AP 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 days)

Content (8 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.
( 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historical documents to develop analytical skills and gain a strong comprehension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 days)
Introduce the concept of Y charts for comparison, using concepts familiar to the
students.
( 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
Vedic 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 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
( day)
Provide a sample of a DBQ and explain how to address it appropriately.
( day)
Activities (1 days)
Students are divided into groups that will collectively make a timeline for
the classroom that tracks social, political, technological and cultural
developments.
( 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.
( 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.
( 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 days)
Content (10 days)
Introduce the aspects of this era that periodize it.
( 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 days)
Activities (1 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.
( 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.
( day)
Students are required to prepare a document analysis following the DBQ
guidelines. Students should focus on understanding, analyzing and
integrating the documents.
( 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 days)
Content (12 days)
Introduction: What separates this period in time from others (periodization)?
Explain the process of change.
( 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 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.
( 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 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 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 preparations, 2 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 days)
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AP WORLD HISTORY SYLLABUS

Content (12 days)

Introduction: What separates this period in time from others (periodization)?
Continue the process of change.
( 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 days)
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.
( 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
Voltaire
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

( 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 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.
( 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 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.

10

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

11

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
Instruction Days:
Introduction
3500 1000 BCE
1000 BCE 600 CE
600 CE 1450 CE
1450 -1750 CE
1914 CE - Current
Miscellaneous
Total:

3 days
10 days
12 days
14 days
21 days
18 days
14 days
94 days

12