pre-ap 2018–2019 world history and geography · please visit pre-ap online...

2018–2019Pre-AP® World History and GeographyCOURSE GUIDEIncludes the Course Framework

Please visit Pre-AP online (pre-ap.collegeboard.org) for more information

about the course launch and program features.

Pre-AP® World History and Geography Course GuideFall 2018

http://pre-ap.collegeboard.org

© 2018 The College Board. College Board, Advanced Placement Program, Student Search Service, SAT, and the acorn logo are registered trademarks of the College Board. PSAT is a trademark owned by the College Board. PSAT/NMSQT is a registered trademark of the College Board and National Merit Scholarship Corporation. National Merit and the corporate "Lamp of Learning" logo are federally registered service marks of National Merit Scholarship Corporation. Understanding by Design® and UbD™ are trademarks owned by ASCD. All other products and services may be trademarks of their respective owners. Visit the College Board on the web: www.collegeboard.org.Khan Academy is a registered trademark in the United States and other jurisdictions.Pre-AP courses are launching in a limited national cohort during the 2018-19 school year. The content included in this guide is subject to change as the College Board incorporates educator feedback. The Pre-AP World History and Geography Course Guide is intended for use by schools only. All other uses must be approved by and receive express written permission from the College Board. Please send your request to [email protected].

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v Preface

vii Acknowledgments

1 About Pre-AP 2 Theory of Action 4 Shared Principles 6 About the Pre-AP World History and

Geography Course 7 Pre-AP Curricular and Resource

Requirements

9 Pre-AP World History and Geography Framework

9 Overview 10 Disciplinary Skills 13 Big Ideas in Pre-AP World History and

Geography 13 Unit Structure 14 Geography and World Regions Unit 16 The Ancient Period, to c. 600 BCE 18 The Classical Period, c. 600 BCE, to c. 600 CE 21 The Postclassical Period, c. 600 to c. 1450 24 The Early Modern Period, c. 1450 to c. 1750 27 The Modern Period, c. 1750 to c. 1914 30 The Contemporary Period, c. 1914 to the

Present

33 The Pre-AP Instructional Approach 34 Areas of Focus 35 Instructional Resources

37 Pre-AP World History and Geography Assessments

37 Overview 39 Inside the Assessment Blueprint 42 Sample Unit Quiz Questions 44 Sample Pre-AP Performance Tasks 49 Part A: Sample Scoring Guidelines 50 Sample Performance Task 54 Part B: Sample Scoring Guidelines 55 Units at a Glance: Structure, Content,

and Pacing

59 Pre-AP Professional Learning

60 Contact Us

Contents

"Begin with the end in mind," Stephen Covey advised in his widely read 7 Habits of Highly Effective People. He explained that forming a mental vision of our destination (in life or career) is what allows our own decisions and actions, not others', to guide us there. "Beginning with the end in mind" is also the underlying principle of Understanding by Design™, a widely used framework developed by Grant Wiggins and Jay McTighe that describes how curriculum and instructional design should be driven by the eventual outcomes we want for students. Two seminal works—one in the areas of business and self-help, one in the field of education—advance this singular principle that makes perfect sense. For ninth-grade students, this idea that connects both to how we live and how we learn carries particular resonance.

The beginning of high school is a daunting time for many students. Many do not yet have a clear vision for where they want to end up, academically or career-wise. Most want to go to some sort of college, but they depend on the adults in their lives—teachers, parents, family members—to guide them on how to get there and how to make the right choices along the way. For the most talented and motivated students, the ones whose families have navigated themselves to their college and career aspirations, this process can be smooth, even if the work itself is challenging. But most students need much more guidance and support, especially when it comes to developing the knowledge, skills, and habits of mind that will allow them to succeed in college. With postsecondary education increasingly a "must" for earning a good wage and having a rewarding career, getting all students college ready is a responsibility that falls heavily upon high school teachers and administrators.

If college is the end, then let's help our students have a vision of what that looks like from the moment they start ninth grade. How do successful college (and AP) students read for details and evidence, whether they are reading a piece of literature, a history textbook, or a technical manual? How do they craft sentences and paragraphs to compellingly make claims supported with solid evidence? How do they interpret and use data from charts and maps? How do they make sense of the world and solve problems using quantitative information? When students know what will be expected down the road, and have opportunities to practice with grade-appropriate content and contexts, with ample support and feedback from teachers across different subjects, there are fewer surprises and unknowns. The process is more transparent and fair, giving more students the opportunity to succeed.

The College Board has followed this principle of "beginning with the end in mind" in designing this program. All students will leave high school ready for college and career—this is the vision shared by our members, our leadership, our staff, and all of you, the schools joining with us as we launch the Pre-AP program. We are honored by your participation and look forward to our partnership in the years to come.

Auditi Chakravarty, Vice President SpringBoard and Pre-AP Programs

Preface

The College Board would like to acknowledge the following committee members, consultants, and reviewers for their assistance with and commitment to the development of this course. All individuals and their affiliations were current at the time of contribution.

Sarah Bednarz Texas A&M University (retired) College Station, TX

Jonathan Ferrante Smithtown High School West Smithtown, NY

Gail Hamilton Bancroft Middle School Long Beach, CA

Jonathan Henderson Forsyth Central High School Cumming, GA

Tim Keirn California State University, Long Beach Long Beach, CA

Medha Kirtane Ridgewood High School Ridgewood, NJ

Samantha Kowalak Livingston High School Livingston, NJ

Chris Peek Bellaire High School Bellaire, TX

Sean Robertson Harlem Academy Middle School Harlem, NY

Brenda Santos Achievement First Schools Providence, RI

Christina Suarez Lake Region Union High School Orleans, VT

Kevin Witte Kearney High School Kearney, NE

College Board Staff

Drew McCulleyDirector, Pre-AP Curriculum, Instruction,

and Assessment

Joely NegedlySenior Director, SpringBoard and

Pre-AP Curriculum, Instruction, and Assessment

Natasha VasavadaExecutive Director, SpringBoard and

Pre-AP Curriculum, Instruction, and Assessment

Acknowledgments

viiPre-AP World History and Geography COURSE GUIDE Return to Table of Contents© 2018 The College Board

Pre-AP provides teachers and students with instructional resources, classroom-based assessments, high-quality professional learning, and meaningful student practice in five new ninth-grade courses. Participating schools receive an official Pre-AP designation for each course and the chance to bring engaging, meaningful coursework to all their students. This designation signals consistent, high standards in focused courses that help build, strengthen, and reinforce students' content knowledge and skills. Pre-AP courses will get students ready for college-level coursework, including AP courses and exams. And they'll be open to all.

The Pre-AP program's objectives are to:

� Significantly increase the number of students who are able to access and complete college-level work—like AP—before leaving high school; and

� Improve the college readiness of all students.

Each Pre-AP course has been developed by committees of expert educators, including middle school, high school, and college faculty. These development committees work with the College Board to design effective instructional resources that emphasize and prioritize the content and skills that matter most for later high school coursework and college and career readiness. In addition, assessments and performance tasks situated throughout the year provide regular, actionable feedback. We believe that students and teachers have the right to know how they're progressing—in real time.

Participation in Pre-AP courses places students on a path to college readiness. These courses provide students with opportunities to engage deeply with texts, motivating problems to solve and questions to answer, and key concepts that focus on the content and skills central to each discipline. Across the ninth-grade Pre-AP courses, students will experience shared classroom routines that foster and deepen college-readiness skills. Finally, students will take classroom assessments that provide meaningful and actionable feedback on college-readiness indicators.

About Pre-AP

1Pre-AP World History and Geography COURSE GUIDE Return to Table of Contents© 2018 The College Board

Theory of ActionPre-AP is designed to both facilitate and measure student learning while supporting teacher practice in the orchestration of instruction and assessment in the classroom. The Pre-AP theory of action is threefold: 1) purposeful and focused course content, 2) horizontal alignment of skills and strategies across multiple disciplines, and 3) targeted assessments tied with feedback and reflection for both students and teachers. These elements guide Pre-AP curriculum and assessment design in order to support teacher learning as a means to increase student success. Therefore, these design features should widen the net of the number of students prepared for later high school and college coursework.

Design Features and Intended Effects

Design Features Description and Intended EffectsFocused course content

Reflected in: Course Framework, Instructional Materials, Student Assessments, Practice

Pre-AP frameworks provide a deep focus on a limited number of concepts and skills that have broadest relevance for high school coursework and college success.

Course frameworks are back mapped from AP expectations and aligned to grade-level-appropriate SAT content dimensions.

The resulting focused course content allows more time for students to develop, practice, and master skills and concepts, thus building more durable knowledge and skills to use throughout their high school and college coursework.

Horizontal alignment

Reflected in: Areas of Focus, Shared Principles

Each Pre-AP course focuses on three areas of focus that are central to the discipline and that emphasize the role of literacy, quantitative, and analytical skills that enable students to transfer knowledge within and across courses.

All five Pre-AP disciplines also share a common set of principles, or routines, that guide classroom practice and undergird the Pre-AP instructional units. These routines further strengthen students' reading, analysis, writing, problem-solving, and communication skills. Through engaging in these routines, students gain regular practice at close observation and analysis, evidence-based writing, higher-order questioning, and academic conversation to ultimately equip them to be better prepared for high school and college-level work.

Finally, schools that implement multiple Pre-AP courses provide students with the multiplicative effects of cross-disciplinary alignment during the critical early high school years.


About Pre-AP

Design Features Description and Intended EffectsTargeted assessments and feedback

Reflected in: Unit Quizzes and Score Reports, Performance Tasks and Scoring Guidelines, Teacher Professional Learning and Online Calibration Tools for Scoring Student Work

Unit-based assessments, both objective and performance-based, provide consistent measurements of student achievement across the course.

Pre-AP course teachers receive professional learning and online calibration tools to support the scoring of student work and how to use this feedback to guide student learning.

The targeted assessments, feedback reports, and scoring guidelines help build a more consistent teacher understanding of performance expectations required by Pre-AP to build readiness for AP and college-level work.

The emphasis on scoring student work and utilizing assessment feedback reports aligns strongly with qualitative feedback from the AP Program on the highly instructive value AP readings and other distributive scoring models have on teacher understanding of assessment performance benchmarks.

Additional ResourcesVisit pre-ap.collegeboard.org for more information about the Pre-AP Program.


About Pre-AP


Shared PrinciplesAll Pre-AP courses share a common set of classroom routines and approaches that give students many opportunities to practice and strengthen their skills while building their confidence in the classroom.

Close Observation and Analysis

... to notice and consider In Pre-AP courses, students begin by carefully examining one object, text, performance piece, or problem. They will engage in deep observation to build, refine, or confirm their knowledge, thus developing a foundational skill that supports analysis and learning in each discipline. As students encounter texts, art, graphs, maps, problems, and other source materials, they will learn to first engage in deep, close observation before being asked to explain and then apply or evaluate.

