AP World History

Mr. Weber
Syllabus – 2017-18 School Year

Welcome to Advanced Placement (AP)® World History at Dozier-Libbey Medical High

School. AP courses are designed to give students the opportunity to earn college course credit
prior to graduating high school. As such, AP courses are significantly more demanding than
traditional high school courses. AP World History has been designed at a level suitable for the
college freshman, and a college textbook will be utilized throughout. The successful completion
of both this course and the associated AP national exam for world history will be recognized by
many colleges and universities as the equivalent of having completed the institution’s own
freshman world history or world civilizations course. (Over 90 percent of four-year institutions
in the U.S. accept high school AP courses for credit, placement, or both.) It should be noted that
the scope of this course is much greater than that of the traditional College Prep (CP) World
History course, which is designed to meet just the basic requirements for high school graduation.

Information on the specific policies regarding AP credit for many colleges and universities is
available at www.collegeboard.com/ap/creditpolicy.

The AP World History course at Dozier-Libbey Medical High School:

 Meets the College Board’s criteria for AP World History;
 Satisfies California standards for 10th grade social studies;
 Satisfies the University of California A-G social studies requirement (A) for 10th grade;
 Incorporates components of Dozier-Libbey’s 10th grade health care focus on
complementary and alternative medicine (CAM).

A main objective of this course is to prepare the student for the AP national exam administered
next May by the College Board. The breadth and content of the curriculum for this course matches
that of the College Board’s exam. Students are responsible for registering for this exam on time
and for paying the College Board’s fee (about $90). Fee reduction and scholarship funds may be
available to students with financial hardship. For more information on the College Board’s
Advanced Placement program, visit their website at www.collegeboard.com and click on ‘AP.’

Table of Contents

Summer Preparation .................................................................................................................................. 2

Content and Themes ................................................................................................................................... 2
Textbooks ................................................................................................................................................... 2
Homework & Classwork ............................................................................................................................ 3
Tests & Quizzes .......................................................................................................................................... 3
Attendance ................................................................................................................................................. 3
Grades........................................................................................................................................................ 4
Online Resources ....................................................................................................................................... 4
Important Dates ......................................................................................................................................... 5
Tips for Being Successful in AP World History...................................................................................... 6-7
Writing Assignments .................................................................................................................................. 8
Key Concepts by Period ............................................................................................................................. 9
Curriculum Year at a Glance ................................................................................................................... 10
Curricular Unit Descriptions ............................................................................................................. 11-12
Textbook Reading & Testing Schedule............................................................................................... 13-17
The following are specific guidelines for the AP World History course as it is conducted at
Dozier-Libbey Medical High School.

Recommended Summer Preparation. AP World History is open to all sophomores, juniors, and
seniors enrolled at Dozier-Libbey Medical High School. In order to be fully prepared for this
intensive course, students are strongly encouraged to read and take notes on the first unit of the
textbook (chapters 1-6, 130 pages) prior to the first day of class. The Unit 1 Exam, covering
chapters 1 through 6 of the textbook will be given on the first Monday of the new school year.
This exam is open-note.

Content and Themes. The course is divided into six time periods: Neolithic & Early
Civilizations (8000 – 600BCE), Classical (600BCE–600CE), Post-Classical (600–1450), Early
Modern (1450–1750), Industrial (1750–1900), and Twentieth Century (1900–2015). A detailed
description of each period is provided at the end of this syllabus. Rather than simply
memorizing political chronologies, students will be taught to analyze, in writing and discussion,
the processes and causes affecting the stream of continuity and change during each period,
utilizing the techniques and resources of a professional historian. During each time period, we
will jump across various geographic regions, providing balanced coverage of Africa, the
Americas, Asia, Europe, and Oceana. Five major themes will be addressed throughout the
course:
~ The interactions between humans and the environment, including demographic patterns
of migration and settlement, and the effects of disease on human populations;
~ The development and interaction of cultures, including religions, philosophies,
ideologies, and technology;
~ State-building, expansion, and conflict; including political systems, the rise and decline
of empires, nations and nationalism, revolution, and international relations;
~ Creation, expansion, and interaction of economic systems, including agricultural
development, trade, labor systems, industrialization, capitalism, and socialism;
~ Development and transformation of social structures, including gender role evolution,
family systems, racial and ethnic constructions, and socioeconomic classes.

