple Choice Reading Quiz-Text
 Unit Exam
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-[Start of UNIT #4 –]
Unit 4: 1450-1750: Global Interactions
Key Concepts:
• Globalizing Networks of Communication and Exchange
• New Forms of Social Organization and Modes of Production
• State Consolidation and Imperial Expansion
Week 12
Daily Reading and Classroom Topics

(CHAPTER 16) Transformation in the West- Changes in Culture and CommerceReformation- Text

(CHAPTER 16) Science v. Absolutism- Text

(CHAPTER 16) Status of the West at 1750 and conclusions- Text

(CHAPTER 17) Western Exploration Spain and Portugal and their effects- Text

(CHAPTER 17) The Great Columbian Exchange-disease, flora, fauna, race, and the
global impact- Text and handout reading
Weekly Additional Readings (Completed by the following Monday)
***Please be prepared to discuss the readings below in a graded seminar format. You may
use reading notes. All graded seminars will focus on the backgrounds, motivations, goals,
perspectives, biases, validity, and persuasiveness of the authors and their works within
the context of the broader historic period ***
 Medieval Sourcebook: Martin Luther: Letter to the Archbishop of Mainz, 1517-athttp://www.fordham.edu/halsall/source/lutherltr-indulgences.html

Documents in World History: Volume Two: Protestantism and Women- pp. 19-22
Weekly Homework Assignments (Always due the following Monday)
 Practice Essays and Assignments
1) Compare and contrast the political, social, and economic, impact of the Columbian
Exchange on the Western Hemisphere to that of the Eastern Hemisphere
2) Discuss how the Reformation changed Western Europe between the 1500s and the
1700s
 Answer Global Context Questions:
1) How do the systems of colonization differ between the Northern European colonial
powers and the Southern European Colonial Powers?
2) What economic, social, political. and demographic impact did colonization have on the
continents of Europe, Africa, Latin America and Asia?
 Complete Political/Social/Economic Graphic Organizers for:
1) Absolute Monarchies in Europe 2) Southern European Colonization 3) Northern
European Colonization
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Weekly Assessments
 Multiple Choice Reading Quiz-Text
Week 13
Daily Reading and Classroom Topics

(CHAPTER 17) Global Conquests for the West and their impact for the World- Text -and
conclusions on joining of the hemispheres

(CHAPTER 18) Rise of Russia Expansion and Westernization under the tsars- Peter the
Great
- Text

(CHAPTER 18) Legacy of Early Modern Russia heading toward European conflicts-and
conclusions- Text

(CHAPTER 19) Early Latin America- Spanish and Portuguese-Reconquista to ConquestText

(CHAPTER 19) Destruction of Indian Societies and Colonial economies and governmentsText
Weekly Additional Readings (Completed by the following Monday)
***Please be prepared to discuss the readings below in a graded seminar format. You may
use reading notes. All graded seminars will focus on the backgrounds, motivations, goals,
perspectives, biases, validity, and persuasiveness of the authors and their works within
the context of the broader historic period ***
 Documents in World History: Volume Two: Economy and Society in Latin America-pp. 8088
 Documents in World History: Volume Two: Russian Peasants: Serfdom and
Emancipation-pp. 137-142
 Science and the Art of Perspective-athttp://www.webexhibits.org/sciartperspective/tylerperspective.html-pp 1-6
Weekly Homework Assignments (Always due the following Monday)
 Practice Essays and Assignments:
1) Compare and contrast the causes and characteristics of Russia’s territorial expansion
to that of the colonizing nations of Western European
2) Compare and contrast the social and economic consequences of plantation slavery in
the Americas to Serfdom in Russia
3) After reading Science and the Art of Perspective-athttp://www.webexhibits.org/sciartperspective/tylerperspective.html-pp 1-6 and
analyzing the accompanying Renaissance works that feature the techniques of
Perspective, please apply all of these techniques toward your own creation of 4
cartoon (comic book style) pages that compare the similarities and differences between
the patterns of colonization used by the Iberian and Northern European colonial
powers. You should label each cartoon but remember you must apply the techniques
of Renaissance perspective to visually show your comparative analysis.
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
Answer Global Context Questions:
1) What were the significant demographic changes that took place around the globe as
a result of early colonialism?
2) What were the reasons why Russia lagged behind the West in terms of political,
social and economic development?
 Complete Political/Social/Economic Graphic Organizers for:
1) Russia during the Early Modern Period 2) Spanish Colonial System in the Americas
Weekly Assessments
 Multiple Choice Reading Quiz-Text
Week 14
Daily Reading and Classroom Topics

(CHAPTER 19) Brazil- a plantation case study-sugar and gold- Text

(CHAPTER 19) Conflicts in Europe effecting the colonies and 18th century reformsconclusions- Text

REVIEW-1)Continuity v. change 2)Change over time 3)Comparison of societies 4)Effects
of diffusion 5)Identifying themes

INTERIM EXAM

(CHAPTER 20) The Muslim Empires-The rise of the Ottomans- Text
Weekly Additional Readings (Completed by the following Monday)
***Please be prepared to discuss the readings below in a graded seminar format. You may
use reading notes. All graded seminars will focus on the backgrounds, motivations, goals,
perspectives, biases, validity, and persuasiveness of the authors and their works within
the context of the broader historic period ***

Bartolome De Las Casa: A short Account of the Destruction of the Indies-athttp://www.fordham.edu/halsall/mod/modsbook08.html#The%20Conquest%20and%20Exp
loitation%20of%20the%20Americas

Documents in World History: Volume Two: Political Styles in Latin America: Colonial
Bureaucracy-pp. 88-91
Weekly Homework Assignments (Always due the following Monday)
 Practice Essays and Assignments:
1) Compare and contrast the political, social, and economic characteristics of Portugal’s
colonial systems to those of Spain.
 Answer Global Context Questions:
1) What is the global racial and cultural legacy of the colonization of the Americas?
 Complete Political/Social/Economic Graphic Organizers for:
1) Colonial Systems in Brazil
Weekly Assessments
 Multiple Choice Reading Quiz-Text
 Mid-Unit Exam
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Page 19 of 47
Week 15
Daily Reading and Classroom Topics

(CHAPTER 20) Ottomans at their height and the beginning of their decline

(CHAPTER 20) The Shi'ite challenge of the Safavids- Text

(CHAPTER 20) The Mughal Empires and the height of Islam in India- Text

(CHAPTER 20) Conclusion-Watershed-The Rise of Europe and the Eclipse of Islamic
Civilization as a pivot point to World Order

(CHAPTER 21) Africa and Africans in the age of the Atlantic Slave Trade-The Slave
Trade- Text
Weekly Additional Readings (Completed by the following Monday)
***Please be prepared to discuss the readings below in a graded seminar format. You may
use reading notes. All graded seminars will focus on the backgrounds, motivations, goals,
perspectives, biases, validity, and persuasiveness of the authors and their works within
the context of the broader historic period ***

Modern History Sourcebook: A Visit to the Wife of Suleiman the Magnificent (Translated
from a Genoese Letter), c. 1550-athttp://www.fordham.edu/halsall/mod/1550sultanavisit.html

Jewish History Sourcebook: Islam and the Jews: The Status of Jews and Christians in
Muslim Lands, 1772 CE-at-http://www.fordham.edu/halsall/jewish/1772-jewsinislam.html

Documents in World History: Volume Two: Babur and the Establishment of Mughal Rule in
India-pp. 53-58

