Download AP World History Devorah J. Kenney

AP World History Devorah J. Kenney-Benson
[email protected] (407) 297-4900 ext. 4522
Class Website: http://whsapworld.wikispaces.com/
For more about me, go to: “Teacher’s Corner”
Register for online text practice, go to: “Register for Online Testing”
This course is both rigorous and rewarding. Students take a global view of historical processes and contacts amongst
societies around the world and throughout time. The course requires a serious commitment by the student, which includes
reading each day in preparation for activities in class. Participation and motivation are the keys to success! For more
information, go to: “What to Expect” on class website.
COURSE OVERVIEW
Advanced Placement World History is a challenging course, equivalent to an introductory college survey course. It is
designed to prepare students for higher-level college and university history courses. APWH focuses on the development
of analysis and critical thinking skills. The investigation of selected themes (or topics) is woven into key concepts
covering distinct chronological periods. Students are assessed on their mastery of the course goals when they take the
College Board AP World History Exam in May.
AP Exam Format:
 70 multiple choice (55 minutes) 50% of overall grade
 3 essays (40 minutes each, 10 minute prep time) 12.5% C/C, 12.5% COT, 25% DBQ
**Five AP WH Themes connect key concepts and serve as the foundation for student reading, writing, and presentation.
COURSE THEMES
Theme 1: Interaction Between Humans and the Environment: Demography and Disease, Migration, Patterns of
Settlement, Technology
Theme 2: Development and Interaction of Cultures: Religions, Belief Systems, Philosophies and Ideologies, Science and
Technology, the Arts and Architecture
Theme 3: 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
Theme 4: Creation, Expansion, and Interaction of Economic Systems: Agricultural and Pastoral Production, Trade and
Commerce, Labor Systems, Industrialization, Capitalism and Socialism
Theme 5: Development and Transformation of Social Structures: Gender Roles and Relations, Family and Kinship,
Racial and Ethnic Constructions, Social and Economic Classes
MATERIALS Supplies Needed: Spiral college-ruled notebook, 3-prong folder, post it notes, highlighters (green, yellow,
pink, blue), glue stick. Issued to Students: College Level Text: Strayer, Robert W. Ways of the World: A Global History.
Boston: Bedford/St. Martin’s, 2009. All students must register for access to the text online @
Companion Website: http://bcs.bedfordstmartins.com/strayerdocutext1e/default.asp#t_597721____
STUDENT SCALES OUTLINE SPECIFIC EXPECTATIONS (Will be distributed and posted in the classroom.)
*Project Rubrics/Scales and directions will be provided when assigned.
CLASSWORK All classwork notes and handouts are put on the right side pages in your spiral interactive notebook
(homework notes are put on the left side pages). Paste all handouts and keep work neat & organized.
Go to: “Study Help” link on class website for practice and hints to assist you with notetaking and studying.
SWBS “Somebody Wanted But So…” (A strategy to be explained.) is used daily to summarize information as daily exit
review of specific learning goals. SWBS Handouts are kept in a folder & stay in-class. Students complete sections daily.
Thinking Maps (to be explained) will be used to structure activities and notes in class.
Tree Map = Describe characteristics: describe people (highlight in blue), important dates (pink)
Flow Map = Changes and Continuities over Time
 Highlight changes with yellow highlighter & highlight continuities with green highlighter
Multi Flow Map = Causes & Effects
 Make common color highlights of direct relationships when possible (what caused which effect)
Double Bubble = Comparisons and Contrasts (Remember to note why are these things different &/or similar)
 Highlight contrasting information in yellow and highlight similarities in green.
PIRATES is used to describe societies and social structures, to summarize and categorize information
P
I
R
A
T
E
S
Politics & Military (public works)
Interaction with the environment (geography)
Religion (beliefs)
Arts/Architecture (Culture), science, education
Technology (inventions)
Economics (relating to money & business)
Social Structure (class systems)
Reading Primary Source Documents: "Document of the Day" requires analysis of supplemental historical documents and
primary source readings.
