Download Advanced Placement World History – Course Syllabus

1
Advanced Placement World History – Course Syllabus
The Durham School of the Arts
Contact Information
Ms. Kristen Martin, Instructor
Phone: 919-560-3926 ext 23449
Email: [email protected]
Course Description
In Advanced Placement World History students will develop a greater understanding of the evolution of
global processes, human encounters and interactions that have shaped human societies since 8000 B.C.E.
The course examines the nature of changes in a global framework and the causes and consequences of
these changes. There are also extensive comparisons made among major societies. The course focuses
heavily on Asia, Africa, Latin America, and the Middle East; however interactions and encounters with
Europe and North America are explored as well. The basic organizing principle of the course is
chronologically based, with five periods explored thematically.
This course will require extensive effort by each student outside the classroom. AP World History is
equivalent to a college level history survey course. Daily activities focus on the mastery of a selective body
of factual knowledge and the development of analytical skills required of advanced college students.
Students will be assigned a college level text and numerous primary and secondary sources to be read and
analyzed. Critical writing skills are developed through oral presentations, short essays and research
assignments. All students are required to take the AP World History Examination in May.
Course Themes
The study of history involves having knowledge of the past well enough to understand the present and for
seeing a path to a possible future. In order to formulate questions about history students must study
evidence to seek answers, and then construct an argument to answer the questions. The AP World History
course is framed by five overarching themes, which provide a context from which to formulate these
questions.
1. Interaction between humans and the environment
When humans move about the Earth, how do they make decisions about where they will settle?
How do humans interact with and change the environment?
When they encounter other groups what do they exchange with one another?
Are there patterns of human interaction that are found worldwide?
2. Development and interaction of cultures
How do societies organize religion?
What happens when religions interact?
How do belief systems shape societies?
How have cultural and intellectual developments shaped human experience?
3. State-building, expansion, and conflict
How do societies organize governments?
How do humans respond to different forms of government?
4. Creation, expansion, and interaction of economic systems
How do societies develop an economy?
How do technologies and economies affect human populations?
5. Development and transformation of social structures
How do societies organize social structure and construct gender?
How do the experiences of different classes and genders vary?
2
Historical Thinking Skills
1. Constructing Historical Arguments from Historical Evidence
2. Historical Causation. Analyze relationships between historical events examining cause and effect.
3. Compare historical events and contextualize events (place events and processes into a broader
context, either regional, national, or global.
4. Interpretation and Synthesis. Students should be able to evaluate various historical sources and
identify context, point of view and frame of reference of a given source. Students will then gather
information from multiple academic disciplines and understand the narrative or essential questions to
be drawn form the historical data, perspectives and arguments.
Daily students will analyze a wide variety of primary sources, including but limited to documentary material,
maps, statistical tables, works of art and pictures. Students will become experts the practice of thinking like
a historian. Students will make it standard practice to always as themselves, “How do historians….
 use evidence to make plausible arguments?”
 use evidence to construct and evaluate arguments?”
 use point of view, context, and frame of reference to analyze documents?”
 understand and interpret information?”
 assess change and continuity over time?”
 understand the diversity in historical interpretations through the analysis of the context, beliefs, and
values?”
 identify global patterns over time?
 make comparisons within and among societies?”
 examine the relevance of world history to the present day?”
Course Overview
AP World History is organized around five chronological units approached in a thematic way. A more
detailed course outline is provided at the end of the syllabus.
Technological and Environmental Transformation to 600 B.C.E
This periodization is framed by the emergence of complex societies, the four early river societies, and the
rise of the classical world. Global patterns of interactions and exchanges are analyzed and comparisons are
made between major religions, social structures and the belief systems through which they are constructed,
and the continuity and change found in the rise and fall of empires.
Organization and Reorganization of Human Societies 600 B.C.E to 600 C.E.
This periodization is framed by the fall of classical world. Global patterns of interactions and exchanges are
analyzed and comparisons are made by looking closely at the rise of trade patterns, global political and
economic systems, the role of cities, and role gender plays in societies.
Regional and Transregional Interactions 600 C.E. to c. 1450
The rise of the Islamic world and the growth of Christian Europe, and the resurgence of East Asia and
Mongol Eurasia frame this periodization. Global patterns of interactions and exchanges are analyzed and
comparisons are made by looking closely at the rise of trade patterns, global political and economic systems,
the role of cities, and role gender plays in societies.
Global Interactions c. 1450 to c. 1750
This periodization is framed by examining maritime expansion, the transformation of Europe, the Americas,
Africa, and the Atlantic World, and comparative analysis of maritime and land-based empires.
Industrialization and Global Integration c. 1750 to c. 1900
This periodization is framed by analyzing the revolutions, and rebellions of the time, their global impact, the
influence of the spread of industrialization, demographic and environmental changes, the competition with
3
Europe over global influence, colonial holdings, the rise of ethnic nationalism, and the old and new empires
in the age of imperialism. Comparisons between industrial revolutions, political revolutions, reactions to
foreign domination, and the lives of women in different social classes will be analyzed.
