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MR.SINK’S AP WORLD HISTORY: COURSE SYLLABUS

COURSE DESCRIPTION: Advanced Placement World History (WHAP) is a challenging one-semester course that is meant to provide students with an expansive view of the history of the human world. The course is structured around the investigation of selected themes woven into key concepts covering distinct chronological periods. AP World History is the equivalent of an INTRODUCTORY COLLEGE SURVEY COURSE! The purposes of this course are threefold. First, it is designed to prepare students for successful placement in higher-level college and university history courses. Second, it is designed to help students understand and develop the skills and habits of mind used by historians in constructing historical narratives. Finally, it is meant to teach students critical thinking, learning, and research skills they will need to be active global citizens in the 21st century. Students will be able to demonstrate their mastery of course content and materials by taking the College Board AP World History exam on May 11, 2017.

COURSE DESIGN: WHAP is structured around the investigation of five themes woven into 19 key concepts across six distinct historical periods. (See the appendix at the end of this syllabus for more detailed information.) The goal of this course is to encourage students to develop a sophisticated “big picture” narrative of human history beyond the effort to just collect and memorize information. Though the course will indeed deal with facts – names, dates, events, and the like - it places greater emphasis on historical analysis so that students develop the skills and tools utilized by historians in their construction of history. This is done by focusing on nine historical thinking skills that are defined in the appendix of this syllabus. Considering the ambitious goals of the course, it is no surprise that it relies heavily on college-level resources. This includes college-level textbooks, a wide variety of primary sources, and interpretations presented in historical scholarship. In addition, this course contains a wealth of visual images – art, architecture, artifacts, photographs, etc.-meant to broaden the students’ understanding of the products of human societies across the span of world history. These resources are designed to develop the skills required to analyze point of view and interpret evidence to use in creating plausible historical arguments. These tools will also be used to assess issues of change and continuity over time, identifying global processes, comparing and contrasting societies and various aspects of their culture, and understanding diverse interpretations of historiography. Moreover, this course is meant to show students that the advanced study of world history can be an enjoyable experience as well. Therefore, a wide variety of student-centered activities have been included such as small group projects, debates, discussions, and other interactive assignments that will help students develop higher-level habits of mind while broadening their content knowledge. Many of these activities will also encourage students to move beyond the typical Eurocentric view of global history presented in most secondary world history courses and provide a more balanced global perspective.

MATERIALS: College-level Textbook: Strayer, Robert W. Ways of the World: A Global History. Boston: Bedford/St. Martin’s, 2009

Supplemental Sources:  Diamond, Jared. Guns, Germs, and Steel. The Fates of Human Societies. New York, NY: W. W. Norton, 1999  Reilly, Kevin. World of History: A Comparative Reader. Boston: Bedford/St. Martin’s, 2009  Readings in World History. Orlando, Fl.: Harcourt Brace Jovanovich, 1990  Taking Sides: Clashing Views on Controversial Issues in World Civilizations, Volumes I and II, edited by Helen and Joseph Mitchell, New York, NY: McGraw Hill. 5th edition, 2007  The Human Record. Edited by Alfred Andrea and James Overfield, Boston: Houghton Mifflin; 5th edition, 2004

1 COURSE ASSIGNMENT DESCRIPTIONS & KEY:

In many ways WHAP may be different from any history course you have taken in the past. In this course YOU, the student, are responsible for teaching yourself much of the factual content. My role as your teacher is to help you understand how all those factual details fit together in the puzzle that is the “Big Picture” narrative of world history, while also teaching you the skills necessary for success on both the AP exam and in the 21st century classroom. Therefore, the assignments in this course have been structured in such a way as to help you master the course content on your own so we can use our precious class time to learn “Big Picture” concepts and practice our historical skills. The following is a brief overview of common activities that will be used in each of the five units so that we may meet all of the objectives mentioned previously in the course description section of the syllabus.

 Textbook Readings (WOW) & Big Picture Questions (BPQ): In order to pass this course, you NEED to READ. In the section of this syllabus titled Course Unit Planner I will have a day-by-day breakdown of all your reading assignments from the first day of class until the last. To reinforce your readings you will be expected to answer the Big Picture questions at the completion of each chapter. These two assignments are the most effective way for you to manage the enormous content load this course requires on your own.

