AP® World History Course Planning and Pacing Guide Aaron Marsh Vashon Island High School ▶ Vashon, WA © 2017 The College Board. College Board, Advanced Placement Program, AP, AP Central, SAT, and the acorn logo are registered trademarks of the College Board. All other products and services may be trademarks of their respective owners. Visit the College Board on the Web: www.collegeboard.org. About the College Board Welcome to the AP World History Course Planning and Pacing Guides The College Board is a mission-driven not-for-profit organization that connects students to college success and opportunity. Founded in 1900, This guide is one of several course planning and pacing guides designed the College Board was created to expand access to higher education. for AP® World History teachers. Each provides an example of how to Today, the membership association is made up of over 6,000 of the design instruction for the AP course based on the author’s teaching world’s leading educational institutions and is dedicated to promoting context (e.g., demographics, schedule, school type, setting). These excellence and equity in education. Each year, the College Board helps course planning and pacing guides highlight how the components more than seven million students prepare for a successful transition to of the AP World History Course and Exam Description — the learning college through programs and services in college readiness and college objectives, course themes, key concepts, and disciplinary practices and success — including the SAT® and the Advanced Placement Program®. reasoning skills — are addressed in the course. Each guide also provides The organization also serves the education community through research valuable suggestions for teaching the course, including the selection of and advocacy on behalf of students, educators, and schools. For further resources, instructional activities, and assessments. The authors have information, visit www.collegeboard.org. offered insight into the why and how behind their instructional choices AP® Equity and Access Policy — displayed along the right side of the individual unit plans — to aid in course planning for AP World History teachers. The College Board strongly encourages educators to make equitable The primary purpose of these comprehensive guides is to model access a guiding principle for their AP programs by giving all willing approaches for planning and pacing a course throughout the school and academically prepared students the opportunity to participate year. However, they can also help with syllabus development when in AP. We encourage the elimination of barriers that restrict access used in conjunction with the resources created to support the to AP for students from ethnic, racial, and socioeconomic groups that AP Course Audit: the Syllabus Development Guide and the four have been traditionally underrepresented. Schools should make every Annotated Sample Syllabi. These resources include samples of evidence effort to ensure their AP classes reflect the diversity of their student and illustrate a variety of strategies for meeting curricular requirements. population. The College Board also believes that all students should have access to academically challenging course work before they enroll in AP classes, which can prepare them for AP success. It is only through a commitment to equitable preparation and access that true equity and excellence can be achieved. AP World History ■ Course Planning and Pacing Guide ■ Aaron Marsh ©© 22001177 TThhee CCoolllleeggee BBooaarrdd.. ii Contents 1 Instructional Setting 40 Module 3: Cultural Diffusion and Syncretism in a Global Era 42 Module 4: Outside the European Ecumene: Gunpowder Empires 2 Overview of the Course 44 Module 5: Varieties and Fates of Empires 3 Pacing Overview 46 Unit 5: Industrialization and Global Integration c. 1750 to c. 1900 Course Planning and Pacing by Unit 46 Module 1: Differential Timing of Industrialization: Causes and Forms 5 Unit 1: Technological and Environmental 47 Module 2: The World System in the Long 19th Century Transformations to c. 600 B.C.E. 49 Module 3: Divergent Industrialization: Russia Versus Japan 5 Module 1: Agriculturalization 51 Module 4: Industrial Society 7 Module 2: Urbanization and Empire 52 Module 5: Imperialism Writ Large: Empire on a Global Scale 9 Unit 2: Organization and Reorganization of 54 Module 6: Revolutions and Resistance Human Societies c. 600 B.C.E. to c. 600 C.E. 9 Module 1: Centripetal Forces in Empire 59 Unit 6: Accelerating Global Change and Realignments c. 1900 to the Present 14 Module 2: Economic and Cultural Exchanges 59 Module 1: Clash of Empires on a Global Stage: 16 Module 3: Key States: Greek and Mayan Civilization Causes and Effects of World War I 18 Module 4: Centrifugal Forces in