LEARNING OBJECTIVE | Unit 1: Learning Objective A Explain the systems of government employed by Chinese dynasties and how they developed over time.

HISTORICAL DEVELOPMENTS | Empires and states in Afro-Eurasia and the Americas demonstrated continuity, innovation, and diversity in the 13th century. This included the Song Dynasty of China, which utilized traditional methods of Confucianism and an imperial bureaucracy to

maintain and justify its rule.

Learning resources:

https://www.youtube.com/watch?v=HfIWZhXt7fY

https://docs.google.com/presentation/d/1HBLOtPu77ZFSJc3rN7xDJK1VikG8bfoFSR16GxweHHY/edit?usp=drive_web&authuser=0

Keywords:

• Confucisanism

• Tan Dynasty

• Song Dynasty

• Filial Piety

• Hierarchy

• Neo-confuciansim

• Foot binding

• Bearacracy

• Paper money

• Early gunpowder

THEMATIC FOCUS

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.

LEARNING OBJECTIVE

Explain the causes and effects of the rise of Islamic states over time.

HISTORICAL DEVELOPMENTS

As the Abbasid Caliphate fragmented, new Islamic political entities emerged, most of which were dominated by Turkic peoples. These states demonstrated continuity, innovation, and diversity.

Learning Resources:

https://library.fiveable.me/ap-world/unit-1/developments-dar-al-islam-1200-1450/study-guide/YKSoU6LAtE9XN8M2778W

https://www.youtube.com/watch?v=O9P1TaBnhg8

Keywords:

• Abrahamic religions(Christianity, Judaism, Islam)

• Monotheism

• Ethnical and universalizing religion

• Dar-al-Islam(The house of Islam)

  • Spread of Islam, especially after the death of Muhammad

• Abasid Caliphate

• Umayyad Caliphate

• Mamluks(Enslaved people)

• Delhi Sultanate

• Sharia Law

• Massive military expansion

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.

LEARNING OBJECTIVE

Explain how and why

various states of South and Southeast Asia developed and maintained power over time.

HISTORICAL DEVELOPMENTS

State formation and development

demonstrated continuity, innovation, and diversity, including the new Hindu and Buddhist states that emerged in South and Southeast Asia.

Learning resources:

https://www.youtube.com/watch?v=AMGPVDvo2VE

https://quizlet.com/502463598/apwh-unit-13-developments-in-south-and-southeast-asia-flash-cards/

https://www.youtube.com/watch?v=AMGPVDvo2VE&pp=ygUZdW5pdCAxLjMgYXAgd29ybGQgaGlzdG9yeQ%3D%3D

Keywords:

• Caste system

• Reincarnation

• Hinduism

• Brahma

• Polytheistic religion

• Buddhism(Founded in India)(Similar beliefs to Hinduism)

• Siddartha Gautama

• Nirvana

• Delhi Sultanate in Indian/Hindu territory

• Bhakti movement(Hinduism)

• Sufism

• Rajput kingdoms

• Strait of Malaca

• Tributary system

THEMATIC FOCUS

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.

LEARNING OBJECTIVE

Explain how and why states in the Americas developed and changed over time.

HISTORICAL DEVELOPMENTS

In the Americas, as in Afro-Eurasia, state

systems demonstrated continuity, innovation, and diversity, and expanded in scope and reach.

Learning resources:

https://www.youtube.com/watch?v=ellUmfocjj8

https://library.fiveable.me/ap-world/unit-1/state-building-americas-1200-1450/study-guide/FrKkVJq3XgBt6D6O0hKW

Keywords/Ideas:

• Introduction of the concept of the number 0

• Maya believed in human sacrifice

• Mayas, Aztecs, and Incas were the most developed societies in the Americas.

• Aztec were highly expansionist

• Aztecs were decentralized(Different from many empires at the time)

• Tenochtitlan had nearly 200,000 people(Aztec city)

• Incas had bearacracy and labor payments for state projects

• Mississpian culture in North America.

THEMATIC FOCUS

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.

LEARNING OBJECTIVE

Explain how and why states in Africa developed and changed over time.

HISTORICAL DEVELOPMENTS

In Africa, as in Eurasia and the Americas, state

systems demonstrated continuity, innovation, and diversity and expanded in scope and reach.

Learning Resources:

https://www.youtube.com/watch?v=p76pWQi9Hd8

https://library.fiveable.me/ap-world/unit-1/state-building-africa-1200-1450/study-guide/hBVnQQ6iPGNReyw6YacZ

Keywords/Ideas:

• Swahili civilization(East Coast)

  • Gold, Ivory, Timber, Enslaved people

• Islam was the main relgion in this civilization

• Bantu and Arabic(Syncretism)

• Hierarchies just like in China

• Less centralized than China

• Farming

• Hausa Kingdoms was similar to the Swahili civilization

• Powerful African states strategically adopted Islam to trade with other bigger states outside of Africa.

• Ethiopia was a Christian state in Africa(An exception at the time.

THEMATIC FOCUS

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.

LEARNING OBJECTIVE

Explain the causes and consequences of political decentralization in Europe from c. 1200 to c. 1450.

HISTORICAL DEVELOPMENTS

Europe was politically fragmented and

characterized by decentralized monarchies, feudalism, and the manorial system.

