Advanced Placement World History – Course Syllabus



Advanced Placement World History – Course Syllabus

The Durham School of the Arts

Contact Information

Ms. Kristen Martin, Instructor

Phone: 919-560-3926 ext 23449

Email: kristen.martin@

Course Description

In Advanced Placement World History students will develop a greater understanding of the evolution of global processes, human encounters and interactions that have shaped human societies since 8000 B.C.E. The course examines the nature of changes in a global framework and the causes and consequences of these changes. There are also extensive comparisons made among major societies. The course focuses heavily on Asia, Africa, Latin America, and the Middle East; however interactions and encounters with Europe and North America are explored as well. The basic organizing principle of the course is chronologically based, with five periods explored thematically.

This course will require extensive effort by each student outside the classroom. AP World History is equivalent to a college level history survey course. Daily activities focus on the mastery of a selective body of factual knowledge and the development of analytical skills required of advanced college students. Students will be assigned a college level text and numerous primary and secondary sources to be read and analyzed. Critical writing skills are developed through oral presentations, short essays and research assignments. All students are required to take the AP World History Examination in May.

Course Themes

The study of history involves having knowledge of the past well enough to understand the present and for seeing a path to a possible future. In order to formulate questions about history students must study evidence to seek answers, and then construct an argument to answer the questions. The AP World History course is framed by five overarching themes, which provide a context from which to formulate these questions.

1. Interaction between humans and the environment

When humans move about the Earth, how do they make decisions about where they will settle?

How do humans interact with and change the environment?

When they encounter other groups what do they exchange with one another?

Are there patterns of human interaction that are found worldwide?

2. Development and interaction of cultures

How do societies organize religion?

What happens when religions interact?

How do belief systems shape societies?

How have cultural and intellectual developments shaped human experience?

3. State-building, expansion, and conflict

How do societies organize governments?

How do humans respond to different forms of government?

4. Creation, expansion, and interaction of economic systems

How do societies develop an economy?

How do technologies and economies affect human populations?

5. Development and transformation of social structures

How do societies organize social structure and construct gender?

How do the experiences of different classes and genders vary?

Historical Thinking Skills

1. Constructing Historical Arguments from Historical Evidence

2. Historical Causation. Analyze relationships between historical events examining cause and effect.

3. Compare historical events and contextualize events (place events and processes into a broader context, either regional, national, or global.

4. Interpretation and Synthesis. Students should be able to evaluate various historical sources and identify context, point of view and frame of reference of a given source. Students will then gather information from multiple academic disciplines and understand the narrative or essential questions to be drawn form the historical data, perspectives and arguments.

Daily students will analyze a wide variety of primary sources, including but limited to documentary material, maps, statistical tables, works of art and pictures. Students will become experts the practice of thinking like a historian. Students will make it standard practice to always as themselves, “How do historians….

• use evidence to make plausible arguments?”

• use evidence to construct and evaluate arguments?”

• use point of view, context, and frame of reference to analyze documents?”

• understand and interpret information?”

• assess change and continuity over time?”

• understand the diversity in historical interpretations through the analysis of the context, beliefs, and values?”

• identify global patterns over time?

• make comparisons within and among societies?”

• examine the relevance of world history to the present day?”

Course Overview

AP World History is organized around five chronological units approached in a thematic way. A more detailed course outline is provided at the end of the syllabus.

Technological and Environmental Transformation to 600 B.C.E

This periodization is framed by the emergence of complex societies, the four early river societies, and the rise of the classical world. Global patterns of interactions and exchanges are analyzed and comparisons are made between major religions, social structures and the belief systems through which they are constructed, and the continuity and change found in the rise and fall of empires.

Organization and Reorganization of Human Societies 600 B.C.E to 600 C.E.

This periodization is framed by the fall of classical world. Global patterns of interactions and exchanges are analyzed and comparisons are made by looking closely at the rise of trade patterns, global political and economic systems, the role of cities, and role gender plays in societies.

Regional and Transregional Interactions 600 C.E. to c. 1450

The rise of the Islamic world and the growth of Christian Europe, and the resurgence of East Asia and Mongol Eurasia frame this periodization. Global patterns of interactions and exchanges are analyzed and comparisons are made by looking closely at the rise of trade patterns, global political and economic systems, the role of cities, and role gender plays in societies.

Global Interactions c. 1450 to c. 1750

This periodization is framed by examining maritime expansion, the transformation of Europe, the Americas, Africa, and the Atlantic World, and comparative analysis of maritime and land-based empires.

Industrialization and Global Integration c. 1750 to c. 1900

This periodization is framed by analyzing the revolutions, and rebellions of the time, their global impact, the influence of the spread of industrialization, demographic and environmental changes, the competition with Europe over global influence, colonial holdings, the rise of ethnic nationalism, and the old and new empires in the age of imperialism. Comparisons between industrial revolutions, political revolutions, reactions to foreign domination, and the lives of women in different social classes will be analyzed.

