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A.P. World History

2012 – 2013

St. John Bosco High School

Mr. Munson

Office: Room 214

E-Mail: nmunson@ (best way to get in touch with me quickly)

Telephone: (562) – 920 – 1734

Hours: Tuesday/Wednesday 2:30 – 3:30 or by appointment

St. John Bosco High School Mission Statement

Our Mission is to:

• Provide a safe environment for learning and celebrating Christian life;

• Embrace diversity as an advantage for our social community;

• Encourage the highest standards of excellence in academic, athletic, and community-efforts;

• Develop young men, parents, faculty, and staff with the spirit to contribute to our school, our communities, and our country;

• Maintain our commitment to the legacy of St. John Bosco through our faith, fellowship and funding;

• Apply a positive moral work ethic to our environment;

• Give assistance to all in need of our mission for living and learning in the ways of St. John Bosco.

Course Overview

Advanced Placement World History is a challenging two-semester course that is structured around the investigation of selected themes woven into key concepts covering distinct chronological periods. AP World History is equivalent to an introductory college survey course. The course has a three-fold purpose. First, it is designed to prepare students for successful placement into higher-level college and university history courses. Second, it is designed to develop skills of analysis and thinking in order to prepare students for success in the twenty-first century. Finally, it is the intent of this class to make the learning of world history an enjoyable experience. Students will be able to show their mastery of the course goals by taking part in the College Board AP World History Exam on Thursday, May 16th, 2013 at 8 a.m.

Course Design

Advanced Placement World History is structured around the investigation of five themes woven into 19 key concepts covering six distinct chronological periods. History is a sophisticated quest for meaning about the past, beyond the mere effort to collect and memorize information. This course will continue to deal with the facts—names, chronology, events, and the like, but it will also emphasize historical analysis. This will be accomplished by focusing on four historical thinking skills: crafting historical arguments from historical evidence, chronological reasoning, comparison and contextualization, and historical interpretation and synthesis.

World history requires the development of thinking skills using the processes and tools that historians employ in order to create historical narrative. Students will also be required to think on many different geographical and temporal scales in order to compare historical events over time and space.

The course relies heavily on college-level resources. This includes texts, a wide variety of primary sources, and interpretations presented in historical scholarship. These resources are designed to develop the skills required to analyze point of view and to interpret evidence to use in creating plausible historical arguments. These tools will also be used to assess issues of change and continuity over time, identifying global processes, comparing within and among societies, and understanding diverse interpretations.

Students will be required to participate in class discussions using the Socratic seminar format. In addition, students will be responsible for preparing class presentations in order to further develop higher level habits of mind or thinking skills and broaden content knowledge. The course emphasis is on balancing global coverage, with no more than 20% of course time devoted to European history. This course is designed to be rigorous and rewarding, inviting students to take a global view of historical processes and contacts between people in different societies.

The five AP World History Themes that connect the key concepts throughout the course and serve as the foundation for student reading, writing, and presentation requirements are as follows:

• Interactions between human and the environment

• Demography and disease

• Migration

• Patterns of settlement

• Technology

• Development and interaction of cultures

• Religions

• Belief systems, philosophies, and ideologies

• Science and technology

• The arts and architecture

• State-building, expansion, and conflict

• Political structures and forms of governance

• Empires

• Nations and nationalism

• Revolts and revolutions

• Regional, transregional, and global structures and organizations

• Creation, expansion, and interaction of economic systems

• Agricultural and pastoral production

• Trade and commerce

• Labor systems

• Industrialization

• Capitalism and socialism

• Development and transformation of social structures

• Gender roles and relations

• Family and kinship

• Racial and ethnic constructions

• Social and economic classes

Primary Textbook

Stearns, Adas, Schwartz, & Gilbert. World Civilizations: The Global Experience, A.P. ed., 6th ed., Pearson-Longman, 2011.

Internet Resources for Primary Textbook

Students will frequently access the online resources at in order to: analyze a variety of primary sources, utilize review materials, and complete online quizzes.

Secondary Texts

Bernstein, William J. A Splendid Exchange: How Trade Shaped the World, Atlantic Monthly Press, 2008.

