Download Russian Revolution

Advanced Placement World History Course Syllabus
Course Objectives:
Students will:
1. Analyze how geography and history interact to compare and contrast the
cultures and patterns of social interaction that occur within and without
civilizations.
2. Analyze cause and effect relationships across time and civilizations that
cause change and continuity.
3. Compare and contrast within the same civilization across time and
between different civilizations.
4. Distinguish between primary and secondary sources while analyzing and
evaluating the perspectives, reliability, and use of each.
5. Develop the ability to create a compelling written argument including a
thesis and appropriate support.
6. Develop a global perspective of the changes and continuities in World
History.
Course Themes:
1. Interactions between humans and the environment: Demography and
disease, migration, patterns of settlement, technology.
2. Development and interactions of culture: Religions; belief systems,
philosophies, and ideologies; science and technology; the arts and
architecture.
3. 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.
4. Creation, expansion, and interaction of economic systems: Agricultural
and pastoral production, trade and commerce, labor systems,
industrialization, capitalism and socialism.
5. Development and transformation of social structures: Gender roles and
relations, family and kinship, racial and ethnic construction, social and
economic classes.
Historical Thinking Skills:
1. Crafting Historical Arguments from Historical Evidence:
a. Historical Argumentation
b. Appropriate use of relevant historical evidence
2. Chronological Reasoning:
a. Historical Causation
b. Patterns of continuity and change over time
c. Periodization
3. Comparison and Contextualization
a. Comparison
b. Contextualization
4. Historical Interpretation and Synthesis
a. Interpretation
b. Synthesis
Key Concepts: This course is organized around 19 Key Concepts. Each
concept has been modified into a set of essential questions for each unit (period).
Students will answer each of these essential questions throughout the study of
that unit (period). The concepts are:
Key Concept 1.1. Big Geography and the Peopling of the Earth
Key Concept 1.2. The Neolithic Revolution and Early Agricultural Societies
Key Concept 1.3. The Development and Interactions of Early Agricultural,
Pastoral and Urban Societies
Key Concept 2.1. The Development and Codification of Religious and Cultural
Traditions
Key Concept 2.2. The Development of States and Empires
Key Concept 2.3. Emergence of Transregional Networks of Communication and
Exchange
Key Concept 3.1. Expansion and Intensification of Communication and Exchange
Networks
Key Concept 3.2. Continuity and Innovation of State Forms and Their
Interactions
Key Concept 3.3. Increased Economic Productive Capacity and Its
Consequences
Key Concept 4.1. Globalizing Networks of Communication and Exchange
Key Concept 4.2. New Forms of Social Organization and Modes of Production
Key Concept 4.3. State Consolidation and Imperial Expansion
Key Concept 5.1. Industrialization and Global Capitalism
Key Concept 5.2. Imperialism and Nation-State Formation
Key Concept 5.3. Nationalism, Revolution and Reform
Key Concept 5.4. Global Migration
Key Concept 6.1 Science and the Environment
Key Concept 6.2 Global Conflicts and Their Consequences
Key Concept 6.3 New Conceptualizations of Global Economy, Society and
Culture
Resources:
Textbook:
Bentley, Jerry. And Herbert Zeigler. Traditions and Encounters: 3rd edition.
Mcgraw Hill College. 2005.
Additional Sources:
Andrea, Alfred J. and James H Overfield. The Human Record: Sources of Global
History. Vols 1 and 2. 4th edition. Boston: Houghton Mifflin. 1998
Reilly, Kevin. Worlds of History: A Comparative Reader. Vols 1 and 2. New York:
Bedford/St. Martin’s. 2009.
Eisner, Sydney and Maurice Filler. The Human Adventure: Readings in World
History. Houghton Mifflin Harcourt. 1964.
The History of the World in Six Glasses by Tom Standage (Summer reading)
Websites:
AP World History Course Homepage:
http://apcentral.collegeboard.com/article/0,3045,151-165-0-4484,00.html
Exploring Africa webquest:
http://exploringafrica.matrix.msu.edu/
Internet History Sourcebook
http://www.fordham.edu/halsall/
Applied History Research Group
http://www.ucalgary.ca/applied_history/tutor/
General World History Online text
http://www.wsu.edu:8000/~dee/
China Institute Program (Silk Road)
http://www.chinainstitute.org/educators/silkguide.html
Asia for Educators
http://afe.easia.columbia.edu/
Saudi Aramco World (July/August 2005 and 2006)
http://www.saudiaramcoworld.com
Mughal India
http://www.indianchild.com/mughal_era_india.htm
Global Studies Page
http://www.historyteacher.net/GlobalStudies/GlobalStudiesMainPage.htm
DBQ practice
http://www.phschool.com/curriculum_support/brief_review/global_history/index.html
Poems by Lu Tung Pin
http://www.poetry-chaikhana.com/L/LuTungPin/index.htm
Course Outline:
World History is designed as a college level freshman survey course. The
course’s primary focus is on a truly global view of history (no more than 20% of
the course is focused on Europe) with a focus on historical thinking skills (listed
above). This course relies heavily on reading; including the use of primary
sources and secondary sources of historical scholarship and interpretation. In
addition, students will be expected to participate in class discussions and in
collaborative projects analyzing various topics throughout the course, including
historiography. This course is structured around 19 key concepts focused on 5
themes, noted above. The following list is an overview of the various topics and
assignments covered throughout the year. Minor adjustments may be made to
augment any content in an effort to ensure that students master the historical
thinking skills and key concepts required for success in this course.
