Download AP® World History

AP World His tory Syllabus
OVERVIEW:
Advanced Placement World History will begin with a study of prehistory and ancient history,
though the primary focus will mainly center on global developments since 600 C. E. Because
so much history must be covered in 32 weeks - social, economic, and cultural trends and
political issues to the present - interrelationships and exchanges among various civilizations
will be emphasized and the pace must be sustained throughout the entire time period.
Though North America and Europe are important to our curriculum, the emphasis will be on
Asia, Africa, Latin America and Pacific civilizations. There will also be an on-going political
issues element, especially during the second semester of this course. This is mandated, as it
will meet the graduation requirements for completion of social sciences.
AP Central and professors from various colleges and universities prescribe the foundations of
this course. Though individual teachers have flexibility in how this course proceeds, these
precepts must be accomplished. Following is a general outline of these requirements with a
detailed syllabus to follow.
The five overarching themes outlined by the AP World History course are as follows:
1) Interaction between Humans and the Environment
a. Demography and Disease
b. Migration
c. Patterns of Settlement
d. Technology
2) Development and Interaction of Cultures
a. Religions
b. Belief Systems, Philosophies, and Ideologies
c. Science and Technology
d. The Arts and Architecture
3) State-Building, Expansion, and Conflict
a. Political Structures and Forms of Governance
b. Empires
c. Nations and Nationalism
d. Revolts and Revolutions
e. Regional, Trans-regional, and Global Structures/Organization
4) Creation, Expansion, and Interaction of Economic Systems
a. Agricultural and Pastoral Production
b. Trade and Commerce
c. Labor Systems
d. Industrialization
e. Capitalism and Socialism
5) Development and Transformation of Social Structures
a. Gender Roles and Relationships
b. Family and Kinship
c. Racial and Ethnic Constructions
d. Social and Economic Classes
The course will cover the period from approximately 3500 B.C.E. to the present. The
percentage breakdown is approximate as listed below:
Foundations c.3500 BCE to 600 CE (20%) (Earlier pre-history will be briefly discussed)
600 CE to 1450 CE
(20%)
1450 CE to 1750 CE
(20%)
1750 CE to 1914 CE
(20%)
1914 CE to Present
(20%)
Block Schedule: 87 minutes periods, 86 Instructional Days per class, approximately 43 per
semester, 5 periods every two weeks (3,2,3,2 sequence).
TEXTs:
-Bentley, Jerry H. and Herbert F Ziegler. Traditions & Encounters: Traditions And
Encounters. 2 edition, Blacklick, Ohio: Glencoe/McGraw-Hill Post Secondary, 2003 (ISBN:
0072424354).
-Sterns, Gosch, and Grieshaber. Documents in World History: Volume 1 (The Great
Traditions: From Ancient Times to 1500). 5th edition, New York: Pearson, 2009
-Sterns, Gosch, and Grieshaber. Documents in World History: Volume 2 (The Modern
Centuries: From 1500 to the Present). 5th edition, New York: Pearson, 2009
nd
COURSE EXPECTATIONS:
Students who enroll are expected to take the AP World History exam in May, though this is
not yet a requirement. Students will be expected to read ALL material prior to class, as
well as complete any written homework ready to submit at the beginning of the period.
Students will be expected to complete essays, outside readings, small and large group
discussions, presentations, extension discussion through blogs, research and a culminating
project. Students will also be expected to attend museum exhibitions, plays, docudramas,
etc. and do historical analysis of each event. Attendance is mandatory and senior seminar
prep, vacations, appointments, etc. should be scheduled without interference to this class
whenever possible.
A. GRADING:
Grading will be a combination of assignments, projects, quizzes, tests, discussions and
essays. EXTRA CREDIT IS NOT PERMITTED, though opportunities for bonus questions MAY
be provided now and then. Grading final grading will be A, B, C, F. NO “D’s” will be assigned
as you must maintain a minimum “C” grade to pass this course.
B. COURSE EVALUATION OPP ORTUNITIES:
• Units 1 through 3 Multiple Choice Unit Exams following the AP format of 70
questions, 55 minutes. Scoring will be based upon the standard AP point system.
• Unit 4 Multiple Choice Unit Exam following the same format, though it will focus on
GRAPHICS and CHARTS (18 in total). This is a very demanding exam and preparation
must be thorough.
• Units 5 and 6 ESSAY Exams based upon FRQ formats (Compare and Contrast Regions
and Time) following AP format, 40 minutes.
•
•
•
•
Regularly scheduled DBQ instruction and ESSAYS following AP format, 50 minutes.
TWO FULL AP EXAM Finals… One practice; one real, BOTH prior to the May AP
EXAM.
Course “Regional Focus” Project including at least THREE regions of research and
analysis focusing on continuity & change with a culminating presentation. (10% of
semester grade)
Chapter Quizzes (including quiz questions on primary documents in chapter), Socratic
sessions, time readings with AP style essays to practice various test taking skills and
techniques (i.e., Perspective, Turning Points, Analysis, Relationships, etc.)
