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Mr. Cordova
St. John Bosco High School
A.P. World History Syllabus (2011-2012)
Course Overview
Advanced Placement World History is a challenging two-semester course that is
structured around the investigation of selected themes woven into key concepts covering
distinct chronological periods. AP World History is equivalent to an introductory college
survey course. The course has a three-fold purpose. First, it is designed to prepare
students for successful placement into higher-level college and university history courses.
Second, it is designed to develop skills of analysis and thinking in order to prepare
students for success in the twenty-first century. Finally, it is the intent of this class to
make the learning of world history an enjoyable experience. Students will be able to
show their mastery of the course goals by taking part in the College Board AP World
History Exam on May 17th.
Course Design
Advanced Placement World History is structured around the investigation of five
themes woven into 19 key concepts covering six distinct chronological periods. History is
a sophisticated quest for meaning about the past, beyond the mere effort to collect and
memorize information. This course will continue to deal with the facts—names,
chronology, events, and the like, but it will also emphasize historical analysis. This will
be accomplished by focusing on four historical thinking skills: crafting historical
arguments from historical evidence, chronological reasoning, comparison and
contextualization, and historical interpretation and synthesis.
World history requires the development of thinking skills using the processes and
tools that historians employ in order to create historical narrative. Students will also be
required to think on many different geographical and temporal scales in order to compare
historical events over time and space.
The course relies heavily on college-level resources. This includes texts, a wide
variety of primary sources, and interpretations presented in historical scholarship. These
resources are designed to develop the skills required to analyze point of view and to
interpret evidence to use in creating plausible historical arguments. These tools will also
be used to assess issues of change and continuity over time, identifying global processes,
comparing within and among societies, and understanding diverse interpretations.
Students will be required to participate in class discussions using the Socratic
seminar format. In addition, students will be responsible for preparing class presentations
in order to further develop higher level habits of mind or thinking skills and broaden
content knowledge. The course emphasis is on balancing global coverage, with no more
than 20% of course time devoted to European history. This course is designed to be
rigorous and rewarding, inviting students to take a global view of historical processes and
contacts between people in different societies.
The five AP World History Themes that connect the key concepts throughout
the course and serve as the foundation for student reading, writing, and presentation
requirements are as follows:
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Interactions between human and the environment
 Demography and disease
 Migration
 Patterns of settlement
 Technology
Development and interaction of cultures
 Religions
 Belief systems, philosophies, and ideologies
 Science and technology
 The arts and architecture
State-building, expansion, and conflict
 Political structures and forms of governance
 Empires
 Nations and nationalism
 Revolts and revolutions
 Regional, transregional, and global structures and organizations
Creation, expansion, and interaction of economic systems
 Agricultural and pastoral production
 Trade and commerce
 Labor systems
 Industrialization
 Capitalism and socialism
Development and transformation of social structures
 Gender roles and relations
 Family and kinship
 Racial and ethnic constructions
 Social and economic classes
Primary Textbook
Stearns, Adas, Schwartz, & Gilbert. World Civilizations: The Global Experience, A.P.
ed., 6th ed., Pearson-Longman, 2011.
Internet Resources for Primary Textbook
Students will frequently access the online resources at www.myhistorylab.com in
order to: analyze a variety of primary sources, utilize review materials, and complete
online quizzes.
Secondary Texts
Bernstein, William J. A Splendid Exchange: How Trade Shaped the World, Atlantic
Monthly Press, 2008.
Braudel, Fernand. A History of Civilizations, Penguin Books, 1993.
Fukuyama, Francis. The Origins of Political Order: From Prehuman Times to the
French Revolution, Macmillan, 2011.
Strayer, Robert W. Ways of the World: A Brief Global History with Sources, Vol. 1
(10,000 BCE to 1500 CE), Bedford/St. Martin’s, 2011.
Strayer, Robert W. Ways of the World: A Brief Global History with Sources, Vol. 2
(1500 CE to Present), Bedford/St. Martin’s, 2011.
