Ap World History Planning Pacing Guide Cohen 2011

AP World History ®
Course Planning and Pacing Guide 3
Sharon Cohen
Springbrook High School
Silver Spring, Maryland
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Welcome to the AP® World History Course Planning and Pacing Guides
This guide is one of four Course Planning and Pacing Guides (CPPG) designed for AP® World History (APWH) teachers. Each provides
an exemplar of how to plan instruction for the AP course based on the author’s academic year schedule, school location and type, and
textbook choice. Each CPPG is authored by a current AP World History teacher familiar with the AP World History Curriculum Framework.
Each guide provides valuable suggestions regarding all aspects of teaching the course, including the selection of readings, the pace
of instruction, instructional activities, and types of assessment. The authors have offered their suggestions — displayed in boxes that
appear on the right side of the page — to aid in course planning for AP World History teachers. These tips are intended to provide
insight into the why and how behind the author’s instructional choices.
Each CPPG also highlights how the different components of the AP World History Curriculum Framework — the key concepts, course
themes, and historical thinking skills — are taught over the course of the year. The CPPGs are designed to demonstrate how to
successfully teach the AP World History Curriculum Framework by making the skills central to instruction and avoiding spending too
much time on “content coverage.” Additionally, each author explicitly explains how he or she manages course breadth and increases
depth for each unit of instruction.
The primary purpose of these comprehensive guides is to model approaches for planning and pacing curriculum throughout the school
year. However, they can also help with syllabus development when used in conjunction with the resources created to support the
AP Course Audit: the Syllabus Development Guide and the four Annotated Syllabi. These resources include samples of evidence and
illustrate a variety of strategies for meeting curricular requirements.
AP World History ■ Course Planning and Pacing Guide 3 © The College Board
Contents
Instructional Setting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Overview of the Course . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Managing Breadth and Increasing Depth. . . . . . . . . . . . . . . . . . . . . . . . 3
Course Planning and Pacing by Unit
Unit 1: Period 1. Technological and Environmental Transformations,

to c. 600 B.C.E. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Unit 2: Period 2. Organization and Reorganization of Human Societies,

c. 600 B.C.E. to c. 600 C.E. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Unit 3: Period 3. Regional and Transregional Interactions, c. 600 to c. 1450. . . . . 15
Unit 4: Period 4. Global Interactions, c. 1450 to c. 1750 . . . . . . . . . . . . . . . . . . . . 23
Unit 5: Period 5. Industrialization and Global Integration, c. 1750 to c. 1900. . . . 29
Unit 6: Period 6. Accelerating Global Change and Realignments,

c. 1900 to the Present. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
Resources. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
AP World History ■ Course Planning and Pacing Guide 3 © The College Board
Instructional Setting
Springbrook High School

Silver Spring, Maryland
School Public high school with 1,800 students

Student population Community is suburban and ethnically diverse. Students are:
• 48 percent African American
• 16 percent Asian American
• 14 percent European heritage
• 22 percent native Spanish speakers
• 43 percent receive free or reduced-priced lunches.
• 88 percent are going on to college.
• 70 percent take one or more AP® classes before graduation.
• 30 percent take AP World History.
Instructional time There are 180 instructional days; class meets for 47 minutes every day.
School begins the last week of August.
Student preparation AP World History is offered junior year.
About half of the students have successfully completed AP U.S. Government
and Politics, and the rest took the required National, State, and Local
Government class. From eighth through ninth grades, students completed two
years of American history.
Textbook and Primary Bulliet, Richard W., Pamela Kyle Crossley, Daniel R. Headrick, Steven W. Hirsch,
Source Reader Lyman L. Johnson, and David Northrup. The Earth and Its Peoples: A Global
History. 3rd AP ed. Boston: Houghton Mifflin, 2005.
Andrea, Alfred and James Overfield. The Human Record: Sources of Global
History. 5th ed. 2 vols. Boston: Wadsworth, 2004.
Additional primary sources and handouts are posted online within the Web
service provided by the school system.
1 © The College Board.

AP World History ■ Course Planning and Pacing Guide 3
Overview of the Course
AP World History helps my students better understand how the world we specialist, peer tutoring services, or school counselors. In order to address
live in got to be the way it is. We examine the evolution of global processes my students’ range of learning styles, I use a variety of instructional methods,
and contacts, including interactions over time, in order to find patterns in the including lecture-discussion, daily analysis of primary sources, simulations,
causes and consequences of significant changes in various regions around debates, seminars, and small-group work on annotated maps and timelines.
the world. Moreover, we compare those patterns of changes among major
societies since 8000 B.C.E. By the end of the course, I find that students By making world history an exercise in addressing questions the students
are interested in current events in many more places on the planet and can themselves have about the past, they remain engaged in seeking evidence to
make connections between those events and the patterns of changes and answer those questions. This active participation helps them identify relevant
continuities they discovered in the past. historical evidence as well as recognize the limitations in those sources. As
world history is a relatively new field of historical investigation, the frequent
I use the Key Concepts to organize the lessons and assessments within historiographical debates that emerge in the field become ideal ways of
each unit. The outline of each unit links each Key Concept with formative revealing more about how history is written and rewritten. Students seem to
and summative assessments. The formative and summative assessments enjoy learning that historians like to challenge each other publicly about their
cover the range of skill levels I want the students to achieve. I use these arguments.
assessments to collect evidence of the content and skills the students are
mastering. Because my students do not usually master the content and skills
evenly at the beginning of the course, throughout the year I encourage them
to rewrite their essays and other written assignments after receiving my
feedback and an initial grade. In addition, I allow them to correct their multiple-
choice quizzes by explaining why the wrong answers they chose are incorrect
responses to the stem or question. Moreover, I frequently meet with students
individually to help them acquire the skills they need to become more
independent learners, emphasizing the effective use of the textbook and other
secondary sources as guides to the most important ideas and interpretations
in world history. Although many juniors enter AP World History with solid
skills in reading, writing, and studying, it is the first challenging history course
for a substantial number of them. Therefore, I try to balance improving
the skills of all of the students while challenging them with content and
appropriate pacing. I find the data from formative assessments very useful for
determining which students are demonstrating historical thinking skills and
which need more scaffolding from me or academic support from our literacy

Managing Breadth and Increasing Depth
Unit Managing Breadth Increasing Depth

Period 1 Instead of teaching each early civilization independently and then comparing and contrasting them, I In separating what was formerly one period into two distinct periods, I now have the opportunity
concentrate on the intersection of course themes and skills. For example, I focus on the relationship to spend more time in the first unit focusing on “Big History,” basic world geography, and the
between food supply and agriculture; patterns of change and continuity in social stratification; environmental theme (which is often neglected). I also use this unit as an opportunity to introduce
economic specialization of labor; and more complex political units. Instead of systematically covering and lay the foundation for all of the historical thinking skills. For example, I assign a comparative
all civilizations, I use key examples from each while using a themes-and-skills-based approach, essay on the early civilizations to assess students’ skills in argumentation, use of evidence,
thereby reducing the breadth of this section of the course. contextualization, and comparison, and then work with small groups or individual students to help
them get to a basic mastery of those skills.
Period 2 I wait until Unit 4 to teach about developments in the Americas, thus allowing more time for When covering the rise of imperial societies in the Roman and Han empires, I emphasize practice
developments in Afro-Eurasia. I limit the discussion of the major belief systems to basic beliefs in analyzing textual and visual primary sources. The sources from Roman and Han historians lend
because all of these belief systems reappear in later units, when students are more ready to ask themselves more obviously to comparisons, especially as they relate to currencies and monumental
questions related to changes that occur in belief systems as they spread. architecture. Students also get more time to analyze the role of belief systems in the Roman, Han,
and Gupta empires through textual and visual primary sources.
Period 3 In this time period, I pay less attention to the details regarding the administration of political systems Beginning with this unit, I emphasize interactions, especially those having to do with trade. By doing
and more time showing students that the bureaucratic structures developed by the empires in the this, students can see more clearly how innovations in technology and the spread of belief systems
Mediterranean, South Asia, and East Asia remained the basis for most of the political systems. support the expansion of trade, especially in light of the creation of Islamic states that helped to
expand trade networks.
Period 4 Most students have some background on the “explorers,” so I quickly remind them what they already Because early globalization is not intuitive to most students (many assume that all goods traveled
know rather than repeat the details of each one. I also do not have to spend much time showing everywhere instantly once global travel became more common), I show students how the global
them the results of the Columbian Exchange, especially as it related to the spread of crops and economy was first built on the transfer of silver to China.
animals. Since the effects of the transfer of plants and animals continue today, students usually
They also need lots of practice with analyzing quantitative data. Giving them repeated opportunities
just need some quick reminders to remember that coffee was domesticated in East Africa, not the
to see how demographic changes are often related to improvements in agriculture or to the spread of
Americas, and that potatoes came from South America, not Ireland.
disease tends to be of strong interest to the students.

Managing Breadth and Increasing Depth (continued)
Unit Managing Breadth Increasing Depth

Period 5 My students have already had two years of American history, so I use what they know to help them Since a majority of my students are of African heritage, and many have relatives in the Caribbean,
compare the causes and the immediate effects of the American Revolution to the other Atlantic I spend some extra time guiding them through the complicated timeline and effects of the Haitian
revolutions and independence movements. The fact that my students have also received some Revolution.
introduction to Enlightenment ideas in their yearlong government course also helps speed up analysis
Their natural interest in technology and consumerism leads me to extend the time we spend on the
of the philosophical underpinnings of the Atlantic revolutions.
immediate and long-term effects of industrialization throughout the world. This extra time also helps
students analyze the causes of the Great Depression in the 20th century in terms of business cycles
in the 19th century.
Period 6 Since our time for this unit is often cut short by snow days, I try to pick case studies of the major Because a majority of my students are male teenagers, we continue to focus on the developments
developments that seem to be of greatest interest to the students. While my goal is to achieve in consumerism, especially as they relate to sports and technology. Continuing to focus on topics
global balance, I often select more case studies in Africa and Asia than in Latin America because the most likely to interest them, we discuss the global process of the development of professional sports
causes and effects of these cases tend to be easier for students to understand. teams and associations around the world. It is not hard to show how those leisure activities were
affected by the global context of the world wars, imperialism, decolonization, the Cold War, and
technological innovations, especially toward the end of the 20th century and into the beginning of
the 21st century.