C. MAJOR ACTIVITES:
• Primary source Café: students choose from a variety of primary source documents to
analyze using SOAP+TBR format
• Course Focus Project (included in this syllabus) including student led
lecture/presentation
• Weekly small-group Socratic Seminars & blogging
• Plays, docudramas and epic movies (as available)
• Essay writing (FRQ style and reflective style)
• Writing DBQ’s and providing answers
• Timed readings with follow up FRQ-style essays (DBQ Prep)
• One study dinner per month as needed to prepare for unit exams (voluntary)
D. HOW THE COURSE IS DIVIDED:
This course is divided into 8 units of study:
1. Introduction and AP format and preparation
2. Pre-History (3500 BCE to 500 BCE - Earlier pre-history will be briefly discussed)
3. Classical Societies (500 BCE to 500 CE)
4. Post-Classical Civilizations (500 to 1000)
5. Cross Cultural Interaction (1000 to 1500)
6. Global Interdependence (1500 to 1800)
7. Revolutions, Industry and Empires (1750 to 1914)
8. Contemporary Global Realignment (1914 to the Present)
COURSE OVERVIEW
The ESSENTIAL QUESTIONS that follow each UNIT outlines will become the prime focus of
each chapter and together, for each unit. These are NOT the only concepts that will be
emphasized, but merely the focus upon which to build upon. (*denotes questions that
are formulated from Instructor's Manual and Test Bank to accompany
Traditions and Encounters Prepared by Gary Scudder, Jr. 2 nd edition, McGrawHill, 2003.(ISBN 0072489758)
UNITS:
Preface - Introduction and AP format and preparation
Course Requirements and Expectations
Calendar of Reading/Testing Schedule
Observation In-House Field Trip
Three groups
Group ONE decide a route and activities
Groups 2 and 3 repeat as best they can
All 3 record their observations
Reflective essay (recording history)
Discussion
Explain and teach rubrics and scoring and strategies for:
Multiple Choice - Formats
DBQ
FRQ – Regions
FRQ – Time
Map work
Timeline Awareness and Use
Graphics and Charts
Explanation of Regional Focus Project (included at the end of this syllabus)
Timed Reading, Essay practice, POV,
Historical interpretation:
• Mark Kishlansky, Patrick Geary, Patricia O'Brien., R. Bin Wong. “The Idea of
Civilization,” Societies and Cultures in World History. HarperCollins, 1995.
• Philip Lee Ralph, Robert Learner and Standish Meacham. “Birth of Civilizations,” World
Civilizations. 8th edition. W.W. Norton, 1991.
• Peter Stearns, Michael Adas, and Stuart Schwartz. “The Idea, of Civilization in World
Historical Perspective,” World Civilizations: The Global Experience. 2nd edition.
HarperCollins, 1996.
RUBRIC ACRONYM QUIZ
Unit I - Prehistory a nd Early Complex Societies
(3500 B.C.E. to 50 0 B.C.E.)
Unit I Activities and Assignments:
• Primary Source Café SOAPS+TBR: Epic of Gilgamesh, The Code (Hammarabi), Hymn to
the Nile, The Rig Veda on origins of the castes
• Historical interpretation Video: Guns, Germs and Steel (part one) by Jared Diamond
• Historical interpretation: Kurlansky. “A Mandate of Salt,” Salt: A World History. USA:
Penguin Books, 2003.
• Blogging on essential questions
• 5-themes comparison of China & India
• Unit Essay: Comparison Question: China, Egypt, and Mesopotamia on Political authority
• Chapter quizzes
• Socratic Seminar on meanings of civilizations
• Unit I Test
Paleolithic through Neolithic Ages
Development of Culture
Language (Oral and Written)
Agriculture and Trade
Society
Ancient Mesopotamia
Society and Government
Technology and Knowledge
Religion (Judaism, Christianity and Islam)
Ancient Egypt
Society and Government
Technology and Knowledge
Ancient India and China
Society and Government
Technology and Knowledge
Religion (Hinduism, Buddhism, Christianity and Islam)
Chapter Essential Questions
CHP 1
• Compare and contrast the aspects of civilization as good or bad. Are there problems
today that stretch back to the rise of “civilization?” Explain your answer.
• Why would your authors, Bentley and Ziegler, choose to use the term “complex
societies” rather than the term “civilization?”
• Discuss the aspects, implications and consequences, good and bad, provided through
the discovery of agriculture.
• Discuss the aspects, implications and consequences, good and bad, provided through
the development of settlements and early urbanization.
CHP 2
• Explain the importance of Hammurabi to Mesopotamian life, his impact on social
structure and relevance to future legal codes.
• Explain the impact of technological innovations and trade as they pertained to the
rise of the Mesopotamians and identify various turning points that may have resulted
during this time period.
• Compare and contrast the religious beliefs of the Mesopotamians, Egyptians, Hebrews
and Assyrians. How did these differences in religion affect the developments of each
culture?
CHP 3
• What could a modern reader learn about the relationship between Egypt and Nubia
by reading Harkuf’s account of his journey to Nubia? How did each culture impact the
other?
• Explain the perspectives of the Egyptians and the Mesopotamians as they viewed the
concept of an afterlife. Why was this concept developed earlier by the Egyptians
than the Mesopotamians, and why do you think this concept even developed?
• Compare and contrast the Indo-European and Bantu migrations and their respective
impacts upon those which whom they made contact.
CHP 4
• Compare and contrast Hinduism to the religions of Judaism, Christianity and Islam.
How might all of these be considered religions of salvation?
• What are the advantages and disadvantages of the caste system? Why did it form
and why didn’t it spread to neighboring nations north, west and east of India?
• Discuss the impact of the Upanishads and Vedas upon Indian culture and world history
in general. How might these help us understand the development of Indian religious
thought as well as the rejection of other religions from surrounding cultures?
CHP 5
• Compare and contrast the role and importance of religion in China to that of other
earlier societies. What was the impact of early religious practices upon Chinese
society and leadership?
• Compare and contrast the concept of Mandate of Heaven in China to that of Egyptian
concept of ma’at, as well as the eventual European concept of Divine Right.
