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It defines six major historical periods and corresponding units built around key concepts, emphasizing technological and environmental transformations, religious and cultural traditions, state formation, communication and exchange, industrialization and global capitalism, and accelerating global change. The syllabus specifies inclusion of college-level textbooks, diverse primary and secondary sources, explicit attention to each period, and opportunities to investigate key concepts using historical evidence and theme-based learning objectives.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/ap-world-history-syllabus/437581/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/ap-world-history-syllabus/437581.png","ImageObject",300,407,{"name":92,"@type":93},"Mabel","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-20","2026-09-29",true,{"@type":102,"interactionType":103,"userInteractionCount":52},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What curricular materials are required in the AP World History course?","Question",{"text":112,"@type":113},"The course includes a college-level world history textbook and diverse primary sources such as written documents and images, plus maps and quantitative data. It also includes multiple secondary sources written by historians or scholars interpreting the past.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the syllabus structure historical learning across the course?",{"text":117,"@type":113},"The syllabus provides explicit attention to each historical period and organizes key concepts through multiple units. Students investigate key and supporting concepts using in-depth study and specific historical evidence or examples.",{"name":119,"@type":110,"acceptedAnswer":120},"What coverage requirements does the syllabus set for world regions and Europe?",{"text":121,"@type":113},"The syllabus must show explicit coverage of Africa, the Americas, Asia, and Oceania across more than one unit. Europe must be addressed in more than one unit, but no more than 20 percent of course time is devoted specifically to European history.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},437581,1790792799,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":52,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},7971474920318,"https://ap-avatar.wpscdn.com/avatar/74000ee537e6b0ca360?x-image-process=image/resize,m_fixed,w_180,h_180&k=1788430171632181674","Sample Syllabus 1 Contents  \nCurricular Requirements ............................................................................................................................. ii  \nAP World History Syllabus ......................................................................................................................... 1  \nOverview ................................................................................................................................................ 1  \nUnderstanding Period 1: Technological and Environmental Transformations, 8,[000 B.C.E. to](000 B.C.E. to) 600  \nB.C.E...........................................................................................................................................................2  \nUnit I: Key Concept 1.1. Big Geography and the Peopling of the Earth...............................................2  \nUnit II: Key Concept 1.2. The Neolithic Revolution and Early Agricultural Societies ........................2  \nUnit III: Key Concept 1.3. The Development and Interactions of Early Agricultural, Pastoral, and Urban Societies .........................................................................................................................3  \nUnderstanding Period 2: Organization and Reorganization of Human Societies, c. 600 B.C.E.– 600  \nC.E..............................................................................................................................................................4  \nUnit IV: Key Concept 2.1. The Development and Codification of Religious and Cultural Traditions .........................................................................................................................................4  \nUnit V: Key Concept 2.2. The Development of States and Empires.....................................................5  \nUnit VI: Key Concept 2.3. Emergence of Interregional Networks of Communication and Exchange ..........................................................................................................................................7  \nUnderstanding Period 3: Regional and Interregional Interactions, [c. 600 C.E. to](c. 600 C.E. to) 1450 .............................7  \nUnit VII: Key Concept 3.1. Expansion and Intensification of Communication and Exchange Networks ..........................................................................................................................................7  \nUnit VIII: Key Concept 3.2. Continuity and Innovation of State Forms and Their Interactions ..........9  \nUnit IX: Key Concept 3.3. Increased Economic Productive Capacity and Its Consequences ............10  \nUnderstanding Period 4: Global Interactions, c. 1450 to c. 1750 .............................................................11  \nUnit X: Key Concept 4.1. Globalizing Networks of Communication and Exchange .........................11  \nUnit XI: Key Concept 4.2. New Forms of Social Organization and Modes of Production.................13  \nUnit XII: Key Concept 4.3. State Consolidation and Imperial Expansion ..........................................13  \nUnderstanding Period 5: Industrialization and Global Integration, c. 1750 to c. 1900 ............................14  \nUnit XIII: Key Concept 5.1. Industrialization and Global Capitalism ................................................14  \nUnit XIV: Key Concept 5.2. Imperialism and Nation-State Formation ..............................................15  \nUnit XV: Key Concept 5.3. Nationalism, Revolution, and Reform ....................................................15  \nUnit XVI: Key Concept 5.4. Global Migration ...................................................................................16  \nUnderstanding Period 6: Accelerating Global Change and Realignments, c. 1900 to the Present ...........16  \nUnit XVII: Key Concept 6.1. Science and the Environment...............................................................17  \nUnit XVIII: Key Concept 6.2. Gl","cbCaihqeLf1XIPw3","https://ap.wps.com/l/cbCaihqeLf1XIPw3","pdf",215604,22,"English","# AP World History Syllabus\n## Overview\n## Understanding Period 1: Technological and Environmental Transformations, 8,000 B.C.E. to 600 B.C.E.\n## Unit I: Key Concept 1.1 - Big Geography and the Peopling of the Earth\n## Unit II: Key Concept 1.2 - The Neolithic Revolution and Early Agricultural Societies\n## Unit III: Key Concept 1.3 - The Development and Interactions of Early Agricultural, Pastoral, and Urban Societies\n## Understanding Period 2: Organization and Reorganization of Human Societies, c. 600 B.C.E. to 600 C.E.\n## Unit IV: Key Concept 2.1 - Religious and Cultural Traditions\n## Unit V: Key Concept 2.2 - States and Empires\n## Unit VI: Key Concept 2.3 - Communication and Exchange Networks\n## Understanding Period 3: Regional and Interregional Interactions, c. 600 C.E. to 1450\n## Unit VII: Key Concept 3.1 - Communication and Exchange Networks\n## Unit VIII: Key Concept 3.2 - State Forms and Their Interactions\n## Unit IX: Key Concept 3.3 - Economic Productive Capacity and Consequences\n## Understanding Period 4: Global Interactions, c. 1450 to c. 1750\n## Unit X: Key Concept 4.1 - Globalizing Communication and Exchange\n## Unit XI: Key Concept 4.2 - Social Organization and Modes of Production\n## Unit XII: Key Concept 4.3 - State Consolidation and Imperial Expansion\n## Understanding Period 5: Industrialization and Global Integration, c. 1750 to c. 1900\n## Unit XIII: Key Concept 5.1 - Industrialization and Global Capitalism\n## Unit XIV: Key Concept 5.2 - Imperialism and Nation-State Formation\n## Unit XV: Key Concept 5.3 - Nationalism, Revolution, and Reform\n## Unit XVI: Key Concept 5.4 - Global Migration\n## Understanding Period 6: Accelerating Global Change and Realignments, c. 1900 to the Present\n## Unit XVII: Key Concept 6.1 - Science and the Environment\n## Unit XVIII: Key Concept 6.2 - Global Conflicts and Their Consequences\n## Unit XIX: Key Concept 6.3 - Global Economy, Society, and Culture\n## Curricular Requirements\n## CR1a-CR6","[{\"question\":\"What curricular materials are required in the AP World History course?\",\"answer\":\"The course includes a college-level world history textbook and diverse primary sources such as written documents and images, plus maps and quantitative data. It also includes multiple secondary sources written by historians or scholars interpreting the past.\"},{\"question\":\"How does the syllabus structure historical learning across the course?\",\"answer\":\"The syllabus provides explicit attention to each historical period and organizes key concepts through multiple units. Students investigate key and supporting concepts using in-depth study and specific historical evidence or examples.\"},{\"question\":\"What coverage requirements does the syllabus set for world regions and Europe?\",\"answer\":\"The syllabus must show explicit coverage of Africa, the Americas, Asia, and Oceania across more than one unit. Europe must be addressed in more than one unit, but no more than 20 percent of course time is devoted specifically to European history.\"}]","AP World History Syllabus | PDF",1790682418,55]