Download The World`s History (Spodek), 3rd edition © 2006 Correlated to

The World’s History (Spodek), 3rd edition © 2006
Correlated to:
Advanced Placement (AP) World History Course Descriptions
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
appropriate resource(s))
ADVANCED PLACEMENT (AP) WORLD
HISTORY COURSE DESCRIPTIONS
Foundations: c. 8000 B.C.E-600 C.E.
What students are expected to know:
Major Developments
1. Locating World History in the environment and time
Environment
Geography and climate: Interaction of
geography and climate with the development of
human society
SE: Global Migration, 23-24; Agriculture: From
Hunter-gatherer to Farmer, 32; Turning Point:
The Agricultural Village, 36-37; Food First: The
Agricultural Village, 43; The Agricultural Village,
44-46; Egypt: The Gift Of The Nile, 65; The
Roots of the Indus Valley Civilization, 79; The
Cities Of The Nile and The Indus: What
Difference Do They Make?, 84; The Cities Of The
Nile and The Indus: What Difference Do They
Make?, 84; Origins: Migration and Agriculture,
98; Olmec Civilization along the Gulf Coast, 100;
Coastal Settlements and Networks, 107;
Agricultural Towns in North America, 110; West
Africa: The Niger River Valley, 111;
Mesopotamia and the Fertile Crescent, 127;
Population and Migration, 218; Ecology and
Culture, 222
TR/TECH: AP Correlation Guide: 4-11
Demography: Major population changes
resulting from human and environmental factors
SE: Global Migration, 23-24; The spread of
civilizations, 47; Cities of the Indus, 81; The
spread of the Bantu, 113; The empire of Sargon,
127; The empires of southwest Asia, 133; The
Roman Empire, 168; Eurasian trade, 183; The
coming of the Barbarians, 192; Rome’s
successors, 195; China: population, 218, 21819, 221, 222, 223; The Kingdom of Israel, 310;
The Jewish diaspora, 320; Pre-Columbian
America, 395; African Kingdoms, 398
1
SE = Student Edition TR = Teaching Resources
TECH = Technology
The World’s History (Spodek), 3rd edition © 2006
Correlated to:
Advanced Placement (AP) World History Course Descriptions
ADVANCED PLACEMENT (AP) WORLD
HISTORY COURSE DESCRIPTIONS
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
appropriate resource(s))
TR/TECH: AP Correlation Guide: 4-11
Time
Periodization in early human history
SE: Chronological Turning Points and Part
Themes, I-8: Early Humans and Their Ancestors,
6; Landmarks in Early Life, 11; Key Stages in
Human Development, 21; Village Communities
and City-States, 44; The Earliest Urban
Settlements, 47; Sumer: Key Events and People,
58; The Indus Valley, 79; Early Science and
Technology 7000 - 1000 B.C.E., 83; Early
Chinese Culture, 92; The Early Americas, 97;
Civilizations Flourishing in Central American
before Columbus, 108; The Early Africas, 111
TR/TECH: AP Correlation Guide: 1-3, 4-11
Nature and causes of changes associated with
the time span
SE: Themes and Turning Points, I-7: Turning
Point: The Agricultural Village, 36; From CityState to Empire, 118; Politics and Religion, 264;
Religion to Trade, 385; also see: What
Difference Does It Make?: The Story Of
Prehistory 33; The First Cities, 61; The Cities Of
The Nile and The Indus, 84; The First Cities,
115; Empire-Building, 159; The Legacy Of The
Roman Empire, 200; Legacies For The Future,
234; Indian Empires, 261; Hinduism and
Buddhism, 302; Early Christianity, 341;
Judaism, Christianity, and Islam, 380
TR/TECH: AP Correlation Guide: 4-11
Continuities and breaks within the time span;
e.g., the transition from river valley civilizations
to Classical civilizations
SE: Early Humans and Their Ancestors, 6;
Landmarks in Early Life, 11; Key Stages in
Human Development, 21; Village Communities
and City-States, 44; The Earliest Urban
Settlements, 47; Sumer: Key Events and People,
58; The Indus Valley, 79; Early Science and
Technology 7000 - 1000 B.C.E., 83; Early
Chinese Culture, 92; The Early Americas, 97;
Civilizations Flourishing in Central American
before Columbus, 108; The Early Africas, 111;
also see: Turning Point: The Agricultural Village,
36; From City-State to Empire, 118; Politics and
Religion, 264; Religion to Trade, 385
TR/TECH: AP Correlation Guide: 4-11
2
SE = Student Edition TR = Teaching Resources
TECH = Technology
The World’s History (Spodek), 3rd edition © 2006
Correlated to:
Advanced Placement (AP) World History Course Descriptions
ADVANCED PLACEMENT (AP) WORLD
HISTORY COURSE DESCRIPTIONS
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
appropriate resource(s))
Diverse interpretations
What are the issues involved in using
“civilization” as an organizing principle in world
history?
SE: What Difference Do They Make?: The Cities
Of The Nile and The Indus, 84; The First Cities,
115; Empire-Building, 159; also see: The Design
and Construction of Well-planned Cities, 80;
Carefully Planned Cities, 81; Cities and States in
East Asia, The Americas, and West Africa, 89;
The Beginnings of State Formation, 90;
Similarities Among the Three Dynasties, 93;
Early Royal Capitals, 95; The Zhou Dynasty, 96;
The Western Hemisphere: Mesoamerica and
South America, 97; Mesoamerican Urbanization:
The First Stages, 98; Olmec Civilization along
the Gulf Coast, 100; Zapotec Civilization in the
Oaxaca Valley, 100; Successor States in the
Valley of Mexico, 103; The Rise and Fall of the
Maya, 103; Urbanization in South America, 106;
Jenne-jeno: A New Urban Pattern?, 113; State
Formation?, 114; Turning Point: From City-State
To Empire, 118; Empire-building in North Africa,
West Asia, and the Mediterranean, 125; The
Meaning Of Empire, 125; The Earliest Empires,
127; The Greek City-States, 139; The Limits of
City-State Democracy, 150; The Empire Of
Alexander The Great, 154; The Reign of
Alexander the Great, 155
TR/TECH: AP Correlation Guide: 8-11
What is the most common source of change:
connection or diffusion versus independent
invention?
SE: Themes and Turning Points, I-7: Turning
Point: The Agricultural Village, 36; From CityState to Empire, 118; Politics and Religion, 264;
Religion to Trade, 385; also see: How Did We
Survive?, 22; Increased Population and New
Settlements, 25; Man the Hunter or Woman the
Gatherer?, 26; Changes in the Toolkit, 27;
Language and Communication, 29; Agriculture:
From Hunter-gatherer to Farmer, 32; The Story
Of Prehistory: What Difference Does It Make?,
33; The Growth Of The City-State, 49; Religion:
The Priesthood and the City, 51; Occupational
Specialization and Class Structure, 52; Arts and
Invention, 52; The Growth of Cities, 71; Crafts
and the Arts, 80; Carefully Planned Cities, 81;
Questions of Interpretation, 83; The Beginnings
of State Formation, 90; Early Evidence of
Writing, 91; Origins: Migration and Agriculture,
98; The Urban Explosion: Teotihuacan, 101;
Urbanization in the Andes Mountains, 109;
Jenne-jeno: A New Urban Pattern?, 113; State
Formation?, 114
TR/TECH: AP Correlation Guide: 4-11
3
SE = Student Edition TR = Teaching Resources
TECH = Technology
The World’s History (Spodek), 3rd edition © 2006
Correlated to:
Advanced Placement (AP) World History Course Descriptions
ADVANCED PLACEMENT (AP) WORLD
HISTORY COURSE DESCRIPTIONS
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
appropriate resource(s))
2. Developing agriculture and technology
Agricultural, pastoral, and foraging societies
and their demographic characteristics (Include
Africa, the Americas, and Southeast Asia)
SE: How Do We Know? Man the Hunter or
Woman the Gatherer?, 26; Changes in the
Toolkit, 27; Language and Communication, 29
TR/TECH: AP Correlation Guide: 4-7
Emergence of agricultural and technological
change
SE: Changes in the Toolkit, 27; Agriculture:
From Hunter-gatherer to Farmer, 32; Turning
Point: The Agricultural Village, 36-39; Food
First: The Agricultural Village, 43; The
Agricultural Village, 44-46, 61, 66-67, 72
TR/TECH: AP Correlation Guide: 4-11
Nature of village settlements
SE: Turning Point: The Agricultural Village, 3637; Food First: The Agricultural Village, 43; The
Agricultural Village, 44-46, 61, 66-67, 72; The
Earliest Villages, 89
TR/TECH: AP Correlation Guide: 4-7
Impact of agriculture and technological change
SE: Turning Point: The Agricultural Village, 3637; Food First: The Agricultural Village, 43; The
Agricultural Village, 44-46, 61, 66-67, 72; The
Earliest Villages, 89; The First Cities: What
Difference Do They Make?, 115
TR/TECH: AP Correlation Guide: 4-11
Introduction of key stages of metal use
SE: Metallurgy 47, 52, 98; The First Cities: What
Difference Do They Make?, 115
3. Basic features of early civilizations in different environments: Culture, state, and social structure
In addition, students should know enough about two early civilizations to compare them.
Mesopotamia
SE: Mesopotamia 51-52; Turning Point: From
City-State To Empire, 118-119; Mesopotamia
and the Fertile Crescent, 127-128; The
Assyrians, 129-130; also see: Mesopotamia 56,
122, 181, 195
TR/TECH: Primary Sources on CD-ROM: 1.1:
Lugal Sulgi: Role Model for Mesopotamian
Royalty; 1.2: The Nippus Murder Trial and the
“Silent Wife”; 1.3: The Reign of Sargon; 1.4:
The Epic of Gilgamesh; 1.5: The Code of
Hammurabi AP Correlation Guide: 5-7
4
SE = Student Edition TR = Teaching Resources
TECH = Technology
The World’s History (Spodek), 3rd edition © 2006
Correlated to:
Advanced Placement (AP) World History Course Descriptions
ADVANCED PLACEMENT (AP) WORLD
HISTORY COURSE DESCRIPTIONS
Egypt
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
appropriate resource(s))
SE: Egypt: The Gift Of The Nile, 65; Earliest
Egypt: Before the Kings, 66; The Written
Record, 67; Unification and The Rule Of The
Kings, 68; The Gods, The Unification of Egypt,
and the Afterlife, 69; Cities of the Dead, 70; The
Growth of Cities, 71-72; Monumental
Architecture of the Old Kingdom: Pyramids and
Fortresses, 73-75; The Disintegration of the Old
Kingdom, 76; The Rise and Fall of the Middle
Kingdom, 77; Akhetaten, Capital City Of King
Akhenaten, 78-83; The Cities Of The Nile and
The Indus: What Difference Do They Make?, 84
TR/TECH: Primary Sources on CD-ROM: 1.6:
Daily Life in Egypt; 1.7: A Humble Farmer Pleads
His Own Case: The Workings of Ma’at; 1.8:
Some Commonsense Advice from the Scribe Any
to His Son AP Correlation Guide: 8-10
Indus Valley civilization or Harrapan civilization
SE: The Indus Valley Civilization and Its
Mysteries 79; The Roots of the Indus Valley
Civilization, 79; The Design and Construction of
Well-planned Cities, 80; Crafts and the Arts, 80;
Carefully Planned Cities, 81; Questions of
Interpretation, 83; Legacies of the Harappan
Civilization, 83; How Do We Know? The Decline
of Harappan Civilization, 84; The Cities Of The
Nile and The Indus: What Difference Do They
Make?, 84
TR/TECH: AP Correlation Guide: 8-10
Shang dynasty or Yellow River (Huang He)
Valley civilization
SE: China: The Xia, Shang, and Zhou Dynasties,
89; The Beginnings of State Formation, 90;
Early Evidence of Writing, 91; Historical
Evidence of the Xia Dynasty, 92; Similarities
Among the Three Dynasties, 93; City and State
under the Shang and Zhou, 94; Anyang: The
Last Shang Capital, 95-96
TR/TECH: Primary Sources on CD-ROM: 2.1:
Might Makes Right: the “Shu-ching” Sets Forth
the Mandate of Heaven; 2.2: The Spirit World;
2.3: Ch’u Yuan and Sung Yu: Individual Voices
in a Chaotic Era; 2.4: Confucius: Analects; 2.5:
Mencius: the Counterattack on Legalism; 2.6:
Taoism AP Correlation Guide: 11-14
5
SE = Student Edition TR = Teaching Resources
TECH = Technology
The World’s History (Spodek), 3rd edition © 2006
Correlated to:
Advanced Placement (AP) World History Course Descriptions
ADVANCED PLACEMENT (AP) WORLD
HISTORY COURSE DESCRIPTIONS
Mesoamerican and Andean South America
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
appropriate resource(s))
SE: The Western Hemisphere: Mesoamerica and
South America, 97; Mesoamerican Urbanization:
The First Stages, 98-99; Olmec Civilization along
the Gulf Coast, 100; Zapotec Civilization in the
Oaxaca Valley, 100; The Urban Explosion:
Teotihuacan, 101-102; Successor States in the
Valley of Mexico, 103-105; Urbanization in South
America, 106
TR/TECH: AP Correlation Guide: 11-14
4. Classical civilizations
Major political developments in China, India,
and the Mediterranean
SE: Empire and Imperialism 2000 B.C.E.-1100
C.E., 122-123; Empire-building in North Africa,
West Asia, and the Mediterranean, 125-158;
Empire-Building: What Difference Does It Make?,
159; Rome and The Barbarians 750 B.C.E.-500
C.E.: The Rise and Fall of Empire, 163-170, 172190; How Do We Know? Contemporary
Historians Evaluate the History of Rome, 171;
The Barbarians and The Fall Of The Roman
Empire, 191; Roman Empire, 194-199; The
Legacy Of The Roman Empire: What Difference
Does It Make?, 200; Fracture and Unification:
The Qin, Han, Sui, and Tang Dynasties, 205229; Imperial China, 229-230; Legacies For The
Future: What Difference Do They Make?, 234;
Indian Empires 1500 B.C.E.-1100 C.E.: Cultural
Cohesion in a Divided Subcontinent, 241-245;
The Establishment of States, 246; The Empires
Of India, 247-249; Successor States Divide the
Empire, 250-253; Invasions End The Age Of
Empires, 254-258; India, China, and Rome:
Empires and Intermediate Institutions, 259-260;
Indian Empires: What Difference Do They
Make?, 261
TR/TECH: Primary Sources on CD-ROM: 3.7:
“King Milinda”: The Greek World’s Incursion into
India; 3.8: Fa-Hsien: A Chinese Perspective on
Gupta India; 4.1: Homer: The Iliad; 4.2:
Empires and Military Glory: Herodotus Relates
the Story of Thermopylae; 4.3: Thucydides; 4.4:
From Confederacy to Empire: Thycydides; 4.5:
The City-State of Sparta; 4.6: The First
Philippic: A Great Orator Warns of Macedonian
Imperialism; 4.7: The Figure of Alexander; 5.1:
A Hero Under Fire: Livy Relates the Trials and
Tribulations of Scipio Africanus; 5.2: “The War
with Catiline:” Sallust’s Insight into the Roman
Republic’s Decline; 5.3: The transition from
Republic to Principate: Tacitus; 5.4: “All Roads
Lead to Rome!”: Strabo; 5.5: Gladiatorial
6
SE = Student Edition TR = Teaching Resources
TECH = Technology
The World’s History (Spodek), 3rd edition © 2006
Correlated to:
Advanced Placement (AP) World History Course Descriptions
ADVANCED PLACEMENT (AP) WORLD
HISTORY COURSE DESCRIPTIONS
Social and gender structures
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
appropriate resource(s))
(Continued)
TR/TECH: Combat: Seneca; 5.6: The Stoic
Philosophy; 5.7: Sidonius Appolinaris: Rome’s
Decay, and a Glimpse of the New Order; 6.1:
The Acts of the Apostles; 6.2: Pliny the Younger
on the Vesuvius Eruption and the Christian
“Controversy”; 9.1: The Tang Dynasty (681907): The Art of Government; 9.2: Sung (Song)
China: Imperial Examination System; 9.3:
Record of Ancient Matters: Futo No Yasumaro;
9.4: Prince Shotoku’s Seventeen-Article
Constitution AP Correlation Guide: 15-32
SE: The Greek Polis: Image and Reality, 141;
Source: Homer and the Value System of Early
Greece, 142; Athens and the Development of
Democracy, 143; Philosophers, 149; Dramatists,
149; Source: Socrates on the Rights of the State
over the Individual, 150; The Limits of CityState Democracy, 150; Institutions of Empire,
170; The Roman Family, 172; Class and Class
Conflict, 172; The Struggle of the Orders, 173;
Urban Splendor and Squalor, 173; Attempts at
Reform, 174; "Bread and Circuses", 175; Slaves
and Slave Revolts, 175; How Do We Know?
