Download 9/21/11 1 AP World History Syllabus

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AP World History Syllabus: August 2011 Appleton Area School District District Description: The course will prepare students to work with college level material by analyzing historical evidence and developing the ability to express historical understanding in writing. The focus of the course will include African, Asian, European, and Latin American history. Major topics include: Ancient Civilizations, The Middle Ages, The Renaissance, The Industrial Age, The Age of Imperialism, and the Modern World. Students will engage in active questioning and the construction and communication of arguments. Discipline Description: AP World History is the study of global processes (trade, political structures etc.) and interconnections among human societies and the earth itself. How have people lived—why have they chosen to organize in this way or some other way? What continuities do their societies show—what changes? Why did change happen? The AP Course: The AP course ...is structured around 5 themes and 19 key concepts in 6 chronological periods.... Why are periods marked out as they are? The Foundations eras (8000 bce-­‐600 bce; 600 bce-­‐600ce) introduce the historical and geographic context. In the periods from 8000-­‐600 ce the patterns that are the basis of future development were established. Many elements of that first unit were part of your Foundations of the Modern World course in grade 9 and earlier. Some of the summer preparation re-­‐introduced you to the era while also introducing broader comparative analysis. Our first unit’s activities will establish the particular AP World History frame of working—periods/themes./changes/continuities. We examine the world as it developed into the today’s global community. We will argue about the degree to which the world IS integrated (one of those historian’s debates) and what earlier ‘global communities’ there have been. Each region /people plays a role but this is NOT a regional history course. Nor is it Neolithic to Now, everything included, fact-­‐packing—‘command of themes and key concepts requires ...knowledge of detailed and specific ...developments...to exemplify the themes and concepts (College Board). In other words, the ‘facts’ make the concepts whole.. Nor is this the West and the Rest. World historians seek to understand change over time, cross cultural contact and exchange, comparative history, and regional practices that illuminate world systems. Developments in Western civilization have, arguably, been critically important in shaping the modern eras (1750-­‐today: revolutionary concepts, industrialization, creation of mass political society, political ideologies, modern global wars, imperialism). Western impact on the rest of the world was largely a result of its economic and industrial power translated into political power after 1750. But the West (including the United States) did not have to develop that dominance —other regions had similar capacities. Prior to the 19th century Asia was the wealthiest and most productive region, the economic engine of the world, and the Islamic Heartland was a commercial and intellectual powerhouse. Are we now in another era of Chinese power? 1
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Chronological Breakdown Era %course Overall theme 8000 BCE to 600BCE 5% Technological and Environmental Transformation 600BCE.-­‐600 CE 15% Organization and Reorganization of Human Soc. c.600 CE. – c.1450 20% Regional and Trans-­‐Regional Interactions c.1450-­‐1750 20% Global Interactions c. 1750-­‐1914 20% Industrialization and Global Integration c. 1900/1914-­‐the present 20% Global Fragmentations and Realignments Thematic Breakdown Interaction between • Demography and disease humans and the • Migration environment • Patterns of settlement • Technology Development and • Religions interaction of cultures • Belief systems, philosophies and ideologies • Science and technology • The arts and architecture State-­‐building, expansion • Political structures and forms of governance and conflict • Empires • Nations and nationalism • Revolts and revolutions • Regional, trans-­‐regional and global structures and organizations Creation, expansion and • Agricultural and pastoral production interaction of economic • Trade and commerce systems • Labor systems • Industrialization • Capitalism and socialism Development and • Gender roles and relations transformation of social • Family and kinship structures • Racial and ethnic classes • Social and economic classes Course Materials: Strayer, Robert W. Ways of the World: A Brief Global History With Sources. Bedford St. Martins, 2011. ISBN#13: 978-­‐0-­‐312-­‐64466-­‐6 (Supplement) Bentley, Jerry H. and Ziegler, Herbert F. Traditions & Encounters: A Global Perspective, 2nd Ed., Glencoe, 2003. ISBN#0-­‐07-­‐251026-­‐9 (Supplement) 2
