Advanced Placement World History



Advanced Placement World History

Purpose of Course: The purpose of this course is to meet the requirements and skills necessary for the student to take and hopefully pass the National Advanced Placement World History Examination in May to receive college credit for the World History course. In that regard, our guiding principles are those laid out by the CollegeBoard®.

Course Description: The purpose of the AP World History course is to develop greater understanding of the evolution of global processes and contacts, in interaction with different types of human societies. This understanding is advanced through a combination of selective factual knowledge and appropriate analytical skills. The course highlights the nature of changes in international frameworks and their causes and consequences, as well as comparisons among major societies. The course emphasizes relevant factual knowledge deployed in conjunction with leading interpretive issues and types of historical evidence. The course builds on an understanding of cultural, institutional, and technological precedents that, along with geography, set the human stage. Periodization, explicitly discussed, forms an organizing principle for dealing with change and continuity throughout the course. Specific themes provide further organization to the course, along with consistent attention to contacts among societies that form the core of world history as a field of study. apcentral.

Chronological Boundaries of the Course: The course will have as its chronological framework a timeframe approximately 8000 B.C.E. to the present and divided in six distinct periods.

An outline of the periodization for the course with associated percentages for suggested course content is listed below.

|Period |Period Title |Date Range |Weight |Time Spent on Period |

|1 |Technological and Environmental |to c. 600 B.C.E |5% |2 Weeks |

| |Transformations | | | |

|2 |Organization and Reorganization of |c. 600 B.C.E. to c. 600 |15% |4 Weeks |

| |Human Societies |C.E. | | |

|3 |Regional and Trans-regional Interactions |c. 600 C.E. to c. 1450 |20% |6 Weeks |

|4 |Global Interactions |c. 1450 to c. 1750 |20% |6 Weeks |

|5 |Industrialization and Global Integration |c. 1750 to c. 1900 |20% |6 Weeks |

|6 |Accelerating Global Change and |1900 to the Present |20% |6 Weeks |

| |Realignments | | | |

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Historical Thinking Skills: Part of the Advanced Placement history curriculum is that students learn to think historically. Throughout the course, lessons will be centered on four historical thinking skills and the development of students’ ability to use them particularly through persuasive and evidentiary writing. These skills include-

1. Crafting Historical Arguments from Historical Evidence

2. Chronological Reasoning

3. Comparison and Contextualization

4. Historical Interpretation

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Course Themes: AP World History highlights five overarching themes that should receive approximately equal attention throughout the course beginning with the Foundation section:

Theme 1: Interaction between humans and the environment

• Demography and disease

• Migration

• Patterns of settlement

• Technology

Theme 2: Development and interaction of cultures

• Religions

• Belief systems, philosophies, and ideologies

• Science and technology

• The arts and architecture

Theme 3: 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

Theme 4: Creation, expansion, and interaction of economic systems

• Agricultural and pastoral production

• Trade and commerce

• Labor systems

• Industrialization

• Capitalism and socialism

Theme 5: Development and transformation of social structures

• Gender roles and relations

• Family and kinship

• Racial and ethnic constructions

• Social and economic classes

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Textbook and Auxiliary Materials:

Textbooks

Bulliet, Richard W., et al. The Earth and Its Peoples-5th Edition. Boston: Houghton

Mifflin Company, 2012.

Strayer, Robert W. Ways of the World: A Global History. New York: Bedford/St.Martin’s, 2008.

Suplamental Material for Students

Wood, Ethyl. AP World History: An Essential Coursebook. 2nd Edition. Reading PA: Woodyard Publishing, 2011

Instructor Auxiliaries

Pomeranz, Kenneth and Steve Topik. The World that Trade Created: Society, Culture, and the World

Economy 1400 to Present. 2nd Edition. New York: M.E. Sharpe, 2005.

Keegan, John. A History of Warfare. New York: Vintage Books, 1994.

Clark, Elizabeth et al. World History: Four Volumes. The Center for Learning, 2006.

Fukuyama, Francis. The End of History and the Last Man. New York: Free Press, 2006.

Andrea, Alfred and James Overfield. The Human Record: Sources of Global History- Fifth Edition.

Boston: Houghton Mifflin Company, 2005.

Diamond, Jared. Guns, Germs and Steel. New York: W. W. Norton, 1999.

Kime, Sue Ann and Paul Stich. Global History: Geopolitical Patterns and Cultural Diffusion.

Middletown, N.Y.: N & N Publishing, 1999 revised 2003.

Kurlansky, Mark. Salt: A World History. New York: Penguin Books, 2008.

Kurlansky, Mark. Cod: A Biography of the Fish that changed the World. New York: Penguin Books, 1997.

Christian, David. This Fleeting World: A Short History of Humanity. Great Barrington MA: Berkshire Publishing, 2008.

Yuan, Haiwang Ed. This is China: The First 5,000 Years. Great Barrington MA: Berkshire Publishing, 2010.

Various articles and research from JSTOR

Student Summer Readings

First seven chapters which reflect the first two timeframe periods:

Strayer, Robert W. Ways of the World: A Global History. New York: Bedford/St.Martin’s, 2008.

Entire Book:

Standage, Tom. A History of the World in Six Glasses. New York: Walker and Company, 2005.

Unit Framework: The course will be taught according in the following units-

Period 1-Technological and Environmental Transformations to c.600 B.C.E. ( 2 Weeks)

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

Unit 1: Populating the Earth, Neolithic Revolution, Pastoral versus Agrarian societies, Migrations of Peoples-Celtic, Bantu, Polynesian culture spread to Australia and Oceania, River Valley Civilizations, First Civilizations

Textbook Readings

The Earth and its Peoples Chapters 1-3

Ways of the World Chapters 1-3

Auxiliary Readings (includes but not limited to)

• “Digital Toolbox-Charts and Graphs.” The History Lab.



