Download Advanced Placement World History Syllabus

Advanced Placement World History Syllabus
Advanced Placement World History is a challenging course that explores the
past over time and focuses on common themes and patterns. AP World History
deals with the ―big picture‖, with comparison of major societies, understanding
of change and continuity over time, and analysis of history through primary
source documents. AP World History is structured around five course themes
and covers six chronological periods.
Course Themes CR 2
In AP World History, we focus on six primary thematic themes that receive
roughly equal attention throughout the year. These themes will provide the
primary organizing structure for the course:
1. Social--Development and transformation of social structures
Gender roles and relations
Family and kinship
Racial and ethnic constructions
Social and economic classes
2. Political--State-building, expansion, and conflict
Political structures and forms of governance
Empires
Nations and nationalism
Revolts and revolutions
Regional, trans-regional, and global structures and organizations
3. Interaction between humans and the environment
Demography and disease
Migration
Patterns of settlement
Technology
Deforestation and fossil fuel implications for the environment
4. Cultural--Development and interaction of cultures
Religions
Belief systems, philosophies, and ideologies
Science and technology
The arts and architecture
5. Economic--Creation, expansion, and interaction of economic
systems
Agricultural and pastoral production
Trade and commerce
Labor systems
Industrialization
Capitalism and socialism
AP World History Historical Thinking Skills
Crafting Historical Arguments from Historical Evidence
Historical Argumentation
Appropriate Use of Relevant Historical Evidence
Chronological Reasoning
Historical Causation
Patterns of Continuity and Change over Time
Periodization
Comparison and Contextualization
Comparison
Contextualization
Historical Interpretation and Synthesis
Interpretation
Synthesis
College Level Textbook
Strayer, Robert W. Ways of the World; a Global History with Sources. Boston:
Bedford/St. Martin's, 2011. Print. CR 1a
Primary Sources and Secondary Sources CR 1b and CR 1c
 Autralia’s Aborigines. Dir. Alexander Grasshoff and Aram Boyajian. Perf.
Leslie Nielsen. 1988. DVD
 "BBC News - One-minute World News." BBC - Homepage. BBC. Web. 04
Sept. 2011. <http://www.bbc.co.uk/news/video_and_audio/>.
 BBC, How the Earth Changed History, Stewart, Iain. 2010, DVD.
 Bentley, Jerry H., and Herbert F. Ziegler. Tradtions and Encounters. Third
ed. New
York: McGraw-Hill, 2006.
 Bravman, Wendy Lynch & Bill, Modern Warfare: An Overview for World
History Teachers. World History Connected 2.2 (2005): 54 pars. 14 Oct.
2011
<http://worldhistoryconnected.press.illinois.edu/2.2/bravman.html>.
 Bridging World History." Learner.org. Annenberg Learner, 2004. Web. 27
Aug. 2011. <http://learner.org/resources/series197.html>.
 Brooks, Nick, ―Climate Change May Have Sparked Civilization.‖
Environment News
Services.7 Sept. 2006. Web. 20 July 2011.
http://www.ens- newswire.com/ens/sep2006/2006-09-07-03.html
 Celebi, Joan E. The Indian Ocean Trade: a Classroom Simulation. Africa in
the World. NEH Summer Institute, Summer 1993. Web. 2 Sept. 2011.
 Christian, David. Maps of Time: an Introduction to Big History. Berkeley:
University of California, 2004. Print.
 Christian, David. This Fleeting World: a short history of humanity. Great
Barrington, Mass.: Berkshire Pub., 2008. Print.
 Crosby, Afred W. "Fire and Cooking." Children of the Sun. New York: W.
W. Norton and Co, 2006. 7-22. Print.
 Davies, Norman. "A Thousand Years of History." Introduction. God's
Playground: the Origins to 1795. Oxford: Clarendon Pr., 1982. 8.
Print.
 Diamond, Jared. "The Worst Mistake in the History of the Human Race."


















