Course Description: AP World History: Modern - Students investigate significant events, individuals, developments, and processes from 1200 to the present. Students develop and use the same skills, practices, and methods employed by historians: analyzing primary and secondary sources; developing historical arguments; making historical connections; and utilizing reasoning about comparison, causation, and continuity and change over time. The course provides six themes that students explore throughout the course in order to make connections among historical developments in different times and places: humans and the environment, cultural developments and interactions, governance, economic systems, social interactions and organization, and technology and innovation.

The course is organized around six eras/periods and nineteen "Key Concepts":

AP World History Disciplinary Practices & Reasoning Skills - CLICK HERE! 

Course Themes:

THEME 1: HUMANS AND THE ENVIRONMENT (ENV) The environment shapes human societies, and as populations grow and change, these populations in turn shape their environments.

THEME 2: CULTURAL DEVELOPMENTS AND INTERACTIONS (CDI) The development of ideas, beliefs, and religions illustrates how groups in society view themselves, and the interactions of societies and their beliefs often have political, social, and cultural implications.

THEME 3: GOVERNANCE (GOV) A variety of internal and external factors contribute to state formation, expansion, and decline. Governments maintain order through a variety of administrative institutions, policies, and procedures, and governments obtain, retain, and exercise power in different ways and for different purposes.

THEME 4: ECONOMIC SYSTEMS (ECN) As societies develop, they affect and are affected by the ways that they produce, exchange, and consume goods and services.

THEME 5: SOCIAL INTERACTIONS AND ORGANIZATION (SIO) The process by which societies group their members and the norms that govern the interactions between these groups and between individuals influence political, economic, and cultural institutions and organization.

THEME 6: TECHNOLOGY AND INNOVATION (TEC) Human adaptation and innovation have resulted in increased efficiency, comfort, and security, and technological advances have shaped human development and interactions with both intended and unintended consequences.

Course Periods of Study:

ANCIENT ERA

Period 1 -Technological and Environmental Transformations, to c. 600 BCE

Key Concept 1.1 Big Geography and the Peopling of the Earth

Key Concept 1.2 The Neolithic Revolution and Early Agricultural Societies

Key Concept 1.3 The Development and Interactions of Early Agricultural, Pastoral, and Urban Societies

Period 2 -Organization and Reorganization of Human Societies, c. 600 BCE

to c. 600 CE

Key Concept 2.1 The Development and Codification of Religious and Cultural Traditions

Key Concept 2.2 The Development of States and Empires

Key Concept 2.3 Emergence of Trans-regional Networks of Communication and Exchange

Period 3 -Regional and Inter-regional Interactions, c. 600 CE to c. 1450 CE

Key Concept 3.1 Expansion and Intensification of Communication and Exchange Networks

Key Concept 3.2 Continuity and Innovation of State Forms and Their Interactions

Key Concept 3.3 Increased Economic Productive Capacity and Its Consequences

MODERN ERA

Period 4 -Global Interactions, c. 1450 CE to c. 1750 CE

Key Concept 4.1 Globalizing Networks of Communication and Exchange

Key Concept 4.2 New Forms of Social Organization and Modes of Production

Key Concept 4.3 State Consolidation and Imperial Expansion

Period 5 -Industrialization and Global Integration, c. 1750 CE to c. 1900 CE

Key Concept 5.1 Industrialization and Global Capitalism

Key Concept 5.2 Imperialism and Nation-State Formation

Key Concept 5.3 Nationalism, Revolution, and Reform

Key Concept 5.4 Global Migration

Period 6 - Accelerating Global Change and Realignments, c. 1900 CE to the Present

Key Concept 6.1 Science and the Environment

Key Concept 6.2 Global Conflicts and their Consequences

Key Concept 6.3 New Conceptualizations of Global Economy, Society, & Culture

Modern Era Course Outline:

Regional and Inter-regional Interactions (ca. 1200 to ca.1450)

1. The Global Tapestry
2. Networks of Exchange

Global Interactions (ca. 1450 to ca. 1750)

1. Land-Based Empires
2. Trans-Oceanic Interconnections

Industrialization and Global Integration (ca. 1750 to ca. 1900)

1. Revolutions
2. Consequences of Industrialization

Accelerating Global Change and Realignments (ca. 1900 to the present)

1. Global Conflict
2. Cold War and Decolonization
3. Globalization

HISTORICAL THINKING SKILLS:

Comparison – This skill involves your ability to identify, compare, and evaluate multiple perspectives on a given historical event so you can make conclusions about that event. This skill also requires the ability to describe, compare, and assess several historical developments within one society, between different cultures, and in diverse chronological and geographical contexts. Comparisons can also be made across different time periods and geographical locations, and between contrasting historical events within the same time period or geographical area.