Accelerating Global Change and Realignments c. 1900 to Present
This periodization is framed by the analysis of war and peace in a global context, new patterns of nationalism
including, but not exclusively, racism, decolonization, and genocide, the impact of economic developments,
social reform, and social revolutions, the global affects of scientific and technological innovation, changing
demographics on a global scale.
Results of decolonization and the legacy of colonialism, the impact of revolutions, independence struggles,
and global economic and trading systems will be compared.
We will examine the world wars to identify the interconnectedness of the major events of this century, as well
as their influence on our contemporary world. We will spend at least half of the unit examining the
independence movements in Africa, Asia, and Oceania after World War II and various political and social
revolutions in Latin America.
Course Assignments
Grades
1. Unit Examinations and Chapter Tests – 35%
 There will be 6 unit examinations
 There will be several mid-unit examinations
 It is school policy that all students are required to take the AP National Exam each spring in
whatever AP courses they are enrolled.
2. Essays – 30%
 Students will be required to master three specific skills: document analysis, comparative
analysis, and change-over-time analysis.
 Essays written outside of class will be required on a quarterly
 In-class essays will vary in frequency, though involve a timed writing addressing document
based questions, comparative analysis, and change-over-time prompts.
 Students must adhere to the common AP World History essay rubrics for essay formats and
will be graded on a nine point scale
3. Quizzes – 10%
 There will both announced and unannounced quizzes
 Be sure to bring your reading notes to class each day as you will be permitted to use notes
on unannounced quizzes.
2. Power Point Presentation
3. Yearlong Project Assignments Quarterly
4. Homework/Classwork – 10%
 Generally consists of reading assignments checked periodically with short quizzes or short
essays at the beginning of class.
 Notecards – 5X7 Socratic Seminar Card will be assigned weekly and require students to
develop four analysis questions based on the reading and four comments addressing
encounters and interactions noted in the reading. These notecards will be used in seminar
discussions which occur four times a unit.
 Map assignments and document exercises complete the homework grade
 Active class participation is not only expected, it crucial to fully understand the themes,
comparisons, and perspectives in the body of the course.
5. Projects – 15%
 There is a minimum of one project each quarter. These projects include:
4. Summer Assignment
5. Power Point Presentation
6. Yearlong Project Assignments Quarterly
Late Assignments
Failure to turn in an assignment on the day that it is due will result in a “0” for that assignment.
4
Absences
Other than unannounced essays, quizzes, and other in-class work, all assignments are due on the
announced date, no exceptions will be made, including for absences. Absent students are singularly
responsible for making up all missed work within a timely manner. It is advisable that students meet with
their instructor prior to an absence if possible, and immediately upon his/her return to discuss the nature of
the absence.
Honor Code
The Durham School of the Arts has a very specific honor code regarding a student work. All work must be
original; students are not to share their work or the work of others unless instructed to do so by the teacher.
Any violation of this honor code will result in a “0” for the assignment, referral to the honor code committee,
and a mandatory parent/teacher/student conference must be held.
Grading Scale – Grades are based on the Durham Public Schools’ grading scale:
100 – 93 = A
92 – 86 = B
78 – 85 = C
70 – 77 = D
Below 70 = F
Course Texts
Main Texts
Stearns, Peter N., et al. World Civilizations: The Global Experience. 5th ed. AP Edition. New York: Pearson
Education, Inc., 2007.
Stearns, Peter N., ed. World History in Documents: a Comparative Reader. 2nd ed. New York: New York
UP, 2008.
Supplemental Texts
Ansary, Mir Tamim. Destiny disrupted: A History of the World Through Islamic Eyes. New York
Public Affairs, 2009.
Armesto, F. The World: A History ; Combined Volume. Upper Saddle River, N.J.: Pearson
Prentice Hall, 2007.
Bentley, Jerry H., and Herbert F. Ziegler. Traditions and Encounters: a Global Perspective on the Past. 3rd
ed. New York: McGraw-Hill, 2006.
Christian, David. Maps of Time: An Introduction to Big History. Berkeley: University of California Press, 2004.
Craig, A. M. The Heritage of World Civilizations: Combined Volume (Teaching and Learning Classroom ed.,
Brief 4th ed.). Upper Saddle River, N.J.: Prentice Hall, 2009.
Pomeranz, K., & Topik, S. The World That Trade Created: Society, Culture, and the World Economy, 1400
to the present (2nd ed.). Armonk, N.Y.: M.E. Sharpe, 2007.
Reilly, Kevin. Worlds of History: a Comparative Reader Volume One: to 1550. 3rd ed. Boston: Bedford/St.
Martin's, 2007.
Reilly, Kevin. Worlds of History: a Comparative Reader Volume Two: since 1400. 3rd ed. Boston: Bedford/St.
Martin's, 2007.
Spodek, Howard, ed. Documents in World History Volume I: to 1850. Upper Saddle River, NJ: Pearson
Education, Inc., 2005.
Spodek, Howard, ed. Documents in World History Volume II: since 1500. Upper Saddle River, NJ: Pearson
Education, Inc., 2005.
Spodek, Howard. The World’s History. 3rd ed. London: Laurence King Publishing, LTD., 2006.
Standage, T. (2005). A History of the World In 6 Glasses. New York: Walker & Co., 2005.
