Great Oaks Pre-Ap World Curriculum Trimester 1

Great Oaks Charter School
Pre-AP World History
Course Enduring Understandings

As humanity shifted to sedentary agriculture new methods of production and organization rose to meet the growing resource needs of populations, while warfare
and competition over resources as accelerated to never before seen levels.
As states and empires increased in size, and contacts between regions multiplied, people transformed their religious and cultural systems. Religions and belief
systems provided a social bond and ethical code to live by. These shared beliefs also influenced and reinforced political, economic, and occupational stratification.
Religious and political authority often merged as rulers (some of whom were considered divine) used religion, along with military and legal structures, to justify their
rule and ensure its continuation. Religious and belief systems also generated conflict, partly because beliefs and practices varied greatly within and among societies
As the early states and empires grew in number, size, and population, they frequently competed for resources and came into conflict with one another. In quest of
land, wealth, and security, some empires expanded dramatically. In doing so, they built powerful military machines and administrative intuitions that were capable of
organizing human activities over long distances, and they created new groups of military and political elites to manage their affairs. As these empires expanded their
boundaries, they also faced the need to develop policies and procedures to govern their relationships with ethnically and culturally diverse populations, sometimes
to integrate them within an imperial society and sometimes to exclude them. In some cases, these empires became the victims of their own successes. By expanding
their boundaries too far, they created political, cultural, and administrative difficulties that they could not manage. They also experienced environmental, social, and
economic problems when they overexploited their land and subjects and permitted excessive wealth to be concentrated in the hands of privileged classes.
Networks of human interaction, especially commercial networks, begin to expand within and across regions as a result of innovations in transportation, statecraft,
and mercantile practices, leading to increased cross-cultural exchanges.
This era witnessed continuity, innovation, and diversity in state formation. While some states attempted to revive imperial structures, other smaller, less centralized
states continued to develop.
With the organization of large-scale empires, the volume of long-distance trade increased dramatically. Much of this trade resulted from the demand for raw
materials and luxury goods. Land and water routes linked many regions of the Eastern Hemisphere. The exchange of people, technology, religious and cultural beliefs,
food crops, domesticated animals, and disease pathogens developed alongside the trade in goods across extensive networks of communication and exchange. In the
Americas and Oceania localized networks developed.
The interconnection of the Eastern and Western hemispheres made possible by transoceanic voyaging marked a key transformation of this period. Technological
innovations helped to make transoceanic connections possible. Changing patterns of long-distance trade included the global circulation of some commodities and
the formation of new regional markets and financial centers. Increased trans-regional and global trade networks facilitated the spread of religion and other elements
of culture as well as the migration of large numbers of people. Germs carried to the Americas ravaged the indigenous peoples, while the global exchange of crops
and animals altered agriculture, diets, and populations around the planet.
The increase in the interactions between newly connected hemispheres and intensification of connections within hemispheres expanded the spread and reform of
existing religions and created syncretic belief systems and practices.
As merchants profits increased and governments collected more taxes, funding for the visual and performance arts, even for popular audiences, increased.
Although the worlds productive systems continued to be heavily centered on agricultural production throughout this period, major changes occurred in agricultural
labor, the systems and locations of manufacturing, gender and social structures, and environmental processes. A surge in agricultural productivity resulted from new
methods in crop and field rotation and the introduction of new crops. Economic growth also depended on new forms of manufacturing and new commercial
patterns, especially in long-distance trade. Political and economic centers within regions shifted, and merchants social status tended to rise in various states.
Demographic growth even in areas such as the Americas, where disease had ravaged the population was restored by the eighteenth century and surged in
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many regions, especially with the introduction of American food crops throughout the Eastern Hemisphere. The Columbian Exchange led to new ways of humans
interacting with their environments. New forms of coerced and semi-coerced labor emerged in Europe, Africa, and the Americas, and affected ethnic and racial
classifications and gender roles.
Empires expanded and conquered new peoples around the world, but they often had difficulties incorporating culturally, ethnically, and religiously diverse subjects,
and administrating widely dispersed territories. Agents of the European powers moved into existing trade networks around the world. In Africa and the greater Indian
Ocean, nascent European empires consisted mainly of interconnected trading posts and enclaves. In the Americas, European empires moved more quickly to
settlement and territorial control, responding to local demographic and commercial conditions. Moreover, the creation of European empires in the Americas quickly
fostered a new Atlantic trade system that included the trans-Atlantic slave trade. Around the world, empires and states of varying sizes pursued strategies of
centralization, including more efficient taxation systems that placed strains on peasant producers, sometimes prompting local rebellions. Rulers used public displays
of art and architecture to legitimize state power. African states shared certain characteristics with larger Eurasian empires. Changes in African and global trading
patterns strengthened some West and Central African states especially on the coast; this led to the rise of new states and contributed to the decline of states on
both the coast and in the interior.
Course Essential Questions

What drives history forward? Are the changes in interactions, daily life and human organization largely driven by economics, culture, social structures,
interactions with the environment or politics?
Frame for the Year
Students study the ancient civilizations of Mesopotamia, Egypt, Greece, Rome, China and the Indus Valley in order to answer the following essential questions: What is a
civilization? What does it mean to be civilized? Were ancient civilizations civilized or uncivilized? Students use these questions to compare and analyze past and current
civilizations. Students will sharpen their research and writing abilities as they prepare for the next level of history courses. Students who finish the year with high grades
and homework averages will become eligible for AP World History.
Students will study four of the six chronological periods through the lens of three to four key concepts. The emphasis will be on developing historical thinking skills rather
than memorization of facts. The AP World History course focuses on developing students' understanding of world history from approximately 8000 B.C.E. to the present.
The course has students investigate the content of world history for significant events, individuals, developments, and processes in four historical periods, and develop
and use the same thinking skills and methods (analyzing primary and secondary sources, making historical comparisons, chronological reasoning, and argumentation)
employed by historians when they study the past. The course also provides five themes (interaction between humans and the environment; development and interaction
of cultures; state building, expansion, and conflict; creation, expansion, and interaction of economic systems; and development and transformation of social structures)
that students explore throughout the course in order to make connections among historical developments in different times and places encompassing the five major
geographical regions of the globe: Africa, the Americas, Asia, Europe, and Oceania.