• “Social Studies Tutorial on Charts and Graphs.” Montana State Literacy Resources.



• Diamond, Jared. “The Worst Mistake in the History of the Human Race.” Discover May 1987: pp 64-66. Taken from (Key Concept 1.2)

• “The Epic of Gilgamesh”. Taken from Andrea, Alfred and James Overfield. The Human Record: Sources of Global History Volume 1, 2005. (Key Concepts 1.2, 1.3)

• Posted Power Point on “Traits of Pastoralist Societies” at class website. (Key Concept 1.3)

• Clark, Elizabeth et al. “The Development of Social Order in the Ancient World.” World History-Foundation to Renaissance in the West The Center for Learning, 2006. (Key Concepts 1.2 and 1.3)

• Clark, Elizabeth et al. “Judaism: History and Culture.” World History-Foundation to Renaissance in the West The Center for Learning, 2006. (Key Concept 1.3)

Student/Class Activities (includes but not limited to)

• Periodization correlation and analysis based on “The Earth and Its Peoples”. Students will write a short analysis essay after having group discussion on the following:

a. Why does the text show the first period stopping at 500 BCE as opposed to the AP time period of 600 BCE?

b. What areas of the world would this not work as well?

• Mapping and impact activity showing the spread of Polynesian culture throughout Oceania and Australia (Key Concept 1.1)

• Interpreting Charts and Graphs ongoing activity. Students will take a tutorial on one of the styles of charts and graphs represented in the site “Social Studies Tutorial on Charts and Graphs.” Montana State Literacy Resources. . Students will then be presented with a similar style chart or graph as a formative assessment and be required to point out the relevant characteristics and correctly interpret. Quantitative source will reflect current unit of study.

• Study of the Causes of the Neolithic Revolution and the impact that it had on culture using P.I.R.A.T.E.S. cultural characteristics matrix. Students will be given background information on the Neolithic Revolution and then select one of the early river valley cultures and apply the PIRATES matrix to it to demonstrate the Impacts and Concequences on the selected culture. PIRATES stands for Political, Intellectual, Religion, Art/Archtecture, Technology, Economics, and Society. Students will write an analysis on how farming changed these elements in culture.

• Video /Discussion Jared Diamond “Guns, Germs, and Steel Episode One: Out of Eden.” National Geographic Films, 2005. (Key Concept 1.1)

• Video with accompanying Mind Map. Leustig, Jack. “The Ancestors.” 500 Nations TIG Productions, 1995. ( Key Concept 1.3)

• Web Quest Mesopotamia using sponsored by the British Museum (Key Concepts 1.2, 1.3)

• Paleolithic Vs Neolithic simulation/discussion small group activity (Key Concepts 1.2, 1.3)

• Pastoral to Agrarian Venn Diagram organizer activity based off selected readings in Ways of the World text (Key Concept 1.2)

• Writing Systems activity (Key Concept 1.2)

• Advantages of Iron activity (Key Concept 1.3)

• Multiple Choice Unit Test of which 10-12% will include Textual, Inage, and Quantitative stimulus questions from textbook auxiliary sources and others from test banks.

• Thematic Timeline Project #1: Migrations of Peoples (Key Concepts 1.1, 3.1, 3.2, 4.3, 5.4, 6.3)

• AP Comparison Essay- River Valley Civilizations OR Pastoral Societies to Agrarian Societies

Period 2-Organization and Reorganization of Human Societies c. 600 B.C.E.- c. 600 C.E. (4 Weeks)

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 Trans-regional Networks of Communication and Exchange

Unit 2: Classical Eurasian Civilizations and Empires- Assyrian, Hellenic, Hellenistic, Persian, Mauryan/Gupta, Qin

Unit 3: Classical Empires: Rome compared to Han, Connections- Mediterranean, Africa, East Asia, and Indian Ocean, African and American variations.

Textbook Readings

Unit 2

The Earth and its Peoples Chapters 4-5

Ways of the World Chapters 4-6

Unit 3

The Earth and its Peoples Chapters 6-8

Ways of the World Chapters 6-8

Auxiliary Readings (includes but not limited to)

Unit 2

• “Digital Toolbox-Charts and Graphs.” The History Lab.



• “Social Studies Tutorial on Charts and Graphs.” Montana State Literacy Resources.



• Clark, Elizabeth et al. “Near Eastern Religions.” World History-Foundation to Renaissance in the West The Center for Learning, 2006. (Key Concept 2.1)

• “The Struggle between Good and Evil- Zarathustra’s Perspective”. Taken from Andrea, Alfred and James Overfield. The Human Record: Sources of Global History Volume 1, 2005. (Key Concept 2.1)

• “The Buddha, Questions that Tend Not in Edification”. Taken from Andrea, Alfred and James Overfield. The Human Record: Sources of Global History Volume 1, 2005. (Key Concept 2.1)

Unit 3

• “Digital Toolbox-Charts and Graphs.” The History Lab.



• “Social Studies Tutorial on Charts and Graphs.” Montana State Literacy Resources.



• Clark, Elizabeth et al. “Art of Africa.” World History-Foundation to Renaissance in the West The Center for Learning, 2006. (Key Concept 2.1)

• Clark, Elizabeth et al. “Ghana: A Golden Empire in Africa.” World History-Foundation to Renaissance in the West The Center for Learning, 2006. (Key Concept 2.2)

• Carpenter, Rhys. “A Trans-Saharan Caravan Route in Herodotus.” American Journal of Archaeology Volume 60 July 1956, pp. 231-242. Taken from (Key Concept 2.3)

• “Ban Zhao, Lessons for Women”. Taken from Andrea, Alfred and James Overfield. The Human Record: Sources of Global History Volume 1, 2005. (Key Concept 2.1)

• Pomeranz, Kenneth and Steven Topik. “Aztec Traders.” The World that Trade Created .2nd Edition. New York: M.E. Sharpe, 2006. 21-23. Print. (Key Concept 2.3)

Student/Class Activities (includes but not limited to)

Unit 2

• Interpreting Charts and Graphs ongoing activity. Students will take a tutorial on one of the styles of charts and graphs represented in the site “Social Studies Tutorial on Charts and Graphs.” Montana State Literacy Resources. . Students will then be presented with a similar style chart or graph as a formative assessment and be required to point out the relevant characteristics and correctly interpret. Quantitative source will reflect current unit of study.