Learning resources:

https://www.youtube.com/watch?v=ZaGC4rlc7nk

https://library.fiveable.me/ap-world/unit-1/developments-europe-1200-1450/study-guide/NEDywfKOrzaaWFaHfA8x

Keywords/Ideas:

• Christianity adoption in Rome

• Emperor Constantine

• Byzantine Empire

• Roman Catholic Christianity was the strongest at the time

• Ottoman Empire conquered Constantinople and ended the Byzantine Empire

• Crusades(Between Christians and Muslims)

• Anti-semitism

• Feudalism was the system practice in western Europe

• 
  

Economics Systems ECN

As societies develop, they affect and are affected by the ways that they produce, exchange, and consume goods and services.

LEARNING OBJECTIVE

Unit 2: Learning Objective A

Explain the causes and effects of growth of networks of exchange after 1200.

HISTORICAL DEVELOPMENTS

Improved commercial practices led to an

increased volume of trade and expanded the geographical range of existing trade routes— including the Silk Roads—promoting the growth of powerful new trading cities.

The growth of interregional trade in luxury

goods was encouraged by innovations in previously existing transportation and commercial technologies, including the caravanserai, forms of credit, and the development of money economies.

Learning Resources:

https://www.youtube.com/watch?v=daiQ6aChKfk

https://library.fiveable.me/ap-world/unit-2/silk-roads/study-guide/0wbM5OkvneWlxkJdvm1c

Keywords/Ideas:

• Silk Road

• Trade of goods and ideas

• Cultural diffusion

• Chinese silk and luxurious items were the main trading products in the silk road

• Innovation in trade

  • Paper money

    • Lighter to carry

  • Banks

• Transportation tech

  • Caravenserai for travelers

    • Served as safe meeting and resting spots

  • Saddles

• Rise of powerful trading cities

• Increased demand for luxury goods along roads

• Production also grew to mathc the increased demand

THEMATIC FOCUS

Economics Systems ECN

As societies develop, they affect and are affected by the ways that they produce, exchange, and consume goods and services.

LEARNING OBJECTIVE

Explain how the expansion of empires influenced trade and communication over time.

HISTORICAL DEVELOPMENTS

The expansion of empires—including the

Mongols—facilitated Afro-Eurasian trade and communication as new people were drawn into their conquerors’ economies and trade networks.

Learning resources:

https://www.youtube.com/watch?v=KHJLZBXUyzo&list=PLEHRHjICEfDVlP4J7Zn1_LFTm_-8bkxpN

https://library.fiveable.me/ap-world/unit-2/mongol-empire-making-of-modern-world/study-guide/4AqkEmHoklrDr4BBSZe2

Keywords/Ideas:

• The Mongol Empire was the largest Empire in human history

• Timogen was known as Genghis Khan

• He attacked China, Russia, and other states in Asia.

• He led the military and was known for his skills

• Mongols were based in a meritocracy, and captured populations used to work for the Mongol Empire, thus leading to a abundance of skill in the army.

• They also had a reputation for being ferocious, which made other populations fear them.

• After the death of Genghis, the empire was separated towards his sons.

• He had multiple children and has multiple descendants until this day.

• Mongol rule was responsible for organizing the silk road, where it reached its pinnacle.

Humans and the Environments ENV

The environment shapes human societies, and as populations grow and change, these populations in turn shape their environments.

LEARNING OBJECTIVE

Explain the role of environmental factors in the development of networks of exchange in the period from c. 1200 to c. 1450.

HISTORICAL DEVELOPMENTS

The expansion and intensification of long-

distance trade routes often depended on environmental knowledge, including advanced knowledge of the monsoon winds.

Learning resources:

youtube.com/watch?v=r-D9F2TiirY&list=PLEHRHjICEfDVlP4J7Zn1_LFTm_-8bkxpN&index=3

https://library.fiveable.me/ap-world/unit-2/exchange-indian-ocean/study-guide/mYUclryioD6e045jpPb3

Keywords/Ideas:

• Indian ocean trade network significantly gained notoriety after the collapse of the Mongol Empire.

• This led to a emphasis in maritime trade

• Paper money, credit and banks, helped innovate and increase maritime trade networks

• Lateen sail

• Monsoon winds were responsible for dictating the voyages at the time.

• Dhows were in massive use at the time(Type of boat)

• Less luxurious goods were traded in the Indian ocean trade, like cotton.

• This led to the growth of powerful trade cities, due to their access to the ocean, which led to higher rates of imports and exports.

• Strait of Malaca was pivotal for the Indian Ocean trade. A lot of money was made from the taxes in the strait.

• Diaspora communities were also more present over time due to the monsoons, which forced people to live in unkowne territory for months.

THEMATIC FOCUS

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.

LEARNING OBJECTIVE

Explain the causes and effects of the growth of trans-Saharan trade.

HISTORICAL DIFFERENCES

The growth of interregional trade was

encouraged by innovations in existing transportation technologies.

Improved transportation technologies and

commercial practices led to an increased volume of trade and expanded the geographical range of existing trade routes, including the trans-Saharan trade network.

