Advanced Placement World History Syllabus

Advanced Placement World History is a challenging course that explores the

past over time and focuses on common themes and patterns. AP World History

deals with the ―big picture‖, with comparison of major societies, understanding

of change and continuity over time, and analysis of history through primary

source documents. AP World History is structured around five course themes

and covers six chronological periods.

Course Themes CR 2

In AP World History, we focus on six primary thematic themes that receive

roughly equal attention throughout the year. These themes will provide the

primary organizing structure for the course:

1. Social--Development and transformation of social structures

Gender roles and relations

Family and kinship

Racial and ethnic constructions

Social and economic classes

2. Political--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 organizations

3. Interaction between humans and the environment

Demography and disease

Migration

Patterns of settlement

Technology

Deforestation and fossil fuel implications for the environment

4. Cultural--Development and interaction of cultures

Religions

Belief systems, philosophies, and ideologies

Science and technology

The arts and architecture

5. Economic--Creation, expansion, and interaction of economic

systems

Agricultural and pastoral production

Trade and commerce

Labor systems

Industrialization

Capitalism and socialism

AP World History Historical Thinking Skills

Crafting Historical Arguments from Historical Evidence

Historical Argumentation

Appropriate Use of Relevant Historical Evidence

Chronological Reasoning

Historical Causation

Patterns of Continuity and Change over Time

Periodization

Comparison and Contextualization

Comparison

Contextualization

Historical Interpretation and Synthesis

Interpretation

Synthesis

College Level Textbook

Strayer, Robert W. Ways of the World; a Global History with Sources. Boston:

Bedford/St. Martin's, 2011. Print. CR 1a

Primary Sources and Secondary Sources CR 1b and CR 1c

Autralia’s Aborigines. Dir. Alexander Grasshoff and Aram Boyajian. Perf.

Leslie Nielsen. 1988. DVD

"BBC News - One-minute World News." BBC - Homepage. BBC. Web. 04

Sept. 2011. <http://www.bbc.co.uk/news/video_and_audio/>.

BBC, How the Earth Changed History, Stewart, Iain. 2010, DVD.

Bentley, Jerry H., and Herbert F. Ziegler. Tradtions and Encounters. Third

ed. New York: McGraw-Hill, 2006.

Bravman, Wendy Lynch & Bill, Modern Warfare: An Overview for World

History Teachers. World History Connected 2.2 (2005): 54 pars. 14 Oct.

2011

<http://worldhistoryconnected.press.illinois.edu/2.2/bravman.html>.

Bridging World History." Learner.org. Annenberg Learner, 2004. Web. 27

Aug. 2011. <http://learner.org/resources/series197.html>.

Brooks, Nick, ―Climate Change May Have Sparked Civilization.‖

Environment News Services.7 Sept. 2006. Web. 20 July 2011.

http://www.ens- newswire.com/ens/sep2006/2006-09-07-03.html

Celebi, Joan E. The Indian Ocean Trade: a Classroom Simulation. Africa in

the World. NEH Summer Institute, Summer 1993. Web. 2 Sept. 2011.

Christian, David. Maps of Time: an Introduction to Big History. Berkeley:

University of California, 2004. Print.

Christian, David. This Fleeting World: a short history of humanity. Great

Barrington, Mass.: Berkshire Pub., 2008. Print.

Crosby, Afred W. "Fire and Cooking." Children of the Sun. New York: W.

W. Norton and Co, 2006. 7-22. Print.

Davies, Norman. "A Thousand Years of History." Introduction. God's

Playground: the Origins to 1795. Oxford: Clarendon Pr., 1982. 8.

Print.

Diamond, Jared. "The Worst Mistake in the History of the Human Race."

Discover Magazine May 1987: 64-66. Web. July 2000.

Drake, Phd., H. A. New Approaches to the Fall of the Roman Empire. Los

Angeles: UCLA, 3 Dec. 005. PPT.

Drucker, Reter F., ―The First Technological Revolution and Its Lessons."