Discover Magazine May 1987: 64-66. Web. July 2000.
Drake, Phd., H. A. New Approaches to the Fall of the Roman Empire. Los
Angeles: UCLA, 3 Dec. 005. PPT.
Drucker, Reter F., ―The First Technological Revolution and Its Lessons."
American Studies @ The University of Virginia. University of Virginia,
Spring 1965. Web. 21 July 2011.
<http://xroads.virginia.edu/~DRBR/d_rucker5.html>.
Evenari, Gail, K. Wayfinders: A Pacific Odyssey. Maiden Voyage
Productions. 1999. DVD
"Genghis Khan Killed so Many People That Forests Grew and Carbon
Levels Dropped | Mail Online." Home | Mail Online. 25 Jan. 2011. Web.
08 July 2011.
<http://www.dailymail.co.uk/sciencetech/article1350272/Genghis-Khan-killed-people-forests-grew-carbon-levelsdropped.html#ixzz1RXBDkvlT>.
Goucher, Candice, Leguin, Charles, and Walton, Linda, ―Ideas and
Power: Goddesses, God-Kings, and Sages.‖ In the Balance: Themes in
World History. Boston. McGraw-Hill. 1998. 145-162.
Islam: Empire of Faith. Dir. Robert H. Gardner. Perf. Ben Kinsley. PBS,
2001. DVD
Little Ice Age: Big Chill. Dir. Josh Beckman. History Channel. 2005. DVD
"JOURNEY OF MANKIND - The Peopling of the World." Bradshaw
Foundation. Web. 13 Nov. 2011.
<http://www.bradshawfoundation.com/journey/>.
Liu Xinru, ―Silks and Religions in Eurasia, c. A.D. 600–1200,‖ Journal of
WorldHistory 6, no. 1 (Spring 1995), 25–48.
Mitchell, Joseph R., and Helen Buss Mitchell. Taking Sides . 3rd ed.
Dubuque, IA:
McGraw-Hill, 2000. Print
National Geographic. Australia’s Aborigines. DVD
O'Shea, Stephen. Sea of Faith: Islam and Christianity in the Medieval
Mediterranean World. New York: Walker, 2006. Print.
PBS. When Worlds Collide, 2010. DVD
Rao, Rajesh. "Rajesh Rao: A Rosetta Stone for the Indus Script | Video on
TED.com
Reilly, Kevin. Worlds of History; Volumes one and Two. Fourth ed.
Boston:Beford/St. Martin’s, 2010. Print.
Weatherford, J. McIver. Genghis Khan and the Making of the Modern
World. New York: Three Rivers, 2005. Print.
Spodek, Howard. The World's History. Upper Saddle River, NJ: Prentice
Hall, 1998.
World History For Us All. http://worldhistoryforusall.sdsu.edu/
Unit Activities
The following unit activities will be assigned in each of the six units in
order to develop analytical skills and to allow students to demonstrate
command of course themes and key concepts.
Note-taking on assigned chapters in Strayer using ―Reading and Thinking
Notes‖ adapted by an excellent idea by, Mike Macijeski, AP World reader,
Northfield Middle High School Northfield, Vermont (Appendix)
Students will complete a Five-Themes Chart for each of the six time periods.
CR 4
Monitored Discussions on readings from primary and secondary sources.
Students receive credit for posing questions on puzzling passages in the
reading and for attempting to answer the questions posed by other students.
The teacher acts as a record keeper and also keeps a list of topics that were not
adequately addressed in the discussion. This method is very similar to the
Socratic Seminar, but works better in classes of more than thirty-two students.
Every class opens with viewing the BBC One-Minute News and a minidiscussion about the themes and topics relating to the Key Concepts covered in
the news that day.
Map labeling, interpreting and memorization of features, geographic and
political as required in the Course Guide. Students will take map quizzes on
required elements from the course description as we move through the course
Timelines will be constructed construction for each unit.
Mapshots (annotated maps) will be completed by students in each time period
and region
Writing Assignments
Each unit includes writing assignments from the College Board 2002-2011
Released Questions designed to develop the skills necessary to create wellwritten and evidenced essays on historical topics and to allow students to
develop proficiency in historical thinking skills.
Short Document Analysis: Students will analyze written, visual and
quantitative documents from primary source readers and other sources. For
example, students will use SOAPSTONE to analyze documents according to
their subject, occasion, audience, purpose, speaker and the tone of the
document. These skills of primary analysis will be used throughout the
course.
Document Based Question (DBQ): Students analyze evidence from a variety
of sources in order to develop a coherent written argument that has a thesis
supported by relevant historical evidence. Students will apply multiple
historical thinking skills, such as evaluating reliability and point of view, as
they examine a particular historical problem or question.
Change and Continuity over Time (CCOT): Students identify and analyze
patterns of continuity and change over time and across geographic regions.
They will also connect these historical developments to specific circumstances
of time and place, and to broader regional, national, or global processes. Bill
Strickland’s guide to constructing a CCOT Thesis will be used. (Appendix)
Comparative Essay: Students compare historical developments across or
within societies in various chronological and/or geographical contexts.
Students will also synthesize information by connecting insights from one
historical context to another, including the present. Bill Strickland’s guide to
constructing a Comparative Thesis will be used. (Appendix)
Course Schedule
Summer Assignment
Student read Jared Diamond’s "The Worst Mistake in the History of the
Human Race,‖ and be prepared to discuss the article at our first class
meeting. KC 1.2
Period 1 – Technological and Environmental Transformations to 600
B.C.E. 5%