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Historical Thinking Skills: thinking historically (adapted from College Board course syllabus) 1. Crafting historical arguments from historical evidence a. Framing a question and constructing an a persuasive argument b. Identifying and using evidence from diverse sources 2. Chronological reasoning a. Causation: Identifying and analyzing relationships between and among causes and effects b. Continuity and change over time: Recognizing, analyzing and evaluating dynamics of historical continuity and change c. Periodization: describing and constructing models of historical periodization used by historians, identifying turning points, understanding that choosing dates privileges narratives: for example b.c. designation compared to b.c.e. designation. 3. Comparison and contextualization a. Comparing developments within a society or across societies in various chronological periods. For example, early patriarchal societies and comparisons with Martin Guerre, and Things Fall Apart. b. Contextualization: being able to connect historical developments to specific circumstances of time and place, and to regional, national or global processes. For example, how was justice served in Martin Guerre and The Death of Woman Wang? How was each result related to the particular beliefs within the communities. 4. Historical interpretation and synthesis a. Interpretation: Being able to describe /identify diverse interpretations of the past ...through analysis of sources’ reasoning, context, pov, etc. b. Synthesis: Arriving at meaningful understanding of the past by applying these thinking skills and by drawing on different disciplines; applying insights to other contexts including the present. The AP Test Question type Number of questions Timing Multiple Choice 60 questions 55 minutes Document Based Question 1 question-­‐all candidates write 10 minutes prep time for all 3 (DBQ)-­‐essay the same question essays-­‐no writing allowed 40 minutes writing Free-­‐response essays 2 sections, each with 2 About 30 minutes each questions: select one question from each section You can get much more information about the AP by visiting the College Boards AP World History Website: http://apcentral.collegeboard.com/apc/public/courses/teachers_corner/4484.html 3
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AP World History syllabus: The Foundations-­‐8000 bce-­‐600bce /600 bce-­‐600 ce Unit Goals: • Introduce AP curriculum, historiography, habits of mind and themes as means to understanding • Review essentials in Foundations period: 8000 B.C.E.-­‐600 C.E. • Review geographic regions of the world and the unique civilizations that evolved within. • Begin managing the text and supporting materials (on-­‐line, handouts) for themes and vocab. Key Concepts: Technological and Environmental Transformations: 8000 B.C.E.-­‐600 B.C.E. • Big geography and peopling of the earth: migration of man and adaptation of human society • Neolithic revolution and early agricultural societies: new technologies lead to new social and economic systems. Agriculture and pastoral communities both develop hierarchical social structures. • Development and interactions of early agricultural, pastoral and urban societies: foundational civilizations settings, true states emerge, culture unifies states—writing, religion, monumental architecture, e.g., trade connects and allows cultural-­‐technological diffusion, social hierarchies intensify identity Basic reading: • Strayer, Ways of the World, 1st and 2nd eds. chapters 1-­‐3. • Bentley, Traditions and Encounters (4th edition): passim Part I, chapters 1-­‐6. • ‘Sowing for the Apocalypse’ (The New Yorker, August 27, 2007) Supplementary materials: • Diamond, Guns, Germs and Steel, (text) and part 1. dvd • Weisner, ‘Need for Water in Ancient Societies’, Discovering the Global World, 3rd.ed. • Time Life’s Lost Civilization Series • Bridging World History Series • Strayer’s Primary Sources activities • Strayer’s Considering the Evidence activities Activities / assessments include: • Discuss September assignment, collect assigned questions and write 1 page essay. All questions are comparative. e.g. “I believe in the complexity of the human story, and that there’s no way you can tell that story in one way and say, ‘this is it’. There will be someone who can tell it differently depending on where they are ‘standing’...in this way I think the world’s stories should be told from many different perspectives” Chinua Achebe § Achebe is noting the reality of ‘point of view’ in understanding any relating of an event. Choose one of the following: • Contrast Okonkwo’s view of his culture’s situation with any other point of view found in the book, Things Fall Apart. 4
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Compare how “Sowing for Apocalypse” presents the development of agriculture in the era 8000 bce -­‐600 bce with the presentation in Strayer, chapters 1 and 2.or G,G,&S. Consider how each discussion is organized, the context of the discussion (why is it being discussed), how clear it is to you. Are the presentations consistent with one another or do they differ significantly? • Analyze the illustrations from the ‘Need for water’ using the background material. • Introduce the Socratic Method, ex. Students will analyze how various belief systems affected the lives, cultures, and society of the believers. • Introduce the GRAPES methodology. Geography, Religion, Achievements, Political, Economics, and Social. • “Guess who’s coming to dinner” writing activity. Thinking historically about individuals and their role in world history. • Activity of Jared Diamond’s theory of Geographic Determinism, how resources impact civilization? Chart, graph, and table analysis. Key Concepts: Organization and Reorganization of Human Societies, c. 600 B.C.E.