American Studies @ The University of Virginia. University of Virginia,

Spring 1965. Web. 21 July 2011.

<http://xroads.virginia.edu/~DRBR/d_rucker5.html>.

Evenari, Gail, K. Wayfinders: A Pacific Odyssey. Maiden Voyage

Productions. 1999. DVD

"Genghis Khan Killed so Many People That Forests Grew and Carbon

Levels Dropped | Mail Online." Home | Mail Online. 25 Jan. 2011. Web.

08 July 2011. <http://www.dailymail.co.uk/sciencetech/article-

1350272/Genghis-Khan-killed-people-forests-grew-carbon-levels-

dropped.html#ixzz1RXBDkvlT>.

Goucher, Candice, Leguin, Charles, and Walton, Linda, ―Ideas and

Power: Goddesses, God-Kings, and Sages.‖ In the Balance: Themes in World History. Boston. McGraw-Hill. 1998. 145-162.

Islam: Empire of Faith. Dir. Robert H. Gardner. Perf. Ben Kinsley. PBS,

2001. DVD

Little Ice Age: Big Chill. Dir. Josh Beckman. History Channel. 2005. DVD

"JOURNEY OF MANKIND - The Peopling of the World." Bradshaw Foundation. Web. 13 Nov. 2011.

<http://www.bradshawfoundation.com/journey/>.

Liu Xinru, ―Silks and Religions in Eurasia, c. A.D. 600–1200,‖ Journal of WorldHistory 6, no. 1 (Spring 1995), 25–48.

Mitchell, Joseph R., and Helen Buss Mitchell. Taking Sides . 3rd ed.

Dubuque, IA: McGraw-Hill, 2000. Print

National Geographic. Australia’s Aborigines. DVD

O'Shea, Stephen. Sea of Faith: Islam and Christianity in the Medieval Mediterranean World. New York: Walker, 2006. Print.

PBS. When Worlds Collide, 2010. DVD

Rao, Rajesh. "Rajesh Rao: A Rosetta Stone for the Indus Script | Video on

TED.com

Reilly, Kevin. Worlds of History; Volumes one and Two. Fourth ed.

Boston:Beford/St. Martin’s, 2010. Print.

Weatherford, J. McIver. Genghis Khan and the Making of the Modern World. New York: Three Rivers, 2005. Print.

Spodek, Howard. The World's History. Upper Saddle River, NJ: Prentice

Hall, 1998.

World History For Us All. http://worldhistoryforusall.sdsu.edu/

Unit Activities

The following unit activities will be assigned in each of the six units in

order to develop analytical skills and to allow students to demonstrate

command of course themes and key concepts.

Note-taking on assigned chapters in Strayer using ―Reading and Thinking

Notes‖ adapted by an excellent idea by, Mike Macijeski, AP World reader,

Northfield Middle High School Northfield, Vermont (Appendix)

Students will complete a Five-Themes Chart for each of the six time periods.

CR 4

Monitored Discussions on readings from primary and secondary sources.

Students receive credit for posing questions on puzzling passages in the

reading and for attempting to answer the questions posed by other students.

The teacher acts as a record keeper and also keeps a list of topics that were not

adequately addressed in the discussion. This method is very similar to the

Socratic Seminar, but works better in classes of more than thirty-two students.

Every class opens with viewing the BBC One-Minute News and a mini-

discussion about the themes and topics relating to the Key Concepts covered in

the news that day.

Map labeling, interpreting and memorization of features, geographic and

political as required in the Course Guide. Students will take map quizzes on

required elements from the course description as we move through the course

Timelines will be constructed construction for each unit.

Mapshots (annotated maps) will be completed by students in each time period

and region

Writing Assignments

Each unit includes writing assignments from the College Board 2002-2011

Released Questions designed to develop the skills necessary to create well-

written and evidenced essays on historical topics and to allow students to

develop proficiency in historical thinking skills.

