Ø Students will create a T-chart showing the goods, technologies, people, plants, animals and diseases that were transferred from one hemisphere to another.Students will create cause and effect charts as well as a map showing the Bantu migration along with the different climate and ecological zones.Ø Students will use a snapshot map and change analysis chart to analyze the changes and continuities in long-distance trade networks: Eurasian Silk Roads, Trans-Saharan caravan routes, Indian Ocean sea lanes, Mediterranean Sea lanes.Ø Students will read Olaudah Equiano’s “The African Slave Trade” narrative focusing on descriptors that tell the conditions of a slave ship.Ø Students will analyze visual sources of the layout of a slave ship and images of slaves on the slave ship to determine the conditions as well. Our study of World History in reading, discussion, and writing will incorporate themes including: Ø Gender roles and relations Ø Family and kinship Ø Racial and ethnic constructions Ø Social and economic classes These AP World History Themes will be used throughout the course as a way to analyze certain civilizations and cultures. E.—Technological and Environmental Transformations Primary Text: Stearns, Chapter 1 Key Concepts: Ø Big Geography and the Peopling of the Earth Ø Neolithic Revolution and Early Agricultural Societies Ø Development and Interactions of Early Agricultural, Pastoral and Urban Societies Topics for Overview include: Ø Ø Students will be able to define history, humanity and civilization and critically evaluate periodizations constructed by historians. Themes The AP World History themes will be used throughout the course to identify the broad patterns and processes that explain change and continuity over time.Series Ø Students will discuss reactions to segments Ø Students will work independently in the computer lab using a list of suggested websites to answer a series of focus questions Ø Students will also print at least four documents used and evaluate them for point of view Ø Students will work in small groups to create a Venn diagram or comparative chart showing the similarities and differences between the Bantu and Oceanic/Polynesian Migrations Ø Assessment: Students will write a comparative essay.Written Sources from Strayer’s : 1450-1750 — Global Interactions Primary Text: Stearns, Chapter 16-22 Key Concepts: Ø Globalizing Networks of Communication and Exchange Ø New Forms of Social Organization and Modes of Production Ø State Consolidation and Imperial Expansion Topics for Overview include: Ø Ø In groups of three, students will read the “Role of Silver,” article from the website or preprinted copies.Ø Students will examine: new technologies, innovations in maritime technologies, changes in farming and irrigation techniques, and the effects of the spread of disease on empires. Cooper N & P Ltd, London) Ø A Classic Indian Buddha (Image copyright © The Metropolitan Museum of Art/Art Resource, NY) Ø A Bodhisattva of Compassion: Kannon of 1,000 Arms (From , Bijutu Shuppan-sha.: Ø Footprints of the Buddha (Courtesy, John Eskanazi Ltd, London. Photo: Lightstream) Ø The Chinese Maitreya Buddha (Nazima Kowail/Corbis) Ø The Amitabha Buddha (The State Hermitage Museum, St. Photograph © The State Hermitage Museum) Unit 3 : 600-1450 —Regional and Transregional Interactions Primary Text: Stearns, Chapter 6-15 Key Concepts: Ø Expansion and Intensification of Communication and Exchange Networks Ø Continuity and Innovation of State forms and Their Interactions Ø Increased Economic Productive Capacity and its Consequences Topics for Overview include: Ø Special Focus: Ø Islam and the Establishment of an Empire Ø Polynesian Migrations in Oceania Ø Empires in the Americas: Aztecs and Incas Ø Expansion of Trade in the Indian Ocean—the Swahili Coast of East Africa Activities and Skill Development: 11.1 (Spring 2000).