5
Additional texts including readers and other secondary sources were used for activities or adapted for
activities such as DBQ’s and secondary source readings. Students will read an additional work of historical
scholarship in an “Outside History Reading” project. Students choose from a pre-approved list created by
the instructor as is indicated in the course assignments.
Course Outline
Note: All primary and secondary documents represent some of what will be examined and analyzed in class. This is not a
comprehensive list.
Unit 1 (8000 B.C.E. – 600 B.C.E.)
Approximately 2 Weeks
Essential Questions: What is the interaction between geography, climate, and humans? What is a
civilization? What is the impetus for change in civilizations? What are major markers for change in how
civilizations are structured? What is continuity and how does geography impact it? How do social structures
evolve? How and why do trading patterns develop? What are the characteristics of early societies? How do
social and gender structures impact societies? What is cultural exchange? How do religions and
philosophies spread? How does the development of religion demonstrate both continuity and change?
Topics
 Geographic Regions
 Human Migrations and Lifestyles
 Agricultural Revolutions and Settled Civilizations
 Egypt and Mesopotamia
 Introduce Document Analysis
 Indus Valley Civilization
 Huang He Civilization
 Political and Economic Structure of Early Civilizations
 Religion and Cultural Development
Unit 1: Major Assignments
Note: See “Yearlong Project” at the end of the syllabus. It runs through every unit thought out the
year.
1. Test the second day of glass over the summer reading assignment History of the World in 6 Glasses
by Tom Standage.
2. Summer Geography Assignment due on the second day of class.
3. Students will be introduced to the Comparative Essay and write and essay comparing government
structure of two of the four early river valley civilizations (Nile, Tigris-Euphrates, Indus, and HuangHe).
4. Students will create a comparative analysis chart outlining “push/pull” factors in human migration at
this time.
5. Students will read “Civilization vs. (complex) society?” by Mark Whitaker (http://www.hartfordhwp.com/archives/10/132.html) and take part in a Socratic Seminar discussing the potential bias
found in historical labels.
6. Analyze and compare visual primary documents using APPARTS (author, place and time, prior
knowledge, audience, reason, THE main idea, source). Look at cave art from Arnhem Land in
Australia, Lascaux Cave, and Thompson Springs, Utah cave art. Analyze differences and similarities
given the cultural and geographical differences.
7. Yearlong Project – Periodization 1 (see end of syllabus for requirement details)
8. Unit 1 Examination
Unit 1: Sources and Key Concepts
Stearns Chapter 1
Key Concept 1.1 – Big Geography and Peopling of the Earth
6
Primary Sources
 Visual Primary Document – Clovis or Llano Culture of North America carved flint
“projectiles.” 9500-8000 B.C.E.
 Visual Primary Document – Images of cave paintings from the site of Ubirr in Arnhem
Land, Northern Australia
Secondary Sources
 Map of Human Migration:
http://ngm.nationalgeographic.com/ngm/0603/feature2/map.html
http://www.bradshawfoundation.com/ishop/downloads.php
o Genetic Data from early human migration – Online Lecture and mapping of
human genetic make-up
Key Concept 1.2 – The Neolithic Revolution and Early Agricultural Societies
Secondary Sources
 Excerpt: Harlan, Jack. Crops and Man. Wisconsin: American Society of Agronomy,
1975.
Key Concept 1.3 – The Development and Interactions of Early Agricultural, Pastoral, and Urban Societies
Primary Sources
 Ancient History Sourcebook: The Code of the Neslim, c. 1650 – 1500 B.C.E., Hittite Law
Code.
 Visual Primary Document – Assyrian king list, Cuneiform Tablet 990-900 B.C.E.
Secondary Sources:
 Margaret Mead, “Warfare is Only an Invention – Not a Biological Necessity.” 1940
 “The Original Affluent Society.” Excerpt: Sahlins, Marshall David. Stone Age Economics.
Chicago: Aldine-Atherton, 1972.
Unit 2 (600 B.C.E – 600 C.E.)
Approximately 6 weeks
Essential Questions: How do social and gender structures impact societies? What is cultural exchange?
How do religions and philosophies spread? What does the term “classical” imply? How does the
development of religion demonstrate both continuity and change? How do empires organize themselves?
What are the continuities and changes in the decline of empires? What is the role and status of women?
What is the impact of religion on how societies organize? How and why do empires collapse? What impact
does collapse have on human migration?
Topics
 Classical China – Framework and Patterns, Political Institutions, and Religion
 Classical India’s – Framework and Patterns, Political Institutions, and Religion
 Growing Trading Patterns and their Impact on Societal Continuities and Changes
 Hinduism, Confucianism, Daoism, Buddhism
 Classical Mediterranean Societies
 Polytheisms, Ethical Monotheism
 Religious Geography
 Characteristics of Persian Society
 Conrad-Demarest Model of Empire
 Development and Spread of the Arts and Sciences
Unit 2: Major Assignments
1. Comparative Analysis – Societal Development. Students will write an in class, timed essay,
comparing societal structure in the classical civilizations, emphasizing an examination of levels of
isolation of the society from other peoples.
