Standards and Global Education- Marci Ward

College Board – AP World History Curriculum Framework

Period 3: Regional and Transregional Interactions, c. 600 C.E. to c. 1450
Key Concept 3.1: Expansion and Intensification of Communication and Exchange Networks
Part II: “Students will be able to understand and explain how long-distance trade
intensified in the Postclassical Era, producing a variety of consequences and reactions to
the increasingly complex networks of communication and exchange.”

Integration of Global Education

● Students will compare historical trends of trade and cultural interaction with trends in the
present day.
● Students will examine globalization as a continuing historical trend and not a new
phenomenon.
● Students will recognize that while cultures and civilizations engaging in the
Afro-Eurasian trade zone differed, many of their motivations for participating in and
sustaining long-distance were similar.
● Students will compare Afro-Eurasian and American trade networks and analyze the
reasons behind the differences and similarities.
● Students will critically examine primary sources of art, artifacts, and architecture to
evaluate how trade fostered cultural, technological, and biological diffusion.
● Students will critically examine primary sources of travelers Ibn Battuta, Xuanzang, and
Marco Polo to evaluate how their descriptions of foreign locations reveal their own
attitudes and values.

Specific Lesson Plan Modifications for Global Competencies

● Students will engage in research on Classical Era trade networks by examining a series of
secondary and primary sources (visual, textual, and video) and write a series of brief
historical arguments supported by concrete evidence from their research.
● Students will create a graphic organizer comparing Afro-Eurasian and American trade
networks and participate in a class discussion to analyze reasons for similarities and
differences.
● Students will analyze and compare the tales and observations of Ibn Battuta, Xuanzang,
and Marco Polo in small group seminars.

Informal Outcome Assessments

● Students will create annotated maps of the Silk Road, Indian Ocean, and Trans-Saharan
trade routes using ThingLink.
● Students will use the virtual exhibit of class maps to curate a Classical Era traveler’s
guide and post it to the class discussion board on Google Classroom where their
classmates can respond and ask questions.
● Students will write a Long Essay Question about long distance trade and cross-cultural
interaction from 600 to present, focusing on change and continuity over time. (Students
have taken AP Human Geography last year, so we will be reviewing information and
examples of these trends in present day.)
College Board – AP World History Curriculum Framework
Period 3: Regional and Transregional Interactions, c. 600 C.E. to c. 1450
Post-Classical East Asia
Key Concept 3.2: Continuity and Innovation of State Forms and Their Interactions;
Part I: “Students will be able to understand and explain how empires collapsed and were
reconstituted and how new state forms emerged.”
Key Concept 3.3 Increased Economic Productive Capacity and its Consequences
Part I: “Students will be able to analyze how innovations in agricultural and industrial
production affected urbanization and social and gender structures.”

Integration of Global Education

● Students will compare the historical effects of cross-cultural interactions to modern
examples.
● Students will analyze the ways in which interaction with nomadic peoples transformed
China.
● Students will compare Korean, Vietnamese, and Japanese reactions to Chinese influence.
● Students will examine modern assumptions about samurai culture and determine the
validity of those perceptions.
● Students will investigate the case study of the Song Dynasty to analyze how China
influenced the world beyond East Asia.

Specific Lesson Plan Modifications for Global Competencies

● Students will be assigned either a Chinese or nomadic point of view and write an advice
column on how to participate in the Tribute System from that perspective. They will read
columns written by a student assigned the opposite perspective.
● Students will create a graphic organizer comparing Korea, Vietnam, and Japan’s
relationship with China and engage in a class discussion analyzing reasons for similarities
and differences.
● Students will engage in an online discussion with their peers where they make and defend
an argument responding to the following questions: What item/idea that diffused TO
China had the most significant effect on Chinese culture? What item/idea that diffused
FROM China had the most significant effect globally?
● Students will participate in a philosophical chair discussion in which they support, refute,
or qualify the following statement: There were more continuities than changes in the Sui,
Tang, and Song dynasties.

Informal Outcome Assessments

● Students will be assigned one aspect of Song China to investigate in depth (economic
revolution, technology, cities, Confucianism, or interaction with the outside world) and
create an infographic that synthesizes their research. After posting their infographics to a
discussion board in Google Classroom, they will use one another’s graphics to provide
evidence as they participate in a class discussion on how China influenced the world
beyond East Asia.
● Partners will be assigned one of three periods of medieval Japan and collaborate to write
an imagined dialogue between a daimyo and samurai in that period. Partners will share
their scripts to a discussion board on Google Classroom and the class will engage in an
online conversation analyzing changes and continuities in feudal Japan, comparing how
the historical samurai differ from pop culture representations, and discussing why
Hollywood simplifies the concept of the samurai.