Taking Sides: Clashing Views on Controversial Issues in World Civilizations, Volume I,
edited by Helen and Joseph Mitchell, New York: McGraw Hill; 4th ed., 2011.
Taking Sides: Clashing Views on Controversial Issues in World Civilizations, Volume II,
edited by Helen and Joseph Mitchell, New York: McGraw Hill; 3rd ed., 2010.
Primary Source Collections
Primary Source Documents in Global History (Volume 1): Prehistory to 1650, Pearson
Education, 2008.
Primary Source Documents in Global History (Volume 2): Since 1500, Pearson
Education, 2008.
Visual Sources in World History, Pearson Education, 2011.
Unit Activities
The following activities will be repeated throughout each unit/period of study (the
1st unit/period will not include all regular activities due to time constraints). These
activities provide significant opportunities for student learning, while also creating
frequent demonstrations of that learning.
Readings
In addition to assigned reading from our primary text, students will encounter a
variety of primary and secondary sources within each unit. Primary sources will be
classified as textual, visual, or quantitative. Students will analyze the various sources in
class, both individually and in groups, as well as sometimes for homework with items
being posted through our class website. Students will develop multiple historical
thinking skills as we analyze and discuss a variety of sources/perspectives related to
major topics within each unit.
Group Jigsaw Presentations – Themes Based
Groups of 4 to 5 students will each be assigned one of the five themes at the
beginning of each unit. Each group is responsible for analyzing developments from the
unit through the “lens” of their theme. Groups will be responsible for CCOT analysis, as
well as making comparisons between/among regions, empires, nation-states, etc. In
addition, each group must address periodization. Specifically, they will answer the
question of WHY historians use a particular date range AND would they (students)
recommend an alternate breakdown? Groups will typically present their findings on a
weekly basis. Group responsibilities will rotate with each unit, so that each group has an
opportunity to fully understand each theme throughout the year.
Essay Prompts – Outlines
Five to ten (5-10) essay prompts will be posted through our class website at the
beginning of each unit. Each APWH theme will be addressed at least once through the
prompts. The vast majority of the prompts are of the CCOT or Comparative format.
Students are required to clearly articulate, in complete sentences, their thesis statement
and topic sentences; while the more detailed historical evidence is presented in bullet
form (students follow an outline template that mirrors the essay rubric requirements).
Some outlines will be submitted individually by students, while others will be completed
as a collaborative effort through a ‘Wikispace’ page.
When working with all CCOT prompts, students will always be expected to
analyze the context in which the changes and/or continuities took place.
DBQ Exercises
Within each unit of study students will engage in activities based on at least one
DBQ essay. Toward the beginning of each unit, students will receive a DBQ prompt
with the accompanying document packet. Activities throughout the unit will focus on
developing the following skills: prompt analysis, identifying themes and grouping,
POV/perspective analysis, identifying/explaining the need for additional sources, and
extracting meaning from sources to substantiate thesis.
Group Debates
For each unit, at least two groups will be selected to engage in a debate regarding
important developments within the unit. The groups will be presented with a statement,
such as ‘Islam was the most significant belief system of Afro-Eurasia during the postClassical period (600-1450).’ One group will be assigned the affirmative position to
support the statement, while another group will be assigned the negative position and will
attempt to attack or cast doubt on the statement. When appropriate, the negative group
may also propose an alternative statement to challenge the original assertion. So, the
negative group might instead claim that Christianity, or Confucianism, was the most
important belief system of the period. Ultimately, ALL claims and assertions must be
supported with accurate historical evidence. These debates will provide several
opportunities for students to evaluate and compare the significance of key events, belief
systems, trade routes, individuals, etc. Multiple historical thinking skills will be exercised
in these activities. Groups not participating in the debate will be assessing the
effectiveness of the participants to support their assertions with accurate historical
evidence.
Taking Sides Activities
In selected units, controversial topics will be examined as they relate to content
within the unit. Various editions of the Taking Sides readers will be utilized to present
students with competing views from scholars. The scholarly interpretations will be taken
from multiple disciplines, such as, economics, psychology, sociology, anthropology and
political science. A few of the detailed examples are offered within the unit activities
described below.
