AP World History
Syllabus 4
Course Overview
The AP World History course provides a lens through which to understand
C2--The five
history and a foundation from which to view the complexities of today's global overarching themes
arena. Its emphasis on encounters and interactions provides a framework that is articulated in the Course
Description receive
especially important. The general contours of our AP World History course, in approximately equal
terms of content covered and skills developed, are shaped by the dynamics of con- attention throughout
the course. The course
tinuity and change across all five themes as well as the "habits of mind" outlined requires students
in the AP Course Description. These overarching themes and the habits of mind to engage with the
foster critical thinking and encourage students to develop their own abilities and dynamics of continuity
and change across the
to truly be part of the learning process. [C2] historical periods that are
included in the course.
The course, which adopts the periodization approach to analyzing global events
and interactions from the foundations of history to the present, is designed to C1--Periodization
challenge students to become "owners" and creators of independent ideas by guidelines are used to
select relevant course
maintaining a student-centered classroom environment. One goal for the course content from 8000 bce to
is to provide an engaging and rigorous curriculum that motivates students. The the present.
long-term objective is for students to demonstrate an understanding of how the big
picture of world history assists in understanding the complexities of today's global
arena. [C1] Additionally, it is expected that students who wish to take the AP Exam
will be prepared for that challenge.
Texts
Andrea, Alfred J., and James H. Overfield. The Human Record: Sources of Global
History Volume 2: Since 1500. Boston: Houghton Mifflin, 1998. Primary-source
reader.
Reilly, Kevin, ed. Worlds of History: A Comparative Reader, Volume 1: To 1500. 2nd
ed. New York: Bedford/St. Martin's, 2004. Primary-source reader.
Stearns, Peter N., et al. World Civilizations: The Global Experience. 4th ed. AP
version. New York: Pearson Longman, 2005. Textbook.
Pomeranz, Kenneth. The World That Trade Created: Society, Culture, and the
World Economy 1400 to the Present. 2nd ed. Armonk, NY: M.E. Sharpe, 2006.
1
Course Planner
There are 18 weeks in each semester; I plan 16 weeks of lessons. The other two
weeks are lost to testing and school activities. On average, we cover a chapter
every two days. I spend the first two weeks of the course covering the time period
between 8000 bce and 600 ce, then four weeks for 6001450, three weeks for
14501750, three weeks for 17501914, and four weeks for 1914present. Change C2--The five
and continuity are addressed throughout the course across each unit. Each unit overarching themes
articulated in the Course
draws from the five overarching themes: (1) interactions between humans and Description receive
the environment; (2) development and interaction of cultures; (3) state-building, approximately equal
expansion, and conflict; (4) creation, expansion, and interactions of economic attention throughout
the course. The course
systems; and (5) development and transformation of social structures. Each theme requires students
receives approximately equal attention. [C2] Global coverage is balanced through- to engage with the
dynamics of continuity
out the course. [C3] and change across the
historical periods that are
included in the course.
Week 1
Unit 1 (8000 bce600 ce). What Is a Civilization? C3--The course
provides balanced global
Stearns, Chapters 1, 2, 3, 4 coverage, with Africa,
"What is world history?" activities (from Johnston, The New World the Americas, Asia, and
Europe all represented.
History) No more than 30 percent
of course time is devoted
Video: Jared Diamond's Guns, Germs, and Steel (first episode) to European history.
Teach the process for comparison essays by using chapters on classical C6--The course
civilizations and a jigsaw activity [C6] provides students with
frequent practice in
Write first comparison essay [C6] writing analytical and
interpretive essays
such as document-
based questions (DBQ)
Week 2 and thematic essays
addressing issues of
Unit 1 (8000 bce600 ce). Focus on Point of View and World Religions change, continuity, and
comparison (see the AP
Stearns, Chapter 5 World History Course
Find current events articles on the same topic from different perspectives,
Description for more
information).
