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World Civilizations Syllabus Course Description The curriculum of this comprehensive World History course is based on the Core Curriculum, Power Standards and Learner Goals as dictated by the Kentucky Department of Education. Extensive writing, analysis of text and non-text sources, in-class and individual note-taking skills, and an ability to read quickly with comprehension and retention is needed. The primary focus of this course is the transition of a regionally divisive world to the interconnected global society of today. Additionally, other elements of society will be looked at such as trends in: culture, religion, government, economics and other elements as needed. Course Objectives (to reflect Kentucky Core Content) Students will: 1. Understand the democratic principles of justice, equality, responsibility and freedom and apply them to real-life situations. 2. Accurately describe various forms of government and analyze issues that relate to the rights and responsibilities of citizens in a democracy. 3. Observe, analyze, and interpret human behaviors, social groupings and institutions to better understand people and the relationships among individuals and among groups. 4. Understand economic principles of current and past World History. 5. Recognize and understand the relationship between people and geography. 6. Understand, analyze, and interpret historical events, conditions, trends and issues to develop historical perspective. 7. Use, interpret and apply data from primary and secondary sources. 8. Use historical data to support an argument or position. 9. Work in group settings to produce projects . Course Texts and Readings: Main Texts Elizabeth Ellis and Paul Burke. World History: The Modern Era. (Boston, Prentice Hall, 2007). Margaret King. Western Civilization: A Social and Cultural History. (Upper Saddle NJ, Prentice Hall, 2000) Supplemental Texts Howard Spodek. The World’s History. (Upper Saddle NJ, Prentice Hall, 2001). John P. McKay et al. A History of Western Society. (Boston, Houghton Mifflin, 1999). John Merriman. A History of Modern Europe. (New York, Norton, 2004). Lynn Hunt et al. The Making of the West: Peoples and Cultures. (Boston, Bedford/St. Martins, 2005). Richard Bulliet et al. The Modern Era (Boston, Prentice Hall, 2007). Mark Kishlansky et al. Civilization in the West (New York, Longman, 2001). Patricia Ebrey et al. East Asia: A Cultural, Social and Political History (Boston, Houghton Mifflin, 2006). Cheryl Martin et al. Latin America and Its People (New York, Pearson, 2008). Marilyn Stokstad. Art: A Brief History. Upper Saddle NJ, Prentice Hall, 2007). Course Purpose: The purpose of this course is two-fold: a. To provide you with the skills and information that will allow you to meet high school graduation requirements, and b. To prepare you to successfully complete the World Civilizations Course at RCSHS. Organization: This class will be taught as a primarily sophomore-level class, will utilize general high school level materials but will have college-level expectations of students. This means students will share responsibility for learning through in-class work and outside readings, projects and reports. You will not be able to succeed in this class by merely reading, listening to lectures, and feeding back information on a test. You will be expected to learn to think, not just memorize. A variety of teaching and learning strategies will be used, including but not limited to: lecture-discussion, group and individual work, projects, presentations, reading, writing, tests and other activities. The course will be divided into eight units, generally corresponding to the following time periods: Unit I Unit II Unit III Unit IV Unit V Unit VI Unit VII Unit VIII World Religions Ancient History (8000 bce- 200 bce) Classical History (200 bce- 500 ce) Birth of Europe to Renaissance (500 - 1550) Age of Exploration to Absolutism (1550 – 1750) Revolutions and Empire (1600 – 1914) World in Conflict (1914 – 1945) Atomic Age to Present (1945 – Present) Unit II and III are review units that are done in a matter of days. There are no real essential questions or major assignments other than quick assessments for these units. They are purely to give the students a refresher on the events leading up to the real chronological beginning of the class at Unit IV. Within the given time-Periods, the subject matter will be loosely categorized into political, economic, social and foreign affairs/intellectual history. As can be told by the unit time-periods, the chronological approach will be the guiding force in the