• Mr. DAVIS’ 




    In 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.  AP World History: Modern is designed to be the equivalent of an introductory college or university survey of modern world history. Students will be able to demonstrate their mastery of course content and materials by taking the College Board AP World History exam in May of the next year. 





    Chronological Period*

    Exam Weighting

    Unit 1

    The Global Tapestry


    Unit 2:

    Networks of Exchange c. 1200 to c. 1450


    Unit 3:

    Land-Based Empires


    Unit 4:

    Transoceanic Interconnections c. 1450 to c. 1750


    Unit 5:



    Unit 6:

    Consequences of Industrialization c. 1750 to c. 1900 


    Unit 7:

    Global Conflict  


    Unit 8:

    Cold War and Decolonization c. 1900 to the present


    Unit 9:




    *Events, processes, and developments are not constrained by the given dates and may begin before, or continue after, the approximate dates assigned to each unit.

    Chapters of Textbook / Pacing Guide

    Advanced Placement World History: Modern


    Unit 1: The Global Tapestry, c. 1200-c.1450     11 Days

    Chapter 5: Eurasian Cultural Traditions 500 B.C.E.—500 C.E.

    Chapter 7: Classical Era Variations: Africa and the Americas 500 B.C.E.—1200 C.E.

    Chapter 9: China and the World: East Asian Connections, 500-1300

    Chapter 10: The Worlds of European Christendom: Connected and Divided,   500-1300

    Chapter 11: The Worlds of Islam: Afro-Eurasian Connections, 600-1500


    Unit 2: Networks of Exchange, c. 1200-c.1450 8 Days

    Chapter 8: Commerce and Culture, 500-1500

    Chapter 12: Pastoral Peoples on the Global Stage: The Mongol Moment, 1200-1500


    Unit 3: Land-Based Empires, c.1450-c. 1750         5 Days

    Chapter 13: The Worlds of the Fifteenth Century

    Chapter 14: Empires and Encounters, 1450-1750


    Unit 4: Transoceanic Interconnections, c. 1450-c.1750 15 Days

    Chapter 14: Empires and Encounters, 1450-1750

    Chapter 15: Global Commerce, 1450-1750

    Chapter 16: Religion and Science, 1450-1750


    Unit 5: Revolutions, c. 1750-c.1900    15 Days

    Chapter 16: Religion and Science, 1450-1750

    Chapter 17: Atlantic Revolutions and their Echoes, 1750-1914

    Chapter 18: Revolutions in Industrializations, 1750-1914

    Unit 6: Consequences of Industrialization, c.1750-c.1900         9 Days

    Chapter 19: Internal Troubles, External Threats: China, the Ottoman Empire and Japan, 1800-1914

    Chapter 20: Colonial Encounters, 1750-1914


    Unit 7: Global Conflict, c. 1900 - Present         6 Days

    Chapter 21: The Collapse and Recovery of Europe, 1914-1970s


    Unit 8: Cold War and Decolonization,  c. 1900-Present         9 Days

    Chapter 22: The Rise and Fall World Communism, 1917-Present

    Chapter 23: Independence and Development in the Global South, 1914-Present

    Unit 9: Globalization         7 Days

    Chapter 24: Accelerating Global Interaction, Since 1945


    The last week of the semester should be used for AP review and for having students complete practice exams.


    Total 90 Days

    Course Themes:

    Themes: The themes serve as the connective tissue of the course and enable students to create meaningful connections across units. They are often broader ideas that become threads that run throughout the course. Revisiting them and applying them in a variety of contexts helps students to develop deeper conceptual understanding. Below are the themes of the course and a brief description of each. 


    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.



    College-level Textbook:

    Strayer, Robert W. Ways of the World: A Global History. Boston: Bedford/St. Martin’s, 2009 


    Supplemental and Primary Sources: (note: besides those found in the Ways of the World Textbook)

    • Diamond, Jared. Guns, Germs, and Steel. The Fates of Human Societies. New York, NY: W. W. Norton, 1999
    • Reilly, Kevin. World of History: A Comparative Reader. Boston: Bedford/St. Martin’s, 2009
    • Readings in World History. Orlando, Fl.: Harcourt Brace Jovanovich, 1990
    • AP World History: An Essential Course Book 2nd Edition, Germantown, NY: Ethel Wood, 2011
    • Taking Sides: Clashing Views on Controversial Issues in World Civilizations, Volumes I and II, edited by Helen and Joseph Mitchell, New York, NY: McGraw Hill. 5th edition, 2007
    • The Human Record. Edited by Alfred Andrea and James Overfield, Boston: Houghton Mifflin; 5th edition, 2004


    Supplemental Videos:

    • Crash Course World History
    • History Channels: Mankind the Story of Us All
    • Visual Sources and Video Clips that originate from the internet will include: art, political cartoons, photos, maps, charts, graphs, and anything else interesting or relevant to the course. (Example: NPR’s 7 billion:  How did we get so big so fast or clips from History Channels: History of Everyday Things)


    Supplemental Websites:


    • www.myap.collegeboard.org   You need to create an account.  This website will have information on the course, exam, and Personal Progress Checks to help check your understanding of the topics.
    • www.albert.io   Albert is an AP Prep website with hundreds of interactive practice questions for the AP World Exam





    In many ways WHAP may be different from any history course you have taken in the past. In this course YOU, the student, are responsible for teaching yourself much of the factual content. My role as your teacher is to help you understand how all those factual details fit together in the puzzle that is the “Big Picture” narrative of world history, while also teaching you the skills necessary for success on both the AP exam and in the 21st century classroom. Therefore, the assignments in this course have been structured in such a way as to help you master the course content on your own so we can use our precious class time to learn “Big Picture” concepts and practice our historical skills. The following is a brief overview of common activities that will be used in each of the five units so that we may meet all of the objectives mentioned previously in the course description section of the syllabus.