Roman Law: Theory and Practice, 182; Luxury
Trades, 184; Cultural Policies of the Empire,
187; Greco-Roman Culture, 187; Stoicism, 188;
Religion in the Empire, 189; Christianity
Triumphant, 191; Religious Struggles, 198;
Confucianism, 208; Source: Confucius and The
Analects, 210; Legalism, 211; Daoism, 211; The
Struggle between Legalism and Confucianism,
213; A Confucian Bureaucracy, 215; Source:
Treatises about Women in Han Society, 216;
Peasant Revolt and the Fall of the Han, 221;
How Do We Know? Pottery and Philology, 242;
The Mahabharata and the Ramayana, 243; A
Golden Age of Learning, 252; The Resurgence of
Hinduism, 253; Local Institutions and the State,
261; Turning Point: Politics and Religion, 264;
Examining Religious Beliefs, 271; Hinduism,
273; The Origins of Hinduism, 273; The Central
Beliefs of Hinduism, 275; Caste, 275; Religion
and Rule, 283
TR/TECH: Primary Sources on CD-ROM: 5.3:
The transition from Republic to Principate:
Tacitus; Gladiatorial Combat: Seneca; 6.2: Pliny
the Younger on the Vesuvius Eruption and the
Christian “Controversy”; 9.3: Record of Ancient
Matters: Futo No Yasumaro AP Correlation
Guide: 15-32
7
SE = Student Edition TR = Teaching Resources
TECH = Technology
The World’s History (Spodek), 3rd edition © 2006
Correlated to:
Advanced Placement (AP) World History Course Descriptions
ADVANCED PLACEMENT (AP) WORLD
HISTORY COURSE DESCRIPTIONS
Major trading patterns within and among
Classical civilizations; contacts with adjacent
regions
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
appropriate resource(s))
SE: Egypt and empires 125, 182; Mycenaean
141; Eurasian 183; Roman Empire 184-187,
257, 394; China, 217-218, 219; India, 244, 250,
255, 257, 284-285, 387; Greek and Hellenistic,
404
TR/TECH: Primary Sources on CD-ROM: 5.4:
“All Roads Lead to Rome!”: Strabo AP
Correlation Guide: 15-32
Arts, sciences, and technology
SE: The Golden Age of Athenian Culture, 148;
Philosophers, 149; The Legacy of Alexander: The
Hellenistic Ecumene, 157; Source: Artifactual
Records, 169; The Legacy of Alexander: The
Hellenistic Ecumene, 157; Urban Splendor and
Squalor, 173; Building Cities, 184; Arts and
Technology under the Tang Dynasty, 225; A
Golden Age of Learning, 252; also see:
Parthenon, Athens, 147; Plan of Acropolis, 148;
Statue of Athena Parthenos, 149; Battle line
formed with shields, from Trajan’s Column,
Rome, 162; Capitoline Wolf, sculpture, 164;
Young Hercules wrestling with a snake. Fresco.
Pompeii, 169; Mosaic of Neptune and
Amphitrite, 172; Canopus, Hadrian’s Villa, 174;
Column of Trajan, Rome, 176; Arch of Trajan,
Benevento, 177; Augustus of Prima Porta, 179;
Roman Aqueduct at Segovia, Spain, 185;
Timgad, North Africa, 186; The Colosseum,
Rome, 187; Jade burial suit of Princess Tou
Wan, 215; Stone relief of harnessed cattle,
Shaanxi, 20; Gu Kaizhi, two concubines in front
of a mirror, 221; Bridge over a moat connecting
to the Grand Canal at Suzhou, 225; Hill of the
Thousand Buddhas, 227; Pottery figure of a
Ferghana horse, 227; Musicians seated on a
camel, Tang dynasty, 228; Prince Gautama,
Ajanta Cave, 240; scene from the Mahabharata,
Ahmad Kashmiri, 245; scene from the
Ramayana, 246; lion pillar capital at Sarnath,
250; Indo-Greek coins, 250
TR/TECH: Primary Sources on CD-ROM: 3.1:
Rig Veda; 3.2: Bhagavad Gita: Hinduism; FaHsien: A Chinese Perspective on Gupta India;
4.1: Homer: The Iliad AP Correlation Guide: 1532
8
SE = Student Edition TR = Teaching Resources
TECH = Technology
The World’s History (Spodek), 3rd edition © 2006
Correlated to:
Advanced Placement (AP) World History Course Descriptions
ADVANCED PLACEMENT (AP) WORLD
HISTORY COURSE DESCRIPTIONS
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
appropriate resource(s))
5. Major belief systems
Basic features and locations of major world belief systems prior to 600 C.E.
Polytheism
SE: Religion: The Priesthood and the City, 51;
The Gods, The Unification of Egypt, and the
Afterlife, 69; Gods of the Egyptians, 70; GrecoRoman Culture, 187; Greek and Roman Gods,
189; Religious Struggles, 198; Turning Point:
Politics and Religion, 264-264; Examining
Religious Beliefs, 271; The Origins of Hinduism,
273; Sacred Geography and Pilgrimage, 274;
The Central Beliefs of Hinduism, 275; Major
Religions of the World, 2002, 277; Major Hindu
Gods and Goddesses, 278; Sacred Writings of
Hinduism, 279; Hinduism in Southeast Asia, 285
TR/TECH: Primary Sources on CD-ROM: 3.1:
Rig Veda; 3.2: Bhagavad Gita: Hinduism; 4.1:
Homer: The Iliad AP Correlation Guide: 34-38
Hinduism
SE: Hinduism 6, 266-267, 269, 271, 273-281,
274, 381; bhakti 273, 281; and Buddhism 245,
290-292, 301-302; castes 275-278, 279, 280;
gods 7, 278; in India 244, 248, 252, 253, 273,
290-292, 406; and Islam 363-365, 376;
pilgrimage 274; sacred texts 275-282; in
southeast Asia 257, 258, 259, 284-285, 285;
temples and shrines 259, 259, 274, 277, 282,
282-284, 283, 285; and women 292
TR/TECH: Primary Sources on CD-ROM: 3.1:
Rig Veda; 3.2: Bhagavad Gita: Hinduism AP
Correlation Guide: 34-38
Judaism
SE: Judaism 269, 302-303, 307; and
Christianity 308-9, 321-323, 324-325, 380-381;
festivals 317; image of God, 315-316; and Islam
349, 350, 351, 380-381; and scriptures 309316; and women 317
TR/TECH: Primary Sources on CD-ROM: 1.9:
Hebrew Scriptures AP Correlation Guide: 39-44
Confucianism
SE: Confucianism 208-210, 213-214, 215-216,
219, 220, 226, 277; and Buddhism 224, 294; in
Japan 232-233, 234, 269; in Vietnam 231
Confucius 92, 208-209, 210, 294
TR/TECH: Primary Sources on CD-ROM: 2.4:
Confucius: Analects
9
SE = Student Edition TR = Teaching Resources
TECH = Technology
The World’s History (Spodek), 3rd edition © 2006
Correlated to:
Advanced Placement (AP) World History Course Descriptions
ADVANCED PLACEMENT (AP) WORLD
HISTORY COURSE DESCRIPTIONS
Daoism
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
appropriate resource(s))
SE: Daoism 208, 211-13, 215, 224,
226
TR/TECH: Primary Sources on CD-ROM: 2.6:
Taoism
SE: Buddhism 269, 273, 277, 285-287, 291,
381; China 208, 223-224, 225, 226, 227, 293297, 302; and Christianity 290; and
Confucianism 294; and Daoism 213, 294;
Eightfold Path 271, 289; Four Noble Truths 271,
286-287, 289; and Hinduism 245, 273, 290-292,
301-302; India 243, 245, 248, 249, 253-254,
254, 273, 290-2, 364, 406; Japan 232-233, 233,
233, 286, 297-301, 302; Korea 286; Pure Land
Sect 295; Sangha 287-288; Shingon 299, 300;
southeast Asia 257-258, 269, 285, 289, 302; Sri
Lanka 250, 286, 289, 302; Tendai 299;
Theravada 231, 289, 301; Vietnam 231, 286,
289; Zen (Chan) 295, 300
Buddhism
TR/TECH: Primary Sources on CD-ROM: 3.4:
Dhammapada: Buddhism AP Correlation Guide:
34-38
Christianity
SE: Christianity 269, 271, 277, 302-303, 323,
325-341, 337, 366; and Buddhism 290; cross as
symbol 322; festivals 327; iconoclasts 199-200;
and Islam 336, 349, 351, 372, 376, 380-381;
and Judaism 308-9, 321-323, 324-325, 380381; and Neoplatonism 331; Roman Empire 167,
190-191, 197-198, 201, 235, 236, 265-266,
328-329, 335; women 191, 327-328
TR/TECH: Primary Sources on CD-ROM: 6.1:
The Acts of the Apostles; 6.2: Pliny the Younger
on the Vesuvius Eruption and the Christian
“Controversy”; 6.3: Julian Imperator: The
Ultimate Pagan; 6.4: Bishop Synesius of Cyrene:
A Lukewarm Churchman; 6.5: Leo I: The Man
Who Laid the Foundations for the Medieval
Papacy; 6.6: St. Augustine of Hippo: The Just
War; 6.7: Paulus Orosius: History Against the
Pagans; 6.8: St. Benedict AP Correlation Guide:
39-44
10
SE = Student Edition TR = Teaching Resources
TECH = Technology
The World’s History (Spodek), 3rd edition © 2006
Correlated to:
Advanced Placement (AP) World History Course Descriptions
ADVANCED PLACEMENT (AP) WORLD
HISTORY COURSE DESCRIPTIONS
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
appropriate resource(s))
6. Late Classical period (200-600 C.E.)
Collapse of empires (Han China, loss of western
portion of the Roman Empire, Gupta)
SE: The Barbarians and The Fall Of The Roman
Empire, 191; How Do We Know? The
"Barbarians": Chinese Sources, 194; The Decline
and Dismemberment of the Roman Empire, 194;
The Crisis of the Third Century, 195; The
Fragmentation of Authority, 195; Causes of the
Decline and Fall, 196; The Empire in the East,
198; Resurgence under Justinian, 198; Religious
Struggles, 198; A Millennium of Byzantine
Strength, 200; The Legacy Of The Roman
Empire: What Difference Does It Make?, 200; A
Weakened Han Dynasty, 221; Peasant Revolt
and the Fall of the Han, 221; Disintegration and
Reunification, 222; The Gupta Empire, 251; A
Golden Age of Learning, 252; The Resurgence of
Hinduism, 253; Invasions End The Age Of
Empires, 254
TR/TECH: Primary Sources on CD-ROM: 5.2:
“The War with Catiline:” Sallust’s Insight into the
Roman Republic’s Decline; 5.7: Sidonius
Appolinaris: Rome’s Decay, and a Glimpse of the
New Order AP Correlation Guide: 15-32
Movements of peoples (Bantus, Huns, Germans,
Polynesians)
SE: Migrations: evolution of man 21, 23, 23-25;
Increased Population and New Settlements, 25;
Origins: Migration and Agriculture, 98; Bantu
112-113; The Barbarians and The Fall Of The
Roman Empire, 191; Chinese population and
migration, 218, 218-219, 221; Immigration and
Cultural Influences, 232; The Polynesians of the
South Pacific, 402; Malay Sailors in the South
China Sea and the Indian Ocean, 403; Sailors
and Merchants of the Indian Ocean, 404;
International Trade, 408; Demographic Changes
in a New Global Ecumene, 485; The "New
Europes", 486; The Columbian Exchanges of
Plants, Animals, and Disease, 487; The
Devastation of the Amerindian Population, 487;
The Antipodes: Australia and New Zealand,
1600-1900, 490; Slavery: Enforced Migration,
1500-1750, 494; Reinterpreting the Slave
Trade, 497; Asian Migrations, 1300-1301, 750,
499; Global Population Growth and Movement,
508; Cities and Demographics, 508; Migration
and Demography: What Difference Do They
Make?, 513; Urbanization and Migration, 654;
Demographics: Health, Migration, Urbanization,
and the Green Revolution, 754; Smuggling of
Illegal Immigrants, 834; Trafficking in Women
and Children, 834
11
SE = Student Edition TR = Teaching Resources
TECH = Technology
The World’s History (Spodek), 3rd edition © 2006
Correlated to:
Advanced Placement (AP) World History Course Descriptions
ADVANCED PLACEMENT (AP) WORLD
HISTORY COURSE DESCRIPTIONS
Interregional networks by 600 C.E.: trade and
spread of religions
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
appropriate resource(s))
TR/TECH: Primary Sources on CD-ROM; 11.2:
The Cities of the Zanj and the Indian Ocean
Trade; 11.3: Ibn Battuta in Mali; 11.6: The Book
of Ser Marco Polo; 11.8: Kuyul Khan: Letter to
Pope Innocent IV AP Correlation Guide: 53-63
SE: Mesopotamian trade, 52; Trade and
Markets: Wheeled Cart and Sailboat, 53;
Origins: Migration and Agriculture, 98; Coastal
Settlements and Networks, 107; West Africa:
The Niger River Valley, 111; Trade across the
Sahara, 112; Eurasian trade, 183; Supplying
Rome, 184; Religion in the Empire, 189;
Christianity Triumphant, 191; Religious
Struggles, 198; Economic Power, 207; Buddhism
Reaches China, 223; Immigration and Cultural
Influences, 232; Asoka, India's Buddhist
Emperor, 250; The Resurgence of Hinduism,
253; Invasions End The Age Of Empires, 254;
Regional Diversity and Power, 255; Sea Trade
and Cultural Influence: From Rome to Southeast
Asia, 257; The Sacred Subcontinent: The Spread
of Religion in India and Beyond, 271; Religion
and Rule, 283; Asian trade, 284; The Origins of
Buddhism, 286; The Emergence of Mahayana
Buddhism, 288; Arrival in China: The Silk Route,
293; Buddhism's Arrival in Japan, 297;
Buddhism's Role in Unifying Japan, 298; Defeat,
Exile, and Redefinition, 317; Minority-Majority
Relations in the Diaspora, 319; Christianity
Emerges from Judaism, 321; The Growth of the
Early Church, 325; How Had Christianity
Succeeded?, 329; How Do We Know?
Explanations for the Spread of Christianity, 330;
The Conversion of the Barbarians, 333;
Submission to Allah: Muslim Civilization Bridges
the World, 345; Responses to Muhammad, 349;
Connections to Other Monotheistic Faiths, 351;
Turning Point: Religion To Trade, 385
TR/TECH: Primary Sources on CD-ROM; 11.2:
The Cities of the Zanj and the Indian Ocean
Trade; 11.3: Ibn Battuta in Mali; 11.6: The Book
of Ser Marco Polo; 11.8: Kuyul Khan: Letter to
Pope Innocent IV AP Correlation Guide: 53-63
12
SE = Student Edition TR = Teaching Resources
TECH = Technology
The World’s History (Spodek), 3rd edition © 2006
Correlated to:
Advanced Placement (AP) World History Course Descriptions
ADVANCED PLACEMENT (AP) WORLD
HISTORY COURSE DESCRIPTIONS
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
appropriate resource(s))
600 C.E.-1450
What students are expected to know:
Major Developments
1. Questions of periodization
Nature and causes of changes in the world
history framework leading up to 600-1450 as a
period
SE: Themes and Turning Points, I-7: Turning
Point: The Agricultural Village, 36; From CityState to Empire, 118; Politics and Religion, 264;
Religion to Trade, 385; also see: What
Difference Does It Make?: The Story Of
Prehistory 33; The First Cities, 61; The Cities Of
The Nile and The Indus, 84; The First Cities,
115; Empire-Building, 159; The Legacy Of The
Roman Empire, 200; Legacies For The Future,
234; Indian Empires, 261; Hinduism and
Buddhism, 302; Early Christianity, 341;
Judaism, Christianity, and Islam, 380
TR/TECH: Primary Sources on CD-ROM: 3.7:
“King Milinda”: The Greek World’s Incursion into
India; 3.8: Fa-Hsien: A Chinese Perspective on
Gupta India; 4.1: Homer: The Iliad; 4.2:
Empires and Military Glory: Herodotus Relates
the Story of Thermopylae; 4.3: Thucydides; 4.4:
From Confederacy to Empire: Thycydides; 4.5:
The City-State of Sparta; 4.6: The First
Philippic: A Great Orator Warns of Macedonian
Imperialism; 4.7: The Figure of Alexander; 5.1:
A Hero Under Fire: Livy Relates the Trials and
Tribulations of Scipio Africanus; 5.2: “The War
with Catiline:” Sallust’s Insight into the Roman
Republic’s Decline; 5.3: The transition from
Republic to Principate: Tacitus; 5.4: “All Roads
Lead to Rome!”: Strabo; 5.5: Gladiatorial
Combat: Seneca; 5.6: The Stoic Philosophy;
5.7: Sidonius Appolinaris: Rome’s Decay, and a
Glimpse of the New Order; 6.1: The Acts of the
Apostles; 6.2: Pliny the Younger on the Vesuvius
Eruption and the Christian “Controversy”; 9.1:
The Tang Dynasty (681-907): The Art of
Government; 9.2: Sung (Song) China: Imperial
Examination System; 9.3: Record of Ancient
Matters: Futo No Yasumaro; 9.4: Prince
Shotoku’s Seventeen-Article Constitution AP
Correlation Guide: 15-32
13
SE = Student Edition TR = Teaching Resources
TECH = Technology
The World’s History (Spodek), 3rd edition © 2006
Correlated to:
Advanced Placement (AP) World History Course Descriptions
ADVANCED PLACEMENT (AP) WORLD
HISTORY COURSE DESCRIPTIONS
Emergence of new empires and political
systems
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
appropriate resource(s))
SE: The Empire in the East, 198; A Millennium of
Byzantine Strength, 200; Reunification under
the Sui and Tang Dynasties, 224; The Shortlived Sui Dynasty, 224; Arts and Technology
under the Tang Dynasty, 225; The Umayyad
Caliphs Build an Empire, 357; The Third Civil
War and the Abbasid Caliphs, 359; The
Weakening of the Caliphate, 359; The
Emergence of Quasi-independent States, 359;
Seljuk Turks and their Sultanate, 360; The
Mongols and the Destruction of the Caliphate,
361; Law Provides an Institutional Foundation,
367; Intellectual Achievements, 370; A Golden
Age in Spain, 378; Turning Point: Religion To
Trade, 385; Channels of Communication: The
Exchange of Commodities, Diseases, and
Culture, 388; The "Pax Mongolica", 414; How Do
We Know? The Mongol Empire, 415; The End of
the Mongol Empire, 419; From Mongol to Ming:
Dynastic Transition, 420; Legacies To The
Present: What Difference Do They Make?, 421
TR/TECH: Primary Sources on CD-ROM: 5.7:
Sidonius Appolinaris: Rome’s Decay, and a
Glimpse of the New Order; 9.2: Sung (Song)
China: Imperial Examination System; 9.4:
Prince Shotoku’s Seventeen-Article Constitution
AP Correlation Guide: 15-32
Continuities and breaks within the period (e.g.
