Download ap world history syllabus - Gull Lake Community Schools

AP WORLD HISTORY SYLLABUS
Prepared by Scott Minehart
March 2008
Revised October 28, 2008
COURSE DESCRIPTION AND DESIGN:
This class meets every day for a 90 minute period. The class extends for 27 weeks and is
followed by AP World History II. AP World History II is a 9 week class designed to
deliver new materials and review for the AP Exam.
AP World History follows a chronological approach in covering the history of
civilization from prehistoric times through the Twenty-First Century in five equal units of
study:
1. Foundations, 8000 BC - 600 CE
2. 600 CE - 1450
3. 1450-1750
4. 1750-1914
5. 1914-the present
In accordance with AP guidelines, 30% of the course is devoted to the history of western
cultures and 70% of the course is devoted to the history of non western cultures.
The following AP World History themes are addressed throughout the course to identify
broad patterns and processes that explain change and continuity over time and to ask
cross-period questions for the purpose of making comparisons over time:
1. The dynamics of change and continuity across the world history periods covered in this
course, and the causes and processes involved in major changes of these dynamics.
2. Patterns and effects of interaction among societies and regions: trade, war, diplomacy,
and international organizations.
3. The effects of technology, economics, and demography on people and the environment
(population growth and decline, disease, labor systems, manufacturing, migrations,
agriculture, weaponry).
4. Systems of social structure and gender structure (comparing major features within and
among societies, and assessing change and continuity)
5. Cultural, intellectual, and religious developments, including interactions among and
within societies.
6. Change in functions and structures of states and in attitudes toward states and political
identities (political culture), including the emergence of the nation-state (types of political
organization).
The course also addresses skills, “habits of mind,” as follows:
1. Habits of mind addressed by any rigorous history course
a. Constructing and evaluating arguments: using evidence to make plausible
arguments
b. Using documents and other primary data: developing the skills necessary to
analyze point of view, context, and bias, and to understand and interpret
information
c. Assessing issues of change and continuity over time, including the capacity to
deal with change as a process and with questions of causation
d. Understanding diversity of interpretations through analysis of context, point of
view, and frame of reference
2. Habits of mind addressed by a world history course
a. Seeing global patterns and processes over time and space while also connecting
local developments to global ones and moving through levels of generalizations
from the global to the particular
b. Comparing within and among societies, including comparing societies’
reactions to global processes
c. Being aware of human commonalities and differences while assessing claims of
universal standards, and understanding culturally diverse ideas and values in
historical context.
The course also addresses the need to present a diversity of interpretations that historians
present in the primary textbook, the secondary textbooks, and the source document
anthologies. This is achieved by means of discussion seminars, Socratic dialogue,
simulations, and debates on topics such as “approaching world history” and “defining
‘civilization.’”
COURSE OBJECTIVES:
to understand and use vocabulary and terminology appropriate to historical investigation
to understand the relationship between “evidence” and “interpretation”; to appreciate the
nature of the problem of “interpretation” as it applies to historical research; to understand
how given the same set of data one scholar may reach a different conclusion than another
to refine analytical abilities and critical thinking skills in order to understand historical
and geographical context, make comparisons across cultures, use documents and other
primary sources, and recognize and discuss different interpretations and historical
frameworks
to develop a framework for identifying significant aspects of a given culture: politics,
military, economics, society, technology, philosophy, religion, and art
to use such a framework to describe a culture as it exists within a specific area of
geography and time, to understand how change may have occurred within the society,
and to compare/contrast it with cultures that have come before and after it
to find precursory events that helped shaped the culture of a particular society, to trace
influences of such a framework into the future, and to be able to distinguish between
similarities and influences among cultures
to understand the impact of geography and the environment on the rise, sustenance, and
downfall of a civilization
to understand the nature of the political structure of a particular society, the factors that
contribute to its stability or instability, and the causes and consequences of reform
movements within that society
to understand the structure of the government of a particular society and the nature of the
extension of citizenship with respect to different types of people living within that society
to understand the role of the military in a particular society in establishing frontiers,
provinces, and colonies; to understand the role of the military in the rise and fall of
empire building; to understand the impact of victory or conquest upon a particular society
to understand the economic structure of a given society: natural resources, agriculture,
manufacturing, trade, family as an economic unit, division of labor, industrialization
to understand the social aspects of a particular society: hierarchical social structure, the
family, marriage, roles of and opportunities for women (and others usually considered
minorities), urbanization, lifestyles
to understand the cultural aspects of a particular society: religion, writing, literature,
philosophy, music, dance, painting, sculpture, architecture
to identify works of art (literature, music, painting, sculpture, architecture, dance, etc.)
from the great cultures, to describe the subject matter and compositional aspects of art as
it relates to the society in which it was produced
to understand scientific and technological innovation in a given society
to read and interpret different types of maps (geographical, political, economic, etc.) and
historical data displays (bar graphs, circle graphs, etc.)
to learn how to write effective answers to essay questions by understanding and using the
appropriate “directive words”: analysis, assessment/evaluation, comparison/contrast,
description, discussion, and explanation
to learn how to read individual source documents (writings, maps, works of art), analyze
them, and write about them; to relate the contents of one source document to other source
documents within a common theme and effectively compare and contrast major ideas
to learn how to write essays which focus on change and continuity over time as well as
similarities and differences in different societies
to develop proper writing skills by using topic, developmental, and ending sentences
to develop a respect for the accomplishments of people who existed in earlier periods of
time and for the people in our present Twenty-First Century who exit in different
geographical and cultural areas
to develop an appreciation for the importance of history as an area of study and to
develop an interest in historical inquiry that will continue beyond the confines of the
course
MATERIALS:
With a focus on analyzing evidence and interpretations presented in historical
scholarship, students obtain information and gather data from a variety of sources: a
primary textbook, various secondary textbooks, and many primary source documents
gathered from a variety of source document anthologies and/or internet sources.
Primary Textbooks Assigned to Each Student:
William J. Duiker and Jackson J. Spielvogel. World History. 5rd ed. Belmont, CA:
Thomson Wadsworth, 2007.
Donna L.Van Raaphorst. Document Exercise Workbook for World History, Volume 1 to
1800. Thomson Wadwsorth. 1998.
Donna L. VanRaaphorst. Document Exercise Workbook for World History, Volume II,
since 1500. Thomson Wadsworth. 1998.
Ella A Nystrom, Primary Source Reader for World History. Volume I : to 1500. Thomas
Wadsworth. 2006
Ella A Nystrom, Primary Source Reader for World History. Volume II : Since 1500.
Thomas Wadsworth. 2006
Single (Publisher’s Samples) or Multiple Class Copies (Grant Funded) of Other
Textbooks:
Galgano, Arndt, Hyser, Doing History: Research and Writing in the Digitial Age,
Thomas Wadsworth, 2007
Brummett, Civilization Past & Present, 11th ed, Prentice-Hall, 2007
Cynthia Kosso. Map Workbook for World History Volume I 3rd ed, Thomson Learning,
2007.
Cynthia Kosso. Map Workbook for World History Volume II 3rd ed, Thomson Learning,
2007.