organization of the course. However, within the chronological presentation of materials, there will be times when a thematic approach may be utilized, particularly in relation to such topics as: World Religions Various Literature Case Studies Various in-class Simulations An attempt will be made to provide students with a syllabus for each of the eight units. Each syllabus will contain: Unit Readings Unit Outline Essential Questions Major Assignments and Assessments Vocabulary However, the syllabus will not necessarily limit the content or conduct of the class. Adjustments can and will be made depending on the needs of the class. You will be required to take notes during class discussions, lectures, from reading assignments and from presentations by class members and others. These notes will make up the major portion of your notebook requirements, but more importantly will form the basis for review for Exams. Tests will consist of multiple-choice questions, open response questions and document based questions (DBQ). On occasion, you will be required to interpret maps, charts, graphs and political cartoons. Open response and DBQ’s must be written in blue or black ink. There will be both chapter and unit exams. Unit exams will deal with all material assigned during study of a unit (text and non-text). Unit exams will usually consist of both multiple choice and essay questions. Chapter tests will be multiple choice and short answer, numbering generally from 30-40 questions. According to school policy, there will be two semester final exams. One before Christmas Break will cover all material from the first semester and the last before the end of school will cover all material from the second semester. There will be no comprehensive exam. Practically all units will have a regular assortment of worksheets, reading excerpts, map work and vocabulary work/quizzes. It can be assumed that these will be general assignments and thus not listed under the Major Assignments and Assessments section. Course Outline Unit I World Religions Readings: Various Readings from: Alfred Andrea The Human Record (Boston, Houghton-Mifflin, 2005) Kevin Reilly Reading in World Civilizations (New York, St. Martins, 1995) Eugene Weber The Western Tradition (Lexington, Mass., DC Heath, 1995) Richard Tarnas The Passion of the Western Mind (New York, Ballantine, 1991) Merry Wiesner et al. Discovering the Global Past (Boston, Houghton-Mifflin, 2002) World History Series Rise of Christianity Unit Outline: I. Hinduism a) Founding b) Aryan Interpretations II. Buddhism a) Siddhartha Guatama b) Modern Interpretations III. Judaism a) Old Testament b) Modern Interpretations IV. Christianity a) New Testament b) Catholicism c) Martin Luther and the Protestant Reformation i) Calvin ii) Zwingli iii) King Henry VIII V. Islam a) Muhammed and the Founding b) Modern Interpretations VI. Case Studies in Religion a) Crusades b) Spanish Inquisition c) Holocaust Core Content: SS-HS-2.1.1, SS-HS-2.3.1, SS-HS-5.3.1, SS-HS-5.3.4 Essential Questions: What late medieval religious developments paved the way for the adoption and spread of Protestant thought? What role did political and social factors play in the several reformations? What were the consequences of religious divisions? Why did the theological ideas of Martin Luther trigger political, social and economic reactions? What response did the Catholic Church make to the movements for reform? Major Assignments and Assessments: 1. Portfolio Assignment: Students will have a choice on making a Poem or a Research based paper over a topic from any of the case studies that we will be doing at the end of the unit. They will work on / revise pieces through the date that we get out for Christmas Break. 2. DBQ selection: students may have a DBQ from the following topic. Religion and Geography The Reformation 3. Graphic Organizer of World Religions 4. Unit Exam and Quizzes World Religions Vocabulary monotheistic, polytheistic, castes, brahman, reincarnation, indulgence, predestination, sect, canonize, excommunication, sacraments, Inquisition, Holocaust, Nuremberg Laws, genocide, Kristallnacht, Final Solution Ancient History (8000 bce – 200 bce) Review Unit Unit II Readings: Main Texts Excerpts from: Andrea, Reilly, Weber, Tarnas, and Wiesner Richard Hawley Women in Antiquity (London, Routledge, 1982) Tom Jones From the Tigris to the Tiber (Belmont, CA., Wadsworth, 1989) Unit Outline: I. Mesopotamia II. China III. India IV. Egypt Essential Questions: None: review unit Major Assignments and Assessments: DBQ selections: students may have a DBQ from the following topic Aztec and Inca Culture Confucianism Humans