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Buford High School AP World History Syllabus

COURSE TITLE................AP World History TERM..................................Fall 2017TEACHER......................Mr. Sean Gilbert ROOM #..............................6302

Email AddressTeacher Web Page

[email protected]

Teacher Support(Help sessions etc.)

Help sessions are available before school on Tuesdays and Thursdays from 7:00-7:35 am, and after school from 2:45-4:00 on Monday and Wednesday. There will be regular scheduled test and benchmark reviews the days before each major test or benchmark.

COURSE DESCRIPTIONThe purpose of the AP World History course is to develop greater understanding of the evolution of global processes and contacts in different types of human societies. (The focus is the world, not just Western history.) This understanding is advanced through a combination of selective factual knowledge and appropriate analytical skills. The course highlights the nature of changes in global frameworks and their causes and consequences, as well as comparisons among major societies. It emphasizes relevant factual knowledge, leading interpretive issues, and skill in analyzing types of historical evidence. Periodization, explicitly discussed, forms an organizing principle to address change and continuity throughout the course. Specific themes provide further organization to the course, along with consistent attention to contacts among societies that form the core of world history as a field of study. COURSE CURRICULUM CONTENT

GPS + AP LIT COURSE REQUIREMENTS UNITS/TOPICSA. The GPS (Georgia Performance Standards) can

be accessed online at https://www.georgiastandards.org.

B. A link to the AP World History Course Requirements can be found on our webpages: http://bhsgilbert/weebly.com

1. Technological and Environmental Transformations, to c. 600 B.C.E.

2. Organization and Reorganization of Human Societies, c. 600 B.C.E. to c. 600 C.E

3. Regional and Transregional Interactions, c. 600 C.E. to c. 1450

4. Period 4: Global Interactions, c. 1450 to c. 1750

5. Period 5: Industrialization and Global Integration, c. 1750 to c. 1900

6. Period 6: Accelerating Global Change and Realignments, c. 1900 to the Present

INSTRUCTIONAL MATERIALS AND SUPPLIESPublished Materials Instructional Supplies

Ways of the World A Global History with Sources 2 nd Edition by Robert Strayer, Bedford St. Martin, 2013

The Human Record Vols. I and II by Alfred Andrea, James Overfield 6th Edition, Wadsworth Publishing 2008

Taking Sides Vols. I and II by Joseph R. Mitchell, Helen Russ Mitchell, 3rd Edition, McGraw Hill Publishing, 2010

1) Assigned reading material (book or handout)2) Pen, pencil, paper, highlighters, and eraser3) “Post-It” notes or tabs4) Composition Notebook

EVALUATION AND GRADINGAssignments Grade Weights Grading Scale

Benchmark AssessmentsReading QuizzesDebatesEssays (in/Out of Class; Performance)Graphic SummariesWiki CreationQuizzizUnit Tests

Benchmarks (30%)Tests (40%)

Quizzes (20%)Writing (10%)

NOTE: Assignments that are not completed by the announced due date are worth only 70% of the grade earned.

A: 90 and aboveB: 80 - 89C: 70 - 79 F: 69 or below

(A student must have a grade of 70 or higher in order to receive the AP bonus of 10 points at the end of the semester.)

https://www.georgiastandards.org/

mailto:[email protected]


OTHER INFORMATIONExpectations for Academic Success Additional Requirements/ResourcesActive reading, deep thinking, and both informal and formal writing are the essential components of the course. Students enrolled in AP World History are expected to perform in a manner that exemplifies their advanced status.

Students enrolled in AP World History will be required to take the AP World History Exam in May 17th, 2018; a passing score on the AP Exam represents the potential for college credit.

Computer Access: Consistent and reliable internet connection will also be necessary to gain access to the textbook away from school. If this is not possible, this needs to be brought to your teacher’s attention so accommodations can be made.

The syllabus may be updated as needed throughout the semester.Honor Code Policy:All BHS students will strictly adhere to the BHS Honor Code which is posted on the BHS website. For any violation of the BHS Honor Code, students will receive a 0 and be referred to the administration.Attendance Excused Absence Policy:Students who are granted Excused Absent status for days missed will be subject to the following:

All pre-assigned work will be due on the day of a student’s return from an absence. For assignments which did not have a pre-assigned due date during the time of the student’s absence ,

students will be given five days to arrange for make up work or follow other arrangements granted by the teacher. All incomplete work carried over into a new marking period should be completed no later than the tenth day of the following period.

U P O N R E T U R N I N G T O S C H O O L , I T I S T H E S T U D E N T ’ S R E S P O N S I B I L I T Y T O M A K E A R R A N G E M E N T S W I T H I N 5 D A Y S T O M A K E U P W O R K .

A L L P OL IC I E S O U T L I N ED I N T H E B C S S S T U D EN T C O D E O F C O N D U C T A ND T H E B H S

S T U D E NT H A N D B O OK WI L L B E F O L L OW E D I N T H I S C L A S S R O OM .