Empire 61 Module 2: Causes and Consequences of World War II 20 Unit 3: Regional and Interregional 64 Module 3: The Fallout of Empire: Demographic Interactions c. 600 C.E. to c. 1450 and Social Consequences 20 Module 1: Dar al-Islam 66 Module 4: Scientific Advances: Cost–Benefit Analysis 23 Module 2: Chinese Renaissance 67 Module 5: The Global Marketplace, Consumer 25 Module 3: Sinification in East Asia: Japan Versus Korea Culture, and Alternatives 26 Module 4: Political Continuity and Innovation 69 Module 6: Human Rights Movements and Voices of Dissent in the Early Modern Period 71 Unit 7: Making Connections Across the Historical Periods 29 Module 5: European Renaissance 71 Module 1: Thematic Review and Analysis of 31 Module 6: Diffusion of People, Technologies, and Ideas Continuity and Change over Time 33 Unit 4: Global Interactions c. 1450 to c. 1750 73 Resources 33 Module 1: European Expansion: Why, Where, and When? 35 Module 2: The Economy of Empire: The World System on a Global Scale AP World History ■ Course Planning and Pacing Guide ■ Aaron Marsh ©© 22001177 TThhee CCoolllleeggee BBooaarrdd.. iiii Instructional Setting Vashon Island High School ▶ Vashon, WA School Vashon Island High School is a public school in a Student AP World History is a yearlong course offered rural setting. It is close to Seattle via ferry. Class preparation to sophomores; it fulfills a one-semester world sizes vary from 10–30 students. A significant history requirement as well as a one-semester number of students commute from Seattle. contemporary world affairs requirement. Approximately 50 percent of students who take Student The school has 500 students, with the following AP World History have successfully completed population composition: AP Human Geography as freshmen. ▶▶78 percent Caucasian Textbooks Strayer, Robert W. Ways of the World: A Global ▶▶10.3 percent Hispanic History with Sources (For AP). 2nd ed. Boston: ▶▶7.4 percent multiracial Bedford/St. Martins, 2013. ▶▶2.7 percent Asian American ▶▶0.9 percent African American ▶▶0.7 percent American Indian Free or reduced-price lunch is received by 17–20 percent of our students. Instructional The school year begins after Labor Day in time September. There are a total of 180 instructional days, including 153 days from the start of school to the AP World History Exam in May. We have a mixed weekly schedule, with 58-minute classes on Monday, Tuesday, and Friday and 90-minute classes on Wednesday and Thursday. AP World History ■ Course Planning and Pacing Guide ■ Aaron Marsh ©© 22001177 TThhee CCoolllleeggee BBooaarrdd.. 11 Overview of the Course The challenge of providing students with significant content knowledge I allow for different levels of preparedness by using mixed-ability level to anchor the overall metanarrative of a global history course, while pairing early in the school year. Students who have further to go learn developing the disciplinary practices and reasoning skills as well directly from their partners, and their partners deepen their own as writing skills necessary for AP World History, is considerable. By mastery by peer teaching. Individual goal setting by students, as well integrating content and progressive skill development, my students as my tracking their achievement over time, allows me to alter lessons simultaneously learn the big picture and develop the skills they need to to meet the needs of my students. Having the data in hand also allows succeed on the AP Exam. me to group students by criterion and then provide workshops during tutorial hour for small groups as necessary. I might, for example, have I find that one of the most powerful elements of the course is the students analyze a set of documents on Spanish versus Chinese growing sense of mastery it provides for my students. I organize my perspectives and motivations on trade and notice that some of my course around activities designed to build students’ history reasoning students are having trouble making inferences from the documents. and writing skills from zero, and I provide the feedback and reflective If these students constitute a majority of the class, I will devote activities students need to improve over the course of the year. I aim to direct instruction and practice to making inferences. If a smaller make the course accessible to an average student who is willing to put group is struggling, I will sometimes break them out into a focus group, out a bit more effort than may be required in a non–AP World History assigning other students to analyze other features of the documents — class. To this end, I try to calibrate everything I do instructionally, as such as the audience, purpose, author’s point of view, or historical well as students’ homework assignments, to the conceptual framework context — while I work