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Mr. BrosnahanEmail: jbrosnahan@AP? World History: ModernSyllabusCourse OverviewIn AP World History: Modern, students investigate significant events, individuals, developments, and processes from 1200 to the present. Students develop and use the same skills, practices, and methods employed by historians: analyzing primary and secondary sources; developing historical arguments; making historical connections; and utilizing reasoning about comparison, causation, and continuity and change over time. The course provides six themes that students explore throughout the course in order to make connections among historical developments in different times and places: humans and the environment, cultural developments and interactions, governance, economic systems, social interactions and organization, and technology and innovation.The Six AP World History ThemesThe themes serve as the connective tissue of the course and enable students to create meaningful connections across units. They are often broader ideas that become threads that run throughout the course. Revisiting them and applying them in a variety of contexts helps students to develop deeper conceptual understanding. Below are the themes of the course and a brief description of eachTHEME 1: HUMANS AND THE ENVIRONMENT (ENV) The environment shapes human societies, and as populations grow and change, these populations in turn shape their environments. THEME 2: CULTURAL DEVELOPMENTS AND INTERACTIONS (CDI) The development of ideas, beliefs, and religions illustrates how groups in society view themselves, and the interactions of societies and their beliefs often have political, social, and cultural implications. THEME 3: GOVERNANCE (GOV) A variety of internal and external factors contribute to state formation, expansion, and decline. Governments maintain order through a variety of administrative institutions, policies, and procedures, and governments obtain, retain, and exercise power in different ways and for different purposes. THEME 4: ECONOMIC SYSTEMS (ECN) As societies develop, they affect and are affected by the ways that they produce, exchange, and consume goods and services. THEME 5: SOCIAL INTERACTIONS AND ORGANIZATION (SIO) The process by which societies group their members and the norms that govern the interactions between these groups and between individuals influence political, economic, and cultural institutions and organization. THEME 6: TECHNOLOGY AND INNOVATION (TEC) Human adaptation and innovation have resulted in increased efficiency, comfort, and security, and technological advances have shaped human development and interactions with both intended and unintended consequences.Consequently, virtually all study of history in this class will be tied back to these themes by utilizing a “SPICE” acronym. Social--Development and transformation of social structures? Gender roles and relations? Family and kinship? Racial and ethnic constructions? Social and economic classesPolitical--State-building, expansion and conflict? Political structures and forms of governance? Empires? Nations and nationalism? Revolts and revolutions? Regional, trans-regional, and global structures and organizationsInteraction between humans and the environment? Demography and disease? Migration? Patterns of settlement? TechnologyCultural--Development and interaction of cultures? Religions? Belief systems, philosophies, and ideologies? Science and technology? The arts and architectureEconomic--Creation, expansion, and interaction of economic systems? Agricultural and pastoral production? Trade and commerce? Labor systems? Industrialization? Capitalism and socialismHabits of Mind: The AP World History: Modern course addresses specific academic skills, as well as content knowledge.These skills, called habits of mind, are:1. Constructing and evaluating arguments: using evidence to make plausible arguments.2. Using documents and other primary data: developing the skills necessary to analyze point of view, context, and bias, and to understand and interpret information.3. Developing the ability to assess issues of change and continuity over time.4. Enhancing the capacity to handle diversity of interpretations through analysis of context, bias, and frame of reference.5. Seeing global patterns over time and space while also acquiring the ability to connect local developments to global ones and to move through levels of generalizations from the global to the particular.6. Developing the ability to compare within and among societies, including comparing societies’ reactions to global processes.7. Developing the ability to assess claims of universal standards yet remaining aware of human commonalities and differences; putting culturally diverse ideas and values in historical context; not suspending judgment but developing understanding.Grading PolicyGrades will be based on points and added up to a final quarterly grade based on the following: 90 percent and above—A; 80 percent and above—B; 70 percent and above—C, 60 percent and above—D; below 60 percent—FCourse Text and other Reading:Main TextbookSpodek, Howard. The World’s History. 3rd ed. Combined vol. Upper Saddle River, N.J.: Prentice Hall, 2006.Primary SourcesStudents will read and analyze selected primary sources (document, images, and maps) inPearson Education Inc. 2005. Documents in World History Global History Volumes I & II. Pearson Prentice hall. Strayer. 2011. Ways of the World, A Global History with Sources. Bedford/St. Martin’s.At relevant points in the course, the course outline shows how students analyze interpretations in specifically cited books or articles by historians.E.g., 1. In week 6, students assess the arguments on the evolution of technology put forth by Jared Diamond in chapter 13 of Guns, Germs, and Steel: The Fates of Human Societies (Norton, 1997).E.g., 2. In week 10 students assess John Thornton’s arguments about African agency in the Atlantic world in chapter 6 of Africa and Africans in the Making of the Atlantic World, 1400-1800 (Cambridge University Press, 1998).E.g., 3. The students map the regional trade systems outlined in the work of sociologist, Janet L. Abu-Lughod’s, Before European Hegemony: The World System A.D. 1250 - 1350. Oxford, (1989).Students will analyze quantitative sources through study and interpretation of graphs, charts and tablesStearns. 2008. World Civilizations: The Global Experience. PearsonFrom Document Based Questions released by the College BoardStearns. 