Short Document Analysis: Students will analyze written, visual and

quantitative documents from primary source readers and other sources. For

example, students will use SOAPSTONE to analyze documents according to

their subject, occasion, audience, purpose, speaker and the tone of the

document. These skills of primary analysis will be used throughout the

course.

Document Based Question (DBQ): Students analyze evidence from a variety

of sources in order to develop a coherent written argument that has a thesis

supported by relevant historical evidence. Students will apply multiple

historical thinking skills, such as evaluating reliability and point of view, as

they examine a particular historical problem or question.

Change and Continuity over Time (CCOT): Students identify and analyze

patterns of continuity and change over time and across geographic regions.

They will also connect these historical developments to specific circumstances

of time and place, and to broader regional, national, or global processes. Bill

Strickland’s guide to constructing a CCOT Thesis will be used. (Appendix)

Comparative Essay: Students compare historical developments across or

within societies in various chronological and/or geographical contexts.

Students will also synthesize information by connecting insights from one

historical context to another, including the present. Bill Strickland’s guide to

constructing a Comparative Thesis will be used. (Appendix)

Course Schedule

Summer Assignment

Student read Jared Diamond’s "The Worst Mistake in the History of the

Human Race,‖ and be prepared to discuss the article at our first class

meeting. KC 1.2

Period 1 – Technological and Environmental Transformations to 600

B.C.E. 5%

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

Key Concept 1.2. The Neolithic Revolution and Early Agricultural

Societies

Key Concept 1.3. The Development and Interactions of Early

Agricultural, Pastoral and Urban Societies CR 3

Textbook reading: Strayer, Chapters 1-2

Primary Sources excerpted in Strayer

• Hammurabi’s Code

• Epic of Gilgamesh

• Be a Scribe

• Visual Sources from Indus River Valley Civilization

Secondary Sources

• Crosby, Chapter 2

• Bradshaw, Peopling of the Earth flash

• ―Migrations by Sea and Land Bridges‖ from Bridging World History

• Drucker, ―The First Technological Revolution and Its Lessons‖

• Rao, Rajesh. "Rajesh Rao: A Rosetta Stone for the Indus Script | Video

on TED.com

• Bridging World History, Unit 5, ―Early Belief Systems‖

Selected Activities/Assessments

• Students view Bradshaws’ flash presentation Peopling of the Earth and

create individual maps for their own study use. KC 1.1

• Students read and discuss ―Migrations by Land and Sea Bridges‖ from

Bridging World History. CR 5.b and 5.d KC 1.1.

• Student read Chapter Two ―Fire‖ of Crosby’s Children of the Sun and

discuss the ways in which early foraging societies domesticated and

employed fire. KC 1.1

• Students correctly list four effects of the earliest transition to agriculture

on the environments around villages and urban centers. KC1.2

• Students will compare Diamond’s and Stayer’s evaluation of the social

impact of sedentary agricultural on gender and class distinctions and

write a thesis statement for an essay comparing the two authors ideas.

KC 1.2 and CR 6

• Students will analyze the impacts of early settlements in the major river valleys and in New Guinea, the Andes and Mesoamerica, including

changes to gender roles, social stratification, labor, culture, and the development of governance and the impact on the environment. Early migrations including the Bantu, Indo-European and Austronesian will

also be examined. KC 1.2 and CR 5c

• Students will create a timeline of tools, plaster, pottery, copper, bronze,

iron, the wheeled cart from 10,000 B.C.E to 600 B.C.E. KC 1.2

• Students will analyze multiple causes and effects of the Neolithic Revolution, including a discussion of why some people chose to settle while others remained nomadic. KC 1.3