with the small group. for the course. I assign textbook readings as homework to prepare students for the content of class the next instructional day. I aim for A major element of my course structure is a midunit formative efficiency and try to take my students’ busy lives into account when assessment that is followed by student reflection, targeted instruction, deciding how much material to require of them outside the class period. and a summative assessment of the same variety; for example, a comparative essay. Students first experience this essay type in a I aim to have each class activity further one of the history disciplinary formative assessment. They then are able to concentrate on applying practices and reasoning skills and, ideally, to boil down to students teacher evaluation, self-evaluation, and targeted activities before writing one or more elements of the short-answer question or long encountering the comparative essay again during the summative essay. I want to target specific elements of the essay that reveal assessment at the end of the unit. whether students are mastering the skills or concepts on which we are working. By the time my students write a complete essay in response to each type of free-response question on the exam, they have worked extensively on all parts of the essay, have received plentiful feedback, and are ready to write a complete essay successfully. AP World History ■ Course Planning and Pacing Guide ■ Aaron Marsh ©© 22001177 TThhee CCoolllleeggee BBooaarrdd.. 22 Pacing Overview Unit Dates Covered Instructional Hours Areas of Particular Focus 1 Prehistory to 7 The first unit focuses on the causes and effects of human migration and the development of c. 600 B.C.E. sedentary agriculture and the myriad changes that resulted. The changes examined include the rise of hierarchies of class and gender that often resulted from the control of key technologies or surplus wealth by a patrilineal elite. The environmental impacts of extensive agricultural practices, as well as the impact of environmental influences such as microorganisms on humans, are also an area of focus. The rise of syncretic, codified cultural traditions evident in the literature, belief systems, art, and architecture, often used to reinforce the dominance of an imperial elite, is a final area of focus. 2 c. 600 B.C.E. to 26.5 In this unit, we focus on the development of imperial institutions and codification of belief systems, c. 600 C.E. often at the service of empire, acting as centripetal forces. Early forms of empire elaborated and codified in extensive legal systems and made possible through infrastructural innovations resulted in empires of a much larger scale than in the previous period. We look closely at the foundational philosophies or religions that emerged from the empires and how they diffused and syncretized over time. Finally, we consider the centrifugal forces that brought down the Classical empires. 3 c. 600 C.E. to c. 1450 29 In the third unit, we focus on the development of transnational culture (convergence) as well as regional adaptations (divergence). The rise, spread, and adaptation of Islam is highlighted in the unit, as is the emergence of China as a transregional power. Europe’s reconnection to transregional trade and emergence from the gestational medieval era into the Renaissance is compared with China’s earlier rebirth. The development of empire in the Americas provides a crucial comparative study to the Mongols, as well as a snapshot of the Americas before European arrival in the next era. 4 c. 1450 to c. 1750 26.5 In Unit 4, we focus on the expansion of the transnational trade network to the Americas and the consequences, as well as imperial parallels, in Afro-Eurasia. The rise of gunpowder empires throughout the world, and the changing nature of empires, provides a second area of focus. The multicultural efflorescence of the period’s multinational populations is a third area of focus. Overall, the establishment of a world system in which core areas establish parasitic relationships with their peripheries frames the global patterns that emerge. 5 c. 1750 to c. 1900 28.5 In this unit, we focus on the further diffusion of cultural, material, and economic models, as well as the reactions to mercantilism and European hegemony. The differential industrialization and scientific advances that, by the end of the era, allow Europeans to dominate much of the world are key to understanding the time period. The influence of voluntary and involuntary migrations within the now global empires provides another area of focus. Finally, we consider the centripetal forces that led to the imperial dissolution so characteristic of the next time period. AP World History ■ Course Planning and Pacing Guide ■ Aaron Marsh ©© 22001177 TThhee CCoolllleeggee BBooaarrdd.. 