• Perhaps more than any other society of its time or before, the Chinese influence
spread through the ancient world and future eras in the concepts of gender, politics,
innovations and technology, social structure, philosophy, and role of religion in all
aspects of life. Discuss your response to this statement, citing specific examples that
support or reject this premise.
CHP 6
• Compare and contrast the early exploration and settlement of Oceania to that of
Mesoamerica and South America. Account for the vast differences in socio-economic
and political development.
• Discuss the effects of geographical location on the foundations of social and political
structure in Mesoamerica and South America. What may account for the vast
differences of these two regions?
• Analyze the political, economic and social diversity among the island cultures of
Oceania. Account for the occurrences of these differences and the potential impact
upon their futures.
Unit II – Forma tion of C lassical Societies
(500 B.C.E. to 1000 C.E.)
Unit II Activities and Assignments:
• Primary Source Café SOAPS+TBR: The Small Analects, Dao de Jing, Han Feizi,
Aristotle, Reports on Nomads
• Silk Road map
• Historical interpretation: Freese, Barbara. “The Best Stone in Britain,” Coal: A Human
History. USA: Penguin, 2003.
• DBQ: AP World History Exam 2006: Han & Roman Empire Attitudes Towards
Technology
• Unit Essay: Change Over Time Question from 2006 AP World History Exam
• Blogging on the essential questions
• Chapter quizzes
•
Persia
China
India
Unit II Test
Society and Government
Technology and Knowledge
Religion and Society
Society and Government
Technology and Knowledge
Religion and Society
Society and Government
Technology and Knowledge
Religion and Society
Classic Greece
Political/Economic Development
Technology and Knowledge
Society and Philosophical Thought
Rome
Political/Economic Development
Technology and Knowledge
Society and Thought
Silk Roads and Trade/Cultural Exchange
CHP 7
• Compare and contrast the Achaemenids and the Greeks. What were the strengths
and weaknesses of each society? Why do you think the Persians have received so
little attention in historical discussions and writings?
• Compare and contrast the Roman Road with the Royal Road in purpose, complexity,
design and success. Include in your discussion the relationship each had, if any, with
the Silk Roads.
• Analyze the development and administration of the Seleucids, Parthians and Sasanids.
In what ways were they continuations of the Achaemenid tradition? How were they
different? What roles might they have in procuring a vital future for Central Asia?
CHP 8
• The Chinese have, arguably, the longest lasting and most stable political structure of
any powerful state in world history. Account for this possibility and explain how it
developed into fruition.
• The Chinese have a long history of great philosophers, including Confucius, Mencius,
Lao-Tzu and Zuangzi. Compare and contrast their beliefs and the Chinese political
and social policies that emerged from them.
•
Compare and contrast the reigns and accomplishments of Wang Mang and Han Wudi.
How did they each respond to economic and political challenges that threatened their
kingdoms?
CHP 9
• China and India are side by side, yet their religious and secularist ideologies are so
disparate. Explain these obvious disparities and how they came about.
• With Hinduism and Buddhism having so much in common, why didn’t Buddhism become
more successful in it establishment in India? Why were so many of the other
“offspring” of Hinduism able to form, though never gaining predominance as well?
• Compare and contrast the development and administration of the Maurya and Gupta
Empires. Be certain to clearly explain the positions of each of their primary leaders
and their attitudes that made them become so important.
CHP 10
• The Greeks had the greatest accumulation of brilliant minds, finest political figures
and most creative individuals at one time, ever in history. Support or reject this
statement and thoroughly justify your answer. You may find it necessary to do some
research into the future chapters to complete this challenge.
• What are major historical legacies of the Hellenistic Age that have continued
throughout history to the present day? Be certain to explain how these legacies
changed or remained the same and why these results may have developed.
• Explain the gender roles of the ancient Greeks. Were these roles universal
throughout the city-states? Why or why not?
CHP 11
• Examine the role of the family in ancient Rome. What role did women play inside and
outside the home?
• Include a comparison and contrast of women’s roles, freedom and influence in other
societies of this time period and before.
• Compare and contrast the socio-political and socio-economic structure of ancient
Greece and ancient Rome.
• Discuss the changing role of politics throughout the almost 1000 years of the Roman
Republic (beginning circa 500 B.C.E.) to the fall of the Roman Empire (Western half:
476 C.E.).
CHP 12
• Compare and contrast the fall of the Han and Roman Empires. What might we learn
about these events as they relate to our modern times of globalism?
• Compare and contrast the influences of Hinduism, Buddhism, Christianity,
Zoroastrianism and Manichaeism throughout the known world up to and through this
time period (300 B.C.E. to 476 C.E.).
• Include the significance of the Silk Roads and other influential “highways” of the
region.
• Analyze the role of diseases in the wake of extensive trade systems of the
Mediterranean and Asian regions during this era. How did they affect the stability of
the Han and Roman Empires?
Unit III – Pos t-C lassical Era
(500 C.E. to 1000 C.E.)
