WORLD HISTORY SYLLABUS

Current Primary Textbook: Spodek, Howard: The Worlds

History.Upper Saddle River, NJ: Prentice Hall, 2001
Course Description: This world history course focuses on the
development of the 5 themes of history from the dawn of
civilization. Students are trained in analysis and application of the
concepts and material discussed. Students are expected to
thoroughly and comprehensively use these skills to analyze history
and the development of society. They should also be able write
essays demonstrating their skills and communicating their new
understanding of the development of history.
Introduction (3 days)
Content (3 days) Introduction to history introduce various
stories from different eras, and explain how they were created as a
result of the historical settings of the time. Explain that nothing
happens without a cause, and no event is without an effect. (1 day)
Introduction to the 5 themes of history. Explain the themes with
stories. Have the students use colored flashcards to indicate which
of the themes are represented in that story. These themes are the
basis for understanding of the rest of the course, since
understanding history globally requires the ability to analyze and
understand all the social, economic, political, religious and
environmental interactions.
(1 day)
Discuss the importance of geography. Have students connect one
country to a neighboring with a story. Next class, quiz students on
the map. (1 day)
Homework
Persuasive essay (3 paragraphs) on the importance of

understanding cause and effect while learning history

Assessment
Map Quiz 3500 1000 BCE (10 12 days)
Content (8 12 days) Explain that civilization today has a HUGE
history behind it. Elaborate on how we know things, and the
importance of deriving information from archaeology and
documents. (12 day)
AP WORLD HISTORY SYLLABUS
Discuss major civilizations in this part of the foundations era
(Mesopotamia, Egypt, Indus and China) ). In each civilization,
focus primarily on the political, economic, civil and social
structures, culture and religion, and technological developments.
Where appropriate, discuss artistic and political milestones. Use
historical documents to develop analytical skills and gain a strong
comprehension of the era.
(6 days)
Reading and Analysis (see list below) (1 12 days)
Introduce the concept of Y charts for comparison, using concepts
familiar to the students. (12 day)
Activity
Students are divided into groups that will collectively make a
timeline for the classroom that tracks social, political,
technological and cultural developments. (1 day)
Homework
Create Your Own Document: students are required to analyze
2 documents (The Book of the Dead and The Life of Si-Nuhe)

and use cultural references evident in those documents to build a

historical fiction story about someone living in ancient Egypt.
Cultural references must be sourced to these documents and
demonstrate a strong cultural understanding of the era.
Reading and Analysis
Code of Hammurabi
Epic of Gilgamesh
Book of the Dead
The Life of Si-Nuhe
V edic hymns
The Book of Odes (China)
Chronicles (28:1-10)
Archaeological Evidence
Textbook Assessment
Write a comparative essay on the technology and cultures of 2 of
the River Valley civilizations. (1 day)

AP WORLD HISTORY SYLLABUS

1000 BCE 600 CE (12 12 days) Content (10 days)
Discuss major civilizations in this part of the foundations era
(Persia, Greece, Rome, China and the Americas). In each
civilization, focus primarily on the political, economic, civil and

social structures, culture and religion, and technological

developments. Where appropriate, discuss artistic and political
milestones. . Focus on the continuity and change in the various
societies over this time period. Use historical documents to
develop analytical skills and gain a strong comprehension of the
era.
(6 days)
Discuss 3 major religions (Judaism, Christianity, Islam), their
inception, and key beliefs. (1 day)
Reading and Analysis (see list below) (2 days)
Introduce the concept of graphic organizers (12 day)
Provide a sample of a DBQ and explain how to address it
appropriately. (12 day)
Activities (1 12 days)
Students are divided into groups that will collectively make a
timeline for the classroom that tracks social, political,
technological and cultural developments. (12 day)
Create and present a graphic organizer depicting the flow of
political developments in one empire (Greek, Roman or
Chinese). Each group presents one empire this will create a
bulletin board). Students should display the ability to follow
the cause and effect of various events. (12 day)
Students are required to prepare a document analysis following
the DBQ guidelines. Students should focus on writing a
strong thesis and supporting it with proofs. (12 day +
homework) Homework
Students are required to write a CCOT (continuity and change

