Download AP World History Syllabus

AP World History Syllabus
The course is based on the global interactions of the world and human interactions from
8,000 BCE to present day, using the six World History Themes outlines in the AP World
History Course Description consistently throughout the course. Students will refine their
analytical abilities and critical thinking skills in order to understand historical and
geographical context, make comparisons across cultures, use documents and other
primary sources, and recognize and discuss different interpretations and historical
frameworks. This course imposes a heavy reading and writing load throughout the year,
and the demands on students are equivalent to a full-year introductory college course.
AP World History Themes:
1. Interaction between humans and the environment
 Demography and disease
 Migration
 Patterns of settlement
 Technology
2. Development and interaction of cultures
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Religions
Belief systems, philosophies, and ideologies
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
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Gender roles and relations
Family and kinship
Racial and ethnic constructions
Social and economic classes
Historical Thinking Skills:
1. Crafting Historical Arguments from Historical Evidence.
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Historical argumentation – evaluate and synthesize historical evidence to
construct historical arguments.
Appropriate use of relevant historical evidence.
2. Chronological Reasoning
 Periodization – being able to describe, analyze, evaluate and construct models of
historical periodization.
 Historical causation – ability to identify, analyze and evaluate multiple historical
causes and effects.
 Patterns of continuity and change over time
3. Comparison and Contextualization
 Comparison – ability to compare and evaluate multiple historical developments
 Contextualization – ability to connect historical developments to specific
circumstances of time and place
4. Historical Interpretation and Synthesis
 Interpretation – ability to describe, analyze, evaluate and create diverse
interpretations of the past
 Synthesis – ability to arrive at meaningful and persuasive understanding of the
past by applying all Historical Thinking Skills
Teaching Strategies:
The AP Themes and habits of mind influence the design and instructional strategies and
content selection throughout the course. This is the equivalent to a college-level survey
class of World History. Like college students, you are expected to read the assigned
pages in the textbook, as outlined in the class calendar and take notes on the reading. In
designing this course, the College Board aimed to help you gain the higher-order thinking
skills you will need to be successful in college.
Analysis of Primary Source documents:
Almost every day in class we will analyze primary sources both texts and visuals. This
primary source analysis will help you directly with the tasks required for the DocumentBased Question (DBQ) essay on the exam, but the daily use of historical materials also
will help you practice using evidence to make plausible arguments. You will also
become expert at identifying point of view, context and bias in these sources.
Class Debates/Socratic Seminar:
At least once each unit we will have a whole-class discussion on the diversity of
interpretations that historians present in your textbook and in other sources, such as
articles from Taking Sides: Clashing Views on Controversial Issues in World
Civilizations, and Personalities and Problems. The first book has articles that argue
pro/con positions on different major issues from world history. The second book
contains articles comparing leaders from different regions of the world.
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Writing Assignments
Each unit includes writing assignments designed to develop the skills necessary for
creating essays on historical topics highlighting clarity, precision and using evidence.
Short Document Analysis: Students analyze three documents (one written, one visual and
one quantitative) from the course primary source readers. These skills of primary source
analysis will be applied 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 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.
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.
Text Timeline Review
The Text Timeline Review is an activity that will be completed by the end of each unit.
The reason for this activity is to address chronological thinking. This activity requires
students to use the chronological timeline of their textbook as a baseline for the other
primary and secondary source materials they encounter in their readings, research, and
other studies. The students will place items from these other sources onto the timeline
associated with their textbook. Students will then be asked to write their responses to the
following prompts at the bottom of their timeline:
1. What is the relationship between the causes and consequences of the events or
processes identified on the completed timeline?
2. Discuss the contradictions/inconsistencies between the textbook’s
chronological timeline and that of the other sources.
Persian Charts
Students will create Persian Charts (Political, Economic, Religion, Social,
Intellectual/Art, Near (geography)) to compare empires within each time period
Simulations
We will also do simulations to challenge you to address questions about human
commonalties and differences and the historical context of culturally diverse ideas and
values within different periods. Students will do simulations for Silk Road Trade,
European Feudalism, and Life in Imperial China, Gold Salt Trade in Africa, Estates
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General Meeting in France, African Imperialism, and Alliance creation for beginnings of
World War I.
Main Textbook:
Bulliet, Richard W. The Earth and Its Peoples: A Global History. Boston: Houghton
Mifflin, 2001. Print.
Supplemental Materials:
Additional Sources: includes written documents, maps, images and quantitative data
Theresa C. Noonan. Document-Based Assessment Activities for Global History Classes.