Textbooks. The main text for this course is

~ Bentley, Jerry H., Herbert F. Ziegler, and Heather E. Streets-Salter. Traditions and Encounters: A Global
Perspective on the Past. 6th ed. New York: McGraw-Hill, 2015.
Students may be assigned additional supplemental texts if available.

In addition, students may consider purchasing on their own optional preparation guides. These
are available in most bookstores and online. A 2016 or later edition is recommended as the AP
World History exam format has changed significantly starting with the 2016-17 school year.
Some examples:
~ Martin, Peggy. 5 Steps to a 5, AP World History 2016, Cross-Platform Edition. McGraw-Hill.
~ Princeton Review: Cracking the AP World History Exam, 2016 Edition. Princeton Review.
~ Whelan, Patrick. Kaplan AP World History 2016. Simon & Schuster.

Additional readings from various sources will be provided to students in class as needed
throughout the year, including past AP national exams and sample essays released by the College
Board.

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 Homework. Homework should be expected daily, including over weekends and holidays. The
average successful AP student will spend about one hour and fifteen minutes each night on
preparation for World History.* Readings from the textbook will average about 30 pages per
week. These assignments are provided in advance with this syllabus. Note that 30 pages is the
average—some weeks there will be less, and some weeks may require over 50 pages of reading.
Students are required to take Cornell-style notes on the reading assignments. The assigned
reading and associated notes must be completed before the last class period of the week. It is
critical that students utilize good self-discipline and time management techniques. Attempting to
read all of the week’s assigned material the night before a quiz is not an effective strategy.
Readings from other sources will also be provided and assigned in class as needed (these are not
all included with the attached reading schedule). In addition to the assigned reading, students
should expect weekly writing assignments that reflect the style and format of free response
writings required on the AP national exam.

Classwork. A variety of instructional techniques will be used to ensure students meet learning
objectives. These will include direct instruction, analysis of primary source material, replication
of artistic styles, role-playing and structured debate, student presentation, and analytical
techniques through writing and small group discussion.

Tests & Quizzes. Quizzes will be given at the end of each week on the reading and class
discussions from the week prior. These short assessments will comprise a significant portion of
the student’s overall grade in class. Six unit exams will be given throughout the course, each
upon the completion of the associated unit block of study (see schedule attached). With the
exception of the first exam given during Week One, these unit exams will be in the style of the
AP national exam, composed of both multiple choice and free response essay questions. Weekly
quizzes are worth 10 test points, while unit exams are worth 100 points each. A final cumulative
exam will be given the last week of school. Students who completed the AP national exam in
May will have the option of waiving out of this final exam.

Attendance. This is an extremely fast-paced course. We will cover 10,000 years of history, all
over the world, in about 90 class periods. Students who miss even one period will be at a
significant disadvantage when it comes time to take the exam in May. While reading and
homework assignments can be made up, the classroom experience cannot. Strive to be in class
every day!

Binder. A dedicated, three-ring binder (2-in or larger) is required for this course. The binder
must be divided into three sections: notes, essays, and tests. Notes may be maintained with
loose-leaf paper or a spiral notebook, but must be kept up to date with the binder and brought to
class each day. Students are responsible for keeping all returned essays and tests organized in
the binder, and for bringing the binder to class each day. Random, periodic binder checks are
unannounced, and make up a portion of the student’s overall assignment grade.

Pop Quizzes and Notebook Checks. Although scheduled reading quizzes are given only at the
end of each week, students are expected to follow good time management procedures and pace
their reading over the entire week. (See the Weekly Reading Routine / Six-Day Plan attached
*
Based on College Board national surveys.

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to this syllabus.) On any given day, students may be required to provide evidence that they have
been maintaining a reasonable reading pace, either through a notebook check or a “pop quiz” that
covers the material expected to have been read in accordance with the Six-Day Plan.