In World History and Geography, students will regularly utilize the methods of historians and geographers to first closely examine sources to generate insights and build claims. All World History and Geography assessments will provide feedback regarding the student's ability to apply their content knowledge and observation skills to primary and secondary sources.

Evidence-Based Writing

... with a focus on the sentence value and build time for evidence-based writing in a multitude of forms and for various purposes across the disciplines: crafting claims in science, analyzing sources in history, providing explanations to problems in math, demonstrating reading comprehension in English, and critiquing artistic choices in the arts. Pre-AP courses embrace a purposeful and scaffolded approach to writing that begins with a focus on the sentence before progressing to paragraph- and essay-level writing. All courses will provide tools and supports (sentence frames, outlines, and graphic organizers) to strengthen writing skills.

In World History and Geography, students will have frequent opportunities to craft complex claims that incorporate a variety of supporting evidence and details. As their writing increases in sophistication, students will create increasingly nuanced sentences and paragraphs to advance their arguments while addressing counterclaims.


About Pre-AP

Higher-Order Questioning

... to spark productive lingeringWhen examining texts, data, problems, and other sources of evidence, students will be guided to grapple with questions that spark curiosity, cultivate wonder, and promote productive lingering. Pre-AP lessons provide teachers with questions that motivate student thinking, support students as they develop evidence-based claims, and guide students to consider problems from multiple angles.

In World History and Geography, students will move beyond questions that check for understanding and pursue inquiries of comparison, contextualization, causation, and change over time. Students will practice generating their own questions based on issues, themes, events, and sources, creating a deeper investment in their own learning.

Academic Conversations

... to support peer-to-peer dialogueIn Pre-AP classrooms, students will have frequent opportunities for active, thoughtful participation in collaborative conversations about significant themes, topics, and texts. Through these discussions, students will practice the skills of academic conversation that they will need to employ in college and career settings. Students will regularly compare, critique, debate, and build upon others' ideas and arguments to advance their learning.

In World History and Geography, students should regularly and collectively participate in debates and investigations similar to those undertaken by disciplinary experts. Academic conversations will be utilized to help students to articulate their thought processes in valuing, creating, and critiquing evidence-based ideas.


About Pre-AP

About the Pre-AP World History and Geography CoursePre-AP World History and Geography focuses deeply on the concepts and skills that have maximum value for high school, college, careers, and civic life. The course builds students' essential skills and confidence and helps to prepare them for a range of AP history and social science coursework during high school, including AP Human Geography and AP World History. The learning model is that of a disciplinary apprenticeship, with students using the tools of the historian and geographer as sources, data, and analytical reading and writing take center stage in the classroom. In this course, students learn that historians and geographers are investigators intent on using the tools of their disciplines to uncover new evidence about the world and its inhabitants.


About Pre-AP

Pre-AP Curricular and Resource RequirementsSchools and teachers wishing to offer Pre-AP courses must align their instructional plans to the curricular and resource requirements specific for each course. These requirements have been developed in horizontal alignment across all Pre-AP courses and represent the most essential elements and requirements that support the theory of action and successful Pre-AP student outcomes.

Pre-AP World History and Geography teachers should use the requirements outlined below, in conjunction with the Pre-AP supplied instructional materials, for their instructional planning.

Pre-AP World History and Geography Curricular Requirements

Course and Instruction � The course provides opportunities for students to develop understanding of the Pre-AP World History and Geography key concepts and skills articulated in the course framework through the four units of study.

� The course provides opportunities for students to engage in the Pre-AP World History and Geography areas of focus: valuing evidence, drawing from sources, and creating disciplinary arguments.

� The course provides opportunities for students to engage in the Pre-AP shared principles:

� Close observation and analysis

� Evidence-based writing

� Higher-order questioning

� Academic conversation

Practice � The instructional plan for the course includes opportunities for student to continue to practice and develop disciplinary skills outside of the Pre-AP instructional materials within each unit.

Assessment � The instructional plan for the course includes one performance task and two digital assessments within each unit.


About Pre-AP

� The instructional plan reflects time and/or methods for using the performance task scoring guidelines and digital score reports to provide actionable feedback to students.

� The instructional plan reflects time and/or methods and strategies for making responsive adjustments to future instruction based on student performance.

Resource Requirements � The school ensures that Pre-AP coursework is available to all students; this means that the school must not establish any barriers (e.g., test scores, grades in prior coursework, teacher or counselor recommendations, etc.) to student participation.

� The school ensures that participating teachers and students are provided computer and internet access for completion of course and assessment requirements.

� Teachers should have consistent access to a video projector for sharing web-based instructional content and short web videos.

� The school ensures that students have access to a range of primary and secondary sources outside of the Pre-AP instructional materials (either through textbook and ancillary materials or online source materials).


About Pre-AP

Pre-AP World History and Geography Framework

OverviewThe Pre-AP World History and Geography course framework provides a clear and focused description of what students should know and be able to do as a result of this course. The framework increases clarity and provides transparency to both teachers and students about the most essential knowledge and skills students will need for active, confident participation in subsequent high school courses, including Advanced Placement, as well as college coursework and postsecondary careers.

The Pre-AP frameworks are designed using a collaborative and research-based process with a team of master teachers and college faculty. All Pre-AP frameworks are backward-mapped from Advanced Placement expectations and aligned to grade-level-appropriate content dimensions from the SAT system of assessments. The frameworks are also deeply informed by state standards documents and carefully reviewed by educators. As a guide for classroom instruction and assessment, the course framework serves as the teacher's blueprint for the instructional resources and assessments that are part of the Pre-AP course.

The following design principles shaped the framework development process:

� Focused: The framework provides a deep focus on a limited number of concepts and skills that have the broadest relevance for later high school and college success.

� Collaborative: The framework is developed through the collaborative expertise of disciplinary experts, cognitive scientists, and the pedagogical content knowledge of master teachers.

� Measurable: The framework's learning objectives are observable and measurable statements about the content and skills students should develop to be prepared for later high school coursework and, ultimately, college readiness and success.

� Manageable: The framework must be manageable for a full year of instruction, foster the ability to explore concepts in depth, and should enable room for additional local or state standards to be addressed where appropriate.

� Accessible: The framework's learning objectives are designed for all students and represent the foundational concepts and skills that all students should have the opportunity to learn, to be ready for the widest range of college and postsecondary opportunities.


Disciplinary SkillsThroughout the Pre-AP World History and Geography course, students should have multiple opportunities to develop and practice the skills of analyzing evidence, disciplinary reasoning, and developing arguments. The following tables illustrate student progression from emerging to proficient to advanced-level skills. In Pre-AP, students should move from emerging to proficient and reach the proficient level by the end of the course. While some students may display early evidence of advanced skills, mastery of advanced level skills is a goal appropriately reserved for AP courses.

Skill Category: Analyzing EvidenceTo truly think like a historian or geographer, students need to understand that different types of evidence require different types of examination. Primary sources do not always explicitly state an argument, and, though secondary sources often do contain explicit arguments presented by a disciplinary expert, students must still acquire the habit of examining the evidence used to support a claim—even quantitative data sources can contain both trends and contradictions. At the most fundamental level, sources contain information that can be used to further one's understanding of history or geography.

Advanced* Proficient EmergingAnalyzing Evidence: Primary Sources

Evaluate historical/geographic context(s) for a specific historical/geographic development or process.

Explain how the primary source contributes to an appropriate historical argument.

Identify historically relevant information within a source.

Analyzing Evidence: Secondary Sources

Evaluate how the argument is informed by the author's contemporary circumstances, purpose, and audience.

Explain how the source or portions of the source advance an argument.

Identify relevant information within a source.

Corroborating Quantitative or Qualitative Sources

Evaluate the degree to which patterns or contradictions in evidence affect the value of evidence.

Explain contradictions found in evidence.

Identify basic patterns found in evidence.

* Mastery of advanced level skills is a goal appropriately reserved for AP courses.



Skill Category: Disciplinary ReasoningWhile historians and geographers may devote their attention to distinct areas of study, much of the reasoning skills required for their work of research, writing, and debate focus on similar questions. Both historians and geographers work to frame evidence within a disciplinary context. Whether the canvas is chronological or spatial, both disciplines seek to answer questions of comparison, causation, and continuity and change over time.

Advanced* Proficient EmergingContextualization Evaluate the

significance of context for a specific historical/geographic development or process.

Explain historical/geographic context(s) for a specific historical/geographic development or process.

Identify historical/geographic context(s) for a specific historical/geographic development or process.

Comparison Evaluate the significance of similarities and/or differences between historical/geographic developments or processes.

Explain the similarities and/or differences between historical/spatial developments or processes.

Identify the similarities and/or differences between historical/spatial developments or processes.

Causation Evaluate the relative importance of various causes and effects of specific historical/geographic developments or processes.

Explain relationship(s) between causes and effects of specific historical/spatial developments or processes.

Identify causes and effects of a specific historical/spatial development or process.

Continuity and Change over Time

Evaluate the significance of a specific historical/geographic development in relation to a larger pattern of continuity and/or change.

Explain pattern(s) of continuity and/or change over time.

Identify pattern(s) of continuity and/or change over time.




Skill Category: Developing ArgumentsThroughout the Pre-AP World History and Geography course, students have regular opportunities to develop the skills of argumentation. Students learn that claims require accurate, appropriate evidence, and they come to recognize that small quantities of evidence limit the ability to fully support a claim and also increase the risk of oversimplifications or inaccuracy. In contrast, increasing the quantity and substance of evidence and skillfully selecting the most relevant evidence leads to claims with a stronger likelihood of corroboration. As students grow in their understanding of history and geography, they learn that it is rare for the evidence to unanimously support a specific conclusion. An advanced student can clearly explain multiple similarities, differences, causes, effects, changes, and/or continuities and can draw distinctions between stronger and weaker claims.

Advanced* Proficient EmergingClaims Write a claim that

accounts for counter-claims.

Write a complex claim. Write a limited claim.

Supporting Evidence

Support a claim with multiple pieces of appropriate evidence, while accounting for contradictory evidence.

Support a claim with multiple pieces of appropriate evidence.

Support a claim with one piece of specific and relevant evidence.




Big Ideas in Pre-AP World History and Geography

The big ideas map out the core principles and processes of Pre-AP World History and Geography and offer students a broad way of thinking about the discipline. These ideas cut across all units of the course and serve as the underlying foundation for the key concepts, learning objectives, and essential knowledge statements that make up the focus of each unit.

Geography and Populations: Human and Physical Landscapes

The State: Institutional Power, Expansion, and Conflict

Economic Systems: Exchange and Innovation

Culture: Patterns, Processes, and Interactions

Social Structures: Development and Transformation

Unit StructureThe course is organized into seven units: one geography unit and six world history units. The geography unit is universal and is intended to be taught during the first quarter of the school year. Out of the six world history units, schools choose and implement the three units that best align with their state standards and district scope and sequence. It is not intended for schools to implement all seven units.

