Download AP World History Syllabus 2013-2014 James M. Bennett High

AP World History Syllabus 2013-2014
James M. Bennett High School
Dr. Kathy Kudzma
[email protected]
Course Overview
AP World History is a challenging full year course that explores the expansive history of the human world
from the beginnings of settled societies to the present day. This course will help enable you to develop a
greater understanding of the evolution of global processes, contacts and interactions over time, the causes
and consequences of changes in international frameworks, and to compare societies in different regions
and in different time periods to one another.
AP World History is equivalent to an introductory college survey course and therefore relies heavily on
college-level resources. Students will explore intellectual, cultural, political, diplomatic, social, and
economic developments. Solid reading and writing skills, along with a willingness to devote considerable
time to homework and study, are necessary to succeed. Emphasis is placed on critical and evaluative
thinking skills, essay writing, and analysis of a variety of original documents. Throughout the year,
students will be introduced to typical questions used on the AP Exam which is administered in May.
Like college students, students are expected to read the assigned pages as given and take notes on the
information given. A variety of learning opportunities will be given to foster the development of skills
required to analyze points, interpret evidence, and create plausible historical arguments. We will also do
simulations and debates that will address questions about human commonalities and differences and the
historical context of culturally diverse ideas and values.
The course, designed to develop critical thinking in order to analyze evidence, prepares students for what
is expected at the college level. Successful completion of this course may result in college credits and
placement into higher-level college and university history courses. Students will be able to show their
mastery of the course goals by taking the College Board AP World History Exam in May. Even if a
student fails to achieve a passing score on the AP Exam, the experience of taking a college course is
immeasurable.
Course Design
History is a sophisticated quest for meaning about the past, beyond the effort to collect and memorize
basic factual information. This course will continue to deal with the facts – names, chronology, events,
and the like – but it will also emphasize historical analysis. Students will have to examine a variety of
geographic locations and time periods. In order to accomplish this lofty goal, students will use four
different historical thinking skills. Those skills are:
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Creating historical arguments from historical evidence
Chronological reasoning
Comparison and contextualization
Historical interpretation and synthesis.
In order to fully be able to synthesize all of this and broaden their knowledge base, students will be
required to complete all readings and assignments and participate in class discussions. This will allow
pupils to gain in understanding and be able to more fully grasp the importance of different civilizations
and significant historical changes over time.
The course emphasis is on balancing global coverage, with no more than 20% of course time devoted to
European history. This course is designed to be rigorous and rewarding, inviting students to take a global
view of historical processes and contacts between people in different societies.
Historical Time Frame of the Course
The AP World History course content is structured around the investigation of course themes and key
concepts in six chronological periods. These periods span from approximately 8000 BCE to the present
day. Those time periods include:
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Period 1:
Period 2:
Period 3:
Period 4:
Period 5:
Period 6:
Technological and Environmental Transformations (to c. 600 BCE)
Organization and Reorganization of Human Societies (c. 600 BCE – c. 600 CE)
Regional and Trans-regional Interactions (c. 600 CE – c. 1450 CE)
Global Interactions (c. 1450 – c. 1750)
Industrialization and Global Integration (c. 1750 – c. 1900)
Accelerating Global Change and Realignments (c. 1900 – present)
Themes in AP World History
Students in this course must learn to view history thematically. The AP World History course is
organized around five overarching themes that serve as unifying threads throughout the course, helping
students to relate what is particular about each time period or society to a “big picture” of history. These
themes connect key concepts throughout the course and serve as a foundation for student reading, writing,
and presentation requirements. The themes also provide a way to organize comparisons and analyze
change and continuity over time. This framework allows for a broader picture to be comprehended and a
deeper synthesis of the information to be achieved.
Consequently, virtually all study of history in this class will be tied back to these themes by utilizing a
“SPICE” acronym.