 WHAP Flashcards (FC): Another assignment that is meant to help you manage the enormous content load in this course is AP World History Flashcards. This will help you gain familiarity with the people, places, events, and ideas that you are required to know and keep it fresh over a long period of time. You are required to make a flashcard for each term that appears at the end of each chapter of the textbook. More information on how to do these flashcards will be provided to you via a handout we go over in class. These flashcards will be enormously useful study tools that you can use for your unit tests, the final exam, and the AP exam in May.

 World History Crash Course (WHCC): Another way I will reinforce key course content and themes is to assign you to watch episodes of the the splendid You-Tube series World History Crash Course written and produced by history teacher Raoul Meyer and hosted by author John Green. Episodes from this series will be used to provide concise yet comprehensive overviews of key concepts and historical events after introducing them in class. I will assign questions to complete for each episode to check for comprehension.

 Snapshot Charts (SC): The last homework assignments you will be given in order to help you manage the content load in this course are snapshot charts. Snapshot charts are graphic organizers that are meant to provide you with quick summaries of civilizations, empires, concepts/ideas, or events that occur within a similar time period. They will be given to you at various times this semester and will be another valuable study tool to help you prepare for tests.

 Quizzes: You will be given two different types of quizzes in this class. The first will be flashcard quizzes, in which you will be able to use your flashcards to identify a few selected terms. You will also have general quizzes that will allow you to assess your understanding of key content and concepts as we progress through each unit of the course. Your module quizzes will consist of general knowledge multiple-choice questions, other content-based exercises like map identifications or matching, and short answer responses modeled after those on the actual AP exam.

 Tests: When it comes to major assessments my ultimate goal is to prepare you for the AP exam. The first way that I will prepare you is through unit tests. I will use each unit test to assess your understanding of course content and your mastery of the AP historical skills we practice in class. You will have five unit tests over the course of this semester. Each test will feature AP caliber multiple-choice questions, short-answer questions, document analysis, and a writing task that will follow the progression from constructing a thesis on the first test to writing a full essay by the end of the semester. Furthermore, the course will culminate with a final exam modeled on an actual AP exam that you will take at the end of January. (*Note: Any student who is absent

2 during a unit testing day has 3 days to make up that test. They will receive a different test than their classmates and must make it up on their own time – either BEFORE or AFTER school.)

 Writing Assignments: Writing is a huge part of the AP World History Exam. In fact, the written portion of the AP exam makes up 60% on the recently redesigned AP exam. Therefore, how well you master the different writing tasks featured in the exam will ultimately make or break your score. The three types of writing tasks you must master for the open-ended section of the WHAP exam are as follows…

1. Short Answer Questions (SAQs): On the AP exam, the students will complete four short answer questions in 50 minutes. All short-answer questions will require the students to use historical thinking skills to respond to a primary source, a historian’s argument, nontextual sources such as data or maps, or general propositions about world history. Each short answer questions contains multiple parts and responses to each part of a question need not be longer than 3 -4 sentences. 2. Document Based Question (DBQ): The DBQ measures students’ ability to analyze and synthesize historical data and to assess verbal, quantitative, or visual materials as historical evidence in a full essay format. Responses to the DBQ will be judged on students’ ability to formulate a thesis and support it with relevant evidence from seven different documents, of varying length, style, and complexity, that have been provided for them, and outside knowledge on the prompt they have gained from the class. Students will have 55 minutes to write this essay on the AP exam. 3. Long Essay Question (LEQ): To provide opportunities for students to demonstrate what they know best, they will be given a choice between two comparable long essay options. The long essay questions will measure the use of historical thinking skills to explain and analyze significant issues in world history as defined by the thematic learning objectives. Student essays must include the development of a thesis or argument supported an analysis of specific, relevant historical evidence. Students will have 35 minutes to complete the LEQ on the AP exam. . However, many of you coming in to this class are new to AP history classes (and most of you are new to high school), Therefore, in this class we will have a progression of writing assignments that will help you practice the skills of effective writing before you even attempt a WHAP essay. We will start first with the structure of a good history essay, next work on crafting an effective thesis statement, and then move on to pre-writing strategies before we actually tackle a real WHAP essay. In addition, we will use peer editing and review strategies in class to help you reach your maximum potential as a writer.