Portland: J. Weston Walch, 1999.
Rand McNally Education Historical Atlas of the World, 2006
Dennis Sherman, A. Tom Grunfeld, David Rosner. World Civilizations: Sources Images
and Interpretation Volume 1: McGraw Hill, New York, 2005.
Joseph R. Mitchell, Helen Buss Mitchell. Taking sides: Clashing Views in World
History, Volume 1: The Ancient World to the Pre-Modern Era. McGraw Hill, New York,
2010.
Joseph R. Mitchell, Helen Buss Mitchell. Taking sides: Clashing Views in World
History, Volume2 Second Edition. McGraw Hill, New York, 2005.
Joseph R. Mitchell, Helen Buss Mitchell. Annual Editions: World History, Volume 1, 9th
edition. McGraw Hill, New York, 2007.
Joseph R. Mitchell, Helen Mitchell. Annual Editions: World History, Volume 2, 9th
edition. McGraw Hill, New York, 2007.
Additional Sources: primary sources and images
Reilly, Kevin. Worlds of History: A Comparative Reader, Volume 1 to 1550, Third
edition. Bedford/St. Martin’s, Boston, 2007.
Reilly, Kevin. Worlds of History: Since 1400 A Comparative Reader, Volume 2, Third
edition. Bedford/St. Martin’s, Boston, 2007.
Peter N. Stearns, Stephen S. Gosch, Erwin P. Grieshaber. Documents in World History
volume 1: The Great Traditions: From Ancient Times to 1500. 4th edition. New York:
Pearson Education, Inc., 2006
Peter N. Stearns, Stephen S. Gosch, Erwin P. Grieshaber. Documents in World History
volume 2: The Modern Centuries: From 1500 to Present. 4th edition. New York:
Pearson Education, Inc., 2006
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Readings in World History. Austin: Holt, Rinehart and Winston, 2003
Documents from Document Based Questions released by the College Board
Unit Calendar:
Unit 1: Organization and Reorganization of Human Societies, Human Beginnings to
600 CE, Bulliet Chapters 1-8, 7 weeks
Key Concept 1: Big Geography and the Peopling of the Earth
Key Concept 2: The Neolithic Revolution and Early Agricultural Societies
Key Concept 3: The Development and Interactions of Early Agricultural,
Pastoral and Urban Societies
Key Concept 4: The Development and Codification of Religious and Cultural
Traditions
Key Concept 5: The Development of States and Empires
Key Concept 6: Emergence of Transregional Networks of Communication and
Exchange
Topics for Discussion
 Neolithic Revolution
 Basic features of early civilizations: Mesopotamia, Egypt, Kush, Indus, Shang,
Mesoamerican and Andean
 How does a civilization interact with its environment?
 Major Belief systems: Hinduism, Buddhism, Judaism, Christianity, Confucianism,
and Daoism; polytheism and shamanism
 Classical civilizations: Greece, Rome, China and India including migrations of the
Huns, Germanic tribes
 Interregional networks by 600 CE and spread of belief systems
 Silk Road trade networks, Chinese model and urbanizations
Supplemental Readings (such as but not limited to):
The Epic of Gilgamesh
The Judgments of Hammurabi
Advice for Egyptian Students
An Early City in the Tigris-Euphrates Valley
Mesopotamian Values: Ideas About The Nature of Life and Death
Egypt: Religious Culture and the Afterlife
A Debate on Government (Persia)
The Wisdom of Confucius
Women in Classical China: Ban Zhao
The Role of the State in the Economy: The Salt and Iron Debates
Was a Slave Society Essential to the Development of Athenian Democracy?
Did the Roman Empire Collapse Due to its Own Weight?
The State and the Economy in India
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Global Contacts: The Opening of the Silk Road
Activities/Assessments
 Analyze maps of early human migrations and of the early core and foundational
civilizations.
 Activity: using the textbook and the internet, students will explore how the
findings of archeologists have contributed to our knowledge of one of the
following cultures:
o Harappan, Shang, or Mesopotamia.
 Persian Chart on Indus Valley, Egypt, Mesopotamia, Shang civilizations
 Collaborative Group-Jigsaw
o Students will analyze how geography affected the development of
political, social, economic, and belief systems in the earliest civilizations
in:
 Mesopotamia
 Egypt
 South Asia
 East Asia
 Mesoamerica
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Analyze and compare secondary sources from a variety of classical cultures,
including Greek plays, Indian epics, art and architecture from Greece, Rome,
India, China, and Mesoamerica, emphasizing cultural diffusion including
Greek sculpture on India and Daoist influence on Chinese poetry.