• Students will analyze Drucker’s argument that the impact of irrigation on

the development of political and social structures was just as significant

as the Neolithic Revolution KC 1.3 CR7

• Analyze maps of early human migrations and of the early core and

foundational civilizations. Map tests on AP Regions and regions of early

civilizations: Mesopotamia in the Tigris and Euphrates River Valleys,

Egypt in the Nile River Valley, Mohenho-Daro and Harrrapa in the Indus

River Valley, Shang in the Yellow River Vally, Olmecs in Meso-America,

and the Chavin in Andean South America KC 1.3

• Students analyze the needs of a civilization to build monumental

architecture. KC 1.3

• Periodization Exercise: Students prepare timelines of their lives and

create three eras covering their timelines. Then, in groups, they must

determine the beginning and ending dates for eras that will supersede

their individual decisions. Each group will share their eras with the

whole class in a discussion. CR 11

• Students view and discuss the TED presentation by Rao on the

controversy about whether the Harappan civilization had a written

language. CR 15 and CR 5c

• Change over Time and Comparative Writing will be introduced using

Bill Strickland’s Charts on Thesis Paragraph Practice

Period 2 – Organization and reorganization of Human Societies, 600 B.C.E

to 600 C.E.

Key Concept 2.1. The Development and Codification of Religious and

Cultural Traditions

Key Concept 2.2. The Development of States and Empires

Key Concept 2.3. Emergence of Transregional Networks of

Communication and Exchange

Textbook Reading: Strayer, Chapters 4-7(including documents and visual

sources)

Primary Sources excerpted in Strayer

Ashoka, The Rock Edicts

Visual source: Qin Shihuangdi and China’s Eternal Empire

Confucius, The Analects

Bhagavad Gita

Plato, Apology

Gospel of Matthew

Visual source: Representations of the Buddha

Ban Zhao, Lessons for Women

Psalms of the Sisters

Periplus of the Erythraen Sea

Visual source: Art and the Maya Elite

Secondary Sources

Bridging World History, Units 5-7

Drake, New Approaches to the Fall of the Roman Empire

Goucher, Leguin, and Walton, pages 145-62

Mitchell, Joseph R., and Helen Buss Mitchell. ―Was Alexander Great‖,

Taking Sides

Selected Activities/Assessments

Students will read Goucher, Leguin, and Walton, ―Ideas and Power:

Godesses, God-Kings, and Sages,‖ pages 145-62 and write small

group analyses of the way in which religious ideas developed as a

means to challenge the rule of states and the social systems

supported by them. KC 2.1

Students will analyze a map of the major classical states and

empires, leading to a comparison of the Achaemenid Empire, Qin and

Han Empires, Maurya and Gupta Empires, Greek city-states, Roman

Empire, Teotihuacan and Mayan city states, and Moche in terms of

political structures, military techniques, economic networks, social

and gender structures, agricultural infrastructures. KC 2.2

Class debate from Taking Sides, ―How Great was Alexander?‖ CR 7

Essay: Analyze similarities and differences in techniques of imperial

administration and techniques of military projection in two of the

following empires: Han China, Imperial Rome, and Maurya/Gupta

India. KC 2.2

Essay: Analyze continuities and changes in the cultural and political

life of one of the following societies: Chinese, Roman, or Indian. CR

10

Students will compare the gender systems of China, India and the

Roman Empire and the common features of patriarchy in all three.

Analyze the extent to which women were able to challenge at least

some of the elements of their societies. K 2.2 and CR 12

Students will map the classical trade routes, including Eurasian Silk

Roads, Trans-Saharan caravans, Indian Ocean sea trade, and

Mediterranean Sea trade. Maps will include migration, exchange of

technology, religious and cultural beliefs, food crops, domesticated

animals, and disease pathogens. KC 2.3

Students will compare and contrast the migrations and environmental

impacts of Bantu speaking peoples and Polynesian peoples, including the

diffusion of language. KC 2.3 CR 5a and 5d

Document Based Question Essay: Attitudes Toward Technology in

the Roman Empire and Han China. Students analyze primary

sources for historical context, purpose or intended audience, author’s

point of view, argument and tone, using the SOAPSTone method.

Demonstrate an understanding of periodization by analyzing the

differing dates for the fall of the Roman Empire in Professor Drake’s

PowerPoint presentation.