TEACHER CONSEQUENCES FOR MINOR CLASSROOM DISRUPTIONS

1st Penalty assigned at teacher’s discretion – Parent Contact

2nd 30 minute faculty detention and parent contact

3rd 1 hour faculty detention and parent contact

4th Administrative Referral

I have read and I understand the syllabus AP World History. Student’s name: _________________________________

Student’s e-mail:

Student’s signature: _____________________________

Parent’s name: _________________________________

Parent’s e-mail:


Parent’s signature: ______________________________

AP Course Expectations /ThemesStudents and teachers should focus on five overarching themes, which serve throughout the course as unifying threads, helping students to put what is particular about each period or society into a larger framework. The themes also provide ways to make comparisons over time and facilitate cross-period questions. Each theme should receive approximately equal attention over the course of the year. Theme 1: Interaction Between Humans and the Environment

• Demography and disease• Migration• Patterns of settlement

Theme 2: Development and Interaction of Cultures• Religions• Belief systems, philosophies, and ideologies• Science and technology• The arts and architecture

Theme 3: State-Building, Expansion, and Conflict• Political structures and forms of governance• Empires• Nations and nationalism• Revolts and revolutions• Regional, transregional, and global structures and organizations

Theme 4: Creation, Expansion, and Interaction of Economic Systems• Agricultural and pastoral production• Trade and commerce• Labor systems• Industrialization• Capitalism and socialism

Theme 5: Development and Transformation of Social Structures• Gender roles and relations• Family and kinship• Racial and ethnic constructions• Social and economic classes

Historical Thinking SkillsHistorical Thinking Skills in this course is organized around the analysis of historical problems and/or questions, and students must demonstrate more than one historical thinking skill, such as: • Analyzing Historical Sources and Evidence

Analyzing Evidence: Content and Sourcing Interpretation

• Making Historical Connections Comparison Contextualization Synthesis

• Chronological Reasoning Causation Patterns of Continuity and Change over Time Periodization

-Creating and Supporting a Historical Argument Argumentation

Student Expectations


This class is planned and taught on the level of a college class. The expectations are naturally high. With these high expectations, you will be rewarded with the experience of being challenged on the college level. Each student will be expected to read on their own, come to class prepared to be an active participant.

Expectations Per UnitEach unit or section that is taught throughout the year will cover the five broad units that are listed in the thematic outline attached. These units are divided along time periods along with the major theme that explains the main events of the era. Students should expect to have a weekly plan that will include reading each night. This reading can include sections of the text. This will also be supplemented with outside articles and novels that will help students gain a deeper understanding of content through the analysis of perspectives from the past. Along with the readings for each unit, students will be expected to perform an essay that conveys understanding of the unit’s content. These essays will also be used as practice for the AP Exam’s Free Response section.

The ExamThe AP World History Exam is 3 hours and 15 minutes long and includes both a 1 hour and 45 minute multiple-choice/short-answer section and a 1 hour and 30 minute free- response section. Each section is divided into two parts, with two sub sections. Student performance on these four parts will be compiled and weighted to determine an AP Exam score.

Each of the two Sections of the AP World History Exam assesses habits of mind as well as content. Section One is made up of Multiple Choice and Short Answers. For example, in the multiple-choice section, maps, graphs, artwork, and quotations may be used to judge students’ ability to assess primary data, while other questions focus on evaluating arguments, handling diversity of interpretation, making comparisons among societies, drawing generalizations, and understanding historical context. Section Two is made up to two longer essay prompts. The first essay is a Document Based Question. The DBQ requires students to ‘source’ documents base on the purpose, audience and perspective of the document as well as synthesize them while making a historical argument. The long essay questions will measure the use of historical thinking skills to explain and analyze significant issues in world history as determined by the thematic learning objectives.

AP WORLD HISTORY EXAM: MAY 17TH!!

UNIT 1: Technological and Environmental Transformation (to c. 600 BCE)


Chapter One: First Peoples; First Farmers: Most of History in a Single Chapter (to 4000 BCE) Objectives:

o ENV-1: Explain how early humans used tools and technologies to establish communitieso ENV-4: Explain how environmental factors influenced human migrations and settlementso CUL-9: Explain the relationship between expanding exchange networks and the emergence of

various forms of transregional culture, including music, literature, and visual art Readings: Strayer, Chapter 1 and 2 Major Activities and Assessments*:

o Critical Thinking Questions over Chapter 1o Staple Crops Map ENV 8o Language Diffusion Tree/Map CUL 6 o PowerPoint: First Peoples; First Farmers ENV 2o ‘Worst Mistake in History’ Article: Diamond SOC 1 o The Idea of Civilization in World Historical Perspective (Stearns)-Harkness Discussion SB 2 o Chapter 1 Quiz

Vocabulary:o Dreamtimeo Clovis Cultureo Megafaunal extinctiono Austronesian migrationso “the original affluent society”o Shamanso Trance danceo Paleolithic settling downo Gobekli Tepeo Fertile Crescent

o Teosinteo Diffusiono Bantu migrationo Ishio Banpoo “secondary products revolution”o Pastoral societieso Catalhuyuko chiefdoms