the impact of the Mongols on international
contacts and on specific societies)
SE: The Decline and Dismemberment of the
Roman Empire, 194; The Crisis of the Third
Century, 195; The Fragmentation of Authority,
195; Causes of the Decline and Fall, 196;
Religious Struggles, 198; A Millennium of
Byzantine Strength, 200; The Legacy Of The
Roman Empire: What Difference Does It Make?,
200; Fracture and Unification: The Qin, Han,
Sui, and Tang Dynasties, 205; The Struggle
between Legalism and Confucianism, 213;
Fluctuations in Administrative Power, 220;
Peasant Revolt and the Fall of the Han, 221;
Reunification under the Sui and Tang Dynasties,
224; The Establishment of States, 246; The
Resurgence of Hinduism, 253; Invasions End
The Age Of Empires, 254; The Sacred
Subcontinent: The Spread of Religion in India
and Beyond, 271; Hinduism in Southeast Asia,
284; The Emergence of Mahayana Buddhism,
288; The Decline of Buddhism in India, 290;
Arrival in China: The Silk Route, 293; Relations
with Daoism and Confucianism, 294; Buddhism's
Role in Unifying Japan, 298; Lasting Buddhist
Elements in Japanese Society, 301; Hinduism
14
SE = Student Edition TR = Teaching Resources
TECH = Technology
The World’s History (Spodek), 3rd edition © 2006
Correlated to:
Advanced Placement (AP) World History Course Descriptions
ADVANCED PLACEMENT (AP) WORLD
HISTORY COURSE DESCRIPTIONS
(Continued)
Continuities and breaks within the period (e.g.
the impact of the Mongols on international
contacts and on specific societies)
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
appropriate resource(s))
(Continued)
SE: and Buddhism: What Difference Do They
Make?, 302; Peoples of the Bible: God's
Evolution in West Asia and Europe, 307; Defeat,
Exile, and Redefinition, 317; Christianity
Emerges from Judaism, 321; The Growth of the
Early Church, 325; How Do We Know?
Explanations for the Spread of Christianity, 330;
Doctrine: Definition and Dispute, 331; The
Conversion of the Barbarians, 333; The Church
Divides into East and West, 335; The Split
between Rome and Constantinople, 335; The
Crusades, 376; Judaism, Christianity, and Islam:
What Difference Do They Make?, 380; Turning
Point: Religion To Trade, 385; The Geography
and Philosophies of Early Economic Systems,
391; World Trade: An Historical Analysis, 391;
Plague and the Trade Routes, 419; Legacies To
The Present: What Difference Do They Make?,
421; Economic Growth, Religion and
Renaissance, Global Connections, 425; The
Decline Of Trade in The Mediterranean, 426;
Trade and Social Change in Europe, 430;
Disasters of the Fourteenth Century: Famine,
Plague, and War, 436; Social Unrest Follows the
Plague, 437; Legacies To The Future: What
Difference Do They Make?, 447
TR/TECH: AP Correlation Guide: 15-32
2. The Islamic world
SE: Dar-al-Islam 349, 351, 376; also see:
Submission to Allah: Muslim Civilization Bridges
the World, 345; The Prophet: His Life and
Teaching, 346; The Five Pillars of Islam, 347;
Responses to Muhammad, 349; How Do We
Know? Sources on Early Islam, 350; Muhammad
Extends his Authority, 351; Civil War: Religious
Conflict and the Sunni-Shi'a Division, 355; The
Umayyad Caliphs Build an Empire, 357; The
Third Civil War and the Abbasid Caliphs, 359;
The Weakening of the Caliphate, 359; The
Emergence of Quasi-independent States, 359;
Seljuk Turks and their Sultanate, 360; The
Mongols and the Destruction of the Caliphate,
361; Spiritual, Religious, and Cultural Flowering,
362; Islam Reaches New Peoples, 363; Law
Provides an Institutional Foundation, 367; Sufis
Provide Religious Mysticism, 368; Source: AlGhazzali, "the Renewer of Islam", 369; History,
370; Philosophy, 371; Relations With NonMuslims, 376; The Crusades, 376; How Do We
15
SE = Student Edition TR = Teaching Resources
TECH = Technology
The World’s History (Spodek), 3rd edition © 2006
Correlated to:
Advanced Placement (AP) World History Course Descriptions
ADVANCED PLACEMENT (AP) WORLD
HISTORY COURSE DESCRIPTIONS
(Continued)
The rise and role of Dar al-Islam as a unifying
cultural and economic force in Eurasia and Africa
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
appropriate resource(s))
(Continued)
SE: Know? Conversion and Assimilation, 379;
Judaism, Christianity, and Islam: What
Difference Do They Make?, 380
TR/TECH: Primary Sources on CD-ROM: 8.1:
Muhammad: Koran; 8.2: Al-Tabari: An Early
Biography of Islam’s Prophet; 8.3: Orations: The
Words of the Prophet Through His Speeches;
8.4: Islam in the Prophet’s Absence:
Continuation Under the Caliphate; 8.5: Harun alRashid and the Zenith of the Caliphate; 8.6: AlFarabi: The Perfect State; 8.7: Islamic Science
and Mathematics; 8.8: The Caliphate in Decline:
Al-Matawwakil’s Murder; 8.9: Shiism and Caliph
Ali: Controversy over the Prophetic Succession;
12.1: Sunni versus Shi’ite: “We Exhort You to
Embrace the True Faith”; 12.2: Süleyman “The
Lawgiver” and the Advantages of Islam: Oigier
de Busbecq; 12.3: Women in Ottoman Society:
Oigier de Busbecq; 12.4: The Ottomans”
Empire-builders at the Crossroads of Three
Continents; 12.5: The Safavid Shi’ite Empire of
Persia; 12.6: Shah Abbas the Great: The
Resurgence of the Persian Empire; 12.7: Moghul
Apogee: Akbar the Enlightened AP Correlation
Guide: 45-51
Islamic political structures, notably the
caliphate
SE: Civil War: Religious Conflict and the SunniShi'a Division, 355; The Umayyad Caliphs Build
an Empire, 357; The Third Civil War and the
Abbasid Caliphs, 359; The Weakening of the
Caliphate, 359; The Emergence of Quasiindependent States, 359; Seljuk Turks and their
Sultanate, 360; The Mongols and the
Destruction of the Caliphate, 361; Spiritual,
Religious, and Cultural Flowering, 362; Islam
Reaches New Peoples, 363; Law Provides an
Institutional Foundation, 367; Sufis Provide
Religious Mysticism, 368; Source: Al-Ghazzali,
"the Renewer of Islam", 369; History, 370;
Philosophy, 371; Relations With Non-Muslims,
376; The Crusades, 376; How Do We Know?
Conversion and Assimilation, 379; Judaism,
Christianity, and Islam: What Difference Do
They Make?, 380
TR/TECH: Primary Sources on CD-ROM: 8.4:
Islam in the Prophet’s Absence: Continuation
Under the Caliphate; 8.5: Harun al-Rashid and
the Zenith of the Caliphate; 8.6: Al-Farabi: The
Perfect State; 8.8: The Caliphate in Decline: AlMatawwakil’s Murder; 12.2: Süleyman “The
16
SE = Student Edition TR = Teaching Resources
TECH = Technology
The World’s History (Spodek), 3rd edition © 2006
Correlated to:
Advanced Placement (AP) World History Course Descriptions
ADVANCED PLACEMENT (AP) WORLD
HISTORY COURSE DESCRIPTIONS
Arts, sciences and technologies
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
appropriate resource(s))
(Continued)
TR/TECH: Lawgiver” and the Advantages of
Islam: Oigier de Busbecq; 12.4: The Ottomans”
Empire-builders at the Crossroads of Three
Continents; 12.5: The Safavid Shi’ite Empire of
Persia; 12.6: Shah Abbas the Great: The
Resurgence of the Persian Empire; 12.7: Moghul
Apogee: Akbar the Enlightened AP Correlation
Guide: 45-51
SE: Spiritual, Religious, and Cultural Flowering,
362; Intellectual Achievements, 370;
Philosophy, 371; The Extension of Technology,
372; City Design and Architecture, 373; A
Golden Age in Spain, 378; also see: Niche
(Mihrab) with Islamic calligraphy, 344;
“Celebration of the End of Ramadan” from The
Maqamat, 349; The Dome of the Rock,
Jerusalem, 356; Clay figurine of a female slave,
Khirbat al-Mafjar, 357; Portrait of Mahmud of
Ghazni, from Rashid; Al-Din’s World History,
1306-7, 358; Mihrab in the Great Mosque,
Cordoba, Spain, 371; Great mosque of alMutawakkil, Iraq, 373; Bronzesmith, Isfahan
bazaar, Iran, 374; The Taj Mahal, Agra, India,
375
TR/TECH: Primary Sources on CD-ROM: 8.7:
Islamic Science and Mathematics AP Correlation
Guide: 45-51
3. Interregional networks and contacts
Development and shifts in interregional trade,
technology, and cultural exchange
SE: Buddhism Reaches China, 223; Immigration
and Cultural Influences, 232; New Arrivals in
South Asia, 241; The Spread of Aryan
Settlement, 242; Invasions End The Age Of
Empires, 254; Sea Trade and Cultural Influence:
From Rome to Southeast Asia, 257;
International Relations, 260; Invasion of the
Hunas, 260; The Sacred Subcontinent: The
Spread of Religion in India and Beyond, 271;
Arrival in China: The Silk Route, 293;
Buddhism's Arrival in Japan, 297; Defeat, Exile,
and Redefinition, 317; Minority-Majority
Relations in the Diaspora, 319; How Do We
Know? Explanations for the Spread of
Christianity, 330; The Conversion of the
Barbarians, 333; Islam Reaches New Peoples,
363; The Extension of Technology, 372; Turning
Point: Religion To Trade, 385; World Trade: An
Historical Analysis, 391; Trade Networks, 393;
Trade in The Americas Before 1500, 394; Trade
17
SE = Student Edition TR = Teaching Resources
TECH = Technology
The World’s History (Spodek), 3rd edition © 2006
Correlated to:
Advanced Placement (AP) World History Course Descriptions
ADVANCED PLACEMENT (AP) WORLD
HISTORY COURSE DESCRIPTIONS
(Continued)
Development and shifts in interregional trade,
technology, and cultural exchange
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
appropriate resource(s))
(Continued)
SE: in the Inca Empire, 394; Trade in Central
America and Mexico, 396; Trade in Sub-Saharan
Africa, 397; Muslim and Jewish Traders, 400;
Jewish Traders, 400; Muslim Traders, 401;
Asia's Complex Trade Patterns, 402; Malay
Sailors in the South China Sea and the Indian
Ocean, 403; Sailors and Merchants of the Indian
Ocean, 404; International Trade, 408; The "Pax
Mongolica", 414; Plague and the Trade Routes,
419
TR/TECH: Primary Sources on CD-ROM; 11.1:
Mansa Musa: The King Who Sits on a Mountain
of Gold; 11.2: The Cities of the Zanj and the
Indian Ocean Trade; 11.3: Ibn Battuta in Mali;
11.4: The Mongol Khan’s Ultimatum to the
Nations of Europe; 11.5: William of Rubruck:
Impressions of the Medieval Mongols; 11.6: The
Book of Ser Marco Polo; 11.7: John Pian del
Carpini, the Tartars; 11.8: Kuyul Khan: Letter to
Pope Innocent IV; 14.1: Kilwa, Mombasa, and
the Portuguese: Realities of Empire; 14.3: The
Portuguese in Africa and India; Duarte Barbosa
AP Correlation Guide: 52-63
Trans-Sahara trade,
SE: Trans-Saharan 111-112, 114, 365, 397-399
TR/TECH: Primary Sources on CD-ROM; 11.1:
Mansa Musa: The King Who Sits on a Mountain
of Gold; 11.3: Ibn Battuta in Mali; 14.1: Kilwa,
Mombasa, and the Portuguese: Realities of
Empire; 14.3: The Portuguese in Africa and
India; Duarte Barbosa AP Correlation Guide: 5263
Indian Ocean trade,
SE: Indian Ocean 401, 404-408, 405, 406, 409,
428, 444-445, 461, 471
TR/TECH: Primary Sources on CD-ROM; 11.2:
The Cities of the Zanj and the Indian Ocean
Trade; 14.3: The Portuguese in Africa and India;
Duarte Barbosa AP Correlation Guide: 52-63
Silk routes
SE: Silk routes 183, 186, 217, 219, 223-224,
228, 229, 250, 257, 293-294, 388, 400, 408,
414, 419
TR/TECH: Primary Sources on CD-ROM; 11.4:
The Mongol Khan’s Ultimatum to the Nations of
Europe; 11.5: William of Rubruck: Impressions
of the Medieval Mongols; 11.6: The Book of Ser
Marco Polo AP Correlation Guide: 52-63
18
SE = Student Edition TR = Teaching Resources
TECH = Technology
The World’s History (Spodek), 3rd edition © 2006
Correlated to:
Advanced Placement (AP) World History Course Descriptions
ADVANCED PLACEMENT (AP) WORLD
HISTORY COURSE DESCRIPTIONS
Missionary outreach of major religions
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
appropriate resource(s))
SE: Missionaries 455, 460, 465, 468, 477, 480,
493, 511; also see: Buddhism Reaches China,
223; The Sacred Subcontinent: The Spread of
Religion in India and Beyond, 271; Buddhism's
Arrival in Japan, 297; How Do We Know?