Unit Overview- Unit 1
Unit Inquiry Pastoralism to Complex Civilizations Duration 7 weeks
Unit Narrative N/A
(Connections to
Other Content or
Other Units
Unit Enduring Understandings
As humanity shifted to sedentary agriculture new methods of production and organization rose to meet the growing resource needs of populations, while warfare and
competition over resources as accelerated to never before seen levels.
Key Concept I.2.I:
Key Concept 1.2.II:

Unit Essential Questions

How did humans transition to more sedentary society and as a result of that transition did humanity create more progress or destruction?
Unit 1 Vocabulary
Artifact
Archaeology / archaeologist
Paleolithic Era/Age
Neolithic Era/Age
Nomads/Nomadic
Hunter-gatherer / hunter-forager
Domestication
Neolithic Revolution / Agricultural Revolution
Civilization
Specialization of labor
Artisans
Institution
Scribes
Cuneiform
Ziggurat
Producing
Elites
Migrating
Sedentary
barter
Fertile crescent
Mesopotamia
City-state
dynasty
Cultural diffusion
Polytheism
Cuneiform
Empire
Hammurabi and Hammurabis Code
Covenant
Torah
Abraham
Monotheism

The Ten Commandments
Tribute
Hittites
Phoenicians
Deportation
Terror Tactics
Delta
Pharaoh
Theocracy
Pyramid
Mummification
Hieroglyphics
Papyrus
Hierarchy
New Kingdom
Hatshepsut
Nubia
Kush
None this week
Loess
Oracle bone
Mandate of Heaven
Dynastic cycle
Feudalism
subcontinent
monsoon
Harappan civilization
Indo-Europeans
migration
Aryans
Vedas
Brahmin
caste
reincarnation
karma
Jainism
Moksha
Maize
Mesoamerica
Olmec
Zapotec
Monte Alban
Chavin
Nazca
Moche
Tikal
glyph
Codex
Popul Vuh
Week 1 Objective setting, what does it mean to be an AP Student. Analyze the year-long question.
Day Objectives Lesson Plan Activities Standards Resource Links
Monday Explain the value of taking an AP Routines and Procedures, Syllabus examination, student N/A
course and the benefits of passing the led discussion on benefits of AP
APWH exam.
Articulate our class big goal for the

first quarter and explain how meeting
this goal will affect students futures.
Demonstrate the following classroom

procedures/systems/expectations:
Entry, Turn and Talk, Strong Voice,
Distribution of Papers, Collection of
Papers, Dismissal
Tuesday Explain selected components of the Syllabus roundtable discussion in groups N/A
syllabus that were read for homework
last night. Repetition of classroom procedures
Demonstrate the procedure for oral Demonstrate Oral Drill with Unit 1 Vocab (allow 10 minutes
drill for students to study words, repeat 2 to 3 times)
Wednesday Identify and explain the three types of Then categorize given examples of interactions into these N/A
interactions described in the unit EQ. three categories

Explain how different interactions cause
progress/destruction and can identify nuance (progress
AND destruction in the same interaction) writing the
progress/destruction in t-charts.
Write the essential question in their own words
Thursday Identify that BCE = BC and AD=CE Chronology mini-lessons

Identify the year-range that Mini-Lesson #1: Chronology terms
corresponds to a century title 6th Historians have traditionally counted time by using the
century term BC (before Christ) to group all the years that occurred
in history before the birth of Jesus. Historians then used
Plot given dates on a timeline that the term AD to group all the years that came after Jesus
covers both BCE and CE. birth. AD is the abbreviation for the Latin phrase Anno
Domini which means the year of our Lord. According to
this way of keeping time year 1 BC was immediately
followed by year 1 A.D. with no year zero.
However, some world historians are arguing that new

terms should be used to group the years on the calendar
so that the years before Jesus' birth would be known as
BCE (meaning Before the Common Era) and the years
after his birth would be known as CE (meaning in the
Common Era). The years of history would not change (for
example, we would still refer to todays date as being in
the year 2012), but the terms used to describe them would
not refer to Jesus life.
Insert graphic:
Two timelines, one on top of another. One labeled
with BC/AD and the one below labeled with BCE/CE.
On the BC/AD calendar put a picture of Jesus at
zero, and a question mark next to zero for the
calendar with BCE/CE
1. Some Historians call the years before Jesus' birth ____
while others want to call these same years ____
2. Some Historians call the years after Jesus' birth ____
while others want to call these same years ____

3. Do you agree or disagree that the naming of time
periods in world history should not be based upon Jesus'
life? Why?
Mini-Lesson #2: Plotting history on a timeline
Friday Identify the key characteristics of the Use the HSQ3R method to read the history textbook and to APWHKC1.1 Cornell Notes for Patterns of
Paleolithic era and humans migration take CN. Interaction Chapter 1.1-1.3
out of Africa.
History Channel History of Mankind
Use the SQ3R reading and CN note-taking methods to video: Earliest Humans
describe key characteristics of paleolithic societies, and to
define the Neolithic Revolution and to describe its major History Channel History of Mankind
consequences. video: The Ice Age

video: Fire

video: Bronze?
Week 2 Organization of ancient civilizations, theocracy vs. rule by law


Monday 1. Define a civilization and APWH Read and take CN on PoI chapter 1.3
identify the basic Argumentation starting with Civilization Emerges in
characteristics of civilizations. Ur and finishing the section.
2. Analyze and describe how the
development of civilizations
was the result of the Neolithic
Revolution.
Your textbook clearly states that Sumer was a civilization

based upon the five characteristics of a civilization that were
seen in Ur. However, some other historians question this
and state that was Sumer not actually a civilization. Use
specific evidence about Urs ziggurat to prove that Ur was,
indeed, a civilization. To prove your case write four
arguments (four rows in the graphic organizer) that address
this
Tuesday 1. Analyze ziggurats to Analyze images of ziggurats as a class and explain APWH Use
determine how their existence how the structures can represent complex of Evidence
can be used as evidence to civilization.
support the claim that Guided practice on explaining evidence within a
civilization existed in paragraph. (Topic Sentence, evidence, explanation
Mesopotamia by 3,000 BCE. structure) (SEXA)
2. Through a guided practice Practice with explaining evidence when given an assertion
lesson, write explanations of and evidence
evidence for given assertions steps to effectively explain evidence:
about the existence of I. Explain what the evidence is in a way that a non-historian
civilization in Sumer. would understand it.

II. Explain in detail the inferences, assumptions, or analysis
you are using to demonstrate that the evidence proves the
assertion. Be as logical and clear as possible. Use language
that shows assumptions, inferences , or speculation, but
that still sounds convincing such as:
It seems reasonable to conclude
Givenit is likely that
It is highly likely that
The historical evidence indicates that
III. Make it crystal clear that the evidence does adequately
serve to prove the assertion.
Asser Eviden Explanation of evidence and how the
tion ce evidence proves the assertion
1. Sum Ziggurats are Sumerian pyramid-
Sume er shaped temples found in places like Ur.
r did contai A close analysis of the construction of
indee ned these pyramids indicates that they
d many must have been built by technologies
meet ziggura and tools that were far more advanced
some ts than those being used by their
of the which predecessors and other agricultural
requir were villages, such as simple polished stone
emen built tools. The ziggurats rose up to 80 feet
ts of with in the air without falling, which would
being advanc have meant that the bricks would have
a ed had to been built to the exact size and
civili techno strength that they could balance and
zation logies hold each other up. Simple stone tools
such could not have cut bricks that strong,
becau as and definitely not with that precision.
se...it metal Rather, it seems reasonable to infer
had tools. that Sumerians used metal tools,
advan particularly bronze ones once they
ced entered the Bronze Age. The
techn construction of the ziggurats in Sumer
ology shows that Sumer met one
requirement of being a civilization
having advanced technologies.