2001. Cultures in Motion: Mapping Key Contacts and Their Imprints in World History. Yale Press.Selection from The Qu’ranSelection from the Mayan Popol VuhOrdinances of the MerchantsUrban II’s Call for the CrusadesSelection from Ibn Battuta’s Travels in AfricaSelection from Sundiata: An Epic of Old MaliSelection from the Magna CartaSelection from The DecameronSelection from The Travels of Marco PoloSelection from Bernal Diaz’s The True Story of the Conquest of Mexico (Montezuma’s death)Selection from Bartoleme de Las Casas’ Brief Account of the Devastation of the IndiesSelection from Christopher Columbus’s journal—The First Voyage of Christopher ColumbusLetters from the King of the Kongo to the King of PortugalSelection from Yamaga Soko’s The Way of the SamuraiSelection from a Confucian Morality Book—Meritorious Deeds at No CostSelection from Niccolo Machiavelli’s The PrinceSelection from Martin Luther’s 95 ThesesSelection from Peter the Great—Edict and Decrees—Learning from EuropeSelection from the English Bill of RightsArt from the Renaissance, the Mughals (miniatures), and Ming art, including porcelainThe American Declaration of IndependenceThe Declaration of the Rights of Men and The Declaration of the Rights of WomenSelection from Wollstonecraft’s Vindications of the Rights of WomenSelection from Edward Jenner’s An Inquiry into the Causes and Effects of the Variole VaccineSelection from the Records of the Maji Maji RebellionSelection from Rudyard Kipling’s “The White Man’s Burden”Selection from Kangxi’s Self PortraitSelection from Lin Zexu’s Letter to Queen Victoria (opium)Selection from The Treaty of NanjingSelection from Mitsui Takafusa’s Some Observations on MerchantsSelection from Wilfred Owen—Dulce et Decorum EstSelection from Woodrow Wilson—Fourteen PointsSelection of twentieth-century propaganda posters—World War I, Russian Revolution, World War II, the Cultural Revolution, peace protests in the nuclear worldSelection from the Muslim Brotherhood’s Toward the LightSelection from Gandhi’s Indian Home RuleSelection from Nehru’s On the Colonial RevolutionSelection from Joseph Stalin’s The Results of the First Five-Year PlanSelection from the U.S. Strategic Bombing Survey—The Effects of the Atomic BombIsraeli Proclamation of IndependenceSecondary SourcesDiamond, J.M. 1999. Guns, Germs, and Steel. Norton & Co.Course RequirementsPrepare to take the AP Exam.Actively participate in class and complete all assignments thoroughly and promptly.Attend class daily, arriving on time.Make up work when absent—contact instructor and send assignments due electronically if possible; make prior arrangements for planned absences; two days allotted for each day absent to turn in work. Keep a well-organized and complete notebook for the entire year; bring to class daily. Use the charts and lecture and reading notes in your notebook to study for tests. Ask for help if your notebook is incomplete.Form a study group for tests and other large assignments, such as the study cards created to help you master the vocabulary you will encounter in the multiple-choice questions.Ask instructor for help if needed—I am committed to supporting your efforts!Challenge yourself to work hard and maintain high standards.Take advantage of opportunities to redo work for mastery of the content and skills of the course.Purpose and Organization of Course ActivitiesAP World History: Modern is the equivalent of a college-level survey course in world history. Like college students, you are expected to read the assigned pages in the textbook as listed in the unit calendars and take notes in the charts and types of graphic organizers provided by the teacher. In designing this course, the College Board aimed to help you gain the higher-order thinking skills you will need to be successful in college. For example, almost every day in class we will analyze primary sources both texts and visuals. This primary source analysis will help you directly with the tasks required for the Document-Based Question (DBQ) essay on the exam, but the daily use of historical materials also will help you practice using evidence to make plausible arguments. You also will become expert at identifying point of view, context, and bias in these sources. A second important habit of mind you will develop over the year is assessing issues of change and continuity over time, including the capacity to deal with change as a process and with questions of causation. You will constantly be keeping track of changes in history through the annotated timelines and maps you will construct both in class and for homework in all five units. Moreover, these timelines and maps will help you see global patterns and processes over time and space while also connecting local developments to global ones and moving through levels of generalizations from the global to the particular. This skill will be especially useful for writing the Change Over Time essay on the AP World History Exam and often is a major focus in upper-level college courses in the social sciences as well as in the discipline of science. We also will do simulations and debates that challenge you to address questions about human commonalities and differences and the historical context of culturally diverse ideas and values.Course PlannerTopicMultiple-Choice Coverage on the AP ExamReadings and Video SegmentsTimeGlobal Tapestryc 1200 to 1450 CE8-10%Spodek, Ch. 113 weeksNetworks of Exchangec 1200 to 1450 CE8-10%Spodek, Ch. 123?weeksLand Based Empiresc 1450 to 1750 CE12-15%Spodek, Ch. 133 weeksTransoceanic Interconnectionsc 1450 to 1750 CE12-15%Spodek, Ch. 14-155 weeksRevolutionsc 1750 to 1900 CE12-15%Spodek, Ch. 16-176 weeksConsequences of Industrializationc 1750 to 1900 CE12-15%Spodek, Ch. 185 weeksGlobal Conflictc 1900 to present8-10%Spodek, Ch. 19-204 weeksCold War and Decolonizationc 1900 to present8-10%Spodek, Ch. 21-224 weeksGlobalizationc 1900 to present8-10%Spodek, Ch. 23-243 weeksReview for AP Exam100%?Up to Thursday, May14th– 8amCurriculum Descriptions Global TapestryTOPIC 1.1 Developments in East Asia from c. 1200 to c. 1450Empires and states in Afro-Eurasia and the Americas demonstrated continuity, innovation, and diversity in the 13th century. This included the Song Dynasty of China, which utilized traditional methods of Confucianism and an imperial bureaucracy to maintain and justify its rule. Chinese cultural traditions continued, and they influenced neighboring regions. Buddhism and its core beliefs continued to shape societies in Asia and included a variety of branches, schools, and practices. The economy of Song China became increasingly commercialized while continuing to depend on free peasant and artisanal labor. The economy of Song China flourished as a result of increased productive capacity, expanding trade networks, and innovations in agriculture and IC 1.2 Developments in Dar al-Islam from c. 1200 to c. 1450Islam, Judaism, Christianity, and the core beliefs and practices of these religions continued to shape societies in Africa and Asia. As the Abbasid Caliphate fragmented, new Islamic political entities emerged, most of which were dominated by Turkic peoples. These states demonstrated continuity, innovation, and diversity. Muslim rule continued to expand to many parts of Afro-Eurasia due to military expansion, and Islam subsequently expanded through the activities of merchants, missionaries, and Sufis. Muslim states and empires encouraged significant intellectual innovations and IC 1.3 Developments in South and Southeast Asia from c. 1200 to c. 1450Hinduism, Islam, and Buddhism, and their core beliefs and practices, continued to shape societies in South and Southeast Asia. State formation and development demonstrated continuity, innovation, and diversity, including the new Hindu and Buddhist states that emerged in South and Southeast IC 1.4 State Building in the AmericasIn the Americas, as in Afro-Eurasia, state systems demonstrated continuity, innovation, and diversity, and expanded in scope and reach. TOPIC 1.5 State Building in AfricaIn Africa, as in Eurasia and the Americas, state systems demonstrated continuity, innovation, and diversity and expanded in scope and IC 1.6 Developments in Europe from c. 1200 to c. 1450Christianity, Judaism, Islam, and the core beliefs and practices of these religions continued to shape