LISTEN TO: In Our Time: The Mughal Empire (from BBC Radio 4 Archive) –athttp://www.bbc.co.uk/programmes/p004y27h -participants include- Sanjay
Subrahmanyam: Professor of Indian History and Culture at the University of Oxford,
Susan Stronge :Curator in the Asian Department of the Victoria and Albert Museum,
London, and Chandrika Kaul: Lecturer in Imperial History at the University of St Andrews.
Weekly Homework Assignments (Always due the following Monday)
 Practice Essays and Assignments:
1) Compare and contrast Muslim rule in The Ottoman, Safavid, and Mughal Empires
politically, socially, and economically
2) After reading, listening to, and taking notes on: Documents in World History:
Volume Two: Babur and the Establishment of Mughal Rule in India-pp. 53-58 (AND)
In Our Time: The Mughal Empire (audio discussion from BBC Radio 4 Archive) –athttp://www.bbc.co.uk/programmes/p004y27h (AND) chapter 20 from your text,
discuss (in writing) the various author/speakers opinions as to the multiple causes
leading up to the formation of the Mughal Empire and the consequences of the
empire for the sub-continent and the world. Please use specific examples and
author/speaker references to support your conclusions. You have one week to
complete the assignment.
 Answer Global Context Questions:
1) What were the internal and external sources of decline in both the Ottoman and
Mughal Empires?
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2) What internal and external political, economic and technological forces allowed
Europe to grow in strength and influence during the Early Modern Period?
 Complete Political/Social/Economic Graphic Organizers for:
1) Ottoman Empire 2) Safavid Empire 3) Mughal Empire
Weekly Assessments
 Multiple Choice Reading Quiz-Text
Week 16
Daily Reading and Classroom Topics

(CHAPTER 21) African Societies and the effects of the slave trade on those societiesText

(CHAPTER 21) White Settlement in Southern Africa and its impact- Text

(CHAPTER 21) The African Diaspora and its impact on world history- conclusions- Text

(CHAPTER 22) Asian Transitions in the Age of Rapid Global Change-The Asian Trading
World and European interaction- Text

(CHAPTER 22) Ming China and its decision to turn inward-and the effects of that decisionText
Weekly Additional Readings and Audio Discussions (Completed by the following Monday)
***Please be prepared to discuss the readings below in a graded seminar format. You may
use reading notes. All graded seminars will focus on the backgrounds, motivations, goals,
perspectives, biases, validity, and persuasiveness of the authors and their works within
the context of the broader historic period ***
 Ming China: The Commercial Revolution-athttp://www.wsu.edu:8080/~dee/MING/MING.HTM
 The Rise and Fall of 15th Century Chinese Sea Power-by-Michael L. Bozworth-athttp://www.basicrps.com/chine/histoire/china.htm
 Guns, Germs, and Steel- by- Jared Diamond- pp 409-417

LISTEN TO: In Our Time: The Ming Voyages (from BBC Radio 4 Archive) –athttp://www.bbc.co.uk/programmes/b006qykl/episodes/player -participants include- Rana
Mitter:
Professor of the History and Politics of Modern China at the University of Oxford, Julia
Lovell:Lecturer in Chinese History at Birkbeck College, University of London, and Craig
Clunas: Professor of the History of Art at the University of Oxford.
Weekly Homework Assignments (Always due the following Monday)
 Practice Essays and Assignments:
1) Discuss the social, political, and demographic changes in Sub-Saharan Africa
brought about by the African Triangular Slave Trade
4) After reading, listening to, and taking notes on: 1) Chapter 22 from your text 2) Ming
China: The Commercial Revolution-athttp://www.wsu.edu:8080/~dee/MING/MING.HTM (AND) 3) The Rise and Fall of 15th
Century Chinese Sea Power-by-Michael L. Bozworth-atPSUSD High School Course Template– Updated March 22, 2011
Page 21 of 47
http://www.basicrps.com/chine/histoire/china.htm (AND) 4) LISTENING TO: In Our
Time: The Ming Voyages (from BBC Radio 4 Archive) –athttp://www.bbc.co.uk/programmes/b006qykl/episodes/player , (AND) Guns, Germs,
and Steel- by- Jared Diamond- pp 409-417 , discuss (in writing) the several author’s
and speaker’s various opinions as to the multiple reasons for the policy changes in
Ming Exploration and their opinions as to the consequences of those policy changes.
Use what you have learned to assess the validity of their various arguments made and
use examples to support your conclusions. You will have two weeks to complete this
assignment.
5) Answer Global Context Questions:
1) In what ways has the African Diaspora influenced the contemporary world?
 Complete Political/Social/Economic Graphic Organizers for:
1) Ming China 2) Early Modern Sub-Saharan Africa
Weekly Assessments
 Multiple Choice Reading Quiz-Text
Week 17
Daily Reading and Classroom Topics

(CHAPTER 22) Japan under Western pressure and its unification and inward focus- Text

(CHAPTER 22) Conclusions-compare China's reaction to western pressure to that of
Japan's

UNIT EXAM PT. 1

UNIT EXAM PT. 2

PERIODIZATION-" Industrialization and Western Global Hegemony"- Text
Weekly Additional Readings (Completed by the following Monday)
***Please be prepared to discuss the readings below in a graded seminar format. You may
use reading notes. All graded seminars will focus on the backgrounds, motivations, goals,
perspectives, biases, validity, and persuasiveness of the authors and their works within
the context of the broader historic period ***
 Documents in World History: Volume Two: Early Modern Japan: Tokugawa Laws and
Instruction-pp. 69-78

Global Temperature Trends From 2500 B.C. To 2040 A.D. (written by climatologist Cliff
Harris) at http://www.longrangeweather.com/global_temperatures.htm
 The Little Ice Age in Europe (written by Physical Sciences professor Scott A. Mandia) athttp://www2.sunysuffolk.edu/mandias/lia/little_ice_age.html.
 Little Ice Age-Volume 1-The Earth system: physical and chemical dimensions of global
environmental change-by-Michael E Man-edited by- Dr Michael C MacCracken and Dr
John S Perry-at- http://www.meteo.psu.edu/~mann/shared/articles/littleiceage.pdf
Weekly Homework Assignments (Always due the following Monday)
 Practice Essays and Assignments:
 1) After reading the following articles: Global Temperature Trends From 2500 B.C. To
2040 A.D. (written by climatologist Cliff Harris) athttp://www.longrangeweather.com/global_temperatures.htm, (AND) The Little Ice Age in
PSUSD High School Course Template– Updated March 22, 2011
Page 22 of 47
Europe (written by Physical Sciences professor Scott A. Mandia) athttp://www2.sunysuffolk.edu/mandias/lia/little_ice_age.html , (AND) Little Ice Age-Volume
1-The Earth system: physical and chemical dimensions of global environmental changeby-Michael E Man-edited by- Dr Michael C MacCracken and Dr John S Perry-athttp://www.meteo.psu.edu/~mann/shared/articles/littleiceage.pdf, study the accompanying
charts and graphs carefully. Use what you have learned from the articles and combine it
with your own background knowledge to create a written analysis of how the fields of
climatology, physical science, meteorology, and history can be mutually supportive in
supporting the theory that the Little Ice Age was detrimental to the extent that it served as
a causal agent in human events. AT the end of your paper please discuss how these fields
(climatology, physical science, meteorology, and history) might be mutually supportive in
crafting theories in order to address present day questions concerning the world we live in.
Please make sure you support your conclusion with specific evidence from all fields and
authors including charts and graphs contained within the articles. You have one week to
complete this assignment.
2)Compare and contrast China’s response to western pressure to that of Japan’s.
3) Periodization Review Chart: Please create a Cause and Effect flow chart listing the
significant watershed trends, changes, innovations and new practices and ideas that best
characterize why this time in history (1450 CE to 1750 CE) is considered a “period” of
study and why a new period is necessary. You should examine both established trends
that decline and new trends that emerge. Answer Global Context Questions:
1) After years of technological superiority what were the internal and external forces that
led to China’s falling behind the West?
 Complete Political/Social/Economic Graphic Organizers for:
1) Early Modern Japan
Weekly Assessments
 Multiple Choice Reading Quiz-Text
 Unit Exam
-[Start of UNIT #5 –]
Unit 5 1750-1900: Industrialization and Global Integration
Key Concepts:
• Industrialization and Global Capitalism
• Imperialism and Nation-State Formation
• Nationalism, Revolution and Reform
• Global Migration
Week 18
Daily Reading and Classroom Topics