Leader Analyses (Ashoka, Pericles)
Conrad Demerest Model for Empire – students will learn about the elements
of the model and then use the model to analyze the different classical empires
Jigsaw reading and discussion of the Article “Southernization” by Lynda Shaffer
Causation Activity: Students will analyze long-term and short-term causes and
effects of the creation of the Silk Road trade network
Change and Continuity Analyses (development of new types of irrigation systems
and the spread of crops, expansion of pastoral nomadic groups in Central Asia),
Students will evaluate the causes and consequences of the decline of the Han,
Roman, and Gupta empires
Mapping activity of 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.
Persian Chart on the Roman Empire (including Constantinople)
Group Presentations
o Each group will research and present a major world religion/belief system
examining: origin, beliefs and practices, and diffusion
Writing Workshop (Thesis statements and essay development) - such as but not
limited to
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o Students will develop a chart listing for each of the river valley
civilizations:
 the location, food sources, social roles, political structure and
changes humans made to the environment to suit their needs.
o Compare and Contrast the Political and social structures of any two of the
following ancient civilizations:
 Mesopotamia, Egypt, Kush-Meroe, Indus Valley, Shang China,
Mesoamerica (Olmec, Mayan) Andean South America
o Writing a Comparison Essay Methods of political control in the Classical
period, student choice of two Han China, Mauryan/Gupta India, Imperial
Rome, Persian Empire
o Writing a Change and Continuity over Time Essay Political and Cultural
Changes in the Late Classical Period, students choose China, India, or
Rome
o 2006 Comparative Essay Analyze cultural and political continuities and
changes in ONE of the following civilizations of the Classical Era:
Chinese, Roman or Indian
o 2010 Comparative Essay Analyze similarities and differences in methods
of political control in TWO of the following empires in the Classical
period: Han China, Mauryan/Gupta India, or Imperial Rome
o 2007 DBQ Han and Roman attitudes toward Technology
o 2004 DBQ Responses to the spread of Buddhism
Unit 2: Regional and Transregional Interactions followed by Global Interactions,
600 CE to 1750 CE, Bulliet Chapters 10-19, 9 Weeks
Key Concept 1: Expansion and Intensification of Communication and Exchange
Networks
Key Concept 2: Continuity and Innovation of State Forms and Their Interactions.
Key Concept 3: Increased Economic Productive Capacity and Its Consequences
Key Concept 4: Globalizing Networks of Communication and Exchange
Key Concept 5: New Forms of Social Organization and Modes of Production
Key Concept 6: State Consolidation and Imperial Expansion
Topics for Discussion
 The Islamic World, the Crusades and Schism in Christianity
 European and Japanese feudalism
 Mongols across Eurasia and urban destruction in SW Asia, Black Death
 Bantu and Polynesian migrations
 Great Zimbabwe and Mayan empires and urbanizations
 Transformations in Europe – Renaissance to Scientific Revolution
 Encounters and Exchange: Reconquista, Europe in Africa, Spanish in the
Americas
 Encounters and Exchange: Portuguese and Indian Ocean Trade networks,
Southwest
 Asian trade networks and the Ming Slave trade/Rise of Qing
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Labor Systems in the Atlantic World—The Africanization of the Americas
The Columbian Exchange in Atlantic and Pacific Context
Expansion of Global Economy and Absolutism: Muslim, Tokugawa, and
Romanov empires
Effects of the Atlantic Slave Trade on demography in West Africa, resistance to
the Atlantic slave trade, and expansion of Islam in sub-Saharan Africa
Supplemental Readings (such as but not limited to):
Religious and Political Organization in the Islamic Middle East
Peasant Life in Tang and Song China: Evidence From Poetry and Legal
Documents
Valor and Fair Treatment: The Rise of the Samurai
Early Stages of the Byzantine Empire
Were the Crusades Motivated Primarily by Religious Factors?
Feudalism: Contemporary Descriptions and the Magna Carta
Christine De Pizan: Women and Society in the Late Middle Ages
Merchants and the Rise of Commerce
East Africa and the Arab Traders
African Kingdoms and Islam
Mayan and Aztec Creation Stories
Tribute Under the Aztecs
Merchants and Trade: Sources and Comparisons
Did Martin Luther’s Reforms Improve the lives of European Christians?