societies in Europe. Europe was politically fragmented and characterized by decentralized monarchies, feudalism, and the manorial system. Europe was largely an agricultural society dependent on free and coerced labor, including IC 1.7 Comparison in the Period from c. 1200 to c. 1450Explain the similarities and differences in the processes of state formation from c. 1200 to c. works of ExchangeTOPIC 2.1 The Silk RoadsImproved commercial practices led to an increased volume of trade and expanded the geographical range of existing trade routes— including the Silk Roads—promoting the growth of powerful new trading cities. The growth of interregional trade in luxury goods was encouraged by innovations in previously existing transportation and commercial technologies, including the caravanserai, forms of credit, and the development of money economies. for luxury goods increased in AfroEurasia. Chinese, Persian, and Indian artisans and merchants expanded their production of textiles and porcelains for export; manufacture of iron and steel expanded in IC 2.2 The Mongol Empire and the Making of the Modern WorldEmpires collapsed in different regions of the world and in some areas were replaced by new imperial states, including the Mongol khanates. The expansion of empires—including the Mongols—facilitated Afro-Eurasian trade and communication as new people were drawn into their conquerors’ economies and trade networks. Interregional contacts and conflicts between states and empires, including the Mongols, encouraged significant technological and cultural IC 2.3 Exchange in the Indian OceanImproved transportation technologies and commercial practices led to an increased volume of trade and expanded the geographical range of existing trade routes, including the Indian Ocean, promoting the growth of powerful new trading cities. The growth of interregional trade in luxury goods was encouraged by significant innovations in previously existing transportation and commercial technologies, including the use of the compass, the astrolabe, and larger ship designs. The Indian Ocean trading network fostered the growth of states. In key places along important trade routes, merchants set up diasporic communities where they introduced their own cultural traditions into the indigenous cultures and, in turn, indigenous cultures influenced merchant cultures. Interregional contacts and conflicts between states and empires encouraged significant technological and cultural transfers, including during Chinese maritime activity led by Ming Admiral Zheng He. The expansion and intensification of long-distance trade routes often depended on environmental knowledge, including advanced knowledge of the monsoon IC 2.4 Trans-Saharan Trade RoutesThe growth of interregional trade was encouraged by innovations in existing transportation technologies. Improved transportation technologies and commercial practices led to an increased volume of trade and expanded the geographical range of existing trade routes, including the trans-Saharan trade network. The expansion of empires—including Mali in West Africa–facilitated Afro-Eurasian trade and communication as new people were drawn into the economies and trade IC 2.5 Cultural Consequences of ConnectivityIncreased cross-cultural interactions resulted in the diffusion of literary, artistic, and cultural traditions, as well as scientific and technological innovations. The fate of cities varied greatly, with periods of significant decline and periods of increased urbanization, buoyed by rising productivity and expanding trade networks. As exchange networks intensified, an increasing number of travelers within AfroEurasia wrote about their travels. TOPIC 2.6 Environmental Consequences of ConnectivityThere was continued diffusion of crops and pathogens, with epidemic diseases, including the bubonic plague, along trade IC 2.7 Comparison of Economic ExchangeExplain the similarities and differences among the various networks of exchange in the period from c. 1200 to c. 1450.Land Based EmpiresTOPIC 3.1 Empires ExpandImperial expansion relied on the increased use of gunpowder, cannons, and armed trade to establish large empires in both hemispheres. Land empires included the Manchu in Central and East Asia; the Mughal in South and Central Asia; the Ottoman in Southern Europe, the Middle East, and North Africa; and the Safavids in the Middle East. Political and religious disputes led to rivalries and conflict between IC 3.2 Empires: AdministrationRecruitment and use of bureaucratic elites, as well as the development of military professionals, became more common among rulers who wanted to maintain centralized control over their populations and resources. Rulers continued to use religious ideas, art, and monumental architecture to legitimize their rule. Rulers used tribute collection, tax farming, and innovative tax-collection systems to generate revenue in order to forward state power and expansion. TOPIC 3.3 Empires: Belief SystemsThe Protestant Reformation marked a break with existing Christian traditions and both the Protestant and Catholic reformations contributed to the growth of Christianity. Political rivalries between the Ottoman and Safavid empires intensified the split within Islam between Sunni and Shi’a. Sikhism developed in South Asia in a context of interactions between Hinduism and IC 3.4 Comparison in Land-Based EmpiresCompare the methods by which various empires increased their influence from 1450 to 1750.Transoceanic InterconnectionsTOPIC 4.1 Technological Innovations from 1450 to 1750Knowledge, scientific learning, and technology from the Classical, Islamic, and Asian worlds spread, facilitating European technological developments and innovation. The developments included the production of new tools, innovations in ship designs, and an improved understanding of regional wind and currents patterns—all of which made transoceanic travel and trade IC 4.2 Exploration: Causes and Events from 1450 to 1750New state-supported transoceanic maritime exploration occurred in this period. Portuguese development of maritime technology and navigational skills led to increased travel to and trade with Africa and Asia and resulted in the construction of a global trading-post empire. Spanish sponsorship of the voyages of Columbus and subsequent voyages across the Atlantic and Pacific dramatically increased European interest in transoceanic travel and trade. Northern Atlantic crossings were undertaken under English, French, and Dutch sponsorship, often with the goal of finding alternative sailing routes to IC 4.3 Columbian ExchangeThe new connections between the Eastern and Western Hemispheres resulted in the exchange of new plants, animals, and diseases, known as the Columbian Exchange. European colonization of the Americas led to the unintentional transfer of disease vectors, including mosquitoes and rats, and the spread of diseases that were endemic in the Eastern Hemisphere, including smallpox, measles, and malaria. Some of these diseases substantially reduced the indigenous populations, with catastrophic effects in many areas. American foods became staple crops in various parts of Europe, Asia, and Africa. Cash crops were grown primarily on plantations with coerced labor and were exported mostly to Europe and the Middle East. Afro-Eurasian fruit trees, grains, sugar, and domesticated animals were brought by Europeans to the