(CHAPTER 23) Forces behind the Industrial Revolution-The Age of Revolutions- Text

(CHAPTER 23) The American and French Revolutions-Text

(CHAPTER 23) Consolidation of the Industrial Order and cultural transformations- Text

(CHAPTER 23) Shifting Spatial Demography: Migrations and Western Settler Societies
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Page 23 of 47
and the resulting consequences-Text

(CHAPTER 23) A Prelude to WWI- Conclusions on modern Europe-Geopolitical Status
and comparison of societies-Text
Weekly Additional Readings (Completed by the following Monday)
***Please be prepared to discuss the readings below in a graded seminar format. You may
use reading notes. All graded seminars will focus on the backgrounds, motivations, goals,
perspectives, biases, validity, and persuasiveness of the authors and their works within
the context of the broader historic period ***

Modern History Sourcebook: Mary Woolstonecraft: A Vindication of the Rights of Womenat-http://www.fordham.edu/halsall/mod/mw-vind.html

Modern History Sourcebook: Olympe de Gouge: Declaration of the Rights of Women,
1791-at-http://www.fordham.edu/halsall/mod/1791degouge1.html

Documents in World History: Volume Tow: The French Revolution: The Laws and the
Marseillaise-Text
Weekly Homework Assignments (Always due the following Monday)
 Practice Essays and Assignments:
1) Please analyze the 8 Industrial Revolution tables and charts at the following website:
http://www.fordham.edu/Halsall/mod/indrevtabs1.asp and combine it with your
background knowledge of each European nation represented then discuss your
conclusions concerning what caused industrial growth to occur at different rates in
different parts of the Western and European worlds.
2) Compare and contrast the political, economic, and social institutions that emerged
following the French and America Revolutions.
3) Compare the origins and the permanent changes brought about by the Industrial
Revolution to those of the Neolithic Revolution
4) Create DBQ Documents and Prompt with sample Response (Topic: Varying Global
Responses to European Aggression)


Answer Global Context Questions:
1) What characteristics did Britain and later Northern Europe and the United States
possess that enabled these areas to industrialize first?
2) What are the political, social, and economic characteristics of Western Settler
societies as compared with other types of European colonies?
3) How does colonialism contribute to increased tension between the nations of
Europe?
Complete Political/Social/Economic Graphic Organizers for:
1) The Early Industrialized West 2) The Napoleonic Empire
Weekly Assessments
 Multiple Choice Reading Quiz-Text
Second Semester
3rd Quarter
PSUSD High School Course Template– Updated March 22, 2011
Page 24 of 47
Week 19
Daily Reading and Classroom Topics

(CHAPTER 24) The European Global Order and its impact-The Asian Land Empires- Text

(CHAPTER 24) A comparison of the British and Dutch in Asia

(CHAPTER 24) Western Rivalvies and the carving up of the World- Text

(CHAPTER 24) Themes of Domination-Continuity and Change- Text

(CHAPTER 24) Conclusions- Global Status at the dawn of the 20th century
Weekly Additional Readings (Completed by the following Monday)
***Please be prepared to discuss the readings below in a graded seminar format. You may
use reading notes. All graded seminars will focus on the backgrounds, motivations, goals,
perspectives, biases, validity, and persuasiveness of the authors and their works within
the context of the broader historic period ***

Modern History Sourcebook: Sir Robert Clive: The Battle of Plassey, 1757-athttp://www.fordham.edu/halsall/mod/1757plassey.html

Raja Rammohan Roy: A Second Conference Between an Advocate for, and An Opponent
of the Practice of Burning Widows Alive (1820)-athttp://www.wsu.edu:8080/~wldciv/world_civ_reader/world_civ_reader_2/roy.html

Indian History Sourcebook: François Bernier: An Account of India and the Great Moghul,
1655 CE-at-http://www.fordham.edu/halsall/india/1655bernier.html
Weekly Homework Assignments (Always due the following Monday)
 Practice Essays and Assignments:
1) Compare and contrast the characteristics of British and Dutch colonial rule in Asia
with that of their Portuguese predecessors.
2) Discuss the political, social, and economic changes over time brought about by
European colonial intrusion into the interiors of Asia
 Answer Global Context Questions:
1) What allowed the Europeans, given their comparatively small populations, to colonize
vastly superior numbers in Asia?
2) What were the differences between the European colonization of Asia to that of
Africa?
 Complete Political/Social/Economic Graphic Organizers for:
1) The British East India Company 2) The Dutch East India Company
Weekly Assessments
 Multiple Choice Reading Quiz-Text
Week 20
Daily Reading and Classroom Topics

(CHAPTER 25) Emergence of Nations in Latin America- New nations, Old Problems- Text
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Page 25 of 47

(CHAPTER 25) 19th Century Latin America in the Global Economy-a comparison- Text

CHAPTER 25 Linguring Class Patterns and new expressions- Text

CHAPTER 25) The Great Boom in Latin America and its effects- Conclusions on Latin
American legacy in the 19th century- Text

(CHAPTER 26) Decline of Islamic and Chinese Empires in the 19th century-The Fall of the
Ottoman Empire-Birth of Turkey and Ataturk- Text
Weekly Additional Readings (Completed by the following Monday)
***Please be prepared to discuss the readings below in a graded seminar format. You may
use reading notes. All graded seminars will focus on the backgrounds, motivations, goals,
perspectives, biases, validity, and persuasiveness of the authors and their works within
the context of the broader historic period ***
 Documents in World History: Volume Two: Independence and Consolidation of New
States (1810-1914)-pp. 194-202
 Documents in World History: Volume Two: Economy and Society of Latin America:
Slavery on the Henequen Plantation of Yucatan-pp. 202-209
Weekly Homework Assignments (Always due the following Monday)
 Practice Essays and Assignments:
1) Compare and contrast the independence movements in Latin America that occurred
during the first quarter of the 19th century to the later attempts at socio-economic revolution in
the same region
2) Discuss both internal and external political forces that influenced 19th and early 20th
century Latin American reform movements
 Answer Global Context Questions:
1) Discuss the impact of 19th century reform movements in Latin America on the
peasant classes
 Complete Political/Social/Economic Graphic Organizers for:
1) 19th Century Mexico 2) 19th Century Central and South America
Weekly Assessments
 Multiple Choice Reading Quiz-Text
Week 21
Daily Reading and Classroom Topics

CHAPTER 26) Ottoman Decline Continued and Western Pressure in Arab Islamic WorldText

CHAPTER 26) The Western pressure on Arab Islamic heartlands continued

CHAPTER 26) China and the slow decline of the Qing-Gunboat Emperialism and Extra
Territorial Rights- Text

CHAPTER 26) Qing Decline Continued… French and British and independent Siam

(CHAPTER 26) Conclusion-Comparison of Declines in Islam and Asia
PSUSD High School Course Template– Updated March 22, 2011
Page 26 of 47
Weekly Additional Readings (Completed by the following Monday)
***Please be prepared to discuss the readings below in a graded seminar format. You may
use reading notes. All graded seminars will focus on the backgrounds, motivations, goals,
perspectives, biases, validity, and persuasiveness of the authors and their works within
the context of the broader historic period ***

Modern History Sourcebook: The Young Turks: Proclamation for the Ottoman Empire,
1908-at-http://www.fordham.edu/halsall/mod/1908youngturk.html

