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AP World History Syllabus

Course OverviewAP World History is a demanding college-level survey course that introduces students to world civilizations and cultures. Students will examine multiple civilizations and events, analyze similarities and differences, and assess continuities and changes that have occurred since the dawn of civilization. The goal is to help students obtain a global perspective of the impact of world events by understanding the interrelationships and differences that exists between countries and cultures today. The course will focus on the five AP Themes and use the four historical thinking skills and their components to enhance students' ability to think and write critically and analytically. The AP World History Course and Exam Description describes the six major periodizations, specific College Board expectations for each time period, and a breakdown of the exam. Students will use the supplemental readings, the Course Description, and their text book to help them understand the course material.

Five AP themes:

Interaction Between Humans and the Environment

Demography and disease Migration Patterns of settlement Technology

Development and Interaction of Cultures

Religions Belief systems, philosophies, and ideologies Science and technology The arts and architecture

State-Building, Expansion and Conflict

Political structures and forms of governance Empires Nations and nationalism Revolts and revolutions Regional, transregional, and global structures and organizations

Creation, Expansion, and Interaction of Economic Systems

Agricultural and pastoral production Trade and commerce

Labor systems Industrialization Capitalism and socialism

Development and Transformation of Social Structures

Gender roles and relations Family and kinship Racial and ethnic constructions Social and economic classes

The AP exam will not test your ability to memorize and regurgitate thousands of pieces of data. As you go through this course, you will learn how to synthesize information, make connections between different societies over different periods of time, determine the context that information is used in, analyze why this information is significant, and interpret the data that you have collected. You'll also learn to examine the causation of events as well as the effects of historical developments and the spatial interactions that occur over time that have geographic, political, cultural, economic, and social significances. You will compare and contrast developments in different regions of the world across different time periods and assess what changes and continuities these cultures and societies have made across various time periods.

TextbookStearns. 2003. World Civilizations: The Global Experience, 3rd edition. Pearson

Course Units

Unit 1: Technological and Environmental Transformations

Periodization: To c. 600 BCE

Key Concepts:1.1 Big Geography and the Peopling of the Earth1.2 The Neolithic Revolution and Early Agricultural Societies1.3 The Development and Interactions of Early Agricultural, Pastoral and Urban Societies

Topics for Overview include:

World Regions Prehistoric Societies From hunter-gatherers to agricultural to pastoral societies

Early Civilizations in Middle East, South Asia, East Asia, the Americas, Africa, and Oceania

Hammurabi’s Code and the 10 Commandments Early belief systems: Vedic religion, Hebrew monotheism, and Zoroastrianism

Activities and Skill Development:

Mapping the World Regions and analyzing periodization. Students will a draw map of the world on a flat surface and on a balloon. They will also complete a timeline of 10 events that they think are the most important events in world history. Then, they will compare their maps and timelines with other students and discuss the differences. Next, they will divide their timelines into three or four time periods and give the time periods different names that reflect on the major events. Students will read the section on periodization in Stearns and in the 2011 AP Course and Exam Description. They will analyze and discuss how their periodization compares to the two texts. Why are their differences? What is the rationale behind AP's periodization?

Read David Christian's article, "World History in Context." Compare and contrast Stearns and Christian. What are the similarities and differences? What is Christian's main point? Explain SOAPS-tone and document analysis.

Comparisons of Hammurabi's Code and the 10 Commandments Comparisons of the Early Civilizations using the PERSIAN chart Writing Workshop River Valley DBQ: Analyze point-of-view, group documents, write

thesis statements with a partner. SOAPS-tone analysis. Partner critique thesis statements. World Regions Map Test, M/C test, Essay Test (Comparative essay over the river valley civilizations/Social and Political Structures).

Show students the intro to Guns, Germs, and Steel: The Fates of Human Societies. "Discuss "Yali's Question." Why have some societies progressed at different rates than other societies? Why do some countries become rich while others remain poor?

Discuss the significance of the Neolithic Revolution. Students will work in pairs and analyze Jared Diamond's chapter on "Farmer Power”

Students will use their text book and the internet to explore how archaeologists and anthropologists have contributed to our knowledge of one of the following cultures: Mesopotamian, Egyptian, Shang, Harappan, Olmec, or Chavin.