Learning resources:

https://www.youtube.com/watch?v=fUYUx-0ISW4&list=PLEHRHjICEfDVlP4J7Zn1_LFT

m_-8bkxpN&index=4

https://library.fiveable.me/ap-world/unit-2/trans-saharan-trade-routes/study-guide/Gu5njxsH2ldhQl40j0fv

Keywords/Ideas:

• Innovations in trade

  • Camel saddles

  • Caravanserai

• Traded gold, crops, salt, and more

• Each region grew different crops and goods which created demand so different regions could trade with one another.

• Mali grew exponentially for taxes and trading for gold.

• Sultinate of Malaca also gained a lot of power through taxes.

• Mansa musa was responsible for monopolizing trade between regions in Africa

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.

LEARNING OBJECTIVE

Explain the intellectual and cultural effects of the various networks of exchange in Afro-Eurasia from c. 1200 to c. 1450.

HISTORICAL DEVELOPMENTS

Increased cross-cultural interactions resulted in the diffusion of literary, artistic, and

cultural traditions, as well as scientific and technological innovations.

The fate of cities varied greatly, with periods

of significant decline and periods of increased urbanization, buoyed by rising productivity and expanding trade networks.

As exchange networks intensified, an increasing number of travelers within Afro- Eurasia wrote about their travels.

Learning resources:

https://www.youtube.com/watch?v=buccc2fFw4U&list=PLEHRHjICEfDVlP4J7Zn1_LFTm_-8bkxpN&index=5

https://library.fiveable.me/ap-world/unit-2/cultural-effects-trade/study-guide/9cBWYBdj7pEalcPcZ2CU

Keywords/Ideas:

• Strong connectivity

• Diffusion of various belief systems.

• Syncretism due to the combination of cultures over time because of connectivity

• Many states became Islamic to widen up their trading possibilities

• Baghdad house of wisdom

• Chinese paper making tech reached Europe by the 13th century. Increased literacy.

• There was also a military expansion due to the introduction of gunpowder from China to the rest of the world.

• Baghdad declined after being conquered by the Mongols, also ending the Abasid Empire

• Constantinople was also conquered by the Ottomans, which was then renamed Istanbul.

• Ibn Battuta was a traveler responsible for decumenting a lot of information that we know about the time.

Humans and the Environments ENV

The environment shapes human societies, and as populations grow and change, these populations in turn shape their environments.

LEARNING OBJECTIVE

Unit 2: Learning Objective K

Explain the environmental effects of the various networks of exchange in Afro-Eurasia from c. 1200 to c. 1450.

HISTORICAL DEVELOPMENTS

There was continued diffusion of crops and pathogens, with epidemic diseases, including the bubonic plague, along trade routes.

Learning resources:

https://www.youtube.com/watch?v=PKQzXPAAFBA&list=PLEHRHjICEfDVlP4J7Zn1_LFTm_-8bkxpN&index=6

https://library.fiveable.me/ap-world/unit-2/environmental-effects-trade/study-guide/UCLw0VRGZlznG73u3F9o

Keywords/Ideas:

• Introduction of new crops to different places was essential for the development of societies

• For example, the Banana when brought to Africa, led to exponential population growth.

• Champa rice in East Asia was also key for the development of societies. This is because if matured quickly and could be harvested more than once a season, thus leading to larger food supplies.

• Howerver, there was also the bubonic plague, responsible for the deaths of 25 million people.

• Like most things at the time, the plague also diffused through the major trade and connectivity routes at the time.

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.

LEARNING OBJECTIVE

Explain how and why various land-based empires developed and expanded from 1450 to 1750.

HISTORICAL DEVELOPMENTS

Imperial expansion relied on the increased use of gunpowder, cannons, and armed trade to establish large empires in both hemispheres.

Land empires included the Manchu in Central and East Asia; the Mughal in South and Central Asia; the Ottoman in Southern Europe, the Middle East, and North Africa; and the Safavids in the Middle East.

Political and religious disputes led to rivalries and conflict between states.

Learning resources:

https://www.youtube.com/watch?v=jqMQMUKEc3c

https://library.fiveable.me/ap-world/unit-3/expansion-land-based-empires/study-guide/9JJLXvSkF2YFzAM0MdsQ

Keywords/Ideas:

• Empires that adapted to gunpowder technologies experienced massive growth at the time.

• These empires are the Ottomans, Safavids, Mughal, and the Qing dynasty

• Safavids were Shia Muslims, a minority. On the other hand, the Mughals and Ottomans were both Sunni

• Akbar managed the Mughal Empire, became very popular and successful.

• All of these empires clashed with one another, due to their immense power. All of them were also trying to expand for political, economic, and religious reasons.

THEMATIC FOCUS

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.

LEARNING OBJECTIVE

Explain how rulers used

a variety of methods to legitimize and consolidate their power in land-based empires from 1450 to 1750.

HISTORICAL DEVELOPMENTS

Recruitment and use of bureaucratic elites, as well as the development of military professionals, became more common among rulers who wanted to maintain centralized control over their populations and resources.

Rulers continued to use religious ideas, art, and monumental architecture to legitimize their rule.

Rulers used tribute collection, tax farming, and innovative tax-collection systems to generate revenue in order to forward state power and expansion.

