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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