MAPPS is used to analyze information in historical primary source documents. Detail information by considering:
M
A
P
P
S
MAIN IDEA What are the main ideas expressed in the document?
AUDIENCE Who was the intended audience?
PURPOSE Why was it written?
POINT OF VIEW Who is the author? Why was this author expressing these ideas?
Think about it: What/Whose voice is missing? Perspective!
SOURCE: What is the document?
Consider WHEN the document was written and what type of document it is.
** All finished in-class assignments should be placed in the designated class “INBOX” as instructed.
** Please check the class “OUTBOX” to collect your graded work.
HISTORICAL WRITING Be clear, persuasive, and concise when you write. Essay Help! is available on class website.
Writing assignments in this class may be long or short, formal or informal. Specific rubrics/scales will be provided. Go to
“Writing in AP World” link on class website for more information.
WRITING GOALS: Each unit includes writing assignments -- AP College Board style & rubric grading.
Go to: “AP WH Essay Rubrics” on class website. Link to the College Board World History Page:
http://apcentral.collegeboard.com/apc/members/exam/exam_information/2090.html
FRQs are writing prompts. When writing essays… ANSWER THE QUESTION ASKED!

SPTTT the question by focusing on the Source/Subject, Place, Time, Topic & Task
Determine the source of information (or type of document), where it comes from, during which
period, regarding what topic & then determine what you are expected to do to answer the question
(describe, C/C similarities & differences, or show COT continuities & changes over time).
CRITICAL THINKING (Class Discussion & Cooperative Learning Groups)
Analysis requires students to classify and categorize information by answering the following questions regarding case
studies or event summaries:





What are the identifying motives, causes, and assumptions related to this document or event?
What are the dominant patterns of this document or event? Which ideas are subordinate (lesser)?
What generalizations can you make from this document or event? What is the substantiating evidence for these
generalizations?
What conclusions can you draw about this document and event?
What influenced the points of view of the authors, artists, or historical actors involved in the document or event?
SOCRATIC SEMINAR/DEBATE Students explore key controversies in world history from ancient times to the
present. Students identify and evaluate diverse historical interpretations & examine controversies in world civilizations.
HOMEWORK
1. Students are expected to read chapter sections as assigned. Daily Reading Assignment Calendar provided in class and
is available on the “Home” page of class website.
2. “Strayer Guided Reading Questions & Vocabulary” link on website provides overview (handouts will be distributed).
3. Take additional Cornell Notes** in spirals, include analysis of visuals, snapshots & maps provided in text.
 Date and title all pages, including: Name, Date, Unit, Chapter and Topic Title.
 All chapter work is to be handwritten in a spiral notebook on left side pages.
 Do not rip any pages out of your homework spiral. Spirals will be checked routinely.
 Bring your spiral every day. In can be used in class as a reference during reading quizzes.
 Keep all materials together & in order by date, neatly organized.
**Cornell Note Taking example provided in class and on website as “Study Help”.
Write Cornell Notes (on left side pages) in spiral notebook & include the following:






Identify the main ideas and supporting details (use the Chapter Outline on companion site as a guide
for note set-up)
Identify historical or unfamiliar vocabulary (define these words with synonyms and an example)
Notice cause and effect patterns
Construct timelines and summarize ideas using graphic organizers
Review terms and concepts for recall and understanding by providing illustrations in notes.
Ask/design questions about confusing ideas.
4. Be prepared for weekly chapter assessments: MONDAY QUIZZES & FRIDAY TESTS. Refer to reading schedule.
TEXT DIRECTED ACTIVITIES:
DOCUMENT SOURCES “CONSIDERING THE EVIDENCE”
Students collaborate in groups to analyze the Document Sources in the Strayer Docutext, as well as other supplemental
primary source documents. Students create visuals, i.e., bumper sticker, flyer, promo ad clarifying meaning of document.
Grading will be based on Main Idea, Audience, Purpose, and Point of View. Lessons in propaganda integrated.