Chapter Two: First Civilizations: Cities, States, and Unequal Societies (c. 3500 BCE to c. 600 BCE)

Objectives:o CUL-4: Analyze the ways in which religious and secular belief systems affected political,

economic, and social institutionso SB-1: Explain and compare how rulers constructed and maintained different forms of governanceo ECON-5: Explain and compare forms of labor organization, including families and labor

specialization within and across different societieso ECON-10: Analyze the roles of pastoralists, traders, and travelers in the diffusion of crops,

animals, commodities, and technologies Readings: Strayer Chapter 2 Major Activities and Assessments*:

o Critical Thinking Questions over Chapter 2o Compare Chart of First Civilizations; Map of Locations ENV 3o Cuneiform, Hieroglyphics, Chinese, Phoenician Worksheet CUL 8 o PowerPoint: First Civilizations SB 2 o The Epic Gilgamesh CUL 1 o Code of the Hammurabi SB 1 o Early Civilization Amusement Park ENV 3, CUL 8, SB 2, ECON 3, SOC 2 o Chapter 2 Quiz

Vocabulary:o Norte Chico/Caralo Indus Valley Civilizationo Central Asian/Oxus Civilizationo Olmec Civilization

o Uruko Epic of Gilgamesho Mohenjo Daro/Harappao Code of Hammurabi


o Patriarchyo Rise of the stateo Egypt

o Sumero Panebo Nubia

Other Unit 1 Activities: Exam Introduction

o Historical Thinking Practice o Exam Essay’s Practice

DBQ Bucket Argument Tower

UNIT 2: Organization and Reorganization of Human Societies (c. 600 BCE to c. 600 CE) Chapter 3: State and Empire in Eurasia/North Africa (c. 600 BCE to c. 600 CE)

Objectives:o ENV-4: Explain how environmental factors influenced human migrations and settlementso SB-1: Explain and compare how rulers constructed and maintained different forms of governanceo SB-2: Analyze how the functions and institutions of governments have changed over timeo ECON-2: Analyze the economic role of cities as centers of production and commerce

Readings: Chapter 3 and The Iliad (books 1-8) Major Activities and Assessments*:

o Critical Thinking Questions (Chp 3)o Working with Evidence: Perceptions of Outsiders in the Ancient Worldo Breaking down Maps: Persian Empire; Greek colonization; Alexander’s Empire; Roman Empire;

Classical Chinao Rise and Fall of Major Empireso PowerPoint: State and Empire

Vocabulary:o Persian Empireo Athenian democracyo Greco-Persian Warso Alexander the Greato Hellenistic Erao Augustuso Pax Romana

o Qin Shihuangdio Han Dynastyo Trung Traco Kushan Empireo Mauryan Empireo Ashoka

Chapter 4: Culture and Religion in Eurasia/North Africa (c. 600 BCE to c. 600 CE) Objectives:

o CUL-2: Explain how religious belief systems developed and spread as a result of expanding communication and exchange networks

o CUL-3: Explain how major philosophies and ideologies developed and spread as a result of expanding communication and exchange networks

o CUL-5: Explain and compare how teaching nd social practices of different religious and secular belief systems affected gender roles and family structures

o SOC-3: Assess the impact that different ideologies, philosophies, and religions had on social hierarchies

Readings: Chapter 4 and The Iliad (Books 9-16) Major Activities and Assessments*:

o Critical Thinking Questions (Chp 4)o “Do You See What I See?”: Artist Wang Shugu CUL 9 o Compare and Contrast Essay Buddhism v. Hinduism CUL 6


o Working with Evidence: Representations of the Buddha CUL 8 o DBQ Religious Texts: Analysis, POV and Context CUL 2 o PowerPoint: Culture and Religion CUL 1-9

Vocabulary:o Legalismo Confucianismo Ban Zhaoo Daoismo Vegaso Upanishadeso Siddhartha Gautama (Buddha)o Theraveda/Mahayanao Nalandao Bhagavad Gita

o Zoraostrianismo Judaismo Greek rationalismo Socrateso Platoo Aristotleo Jesus of Nazaretho Saint Paulo Church of the Easto Perpetua

Chapter 5: Society and Inequality in Eurasia/North Africa (c. 600 BCE to c. 600 CE) Objectives:

o SB-10: Analyze the political and economic interactions between states and non-state actorso SOC-1: Analyze the development of continuities and changes in gender hierarchies, including

patriarchyo SOC-2: Assess how the development of specialized labor systems interacted with the

development of social hierarchieso SOC-3: Assess the impact that different ideologies, philosophies, and religions had on social

hierarchies Readings: Chapter 5 and The Iliad (Books 17-24) Major Activities and Assessments*:

o Critical Thinking Questions (Chp 5)o “Is the Caste System Cast in Stone?” Worksheet SOC 2 o Comparing and Contrasting Patriarchies: China v. Sparta/China v. Athens SOC 1 o Crash of the Empire: Why Did Rome Fall? SB 9 o Working With Evidence: Pompeii as a Window on the Roman World SOC 2 o PowerPoint: Society and Inequality SOC 2