over time) essay tracking the development of one theme

(technology, culture, social, political or economic) throughout
early civilization.
AP WORLD HISTORY SYLLABUS
Comparative essay tracking the major beliefs and practices of 3
major religions.
Reading and Analysis
Chinese philosophy
Iliad (Homer)
Odyssey (Homer)
The Persian Wars (Herodotus)
Pericles
Socrates
Daodejing
The Analects (Confucius)
Du Fus poetry
Sangam poetry
Aristotle
Plato

 Archaeological Evidence
Textbook Assessment Students are required to demonstrate
familiarity with various civilizations and their development.
They should be able to address the changes and continuities
within those societies. (1 day) 600 CE 1450 CE (14 12
days) Content (10 days) Introduce the aspects of this era
that periodize it. (12 day) Chronologically, track political,
civil, cultural, economic and social developments. Where
appropriate, focus on the development of technological and
environmental changes and describe their effects on society.
Discuss the roles, interactions and conflicts of major
religions. Focus on the continuity and change in the various
societies over this time period. Use historical documents to
develop analytical skills and gain a strong comprehension of
the era. (8 days) Presentations: the change in one aspect of
one location from the beginning of this era to the end (see
assignment details in the Activities section). (2 days)

AP WORLD HISTORY SYLLABUS

Reading and Analysis (see list below) (1 12 days)
Activities (1 12 days)
Students are divided into groups that will collectively make a
timeline for the classroom that tracks social, political,
technological and cultural developments. Some groups will
make the timeline, whereas others will create a map with
landmarks representing key milestones in society,
technology, political and civil developments. (12 day)
Presentations the change within various societies from the
beginning to the end of this era. Each group has two

students, focusing on one location and one aspect

(technological, social, political or civil). The presentations
are given at the beginning and end of these topics. They are
prepared in advance using textbooks and external research.
(12 day)
Students are required to prepare a document analysis following
the DBQ guidelines. Students should focus on
understanding, analyzing and integrating the documents. (12
day + homework) Homework
Comparative essay Compare and contrast political and/or social
developments within two societies.
Students are required to prepare a document analysis following
the DBQ guidelines.
Create a diagram of the religious interactions in this era, their
causes and their effects. Reading and Analysis
Martin Luther
Beowulf
Magna Carta
Marco Polo
Capitulare de Villis (Louis the Pious)
Machiavelli
The Decameron
Ibn Khaldun

 Archaeological Evidence
Textbook Assessment Students should be able to place given
events in the appropriate time period and location. Students
should be able to summarize the development of a

AP WORLD HISTORY SYLLABUS

specified aspect (social, political, technological, civil or religious)
in different societies. (1 day)
1450 -1750 CE (21 12 days) Content (12 days)
Introduction: What separates this period in time from others
(periodization)? Explain the process of change. (12 day)
Introduce the concept of colonialism (especially in the Americas,
Africa and Asia), and its many economic, social and political
effects. Chronologically explain cultural, intellectual and
technological developments of the time. Discuss various cultures
and societies of the time. Focus on the political and social systems,
as well as the changing social and intercontinental relationships.
Emphasize the continuity and change that existed in this time
period. Use historical documents to develop analytical skills and
gain a strong comprehension of the era.
(8 days)
Track the rise and fall of the Ottoman Empire (1 12 days)
Where appropriate, explain new belief systems, how they
developed, and what beliefs in these systems led to. (1 day)
Reading and Analysis (see list below) (1 day)
Activities (3 days)

 Students are divided into groups that will collectively make a

timeline for the classroom that tracks social, political,
technological and cultural developments. Some groups will
make the timeline, whereas others will create a map with
landmarks representing key milestones in society,
technology, political and civil developments. (12 day)
Analyze and present a document representing the intellectual
development of this era. Students work in small groups, and
then teach that document to the class (2 12 days)
Create an artifact from the Ottoman Empire. Present it to the
class, explaining what it is and what information
archaeologists would be able to determine from it. Artifacts
may include documents.

