AP World History is a 2 year long course. During 9th grade, students will examine the time period from the origins of civilization to the Age of Exploration. The 10th grade year will cover the time period from the European Renaissance to the present. At the end of the tenth grade year, students will be well prepared to take the AP World History Exam.
In AP World History you will develop a greater understanding of the evolution of global processes and contacts including interactions over time. The course highlights the nature of changes in international frameworks and their causes and consequences, as well as comparisons among major societies.
We will use the following AP World History themes throughout the course to identify the broad patterns and processes that explain change and continuity over time.
The Five AP World History Themes
1. Impact of interaction among and within major societies.
2. Impact of technology, economics, and demography on people and the environment.
3. Systems of social structure and gender structure.
4. Cultural, religious, and intellectual developments.
5. Changes in functions and structures of states and in attitudes toward
states and political identities, including the emergence of the nationstate.
The Earth and Its Peoples, by Richard Bulliet et. al., Boston: Houghton Mifflin;
3rd AP ed., 2004.
Student resources for textbook available at: http://college.hmco.com/students The Human Record, By Alfred Andrea and James Overfield, Boston: Houghton
Mifflin; 5th Ed., 2004.
(available online for free at: http://books.google.com/books?id=tiz6jbjgSjEC&printsec=frontcover&dq=the+human+record&cd=1#v=onepage&q&f=false)
A variety of other primary and secondary sources will be used during the course. Check the class website frequently for electronic versions of those sources or links to relevant websites.
graphic organizers provided by the teacher. In designing this course, the College
Board aimed to help you gain the higher-order thinking skills you will need to be
successful in college.
For example, almost every day in class we will analyze primary sources both
texts and visuals. This primary source analysis will help you directly with the
tasks required for the Document-Based Question (DBQ) essay on the exam, but
the daily use of historical materials also will help you practice using evidence to
make plausible arguments. You also will become expert at identifying point of
view, context, and bias in these sources.
A second important habit of mind you will develop over the year is assessing
issues of change and continuity over time, including the capacity to deal with
change as a process and with questions of causation. You will constantly be keeping
track of changes in history through the annotated timelines and maps you will
construct both in class and for homework in all five units. Moreover, these timelines
and maps will help you see global patterns and processes over time and space
while also connecting local developments to global ones and moving through levels
of generalizations from the global to the particular. This skill will be especially
useful for writing the Change Over Time essay on the AP World History Exam
and often is a major focus in upper-level college courses in the social sciences as
well as in the discipline of science.
Throughout the course the class will periodically conduct seminars, simulation and debates where you will discuss diversity of interpretations that historians present in
your textbook and in other secondary sources such as articles given to you by the
teacher and were you to address questions about human commonalities and differences and the historical context of culturally diverse ideas and values.
UNIT 1. Foundations, c. 8000 BCE to 500 BCE Focus questions: What is “civilization”? Who is “civilized”? Does change occur by
diffusion or independent invention?
Chapter 1. River Valley Civilizations
Chapter 2. New Civilizations in the Eastern and Western Hemispheres
Chapter 3. The Mediterranean and the Middle East
Comparisons:early civilizations, major belief systems, systems of social inequality,
cities, political systems, trading systems, migrations, role of nomadic peoples
Unit II. The Formation of New Cultural Communities, 1000 BCE-600 CE Focus Questions: How did a cultural synthesis develop during the Hellenistic age? How did increased cultural contact foster change?
Chapter 4. Greece and Iran
Chapter 5. Age of Empires: Rome and China
Chapter 6 India and Southeast Asia
Chapter 7 Networks of Communication and Exchange
Comparisons: Greece and Persia, Han China and Roman Empire, political systems, major belief systems
UNIT III. Growth and Interactions of Cultural Communities, 300 BCE–1500 CE Focus questions: Should we study cultural areas or states? Did changes in this period occur from the effects of nomadic migrations or urban growth? Was there a world economic network during this period?
Chapter 8 The Rise of Islam
Chapter 9 Christian Societies Emerge in Europe
Chapter 10 Inner and East Asia
Chapter 11 Peoples and Civilizations in the Americas
Comparisons: Islam and Christianity, Japanese versus European feudalism, role of major cities, Aztec versus Incan empires.
UNIT IV. Interregional Patterns of Culture and Contact, 1200–1550 Focus Question: How did increased cultural contact foster change? How does the environment shape cultural differences?
Chapter 12 Mongol Eurasia and its Aftermath
Chapter 15 The Maritime Revolution
Comparisons: European monarchy versus African empires
Unit V The Globe Encompassed, 1500-1750 Focus question: To what extent did Europe become predominant in the world economy during this period?
Chapter 16 Transformations in Europe
Chapter 17 The Diversity of American Colonial Societies
Chapter 18 The Atlantic System
Chapter 19 Southwest Asia and the Indian Ocean
Chapter 20Northern Eurasia
Comparisons: Imperial systems in Europe versus Asia; coercive labor systems, empire building in Asia, Africa, and Europe; interactions with the West (Russia versus others).
UNIT VI. Revolutions Reshape the World 1750–1870 Focus questions: Through what processes did the influence of industrialization spread throughout the world? How did the rights of individuals and groups change in this period? To what degree did new types of social conflict emerge during the nineteenth century?
Chapter 21.Revolutionary Changes in the Atlantic World
Chapter 23. Nation building and Economic Transformation in the Americas
Chapter 24. Land Empires in the Age of Imperialism
Chapter 25. Africa, India, and the New British Empire
Unit VII Global Diversity and Dominance, 1850-1945 Focus Questions: How and with whom did the idea of “The West” as a coherent and leading force in history gain currency? How do ideological struggles provide an explanation for many of the conflicts of the 20th century? To what extent have the rights of the individual and the state replaced the rights of the community?
Chapter 26The New Power Balance
Chapter 27 The New Imperialism
Chapter 28 The Crisis of the Imperial Order
Chapter 29 The Collapse of the Old Order
Chapter 30 Striving for Independence
Comparisons: Industrial Revolution in Europe versus Japan, political revolutions, reactions to foreign domination, nationalism, western interventions, women in Europe of different classes.
UNIT V. Perils and Promises of a Global Community, 1945–Present Focus Questions: How have conflict and change influenced migration patterns internally and internationally? How have international organizations influenced change?
Chapter 31 Cold War and Decolonization
Chapter 32 The End of the Cold War and the Challenge of Economic Development and Immigration
Chapter 33 Globalization and the New Millennium
Comparisons: Decolonization in Africa versus India, role of women in revolutions, effects of the World Wars on areas outside Europe, nationalist movements, impact of Western consumer society and culture on others.
Instructions for Assignments
Generic Annotated Timeline Assignment
Select one of the AP World History themes and 10 events for the time period
assigned that show the largest changes related to that theme for the time period
and place each event on the timeline. The annotations go below the timeline and