Stearns, et al., World Civilizations: The Global Experience, 5th ed, Prentice-Hall, 2007
Stearns, et al., World Civilizations: The Global Experience, AP* Edition DBQ Update,
Prentice-Hall, 2006
Diamond, Jared. Guns, Germs and Steel: the Fates of Human Societies. New York:
Walker Publishing, 1997
Required Reading of Source Documents Textbooks:
Johnson, Sources of World Civilization, 3rd Ed., Prentice-Hall, 2004
Mark A. Kishlansky. Sources of World History. Volume I.. Thomson Wadsworth.
2007.
Mark A. Kishlansky. Sources of World History. Volume II.. Thomson Wadsworth.
2007.
Andrea Overfield. The Human Record. Volume I: Before 1500. Houghton Mifflin. 2005
Andrea Overfield. The Human Record. Volume II: Since 1500. Houghton Mifflin. 2005
Rogers, Aspects of World Civilization, Prentice-Hall, 2003
Stearns, Documents in World History, 4th Edition, Prentice-Hall, 2006
Media:
David Macaulay. The complete PBS Home Video set: Pyramid, Roman City, Castle,
Cathedral.
Multi-Media Manager for Duiker and Spielvogel’s World History, 5th ed.
United Streaming
Cities of Light, the Rise and Fall of Islamic Spain
The Mahabaharata
First Emperor of China
Hotel Rwanda
Lost Boys of Sudan
All Quiet on The Western Front
Schindlers List
Gandhi
Prentice-Hall Digital Art Library
Various clips, documentaries, and internet videos
Bridging World History
The Western Tradition, Annenberg. 52 programs on 12 DVD’s.
China: A Century of Revolution
Mongol
TEACHER RESOURCES
2002 AP® World History Released Exam
2006, 2007 AP® World History Course Description
AP Vertical Teams® Guide for Social Studies
AP® Best Practices in World History
AP® CD-Rom in U.S. History, 1998; Home Version
AP® World History Teacher's Guide
SPICE: Chinese Dynasties Part I and II
SPICE: Islamic Civilization and the Arts
AP World History Electronic Discussion Group
A Brief History of the World Lecture Series
From Yao to Mao: 5000 Years of Chinese History Lecture Series
Interpreting the 20th Century: The Struggle over Democracy Lecture Series
Barron’s 2008 AP World History Test Prep Book
REA 2008 AP World History Test Prep Book
The Princeton Review 2008 AP World History Test Prep Book
Kaplan 2008 AP World History Test Prep Book
Peterson’s 2008 AP World History Test Prep Book
McGraw Hill 2008 AP World History Test Prep Book
FIELD TRIPS
We will be going to a Buddhist Temple in Wayland, Michigan, a Hindu Temple in
Portage, Michigan, a Mosque, Synagogue and Cathedral in Kalamazoo, Michigan
REQUIREMENTS:
1. Attendance per Board of Education policy. Since this course moves at an incredibly
fast pace, students are forewarned that missing even one class can have disastrous
consequences.
2. Participation - 20% of the marking period grade. Students are expected to have read
textbook selections and source documents prior to class and to show evidence of such
reading by active participation in class discussions.
3. Class Openers - 20% of the marking period grade. Per school policy, each class begins
with a five or ten minute “warm up” activity. For AP World History, this will usually
involve writing a single paragraph on a topic from the previous day’s class or the
previous night’s readings. Whenever possible, the class opener question will be worded
to give students practice in writing a short DBQ (with class time limitations, this will
probably be from reading no more than a short paragraph of a word document or viewing
a document such as a visual image; a paragraph that involves a change-over-time
concept; or a paragraph that involves a comparison issue.
4. Tests - 20% of the marking period grade. A test is given at the end of each chapter.
The test will include a selection of multiple-choice items as well as a short DBQ, changeover-time essay, or comparison essay.
5. Essays - 20% of the marking period grade.
a. Students are required to write take-home DBQ’s throughout the course. A
DBQ is required at the end of each chapter. Every first, second, and third DBQ
will be a short analysis of one or two source documents. Every fourth DBQ will
be an extended analysis of a greater number of documents. As part of the DBQ
exercise, students are encouraged to consider the relationship between
evidence and interpretation of source documents.
b. Students are required to write both in-class and take-home essays that treat both
“change over time” and “comparisons.”
c. All writing will be geared to the AP exam. No “term papers” will be assigned
during the first three marking periods. Students have the option of writing a
traditional term paper as an “after the AP exam” activity during the fourth
marking period.
6. Special Project - 20% of the marking period grade. In consultation with the teacher,
each student will complete a special project at least once during the first, second, and
third marking periods. The project may consist of group participation in a debate, panel
discussion, or Socratic dialogue; it may consist of an individually prepared visual aid or
Power Point presentation; or it may consist of the student’s planning and presenting the
day’s topic to the class (student plays the role of teacher).
7. Mid term exam. A mid term exam is given at the end of January. Per school
policy, the mid term exam appears as a separate grade on the report card and is
averaged 10% into the final (June) course grade.
8. Final Exam will be in June, after the AP Test and will count toward 10% of their
overall grade.
9. Students write comparative, ccot and dbq’s as part of the course assessment.
COURSE OUTLINE:
Day
Topic
1
2
3
The First Civilizations: The
Peoples of Western Asia and
Egypt
The First Humans
The Emergence of Civilization
Civilization in Mesopotamia
Duiker
Text
Chapter
1.