Was the West African Slave Trade a Precondition for the Rise of British
Capitalism?
Were the Witch-Hunts in Premodern Europe Misogynistic?
Was the Scientific Revolution Revolutionary?
Global Contacts: Sailing to Calicut: Chinese and Portuguese Voyages
Protestantism and Women
Economy and Society in Latin America
Political Styles in Latin America: Colonial Bureaucracy
Africa and the European Slave Trade
Babur and the Establishment of Mughal Rule in India
Suleiman the Lawgiver and Ottoman Military Power
Activities/Assessments
 Mapping Activity: Students will map Mediterranean Sea, Trans Saharan Africa,
Indian Ocean, Mesoamerican and Andean trade routes.
 Venn Diagram Activity: Compare and contrast the migrations and environmental
impacts of Bantu speaking peoples and Polynesian peoples, including the
diffusion of language.
 Class Discussion: Muslims throughout the Old World: The significance of the
travels of Ibn Battuta and Zheng He.
 Class Discussion: Impacts of technological innovations in age of regional and
transregional interactions such as the printing press and military technology which
aid in the spread of ideas, beliefs and the expansion of empires.
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Class Discussion: Irene and Wu Zhou Two Iconoclasts – comparing two leaders.
Persian Chart charts on Ming China and the Byzantine Empire
Students will debate the economic causes and effects of the Ming Treasure Ship
Voyages in the early 1400s
Causation Activity: analysis of short-term and long-term causes and effects of the
Crusades.
Causation Activity: Urbanization in different regions of the world.
Students will apply the Conrad Demerest model of Empire to the Islamic Empire
Students will evaluate the causes and consequences of the spread of Islamic
empires
In small groups, students will research and present on Genghis Khan, Viking and
Polynesian migrations, and Byzantine art and architecture.
Developing a Thesis Activity: Students examine different sets of written and
visual sources to create their own analytical questions an formulate a hypothesis
based on similarities and differences they discover in the documents – Feudalism
Comparison between Japan and Europe
Discuss the images of mosques in Spain and Africa, considering the impact of
geographical and cultural contexts on religion.
Students will evaluate the labels “medieval” and “postclassical” in World History
and discuss the breakdown different periods in history.
Jigsaw Activity: Forms of labor organization
o Working in groups students will describe, analyze and evaluate the
impacts one of the following forms of labor organization…
 Free peasant agriculture
 Nomadic pastoralism
 Craft production and guild organization
 Various forms of coerced and unfree labor (e.g. serfdom, Mita)
 Government imposed labor taxes
 Military obligations
Map Activity: Class will discuss the new technological developments in
cartography and navigation and map the earth and diffusion of technologies
around the world.
Jigsaw Activity: Students will research and present information to the class
pertaining to the new transoceanic maritime reconnaissance of their assigned
region. Regions will include China, Portugal, Spain, Vikings, Oceania/Polynesia
and English.
Chart Analysis: Discuss the benefits of the introduction of global foods on native
populations and native environments
Periodization Discussion: Does the label “Renaissance” apply to members of the
lower classes in late medieval Europe? Are there other “Renaissances” in other
parts of the world? If so, how might this change our understanding of this term as
a marker of a particular period in time?
Debate: Who was Christopher Columbus – hero or villain? Students will use
primary sources listed (see Supplemental Readings) to develop arguments for
their case. Students will create a historical argument, use relevant historical
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evidence, interpret, and synthesize data about Columbus to arrive at a wellreasoned conclusion.
Students will evaluate the causes and consequences of European maritime
expansion including the development of armed trade using guns and cannons
Mapping Activity: Students will read “Born with a Silver Spoon The Origin of
World Trade in 1571” by Dennis O’Flynn and Arturo Giraldez and then create a
map showing the flow of silver and goods involved in the Silver trade
Map exercises on European maritime expansion and Polynesian migrations
Student Project: Each student will apply techniques used by art historians to
examine visual displays of power in one of the land or sea based empires that
developed in this time period
Students will apple the Conrad Demerest Model of Empires to the Gunpowder
Empires
Leader Analysis (Peter the Great, Suleiman the Great, and Qianlong)
Persian Charts for the Mughal, Ming, Ottoman, Aztec and Incan Empires
Writing Workshop (Essay writing development) – such as but not limited to
o 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.
o 2008 CCOT Essay: Analyze the changes and continuities in Indian Ocean
region from 650 C.E to 1750 C.E.