Unit 1: Period 1. Technological and Environmental Transformations
to c. 600 B.C.E. Estimated Time:
2 weeks
Key Concepts,
Learning Objectives Themes, and Historical Materials Instructional Activities and Assessments
Thinking Skills Because students come into AP World History
Recognize the relationship KC 1.1. Big Geography and Bulliet, The Earth and Instructional Activity: acquainted with the idea of cause and effect,
of geography and climate to the Peopling of the Earth Its Peoples: A Global List environmental reasons for migration, such as climate change. they can readily apply that skill to discussions
human migration, settlement, History, Chapter 1, of how environmental changes could affect
Theme 1: Interaction human migration. This first discussion
and interaction, and to list with special attention
Between Humans and the about causation also leads to the issue of
some causes and effects of to section on the Indus
Environment periodization (i.e., why the AP World History
that relationship. Valley civilization
Skills: Causation, course begins with migration).
Manning, Migration
Periodization
in World History,
KC 1.1 Chapters 1–3 Instructional Activity: Because students need practice identifying
Discuss the types of archaeological, DNA, and linguistic evidence historians geographic locations, I assign map work as
Theme 1: Environment
use to trace human migrations. homework or a quick quiz. I write positive
Skills: Contextualization, Formative Assessment: comments for correct responses and indicate
Use of Evidence Have students identify on a map the continent names, oceans, and other major correct answers for incorrect responses. I
bodies of water, and then direct them to add lines showing the migration encourage those who did not get 100 percent
routes of humans from East Africa, including expansion into Eurasia, the correct to redo the assignment or quiz. I use
Americas, and Oceania. this same approach with other formative
assessments such as annotated timelines,
KC 1.1 Instructional Activity:
debates, scored discussions, and reading
Recognize archaeological and linguistic evidence historians use to date and
Theme 1: Environment quizzes.
trace these migrations.
Skills: Synthesis
As students discuss the periodization issues
in this first unit, they begin to recognize the
importance of findings from other disciplines
that support historians’ interpretations about
early human movements and settlements.
Essential ▼ What is “civilization”? ▼ Who is “civilized”? ▼ How does the definition of “civilized” depend upon unique
Questions: cultural factors that developed in different regions?

(continued) 2 weeks
Key Concepts,
Thinking Skills
Connect environmental and KC 1.2. The Neolithic Diamond, Guns, Instructional Activity:
climatic effects on modes Revolution and Early Germs, and Steel, For homework, compare Jared Diamond’s argument about the five main
of economic organization, Agricultural Societies Chapters 1 and 5 factors contributing to the rise of food production with the factors listed in the
such as foraging, and video clip “Yali’s textbook.
Theme 4: Creation,
fishing,agricultural, and Question” Instructional Activity:
Expansion, and Interaction Because this is the students’ first introduction
pastoral economies. Critique Diamond’s argument about the environmental factors that favored
of Economic Systems to historical interpretation, they need me to
interactions in Afro-Eurasia. Discuss his summary of the reasons for other explain why earlier historians used racial
Skills: Comparison, historical interpretations of the “Rise of the West” (Chapter 1, “Yali’s arguments or exceptionalism to explain
Contextualization, Question”). Europeans’ dominance of the world in the 19th
Interpretation
Expand on a discussion of the contemporary economic disparities identified and 20th centuries.
in the video clip “Yali’s Question” to define and compare the economic and
political hierarchies apparent in early settled agricultural systems, foraging,
fishing, and pastoral economies.
KC 1.2 Formative Assessment:
Identify on a map:
• locations of early settled agricultural, fishing, and pastoral communities
Skills: Contextualization,
• domestication of particular crops and animals in specific regions, as well
Use of Evidence
as the persistence of foraging and fishing
• technology used for agricultural production, trade, and transportation,
e.g., chariots and horseback riding in specific regions
Throughout the course, students practice
Identify the environmental KC 1.3. The Development Bulliet, Chapter 2 Instructional Activity:
comparing historical developments within and
effects of the transition and Interaction of Early Identify the environmental effects of the transition to agriculture on the
among societies by using graphic organizers,
to agriculture on the Agricultural, Pastoral, and environment around villages and urban centers in river-valley and nonriver-
annotated timelines, and annotated maps.
environment around villages Urban Societies valley societies (e.g., Fertile Crescent, Nile River, Indus River Valley, Huang
Often the graphic organizers require a high
and urban centers in river- He Valley, Central American Highlands, Oceania, or Niger-Congo Rivers) by
Theme 1: Environment level of synthesis of disparate facts gathered
valley and nonriver-valley creating a timeline showing the domestication of key plants and animals
from a variety of historical sources and from
societies. Skills: Contextualization, during this Neolithic Revolution.
quantitative data from other disciplines, such
Periodization as anthropology and archeology. Students
also get opportunities to contextualize their
synthesis by comparing societies’ reactions to
global processes.

Unit 1: Period 1. Technological and Environmental
Transformations to c. 600 B.C.E. Estimated Time:
(continued) 2 weeks
Key Concepts,
Thinking Skills Students get many opportunities to analyze
primary sources for historical context, purpose,
Use evidence to show social KC 1.2 Image of Hittite horse- Instructional Activity:
intended audience, the author’s point of view,
and cultural consequences drawn chariot; one Respond to a visual image of the Hittite horse-drawn chariot to show
Theme 4: Economic type of source or argument, and tone. This is
of early agricultural and possible source: recognition that pastoralists’ mobility allowed them to become an important
Systems one of the first visual sources that students
pastoral life. conduit for technological change (e.g., by spreading knowledge of new
http://digital.library. learn to analyze for historical context.
Theme 1: Environment weapons or methods of transportation) as they interacted both peacefully and
upenn.edu/women/
militarily with settled populations.
Skills: Causation, edwards/pharaohs/
Contextualization, Use of pharaohs-6.html This assessment helps students develop the
Evidence historical thinking skills of historiography
KC 1.2, 1.3 Excerpts from various Formative Assessment: and periodization. The students are assessed
college-level world I use a scored discussion based on excerpts from six different textbooks and according to a rubric that requires them to
All themes voice one comment and ask one question,
history textbooks designed to guide students toward answering the Essential Question about
Skills: Contextualization, the value of using the term “civilization” when analyzing patterns in world both relevant to the topic. If they have primary
Interpretation, Periodization, history. I ask students: Why is the term “civilization” problematic for world sources or conducted research, they must
Use of Evidence historians? I then have them discuss the concept of “civilization” and the reference it. If the students do not earn points
issues four selected historians have with the term, as well as discuss how the for making a comment and asking a question,
term has changed over time since the early historical writings of ancient China then they can give me written versions of their
and Greece. comments and questions.
Use evidence collected from primary and secondary sources in textbook
Theme 4: Economic I often help students start filling in charts
or reader to analyze the demographic effects of the settled populations’
Systems during class and then expect them to complete
agricultural food supply, as well as the environmental effects of intensive
cultivation of selected plants and animals and the construction of irrigation the work outside of class. To motivate the
systems. (homework) students, I let them use these charts and other
Skills: Use of Evidence notes for reading quizzes.
Use evidence collected from primary and secondary sources in textbook or Students learn to recognize and analyze
All themes
reader to find patterns of change and continuity in the changes in history through the annotated
Skills: Causation, CCOT effects of increased social stratification and more complex religious timelines and maps they construct. Moreover,
organizations these timelines and maps help students see
• economic effects of specialization of labor and increased trade global patterns and processes over time and
• political effects of more complex systems of government, military, and space while also helping students connect local
the development of record keeping (homework) developments to global ones and move through
levels of generalization, from the global to the
Essential ▼ What is “civilization”? ▼ Who is “civilized”? ▼ How does the definition of “civilized” depend upon unique particular.

(continued) 2 weeks
Key Concepts,
Thinking Skills
Link the increasing KC 1.3 Bulliet, Chapter 3 Formative Assessment:
complexity of political Locate the following early civilizations on a map: Tigris and Euphrates
and religious structures River Valleys, Nile River Valley, Indus River Valley, the Huang He Valley,
with the development and Skills: Contextualization, Mesoamerica (Olmecs), and Andean South America (Chavin). Using
transformation of social and CCOT quantitative data annotate the map to show the increase in population density
gender structures in early in this period. Each student maintains a workbook that
agricultural, pastoral, and KC 1.3 Andrea, The Human Formative Assessment: includes exercises and sources that we use
urban societies. Record: Sources Use evidence in primary sources in reader to: in class, including various types of charts
Theme 2: Development and and graphic organizers. At various times
of Global History,
Interaction of Cultures • compare specialization of labor, including artisans and the development during class, I will circulate around the room
Mesopotamian The
of elites such as rulers, priests, warriors, and bureaucrats in early and provide feedback about their workbooks
Theme 3: State-Building, Epic of Gilgamesh;
civilizations assignments, helping them develop their
Expansion, and Conflict “Hammurabi’s Code”;
• recognize the continuation of patriarchal social systems in both historical-thinking skills. They also use their
Egyptian Book of the
Theme 4: Economic agricultural and pastoral societies workbooks during discussions and seminars,
Dead (The Negative
Systems • recognize the increasing complexity of political and religious structures debates, presentations, open-note quizzes, and
Confession); Chinese
(finish for homework) when preparing for writing essays.
Theme 5: Development and “The Mandate of
Transformation of Social Heaven”; Indian The
Structures Rig Veda; Hebrew
“Deuteronomy”
Skills: Use of Evidence
Analyze images of writing systems, monumental architecture, and art from
Theme 2: Cultures
textbook and reader to link them with cultural and religious traditions in the
Skills: CCOT, Use of early civilizations, especially those with cities and urban planning.
Evidence
Trace on a map increased webs of trade in the Eastern Hemisphere, especially I emphasize interactions to help students
All themes
between expanding states with cities where a storable surplus of food see growing webs of exchange over time.
Skills: CCOT, Use of supported specialization of labor, accumulation of wealth, and exchange of They analyze why people in both large and
Evidence goods, ideas, and technology. Then write a thesis statement about the effects small states (as well as in stateless societies)
of those interactions. Focus on trade between Egypt and Nubia and between interacted, and then investigate the evidence of
Mesopotamia and the Indus Valley. the resulting changes.