Unit III Activities and Assignments:
• Primary Source Café SOAPS+TBR The Quran and the Pillars of Islam, Marco Polo,
Peasants in Chinese Culture
• Video: Islam: Empire of Faith (part 1)
• Crusades map
• Historical interpretation: Maalouf, Amin. “The Franj Arrive,” The Crusades Through
Arab Eyes.” New York: Al Sadi Books, 1984
• DBQ: Byzantine Empire Under Jaustinian
• DBQ: Middle Ages or Early Renaissance? Differing Interpretations
• Unit Essay: Change over Time Question regarding the spread of Buddhism, Islam and
Christianity
• Blogging on essential questions
• Chapter quizzes
• Unit III Test
Byzantium
Political/Economic Development
Technology and Knowledge
Society and Religious Conversion
Islam
Political/Economic Development
Technology and Knowledge
Society and Thought
Challenge to Neighbors
East Asia
Political/Economic Development
Technology and Knowledge
Society and Changes in Thought
India and Oceania
Political/Economic Development
Extra-Regional Expansion
Society and Thought, Religious Challenges
Rise of the Orthodox Christian Church
Crusades
Politics and Conquest
Technology and Knowledge
Religion and Society
Medieval Period
Feudalism
Gothic
Politics and Conquest
Technology and Knowledge
Religion and Society
CHP 13
• Analyze and discuss the significance of religious conflicts of thought during the rise
and establishment of the Byzantine Empire. What other regions were affected by
these arguments and what were the long lasting implications upon them?
• Compare and contrast the historical significance of Rome, Athens, Constantinople and
Jerusalem during the Byzantine era.
• Discuss the theory of caesaropapism and what significance and influences did it have
on the Byzantines, Western Europeans and Southwest Asia?
CHP 14
• Discuss the concept of Islamic tolerance and compare its reality to its theory and
practice, as it is perceived in the modern world. In your discussion, include the
relevance of this tolerance to the circumstances surrounding the Sunni and Shia sects
of Islam.
• Compare and contrast the rise and fall of the Umayyad and Abbasid dynasties to
each other as well as to various other ruling dynasties prior to them in nearby
regions, such as the Achaemenids, Seleucids, Parthians and Sasanids.
• Compare the lives and roles of Jesus Christ and Mohammed as they affected those
who lived in their respective cultures and times.
CHP 15
• Why did China always seem so impressive to foreign visitors during the 9th century?
• Compare and contrast the rise and significance of neo-Confucianism with the
increasing popularity of Buddhism. What other opposing beliefs compare to this
dichotomy and how do they compare to these two in China?
• Compare and contrast the role of China in the development of Vietnam, Korea and
Japan with that of
• Greece and Rome in the Mediterranean region as well as that of Byzantium in the
Eastern Mediterranean and Northern Eurasia.
CHP 16
• Hinduism and Buddhism are very similar faiths, stemming from a similar beginning, yet,
the do not equally share in the prominence of India. What has allowed for Islam (and
other faiths) to create a larger following in India than Buddhism, in spite of the
conflicts that have plagued them over the past 100 years? (Approximate percentages
are: 82% Hindu, 12% Muslim, 2.5% Christian, 2% Sikh and 1% Buddhist.)
• China experienced several strong centralized governments such as the Tang. But India
did not experience this political centralism. What factors explain this situation and
how has the lack of a strong central political structure affected India since the
Guptas?
•
How has the caste system changed over the generational and political influences that
occurred from its inception to 1000 C.E.? What role did these changes in the caste
system have in shaping the post-classical period of India?
CHP 17
• In all the efforts of centuries of attempts to unify Europe, it did not occur with any
major success until the reign of Charles I. How was it that Charles I was able to
accomplish this task? What were his inspirations and motivations? What policies did
he have that promoted this, at minimal, partial unity of Europe?
• Compare and contrast the role of feudalism in setting the scenes of daily life in
Europe as opposed to those socio-economic systems established in other parts of the
world at the same time.
• Examine the role of monasticism from various perspectives, as it influenced politics,
economics and social structure in Medieval Europe. How were these same systems of
faith able to withstand the onslaught of invasions that plagued Europe after the fall
of Rome?
Unit IV– Age of C ross C ultural Interaction
(1000 C.E.-1500 B.C.E.)
Unit IV Activities and Assignments
• Primary Source Café: Writing of Ibn Battuta, Popol Vuh: Human Creation, Global
contacts: Sailing to Calicut: Chinese and Portuguese Voyages
• DBQ: Africa Before European Arrival
• European Exploration map
• Historical Interpretation Video: Guns, Germs and Steel (part 2)
• Unit Essay: compare & contrast from AP test 2005 “Political & Economic Effects of
Mongols on China, Middle East, Russia”
• Chapter quizzes
• Blogging on essential questions
• Unit IV Test
Mongols and Eurasian Integration
Cultural Exchange and the plague
Political and Economic Influence
Sub-Saharan Africa and the Bantu Migration
Cultural Integration – Assimilation
Society and Political Structure
Economic Exchange and Necessity
Spread of Islam
Ideological Clash
Internal Conflict
Trade and Cultural Exchange
Oceania and the Americas
Expansion and Isolation
Political/Economic Development and Diversity
Extra-Regional Expansion
Society and Technology
Late Middle Ages
Challenge of Cultures
Politics, Thought and Economics in Transition
CHP 18
• Compare and contrast the roles, successes and failures of Marco Polo and Ibn
Battuta in their respective journeys. How did their purposes compare to each other?
Why is it that Marco Polo receives so much notoriety throughout history, while Ibn
Battuta remains unknown to most of the western world?
• Analyze the successes and failures of Tamerlane. How did he compare and contrast
with his predecessors.
• What legacies did he create for Eurasian societies and political structures?
• A major turning point occurs during the 13th and 14th centuries with the rise of the
Ottoman Turks. How did this contrast to the Seljuk Turks before them? What
influences did BOTH leave upon the region that may still be observed today?
CHP 19
• Compare and contrast the role of women in Sub-Saharan Africa to their role in some
of the other societies and time periods we have already covered in this course. What
impact have various religions and foreign intervention had upon the status of women
in this region through the 12th through 14th centuries?
• What was the impact of Mansa Musa upon the whole of Africa? Be certain to include
political, social and economic factors in your answer.