VISUAL SOURCES “CONSIDERING THE EVIDENCE” ASSIGNMENT
Students will analyze the Visual Sources in the Strayer Docutext, as well as supplemental visual source documents.
Sources will be used as evidence of historical artifacts representing the unit and topic being studied.
TEXT TIMELINE REVIEW
Students 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 during the unit. Students will place items from
these other sources onto the timeline associated with their textbook.
1. What causes and consequences of the events or processes are identified on the completed timeline?
2. What contradictions/inconsistencies exist between the text chronological timeline and that of the other sources?
GEOGRAPHICAL REPRESENTATIONS
Students read and answer questions directly related to maps presented in the text and will maintain personal map outlines,
delineating migrations, trade routes, and regional shifts, using color keys and connotations to signify changes and
continuities. (Refer to “Countries and Regions to Memorize” link on class website)
SNAPSHOTS
Pay close attention to the charts provided in the text! Reference given information in your notes.
ASSESSMENTS/PROGRESS MONITORING
Daily Reading Assignment Calendar is distributed at the beginning of each marking period and is posted on the class
website. QUIZZES ON MONDAYS AND TESTS ON FRIDAYS.
REVIEW SESSIONS After-school time will be spent reviewing major concepts and ideas from all the units, including
essay strategies. Review sessions will be offered after school. Attendance is recommended, but voluntary.
SUMMER READING PROJECT The World in Six Glasses (Tom Standage) offers a chronological narrative of world
history, through 6beverages (beer, wine, spirits, coffee, tea & Coca Cola). “Summer Reading Assignment” website link.
UNIT COURSE PLANNER PERIODIZATION, THEMES, CONCEPTS AND CORRELATING ACTIVITIES
UNIT ONE: Technological & Environmental Transformations
MAIN FOCUS: Beginnings in History/Foundations
READING TEXT: Ways of the World: Ch. 1–3
PERIODIZATION: c. 8000 BCE to c. 600 BCE
CLASS TIME FOR UNIT: 6.5 Days (5%)
Key Concepts: Each of the key concepts receives explicit attention in the relevant historical period and is integrated with
the course themes. (“Essential Questions” guide lessons with attention to key concepts)
Key Concept 1.1: Big Geography and the Peopling of the Earth
I. Paleolithic migrations lead to the spread of technology and culture
Key Concept 1.2: The Neolithic Revolution and Early Agricultural Societies
I. Neolithic Revolution leads to new and more complex economic and social systems
II. Agricultural and pastoralism begins to transform human society
Key Concept 1.3: The Development and Interactions of Early Agricultural, Pastoral, and Urban Societies
I. Location of early foundational civilizations
II. State development and expansion
III. Cultural development in the early civilizations
Unit 1 - Understanding societies/civilizations by examining illustrative examples:






Weapons: compound bows, iron weapons
Modes of Transportation: chariots, horseback riding
Monumental Architecture and urban planning: ziggurats, pyramids, temples, defensive walls, streets and roads,
sewage & water systems (irrigation)
Arts & Artisanship: sculpture, painting, wall decorations, elaborate weaving
Systems of recordkeeping: cuneiform, hieroglyphs, pictographs, alphabets, quipus
Literature: Epic of Gilgamesh, Rig Veda, Book of the Dead, Code of Hammurabi
UNIT TWO: Organization and Reorganization of Human Societies PERIODIZATION: c. 600 BCE to c.600 CE
MAIN FOCUS: The Classical Era in World History
CLASS TIME FOR UNIT: 18.5 days (15%)
READING TEXT: Ways of the World: Ch. 4–7
Key Concept 2.1: The Development and Codification of Religious and Cultural Traditions
I. Codifications and further developments of existing religious traditions