Assessment:
1. Every unit will consist of an objective midunit test, a final unit test, a
document based question, and one additional essay. The essays are
modified versions of the essential questions listed at the beginning of each
unit that emphasize comparison and contextualization or chronological
reasoning. The essays are designed to approximate the types of questions
students will find on the AP Exam and will include released exam questions
that match the content. ALL tests throughout the year will be cumulative,
meaning that questions from previous units of study may appear on ANY
future test. Each objective test will contest of 70 multiple choice questions.
2. Students will write at least one Document Based Question for each unit. I
attempt to match the DBQ to the content we are covering during the unit;
however, since the DBQ is a skill assessment, there will be times when the
question does NOT match the unit. In addition, students may be required to
provide the preparation (outlines, SOAPSTONE, etc...) for the DBQ in
addition to, or in place of, the actual essay.
3. Students will read a variety of primary and secondary sources and analyze
the meaning and perspective of each source. We will use the SOAPSTONE
technique to analyze documents. The purpose of these readings is not solely
content, but to help students develop their ability to analyze sources and
historical perspective. This will also assist students with writing the DBQ.
4. Once every eighteen weeks students may be given an opportunity to create a
poster for one unit/concept of study that they had difficulty understanding.
This will be near the end of the semester and could cover any material
discussed. These works may be displayed in class, on school bulletin
boards, or in the library.
5. Students will write a variety of released Comparison (and Contrast) and
Change/Continuity essays throughout the semester. These essays will be
graded by the instructor and/or peer reviewed. We will use the AP reading
scoring guidelines to evaluate these essays. A sampling of questions is
listed with each unit; however, students will be expected to produce at least
one of each of these essays every month. This is in addition to the essential
questions based essays noted in #1 which will be part of the final
assessment for each unit.
I. Techological and Environmental Transformations to c. 600 BCE (1 week)
Textbook: Chapters 1-6
Readings/Documents: The Worst Mistake in the History of the Human Race (J.
Diamond), Code of Hammurabi (excerpts), Hebrew Law/Deuteronomy (excerpts)
Essential Questions:
1. How does human-environment interaction affect the development of
human society (and history)? (Key Concept 1.1)
2. How did the discovery of agriculture fundamentally change the nature of
human-human and human environment interaction? (Key Concept 1.3)
3. What are the similarities and differences between societies/cultures that
are urban, pastoral, and nomadic? (Key Concept 1.2)
Periodization: Where do we start a study of World History? How do Historians
construct periods?
World geography
1. Location
2. Demography
Paleolithic Era
1. Technology
1. Fire
2. Tools
3. Economics and Kinship
Comparing Nomadism (Hunter-Gatherer), Pastoralism, and Agriculture
1. Climatic causes
2. Domestication of plants and animals
3. Food surpluses
4. Environmental causes/affects
5. Technology
6. Pottery
7. Plows
8. Woven textiles
9. Metallurgy
10. Wheels and wheeled vehicles
11. Social Hierarchy
12. Elitism
13. Patriarchy
14. Religion and Politics
Urbanization and Foundational Civilizations
1. Mesopotamia—Tigris and Euphrates Rivers
2. Mohenjo-Daro and Harappa—Indus River
3. Shang--Huang He River valley
4. Egypt---Nile River
5. Olmecs---Mesoamerica
6. Chavin---Andean South America
Components of Civilization
1. Modes of transportation and weapons
2.
3.
4.
5.
6.
7.
8.
a. Iron weapons
b. Horses
c. chariots
Monumental architecture and urban planning
a. Ziggurats and Pyramids
b. Mohenjo-Daro and Harappa city design
arts
a. sculpture and painting
Writing/Literature and Record Keeping
a. Quipu vs. Cuneiform
b. Alphabet
Law Codes
a. Code of Hammurabi
b. Hebrew Law (Deuteronomy)
Changes in Religious Beliefs
a. Polytheism
b. The Vedas
c. Zoroastrianism
d. Hebrew Monotheism (Egyptian Monotheism)
Trade
a. Egypt to Nubia
b. Mesopotamia and the Indus Valley
Social and gender hierarchy and relations
a. Paleolithic vs. Neolithic role of men and women
b. Wealth and social hierarchy
c. Division of labor and job specialization
Activities:
1. Students will evaluate the argument that the Neolithic Revolution was a
mistake. This will include an evaluation of J. Diamond’s argument, as well
as, research by individuals like Gerder Lerner whom indicate that the
move to agriculture was responsible for our shift to patriarchy. Students
will write a 3-5 page response to Diamond. (This response requires 5
additional sources).
2. Students will debate the value of using the concept of “civilization” in
World History.
3.
a. Students will bring in a selection of items from their homes. Using
archeological techniques students will evaluate the objects from a
peer and try to decipher various things about fellow students.
b. Students will also view various artifacts, as well as, read excerpts
from Gerda Lerner’s The Creation of Patriarchy. Students will
evaluate the claim Paleolithic societies were matriarchal.
c. Students will compare hunter-gatherer Paleolithic societies with
more modern day anthropological research (The Mbuti PygmiesTurnbull, the Yanomami-Chagnon, the San people-Parker). Are
these modern day societies adequate examples of what Paleolithic
societies would have looked like?
4. Students will view various pictures of artifacts and city-structures from
Mohenjo-Daro and Harappa. Students will be expected to use
archeological techniques to construct a “history” of these cities. Students
will compare their interpretations of these places to the “established”
archeological/historical interpretations. Why would these interpretations
vary? What additional information would we need to feel more
accurate/comfortable with our histories?
