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AP World History
AP World History is a rigorous course designed for 10th grade students. Students will be
challenged to develop a greater understanding of global changes and increasing contacts over
time that make up the story of human experience. In addition to the opportunity to gain college
credit, students will be offered the chance to view the history of the world not as a series of
unrelated events but as an integrated network of common, recurring themes.
Resources
a. Textbook:
Upshur, Jiu-Hwa L, et al. World History. 4th ed. Comprehensive Edition. Belmont, CA
Wadsworth/Thomson Learning, 2002.
b. Primary Document:
Textual: Stearns, Peter, et al. Documents in World History: Volume I: The Great Tradition:
From Ancient Times to 1500. 4th ed.
Stearns, Peter, et al. Documents in World History, Volume II: The Modern Centuries:
From 1500 to the Present. 4th ed.
Visual: Most images for analysis will originate from the textbook, readers, and internet.
Samples for analysis will include but are not limited to art, political cartoons, and photos; see
the course outline below for some specific examples.
Quantitative: Tables and graphs in Ways of the World: A Global History with Sources, by
Robert W. Strayer. Students will analyze specific graphs and tables in Strayer’s Ways of the
World.
c. Additional Classroom Text and Study Resources:
Armstrong, Monty, et al. The Princeton Review: Cracking the AP World History Exam. 2012
ed. New York: Random House, Inc., 2012.
Bulliet, Richard W., et al. The Earth and its Peoples: A Global History. 3rd ed. Boston:
Houghton Mifflin, 2005.
Stearns, Peter, et al. World Civilizations: The Global Experience. 5th ed. AP Edition.
New York: Pearson Longman, 2007.
Stearns, Peter, et al. World Civilizations: The Global Experience. 6th ed. AP Edition.
New York: Pearson Longman, 2011.
Strayer, Robert W. Ways of the World: A Global History with Sources. Boston: Bedford/St.
Martin’s , 2011.
The Nystrom Atlas of World History. Chicago: Herff Jones, 2005.
d. Secondary Sources
Jared Diamond, Guns, Germs, and Steel
Other works of historical interpretation used in the course are taken from the Journal of World
History. See course outlines below for specific examples.
The Five Themes of AP World History
• Theme 1 – Interaction between humans and the environment
• Theme 2 – Development and Interaction of Cultures
• Theme 3 – State-building, expansion and conflict
• Theme 4 – Creation, expansion and interactions of Economic Systems
• Theme 5 – Development and transformation of social structures
Course Strategies and Student Expectations

All material is presented and all assessments are given in terms of the 56 themes of
World History, the regions of the world, the 6 time periods of World History. During all activities
completed, students are encouraged to identify which theme or themes are relevant to the
material, which time period they are working with, what makes one time period different or
similar to another one.

PERSIAN Charts will be utilized by students to tie back all study of history done in this
class to the 5 themes listed above.

Students are expected to keep up with daily readings. Students will be quizzed almost
daily on the required readings.

Most class discussions and assignments will focus not on lists of historical facts and
data but on how these facts and data fit together into the amazing network of commonly
recurring themes highlighted above.

Students are expected to master the four major skills listed below. These skills provide
an essential structure in learning to think historically.
1. Crafting Historical Arguments from Historical Evidence
2. Chronological Reasoning
3. Comparison and Contextualization
4. Historical Interpretation and Synthesis

Students will analyze documents or other historical information and will use it to draw
conclusions, form arguments, formulate thesis statements, make comparative charts, create
maps, or work with historical models or templates.

Regular attendance is imperative and participation in study groups and after school
tutorials is highly recommended.
Course Schedule
Period I – Technological and Environmental Transformations to 600 B.C.E.
• Key Concept 1.1. Big Geography and the Peopling of the Earth
• Key Concept 1.2. The Neolithic Revolution and Early Agricultural Societies
• Key Concept 1.3. The Development and Interactions of Early Agricultural, Pastoral and
Urban Societies
Topics for Discussion
• Neolithic Revolution
• Basic features of early civilizations: Mesopotamia, Egypt, Kush, Indus, Shang; Mesoamerican
and Andean
• How does a civilization interact with its environment?