Change and Continuity Over Time snapshot

Primary Sources

Bentley, J,. et.al.“Indo European Migrations.” Traditions and Encounters: A Global Perspective on the Past (McGraw Hill, 2006)

Reilly, K. Worlds of History: A Comparative Reader. Stearns, Peter. Documents in World History, vol 1, 5th edition, "The Mayan Story of

Human Creation from Popol Vuh". (New York: Pearson Education, Inc. 2009), pp. 291-294.

Stearns, Peter. Documents in World History, vol 1, 5th edition, "Aztec Creation Story of the God Uitzilopochtli". (New York: Pearson Education, Inc. 2009), pp. 295-297.

Secondary Sources

Bentley, Jerry. Traditions and Encounters: A Global Perspective on the Past. Boston: McGraw-Hill, 1999.

Bulliet, Richard. The Earth and Its Peoples: A Global History. 2nd ed. New York: Houghton Mifflin Company, 2001.

Christian, David. "World History in Context," Journal of World History 14, no. 4 . (December 2003): 437–52. Reprinted by The Annenberg Foundation, in " Unit 1: Maps, Time, and World History," 2004.

Diamond, Jared. Guns, Germs, and Steel: The Fates of Human Societies, "Farmer Power". New York: W.W. Norton & Company, 1999.

Unit 2: Organization and Reorganization of Human Societies

Periodization: 600BCE-600CE

Key Concepts:2.1 Development and Codification of Religious and Cultural Traditions2.2 Development of States and Empires2.3 Emergence of Transregional Networks of Communication and Exchange

Topics for Overview:

Persian Empire Classical Civilizations (Maya, Hellenic, Rome, Qin and Han, Gupta) Major Belief Systems: Religion, Philosophy, Rise and Spread of (Animism, Judaism,

Christianity, Hinduism, Buddhism, Daoism and Confucianism) Trading Networks (Mediterranean – including Phoenician influence, Silk Road and

Indian Ocean Basin, Mediterranean Basin, including transmission of cultural elements) Animism focusing on Sub-Saharan Africa, Australasia Migrations (Bantu and Indo-European)Indo-European Migrations Rise and Fall of Classical Empires (Maya, Rome, Han and Gupta) Developments in Mesoamerica and Andean South America: Moche and Maya as

classical civilizations.

Activities and Skill Developments:

Writing a comparison essay - fall of the Han and Roman Empires Writing a DBQ “Classical Empires from the Persians to the Guptas.” Evidence of document analysis and comparison: Read “Confucius and Plato” by Ken Wolf,

students will complete “A Poem in Two Voices” which compares the philosophies of the two classical writers in poetic style based on the classical Greek chorus presentation

Using the Conrad-Demerest Model of Empire, students will create a graphic organizer comparing and contrasting the rise and fall of empire in Classical Rome, Maurya/Gupta India, Han China and the Maya.

After reading “The Meaning of Classicism” by Marilynn Hitchens and discussing in a group jigsaw activity, students will create a PERSIAN Chart: Persia, Greece, Hellenic, Rome, Han and Tang China, Maurya/Gupta India, Maya, then students will work in groups to create a classroom presentations of the PERSIAN chart of one of the empires (including trade routes, trading partners and trade good exchanged among empires, as well map of empire and trade. Students create a basic map outlining the trade networks as they hear presentations.

Student Created Powerpoint: Indo European Migrations to analyze the effect on classical cultures of the migrations (including push/pull migration factors) and influences of the Indo-Europeans.

Document Analysis: Ancient Codes of Conduct. Students will create a SOAPSTone for one of the primary source documents analyzing point of view, historical context, purpose and intended audience. Students will report to the class the conclusions reached in their analyses.

Graphic Organizer: Students will create a museum display comparing and contrasting the characteristics of the following major world belief systems: Animism, Buddhism, Hinduism, Legalism, Islam, Judaism, Christianity, Daoism and Confucianism.

