Advanced Placement World History Syllabus Advanced Placement World History is a challenging course that explores the past over time and focuses on common themes and patterns. AP World History deals with the ―big picture‖, with comparison of major societies, understanding of change and continuity over time, and analysis of history through primary source documents. AP World History is structured around five course themes and covers six chronological periods. Course Themes CR 2 In AP World History, we focus on six primary thematic themes that receive roughly equal attention throughout the year. These themes will provide the primary organizing structure for the course: 1. Social--Development and transformation of social structures Gender roles and relations Family and kinship Racial and ethnic constructions Social and economic classes 2. Political--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 3. Interaction between humans and the environment Demography and disease Migration Patterns of settlement Technology
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Advanced Placement World History Syllabus
Advanced Placement World History is a challenging course that explores the
past over time and focuses on common themes and patterns. AP World History
deals with the ―big picture‖, with comparison of major societies, understanding
of change and continuity over time, and analysis of history through primary
source documents. AP World History is structured around five course themes
and covers six chronological periods.
Course Themes CR 2
In AP World History, we focus on six primary thematic themes that receive
roughly equal attention throughout the year. These themes will provide the
primary organizing structure for the course:
1. Social--Development and transformation of social structures
Gender roles and relations
Family and kinship
Racial and ethnic constructions
Social and economic classes
2. Political--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
3. Interaction between humans and the environment
Demography and disease
Migration
Patterns of settlement
Technology
Deforestation and fossil fuel implications for the environment
4. Cultural--Development and interaction of cultures
Religions
Belief systems, philosophies, and ideologies
Science and technology
The arts and architecture
5. Economic--Creation, expansion, and interaction of economic
systems
Agricultural and pastoral production
Trade and commerce
Labor systems
Industrialization
Capitalism and socialism
AP World History Historical Thinking Skills
Crafting Historical Arguments from Historical Evidence
Historical Argumentation
Appropriate Use of Relevant Historical Evidence
Chronological Reasoning
Historical Causation
Patterns of Continuity and Change over Time
Periodization
Comparison and Contextualization
Comparison
Contextualization
Historical Interpretation and Synthesis
Interpretation
Synthesis
College Level Textbook
Strayer, Robert W. Ways of the World; a Global History with Sources. Boston:
Bedford/St. Martin's, 2011. Print. CR 1a
Primary Sources and Secondary Sources CR 1b and CR 1c
Autralia’s Aborigines. Dir. Alexander Grasshoff and Aram Boyajian. Perf.
Leslie Nielsen. 1988. DVD
"BBC News - One-minute World News." BBC - Homepage. BBC. Web. 04
Goucher, Candice, Leguin, Charles, and Walton, Linda, ―Ideas and
Power: Goddesses, God-Kings, and Sages.‖ In the Balance: Themes in World History. Boston. McGraw-Hill. 1998. 145-162.
Islam: Empire of Faith. Dir. Robert H. Gardner. Perf. Ben Kinsley. PBS,
2001. DVD
Little Ice Age: Big Chill. Dir. Josh Beckman. History Channel. 2005. DVD
"JOURNEY OF MANKIND - The Peopling of the World." Bradshaw Foundation. Web. 13 Nov. 2011.
<http://www.bradshawfoundation.com/journey/>.
Liu Xinru, ―Silks and Religions in Eurasia, c. A.D. 600–1200,‖ Journal of WorldHistory 6, no. 1 (Spring 1995), 25–48.
Mitchell, Joseph R., and Helen Buss Mitchell. Taking Sides . 3rd ed.
Dubuque, IA: McGraw-Hill, 2000. Print
National Geographic. Australia’s Aborigines. DVD
O'Shea, Stephen. Sea of Faith: Islam and Christianity in the Medieval Mediterranean World. New York: Walker, 2006. Print.
PBS. When Worlds Collide, 2010. DVD
Rao, Rajesh. "Rajesh Rao: A Rosetta Stone for the Indus Script | Video on
TED.com
Reilly, Kevin. Worlds of History; Volumes one and Two. Fourth ed.
Boston:Beford/St. Martin’s, 2010. Print.
Weatherford, J. McIver. Genghis Khan and the Making of the Modern World. New York: Three Rivers, 2005. Print.
Spodek, Howard. The World's History. Upper Saddle River, NJ: Prentice
Hall, 1998.
World History For Us All. http://worldhistoryforusall.sdsu.edu/
Unit Activities
The following unit activities will be assigned in each of the six units in
order to develop analytical skills and to allow students to demonstrate
command of course themes and key concepts.
Note-taking on assigned chapters in Strayer using ―Reading and Thinking
Notes‖ adapted by an excellent idea by, Mike Macijeski, AP World reader,
Northfield Middle High School Northfield, Vermont (Appendix)
Students will complete a Five-Themes Chart for each of the six time periods.
CR 4
Monitored Discussions on readings from primary and secondary sources.
Students receive credit for posing questions on puzzling passages in the
reading and for attempting to answer the questions posed by other students.