Explanations for the Spread of Christianity, 330;
The Conversion of the Barbarians, 333; Islam
Reaches New Peoples, 363
TR/TECH: Primary Sources on CD-ROM: 6.1:
The Acts of the Apostles; 6.8: St. Benedict; 8.3:
Orations: The Words of the Prophet Through His
Speeches; 12.1: Sunni versus Shi’ite: “We
Exhort You to Embrace the True Faith”; 12.4:
The Ottomans” Empire-builders at the
Crossroads of Three Continents AP Correlation
Guide: 39-44, 45-51
Contacts between major religions, e.g., Islam
and Buddhism, Christianity and Islam
SE: Buddhism Reaches China, 223; The Sacred
Subcontinent: The Spread of Religion in India
and Beyond, 271; Buddhism's Arrival in Japan,
297; Minority-Majority Relations in the Diaspora,
319; How Do We Know? Explanations for the
Spread of Christianity, 330; The Conversion of
the Barbarians, 333; Islam Reaches New
Peoples, 363; Turning Point: Religion To Trade,
385
TR/TECH: Primary Sources on CD-ROM; 11.3:
Ibn Battuta in Mali; 11.8: Kuyul Khan: Letter to
Pope Innocent IV AP Correlation Guide: 33-52
Impact of the Mongol empires
SE: The Mongols and the Destruction of the
Caliphate, 361; The Mongols, 414; The "Pax
Mongolica", 414; How Do We Know? The Mongol
Empire, 415; Chinggis Khan, 417; The End of
the Mongol Empire, 419; From Mongol to Ming:
Dynastic Transition, 420
TR/TECH: Primary Sources on CD-ROM; 11.4:
The Mongol Khan’s Ultimatum to the Nations of
Europe; 11.5: William of Rubruck: Impressions
of the Medieval Mongols; 11.6: The Book of Ser
Marco Polo AP Correlation Guide: 53-63
4. China’s internal and external expansion
The importance of the Tang & Song economic
revolution and the initiatives of the early Ming
dynasty
SE: Reunification under the Sui and Tang
Dynasties, 224-230; Song and Ming dynasties
and trade, 408-414, 419, 420; also see: Tang
dynasty 92, 208, 236; Ming dynasty, 230, 477478,507, 613
19
SE = Student Edition TR = Teaching Resources
TECH = Technology
The World’s History (Spodek), 3rd edition © 2006
Correlated to:
Advanced Placement (AP) World History Course Descriptions
ADVANCED PLACEMENT (AP) WORLD
HISTORY COURSE DESCRIPTIONS
Chinese influence on surrounding areas and its
limits
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
appropriate resource(s))
TR/TECH: Primary Sources on CD-ROM: 2.8:
Shi Huang Ti of Qin: A Study in Absolutism; 9.1:
The Tang Dynasty (681-907): The Art of
Government; 9.2: Sung (Song) China: Imperial
Examination System AP Correlation Guide: 2528
SE: Imperial China, 229; The West and
Northwest, The South and Southwest, 230;
Vietnam, 230; Korea, 231; Japan, 232;
Immigration and Cultural Influences, 232;
Legacies For The Future: What Difference Do
They Make?, 234
TR/TECH: Primary Sources on CD-ROM: 2.8:
Shi Huang Ti of Qin: A Study in Absolutism; 9.1:
The Tang Dynasty (681-907): The Art of
Government; 9.2: Sung (Song) China: Imperial
Examination System AP Correlation Guide: 2528
Arts, sciences, and technologies
SE: China: Economic Power, 207; Daoism, 211;
Jade burial suit of Princess Tou Wan, 215;
Economic Power, 219; Gu Kaizhi, two
concubines in front of a mirror, 221; Arts and
Technology under the Tang Dynasty, 225; Hill of
the Thousand Buddhas, 227; Pottery figure of a
Ferghana horse, 227; Musicians seated on a
camel, Tang dynasty, 228; The Nandaimon, or
“Great South Gate” of the Todai Buddhist
temple, 233; also see: China: canals 207, 208,
224, 225, 410, 412-14, 477, 478, 561; Great
Wall, 477, 507; porcelain, 452, 478, 506, 511;
silk, 409, 412, 452, 458, 478, 561
TR/TECH: Primary Sources on CD-ROM: 2.8:
Shi Huang Ti of Qin: A Study in Absolutism; 9.1:
The Tang Dynasty (681-907): The Art of
Government; 9.2: Sung (Song) China: Imperial
Examination System AP Correlation Guide: 2528
5. Developments in Europe
Restructuring of European economic, social and
political institutions
SE: Economic Growth, Religion and Renaissance,
Global Connections, 425; The Decline Of Trade
in The Mediterranean, 426; Trade and Social
Change in Europe, 430; How Do We Know?
Fernand Braudel Begins the Historical Study of
Oceans, 431; New Directions in Philosophy and
Learning, 433; How Do We Know? Islamic
Influences on the European Renaissance, 435;
Disasters of the Fourteenth Century: Famine,
20
SE = Student Edition TR = Teaching Resources
TECH = Technology
The World’s History (Spodek), 3rd edition © 2006
Correlated to:
Advanced Placement (AP) World History Course Descriptions
ADVANCED PLACEMENT (AP) WORLD
HISTORY COURSE DESCRIPTIONS
(Continued)
Restructuring of European economic, social and
political institutions
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
appropriate resource(s))
(Continued)
SE: Plague, and War, 436; Source: Giovanni
Boccaccio Describes the Plague, 437; Social
Unrest Follows the Plague, 437; The
Renaissance, 438; Developments in Technology,
440; The Church Revises its Economic Policies,
441; A New World, 442; Legacies To The Future:
What Difference Do They Make?, 447
TR/TECH: Primary Sources on CD-ROM; 13.1:
Oration of the Dignity of Man (1486); 13.2: The
Soul of Man (1474); 13.3: Castiglione’s Courtier:
Prosperity Makes a Gentleman; 14.1: Kilwa,
Mombasa, and the Portuguese: Realities of
Empire; 14.2: Vasco da Gama: Journey to India;
14.3: The Portuguese in Africa and India; Duarte
Barbosa; 14.4: “Cut off Their Ears, Hands and
Noses!”: Gaspar Correa; 14.5: Christopher
Columbus; 14.6: Bernal Diaz de Castillo; 14.7:
Bartolomé de Las Casas: Persecutor Turns
Protector; 14.8: The British Encounter Maoris: A
Sailor’s Impression; 14.9: The Prospects of
Christian Conversion: Saint Francis Xavier; 15.1:
The “Black Legend” of Spain: Bartolomé de Las
Casas; 15.2: “Our Kingdom Is Being Lost”:
Nzinga Mbemba; 15.3: Olaudah Equiano: The
Life of Olaudah Equiano; 15.4: Commerce,
Slavery and Religion in North America; 15.5:
Tomas Nelson, Slavery and the Slave Trade of
Brazil AP Correlation Guide: 64-70, 71-78, 79-93
The division of Christendom into eastern and
western Christian cultures
SE: Christianity Triumphant, 191; The Empire in
the East, 198; A Millennium of Byzantine
Strength, 200; The Decline and Dismemberment
of the Roman Empire, 194; Christianity in The
Wake Of Empire, 332; The Conversion of the
Barbarians, 333; The Church Divides into East
and West, 335; The Split between Rome and
Constantinople, 335; New Areas Adopt Orthodox
Christianity, 336; Christianity in Western
Europe, 336; The Pope Allies with the Franks,
338; Charlemagne Revives the Idea of Empire,
339; The Attempt at Empire Fails, 341; Early
Christianity: What Difference Does It Make?, 341
TR/TECH: Primary Sources on CD-ROM: 6.3:
Julian Imperator: The Ultimate Pagan; 6.4:
Bishop Synesius of Cyrene: A Lukewarm
Churchman; 6.5: Leo I: The Man Who Laid the
Foundations for the Medieval Papacy; 6.6: St.
Augustine of Hippo: The Just War; 6.7: Paulus
Orosius: History Against the Pagans; 6.8: St.
Benedict AP Correlation Guide: 39-44
21
SE = Student Edition TR = Teaching Resources
TECH = Technology
The World’s History (Spodek), 3rd edition © 2006
Correlated to:
Advanced Placement (AP) World History Course Descriptions
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
appropriate resource(s))
6. Social, cultural, economic and political patterns in the Amerindian world
ADVANCED PLACEMENT (AP) WORLD
HISTORY COURSE DESCRIPTIONS
Maya
SE: Maya 97, 98, 103, 103-106, 104, 108, 115,
396, 397; Great-Jaguar-Paw 106; Popul Vuh
105; writing 107; Maya Indians 859, 868
TR/TECH: AP Correlation Guide: 13-14
Aztec
SE: Aztecs 97, 103, 106, 108, 396, 452-454,
455, 486, 487
TR/TECH: AP Correlation Guide: 53-63
Inca
SE: Incas 55-56, 109, 110, 394-397, 454, 455,
486; drinking vessel 454
TR/TECH: AP Correlation Guide: 53-63
7. Demographic and environmental changes
Impact of nomadic migrations on Afro-Eurasia
and the Americas
SE: Origins: Migration and Agriculture, 98;
Bantu 112-113; The Barbarians and The Fall Of
The Roman Empire, 191; Invaders at the Gates,
191; How Do We Know? The "Barbarians":
Chinese Sources, 194; The Polynesians of the
South Pacific, 402-403; The Mongols, 414; Asian
Migrations, 1300-1301, 1750, 499; Migration
and Demography: What Difference Do They
Make?, 513
TR/TECH: Primary Sources on CD-ROM: 5.7:
Sidonius Appolinaris: Rome’s Decay, and a
Glimpse of the New Order; Primary Sources on
CD-ROM; 11.4: The Mongol Khan’s Ultimatum to
the Nations of Europe; 11.5: William of Rubruck:
Impressions of the Medieval Mongols; 11.6: The
Book of Ser Marco Polo AP Correlation Guide:
20-24, 53-63
Consequences of plague pandemics in the
fourteenth century
SE: Plague, 388, 419-420, 420, 428, 436438, 487, 508
TR/TECH: AP Correlation Guide: 62
Growth and role of cities (e.g., the expansion of
urban commercial centers in Song China and in
the Aztec Empire
SE: City and State under the Shang and Zhou,
94; The Urban Explosion: Teotihuacan, 101; The
Great City of Tikal, 103; Urbanization in South
America, 106; Urbanization in the Andes
Mountains, 109; The First Cities: What
Difference Do They Make?, 115; Turning Point:
From City-State To Empire, 118; The Greek
City-States, 139; The Greek Polis: Image and
22
SE = Student Edition TR = Teaching Resources
TECH = Technology
The World’s History (Spodek), 3rd edition © 2006
Correlated to:
Advanced Placement (AP) World History Course Descriptions
ADVANCED PLACEMENT (AP) WORLD
HISTORY COURSE DESCRIPTIONS
(Continued)
Growth and role of cities (e.g., the expansion of
urban commercial centers in Song China and in
the Aztec Empire
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
appropriate resource(s))
(Continued)
SE: Reality, 141; Athens: from City-State to
Mini-Empire, 147; The Limits of City-State
Democracy, 150; Building Cities, 184
TR/TECH: Primary Sources on CD-ROM: 2.8:
Shi Huang Ti of Qin: A Study in Absolutism; 9.1:
The Tang Dynasty (681-907): The Art of
Government; 9.2: Sung (Song) China: Imperial
Examination System AP Correlation Guide: 2528, 53-63
8. Diverse interpretations
What are the issues involved in using cultural
areas rather than states as units of analysis?
SE: Turning Point: The Agricultural Village, 36;
From City-State to Empire, 118; Politics and
Religion, 264; also see: Humans Create Culture,
20; Biological Evolution and Cultural Creativity,
20; Language and Communication, 29; Cave Art
and Portable Art, 29
TR/TECH: AP Correlation Guide: 1, 33, 85, 141
What are the sources of change: nomadic
migrations versus urban growth?
SE: City and State under the Shang and Zhou,
94; The Urban Explosion: Teotihuacan, 101; The
Great City of Tikal, 103; Urbanization in South
America, 106; Urbanization in the Andes
Mountains, 109; Origins: Migration and
Agriculture, 98; Bantu 112-113; The First Cities:
What Difference Do They Make?, 115; Turning
Point: From City-State To Empire, 118; The
Greek City-States, 139; The Greek Polis: Image
and Reality, 141; Athens: from City-State to
Mini-Empire, 147; The Limits of City-State
Democracy, 150; Building Cities, 184; The
Barbarians and The Fall Of The Roman Empire,
191; Invaders at the Gates, 191; How Do We
Know? The "Barbarians": Chinese Sources, 194;
The Polynesians of the South Pacific, 402-403;
The Mongols, 414; Asian Migrations, 1300-1301,
1750, 499; Migration and Demography: What
Difference Do They Make?, 513
TR/TECH: Primary Sources on CD-ROM: 5.7:
Sidonius Appolinaris: Rome’s Decay, and a
Glimpse of the New Order; Primary Sources on
CD-ROM; 11.4: The Mongol Khan’s Ultimatum to
the Nations of Europe; 11.5: William of Rubruck:
Impressions of the Medieval Mongols; 11.6: The
Book of Ser Marco Polo AP Correlation Guide:
20-24, 53-63
23
SE = Student Edition TR = Teaching Resources
TECH = Technology
The World’s History (Spodek), 3rd edition © 2006
Correlated to:
Advanced Placement (AP) World History Course Descriptions
ADVANCED PLACEMENT (AP) WORLD
HISTORY COURSE DESCRIPTIONS
Was there a world economic network in this
period?
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
appropriate resource(s))
SE: Sea Trade and Cultural Influence: From
Rome to Southeast Asia, 257; International
Relations, 260; Arrival in China: The Silk Route,
293; Turning Point: Religion To Trade, 385;
World Trade: An Historical Analysis, 391; Trade
Networks, 393; Trade in The Americas Before
1500, 394; Trade in the Inca Empire, 394; Trade
in Central America and Mexico, 396; Trade in
Sub-Saharan Africa, 397; Muslim and Jewish
Traders, 400; Jewish Traders, 400; Muslim
Traders, 401; Asia's Complex Trade Patterns,
402; Malay Sailors in the South China Sea and
the Indian Ocean, 403; Sailors and Merchants of
the Indian Ocean, 404; International Trade,
408; The "Pax Mongolica", 414; Plague and the
Trade Routes, 419
TR/TECH: Primary Sources on CD-ROM; 11.1:
Mansa Musa: The King Who Sits on a Mountain
of Gold; 11.2: The Cities of the Zanj and the
Indian Ocean Trade; 11.3: Ibn Battuta in Mali;
11.4: The Mongol Khan’s Ultimatum to the
Nations of Europe; 11.5: William of Rubruck:
Impressions of the Medieval Mongols; 11.6: The
Book of Ser Marco Polo; 11.7: John Pian del
Carpini, the Tartars; 11.8: Kuyul Khan: Letter to
Pope Innocent IV; 14.1: Kilwa, Mombasa, and
the Portuguese: Realities of Empire; 14.3: The
Portuguese in Africa and India; Duarte Barbosa
AP Correlation Guide: 52-63
Were there common patterns in the new
opportunities available to and constraints on
elite women in this period?