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Social – Development and transformation of social structure
o Gender roles & relations
Racial and ethnic constructions
o Family and kinship
Social and economic classes
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Political – State-building, expansion, and conflict
o Political structures & forms of governance Empires
o Nations and nationalism
Revolts and revolutions
o Regional, trans-regional, and global structures of organizations
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Interaction between humans and the environment
o Demography and disease
Patterns of settlement
o Migration
Technology
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Cultural – Development and interaction of cultures
o Religions
Belief systems, philosophies, & ideologies
o Science and technology
The arts and architecture
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Economic – Creation, expansion, and interaction of economic systems
o Agricultural and pastoral production
Labor systems
o Trade and commerce
Industrialization
o Capitalism and socialism
There are five themes in this course.
 Theme 1: Interaction Between Humans and the Environment
 Theme 2: Development and Interaction of Cultures
 Theme 3: State-Building, Expansion, and Conflict
 Theme 4: Creation, Expansion, and Interaction of Economic Systems
 Theme 5: Development and Transformation of Social Structures
Opportunities for students to show their understanding of historical material and specific historical
developments will occur frequently. As an instructor, it is important to be able to see student knowledge
and a depth of understanding to fully understand overarching themes.
There are many options available for each theme to check for pupil understanding. Either individually, in
pairs, or groups; students will show their mastery of these themes by doing the following:
 Constructing and evaluating arguments: using evidence to make plausible arguments for or against
a given historical perspective
 Using a variety of written and visual primary sources: developing the skills necessary to analyze
the viewpoint, historical timeframe, and bias as well as to understand and interpret information
 Comprehend issues caused by change and continuity over time, including the capacity to see
change as a process and examine the causes and the effects of that change
 See connections among global and local patterns and processes over time
 Examine the history of given societies and the impact of the world around them
 Describing human commonalities and differences while being able to ascertain universal
standards, and understanding culturally diverse ideas and values in historical context
Assessments concerning theme include in-depth maps or timelines that specifically focus on a given
theme.
For each unit, students will be assigned a specific theme. With that theme, a map or timeline will be
constructed based upon which is more appropriate in showing the significant information. Ten events for
the time period of the unit showing the major changes related to that theme will be included. Those
events are to be placed on the timeline. Notes are to go below the event and are to explain the
significance of the event to world history. At the very bottom of the timeline, students are to write a
thesis statement about how the changes in their theme in this time period show continuity as well as
change over time.
Key terms will also be assigned for each chapter. With those points, pupils not only go beyond giving
specific historical details but will also describe the significance and importance of these terms both locally
and globally.
Other possibilities include a document based question, comparative, or change-over-time essay.
Format of the AP Test
Each AP World Examination is three hours and five minutes in length and has both a multiple choice and
a free-response section. Fifty-five minutes are allotted for Part I, the multiple choice section, which
contains 70 questions and accounts for 50 percent of the composite score. Part II, the free-response
section, consists of a required 10-minute reading period, a required document-based question for which 40
minutes are recommended, and an essay section in which students select one continuity and change over
time question and one comparative question. Forty minutes are allotted for each of the essays. The DBQ
and continuity and change-over-time essay in conjunction with the comparative essay account for 50
percent of the composite score.
Possible scores on the AP test range from 5 to 1. A score of 5 means extremely well qualified. Four
means well qualified. A rank of 3 indicates qualified while a grade of 2 means possibly qualified. One
indicates no recommendation.
Materials List
It is suggested that students obtain the following materials for this class that will be crucial for note
organization, test preparation, and the May AP exam.
3 ring binder
Pens/Pencils
Notebook
Highlighters
Dividers
All papers should be kept in chronological order, corresponding to chapters. The divisions should be
according to the six units of study in the course. Students should use dividers for (1) important handouts
including syllabus, (2) lecture/class notes (outlines & organizers), (3) primary source activities, (4)
returned assessments such as tests and quizzes, (5) all essay writings, and (6) geography and map work.
Grading
All assignments will attempt to reflect individual achievement on course expectations. Grades will be
determined using a variety of assessment methods. Regular updates about achievement will be provided
to parents and students. There is no extra credit as a wide variety of assessment opportunities exist to
improve student averages.
The writing requirements and expectations are extremely high for this course. Students will actively take
the initiative to develop their writings skills, take responsibility to improve their writing and make
changes as necessary to produce and develop college level writing material. Writing assignments will be
assessed for grammar, punctuation, content, spelling and the student’s completion of the given
assignment. All of those elements will be factored in every writing assessment.