Wednesd 1. Use CN to complete a SPICE Guided Practice Mini Lesson on SPICE Charts and APWH KC.1.3 Read and take CN on The First
ay analysis of Sumerian SPICE Analysis of a Civ. Empire Builders to the end of page
civilization Defining theocracy and political structures of 31, including Babylonian Empire.
2. Analyze the role of religious theocracies
leaders in Sumeria and how
they were intertwined with
political leadership in a
theocracy to a degree, and
the reasons for the change in
that political structure.
Thursday Analyze a primary source using the Guided practice on APPARTS (Author, purpose, APWH Sourcing Hammurabis Code excerpts
APPARTS method place and time, reason, main idea, significance)
Primary Sources
Describe historically relevant information and/or

arguments within a source.
Explain how a source provides information about
the broader historical setting within which it was
created.
Explain how a source's point of view, purpose,
historical situation, and/or audience might affect a
source's meaning.
Explain the relative historical significance of a
source's point of view, purpose, historical situation,
and/or audience.
Evaluate a source's credibility and/or limitations.
Friday Analyze the extent to which the Inquiry: How did social status determine treatment APWH KC.1.3 Hammurabis Code excerpts
Babylonian empire utilized rule by law. under the law in the Babylonian Empire?

Week 3 Continuation of ancient political structures and the rise of the first empires, plus the beginning of the first writing cycle to introduce free response essays
Monday =
Labor Day
Tuesday Identify the core tenets of Judaism: Inquiry: Why do scholars characterize the Jewish APWHKC.1.3 Primary Document: APPARTS on Ten
Define a covenant and identify that faith as an example of ethical monotheism? Commandments -
Judaism is based upon a covenant
between God and the Hebrew people;
Describe how Judaism is based upon
ethical monotheism.
Wednesday Identify the significance of the Compare the rise of the Akkadian and APWHKC.1.3 Read and take CN on The First
development of the Akkadian and Babylonian empires Empire Builders to the end of page
Babylonian Empires SPICE chart on the Akkadian empire 31, including Babylonian Empire.
video: The Birth of Farming
video: Corn?
video: Origins of Writing
video: Jewish Exiles
Thursday Effectively brainstorm and break Mini Guided Practice on breaking down a FRQ Prompt: Analyze the
down a FRQ Prompt. prompt. causes of the rise of the first
Mini Guided practice on brainstorming specific empires in the Ancient Era.
evidence

Friday 1. Write arguments to answer the Guided Practice on assertions: APWH
unit essential question in good assertions meet the following criteria: Argumentation
preparation for a student-led 1. They answer all parts of the question and go beyond
seminar repeating the prompt.
2. Analyze excerpts of Jared 2. They are arguable statements
Diamonds essay to identify his 3. They list the scope stated in the question
assertion, and to identify and 4. They are specific: a. They avoid thesis killers and
summarize his evidence. dont let words like positive or economic stand alone.
Prompt #1: What were the economic effects of the

Neolithic Revolution in the Middle East after 6,000 B.C.E.?
[include bulls-eye]
Assertion #1: The Neolithic Revolution had a positive
economic effect because it led to the development of the
first systems of specialized labor.
- Answers the question (+)
- Is arguable (+)
- Does not list the scope (-)
- Avoids thesis killers
Assertion #2: As a result of the effects of the Neolithic

Revolution after 6,000 B.C.E., the first systems of
specialized labor developed in the Middle East.
- Answers the question (+)
- Is arguable (+)
- Lists the scope (+)
- Avoids thesis killers
Steps to write an assertion:

1. Unpack the prompt and turn it into a question make
sure you understand what is being asked and the limits of
the scope of the question (time/topic/place) we wont
focus on this step today,.
2. Brainstorm information that would help to answer the
question.
3. Decide what you can actually prove with at least 2
pieces of evidence that will answer the question and is

arguable. Select the best evidence you can use to prove
your answer.
4. Write a specific, arguable, and direct answer to the
question that you will be able to prove using your
selected two pieces of evidence.
5. Check your assertion with the assertion criteria
checklist and re-write as necessary to make sure it meets
all the criteria on the thesis checklist.
Week 4 Argumentation and capstone assessments for Unit 1: Answering the Unit Question Part 1
Monday Identify specific evidence and write Guided Practice APWH Use of
quality explanations that support FRQ steps to effectively explain evidence: Evidence
thesis statements and assertions. I. Explain what the evidence is in a way that a non-historian
would understand it.
II. Explain in detail the inferences, assumptions, or analysis
you are using to demonstrate that the evidence proves
the assertion. Be as logical and clear as possible. Use
language that shows assumptions, inferences , or
speculation, but that still sounds convincing such as:
It seems reasonable to conclude
Givenit is likely that
It is highly likely that
The historical evidence indicates that
III. Make it crystal clear that the evidence does adequately
serve to prove the assertion.
Tuesday Write quality analyses of evidence for Guided Practice: Analysis in SEXAEXA paragraphs APWH Use of
an FRQ Essay that are aligned to FRQ The Analysis section of a argument/analytical paragraph Evidence
thesis statements and assertions. should:
- Explain how the evidence proves the assertion.
- Explain HOW AND WHY history happened this
way.
Primary Doc: Peasants Protest

Read and take CN on PoI 2.3 about the Indus River Valley
civilization
Intro to SEXAEXA paragraphs:

S = Topic Sentence/Assertion a clear, arguable statement
that directly answers the question (if there is a question)
that will be proven by at least two pieces of evidence.
E = Evidence
o Paraphrased excerpt from a primary source
o Historical facts from your notes or text
o Paraphrased analysis from experts (secondary sources)
o NO QUOTES
X = eXplain what the evidence is, and where appropriate,
the context (time/place/circumstances, historical period) in
which it was created or developed.
A = Analysis = Describe very clearly how the evidence
proves the assertion (and if an essay, the thesis) and
HOW/WHY history happened this way.
Wednesday Compare Jared Diamonds argument in Close Read: Jared Diamonds The Worst Mistake APWHKC 1.1- The Worst Mistake in the History of
The Worst Mistake in the History of in the History of the Human Race 1.2 the Human Race Jared Diamond
the Human Race to the argument of The Neolithic Era and the Transition
the authors of Traditions and to Agriculture Jerry Bentley &
Encounters. Herbert Ziegler
Thursday Evaluate two historical analyses of the Guided Seminar APWHKC 1.1- The Worst Mistake in the History of
Neolithic Revolution. Argue with Was agriculture a mistake? Who makes a more 1.2 the Human Race Jared Diamond
evidence and acknowledge peers as compelling argument: Diamond of Bentley & The Neolithic Era and the Transition
outlined by the Guided Seminar rubric. Ziegler? to Agriculture Jerry Bentley &
Herbert Ziegler
Friday Write a timed FRQ Essay that is aligned Prompt: Analyze the causes and consequences of APWH KC1.1-
to the APWH Rubric. humanitys transition from hunting and gathering 1.2
to sedentary agriculture
Week 5 Second Half of the Unit Begins, Ancient Civilizations


