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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