Major Assignments:
Multiple Choice Quizzes, Change-over-time Essays, Comparative Essays, Document Based Questions,
Objective Tests, Research Papers, Assorted Projects, Unit Assignments, Primary Source Activities, Class
work, and various Homework Assignments.
Change-over-time Essays and Comparative Essays require students to use prior knowledge and
appropriate historical evidence to support their point of view on a given historical question. A Document
Based Question is an essay that requires the student to use the original sources provided and prior
knowledge to answer a given historical question.
Predominantly, each chapter will have a Change-over-time Essay, Comparative Essay, Document Based
Question, or Multiple Choice as the assessment of the students’ acquired knowledge.
Each chapter will also have accompanying primary source materials to be discussed in class. Primary
Source materials will come from various internet sites and books found either in the teacher’s room or
school media center.
In order to fully grasp the meaning of primary sources, students must understand and utilize APPARTS
when exploring documents, charts, pictures, graphs, and so on. APPARTS means the following:
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Author. Who created the source? What is that person’s point of view?
Place and time. Where and when was the source produced?
Prior knowledge. What do you already know that would further your understanding of the source?
Audience. For whom was the source created? Does this affect the reliability of the source?
Reason. Why was the source produced at the time it was produced?
The main idea. What is the source trying to convey?
Significance. Why is the source important?
In addition to a myriad of primary sources, the views of many different historians will be interpreted and
evaluated. This will allow students to create a well-thought out analysis of their own. There will be
various opportunities for personal clarification throughout each unit. Some examples of these activities
include:
 Unit 1: Technological and Environmental Transformations – Definition of a civilization and when
the Neolithic period ended and civilization began (Diamond: Guns, Germs, and Steel and Childe:
Man Makes Himself)
 Unit 2: Organization and Reorganization of Human Societies – The Reputation of Alexander the
Great (Hammond: The Genius of Alexander the Great and Worthington: How “Great” Was
Alexander?); Internal Factors Responsible for the Fall of the Roman Empire (Goldsworthy: How
Rome Fell: Death of a Superpower and Heather: The Huns and the End of the Roman Empire in
Western Europe)
 Unit 3: Regional and Transregional Interactions – The Crusades Were a Holy War (Jones:
Memories of Crusades Live on in Today’s War and Phillips: Who Were the First Crusaders);
Roots of the Modern University in Islamic World (Nakosteen: History of Islamic Origins of
Western Education: A.D. 800 – 1350 and Ruegg: The University as a European Institution);
China’s Worldview Causing an End to Exploration (Kristof: 1492: The Prequel and Swanson:
Eighth Voyage of the Dragon: A History of China’s Quest for Seapower)
 Unit 4: Global Interactions – Impact of Columbus’s Voyage (Royal: Columbus and the Beginning
of the New World and Marquez: For a Country Within Reach of the Children); Martin Luther
Impacting the Lives of European Christians (Kolb: Martin Luther as Prophet, Teacher, Hero:
Images of the Reformer, 1520 -- 1620 and Kung: Great Christian Thinkers), Scientific Revolution
– How Revolutionary (Grant: When Did Modern Science Begin? and Shapin: The Scientific
Revolution)
 Unit 5: Industrialization and Global Integration – Impact of Industrial Revolution on Women
(Shorter: Female Emancipation, Birth Control, and Fertility in European History and Tilly:
Women’s Work and European Fertility Patterns); Causes of French Revolution (Kropotkin: The
Great French Revolution, 1789 -- 1793 and The Economist: The French Revolution: Bliss Was It
In That Dawn?); Factors Responsible for British Imperialism (Hobson: Imperialism: A Study and
MacKenzie: The Partition of Africa, 1880 – 1900 and European Imperialism in the Nineteenth
Century); Meiji Restoration – a Revolution? (Gordon: A Modern History of Japan: From
Tokugawa Times to the Present and Beasley: The Meiji Restoration)
 Unit 6: Accelerating Global Change and Realignments – Impact of Environment on Boxer
Rebellion (Cohen: History in Three Keys: The Boxers as Event, Experience, and Myth and
Harrison: Justice on Behalf of Heaven: The Boxer Movement); Impact of Bolshevik Revolution
on Soviet Women (Stites: Women and the Revolutionary Process in Russia and Rimmel: The
Baba and the Comrade: Gender and Politics in Revolutionary Russia); Rwandan Genocide of
1994 (Forges: The Ideology of Genocide and Lemarchand: Rwanda: The Rationality of