� Geography and World Regions Unit

� The Ancient Period, to c. 600 BCE

� The Classical Period, c. 600 BCE to c. 600 CE

� The Postclassical Period, c. 600 to c. 1450

� The Early Modern Period, c. 1450 to c. 1750

� The Modern Period, c. 1750 to c. 1914

� The Contemporary Period, 1914 to the Present



Key ConceptLearning Objective Students will be able to ...

Essential Knowledge Students will know that ...

Principles of Geography

LO G.1: Explain how geographers use maps and data to contextualize spatial relationships and examine the human organization of space.

EK G.1.A: Maps convey representations of space, place, and location through symbols, keys, scale, and other manners of representation.

EK G.1.B: Maps reflect political and cultural contexts and prioritize, exclude, or distort information to serve a variety of purposes.

EK G.1.C: Geographers examine human and environmental patterns across space and time by synthesizing empirical data and maps with other primary and secondary sources.

EK G.1.D: Geographers use geospatial data, satellite technologies, and geographic information systems (GIS), to organize, represent, and re examine human and environmental patterns across space and time.

Regionalization LO G.2: Examine the purpose, characteristics, and limitations of regions.

EK G.2.A: Regions are created to cohesively organize space based upon the presence or absence of human or physical characteristics.

EK G.2.B: The representations of regions reflect the contexts and circumstances in which they are made.

EK G.2.C: Regions can vary in scale from local to global, overlap other regions or be mutually exclusive with other regions.

EK G.2.D: Geographers continually debate and revise borders and structures of regions to establish coherent generalizations about space.

Spatial Reorganization

LO G.3: Examine the causes and consequences of spatial reorganization.

EK G.3.A: Trade, cultural processes, and political developments influence and are shaped by spatial reorganization.

EK G.3.B: Birth and mortality rates, which are influenced by cultural, economic, environmental, and political factors, shape spatial reorganization.

EK G.3.C: Migrations have significant demographic impacts on both sending and receiving societies that, in turn, influence their economic, political, and cultural development.

EK G.3.D: Demographic change and migration modify patterns of rural and urban settlement on local-to-global scales and influence political cohesion.

Geography and World Regions Unit





Human Adaptations to the Physical Environment

LO G.4: Identify the causes and effects of human adaptations to their physical environment.

EK G.4.A: Innovations in agricultural practices, food production, and manufacturing help humans adapt to their environment.

EK G.4.B: Scarcity and surplus of natural resources can lead to human adaptations such as the initiation of trade and the creation of transportation networks.

EK G.4.C: Humans modify physical landscapes and water systems for their use, which affect ecology and biodiversity.

EK G.4.D: Human movement of plants, animals, and pathogens alter physical landscapes and biodiversity and influence economic activities.

Comparison of World Regions

LO G.5: Compare the physical, cultural, and political characteristics of key world regions.

EK G.5.A: Maps and geographic information systems can be used to compare and delineate multiple regions using physical characteristics of regions such as climate, topography, and resources.

EK G.5.B: Maps and GIS aid the construction of regions by documenting patterns of spatial organization.

EK G.5.C: Cultural characteristics such as language, religion, gender, and ethnicity further define regions beyond their physical characteristics.

EK G.5.D: Economic activities and political characteristics such as organization of states and territories, structures of government, and rules for political participation shape the definition of regions.



The Ancient Period, to c. 600 BCE



Human Adaptation and Migration in the Paleolithic World

LO 1.1: Describe the changes in subsistence practices, migration patterns, and technology during the Paleolithic Era.

EK 1.1.A: Technology and human adaptation to the environment during the Paleolithic period Humans developed increasingly diverse and sophisticated tools, including multiple uses of fire, as they adapted to the environment.

EK 1.1.B: Cultural and social development in the Paleolithic world Language facilitated communal social organization and the spread of ideas and technologies.

EK1.1.C: Global spread of humans during the Paleolithic period Humans successfully adapted to a variety of habitats and migrated from Africa to populate both hemispheres.

Causes and Effects of Neolithic Revolution

LO 1.2: Explain the causes and effects of the Neolithic Revolution.

EK 1.2.A: Causes of the Neolithic Revolution In response to environmental change and population pressure, humans domesticated animals and cultivated plants.

EK 1.2.B: Effects of the Neolithic Revolution Human populations grew as a result of animal domestication, shifting agriculture, and new technology, and this growth had an increasing impact upon the environment.

EK 1.2.C: Development and diffusion of Neolithic communities Neolithic communities developed in, and then spread from, West Asia, East Asia, Southeast Asia, Sub-Saharan Africa, the Americas, and Papua New Guinea.

Origins of Complex Urban Societies in the Ancient World

LO 1.3: Trace the transition from shifting cultivation to sedentary agriculture and the emergence of complex urban civilization.

EK 1.3.A: Transition from shifting to sedentary agriculture The use of fertilization and terracing facilitated sedentary agriculture and village communities.

EK 1.3.B: Formation of hydrologic systems in early ancient Eurasian civilizations Complex hydrologic systems and bronze tools led to the development of ancient river valley civilizations.

EK 1.3.C: Formation of American civilizations in the absence of hydrologic systems Ancient Olmec and Chavin civilizations arose through sophisticated terracing and intercropping.





Pastoralism in Afro–Eurasia

LO 1.4: Explain the impact of pastoralism as it relates to lifestyle, environment, and sedentary societies.

EK 1.4.A: Animal domestication and the origin of pastoral lifestyles The domestication of animals provided stable sources of meat, milk, and other animal products, but required mobility for water and grazing.EK 1.4.B: Expansion of pastoralism and human environmental interaction The grazing needs of livestock altered the local landscape and reduced biodiversity.EK 1.4.C: Pastoral interactions with sedentary communities Pastoralists both raided and traded with sedentary communities in order to diversify their diets and acquire goods.

State Formation in Ancient Afro–Eurasia

LO 1.5: Identify the origins, expansion, and consolidation of the first Afro–Eurasian states.

EK 1.5.A: Origins of the first states in Afro–Eurasia Political, religious, and economic elites emerged and extracted resources and labor from sedentary farmers and other producers to form and defend states.EK 1.5.B: Expansion of tributary states The reliance upon tribute encouraged states to expand through military conquest and political alliances.EK 1.5.C: Consolidation of ancient Afro–Eurasian states Numeric calculation and writing facilitated record keeping and the establishment of legal codes that led to the consolidation of ancient Afro–Eurasian states.

Development of Ancient Afro–Eurasian Religions

LO 1.6: Examine the changes and continuities in the development in ancient Afro–Eurasian religions and their impact on the states in which they were created.

EK 1.6.A: Declining significance of animism in complex urban societies With the formation of cities and states, polytheistic religions shifted focus from the control of nature to human concerns.EK 1.6.B: Use of religion in establishing political authority Leaders of ancient Afro–Eurasian states increasingly used religion and connections to the divine to legitimize their authority.EK 1.6.C: Origins of monotheistic and ethically-based religions Judaism and Zoroastrianism were the first monotheistic religions, and both promoted specific moral and ethical behaviors.

Development of Ancient Afro–Eurasian Societies

LO 1.7: Trace the changes in social and gender hierarchies in Afro–Eurasian societies from the Paleolithic to Classical periods.

EK 1.7.A: Establishment of specialized labor Successful agricultural practices led to surpluses and the development of skilled specialized labor.EK 1.7.B: Emergence of hierarchical social status The emergence of coercive forms of labor contributed to an unequal distribution of wealth and the formation of social and political elites.EK 1.7.C: Development of gender roles The use of plow-based agriculture and large-scale militaries contributed to the emergence of patriarchy.



The Classical Period, c. 600 BCE to c. 600 CE



Classical Empires in East Asia

LO 2.1: Trace the origins, expansion, and consolidation of the Han Dynasty.

EK 2.1.A: Transition from a feudal to a centralized state under the Qin Dynasty The Qin unified warring feudal states into a single centralized state through wars of conquest and established law codes informed by legalism.

EK 2.1.B: Political and philosophical expansion of the Han Dynasty The Han established an expansive centralized empire that built upon Qin bureaucratic structures by implementing systems of Confucian meritocracy.

EK 2.1.C: Economic and religious foundations of the Han Empire The Han Dynasty was characterized by Confucianism, Daoism, free labor, artistic and economic innovation, and prosperity aided by the long-distance trade from the Silk Roads.

South Asian States and Dharmic Religions

LO 2.2: Describe the growth and key characteristics of South Asian religious and political development.

EK 2.2.A: Reactions to Vedic religion and Brahmanism Buddhism and Upanishadic Hinduism arose in late Vedic South Asia as a reaction to the ritualism of Brahmanism.

EK 2.2.B: The Mauryan Empire and the spread of Buddhism in India The spread of Buddhism and its literary and artistic traditions throughout South Asia was aided by its monastic organization, its appeal to lower castes, and the patronage of merchants as well as the Mauryan Empire.

EK 2.2.C: The Gupta Empire and the revival of Hinduism in India The Gupta Empire was characterized by advances in science and mathematics and the sponsorship and revival of Hinduism.





Greek and Hellenistic States in the Classical Mediterranean

LO 2.3: Summarize the political and cultural impact of Greek city-states.

EK 2.3.A: Greek philosophical traditions and state-building Greek philosophical traditions, centered in Athens, explained the natural and human world through reason and observation and also shaped the republican and democratic forms of city-states.

EK 2.3.B: Alexander the Great and the Hellenistic empires The empires of Alexander the Great and Hellenistic successors ensured the spread of Greek cultural and political practices to West, Central, and South Asia and North Africa.

EK 2.3.C: Greek art and architecture and its spread Greek philosophy and polytheistic religious traditions widely influenced the art, architecture, and culture of the Hellenistic and Roman empires.

The Classical Roman Mediterranean

LO 2.4: Examine the changes and continuities in the social, political, and economic structure of the Classical Roman Mediterranean world.

EK 2.4.A: Imperial expansion and the fall of the Roman Republic Roman imperial expansion extended slavery, expanded the wealth of the senatorial class, diminished the authority of a free peasantry, and contributed to the fall of the Roman Republic.

EK 2.4.B: Political and cultural foundations of the Roman Empire Greek and Hellenistic philosophical, political, and cultural practices influenced both the Roman Republic and Empire.

EK 2.4.C: The Roman imperial economy The Roman Empire relied on the extensive use of slave labor, sophisticated transportation infrastructures, and standardized weights, measures, and currency.

Classical Societies in Afro–Eurasia

LO 2.5: Compare labor structures, social hierarchies, and gender relations in Classical Afro–Eurasia.

EK 2.5.A: Labor structures in classical Afro–Eurasia Classical economies relied on a range of labor forms, from free peasants and artisans in Greek city-states and the Han Dynasty to slavery in the Roman Empire.