-­‐600 C.E. • Development and Codification of Religious and cultural traditions: monotheism and religions of salvation to Christianity; Vedic traditions; Buddhism as reaction; Confucian and Daoist ethical systems, Greco-­‐Roman philosophy. Social and artistic impact of religious traditions. Establishment of distinctive artistic traditions some resulting from diffusion (Gandhara) • Development of states and empires: what states develop and how interact with similar; administration of states-­‐different systems, imperial societies—structures serve the whole, Rome-­‐Han-­‐Maurya exemplars. • Emergence of Transregional Networks of Communication and Exchange: routes of communication (location, composition), technologies, diffusion of technologies, cultural practices, biologics—what, where. Basic reading: • Strayer, Ways of the World part II, chapters 4-­‐7 • Bentley, Traditions and Encounters part II, chapters 7-­‐12 + vocabulary (sample attached) Supplementary materials: • Weisner, “Need for Water in Ancient Societies”, Discovering the Global Past • College Board, AP World History examination questions: 2006-­‐ (CCOT) Analyze the cultural and political changes and continuities in one of the following civilizations during the last centuries of the classical era. Chinese 100 C.E.-­‐
600C.E., Roman 100 C.E.-­‐600 C.E., Indian 300 C.E.-­‐600 C.E. 2007 DBQ: Analyze Han and Roman attitudes toward technology. Docs from 2nd century B.C.E (Han)-­‐3rd century C.E. (Han); Roman docs through 1st C. C.E. 2009 CCOT: Analyze continuities and changes in patterns of interactions along the Silk Roads from 200 B.C.E. to 1450 C.E. 2010 Comparison: Analyze similarities and differences in methods of political control in 2 of the following states: Han China(206 B.C.E.-­‐220 C.E., Mauryan/Gupta India (320 B.C.E.-­‐550 C.E.), Imperial Rome (31 B.C.E.-­‐476 C.E.) • Appleton Area School District Wide Standards Based Assessment on the fall of the Han Dynasty compared to the fall of the Roman Empire. •
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• British Museum visual sources from the British Museum Website • Michael Wood’s A Story of India • Asia for Educators website: http://afe.easia.columbia.edu/ • Bridging World History, dvd, parts 5(belief systems), 6 (order), 8 (economics), 9 (land connections) passim • Documents on the origins of Buddhism and Hinduism • Greece-­‐a Crucible of Civilization • Time Life’s Lost Civilization • A History of Rome: The History of Channel • Persia: Forgotten Empire from the British Museum website • New York Times article (Scholars Perform Autopsy on Ancient Writing Systems, August 8, 2003) how languages/writing systems survive or become extinct • Strayer’s Primary Sources activities • Strayer’s Considering the Evidence activities • Taking Sides: Clashing Views in World History, Volume 1: The Ancient World to the Pre-Modern
Era , Expanded: issues #4-6 o Issue 4. Does Alexander the Great Deserve His Reputation? o Issue 5. Did Christianity Liberate Women? o Issue 6. Were Internal Factors Responsible for the Fall of the Roman Empire? Selected activities and assessments: • Persian ideas of Kingship: examination and analysis of the website The British Museum Forgotten Empire and the Behistun Rock—visual context with texts give meaning. These two sites highlight the important work that Archaeologists do and illustrate the strong connection between history and archaeology. What is epigraphy? By exploring epigraphy we can illustrate how archaeologists and linguists work. What did translating the Behistun Rock enable? Describe and explain the importance of the site of the Behistun Rock. What message does the whole (the site and the content of the inscriptions) impart? The imperial message. Theme: state-­‐building. Theme:development of cultures. • Small group presentations of topics that identify and synthesize key concepts: students practice selecting relevant detail to demonstrate a conceptual point. Integration of web, video, news articles with text materials: samples (there are more topics): What impact did writing have on complex societies (wave 1 and wave 2)? What types of writing developed (alphabet /other); Who could write—so what? Uses and importance of writing in the era / culture. Did the writing ‘endure’? To answer these questions select 2 or more from the list: Early Southwest Asia (chapter 2) Nile Valley (chapter 3) China (chapters 5 and 8) Maya calendar and writing (chapter 6) Development of Sanskrit and Hindu writings (chapter 4 and 7) Consider information from the newspaper handout(Scholars perform autopsy)g as well as your text. 6
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How do urban societies compare to hunter-­‐gatherer/ pastoralist / nomadic societies? How was life different in the nomadic /hunter-­‐gatherer societies from the urban societies? What relationships did urban and nomadic peoples have with one another? If a people is not ‘civilized’ (ie urban) are we being negative about them—should we be? (see Strayer, First Things First discussion) Select info from 2 of the chapters /developmental societies below East Asia (ch. 5)-­‐check the chapter for evidence of both Origins of urban life / hunter-­‐gatherer communities (ch. 1) Teotihuacan-­‐Maya, Chavin, Austronesia/Oceania (ch. 6) Rome and the Germans (ch. 12) •
