Any AP World History EXPLOSION of information you need for you Holiday Break!!!!!!!

It will be crunch time when we get back from Winter Break.  To make sure you are on pace you need to be working on your Biography project over the break (yes, that means actually reading the book you picked out!), working on planning out your DBQ, and read all of Chapter 15.  Here are some key dates that you will need upon your return:

Monday Jan. 5- 4th Period will start their lecture on Chapter 15.
Tuesday Jan. 6th- 5th Period will finish their lecture on chapter 15 and be given a review sheet for test chapters 12-15.  *There will be an after school SOL review session for all students in room 220.
Wednesday Jan. 7th- 4th Period will finish their lecture on Chatper 15 and be given a review sheet for test chapters 12-15.  *There will be an after school review session for the Chapters 12-15 test, probably in one of the Cafes.
Thursday Jan. 8th- 5th Period will test on Chapters 12-15.  *There will be an after school  SOL review session for all students in room 220.
Friday Jan. 9th- 4th Period will test on Chapters 12-15.

Monday Jan. 12th- 5th Period SOL review in class.
Tuesday Jan. 13th- 4th Period SOL review in class. *Hopefully an after school SOL review session.  Location TBD.
Wednesday Jan. 14th- 5th Period takes their SOL in Lab 211 at 11am.
Thursday Jan. 15th- 4th Period takes their SOL in Lab 106 at 11am.  ***4th Period, your projects are due this Day!!!
Friday Jan. 16th- 5th Period projects are due!

Tuesday Jan. 20th- 4th Period Exam
Wednesday Jan. 21st- 5th Period Exam

12/15 and 12/16 5th and 4th Period AP World

We took notes on the first half of Chapter 14.  Students need to finish reading chapter 14 before next class and research the cathedral they were assigned in class.  For homework they need to bring a small picture of their cathedral and a paragraph of information about the cathedral, history, etc.  This does not need to be super indepth.  The goal of this activity is just to reinforce Gothic Arch.

12/15 and 12/16 AP World History in Class

This is a link for an in class assignment:

http://college.cengage.com/history/primary_sources/west/summa_theologica_free_will.htm

12/11 and 12/12 5th and 4th Period AP World

I conducted a book check today for the Biography Project.  If you have not shown me your book in the last week you need to ASAP.  We answered questions (in 4th period only) associated with the sections from Chapter 13.  For a copy of these questions please email and I will send you the WORD document.  christopher.chappell@nn.k12.va.us (those questions are for 4th period only, 5th period was broken into groups and did presentations). 

***Before next class students need to read Chapter 14 pages 399-412***

YOU SHOULD ALSO BE STUDYING FOR YOUR SOL THAT WILL BE JAN. 13TH
I GAVE OUT SOL REVIEW PACKETS

12/9 and 12/10 5th and 4th Period AP World History

Students took notes on the Mongolians again today.  You need to watch the following video and take notes.  It is the rest of the information from Chapter 12.

https://www.youtube.com/watch?v=Id3MtFI7AZQ&list=UUwtyjKEVfu909H-fPMXupng

For next class you do not need to read all of Chapter 13.  Just read the following sections:
"Mali in the Western Sudan"
"The Delhi Sultanate in India"
"Monsoon Mariners"
"Africa:  Swahili Coast and Zimbabwe"
"Architecture, Learning, and Religion"
"Social and Gender Distinctions"

***BRING YOUR BOOK FOR THE BIOGRAPHY PROJECT NEXT CLASS***

12/8 4th Period AP World

Finish reading chapter 12 and complete your Mongolian Horse Sales Paper.  Use the link to All the Khan's horses if needed.

12/5 5th Period AP World History

By 12/9, finish reading chapter 12.  Finish the charts.  And be ready to turn in your pony sells poster.

All the Kahn's Horses

http://afe.easia.columbia.edu/mongols/conquests/khans_horses.pdf

Update for 5th period AP only

There are a couple of confusing things on the chapter 12 charts.  Because I was absent yesterday I am granting an extension on the charts.  Bring them to class tomorrow so I can explain a couple of things with them.  They will be collected Monday for a grade.  Still a possible reading quiz Friday!
P.S. Feel free to shower me with candy.

12/3 and 12/4 5th and 4th Period

Students took their chapter 8-11 test today.  After the test they were given two charts and 30 minutes in class to work on them.  The students need to turn the chapter 12 charts in for a homework grade next class.  The students also need to read pages 341-359 before next class.  Possible reading quiz.

12/1 and 12/2 AP World History

We finished taking notes on Chapter 11 in class.  The students need to study for their test that is next class.  Review session Tuesday after school in one of the Cafes.

Review Sheet Chapters 8-11 AP World

Students were given this review sheet in class on 11/24 and 11/25

1.      Describe the economic impact of the camel on the Arabian Peninsula.

2.      List the key events in Muhammad’s influence on the Arabian Peninsula.

3.      Describe the lands controlled by the Umayyad dynasty and the lands controlled by the Abbasid dynasty.

4.      Describe the decline of the Umayyad and Abbasid dynasties.

5.      List key characteristics and events of the Seljuk Empire.

6.      Give a brief but detailed account of the crusades.

7.      Describe the Great Schism in detail.

8.      What role did Byzantine women play in society?

9.      Describe feudalism and give an account of the role that each figure played.

10. What role did the church play in the Middle Ages?

11. Why were cities in Italy and Flanders success in the Middle Ages?

12. Describe the start, accomplishments, and fall of the Sui dynasty.

13. Describe the start, accomplishments and fall of the Tang dynasty.

14. Describe the start, accomplishments and fall of the Song dynasty.

15. What advantage did the Liao people have?

16. Describe Zhu-Xi’s neo-Confucianism believes.

17. Describe what the Japanese did and did not adopt from the Chinese.

18. What was the importance of the Trung sisters?

19. Describe the start, accomplishments and fall of Teotihuacan.

20. Why were chinampas so important to people in Mesoamerica?

21. Describe the start, accomplishments and fall of the Mayan. Also the role of women.

22. Describe the start, accomplishments and fall of the Aztecs.  Also the role of women.

23. Describe the start, accomplishments and fall of the Inca.

11/24 and 11/25 AP World

Students wrote their CCOT essay in class today.  I will have these graded and returned after Thanksgiving.  Over the Thanksgiving break students need to read all of Chapter 11, be ready for a possible reading quiz when we get back and work on their Test Review sheets.  Don't forget after school study session

11/20 and 11/21 5th and 4th AP World

The students took notes on the Song Dynasty today.  They need to prepare a list of several cont. and several changes between the Tang and Song Dynasties.  Next class the students will be writing a CCOT essay on China between the years 618-1279 CE.  If the students bring a list of CCOT then we will go over them in class.  If students do not bring a list we will write the essay first thing when class starts.