Americas, while other foods were brought by African slaves. Populations in Afro-Eurasia benefitted nutritionally from the increased diversity of American food IC 4.4 Maritime Empires EstablishedEuropeans established new trading posts in Africa and Asia, which proved profitable for the rulers and merchants involved in new global trade networks. Some Asian states sought to limit the disruptive economic and cultural effects of European-dominated long-distance trade by adopting restrictive or isolationist trade policies. largely by political, religious, and economic rivalries, European states established new maritime empires, including the Portuguese, Spanish, Dutch, French, and British. The expansion of maritime trading networks fostered the growth of states in Africa, including the Asante and the Kingdom of the Kongo, whose participation in trading networks led to an increase in their influence. Despite some disruption and restructuring due to the arrival of Portuguese, Spanish, and Dutch merchants, existing trade networks in the Indian Ocean continued to flourish and included intra-Asian trade and Asian merchants. Newly developed colonial economies in the Americas largely depended on agriculture, utilized existing labor systems, including the Incan mit’a, and introduced new labor systems including chattel slavery, indentured servitude, and encomienda and hacienda systems. Slavery in Africa continued in its traditional forms, including incorporation of slaves into households and the export of slaves to the Mediterranean and the Indian Ocean regions. The growth of the plantation economy increased the demand for slaves in the Americas, leading to significant demographic, social, and cultural IC 4.5 Maritime Empires Maintained and DevelopedMercantilist policies and practices were used by European rulers to expand and control their economies and claim overseas territories. Joint-stock companies, influenced by these mercantilist principles, were used by rulers and merchants to finance exploration and were used by rulers to compete against one another in global trade. Economic disputes led to rivalries and conflict between states. The Atlantic trading system involved the movement of goods, wealth, and labor, including slaves. The new global circulation of goods was facilitated by chartered European monopoly companies and the global flow of silver, especially from Spanish colonies in the Americas, which was used to purchase Asian goods for the Atlantic markets and satisfy Chinese demand for silver. Regional markets continued to flourish in Afro-Eurasia by using established commercial practices and new transoceanic and regional shipping services developed by European merchants. Peasant and artisan labor continued and intensified in many regions as the demand for food and consumer goods IC 4.6 Internal and External Challenges to State Power from 1450 to 1750State expansion and centralization led to resistance from an array of social, political, and economic groups on a local level. Slave resistance challenged existing authorities in the IC 4.7 Changing Social Hierarchies from 1450 to 1750Many states, such as the Mughal and Ottoman empires, adopted practices to accommodate the ethnic and religious diversity of their subjects or to utilize the economic, political, and military contributions of different ethnic or religious groups. In other cases, states suppressed diversity or limited certain groups’ roles in society, politics, or the economy. Imperial conquests and widening global economic opportunities contributed to the formation of new political and economic elites, including in China with the transition to the Qing Dynasty and in the Americas with the rise of the Casta system. The power of existing political and economic elites fluctuated as the elites confronted new challenges to their ability to affect the policies of the increasingly powerful monarchs and IC 4.8 Continuity and Change from 1450 to 1750Explain how economic developments from 1450 to 1750 affected social structures over time.RevolutionsTOPIC 5.1 The EnlightenmentEnlightenment philosophies applied new ways of understanding and empiricist approaches to both the natural world and human relationships; they also reexamined the role that religion played in public life and emphasized the importance of reason. Philosophers developed new political ideas about the individual, natural rights, and the social contract. The rise and diffusion of Enlightenment thought that questioned established traditions in all areas of life often preceded revolutions and rebellions against existing governments. Nationalism also became a major force shaping the historical development of states and IC 5.2 Nationalism and Revolutions in the Period from 1750 to 1900People around the world developed a new sense of commonality based on language, religion, social customs, and territory. This was sometimes harnessed by governments to foster a sense of unity. The 18th century marked the beginning of an intense period of revolution and rebellion against existing governments, leading to the establishment of new nation-states around the world. Discontent with monarchist and imperial rule encouraged the development of systems of government and various ideologies, including democracy and 19th-century IC 5.3 Industrial Revolution BeginsA variety of factors contributed to the growth of industrial production and eventually resulted in the Industrial Revolution, including:§ Proximity to waterways; access to rivers and canals § Geographical distribution of coal, iron, and timber § Urbanization § Improved agricultural productivity§ Access to foreign resources § Accumulation of capital The development of the factory system concentrated production in a single location and led to an increasing degree of specialization of IC 5.4 Industrialization Spreads in the Period from 1750 to 1900The rapid development of steam-powered industrial production in European countries and the U.S. contributed to the increase in these regions’ share of global manufacturing during the first Industrial Revolution. While Middle Eastern and Asian countries continued to produce manufactured goods, these regions’ share in global manufacturing declined. As new methods of industrial production became more common in parts of northwestern Europe, they spread to other parts of Europe and the United States, Russia, and IC 5.5 Technology of the Industrial AgeThe development of machines, including steam engines and the internal combustion engine, made it possible to take advantage of both existing and vast newly discovered resources of energy stored in fossil fuels, specifically coal and oil. The fossil fuels revolution greatly increased the energy available to human societies. The “second industrial revolution” led to new methods in the production of steel, chemicals, electricity, and precision machinery during the second half of the 19th century. Railroads, steamships, and the telegraph made exploration, development, and communication possible in interior regions globally, which led to increased trade and IC 5.6 Industrialization: Government’s Role from 1750 to 1900As the influence of the Industrial Revolution grew, a small number of states and governments promoted their own state sponsored visions of industrialization. The expansion of U.S. and European influence in Asia led to internal reform in Japan that supported industrialization and led to the