• Learning Centers Collaborative Classical Civilizations Project-see in depth explanation at end of syllabus. (Key Concepts 2.1, 2.2, 2.3)

• Multiple Choice Unit Test of which 10-12% will include Textual, Inage, and Quantitative stimulus questions from textbook auxiliary sources and others from test banks.

• AP Document Based Essay- Early Civilizations’ Attitudes Towards Women- includes textual, and quantitative sources. Essay requires students to analyze primary sources for two or more of the following features: historical context, purpose and/or intended audience, the author's point of view, type of source or argument and tone. Sources for this essay include

1. Passage from Christian Bible, Old Testament (Deuteronomy), primarily written in the seventh century B.C.E. but based on ancient religious code.

2. Excerpt from Code of Hammurabi, 1792-1750 B.C.E.

3. Plutarch, excerpt from “Women’s Life in Greece and Rome,” Moralia, 242 B.C.E.

4. Ban Zhou, leading female Confucian and imperial historian under Emperor Han Hedi, excerpt from Lessons for Women, an instruction manual in feminine behavior, 100 C.E.

5. Excerpt from “The Laws of Manu,” the Rig Vedas, 100 B.C.E- 200 C.E.

6. Private letter, ca. 296-297 CE, Coptos This letter is written by a Greek who resides in Egypt

Unit 3

• Periodization correlation and analysis based on “The Earth and Its Peoples”. Students will write a short analysis essay after having group discussion on the following:

a. Why does both the text and the AP time period for the second timeframe end at 600 CE?

b. What areas of the world does this not work for?

• Interpreting Charts and Graphs ongoing activity. Students will take a tutorial on one of the styles of charts and graphs represented in the site “Social Studies Tutorial on Charts and Graphs.” Montana State Literacy Resources. . Students will then be presented with a similar style chart or graph as a formative assessment and be required to point out the relevant characteristics and correctly interpret. Quantitative source will reflect current unit of study.

• Bantu Linguistics Exercise looking at modern languages and how Bantu influenced them (Key Concept 2.1)

• Ancestor Veneration in Africa and East Asia comparison activity (Key Concept 2.1)

• Chinese Philosophies Comparative Exercise small group activity (Key Concept 2.1)

• The Learning Centers Lesson 17 “The Empire of the Qin” (Key Concept 2.2)

• Power Point Terra Cotta Warriors (Key Concepts 2.1 and 2.2)

• Han/Qin/Roman Comparative Exercise small group activity (Key Concept 2.1)

• Web Quest of Silk Road based on website. (Key Concept 2.3)

• Comparing Mesoamerican and Andean Cultures activity (Key Concept 2.2)

• Multiple Choice Unit Test of which 10-12% will include Textual, Inage, and Quantitative stimulus questions from textbook auxiliary sources and others from test banks.

• AP Comparison Essay- Empire Building

Period 3- Regional and Trans-regional Interactions 600-1450 (6 Weeks)

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

Unit 4: The Rise of New Religions Islam and Christianity, Caliphates, the Franks, the Vikings

Unit 5: Inner and East Asia, The Mongols, Tropical Africa and Asia

Unit 6: Late Medieval Western Europe, Age of Exploration

Textbook Readings

Unit 4

The Earth and its Peoples Chapters 9-10

Ways of the World Chapters 10-11

Unit 5

The Earth and its Peoples Chapters 11-13

Ways of the World Chapters 9, 12-13

Unit 6

The Earth and its Peoples Chapters 14-15

Ways of the World Chapters 13-14

Auxiliary Readings (includes but not limited to)

Unit 4

• “Digital Toolbox-Charts and Graphs.” The History Lab.



• “Social Studies Tutorial on Charts and Graphs.” Montana State Literacy Resources.



• Clark, Elizabeth et al. “Explaining Islam.” World History-Foundation to Renaissance in the West The Center for Learning, 2006. (Key Concept 3.2)

• Clark, Elizabeth et al. “The Vikings: Kiev to Canada.” World History-Foundation to Renaissance in the West The Center for Learning, 2006. (Key Concept 3.1)

• “Malik ibn Anas, The Smoothed Path”. Taken from Andrea, Alfred and James Overfield. The Human Record: Sources of Global History Volume 1, 2005. (Key Concept 3.1)

• “Saint Paul, Epistle to the Romans”. Taken from Andrea, Alfred and James Overfield. The Human Record: Sources of Global History Volume 1, 2005 (Key Concept 3.2)

Unit 5

• “Digital Toolbox-Charts and Graphs.” The History Lab.



• “Social Studies Tutorial on Charts and Graphs.” Montana State Literacy Resources.



• Clark, Elizabeth et al. “The Mongols.” World History-Foundation to Renaissance in the West The Center for Learning, 2006. (Key Concepts 3.1, 3.2, and 3.3)

• “Abul Raiban al-Biruni, Description of India”. Taken from Andrea, Alfred and James Overfield. The Human Record: Sources of Global History Volume 1, 2005. (Key Concepts 3.2 and 3.3)

• “Abu Ubaydallah al-Bakri, The Book of Routes and Realms”. Taken from Andrea, Alfred and James Overfield. The Human Record: Sources of Global History Volume 1, 2005. (Key Concept 3.1)

Unit 6

• “Digital Toolbox-Charts and Graphs.” The History Lab.



