Ap world History Syllabus

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AP World History Syllabus
Instructor: Mr. Greg Cress

School: Central Florida Aerospace Academy of Kathleen High School

Email: greg.cress@polk-fl.net
Course Text and other Reading:
Main Text: Duiker, William J., Jackson J. Spielvogel. 2004. World History 4th Edition. Belmont, CA: Wadsworth Group/Thomson Learning.
Primary Sources:
Students will read and analyze selected primary sources (documents, images, and maps) in
Andrea, Juanita B., Susan L. Overfield. 2005. The Human Record: Sources of Global History, vols I

& II. 5th ed. Boston, MA: Houghton Mifflin Company. and

Kishlansky, Mark A. 1999. Sources of World History: Readings for World Civilization, vols I & II.

2nd ed. Belmont, CA: Wadsworth Publishing Company.

Students will analyze quantitative sources through study and interpretation of graphs, charts and tables
Strayer, Robert W. 2009. Ways of the World: A Global History. Boston, MA: Bedford/St. Martin’s.
Armstrong, Monty et al. 2011. The Princton Review: Cracking the AP World History Exam 2011

Edition. New York: Random House.

From Document Based Questions released by the College Board.

Secondary Sources:
Standage, Tom. 2005. A History of the World in Six Glasses. New York, NY: Walker & Company.
Pomeranz, Kenneth, Topik, Steven. 2005.The World That Trade Created: Society, Culture, And the World Economy, 1400 to the Present. Armonk, NY: M.E. Sharpe, Inc.

McNeill, J.R, McNeill William H. 2003. The Human Web: A Bird’s-Eye View of World History. New York, NY: W.W. Norton & Company.

Themes and AP World History:
Students in this course must learn to view history thematically. The AP World History course

is organized around five overarching themes that serve as unifying threads throughout the

course, helping students to relate what is particular about each time period or society to a

“big picture” of history. The themes also provide a way to organize comparisons and analyze

change and continuity over time. Consequently, virtually all study of history in this class will

be tied back to these themes by utilizing a “SPICE” acronym.

Social--Development and transformation of social structures

• Gender roles and relations

• Family and kinship

• Racial and ethnic constructions

• Social and economic classes
Political--State-building, expansion, and conflict

• Political structures and forms of governance

• Empires

• Nations and nationalism

• Revolts and revolutions

• Regional, trans-regional, and global structures and organizations

Interaction between humans and the environment

• Demography and disease


• Patterns of settlement

• Technology
Cultural--Development and interaction of cultures

• Religions

• Belief systems, philosophies, and ideologies

• Science and technology

• The arts and architecture
Economic--Creation, expansion, and interaction of economic systems

• Agricultural and pastoral production

• Trade and commerce

• Labor systems

• Industrialization

• Capitalism and socialism

Course Schedule

Unit 1 To 600 BCE: Technological and Environmental Transformations
Key Concepts:

• Big Geography and the Peopling of the Earth

• Neolithic Revolution and Early Agricultural Societies

• Development and Interactions of Early Agricultural, Pastoral, and Urban Societies

Topics for Overview include:

• Prehistoric Societies

• From Foraging to Agricultural and Pastoral Societies

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

Special Focus:

Issues Regarding the Use of the Concept of Civilization

Activities & Skill Development

• Students will identify and analyze the causes and consequences of the Neolithic

Revolution in the major river valleys as well as in Sub-Saharan Africa and Papua New


• Class Discussion

How were gender roles changed by the Neolithic Revolution?

• Collaborative Group-Jigsaw

Students will analyze how geography affected the development of political, social,

economic, and belief systems in the earliest civilizations in:



South Asia

East Asia


Each group will examine a different civilization then compare findings with a new group where each student examined a different civilization.
• Parallel Reading--Students will read Ch. 1- 3 of The Human Web and evaluate the authors’ perspective on the process of humanity from apprenticeship to civilization in the old world through the existence of a very loose knit global web.

Students will read Ch 1 -2 of A History of the World in Six Glasses and evaluate the author’s perspective on the civilizing qualities of beer on mankind and the relationship beer played in development of writing, commerce, and health.

