Ashford -AP World
Unit 2: Organization and Reorganization of Human Societies, c. 600 BCE to c. 600 CE
Assignment/Calendar Sheet
DAY / TOPIC / ASSIGNMENT DUEMon
9/1 / Labor Day – No School
Tues
9/2 / Intro to Classical Era (C/C Essay intro)
Compare the political structures of two of the following classical-age empires.
Mapping Empires (WHFUA – 4.5) – GO
Blank map of Afroeurasia
**Empires timeline / Strayer: 108 – 125
Crash Course #5 – Persians and Greeks
Wed
9/3 / The Persian Empire vs. Greek Civilization / Greco-Persian Wars
Crash Course #5 Review
Complete maps/charts of empires
Pericles Funeral Oration – pg 146-148 / Strayer: 125-126
TR
9/4 / Alexander the Great and the
Hellenistic World
Comparison to Persian Empire (geo) PPT
Cultural Diffusion – Establishment of Greek cities (Bullet point review)
Conrad Demarest Model - Blank
CCOT Thesis statement: Analyze the continuities and changes in political administration of Southwest Asia (Mediterranean Sea to India) between 550BCE and 300BCE. / Strayer:126-129
Fri
9/5 / Comparing Rome and China
Conrad Demarest Model for comparison / Strayer 129-140
CCOT Thesis statements (if not completed in class)
Mon
9/8 / Classical India
Pair/share of Ashoka’s Rock Edicts and questions on page 152-154 of Strayer / Strayer 141-144
Tue
9/9 / New Religious Traditions – Christianity, Buddhism, Islam
Religion SPICE chart / Crash Course #6 – Buddha and Ashoka
Wed
9/10 / Comparison of Empires
First full essay / Religions SPICE chart using In the Balance: Themes in World History (Boston: McGraw-Hill, 1998) from Bridging World Histories #7
TR
9/11 / Chinese Religious Traditions
Diff between philosophy & religion
WHFUA-4.2.1, “Belief Systems in China: Confucianism and Daoism.” / Strayer: 167-173
Crash Course #7 – 2000 Years of Chinese History
Fri
9/12 / Religious Docs Jigsaw – Confucianism, Hindu, Christianity, and Greek Rationalism
Strayer - Pg 207
4 Groups answer 1 of 4 questions using the documents
Groups then rearrange to have 1 person from each group discuss their question amongst the other group members. Other members take notes on each member’s thoughts. / Strayer 198-206
MAP Testing will throw us off, so the next weeks will likely change.
Mon
9/15 / Spread of Buddhism
Review Pg. 207 Questions
Distribute DBQ success tips sheet
Football DBQ to introduce the concept of Point of View
Shoe grouping
Group poster creations using 2004 DBQ about spread of Buddhism / Strayer: Pg. 207 Questions
Tues
9/16 / PLAN Testing / 2004 AP Exam DBQ Documents
Wed
9/17 / Complete Spread of Buddhism DBQ / None
TR
9/18 / Spread of Religions Map and Chart
Pg 174-194
Students will generate maps to trace the diffusion of major belief systems from their places of origin and create CCOT charts to evaluate the role of missionaries and merchants asvectors for cultural and religious diffusion and syncretism. / None
Fri
9/19 / Chinese Social Constructs and Indian Caste System
“W” diagram to compare and contrast society in China, India, and the Mediterranean.
Pg 219-224
Class discussion about the most significant sims and diff. / Strayer: 217-228
Complete Religions map and CCOT chart
Mon
9/22 / Differing Patriarchies of Greece, India, and China
Review “The Making of Spartan Soldiers” and contrast to Athens
Ban Zhao – Lessons for Women
Pg 244-246 Questions 2,3,4
Psalms of the Sisters
Pg 247-248 Questions 1,3,5 / Strayer: 233-240
Readings in World History (Holt)
Pg 34-35 “The Making of Spartan Soldiers”
Tues
9/23 / Trade Networks – Silk Roads
Students will be using the following website to trace the growth of new and existing trade routes and discover styles of art, architecture, music, and goods that were spread along those routes.
