Download Eric Anderson AP World History Syllabu…

AP World History Course Syllabus 2011 - 2012
Course Overview
AP World History is two semester college level introductory class culminating with the AP Exam. It is a
rigorous study of world history from 8000 BCE to the present utilizing higher level thinking and analytical
skills focusing on the Five AP World History Themes which will receive approximately equal attention
throughout the course. These themes include:
… Theme 1: Interaction Between Humans and the Environment
o Demography and Disease, Migration, Patterns of Settlement, and Technology
… Theme 2: Development and Interaction of Cultures
o Religions, Belief Systems, Philosophies and Ideologies, Science and Technology, the Arts and
Architecture
… Theme 3: State Building, Expansion and Conflict
o Political Structures and Forms of Governance, Empires, Nations and Nationalism, Revolts and
Revolutions, Regional, Transregional and Global Structures and Organizations
… Theme 4: Creation, Expansion and Interaction of Economic Systems
o Agricultural and Pastoral Production, Trade and Commerce, Labor Systems, Industrialization,
Capitalism, and Socialism
… Theme 5: Development and Transformation of Social Structures
o Gender Roles and Relations, Family and Kinship, Racial and Ethnic Constructions, Social and
Economic Classes
Course Text and Other Resources
College Level Text
… Bentley, Jerry H.; Ziegler. Herbert F., Traditions & Encounters: A Global Perspective on the Past. 3rd
ed. New York, McGraw-Hill, 2006
Additional Resources:
… Abu-Lughod, Janet. Before European Hegemony: A.D. The World System 1250-1350: Oxford: Oxford
University Press, 1989.
… Allsen, Thomas T. Culture and Conquest in Mongol Eurasia, Cambridge: Cambridge University Press,
2001.
… Bentley, Jerry. Old World Encounters: Cross-Cultural Contacts and Exchanges in Pre-Modern Times,
Oxford: Oxford University Press, 1993.
… Buck, David D. “Was It Pluck or Luck That Made the West Grow Rich?” Journal of World History,
Vol. 10, No. 2 (Fall, 1999): 413-430.
… Christian, David. “Silk Roads or Steppe Roads? The Silk Roads in World History.” Journal of World
History 11, no.1 (Spring 2000): 1-26.
… Curtin, Philip D. 1984. Cross Cultural Trade in World History. Cambridge University Press
… Diamond, Jared. 1999. Guns, Gems, and Steel. Norton and Co.
… Dunn, Ross E. 2000. The New World History. Bedford/St.Martin
… Frank, Andre Gunder. 1998. ReOrient: Global Economy in the Asian Age. University of California
Press.
… Jackson, Peter. 2009. Mission of Friar William of Rubruck. Hackett Publishing
… Gombrich, E.H. 2008. A Little History of the World. Yale University Press
… McNeil, William. 1977. Plagues and Peoples: New York: Bantam Doubleday Dell Publishing Group.
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AP World History
AP World History Course Syllabus 2011 - 2012
… Ogborn, Miles. 2008. Global Lives: Britain and the World 1500-1800: Cambridge University Press.
… Pomeranz, Kenneth. 2005. The World That Trade Created: Society, Culture and the World Economy,
1400 to the Present. M.E. Sharpe
… Pomeranz, Kenneth. 2000. The Great Divergence: China, Europe, and the Making of the Modern World
Economy. Princeton University Press.
Primary Sources: In addition to the above sources listed, these primary sources listed below are packets
the students will receive.
… Stearns. 2008. World Civilizations: The Global Experience. Pearson.
… Record of Buddhistic Kingdoms - Primary Source
… Ibn Battuta: Travels in Asia and Africa-Primary Source
… The White Man’s Burden- Primary Source
… Visual: A variety of image based primary sources such as maps, charts, works of art and architectural
structures will be utilized throughout the course. These visuals will come from the textbook, readers, the
internet, document based questions released by the College Board.
… Additional primary sources will be utilized regularly for analysis, discussion, DBQs, and study.
