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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