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 CR 3
Textbook reading: Strayer, Chapters 1-2
Primary Sources excerpted in Strayer
•
•
•
•
Hammurabi’s Code
Epic of Gilgamesh
Be a Scribe
Visual Sources from Indus River Valley Civilization
Secondary Sources
Crosby, Chapter 2
Bradshaw, Peopling of the Earth flash
―Migrations by Sea and Land Bridges‖ from Bridging World History
Drucker, ―The First Technological Revolution and Its Lessons‖
Rao, Rajesh. "Rajesh Rao: A Rosetta Stone for the Indus Script | Video
on TED.com
• Bridging World History, Unit 5, ―Early Belief Systems‖
•
•
•
•
•
Selected Activities/Assessments
• Students view Bradshaws’ flash presentation Peopling of the Earth and
create individual maps for their own study use. KC 1.1
• Students read and discuss ―Migrations by Land and Sea Bridges‖ from
Bridging World History. CR 5.b and 5.d KC 1.1.
• Student read Chapter Two ―Fire‖ of Crosby’s Children of the Sun and
discuss the ways in which early foraging societies domesticated and
employed fire. KC 1.1
• Students correctly list four effects of the earliest transition to agriculture
on the environments around villages and urban centers. KC1.2
• Students will compare Diamond’s and Stayer’s evaluation of the social
impact of sedentary agricultural on gender and class distinctions and
•
•
•
•
•
•
•
•
•
write a thesis statement for an essay comparing the two authors ideas.
KC 1.2 and CR 6
Students will analyze the impacts of early settlements in the major river
valleys and in New Guinea, the Andes and Mesoamerica, including
changes to gender roles, social stratification, labor, culture, and the
development of governance and the impact on the environment. Early
migrations including the Bantu, Indo-European and Austronesian will
also be examined. KC 1.2 and CR 5c
Students will create a timeline of tools, plaster, pottery, copper, bronze,
iron, the wheeled cart from 10,000 B.C.E to 600 B.C.E. KC 1.2
Students will analyze multiple causes and effects of the Neolithic
Revolution, including a discussion of why some people chose to settle
while others remained nomadic. KC 1.3
Students will analyze Drucker’s argument that the impact of irrigation on
the development of political and social structures was just as significant
as the Neolithic Revolution KC 1.3 CR7
Analyze maps of early human migrations and of the early core and
foundational civilizations. Map tests on AP Regions and regions of early
civilizations: Mesopotamia in the Tigris and Euphrates River Valleys,
Egypt in the Nile River Valley, Mohenho-Daro and Harrrapa in the Indus
River Valley, Shang in the Yellow River Vally, Olmecs in Meso-America,
and the Chavin in Andean South America KC 1.3
Students analyze the needs of a civilization to build monumental
architecture. KC 1.3
Periodization Exercise: Students prepare timelines of their lives and
create three eras covering their timelines. Then, in groups, they must
determine the beginning and ending dates for eras that will supersede
their individual decisions. Each group will share their eras with the
whole class in a discussion. CR 11
Students view and discuss the TED presentation by Rao on the
controversy about whether the Harappan civilization had a written
language. CR 15 and CR 5c
Change over Time and Comparative Writing will be introduced using
Bill Strickland’s Charts on Thesis Paragraph Practice
Period 2 – Organization and reorganization of Human Societies, 600 B.C.E
to 600 C.E.