• “Social Studies Tutorial on Charts and Graphs.” Montana State Literacy Resources.



• Mee, Charles L. “How a Mysterious Disease Laid Low Europe’s Masses.” Smithsonian February 1990, pp 67-78. (Key Concept 3.3)

• Clark, Elizabeth et al. “The Urban Scene-Utopia or Hell.” World History-Foundation to Renaissance in the West The Center for Learning, 2006. (Key Concept 3.2)

• “A Letter Concerning Recently Discovered Islands, Christopher Columbus”. Taken from Andrea, Alfred and James Overfield. The Human Record: Sources of Global History Volume 1, 2005. (Key Concepts 3.3)

• Clark, Elizabeth et al. “Martin Luther: By Faith Alone.” Renaissance in the East to Industrial Revolution The Center for Learning, 2006. (Key Concept 3.2)

Student/Class Activities (includes but not limited to)

• Thematic Timeline Projects #2: Religions (Key Concepts 2.1, 3.2, 6.3)

Unit 4

• Interpreting Charts and Graphs ongoing activity. Students will take a tutorial on one of the styles of charts and graphs represented in the site “Social Studies Tutorial on Charts and Graphs.” Montana State Literacy Resources. . Students will then be presented with a similar style chart or graph as a formative assessment and be required to point out the relevant characteristics and correctly interpret. Quantitative source will reflect current unit of study.

• Power point “Byzantine Empire and Frankish Europe” (Key Concept 3.2)

• Feudalism Simulation and de-brief (Key Concept (Key Concept 3.2)

• Small group jigsaw activity on the impacts and influences of the Crusades

• Power point “The Crusades” (Key Concept 3.1)

• Umayyad and Abbasid Caliphates compared to Holy Roman Europe activity (Key Concept 3.2)

• Power Point “Rise of Islam and the Caliphate” (Key Concept 3.2)

• Multiple Choice Unit Test of which 10-12% will include Textual, Inage, and Quantitative stimulus questions from textbook auxiliary sources and others from test banks.

• AP Comparison Essay- Spread of Religions

Unit 5

• Interpreting Charts and Graphs ongoing activity. Students will take a tutorial on one of the styles of charts and graphs represented in the site “Social Studies Tutorial on Charts and Graphs.” Montana State Literacy Resources. . Students will then be presented with a similar style chart or graph as a formative assessment and be required to point out the relevant characteristics and correctly interpret. Quantitative source will reflect current unit of study.

• Web Quest “The Devils Horsemen” (Mongols) (Key Concepts 3.1, 3.2, and 3.3)

• Ibn Battuta and Marco Polo Comparison activity (Key Concept 3.1)

• Matrix activity African Societies 300-1500 (Key Concept 3.2)

• Early Japanese Feudalism Simulation and de-brief (Key Concept 3.2)

• Trade Simulation (Silk Road, Indian Ocean, Trans-Saharan) and de-brief (Key Concepts 3.1 and 3.3)

• Computer Lab “Tale of the Genji” using the following website (Key Concept (Key Concept 3.2)

• Tang Poets activity (Key Concept 3.2)

• Multiple Choice Unit Test of which 10-12% will include Textual, Inage, and Quantitative stimulus questions from textbook auxiliary sources and others from test banks.

• AP Change Over Time Essay- Trade 600 BCE- 1450 CE

Unit 6

• Periodization correlation and analysis based on “The Earth and Its Peoples”. Students will write a short analysis essay after having group discussion on the following:

a. Why does the text end this period at 1200 CE and the AP time period at 1450 CE?

b. Are these Eurocentric based?

c. What areas of the world does this not work for?

• Interpreting Charts and Graphs ongoing activity. Students will take a tutorial on one of the styles of charts and graphs represented in the site “Social Studies Tutorial on Charts and Graphs.” Montana State Literacy Resources. . Students will then be presented with a similar style chart or graph as a formative assessment and be required to point out the relevant characteristics and correctly interpret. Quantitative source will reflect current unit of study.

• Great Cities in the Post Classical Era Project (Key Concept 3.2)

• Power Point “Art from Ancient through Renaissance” (Key Concept 1.3, 2.1, and 3.2)

• Shared Inquiry lesson using Columbus letter (Key Concept 3.1)

• Trial of Martin Luther Simulation and de-brief (Key Concept 3.2)

• Multiple Choice Unit Test of which 10-12% will include Textual, Inage, and Quantitative stimulus questions from textbook auxiliary sources and others from test banks.

• AP Change Over Time Essay- Art and Architecture 3000 BCE- 1450 CE

Period 4-Global Interactions 1450-1750 (5 Weeks)

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

Unit 7: The Atlantic System and its impacts on Europe, Africa, and the Americas

Unit 8: Rise of Russia, Islam impact on Indian Ocean basin

Textbook Readings

Unit 7

The Earth and its Peoples Chapters 16-17

Ways of the World Chapters 13-14

Unit 8

The Earth and its Peoples Chapters 18-19

Ways of the World Chapters 14 and 16

Auxiliary Readings (includes but not limited to)

Unit 7

• “Digital Toolbox-Charts and Graphs.” The History Lab.



• “Social Studies Tutorial on Charts and Graphs.” Montana State Literacy Resources.