AP World History Course Description
AP World History is the equivalent of a college-level survey course in world history. Like college
students, you are expected to read the assigned pages in the textbook and take notes on lectures and discussions
provided by the teacher. In designing this course, the College Board aimed to help you gain the higher-order
thinking skills you will need to be successful in college. These historical thinking skills include Crafting
Historical Arguments from Historical Evidence (including historical argumentation and the use of appropriate
use of relevant historical evidence), Chronological Reasoning (including historical causation, patterns of
continuity and change over time and periodization), Comparison and Contextualization (including comparison
and contextualization) and Historical Interpretation (including and Synthesis (including interpretation and
synthesis).
We will conduct whole-class discussions where you will explore a diversity of interpretations that
historians present in your textbook and in other secondary sources that I provide. We also will do simulations
and debates that challenge you to address questions about human commonalities and differences and the
historical context of culturally diverse ideas and values. You will be expected to develop clear comparisons.
You will improve that skill by practicing comparing within and among societies, including comparing societies’
reactions to global processes.
Geography will also be studied in each unit to place the curriculum within a spatial context. Students
will work and compile a series of maps in order to view the world within the framework of the Five Themes and
Historical Thinking Skills. Students will also have access to maps in order illustrate the curriculum being
taught. Special emphasis will include the effects of geography as noted above in the Five Themes and Historical
Thinking Skills. Also primary source maps will be utilized to study geography from the perspective of those
being studied.
Writing will be emphasized in every unit and students will have ample opportunity to practice their
writing skills. Students will also study the art of writing, decoding and responding appropriately to the prompt,
and the use and development of AP based rubrics. The first is the Document Based Question or DBQ.
Students will be able to formulate and support their answer through the use of documentary evidence and
primary sources in both texts and visuals. Other historical materials for analysis include maps, statistical tables,
works of art, and pictorial and graphic materials. The use of historical materials also will help you practice
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AP World History Course Syllabus 2011 - 2012
using evidence to make plausible arguments. You also will become an expert at identifying point of view,
context, and motivation in these sources. The second type of writing is known as the Continuity and Change
over Time Essay or CCOT. This essay emphasizes patterns of continuity and change over time and across
different regions. Furthermore, the CCOT essay focuses on large global issues. This essay will help students to
deal with change as a process and with questions of causation. In addition, to the DBQ and Continuity and
Change Over Time essay, you will also develop the ability to write a Comparative Essay. This essay will help
students to develop their skills in describing, comparing similarities and/or differences, and evaluate multiple
historical developments in different societies.
Course Requirements
… Prepare to take the AP Exam on Thursday, May 17th.
… Actively participate in class and complete all assignments in a thorough and timely manner.
… Keep a well organized notebook through the entire course to serve as a resource for the various
components of the class.
… The components include Cornel Note Section, Socratic Seminar, Philosophical Chairs, Geography
Resources, Primary Source Documents and evaluative study guides Study, AP Writing assignments and
rubrics, and AP Course related supplemental materials.
… Take notes on lecture in the Cornel Note format which takes the lecture material and adds a left column
where the students identify main points and list thought provoking or inquisitive questions. The lecture
is followed by a summary in the students own words.
… Ask the instructor for help and clarification when required.
… Actively participate in class and complete all assignments in a thorough and timely manner.
Course Supplies
… 2” – Three Ring Binder with 10 dividers labeled and in this order
- Tab 1: Unit 1- Foundations (8000 BCE to 600 CE)
all homework and classwork in chronological order
- Tab 2: Unit 2- Postclassical (600 to 1450 CE)
all homework and classwork in chronological order
- Tab 3: Unit 3- Early Modern (1450 to 1750 CE)
all homework and classwork in chronological order
- Tab 4: Unit 4- Modern (1750 to 1914 CE)
all homework and classwork in chronological order
- Tab 5: Unit 5- 20th Century (1914 to present)
all homework and classwork in chronological order
- Tab 6: Essays
Rubrics, pre-writes, and essays
- Tab 7: Tools & Strategies
Misc handouts such as: timeline, ESP chart, etc
- Tab 8: Geography
Natural features as well as political maps
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AP World History Course Syllabus 2011 - 2012
Grading Policy
45% Tests
25% Essays
25% Classwork
5% Participation
Grading Scale
100% - 89.5% = A
89.49% - 79.5% = B
79.49% - 69.5% = C
69.49% - 59.5% = D
59.49% - 0% = F
Late Work
… Worth 75% if submitted within 1 class from original due date.