Essay: What are the changes and continuities in human subsistence and
existence from 30,000 BCE to 5,000 BCE?
II. Organization and Reorganization of Human Societies .600BCE- c.600 CE
(5weeks)
Textbook: Chapters 7-12
Readings/Documents: Siddhartha by Herman Hesse, The Tao of Pooh by
Benjamin Hoff, Epic of Gilgamesh (read in literature class), The Hebrew Flood
Story (read in literature class), The Rig Veda (excerpt), The Tao Te Ching
(excerpt), Poems by Lu Tung Pin, Meno and Apology (excerpts) by Plato.
Essential Questions:
1. How did the codification of religions affect gender roles, cultural
traditions, social bonding, and artistic expression? (Key Concept 2.1)
2. How does the role of women differ between various belief systems? (
Key Concept 2.1)
3. How did states and empires use new techniques of imperial control to
develop and expand (rise)? (Key Concept 2.2)
4. Why was the collapse of empire more severe in Western Europe than
it was in the Eastern World? (Key Concept 2.2)?
5. How does the construction of systems of social inequality varying
amongst societies? (Key Concept 2.2)
6. How does technological advancement affect the development and
expansion of transregional trade networks? (Key Concept 2.3)
7. How does the development and expansion of transregional trade affect
the cultures of participating civilizations?
Periodization-World geography
1. Location
2. Demography
Codification of Religious and Social Bonding
1. The Mesopotamian influence in the codification of Hebrew Scriptures
a. Hammurabi’s Code
b. Hebrew Law (Leviticus)
2. The Jewish Diaspora
3. The codification of Hinduism
a. The Rig Veda (excerpts)
4. The creation and utilization of the caste system
a. The Rig Veda (excerpts)
New beliefs are created and expand
1. Siddhartha and Buddhism (including Asoka’s affect on Buddhism
a. Siddhartha by Herman Hesse
b. Affect on gender roles
2. Confucius and Confucianism
3. Lao-tzu and Daoism
a. The affect of Daoism on Chinese poetry and architecture
i. Poems by Lu Tung Pin (What is Tao, My heart is the clear
water in the stony pond)
b. The Tao of Pooh by Benjamin Hoff
c. The Tao Te Ching (excerpts)
4. Jesus and Paul and Christianity
a. Affect on gender roles
5. Greco-Roman philosophy and science
a. Meno and Apology by Plato (excerpts)
Additional religious and cultural traditions
1. Shamanism
2. Animism
3. Ancestor Veneration
a. Compare East Asia and Africa
Artistic Expressions
1. Literature and Drama
a. Compare the Epic of Gilgamesh and the Hebrew Flood Story
2. Architecture
a. Greek/Roman
b. India
3. Artistic expansion and change
a. Hellenism
i. Greek sculpture and images of Buddha (Andrea and
Overfield primary sources)
Key States and Empires
1. Southwest Asia: Persian Empire
a. Achaemenid, Parthian, and Sassanid
2. East Asia: Qin and Han
3. South Asia: Maurya and Gupta
4. Mediterranea: Phoenicia, Greek city-states, Hellenistic Empire, and
Roman Empire
5. Mesoamerica: Teotihuacan and Maya city-states
6. Andean South America: Moche
Imperial administration
1. Institutions in China and Rome
a. Centralized government
b. Elaborate legal systems
c. Bureaucracy
2. Imperial governments’ use of techniques to project military power
a. Diplomacy
b. Development of supply lines
c. Fortifications, defensive walls, and roads
d. Use of local populations and conquered peoples for military service
3. Trade, economic integration, and infrastructure
Social and economic development in Afro-Eurasia and the Americas
1. Cities
1. Compare the development in Chang’an and Teotihuacan (trade, religious
ritual, and political administration)
2. Social structure
1. Cultivators, laborers, slaves, artisans, merchants, elites, and the caste
system
2. Production of food and inequality
i. Slavery
ii. Rents and tributes
3. Patriarchy
The Decline and fall of Empire
1. Roman, Han, Persian , Mauryan, and Gupta
a. Political and
b. Environmental damage
i. Deforestation
ii. Desertification
c. External problems
i. Han China and the Xiongnu
ii. Rome and invasions (Germanic people)
Transregional trade
1. Effect of ethnic differences, climate, and type of trade goods
a. Eurasian Silk Roads
b. Trans-Saharan caravan routes
c. Indian Ocean sea lanes
d. Mediterranean sea lanes
2. New Technologies in trade
a. Saddles
b. Horses and Camels
c. Lateen Sails
d. Use of monsoon winds
3. Non-goods trade and interactions
a. Spread of crops
i. Rice and cotton
ii. Qanat system
b. Disease
i. Effects on the Chinese empires
c. Religious changes
i. Christianity
ii. Hinduism
iii. Buddhism
Activities:
1. Students will construct their own city. They will be required to place this
city in a specific geographical location on the Earth and explain the
Political, Social, Religious, and Economic systems this city will utilize.
Students will explain the rationale for their city and how their city
compares to other early civilizations.
2. Students will construct a comparison chart for the major
religions/philosophies in this unit. This will include additional space for the
inclusion of future religions (namely, Islam). The chart will address:
founders, texts, major figures, major beliefs, location, social affects,
political affects, economic effects.