11/18 and 11/19 5th and 4th Period AP World

Students took notes on the first half of chapter 10 in class.  For homework they need to select any Poem by the Tang Poet Li Bai (I will include a link below).  You need conplete the following 6 things:
1. Translate or interpret the poem in their own words.
2. Why did you choose this poem?
3. What does it say to you?
4. What elements strike a chord with you?
5. What feelings and ideas does it evoke in you?  Why?
6. What is ONE thing this poem can teach you about the Tang period?

http://www.chinapage.com/libai/libai2e.html

***BE READY FOR A READING QUIZ NEXT CLASS***
All of Chapter 10 is fair game.

Awesome Resource

This is a fantastic timeline map that will help you understand what is taking place where and when in the world.  Please reference it frequently in your studying!

http://www.timemaps.com/history?utm_source=Email+Marketing+List&utm_campaign=53174ad342-Title_testing6_13_2012&utm_medium=email

11/14 and 11/17 5th and 4th Period AP World History

Students need to read pages 283-290 before the next class and be ready for a possible reading quiz.  Students also need to watch the following video on the remainder notes from chapter 9. 

https://www.youtube.com/watch?v=DiMhDNKIRq4&feature=youtu.be

Monastaries

http://www.cengage.com/music/book_content/049557273X_wrightSimms/assets/ITOW/7273X_03_ITOW_Rule_of_St_Benedict.pdf

11/12 and 11/13 5th and 4th Period AP WH

The students need to finish reading Chapter 9 before next class if they have not already and they need to complete the map for homework.
Trace:
Viking routes
Muslims explansion
1st Crusade
2nd Crusade
3rd Crusade
4th Crusade
Shade:
Islamic Lands 600-800 CE
Christian Lands 300-600 CE
Christian Lands 600-800CE
Kievan Rus
Byzantine Empire

11/10 and 11/11 AP World History 5th and 4th

Students took notes on the first part of chapter 9.  They also took a reading quiz.  Next class the chapter 9 chart is due.  Finish reading chapter 9 before next class.

11/6 and 11/7 5th and 4th AP World History

Students wrote their CCOT essays in class today.  After the essays they had 35 minutes in class to start their chapter 9 charts.  5th period charts are due Wed 11/12 and 4th period charts are due Thur 11/13.  All students need to read the first half of Chapter 9 pages 252-268 before next class.  Be ready for a RQ.

AP World History Islam

https://www.youtube.com/watch?v=wnpHEggOeYA

AP WH 10/30 & 10/31

Students need to finish reading all of chapter 8 before next class and answer the following questions.

Why was Muhammad's teaching met with success in Medina and not Mecca?  Use the document below to answer your question.
http://college.cengage.com/history/primary_sources/world/the_constitution_of_medina.htm

What connections do you see between Islam, Christianity, and Judaism?  Use the document below to answer your questions.
http://college.cengage.com/history/primary_sources/world/the_quran.htm

10/28 and 10/29 5th and 4th Periods AP World History

5th and 4th Periods took their 9 Weeks Test Tuesday and Wednesday.  After the test they received a worksheet that has a chart from Chapter 8 they need to complete the chart and key terms before next class.  This is due for a grade next class.  Be ready for a possible quiz on anythng from that worksheet.  And read the first half chapter 8, up to page 239.

Geography Nine weeks Test

All Geography students have received their nine weeks review guides.  3rd Period will take the test on Tuesday 10/28 and 2nd Period will take it on Wednesday 10/29.

10/23 and 10/24 5th and 4th Period AP Test

AP students took their Chapters 4-7 test today.  They received their Quarter One review sheets after finishing the test today.  Students need to bring these next class showing that they have been working on it.  We will have an after school study session on Monday 10/27 if needed.  5th period will take the test Tuesday 10/28 and 4th Period will take it Wednesday 10/29. 

World History Test Update

On the test you will not need to write a CCOT thesis.  Pick 2 of the Comparative ones.

AP WH TEST INFO

5th Period will take the test Wed. 10/22 and 4th Period will take it Thur. 10/23.  The test will cover chapters 4-7.  Coach Dragone will be holding an after school study session on Tuesday 10/21.  The review session will be in Cafe 1 (not 014) right after school.  Please see below for the thesis prompts.

1.       Compare the political, social, and economic characteristics of Athens Greece to the Roman Empire.

2.       Compare the political and social characteristics of Greek women to women in the Gupta Empire.

3.       Describe the continuities and changes over time in regards to political, social, and economic characteristics in India between the years 324 BCE-550 CE.

4.       Describe the continuities and changes over time in regards to geography, economic, and cultural characteristics on the trans-Sahara caravan route between the years 300 BCE-600CE.

I would also like to throw in compare the Mauryan to the Gupta if you would like to do that one.  Don't forget you choose 2, One Comp and One CCOT.  The CCOT is the same as Comparative, instead it's Continuity and Changes instead of Similarities and Differences.

10/16 and 10/17 5th and 4th Period AP WH

Watch the video below and take notes before next class.

https://www.youtube.com/watch?v=VH8pRo1ANhg&feature=youtu.be

Be ready to present on your section of Chapter 7 next class. 5th period your assignments are as follows:

Students Bernard through Finlay you need to focus on The Silk Road
Students Florendo through Kennell you need to focus on Indian Ocean
Students Mebane through Nipp focus on Trans Sahara
And Students Richardson through Yahatta focus on Sub Saharan Africa.

4th Period your assignments are as follows:

Students Bashore through Cross: Silk Road
Students Gray through McAllister:  Indian Ocean
Students Melick through Schaffer:  Trans Sahara
Students Shenk through West:  Sub Saharan Africa

You will be presenting on the section I just assigned you.

10/14 and 10/15 5th and 4th Period AP WH

Students need to finish reading Chapter 6 before next class.

10/10 and 10/13 5th and 4th Period AP World History

Students wrote their comparative essays today.  If you missed class because of the Pep Assembly please schedule a time to stay after school to make it up.  Read the first half of Chapter 6 pages 173-182 before next class and be ready for a possible reading quiz.

This crashcourse video is worth watching before next class!

https://www.youtube.com/watch?v=8Nn5uqE3C9w&list=PLBDA2E52FB1EF80C9&index=6

10/9 Honors Geography 2nd Period

Geo students have a religion quiz on Monday.  They should be studying their religion charts.

10/9 and 10/10 AP 4th and 5th Period

This video is EPIC!  I mixed up Patricians and Plebians comparing them to the gentry in China and another teacher walked in my room towards the end of the video and I talked to them without pausing the video.  Enjoy.  And take notes!  Next class be ready to write your comparative essay between Roman Empire and Han China.

https://www.youtube.com/watch?v=uGsqHP60z9c&feature=youtu.be

10/6 and 10/7 5th and 4th Period AP World History

Watch the 3 videos below (take notes), read the rest of Chapter 5, bring the completed Chapter 5 charts to class for a homework grade and be ready to have a list of sim and dif between the Roman Empire and Han China so we can write a comparative essay in class.

https://www.youtube.com/watch?v=JGqtekjzvYg

https://www.youtube.com/watch?v=ps22TastiKc&feature=youtu.be

https://www.youtube.com/watch?v=h6eL-tn1Htc&feature=youtu.be

10/2 and 10/3 World Geography

All Geography students need to be completing and studying their review sheets and be prepared for the Unit 2 Test on Monday or Tuesday.  Review sheets will be collected for a grade.

10/2 and 10/3 AP World 5th Period and 4th Period

Students need to read Pages 141-156.  Be ready for a reading quiz next class.

10/1 Honors World Geography

Students need to complete the following questions using their textbooks before Friday.  This will be collected as a homework grade.
žPage 39-40. Describe the two kinds of weathering and name the three kinds of erosion that shape the surface of the Earth.

žPage 426. List one positive effect AND one negative effect of the Aswan High Dam. 

žPage 426. Who is responsible for the start of the drying up of the Aral Sea?

žPage 203. MAP STUDY.  What part of Latin America has the most notable 20th Century volcanic eruptions?