… Worth 50% if submitted 2 or more classes late, but before the end of the unit.
… Worth 25% if submitted between end of unit and end of semester.
… Please communicate clearly and frequently about missed work and schedule conflicts!
Aeries
… Grades will be maintained on AERIES and students/parents should get their accounts established and
working to fully benefit from this software.
Academic Integrity
While students are encouraged to help each other and work together, cheating will not be tolerated. According
to the Pacifica Discipline Code, cheating is defined as, but not limited to “using or giving any form of aid(s) in
completing the assigned work and/or tests for a class.” Plagiarism is defined as but not limited to “taking the
ideas/work/writings from another source and offering them as your own.” Any student found committing any
type of the above academic dishonesty will be given a negative 100% score (which will not be dropped in the
case of an exam) on whatever assignment was compromised. He/she will likely also be suspended from class
pending a parent conference.
Course Schedule
Introduction - What is History and World History?
(1 week)
Topics for Discussion
… What is History?
… Five Major Themes in World History
… Historical Thinking Skills
… Geography and Regions
… Demographics
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… What is Periodization?
Major Activities and Assessments
… Students will examine ‘What is History?’ by analyzing and synthesizing quotes from historians and
scholars who are considered to be World Historians.
… Students will be introduced to the periodization used for this course and the major snapshots of each
period.
o In teams, students will then attempt to correlate their textbook and its units to the periodization
used for the course.
o Students will present their findings to the class. Each group will have different chapters that they
will have correlated to the time periods. The class will discuss and evaluate how their textbook
and the periodization of the course curriculum differ or are similar.
o Students will then analyze and read articles on periodization in World History
o Students will then write a response to whether they agree with the textbook periodization or the
course curriculum’s periodization or if they would propose a new periodization entirely.
… Students will participate in a Socratic Seminar - “What is civilization?”
… Students will discuss the implications of demographics after having viewed a presentation on world
population density
… Philosophical Chairs: “Define a theme”
Unit 1 Part A: 8000BCE-600BCE: Technological and Environmental Transformations
(1 week)
… Key Concept 1.1. Big Geography and the Peopling of the Earth
… Key Concept 1.2. The Neolithic Revolution and Early Agricultural Societies
… Key Concept 1.3. The Development and Interaction of Early Agricultural, Pastoral and Urban Societies
Topics for Discussion
… Early complex societies, Mesopotamia, Egypt, Persia, Early China, India, Meso-America and Oceania
Chapters 1-7
1.
Early Complex Societies
a.
Paleolithic Societies
b.
Neolithic Revolution
2.
Ancient Civilizations
a.
Mesopotamia (Tigris & Euphrates)
b.
Egypt (Nile)
c.
Harappa (Indus River)
d.
China (Huang He and Yangtze)
3.
Indian Geography & Harappan Civilization & Hinduism
a.
The Indus and Ganges River valleys
b.
The Deccan Plateau
c.
Three Phases:
i.
Ancient time period = Called Harappan Civ.
ii.
Aryan Migrations = Central Asian nomads
iii.
Classical times = Syncretic (blended) Aryan and Dravidian civilization
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d.
4.
5.
6.
7.
Ancient Harappan Civilization (3500 - 1500 BCE)
Societies of Meso-America
a.
Discussion of the political, economic and society of the Olmecs
Oceania and Australia
a.
Early Societies in Australia and New Guinea
b.
The Peopling of Polynesia, Macronesia and Micronesia
Buddhism & India
China
a.