Essay: What are the changes and continuities from 100 CE to 600 CE in one
of the following:
a. China
b. Italian Peninsula
c. Indian Subcontinent
III. Regional and Transregional Interactions 600 CE-1450 CE (6 weeks)
Textbook: Chapters 13-22
Readings/Documents: The Rihla by Ibn Battuta (excerpts), Travels by Marco
Polo (excerpts), Genghis Khan and the Making of the Modern World by Jack
Weatherford.
Essential Questions:
1. How did improvements in transportation technology affect existing and
newly created trade networks? (Key concept 3.1)
2. Why do people migrate? (Key concept 3.1)
3. How did states develop after the fall of the major empires? (Key concept
3.2)
4. How did regional and transregional interactions affect political, social and
economic development? (Key concepts 3.2 and 3.3)
5. What roles and functions did the rise and fall of cities have in the major
societies of the time? (Key concepts 3.1 and 3.3)
6. How did labor systems change over time? (Key concept 3.3)
7. How did the creation and spread of Islam affect various cultural systems?
(Key concept 3.3)
8. What are the similarities and differences between feudalism in Japan and
Europe? (Key concept 3.3)
Periodization
1. How do Historians construct periods?
Existing and new patterns of trade
1. Silk Roads
2. The Mediterranean Sea
3. Trans-Saharan
4. Indian Ocean Basin
5. Mesoamerica and Andean trade
6. New cities: Compare Novgorod, Hangzhou, and Tenochtitlan
Technology, innovation and trade
1. Compass
2. Astrolabe
3. Ship and sail design
4. Caravenserai
5. Banking
a. Credit
b. Checks (flying cash)
Luxury goods
1. Silk and cotton textiles
2. Slaves
3. Spices
State practices and trading organizations
1. Grand Canal
2. Paper money
3. Hanseatic League
Expansion of Empires
1. China
2. The Byzantine Empire
3. The Caliphates
4. The Mongols
Movement of peoples (migrations)
1. Arab and Berber adaptation of camels for trans-Saharan trade.
2. The Bantu Migration
a. Technological effects (iron)
b. Linguistic effect (Swahili)
c. Agricultural effects.
3. Maritime Polynesian migrations
a. Transplanted foods
b. Domesticated animals.
Cross-cultural exchange
1. Islam
a. The principles and beliefs of Islam
b. The military rise and role of Dar-al-Islam
i. As a unifying force (cultural, economic, and political)
ii. Effects on arts, sciences, and technology
c. Diasporic communities
i. Muslim merchants in the Indian Ocean basin
2. Interregional travelers
a. Ibn Battuta—The Rihla
b. Marco Polo---Travels
3. Diffusion of literary, artistic, cultural, scientific and technological traditions
a. Buddhism and Neoconfucianism in China
b. Toltec/Mexcia and Incan traditions in Mesoamerica and Andean
America
c. Al- Andalus and the return on Greek science and philosophy in
Europe.
d. Invention and spread of gunpowder from East Asia through the
Islamic empires to Western Europe.
4. The spread of foods and pathogens
a. New foods and agricultural techniques
i. Bananas in Africa
ii. Champas rice in East Asia
b. The Black Death (Bubonic Plague)
The collapse of empires and reconstitution of states
1. Byzantine Empire
a. Patriarchy as a traditional source of power
b. Tributary systems as an innovation in power
2. Sui, Tang, and Song
a. Patriarchy as a traditional source of power
b. Tributary systems as an innovation in power
3. New forms of governance
a. Mongol Khanates
b. City-states
i.
The Italian peninsula
ii.
The Americas
iii.
Transition in the Americas to the Mexica (Aztec) and Incan
empires
c. Feudalism
i. Compare feudalism in Europe and Japan
d. Muslim Iberia
5. Synthesized local and foreign traditions
a. Chinese influence on Japan
Technological and cultural transfer
1. Tang China and Abbasid
2. The Mongol Empires
3. The Crusades
Economic productivity and its consequences
3. Technological advance
a. Champa rice varieties and chinampa field systems
b. The horse collar
4. Foreign luxury goods
5. Chinese, Persians, and Indian textile and porcelain exportation
6. Iron and steel production in China
7. Cities
a. Urbanization--Decline
i. Invasion
ii. Disease
iii. Decline in agricultural productivity
iv. The Little Ice Age
b. Urbanization--Recovery
i. The end of invasions
ii. Safe and reliability transport
iii. Rise of commerce and warmer temperatures (800-1300 CE)
iv. Increased agricultural productivity
v. Availability of labor
c. Decline of old cities and emergence of new cities
8. Labor management
i. Continuities in social structure
ii. Religion, gender, and family life
iii. Labor organizations
1. Free peasant agriculture
a. Tax revolts---China and Byzantine empire
2. Nomadic pastoralism
3. Craft production and guild organization
4. Coerced and unfree labor
a. Mita system
b. Slavery
5. Government-imposed labor taxes
6. Military obligations
iv. Class and caste hierarchies
v. Patriarchy
1. Mongols
2. West Africa
3. Japan
4. Southeast Asia
vi. Diffusion of religion, gender relations, and family structure
1. Buddhism
2. Christianity
3. Islam
4. Neoconfucianism
Activities:
2. Students will construct a diary as if they traveled with Ibn Battutta. The
diary must contain a discussion of how the intellectual, social, political,
and economic elements of each place visited compares. In addition,
special attention should be paid to the individual differences in the affect
and practice of Islam in each locale. Students are required to use
additional sources (other than the Rihla) for this assignment. At least 10
entries are required.
3. Students will update their cities (from the previous unit) explaining how
interregional interactions, including migrations, could have affected their
development. Are these cities part of new empires?