growing regional power of Japan in the Meiji IC 5.7 Economic Developments and Innovations in the Industrial AgeWestern European countries began abandoning mercantilism and adopting free trade policies, partly in response to the growing acceptance of Adam Smith’s theories of laissez-faire capitalism and free markets. The global nature of trade and production contributed to the proliferation of large-scale transnational businesses that relied on new practices in banking and finance. The development of industrial capitalism led to increased standards of living for some, and to continued improvement in manufacturing methods that increased the availability, affordability, and variety of consumer IC 5.8 Reactions to the Industrial Economy from 1750 to 1900In response to the social and economic changes brought about by industrial capitalism, some governments, organizations, and individuals promoted various types of political, social, educational, and urban reforms. In industrialized states, many workers organized themselves, often in labor unions, to improve working conditions, limit hours, and gain higher wages. Workers’ movements and political parties emerged in different areas, promoting alternative visions of society. Discontent with established power structures encouraged the development of various ideologies, including those espoused by Karl Marx, and the ideas of socialism and communism. In response to the expansion of industrializing states, some governments in Asia and Africa, including the Ottoman Empire and Qing China, sought to reform and modernize their economies and militaries. Reform efforts were often resisted by some members of government or established elite IC 5.9 Society and the Industrial AgeNew social classes, including the middle class and the industrial working class, developed. While women and often children in working class families typically held wage-earning jobs to supplement their families’ income, middle-class women who did not have the same economic demands to satisfy were increasingly limited to roles in the household or roles focused on child development. The rapid urbanization that accompanied global capitalism at times led to a variety of challenges, including pollution, poverty, increased crime, public health crises, housing shortages, and insufficient infrastructure to accommodate urban IC 5.10 Continuity and Change in the Industrial AgeExplain the extent to which industrialization brought change from 1750 to 1900.Consequences of IndustrializationTOPIC 6.1 Rationales for Imperialism from 1750 to 1900A range of cultural, religious, and racial ideologies were used to justify imperialism, including Social Darwinism, nationalism, the concept of the civilizing mission, and the desire to religiously convert indigenous IC 6.2 State Expansion from 1750 to 1900Some states with existing colonies strengthened their control over those colonies and in some cases assumed direct control over colonies previously held by non-state entities. European states as well as the United States and Japan acquired territories throughout Asia and the Pacific, while Spanish and Portuguese influence declined. Many European states used both warfare and diplomacy to expand their empires in Africa. Europeans established settler colonies in some parts of their empires. The United States, Russia, and Japan expanded their land holdings by conquering and settling neighboring IC 6.3 Indigenous Responses to State Expansion from 1750 to 1900Increasing questions about political authority and growing nationalism contributed to anticolonial movements. Anti-imperial resistance took various forms, including direct resistance within empires and the creation of new states on the peripheries. Increasing discontent with imperial rule led to rebellions, some of which were influenced by religious IC 6.4 Global Economic Development from 1750 to 1900The need for raw materials for factories and increased food supplies for the growing population in urban centers led to the growth of export economies around the world that specialized in commercial extraction of natural resources and the production of food and industrial crops. The profits from these raw materials were used to purchase finished IC 6.5 Economic Imperialism from 1750 to 1900Industrialized states and businesses within those states practiced economic imperialism primarily in Asia and Latin America. Trade in some commodities was organized in a way that gave merchants and companies based in Europe and the U.S. a distinct economic IC 6.6 Causes of Migration in an Interconnected WorldMigration in many cases was influenced by changes in demographics in both industrialized and unindustrialized societies that presented challenges to existing patterns of living. Because of the nature of new modes of transportation, both internal and external migrants increasingly relocated to cities. This pattern contributed to the significant global urbanization of the 19th century. The new methods of transportation also allowed for many migrants to return, periodically or permanently, to their home IC 6.7 Effects of MigrationMigrants tended to be male, leaving women to take on new roles in the home society that had been formerly occupied by men. Migrants often created ethnic enclaves in different parts of the world that helped transplant their culture into new environments. Receiving societies did not always embrace immigrants, as seen in the various degrees of ethnic and racial prejudice and the ways states attempted to regulate the increased flow of people across their IC 6.8 Causation in the Imperial AgeExplain the relative significance of the effects of imperialism from 1750 to 1900.Global ConflictTOPIC 7.1 Shifting Power After 1900The West dominated the global political order at the beginning of the 20th century, but both land-based and maritime empires gave way to new states by the century’s end. The older, land-based Ottoman, Russian, and Qing empires collapsed due to a combination of internal and external factors. These changes in Russia eventually led to communist revolution. States around the world challenged the existing political and social order, including the Mexican Revolution that arose as a result of political IC 7.2 Causes of World War IThe causes of World War I included imperialist expansion and competition for resources. In addition, territorial and regional conflicts combined with a flawed alliance system and intense nationalism to escalate the tensions into global IC 7.3 Conducting World War IWorld War I was the first total war. Governments used a variety of strategies, including political propaganda, art, media, and intensified forms of nationalism, to mobilize populations (both in the home countries and the colonies) for the purpose of waging war. New military technology led to increased levels of wartime IC 7.4 Economy in the Interwar PeriodFollowing World War I and the onset of the Great Depression, governments began to take a more active role in economic life. In the Soviet Union, the government controlled the national economy through the Five Year Plans, often implementing repressive policies, with negative repercussions for the IC 7.5 Unresolved Tensions After World War IBetween the two world wars, Western and Japanese imperial states predominantly maintained control over colonial holdings; in some cases, they gained additional territories through conquest or treaty settlement and in