Unit 2: AP World History Schedule (600 B.C.E- Circa 600 C.E.)

Unit 2: AP World History Schedule (600 B.C.E- Circa 600 C.E.)

Unit 2: AP World History Schedule (600 B.C.E- Circa 600 C.E.)

To be completed the week of

____100 Pts: Unit 2 Notes Due Oct 12: Prior to each quiz the notes must be shown and stamped. After each chapter show me them to be stamped and to receive credit at the end of the unit. The notes and documents are all found on historyuncorked.com. If they are not completed by the test date you will not be penalized, though they are recommended!

____ 75 Pts: Unit 2 Notes Choice B & C Due Sept 1 Oct 12: If you decide to do the work book notes they are due

____50 Pts: Document Interpretation DueOct 4:(Interpret 12 written documents)

To get credit you must show me what you wrote and show you understand each document. After proving you understand the documents you will get them stamped. You must interpret at least one picture. (You can work on these together but turn in separately. If you are having issues with documents do not hesitate to ask)

  1. Which document is it
  2. Who is the Author, where is he from, is it a painting, drawing, or written.
  3. What is the main topic of the document and meaning?
  4. Explain the relevance of this document to the time period?
  5. What is the bias, context, intended audience, author’s purpose?

____50 pts: Crash Course DueOct 4: Must watch 5 of the 7. For your points you must explain/discuss the crash course with me. All 5 are worth 50 points. (Turn in at one time)

#5 The Persians & The Greeks#11 Christianity from Judaism

#8 Alexander the Great#12 Fall of the Roman Empire

#9 The Silk Road & Ancient Trade#6 Buddha & Ashoka

#10 Roman Empire

  1. Topic of the Segment
  2. List important names: Minimum 3
  3. List important terms: Minimum 3-5
  4. Who is the open letter addressed to and the importance?
  5. Thought provoking questions and explain why they are.
  6. What is the main idea of the Crash Course and how it related to what we are studying?

____ 75 Pts ** Extra Credit Chart(Must have Notes, CC, & Docs completed before the Test)

See Me for Chart Details

Chapter Quizzes:

____100 Pts: Chapter 7-9 Quiz done on Quiz (Due Sept 27)

____100 Pts: Chapter 10-11 Quiz done on Quiz (DueOct 6)

____80 Pts/100 Pts: Paper 2 Due Sept 15

____80 Pts/100 Pts: Paper 3 Due Sept 29

____ 100 Pts Short Answer Test #2 Due Oct 13

____100 Pts: Vocab Test Due Oct 10:

____100 Pts Thesis Test #1Oct 13

____100 Pts: Unit 2 Test Due Oct 12

Period 2 Standards

Organization and Reorganization of Human Societies, c. 600 B.C.E. to c. 600 C.E.

Key Concept 2.1. The Development and Codification of Religious and Cultural Traditions

I. Codifications and further developments of existing religioustraditions provided a bond among the people and an ethical code to live by.

A. The association of monotheism with Judaism was further developedwith the codification of the Hebrew Scriptures, which also reflected theinfluence of Mesopotamian cultural and legal traditions. The Assyrian,Babylonian, and Roman empires conquered various Jewish states atdifferent points in time. These conquests contributed to the growth ofJewish diasporic communities around the Mediterranean and Middle East.

B. The core beliefs outlined in the Sanskrit scriptures formed the basisof the Vedic religions — later known as Hinduism — which contributedto the development of the social and political roles of a caste system and in the importance of multiple manifestations of Brahma to promote teachings about reincarnation.

II. New belief systems and cultural traditions emerged and spread,often asserting universal truths.

A. The core beliefs about desire, suffering, and the search forenlightenment preached by the historic Buddha and recorded by hisfollowers into sutras and other scriptures were, in part, a reaction to the Vedic beliefs and rituals dominant in South Asia. Buddhism changedover time as it spread throughout Asia — first through the support of the Mauryan Emperor Ashoka, and then through the efforts of missionariesand merchants, and the establishment of educational institutions topromote its core teachings.