1
1
Suggested Source Document – some from
the primary textbook, some from secondary
textbooks, some from source document
anthologies, and some from the internet
The Creation Epic
The Epic of Gilgamesh
Code of Hammurabi
4
Egyptian Civilization
1
Book of the Dead
Instructions in Letter Writing by an Egyptia
Scribe
5
6
New Centers of Civilization:
Indo-Europeans, Phoenicians,
Hebrews
The Assyrian and Persian
Empires
1
1
Akhenaten’s Hymn to Aten
The Book of Genesis
The Book of Exodus
Accounts of the Campaign of Sennacherib,
701 BCE from The Sennacherib Prism, The
Hebrew Bible, 2 Kings 18-19, The Hebrew
Bible, 2 Chronicles 32
The Legend of Sargon of Akkadê, c. 2300
BCE
7
Test on The First Civilizations
1
Field Trip to Hindu Temple
8
9
Ancient India
The Emergence of Civilization
in India: Harappan Society
The Arrival of the Aryans
2
2
excerpts from The Arthasastra
10
Escaping the Wheel of Life: The
Religions of Ancient India
2
The Law of Manu
Kaushitake-Upanishad
Sermons and Teachings of the Buddha
Bhagavad-Gita
Al-Biruni, The Life of the Brahmin
Fa-Hsien, A Record of Buddhistic
Kingdoms
11
12
The Rule of the Fishes: India
after the Mauryas
The Exuberant World of Indian
Culture
2
2
excerpts from The Mahabharata
The Ramayana
13
Test on Ancient India
2
14
15
China in Antiquity
The Dawn of Chinese
Civilization
The Zhou Dynasty
3
Sima Qian, Historical Records
3
The Book of Songs
The Book of Mencius
Ssu-Ma Ch’ien, The Records of the Grand
Historian of China
16
The Rise of the Chinese Empire:
the Qin and the Han
3
17
Daily Life in Ancient China
3
Han Fei Tzu, Memorials
Pan Chao, Lessons for Women
Yuan Ts-ai, Precepts for Social Life
18
Chinese Culture
3
Ssu-Ma Kuang, The Comprehensive
Mirrow for Aid in Government
Confucius, Analects
Lao-Tzu, Tao-Te Ching
19
Test on China in Antiquity
3
20
21
22
Early Greece
The Greek City-States
The High Point of Greek
Civilization: Classical Greece
4
4
Homer, The Iliad
Herodotus, Description of
Africa
Plato, The Apology
Plato, The Republic
Aristotle, Politics
The Book of Songs
23
24
The Rise of Macedonia and the
Conquests of Alexander
The World of the Hellenistic
Kingdoms
4
Arrian, The Campaigns of Alexander
4
Letter from Isias to Hephaistion
Letter from Ktesikles to King Ptolemy
25
Test on Early Greece
4
Cleanthes, Hymn to Zeus
DBQ Essay on Sparta and Rome
26
27
The World of the Romans
Early Rome and the Republic
The Roman Empire at Its Height
5
5
Virgil, The Aeneid
Cicero, On the Laws
Suetonius, The Life of Augustus
Tacitus, The Germania
28
29
30
31
32
33
Crisis and the Late Empire
Transformation of the Roman
World: The Development of
Christianity
Comparison of the Roman and
Han Empires
Test on The World of the
Romans
The Americas
The Peopling of the Americas
Early Civilizations in Central
America
5
5
The Sermon on the Mount
Augustine of Hippo, The City of God
5
5
6
Popo Vuh
6
Huarochiri Manuscript
Bernabe Cobo, History of the Inca Empire\
Popul Vuh, The Sacred Book of the Maya
34
35
36
The First Civilizations in South
America
Stateless Societies in the New
World
Test on The Americas
6
6
6
Islam and Byzantium
37
38
39
The Rise of Islam
The Arab Empire and Its
Successors
Islamic Civilization
Hernan Cortes, Letter from Mexico
Huaman Poma, Letter to a King
DBQ on Islam and CC Essay on Islam and
Christianity
7
7
7
The Koran
Ibn Ishaq, The Life of Muhammad
40
The Byzantine Empire
7
Omar Khayyam, The Ruba’iyat
Justinian, Code
Procopius, Secret History
41
42
Test on Islam and Byzantium
7
43
Early Civilizations in Africa
The Emergence of Civilization
8
The Selection of Aspalta as King of Kush,
c. 600 BCE
Herodotus: The Histories, c. 430 BCE,
Book III.
Strabo: Geography, c. 22 CE
XVI.iv.4-17; XVII.i.53-54, ii.1-3, iii.1-11
Inscription of Ezana, King of Axum, c. 325
CE
44
45
46
The Coming of Islam
States and Stateless Societies in
Central and Southern Africa
African Society
8
8
8
The Supreme Being of the Herero
Ngai, The High God of the Kikuyu
The Supreme Being of the Isoko (of
Southern Nigeria)
A Hymn to Mawari
Bushman Demands the Help of His Gods
An African Cosmology: An account from
the Boshongo, a Central Bantu Tribe of the
Lunda Cluster
47
48
African Culture
Test on Early Civilizations in
Africa
8
8
Field Trip to Buddhist Temple
49
50
51
The Expansion of Civilization in
Southern Asia
The Silk Road
India After the Mauryas
The Arrival of Islam
9
9
9
52
Society and Culture
9
53
The Golden Region: Early
Southeast Asia
9
54
Test on The Expansion of
Civilization in Southern Asia
9
Fan Xian, The Travels of Fa Xian
Xuan Zang, Records of Western Countries
Zia-ud-din Barani, A Muslim Ruler
Supresses Hindu Practices
Duarte Barbosa, excerpts from From the
Land of Malabar
Dandin, excerpts from The Ten Princes
Chau Ju-kua, Records of Foreign nations
Prapanca, Nagarkertagama
Field Trip to Mosque
55
56
57
58
59
60
61
62
The Flowering of Traditional
China
China after the Han
10
Du Fu, A Poem
China Reunified: The Sui, the
Tang, and the Song
Explosion in Central Asia: The
Mongol Empire
The Ming Dynasty
10
Hunga Mai, A Song Family Saga
10
10
A Letter from Kuyuk Khan to Pope
Innocent IV
The Yangzhou Massacre
In Search of the Way: The Rise
and Decline of Buddhism and
Daoism; Neo-Confucianism
The Apogee of Chinese Culture
10
Shen-Hui, Elucidating the Doctrine
10
Test on The Flowering of
Traditional China
10
Shih Nai-An, All Men Are
Brothers
CCOT: Analyze the short and long term
impact of Barbarians, who changed most
the invaded or invaders. Choose from
several regions
The East Asian Rimlands: Early
Japan, Korea, and Vietnam
Japan: Land of the Rising Sun
11
The Hojo Code
Kitabatake Chikafusa, A Chronicle of Gods
and Soverigns
63
64
65
66
Korea: Bridge to the East
Vietnam: The Smaller Dragon
Test on The East Asian
Rimlands
The Making of Europe
The Emergence of Europe in the
Middle Ages
11
11
11
12
Zeami Motokiyo, Kadensho
An Eighth Century Buddhist Scripture
Le Tac, Essay of Annam
The Burgundian Code
Einhard, The Life of Charlemagne
The Battle of Maldon
67
Europe in the High Middle Ages
12
Benedict of Nursia, The Rule
Magna Carta
Francis of Assisi, Admonitions
Thomas Aquinas, Summa Theologica
68
Medieval Europe and the World:
The Crusades
12
Anna Comnena, The Alexiad
Odo of Deuil, The Journey of Louis VII to
the East
Usama Ibn Munqidh, Memoris
Jamal Ad-Din Ibn Wasil, The Dissipator of
Anxieties
69
70
71
Field Trip to the N.Y. Cloisters
and the Cathedral of St. John the
Divine and/or St. Patrick’s
Cathedral
The Crisis of the Late Middle
Ages
Recovery: The Renaissance
12
Witchcraft Documents
12
Alberti, On the Family
Vasari, The Life of Leonardo da
Vinci
Test: The Making of Europe
72
73
New Encounters: The Creation
of a World Market
The Age of Exploration and
Expansion
The Portuguese Maritime
Empire
12