Accelerating Global Change and Realignments c. 1900 to Present

This periodization is framed by the analysis of war and peace in a global context, new patterns of nationalism including, but not exclusively, racism, decolonization, and genocide, the impact of economic developments, social reform, and social revolutions, the global affects of scientific and technological innovation, changing demographics on a global scale.

Results of decolonization and the legacy of colonialism, the impact of revolutions, independence struggles, and global economic and trading systems will be compared.

We will examine the world wars to identify the interconnectedness of the major events of this century, as well as their influence on our contemporary world. We will spend at least half of the unit examining the independence movements in Africa, Asia, and Oceania after World War II and various political and social revolutions in Latin America.

Course Assignments

Grades

1. Unit Examinations and Chapter Tests – 35%

• There will be 6 unit examinations

• There will be several mid-unit examinations

• It is school policy that all students are required to take the AP National Exam each spring in whatever AP courses they are enrolled.

2. Essays – 30%

• Students will be required to master three specific skills: document analysis, comparative analysis, and change-over-time analysis.

• Essays written outside of class will be required on a quarterly

• In-class essays will vary in frequency, though involve a timed writing addressing document based questions, comparative analysis, and change-over-time prompts.

• Students must adhere to the common AP World History essay rubrics for essay formats and will be graded on a nine point scale

3. Quizzes – 10%

• There will both announced and unannounced quizzes

• Be sure to bring your reading notes to class each day as you will be permitted to use notes on unannounced quizzes.

1. Power Point Presentation

2. Yearlong Project Assignments Quarterly

4. Homework/Classwork – 10%

• Generally consists of reading assignments checked periodically with short quizzes or short essays at the beginning of class.

• Notecards – 5X7 Socratic Seminar Card will be assigned weekly and require students to develop four analysis questions based on the reading and four comments addressing encounters and interactions noted in the reading. These notecards will be used in seminar discussions which occur four times a unit.

• Map assignments and document exercises complete the homework grade

• Active class participation is not only expected, it crucial to fully understand the themes, comparisons, and perspectives in the body of the course.

5. Projects – 15%

• There is a minimum of one project each quarter. These projects include:

3. Summer Assignment

4. Power Point Presentation

5. Yearlong Project Assignments Quarterly

Late Assignments

Failure to turn in an assignment on the day that it is due will result in a “0” for that assignment.

Absences

Other than unannounced essays, quizzes, and other in-class work, all assignments are due on the announced date, no exceptions will be made, including for absences. Absent students are singularly responsible for making up all missed work within a timely manner. It is advisable that students meet with their instructor prior to an absence if possible, and immediately upon his/her return to discuss the nature of the absence.

Honor Code

The Durham School of the Arts has a very specific honor code regarding a student work. All work must be original; students are not to share their work or the work of others unless instructed to do so by the teacher. Any violation of this honor code will result in a “0” for the assignment, referral to the honor code committee, and a mandatory parent/teacher/student conference must be held.

Grading Scale – Grades are based on the Durham Public Schools’ grading scale:

100 – 93 = A 92 – 86 = B 78 – 85 = C 70 – 77 = D Below 70 = F

Course Texts

Main Texts

Stearns, Peter N., et al. World Civilizations: The Global Experience. 5th ed. AP Edition. New York: Pearson Education, Inc., 2007.

Stearns, Peter N., ed. World History in Documents: a Comparative Reader. 2nd ed. New York: New York UP, 2008.

Supplemental Texts

Ansary, Mir Tamim. Destiny disrupted: A History of the World Through Islamic Eyes. New York

Public Affairs, 2009.

Armesto, F. The World: A History ; Combined Volume. Upper Saddle River, N.J.: Pearson

Prentice Hall, 2007.

Bentley, Jerry H., and Herbert F. Ziegler. Traditions and Encounters: a Global Perspective on the Past. 3rd ed. New York: McGraw-Hill, 2006.

Christian, David. Maps of Time: An Introduction to Big History. Berkeley: University of California Press, 2004.

Craig, A. M. The Heritage of World Civilizations: Combined Volume (Teaching and Learning Classroom ed., Brief 4th ed.). Upper Saddle River, N.J.: Prentice Hall, 2009.

Pomeranz, K., & Topik, S. The World That Trade Created: Society, Culture, and the World Economy, 1400 to the present (2nd ed.). Armonk, N.Y.: M.E. Sharpe, 2007.

Reilly, Kevin. Worlds of History: a Comparative Reader Volume One: to 1550. 3rd ed. Boston: Bedford/St. Martin's, 2007.

Reilly, Kevin. Worlds of History: a Comparative Reader Volume Two: since 1400. 3rd ed. Boston: Bedford/St. Martin's, 2007.