(continued) 2 weeks
Key Concepts, I share models of different kinds of thesis

Learning Objectives Themes, and Historical Materials Instructional Activities and Assessments statements appropriate for the question they
Thinking Skills will address on the summative assessment. I
teach students that all thesis statements must
Compare the emergence of KC 1.3 Formative Assessment:
(a) address all parts of the question,
the first states within the Write a thesis statement comparing the early civilizations in terms of their
All themes (b) take a position, and (c) include some
core civilizations cities, political systems, economic and trading systems, systems of social
kind of categorization for answering the
Skills: Argumentation, inequality, effects of migrations, and interactions with nomadic peoples.
question usually using the key words in the
Comparison, Synthesis, Use Summative Assessment: question and/or the five themes of AP World
of Evidence Students write an essay comparing characteristics of early civilizations. History. I collect these thesis statements
and give students written feedback on their
All the learning objectives for KC 1.1, 1.2, 1.3 Summative Assessment: performance; I also give them unlimited
this unit 20 multiple-choice questions chances to master this skill throughout the year.
All themes
Skills: all
This essay requires students to address the
unit’s Essential Questions. The essay also
requires students to analyze the historical
interpretations behind the comparisons
between different early civilizations.
To make my unit tests, I use a combination

of multiple-choice questions from the AP
World History Course and Exam Description,
released exams, practice exams, as well as
ones I create. I also create a grid that helps
me include questions that touch on all of the
geographic regions, themes, and relevant key
concepts and historical thinking skills. Students
then use the grid the day after the test to
assess their own performance and adjust their
study strategies for the next assessment.

c. 600 B.C.E. to c. 600 C.E. Estimated Time:
4 weeks
Key Concepts,
Thinking Skills
Identify and explain the KC 2.1. The Development Bulliet, Chapters 4–6 Instructional Activity:
continuance, emergence, and Codification of Religious Use assigned pages in the textbook and relevant primary sources to identify
Andrea, Sima Qian,
diffusion, and adaptation of and Cultural Traditions and explain codifications and further developments in Judaism and Vedic
The Records of the
old and new religious and religions by completing a chart on the core beliefs found in the Hebrew
Theme 2: Cultures Grand Historian;
cultural traditions. and the Sanskrit scriptures, respectively. Gather similar information about
Asoka, Rock and Pillar
Skills: Use of Evidence Zoroastrianism. (homework)
Edicts; and Three
Funerary Monuments
KC 2.1 Andrea, The Laws Instructional Activity:
of Manu and “The Identify and explain the emergence, diffusion, and adaptation of Buddhism,
Theme 2: Cultures I consolidate the time spent on identifying
Ramayana”; The Lotus Christianity, Confucianism, and Daoism by completing a chart on those
and elaborating the beliefs of the early world
Skills: CCOT, Sutra and “The Story belief systems’ core beliefs and scriptures. Also take into account social and
religions by introducing the basic beliefs and
Contextualization of Isidasi”; “The Story economic contexts as well as gendered experiences in the assigned primary
their further developments in Unit 2 rather than
of Ruth,” “Sermon sources. (Start in class and finish for homework.)
in Unit 1.
on the Mount from Summative Assessment:
the Gospel of Saint In a seminar discussion, students use their notes and analysis of primary
Matthew,” and “Mary sources from this unit to answer the Essential Question: How did the early
the Harlot”; The major belief systems affect continuities and changes in the social and gender
Analects, Dao De systems in the Classical Period? Then students locate and explain causes for
Jing, and Ban Zhao, the spread of major belief systems and related cultural developments on a
Lessons for Women graphic organizer.
Using assigned pages in the textbook and lecture notes, construct
Theme 2: Cultures
and annotate a map that explains diffusion of the following belief and
Skills: Argumentation, philosophical systems: Buddhism, Confucianism (including ancestor
CCOT, Contextualization veneration), Daoism, Christianity, and Greco-Roman philosophy, especially the During the first three units I use annotated map
science ideas of Aristotle. Write a thesis statement that takes a position on quizzes as formative assessments to determine
the major effects of the diffusion of these belief and philosophical systems in students’ level of geographic knowledge and to
Afro-Eurasia. give them practice writing thesis statements. I
provide comments on the maps and the thesis
statements so students can revise them to
improve their skills.
Essential ▼ How did belief systems reinforce and/or alleviate social hierarchies? ▼ Why did rulers of states have to legitimize
Questions: their power?

(continued) 4 weeks
Key Concepts,
Thinking Skills
KC 2.1 Some possible online Instructional Activity:
sources are: Using assigned pages in the textbook and visual sources, identify and
Theme 2: Cultures
explain the continuity of other religious and cultural traditions by comparing
Smithsonian’s
Skills: Comparison shamanism, animism, and ancestor veneration in Central Asia, West Africa,
National Museum of
and Northern Europe.
African Art: http://
africa.si.edu/ Instructional Activity:
Analyze primary sources that demonstrate the artistic expressions in ancient
Central Asian images: Greece, Persia, South Asia, Rome, and Gandhara.
http://depts.
washington.edu/
silkroad/culture/
religion/religion.html
Stonehenge: http://
www.english-
heritage.org.uk/
daysout/properties/
stonehenge/

Students need extensive practice grouping
Group textual and visual primary sources according to the political and cultural
Theme 2: Cultures primary sources to be confident in doing this
values they express about ancient Greek civilization.
type of analysis for the DBQ essay. I circulate
Skills: Contextualization, during the activity and assess their progress
Use of Evidence while answering their questions. I pick new
Compare the processes that KC 2.2. The Development of Formative Assessment: examples each year of classical literature,
supported the formation States and Empires Identify on a topographical map of Afro-Eurasia the location of empires in drama, sculpture, and architecture based on
of classical empires and Southwest Asia (all of the Persian empires), East Asia (Qin and Han empires), student interest, taking into consideration the
Theme 3: State-Building
the factors that led to their South Asia (Maurya and Gupta empires), Mediterranean region (Phoenician topics in their English class and current events
decline. Skills: Comparison, and Greek colonization, Hellenistic and Roman empires), and write a or popular culture. Using images helps build the
Contextualization comparative thesis statement on the formation and maintenance of imperial students’ visual literacy.
societies given the natural resources available in those physical environments.

(continued) 4 weeks
Key Concepts,
Thinking Skills
KC 2.2 Bulliet, Chapters 4–6 Instructional Activity:
Using assigned pages in the textbook and relevant primary sources, complete
Theme 3: State-Building Wiesner-Hanks,
charts and analytical thesis statements that compare the development of
Discovering the Global
Skills: Comparison, Use of the techniques of imperial administration, including bureaucracies, laws,
Past: A Look at the
Evidence diplomacy, militaries and technological support for them, trade (including
Evidence, Chapter
the creation of currencies), and integration with or suppression of religious
4: “Han and Rome:
hierarchies in China, Persia, Rome, and South Asia. (Start in class and finish as
Asserting Imperial
homework.)
Authority”
Using assigned pages in the textbook and relevant primary sources, complete
Theme 5: Social Structures Adams, Experiencing
charts and analytical thesis statements that compare the social and economic
World History.
Theme 3: State-Building dimensions of imperial societies, including the role of cities (Persepolis,
Sections on
Chang’an, Pataliputra, Athens, Rome, Alexandria, and Constantinople), social
Skills: Comparison, Use of continuities and
hierarchies, labor specialization and methods of controlling labor (slavery,
Evidence changes in gender
rents and tribute, and household production), and patriarchy. (Start in class
structures and
and finish as homework.)
demography from
8000 B.C.E. to Summative Assessment:
600 C.E. Discuss the continuities and changes over time in demography and gender This discussion relates to the Essential
structures based on readings in Experiencing World History. The changes Questions: How did belief systems reinforce
and continuities in demography and gender systems in this time period are and/or alleviate social hierarchies? Why did
dependent on the belief systems, social hierarchies, and political systems. rulers of states have to legitimize their power?
Identify the correct order All Key Concepts in Formative Assessment:
of the emergence of early Units 1 and 2 Place the emergence of the early civilizations and key states and empires in I give timeline quizzes every few weeks as
civilizations and key states Afro-Eurasia in chronological order. formative assessments. I then let the students
and empires in Afro-Eurasia. either take a makeup quiz or explain why
Skills: Chronological they thought an event was earlier or later.
Reasoning This process of reflecting on their acquisition
of new knowledge by figuring out their own
misunderstandings tends to unpack their faulty
logic. It also gives me an opportunity to reteach
a chronological concept.

(continued) 4 weeks
Key Concepts,
Thinking Skills
Compare the processes that KC 2.2 Instructional Activity:
supported the formation Debate the most significant cause of the decline, collapse, and transformation
All themes
of classical empires and of empires as related to internal and external problems and tensions. Students
the factors that led to their Skills: Causation, use evidence about soil erosion, silted rivers, and deforestation as the basis
decline. CCOT, Comparison, for internal problems and tensions between Han China and the Xiongnu,
Gupta and the White Huns, and the Romans and their northern and eastern The essay analyzes the factors that led to
Contextualization, Synthesis,
neighbors as the basis for external problems faced by these empires. (Start imperial decline in this time period, including
Use of Evidence
during class and finish as homework.) a breakdown in social hierarchies and political
legitimacies. This assessment directly relates
Summative Assessment: to the unit’s Essential Questions.
Students write an essay comparing the process of decline for two classical
empires.
One rationale for my focus on interactions is
Explain the causes and KC 2.3. Emergence of Formative Assessment:
the diversity of my students’, their friends’,
effects of the transregional Transregional Networks Create an annotated topographical map of Afro-Eurasia that locates the
and/or their parents’ migration experiences.
networks of communication of Communication and routes, goods, and technologies (camel and horse saddles, stirrups, and
Their stories parallel the interactions that
and exchange. Exchange lateen sails for dhows) used along the following transregional communication
dramatically increased in Afro-Eurasia during
and exchange networks: Eurasian silk roads, Trans-Saharan caravan routes,
Theme 4: Economic the post-Classical period (Period 3). I spend
Mediterranean Sea lanes, Indian Ocean sea lanes, North-South Eurasian trade
Systems more time on the effects of the spread of belief
routes.
systems and technology due to increasing
Skills: Causation,
overlaps in trade networks, because I find the
CCOT, Comparison,
expansion of trade networks fascinating, and
that change resonates with how my students
Use of Evidence
see their world today.

(continued) 4 weeks
Key Concepts,
Thinking Skills
Explain the causes and KC 2.3 Bulliet, Chapters 4–6 Formative Assessment:
effects of the transregional Use assigned pages in the textbook and lecture notes to add annotations to
Theme 4: Economic Students learn faster when they have to apply
networks of communication the trade networks map described above to explain the technological (new
Systems knowledge about the geographic locations
and exchange. crops and qanat system), biological (disease epidemics), and cultural (changes
Skills: Causation, CCOT, in Christianity, Hinduism, and Buddhism) consequences of long-distance trade. of entrepôts and the type of commercial
Contextualization, Synthesis, interactions typical of this time period. During
Instructional Activity:
Use of Evidence the simulation and in the debriefing afterward,
Simulate the effects of the linked trade systems in Afro-Eurasia by keeping
I typically hear students analyzing the causes
two merchants in entrepôts and sending two others to selected entrepôts
and effects of the transregional networks
located throughout the Indian Ocean, Silk Road, and Trans-Saharan trade
and then correct any misunderstandings
networks.
or assumptions (e.g., that it was easy to
Formative Assessment: communicate over long distances or that the
Locate and compare characteristics of trade networks on a graphic organizer prices for goods always remained stable unless
or in a simulation. a personal deal was struck).
All learning objectives for All Key Concepts in Summative Assessment:
Unit 1 and 2 Periods 1 and 2 Unit Test: 50 multiple-choice questions for Units 1 and 2, which include
questions that touch on all of the geographic regions, themes, relevant Key
All themes
Concepts (KC 1.1, 1.2, and 1.3; KC 2.1, 2.2, and 2.3), and historical thinking
Skills: all skills.

