AP World History Course Outline

Texts:
Andrea, Alfred J., and James H. Overfield. The Human Record: Sources of Global History. 3rd ed. Vol. 1
and 2. Boston: Houghton Mifflin, 1998. Primary –source reader.
Armstrong, Marty., et al. Cracking the AP World History Exam . Princeton Review , 2004-2005. Student
Study Guide.
Holt, Rinehart and Winston. The Complete School Atlas.
Stearns, Peter N., et al. World Civilizations: The Global Experience. 4th ed. AP version. New York: Pearson
Longman, 2005. Textbook.

Prerequisites: Permission form read and signed by student and parent.

Grade Level: 10th

Length Of Course: 1 semester

Overview of the Course: Advanced Placement World History is a rigorous course designed to challenge
and prepare 10th grade students for college level coursework. The content covered and skills developed are
shaped by the following six themes or “habits of mind” provided by the College Board:
1. The relationship of change and continuity from 8,000 BCE to the present.
2. Impact of interaction among and within major societies.
3. Impact of technology, economics, and demography on people and the environment.
4. Systems of social structure and gender structure.
5. Cultural, religious and intellectual developments.
6. Changes in functions and structures of states and in attitudes toward states and political
identities, including the emergence of the nation- state.

These six themes will enable the student to sharpen their skills in critical thinking and analysis, which will
in turn better prepare the student for college level classes. Additionally, by looking at history through the
lens of the six themes, students will be able to make connections between the issues of the past and the
complexities of the contemporary global environment.

Units of study
I. Foundations – 8000 B.C.E. to 600 C.E. (3 weeks)
A. Six themes of AP World History
B. AP World History vocabulary
C. World Religions overview
D. Agricultural Revolutions and emergence of civilizations (ch.1)
E. Earliest Civilizations (ch.1)
1. Tigris- Euphrates
2. Egyptian
3. Indus
4. China
F. Classical Civilizations (ch.2-4)
1. China
2. India
3. Greece and Rome
G. Classical diversities and declines by 500 C.E (ch.5)

H. Major assignments and evidence of learning:

1. World Religions Overview- Students investigate the world’s major religions using
library and Internet resources
2. Students read Code of Hammurabi and compare to Napoleonic Code and
Justinian’s Code.
 3. Students write compare and contrast essay on four ancient civilizations.
(Mesopotamia, Egypt, Indus and Mediterranean )
4. Caste System in Today’s India – Inner /Outer Circle Discussion
5. In Honor of Socrates- Student led Socratic discussion comparing and contrasting
Greece and Rome
6. World Map Analysis- How does the world map change during this era?
7. Exam 1

II. The Postclassical Era - 600C.E – 1450 (4 weeks)

A. The Rise and Spread of Islam (ch.6-7)
B. Africa and the Spread of Islam (ch.8)
C. Byzantium and Orthodox Europe (ch.9)
D. New Civilization in Western Europe (ch.10)
E. Americas on t he Eve of Invasion (ch.11)
F. China- Tang and Song Dynasties (ch.12)
G. Mongols (ch.14)
H. Major assignments and evidence of learning:
1. Student created political cartoon on spread of Islam –
2. Du Fu Poems- (Tang and Sang) document analysis
3. Change over Time Essay – Civilizations and Gender Relationships
4. Journey to the Land of the Tartars – (Mongols) document analysis
5. Byzantine Empire – Timeline and website activity
6. Manorialism vs. Feudalism- Photo Essay
7. The Book of Routes and Realms- The Land of Ghana: Eleventh Century Western
Sudan – Document Analysis
8. World Map Analysis- How does the world map change during this era?
9. Exam 2

III. The World Shrinks - 1450-1750 (4 weeks)

A. the World Economy (ch.16)
B. The Transformation of the West 1450-1750
C. The Rise of Russia (ch.18)
D. Early Latin America (ch.19)
E. Africa and the Africans in the Age of the Atlantic Slave Trade (ch.20)
F. The Muslim Empires (ch.21)
G. Asian Transitions in an Age of Global Change (ch.22)
H. Major Assignments and evidence of learning:
1. DBQ- Global Silver Trade- 1570-1750
2. Window Pane Lectures – Enlightenment
3. Inner / Outer Circle Discussion – Changes in Technology and Religion in the West
4. Compare and Contrast Three Muslim Empires – Ottoman, Safavid and Moguls
5. World Map Analysis- How does the world map change during this era?
6. Document Interpretation- Chronicles – Governing the Inca Empire
7. Exam #3