/silkroad/SilkRoad.html / Crash Course #9 – Silk Roads
Trade-Route-Transmitted Diseases
Annenberg Learner Unit 10
Wed
9/24 / Trade Networks – Africa
Student will be able to map African trade systems
Student will be able to identify the relationship between physical geography and migration and trade.
Student will be able to map the scope and consequences of the migration of Bantu-speakers / Strayer: 264 – 267
Thurs
9/25 / Axumite Empire
Students will understand how Axum connects to a larger global network of trade and how its connection to Rome influenced its adoption of Christianity.
Group – students will read and discuss the documents on pp 292-298 and answer 3 questions about how Axum became a center of trade and Christianity. / Strayer: 292-298
Study
Fri
9/26 / “Southernization” and Indian Ocean Trade
Review group answers from pg 298
Students will Read and apply the concepts of an historical essays such as “Southernization” by Shaffer. / Shaffer, “Southernization.” Pg 1-8
Read and annotate the essays, using SOAPSTone (Speaker, Occasion, Audience, Purpose, Subject, Tone). Discuss in class the next day.
Study
Mon
9/29 / Review / Study
Tues
9/30 / CCOT Timed Essay / Study Strayer: Chapters 3-6
Wed
10/1 / Period 2 Exam
Essential Questions for Unit 2*
1. What changed from period 1 of APWH to period 2? What stayed the same?
2. In what ways and why did rulers of states legitimize their power?
3. In what ways did society become more complex socially, economically, and culturally with the rise of empires?
4. What were the effects of regional trade networks on connected states and empires?
5. How did belief systems reinforce or reduce state power?
6. What technological factors contributed to the reorganization of societies in this period?
Terminology (you must identify definition, historical context, and any specific examples in relation to the unit)
Part 1
XiongnuMahayana Buddhism
empire/imperialTheravada BuddhismpaxRomana
government administrationGreco-Persian WarsConfucianism
bureaucracySilk Roadsfilial piety
centralization vs. decentralizationSea lanesDaoism
legal systemsethical/rational philosophyDaodejing
diplomacyHellenism
conscriptionsyncretism
monetary economicsBhagavad Gitalegalism
urban vs. rural cultureBrahmanmoksha
cosmopolitanatmanNirvana
direct democracyBrahminsreincarnation
republicHinduismyin and yang
patricianBuddhismcanals
plebeianJainism ancestor worship
Twelve Tablesbhakti movementChristianity
Mandate of HeavenUpanishadsmonasticism
Germaniatragedy playsepic poems
Period of Warring States
Part 2
caste systemscholar-gentrypueblo
karmasudraAxum
dharmavaisyaBatwa
forced laborksatriyamound builders
eunuch untouchablesCoptic Christianity
Yellow Turban RebellionlatifundiaMeroe
ritual puritytributemonsoons
dhowsqanat systems
satiinfrastructureJenne-Jeno
TeotihuacanMoche
*adapted from Strayer and pacing guides by Hubbell, Cohen, Epstein, and Vincent
Important People
Cyrus the GreatAlexander the GreatConfuciusWang Mang
Darius ICaesarLaoziEzana
PericlesSpartacusJesus of NazarethSimaQian
SocratesQin ShihuangdiConstantine
PlatoWudiSaint Paul
AristotleAshoka (Asoka)Theodosius
HerodotusBan ZhaoEmpress Wu
You’re Advised to Work in Your Study Groups and fill in Organizational Charts for:
Persian (Achaemenid Empire)Roman Empire
Greek polis civilizationMaurya Empire
Qin DynastyGupta Empire
Han DynastyMayan Civilization
Roman Republic
Unit 2: AP World History Key Concepts**
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 CulturalTraditions
As states and empires increased in size and contacts between regions multiplied, religious and culturalsystems were transformed. Religions and belief systems provided a bond among the people and anethical code to live by. These shared beliefs also influenced and reinforced political, economic andoccupational stratification. Religious and political authority often merged as rulers, some considereddivine, used religion, along with military and legal structures, to justify their rule and ensure its continuation.
Religions and belief systems could also generate conflict, partly because beliefs and practicesvaried greatly within and among societies.
I. Codifications and further developments of existing religious traditions provided a bond amongthe people and an ethical code to live by.