ž Page 224. Why is the Panama Canal important?

žPage 195. According to the map, what are two major causes of deforestation in Latin America?

žPage 332. MAP STUDY. Which European countries are the most affected by acid rain?

žPage 565. What is desertification, name some countries in Africa suffering from it, and what is causing it in Africa?

žPage 282. What country benefits the most from polders? What is the reclaimed land used for?

žPage 109. How have economic activities led to water, land, and air pollution?

9/26 and 9/29 5th and 4th AP World History

Students need to be prepared to give their Greek god presentation next class.

9/29 2nd Period Honors Geography

Students need to complete the Aral Sea reading and answer the following 6 questions:
1. Who wrote the article? When was it created?
2. For whom was the article intended?
3. List three things found in the article you think are important.
4. What is the main idea of the article?
5. What is a question left unanswered in the article?
6. What is your personal reaction to the information in this article?

9/24 and 9/25 AP World 5th and 4th Period

Students took their Chapters 1-3 test today.  They need to read pages 107-124 tonight and be ready for a possible reading quiz next class and the need to answer questions 1-4 on page 115.

9/23 2nd Period Honors Geography

Students need to complete their climate brochure for homework.  It is due for a grade on Thursday.

9/22 and 9/23 AP World History

Students need to prepare for their Test which will be held Wednesday and Thursday.

9/19 2nd Period World Geography

The test on Unit 1 was today.  Students who did not finish their Unit 2 guided reading activity in class need to complete it for home work.  It is due Tuesday.

9/18 and 9/19 5th and 4th AP World History

5th Period Religion Charts are due Monday 9/22 and 4th Period Religion Charts are due Tuesday 9/23.  We will be having an after school study session on Monday in room 220.  5th Period will test on Wednesday 9/24 and 4th Period will test Thursday 9/25.  The test will cover Chapters 1-3 in the textbook.  There will be 45 multiple choice questions and 2 thesis statements on the test.

9/17 AP World 4th Period

We reviewed our River Valley Comparative Essays and looked at the first half of Chapter 3.  Students need to finish reading Chapter 3 before next class.  They will get a review sheet next class and the first test on Chapters 1-3 will be on Thursday 9/25.  Monday 9/22 we will have an after school study session.

Hey 5th Period AP World History

Your test will be postponed until Wednesday 9/24.  That will allow us to have an afterschool study session on Monay 9/22.

9/16 AP World History 5th Period

We reviewed our River Valley Civilization Comparative Essays in class and took notes on the first half of Chapter 3.  Next class we will finish chapter 3 and work on a review sheet for the Chapter 1-3 Test that we will take Monday 9/22.  Students need to finish chapter 3 before next class and be ready for a possible Reading Quiz.

9/12 and 9/15 5th and 4th AP World

Students need to read pages 68-82 before class on Tuesday and Wednesday and be ready for a possible RQ.

9/10 and 9/11 AP WH 5th and 4th Period

Complete the 3 charts on chapters 1 and 2.  They are due Friday for a grade.  Finish reading chapter 2 before class on Friday and be prepared to write a comparative essay in class on Friday.  The comparative essay will be comparing two of the following three river valley civilizations:  Mesopotamia, Egyptian, and Indus.

9/9 AP WH 4th

Read pages 40-54 reading quiz Thursday

9/8 5th Period AP World

Students need to read pages 39-51 tonight for HW.  Be ready for a possible reading quiz on Wednesday.

9/5 AP World 4th period

Students need to read the Jared Diamond article I gave them in class and be ready with a list to participate in a class debate.

9/4 5th Period AP World

Students took a reading quiz on Chapter 1 today.  Presentations were done on creation stories.  Students should be ready for a creation story quiz Monday.  Students read "The Worst Mistake in the History of the Human Race" by Jared Diamond.  Students should be ready to defend whether or not the agree with Diamond on Monday.  Below is the link to the Jared Diamond article.

www3.gettysburg.edu/~dperry/.../Intro/Diamond.PDF

Well I don't know why that link doesn't work.  If you do a google search for "Jared Diamond The Worst Mistake in the History of the Human Race" there is a PDF that comes up.  It is the same one we looked at in class.

9/2/14 and 9/3 5th and 4th Period AP World History

4th Period AP students need to write a comparative essay on the Palelithic and Neolithic periods.  Follow the instructions for writing a comparative essay we went over in class.  They can be found on page lii in the textbook.  Students also need to read pages 16-34 in the textbook and be ready for a Reading Quiz (RQ) on Thursday.