Braudel, Fernand. A History of Civilizations, Penguin Books, 1993.

Fukuyama, Francis. The Origins of Political Order: From Prehuman Times to the French Revolution, Macmillan, 2011.

Strayer, Robert W. Ways of the World: A Brief Global History with Sources, Vol. 1 (10,000 BCE to 1500 CE), Bedford/St. Martin’s, 2011.

Strayer, Robert W. Ways of the World: A Brief Global History with Sources, Vol. 2 (1500 CE to Present), Bedford/St. Martin’s, 2011.

Taking Sides: Clashing Views on Controversial Issues in World Civilizations, Volume I,

edited by Helen and Joseph Mitchell, New York: McGraw Hill; 4th ed., 2011.

Taking Sides: Clashing Views on Controversial Issues in World Civilizations, Volume II, edited by Helen and Joseph Mitchell, New York: McGraw Hill; 3rd ed., 2010.

Primary Source Collections

Primary Source Documents in Global History (Volume 1): Prehistory to 1650, Pearson Education, 2008.

Primary Source Documents in Global History (Volume 2): Since 1500, Pearson Education, 2008.

Visual Sources in World History, Pearson Education, 2011.

Unit Activities

The following activities will be repeated throughout each unit/period of study (the 1st unit/period will not include all regular activities due to time constraints). These activities provide significant opportunities for student learning, while also creating frequent demonstrations of that learning.

Readings

In addition to assigned reading from our primary text, students will encounter a variety of primary and secondary sources within each unit. Primary sources will be classified as textual, visual, or quantitative. Students will analyze the various sources in class, both individually and in groups, as well as sometimes for homework with items being posted through our class website. Students will develop multiple historical thinking skills as we analyze and discuss a variety of sources/perspectives related to major topics within each unit.

Group Jigsaw Presentations – Themes Based

Groups of 4 to 5 students will each be assigned one of the five themes at the beginning of each unit. Each group is responsible for analyzing developments from the unit through the “lens” of their theme. Groups will be responsible for CCOT analysis, as well as making comparisons between/among regions, empires, nation-states, etc. In addition, each group must address periodization. Specifically, they will answer the question of WHY historians use a particular date range AND would they (students) recommend an alternate breakdown? Groups will typically present their findings on a weekly basis. Group responsibilities will rotate with each unit, so that each group has an opportunity to fully understand each theme throughout the year.

Essay Prompts – Outlines

Five to ten (5-10) essay prompts will be posted through our class website at the beginning of each unit. Each APWH theme will be addressed at least once through the prompts. The vast majority of the prompts are of the CCOT or Comparative format. Students are required to clearly articulate, in complete sentences, their thesis statement and topic sentences; while the more detailed historical evidence is presented in bullet form (students follow an outline template that mirrors the essay rubric requirements). Some outlines will be submitted individually by students, while others will be completed as a collaborative effort through a ‘Wikispace’ page.

When working with all CCOT prompts, students will always be expected to analyze the context in which the changes and/or continuities took place.

DBQ Exercises

Within each unit of study students will engage in activities based on at least one DBQ essay. Toward the beginning of each unit, students will receive a DBQ prompt with the accompanying document packet. Activities throughout the unit will focus on developing the following skills: prompt analysis, identifying themes and grouping, POV/perspective analysis, identifying/explaining the need for additional sources, and extracting meaning from sources to substantiate thesis.

Group Debates

For each unit, at least two groups will be selected to engage in a debate regarding important developments within the unit. The groups will be presented with a statement, such as ‘Islam was the most significant belief system of Afro-Eurasia during the post-Classical period (600-1450).’ One group will be assigned the affirmative position to support the statement, while another group will be assigned the negative position and will attempt to attack or cast doubt on the statement. When appropriate, the negative group may also propose an alternative statement to challenge the original assertion. So, the negative group might instead claim that Christianity, or Confucianism, was the most important belief system of the period. Ultimately, ALL claims and assertions must be supported with accurate historical evidence. These debates will provide several opportunities for students to evaluate and compare the significance of key events, belief systems, trade routes, individuals, etc. Multiple historical thinking skills will be exercised in these activities. Groups not participating in the debate will be assessing the effectiveness of the participants to support their assertions with accurate historical evidence.