 Small Group Projects: In addition to tests and essays, you will also be expected to complete projects in small groups of 2, 3 or 4 students in each of our five units. These projects will be interactive assignments meant to enhance your understanding of course content and themes while also providing you with the opportunity to practice the essential life skill of working with others on a common task. They are also intended to provide you with a creative alternative to your other major grades. Considering the difficulty of the tests and essays in this class, your small group projects will offer you vital opportunities to boost your major grade average which accounts for 75% of your overall grade

COURSE UNIT PLANNER – DAILY TOPICS, READING, AND ASSIGNMENT LIST

The following section will provide you with a day-by-day guide to our AP World History Course. This will provide you with the topic of our lesson on each day of the semester and the reading assignments that must be completed the night before that class period. Although we will attempt to follow this daily guide as closely as we can, you must remember that it is subject to change depending on unforeseen emergencies such as inclement weather, class assemblies, pep

3 rallies, and other school functions that may cause us to miss class time. Still, this planner is a useful guide to the course since it has been created to specifically meet all WHAP requirements in the short amount of time our course meets.

Course Unit Planner Key:  Readings and assignments are listed in Italics (WOW = Strayer,Ways of the World Textbook)  Readings are listed on the day they are to be completed NOT read (i.e. read the night before!)  This list does NOT include all source readings.  “Big Picture” Questions are listed to provide the focus of the unit lessons and activities. They represent the larger themes of the unit that reflect the general patterns in global history during that time period.  Skill Focus means that we will be working specifically that day on an important AP historical skill.  Project means that we will be working on a small group project during that period.

Intro to the Course Theme: Becoming “Travelers” not “Tourists” in their study of World History Text Reading: Ways of the World: A Global History, Chapters 1 Class Periods: 4

“Big Picture” Questions: 1. What is the difference of between a “traveler” and a “tourist” in the study of world history? What advantages does a “traveler” approach to world history offer students? 2. How should I behave while in this class so that I can maximize my potential as a student and classmate? 3. What skills and materials are needed to be successful in this course? Lessons:

 Tues. 9/6- Breaking the Ice/ People Bingo Summer Project due

 Wed. 9/7 – Course Intro: Becoming “Travelers” not “Tourists” Get Binder & Notebook

 Thurs. 9/8 - Skill Focus: How historians “do” history? Reading and interpreting source documents WOW 3-7, 11-20

 Friday. 9/9 - Skill Focus: Working in Groups/”Paleolithic Pictionary” Group Assignment WOW 20-32; Chap. 1 BPQ due

Unit 1: Foundations in World History (Beginnings of History to c. 500 CE) Theme: “Civilization & Empire” - Technological and Environmental Transactions in Early Human History/Organization and Reorganization of Human Societies in the Classical Era Text Reading: Ways of the World: A Global History, Chapters 2-7 Class Periods: 14

4 “Big Picture” Questions: 1. What is meant by “civilization”? Why did the earliest human civilizations begin in Afroeurasia? 2. How did geographic and environmental factors influence the development of the first civilizations? 3. What is an “empire”? What factors account for the rise and fall of empires? 4. What is the purpose of religion in human societies? What are the world’s major belief systems and how were they used to both support and undermine traditional power structures in the earliest civilizations/empires?

Lessons:  Mon. 9/12 – WHAP Pre-Test/Milestones in Early Human History WOW 49-57  Tues. 9/13 – Mankind: The Story of All of Us, Episode #1, “Inventors” WOW 85-94; Chap. 2 BPQ due  Wed. 9/14 – Document Analysis: The Origins of Civilization? WOW 94-103; Chaps. 1 & 2 FC due  Thurs. 9/15 – Writing Workshop: Practicing the Short-Answer Question (SAQ) WOW 103-113; Chap. 3 BPQ due  Fri. 9/16 – What is an Empire? (Conrad-Demarest model) WOW 133-139, 145-154; First Civilization SC due; Quiz #1  Mon. 9/19 – Skill Focus: Making Historical Comparisons – The Roman Empire vs. Han China WOW 154-168, Classical Empires SC due  Tues. 9/20– Writing Workshop: Writing a Thesis Statement WOW 189-202;Chap. 4 BPQ due  Wed. 9/21 – Document Analysis: Why, and when, did Rome Fall? WOW 202-215; Chaps. 3 & 4 FC due  Thurs. 9/22 – What is the Purpose of Religion in Human Societies? / World’s Major Belief Systems WOW 237-246; Chap. 5 BPQ due  Fri 9/23 – Project: World Religion Commercial WOW 247-260  Mon. 9/26 – Project: World Religion Commercial Presentations WOW 281-297; Chap. 5 & 6 FC due; Snapshot Chart on World Religions due  Tues. 9/27– Mankind: The Story of All of Us, Episode #3, “Empires” WOW 297-305; Chaps. 6 & 7 BPQ due; Quiz #2  Wed. 9/28 – Unit 1 Time Cards Test Review Chapters 7 FC due  Thurs. 9/29 – Unit 1 Test