Spodek, Howard, ed. Documents in World History Volume I: to 1850. Upper Saddle River, NJ: Pearson Education, Inc., 2005.

Spodek, Howard, ed. Documents in World History Volume II: since 1500. Upper Saddle River, NJ: Pearson Education, Inc., 2005.

Spodek, Howard. The World’s History. 3rd ed. London: Laurence King Publishing, LTD., 2006.

Standage, T. (2005). A History of the World In 6 Glasses. New York: Walker & Co., 2005.

Additional texts including readers and other secondary sources were used for activities or adapted for activities such as DBQ’s and secondary source readings. Students will read an additional work of historical scholarship in an “Outside History Reading” project. Students choose from a pre-approved list created by the instructor as is indicated in the course assignments.

Course Outline

Note: All primary and secondary documents represent some of what will be examined and analyzed in class. This is not a comprehensive list.

Unit 1 (8000 B.C.E. – 600 B.C.E.)

Approximately 2 Weeks

Essential Questions: What is the interaction between geography, climate, and humans? What is a civilization? What is the impetus for change in civilizations? What are major markers for change in how civilizations are structured? What is continuity and how does geography impact it? How do social structures evolve? How and why do trading patterns develop? What are the characteristics of early societies? How do social and gender structures impact societies? What is cultural exchange? How do religions and philosophies spread? How does the development of religion demonstrate both continuity and change?

Topics

• Geographic Regions

• Human Migrations and Lifestyles

• Agricultural Revolutions and Settled Civilizations

• Egypt and Mesopotamia

• Introduce Document Analysis

• Indus Valley Civilization

• Huang He Civilization

• Political and Economic Structure of Early Civilizations

• Religion and Cultural Development

Unit 1: Major Assignments

Note: See “Yearlong Project” at the end of the syllabus. It runs through every unit thought out the year.

1. Test the second day of glass over the summer reading assignment History of the World in 6 Glasses by Tom Standage.

2. Summer Geography Assignment due on the second day of class.

3. Students will be introduced to the Comparative Essay and write and essay comparing government structure of two of the four early river valley civilizations (Nile, Tigris-Euphrates, Indus, and Huang-He).

4. Students will create a comparative analysis chart outlining “push/pull” factors in human migration at this time.

5. Students will read “Civilization vs. (complex) society?” by Mark Whitaker () and take part in a Socratic Seminar discussing the potential bias found in historical labels.

6. Analyze and compare visual primary documents using APPARTS (author, place and time, prior knowledge, audience, reason, THE main idea, source). Look at cave art from Arnhem Land in Australia, Lascaux Cave, and Thompson Springs, Utah cave art. Analyze differences and similarities given the cultural and geographical differences.

7. Yearlong Project – Periodization 1 (see end of syllabus for requirement details)

8. Unit 1 Examination

Unit 1: Sources and Key Concepts

Stearns Chapter 1

Key Concept 1.1 – Big Geography and Peopling of the Earth

Primary Sources

• Visual Primary Document – Clovis or Llano Culture of North America carved flint “projectiles.” 9500-8000 B.C.E.

• Visual Primary Document – Images of cave paintings from the site of Ubirr in Arnhem Land, Northern Australia

Secondary Sources

• Map of Human Migration:



o Genetic Data from early human migration – Online Lecture and mapping of human genetic make-up

Key Concept 1.2 – The Neolithic Revolution and Early Agricultural Societies

Secondary Sources

• Excerpt: Harlan, Jack. Crops and Man. Wisconsin: American Society of Agronomy, 1975.

Key Concept 1.3 – The Development and Interactions of Early Agricultural, Pastoral, and Urban Societies

Primary Sources

• Ancient History Sourcebook: The Code of the Neslim, c. 1650 – 1500 B.C.E., Hittite Law Code.

• Visual Primary Document – Assyrian king list, Cuneiform Tablet 990-900 B.C.E.

Secondary Sources:

• Margaret Mead, “Warfare is Only an Invention – Not a Biological Necessity.” 1940

• “The Original Affluent Society.” Excerpt: Sahlins, Marshall David. Stone Age Economics. Chicago: Aldine-Atherton, 1972.

Unit 2 (600 B.C.E – 600 C.E.)

Approximately 6 weeks

Essential Questions: How do social and gender structures impact societies? What is cultural exchange? How do religions and philosophies spread? What does the term “classical” imply? How does the development of religion demonstrate both continuity and change? How do empires organize themselves? What are the continuities and changes in the decline of empires? What is the role and status of women? What is the impact of religion on how societies organize? How and why do empires collapse? What impact does collapse have on human migration?