II. Emergence, diffusion, and adaptation of new religious and cultural traditions
III. Belief systems affect gender roles
IV. Other religious and cultural traditions continue
V. Artistic expressions show distinctive cultural developments
Key Concept 2.2: The Development of States and Empires
I. Imperial societies grow dramatically
II. Techniques of imperial administration
III. Social and economic dimensions of imperial societies
IV. Decline, collapse, and transformation of empires (Rome, Han, Maurya)
Key Concept 2.3: Emergence of Trans-regional Networks of Communication and Exchange
I. The geography of trans-regional networks, communication and exchange networks
II. Technologies of long-distance communication and exchange
III. Consequences of long-distance trade
Unit 2 - Understanding societies/civilizations by examining illustrative examples:














Belief Systems - influence of Daoism on the development of Chinese culture: medical theories & practices,
poetry, metallurgy, architecture
Religious & cultural traditions parallel to written belief systems - Regions where ancestor veneration persisted:
Africa, Mediterranean, East Asia, Andean areas; also consider shamanism and animism
Artistic Expression shows distinction - Literature & Drama: Greek plays, Indian epics
Regions where distinctive architectural styles developed: India, Greece, Roman Empire, Mesoamerica
Development of key states and empires (political unity replaces competing states) – Focus on Persian Empires:
Archaemenid, Partheon, Sassanid
Imperial administration (laws & government) – Regions where rulers created administrative institutions: China,
Persia, Rome, South Asia
o Techniques to secure military and political power – diplomacy, supply lines, defensive walls, using local
populations or conquered people as military officers or soldiers
Structure of Cities: Persepolis, Chang’an, Pataliputra, Athens, Carthage, Rome, Alexandria, Constantinople,
Teotihuacan
Social Structure (hierarchies): Corvee, slavery, rents & tributes, peasant communities, family & household
production, also consider patriarchy & roles of cultivators, laborers, slaves, elites, and caste group delineations
Environmental damage and economic difficulties: deforestation, desertification, soil erosion, silted rivers
External Problems, frontier and security difficulties: Between Han China & Xiongnu, Between Gupta & White
Huns, Between Romans, and their northern and eastern neighbors
New technologies: yokes, saddles, stirrups & maritime technologies: lateen sale, dhow ships
Domestication of pack animals: horses, oxen, llamas, camels
Farming & Irrigation developments: qanat system
Spread of disease and the impact on empires: effects on Roman empire, effects on Chinese empires
UNIT THREE: Regional and Transregional Interactions
MAIN FOCUS: A Time of Accelerating Connections
READING TEXT: Ways of the World: Ch 8–13
PERIODIZATION: c. 600 CE-c.1450
CLASS TIME FOR UNIT: 24 days (20%)
**Class Project: Global Interactive Timeline Activity
Key Concept 3.1: Expansion and Intensification of Communication and Exchange Networks
I. Improved transportation technologies and commercial practices and their influence on networks
II. Linguistic and environmental contexts for the movement of peoples
III. Cross-cultural exchanges fostered by networks of trade and communication
IV.
Continued diffusion of crops and pathogens throughout the Eastern Hemisphere
Key Concept 3.2: Continuity and Innovation in State Forms and Their Interactions
I. Empires collapse and were reconstituted
II. Greater inter-regional contacts and conflict encourages technology and cultural transfer
Key Concept 3.3: Increased Economic Productive Capacity and Its Consequences
I. Increasing productive capacity in agriculture and industry
II. Changes in urban demography
III.