 What issues are involved in using “civilization” as the organizing principle of World History?
 How has religion helped to hold societies together?
 What systems of social and gender inequality developed during this time period?
 How and to what extent did societies come into contact with one another during this time
period? What were the results?
 What important traditions and institutions developed during this time period?
Time Period: Two Weeks
Sources
• Textbook Chapters Introduction-2
• Maps in Textbook page 6,15,21,27,36,39,40,47,59,70
Supplemental Readings or Reader (such as but not limited to):
The Epic of Gilgamesh
The Judgments of Hammurabi
Scholarly Interpretations (such as but not limited to):
Jared Diamond, Guns, Germs, and Steel, Ch. 6
Johan Goudsblom, The Civilizing Process and the Domestication of Fire, Journal of World
History
Selected Activities/Assessments
 Introduce the concept of Point of View. Students will analyze POV in the documents
contained in the “Football” DBQ. Discuss how POV affects differing accounts of
historical events.
 Introduce SPICE analysis (or PERSIAN). Students will complete SPICE charts for each
of the river valley civilizations.
 Thesis Writing Activity. Students will be introduced to how to successfully write an AP
thesis. Teacher and students will review AP style questions about current events in
order to gain more knowledge on how to successfully write an AP thesis, and gain the
students attention by using events they might know from everyday life. While looking at
these prompts, teacher and students will dissect the questions in order for students to
know exactly what they are asking and how to correctly answer the topic. Once several
prompts have been dissected, students will be given their own current event question
and create a thesis of their own.

Students will discuss the findings of anthropologist Jared Diamond in his article “The
Worst Mistake in the History of the Human Race” and make their own determination on
whether humanity was either helped or harmed by the development of the agricultural
revolution. Students can answer this question in a Socratic seminar.
Period II – Organization and reorganization of Human Societies, 600 B.C.E to 600 C.E.
• Key Concept 2.1. The Development and Codification of Religious and Cultural Traditions
• Key Concept 2.2. The Development of States and Empires
• Key Concept 2.3. Emergence of Transregional Networks of Communication and Exchange
Topics for Discussion
• Major Belief systems: Hinduism, Buddhism, Judaism, Christianity, Confucianism,
• and Daoism; polytheism and shamanism
• Classical civilizations: Greece, Rome, China and India including migrations of the
• Huns, Germanic tribes
• Interregional networks by 600 CE and spread of belief systems
• Silk Road trade networks, Chinese model and urbanizations
 How has religion or belief systems helped hold societies together?
 How and to what extent did societies come into contact with one another during this time
period? What were the results?
 What important traditions and institutions developed during this time period?
Time Period: Four Weeks
Sources
Textbook Chapters 3-5 (Stopping at Pg. 183 “Upheaval and Transition in Western Europe)
Maps in Textbook page 81, 85, 112, 125, 137, 142, 150, 165
Supplemental Readings or Reader (such as but not limited to):
Analects
Four Noble Truths
Ashoka’s Edicts
Plutarch on Sparta
Pericles on Athens
Scholarly Interpretations (such as but not limited to):
Pitman B. Potter, Freedom of the Seas in Ancient History: Struggle for Control in Early
Civilizations, Congressional Digest
Selected Activities/Assessments
Short Essay: Ancient Athens and Sparta: How were they alike? How were they different?
Secondary Source/Map Activity: Teacher and students will read Pitman B. Potter’s article,
“Freedom of the Seas in Ancient History: Struggle for Control in Early Civilizations”. This article
will be examined to demonstrate the importance of the Mediterranean in these classical
civilizations. Students will then complete a map activity that illustrates the major regions, cities
and trading centers of the Greeks and Romans.
Essay: Compare and Contrast the development and beliefs of any two religions.
Essay: Students will complete a DBQ on the spread of Buddhism in China. Students will
analyze different documents about the spread of Buddhism in China identifying each document
for author’s point of view and intended audiences. Students will also use SOAPS to determine
the type of source, author’s argument, tone, etc.