Geography
Major Activities and Assessments
… Introduction of PERSIA in writing (Political, Economic, Religious, Social, Intellectual, and Artistic)
… Students will analyze text on the Early Agricultural Societies and complete a Thinking Map that
illustrates PERSIA for these societies
… Mapping Mesopotamia, Ancient Egypt, and China. Emphasis on the significance of rivers, defining
“Fertile Crescent” and “Cradle of Civilization”.
… Students will map the movement of people in Oceania and Australia
… Multiple Choice Test and FRQ
Unit 1 Part B: 600BCE-600CE: Organization and Reorganization of Human Societies
(4 weeks)
… Key Concept 2.1. The Development and Codification of Religious and Cultural Traditions
… Key Concept 2.2. The Development of States and Empires
… Key Concept 2.3. Emergence of Transregional Networks of Communication and Exchange
Topics for Discussion
… Classical Civilizations of China (Qin & Han Dynasties), Classical Civilizations of India (Mauryan &
Gupta Dynasties), Classical Mediterranean Civilizations (Greece & Spread of Hellenism, Rome), Spread
of Universal Religions (Buddhism & Christianity), Silk Roads
Chapters 8 -12
1.
Qin & Han Dynasties
a.
geography
b.
government
c.
law
d.
Confucianism / Daoism / Legalism
2.
Mauryan & Gupta Dynasties
a.
geography
b.
government
c.
law
d.
tenets of Hinduism / foundations & spread of Buddhism
3.
Civilizations of the Greater Mediterranean - Greece / Spread of Hellenism & Rome
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a.
5.
6.
7.
City states of Greece
1. Sparta & Athens
a. government
b. Greek Philosophy
b.
Alexander the Great / Hellenistic Empires
1. geography
2. government
3. trade
c.
Rome
1. geography
2. government
3. law
4. Spread of Christianity
Silk Roads
a.
geography
b.
diffusion of culture & trade
Classical Mayan Civilization
a.
geography
b.
government
c.
culture
Comparative Essay – Classical Civilizations
Major Activities and Assessments
… Students will analyze text on the Qin and Han Dynasties and complete a Thinking Map that illustrates
PERSIA for these societies
… Students will examine the tenets of Hinduism and compare the tenets of Hinduism to Buddhism
… Spread of Buddhism & Christianity geography project: A comparative study of the spread of these two
universal religions
… Socratic Seminar - “The ‘Golden Age’ of Greece” Comparison of Sparta, Athens, and the
United States today.
… Silk Roads: Analyze quantitative primary and secondary sources, maps, and images to understand the
nature of the Silk Roads and the diffusion of culture and trade within Eurasia
o Record of Buddhistic Kingdoms - Primary Source
o Excerpts from: Phillip D. Curtin’s Cross-cultural Trade in World History
… Students will analyze text and utilize a web resource to examine the Classical Mayan Civilization
… Introduction to AP writing: Comparative Essay- Free Response and Essay formats and addressing the
prompt.
… Thesis development
… AP Rubric – Overview, Use, and Development of
… Multiple Choice Test and Comparative Essay
o Comparative Essay: Students will write a comparative essay by comparing either religion,
economic, or political aspects of the following civilizations and dynasties- Mayan or Roman
Civilizations and Gupta or Han Dynasties.
Unit 2: 600CE-1450CE: Regional and Transregional Interactions
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AP World History
(5 weeks)
AP World History Course Syllabus 2011 - 2012
… Key Concept 3.1. Expansion and Intensification of Communication and Exchange Networks
… Key Concept 3.2. Continuity and Innovation of State Forms and Their Interactions
… Key Concept 3.3. Increased Economic Productive Capacity and Its Consequences
Topics for Discussion
… Byzantium, The Rise of Islam, Resurgence of Empire in East Asia, South Asia and the Islamic and
Hindu Kingdoms, Europe in the Post-Classical Era, State and Societies in Sub-Saharan Africa, Americas
and Oceania, and Cross-Cultural Interaction
Chapters 13-22
1.
Byzantium
a.
geography
b.
government
c.
culture
2.
Introduction to Islam
a.