Learning resources:

https://www.youtube.com/watch?v=_0X43Prm8Sc

https://library.fiveable.me/ap-world/unit-3/government-land-based-empires/study-guide/GTHRvROodody3EXJu18d

Keywords/Ideas:

• Rulers legitmized and consolidated their power through beauracracies

• The Ottomans had the Devshirme system where Christian boys were enslaved and doctrinized for a Muslim education. They then became administrators of the empire.

• This same system also supplied soldiers; the janissaries

• There was also religions art and architecture, which would have certain messsage to legitimize the image of the Empire's leader.

• The Palace of Versailles is a notable example of how to demonstrate how much power the rulers of states had over their people.

• There were also mulitple systems of taxation over citizens at the time.

THEMATIC FOCUS

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.

LEARNING OBJECTIVE

Explain continuity and change within the various belief systems during the period from 1450 to 1750.

HISTORICAL DEVELOPMENTS

The Protestant Reformation marked a break

with existing Christian traditions and both the Protestant and Catholic reformations contributed to the growth of Christianity.

Political rivalries between the Ottoman and

Safavid empires intensified the split within Islam between Sunni and Shi’a.

Sikhism developed in South Asia in a context of interactions between Hinduism and Islam

Learning resources:

https://library.fiveable.me/ap-world/unit-3/belief-systems-land-based-empires/study-guide/IL36ammiUEOnBgrV7PTm

https://www.youtube.com/watch?v=pPXreKX0JBM

Keywords/Ideas:

• In Europe Christianity was the major belief system. The Church was also active politiclaly in most states.

• There were two branches: Eastern Orthodox and Roman Catholic Churches.

• Church used their funds to display their power through buildings and luxurious goods. However, with indulgences and other corrupt practices led to the loss in trust of the people to the Church.

• Martin Luther then wrote a series of complaints known as the 95 thesis, which was nailed to the Church's door.

• This split the Church, leading to the protestant reformation.

• This can be credited to the prinitng press, which quickly spread information to all peoples.

• This was all resolved in the council of trent.

• In the middle east the Safavids and Ottomans continued thei conflicts due to religious divisions. (Sunni vs. Shia)

• There was also syncretism, leading to new belief systems such as syncretism.

LEARNING OBJECTIVE

Compare the methods by which various empires increased their influence from 1450 to 1750.

REVIEW: UNIT 3 KEY CONCEPTS

The interconnection of the Eastern and Western Hemispheres made possible by transoceanic voyaging, transformed trade and had a significant social impact on the world.

In some cases, the increase and intensification of interactions between newly connected hemispheres expanded the reach and furthered development

of existing religions, and contributed to religious conflicts and the development of syncretic belief systems and practices.

Empires achieved increased scope and influence around the world, shaping and being shaped by the diverse populations they incorporated.

Imperial expansion relied on the increased use of gunpowder, cannons, and armed trade to establish large empires in both hemispheres.

Land empires included the Manchu in Central and East Asia; Mughal in South and Central Asia; Ottoman in Southern Europe, the Middle East, and North Africa; and the Safavids in the Middle East.

Political and religious disputes led to rivalries and conflict between states.

Learning resources:

https://library.fiveable.me/ap-world/unit-3/comparison-land-based-empires/study-guide/2Rn32kOkbYrFiBFILoBh

Keywords:

• Safavid Empire

• Ottoman Empire

• Gunpowder

• Russia

• Expansion

• Mughal Empire

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.

LEARNING OBJECTIVE

Explain how cross-cultural interactions resulted in the diffusion of technology and facilitated changes in patterns of trade and travel from 1450 to 1750.

HISTORICAL DEVELOPMENTS

Knowledge, scientific learning, and technology from the Classical, Islamic, and Asian worlds spread, facilitating European technological developments and innovation.

The developments included the production of new tools, innovations in ship designs, and an improved understanding of regional wind and currents patterns—all of which made transoceanic travel and trade possible.

Learning resources:

• https://www.youtube.com/watch?v=TPaLulRrKuM

Keywords/Ideas:

• Europeans continued to benefit from trade, especially maritime.

• Caravels and Fluyts were among the main innovations by Europeans at the time that led to their expansion over to the Americas.

• Greeks, Asians, and Muslims were the most advanced sailors at the time.

• The Europeans wanted to find a way to reach Asia, which led to the discovery of the Americas.

• Creation of maps such as the mercator also massively helped sailors at the time.

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.

LEARNING OBJECTIVE

Describe the role of states in the expansion of maritime exploration from 1450 to 1750.

HISTORICAL DEVELOPMENTS

New state-supported transoceanic maritime exploration occurred in this period.

Learning resources:

https://www.youtube.com/watch?v=OL7k4t9vDho

Keywords/Ideas:

• The three G's of the time were: Gold, God, and glory.

• In other words, find gold due to mercantilism

• Spread universalizing religions.

• And glory through conquering and discovering new lands.

• Large-scale sponsoship of explorations began, thus leading to unprecedented results.

• Bartholomeu Dias

• Vasco Da Gama

• Ferdinand Magellan

• Christopher Columbus

• Henry Hudson(Hudson river)

THEMATIC FOCUS

The environment shapes human societies, and as populations grow and change, these populations in turn shape their environments.