other cases faced anti-imperial IC 7.6 Causes of World War IIThe causes of World War II included the unsustainable peace settlement after World War I, the global economic crisis engendered by the Great Depression, continued imperialist aspirations, and especially the rise to power of fascist and totalitarian regimes that resulted in the aggressive militarism of Nazi Germany under Adolf IC 7.7 Conducting World War IIWorld War II was a total war. Governments used a variety of strategies, including political propaganda, art, media, and intensified forms of nationalism, to mobilize populations (both in the home countries and the colonies or former colonies) for the purpose of waging war. Governments used ideologies, including fascism and communism to mobilize all of their state’s resources for war and, in the case of totalitarian states, to repress basic freedoms and dominate many aspects of daily life during the course of the conflicts and beyond. New military technology and new tactics, including the atomic bomb, fire-bombing, and the waging of “total war” led to increased levels of wartime IC 7.8 Mass Atrocities After 1900The rise of extremist groups in power led to the attempted destruction of specific populations, notably the Nazi killing of the Jews in the Holocaust during World War II, and to other atrocities, acts of genocide, or ethnic IC 7.9 Causation in Global ConflictExplain the relative significance of the causes of global conflict in the period 1900 to the present.Cold War and DecolonizationTOPIC 8.1 Setting the Stage for the Cold War and DecolonizationHopes for greater self-government were largely unfulfilled following World War I; however, in the years following World War II, increasing anti-imperialist sentiment contributed to the dissolution of empires and the restructuring of states. Technological and economic gains experienced during World War II by the victorious nations shifted the global balance of IC 8.2 The Cold WarThe global balance of economic and political power shifted during and after World War II and rapidly evolved into the Cold War. The democracy of the United States and the authoritarian communist Soviet Union emerged as superpowers, which led to ideological conflict and a power struggle between capitalism and communism across the globe. Groups and individuals, including the Non-Aligned Movement, opposed and promoted alternatives to the existing economic, political, and social IC 8.3 Effects of the Cold WarThe Cold War produced new military alliances, including NATO and the Warsaw Pact, and led to nuclear proliferation and proxy wars between and within postcolonial states in Latin America, Africa, and IC 8.4 Spread of Communism After 1900As a result of internal tension and Japanese aggression, Chinese communists seized power. These changes in China eventually led to communist revolution. In communist China, the government controlled the national economy through the Great Leap Forward, often implementing repressive policies, with negative repercussions for the IC 8.5 Decolonization After 1900Nationalist leaders and parties in Asia and Africa sought varying degrees of autonomy within or independence from imperial rule. After the end of World War II, some colonies negotiated their independence, while others achieved independence through armed struggle. Regional, religious, and ethnic movements challenged colonial rule and inherited imperial boundaries. Some of these movements advocated for IC 8.6 Newly Independent StatesThe redrawing of political boundaries after the withdrawal of former colonial authorities led to the creation of new states. The redrawing of political boundaries in some cases led to conflict as well as population displacement and/or resettlements, including those related to the Partition of India and the creation of the state of IC 8.7 Global Resistance to Established Power Structures After 1900Although conflict dominated much of the 20th century, many individuals and groups— including states—opposed this trend. Some individuals and groups, however, intensified the conflicts. Groups and individuals challenged the many wars of the century, and some, such as Mohandas Gandhi, Martin Luther King Jr., and Nelson Mandela, promoted the practice of nonviolence as a way to bring about political change. Militaries and militarized states often responded to the proliferation of conflicts in ways that further intensified conflict. Some movements used violence against civilians in an effort to achieve political IC 8.8 End of the Cold WarAdvances in U.S. military and technological development, the Soviet Union’s costly and ultimately failed invasion of Afghanistan, and public discontent and economic weakness in communist countries led to the end of the Cold War and the collapse of the Soviet IC 8.9 Causation in the Age of the Cold War and DecolonizationExplain the extent to which the effects of the Cold War were similar in the Eastern and Western Hemispheres.GlobalizationTOPIC 9.1 Advances in Technology and Exchange After 1900New modes of communication—including radio communication, cellular communication, and the internet—as well as transportation, including air travel and shipping containers, reduced the problem of geographic distance. Energy technologies, including the use of petroleum and nuclear power, raised productivity and increased the production of material goods. More effective forms of birth control gave women greater control over fertility, transformed reproductive practices, and contributed to declining rates of fertility in much of the world. The Green Revolution and commercial agriculture increased productivity and sustained the earth’s growing population as it spread chemically and genetically modified forms of agriculture. Medical innovations, including vaccines and antibiotics, increased the ability of humans to survive and live longer IC 9.2 Technological Advances and Limitations After 1900: DiseaseDiseases, as well as medical and scientific developments, had significant effects on populations around the world. Diseases associated with poverty persisted while other diseases emerged as new epidemics and threats to human populations, in some cases leading to social disruption. These outbreaks spurred technological and medical advances. Some diseases occurred at higher incidence merely because of increased longevityTOPIC 9.3 Technological Advances: Debates About the Environment After 1900As human activity contributed to deforestation, desertification, a decline in air quality, and increased consumption of the world’s supply of fresh water, humans competed over these and other resources more intensely than ever before. The release of greenhouse gases and pollutants into the atmosphere contributed to debates about the nature and causes of climate IC 9.4 Economics in the Global AgeIn a trend accelerated by the end of the Cold War, many governments encouraged free market economic policies and promoted economic liberalization in the late 20th century. In the late 20th century, revolutions in information and communications technology led to the growth of knowledge economies in some regions, while industrial production and manufacturing were increasingly situated in Asia and Latin America. Changing economic institutions, multinational corporations, and regional trade agreements reflected the spread of principles and practices associated with free-market economics throughout the IC 9.5 