EK 2.5.B: Social hierarchy in classical Afro–Eurasia The social structures of classical societies were hierarchical, informed by economic divisions of labor, land ownership, and commerce and reinforced by legal codes and belief systems.

EK 2.5.C: Gender relations in classical Afro–Eurasia Patriarchal social structures continued to shape gender and family relations and was both challenged and reinforced by belief systems.





Trade Networks and Cultural Encounters in the Classical World

LO 2.6: Trace the origins and assess the impact of long-distance overland and maritime trade in Afro–Eurasia during the Classical period.

EK 2.6.A: Transportation technologies and long-distance overland trade The elite demand for luxury goods stimulated the first phase of the Silk Roads, which were secured by empires such as the Roman and Han and enabled by new transportation technologies.

EK 2.6.B: Silk Roads and the spread of Buddhism Mahayana Buddhism spread from South Asia to parts of Central Asia and China via merchants and missionaries along the Silk Roads.

EK 2.6.C: Early trade in the Indian Ocean and cultural and technological diffusion Knowledge of the monsoons and new maritime technologies stimulated long-distance trade within the Indian Ocean basin and facilitated the spread of Hinduism and other Indic cultural practices to Southeast Asia and the diffusion of new crops such as the banana to East Africa.

The End of Classical Empires and Its Consequences in Afro–Eurasia

LO 2.7: Summarize the consequences of the collapse of the Han and Roman Empires during the classical period.

EK 2.7.A: Collapse of the Han Dynasty In the wake of nomadic frontier incursions and excessive state expropriation of resources, Han imperial authority eroded as local warlords gained power.

EK 2.7.B: Collapse of the Roman Empire Political instability rooted in the challenges of defending an extensive frontier facilitated Germanic invasions that contributed to the collapse of the western portions of the Roman Empire.

EK 2.7.C: Spread of Buddhism and Christianity Christianity and Mahayana Buddhism, facilitated by transportation infrastructures, standardized written forms, and religious messages of salvation and spiritual equality, spread in the wake of collapsing empires.



The Postclassical Period, c. 600 to c. 1450



Early Islamic States

LO 3.1: Describe the origins, expansion, and consolidation of the first Islamic states.

EK 3.1.A: Origins and basic tenets of Islam Islam, a religion informed by Abrahamic traditions and the teachings of Muhammad, began in the seventh century on the Arabian Peninsula.

EK 3.1.B: State-building and the establishment of an Arab Umayyad Caliphate The Umayyad Caliphate, through conquest and conversion, established a Sunni Arab empire that expanded from the Arabian Peninsula to South Asia and the Iberian Peninsula.

EK 3.1.C: State consolidation, cosmopolitanism, and the Abbasid Caliphate The Abbasid Caliphate was established as a cosmopolitan Islamic empire that supported scholarship of global significance and was strongly influenced by Persian traditions.

Postclassical States: Byzantine Empire and European Kingdoms

LO 3.2: Compare the political, economic, and cultural structures of eastern and western Europe.

EK 3.2.A: Governmental structures of Byzantium and western Europe In the feudal kingdoms of western Europe, the Roman church and the monarchs competed for political authority, while emperors in Byzantine Empire maintained imperial rule through control of both the state and the Eastern Orthodox church, especially after the East-West Schism.

EK 3.2.B: Economic foundations of Byzantium and western Europe While the western territories of the former Roman Empire fractured into independent kingdoms reliant on manorialism and agriculture, the Byzantine Empire developed a sophisticated urban economy.

EK 3.2.C: The Crusades Starting in the 11th century, popes endorsed multiple military campaigns to reclaim the Holy Land and expand Catholic influence on the peripheries of Europe, which destabilized the Byzantine Empire, intensified Mediterranean trade, and introduced economic and cultural interactions between Islam and the West.





Postclassical States in East Asia

LO 3.3: Examine political continuity and change in postclassical China.

EK 3.3.A: Neoconfucianism and state building in postclassical China China reunited in the seventh century with a strong bureaucratic government that initially supported Buddhism but later utilized Confucian principles and restored the imperial examination system.

EK 3.3.B: Economic foundations of the Tang and Song Dynasties The Tang's land redistribution system increased tax revenue from free peasants, expanded state investment in infrastructure projects, and promoted agricultural and artisanal production.EK 3.3.C: Imperial expansion and fragmentation in the Tang and Song Dynasties The Tang Dynasty expanded imperial borders but collapsed in the wake of internal conflict, leading to the Song Dynasty.

The Mongols and the Revitalization of the Silk Roads

LO 3.4: Explain the causes and consequences of the origin and expansion of the Mongol Empire.

EK 3.4.A: Origins and development of the Mongol Empire Under Genghis Khan and his descendants, the Mongols of Central Asia conquered large swaths of Eurasia, creating a large nomadic empire that stretched from East Asia to West Asia and eastern Europe.

EK 3.4.B: Expansion of the Mongol Empire and the establishment of the Yuan Dynasty Kublai Khan expanded the Mongol presence in Asia, conquered the Song Dynasty and established the Yuan Dynasty in China, where they ruled through traditional Chinese institutions, but accepted Muslims, Christians, and Buddhists.EK 3.4.C: Biological consequences of Silk Road exchange Silk Road trade, which the Mongols had revived, was instrumental in spreading the bubonic plague and contributing to dramatic demographic and social changes in western Europe.

Trans-Saharan Trade and the Spread of Islam in Sub-Saharan Africa

LO 3.5: Trace the development and impact of Trans-Saharan trade.

EK 3.5.A: Origins and foundations of Trans-Saharan trade routes The introduction of the camel facilitated the development of regular trade routes in which gold, salt, and slaves were exchanged from the western Sahara to West Africa and the Mediterranean.

EK 3.5.B: State-building in the West African Sudan The states of Ghana, Mali, and Songhai arose in the West African Sahel at transshipment points for the regulation and taxation of Trans-Saharan trade in the arable Niger River valley.EK 3.5.C: Spread and impact of Islam in Sub-Saharan Africa Trans-Saharan trade routes diffused Islam to Sub-Saharan Africa, while the spread of literacy and the Arabic script facilitated record keeping, state building and West African connections to Muslim global trade networks.





Long-Distance Trade and Diffusion in the Indian Ocean Basin

LO 3.6: Examine the effects of long-distance trade in the Indian Ocean basin.

EK 3.6.A: The establishment of Swahili city-states Indian Ocean trade led to the establishment of coastal city-states in East Africa and the spread of Swahili, a Bantu language containing many Arabic elements.

EK 3.6.B: Maritime technologies and the expansion of trade in the Indian Ocean basin Improvements in maritime technologies and expanding global demand for spices, luxury goods, slaves, and gold and silver contributed to a significant increase in trade within and across the Indian Ocean basin.

EK 3.6.C: Spread of technologies, cultural practices, and flora and fauna in the Indian Ocean basin The expansion of trade in the Indian Ocean basin contributed to the diffusion of Islam and Buddhism to Southeast Asia as well as the westward spread of Asian technologies.

Postclassical Americas

LO 3.7: Compare the political, economic, and cultural structures of the Maya, Inca, and Aztec states.

EK 3.7.A: Governmental structures of the Maya, Inca, and Aztec states Political structures in the Classical and postclassical Americas varied from stateless societies to the confederated city-states of the Maya, the tributary empire of the Aztecs, and the centralized administration of the Inca empire.

EK 3.7.B: Economic foundations of the Maya, Inca, and Aztec states The three principal civilizations in the Americas were associated with trade and handicrafts and based on intensive agricultural production and varied forms of coercive labor.

EK 3.7.C: Maya, Inca, and Aztec cultural and religious practices The Maya, Inca, and Aztec rulers leveraged their perceived divine status and support from a priestly class to maintain control over large populations.



The Early Modern Period, c. 1450 to c. 1750



Origins of Iberian Maritime Exploration and Colonialism

LO 4.1: Summarize the impact of new maritime technologies, shifting patterns of global trade, and changing political dynamics in the creation of Iberian maritime empires.

EK 4.1.A: Seeking direct access to African and Asian markets The Iberian Reconquista, growing western European demand for trade goods, and a desire to lower costs prompted traders to seek direct access to Asian markets and West African gold.

EK 4.1.B: Diffusion of Asian maritime technology The diffusion of Asian and Muslim maritime technologies and Arab geographic knowledge, incorporated with European metallurgical and woodworking skills, enabled Portuguese and Spanish exploration of the South Atlantic and beyond.

EK 4.1.C: Iberian maritime colonization The Spanish colonized the Americas while the Portuguese established a trade post empire in Africa and Asia.

Columbian Exchange and Atlantic Slavery

LO 4.2: Explain the environmental and demographic consequences of the Atlantic System.

EK 4.2.A: Columbian Exchange Trade and migration from Afro–Eurasia to the Americas resulted in the exchange of flora, fauna, and diseases, which promoted food security and demographic expansion in Afro–Eurasia while devastating many Amerindian populations.

EK 4.2.B: The formation of plantation and extractive economies European demand for crops, such as sugar and tobacco, and the global demand for silver, resulted in the development and expansion of plantation and extractive economies in the Americas.

EK 4.2.C: Coercive labor systems and the transatlantic slave trade The demographic decline of the Amerindian population and the increased demand for labor from growing plantation and extractive economies led to increased use of coercive forms of labor, such as slavery.

The Origins and Impact of the Western European Empires in the North Atlantic

LO 4.3: Describe the global political and economic effects of the Atlantic System.

EK 4.3.A: State-building in early modern Europe As the Spanish empire declined, England, France, and the Netherlands centralized systems of taxation, government, and defense and established colonial settlements in North America and trading settlements and colonies in Asia and Africa.

EK 4.3.B: Competition among western European empires Western European maritime empires enacted mercantilist policies and established economic innovations such as joint-stock companies to finance colonial settlement in the Americas and promote trade.

EK 4.3.C: Global consequences of the Atlantic economy As Japanese silver production declined, American production met Chinese demands for silver, facilitating new levels of global economic integration.





Early Modern Islamic Caliphates

LO 4.4: Compare the territorial expansion, political structure, and cultural facets of the early modern Ottoman, Mughal, and Safavid caliphates.

EK 4.4.A: Territorial expansion and military innovation Diffusion of gunpowder and the use of cannons and firearms contributed to the territorial growth of the early modern Islamic caliphates and decline of local nomadic societies in Central Asia.

EK 4.4.B: Cosmopolitanism in the early modern Islamic caliphates The Mughal and Ottoman caliphates promoted social and political cohesion by enacting policies and practices of limited religious tolerance.

EK 4.4.C: Varieties of Islamic practices within the early modern caliphates Islamic caliphates differed in their treatment of Sufis and often engaged in political and imperial conflicts that were religious in nature.

Land-Based Empires: Early Modern China and Russia

LO 4.5: Compare the territorial expansion and foreign policy of early modern China and Russia.

