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Welcome to AP Worldipedia, the free encyclopedia for Mr. Henderson's AP World History classes at [http://www.forsyth.k12.ga.us/site/default.aspx?domainid=2060 West Forsyth High School]. Below are the Key Concepts on which this course is based. Each has been filled out into a narrative text. Although they do not necessarily follow the chronological sequence that the content will be delivered in class, it should prove sufficient in covering the basics of the course. Below the Key Concepts are the content articles which are written entirely by students. Our goal is to form an online repository of knowledge to help ourselves and other students with the content in Advanced Placement World History. This site is not connected to or endorsed by the [http://en.wikipedia.org/wiki/College_Board College Board] in any way. <br>


== Getting started ==
__TOC__
* [//www.mediawiki.org/wiki/Manual:Configuration_settings Configuration settings list]
 
* [//www.mediawiki.org/wiki/Manual:FAQ MediaWiki FAQ]
=About AP World History=
* [https://lists.wikimedia.org/mailman/listinfo/mediawiki-announce MediaWiki release mailing list]
=Course Themes=
* [//www.mediawiki.org/wiki/Localisation#Translation_resources Localise MediaWiki for your language]
The content of this course would be overwhelming were it not organized around major themes and key concepts. As you read and write articles for AP Worldipedia, you should keep them relevant to these themes. The Course Themes are as follows:
:'''1) Interaction between Humans and the Environment''' -The environment impacts human beings even as human activity impacts the environment. From the earliest discoveries of fire and agriculture, this relationship has been driven by new technologies, migrations of human beings, disease and demographic changes, and patterns of human settlement.
:'''2) Development and Interaction of Cultures''' -Throughout history, humans have held many belief systems and religions. They have developed philosophies and ideologies, technologies and forms of artistic expression. As societies interact, these aspects of culture adapt, blend or react to one another and often form new and complex mixtures.
 
:'''3) State-building, Expansion, and Conflict''' -Humans developed forms of authority, or governance, to bring order and efficiency to their lives. These took the form of tribes or clans based on kinship, empires built by conquest, modern nation-states, and other hierarchical systems. All political systems are formed on the concept of legitimacy and when legitimacy is lost, revolts and revolutions transform the system.
 
:'''4) Creation, Expansion, and Interaction of Economic Systems''' -This theme deals with how human beings use their resources and labor to produce and exchange wealth. It includes means of acquiring food, forms of labor, how things are bought, sold, and traded, as well as ideologies about wealth such as capitalism, mercantilism, and socialism.
 
:'''5) Development and Transformation of Social Structures''' -All human societies develop assumptions about how human beings are grouped. These are almost always hierarchical, with some classes or castes higher than others. The most basic social structure has always been the family, but kinship, race, ethnicity and economic level are also ways of grouping. Most societies have assumptions about the role of gender also.
 
=Course Content by Key Concept=
==Period 1 Key Concepts==
::[[Key Concept 1.1 Big Geography and the Peopling of the Earth]]
::[[Key Concept 1.2 The Neolithic Revolution and Early Agricultural Societies]]
::[[Key Concept 1.3 The Development and Interaction of Early Agricultural, Pastoral and Urban Societies]]
 
==Period 2 Key Concepts==
::[[Key Concept 2.1 The Development and Codification of Religious and Cultural Traditions]]
::[[Key Concept 2.2 The Development of States and Empires]]
::[[Key Concept 2.3 Emergence of Transregional Networks of Communication and Exchange]]
==Period 3 Key Concepts==
::[[Key Concept 3.1 Expansion and Intensification of Communication and Exchange Networks]]
::[[Key Concept 3.2 Continuity and Innovation of State Forms and Their Interactions]]
::[[Key Concept 3.3 Increased Economic Productive Capacity and its Consequences]]
==Period 4 Key Concepts==
::[[Key Concept 4.1 Globalizing Networks of Communication and Exchange]]
::[[Key Concept 4.2 New Forms of Social Organization and Modes of Production]]
::[[Key Concept 4.3 State Consolidation and Imperial Expansion]]
==Period 5 Key Concepts==
::[[Key Concept 5.1 Industrialization and Global Capitalism]]
::[[Key Concept 5.2 Imperialism and Nation-State Formation]]
::[[Key Concept 5.3 Nationalism, Revolution, and Reform]]
::[[Key Concept 5.4 Global Migration]]
==Period 6 Key Concepts==
::[[Key Concept 6.1 Science and the Environment]]
::[[Key Concept 6.2 Global Conflicts and Their Consequences]]
::[[Key Concept 6.3 New Conceptualizations of Global Economy, Society, and Culture]]
 