and use to introduce the concept of point of view
C5--The course
World religions overview: Using Internet sources, students investigate the includes extensive
instruction in analysis
major religions as homework and interpretation
of a wide variety of
In-class activities on comparing and contrasting major world religions primary sources, such as
documentary material,
maps, statistical tables,
Cultural diffusion exercise: Analyzing images of the Buddha from works of art, and pictorial
and graphic materials.
different locations
Mental mapping on the origins, spread, and influence of Christianity,
Islam, Buddhism, and Judaism, using Stearns, Cultures in Motion (on
mental mapping, see Johnston, The New World History) [C5]
UNIT EXAM
2
Week 3
Unit 2 (6001450). Birth and Spread of Islam
Stearns, Chapters 6, 7, 8
Point-of-view practice using articles on wearing hajib (Council on Islamic C5--The course
Education) includes extensive
instruction in analysis
DBQ practice activity on women in Islam and interpretation
of a wide variety of
primary sources, such as
Innerouter discussion on non-Muslims living in Muslim Empire and documentary material,
maps, statistical tables,
the spread of Islam to Africa (use primary sources from Andrea and works of art, and pictorial
Overfield's The Human Record) [C5] and graphic materials.
Reading on the city of Baghdad from the Council on Islamic Education
and comparison with the city of Pittsburgh
Crusades--using The Crusades from Medieval European and Muslim
Perspectives
Week 4
Unit 2 (6001450). Chinese Renaissance [C3] C3--The course
provides balanced global
Stearns, Chapter 12 (pp. 26271) and Chapter 13 coverage, with Africa,
Each day this week, students spend 15 to 20 minutes doing one aspect the Americas, Asia, and
Europe all represented.
of the DBQ with a partner, using the DBQ practice activity sheet. By the No more than 30 percent
of course time is devoted
end of the week, all components have been covered and modeled in class; to European history.
students then write a response to that DBQ over the weekend. Each year,
I change the DBQ topic. I try to use topics that we do not get to discuss C6--The course
much in class. This year it was on pilgrimages. [C6] provides students with
frequent practice in
Song dynasty activity using Asia for Educators website writing analytical and
interpretive essays
(afe.easia.columbia.edu) such as document-
based questions (DBQ)
and thematic essays
Week 5 addressing issues of
change, continuity, and
Unit 2 (6001450). Changes in Europe comparison (see the AP
World History Course
Stearns, Chapters 10, 14 Description for more
information).
Compare Middle Ages European society to that of Japan [C3]
Innerouter circle discussion on Mongols and interaction (Reilly, Worlds
of History)
Mapping activities on interaction
3
Week 6
Unit 2 (6001450). Unit Review
Stearns, Chapter 15
Review activities, comparison of major learning centers, theme charts,
and time lines. Because of the incredible pace of the course, the students
need this time to put together the interactions between areas and to play
with ideas.
Comparing women using primary sources from Economic Roles of Women C5--The course
in World History [C5] includes extensive
instruction in analysis
and interpretation
UNIT EXAM of a wide variety of
primary sources, such as
documentary material,
Week 7 maps, statistical tables,
works of art, and pictorial
Unit 3 (14501750). Why the West? Europe and the "New World" [C3] and graphic materials.
Stearns, Chapters 16, 17, 22
C3--The course
World trade mental mapping provides balanced global
coverage, with Africa,
"Who's the Driver--Silver Trade?" from AP World History Best Practices
the Americas, Asia, and
Europe all represented.
No more than 30 percent
Jigsaw on Protestant Reformation of course time is devoted
to European history.
The Day the Universe Changed video, with James Burke
Absolutism: Compare Louis XIV, Peter the Great, and Oliver Cromwell
Week 8
Unit 3 (14501750). Opening the Atlantic and Slave Trade [C3]
Stearns, Chapters 19, 20
Primary-source activity on South American societies prior to European
encounter [C5]
Jared Diamond's Guns, Germs, and Steel video, part 2
Debate: Advantages/disadvantages to colonies
Reading/Discussion: The World That Trade Created, Chapter 5 [C4} C4--The course
teaches students to
analyze evidence and
Week 9 interpretations presented
in historical scholarship.