The Quran and Islamic Doctrine
b.
Account for the Spread of Islam
c.
Cultural Exchanges
3.
Sui/Tang/Song China
a.
geography
b.
government
c.
culture
4.
Islamic & Hindu Kingdoms of South Asia
a.
geography
b.
government
c.
culture
5.
Europe in the Post-Classical Era
a.
foundations of Christian Society
b.
regional States
c.
The Reformation
d.
The Crusades
6.
Mongol Empire
a.
geography
b.
government
c.
Eurasian integration
7.
State and Societies in Sub-Saharan Africa
a.
geography
b.
government
c.
cultural development
d.
trade
8.
Civilizations of the Americas and Societies of Oceania
a.
early societies of Mesoamerica
b.
early Societies of South America
c.
trade, political organization and religions of Oceania
9.
CCOT Essay – Afro-Eurasian Trade System
Major Activities and Assessments
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AP World History
AP World History Course Syllabus 2011 - 2012
… Students will use the textbook and the internet to explore how the findings of archaeologists have
contributed to our historical knowledge of the following cultures: Incas and Polynesians
… Geography Study – Mapping the World in 1300
… Students will analyze the rise of the Indian Ocean Maritime routes by reading secondary sources
o Students will analyze excerpts to understand how trade and commerce flourished in the Indian
Ocean during the Post-Classical Era form Jerry H. Bentley’s article “Hemispheric Integration,
500–1500 c.e”. and Janet Abu-Lughod’s Before European Hegemony: A.D. The World System
1250-1350
… Utilize quantitative primary and secondary sources, maps, and pictures to analyze the connectivity of
Eurasia during the Mongol rule
o Students will analyze imagery of Courtly Art and Culture in Western Asia, 1256–1353, LACMA
exhibit from spring and summer 2003 (pdf)
o Students will analyze and excerpt from William H. McNeill’s Plagues and People
… Students will analyze the 1st Crusade by looking a letter from Raymond of Giles, and a historical
interpretation from Ibn-al-Athir
… CCOT – Did the Silk Roads die during the Post-Classical Era or did they create a larger Eurasian /
African world along with the Indian Ocean Maritime Routes?
… Multiple Choice Test and CCOT Essay
Unit 3: 1450CE-1750CE: Global Interactions
… Key Concept 4.1. Globalizing Networks of Communication and Exchange
… Key Concept 4.2. New Forms of Social Organization and Modes of Production
… Key Concept 4.3. State Consolidation and Imperial Expansion
(4 weeks)
Topics for Discussion
• Transoceanic Encounters, Transformation of Europe, Global Encounters, Islamic Empires, Change in
South and East Asia
Chapters 23 -28
1.
Transoceanic Encounters
a.
Columbus vs. Vasco da Gama
b.
Atlantic Ocean Exploration
c.
Indian Ocean Exploration
d.
Pacific Ocean Exploration
2.
Exploration Cause and Effect (Case Study)
a.
Islamic Spain & Crusades create European demand
b.
Islam diffused sugar and other goods to Europe
i.
Trace sugar cultivation from Islamic world to Mediterranean
c.
Renaissance built on trade of Asian goods
d.
High cost of goods leads to desire for two things
i.
Direct access to West African gold to buy Asian goods
ii.
Direct access to Asian goods for cheaper prices
e.
Expansion of Mediterranean trade and early exploration of African coast
f.
Key Connections
i.
Made possible by Afro-Eurasian integration of prior eras (Mongols, etc.)
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g.
3.
4.
5.
6.
Diffusion of goods and technologies made European exploration possible
i.
Created early sugar plantation
1.
Europeans gaining an increasing desire for sugar
2.
Ever expanding need for land to cultivate sugar
3.