Changes and continuities in labor systems and social structures
Unit 3 - Understanding societies/civilizations by examining illustrative examples:



















Existing trade routes (Silk Roads, Med Sea, Trans-Saharan, Indian Ocean basins) meet New Trading Cities:
Novgorod, Timbuktu, Swahili city-states, Hangzhou, Calicut, Baghdad, Melaka, Venice, Tenochtitlan, Cahokia
Desire for luxury goods: silk and cotton textiles, spices, precious metals & gems, slaves, exotic animals
Caravan organization: caravanserai, camel saddles
New forms of credit and monetization: bills of exchange, credit, checks, banking houses
State sponsored commercial growth and economic institutions (i.e., Grand Canal in China): minting of coins, use
of paper money
Trading organizations: Hanseatic League
Technological adaption to accommodate environmental knowledge: Scandinavian Vikings used longships to
travel in coastal and open waters as well as rivers and estuaries, Arabs & Berbers adapted camels to cross Sahara,
Central Asian pastoral groups used horses to travel in the steppes (region of Central Asia)
Impact of migration, linguistic: Bantu languages including Swahili, Turkic and Arabic languages &
environmental: maritime migrations of Polynesian peoples who transplanted foods and domesticated animals
when they moved to new islands
Development of diasporic communities, the intensifying of existing or the creation of new networks of trade and
communication: Muslim merchants in the Indian Ocean region, Chinese merchants in SE Asia, Sogdian
merchants throughout Central Asia, Jewish communities in the Mediterranean, Indian Ocean basin, and along Silk
Roads
Interregional travelers: Ibn Battuta, Marco Polo, Xuanzang
Diffusion of literary, artistic, and cultural traditions: Neoconfucianism & Buddhism in East Asia, Hinduism &
Buddhism in Southeast Asia, Islam in Sub-Saharan Africa and SE Asia, Toltec/Mexica & Inca traditions in Meso
& Andean America
Diffusion of scientific and technological traditions: Greek & Indian math on Muslim scholars, return of Greek
science and philosophy to Western Europe via Muslim al-Andalus in Iberia, spread of printing and gunpowder
technologies from East Asia into the Islamic empires and Western Europe
Diffusion of crops, new foods, and agricultural techniques: Bananas in Africa, New rice varieties in E Asia,
spread of cotton, sugar, and citrus through Dar al-Islam and the Mediterranean basin
Traditional sources of power and legitimacy (in gov’t): patriarchy, religion, land-owning elite
Innovations used to manage gov’t systems: new methods of taxation, tributary systems, adaption of religious
institutions
Islamic states: Abbasids, Muslim Iberia, Delhi Sultanates
Mongol Khanates
City-states: Italian peninsula, East Africa, SE Asia, in the Americas
Feudalsim (decentralized government ) in Europe & Japan (comparative activity)





Synthesized local and borrowed traditions: Persian traditions that influenced Islamic states, Chinese influence on
Japan (Korea & Vietnam) “hegemony”
Technological innovations: champa rice varieties, chinampa field systems, Waru Waru agriculatural techniques in
the Andean areas, improved terracing techniques (Inca), the horse collar
Decline of urban areas due to multiple factors: invasions, disease, decline of agricultural productivity (famine,
drought), The Little Ice Age
Revival of urban areas due to: the end of invasions, availability of safe and reliable transportation, rise of
commerce, increase to warrner temperatures between 800-1300, increased ag productivity and population growth,
greater availability of labor and movement to cities
Continuities in social structures and in methods of production, but changes occur in labor management, & the
effect of religious conversion on gender relations & family life
o Free peasant ag, nomadic pastoralism, craft production and guild organization, coerced and unfree labor,
gov’t imposed taxes, military obligations
o Women have power in: Mongol society, West Africa, Japan & SE Asia
o Free peasants revolt in: China & Byzantium
UNIT FOUR: Global Interactions
MAIN FOCUS: The Early Modern World
READING TEXT: Ways of the World: Ch 14–16
PERIODIZATION: c. 1450 to c.1750
CLASS TIME FOR UNIT: 24 days (20%)
**Global Commerce Group Projects
Key Concept 4.1: Globalizing Networks of Communication and Exchange
I. Intensification of regional trade networks (Mediterranean, trans-Saharan, overland Eurasian, and Siberian trade routes)
II. Trans-oceanic maritime reconnaissance
III. New maritime commercial patterns
IV. Technological developments enabling trans-oceanic trade
V. Environmental exchange and demographic trends: Columbian Exchange
VI. Spread and reform of religion
VII. Global and regional networks and the development of new forms of art and expression
Key Concept 4.2: New Forms of Social Organization and Modes of Production
I. Labor systems and their transformations
II. Changes and continuities in social hierarchies and identities