Topics

• Classical China – Framework and Patterns, Political Institutions, and Religion

• Classical India’s – Framework and Patterns, Political Institutions, and Religion

• Growing Trading Patterns and their Impact on Societal Continuities and Changes

• Hinduism, Confucianism, Daoism, Buddhism

• Classical Mediterranean Societies

• Polytheisms, Ethical Monotheism

• Religious Geography

• Characteristics of Persian Society

• Conrad-Demarest Model of Empire

• Development and Spread of the Arts and Sciences

Unit 2: Major Assignments

1. Comparative Analysis – Societal Development. Students will write an in class, timed essay, comparing societal structure in the classical civilizations, emphasizing an examination of levels of isolation of the society from other peoples.

2. Document Analysis – Students will read Confucius, Machiavelli, and Aristotle and take part in a Socratic Seminar discussing theories on rule.

3. Compare and Contrast the causes for the decline of the Roman, Han, and Gupta Empires using models of decline (Conrad-Demarest, Dynastic Cycle, excerpts from Theories and Themes: The Economic Decline of Empires (Economic History S.) by Carlo Cipolla.

4. Yearlong Project – Periodization 2 (see end of syllabus for requirement details)

5. Unit 2 Examination

Unit 2: Sources and Key Concepts

Stearns Chapters 2-5

Key Concept 2.1 – The Development and Codification of Religious and Cultural Traditions

Primary Sources

• Confucius, Selections from the Analects. Legge, James, trans. The Chinese Classics; with a translation, critical and exegetical notes, prolegomena, and copius indexes. Hong Kong: Hong Kong University Press. 1960.

• The Writings of the Han Fei, from the Chinese Text Project

• Excerpt Niccolo Machiavelli, The Prince (1532), trans. By W.K. Marriott, 1905.

o Students will use evidence from each reading to create a comparative analysis chart examining the development of leaders given political context of a period

Key Concept 2.2 – The Development of States and Empires

Primary Sources

• “Aristotle”: The Creation of the Democracy in Athens

• “Pericles’ Funeral Oration”

o Students will do a leadership analysis of Pericles using evidence from the two primary sources.

• “Slaves in the Roman Countryside” Excerpt Selton, Jo-Ann, editor. As the Romans Did: A Sourcebook in Roman Social History. New York: Oxford University Press, 1998.

Key Concept 2.3 – Emergence of Transregional Networks of Communication and Exchange

Primary Sources

• Translations from Prakit by Herman Jacobi, Jaina Sutras, part 1, in The Sacred Books of the East. New York: Dover Publications, 1968. Vardhamana Mahavira, Selections from Akaranga-Sutra, “Jain Doctrines and Practices of Nonviolence” AND Excerpts “The Code of Hammurabi”

•

Secondary Sources

• Maps: Trade routes during the Roman Empire and items traded heavily during Pax Romana.

Unit 3 600 C.E. – c. 1450

Approximately 7 Weeks

Essential Questions: How do emerging empires compare and contrast? How do Islamic political and religious structures to unify? What are the continuities and breaks among peoples during this period? Where does Islam spread and what is the impact? What are the comparisons and contrasts the role of Christianity in Eastern and Western Europe? What is the evolution of the political and economic systems in Western Europe? What role does human migration play in social changes in Eastern and Western Europe? What is the affect of interregional trade on belief systems, technology, and culture? What was the social and political structure of civilizations in the Americas prior to European invasion? What was the social and political structure of civilizations in the Americas after European invasion? What are the main features of Song and Tang politics, economy, and society? What was the influence of Chinese civilization in Japan, Korea and Vietnam? How did the Mongol Empire serve as a bridge between civilizations? What was the Mongol contribution to the spread of trade, technology, and ideas? Compare and contrast the impact of Mongol conquest in China to that of their conquest of the Middle East and Russia. What are the main features of the Renaissance? What political and economic changes altered European history? Where were the growing networks of international exchange economically, socially, and politically? What were the major social and cultural changes in the Middle East?

Topics

• The Rise Islam

• The Split in the Islamic Community and its impact

• Political and Social Structure of Islam

• Empire of Umayyads and Abbasids

• The encounters and interactions through trade routes between Muslims, S.E. Asians, and African Societies (compare East and North Africa)

• Development of Indian Ocean trade dominance

• The Byzantine Empire – Development and Eventual Decline

• Political, Social, Economic Structure in European Russia

• Medieval Europe and Byzantine Art and Architecture

• Western Europe’s Political, Social, and Economic Structure (Feudalism and Manorialism)

• Trade and the Human Impact on Western Europe

• The Crusades

• The Aztecs Political and Social Structure

• Apex and Decline of the Maya

• Rise of the Inca, Political and Social Systems of the Inca

• The Inca’s Interactions and Exchanges with Europeans

• Political, Social, and Economic Organization of Song and Tang China Compared with Feudal Japan

• Economic Policy of Song and Tang Dynasties

• Decline of Tang and Rise of Song

• The Rise of the Mongol Empire Under Chinggis Khan

• Nomadic Mongols and interactions with parts of Western Europe

• The Mongols and China

• The Renaissance and the Beginnings of Western Exploration

• The Decline of the Old West and Rise of the New West

• Arab Exchanges – Diseases and Ideas

• Gender Roles and Class Changes

Unit 3: Major Assignments

1. Change-Over-Time Analysis Introduced – 2009 APWH Exam Question Analyze continuities and changes in patterns of interactions along the Silk Roads from 200 B.C.E. to 1450 C.E.