Religious traditions: Wave 1 complex societies exhibited the early religious traditions; wave 2 societies adopted religions of salvation. How do the early traditions differ from religions of salvation? What was basis of each religious type? What gender roles were involved? What functions did the religions play in their societies (political, social, economic)? Compare 1 early tradition with 2 religions of salvation.. Early traditions (select 1): Vedic (ch. 4), Egypt (ch 3) Greece (ch. 10), Maya (chapter 6) (Early Greek religion ok but the philosophers like Aristotle are leaning toward religions of salvation...stay away from that. Religions of Salvation (pick 2): Zoroastrianism (ch 7), Hinduism (ch 9) , Buddhism (ch 9), Christianity (Ch 11-­‐12) CCOT and Comparison essays: why those questions-­‐how to approach: students select from past AP examples. Begin as group tasks then work as individuals. Regional and Transregional Interactions: c. 600 C.E.-­‐c.1450 Unit Goals and Key Concepts • Appreciate how this period is different from yet connected to the prior era. Appreciate change within the period. • Introduce the formal dbq-­‐type question, begin practicing • Expansion and intensification of communication and exchange networks: trading networks encourage trading cities (case studies); technologies and systems of trade (specific developments); political entities influence trade; major migrations and diffusions (Africa / Islam, e.g.); merchant and diffusion cultures-­‐how develop, what is diffused-­‐from technology to music) • Continuity and innovation of state forms and their interactions: differing political entities within regions-­‐empires reorganize or new forms develop (China / Europe); Islam governing style; American city-­‐state empires; conflict and contact create opportunities for technological and cultural transfers (crusades, e.g.) • Increased economic productivity and results: agricultural technology and productivity, impact of change, production for export-­‐what and how, demographic change-­‐causes and results, impact of urban areas; numerous forms of labor organization-­‐what, where, why; persistence of established social structures, religious diffusion influences social structures. 7
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Basic reading: • Strayer, Ways of the World part III, chapters 8-­‐13 • Bentley, Traditions and Encounters, parts III-­‐IV, chapters 13-­‐22, passim Supplementary materials: • Abu-­‐Lughod, J. Before European Hegemony , 1991. (trade circuits map) o 2002 AP DBQ: Compare and contrast attitudes of Christianity and Islam toward merchants and trade from the religions’ origins to about 1500. o 2004 AP DBQ: Analyze the responses to the spread of Buddhism in China (to mid-­‐
Tang era). o 2005 AP Comparison: Compare and contrast the political and economic effects of Mongol rule on 2: China, Middle East, Russia. o 2009 AP CCOT: Analyze continuities and changes in patterns of interaction along the Silk Roads from 200 B.C.E.-­‐1450 C.E. • Political leadership documents: Emperor Taizong, European feudal oaths and contracts, Einhard’s biography of Charlemagne, Chinese civil service examination questions, al-­‐
Mawardi-­‐Duties of a Caliph, Magna Carta, Procopius on Justinian • Article: How Islam Won and Lost the lead in Science (New York Times, Oct. 30, 2001) • Urban studies: Hangzhou-­‐anonymous observer and Marco Polo documents, Venice (Frederick C. Lane), Constantinople descriptions /video, Venice commercial contracts, rules of the Hanseatic League • College Board teaching unit on Indian Ocean • “Europe in the Middle Ages” dvd series: Peasants, Serfs and Servitude (agricultural technology, transformation and impact)—the series utilizes artifacts, reconstructions, archeology, literature to analyze developments. • “When the World Spoke Arabic”, dvd series: al-­‐Andalus, networks, science • “Sailing to Calicut” Chinese and Portuguese documents on trade (from Stearns, Documents in World History, 2003) • Basil Davidson “Africa” video series: episode “Caravans of Gold”: West /East African trading networks • “The Sultan’s Lost Treasure’—video: underwater archeology of Ming trading vessel • Cambodian art treasures video: exhibition review—shows diffusion of both Hinduism and Buddhism; how Chinese merchants of the era viewed Cambodian monuments. • Shaffer, L. Southernization, Journal of World History, vol. 1:1 Spring 1994. Excerpts • Mindsparks packet: Civilizations Interacting: How crucial was ‘interaction’ to the growth of civilization in these centuries?” visual and written sources • “Bridging World History” video series, #9-­‐11 • Taking Sides: Clashing Views in World History, Volume 1: The Ancient World to the Pre-Modern
Era , Expanded: Issue #3 • Tracking Human Migration: The Lapita Culture by Kris Krist a scientific look at the migrations of
the Lapita culture of New Guinea • PBS Empires Series: Islam Episodes 1 and 2 • Strayer’s Primary Sources activities • Strayer’s Considering the Evidence activities 8