AP World History Syllabus

NNPS AP World History Syllabus 1
Advanced Placement World History
I. Overview of the Course
Advanced Placement (AP) World History is designed to offer you the equivalent of an introductory college level course in
world history. You will learn the analytic skills and factual knowledge necessary to understand how global processes and
contacts developed in interaction with different types of human societies. In addition, you will use the steps a historian
would to analyze historical events and evidence.
II. Course Objectives (Curriculum Requirements)
Themes: AP World History highlights five overarching themes that will receive equal and explicit attention
throughout the course.
Theme 1: Interaction between Humans and the Environment
1. Demography and disease
2. Migration
3. Patterns of settlement
4. Technology
Theme 2: Development and Interaction of Cultures
1. Religions
2. Belief systems, philosophies, and ideologies
3. Science and technology
4. The arts and architecture
Theme 3: State-Building, Expansion, and Conflict
1. Political structures and forms of governance
2. Empires
3. Nations and nationalism
4. Revolts and revolutions
5. Regional, trans-regional, and global structures and organizations
Theme 4: Creation, Expansion, and Interaction of Economic Systems
1. Agricultural and pastoral production
2. Trade and commerce
3. Labor systems
4. Industrialization
5. Capitalism and socialism
Theme 5: Development and Transformation of Social Structures
1. Gender roles and relations
2. Family and kinship
3. Racial and ethnic constructions
4. Social and economic classes
NNPS AP World History Syllabus 2
Habits of Mind: The AP World History course addresses specific academic skills, as well as content
knowledge. These skills, called habits of mind, will be addressed throughout the course.
1. Crafting Historical Arguments from Historical Evidence
 Ability to define and frame a question about the past and to address that question through the construction of an
argument
 Capacity to describe, analyze, and evaluate the arguments of others in light of available evidence
 Ability to identify, describe, and evaluate evidence about the past from diverse sources
 Consistently analyze such features of historical evidence as audience, purpose, point of view, format, argument,
limitations, and context germane to the historical evidence considered
2. Chronological Reasoning
 Ability to identify, analyze, and evaluate the relationships between multiple historical causes and effects
 Distinguish between those that are long-term and proximate, and among causation, coincidence, and correlation
 Ability to recognize, analyze, and evaluate the dynamics of historical continuity and change over periods of time
 Ability to describe, analyze, evaluate, and construct models of historical periodization that historians use to
categorize events into discrete blocks and to identify turning points.
3. Comparison and contextualization
 Ability to describe, compare, and evaluate multiple historical developments within one society, one or more
developments across or between different societies, and in various chronological and geographical contexts
 Ability to connect historical developments to specific circumstances of time and place
2. Historical Interpretation and synthesis
 Ability to describe, analyze, evaluate, and create diverse interpretations of the past
 Be alert to differences and take care not to impose the values and viewpoints of their own societies on the many
different societies being studied
 Arrive at meaningful and persuasive understandings of the past by applying all of the other historical thinking skills
Virginia Standards of Learning: In addition to AP course content, this course will cover the Virginia
Standards of Learning for World History and Geography to 1500 A.D. and World History and Geography 1500
A.D. to the Present.
III. Required Textbooks
The textbooks for this course are college level textbooks.
1. Bulliet, Richard, et al. The Earth and It’s People: A Global History. 5th ed. 2011
2. Riley, Gerome, Lembright, Myers, and Yoon. Global Experience: Readings in World History to 1550, Vol. 1
3. Stearns, et al. Documents in World History, Vol. 2. 5th ed.
In addition, a variety of other readings and diverse primary and secondary sources will be used during the
course. The teacher will provide these materials or students will have access to them via the school media
center or the Internet.
III. Grading
Your academic progress will be evaluated through a variety of assessments with an emphasis on critical thinking
and in-depth reading and writing.
Marking Period Grades will be calculated as follows:
50% = Tests and Quarterly Assessments
30% = Quizzes
20% = Class Activities, Essays, Performance Assessments.
NNPS AP World History Syllabus 3
Semester Grade will be calculated as follows:
40% = First Quarter (9 Weeks)
40% = Second Quarter (9 Weeks)
20% = Exam.
The Advanced Placement Exam is administered in May to all students enrolled in AP World History. The test consists of 70
multiple-choice questions and 3 essays. If you perform well, you may earn college credits and be exempt from taking a
World History course in college.
The VA Standards of Learning (SOL) End-of-Course Tests for World History and Geography to 1500 A.D. and World History
and Geography 1500 A.D. to the Present are also administered in January and May respectively. They consist of 70
Multiple-choice questions. Students who pass the tests will receive verified credits towards high school graduation.
III. Expectations
Pages of Reading
PER CLASS
Hours of study
PER CLASS
Tests, essays, papers,
PER QUARTER
Performance
Assessments
30 or more 2 – 3
 2 – 3 Unit Tests
 5 – 8 writings/essays
 Daily reading/Chapter quizzes
 Quarterly Assessment
 4 major
performance
assessments
IV. Course Outline and Pacing Guide
AP World History is a full academic year course (two semesters) and is organized into four quarters that are each nine
weeks long.
Please note the following abbreviations in the course outline and pacing guide that follows on the next pages: SOL refers to
the VA Standards of Learning and WH refers to the World History SOL.
NNPS AP World History Syllabus 4
QUARTER 1
Unit 1: Foundations (8000 B.C.E. – 2,500 B.C.E.)
Time Estimate: 1 week, 3 extended block sessions
AP Themes: 1 – 5 VA Standards of Learning: SOL WHI 1a – 2d
Key Concepts
1.1 Big Geography and the Peopling of the Earth
1.2 The Neolithic Revolution and Early Agricultural Societies
Topics
A. The Peopling of East Africa, Eurasia, Australia, and the Americas
B. Characteristics of early societies, development of civilization
 Mesopotamia, the Nile River Valley and Sub-Saharan Africa, the Indus River Valley, the Yellow River or Huang He Valley, Papua
New Guinea, Mesoamerica, and the Andes
C. The world’s religions, social structure, and gender issues
Assignments and Assessments
A. Readings
1. Textbook: Bulliet, et al., Chapter 1
2. Riley, Gerome, Lembright, Myers, and Yoon. Global Experience: Readings in World History to 1550, Vol. 1, pp. 1-16
3. Diamond, Jared. The Worst Mistake in the History of The Human Race Discover Magazine, May 1987, pp. 64-66.
4. Hunter Gatherers. Noble or Savage The Economist, December 19, 2007
5. Robinson, Kirsti. Was Adopting Agriculture Our Biggest Mistake? Student Pulse.Com 2011
B. Visual and Quantitative Sources
 Early Centers of Plant and Animal Domestication (Bulliet, Map 1.1)
C. Assignments
1. Group work: “Read-Pair-Share” activity on creation stories from prehistory. The source analysis will include identifying the
point of view, the intended purpose/audience, and the historical context of each source. (Global Experience: Readings in World
History to 1550, Vol. 1)
1. The Egyptian Creation Story: The Creation According to Ra
2. The Hebrew Creation Story: Genesis
3. P’an Ku, China’s Creation Story
4. A Hindu Creation Story: Rig Veda
5. A Greek Creation Story: Hesiod’s Theogeny
6. A Mayan Creation Story: Popol Vuh
2. Read the articles from Robinson, Diamond, and the Economist. Discuss and evaluate the historians’ varying interpretations of
the origins and outcomes of agriculture
3. Examine samples of cave art on the following websites:
 http://www.lascaux.culture.fr/#/en/00.xml
 http://www.culture.gouv.fr/culture/archeosm/en/fr-cosqu2.htm,
 http://www.culture.gouv.fr/culture/arcnat/chauvet/en/index.html
Answer the following questions:
 What were the cave artists trying to say?
 Why do you think that there were so many animals and not as many people in the paintings?
 What can the paintings tell us about other aspects of the life of cave dwellers or Paleolithic people?
 How did they make these pictures if there were no stores to buy paint and brushes or tools for carving?
 What colors are prominent in the paintings, and what natural sources might provide these pigments if they didn't have
crayons or markers?
Record answers and then study the Lascaux Web site under the sections titled "Techniques," "Archeological Artifacts," and