2. Continuity and Change in Global Interaction – Art and influence. Students will examine visual primary documents representing art from societies that interact. The art will be representative over time. What appear to be influences? What are distinctive cultural features not borrowed? Why is some art considered more ‘primitive’ than others?

3. Developments in Polynesia and the Americas – Compare and contrast societies that have truly developed in isolation from the rest of the world. Examine the Maori people of New Zealand and the Inca of South America. Take part in a Socratic Seminar discussing societies that develop in isolation.

4. Document Based Analysis – Documents by visitors – Students will exam documents written by visitors to a region and compare it with historical documents created by people of that region. Ibn Wahab: An Arab Merchant Visits Tang China, Excerpt from William of Rubruck’s Account of the Mongols. Create a Comparative Analysis Chart.

5. DBQ – 8 Document Based Question (including 2 map analysis) Using the following documents, discuss the reasons for exchanges and the results of exchanges among major societies in the period 600-1450: Why did the scope and pace of exchange tend to increase during the period itself? What other kinds of documents would help in this assessment?

6. Yearlong Project – Periodization 3 (see end of syllabus for requirement details)

7. Unit 3 Examination

Unit 3: Sources and Key Concepts

Stearns Chapters 6-15

Key Concept 3.1 – Expansion and Intensification of Communication and Exchange

Primary Source

• Excerpt from William of Rubruck’s Account of the Mongols. The Journey of William of Rubruck to the Eastern Parts of the World, 1253 – 1255, as Narrated by Himself. Translated by William Woodville Rockhill, London, Hakluyt Society, 1900.

• Ibn Wahab: An Arab Merchant Visits Tang China. Fitzgerald, C.P. China: A Short Cultural History (London: Cresse Press, 1950), pp. 339-340.

• A Selection from Muhammad’s Orations. Mohammad Ubaidul Akbar, Orations of Muhammad, the Profet of Islam (New Delhi, India: Nusrat Ali Nasri for Kitbab Bhan, 1979), pp. 101-106.

• Visual Primary Document – Interior View of Ayasofya Mosque, Istabul (Hagia Sophia)

• Ibn Battuta, The Travels of Ibn Battuta, “Ibn Battuta in Mali”

Secondary Source

• Map – Polynesian Migration Map, “The Great Fleet,” Maori people migrate to New Zealand from Polynesia approx. 1280 C.E.

Map Link:

• Nineteenth-century Description of Cahokia. Henry M. Brackenridge, Views of Louisana (1814).

Key Concept 3.2 – Continuity and Innovation in State Forms and Their Interactions

Primary Source

• Excerpts from the Taika Reform Edicts. Richard Hooker. Intro and ed., W.G. Aston, trans., Nihongi (London: Kegan, Paul, Trnch, Trubner, 1896) pp. 197-227.

• Tang Daizong on the The Art of Government

• The Magna Cart, 1215

Key Concept 3.3 – Increased Economic Productive Capacity and its Consequences

Primary Source

• Franceso Balducci Pegolotti, The Practice of Commerce. A Fourteenth-century Italian guide for sea merchants

Secondary Source

• Indian Ocean Trade Routes 500-1000 C.E.

Unit 4 c. 1450 to c. 1750

Approximately 7 Weeks

Essential Questions: What lead to the rise in maritime power as compared to land power? What are the general characteristics of maritime and land empires? What were the goals of Eastern expansion for European explorers? What role did the Columbian Exchange play in the growing world economy? How do the systems of colonization differ between the European powers? What is the economic, social, political, and demographic impact of colonization in Africa, Latin America, and Asia? What conditions led to the religious reformation in Europe? What were the main ideas and figures of the Scientific Revolution? How did European states develop during this period? What are absolutism and constitutionalism? What was the global impact of the changes in European commerce and manufacturing? How does the expansion of Russia compare and contrast with Western Europe’s policies of colonization? Why was Russia slower to develop politically, socially and economically when compared to the West? What are the general characteristics of African kingdoms? What syncretic cultures emerge as a result of the slave trade? What was the demographic impact of the slave trade in Africa and the Americas? Compare and contrast the rise of the Ottoman, Safavid, and Mughal Empires. What are general characteristics of Gunpowder Empires and how do they impact global power? What is the role of women in the Muslim empires? What comparisons and contrasts can be made between European and Chinese overseas expansion? What were the long-term affects of the encounters and interactions between Asia’s and Europe’s interactions through commerce?