Monday Analyze the Cultural and political Inquiry: What impact did the blending of religion and APWH KC1.3 Hymn to the Nile
structures of the Egyptians in the political structures have on Egypt? HAIL to thee, O Nile!
Ancient Era. Egyptian Book of the Dead: Coming in peace, giving life to Egypt:
Intro: The Book of the Dead was an ancient Egyptian text
read at funerals to help the dead family member make it Overflowing the gardens created by
through the underworld to the afterlife. Ra.
Giving life to all animals;
1. I have not sinned against men. Watering the land without ceasing:
2. I have not oppressed or wronged my kinsfolk. The way of heaven descending:
3. I have not committed evil in the place of truth. Lover of food, bestower of corn,
4. I have not known worthless men. Giving light to every home, O Ptah!
5. I have not committed acts of abomination.
6. I have not caused my name to appear for honors.
7. I have not domineered over slaves.
8. I have not thought scorn of the god.
9. I have not defrauded the poor man of his goods.
10. I have caused no man to suffer.
11. I have allowed no man to go hungry.
12. I have made no man weep.
13. I have slain no man.
14. I have not caused pain to the multitude.
15. I have not filched the offerings in the temples.
16. I have not cheated in measuring of grain.
17. I have not obstructed water when it should run.
18. I have not cut a cutting in a canal of rating water.
19. I have not repulsed the god in his manifestations. I am
pure, I am pure, I am pure.
Tuesday Analyze the social and economic Mini Guided Practice on Use of Historical Context APWH KC1.3 Letter from an Egyptian Scribe to his
structures of the Egyptians in the and POV to analyze a document Student.
Ancient Era. Mini Inquiry: How does the Egyptian Scribes
letter reveal aspects of Egyptian economics, what *See for yourself what choices are
are the limitations of the source?
before you. The washerman's day is
long and he goes up and down. All his
limbs are weak from bending and
scrubbing. The maker of pots is

smeared with soil, like the grave
digger. He hands and feet are stained
with clay. The watchman stands up all
night and walk his path. He risks
danger and fears the things that come
from the dark. The merchants travel
downstream and upstream. They are
busy as can be carrying goods from
one town to another. They supply him
who has wants. But the tax collectors
carry off the gold. The scribe alone
gets to work clean and free from
abuse and toil.
Wednesday Analyze the rise and long-term effects Jigsaw lesson, utilizing textbook and other secondary APWH KC1.3
of the Indus River Valley Civilizations sources of information students will divide into groups and
on the Ancient Era. become masters of the rise or long term effects then
switch and trade information.
Thursday Analyze the rise and long-term effects Inquiry: Why does the dynastic cycle continue to operate APWH KC1.3
of the Xia and Shang Dynasties in the even after a dynasty collapses? Book of Songs.
Ancient Era.
Large rats! Large rats!
Do not eat our springing grain!
Three years have we had to do with
you,
And you have not been willing to
think of our toil.
We will leave you,
And go to those happy borders.
Happy borders! Happy borders!

Friday NO Classes PD Day
Week 6 [insert narrative of the week what learning will happen? How is the week connected to the big ideas?]
Monday Analyze the long-term cultural and APWH KC1.3

economic effects of the Bantu
migrations in the Ancient Era.
Tuesday Analyze the rise and long-term cultural Lecture: Intro to Ancient Americas APWH KC1.3 Image of an Olmec Head
effects of the Olmec, Chavin, and
Maya empires.
Wednesday Compare and contrast the key tenants Mini College Lecture: Three major world religions, APWH KC1.3
of Judaism, Zoroastrianism, and Monotheism?
Hinduism.
Mini repeated practice responding to short answer
prompts comparing the key tenants of the three ancient
faiths.
Thursday Compare the long-term cultural and Inquiry: How did the Hittites interactions with the APWH KC1.3
economic effects of the Hittites and environment enabled them to conquer their neighbors and
Phoenicians in the Ancient Era. create an empire in Anatolia.
Friday 1. Actively participate in a guided Guided Seminar: APWH KC1.3

seminar comparing Jewish

Law to the Code of Which code of laws best organized the Ancient
Hammurabi world, did a foundation of Jewish law represent
2. Write an assertion with progress from the earlier codes of Hammurabi?
evidence arguing that Jewish
law did or did not mark
progress from the Code of
Hammurabi
Week 7 End of the Unit, Answering the big question Part 2

Monday No Class: Academic Audit

Tuesday Analyze the unit essential Students will begin to review for the end of APWH KC
question the unit exam by answering the unit question 1.1 1.3
in small groups by creating and presenting
posters responding to the following question:
Do the rise of Ancient Civilizations and
Empires represent progress or was humanity
better off as hunter gatherer nomads?
Wednesday 1. Identify the steps of Guided Practice APWH KC
the BB3R process 1.1 1.3
for using logical Step 1: Breakdown the Question
reasoning to When you get to a question you are
answer challenging not sure of the answer to, guess and
MC questions. move on.
2. Answer challenging Be sure to star the most challenging
MC questions using questions to return to at the end of
the BB3R process. the test if there is time.
Underline key terms, dates and
phrases that indicate the scope of the
question
Step 2: Brainstorm
Brainstorm what you DO know about the
topic and scope of the question.
What was happening at that
time and place?
What were some of the key
themes associated with that
topic?
Do I remember any key
people or terms associated
with this topic?
Step 3: Read & Rank Answer Choices

Read each answer choice carefully.
Evaluate each answer choice based
upon what you already know about
the topic and scope of the question.
Consider:
Does this choice fit
into the scope of
the question?
How does this
choice relate to the
topic of the
question?
Why is this a good
or bad answer?
Rank each answer choice based on
the likelihood of their accuracy.
Cross off all but your top two choices.
If necessary, re-read your top two
choices and repeat step 3
Step 4: Make a Reasonable Guess

Cross off all but your top two choices.
If necessary, re-read your top two
choices and repeat step 3.

Based on what you DO know, make a
reasonable guess between your top
choices.
Thursday Demonstrate Mastery of Student led Study Session: Review APWH KC

APWH KC 1.1 1.3 Day, multiple stations activities 1.1 1.3
Friday Demonstrate Mastery of Unit Test: Stimulus Based Multiple APWH
APWH KC 1.1 1.3 Choice KC1.1-1.3
Assessments
Document Based Question (DBQ)-
Document Based Tasks are not given during this Unit Cycle as the number of usable documents from the Ancient Era is far too limited. Instead this space has
been used to introduce the Free Response Essay, the second long form response students must complete on the AP Exam.
Inquiry-Based Task
Inquiry: Why do scholars characterize the Jewish faith as an example of ethical monotheism?
Inquiry: How did social status determine treatment under the law in the Babylonian Empire?
Inquiry: What impact did the blending of religion and political structures have on Egypt?
Inquiry: Why does the dynastic cycle continue to operate even after a dynasty collapses?
Additional Lesson Plan Ideas

Unit One is also a good place to introduce Short Answer Questions as the primary source materials for the Ancient Era are so limited.
Power or Essential Standards
(What skills to students need to enter the next grade level with confidence and success?
Learners must be able to explain and analyze the geographic, social, political, religious, intellectual, technological, and economic characteristics of early civilizations.
KEY CONCEPT: 1.3.II.A: States were powerful new systems of rule that mobilized surplus labor and resources over large areas. Rulers of early states often claimed divine
connections to power. Rulers also often enjoyed military support.
KEY CONCEPT: 1.3.II.B: As states grew and competed for land and resources, the more favorably situated- including the Hittites, who had access to iron- had greater
access to resources, produced more surplus food, and experienced growing populations, enabling them to undertake territorial expansion and conquer surrounding
states.
KEY CONCEPT: 1.3.II.C: Pastoralists were often the developers or disseminators of new weapons and modes of transportation that transformed warfare in agrarian
societies.
KEY CONCEPT: 1.3.III.A: Early civilizations developed monumental architecture and urban planning.
KEY CONCEPT: 1.3.III.B: Systems of record keeping arose independently in all early civilizations and subsequently spread.