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
Textbook Reading: Strayer, Chapters 4-7(including documents and visual
sources)
Primary Sources excerpted in Strayer











Ashoka, The Rock Edicts
Visual source: Qin Shihuangdi and China’s Eternal Empire
Confucius, The Analects
Bhagavad Gita
Plato, Apology
Gospel of Matthew
Visual source: Representations of the Buddha
Ban Zhao, Lessons for Women
Psalms of the Sisters
Periplus of the Erythraen Sea
Visual source: Art and the Maya Elite
Secondary Sources




Bridging World History, Units 5-7
Drake, New Approaches to the Fall of the Roman Empire
Goucher, Leguin, and Walton, pages 145-62
Mitchell, Joseph R., and Helen Buss Mitchell. ―Was Alexander Great‖,
Taking Sides
Selected Activities/Assessments

Students will read Goucher, Leguin, and Walton, ―Ideas and Power:
Godesses, God-Kings, and Sages,‖ pages 145-62 and write small
group analyses of the way in which religious ideas developed as a
means to challenge the rule of states and the social systems
supported by them. KC 2.1

Students will analyze a map of the major classical states and
empires, leading to a comparison of the Achaemenid Empire, Qin and
Han Empires, Maurya and Gupta Empires, Greek city-states, Roman
Empire, Teotihuacan and Mayan city states, and Moche in terms of
political structures, military techniques, economic networks, social
and gender structures, agricultural infrastructures. KC 2.2

Class debate from Taking Sides, ―How Great was Alexander?‖ CR 7

Essay: Analyze similarities and differences in techniques of imperial
administration and techniques of military projection in two of the
following empires: Han China, Imperial Rome, and Maurya/Gupta
India. KC 2.2

Essay: Analyze continuities and changes in the cultural and political
life of one of the following societies: Chinese, Roman, or Indian. CR
10

Students will compare the gender systems of China, India and the
Roman Empire and the common features of patriarchy in all three.
Analyze the extent to which women were able to challenge at least
some of the elements of their societies. K 2.2 and CR 12

Students will map the classical trade routes, including Eurasian Silk
Roads, Trans-Saharan caravans, Indian Ocean sea trade, and
Mediterranean Sea trade. Maps will include migration, exchange of
technology, religious and cultural beliefs, food crops, domesticated
animals, and disease pathogens. KC 2.3

Students will compare and contrast the migrations and environmental
impacts of Bantu speaking peoples and Polynesian peoples, including the
diffusion of language. KC 2.3
CR 5a and 5d

Document Based Question Essay: Attitudes Toward Technology in
the Roman Empire and Han China. Students analyze primary
sources for historical context, purpose or intended audience, author’s
point of view, argument and tone, using the SOAPSTone method.