Topics

• The Columbian Exchange

• Impact of Technology (guns, ship design, navigational devices)

• The Global Interactions and Exchanges as a Result of Changes in Economy and Politics

• Changes in Culture, Commerce and Religion

• Scientific Revolution

• Absolutism, Parliamentary System, and Constitutionalism

• Gender and Social Structure

• Comparative Analysis – Europe Politically, Socially, and Economically

• Russian Interaction With the Ottomans, Chinese, and Europeans

• Social and Political Systems in Expanding Russia

• Multinational Empires

• Serfdom in Russia

• Peter the Great and Catherine the Great

• The Atlantic Slave Trade

• Demographic Patterns as a Result of the Slave Trade

• Slaves and African Politics

• Asante, East Africa, Sudan

• White Settlers in Southern Africa

• The African Diaspora

• The Ottomans as Empire Builders

• The Safavids and the Shi’a Challenge

• Social Structure in Muslim Empires

• Muslim Leaders compared and Contrasted with European Leaders (ex. Elizabeth I and Akbar)

• Art and Architecture in the Muslim Empires

• Introduce Empire Power Point Project

• Continuity and Change Analysis

• Patterns of European Expansion into Asia

• Ming China

• Tokugawa Japan’s Foreign Policy

Unit 4: Major Assignments

1. Essay: Comparative Analysis: Colonialism: Spain and Portugal to English and French imperial goals and policies.

2. The Geography of Disease: Students will study maps of the spread of the plague in the 14th century (Plague map: ) and the spread of HIV in Africa in the 20th century HIV Map: ) and discuss the social, economic, and political factors that contributed to the spread of these diseases. HIV History:

3. Analysis of Type and Scale of Societal Structure and Technological Advancement and corresponding way of life. Students will compare two tables from David Christian’s Maps of Time: An Introduction to Big History. Table 9.1: Scales of Social Organization, pg. 249, and Table 9.3: Typology of major Technologies and Lifeways, pg. 279. After examining the tables, students will discuss the implications of the early modern world encountering very isolated, somewhat primitive, by comparison, societies.

4. Essay: What were the global patterns of dominance? 2005 APWH Question Analyze the social and economic transformations that occurred in the Atlantic world as a result of new contacts among Western Europe, Africa, and the Americas from 1492 to 1750.

5. Essay: Continuity and change essay 2003 APWH Exam Question Describe and analyze the cultural, economic, and political impact of Islam on ONE of the following regions between 1000 C.E. and 1750 C.E. Be sure to discuss continuities as well as changes.

West Africa South Asia Europe

6. Yearlong Project – Periodization 4 (see end of syllabus for requirement details)

7. Unit 4 Examination

Unit 4: Sources and Key Concepts

Stearns Chapters 16 through 22

Key Concept 4.1 – Globalizing Networks of Communication and Exchange

Primary Source

• Visual Primary Document – Gutierrez Map of the New World 1562

• Duarte Barbosa, Accounts of Duarte Barbosa’s journeys to Africa and India

• Jan Van Linschoten, “Jan Van Linschoten On Extending Dutch Business into the Indian Ocean,” To the East Indies (London: Hakluyt Society, 1902). Pp.46-71.

Secondary Source

• Chart – “The Atlantic World: Global Interactions between Europeans, Native Americans, and Africans” Link:

Key Concept 4.2 – New Forms of Social Organization and Modes of Production

Primary Source

• Ogier Ghiselin de Busbecq, Excerpt from “Women in Ottoman Society”

• Murasaki Shikibu, Selections from The Tale of Genji

Secondary Source

• Chart – “Estimated Slave Imports to the New World, 1601-1810” Link:

• Two tables from David Christian’s Maps of Time: An Introduction to Big History. Table 9.1: Scales of Social Organization, pg. 249, and Table 9.3: Typology of major Technologies and Lifeways, pg. 279.

Key Concept 4.3 – State Consolidation and Imperial Expansion

Primary Source

• Bartholeme de las Casas, Excerpt from Brief Account of the Devastation of the Indies

• Toyotomi Hideyoshi, on the Conquest of China. A. Boscano, ed. and trans., Toyotomi, H., 101 Letters of Toyotomi Hideyoshi, (Tokyo: Sophia University, 1975).

• Japan Encounters the West. John David Lu, Sources of Japanese History vol. II, (McGraw-Hill).