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Selected activities and assessments include: • Vocabulary quiz / deconstructing multiple choice questions—why are some answers wrong • Change chart on Europe after 600. Recognizing the differences in early, high and late medieval developments • Zone of interaction v. state as structural-­‐analytical forms: problems to analyze using each concept: For example—How can each structural construct help us understand the influence of the diffusion of Buddhism? Of Islam? • Posters demonstrating African regional identities and transformations—accompanying Strayer reading: Reading suggests that West African cities were ‘An African alternative to oppressive bureaucratic states’[like the Chinese bureaucratic government)—show the contrast between the 2 political-­‐economic systems. Or Make a series of ‘snapshot’ illustrations showing that Axum changed over time. Account for the causes of the changes. • deconstruct documents from AP DBQs and see how to use them to answer a larger question: what other documents that we have used might further understanding • ‘Shoe exercise’ to highlight the value of grouping as an analytical tool • “Top 10” advice for the Portuguese in dealing with Indian Ocean trade (based on documents) • Map study: analyze and modify Abu-­‐Lughod trade-­‐circuits map. Create a series of maps to demonstrate the Indian Ocean trade networks and changes in them. Theme: interaction between humans and the environment. • Southernization analysis –what and how useful as analytical tool. Students adapt a map. CB Indian Ocean teaching unit. • Mini-­‐essay on a pair of documents—student selected. Focusing on why the documents are linked, what they contribute to understanding a problem, pov. Einhard on Charlemagne’s leadership, Taizong on being a leader. e. g. • Map the trade connections suggested in the “Sultan’s Lost Treasure” (Ming porcelain) video: whose ship was found? Origins of the cargo? How do we know? Who is doing the trading? With video, Porcelain for the Emperor, discuss Chinese technologies that enabled economic growth and influence in SE Asia. Theme: creation, expansion and interaction of economic systems. Global Interactions: c. 1450-­‐c.1750 Unit goals and Key Concepts: • Appreciate how this era differs from previous eras; causes and results of those differences: creating truly global networks—what does that mean? Concept of ‘early modern’—is that ‘too western’? • Gender and Empire (including the role of women in households and politics). • Demographic and environmental changes (the Columbian Exchange). • Imperial systems: a comparison between European monarchies and land based Asian empires. • Recognizing how different regions and states responded to internal needs and the changing global system; how are regions playing roles globally? • Write full comparative, CCOT and DBQ essays • Develop skills in film and visual analysis • Introduce Portfolio projects to allow individual depth in topics of interest • Globalizing networks of communication and exchange: changes in trade networks influence regional trade; technologies (new and adapted) to enable global connection; nature of 9
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transoceanic reconnaissance; new institutions (mercantilism, et. al.) and structures for circulation of products along with regional traditions: continuities and changes; religions respond to new interactions through syncretism and fragmentation; increased private and government wealth influences arts • New forms of social organization and modes of production: agriculture, production of goods for market, labor forms change with growing global demands; social and political elites change often influenced by racial and gender hierarchies • State consolidation and imperial expansion: centralization and expansion of state systems responding to both the problems of and opportunities in global connection: expressions of state power-­‐artistic, theoretical; states control of groups to enhance power; bureaucratization of government functions; militarized state; growth of state power challenged by rival states, local resistance. Basic reading: • Strayer, Ways of the World, Part III (Chapters 8-­‐12), Part IV (Chapters 13-­‐16) • Bentley, Traditions and Encounters, Part V (chapters 22-­‐28) Supplementary materials: • Wiesner, “Science and Religion Confront 18th century disaster (Lisbon Earthquake), Discovering the Western Past • Wiesner, “Sweet Nexus: sugar and the origins of the modern world”, Discovering the Global Past • ‘Voyages for Profit’: investment schemes in the early modern era (From Subject to Citizen curriculum, nla) • Andrea and Overfield, The Human Record, Edicts of Peter the Great • Manchu edicts on clothing (from Spence, The Search for Modern China) • Spence, Death of Woman Wang, passim o 2006 AP DBQ: Analyze the social and economic effects of the global flow of silver from the mid-­‐sixteenth century to the early eighteenth century. Docs from China, Spain, Britain. o 2007 AP Comparison: Within the period 1450-­‐1800, compare the process (e.g. political, social, economic) of empire building in the Spanish Empire with the empire-­‐