Calls for Reform and Responses After 1900Rights-based discourses challenged old assumptions about race, class, gender, and religion. In much of the world, access to education as well as participation in new political and professional roles became more inclusive in terms of race, class, gender, and religion. Movements throughout the world protested the inequality of the environmental and economic consequences of global IC 9.6 Globalized Culture After 1900Political and social changes of the 20th century led to changes in the arts and in the second half of the century, popular and consumer culture became more global. Arts, entertainment, and popular culture increasingly reflected the influence of a globalized society. Consumer culture became globalized and transcended national IC 9.7 Resistance to Globalization After 1900Responses to rising cultural and economic globalization took a variety of IC 9.8 Institutions Developing in a Globalized WorldNew international organizations, including the United Nations, formed with the stated goal of maintaining world peace and facilitating international IC 9.9 Continuity and Change in a Globalized WorldExplain the extent to which science and technology brought change in the period from 1900 to the present.DiscussionsI train students using the Socratic seminar method from the first week of school. To scaffold to the level I would like, I start with fishbowls with students peer-grading each other, and I model how to facilitate using the Socratic Method. To create a fishbowl discussion, I merely split the students into two groups, where one group first discusses a prompt in an inner circle, while the outer circle observes silently.When the inner circle is done, I solicit critiques from the outer circle observers. The two groups then switch places, and the new inner circle is given a related, but new prompt. Eventually, students come prepared with their own prompts and can ideally lead a whole-class discussion.Group WorkI often put students in groups to process primary-source documents or large amounts of content, usually with the goal of generating theses and outlines for sample questions that I have written on the board. The processing is accomplished through various exercises that focus on a selected set of skills. For example, thegroups might focus on how to determine and analyze point of view, or on how to group a set of documents.Homework/NotebookStudents keep a spiral-bound notebook (at least 100 pages) devoted solely to history, as well as a binder for handouts. They take lecture notes and outline notes on the textbook chapters, using the “Doing World History” method adapted from Professor David Smith to process the chapters. Another homework component is a weekly current events assignment in which students connect a news story with a theme in the course. I collect notebooks periodically, and they are graded at the end of each term.Class ParticipationParticipation is a crucial part of the class. I often employ the Socratic Method for whole-class discussion.Successful Time ManagementSection I: Multiple Choice (55 Questions, 55 Minutes, 40% of Total Exam Score)You have one minute per question, it’s a relatively easy task to track your time. Don’t forget: some questions might take a little longer than one minute, and some might take a little less. If you’re halfway through the test and are a little behind, don’t panic.Section I: Short-Answer Questions (4 Questions, 50 Minutes, 20% of Total Exam Score)As our calculations tell us, you have 13 minutes and 15 seconds per short-answer question. Break (10 Minutes)Section II: Document-Based Question (1 Question, 55 Minutes, 25% of Total Exam Score) and Long Essay Question (1 Question, 35 Minutes, 15% of Total Exam Score)The second part of the World History Exam is a 90-minute marathon consisting of two parts. Most students feel the time crunch in this section. Why? There is no pause between the Document-Based Question (DBQ) and Long Essay. That’s right, you get to decide how you want to split 90 minutes between these two important tasks.Like other timed writing tests, both being aware of your time and planning can solve a lot of time management issues. Here are some tips you can use on test day.Use the first 15 minutes of your DBQ to read/plan.Use the first 5 minutes of your Long Essay to do the same as above.Once you’ve selected evidence,?DON’T ADD MORE?halfway through your essay. That will eat up more time. Substitution for a stronger piece of evidence is fine.Set aside the last five minutes of both essays as a ‘wrap-up’ time.During ‘wrap-up,’ skim your essay to make sure you’ve followed all the directions and included all your evidence. Having all these pieces in place?is more important than any concluding paragraph.Test Content: Section I Multiple-ChoiceThe fifty-five questions are grouped into sets of two to five. In each set you will be asked to respond to some material (political cartoon, quote, picture, song lyrics etc.) and use that material along with your own knowledge to answer the questions.During this section you will need to?analyze?material in order to choose the correct answer. Even so, difficulty will vary between each question. Also, these questions may ask you to make connections between different historical time periods.Short-AnswerEach short-answer question will present you with information to use in crafting your response. This information includes, but is not limited to the following:Primary SourceHistorian’s ArgumentData (such as a graph/chart) or MapA proposition about World History created by the test writer.Using this information, you will be asked to use the already mentioned historical thinking skills to answer each question. Also, the individuals who will read your replies want to see that you are both identifying and analyzing?this information in your reply, along with presenting your ideas.Finally, two out of the four questions will allow you some measure of choice in replying, so make sure to?read the directions?carefully before you start to write your answer.Test Content: Section II Document-Based QuestionThough only a single question, the DBQ will ask you to do many things at once.The test will advise you to spend?15 minutes?planning and?40 minutes?writing. For this section I want to discuss planning, as it is the most important part of DBQ success.PlanningThe first thing to do is?read the directions and prompt!?Your essay will need to do seven?things to be successful:Write a historically defensible thesis that responds to all parts of the question.Develop a cohesive argument that illustrates relationships among your chosen evidence.Use at least?six?of the seven documents.For each document, explain the significance of the author’s POV, purpose, historical context and audience for at least?four?of the documents.Apply context by explaining the broader historical events that are relevant to the question.Use outside evidence.Extend the argument by connecting it to one of the following.Different historical time periods.A different approach to history.A different subject such as art or politics.As you go through the directions/prompt, underline the main tasks you will need to accomplish in your reply. If it helps, simplify them in your own words by writing on the test booklet.Once you have a clear idea of what you have to do, begin reading the documents. During this time, imagine that you’re a detective examining