Key Concept 4.3: State Consolidation and Imperial Expansion
I. Techniques of state consolidation
II. Imperial expansion
III. Competition and conflict among and within States
Unit 4 – Understanding societies/civilizations by examining illustrative examples:
















New tools: astrolabe, revised maps
Innovations in ship design: caravels
American foods: potatoes, maize, manioc (become staple crops in Europe, Asia and Africa)
Cash crops: tobacco, sugar (grown on plantations and exported to Europe and the Middle East)
Domesticated animals: horses, pigs, cattle (brought by Europeans to the Americas)
Syncretic & new forms of religion: Vodun in the Caribbean, cults of saints in Latin America, Sikhism in S Asia
Innovations in visual and performing arts: renaissance in Europe, miniature paintings in Middle East & South
Asia, Wood block prints in Japan, Post-conquest codices in Mesoamerica
Popular authors, literary forms, and works of literature: Shakespeare, Cervantes, Sundiata, Journey to the West,
Kabuki
Intensification of peasant labor: frontier settlements in Russian Siberia, cotton textile production in India, silk
textile production in China
Coerced Labor Systems: Chattel slavery, indentured servitude, Encomienda & Hacienda systems, Spanish
adaption of Inca mit’a
New elites in the social structure: Manchus in China, Creole elites in Spanish America, European gentry, Urban
commercial entrepreneurs in all major port cities around the world
Differential treatment of ethnic and religious groups: Ottoman treatment of non-Muslim subjects, Manchu
policies toward Chinese, Spanish creation of separate “Republica de Indios”
Bureaucratic elites or military professionals: Ottoman devshirme, Chinese examination system, salaried samurai
Competition over trade routes: Omani-European rivalry in the Indian Ocean, Piracy in the Caribbean
State rivalries: Thirty Years War, Ottoman-Safavid conflict
Local resistance: food riots, Samurai revolts, peasant uprisings
UNIT FIVE: Industrialization and Global Integration
MAIN FOCUS: The European Moment in World History
READING TEXT: Ways of the World Ch 17–20
PERIODIZATION: c. 1750 to c. 1900
LENGTH OF CLASS TIME FOR UNIT: 24 days (20%)
Key Concept 5.1: Industrialization and Global Capitalism
I. Industrialization
II. New patterns of global trade and production
III. Transformation of capital and finance
IV. Revolutions in transportation and communication: Railroads, steamships, canals, telegraph
V. Reactions to the spread of global capitalism
VI. Social transformations in industrialized societies
Key Concept 5.2: Imperialism and Nation-State Formation
I. Imperialism and colonialism of trans-oceanic empires by industrializing powers
II. State formation and territorial expansion and contraction
III. Ideologies and imperialism
Key Concept 5.3: Nationalism, Revolution, and Reform
I. The rise and diffusion of Enlightenment thought
II. 18th century peoples develop a sense of commonality
III. Spread of Enlightenment ideas propels reformist and revolutionary movements
IV. Enlightenment ideas spark new transnational ideologies and solidarities
Unit 5 – Understanding societies/civilizations by examining illustrative examples:





















New patterns of global trade and production (export of resources): cotton, rubber, palm oil, sugar, wheat, meat,
guano, metals & minerals
Declining agriculturally based economy: textile production in India (use 2010 DBQ)
New consumer market: British and French attempts to “open up” Chinese market during the 19th century
Need for specialized and limited metals & the demand for gold, silver and diamonds leads to mining centers:
copper mines in Mexico, gold and diamonds in S. Africa
Financial instruments are developed by financiers (Adam Smith, John Stuart Mill): stock markets, insurance, gold
standard, limited liability corporations
Ideological foundations in: capitalism and classical liberalism
Large scale transnational businesses: United Fruit Company, HSBC (Hong Kong and Shanghai Banking Corp)
Developments in transportation and communication: railroads, steamships, telegraphs, canals
Alternation visions of society: Utopian Socialism, Marxism, Anarchism
State sponsored visions of Industrialization: Meiji Japan, development of factories and railroads in Russia,
China’s Self-Strengthening Movement, Muhammad Ali’s development of cotton textile industry in Egypt
Effects of industrial capitalism promotes various reforms: state pensions and public health in Germany, expansion
of suffrage in Britain, public education in many states
New social classes form: middle class & industrial working class & gender roles change with demographic
changes due to industrialization
Environmental and social urban effects of industry/global capitalism
Colonization: British in India, Dutch in Indonesia
European states imperialize: the British, Dutch, French, German, Russia & America and Japan establish states
throughout Asia & Pacific. Spanish and Portuguese lose influence.