LEARNING OBJECTIVE

Explain the causes of the Columbian Exchange and its effects on the Eastern and Western Hemispheres.

HISTORICAL DEVELOPMENTS

The new connections between the Eastern and Western Hemispheres resulted in the exchange of new plants, animals, and diseases, known as the Columbian Exchange.

European colonization of the Americas led to the unintentional transfer of disease vectors, including mosquitoes and rats, and the spread of diseases that were endemic in the Eastern Hemisphere, including smallpox, measles, and malaria. Some of these diseases substantially reduced the indigenous populations, with catastrophic effects in many areas.

American foods became staple crops in various parts of Europe, Asia, and Africa. Cash crops were grown primarily on plantations with coerced labor and were exported mostly to Europe and the Middle East

Learning resources:

https://www.youtube.com/watch?v=XrF6TDzsGuA

Keywords/Ideas:

• Columbian Exchange

  • Responsible for the trade of goods, culture, belief systems, and disease across Eastern and Western hemispheres

  • Led to the death of millions of indigenous peoples through diseases like smallpox

  • Wiped about 50% of the native population

• Animals and foods were also traded, leading to multiple population booms across both hemispheres.

• However, improper use of land by Europeans led to land deterioration in the Americas.

THEMATIC FOCUS

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.

LEARNING OBJECTIVE

Explain changes and continuities in systems of slavery in the period from 1450 to 1750.

HISTORICAL DEVELOPMENTS

Enslavement in Africa continued in its traditional forms, including incorporation

of enslaved persons into households and the export of enslaved persons to the Mediterranean and the Indian Ocean regions.

The growth of the plantation economy increased the demand for enslaved labor in the Americas, leading to significant demographic, social, and cultural changes.

Learning resources:

https://www.youtube.com/watch?v=KeEiIhNvCeY

Keywords/Ideas:

• Portugal established strategic ports along the African coast for goods and for the Slave Trade.

• The British drove the French out of India in the Seven Years' War. Which led to massive English influence in the Indian subcontinent.

• The Spanish defeated the Incan empries, and New Spain was established.

• Treaty of Tordesilhas also separated South America between Spanish and Portuguese colonies.

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.

LEARNING OBJECTIVE

Explain how political, economic, and cultural factors affected society from 1450 to 1750.

HISTORICAL DEVELOPMENTS

Some notable gender and family restructuring occurred, including demographic changes in Africa that resulted from the trade of enslaved persons.

The Atlantic trading system involved the movement

of labor—including enslaved persons and the mixing of African, American, and European cultures and peoples, with all parties contributing to this cultural synthesis.

Learning resources:

https://www.youtube.com/watch?v=Lqt2JvP6-1Q

Keywords/Ideas:

• Mercantilism was teh main economic system at the time

  • Wealth was measured in gold and silver

  • Important to have more exports than imports in order to maximize profit.

• Joint-Stock Companies

  • Were not owned by the government

  • Sponsored explorations and projects.

  • Revolutionized sailing, thus incentizing it.

• Triangular Trade

  • Trading system in the Atlantic oceans of: manufactured goods, enslaved peoples, and raw materials.

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.

LEARNING OBJECTIVE

Explain the effects of the development of state power from 1450 to 1750.

HISTORICAL DEVELOPMENTS

State expansion and centralization led to

resistance from an array of social, political, and economic groups on a local level.

Enslaved persons challenged existing authorities in the Americas through organized resistance.

Learning resources:

https://www.youtube.com/watch?v=bSL0zwBsjQs

Keywords/Ideas:

• Massive resistance due to colonialism and political tensions.

• Absolutism in France led to a lot of rebellion

  • Fronde

• Pueblo Revolt

  • Oppressive Spanish missionary efforts

  • Spread of diseases, which led to a massive decrease of the local population

  • Many missionaries were killed, but one decade later the Spanish were able to reconquer the land.

• Maroon societies in cameroon and Brazil

  • Places were people would seek refuge to not work for Europeans.

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.

LEARNING OBJECTIVE

Explain how social categories, roles, and practices have been maintained or have changed over time.

HISTORICAL DEVELOPMENTS

Many states, such as the Mughal and Ottoman empires, adopted practices to accommodate the ethnic and religious diversity of their subjects or to utilize the economic, political, and military contributions of different ethnic or religious groups. In other cases, states suppressed diversity or limited certain groups’ roles in society, politics, or the economy.

Imperial conquests and widening global economic opportunities contributed to the formation of new political and economic elites, including in China with the transition to the Qing Dynasty and in the Americas with the rise of the Casta system.

The power of existing political and economic elites fluctuated as the elites confronted

new challenges to their ability to affect the policies of the increasingly powerful monarchs and leaders.

Learning Resources:

https://www.youtube.com/watch?v=mghQQHJIfO8

Keywords/Ideas:

• Social hierarchies

  • Janissaries often rebelled.

  • Ottoman Sultan often made unintelligent choices, upsetting the janissaries

• In 1492 the Jews were expelled from Spain, the same year were Columbus found the Americas.

• Jews found sancturay in the Ottoman Empire, especially in Istanbul, however, they had to pay taxes because they had a different religion.