Unit 2: An Age of Accelerating Connections (c.500 CE – c.1500) Theme: “Trade”- Regional and Trans-regional Interactions in Post-Classical Afro-Eurasia Text Reading: Ways of the World: A Global History, Chapters 8-12 Class Periods: 16

“Big Picture” Questions:

5 1. Why is it necessary for human societies to establish networks of trade and exchange with one another? 2. What besides goods or items is exchanged when human societies trade with one another? What are the negative and positive effects of these exchanges on human societies? 3. How do different cultures modify and adapt new ideas, especially religious ones, to meet their own needs? 4. Were the “barbarians” a negative or positive factor in the advancement of civilization during this time period? Lessons:  Fri. 9/30– Unit 2 Intro: The Five Components of Trade WOW 325-329, 333-335  Mon. 10/3 – NO CLASS: ROSH HASHANAH  Tues. 10/4 – Unit 1 Test Review/Trade Networks of the Post-Classical Afro-Eurasia WOW 335-355; Afro-Eurasian Trade Networks SC due  Wed. 10/5 – Project: Silk Road Diary (research day) WOW 375-385; Chap. 8 BPQ due; WHCC #9: The Silk Road due  Thurs. 10/6 - The Middle Kingdom: China at “center” of the Post-Classical Afro-Eurasia WOW 385-397; Chap. 8 FC due  Fri. 10/7 – Writing Workshop: The Document-Based Question (DBQ) WOW 397-404; Chap. 9 BPQ due  Mon. 10/10– NO CLASS: TEACHER INSERVICE  Tues. 10/11– Writing Workshop: Spread of Buddhism in China DBQ (from 2004 Exam) WOW 425-445, Chap. 9 FC due  Wed. 10/12– NO CLASS: YOM KIPPUR  Thurs. 10/13– Comparing the Worlds of Christian Europe: Eastern vs. Western Christendom WOW 445-453; WHCC #14: The Dark Ages due; Quiz #2  Fri. 10/14 – Writing Workshop: The Emergence of Islam and Causes of Its Expansion WOW 473-480; Chap. 10 BPQ due; WHCC #13: Islam due  Mon. 10/17 – A Traveler’s Guide to the Islamic World (courtesy of Ibn Battuta) WOW 480-488  Tues. 10/18 – Africa in the Post-Classical Era: Mansa Musa, Islam, and the Trans-Saharan Trade WOW 488-500; Chap. 10 & 11 Flashcards due  Wed. 10/19 – NO CLASS: PSAT TESTING  Thurs. 10/20 – Pastoral People on the World Stage: The Barbarian Moment in World History WOW 521-529; Chap. 11 BPQ due; WHCC #16: Mansa Musa, Islam in Africa…due  Fri. 10/21–Document Analysis: The Effects of Mongol Empire on Afro-Eurasia WOW 529-541; Quiz 4  Mon. 10/24 – Diseases in Transit: The Black Death Pandemic WOW 541-548; Chap. 12 BPQ due  Tues. 10/25 – Unit 2 Time Cards Test Review Chap. 12 FC due  Wed. 10/26 – Unit 2 Test  Thurs. 10/27 – Diary of a Trade Good Project Presentations Diary of a Trade Good Project due Unit 3: The Early Modern World (1450-1750) Theme: “Encounters”- Global Interactions and the Global Expansion of Europe Text Reading: Ways of the World: A Global History, Chapters 13-16 Class Periods: 16

6 “Big Picture” Questions: 1. Why was Europe the civilization that came to explore the world, dominate global trade, and begin the process of world conquest during this period? 2. What occurs when different peoples encounter each other for the first time? What are the positive and negative consequences of such encounters? 3. In what ways did European expansion establish the world’s first global economy during this period? How did this new global economy shift the world’s balance of power to the West?