and the Environment Unit Exam and Quizzes Ancient History Vocabulary (8000 bce- 200 bce) civilization, city-state, pharaoh, hieroglyphics, ziggurats, hierarchy, theocracy, patriarchal, Fertile Crescent, oracle bones, Mandate of Heaven, Silk Road Unit III Classic History (200 bce – 500 ce) Review Unit Readings: Main Texts Various Readings from: Tarnas, Andrea, Reilly, Weber, and Wiesner Trevor Dupuy The Harper Encyclopedia of Military History (New York, Harper Collins, 1992) World History Series The Punic Wars Tom Jones From the Tigris to the Tiber Paul Kennedy The Rise and Fall of the Great Powers (New York, Random House, 1987) Unit Outline: I. Greece II. Macedonia (Hellenistic Culture) III. Rome and the Roman Empire Essential Questions: None- review unit Major Assignments and Assessments: 1. Open Response: Sparta v Athens 2. Unit Exam and Quizzes Classical History Vocabulary (200 bce- 500 ce) arable, acropolis, polis, direct democracy, helot, Hellenistic, republic, patricians, plebeians, aqueducts, Appian Way, “Bread and Circuses” Unit IV Birth of Europe to Renaissance (500 – 1550) Readings: Main Texts Various Readings from: Tarnas, Andrea, Reilly, Weber, and Weisner Dupuy World History Series The Late Middle Ages Nextext Series The Middle Ages The Renaissance Frederick Golden The Song of Roland (New York, WW Norton, 1978) Alison Weir The Wars of the Roses (New York, Ballantine, 1995) Unit Outline: I. France a. Merovingians b. Carlovingians i. Charlemagne and Feudalism c. Capets to Valois II. England a. William I and the Norman Invasion b. Plantagenets c. Wars of the Roses, Lancaster and York d. Tudors III. HRE and Russia a. Viking foundations b. Mongol Hordes IV. Byzantine Empire a. Ottomans b. Crusades V. Growth of China and Japan a. Dynasty b. Shogun VI. Renaissance a) Literature Case Study: Dante’s Inferno Core Content/Program of Studies: SS-HS-5.3.1, SS-H-HP-S-4 a. Essential Questions: What does the term Renaissance mean? How was the Renaissance manifested in politics, government and social organization? What were the intellectual and artistic hallmarks of the Renaissance? Did the Renaissance involve shifts in religious attitudes? What developments occurred in the evolution of the nation-state? Major Assignments and Assessments: 1. DBQ selections: students will be given a DBQ from the following topics Patterns of Trade 100-1450 Feudal Japan and Medieval Europe Middle Ages 2. Students will read a primary source excerpt from The Prince. 3. Unit Exam and Quizzes Birth of Europe to Renaissance Vocabulary (500 - 1550) feudalism, vassal, fief, manor, knight, chivalry, serf, guilds, common law, Magna Carta, Black Death, renaissance, humanism, humanities, patron, perspective, printing press, vernacular, secular Unit V Readings: Age of Exploration to Absolutism (1550 – 1750) Main Texts Various Readings from: Tarnas, Andrea, Reilly, Weber, Weisner, Dupuy, Kennedy Nicholas Raisonovsky A History of Russia (New York, Oxford U. Press, 1984) Unit Outline: I. Beginnings of Our Global Age a) The Search for Spices b) Turbulent Centuries in Africa c) European Footholds in South and Southeast Asia d) Encounters in East Asia e) Conquest of the Americas f) Spanish and Portuguese Colonies in the Americas g) Struggle for North America h) The Atlantic Slave Trade i) Effects of Global Contact II. Age of Absolutism a) Spanish Power Grows b) France under Louis XIV c) Parliament Triumphs in England d) Rise of Austria and Prussia e) Absolute Monarchy in Russia III. The Enlightenment a) Philosophy in the Age of Reason b) Enlightenment Ideas Spread Core Content/Program of Studies: SS-HS-5.3.2, SS-HS-5.3.3, SS-H-HP-S-4 b. and c. Essential Questions: What were the causes sand consequences of the religious wars in France, the Netherlands, and Germany? Who and why, in the sixteenth and seventeenth centuries, did a relatively small group living on the edge of the Eurasian landmass gain control of the major sea- lanes of the world and establish political and economic hegemony on distant continents? What immediate effect did overseas expansion have on Europe and on the conquered societies? How and why did slave labor become the dominant form of labor organization in the New World? How did the religious crises of this period affect religious faith, literary and artistic developments, and the status of women? How did these forms of government differ from the feudal and dynastic monarchies of earlier centuries? In what sense were these forms “modern”? What social and economic factors limited absolute monarchs? Which Western countries most clearly illustrate the new patterns of political organization? Why is the