• In Europe the nobility and royalty started to conflict.

• The same happened in Russia

  • Serfs became more common over time due to debts

• In the Americas there was the Casta system, separating people by descendence and ethnicity.

HISTORICAL DEVELOPMENTS - Enlightenment philosophies applied new ways of understanding and empiricist approaches to both the natural world and human relationships; they also reexamined the role that religion played in public life and emphasized the importance of reason. Philosophers developed new political ideas about the individual, natural rights, and the social contract.

Learning resorces:

https://www.youtube.com/watch?v=teTYdvjpSoM&t=25s

Keywords/Ideas:

• American Revolution

• French revolution

• Latin American Revolution

• Hatian Revolution

• Enightment

• Nationalism

• Deism

• Scientific revolution

• Empiricism

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.

LEARNING OBJECTIVE

Unit 7: Learning Objective A

Explain how internal and

external factors contributed

to change in various states

after 1900.

HISTORICAL DEVELOPMENTS

KC-6.2.I

The West dominated the global political order

at the beginning of the 20th century, but both

land-based and maritime empires gave way to

new states by the century’s end.

KC-6.2.I.A

The older, land-based Ottoman, Russian, and

Qing empires collapsed due to a combination of

internal and external factors. These changes in

Russia eventually led to communist revolution.

KC-6.2.II.D

States around the world challenged the existing

political and social order, including the Mexican

Revolution that arose as a result of political crisis.

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.

LEARNING OBJECTIVE

Unit 7: Learning Objective B

Explain the causes and

consequences of World War I.

HISTORICAL DEVELOPMENTS

KC-6.2.IV.B.i

The causes of World War I included imperialist

expansion and competition for resources.

In addition, territorial and regional conflicts

combined with a flawed alliance system and

intense nationalism to escalate the tensions

into global conflict.

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.

LEARNING OBJECTIVE

Unit 7: Learning Objective C

Explain how governments

used a variety of methods to

conduct war.

HISTORICAL DEVELOPMENTS

KC-6.2.IV.A.i

World War I was the first total war.

Governments used a variety of strategies,

including political propaganda, art, media, and

intensified forms of nationalism, to mobilize

populations (both in the home countries and

the colonies) for the purpose of waging war.

KC-6.1.III.C.i

New military technology led to increased levels

of wartime casualties.

Economics Systems ECN

As societies develop, they affect and are affected by the ways that they produce,

exchange, and consume goods and services.

LEARNING OBJECTIVE

Unit 7: Learning Objective D

Explain how different

governments responded to

economic crisis after 1900.

HISTORICAL DEVELOPMENTS

KC-6.3.I.B

Following World War I and the onset of the

Great Depression, governments began to take

a more active role in economic life.

KC-6.3.I.A.i

In the Soviet Union, the government controlled

the national economy through the Five Year

Plans, often implementing repressive policies,

with negative repercussions for the population.

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.

LEARNING OBJECTIVE

Unit 7: Learning Objective E

Explain the continuities and

changes in territorial holdings

from 1900 to the present.

HISTORICAL DEVELOPMENTS

KC-6.2.I.B

Between the two world wars, Western and

Japanese imperial states predominantly

maintained control over colonial holdings; in

some cases, they gained additional territories

through conquest or treaty settlement and in

other cases faced anti-imperial resistance.

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.

LEARNING OBJECTIVE

Unit 7: Learning Objective F

Explain the causes and

consequences of World War II.

HISTORICAL DEVELOPMENTS

KC-6.2.IV.B.ii

The causes of World War II included the

unsustainable peace settlement after

World War I, the global economic crisis

engendered by the Great Depression,

continued imperialist aspirations, and

especially the rise to power of fascist and

totalitarian regimes that resulted in the

aggressive militarism of Nazi Germany under

Adolf Hitler.

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.

LEARNING OBJECTIVE

Unit 7: Learning Objective G

Explain similarities

and differences in how

governments used a variety

of methods to conduct war.

HISTORICAL DEVELOPMENTS

KC-6.2.IV.A.ii

World War II was a total war. Governments

used a variety of strategies, including political

propaganda, art, media, and intensified forms

of nationalism, to mobilize populations (both

in the home countries and the colonies or

former colonies) for the purpose of waging

war. Governments used ideologies, including

fascism and communism to mobilize all of their

state’s resources for war and, in the case of

totalitarian states, to repress basic freedoms

and dominate many aspects of daily life during

the course of the conflicts and beyond.

KC-6.1.III.C.ii

New military technology and new tactics,

including the atomic bomb, fire-bombing,

and the waging of “total war” led to increased

levels of wartime casualties.

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.

LEARNING OBJECTIVE

Unit 7: Learning Objective H

Explain the various causes

and consequences of mass

atrocities in the period from

1900 to the present.

HISTORICAL DEVELOPMENS

KC-6.2.III.C

The rise of extremist groups in power led to the

attempted destruction of specific populations,

notably the Nazi killing of the Jews in the

Holocaust during World War II, and to other

atrocities, acts of genocide, or ethnic violence.

Unit 7: Learning Objective I

Explain the relative

significance of the causes of

global conflict in the period

1900 to the present.