Project: Students will be assigned one category from SPICE/PERSIAN in relation to the Silk
Road. Students will then research the Silk Road from 600 B.C.E. to 600 C.E. and complete the
needed information. They will then be placed into groups and create a board game that
showcases the importance of the Silk Road to this time period. The games students create can
be modified for later time periods to reflect changes and continuities the Silk Road faced over
time.
Period 3: Regional and Transregional Interactions, c. 600 C.E. to 1450
• Key Concept 3.1. Expansion and Intensification of Communication and Exchange
Networks
• Key Concept 3.2. Continuity and Innovation of State Forms and Their Interactions
• Key Concept 3.3. Increased Economic Productive Capacity and Its Consequences
Topics for Discussion
• The Islamic World, the Crusades and Schism in Christianity
• European and Japanese feudalism
• Mongols across Eurasia and urban destruction in SW Asia, Black Death
• Bantu and Polynesian migrations
• Great Zimbabwe and Mayan empires and urbanizations
 How and to what extend did Dar al-Islam serve as a unifying force?
 What important migrations occurred during this time period and the last?
 What was the nature and what were the results of the new contacts between
societies/religious groups during this time period?
 What were the effects of Islam on women?
 Compare and analyze the different political and social system that developed during this time
period
Time Period: Six Weeks
Sources
Textbook Chapters 5 (Starting on pg. 183 Upheaval and Transition in Western Europe)-8
Maps in Textbook page 184, 186, 188, 198, 210, 211, 216, 225, 234, 238, 242, 250, 253, 257,
278, 285, 292, 311, 321, 325, 331, 339, 345
Supplemental Readings or Reader (such as but not limited to):
Koran
Travels of Marco Polo
Samurai Values
Feudal Documents
Writings of Ibn Battuta
The Crusades
The Secret History of the Mongols
Scholarly Interpretations (such as but not limited to):
Nikki R. Keddie, The Past and Present of Women in the Muslim World, Journal of World
History
John Obert Voll, Islam as a Special World-System, Journal of World History
Selected Activities/Assessments
Short Answer: How did the status of women change in the Middle East after the rise of Islam?
Essay: Students will create a DBQ on the Mongols. This DBQ will answer the prompt, How
Barbaric Were the “Barbarians”?
Essay: Compare and Contrast Japanese and Western Feudalism.
Essay: What were the causes and consequences of the Crusades?
Discuss the images of religious architecture in Spain, Jerusalem, and Constantinople; consider
the impact of geographical and cultural contexts between Islam and Christianity.
*Silk Road Game Replayed in class during this period with historical references added in*
Period 4: Global Interactions 1450 to 1750
• Key Concept 4.1. Globalizing Networks of Communication and Exchange
• Key Concept 4.2. New Forms of Social Organization and Modes of Production
• Key Concept 4.3. State Consolidation and Imperial Expansion
Topics for Discussion
• Transformations in Europe – Renaissance to Scientific Revolution
• Encounters and Exchange: Reconquista, Europe in Africa, Spanish in the Americas
• Encounters and Exchange: Portuguese and Indian Ocean Trade networks, Southwest
Asian trade networks and the Ming Slave trade/Rise of Qing
• Labor Systems in the Atlantic World—The Africanization of the Americas
• The Columbian Exchange in Atlantic and Pacific Context
• Expansion of Global Economy and Absolutism: Muslim, Tokugawa, and Romanov
empires
• Effects of the Atlantic Slave Trade on demography in West Africa, resistance to the
Atlantic slave trade, and expansion of Islam in sub-Saharan Africa
 Compare Western and non-Western artistic/cultural/intellectual achievements and changes
 What changes and continuities occurred in the area of forced labor during this time period?
 Discuss the concept and extent of a “world economic network” in this and previous time
periods.
 Compare and contrast the interaction of different non-Western societies/empires with
European explorers/traders/missionaries.
 How, when, and to what extent did Western Europe become the dominant political and
cultural force in the world?