EK 4.5.A: Ming and Qing imperial expansion After China experienced nearly three centuries of stability under the Ming Dynasty, the Manchu invaded China, established the Qing Dynasty, and doubled the imperial boundaries of China through military conquest and tribute-based diplomacy but maintained Confucian principles.

EK 4.5.B: Russian imperial expansion The political orientation and expansion of Russia to the east after the collapse of the Golden Horde led to a trans-Eurasian state and diminished the autonomy of Central Asian and Siberian nomadic societies.

EK 4.5.C: Russian and Chinese engagement with the West By the late eighteenth century, Russian imperial policies promoted the importation of Western goods, technology, and culture, while Qing China continued to have relatively limited contact with the West.

Early Modern Religion

LO 4.6: Examine the changes and continuities in religions during the Early Modern Period.

EK 4.6.A: Sikhism and religious diffusion in the Indian Ocean basin Sikhism arose in South Asia as a new religion, while Theravada Buddhism spread across mainland Southeast Asia.

EK 4.6.B: Early modern religious schisms The Protestant and Catholic reformations led to religious conflicts that divided European states and societies, promoted literacy and education, and encouraged Catholic evangelicalism in the Americas.

EK 4.6.C: New syncretic religions Global connectivity led to new syncretic forms of religion including Vodun and other variations of Catholicism in the Americas that made accommodations with Amerindian religious and cultural practices.





Early Modern Western Society and Culture

LO 4.7: Examine changes and continuities in early modern society and culture.

EK 4.7.A: Continuities in western European social hierarchies Land ownership continued to convey social status, generate wealth, and secure political influence in early modern societies despite the end of manorialism.

EK 4.7.B: Changes in early modern social hierarchies Commercial societies elevated the status of merchants, financiers, and urban professionals, while chattel slavery in the Americas contributed to the development of racial hierarchies.

EK 4.7.C: The Renaissance and the Scientific Revolution The diffusion of Byzantine and Muslim scholarship of Greco-Roman texts to Europe and the discoveries in the Americas contributed to the rise of humanism in the Renaissance, and the use of rationalism and empiricism in understanding the natural world during the Scientific Revolution.



The Modern Period, c. 1750 to c. 1914



Causes of Atlantic Revolutions

LO 5.1: Examine the relative impact of the Enlightenment, imperial rivalry, and social polarization on the outbreak of revolutions.

EK 5.1.A: The Enlightenment The Enlightenment, characterized by secular thinking and human reasoning, prompted questioning of the role of the church in society and the divine rights of rulers.

EK 5.1.B: Imperial rivalry in the Atlantic Imperial rivalry and conflict between European maritime empires created opportunities for independence movements.

EK 5.1.C: Early modern political and social tensions Expanding commerce and literacy as well as the growing middle class led to critiques of social hierarchy and political and clerical privilege.

Effects of Atlantic Revolutions

LO 5.2: Describe the long-term social and political impact of the Atlantic Revolutions.

EK 5.2.A: New American states Successful colonial wars of independence led to the creation of new states and the end of Spanish and British empires throughout much of the Americas.

EK 5.2.B: The French Revolution The French Revolution and the Napoleonic Empire established a unitary nation-state with a republican constitution, diminished clerical and landed privilege, and provided political power to an emergent bourgeoisie.

EK 5.2.C: Nineteenth-century reform movements Atlantic Revolutions inspired abolitionism, nationalism, republicanism, and liberalism; led to movements that eventually ended Atlantic slavery; accelerated the creation and consolidation of nation-states; and democratized political rights.

The First Industrial Revolution

LO 5.3: Explain the origins and significance of the first Industrial Revolution.

EK 5.3.A: Origins of the first Industrial Revolution in Great Britain Access to raw materials, a tradition of machine making, surplus labor, and state protections in Great Britain were key factors that resulted in the emergence of factories and ushered in the first Industrial Revolution.

EK 5.3.B: Significance of the first Industrial Revolution The first Industrial Revolution utilized inanimate sources of energy and mechanized textile and iron production, increasing manufacturing productivity and consumerism, and accelerating resource extraction.

EK 5.3.C: Spread of industrialization The First Industrial Revolution spread from Britain to the United States and parts of northwestern Europe, and by the early 19th century the West had surpassed China in economic production.





The Second Industrial Revolution

LO 5.4: Trace the continuities and changes between the first and second industrial revolutions.

EK 5.4.A: The second industrial revolution The second industrial revolution witnessed the dramatic expansion of efficient and highly capitalized forms of industrial manufacturing made possible by cheap steel and electricity by the end of the 19th century.

EK 5.4.B: The global spread of industrialization Germany, Russia, Japan, and the United States experienced significant leaps in industrial growth to join Great Britain as an industrial power, prompting new levels of economic competition.

EK 5.4.C: Globalization, transportation, and information technologies Transportation and communication innovations increased opportunities for the global coordination distribution of goods and facilitated unprecedented production of food and raw materials.

Imperial Expansion in the Late 19th Century

LO 5.5: Describe the continuities and changes in 19th-century imperialism.

EK 5.5.A: New imperialism and the second industrial revolution New imperialism in Africa and Asia was driven by nationalism, Social Darwinism, and economic objectives to secure raw materials and markets associated with the second industrial revolution.

EK 5.5.B: The expansion and contraction of overland empires The Russian and Austrian empires expanded as the Ottoman and Qing empires, facing financial, demographic, and political challenges, declined.

EK 5.5.C: Neocolonialism in Latin America Britain and the United States practiced economic imperialism in Latin America in order to obtain cheap foodstuffs and raw materials, and to secure markets for the export of manufactured goods.





Reactions to Imperialism

LO 5.6: Compare the responses to imperialism in the 19th century.

EK 5.6.A: Violent resistance to imperialism Violent uprisings attempted by colonies and independent nations to stop or reverse the spread of western European imperialism oftentimes failed and resulted in tighter imperial control.

EK 5.6.B: Self-rule In settler colonies such as Australia and Canada, local elites obtained dominion status and self-rule, while, in direct-rule colonies such as India, local elites were often co-opted through access to western lifestyles and education.

EK 5.6.C: Modernization reform movements The governments of the Ottoman Empire and Qing China enacted programs that aimed to modernize their economies and militaries in efforts to withstand western imperial expansion.

Consequences of Industrialization

LO 5.7: Explain the social, political, and demographic effects of industrialization in the 19th century.

EK 5.7.A: Social changes within industrial societies Industrialization led to rapid urbanization, new family structures, and new class identities.

EK 5.7.B: Political responses to industrialization While Marxist and socialist ideologies and trade unionism arose in response to widening economic and social inequities, many industrialized nations expanded suffrage and political representation in response to the growth of middle class incomes and influence.

EK 5.7.C: Migration in the 19th century Industrialization, cheaper transportation, global agricultural markets, and the abolition of slavery led to mass migrations of Europeans to the Americas, Russians to Central and East Asia, and the global movement of East and South Asian indentured servants.



The Contemporary Period, c. 1914 to the PresentKey Concept Learning Objective

Students will be able to ...Essential Knowledge Students will know that ...

Origins and Outcomes of World War I in Global Context

LO 6.1: Trace the origins of World War I and its immediate outcomes in global perspective.

EK 6.1.A: The global origins of World War I Nationalism, imperial rivalry, and shifting diplomatic alliances among rival European powers led to the global outbreak and scale of World War.

EK 6.1.B: Global fronts and home fronts With increasingly mechanized warfare and an unprecedented number of casualties, World War I was fought between large empires on a number of global fronts, and the superior domestic industrial production of the Allies ultimately helped them win the war.

EK 6.1.C: The settlement of World War I The Treaty of Versailles reorganized the defeated landed empires into new nation-states and expanded the victors' maritime empires, factors that contributed to decolonization and the outbreak of World War II.

A New Age of Revolutions: Mexico, Russia, and China

LO 6.2: Compare the results of revolutions in Mexico, Russia, and China.

EK 6.2.A: The Mexican Revolution The Mexican Revolution began a process of social and political reform and reaction, expropriating foreign-owned assets and gradually creating a mixed economy of state and private investment.

EK 6.2.B: The Russian Revolution and Stalinism The Russian Revolution led to the U.S.S.R. as the first Communist state, which became increasingly nationalistic and authoritarian under Stalin, and established a planned industrial economy.

EK 6.2.C: The Chinese Revolution The Chinese Communist Party adapted Marxist–Leninism to the needs of an agrarian society and established a communist dictatorship under Mao Zedong that, despite implementing the Great Leap Forward and other initiatives, struggled to create a centrally planned industrial economy.



Key Concept Learning Objective Students will be able to ...


The Global Economy and the State Between the Wars

LO 6.3: Identify the reasons for the expansion of government power and the emergence of authoritarian regimes in Europe and Japan.

EK 6.3.A: The Depression in global context Burdened by war debt and protectionism, the global economy was further damaged by the 1929 stock market crash and its aftermath, which led to unprecedented levels of unemployment and state interventions in the economy and society.

EK 6.3.B: Fascist states in Europe Hostility toward the Treaty of Versailles, unemployment, and weak democratic institutions, led to fascist states in Italy and Germany that gained popular support for extreme nationalism, territorial expansion, and racism.

EK 6.3.C: Militarism in Japan The emperor, the military, and the business community reacted to the economic challenges of the Depression by pursuing policies of imperial expansion that exploited weaknesses in the Meiji constitution and undermined recent efforts toward establishing a liberal state.

World War II and the Origins of the Cold War

LO 6.4: Explain the causes and effects of World War II.

EK 6.4.A: Appeasement and the origins of World War II The appeasement and subsequent expansion of German, Italian, and Japanese empires was the result of U.S. isolationism, economic and political weakness in Britain and France, and the distrust between western democracies and the U.S.S.R.

EK 6.4.B: The human tragedies of World War II World War II was the most lethal war in history, with the victims of genocide and ethnic cleansing and the civilian casualties of mass strategic bombing far outnumbering military casualties.

EK 6.4.C: The end of World War II and the origins of the Cold War Despite their alliance in the war, significant tensions between the U.S. and the U.S.S.R. during and immediately after World War II led to the Cold War.



Key Concept Learning Objective Students will be able to ...


A Global Cold War LO 6.5: Compare the impact of the Cold War in the developed and the developing worlds.

EK 6.5.A: The Cold War in the developed world The ideologically opposed U.S.S.R. and the U.S. built military industrial complexes, alliances in Europe, and nuclear arsenals that kept the world divided but without direct military conflict.

EK 6.5.B: The Cold War in the developing world Both the U.S. and U.S.S.R. advocated for the end to Western European empires, sought to build economic and political alliances with postcolonial states, backed rival regimes in the developing world, and sometimes intervened directly in proxy wars.

EK 6.5.C: The end of the Cold War Soviet economic deficiencies, its Afghanistan invasion, and the U.S.'s détente with China and accelerated military spending contributed to the ending of the Cold War.

Foundations of Contemporary Globalization

LO 6.6: Explain the origins of contemporary globalization.