Grades. Grades will be assigned based on exam scores, writing assignments, quizzes (scheduled
and “pop”), binder checks, and class discussion; weighted roughly in that order. All quiz and
test scores together will comprise 50 percent of the overall grade. Class discussion will comprise
10 percent, and other written and oral assignments and will make up the remaining 40 percent.
Because this is an AP class, ‘A,’ ‘B,’ and ‘C’ grades are weighted one grade point higher than
the same grade in a traditional class. For example, an ‘A’ in AP World History (normally 4
points) will count as 5 points when calculating grade point average (GPA). A ‘B’ would be 4
points, and a ‘C’ 3 points. This GPA formula modification is recognized by AUSD and many
colleges and universities.
97-100 % A+
94-96 A 5 GPA points
90-93 A-
87-89 B+
84-86 B 4 GPA points
80-83 B-
77-79 C+
74-76 C 3 GPA points
70-73 C-
65-69 D
60-64 D- 1 GPA point

The AP World History course is divided into two individually credited semesters; however the
course does not have a cumulative first semester final exam. Three unit exams are given first
semester, and three are given second semester, in addition to weekly quizzes. Additionally, a
course-cumulative final exam is given at the end of the second semester. This exam is optional
for students who completed the national AP exam for world history in May.

Online Resources. There are several web sites that will be useful to the AP World History
student over the course of the year. AP Central at apcentral.collegeboard.com is maintained by
the College Board and provides valuable information on all Advanced Placement courses
currently being offered, including World History. Detailed course descriptions as well as sample
exams from prior years are available. Students will also be provided with online resources
provided by the textbook publisher. Access information to the DLMHS course web site will be
provided in class. Finally, students may go online (dlmhs-antioch-ca.schoolloop.com) to review
their personal grade record, as well as find dates for upcoming homework and tests.

Academic Honesty. Students at Dozier-Libbey are expected to maintain accepted

standards for personal integrity when it comes to submitting written work for a grade.
Neither copying work nor providing work to another student for the purpose of copying
will be tolerated. Plagiarism will not be tolerated in any form. Any instance of academic
cheating, either with homework or tests, will result in consequences as outlined by the
AUSD disciplinary code, up to and including a failing grade for the course.

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After the Big Day. The AP national exam will be administered in mid-May. Since our course is
geared toward preparing the student for that day, we will complete our curriculum and textbook
assignments in early May. The remainder of the class before the end of the school year will
provide an opportunity to slow down (slightly), and discuss recent and current events in more
detail. Students who paid attention during the first 34 weeks will be able to apply the lessons of
history to decisions faced today by world leaders, and will debate the same issues with which
these leaders struggle.

Important Dates.

August 16 - First Semester Begins

August 21 - UNIT 1 Exam
Sept 28/29 - UNIT 2 Exam
Nov 16/17 - UNIT 3 Exam
January 9 - Second Semester Begins
Jan 25/26 - UNIT 4 Exam
Mar 7/8 - UNIT 5 Exam
Apr 9 - Tentative Deadline to register for National Exam and pay fees
May 3/4 - UNIT 6 Exam
May 10 - National AP Exam
Jun 4-7 - Optional Course Final Exam (required if National Exam not taken)

Finally, this is a course in which any sophomore can be successful. There are no predetermined
“AP students.” Taking an AP course is a personal choice that is available to every Dozier-
Libbey student who has the will and determination to take on a college-level curriculum.
Success in an AP class does require a personal commitment to put in a significant amount of
work each and every week, both in class and at home—there are no short-cuts. AP World
History will be a challenging class for you; possibly the most challenging that you have faced so
far. But in meeting great challenge comes great reward, and you will have accomplished
something above and beyond what is expected of a high school student.

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Weekly Reading Routine

AP World History will likely present you with a much more rigorous schedule of assigned reading than you
have experienced in any class to date. While not all of the material from the readings will be discussed in class,
it is all testable. Therefore, it is important to complete all reading thoroughly and effectively. Having a specific
procedure in place from Day One will help you develop good habits and allow you to better manage your time.
Below is the recommended procedure for completing each week’s reading assignment on time and being
successful on the weekly quiz.