KEY CONCEPT: 1.3.III.C: States developed legal codes that reflected existing hierarchies and facilitated the rule of governments over people.
KEY CONCEPT: 1.3.III.D: New religious beliefs that developed in this period- including the Vedic religion, Hebrew monotheism, and Zoroastrianism- continued to have
strong influences in later periods.
KEY CONCEPT: 1.3.III.E: Trade expanded throughout this period from local to regional to interregional with civilizations exchanging goods, cultural ideas, and technology.
KEY CONCEPT: 1.3.III.F: Social Hierarchies, including patriarchy, intensified as states expanded and cities multiplied.

Unit 2 NARRATIVE
In the space below, introduce your topics covered this quarter and within this theme, place the content within the context within
the year, and summarize content and skill goals.
As states and empires increased in size, and contacts between regions multiplied, people transformed their religious and
cultural systems. Religions and belief systems provided a social bond and ethical code to live by. These shared beliefs also
influenced and reinforced political, economic, and occupational stratification. Religious and political authority often merged as
rulers (some of whom were considered divine) used religion, along with military and legal structures, to justify their rule and
ensure its continuation. Religious and belief systems also generated conflict, partly because beliefs and practices varied greatly
within and among societies.
As the early states and empires grew in number, size, and population, they frequently competed for resources and came into
conflict with one another. In quest of land, wealth, and security, some empires expanded dramatically. In doing so, they built
powerful military machines and administrative intuitions that were capable of organizing human activities over long distances,
and they created new groups of military and political elites to manage their affairs. As these empires expanded their boundaries,
they also faced the need to develop policies and procedures to govern their relationships with ethnically and culturally diverse
populations, sometimes to integrate them within an imperial society and sometimes to exclude them. In some cases, these
empires became the victims of their own successes. By expanding their boundaries too far, they created political, cultural, and
administrative difficulties that they could not manage. They also experienced environmental, social, and economic problems
when they overexploited their land and subjects and permitted excessive wealth to be concentrated in the hands of privileged
classes.
With the organization of large-scale empires, the volume of long-distance trade increased dramatically. Much of this trade
resulted from the demand for raw materials and luxury goods. Land and water routes linked many regions of the Eastern
Hemisphere. The exchange of people, technology, religious and cultural beliefs, food crops, domesticated animals, and disease
pathogens developed alongside the trade in goods across extensive networks of communication and exchange. In the Americas
and Oceania localized networks developed.

ENDURING UNDERSTANDINGS
Summarize the important ideas and core processes that are central to a discipline and have lasting value beyond the classroom.
Articulate what students should revisit over the course of their lifetimes in relationship to the content area. These are based on
the content listed in the AP Key Concepts.
2.1 The Development and Codification of Religious and Cultural Traditions
As states and empires increased in size, and contacts between regions multiplied, people transformed their
religious and cultural systems. Religions and belief systems provided a social bond and ethical code to live by.
These shared beliefs also influenced and reinforced political, economic, and occupational stratification.
Religious and political authority often merged as rulers (some of whom were considered divine) used religion,
along with military and legal structures, to justify their rule and ensure its continuation. Religious and belief
systems also generated conflict, partly because beliefs and practices varied greatly within and among societies.
2.2 The Development of States and Empires
As the early states and empires grew in number, size, and population, they frequently competed for resources
and came into conflict with one another. In quest of land, wealth, and security, some empires expanded
dramatically. In doing so, they built powerful military machines and administrative intuitions that were
capable of organizing human activities over long distances, and they created new groups of military and
political elites to manage their affairs. As these empires expanded their boundaries, they also faced the need
to develop policies and procedures to govern their relationships with ethnically and culturally diverse
populations, sometimes to integrate them within an imperial society and sometimes to exclude them. IN some
cases, these empires became the victims of their own successes. By expanding their boundaries too far, they
created political, cultural, and administrative difficulties that they could not manage. They also experienced
environmental, social, and economic problems twhen they overexploited their land and subjects and permitted
excessive wealth to be concentrated in the hands of privileged classes.
2.3 Emergence of Interregional Networks of Communication and Exchange
With the organization of large-scale empires, the volume of long-distance trade increased dramatically. Much
of this trade resulted from the demand for raw materials and luxury goods. Land and water routes linked many
regions of the Eastern Hemisphere. The exchange of people, technology, religious and cultural beliefs, food
crops, domesticated animals, and disease pathogens developed alongside the trade in goods across extensive
networks of communication and exchange. In the Americas and Oceania localized networks developed.
Unit ESSENTIAL QUESTIONS

List the essential questions for the Unit. What questions will guide and engage students during this Unit and focus learning and
teaching?
EQ #1: What role did religion and philosophy play in the social and political systems of the Classical Era?
EQ #2: How did Classical Era Empires emerge and remain in power? What caused their decline?
EQ #3: Why did long-distance exchange emerge in the Classical Era? What were the consequences of that exchange?
VOCABULARY/KEY TERMS
Cyrus Confucianism Silk Road
Darius Legalism Oasis
Satrap Daoism Dhow
Royal Road Qin Dynasty Astrolabe
Polis Han Dynasty Compass
Monarchy Filial Piety Indian Ocean Trade Network (Sea Lanes)
Aristocracy Confucius Five Relationships Trans-Saharan Trade Network (Sand
Oligarchy Shi Huangdi Roads)
Direct Democracy Autocracy
Republic Centralized Government
Alexander the Great Bureaucracy
Hellenism Civil Service
Patrician Inflation
Plebian Standardization
Consul Mahayana Buddhism
Senate Theravada Buddhism
Julius Caesar Stupa
Triumvirate Bodhisattva
Augustus Srivijaya
Jesus
Apostle
Paul
Peter
Constantine
Edicts of Toleration
Pope
Constantinople
Week 7 Oct 2-6 (4 Days +1 Testing Day)

Monday Analyze the key trends of the Classical Jigsaw and gallery walk for key trends for Classical KC: 2.1, 2.2,
Era. Era 2.3
Tuesday Analyze the structures of the Persian - CN on PoI chapter 4.3 (Persia) KC: 2.2.I, 2.2.II,
Empire using SPICE themes. 2.2.III
Students will be given a three-column organizer with a list
of key terms in the left column and definitions in the
middle column. For each term, students will read the
definition in the second column and in the third column
will answer the following question: How did this promote
effective governance in the Persian Empire?
Wed Analyze the factors that led to the fall Inquiry: What led to the rise and fall of the Persian KC: 2.2.IV
of the Persian Empire. Empire?
Thurs Analyze the types of governments Inquiry: Why did cities states in Greece develop KC: 2.2.I, 2.2.II Athenian Democracy: the Assembly
used in Greek City-States. different forms of government, was this
development environmentally motivated or Background: The following text is an
culturally motivated? excerpt from an article by the historian
Christopher W. Blackwell, published in
an online series on Athenian Law in its
Democratic Context on February 28,
2003
(Christopher W. Blackwell, Athenian