33 Pacing Overview (continued) Unit Dates Covered Instructional Hours Areas of Particular Focus 6 c. 1900 to 29 In Unit 6, we focus on the ideological clashes that characterized the age, as well as globalization. the Present Reactions to growing global capitalism and its impacts, as well as full-on conflict between major powers, are examined through World War I and World War II. Paradigm-shattering technological and scientific advances that would forever shift the balance of power and lay the groundwork for postmodernity emerge as causes and effects of the major conflicts, continuing through the Cold War era and the age of terror. The emergence of global communication and transportation infrastructure and the cultural and economic convergence that results also form an area of focus. Finally, the impact of environmental parasitism, the spread of pandemic diseases, and the formation of global organizations to address these problems, as well as the other political, economic, and social issues characteristic of an emergent global civilization, are examined. 7 Prehistory to 6.5 In this final unit, we focus on making connections across the course, facilitated by a systematic the Present review of each period through the lens of each course theme. We focus especially on looking at patterns of continuity and change over time. AP World History ■ Course Planning and Pacing Guide ■ Aaron Marsh ©© 22001177 TThhee CCoolllleeggee BBooaarrdd.. 44 UNIT 1: TECHNOLOGICAL AND ENVIRONMENTAL TRANSFORMATIONS to c. 600 B.C.E. Module 1 Learning Objectives: Key Concepts: Estimated Time: Agriculturalization ▶▶ENV-1, ENV-2, CUL-1, CUL-2, CUL-3, ▶▶1.1.I, 1.3.III, 2.2.IV 4 instructional hours CUL-5, CUL-6, ECON-2, ECON-7, SOC-2, SOC-5 Essential Questions ▶ Which term best characterizes humanity’s relationship with the environment during the Paleolithic period: symbiotic or parasitic? ▶ What was the relationship between the economic and social structures of early human groups before and after agriculturalization? ▶ What were the costs and benefits of living the Paleolithic lifestyle? Practices and Skills Materials Instructional Activities and Assessments Argument Strayer, chapter 1 Instructional Activity: Human Migration Map ◀ A basic understanding of Development (topic: the global Working with table partners, students use a map of early human migrations the regions addressed by the Causation dispersion of and consider whether the fundamental reasons for migration (the push course starts on day one, humankind) versus pull factors) have changed. They also place humanity’s relationship and I teach it in the context with nature on a continuum from symbiotic to parasitic and provide of historical content. This is reasoning to support the placement. To debrief, student responses are more effective than having placed on a continuum drawn on the whiteboard at the front of the class, students memorize area accompanied by whole-class discussion. names without an existing schema from which to work. Analyzing Historical Adams et al., chapter Formative Assessment: Paleolithic Document Analysis ◀ I want my students learning Evidence 5: “Work and Leisure In groups of three, students work with a set of primary and secondary to make inferences from Argument in the Preclassical sources about life during the Paleolithic period (excerpted from the sources documents to construct an Development Period” in the materials column). Each student makes inferences from a unique set of understanding of historical White, chapter 3: documents, explaining to their partners how they arrived at their inferences, phenomena early in the year. “Adaptation and while recording the inferences their partners produced. As they work on this first Stability” document analysis, I circulate and provide feedback, giving Web help where necessary. Image of Venus of Willendorf Analyzing Historical Web Instructional Activity: Agriculturalization Evidence Diamond, “The Worst Working in pairs, half the class reads the Diamond article and deconstructs Mistake in the the arguments and evidence that agriculturalization was a mistake for Argument History of the humanity. The other half does likewise with William Howells’s “Back of Development Human Race” History,” in which Howells argues that agriculturalization was good for Comparison Howells, “Back of humanity. Student pairs combine with pairs who read the same essay to History (Man in flesh out their mutual understanding, while I circulate and scaffold. the Beginning)” AP World History ■ Course Planning and Pacing Guide ■ Aaron Marsh ©© 22001177 TThhee CCoolllleeggee BBooaarrdd.. 