Genocide); Islamic Revivalism Impacting the World Order (Esposito: The Islamic Threat: Myth
or Reality? and Shuja: Islam and the West: From Discord to Understanding)
Also, students will examine the causes and effects of different historical events. Examples of this type of
activity include the following topics:
 Unit 1: Technological and Environmental Transformations – Rise and Fall of Easter Island
(Diamond: Collapse: How Societies Choose To Fail Or Succeed )
 Unit 2: Organization and Reorganization of Human Societies – Aryan Invasion Being Responsible
For the Demise of the Indus Valley Civilization (Wolpert: India and Thapar: Early India: From
the Origins to A.D. 1300)
 Unit 3: Regional and Transregional Interactions – Environmental Factors Contributing to the Fall
of the Mayan Civilization (Drew: The Lost Chronicles of the Maya Kings and Sheets: Warfare in
Ancient Mesoamerica: A Summary View)
 Unit 4: Global Interactions – Elizabeth I (of England) and Akbar (of India) and the use of Religion
in Strengthening Their Countries (MaCaffrey, Burke, and others: Elizabeth and Akbar: The
Religion of the Ruler?)
 Unit 5: Industrialization and Global Integration – Factors Responsible for British Imperialism
(Hobson: Imperialism: A Study and MacKenzie: The Partition of Africa, 1880 – 1900 and
European Imperialism in the Nineteenth Century)
 Unit 6: Accelerating Global Change and Realignments – Impact of the European Union on World
Affairs (Smith: Soft Power Rising and Fakiolas: The European Union’s Problems of Cohesion)
Each Unit will also have a Periodization assignment. Pupils will describe what factors, according to
historians, compose a given time period and explain the reasoning behind specific time period titles. Then,
students will reflect on how they would characterize and title this unit or time period and why they would
make those changes.
Students will, furthermore, be given specific assignments which will allow them to examine the impact of
different disciplines on the course and study of history. Archaeologically, students will examine artifacts
discovered at the tomb of Emperor Shi Huangdi along with his influence on the history of China. The city
of Pompeii, Italy is another archaeological focal point that will be discussed. When looking at dig sites,
students will determine how the physical findings are important to archaeologists while historians will
focus on the impact of those physical findings upon the lives of the people living in the area. Visually, art
is important in every civilization. For example, by looking at the art, students can see what was important
during the time of the Renaissance and how the influence of the Catholic Church was changing. In Africa,
some societies used masks and dancing to influence political decisions. Pupils will observe closely what
art historians consider when examining a piece of art such as theme, style, and materials used. However,
historians would, instead, place that piece of art in a historical context. Literature can show what was
important to civilizations historically and morally. For example, the teachings of Confucius greatly
affected the area of Asia. Pupils will see how historians use writings of a given civilization to show what
impacted the people of that time and its significance to the civilization. Economically, the philosophy of
mercantilism greatly influenced global trade. The issue of slavery from an economic (and moral)
standpoint also has global implications. Economists look at a given era and see how economic theories
were implemented while historians will look at economic conditions as part of a bigger picture.
Geographers examine the impact of climate and weather on a specific geographic area or region. The
impact of geography historically can be seen in Guns, Germs, and Steel by Diamond. This historian
reveals how, due to geography, Europeans came to dominate civilizations around the globe.
General Suggestions for Students
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The single most important contributor to student success is whether he/she completes each reading
assignment and its accompanying work. There is no substitute.
This is taught as a college course. We will discuss topics that may be new and different. Please
keep an open mind. You do not have to agree with what you read and hear, but you will need to
think historically and critically. Please respect the thoughts and views of others.
Keep an organized notebook and use it to review. Proper prior planning prevents poor
performance. This is especially true of college courses.
Work at improving your writing. Writing is an important way to show that you understand course
material and can synthesize a well-educated opinion from different historical sources. Speak to the
teacher if you need help.
