Advanced Placement World History 2017-2018 … · Another suggested reading is A History of the...
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Advanced Placement World History 2017-2018 Summer Assignment Ms. Hou E-mail: [email protected] Website: mshouapworld.weebly.com Dear Students, Welcome to AP World History! You have been placed in this course because you have exhibited a high level of academic success and achievement this past year. You should be very proud! AP World is more than an “honors” class – it prepares you for a college-level environment. As such, it will be challenging and difficult – but it will also be rewarding. You may be used to receiving 90s and above on your test scores and report cards. Unfortunately, this will not happen in AP World History – at least not right away. Keep in mind, this course is taught at the college level. Imagine going from 9 th grade immediately to college! Would you expect to get 90s right off the bat? If you did, I’m probably not doing a very good job teaching a college-level class! The first few months will be challenging but if you stick with it you will see your hard work result in better test-taking skills, better writing, and better preparedness for a college environment. Remember that I understand where you are coming from and I am not expecting you to immediately do well in the first few marking periods. Instead, what I’m looking for is motivation, dedication, and commitment. If you commit to your learning and you dedicate yourself inside and outside the classroom, you will succeed in this class. This class will not be easy, especially if you keep in mind that we will be covering 200,000 years of history in less than 8 months! (Minus holidays and school breaks) And since this is a college-level course, I will be expecting you to do a lot of reading homework in this class, since we can’t possibly cover everything during our daily class time. To really be effective, this course requires about 30 minutes to an hour of studying – mostly reading – each night during the school year. If you are unwilling or unable to find the time and self-discipline to do this, you may want to rethink taking the class. You may not realize it, but you have already started preparing for this class in 9 th grade. Everything you learned last year will apply and be tested in this class. Therefore, do not throw out your notes (you may want to review them over the summer, re-write/re-organize them). I have attached a summer assignment meant to review the 9 th grade global topics in more depth – which means you must already begin studying and reviewing topics that were only briefly covered in class. When we return to school in September your summer assignment will count as your first project grade and you will immediately be tested on this material. AP World History students will also be taking the Global History and Geography Regents in JANUARY, instead of June. This will ensure that we have more time to adequately prepare for the AP World History Exam in May, which is a different test format with separate essay rubrics. If you have any questions over the summer, feel free to e-mail me at [email protected]. You should also have signed up for AP World History on Remind (information on how to sign up is also attached to this assignment). I will send you text messages periodically throughout the summer to keep you on track. Good Luck! Ms. Hou P.S. It is highly recommended that you purchase a review book for this class. A good review book would be 5 Steps to a 5 for AP World History (McGraw Hill). It is also available as an app for iPhone and Android for purchase. Another suggested reading is A History of the World in 6 Glasses by Tom Standage, but this is not required reading.
Transcript of Advanced Placement World History 2017-2018 … · Another suggested reading is A History of the...