Machiavelli, The Prince
CCOT 600 to 1450: what factors promoted
or hindered the development of these
transregional systems of trade from several
regions
13
13
Gomes Eannes de Zurara, Chronicle of
Guinea
Journal of the First Voyage of Vasco da
Gama
74
Spanish Conquests of the “New
World”
13
Juan Gonzalez de Mendoza, The
History of the Great and Mightie Kingdom
of China
Christopher Columbus, Letter from the First
Voyage
An Aztec Account of the Conquest of
Mexico
Bartolome de las Casas, Apologetic History
of the Indies
Pedro de Leon Portocarrero, Description of
Lima, Peru
75
76
77
The Impact of European
Expansion
Africa in Transition: The
Portugeuse, the Dutch, the
Kingdom of Songhai, the Slave
Trade
Southeast Asia in the Era of the
Spice Trade
13
Flowers and Songs of Sorrow
13
Joseph Crassons de Medeuil, Notes on the
French Slave Trade
Olaudah Equiano, The Interesting Narrative
of the Life of Olaudah Equinano
13
The Epic of Askia Mohammed
John Ovington, A Voyage to Surat in the
Year 1689
Captain James Cook, Journals
78
Test on New Counters: The
Creation of a World Market
13
Europe Transformed: Reform
and State Building
79
The Reformation of the
Sixteenth Century
14
Erasmus, In Praise of Folly
Martin Luther, The Freedom of a Christian
and On Marriage
John Calvin, Institutes of the Christian
Religion
Philippe Duplessis-Mornay, A Defense of
Liberty Against Tyrants
80
Europe in Crisis: 1560-1650
14
81
Response to Crisis: The Practice
of Absolutism
England and Limited Monarchy
The Flourishing of European
Culture: The Baroque, Dutch
Realism, a Golden Age of
Literature in England
Test on Europe Transformed:
Reform and State Building
14
Duc de Saint-Simon, Memoirs
14
14
James I, True Law of a Free Monarchy
Teresa of Avila, The Life of Saint Teresa
14
DBQ Essay on Absolutism
82
83
84
85
The Muslim Empires
The Ottoman Empire
15
86
The Safavids
15
87
The Grandeur of the Mughals
15
Kritovoulos, The History of Mehmed the
Conquerer
Letters between Sultan Selim I and Shah
Isma’il
‘Abd Ul-Haqq Al Dihlawi AlBukhari, The Perfection of Faith
Francois Bernier, Travels in the Mughal
Empire
Dean Mahomed, Social Customs of the
Muslims
88
Test on the Muslim Empire
90
The East Asian World
China at Its Apex: From the
Ming to the Qing
Changing China
91
Tokugawa Japan
89
15
16
Ferdinand Verbiest, Letter from China
16
K’ang-His, A Eulogy for the Emperor
Ching-Tzu, The Scholars
Yamamoto Tsunetomo, Hagakure (The
Book of the Samurai)
16
Honda Toshiaki, A Secret Plan for
Managing the Country
Vasilii Galovnin, Memoirs of a Captivity in
Japan
92
93
94
Korea: The Hermit Kingdom
Test on The East Asian World
The West on the Eve of a New
World Order
Toward a New Heaven and a
New Earth: An Intellectual
Revolution in the West: The
Scientific Revolution and the
Enlightenment
16
16
17
Galileo Galilei, The Two New Sciences
Rene Descartes, Discourse on Method
Adam Smith, The Wealth of Nations
Jean-Jacque Rosseau, The Social Contract
Cesare Beccaria, On Crimes and
Punisments
Marquis de Condorcet, Progress of the
Human Mind
95
Economic Changes and the
Social Order
17
Montesquieu, Spirit of the Laws
The Rise and Decline of Flora
Thomas Mun, England’s
Treasure by Foreign Trade
96
97
98
Colonial Empires and
Revolution in the Western
Hemisphere: The Society of
Latin America and British North
America
Toward a New Political Order
and Global Conflict: Prussia, the
Austrian Empire of the
Habsburgs, Russia under
Catherine the Great, Enlightened
Absolutism Reconsidered,
Changing Patterns of War Global Confrontation
The French Revolution
17
Thomas Jeffeson, The Declaration of
Independence
17
17
Abbe de Sieyes, What Is the Third Estate?
French National Assembly, The Declaration
of the Rights of Man Olympe de Gouges,
Declaration of the Rights of Women
Edmund Burke, Reflections on the
Revolution in France
99
100
101
The Age of Napoleon
Test on The West on the Eve of
a New World Order
The Beginnings of
Modernization: Industrialization
and Nationalism, 1800-1870
The Industrial Revolution and Its
Impact
17
17
18
Arthur Young, Political Arithmetic
Samuel Smiles, Self-Help
102
Reaction and Revolution: The
Growth of Nationalism: The
Revolution of 1848,
Independence and the
Development of the National
State in Latin America,
18
Simon Bolivar, Jamaican Letter
James Monroe, The Monroe Doctrine
103
104
105
106
Nationalism in the Balkans - the
Ottoman Empire and the Eastern
Question
National Unification and the
National State, 1848-1871: The
Unification of Italy and
Germany, the European National
State at Mid-Century, the
Growth of the United States, and
the Emergence of a Canadian
Nation
Cultural Life: Romanticism and
Realism in the Western World
Test on The Beginnings of
Modernization
The Emergence of Mass Society
in the Western World
The Growth of Industrial
Prosperity: New Products and
Patterns, Toward a World
Economy, the Spread of
Industrialization, Women and
Work (New Job Opportunities),
Organizing the Working Class
18
Article from the London Times, June 13,
1860, on Garibaldi
Alexander II’s Imperial Decree, March 3,
1861 on the serfs and Lincoln’s
Emancipation Proclamation, January 1,
1863
18
Edgar Allen Poe, The Fall of the House of
Usher
18
19
Friedrich Engels, The Condition of the
Working Class in England
Pierre Proudhon, What is Property?
The Great Charter
Karl Marx and Friedrich Engels,
Communist Manifesto
107
108
109
The Emergence of Mass Society: 19
The New Urban Environment,
the Social Structure of Mass
Society, the Experience of
Women, Education and Leisure
in an Age of Mass Society
The National State: Tradition
19
and Change in Latin America,
the Rise of the United States, the
Growth of Canada, the National
State in Europe, International
Rivalries and the Winds of War,
the Ottoman Empire and
Nationalism in the Balkans
Toward the Modern
19
Consciousness: Intellectual and
Cultural Developments: A New
Physics, Freud and
Sir Edwin Chadwick, Inquiry into the
Condition of the Poor
John Stuart Mill, On Liberty
Two Views of Porfirio Diaz
Emiliano Zapata, The Plan of Ayala
Charles Darwin, The Origin of Species
Sigmund Freud, The Interpretation of
Dreams
110
111
Psychoanalysis, Social
Darwinism and Racism, the
Culture of Modernity
Test on the Emergency of Mass
Society in the Western World
The High Tide of Imperialism
The Spread of Colonial Rule:
The Colonial Takeover in
Southeast Asia and Empire
Building in Africa
19
20
J.A.Hobson, Imperialism
Rudyard Kipling, The White Man’s Burden
George Orwell, Shooting an Elephant
Sayyid Jamal Ad Din Al-Afghani, A
Commentary on the Commentator
Robert Moffat, Missionary Labors and
Scenes in Southern Africa
112
113
114
115
116
117
118
The Colonial System: The
20
Philosophy of Colonialism, India
under the British Raj, Colonial
