Mr. Zakarian’s 2016-2017 AP World History Pacing, Documents, & Activities Calendar (*Subject to Change/includes, but not limited to) Unit 1 – Technological and Environmental Transformations to 600 B.C.E. 5% of AP Exam • 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 Date Ch Homework Class Activities 08/10 1 Vocab, charts, ppt notes, and maps. Discuss syllabus and website. 08/11 2 Vocab, charts, ppt notes, and maps. PPt. How to write a DBQ Essay. 08/12 3 Vocab, charts, ppt notes, and maps. PPT: How to write C/C & Continuity 08/14 1-3 Watch videos 1.Sumerians https://www.youtube.com/watch?v=lESEb2-V1Sg 2. Egyptians https://www.youtube.com/watch?v=KuUMe-43A3E 3. Minoans https://www.youtube.com/watch?v=39Rk3UQUNAY 4. Mycenaeans https://www.youtube.com/watch?v=btg5B98Zb-Q 5. Phoenicians https://www.youtube.com/watch?v=j32yCYm6DFc&list=PLHw57H6WrHt- GoEg5Wodyj5KBok_zByr0 6. Assyrians https://www.youtube.com/watch?v=vpKxRJDmnQI Watch two videos and create 10 questions for each. You do not need to answer questions. This is extra credit.
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Mr. Zakarian’s 2016-2017 AP World History Pacing,
Documents, & Activities Calendar(*Subject to Change/includes, but not limited to)
Unit 1 – Technological and Environmental Transformations to 600 B.C.E. 5%
of AP Exam • 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
Date Ch Homework Class
Activities
08/10 1 Vocab, charts, ppt notes, and maps. Discuss syllabus and website.
08/11 2 Vocab, charts, ppt notes, and maps. PPt. How to write a DBQ Essay.
08/12 3 Vocab, charts, ppt notes, and maps. PPT: How
· Video Guide: Connections Across Land / Connections Across Water
(www.learner.org)
· Debate: Is Alexander the Great Deserving of his Title and Exalted Reputation?
Supplemental
Sources: · Excerpts from The Four Noble Truths, Excerpts from Bhagavad Gita, The Example
of Mahavira, The Periplus of the Erythraean Sea (The Story of the Half-Drowned
Sailor), Herodotus: The Persians Reject Democracy, Camel Saddles (textbook,
p.214)
Unit III: 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
11/7-11 19 Vocab, charts, ppt notes, and maps. Mon - Respond to SAQ’s Tues - Discussion Pit Wed - Review ppt. Thurs - Socratic Review of Unit Fri - Quiz chapter 19
11/14-18 20 Vocab, charts, ppt notes, and maps. Mon - Respond to SAQ’s Tues - Discussion Pit Wed - Review ppt. Thurs - Socratic Review of Unit Fri - Quiz chapter 20
11/21-25 21 Vocab, charts, ppt notes, and maps. ? Pending Thanksgiving dates Unit III Test?
Sample Activities, Assessments, Topics, and Supplemental Readings*
Topics for
Discussion: · Identify and explain factors that explain Muslim success in spreading of their religion
into SW Asia, West and East Africa, parts of Central Asia, and Indonesia. · What were the major causes and consequences of the Crusades? · How did the Byzantine Empire differ from political entities in Western Europe? · What were the patterns of interaction and influences in the Imperial China (Sui, Tang,
and Song Dynasties)? · Examine and evaluate the impact of the Mongol expansion on various geographic
regions (ex: China, Russia, the Muslim world, Japan, Western Europe).
Activities and
Assessments: · Weekly quizzes (multiple choice questions + essay writing) · Web-based presentation on the Mongols (group work) · Visual/graphic organizer – Comparing and contrasting Feudalism in Western Europe
and Japan
Supplemental
Sources: · “Dark Passages” (Boston.com), Video Guide: The Byzantine Empire (from the
Western Tradition / learner.org), BBC article: “Monsoon link to fall of dynasties,”
Webquest on the Mongols (afe.easia.columbia.edu/Mongols/index.html), Excerpts from
Ibn Battuta’s Journal, The Emergence of Renaissance (excerpts from Surah), Influence
of Monsoon Winds.
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
1/30-3 28 Vocab, charts, ppt notes, and maps. Mon - Respond to SAQ’s Tues - Read PS Wed- Review ppt & discuss PS Thurs - Socratic Review Unit IV Fri - Unit IV Test
Sample Activities, Assessments, Topics, and Supplemental Readings*
Topics for
Discussion:
What is meant by the “rise of the West?”
Compare and contrast the voyages of Zheng He to the European
explorers/conquistadors.
What was the impact of the Atlantic economic circuit on the regions
engaged in interactions? (the Americas, Europe, and Africa)
What is your understanding of the “big picture” or systemic history?