Reading Quizzes
Multiple choice quizzes will be utilized throughout each unit to assess student
understanding of assigned readings from our primary text (Stearns). Questions will
address all five APWH themes in order to provide balanced assessments.
Course Schedule
Unit 1
Unit Duration: 2.5 Weeks
Period Range: to 600 BCE
Primary Text: Chapter 1
Key Concepts
Key Concept 1.1: Big Geography and the Peopling of the Earth
I. Paleolithic migrations lead to the spread of technology and culture
Key Concept 1.2: The Neolithic Revolution and Early Agricultural Societies
I. Neolithic Revolution leads to new and more complex economic and social systems
II. Agricultural and pastoralism begins to transform human society
Key Concept 1.3: The Development and Interactions of Early Agricultural,
Pastoral, and Urban Societies
I. Location of early foundational civilizations
II. State development and expansion
III. Cultural development in the early civilizations
Readings
Stearns: Chapter 1
Secondary Sources
 Bernstein, William J. A Splendid Exchange: How Trade Shaped the
World, Atlantic Monthly Press, 2008.
o Students will examine the first two chapters of the book to find
archaeological evidence that supports the notion that longdistance trade existed between early civilizations and possibly
even earlier.
Primary Sources
Textual
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Egyptian Diplomatic Correspondence: Excerpts from The Amarna Letters
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Sumerian Law Code: The Code of Lipit-Ishtar
The Code of Hammurabi (excerpts)
Liu and Tan-Fu the Duke, from The Shih Ching
Syrian Government Documents: The Archives of Elba
Visual
 Scene from the Egyptian afterlife
 Cuneiform tablet
 Shang royal Tomb
 Map of migration of Austronesian-speaking people
Quantitative
 World population graph (approximate) from 3000 BCE to 1500 CE
Group Jigsaw Presentations – Themes Based
Group 1 – Theme 1
Group 2 – Theme 2
Group 3 – Theme 3
Group 4 – Theme 4
Group 5 – Theme 5
Essay Prompts – Outlines
Only two (2) prompts will be utilized within Unit 1 due to time constraints.
 Analyze the changes and continuities in the status of women from
hunter-gatherer societies to early civilizations (10,000 BCE to 1000
BCE).
 Compare the cultural practices of the early Tigris-Euphrates
(Mesopotamia) civilizations and the early civilization in China.
DBQ Exercises
Students will be introduced to the DBQ process with the following prompt:
Analyze the experiences of the 2010-2011 AP World History students at SJB, as well as
their advice to future APWH students. The document packet will consist of ten (10)
documents selected from letters written by the 2010-2011 APWH students from our
school (they were asked to write about their journey in the course and give advice to
future participants).
Group Debate
Debate Statement
 “Humans have lived a better life since the evolution of civilizations.”
Participants
 Group 1 – Affirmative
 Group 2 – Negative
Taking Sides Activities
Question: Is the threat of a Global Water Shortage Real?
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Taking Sides: Clashing Views on Controversial Global Issues, McGrawHill, 2005.
o Rosegrant, Cai, and Cline, from “Global Water Outlook to 2025:
Averting an Impending Crisis.” (2002)
o Lomborg, from The Skeptical Environmentalist: Measuring the
Real State of the World (2001)
Students will individually read selections and then, in groups, discuss how
competition for resources affected early river valley civilization AND our world today.
