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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!)