What were the similarities and differences in colonial structures and
administrations of the European mother-countries?
Analyze various coercive labor systems of the time period and examine
factors that contributed to their use and expansion.
3/6-10 33 Vocab, charts, ppt notes, and maps. Mon - Respond to SAQ’s Tues - Read PS Wed - Review ppt & discuss PS Thurs - Socratic Review Fri - Unit V Test
Sample Activities, Assessments, Topics, and Supplemental Readings*
Topics for
Discussion:
Analyze the impact of the Renaissance, the Scientific Revolution,
and the Enlightenment on political revolutions in America and France
How were the Enlightenment ideas perceived and interpreted in various parts of the world? (Western Europe, Eastern Europe, the Caribbean, etc.)
Compare and contrast economic changes and their impact on society during the Song Dynasty of China and England during the Industrial Revolution.
Analyze various reactions to industrialization and modernization in Europe and in non-Western world.
What were the motives of the “New Imperialism?” The “Isms” of the 18th and 19th centuries.
Activities and Assessments:
Weekly quizzes (multiple choice questions + essay writing) Primary Source Analysis (group work) – Political ideas in the Age of
Enlightenment – Reactions from Leaders
Short answer: Analyze how the larger global processes of the time
period (factors that shaped the authors’ point of view –social context) influenced main arguments expressed in Kipling’s poem “The White Man’s Burden,” as well as Labouchere’s response poem “The Brown Man’s Burden.”
Compare and contrast essays on relevant topics Debate: The Role of Social Darwinism in the process of European
colonization (Africa, East Asia, the Pacific region) Debate: Is nationalism still the most potent political force in today’s
world?
Supplemental
Sources:
Video Guide: “Ideas Shape the World,” Excerpts from the Declaration of Independence, Thomas Malthus’
“..on the principles of population,” The Communist Manifesto, Friedrich List’s “The National System of Political Economy,” F.Hassaurek’s “How to Conduct a Latin-American Revolution,” Excerpts from Simon Bolivar’s speeches, “The White Man’s Burden,” “The Brown Man’s Burden,” Excerpts from Bismarck’s “Blood and Iron” speech, Advertisements and Illustrations from British Books and Cartoons, Usman dan Fodio’s “Selections from his Writings,” “George A. Robinson, “Report to the Lieutenant Governor-General of Tasmania.”
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
4/24-28 40 Vocab, charts, ppt notes, and maps. Mon - Respond to SAQ’s Tues - Read PS Wed - Review ppt & discuss PS Thurs - Discussion Pit Fri - Unit VI Test
Sample Activities, Assessments, Topics, and Supplemental Readings*
Topics for
Discussion:
What were the major causes of World War I? What factors contributed to the rise of totalitarian dictators in
Europe and Asia? How did the United Nations differ in its structure and organization
from the League of Nations. Analyze the impact of World War II on the major powers involved as
well as the peripheral regions, such as Sub-Saharan Africa, South Asia, and Latin America.
Examine complexities associated with the process of decolonization in Africa and Asia.
How did the bipolar world system during the Cold War shape political and economic interactions of the world’s regions?
What were the major political, economic, and social consequences of the collapse of the Soviet Union?
Define and explain: Globalization.
Activities and Assessments:
Weekly quizzes (multiple choice questions + essay writing) Essays: Compare and contrast essays and change and continuity
essays on relevant topics Analyze: Common characteristics (purpose, intended audience,
communication style) of propaganda posters from World War II (Nazi Germany, Soviet Union, The United States, Italy, Japan).
Class discussion: After reviewing “Maps, Time, and World History” Episode from Bridging World History website (learner.org) and watching “World in the Balance: The Population Paradox” (PBS NOVA), examine the role of geography, demography, political science, and other disciplines in shaping our understanding of the past, present and future.
Debate: Is globalization the same thing as “Americanization?”
Written response/discussion: Do you agree with D.Christian’s
periodization of history? Do we live in the fourth era? (Post – Modern). If so, what are this era’s main characteristics / unique features? Explain.
Supplemental
Sources:
Woodrow Wilson’s “Fourteen Points,” World War II propaganda
posters, Excerpts from Hitler’s “Mein Kampf,” Mohandas Gandhi’s “Indian Home Rule,” Winston Churchill’s “Iron Curtain Speech,” “Sympathy for the Devil” by the Rolling Stones, Video Guide: America’s Century (Episodes: “Shell Shock,” “Stormy Weather,” “Civilians at War), “ Joseph Stalin’s “The Results of the First Five-Year Plan,” Bob Marley’s “Africa Unite” lyrics, “Appeal to the League of Nations” by Haile Selassie, Maps and statistics from Worldmapper.org