building processes in one of the following: the Ottoman Empire or the Russian Empire o 2008 AP CCOT: Analyze the changes and continuities in commerce in the Indian Ocean region from 650 C.E. to 1750 C.E. • Bulliet, Earth and its Peoples, excerpt second edition: Society in Colonial Latin America • Curtis, Voyages in World History, visualizing castas • Asia for Educators (Columbia University website), Tokugawa Japan • Sackler Gallery on-­‐line exhibition, “Style and Status in Ottoman Empire” • Letters of King Afonso, from Schwartz, The Global Experience • British Open University film, A Son of Africa: Olaudah Equiano (narrative + discussion of slavery in British historical discourse), 1998 • PBS film, “New York” (1999) series, episode I The Country and the City: Dutch settlement • Annenberg /learner.org: Art through Time-­‐a global view: Ceremony and Society • Film: “The Mission” and “Amistad” 10
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• PBS Series: Africans in America, episode 1 • PBS Empires: Islam, episode 3 • Bridging World History: episode 14 and 15 • Alfred Crosby’s The Columbian Exchange • Timeline of slavery www.nmm.ac.uk/server/show/ConLink.1868 • Strayer’s Primary Sources activities • Strayer’s Considering the Evidence activities Selected Activities and assessments: • Peter the Great edicts as evidence of his intentions, methods: group analysis then an individual essay: To what extent and in what ways were Peter’s reforms intended to touch all of the Russian people? • Factual /vocab test with document analysis of Manchu sumptuary documents—comparison to Peter the Great’s edicts: explain the context of each both in the period and in each society. • Visual analysis of symbols of power in Ottoman court clothing (Style and Substance exhibition) and Manchu (Qing) court dress. How do clothes make the man / woman? • Individual research: A. ‘seats of power’—Versailles, St. Petersburg, Tenochtitlan, Isfahan, Constantinople (Topkapi) and Forbidden City—how were imperial power and legitimacy demonstrated? What symbolism was used? B. Or activities based on the Art through Time videos. C. Film The Mission on religion in encounter situations / seeing the “other’ (write a study guide). D. Social: Compare the status of women in “Martin Guerre” (September prep) with Woman Wang? What did justice mean in “Martin Guerre” and Woman Wang—what role does a central government play? E. adapted 1997 AP European History DBQ Analyze and discuss attitudes and reactions toward the participation of women in the sciences during the seventeenth and eighteenth centuries. Themes: development and interaction of cultures. Development and transformation of social structures. • CCOT essay / or graphic on social change in the Americas 1450-­‐1800 (Bulliet excerpt). • Analysis of the world view of slavery/ slave trade chronology: mark ‘turning points’, show political intervention and results, etc. • Group comparisons/poster: trading post, settlement, tributary ‘empires’: demonstrate differences of, reasons for Industrialization and Global Interaction: c. 1750-­‐c.1900 Unit goals and key concepts: • Understand and articulate the ways in which this period is differentiated from and connected to previous eras: What are the marker developments for the era? What was the nature of sustained global integration? Europe’s ‘dual revolutions’ (political and industrial) in regional and global context and impact. What does ‘fundamental change’ mean? Does that ‘look’ the same in different regions /in different cutures? • Industrialization and global capitalism: meaning, fundamental changes in modes of production-­‐regional connections to and variations seen in (Russia-­‐Japan), impact on trading networks, infrastructure and institutional changes (business org, e.g.) facilitate and influence industrialization, social impact—classes, urbanization 11
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• Imperialism and nation-­‐state formation: new drive for empire (types of, comparison to earlier), political impact of imperialism (new competition, all states respond to challenges and opportunities, ideological (social, political, economic) underpinnings of state-­‐imperial growth • Nationalism, Revolution and Reform: intellectual and institutional causes of political challenge, change and restructuring; Enlightenment; nationalisms—definitions, origins, composition; anti-­‐colonialism; reformist movements; ideological responses to imperialism and industrialism; political and social ideologies • Global migration: changes in patterns of relative to earlier migrations; migrations transform societies; assimilation, conflict, social and economic consequences. Basic reading: • Bentley, Traditions and Encounters, Part VI, chapters 29-­‐33 interspersed with • Strayer, Ways of the World, Part V, chapters 17-­‐20 Supplementary materials: • “Lagaan’ • PBS Empires: Japan, episode 3 (Meiji uprising and Restoration) • Documents on self-­‐strengthening and China’s turbulent 19th century from Strayer and Bentley China’s Response to the West • Indian responses to imperialism: Naoroji, Dutt, Tilak, Tagore • Wiesner, “Expansion and Public Opinion” from Discovering the Global Past • Hause and Maltby, Western Civilization, statistics on colonial wars • Asia for Educators website on Meiji era • Pomeranz, The World that Trade Made , passim (and previous unit) • Cook, Colonial Encounters • NCHS (University of California) “Industrial Revolution: a global event”-­‐personal profiles from Egypt and Brazil • Excerpts: Locke, Hobbes, Diderot, Mill, Marx, Declaration of the Rights of Man, Wollstonecraft • College Board Teaching Unit: Migration o 2009 AP DBQ: Analyze African actions and reactions in response to