Set up a Six-Day Plan for the assigned reading.

1. Count the number of assigned pages for the upcoming week, and divide by four.
2. Set aside at least one hour each night to read one quarter of the week’s reading. Leave two days for
pre-reading, review, and practice quizzes. (Adjust this time depending on your reading speed. One
hour should be the minimum time spent each night.)
3. Be consistent with your routine—same time and place every night for reading and studying history.

DAY 1. Pre-read (1-2 hours)

(NOTE: Some weeks’ reading may include TWO chapters from the text.)
At the beginning of each new chapter:
1. Review the “Key Concepts,” “Learning Objectives,” and “Chapter Focus.”
2. Scan ahead, reviewing the subtopic headings for that chapter.
3. Read captions for photos, maps, paintings, charts, and diagrams. Read any inset articles.
4. Copy down key terms in bold into your notes.
5. Read the chapter introduction, “Eyewitness.”

DAYS 2 – 5. Read & write

Read the chapter or chapters (a quarter of the total each night), while taking appropriate notes:
1. Turn off your phone and computer.
2. Always read with your notebook and pen ready.
3. Reduce the chapter to your own Cornell-style notes.
4. Define key terms and names in your notes.
5. Complete a PERCI outline† in your notes for any societies or civilizations that are described in detail.
6. Write down questions to ask in class.

DAY 6 – Review and test

Check your comprehension after you finish the reading and before the weekly quiz.
1. Review the “Chronology” at the end of the chapter.
2. Review your notes. Go back and carefully read your own notes, ensuring all key terms and names
have been defined.
3. Take the practice quiz at the end of the chapter. Review the appropriate textbook pages that
correspond to any questions you were unsure about.
4. Refer to the online page for your textbook for additional review material and practice quizzes.

†
PERCI – a format for describing any given society, analyzing the Political system, Economy, Religion, Culture, and Interactions
with other societies.

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Additional Tips for Passing the Course

At the end of the year, surviving AP students are asked what worked best for them,
and what didn’t work. Below is a top-ten compilation of advice from those who
have gone before you…

1. Read the chapters. Read all of them. Don’t skip, don’t skim.

2. Use the same reading routine every night. Quiet room with no distractions.
Turn off the cell phone, game system, music, and TV for at least an hour.
You’ll get more reading done than you thought possible, and you’ll
remember it.

3. Follow your six-day plan. Trying to do the reading the night before a quiz
never works.

4. After reading a section, re-tell the story of what you read to somebody else
in your own words. Answer their questions about the story, and go back
over any areas you don’t have an answer for.

5. Go to class. Pay attention in class. Take notes. Not everything on the tests
is in the textbook.

6. Use the practice test resources every week: Practice quizzes, AP Central
web page, and other available resources.

7. Maintain and use your binder. Keep everything, especially your weekly
quizzes. Study the questions you missed. Unit test questions look
amazingly similar to weekly quizzes.

8. Read other students’ essays. Lots of them.

9. Don’t cheat. You will get caught, and your grade will not recover.

10. Don’t whine or complain about the work. You chose this class, and Mr.
Weber will only smile unsympathetically when you cry about it.
 Writing Assignments

Three types of constructed-response questions will be presented on the AP national exam. During this
course, students will receive substantial instruction and practice time on various formats for constructed
response or essay-writing. Students will learn to demonstrate their clear understanding of historical
concepts in a format suitable to each type of exam question. Practice assignments will focus on analysis
and evaluation rather than simple description. During the second half of the course, students will develop
skills in the analysis and interpretation of historical scholarship. Various historiographic techniques will
be presented in supplementary texts.3 Students will learn to weigh all contributing factors to a given piece
of writing, and will translate this skill to a successful approach to document-based questions. Students
will also learn to evaluate their own essays using the same criteria as a College Board exam reader.

The following are brief descriptions of the three types of writing that will each comprise a portion of the
exam.

Short-Answer Question (SAQ)

As the name suggests, SAQs are short written responses to a prompt that fall short of a full essay. Students are
not required to construct or defend a thesis, but rather demonstrate some mastery of one or more thematic learning
objectives. Generally, students will be asked to respond to a historian’s argument, analyze a stimulus, or respond
to a general historical proposition.