Work in partners and analyze Visual Evidence: "The Buddhist Stupa at Sanchi "in Voyages. Document analysis: Compare and contrast gender roles between Chinese and Indian women in

classical societies. Change and Continuity Over Time (CCOT) essay introduction: students will outline their life

stories, noting major continuities and changes. Then, they will write a CCOT essay about their lives

Belief systems CCOT Essay

Primary Sources

Polybius. "Polybius on Roman Political Institutions", Documents in World History, vol 1, 5th edition, ed. Peter N. Stearns. (New York: Pearson Education, Inc. 2009), pp. 86-91

Reilly, K. Worlds of History: A Comparative Reader Stearns, Peter. Documents in World History, vol 1, 5th edition, "Buddhist Sculpture in

Korea". (New York: Pearson Education, Inc. 2009), pp. 144. Stearns, Peter. Documents in World History, vol 1, 5th edition, "The Quran and the

Hadith". (New York: Pearson Education, Inc. 2009), pp. 165-169. Stearns, Peter. Documents in World History, vol 1, 5th edition, "Gender Relations in

Classical India". (New York: Pearson Education, Inc. 2009), pp. 129-133. Stearns, Peter. Documents in World History, vol 1, 5th edition, "The Quran and the

Hadith". (New York: Pearson Education, Inc. 2009), pp. 165-169. Wolf, K. “Confucius and Plato” Personalities and Problems: Interpretive Essays in

World Civilizations. vol. 1 (McGraw Hill, 2005) Zhao, Ban. "Women in Classical China", Documents in World History, vol 1, 5th edition,

ed. Peter N. Stearns. (New York: Pearson Education, Inc. 2009), pp. 59-63.

Secondary Sources



Curtis, Kenneth and Hansen, Valerie. Voyages in World History. Boston: Wadsworth, Cengage Learning, 2010.

Hitchens, M. “The Meaning of Classicism”

Unit 3: Regional and Transregional Interactions

Periodization: 600-1450

Key Concepts:3.1 Expansion and Intensification of Communication and Exchange Networks3.2 Continuity and Innovation of State Forms and Their Interactions3.3 Increased Economic Productive Capacity and its Consequences


Trading Networks in the Post-Classical World (Silk Roads, Indian Ocean Basins, Mediterranean Trade and Italian City States, Trans-Sahara and Gold/Salt Trade)

Migrations and Their Environmental Impact (Effects of Bantu-speaking peoples in Africa and Polynesian peoples in the Pacific Ocean Basins)

Expansion of New Empires (China, Byzantine Empire and Kievan Rus, Caliphates, Mongols, including rise, expansion, and fall of empire)

Cross-Cultural Exchanges (Dar-al-Islam: Rise and expansions of Islam, entrepots and diasporic communities, Travelers – Mansa Musa, Ibn Battuta, Marco Polo)

Technological and Cultural Transfers (Between Tang China and the Abbasids, across Mongol empires, during the Crusades)

Clash of Cultures: Christianity, Islam and Mongols Collapse and Reconstitution of Empires (Sui, Tang, and Song in China) Sinicization of Japan, Korea, and Vietnam by the Tang and Song dynasties Rise of Feudalism in Europe and Japan Americas: Aztec and Inca Innovations stimulated agricultural and industrial production Change and continuity in labor systems


Writing a comparison and contrast essay. Compare and contrast the political and economic effects of Mongol rule during the Post Classical Era on two of the following regions:

o Chinao Middle Easto Russia (Kievan Rus)

In preparation for the Mongol Compare and Contrast essay, students will play in class the simulation “How Shall the Mongols Rule,” Jean Johnson. New York University and read “The Mongols in China.” by Jean Johnson

Writing a DBQ “Muslim Cities” Students will evaluate the causes and consequences of the spread of Islamic Empires. by creating a comparison PERSIA chart of the following empires: Abbasid, Umayyad, Tang China, Kievan Rus, Byzantine Empire.

Muslim achievements: Each student will select a Muslim achievement in art, architecture, literature, science or invention and create a Glogster detailing one Muslim achievement and its impact on the post classical world.