Modern History Sourcebook: Commissioner Lin: Letter to Queen Victoria, 1839-athttp://www.fordham.edu/halsall/mod/1839lin2.html

Chinese Cultural Studies: The Taiping Rebellion, 1851-1864-athttp://academic.brooklyn.cuny.edu/core9/phalsall/texts/taiping.html
Weekly Homework Assignments (Always due the following Monday)
 Practice Essays and Assignments:
1) Discuss the economic, political, and social changes and continuities in China over the
Course of the Qing Dynastic Cycle
2) Compare and contrast the external and internal forces that contributed to European
incursions into China during the Qing Dynasty
 Answer Global Context Questions:
1) Why was there interest in propping up the declining Ottoman Empire among some
European powers?
2) How did Ottoman influence in Egypt and the Middle East contribute to later resistance
ovements against the British in the region
 Complete Political/Social/Economic Graphic Organizers for:
1) Qing Dynasty China 2) 19th Century Ottoman Empire
Weekly Assessments
 Multiple Choice Reading Quiz-Text
Week 22
Daily Reading and Classroom Topics

CHAPTER 27) Diffusion of Industrialization into Russia and Japan and its implications Russian Reforms- Text

(CHAPTER 27) The First Russian revolution and its shortcomings- Text

(CHAPTER 27) Meiji Japan-Transition -fall of the Shoguns- Text

(CHAPTER 27) Rise of the Meiji State and the Japanese Industrial Revolution- Text

(CHAPTER 27) Effects of Meiji and Industrialization on Japanese Society and CultureText
Weekly Additional Readings (Completed by the following Monday)
***Please be prepared to discuss the readings below in a graded seminar format. You may
use reading notes. All graded seminars will focus on the backgrounds, motivations, goals,
PSUSD High School Course Template– Updated March 22, 2011
Page 27 of 47
perspectives, biases, validity, and persuasiveness of the authors and their works within
the context of the broader historic period ***
 Documents in World History: Volume Two: The Meiji Restoration in Japan-pp. 165-173
 Documents in World History: Volume Two: Russian Conservatism-pp. 142-149
Weekly Homework Assignments (Always due the following Monday)
 Practice Essays and Assignments:
1) After reading Documents in World History: Volume Two: The Meiji Restoration in
Japan-pp.
165-173 (AND) Documents in World History: Volume Two: Russian Conservatism-pp.
142-149,
(And) chapter 27 from your text, evaluate in writing the causes leading to the large scale
changes that occurred in Japan during the Meji Era, the multiple consequences that
those changes created for the nation of Japan, and why Japan’s response to
industrialism was effectively different in outcome to that of Russia
2) Compare and contrast Russia’s approach to industrialization to that of Meiji Japan
3) Discuss the changes and continuities over time in Japan from the beginning of the
Tokugawa Shogunate to the end of the Meiji Era
 Answer Global Context Questions:
1) Why was Meiji Japan’s approach to western pressure more successful than the
approach taken by Qing China?
2) What problems in Russia remained unresolved at the beginning of the 20th century
and why?
 Complete Political/Social/Economic Graphic Organizers for:
1) 19th Century Russia 2) Meiji Japan
Weekly Assessments
 Multiple Choice Reading Quiz-Text
Week 23
Daily Reading and Classroom Topics

(CHAPTER 27) Conclusion and comparison of Chinese, Japanese and Russian
approaches to Western expansion in the late 1800s-Text

REVIEW

UNIT EXAM PT. 1

UNIT EXAM PT. 2
Weekly Additional Readings (Completed by the following Monday)
 Provided Review Materials
Weekly Homework Assignments (Always due the following Monday)
 Practice Essays and Assignments:
1) Discuss the changes and continuities around the globe for both the middle and
peasant classes
from 1750 to 1914
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Page 28 of 47
2) ) Periodization Review Chart: Please create a Cause and Effect flow chart listing the
significant watershed trends, changes, innovations and new practices and ideas that best
characterize why this time in history (1750 CE to 1900 CE) is considered a “period” of
study and why a new period is necessary. You should examine both established trends
that decline and new trends that emerge.

Answer Global Context Questions:
1) Assess the impact of free and coercive labor systems on the creation and control of
wealth around the world from 1750-1914
Weekly Assessments

Unit Exam
-[Start of UNIT #6 –]
Unit 6 1900-present: Accelerating Global Change and Realignments
Key Concepts:
• Science and the Environment
• Global Conflicts and Their Consequences
• New Conceptualizations of Global Economy and Culture
Week 24
Daily Reading and Classroom Topics

PERIODIZATION-The Industrial West in the 20th Century-conditions for conflict- Text

(CHAPTER 28) World War I in Europe, Africa, Asia, and the Middle East- Text

CHAPTER 28) Treaty of Versailles Effects and the Global Depression- Text

(CHAPTER 28) World War II- Text

(CHAPTER 28) World War II…cont- Text

(CHAPTER 28) The Beginnings of the Cold War- Text
Weekly Additional Readings (Completed by the following Monday)
***Please be prepared to discuss the readings below in a graded seminar format. You may
use reading notes. All graded seminars will focus on the backgrounds, motivations, goals,
perspectives, biases, validity, and persuasiveness of the authors and their works within
the context of the broader historic period ***

Modern History Sourcebook: The Treaty of Berlin, 1878-Excerpts on the Balkans-athttp://www.fordham.edu/halsall/mod/1878berlin.html

Modern History Sourcebook: The Treaty of Versailles, 28, June, 1919-athttp://www.fordham.edu/halsall/mod/1919versailles.html
Weekly Homework Assignments (Always due the following Monday)
 Practice Essays and Assignments:
1) Compare the global causes of the First World War to the European causes of the war
2)) Compare the problems created by the Treaty of Versailles for Europe, Asia, and the
PSUSD High School Course Template– Updated March 22, 2011
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Middle
East
Answer Global Context Questions:
1) Was the First World War inevitable? If so why? If not, how could it have been
avoided?
2) What were the internal and external reasons for the initial success of totalitarianism in
Europe and Asia following the First World War?
3) How, in detail, does the global depression represent a failure in both global and local
institutions?
 Complete Political/Social/Economic Graphic Organizers for:
1) Post-World War I Europe 2) Post-World War I Asia 3) Post-World War I Middle East 4)
The Totalitarian States
Weekly Assessments
 Multiple Choice Reading Quiz-Text

Week 25
Daily Reading and Classroom Topics

(CHAPTER 29) Impact of the West on the 20th Century-Years of Decline- Text

(Chapter 29) Post-Colonialism and Cold war Geo-politics post WWII- Text

(CHAPTER 29) Global Impact of Western Culture- Text

(CHAPTER 30) Russia in the 20th Century- The Revolutions, Civil War and stabilizationText

(CHAPTER 30) Stalinism and the Soviet Superpower- Text
Weekly Additional Readings (Completed by the following Monday)
***Please be prepared to discuss the readings below in a graded seminar format. You may
use reading notes. All graded seminars will focus on the backgrounds, motivations, goals,
perspectives, biases, validity, and persuasiveness of the authors and their works within
the context of the broader historic period ***
 Documents in World History: Volume Two: The Western State-pp. 261-267
 Documents in World History: Volume Two: Consumerism pp. 267-273
 Documents in World History: Volume Two: Stalin and the Soviet Union During the 1930s:
Progress and Terror-pp. 278-283

Modern History Sourcebook: Emmeline Pankhurst: My Own Story, 1914-athttp://www.fordham.edu/halsall/mod/1914Pankhurst.html

The Meaning of Communism to Americans (1960 speech made by United States Vice
President Richard Nixon)- at-http://watergate.info/nixon/60-08-21_communism.shtml