Document-Based Question (DBQ) Essay

Rather than testing a student’s direct knowledge of a historical subject, the document-based question tests a
student’s ability to properly analyze given historical documents and formulate an answer based on evidence
provided. The question assumes that students have reviewed the subject material and understand the broader
world historical context. Documents are chosen on the basis of both the information they convey about the topic
and the perspective that they offer. Designed to test skills analogous to those of the historian analyzing source
materials, the document-based question differs from the task of actual historians mainly in the time available for
analysis and the prearranged selection of the documents. There is no single “correct” answer; instead, various
approaches and responses are possible, depending on the student’s ability to understand the documents and
ultimately to communicate their significance. The student is expected to construct a thesis in response to the
question being asked, then defend that thesis utilizing evidence from the documents provided.

Long Essay Question (LEQ)

The LEQ is similar to the DBQ in that the student must construct and defend a thesis appropriate to the question
being asked. However, source material is not provided, and the student must defend the thesis with historical
evidence learned over the course of study. LEQs may be comprised of any of several essay types, including
comparison, causation, change and continuity over time, or periodization. Each of these different types of
historical analysis will be practiced extensively across the length of the course.

Students should expect a minimum of four graded essay assignments per quarter, and each unit exam will include
one or more writing prompts in the style of the AP national exam that will constitute approximately 20 percent of
the overall exam grade. In addition, students will be given the opportunity to review and evaluate several sample
essays provided by the College Board from previously administered exams.

3
Supplementary texts used for this purpose include, but are not limited to, excerpts from the primary source material referenced in the curriculum
description at the end of this syllabus, as well as excerpts from Documents in World History, vol 1 & 2 (Upper Saddle River, NJ: Pearson/Prentice
Hall, 2005; and Documents in World History, vol 1 & 2, ed. Peter N. Stearns, Stephen S. Gosch, and Erwin P. Grieshaber (New York:
Pearson/Longman, 2009).
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 AP World History Concept Structure
Key Concepts by Period

Period 1: Key Concept 1.1. Big Geography and the Peopling of the Earth

Key Concept 1.2. The Neolithic Revolution and Early Agricultural Societies
Technological and Environmental
Transformations,
Key Concept 1.3. The Development and Interactions of Early Agricultural, Pastoral and Urban
to c. 600 B.C.E
Societies

Period 2: Key Concept 2.1. The Development and Codification of Religious and Cultural Traditions

Organization and Reorganization of Human Key Concept 2.2. The Development of States and Empires
Societies,
c. 600 B.C.E to c. 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

Key Concept 3.2. Continuity and Innovation of State Forms and Their Interactions
Regional and Transregional Interactions,
c. 600 C.E. to c. 1450
Key Concept 3.3. Increased Economic Productive Capacity and Its Consequences

Period 4: Key Concept 4.1. Globalizing Networks of Communication and Exchange

Key Concept 4.2. New Forms of Social Organization and Modes of Production
Global Interactions,
c. 1450 to c. 1750
Key Concept 4.3. State Consolidation and Imperial Expansion

Period 5: Key Concept 5.1. Industrialization and Global Capitalism

Key Concept 5.2. Imperialism and Nation-State Formation

Industrialization and Global 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 Present Key Concept 6.3. New Conceptualizations of Global Economy, Society and Culture