 
=Course Content by Unit=
==Unit I and II (8000 B.C.E. to 600 C.E.)==
::[[Periodization in Unit I and II]]
 
===Agriculture, Metals, and Civilization===
 
::The [[Neolithic Revolution]]
 
::[[The Bronze Age]] (Sample Article)
 
::[[The Use of Metals in History]]
 
::[[Civilization: Its Meaning and Controveries]]
 
::[[Empires]]
 
===River Valley Civilizations===
 
::[[River Valley Civilizations: Egypt]]
 
::[[River Valley Civilizations: Mesopotamia]]
 
::[[River Valley Civilizations: Indus]]
 
::[[River Valley Civilizations: China]]
 
===Classical Civilizations===
 
::[[Classical Civilizations: South Asia]]
:::[[Classical Indian Society]]
:::[[Classical Indian Political Structure]]
:::[[Classical Indian Economy]]
::[[Classical Civilizations: East Asia]]
:::[[The Zhou Dynasty]]
:::[[The Qin Dynasty]]
::::[[Qin ShiHaung Di]]
:::[[The Han Dynasty: Society]]
:::[[The Han Dynasty: Political Structure]]
:::[[The Han Dynasty: Economy]]
:::[[The Han Dynasty: Culture]]
::[[Classical Civilizations: Greeks]]
:::[[Classical Greek Society]]
:::[[Classical Greek Political Structure]]
:::[[Classical Greek Economy]]
:::[[Classical Greek Culture]]
 
::[[Classical Civilizations: Roman]]
:::[[Classical Rome: Society]]
:::[[Classical Rome: Political Structure]]
:::[[Classical Rome: Economy]]
:::[[Classical Rome: Culture]]
 
::[[The Decline and Fall of the Han]]
::[[The Decline and Fall of the Romans]]
::[[The Decline and Fall of the Gupta]]
 
::[[The Silk Roads]]
 
===Classical Belief Systems and Their Social and Political Implications===
:[[Ancestor Worship]]
 
:[[Hinduism]]
 
:[[Buddhism]]
 
:[[Confucianism]]
 
:[[Daoism]]
 
:[[Legalism]]
 
:[[Polytheism]]
 
:[[Judaism]]
 
:[[Christianity]]
 
===Course Theme Summaries: Units I and II===
 
::[[Interaction between Humans and the Environment:Units I and II]]
::[[Development and Interaction of Cultures: Units I and II]]
::[[State-building, Expansion, and Conflict: Units I and II]]
::[[Creation, Expansion, and Interaction of Economic Systems: Units I and II]]
::[[Development and Transformation of Social Structures: Units I and II]]
 
:[[Level II Articles]]
 
==Unit III (600 to 1450)==
::[[Periodization in Unit III]]
 
===Islamic Civilization===
::[[Mohammed]]
::[[Islam, Basic Beliefs and Writings]]
::[[Islam, Early Spread and General Influence]]
::[[The Caliphate]]
 
::[[Umayyad Dynasty]]
::[[Abassid Dynasty]]
::[[Mamluks]]
::[[Deli Sultanate]]
::[[The Rise of the Ottomans]]
::[[Sufism]]
::[[Islamic Art, Science, and Technologies]]
 
::[[Islam, its effect in South Asia]]
::[[Islam, its effect in Sub-Saharan Africa]]
::[[Islam, its effect in the Middle East]]
::[[Islam, its effect on Western Europe]]
::[[Islam, its effect on Anatolia]]
 
===The Recovery and Influence of China===
::[[The Sui Dynasty]]
::[[The Tang Dynasty]]
::[[The Song Dynasty]]
::[[The Ming Dynasty]]
 
::[[China's Urban and Economic Recovery]]
 
::[[China's Influence on Korea]]
::[[China's Influence on Japan]]
::[[China's Influence on Southeast Asia]]
 