IV. Industrialization and Western Global Hegemony – 1750- 1914 (4 weeks)

A. The Emergence of Industrial Society in the West (ch.23)
B. Industrialization and Imperialism (ch.24)
C. The Consolidation of Latin America (ch.25)
D. Civilizations in Crisis: Ottoman Empire, Islamic Heartlands and Qing China (ch.26)
E. Russia and Japan: Industrialization Outside the West (ch.27)
F. Major assignments and evidence of learning:
1. Compare and Contrast Industrialization in Japan and Russia.
2. Historical Dialogue (student led) – “The Age of Political Revolutions”
3. The Decline of an Empire – Inner/ Outer Circle Discussion
4. World Map Analysis- How does the world map change during this era?
 5. Document Analysis – Royal Niger Company, Standard Treaty- European
Imperialism in Africa.
6. Exam #4

V. The 20th Century in World History – 1914- Present (3 weeks)

A. Descent into the Abyss: WWI and the Crisis of the European Global Order (ch.28)
B. The World of the 1920s: Challenges to European Dominance (ch.29)
C. The Great Depression and the Authoritarian Response (ch.30)
D. A Second Global Conflict and the End of the European World Order (ch.31)
E. Western Society and Eastern Europe in the Decades of the Cold War (ch.32)
F. Latin America: Revolution and Reaction into the 21st Century (ch.33)
G. Africa, the Middle East, and Asia in the Era of Independence (ch.34)
H. Globalization and Resistance: World History 1990-2003 (ch.36)
I. Major assignments and evidence of learning:
1. Document Analysis- Popular Art and Poster Art from Germany, England, and
Australia. World War I.
2. Map analysis and interpretation – Pre WWI , Post WWI , Pre WWII and Post
WWII.
3. Document Analysis- Versailles Treaty – What went wrong?
4. Animal Farm – Rise of Stalin and Totalitarianism in the 20th century.
5. Debate – 20th century nationalism in the Middle East- Arab/ Israeli Conflict
6. Exam #5

Assessments:
Quizzes- On readings from textbook and lectures
Homework –
A. Readings from textbook
B. Primary source document readings
C. Historical Maps
Essays-
A. Document Based Questions
B. Change Over Time
C. Compare and Contrast

Tests- At the end of each unit

Notebook – see below
Inner/Outer Circle Discussions
Debates
Annotated Timelines
Historical Dialogues
Photo Essays

Homework:
This class requires a considerable amount of outside work. All homework is due at the beginning of the
period on the due date. Those expecting a decent grade should prepare themselves for doing work outside
of class.

Make- Up Work:
You are responsible for all work assigned whether or not you are in class each day. Get the missing
work from me before or after school, or get it from a friend. Do not ask during class time for your missing
assignments. Students have two days to make up work for each excused absence.

Notebook:
Students are required to keep an organized history notebook. Notebooks will be collected at the mid-term
and the end of the class. Notebooks should include the following:
1. Notes and written responses
2. Maps
3. Returned assignments and tests
4. Vocabulary
5. Review sheets
6. Today in History or other entry tasks

Scheduled Tests:
The units culminate with a test. If the test date was previously announced and the subject matter was
covered in class, the student is expected to take the test with the rest of the class on the day it is given,
even if the student was absent the day before. If the student misses the day of the test, he/she must make
it up before or after school.

Grading Criteria:
Students will be given a numerical score on each assignment and test they complete. The student’s final
grade will be their percentage of the total points possible. The grading scale is as follows:
100%-93% A
92.9%- 90% A-
89.9%- 87% B+
86.9%- 83% B
82.9%- 80% B-
79.9%- 77% C+
76.9%- 73% C
72.9%- 70% C-
69.9%- 67% D+
66.9%- 60% D
59.9%- 0% F
Attendance:
Students are required to maintain regular attendance to earn high school credit. As per Board Policy 3122
and 2420/2420 P, students will be issued a NG (no grade) on the 13th absence. Also note that tardies in
excess of 15 minutes are considered an absence. Please see pages 18-21 of the student handbook.

Tardy Policy:
Students are expected to be in class on time. Beginning with the 4th unexcused tardy, the student will serve
30 minutes detention after school for each tardy after three.

Conferences:
Progress reports will be sent home every four weeks throughout the semester. Students wanting to check
their grade should see me before or after school. Parents wanting updates on the progress of their student
can contact me anytime during school hours at 340-4225 or tmcbride@9mile.org. Parents/students may
also use the PASS system to check grades. Contact the counseling office for more information.

Classroom Rules:
1. Be respectful and considerate of others.
2. Be in class on time.
3. Expect to stay in class. Students will only be allowed to leave in case of emergency or upon
request from the office.
4. No food or drink in class.
5. No headphones or cell phones

Keys to Success:
1. Effort
2. Attendance
3. Communication- if you’re having trouble in the class, please come in and get help.
4. Organization
5. Attitude