o 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
o 2002 DBQ Compare and contrast attitudes of Christianity and Islam
towards merchants and trade
o 2008 CCOT: Analyze continuities and changes in the commercial life of
the Indian Ocean region from 650 CE to 1750.
o 2009 Comparative Essay: Compare the effects of racial ideologies on
North American societies with those on Latin American/Caribbean
societies during the period from 1500 to 1830.
o 2007 Comparative Essay: Compare the historical processes of empire
building in the Spanish maritime empire during the period from 1450
through 1800 with the historical processes of empire building in ONE of
the following land-based empires: Ottoman Empire or Russian Empire
o 2006 DBQ: Analyze the social and economic effects of the global flow of
silver from the mid-16th century to the early 18th century
Unit 3: Industrialization and Global Integration, 1750-1900 CE, Bulliet Chapters
20-29, 9 Weeks
Key Concept 1: Industrialization and Global Capitalism
Key Concept 2: Imperialism and Nation-State Formation
Key Concept 3: Nationalism, Revolution and Reform
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Key Concept 4: Global Migration
Topics for Discussion
 European Enlightenment
 American, French, Haitian, and Latin American Revolutions
 Napoleonic Wars/Congress of Vienna/ Conservatism vs. Liberalism
 British Industrial Revolution
 De-Industrialization of India and Egypt
 Imperialism and Modernization
 Anti-Slavery, suffrage, labor movements, anti-imperialist movements, nonindustrial reactions
 Reaction to industrialism and modernization
Supplemental Readings (such as but not limited to):
Was the French Revolution Worth its Human Costs?
Work and Workers in the Industrial Revolution
Russian Peasants: Serfdom and Emancipation
The Opium War: China and the West
Chinese Reform Movements
The Meiji Restoration in Japan
Crisis and Reform in the Ottoman Empire
Economy and society of Latin America
Literature and Cultural Values
The Decades of Imperialism in Africa
Activities/Assessments
 Pairing a document and image for analysis, such as Lin Zexu's, Letter to Queen
Victoria and an illustration of an opium warehouse in Macao
 Analyze 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.
 Comparison of Smith and Mill: Students will compare the ideas of Adam Smith
and John Stuart Mill and their ideological impact on global financial institutions,
businesses, and economies
 Using primary source documents students will examine how gender roles
were changed by the Agricultural Revolution
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Analyze the reactions to industrialization: Students will research and
present various alternative responses to industrialization. Topics will
include: socialism, government resistance (Qing and Ottoman), statesponsored visions, and legislative measures for improvement of conditions
for industry
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Causation Activity: students will analyze short-term and long-term causes and
effects of the Meiji Restoration
Venn Diagram: Compare the motives for imperialism and implementation
of policies by the British and Dutch
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Students will read and discuss comparison of the French Revolution with
the Latin American Revolutions by analyzing various primary source
documents
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Analyze the reactions to industrialization: Students will research and
present various alternative responses to industrialization. Topics will
include: socialism, government resistance (Qing and Ottoman), statesponsored visions, and legislative measures for improvement of conditions
for industry
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Students will analyze five political cartoons about European imperial expansion in
Asia and Africa to identify how nationalism and the Industrial Revolution served
as motivating factors in empire building in this time period
Students will analyze various primary source documents and compare European
attitudes toward Imperialism to Native people’s attitudes.
Students will analyze tables showing increased urbanization in various parts of
the world to consider connections between urbanization and industrialization
Map Activity investigating connections between imperialism and industrialization
Discussion: How did the spread of Social Darwinism in the 19th century influence
justifications for European imperialism?
Read and discuss primary documents covering the issues of liberalism, socialism,
communism, and feminism and their impact on changes in political ideologies.
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Persian Charts: British Empire, German Empire, Japan
Causation Activity: students will analyze short-term and long-term causes and
effects of the Industrial Revolution
Developing a Thesis Activity: Students examine different sets of written and
visual sources to create their own analytical questions an formulate a hypothesis
based on similarities and differences they discover in the documents – India
Colonial period
Utilizing a series of documents, maps and charts in the released DBQ about
indentured servitude on in the 19th and 20th centuries, students will assess the
connections between abolition of plantation slavery and increased migrations
from Asian countries to the Americas
Writing Workshop (Essay writing development) – such as but not limited to
o 2003 DBQ Analyze main features of Indentured Servitude that developed
as a part of the global economic changed from the 19th and into the 20th
centuries.