SE: Source: Treatises about Women in Han
Society, 216; Source: The Transience of Life: A
Woman's Perspective from the Tang Dynasty,
295; also see: Women: and Christianity, 191,
327-328; India, 244, 248, 281; and Islam 352353; and Judaism 317
TR/TECH: Primary Sources on CD-ROM; 12.3:
Women in Ottoman Society: Oigier de Busbecq
24
SE = Student Edition TR = Teaching Resources
TECH = Technology
The World’s History (Spodek), 3rd edition © 2006
Correlated to:
Advanced Placement (AP) World History Course Descriptions
ADVANCED PLACEMENT (AP) WORLD
HISTORY COURSE DESCRIPTIONS
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
appropriate resource(s))
1450-1750
What students are expected to know:
Major Developments
1. Questions of periodization
Continuities and breaks, causes of changes
from the previous period and within this period
SE: Turning Point: Religion To Trade, 385; The
Movement of Goods and Peoples 1000-1776,
388-389; Establishing World Trade Routes 10001500, 391-420; Legacies To The Present: What
Difference Do They Make?, 421; Economic
Growth, Religion and Renaissance, Global
Connections, 425-446; Legacies To The Future:
What Difference Do They Make?, 447; The
Unification Of World Trade 1500-1776, 451-480;
The Influence Of World Trade: What Difference
Does It Make?, 481; Migration 1300-1750, 485512; Migration and Demography: What
Difference Do They Make?, 513; Turning Point:
An Album Of Comparisons, 516; Social Change
1640-1914, 518-533
TR/TECH: Primary Sources on CD-ROM; 13.1:
Oration of the Dignity of Man (1486); 13.2: The
Soul of Man (1474); 13.3: Castiglione’s Courtier:
Prosperity Makes a Gentleman; 14.1: Kilwa,
Mombasa, and the Portuguese: Realities of
Empire; 14.2: Vasco da Gama: Journey to India;
14.3: The Portuguese in Africa and India; Duarte
Barbosa; 14.4: “Cut off Their Ears, Hands and
Noses!”: Gaspar Correa; 14.5: Christopher
Columbus; 14.6: Bernal Diaz de Castillo; 14.7:
Bartolomé de Las Casas: Persecutor Turns
Protector; 14.8: The British Encounter Maoris: A
Sailor’s Impression; 14.9: The Prospects of
Christian Conversion: Saint Francis Xavier; 15.1:
The “Black Legend” of Spain: Bartolomé de Las
Casas; 15.2: “Our Kingdom Is Being Lost”:
Nzinga Mbemba; 15.3: Olaudah Equiano: The
Life of Olaudah Equiano; 15.4: Commerce,
Slavery and Religion in North America; 15.5:
Tomas Nelson, Slavery and the Slave Trade of
Brazil AP Correlation Guide: 64-84
25
SE = Student Edition TR = Teaching Resources
TECH = Technology
The World’s History (Spodek), 3rd edition © 2006
Correlated to:
Advanced Placement (AP) World History Course Descriptions
ADVANCED PLACEMENT (AP) WORLD
HISTORY COURSE DESCRIPTIONS
2. Changes in trade, technology, and global
interactions
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
appropriate resource(s))
SE: Major Discoveries and Inventions - 16401830, 568; also see: Turning Point: Religion To
Trade, 385; World Trade: An Historical Analysis,
391; Trade Networks, 393; Trade in The
Americas Before 1500, 394; Trade in the Inca
Empire, 394; Trade in Central America and
Mexico, 396; Trade in Sub-Saharan Africa, 397;
West Africa, 397; East Africa, 399; Muslim and
Jewish Traders, 400; Jewish Traders, 400;
Muslim Traders, 401; International Trade, 408;
Plague and the Trade Routes, 419; Economic
Growth, Religion and Renaissance, Global
Connections, 425; The Decline Of Trade in The
Mediterranean, 426; Trade and Social Change in
Europe, 430; Economic and Social Conflict within
the City, 430; New Directions in Philosophy and
Learning, 433; A New World, 442; New
Philosophies for New Trade Patterns, 451; The
Expansion Of Europe and The Birth Of
Capitalism, 451; The Empires Of Spain and
Portugal, 452; Spain's New World Conquests,
452; Portugal's Empire, 458; Portugal in Africa,
459; Portugal in Brazil, 460; Portugal in the
Indian Ocean, 461; Evaluating the Spanish and
Portuguese Empires, 461; Trade and Religion in
Western Europe: The Protestant Reformation
and The Catholic Reformation, 462; Instruments
of Trade and Colonization, 468; Diverse
Cultures, Diverse Trade Systems, 476; The
Influence Of World Trade: What Difference Does
It Make?, 481; Demographic Changes in a New
Global Ecumene, 485; The Columbian Exchanges
of Plants, Animals, and Disease, 487; Benefits of
the Columbian Exchanges, 487; Slavery:
Enforced Migration, 1500-1750, 494;
Reinterpreting the Slave Trade, 497; Global
Population Growth and Movement, 508;
Migration and Demography: What Difference Do
They Make?, 513; Turning Point: An Album Of
Comparisons, 516; Intellectual Revolutions in
Science and Philosophy, 526; A Global Process,
561; The Industrial Revolution: What Was Its
Significance?, 561
26
SE = Student Edition TR = Teaching Resources
TECH = Technology
The World’s History (Spodek), 3rd edition © 2006
Correlated to:
Advanced Placement (AP) World History Course Descriptions
ADVANCED PLACEMENT (AP) WORLD
HISTORY COURSE DESCRIPTIONS
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
appropriate resource(s))
TR/TECH: Primary Sources on CD-ROM; 13.1:
Oration of the Dignity of Man (1486); 13.2: The
Soul of Man (1474); 13.3: Castiglione’s Courtier:
Prosperity Makes a Gentleman; 14.1: Kilwa,
Mombasa, and the Portuguese: Realities of
Empire; 14.2: Vasco da Gama: Journey to India;
14.3: The Portuguese in Africa and India; Duarte
Barbosa; 14.4: “Cut off Their Ears, Hands and
Noses!”: Gaspar Correa; 14.5: Christopher
Columbus; 14.6: Bernal Diaz de Castillo; 14.7:
Bartolomé de Las Casas: Persecutor Turns
Protector; 14.8: The British Encounter Maoris: A
Sailor’s Impression; 14.9: The Prospects of
Christian Conversion: Saint Francis Xavier; 15.1:
The “Black Legend” of Spain: Bartolomé de Las
Casas; 15.2: “Our Kingdom Is Being Lost”:
Nzinga Mbemba; 15.3: Olaudah Equiano: The
Life of Olaudah Equiano; 15.4: Commerce,
Slavery and Religion in North America; 15.5:
Tomas Nelson, Slavery and the Slave Trade of
Brazil AP Correlation Guide: 64-84
3. Knowledge of major empires and other political units and social systems
Ottoman, China, Portugal, Spain, Russia,
France, England, Tokugawa, Mughal,
characteristics of African empires in general but
knowing one (Kongo, Benin, Oyo, or Songhay)
as illustrative
SE: The Mongols, 414; How Do We Know? The
Mongol Empire, 415; The End of the Mongol
Empire, 419; The Expansion Of Europe and The
Birth Of Capitalism, 451; The Empires Of Spain
and Portugal, 452; Portugal's Empire, 458;
Portugal in Africa, 459; Portugal in Brazil, 460;
Portugal in the Indian Ocean, 461; Evaluating
the Spanish and Portuguese Empires, 461;
Russia's Empire Under Peter The Great, 473;
Ottomans and Mughals, 476; Ming and Qing
Dynasties in China, 477; Tokugawa Japan, 480;
The Ottoman Empire, 1300-1700, 500; India:
The Mughal Empire, 1526-1707, 502; Akbar,
Emperor of India, 502; Safavid Persia, 14001700, 505; China: The Ming and Manchu
Dynasties, 1368-1750, 507
TR/TECH: Primary Sources on CD-ROM; 11.4:
The Mongol Khan’s Ultimatum to the Nations of
Europe; 11.5: William of Rubruck: Impressions
of the Medieval Mongols; 11.6: The Book of Ser
Marco Polo; 13.1: Oration of the Dignity of Man
(1486); 13.2: The Soul of Man (1474); 13.3:
Castiglione’s Courtier: Prosperity Makes a
Gentleman; 14.1: Kilwa, Mombasa, and the
Portuguese: Realities of Empire; 14.2: Vasco da
Gama: Journey to India; 14.3: The Portuguese
in Africa and India; Duarte Barbosa; 14.4: “Cut
off Their Ears, Hands and Noses!”: Gaspar
27
SE = Student Edition TR = Teaching Resources
TECH = Technology
The World’s History (Spodek), 3rd edition © 2006
Correlated to:
Advanced Placement (AP) World History Course Descriptions
ADVANCED PLACEMENT (AP) WORLD
HISTORY COURSE DESCRIPTIONS
Gender and empire (including the role of
women in households and in politics)
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
appropriate resource(s))
(Continued)
TR/TECH: Correa; 14.5: Christopher Columbus;
14.6: Bernal Diaz de Castillo; 14.7: Bartolomé
de Las Casas: Persecutor Turns Protector; 14.8:
The British Encounter Maoris: A Sailor’s
Impression; 14.9: The Prospects of Christian
Conversion: Saint Francis Xavier; 15.1: The
“Black Legend” of Spain: Bartolomé de Las
Casas; 15.2: “Our Kingdom Is Being Lost”:
Nzinga Mbemba; 15.3: Olaudah Equiano: The
Life of Olaudah Equiano; 15.4: Commerce,
Slavery and Religion in North America; 15.5:
Tomas Nelson, Slavery and the Slave Trade of
Brazil AP Correlation Guide: 53-84
SE: Women: and colonialism 629-630, 666;
Germany 578, 669; and industrialization 576580, 593; Japan 638; suffrage 580, 581, 582,
638; and technology 650, 653
TR/TECH: Primary Sources on CD-ROM; 12.3:
Women in Ottoman Society: Oigier de Busbecq
4. Slave systems and slave trade
SE: Slavery/slave trade: 457, 459, 460, 461,
471, 486, 489, 494-497, 498-499, 505, 516517, 517, 567, 624-625; also see: Africa, 400,
412, 459, 460, 494-499, 516-517, 517, 618,
624-625, 627; Abbasid caliphate, 359; abolition,
522, 538, 548-550, 579, 586-587; Haitian slave
revolt, 522, 523, 547, 547-548,549, 550, 557
TR/TECH: Primary Sources on CD-ROM; 15.4:
Commerce, Slavery and Religion in North
America; 15.5: Tomas Nelson, Slavery and the
Slave Trade of Brazil AP Correlation Guide: 6470
5. Demographic and environmental changes:
diseases, animals, new crops, and comparative
population trends
SE: Plague and the Trade Routes, 419; Disasters
of the Fourteenth Century: Famine, Plague, and
War, 436; Demographic Changes in a New
Global Ecumene, 485; The "New Europes", 486;
The Columbian Exchanges of Plants, Animals,
and Disease, 487; The Devastation of the
Amerindian Population, 487; Benefits of the
Columbian Exchanges, 487; Slavery: Enforced
Migration, 1500-1750, 494; Reinterpreting the
Slave Trade, 497; How Do We Know? How Many
Slaves?, 498; Asian Migrations, 1300-1 750,
499; Global Population Growth and Movement,
508; Cities and Demographics, 508; Migration
and Demography: What Difference Do They
Make?, 513; Haiti: Slave Revolution and The
28
SE = Student Edition TR = Teaching Resources
TECH = Technology
The World’s History (Spodek), 3rd edition © 2006
Correlated to:
Advanced Placement (AP) World History Course Descriptions
ADVANCED PLACEMENT (AP) WORLD
HISTORY COURSE DESCRIPTIONS
(Continued)
5. Demographic and environmental changes:
diseases, animals, new crops, and comparative
population trends
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
appropriate resource(s))
(Continued)
SE: Overthrow Of Colonialism, 1791-1804, 547;
The Abolition Of Slavery and The Slave Trade,
548
TR/TECH: Primary Sources on CD-ROM; 14.3:
The Portuguese in Africa and India; Duarte
Barbosa; 14.4: “Cut off Their Ears, Hands and
Noses!”: Gaspar Correa; 14.5: Christopher
Columbus; 14.6: Bernal Diaz de Castillo; 14.7:
Bartolomé de Las Casas: Persecutor Turns
Protector; 15.1: The “Black Legend” of Spain:
Bartolomé de Las Casas; 15.2: “Our Kingdom Is
Being Lost”: Nzinga Mbemba; 15.3: Olaudah
Equiano: The Life of Olaudah Equiano; 15.4:
Commerce, Slavery and Religion in North
America; 15.5: Tomas Nelson, Slavery and the
Slave Trade of Brazil AP Correlation Guide: 5384
6. Cultural and intellectual developments
Scientific Revolution and the enlightenment
SE: The Birth of Human Rights in the Age of
Enlightenment, 521; Human Rights in The Age
Of Enlightenment, 523; Hobbes and the "State
of Nature", 524; Intellectual Revolutions in
Science and Philosophy, 526; England's Glorious
Revolution, 1688, 531; Source: Universal
Suffrage vs. Property Rights, 532; The Bill of
Rights, 1689, 532; The Reality of Government
by Male Property Owners, 533; Political
Revolutions: What Difference Do They Make?,
556
TR/TECH: Primary Sources on CD-ROM; 17.1:
Nicolaus Copernicus: The Heliocentric
Statement; 17.2: René Descartes: Discourse on
Method; 17.3: William Harvey: On the
Circulation of the Blood; 17.4: Isaac Newton;
17.5: Francis Bacon; 17.6: Voltaire: On
Universal Toleration; 17.7: Cesare Beccaria: On
Crimes and Punishments; 17.8: Adam Smith: An
Inquiry into the Nature and Causes of the
Wealth of Nations; 17.9: Immanuel Kant: What
Is Enlightenment?; 18.1: Thomas Hobbes:
Leviathan; 18.2: Jean Domat: The Ideal
Absolute State; 18.3: Pierre Jurieu: The Sighs of
Enslaved France; 18.4: Declaration of
Independence: Revolutionary Declarations;
18.5: The Abbé Sieyés: What Is the Third
Estate?; 18.6: The Tennis Court Oath; 18.7:
Declaration of the Rights of Man and Citizen;
18.8: Edmund Burke: Reflections on the
29
SE = Student Edition TR = Teaching Resources
TECH = Technology
The World’s History (Spodek), 3rd edition © 2006
Correlated to:
Advanced Placement (AP) World History Course Descriptions
ADVANCED PLACEMENT (AP) WORLD
HISTORY COURSE DESCRIPTIONS
Comparative global causes and impacts of
cultural change (e.g., African contributions to
cultures in the Americas)
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
appropriate resource(s))
(Continued)
TR/TECH: Revolution in France AP Correlation
Guide: 85-93
SE: Turning Point: Religion To Trade, 385-386;
Channels of Communication: The Exchange of
Commodities, Diseases, and Culture, 388-389;
Legacies To The Present: What Difference Do
They Make?, 421; Economic Growth, Religion
and Renaissance, Global Connections, 425;
Trade and Social Change in Europe, 430; The
Renaissance, 438; Source: The Journal of
Columbus' First Voyage to the Americas, 446;
Legacies To The Future: What Difference Do
They Make?, 447; The Empires Of Spain and
Portugal, 452; Evaluating the Spanish and
Portuguese Empires, 461; Trade and Religion in
Western Europe: The Protestant Reformation
and The Catholic Reformation, 462; Instruments
of Trade and Colonization, 468; Diverse
Cultures, Diverse Trade Systems, 476; The
Influence Of World Trade: What Difference Does
It Make?, 481; The Columbian Exchanges of
Plants, Animals, and Disease, 487; Benefits of
the Columbian Exchanges, 487; Global
Population Growth and Movement, 508;
Migration and Demography: What Difference Do
They Make?, 513; Turning Point: An Album Of
Comparisons, 516
TR/TECH: Primary Sources on CD-ROM; 14.3:
The Portuguese in Africa and India; Duarte
Barbosa; 14.4: “Cut off Their Ears, Hands and
Noses!”: Gaspar Correa; 14.5: Christopher
Columbus; 14.6: Bernal Diaz de Castillo; 14.7:
Bartolomé de Las Casas: Persecutor Turns
Protector; 15.1: The “Black Legend” of Spain:
Bartolomé de Las Casas; 15.2: “Our Kingdom Is
Being Lost”: Nzinga Mbemba; 15.3: Olaudah
Equiano: The Life of Olaudah Equiano; 15.4:
Commerce, Slavery and Religion in North
America; 15.5: Tomas Nelson, Slavery and the
Slave Trade of Brazil AP Correlation Guide: 5384
Major developments and exchanges in the arts
(e.g., Mughal)
SE: The Renaissance, New Artistic Styles, 438;
Diverse Cultures, Diverse Trade Systems, 476;
Ottomans and Mughals, 476; India: The Mughal
Empire, 1526-1707, 502
TR/TECH: AP Correlation Guide: 73
30
SE = Student Edition TR = Teaching Resources
TECH = Technology
The World’s History (Spodek), 3rd edition © 2006
Correlated to:
Advanced Placement (AP) World History Course Descriptions
ADVANCED PLACEMENT (AP) WORLD
HISTORY COURSE DESCRIPTIONS
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
appropriate resource(s))
7. Diverse interpretations
What are the debates about the timing and
extent of European predominance in the world
economy?
SE: The Geography and Philosophies of Early
Economic Systems, 391; Legacies To The
Present: What Difference Do They Make?, 421;
Economic Growth, Religion and Renaissance,
Global Connections, 425; Legacies To The
Future: What Difference Do They Make?, 447;
The Influence Of World Trade: What Difference
Does It Make?, 481; Migration and Demography:
What Difference Do They Make?, 513
TR/TECH: Primary Sources on CD-ROM; 14.3:
The Portuguese in Africa and India; Duarte
Barbosa; 14.4: “Cut off Their Ears, Hands and
Noses!”: Gaspar Correa; 14.5: Christopher
Columbus; 14.6: Bernal Diaz de Castillo; 14.7:
Bartolomé de Las Casas: Persecutor Turns
Protector; 15.1: The “Black Legend” of Spain:
Bartolomé de Las Casas; 15.2: “Our Kingdom Is
Being Lost”: Nzinga Mbemba; 15.3: Olaudah
Equiano: The Life of Olaudah Equiano; 15.4:
Commerce, Slavery and Religion in North
America; 15.5: Tomas Nelson, Slavery and the
Slave Trade of Brazil AP Correlation Guide: 5384
How does the world economic system of this
period compare with the world economic
network of the previous period?