2. Document Analysis – Students will read Confucius, Machiavelli, and Aristotle and take part in a
Socratic Seminar discussing theories on rule.
3. Compare and Contrast the causes for the decline of the Roman, Han, and Gupta Empires using
models of decline (Conrad-Demarest, Dynastic Cycle, excerpts from Theories and Themes: The
Economic Decline of Empires (Economic History S.) by Carlo Cipolla.
4. Yearlong Project – Periodization 2 (see end of syllabus for requirement details)
5. Unit 2 Examination
7
Unit 2: Sources and Key Concepts
Stearns Chapters 2-5
Key Concept 2.1 – The Development and Codification of Religious and Cultural Traditions
Primary Sources
 Confucius, Selections from the Analects. Legge, James, trans. The Chinese Classics;
with a translation, critical and exegetical notes, prolegomena, and copius indexes. Hong
Kong: Hong Kong University Press. 1960.
 The Writings of the Han Fei, from the Chinese Text Project
 Excerpt Niccolo Machiavelli, The Prince (1532), trans. By W.K. Marriott, 1905.
o Students will use evidence from each reading to create a comparative analysis
chart examining the development of leaders given political context of a period
Key Concept 2.2 – The Development of States and Empires
Primary Sources
 “Aristotle”: The Creation of the Democracy in Athens
 “Pericles’ Funeral Oration”
o Students will do a leadership analysis of Pericles using evidence from the two
primary sources.
 “Slaves in the Roman Countryside” Excerpt Selton, Jo-Ann, editor. As the Romans Did:
A Sourcebook in Roman Social History. New York: Oxford University Press, 1998.
Key Concept 2.3 – Emergence of Transregional Networks of Communication and Exchange
Primary Sources
 Translations from Prakit by Herman Jacobi, Jaina Sutras, part 1, in The Sacred Books of
the East. New York: Dover Publications, 1968. Vardhamana Mahavira, Selections from
Akaranga-Sutra, “Jain Doctrines and Practices of Nonviolence” AND Excerpts “The
Code of Hammurabi”

Secondary Sources
 Maps: Trade routes during the Roman Empire and items traded heavily during Pax
Romana. http://historyrockscom.wordpress.com/2007/12/19/the-roman-empire-and-itsdecline/
Unit 3 600 C.E. – c. 1450
Approximately 7 Weeks
Essential Questions: How do emerging empires compare and contrast? How do Islamic political and
religious structures to unify? What are the continuities and breaks among peoples during this period? Where
does Islam spread and what is the impact? What are the comparisons and contrasts the role of Christianity in
Eastern and Western Europe? What is the evolution of the political and economic systems in Western
Europe? What role does human migration play in social changes in Eastern and Western Europe? What is
the affect of interregional trade on belief systems, technology, and culture? What was the social and political
structure of civilizations in the Americas prior to European invasion? What was the social and political
structure of civilizations in the Americas after European invasion? What are the main features of Song and
Tang politics, economy, and society? What was the influence of Chinese civilization in Japan, Korea and
Vietnam? How did the Mongol Empire serve as a bridge between civilizations? What was the Mongol
contribution to the spread of trade, technology, and ideas? Compare and contrast the impact of Mongol
conquest in China to that of their conquest of the Middle East and Russia. What are the main features of the
Renaissance? What political and economic changes altered European history? Where were the growing
networks of international exchange economically, socially, and politically? What were the major social and
cultural changes in the Middle East?
Topics




The Rise Islam
The Split in the Islamic Community and its impact
Political and Social Structure of Islam
Empire of Umayyads and Abbasids
8






















The encounters and interactions through trade routes between Muslims, S.E. Asians, and African
Societies (compare East and North Africa)
Development of Indian Ocean trade dominance
The Byzantine Empire – Development and Eventual Decline
Political, Social, Economic Structure in European Russia
Medieval Europe and Byzantine Art and Architecture
Western Europe’s Political, Social, and Economic Structure (Feudalism and Manorialism)
Trade and the Human Impact on Western Europe
The Crusades
The Aztecs Political and Social Structure
Apex and Decline of the Maya
Rise of the Inca, Political and Social Systems of the Inca
The Inca’s Interactions and Exchanges with Europeans
Political, Social, and Economic Organization of Song and Tang China Compared with Feudal Japan
Economic Policy of Song and Tang Dynasties
Decline of Tang and Rise of Song
The Rise of the Mongol Empire Under Chinggis Khan
Nomadic Mongols and interactions with parts of Western Europe
The Mongols and China
The Renaissance and the Beginnings of Western Exploration
The Decline of the Old West and Rise of the New West
Arab Exchanges – Diseases and Ideas
Gender Roles and Class Changes
Unit 3: Major Assignments
1. Change-Over-Time Analysis Introduced – 2009 APWH Exam Question Analyze continuities and
changes in patterns of interactions along the Silk Roads from 200 B.C.E. to 1450 C.E.
2. Continuity and Change in Global Interaction – Art and influence. Students will examine visual
primary documents representing art from societies that interact. The art will be representative over
time. What appear to be influences? What are distinctive cultural features not borrowed? Why is
some art considered more ‘primitive’ than others?