Regines in Southeast Asia,
Colonialism in Africa
The Emergency of
Anticolonialism
Test on The High Tide of
Imperialism
Field Trip to the N.Y. Museum
of Natual History to view rooms
dealing with African, Pacific,
and Asian cultures
Shadows over the Pacific: East
Asia under Challenge
Decline of the Manchus
Chinese Society in Transition
A Rich Country and a Strong
State: The Rise of Modern Japan
20
20
21
21
21
Carl Veltin, Social Life of the Swahilis
Muhabbat Khan, A Description of Calcutta
in 1800
Ram Mohun Roy, On the Proposed east
India Juries Bill
The Azamgarh Proclamation
Hoang Cao Khai’s Letter to Phan Dinh
Phung
DBQ Essay on Imperialism
Lin Tse-Hsu, Letter of Advice to Queen
Victoria
Gempaku Sugita, The Anatomy Lessson
Naosuke II, Advice about the Policy of
Isolation
The Meiji Constitution
Lafcadio Hearn, Of Women’s Hair
Fukuzawa Yukichi, On Japanese Women
119
120
121
122
Test on Shadows over the
Pacific
The Beginnings of the
Twentieth-Century Crisis: War
and Revolution
The Road to World War I
The Great War
War and Revolution
21
22
22
22
Ernst Junger, Storm of Steel
Woodrow Wilson, The Fourteen Points
Prince Kropotkin, Account of the
Emancipation of the Serfs
V.I.Lenin, What Is To Be Done
V.I.Lenin, On the Russian Revolution
123
The Futile Search for Stability
22
124
In Pursuit of a New Reality:
Cultural and Intellectual Trends
Test on The Beginnings of the
Twentieth-Century Crisis
22
Alexandra Kollontai, Theses on communist
Morality in the Sphere of Marital Relations
excerpts from Hesse’s Demian
22
DBQ Essay on the Cold War
23
Sutan Sjahrir, Out of Exile
125
126
Nationalism, Revolution, and
Dictatorship: Africa, Asia, and
Latin America from 1919 to
1939
The Rise of Nationalism
Mohammed Igbal, Speech to the All-India
League
127
Revolution in China
23
Atatiirk’s pSeech to the Assembly, October
1924
Sun Yat-Sen, Fundamentals of National
Reconstruction
Ho Chi Minh, The Path Which Lead Me to
Leninism
Mao Zedong, The Peasant Movement in
Human
128
129
130
131
132
Japan Between the Wars
23
Nationalism and Dictatorship in 23
Latin America
Test on Nationalism, Revolution, 23
and Dictatorship
The Crisis Deepens: World War
II
Retreat from Democracy:
Dictatorial Regimes
The Path to War
Ba Jin, Family
Junichiro Tanizaki, Some Prefer Nettles
Roosevelt’s Good Neighbor Policy
DBQ on the Aftermath of WWI
24
24
Adolf Hitler, excerpts from Mein Kampf
and Speech at the Nuremberg Party Rally,
1936
Max Belov, The History of a Collective
Farm
Winston Churchill, Speech to the House of
Commons, October 5, 1938
Neville Chamberlain, Speech to the House
of Commons, October 6, 1938
133
134
World War II
The New Order
24
24
Hashimoto Kingoro, The Need for
Emigration and Expansion
Diary of a German Soldier at Stalingrad
Hitler’s Secret Conversations, October 17,
1941
Draft Plan for the Establishment of the
Great East-Asia Co-Prosperity Sphere
134
136
137
The Home Front
Aftermath: Toward a Cold War
Test on The Crisis Deepens
24
24
24
138
In the Grip of the Cold War: the
Breakdown of the Yalta System
The Collapse of the Grand
Alliance
Cold War in Asia
25
139
140
From Confrontation to
Coexistence
25
25
Charter of the United Nations
Truman’s Speech to Congress, March 12,
1947
U.S. State Department White Paper on
China, 1949
Ho Chi Minh, Selected Writings
Memoirs of Nikita Khrushchev
Statement of the National Liberation Front
of South Vietman
141
An Era of Equivalence
25
Lin Biao, Long Live the Victory of People’s
War
Statements of the United States of America
and People’s Republic of China
establishing diplomatic relationships on
January 1, 1979
Leonid Brezhnev, A Letter to the Central
Committee of the Communist Party of
Czechoslovakia
Test on In the Grip of the Cold
War
142
Brave New World: Communism
on Trial
The Postwar Soviet Union
25
26
Alexander Solzhenitsyn, One Day in the
Life of Ivan Denisovich
Winston Churchill, The Iron Curtain
Nikita Khrushchev, Report to the
Communist Party Congress
143
144
The Disintegration of the Soviet
Empire
The East is Red: China Under
Communism
26
26
Mao Zedong, On Letting a Hundred
Flowers Blossom
Nien Cheng, Life and Death in Shanghai
145
“Serve the People”: Chinese
Society under Communism
26
Tiananmen Square Students, Why Do We
Have to Undergo a Hunger Strike?
Da Ling, In the Hospital
Zhang Xinxin, Chinese Lives
146
147
148
Test on Brave New World
Europe and the Western
Hemisphere since 1945
Recovery and Renewal in
Europe
Emergence of the Superpower:
The United States
26
27
Margaret Thatcher, The Path to Power
27
Martin Luther King, Jr., I Have a Dream
149
150
The Development of Canada
Latin American since 1945
27
27
Regis Debray, Revolution in the
Revolution?
Fidel Castro, History Will Absolve Me
151
Society and Culture in the
Western World
27
Jean-Paul Sartre, Existentialism
Simone De Beauvoir, The Second Sex
Bob Dylan, Songs
152
153
154
Test on Europe and the Western
Hemisphere since 1945
Challenges of Nation-Building
in Africa and the Middle East
Uhuru: The Struggle for
Independence in Africa
The Era of Independence
27
28
28
Report of the 9/11 Commission
CCOT on Gender roles from 1400- Present
Michael Francis Dei-Anang, Whither
Bound Africa
Charter of the Organization of African
Unity
Ayi Kwei Armah, The Beauitiful Ones Are
Not Yet Born
Julius Nyerere, The Arusha Declaration
Athol Fugard, Sizwe Bansi is Dead
Desmond Tutu, My Vision for South Africa
155
156
Continuity and Change in
Modern African Societies
Crescent of Conflict
28
28
Wole Soyionka, Ake
excerpts from Joseph Conrad, Heart of
Darkness
excerpts from Camara Layre, The Radiance
of the King
Nahum Goldman, Early Zionist Thought
The Arab-Israeli Conflict: Aba Eban’s
Speech at the Special Assembly of the
United Nations, June 19, 1967; Security
Council Resolution on the Middle East,
November 22, 1967; The Palestinian
National Charter
157
Society and Culture in the
Contemporary Middle East
28
158
Test on Challenges of NationBuilding
28
Nasser’s Speech Nationalizing the Suez
Canal Company
M. J. Akbar, Linking Islam to Dictatorship
Geraldine Brooks, Nine Parts Desire
159
Toward the Pacific Century?
South Asia
29
Dadabhai Naoriji, The Condition of India
Mohandas Gandhi, Hind Swara
160
161
Southeast Asia
East Asia
29
29
Muhammad Ali Jinnah, Two Nations
excerpts from writings of Sukarno
The Constitution of Japan (1947)
Kamei Katsuichiro, An Ideal Portrait of
Twentieth-Century Japan
Chitoshi Yanaga, Big Business in Japanese
Politics
Donald Richie, Japanese Rhythms
Douglas McGray, Japan’s Gross National
Cool
162
Test on Toward the Pacific
Century
29
AP World History Exam
164
to
180
Post AP Exam: Special Projects
CORRELATION OF COURSE CONTENT TO AP THEMES:
AP THEME
PAGES IN DUIKER’S WORLD HISTORY
FOUNDATIONS: C 8000 B.C.E. TO 600 C.E.