the European Scramble for Africa. Documents range from 1886-­‐1907 o 2009 AP European History DBQ: 1. Analyze attitudes toward and evaluate the motivations behind the European acquisition of African colonies in the period 1880 to 1914. o 2003 AP DBQ: Analyze the main features …of the system of indentured servitude that developed as part of global economic changes in the 19th and into the twentieth centuries. o 2010 AP DBQ: …analyze similarities and differences in the mechanization of the cotton industry in Japan and India in the period from the 1880s-­‐1930s…. o 2002 AP Comparison: Analyze and compare the differing responses of China and Japan to western penetration in the 19th century. • American Experience film “Last Queen of Hawaii” • Active History website: Victorian Entrepreneur-­‐-­‐ interactive game • Strayer’s Primary Sources activities 12
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• Strayer’s Considering the Evidence activities Selected activities and assessments: • Lagaan film review: examine the role of British imperialism in India, what were the pro’s and con’s. What was the Indian response to British imperialism? What were the social and cultural gaps between the two people? • Take-­‐home on imperialism: statistical analysis of value of colonies compared with claims of need for colonies (Lord Lugard); cartoon analysis—Thomas Nast. • Reading and Discussion on Industrialization outside of Europe from the text “Worlds of History”. • Industrial Revolution Statistical Activity • Examination of the Socialist response to Industrialization using the History Guide’s Intellectual History of Europe. • Timed writing: o 2002 AP examination comparison question. Analysis of sample student answers. Integrate documents on self-­‐strengthening and Meiji into analysis. • Meiji Reform or Revolution: debate, each student prepares the opening remarks-­‐thesis driven. • Treaty of Waitangi: The Maori response to British Imperialism in Oceania • Cartoons on Japanese imperialism: Russian, American and Japanese—issues, pov, context o Combine 2009 DBQs in World and European: mix and rematch documents (group activity) culminating in essay on a question which students themselves devise. Accelerating Global Change and Realignments: c. 1900-­‐ the present Unit Goals and key concepts: • Draw curriculum together and prepare exam review • Develop personal responses to historians’ outlooks: ‘Nothing capable of being [solely] memorized is [real] history.” (Collingwood); “History is a window to the past and a mirror for ourselves” (R.D.Henry; “The past is malleable and flexible, changing as our recollection interprets and re-­‐explains what has happened.” (Peter Berger) • Science and the Environment: new scientific paradigms and technological advance accelerated human influence on the physical world, demographic change resulting from changes in warfare, medical capability, fertility shifts • Global conflicts and their consequences: Western political and economic dominance both challenged itself and was challenged by movements in the larger world; traditional political empires give way, colonial independence came through many means and through many agents including individuals, groups and ideologies. Political change and tension influences demographic patterns and actions influencing demographics(genocide); Ferguson ‘wars of the world’ characterization of the 20th century –sources of conflict, nature of conflicts, consequences. Political activism took many forms and had many results (Tiananmen, terrorism, Bandung Group, etc. • New Conceptualizations of global economy, society and culture: increasing interdependence leads to crises and some new forms of international governance (UN, IMF, et. al.); conceptual framework of globalization / reactions against; conceptualization of society and culture challenged: feminism, human rights, questions of identity, spiritual reconfigurations, global cultural phenomena (Sesame St.) and diffusion of, regional variations (Bollywood). 13
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Basic reading: Bentley, Traditions and Encounters, Part VI, chapters 34-­‐40 Strayer, Ways of the World, Part VI (Chapters 21-­‐24) Supplementary materials: • Tignor, Worlds Together Worlds Apart, 2nd. ed. World War II, decolonization • Millenium: the 20th Century • Ferguson, dvd, “Wars of the World” • Riefenstahl, “Triumph of the Will” • New York Times, Live from the Past Series: Russian Revolution, Fall of Communism, Fall of Communism in Poland • CNN series The Cold War • Life is Beautiful • (British) National Archives Learning Curve website, World War II-­‐theaters of operation including Pacific • Heaven on Earth: history of socialism dvd series • Americas video series • PBS series The Great War: segments on White Man’s War and Girls with Yellow Hands • Newspaper clipping folders on Environment, Migration, Identity, Nationalism, Globalization • Johns Hopkins Public Health magazine, issue on Priorities for the World in the 21st century • Spodek, The World’s History, 3rd. ed. globalization dialogue • China Rising video series: Cultural revolution o 2010 AP CCOT: Describe and explain continuities and changes in religious beliefs and practices in one of the following areas from 1450 to the present: Sub-­‐Saharan Africa, Latin America-­‐Caribbean o 2004 AP Comparison: Compare and contrast how the First World War and its outcomes affected two of the following regions in the period from the war through the 1930s. East Asia, Middle East, South Asia (Indian subcontinent) o 2005 AP DBQ: Analyze the issues that twentieth-­‐century Muslim leaders in South Asia and North Africa confronted in defining their nationalism. o 2007 AP CCOT: Analyze major changes and continuities in the formation of national identities in one of the regions listed from 1914 to the present. Be sure to include evidence from specific countries in the region. Middle East, South East Asia Sub-­‐