Contextualization – This skill relates your ability to connect historical events and processes to particular circumstances of time and place, including broader regional, national, or global activities. You will need to determine past events or developments within the wider context in which they occurred and then draw conclusions about their significance.

Synthesis – This skill may be the most challenging of all the thinking skills in the AP® World History course and can be mastered only after spending some time as a professional historian. There are ways that you, as an AP student, can show your proficiency in the skill of synthesis.

For example, you can make meaningful and persuasive historical connections between one historical issue and other historical issues and similar developments in a different historical context, geographical area, or era, including the present. You can also connect different course themes or approaches to history (e.g., political, social, or cultural) for a given historical issue. Finally, you can use views from an entirely different discipline like economics, art history or anthropology, to better understand a particular historical point.

Causation – This skill relates to your ability to identify, analyze, and evaluate the relationships between historical causes and effects. You also must tell the difference between those that are long-term and proximate. You should also know the difference between causation and correlation to master this skill.

Patterns of Continuity and Change over Time – This is your ability to recognize, analyze, and assess the dynamics of continuity and change over periods of time of different lengths, as well as your ability to relate these patterns to broader historical processes or themes.

Patterns of Continuity and Change over Time – This is your ability to recognize, analyze, and assess the dynamics of continuity and change over periods of time of different lengths, as well as your ability to relate these patterns to broader historical processes or themes.

Periodization – This is your ability to describe, analyze, and evaluate different ways that history is divided into periods. Various models of periodization are often debated among historians, and the choice of specific turning points or starting and ending dates might garner a higher value to one region or group than to another.

Argumentation – This involves your ability to create an argument and support it using relevant historical evidence. This includes identifying and framing a question about the past and then coming up with a claim or argument about that question, usually in the form of a thesis.

A good argument requires a defensible thesis, supported by a thorough analysis of pertinent and varied historical evidence. The evidence used should be built around the application of one of the other historical thinking skills like comparison, causation, patterns of continuity, and change over time, or periodization.

UNIT 1             The Global Tapestry c. 1200 to c. 1450

Unit 1: Learning Objective A Explain the systems of government employed by Chinese dynasties and how they developed over time.

Unit 1: Learning Objective B Explain the effects of Chinese cultural traditions on East Asia over time.

Unit 1: Learning Objective C Explain the effects of innovation on the Chinese economy over time.

Unit 1: Learning Objective D Explain how systems of belief and their practices affected society in the 

period from c. 1200 to c. 1450.

Unit 1: Learning Objective E Explain the causes and effects of the rise of Islamic states over time.

Unit 1: Learning Objective F Explain the effects of intellectual innovation in Dar al-Islam.

Unit 1: Learning Objective G Explain how the various belief systems and practices of South and Southeast Asia affected society over time.

Unit 1: Learning Objective H Explain how and why various states of South and Southeast Asia developed and maintained power over time.

Unit 1: Learning Objective I Explain how and why states in the Americas developed and changed over time.

Unit 1: Learning Objective J Explain how and why states in Africa developed and changed over time.

Unit 1: Learning Objective K Explain how the beliefs and practices of the predominant religions in Europe affected European society.

Unit 1: Learning Objective L Explain the causes and consequences of political decentralization in Europe from c. 1200 to c. 1450.

Unit 1: Learning Objective M Explain the effects of agriculture on social organization in Europe from c. 1200 to c. 1450.

Unit 1: Learning Objective N Explain the similarities and differences in the processes of state formation from c. 1200 to c. 1450.

UNIT 2                  Networks of Exchange          c. 1200 to c. 1450

Unit 2: Learning Objective A Explain the causes and effects of growth of networks of exchange after 1200.