• How did the political structure in Sub-Saharan Africa differ from those to the north
and east? Was their choice of political structure the right one for them? Could
Africa be more politically and economically stable today if they had adopted a more
Mediterranean system? Explain your opinion thoroughly giving examples to support
your stance.
CHP 20
• Discuss the unification of European nations, while recognizing the lack of unification
in other European locations. Identify who did unify and who didn’t along with
explanations for their successes and failures.
• Examine the emerging political and economic world of Western Europe during the High
Middle Ages.
• How does the Western European world compare to the situations in China, India,
Byzantium, Islamic States and Sub-Saharan Africa during the same time periods?
• As much of Europe began to urbanize during the High Middle Ages, many cities began
to separate themselves from the feudal systems to which they had long been
associated. Compare and contrast the changes in social structure and economic
stability both inside and outside the cities.
CHP 21
• Compare and contrast the native societies of North, Meso and South America. What
factors created the differences that arose between them, and account for the
similarities, considering these societies had little or no contact with one another.
• Discuss the isolation factors of the Americas and Oceania. How were these societies
shaped by this isolation?
• Referring to a map of the Southern Pacific Ocean, would it have been possible for
the various societies of Oceania to overcome the major differences created by the
vastness of the Pacific Ocean in order to have more influence upon each other? What
were the main societal, political and religious developments during this period?
CHP 22
• Compare and contrast the impact of Marco Polo, Ibn Battuta and Zheng He upon
their respective cultures, as a result of their contacts by way of trade and
exploration. Why do you suppose the Chinese explorations stopped while those of the
West continued to expand? What were the implications to China?
• Compare and contrast the “renaissance of culture” in Western Europe, the Arab
World, India and China.
• How did these respective periods differ from those periods of change that preceded
them and what impact did they leave upon future generations worldwide?
• Compare and contrast the outbreaks of pandemics between those of the 2nd and 3rd
centuries C.E. and those of the 14th century. Include their patterns of recovery and
impacts on socio-political and socio-economic foundations.
Unit V- Global I nterdependence
(1500 C.E. to 1800 C.E.)
Unit V Activities and Assignments
• DBQ: Imperialism in India: An Evaluation
• Primary Source Café: Migration of Food and Disease, Peter the Great, Tokugáwa
Documents
• Historical interpretation: Goldthorpe, J.E. “The colonial episode and the race
question.” The Sociology of Post-Colonial Societies: Economic disparity, cultural
diversity, and development. USA: Cambridge University Press, 1996
• New World Map
• Video: The Middle Passage
• Southwest Asia Map
• Chapter quizzes
• Blogging on essential questions
• Unit Essay: Change Over Time Question from 2005 AP World History Exam
• Unit V Test
The Renaissance, Reformation and Religious Wars
Art and Architecture
Rise of Literature
Religion and Society - Collectivism vs. Individualism
Science and Technology
Political Thought
Wars and Conquest
Age of Exploration
Race for Economic Stability
Transformation of Europe
Early Modern World System
Navigation, Science, Politics and Expansionism
Mercantilism and Capitalism
Trade and the New Economy
Columbian Exchange
Spheres of Domination
Age of Absolute Monarchs (1500's to 1800)
Elizabethan and Baroque Eras (1500's to 1700's)
Politics and Society - Monarchies and the Classes
Counter-Reformation and Religion
Arts, Music and Science
Age of Enlightenment (1700's 1800's)
Philosophy, Intellect and Religion
Social Science and Political Thought
Age of Imperialism (1650 to 1920)
Monarch Colonialism
Political and Economic Domination
Social Control/ Education and Infrastructure
CHP 23
• Examine the nature of the Columbian exchange. Discuss the good and bad of the
forms of administration and execution of this system. Compare and contrast to the
various other trade systems already covered in this course (Silk Roads, TransSaharahan, etc.)
• Why didn’t the Chinese, Indians and Japanese take a concerted interest in
exploration? Consider the financial, political, social and geographic factors involved.
• Examine the growth of trade from 1500 to 1800. Discuss the rise and implications of a
global trading system. What might explain Western Europe’s passion to explore and
why didn’t this exploration happen long before it did by various other civilizations?
CHP 24
• Why was Martin Luther’s message so profound in the 16th century? Would it have
made such a successful impact a century or two earlier? What series of events had
to take place for Luther to be so influential?
• Discuss the dramatic changes in political structure and the two dominant types of
government (constitutional v. absolute monarchy) during this time. Explain why one
•
•
became more acceptable and had a longer influence upon a multitude of states.
With all of this period of “enlightenment” and liberal thought, why did the witchhunts develop during this same period? What factors led to its inception and what
factors led to the final results of these actions by the end of the period?
What brought about the need for a change in economic thought during this
Enlightenment Era? What economic system rose to significance? Who was the
designer of this economic philosophy and what were the predominant principles of this
new doctrine? Identify and discuss the beliefs of those in opposition to this new
economic thought.
CHP 25
• Explain the exploration of the Americas by the French, Dutch, English and Russians.
How and why were their approaches different from the Spanish and the Portuguese?
What were the implications of these four groups of explorers as they came in
contact with each other?
• Compare and contrast the social structure of N. American colonial life with the social
structure of Centra and South America. Account for the dynamic differences and
successes or failures to influence their respective political leaders and economic
development.
• Compare and contrast the hacienda, encomiendas and repartimiento systems. Were
there other societies that formed similar institutions? Explain why or why not.
CHP 26
• Relate the American concept of “life, liberty and the pursuit of happiness” to the
slave trade. How was it possible for these two concepts to coexist considering the
guarantees in the U.S. Constitution?
