Weebly



Course: World History AP

Unit: 2 – The Classical Period; 500 BCE – 500 CE

9/2012

|Topic |Learning Targets |Academic Vocabulary |

|Introduction |(Students should know what it means to be a classical civilization. |classical period |

|Stearns: pages 30-33 | | |

|Wood: pages 71-73 |(How did the classical period differ from the previous period? | |

| | | |

| |(Where did the classical civilizations emerge? | |

|Topic |Learning Targets |Academic Vocabulary |

|Stearns; Chapter 2 |Students will be able to describe the major political, religious/philosophical, and cultural |Warring States Period |

|Classical Civilization: China |influences of the Chinese Dynasties: Zhou, Qin, and Han |Qin |

|pages 34-37 | |Han |

|Wood: pages 93-100; |(Students will be able to distinguish between Legalism, Daoism, and Confucianism |Legalism |

|120-123 | |Daoism |

| | |Laozi |

| | |Dao |

| | |Confucius |

| | |Confucianism |

| | |Shi Huangdi |

| | |Great Wall |

| | |Han Wudi |

| | |forbidden city |

| | |scholar-gentry |

| | |ordinary, but free, citizens |

| | |the underclass |

| | |calligraphy |

| | |yin-yang |

| | |The Analects |

| | |reciprocity |

| | |Xiao, Ren, Li |

| | | |

| | | |

|Topic |Learning Targets |Academic Vocabulary |

|Stearns; Chapter 3 |(Students will be able to describe the major political, religious/philosophical, and cultural | Aryans |

|Classical Civilization: India |influences of the Mauryan and Gupta civilizations. |Vedic Age |

|pages 35-65 | |Vedas |

| |( Students will be able to analyze the political, cultural and social effects of the caste |Caste System |

|Wood Ch 3 p. 100-106 and 117-120|system. |Mauryan Dynasty |

| | |Gupta Dynasty |

| |(Students will be able to describe the chief differences between Buddhism and Hinduism. |Asoka |

| | |Hinduism |

| |(Students will be able to describe and analyze the spread of Buddhism. |Buddhism |

| | |Upanishads |

| |(Students will be able to describe and analyze the achievements of the Mauryan and Gupta |Dharma |

| |Empires. |Karma |

| | |Sanskrit |

| |(Students will be able to analyze the causes and effects of the fall of the Gupta Empire. |Untouchables |

| | |Steppe |

| | |Monsoon |

| | |Animism |

| | |Brahmin |

| | |Chandragupta Maurya |

|Topic |Learning Targets |Academic Vocabulary |

|Stearns; Chapter 4 |(Students will be able to describe the major political, religious/philosophical, and cultural |Twelve Tables |

|Classical Civilization in the |influences of the Israelites, Persians, Greeks, and Roman civilizations, including the |Punic Wars |

|Mediterranean: Greece and Rome |development of monotheism – Judaism and Christianity. |Persian Wars |

|pages 66-85 | |Pericles |

| |Students will be able to describe the major political, religious/philosophical, and cultural |Delian League |

| |influences of the Israelites, Persians, Greeks, and Roman civilizations, including the |Peloponnesian War |

| |development of monotheism – Judaism and Christianity. |Alexander the Great |

| |Students will be able to identify the major causes and major effects of the development of |Hellenism (Hellenistic Synthesis) |

| |Greece/Rome. |Plebian |

| |Students will be able to summarize the fundamental ideas and institutions of Western |Patrician |

| |Civilization that originated in Greece/Rome. |Polis |

| |Students will be able to identify the significant examples of art and architecture that |Etruscans |

| |demonstrate the artistic ideal of Greece/Rome. |Pax Romana |

| |Students will be to identify and compare the different Greek City-States. (Athens vs. Sparta) |Phoenicians |

| |Students will be able to identify and compare the different time periods in Roman history. |Senate (Rome) |

| |(Republic vs. Empire) |Tribunes |

| |Students will be able to explain the significances of the Punic Wars, Persian War, and |Triumvirate |

| |Peloponnesian War. | |

| |Students will be able to explain the significance of Plato, Aristotle, and Pericles, Julius | |

| |Caesar, Augustus Caesar "Octavian," Diocletian, Constantine. | |

|Topic |Learning Targets |Academic Vocabulary |

|Significant Migrations & Trade |(Students will be able to identify and describe trade along the Silk Road, Indian Ocean, and |Stirrup |

|Routes |throughout the Mediterranean region. | |

|Pages 104-110 | |Lateen Sail |

| |(Students will be able to describe major migrations, including The Hun, Germanic peoples, Bantu,| |

| |and Polynesians. |Attila |

| | | |

| | |Desertification |

| | | |

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download