Analyze and evaluate point of view of the fall of the Roman Empire

in the theories of Ronald Reagan, Edward Gibbon, Phyllis Schlafly,

James Joll, Dick Gregory and Joan Collins.

Students write a comparative essay the multiple causes and effects of

the decline of Rome, Han and Gupta empires. CR 4

Period 3: Regional and Transregional Interactions, c. 600 C.E. to 1450

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

Key Concept 3.2. Continuity and Innovation of State Forms and Their Interactions

Key Concept 3.3. Increased Economic Productive Capacity and Its Consequences

Textbook Reading: Strayer, Chapters 8-13

Primary Sources excerpted in Strayer

Shotoku, The Seventeenth Article Constitution, 604

Kitabatake Chikafusa, The Chronicle of the Direct Descent of Gods and

Sovereigns

Sei Shonogan, Pillow Book

Shiba Yoismasa, Advice to a Young Samurai

Imagawa Ryoshun, The Imagawa Letter

Gregory of Tours, History of the Franks

Willibad, Life of Boniface and The Leech book

The Jesus Sutras

Visual source: Reading Byzantine Icons

The Quran, Surahs 1-5

The Hadith

The Sharia

Rumi, Inscription on Rumi’s Tomb, Poem, “Drowned in God,” Mathnawi

Visual sources: Islamic Civilization in Persian Miniature Paintings

The Secret History of the Mongols

Chinggis Khan, Letter to Changchun

The Chronicle of Novgorod

Epitaph for the Honorable Mengu

William of Rubruck, Journey to the Land of the Mongols

King Moctezuma I, Laws, Ordinances, and Regulations

Diego Duran, Book of the Gods and Rites

Pedro de Cieza de Leon, Chronicles of the Incas

Visual sources: Sacred Places in the World of the Fifteenth Century

Secondary Sources

Bridging World History, Units 7-11

"Early African History, Until 16th Century CE." Exploring Africa. Michigan State University. Web. 14 Oct. 2011.

<http://exploringafrica.matrix.msu.edu/students/curriculum/m7a/activity1_2.php>.

Davies, Norman. "A Thousand Years of History." Introduction. God's

Playground: the Origins to 1795. page 8.

Celebi, Joan E. The Indian Ocean Trade: a Classroom Simulation.

O’Shea, Sea of Faith

Islam: Empire of Faith. Dir. Robert H. Gardner. Perf. Ben Kinsley. PBS,

2001. DVD.

Liu Xinru, ―Silks and Religions in Eurasia, c. A.D. 600–1200,‖ Journal of World

History 6, no. 1 (Spring 1995), 25–48.

Weatherford, J. McIver. Genghis Khan and the Making of the Modern World

Maps (in text)

Images of mosque architecture in Cordoba, Istanbul, and Timbuktu.

Selected Activities/Assessments

Mapping Activity: Students will map Mediterranean Sea, Trans Saharan

Africa, Indian Ocean, Mesoamerican and Andean trade routes. KC 3.1

Students will participate in a classroom simulation of Indian Ocean trade

created by Joan E. Celebi. KC 3.1 and CR 5a and 5c

Cause and Effect Chart: Urbanization in different regions of the world,

including Swahili trading cities, Melaka, Calicut, and Venice KC 3.1 and

CR 9

2009 CCOT Essay: Analyze continuities and changes in patterns of

interactions along the Silk Roads from 200 B.C.E. to 1450 C.E. Connect

these changes and continuities to global context, e.g., rise of Islam,

improved maritime technologies, rise of new empires. KC 3.1

2008 CCOT Essay: Analyze the changes and continuities in Indian Ocean

region from 650 C.E to 1750 C.E, relating these patterns to a global

context. KC 3.1

PowerPoint lecture based on the battles between Christians and Muslims

in Sea of Faith by Stephen O’Shea KC 3.2

Weatherford, J. McIver. Genghis Khan and the Making of the Modern World: Read the entire book between over winter break. Prepare

discussion questions on an assigned chapter and participate in a panel discussion composed of the other students who are assigned the same

chapter. Present your panel discussion to the class and be prepared to entertain question. KC 3.2

Students view episodes 1 and 2 of Islam: Empire of Faith, read chapter 11

in Strayer and will participate in a monitored discussion of the various

ways in which the practice of Islam was affected by the geographic,

cultural and social contexts of sub-Saharan Africa from 700 to 1400.