Lessons:  Fri. 10/28 – Review Unit 2 Test/Unit 3 Intro: Encounter, The Dilemma Facing Planet Eporue WOW 569-575  Mon. 10/31 – Document Analysis: Why did Europe connect the hemispheres and not Ming China? WOW 575-588; WHCC #21: 15th c. Mariners due  Tues. 11/1– Encounter 1492 WOW 588-599; Chap. 13 BPQ due  Wed. 11/2 – The Columbian Exchange Game WOW 619-621; Chap. 13 FC due; WHCC #23: The Columbian Exchange due  Thurs. 11/3 – The Spanish Conquest of the Americas (through Aztec eyes) WOW 625-631; WHCC #25: The Spanish Empire  Fri. 11/4 – Project: Colonial Americas Mural Project WOW 631-639  Mon. 11/7 through Fri. 11/11 – NO CLASS: FALL BREAK  Mon. 11/14 – Project: Colonial Americas Mural Project Presentations WOW 639-650; Chap. 14 BPQ due  Tues. 11/15– Silver and Global Commerce WOW 673-682; Chap. 14 FC due  Wed. 11/16 – Writing Workshop: Silver Trade DBQ WOW 682-689  Thurs. 11/17– Commerce in People: The Atlantic Slave Trade WOW 689-698; WHCC #24: The Atlantic Slave Trade due  Fri. 11/18 - The Globalization of Christianity WOW 721-732; Chap. 15 BPQ due  Mon. 11/21 – Skill Focus: Understanding Continuity and Change Over Time (CCOT) WOW 732-747; Chap. 16 BPQ due  Tues. 11/22– Writing Workshop: CCOT Practice: Indian Ocean Commerce, 650-1750 WHCC #18: The Indian Ocean Trade due  Wed. 11/23– Quiz #5 Silver Trade DBQ due  Thurs. 11/24 through Fri. 11/25 – NO CLASS: THANKSGIVING BREAK  Mon. 11/28 – Unit 3 Time Cards Test Review Chap. 15 & 16 FC due  Tues. 11/29 – Unit 3 Test

Unit 4: The European Moment in World History (1750-1914) Theme: “Revolutions”- Revolutions in Politics, Industrialization, and Imperialism that led to the Westernization of the Globe Text Reading: Ways of the World: A Global History, Chapters 17-20 7 Class Periods: 18

“Big Picture” Questions: 1. What are the ingredients needed for a successful revolution? Are the changes wrought by a revolution really worth all the trouble? 2. How did industrialization change the course of human history? How did industrialization allow Europeans to finally complete their conquest of the globe? 3. Would you consider 19th century European imperialism as the “White Man’s Burden” or the “White Man’s crime”? Did European conquest make life better or worse for the indigenous peoples living within European colonies?