55 UNIT 1: TECHNOLOGICAL AND ENVIRONMENTAL TRANSFORMATIONS to c. 600 B.C.E. Module 1 Learning Objectives: Key Concepts: Estimated Time: Agriculturalization ▶▶ENV-1, ENV-2, CUL-1, CUL-2, CUL-3, ▶▶1.1.I, 1.3.III, 2.2.IV 4 instructional hours CUL-5, CUL-6, ECON-2, ECON-7, SOC-2, SOC-5 Essential Questions ▶ Which term best characterizes humanity’s relationship with the environment during the Paleolithic period: symbiotic or parasitic? ▶ What was the relationship between the economic and social structures of early human groups before and after agriculturalization? ▶ What were the costs and benefits of living the Paleolithic lifestyle? Practices and Skills Materials Instructional Activities and Assessments Analyzing Historical Mosley, p. 8: Instructional Activity: Impact Analysis of Agriculturalization ◀ From the beginning of the Evidence “Quartiles of Human- I give a multimedia presentation about the nature of changes that course, I aim to have students Argument Induced characterized the early innovation and adoption of agriculture. During the writing essential elements Development Environmental presentation and using the materials listed, students, working in pairs, of an essay, focusing on Change from 10,000 record data supporting arguments about the nature of the changes in a the skill of continuity and Contextualization BCE to 1985" graphic organizer. Partners then develop two categories of change (e.g., change over time (CCOT) in Continuity and Web “domestication of animals”) and analyze the environmental impact of their parts. Then, when they are Change over Time “Climate Change and two changes. called upon to write a long Violence in the essay, it is just a matter of Ancient American assembling the parts they Southwest” have practiced repeatedly. “Collapse: Why Do Civilizations Fall? Mesopotamia” “Environmental Disasters in the Cradle of Civilization” “Prehistoric” AP World History ■ Course Planning and Pacing Guide ■ Aaron Marsh ©© 22001177 TThhee CCoolllleeggee BBooaarrdd.. 66 UNIT 1: TECHNOLOGICAL AND ENVIRONMENTAL TRANSFORMATIONS to c. 600 B.C.E. Module 2 Learning Objectives: Key Concepts: Estimated Time: Urbanization and Empire ▶▶ENV-1, ENV-2, ENV-3, CUL-1, CUL-2, ▶▶1.2.I, 1.2.II, 1.3.I, 1.3.II, 1.3.III 3 instructional hours CUL-3, CUL-4, CUL-5, CUL-6, SB-1, SB-2, SB-3, SB-4, SB-5, ECON-2, ECON-5, ECON-7, SOC-1, SOC-2, SOC-3, SOC-4, SOC-5 Essential Questions ▶ What factors were necessary for the rise of Bronze Age empires? ▶ How did the practices of Bronze Age empires lead to stability versus instability? ▶ What major commonalities did the ancient empires share, and what led to these commonalities? Practices and Skills Materials Instructional Activities and Assessments Analyzing Historical Strayer, chapter 1 Instructional Activity: The Influence of Geography on River Valley Civilizations ◀ I introduce the mnemonic Evidence (topic: Using the descriptions of the geographic resources and challenges of PERSIAG (Political, Argument agriculturalization) Mesopotamia and Egypt from Bulliet et al., students identify the challenges, Economic, Religious, Social, Development Bulliet et al., resources, importance of trade, outlook on the world, view of the gods, Intellectual, Arts and Contextualization chapter 1 (topic: technology, and relative dynamism of each. Architecture, Geography) environmental I give a brief multimedia presentation on seven river valley civilizations, to give students a means of Comparison influences on including Sumer, Egypt, China, the Olmec, and the Norte Chico and Indus thinking about analytical Causation Egyptian and Valley civilizations, and provide students a supplementary packet of categories to use for framing Mesopotamian river documents from the Strayer text. Using three categories from the PERSIAG both comparative and valley civilizations) mnemonic, students write analytical single-sentence comparative arguments change over time prompts. for each category. Analyzing Historical Strayer, chapter 2 Instructional Activity: Egypt Versus Mesopotamia ◀ The use of groups in Evidence (topic: Mesopotamia Using the DBQ on Mesopotamia and Egypt from Brun-Ozuna et al., students responding to document- Argument and Egypt) analyze the comparative prompt, make inferences from each document, and based questions still makes Development Brun-Ozuna et al., group the documents into categories of similarity and difference. As a whole sense as a means to put Comparison pp. 37–40: “World class, students then evaluate a provided list of thesis statements of varying forth a coherent response, History: Section II: quality, and discuss which statements are clear, analytical, and even through the focus of Part A” comprehensive and which lack these attributes. Finally, students use a the DBQ rubric has shifted graphic organizer to write a thesis statement and analytical topic sentences. away from grouping. AP World History ■ Course Planning and Pacing Guide ■ Aaron Marsh © 2017 The College Board. 7