Vocabulary:o Wang Mang o China’s Scholar-Gentry class o Ge Hong o Yellow Turban Rebellion o Varnao Jatio “Ritual Purity” in Indian Social

Practice

o Greek and Roman Slaveryo Spartacuso Patriarchyo The “three obedience”o Empress Wuo Aspasiao Pericleso helots

Chapter 6: Commonalities and Variations: Africa, the Americas, and Pacific Oceania (c. 600 BCE to c. 1200 CE)

Objectives:o ENV-2: Explain and compare how hunter-forager, pastoralist, and settled agricultural societies

adapted to and affected their environments over timeo CUL-1: Compare the origins, principle beliefs, and practices of the major world religions and

belief systemso SB-4: Explain and compare how social, cultural, and environmental factors influenced state

formation, expansion, and dissolution


o ECON-3: Assess the economic strategies of different types of states and empires Readings: Chapter 6 Major Activities and Assessments*:

o Civilization Judging Project: Comparison, Argumentation, Context ALL o Critical Thinking Questions (Chp 6)o Early Writing Systems Chart CUL 8 o Germanic Kingdoms After the Invasions: Map (Stearns) SB 6o Compare and Contrast TPS of Mayan and Romans (Workbook) SB 4o DBQ: Period 2 (Workbook)o LEQ: Period 2 (Workbook)o Maps: Civilizations of the Andes; Africa; Pacifica Oceaniao PowerPoint: Commonalities and Variations

Vocabulary:o Meroeo Piyeo Axumo Niger Valley Civilizationo May Civilizationo Teotihuacano Chavino Mocheo Wari

o Tiwanakuo Bantu expansiono Chaco Phenomenono Mound Builders/Cahokiao Pohnpeio Tongao Manao Tapuo Yap

UNIT 3: Regional and Interregional Interactions (c. 600 CE to c. 1450 CE)-9/22-11/7 Chapter 7: Commerce and Culture (c. 600 CE to c. 1450 CE) Objectives:


o SB-2: Analyze how the functions and institutions of governments have changed over timeo SB-4: Explain and compare how social, cultural, and environmental factors influenced state

formation, expansion, and dissolutiono ECON-2: Analyze the economic role of cities as centers of production and commerce

Readings: Chapter 7 Major Activities and Assessments*:

o Critical Thinking Questions (Chp 7)o PowerPoint: Commerce and Culture ECON 2o Economic Exchange Chart ECON 4o Duhuang Documents, Silk Road Travel Journal Project: POV and Context

Life Along the Silk Road by Susan Whitfield, University of California Press, 1999 o Silk Road Mapo Indian Ocean Commerce Charto Working With Evidence: Travelers’ Tales and Observations

Vocabulary:o Silk Roadso Black Deatho Indian Ocean trading networko Srivijayao Angkor Wato Swahili civilizationo Great Zimbabwe

o Sand Roadso Arabian camelo Ghana, Mali, Songhayo Trans-Saharan slave tradeo American webo Thorfinn Karlsefnio pochteca


Chapter 8: China and the World: East Asian Connections (c. 600 CE to 1300 CE) Objectives:

o CUL-5: Explain and compare how teachings and social practices of different religious and secular belief systems affected gender roles and family structures

o SB-6: Assess the relationships between states with centralized governments and those without, including pastoral and agricultural societies

o SB-8: Assess how and why external conflicts and alliances have influenced the process of state building, expansion, and dissolution


o PERSIAN Chart (Chp 8)o PowerPoint: China and the World CUL 3; SB 4 o Map: Tang and Song Dynasty China; Korean Kingdoms; Vietnam; Japan; World of Asian Buddhism

SB4; CUL 6 o Chinese Impact Analogies Project CUL 6; SB 4

Vocabulary:o Sui Dynastyo Tang Dynastyo Song Dynastyo Hangzhouo Gunpowdero Economic revolutiono Foot bindingo Tribute systemo Xiongnu

o Khitan and Jurchen Peopleo Silla Dynasty (Korea)o Hangulo Chu nomo Shotoku Taishio Bushidoo Izumi Shikibuo Chinese Buddhismo Emperor Wendi

Chapter 9: The Worlds of Islam: Afro-Eurasian Connections (c. 600 CE to 1450 CE) Objectives:

o CUL-1: Compare the origins, principal beliefs, and practices of the major world religions and belief systems


o SB-3: Analyze how state formation and expansion were influenced by various forms of economic organization, such as agrarian, pastoral, mercantile, and industrial production

o SB-9: Assess how and why commercial exchanged have influenced the processes of state building, expansion, and dissolution

o SOC-3: Assess the impact that different ideologies, philosophies, and religions had on social hierarchies

