Lesson Plans

World Civilizations: The Global Experience ©2001

by Stearns, Adas, Schwartz, and Gilbert

Focus Lesson 3

Chapter 10: "The Spread of Peoples and Civilizations"
Chapter 11: "The End of the Classical Era: World History in Transition: 200–700 C.E."

AP* Course Description

The AP* World History course begins with a unit of study called "Foundations," which deals with the development of world civilizations prior to 1000 C.E. Focus Lessons 1 through 3 provide the basis for this study.

1. Basic features of world geography
2. Crises of late antiquity (third to eighth centuries)
3. Key cultural, social and economic systems
   • Basic features of major world belief systems prior to 1000 and where each belief system applied by 1000
4. Principal international connections that had developed between 700 and 1000
5. Diverse interpretations

Key Components

• Instructor's Manual:
  Chapter 10, pp. 68–75
  Chapter 11, pp. 76–83
• Study Guide, Vol. I:
  Chapter 10, pp. 95–105
  Chapter 11, pp. 106–125
• Test Bank:
  Chapter 10, pp. 121–133
  Chapter 11, pp. 134–146

Key Web Sites Listed in the Student Text

• Chapter 10: p. 249
• Chapter 11: p. 267

Key Words and Terms

Suggested Pacing

Test Strategy

Key Concepts

• Cultural diffusion or independent invention
  A major theme of the AP* World History course is cultural diffusion versus independent invention. Chapter 10 posits the idea that "many of the most important aspects of civilization may have been exported from the cores rather than reinvented by different cultures at different times." A comparison chart listing the four world areas—sub-Saharan Africa, northern Europe, Japan, and the Pacific islands—would be helpful to students in learning how each culture developed in relation to religion, government, and family, and how their culture traits compare to those of classical civilizations.
  
  
• Crisis of late antiquity
  Chapter 11 deals with the collapse of empires and civilizations in the classical world and the emergence of new cultures. Students should be especially alert to the influences of religion—Buddhism, Christianity, and Hinduism—on these new empires.

Summing Up Student Understanding

Essay-Writing Skills Introduction Thesis Brief explanation of any key theme or complex idea contained in the thesis A quick listing of the main organizational points that will be used to structure and present the data used to defend the thesis. This list is usually based on one of the following concepts: key personalities key events main ideas overall categories of evidence (political, social, economic, etc.) noted contradictions or comparisons Body The number, order, and nature of these paragraphs will be determined by the organizational list in the introduction. Each paragraph should contain the following: Good transition sentence Main idea that supports the thesis Specific details that support the main idea. This is the heart of the essay. Unleash a flood of names, dates, legislation, pieces of literature, ideas, etc., that are PERTINENT to the essay. The more FACTS and EXAMPLES given to support the main idea, the higher the grade. Do not just tell a story. Present the details within the context of the thesis. Conclusion Restatement of the thesis Brief mention of any connection with contemporary history/events Strong closing sentence No new ideas or solution not covered in the body of the essay

ADDITIONAL RESOURCES

• Sources of the West, Vol. I, edited by Kishlausky—Part II
• The Global Experience, Vol. I, edited by Schwartz, Wimmer, and Wolfe—Chapters 9, 10, 11, and 12
• Documents in World History, Vol I, edited by Stearns, Gosch, and Grieshaber—Section Three