Unit 2
Unit Duration: 4 Weeks
Period Range: 600 BCE to 600 CE
Primary Text: Chapters 2-5
Key Concepts
Key Concept 2.1: The Development and Codification of Religious and Cultural
Traditions
I. Codifications and further developments of existing religious traditions
II. Emergence, diffusion, and adaptation of new religious and cultural traditions
III. Belief systems affect gender roles
IV. Other religious and cultural traditions continue
V. Artistic expressions show distinctive cultural developments
Key Concept 2.2: The Development of States and Empires
I. Imperial societies grow dramatically
II. Techniques of imperial administration
III. Social and economic dimensions of imperial societies
IV. Decline, collapse, and transformation of empires (Rome, Han, Maurya)
Key Concept 2.3: Emergence of Trans-regional Networks of Communication and
Exchange
I. The geography of trans-regional networks, communication and exchange networks
II. Technologies of long-distance communication and exchange
III. Consequences of long-distance trade
Readings
Stearns: Chapters 2-5
Primary Sources
Textual
 Siddhartha Gautama: Identity and Non-Identity. The Gospel of
Buddha, According to Old Records
 Lao Tzu, Excerpt from Tao Te Ching, “The Unvarying Way”
 Confucius, Selections from The Analects
 Plato, The Republic, “The Philosopher-King”
 Confucian Political Philosophy: An Excerpt from Mencius
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Legalism: Selections from The Writings of Han Fei
Greece and Persia: The Treaty of Antalcides, 387 BCE
Kautilya, from Arthashastra, “The Duties of Government Superintendents”
Arabic Poetry: “The Poem of Antar”
Fu Xuan, How Sad It Is to Be a Woman (3rd century CE)
Rufinus, On the Evangilization of Abyssinia (Late 4th century CE)
Visual
 The Terra-Cotta Army of Shihuangdi
 A Classical Indian Buddha
 The Chinese Maitreya Buddha
 Mosaic of Alexander the Great
 Roman Aqueduct
Quantitative
 Continental Population (percentage estimates) in the Classical Era
Group Jigsaw Presentations – Themes Based
Group 1 – Theme 2
Group 2 – Theme 3
Group 3 – Theme 4
Group 4 – Theme 5
Group 5 – Theme 1
Essay Prompts – Outlines
Four outline prompts for Unit 2:
 Compare the decline and collapse of the Han and Mauryan empires.
 Compare the effects of long-distance trade on the Han and Roman
empires.
 Analyze the changes and continuities in Indian culture from 600 BCE
to 600 CE.
 Analyze the changes and continuities in the effects of technology on
warfare and trade from 3500 BCE to 600 CE throughout Afro-Eurasia.
DBQ Exercises
DBQ prompt: Using the documents, analyze Han and Roman attitudes toward
technology (this was the AP Exam DBQ prompt from 2007 – the 8 documents are the
same as well – accessed through the AP Central website). In addition to working on our
own DBQ activities, students will also analyze selected sample essays from the 2007
Exam in order to understand why some essays were more successful than others and how
their essays compare to the scoring samples.
Group Debate
Debate Statement
 The Silk Roads were the most important trade route of the Classical Era.
Participants
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Group 3 – Affirmative
Group 4 – Negative
Unit 3
Unit Duration: 8 Weeks
Period Range: 600 to 1450
Primary Text: Chapters 6-15
Key Concepts
Key Concept 3.1: Expansion and Intensification of Communication and Exchange
Networks
I. Improved transportation technologies and commercial practices and their influence
on networks
II. Linguistic and environmental contexts for the movement of peoples
III. Cross-cultural exchanges fostered by networks of trade and communication
IV. Continued diffusion of crops and pathogens throughout the Eastern Hemisphere
Key Concept 3.2: Continuity and Innovation in State Forms and Their Interactions
I. Empires collapse and were reconstituted
II. Greater inter-regional contacts and conflict encourages technology and cultural
Transfer
Key Concept 3.3: Increased Economic Productive Capacity and Its Consequences
I. Increasing productive capacity in agriculture and industry
II. Changes in urban demography
III. Changes and continuities in labor systems and social structures
Readings
Stearns: Chapters 6-15
Primary Sources
Textual
 Excerpts from the Taika Reform Edicts
 St. Augustine of Hippo: Theory of “The Just War”
 A Selection from Muhammad’s Orations
 Excerpts from the Quran (Koran)
 Al-Farabi, from Al-Farabi on the Perfect State
 The Magna Carta (1215)
 Tang Daizong on The Art of Government
 An Essay Question from the Chinese Imperial Examination System
 The Mongols: An Excerpt from the Novgorod Chronicle, 1315
 Marco Polo, Excerpt from Travels
 Ibn Battuta, The Travels of Ibn Battuta, “Ibn Battuta in Mali”
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Jean Bodin, Six Books of the Commonwealth, “The True Attributes of Sovereignty”
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Roger Bacon on Experimental Science, 1268
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Hugo Grotius, Selections from On the Law of War and Peace
Niccolo Machiavelli, Excerpts from The Prince
Thomas Aquinas, Summa Theologica, “Of Human Law”
Visual
 Claudius Ptolemy, Geographica
 The Black Death (German woodcut illustration)
 Shinto Temple (illustration)
 The Presentation of Captives (Mayan mural)
Quantitative
 World Population Growth, 1000 CE – 2000 CE (graph)
Group Jigsaw Presentations – Themes Based
Group 1 – Theme 3
Group 2 – Theme 4
Group 3 – Theme 5
Group 4 – Theme 1
Group 5 – Theme 2
Essay Prompts – Outlines
Five outline prompts for Unit 3:
 Compare the causes and consequences of two distinct long-distance
human migrations (from 600-1450).