Group Presentation: Post Classical Trade Networks. In groups, students will research one of the Post Classical Trade Networks and create a class presentation. (Silk Roads, Indian Ocean Basins, Mediterranean Trade and Italian City States, Trans-Sahara and Gold/Salt Trade)

Students will create a change and continuity chart for each of the Trade Networks during the presentations.

Writing and change and continuity over time essay: Post Classical Trade Networks. Choose one. Buddhism DBQ Examine Lynda Shaffer's article on Southernization; jigsaw the article and discuss it in a Socratic

seminar CCOT Snapshot Students will compare the Polynesian and Viking migrations. Students will create a powerpoint

presentation defining migration and comparing reasons for specific migration. Travelers: Focus on Ibn Battuta, Mansa Musa and Marco Polo . After reading Primary and

Secondary Source documents about the travels of post classical explorers, student will create a comparison chart and map the travel routes.

Primary Sources

al-Umari. "Mansa Musa: A West-African Monarch on Pilgrimage, 1324", Documents in World History, vol 1, 5th edition, ed. Peter N. Stearns. (New York: Pearson Education, Inc. 2009), pp. 268-270.

de Pizan, Christine. "Women and Society in the Late Middle Ages", Documents in World History, vol 1, 5th edition, ed. Peter N. Stearns. (New York: Pearson Education, Inc. 2009), pp. 234-241. Connect discussions back to previous readings by Indian & Chinese women.

Dunn, R. “The Travels of Ibn Battuta,” The Adventures of Ibn Battuta Polo, Marco. "The Noble and Magnificent City of Hangzhou", Documents in World

History, vol 1, 5th edition, ed. Peter N. Stearns. (New York: Pearson Education, Inc. 2009), pp. 199-203.

Secondary Sources Bentley, Jerry. Traditions and Encounters: A Global Perspective on the Past. Boston:

McGraw-Hill, 1999. Johnson, J. “The Mongols in China.” New York University. Shaffer, Lynda. "Southernization, " Journal of World History 5, Spring 1994, pp.

1-21

Unit 4: Global Interactions


Key Concepts:4.1 Globalization Networks of Communication and Exchange4.2 New Forms of Social Organization and Modes of Production4.3 State Consolidation and Imperial Expansion


Cross-Cultural Interaction: the Columbian Exchange The Atlantic Slave Trade; Coercive Labor; Peasant Labor increased Global circulation of goods (mercantilism, silver trade)

Change in Social Structure with Global Conquests (Casta in Spanish America) Absolutism/Divine Right of Monarchs Continued Spread of Belief Systems (Protestant Reformation, Shi’a/Sunni Split

instensifies, Sufism spreads); Religious Syncretism (Sikhism/Vodun/cults) Chinese Maritime Travels (Zheng He) Trans-Oceanic Trading Networks: Indian, Pacific, Atlantic Japanese Shogunates Gunpowder/Land Empires: Ottoman, Mughal, Manchu, Russian Maritime Empires: Portuguese, Spanish, Dutch, French, British European Colonization of the Americas


Watch Bridging World History's" video "Unit 1: Maps, Time, and World History." Analyze and discuss primary source documents provided by "Bridging World History "in Unit 1.

Writing a CCOT Essay: Changes and Continuities in trade and commerce in the Indian Ocean in the time period 600-1750

Secondary Source read: Born with a "Silver Spoon": The Origin of World Trade in 1571 Writing a Comparison Essay: Processes of empire building, students compare Spanish

Empire to either the Ottoman or Russian empires Students will evaluate the causes and consequences of European maritime expansion,

including the increase of forced labor systems and the development of armed trade Examine forced labor systems, including mita system, encomienda, corvee, devshirme,

and slavery Analyze gender relations in feudal Japan. Read primary source document by Ekiken

Kaibara and analyze a woodblock print of Japanese geishas. Answer critical thinking questions on both. Relate discussions back to previous readings by Chinese, European and Indian women.

Work in pairs and analyze primary text documents on free peasants. Compare work and social obligations between peasants in China, France, the Congo, and Japan. Based on their observations, they will write critical thinking questions about the types of work and the labor obligations. Then, they will look for evidence ad prepare an outline in response to DBQ documents.