3. Developments in Polynesia and the Americas – Compare and contrast societies that have truly
developed in isolation from the rest of the world. Examine the Maori people of New Zealand and the
Inca of South America. Take part in a Socratic Seminar discussing societies that develop in
isolation.
4. Document Based Analysis – Documents by visitors – Students will exam documents written by
visitors to a region and compare it with historical documents created by people of that region. Ibn
Wahab: An Arab Merchant Visits Tang China, Excerpt from William of Rubruck’s Account of the
Mongols. Create a Comparative Analysis Chart.
5. DBQ – 8 Document Based Question (including 2 map analysis) Using the following documents,
discuss the reasons for exchanges and the results of exchanges among major societies in the period
600-1450: Why did the scope and pace of exchange tend to increase during the period itself? What
other kinds of documents would help in this assessment?
6. Yearlong Project – Periodization 3 (see end of syllabus for requirement details)
7. Unit 3 Examination
Unit 3: Sources and Key Concepts
Stearns Chapters 6-15
Key Concept 3.1 – Expansion and Intensification of Communication and Exchange
Primary Source
9

Excerpt from William of Rubruck’s Account of the Mongols. The Journey of William of
Rubruck to the Eastern Parts of the World, 1253 – 1255, as Narrated by Himself.
Translated by William Woodville Rockhill, London, Hakluyt Society, 1900.
 Ibn Wahab: An Arab Merchant Visits Tang China. Fitzgerald, C.P. China: A Short
Cultural History (London: Cresse Press, 1950), pp. 339-340.
 A Selection from Muhammad’s Orations. Mohammad Ubaidul Akbar, Orations of
Muhammad, the Profet of Islam (New Delhi, India: Nusrat Ali Nasri for Kitbab Bhan,
1979), pp. 101-106.
 Visual Primary Document – Interior View of Ayasofya Mosque, Istabul (Hagia Sophia)
 Ibn Battuta, The Travels of Ibn Battuta, “Ibn Battuta in Mali”
Secondary Source
 Map – Polynesian Migration Map, “The Great Fleet,” Maori people migrate to New
Zealand from Polynesia approx. 1280 C.E.
Map Link: http://en.wikibooks.org/wiki/File:Polynesian_Migration.svg
 Nineteenth-century Description of Cahokia. Henry M. Brackenridge, Views of Louisana
(1814).
Key Concept 3.2 – Continuity and Innovation in State Forms and Their Interactions
Primary Source
 Excerpts from the Taika Reform Edicts. Richard Hooker. Intro and ed., W.G. Aston,
trans., Nihongi (London: Kegan, Paul, Trnch, Trubner, 1896) pp. 197-227.
 Tang Daizong on the The Art of Government
 The Magna Cart, 1215
Key Concept 3.3 – Increased Economic Productive Capacity and its Consequences
Primary Source
 Franceso Balducci Pegolotti, The Practice of Commerce. A Fourteenth-century Italian
guide for sea merchants
Secondary Source
 Indian Ocean Trade Routes 500-1000 C.E. http://www.wallmaps.com/Classroom/HISTORY/World-History/30299_print.jpg
Unit 4 c. 1450 to c. 1750
Approximately 7 Weeks
Essential Questions: What lead to the rise in maritime power as compared to land power? What are the
general characteristics of maritime and land empires? What were the goals of Eastern expansion for
European explorers? What role did the Columbian Exchange play in the growing world economy? How do
the systems of colonization differ between the European powers? What is the economic, social, political,
and demographic impact of colonization in Africa, Latin America, and Asia? What conditions led to the
religious reformation in Europe? What were the main ideas and figures of the Scientific Revolution? How did
European states develop during this period? What are absolutism and constitutionalism? What was the
global impact of the changes in European commerce and manufacturing? How does the expansion of Russia
compare and contrast with Western Europe’s policies of colonization? Why was Russia slower to develop
politically, socially and economically when compared to the West? What are the general characteristics of
African kingdoms? What syncretic cultures emerge as a result of the slave trade? What was the
demographic impact of the slave trade in Africa and the Americas? Compare and contrast the rise of the
Ottoman, Safavid, and Mughal Empires. What are general characteristics of Gunpowder Empires and how
do they impact global power? What is the role of women in the Muslim empires? What comparisons and
contrasts can be made between European and Chinese overseas expansion? What were the long-term
affects of the encounters and interactions between Asia’s and Europe’s interactions through commerce?
Topics






The Columbian Exchange
Impact of Technology (guns, ship design, navigational devices)
The Global Interactions and Exchanges as a Result of Changes in Economy and Politics
Changes in Culture, Commerce and Religion
Scientific Revolution
Absolutism, Parliamentary System, and Constitutionalism
10























Gender and Social Structure
Comparative Analysis – Europe Politically, Socially, and Economically
Russian Interaction With the Ottomans, Chinese, and Europeans
Social and Political Systems in Expanding Russia
Multinational Empires
Serfdom in Russia
Peter the Great and Catherine the Great
The Atlantic Slave Trade
Demographic Patterns as a Result of the Slave Trade
Slaves and African Politics
Asante, East Africa, Sudan
White Settlers in Southern Africa
The African Diaspora
The Ottomans as Empire Builders
The Safavids and the Shi’a Challenge
Social Structure in Muslim Empires
Muslim Leaders compared and Contrasted with European Leaders (ex. Elizabeth I and Akbar)
Art and Architecture in the Muslim Empires
Introduce Empire Power Point Project
Continuity and Change Analysis
Patterns of European Expansion into Asia
Ming China
Tokugawa Japan’s Foreign Policy
Unit 4: Major Assignments
1. Essay: Comparative Analysis: Colonialism: Spain and Portugal to English and French imperial
goals and policies.