Demonstrate an understanding of periodization by analyzing the
differing dates for the fall of the Roman Empire in Professor Drake’s
PowerPoint presentation.

Analyze and evaluate point of view of the fall of the Roman Empire
in the theories of Ronald Reagan, Edward Gibbon, Phyllis Schlafly,
James Joll, Dick Gregory and Joan Collins.

Students write a comparative essay the multiple causes and effects of
the decline of Rome, Han and Gupta empires. CR 4
Period 3: Regional and Transregional Interactions, c. 600 C.E. to 1450




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
Textbook Reading: Strayer, Chapters 8-13
Primary Sources excerpted in Strayer
 Shotoku, The Seventeenth Article Constitution, 604
 Kitabatake Chikafusa, The Chronicle of the Direct Descent of Gods and
Sovereigns
 Sei Shonogan, Pillow Book
 Shiba Yoismasa, Advice to a Young Samurai
 Imagawa Ryoshun, The Imagawa Letter
 Gregory of Tours, History of the Franks
 Willibad, Life of Boniface and The Leech book
 The Jesus Sutras
 Visual source: Reading Byzantine Icons
 The Quran, Surahs 1-5
 The Hadith
 The Sharia
 Rumi, Inscription on Rumi’s Tomb, Poem, “Drowned in God,” Mathnawi
 Visual sources: Islamic Civilization in Persian Miniature Paintings
 The Secret History of the Mongols
 Chinggis Khan, Letter to Changchun
 The Chronicle of Novgorod






Epitaph for the Honorable Mengu
William of Rubruck, Journey to the Land of the Mongols
King Moctezuma I, Laws, Ordinances, and Regulations
Diego Duran, Book of the Gods and Rites
Pedro de Cieza de Leon, Chronicles of the Incas
Visual sources: Sacred Places in the World of the Fifteenth Century
Secondary Sources











Bridging World History, Units 7-11
"Early African History, Until 16th Century CE." Exploring Africa.
Michigan State University. Web. 14 Oct. 2011.
<http://exploringafrica.matrix.msu.edu/students/curriculum/m7a/acti
vity1_2.php>.
Davies, Norman. "A Thousand Years of History." Introduction. God's
Playground: the Origins to 1795. page 8.
Celebi, Joan E. The Indian Ocean Trade: a Classroom Simulation.
O’Shea, Sea of Faith
Islam: Empire of Faith. Dir. Robert H. Gardner. Perf. Ben Kinsley. PBS,
2001. DVD.
Liu Xinru, ―Silks and Religions in Eurasia, c. A.D. 600–1200,‖ Journal of
World
History 6, no. 1 (Spring 1995), 25–48.
Weatherford, J. McIver. Genghis Khan and the Making of the
Modern World
Maps (in text)
Images of mosque architecture in Cordoba, Istanbul, and Timbuktu.
Selected Activities/Assessments

Mapping Activity: Students will map Mediterranean Sea, Trans Saharan
Africa, Indian Ocean, Mesoamerican and Andean trade routes. KC 3.1

Students will participate in a classroom simulation of Indian Ocean trade
created by Joan E. Celebi. KC 3.1 and CR 5a and 5c

Cause and Effect Chart: Urbanization in different regions of the world,
including Swahili trading cities, Melaka, Calicut, and Venice KC 3.1 and
CR 9

2009 CCOT Essay: Analyze continuities and changes in patterns of
interactions along the Silk Roads from 200 B.C.E. to 1450 C.E. Connect
these changes and continuities to global context, e.g., rise of Islam,
improved maritime technologies, rise of new empires. KC 3.1

2008 CCOT Essay: Analyze the changes and continuities in Indian Ocean
region from 650 C.E to 1750 C.E, relating these patterns to a global
context. KC 3.1

PowerPoint lecture based on the battles between Christians and Muslims
in Sea of Faith by Stephen O’Shea KC 3.2