 Compare the spread of the plague in the late Middle Ages and its
effects in Europe and China.
 Compare the spread of Christianity and Islam; focusing on the first
400 years of each religion.
 Analyzed the changes in trade between Europe and Asia between 6001450. Be sure to also assess how trade between the two regions
remained the same.
 Analyze the changes and continuities in Mesoamerican political
structures from 500-1500.
DBQ Exercises
DBQ prompt: Using the documents, compare and contrast the attitudes of
Christianity and Islam toward merchants and trade from the religions origins until about
1500 (this was the AP Exam DBQ prompt from 2002 – the 7 documents are the same as
well – accessed through the AP Central website). In addition to working on our own
DBQ activities, students will also analyze selected sample essays from the 2002 Exam in
order to understand why some essays were more successful than others and how their
essays compare to the scoring samples.
Group Debate
Debate Statement
 The impact of Mongol rule throughout Eurasia was more positive than
negative.
Participants
 Group 5 – Affirmative
 Group 1 – Negative
Unit 4
Unit Duration: 7 Weeks
Period Range: 1450 to 1750
Primary Text: Chapters 16-22
Key Concepts
Key Concept 4.1: Globalizing Networks of Communication and Exchange
I. Intensification of regional trade networks (Mediterranean, trans-Saharan,
overland Eurasian and Siberian trade routes)
II. Trans-oceanic maritime reconnaissance
III. New maritime commercial patterns
IV. Technological developments enabling trans-oceanic trade
V. Environmental exchange and demographic trends: Columbian Exchange
VI. Spread and reform of religion
VII. Global and regional networks and the development of new forms of art and
expression
Key Concept 4.2: New Forms of Social Organization and Modes of Production
I. Labor systems and their transformations
II. Changes and continuities in social hierarchies and identities
Key Concept 4.3: State Consolidation and Imperial Expansion
I. Techniques of state consolidation
II. Imperial expansion
III. Competition and conflict among and within States
Readings
Stearns: Chapters 16-22
Primary Sources
Textual
 Excerpts from the Biography of Emperor Akbar of India
 Sunni vs. Shi’ite: Letter from Selim I to Ismail I
 Taisuke Mitamura, Excerpt from Chinese Eunuchs: The Structure of
Intimate Politics
 Tokugawa Shogunate, The Laws for the Military House, 1615
 Excerpt from the Travel Journal of Vasco da Gama
 Christopher Columbus, Journal Excerpt and Letter
 Pope Paul III, Sublimus Dei, “On the Enslavement and Evangelization
of Indians in the New World”
 Bartolome de las Casas, from Brief Account of the Devastation of the
Indies
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Visual
Willem Bosman, from A New and Accurate Description of the Coast
of Guinea Divided into the Gold, the Slave, and the Ivory Coasts
Alexander Telfair, Instructions to an Overseer in a Cotton Plantation
Rene Descartes, The Discourse on Method and Metaphysical
Meditations
William Harvey, Address to the Royal College of Physics, 1628
Mary Wollstonecraft, Introduction to A Vindication of the Rights of
Woman
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Routes and Major Products Exchanged in the Asian Trading Network,
c. 1500 (map)
 West African Slave Market (illustration)
 Albrecht Durer, Adam and Eve
 Leonardo da Vinci’s Vitruvian Man
 Sugar Mill in Brazil (drawing)
 Diagram of the Slave Ship Brookes
 Slave Sale Notice, 1784
Quantitative
 Demographic data (tables) from Chester, England, 1550-1762
 Table describing Slaveholding on the British West Indian Island of
Antigua
 European Population Density (map), c. 1600
 Population Decline in New Spain (graph), 1520-1820
 Silver Production in Spanish America (graph), 1515-1660
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Changing ratios of ethnic categories in Mexico and Peru (graphs), 1570-1820
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Estimated Slave Imports to Americas by Importing Region, 1519-1866
Group Jigsaw Presentations – Themes Based
Group 1 – Theme 4
Group 2 – Theme 5
Group 3 – Theme 1
Group 4 – Theme 2
Group 5 – Theme 3
Essay Prompts – Outlines
Six outline prompts for Unit 4:
 Compare the effects of European imperialism on Oceania and the
Caribbean from 1450-1750.