AdvancedPlacementWorldHistory2017-2018SummerAssignmentMs.HouE-mail:[email protected]:mshouapworld.weebly.comDearStudents,WelcometoAPWorldHistory!Youhavebeenplacedinthiscoursebecauseyouhaveexhibitedahighlevelofacademicsuccessandachievementthispastyear.Youshouldbeveryproud!APWorldismorethanan“honors”class–itpreparesyouforacollege-levelenvironment.Assuch,itwillbechallenginganddifficult–butitwillalsoberewarding.Youmaybeusedtoreceiving90sandaboveonyourtestscoresandreportcards.Unfortunately,thiswillnothappeninAPWorldHistory–atleastnotrightaway.Keepinmind,thiscourseistaughtatthecollegelevel.Imaginegoingfrom9thgradeimmediatelytocollege!Wouldyouexpecttoget90srightoffthebat?Ifyoudid,I’mprobablynotdoingaverygoodjobteachingacollege-levelclass!Thefirstfewmonthswillbechallengingbutifyoustickwithityouwillseeyourhardworkresultinbettertest-takingskills,betterwriting,andbetterpreparednessforacollegeenvironment.RememberthatIunderstandwhereyouarecomingfromandIamnotexpectingyoutoimmediatelydowellinthefirstfewmarkingperiods.Instead,whatI’mlookingforismotivation,dedication,andcommitment.Ifyoucommittoyourlearningandyoudedicateyourselfinsideandoutsidetheclassroom,youwillsucceedinthisclass.Thisclasswillnotbeeasy,especiallyifyoukeepinmindthatwewillbecovering200,000yearsofhistoryinlessthan8months!(Minusholidaysandschoolbreaks)Andsincethisisacollege-levelcourse,Iwillbeexpectingyoutodoalotofreadinghomeworkinthisclass,sincewecan’tpossiblycovereverythingduringourdailyclasstime.Toreallybeeffective,thiscourserequiresabout30minutestoanhourofstudying–mostlyreading–eachnightduringtheschoolyear.Ifyouareunwillingorunabletofindthetimeandself-disciplinetodothis,youmaywanttorethinktakingtheclass.Youmaynotrealizeit,butyouhavealreadystartedpreparingforthisclassin9thgrade.Everythingyoulearnedlastyearwillapplyandbetestedinthisclass.Therefore,donotthrowoutyournotes(youmaywanttoreviewthemoverthesummer,re-write/re-organizethem).Ihaveattachedasummerassignmentmeanttoreviewthe9thgradeglobaltopicsinmoredepth–whichmeansyoumustalreadybeginstudyingandreviewingtopicsthatwereonlybrieflycoveredinclass.WhenwereturntoschoolinSeptemberyoursummerassignmentwillcountasyourfirstprojectgradeandyouwillimmediatelybetestedonthismaterial.APWorldHistorystudentswillalsobetakingtheGlobalHistoryandGeographyRegentsinJANUARY,insteadofJune.ThiswillensurethatwehavemoretimetoadequatelypreparefortheAPWorldHistoryExaminMay,whichisadifferenttestformatwithseparateessayrubrics.Ifyouhaveanyquestionsoverthesummer,feelfreetoe-mailmeatmshousocialstudies@gmail.com.YoushouldalsohavesignedupforAPWorldHistoryonRemind(informationonhowtosignupisalsoattachedtothisassignment).Iwillsendyoutextmessagesperiodicallythroughoutthesummertokeepyouontrack.GoodLuck!Ms.HouP.S.Itishighlyrecommendedthatyoupurchaseareviewbookforthisclass.Agoodreviewbookwouldbe5Stepstoa5forAPWorldHistory(McGrawHill).ItisalsoavailableasanappforiPhoneandAndroidforpurchase.AnothersuggestedreadingisAHistoryoftheWorldin6GlassesbyTomStandage,butthisisnotrequiredreading.
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AdvancedPlacementWorldHistory2017-2018SummerAssignmentMs.HouE-mail:[email protected]:mshouapworld.weebly.comThissummerassignmenthasdifferentduedatesthroughoutthesummer.Youwillbeexpectedtoe-maileachpartoftheassignmenttomebymidnightontheduedate.Eachdaytheassignmentislatewillresultinpointsreductionforthatassignment.PartIoftheassignmentisduebyJuly10th,PartIIisduebyAugust25th,andPartIIIisdueonSeptember7th,thefirstdayofschool.Youcandoallpartsoftheassignmentande-mailthemtomeatanytimeaslongasitisdonebytheduedate.Ifyouhaveanyissueswiththesedatesyoumusthaveaparent/guardiane-mailmeandexplaininwritingbeforebeinggrantedanextension.PartI:DueJuly10thThefirstpartofyourassignmentistofamiliarizeyourselfwiththeWorldHistoryAdvancedPlacementExam.Thisexamisscoredfrom1-5andcoversarangeofthemesandhistoricalthinkingskills.Wewillbeusingthislanguagethroughouttheyearsoyoushouldbecomefamiliarwiththislanguage.AttachedisthecourseoutlineanddescriptionfromtheCollegeBoard.Asyoureadthis,answerthefollowingquestions(youwillwanttouseyournotesfromGlobalI!)Questions:
1. ReadthroughtheAPHistoryDisciplinaryPractices(thereare2)andAPHistoryReasoningSkills(thereare4).Foreachone,thinkofatimeinyourGlobalclasswhenyoudidthispractice/skill,orcomeupwithanexampleofhowyouwouldshowthispractice/skill,andexplainitusingspecifichistoricalevidence.(Ex.“IusedtheskillofcomparisonwhenwecomparedAthensandSpartainAncientGreeceusingavenndiagram.Forexample,bothAthensandSpartaareGreekcity-statesthatbelieveinmanygods,butAthensuseddirectdemocracyandSpartawasamilitaristicsociety.”)