A. The association of monotheism with Judaism was further developed with the codification of theHebrew Scriptures, which also showed reflected the influence of Mesopotamian cultural andlegal traditions. The Assyrian, Babylonian and Roman empires conquered various Jewish statesat different points in time. These conquests contributed to the growth of Jewish diasporiccommunities around the Mediterranean and Middle East.
B. The core beliefs outlined in the Sanskrit scriptures formed the basis of the Vedic religions—often known as Hinduisms— which contributed to the development of the social and politicalroles of a caste system and in the importance of multiple manifestations of Brahma to promoteteachings about reincarnation.
II. New belief systems and cultural traditions emerged and spread, often asserting universaltruths.
A.The core beliefs preached by the historic Buddha and recorded by his followers into sutras andother scriptures were, in part, a reaction to the Vedic beliefs and rituals dominant in South Asia.Buddhism changed over time as it spread throughout Asia, first through the support of theMauryan Emperor Asoka, and then through the efforts of missionaries and merchants and theestablishment of educational institutions to promote its core teachings.
B. Confucianism’s core beliefs and writings originated in the writings and lessons of Confucius andwere elaborated by key disciples who sought to promote social harmony by outlining properrituals and social relationships for all people in China including the rulers.
C. In the major Daoist writings (such as the Daodejing), the core belief of balance between humansand nature assumed that the Chinese political system would be altered indirectly. Daoism alsoinfluenced the development of Chinese culture
possible illustrative examples:•medical theories and practices
•poetry
•metallurgy
•architecture
D. The core beliefs preached by Jesus of Nazareth, and later recorded by his disciples, drew on thebasic monotheism of Judaism, and initially rejected Roman and Hellenistic influences. Despiteinitial Roman imperial hostility, Christianity spread through the efforts of missionaries andmerchants through many parts of Afro-Eurasia, and eventually gained Roman imperial supportby the time of the emperor Constantine.
E. The core ideas in Greco-Roman philosophy and science emphasized logic, empirical observationand the nature of political power and hierarchy.
III. Belief systems affected gender roles.
Buddhism and Christianity encouraged monastic life andConfucianism emphasized filial piety.
IV. Other religious and cultural traditions continued parallel to the codified, written belief systemsin core civilizations.
A. Shamanism and animism continued to shape the lives of people within and outside of corecivilizations, because of their daily reliance on the natural world.
B. Ancestor veneration persisted in many regions
possible illustrative examples:•Africa
•the Mediterranean region
•East Asia
•the Andean areas
V. Artistic expressions, including literature and drama, architecture, and sculpture, showdistinctive cultural developments.
A. Literature and drama acquired distinctive forms thatinfluenced artistic developments in neighboring regions and in later time periods
possible illustrative examples:•Greek Plays
•Indian Epics
B. Distinctive architectural styles can be seen in buildings
possible illustrative examples:•India
•Greece
•the Roman Empire
•Mesoamerica
C. The convergence of Greco-Roman culture and Buddhist beliefs affected the development ofunique sculptural developments.
Key Concept 2.2 The Development of States and Empires
As the early states and empires grew in number, size and population, they frequently competed forresources and came into conflict with one another. In quest of land, wealth, and security, some empiresexpanded dramatically. In doing so, they built powerful military machines and administrative institutionsthat were capable of organizing human activities over long distances, and they created newgroups of military and political elites to manage their affairs. As these empires expanded theirboundaries, they also faced the need to develop policies and procedures to govern their relations withethnically and culturally diverse populations: sometimes to integrate them within an imperial societyand sometimes to exclude them. In some cases, these empires became victims of their own successes.
By expanding boundaries too far, they created political, cultural and administrative difficulties that theycould not manage. They also experienced environmental, social and economic problems when theyover-exploited their lands and subjects and permitted excessive wealth to concentrate in the hands ofprivileged classes.
I. The number and size of imperial societies grew dramatically by imposing political unity onareas where there had previously been competing states.
NOTE: Students should know the location and names of the key states and empires below.
