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The guide maps unit sequence with approximate weighting and suggested pacing based on 45-minute class periods throughout the academic year. It details spiraling historical thinking skills and themes, identifies categories such as developments, sourcing, claims, evidence, and contextualization, and lists unit topics from c. 1200 onward through the Imperial Age and beyond. 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Please note, pacing is based on 45-minute class periods, meeting five days each week for a full academic year.\u003Cbr>§ Progression of topics within each unit.\u003Cbr>§ Spiraling of the themesand historical thinking skills across units.\u003Cbr>Teach\u003Cbr>HISTORICAL THINKING SKILLS\u003Cbr>Historical thinking skills spiral across units. |  |\n| --- | --- |\n|  1  Developments  4  and Processes\u003Cbr> 2  Sourcing and  5  Situation\u003Cbr> 3  Claims and  6  Evidence in\u003Cbr>Sources\u003Cbr>THEMES\u003Cbr>Themes spiral across units. | Contextualization\u003Cbr>Making Connections\u003Cbr>Argumentation |\n\nENV Humans and the  \nEnvironment  \n CDI  Cultural Developments and Interactions  \nECN Economic Systems  \n SIO  Social Interactions and Organization  \nGOV Governance TEC Technology and Innovation  \nAssess  \nAssign the Personal Progress Checks—either as homework or in class—for each unit.  \nEach Personal Progress Check contains formative multiplechoice and free-response questions. The feedback from the Personal Progress Checks shows students the areas where they need to focus.  \n| GOV | 1.1 | Developments in East Asia from c. 1200 to c. 1450 |\n| --- | --- | --- |\n| CDI |  |  |\n| ECN\u003Cbr>4 |  |  |\n| CDI | 1.2 | Developments in Dar al-Islam from c. 1200 to c. 1450 |\n| GOV |  |  |\n| TEC\u003Cbr>1 |  |  |\n| CDI | 1.3 | Developments in South and Southeast Asia\u003Cbr>from c. 1200 to c. 1450 |\n| GOV\u003Cbr>3 |  |  |\n| GOV\u003Cbr>3 | 1.4 | State Building in the Americas |\n| GOV\u003Cbr>1 | 1.5 | State Building in Africa |\n| CDI | 1.6 | Developmentsin Europe from c. 1200 to c. 1450 |\n| GOV |  |  |\n| SIO\u003Cbr>1 |  |  |\n\n6  \n1.7 Comparison in the Period from  \nc. 1200 to c. 1450  \nPersonal Progress Check 1  \nMultiple-choice:~15 questions  \nShort-answer: 2 questions  \n§ Primary source (partial)  \n§ Primary source (partial) Free-response: 1 question  \n§ Long essay (partial)  \n| ECN\u003Cbr>4 | 2.1 | The Silk Roads |\n| --- | --- | --- |\n| GOV | 2.2 | The Mongol Empire and the Making of the Modern World |\n| ECN |  |  |\n| CDI\u003Cbr>5 |  |  |\n| ECN | 2.3 | Exchange in the Indian Ocean |\n| CDI |  |  |\n| ENV\u003Cbr>5 |  |  |\n| TEC | 2.4 | Trans-Saharan\u003Cbr>Trade Routes |\n| GOV\u003Cbr>1 |  |  |\n| CDI\u003Cbr>2\u003Cbr>ENV\u003Cbr>5 | 2.5 | Cultural Consequences of Connectivity |\n|  | 2.6 | Environmental\u003Cbr>Consequences\u003Cbr>of Connectivity |\n\n6  \n2.7 Comparison of Economic Exchange  \nPersonal Progress Check 2  \nMultiple-choice:~15 questions  \nShort-answer: 2 questions  \n§ Primary source  \n§ Primary source  \nFree-response: 1 question  \n§ Long essay (partial)  \nNOTE: Partial versions of the free-response questions are provided to prepare students for more  \ncomplex, full questions that they will encounter on the AP Exam. V.1 | 22  \n© 2020 College Board  \nGOV 3.1 Empires Expand  \n1  \n| CDI\u003Cbr>\u003Cbr>2 | 3.3 Empires: Belief Systems |\n| --- | --- |\n\n6  \n3.4 Comparison in Land-Based Empires  \nPersonal Progress Check 3  \nMultiple-choice:~10 questions  \nShort-answer: 2 questions  \n§ Primary source  \n§ Primary source  \nFree-response: 1 question  \n§ Long essay (partial)  \n| \u003Cbr>TEC\u003Cbr>4 | 4.1 Technological Innovations from 1450\u003Cbr>to 1750 |\n| --- | --- |\n| GOV | 4.2 Exploration: Causes and Events from 1450\u003Cbr>to 1750 |\n| ECN\u003Cbr>\u003Cbr>5 |  |\n| \u003Cbr>ENV 3 | 4.3 Columbian Exchange |\n| GOV | 4.4 Maritime Empires Established |\n| ECN |  |\n| SIO\u003Cbr>\u003Cbr>2 |  |\n| ECN | 4.5 Maritime Empires Maintained\u003Cbr>and Developed |\n| GOV |  |\n| SIO |  |\n| CDI\u003Cbr>\u003Cbr>3 |  |\n| \u003Cbr>GOV\u003Cbr>4 | 4.6 Internal and External\u003Cbr>Challenges to State Power from 1450 to 1750 |\n| \u003Cbr>SIO\u003Cbr>3 | 4.7 Changing Social Hierarchies from 1450\u003Cbr>to 1750 |\n\n6  \n4.8 Continuity and Change from 1450 to 1750  \nPersonal Progress Check 4  \nMultiple-choice:~15 questions  \nShort-answer: 2 questions  \n§ Primary source  \n§ Secondary source Free-response: 1 question  \n§ Long essay (partial)  \n| CDI | 5.1 ","cbCaiptOsSFb61O3","https://ap.wps.com/l/cbCaiptOsSFb61O3","pdf",212852,"English","# Plan\n## The Course at a Glance\n# Teach\n## Historical Thinking Skills\n## Themes\n## Unit Topics\n# Assess\n## Personal Progress Checks","[{\"question\":\"How is pacing determined in the course plan?\",\"answer\":\"Pacing is based on 45-minute class periods, meeting five days each week across a full academic year.\"},{\"question\":\"What do the course guide’s “Historical Thinking Skills” cover?\",\"answer\":\"Historical thinking skills spiral across units, including developments and processes, sourcing, claims and evidence, contextualization, making connections, and argumentation.\"},{\"question\":\"What types of questions are included in the Personal Progress Checks?\",\"answer\":\"Each Personal Progress Check includes formative multiple-choice and free-response questions, with short-answer and long-essay components as outlined for each check.\"}]","AP World History - Unit Guides 1 | PDF",1789894147]