"Dating Methods" to see what archaeologists have concluded by studying these cave art images and how archaeologists
complete their work.
4. Review the concept of Periodization. Identify the “big issues” that bracket the time period 8,000 B.C.E. to 2,500 B.C.E.
Compare the time period of Unit 1 to the Periodization used by the author of your textbook and by the editors of the readers.
How can you account for these differences? Why do historians disagree as to how historical periods should be divided? Is
there a right or wrong answer to how to bracket world events? How might historians in different cultures view time periods
differently?
NNPS AP World History Syllabus 5
1. Primary source analysis: “What can we learn about social and economic classes in Mesopotamia through an analysis of
the Code of Hammurabi?”
2. Comparative essay – Compare the role of trade in Mesopotamia and Egypt.
3. Comparative essay – Compare the roles of women in Egypt, Mesopotamia and the Indus River Valley.
D. Assessment: Unit Test
Unit 2: Kingdoms and Empires (2,500 B.C.E. – 600 C.E.)
Time Estimate: 4 weeks, 9 extended block sessions
AP Themes: 1 – 5 VA Standards of Learning: SOL WHI 3a-e; 4a-f; 5a–g; 6a – k
Key Concepts
1.3 The Development and Interactions of Early Agricultural, Pastoral, and Urban Societies
2.1 The Development and Codification of Religious and Cultural Traditions
2.2 The Development of States and Empires
2.3 Emergence of Transregional Networks of Communication and Exchange
Topics
A. River Valleys, Greece, Rome, Han China, Africa, The Americas, and India
B. Contact and change over time
C. Trade and international connections
D. Cultural diffusion and migration of peoples
E. Collapse of classical empires
F. Interregional networks and contacts – Indian Ocean trade, Trans-Saharan trade, Silk Road
Assignments and Assessments
A. Readings
1. Textbook: Bulliet, Chapters 2–7
2. Bryn Mawr Classical Review - Walter Scheidel (ed.), Rome and China: Comparative Perspectives on Ancient World Empires.
Oxford Studies in Early Empires. Oxford/New York: Oxford University Press
3. Riley, Gerome, Lembright, Myers, and Yoon. Global Experience: Readings in World History to 1550, Vol. 1, pp. 39-42, 75-78,
92-104, 111-113, 117-125
 The Babylonian Code of Hammurabi
 Bhagavad-Gita
 Confucius, Analects
 Taoism [Daoism]: Lao Tzu [Lao Zi]
 Legalism: The Writings of Han Fei Tzu [Han Fei Zi]
 Herodotus, Persian Dialogue
 Thucydides, Peloponnesian War
B. Visual and Quantitative Sources
 The Earth and Its Peoples, Bulliet
 Ch. 1, 2, 3, 4 and 5 Chronology Charts (Bulliet)
 River-Valley Civilizations (Bulliet, Map 1.2)
 Ziggurat of Ur-Nammu, ca. 2100 B.C.E. (p. 21)
 Scene from the Egyptian Book of the Dead, ca. 1300 B.C.E. (p. 30)
 Vase Painting Depicting a Sacrifice to the God Apollo, ca. 440 BCE (p. 121)
 Vase Painting Depicting Women at an Athenian Fountain House, ca. 520 BCE (p. 127)
 The Roman Empire (Bulliet, Map 5.1)
 Roman Aqueduct Near Tarragona, Spain (p. 153)
 The Magic Canal (p. 154)
C. Assignments
1. Readings
 Bulliet, Chapter 5; A Republic of Farmers, p 142; An Urban Empire, p. 150; The Qin Unification of China, p. 157; The Long
Reign of the Han, p. 159; The Treatment of Slaves in Rome and China, p 148 - 149; and Water Engineering in Rome and
China, p. 154. (for comparison of the scientific and technological achievements of Rome and China through visual and text
sources that relate to water engineering)
 Bryn Mawr Classical Review of the Schiedel Book (for historical perspectives on these comparisons and for additional areas
of convergence or divergence)
NNPS AP World History Syllabus 6
2. Comparative Essay: Compare and contrast the political, social, and economic characteristics of Rome and Han China.
3. Compare the artistic techniques, images and themes (mythology and gender roles) reflected by Greek ceramics from two
different periods in time. (Bulliet, images on pp. 121 and 127) Discuss using the Art History Study Guide on “reading Greek
Vases” found at: http://cdm.reed.edu/cdm4/studyguides/vases/intro-ubiquity.html.
 Analyze the vase in terms of its iconography. What kind of scene is being portrayed? What is the relationship between the
scene and the vase’s function?
 What can be inferred from these physical artifacts about the culture and society of Ancient Greece?
4. Annotated timeline: Trace the development of Rome from its foundations (c. 750 BCE) through 600 CE by creating an
annotated timeline that includes at least 10 major events in Roman history.
5. Create a chart comparing social structures, culture, religion, politics, technology, economics, and demography from Unit 1
Foundations to Unit 2 Kingdoms and Empires. Analyze and discuss how these two periods in history differ in relation to these
concepts.
D. Assessments
1. Unit Test
2. DBQ: Analyze the causes of, and responses to, social inequality during the Classical Age (ca. 1000 BCE-500 CE). How did
one’s status within society affect one’s perspective of events in that society? (Bulliet, A6-A8)
Unit 3: Growth and Interaction of Cultural Communities (600 C.E. – 1450 C.E.)
Time Estimate: 3 weeks, 7 extended block sessions
AP Themes: 1 – 5 VA Standards of Learning: SOL WHI 7a-e; 8a-d; 9a-d; 10b-c; 11a-b
Key Concepts
3.1 Expansion and Intensification of Communication and Exchange Networks
3.2 Continuity and Innovation of State Forms and Their Interactions
Topics
A. Characteristics of the time frame, trade, technology, cultural exchange, demographic and environmental change, intellectual
development
B. Gender systems and changes
C. Development of nation states
D. Islamic World and Empires
E. China – Tang and Song dynasties, early Ming initiatives, influence on surrounding areas
F. Maya, Aztec, Inca
G. Relationship between China, Central Asia, Korea, Japan, and Vietnam
H. Byzantine and Medieval Europe
Assignments and Assessments
A. Readings
1. Textbook: Bulliet, Chapters 8–11
2. Riley, Gerome, Lembright, Myers, and Yoon. Global Experience: Readings in World History to 1550, Vol. 1, pp. 196-204,
214-218, 320-322
 The Qur’an
 One Thousand and One Nights: “The Tale of the Fisherman”
 Chinese Footbinding
B. Assignments
1. Continuity and Change over Time Essay: Evaluate the social changes and continuities over time within the Islamic World
between the years 661 CE and 1258 CE.
2. Map Analysis: Compare the patterns of diffusion for Buddhism, Islam, and Christianity. (Bulliet, pp. 204, 231, 257)
 To what places did this religion spread? How did it spread? (Military conquest, trade routes etc.)
 Compare the routes taken. How might you account for the similarities?
 What issues divided this religion into different forms or sects? Can these divisions be identified geographically?
 When this religion entered a specific region what effect did it have on existing belief systems and traditions? Did it enforce
or alter views concerning the role of women? Did it present challenges to the political authorities?
3. Using the 3 maps from Assignment 3, compare the extent of religious diffusion from the beginning of this period 600 C.E. to the
end, 1450 CE.
 Is this periodization relevant for Buddhism, Islam, and Christianity?
 How does this time frame focus the narrative about the diffusion of these religions?
 What alternative time frames could be applied?
NNPS AP World History Syllabus 7
C. Assessments
1. Unit Test
2. DBQ: Evaluate the degree that scientific discovery and technological invention developed in Muslim, Christian, and Chinese
societies during the post – Classical Age (600 CE – 1450 CE). (Bulliet, pp. A9-A13)
Review and Quarter 1 Assessment (Covers Units 1—3) Time Estimate: 2 days, 2 extended block sessions
QUARTER 2
Unit 4: Interregional Patterns of Culture and Contact (600 C.E. – 1450 C.E.)
Time Estimate: 4 weeks, 10 extended block sessions
AP Themes: 1 – 5 VA Standards of Learning: SOL WHI 10a; 10d, 12a-d, 13a-d
Key Concepts
3.1 Expansion and Intensification of Communication and Exchange Networks
3.3 Increased Economic Productive Capacity and Its Consequences
Topics
A. The Mongol empires effect on China, Russia, Middle East and Central Asia
B. Nomadic migrations, plague pandemics, growth and role of cities
C. Interregional trade patterns Silk Road, Trans-Saharan, and Indian Ocean
D. The transformations of Western Europe and Late Middle Ages
Assignments and Assessments
A. Readings
1. Textbook: Bulliet, Chapters 12–143.
2. Lynda Shaffer, Southernization Journal of World History, Spring 1994
3. Monks and Merchants, at http://sites.asiasociety.org/arts/monksandmerchants/silk3.htm
4. Riley, Gerome, Lembright, Myers, and Yoon. Global Experience: Readings in World History to 1550, Vol. 1, pp. 261-263,
305-307, 330-333, 335-337
 Ibn Battuta in Mali
 The Trial of Joan of Arc
 Marco Polo in China
 The Black Death in Florence
B. Assignments
1. Complete an Inner/Outer Circle Activity based on the Shaffer article.
2. Comparative Essay: Two Feudalisms Compared – Japan & Western Europe