SE: Turning Point: Religion To Trade, 385-386;
Channels of Communication: The Exchange of
Commodities, Diseases, and Culture, 388-389;
also see: Sea Trade and Cultural Influence:
From Rome to Southeast Asia, 257;
International Relations, 260; Arrival in China:
The Silk Route, 293; Turning Point: Religion To
Trade, 385; World Trade: An Historical Analysis,
391; Trade Networks, 393; Trade in The
Americas Before 1500, 394; Trade in the Inca
Empire, 394; Trade in Central America and
Mexico, 396; Trade in Sub-Saharan Africa, 397;
Muslim and Jewish Traders, 400; Muslim
Traders, 401; Asia's Complex Trade Patterns,
402; International Trade, 408
TR/TECH: Primary Sources on CD-ROM; 11.2:
The Cities of the Zanj and the Indian Ocean
Trade; 11.3: Ibn Battuta in Mali; 11.6: The Book
of Ser Marco Polo; 11.8: Kuyul Khan: Letter to
Pope Innocent IV; 14.3: The Portuguese in
Africa and India; Duarte Barbosa; 14.4: “Cut off
Their Ears, Hands and Noses!”: Gaspar Correa;
14.5: Christopher Columbus; 14.6: Bernal Diaz
de Castillo; 14.7: Bartolomé de Las Casas:
Persecutor Turns Protector; 15.1: The “Black
31
SE = Student Edition TR = Teaching Resources
TECH = Technology
The World’s History (Spodek), 3rd edition © 2006
Correlated to:
Advanced Placement (AP) World History Course Descriptions
ADVANCED PLACEMENT (AP) WORLD
HISTORY COURSE DESCRIPTIONS
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
appropriate resource(s))
(Continued)
TR/TECH: Legend” of Spain: Bartolomé de Las
Casas; 15.2: “Our Kingdom Is Being Lost”:
Nzinga Mbemba; 15.3: Olaudah Equiano: The
Life of Olaudah Equiano; 15.4: Commerce,
Slavery and Religion in North America; 15.5:
Tomas Nelson, Slavery and the Slave Trade of
Brazil AP Correlation Guide: 53-84
1750-1914
What students are expected to know:
Major Developments
1. Questions of periodization
Continuities and breaks, causes of changes
from the previous period and within this period
SE: Turning Point: An Album Of Comparisons,
516; Social Change 1640-1914, 518-555;
Political Revolutions: What Difference Do They
Make?, 556; The Industrial Revolution: What
Was Its Significance?, 561; Social Changes: The
Conditions Of Working People, 574;
Demographic Causes and Effects of the
Industrial Revolution, 574; The Industrial
Revolution: What Difference Does It Make?,
593; Competition among Industrial Powers, 597;
Nationalism, 597; European Explorers and the
Scramble for Africa, 625; Labor Issues: Coercion
and Unionization, 628; Anti-Colonial Revolts,
1857-1914, 630; Nationalism and Imperialism:
What Difference Do They Make?, 639; Turning
Point: The Olympics and International Politics,
644
TR/TECH: AP Correlation Guide: 85-102
2. Changes in global commerce, communications, and technology
Changes in patterns of world trade
SE: The Industrial Revolution: What Was Its
Significance?, 561; Capital Goods: Iron, Steam
Engines, Railways, and Steamships, 567; New
Products and New Nations, 571; Warfare and
Industrialization, 572; The Effects of the Second
Industrial Revolution Worldwide, 573;
Demographic Causes and Effects of the
Industrial Revolution, 574; The Industrial
Revolution: What Difference Does It Make?,
593; European Explorers and the Scramble for
Africa, 625; How Do We Know? Why did
Europeans Colonize the World?, 626; War,
Colonialism, and Equality in the Family of
32
SE = Student Edition TR = Teaching Resources
TECH = Technology
The World’s History (Spodek), 3rd edition © 2006
Correlated to:
Advanced Placement (AP) World History Course Descriptions
ADVANCED PLACEMENT (AP) WORLD
HISTORY COURSE DESCRIPTIONS
(Continued)
Changes in patterns of world trade
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
appropriate resource(s))
(Continued)
SE: Nations, 638; Nationalism and Imperialism:
What Difference Do They Make?, 639
TR/TECH: Primary Sources on CD-ROM; 19.2:
Women Miners in the English Coal Pits; 19.3:
Sadler Report: Child Labor; 19.4: Andrew Ure: A
Defense of the Factory System; 19.5: The
Chartist Demands; 19.6: Luddism: An Assault on
Technology; 19.7: Robert Owen: Utopian
Socialism; 19.8: Karl Marx and Friedrich Engels
AP Correlation Guide: 94-101
Industrial Revolution (transformative effects on
and differential timing in different societies;
mutual relation of industrial and scientific
developments; commonalities)
SE: The Industrial Revolution 1700-1914: A
Global Process, 561; Britain, 1700-1860, 563; A
Revolution in Agriculture, 563; A Revolution in
Textile Manufacture, 565; Capital Goods: Iron,
Steam Engines, Railways, and Steamships, 567;
How Do We Know? Why Did the Industrial
Revolution Begin in Britain?, 569; Source:
Conflicting Images of Early Industrial Life: The
English Romantic Poets, 570; The Second Stage
Of Industrialization, 1860-1914, 571; Warfare
and Industrialization, 572; The Effects of the
Second Industrial Revolution Worldwide, 573;
Demographic Causes and Effects of the
Industrial Revolution, 574; Winners and Losers
in the Industrial Revolution, 575; Gender
Relationships and the Industrial Revolution, 576;
Political Reaction in Britain and Europe, 18001914, 579; Labor Organization, 581; The United
States, 1870-1914, 584; France, 1870-1914,
585; Labor in the Non-industrialized World, 586;
Source: Tariffs, Wealth, and Poverty: Reflections
on America and India by Pandita Ramabai, 587;
New Patterns Of Urban Life, 588; How Do We
Know? Quantifying the Conditions of Industrial
Urbanization, 591; Urban Planning: The Middle
Ground of Optimists and Pessimists, 592; The
Industrial Revolution: What Difference Does It
Make?, 593
TR/TECH: Primary Sources on CD-ROM; 19.2:
Women Miners in the English Coal Pits; 19.3:
Sadler Report: Child Labor; 19.4: Andrew Ure: A
Defense of the Factory System; 19.5: The
Chartist Demands; 19.6: Luddism: An Assault on
Technology; 19.7: Robert Owen: Utopian
Socialism; 19.8: Karl Marx and Friedrich Engels
AP Correlation Guide: 94-101
33
SE = Student Edition TR = Teaching Resources
TECH = Technology
The World’s History (Spodek), 3rd edition © 2006
Correlated to:
Advanced Placement (AP) World History Course Descriptions
ADVANCED PLACEMENT (AP) WORLD
HISTORY COURSE DESCRIPTIONS
3. Demographic and environmental changes
(migrations, end of the Atlantic slave trade, new
birthrate patterns; food supply)
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
appropriate resource(s))
SE: A Revolution in Agriculture, 563; A
Revolution in Textile Manufacture, 565; Capital
Goods: Iron, Steam Engines, Railways, and
Steamships, 567; How Do We Know? Why Did
the Industrial Revolution Begin in Britain?, 569;
The Second Stage Of Industrialization, 18601914, 571; The Effects of the Second Industrial
Revolution Worldwide, 573; Demographic
Causes and Effects of the Industrial Revolution,
574; Winners and Losers in the Industrial
Revolution, 575; Gender Relationships and the
Industrial Revolution, 576; Labor in the Nonindustrialized World, 586; Source: Tariffs,
Wealth, and Poverty: Reflections on America and
India by Pandita Ramabai, 587; New Patterns Of
Urban Life, 588; How Do We Know? Quantifying
the Conditions of Industrial Urbanization, 591;
The Industrial Revolution: What Difference Does
It Make?, 593
TR/TECH: Primary Sources on CD-ROM; 19.2:
Women Miners in the English Coal Pits; 19.3:
Sadler Report: Child Labor; 19.4: Andrew Ure: A
Defense of the Factory System; 19.5: The
Chartist Demands; 19.6: Luddism: An Assault on
Technology; 22.2: Slaughter on the Somme AP
Correlation Guide: 94-101, 110-117
4. Changes in social and gender structure
(Industrial Revolution; commercial and
demographic developments; emancipation of
serfs/slaves; and tension between work patterns
and ideas about gender)
SE: The Birth of Human Rights in the Age of
Enlightenment, 521; Political Revolution, 521;
Human Rights in The Age Of Enlightenment,
523; Source: Universal Suffrage vs. Property
Rights, 532; The Bill of Rights, 1689, 532; The
Reality of Government by Male Property Owners,
533; The Constitution and the Bill of Rights,
1789, 537; The Revolt of the Poor, 541; Source:
Olympe de Gouges, "The Rights of Women",
543; Haiti: Slave Revolution and The Overthrow
Of Colonialism, 1791-1804, 547; The Slave
Revolt, 548; The Anti-imperial Revolt, 548; The
Abolition Of Slavery and The Slave Trade, 548;
How Do We Know? Abolition: Historians Debate
the Causes, 549; The End Of Colonialism in Latin
America: Independence and Disillusionment,
1810-30, 550; Religious and Economic Issues,
555; Political Revolutions: What Difference Do
They Make?, 556; Source: Conflicting Images of
Early Industrial Life: The English Romantic
Poets, 570; Demographic Causes and Effects of
the Industrial Revolution, 574; Winners and
Losers in the Industrial Revolution, 575; Gender
Relationships and the Industrial Revolution, 576;
34
SE = Student Edition TR = Teaching Resources
TECH = Technology
The World’s History (Spodek), 3rd edition © 2006
Correlated to:
Advanced Placement (AP) World History Course Descriptions
ADVANCED PLACEMENT (AP) WORLD
HISTORY COURSE DESCRIPTIONS
(Continued)
4. Changes in social and gender structure
(Industrial Revolution; commercial and
demographic developments; emancipation of
serfs/slaves; and tension between work patterns
and ideas about gender)
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
appropriate resource(s))
(Continued)
SE: Labor Organization, 581; Karl Marx and
Theories of Worker Revolution, 581; New
Patterns Of Urban Life, 588; Labor Issues:
Coercion and Unionization, 628
TR/TECH: Primary Sources on CD-ROM; 19.2:
Women Miners in the English Coal Pits; 19.3:
Sadler Report: Child Labor; 19.4: Andrew Ure: A
Defense of the Factory System; 19.7: Robert
Owen: Utopian Socialism AP Correlation Guide:
94-101
5. Political revolutions and independence movements; new political ideas
Latin American independence movements
SE: The End Of Colonialism in Latin America:
Independence and Disillusionment, 1810-30,
550; After Independence, 551; Simon Bolivar
and the Challenge of Unification, 551; Mexico,
553; Brazil, 553; Paraguay: The New
Historiography, 554; Religious and Economic
Issues, 555; Source: An Epic Verse History of
Latin America, 555; Political Revolutions: What
Difference Do They Make?, 556
TR/TECH: AP Correlation Guide: 86-93
Revolutions (United States, France, Haiti,
Mexico, China)
SE: Western Revolutions and their Influence,
518; Political Revolution, 521; Revolution in
North America, 1776, 536; The Constitution and
the Bill of Rights, 1789, 537; The First Antiimperial Revolution, 538; The French Revolution
and Napoleon, 1789-1812, 539; The Origins of
Revolution, 540; The Revolt of the Poor, 541;
International War, The "Second" Revolution, and
the Terror, 1791-99, 542; How Do We Know?
The Historiography of the French Revolution,
544; Haiti: Slave Revolution and The Overthrow
Of Colonialism, 1791-1804, 547; The Slave
Revolt, 548; How Do We Know? Abolition:
Historians Debate the Causes, 549; The End Of
Colonialism in Latin America: Independence and
Disillusionment, 1810-30, 550; Independence
Movements, 550; After Independence, 551;
Brazil, 553; Paraguay: The New Historiography,
554; Political Revolutions: What Difference Do
They Make?, 556
35
SE = Student Edition TR = Teaching Resources
TECH = Technology
The World’s History (Spodek), 3rd edition © 2006
Correlated to:
Advanced Placement (AP) World History Course Descriptions
ADVANCED PLACEMENT (AP) WORLD
HISTORY COURSE DESCRIPTIONS
Rise of nationalism, nation-states, and
movements of political reform
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
appropriate resource(s))
TR/TECH: Primary Sources on CD-ROM; 18.3:
Pierre Jurieu: The Sighs of Enslaved France;
18.4: Declaration of Independence:
Revolutionary Declarations; 18.5: The Abbé
Sieyés: What Is the Third Estate?; 18.7:
Declaration of the Rights of Man and Citizen;
18.8: Edmund Burke: Reflections on the
Revolution in France AP Correlation Guide: 8693
SE: Nationalism, Imperialism, and Resistance
1650-1914: Competition among Industrial
Powers, 597; The Periphery of Western Europe,
599; Italy and Germany, 600; How Do We
Know? What is Nationalism?, 603; The Rise of
Zionism in Europe, 604; The Ottoman Empire:
The "Sick Man of Europe," 1829-76, 608;
Southeast Asia and Indonesia, 1795-1880, 609;
India, 1858-1914, 610; China, 1800-1914, 613;
The Opium Wars, 1839-42 and 1856-60, 614;
Africa, 1652-1912, 617; South Africa, 16521910, 618; Egypt, 1798-1882, 620; Algeria,
1830-71, 621; Islamic Religious Revival, 622; A
Western Orientation in West Africa, 624;
European Explorers and the Scramble for Africa,
625; How Do We Know? Why did Europeans
Colonize the World?, 626; Gender Relationships
in Colonization, 629; Anti-Colonial Revolts,
1857-1914, 630; Japan: From Isolation To
Equality, 1867-1914, 631; The End of the
Shogunate, 632; Restructuring Government,
634; Cultural and Educational Change, 636;
War, Colonialism, and Equality in the Family of
Nations, 638; Nationalism and Imperialism:
What Difference Do They Make?, 639
TR/TECH: Primary Sources on CD-ROM; 20.1:
Program of the Serb Society of National
Defense; 20.2: Irish National Identity and
Destiny: Three Views; 20.3: Fustel de
Coulanges: What Is a Nation? A reply to Mr.
Mommsen, Professor in Berlin; 20.4: Lord
William Bentinck: Comments on Ritual Murder
and the Limits of Religious Toleration; 20.5: The
Scramble for Africa; 20.6: Rudyard Kipling;
20.7: Francisco García Calderón: The North
American Peril; 21.1: Lin Tse-hsu [Lin Zexu]:
Letter of Moral Admonition to Queen Victoria;
21.2: Wei Yuan: Use the Barbarians to Fight the
Barbarians; 21.3: Feng Guifen: Why Are
Western Nations Small and Yet Strong?; 21.4:
The Treaty of Nanking: Treaty of Peace,
36
SE = Student Edition TR = Teaching Resources
TECH = Technology
The World’s History (Spodek), 3rd edition © 2006
Correlated to:
Advanced Placement (AP) World History Course Descriptions
ADVANCED PLACEMENT (AP) WORLD
HISTORY COURSE DESCRIPTIONS
Overlaps between nations and empires
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
appropriate resource(s))
(Continued)
TR/TECH: Friendship, Commerce Indemnity,
etc., between Great Britain and China, 1842;
21.5: Long Yu: The Abdication Decree (1912);
21.6: Lafcadio Hern: Glimpse of Unfamiliar
Japan; 21.7: President Fillmore: Letter to the
Emperor of Japan; 21.8: Russo-Japanese War,
1904-05, Imperial Rescript AP Correlation
Guide: 102-109
SE: The Quest For Empire, 604; The Ottoman
Empire: The "Sick Man of Europe," 1829-76,
608; The Ottoman Empire: The "Sick Man of
Europe," 1829-76, 608; Southeast Asia and
Indonesia, 1795-1880, 609; India, 1858-1914,
610; Source: "The Attack of King Industry",
612; China, 1800-1914, 613; The Opium Wars,
1839-42 and 1856-60, 614; Africa, 1652-1912,
617; South Africa, 1652-1910, 618; Egypt,
1798-1882, 620; Algeria, 1830-71, 621; A
Western Orientation in West Africa, 624;
European Explorers and the Scramble for Africa,
625; How Do We Know? Why did Europeans
Colonize the World?, 626; Labor Issues:
Coercion and Unionization, 628; Gender
Relationships in Colonization, 629; War,
Colonialism, and Equality in the Family of
Nations, 638; Nationalism and Imperialism:
What Difference Do They Make?, 639
TR/TECH: Primary Sources on CD-ROM; 20.5:
The Scramble for Africa; 20.6: Rudyard Kipling;
20.7: Francisco García Calderón: The North
American Peril; 21.1: Lin Tse-hsu [Lin Zexu]:
Letter of Moral Admonition to Queen Victoria;
21.2: Wei Yuan: Use the Barbarians to Fight the
Barbarians; 21.3: Feng Guifen: Why Are
Western Nations Small and Yet Strong?; 21.4:
The Treaty of Nanking: Treaty of Peace,
Friendship, Commerce Indemnity, etc., between
Great Britain and China, 1842; 21.5: Long Yu:
The Abdication Decree (1912); 21.6: Lafcadio
Hern: Glimpse of Unfamiliar Japan; 21.7:
President Fillmore: Letter to the Emperor of
Japan; 21.8: Russo-Japanese War, 1904-05,
Imperial Rescript AP Correlation Guide: 102-109
37
SE = Student Edition TR = Teaching Resources
TECH = Technology
The World’s History (Spodek), 3rd edition © 2006
Correlated to:
Advanced Placement (AP) World History Course Descriptions
ADVANCED PLACEMENT (AP) WORLD
HISTORY COURSE DESCRIPTIONS
Rise of democracy and its limitations: reform;
women; racism
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
appropriate resource(s))
SE: The Reality of Government by Male Property
Owners, 533; The Revolt of the Poor, 541;
International War, The "Second" Revolution, and
the Terror, 1791-99, 542; Source: Olympe de
Gouges, "The Rights of Women", 543; The
Abolition Of Slavery and The Slave Trade, 548;
How Do We Know? Abolition: Historians Debate
the Causes, 549; Religious and Economic Issues,
555; Political Revolutions: What Difference Do
They Make?, 556; Labor Issues: Coercion and
Unionization, 628; Gender Relationships in
Colonization, 629; Cultural and Educational
Change, 636; War, Colonialism, and Equality in
the Family of Nations, 638
TR/TECH: Primary Sources on CD-ROM; 18.3:
Pierre Jurieu: The Sighs of Enslaved France;
18.4: Declaration of Independence:
Revolutionary Declarations; 18.5: The Abbé
Sieyés: What Is the Third Estate?; 18.7:
Declaration of the Rights of Man and Citizen;
18.8: Edmund Burke: Reflections on the
Revolution in France AP Correlation Guide: 8693
6. Rise of Western dominance (economic, political, social, cultural and artistic, patterns of
expansion; imperialism and colonialism) and different cultural and political reactions (reform;
resistance; rebellion; racism; nationalism)
Impact of changing European ideologies on
colonial administrations.