Understand that this is an AP course. Colleges and universities know the difference on transcripts
between regulars and Advanced Placement classes. University Admissions will tell you they
would rather see a C in an AP than an A in a regular class. AP classes earn higher grade points.
Consequently an 87 in an AP class is worth a 97 in a regular class.
Form and join an informal study group with students in the same class. These are very successful.
The group is not a substitute for reading or for actually doing the work, but two heads are often
better than one. This also allows you to get missing notes and gain insights from others.
If you have a question or concern, contact me, email me, or come by. I will help you as much as
possible. However, make sure you are also taking responsibility for your own academic growth.
Course Texts
Main Text:
 Strayer, Robert. Ways of the World: A Global History with Sources. Second Edition. Bedford/St.
Martins, 2013.
Primary Sourcebooks:
Students will read and analyze selected primary sources (including documents, images, and maps) in the
primary source sections after each chapter in Ways of the World as well as primary sources from the
following sourcebooks:
 Andrea, Alfred & Overfield, James (ed.). The Human Record: Sources of Global History, Vol. 1.
Houghton Mifflin, 2001.
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Andrea, Alfred & Overfield, James (ed.). The Human Record: Sources of Global History, Vol. 2.
Houghton Mifflin, 1998.
Secondary Sources:
Students will read selections from a variety of secondary sources, including (but not limited to) the
following:
 Diamond, Jared. Collapse: How Societies Choose to Fail or Succeed. Penguin Books, 2005.
 Diamond, Jared. Guns, Germs, and Steel: The Fates of Human Societies. Norton Books, 1999.
 Fagan, Brian. The Long Summer: How Climate Changed Civilization. Basic Books, 2004.
 Mitchell, Joseph & Mitchell, Hellen (ed). Taking Sides: Clashing Views on World History, Vol. 1.
McGraw Hill, 2010.
 Mitchell, Joseph & Mitchell, Hellen (ed). Taking Sides: Clashing Views on World History, Vol. 2.
McGraw Hill, 2010.
 Wolf, Ken. Personalities & Problems: Interpretive Essays in World Civilizations, Vol. 1.
McGraw Hill, 2005.
 Wolf, Ken. Personalities & Problems: Interpretive Essays in World Civilizations, Vol. 2.
McGraw Hill, 1999.
The above materials add supplemental primary source reading or a variety of secondary historical
interpretations so that students can gain a deeper personal understanding of a given time period and
broader overall concepts and themes. Pupils can achieve a more informed analysis and synthesis of the
course material through the use of these varied sources.
Additionally, supplemental materials from other sources will be printed out and given to the students.
There will be a wide variety of primary sources analyzed throughout the year. Examples of primary
sources include: documentary material, maps, statistical tables, works of art, and pictorial and graphic
materials.
Course Schedule
Unit 1: Technological and Environmental Transformations
Time Period: c. 8000 BCE – c. 600 BCE
Main Focus: The Neolithic Revolution; the Earliest Civilizations
Length of Unit: approximately 1.5 weeks
Reading Text: Ways of the World: A Global History. Chapters 1-2.