European empires in Africa: Britain in W Africa, Belgium in the Congo
Europeans est. settler colonies: British in S. Africa, Australia, & New Zealand & the French in Algeria
Industrialized states take imperial power: British and French expand influence in China (Opium Wars), British
and USA invest in Latin America
Ottoman Empire declines “Sick Man of Europe”: establishment of independent states in the Balkans, semiindependence in Egypt, French and Italian colonies in North Africa, British influence in Egypt
New states form: Cherokee Nation, Siam, Hawaii, the Zulu Kingdom
Increased nationalism: German nation, Filipino nationalism, Liberian nationalism










Racial ideologies form: Social Darwinism as justification for imperialism
Rise of Enlightenment ideas and rebellion against existing governments, based on individual natural rights and the
social contract: Rousseau & Voltaire, Locke, Montesquieu
Revolutionary documents, reformist and revolutionary mov’ts: challenge of the Marathas to the Mughal Sultans
o American, French, Haitian, Latin American revolutions
o Establishment of Maroon societies as example of slave resistance
Anti-colonial movements: Indian Revolt of 1857 & Boxer Rebellion
Rebellions influenced by religious ideas: Taiping, Ghost Dance, Xhosa Cattle-Killing
Reform Movements: Tanzimat, Self-Strengthening
Women’s Suffrage Movements (Feminism): Wollstonecraft “Vindication of the Rights of Women”, Olympe de
Gouge’s “Declaration of the Rights of Women and the Female Citizen”, Resolutions of the Seneca Falls
Conference in 1848
Free migration: manual laborers and specialized professionals
Coerced or semi-coerced labor migrations: Japanese agricultural workers in Pacific, Lebanese merchants in the
Americas, Italians in Argentina
Ethnic migrations: Chinese in SE Asia, Caribbean, S America and N America, Indians in East and S Africa, the
Caribbean, and SE Asia & Regulation of Immigrants: Chinese Exclusion Act, White Australia Policy
UNIT SIX: Accelerating Global Change and Realignments
MAIN FOCUS: The most recent century
READING TEXT: Ways of the World: Ch 21 – 24
PERIODIZATION: c. 1900 to the present
CLASS TIME FOR UNIT: 24 days (20%)
Key Concept 6.1: Science and the Environment
I. Rapid advances in science spread assisted by new technology
II. Humans change their relationship with the environment
III. Disease, scientific innovations, and conflict led to demographic shifts
Key Concept 6.2: Global Conflicts and Their Consequences
I. Europe’s domination gives way to new forms of political organization
II. Emerging ideologies of anti-imperialism contribute to dissolution of empires
III. Political changes accompanied by demographic and social consequences
IV. Military conflicts escalate
V. Individual and groups oppose, as well as, intensify the conflict
Key Concept 6.3: New Conceptualizations of Global Economy, Society, and Culture
I. States, communities and individuals become increasingly interdependent
II. People conceptualize society and culture in new ways
III. Popular and consumer culture become global
Unit 6 – Understanding societies/civilizations by examining illustrative examples:

























Scientific Paradigms transformed human understanding: theory of relativity, Quantum mechanics, Big Bang
theory, Psychology
Medical innovations: polio vaccine, antibiotics, artificial heart
Oil and nuclear power raised productivity
Diseases associated with poverty: malaria, tuberculosis, cholera
Epidemic diseases: 1918 influenza pandemic, Ebola, HIV/AIDS
Changing lifestyle diseases: diabetes, heart disease, Alzheimers
Military innovations: tanks, airplanes, atomic bomb