AP WORLD HISTORY SYLLABUS (1 12 days)

Homework
Read a historical fiction novel. Write a report discussing the
historical setting of the book. Focus on the development and
CCOT of two themes of history throughout that book.
Write a report about the economic and technological causes and
effects of a major invention in this era. External research is
required.
Comparative essay Compare and contrast the colonial
expansions affecting 2 or more continents social.
Students are required to prepare an outline for a strong document
analysis following the DBQ guidelines. They must also
include a strong thesis. Reading and Analysis

 Descartes
Rousseau
Montesquieu
Locke
Bacon
Shakespeare
Copernicus
Galileo
Don Quixote
Florentine Codex (Aztec)
The Good Wife (Persia)
Russian chronicles
Niu Su
Historical fiction novel (see Homework)
Archaeological Evidence
Textbook Assessment Prepare and present a play demonstrating
the social and political environment in different countries.
Each play should have include the geographical settings and
interactions, as well as the cultural, political and economic
beliefs. The focus of the play should be the continuity and
change within this era. (4 days - 1 12 preparations, 2 12

presentation) Students will be asked Students to analyze the

instruments of change within the 5 themes of history, and
support their position with documents as proofs. (1 day)
1750 -1914 CE (16 12 days)

AP WORLD HISTORY SYLLABUS

Content (12 days)
Introduction: What separates this period in time from others
(periodization)? Continue the process of change. (12 day)
Discuss the many economic, technological and social
developments, and their long-term, international impacts. (4 days)
Chronologically explain the causes and effects of various political
and social movements, especially in Western Europe, America,
Africa and Asia. Discuss how geographic placement affected these
movements. (include: womens rights, labor, unions, emancipation
of slaves, independence movements, nationalism, democracy, new
forms of art and expression). Emphasize the global continuity and
changes that existed in this time period. Use historical documents
to develop analytical skills and gain a strong comprehension of the
era.
(6 days)
Reading and Analysis (see list below) (1 12 days)
Activities (3 12 days)
Students are divided into groups that will collectively make a
timeline for the classroom that tracks social, political,
technological and cultural developments. Some groups will
make the timeline, whereas others will create a map with
landmarks representing key milestones in society,

technology, political and civil developments. (12 day)

Create an economically motivated setting, where each group has
different objectives. They all work together cohesively to
achieve their individual economic goals. Each group then
documents and presents their goals, their successes and
failures, and the methods employed in attempting to achieve
their goals. Through this activity, the economic concepts of
capitalism, mercantilism, imperialism, laissez-faire (and any
others that are created) should be portrayed and discussed. (3
days 1 activity, 2 presentation and discussion) Homework
Read the speeches of social and political activists. Write a thesis
for a comparison essay analyzing the motivation and intent of
the speakers. List proofs from the speeches to support that
thesis.
Prepare a newspaper article reporting on imperialism within a
specific country details, causes and effects. Article
coverage should address individual countries in Africa, the
Middle East, and the Americas.

AP WORLD HISTORY SYLLABUS

CCOT essay Write an essay analyzing the technological and
economic development in 2 or 3 civilizations. Each
civilization must be in a different continent
Students are required write a complete document analysis
following the DBQ guidelines. They will be graded on the
same standards as an AP DBQ.