REVIEW: UNIT 7 KEY CONCEPTS

KC-6.1

Rapid advances in science and technology

altered the understanding of the universe

and the natural world and led to advances

in communication, transportation, industry,

agriculture, and medicine.

KC-6.2

Peoples and states around the world

challenged the existing political and

social order in varying ways, leading to

unprecedented worldwide conflicts.

KC-6.2.I

The West dominated the global political

order at the beginning of the 20th century,

but both land-based and maritime

empires gave way to new states by the

century’s end.

KC-6.2.I.A

The older, land-based Ottoman, Russian,

and Qing empires collapsed due to a

combination of internal and external

factors. These changes in Russia eventually

led to communist revolution.

KC-6.2.II.D

States around the world challenged the

existing political and social order, including

the Mexican Revolution that arose as a

result of political crisis.

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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.

LEARNING OBJECTIVE HISTORICAL DEVELOPMENTS

Unit 8: Learning Objective A

Explain the historical context

of the Cold War after 1945.

KC-6.2.II

Hopes for greater self-government were largely

unfulfilled following World War I; however, in

the years following World War II, increasing

anti-imperialist sentiment contributed to the

dissolution of empires and the restructuring

of states.

KC-6.2.IV.C.i

Technological and economic gains experienced

during World War II by the victorious nations

shifted the global balance of power.

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.

LEARNING OBJECTIVE HISTORICAL DEVELOPMENTS

Unit 8: Learning Objective B

Explain the causes and

effects of the ideological

struggle of the Cold War.

KC-6.2.IV.C.ii

The global balance of economic and political

power shifted during and after World War II

and rapidly evolved into the Cold War. The

democracy of the United States and the

authoritarian communist Soviet Union emerged

as superpowers, which led to ideological

conflict and a power struggle between

capitalism and communism across the globe.

KC-6.2.V.B

Groups and individuals, including the

Non-Aligned Movement, opposed and

promoted alternatives to the existing

economic, political, and social orders.

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.

LEARNING OBJECTIVE HISTORICAL DEVELOPMENTS

Unit 8: Learning Objective C

Compare the ways in which

the United States and the

Soviet Union sought to

maintain influence over the

course of the Cold War.

KC-6.2.IV.D

The Cold War produced new military alliances,

including NATO and the Warsaw Pact, and

led to nuclear proliferation and proxy wars

between and within postcolonial states in

Latin America, Africa, and Asia.

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Economics Systems ECN

As societies develop, they affect and are affected by the ways that they produce,

exchange, and consume goods and services.

LEARNING OBJECTIVE HISTORICAL DEVELOPMENTS

Unit 8: Learning Objective D

Explain the causes and

consequences of China’s

adoption of communism.

KC-6.2.I.i

As a result of internal tension and Japanese

aggression, Chinese communists seized power.

These changes in China eventually led to

communist revolution.

KC-6.3.I.A.ii

In communist China, the government controlled

the national economy through the Great Leap

Forward, often implementing repressive policies,

with negative repercussions for the population.

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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.

LEARNING OBJECTIVE HISTORICAL DEVELOPMENTS

Unit 8: Learning Objective F

Compare the processes

by which various peoples

pursued independence

after 1900.

KC-6.2.II.A

Nationalist leaders and parties in Asia and

Africa sought varying degrees of autonomy

within or independence from imperial rule.

KC-6.2.I.C

After the end of World War II, some colonies

negotiated their independence, while others

achieved independence through armed struggle.

KC-6.2.II.B

Regional, religious, and ethnic movements

challenged colonial rule and inherited imperial

boundaries. Some of these movements

advocated for autonomy.

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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.

LEARNING OBJECTIVE HISTORICAL DEVELOPMENTS

Unit 8: Learning Objective G

Explain how political

changes in the period from

c. 1900 to the present led to

territorial, demographic, and

nationalist developments.

KC-6.2.III.A.i

The redrawing of political boundaries after the

withdrawal of former colonial authorities led to

the creation of new states.

KC-6.2.III.A.ii

The redrawing of political boundaries in some

cases led to conflict as well as population

displacement and/or resettlements, including

those related to the Partition of India and the

creation of the state of Israel

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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.

LEARNING OBJECTIVE HISTORICAL DEVELOPMENTS

Unit 8: Learning Objective I

Explain various reactions to

existing power structures in

the period after 1900.

KC-6.2.V

Although conflict dominated much of the

20th century, many individuals and groups—

including states—opposed this trend. Some

individuals and groups, however, intensified

the conflicts.

KC-6.2.V.A

Groups and individuals challenged the many

wars of the century, and some, such as

Mohandas Gandhi, Martin Luther King Jr.,

and Nelson Mandela, promoted the practice

of nonviolence as a way to bring about

political change.

KC-6.2.V.C

Militaries and militarized states often

responded to the proliferation of conflicts in

ways that further intensified conflict.

KC-6.2.V.D

Some movements used violence against

civilians in an effort to achieve political aims.

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.

LEARNING OBJECTIVE HISTORICAL DEVELOPMENTS

Unit 8: Learning Objective J

Explain the causes of the end

of the Cold War.