    Minor Assessment

    • Do Nows:  Everyday we will have a Do Now starter question.  These will be graded weekly for a grade.


    • Textbook Readings/ Chapter Notes and Google Doc Homework Quizzes 

                  In order to pass this course, you NEED to READ and study the Chapter Notes. For every chapter you will have to complete 10-15 multiple choice questions in the Google Classroom based on the Big Picture Questions for the chapter. 


    • World History Crash Course Edpuzzles (WHCC):  Another way I will reinforce key course content and themes is to assign you to watch episodes of the YouTube series World History Crash Course written and produced by history teacher Raoul Meyer and hosted by author John Green. Episodes from this series will be used to provide concise yet comprehensive overviews of key concepts and historical events after introducing them in class. I will assign questions to complete for each episode to check for comprehension. 


    • Mankind the Story of US and other video questions:  Another way I will reinforce key content and themes in World History is by watching episode/clips from this History Channel Documentary.  There will be accompanying questions and review game quizzes to check for comprehension.  


    • Competitive Group Review Games:  In class we will frequently play competitive individual and group games; such as Kahoot, Jeopardy, World History Jenga, Pop a CAPtion in this historical picture, Paleolithic Pictionary, and many others to review content knowledge and hone our historical skills for the AP exam in an interactive and fun way.

    Major Assessment (75%)

    • Tests: When it comes to major assessments my ultimate goal is to prepare you for the AP exam. The first way that I will prepare you is through unit tests. I will use each unit test to assess your understanding of course content and your mastery of the AP historical skills we practice in class. You will have six unit tests over the course of this semester. Each test will feature AP caliber multiple-choice questions (50% of test grade) and short essay based questions, (that require comparison, continuity and change over time, and some document analysis (worth the other 50% of test grade) Furthermore, the course will culminate with a final exam modeled on an actual AP exam that you will take at the end of January. (*Note: Any student who is absent during a unit testing day has 3 days to make up that test. They will receive a different test than their classmates and must make it up on their own time – either BEFORE or AFTER school.)  


    • Writing Assignments:  Writing is a huge part of the AP World History Exam. In fact, the written portion of the AP exam makes up 60% on the recently redesigned AP exam. Therefore, how well you master the different writing tasks featured in the exam will ultimately make or break your score. The three types of writing tasks you must master for the open-ended section of the WHAP exam are as follows…



    • Short Answer Questions (SAQs)On the AP exam, the students will complete four short answer questions in 50 minutes. All short-answer questions will require the students to use historical thinking skills to respond to a primary source, a historian’s argument, nontextual sources such as data or maps, or general propositions about world history. Each short answer questions contains multiple parts and responses to each part of a question need not be longer than 3 -4 sentences. 
    • Document Based Question (DBQ): The DBQ measures students’ ability to analyze and synthesize historical data and to assess verbal, quantitative, or visual materials as historical evidence in a full essay format. Responses to the DBQ will be judged on students’ ability to formulate a thesis and support it with relevant evidence from seven different documents, of varying length, style, and complexity, that have been provided for them, and outside knowledge on the prompt they have gained from the class. Students will have 55 minutes to write this essay on the AP exam.  
    • Long Essay Question (LEQ): To provide opportunities for students to demonstrate what they know best, they will be given a choice between two comparable long essay options. The long essay questions will measure the use of historical thinking skills to explain and analyze significant issues in world history as defined by the thematic learning objectives. Student essays must include the development of a thesis or argument supported an analysis of specific, relevant historical evidence. Students will have 35 minutes to complete the LEQ on the AP exam. 



                  However, many of you coming in to this class are new to AP history classes (and most of you are new to high school), Therefore, in this class we will have a progression of writing assignments that will help you practice the skills of effective writing before you even attempt a WHAP essay. We will start first with the structure of a good history essay, next work on crafting an effective thesis statement, and then move on to pre-writing strategies before we actually tackle a real WHAP essay. In addition, we will use peer editing and review strategies in class to help you reach your maximum potential as a writer. 



    • Group Projects: In addition to tests and essays, you will also be expected to complete projects in small groups of 2, 3 or 4 students in each of our five units. These projects will be interactive assignments meant to enhance your understanding of course content and themes while also providing you with the opportunity to practice the essential life skill of working with others on a common task. They are also intended to provide you with a creative alternative to your other major grades. Considering the difficulty of the tests and essays in this class, your small group projects will offer you vital opportunities to boost your major grade average which accounts for 75% of your overall grade