Unit 2 600 BCE-600 CE: Organization and Reorganization of Human Societies
Key Concepts:

• Development and Codification of Religious and Cultural Traditions

• Development of States and Empires

• Emergence of Transregional Networks of Communication and Exchange

Topics for Overview include:

• Classical Civilizations

• Major Belief Systems: Religion and Philosophy

• Early Trading Networks

Special Focus:

• World Religions

Animism focusing on Australasia and Sub-Saharan Africa

Judaism and Christianity

Hinduism and Buddhism

Daoism and Confucianism

• Developments in Mesoamerica and Andean South America: Moche and Maya

Bantu Migration and its Impact in Sub-Saharan Africa

Transregional Trade: the Silk Road and the Indian Ocean

Developments in China—development of imperial structure and Confucian society

Activities & Skill Development:

• Writing a Comparison Essay - Methods of political control in the Classical period,

student choice of two Han China, Mauryan/Gupta India, Imperial Rome, Persian Empire

• Writing a Change and Continuity over Time Essay - Political and Cultural Changes

in the Late Classical Period, students choose China, India, or Rome

• Students will evaluate the causes and consequences of the decline of the Han, Roman,

and Gupta empires

• Students will map the changes and continuities in long-distance trade networks in the

Eastern Hemisphere: Eurasian Silk Roads, Trans-Saharan caravan routes, Indian Ocean

sea lanes, and Mediterranean sea lanes

• Group Presentations

Each group will research and present a major world religion/belief system examining:


beliefs and practices


• After reading chapters 3 -4 of A History of the World in Six Glasses, students will assess the relationship between wine and empire, medicine, and religion with a critical evaluation of the Islamic prohibition on wine.

• Parallel Reading--Students will read Ch. 3 of and trace the development of civilization in each region utilizing a linear thematic organizer for note-taking and a circular organizer for the big picture. Students will also evaluate the periodization in Ch.3—i.e. the use of 200 CE as a break as opposed to the periodization of the course curriculum
Unit 3 600-1450: Regional and Transregional Interactions
Key Concepts:

• Expansion and Intensification of Communication and Exchange Networks

• Continuity and Innovation of State Forms and Their Interactions

• Increased Economic Productive Capacity and Its Consequences

Topics for Overview include:

Byzantine Empire, Dar-al Islam, & Germanic Europe

• Crusades

• Sui, Tang, Song, and Ming empires

• Delhi Sultanate

• The Americas

• The Turkish Empires

• Italian city-states

• Kingdoms & Empires in Africa

• The Mongol Khanates

• Trading Networks in the Post-Classical World
Special Focus:

• Islam and the establishment of empire

• Polynesian Migrations

• Empires in the Americas: Aztecs and Inca

• Expansion of Trade in the Indian Ocean—the Swahili Coast of East Africa
Activities & Skill Development:

• Writing a Comparison Essay

Comparing the level of technological achievement including production of goods


• Student choice: Middle East, South Asia, East Asia, Eastern Europe

• Students will evaluate the causes and consequences of the spread of Islamic empires

• Students will compare the Polynesian and Viking migrations

• Writing a Comparison Essay

Effects of Mongol conquest and rule, students choose two: Russia, China, Middle


• Class Debates

Topic—Were the economic causes of the voyages of the Ming navy in the first half

of the 15th century the main reason for their limited use?

Topic—Were the tributary and labor obligations in the Aztec and Inca empires more

effective than similar obligations in the Eastern Hemisphere?

• Writing a Change and Continuity over Time Essay

Changes and Continuities in patterns of interactions along the Silk Roads 200 BCE-

1450 CE

• Parallel Reading--Students will read Ch. 4 & 5 of The Human Web and trace the development of civilization in each region utilizing a linear thematic organizer for note-taking and a circular organizer for the big picture. Students will also evaluate the periodization in the book compared to that of the periodization in the course curriculum - Why 200-1000 CE and 1000-1500 CE instead of 600-1450? In what regions does each work best? Why? In what areas does each present a problem? Why?
Unit 4: 1450-1750: Global Interactions
Key Concepts:

• Globalizing Networks of Communication and Exchange

• New Forms of Social Organization and Modes of Production

• State Consolidation and Imperial Expansion

Topics for Overview include:

Bringing the Eastern and Western Hemispheres Together into One Web

• Ming and Qing Rule in China

• Japanese Shogunates

• The Trading Networks of the Indian Ocean

• Effects of the Continued Spread of Belief Systems

Special Focus:

• Three Islamic Empires: Ottoman, Safavid, Mughal

• Cross-Cultural Interaction: the Columbian Exchange

• The Atlantic Slave Trade

• Changes in Western Europe—roots of the “Rise of the West”
Activities & Skill Development

• Students will evaluate the causes and consequences of European maritime expansion

including the development of armed trade using guns and cannons

• Student project

Each student will apply techniques used by art historians to examine visual displays

of power in one of the land or sea based empires that developed in this time period

• Writing a Comparison Essay

Processes of empire building, students compare Spanish Empire to either the

Ottoman or Russian empires

• Writing a Change and Continuity over Time Essay

Changes and Continuities in trade and commerce in the Indian Ocean Basin 600-


• Parallel Reading--Students will read Ch. 6 of The Human Web and trace the development of civilization in each region utilizing a linear thematic organizer for note-taking and a circular organizer for the big picture. Students will also consider the question of periodization: 1750 or 1800? Students will evaluate the author’s perspective on the changing dynamics of the global web from a metropolitan web to a cosmopolitan web.

Students will read the following essays from chapter 1 of The World That Trade Created , 1.1 “The Fujian Trade Diaspora,” 1.2 “The Chinese Tribute System,” and 1.4 “When Asia Was the World Economy,” and draw conclusions as to why the Asian world fell prey to the encroachments of Islamic and later European domination.

Students will read chapters 5 – 6 of A History of the World in Six Glasses and discuss the connections between spirits and colonization as well as describe the effect that coffee played on the global balance of power in terms of commerce.
Unit 5 1750-1900: Industrialization and Global Integration
Key Concepts:

• Industrialization and Global Capitalism

• Imperialism and Nation-State Formation

• Nationalism, Revolution and Reform

• Global Migration
Topics for Overview include:

• The Age of Revolutions:

English Revolutions, Scientific Revolution & Enlightenment,

American Revolution, French Revolution and its fallout in Europe, Haitian &

Latin American Revolutions

• Global Transformations:

Demographic Changes, the End of the Atlantic Slave Trade, Industrial Revolution

and Its Impact, Rise of Nationalism, Imperialism and its Impact on the World

Special Focus:

• Decline of Imperial China and the Rise of Imperial Japan

• 19th Century Imperialism: Sub-Saharan Africa, South and Southeast Asia

• Comparing the French and Latin American Revolutions

• Changes in Production in Europe and the Global Impact of those Changes
Activities include:

• Writing a Comparison Essay

Comparing the roles of Women from 1750 to 1900—East Asia, Western Europe,

South Asia, Middle East

• Students will write a change and continuity over time essay evaluating changes in

production of goods from 1000 to 1900 in the Eastern Hemisphere

• Parallel Reading--Students will read Ch. 7 of The Human Web and trace the development of civilization in each region utilizing a linear thematic organizer for note-taking and a circular organizer for the big picture. Students will also consider the question of periodization: 1900 or 1914? Students must defend or refute the author’s conclusions regarding the vast changes brought about during the years 1750 – 1914 that the” growing inequality of wealth and power required that the less well off remain in ignorance, that they meekly accept their fate, or that they be bludgeoned into accepting it.”

Students will read chapters 9 – 10 of A History of the World in Six Glasses and discuss the integral role tea and the industrial revolution, politics, and Britain’s rule over India.

• 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 on 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
Unit 6 1900-present: Accelerating Global Change and Realignments
Key Concepts:

Science and the Environment

• Global Conflicts and Their Consequences

• New Conceptualizations of Global Economy and Culture

Topics for Overview include:

• Crisis and Conflict in the Early 20th Century:

Anti-Imperial Movements, World War I, Russian, Chinese and Mexican Revolutions,

Depression, Rise of Militaristic and Fascist Societies, World War II

• Internationalization:

Decolonization, the Cold War World, International Organizations, the Post-Cold War

World, Globalization
Special Focus:

• World War I and World War II: Global Causes and Consequences

• Activity—Skill Development

Students will identify and analyze the causes and consequences of the global

economic crisis in the 1930s

• Development of Communism in China, Russia, and Cuba

• Responses to Western Involvement in Sub-Saharan Africa: Imperialism, the Cold War,

and International Organizations

Activities include:

• Writing a Comparison Essay Comparing the political goals and social effects of

revolution in: China, Russia, Mexico: Students choose two

• Writing a Change and Continuity over Time Essay: Changes and Continuities in the

formation of national identities 1900-present. Students choose from among the following

regions: Middle East, South Asia, or Latin America

• Students debate the benefits and negative consequences of the rapid advances in

science during the 20th and early 21st centuries

• Students trace the development of one form of popular culture in the 20th century and

present a graphic or visual display of their research to the class

• Parallel Reading--Students will read Ch.8 of The Human Web and consider the following: Why does this chapter reach back to 1890? Students will read chapters 11 – 12 of A History of the World in Six Glasses and evaluate the author’s perspective on “globalization in a bottle.”
Essay Writing
Throughout the course students will be required to write essays in class demonstrating their

mastery of content as well as their ability to develop coherent written arguments that have

a thesis supported by relevant historical evidence. During first semester the focus will be on

the development of essay writing skills via time spent on essay writing workshops utilizing

the following format in essay development:
Introductory Paragraph—3 to 4 sentences, ending with thesis statement

Thesis Statement-what does it need to include?

• time period

• region(s)

• the answer to the prompt

Organization of Body Paragraphs—

• Topic Sentence—this can be general since the thesis contains specificity

• General Assertion—identifies one aspect of thesis (i.e. a change, a difference, etc.)

• Support/evidence/examples—Be specific!

• Analysis-explain cause and/or effect

• General Assertion—identifies one aspect of thesis (i.e. a change, a difference, etc.)

• Support/evidence/examples—Be specific!

• Analysis-explain cause and/or effect

• Repeat format as necessary

• Concluding Sentence

Concluding Paragraph

• 3-4 sentences

• Start by restating (a rephrased) thesis in its entirety
Essay writing workshops will include group discussion utilizing example essay, self-evaluation,

and peer evaluation

Primary Source Document Notebook Assignment
Throughout the first semester students will have the opportunity to develop and enhance

their skills at interpreting, summarizing, and analyzing primary source material including

documents, maps, charts & graphs, and visuals. The ability to comprehend and analyze

primary sources will first be practiced in large group and small group discussion then in

individual primary source assignments that students will summarize and analyze and place

in a Primary Source Notebook which will be turned in once each 6-week grading period.

Directions for Primary Source Write-ups: [CR8]
READ the document or STUDY the data or visual. Then write a summary (the MAIN point

or points) of the document. This summary should be brief paragraph and should highlight

the main gist of the source in the students own words. The analysis of the source will be

contained in a separate paragraph and should include:

• Historical Context--where the source fits in the framework of history.

• AP themes that the source addresses. Students will be required to identify where and

explain how the source addresses that theme. Students will identify as many themes as

they can find but then evaluate those themes and only include what they consider to be

the two most prominent themes.

»»Point of View—here students must consider

»»point of view of the author,

»»the type of document and/or tone of the source

»»purpose and/or intended audience

This skill will be developed throughout much of first semester using class discussion and

partner discussions with the end goal that all students will understand how to analyze the

overall point of view of a source and be able to discuss how that point of view may affect the

source by the end of first semester.
Some of the sources used for these exercises include:

• Tacitus from Germania

• Female figure from Catalhuyuk (visual)

• Graph—world population 3000 BCE -1500 CE

• The Code of Hammurabi

• “Be a Scribe”

• The Writings of Han Fei

• Asoka, Rock and Pillar Edicts

• Pericles Funeral Oration

• Shi Huangdi’s Terracotta Army (visual)

• Fu Xuan, How Sad it is to be a Woman

• Live, History of Rome

• Procopius from On the Buildings and The Secret History

• Shield Jaguar and lady Xoc: A Royal Couple of Yaxchilan (visual)

• Xuanzang, Record of the Western Region

• Einhard, The Life of Charlemagne

• Ibn Battuta, Travels in Asia and Africa

• Kitabatake Chikafusa, The Chronicle of the Direct Descent of Gods and Sovereigns

• The Chronicle of Novgorod

• William of Rubruck, Journey to the Land of the Mongols

• World Population Growth 1000-2000 (graph)

• Jahangir, Memoirs

Students will continue to practice their skills at interpreting and analyzing primary sources

by using them to synthesize information in DBQ essays. After introducing the concept of

the DBQ to the students via roundtable discussion and practice writing of thesis statements

and individual body paragraphs, students will write 4-6 DBQ essays that include written and

visual sources as well as map, charts, and graphs.

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