2. Therearefivethematiclearningobjectiveswewillcoverthroughouttheyear.Readthedescriptionsandwriteahistoricalexample(topic)foreachofthelearningobjectives.Inoneparagraph,explainhowthistopicfitsintothattheme.(Ex.Youcanwriteaparagraphdescribing/explainingtheSilkRoadandhowitfitsintothethemeof“Creation,ExpansionandInteractionofEconomicSystems(ECON)”)
3. Inthiscourse,historyisbrokendownintosixtimeperiods.Howmanyyearsofhistoryiscoveredineachtimeperiod?Identifytheyearsthatbeginandendeachperiodandwritethetotalamountofyearsthatitcovers.(Ex.Period1,TechnologicalandEnvironmentalTransformations,isfrom________to________andlasts________years)
PartII:DueAugust25thTocompletethispartoftheassignment,youwillhavetoobtainthebookbelow.YoumaygetthisbookfromthelibrarybutIwouldhighlyrecommendpurchasingitsoyoucanunderlineandmakenotesinthemargin.Ifyouhavetroublegettingthisbooke-mailme.Ifyouthinkyouwillhavetroublegettingthisbook,makesuretoe-mailmeASAPanddonotwaituntilthelastminute! ALittleHistoryoftheWorld,E.H.Gombrich,YaleUniversityPress:2005 ISBN:978-0-300-14332-4Thisbookisaneasy-to-readsurveyofWorldHistoryfrompre-historictimesthroughtheSecondWorldWar.Itsentertainingstylewillfamiliarizestudentswiththemajorperiods,themes,characters,ideas,andeventsinthehistoryoftheworld.EachchapterisabriefoverviewandIhopeasyoureadyouwillrecalltheevents,peopleandplacesyouhavealreadylearnedaboutinmiddleschooland9thgrade.
Asyoureadthrougheachchapter,dothefollowing:• Underline/highlightimportantevents,peopleorplacesmentioned• Inthemargins,writeanyquestions/commentsyouhave(youmayaskthesequestionstotheauthororin
general–thinkbacktotheQFTMethodyoulearnedthisyear!).Youshouldhaveatleast3-5questionsperchapter.
Ifyouborrowedthisbookfromthelibrary,youmaytypetheseupandseparateyourkeytermsandquestions/commentsbychapter.Secondly,chooseONEofthefollowingresponsiveessaystocomplete.Youmaychooseanyoneofthethreebutbesuretoidentifywhichoneyouareansweringatthetopofyouressay.Essay#1(minimum750words):ChooseteneventsfromALittleHistoryoftheWorldthatyoufeelaremostimportanttoWorldHistory.Drawahorizontallineatthetopofyourpaperandplotyoureventsinchronologicalorder.Youmayincludeyearsbutspecificdatesarenotnecessary.Beneathyourtimeline,writeyouressay.Describetheimportanceofeacheventandwhyyouchosetoincludeitinonthishighlyselectivetimeline.Aretheeventsrelated?Isthereapattern?HowandwhydotheybestrepresentahistoryoftheWorld?Explainusingdetailsfromthetext.(DONOTcreateatimelineposter!)
Essay#2(minimum750words):Unfortunately,womenareoftenabsentfromthepagesofhistory.Theideas,experiences,attitudes,andissuesofhalfthepopulationaresometimesoverlookedbyhistoriansoverlyconcernedwiththe“bigmen”ofhistory—thosewhowieldpowerandshapetheagesinwhichtheylive.AssessGombrich’streatmentofwomeninALittleHistoryoftheWorld.Doyoufeelthatthelives,experiences,andopinionsofwomenthroughouthistoryareadequatelyaddressedinthetext?Explainusingdetailsfromthetext.
Essay#3(minimum750words):Therearemanycommonclichésaboutwhathistoryisandhowitiswritten.PickoneofthefollowingpopularideasabouthistoryandevaluateitusingevidencefromALittleHistoryoftheWorld.Decidewhetherornotyouagreewithyourchosensayingandwriteanessayexplainingyourpositionandthereasonsforit.Youshouldincludeatleast5goodexamplesorhistoricalfactsfromthebook.Besuretocitealloftheexamplesandfactsyouusefromthebook.
1.Historyalwaysrepeatsitself.2.Historyisalwayswrittenbythevictors.
HelpfulHints:
− EssaysshouldbetypedinTimesNewRoman,12pointfont,anddoublespaced.− Donotwaituntiltheendofsummervacationtocompletethisassignment.Allowadequatetimetoreadthe
textinitsentiretyANDcompletetheassignmentbytheduedate.Evenallowextratimeforreading.Oftenwehavetoreadandthenre-readtextinordertofullygraspitsmeaning.
− Readovertheessayoptionsandpossiblydecidewhatyouwanttowritebeforeyoubeginreading.Thiswillhelpyouwhenyouareannotatingandmakingnotesinthemargins.