o 2009 DBQ Analyze African actions and reactions in response to the
European Scramble for Africa
o 2011 CCOT Analyze changes and continuities in long-distance migrations
in the period from 1700 to 1900. Be sure to include specific examples
from at least TWO different world regions
o 2004 CCOT Analyze continuities and changes in labor systems between
1750 and 1914 in one of the following areas: Latin America and
Caribbean, Russia, or Sub-Saharan Africa
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o 2003 Comparative Essay: Compare and contrast the roles of women in
TWO of the following regions during the period from 1750 to 1914: East
Asia, Latin America, Sub-Saharan Africa, Western Europe
o 2002 Comparative Essay: Analyze and compare the differing responses of
China and Japan to western penetration in the nineteenth century
Unit 4: Accelerating Global change and Realignments, 1900 to the Present, Bulliet
Chapters 30-35, 5 Weeks
Key Concept 1: Science and the Environment
Key Concept 2: Global Conflicts and Their Consequences.
Key Concept 3: New Conceptualizations of Global Economy, Society, and
Culture
Topics for Discussion
 World War I, Total War, and Reactions to the Fourteen Points
 Rise of Consumerism and Internalization of Culture
 Depression and Authoritarian Responses
 World War II and Forced Migrations
 United Nations and Decolonization
 Cold War, Imperialism, and the End of the Cold War
 The Information and Communication Technologies Revolution
Supplemental Readings (such as but not limited to):
The Experience of World War I
Consumerism
Lenin and the Russian Revolution
The Emergence of Modern Turkey
Middle Eastern Dreams in Conflict: Israelis and Palestinians
Chinese Revolutionaries: Sun Zhongshan and Mao Zedong
Communism, Chinese Style: Peasants and Students
World War II: Japanese Memories
Spinning Wheels and Black Flags: Indian Nationalists Challenge British Rule
Searching for the Soul of the Latin American Experience
African Nationalism
The Cold War
Globalization: Youth Culture and Working for Multinationals
Activities/Assessments
 Interpret selected posters from WWI. Analyze the images for their point of view
and purpose
 Create a timeline analyzing the changes and continuities of government and
NGO/IGO policies of intervention in response to the changing economy,
including the emergence of MNCs, 1900 to present
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Read and analyze new problems regarding humans’ relationship with the
environment, including overpopulation, global warming, pollution, species
extinction, and the changing attitudes toward the environment
Synthesize a variety of primary sources to create generalizations about the
diffusion of popular and consumer culture, including sports, music, and film
throughout the world in the 20th century
Read and analyze the independence movements in Africa, Asia, and Oceania after
World War II and various political and social revolutions in Latin America
Students will analyze and compare in short presentations the genocides of the 20th
century.
Students will compare the pace of industrialization in the 19th and 20th centuries.
Class discussion on significance and comparison of Southernization to
Westernization and their impact on world history.
Causation Activity: students will analyze short-term and long-term causes and
effects of decolonization in Africa
Persian Charts for Soviet Union, China and United States
Causation Activity: students will analyze short-term and long-term causes and
effects of Proxy Wars during the Cold War in the regions of Asia, Latin America
and Africa
Students will watch Power of Art video that highlights Picasso’s Guernica and
discuss it’s meaning in the period it was made.
Writing Workshop (Essay writing development) – such as but not limited to
o 2010 CCOT Essay: Analyze continuities and changes in cultural beliefs
and practices in ONE of the following regions from 1450 to the present.
Sub-Saharan Africa, Latin America/Caribbean
o 2008 Comparative Essay: Compare the emergence of nation-states in
nineteenth-century Latin America with the emergence of nation-states in
ONE of the following regions in the twentieth century. Sub-Saharan
Africa, Middle East
o 2007 CCOT Essay: Analyze continuities and changes in nationalist
ideology and practice in ONE of the following regions from the First
World War to the present: Middle East, Southeast Asia, Sub-Saharan
Africa
o 2006 CCOT Essay: Analyze continuities and changes in the goals and
outcomes in the revolutionary processes in TWO of the following
countries: Mexico 1910, China 1911, Russia 1917
o 2004 Comparative Essay: Compare and contrast how the first World War
and it’s outcomes affected TWO of the following regions in the period
from the war through the 1930s: East Asia, Middle East, South Asia
o 2008 DBQ Analyze the factors that shaped the modern Olympic
movement from 1892 to 2002.
o 2011 DBQ analyze the causes and consequences of the Green Revolution
in the period from 1945 to the present.
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