Unit 3: Period 3. Regional and Transregional Interactions,
c. 600 to c. 1450 Estimated Time:
7 weeks
Key Concepts,
Thinking Skills
Demonstrate knowledge All Key Concepts in Instructional Activity: It is useful to have students become
of historiographical and Units 2 and 3 Using the timelines in the textbook and a few excerpts from relevant articles, accustomed to these discussions about
periodization issues. compare use of the terms “classical,” “medieval,” and “postclassical” for the periodization at the beginning and end of each
All themes unit.
transition from Unit 2 to Unit 3.
Skills: Periodization Formative Assessment:
Discuss the usefulness of 600 C.E. to 1450 for the postclassical period in Similar to the assessment rubric I use for
analyzing historical effects in the Americas; debate the usefulness of 600 C.E. scored discussions, I assess students’
for areas of Afro-Eurasia not affected by the spread of Islam. performance in the debates by the relevance
Explain the continuities and KC 3.1. Expansion Selections from Reilly, Instructional Activity: of the evidence they use. If they make
changes in the expansion and Intensification of Worlds of History, A Analyze textual, visual, and quantitative sources about the causes of the historical mistakes or do not participate fully,
and intensification of Communication and Comparative Reader, spread of Islam in the Arabian peninsula and the effects of the spread of Islam they can turn in written work on which I will
communication and Exchange Networks Volume 1, Chapter 10 in North Africa and the Iberian peninsula. make comments for further improvement, if
exchange networks. necessary.
Theme 2: Cultures Instructional Activity:
Add Islam to the annotated map of the spread of religious traditions (made
Skills: CCOT, during Unit 2). (homework)
Contextualization,
Formative Assessment:
Periodization, Use of
Create an annotated timeline of the rise of Islamic empires and states along
Evidence
with the other major political systems in Afro-Eurasia during this period, and
then periodize the timeline to show important breaks and changes over the
postclassical period. Justify these choices in verbal or written form.
Create two annotated maps that locate the routes, goods, and topography
Theme 4: Economic
of the new hubs (e.g., trans-Saharan routes, Silk Roads, Mediterranean Sea,
Systems
Indian Ocean emporia) and show the changes and continuities in transregional Students often are not used to creating maps
Skills: Argumentation, communication and exchange networks. The first map will show existing that show changes over time, so having some
CCOT, Contextualization entrepôt circa 600 C.E. (Chang’an, Constantinople, Alexandria, and Silk Road clear models to follow is essential.
City); the second map will show in 1200 C.E. (Novgorod, Timbuktu, Mombasa,
Calicut, Baghdad, Melaka, and Venice).
Essential ▼ What is the value in studying cultural areas vs. states? ▼ Did changes in this period occur more from the effects
Questions: of nomadic migrations or urban growth? ▼ To what extent did economic networks overlap during this period?

Unit 3: Period 3. Regional and Transregional Interactions, c. 600 to c. 1450
(continued)
Estimated Time:
7 weeks
Key Concepts,
Thinking Skills
Formative Assessment:
Write a thesis statement comparing the annotated map created for the end
of the classical period with the two postclassical annotated trade maps to
identify the changes and continuities over time in transportation technologies,
state support for commercial growth, and commercial practices for the luxury-
goods trade, i.e., increased volume, geographic range, and integration of
regional economies.
From assigned pages in the textbook, primary sources from interregional Students need practice with making historical
Theme 4: Economic Andrea, Anna
travelers, and Lynda Shaffer’s article “Southernization,” create a list of the judgments because, as teenagers, they tend to
Systems Comnena, The
diffusion of food crops, industrial crops, luxury goods (silk and cotton textiles, consider judgments as being pejorative rather
Alexiad; Nicetas
Skills: CCOT, porcelain, spices, precious gems, and exotic animals), and agricultural than assessing importance. When they hear
Choniates, Annals;
Contextualization, Use of techniques throughout the Dar al-Islam and Mediterranean basin (e.g., cotton, the teacher modeling how to rank and judge
and Gunther of Pairis,
Evidence sugar, citrus). Then rank the list in order of economic importance to the historical importance or significance, they begin
A Constantinopolitan
producing region and to the consuming region. to make their own historical judgments about
History
how to sift evidence and determine the more
Shaffer, likely cause or effect of particular historical
“Southernization” developments.

Create a map showing the spread of bubonic plague in the 14th century and
analyze primary sources to recognize the differing responses to the plague
Skills: Argumentation, among Muslims, Christians, and Jews in the Mediterranean region.
Comparison,
Contextualization, Use of
Evidence

(continued) 7 weeks
Key Concepts,
Thinking Skills
KC 3.1 Bulliet, Chapters Instructional Activity:
12–14 Analyze primary sources that demonstrate the diffusion of literary, artistic,
Theme 2: Cultures
and cultural traditions (e.g., lists of books showing the interest in Greek
Andrea, Chapter 12
Theme 5: Social Structures science and philosophy in western Europe via Muslim Spain; photographs
or illustrations of mosques that show architectural diffusion; illustrations
Skills: Argumentation, of city planning in China and Japan; examples of poetry and porcelain in
CCOT, Contextualization, East Asia and Southwest Asia; portrait paintings that show the influence
Use of Evidence of Neo-Confucianism, Hinduism, and Buddhism in East and Southeast Asia;
excerpts from Ibn Battuta’s Rihla about Islamic educational institutions; and
architectural styles of mosques that show the influence of Islam in sub-
Saharan Africa and Southeast Asia).
Summative Assessment:
Write an essay on the cross-cultural exchanges fostered by networks of This relates to the Essential Questions: What is
trade and communication that make use of primary sources on the topic. the value in studying cultural areas vs. states?
Explain how these illustrate the cultural roles of merchant diasporas, the Did changes in this period occur more from the
role of entrepôt cities as cosmopolitan cultural and commercial centers, and effects of nomadic migrations or urban growth?
other roles of cities as administrative and religious centers. (Some of the To what extent did economic networks overlap
primary sources will be from interregional travelers commenting on cultural during this period?
similarities and differences along trade networks.)
Using assigned pages in the textbook and lecture notes, create an annotated
map to show the continued diffusion of flora, fauna, and pathogens throughout
Theme 4: Economic the Eastern Hemisphere, paying particular attention to the banana, new rice
Systems varieties, sorghum, sugar, and pandemics from bubonic plague. Add the other
commercial cities connected to networks that overlapped those in the Indian
Skills: CCOT, Ocean (Constantinople, Kiev, Venice, Genoa, Hamburg, and London) as well as
Contextualization, Use of the development of caravans and caravanserai. (homework)
Evidence

(continued) 7 weeks
Key Concepts,
Thinking Skills
KC 3.1 Shaffer, Instructional Activity:
“Southernization” Analyze secondary sources that trace the diffusion of the following scientific
and technological traditions (“Southernization”):
Theme 2: Cultures
• the influence of Greek and Indian mathematics on Muslim scholars
Theme 4: Economic • the spread of printing technology
Systems • the spread of gunpowder and development of gunpowder technology
• new forms of credit and monetization (bills of exchange and checks)
Skills: CCOT,
Contextualization, Use of
Evidence
KC 3.1 Wiesner-Hanks, Instructional Activity:
Volume I: Chapter 6 Compare maps and primary sources of Viking activity (including migrations) in
the Latin West and in Eastern Europe to identify the differing social, political,
Theme 2: Cultures and economic effects of their raiding and trading in those regions.
Theme 4: Economic
Systems
Skills: Causation,
CCOT, Comparison,
Use of Evidence
Highlight on the map the trade networks in the Indian Ocean (e.g., Hangzhou,
Theme 4: Economic
Quanzhou, Chang’an, Melaka, Calicut, Basra, Baghdad, Mogadishu, Kilwa,
Systems
Alexandria).
Skills: CCOT,
Contextualization

Unit 3: Period 3. Regional and Transregional Interactions, c. 600 to c. 1450
(continued)
Estimated Time:
7 weeks
Key Concepts,
Thinking Skills
KC 3.1 Bulliet, Chapter 13 Instructional Activity:
Using assigned pages in the textbook and excerpts from other secondary
sources compare the environmental effects of the migration of Bantu-speaking
Theme 2: Cultures peoples with the maritime migration of the Polynesian peoples.
Theme 4: Economic
Systems
Skills: Causation,
CCOT, Comparison,
Use of Evidence
Explain the causes of KC 3.2. Continuity and Formative Assessment:
continuity and innovation in Innovation of State Forms In a seminar discussion, analyze primary texts and images of architecture and I use seminars in order to hear and provide
the forms and structures of and Their Interactions art from textbook and reader to identify continuity, innovation, and diversity feedback about each student’s interpretations
states around the world as in state formation, focusing on the formation of Islamic caliphates and of primary and secondary sources. Students
well as analyze the short- movement of pastoral peoples to imperial centers (e.g., Abbasids, sultanate of usually enjoy listening to other students’ ideas,
and long-term effects of the Theme 2: Cultures Delhi, Mongol khanates), as well as city-states (e.g., on the Italian peninsula, especially those students who tend to be quiet
interactions between states Swahili coast, Hanseatic League), and synthesis by states (Persian traditions during class.
in this period. Theme 3: State-Building in Islamic states and Chinese traditions in Japan).
Theme 5: Social Structures
Skills: Causation,
CCOT, Comparison,
Use of Evidence

c. 600 to c. 1450 (continued) Estimated Time:
7 weeks
Key Concepts,
Thinking Skills
KC 3.2 Video: Instructional Activity:
Time-Life Lost Trace the effects of the Bantu migrations on the development of autonomous
Civilizations: Africa, A kin-based communities; include the rise and disappearance of the Great
Theme 3: State-Building History Denied Zimbabwe state.
Skills: Argumentation,
Causation,
Use of Evidence
Analyze primary sources from textbook, reader, and online to link greater
Theme 2: Cultures
interregional contacts and cross-cultural exchange as a result of conflict and
Theme 3: State-Building diplomacy: Tang China and Abbasid caliphate, Byzantine Empire and Abbasid
caliphate, and the Crusades. Students love to dress up and play roles in
Skills: Causation, CCOT, trials, especially when they can use unique
Contextualization, Synthesis, primary sources to construct or respond to
Use of Evidence questions in an exciting atmosphere in which
KC 3.1, 3.2, and 3.3 Formative Assessment: the outcome is uncertain. I view the trials as
In a trial-like activity, students present arguments for and against the Mongols formative assessments because I can hear
All themes
as a “civilized” people in the postclassical period. Students should base whether their questions or statements are
Skills: Causation, their arguments on primary and secondary sources. The trial evidence and historically accurate and provide corrections or
CCOT, Comparison, arguments should show analysis of the points of view in the sources. additional context as the trial proceeds.
Contextualization, Synthesis, Summative Assessment:
Use of Evidence Using the primary and secondary sources and material from the trial activity, This essay relates to the Essential Questions:
write an essay on the effects of the Mongol conquests and rule on cross- What is the value in studying cultural areas vs.
cultural exchanges and forms of governance. states? Did changes in this period occur more
from the effects of nomadic migrations or urban
growth? To what extent did economic networks
overlap during this period? These Essential
Questions all help students not only analyze
the effects of the Mongols but also see those
effects in a wider historical pattern of the urban
and nomadic developments that affected trade.