• Consider the events leading to the end of the slave industry in America and much of
Europe. What economic factors led to the rise and eventual abolition of slavery? Why
did slavery not end earlier in history? What did the end of slave trade mean to the
slave traders and the newly freed slaves? How did all this affect the socio-economic
structure of American, Europe and Western Africa?
• Compare and contrast the slave trade industry in North America, Mesoamerica and
South America. How is it that so little is known in the United States and Europe
about the conditions of slavery in Latin America and the focus has been upon the
United States?
CHP 27
• Compare and contrast the affects of Europeans and Christian missionary attempts in
China and Japan. How did these actions prompt Chinese emperor Qianlong and the
Japanese Jesuit priest, Fabian Fucan to respond the way each did to the Europeans?
What were the ultimate implications and conclusions that resulted from each?
• Compare and contrast the role and status of women in Ming/Qing China, Europe,
South Asia and the Arab States of Southwest Asia.
• Compare and contrast the cultural, intellectual and literary accomplishments of
China, Japan and Korea during the years 1500 to 1800. In what ways were the
Japanese and Koreans influenced by the Chinese? How did they maintain their own
identities?
CHP 28
• Compare and contrast the reigns of Suleyman, Akbar, Aurangzeb, Shah Ismail and
Shah Abbas. Discuss their successes and failures. What legacies have each left
behind for each of their future generations?
• Examine the rise and fall of the Ottoman Empire. What political, military and
economic factors led to its eventual demise? What might the Ottomans have done to
withstand the decline that culminated in 1922?
• Discuss the role of Constantinople during this era and the significance of Mehmed II
in conquering the city.
• Discuss the strategic, political and economic value of the city. Was there any
symbolic value to the claim to ownership of this location? Did the Ottomans
understand the tie to Rome and if they did, was it even an important factor for
them.
CHP 29
• Analyze the significance of the Baltic Sea and the Gulf of Finland to Peter I of
Russia. Why was it so important to him? Explain the symbolism this city would have
to Peter and his goals.
• Compare and contrast the goals, accomplishments and methodology of Peter I and
Catherine II in westernizing Russia. In each case, how was the end product of these
transitions different from that of the Western European model? What other
societies, that we have studied thus far, have attempted such massive programs to
copy another society?
• Examine the changing status of the Russian peasant during the centuries after the
15th century. How did serfdom differ in Russia from that of the rest of Europe? Why
did serfdom survive so much longer in Russia than in the rest of Europe?
Unit VI - Age of Revolution a nd Independ ence
(1750-1914 w/ f uture ov erla p)
Unit VI Activities and Assignments
• Primary Source Café: Industrial Revolution documents, Documents by Jean Jacques
Dessallines, Simón Bolivar & Porfirio Diaz, 19th Century Sports, Seneca Falls
Declaration
• Spanish and Portuguese America map
• Historial interpretation: Boris, Eileen & Peter Bardaglio, “Gender, Race, and Clas: The
Impact of the state on the family and the economy, 1790-1945.” Families and Work.
Eds. Naomi Gerstel and Harriet Engel Gross. USA: Temple University Press, 1987.
• Historical interpretation Video: Guns, Germs and Steel (part 3)
• Chapter quizzes
• Blogging on essential questions
• Unit Essay: Comparison question from 2003 AP World History exam
• Unit VI Test
Industry and Empires
Industrial Revolution
Democratic & Unification Movements
British
American
French
Mexican/Latin American
Chinese
Japanese
Russian
World War I and II
CHP 30
• Compare and contrast the movements of nationalism and democracy between the
periods of 1500 – 1800 and 1750 to 1914 (note the obvious overlap). Include how they
spread from Europe to other areas of the world and influenced the coming of the 20th
century’s deep division between the two political philosophies.
• Which countries played the biggest role in each movement and how did each manifest
itself into the beginnings of WWI?
• Examine John Locke’s notion of the social contract. Contrast his beliefs with those of
Thomas Hobbes.
• How does it relate to the divine right theory of kingship? What role did it have in the
growing plans of revolution? How did the entire Enlightenment Era play a role in the
rise of these revolutions?
• Consider the beliefs of Montesquieu as he contemplated the idea that democracy
worked best in a small, homogeneous society rather than large mixed states. How did
his beliefs influence the minds of those who led through these revolutionary times?
What were the complexities and inconsistencies that became the center of concerns
about the possible successes of democracy on a wider scale?
CHP 31
• Compare and contrast the effects of the Industrial Revolution upon Europe-United
States v. other regions of the world. Include circumstances and conditions prior to
the Industrial Revolution to those after it. Finally, explain why only a few of the
regions industrialized while others were delayed, severely limited or prohibited in
their development.
• Discuss the revolutionary ideas of Marx and Engles, as they challenged both
capitalism and the contemporary views of democracy, to be replaced by their own
concepts of political, economic and social equality.
• Discuss the population explosion, urbanization and other demographic factors of the
industrial revolution.
• Why did it become so vital for huge industrial cities to form? How did life in these
new urban centers differ from the largest cities of Europe that existed prior to this
industrial movement.
CHP 32
• Compare and contrast the political development of the U.S., Canada and Latin
America in the 19th century.
• How did they compare to those of the prior colonial area of the 16th, 17th and 18th
•
•
centuries? Finally, what legacies left over from the their colonial periods influenced
and continue to influence these areas?
Examine the cultural and ethnic diversity of North America and Latin America. What
explains this diversity? What benefits and challenges resulted from these diverse
groups?