Essay: Compare and contrast the effects of Mongol rule on two if the following
regions:
China
Middle East
Russia
IV. Global Interactions 1450 CE-1750 CE (6 weeks)
Textbook: Chapters 23-28
Readings/Documents: The World that Trade Created by Kenneth Pomerantz and
Stephen Topik, Compendium and Description of the West Indies (excerpt) by
Espinosa, Journals (excerpt) by Matteo Ricci, Travels in India (excerpt) by JeanBaptiste Tavernier, Letter from the First Voyage of Columbus, The Codex
Mendoza, Julius Caesar by Shakespeare (read in English class),Epic of
Sundiata, and the Chronicle of Guinea (excerpt) by Azurarar
Essential Questions:
1. How did technological developments intensify and affect the global
exchange of goods? (Key concept 4.1)
2. How did systems of production and social structure intensify and change?
(Key concept 4.2)
3. How did empires develop in Asia, Africa, and Europe? (Key concept 4.3)
4. How did maritime empires compare and contrast with traditional land
empires? (Key concept 4.3)
5. How did the world’s interactions with the west change between 1450 and
1750? (Key concept 4.1)
Periodization
1. Causes of change from the previous period and within this period
Globalizing Networks
1. Indian Ocean
2. Mediterranean Sea
3. Sahara
4. Overland Eurasia (Silk Roads)
European Technological Advances
1. Previous Islamic and Asian knowledge
2. Astrolabe
3. Revised maps
4. Caravels (ship design)
5. Magnetic Compass
Maritime Changes
1. Ming and Zheng He
2. Portuguese and navigation (Prince Henry)
3. Spanish and Columbus
4. North Atlantic Crossings—Northwest Passage
5. Isolation of Oceania and Polynesia
Globalized Trade
1. European’s role in Asian trade
2. Commercialization
3. Mercantilism
4. Joint-Stock companies
5. The Atlantic System
6. Silver production and trade
7. Columbian Exchange
a. American goods—Potatoes and Maize
b. Cash crops—Sugar
c. Afro-Eurasian goods —Horses, cattle, Okra, and Rice
d. Biological—smallpox (disease)
e. Slavery
8. Nutritional changes/benefits (Afro-Eurasian benefits)
9. Colonization practices and the physical environment (deforestation and
soil depletion)
10. Religious changes
a. Spread of Islam and intensification of local practices (Sunni-Shia)
b. Christianity (Catholicism and Protestantism)
c. Syncretism in Religion—Vodun and Sikhism
Major development and exchanges in the arts
1. Innovations in visual and performing arts
a. Renaissance art
b. Wood-block prints in Japan
2. Literacy
a. Popular authors, literary forms, and literature
i. Shakespeare, Cervantes, Kabuki, and Sundiata
b. Use of the vernacular
Social Organization and Modes of Production
1. Intensification of peasant labor
a. Silk textile production in China vs. Cotton production in India
b. Slavery and the plantation economy
i. Chattel slavery
ii. Spanish adaptation of the mit’a
c. Colonial economies
i. Ecomienda and hacienda system
2. Social and political elites
a. New elites
i. Manchus in China
ii. Creole elites in New Spain
b. Existing political and economic elites
i. Daimyo in Japan
ii. Zamaindars in the Mughal Empire
3. Family restructuring
a. Slave trade and gender/family restructuring in Africa
b. The dependency of European Men on Southeast Asian women
c. New Ethic and racial classifications
i. Mestizo
ii. Mulatto
iii. Creole
Major Empires and Political Units
1. Legitimizing and consolidating power
a. Arts to display political power
i. Monumental architecture
ii. Courtly literature
iii. Visual arts
b. Treatment of ethnic and religious groups
i. Manchus policies toward the Chinese
ii. Ottoman treatment of non-Muslims
c. Use of bureaucratic elites
i. Ottoman devshirme
ii. Chinese examination system (Confucianism)
d. Tax farming and generation of revenue
2. Imperial expansion
a. Gunpowder, cannons, and armed trade
b. Major empires (land)
i. Ottoman Empire
ii. Russians
iii. Manchus (China)
iv. Mughals (India)
c. Major Empires (maritime)
i. Portugal
ii. Spain
iii. France
iv. England
v. Dutch
d. Challenges to state consolidation and expansion
i. Competition over trade routes
1. Piracy in the Caribbean
ii. State rivalries
1. Thirty Years War
iii. Local resistance
1. Samurai revolt
2. Food riots
Activities:
1. Students will debate the effects of the Columbian Exchange and
Exploration by putting Columbus on trial. Is Columbus a villain or a hero?
Should we celebrate Columbus Day? (Students are required to find
various primary and secondary sources for this trial. There is a maximum
of 3 secondary sources and a minimum of 5 sources required).
2. Students will compare Renaissance art to a piece of Medieval European
art and a piece of art from an additional civilization in the 1450-1750
periods. The analysis will focus on how these pieces reflect specific
cultural values of their place and time.
3. Students will examine literacy/educational statistics in Europe and debate
the long term effects of the Renaissance/Exploration/Scientific Revolution.
4. Students will update their cities and explain the effect exploration and
empires have on them. What has potentially changed in this city? What
could happen in the future based on these changes?
Essay: Describe and analyze the cultural, economic, and political impact of
Islam on ONE of the following regions between 1000 C.E. and 1750 C.E. Be
sure to discuss continuities as well as changes.