===The Mongols===
 
::[[Genghis Khan]]
::[[The Growth of the Mongol Empire]]
::[[The Mongols: Their effects on Russia]]
::[[The Mongols: Their effects on East Asia]]
::[[The Mongols: Their effects on the Dar al Islam]]
::[[The Mongols: Their effects on Anatolia]]
 
::[[The Impact of the Mongols in World History]]
 
===New and Continuing Civilizations===
::[[Medieval Japan]]
:::[[Taika Reforms]]
:::[[Heian Japan]]
:::[[Japanese Feudalism]]
::[[The Byzantine Empire]]
::[[The Rise of Russia]]
::The Americas
:::[[The Aztecs]]
:::[[The Inca]]
:::[[The Mayan]]
::[[Western Europe]]
:::[[Europe's Economic Recovery]]
:::[[European Feudalism]]
:::[[Europe's High Middle Ages]]
:::[[Europe's Crisis and Decline]]
::African Civilization
:::[[Sub-Saharan Empires]]
::::[[Ghana]]
::::[[Mali]]
::::[[Songhai]]
:::[[Swahili City-States]]
:::[[Great Zimbabwe]]
 
===Changes in Belief Systems===
::[[Christianity and the Great Schism]]
::[[Neo-Confucianism]]
::[[Changes in Buddhism]]
::[[Changes in Islam]]
 
===Trans Regional Connections===
::[[Trans-Saharan Trade]]
::[[Indian Ocean Trade]]
::[[Changes in Silk Road Trade]]
::[[Ibn Battuta]]
::[[Marco Polo]]
::[[Zheng He]]
::[[The Crusades]]
::[[The Vikings]]
::[[The Polynesians]]
 
===Course Theme Summaries: Unit III===
 
::[[Interaction between Humans and the Environment:Unit III]]
::[[Development and Interaction of Cultures: Unit III]]
::[[State-building, Expansion, and Conflict: Unit III]]
::[[Creation, Expansion, and Interaction of Economic Systems: Unit III]]
::[[Development and Transformation of Social Structures: Unit III]]
 
==Unit IV (1450 to 1750)==
==Unit V (1750 to 1900)==
==Unit VI (1900 to the Present)==
 
=The Essays=
The essays on the AP World History test are graded on a scale from 1 to 9. The rubrics below show how you gain those points. If you get all 7 of the Basic Core points, your essay will be considered for 2 additional,or Expanded Core, points.
==Document Based Question==
On the DBQ the student performs the task of the historian. The student must read and analyze historical documents and answer a prompt based on them. It is grade according to this rubric:
{| class="wikitable"
!colspan="10"|Basic Core
|-
|[[Acceptable Thesis]]
| 1 point
|-
|[[Addresses all of the Documents]]
| 1 point
|-
|Uses all the Documents as Evidence
|1 or 2 points
|-
|Groups the Documents
|1 point
|-
|Analyzes [[Point of View]]
|1 point
|-
|Identifies an [[Additional Document]]
|colspan="2"|1 point
 
|}
 
==Change and Continuity over Time==
{| class="wikitable"
!colspan="10"|Basic Core
|-
|[[Acceptable Thesis]]
| 1 point
 
|-
|Addresses all parts of the Question
|1 or 2 points
|-
|Uses Appropriate Evidence
|1 or 2 points
|-
|Uses World Historical context
|1 point
|-
|Analyzes the reason for Change or Continuity
|1 point
|}
 
==Compare and Contrast==
 
=How to Write Articles=
[[How to Write in WikiText]]
 
[[How to put an Image in your Article]]
 
[[Grading Rubric for Writing Articles]]
 
 
 
 
This wiki is currently being revised for the new College Board curriculum framework for AP World History.

Revision as of 19:16, 17 August 2013

{{#invoke:Infobox|infobox}}

Welcome to AP Worldipedia, the free encyclopedia for Mr. Henderson's AP World History classes at West Forsyth High School. Below are the Key Concepts on which this course is based. Each has been filled out into a narrative text. Although they do not necessarily follow the chronological sequence that the content will be delivered in class, it should prove sufficient in covering the basics of the course. Below the Key Concepts are the content articles which are written entirely by students. Our goal is to form an online repository of knowledge to help ourselves and other students with the content in Advanced Placement World History. This site is not connected to or endorsed by the College Board in any way.