2006 DBQ analysis: Analyze the effects of the flow of the silver trade CCOT Snapshot

Primary Sources

Balandier, Georges. "Peasant Labor: Kongo" , Daily Life in the Kingdom of the Kongo from the Sixteenth to the Eighteenth Century, translated by Helen Weaver, (New York: Pantheon, 1968), pp. 95-96.

Dunn, R. “The Travels of Ibn Battuta,” The Adventures of Ibn Battuta, (Berkeley: University of California Press, 1986), pp. 290-307.

Ebrey, Patricia Buckley. "Chinese Civilization: A Sourcebook", 2nd ed. (New York: Free Press, 1993), p. 224.

The Annenberg Foundation, " Unit 1: Maps, Time, and World History" Flynn, D. and Giraldez, A. 1995. "Born with a 'Silver Spoon': The Origin of World

Trade in 1571", Journal of World History, vol. 6, No 2 ( University of Hawaii Press, 1995), pp. 201-221.

Goubert, Pierre. "Peasant Labor: France", Ancient Regime: French Society, 1600-1700 (New York: Harper and Row), 1974, p. 96.

Johnson, J. “The Mongols in China.” New York University. Kaibara, Ekiken. "Greater Learning for Women" World Civilizations, Sources, Images,

and Interpretations, vol II, 4th edition, ed. Dennis Sherman. (Boston: McGraw Hill, 2006).

Lu, David. "Peasant Labor: Japan: A Documentary History: The Dawn of History to the Late Tokugawa Period", Armonk, New York: M.E. Sharpe, 1997: pp. 212-213.

Stearns, Peter. Documents in World History, vol 1, 5th edition, "The Art of the Floating World". (New York: Pearson Education, Inc. 2009), pp. 97-98.

Secondary Sources


Bridging World History. "Unit 1: Maps, Time, and World History" Bulliet, Richard. The Earth and Its Peoples: A Global History. 2nd ed. New York:

Houghton Mifflin Company, 2001. Dishkant, James A. "Teaching Unit C1 Free and Unfree Agrarian Workers: Peasants and

Slaves, 1550-1750", AP World History Teaching Units, ed. Patrick Manning and Deborah Smith Johnston, (World History Center, College Entrance Examination Board, 2004).

Pomeranz, K and Topik, S. The World that Trade Created. Reilly, K. Worlds of History: A Comparative Reader

Unit 5: Industrialization and Global IntegrationPeriodization: 1750-1900Key Concepts:

Industrialization and Global Capitalism Imperialism and Nation-State Formation Nationalism, Revolution and Reform Global Migration


The Enlightenment and The Age of Revolutions: English, American, and French Revolutions and their impact on Europe, Haiti, and Latin American Revolutions

Demographic Changes: major migrations, causes and consequences Coercive labor systems: slavery, indentured servitude, convict labor; slave rebellions

The rise of Nationalism and its consequences Imperialism and anti-colonial responses : Opium Wars, Scramble for Africa, causes,

consequences, local and global responses Capitalism, Social Darwinism, Marxism, Utopian socialism, Anarchism, Socialism,

Liberalism, and Conservatism Contraction of the Ottoman Empire and Qing Dynasty: Tanzimat Reforms, Self-

Strengthening Movement, rise of indepence movements in the Balkans and North Africa Major rebellions: Taiping Rebellion, Balkans, Sepoy Rebellion, Boxer Rebellion Women's suffrage movement: Mary Wollstonecraft & the Seneca Falls Convention in

1848 Era of Reform: abolition, women's rights, child labor movement


Writing a Comparative Essay: Comparing the roles of Women from 1750-1900 -- East Asia, Western Europe, South Asia, and the Middle East

Students will write a change and continuity over time essay evaluating changes in production of goods from 1000-1900 in the Eastern Hemisphere

Students will analyze five political cartoons about European imperial expansion in Asia and Africa to identify how nationalism and the Industrial Revolution served as motivating factors in empire building in this time period

Students will analyze tables showing increased urbanization in various parts of the world to consider connections between urbanization and industrialization.