West Africa
South Asia
Europe
*****MIDTERM EXAM*****
V. Industrialization and Global Integration 1750 CE-1900 CE (6 weeks)
Textbook: Chapters 29-33
Readings/Documents: The Declaration of Independence (excerpt), The
Declaration of the Rights of Man and Citizen (excerpt) Declaration of the Rights
of Women and Female Citizens (excerpts) by Olympe de Gouges, Jamaica
Letter by Bolivar, The Wealth of Nations (excerpt) by Adam Smith, Two Treatises
on Government (excerpt) by John Locke, The Social Contract (excerpt) by
Rousseau, The Communist Manifesto (excerpt) by Karl Marx and Friedrich
Engels, Self Help and Thrift (excerpts from both) by Samuel Smiles, An Appeal
Against Women’s Suffrage by Mrs. Humphry Ward, Standard Treaty by the
Royal Niger Company, Edict on Trade with Great Britain by Emperor Qianlong,
Letter to Queen Victoria by Lin Zexu, Proclamation of the Young Turks
(excerpts), Speech to the Senate (excerpts) by Henry Cabot Lodge
Essential Question:
1. How did industrialization affect the production of goods, global trade,
financial institutions, and social organization? (Key concept 5.1)
2. How did various groups respond to the spread of global capitalism? (Key
concept 5.1)
3. How did industrialization fuel the creation of a new Imperialism? (Key
concept 5.2)
4. What mechanisms did new empires use to justify and facilitate the new
Imperialism? (Key concept 5.2)
5. How did the non-western world react to the new Imperialism of the West?
(Key concept 5.3)
6. What were the major causes and effects of various forms of nationalism
throughout the world? (Key concept 5.3)
7. What were the causes and effects of the changes in migration and
migratory patterns that occurred between 1750 and 1900? (Key concept
5.4)
Periodization –Why do so many Historians use the “Long 19th Century” as a
distinct period (students will be required to do outside research on this question)
1. Causes of change from the previous period and within this period
Industrialization and Global Capitalism
1. Production of goods
a. Causes
i. Europe’s location on the Atlantic
ii. Geographic distribution of coal, iron, and timber
iii. Demographic changes
iv. Urbanization
v. Agricultural productivity
vi. Legal protection of private property
vii. Abundance of rivers and canals
viii. Access to foreign resources
ix. Accumulation of capital
b. Exploitation of resources
i. Steam engine
ii. Internal combustion engine
iii. Fossil Fuels (coal and oil)
c. Factory system and job specialization
d. Spread of Industrialization
i. England through Europe
e. Second Industrial Revolution
i. Steel
ii. Chemicals
iii. Electricity
iv. Precision machinery
2. Raw Materials and New Markets
a. Single natural resource export economies
i. Cotton
ii. Rubber
iii. Sugar
iv. Metals and minerals
b. Decline of agriculturally based economies
i. Textile production in India
c. New consumer markets
i. British and French attempts to “open up” the Chinese market
1. Opium Wars
d. Extensive mining centers
i. Global demand for gold, silver, and diamonds
ii. Gold and Diamond mines in South Africa
e. Development of financial institutions
i. Capitalism and classical liberalism
1. Adam Smith and John Stuart Mills
ii. Financial instruments
1. Stock Markets
2. Insurance
3. Gold Standard
iii. Transnational business
1. United Fruit Company
f. Transportation and Communication
i. Railroads
ii. Steamships
iii. Telegraphs
iv. Canals
g. Responses to global capitalism
i. Organization of workers for improved working conditions
1. Limit hours
2. Higher wages
3. Safer environment
ii. Alternative visions of society
1. Utopian Socialism
2. Marxism
3. Anarchism
iii. Local resistance to economic changes
1. Qing China
2. Ottoman Empire
iv. State sponsored visions of industrialization
1. Reforms of the Meiji Restoration
2. Railroads in Tsarist Russia
3. China’s Self Strengthening Movement
v. Various government reforms to mitigate negative effects
1. Suffrage in England
2. Public education
h. Social organization and demography
i. New Classes
1. Middle class
2. Industrial working class
ii. Family dynamics and gender roles
iii. Effects of rapid industrialization
1. Unsanitary conditions (changes)
2. New forms of community
Imperialism and Nation States
1. Transoceanic Empires
a. Colonies
i. British in India
b. Decline of Spanish and Portuguese in favor of other European
powers
i. British
ii. French
iii. German
c. Use of diplomacy and warfare in Africa
i. Belgium Congo
ii. British in West and South Africa
d. Settler colonies
i. British in Southern Africa, Australia, and New Zealand
e. Economic Imperialism
i. Opium Wars
ii. British and United States Investment in Latin America
2. State Formation and Contraction
a. US and European influence over Tokugawa Japan and the Meiji
Restoration
b. United States and Russian expansion of borders
c. Ottoman Empire
i. Semi-independence in Egypt and later British influence
ii. French and Italian colonies in North Africa
iii. Independent states in the Balkans
d. New States developed
i. The Cherokee Nation
ii. The Zulu Kingdom
e. Development and Spread of Nationalism
i. The German nation
f. Racial ideologies
i. Social Darwinism
3. Nationalism, Revolution, and Reform
a. The Enlightenment
i. Thinkers influenced how we understood the natural world
and human relationships
a. Voltaire
b. Rousseau
ii. Intellectuals critiqued religion and emphasized reason
iii. Political ideas about the individual, natural rights, and the
social contract
c. Locke
Revolutionary documents
1. Declaration of Independence
2. French Declaration of the Rights of man and Citizen
3. Bolivar’s Jamaica Letter
Expansion of rights
4. Expanded suffrage
5. Abolition of slavery
6. End of serfdom
New Commonality creates national communities within state borders
iv. Language
v. Religion
vi. Social Custom
vii. Territory
Discontent with imperial rule propelled revolutionary movements
viii. Challenges to centralized imperial government
1. The challenge of the Marathas to the Mughal Sultans
ix. Rebellions
1. American Revolution
2. French Revolution
3. Haitian Revolution
4. Latin American Independence Movement
x. Slave Resistance
1. Maroon Socieities
xi. Anticolonial movements
1. Indian Revolt of 1857
2. The Boxer Rebellion
xii. Millenarianism, Religion, and Rebellion
1. The Taiping Rebllion
2. The Ghost Dance
xiii. Responses to rebellion
1. Tanzimat movement
New transnational ideology and solidarity
xiv. Liberalism
xv. Socialism
xvi. Communism
Feminism
xvii. Olympe de Gouges’s Declaration of the Rights of Women
and Female Citizens
xviii. Seneca Falls Conference (1848)
Global Migrations
a. Changes in demography influenced migration
i. Global population increased due to increased food supply
and medical improvements
ii. Due to changes in transportation people migrated to cities
b. Reasons for Migration
i. Individuals freely chose to relocate for work
1. Manual labors
ii. Coerced and semi-coerced labor
1. Slavery
2. Chinese and Indian indentured servitude
3. Convict labor
iii. Temporary/seasonal migration
1. Italians in Argentina
c. Consequences and reactions to migrations
i. Males migrated causing females to take on new social roles
in the home society.