About AP World History

Course Themes

The content of this course would be overwhelming were it not organized around major themes and key concepts. As you read and write articles for AP Worldipedia, you should keep them relevant to these themes. The Course Themes are as follows:

1) Interaction between Humans and the Environment -The environment impacts human beings even as human activity impacts the environment. From the earliest discoveries of fire and agriculture, this relationship has been driven by new technologies, migrations of human beings, disease and demographic changes, and patterns of human settlement.
2) Development and Interaction of Cultures -Throughout history, humans have held many belief systems and religions. They have developed philosophies and ideologies, technologies and forms of artistic expression. As societies interact, these aspects of culture adapt, blend or react to one another and often form new and complex mixtures.
3) State-building, Expansion, and Conflict -Humans developed forms of authority, or governance, to bring order and efficiency to their lives. These took the form of tribes or clans based on kinship, empires built by conquest, modern nation-states, and other hierarchical systems. All political systems are formed on the concept of legitimacy and when legitimacy is lost, revolts and revolutions transform the system.
4) Creation, Expansion, and Interaction of Economic Systems -This theme deals with how human beings use their resources and labor to produce and exchange wealth. It includes means of acquiring food, forms of labor, how things are bought, sold, and traded, as well as ideologies about wealth such as capitalism, mercantilism, and socialism.
5) Development and Transformation of Social Structures -All human societies develop assumptions about how human beings are grouped. These are almost always hierarchical, with some classes or castes higher than others. The most basic social structure has always been the family, but kinship, race, ethnicity and economic level are also ways of grouping. Most societies have assumptions about the role of gender also.

Course Content by Key Concept

Period 1 Key Concepts

Key Concept 1.1 Big Geography and the Peopling of the Earth
Key Concept 1.2 The Neolithic Revolution and Early Agricultural Societies
Key Concept 1.3 The Development and Interaction of Early Agricultural, Pastoral and Urban Societies

Period 2 Key Concepts

Key Concept 2.1 The Development and Codification of Religious and Cultural Traditions
Key Concept 2.2 The Development of States and Empires
Key Concept 2.3 Emergence of Transregional Networks of Communication and Exchange

Period 3 Key Concepts

Key Concept 3.1 Expansion and Intensification of Communication and Exchange Networks
Key Concept 3.2 Continuity and Innovation of State Forms and Their Interactions
Key Concept 3.3 Increased Economic Productive Capacity and its Consequences

Period 4 Key Concepts

Key Concept 4.1 Globalizing Networks of Communication and Exchange
Key Concept 4.2 New Forms of Social Organization and Modes of Production
Key Concept 4.3 State Consolidation and Imperial Expansion

Period 5 Key Concepts

Key Concept 5.1 Industrialization and Global Capitalism
Key Concept 5.2 Imperialism and Nation-State Formation
Key Concept 5.3 Nationalism, Revolution, and Reform
Key Concept 5.4 Global Migration

Period 6 Key Concepts

Key Concept 6.1 Science and the Environment
Key Concept 6.2 Global Conflicts and Their Consequences
Key Concept 6.3 New Conceptualizations of Global Economy, Society, and Culture


Course Content by Unit

Unit I and II (8000 B.C.E. to 600 C.E.)

Periodization in Unit I and II

Agriculture, Metals, and Civilization

The Neolithic Revolution
The Bronze Age (Sample Article)
The Use of Metals in History
Civilization: Its Meaning and Controveries
Empires

River Valley Civilizations

River Valley Civilizations: Egypt
River Valley Civilizations: Mesopotamia
River Valley Civilizations: Indus
River Valley Civilizations: China

Classical Civilizations

Classical Civilizations: South Asia
Classical Indian Society
Classical Indian Political Structure
Classical Indian Economy
Classical Civilizations: East Asia
The Zhou Dynasty
The Qin Dynasty
Qin ShiHaung Di
The Han Dynasty: Society
The Han Dynasty: Political Structure
The Han Dynasty: Economy
The Han Dynasty: Culture
Classical Civilizations: Greeks
Classical Greek Society
Classical Greek Political Structure
Classical Greek Economy
Classical Greek Culture
Classical Civilizations: Roman
Classical Rome: Society
Classical Rome: Political Structure
Classical Rome: Economy
Classical Rome: Culture
The Decline and Fall of the Han
The Decline and Fall of the Romans
The Decline and Fall of the Gupta
The Silk Roads