7 weeks
Key Concepts,
Thinking Skills
Explain the causes and KC 3.3. Increased Economic Most textbooks have Instructional Activity:
effects of increased Productive Capacity and Its relevant images of Using visual primary sources from the postclassical period, identify the
economic productive capacity Consequences these items. There is increasing productive capacity in agriculture and industry: improved plows
and its consequences. an image library at and horse collars in Europe, expansion of irrigation networks and terracing
the Bridging World techniques, and expanded textile and porcelain production in China, Persia,
Theme 4: Economic History website: and India.
Systems
http://www.learner.
Skills: Causation, org/courses/
CCOT, Comparison, worldhistory/archive.
Contextualization, Synthesis, html
Use of Evidence
Analyze data about changes in urban demography to compare factors Students need practice analyzing various
contributing to decline of urban areas (e.g., invasions, disease and hygienic forms of graphs and tables. We do the analysis
Theme 4: Economic conditions in towns, decline of rural productivity, climate change/Little together for the first few activities and then I
Systems Ice Age) with factors contributing to the growth or renewal of urban areas will give students data with several questions
(e.g., safe and reliable transport, increased agricultural productivity, rising to answer. I collect their work and provide
Skills: Causation, population and greater availability of labor, end of invasions). individual feedback on their performance. If
CCOT, Comparison,
they continue to make mistakes in interpreting
the graphs, I will work with them individually or
Use of Evidence
ask their math teacher to assist in helping the
KC 3.3 Formative Assessment: students improve their quantitative reasoning
Students analyze primary sources from textbook, reader, and online resources skills.
Theme 4: Economic
during a seminar in which they identify the major causes of changes and
Systems
continuities in the different forms of free and unfree labor systems and social
Theme 5: Social Structures structures in feudal, imperial, and city-state systems. They also identify the
effects of religious conversion on gender relations and family life, including
Skills: Causation, the persistence of patriarchy.
CCOT, Comparison,
Contextualization, Synthesis, Summative Assessment:
Any of these possible essay questions relate to
Use of Evidence Students write an essay about changes and continuities in trade systems, or
the Essential Questions: What is the value in
about labor systems, or about state building.
studying cultural areas vs. states? Did changes
in this period occur more from the effects of
nomadic migrations or urban growth? To what
Essential ▼ What is the value in studying cultural areas vs. states? ▼ Did changes in this period occur more from the effects extent did economic networks overlap during
this period?

7 weeks
Key Concepts,
Thinking Skills
KC 3.3 Adams, all sections Instructional Activity:
on continuities and Discuss environmental effects from increased agricultural production,
changes in gender including the demographic shifts.
Skills: Causation, structures and
CCOT, Comparison, demography from 600
Contextualization, Synthesis, C.E. to 1450 C.E.
Use of Evidence
All learning objectives for KC 3.1, 3.2, 3.3 Summative Assessment:
Unit 3 Unit Test: 50 multiple-choice questions that touch on all of the geographic
All themes
regions, themes, key concepts relevant for that time period (KC 3.1, 3.2, 3.3),
Skills: all and historical thinking skills.

Unit 4: Period 4. Global Interactions,
6 weeks
Key Concepts,
Thinking Skills
Determine the causes and KC 4.3. State Consolidation Excerpts from Instructional Activity:
consequences of the Ming and Imperial Expansion Levathes, When China Analyze primary sources to determine the causes and consequences of the As a way to focus on the skill of historical
Treasure Ship voyages. Ruled the Seas: The Ming Treasure Ship voyages and debate historians’ interpretations of the long- interpretation, I exaggerate my objection to
Theme 3: State-Building the word “isolated” when applied to Chinese
Treasure Fleet of term consequences, including the use of the term “isolated” when referring to
Skills: Causation, the Dragon Throne, Chinese foreign policies from the 1400s to the present. foreign policies. By doing so, students tend to
Contextualization, Synthesis, 1405–1433 remember my introduction to this lesson when
Use of Evidence I select another teacher’s posting that claims
China was “isolated” at some point and show
Trace the effects of the KC 4.2. New Forms of Social Instructional Activity: students a timeline of Chinese interactions
intensification of trade Organization and Modes of Participate in a lecture-discussion and role-playing exercise based on art with others.
networks, including the Production historians’ techniques to identify the effects of the intensification of trade
centuries of information networks on the development of Italian Renaissance art, and apply those
Theme 2: Cultures
sharing between the art historians’ techniques to art that addresses the centuries of information
Muslim world and Europe Theme 5: Social Structures sharing between the Muslim world and Europe and that reveals the corruption
on the development of in the Roman Catholic Church in the late 1400s, especially in the architecture
Italian Renaissance art and Skills: Causation, funded by tithing from the Germanic states, which prompted Martin Luther’s
corruption in the Roman CCOT, Comparison, 95 theses.
Catholic Church. Contextualization, Synthesis,
Use of Evidence
Explain and map the KC 4.1. Globalizing Instructional Activity:
expanding globalized nature Networks of Communication Analyze primary source maps and images of navigational technology
of trade networks and the and Exchange (astrolabe, revised maps, and compass) and ship designs (caravels) to create
effects of the exchanges that an annotated timeline showing innovations in ship designs and improved
resulted from the new trade understanding of global wind and currents patterns that enabled transoceanic
networks. Skills: Causation, CCOT, trade.
Use of Evidence
Essential ▼ To what extent did Europe become predominant in the world economy during this period? Why?
Questions:

6 weeks
Key Concepts,
Thinking Skills
Analyze writs of privilege of the mariners and monarchs of the late 15th to
early 16th century to determine the motives of European mariners and the
Skills: Causation, monarchs who sponsored them from 1492–1530 (Columbus, Vasco da Gama,
CCOT, Comparison, John Cabot, Magellan).
This relates directly to the Essential Questions:
Use of Evidence
To what extent did Europe become predominant
KC 4.1 Bulliet, Chapter 11 Formative Assessment: in the world economy during this period? Why?
Annotated map quiz that shows the environmental exchange and demographic Crosby shows how the Columbian Exchange
trends that resulted from the Columbian Exchange. propelled European economic growth at
Skills: Causation, Summative Assessment: the expense of peoples and societies in the
CCOT, Contextualization, Discuss periodization changes caused by Alfred Crosby’s Columbian Exchange. Americas and Africa.
Periodization, Synthesis,
Use of Evidence
KC 4.1 Bulliet, Chapters Instructional Activity:
15–18 Analyze music developed in the Americas as a result of the Columbian Students who view themselves as experts
Theme 2: Cultures
Exchange and images and descriptions of religious festivals to recognize the on music like to apply their skills to analyzing
Theme 5: Social Structures spread and reform of Christianity in this period, including syncretism in forms and comparing music styles. They also seem
of religion (e.g., African influences in Latin America, Amerindian adaptations to appreciate connecting what they know
Skills: Causation, of Catholicism). about culture and religion in Latin America to
CCOT, Comparison,
their personal experiences or to what they are
learning in their higher-level Spanish classes.
Use of Evidence
Trace the spread of the consumption of coffee, tea, chocolate, and sugar
Theme 2: Cultures This is an activity I usually do right before
around the world in 1650 by marking discoveries about the production and
consumption of these products on a world map. Also take into account the winter break because the students find it hard
incorporation of the tea ceremony into Japanese Buddhism and coffee into to concentrate on challenging abstract concepts
Skills: Causation, Sufi Islam. at this time. They seem to understand the role
CCOT, Comparison, of coffeehouses in spreading Enlightenment
Contextualization, Synthesis, ideas in the 18th and 19th centuries, having
Use of Evidence experienced “coffeehouses” personally.
Questions:

6 weeks
Key Concepts,
Thinking Skills
KC 4.1 Bulliet, Chapters Formative Assessment:
15–18 Create an annotated map on the expanding transoceanic maritime trade
routes and their changing nature and effects in this early modern period:
Skills: Causation, Ming maritime activity in the South China Sea and Indian Ocean, Portuguese
CCOT, Comparison, (trading-post empire), Spanish (Columbian voyages and Pacific galleon trade),
Contextualization, Synthesis, British northern Atlantic crossings (cod fisheries, search for the Northwest
Use of Evidence Passage), and the continued Polynesian exchange and communication
networks.
KC 4.1 McNeill, “The Rise Instructional Activity:
of the West After Discuss historiography on the “Rise of the West.” How did McNeill’s
All themes
Twenty-Five Years” conception of world history change from the first to second edition of The Rise
Skills: Causation, of the West? Why did McNeill’s treatment of Africa not change after 25 years,
CCOT, Comparison, much to the dismay of Africanists and world historians who are Africanists?
Use of Evidence
KC 4.1 Flynn and Giráldez, Instructional Activity:
“Cycles of Silver: Use the Flynn and Giráldez article to map the flow of silver in the early modern
Theme 4: Economic
Global Economic Unity global economy. Annotate the map to display the relative importance of
Systems
Through the Mid- the roles of the Chinese merchants, consumers, and government officials,
Skills: Argumentation, Eighteenth Century” merchants in Manila, miners in Potosi, and bankers in Spain.
Causation, CCOT, Summative Assessment:
Comparison, Write an essay based in part on analysis of primary sources explaining the
Contextualization, Synthesis, new maritime commercial patterns and their effects. Address the role of
Use of Evidence European merchants in Asian trade, monetization and the creation of a global This relates directly to the Essential Questions:
economy, circulation of silver, Japanese and Chinese policies toward foreign To what extent did Europe become predominant
trade and tributary relations, mercantilism in theory and practice, and the in the world economy during this period? Why?
European joint-stock companies.
Questions:

6 weeks
Key Concepts,
Thinking Skills
Analyze the short- and long- KC 4.2 Manning, Chapter 7 Instructional Activity:
Students need practice analyzing quantitative
term causes and effects of Analyze demographic data on the effects of intensification of peasant labor,
Theme 5: Social Structures data, especially on topics like demography
changes in social structures. increasing slave trades, coerced labor, and labor migrations.
that seem quite foreign to them. One source
Skills: Causation, Instructional Activity: for demographic data is in most world history
CCOT, Comparison, Compare primary source images that reveal the fluctuating political power of textbooks that include at least one chart on the
Contextualization, Synthesis, existing elites as a result of expanding global interactions (e.g., zamindars in numbers of slaves forced across the Atlantic
Use of Evidence Mughal empire, nobility in Europe, and daimyo in Japan). Ocean between 1500 and 1800. Another
Instructional Activity: source for data and lessons relevant to the
Analyze gender and social systems in pre-conquest Aztec and Incan empires topic of demography is the teaching unit “The
through the Codex Mendosa and the writings and images from Incan nobility. Making of the Atlantic Rim.”
http://worldhistoryforusall.sdsu.edu/units/six/
landscape/Era06_landscape5.php
Analyze primary sources in a seminar about changes and continuities in labor
Theme 2: Cultures
systems. Examples may include intensification of peasant labor, slavery in
Theme 5: Social Structures Africa and the trans-Saharan slave trade, Atlantic slave trade and growth
of the plantation economy, formation of and changes in the encomienda,
Skills: Argumentation, hacienda, and mita systems in Spanish America, indentured servitude in
Causation, CCOT, British and French colonies, serfdom in Russia and Europe, sugar production
Comparison, as a proto-industrial enterprise, and textile production in India and China.
Contextualization, Synthesis, Sources also focus on gender and family relations connected to labor systems,
Use of Evidence as well as possible choices of leisure activities, including innovative forms of
visual and performing arts in China, Japan, and England (woodblock prints,
theater, restaurants and teahouses in China, and the diffusion of games like
chess).
Summative Assessment: This relates directly to the Essential Questions:
Write an essay about changes and continuities in trade systems or about labor To what extent did Europe become predominant
systems. in the world economy during this period? Why?
Questions:

6 weeks
Key Concepts,
Thinking Skills
Write a video critique on the changes and continuities in social hierarchies This is a good lesson when a substitute covers
and identities. Examples of new elites might include the Manchus in China, my class. Students write this type of critique
Creole elites in Spanish America, Lutheran and Calvinist (Puritan) breaks with once with me and then feel confident to gather
Catholic and Anglican elites, and merchant classes in entrepôt cities, as well the evidence from the videos while I am gone.
as the construction of new ethnic and racial classifications (e.g., mestizaje, Video critiques help them practice identifying
métis, castas). the point of view of the producer or director of
the documentary based on techniques such as
Explain the causes and KC 4.3 Instructional Activity:
lighting, narrator’s tone, or camera angles.
effects of changes in the Analyze data on the diffusion and adaptation of science and technology in
sizes and practices of states. the service of empires (e.g., gunpowder, printing press, cannon, cartography),
Skills: Causation, as well as the diffusion of ideas from the Islamic world that influenced the
CCOT, Comparison, development of the Scientific Revolution in Europe.
Use of Evidence
Write a video critique on the patterns of conquest and settlement of land-
based empires. Examples will include the empires of the Ottoman, Safavid,
Skills: Causation, Mughal, Tokugawa Japan, Ming, Qing, Inca, Aztec, Spain, and Songhay. The
CCOT, Comparison, focus is on leaders, bureaucratic systems, visual displays of imperial political
Contextualization, Synthesis, power, spread of Islam, and interactions with nomadic peoples.
Use of Evidence
KC 4.1, 4.3 Bulliet, Chapters 19 Formative Assessment:
and 20 Create an annotated map on global maritime empires that begin with
Theme 4: Economic
the Reconquista and proceed with the Portuguese, the Spanish, and then
Systems
the Dutch creation of European trading post empires in Africa and Asia.
Skills: Causation, Annotations should account for the effects of the Counter-Reformation on the
CCOT, Comparison, expansion of Catholic missionary efforts, joint-stock companies, mercantilism,
Contextualization, Synthesis, spices and silver, official and unofficial maritime conflicts and competition, and
Use of Evidence the use of diplomacy to negotiate status of merchant communities in empires.
Questions:

6 weeks
Key Concepts,
Thinking Skills
KC 4.3 Andrade, “The Instructional Activity:
Company’s Chinese Discuss how historians have presented the role of pirates and smugglers
Pirates: How the in the economy of the early modern world based on Andrade’s article about
Theme 4: Economic Dutch East India Chinese and Dutch pirates in the South China Sea and several contemporary
Systems Company Tried to reports of pirate activities off the coast of East Africa and near the Philippines
Lead a Coalition of and Indonesia.
Skills: Contextualization, Pirates to War against
Interpretation, Synthesis, China, 1621–1662”
Use of Evidence
Create an annotated map on the geography and organization of the Atlantic
Theme 4: Economic
slave trade, paying attention to enclaves and trading posts; participation of
Systems
rulers and merchants in Kongo, Angola, and coastal Benin in the slave trade;
Skills: Causation, CCOT, and shifts in regions of export and Atlantic destinations.
Use of Evidence
Write a thesis statement on resistance to the Atlantic slave trade, including
Theme 4: Economic
the experiences in the Middle Passage and examples of African cultural
Systems
continuities and syncretism in the Americas.
Skills: Causation,
Use of Evidence
All themes
regions, themes, relevant Key Concepts (KC 4.1, 4.2, 4.3), and historical
Skills: all thinking skills.
Questions:

Unit 5: Semester Two
Period 5. Industrialization and Global Integration, Estimated Time:
c. 1750 to c. 1900 6 weeks
Key Concepts,
Thinking Skills
Explain the connections KC 5.3. Nationalism, Bulliet, Chapters Instructional Activity:
between nationalism, Revolution, and Reform 21–23 Using information from the textbook, primary sources, and other secondary
revolutions, and reform sources, write and present a café scene during which various real or imaginary
movements. people in the 19th century discuss transnational ideologies and solidarities:
Skills: Causation, liberalism, socialism, communism, anarchism, and laissez-faire capitalism.
CCOT, Comparison, Instructional Activity:
Contextualization, Synthesis, Simulate an Enlightenment-era coffeehouse discussion on the rise and
Use of Evidence diffusion of ideas about individuals, natural rights and social contract,
suffrage, abolition of slavery, and end of serfdom. Use writings from Voltaire,
Rousseau, Locke, Montesquieu, and Wollstonecraft.
KC 5.3 Thornton, “‘I am the Instructional Activity:
Subject of the King Write a critique comparing the causes and immediate effects of the Atlantic
of Congo’: African revolutions after watching a video on the topic.
Skills: Causation, Political Ideology Summative Assessment:
CCOT, Comparison, and the Haitian Write an essay comparing the causes and immediate effects of revolutions in
Contextualization, Synthesis, Revolution” the Atlantic World.
Use of Evidence This essay relates directly to the Essential
Question: How did the rights of individuals and
groups change in this period?
▼ How did the influence of industrialization spread throughout the world? ▼ How did the rights of individuals and
Essential groups change in this period? ▼ To what degree did new types of social conflict emerge during the 19th century?
Questions: ▼ How and where did the idea of “The West” become a coherent and leading force in historical interpretation?

c. 1750 to c. 1900 (continued) 6 weeks
Key Concepts,
Thinking Skills
Connect the process of KC 5.1. Industrialization and Instructional Activity:
industrialization with the Global Capitalism Write a video critique about the causes and effects of new patterns of global
growth in global capitalism. trade and production in the early modern period, paying special attention to
Theme 4: Economic I frequently ask students to rank historical
changes in transportation and communication technologies, new financial
Systems factors of causation and compare them
institutions, and the proliferation of large-scale transnational businesses.
across time and space. This is easy to do in
Skills: Causation, Bulliet, Chapter 22 Formative Assessment: my classroom because I have an interactive
CCOT, Comparison, Analyze a timeline on the beginnings of industrialization in Great Britain whiteboard on which students can move the
Contextualization, Synthesis, Resources and articles through the spread of industrializations by 1900. Then rank the factors that words or images representing various factors
Use of Evidence on website: China and
influenced the development of steam power for industrial production and the while their classmates agree or disagree
Europe 1500-2000
subsequent political and economic effects of European mass production in with their choices. This allows more time for
and Beyond: What is
Europe and in resource-rich regions outside of Europe. students to record their own rankings and
“Modern”?
Summative Assessment: justifications after the whole class debate.
http://afe.easia. Discuss how the world historians Kenneth Pomeranz and Bin Wong explain
columbia.edu/ the divergence of Great Britain and Qing China in the 18th and 19th centuries
chinawh/web/s1/ on the website http://afe.easia.columbia.edu/chinawh/web/s1/index.html. This relates directly to the Essential Questions:
index.html How did the influence of industrialization
spread throughout the world? How and where
did the idea of “The West” become a coherent
KC 5.1 Students use sources Instructional Activity: and leading force in historical interpretation?
from textbook and Analyze primary sources that demonstrate the development of new class
Theme 4: Economic
various websites structures, new family dynamics and gender roles, and urbanization and city
Systems
including: http:// life in economies that industrialized in the 19th century.
Theme 5: Social Structures www.victorianweb.
org/
Skills: Causation,
CCOT, Comparison,
Use of Evidence

Key Concepts,
Learning Objectives Themes, and Historical Materials Instructional Activities and Assessments Among the resources I find very helpful are
Thinking Skills the units prepared by the National Center for
Instructional Activity: History in the Schools: http://nchs.ucla.edu.
Research social transformations in industrialized societies as well as For the reactions to the spread of capitalism, I
the reactions to the spread of global capitalism. Address issues of like to use the unit, “The Industrial Revolution:
deindustrialization, unions, state-sponsored industrialization programs, A Global Event,” because it provides reactions
utopian and Marxist socialism, and industrialized states’ domestic reforms. not only from different parts of the world but
Case studies include Egypt, Japan, Russia, and Germany. also from four different social classes.
Present Hyde Park-style speeches on social reform movements resulting from This relates directly to the Essential Questions:
industrialization. How did the influence of industrialization
spread throughout the world? How did the
Explain the causes and KC 5.2. Imperialism and Bulliet, Chapters Formative Assessment:
rights of individuals and groups change in this
effects of imperialism and Nation-State Formation 24–27 Create an annotated map on the location of new colonies and spheres of
period? To what degree did new types of social
the increase in nation-states. influence of the expanding transoceanic empires created by industrializing
Theme 3: State-Building Wright, The World conflict emerge during the 19th century?
powers. Case studies include the British in India and China.
and a Very Small
Skills: Causation,
Place in Africa
CCOT, Comparison, I begin this discussion of imperialism with an
Contextualization, Synthesis, annotated map formative assessment to help
Use of Evidence students visualize the global picture before
KC 5.2 Instructional Activity: subsequent activities that focus on case studies
Analyze how Donald Wright uses a case study of The Gambia to show of imperialism in various parts of the world.
changes over time in gender roles in the 19th century as a result of The
Skills: Causation, Gambia’s integration into the global food export economy.
CCOT, Comparison,
Use of Evidence

Key Concepts,
Thinking Skills
KC 5.2 Callahan, “British Instructional Activity:
Convict Forced Compare the justifications the British used for employing “convict workers” in
Migration to Southeast Asia with their justifications for the “transportation” of convicts to
Theme 4: Economic Australia: Causes and British colonies in North America and Australia, as explained in the Yang and
Systems Consequences” Callahan articles.
Theme 5: Social Structures Yang, “Indian Convict

Workers in Southeast
Skills: Causation, Asia in the Late
CCOT, Comparison, Eighteenth and Early
Contextualization, Synthesis, Nineteenth Centuries”
Use of Evidence
KC 5.2, 5.3 Bulliet, Chapters Instructional Activity:
24–27 Compare primary sources on the causes of nationalist movements, such as
the Indian National Congress, Zionism, Taiping and Boxer rebellions, Indian
Theme 4: Economic Revolt of 1857, Mahdist Revolt, Ghost Dance, Xhosa cattle-killing movement,
Systems Wahabism, and Tanzimat reforms.