Democracy: a brief overview, in
Adriaan Lanni, ed., Athenian Law in
its Democratic Context edition of
February 28, 2003.
(Paragraph 1)
**The Assembly (Ekklesia, )
was the regular gathering of male
Athenian citizens (women also
enjoyed a certain citizen status, but
without political rights) to listen to,
discuss, and vote on decrees that
affected every aspect of Athenian life,
both public and private, from fiscal
matters to religious ones, from public
festivals to war, from treaties with
foreign powers to regulations
governing ferry boats.
(Paragraph 2)
**The Assembly was the regular
opportunity for all male citizens of
Athens to speak their minds and
exercise their votes regarding the
government of their city on each issue.
It was the most central and most
definitive institution of the Athenian
Democracy. Before 462 BCE, the Court
of the Areopagus controlled legislation
in Athens, but in that year Ephialtes
instituted a reform that diminished
the power of the Areopagus and
increased the power of the Assembly
of the people (Aristot. Ath. Pol. 25.2;
Aristot. Ath. Pol. 27.1; Plut. Cim. 15.2;
Plut. Per. 9.5). This Assembly became
synonymous with democracy. When
Aristotle describes how democratic
government was restored, after Sparta
defeated Athens in 404 BCE, he says
that this restoration happened when
the People (Demos, ) became
sovereign over affairs (Aristot. Ath.
Pol. 41.1). Under this government, he
says, the People administers all
business by decrees and by law-courts
(Aristot. Ath. Pol. 41.2). When
Aristotle mentions the People and

government by decrees, he is
describing the Assembly.
(Paragraph 3)
In the Assembly each male citizen of
Athens could speak, regardless of his
station. The orator Aeschines says that
the herald, acting as a sergeant-at-
arms, does not exclude from the
platform the man whose ancestors
have not held a generals office, nor
even the man who earns his daily
bread by working at a trade; nay, these
men he most heartily welcomes, and
for this reason he repeats again and
again the invitation, Who wishes to
address the Assembly? (Aeschin.
1.27) The orator Demosthenes could
scold his fellow Athenians for failing to
recollect certain events, because they
were present at every Assembly, as
the state proposed a discussion of
policy in which every one might join
(Dem. 18.273). Everyone, in this
context, refers to the body of citizens
who were registered on the Assembly
List for their local Deme (Dem. 44.35).
Under the Democracy of Aristotles
time (after 330 BCE), young men were
enrolled on this list when they were 18
years old (Aristot. Ath. Pol. 42.1), then
spent two years as military cadets, or
ephebes, (Aristot. Ath. Pol.
42.4), after which they were members
of the citizen body (Aristot. Ath. Pol.
42.5).
Pericles Funeral Oration

Friday Analyze the long-term social and Inquiry: How did Greek poli lead to the KC: 2.2.III Excerpts from Tignor et al.s AP
cultural effects of Greece in the development of a larger Greek identity and textbook Worlds Together, Worlds
culture? Apart pages 204-216

Week 8 Oct 9 -13 (Columbus Day, 2 Days, 2 Testing Days)
Monday No Class: Columbus Day

Tuesday Evaluate the reasons why the Roman Inquiry: Why did the Roman Republic rise and KC: 2.2.II - Santosuosso, Antonio.
Republic was created how did it differ from the Greek City States Storming the Heavens: The
Ways of Warfare in Imperial
Rome from the Late Republic
to the Fall of the Empire.
Boulder: Westview Press,
2003. Print. [found in Taking
Sides]
- Spodek, Howard. The
Worlds History. Upper
Saddle River: Prentice Hall,
2011. Print
- Bentley and Zieglers
Traditions and Encounters
about the fall of the Roman
Empire and Han Empires
- Strayer excerpt comparing
fall of Rome/Han
Wed 1. Identify and describe the key Inquiry: Why did the Christian faith appeal to KC:2.1.II The Beatitudes, from the Gospel of
tenants of Christianity. segments of the Roman population, how did this Matthew, The Bible
2. Analyze the factors that lead facilitate its spread?
to the spread of Christianity in
the Classical Era

Thurs No Class: ANET Testing
Friday No Class: ANET Testing
Week 9 Oct 16 20 (3 Days +2 Hiking Days)
Monday Analyze the rise of the Zhou dynasty College Lecture: China- The Dynastic Cycle, KC: 2.1.III, 2.2.I
and the long-term political and cultural Warring States and the birth of empire
effects of the Era of Warring States.
Tuesday Identify and describe the key tenants Inquiry: How did the three core systems of belief KC: 2.1.II, Selections from the Confucian
of three Chinese philosophies: Daoism, in China respond to different needs of a 2.1.III Analects (book of Confucian sayings)
Legalism, and Confucianism. population attempting to maintain order?
Lao Tzu The Dao DaJing
Wed Legacy MS Learning Walk
Thurs DTMS Learning Walk
Friday Analyze the spread and long-term Mini Lecture on the Spread of Chinese KC: 2.1.II,
effects of Chinese philosophies in the Confucianism to Korea and Vietnam 2.1.III
Classical Era. Mini Guided Practice on Short Answer Question.
Prompt: Identify and Explain TWO instances of the
spread of a Chinese belief system in Asia.
Week 10 Oct 23- 27 (5 Days)
Day Objectives Lesson Plan Standards Resource Links

Activities
Monday 1. Identify the College Lecture: APWH http://journals.lww.com/joem/Citation/1965/02000/Lead_Poisoning_and_the_Fall_of_Rome.1.aspx

lectures thesis Fall of Rome and KC2.2
statement and Han
identify specific
evidence used to
support each sub-
assertion.
2. Identify a similarity
in the falls of the

Roman and Han
empires.
Tuesday Explain the basic Inquiry: How APWHKC Primary Docs: Ashokas Rock and Pillar Edicts , Four Noble Truths
tenets of Buddhism, does Buddhism 2.2
explain its founding, differ from the
and compare and other world
contrast it with religions that
Hinduism by creating came before it?
a Venn Diagram.
Wednesday Explain the basic Inquiry: How did APWH Primary Docs:The Four Noble Truths
tenets of Buddhism KC2.1
Buddhism, develop in India,
explain its was it a direct
founding, and response to the
compare and challenges of
contrast it with Hinduism and the
Hinduism by Caste System
creating a Venn
Diagram.
Thurs Describe and Mini Lecture APWHKC

compare detailing 2.2
leadership style transition
of various Indian between
emperors and Mauryan and
infer advantages Gupta Empires.
and
disadvantages of Repeated Short
each style Answer Practice
study of the
Mauryan and
Gupta Empires.
Compare their
leadership styles
with those of
other empires
weve previously
learned about.
Friday Demonstrate mastery Mid-Unit Test, Multiple