3. Continuity and Change over Time Essay: Evaluate the cultural changes and continuities over time in European society from
600CE to 1450CE.
4. Visual Analysis: Study the images of the Portuguese caravel, Indian Ocean dhow, Chinese junk, and ancient Greek trireme.
(Bulliett, pp. 431, 387, 431, 125) Discuss the themes of interaction between humans and the environment and the creation,
expansion, and interaction of economic systems.
 How was each civilization's shipbuilding influenced by geography?
 Explain how each affected patterns of trade and empire building.
C. Assessments
1. Unit Test
2. DBQ: Evaluate the factors that influenced cultural and technological diffusion in Eurasia and Africa up to the year 1500CE.
(Bulliet, A24-A28)
Unit 5: Global Interaction (1450 C.E. – 1750 C. E.)
Time Estimate: 4 weeks, 10 extended block sessions
NNPS AP World History Syllabus 8
AP Themes: 1 – 5 VA Standards of Learning: SOL WHI 1a–e; 2a–e; 3a-c; 4a-f; 5d-e; 6a-d, 6f
Key Concepts
4.1 Globalizing Networks of Communication and Exchange
4.2 New Forms of Social Organization and Modes of Production
4.3 State Consolidation and Imperial Expansion
Topics
A. Characteristics of the time period – Global interaction and trade
B. Motives for European exploration
C. The Patterns of European dominance in West Africa, East Africa, Indian Ocean states, and the Americas
D. Localized trade networks in the Americas and Oceania
E. The Impact of the Protestant Reformation, Scientific Revolution, and the Enlightenment on European views of the world
F. Demographic and environmental changes: diseases, animals, new crops, and population movements
G. Coercive labor systems
H. Gender differences between Europe, the Americas, and Africa
I. The role of capitalism and mercantilism in the commercial revolution
Assignments and Assessments
A. Readings
1. Textbook: Bulliet, Chapters 15–18
2. Lehigh University Digital Library History on Trial (Columbus). http://digital.lib.lehigh.edu/trial/reels/films/list/0_1
3. Review Essay: Bryan Le Beau, The Rewriting of America's First Lesson in Heroism--Christopher Columbus on the Eve of the
Quincentenary
4. Riley, Gerome, Lembright, Myers, and Yoon. Global Experience: Readings in World History to 1550, Vol. 1, pp. 348-350,
364-369, 375-377, 384-385
 Suleiman the Magnificent and His Courtiers
 Niccolò Machiavelli, The Prince and The Discourses on Titus Levy
 Martin Luther at the Diet of Worms
 Cheng Ho [Zheng He]: Ming Maritime Expeditions
 Christopher Columbus, Journal of First Voyage to America
5. Stearns, et al. Documents in World History, Vol. 2. 5th ed., pp. 20-30
 The Columbian Exchange in the Early Modern Period, The Migration of Food and Diseases
 Protestantism and Women, Conservative View
B. Visual and Quantitative Sources
1. Ridley Scott film 1492-Conquest of Paradise
2. Stearns, et al. Documents in World History, Vol. 2. 5th ed., p. 29
 The Potato Eaters by Vincent Van Gogh, 1885
C. Assignments
A. Read various accounts of Columbus voyages, including the account in Riley et al, The Lehigh University Digital Library articles,
the Le Beau article, view the movie, and other sources. Based on historical analysis, participate in a mock trial of Columbus in
the classroom to determine if he was a hero or a villain.
B. CCOT Essay. Describe and analyze the cultural, economic, and political impact of Islam on one of the following regions
between 1000 and 1750: West Africa, South Asia, Europe.
C. Review the concept of Periodization. Identify the “big issues” that bracket the time period 1450 to 1750 C.E. Compare the time
period of Unit 5 to the Periodization used by the author of your textbook, and by the editors of the readers.
 How can you account for these differences?
 Why do historians disagree as to how historical periods should be divided?
 Is there a right or wrong answer to how to bracket world events?
 How might historians in different cultures view time periods differently?
D. Analyze the historical implications of variations in climate on population growth and migration. (Bulliet, population growth charts
and text sources, p. 455)
E. Create a diagram of the Columbian Exchange (Bulliet, p 491-492). Define the Columbian Exchange. What consequences did
the Columbian Exchange have on regions both beyond the Atlantic world and within it? Focus on nutrition and disease.
Explain your answer by making connections to global world history.
D. Assessments
1. Unit Test
2. DBQ: Analyze the social and political changes in the Americas and Africa from 1492 to 1750. (Bulliet, A19-A23)
NNPS AP World History Syllabus 9
Review and VA SOL World History I Test (Covers Units 1—5) Time Estimate: 1 week, 3 extended block sessions
Semester Exam (Covers Units 1—5) Time Estimate: 1 day, 1 extended block session
QUARTER 3
Unit 6: Major Civilizations in Asia and Islamic Empires (1450 C.E. – 1750C.E.)
Time Estimate: 2 weeks, 5 extended block sessions
AP Themes: 1 – 5 VA Standards of Learning: SOL WHII 5a-c
Key Concepts
4.1 Globalizing Networks of Communication and Exchange
4.2 New Forms of Social Organization and Modes of Production
4.3 State Consolidation and Imperial Expansion
Topics
A. Three gun powder empires/Ottoman, Safavid, and Mughal Empires
B. Muslim influences in Southeast Asia and Coastal Africa
C. Muslim interactions with European traders
D. Changes and continuities in Confucianism
E. The Tokugawa political, economic, and political systems
F. The collapse of the Ming and rise of the Qing
G. Development and expansion of the Russian Empire
Assignments and Assessments
A. Readings
1. Textbook: Bulliet, Chapters 19–20
2. From Paul Kennedy The Rise and Fall of the Great Powers: Economic Change and Military Conflict from 1500 to 2000, Vintage
Books, 1989, found at http://academic.brooklyn.cuny.edu/core9/phalsall/texts/kennedy-risefall.html
3. Gale Stokes, "Why the West? The Unsettled Question of Europe's Ascendancy," Lingua Franca (November 2001), 30-38.
4. Stearns, et al. Documents in World History, Vol. 2. 5th ed., pp. 74-80, 90-98, 177-181
 Conquering and Ruling India: Babur and Akbar, Mughal Documents
 Early Modern Japan, Tokugáwa Documents
 Russian Peasants: Serfdom and Emancipation, Russian Documents
B. Visual and Quantitative Sources
 Stearns, et al. Documents in World History, Vol. 2. 5th ed., pp. 79, 97
 Babur Reading in His Garden, 16th century (detail)
 Geisha with Stringed Instrument (Shamisen) and text by Kitigawa Utamaro
C. Assignments
1. Read the Kennedy and Stokes articles. Identify, compare, contrast, and discuss their points of view about the relative
advantages and strengths of empires in the Eastern Hemisphere versus the west.
2. Comparative Essay – Compare Russia’s interaction with the West with the interaction of one of the following with the West:
Ottoman Empire, China, Tokugawa Japan, and Mughal India.
3. Analyze the changes and continuities in commerce in the Indian Ocean region from 650 CE to 1750 CE
4. Compare the events that bracket the 1450 CE - 1750 CE time period in Unit 5 Global Interaction to the events that bracket the
same time period in Unit 6 Major Civilizations in Asia and Islamic Empires. Is the periodization valid for both units, for both
hemispheres?
5. Architectural Analysis: Examine the photograph of the Hagia Sophia (Aya Sofya) on p. 549. Using this image and
http://www.newadvent.org/cathen/03094a.htm and http://www.princeton.edu/~asce/const_95/ayasofya.html, answer the
following:
 Who built the structure?
 What does Hagia Sophia mean?
 What kind of structure is it today?
 Where was Hagia Sophia built, and what is the city currently known as?
 Why did the dome collapse?
NNPS AP World History Syllabus 10
 Was the second dome built like the original?
 What was unique about the dome, and what happened to it?
 How is the dome situated on the walls of the building? What is the dome a symbol of?
D. Assessments
1. Unit Test
2. DBQ: Assess the validity of this statement: “The period from 1350 CE to 1750 CE was marked by increasing openness to
foreign ideas, culture, and peoples.” (Bulliet, pp. A29-A33)
Unit 7: Revolutions (1750 C.E. – 1914 C.E.)
Time Estimate: 3 weeks, 7 extended block sessions
AP Themes: 1 – 5 VA Standards of Learning: SOL WHII 6e; 7a-d; 8a-b; 9a-b
Key Concepts
5.1 Industrialization and Global Capitalism
5.2 Imperialism and Nation-State Formation
5.3 Nationalism, Revolution, and Reform
5.4 Global Migration
Topics
A. Political Revolutions and independence movements – Latin America, North America, France, Haiti, Mexico
B. Industrial Revolution
C. Changes in social, economic, and belief systems
D. Demographic and environmental changes
Assignments and Assessments
A. Readings
1. Textbook: Bulliet, Chapters 21–23
2. Stearns, et al. Documents in World History, Vol. 2. 5th ed., pp. 112-118, 127-141, 225-231
 Baroque Culture in Latin America, Samplings of Baroque Culture in Latin America
 The French Revolution and Its Aftermath, Classic Documents of the Revolution
 Work and Workers in the Industrial Revolution, Industrial Revolution Documents