EK 6.6.A: Neoliberalism and transnational institutions International organizations as well as growing neoliberalism promoted the removal of barriers to international trade.

EK 6.6.B: Postindustrialization and the Pacific Basin The massive shift of global manufacturing from the West to Asia and the Pacific Basin accelerated with the reforms of Deng Xiaoping in China and was fueled by the lower cost of Asian labor, the freer flow of global investment, and the growth of postindustrial knowledge economies in the U.S. and Europe.

EK 6.6.C: Information, communication, and transportation revolutions Cellular and internet communications and transportation efficiencies led to unprecedented levels of connectivity that increased the speed of information transmission, global trade, and migration, and contributed to the globalization of cultural practices and forms.

The Impact of Contemporary Globalization

LO 6.7: Analyze the extent to which contemporary globalization resulted in social, cultural, political, and environmental change.

EK 6.7.A: Environmentalism Global demographic expansion, accelerating consumerism, and the shift of manufacturing to the developing world both impacted the environment and stimulated environmentalism.

EK 6.7.B: Income and social inequality Contemporary globalization has generated substantial economic growth, but income and social inequality have continued to increase in most parts of the world.

EK 6.7.C: Reactions to globalism Religious fundamentalism and nationalism arose, sometimes in violent forms, in response to rising cultural, economic, and political globalization.



The Pre-AP Instructional Approach

Pre-AP course frameworks articulate the essential knowledge, skills, and practices all students need to be prepared for college and career. In short, the frameworks outline the what in terms of the content and skills teachers should prioritize. The Pre-AP teacher, in turn, breathes life into the course by defining the how—creating the learning opportunities that allow students to build, practice, and strengthen the skills that will reward them throughout their high school coursework and prepare them for their futures.

The Pre-AP teacher's role is to translate what lives in this framework into classroom learning. The Pre-AP course resources help teachers do that by modeling effective strategies and approaches that they can adapt and leverage throughout the course. The teacher-facing lessons and student resources (available to schools participating in the official Pre-AP Program) provide concrete models of how to apply the course framework and instructional principles to daily instruction.

This section describes the overall Pre-AP instructional approach, or philosophy, to serve as a reference or guide for all teachers seeking to align their instruction to Pre-AP goals and principles. The following components bring shape, focus, and meaning to Pre-AP courses, while honoring and preserving the space and flexibility for teachers' instructional decision making:

� Shared principles: Instructional routines and strategies that unite all Pre-AP courses

� Areas of focus: Discipline-specific instructional priorities for the course

� Instructional resources: Overview of the lessons and resources that are provided to teachers participating in the official Pre-AP Program

� Recommended unit structure: A model for structuring and sequencing units in the course

Pre-AP course teachers will receive more detailed course maps and planning tools through the digital resources and professional learning institute that come with official program participation.


Areas of FocusIn addition to the shared instructional principles, each Pre-AP course focuses on a small set of discipline-specific instructional priorities that support both teacher practice and student learning within the discipline. These areas of focus reflect research-supported practices that should receive greater emphasis in instructional materials and assessments than they often do. Pre-AP recognizes that many teachers and schools already embrace these priorities, and now we are offering resources that specifically emphasize these areas of focus.

Pre-AP World History and Geography Areas of Focus:

Evaluating evidence: Students acquire knowledge by evaluating evidence from a wide range of primary and secondary sources.

Explaining historical and geographic relationships: Students explain relationships among events and people by marshalling evidence for causality, correlation, continuity, and change over time.

Incorporating evidence: Students demonstrate command of quantitative, qualitative, and spatial data by effectively incorporating them into written and oral arguments.

Unpacking the Areas of FocusEvaluating Evidence

Historians and geographers do not merely examine sources for the purposes of acquiring knowledge; they seek to understand and form arguments about historical perspectives. Like these disciplinary experts, students will learn to determine a source's value with regard to a disciplinary question. This process involves considering aspects such as historical or geographic context, how a document's audience and purpose may have affected the choices of the author, and the degree to which pieces of evidence corroborate or contradict each other. Exploring these subjects through the regular practice of evaluating evidence helps build durable knowledge compared to more passive forms of learning. Furthermore, learning to effectively and critically evaluate evidence promotes informed citizenship.



Explaining Historical and Geographic Relationships

History and geography are investigative disciplines. Regularly pursuing inquiries of comparison, causation, and change and continuity over time helps students to foster the investigative techniques used by historians and geographers. With practice, these techniques become habits of mind. As students learn to see relationships between topics and developments, they can begin to address and debate questions of historical and geographic significance within the context of specific places or times.

Incorporating Evidence

Writing or presenting arguments in history and geography requires more than summarizing facts. Creating effective arguments relies upon effectively connecting evidence in support of a clear, nuanced thesis. This is a skill students will carry forward into college, career, and civic settings. Learning how to establish a line of reasoning by deftly framing and organizing evidence is a valuable skill that requires ample opportunities for practice and feedback.

Instructional ResourcesSchools that officially implement the Pre-AP course will receive access to instructional resources for each unit. These teacher and student resources do not constitute a day-by-day curriculum. Instead they provide significant support and modeling for teachers as they design instruction for each unit.

Pre-AP World History and Geography offers the following instructional resources.

Source SetsSources and evidence take center stage in Pre-AP World History and Geography. To support this principle, source sets are provided for approximately half of the key concepts for each unit. A source set is a collection of primary and secondary sources paired with questions for analysis, discussion, and writing. The source sets align directly to the course framework learning objectives and key concepts and offer lesson openers to focus students on close observation and analysis of sources at the start of each class. Teachers have the flexibility to deepen instruction following each source set activity with their own lessons and locally developed resources to ensure that additional district goals and state standards are appropriately addressed.



Lesson SetsSelected units extend beyond the source set and offer full lessons focused on one key concept. These lessons include multiple opportunities for students to investigate, analyze, and debate claims made by historians, develop arguments, and apply the disciplinary reasoning skills of contextualization, comparison, causation, and change and continuity over time.

These source sets and lesson sets provide concrete models of how to apply the course framework and instructional principles to daily instruction. They are designed to be used alongside the teacher's existing classroom resources, textbook, and local curriculum.

Please visit pre-ap.collegeboard.org for more information.




Pre-AP World History and Geography Assessments

OverviewPre-AP assessments are frequent and varied so that they become a natural part of the classroom experience and a source of meaningful feedback. Teachers and students can use the assessments, which are all based on the course framework, to understand and track progress and to identify where additional practice or support might be needed. Since students encounter a range of assessments throughout the course, progress isn't measured by performance on any single exam. Rather, Pre-AP offers a place to practice, to grow, and to recognize that learning takes time.

Unit quizzes: Each unit includes two short, online quizzes featuring multiple-choice questions modeled closely after the types of questions students encounter on SAT and AP exams. Based on the Pre-AP World History and Geography course framework, digital unit quizzes ask students to read and interpret a range of brief primary and secondary sources and to respond to a targeted set of questions that measure both disciplinary skills (such as analyzing sources) and key concepts from the unit. All objective quizzes are machine-scored, with results provided through automatic score reports that contain explanations of all questions and answers and actionable feedback.

Performance tasks: Each unit includes one performance-based assessment. The performance tasks are source-analysis tasks and evidence-based questions that are modeled after AP document-based questions but with deliberate adaptations and scaffolds. The performance tasks are intended for ninth graders with a wide range of readiness levels. Significant attention is placed on ensuring that the tasks are accessible and appropriate while still providing sufficient challenge and opportunity to practice the important synthesis skills that will be required in AP courses and in other high school, college, and civic settings.

Each performance task consists of two parts, with separate scoring guidelines for evaluating each part. These two components are:

� Part A: Source Analysis: Students examine a set of sources and complete three analysis tasks that represent the building blocks for drafting a full evidence-based essay. For the first two units in the course (geography unit and the first historical period), students should only be assessed on Part A. Part A is designed for a 45-minute class period.


� Part B: Evidence-Based Essay: Students construct a full evidence-based essay using the sources they examined in Part A. During units three and four (the remaining two historical periods), students should be assessed on Part A as well as Part B. Performance tasks include clear scoring guidelines for teachers to provide feedback on student source analysis and writing. Part B is also designed for a 45-minute class period and assumes that students have completed Part A.

Since schools will be teaching different historical periods based on their local curriculum and state standards focus, both Part A and Part B are provided for each unit. Schools will make the determination about when to administer both Parts A and B of the performance tasks, based on the four instructional units they implement.

These unit quizzes and performance tasks will be updated and refreshed on a periodic basis to ensure the strength, quality, and value of these assessment resources.

Teachers participating in the official Pre-AP program will receive access to online learning modules to support them in evaluating student work for each performance task. These on-demand experiences will orient teachers to the content of the task and scoring guide requirements and will engage teachers in scoring student work samples in preparation for evaluating their own students' work.



Inside the Assessment BlueprintThe following tables provide a synopsis of key content dimensions of the Pre-AP World History and Geography unit quizzes.

BLUEPRINT Format Two machine-scored objective quizzes per unit

Digitally administered with automated scoring and reporting

Questions target both concepts and skills from the course framework

Time Allocated One 45-minute class period per quiz

Length 15 questions per quiz

Multiple Choice (4 answer choices)

100%

Stimulus-Based 100%

Domains Assessed

Key Concepts Key concepts, learning objectives, and prioritized essential knowledge statements from the course framework

Skills The following skills are assessed with regular frequency across all unit quizzes:

Analyzing Evidence

� analyzing primary and secondary sources

� corroborating quantitative and qualitative sources

Applying Disciplinary Reasoning

� contextualization

� comparison

� causation

� continuity and change over time

Question Types � Question types are modeled after PSAT/SAT and AP test questions

� Question sets include two to four questions that focus on single or paired primary or secondary sources (including texts, maps, and charts)

Each question set includes three types of questions:

� Type 1: Analyzing Evidence: students must draw upon evidence soley from the source in order to answer the question.

� Type 2: Analyzing Evidence and Disciplinary Reasoning: students must draw upon source and outside content knowledge in order to answer the question.

� Type 3: Disciplinary Reasoning: students must extend beyond the source and draw upon the key concepts and learning objectives from the unit in order to answer the question.



ASSESSMENT TARGETS: CONTENT DOMAINUnit Assessment Content Domain (Key Concepts)

Geography Quiz 1 Principles of Geography

Regionalization

Spatial Reorganization

Quiz 2 Human Adaptations to the Physical Environment

Comparison of World Regions

Ancient Period Quiz 1 Human Adaptation and Migration in the Paleolithic World

Causes and Effects of Neolithic Revolution

Origins of Complex Urban Societies in the Ancient World


Quiz 2 State Formation in Ancient Afro–Eurasia

Development of Ancient Afro–Eurasian Religions


Classical Period Quiz 1 Classical Empires in East Asia

South Asian States and Dharmic Religions

Greek and Hellenistic States in the Classical Mediterranean.

