• China's Great Wall

  • Mecca, Saudi Arabia

  • Angkor Wat, Cambodia

  • Trans-Saharan Caravan

  • Indian Ocean Dhow

  • Rome, Italy

  • Moscow, Russia



Topics/Key Concepts



Complete Curriculum Ladder on Key Concept 5.1  Produce thesis and topic sentences on Causation LEQ



The "New Imperialism" defined. Changes and Continuities with Old Imperialism (post-Columbus colonization). Social Darwinism and its impact on Imperialism. Define Scientific Racism.  



The New Imperialism in action: British in India, British in China, the Belgians in Congo. Terms: Sepoy Rebellion, Opium War, Unequal Treaties, raw materials (cotton, opium, rubber.) Prompt: Analyze changes and continuities in imperialism between 1492 and 1900.



School Holiday 



School Holiday 



School Holiday



Podcast due: Imperialism 2.0. iQuiz on Podcast (Take notes on podcast). New patterns of global migrations. 



Podcast due: The Industrial Revolution: Challenges to the Old Order in Russia and the Ottoman Empire (Take notes on podcast).

Directions:  Each group will research the 4 land-based empires from Period IV (Ottoman, Russian, Qing, and Mughal). You will focus specifically on the following items:
1) Their methods for obtaining political legitimacy
2) Imperial structure
3) Intermediaries (change in elites) and labor/commerce
4) Internal and external rivalries
5) Handling diversity (ethnic, religious, etc)

Your required sources for research are:
1) APWorldipedia
2) Your homework readings from Bulliet (selections from CH 19 and 20)
3) Bentley textbook (CH 28)
4) Hansen texbook (pp. 616-629)

Each group must research collaboratively and contribute to their group's Google Doc. Your individual work should be label by placing your last name in parenthesis after your contribution. This will comprise half of your grade. The only resource you may have during the discussion is your group's Google Doc. Specific Empires and topic will be assigned to your group at the beginning of the discussion so you need to be well prepared for all 4 empires. As usual, contributions and questions that score the highest are those that connect your knowledge to the Historical Thinking Skills, such as Comparison, Causation, Changes and Continuities, and Periodization.

This time period covers Periods one and two, but will be taught and assessed as a single unit. It is very important for later units that you learn the material in this first time period we
ll. You will learn about the discovery of agriculture, the development of metal technology, and the rise of civilizations. After learning about the first major civilizations that emerged in river valleys, you will study the classical civilizations of India, China, and the Mediterranean region (Greece and Rome). You will learn many major belief systems and religions in this unit, and understand how they support and influence political, social and gender structures. After comparing the ways in which these classical civilizations fell, you will see that at the end of this time period civilization is defined more by religious zones (Buddhism, Christianity, Hinduism, etc) than by political empires. 


As you read the Key Concepts, don't just memorize individual facts (although you do need to know them.) It is important that you know how facts serve as examples of the larger concepts under which they are indexed. 


Period 1 Key Concepts
Key Concept Mashup (Order in which they will be taught in class-Great study guide!)
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 Interaction of Early Agricultural, Pastoral and Urban


Period 2 Key Concepts
Key Concept Mashup (Order in which they will be taught in class-- Great study guide!)
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 Transregional Networks of Communication and Exchange 


Class Handouts/Resources Class Notes/Links
 Items to Study for Geography Test  Pre History to River Valleys
 Paleolithic/Neolithic AP Historical Themes  Essay on the Epic of Gilgamesh
 The Worst Mistake in History?  Classical India
 Debate: Was the Neolithic Revolution good?  The Caste System in India
 Analyzing Evidence: Harappan Civilization  Classical China
 Worksheet: 5 APWH themes South Asia  Fall of Classical Civilizations PPT
 Worksheet: 5 APWH themes East Asia  Key Concept 2 Review Questions (B Strickland)
 Reading: Greece and Persia  The impact of Chinese Belief Systems on Urban design
 Two Views of Medicine: Greece and China  Timeline Review for Periods 1 and 2
 Silk Roads Review: Themes and Skills  Timeline Key      Timeline Key (part 2) 
 Video: The Peopling of the Earth  Summary website of River Valley Civilizations 
 The Journey of Mankind: Interactive Map  South Asian Imperial Expansion


Class Podcasts
Classical China's Political Consolidation

 Learning Objectives for this Podcast:
1) Know the Qin and Han contributions to Chinese imperial consolidation
2) Compare the functions of belief systems in South Asian and East Asian Civilizations
3) Know the ways Classical Civilizations expandad into new territories.
4) Explain the various techniques of imperial administration in the Classical age.

 Roman Civilization

Learning Objectives for this Podcast:

1) What were Rome's methods of expansion and imperial administration?
2) What were the basic phases of Roman political consolidation and development?
3) How did Rome's management of empire compare with that of Asian empires?
4) What were the functions of informal agents and law in Roman civilization? 

Podcast 3

Learning Objectives for this Podcast:

The Fall of Classical Empires


 Learning Objectives for this Podcast:

1) What were the social, economic, and political reasons for the fall of classical empires?
2) What were the similarities and differences between the fall of Rome and the fall of the Han?
3) What was the relationship between settled empires and pastoral people?