 Economy and Society of Latin America, Plantation Life in Cuba and Yucatan
B. Visual and Quantitative Sources
 Stearns, et al. Documents in World History, Vol. 2. 5th ed., p. 118
 Exterior and Interior of Baroque Church, Santa María de Tonantzintla, near Cholula, Mexico
C. Assignments
1. Create a Venn diagram to compare and contrast the economic ideologies of socialism (Karl Marx) and capitalism (Adam Smith).
(Bulliet, pp. 753 and 646)
2. Analyze source documents by identifying point of view, intended purpose, audience, and historical context of each source.
Sources might include excerpts from: Locke, Montesquieu, Declaration of Independence, Declaration of the Rights of Man and
Citizen, Jamaica Letter, Adam Smith, and Karl Marx.
3. Comparative Essay: Compare the outcomes of the American, French, and Haitian Revolutions.
4. Performance Task (Choose one)
 Create a detailed resume for someone looking for a job during the Industrial Revolution. What background do you have
and what skills do you possess to be a good hire?
 Design an advertisement for an invention from this time period. The advertisement must include a picture of the invention
and the key characteristics of the invention. In addition, address how the invention will impact the lives of individuals and
the world itself.
5. Create a chart comparing social structures, culture, religion, politics, technology, economics, and demography from a previous
unit with this time period. Analyze and discuss how these two periods in history differ in relation to these concepts.
6. Using the picture of Versailles on p. 479, participate in a small group discussion of how monarchy changed with Louis XVI. List
the pros and cons of absolute and constitutional monarchies. Be prepared to share your lists with the class and to justify your
ideas.
D. Assessments
1. Unit Test
2. DBQ: How did the political and economic changes from 1750 CE to 1914CE influence the social order in Europe and the
NNPS AP World History Syllabus 11
Americas? (Bulliet, pp. A34-A38)
Unit 8: Age of Imperialism (1750C.E. – 1914 C.E.)
Time Estimate: 3 weeks, 7 extended block sessions
AP Themes: 1 – 5 VA Standards of Learning: SOL WHII 8b-d; 9b-e
Key Concepts
5.1 Industrialization and Global Capitalism
5.2 Imperialism and Nation-State Formation
5.3 Nationalism, Revolution, and Reform
5.4 Global Migration
Topics
A. Rise of nationalism, nation-states, and political movements
B. Rise of democracy – limitations
C. Imperialism and colonialism, reaction to foreign domination
D. Japan and the Meiji Restoration
E. Methods of New Imperialism in Africa, Asia, and the Pacific, including the role of the British in southern Africa, Australia, and New
Zealand
F. British influences in Africa and India
G. Responses to industrialization: trade unions and socialism
Assignments and Assessments
A. Readings
1. Textbook: Bulliet, Chapter 24–27
2. Stearns, et al. Documents in World History, Vol. 2. 5th ed., pp. 163-170, 196-212, 248-254
 European Imperialism, Documents by Lugard, Ferry, and Kipling
 The Meiji Restoration in Japan, Meiji Documents
 The 1857 Uprising in India, British and Indian Documents
 Racism in World History: The Discovery of “Personal Whiteness,” Mohandas K. Ghandi and W.E.B. DuBois
B. Visual and Quantitative Sources
 Stearns, et al. Documents in World History, Vol. 2. 5th ed., pp. 203, 211
 The Meiji Emperor in Traditional and Western-Style Dress
 “The Execution of ‘John Company.’” in Punch 33, 15 August 1857 and Photograph of the Execution of Rebels in India, 1858
C. Assignments
1. Comparative Essay: Compare and contrast the political differences among the Ottoman, Qing, and Russian empires.
2. Continuity and Change over Time Essay: Describe the continuities and changes in Western Imperialism between 1750 CE to
1914 CE.
3. Analyze and discuss the significance of 1914 as a pivotal date in world events. Does choice of date for the beginning or end of
a period privilege one point of view, or region, or group over another narrative, region, or group; therefore, changing the
historical narrative?
4. Political Cartoon Analysis: Compare and analyze French and British political cartoons portraying the French Revolution
(appropriate use of historical evidence). Identify the intended audience, purpose, point of view, argument, and context.
D. Assessments
1. Unit Test
2. DBQ: Utilizing the documents, maps, tables and charts in the released DBQ (2003), assess the connections between abolition
of plantation slavery and increased migration from Asian countries to the Americas.
Review and Quarter 3 Assessment (Covers Units 6—8) Time Estimate: 2 days, 2 extended block sessions
NNPS AP World History Syllabus 12
QUARTER 4
Unit 9: Global Conflict (1914 C.E. – 1945 C.E.)
Time Estimate: 2 weeks, 5 extended block sessions (Time adjusted as necessary based on scheduled date for AP & SOL tests)
AP Themes: 1 – 5 VA Standards of Learning: SOL WHII 10a-c; 11a-c; 12a-b
Key Concepts
6.1 Science and the Environment
6.2 Global Conflicts and Their Consequences
6.3 New Conceptualizations of Global Economy, Society, and Culture
Topics
A. Causes and Effects of The Great War and World War II
B. Russian Revolution
C. Rise of Totalitarianism
D. Global Depression
E. Indian Independence Movement
F. Development of the Mandate System and the effect on the Middle East
Assignments and Assessments
A. Readings
1. Textbook: Bulliet, Chapter 28 – 30
2. Stearns, et al. Documents in World History, Vol. 2. 5th ed., pp. 257-263, 277-286
 The Experience of World War I, Four Weeks in the Trenches and All Quiet on the Western Front
 Lenin, Stalin, and Russian Communist Society, Lenin’s Writings, Stalin and a Bitter Legacy
B. Assignment: Comparative Essay—Compare the immediate post war outcomes of World War I and World War II. Is the use of a
time frame 1914 - 1945 valid for scholarly inquiry globally? Discuss why it may or may not be not be reflective of unique “big picture”
concepts in all parts of the world.
C. Assessment: Unit Test
Unit 10: The Post War World (1945 – to the Present)
Time Estimate: 2 weeks, 5 extended block sessions (Time adjusted as necessary based on scheduled date for AP & SOL tests)
AP Themes: 1 – 5 VA Standards of Learning: SOL WHII 12c; 13a-d; 14a-c; 15a-b; 16a-d
Key Concepts
6.1 Science and the Environment
6.2 Global Conflicts and Their Consequences
6.3 New Conceptualizations of Global Economy, Society, and Culture
Topics
A. International issues – power of diplomacy, nuclear weapons, United Nations, racism and terrorism
B. New patterns of nationalism – decolonization and breakup of the Soviet Union
C. Social Reform and revolution – changing gender roles, feminism, family structure
D. Demographics and environmental change – migration, birth and death rates, urbanization, global warming and deforestation
E. Globalization
Assignments and Assessments
A. Readings
1. Textbook: Bulliet, Chapter 31 – 33
2. Trethewie, Sally, 2011 Feeding Southeast Asia in the 21st Century Policy Brief No 14. RSIS Centre for Non-Traditional Security
NNPS AP World History Syllabus 13
NTS Studies.
3. Stearns, et al. Documents in World History, Vol. 2. 5th ed., pp. 287-307, 333-338, 362-367, 389-401
 The Cold War, Cold War Documents
 The Collapse of the Soviet Union, Russian Documents: The End of an Era
 Chinese Revolutionaries: Sun Yatsen and Mao Zedong, Two Revolutionary Leaders
 Spinning Wheels, Black Flags, and a “Tryst with Destiny”: India Wins Independence, Nationalist Documents
 Latin America’s Social Crisis in the 20th Century, Latin America Struggles
 African Nationalism, African Nationalism Documents
B. Visual and Quantitative Sources
 Stearns, et al. Documents in World History, Vol. 2. 5th ed., pp. 368
 Title Page of Rashtriya Sangit Julmi Dayar by Manohar Lal Shukla, Kanpur, 1922
C. Assignments
1. Continuity and Change over Time Essay: Evaluate the social and economic factors in the Soviet Union between the years 1922
CE to 1991 CE.
2. Construct the racial and ethnic make-up of the country of South Africa utilizing two primary sources, I Write What I Like by Steve
Biko and Crying in the Wilderness by Bishop Desmond Tutu
3. Role play a mock committee session in the United Nations dealing with the ethnic conflict in Bosnia.
4. Read and discuss the Trethewie article and analyze the future role of food security in global stability.
D. Assessments
1. Unit Test
2. DBQ: Analyze the social, economic, and political challenges that women faced in the 20th century. (Bulliet, A44-A48)
Review and AP Test Time Estimate: 1-2 weeks, 3-5 extended block sessions
VA SOL World History II Test (Covers Units 6—10) Time Estimate: 1 day, 1 extended block session
Unit 11: Historical Inquiry
Time Estimate: 2 to 3 weeks, 5 to 7 extended block sessions (Time adjusted as necessary based on scheduled date for AP & SOL
tests)
AP Themes: 1 – 5 VA Standards of Learning: SOL WHII 1-15
Topics: Various, emphasis on connections to current events
Assignment: Performance Assessment
Semester Exam (Covers Units 6—10) Time Estimate: 1 day, 1 extended block session