Lessons:  Wed. 11/30 – Unit 4 Intro: The Fever Model of Revolution WOW 771-775  Thurs. 12/1– Project: Revolutionary Diseases (featuring the Atlantic Revolutions) WOW 779-787 (stop at Haitian Revolution)  Fri. 12/2 – Review Unit 3 Test and Silver Trade DBQ/ Revolutionary Diseases Project work day WOW 787-793 (stop at Echoes of Revolution)  Mon. 12/5– Echoes of the Atlantic Revolutions WOW 793-804; Chapter 17 BPQ due  Tues. 12/6 – Revolutionary Diseases Project Presentation Revolutionary Disease Project due; Chap.17 FC due  Wed. 12/7 – What is the Industrial Revolution and why did it begin in Great Britain? WOW 825-832; WHCC #32: The Industrial Revolution due; Quiz #6  Thurs. 12/8– The Urbanization Game I: A Case Study of the New Industrial City WOW 832-839  Fri. 12/9 – Writing Workshop: Taming the Industrial City CCOT, 1850-1914 WOW 840-854; Chap. 18 BPQ  Mon. 12/12 – Project: Urbanization Game II WOW 877-889; Chap. 18 FC due  Tues. 12/13 – The New Industrial Class System: A Classroom Simulation WOW 889-894  Wed. 12/14 – Something Old or Something New? European Imperialism in the late 19th century WOW 894-903; Chap. 19 BPQ due  Thurs. 12/15 – Responses to Imperialism in East Asia: China vs. Japan WOW 923-928; WHCC #35: Imperialism due; Russian vs. Japanese Industrialization DBQ assigned  Fri. 12/16 – European Imperialism in Africa and South Asia: White Man’s Burden or Crime? WOW 928-932; Chap. 19 FC due  Mon. 12/19– Document Analysis: Colonial Resistance and Rebellion WOW 932-948; Chap. 20 BPQ due  Tues. 12/20 – Writing Workshop: CCOT Practice: Long-Distance Migrations,1700-1900 Chap. 20 FC due  Wed 12/21 – Unit 4 Time Cards Review  Thurs. 12/22 – Unit 4 Test  Fri. 12/23 – Project: A History of the World in Six Artifacts Russian vs. Japanese Industrialization DBQ due Unit 5: The Most Recent Century (1914-Present) Theme: “Conflict”- Accelerating Global Changes, Realignments, & Challenges to Humanity in the 20th & 21st c. Text Reading: Ways of the World: A Global History, Chapters 21-24 8 Class Periods: 19

“Big Picture” Questions: 1. To what extent were the two world wars distinct and different conflicts, and in what ways were they related to each other? In what ways did Europe’s internal conflicts between 1914 and 1945 have global implications? 2. What was the appeal and promise of the Communist Experiment and why did it fail in the end? 3. To what extent is violence necessary in the process of decolonization? How was the end of colonial rule both a blessing and a curse for the new developing nations (former colonies)? 4. Where is the human story headed in the 21st century? What are the changes and challenges on the horizon that may shift the human story in new directions in the near future?

Lessons:  Mon. 12/26 through Fri. 1/2 – NO CLASS: WINTER BREAK  Tues. 1/3– Review Unit 4 Test and Industrialization DBQ/Unit 5 Intro: A Century of Conflict? WOW 969-973, 977-984  Wed. 1/4 – What caused World War I? WOW 985-988; WHCC #36: WWI due  Thurs. 1/5 – The Trench Warfare Game WOW 988-996  Fri. 1/6 –The Great Depression: A Global Economic Crisis WOW 996-1005  Mon. 1/9 – Look Out Here Come the Dictators! The Rise of Authoritarian/Totalitarian States WOW 1005-1008; Chap. 21 BPQ due  Tues. 1/10 – What caused World War II? WOW 1029-1037; Chapter 21 FC due  Wed. 1/11 – The Legacy of World War II: What did the World Learn? WOW 1038-1045; WHCC #38: WWII due  Thurs. 1/12– The Communist Experiment of the 20th Century: What is life like in a communist state? WOW 1045-1051  Fri. 1/13 – Document Analysis: Comparing Communist Propaganda – Mao’s China vs. Stalin’s USSR WOW 1051-1058; Chap. 22 BPQ due  Mon. 1/16 – NO CLASS: MARTIN LUTHER KING, JR. DAY  Tues. 1/17– The Cold War WOW 1081-1094; Chap. 22 FC due; WHCC #39: The Cold War due  Wed. 1/18 – Writing Workshop: Is 1989 a turning point in World History? WOW 1094-1108; Chap. 23 BPQ due  Thurs. 1/19 – World History Crash Course #40: “Decolonization and Nationalism Triumphant” WOW 1133-1144; Chap. 23 FC due  Fri. 1/20– Writing Workshop: Was 1945 a turning point in the process of Decolonization? WOW 1145-1150; WHCC #40: Decolonization due  Mon. 1/23 – Globalization: A Force for Good or Evil? WOW 1150-1158; WHCC #’s 41 & 42: Globalization I & II due  Tues. 1/24 – Mankind: The Story of All of Us, Episode #12, “New Frontiers” WOW 1158-1165; Chap. 24 BPQ due  Wed. 1/25– Unit 5 Time Cards Test Review Chap. 24 FC due  Thurs. 1/26– Unit 5 Test  Fri. 1/27 - Final Exam DBQ (Timed in Class)  Mon. 1/30 – Final Exam Review: Six Artifacts Project Presentations Six Artifacts Project due