Key Concepts:
 1.1
Big Geography and the Peopling of the Earth
 Paleolithic migrations lead to the spread of technology and culture
 1.2
Neolithic Revolution and Early Agricultural Societies
 Neolithic Revolution leads to new and more complex economic and social systems
 Agricultural and pastoralism begins to transform human society
 1.3
Development and Interactions of Early Agricultural, Pastoral, and Urban Societies
 Location of early foundational civilizations
 State development and expansion
 Cultural development in the early civilizations
Topics for Overview include:
 Prehistoric Societies
 Global migrations from Africa into Eurasia, Australia, the Americas, and into the Pacific and the
impact of the movement into those areas
 Neolithic Revolution – From Foraging to Agricultural and Pastoral Societies
 Basic Features of Early Civilizations: Mesopotamian, Egyptian, South Asian, East Asian,
Mesoamerican, and Andean
 How a civilization interacts with its environment
Unit 2: Organization and Reorganization of Human Societies
Time Period: c. 600 BCE – c. 600 CE
Main Focus: The Ancient and Classical World
Length of Unit: approximately 4.5 weeks
Reading Text: Ways of the World: A Global History. Chapters 3 – 6
Key Concepts:
 2.1
Development and Codification of Religious and Cultural Traditions
 Codifications and further developments of existing religious traditions
 Emergence, diffusion, and adaptation of new religious and cultural traditions
 Belief systems affect gender roles
 Other religious and cultural traditions continue
 Artistic expressions show distinctive cultural developments
 2.2
Development of States and Empires
 Imperial societies grow dramatically
 Techniques of imperial administration
 Societal and economic dimensions of imperial societies
 Decline, collapse, and transformation of empires (Rome, Han, Maurya)
 2.3
Emergence of Transregional Networks of Communication and Exchange
 The geography of trans-regional networks, communication and exchange networks
 Technologies of long-distance communication and exchange
 Consequences of long-distance trade
Topics for Overview include:
 Classical Civilizations: Greece, Rome, China, and India
 Major Belief Systems: Hinduism, Buddhism, Judaism, Christianity, Islam, Confucianism,
Daoism, Animism
 Major Philosophical Beliefs
 Developments in Mesoamerica and Andean South America: Moche & Maya
 Migrations of peoples (e.g. Bantu in sub-Saharan Africa) and spread of belief systems.
 Transregional Trade: The Silk Road and the Indian Ocean
Unit 3: Regional and Transregional Interactions
Time Period: c. 600 CE – c. 1450 CE
Main Focus: A Time of Accelerating Connections
Length of Unit: approximately 6 weeks
Reading Text: Ways of the World: A Global History. Chapters 7 – 12.
Key Concepts:
 3.1
Expansion and Intensification of Communication and Exchange Networks
 Improved transportation technologies and commercial practices and their influence
on networks
 Linguistic and environmental contexts for the movement of peoples
 Cross-cultural exchanges fostered by networks of trade and communication
 Continued diffusion of crops and pathogens throughout the Eastern Hemisphere
 3.2
Continuity and Innovation of State Forms and Their Interactions
 Empires collapse and were reconstituted
 Greater inter-regional contacts and conflict encourages technology and cultural
transfer
 3.3
Increased Economic Productive Capacity and its Consequences
 Increasing productive capacity in agriculture and industry
 Changes in urban demography
 Changes and continuities in labor systems and social structures
Topics for Overview include:
 Dar-al Islam, the Crusades, Byzantine Empire, and the Schism in Christianity
 European and Japanese feudalism
 Mongols across Eurasia and urban destruction in SW Asia, Black Death
 Bantu and Polynesian migrations
 Kingdoms and Empires in Africa
 Delhi Sultanate
 Aztec and Incan empires and urbanization
 Chinese Dynasties (Sui, Tang, Song, and Ming)
 Ming Treasure Ships and & the expansion of Indian Ocean Trade (Swahili Coast)
Unit 4: Global Interactions
Time Period: c. 1450 – c. 1750
Main Focus: The Early Modern World
Length of Unit: approximately 6 weeks
Reading Text: Ways of the World: A Global History. Chapters 13 – 15.
Key Concepts:
 4.1
Globalizing Networks of Communication and Exchange
 Intensification of regional trade networks (Mediterranean, trans-Saharan, overland
Eurasian, and Siberian trade routes)
 Trans-oceanic maritime reconnaissance
 New maritime commercial patterns
 Technological developments enabling trans-oceanic trade
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4.2
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4.3
Environmental exchange and demographic trends: Columbian Exchange
Spread and reform of religion
Global and regional networks and the development of new forms of art and
expression
New Forms of Social Organization and Modes of Production
 Labor systems and their transformations
 Changes and continuities in social hierarchies and identities
State Consolidation and Imperial Expansion
 Techniques of state consolidation
 Imperial expansion
 Competition and conflict among and within States
Topics for Overview:
 Bridging the Eastern and Western Hemispheres together into One Web
 Transformations in Europe – Renaissance to Scientific Revolution
 Encounters and Exchange: Reconquista, Europe in Africa, Spanish in Americas
 Encounters and Exchange: Portuguese and Indian Ocean Trade networks, Southwest Asian trade
networks and the Ming Slave trade/Rise of Qing
 Labor Systems in the Atlantic World – the Africanization of the Americas
 Cross-Cultural Interactions – The Columbian Exchange in Atlantic and Pacific Context
 Expansion of Global Economy and Absolutism: Muslim, Tokugawa, and Romanov Empires
 Effects of the Atlantic Slave Trade on demography in West Africa, resistance to the Atlantic slave
trade, and expansion of Islam in sub-Saharan Africa.