Unit 2: Learning Objective B Explain the process of state building and decline in Eurasia over time.

Unit 2: Learning Objective C Explain how the expansion of empires influenced trade and communication over time.

Unit 2: Learning Objective D Explain the significance of the Mongol Empire in larger patterns of continuity and change.

Unit 2: Learning Objective E Explain the causes of the growth of networks of exchange after 1200.

Unit 2: Learning Objective F Explain the effects of the growth of networks of exchange after 1200.

Unit 2: Learning Objective G Explain the role of environmental factors in the development of networks of exchange in the period from c. 1200 to c. 1450.

Unit 2: Learning Objective H Explain the causes and effects of the growth of trans-Saharan trade

Unit 2: Learning Objective I Explain how the expansion of empires influenced trade and communication over time.

Unit 2: Learning Objective J Explain the intellectual and cultural effects of the various networks of exchange in Afro-Eurasia from c. 1200 to c. 1450

Unit 2: Learning Objective K Explain the environmental effects of the various networks of exchange in Afro-Eurasia from c. 1200 to c. 1450.

Unit 2: Learning Objective L Explain the similarities and differences among the various networks of exchange in the period from c. 1200 to c. 1450.

UNIT 3                 Land-Based Empires c. 1450 to c. 1750

Unit 3: Learning Objective A Explain how and why various land-based empires developed and expanded from 1450 to 1750.

Unit 3: Learning Objective B Explain how rulers used a variety of methods to legitimize and consolidate their power in land-based empires from 1450 to 1750.

Unit 3: Learning Objective C Explain continuity and change within the various belief systems during the period from 1450 to 1750.

Unit 3: Learning Objective D Compare the methods by which various empires increased their influence from 1450 to 1750.

UNIT 4            Transoceanic Interconnections c. 1450 to c. 1750

Unit 4: Learning Objective A Explain how cross-cultural interactions resulted in the diffusion of technology and facilitated changes in patterns of trade and travel from 1450 to 1750.

Unit 4: Learning Objective B Describe the role of states in the expansion of maritime exploration from 1450 to 1750.

Unit 4: Learning Objective C Explain the economic causes and effects of maritime exploration by the various European states.

Unit 4: Learning Objective D Explain the causes of the Columbian Exchange and its effects on the Eastern and Western Hemispheres.

Unit 4: Learning Objective E Explain the process of state building and expansion among various empires and states in the period from 1450 to 1750.

Unit 4: Learning Objective F Explain the continuities and changes in economic systems and labor systems from 1450 to 1750.

Unit 4: Learning Objective G Explain changes and continuities in systems of slavery in the period from 1450 to 1750.

Unit 4: Learning Objective H Explain how rulers employed economic strategies to consolidate and maintain power throughout the period from 1450 to 1750.

Unit 4: Learning Objective I Explain the continuities and changes in networks of exchange from 1450 to 1750.

Unit 4: Learning Objective J Explain how political, economic, and cultural factors affected society from 1450 to 1750.

Unit 4: Learning Objective K Explain the similarities and differences in how various belief systems affected societies from 1450 to 1750.

Unit 4: Learning Objective L Explain the effects of the development of state power from 1450 to 1750.

Unit 4: Learning Objective M Explain how social categories, roles, and practices have been maintained or have changed over time.

Unit 4: Learning Objective N Explain how economic developments from 1450 to 1750 affected social structures over time.

UNIT 5                 Revolutions             c. 1750 to c. 1900

Unit 5: Learning Objective A Explain the intellectual and ideological context in which revolutions swept the Atlantic world from 1750 to 1900.

Unit 5: Learning Objective B Explain how the Enlightenment affected societies over time.

Unit 5: Learning Objective C Explain causes and effects of the various revolutions in the period from 1750 to 1900.

Unit 5: Learning Objective D Explain how environmental factors contributed to industrialization from 1750 to 1900.

Unit 5: Learning Objective E Explain how different modes and locations of production have developed and changed over time.

Unit 5: Learning Objective F Explain how technology shaped economic production over time.

Unit 5: Learning Objective G Explain the causes and effects of economic strategies of different states and empires.

Unit 5: Learning Objective H Explain the development of economic systems, ideologies, and institutions and how they contributed to change in the period from 1750 to 1900.