 Compare the causes and effects of the trans-Saharan slave trade with the
trans-Atlantic slave trade.
 Compare the motives and methods of European expansion in the Early
Modern Period (1400-1800) with Arab expansion from the early 600s to
1000.
 Analyze the changes and continuities in the West’s impact in the Indian
Ocean trading network from 1500 to 1800.
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Analyze the changes and continuities in humans’ interaction with the
environment in the Americas from 1000-1750
Analyze the changes and continuities in coercive labor systems in TWO of
the regions below from 1000-1750.
o The Middle East
o The Americas
o Africa
DBQ Exercises
DBQ prompt: Using the documents, analyze the social and economic effects of the
global flow of silver from the mid-sixteenth century to the early eighteenth century (this
was the AP Exam DBQ prompt from 2006 – the 8 documents are the same as well –
accessed through the AP Central website). In addition to working on our own DBQ
activities, students will also analyze selected sample essays from the 2006 Exam in order
to understand why some essays were more successful than others and how their essays
compare to the scoring samples.
Group Debate
Debate Statement
 The increased global economic competition of the Early Modern Period
(about 1400-1800) ultimately resulted in a higher standard of living for
most involved.
Participants
 Group 2 – Affirmative
 Group 3 – Negative
Unit 5
Unit Duration: 7 Weeks
Period Range: 1750 to 1900
Primary Text: Chapters 23-27
Key Concepts
Key Concept 5.1: Industrialization and Global Capitalism
I. Industrialization
II. New patterns of global trade and production
III. Transformation of capital and finance
IV. Revolutions in transportation and communication: Railroads, steamships, canals,
telegraph
V. Reactions to the spread of global capitalism
VI. Social transformations in industrialized societies
Key Concept 5.2: Imperialism and Nation-State Formation
I. Imperialism and colonialism of trans-oceanic empires by industrializing powers
II. State formation and territorial expansion and contraction
III. Ideologies and imperialism
Key Concept 5.3: Nationalism, Revolution, and Reform
I. The rise and diffusion of Enlightenment thought
II. 18th century peoples develop a sense of commonality
III. Spread of Enlightenment ideas propels reformist and revolutionary movements
IV. Enlightenment ideas spark new transnational ideologies and solidarities
Key Concept 5.4: Global Migration
I. Demography and urbanization
II. Migration and its motives
III. Consequences of and reactions to migration
Readings
Stearns: Chapters 23-27
Primary Sources
Textual
 Immanuel Kant defines The Enlightenment, 1784
 Edmund Burke, Speech on Policy in India, 1783
 Andrew Ure, from The Philosophy of Manufactures
 Eliza Duffey, from No Sex in Education; or an Equal Chance for Both
Girls and Boys, 1874
 Chartist Movement: The People’s Petition of 1838
 Franz Boas, from The Mind of Primitive Man
 Karl Marx and Fredrich Engels, from The Communist Manifesto