2. The Geography of Disease: Students will study maps of the spread of the plague in the 14 th century
(Plague map: http://healthcybermap.org/HGeo/pg1_1.htm) and the spread of HIV in Africa in the 20th
century HIV Map:
http://www.google.com/imgres?imgurl=http://gamapserver.who.int/mapLibrary/Files/Maps/Global_HI
Vprevalence_2007.png&imgrefurl=http://www.asiafinest.com/forum/lofiversion/index.php/t208938.ht
ml&usg=__1FQtRGFMhlBl6pgql7cCEYwfa1k=&h=2037&w=3041&sz=311&hl=en&start=4&zoom=1&
tbnid=JTlVuYsQ4ooYGM:&tbnh=100&tbnw=150&ei=mQcfToTUIdGz0AH9lei9Aw&prev=/search%3F
q%3Dspread%2Bof%2BHIV%252Bmap%26um%3D1%26hl%3Den%26sa%3DN%26biw%3D949%2
6bih%3D492%26tbm%3Disch&um=1&itbs=1&biw=949&bih=492) and discuss the social, economic,
and political factors that contributed to the spread of these diseases. HIV History:
http://library.thinkquest.org/10631/allabout/history.htm
3. Analysis of Type and Scale of Societal Structure and Technological Advancement and
corresponding way of life. Students will compare two tables from David Christian’s Maps of Time:
An Introduction to Big History. Table 9.1: Scales of Social Organization, pg. 249, and Table 9.3:
Typology of major Technologies and Lifeways, pg. 279. After examining the tables, students will
discuss the implications of the early modern world encountering very isolated, somewhat primitive,
by comparison, societies.
4. Essay: What were the global patterns of dominance? 2005 APWH Question Analyze the social and
economic transformations that occurred in the Atlantic world as a result of new contacts among
Western Europe, Africa, and the Americas from 1492 to 1750.
5. Essay: Continuity and change essay 2003 APWH Exam Question Describe and analyze the cultural,
economic, and political impact of Islam on ONE of the following regions between 1000 C.E. and
1750 C.E. Be sure to discuss continuities as well as changes.
West Africa
South Asia
Europe
6. Yearlong Project – Periodization 4 (see end of syllabus for requirement details)
7. Unit 4 Examination
Unit 4: Sources and Key Concepts
Stearns Chapters 16 through 22
Key Concept 4.1 – Globalizing Networks of Communication and Exchange
11
Primary Source
 Visual Primary Document – Gutierrez Map of the New World 1562
 Duarte Barbosa, Accounts of Duarte Barbosa’s journeys to Africa and India
 Jan Van Linschoten, “Jan Van Linschoten On Extending Dutch Business into the Indian
Ocean,” To the East Indies (London: Hakluyt Society, 1902). Pp.46-71.
Secondary Source
 Chart – “The Atlantic World: Global Interactions between Europeans, Native Americans,
and Africans” Link: http://3.bp.blogspot.com/_S-RRAJioduY/S3pAuIV6XI/AAAAAAAAANs/HwzwbLkD1yw/s1600h/mcd_mwh2005_0618377115_p142_f01.jpg
Key Concept 4.2 – New Forms of Social Organization and Modes of Production
Primary Source
 Ogier Ghiselin de Busbecq, Excerpt from “Women in Ottoman Society”
 Murasaki Shikibu, Selections from The Tale of Genji
Secondary Source
 Chart – “Estimated Slave Imports to the New World, 1601-1810” Link:
http://www.alex.k12.in.us/highschool/Teachers/rmaifeld/FrontPage%20files/TESTS/HOT
%20POTATOE/Brazil.jpg
 Two tables from David Christian’s Maps of Time: An Introduction to Big History. Table
9.1: Scales of Social Organization, pg. 249, and Table 9.3: Typology of major
Technologies and Lifeways, pg. 279.
Key Concept 4.3 – State Consolidation and Imperial Expansion
Primary Source
 Bartholeme de las Casas, Excerpt from Brief Account of the Devastation of the Indies
 Toyotomi Hideyoshi, on the Conquest of China. A. Boscano, ed. and trans., Toyotomi,
H., 101 Letters of Toyotomi Hideyoshi, (Tokyo: Sophia University, 1975).
 Japan Encounters the West. John David Lu, Sources of Japanese History vol. II,
(McGraw-Hill).