SE: The Quest For Empire, 604; The Ottoman
Empire: The "Sick Man of Europe," 1829-76,
608; The Ottoman Empire: The "Sick Man of
Europe," 1829-76, 608; Southeast Asia and
Indonesia, 1795-1880, 609; India, 1858-1914,
610; Source: "The Attack of King Industry",
612; China, 1800-1914, 613; The Opium Wars,
1839-42 and 1856-60, 614; Africa, 1652-1912,
617; South Africa, 1652-1910, 618; Egypt,
1798-1882, 620; Algeria, 1830-71, 621; A
Western Orientation in West Africa, 624;
European Explorers and the Scramble for Africa,
625; How Do We Know? Why did Europeans
Colonize the World?, 626; Labor Issues:
Coercion and Unionization, 628; Gender
Relationships in Colonization, 629; War,
Colonialism, and Equality in the Family of
Nations, 638; Nationalism and Imperialism:
What Difference Do They Make?, 639
38
SE = Student Edition TR = Teaching Resources
TECH = Technology
The World’s History (Spodek), 3rd edition © 2006
Correlated to:
Advanced Placement (AP) World History Course Descriptions
ADVANCED PLACEMENT (AP) WORLD
HISTORY COURSE DESCRIPTIONS
7. Patterns of cultural and artistic interactions
among societies in different parts of the world
(African and Asian influences on European art;
cultural policies of Meiji Japan)
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
appropriate resource(s))
TR/TECH: Primary Sources on CD-ROM; 20.5:
The Scramble for Africa; 20.6: Rudyard Kipling;
20.7: Francisco García Calderón: The North
American Peril; 21.1: Lin Tse-hsu [Lin Zexu]:
Letter of Moral Admonition to Queen Victoria;
21.2: Wei Yuan: Use the Barbarians to Fight the
Barbarians; 21.3: Feng Guifen: Why Are
Western Nations Small and Yet Strong?; 21.4:
The Treaty of Nanking: Treaty of Peace,
Friendship, Commerce Indemnity, etc., between
Great Britain and China, 1842; 21.5: Long Yu:
The Abdication Decree (1912); 21.6: Lafcadio
Hern: Glimpse of Unfamiliar Japan; 21.7:
President Fillmore: Letter to the Emperor of
Japan; 21.8: Russo-Japanese War, 1904-05,
Imperial Rescript AP Correlation Guide: 102-109
SE: Turning Point: An Album Of Comparisons,
516; Western Revolutions and their Influence,
518; Aloysius O’Kelly, African Musician, 623;
Christmas in India, a sketch by E. K. Johnson,
629; Cultural and Educational Change, 636;
Mitsui dry-goods store advertisement, 636; Meiji
classroom scene, c. 1900, 638
TR/TECH: Primary Sources on CD-ROM; 20.6:
Rudyard Kipling; 21.6: Lafcadio Hern: Glimpse
of Unfamiliar Japan
8. Diverse interpretations
What are the debates over the utility of
modernization theory as a framework for
interpreting events in this period and the next?
SE: Cultural and Educational Change, 636;
Turning Point: An Album Of Comparisons, 516;
The Birth of Human Rights in the Age of
Enlightenment, 521; Philosophical Rationales,
523; A Theory of Government by Property
Owners, 524; Intellectual Revolutions in Science
and Philosophy, 526; Source: Universal Suffrage
vs. Property Rights, 532; The Reality of
Government by Male Property Owners, 533; The
Philosophes and The Enlightenment in The
Eighteenth Century, 533; Source: Olympe de
Gouges, "The Rights of Women", 543; How Do
We Know? Abolition: Historians Debate the
Causes, 549; Political Revolutions: What
Difference Do They Make?, 556
TR/TECH: AP Correlation Guide: 85, 110
39
SE = Student Edition TR = Teaching Resources
TECH = Technology
The World’s History (Spodek), 3rd edition © 2006
Correlated to:
Advanced Placement (AP) World History Course Descriptions
ADVANCED PLACEMENT (AP) WORLD
HISTORY COURSE DESCRIPTIONS
What are the debates about the causes of serf
and slave emancipation in this period, and how
do these debates fit into broader comparisons of
labor systems?
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
appropriate resource(s))
SE: How Do We Know? Abolition: Historians
Debate the Causes, 549; Political Revolutions:
What Difference Do They Make?, 556
TR/TECH: Primary Sources on CD-ROM; 19.2:
Women Miners in the English Coal Pits; 19.3:
Sadler Report: Child Labor; 19.4: Andrew Ure: A
Defense of the Factory System; 19.7: Robert
Owen: Utopian Socialism AP Correlation Guide:
94-101
What are the debates over the nature of
women’s roles in this period, how do these
debates apply to industrialized areas, and how
do they apply in colonial societies?
SE: The Reality of Government by Male Property
Owners, 533; Source: Olympe de Gouges, "The
Rights of Women", 543; Gender Relationships
and the Industrial Revolution, 576
TR/TECH: Primary Sources on CD-ROM; 19.2:
Women Miners in the English Coal Pits
1914-Present
What students are expected to know:
Major Developments
1. Questions of periodization
Continuities and breaks, causes of changes
from the previous period within this period
SE: Turning Point: The Olympics and
International Politics, 644; Exploding
Technologies 1914-1991: Contested Visions of a
New International Order, 646-681; Methods Of
Production and Destruction: What Difference Do
They Make?, 682; World War Ii and The Cold
War 1937-1949: The World in Peril, 685-719;
Entering The Second Half Of The 20th Century:
What Difference Does It Make?, 720; Cold War
and New Nations 1945-1989: Remaking the
Post-World War II World, 725-762; Legacies Of
The Cold War, Decolonization, Economic and
Social Development: What Difference Do They
Make?, 763; China and India 1914-1991:
Postwar Developments, 767-797; Comparing
China and India: What Difference Does It Make?,
798; Turning Point: Into A New Century, 802;
New Public Identities 1979-present, 807-838;
Public Identities: What Difference Do They
Make?, 839; Regional Identities and The
Twenty-First Century, 843-881
TR/TECH: AP Correlation Guide: 85, 110
40
SE = Student Edition TR = Teaching Resources
TECH = Technology
The World’s History (Spodek), 3rd edition © 2006
Correlated to:
Advanced Placement (AP) World History Course Descriptions
ADVANCED PLACEMENT (AP) WORLD
HISTORY COURSE DESCRIPTIONS
2. The World Wars, the Holocaust, the Cold War,
nuclear weaponry, international organizations,
and their impact on the global framework
(globalization of diplomacy and conflict; global
balance of power; reduction of European
influence; the League of Nations, United Nations,
Non-Aligned Nations, etc.)
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
appropriate resource(s))
SE: World War I, 1914-18, 663; How Do We
Know? War Experiences Subvert Colonialism,
666; Post-war Expectations and Results, 667;
The Paris Peace Settlements, 1919, 669; The
League of Nations, 670; World War II and The
Cold War 1937-1949: The World in Peril, 685;
Portents Of Disaster, 685; The Contest Of The
"Isms": Fascism and Communism, 686; The
Descent Toward World War, 692; The Early Cost
of War Technology, 696; The War in Europe,
1939-45, 696; The War in the Pacific, 1937-42,
699; Assessing the Results of the War, 705;
Technology in the War, 705; Horrors of the War,
707; How Do We Know? The Milgram
Experiment and the "Final Solution", 709; The
Image Of Humanity, 710; How Do We Know?
The Decision to Drop the Atomic Bomb, 712;
The United Nations, Postwar Recovery, and The
Origins Of The Cold War, 714; The United
Nations, 714; Political Reconstruction in Japan
and Germany, 716; Economic Reconstruction
and the Cold War, 719; Entering The Second
Half Of The 20th Century: What Difference Does
It Make?, 720; Cold War and New Nations 19451989: Remaking the Post-World War II World,
725; The Korean War, 1950-53, 728; The Soviet
Union after Stalin, 729; The American MilitaryIndustrial Complex, 731; The Cuban Missile
Crisis, 732; Source: Guerrilla Warfare, 734; The
Cold War and The Emergence Of New Nations,
734; Africa, 737; Egypt, 737; Congo, 738;
Algeria, 740; Mozambique, Angola, and Guinea,
741; The Emergence Of The Third World, 743;
Client States and Proxy Wars, 745; Latin
America, 746; Nicaragua, 747; Guatemala, 748;
The United Nations: Growth and New Missions,
752; China, 1925-89, 768; Prelude to
Revolution, 768; Mao Zedong, Peasant Revolt,
and the Communist Party, 771; USSR, 779; The
United States, 780; Post-Revolutionary China,
781; How Do We Know? Technological Hazards
and Questionable Accountability, 797; Weapons
Trafficking, 835; Trafficking in Nuclear Materials,
835
41
SE = Student Edition TR = Teaching Resources
TECH = Technology
The World’s History (Spodek), 3rd edition © 2006
Correlated to:
Advanced Placement (AP) World History Course Descriptions
ADVANCED PLACEMENT (AP) WORLD
HISTORY COURSE DESCRIPTIONS
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
appropriate resource(s))
TR/TECH: Primary Sources on CD-ROM; 22.2:
Slaughter on the Somme; 22.3: “World War I: A
Frenchman’s Recollections”; 22.4: The
Perversion of Technology: War in “No Man’s
Land”; 22.5: Sir Henry McMahon: Letter to Ali
Ibn Husain; 22.6: The Balfour Declaration; 22.7:
Woodrow Wilson: Speech on the Fourteen
Points; 22.8: The Covenant of the League of
Nations; 23.1: The Bolshevik Seizure of Power;
23.2: Nadezhda K. Krupskaya: What a
Communist Ought to Be Like; 23.3: John Scott:
Behind the Urals; 23.4: Nadezhda Mandelstam:
Hope Against Hope; 23.5: The Rise of Benito
Mussolini; 23.6: Adolf Hitler; 24.1: Kita Ikki:
Outline for the Reconstruction of Japan; 24.2:
Japanese Imperialism; 24.3: Mao Zedong:
Report of an Investigation into the Peasant
Movement in Hunan; 24.4: Li Shaoqi: How to Be
a Good Communist (1939); 24.5: The New
Communist State (1940-1950); 24.6: Mao
Zedong: From the Countryside to the City (May,
1949); 24.7: The Failure of the Nationalist
Government: The American Assessment; 25.1:
Adolf Hitler: The Obersalzberg Speech; 25.2:
The Atlantic Charter; 25.3: The Rape of Nanjing;
25.4: Hiroshima and Nagasaki; 25.5: Lindsey
Parrot: Tojo Makes Plea of Self-Defense; 25.6:
The Charter of the United Nations; 26.1: Joseph
Stalin: The Soviet Victory: Capitalism vs.
Communism (February, 1946); 26.2: Sir
Winston Churchill: An Iron Curtain Has
Descended Across the Continent (March, 1946);
26.3: Harry S. Truman: The Truman Doctrine
(March, 1947); 26.4: George C. Marshall: The
Marshall Plan (June, 1947); 26.5: Korea: The
Thirty-eighth Parallel; 26.6: General Douglas
MacArthur: Report to Congress: Old Soldiers
Never Die. (April, 1951); 26.7: Henry A. Myers:
East Berliners Rise Up Against Soviet Oppression
A Personal Account; 26.8: Nikita Khrushchev:
The Victory of Communism Is Inevitable! Speech
to the 22nd Communist Party Congress (1962)
AP Correlation Guide: 112-117, 118-126, 127134
42
SE = Student Edition TR = Teaching Resources
TECH = Technology
The World’s History (Spodek), 3rd edition © 2006
Correlated to:
Advanced Placement (AP) World History Course Descriptions
ADVANCED PLACEMENT (AP) WORLD
HISTORY COURSE DESCRIPTIONS
3. New patterns of nationalism (fascism;
decolonization; racism, genocide; the breakup of
the Soviet Union)
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
appropriate resource(s))
SE: World War I, 1914-18, 663; How Do We
Know? War Experiences Subvert Colonialism,
666; Post-war Expectations and Results, 667;
The Paris Peace Settlements, 1919, 669; The
League of Nations, 670; Lenin and the Bolshevik
Revolution, 673; State Planning in Soviet Russia,
675; World War II and The Cold War 19371949: The World in Peril, 685; Portents Of
Disaster, 685; The Contest Of The "Isms":
Fascism and Communism, 686; Italy, 686;
Germany, 687; Japan, 690; The Descent Toward
World War, 692; Horrors of the War, 707; How
Do We Know? The Milgram Experiment and the
"Final Solution", 709; The Image Of Humanity,
710; How Do We Know? The Decision to Drop
the Atomic Bomb, 712; Japan, 717; Germany,
718; Economic Reconstruction and the Cold War,
719; Entering The Second Half Of The 20th
Century: What Difference Does It Make?, 720;
The Cold War and The Emergence Of New
Nations, 734; Africa, Egypt, 737; Congo, 738;
How Do We Know? Evaluating the Legacies of
Colonialism, 739; Algeria, 740; Mozambique,
Angola, and Guinea, 741; The Emergence Of The
Third World, 743; Client States and Proxy Wars,
745; Latin America, 746; Nicaragua, 747;
Guatemala, 748; Panama, 748; Chile, 749; Iran,
749; Legacies Of The Cold War, Decolonization,
Economic and Social Development: What
Difference Do They Make?, 763; USSR, 779;
India, 781; The Independence Struggle, 19141947, 782; British Policies and Practices, 782;
South Africa, 784; Independence, 1947, 790;
Pakistan, 790; Kashmir, 791; Comparing China
and India: What Difference Does It Make?, 798;
The Soviet Union Dissolves, 807; Regional
Identities and The Twenty-First Century, 843;
Source: The Continuing Rationale for European
Integration, 845; Yugoslavia, 846; Africa, 848;
South Africa, 848; Rwanda and Congo, 852;
How Do We Know? South Africa's Truth and
Reconciliation Commission, 853; Latin America,
856; Mexico, 857; Brazil, 860; China and India,
861
43
SE = Student Edition TR = Teaching Resources
TECH = Technology
The World’s History (Spodek), 3rd edition © 2006
Correlated to:
Advanced Placement (AP) World History Course Descriptions
ADVANCED PLACEMENT (AP) WORLD
HISTORY COURSE DESCRIPTIONS
4. Impact of major global economic
developments (the Great Depression;
technology; Pacific Rim; multinational
corporations)
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
appropriate resource(s))
TR/TECH; 27.1: Mohandas K. Gandhi; 27.2:
Jawaharlal Nehru: Gandhi and Nehru: Two
Utterly Different Standpoints; 27.3: Frantz
Fanon: The Wretched of the Earth; 27.4: Kwame
Nkrumah: I Speak of Freedom: A Statement of
African Ideology; 27.5: Israel’s Proclamation of
Independence; 27.7: Views of a Viet Cong
Official; 27.8: An American Prisoner of War;
28.4: Keith B. Richburg: A Black Man Confronts
Africa; 28.5: Alain Destexhe: Rwanda and
Genocide in the Twentieth Century; 29.1:
Helmut Kohl: A United Germany in a United
Europe (June, 1990); 29.2: François Mitterand:
The Reconciliation of France and Germany,
(September, 1990); 29.3: Ethnic Cleansing in
Northwest Bosnia: Three Witnesses; 29.4: Den
Xiaoping: A Market Economy for Socialist Goals;
29.5: Pope John Paul II: Centesimus Annus;
29.6: Saddam’s Invasion of Kuwait: Two
Rationales; 29.7: George W. Bush: We Wage
War to Save Civilization Itself (2001) 29.8:
Henry A. Myer AP Correlation Guide: 141-153
SE: Exploding Technologies 1914-1991:
Contested Visions of a New International Order,
646; Methods Of Mass Production and
Destruction 1914-1937: Technological Systems,
649; Scientific and Technological Creativity,
650; State Planning in Soviet Russia, 675; The
Depression, 680; Source: How Should We Live?,
681; Methods Of Production and Destruction:
What Difference Do They Make?, 682; The
United Nations, Postwar Recovery, and The
Origins Of The Cold War, 714; Economic
Reconstruction and the Cold War, 719; The
American Military-Industrial Complex, 731;
NGOs and Transnationals, 761; Legacies Of The
Cold War, Decolonization, Economic and Social
Development: What Difference Do They Make?,
763; Economic Changes, 794; Economic and
Technological Change after Independence, 795;
Land Redistribution, 796; The Soviet Union
Dissolves, 807; Globalization: New Economic
and Cultural Identities, 827; How Do We Know?