• Clark, Elizabeth et al. “Religion in the New World.” Renaissance in the East to Industrial Revolution The Center for Learning, 2006. (Key Concept 4.3)

• Clark, Elizabeth et al. “American Empires: Now You See Them, Now You Don’t.” Renaissance in the East to Industrial Revolution The Center for Learning, 2006. (Key Concept 4.3)

• Clark, Elizabeth et al. “The Columbian Exchange.” Renaissance in the East to Industrial Revolution The Center for Learning, 2006. (Key Concept 4.1)

• Pomeranz, Kenneth and Steven Topik. “One Potato, Two Potato.” The World that Trade Created .2nd Edition. New York: M.E. Sharpe, 2006. 135-138. Print. (Key Concept 4.1)

• Pomeranz, Kenneth and Steven Topik. “The Logic of an Immoral Trade.” The World that Trade Created .2nd Edition. New York: M.E. Sharpe, 2006. 149-151. Print. (Key Concept 4.1 and 4.2)

Unit 8

• “Digital Toolbox-Charts and Graphs.” The History Lab.



• “Social Studies Tutorial on Charts and Graphs.” Montana State Literacy Resources.



• Clark, Elizabeth et al. “Russia: Prelude to Greatness.” World History-Foundation to Renaissance in the West The Center for Learning, 2006. (Key Concept 4.3)

• “Special Focus: Teaching About the Indian Ocean World.” Professional Development Workshop Materials AP World History College Board, 2006-2007. (Key Concept 4.1)

• Clark, Elizabeth et al. “The Great Empires: The Mughals in India.” Renaissance in the East to Industrial Revolution The Center for Learning, 2006. (Key Concepts 4.2 and 4.3)

• Pomeranz, Kenneth and Steven Topik. “The Fuijan Trade Diaspora.” The World that Trade Created .2nd Edition. New York: M.E. Sharpe, 2006. 9-11. Print. (Key Concept 4.1)

• Pomeranz, Kenneth and Steven Topik. “How the Other Half Traded.” The World that Trade Created .2nd Edition. New York: M.E. Sharpe, 2006. 27-30. Print. (Key Concept 4.1)

Student/Class Activities (includes but not limited to)

• Thematic Timeline Project #3: Trade Systems (Key Concepts 1.3, 2.3, 3.1, 3.3, 4.1. 5.1, 6.3)

Unit 7

• Interpreting Charts and Graphs ongoing activity. Students will take a tutorial on one of the styles of charts and graphs represented in the site “Social Studies Tutorial on Charts and Graphs.” Montana State Literacy Resources. . Students will then be presented with a similar style chart or graph as a formative assessment and be required to point out the relevant characteristics and correctly interpret. Quantitative source will reflect current unit of study.

• Video /Discussion Jared Diamond “Guns, Germs, and Steel Episode Two: Conquest.” National Geographic Films, 2005. (Key Concept 4.3 )

• Video with accompanying Mind Map. “Transatlantic Slave Trade.” Globe Trekker, 2010. (Key Concepts 4.1 and 4.3)

• Students will discover the Causes of the Transatlantic slave trade and Impacts of said trade by completing a webquest based on the following site Voyages at



• The African Diaspora and the Holocaust: A Comparison activity (Key Concept 4.1 and 6.2)

• Middle Passage Simulation and de-brief (Key Concept 4.1)

• Power Point “Impact of Triangular Trade on Europe, Africa, and the Americas” (Key Concepts 4.1 and 4.2)

• Multiple Choice Unit Test of which 10-12% will include Textual, Inage, and Quantitative stimulus questions from textbook auxiliary sources and others from test banks.

• AP Document Based Essay- Why Europe Explored and Conquered the World- includes textual, and quantitative sources. Essay requires students to analyze primary sources for two or more of the following features: historical context, purpose and/or intended audience, the author's point of view, type of source or argument and tone. Sources for this essay include

1. Excerpt from Guns, Germs and Steel, Jared Diamond, ethnobiologist

2. Technological Chart of Accomplishments for China and Europe

3. Excerpt from Why China Didn’t Rule the Waves? by Kenneth Pomeranz and Steven Topik, 2000 in The World That Trade Created.

4. Excerpt from The Rise of the West by Jack Goldstone, historian, 2001.

5. Quote from Dr. Franklin Knight, historian at Johns Hopkins University regarding European advantages

6. Quote from Dr. Paul Kennedy, historian at Yale University regarding European competitive edge.

7. Excerpt from “1491” by Charles C. Mann in The Atlantic Monthly March 2002

Unit 8

• Periodization correlation and analysis based on “The Earth and Its Peoples”. Students will write a short analysis essay after having group discussion on the following:

a. Why does both the text and the AP time period for the fourth timeframe end at 1750 CE?

b. Is this Eurocentric?

c. What areas of the world does this not work for?

• Interpreting Charts and Graphs ongoing activity. Students will take a tutorial on one of the styles of charts and graphs represented in the site “Social Studies Tutorial on Charts and Graphs.” Montana State Literacy Resources. . Students will then be presented with a similar style chart or graph as a formative assessment and be required to point out the relevant characteristics and correctly interpret. Quantitative source will reflect current unit of study.

• Computer Lab activity on Peter the Great focusing on his reforms (Key Concept 4.3)

• Video and accompanying mind map. “Russia Engineering an Empire.” A&E Television New York, 2006. (Key Concept 4.3)

• Video and accompanying mind map. “The Story of India: The Meeting of Two Oceans.” PBS Maya Vision International, 2008. (Key Concepts 4.1 and 4.3)

• Multiple Choice Unit Test of which 10-12% will include Textual, Inage, and Quantitative stimulus questions from textbook auxiliary sources and others from test banks.

• AP Document Based Essay- Principles of Governance- includes quantitative sources.

Period 5-Industrialization and Global Integration 1750-1900 ( 7 Weeks)

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

Unit 9: Revolutionary Changes in Europe and Atlantic- political and Industrial revolutions

Unit 10: Land Empires-Japan, China, Russia, Ottoman, Early British imperialism in Africa and Asia

Unit 11: New Balance of Power in Europe, Nationalism, and New Imperialism- affects on Africa, Asia, Oceania and Australia. Migrations to Americas and Impacts.