Readings: Chapter 9; Section of Quran Major Activities and Assessments*:

o Critical Thinking Questions (Chp 9)o “What Does Islam Say About Terrorism?” CUL 1 o Five Pillars of Islam and Meanings CUL 2 o PowerPoint: The Worlds of Islam SB 3; CULo Map: Arabia at the time of Muhammad; Spread of Islam; Growing World of Islam (900-1500)o Muslim Architecture DBQ CUL 9 o AP Historical Thinking-pg. 390o

Vocabulary:o Qurano Umma

o Pillars of Islamo Hijra


o Shariao Jizyao Umayyad capliphateo Abbasid caliphateo Ulamao Sufismo Mulla Nasruddino Al-Ghazali

o Sikhismo Ibn Battutao Timbuktuo Al-Andaluso Mansa Musao Madrassaso House of Wisdomo Ibn Sina

Chapter 10: The Worlds of Christendom: Contraction, Expansion, and Division (c. 600 CE to c. 1300 CE) Objectives:

o CUL-1: Compare the origins, principal beliefs, and practices of the major world religions and belief systems


o CUL-5: Explain how cross-cultural interactions resulted in the diffusion of technologies and scientific knowledge

o SOC-5: Analyze ways in which religious beliefs and practices have sustained or challenged class, gender, and racial ideologies

Readings: Chapter 10; Section of the Bible; Major Activities and Assessments*:

o Critical Thinking Questions (Chp 10)o “Do You See What I See?”-Charlemagne SB 3o PowerPoint: The Worlds of Christendom SB 3; CUL 4 o Map: Byzantine Empire; Western Europe in the Ninth Century; Europe in the Middle Ages; The

Crusades SB 6 o European Borrowing Chart CUL 2; ECON 2 o Working With Evidence: The Making of Christian Europe SB 2o Great Schism Debate, Historical Argument CUL 5 o DBQ-Religion and Politics in Early Christian Europe CUL 5, SB 2 o Feudalism Simulation SOC 2

Vocabulary:o Jesus Sutraso Nubian Christianityo Ethiopian Christianityo Byzantine Empireo Constantinopleo Justiniano Caesaropapismo Eastern Orthodox Christianityo Icon

o Kievan Ruso Prince Vladimir of Kievo Charlemagneo Holy Roman Empireo Roman Catholic Churcho Western Christendomo Cecilia Penifadero Crusades

Chapter 11: Pastoral Peoples on the Global Stage: The Mongol Moment (c. 1200 CE to c. 1450 CE) Objectives:

o CUL-4: Analyze the ways in which religious and secular belief systems affected political, economic, and social institutions

o SB-6: Assess the relationships between states with centralized governments and those without, including pastoral and agricultural societies

o SB-8: Assess how and why external conflicts and alliances have influenced the process of state building, expansion, and dissolution

Readings: Chapter 11; Khutulun, a Mongol Wrestler Princess Major Activities and Assessments*:

o Critical Thinking Questions (Chp 11)


o PowerPoint: Pastoral Peoples on the Global Stage o Compare and Contrast Roman and Mongol Empires Essay SB 3 o Map: The Mongol Empire; Trade and Disease in the Fourteenth Century ENV 4 o Working With Evidence: Perspectives on the Mongols CUL 2 o LEQ: page 545-Bo Genghis Khan Trial SB, CUL, ECON

Vocabulary:o Pastoralismo Moduno Xiongnuo Turkso Almoravid Empireo Temujin/Chinggis Khano The Mongol World War

o Yuan Dynasty Chinao Khubilai Khano Huleguo Khutuluno Kipchak Khanate/Golden Hordeo Black Death/Plague ENV 8

Chapter 12: The Worlds of the Fifteenth Century Objectives:

o ENV-4: Explain how environmental factors influenced human migrations and settlementso ENV-7: Assess the causes and effects of the spread of epidemic diseases over timeo CUL-6: Explain how cross-cultural interactions resulted in the diffusion of technologies and

scientific knowledgeo ECON-11: Explain how the development of financial instruments and techniques facilitated

economic exchanges Readings: Chapter 12; The Prince Major Activities and Assessments*:

o Critical Thinking Questions (Chp 12)o PowerPoint: The Worlds of the Fifteenth Centuryo Causation of Southernization and Exploration ECON 10 o Map: Asia in the Fifteenth Century; Europe in 1500; Africa in the Fifteenth Century; Empires of

the Islamic World; The Americas in the Fifteenth Century; Religion and Commerce in the Afro-Eurasian World SB 6

o Afro-Eurasian Debateo Working With Evidence: Islam and Renaissance Europe

Vocabulary:o Paleolithic persistenceo Igboo Iroquoiso Timuro Fulbeo Ming Dynasty Chinao Zheng Heo European Renaissanceo Ottoman Empire

o Seizure of Constantinople in 1453o Safavid Empireo Songhay Empireo Timbuktuo Mughal Empireo Malaccao Aztec Empireo Inca Empire

UNIT 4: Global Interactions (c. 1450 CE to c. 1750 CE)-11/9-1/6 Chapter 13: Political Transformations: Empires and Encounters (c. 1450 CE to 1750 CE) Objectives:



formation, expansion, and dissolution


o ECON-1: Evaluate the relative economic advantages and disadvantages of foraging, pastoralism, and agriculture