Taking Sides Activities

In selected units, controversial topics will be examined as they relate to content within the unit. Various editions of the Taking Sides readers will be utilized to present students with competing views from scholars. The scholarly interpretations will be taken from multiple disciplines, such as, economics, psychology, sociology, anthropology and political science. A few of the detailed examples are offered within the unit activities described below.

Reading Quizzes

Multiple choice quizzes will be utilized throughout each unit to assess student understanding of assigned readings from our primary text (Stearns). Questions will address all five APWH themes in order to provide balanced assessments.

Grading Policy:

-Participation 10%: Students will be required to participate in class discussions, group activities, and other assignments throughout the course. Students will be graded on how well they are engaged in the class and the effort they are displaying to understand the material.

-Classwork 20%: Including: DBQ Exercises, Taking Sides activities and other assignments completed in class.

-Homework 15%

-Quizzes 10%: Including: Reading Quizzes, quizzes over textbook content and other pop quizzes as the instructor sees fit.

-Unit Exams 20%: Tests will be administered at the completion of each unit. Exams will be composed of a combination of multiple choice, true/false, matching, , and essay questions.

-Essays/Projects 15%: Including: Group Jigsaw Presentations and Essay Prompts.

- Final Exams 10%: There will be two final exams: one for each semester.

*ALL latework will be accepted for ½ credit. A student has until the end of that week to turn it in (Ex. Due date: Wednesday, late assignments will be accepted until Friday of that week). If the due date is a Friday, then they have until Monday to turn it in. After this, everything will be given a 0.

Course Schedule

Unit 1

Unit Duration: 2.5 Weeks

Period Range: to 600 BCE

Primary Text: Chapter 1

Key Concepts

Key Concept 1.1: Big Geography and the Peopling of the Earth

I. Paleolithic migrations lead to the spread of technology and culture

Key Concept 1.2: The Neolithic Revolution and Early Agricultural Societies

I. Neolithic Revolution leads to new and more complex economic and social systems

II. Agricultural and pastoralism begins to transform human society

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

I. Location of early foundational civilizations

II. State development and expansion

III. Cultural development in the early civilizations

Readings

Stearns: Chapter 1

Secondary Sources

• Bernstein, William J. A Splendid Exchange: How Trade Shaped the World, Atlantic Monthly Press, 2008.

o Students will examine the first two chapters of the book to find archaeological evidence that supports the notion that long-distance trade existed between early civilizations and possibly even earlier.

Primary Sources

Textual

• Egyptian Diplomatic Correspondence: Excerpts from The Amarna Letters

• Sumerian Law Code: The Code of Lipit-Ishtar

• The Code of Hammurabi (excerpts)

• Liu and Tan-Fu the Duke, from The Shih Ching

• Syrian Government Documents: The Archives of Elba

Visual

• Scene from the Egyptian afterlife

• Cuneiform tablet

• Shang royal Tomb

• Map of migration of Austronesian-speaking people

Quantitative

• World population graph (approximate) from 3000 BCE to 1500 CE

Group Jigsaw Presentations – Themes Based

Group 1 – Theme 1

Group 2 – Theme 2

Group 3 – Theme 3

Group 4 – Theme 4

Group 5 – Theme 5

Essay Prompts – Outlines

Only two (2) prompts will be utilized within Unit 1 due to time constraints.

• Analyze the changes and continuities in the status of women from hunter-gatherer societies to early civilizations (10,000 BCE to 1000 BCE).

• Compare the cultural practices of the early Tigris-Euphrates (Mesopotamia) civilizations and the early civilization in China.

DBQ Exercises

Students will be introduced to the DBQ process with the following prompt: Analyze the experiences of the 2010-2011 AP World History students at SJB, as well as their advice to future APWH students. The document packet will consist of ten (10) documents selected from letters written by the 2010-2011 APWH students from our school (they were asked to write about their journey in the course and give advice to future participants).

Group Debate

Debate Statement

• “Humans have lived a better life since the evolution of civilizations.”

Participants

• Group 1 – Affirmative

• Group 2 – Negative

Taking Sides Activities

Question: Is the threat of a Global Water Shortage Real?