evidence. You know it’s all important, but your mission is to discover how each document fits with the others. The last step in planning is most important:?outline your response.?The benefit of an outline is that it not only organizes your thoughts before you write, it also acts as a checklist during the writing process. Also, because you’ll be under a lot of stress, an outline will help you remember everything important.Long Essay QuestionThe Long Essay question will give you a choice between two prompts. First, a no-brainer: choose the one you feel most comfortable answering. The Long Essay Question will ask you to do?four?things no matter which question you choose:Write a thesis that makes a defensible claim and responds to all parts of the question.As directed in the question, apply historical thinking skills.Use evidence.Extend the argument by connecting it to one of the following.Different historical time periods.A different approach to history.A different subject such as art or politics.These are the skills that Long Essay readers want to see. Though you will need knowledge to answer the Long Essay question, writing and historical thinking skills are at this essay’s heart.There’s one last thing to note about the Long Essay. Compared to the DBQ, the instructions are about half as long. Though you will still have some goals to accomplish in your writing, a lot more is left up to you as the writer/historian. David R. SmithHistory Dept- California State Polytechnic University, PomonaAppendix 1 Introduction to Doing World HistoryMost fundamentally, doing world history involves the study of cross cultural events or phenomena. History may be defined as research into how cultures develop through time. World history is more general than traditional history and emphasizes trends that transcend cultural boundaries. World history stresses the treatment of inter-action between societies. In eras where such inter-action is limited, it compares different patterns of development around the world. Hence, a world history study may involve cultures that actually had contact and influence on one another, or cultures that went through various stages of development with little or no outside influence. Since history is full of this kind of material, the number of possible world history treatments is very large.World history tends to be more superficial and general than local or national histories. This is not meant in a negative way, but in the sense of a comprehensive view of history. The old cliche of not seeing the forest for the trees applies here. World history looks at the forest in that it searches for the overall, global meaning of history. The major changes over the time the earth has existed, and particularly since the advent of humans, are emphasized and often displayed on time lines. This is a diachronic (through time) approach to world history.For any particular time period, world historians may view all areas in a synchronic (at the same time) way and compare the way different societies responded to the environment and met basic human needs. In order to simplify this material they look for patterns of government or religion or other cultural and social institutions.They also stress connections between civilizations and how they influenced one another. There are many variations of cultural influence due to the different kinds of contacts that occurred, but the most common and most important is syncretism. As items and cultural developments diffuse from society to society, changes take place in any given civilization that fundamentally alter it. A mixing of new and old elements takes place that results in a new civilization. This mixing is called "syncretism."In looking for global events, world historians often find natural or human movements that affect many cultures. These could be climatic developments, diseases, natural disasters or human movements like invasions and migrations. They could include dealing with new technologies and life styles. These events and processes are called "common phenomena."To simplify and limit these nearly infinite possibilities, I have selected five methods which I believe capture the essence of the world history approaches. I call them "Doing World History." Remember, the methods are meant as focusing devices to help interpret and give meaning to historical events. They are listed below:1. Big Picture, a time line of the most important events of those under study, accompanied by a written explanation of their ultimate significance.2. Diffusion or the spread of natural elements, people, artifacts, ideas or other cultural creations from one civilization to others.3. Syncretism or mixing of elements from two or more cultures that results in a new civilization.4. Comparison or the pointing out of similarities and differences between two civilizations in terms of their histories, institutions, cultural accomplishments and economies.5. Common phenomena, the natural or historical events and developments that two or more societies share. Examples could be climate, disease, natural disasters or invasions, shared technologies or other human developments. The basic question here is What is shared?Appendix 2Suggestions for Preparing Notebook Entries Using Doing World History1. Read over the chapter quickly, noting or marking topics that lend themselves to Doing World History methods.2. Choose one or two of the Doing World History methods that you think appropriate for interpreting the chapter. In your own words write a paragraph or two interpreting the chapter from the chosen perspective.3. Go back to the pertinent sections of the chapter and re-read them. If you need facts and information to back up your interpretation, take notes. Again, remember to take notes in your own words so you will have to think about the information you are taking down. Avoid repeating the phrases and sentences of the author(s). This is an important part of the learning process.4. Return to your original version and tinker with it until you are satisfied that you have offered an interpretation of the chapter focusing on one or more of the Doing World History methods.5. If you chose Big Picture, do you offer a time line and an explanation of the ultimate significance of the selected events? Do you have too many dates and events to remember? Do the chosen events adequately reflect the most important points of the chapter?6. If you chose diffusion, is the idea of something spreading explicitly stated in your paper? Is this spreading process important to the themes of the chapter?7. If you chose syncretism, is the idea of mixing cultural elements clearly stated in your paper? Can the reader discern from your explanation who borrowed from whom and with what results? Is the syncretism you mention important in understanding the events discussed in the chapter?8. If you chose comparison, did you point out similarities and differences between the cultures you discuss? Did you offer significant comparisons, or are they merely superficial and obvious?9. If you chose common phenomena, are the items mentioned really shared by the two or more civilizations you discuss? In other words, be careful to point out what is shared.10. Finally, did you go beyond merely repeating or rephrasing what is in the book? Remember, Doing World History means thinking and writing about the past. ................
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