− Writearoughdraftandthenrevise!− Proofreadforerrors.GrammarandspellingcountinadditiontoCONTENT.− Citeanyquotedorparaphrasedmaterial.Whenyoucitefromthebook,attheendofthesentenceputthe
pagenumberinparentheses.− OutsideresearchisNOTnecessary.Donotsubmitthewordsorideasofothersasyourown.Plagiarismwill
resultinanautomaticzero(Thisincludesanymaterialfromonlinesummaries,notes,bookreviews,etc.)
PartIII:DueSeptember7thNeatlylabeltheworldmapswiththelandandwaterfeatureslistedbelowinthecolorindicatedintheparentheses.Printneatlyandmakesureyourmapsareeasytoread.Map#1:APWorldRegionsLookbacktoyourreadingforPartI.Findtheworldmaplabeled“APWorldRegions–ACloserLook.”Drawandlabeltheseregionsontoyourmap(makesureyouaredoingtheonethatsays“acloserlook”andnot“bigpicture”!)Youmaycoloritifyouwouldlikebutthatisnotarequirement.However,pleaseuseacolororstripingtoindicateregionsthatoverlap.Map#2:BodiesofWaterandRivers
Oceans,Seas,Bays,Lakes(colorthemblue)1. AtlanticOcean2. PacificOcean3. IndianOcean4. ArticOcean5. NorthSea6. BalticSea7. EnglishChannel8. NorwegianSea9. BarentsSea10. MediterraneanSea11. AdriaticSea12. AegeanSea13. BlackSea14. CaspianSea15. RedSea16. PersianGulf17. ArabianSea18. BayofBengal19. SouthChinaSea20. EastChinaSea21. YellowSea22. SeaofJapan
Rivers(drawtheminblue)1. NileRiver2. TigrisRiver3. EuphratesRiver4. AmazonRiver5. MississippiRiver6. RioGrandeRiver7. IndusRiver8. GangesRiver9. HuangHe/YellowRiver10. YangtzeRiver11. MekongRiver12. CongoRiver13. DanubeRiver
Map#3:MountainsandDeserts Mountains(Brown)
1. AlaskanRange2. RockyMountains3. AppalachianMountains4. AndesMountains5. Alps6. AtlasMountains7. UralMountains8. HinduKush9. HimalayaMountains
Deserts(Yellow)1. GobiDesert2. KalahariDesert3. SaharaDesert4. TharDesert5. SierraMadreDesert6. MojaveDesert7. NamibDesert8. SyrianDesert
PartI:APWorldHistoryCourseExamDescription
About the AP World History CourseAP World History is designed to be the equivalent of a two-semester introductory college or university world history course. In AP World History students investigate significant events, individuals, developments, and processes in six historical periods from approximately 8000 B.C.E. to the present. Students develop and use the same skills, practices, and methods employed by historians: analyzing primary and secondary sources; developing historical arguments; making historical comparisons; and utilizing reasoning about contextualization, causation, and continuity and change over time. The course provides five themes that students explore throughout the course in order to make connections among historical developments in different times and places: interaction between humans and the environment; development and interaction of cultures; state building, expansion, and conflict; creation, expansion, and interaction of economic systems; and development and transformation of social structures.
PrerequisitesThere are no prerequisites for the AP World History course. Students should be able to read a college-level textbook and write grammatically correct, complete sentences.
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AP World History Course and Exam Description 4
About the AP World History CourseAP World History Course Framework
The AP World History course outlined in this framework reflects a commitment to what history teachers, professors, and researchers have agreed is the main goal of a college-level world history survey course: learning to analyze and interpret historical facts and evidence to achieve understanding of major developments in world history.
To accomplish this goal, the AP World History Course and Exam Description defines concepts, skills, and understandings required by representative colleges and universities for granting college credit and placement. Students practice the reasoning skills used by historians by studying primary and secondary source evidence, analyzing a wide array of historical facts and perspectives, and expressing historical arguments in writing.
This document is not a complete curriculum. Teachers create their own local curriculum by selecting, for each concept, content that enables students to explore the course learning objectives and that meets state or local requirements. The result is a course that prepares students for college credit and placement while relieving the pressure on AP teachers to superficially cover all possible details of world history.
OverviewI. AP History Disciplinary Practices and Reasoning SkillsThe AP history disciplinary practices and reasoning skills are central to the study and practice of history. Teachers should help students develop and apply the described practices and skills on a regular basis over the span of the course.