Compare and contrast the various revolutions in Canada, U.S. Mexico and South
America. Identify and explain the influences of each location’s major political figures
(such as Louis Riel and Jose de San Martin, etc.) upon the indigenous peoples who
inhabited the regions. What specifics became the dissatisfactions of each mixed
population (Métis, Mestizo, Zambo, etc.). How did these become symbolic of the
problems of expansion?
CHP 33
•
Examine the influence, both positive and negative, of Western European and American
Knowledge and ideals on the Ottoman, Russian, Qing and Tokugawa states in the
nineteenth century. Why would these states be both attracted and repelled by these
influences?
• Compare and contrast the efforts of protest in the Ottoman Empire, Russian, China
and Japan in the 19 century. How did they represent the unique problems each
country experienced? Include pre-1800 circumstances that may have lead to these
actions by each country.
• Compare and contrast the causes and effects of the three main conflicts in China
between 1850 and 1900.
• How did they impact the role of trade and industrial growth in China? What were the
consequences regarding socio-political stability and economic progress? How did these
conflicts effect Chinese-U.S. relations in the 1800’s and 1900’s including Chinese
workers in America. the eventual ratification of the Chinese Exclusion Act and the
culmination of the construction and habitation of the Angel Island facility at China
Cove?
th
CHP 34
• When Rudyard Kipling suggested that Americans “Take up the White Man’s Burden,”
what did he mean?
• How does this phrase express the goals of imperialism? Did the Americans have to be
encouraged to become imperialistic? Compare this philosophy to that of the
imperialist movements prior to 1800.
• Compare and contrast the movements and goals of imperialism in the 16th and 17th
centuries to those of the late 18th and early 19th centuries as they applied to South
Asia, Southeast Asia and Southwest Asia. What were the main nations involved, which
areas were considered most valuable during each era, what methods were used to
maintain control of the colonies, and How were these three regions transformed by
European conquest and control?
• Compare and contrast the beliefs of the author, Rudyard Kipling with those of Lord
Fredrick Lugard of England. How did each of these individuals promulgate the concept
of social Darwinism? Examine the resulting social and economic justifications for
imperialism from both two perspectives: The colonizing nation and the colony.
Unit VII - Ris e of T ota litaria nis m and Contemporary Global
Realignments
(1914 to 2009 )
Unit VII Activities and Assignments
• Primary Source Café: Communist Manifesto, All Quiet on the Western Front, Cold
War Documents, Zionists, Israeli, and Palestinean Documents, Japanese Memories of
WWII, African Voices
• Historical interpretation: Said, Edward. “Islam as News,” Covering Islam: How the
media and the experts determine how we see the world. USA: Vintage Books,
1981.Colonial Africa map
• DBQ: Stalin: Evaluation of His Leadership
• Unit Essay: Change Over Time Question from 2007 AP World History Exam
• Chapter quizzes
• Blogging of essential questions
• Unit VII Test
World War I and II
Communism and Nazism
Cold War
War on Poverty
National Identities
Regional Conflicts
Economic Competition
Technological Development
Globalization
Contemporary Movements and Political Issues
CHP 35
• Compare and contrast the visions Lenin had for a “free and equitable” for Russia and
eventually the world.
• How did he differ from Karl Marx? How did WWI enter into Lenin’s career and his
philosophy? Would you consider Lenin to have been successful in his quest for socioeconomic equality? Explain your answer.
• Compare and contrast the Treaties of Versailles and Brest Litovsk. Consider the
social, cultural, political and economic soundness of each. Were they humane to their
respective citizenry? Explain. How did each effect the “losing” side?
• What role did nationalism and imperialism play in the road to and out of World War
I? How did the concept of social Darwinism influence the war?
• What role did woman play in WWI? What effect did their contribution have on the
war effort? How did their choices and sacrifices affect their lives during and after
the war?
• What were the major consequences of WWI? How was the world transformed by the
war? Did the war really ever end or was the period of 1919-1922 through 1933-1939
merely a lull in the conflict, while sides sorted out their new alternatives?
CHP 36
• Examine the causes and implications of the Great Depression. Why was the
Depression so widespread and devastating? How did different countries or regions of
the world respond? What would be the long-term consequences of the Depression?
• Compare and contrast movements toward independence, national recognition and
regional sovereignty in East Asia, South Asia, Southwest Asia and Latin America. Why
were some of these movements exceedingly complicated rather than a simple policy
of granting independence to a former colony, such as the case with Ben Gurion and
Israel, Gandhi in India, Mao Zedong in China, etc.?
• Discuss the implications and consequences of isolationism among various world leading
nations after WWI and into the Great Depression. Was this a rational choice?
Explain.
CHP 37
• Himmler stated, “We had a moral right, we had the duty towards our people, to
destroy this people that wanted to destroy us.” Relate this comment to German
nationalism. Why did the Germans turn to the “Final Solution” in its dealings with the
Jews and other ethnic groups?
• Compare and contrast the origins of WWI and WWII. Why was WWI called the
“War to end all wars,” and WWII called the “good war?” What were the dynamics
that resulted from the devastation of nearly 30 years of devastating war…
worldwide? What, if anything, might have been done to alleviate either of these wars
to the magnitude that they developed?
• What were the Asia roots to WWII? What were Japan’s goals? How successful were
they in achieving their goals? What were the roots of the antagonism between Japan
and the U.S.? Could Japan have been successful in its goals and still possibly have
avoided WWII and the devastation that resulted upon its people, as well as a
multitude of others?
CHP 38
• Discuss the origins of the Cold War. What were the fundamental differences between
the USSR and the U.S.? What role did ideology play in the Cold War? Could either
side have avoided the development of the Cold War, considering the opposing
philosophies and the time at which it all began to develop?