Unit 3 (14501750). Muslim and Asian Empires [C3]
Stearns, Chapters 18, 21
Jigsaw on empires: Russia, Mughals, Safavids, Ottomans, Tokugawa,
Ming, Oya
Comparing women using primary sources from Economic Roles of Women
in World History [C5]
4
Jigsaw on free and unfree labor systems using primary sources from Free
and Unfree Agrarian Workers, Peasants and Slaves, 15501750
MIDTERM EXAM / END OF FIRST QUARTER
Week 10
Unit 4 (17501914). Revolution and Industrialization
Stearns, Chapters 23, 24
Enlightenment salon: Innerouter circle discussion
Comparing revolutions jigsaw (mini-research activity)
Latin American revolutions
Week 11
Unit 4 (17501914). Imperialism
Stearns, Chapter 25
Mental mapping of global technological and transportation changes
Debate on Malthus's theories
Comparing women in the industrial age using primary sources from C5--The course
Economic Roles of Women in World History [C5] includes extensive
instruction in analysis
Reading/Discussion: The World That Trade Created, Chapter 6 [C4} and interpretation
of a wide variety of
primary sources, such as
documentary material,
Week 12 maps, statistical tables,
works of art, and pictorial
Unit 4 (17501914). Encounters: West and East [C3] and graphic materials.
Stearns, Chapters 26, 27
A one-act play: Qianlong Meets Macartney: Collision of Two World Views C4--The course
teaches students to
analyze evidence and
Compare Tokugawa to Meiji using readings from Tokugawa Japan interpretations presented
in historical scholarship.
Debate: Who had the most successful response to the West? [C4] C3--The course
provides balanced global
UNIT EXAM coverage, with Africa,
the Americas, Asia, and
Europe all represented.
No more than 30 percent
Week 13 of course time is devoted
Unit 5 (1914the present). World War I and Its Aftermath to European history.
Stearns, Chapters 28, 29
Compare symbols and types of nationalism: Japan, India, Germany, and
England [C3]
World War I simulation
Arts activity: Surrealism, dada, cubism, social realism (see student activities)
5
T h e Lite r acy Co nn ection a t H om e P ro ject E n lig h te nme nt Wake Cou nty Pu b lic Sch o o l System The Im portance of Fam i l y Family involvement …
Illinois Yearly Meeting Plenary Thursday, June 18, 2009 Hollister Knowlton, clerk, Quaker Earthcare Witness Quaker Earthcare Witness and the Testimony of Simplicity Or A Testimony of Radical, Faithful Simplicity for the Sake of the Earth and all its species. First, I want to say how …
History of east Asia HIST P121 Tue/Thur 2:25 PM in SM 102 Porterville College Jeff Keele, Ph.D. Fall 2011 jkeele@PortervilleCollege.edu 559-791-2342 Office Hours in SM 113D Fall 2011 Monday Tuesday Wednesday Thursday Friday AM 11:05-12:00 11:05-12:00 PM 1:15-2:10 1:15-2:10 4:15-5:15 If you need special accommodations …
AN INVITATION TO A SUCCESSFUL FINANCIAL PLANNING RELATIONSHIP WITH SOUND FINANCIAL PLANNING, INC. WE ASSIST OUR CLIENTS IN ACHIEVING THEIR LIFE DREAMS WITH COMPREHENSIVE FINANCIAL PLANNING SERVICES THAT CREATE PEACE OF MIND NOW AND A ROAD MAP FOR THE FUTURE. Welcome to Sound Financial Planning! …
Factors That Contribute to Ecosystem Change Environmental Science: Toward a Dynamics of natural populations Sustainable Future Mechanisms of population equilibrium Richard T. Wright Mechanisms of species adaptation Chapter 4 Ecosystem response to disturbance Lessons to learn Ecosystems: How They Change PPT by Clark E. Adams …