seventeenth century considered the “golden age of the Netherlands”? Why did the basic structure of society in eastern Europe move away from that of western Europe in the early modern period? How and why did the rulers of Austria, Prussia, and Russia, each in a different social environment, manage to build powerful absolute monarchies that proved more durable than that of Louis XIV? How did the absolute monarchs’ interaction with artists and architects contribute to the splendid achievements of baroque culture? The world-view of medieval and early modern European society was primarily religious and theological. This world-view was transformed during the eighteenth century. Why did this momentous change occur? How did this new world-view affect the way people thought about society and human relations? What impact did this new way of thinking have on political developments and monarchial absolutism? Major Assignments and Assessments: 1. DBQ selections: students may have a DBQ from the following selections Literacy and Education: 16th to 19th Century “Enlightened Absolutism” 2. Word Wall- Absolutism in Europe 3. Power Play Simulation 4. Unit Exam and Quizzes Unit VI Readings: Main Texts Revolutions and Empire (1600 – 1914) Various Readings from: Andrea, Reilly, Weber, Wiesner, Dupuy, Kennedy RR Palmer Twelve Who Ruled (Princeton, Princeton U Press, 1989) Emmit Kennedy A Cultural History of the French Revolution (New Haven, Yale U Press, 1989) Alexis de Toqueville trans Stuart Gilbert The Old Regime and the French Revolution (New York, Doubleday, 1955) DMG Sutherland France 1789-1815 (New York, Oxford U. Press, 1986) Ronald Suny et al. The Russian Revolution and Bolshevik Victory (Lexington, Mass., DC Heath, 1990) Unit Outline: I. Age of Revolutions a) Birth of the American Revolution b) The French Revolution and Napoleon i) On the Eve of Revolution ii) The French Revolution Unfolds iii) The Age of Napoleon c) The Industrial Revolution i) Dawn of the Industrial Revolution ii) Britain Leads the Way iii) Social Impact of the Industrial Revolution iv) New Ways of Thinking d) Revolutions in Europe and Latin America i) An Age of Ideologies ii) Revolutions of 1830 and 1848 iii) Revolutions in Latin America e) Life in the Industrial Age i) The Industrial Revolution Spreads ii) The Rise of the Cities iii) Changing Attitudes and Values iv) Arts in the Industrial Age f) Nationalism Triumphs in Europe i) Building a German Nation ii) Germany Strengthens iii) Unifying Italy iv) Nationalism Threatens Old Empires v) Russia: Reform and Reaction g) Growth of Western Democracies i) Democratic Reform in Britain ii) Social and Economic Reform in Britain iii) Division and Democracy in France iv) Expansion of the United States h) The New Imperialism i) Building Overseas Empires ii) The Partition of Africa iii) European Claims in Muslim Regions iv) The British take over India v) China and New Imperialism i) New Global Patterns i) Japan Modernizes ii) Imperialism in Southeast Asia and Pacific iii) Self-Rule for Canada, Australia, and New Zealand iv) Economic Imperialism in Latin America Core Content/Program of Studies: SS-HS-5.3.3, SS-HS-5.3.4, SS-H-HP-S-4 c. and d. Essential Questions: What were the causes in the renewed surge of economic distress, population growth and expansion of the eighteenth century? What were the fundamental economic underpinnings of European society beginning to change and what were the dimensions of these changes? How did these changes affect people and their work? What changes occurred in marriage and the family in the course of the eighteenth century? What was life like for children, and how did attitudes toward children evolve? What did people eat, and how did changes in diet and medical care affect people’s lives? What were the patterns of popular religion and culture? How did these patterns come into contact- and conflict- with the critical world-view of the educated public and thereby widen the cultural divide between rich and poor in the era of the Enlightenment? What changes occurred in marriage and the family in the course of the eighteenth century? What was life like for children, and how did attitudes toward children evolve? What did people eat, and how did changes in diet and medical care affect people’s lives? What were the patterns of popular religion and culture? How did these patterns come into contact- and conflict- with the critical world-view of the educated public and thereby widen the cultural divide between rich and poor in the era of the Enlightenment? What changes occurred in marriage and the family in the course of the eighteenth century? What was life like