KC 3.2 and CR 13

2004 DBQ: Buddhism in China. Students analyze primary sources for

historical context, purpose or intended audience, author’s point of view,

argument and tone, using the SOAPSTone method. KC 3.2

2011 C&C Essay: Analyze similarities and differences in the rise of two of

the following empires:

A West African Sudanic empire (Mali or Ghana or Songhay)

The Aztec Empire

The Mongol Empire

Students will read and discuss "Genghis Khan Killed so Many People

That Forests Grew and Carbon Levels Dropped | Mail Online."

Students will discuss the demographic and social effects of the little ice

age after viewing The Little Ice Age: Big Chill by the History Channel. KC

3.3

Students will compare the role of religion on gender roles in Buddhism,

Confucianism, Christianity and Islam. KC 3.3

Periodization discussion: Davies, Norman. "A Thousand Years of

History." Introduction. God's Playground: the Origins to 1795. Oxford:

Clarendon Pr., 1982. 8. Print. Discuss the reasoning behind the

periodizations of the different historians. Postulate the thinking of the

WHAP course designers when they assigned the dates for the first three

units. CR 11

Period 4: Global Interactions 1450 to 1750

Key Concept 4.1. Globalizing Networks of Communication and Exchange

Key Concept 4.2. New Forms of Social Organization and Modes of

Production

Key Concept 4.3. State Consolidation and Imperial Expansion

Textbook Reading: Strayer, Chapters 14-16

Primary Sources Excerpted in Strayer

Emperor Kangxi ,Reflections

Jahangir, Memoirs

Ogier Ghen de Busbecq, The Turkish Letters

Louis XIV, Memoirs

Jean-Baptiste Colbert, Instruction for Intendants

Visual sources: The Conquest of Mexico through Aztec Eyes

The Interesting Narrative of the Life of Olaudah Equiano

Thomas Phillips, A Journal of a Voyage made in the Hannibal of

London

King Alfonso I, Letters to King Joa of Portugal

Osei Bonsu, Conversation with Joseph Dupuis by

Visual sources: Exchange and Status in the Early Modern World

Martin Luther, Table Talk

Wang Yangming, Conversations

Visual sources: Global Christianity in the Early Modern Era

Secondary Sources

―School for Smoking,‖ Chapter 5 from Vermeer’s Hat by Timothy Brooks

DVD: When Worlds Collide

Vermeer. Wikipaintings.org/images

Selected Activities/Assessments

Students debate the economic causes and effects of the Ming Treasure

Ship Voyages in the early 1400s KC 4.1 and CR 5c

Students will read Chapter 5 in Vermeer’s Hat and Hold a monitored

discussion on the rapid global spread of tobacco in the sixteenth

century. KC 4.1

Triads of students closely analyze a painting by Vermeer for evidence of

trade on life in 16th century Delft. The images from Vermeer's Hat: The

Seventeenth Century and the Dawn of the Global World by Timothy

Brook were the inspiration for this activity. KC 4.1 and CR 5e

Essay: Document Based Question, 2006. Analyze the social and

economic effects of the global flow of silver from the mid-16th century to

the early 18th century. Using available sources, students will identify

intended audience, author’s point of view, type of source,

argument/tone and global context. KC 4.1

Students will view When Worlds Collide and discuss the social and

economic consequences of the conquest of the Americas. KC 4.2 and

CR 5b

Case study on religions: Students will analyze images of Catholic saints

as interpreted in the Caribbean Voudun religion. KC 4.1 and CR 5b

Comparative Essay: Compare and Contrast any two coercive systems of

labor: Caribbean Slavery, Slavery in the English North American

colonies, Slavery in Brazil, Spanish Mita system in South America, West

African slavery, Muslim slavery in South West Asia, India Hindu castes,

or East European serfdom. KC 4.2

CCOT Essay: Students will write an essay that addresses the changes

and continuities of new global trade networks in the regions of Indian

Ocean, Mediterranean, Sahara, and overland Eurasia. KC 4.3

CCOT Essay: Students will write an essay analyzing the changes and

continuities in the social and political class systems the South and

North America, China, Japan, or India. KC 4.3 and CR 12

Essay: Compare the process of empire-building of one European and one

Afro-Asiatic empire (gun-powder empire): France, Portugal, Spain,

England, Holland, Russia, Austria or Prussia, Ottoman Empire, Safavid

Empire, Mughal Empire, Ming (Chinese) Empire, West African Forest

State, West African Sahel State, or Japanese Shogunate . KC. 4.3

Period 5: Industrialization and Global Integration, 1750 to 1900

Key Concept 5.1. Industrialization and Global Capitalism

Key Concept 5.2. Imperialism and Nation—State Formation

Key Concept 5.3. Nationalism, Revolution and Reform

Key Concept 5.4. Global Migration

Textbook Reading: Strayer, Chapters 17-20

Primary Sources excerpted in Strayer

The Declaration of the Rights of man and Citizen

Mary Wollstonecraft. A Vindication of the Rights of Woman

Simon Bolivar, The Jamaica Letter

Frederic Douglas, What to the Slave Is the Fourth of July?

Raden Adjeng Kartini, Letter to a Friend

Karl Marx and Friedrich Engels, The Communist Manifesto

Clara Zetkin, The German Socialist Women’s Movement

V.I. Lenin, What is to be Done?