B. Confucianism’s core beliefs and writings originated in the writingsand lessons of Confucius and were elaborated by key disciples whosought to promote social harmony by outlining proper rituals and socialrelationships for all people in China, including the rulers.

C. In the major Daoist writings, the core belief of balance betweenhumans and nature assumed that the Chinese political system would bealtered indirectly. Daoism also influenced the development of Chineseculture.

D. Christianity, based on core beliefs about the teachings and divinityof Jesus of Nazareth as recorded by his disciples, drew on Judaism, andinitially rejected Roman and Hellenistic influences. Despite initial Roman imperial hostility, Christianity spread through the efforts of missionaries and merchants through many parts of Afro-Eurasia, and eventually gained Roman imperial support by the time of Emperor Constantine.

E. The core ideas in Greco-Roman philosophy and science emphasized logic, empirical observation, and the nature of political power andhierarchy.

III. Belief systems affected gender roles. Buddhism and Christianityencouraged monastic life and Confucianism emphasized filial piety.

IV. Other religious and cultural traditions continued parallel to thecodified, written belief systems in core civilizations.

A. Shamanism and animism continued to shape the lives of peoplewithin and outside of core civilizations because of their daily reliance on the natural world.

B. Ancestor veneration persisted in many regions.

V. Artistic expressions, including literature and drama, architecture,and sculpture, show distinctive cultural developments.

A. Literature and drama acquired distinctive forms that influencedartistic developments in neighboring regions and in later time periods.

B. Distinctive architectural styles developed in many regions in thisperiod.

C. The convergence of Greco-Roman culture and Buddhist beliefsaffected the development of unique sculptural developments.

Key Concept 2.2. The Development of States and Empires

I. The number and size of key states and empires grew dramaticallyby imposing political unity on areas where previously there had beencompeting states.

II. Empires and states developed new techniques of imperialadministration based, in part, on the success of earlier political forms.

A. In order to organize their subjects, the rulers created administrativeinstitutions in many regions.

B. Imperial governments projected military power over larger areas usinga variety of techniques.

C. Much of the success of the empires rested on their promotion of tradeand economic integration by building and maintaining roads and issuingcurrencies.

III. Unique social and economic dimensions developed in imperialsocieties in Afro-Eurasia and the Americas.

A. Cities served as centers of trade, public performance of religiousrituals, and political administration for states and empires.

B. The social structures of empires displayed hierarchies that includedcultivators, laborers, slaves, artisans, merchants, elites, or caste groups.

C. Imperial societies relied on a range of methods to maintain theproduction of food and provide rewards for the loyalty of the elites.

D. Patriarchy continued to shape gender and family relations in allimperial societies of this period.

IV. The Roman, Han, Persian, Mauryan, and Gupta empires createdpolitical, cultural, and administrative 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 governmentscaused environmental damage and generated social tensions and economicdifficulties by concentrating too much wealth in the hands of elites.

B. External problems resulted from security issues along their frontiers,including the threat of invasions.

Key Concept 2.3. Emergence of Trans-regional Networks of Communication and Exchange

I. Land and water routes became the basis for trans-regional trade, communication, and exchange networks in the Eastern Hemisphere.

A. Many factors, including the climate and location of the routes, thetypical trade goods, and the ethnicity of people involved, shaped thedistinctive features of a variety of trade routes.

II. New technologies facilitated long-distance communication and exchange.

A. New technologies permitted the use of domesticated pack animals totransport goods across longer routes.

B. Innovations in maritime technologies, as well as advanced knowledgeof the monsoon winds, stimulated exchanges along maritime routes fromEast Africa to East Asia.

III. Alongside the trade in goods, the exchange of people, technology,religious and cultural beliefs, food crops, domesticated animals,and disease pathogens developed across far-flung networks of

communication and exchange.

A. The spread of crops, including rice and cotton from South Asia to theMiddle East, encouraged changes in farming and irrigation techniques.

B. The spread of disease pathogens diminished urban populations andcontributed to the decline of some empires.

C. Religious and cultural traditions were transformed as they spread.Required examples of transformed religious and cultural traditions: in maritime technologies.

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