Skills: Causation,
CCOT, Comparison,
Use of Evidence

Key Concepts,
Thinking Skills
KC 5.2, 5.3 Instructional Activity:
Identify the role of Social Darwinism in the Berlin Conference and explain how
it revealed a new type of imperialism.
Theme 4: Economic
Systems
Skills: Causation,
CCOT, Comparison,
Use of Evidence
KC 5.2, 5.3 Instructional Activity:
Compare images and treaties from the Opium Wars, Mexican-American War,
Sepoy rebellion, Sino-Japanese War, Russo-Japanese War, Battle of Adowa,
Theme 4: Economic and Admiral Perry’s invasion of Japan to identify the causes and effects of
Systems imperialism and colonialism in the 19th century.
Skills: Causation,
CCOT, Comparison,
Use of Evidence
Formative Assessment: This relates directly to the Essential Questions:
Create an annotated map on state formation and territorial expansion and How did the influence of industrialization
contraction based on analysis of treaties signed after major imperialist spread throughout the world? How did the
conflicts. rights of individuals and groups change in this
period? To what degree did new types of social
Summative Assessment: conflict emerge during the 19th century? How
Write an essay based in part on analysis of primary sources on the causes and and where did the idea of “The West” become
effects of imperialism from 1830 to 1900. a coherent and leading force in historical
interpretation? The answers to these questions
depend on analysis of primary sources to
test the validity of major social and political
changes in the 19th century.

Key Concepts,
Thinking Skills
Explain the causes and KC 5.4. Global Migration Manning, Chapter 8 Instructional Activity:
effects of global migrations Analyze data on demography and urbanization and compare to earlier periods;
in the 19th century. explain the causes of increased global migration and the effects on increased
Theme 4: Economic coerced labor despite the abolition of slavery and serfdom in many places.
Systems Case studies: South Asians working on railroads in East Africa and Italians as
seasonal agricultural laborers in Argentina.
Skills: Causation, Analyze photographs of 19th-century immigrants to the Americas. Write a Students with a more visual learning style,
CCOT, Comparison, critique that shows the consequences of and reactions to human migrations, especially those with artistic skills, tend to like
Contextualization, Synthesis, including the development of ethnic and racial prejudice. this focus on photography. I start the lesson
Use of Evidence with a brief history of photography in the 19th
All learning objectives for KC 5.1, 5.2, 5.3, 5.4 Summative Assessment: century, add a few reminders of what they
Unit 5 Unit Test: 50 multiple-choice questions that touch on all of the geographic are learning in U.S. history about push/pull
All themes factors for immigrants, and end the history by
regions, themes, relevant Key Concepts (KC 5.1, 5.2, 5.3, 5.4), and historical
thinking skills. highlighting a few famous photographs from
Skills: all
the Civil War to show them how to analyze
photographs with the historians’ toolkit.

Period 6. Accelerating Global Change and Realignments, Estimated Time:
c. 1900 to Present 6 weeks
Key Concepts,
Thinking Skills
Identify how advances in KC 6.1. Science and the Instructional Activity:
science and technology Environment Write a video critique on new scientific paradigms in physics, such as the Big
altered humans’ interactions Bang theory, focusing some attention on periodization issues caused by these
with the environment in the paradigm shifts in the 20th century.
20th century. Skills: Causation,
CCOT, Contextualization,
Periodization, Synthesis,
Use of Evidence
KC 6.1 2011 DBQ on the Instructional Activity:
Green Revolution Compare quantitative data on the demographic effects of the Green This relates directly to the Essential Questions:
Revolution in India during the 1970s with the medical innovations that led to How do ideological struggles provide an
Skills: Causation, the elimination of the smallpox virus. explanation for many of the conflicts of the 20th
CCOT, Comparison, Summative Assessment: century? To what extent have the rights of the
Contextualization, Synthesis, Discuss the effects of changes in communication, transportation, medical, individual and the state been replaced by the
Use of Evidence and military technology from 1750 to 2000 and explain local and transregional rights of the community? How have conflict and
responses to those changes in the decades after World War II. change influenced migration patterns internally
KC 6.1 Headrick, “Botany, Instructional Activity: and internationally? How have international
Chemistry, and Analyze quantitative data on climate change over time from 1800 to the organizations influenced change?
Tropical Development” present in order to identify how humans affect the environment. Identify the
Skills: Causation, key points of the debate in the late 20th and early 21st centuries.
CCOT, Contextualization, Instructional Activity:
Interpretation, Synthesis, Draw a political cartoon weighing the relative merits of botanical research
Use of Evidence with the possibly more pressing issue of altering human-created climate The activity helps me assess how well students
change. are able to evaluate the value of scientific
research and determine if political criticism of
scientific research is valid.
▼ How do ideological struggles provide an explanation for many of the conflicts of the 20th century? ▼ To what
Essential extent have the rights of the individual and the state been replaced by the rights of the community? ▼ How have
Questions: conflict and change influenced migration patterns internally and internationally? ▼ How have international
organizations influenced change?

c. 1900 to Present (continued) 6 weeks
Key Concepts,
Thinking Skills
Write a speech for a Hyde Park Corner soapbox advocating for botanical Students often need guidance in how to apply
research to improve medical treatments. Then, write heckler speeches for: critical thinking skills to current political or
• a conservative, anti-Darwinist who opposed further scientific social issues. I find that the Hyde Park format
“manipulation” of the environment; gives them the support of group work. They
• a Brazilian landowner whose rubber plantations produced a big profit also enjoy the attempts of their peers to be
during World War I; amusing in their attacks on each other.
• Congolese or Indonesian rubber plantation workers who were treated as This assessment relates directly to all of the
20th-century slaves. unit’s Essential Questions.
Explain the causes and KC 6.1, 6.2. Global Conflicts Bulliet, Chapters 28 Formative Assessment:
effects of military and and Their Consequences and 29 Create an annotated timeline on military technology used in World War I and Students struggle constantly with chronological
economic global conflicts in World War II: Total war (e.g., aircraft, rocket engines, submarines, computers, reasoning, so throughout the year I ask them
the 20th century. radar and sonar, nuclear weapons). Write a short response to the question of to make annotated timelines and assess
Skills: Causation, whether the two world wars should be considered one war. them as they are creating them in class as
Contextualization, well as provide written comments along
Periodization, Synthesis, with the graded rubric. I also give students
Use of Evidence periodic timeline quizzes and offer unlimited
KC 6.2 Instructional Activity: opportunities to retake the quizzes (in different
Write a video critique on consequences of weapons of mass destruction: forms), so they can master the order of events.
nuclear, biological, and chemical weapons on civilians and refugees.
Causation, Synthesis, Use of
Evidence Since my students take American history before
KC 6.2 Instructional Activity: world history, they are predisposed to see
Analyze arguments about periodizations of the world wars based on American involvement in the world wars as
Theme 3: State-Building key to the history of those conflicts. Even the
historians’ claims about the sources of global conflict: imperialism,
Skills: Causation, competition for resources, ethnic conflict, great power rivalries, ideologies, the students with Asian heritage have a difficult
Periodization, Synthesis, Great Depression. time accepting the fact that Japanese actions
Use of Evidence in Asia might have been the beginning of
World War II. When students read historians’
arguments for considering military expansion
before the global hostilities formally began,
▼ How do ideological struggles provide an explanation for many of the conflicts of the 20th century? ▼ To what they begin to see that the timelines that show
Essential extent have the rights of the individual and the state been replaced by the rights of the community? ▼ How have the beginning and ending dates are not facts,
Questions: conflict and change influenced migration patterns internally and internationally? ▼ How have international but historians’ interpretations of the past.

Key Concepts,
Thinking Skills
Analyze photographs and data on the effects of global military and economic
mobilization, including colonized people (e.g., Gurkha soldiers, Senegalese
Skills: Causation, sharpshooters, production of war material).
Synthesis, Use of Evidence
Explain the causes KC 6.2 Bulliet, Chapters 30 Formative Assessment: This directly relates to the Essential Questions:
and effects of the and 31 Create an annotated map on the political effects of the dissolution of land- How do ideological struggles provide an
transformations in old and based empires (e.g., Ottoman, Russia/Soviet Union, Qing). explanation for many of the conflicts of the 20th
new empires, as well as the Skills: Causation, Summative Assessment: century? To what extent have the rights of the
formation of new nations in Contextualization, Synthesis, Write an essay, based in part on analysis of primary sources, comparing individual and the state been replaced by the
the 20th century. Use of Evidence changes and continuities in communist states from 1917 to 1997, focusing on rights of the community? How have conflict and
the Soviet Union, China, Cuba, and North Korea. change influenced migration patterns internally
and internationally? How have international
KC 6.2 Formative Assessment: organizations influenced change?
Write a thesis statement comparing the dissolution of European transoceanic
empires through negotiated independence or violent conflict.
Skills: Comparison,
Contextualization, Synthesis, I always begin this lesson with a reference to
Use of Evidence current events in the world that relate to the
KC 6.2 Instructional Activity: decisions made at Versailles. Students are then
Analyze point of view, purpose, and audience in sources about the formation often more interested in the historical context
of national identities in response to Wilson’s 14 Points and the Treaty of for the ongoing territorial, resource, or social
Skills: Causation, Versailles. issues.
Synthesis, Use of Evidence Summative Assessment:
Write an essay comparing the methods and effects of decolonization
This directly relates to the Essential Questions:
movements in Africa and Asia in the 20th century.
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 been replaced by the
rights of the community? How have conflict and
change influenced migration patterns internally
and internationally? How have international
▼ How do ideological struggles provide an explanation for many of the conflicts of the 20th century? ▼ To what organizations influenced change?