Visual sources: Art and the Industrial Revolution

Emperor Qianlong, Message to King George III

Xu Naiji, An Argument for Legalization

Yuan Yulin, An Argument for Suppression

Commissioner Lin Zexu, Letter to Queen Victoria

The Treaty of Nanjing, 1842

Visual sources: Japanese Perceptions of the West

Nawab Muhabbat Khan, On Calucutta

Ram Mohan Roy, Letter to Lord Amherst

Dadabhai Naoroji, Speech to a London Audience

Visual sources: The Scramble for Africa

Abdullah Wahhab, History and Doctrines of the Wahhabis

Selected Activities/Assessments

Students analyze and discuss the factors that led to the origins,

spread, and changes of industrialization (i.e. transportation, textile

manufacturing, and sources of energy) in Western and Eastern

Europe, United States, Russia, and Japan. KC 5.1

Students create mini-posters comparing the first and second

industrial revolutions. KC 5.1

Case Study of Metals: Students will analyze the impact of copper

acquisition and how it affected native Mexican populations. KC

5.1 and CR 5b

Students will participate in the Urban Game which demonstrates

the impact of the Industrial Revolution on European village life. KC

5.1

Students will create Venn diagrams Comparing the motives for

imperialism and implementation of policies by the British and

Dutch KC 5.2

Discussion: How did the spread of Social Darwinism in the 19th

century influence justifications for European imperialism? KC 5.2

DBQ: Analyze African actions and reactions in response to the

European Scramble for Africa. KC 5.2 and CR 5a

Students will write an essay analyzing and comparing the differing

responses of China and Japan to western penetration in the

nineteenth century. KC 5.2 and CR 5c

Read and discuss the rise and global diffusion of Enlightenment thinkers

and their ideas. Example ideas to discuss are, but are not limited to,

role of religion, women’s suffrage, abolition of slavery and serfdom, and

reformists movements in imperialized regions of the world. KC 5.3

Read and discuss primary documents in Strayer covering the issues of

liberalism, socialism, communism, and feminism and their impact on

changes in political ideologies. KC 5.3

Read and discuss ―History and Doctrines of the Wahhabis‖, Abdullah

Wahhab. Students write an essay postulating the global historical

context that contributed to the competing ideologies of western liberal

thought and wahhabism. CR 6

DBQ: Students will analyze the main features, including causes and

consequences, of the system of indentured servitude that developed as

part of global economic changes in the nineteenth and twentieth

centuries. KC 5.4

CCOT: Students will write a CCOT analyzing the actions and reactions of

large-scale migration within populations in Southeast Asia, Africa, or the

Caribbean. KC 5.4

Students will create an annotated map of the Americas showing

immigration from Europe, Africa and Asia during the period 1750 to

1900. KC 5.4 and CR 5b

Period 6: Accelerating Global Change and Realignments, 1900 – Present

20% (7 weeks)

Key Concept 6.1. Science and the Environment

Key Concept 6.2. Global Conflicts and Their Consequences