Saharan Africa. o 2006 AP Comparison: Compare and contrast the goals and outcomes of the revolutionary process in two of the following countries, beginning from the dates specified. Mexico 1910, China 1911, Russia 1917 o 2008 AP DBQ: Analyze factors that shaped the modern Olympic movement from 1892 to 2002. (date range of the documents). • Cartoon packets: causes of World War II, Cold War stages, Middle East ‘diplomacy’ • Pacific Century video series: Writers and Revolutionaries • 60 Minutes segments: Too Many Men (demography); Out of India (outsourcing) • Art of the Western World series: Into the 20th Century (primitivism, Dada, cubism, etc.) • Film: Gandhi • Film: Hotel Rwanda • Film: Zulu • Strayer’s Primary Sources activities 14
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• Strayer’s Considering the Evidence activities Activities and assessments: • Nationalist Roundtable: multi-­‐day role play, students take identities of ‘nationalists’ to explore movements: range from Ataturk and Nehru to Khomeini and LePen. Reaction paper analysis to follow. (attached) • Cartoon analysis: conditions leading to World War II, tensions of the Cold War outside of Europe • Group analysis contemporary issues in world historical context: use clipping file to assemble document groupings, relate to previous eras’ examples / compare/contrast. Changes/ continuities and causes of. e.g. Environment-­‐need for, conflicts over water: now-­‐historical. Drive for mineral resources: now – historical. Why particular resources in each era? Or Racial and ethnic conflicts. Culminating writing: To what extent is the present [struggle over ethnic identity]…..similar to and different from struggles in X era? Theme: interaction between humans and the environment. Development and interaction of cultures. Creation, expansion and interaction of economic systems. • Investigate an NGO: on-­‐line comparison, historical context of • Short writing: Make a claim (thesis statement) and present 2 pieces of evidence and one statement of analysis: e.g. In what ways did China’s social and economic development after 1949 demonstrate the dangers of being ‘long on redness, short on expertise’? • Group timeline: nationalists in the context of the 20th-­‐21st centuries • Mapping: World maps for each ‘era’ showing markers for developments—major review exercise: 5 examples of movement, 5 examples of physical geography influencing events, 5 examples of cultural markers, etc. • Annotated time-­‐line and map of Cold War episodes. Examine cause and effect within the events of each time period. o Extended dbq exercise: 2008 AP practice examination dbq on the impact of revolution on Cuban women. Extension activity: find 3 documents concerning impact on women from one of the following revolutionary situations: French Revolution, Russia 1900-­‐1939, Iran 1979-­‐present, South Africa anti-­‐apartheid movement. Recast the document question to reflect the new mixture of documents. Themes: development and transformation of social structures. State-­‐building. • Women leaders-­‐global: web-­‐research—construct a parallel list of women leaders to accompany the nationalist roundtable grid. • Decades Activity: working in groups students analyze and present information on the the mamor political, social, and economic issues of each decades. • Contrasting theaters of operation World War II: Pacific theater (Pearl Harbor), South Asian theater (Singapore), etc. (Learning Curve National Archives site)—each exercise is a document analysis involving visuals (newsreels included) and written sources to answer a question. Why was the fall of Singapore such a surprise to Britain? e.g. • Comparative statistical analysis group activity: war casualties WWI and WWI, migration after WWI and WWII, women’s rights. • Team Periodization discussion: Can the present century be significantly differentiated from the 20th century to warrant a separate designation? What would that be? Or Contrast Ferguson and Findley as they characterize the 20th century. OR Suggest new periodizations for some of the chronological span studied—defend your choices. 15
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• Post-­‐AP examination self-­‐reflection debate: History of Us All advises that we ‘study the large, slow trends’ like population growth, energy-­‐resource consumption and scientific innovation. How have these trends developed in human history? Is the grouping of trends too Enlightenment-­‐driven and tied to ‘western’ outlooks? In all individual research projects students submit a self-­‐evaluation concerning why they chose the particular topic and what/how themes are being explored. They compare the project with earlier research they have done. 16