II. Thematic Learning ObjectivesThe thematic learning objectives, organized around five major themes, describe what students must be able to do by the end of the AP World History course. These learning objectives are the targets of AP Exam questions.
III. Geographical CoverageTwo maps give students a starting point for identifying regions and their locations relative to other regions and landforms.
IV. Concept OutlineThe concept outline details key concepts that colleges and universities typically expect students to understand in order to qualify for college credit and/or placement.
AP World History Course Framework
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AP World History Course and Exam Description 7
I. AP History Disciplinary Practices and Reasoning Skills
The AP history courses seek to apprentice students to the practice of history by emphasizing the development of disciplinary practices and skills while learning historical content. Students best develop these practices and skills by investigating the past through the exploration and interpretation of a rich array of primary sources and secondary texts and through the regular development of historical argumentation in writing. This section presents the disciplinary practices and reasoning skills that students should develop in all AP history courses. The tables describe what students should be able to do with each practice or skill. Every AP Exam question will assess one or more of these practices and skills.
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AP World History Course and Exam Description 8
AP History Disciplinary Practices and Reasoning Skills
AP History Disciplinary PracticesPractice 1: Analyzing Historical Evidence Practice 2: Argument Development
Students will be assessed on their ability to …
Primary Sources
w Describe historically relevant information and/or arguments within a source.
w Explain how a source provides information about the broader historical setting within which it was created.
w Explain how a source’s point of view, purpose, historical situation, and/or audience might affect a source’s meaning.
w Explain the relative historical significance of a source’s point of view, purpose, historical situation, and/or audience.
w Evaluate a source’s credibility and/or limitations.
Secondary Sources
w Describe the claim or argument of a secondary source, as well as the evidence used.
w Describe a pattern or trend in quantitative data in non-text-based sources.
w Explain how a historian’s claim or argument is supported with evidence.
w Explain how a historian’s context influences the claim or argument.
w Analyze patterns and trends in quantitative data in non-text-based sources.
w Evaluate the effectiveness of a historical claim or argument.
w Make a historically defensible claim in the form of an evaluative thesis.
w Support an argument using specific and relevant evidence.
w Use historical reasoning to explain relationships among pieces of historical evidence.
w Consider ways that diverse or alternative evidence could be used to qualify or modify an argument.
AP History Reasoning SkillsSkill 1: Contextualization
Skill 2: Comparison
Skill 3: Causation
Skill 4: Continuity and Change over Time
Describe an accurate historical context for a specific historical development or process.
Describe similarities and/or differences between different historical developments or processes.
Describe causes or effects of a specific historical development or process.
Describe patterns of continuity and/or change over time.
Explain how a relevant context influenced a specific historical development or process.
Explain relevant similarities and/or differences between specific historical developments and processes.
Explain the relationship between causes and effects of a specific historical development or process.
Explain the difference between primary and secondary causes and between short- and long-term effects.
Explain patterns of continuity and/or change over time.
Use context to explain the relative historical significance of a specific historical development or process.
Explain the relative historical significance of similarities and/or differences between different historical developments or processes.
Explain the relative historical significance of different causes and/or effects.
Explain the relative historical significance of specific historical developments in relation to a larger pattern of continuity and/or change.
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AP World History Course and Exam Description 9
AP History Disciplinary Practices and Reasoning Skills
AP History Disciplinary PracticesPractice 1: Analyzing Historical Evidence Practice 2: Argument Development
Students will be assessed on their ability to …
Primary Sources
w Describe historically relevant information and/or arguments within a source.
w Explain how a source provides information about the broader historical setting within which it was created.
w Explain how a source’s point of view, purpose, historical situation, and/or audience might affect a source’s meaning.
w Explain the relative historical significance of a source’s point of view, purpose, historical situation, and/or audience.
w Evaluate a source’s credibility and/or limitations.
Secondary Sources
w Describe the claim or argument of a secondary source, as well as the evidence used.
w Describe a pattern or trend in quantitative data in non-text-based sources.
w Explain how a historian’s claim or argument is supported with evidence.
w Explain how a historian’s context influences the claim or argument.
w Analyze patterns and trends in quantitative data in non-text-based sources.
w Evaluate the effectiveness of a historical claim or argument.
w Make a historically defensible claim in the form of an evaluative thesis.
w Support an argument using specific and relevant evidence.
w Use historical reasoning to explain relationships among pieces of historical evidence.
w Consider ways that diverse or alternative evidence could be used to qualify or modify an argument.
AP History Reasoning SkillsSkill 1: Contextualization
Skill 2: Comparison
Skill 3: Causation
Skill 4: Continuity and Change over Time
Describe an accurate historical context for a specific historical development or process.