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 AP World History Year at a Glance
WEEK OF: UNIT: SUB-TOPIC: Ch. STD:
1 16 AUG (3) UNIT 1 Course Intro; Neolithic & Ancient; Unit 1 and Geography Exam 1-6
2 21 AUG UNIT 2 Persia 7
3 28 AUG 600 BCE - 600 CE China 8
4 5 SEP (4) 6 weeks India 9
5 11 SEP Mediterranean World 10-11 10.1
6 18 SEP Silk Roads 12
7 25 SEP Review and Unit Exam - Unit 2 -
8 2 OCT UNIT 3 East Asia 13
9 10 OCT (4) 600 - 1450 Islam 14
10 16 OCT 7 weeks India & Indian Ocean Basin 15
11 23 OCT Christendom 16
12 30 OCT Mongols & Eurasia; Sub-Saharan Africa 17-18
13 6 NOV (4) Europe 19
14 13 NOV Review and Unit Exam - Unit 3 -
THANKSGIVING BREAK
15 27 NOV UNIT 4 Americas & Oceana 20-21
16 4 DEC 1450 - 1750 Europe 22-23
17 11 DEC 7 weeks Americas & Oceana 24
18 18 DEC (4) Africa & the Atlantic World (finals week) 25
WINTER BREAK
19 9 JAN (4) East Asia 26
20 16 JAN (4) Islamic Empires 27
21 22 JAN Review and Unit Exam - Unit 4 -
22 29 JAN UNIT 5 Atlantic World: Revolution & Nationalism 28 10.2
23 5 FEB 1750 - 1914 Industrial Revolution 29 10.3
24 13 FEB (4) 6 weeks Americas: Age of Independence 30
25 20 FEB (4) Asian Empires 31
26 26 FEB Imperialism 32 10.4
27 6 MAR (3) Review and Unit Exam - Unit 5 -
28 12 MAR UNIT 6 World War I 33 10.5-6
29 19 MAR 1914 - 2000 Between the Wars 34 10.7
30 26 MAR (4) 7 weeks Rise of Nationalism 35
SPRING BREAK
31 9 APR World War II & Cold War 36 10.8-9
32 16 APR Asia, Africa, & Latin America: Post-Colonialism 37 10.10
33 23 APR Globalization 38 10.11
34 30 APR Review and Unit Exam - Unit 6 -
35 7 MAY Final Review / National AP Exam - 10 May -
36 14 MAY -
37 21 MAY (4) TBD Debate Project & Current Events -
38 29 MAY (4) -
39 4 JUN (4) Final Exam (may be waived if AP Exam was taken) -

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Curriculum Descriptions

UNIT 1 (8000 – 600BCE) Foundations of Civilization: Technological and Environmental

Transformations – Summer + 1 week

The development and migrations of Homo sapiens sapiens and the advent of human culture
during the Paleolithic era will be addressed briefly before moving into the Neolithic revolution
and the impact of agriculture on human societies across the globe. Five regions will be focused
upon as the cradles of human civilization: Mesopotamia, the Nile River (Egypt), the Indus River
(India), the Huang (Yellow) River (China), and Mesoamerica.

UNIT 2 (600BCE – 600CE) Classical Era: Organization and Reorganization of Human

Societies – 6 weeks

Students will develop the PERCI technique for appropriately cataloging and comparing the
attributes of various world societies, focusing upon political systems, economy, religion, culture,
and interactions between societies. Students will analyze the progress of the classical
civilizations that grew from the early agricultural societies, focusing on the growth of dynastic
Chinese and Indian empires in Asia, and the development of classical Greek and Roman
societies on the Mediterranean. The rise of Hinduism, Buddhism, Christianity, and
Confucianism as major belief structures will be discussed, as will their effects on regional social
and political development. In conjunction with the 10th grade theme of complementary and
alternative medicine (CAM), components of traditional Chinese medicine and Ayurveda will be
addressed during this unit, with an analysis of the applications of each methodology in the
modern world and comparisons to mainstream Western medicine.

UNIT 3 (600 – 1450) Post-Classical Era: Regional and Interregional Interactions – 7 weeks

The fall of the Han, Guptan, and Roman empires in China, India, and the Mediterranean
respectively, and the rise and rapid spread of the new religion Islam are all cited as significant
events that mark the end of one historical era and the beginning of the next. Islam will be
examined closely as a major influence on social and cultural practices across a large portion of
the world. Medieval Europe will be addressed in this unit, as will China’s return as a dynastic
empire. Subsequent to the Mongol conquest of much of Eurasia and reopening of the Silk Roads
came the rapid and global spread of bubonic plague (the Black Death). Students will analyze the
social, political, and historic impact of pandemic diseases, and examine the impacts of
pandemics on modern society. The western hemisphere will also receive greater attention during
this unit, with a study of the rise of Aztec and Incan civilizations and the collision of Native
Americans and Europeans at the end of the 15th century.