The teacher acts as a record keeper and also keeps a list of topics that were not
adequately addressed in the discussion. This method is very similar to the
Socratic Seminar, but works better in classes of more than thirty-two students.
Every class opens with viewing the BBC One-Minute News and a mini-
discussion about the themes and topics relating to the Key Concepts covered in
the news that day.
Map labeling, interpreting and memorization of features, geographic and
political as required in the Course Guide. Students will take map quizzes on
required elements from the course description as we move through the course
Timelines will be constructed construction for each unit.
Mapshots (annotated maps) will be completed by students in each time period
and region
Writing Assignments
Each unit includes writing assignments from the College Board 2002-2011
Released Questions designed to develop the skills necessary to create well-
written and evidenced essays on historical topics and to allow students to
develop proficiency in historical thinking skills.
Short Document Analysis: Students will analyze written, visual and
quantitative documents from primary source readers and other sources. For
example, students will use SOAPSTONE to analyze documents according to
their subject, occasion, audience, purpose, speaker and the tone of the
document. These skills of primary analysis will be used throughout the
course.
Document Based Question (DBQ): Students analyze evidence from a variety
of sources in order to develop a coherent written argument that has a thesis
supported by relevant historical evidence. Students will apply multiple
historical thinking skills, such as evaluating reliability and point of view, as
they examine a particular historical problem or question.
Change and Continuity over Time (CCOT): Students identify and analyze
patterns of continuity and change over time and across geographic regions.
They will also connect these historical developments to specific circumstances
of time and place, and to broader regional, national, or global processes. Bill
Strickland’s guide to constructing a CCOT Thesis will be used. (Appendix)
Comparative Essay: Students compare historical developments across or
within societies in various chronological and/or geographical contexts.
Students will also synthesize information by connecting insights from one
historical context to another, including the present. Bill Strickland’s guide to
constructing a Comparative Thesis will be used. (Appendix)
Course Schedule
Summer Assignment
Student read Jared Diamond’s "The Worst Mistake in the History of the
Human Race,‖ and be prepared to discuss the article at our first class
meeting. KC 1.2
Period 1 – Technological and Environmental Transformations to 600
B.C.E. 5%
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 CR 3
Textbook reading: Strayer, Chapters 1-2
Primary Sources excerpted in Strayer
• Hammurabi’s Code
• Epic of Gilgamesh
• Be a Scribe
• Visual Sources from Indus River Valley Civilization
Secondary Sources
• Crosby, Chapter 2
• Bradshaw, Peopling of the Earth flash
• ―Migrations by Sea and Land Bridges‖ from Bridging World History
• Drucker, ―The First Technological Revolution and Its Lessons‖
• Rao, Rajesh. "Rajesh Rao: A Rosetta Stone for the Indus Script | Video
on TED.com
• Bridging World History, Unit 5, ―Early Belief Systems‖
Selected Activities/Assessments
• Students view Bradshaws’ flash presentation Peopling of the Earth and
create individual maps for their own study use. KC 1.1
• Students read and discuss ―Migrations by Land and Sea Bridges‖ from
Bridging World History. CR 5.b and 5.d KC 1.1.
• Student read Chapter Two ―Fire‖ of Crosby’s Children of the Sun and
discuss the ways in which early foraging societies domesticated and
employed fire. KC 1.1
• Students correctly list four effects of the earliest transition to agriculture
on the environments around villages and urban centers. KC1.2
• Students will compare Diamond’s and Stayer’s evaluation of the social
impact of sedentary agricultural on gender and class distinctions and
write a thesis statement for an essay comparing the two authors ideas.