Describe similarities and/or differences between different historical developments or processes.
Describe causes or effects of a specific historical development or process.
Describe patterns of continuity and/or change over time.
Explain how a relevant context influenced a specific historical development or process.
Explain relevant similarities and/or differences between specific historical developments and processes.
Explain the relationship between causes and effects of a specific historical development or process.
Explain the difference between primary and secondary causes and between short- and long-term effects.
Explain patterns of continuity and/or change over time.
Use context to explain the relative historical significance of a specific historical development or process.
Explain the relative historical significance of similarities and/or differences between different historical developments or processes.
Explain the relative historical significance of different causes and/or effects.
Explain the relative historical significance of specific historical developments in relation to a larger pattern of continuity and/or change.
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AP World History Course and Exam Description 9
AP History Disciplinary Practices and Reasoning Skills
II. Thematic Learning ObjectivesThe thematic learning objectives describe, at a high level, the knowledge colleges expect students to develop in the AP World History course in order to be qualified for credit and placement. In order to help students develop this knowledge, teachers will need to anchor their locally developed AP syllabi in historical content and skills. The learning objectives are grouped into five themes typically included in college-level world history courses:
n Interaction Between Humans and the Environment (ENV)
n Development and Interaction of Cultures (CUL)
n State Building, Expansion, and Conflict (SB)
n Creation, Expansion, and Interaction of Economic Systems (ECON)
n Development and Transformation of Social Structures (SOC)
These themes focus on major historical issues and developments, helping students connect the historical content they study to broad trends and processes that have emerged over centuries. Each theme is presented with its description and a table that outlines the learning objectives for that theme.
The tables of thematic learning objectives serve as an index to the concept outline (contained in Section IV) by indicating where content related to each learning objective can be found in the outline. These tables help to highlight the relationship between specific historical content and broader historical developments.
A guide to a sample table of learning objectives is provided on the following page.
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AP World History Course and Exam Description 10
Thematic Learning Objectives
Learning Objectives by ThemeTheme 1: Interaction Between Humans and the Environment (ENV)The interaction between humans and the environment is a fundamental theme in world history, as the environment shaped human societies, but, increasingly, human societies also affected the environment.
During prehistory, humans interacted with the environment as hunters, fishers, and foragers, and human migrations led to the peopling of the earth. As the Neolithic Revolution began, humans affected their environments more directly, either as farmers or pastoralists. Environmental factors such as rainfall patterns, climate, and available flora and fauna shaped human interactions in different regions. Human impact on the environment intensified as populations grew and as people migrated into new regions. As people migrated to cities or established trade networks, new diseases emerged and spread, sometimes devastating an entire region. Beginning with the Industrial Revolution, human effects on the environment increased with the development of more sophisticated technologies, the utilization of new energy sources, and a rapid increase in human populations.
Learning ObjectivesStudents are able to … Relevant Topics in the Concept Outline
ENV-1 Explain how different types of societies have adapted to and affected their environments.
1.1.I1.2.I1.2.II1.3.I
1.3.II1.3.III
2.1.II2.1.IV2.2.II2.2.IV2.3.I2.3.II
2.3.III
Human migrationNeolithic Revolution; farming and irrigationAgriculture and pastoralismCivilizations formed in a variety of environmental settingsStates emerged within civilizationsIron use; weapons and modes of transportation; first statesArchitectureDaoismShamanismWalls and roadsMobilization of resourcesEmerging trade routes shaped by climate and geographyLong-distance trade and communication
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AP World History Course and Exam Description 12
Thematic Learning Objectives
Theme 2: Development and Interaction of Cultures (CUL)This theme explores the origins, uses, dissemination, and adaptation of ideas, beliefs, and knowledge within and between societies and how the processes of adopting or adapting new belief and knowledge systems are complex and often lead to syncretic cultural forms and practices.
Studying the dominant belief system(s) or religions, philosophical interests, and technical and artistic approaches can reveal how major groups in society view themselves and others, and how they respond to multiple challenges. When people of different societies interact, they often share components of their cultures, deliberately or not. A society’s culture may be investigated and compared with other societies’ cultures as a way to reveal both what is unique to a culture and what it shares with other cultures. It is also possible to analyze, compare, and trace particular cultural trends or ideas across human societies and over time.
Learning ObjectivesStudents are able to … Relevant Topics in the Concept Outline
CUL-1 Explain how religions, belief systems, philosophies, and ideologies originated, developed, and spread as a result of expanding communication and exchange networks.