• Visual Primary Document – “View of Cuzco” 17th century engraving by Georg Braun and Franz Hogenberg

Secondary Source

• Chinese Spice Trade Routes Map, 15th century

Unit 5 c. 1750 to c. 1900

Approximately 6 Weeks

Essential Questions: What characteristics did Britain and later Northern Europe and the United States posses that enabled these areas to industrialize first? How did industrialized and non-industrialized nations interact? How did industrialization transform global networks? What allowed European nations with small populations to colonize more largely populated areas in Asia? What were differences between European colonization in Asia and Africa? What were the reasons for the rise of Asian land empires? What was the path in Latin America of moving from being a colony to a nation? What were the causes of revolution in Latin America and what problems continued? What were internal and external forces at play in Latin American reform movements? What were the political, social and economic changes taking place during the Qing Dynasty? What comparisons can be drawn between industrialization in Russia and Meiji Japan? What are the changes and continuities over time in Japan from the beginning of the Tokugawa Shogunate to the end of the Meiji Era? What was the nature of reform and revolt in the Russian Empire? How was the Russian Empire organized as a European power and an Asian land empire?

Topics

• American and French Revolutions

• Emergence of Industrialization and the Adjustments Made for an Industrial Life

• Cultural Transformations in a Period of “Revolutions”

• Demographic Shifts During the Industrial Age

• Global Power Shifts

• Comparative Analysis – Revolutions (American to French; Industrial to Neolithic)

• The British and the Dutch in Asia (including but not limited to an examination of British colonial rule in India)

• Shifts in Social Structure in Africa and Asia

• Continuity and Change in Global Domination

• Industrial Rivalries

• Nationalism’s Role in Reform

• Latin America in the Global Economy

• Independence and Consolidation of Latin American States

• Preview the Decline of the Ottoman Empire and Qing China

• Continuity and Change – French, American, and Latin American Revolutions

• Decline of the Ottoman Empire and the Birth of Turkey

• Encounters and Interactions between the West and Arab Cultures

• The Relationship Between China and Other Global Powers

• Characteristics of Decline in Asia and Middle East

• The Opium War

• Industrialization in Russia and Japan

• The First Russian Revolution

• Meiji Japan

• Industrialization and Society and Culture in Russia and Japan

• Comparison of Chinese, Japanese, and Russian Approaches to Western Expansion

Unit 5: Major Assignments

1. Comparative Analysis Essay: How did industrialization transform cities, class structure, gender and family? How is this similar and different across regions as they industrialize over time?

2. Leadership Analysis (written): Simon Bolivar

3. Essay: Continuities and changes in independent Latin American nations.

4. Socratic Seminar Periodization Debate: Students will compare the historical markers for the West and those outlined my Tamim Ansary in Destiny Disrupted: A History of the World Through Islamic Eyes. How are the historical periods different and what are the cultural, religious, and political reasons for the differences.

5. Document Based Question In-class Essay: 2003 APWH Exam Question Using the documents, analyze the main features, including causes and consequences, of the system of indentured servitude that developed as part of global economic changes in the nineteenth and into the twentieth centuries. What additional kind of document would help assess the historical significance of indentured servitude in this period?

6. Yearlong Project – Periodization 5 (see end of syllabus for requirement details)

7. Unit 5 Examination

Unit 5: Sources and Key Concepts

Stearns Chapters 23 through 27

Key Concept 5.1 – Industrialization and Global Capitalism

Primary Source

• Francisco Garcia Calderon, Excerpt from Latin America: Its Rise and Progress

• Excerpt, Fukuzawa Yukichi, Praising Individualism: On Business

• Visual Primary Document, Islamic Bookbinding, Ottoman Empire, 18th century.

Secondary Source:

• Table, Total Industrial Potential, 1750-1980, As a Percentage of Global Total (Countries categorized as Developed and Third World)

Key Concept 5.2 – Imperialism and Nation-State Formation

Primary Source

• Rudyard Kipling, “The White Man’s Burden”

• Dadabhai Naoroji, The Benefits of British Rule in India, 1817

• Lin Zexu, Letter to Queen Victoria, 1839

• Visual Primary Document, Dinizulu, King of the Zulu, 1884 to 1913, Photograph.

Key Concept 5.3 – Nationalism, Revolution, and Reform

Primary Source

• Simon Bolivar, The 1813 Proclamation and The 1817 Proclamation

• Jose Marie Morelos, Sentiments of the Nation (Mexico), 1813.

• Proclamation of the Abdication of the Manchus, 1912, China

Key Concept 5.4 – Global Migration

Secondary Source

• Ravenstein’s Laws of Migration

, Ernst George Ravenstein.

Excerpt, Everett S. Lee, “A Theory of Migration,” Demography, Vol. 3, No. 1. (1966), pp. 47-57.