At the beginning of unit 3 the classical civilizations are gone and religion takes a primary role in defining civilizations. Although the Roman empire never recovers, the eastern half, the Byzantine Empire, continues until the end of this time period and spreads orthodox Christianity and a model of strong centralized government. Buddhism is now a permanent feature of Chinese civilization, and through the dynamic and urban dynasties of the Tang and Song, spreads to Korea, Japan and southeast Asia. Perhaps the most remarkable religious phenomenon of this unit is the rise and spread of Islam. Islamic empires spread culture and ideas, and form spheres of increased trade and contact. The Silk Road trade routes--so prominent in connecting the classical civilizations of the previous unit--are eclipsed by Indian Ocean trade. And finally, nomadic people play a important role during this era, the most important of which are the Mongols who build the largest land empire the world has ever seen. By the end of this unit, western Europe and China are each experiencing a renaissance of culture, Russia is recovering from Mongol domination, and the two hemispheres of the globe are about to be introduced by Columbus. 

As you read the Key Concepts, don't just memorize individual facts (although you do need to know them.) It is important that you know how facts serve as examples of the larger concepts under which they are indexed. 


Key Concepts for Period 3
Key Concept Mashup (Order in which they will be taught in class--Great study guide!)
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 


Class Handouts Class Notes/Resources
 Pre-Columbian Trade Routes in Americas  Indian Ocean Trade Activity
 Tang China Equal Field Tax Debate (w/docs)  Africa's Golden Age of Empires
 The Silk Roads in History (University of Penn)  Sinification of East and Southeast Asia
 Cornell Notes on Byzantine Chapter  Neo-Confucianism
 Period 3 STUDY GUIDE Part A: Key Concepts  The Confucian Civil Service Exam System
 Period 3 STUDY GUIDE: Part B: Themes  China's Song Dynasty
 Timeline Review for Period 3  The Mongols in World History
 All the Khan's Horses: Mongols and horses  Travels of Ibn Battuta
Russia, Land of the Rus  Diasporic Merchant Communities


Class Podcasts
Islam Podcast 1 

 Learning Objectives for this Podcast:
1) Patterns of settlement in Arabia before and after Muhammad's life
2) How Islam became a centralizing force for the nomadic bedouins of Arabia.
3) Primary beliefs of Islam and how they affect society.
5) Reasons for divisions within the Muslim community.
6) The characteristics of the Umayyad and Abbasid Dynasties.

 Islam Podcast 2
Learning Objectives for this Podcast:
1) The nature of Islamic civilization and institutions.
2) Islam's effect on trade and economy.
3) Islam's political effects.
4) Social patterns of conversion to Islam in different areas.
5) The interaction of Islamic civilization with West Africa, South Asia, Anatolia, and Western Europe
China Podcast 1

Learning Objectives for this Podcast:
1) The Sui Dynasty (government projects facilitating trade).
2) How the Tang combined traditions and innovations in its state.
3) The expansion of the Tang (tributary relations and technological diffusion).
4) The Song economic and urban revolution. 

Mongol Podcast

Learning Objectives for this Podcast:
1) How did the environment shape the nature of steppe civilization
2) How were the Mongols able to unify an empire on the Central Asian steppes?
3) What was the effect of the Mongols on trade?
4) What was the impact of the Mongols on Russia, China, and the Dar al Islam?

This period begins with the fall of Constantinople to the Muslim Turks, an event which impels Europeans to find new trade routes to the East. In this pursuit, the two hemispheres of the world meet and engage in the first truly global system of trade. A major difference between this and the previous period is that Islam is divided into 3 regional empires rather than a single unified Dar al Islam. The role of nomadic people is significantly less important in this era, as only large wealthy empires can afford the large militaries armed with firearms, another characteristic of this era. Gunpowder transforms West Africa, Japan, the Muslim world, and allows the Russian empire to continue its growth. Europe undergoes a cultural transformation in which intellectuals relied on direct experience and observation rather than the presumptive authority of the past to gain knowledge. The resulting benefits in science allowed Europe to project itself into the Indian Ocean and to subjugate people in the New World as they created colonies and exploited indigenous people there. China was once again ruled by foreigners and Japan centralized its rule with the aid of gunpowder. Both of these Asia powers were able to resist the Europeans during this time period, but were not so fortunate in the next.

As you read the Key Concepts, don't just memorize individual facts (although you do need to know them.) It is important that you know how facts serve as examples of the larger concepts under which they are indexed. 


Period 4 Key Concepts
Key Concept Mashup (Order in which they will be taught in class--Great study guide!)
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


Class Handouts Class Notes/Resources
Semester Review Presentation Instructions Video on Columbian Exchange                        
Review Questions for Midterm Mateo Ricci in China
Motivation for Exploration Assignment The Voyages of Zheng He
Chapter 14 Worksheet Snapshot of an Empire: The Manchus
Chapter 15 Worksheet Snapshot of an Empire: The Mughals
Comparison of Empire Worksheet  Snapshot of an Empire: The Ottoman
Social Changes Questions (Key Concept 4.2) Snapshot of an Empire: Russia