1. LOCATING WORLD HISTORY IN THE
ENVIRONMENT AND IN TIME
Environment
73, 179, 184
Geography and climate: Interaction of geography and
18, 68, 70, 176
climate with the development of human society
Demography: Major population changes resulting
xx, 73, 84, 138, 149
from human and environmental factors
xviii, 3, 21, 26, 32, 47, 85, 106, 117, 133, 135,
Time
150
Periodization in early human history
11-3, 61, 93, 58-161, 358-359
Nature and causes of changes associated with the
11-3, 61, 93, 58-161, 358-359
time span
Continuities and breaks within the time span; e.g. the
transition from river valley civilizations to Classical
11-3, 61, 93, 58-161, 358-359
civilizations
Diverse Interpretations
xxi-xxiii
What are the issues involved in using “civilization”
xxi-xxiii
as an organizing principle in world history?
What is the most common source of change:
connection or diffusion versus independent
xxi-xxiii
invention?
2. DEVELOPING AGRICULTURE AND
TECHNOLOGY
Agricultural, pastoral, and foraging societies, and
their demographic characteristics (Include Africa, the 1-28, 162-186
Americas, and Southeast Asia)
5, 6, 17, 30, 38, 39, 65, 72, 160, 180, 184,
Emergence of agriculture and technological change
274,299
Nature of village settlements
6, 39, 69-70, 85, 263, 280-81
Impact of agriculture on the environment
73, 177-178,
Introduction of key stages of metal use
71, 87-89, 177, 234,
3. BASIC FEATURES OF EARLY
CIVILIZATIONS IN DIFFERENT
ENVIRONMENTS: CULTURE, STATE, AND
SOCIAL STRUCTURE
Mesopotamia
2-3, 9-16, 35, 41, 115, 193
Egypt
16-25, 35, 41, 115, 123
Indus Valley civilization or Harrapan civilization
37-42
Shang dynasty or Yellow River (Huang He) Valley
64-70
civilization
162-176
Mesoamerica and Andean South America
4. CLASSICAL CIVILIZATIONS
Major political developments in
China
India
Mediterranean
Social and gender structures
Major trading patterns within and among Classical
civilizations; contacts with adjacent regions
Arts
Sciences
Technology
5. MAJOR BELIEF SYSTEMS
Basic features and locations of major world belief
systems prior to 600 C.E.
Polytheism
Hinduism
Judaism
Confucianism
Daoism
Buddhism
Christianity
1, 9, 41, 49, 64-93
1, 32, 37-38, 42-61
24, 49, 73, 95, 97, 101-102, 104, 131-134
xx, 4, 13, 22-23, 48-55, 87, 99-100, 102, 112114, 119, 120, 144-154
19-20,24, 31, 39, 49, 72-73, 82, 83 (map), 96,
98, 101-102, 113, 119, 161
58-59, 109, 120, 142
16, 61, 120-122, 170
67, 68, 83, 88, 160-163, 242, 279
14, 150, 167, 188, 894 (glossary)
38-40, 48-52, 199, 247, 250-51, 254, 256, 263,
891 (glossary)
13, 25-28, 32, 35, 150-152
64-65, 74-75, 76-77, 81-82, 87, 104, 247, 274276, 284, 286-90, 888 (glossary)
74, 76-77, 78, 90, 180, 270-71, 287-90, 294-295,
318, 889 (glossary)
38, 49, 52-56, 199, 241-242, 245-247,260, 271273, 287-89, 293-94, 318
123, 151-154, 161, 175, 196-97, 210-11, 219,
225, 287
LATE CLASSICAL PERIOD (200 C.E. TO 600
C.E.)
Collapse of empires
Han China
Loss of western portion of the Roman Empire
Gupta
Movement of peoples
Bantus
Huns
Germans
Interregional networks by 600 C.E. trade and the
spread of religions
81-84 (map), 89, 130, 133, 154-161, 270-271,
317
149-150
160, 244-45, 245 (map), 256
161, 222, 231, 377-78, 578
80, 150, 223
137, 149, 150, 211
20, 21, 22, 31, 68, 73-77, 83 (map), 112-13, 119,
123, 150, 160
MAJOR COMPARISONS AND SNAPSHOTS
Comparisons of the major religious and philosophical
systems including some underlying similarities in
38, 49-51, 76-77 (Daoism), 247 (Hinduism and
cementing a social hierarchy, e.g. Hinduism
Buddhism),
contrasted with Confucianism
Role of women in different belief systems
Buddhism
Christianity
Confucianism
Hinduism
Understanding of how and why the collapse of
empire was more severe in western Europe than it
was in the eastern Mediterranean or in China
Compare the caste system to other systems of social
inequality devised by early and classical
civilizations, including slavery
Compare societies and cultures that include cities
with pastoral and nomadic societies
Compare the development of traditions and
institutions in major civilizations, e.g.:
Indian
Chinese
Greek
Describe interregional trading systems, e.g., the
Indian Ocean trade
Compare the political and social structures of two
early civilizations, using any two of the following:
Mesopotamia, Egypt, Indus Valley, Shang Dynasty,
and Mesoamerica and Andean South America
13, 99-100, 119-120, 154
38, 49, 52-56, 199, 241-242, 245-247, 260, 271273, 287-90, 293-94, 318
123, 151-154, 161, 175, 196-97, 210-11, 219,
225, 287
64-65, 74-75, 76-77, 81-82, 87, 104, 247, 274276, 284, 286-90, 888 (glossary)
199, 247, 263
133, 149-150, 154-161
45-47, 49, 72, 104-113, 133, 144-45, 147, 172,
199, 233-34,
1-159
1-159
1, 32, 37-38, 42-61
1, 9, 41, 49, 64-93
95-125
49, 161, 217,
1-159
162-186
600 C.E. - 1450
MAJOR DEVELOPMENTS
1. QUESTIONS OF PERIODIZATION
Nature and causes of changes in the world history
framework leading up to 600 C.E. –1450 as a period
Emergence of new empires and political systems
Continuities and breaks within the period (e.g., the
effects of the Mongols on international contacts and
on specific societies)
2. THE ISLAMIC WORLD
The rise and role of Dar al-Islam as a unifying
cultural and economic force in Eurasia and Africa
Islamic political structures, notably the caliphate
Arts
158-161
158-359
161, 196-97, 223, 249, 270, 304, 316-318, 339,
349, 333, 355, 345, 420-21,
160-61, 187-216, 223-230, 247, 378
191-195
200-207
Sciences, and
Technologies
3. INTERREGIONAL NETWORKS AND
CONTACTS
Development and shits in an interregional:
Trade
Technology
Cultural exchange
Trans-Sahara trade
Indian Ocean trade
Silk routes
Missionary outreach of major religions
Contacts between major religions:
Islam and Buddhism
Christianity and Islam
Impact of the Mongol empires
4. CHINA’S INTERNAL AND EXTERNAL
EXPANSION
The importance of the Tang and Song economic
revolutions and the initiatives of the early Ming
dynasty
Chinese influence on surrounding areas and its limits
Arts
Sciences, and
Technologies
5. DEVELOPMENTS IN EUROPE
Restructuring of European institutions:
Economic
Social
Political
The division of Christendom into Eastern and
Western Christian cultures
6. SOCIAL, CULTURAL, ECONOMIC, AND
POLITICAL PATTERNS IN THE AMERINDIAN
WORLD
Maya
Aztec
Inca
7. DEMOGRAPHIC AND ENVIRONMENTAL
CHANGES
Impact of the nomadic migrations on Afro-Eurasia
and the Americas:
Aztecs
200-202
200-202
197-199, 333
160, 163, 242, 277-79, 331, 349, 361, 365
200-207
221, 227 (map), 366
49, 161, 217
72-73, 139, 160-161, 208, 242-44, 278-79, 282,
285, 289, 433, 429
56, 153-326, 363
250-253
188-191
161, 196, 197, 207, 223, 249, 270, 304, 316-318,
333, 339, 345, 349, 355, 420
81, 160, 161, 270-274 (map), 275, 277-78, 281,
283, 286-90, 295, 301-302, 317-318
269-297
293-296
296
296
323-359
347-349
341-343
348-359
349, 350, 356
166-170
171-176
178-181
171-176
Mongols
Turks
Vikings
Arabs
Consequences of plague pandemics in the fourteenth
century
Growth and role of cities (e.g., the expansion of
urban commercial centers in Song China and in the
Aztec Empire)
8. DIVERSE INTERPRETATIONS
What are the issues involved in using cultural areas
rather than states as units of analysis?