 Visual Primary Document – “View of Cuzco” 17th century engraving by Georg Braun and
Franz Hogenberg
Secondary Source
 Chinese Spice Trade Routes Map, 15th century
Unit 5 c. 1750 to c. 1900
Approximately 6 Weeks
Essential Questions: What characteristics did Britain and later Northern Europe and the United States
posses that enabled these areas to industrialize first? How did industrialized and non-industrialized nations
interact? How did industrialization transform global networks? What allowed European nations with small
populations to colonize more largely populated areas in Asia? What were differences between European
colonization in Asia and Africa? What were the reasons for the rise of Asian land empires? What was the
path in Latin America of moving from being a colony to a nation? What were the causes of revolution in Latin
America and what problems continued? What were internal and external forces at play in Latin American
reform movements? What were the political, social and economic changes taking place during the Qing
Dynasty? What comparisons can be drawn between industrialization in Russia and Meiji Japan? What are
the changes and continuities over time in Japan from the beginning of the Tokugawa Shogunate to the end
of the Meiji Era? What was the nature of reform and revolt in the Russian Empire? How was the Russian
Empire organized as a European power and an Asian land empire?
Topics






American and French Revolutions
Emergence of Industrialization and the Adjustments Made for an Industrial Life
Cultural Transformations in a Period of “Revolutions”
Demographic Shifts During the Industrial Age
Global Power Shifts
Comparative Analysis – Revolutions (American to French; Industrial to Neolithic)
12



















The British and the Dutch in Asia (including but not limited to an examination of British colonial rule in
India)
Shifts in Social Structure in Africa and Asia
Continuity and Change in Global Domination
Industrial Rivalries
Nationalism’s Role in Reform
Latin America in the Global Economy
Independence and Consolidation of Latin American States
Preview the Decline of the Ottoman Empire and Qing China
Continuity and Change – French, American, and Latin American Revolutions
Decline of the Ottoman Empire and the Birth of Turkey
Encounters and Interactions between the West and Arab Cultures
The Relationship Between China and Other Global Powers
Characteristics of Decline in Asia and Middle East
The Opium War
Industrialization in Russia and Japan
The First Russian Revolution
Meiji Japan
Industrialization and Society and Culture in Russia and Japan
Comparison of Chinese, Japanese, and Russian Approaches to Western Expansion
Unit 5: Major Assignments
1. Comparative Analysis Essay: How did industrialization transform cities, class structure, gender and
family? How is this similar and different across regions as they industrialize over time?
2. Leadership Analysis (written): Simon Bolivar
3. Essay: Continuities and changes in independent Latin American nations.
4. Socratic Seminar Periodization Debate: Students will compare the historical markers for the West
and those outlined my Tamim Ansary in Destiny Disrupted: A History of the World Through Islamic
Eyes. How are the historical periods different and what are the cultural, religious, and political
reasons for the differences.
5. Document Based Question In-class Essay: 2003 APWH Exam Question Using the documents,
analyze the main features, including causes and consequences, of the system of indentured
servitude that developed as part of global economic changes in the nineteenth and into the twentieth
centuries. What additional kind of document would help assess the historical significance of
indentured servitude in this period?
6. Yearlong Project – Periodization 5 (see end of syllabus for requirement details)
7. Unit 5 Examination
Unit 5: Sources and Key Concepts
Stearns Chapters 23 through 27
Key Concept 5.1 – Industrialization and Global Capitalism
Primary Source
 Francisco Garcia Calderon, Excerpt from Latin America: Its Rise and Progress
 Excerpt, Fukuzawa Yukichi, Praising Individualism: On Business
 Visual Primary Document, Islamic Bookbinding, Ottoman Empire, 18th century.
Secondary Source:
 Table, Total Industrial Potential, 1750-1980, As a Percentage of Global Total (Countries
categorized as Developed and Third World)
Key Concept 5.2 – Imperialism and Nation-State Formation
Primary Source
 Rudyard Kipling, “The White Man’s Burden”
 Dadabhai Naoroji, The Benefits of British Rule in India, 1817
 Lin Zexu, Letter to Queen Victoria, 1839
 Visual Primary Document, Dinizulu, King of the Zulu, 1884 to 1913, Photograph.
Key Concept 5.3 – Nationalism, Revolution, and Reform
Primary Source
 Simon Bolivar, The 1813 Proclamation and The 1817 Proclamation
13
 Jose Marie Morelos, Sentiments of the Nation (Mexico), 1813.
 Proclamation of the Abdication of the Manchus, 1912, China
Key Concept 5.4 – Global Migration
Secondary Source
 Ravenstein’s Laws of Migration
http://www.harpercollege.edu/mhealy/migrat/xp/mgraven.htm, Ernst George Ravenstein.
Excerpt, Everett S. Lee, “A Theory of Migration,” Demography, Vol. 3, No. 1. (1966), pp.