World Geography Syllabus

MENCHVILLE HIGH SCHOOL

CLASSROOM EXPECTATIONS

Coach Chappell and Coach Day

World Geography

Email:  Christopher.chappell@nn.k12.va.us

             Patrick.day@nn.k12.va.us

Social Studies Dept. phone:  886-7722 ext. 45636

Overview:  World Geography is an inter-disciplinary course that encompasses a wide range of skills and knowledge including geology, anthropology, economics, and regional studies.  These components make the course exciting and versatile, as well as extremely demanding.  The course is divided into two main themes, theory and application.  The first semester will cover the theory of geography and includes:  physical, human, economic, and cultural geography.  During the second semester these theories will be applied to the different regions and countries of the world.  World Geography is important for two reasons:  It is required by the Virginia Standards of Learning in order to graduate High School, but more importantly it provides the student with a fundamental understanding of the world, and the many diverse and interesting cultures that live in it.

Supplies needed.                                         Classroom Rules:

3 Ring Binder                                      1.  Bring yourself

Pencil/pen                                           and supplies to class on time each

Colored pencils (12 pack)                   day(notebook checks are part of the   class grade).

2.  Raise your hand to be called on.                  3.  Demonstrate respect for yourself and your classmates.       

Consequences for Rule Infractions:

1.     Warning

2.     Teacher and student conference

3.     Parental Contact

4.     Administrative/Guidance Referral

Grading Scale:

A  90-100

B  80-89

C  70-79

D  60-69

F  Below 60

Academic Expectations:  All students should strive for academic excellence.  I believe that all students can be successful if they apply themselves.

-Students are expected to complete their work individually unless otherwise instructed.

-Make up work will be issued for absent students.  Students are to pick up make up work from the “Make up Work” folder.  It is to be completed within 5 days of the students return.  Full credit will be given for make up work completed on time, for excused absences.

-The grades will be broken into the following:

          Tests – 40%

          Quizzes – 25%

          Assignments – 25%

          9 Weeks Test- 10%

-Extra help is available and I encourage all students to speak with me if they are having problems.  Certain times will be arranged throughout the year for additional help.

Interim Reports Issued	Report Cards Issued
1st Marking Period-Oct. 7 2nd Marking Period-Dec.11 3rd Marking Period-Mar.3 4th Marking Period-May 12	1st Marking Period-Nov.13 2nd Marking Period-Feb.4 3rd Marking Period-Apr.22 4th Marking Period-Mailed

Menchville High School

World Geography, Coach Chappell

To the student:

I understand both the academic and behavioral expectations for Coach Chappell’s World Geography class as outlined in the syllabus.  I agree by all class rules and procedures.

*Print Students Name ____________________________________

Student’s signature:_____________________________________Date:____________

To the parent:  I look forward to working with you throughout the school year in order to help your child pass the class and the Standard of Learning test at the end of the year.  I will do my best to keep in touch with you via email, letters, or phone.  Here are some important dates that may be of interest to you:

Interim Reports Issued	Report Cards Issued
1st Marking Period-Oct. 6 2nd Marking Period-Dec.10 3rd Marking Period-Mar.2 4th Marking Period-May 11	1st Marking Period-Nov.12 2nd Marking Period-Feb.3 3rd Marking Period-Apr.21 4th Marking Period-Mailed

The interim and report cards are given to the students during 1st period.  Therefore, it is the student’s responsibility to bring them home to you.  If you do not see these interims or report cards, please contact me and I will make you a copy.  If a student is getting a D or F there will be a box checked requesting a parent teacher conference.  If this is the case please call me.  I understand that you may be busy but often these issues can be resolved over the phone.

___________________________________                ________________

Parent’s signature                                                Date

__________________@________________               _________________

Email Address                                                      Daytime Phone