Textbook Readings

Unit 9

The Earth and its Peoples Chapters 20-21

Ways of the World Chapters 17-18

Unit 10

The Earth and its Peoples Chapters 22-23

Ways of the World Chapters 19-20

Unit 11

The Earth and its Peoples Chapters 24-25

Ways of the World Chapters 19-20

Auxiliary Readings (includes but not limited to)

Unit 9

• “Digital Toolbox-Charts and Graphs.” The History Lab.



• “Social Studies Tutorial on Charts and Graphs.” Montana State Literacy Resources.



• Pomeranz, Kenneth and Steven Topik. “The Violent Birth of Corporations.” The World that Trade Created .2nd Edition. New York: M.E. Sharpe, 2006. 27-30. Print. (Key Concept 5.1)

• Pomeranz, Kenneth and Steven Topik. “A Triangular Trade in Ideas: Early Modern Europe, China, Japan.” The World that Trade Created .2nd Edition. New York: M.E. Sharpe, 2006. 27-30. Print. (Key Concept 5.1)

• Clark, Elizabeth et al. “The Age of Reason.” Renaissance in the East to Industrial Revolution The Center for Learning, 2006. (Key Concept 5.3)

• Clark, Elizabeth et al. “Effects of Industrial Revolution: Positive and Negative.” Renaissance in the East to Industrial Revolution The Center for Learning, 2006. (Key Concept 5.1)

• “Testimony before Parliamentary Committees on Working Conditions in England .” Taken from Andrea, Alfred and James Overfield. The Human Record: Sources of Global History Volume 2, 2005. (Key Concept 5.1)

Unit 10

• “Digital Toolbox-Charts and Graphs.” The History Lab.



• “Social Studies Tutorial on Charts and Graphs.” Montana State Literacy Resources.



• Pomeranz, Kenneth and Steven Topik. “Empire on a Shoestring: British Adventurers and Indian Financiers, 1750-1850.” The World that Trade Created .2nd Edition. New York: M.E. Sharpe, 2006. 27-30. Print. (Key Concept 5.1)

• Clark, Elizabeth et al. “Samurai: A Timeless Tradition/A Mixed Message.” Renaissance in the East to Industrial Revolution The Center for Learning, 2006. (Key Concepts 5.2 and 5.3)

• Clark, Elizabeth et al. “Imperialism and the Sepoy Mutiny: India 1857.” Renaissance in the East to Industrial Revolution The Center for Learning, 2006. (Key Concepts 5.1 and 5.3)

Unit 11

• “Digital Toolbox-Charts and Graphs.” The History Lab.



• “Social Studies Tutorial on Charts and Graphs.” Montana State Literacy Resources.



• Pomeranz, Kenneth and Steven Topik. “The Bloody Ivory Tower.” The World that Trade Created .2nd Edition. New York: M.E. Sharpe, 2006. 27-30. Print. (Key Concept 5.1)

• Perren, Richard. “On the Turn-Japan 1900.” History Today June 1992, pp.26-32. (Key Concept 5.3)

• Clark, Elizabeth et al. “Resistance, Wars, and Rebellion: China Is Opened to the West.” Age of Kings to World War II The Center for Learning, 2006. (Key Concept 5.2)

• Clark, Elizabeth et al. “Unification in Germany and Italy.” Age of Kings to World War II The Center for Learning, 2006. (Key Concepts 5.2 and 5.3)

• Pomeranz, Kenneth and Steven Topik. “Looking for the Next Worst Thing: Emanicipation, Indentures, and Colonial Plantations after Slavery.” The World that Trade Created .2nd Edition. New York: M.E. Sharpe, 2006. 27-30. Print. (Key Concept 5.4)

• “Theodor Herzl, The Jews’ State.” Taken from Andrea, Alfred and James Overfield. The Human Record: Sources of Global History Volume 2, 2005. (Key Concepts 5.3 and 5.4)

Student/Class Activities (includes but not limited to)

• Thematic Timeline Projects #4: Politics (1.2, 1.3, 2.2, 3.2, 4.3, 5.2, 5.3, 6.2)

Unit 9

• Interpreting Charts and Graphs ongoing activity. Students will take a tutorial on one of the styles of charts and graphs represented in the site “Social Studies Tutorial on Charts and Graphs.” Montana State Literacy Resources. . Students will then be presented with a similar style chart or graph as a formative assessment and be required to point out the relevant characteristics and correctly interpret. Quantitative source will reflect current unit of study.

• Comparison of the Atlantic Revolutions Jigsaw Activity (Key Concept 5.3)

• Model of a Revolution collaborative project to discover key elements present in successful revolutions by looking at revolutions from the 18th through 20th centuries (Key Concept 5.3)

• Declaration of the Rights of Man and of the Citizen and United States Bill of Rights- examples of Enlightenment principles (Key Concept 5.3)

• Power Point “Industrial Revolution and its Impacts” (Key Concept 5.1)

• Evolution to Revolution Activity (Key Concept 5.3)

• Stages of Revolution activity applied to French and American Revolutions (Key Concept 5.3)

• Revolutionary Quotes activity (Key Concept 5.3)

• Simon Bolivar compared to George Washington and Napoleon Bonaparte (Key Concept 5.3)

• Multiple Choice Unit Test of which 10-12% will include Textual, Inage, and Quantitative stimulus questions from textbook auxiliary sources and others from test banks.

• AP Comparison Essay- Atlantic Revolutions

Unit 10

• Interpreting Charts and Graphs ongoing activity. Students will take a tutorial on one of the styles of charts and graphs represented in the site “Social Studies Tutorial on Charts and Graphs.” Montana State Literacy Resources. . Students will then be presented with a similar style chart or graph as a formative assessment and be required to point out the relevant characteristics and correctly interpret. Quantitative source will reflect current unit of study.