• Taking Sides: Clashing Views on Controversial Global Issues, McGraw-Hill, 2005.

o Rosegrant, Cai, and Cline, from “Global Water Outlook to 2025: Averting an Impending Crisis.” (2002)

o Lomborg, from The Skeptical Environmentalist: Measuring the Real State of the World (2001)

Students will individually read selections and then, in groups, discuss how competition for resources affected early river valley civilization AND our world today.

Unit 2

Unit Duration: 4 Weeks

Period Range: 600 BCE to 600 CE

Primary Text: Chapters 2-5

Key Concepts

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

I. Codifications and further developments of existing religious traditions

II. Emergence, diffusion, and adaptation of new religious and cultural traditions

III. Belief systems affect gender roles

IV. Other religious and cultural traditions continue

V. Artistic expressions show distinctive cultural developments

Key Concept 2.2: The Development of States and Empires

I. Imperial societies grow dramatically

II. Techniques of imperial administration

III. Social and economic dimensions of imperial societies

IV. Decline, collapse, and transformation of empires (Rome, Han, Maurya)

Key Concept 2.3: Emergence of Trans-regional Networks of Communication and Exchange

I. The geography of trans-regional networks, communication and exchange networks

II. Technologies of long-distance communication and exchange

III. Consequences of long-distance trade

Readings

Stearns: Chapters 2-5

Primary Sources

Textual

• Siddhartha Gautama: Identity and Non-Identity. The Gospel of Buddha, According to Old Records

• Lao Tzu, Excerpt from Tao Te Ching, “The Unvarying Way”

• Confucius, Selections from The Analects

• Plato, The Republic, “The Philosopher-King”

• Confucian Political Philosophy: An Excerpt from Mencius

• Legalism: Selections from The Writings of Han Fei

• Greece and Persia: The Treaty of Antalcides, 387 BCE

• Kautilya, from Arthashastra, “The Duties of Government Superintendents”

• Arabic Poetry: “The Poem of Antar”

• Fu Xuan, How Sad It Is to Be a Woman (3rd century CE)

• Rufinus, On the Evangilization of Abyssinia (Late 4th century CE)

Visual

• The Terra-Cotta Army of Shihuangdi

• A Classical Indian Buddha

• The Chinese Maitreya Buddha

• Mosaic of Alexander the Great

• Roman Aqueduct

Quantitative

• Continental Population (percentage estimates) in the Classical Era

Group Jigsaw Presentations – Themes Based

Group 1 – Theme 2

Group 2 – Theme 3

Group 3 – Theme 4

Group 4 – Theme 5

Group 5 – Theme 1

Essay Prompts – Outlines

Four outline prompts for Unit 2:

• Compare the decline and collapse of the Han and Mauryan empires.

• Compare the effects of long-distance trade on the Han and Roman empires.

• Analyze the changes and continuities in Indian culture from 600 BCE to 600 CE.

• Analyze the changes and continuities in the effects of technology on warfare and trade from 3500 BCE to 600 CE throughout Afro-Eurasia.

DBQ Exercises

DBQ prompt: Using the documents, analyze Han and Roman attitudes toward technology (this was the AP Exam DBQ prompt from 2007 – the 8 documents are the same as well – accessed through the AP Central website). In addition to working on our own DBQ activities, students will also analyze selected sample essays from the 2007 Exam in order to understand why some essays were more successful than others and how their essays compare to the scoring samples.

Group Debate

Debate Statement

• The Silk Roads were the most important trade route of the Classical Era.