Time Period: Six Weeks
Sources
Textbook Chapters 9-11 (Ending at pg. 483 Cultural Evolution and Political Independence in
North America)
Maps in Textbook page 355, 359, 366, 380, 384, 387, 393, 402, 413, 419, 422, 433, 443, 463,
478
Supplemental Readings or Reader (such as but not limited to):
Works of Martin Luther
Divine Rights and Bill of Rights
Peter the Great
The Reign of Suleiman
Latin American Working Conditions
African and Western Interaction
Migration of Food and Diseases
Scholarly Interpretations (such as but not limited to):
Dennis O. Flynn and Arturo Girádez, Born with a “Silver Spoon”: The Origin of World Trade in
1571, Journal of World History
Stephen Morillo, Guns and Government: A Comparative Study of Europe and Japan, Journal
of World History
Selected Activities/Assessments
Essay (DBQ): What was the most important consequence of the printing press? Students will
analyze different documents about the printing press identifying each document for author’s
point of view and intended audiences. Students will also use SOAPS to determine the type of
source, author’s argument, tone, etc.
Essay (Theme 3): Compare two of the following empires in their process of empire building:
Spain, Ottoman, Ming, and Russia.
Debate/Socratic Seminar: Who was Christopher Columbus – hero or villain? Students will use
primary sources to develop arguments for their case.
Essay (Theme 4): Compare and Contrast any two coercive systems of labor: Caribbean
Slavery, Slavery in English North American colonies, Slavery in Brazil, Spanish Mita system in
South America, West African slavery, Muslim Slavery in South West Asia, India Hindu castes,
or East European serfdom.
Debate/Socratic Seminar: Students will be assigned one state of the Holy Roman Empire. It is
up to this “Diet” to determine if their state should remain part of the Catholic Church or follow
the new teachings of the Protestant Reformation. Students will randomly draw their position
before the debate to prepare supporting points.
Discussion: Why is it appropriate that a new time period starts in 1450 and continues to 1750?
What events occurred around 1450 and specifically in 1492 that helped launch a new era?
Students will also evaluate earlier time periods and come up with specific events that helped
define distinct time periods using this discussion as an example.
Essay: Analyze the changes and continuities in commerce in the Indian Ocean region from
650 CE to 1750 CE
Period 5: Industrialization and Global Integration, 1750 to 1900
• Key Concept 5.1. Industrialization and Global Capitalism
• Key Concept 5.2. Imperialism and Nation—State Formation
• Key Concept 5.3. Nationalism, Revolution and Reform
• Key Concept 5.4. Global Migration
Topics for Discussion
• European Enlightenment
• American, French, Haitian, and Latin American Revolutions
• Napoleonic Wars/Congress of Vienna/ Conservatism vs. Liberalism
• British Industrial Revolution
• De-Industrialization of India and Egypt
• Imperialism and Modernization
• Anti-Slavery, suffrage, labor movements, anti-imperialist movements, nonindustrial reactions
• Reaction to industrialism and modernization
 What are major similarities and differences in the way that Industrialization affected
different parts of the world?
 Compare the world’s major revolutions and revolutionary movements.
 What are the artistic/cultural results of increased global interaction during this time period?
 Discuss the extent of European domination and the world’s reaction to it.
 Describe the concept of Nationalism in Europe and worldwide.
Time Period: Six Weeks
Sources
Textbook Chapters 11 (Starting at pg. 483 Cultural Evolution and Political Independence in
North America)-13 (Ending at pg. 588 The Causes and Course of World War I)
Maps in Textbook page 492, 493, 497, 518, 521, 526, 527, 530, 533, 570, 573, 577, 581, 587
Supplemental Readings or Reader (such as but not limited to):
Classic Documents of the French Revolution
Industrial Revolution Documents
Russian Documents on Serfdom and Emancipation
Opium War Correspondence between China and England
The Meiji Restoration
Documents by Dessallines, Bolivar, and Diaz
African Imperialism
European Imperialism
Scholarly Interpretations (such as but not limited to):
Reşat Kasaba, Treaties and Friendships: British Imperialism, the Ottoman Empire, and China
in the Nineteenth Century, Journal of World History
Selected Activities/Assessments
Essay: Compare and Contrast the American and French Revolutions.