for children, and how did attitudes toward children evolve? What did people eat, and how did changes in diet and medical care affect people’s lives? What caused the era of Revolution? What ere the ideas and objectives of the men and women who rose up violently to undo the established system? What were the gains and losses for privileged groups and for ordinary people in a generation of war and upheaval? What characterized the Industrial Revolution? What were its origins, and how did it develop? How did the changes it brought affect people and society in an era of continued rapid growth? How did thinkers develop ideas to describe and shape the transformation going on before their eyes? How did the artists and writers of the romantic movement also reflect and influence changes in this era? How did the political revolution, derailed in France and resisted by European monarchs, eventually break out again after 1815? Why did the revolutionary surge triumph briefly in 1848 and then fail almost completely? What was life like in the cities and how did it change? What did the emergence of urban industrial society mean for rich and poor and those in between? How did families change as they coped with the challenges and the opportunities of the developing urban civilization? What changes in science and thought reflected and influenced this new civilization? Major Assignments and Assessments: 1. DBQ selections: students may have a DBQ from the following topics Imperialism Role of Science and Empiricism in 19th Century Europe 19th and 20th Century Socialism French Revolution Industrial Revolution in Great Britain Human Rights during the French Revolution Building of Colonial Empires 2. Students will create an informative poster on an invention of their choosing from the Industrial Revolution. 3. Unit Exam and Quizzes Age of Exploration to Absolutism Vocabulary (1550 – 1750) Moluccas, cartographer, astrolabe, caravel, Cape of Good Hope, Line of Demarcation, Treaty of Tordesillas, circumnavigate, conquistador, viceroy, encomiendas, Middle Passage, triangular trade, jettison, mutiny, Columbian Exchange, inflation, price revolution, capitalism, joint stock companies, mercantilism, absolute monarch, divine right, El Escorial, armada, Huguenots, Edict of Nantes, intendants, Versailles, levee, balance of power, Parliament, Puritans, English Civil War, Cavaliers, Roundheads, Commonwealth, Restoration, Glorious Revolution, constitutional monarchy, English Bill of Rights, Enlightenment, social contract, natural rights, philosophes, salons, enlightened despotism Unit VII Readings: World in Conflict (1914 – 1945) Main Texts Various Readings from: Weber, Weisner, Dupuy John Stoessinger Why Nations Go to War (New York, St. Martins, 1982) Nextext Series World War One World War Two The Holocaust Allan Bullock Hitler (New York, Harper, 1971) William Shirer The Rise and Fall of the Third Reich (New York, Simon and Shuster, 1990) Adolf Hitler Mein Kampf (New York, Houghton Mifflin, 1971) Unit Outline: I. World War I and Russian Revolutions a) The Great War Begins b) A New Kind of War c) Winning the War d) Making the Peace e) Revolution and Civil War in Russia II. Nationalism and Revolution Around the World a) Struggle in Latin America b) Nationalism in Africa and the Middle East c) India Seeks Self Rule d) Upheavals in China e) Conflicting Forces in Japan III. The Rise of Totalitarianism a) Postwar Social Changes b) The Western Democracies Stumble c) Fascism in Italy d) The Soviet Union Under Stalin e) Hitler and the Rise of Nazi Germany III. World War II and Its Aftermath a) From Appeasement to War b) The Axis Advances c) The Allies turn the Tide d) Victory in Europe and the Pacific e) The End of World War II Core Content/Program of Studies: SS-HS-5.3.4, SS-H-HP-S-4 d. Essential Questions: Why did nationalism become in one war or another an almost universal faith in Europe and in the United States between 1850 and 1914? Who did nationalism evolve so that it appealed not only to predominately middleclass liberals but also to the broad masses of society How and why did Imperialism occur in the nineteenth century? What were some of its consequences for the West? How did Western expansion affect the rest of the world? What caused the Great War? How did the war lead to revolution and the fall of empires? How and why did the war and revolutions have such enormous and destructive consequences? How did the years of trauma and bloodshed form elements of today’s world, many of which people now accept and even cherish? What did such doubts and sole-searching, during the inter-war years, mean for Western thought, art and