Readings: Chapter 13 and Articles over the Columbian Exchange Major Activities and Assessments*:

o Critical Thinking Questions (Chp 13)o PowerPoint: Empires and Encounterso Map: European Colonial Empires in the Americas; Russian Empire; Qing Dynasty; Ottoman

Empire SB 6 o Chart: American Plants that impacted Africa, Asia, and Europe ENV 8; ECON 9 o Effects of the Columbian Exchange on the Americas vs. Afro-Eurasia Debate and coordinating

SAQs and LEQs. Vocabulary:

o Corteso Dona Marina o The Great Dyingo Little Ice Age and the General Crisiso Columbian Exchangeo Peninsulareso Mestizoo Mulattoeso Plantation complexo Settler colonies

o Siberiao Yasako Qing Dynasty Empireo Mughal Empireo Akbaro Aurangzebo Ottoman Empireo Constantinopleo devshirme

Chapter 14: Economic Transformations: Commerce and Consequence (c. 1450 CE to 1750 CE) Objectives:

o ECON-2: Analyze the economic role of cities as centers of production and commerceo ECON-3: Assess the economic strategies of different types of states and empireso ECON-6: Explain and compare the causes and effects of different forms of coerced labor systemso ECON-8: Analyze the relationship between belief systems and economic systems


o Critical Thinking Questions (Chp 14)o Exerpt from Fourth Part of the World by Toby Lester; ENV 6o PowerPoint: Economic Transformations ECON 2, 3, 6, 8 o Cause and Effect of Global Trade ECON 8 o Map: Global Silver Trade; North American Fur Trade; Atlantic Slave Trade ENV 6, ECON 2 o Chart: Destinations of Slaves ECON 6 o Working With Evidence: Exchange and Status in the Early Modern Worldo DBQ: Slave Trade

Vocabulary:o Indian Ocean commercial networko Trading post empireo Philippines (Spanish) `o British/Dutch East India Companieso Tokugawa shogunateo “Silver drain”

o Potosio “soft gold”o African diasporao Benin/Dahomeyo Ayuba Suleiman Diallo

Chapter 15: Cultural Transformations: Religion and Science (c. 1450 CE to 1750 CE) Objectives:


o CUL-6: Explain how cross-cultural interactions resulted in the diffusion of technologies and scientific knowledge


o CUL-8: Explain how economic, religious, and political elites defined and sponsored art and architecture

o CUL-9: Explain the relationship between expanding exchange networks and the emergence of various forms of transregional culture, including music, literature, and visual art

Readings: Chapter 15; Adam Smith; Voltaire; John Locke Major Activities and Assessments*:

o Critical Thinking Questions (Chp 15)o PowerPoint: Religion Reformations and Scientific Revolutions CUL 6 o Cause and Effect of the Scientific Revolution CUL 6 o Compare and Contrast Essay: Blended forms of Afro-Asian Christianity and Latin American Belief

systems CUL 8 o UNIT EXAM

Vocabulary:o Protestant Reformationo Catholic-Counter Reformationo Ursula de Jesuso Taki Onqoyo Jesuits in Chinao Wahhabi Islamo Kaozhengo Mirabai

o Sikhismo Copernicuso Newtono Galileoo Voltaireo European Enlightenmento Condorcet and the idea of progress

UNIT 5: Industrialization and Global Integration (c. 1750 CE to c. 1900 CE)-1/9-2/22 Chapter 16: Atlantic Revolutions, Global Echoes (c. 1750 CE to 1900 CE) Objectives:



o SB-1: Explain and compare how rulers constructed and maintained different forms of governanceo SB-2: Analyze how the functions and institutions of governments have changed over time

Readings: Chapter 16; A Tale of Two Cities by Charles Dickens Major Activities and Assessments*:

o Critical Thinking Questions (Chp 16)o PowerPoint: Echoes of Revolutions SB 2 o “You Say You Want a Revolution?” Worksheet SB 1 o Exerpt from Anatomy of Revolution; by Crane Brinton SB 2 o Map: United States after American Revolution; Napoleon’s European Empire; Latin American

Independence; Nations and Empires of Europe, c. 1880o Compare and Contrast: American and French Revolutions SB 2o Compare and Contrast: Haitian and Spanish Revolutions SB 2

Vocabulary:o North American Revolutiono Declaration of the Rights of Man

and Citizeno French Revolutiono Napoleon Bonaparteo Haitian Revolutiono Spanish American revolutionso Abolitionist movement

o Decembristso Nationalismo Vindication of the Rights of

Womano Elizabeth Cady Stantono Maternal feminismo Kartini

Chapter 17: Revolutions of Industrialization (c. 1750 CE to 1900 CE)