Essay: Trace the changes and continuities in world trade from 1450 to 1914 CE in any one of
the following regions: Latin America, North America, Western Europe, Eastern Europe,
Southwest Asia, Sub-Saharan Africa, South Asia, East and Southeast Asia.
Students will create a chart of the main European Imperialist Powers at the end of this period.
They will use MANIA to show how militarism, alliances, nationalism, imperialism, set up the
stage for the assassination of Archduke Franz Ferdinand that was the trigger to start World
War I. The outcome for this chart is to showcase how these events were in play during Period
5 and would only need a trigger to set them off.
Reading: Students will read Rudyard Kipling’s “White Man’s Burden” and discuss how the
spread of Social Darwinism in the 19th century influenced the justification for European
imperialism.
Reading: Students will read excerpts from Adam Smith’s Wealth of Nations alongside Karl
Marx’s Communist Manifesto. Students will compare the two works in regards to role of
government in economics and society.
Period 6: Accelerating Global Change and Realignments, 1900 - Present
• Key Concept 6.1. Science and the Environment
• Key Concept 6.2. Global Conflicts and Their Consequences
• Key Concept 6.3. New Conceptualizations of Global Economy, Society and Culture
Topics for Discussion
• World War I and Reactions to the Fourteen Points
 Discuss the impact of Total War and loss of life in such nations as USA, Russia, United
Kingdom, France, Germany, and Australia.
• Rise of Consumerism and Internalization of Culture
• Depression and Authoritarian Responses
• World War II and Forced Migrations
• United Nations and Decolonization
• Cold War, Imperialism, and the End of the Cold War
• The Information and Communication Technologies Revolution
 What effects did the world wars have on western and non-western societies?
 Compare nationalistic movements in Europe and in colonial areas.
 Discuss the impact of technology during the world wars and after, including the concept of
high-tech warfare.
 Compare the world’s independence movements.
 What is the legacy of colonialism and what will be the global trends and developments of
the next century?
Time Period: Six Weeks
Sources
Textbook Chapters 13 (Start at pg. 588 The Causes and Course of World War I)-17
Maps in Textbook page 589, 593, 604, 617, 641, 678, 681, 685, 687, 699, 700, 701, 707, 711,
722, 727, 730, 737, 748, 749, 753, 758, 759,
Supplemental Readings or Reader (such as but not limited to):
All Quiet on the Western Front
Lenin’s Writings
Scholarly Interpretations (such as but not limited to):
Ralph Croizier, World History in the People’s Republic of China, Journal of World History
Donald W. White, The ‘American Century’ in World History, Journal of World History
Selected Activities/Assessments
 View example images of modern weaponry from 1914. Discuss how new technology
changed the nature of warfare in WWI. Students will write their own original CCOT
“war” prompt as an exit ticket.
 Revisit this same discussion for WWII and then have students make comparisons
between the two world wars in terms of causes, combat tactics, atrocities and
short/long-term impacts. Students will write a thesis in response to the comparative
prompt that they will help create.
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Essay: Compare and Contrast the impact and consequences of World War I on any two
nations or empires: the USA, Germany, Russia, Japan, Ottoman Empire, Australia; OR
Compare and Contrast the impact and consequences of World War II on the following
regions: the Middle East, Africa, Oceania, the Indian subcontinent.
Read excerpt from Charlie Wilson’s War and discuss the intersection of the Cold War
and present-day global terrorism in the CIA-backed fight against the Soviets in
Afghanistan. Students will complete a crossword puzzle to reveal the answer to “What
infamous world figure emerged from the Soviet-Afghan war?”
View Hans Gosling TED video on global development and population growth and
discuss post-industrial, industrial, emerging and developing economies in the 21 st
century. Map activity: Students will classify select countries and regions of the world in
these categories.
View PBS NewsHour: In Iran and Afghanistan, Military Relies on Robots video and
revisit earlier warfare discussion, making comparisons between technological
implications from WWI and WWII and possible future implications.