culture? How did leaders deal with the political dimensions of uncertainty and try to reestablish real peace and prosperity between 1919 and 1939? Why did those leaders fail? What was the nature of twentieth-century dictatorship and authoritarian rule? How did people live in the most extreme states: the Soviet Union and Nazi Germany? How did the rise of aggressive dictatorships result in another world war? Major Assignments and Assessments: 1. DBQ selections: students may have a DBQ from the following topics Japan and the West Role of Treaties and Alliances in World War I Appeal of Fascism United States Neutrality in World War I Did FDR know about the coming attack on Pearl Harbor 2. World War I Simulation: Treaty of Versailles 3. Students will read an excerpt from All Quiet on the Western Front. 4. Unit Exam and Quizzes World in Conflict Vocabulary (1914 – 1945) militarism, alliances, nationalism, Triple Alliance, Triple Entente, Alsace and Lorraine, powder keg, Black Hand, ultimatum, blank check, mobilize, neutrality, Allies, Central Powers, Schlieffen Plan, trench warfare, stalemate, no-man’s land, zeppelins, U-boats, convoy, Dardanelles, Gallipoli, total war, conscription, Lusitania, propaganda, Zimmermann Telegram, Fourteen Points, self-determination, armistice, reparations, Paris Peace Conference, League of Nations, Treaty of Versailles, Maginot Line, KelloggBriand Pact, disarmament, Fascism, Black Shirts, totalitarianism, command economy, collectives, kulaks, Gulag, chancellor, Nazi Party, Mein Kampf, lebensraum, Third Reich, Gestapo, appeasement, Neutrality Acts, Axis Powers, Anschluss, Sudetenland, Munich Conference, Nazi-Soviet Pact, blitzkrieg, Luftwaffe, Dunkirk, Vichy France, “the blitz”, Lend-Lease Act, Atlantic Charter, “Rosie the Riveter”, D-Day, Yalta Conference, V-E Day, Bataan Death March, island-hopping, kamikaze, Manhattan Project, United Nations, Cold War, Truman Doctrine, Marshall Plan, NATO, Warsaw Pact Unit VIII Atomic Age to Present (1945 – Present) Readings: Main Texts Weber Dupuy Stoessinger Unit Outline: I. The Cold War a) The Cold War Unfolds b) The Industrialized Democracies c) Communism Spreads in East Asia d) War in Southeast Asia e) End of the Cold War II. New Nations Emerge a) Independent Nations of South Asia b) New Nations of Southeast Asia c) African Nations Gain Independence d) The Modern Middle East III. Regional Conflicts a) Conflicts Divide Nations b) Struggles in Africa c) Conflicts in the Middle East IV. The Developing World a) The Challenges of Development b) Africa Seeks a Better Future c) China and India: Two Giants of Asia d) Latin America Builds a Democracy V. The World Today a) Industrialized Nations After the Cold War b) Globalization c) Social and Environmental Challenges d) Security in a Dangerous World e) Advances in Science and Technology Core Content/Program of Studies: SS-HS-5.3.5, SS-HS-5.3.6, SS-H-HP-S-4 e. and f. Essential Questions: What were the causes of the cold war? How and why, in spite of the cold war, did western Europe recover so successfully from the ravages of war and Nazism? To what extent did communist eastern Europe and the United States also experience such a recovery? How did political crisis strike many countries from the late 1960’s on? Why, after a generation, did the economy shift into reverse gear, and what were some of the social consequences of the reversal? How did the changing lives of women interact with the second wave of the women’s movement? Why did efforts to reform the communist system fail and result in successful anticommunist revolutions throughout eastern Europe? What were the consequences of these revolutions and the end of the cold war? How, in the 1990’s, did the different parts of a unifying Europe meet the challenges of post-communist reconstruction, resurgent nationalism, and economic union? What are the prospects for Europe and Western civilization as they enter the third millennium? Major Assignments and Assessments: 1. DBQ selections: students may have a DBQ from the following topics Why did the US drop the Atomic Bomb on Japan 15 minutes to Midnight The Marshall Plan and Cold War Considerations Era of Consensus 2. Unit Exam and Quizzes Atomic Age to Present Vocabulary (1945 – Present) superpowers, anti-ballistic missiles (ABMs), détente, Nuclear Non-Proliferation Treaty, Bay of Pigs, Cuban Missile Crisis, containment, 38th Parallel, demilitarized zone (DMZ), guerilla warfare, domino theory, Viet Cong, Gulf of Tonkin, Tet Offensive, Khmer Rouge, Sputnik, glasnost, perestroika, apartheid, weapons of mass destruction (WMDs), European Union, interdependence, outsourcing, GATT, WTO