Modern History Sourcebook: Nikita Krushchev: Address to the UN General Assembly,
Sept. 23 1960 –at-http://www.fordham.edu/halsall/mod/1960khrushchev-un1.html
Weekly Homework Assignments (Always due the following Monday)
 Practice Essays and Assignments:
1) Please Read the following documents: The Meaning of Communism to Americans
(1960 speech made by United States Vice President Richard Nixon)- atPSUSD High School Course Template– Updated March 22, 2011
Page 30 of 47
http://watergate.info/nixon/60-08-21_communism.shtml (AND) Modern History
Sourcebook: Nikita Krushchev: Address to the UN General Assembly, Sept. 23 1960 –
at-http://www.fordham.edu/halsall/mod/1960khrushchev-un1.html, along with chapters
29 and 30 from your text. After you have read these documents, use what you have
learned along with your background knowledge to address (in writing) the following
prompt: Discuss in detail the concepts of bias, perspective, and historical context, as
contributing to the period in world history known as the Cold War. Please support your
conclusions with specific evidence from the assigned readings. You have one week to
complete the assignment.
2) Discuss the political, social, and economic changes over time in Russia from 1917 to
1989
 Answer Global Context Questions:
1) What role does the Cold War play in the development of the emerging independent
nations in Asia, Latin America, and Europe
 Complete Political/Social/Economic Graphic Organizers for:
Weekly Assessments
 Multiple Choice Reading Quiz-Text
Week 26
Daily Reading and Classroom Topics

(CHAPTER 30) The Fall of the Soviet Union and the New Federalism- Text

INTERIM EXAM

(CHAPTER 31) Japan and the Pacific Rim-Pacific Rim in the Post War- Text

(CHAPTER 31) Rise of Japan as a Global Economic Power- Text

(CHAPTER 31) Other Pacific Rim Transformations- Text
Weekly Additional Readings (Completed by the following Monday)
***Please be prepared to discuss the readings below in a graded seminar format. You may
use reading notes. All graded seminars will focus on the backgrounds, motivations, goals,
perspectives, biases, validity, and persuasiveness of the authors and their works within
the context of the broader historic period ***
 Documents in World History: Volume Two: Changing Gender Relations in Modern JapanWeekly Homework Assignments (Always due the following Monday)
 Practice Essays and Assignments:
1) Discuss both the internal and external conditions that contributed to Japan’s rapid
economic growth during the second half of the 20th century
 Answer Global Context Questions:
1) Were there cultural compromises associated with Japan’s economic rise after World
War II?
Discuss.
 Complete Political/Social/Economic Graphic Organizers for:
1) Japan in the later 20th Century
PSUSD High School Course Template– Updated March 22, 2011
Page 31 of 47
Weekly Assessments
 Multiple Choice Reading Quiz-Text
 Interim Exam
Week 27
Daily Reading and Classroom Topics

(CHAPTER 32) Introduction to Latin America in the 20th Century- Text

(CHAPTER 32) The Co-opting of the Mexican Revolution- Text

(CHAPTER 32) Radical Options to solve problems during the 1950s-And- Military Options
of the 1960s and 70s- Text

(CHAPTER 32) Latin American Movements at the beginning of the 21st Century- Text

(CHAPTER 33) Decolonization and the Decline of Western Influence-India and EgyptEffects of WW I on Decolonization- Text
Weekly Additional Readings (Completed by the following Monday)
***Please be prepared to discuss the readings below in a graded seminar format. You may
use reading notes. All graded seminars will focus on the backgrounds, motivations, goals,
perspectives, biases, validity, and persuasiveness of the authors and their works within
the context of the broader historic period ***
 Documents in World History: Volume Two: Twentieth Century Latin American Politics: The
Revolutionary Challenge-pp. 357-364
 Documents in World History: Volume Two: Latin America’s Social Crisis in the 20th
Century-pp.370-376
Weekly Homework Assignments (Always due the following Monday)
 Practice Essays and Assignments:
1) Trace the changes and continuities experienced by the peasant and middle classes
in Latin America over the course of the 20th century.
2) Discuss both the internal and external economic forces influencing Latin American
political reform in the later 20th century.
 Answer Global Context Questions:
1) Should attempts at land reform in early 20th century Mexico be considered a success
or failure? Explain your answer.
 Complete Political/Social/Economic Graphic Organizers for:
Weekly Assessments
 Multiple Choice Reading Quiz-Text
4th Quarter
Week 28
Daily Reading and Classroom Topics

(CHAPTER 33) World War II and the Further Collapse of Empires- Text
PSUSD High School Course Template– Updated March 22, 2011
Page 32 of 47

(CHAPTER 33) Comparative case studies between South Africa and the Middle EastText

(CHAPTER 34) African and Asian Independence Movements- Text

(CHAPTER 34) Neo-Colonialism and the Road to Justice-The Iranian Revolution- Text

(CHAPTER 34) The Failure of Apartheid in South Africa- Text
Weekly Additional Readings (Completed by the following Monday)
***Please be prepared to discuss the readings below in a graded seminar format. You may
use reading notes. All graded seminars will focus on the backgrounds, motivations, goals,
perspectives, biases, validity, and persuasiveness of the authors and their works within
the context of the broader historic period ***
 Documents in World History: Volume Two: African Nationalism-pp.376-383
Weekly Homework Assignments (Always due the following Monday)
 Practice Essays and Assignments:
1) Create DBQ Documents and Prompt with sample Response (Topic: Comparing the
characteristics of independence movements around the globe over the 20th century)
 Answer Global Context Questions:
1) What was the role of the indigenous middle classes in independence movements in
Asia and Africa
 Complete Political/Social/Economic Graphic Organizers for:
1) White Settler Colonies of the 20th Century 2) Tropical Dependent Colonies of the 20th
Century
Weekly Assessments
 Multiple Choice Reading Quiz-Text
Week 29
Daily Reading and Classroom Topics

(CHAPTER 35) China and Vietnam in the later 20th Century- Text

(CHAPTER 35) Rival Forces in China- Text

(CHAPTER 35) Era of Mao-Fall of Colonialism and Revolution in Vietnam- Text

Review for Comprehensive Final Exam

Review for Comprehensive Final Exam
Weekly Additional Readings (Completed by the following Monday)
***Please be prepared to discuss the readings below in a graded seminar format. You may
use reading notes. All graded seminars will focus on the backgrounds, motivations, goals,
perspectives, biases, validity, and persuasiveness of the authors and their works within
the context of the broader historic period ***

Modern History Sourcebook: Dean Acheson: United States Position on China, August
1949-at-http://www.fordham.edu/halsall/mod/1949-acheson-china.html
PSUSD High School Course Template– Updated March 22, 2011
Page 33 of 47

Modern History Sourcebook: Editorial of the Liberation Army Daily (Jiefangjun Bao): Mao
Tse-Tung's Thought is the Telescope and Microscope of Our Revolutionary Cause, June
7, 1966-at-http://www.fordham.edu/halsall/mod/1966-mao-culturalrev1.html

Modern History Sourcebook: Vietnamese Declaration of Independence, 1945-athttp://www.fordham.edu/halsall/mod/1945vietnam.html
Weekly Homework Assignments (Always due the following Monday)
 Practice Essays and Assignments:
1) Compare and contrast the revolutions in China and Vietnam with other independence
movements in Asia
2) Discuss changes and continuities experienced by China’s peasant classes during the
20th century
 Answer Global Context Questions:
1) What were the internal and external forces that influenced the communist movement
th
in 20 century China to eventually defeat the Nationalist movement.
2) Has global communism been more a benefit or a hindrance to women? Defend your
answer
Complete Political/Social/Economic Graphic Organizers for:
1) China during the 20th Century 2) Vietnam during the 20th Century
2) Periodization Comprehensive Review Charts: Teams of 4 will compete to create the
most thorough charts containing all globally significant (watershed), and permanent
changes that occurred just prior to or soon after (within a century before or after) each
of the six significant APWH periods. These will be created electronically in a timeline
format. Students will then vote on the most complete timeline and all significant
information from every timeline will be merged to create a comprehensive review
document