Participants

• Group 3 – Affirmative

• Group 4 – Negative

Unit 3

Unit Duration: 8 Weeks

Period Range: 600 to 1450

Primary Text: Chapters 6-15

Key Concepts

Key Concept 3.1: Expansion and Intensification of Communication and Exchange Networks

I. Improved transportation technologies and commercial practices and their influence

on networks

II. Linguistic and environmental contexts for the movement of peoples

III. Cross-cultural exchanges fostered by networks of trade and communication

IV. Continued diffusion of crops and pathogens throughout the Eastern Hemisphere

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

I. Empires collapse and were reconstituted

II. Greater inter-regional contacts and conflict encourages technology and cultural

Transfer

Key Concept 3.3: Increased Economic Productive Capacity and Its Consequences

I. Increasing productive capacity in agriculture and industry

II. Changes in urban demography

III. Changes and continuities in labor systems and social structures

Readings

Stearns: Chapters 6-15

Primary Sources

Textual

• Excerpts from the Taika Reform Edicts

• St. Augustine of Hippo: Theory of “The Just War”

• A Selection from Muhammad’s Orations

• Excerpts from the Quran (Koran)

• Al-Farabi, from Al-Farabi on the Perfect State

• The Magna Carta (1215)

• Tang Daizong on The Art of Government

• An Essay Question from the Chinese Imperial Examination System

• The Mongols: An Excerpt from the Novgorod Chronicle, 1315

• Marco Polo, Excerpt from Travels

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

• Jean Bodin, Six Books of the Commonwealth, “The True Attributes of Sovereignty”

• Roger Bacon on Experimental Science, 1268

• Hugo Grotius, Selections from On the Law of War and Peace

• Niccolo Machiavelli, Excerpts from The Prince

• Thomas Aquinas, Summa Theologica, “Of Human Law”

Visual

• Claudius Ptolemy, Geographica

• The Black Death (German woodcut illustration)

• Shinto Temple (illustration)

• The Presentation of Captives (Mayan mural)

Quantitative

• World Population Growth, 1000 CE – 2000 CE (graph)

Group Jigsaw Presentations – Themes Based

Group 1 – Theme 3

Group 2 – Theme 4

Group 3 – Theme 5

Group 4 – Theme 1

Group 5 – Theme 2

Essay Prompts – Outlines

Five outline prompts for Unit 3:

• Analyze the similarities and differences in the causes and consequences of two distinct long-distance human migrations (from 600-1450).

• Analyze the similarities and differences in the spread of the 14th century plague (Black Death) and its effects in Europe and China.

• Analyze the similarities and differences in the spread of Christianity and Islam; focusing on the first 400 years of each religion.

• Analyze the changes and continuities in trade between Europe and Asia between 600-1450.

• Analyze the political and economic changes and continuities in Mesoamerica from 500-1500.

DBQ Exercises

DBQ prompt: Using the documents, compare and contrast the attitudes of Christianity and Islam toward merchants and trade from the religions origins until about 1500 (this was the AP Exam DBQ prompt from 2002 – the 7 documents are the same as well – accessed through the AP Central website). In addition to working on our own DBQ activities, students will also analyze selected sample essays from the 2002 Exam in order to understand why some essays were more successful than others and how their essays compare to the scoring samples.

Group Debate

Debate Statement

• The impact of Mongol rule throughout Eurasia was more positive than negative.

Participants

• Group 5 – Affirmative

• Group 1 – Negative

Unit 4

Unit Duration: 7 Weeks

Period Range: 1450 to 1750

Primary Text: Chapters 16-22

Key Concepts

Key Concept 4.1: Globalizing Networks of Communication and Exchange

I. Intensification of regional trade networks (Mediterranean, trans-Saharan,

overland Eurasian and Siberian trade routes)

II. Trans-oceanic maritime reconnaissance

III. New maritime commercial patterns

IV. Technological developments enabling trans-oceanic trade

V. Environmental exchange and demographic trends: Columbian Exchange

VI. Spread and reform of religion

VII. Global and regional networks and the development of new forms of art and expression

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

I. Labor systems and their transformations

II. Changes and continuities in social hierarchies and identities

Key Concept 4.3: State Consolidation and Imperial Expansion

I. Techniques of state consolidation

II. Imperial expansion

III. Competition and conflict among and within States

Readings

Stearns: Chapters 16-22

Primary Sources

Textual

• Excerpts from the Biography of Emperor Akbar of India

• Sunni vs. Shi’ite: Letter from Selim I to Ismail I

• Taisuke Mitamura, Excerpt from Chinese Eunuchs: The Structure of Intimate Politics