The Classical Roman Mediterranean

Quiz 2 Classical Societies in Afro–Eurasia

Trade Networks and Cultural Encounters in the Classical World

The End of Classical Empires and its Consequences in Afro–Eurasia

Postclassical Period Quiz 1 Early Islamic States




Quiz 2 Trans-Saharan Trade and the Spread of Islam in Sub-Saharan Africa

Long-Distance Trade and Diffusion in the Indian Ocean Basin

Postclassical Americas

40Pre-AP World History and Geography COURSE GUIDE


© 2018 The College Board

Return to Table of Contents

ASSESSMENT TARGETS: CONTENT DOMAINUnit Assessment Content Domain (Key Concepts)

Early Modern Period Quiz 1 Origins of Iberian Maritime Exploration and Colonialism



Early Modern Islamic Caliphates

Quiz 2 Land-Based Empires: Early Modern China and Russia



Modern Period Quiz 1 Causes of the Atlantic Revolutions

Effects of the Atlantic Revolutions

The First Industrial Revolution

The Second Industrial Revolution

Quiz 2 Imperial Expansion in the Late 19th Century


Consequences of Industrialization

Contemporary Period Quiz 1 Origins and Outcomes of World War I in Global Context


The Global Economy and the State Between the Wars


Quiz 2 A Global Cold War





Question 1 is an example of a Type 1 question that requires students to draw directly upon evidence from the primary source in order to answer the question. The passage reinforces the need for reform in the Chinese government with a specific goal of cultivating new talented officials to modernize China.

Correct Answer: A

Skill: Analyzing primary sources

Question 2 is an example of a Type 2 question that measures both disciplinary reasoning skills and source analysis skills. Students must apply their knowledge and skills gained from the unit when answering this source-based question. Answer Choice B is the best answer. The Boxer Rebellion (1899–1901), led by Chinese nationalists, attempted to expel foreign powers from China. During the rebellion, many Chinese officials concluded that their government was in need of reform.

Correct Answer: B

Learning Objective: LO 5.6: Compare the responses to imperialism in the 19th century.

Skills: Analyzing primary sources, Contextualization

Sample Unit Quiz QuestionsQuestions 1–4 refer to the passage below.

"We have now received Her Majesty's decree to devote ourselves fully to China's revitalization, to suppress vigorously the use of the terms new and old, and to blend together the best of what is Chinese and what is foreign. The root of China's weakness lies in harmful habits too firmly entrenched, in rules and regulations too minutely drawn, in the overabundance of inept and mediocre officials and in the lack of truly outstanding ones, in petty bureaucrats who hide behind regulations and in clerks and yamen runners who use regulation to acquire personal fortunes, in the mountains of correspondence between government offices that have no relationship to reality, and in the seniority system and associated practices that block the way of men of real talent."

Excerpt from the Reform Edict of the Qing Imperial Government on January 29, 1901

1. Which of the following best describes how the phrase "China's revitalization" is used in the passage?

(A) To call for the overhaul of bureaucratic positions and policies that make Chinese government inefficient and outdated.

(B) To maintain the seniority system for positions within government offices.

(C) To revitalize Chinese imperialism by adopting European policies of colonization and industrialization.

(D) To cement Chinese exceptionalism by isolating China from negative influences from surrounding powers.

2. Which statement offers the most relevant and accurate historical context to strengthen the reader's understanding of the Qing Reform Edict and the timing of the source?

(A) The spread of Marxist ideology in the late 19th century forced the conservative Chinese government to reform or effectively lose control over the population.

(B) These reforms were in response to violent uprisings in China and elsewhere that attempted to end the spread of Western European imperialism and called for the need for strong and efficient government.

(C) Chinese officials were searching for policies that would help their government deal with the large influx of immigrants into China as a result of cheaper transportation technologies.

(D) International pressure from neighboring powers called for Chinese leadership in order to create a powerful, pan-Asian force to combat foreign encroachment.

Assessment Focus





1. What does the Qing Reform Edict suggest about the realities of previous Chinese governmental policies and Chinese hopes for change in the future?

(A) The Qing Reforms continued a long Chinese tradition of rulers restructuring the political system on a regular basis, especially during the 18th and 19th centuries.

(B) The Qing Reforms showed an ongoing effort by European imperialist powers to change Chinese government, in order to facilitate greater collaboration between China and the West during the 19th and 20th centuries.

(C) The Qing Reforms reflected the move away from dynastic rule, which was plagued by bureaucratic inefficiencies, and the emergence of democratized government institutions.

(D) The Qing Reforms reflected rising sentiments that the old system needed to be changed, because the current government was unable to slow the steady encroachment of foreign powers.

2. Which of the following can be concluded from a comparison between reform movements in industrial and nonindustrial nations?

(A) Reforms in industrialized nations typically focused on expanding suffrage and political representation, whereas nonindustrial nations typically focused on modernization efforts.

(B) Reforms in industrialized nations typically focused on increasing colonial holdings and expanding citizenship to colonized populations whereas nonindustrial nations typically focused on expanding effective government and coordination with European powers.

(C) Reforms in industrialized nations typically centered on perfecting industrialization and modernization whereas nonindustrial nations typically focused on dispensing effective government and nationalizing economies.

(D) Reforms in industrialized nations typically turned toward isolationism whereas nonindustrial nations' reforms typically embraced international cooperation and imperialism.

Question 2 is also a Type 2 question, measuring both disciplinary reasoning and source analysis skills. Question 3 asks students to explain how the events depicted in the document were related to prior developments studied in the course (causation). The passage clearly suggests that the Chinese government has a long history of inefficiency and corruption. This inefficiency and lack of modern policies led a failure to modernize and industrialize, opening the door for foreign colonization.

Correct Answer: DLearning Objective: LO 5.5: Describe the continuities and changes in 19th century imperialism.

Skills: Analyzing primary sources, Causation

Question 4 asks students to compare the general developments associated with this source with contemporary developments in other nations (comparison). This question offers an illustration of Type 3 questions, where students must marshal additional content knowledge outside of the source in order to answer the question.

Correct Answer: ALearning Objective: LO 5.7: Explain the social, political, and demographic effects of industrialization in the 19th century.

Skills: Analyzing primary sources, Comparison

Assessment Focus

Assessment Focus



Sample Pre-AP Performance TasksThere are two types of performance tasks in the World History and Geography course: source analysis and the evidence-based essay. Both are based on the same evidence-based question.

Source analysis: Students closely read and examine sources in order to complete a series of source-analysis tasks. The recommended tasks are:

Task Focus

Task A: Analyze the question

Focus: Break down the question, access prior knowledge, and analyze and sort the evidence

Task B: Build the thesis Focus: Generate initial claims, draft a thesis, and add historical context

Task C: Create an outline Focus: Create a multi-paragraph outline using topic sentences and supporting details.

Evidence-based essay: During units 3 and 4, students will progress from source analysis and will develop a full essay in response to the evidence-based question.

The following samples illustrate what to expect in both the Part A and Part B performance tasks (not all sources are included). Sample scoring guidelines for the evidence-based essay appear after the performance task.

Part A: Source AnalysisDirections: Closely read and examine the sources in order to complete the source-analysis tasks. The documents and source-analysis tasks both relate to the following evidence-based question:

Evidence-Based Question: To what extent did the second industrial revolution (1860–1914) represent a change from the first industrial revolution (1790–1870)?





Sample Source Analysis Task A: Analyze the Question

1. Underline or circle key words in the question. What is the topic of thisquestion? What are you being asked to write about?

2. Rewrite the question in your own words.

3. Before evaluating the evidence, what are some positions one could takein response to this question?

Analyze and sort the evidence: Use the graphic organizer below to record concepts and ideas that you studied in the unit and to organize and sort the evidence provided in these documents.

The second industrial revolution was a continuation of the first industrial revolution

The second industrial revolution was a change from the first industrial revolution

I already know: I already know:

Evidence of continuity in the documents: Evidence of change in the documents:



Sample Source Analysis Task B: Build the Thesis

1. Consider the evidence. Then, underline the thesis that you will argue has the strongest evidence to support it.

i. The second industrial revolution was a continuation of the first industrial revolution.

ii. The second industrial revolution was a change from the first industrial revolution

2. Provide at least two claims that support your choice above. These claims can be mentioned in your thesis, and they can serve as topic sentences for your body paragraphs.

3. Create a thesis that states your position but also accounts for the counterargument.

4. What additional information would provide helpful context for the overall argument? List one or two relevant cultural, political, economic, or social trends or developments from this historical era and/or events preceding the first and second industrial revolution that provide this context.





Task C: Create an OutlineRevisit the evidence chart that now includes prior knowledge and evidence from the documents. Create a multiparagraph outline that plans out an introduction and two supporting paragraphs. Compose complete sentences for the topic sentences and thesis statement. Use only key words and phrases to make notes for supporting details.

Introduction

Topic Sentence:

Supporting Detail:

Supporting Detail:

Supporting Detail:

Thesis Statement:



Body Paragraph 1

Topic Sentence:

Supporting Detail:

Supporting Detail:

Supporting Detail:

Body Paragraph 2

Topic Sentence:

Supporting Detail:

Supporting Detail:

Supporting Detail:





Part A: Sample Scoring GuidelinesEvaluation Criteria Available Score Points Decision RulesA: Analyze the question and evidence (0–2 points)

1 point. Accurately rephrases the question and outlines relevant prior knowledge.

To earn this point, the response must provide a clear rephrasing of the question and outline at least two examples of relevant prior knowledge.

1 point. Analyzes and sorts the evidence based on the evidence-based question.

To earn this point, the response must appropriately sort and classify the evidence based on the evidence-based question.

B: Build the thesis (0–3 points)

1 point. Provides at least two claims, in note form, that establish a line of reasoning in response to the question.

To earn this point, at least two claims must be provided that relate logically to the question.

1 point. Drafts a thesis statement that accounts for a relevant counterargument.

To earn this point, the thesis must connect to the claims and go beyond rephrasing the prompt by also acknowledging a relevant competing idea or counterargument.

1 point. Lists at least two additional forms of relevant historical context in note form.

To earn this point, the response must include at least two examples of relevant historical or geographical context. Response can draw upon prior knowledge provided in Task A.

C: Create an outline (0–3 points)

1 point. Plans an opening paragraph with a topic sentence, supporting details, and thesis statement.

To earn this point, the thesis should articulate a precise claim. The supporting details must support the thesis.

1 point. Plans a body paragraph with a full topic sentence and supporting details.

To earn this point, the topic sentence should relate back to the thesis and include relevant and accurate supporting details. Supporting details should be noted with key words and phrases.

1 point. Plans a second body paragraph with a full topic sentence and supporting details.

To earn this point, the topic sentence should relate back to the thesis and include relevant and accurate supporting details. Supporting details should be noted with key words and phrases.