 Thorstein Veblen, Excerpt from The Theory of Leisure Class
 Rudyard Kipling, “The White Man’s Burden”
 President Fillmore, Letter to the Emperor of Japan, 1852
 Lord William Bentinck, On the Suppression of Sati, 1829
 Alexis de Tocqueville, Excerpt from Democracy in America
 Edward D. Morel, The Black Man’s Burden
 Jose Rizal, Excerpt from The Reign of Greed
 Abraham Lincoln, The Emancipation Proclamation
Visual
 “The Reform Bill” (1832 political cartoon)
 Child Textile Worker (photo)
 Criticism of British Free Trade Policy (cartoon, 1903)
 Unloading Coffee in Brazil (photo, c.1900)
 Nicaraguan Women Sorting Coffee Beans (photo, c.1900)
 Dinizulu, King of the Zulu Nation (photo)
Quantitative
 British Investment Abroad on the Eve of the WWI (chart)
Group Jigsaw Presentations – Themes Based
Group 1 – Theme 5
Group 2 – Theme 1
Group 3 – Theme 2
Group 4 – Theme 3
Group 5 – Theme 4
Essay Prompts – Outlines
7 outline prompts for Unit 5:
 Compare 19th century patterns of political development in Latin America
and Africa.
 Compare 19th century reactions of China and Japan to Western
imperialism.
 Compare the industrialization efforts in China and Russia in the 19th
century.
 Compare social structures in Latin America and India from 1700-1900.
 Analyze the changes and continuities in Western political ideologies from
1789 to 1900. Be sure to include discussion of at least two specific
ideologies as part of your evidence.
 Analyze the changes and continuities in the relationship between labor and
big business in industrializing nation-states throughout the 19th century.
 Analyze the changes and continuities in Oceania’s relationship to global
trade patterns from 1750 to 1900.
DBQ Exercises
DBQ prompt: Using the documents, analyze African actions and reactions in
response to the European Scramble for Africa. Identify an additional document and
explain how it would help in assessing African actions and reactions (this was the AP
Exam DBQ prompt from 2009 – the 9 documents are the same as well – accessed through
the AP Central website). In addition to working on our own DBQ activities, students will
also analyze selected sample essays from the 2009 Exam in order to understand why
some essays were more successful than others and how their essays compare to the
scoring samples.
Group Debate
Debate Statement
 The “Industrial Revolution” has resulted in a better world.
Participants
 Group 4 – Affirmative
 Group 5 – Negative
Taking Sides Activities
Question: Is the Decline of the Traditional Family a National Crisis?
 Taking Sides: Clashing Views on Controversial Social Issues, McGrawHill, 2006.
o Popenoe, from “The American Family Crisis,” National Forum:
The Phi Kappa Phi Journal (Summer 1995).
o Coontz, from “The American Family,” Life (November 1999).
Students will individually read selections and then, in groups, discuss how major
shifts in social structure affect societies. Students will relate modern concerns to the
social structure transformations of the Industrial Revolution era.