1.3.III2.1.I
2.1.II, III
2.3.III
3.1.III3.2.I4.1.VI 5.1.III5.1.V 5.2.II, III 5.3.I, II, IV
6.3.I–III
6.2.II6.2.IV, V
New religious beliefsEarly codification of religious beliefs; the development of monotheistic JudaismAssertion of universal truths; religious practice and gender roles; Buddhism, Confucianism, Daoism, ChristianityCultures changed when spread; Hinduism, Christianity, BuddhismIslamCollapse of empiresReformationNew financial philosophiesResponses to globalizationImperialism; Social DarwinismEnlightenment, reform movements, spread of enlightenment ideasState responses to economic challenges; increasing personal independence; rights-discourseAnti-imperialismGlobal conflict; movements against conflict
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AP World History Course and Exam Description 15
Thematic Learning Objectives
Theme 3: State Building, Expansion, and Conflict (SB)This theme explores how hierarchical systems of rule have been constructed and maintained over time and the impact of these processes.
This theme encourages the comparative study of different state forms (e.g., kingdoms, empires, nation-states) across time and place and the interactions among them. Continuity and change are also embedded in this theme through attention to the organizational and cultural foundations of long-term stability as well as the internal and external causes of conflict. The theme leads to an examination and comparison of various forms of state development and expansion in the context of various productive strategies (e.g., agrarian, pastoral, mercantile), various cultural and ideological foundations (e.g., religions, philosophies, ideas of nationalism), various social and gender structures, and in different environmental contexts. This theme also includes different types of states, such as autocracies and constitutional democracies. Finally, in this theme students explore interstate relations, including warfare, diplomacy, commercial and cultural exchange, and the formation of international organizations.
Learning ObjectivesStudents are able to ... Relevant Topics in the Concept Outline
SB-1 Explain how different forms of governance have been constructed and maintained over time.
1.2.II1.3.II1.3.III2.2.II2.2.III3.1.I3.2.I
4.1.VII4.3.I4.3.II5.1.V5.2.I5.2.II5.3.III6.2.II6.2.IV6.2.V6.3.I
Development of elitesFirst states emergedLegal codes developedImperial governmentsLabor organization and food productionState involvement in economic activitySynthesized, borrowed, and new state structures emergedTaxationRulers legitimized powerTrading-post empiresQing and Ottoman empiresTransoceanic empiresMeiji JapanRevolutionsColonial independenceTotal warsCommunism, MarxismState-controlled economies
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AP World History Course and Exam Description 18
Thematic Learning Objectives
Theme 4: Creation, Expansion, and Interaction of Economic Systems (ECON)This theme surveys the diverse patterns and systems that human societies have developed to produce, distribute, and consume desired goods and services across time and place. It explores how these interactions influence cultural and technological diffusion, migration, state formation, social classes, and human interaction with the environment.
This theme analyzes and compares major transitions in human economic activity, such as the growth and spread of agricultural, pastoral, and industrial production; the development of various labor systems associated with these economic systems (including different forms of household management and the use of coerced or free labor); and the ideologies, values, and institutions (such as capitalism and socialism) that sustained them. This theme also calls attention to patterns of trade and commerce between various societies, with particular attention paid to the relationship between regional and global networks of communication and exchange, and their effects on economic growth and decline. These webs of interaction strongly influence cultural and technological diffusion, migration, state formation, social classes, and human interaction with the environment.
Learning ObjectivesStudents are able to ... Relevant Topics in the Concept Outline
ECON-1 Explain how technology shaped economic production and globalization over time.
1.3.II2.3.II3.1.I4.1.III5.1.I5.1.III5.2.II
5.4.I6.1.II6.2.I, IV6.3.I, II6.3.III6.3.IV
Weapons and transportationNew and maritime technologiesTransportation and commercial technologyCartographic and navigational technologyNew pattern of global tradeTransnational businesses, transportationLand-based empire expansion; national reactions to industrializationIncreasing global migrationGlobal problemsGlobal conflicts, transnational movementsGlobal economics and institutionsNew technologies and spread of ideasGlobal popular culture; new machines and methods of industrial production
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AP World History Course and Exam Description 23
Thematic Learning Objectives
Theme 5: Development and Transformation of Social Structures (SOC)This theme is about relations among human beings, how human societies develop ways of grouping their members, and norms that govern interactions between individuals and social groups. Additionally, this theme explores the processes through which social categories, roles, and practices are created, maintained, and transformed.