• Tokugawa Shogunate, The Laws for the Military House, 1615

• Excerpt from the Travel Journal of Vasco da Gama

• Christopher Columbus, Journal Excerpt and Letter

• Pope Paul III, Sublimus Dei, “On the Enslavement and Evangelization of Indians in the New World”

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

• Willem Bosman, from A New and Accurate Description of the Coast of Guinea Divided into the Gold, the Slave, and the Ivory Coasts

• Alexander Telfair, Instructions to an Overseer in a Cotton Plantation

• Rene Descartes, The Discourse on Method and Metaphysical Meditations

• William Harvey, Address to the Royal College of Physics, 1628

• Mary Wollstonecraft, Introduction to A Vindication of the Rights of Woman

Visual

• Routes and Major Products Exchanged in the Asian Trading Network, c. 1500 (map)

• West African Slave Market (illustration)

• Albrecht Durer, Adam and Eve

• Leonardo da Vinci’s Vitruvian Man

• Sugar Mill in Brazil (drawing)

• Diagram of the Slave Ship Brookes

• Slave Sale Notice, 1784

Quantitative

• Demographic data (tables) from Chester, England, 1550-1762

• Table describing Slaveholding on the British West Indian Island of Antigua

• European Population Density (map), c. 1600

• Population Decline in New Spain (graph), 1520-1820

• Silver Production in Spanish America (graph), 1515-1660

• Changing ratios of ethnic categories in Mexico and Peru (graphs), 1570-1820

• Estimated Slave Imports to Americas by Importing Region, 1519-1866

Group Jigsaw Presentations – Themes Based

Group 1 – Theme 4

Group 2 – Theme 5

Group 3 – Theme 1

Group 4 – Theme 2

Group 5 – Theme 3

Essay Prompts – Outlines

Six outline prompts for Unit 4:

• Compare the effects of European imperialism on Oceania and the Caribbean from 1450-1750.

• Compare the causes and effects of the trans-Saharan slave trade with the trans-Atlantic slave trade.

• Compare the motives and methods of European expansion in the Early Modern Period (1400-1800) with Arab expansion from the early 600s to 1000.

• Analyze the changes and continuities in the West’s impact in the Indian Ocean trading network from 1500 to 1800.

• Analyze the changes and continuities in humans’ interaction with the environment in the Americas from 1000-1750

• Analyze the changes and continuities in coercive labor systems in TWO of the regions below from 1000-1750.

o The Middle East

o The Americas

o Africa

DBQ Exercises

DBQ prompt: Using the documents, analyze the social and economic effects of the global flow of silver from the mid-sixteenth century to the early eighteenth century (this was the AP Exam DBQ prompt from 2006 – the 8 documents are the same as well – accessed through the AP Central website). In addition to working on our own DBQ activities, students will also analyze selected sample essays from the 2006 Exam in order to understand why some essays were more successful than others and how their essays compare to the scoring samples.

Group Debate

Debate Statement

• The increased global economic competition of the Early Modern Period (about 1400-1800) ultimately resulted in a higher standard of living for most involved.

Participants

• Group 2 – Affirmative

• Group 3 – Negative

Unit 5

Unit Duration: 7 Weeks

Period Range: 1750 to 1900

Primary Text: Chapters 23-27

Key Concepts

Key Concept 5.1: Industrialization and Global Capitalism

I. Industrialization

II. New patterns of global trade and production

III. Transformation of capital and finance

IV. Revolutions in transportation and communication: Railroads, steamships, canals,

telegraph

V. Reactions to the spread of global capitalism

VI. Social transformations in industrialized societies

Key Concept 5.2: Imperialism and Nation-State Formation

I. Imperialism and colonialism of trans-oceanic empires by industrializing powers

II. State formation and territorial expansion and contraction

III. Ideologies and imperialism

Key Concept 5.3: Nationalism, Revolution, and Reform

I. The rise and diffusion of Enlightenment thought

II. 18th century peoples develop a sense of commonality

III. Spread of Enlightenment ideas propels reformist and revolutionary movements

IV. Enlightenment ideas spark new transnational ideologies and solidarities

Key Concept 5.4: Global Migration

I. Demography and urbanization

II. Migration and its motives

III. Consequences of and reactions to migration

Readings

Stearns: Chapters 23-27

Primary Sources

Textual

• Immanuel Kant defines The Enlightenment, 1784

• Edmund Burke, Speech on Policy in India, 1783

• Andrew Ure, from The Philosophy of Manufactures

• Eliza Duffey, from No Sex in Education; or an Equal Chance for Both Girls and Boys, 1874