Unit 6
Unit Duration: 7 Weeks
Period Range: 1900 to Present
Primary Text: Chapters 28-36
Key Concepts
Key Concept 6.1: Science and the Environment
I. Rapid advances in science spread assisted by new technology
II. Humans change their relationship with the environment
III. Disease, scientific innovations, and conflict led to demographic shifts
Key Concept 6.2: Global Conflicts and Their Consequences
I. Europe’s domination gives way to new forms of political organization
II. Emerging ideologies of anti-imperialism contribute to dissolution of empires
III. Political changes accompanied by demographic and social consequences
IV. Military conflicts escalate
V. Individual and groups oppose, as well as, intensify the conflict
Key Concept 6.3: New Conceptualizations of Global Economy, Society, and Culture
I. States, communities and individuals become increasingly interdependent
II. People conceptualize society and culture in new ways
III. Popular and consumer culture become global
Readings
Stearns: Chapters 28-36
Primary Sources
Textual
 Woodrow Wilson, “Speech on the Fourteen Points”
 The Balfour Declaration, 1917
 Roupen of Sassoun, Eyewitness to Armenia’s Genocide
 Benito Mussolini, from “The Political and Social Doctrine of Fascism
 Adolf Hitler, excerpt from Mein Kampf
 John Maynard Keynes, passage from The End of Laissez-Faire
 Mao Zedong, “From the Countryside to the City,” 1949
 Dean Acheson, U.S. Secretary of State, on the failure of the Chinese
Nationalist Government, 1949
 Transcript of the Rape of Nanjing Sentencing, 1947
 The Charter of the United Nations, 1945
 American Investigators, from The Effects of Atomic Bombs on Hiroshima
and Nagasaki
 The United Nations, “Universal Declaration of Human Rights,” 1948
 Sir Winston Churchill, from the Iron Curtain speech, 1946
 Harry S. Truman, The Truman Doctrine, 1947
 Joseph Stalin, Excerpts from the “Soviet Victory” Speech, 1946
 Israel’s Proclamation of Independence, 1948
 Palestinian Declaration of Independence, 1988
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Kwame Nkrumah, from I Speak of Freedom: A Statement of African
Ideology
Jawaharlal Nehru, from The Autobiography of Jawaharlal Nehru
The Kyoto Protocol to the United Nations Framework Convention on
Climate Change, Article Two
Osama Bin Laden, World Islamic Front Statement, 1998
Nelson Mandela, excerpt from Freedom, Justice and Dignity for All South
Africa: Statements and Articles by Mr. Nelson Mandela
Deng Xiaoping on Introducing Capitalist Principles to China
Aime Cesaire, from Return to My Native Land
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Visual
 The Technology of War (WWI photo)
 “The Mask Falls” (German political cartoon – Treaty of Versailles)
 Khrushchev Visiting an Albanian Factory (photo)
 Anti-Vietnam Protesters (photo)
 Anti-Western Chinese Poster, 1950s
 Smog in Los Angeles, 1954 (photo)
Quantitative
 WWI Losses (table – death toll)
 Women at Work: The Female Labor Force in France and the U.S.
(statistical table)
 Population of Capital Cities as a Percentage of Total Population in Ten
Latin American Nations (table)
 World Population by Region from 1930-2000 (graph)
 Industrial Growth in the Pacific Rim from 1965-1996 (table)
 Number of Multinational Corporations by Country (map)
Group Jigsaw Presentations – Themes Based
Group 1 – Theme 1
Group 2 – Theme 2
Group 3 – Theme 3
Group 4 – Theme 4
Group 5 – Theme 5
Essay Prompts – Outlines
8 outline prompts for Unit 6:
 Compare the causes and consequences of U.S. intervention in Vietnam
and Afghanistan (post 9/11).
 Compare the efforts toward economic modernization in the Middle East
and the Caribbean.
 Compare the strategy and tactics of the United States and Soviet Union
throughout the Cold War period.
 Compare the causes and consequences of two 20th century genocides from
different regions.
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Analyze the changes and continuities in the effects of media on popular
uprisings from 1750 to the present. Include specific examples from at
least FOUR different regions.
Analyze the changes and continuities in Latin American social structures
from 1750 to the present.
Analyze the changes and continuities in nation-building efforts and
outcomes from 1800 to the present. Provide specific examples from at
least 3 different regions.
Analyze the cultural changes and continuities in China from 650-1900.
DBQ Exercises
DBQ prompt: Using the documents, analyze similarities and differences in the
mechanization of the cotton industry in Japan and India in the period from the 1880s to
the 1930s (this was the AP Exam DBQ prompt from 2010 – the 10 documents are the
same as well – accessed through the AP Central website). In addition to working on our
own DBQ activities, students will also analyze selected sample essays from the 2010
Exam in order to understand why some essays were more successful than others and how
their essays compare to the scoring samples.
Group Debate
Debate Statement
 The extreme interconnectedness of the modern world, which evolved over
several millennia, has been beneficial, overall, to humankind.
Participants
 This final debate will include the entire class and will include a prize for
the winning team. Details will be given at the beginning of the unit.