3) Weekly Assessments
Multiple Choice Reading Quiz-Text
Week 30
Daily Reading and Classroom Topics

Final Exam Pt. #1 (Multiple Choice)

Final Exam Pt. #2 (DBQ Essay)

Review for National Exam
Weeks 31-33
Daily Reading and Classroom Topics

Review for National Exam continues daily until exam day.*

Following National Exam-Daily Research Work on Individual Final Project Papers and
Presentations (History’s Obscure yet Significant)
PSUSD High School Course Template– Updated March 22, 2011
Page 34 of 47
Week 34-36
Daily Reading and Classroom Topics

Individual Final Project Presentations Daily (until the end of term)
18. Instructional Methods and Strategies:
Lecture notes
Collaborative group projects
Independent reading and research
Socratic dialogue among students
Primary source analysis and thesis development
Comparative analysis
Chronological relationship analysis
Evidence based debate
19. Assessment Methods:
Formative: Homework 10%
Formative: Class work and Notebook 30%
Summative: Tests and Quizzes 30%
Summative: Projects and Essays 30%
20. Target Audience and Outcomes:
AP World History is offered to all students at Cathedral City High School. The school has an
open enrollment policy and encourages all interested students to experience this college-level
course. Informally, the primary prerequisites are motivation, time, devotion, and willingness to
read, write, and think critically as well as extensively. The purpose of the course, however,
extends beyond the possibility of earning college credit by providing students with the opportunity
to develop skills and knowledge that will form a useful foundation for college studies.
Essential Course Learning Goals
# 1-Master the persons, places, groups, chronologies, events, trends, terms, movements,
causes, effects changes and fate of every culture under comparative and analytical review.
#2- Be able to practice these 4 Skills consistently -1. Crafting Historical Arguments from
Historical Evidence- (Historical Argumentation) 2. Chronological Reasoning (Historical
Causation) 3. Comparison and Contextualization (Comparison)…and… 4. Historical
Interpretation and Synthesis (Interpretation)
#3-Be able to consistently organize, construct, and articulate persuasive and comparative
conclusions based on the thematic organizational principles provided by the course including:
The Interaction between Humans and the Environment
• Demography and disease
• Migration
• Patterns of settlement
PSUSD High School Course Template– Updated March 22, 2011
Page 35 of 47
• Technology
The Development and Interaction of Cultures
• Religions
• Belief systems, philosophies, and ideologies
• Science and technology
• The arts and architecture
State-Building, Expansion, and Conflict
• Political structures and forms of governance
• Empires
• Nations and nationalism
• Revolts and revolutions
• Regional, trans-regional, and global structures and organizations
Creation, Expansion, and Interaction of Economic Systems
• Agricultural and pastoral production
• Trade and commerce
• Labor systems
• Industrialization
• Capitalism and socialism
Development and Transformation of Social Structures
• Gender roles and relations
• Family and kinship
• Racial and ethnic constructions
• Social and economic classes
Note: Include in this section information on the demographic population(s) the course is intended to serve, i.e. intervention
(strategic, intensive, English learner, Special Education) benchmark, or advanced; the course(s) students currently are taking in
the absence of this course and why these courses may not be meeting students’ needs; what outcomes and skills students will
possess as a result of passing this course; how this course supports student achievement in subsequent courses; and how this
course is uniquely different from similar Board/Cabinet approved courses in our district.
21. Brief Course Description (to be used in your school’s Course Description Booklet):
AP World History is a challenging course that focuses on the interaction between diverse
human societies primarily over the past ten thousand years. The objective is for students to
develop a greater comparative understanding of the causes and effects of such interactions
upon different classes of peoples in different areas. The course will focus heavily on Asia,
Africa, Latin America, and the Middle East; however Europe and North America will also be
explored. It will be presented chronologically over five time periods (units) that students will
explore thematically. Students will be assigned a college level text and numerous primary
documents and scholastic articles to read. They will be expected to take extensive notes, be
prepared to participate in classroom discussions, and write a number of analytical,
comparative, evolutionary, and document based essays. The goal of the course is to prepare
students for the AP World History Exam in May.
22. Texts and Supplemental Instructional Materials (all non-core instructional materials are the
responsibility of individual schools to purchase.)
Texts:
World Civilizations: The Global Experience, Combined Volume (6th Edition)
Supplemental
Materials:
World History for Us All is a project of San Diego State University in
cooperation with the National Center for History in the Schools at UCLA.
http://worldhistoryforusall.sdsu.edu/
PSUSD High School Course Template– Updated March 22, 2011
Page 36 of 47
Internet History Sourcebooks Project by Halsall at
http://www.fordham.edu/halsall/
Resources for the Study of World Civilizations at
http://www.wsu.edu:8080/~wldciv/
World Civilizations by Hooker at http://www.wsu.edu:8080/~dee/
Chinese Culture by Halsall at
http://academic.brooklyn.cuny.edu/core9/phalsall/index.html
Science and the Art of Perspective by Tyler and Kubovy –at
http://www.webexhibits.org/sciartperspective/tylerperspective.html
Breaking the Cycles of Land Degredation Ban Lac Sip (Lao PDR)- -by Dr.
Sandy Williams and Dr. Jim Weale- athttp://www.iwmi.cgiar.org/Publications/Water_Policy_Briefs/PDF/wpb16.pdf
The Rise and Fall of 15th Century Chinese Sea Power-by-Michael L.
Bozworth-at- http://www.basicrps.com/chine/histoire/china.htm
Wayfinders: A Pacific Odyssey: Polynesian History and Origin-by-Ben
Finney, et al, - at- http://www.pbs.org/wayfinders/polynesian2.html
In Our Time: The Ming Voyages (AUDIO DISCUSSION from BBC Radio
4 Archive) –athttp://www.bbc.co.uk/programmes/b006qykl/episodes/player -panalistsRana Mitter: Professor of the History and Politics of Modern China at the
University of Oxford, Julia Lovell:Lecturer in Chinese History at Birkbeck
College, University of London, and Craig Clunas: Professor of the History
of Art at the University of Oxford.
Global Temperature Trends From 2500 B.C. To 2040 A.D. - by
climatologist Cliff Harris - athttp://www.longrangeweather.com/global_temperatures.html
The Little Ice Age in Europe – by - Physical Sciences professor Scott A.
Mandia - at- http://www2.sunysuffolk.edu/mandias/lia/little_ice_age.html
In Our Time: The Mughal Empire (AUDIO DISCUSSION from BBC
Radio 4 Archive) –at- http://www.bbc.co.uk/programmes/p004y27h panalists- Sanjay Subrahmanyam: Professor of Indian History and
Culture at the University of Oxford, Susan Stronge :Curator in the Asian
Department of the Victoria and Albert Museum, London, and Chandrika
Kaul: Lecturer in Imperial History at the University of St Andrews.
Little Ice Age-Volume 1-The Earth system: physical and chemical
dimensions of global environmental change-by-Michael E Man-edited byDr Michael C MacCracken and Dr John S Perry-atPSUSD High School Course Template– Updated March 22, 2011
Page 37 of 47
http://www.meteo.psu.edu/~mann/shared/articles/littleiceage.pdf
The Meaning of Communism to Americans (1960 speech made by
United States Vice President Richard Nixon)- athttp://watergate.info/nixon/60-08-21_communism.shtml
Modern History Sourcebook: Nikita Krushchev: Address to the UN
General Assembly, Sept. 23 1960 –athttp://www.fordham.edu/halsall/mod/1960khrushchev-un1.html
23. Will this course be submitted for approval by UC?
No
X
Yes
If “Yes,” complete sections 3, 4 and 5
Section 2: School and District Information
School Information
24. School Name:
Cathedral City High School
School District:
Palm Springs Unified School District
City and State:
Palm Springs, California
District Web Site:
http://www.psusd.us
School Course List Contact Information (Name of AP of Curriculum or Principal)
25. First Name:
Karen