Sample Performance Task Part B: Evidence-Based EssayDirections: Use the sources provided and your completed source-analysis tasks to respond to the following evidence-based question.

Evidence-Based Question: To what extent did the second industrial revolution (1860–1914) represent a change from the first industrial revolution (1790–1870)?

Effective responses should include the following elements:

� Contextualization: Describe a broader historical context relevant to the prompt.

� Thesis: Respond to the prompt with a historically defensible thesis that establishes a line of reasoning.

� Argument development: Demonstrate a complex understanding of the historical development that is the focus of the prompt, using evidence to corroborate, qualify, or modify an argument that addresses the question.

� Use of the documents: Support the argument with evidence from at least three of the provided documents.

� Outside evidence: Provide at least one example or additional piece of specific evidence to support or qualify the argument beyond those found in the documents.

� Sourcing the documents: Explain the significance of the author's point of view, purpose, historical context, and/or audience for at least one primary source document.





EVIDENCE 1Source: Angus Maddison, Economics professor at University of Groningen (Netherlands), Contours of the World Economy, 2007

Gross Domestic Product (in millions of dollars)

Country / Region 1820 1870 1913

China 228,600 189,740 241,431

France 35,468 72,100 144,489

Germany 26, 819 72,149 237,332

India 111,417 134,882 204,242

Japan 20,739 25,393 71,653

United Kingdom/Great Britain 36,232 100,180 224,618

United States 12,548 98,374 517,383

EVIDENCE 2Source: Brian Mitchell, International Historical Statistics, 2007

Kilometers of railroad track for every 100,000 square kilometer of area

EVIDENCE 3Source: German socialist Friedrich Engels, The Condition of the Working Class in England, 1844

The streets [of factory towns] are usually unpaved, full of holes, filthy and strewn with refuse. Since they have neither gutters nor drains, the refuse accumulates in stagnant, stinking puddles. The view of Manchester is quite typical. The main river is narrow, coal-black and full of stinking filth and rubbish which deposits on the bank.

16000

14000

12000

10000

8000

6000

4000

2000

01840 1860 1880 1900

Great BritainFranceGermany Russia



EVIDENCE 4Source: William Alexander Abram, British journalist and historian, article, 1868

The conditions of the factory laborers has been vastly improved within the last quarter of a century. The Hours of Labor in Factories Act, passed in 1844, worked a thorough reform. The excessive hours of labor have been legally reduced to ten hours per day. Wages—thanks mainly to accelerated machinery and improved working conditions—have largely increased.

EVIDENCE 5Source: Charles Peguy, French poet and philosopher, excerpt from an untitled essay, 1913

The world has changed less in the times since Jesus Christ than it has in the last thirty years.

EVIDENCE 6Source: John Merriman, A History of Modern Europe, 2009

Centers of Industrial Concentration and Growth (shaded gray), 1840

CASTILE

CATALONIA

IRELAND

ATLANTIC OCEAN

ENGLANDWALES

SCOTLAND

EASTRUSSIA

PRUSSIA RUSSIA

Marseille

Lyon

Limoges

St. Étienne

ParisRouen

RoubaixLille

Tourcoing

LancasterManchesterLiverpool

Leeds

EdinburghGlasgow

Sheffield

Bristol

Birmingham

GhentLondon

Turin Milan

Genoa

Munich Vienna

Hamburg

Hanover Berlin

Prague

Dresden

Danzig

Brussels

AntwerpCologne

Moscow

400 kilometers400 miles0

0Areas of industrialconcentration and growthGerman confederationboundary

FRANCE

GERMANCONFED-ERATION

SPAIN

PIEDMONT

SAXONY

GREAT BRITAIN

BELGIUM

NETHER-LANDS

DENMARK

SWEDEN

RHINE-LAND

ITALY

AUSTRIA-HUNGARY

OTTOMANEMPIRE

SWITZER-LAND

LOMBARDY

MediterraneanSea

NorthSea





Centers of Industrial Concentration and Growth (shaded gray), 1880

FRANCE

SPAIN

GREAT BRITAIN

ATLANTIC OCEANBELGIUM

NETHER-LANDS

GERMANY

RUSSIANEMPIRE

DENMARK

SWEDEN

ITALY

Marseille

Barcelona

MediterraneanSea

LyonGenevaLimoges

Le Creusot

BilbaoOvied

St. Étienne

ParisNancy

Frankfurt

Stuttgart

Le Havre

NorthSea

Turin MilanVerona

Genoa

Venice

Florence

Rome

Odessa

BucharestBelgrade

Sofia

Istanbul

Sarajevo

Vienna

Graz Budapest

Munich

InnsbruckZurich

Hamburg

Hanover Berlin

Dresden

Danzig

LodzWarsaw

CracowPrague

BrusselsReims

Amsterdam

Cologne

Moscow

Tula

St. Petersburg 400 kilometers400 miles0

0Areas of industrialconcentration andgrowth

ROMANIA

BULGARIASERBIA

Essen

Aachen

Rotterdam

San Sebastián

AUSTRIA-HUNGARYEMPIRE

Manchester

Newcastle

Liverpool

EdinburghGlasgow

Dublin

Belfast

Bristol

Birmingham

London

Black Sea



Part B: Sample Scoring GuidelinesEvaluation Criteria Available Score Points Decision Rules

A. Thesis/Claim (0–1 point)

1 point. Responds to the prompt with a historically defensible thesis/claim that establishes a line of reasoning.

To earn this point, the thesis must make a claim that responds to the prompt rather than restating or rephrasing the prompt.

B. Contextualization (0–1 point)

1 point. Describes a broader historical context relevant to the prompt.

To earn this point, the response must relate the topic of the prompt to broader historical events, developments, or processes that occur before, during, or after the time frame of the question.

C. Evidence (0–3 points)

Evidence from the Documents

1 point. Uses the content of at least two documents to address the topic of the prompt.

2 points. Supports an argument in response to the prompt using at least five documents

To earn one point, the response must accurately describe—rather than simply quote—the content from at least two of the documents. To earn two points, the response must accurately describe—rather than simply quote—the content from at least five documents. In addition, the response must use the content of the documents to support an argument in response to the prompt.

Evidence beyond the documents

1 point. Uses at least one additional piece of the specific historical evidence (beyond that found in the documents) relevant to an argument about the prompt.

To earn this point, the response must describe the evidence and must use more than a phrase or reference. This additional piece of evidence must be different from the evidence used to earn the point for contextualization.

D. Analysis and Reasoning (0–2 points)

1 point. For at least one document, explains how or why the document's point of view, purpose, historical situation, and/or audience is relevant to an argument.

To earn this point, the response must explain how or why (rather than simply identifying) the document's point of view, purpose, historical situation, or audience is relevant to an argument about the prompt for each of the three documents sourced.

1 point. Demonstrates a clear understanding of the historical development that is the focus of the prompt, using evidence to corroborate, qualify, or modify an argument that addresses the question.

Qualifying or modifying an argument by explaining how diverse or alternative views or evidence can explain:

� Both similarity and difference

� Both continuity and change

� Multiple causes

� Both cause and effect





Units at a Glance: Structure, Content, and PacingThe following tables map out the structure and content for each unit as well as suggested pacing. The tables also indicate the supporting instructional and assessment resources that are provided to teachers participating in the official Pre-AP Program. All participating schools will implement four of the seven instructional units listed below: the Geography and World Regions unit and the three consecutive historical units that best align to their district and state content requirements. As described in the Instructional Approach section, source sets are designed as classroom openers or launch activities, and teachers have the flexibility to deepen instruction and learning following each source set activity. Lesson sets include full classroom lessons for the aligned key concept. Both source sets and lesson sets can be used alongside the teacher's existing classroom resources, textbook, and local curriculum.

Geography and World Regions Suggested pacing: 7 weeks

Key Concepts Pre-AP Instructional Resources

Pre-AP Classroom Assessments

Principles of Geography Lesson Set

Regionalization Source Set

Spatial Reorganization Source Set Quiz 1

Human Adaptations to the Physical Environment

Comparison of World Regions Source Set

End of UnitQuiz 2

Performance Task



The Ancient Period Suggested pacing: 7 weeks



Human Adaptation and Migration in the Paleolithic World Source Set

Causes and Effects of Neolithic Revolution Source Set

Origins of Complex Urban Societies in the Ancient World Quiz 1


State Formation in Ancient Afro–Eurasia Source Set

Development of Ancient Afro–Eurasian Religions Source Set


End of UnitQuiz 2

Performance Task

The Classical Period Suggested pacing: 7 weeks



Classical Empires in East Asia Source Set

South Asian States and Dharmic Religions Source Set

Greek and Hellenistic States in the Classical Mediterranean

The Classical Roman Mediterranean Source Set Quiz 1

Classical Societies in Afro–Eurasia

Trade Networks and Cultural Encounters in the Classical World Source Set

The End of Classical Empires and Its Consequences in Afro–Eurasia

End of UnitQuiz 2

Performance Task



The Postclassical Period Suggested pacing: 7 weeks



Early Islamic States Lesson Set


Source Set



Quiz 1

Trans-Saharan Trade and the Spread of Islam in Sub-Saharan Africa

Source Set

Long-Distance Trade and Diffusion in the Indian Ocean Rim

Postclassical Americas Source Set

End of Unit Quiz 2

Performance Task

The Early Modern Period Suggested pacing: 7 weeks



Origins of Iberian Maritime Exploration and Colonialism

Source Set



Source Set

Early Modern Islamic Caliphates Source Set Quiz 1

Land-based Empires: Early Modern China and Russia

Source Set



End of Unit Quiz 2

Performance Task



The Modern Period Suggested pacing: 7 weeks



Causes of Atlantic Revolutions Lesson Set

Effects of Atlantic Revolutions

The First Industrial Revolution Source Set

The Second Industrial Revolution Source Set Quiz 1

Imperial Expansion in the late 19th Century


Consequences of Industrialization Source Set

End of Unit Quiz 2

Performance Task

The Contemporary Period Suggested pacing: 7 weeks



Origins and Outcomes of World War I in Global Context

Source Set


Source Set

The Global Economy and the State between the Wars


Quiz 1

A Global Cold War Source Set


Source Set


End of Unit Quiz 2

Performance Task



Pre-AP Professional Learning

The summer before their first year teaching a Pre-AP course, instructors are encouraged to participate in Pre-AP Course Teacher Institutes. For schools participating in the 2018–19 cohort, all course teachers must participate in the professional learning institute. The four-day institute held in the summer introduces the Pre-AP course frameworks, instructional units, pedagogical principles, and assessment resources. Through the intensive and

immersive study of both their specific course materials and shared cross-disciplinary principles, teachers will begin to develop their Pre-AP instructional plans for the year.

During the school year, teachers will also receive an additional five to eight hours of online training in assessment analysis and scoring of student work.

Pre-AP School Coordinators will register all teachers for their assigned Pre-AP Course Teacher Institute and communicate the details and logistics of the event to their teams.


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