KC 1.2 and CR 6
• Students will analyze the impacts of early settlements in the major river valleys and in New Guinea, the Andes and Mesoamerica, including
changes to gender roles, social stratification, labor, culture, and the development of governance and the impact on the environment. Early migrations including the Bantu, Indo-European and Austronesian will
also be examined. KC 1.2 and CR 5c
• Students will create a timeline of tools, plaster, pottery, copper, bronze,
iron, the wheeled cart from 10,000 B.C.E to 600 B.C.E. KC 1.2
• Students will analyze multiple causes and effects of the Neolithic Revolution, including a discussion of why some people chose to settle while others remained nomadic. KC 1.3
• Students will analyze Drucker’s argument that the impact of irrigation on
the development of political and social structures was just as significant
as the Neolithic Revolution KC 1.3 CR7
• Analyze maps of early human migrations and of the early core and
foundational civilizations. Map tests on AP Regions and regions of early
civilizations: Mesopotamia in the Tigris and Euphrates River Valleys,
Egypt in the Nile River Valley, Mohenho-Daro and Harrrapa in the Indus
River Valley, Shang in the Yellow River Vally, Olmecs in Meso-America,
and the Chavin in Andean South America KC 1.3
• Students analyze the needs of a civilization to build monumental
architecture. KC 1.3
• Periodization Exercise: Students prepare timelines of their lives and
create three eras covering their timelines. Then, in groups, they must
determine the beginning and ending dates for eras that will supersede
their individual decisions. Each group will share their eras with the
whole class in a discussion. CR 11
• Students view and discuss the TED presentation by Rao on the
controversy about whether the Harappan civilization had a written
language. CR 15 and CR 5c
• Change over Time and Comparative Writing will be introduced using
Bill Strickland’s Charts on Thesis Paragraph Practice
Period 2 – 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
Textbook Reading: Strayer, Chapters 4-7(including documents and visual
sources)
Primary Sources excerpted in Strayer
Ashoka, The Rock Edicts
Visual source: Qin Shihuangdi and China’s Eternal Empire
Confucius, The Analects
Bhagavad Gita
Plato, Apology
Gospel of Matthew
Visual source: Representations of the Buddha
Ban Zhao, Lessons for Women
Psalms of the Sisters
Periplus of the Erythraen Sea
Visual source: Art and the Maya Elite
Secondary Sources
Bridging World History, Units 5-7
Drake, New Approaches to the Fall of the Roman Empire
Goucher, Leguin, and Walton, pages 145-62
Mitchell, Joseph R., and Helen Buss Mitchell. ―Was Alexander Great‖,
Taking Sides
Selected Activities/Assessments
Students will read Goucher, Leguin, and Walton, ―Ideas and Power:
Godesses, God-Kings, and Sages,‖ pages 145-62 and write small
group analyses of the way in which religious ideas developed as a
means to challenge the rule of states and the social systems
supported by them. KC 2.1
Students will analyze a map of the major classical states and
empires, leading to a comparison of the Achaemenid Empire, Qin and
Han Empires, Maurya and Gupta Empires, Greek city-states, Roman
Empire, Teotihuacan and Mayan city states, and Moche in terms of
political structures, military techniques, economic networks, social
and gender structures, agricultural infrastructures. KC 2.2
Class debate from Taking Sides, ―How Great was Alexander?‖ CR 7
Essay: Analyze similarities and differences in techniques of imperial
administration and techniques of military projection in two of the
following empires: Han China, Imperial Rome, and Maurya/Gupta
India. KC 2.2
Essay: Analyze continuities and changes in the cultural and political
life of one of the following societies: Chinese, Roman, or Indian. CR
10
Students will compare the gender systems of China, India and the
Roman Empire and the common features of patriarchy in all three.
Analyze the extent to which women were able to challenge at least
some of the elements of their societies. K 2.2 and CR 12
Students will map the classical trade routes, including Eurasian Silk
Roads, Trans-Saharan caravans, Indian Ocean sea trade, and
Mediterranean Sea trade. Maps will include migration, exchange of
technology, religious and cultural beliefs, food crops, domesticated
animals, and disease pathogens. KC 2.3
Students will compare and contrast the migrations and environmental
impacts of Bantu speaking peoples and Polynesian peoples, including the
diffusion of language. KC 2.3 CR 5a and 5d
Document Based Question Essay: Attitudes Toward Technology in
the Roman Empire and Han China. Students analyze primary
sources for historical context, purpose or intended audience, author’s
point of view, argument and tone, using the SOAPSTone method.
Demonstrate an understanding of periodization by analyzing the
differing dates for the fall of the Roman Empire in Professor Drake’s
PowerPoint presentation.
Analyze and evaluate point of view of the fall of the Roman Empire
in the theories of Ronald Reagan, Edward Gibbon, Phyllis Schlafly,
James Joll, Dick Gregory and Joan Collins.
Students write a comparative essay the multiple causes and effects of
the decline of Rome, Han and Gupta empires. CR 4
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
Textbook Reading: Strayer, Chapters 8-13
Primary Sources excerpted in Strayer
Shotoku, The Seventeenth Article Constitution, 604
Kitabatake Chikafusa, The Chronicle of the Direct Descent of Gods and
Sovereigns
Sei Shonogan, Pillow Book
Shiba Yoismasa, Advice to a Young Samurai
Imagawa Ryoshun, The Imagawa Letter
Gregory of Tours, History of the Franks
Willibad, Life of Boniface and The Leech book
The Jesus Sutras
Visual source: Reading Byzantine Icons
The Quran, Surahs 1-5
The Hadith
The Sharia
Rumi, Inscription on Rumi’s Tomb, Poem, “Drowned in God,” Mathnawi
Visual sources: Islamic Civilization in Persian Miniature Paintings
The Secret History of the Mongols
Chinggis Khan, Letter to Changchun
The Chronicle of Novgorod
Epitaph for the Honorable Mengu
William of Rubruck, Journey to the Land of the Mongols
King Moctezuma I, Laws, Ordinances, and Regulations
Diego Duran, Book of the Gods and Rites
Pedro de Cieza de Leon, Chronicles of the Incas
Visual sources: Sacred Places in the World of the Fifteenth Century
Secondary Sources
Bridging World History, Units 7-11
"Early African History, Until 16th Century CE." Exploring Africa. Michigan State University. Web. 14 Oct. 2011.