Last Name:
Dimick
Position/Title:
Assistant Principal
Email:
[email protected]
Phone #:
760-770-0139
Ext:
Teacher Contact Information (Name of teacher/administrator who authored this course)
26. First Name:
Matthew
Last Name:
Gehrt
Position/Title:
Social Studies Department Chair
Email:
[email protected]
Phone #:
760-406-2521
Ext.
Section 3: Course Information
X
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Yes
No
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27. Was this course “Previously Approved” by UC?
Note: if this course is to be submitted to UC and it was “Previously Approved,” the exact same course title as the previously
approved course must be used. Compete outlines are not needed for courses previously approved by UC. Courses that
are defined as “previously approved” are courses from the following programs (Advanced Placement, International
Baccalaureate, ROP courses, etc.), or courses from within the same district, or courses that have been removed within a
three-year window are being reinstated, and/or courses from UC-approved online providers. Courses modeled after
courses from outside the school district are also defined as “previously approved” but a complete course description will be
required for submission to UC. Each section below represents an individual page on the UC electronic submission site.
If “No,” proceed to the Course Description Section (Section 4).
If “Yes,” indicate which category applies:
28. Is this course modeled after a UC-approved course from another high school outside of
our district?
X
Yes
No
Note: If “Yes,” you will be required to submit a complete course description. UC will review the previous submission, if it is
available, to assist them in their review process.
If “Yes,” list which school and the school’s ATP code:
Exact Course Title:
East Chapel Hill High School 340646
Advanced Placement World History
29. Is this course modeled after an identical course approved by UC for the current year at
another high school in PSUSD:
Yes
X
No
If “Yes,” what school?
Exact Course Title:
30. Is this course being reinstated after removal within 3 years:
Yes
X
No
If “Yes,” what year was the course removed from the list?
Exact Course Title:
31. Has this course been provided program status, is not an online course, and is it listed
below?
Yes
X
No
If “Yes,” select an option from the Program Status list:
AVID Program
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Advanced Placement (AP)
CDE Agricultural Education
CSU Early Assessment Program (EAP)
Center for Advancement Research and Technology (CART)
International Baccalaureate (IB) Program
Project Lead the Way
ROP/C Organization
Name of ROP/C:
32. If “Advanced Placement,” has it been authorized by the College Board through the AP
audit process?
No
Yes
X
In Progress
Note: UC will only allow Advanced Placement courses that have passed or are in the AP audit process. UC requires all AP
courses on your list, including those approved in prior years, to be verified via the College Board AP audit process. UC will
run quarterly reports based on AP Audit data. AP courses not listed on the AP audit list will be removed.
If “In Progress,” date submitted to AP:
05/27/2013
MM/DD/YYYY
Exact Program Course Title:
33(a). Is this course provided by one of the UC-approved online curriculum providers listed in #34?
Yes
X
No
33(b). Have you signed the appropriate partnership agreement with the provider regarding
methods of delivery and instruction?
Yes
X
No
Note: You must have signed an agreement with the appropriate provider and filed with UC in order to use their courses.
34. If the answer to either 33(a) or (b) is “No,” UC will not approve this course. If “Yes” to both
33(a) and (b), then select the appropriate option from the Online Provider List below:
Apex Learning Virtual School
Brigham Young University Independent Study
Connections Academy
Education Program for Gifted Youth Online High School at Stanford University (EGPY)
K12, Inc.
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Laurel Springs School (LSO)
National University Virtual High School
PASS Program/Cyber High
UC College Prep Online (UCCP)
Section 4: Course Description
35. Seeking “Honors” Distinction
Note: To receive “Honors” distinction for both UC and PSUSD, the course content must satisfy certain requirements. For
information about these requirements, refer to the a-g Guide: http://www.ucop.edu/a-gGuide/ag/a-g/honors.html. For
“Previously Approved” courses (including AP and IB), the honors information will be pre-populated as applicable on your UC
submission template.
No
X
Yes, AP
Yes, IB (Higher Level)
Yes, IB (Standard Level)
Yes, Other Honors
Note: “Other Honors” is defined by UC as a course specifically designed with distinctive features which set it apart from
regular high school courses in the same discipline areas. The course should be seen as comparable in terms of workload
and emphasis to AP, IB or introductory college courses in the subject. Honors courses must be designed for the 11 th and
12th grade level to be UC approved and require a comprehensive, year-long written final exam. In addition to AP and IB
higher level courses, high schools may certify not more than one honors level course per grade level in each of the
following subject areas only: history, English, advanced mathematics, each laboratory science course, each
language other than English, and each of the four VPA disciplines. If there are no AP or IB or higher level courses in a
given subject area, the high school may certify up to, but not more than two honors level courses in that area.
36. Subject Area and Category
“a”- History/Social Science
American Government/Civics
U.S. History
X World History/ Geography/ Cultures
“b”- English
English
English ESL/ ELD
“c”- Mathematics
Algebra 1: Yr 1 of 2
Algebra 1: Yr 2 of 2
Algebra 1
Geometry: Yr 2 of 2
Geometry
Algebra 2: Yr 2 of 2
Algebra 2
Advanced Math
Statistics
Integrated Math 1
Geometry: Yr 1 of 2
Integrated Math 2
Algebra 2: Yr 1 of 2
Integrated Math 3
Algebra 2 and Trig
“d”- Laboratory Science
Biological Science
Chemistry
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Physics
Integrated Science
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Note: Students electing to enroll in an integrated-science program (ISP) are strongly advised by UC to complete the entire
three-year sequence. In most cases, the first year of an integrated science sequence fulfills only the “g” elective
requirement: the second and third years of the sequence then fulfill the two-year “d” laboratory science requirement.
Accordingly, if only ISP 1 and only one of ISP 2 or ISP 3 are completed, then one additional course from the categories of
Biology, Chemistry, or Physics from the “d” subject area must be taken to fulfill the “d” requirement.
Interdisciplinary Science
Note: This category demonstrates that the course is cross-disciplinary and is often used for advanced science courses such
as AP Environmental Science or Biochemistry
“e”- Language Other than English
LOTE Year 1
LOTE Year 2
LOTE Year 3
LOTE Year 4+
ASL
Chinese
French
German
Hebrew
Italian
Japanese
Latin
Russian
Spanish
Other- List:
Language
“f”- Visual and Performing Arts
Dance (Intro)
Dance (Advanced)
Music (Intro)
Music (Advanced)
Theater Arts (Intro)
Theater Arts (Advanced)
Visual Arts (Intro)
Visual Arts (Advanced)
“g”- Elective
History/Social Science
English
English- ESL/ELD
Math
Statistics
Science- Biological
Science- Integrated
Science- Physical
LOTE
VPA
Interdisciplinary
Other
Section 5: Course Attributes
37. Is this course classified as a Career Technical Education Course?
Yes
X
No
If no, skip to item #39
38. If “Yes,” select the name of the industry and Career Pathway:
Agriculture and Natural Resources
Agricultural Business
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Agricultural Mechanics
Agriscience
Animal Science
Forestry and Natural Resources
Ornamental Horticulture
Plant and Soil Science
Arts, Media, and Entertainment
Media and Design Arts
Performing Arts
Production and Managerial Arts
Building and Construction
Cabinetmaking and Wood Products
Engineering and Heavy Construction
Mechanical Construction
Residential and Commercial Construction
Education, Child Development and Family Services
Child Development
Consumer Services
Education
Family and Human Services
Energy and Utilities
Electromechanical Installation and Maintenance
Energy and Environmental Technology