Weatherford, J. McIver. Genghis Khan and the Making of the Modern
World: Read the entire book between over winter break. Prepare
discussion questions on an assigned chapter and participate in a panel
discussion composed of the other students who are assigned the same
chapter. Present your panel discussion to the class and be prepared to
entertain question. KC 3.2

Students view episodes 1 and 2 of Islam: Empire of Faith, read chapter 11
in Strayer and will participate in a monitored discussion of the various
ways in which the practice of Islam was affected by the geographic,
cultural and social contexts of sub-Saharan Africa from 700 to 1400.
KC 3.2 and CR 13

2004 DBQ: Buddhism in China. Students analyze primary sources for
historical context, purpose or intended audience, author’s point of view,
argument and tone, using the SOAPSTone method. KC 3.2

2011 C&C Essay: Analyze similarities and differences in the rise of two of
the following empires:



A West African Sudanic empire (Mali or Ghana or Songhay)
The Aztec Empire
The Mongol Empire

Students will read and discuss "Genghis Khan Killed so Many People
That Forests Grew and Carbon Levels Dropped | Mail Online."

Students will discuss the demographic and social effects of the little ice
age after viewing The Little Ice Age: Big Chill by the History Channel. KC
3.3

Students will compare the role of religion on gender roles in Buddhism,
Confucianism, Christianity and Islam.
KC 3.3

Periodization discussion: Davies, Norman. "A Thousand Years of
History." Introduction. God's Playground: the Origins to 1795. Oxford:
Clarendon Pr., 1982. 8. Print. Discuss the reasoning behind the
periodizations of the different historians. Postulate the thinking of the
WHAP course designers when they assigned the dates for the first three
units. CR 11
Period 4: Global Interactions 1450 to 1750



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
Textbook Reading: Strayer, Chapters 14-16
Primary Sources Excerpted in Strayer














Emperor Kangxi ,Reflections
Jahangir, Memoirs
Ogier Ghen de Busbecq, The Turkish Letters
Louis XIV, Memoirs
Jean-Baptiste Colbert, Instruction for Intendants
Visual sources: The Conquest of Mexico through Aztec Eyes
The Interesting Narrative of the Life of Olaudah Equiano
Thomas Phillips, A Journal of a Voyage made in the Hannibal of
London
King Alfonso I, Letters to King Joa of Portugal
Osei Bonsu, Conversation with Joseph Dupuis by
Visual sources: Exchange and Status in the Early Modern World
Martin Luther, Table Talk
Wang Yangming, Conversations
Visual sources: Global Christianity in the Early Modern Era
Secondary Sources



―School for Smoking,‖ Chapter 5 from Vermeer’s Hat by Timothy Brooks
DVD: When Worlds Collide
Vermeer. Wikipaintings.org/images

Selected Activities/Assessments

Students debate the economic causes and effects of the Ming Treasure
Ship Voyages in the early 1400s KC 4.1 and CR 5c

Students will read Chapter 5 in Vermeer’s Hat and Hold a monitored
discussion on the rapid global spread of tobacco in the sixteenth
century.
KC 4.1

Triads of students closely analyze a painting by Vermeer for evidence of
trade on life in 16th century Delft. The images from Vermeer's Hat: The
Seventeenth Century and the Dawn of the Global World by Timothy
Brook were the inspiration for this activity. KC 4.1 and CR 5e

Essay: Document Based Question, 2006. Analyze the social and
economic effects of the global flow of silver from the mid-16th century to
the early 18th century. Using available sources, students will identify
intended audience, author’s point of view, type of source,
argument/tone and global context. KC 4.1

Students will view When Worlds Collide and discuss the social and
economic consequences of the conquest of the Americas. KC 4.2 and
CR 5b

Case study on religions: Students will analyze images of Catholic saints
as interpreted in the Caribbean Voudun religion. KC 4.1 and CR 5b