Evaluating Globalization, 829; Disparities,
Disruptions, and Crises: A Cautionary Tale from
Asia, 830; Opposition to Globalization, 832; The
Global Criminal Economy, 833; The Force behind
China's Economic Growth: Capitalism or
Socialism?, 863; Markets, the IMF, and Capitalist
Economics, 870
44
SE = Student Edition TR = Teaching Resources
TECH = Technology
The World’s History (Spodek), 3rd edition © 2006
Correlated to:
Advanced Placement (AP) World History Course Descriptions
ADVANCED PLACEMENT (AP) WORLD
HISTORY COURSE DESCRIPTIONS
5. New forces of revolution and other sources of
political innovations
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
appropriate resource(s))
TR/TECH: Primary Sources on CD-ROM; 23.1:
The Bolshevik Seizure of Power; 23.2: Nadezhda
K. Krupskaya: What a Communist Ought to Be
Like; 24.1: Kita Ikki: Outline for the
Reconstruction of Japan; 29.4: Den Xiaoping: A
Market Economy for Socialist Goals AP
Correlation Guide: 112-117, 118-126, 127-134
SE: The Mexican Revolution, 1910-1920, 659;
How Do We Know? War Experiences Subvert
Colonialism, 666; Post-war Expectations and
Results, 667; The Russian Revolution, 672; The
Build-up to Revolution, 1914-1917, 672; Lenin
and the Bolshevik Revolution, 673; State
Planning in Soviet Russia, 675; How Do We
Know? Evaluating the Legacies of Colonialism,
739; Algeria, 740; Mozambique, Angola, and
Guinea, 741; The Emergence Of The Third
World, 743; Legacies Of The Cold War,
Decolonization, Economic and Social
Development: What Difference Do They Make?,
763; Prelude to Revolution, 768; Power
Struggles, 1925-1937, 769; Chiang Kai-shek
and the Guomindang, 769; Mao Zedong,
Peasant Revolt, and the Communist Party, 771;
Peasant Organization and Guerrilla Warfare,
772; The Long March and the Communist
Triumph, 1934-1949, 774; Revolutionary
Policies, 1949-1969, 776; Implementing the
Principles of the Long March, 1949-1955, 776;
"Let a Hundred Flowers Bloom," 1956-1957,
777; The "Great Leap Forward," 1957-1969,
778; The Cultural Revolution, 1966-1969, 778;
Recovery, 1970-1976, 779; India, 1914-1991,
782; The Independence Struggle, 1914-1947,
782; Gandhi's Innovations and Courage, 783;
Gandhi Develops Satyagraha in South Africa,
783; Gandhi Returns to India and Leads the
Congress, 785; Hindu-Muslim Unity, 786;
Cultural Policies, 787; Source: Gandhi and Labor
Relations, 788; Congress Campaigns for
Independence, 1920-1922,1930-1932, 1942,
789; Independence, 1947, 790; Comparing
China and India: What Difference Does It Make?,
798; New Public Identities 1979-present:
Political Identities, 807; How Do We Know?
South Africa's Truth and Reconciliation
Commission, 853; China after Mao: An Era of
Reform, 862; The Force behind China's
Economic Growth: Capitalism or Socialism?,
863; India after Congress Dominance: A Quiet
Revolution in Caste and Politics, 867
45
SE = Student Edition TR = Teaching Resources
TECH = Technology
The World’s History (Spodek), 3rd edition © 2006
Correlated to:
Advanced Placement (AP) World History Course Descriptions
ADVANCED PLACEMENT (AP) WORLD
HISTORY COURSE DESCRIPTIONS
6. Social reform and social revolution (changing
gender roles; family structures; rise of
feminism; peasant protest; international
Marxism; religious fundamentalism)
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
appropriate resource(s))
TR/TECH: Primary Sources on CD-ROM; 27.1:
Mohandas K. Gandhi; 27.2: Jawaharlal Nehru:
Gandhi and Nehru: Two Utterly Different
Standpoints; 27.3: Frantz Fanon: The Wretched
of the Earth; 27.4: Kwame Nkrumah: I Speak of
Freedom: A Statement of African Ideology AP
Correlation Guide: 141-153
SE: Gender Relations, 653; The Mexican
Revolution, 1910-1920, 659; The Russian
Revolution, 672; The Build-up to Revolution,
1914-1917, 672; Lenin and the Bolshevik
Revolution, 673; Women in the Soviet Union,
677; Women and the War, 706; Demographics:
Health, Migration, Urbanization, and the Green
Revolution, 754; NGOs and Transnationals, 761;
Legacies Of The Cold War, Decolonization,
Economic and Social Development: What
Difference Do They Make?, 763; China, 1925-89,
768; Prelude to Revolution, 768; Power
Struggles, 1925-1937, 769; Chiang Kai-shek
and the Guomindang, 769; Mao Zedong,
Peasant Revolt, and the Communist Party, 771;
Peasant Organization and Guerrilla Warfare,
772; Gender Issues under Mao, 773; "Let a
Hundred Flowers Bloom," 1956-1957, 777;
Gandhi's Innovations and Courage, 783; HinduMuslim Unity, 786; Abolition of Untouchability,
786; Cultural Policies, 787; Gender Issues, 793;
Legal Changes, 794; Social Changes, 794;
Economic Changes, 794; The Green Revolution,
795; Land Redistribution, 796; Family Planning,
Life Expectancy, and the Condition of Children,
796; Religious and Cultural Identities, 816;
Hinduism and Islam in South Asia, 818;
Confucianism, 820; Judaism, Christianity, 821;
Evangelical Christianity, 823; Religion in the
United States, 824; How Do We Know?
Perspectives on Religious Identity in the United
States, 826; Globalization: New Economic and
Cultural Identities, 827; Hinduism and Islam in
South Asia, 818; Confucianism, 820; Judaism,
821; Christianity, 821; Medicine, Science, and
Global Ecology, 836; Ecological Issues, 838;
Public Identities: What Difference Do They
Make?, 839; How Do We Know? South Africa's
Truth and Reconciliation Commission, 853; India
after Congress Dominance: A Quiet Revolution in
Caste and Politics, 867
46
SE = Student Edition TR = Teaching Resources
TECH = Technology
The World’s History (Spodek), 3rd edition © 2006
Correlated to:
Advanced Placement (AP) World History Course Descriptions
ADVANCED PLACEMENT (AP) WORLD
HISTORY COURSE DESCRIPTIONS
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
appropriate resource(s))
TR/TECH: Primary Sources on CD-ROM; 24.3:
Mao Zedong: Report of an Investigation into the
Peasant Movement in Hunan; 24.4: Li Shaoqi:
How to Be a Good Communist (1939); 24.5: The
New Communist State (1940-1950); 24.6: Mao
Zedong: From the Countryside to the City (May,
1949); 24.7: The Failure of the Nationalist
Government: The American Assessment; 27.1:
Mohandas K. Gandhi; 27.2: Jawaharlal Nehru:
Gandhi and Nehru: Two Utterly Different
Standpoints; 27.3: Frantz Fanon: The Wretched
of the Earth; 27.4: Kwame Nkrumah: I Speak of
Freedom: A Statement of African Ideology AP
Correlation Guide: 135-140
7. Globalization of science, technology, and culture
Developments in global cultures and regional
reactions, including science and consumer
culture
SE: Turning Point: Into A New Century, 802;
Evolving Identities 1979-present, 804;
Globalization: New Economic and Cultural
Identities, 827; The Internet and the World Wide
Web, 828; How Do We Know? Evaluating
Globalization, 829; Disparities, Disruptions, and
Crises: A Cautionary Tale from Asia, 830;
Opposition to Globalization, 832; The Global
Criminal Economy, 833; Public Identities: What
Difference Do They Make?, 839; Regional
Identities and The Twenty-First Century, 843;
Europe, 843; Western and Central Europe, 843;
Source: The Continuing Rationale for European
Integration, 845; Yugoslavia, 846; Africa, 848;
Rwanda and Congo, 852; How Do We Know?
South Africa's Truth and Reconciliation
Commission, 853; Latin America, 856; Mexico,
857; Brazil, 860; China and India, 861; China
after Mao: An Era of Reform, 862; Markets, the
IMF, and Capitalist Economics, 870
TR/TECH: Primary Sources on CD-ROM; 27.4:
Kwame Nkrumah: I Speak of Freedom: A
Statement of African Ideology; 27.5: Israel’s
Proclamation of Independence; 27.7: Views of a
Viet Cong Official; 27.8: An American Prisoner of
War; 28.4: Keith B. Richburg: A Black Man
Confronts Africa; 28.5: Alain Destexhe: Rwanda
and Genocide in the Twentieth Century; 29.1:
Helmut Kohl: A United Germany in a United
Europe (June, 1990); 29.2: François Mitterand:
The Reconciliation of France and Germany,
(September, 1990); 29.3: Ethnic Cleansing in
Northwest Bosnia: Three Witnesses; 29.4: Den
Xiaoping: A Market Economy for Socialist Goals;
29.5: Pope John Paul II: Centesimus Annus;
47
SE = Student Edition TR = Teaching Resources
TECH = Technology
The World’s History (Spodek), 3rd edition © 2006
Correlated to:
Advanced Placement (AP) World History Course Descriptions
ADVANCED PLACEMENT (AP) WORLD
HISTORY COURSE DESCRIPTIONS
Interactions between elite and popular culture
and art
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
appropriate resource(s))
(Continued)
TR/TECH: 29.6: Saddam’s Invasion of Kuwait:
Two Rationales; 29.7: George W. Bush: We
Wage War to Save Civilization Itself (2001);
29.8: Henry A. Myer AP Correlation Guide: 141153
Opportunities to address this standard can be
found on the following pages:
SE: Turning Point: The Olympics and
International Politics, 644-645; Diego Rivera,
The Conquest of Mexico, 660; Diego Rivera, Man
at the Crossroads, 660; Lenin and Joseph Stalin
at Gorki, 1922, 674; Russian poster for women
textile workers, 1930, 678; Source: How Should
We Live?, 681; Pablo Picasso, Guernica, 694;
Rosie the Riveter poster, 706; Nicaragua, 1979,
747
TR/TECH: AP Correlation Guide: 136-137
Patterns of resistance including religious
responses
SE: Source: Guerrilla Warfare, 734; The Cold
War and The Emergence Of New Nations, 734;
Africa, 737; Congo, 738; How Do We Know?
Evaluating the Legacies of Colonialism, 739;
Algeria, 740; Mozambique, Angola, and Guinea,
741; The Emergence Of The Third World, 743;
Client States and Proxy Wars, 745; Latin
America, 746; Nicaragua, 747; Guatemala, 748;
Chile, 749; In Pursuit Of Peace, 751; Legacies Of
The Cold War, Decolonization, Economic and
Social Development: What Difference Do They
Make?, 763; Gandhi's Innovations and Courage,
783; Gandhi Develops Satyagraha in South
Africa, 783; Religious and Cultural Identities,
816; Hinduism and Islam in South Asia, 818;
Confucianism, 820; Judaism, 821; Christianity,
821; Evangelical Christianity, 823; Religion in
the United States, 824; How Do We Know?
Perspectives on Religious Identity in the United
States, 826; Globalization: New Economic and
Cultural Identities, 827; Opposition to
Globalization, 832
TR/TECH: Primary Sources on CD-ROM; 27.2:
Jawaharlal Nehru: Gandhi and Nehru: Two
Utterly Different Standpoints; 27.4: Kwame
Nkrumah: I Speak of Freedom: A Statement of
African Ideology; 27.7: Views of a Viet Cong
Official; 29.5: Pope John Paul II: Centesimus
Annus AP Correlation Guide: 141-153
48
SE = Student Edition TR = Teaching Resources
TECH = Technology
The World’s History (Spodek), 3rd edition © 2006
Correlated to:
Advanced Placement (AP) World History Course Descriptions
ADVANCED PLACEMENT (AP) WORLD
HISTORY COURSE DESCRIPTIONS
8. Demographic and environmental changes
(migrations; changes in birthrates and death
rates; new forms of urbanization; deforestation;
green/environmental movements)
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
appropriate resource(s))
SE: Methods Of Mass Production and Destruction
1914-1937: Technological Systems, 649;
Scientific and Technological Creativity, 650;
Urbanization and Migration, 654; Methods Of
Production and Destruction: What Difference Do
They Make?, 682; Women and the War, 706;
Economic Reconstruction and the Cold War, 719;
Entering The Second Half Of The 20th Century:
What Difference Does It Make?, 720; Source:
Rachel Carson's Silent Spring, 753;
Demographics: Health, Migration, Urbanization,
and the Green Revolution, 754; How Do We
Know? The Social Setting of Technology, 760;
Social Changes, 794; The Green Revolution,
795; Family Planning, Life Expectancy, and the
Condition of Children, 796; How Do We Know?
Technological Hazards and Questionable
Accountability, 797; Medicine, Science, and
Global Ecology, 836; Ecological Issues, 838
TR/TECH: Primary Sources on CD-ROM; 28.5:
Alain Destexhe: Rwanda and Genocide in the
Twentieth Century; 29.3: Ethnic Cleansing in
Northwest Bosnia: Three Witnesses AP
Correlation Guide: 141-153
9. Diverse interpretations
Is cultural convergence or diversity the best
model for understanding increased intercultural
contact in the twentieth century?
SE: Turning Point: Into A New Century, 802;
Evolving Identities 1979-present, 804-805; New
Public Identities 1979-present: Political
Identities, 807; European Identity, 812;
Religious and Cultural Identities, 816; How Do
We Know? Perspectives on Religious Identity in
the United States, 826; How Do We Know?
Evaluating Globalization, 829; Public Identities:
What Difference Do They Make?, 839; Regional
Identities and The Twenty-First Century, 843;
Source: The Continuing Rationale for European
Integration, 845
TR/TECH: Primary Sources on CD-ROM; 27.4:
Kwame Nkrumah: I Speak of Freedom: A
Statement of African Ideology; 27.5: Israel’s
Proclamation of Independence; 28.4: Keith B.
Richburg: A Black Man Confronts Africa; 28.5:
Alain Destexhe: Rwanda and Genocide in the
Twentieth Century; 29.1: Helmut Kohl: A United
Germany in a United Europe (June, 1990); 29.2:
François Mitterand: The Reconciliation of France
and Germany, (September, 1990); 29.3: Ethnic
Cleansing in Northwest Bosnia: Three Witnesses
AP Correlation Guide: 141-142
49
SE = Student Edition TR = Teaching Resources
TECH = Technology
The World’s History (Spodek), 3rd edition © 2006
Correlated to:
Advanced Placement (AP) World History Course Descriptions
ADVANCED PLACEMENT (AP) WORLD
HISTORY COURSE DESCRIPTIONS
What are the advantages and disadvantages of
using units of analysis in the twentieth century
such as the nation, the world, the West, and the
Third World?
PAGE(S) WHERE TAUGHT
(If submission is not a text, cite
appropriate resource(s))
SE: The Emergence Of The Third World, 743;
The United Nations: Growth and New Missions,
752; Legacies Of The Cold War, Decolonization,
Economic and Social Development: What
Difference Do They Make?, 763; How Do We
Know? Technological Hazards and Questionable
Accountability, 797; International Relations,
797; Turning Point: Into A New Century, 802;
Evolving Identities 1979-present, 804-805; New
Public Identities 1979-present: Political
Identities, 807; European Identity, 812;
Religious and Cultural Identities, 816; How Do
We Know? Perspectives on Religious Identity in
the United States, 826; How Do We Know?
Evaluating Globalization, 829; Public Identities:
What Difference Do They Make?, 839; Regional
Identities and The Twenty-First Century, 843;
Source: The Continuing Rationale for European
Integration, 845
TR/TECH: AP Correlation Guide: 141-142, 143153
50
SE = Student Edition TR = Teaching Resources
TECH = Technology