47-57. http://www.students.uni-mainz.de/jkissel/Skripte/Lee.pdf
Unit 6 1900 to the Present
Approximately 6 Weeks
Essential Questions: What were the long-term and short-term causes of WWI? How has warfare
changed? What were the causes of the Russian Revolution? What role did the Treaty of Versailles play in
the causes of World War II? What were the causes of the Great Depression? What are artistic reactions to
global conflicts? What were the internal and external reasons for the initial success of totalitarianism in
Europe and Asia following WWI? What is the relationship between nationalism and genocide? What
organizations played a role in the Cold War? Compare and contrast culture in the west to Soviet cultural
development. What were the changes and continuities experienced by the peasant and middle classes in
Latin America over the course of the 20th century? Compare and contrast the challenges of independence
faced by African, Asian, and Middle Eastern nations. What economic and social issues influenced growth in
emerging nations in Africa, Asia and the Middle East? What were the internal and external conditions that
contributed to Japan’s economic growth during the second half of the 20th century? How did the end of Soviet
Union and Cold War shape politics and power in Europe and the Middle East? How do ethnic conflicts
impact global policy politically, economically, and socially? How does terrorism shape foreign policy between
and among nations? What is globalization? How have science and technology shaped global culture? How
has globalization effected the movement of people? What are long term unintended effects of globalization?
How has feminism shaped global culture? What are some of the features of global consumerism?
Topics


























The Coming of the Great War
New Ways of Conducting Warfare
Colonial Rule and Its Role in WWI
Nationalist Movements
WWI and The Effects on Gender and Social Structure
Revolutions in The 20th Century
The Great Depression in a Global Context
Continuity and Change Nationalism and Revolution
Old and New Causes of WWII
Post-Colonialism and the Cold War
Russia in the 20th Century
Japan and the Loss of WWII
Stalinism and the Soviet Superpower
The Development of Western Europe – Liberal Democracy
Treaties, International Organizations, and Pacts and Their Global Impact
Social Changes – Gender, Ethnicity and Race
The Soviet Union
Cuban Revolution
United States and Nation Building in Latin America
Newly Independent African States and the Issues They Face
Religion, Gender, and Social Structure in Asia and South Asia
East Asia and Development After WWII
The Cold War
China – The Era of Mao, Rival Forces, Economic and Political Change
Colonialism and Revolution in Vietnam
The Decline of Communism and the Rise of Democracy
14




Conflicts in Asia and the Middle East – India and Pakistan, Iraq and Iran
Religion in Global Conflict
Social, Political, Cultural, and Economic Impact of Globalization
The Environment and Concerns About Globalization
Unit 6: Major Assignments
1. In-class Discussion: Global Warming and Global Environmentalism – How does modern
environmental history fit into world history more generally? How does it fit into a historical
understanding of globalization? Students will read and refer to the following documents to support
their arguments: Excerpt Rachel Carson, Silent Spring, Excerpt Norman Myers and Julian L. Simon,
Scarcity or Abundance? A Debate on the Environment (New York, W.W. Norton, 1994), Tables (pie
chart) Global Emissions in 2000 and Global Greenhouse Gas Emissions Projections, source United
Nations data, EPA – The Bush Administration’s Environmental Philosophy, Japanese Minister of
Foreign Affairs, On the occasion of the Fourth Meeting on Further Actions against Climate Change
(all documents from World History in Documents, P. Stearns, editor)
2. Essay Changes and Continuities: Women and the Global Age. What are the key elements of the
global human rights approach to gender issues? Students well read the series of documents in
World History in Documents, P. Stearns, editor, pp. 370-383)
3. Migration in the 20th Century Essay – Students will write an essay tracing demographic shifts in any
of the following regions: Australia, Latin America, the Middle East, Sub-Saharan Africa, and Western
Europe
4. Yearlong Project Novel – Students will take a group assessment over their chosen novel. Students
will also answer a series of questions regarding the historical accuracy and relevance of the novel to
the course.
5. Unit 6 Examination
6. Review Packet including, but not limited to: Vocabulary, Essential Questions for Each Unit,
Timelines, Leadership Analysis, Charting Continuities and Changes
Unit 6: Sources and Key Concepts
Stearns Chapters 28 through 36
Key Concept 6.1: Science and the Environment
Primary Source:
 The Kyoto Protocol to the United Nations Framework Convention on Climate Change,
Article 2
 Visual Primary Document, Moroccan Child Receiving Immunization, 1960.
Secondary Source:
 Table, Human-Induced Environmental Change, 10,000 B.C.E. to the Mid-1980s C.E.
Key Concept 6.2: Global Conflicts and Their Consequences
Primary Source
 Excerpt, Juan Peron, The Voice of Peron (Buenos Aires: Argentine Government), 1950.
 Excerpt, Irina Kniazeva, “A Life in a Peasant Village,” Soviet Union, 1917-1921.
 Visual Primary Document, Disabled Italians Demand More Government Aid, 1950’s
Secondary Source:
 Table, War-Related Deaths, 1500-1999
Key Concept 6.3: New Conceptualizations of Global Economy, Society, and Culture
Primary Sources:
 Interviews with Mexican Peasant Women in the 1970s
 Excerpt, Ife Amadiume, Male Daughters, Female Husbands, Gender and Sex in an
African Society (London: Zed Books, 1987), pp. 3-4, 89-90, 91, 132, 141.
Secondary Source:
 Table, Life Expectancies at Birth, 2000