Comparative Essay: Compare and Contrast any two coercive systems of
labor: Caribbean Slavery, Slavery in the English North American
colonies, Slavery in Brazil, Spanish Mita system in South America, West
African slavery, Muslim slavery in South West Asia, India Hindu castes,
or East European serfdom. KC 4.2

CCOT Essay: Students will write an essay that addresses the changes
and continuities of new global trade networks in the regions of Indian
Ocean, Mediterranean, Sahara, and overland Eurasia. KC 4.3

CCOT Essay: Students will write an essay analyzing the changes and
continuities in the social and political class systems the South and
North America, China, Japan, or India.
KC 4.3 and CR 12

Essay: Compare the process of empire-building of one European and one
Afro-Asiatic empire (gun-powder empire): France, Portugal, Spain,
England, Holland, Russia, Austria or Prussia, Ottoman Empire, Safavid
Empire, Mughal Empire, Ming (Chinese) Empire, West African Forest
State, West African Sahel State, or Japanese Shogunate . KC. 4.3
Period 5: Industrialization and Global Integration, 1750 to 1900




Key
Key
Key
Key
Concept
Concept
Concept
Concept
5.1.
5.2.
5.3.
5.4.
Industrialization and Global Capitalism
Imperialism and Nation—State Formation
Nationalism, Revolution and Reform
Global Migration
Textbook Reading: Strayer, Chapters 17-20
Primary Sources excerpted in Strayer




















The Declaration of the Rights of man and Citizen
Mary Wollstonecraft. A Vindication of the Rights of Woman
Simon Bolivar, The Jamaica Letter
Frederic Douglas, What to the Slave Is the Fourth of July?
Raden Adjeng Kartini, Letter to a Friend
Karl Marx and Friedrich Engels, The Communist Manifesto
Clara Zetkin, The German Socialist Women’s Movement
V.I. Lenin, What is to be Done?
Visual sources: Art and the Industrial Revolution
Emperor Qianlong, Message to King George III
Xu Naiji, An Argument for Legalization
Yuan Yulin, An Argument for Suppression
Commissioner Lin Zexu, Letter to Queen Victoria
The Treaty of Nanjing, 1842
Visual sources: Japanese Perceptions of the West
Nawab Muhabbat Khan, On Calucutta
Ram Mohan Roy, Letter to Lord Amherst
Dadabhai Naoroji, Speech to a London Audience
Visual sources: The Scramble for Africa
Abdullah Wahhab, History and Doctrines of the Wahhabis
Selected Activities/Assessments

Students analyze and discuss the factors that led to the origins,
spread, and changes of industrialization (i.e. transportation, textile
manufacturing, and sources of energy) in Western and Eastern
Europe, United States, Russia, and Japan. KC 5.1

Students create mini-posters comparing the first and second
industrial revolutions. KC 5.1

Case Study of Metals: Students will analyze the impact of copper
acquisition and how it affected native Mexican populations. KC
5.1 and CR 5b

Students will participate in the Urban Game which demonstrates
the impact of the Industrial Revolution on European village life. KC
5.1

Students will create Venn diagrams Comparing the motives for
imperialism and implementation of policies by the British and
Dutch
KC 5.2

Discussion: How did the spread of Social Darwinism in the 19th
century influence justifications for European imperialism? KC 5.2

DBQ: Analyze African actions and reactions in response to the
European Scramble for Africa. KC 5.2 and CR 5a

Students will write an essay analyzing and comparing the differing
responses of China and Japan to western penetration in the
nineteenth century. KC 5.2 and CR 5c

Read and discuss the rise and global diffusion of Enlightenment thinkers
and their ideas. Example ideas to discuss are, but are not limited to,
role of religion, women’s suffrage, abolition of slavery and serfdom, and
reformists movements in imperialized regions of the world. KC 5.3

Read and discuss primary documents in Strayer covering the issues of
liberalism, socialism, communism, and feminism and their impact on
changes in political ideologies. KC 5.3