What are the sources of change: nomadic migrations
versus urban growth?
Was there a world economic network in this period?
Were there common patterns in the new
opportunities available to and constraints placed on
elite women in this period?
MAJOR COMPARISONS AND SNAPSHOTS
Compare Japanese and European feudalism
Compare developments in political and social
institutions in both eastern and western Europe
Compare the role and function of cities in major
societies
Compare Islam and Christianity
Analyze gender systems and changes, such as the
impact of Islam
Compare Aztec Empire and Inca Empire
161, 196, 197, 207, 223, 249, 270, 304, 316-318,
333, 339, 345, 349, 355, 420
195-196
327-29, 338
345-347
345-347
171-176, 270, 274-82
24, 80-84, 160-161, 188, 270, 273
8, 39, 87, 118, 164, 167, 198,
158-359, 199 (Comparative Essay: Trade and
Civilization), 334
13, 99-100, 119-120, 154
307 (Comparative Essay: Feudal Orders Around
the World)
323-357
87, 100-105, 138-39, 164, 167, 171-177, 198,
229, 270, 274-82, 302, 332-35
160-61, 187-91, 196-97, 210-11, 363, 366, 432
xx, 4, 13, 22-23, 48-55, 87, 99-100, 102, 112114, 119, 120, 143-154, 167, 173, 180, 181
(Virgins with Red Cheeks), 199-200 (Draw
Their Veils Over Their Bosoms), 205-06, 232-33
(Women and Islam in North Africa), 238, 25152, 257, 263-64, 281-282, 292, 308, 312, 318,
320, 326, 331-32, 324, 340, 374, 381-82, 389,
399, 404, 459, 468-69, 483, 489, 550
171-76, 178-81
Compare European and sub-Saharan African contacts
187-215
with the Islamic world
1450-1750
1. QUESTIONS OF PERIODIZATION
Continuities and breaks, causes of changes from the
previous period and within this period
2. Changes in:
Trade
Technology
Global Interactions
3. KNOWLEDGE OF MAJOR EMPIRES AND
OTHER POLITICAL UNITS AND SOCIAL
SYSTMES
Ottoman
China
Portugal
Spain
Russia
France
England
Tokugawa
Mughal
Characteristics of African empires in general but
knowing one (Kongo, Benin, Oyo, or Songhay) as
illustrative
Gender and empire (including the role of women in
households and in politics)
4. Slave systems and slave trade
5. DEMOGRAPHIC AND ENVIRONMENTAL
CHANGES
Diseases
Animals
New crops
Comparative population trends
6. CULTURAL AND INTELLECTUAL
DEVELOPMENTS
Scientific Revolution
The Enlightenment
Comparative global causes and impacts of cultural
change (e.g., African contributions to cultures in the
Americas)
Changes and continuities in Confucianism
Major developments and exchanges in the arts (e.g.,
Mughal)
358-361
360-391
360-361
360-391
420-429
449-461
366-368
369-370
338-339, 355, 411-12, 492-93, 454
326-337
412-415
462-471
434-445
230-234, 377-383,
374, 381-82, 389, 399, 404, 459, 468-69, 483,
485 (Rights of Women), 489, 550
378-388, 534
202, 345-347, 346 (Comparative Essay: The
Role of Disease), 371, 380, 381, 458
374
374
458
372, 458, 477-479, 536-37
479*86, 491-92, 480-84,
378-379
74-77, 81-82, 2240-291,449, 452-53, 468-69,
771-776
234 (Benin), 312-313, 319-20, 413-15
(Baroque), 428-29 (Ottoman), 433 (Safavid),
459, 461-62, 484
7. DIVERSE INTERPRETATIONS
What are the debates about the timing and extent of
European predominance in the world economy?
How does the world economic system of this period
compare with the world economic network of the
previous period?
MAJOR COMPARISONS AND SNAPSHOTS
Analyze imperial systems: European monarchy
compared with a land-based Asian empire
Compare coercive labor systems: slavery and other
coercive labor systems in the Americas
Understand the development of empire (i.e., general
empire building in Asia, Africa, and Europe)
Compare Russia's interaction with the West with the
interaction of one of the following (Ottoman Empire,
China, Tokugawa Japan, Mughal India) with the
West
510-511
360-361
408-412, 448-49, 451-53, 459, 495-501
331, 337-338, 347, 371, 379-3823, 426, 488
372, 387 (Vietnam)
158-359, 528,
1750 - 1914
1. Questions of periodization
Continuities and breaks, causes of changes from the
previous period and within this period
2. CHANGES IN GLOBAL COMMERCE,
COMMUNICATIONS, AND TECHNOLOGY
Changes in patterns of world trade
Industrial Revolution
Transformative effects on and differential timing in
different societies
Mutual relation of industrial and scientific
developments
Commonalities
3. DEMOGRAPHIC AND ENVIRONMENTAL
CHANGES
Migrations
End of the Atlantic slave trade
New birthrate patterns
Food supply
4. CHANGES IN SOCIAL AND GENER
STRUCTURE
Industrial Revolution
Commercial and demographic developments
Emancipation of serfs/slaves
508-572
512-522
517, 518 (Comparative Essay: The Industrial
Revolution), 545
536-37
539
38, 151, 161, 163, 222-23, 233, 258-59, 337-38
(map), 374, 510, 547, 578
575, 597
458, 550, 643
457, 487, 554, 866
545, 549, 551
358-625
538 (Emancipation: Serfs and Slaves), 575
Tension between work patterns and ideas about
gender
5. POLITICAL REVOLUTIONS AND
INDEPENDENCE MOVEMENTS: NEW
POLITICAL IDEAS
Latin American independence movements
Revolutions:
United States
France
Haiti
Mexico
China
Rise of nationalism, nation-states, and movements of
political reform
Overlaps between nations and empires
Rise of democracy and its limitations
Reform
Women
Racism
6. RISE OF WESTERN DOMINANCE
Economic
Political
Social
Cultural and artistic
Patterns of expansion
Imperialism and colonialism
Different cultural and political reactions
Reform
Resistance
Rebellion
Racism
Nationalism
Impact of changing European ideologies on colonial
administrations
545, 637 (Women in the Factories), 759, 801-4
525-27, 554-557, 677-79, 797-98
534-535, 555
476, 494-501, 523
500
488, 526, 555
496
498-99, 513, 522-29, 532-33, 535, 558
360-625
534, 542, 553, 557, 647-49, 675-76, 764, 76869, 784-786, 794, 798,839, 842, 844, 856, 86264 (The Golden Throat of President Sukarno),
874-75
647-49, 656-683, 764, 768-69, 794, 798,
839,842, 844 (Islam and Democracy), 845
(Comparative Essay: Religion and Society), 856,
862-64, 874-75, 877
551, 638, 673, 803-4, 845
563, 689, 703, 704-5, 709, 791, 792
541-569, 657,678, 816-17, 800-12, 854 (Two
Visions for India), 856-58 (Say No to
McDonald’s and KFC!), 858, 866
541-569, 790-93
541-569, 864 (soccer a global obsession), 876
(To Those Living in Glass Houses), 880
(Comparative Essay: Global Village or Clash of
Civilizations?)