Unit 4 (1450 – 1750) Global Interactions – 7 weeks

The fall of Constantinople to the Ottoman Turks and the discovery of a new hemisphere by the
Europeans were world-changing events that mark the end of the postclassical and the start of the
early modern era. With this fourth unit, there is a shift from focusing on individual societies to
examining the interactions between various societies around the world as populations grow more
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dependent upon global trade. Mercantilism and colonization efforts projected from European
states drive many of the changes of the early modern period. Repercussions from the Columbian
Exchange are felt worldwide. The political and sociological impacts of both colonization and the
Atlantic slave trade will be analyzed in detail, as will the transformations occurring in East Asia
during this period.

Unit 5 (1750 – 1900) Western Global Hegemony: Industrialization and Global Integration
– 6 weeks

Our fifth unit opens with the Industrial Revolution as we explore the growing dominance of
Western Europe over the political and economic structures of the rest of the world. Students will
consider the effects of industrialization on the new imperialism that begins in Europe in the 18th
century and then later in Japan. The rapid political development of the various nations of the
Americas will be contrasted with models from the Old World over previous eras. Finally,
students will examine the decline of the centuries-old empires of China, the Islamic world, and
the Ottomans as European states posture themselves against each other at the dawn of a new era
of world conflict.

Unit 6 (1900 – present) The 20th Century: Accelerating Global Change and Realignments –
7 weeks

The past hundred years of world history are covered in detail in this final unit. The First World
War drastically changes the way nations came to view war and political domination, and it lays
the foundation for the rise of fascism and dictatorial national governments. Students will
examine the implications of a growing dependence among nations on the global economy, and
the instability that can result from sudden changes in the world market. The conclusion of World
War II set the stage for a new world order comprised of two nuclear-armed superpowers
postured against each other and in competition for world influence. The fall of the Soviet Union
set the stage for our contemporary political world. Students will conclude this unit with an
examination of multinational corporations and their influence on the current world order,
initiating discussion topics to be addressed more thoroughly in the weeks after the AP national
exam.

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AP World History
Mr. Weber
Textbook Reading Assignments, 2017-18 School Year

~ Bentley, Jerry H., Herbert F. Ziegler, and Heather E. Streets-Salter. Traditions and Encounters: A Global Perspective
on the Past. 6th ed. New York: McGraw-Hill, 2015.

NOTE: All assignments and dates are subject to change on short notice. Additional supplemental readings (not listed
here) will be provided in class.

Cornell-style notes are required for all reading assignments, and must be brought to class each day.

UNIT 1
8000 – 600 BCE
Summer ~
Prehistoric Humans and Early Complex Urban Societies
pp.2-131 (Part 1 Intro, Chapters 1-6, Part 1 Closer)
-130 pages-

Week 1 ~
Review of UNIT 1
Review Part I (pp.2-131) for Unit Exam
UNIT EXAM Aug 21

UNIT 2
600 BCE – 600 CE
Week 2 ~
The Empires of Persia
pp.132-151 (Part 2 Intro & Chapter 7)
-20 pages-
QUIZ Aug 24/25

Week 3 ~
Unification of China
pp.152-173 (Chapter 8)
-22 pages-
QUIZ Aug 31 / Sep 1

Week 4 ~
Classical India
pp.174-192 (Chapter 9)
-19 pages-
QUIZ Sept 7/8

Week 5 ~
Classical Mediterranean Societies
pp.216-237 (Chapters 10-11)
-44 pages-
QUIZ Sep 14/15
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Week 6 ~
Silk Roads: Late Classical
pp.238-261 (Chapter 12 & Part 2 Closer)
-24 pages-
QUIZ Sep 21/22

Week 7 ~
Review of UNIT 2
Review pp.132-261 for Unit Exam
UNIT EXAM Sep 28/29

UNIT 3
600 CE – 1450 CE
Week 8 ~
Resurgence of Empire in East Asia
pp.262-287 (Part 3 Intro & Chapter 13)
-26 pages-
QUIZ Oct 5/6