A. Southwest Asia: Persian Empires (Achaemenid, Parthian, or Sassanid as possible examples)
B. East Asia: Qin and Han dynasties
C. South Asia: Maurya and Gupta Empires
D. Mediterranean region: Phoenicia and its colonies, Greek city-states and colonies, and Hellenisticand Roman Empires
E. Mesoamerica: Teotihuacan, Maya city states
F. Andean South America: Moche
II. Empires and states developed new techniques of imperial administration based, in part, on thesuccess of earlier political forms.
A. In order to organize their subjects the rulers created administrative institutions
*required examples of administrative institutions:
•Centralized governments
•elaborate legal systems and bureaucracies
possible illustrative examples:•China
•Persia
•Rome
•South Asia
B. Imperial governments projected military power over larger areas using a variety of techniques
*required examples:•diplomacy
• developing supply lines
•building fortifications, defensive walls, and roads
•drawing new groups of military officers and soldiers from the local populations or conquered peoples.
C. Much of the success of empires rested on their promotion of trade and economic integration bybuilding and maintaining roads and issuing currencies.
III. Unique social and economic dimensions developed in imperial societies in Afro-Eurasia andthe Americas.
A. Cities served as centers of trade, public performance of religious rituals, and political administrationfor states and empires
possible illustrative examples:•Persepolis
•Chang’an
•Pataliputra
•Athens
•Carthage
•Rome
•Alexandria
•Constantinople
•Teotihuacan
B. The social structures of all empires displayed hierarchies that included cultivators, laborers,slaves, artisans, merchants, elites or caste groups.
C. Imperial societies relied on a range of methods to maintain the production of food and providerewards for the loyalty of the elites
possible illustrative examples:•corvée
•slavery
•rents and tributes
•peasant communities and family
•household production
D. Patriarchy continued to shape gender and family relations in all imperial societies of this period.
IV.The Roman, Han, Persian, Mauryan, and Gupta empires created political, cultural, andadministrative difficulties that they could not manage, which eventually led to their decline,collapse and transformation into successor empires or states.
A. Through excessive mobilization of resources, imperial governments caused environmentaldamage
possible illustrative examples:•deforestation
•desertification
•soil erosion or silted rivers
•generated social tensions and economic difficulties by concentrating too much wealth in the hands of elites
B. External problems resulted from security issues along their frontiers, including the threat ofinvasions
possible illustrative examples:•between Han China and Xiongnu
•Gupta and the White Huns
•between Romans, and their northern and eastern neighbors
Key Concept 2.3 Emergence of Transregional Networks of Communication andExchange
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 routeslinked many regions of the Eastern Hemisphere, while somewhat later separate networks connected thepeoples and societies of the Americas. Exchanges of people, technology, religious and cultural beliefs,food crops, domesticated animals and disease pathogens developed alongside the trade in goods acrossfar-flung networks of communication and exchange.
I. Land and water routes became the basis for transregional trade, communication and exchangenetworks in the Eastern Hemisphere, while somewhat later separate networks connected thepeoples and societies of the Americas.
NOTE: Students are required to know how factors including the climate and location of the routes, thetypical trade goods, and the ethnicity of people involved shaped the distinctive features of thefollowing trade routes.
A. Eurasian Silk Roads
B. Trans-Saharan caravan routes
C. Indian Ocean sea lanes
D. Mediterranean sea lanes
II. New technologies facilitated long-distance communication and exchange.
A. New technologies permitted the use of domesticated pack animals to transport goods across longer routes.
possible illustrative examples:•yokes
•saddles
•stirrups
•horses
•oxen
•llamas
•camels
B. Innovations in maritime technologies as well as advancedknowledge of the monsoon winds stimulated exchanges along maritime routes from East Africato East Asia.
possible illustrative examples:•lateen sails
•dhow ships
III. Alongside the trade in goods, exchanges of people, technology, religious and cultural beliefs,food crops, domesticated animals and disease pathogens developed across far-flung networksof communication and exchange.
A. The spread of crops, including rice and cotton from South Asia to the Middle East, encouragedchanges in farming and irrigation techniques
possible illustrative examples:•the qanat system
B. The spread of disease pathogens diminished urban populations and contributed to the decline ofsome empires
possible illustrative examples:•effects of disease on Roman and Chinese Empires
C. Religious and cultural traditions were transformed as they spread
*required examples:•Chinese culture
•Christianity
•Hinduism
•Buddhism.