• Chartist Movement: The People’s Petition of 1838

• Franz Boas, from The Mind of Primitive Man

• Karl Marx and Fredrich Engels, from The Communist Manifesto

• Thorstein Veblen, Excerpt from The Theory of Leisure Class

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

• President Fillmore, Letter to the Emperor of Japan, 1852

• Lord William Bentinck, On the Suppression of Sati, 1829

• Alexis de Tocqueville, Excerpt from Democracy in America

• Edward D. Morel, The Black Man’s Burden

• Jose Rizal, Excerpt from The Reign of Greed

• Abraham Lincoln, The Emancipation Proclamation

Visual

• “The Reform Bill” (1832 political cartoon)

• Child Textile Worker (photo)

• Criticism of British Free Trade Policy (cartoon, 1903)

• Unloading Coffee in Brazil (photo, c.1900)

• Nicaraguan Women Sorting Coffee Beans (photo, c.1900)

• Dinizulu, King of the Zulu Nation (photo)

Quantitative

• British Investment Abroad on the Eve of the WWI (chart)

Group Jigsaw Presentations – Themes Based

Group 1 – Theme 5

Group 2 – Theme 1

Group 3 – Theme 2

Group 4 – Theme 3

Group 5 – Theme 4

Essay Prompts – Outlines

7 outline prompts for Unit 5:

• Compare 19th century patterns of political development in Latin America and Africa.

• Compare 19th century reactions of China and Japan to Western imperialism.

• Compare the industrialization efforts in China and Russia in the 19th century.

• Compare social structures in Latin America and India from 1700-1900.

• Analyze the changes and continuities in Western political ideologies from 1789 to 1900. Be sure to include discussion of at least two specific ideologies as part of your evidence.

• Analyze the changes and continuities in the relationship between labor and big business in industrializing nation-states throughout the 19th century.

• Analyze the changes and continuities in Oceania’s relationship to global trade patterns from 1750 to 1900.

DBQ Exercises

DBQ prompt: Using the documents, analyze African actions and reactions in response to the European Scramble for Africa. Identify an additional document and explain how it would help in assessing African actions and reactions (this was the AP Exam DBQ prompt from 2009 – the 9 documents are the same as well – accessed through the AP Central website). In addition to working on our own DBQ activities, students will also analyze selected sample essays from the 2009 Exam in order to understand why some essays were more successful than others and how their essays compare to the scoring samples.

Group Debate

Debate Statement

• The “Industrial Revolution” has resulted in a better world.

Participants

• Group 4 – Affirmative

• Group 5 – Negative

Taking Sides Activities

Question: Is the Decline of the Traditional Family a National Crisis?

• Taking Sides: Clashing Views on Controversial Social Issues, McGraw-Hill, 2006.

o Popenoe, from “The American Family Crisis,” National Forum: The Phi Kappa Phi Journal (Summer 1995).

o Coontz, from “The American Family,” Life (November 1999).

Students will individually read selections and then, in groups, discuss how major shifts in social structure affect societies. Students will relate modern concerns to the social structure transformations of the Industrial Revolution era.

Unit 6

Unit Duration: 7 Weeks

Period Range: 1900 to Present

Primary Text: Chapters 28-36

Key Concepts

Key Concept 6.1: Science and the Environment

I. Rapid advances in science spread assisted by new technology

II. Humans change their relationship with the environment

III. Disease, scientific innovations, and conflict led to demographic shifts

Key Concept 6.2: Global Conflicts and Their Consequences

I. Europe’s domination gives way to new forms of political organization

II. Emerging ideologies of anti-imperialism contribute to dissolution of empires

III. Political changes accompanied by demographic and social consequences

IV. Military conflicts escalate

V. Individual and groups oppose, as well as, intensify the conflict

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

I. States, communities and individuals become increasingly interdependent

II. People conceptualize society and culture in new ways

III. Popular and consumer culture become global

Readings

Stearns: Chapters 28-36

Primary Sources

Textual

• Woodrow Wilson, “Speech on the Fourteen Points”