Objectives:o ENV-5: Explain how human migrations affected the environmento ENV-6: Explain how people used technology to overcome geographic barriers to migration over

timeo ENV-9: Analyze the environmental causes and effects of industrializationo CUL-3: Explain how major philosophies and ideologies developed and spread as a result of

expanding communication and exchange networkso SB-3: Analyze how state formation and expansion were influenced by various forms of economic

organization, such as agrarian, pastoral, mercantile, and industrial production Readings: Chapter 17; The Communist Manifesto by Karl Marx Major Activities and Assessments*:

o Critical Thinking Questions (Chp 15)o PowerPoint: Industrialization Revolutions ECON 3; ENV 5 o Urban Development Game (WILL NEED COLORED PENCILS/CRAYONS/PENS)o “Do You See What I See?”-Industrial Britaino Map: Early Phase of Europe’s Industrial Revolutiono Fall of Russia: Why and How? SB 3 o Working With Evidence: Voices of European Socialism ECON 6 o SAQ-page 439 (workbook)o LAQ-page 484 (workbook)

Vocabulary:o Steam engineo Indian cotton textileso Middle-class valueso Lower middle classo Karl Marxo Ellen Johnstono Labour Partyo Luddites

o Socialism in the United Stateso Progressiveso Russian Revolution of 1905o Caudilloso Latin American export boomo Mexican Revolutiono Dependent development

Chapter 18: Colonial Encounters in Asia, Africa, and Oceania (c. 1750 CE to 1950 CE) Objectives:

o CUL-9: Explain the relationship between expanding exchange networks and the emergence of various forms of transregional culture, including music, literature, and visual art


formation, expansion, and dissolutiono SB-9: Assess how and why commercial exchanges have influenced the processes of state

building, expansion, and dissolution Readings: Chapter 18 Major Activities and Assessments*:

o Critical Thinking Questions (Chp 18)o PowerPoint: Colonial Encounters SB 2 o King Leopolds Ghost by Adam Rothschild excerpt o “Do You See What I See?”-American View of British Imperialism SB 4 o Map: Colonial Asia in the Early Twentieth Century; Conquest and Resistance in Colonial Africa SB

2 o SAQ-page 482 (workbook)o LAQ-page 484 (workbook)

Vocabulary:o European racismo Scramble for Africa

o Indian Rebelliono Congo Free State


o Leopold IIo Cultivation systemso Cash-crop agricultureo Wanjiku

o Western-educated eliteo Africanization of Christianityo Swami Vivekanandao Edward Blyden

Chapter 19: Empires in Collision: Europe, the Middle East, and East Asia (c. 1800 CE to c. 1900 CE) Objectives:


o CUL-7: Analyze how new scientific, technological, and medical innovations affected religions, belief systems, philosophies, and major ideologies

o SB-2: Analyze how the functions and institutions of governments have changed over timeo SB-6: Assess the relationships between states with centralized governments and those without,

including pastoral and agricultural societies Readings: Chapter 19 Major Activities and Assessments*:

o Critical Thinking Chapter Questions (Chp 19)o PowerPoint: Empirical Collision SB 6 o “Do You See What I See?”-Carving Up China o Map: China and the World in the Nineteenth Century; the Contraction of the Ottoman Empire;

the rise of Japan SB 2 o Working with Evidence: Changing China SB 3 o SAQ-page 463 (workbook)o DBQ-page 485 (workbook)

UNIT EXAMo Notebook and Flash Card Check

Vocabulary:o Taiping Uprisingo Opium Warso Commissioner Lino Unequal treatieso Self-strengthening movemento Boxer Uprisingo Chinese revolution of 1911-1912o “the sick man of Europe”o Tanzimat

o Young Ottomanso Sultan Abd al-Hamid IIo Young Turkso Informal empireso Battle of Adowao Tokugawa Japan o Meiji Restorationo Russo-Japanese War

UNIT 6: Acceleration Global Change and Realignments (c. 1900 CE to the Present) 2/23-4/17 Chapter 20: Collapse at the Center: World War, Depression, and the Rebalancing of Global Power (c. 1900

CE to c. 1970 CE) Objectives:

o SB-1: Explain and compare how rulers constructed and maintained different forms of governanceo SB-2: Analyze how the functions and institutions of governments have changed over timeo SB-8: Assess how and why external conflicts and alliances have influenced the process of state

building, expansion, and dissolutiono SB-10: Analyze the political and economic interactions between states and non-state actors

Readings: Chapter 20; excerpts of Mein Kampf; Night by Elie Wiesel Major Activities and Assessments*:

o Critical Thinking Questions (Chp 20)o PowerPoint: Collapse at the Center o “Do You See What I See?”-The United States and WWII SB 8


o 20th Century Timelineo Map: World in 1914; Europe on the Eve of WWI; Europe AFTER WWI; WWII In Europe and Africa;

Growth of European Integrationo “If WWI Was a Bar Fight”o SAQ-page 508 (workbook); page 531 (workbook); page 549 (workbook)o DBQ-page 624 (workbook)o Quiz-Night (chapter 1-5)o Genocide Project (DUE AT END OF UNIT)