Classical Belief Systems and Their Social and Political Implications

Ancestor Worship
Hinduism
Buddhism
Confucianism
Daoism
Legalism
Polytheism
Judaism
Christianity

Course Theme Summaries: Units I and II

Interaction between Humans and the Environment:Units I and II
Development and Interaction of Cultures: Units I and II
State-building, Expansion, and Conflict: Units I and II
Creation, Expansion, and Interaction of Economic Systems: Units I and II
Development and Transformation of Social Structures: Units I and II
Level II Articles

Unit III (600 to 1450)

Periodization in Unit III

Islamic Civilization

Mohammed
Islam, Basic Beliefs and Writings
Islam, Early Spread and General Influence
The Caliphate
Umayyad Dynasty
Abassid Dynasty
Mamluks
Deli Sultanate
The Rise of the Ottomans
Sufism
Islamic Art, Science, and Technologies
Islam, its effect in South Asia
Islam, its effect in Sub-Saharan Africa
Islam, its effect in the Middle East
Islam, its effect on Western Europe
Islam, its effect on Anatolia

The Recovery and Influence of China

The Sui Dynasty
The Tang Dynasty
The Song Dynasty
The Ming Dynasty
China's Urban and Economic Recovery
China's Influence on Korea
China's Influence on Japan
China's Influence on Southeast Asia

The Mongols

Genghis Khan
The Growth of the Mongol Empire
The Mongols: Their effects on Russia
The Mongols: Their effects on East Asia
The Mongols: Their effects on the Dar al Islam
The Mongols: Their effects on Anatolia
The Impact of the Mongols in World History

New and Continuing Civilizations

Medieval Japan
Taika Reforms
Heian Japan
Japanese Feudalism
The Byzantine Empire
The Rise of Russia
The Americas
The Aztecs
The Inca
The Mayan
Western Europe
Europe's Economic Recovery
European Feudalism
Europe's High Middle Ages
Europe's Crisis and Decline
African Civilization
Sub-Saharan Empires
Ghana
Mali
Songhai
Swahili City-States
Great Zimbabwe

Changes in Belief Systems

Christianity and the Great Schism
Neo-Confucianism
Changes in Buddhism
Changes in Islam

Trans Regional Connections

Trans-Saharan Trade
Indian Ocean Trade
Changes in Silk Road Trade
Ibn Battuta
Marco Polo
Zheng He
The Crusades
The Vikings
The Polynesians

Course Theme Summaries: Unit III

Interaction between Humans and the Environment:Unit III
Development and Interaction of Cultures: Unit III
State-building, Expansion, and Conflict: Unit III
Creation, Expansion, and Interaction of Economic Systems: Unit III
Development and Transformation of Social Structures: Unit III

Unit IV (1450 to 1750)

Unit V (1750 to 1900)

Unit VI (1900 to the Present)

The Essays

The essays on the AP World History test are graded on a scale from 1 to 9. The rubrics below show how you gain those points. If you get all 7 of the Basic Core points, your essay will be considered for 2 additional,or Expanded Core, points.

Document Based Question

On the DBQ the student performs the task of the historian. The student must read and analyze historical documents and answer a prompt based on them. It is grade according to this rubric:

Basic Core
Acceptable Thesis 1 point
Addresses all of the Documents 1 point
Uses all the Documents as Evidence 1 or 2 points
Groups the Documents 1 point
Analyzes Point of View 1 point
Identifies an Additional Document 1 point

Change and Continuity over Time

Basic Core
Acceptable Thesis 1 point
Addresses all parts of the Question 1 or 2 points
Uses Appropriate Evidence 1 or 2 points
Uses World Historical context 1 point
Analyzes the reason for Change or Continuity 1 point

Compare and Contrast

How to Write Articles

How to Write in WikiText

How to put an Image in your Article

Grading Rubric for Writing Articles



This wiki is currently being revised for the new College Board curriculum framework for AP World History.

Retrieved from "http://apworldipedia.com/index.php?title=AP_Worldipedia&oldid=111"