 Based on a historical fiction novel, write a report analyzing the

effects of society on political structures and vice versa.
Reading and Analysis
Ghandi
Mandela
Churchill
Martin Luther King Jr
Rousseau
Declaration of Independence (US)
Bill of Rights
V oltaire
Canto General (Neruda)
Wordsworth
Blake
Kiplin The White Mans Burden
Kavi The Attack of King Industry
Weber
Baudelaire
Whitman

 Declaration of Sentiments
A Dolls House
Fukaza Yukichi
Textbook
Historical fiction (see Homework) Assessment Students
should be able to define and analyze the changes in each of
the themes of history, and explain their causes and effects.
When prompted, students should be able to give examples to
display specific changes. (1 day) 1914 CE - Current (18
days) Content (16 days) Introduction: What separates this
period in time from others (periodization)? Continue the
process of change.

AP WORLD HISTORY SYLLABUS

(12 day)
Explain the most common political structures throughout this era.
Recognize their manifestations, causes and effects within this
century. (2 days)
Discuss the political, social, economic and technological
consequences of globalization. (Include: World Wars, Great
Depression, Cold War, science and culture). Discuss the various
effects of these events within each historical theme. Focus on the
global continuity and change of the social, cultural, artistic,
demographic and environmental developments. Use historical
documents to develop analytical skills and gain a strong
comprehension of the era.
(6 days)

Discuss the social and political changes and continuities in modern

societies, including all major civilizations in northern and southern
Africa, the Soviet Union, Japan, India, China, Latin America, the
Middle East, and the Americas. Use historical documents to
develop analytical skills and gain a strong comprehension of these
changes and continuities.
(6 days)
Reading and Analysis (see list below) (1 12 days)
Activities (2 days)
Students are divided into groups that will collectively make a
timeline for the classroom that tracks social, political,
technological and cultural developments. Some groups will
make the timeline, whereas others will create a map with
landmarks representing key milestones in society,
technology, political and civil developments. (12 day)
Prepare and present (in groups) the current state of selected
concepts, political and social structures and/or cultures
apparent in civilizations in Africa, Asia, Western Europe and
the Americas. (3 days 1 activity, 2 presentation and
discussion)
Present newspaper articles (see Homework). (1 12 days)
Homework
Compare and contrast the political and social developments
within 3 separate societies. Create a diagram illustrating the
similarities and changes, and write an essay based on the
diagram.
Read the speeches of social and political activists. Write a thesis
for a comparison essay analyzing the motivation and intent of

the speakers. List proofs from the speeches to support that

thesis.

AP WORLD HISTORY SYLLABUS

Find newspaper articles that highlight some part of the world
today that has changed over the past century due to global
developments. Prepare a 2 minute presentation. Students may
work in groups of 2-4.
CCOT essay Write an essay analyzing the technological and
economic development in 2 or 3 civilizations. Each
civilization must be in a different continent
Students are required write a complete document analysis
following the DBQ guidelines. They will be graded on the
same standards as an AP DBQ.
Read a historical fiction novel taking place in WWI. From the
information in it, compose a detailed description of one
aspect of the war. Reading and Analysis
Fourteen Points
Mein Kampf
Mussolini
Yeats
Lenin
Stalin

 Churchill
Mao Zedung
Khomeini
Fanon The Wretched of the Earth
Moroccan poetry
Solzhenitsyn Gulag Archipelago
Szymborska How Should We Live?
Sembene
Lumumba
Nelson Mandela
Senghor Prayer to Masks
Textbook
Political Cartoons
Newspaper articles (see Homework) Assessment Students
should be able to demonstrate an understanding of the
history, development, and composition of many modern
societies, cultures and political structures. (1 day)
Miscellaneous (14 days) Content

Instruction Days:
Introduction3500 1000 BCE 1000 BCE 600 CE 600 CE
1450 CE 1450 -1750 CE 1914 CE - Current Miscellaneous
Total:
3 days 10 12 days 12 12 days 14 12 days 21 12 days 18 days 14
days
94 days
AP WORLD HISTORY SYLLABUS
Discuss current events at various points throughout the year. (10
days)
As important dates in history approach, discuss the historical
setting surrounding