Read and discuss ―History and Doctrines of the Wahhabis‖, Abdullah
Wahhab. Students write an essay postulating the global historical
context that contributed to the competing ideologies of western liberal
thought and wahhabism. CR 6

DBQ: Students will analyze the main features, including causes and
consequences, of the system of indentured servitude that developed as
part of global economic changes in the nineteenth and twentieth
centuries. KC 5.4

CCOT: Students will write a CCOT analyzing the actions and reactions of
large-scale migration within populations in Southeast Asia, Africa, or the
Caribbean. KC 5.4

Students will create an annotated map of the Americas showing
immigration from Europe, Africa and Asia during the period 1750 to
1900. KC 5.4 and CR 5b
Period 6: Accelerating Global Change and Realignments, 1900 – Present
20% (7 weeks)



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
Textbook reading: Strayer, Chapters 21-24
Primary sources excerpted in Strayer:















Benito Mussolini, The Political and Social Doctrine of Fascism
Adolph Hitler, Mein Kampf
Cardinal Principles of the National Entity of Japan
Visual sources: Propaganda and Critique in World War I
Joseph Stalin, the Results of the First Five-Year Plan
Maurice Hindus, Red Bread
Personal Accounts of Soviet Industrialization
Personal Accounts of the Terror
Visual sources: Poster Art in Mao’s China
Chart: Economic Development in the Global South by the Early
Twenty-first Century
A. Adu Boahen, African Perspectives on Colonization
Kwame Nkruman, Africa Must Unite
Julius Nyerere, The Arusha Declaration
Mildred Malineo Tau, Women: Critical to African Development
George B. N. Ayittey, Africa Betrayed and Africa in Chaos








Visual sources: Representing Independence
Chart: World Population Growth, 1950-2005
Mustafa Kemal Ataturk, Speech to the General Congress of the
Republican Party
Hassan al-Banna, Toward the Light
Ayatollah Khomeni, Sayings of the Ayatollah KhomeiniS
Benazir Bhutto, Politics and the Muslim Woman
Kabir Helminski, Islam and Human Values
Visual sources: Experiencing Globalization
Secondary Sources:




Australia’s Aborigines, National Geographic DVD
Bravman, Wendy Lynch & Bill, Modern Warfare: An Overview for
World History Teachers.
Christian, David. Maps of Time: an Introduction to Big History. 440—
445
Wayfinders: A Pacific Odyssey. DVD
Selected Activities/Assessments

Students read Chapter 14,‖ The Great Acceleration of the Twentieth
Century‖ in Maps of Time and analyze the way in which technological
innovations and demographic shifts altered the way the people of the
world relate in new ways. KC 6.1

Students read an excerpt from Bravman and Lynch’s Modern Warfare
and chart the military trends of the twentieth century. KC 6.1

DBQ: Analyze the causes and consequences of the Green Revolution,
in the period 1945 to the present. KC 6.1 and CR 9

Students write a comparative essay on the internal and external
causes of the Ottoman and Qing Empires including social, political
and economic factors. KC 6.2 and CR 5c and 5a

Essay: Analyze major changes and continuities in nationalist ideology
and practice in ONE of the following regions listed below from 1850 to
the present: Middle East, Southeast Asia, and Sub-Saharan Africa.
KC 6.2

DBQ: Analyze similarities and differences in the mechanization of the
cotton industry in Japan and India in the period from the 1880s to
the 1930s. KC 6.3 and CR 5c

Map the post-WWII regional trade agreements and suggest further
regions which could benefit from economic cooperation. Map and
defend your selections to the class in a monitored discussion. KC
6.3 and CR 14

View Wayfinders and Australia’s Aborigines and discuss the ways in
which global culture has endangered the preservation of historic
cultural identities. Research a cultural tradition from your own
ethnic group or family elders and write an essay on how that
tradition can be preserved. KC 6.3 and CR 5d