541-569, 808, 846-848
541-569, 656-885
571-598, 599-625
561-569,
627, 733, 735, 745
512-539, 600, 626-646, 656-683, 684-716
563, 704
512-539, 656-683
581-598
7. PATTERNS OF CULTURAL INTERACTIONS
AMONG SOCIETIES IN DIFFERENT PARTS OF
THE WORLD
African and Asian influences on European art
Cultural policies of Meiji Japan
8. DIVERSE INTERPRETATIONS
What are the debates over the utility of
modernization theory as a framework for interpreting
events in this period and the next?
What are the debates about the causes of serf and
slave emancipation in this period and how do these
debates fit into broader comparisons of labor
systems?
What are the debates over the nature of women’s
roles in this period and how do these debates apply to
industrialized areas and how do they apply in
colonial societies?
MAJOR COMPARISONS AND SNAPSHOTS
Compare the causes and early phases of the industrial
revolution in western Europe and Japan
Compare the Haitian and French Revolutions
Compare reaction to foreign domination in:
The Ottoman Empire
China
India
Japan
Comparative nationalism:
China and Japan
Cuba and the Philippines
Egypt and Nigeria
Compare forms of western intervention in Latin
America and in Africa
Compare the roles and conditions of women in the
upper/middle classes with peasantry/working class in
western Europe
542, 821, 859-60
614-23, 621
721
534, 575
551, 568, 617-18, 650, 673, 759, 801-04
513-18, 613-625
495-500
419-445
448-461, 600-612
573, 582, 584
462-46, 613-625
599-625
575, 678, 736, 795-96 (Cuba); 556, 574-75, 573,
581, 698, 705, 861, 863 (Philippines)
576, 578, 581, 588, 590, 817, 822, 824, 825, 827
(Nigeria); 578, 592, 661, 697, 699-700, 736,
832-33, 835, 840, 841, 843-45, 847 (Egypt)
794-799, 815-831
801
1914 - THE PRESENT
1. QUESTIONS OF PERIODIZATION
Continuities and breaks, causes of changes from the
previous period and within this period
510-881
2. WARS
World War I
World War II
The Holocaust
The Cold War
Nuclear weaponry
International organizations and their impact on the
global framework
Globalization of diplomacy and conflict
Global balance of power
Reduction of European influence
The League of Nations
The United Nations
The Non-Aligned Nations, etc.
NEW PATTERNS OF NATIONALISM
Fascism
Decolonization
Racism
Genocide
The breakup of the Soviet Union
4. IMPACT OF MAJOR GLOBAL ECONOMIC
DEVELOPMENTS
The Great Depression
Technology
Pacific Rim
Multinational corporations
5. New forces of revolution and other sources of
political innovations
6. SOCIAL REFORM AND SOCIAL
REVOLUTION
Changing gender roles
Family structures
Rise of feminism
Peasant protest
International Marxism
Religious fundamentalism
7. GLOBALIZATION OF SCIENCE,
TECHNOLOGY, AND CULTURE
Developments in global and regional reactions,
including science and consumer culture
626-53, 632 (map)
685-90, 694, 695-97, 698-702, 710-14, 752, 78389, 793
704-706
712-13, 723-24, 726-832, 852, 868
708
807 (Green Movements), 854 (Two Visions for
India), 856-58 (Say No to McDonald’s and
KFC!), 858, 866
360-61, 721, 880
494-95, 746, 776-77, 864-65
851-881
643-46, 645 (map), 694
712, 723, 731-32
Not found.
647, 685-86, 797
813
563, 689, 703-05, 709, 791-92
643, 704-706
751, 759-62, 786-87
646-649, 678-79
756, 768, 800, 809-10, 812, 857,
861-880
854 (Two Visions for India), 856-58 (Say No to
McDonald’s and KFC!), 858, 866
626-683, 750-78, 815-849
800-804
800-804
550, 800-804, 859 (A Critique of Western
Feminism)
626-683, 750-780
745, 751,758-59, 769, 770-71, 780, 795-97, 823,
861,
811-812
800-813
Interactions between elite and popular culture and art
Patterns of resistance including religious responses
8. DEMOGRAPHIC AND ENVIRONMENTAL
CHANGES
Migrations
Changes in birthrates and death rates
New forms of urbanization
Deforestation
Green/Environmental movements
9. DIVERSE INTERPRETATIONS
Is cultural convergence or diversity the best model
for understanding increased intercultural contact in
the twentieth century?
What are the advantages and disadvantages of using
units of analysis in the twentieth century, such as the
nation, the world, the West, and the developing
World?
MAJOR COMPARISONS AND SNAPSHOTS
Patterns and results of decolonization in Africa and
India
Pick two revolutions (Russian, Chinese, Cuban,
Iranian) and compare their effects on the roles of
women
Compare the effects of the World Wars on areas
outside of Europe
Compare legacies of colonialism and patterns of
economic development in two of three areas (Africa,
Asia, and Latin America)
The notion of “the West” and “the East” in the
context of Cold War ideology
Compare nationalist ideologies and movements in
contrasting European and colonial environments
Compare the different types of independence
struggles
Compare the impacts of Western consumer society in
two civilizations outside of Europe
Compare high tech warfare with guerrilla warfare
Access different proposals (or models) for third
economic development and the social and political
consequences
800-813
810
806, 841-42, 878-79
550 (late 1800’s), 643 (after W.W.I), 857 (death
rate in India), 873 (Japan)
518-19, 547-49, 866-67
746 (Comparative Essay: One World, One
Environment)
611, 746-47, 776,793, 804, 807, 810, 857
721, 776-77, 864-65, 880 (Globalization)
721, 776-77, 864-65, 880 (Globalization)
815-861
650, 691, 708, 760 (Russia); 796 (Cuba); 664,
838 (Iran); 673-75, 776-77, 778 (China)
635-36, 697-99, 708-12, 752, 793, 800-12, 870
656-683, 794-799, 815-881
723-748
750-780, 794-799
750-780, 794-799, 815-849
812, 816-881
805, 831-839
735-38, 854 (Two Visions for India), 858 (Say
No to McDonald’s and KFC!)