Social stratification comprises distinctions based on kinship systems, ethnic associations, and hierarchies of gender, race, wealth, and class. The study of world history includes thoughtful consideration of the way that social hierarchies developed and changed over time and the various factors that contributed to these changes. It also involves analysis of the connections between changes in social structures and other historical shifts, especially trends in political economy, cultural expression, and human interaction with the environment.
Learning ObjectivesStudents are able to ... Relevant Topics in the Concept Outline
SOC-1 Explain how distinctions based on kinship, ethnicity, class, gender, and race influenced the development and transformations of social hierarchies.
1.2.II
1.3.II
2.1.I2.1.II2.1.III
2.2.III3.1.III3.2.I3.3.III4.1.IV, V4.2.II, III4.2.III
4.3.I5.1.I5.1.VI
5.1.V5.3.I, IV
5.3.I–IV5.4.II5.4.III6.2.II6.2.V6.3.III
Gender hierarchies, including patriarchy; labor specializationFirst states; patriarchy and social hierarchies, intensification of social hierarchies; increasingly unified statesConfucian and Christian ideologiesBelief systems and gender rolesPatriarchy and gender in imperial society, labor regimes in imperial societies, imperial social structuresLegitimizing imperial rule; Islam and conquestPatriarchy and powerContinuities of patriarchy, religious influence on genderDiversification of labor organization, new labor coercionAtlantic worldIncreased demand for labor; elitesChanging political and economic structures affected gender hierarchiesLegitimizing imperial ruleIndustrialization; industrial specializationIndustrialization affected gender roles; middle class and industrial working classAnarchism, utopian socialism, suffrageSuffrage, feminism; challenges to social hierarchies, including genderEnlightenment idealsGlobal migrationMale migrants, females left in home societyRedistribution of land, migrants in metropolesNonviolenceChanging ideas about rights-based discourses; new conceptualization of society and culture
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AP World History Course and Exam Description 28
Thematic Learning Objectives
III. Geographical CoverageStudents need basic geographical knowledge in order to understand world history. The two maps that follow give students a starting point for identifying regions and their locations relative to other regions and landforms.
n Map 1. AP World History: World Regions—A Big Picture View identifies five major geographical regions: Africa, the Americas, Asia, Europe, and Oceania. The AP World History course provides balanced geographical coverage with all five of these regions represented. Coverage of European history does not exceed 20 percent of the total course.
n Map 2. AP World History: World Regions—A Closer Look identifies various subregions within the five major geographical regions.
Geospatial awareness is fundamental knowledge necessary for students to build an understanding of cross-cultural contacts, trade routes, migrations, etc., which constitute key concepts in the AP World History course.
These maps are a reference point for teachers and students alike. Because geographic naming conventions are not universal, these maps define regions and show the locations and commonly used names of regions that students are likely to encounter on the AP World History Exam.
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AP World History Course and Exam Description 32
Geographical Coverage
IV. Concept OutlineThe concept outline is structured around six chronological periods, each composed of key concepts typically encountered in college-level world history courses. In order for students to develop an understanding of these concepts, teachers will need to select specific historical figures, groups, events, developments, and processes—and the primary and secondary source documents through which they can be examined—that enable students to investigate them. In this way, AP teachers create their own local curriculum for AP World History.
Historical PeriodsThe historical periods, from approximately 8000 B.C.E. to the present, provide a temporal framework for the course.
The instructional importance and assessment weighting for each period varies.
Period Period Title Date Range Weight
1 Technological and Environmental Transformations
to c. 600 B.C.E. 5%
2 Organization and Reorganization of Human Societies
c. 600 B.C.E. to c. 600 C.E.
15%
3 Regional and Interregional Interactions c. 600 C.E. to c. 1450 20%
4 Global Interactions c. 1450 to c. 1750 20%
5 Industrialization and Global Integration c. 1750 to c. 1900 20%
6 Accelerating Global Change and Realignments c. 1900 to the Present 20%
Using the Concept Outline to Plan InstructionIn the pages that follow, thematic learning objectives are provided to show teachers how the learning objectives can be applied to the various statements in the concept outline, and to also help teachers make thematic connections across the outline’s chronology.
The illustrative examples (set out in the third column of the outline) provide optional examples of possible individuals, events, developments, geographic regions, and/or historical processes teachers might choose to address for a particular concept. These illustrative examples are included to demonstrate a variety of examples from different geographic regions and/or to expand on content that may be less familiar to teachers. Teachers may opt to use these illustrative examples or others of their own choosing.
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AP World History Course and Exam Description 34
Concept Outline
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