• Discuss the concepts and development of a divided world, alignment and nonalignment. What leaders became instrumental in each of the three sides of this world
scenario? What roles did they play and why did they take the stands that they did?
• What was the role of nuclear annihilation in the Cold War? Did the threat of nuclear
war really keep the Cold War cold? Explain.
• Compare and contrast the U.S.-Vietnam experience to the Soviet-Afghanistan
experience. Was one any more justified than the other? What lessons were there to
be learned from these conflicts? What other imperial powers have faced similar
events since 1800?
• Discuss the rise of black nationalism in the U.S. How successful was the Civil Rights
movement? What successes and failures from it are evident today?
• Discuss the changing status of women in the shadow of the Cold War. How was the
“traditional order” of America and much of the world questioned and challenged as a
result of the 1960’s and 1970’s? Did the women’s movement halt after the 1970’s?
Explain.
CHP 39
• The 1980’s and 1990’s were witnesses to major upheavals and violent change in the
modern world. Events ranged from China to Iran, Nicaragua and Cuba to Argentina
and Chile, Congo to South Africa, and the eventual collapse of many communist
regimes. Who were the key individuals in these events, what did they stand for, and
discuss their successes and failures?
• Discuss the concerns about Israel as a stabilizing or destabilizing agent in Southwest
Asia. What role should the U.S. have in securing and maintaining a safe homeland for
the Israelis? What role should the U.S. have in securing and maintaining a safe
homeland for the Palestinians?
• Compare and contrast the American role, as well as U.N. support of the Gulf War in
1990 and the current Iraq War (Gulf War II), initiated in 2003. What were the
purposes, expectations and outcomes? What was the international perception of both.
CHP 40
• Globalization is a real concept in today’s world. Countries around the world exist in a
myriad of interconnections, economically, politically and environmentally. Discuss this
concept through the use of examples, identifying the positive and negative aspects of
such a relationship.
• China abandoned the one-child per family concept after nearly 30 years of promoting
it. Why would the Chinese have even considered such a drastic measure to limit child
birth and then turn and drop the program? What were the unexpected problems
associated with this policy? Compare and contrast this policy with those of Indira
Gandhi to slow India’s population growth. Compare and contrast both of these to
Singapore’s plan. How effective has the latter plan been for the people of that island
nation?
• Where do you see the Information Age headed in this modern world of globalization?
Could this be the eventual answer to bringing about understanding, assistance, world
equity and peace? Explain.
Major F ocus Region Project
At the beginning of the semester I asked each of you to select two MAJOR focus regions
and a MINOR focus region. This project will ask you to complete the following work as you
prepare for your College Board AP World History Exam in May.
To be successful with this project you must: Follow directions explicitly, complete all work
thoroughly, research your regions extensively, and be prepared to present your work to the
class during the second semester in a creative format of some kind. I know this is a long
time away but DO NOT put this off to the last minute!!!!! Work on it a little at a time. I
will have a tentative schedule for you to follow by September.
Requirements:
1) Presentation: Prepared lecture or speech focusing on a change over time OR
compare/contrast across cultures content. (Lecture/speech and audio/visual MAY be
presented together if necessary).
2) Audio Visual: Well-planned/organized audio/visual presentation of some kind PowerPoint, documentary film, travelogue, captioned photo-journalistic essay/collage,
newspaper/magazine, play, story board, etc.
3) Written Paper: Double spaced; word processed, standard fonts, 3/4" to 1" margins all
around, one side only, white paper, MLA citations as needed, MLA bibliography, 10 minimum
resources (3+ book, 3+ reference books, 3+ periodical/news source, others may include
internet (be careful of authenticity).
4) Supportive Materials: Included as either imbedded material or as an appendix will be at
least (but not limited to) the following items or information:
A - Related primary sources... written or visual
B - Maps, charts and graphs... (primary or secondary sources)
C - Comparative charts and tables (your own creation)
5) Topics that must be addressed (Minimum 6):
A - Comparative peoples (i.e., Visigoths, Vandals, Lombards, Franks, etc.)
B - Comparative religions (i.e., Hinduism, Islam, Polytheism, Animism, etc.)
C - Comparative arts and sciences with respective civilizations (i.e., Byzantine,
Abbasid, Europe)
D - Comparative trade routes, goods and significance (i.e., Chinese, TransSaharan, Muslim)
E - Comparative lifestyles across cultures (i.e., European and Japanese feudalism,
etc.)
F - Comparing the impact of nomadic invaders, routes and significance (i.e.,
Arabs, Tatars, Slavs, etc.)
G - Comparative empires within your region and across regions and across time,
perhaps your three choices (i.e., European, Asian, American, etc.)
H - Comparative revolutions over time and across regions (i.e., U.S., France,
Haiti, China, etc.)
I - Comparative reactions to foreign domination and de-colonization (Ottoman,
India, Japan, etc.)
J - A timeline of major events
K - Additional topics that are specific to your regions
J - Experiences and involvement in the World Wars
K - Gender issues through time and across cultures
A thorough preparation and presentation of this material will help provide you with a
substantial advantage to taking the college Board AP History Exam and will increase your
comfort and knowledge of the regions you have selected. A paper of this style work should
easily comprise over 30 pages, INCLUDING all supportive materials (a minimum of 15 should
be comprised of your actual text. However, I grade on QUALITY of your work, not the
quantity.
6) An ANNOTATED Bibliography of at least 20 DIFFERENT resources, 10 of which MUST be
NONINTERNET)
Tentative due date: FIRST WEEK OF APRIL
Tentative presentation date: THIRD WEEK OF APRIL