• Land Empire Reform (Ottoman, Japan, China, Russia) movements of the 19th Century comparative jigsaw activity (Key Concepts 5.2 and 5.3)

• Video and accompanying mind map “Japan: Memoirs of a Secret Empire.” PBS Home Video 2003. (Key Concept 5.2)

• Interaction between the West and the East- activity comparing China with Japan (Key Concept 5.1 and 5.2)

• Kangxi and Ieyasu Tokugawa comparison activity (Key Concept 5.2)

• Multiple Choice Unit Test of which 10-12% will include Textual, Inage, and Quantitative stimulus questions from textbook auxiliary sources and others from test banks.

• AP Comparison Essay- Land Empires

Unit 11

• Periodization correlation and analysis based on “The Earth and Its Peoples”. Students will write a short analysis essay after having group discussion on the following:

a. Why does the text end at 1914 as opposed to the AP time period for the fifth timeframe end at 1900 CE?

b. What areas of the world does this not work for?

• Interpreting Charts and Graphs ongoing activity. Students will take a tutorial on one of the styles of charts and graphs represented in the site “Social Studies Tutorial on Charts and Graphs.” Montana State Literacy Resources. . Students will then be presented with a similar style chart or graph as a formative assessment and be required to point out the relevant characteristics and correctly interpret. Quantitative source will reflect current unit of study.

• Power Point “New Imperialism and Its Impacts” (Key Concepts 5.2 and 5.4)

• Imperialism Assignment- Did Britain Wreck the World? (Key Concepts 5.2 and 5.4)

• Immigration and Acculturation activity-the Irish and the Chinese (Key Concepts 5.4)

• Shared Inquiry on article “On the Turn-Japan 1900” (Key Concepts 5.2 and 5.3)

• Comparison jigsaw activity Japan and China reactions to the West 1800-1919. (Key Concepts 5.2)

• Multiple Choice Unit Test of which 10-12% will include Textual, Inage, and Quantitative stimulus questions from textbook auxiliary sources and others from test banks.

• AP Change Over Time Essay- Response to the West 1450-1900

• AP Document Based Question Essay- Actions Against Native Peoples- includes textual, image and quantitative sources.

Period 6-Accelerating Global Change and Realignments 1900-present (6 Weeks)

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

Unit 12: Crisis and Collapse of the Old World Order

Unit 13: Decolonization and the Cold War, Spread of Communism and its fall

Unit 14: Challenges of the 21st century

Textbook Readings

Unit 12

The Earth and its Peoples Chapters 26-27

Ways of the World Chapter 21

Unit 13

The Earth and its Peoples Chapters 28-29

Ways of the World Chapters 22-23

Unit 14

The Earth and its Peoples Chapters 30

Ways of the World Chapter 24

Auxiliary Readings (includes but not limited to)

Unit 12

• “Digital Toolbox-Charts and Graphs.” The History Lab.



• “Social Studies Tutorial on Charts and Graphs.” Montana State Literacy Resources.



• Clark, Elizabeth et al. “The First World War from the Soldiers’ point of View.” Age of Kings to World War II The Center for Learning, 2006. (Key Concept 6.2)

• Clark, Elizabeth et al. “The Holocaust.” Age of Kings to World War II The Center for Learning, 2006. (Key Concept 6.2)

• Clark, Elizabeth et al. “Atomic War, Morality, and War Crimes.” Age of Kings to World War II The Center for Learning, 2006. (Key Concept 6.1)

• “Lenin-What is to be Done.” Taken from Andrea, Alfred and James Overfield. The Human Record: Sources of Global History Volume 2, 2005. (Key Concept 6.2)

• “August 6, 1945- Iwao Nakamura and Atsuko Tsujioka, Reflections”. Taken from Andrea, Alfred and James Overfield. The Human Record: Sources of Global History Volume 2, 2005. (Key Concept 6.1 and 6.2)

Unit 13

• “Digital Toolbox-Charts and Graphs.” The History Lab.



• “Social Studies Tutorial on Charts and Graphs.” Montana State Literacy Resources.



• Clark, Elizabeth et al. “Mapping Out Cold War Strategies.” Post World War II to Present The Center for Learning, 2006. (Key Concept 6.2)

• Clark, Elizabeth et al. “The Four Worlds.” Post World War II to Present The Center for Learning, 2006. (Key Concepts 6.2 and 6.3)

• Clark, Elizabeth et al. “Israel: Perspectives in Conflict.” Post World War II to Present The Center for Learning, 2006. (Key Concepts 6.2 and 6.3)

• Clark, Elizabeth et al. “Genocide in Rwanda.” Post World War II to Present The Center for Learning, 2006. (Key Concepts 6.2 and 6.3)

• “Great Britain Lets Go of India- Debate in the House of Commons, March 1947”. Taken from Andrea, Alfred and James Overfield. The Human Record: Sources of Global History Volume 2, 2005. (Key Concepts 6.2 and 6.3)

Unit 14

• Clark, Elizabeth et al. “Women as National leaders.” Post World War II to Present The Center for Learning, 2006. (Key Concept 6.3)

• Clark, Elizabeth et al. “Global Citizenship.” Post World War II to Present The Center for Learning, 2006. (Key Concept 6.3)

• Clark, Elizabeth et al. “Population Explosion.” Post World War II to Present The Center for Learning, 2006. (Key Concept 6.3)

• Pomeranz, Kenneth and Steven Topik. “American Oil.” The World that Trade Created .2nd Edition. New York: M.E. Sharpe, 2006. 27-30. Print. (Key Concepts 6.1 and 6.3 )

• Pomeranz, Kenneth and Steven Topik. “Running on Oil, Building on Sand.” The World that Trade Created .2nd Edition. New York: M.E. Sharpe, 2006. 27-30. Print. (Key Concepts 6.1 and 6.3 )