Utilizing a series of documents, maps and charts in the released DBQ about indentured servitude in the 19th and 20th centuries, students will assess the connections between abolition of plantation slavery and increased migrations from Asian countries to the Americas.

The Urban Game: The Urban Game will utilize an activity to explain Industrialization in a small European city.

Read selections from the Annals of Labor and write complete a graphic organizer comparing/contrasting the impact of industrialization on different individuals around the world.

Compare/Contrast essay: Choose 2 countries and discuss how industrialization was different

Read and discuss a selection by Mohandas Gandhi about his experiences in South Africa Read and discuss Kipling's poem; analyze a cartoon illustrating the poem. Debate

Kipling's meaning.

Primary Sources:

Annals of Labor, selections from the Urban Game summarizing the lives of various individuals during the Industrial Revolution.

Ghandi, Mohandas. "From Gandhi's Autobiography [1927]: A Trip from Durban to Johannesburg in 1893." Documents in World History, vol.2, 5th edition, ed. Peter N. Stearns. (New York: Pearson Education, Inc. 2009), pp.248-251.

Kipling, Rudyard "The White Man's Burden" Reilly, K. Worlds of History: A Comparative Reader

Secondary Sources



Unit 6: Accelerating Global Change and Realignments


Key Concepts:

6.1 Science and the Environment

6.2 Global Conflicts and Their Consequences

6.3 New Conceptualizations of Global Economy, Society, and Culture


Mexican, Chinese, Russian, Cuban, and Iranian Revolutions Anti-Imperialist Movements 20th Century Global Crisis and Conflicts: WWI/WWII Fascism, Communism, Militarism The Cold War and the fall of the Soviet Union De-colonization and the migrations of major populations The rise of International Organizations and Globalization Science and the Environment The Global Economy


Students will work with partners and complete a PERSIA chart on their assigned revolution. After each group has shared share their information with the class, students will write a compare/contrast essay on two of the revolutions.

After reading "All Quiet On the Western Front" by Erich Maria Remarque and looking at WWI propaganda posters from Worlds of History, A Comparative Reader by Kevin Reilly, students will explore the causes and consequences of WWI. They will answer and discuss critical thinking questions with a partner.

Complete review charts on the causes/results/science& technology of both WWI/WWII

Students will read about the Great Depression and the economic problems that the U.S. has had in 2011. They will write a change and continuity over time essay that analyzes both the political and economic similarities and differences between the crisis in the Great Depression and 2011.

Class debate: Students will read a review summarizing President Truman's decision to drop the atomic bomb. The class will debate the ethics of the decision.

DBQ analysis: After reading Chapter 33 in their Stearns; textbook, students will answer the 2005 DBQ and analyze the issue that twentieth century Muslim leaders in South Asia and North Africa confronted in defining nationalism.

CCOT: Students will write a change and continuity over time essay about the changes and continuities of national identities. They will choose 2 of the following regions: Middle East, South Asia, or Latin America.

Connecting world events and the present: Students will go to current news sites and research the revolutions that are occurring in the Middle East/North Africa in 2011. They will create a power point summarizing the information.

DBQ: Students will work in pairs and analyze the documents in the 2011 DBQ on the Green Revolution. They will try to group them in at least 3 ways, do a SOAPS-tone analysis, write point-of -view statements, and thesis statements.

Students will choose a topic from a list containing current events topics such as economic imperialism, overpopulation, pollution, global warming, multinational organizations, human rights...etc and create a multimedia presentation.

Map review: Students will be given clues about recent events in World History. They have to locate the countries on the map where the events occurred.

Primary Sources

Kenyatta, Jomo. "Jomo Kenyatta Defines American Nationalism." Documents in World History, vol.2, 5th edition, ed. Peter N. Stearns. (New York: Pearson Education, Inc. 2009), pp.397-399.

Nkrumah, Kwame. "Economic Nationalism." Documents in World History, vol.2, 5th edition, ed. Peter N. Stearns. (New York: Pearson Education, Inc. 2009), pp.399-401.

Reilly, K. Worlds of History: A Comparative Reader

Secondary Sources