Key Concepts,
Thinking Skills
Research secondary and primary sources to identify evidence of how state
ideologies were used to mobilize support for authoritarian governments.
Skills: Use of Evidence
Discuss effects of the migration of former colonial subjects to imperial
metropoles (e.g., South Asians to Britain, Algerians to France, Filipinos to the
Skills: Causation, United States).
Analyze demographic and social consequences of conflicts that had genocidal
goals (e.g., Holocaust, Cambodia, Rwanda, ethnic cleansing in southeastern
Skills: Causation, Europe).
Write a thesis statement and identify possible primary sources that could
explain the causes and effects of the Cold War, paying special attention to the
Skills: Argumentation, effects of decolonization on global politics.
Causation, Synthesis, Use of
Evidence
Analyze data on the global balance of economic and political power (e.g.,
relative decline of European economies, challenges and readjustments to
Theme 4: Economic European and Japanese imperial structures, rise of United States and Soviet
Systems Union as superpowers).
Causation, CCOT,
Comparison,
Use of Evidence

Key Concepts,
Thinking Skills
Trace the reasons for new KC 6.3. New Bulliet, Chapters Instructional Activity:
global processes and Conceptualizations of Global 32–33 Simulate how international organizations address global economic and I select a current issue relevant to my students
institutions and then to Economy, Society, and environmental problems: United Nations (IMF, World Bank, UNICEF, WHO) and and have them take on roles as international
analyze the short- and long- Culture NGOs, such as the Red Cross, Amnesty International, and Doctors Without funders, nonprofit organizations seeking to
term effects of those global Borders. address the problem, and the clients the NGOs
processes and institutions hope to reach. They then go through a formal
on new forms of cultural Theme 3: State-Building decision-making process using relevant primary
production. and secondary sources usually available online.
Theme 4: Economic
Systems
Causation, CCOT,
Comparison,
Use of Evidence
Discuss effects of international and regional agreements from 1900 to 2000
(e.g., NAFTA, European Union, nonproliferation treaties, and environmental
Theme 3: State-Building agreements).
Theme 4: Economic
Systems
Skills: Causation, CCOT,
Use of Evidence

Key Concepts,
Thinking Skills
Compare local concerns about environmental consequences of globalizations
(global warming, pollution, deforestation, and desertification) through
Theme 3: State-Building simulations of NGO work on those issues.
Causation, CCOT,
Comparison, This directly relates to the Essential Question:
Contextualization, Synthesis, How have international organizations
Use of Evidence influenced change? Multinational corporations
KC 6.3 Wiesner-Hanks, Instructional Activity: continued to grow and change in the 20th
Volume II, Chapter 11 Analyze continuities and changes in economic globalization from 1880 to century and their advertising reveals how much
Theme 4: Economic they attempted to influence consumer choices
2000 by comparing how advertising and consumerism reveal expansion and
Systems and how much ideological struggles affected
contraction of global free-trade patterns and increased role and power of
multinational corporations, late 20th-century neoliberalism, and resistance to the content of many ads and style of political
economic globalization especially by religiously inspired groups. propaganda.
Causation, CCOT,
Comparison, Summative Assessment:
Contextualization, Synthesis, Discuss the continuities and changes over time evident in consumerism After discussing some of the effects of
Use of Evidence through the content and style of advertising from 1880 to 2000. industrialization in Great Britain, we analyze
KC 6.3 Darby, Africa, Football Instructional Activity: the methods used during the decolonization
and FIFA: Politics, Analyze trends in the development of popular culture across the globe by process, some of which created national
Theme 2: Cultures sports teams to counter the colonial rulers’
Colonialism and focusing on global developments in sports and music and how innovations in
Resistance technology promoted the diffusion of culture. exclusion rules. My students also like to see
Theme 4: Economic
how the global music and film industries grew,
Systems Summative Assessment: especially if they get to hear or see some of
Skills: Argumentation, Write an essay, based in part on analysis of primary sources, to explain the their favorite artists during the lesson.
Causation, CCOT, role of sports or other leisure activities in creating a global popular culture in
Comparison, the 20th century.
Contextualization, Synthesis, This directly relates to all of the unit’s Essential
Use of Evidence Questions. Professional sports and international
sports organizations like the Olympics show
considerable effects of the Cold War, including
decolonization, consumerism, and migration of
▼ How do ideological struggles provide an explanation for many of the conflicts of the 20th century? ▼ To what athletes from one country to another.

Key Concepts,
Thinking Skills
All themes
regions, themes, relevant Key Concepts (KC 6.1, 6.2, 6.3), and historical
Skills: all thinking skills.
Review for Exam Activities: 2 weeks
Create comparative and Continuity-and-Change-Over-Time charts; practice document analysis; practice selective-response questions; create graphic organizers
and timelines; and produce film treatments about major historical events with memorable historical figures. Students work with a partner to make a 3–5 minutes
presentation of an important historical event as if a film were being made about it. The presentation is like a pitch to Hollywood producers and includes:
• AP World History time period, AP World History themes, region(s), and basic facts about the event
• Plot summary: Four- to six-sentence description of the basic situation at the beginning of the film, at least two major events (complications/changes in the
situation), and the climax/effects of the changes
• Two images of the setting (original illustrations or credited photographs)
• Famous actors for two major characters
• Music score for at least one scene that reflects your POV of the scene
• Bibliography of at least two reliable sources (no textbook, Wikipedia, or other websites with no reliable author)
Types of Films:
Action Films — Triumphs, e.g., Ghenghis Khan Creates an Empire
Action Films — Tragedies, e.g., Destruction of the Second Temple in Jerusalem or End of Incan Empire
Romantic — Chick Flicks, e.g., Mauryan Emperor Asoka and Queen Devi
Documentaries — e.g., Mali King Mansa Musa’s Hajj in 1324 C.E.

Resources
Adams, Paul, Erick Langer, Lily Hwa, Peter Stearns, and Merry Wiesner-Hanks. McNeill, William H. “The Rise of the West After Twenty-Five Years.” Journal of World
Experiencing World History. New York: New York University Press, 2000. History 1, no. 1 (1990): 1–21.
Andrade, Tonio. “The Company’s Chinese Pirates: How the Dutch East India Company Pomeranz, Kenneth. “Political Economy and Ecology on the Eve of Industrialization:
Tried to Lead a Coalition of Pirates to War against China, 1621–1662.” Journal of Europe, China, and the Global Conjuncture.” American Historical Review 107, no. 2
World History 15, no. 4 (December 2004): 415–44. (April 2002): 425–46.
Andrea, Alfred and James Overfield. The Human Record: Sources of Global History. 5th Reilly, Kevin. Worlds of History: A Comparative Reader. 3rd ed. Vol. 1, To 1550. New
ed. 2 vols. Boston: Wadsworth, 2004. York: Bedford/St. Martins, 2007.
Berdan, Frances, and Patricia Rieff Anawalt. The Essential Codex Mendoza. Berkeley: Ryan, James R. Picturing Empire: Photography and the Visualization of the British
University of California Press, 1997. Empire. Chicago: University of Chicago Press, 1997.
Bulliet, Richard W., Pamela Kyle Crossley, Daniel R. Headrick, Steven W. Hirsch, Lyman Shaffer, Lynda. “Southernization.” Journal of World History 5 (Spring 1994): 1–21.
L. Johnson, and David Northrup. The Earth and Its Peoples: A Global History. 3rd AP
ed. Boston: Houghton Mifflin, 2005. Thornton, John K. “‘I am the Subject of the King of Congo’: African Political Ideology
and the Haitian Revolution.” Journal of World History 4, no. 2, (Fall 1993): 181–214.
Callahan, Kathy. “British Convict Forced Migration to Australia: Causes and
Consequences.” AP World History Special Focus: Migration. New York: The College Wiesner-Hanks, Merry E., William Bruce Wheeler, Franklin Doeringer, and Kenneth
Board, 2008. R. Curtis. Discovering the Global Past: A Look at the Evidence. 2 vols. Boston:
Houghton Mifflin, 2007.
Crosby, Alfred. The Columbian Exchange: Biological and Cultural Consequences of
1492. Westport, Connecticut: Greenwood, 2003. Wright, Donald R. The World and a Very Small Place in Africa. Armonk, New York: M. E.
Sharpe, 1997.
Darby, Paul. Africa, Football and FIFA: Politics, Colonialism and Resistance. Sport in the
Global Society Series. London: Routledge, 2002. Yang, Anand A. “Indian Convict Workers in Southeast Asia in the Late Eighteenth and
Early Nineteenth Centuries.” Journal of World History 14, no. 2 (June 2003): 179–208.
Diamond, Jared. Guns, Germs, and Steel: The Fates of Human Societies, New York:
W.W. Norton, 1997. Websites:
Flynn, Dennis O., and Arturo Giráldez. “Cycles of Silver: Global Economic Unity Through
the Mid-Eighteenth Century.” Journal of World History 13, no. 2 (Fall 2002): 391–427. Bridging World History:
http://www.learner.org/channel/courses/worldhistory/
Headrick, Daniel R. “Botany, Chemistry, and Tropical Development,” Journal of World Audio glossary and image library.
History 7, no. 1 (Spring 1996): 1–20.
Columbia University Asia for Educators:
Levathes, Louise. When China Ruled the Seas: The Treasure Fleet of the Dragon http://afe.easia.columbia.edu/chinawh/web/help/credits.html
Throne, 1405-1433. Oxford University Press, 1996.
MIT website Visualizing Cultures:
Manning, Patrick. Migration in World History. New York: Routledge, 2005. http://ocw.mit.edu/ans7870/21f/21f.027/home/index.html
“Black Ships & Samurai”; “Throwing Off Asia II: Woodblock Prints of the Sino-Japanese
McNeill, J. R., and William H. McNeill. The Human Web: A Bird’s-Eye View of World War”; and “Throwing Off Asia III: Woodblock Prints of the Russo-Japanese War.”
History. New York: W.W. Norton, 2003.

Resources (continued)
World History Matters. Huejotzingo Codex of 1531 shows Aztec tribute system:
http://chnm.gmu.edu/worldhistorysources/d/231/whm.html
Videos:
Bridging World History: Unit 14 on Land and Labor Relationships in 16th to 18th
centuries; Unit 17 on Ideas Shape the World on Atlantic Revolutions; Unit 23: People
Shape the World (Mao, Khomeini, and Las Madres).
http://www.learner.org/channel/courses/worldhistory/
China in Revolution, Ambrica Productions in association with WGBH Boston (1997) on

Sun Yat-sen, Kai-shek, Mao Zedong, and Deng Xiaoping.
CNN Millennium series (1999) on Mongols, Islamic empires, and Ming Treasure Ships.
Pacific Century, Annenberg/CPB Collection (1992) on Meiji Revolution.


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AP World History ®

Course Planning and Pacing Guide 3

AP Equity and Access Policy

Overview of the Course . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Managing Breadth and Increasing Depth. . . . . . . . . . . . . . . . . . . . . . . . 3

Course Planning and Pacing by Unit

Unit 1: Period 1. Technological and Environmental Transformations,

Unit 2: Period 2. Organization and Reorganization of Human Societies,

Unit 3: Period 3. Regional and Transregional Interactions, c. 600 to c. 1450. . . . . 15

Unit 4: Period 4. Global Interactions, c. 1450 to c. 1750 . . . . . . . . . . . . . . . . . . . . 23

Unit 5: Period 5. Industrialization and Global Integration, c. 1750 to c. 1900. . . . 29

Unit 6: Period 6. Accelerating Global Change and Realignments,

Springbrook High School

School Public high school with 1,800 students

1 © The College Board.

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Unit Managing Breadth Increasing Depth

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Unit Managing Breadth Increasing Depth

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Key Concepts, I share models of different kinds of thesis

To make my unit tests, I use a combination

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KC 2.1 Formative Assessment:

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KC 3.1 Instructional Activity:

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Theme 5: Social Structures Yang, “Indian Convict

Theme 5: Social Structures

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