• The Balfour Declaration, 1917

• Roupen of Sassoun, Eyewitness to Armenia’s Genocide

• Benito Mussolini, from “The Political and Social Doctrine of Fascism

• Adolf Hitler, excerpt from Mein Kampf

• John Maynard Keynes, passage from The End of Laissez-Faire

• Mao Zedong, “From the Countryside to the City,” 1949

• Dean Acheson, U.S. Secretary of State, on the failure of the Chinese Nationalist Government, 1949

• Transcript of the Rape of Nanjing Sentencing, 1947

• The Charter of the United Nations, 1945

• American Investigators, from The Effects of Atomic Bombs on Hiroshima and Nagasaki

• The United Nations, “Universal Declaration of Human Rights,” 1948

• Sir Winston Churchill, from the Iron Curtain speech, 1946

• Harry S. Truman, The Truman Doctrine, 1947

• Joseph Stalin, Excerpts from the “Soviet Victory” Speech, 1946

• Israel’s Proclamation of Independence, 1948

• Palestinian Declaration of Independence, 1988

• Kwame Nkrumah, from I Speak of Freedom: A Statement of African Ideology

• Jawaharlal Nehru, from The Autobiography of Jawaharlal Nehru

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

• Osama Bin Laden, World Islamic Front Statement, 1998

• Nelson Mandela, excerpt from Freedom, Justice and Dignity for All South Africa: Statements and Articles by Mr. Nelson Mandela

• Deng Xiaoping on Introducing Capitalist Principles to China

• Aime Cesaire, from Return to My Native Land

Visual

• The Technology of War (WWI photo)

• “The Mask Falls” (German political cartoon – Treaty of Versailles)

• Khrushchev Visiting an Albanian Factory (photo)

• Anti-Vietnam Protesters (photo)

• Anti-Western Chinese Poster, 1950s

• Smog in Los Angeles, 1954 (photo)

Quantitative

• WWI Losses (table – death toll)

• Women at Work: The Female Labor Force in France and the U.S. (statistical table)

• Population of Capital Cities as a Percentage of Total Population in Ten Latin American Nations (table)

• World Population by Region from 1930-2000 (graph)

• Industrial Growth in the Pacific Rim from 1965-1996 (table)

• Number of Multinational Corporations by Country (map)

Group Jigsaw Presentations – Themes Based

Group 1 – Theme 1

Group 2 – Theme 2

Group 3 – Theme 3

Group 4 – Theme 4

Group 5 – Theme 5

Essay Prompts – Outlines

8 outline prompts for Unit 6:

• Compare the causes and consequences of U.S. intervention in Vietnam and Afghanistan (post 9/11).

• Compare the efforts toward economic modernization in the Middle East and the Caribbean.

• Compare the strategy and tactics of the United States and Soviet Union throughout the Cold War period.

• Analyze the similarities and differences in the causes and consequences of two 20th century genocides from different regions.

• Analyze the changes and continuities in the effects of media on popular uprisings from 1750 to the present. Include specific examples from at least FOUR different regions.

• Analyze the changes and continuities in Latin American social structures from 1750 to the present.

• Analyze the changes and continuities in nation-building efforts and outcomes from 1800 to the present. Provide specific examples from at least 3 different regions.

• Analyze the cultural changes and continuities in China from 650-1900.

DBQ Exercises

DBQ prompt: Using the documents, analyze similarities and differences in the mechanization of the cotton industry in Japan and India in the period from the 1880s to the 1930s (this was the AP Exam DBQ prompt from 2010 – the 10 documents are the same as well – accessed through the AP Central website). In addition to working on our own DBQ activities, students will also analyze selected sample essays from the 2010 Exam in order to understand why some essays were more successful than others and how their essays compare to the scoring samples.

Group Debate

Debate Statement

• The extreme interconnectedness of the modern world, which evolved over several millennia, has been beneficial, overall, to humankind.

Participants

• This final debate will include the entire class and will include a prize for the winning team. Details will be given at the beginning of the unit.

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