Key Concept 6.3. New Conceptualizations of Global Economy, Society

and Culture

Textbook reading: Strayer, Chapters 21-24

Primary sources excerpted in Strayer:

Benito Mussolini, The Political and Social Doctrine of Fascism

Adolph Hitler, Mein Kampf

Cardinal Principles of the National Entity of Japan

Visual sources: Propaganda and Critique in World War I

Joseph Stalin, the Results of the First Five-Year Plan

Maurice Hindus, Red Bread

Personal Accounts of Soviet Industrialization

Personal Accounts of the Terror

Visual sources: Poster Art in Mao’s China

Chart: Economic Development in the Global South by the Early

Twenty-first Century

A. Adu Boahen, African Perspectives on Colonization

Kwame Nkruman, Africa Must Unite

Julius Nyerere, The Arusha Declaration

Mildred Malineo Tau, Women: Critical to African Development

George B. N. Ayittey, Africa Betrayed and Africa in Chaos

Visual sources: Representing Independence

Chart: World Population Growth, 1950-2005

Mustafa Kemal Ataturk, Speech to the General Congress of the

Republican Party

Hassan al-Banna, Toward the Light

Ayatollah Khomeni, Sayings of the Ayatollah KhomeiniS

Benazir Bhutto, Politics and the Muslim Woman

Kabir Helminski, Islam and Human Values

Visual sources: Experiencing Globalization

Secondary Sources:

Australia’s Aborigines, National Geographic DVD

Bravman, Wendy Lynch & Bill, Modern Warfare: An Overview for

World History Teachers.

Christian, David. Maps of Time: an Introduction to Big History. 440—

445

Wayfinders: A Pacific Odyssey. DVD

Selected Activities/Assessments

Students read Chapter 14,‖ The Great Acceleration of the Twentieth

Century‖ in Maps of Time and analyze the way in which technological

innovations and demographic shifts altered the way the people of the

world relate in new ways. KC 6.1

Students read an excerpt from Bravman and Lynch’s Modern Warfare

and chart the military trends of the twentieth century. KC 6.1

DBQ: Analyze the causes and consequences of the Green Revolution,

in the period 1945 to the present. KC 6.1 and CR 9

Students write a comparative essay on the internal and external

causes of the Ottoman and Qing Empires including social, political

and economic factors. KC 6.2 and CR 5c and 5a

Essay: Analyze major changes and continuities in nationalist ideology

and practice in ONE of the following regions listed below from 1850 to

the present: Middle East, Southeast Asia, and Sub-Saharan Africa.

KC 6.2

DBQ: Analyze similarities and differences in the mechanization of the

cotton industry in Japan and India in the period from the 1880s to

the 1930s. KC 6.3 and CR 5c

Map the post-WWII regional trade agreements and suggest further

regions which could benefit from economic cooperation. Map and

defend your selections to the class in a monitored discussion. KC

6.3 and CR 14

View Wayfinders and Australia’s Aborigines and discuss the ways in

which global culture has endangered the preservation of historic

cultural identities. Research a cultural tradition from your own

ethnic group or family elders and write an essay on how that

tradition can be preserved. KC 6.3 and CR 5d