New military tactics: trench warfare, firebombing
Wartime casualties: Nanjing, Dresden, Hiroshima & Nagasaki
Collapse of older based land empires (Ottoman, Russian, Qing) caused by external and internal factors: economic
hardship, political and social discontent of masses, technological stagnation, military defeat
Colonial independence movements (negotiated): India from British, Cold Coast from British
Colonial independence movements (armed struggle): Algeria & Vietnam from the French, Angola from Portugal
Nationalist movements (leaders): Gandhi, Ho Chi Minh, Kwarme Nkrumah
Regional, religious, and ethnic movements: Muhammad Ali Jinnah, The Quebecois separatists, Biafra secessionist
Transnational movements: Communism, Pan-Arabism, Pan-Africanism
Population resettlements: India / Pakistan partition, Zionish Jewish settlement of Palestine, division of Mid East
Migration of former colonial subjects to imperial cities: S Asians to Britain, Algerians to France, Filipinos to US
Ethnic Violence: Armenia, Holocaust, Cambodia, Rwanda and displaced persons: Palestinians, Darfurians
Mobilization of state’s resources: Gurkha soldiers in India, ANZAC troops in Australia, military conscription
(total wars of global scale)
Individuals that challenged war: Picasso in his Guernica, anti-nuclear mov’t during Cold War, Thich Quang Duc
by self-immolation, promoted non-violence: Gandhi, MLK Jr.
Groups that opposed and promoted alternatives to economic, political and social order: Communists Lenin and
Mao, non-aligned movement that presented anti-Communism during Cold War, Anti-Apartheid, global uprising
of 1968, Tiananmen Square protestors that wanted democracy in China
Responses that further intensified conflict: promotion of military dictatorships in Chile, Spain, Uganda, US
promotion of New World Order after Cold War, military-industrial complex and arms trading
Movements that used violence to seek gain: IRA, ETA, Al-Queda (discuss terrorism v. diplomacy)
Global conflicts that influenced pop-culture: Dada, James Bond, Social Realism, Video games
Communist governments and their national economies: Five-Year Plans, Great Leap Forward
















Government economic intervention: New Deal, Fascist corporatist economy
Governments guiding economic life of citizens: Nassar’s promotion of ec dev. In Egypt, encouragement of
export-oriented economies in East Asia (post WWII)
Governments encourage free market economy & policies: USA with Ronald Reagan, Britain with Margaret
Thatcher, China under Deng Xiaoping, Chile under Pinochet
International organizations to promote global governance and interdependence: League of Nations, United
Nations, International Criminal Court
International Economic Institutions: International Monetary Fund (IMF), World Bank, World Trade Org (WTO)
Humanitarian organizations: UNICEF, Red Cross, Amnesty Int’l, Doctors without Borders, World Health Org.
Regional Trade Agreements: European Union, NAFTA, ASEAN, Mercosur
Multinational Corporations: Royal Dutch Shell, Coca Cola, Sony
Protest movements: Greenpeace, Green Belt in Kenya, Earth Day
Human Rights Groups: UN Dec of Human Rights & Rights of the Child, Women’s Rights, end of White Australia
Policy
New Cultural Identities: Negritude
Exclusionary Reactions: Xenophobia, race riots, citizenship restrictions
Forms of Spirituality: New Age Religions, Hare Krishna, Falun Gong
Religious applications to political issues: Fundamentalist movements, Liberation Theology
Popular, consumer culture becomes global: World Cup Soccer, Olympics, Cricket
Diffusion of music and film: Reggae, Bollywood