1.7 ap world history
AP World History: Modern (Unit 1) Overview
Information from Heimler's History, Collegeboard, Encyclopaedia Britannica, Knowt AI, and Fiveable
Unit 1.1: Developments in East Asia from c. 1200 to c. 1450
Dynasties
Sui Dynasty (581-618):
reunited China under a single imperial rule after several centuries of political fragmentation
constructed the Grand Canal, which linked the Yellow and Yangtze Rivers and facilitated trade and communication between northern and southern China
civil service exam
ended with the assassination of Yang Guang (Emperor Gong)
Tang Dynasty (618-907):
strong, centralized government (as a result of Sui)
succeeded by the Five Dynasties and Ten Kingdoms period in 907.
Song Dynasty (960-1279):
economic growth
adoption of paper money
Ming Dynasty (1368-1644):
drove out the Mongols
Forbidden City
Zheng He
rebuilt, renovated, and extended Great Wall of China
Confucianism
Human society is hierarchical by nature
Women were on the "bottom" (e.g. foot binding)
Confucianism fell with the Han Dynasty
Starting with the Tang dynasty, Confucianism experienced a revival
The period from 1200 to 1450 CE saw diverse states developing across the world. While each region created distinctive political systems, comparing these states reveals fascinating patterns of both similarity and difference. This comparative approach helps us understand broader historical processes rather than just memorizing isolated facts about individual states.
Similarities in State Formation
Legitimizing Authority
Across the world, rulers needed to convince people they had the right to rule. Religion proved to be a powerful tool for this purpose.
Religious legitimacy appeared in various forms: Chinese emperors claimed the "Mandate of Heaven" Islamic rulers positioned themselves as defenders of the faith European monarchs were crowned in religious ceremonies Mesoamerican leaders performed public religious rituals African kings often served as religious intermediaries Southeast Asian rulers adopted Hindu or Buddhist cosmic roles
Despite different belief systems, these religious claims served similar functions: Connecting earthly rule to cosmic order Providing divine sanction for human authority Creating ceremonial roles that reinforced power Establishing rules f
This lesson is designed for use with AP® World History Modern, Unit 1 Topic 7:
Comparison in the Period 1200-1450
. The lesson includes 5 comparison scenarios with speaker notes/answer key and student recording sheets. Each comparison scenario asks students to identify and/or explain similarities and differences between at least two previously covered topics. Also included is an introduction to thesis writing and identifying arguments along with a digital activity to practice identifying arguments.
Included you will find:
5 scenarios for comparison
for Topic 1.7 with student notes sheet
14-slide
historical arguments lesson
with student guided notes
Digital Google Sheets
Identifying Arguments scramble
3 Practice Stimulus-Based MCQs
The 5 comparisons include:
The Use of Religion by the State: Song China and the Abbasid Caliphate
European and Japanese Feudalism
Aztec and Song China Tributary Systems
Baghdad, Timbuktu, and the Srivijaya Empire's Proximity to Major Trade Routes
European Serfdom and the Inca Mit'a System
This is and . This is a way to review topics covered in topics 1.1-1.6, and to have students practice writing about these topics. I highly r
This is a simple and easy to use comparison chart of the important regions discussed in Unit 1 of AP World History: Modern. It allows the students to see the major innovations of the area from c. 1200 - c. 1450, as well as change and continuities over time of societies compared to past societies of the regions. Once complete the students will then have an easy graphic organizer to compare the various regions of Unit 1.
How can this be used in the classroom:
1. (Recommended) Post one document that can be edited by all individuals with the link and allow the students to work collaboratively on the shared document. If you want you can assign specific regions to groups or allow students to work on any area they are most comfortable with.
2. Assign as an individual assignment to help students study and review key concepts in Unit 1.
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