ii. Ethnic enclaves
1. Indians in East and southern Africa, the Caribbean,
and Southeast Asia
iii. Prejudice and regulation of migration
1. The Chinese Exclusion Act
2. The White Australia Policy
Activities:
1. Students will debate the merits of mercantilism,
capitalism, communism/socialism, and utilitarianism.
2. Students will participate in the Urban Game in order
to understand the effects of Industrialization.
Students will use this information (and other sources)
to update their cities. Have their cities become part of
an empire? What has changed? Why have these
changes occurred? What does the future look like for
this city?
3. Students will create a Top Ten list of the most
important inventions. Students will include the
inventor, the date of invention, and a rationale for why
it is on the list and in its position (#1, #2, etc…).
Essay: Compare and contrast the roles of women in TWO of the following
regions during the period from 1750 to 1914.
East Asia
Sub-Saharan Africa
Latin America
Western Europe
VI. Global Conflict and Change 1900 CE-Present (6 weeks)
Textbook: Chapters 34-40
Readings/Documents: The Three People’s Principles by Sun Yat-sen (excerpts),
Dulce et Decorum est by Wilfred Owen, What is to be Done? By Lenin
(excerpts), The Results of the First Five Year Plan by Stalin (excerpts), Little Red
Book (excerpts) by Mao Zedong, The Franck Report, Indian Home Rule by
Mohandas Gandhi, photos of student protests in Tiananmen Square, The Long
Telegram by George Kennan, The Rivonia Trial Speech by Nelson Mandela
(excerpts), UN Declaration of Human Rights (excerpts), Life expectancy and
wealth distribution tables (various), King Leopold’s Ghost by Adam Hoschild
Essential Questions:
1. How did advances in science and technology affect the interaction
between humans and the environment? (Key concept 6.1)
2. How did the struggle for global power result in global conflicts that
fundamentally changed the political, economic, demographic, and social
development of societies/states. (Key concept 6.2)
3. What effect has globalization and change have on the social, economic,
political, and technological development of societies/states? (Key concept
6.3)
Periodization—The previous curriculum in APWH used 1914 as the beginning of
this period. Evaluate the decision to move the date to 1900. Is this an
improvement in periodization? Explain.
Scientific Advances
1. Transportation and Communication
2. New Ideas
a. The Theory of Relativity
b. Quantum Mechanics
c. Psychology
3. The Green Revolution and Food Production
4. Medicine
a. Polio vaccine
5. New forms of energy
a. Oil
i. Aramco
ii. Exxon
b. Nuclear Energy
i. The Atomic bomb
ii. Chernobyl
iii. Three Mile Island
Human-Environment Interaction
4. Competition for finite resources
a. Water
5. Global warming and green house gases
6. Pollution
a. Water
b. Air
c. Deforestation
i. Amazon
d. Desertification
i. Sahara
Demographic Shifts
1. Disease and poverty
a. Malaria
2. Emergent Epidemic Diseases
a. 1918 Spanish Influenza Pandemic (H1N1)
b. HIV/AIDS
3. Lifestyle changes and disease
a. Diabetes
b. Heart Disease
c. Cancer
4. Birth control, demography and women’s rights
5. Changes in the military
a. Technology
i. Tanks
ii. Airplanes
b. Tactics
i. Trench warfare
ii. Firebombing
c. Casualties
i. Nanjing
ii. Hiroshima
European Political Dominance
1. Internal and external factors in the collapse of land empires (Ottoman,
Russian, Qing)
a. Economic hardship
b. Military defeat
2. Negotiated colonial independence
a. India and the British
3. Colonial independence through armed struggle
a. Algeria and Vietnam from the French
Anti-Imperialism and the Restructuring of States
1. Nationalist leaders in Asia and Africa
a. Mohandas Gandhi
b. Ho Chi Minh
c. Kwame Nkrumah
2. Regional religious and ethnic movements
a. The Biafrah secessionist movement
3. Transnational movements
a. Communism
b. Pan-Arabism
c. Pan-Africanism
4. Redistribution of land and wealth in Asia and Africa
Political changes, demography and social consequences
1. The redrawing of colonial boundaries and population resettlement
a. India/Pakistan partition
b. Zionist movement
2. Migration of former colonial subjects to imperial metropoles
a. South Asians to Britain
3. Ethnic violence and refugees
a. Armenia
b. Rwanda
Global Conflicts
1. Total War
2.