KC-6.2.IV.E

Advances in U.S. military and technological

development, the Soviet Union’s costly and

ultimately failed invasion of Afghanistan, and

public discontent and economic weakness

in communist countries led to the end of the

Cold War and the collapse of the Soviet Union

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.

LEARNING OBJECTIVE HISTORICAL DEVELOPMENTS

Unit 9: Learning Objective A

Explain how the development

of new technologies

changed the world from

1900 to present.

KC-6.1.I.A

New modes of communication—including

radio communication, cellular communication,

and the internet—as well as transportation,

including air travel and shipping containers,

reduced the problem of geographic distance.

KC-6.1.I.D

Energy technologies, including the use

of petroleum and nuclear power, raised

productivity and increased the production of

material goods.

KC-6.1.III.B

More effective forms of birth control gave

women greater control over fertility, transformed

reproductive practices, and contributed to

declining rates of fertility in much of the world.

KC-6.1.I.B

The Green Revolution and commercial

agriculture increased productivity and

sustained the earth’s growing population as

it spread chemically and genetically modified

forms of agriculture.

KC-6.1.I.C

Medical innovations, including vaccines and

antibiotics, increased the ability of humans to

survive and live longer lives.

Humans and the Environments ENV

The environment shapes human societies, and as populations grow and change,

these populations in turn shape their environments.

LEARNING OBJECTIVE HISTORICAL DEVELOPMENTS

Unit 9: Learning Objective B

Explain how environmental

factors affected human

populations over time.

KC-6.1.III

Diseases, as well as medical and scientific

developments, had significant effects on

populations around the world.

KC-6.1.III.A

Diseases associated with poverty persisted

while other diseases emerged as new

epidemics and threats to human populations,

in some cases leading to social disruption.

These outbreaks spurred technological and

medical advances. Some diseases occurred

at higher incidence merely because of

increased longevity.

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Humans and the Environments ENV

The environment shapes human societies, and as populations grow and change,

these populations in turn shape their environments.

LEARNING OBJECTIVE HISTORICAL DEVELOPMENTS

Unit 9: Learning Objective C

Explain the causes and

effects of environmental

changes in the period from

1900 to present.

KC-6.1.II.A

As human activity contributed to deforestation,

desertification, a decline in air quality, and

increased consumption of the world’s supply

of fresh water, humans competed over

these and other resources more intensely

than ever before.

KC-6.1.II.B

The release of greenhouse gases and

pollutants into the atmosphere contributed

to debates about the nature and causes of

climate change.

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Course Framework V.1 | 163

AP World History: Modern Course and Exam Description

Economics Systems ECN

As societies develop, they affect and are affected by the ways that they produce,

exchange, and consume goods and services.

LEARNING OBJECTIVE HISTORICAL DEVELOPMENTS

Unit 9: Learning Objective D

Explain the continuities

and changes in the

global economy from

1900 to present.

KC-6.3.I.D

In a trend accelerated by the end of the Cold

War, many governments encouraged free-

market economic policies and promoted

economic liberalization in the late 20th century.

KC-6.3.I.E

In the late 20th century, revolutions in

information and communications technology

led to the growth of knowledge economies in

some regions, while industrial production and

manufacturing were increasingly situated in

Asia and Latin America.

KC-6.3.II.B

Changing economic institutions, multinational

corporations, and regional trade agreements

reflected the spread of principles and practices

associated with free-market economics

throughout the world.

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AP World History: Modern Course and Exam Description

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.

LEARNING OBJECTIVE HISTORICAL DEVELOPMENTS

Unit 9: Learning Objective E

Explain how social categories,

roles, and practices have

been maintained and

challenged over time.

KC-6.3.III.i

Rights-based discourses challenged old

assumptions about race, class, gender,

and religion.

KC-6.3.III.ii

In much of the world, access to education

as well as participation in new political and

professional roles became more inclusive in

terms of race, class, gender, and religion.

KC-6.3.II.C.i

Movements throughout the world protested

the inequality of the environmental and

economic consequences of global integration.

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Course Framework V.1 | 165

AP World History: Modern Course and Exam Description

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.

LEARNING OBJECTIVE HISTORICAL DEVELOPMENTS

Unit 9: Learning Objective F

Explain how and why

globalization changed culture

over time.

KC-6.3.IV.i

Political and social changes of the 20th century

led to changes in the arts and in the second

half of the century, popular and consumer

culture became more global.

KC-6.3.IV.ii

Arts, entertainment, and popular culture

increasingly reflected the influence of a

globalized society.

KC-6.3.IV.iii

Consumer culture became globalized and

transcended national borders.

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© 2019 College Board

Course Framework V.1 | 166

AP World History: Modern Course and Exam Description

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.

LEARNING OBJECTIVE HISTORICAL DEVELOPMENTS

Unit 9: Learning Objective G

Explain the various responses

to increasing globalization

from 1900 to present.

KC-6.3.IV.iv

Responses to rising cultural and economic

globalization took a variety of forms.

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.

LEARNING OBJECTIVE HISTORICAL DEVELOPMENTS

Unit 9: Learning Objective H

Explain how and why

globalization changed

international interactions

among states.

KC-6.3.II.A

New international organizations, including the

United Nations, formed with the stated goal

of maintaining world peace and facilitating

international cooperation.