9 Appendix A: Historical Periodization for AP World History d Title Date Range Weight Period Period Title Date Range Weight 1 Technological and Environmental Transformations . to 600 B.C.E. 5% 2 Organization and Reorganization of Human Societies c. 600 B.C.E. to c. 600 C.E. 15% 3 Regional and Transregional Interactions c. 600 C.E. to c. 1450 20% 4 Global Interactions c. 1450 to c. 1750 20% 5 Industrialization and Global Integration c. 1750 to c. 1900 20% 6 Accelerating Global Change and Realignments c. 1900 to the present 20%

Appendix B: Key Concepts in AP World History

Period 1: Key Concept 1.1. Big Geography and the Peopling of the Earth Technological and Environmental Key Concept 1.2. The Neolithic Revolution and Early Agricultural Societies Transformations, to 600 B.C.E. Key Concept 1.3. The Development and Interactions of Early Agricultural, Pastoral, and Urban Societies Period 2: Key Concept 2.1. The Development and Codification of Religious and Cultural Organization and Reorganization of Traditions Human Societies, c. 600 B.C.E. to c. Key Concept 2.2. The Development of States and Empires 600 C.E. Key Concept 2.3. Emergence of Transregional Networks of Communication and Exchange Period 3: Key Concept 3.1. Expansion and Intensification of Communication and Exchange Networks Regional and Transregional Key Concept 3.2. Continuity and Innovation of State Forms and Their Interactions, c. 600 C.E. to c. 1450 Interactions Key Concept 3.3. Increased Economic Productive Capacity and Its Consequences Period 4: Key Concept 4.1. Globalizing Networks of Communication and Exchange Global Interactions, Key Concept 4.2. New Forms of Social Organization and Modes of Production c. 1450 to c. 1750 Key Concept 4.3. State Consolidation and Imperial Expansion Period 5: Key Concept 5.1. Industrialization and Global Capitalism Industrialization and Global Key Concept 5.2. Imperialism and Nation State Formation Integration, c. 1750 to c. 1900 Key Concept 5.3. Nationalism, Revolution, and Reform Key Concept 5.4. Global Migration Period 6: Key Concept 6.1. Science and the Environment Accelerating Global Change and Key Concept 6.2. Global Conflicts and Their Consequences Realignments, c. 1900 to the Key Concept 6.3. New Conceptualizations of Global Economy, Society, and present Culture

Appendix C: Thematic Learning Objectives

 Interaction Between Humans and the Environment  Development and Interaction of Cultures  State Building, Expansion, and Conflict  Creation, Expansion, and Interaction of Economic Systems  Development and Transformation of Social Structures

10 Appendix D: Historical Thinking Skills

I. Analyzing Historical Sources and Evidence  Analyzing Evidence: Content and Sourcing: Extracting useful evidence from sources and evaluating the features of the evidence for point of view, format, purpose, limitations, and context.  Interpretation: Analyzing diverse historical interpretations and understanding how historian’s interpretations change over time. II. Making Historical Connections  Comparison: Understanding the similarities and differences between different accounts, periods, or events.  Contextualization: Understanding the broader context of a document, event, or individual’s actions in regards to the total cultural, political, social, intellectual, environmental, and economic environment of the time in which they took place.  Synthesis: Creating an understanding of the past from a wide variety of evidence, while applying insights about the past to other contexts and circumstances, including the present. III. Chronological Reasoning  Causation: Identifying the short term and long term causes and effects of a particular historical event.  Patterns of Continuity and Change over Time: Recognizing what has stayed the same and what has changed within a particular era or time period.  Periodization: Evaluating various models used by historians to divide history into discreet periods and recognizing relevant turning points that denote the end of one period and the beginning of another. IV. Creating and Supporting a Historical Argument  Argumentation: Assembling various explanations of an event and constructing interpretations of the event (especially as it applies to conflicting historical evidence). This skill will most likely be utilized and developed through your essay writing assignments in our class.

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