3.
4.
5.
6.
7.
a. World War I
b. World War II
Ideologies
a. Fascism
b. Nationalism
c. Communism
Propaganda
a. Political Speeches
b. Art
c. Media
State mobilization of resources
a. The ANZAC troops of Australia
Sources of global conflict
a. Imperialist expansion for European powers and Japan
b. Competition for resources
c. Ethnic conflict
d. Power rivalry between Great Britain and Germany
e. Nationalist ideologies
f. Economic crisis and the Great Depression
The Cold war (United States and U.S.S.R. as superpowers)
a. NATO
b. The Warsaw Pact
c. Proxy Wars
i. Latin America
ii. Africa
iii. Asia
d. Dissolution of the Soviet Union
Resistance and Intensification of Conflict
a. Challenges and the practice of nonviolence
i. Picasso (Guernica)
ii. Thich Quang Duc and self immolation
iii. Gandhi
b. Alternatives to the existing economic, political, and social orders
i. Vladimir Lenin
ii. Mao Zedong
iii. The Anti-Apartheid movement
iv. Tiananmen Square Protestors
c. Military response and intensification
i. Military dictatorships
a. Chile
b. Spain
c. Uganda
ii. United States and the “New World Order”
d. Use of violence against civilians
i. Terrorism
a. IRA
b. ETA
c. Al-Qaeda
e. Popular culture
i. Dada
ii. James Bomb
iii. Video games
New Conceptualizations of Global Economy, Society, and Culture
1. States responded in many ways
a. Communist states and the economy
i. The Five Year Plans
ii. Great Leap Forward
b. The Great Depression and government intervention
i. The New Deal
ii. Fascist corporatist economy
c. Post WW II economy
i. Nasser’s economic development of Egypt
ii. Export oriented economies in East Asia
d. Free markets and economic liberalization
i. Ronald Reagan (United States)
ii. Deng Xiaopeng (China)
2. Increasing interdependence
a. New international organizations
i. The League of Nations
ii. The United Nations
b. New economic institutions
i. The International Monetary Fund (IMF)
ii. World Bank
c. Humanitarian organizations
i. UNICEF
ii. Red Cross
iii. World Health Organization (WHO)
d. Regional trade agreements
i. The European Union
ii. ASEAN
e. Multinational corporations
i. Coca-Coca
ii. Royal Dutch Shell
f. Movements in protest of inequality and environmental harm
i. Greenpeace
ii. Earth Day
3. Challenges to race, class, gender, and religion and the use of technology
a. Human Rights
i. UN Universal Declaration of Human Rights
ii. Women’s Rights
b. New cultural identities and exclusionary reactions
i. Negritude
ii. Citizenship restrictions
iii. Xenophobia
c. New forms of spirituality
i. New Age Religion
ii. Hare Krishna
iii. Fundamentalist Movements
4. Popular and consumer culture
a. Sports
i. The World Cup (Soccer)
ii. The Olympics
b. Music and film
i. Reggae
ii. Bollywood
iii. Napster
c. Technology
i. Internet
1. Facebook
2. Twitter
3. Cellphones
4. Wireless Computing
Activities:
1. Students will review demographic and wealth data. Students will discuss
causes and consequences of this data. In addition, students will research
World Systems Theory and evaluate the data using this theory. Is this the
best way to understand the world? What alternate ways can we explain
the differences in demography and wealth?
2. Students will participate in a model UN and discuss the issues of: self
determination (Palestine), water use, energy, and human rights.
3. Students will create a comprehensive timeline illustrating political,
economic, religious, and social changes in ONE region (assigned in class)
from 8000 BCE to present day. Students will note from 5-7 major events
per period and place a description of the event, how it connects with the
other events in the timeline, and a picture to illustrate the event. Each
timeline will be presented to the class by the group that creates it and be
displayed in the room.
4. Based on the timelines, the Human Web (CH 4 and 5), and The History of
the World in Six Glasses students will discuss other ways to construct
periods in World History.
Essay: Choose TWO of the areas listed below and analyze how each area’s
relationship to global trade patterns changed from 1750 to present. Be sure
to describe each area’s involvement in global patterns around 1750 as your
starting point.
Latin AmericaSub-Saharan Africa
East AsiaThe Middle East
Eastern EuropeNorth America
South and Southeast Asia
Review (2 weeks)
The Midterm and Final Exam:
Like any college course there will be a variety of assessments. Amongst these
will be three major assessments. The first is the midterm exam. This exam will
be a modified Advanced Placement exam (questions we have not covered will be
replaced). The midterm includes a series of multiple choice questions and two
essay questions. There will also be a course final exam. The course final exam
will be a modified version of the AP exam administered by the teacher. It will
have 70 questions and 3 essays. The other major assessment is the AP exam
itself. A score of 3, 4, or 5 on the AP exam generally results in the awarding of
college credit. It is the student’s responsibility to check with her/his individual
college’s/university’s requirements for credit. For additional information on the AP
World History exam, please visit the following website:
http://apcentral.collegeboard.com/members/article/1,3046,152-171-02090,00.htm