Unit 5: Learning Objective I Explain the causes and effects of calls for changes in industrial societies from 1750 to 1900.

Unit 5: Learning Objective J Explain how industrialization caused change in existing social hierarchies and standards of living.

Unit 5: Learning Objective K Explain the extent to which industrialization brought change from 1750 to 1900.

UNIT 6           Consequences of Industrialization c. 1750 to c. 1900

Unit 6: Learning Objective A Explain how ideologies contributed to the development of imperialism from 1750 to 1900.

Unit 6: Learning Objective B Compare processes by which state power shifted in various parts of the world from 1750 to 1900.

Unit 6: Learning Objective C Explain how and why internal and external factors have influenced the process of state building from 1750 to 1900.

Unit 6: Learning Objective D Explain how various environmental factors contributed to the development of the global economy from 1750 to 1900

Unit 6: Learning Objective E Explain how various economic factors contributed to the development of the global economy from 1750 to 1900.

Unit 6: Learning Objective F Explain how various environmental factors contributed to the development of varied patterns of migration from 1750 to 1900.

Unit 6: Learning Objective G Explain how various economic factors contributed to the development of varied patterns of migration from 1750 to 1900.

Unit 6: Learning Objective H Explain how and why new patterns of migration affected society from 1750 to 1900.

Unit 6: Learning Objective I Explain the relative significance of the effects of imperialism from 1750 to 1900.

UNIT 7              Global Conflicts c. 1900 to the present

Unit 7: Learning Objective A Explain how internal and external factors contributed to change in various states after 1900.

Unit 7: Learning Objective B Explain the causes and consequences of World War I.

Unit 7: Learning Objective C Explain how governments used a variety of methods to conduct war.

Unit 7: Learning Objective D Explain how different governments responded to economic crisis after 1900.

Unit 7: Learning Objective E Explain the continuities and changes in territorial holdings from 1900 to the present.

Unit 7: Learning Objective F Explain the causes and consequences of World War II.

Unit 7: Learning Objective G Explain similarities and differences in how governments used a variety of methods to conduct war.

Unit 7: Learning Objective H Explain the various causes and consequences of mass atrocities in the period from 1900 to the present.

Unit 7: Learning Objective I Explain the relative significance of the causes of global conflict in the period 1900 to the present.

UNIT 8                Cold War & Decolonization c. 1900 to the present 

THE AP World History EXAM

Section I:

Part A - Multiple Choice — 55 Questions | 55 Minutes 40% of Exam Score

• Questions appear in sets of 2 to 5.
• Students analyze historical texts, interpretations, and evidence.
• Primary and secondary sources, images, graphs, and maps are included.

Part B - Short Answer — 3 Questions | 40 Minutes

20% of Exam Score

• Analyze historians' interpretations, historical sources, and propositions about history.
• Questions provide opportunities for students to explain the historical examples that they know best.
• Some questions include texts, images, graphs, or maps.
• Update for 2017-18: The number of required short-answer questions has been reduced to three, and the time allotted has been decreased to 40 minutes. Students will choose between two options for the final required short-answer question, each one focusing on a different time period.
• Question 1 (required): periods 3-6
• Question 2 (required): periods 3-6
• Students choose between Question 3, periods 1-3, and Question 4, periods 4-6

Section II:

Part A - Document Based — 1 Question

60 Minutes (includes 15-minute reading period)

25% of Exam Score

• Assess written, quantitative, or visual materials as historical evidence.
• Develop an argument supported by an analysis of historical evidence.
• Update for 2017-18: Five minutes have been added to the time allotted for the document-based question, which will now focus on topics from periods 3-6.

Part B - Long Essay — 1 Question | 40 Minutes

15% of Exam Score

• Explain and analyze significant issues in world history.
• Develop an argument supported by an analysis of historical evidence.
• Updates for 2017-18: Five minutes have been added to the time allotted for the long essay. The question choices will continue to focus on the same theme and skill but will now allow students to select among three options, each focusing on a different range of time periods:
• Option 1: periods 1-2
• Option 2: periods 3-4
• Option 3: periods 5--6

Suggestions for students ... Click here!

ONLINE WORLD MAP: https://geology.com/world/world-map.shtml