Unit 5: Industrialization and Global Integration
Time Period: c. 1750 – c. 1900
Main Focus: The European Moment in World History; The Industrial Age
Length of Unit: approximately 7 weeks
Reading Text: Ways of the World: A Global History. Chapters 16 – 19.
Key Concepts:
 5.1
Industrialization and Global Capitalism
 Industrialization
 New patterns of global trade and production
 Transformation of capital and finance
 Revolutions in transportation and communication: railroads, steamships, canals,
telegraph
 Reactions to the spread of global capitalism
 Social transformations in industrialized societies
 5.2
Imperialism and Nation-State Formation
 Imperialism and colonialism of trans-oceanic empires by industrializing powers
 State formation and territorial expansion and contraction
 Ideologies and imperialism
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5.3
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5.4
Nationalism, Revolution, and Reform
 The rise and diffusion of Enlightenment thought
 18th century peoples develop a sense of commonality
 Spread of Enlightenment ideas propels reformist and revolutionary movements
 Enlightenment ideas spark new transnational ideologies and solidarities
Global Migration
 Demography and urbanization
 Migration and its motives
 Consequences of and reactions to migration
Topics for Overview include:
 The Age of Revolutions:
o Scientific Revolution & Enlightenment
o American, French, Haitian, and Latin American Revolutions
o Napoleonic Wars/Congress of Vienna/Conservatism vs. Liberalism
 Global Transformations:
o Western Industrial Revolution and its Impact on the Rest of the World
o Reactions For and Against Industrialization & Modernization (China, India, Australia,
Islamic World)
o Rise of Nationalism
o Imperialism and its Impact on the World (Africa, South Asia, East Asia, Australia)
o Decline of Imperial China and the Rise of Imperial Japan
o Demographic Changes
o Anti-Slavery, Suffrage, Labor, and Anti-Imperialist Movements
Unit 6: Accelerating Global Change and Realignments
Time Period: c. 1900 - present
Main Focus: The 20th Century
Length of Unit: approximately 6 weeks
Reading Text: Ways of the World: A Global History. Chapters 20 – 23.
Key Concepts:
 6.1
Science and the Environment
 Rapid advances in science spread assisted by new technology
 Humans change their relationship with the environment
 Disease, scientific innovations, and conflict led to demographic shifts
 6.2
Global Conflicts and their Consequences
 Europe’s domination gives way to new forms of political organization
 Emerging ideologies of anti-imperialism contribute to dissolution of empires
 Political changes accompanied by demographic and social consequences
 Military conflicts escalate
 Individual and groups oppose, as well as, intensify the conflicts
 6.3
New Conceptualizations of Global Economy and Culture
 States, communities and individuals become increasingly interdependent
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People conceptualize society and culture in new ways
Popular and consumer culture becomes global
Topics of Overview include:
 Crisis and Conflict in the Early 20th Century:
o Anti-Imperial Movements within Colonized Countries
o World War I, Total War, Reactions to 14 Points
o Depression and Epidemic Diseases
o Russian, Chinese, and Mexican Revolutions
o Rise of Militaristic and Fascist Societies, World War II, and Forced Migrations
o Impact of German aggression in Europe, Japanese aggression in the Pacific
 Internationalization
o Rise of Consumerism and Internationalization of Culture
o United Nations and Decolonization (specifically in Africa)
o The Cold War & Post Cold War World
o International Organizations
o Globalization
o Information and Communication Technological Revolution
Review Classes Prior to AP World History Exam
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2 weeks prior to the AP Exam
o Study Guide/Notebook that contains materials such as maps, timelines, notes, and previous
essays used throughout the year
o Selected activities and discussion of AP Practice Exam.
o Various AP World preparatory websites