over vocabulary and focus on
key ideas from the vocabulary
first half of the unit
Week 11 Oct 30 Nov 3 (5 Days)
Monday analyze the factors that led to the College Lecture: Why did Buddhism appeal across APWHKC:
spread of Buddhism. cultures, is this a faith targeted at women? 2.1.II, 2.1.III
Tuesday Analyze the limitations of a primary Guided Practice: APWHKC: Use

source. Intro/Context: Limitations of Sources of Evidence
A great deal of the work of real historians regards the
proper interpretation of sources. It is the job of historians
to examine the written and physical records (whether they
be scrolls, letters, statues, buildings, artefacts, etc) and to
make inferences about the individuals and societies that
produced those records. Sounds simple, right? Wrong.
Making accurate inferences from documents is not an easy
task, even for professional historians with a broad depth of
knowledge about their particular field of study. The issue is
that the different sources, documents, artefacts, etc. that
historians use to make inferences are subject to a wide
variety of limitations that reduce their value or at least
make them more difficult to understand. If we want to
engage in the work of historians (and to perform well on
the IA and AP exams!), we have to recognize the different
limitations that sources are subject to which decrease their
value or obscure their meaning.
Here is a list of potential limitations of sources:
Limitations of the document itself:

-- Damaged/incomplete: Many sources (especially artefacts
from many years ago) are physically damaged and may be
missing important components that help one to
understand their meaning. Examples could include a seal
or carving with a piece broken off, a scroll with a section
ripped out, or a letter with certain words blotted out.
-- Difficulties with language: Another issue with certain
sources deals with the language in which they are written.
For instance, there are numerous early written languages,
such as Indus Script from the Indus River Valley, Linear A
from Crete, and the Olmec writing system in Mesoamerica
that linguists have been unable to decipher. If the writing
system of a source cannot be understood, then that limits
its value.
-- Symbolic/Figurative: Another issue with many sources
(especially with many artistic sources) is that they present
issues in a symbolic or figurative rather than a literal way.
For instance, in some sources a ruler might declare himself
Ruler of the Entire Universe, obviously this is intended to
be understood figuratively rather than literally; but many
times it is not clear how exactly a source should be
interpreted. This limits its value.
Limitations regarding the Author/POV of the Document:
Another common category of limitations in a document
has to deal with their authorship. Every author of a
document (whether it be a writer, painter, sculptor, etc),
just as every human being more generally, has a certain
Point of View. These Points of View tend to reflect the
particular political/cultural/social/religious position or
beliefs of the person, and can tend to ignore, leave out, or
falsely characterize those who have an opposing position in
society or who hold different beliefs.
For instance, if the author of a document is an ardent
supporter of a particular political ruler, then the author
may present only the positive achievements of that ruler,
and leave out all the negative aspects. Similarly, if a person
is a part of an upper class or caste, they may look down on
or completely ignore members of lower classes. When you

read and analyze a source, always examine the point of
view of the author and consider what political, social,
ethnic, cultural, or religious groups might be being left out
or mischaracterized by the author and determine how that
affects the value of the source.
Limitations regarding the Society

A final potential area of limitation could be in the society in
which the document was written or created. For instance,
a written document, though it is in a language that has
been deciphered, may have existed within a society in
which very few people could read. As a result, many people
would likely not be represented by that document.
Wed Compare the methods of political Inquiry: How did King Ashokas rule compare to APWHKC: Primary Doc: Ashokas Rock and Pillar
control used by King Ashoka to other other Asian Empires in the Classical Era? 2.2.II, 2.2.III Edicts
Classical Era rulers. Selections from the Confucian
Analects (book of Confucian sayings)
Thurs Analyze the structures of the Gupta Jigsaw lesson, putting it all together. Students APWHKC:
empire using SPICE themes. break into groups of five to create a poster for one 2.2.I, 2.2.II,
aspect of the Gupta Empire (Social Structures, 2.2.III
Politics, Interactions with the Environment,
Culture, Economics) using textbook and note
resources .
Gallery Walk to record and add information.
Friday Analyze the factors that led to the fall Inquiry: Why did the Mauryan and Gupta Empires APWHKC:
of the Mauryan and Gupta Empires. collapse in classical India? 2.2.IV

Week 12 Nov 6- 10 (5 Days)
Monday Analyze the long-term social Inquiry: How did the Mayan empire APWHKC: "This is the genesis narrative, the original narrative. There was
and cultural effects of the develop a culture that would be 2.1.III, 2.1.IV, neither man, nor animalnor arboreal lands; there were only
Mayan Empire in the Classical shared by the majority of Meso- 2.2.I the celestial layers above. The terra firma of the earth had not
Era. America? appeared. There were only the placid, unfathomable deeps
below and the expanses above. There was nothing brought
together, nothing capable of auditory expression, nor anything
which might ambulate Nothing existed. There was only
immobility and muteness in the obscurity, in the night. Only the
creator, the Maker, Tepeu, Gucumatz, the Forefathers, were in
the water surrounded with luminescence. [...] Then Tepeu and
Gucumatz came together; then they conferred about life and
light, what they would do so that there would be light and
dawn, who it would be who would provide food and
sustenance. Thus let it be done! Let the void be filled! let it be
done. Thus they spoke and promulgated.
Popol Vuh, Mayan Mythology, Book One
Tuesday Analyze the factors that led Close Read Jared Diamonds Collapse APWHKC: http://cpor.org/ce/Diamond(2005)Collapse-
to the fall of the Mayan for the Mayan Empire 2.2.IV HowSocietiesChooseFailureSuccess.pdf
Empire in the Classical Era.
Wed Evaluate the rise of trans- Mini College Lecture: Intro to trans-regional APWHKC:
regional trade routes in the trade routes: Cover Silk Roads, Sea Roads, 2.3.I
Classical Era. Trans-Saharan Roads and MesoAmerica
Mini Repeated Short Answer Practice

(One Causation question on the rise and
impact of sea roads and one comparison
question)
Thurs Analyze the creation the Silk Cornell Note Taking Day: Reading for APWHKC:
and Sea Road trading information Guided Practice. 2.3.I, 2.3.II,
networks in the Classical Era. 2.3.III
Utilizing the textbook, lead a mini guided
practice to remediate gaps that have been
seen over the course of the year so far in
reading a secondary source for information.
(Heavily Recommend Patterns of Interaction

for a low lexile or Strayers Ways of the World
for a higher lexile.)
Friday Analyze the long-term Mini Guided Practice on using data from APWHKC: Document 1: Death Rates from Disease in Classical Empires. *
cultural and economic effects charts. 2.3.I, 2.3.II,
of the Silk Roads and Sea 2.3.III Period Roman Empire Han Dynasty
Lanes in the Classical Era. Mini-Inquiry, what were the impacts of the 200-100 2.3% 5%
rise of long distance trade? BCE
100 BCE - 4.5% 4.7%
0
0-100 CE 5.9% 7.2%
100-200 10% 13%
CE
200-300 18.6% 20.4%
CE
Document 2: Buddhas of Bamiyan, Afganistan