Public Utilities
Residential and Commercial Energy and Utilities
Engineering Design
Architectural and Structural Design
Computer Hardware, Electrical, and Networking Engineering
Engineering Design
Engineering Technology
Environment and Natural Science Maintenance
Fashion and Interior Design
Fashion Design, Manufacturing, and Merchandising
Interior Design, Furnishings, and Maintenance
Finance and Business
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Accounting Services
Banking and Related Services
Business Financial Management
Health Science and Medical Technology
Biotechnology Research and Development
Diagnostic Services
Health Information
Support Services
Therapeutic Services
Hospitality, Tourism, and Recreation
Food Service and Hospitality
Food, Science, Dietetics, and Nutrition
Hospitality, Tourism, and Recreation
Information Technology
Information Support and Services
Media Support and Services
Network Communications
Programming and Systems Development
Manufacturing and Product Development
Graphic Arts Technology
Integrated Graphics Technology
Machine and Forming Technology
Welding Technology
Marketing, Sales, and Service
E-Commerce
Entrepreneurship
International Trade
Professional Sales and Marketing
Public Services
Human Services
Legal and Government Services
Protective Services
Transportation
Aviation and Aerospace Transportation Services
Collision Repair and Refinishing
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Vehicle Maintenance, Service, and Repair
Catalog Description
39. Brief Course Description
Note: Briefly (in a short paragraph) describe the course, focusing on content rather than instructional strategies,
assessments, or rationale. This description should be identical to the description in your school’s course catalogue.
AP World History is a challenging course that focuses on the interaction between diverse
human societies primarily over the past ten thousand years. The objective is for students to
develop a greater comparative understanding of the causes and effects of such interactions
upon different classes of peoples in different areas. The course will focus heavily on Asia,
Africa, Latin America, and the Middle East; however Europe and North America will also be
explored. It will be presented chronologically over five time periods (units) that students will
explore thematically. Students will be assigned a college level text and numerous primary
documents and scholastic articles to read. They will be expected to take extensive notes, be
prepared to participate in classroom discussions, and write a number of analytical,
comparative, evolutionary, and document based essays. The goal of the course is to prepare
students for the AP World History Exam in May.
40. Pre-Requisite:
N/A
Required:
Recommended:
Note: Laboratory science and VPA courses require a pre-requisite. Submissions will not be allowed if this is not included.
Some courses, particularly in the mathematics subject areas, require appropriate pre-requisites. For further explanation,
refer to either the “Guide to a-g Requirements” document or the a-g Interactive Guide web site at www.UCOP.edu/a-gGuide.
Background Information
Note: Do not include information that could identify your school or PSUSD.
41. Context for Course (Required for CTE Courses)
Note: In order for UC to understand the context for a new course, it is helpful for UC to understand the broader program
and/or reform efforts of the school. In the space below, describe how this new course fits into broader departmental and/or
pathway structure and how it fits into the overall school restructuring plan. Also, identify if the course is intended to be a
core or supplemental course as well as the student, school, and community needs met by this course.
42. History of Course Development (Required for CTE Courses)
Note: Likewise, it is sometimes helpful for UC to know the origins of a course and who was involved in its development. In
the space below, describe whether or not you consulted with UC admissions personnel or UC professors and include the
nature of the consultation. Also, identify if the course was modeled after another course at another school. Describe how
the course being submitted differs from the course which it was modeled, and include if the course (or very similar course)
has received any special recognitions, designations or awards, and if it has been articulated to a local community college
(COD) or university.
Textbooks
Note: Include a list of primary and secondary texts. Ensure to note the books that will be read entirely and those that will be
as excerpts. Textbook information is not necessary if the course is a Visual and Performing Arts, Advanced Placement, or
an International Baccalaureate course. Include the link to any/all online texts or non-standard electronic text materials.
43. Textbook
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Title:
World Civilizations: The Global Experience, Combined Volume
Edition:
6th Edition
Publication Date:
January 13, 2010
Publisher:
Pearson
Peter N. Stearns, Michael B. Adas, Stuart B. Schwartz, Marc Jason
Author(s):
Gilbert
http://www.pearsonhighered.com/educator/product/World-CivilizationsURL Resource(s): The-Global-Experience-Combined-Volume/9780205659562.page
Usage:
X
Primary Text
X
Read in entirety or near entirety
44. In the space below, list any additional textbooks that are used for this class.
45. In the space below, list and describe additional supplemental materials that will be used
for this class. If using online texts or non-standard material, provide the title of the material
or webpage and the URL link.
World History for Us All is a project of San Diego State University in cooperation with the
National Center for History in the Schools at UCLA. http://worldhistoryforusall.sdsu.edu/
Internet History Sourcebooks Project by Halsall at http://www.fordham.edu/halsall/
Resources for the Study of World Civilizations at http://www.wsu.edu:8080/~wldciv/
World Civilizations by Hooker at http://www.wsu.edu:8080/~dee/
Chinese Culture by Halsall at http://academic.brooklyn.cuny.edu/core9/phalsall/index.html
Science and the Art of Perspective by Tyler and Kubovy –at
http://www.webexhibits.org/sciartperspective/tylerperspective.html
Breaking the Cycles of Land Degredation Ban Lac Sip (Lao PDR)- -by Dr. Sandy Williams and
Dr. Jim Weale- at- http://www.iwmi.cgiar.org/Publications/Water_Policy_Briefs/PDF/wpb16.pdf
The Rise and Fall of 15th Century Chinese Sea Power-by-Michael L. Bozworth-athttp://www.basicrps.com/chine/histoire/china.htm
Wayfinders: A Pacific Odyssey: Polynesian History and Origin-by-Ben Finney, et al, - athttp://www.pbs.org/wayfinders/polynesian2.html
In Our Time: The Ming Voyages (AUDIO DISCUSSION from BBC Radio 4 Archive) –athttp://www.bbc.co.uk/programmes/b006qykl/episodes/player -panalists- Rana Mitter:
Professor of the History and Politics of Modern China at the University of Oxford, Julia
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Lovell:Lecturer in Chinese History at Birkbeck College, University of London, and Craig
Clunas: Professor of the History of Art at the University of Oxford.
Global Temperature Trends From 2500 B.C. To 2040 A.D. - by climatologist Cliff Harris - athttp://www.longrangeweather.com/global_temperatures.html
The Little Ice Age in Europe – by - Physical Sciences professor Scott A. Mandia - athttp://www2.sunysuffolk.edu/mandias/lia/little_ice_age.html
In Our Time: The Mughal Empire (AUDIO DISCUSSION from BBC Radio 4 Archive) –athttp://www.bbc.co.uk/programmes/p004y27h -panalists- Sanjay Subrahmanyam: Professor
of Indian History and Culture at the University of Oxford, Susan Stronge :Curator in the
Asian Department of the Victoria and Albert Museum, London, and Chandrika Kaul: Lecturer
in Imperial History at the University of St Andrews.
Little Ice Age-Volume 1-The Earth system: physical and chemical dimensions of global
environmental change-by-Michael E Man-edited by- Dr Michael C MacCracken and Dr John
S Perry-at- http://www.meteo.psu.edu/~mann/shared/articles/littleiceage.pdf
The Meaning of Communism to Americans (1960 speech made by United States Vice
President Richard Nixon)- at-http://watergate.info/nixon/60-08-21_communism.shtml
Modern History Sourcebook: Nikita Krushchev: Address to the UN General Assembly, Sept.
23 1960 –at-http://www.fordham.edu/halsall/mod/1960khrushchev-un1.html
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