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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 |
| | | |
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