The Buddhas of Bamiyan in Afghanistan, draped in stucco robes,

are testimony to a unique case of cross-breeding, which
flourished in the early years of the first century AD, drawing on
Buddhist influences from India and Greek aesthetics (styles) left
behind by Alexander the Great. Afghanistan is located in inner
Eurasia where merchants and traders were forced to pass
through in order take goods from one empire to another.
Week 13 Nov 13 17 (4 Days + 1 testing)
Monday Analyze the long-term cultural and Mini College Lecture on the Trans-Saharan Trade APWHKC:
economic effects of the Trans- network and the spread of cultural and economic norms 2.3.I, 2.3.II,
Saharan Roads in the Classical Era. across Northern Africa. 2.3.III
Repeated Short Answer Practice

Tuesday Compare the arguments of two Guided Reading and Seminar Prep. APWHKC: https://muse.jhu.edu/article/18411
historians surrounding the 2.3.I, 2.3.II,
consequences of long-distance trade 2.3.III
in preparation for a guided seminar.
Wed Evaluate the benefits and Guided Seminar, Teacher led Seminar. APWHKC: http://cpor.org/ce/Diamond(2005)Collapse-
consequences of long-distance trade 2.3.I, 2.3.II, HowSocietiesChooseFailureSuccess.pdf
2.3.III

in the Classical Era through a Guided Did the rise of long distance trade during the Classical
Seminar. Era benefit civilizations or ultimately lead to the their
collapse?
Thurs Write a quality DBQ Essay comparing Full Class DBQ writing Period. (Recommend APWHKC:
two Classical Era Empires. using the assessment on Rome and Han 2.2.I, 2.2.II,
attitudes towards technology) 2.2.III, 2.2.IV
Friday Earn a class average 75% on the Full class MC and SA test. APWHKC:
Unit 2 Test. 2.2.I, 2.2.II,
2.2.III, 2.2.IV
Week 14 Nov 20-21 (2 Days)
Monday Review the Paleolithic, Neolithic, and Outburst vocab review game (functions the same APWH KC
Ancient Eras in preparation for the end as taboo) 2.1.I, 2.1.II,
of trimester exam. Extended Oral Drill 2.1.III
Student led presentations
Tuesday Compare classical Era Empires in Jigsaw Review Stations. APWH KC:
preparation for the end of trimester Key Terms Vocab Review 2.3.I, 2.3.II,
exam Venn Diagram Classical Empires 2.3.III
Wed No School Thanksgiving

Thurs No School Thanksgiving
Friday No School Thanksgiving
Week 15 Nov 27 Dec 1 (1 Day + Exams)

Monday Compare Classical Era religions and Jigsaw Review Stations. APWH KC
philosophies in preparation for the end Key Terms Vocab Review 2.1.I, 2.1.II,
of trimester exam Venn Diagram Classical Empires 2.1.III
Tuesday End of Trimester Exams
Wed End of Trimester Exams
Thurs End of Trimester Exams
Friday End of Trimester Exams
Assessments
Document Based Question (DBQ)- Two DBQs available for this unit, the first is on the spread of Buddhism and the second focuses on two classical empires.
https://secure-media.collegeboard.org/apc/ap04_frq_world_histor_36115.pdf
DBQ 2007 (Revised to include a visual source)

Question 1: Using the documents and your knowledge of world history, compare Han and Roman attitudes toward technology.
Document 1
Document 2

Document 3
Document 4

Document 5
Document 6

Document 7
Source: A Roman road from Mamucium (Manchester) to Eboracum (York) in Britain, part of network of approximately 2,000
miles of roads in the province, built second-century C.E., modern picture by the BBC.

Inquiry-Based Tasks
Inquiry: What led to the rise and fall of the Persian Empire?
Inquiry: How did Greek poli lead to the development of a larger Greek identity and culture?
Inquiry: Why did the Roman Republic rise and how did it differ from the Greek City States
Inquiry: How did the three core systems of belief in China respond to different needs of a population attempting to maintain order?
Inquiry: Why did the Christian faith appeal to segments of the Roman population, how did this facilitate its spread?
Inquiry: How does Buddhism differ from the other world religions that came before it?
Inquiry: How did Buddhism develop in India, was it a direct response to the challenges of Hinduism and the Caste System
Inquiry: Why did the Mauryan and Gupta Empires collapse in classical India?
Inquiry: How did the Mayan empire develop a culture that would be shared by the majority of Meso-America?
Inquiry: How did King Ashokas rule compare to other Asian Empires in the Classical Era?
Additional Lesson Plan Ideas
Unit Two should also focus on spiraling in some of the unit one content throughout the opening procedures of classes
I would heavily recommend most weeks include at least one attempt at short answer responses in an exit ticket
Consider adding a day or two to focus on how to break down a visual source either in a DBQ or in a MC stimulus.

Great Oaks Pre-Ap World Curriculum Trimester 1

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Great Oaks Charter School

Pre-AP World History

Course Enduring Understandings

Designed by Access Educational Advisors, LLC 1

Course Essential Questions

Designed by Access Educational Advisors, LLC 2

Key Concept 1.2.II:

Designed by Access Educational Advisors, LLC 3

Unit Essential Questions

Designed by Access Educational Advisors, LLC 4

Articulate our class big goal for the

Demonstrate the following classroom

Designed by Access Educational Advisors, LLC 6

Thursday Identify that BCE = BC and AD=CE Chronology mini-lessons

However, some world historians are arguing that new

Designed by Access Educational Advisors, LLC 7

History Channel History of Mankind

History Channel History of Mankind

Week 2 Organization of ancient civilizations, theocracy vs. rule by law

Designed by Access Educational Advisors, LLC 8

Your textbook clearly states that Sumer was a civilization

Designed by Access Educational Advisors, LLC 9

Designed by Access Educational Advisors, LLC 10

Describe historically relevant information and/or

Designed by Access Educational Advisors, LLC 11

Designed by Access Educational Advisors, LLC 12

Prompt #1: What were the economic effects of the

Assertion #2: As a result of the effects of the Neolithic

Steps to write an assertion:

Designed by Access Educational Advisors, LLC 13

Primary Doc: Peasants Protest

Designed by Access Educational Advisors, LLC 14

Intro to SEXAEXA paragraphs:

Week 5 Second Half of the Unit Begins, Ancient Civilizations

Designed by Access Educational Advisors, LLC 15

Designed by Access Educational Advisors, LLC 16

Designed by Access Educational Advisors, LLC 17

Monday Analyze the long-term cultural and APWH KC1.3

Friday 1. Actively participate in a guided Guided Seminar: APWH KC1.3

Designed by Access Educational Advisors, LLC 18

Week 7 End of the Unit, Answering the big question Part 2

Monday No Class: Academic Audit

Step 3: Read & Rank Answer Choices

Step 4: Make a Reasonable Guess

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Thursday Demonstrate Mastery of Student led Study Session: Review APWH KC

Additional Lesson Plan Ideas

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Unit ESSENTIAL QUESTIONS

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Week 7 Oct 2-6 (4 Days +1 Testing Day)

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Day Objectives Lesson Plan Activities Standards Resource Links

(Christopher W. Blackwell, Athenian

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Pericles Funeral Oration

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Week 8 Oct 9 -13 (Columbus Day, 2 Days, 2 Testing Days)

Day Objectives Lesson Plan Activities Standards Resource Links

Monday No Class: Columbus Day