Week 9 ~
Expansive Realm of Islam
pp.288-310 (Chapter 14)
-23 pages-
QUIZ Oct 12/13

Week 10 ~
India & the Indian Ocean Basin
pp.312-333 (Chapter 15)
-22 pages-
QUIZ Oct 19/20

Week 11 ~
The Two Worlds of Christendom
pp.334-359 (Chapter 16 & Part 3 Closer)
-26 pages-
QUIZ Oct 26/27

Week 12 ~
Nomadic Empires, Eurasian Integration, & Sub-Saharan Africa
pp.382-401 (Part 4 Intro & Chapters 17-18)
-42 pages-
QUIZ Nov 2/3

Week 13 ~
Increasing Influence of Europe
pp.402-425 (Chapter 19 & Part 3 Closer)
-24 pages-
QUIZ Nov 8/9

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Week 14 ~
Review of UNIT 3
Review pp.262-425 for Unit Exam
UNIT EXAM Nov 16/17

UNIT 4
1450 – 1750
Week 15 ~
The Americas & Oceana; Cross-Cultural Interaction
pp.426-475 (Chapters 20-21 & Part 4 Closer)
-50 pages-
QUIZ Nov 30 / Dec 1

Week 16 ~
Transoceanic Encounters & the Rise of Europe
pp.476-532 (Part 5 Intro & Chapters 22-23)
-57 pages-
QUIZ Dec 7/8

Week 17 ~
New Worlds: The Americas & Oceana
pp.534-558 (Chapter 24)
-25 pages-
QUIZ Dec 14/15

Week 18 ~
Africa & the Atlantic World
pp.560-583 (Chapter 25)
-24 pages-
QUIZ Week of Dec 18

Week 19 ~
Tradition and Change in East Asia
pp.584-607 (Chapter 26)
-24 pages-
QUIZ Jan 11/12

Week 20 ~
The Islamic Empires
pp.608-631 (Chapter 27 & Part 5 Closer)
-24 pages-
QUIZ Jan 18/19

Week 21 ~
Review of UNIT 4
Review pp.426-631 for Unit Exam
UNIT EXAM Jan 25/26

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UNIT 5
1750 – 1900

Week 22~
Revolutions & National States in the Atlantic World
pp.632-665 (Part 6 Intro & Chapter 28)
-34 pages-
QUIZ Feb 1/2

Week 23~
The Making of Industrial Society
pp.666-691 (Chapter 29)
-26 pages-
QUIZ Feb 8/9

Week 24 ~
The Americas in the Age of Independence
pp.692-718 (Chapter 30)
-27 pages-
QUIZ Feb 15/16

Week 25 ~
Societies at Crossroads
pp.720-744 (Chapter 31)
-25 pages-
QUIZ Feb 22/23

Week 26 ~
The Building of Global Empires
pp.746-777 (Chapter 32 & Part 6 Closer)
-32 pages-
QUIZ Mar 1/2

Week 27~
Review of UNIT 5
Review pp.632-777 for Unit Exam
UNIT EXAM Mar 7/8

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UNIT 6
1900 – 2010

Week 28 ~
The Great War: The World in Upheaval
pp.778-808 (Part 7 Intro & Chapter 33)
-31 pages-
QUIZ Mar 15/16

Week 29 ~
An Age of Anxiety
pp.810-831 (Chapter 34)
-22 pages-
QUIZ Mar 22/23

Week 30 ~
Nationalism and Political Identities
pp.832-853 (Chapter 35)
-22 pages-
QUIZ Mar 28/29

Week 31 ~
New Conflagrations: World War II and the Cold War
pp.854-884 (Chapter 36)
-31 pages-
QUIZ Apr 12/13

Week 32 ~
The End of Empire
pp.886-909 (Chapter 37)
-24 pages-
QUIZ Apr 19/20

Week 33 ~
A World Without Borders
pp.910-945 (Chapter 38 & Part 7 closer)
-36 pages-
QUIZ Apr 26/27

Week 34 ~
Review of UNIT 6
Review pp.778-945 for Unit Exam
UNIT EXAM May 3/4

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