Need for labor satisfied by capturing African slaves (as early as 1440s)
Transformation of Europe
a. religious
b. political
c. intellectual
d. economic
Global Encounters
a. Americas
i. Colliding Worlds – Europeans / Amerindians / Africans
ii. Transatlantic Slave Trade
iii. Silver
b. Oceania
i. East Asia / Oceania / Europeans
c. Indian Ocean Basin
i. South Asia / S.E. Asia / East Asia / Europeans
East Asia
a. Ming / Qing dynasties
i. political
ii. trade
iii. culture
b. Japan
i. political
ii. trade
iii. culture
Islamic Empires
a. Ottoman Empire / Safavid dynasty / Mughal dynasty
i. political
ii. trade
iii. culture
Major Activities and Assessments
… Parallel Reading: Students will read Chapter 27, “A New World”, from A Little History of the World and
Chapter 18, “Hemispheres Colliding” from Guns, Germs, and Steel.
o Students will compare and contrast using a Venn Diagram each of the historian’s perspective on
the impact of the first contact between the Western and Eastern Hemispheres.
… Socratic Seminar - “What was the most important factor in the transformation of Europe”
… In Class Collaborative DBQ - Global flow of silver: Geographically trace the movement of silver in the
16th and 17th centuries.
o Using excerpts from Dennis O. Flynn and Arturo Giraldez’s articles “Cycles of Silver: Global
Economic Unity through the Mid-Eighteenth Century” and “Born with a “Silver Spoon”: The
Origin of World Trade in 1571” and Timothy Brook’s Vermeer’s Hat: The Seventeenth Century
and the Dawn of Global Trade
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AP World History Course Syllabus 2011 - 2012
§
Rubric development: Students will practice developing AP Rubrics to better understand
the writing process – Peer Grading of essays to understand the mechanics of writing
… Multiple Choice Test and DBQ Essay
o Students will be introduced to the DBQ Essay rubric, how to write a DBQ thesis, providing
support and analysis
§ Students will then write a DBQ essay using the prompt:
• Based on the following documents, analyze the shifting historical interpretations
about the Atlantic slave trade. In your argument discuss the factors that have lead
historians to re interpret the Atlantic slave trade in Western Africa during the
Early Modern Period.
Unit 4: 1750CE- 1900CE: Industrialization and Global Integration
… Key Concept 5.1. Industrialization and Global Capitalism
… Key Concept 5.2. Nationalism and Nation State Formation
… Key Concept 5.3. Nationalism, Revolution and Reform
… Key Concept 5.4. Global Migration
(4 weeks)
Topics for Discussion
… Revolutions political and Industrial, Global Empires
Chapters 29-33
1.
Political Revolutions
a.
Enlightenment ideology
b.
American, French, Haitian Revolution
2.
Nationalism
a.
Latin American Revolutions
b.
Nationalism and the consolidation of states in Europe
3.
Industrialization
a.
Change-Over-Time Handout
b.
Capitalism, Socialism, Marxism
4.
Imperialism Overview
a.
Motives of Imperialism
b.
Tools of Empire
i.
Things Fall Apart (How did the white man make inroads into Umuofia?)
c.
Geography/map
i.
Imperialism in Asia (British, French, Dutch, Spanish)
ii.
Scramble for Africa
d.
India
e.
Belgian Congo
f.
French Indochina & Africa
g.
Latin America
h.
Topics
i.
Chronology
ii.
Method of rule (Belgian model, French model)
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AP World History Course Syllabus 2011 - 2012
iii.
5.
6.
Legacies:
1.
Empire & economy
2.
Labor migration
3.
Social change and continuity
4.
Rising Nationalism
Explorations in the Pacific
a.
Captain James Cook and his voyages throughout the Pacific
b.
The establishment of colonies in Australia
c.
The effects on Hawaiians as a result of Cook’s explorations
d.
Spanish explorations of the Oceania
Societies at a Crossroads
a.
Russian & Ottoman Empire
b.
East Asia - Comparing and contrasting China & Japan
i.
China
ii.