Vocabulary:o World War Io Treaty of Versailleso Woodrow Wilsono Fourteen Pointso Great Depressiono New Dealo Fascismo Mussolinio Nazi Germanyo Hitler

o Etty Hillesumo Revolutionary Right (Japan)o World War II in Asiao World War II in Europeo Total waro Hiroshimao Holocausto Marshall Plano European Economic Communityo NATO

Chapter 21: Revolution, Socialism, and Global Conflict: The Rise and Fall of World Communism (c. 1917 CE to PRESENT)

Objectives:o CUL-3: Explain how major philosophies and ideologies developed and spread as a result of

expanding communication and exchange networkso CUL-4: Analyze the ways in which religious and secular belief systems affected political,

economic, and social institutionso CUL-7: Analyze how new scientific, technological, and medical innovations affected religions,

belief systems, philosophies, and medical innovations affected religions, belief systems, philosophies, and major ideologies

o SB-2: Analyze how the functions and institutions of governments have changed over timeo SB-3: Analyze how state formation and expansion were influenced by various forms of economic

organization, such as agrarian, pastoral, mercantile, and industrial production Readings: Chapter 21; Night by Elie Wiesel Major Activities and Assessments*:

o Critical Thinking Questions (Chp 21)o PowerPoint: What Goes Up, Must Come Downo “Do You See What I See?”-Russian Civil War through Bolsheviks SB 2 o Map: Rise of Communism in China; The Global Cold War; The Collapse of the Soviet Uniono Working With Evidence: Post Art in Mao’s China SB 3 o SAQ-page 531 (workbook); page 570 (workbook)

Vocabulary:o Russian Revolution (1917)o Bolshevikso Vladimir Lenino Guomindango Mao Zedongo Chinese Revolutiono Josef Stalin

o Building socialismo Zhenotdelo Collectivizationo Cultural Revolutiono Great Purges/Terroro Anna Dubovao Cuban Revolution


o Cuban Missile Crisiso Nikita Khrushchevo Deng Xiaoping

o Perestroikao Glasnosto Mikhail Gorbachev

Chapter 22: The End of Empire: The Global South on the Global Stage (c. 1900 CE to PRESENT) Objectives:


o SB-3: Analyze how state formation and expansion were influenced by various forms of economic organization, such as agrarian, pastoral, mercantile, and industrial production

o SB-4: Explain and compare how social, cultural, and environmental factors influenced state formation, expansion, and dissolution

o SB-7: Assess how and why internal conflicts, such as revolts and revolutions, have influenced the process of state building, expansion, and dissolution


o Critical Thinking Questions (Chp 22)o PowerPoint: The End of Empireo Map: The End of Empire in Africa and Asia; Iran, Turkey, and the Middle East SB 7 o SAQ-page 596o Working With Evidence: Contending for Islam CUL 2 o Genocide Projecto He Named Me Malala DVD

Vocabulary:o Decolonizationo Indian National Congresso Mhatma Gandhio Satyagrahao Muslim Leagueo Muhammad Ali Jinnaho Abdul Ghaffar Khano African National Congresso Nelson Mandela

o Black Consciousnesso Sowetoo Military Governmento Mozambique’s Civil Waro Globalization of Democracyo Import Substitution

Industrializationo Export-Led Industrializationo Mustafa Kemal Ataturko Ayatollah Ruhollah Khomeini

Chapter 23: Capitalism and Cultures: The Acceleration of Globalization (c. 1945 CE to PRESENT) Objectives:

o ENV-9: Analyze the environmental causes and effects of industrializationo CUL-2: Explain how religious belief systems developed and spread as a result of expanding

communication and exchange networkso CUL-5: Explain and compare how teachings and social practices of different religious and secular

belief systems affected gender roles and family structureso CUL-9: Explain the relationship between expanding exchange networks and the emergence of

various forms of transregional culture, including music, literature, and visual art Readings: Chapter 23 Major Activities and Assessments*:

o Critical Thinking Questions (Chp 23)o PowerPoint: Capitalism and Cultureso Genocide Projecto SAQ-page 620 (workbook)o Working With Evidence: Faces of Globalization

UNIT EXAMo Notebook and Flash Card Check


Vocabulary:o Neoliberalismo Reglobalizationo Transnational corporationso North/South gapo Anti-globalizationo Prague Springo Che Guevarao Second-wave feminismo Fundamentalismo Hindutvao Islamic renewalo Osama ibn Ladeno Al-Qaedao Global warmingo Environmentalismo Rachel Carson


Mock Exam and Review—4/18-5/10This will be a day where you will take the 2016 Released AP World History Exam. We will take the exam like it will be given to you on exam day. We will take these days to review for the AP Exam on May 11th.

*Major Activities are examples and not necessarily exhaustive of the content covered. They are subject to change at any time.

**DISCLAIMER: THIS IS A WORLD HISTORY CLASS AND THAT THE POLITICAL AND RELGIOUS VIEWS DISCUSSED ARE NOT THOSE PERSONAL, POLITCAL AND RELGIOUS VIEWS OF EITHER MYSELF, JOHNSON CENTRAL HIGH SCHOOL, OR JOHNSON COUNTY BOARD OF EDUCATION.