• “Osama Bin Laden- Declaration of Jihad against Americans Occupying the Land of the Two Holy Mosques”. Taken from Andrea, Alfred and James Overfield. The Human Record: Sources of Global History Volume 2, 2005. (Key Concept 6.3)

Student/Class Activities (includes but not limited to)

• Thematic Timeline Projects #5: Technology and Innovation ( Key Concepts 1.2, 4.2, 5.1, 6.1)

Unit 12

• Interpreting Charts and Graphs ongoing activity. Students will take a tutorial on one of the styles of charts and graphs represented in the site “Social Studies Tutorial on Charts and Graphs.” Montana State Literacy Resources. . Students will then be presented with a similar style chart or graph as a formative assessment and be required to point out the relevant characteristics and correctly interpret. Quantitative source will reflect current unit of study.

• World War I Peace Proposal simulation activity (Key Concept 6.2)

• Rise of Totalitarian Regimes-Nazism, Fascism, and Communism comparison activity (Key Concept 6.2)

• Power Point “Comparison of the Two World Wars” (Key Concept 6.2)

• Multiple Choice Unit Test of which 10-12% will include Textual, Inage, and Quantitative stimulus questions from textbook auxiliary sources and others from test banks.

• AP Comparison Essay- Totalitarianism

Unit 13

• Interpreting Charts and Graphs ongoing activity. Students will take a tutorial on one of the styles of charts and graphs represented in the site “Social Studies Tutorial on Charts and Graphs.” Montana State Literacy Resources. . Students will then be presented with a similar style chart or graph as a formative assessment and be required to point out the relevant characteristics and correctly interpret. Quantitative source will reflect current unit of study.

• “Potsdam-beginning of the Cold War” assignment (Key Concept 6.2)

• Dr. Seuss and the Arms Race activity (Key Concept 6.1)

• Computer Lab activity on Modern China using (Key Concept 6.3)

• Stories of Control Writing Reflection Activity using short stories “Harrison Bergeron” by Kurt Vonnegut, Jr. and “The Children’s Story” by James Clavell. (Key Concepts 6.2 and 6.3)

• De-colonization in Africa and Asia- Comparison activity (Key Concept 6.2 and 6.3)

• Multiple Choice Unit Test of which 10-12% will include Textual, Inage, and Quantitative stimulus questions from textbook auxiliary sources and others from test banks.

• AP Change Over Time Essay- European Influence 1920-2000.

Unit 14

• Modern Issues Collaborative Projects and Fair-see sample at end of syllabus for detailed explanation. (Key Concepts 6.1, 6.2, 6.3)

• Multiple Choice Unit Test of which 10-12% will include Textual, Inage, and Quantitative stimulus questions from textbook auxiliary sources and others from test banks.

• AP Document Based Essay- Women’s Struggle for Rights- includes textual and quantitative sources.

Sample Assignments:

The following assignments are used to meet the themes and course requirements of Advanced Placement. Advanced Placement requires the student to compare and contrast various cultures across world regions as well as across time periods. The use and analysis of primary and secondary sources as well as understanding point of view (bias) of these documents is also essential. Advanced writing skills are also part of the course. The following assignments allow the student to meet these requirements and to improve those skills necessary to have success on the national exam. Below are some samples of major assignments that we will complete this year-

Sample 1: Timeline Project-This is an on-going project throughout the year that focuses on the historical thinking skills and specific key conceptual elements of the course. Collaborative teams are assigned and will be given specific topics revolving around different conceptual themes throughout the course. Themes include migrations of cultures, political system development, economic system development, technological development, religion, and roles of women. Topics within these themes will be time period and regionally oriented. Final product is a power point presentation that can stand on its own as a presentation. Presentation includes chronology, regional cultural matrixes, images and quantitative sources (student selected and cited), comparison between other regions, analysis of change over time, and how the topic is relevant in the world today. Best projects within each topic will be chosen to post on website to be later used as a review tool for the national exam. This project forces students to use all four historical thinking skills. Evaluation is based on a multi-ranged rubric.

Sample 2: Classical Civilization Learning Stations-This is a learning station style lesson that includes differentiated activities. Lesson takes 7-8 days and involves kinetic, visual, audio, and creative activities. The lesson revolves around key concepts 2.1 and 2.2. Activities will require students to synthesize, evaluate, analyze, and compare material within the various activities as a whole. Examples of some the stations include a creative writing exercise whereby students read documents concerning the Roman legions and Qin Shi’s army and then write a letter to their mother describing their day to day life as a soldier in either one; an examination of King Ashoka’s edicts; and a video on the life of the Buddha from the PBS film series “The Story of India”. Mayan, Kush, Greek, Roman, Qin/Han China, Persia, and Mauryan/Gupta India cultures will be explored. Evaluation will include be an AP style comparative essay based on the material presented in the learning stations and scored using the AP Comparison Essay Scoring Guide.

Sample 3: Modern Issues Social Studies Fair-This is a social studies fair type of project that emphasizes key concepts 6.1, 6.2, and 6.3. There are 28 different topics that cover the range of modern issues the world faces. Topics include globalization, genocide, world poverty, global hotspots such as Iran and North Korea, terrorism, and technology. Collaborative groups will create a tri-fold board that supports their topic and teaches others about the topic. Boards will include student selected and cited images, charts, maps, chronology, 10 key points of information, and a topical overview. Evaluation will be a multi-ranged rubric. Students will also participate in a “fair” in which they will go around and review the presentations and create a study guide based on a guide the instructor will give them that requires them to evaluate and synthesize information from the projects. A Continuity and Change over Time Essay will be assigned and scored using the AP Continuity and Change Over Time Scoring Guide.

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