Japan
Major Activities and Assessments
… Students will be broken into two sides of the room. Each side will read one of two secondary sources
from the Best Practices in World History (College Board Publication). These sources focus on the
“Legacies of British Rule” from a British textbook and an Indian nationalist.
o After reading their secondary source students will partner with someone from the other side of
the room. They will then discuss their source’s viewpoint and report it to their partner. Together
they will discuss how these secondary sources have contrasting interpretations regarding the
British in India.
o Students will identify and evaluate their vastly different historical interpretation of the British in
India through the use of a Venn Diagram
o Upon completion of the Venn Diagram and classroom discussion of the historical interpretations,
students will write a comparative essay evaluating the interpretation of the secondary sources
… Primary Source and Secondary Source: Captain James Cook on Hawaiians
o Students will complete a SOAPSTONE chart as they read this passage
o Student’s will examine and analyze Oceania by analyzing excerpts from Myles Ogborn’s Global
Lives
… Students will analyze the causes and effects of the Industrial Revolution by examining five political
cartoons about European imperial expansion in Asia and Africa in this time period.
… Students will identify and evaluate diverse historical interpretations regarding the ‘rise of the West’ by
reading excerpts from Kenneth Pomeranz’s The Great Divergence, Jack Goldstone’s Why Europe? The
Rise of the West in World History, Andre Gunder Frank’s ReOrient: Global Economy in the Asian Age,
and David D. Bucks’ article “Was It Pluck or Luck That Made the West Grow Rich?”
… Utilizing a series of quantitative primary and secondary sources, tables, graphs, maps and charts in the
released DBQ about indentured severited in the 19th and 20th centuries, students will asses the
connections between the abolition of plantation slavery and increased migrations from Asian countries
to the Americas.
… Geography Open book/internet exam: Preparing maps that include major cities of different time periods,
empires, rivers, trade routes, and geographical features/obstacles that effected movement and trade.
… Multiple Choice Test and FRQ
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AP World History Course Syllabus 2011 - 2012
Unit 5: 1900CE- Present CE: Acceleration Global Change and Realignments
(4 weeks)
• Key Concept 6.1. Science and the Environment
• Key Concept 6.2. Global Conflicts and Their Consequences
• Key Concept 6.3. New Conceptualizations of Global Economy, Society and Culture
Topics for Discussion
• WWI, WWII, Cold War, Nationalism, End of Empire, A World Without Borders
Chapters 32-40
1.
WWI
a.
Russian Revolution
b.
Global implications of Versailles - Mandate system
c.
1918 Flu Pandemic
2.
Interwar
a.
Global Depression
b.
Totalitarianism & more Russian Rev
c.
Nationalism & Political Identities: Asia, Africa, Latin America
i.
Gandhi
ii.
Nasser Chapter
3.
WWII
a.
Origins
b.
Battles
c.
Home front
d.
Postwar Settlement
4.
Cold War
a.
Origins
b.
Challenges to Superpower Hegemony
i.
Europe, China, Détente
c.
Communist Revolution in China
d.
Collapse of USSR
5.
Decolonization
a.
Asia
b.
Africa
c.
Long Term Struggles After Independence (World Tour)
Major Activities and Assessments
… To assess students’ understanding of periodization, students will write a response to the following
prompt:
o In years past and in your textbook currently, the final unit of the course began in 1914 and
continued to the present. This year, the course periodization has changed to 1900 to the present.
What reasons do you believe the periodization changed and do you agree with this change?
Would you propose keeping the new periodization or returning to the 1914 date?
… Students will write a Continuity and Change Over Time Essay
o Prompt: Analyze continuities and change in the political structure in ONE of the following
regions from 1900 to the present. Be sure to include global connection: The Middle East, South
Asia or Latin America
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…
…
…
…
…
…
Wilson’s 14 Points – Primary Source Study
Treaty of Versailles - Simulation
DBQ on the Holocaust
Geography Study: Spheres of Influence during the Cold War- The West, Soviet Union, and China
Study of political cartoons used as propaganda (WWI and WWII both sides of the conflict)
Multiple Choice Test and a Comparative Essay
o Comparative Essay on the political goals and social effects of revolution in: China, Russia,
Mexico, Students choose two
Review For AP Exam
(2 weeks)
AP Exam May 17th
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