Unit 6 1900 to the Present

Approximately 6 Weeks

Essential Questions: What were the long-term and short-term causes of WWI? How has warfare changed? What were the causes of the Russian Revolution? What role did the Treaty of Versailles play in the causes of World War II? What were the causes of the Great Depression? What are artistic reactions to global conflicts? What were the internal and external reasons for the initial success of totalitarianism in Europe and Asia following WWI? What is the relationship between nationalism and genocide? What organizations played a role in the Cold War? Compare and contrast culture in the west to Soviet cultural development. What were the changes and continuities experienced by the peasant and middle classes in Latin America over the course of the 20th century? Compare and contrast the challenges of independence faced by African, Asian, and Middle Eastern nations. What economic and social issues influenced growth in emerging nations in Africa, Asia and the Middle East? What were the internal and external conditions that contributed to Japan’s economic growth during the second half of the 20th century? How did the end of Soviet Union and Cold War shape politics and power in Europe and the Middle East? How do ethnic conflicts impact global policy politically, economically, and socially? How does terrorism shape foreign policy between and among nations? What is globalization? How have science and technology shaped global culture? How has globalization effected the movement of people? What are long term unintended effects of globalization? How has feminism shaped global culture? What are some of the features of global consumerism?

Topics

• The Coming of the Great War

• New Ways of Conducting Warfare

• Colonial Rule and Its Role in WWI

• Nationalist Movements

• WWI and The Effects on Gender and Social Structure

• Revolutions in The 20th Century

• The Great Depression in a Global Context

• Continuity and Change Nationalism and Revolution

• Old and New Causes of WWII

• Post-Colonialism and the Cold War

• Russia in the 20th Century

• Japan and the Loss of WWII

• Stalinism and the Soviet Superpower

• The Development of Western Europe – Liberal Democracy

• Treaties, International Organizations, and Pacts and Their Global Impact

• Social Changes – Gender, Ethnicity and Race

• The Soviet Union

• Cuban Revolution

• United States and Nation Building in Latin America

• Newly Independent African States and the Issues They Face

• Religion, Gender, and Social Structure in Asia and South Asia

• East Asia and Development After WWII

• The Cold War

• China – The Era of Mao, Rival Forces, Economic and Political Change

• Colonialism and Revolution in Vietnam

• The Decline of Communism and the Rise of Democracy

• Conflicts in Asia and the Middle East – India and Pakistan, Iraq and Iran

• Religion in Global Conflict

• Social, Political, Cultural, and Economic Impact of Globalization

• The Environment and Concerns About Globalization

Unit 6: Major Assignments

1. In-class Discussion: Global Warming and Global Environmentalism – How does modern environmental history fit into world history more generally? How does it fit into a historical understanding of globalization? Students will read and refer to the following documents to support their arguments: Excerpt Rachel Carson, Silent Spring, Excerpt Norman Myers and Julian L. Simon, Scarcity or Abundance? A Debate on the Environment (New York, W.W. Norton, 1994), Tables (pie chart) Global Emissions in 2000 and Global Greenhouse Gas Emissions Projections, source United Nations data, EPA – The Bush Administration’s Environmental Philosophy, Japanese Minister of Foreign Affairs, On the occasion of the Fourth Meeting on Further Actions against Climate Change (all documents from World History in Documents, P. Stearns, editor)

2. Essay Changes and Continuities: Women and the Global Age. What are the key elements of the global human rights approach to gender issues? Students well read the series of documents in World History in Documents, P. Stearns, editor, pp. 370-383)

3. Migration in the 20th Century Essay – Students will write an essay tracing demographic shifts in any of the following regions: Australia, Latin America, the Middle East, Sub-Saharan Africa, and Western Europe

4. Yearlong Project Novel – Students will take a group assessment over their chosen novel. Students will also answer a series of questions regarding the historical accuracy and relevance of the novel to the course.

5. Unit 6 Examination

6. Review Packet including, but not limited to: Vocabulary, Essential Questions for Each Unit, Timelines, Leadership Analysis, Charting Continuities and Changes

Unit 6: Sources and Key Concepts

Stearns Chapters 28 through 36

Key Concept 6.1: Science and the Environment

Primary Source:

• The Kyoto Protocol to the United Nations Framework Convention on Climate Change, Article 2

• Visual Primary Document, Moroccan Child Receiving Immunization, 1960.

Secondary Source:

• Table, Human-Induced Environmental Change, 10,000 B.C.E. to the Mid-1980s C.E.

Key Concept 6.2: Global Conflicts and Their Consequences

Primary Source

• Excerpt, Juan Peron, The Voice of Peron (Buenos Aires: Argentine Government), 1950.

• Excerpt, Irina Kniazeva, “A Life in a Peasant Village,” Soviet Union, 1917-1921.

• Visual Primary Document, Disabled Italians Demand More Government Aid, 1950’s

Secondary Source:

• Table, War-Related Deaths, 1500-1999

Key Concept 6.3: New Conceptualizations of Global Economy, Society, and Culture

Primary Sources:

• Interviews with Mexican Peasant Women in the 1970s

• Excerpt, Ife Amadiume, Male Daughters, Female Husbands, Gender and Sex in an African Society (London: Zed Books, 1987), pp. 3-4, 89-90, 91, 132, 141.

Secondary Source:

• Table, Life Expectancies at Birth, 2000

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